As a teacher, it is necessary to prepare detailed lesson plans. Writing lesson plans helps us accurately grasp the key points and difficulties of teaching materials, and then choose appropriate teaching methods. So have you learned about the lesson plans? Below are Orff music lesson plans for kindergarten middle class that I have collected for you. You are welcome to read them. I hope you will like them. Orff Music Lesson Plan for Kindergarten Middle Class 1
Activity goals:
1. Listen and distinguish the length and shortness of sounds.
2. Let children feel the difference in the duration of half notes and quarter notes.
3. Be able to use body language or musical instruments to express the length changes of sounds and experience the fun of sound games.
4. Appreciate the song and feel its lively and interesting characteristics.
5. Be able to boldly express the content and emotion of the song.
Activity preparation:
1. Music: "Funny Sounds", "The Train Is Leaving".
2. Map.
3. Musical instruments.
Activity process:
1. Sound game.
1. In the music "The Train Is Leaving", play the "train driving" game with children and ask them to talk about: What sounds did they hear when they arrived at the station? What sound does the train make when it starts moving? Which sound is longer (short)?
What little animals are coming? Let the children name the animals and then imitate the sounds and movements. like:.
(Little kitten; meow - puppy: woof woof woof woof) Let the children tell whose voice is longer (short)?
Lamb: 咩 -咩- Chicken: 叽叽叽叽
2. Encourage children to imagine boldly and talk about what sounds they have heard in their lives. And imitate, know whose voice is longer (short)?
(Inspiration: In the zoo, on the street, in the kitchen, in the sky------4---5 people)
2. Physical games.
1. Listen to the music "Interesting Sounds", encourage children to imitate sound effects, and ask children to tell which sounds they hear and which sound is longer? Which sound is shorter?
2. Summary: There are long and short sounds in our lives. The teacher uses a long paper strip to represent long sounds, such as: meow-; cut this long paper strip into two pieces, and Change it into two short sounds, such as: woof woof; show the note so that the children can understand it visually.
3. Inspire children to use their bodies to express sounds of different lengths, such as: for long sounds, extend their arms; for short sounds, make a fist and retract their arms.
4. Inspire children to use body movements to play the long and short rhythms of sounds. Such as: clapping, tapping feet, shaking head-----
3. Rhythm games.
1. Understand musical instruments: triangle, wooden fish, know their names and usage.
2. Let the children use the instruments in their hands to make sounds and tell whether they are long or short.
3. Show the rhythm score "Different Sounds". Children in group A use triangles to play long tones, and children in group B use body movements (claps, stamping feet----) to play short tones. Then the children in group B played short notes with wooden fish, and the children in group A played short notes with body movements (stepping, shooting, beating drums---).
4. Groups A and B will play in sections based on the music chart.
4. Summary of activities.
There are many sounds of different lengths around us, and music is composed of many sounds of different lengths.
Drive the train out of the classroom to find the different sounds outside.
Little Encyclopedia: Orff music education system is one of the three most famous and influential music education systems in the world today. In Orff's music class, children have the opportunity to enter a rich art world. Music is no longer just melody and rhythm, but is connected with children's songs, rhythm, dance, drama performances and even visual arts such as paintings and sculptures. . They may be guided by the teacher to focus on a specific sound source, listen, identify, and imagine different sounds from life and nature. Kindergarten middle class Orff music lesson plan 2
1. Activity goals
(1) Let children experience the joy brought by activities through the song "Ride a Carousel" music game.
(2) By listening to piano accompaniment and looking at music charts, children can hear and distinguish ascending, descending and repeated sounds.
(3) Cultivate children’s adaptability through word substitution.
2. Activity preparation
(1) Pictures of father, mother, grandpa and grandma
(2) "Carousel Riding" music disc
(3) Trojan horse headdress
(4) Music chart with the same sound repeated in ascending and descending lines
3. The important and difficult points of the activity
Key points: Let the children move in the activity experience happiness.
Difficulty: Children can listen and distinguish ascending sounds, descending sounds, and repeated sounds.
4. Activity formation
Semicircle
5. Activity process
1. Music entrance. Music "Walk Slowly"
2. Story Introduction
Teacher: The baby was worried that Mr. Long Needle would not be able to catch Miss Short Needle, so he rode the merry-go-round to help him chase her.
3. Body Q&A
Teacher: Before we go after Miss Short Needle, we need to exercise and warm up! Now the teacher clapped his legs and asked the children questions, and the children clapped their hands and answered the teacher's questions.
Question: Pat the leg (where is the teacher?).
Answer: Clap your hands (teacher, teacher, here).
(Repeat twice)
4. Names of physical objects and characters
(1) Location of objects
Identify objects in the classroom and its orientation.
Teacher: Just now, the children were able to answer the teacher’s questions quickly and accurately. Now the teacher wants to test the children to see who has the brightest little eyes and who sings the best songs. The teacher sings and asks the children questions, and the children also sing and answer the teacher’s questions!
Question: The teacher sings "Where is the electric light?"
Answer: The students point and sing "The electric light is here"
Question: The teacher sings "Where is the fan fan?"
Answer: Students point and sing "The fan fan is here"
(You can find different items and play with it several times)
(2) Identification of picture cards
The teacher introduces the "Dad", "Mom", "Grandpa" and "Grandma" picture cards and glyphs, and sticks them around the classroom.
Teacher: (Show the character picture card) Can you recognize the child’s mother?
(After the children finish answering, the teacher puts the character picture cards around the classroom) The teacher then asks the remaining characters in turn.
5. Pitch sense: Distinguish ascending, descending, and repeated sounds.
(1) Model singing of musical notes
The teacher plays the piano and practices model singing of famous musical notes and scales
Teacher: Today we also invited a singing master to the children Singing! (The teacher plays the piano)
First time: CDEFGABC
Second time: The teacher plays and sings the children’s body movements (from low to high - from squatting to standing)
The third time: The movements are accompanied by the music of riding a carousel, and the children perform.
(2) Model singing of ascending and descending with the same sound repeated.
Show the model singing chart (Chart: the upper part is represented by a butterfly, the lower part is represented by a bee, and the repetition of the same sound is represented by a caterpillar.)
First pass:
Up line: CDEFG
Down line: GFEDC
Homophone repetition: GGGGG
Second time: Look at the chart and sing the up and down lines and the homonym repetition in combination with the carousel music model .
6. Singing on horseback (formation: circle)
Teacher: After we have done warm-up exercises, we are going to chase Miss Short Needle. On the way there, we have to ride on The carousel is singing! Children should listen carefully to the teacher's questions. The child rides to the correct character picture card and stops to sing and answer.
Question: The teacher sings "Where are daddy, daddy?"
Answer: The student points and sings "Daddy, daddy is here"
Question: The teacher sings "Where is mom, mom?"
Answer: Students sing "Mom, mom is here"
(Grandpa and grandma in turn)
6. Activities End
Teacher: We are riding the carousel to chase Miss Short Needle. (Leave the activity room on a carousel) Orff Music Lesson Plan 3 for Kindergarten Middle Class
Activity goals:
1. Perceive the intensity of sound and use silk scarves as a medium to express it.
2． Master the strength and weakness of music and perform it on the basis of being familiar with the structure of music and the main characteristics of the piece.
Activity preparation:
Music, scarves
Activity process:
1. Introduction of topics 1. Look! What is the teacher holding in his hand? (Scarf) Don’t underestimate it, my silk scarf can dance in the music! Let’s listen and see together 2. Toddlers listen to music.
2. Music Analysis--Question: Who can tell me, do the scarves in the music dance the same from beginning to end?
What’s the difference?
Children create movements based on the narrative - Question: How do you make your silk scarf dance in this part of the music that sounds very powerful? Show the chart In addition to doing such movements, what other movements can be used to dance to the same powerful music? (Play music and let everyone do it together, each doing the actions they want to do) - Question: Play soft music (the method is the same as above) Show the chart summary: The part that sounds powerful is the strength of the music, and the part that sounds very soft Part of it is the weakness of the music.
3. Let’s dance with a scarf 1. Prepare the scarf, and ask the children to dance the scarf dance along with the music, paying attention to the distinction between strong and weak. (Children will display according to the diagram) 3. The role-sharing game guides children to set their own game rules: who can play the powerful part (a boy), and who can play the soft part? (Girl), OK! So let’s get started!
Repeat the game several times to end.
changes, so the whole teaching process goes more smoothly. The teacher's guidance is appropriate and the children's emotions are well mobilized. However, in teaching activities, teachers pay too much attention to the speeches of individual children and ignore the attention and performance of other children. This is also because as a young teacher, he lacks teaching experience and the ability to respond on the spot. He is worried that children who do not raise their hands will answer the wrong questions, resulting in The teacher cannot smoothly carry out the following teaching links, which affects the effect of the teaching display. Secondly, if the image map can be added to this lesson, it will be more helpful for children's memory and performance. Kindergarten middle class Orff music lesson plan 4
Activity goals:
1. Understand the colors and shapes of azaleas and roses.
2. Sensing the allegro and adagio in the song through body games.
3. Feel the beauty of spring in the creation of flower shapes.
Activity preparation:
Wall charts P3, slides of various azaleas and roses, plastic flowers, windmill flowers, hula hoops, CDs
Activity process:
1. Story guidance
Teacher: With the help of Fairy Sunshine and Miss Feng, Xiaocao grew up slowly. At this time, Miss Chun came with her beautiful ribbon. She raised the ribbon, ah! Not only has the grass grown up, look, there are also many beautiful flowers blooming. There are so many colors of flowers. What kind of flowers are there?
2. Understanding Flowers
Teacher: Children, do you want to go to the garden to enjoy flowers? Let’s go and see it together!
1. Rhododendron
Show slideshow
Children observe, the teacher introduces the name and color of azalea, and tells the children that azaleas bloom only in spring every year. open.
2. Roses
Teacher: The azaleas in the garden are so beautiful. Let’s take a look. What other flowers are there? Who would know this flower?
Watching the slideshow, the teacher introduces the leaves and branches of roses, and knows the colors of roses.
3. The game of flowers
1. Wrist flowers
Teacher: Miss Chun brought a lot of flowers to the children. Do you like the flowers? Let's play games with flowers!
The teacher plays the role of a spring girl and gives flowers to the children.
The teacher sang a cappella. In the allegro part, the children blossomed in different parts of their body according to the musical phrases, and in the adagio part, they turned into flower fairies and swayed left and right according to the musical phrases.
2. Windmill Flower
Teacher: The little flowers are so happy with the children, look! What is this? Oh, Pinwheel Flower also wants to play games with everyone, so let’s first see how the teacher plays games with Pinwheel Flower. Pinwheel Flower can listen to music!
Play music and the teacher demonstrates. The music plays again and the toddler plays with the pinwheel flower.
3. Flowers and Butterflies
Teacher: Are windmill flowers fun? The butterfly fairy smelled the fragrance of the flowers and flew over. It turns out that butterflies and flowers are good friends. Do you have any good friends?
Ask two children to demonstrate, one child plays the role of a flower, and the Allegro part changes into different flower shapes. Another person plays the role of a butterfly. During the Allegro part, the flowers squat down and the butterflies fly around the flowers.
Performance by all children. Kindergarten middle class Orff music lesson plan 5
Activity goals
1. Feel the rhythm of ×××O and feel the quarter note rest.
2. Exploring and listening to the sound effects of cortical musical instruments.
3. Feel the fun of using your body to express rests.
4. Be willing to participate in music activities and experience the happiness in music activities.
5. Cultivate children’s sense of music rhythm and develop their expressiveness.
Activity preparation
Five large drums and five snare drums, one tambourine for each person, and one cushion for each person, along with supporting pictures and CDs.
Activity process 1. Story introduction.
The baby fell asleep obediently. The elf wanted to test whether the baby was really asleep, so he played the drum...
2. Tone listening and debate , warm up.
1. After listening to the nursery rhyme completely, ask: What musical instruments are there?
2. Introduce the bass drum, snare drum, and tambourine and perceive the timbre of the three instruments, and develop an action for each instrument.
3. Listen to the nursery rhyme for the second time, clap your knees and recite the words once, and do the designated actions according to the tone when "knocking three times".
4. Tone listening and debate game.
The children pretended to be asleep, and the teacher asked "Is little ××little ×× asleep?" while playing different drum rhythms. Students beat drums with different timbres and respond with finger movements
"Little ××, little ×× is not asleep!"
3. Feel the rhythm of ×××O.
1. Body rhythm, sensing rhythm.
(1) What animals are coming? Who will learn their calls and movements?
(2) Use the words to make animal movements, and replace the words with animal sounds. Make no sound or hide when shooting in the air.
2. Prop operation and sensing rhythm.
(1) Recite the nursery rhyme with the words, use the correct playing method when "knocking three times", hit the soft pad according to the rhythm, and cover the soft pad when the beat is empty, so that no sound can be made.
Big drum: the pad is upright, played with arms
Snare drum: the pad is placed flat, played with both hands in turns
Tambourine: hold the pad in one hand and clap with the other
3. Musical instrument playing, sensing rhythm
Divide into three types of characters to play three types of drums according to the rhythm of words, and hold the instrument in the empty beat.
4. Exploring the timbre of leather instruments.
1. Sound simulation and creation.
With each person holding a tambourine, teachers and children discuss how to simulate the sounds of three animals. After the children create the sounds, the teacher summarizes them.
2. Accompany the nursery rhymes based on the sounds created in the previous session.
Mouse: dot, dot, dot - squeak
Cat: scratch, scratch, scratch - meow, meow, meow
Puppy: thump, thump, thump - wang, wang, wang (Early Childhood Education)
Teaching reflection:
During the activity, in order to prevent the children from singing from beginning to end, I used conversation to solve difficult quarter notes and emotional skills. The method allowed the children to rest for a while, so that the activities could be combined with movement and stillness. The children's performance basically completed my preset goals. Of course, there are still many deficiencies in this activity, and I hope teachers and experts can provide more guidance. Kindergarten middle class Orff music lesson plan 6
Teaching objectives:
1. Sing the song "Little Yellow Duck" in the context of learning, and initially try to sing in groups.
2. Stimulate interest in participation and experience the joy of singing with friends.
Teaching focus:
"Little Yellow Duck Chorus" is divided into two sections, AB. In section A, children master the dotted rhythm of "Xia. Xia Xia. Xia|Cry-|".
Teaching difficulties:
Guide children to sing in groups in the B section to make the connection of singing more natural and smooth.
Teaching preparation:
Experience preparation:
Enhance children’s perception of rhythm; understand children’s experience in grouping.
Environment preparation:
1. Standable three-dimensional grouping signs (swimming team, singing team, bubble team)
2. ppt courseware, "Little "Yellow Duck" Music, Guitar
Teaching class time: 25 minutes
Teaching theory basis:
In the current kindergarten curriculum, the curriculum is presented in thematic content and thematic form. Against this background, teachers have done a lot of practical research on the concepts that should be rethought and formed in kindergarten music education, the updating of ideas in the design of teaching activities, the handling of the relationship between teaching and learning, and the improvement of teaching methods. Music is not a technical course that simply imparts knowledge and skills, but a humanities course that aims to improve students' musical and humanistic qualities. In terms of teaching, we need to use music to educate children, immerse them in it, and infiltrate teaching knowledge points into the process of activities, so that children can understand and integrate into the world of music during the learning process. At the same time, teachers’ teaching process should highlight children’s learning process, make children’s learning visible, and make children’s learning effective. This activity creates a "Little Yellow Duck Chorus" situation, stimulating the children's emotion of performing on the beach with the Little Yellow Duck Chorus. They learn to sing in groups while singing and playing games with the Little Yellow Ducks, and learn to sing in groups while singing. In the process, experience the fun of singing with your companions.
Teaching process:
1. A little yellow duck swimming in the water - introduction and experience
(1) Take a look and guess. (A large bathtub appeared in the media)
1. Today I invited a friend who likes water. Guess who it might be?
(Guide children to associate, such as: fish, turtle, crab, duck, etc.)
2. The little yellow duck quacks - feelings and games
< p> (1) Listen and talk (the little yellow duck appears in the media)Key questions:
1. Do you like the little yellow duck? Why?
(Observe the media and guide children to talk about the reasons why they like it in terms of appearance, color, etc. based on their own life experience)
2. Do you know why I like the little yellow duck? Please come and have a listen.
(The teacher plays the guitar and sings Section A for the first time, guiding the children to listen to the lyrics)
3. Follow-up question: Did you hear it? Why do I like this little yellow duck?
(The teacher guides the children to say the lyrics they hear, and randomly leads the children to excerpt and practice singing "It takes a bath with me" and "Xiaxiaxiaxiaxiao")
4. Summary :yes. It's boring for me to take a bath alone, but I'm so happy to have a little yellow duck as a companion to play with me in the water. Please be a little yellow duck, treat this place as a big bathtub, and play games together.
(The teacher leads the children to play the "playing with water" game 1-2 times following the song A, so that the children can fully experience the rhythm of the dots)
5. How do you play with water? of?
(Guide children to talk about different ways to play with water based on life experience, such as: treading water, paddling, slapping water, dripping water, sprinkling water, etc.)
6. Summary: for teachers *. **. *|*—|'s rhythmic language is summarized.
(The teacher leads the children to try to pronounce the rhythm of the language during water games, such as: pat. Yeah pat. Yeah | Pat - |, stroke. Yeah stroke. Yeah | stroke - |, to help the children become familiar with and Master the dotted rhythm)
7. My little yellow duck even has a very beautiful call. Do you know how it calls?
(Listen to the children learning the cries of the little yellow duck at will, and the teacher observes whether the children can use dotted rhythm to imitate the cries of the little yellow duck)
8. The teacher asks : Please come and listen and find out which of these two calls belongs to my little yellow duck?
(At this time, the teacher slows down and plays and sings a single sentence on the guitar (1) Xiaxiaxiaxiaxia | cry - | (2) Xia. and consolidate children's mastery of dotted rhythm)
9. The teacher asked: What might the little yellow duck be saying?
(At this time, the teacher guides the children to join the scene and try to sing a single sentence Xiaxia softly or loudly. Xiaxia. Xia|Crying-|. For example: The little yellow duck has a birthday, so he must make a wish in a low voice; Xiao Huang Duck wants to say hello to friends far away, make a louder voice, etc.)
10. Teachers and students sing section A 2 times.
(At this time, the teacher can provide guidance at any time according to the problems that occur during the singing process of the children, such as: the rhythm is unstable, sing the A section of the song 1-2 times.
)
(2) Play and sing
Key questions:
1. My little yellow duck not only has a nice cry, but also has three abilities ?
(Guide the children to talk about what abilities the little yellow duck may have)
2. Please come and listen to what abilities my little yellow duck has?
(The teacher plays the complete song AB on guitar for the first time and plays the ppt at the same time. The content presented in the ppt screen must be able to help the children understand and remember the lyrics)
3. Question: My Little Yellow What skills does a duck have?
(Guide the children to say the lyrics they heard, "It can swim", "It can sing", "It can blow many bubbles", and the teacher leads the children to practice excerpting and singing)
< p>4. Can you add some interesting sounds?(The teacher guides the children to add the onomatopoeia "huahua", "quack" and "bobobo" according to the appropriate rhythm after "it can swim", "it can sing" and "it can blow many bubbles")
5. Can you tell where the little yellow duck flies when it blows the bubbles?
(When adding onomatopoeia after "It will blow a lot of bubbles", teachers can add exercises on ascending and descending onomatopoeia to enhance children's participation and playfulness, and at the same time allow children to feel The feeling of the song ending)
6. This makes the song more interesting, let’s sing it together!
(Teachers and students *** sing the song AB together for the first time. At the same time, you can play the PPT and use the picture to remind you of the lyrics)
7. Your singing has attracted a group of little yellow ducks. The attraction is here, look how many are here?
(Guide the children to observe the media, and there will be many little yellow ducks, and guide the children to count them)
3. The Little Yellow Ducks Chorus—Singing in Groups
< p> (1) Singing practiceKey questions:
1. This is a little yellow duck chorus. I want to invite you to join their chorus. Let’s try it out together. Bar.
(Teachers and students *** sing the song AB together for the second time, click on the ppt to prompt the children to sing along with the multimedia)
2. The Little Yellow Duck chorus is going to perform on the beach today Look! They also dressed up. How did they dress up?
(Six little yellow ducks appeared in the media, one wearing a swimming cap, two wearing ties, and three wearing sunglasses)
3. The beach is here, but the audience I made a request and asked the Little Yellow Duck Choir to be divided into three groups: Bubble Team, Swimming Team and Quack Team to sing this song. How can this be divided?
(Guide children to talk about different grouping methods. For example, they can be divided into three groups according to swimming caps, sunglasses, ties or colors; they can be grouped according to the color of decorations. At the same time, the teacher shows the children who can stand. Three-dimensional grouping signs)
4. Thank you for your help, they are finally divided!
(The ppt media shows the completed little yellow duck chorus)
5. Now it is time to perform. But the problem arises again. After being divided into three groups, there are too few people in each group. The sound is not bright enough and the audience behind can't hear it. Can you help them?
(Emotionally stimulate children’s desire to help the little yellow duck and join the chorus)
6. Then let’s go and participate! Please quickly stand in the queue you want to go to.
(Children are free to choose the bubble team, swimming team and singing team to sing in groups)
7. The Little Yellow Duck Chorus is ready, let’s rehearse ! How to sing it? Which group sings "It Can Swim"? Which group sings "It Can Sing"? Which group sings "It will blow lots of bubbles"? Who will sing the first part?
(Teachers and students *** discuss the rules of group singing, listen to the accompaniment and sing the complete AB twice in changing forms)
8. The time for the formal performance is up, let’s perform quickly !
(Teachers and students *** listened to the accompaniment group singing AB for the third time)
Expert comments
(Wang Lijuan, teaching researcher at Shanghai Huangpu District Teachers Training College Top Ten Young and Middle-aged Teachers in Shanghai, Outstanding Educators in Shanghai):
"Little Yellow Duck" is a children's song with a light and catchy melody. It is a two-part pose performed by different melodies. song. Part A of the song uses the little yellow duck’s cries with a dotted rhythm as the main lyrics. The lyrics of the B section of the song are repeated twice, with slight changes in the melody. The end of the first time is advanced by the ascending melody, and the end of the second time is ended by the descending melody.
The teacher firmly grasped these characteristics of the song during the activity and created the two sections AB into two situations: "My favorite little yellow duck" and "The little yellow duck has great abilities" , allowing children to learn to sing naturally in the context. The teacher sets the activity session in such a way that the two sections AB are learned separately.
In the study of the song in section A, the teacher focused on learning to sing the rhythm of the song. The teacher first familiarizes the children with the melody by repeatedly listening to the music and imitating the duck's movements.
Then imitate and learn the calls of the little yellow duck by listening and arguing the different calls of the two little ducks (average quarter rhythm ****|*—| and dotted rhythm *.**.*|*—|) Sound (with dotted rhythm). Finally, the children are allowed to practice repeatedly by singing and performing at the same time, allowing the children to express the movements of the little yellow duck slapping water, playing with water, raising its tail and splashing water in the way they like, and strengthen the children's mastery of the dotted rhythm. Improves children's enthusiasm and initiative in learning to sing songs.
The lyrics of the song in section B are mainly based on the skills of the little yellow duck. When learning to sing, the teacher added media interpretation so that the children can quickly understand and memorize the lyrics. The little yellow duck blows bubbles in different directions to demonstrate the difference between the ascending and descending melodies at the end of the two sections, allowing children to quickly solve the difficulty of singing songs while learning how to blow bubbles. As for the form of group singing, the teacher allows the children to participate in the "Little Yellow Duck Chorus" and uses the standing group signs to allow the children to freely choose the team they want to join. After the teachers and students agree on the rules, they can The rules for singing were drawn: Everyone sings Section A, and Section B is sung in groups, that is, the swimming team sings "It can swim, swoosh," the singing team sings "It can sing, quack," and the bubble team sings "It can swim." Blow lots of bubbles, Bo~bo~bo~bo~”. In order to allow the three groups of children to connect better, the teacher acted as a conductor to make the connection of singing more natural and smooth. In singing easily and naturally, children happily master the essentials of singing.
The whole activity is cleverly designed and performed smoothly. It is worthy of being a good example of singing teaching.