A good lesson plan plays a great role in the classroom and directly determines the teaching efficiency of the classroom. Therefore, teachers’ lesson plans need to be carefully and conscientiously written so that the lesson plans can achieve the purpose of educating students and enabling students to learn. Effect. The following is a "Brief Excellent Lesson Plan for High School Music Appreciation" compiled by me for your reference only. You are welcome to read it. A brief summary of excellent high school music appreciation lesson plans (1)

1. Teaching objectives

Emotional attitudes and values: learning songs to inspire students to have a tenacious fighting spirit and cultivate students to have high aspirations and work hard for their dreams positive attitude.

Process and method: In-depth analysis and understanding of the works through teaching methods such as experience, imitation, inquiry, and learning to sing.

Knowledge and skills: Sing songs smoothly and emotionally, and master the weak and syncopated rhythms in pop music.

2. Important and difficult points in teaching

Key points: to be able to sing songs fluently, completely and vividly, to be able to combine oneself and appreciate the vision for the future of the work.

Difficulty: understanding and learning of weak and continuous syncopated rhythms in pop music.

3. Teaching process

(1) Exciting introduction

1. The teacher sets the situation, clicks on the courseware, and displays various occupations accompanied by soothing melodies. Work pictures to guide students to choose their ideal career in the future and share them with their classmates.

2. Based on the students’ answers, the teacher summarizes the connections and introduces them into this lesson.

(2) Perceiving Songs

1. The teacher plays the audio and guides the students to think about a question: What is the mood and speed of this song? Students answer freely with narrative, confident emotions, at a medium pace.

2. Listen to the work again and guide students to think: How do they feel after listening to the song? Students spoke freely, and the teacher summarized: He said that he should not be afraid of losing when encountering setbacks and difficulties, and that he must face them bravely to have a bright future.

3. The teacher asked the students: What is the melody that impressed you most? Based on the students' answers, the teacher begins to teach singing songs.

(3) Learning to Sing Songs

1. The teacher leads the students to perform vocal exercises, practice with their breath deep in the Dantian, speaking softly and in a high position, and protect their vocal cords.

2. Teachers sing songs, and students sing along or hum softly.

3. Sight-singing music score

(1) Pay attention to the weak rhythm and syncopated rhythm in many places in the melody part. You can hit a smooth beat first and then add the melody.

(2) With piano accompaniment by the teacher, students try to sing the melody independently, paying attention to the handling of weak starts and syncopated rhythms.

(3) The melody part also has many oblique notes and cross-nodal tie lines. The teacher uses the method of "slow practice - returning to the original speed" to guide the students to sing the score.

4. Understanding the lyrics

(1) The teacher guides the students to recite the lyrics emotionally, and combines the artistic conception of the lyrics to understand the attitude of "from confusion to determination" in the melody.

(2) Understand the emotions the author wants to express, and tell your own story about "from confusion to determination".

5. Complete singing

(1) Add the lyrics to the melody and sing the song completely with rhythm and emotion.

(2) Group boys into groups and girls into groups to take turns singing songs.

(4) Expanding songs

1. The teacher guides students to add expression marks to sing. (Teacher: Please design the performance according to your own understanding of the song and add the symbols you think are appropriate.)

2. The teacher uses the last x minutes of class to guide each student to give their future self Write a letter and see if you have not forgotten your original intention when the future opens.

(5) Summary of Assignment

Teacher: Everyone has a different growth process. There may be hardships, difficulties or huge blows along the way, but there may also be happiness, joy and gains. Happy, I hope that the students will not forget their original aspirations and have a bright future as they go forward. That’s it for this class. Class is over, students. A brief excellent lesson plan for high school music appreciation (2)

1. Topic

"Appreciation of the Symphony of Surprise".

2. Analysis of teaching materials

"Symphony of Surprise" is a compulsory teaching content for high school music appreciation published by the People's Education Press. It is Haydn's representative work, of which the second movement is the most famous. The work adopts variation form. The first movement is fast and feels light and smooth. The tempo of the second movement slows down, and the beginning starts with a pianissimo, which is very light and has no changes. In an instant, the band played at the same volume, bursting out with a strong sound, and the timpani struck violently, imitating the sound of thunder. The third movement of the music is a minuet, which is lively and lively, and the music is humorous and energetic. The tempo of the fourth movement becomes faster, as if people are dancing happily. Therefore, this symphony is extremely important for improving students' appreciation ability.

3. Teaching objectives

1. Knowledge and skills:

(1) Through the participation of all students in the performance, cultivate students’ performance level of simple instruments and ensemble skills ability.

(2) Through students’ personal performance of works, they can understand variation forms and creation techniques of variation forms.

2. Process and method:

(1) Complete teaching by students analyzing the works themselves, imitating and practicing the performance.

(2) Give full play to the advantages of students with special talents and give them more room to display.

3. Emotions, attitudes and values:

(1) Cultivate students’ interest in instrumental music performance through participation in performances.

(2) By analyzing performance works, students can further understand Haydn’s creative style, pay more attention to his works, and cultivate students’ appreciation of classical music.

4. Important and difficult points in teaching

1. Appreciate the Symphony of Surprise in sections.

2. By performing works, students can further understand Haydn’s creative style and cultivate students’ appreciation of classical music.

5. Teaching methods and teaching design intentions

1. During the classroom teaching process, I guide students to proactively engage in sight-singing, auditioning, ensemble and other music activities to mobilize students' learning. Enthusiastic and familiar with the theme part of the song, thus contributing to the good effect of "sneaking into the song with the wind".

2. Implementation of the “xx” teaching model. Use the medium of tutorial cases to flexibly handle the four links of "pre-compensation - exploration of new knowledge - formative testing - follow-up compensation" based on learning conditions, truly giving full play to the main role of students, creating a lively classroom, student-based topics, and generative Classroom, growth classroom.

6. Teaching Process

(1) Introduction:

Review the content of the previous lesson. Recall the content of the previous lesson through the teacher’s questions.

(2) Students analyze the work and play fragments of the work with musical instruments.

Existing musical instruments: recorder, piano, violin, and erhu.

1. Theme: All students played the recorder. (How to deal with changes in strength and weakness? Pay attention to the last note.)

2. Analyze and perform the four variations and the ending: let students analyze the mood of the work, play instruments and choose existing instruments to play.

(1) Variation 1: Ask students to listen to the clip again and listen to what instruments are played. What kind of instruments can we use to play? What is the mood of the work, and why did Haydn perform the work with such a mood?

(2) Variation 2: Change the key to a minor key with the same tonic. Invite students to watch the clip.

(3) Variation 3:

①What instrument is used to play sixteenth notes?

② Enjoy the clip, what instruments are used to play the two parts? What instruments can we use to play? What creative techniques were used?

(4) Variation 4:

①The band plays hard, and the strings are set off by fast sextuplets. Enjoy this part, what instrument is played on it?

②Enjoy the second half, what instruments are used? What instruments do we play on, and how do the pieces vary? How to deal with the final forte?

(5) Epilogue:

How does the author deal with emotions? Why? How do we play?

3. Perform the work completely under the guidance of the teacher. Pay attention to the connections between sections and the entry of different instruments.

(3) Summarize the variation form and appreciate fragments of other variation forms.

By playing the works, ask students to talk about what variation form is? Invite students to enjoy two more variation-form works to further understand the variation form. ("Little Star Variations", "Girl's Prayer")

(4) Summary

By performing the works, the students not only had a deeper understanding of the works, but also the variations. I also have a better understanding of the formula.

5. Student Activities

1. Students analyze the mood of the work, play instruments and choose existing instruments to play.

2. Variation 1: The theme structure is completely maintained, and the violin is set off by fast sixteenth notes. The theme can be played on the recorder, the number of people can be halved (the other half is replaced when repeating), strings can be used to play sixteenth notes, and the harp or erhu can be chosen. Students analyze the mood of the work, the pleasure after "surprise".

3. Variation 2: The piano player plays part a for us.

4. Variation 3: Sixteenth notes can be played on the recorder. A two-part melody is played by the oboe and violin. Can be played on flute and violin. This part uses polyphonic creative techniques. All the instruments play together forcibly, and the piano plays a sextuplet as a background. All students perform.

The work is performed with strings, erhu and violin. Many rhythm changes have been added to enrich the work. Some students play, others listen. During the forte, all recorders join in and play together.

5. Ending: The mood is somewhat depressed and gloomy. Because nothing will change after the "shock" is over. The number of recorder players was reduced by half, a weak performance. All students perform the work in its entirety. (Students summarize the variation form.)

Variation form: First play a theme that is a self-contained paragraph, and then use a series of theme deformations, so that the theme can be developed in many aspects through many different variations. As few as three or five times, as many as dozens of times.

6. Teaching Evaluation

The teaching objectives of this lesson are clear and reasonable. By analyzing the works and playing the works themselves on familiar instruments, students can further understand what variation forms are, making boring theory easy to understand and cultivating students' interest in Western classical music in practice. Excellent lesson plan for high school music appreciation (3)

1. Teaching objectives

1. Listen to "Watch the King Sleeping in His Clothes in the Tent" and "Island Ice Wheel's First Turn", Feel the lofty personality charm of Master Mei Lanfang and his exquisite performing arts style, and experience and compare the different styles and characteristics of Nan Bangzi and Siping Tune singing music in expressing character emotions and shaping character images.

2. Understand the history of the development of Peking Opera, feel the breadth and depth of Peking Opera art, the quintessence of China, and understand the Peking Opera master Mei Lanfang and his great contribution to the cause of Chinese drama.

3. Follow the recording or under the guidance of a teacher, learn to sing excerpts from "The First Turn of the Island Ice Wheel", and practice the unique charm of Peking Opera singing.

2. Teaching Key Points and Difficulties

Key Points: Appreciate the Peking Opera arias "Watch the King Sleeping in His Clothes in the Tent" and "Island Ice Wheel's First Turn", and learn to sing them Experience the quintessence of music style of Peking Opera, learn about the development history of Peking Opera and the artistic achievements of Master Mei Lanfang.

Difficulty: Grasp the charm of Peking Opera singing and understand the characteristics of Peking Opera, a comprehensive performing art.

3. Arrangement of teaching content

(1) Appreciate a video clip of a performance by four famous dancers for introduction.

(2) An introduction to the development history of Peking Opera and its position in the history of world culture.

(3) Introducing Mei Lanfang’s artistic achievements.

(4) Enjoy the Peking Opera excerpts "Looking at the King Sleeping in His Clothes in the Tent" and "The First Turn of the Island Ice Wheel" sung by Mei Lanfang.

1. Appreciate the works.

2. Introduce the plot of the work.

3. Introduce the characteristics of Nan Bangzi and Siping Tune.

4. Learn to sing the two works "Seeing the King Sleeping in His Clothes in the Tent" and "The First Turn of the Island Ice Wheel".

(5) Appreciate the different performance styles of Li Yugang and Mei Lanfang.

Tell me about your feelings and understanding of the musical emotions of the two arias. What kind of characters did you create respectively?

IV. Suggestions on teaching resources

(1) Teaching material resources: all the resources in Section 8 of Unit 4 and the "Business of Peking Opera" section in Section 9 in the supporting courseware of the teaching material resource.

(2) Video resources: performance video clips of the four famous dancers, video clips of Mei Lanfang's performances of "Looking at the King Sleeping in the Tent with His Clothes on", "Island Ice Wheel's First Turn", Li Yugang's Video footage.

(3) Teacher resources, teachers model singing and guide students to learn to sing.

(4) Student resources, give full play to the strengths of students who love Peking Opera and fully demonstrate their talents in class.

(5) Internet resources to find relevant information.

5. Teaching methods and learning guidance strategies

(1) Taking listening and learning to sing as the center of teaching activities, guiding students to learn and understand the profoundness of Peking Opera art through personal experience , thus stimulating students’ interest and emotions in the quintessence of Chinese Peking Opera.

(2) The playback of auxiliary video materials can guide students to visually understand the characteristics of Peking Opera’s comprehensive performing arts, so that aesthetic emotions can be sublimated.

(3) Guide and remind students to go to the theater to appreciate the art of Peking Opera outside of class, and experience the unique charm of Peking Opera stage art personally.