#courseware# The introductory courseware contains all the content in the text and the meaning of the text. It can comprehensively enhance children's interest in music. The courseware is designed according to the requirements of the teaching syllabus, through the determination of teaching objectives, analysis of teaching content and tasks, teaching activity structure and interface design. The following is the music courseware for the second volume of the fifth grade of primary school organized and shared by Kao.com. Welcome to read and learn from it.

Spring Scenery

1. Teaching objectives:

1. "Spring", "spring rain" and "little birds" all "usher to people the coming of spring" , this lesson compiles a set of musical works depicting the mood of spring. Let us be inspired by music to further inspire our love for nature.

2. Listen to "Spring Water" and feel the lively and naughty image of the personified "Spring Water". Listen to "To Spring" and feel the music's depiction of spring, especially the first and third sections. The same melody but different techniques express different emotions. Let us experience the rich expressive power of music during listening.

3. Perform "Little Bird, Little Bird" and "Spring Rain Under the Misty Underground". The songs are lyrical based on the scenery, and use different beats and rhythms to express the praise of spring. In the process of learning to sing, learn the creative techniques of segmenting rhythm and phrase repetition, and changing (similar) repetition.

2. Teaching content:

1. Listening: "To Spring", "Spring Water"

2. Performance: "Little Bird, Little Bird", "Spring Rain Underground"

3. Music knowledge: syncopation

3. Teaching material analysis: (omitted)

4. Teaching focus: through listening and Singing to express love for spring

5. Teaching difficulties: music knowledge: the use of syncopation

6. Teaching preparation: electronic keyboard tape video

7. Class schedule: three classes

First class period

Textbook analysis:

1. "Little Bird, Little Bird" is the episode of the story film "Miao Miao". The melody is cheerful and unrestrained, fully expressing the beautiful taste of loving nature in the spring. The song is in 6/8 time and has a two-part structure. It gives people a bright and light feeling, showing the image of children flying freely and happily in the bright spring of the motherland like a happy bird. It expresses children's love for a better life and their emotions of happiness and joy.

2. Spring symbolizes beauty; spring symbolizes life. In this beautiful season, everything is awakened and full of vitality. Spring is the object of praise in many poems, paintings and music. "To Spring" is a piano lyric piece that is an ode to spring composed by the Norwegian composer Grieg in the 19th century.

At the beginning of the music, guided by the flowing feeling simulated by the high-pitched chords of the right hand, the left hand plays a fresh and soothing theme melody, which makes people seem to see the scene where the ice and snow melt and everything revives. , the earth is full of vitality of life; the middle section is low and the melody gradually becomes more and more urgent, slightly gray, which seems to tell everyone that in the process of spring coming, it is not always sunny days, there are also cold spring days and gusty winds. days, but spring is unstoppable, so in the last part of the music, we see the spring that has overcome the severe cold, and outlines for us the earth under the bright sunshine, covered by gradually lush green grass and blooming flowers. ...

The ending is a series of decomposed chords, clear and bright, with flower buds blooming and colorful, arousing people's endless reverie about the beautiful spring.

Teaching content:

1. Listen to "To Spring" 2. Perform "Little Bird Little Bird"

Teaching focus: Experience the spring around you through listening Singing songs with a lively and lively mood

Teaching difficulty: performing "Little Bird, Little Bird"

Achieve harmony in the two voices.

How to sing rests or empty beats in songs

Pay attention to the intonation of big jumps in sixth intervals

Teaching process:

1. Listen to "To Spring"

1. Introduce the nationality of the composer and the background of the work.

(1) Question: Where in Europe is "Norway" located? What are the climate conditions there?

(2) Explanation: How important is spring to the Norwegian people in Northern Europe? The composer Grieg passionately composed this piano lyric piece.

2. Listening to "To Spring" for the first time.

(1) Question: Can you distinguish the passages of the work based on the different expression techniques of accompaniment and melody?

(2) The teacher can provide timely guidance, such as listening to the first paragraph a fragment of the theme, and a second fragment that reproduces the theme. It can also help students listen to the accompaniment fragments in the bass range of the second part, etc., so as to reduce students' listening difficulties and help them listen to the musical expressions of different emotions in three sections.

3. Listen to "To Spring" again.

Students are required to express the emotional changes in the development process of three pieces of music using facial expressions or small movements while seated.

4. Complete the written assignments in the textbook.

(1) Draw the graphic spectrum of the third part, explaining that the first part and the third part have the same melody but different emotions.

If you use the same lines, you can use the thickness of the lines to express the passionate scene. You can also add other pictures to the graphic spectrum according to your imagination.

(2) Complete the selections in the grid box - high and low tunes and calm, expectant and enthusiastic emotions.

5. Appreciate the creation three times.

Let students use dance movements to improvise people’s wishes for the coming of spring based on their own understanding, and to express the three-stage development and change process. It does not require graceful movements and dance postures, but mainly reflects the students' independent participation and their yearning for spring.

2. Performance "Little Bird Little Bird"

1. Introduction of ecological and environmental protection.

Question:

(1) Which small animals are good friends of human beings? We must protect them.

(2) Can you name the idioms that describe spring? (The spring is bright, the birds are singing, the flowers are fragrant, the spring is warm, the flowers are blooming, the orioles are singing and the swallows are dancing...)

2. Listen to Fan singing "Little Birds" bird".

Questions:

(1) What time is the song in? What is the meaning of the time signature? (Review the 6/8 time signature, which is in Volume 9, Chapter 1 (Taught in class.)

(2) What emotions does the song express and what kind of scene does it depict?

3. Learn to sing the tune.

(1) Teachers sing tunes.

Question:

What is the pattern of each phrase of the melody? What is the pattern of the first beat of each phrase? (Singing on the weak beat - starting on the sixth beat) < /p>

(2) Learn the first part (the first section) first.

a. Teacher model singing.

Question: Listen and identify the similarities and similarities?

b. Under the guidance of the teacher, use the 6/8 time command pattern and slow down according to the teacher’s command Sight-sing the first phrase (2 measures).

c. Students learn the other three phrases of the first section by themselves (2 measures each).

d. According to the requirements of the teaching materials, draw the graphic scores of the three phrases and find the same and similar parts.

e. Sing the first part of the melody emotionally according to the ups and downs of the melody.

(3) Learn to sing the tune of the chorus (second section).

a. The teacher sings the two parts of the tune respectively.

Question: Listen and identify the similarities and differences?

b. Under the guidance of the teacher, the two voices first learn to sing the first phrase of the second section. (2 bars). Note the sixth in the first voice and the fourth in the second.

c. Learn each part by yourself. The teacher focuses on tutoring the low voice.

d. Chorus synthesis. Students are required to listen to each other's voices and achieve harmony.

4. Learn to sing songs

(1) Sing the entire tune completely, expressing joyful and lively emotions.

(2) Sing the whole song with "la". Pay attention to the harmony of the chorus; pay attention to using a slightly faster speed to express joy; pay attention to the rests of each sentence, and sing like a "broken lotus root" to express joy.

(3) Fill in the lyrics to sing more emotionally.

5. Perform songs.

On the basis of completing the above links, let students express their opinions on how to perform the songs, such as: singing form; percussion arrangement; accompanying dance; skit performance... to conduct a second creation and performance. Express your praise for spring.

3. Class summary

Carry out education on protecting nature and protecting animals.

2. The students' second-part training needs to be improved. If you train more, you will feel better after singing more times, but it is still not stable. Ask the teacher to lead the singing, and ask the students to find it again after class. What are some songs and music that describe spring?

IV. Reflection after class

Nowadays, new textbooks pay great attention to chorus teaching. This is both a key and difficult point. Therefore, you must not speed up the teaching, but proceed step by step. Before teaching, you must Do some interval exercises, especially those that are close together. "Happy Spring Village"

Teaching content:

1. Songs "Batang Connects to Beijing" and "Charming Fire Pond"

2. Appreciation of "Good News from Beijing" "To the Border Village" and "Awa People Sing New Songs"

This lesson takes two hours.

First lesson:

Teaching content: Appreciation of the song "Batang Connects to Beijing" "Good News from Beijing to the Border Village"

Teaching objectives:

< p>　1. Cultivate students' music listening habits and have a preliminary understanding of Chinese ethnic musical instruments and Western musical instruments;

　2. Cultivate students' understanding of and love for minority music;

Key points, Difficulty: the distinction between national musical instruments and Western musical instruments;

Teaching process:

1. First, ask students to enjoy a piece of music. After listening, please tell me what the style of this music is. Chinese or foreign? What kind of scene is depicted? The band playing is the Chinese national band Sea Lion Western Orchestra? Will the performance be an ensemble or a solo performance?

2. What good news came out of Beijing? Everyone knows that Beijing is the capital of China and the heart of the motherland. In 1976, another major good news came from there. The "Gang of Four" was overthrown and the revolution was over. How did people feel after hearing this good news? We can hear it from the music. Let’s enjoy the music in full below.

3. Use your fingers to tell the entry of each paragraph.

4. Which section of the music is the most powerful and which section is the most lyrical?

5. Hum along with these two melodies;

6. There is also a song related to Beijing, "Batang to Beijing", let's learn to sing it together;

1. Listen carefully to the song model singing;

2. Use 2/4 time to conduct the command together;

3. The teacher sings the rhythm that is difficult to master; < /p>

4. After learning the songs, add a few simple movements of Tibetan dance and dance while singing;

Class summary: Students’ ability to sing and dance at the same time is limited, and more needs to be done in the future Such training.

Second lesson: Teaching content: Learn to sing the song "Charming Fire Pond" and appreciate "Awa People Sing New Songs"

Teaching objectives:

1. Simple Understand the customs, customs and music styles of ethnic minorities.

2. Understand the changes in syncopated rhythm in songs.

Key points and difficulties: the changes in syncopated rhythm in the song.

Teaching process:

1. China is a country with fifty-six ethnic minorities. How many ethnic minorities can students name?

2. In the song we are going to learn to sing today, can you tell which ethnic minority it belongs to from the lyrics? X

3. Listen to the singing;

4. Do you know what the fire pit symbolizes to the Dong compatriots? On festive nights, Dong compatriots light bonfires and sit around the fire pit, singing and dancing to express their longing for life. The fire pit symbolizes happy times. This is the custom of the Dong family.

1. Teacher model singing.

2. Focus on singing the fourth phrase (i.e., bars 7 and 8) to introduce the syncopated rhythm;

Explain what rhythm XXX is in the book, and ask students to combine it with Compare the rhythms you learned earlier. Are there any similarities between them?

3. When singing the lyrics, the teacher can add the second part to the song after the students have finished singing the first part.

4. Lead the students to sing the second part, pay special attention to the rhythm when the second part enters, pause for two beats, put the students who can sing the second part into a group, and the remaining students sing the second part. For one part, the teacher also sings the second part.

5. Today, in addition to learning about Dong songs, we also want to go to another ethnic minority to see and listen to them.

6. Listen to the song "Awa People Sing New Songs"

There are many ethnic minority compatriots living in Yunnan Province of my country. The ones that everyone is familiar with include the Yi and Dai people. Another ethnic minority, the Wa, lives in Ximeng, Lunyuan and other places. They have hunted and farmed there for generations. Their music is as simple and rough as their customs;

7. Song expression What kind of emotions did you feel? (Enthusiasm, cheerfulness)

8. Jiangsanmulao at the end of the song is the language of the Wa people, which means joy and friendliness;

Reflection after class: How much do the students know about ethnic minorities? Less, we need to expand our knowledge capacity in this area.