Music can be divided into vocal music and instrumental music, and can also be roughly divided into classical music, folk music, original music, modern music (including pop music) and so on. The following is my carefully collected primary school music activity plan. I will share it with you and enjoy it.

Primary school music activity plan 1

Teaching content: performing the song Jingle Bells

Teaching emphasis: the balance between parts

Teaching difficulties: learning to sing songs by parts

Teaching process: 1. Learning to sing songs

1. Teachers take the first sentence of the chorus as the guide:

(1) What country's song is it? What is the scene described in the song?

(2) Teacher's summary: The American song Jingle Bells is also called Sleigh Song because it is sung by people while sledding in winter; Because it is a winter song, it gradually evolved into Christmas and other holiday songs. It is deeply loved by the people and has long been regarded as an American folk song.

2. Listen to the song model.

Tip: This is a two-part chorus. Everyone is familiar with the tune of the first part, but the second part is very important. Otherwise, the performance of the song will not be full, so everyone should listen to the second part carefully. The learning and singing of this song adopts free registration to participate in the learning and singing of a certain voice. Students who want to learn more and are sure of intonation hope that you will sign up for the low voice department, and hope that you will consider it and answer.

3. Learn to sing tunes.

(1) voice parts. Free to sit in a seat with two voices, teachers should respect students' choices as much as possible, do ideological work properly, and pay attention to the balance of the number of voices.

(2) Teachers focus on tutoring the second voice.

(3) Learn the 8 bars of the chorus first. From reading music, there is no difficulty in grade five. It is mainly the intonation and harmony of the third and fourth degrees, especially the low voice, so teachers should help the low voice and encourage their self-confidence in learning to sing. It's okay to sing in different parts. When synthesizing, you often can't grasp the low part, so the teacher should give support at this time. Therefore, synthesizing more, listening more and feeling more is the only way. When these eight bars are successful, they will have confidence and joy of success, which is the key to learning this song.

(4) learn the main song.

the first eight bars of the main song are no problem, they are homophones, as long as the weak beat is sung correctly. The problem is in the low voice of the last 8 bars. Among them, we should sing clearly and not confuse them. Therefore, when learning to sing the main song, it is advisable to train the last eight bars separately, and the teacher should help the low voice to sing skillfully, and then sing the 16 bars of the main song after the synthesis of the last eight bars is sure. ?

(5) The whole song is synthesized and sung with a cheerful mood and a slightly faster speed.

second, perform songs. ?

1. Fill in the lyrics on the basis of mastering the two-part chorus tune: pay attention to the clear and cheerful pronunciation of one sound and one word.

2. Imagine the emotion of the role and sing the song wholeheartedly.

3. Choose percussion instruments to compose a rhythm spectrum to set off the atmosphere for the accompaniment of songs. It can be designed in groups. The whole class is divided into four groups. Each group designs the accompaniment of the main song and the chorus respectively, and makes a comparison and selection to learn from each other's strengths.

4. Tune the first 8 bars of the song into 3/4 beats. Teachers can suggest the adaptation of a section,

for example, the changes of various rhythms, so that students can play.

When the students have finished the adaptation, the teacher should praise them. After the students try to sing by themselves, they can collectively evaluate and select 1-2 tunes with better adaptation. The whole class will try to sing, and let the students talk about their feelings about different emotions caused by different beats.

5. perform the song completely.

A 2/4 beat (prototype song) →A 2/4 beat (prototype song) → B2 ...

Third, after-school summary

Primary school music activity plan 2

Design idea:

In this class, I should follow the rules of art according to music appreciation teaching, starting with hearing and starting with emotion. In the teaching, the cultivation of "hearing" is emphasized, with "listening" as the main task, and students are guided to freely imagine, associate and express their feelings and understanding of music in various ways. The following is a brief description of the teaching ideas:

1. Introduction:

Play "Golden Snake Dance" music between classes, so that students can walk into the classroom freely in the music background, thus creating a good teaching atmosphere for students, making them feel about music invisibly, laying the foundation for teaching. Then teachers ask questions, according to the students' responses, naturally lead to listening to music fragments, and let students name the music through listening, thinking and discussion, which can fully mobilize the enthusiasm of students to listen to the whole song for the first time, and they will concentrate on listening, imagining and composing. This not only cultivates students' ability to feel music, but also develops students' creative thinking and arouses their interest in learning.

2. Brief introduction of the work:

Through the teacher's concise and vivid explanation, students can have a simple understanding of the common sense, background of the times, creative intention and musical structure related to the work.

Third, a simple analysis of the works:

Using multimedia courseware, students can feel and experience each piece of music by listening to it in sections. First, let the students listen to the introduction. After listening, the teacher asked: What kind of scene is described in the introduction? What emotions are brewing? Through students' description, we can cultivate students' sensitivity and association to music and deepen their memory by humming. Then let the students listen to paragraph A. After listening, the teacher asks a question: What musical instrument connects the introduction with the first paragraph after the introduction? What's the change in strength? What's the role? Students discuss in groups and then answer. In this process, students' ability to listen to and associate with dynamics is cultivated, and their memory is deepened by humming, and they further feel the cheerful mood of music. Finally, let the students listen to paragraph B, and the teacher asks a question: which paragraph is the most lively, A paragraph or B paragraph? What musical instrument is used to set off the warm and jubilant atmosphere? Can you talk about the creative characteristics of this piece of music? Can you tell the rhythm of the drums in the music? Let the students explore and discuss in groups, let the students draw their own graphs to understand the creative techniques of the works, and use chopsticks to imitate the performance of the hall drum, deepen the music memory, feel the application and effect of the creative techniques of "answering and responding" and "screwing" in music, and cultivate the students' sense of rhythm, musical understanding and expression ability.

Fourth, listen to the whole song:

On the basis of understanding the works, let the students listen to the whole song again, and then let the students arrange the figures in their hands on the desks in the order of sound, and let the student groups describe the music they heard to each other, so as to test the students' resolution of the music structure, which not only exerts the students' creativity, but also grasps the structure of the whole song.

5. Accompany the music with chopsticks:

Find a small conductor among the students, go to the podium to conduct, and ask the students to do rhythm at will when they hear the introduction part, tap each other with chopsticks when they hear the A part, and imitate the tapping method of the drums when they hear the B part to accompany the music.

Sixth, class summary:

In the past, the summary was usually made by teachers. This class was made by students. Although there were only a few words, it also tested the students' feelings about music and cultivated their musical thinking.

Primary school music activity plan 3

First class

Teaching content:

1. Learn to sing the song French horn

2. Music knowledge: French horn, four or three beats.

Teaching objectives:

1. Learn to sing the song "French horn", and learn to imitate and express the timbre of the French horn with a rich and elastic voice, and express the confident "I" with a coherent and enthusiastic voice.

2. Know the shape of French horn, know its other name-French horn, and be familiar with its timbre.

3. Through the singing of French horn and the practice of momentum, master the law of the strength of four or three beats.

Key and difficult points:

1. Students personally feel and experience the rhythmic changes of four or three beats.

2. Understand the knowledge about French horn.

preparation of teaching AIDS: piano and multimedia.

Teaching process:

1. Introducing new lessons

1. Students enter the classroom with the music played by the French horn.

2. Ask the students to try to find the musical instrument from the pictures of five musical instruments sung in Little Band.

3. The French horn is also called the French horn. Import the song "French horn"

second, learn to sing the song "French horn"

first, the model singing recording of "French horn".

2. Learn to sing songs, and let students find the rules of song creation. Teachers teach singing in different sentences, and pay attention to the integrity between phrases.

3. Inspire and prompt to imitate and express the timbre of the French horn with a rich and elastic voice, and express the confident "I" with a coherent and enthusiastic voice.

4. After you are proficient in singing songs, add the rhythm demonstrated on page 26 of the textbook, and do the rhythm while singing.

Third, further master the rhythm of 43

1. Ask the students to create different momentum to show the law of strength of 43 beats.

2. Choose different rhythmic forms as a group to join in your own singing.

Fourth, make simple small musical instruments

The teacher prompts students to make small musical instruments and puts forward requirements. You can refer to the demonstration in the textbook and specify the musical instrument production that each group needs to complete; It can also encourage students to create their own unique and distinctive musical instruments. Students can also be designated to prepare materials for self-made musical instruments in the next class and so on. Teachers can choose the requirements and difficulty of this teaching independently according to students' abilities and conditions, especially the teaching time).

The second class

Teaching content:

1. Learn simple dance rhythm and recite it with the song French horn.

2. Learn to accompany songs with musical instruments such as the organ.

3. Show homemade small musical instruments or homemade simple small musical instruments in class.

Teaching objectives:

1. Through activities such as reciting songs and doing rhythm, we can learn new teaching objectives by reviewing the past, so that students can master the rhythm of the accompaniment smoothly.

2. Students can use self-made musical instruments to accompany their classmates in singing, so as to cultivate their sense of music rhythm and the ability of cooperation and coordination.

3. By learning the simple dance that expresses the rhythm of triple beat, we can further consolidate our understanding and feelings of triple beat and cultivate students' physical coordination.

Key and difficult points:

1. Students use self-made simple musical instruments to accompany singing songs, and experience the fun of creation and cooperation, and cultivate students to pay attention to the problem that musical instruments with different textures and shapes will have different musical changes.

2. Simple dance with triple beat rhythm, and pay attention to coordination.

preparation of teaching AIDS: piano, tape recorder and audio tape.

Teaching process:

First, review the last lesson.

1. Students recite the song "French horn" with the review.

2. Students sing and add momentum to show the change of the strength of four or three beats. Pay attention to the obvious contrast.

3. Learn simple dance rhythm to deepen the feeling and experience of four or three beats.

(1) Teachers' complete demonstration.

(2) Teachers decompose the demonstration and students imitate it.

(3) Play the recording of the song "French Horn" and let the students do the dance rhythm by themselves.

second, learn to accompany the singing classmates with the organ or self-made musical instruments.

1. Teachers ask students to show their own percussion music and make a simple evaluation. And stand in groups according to the types of musical instruments (leather, scattered sound, wood, metal, and those with pitch changes and special sounds).

2. The teacher asked the whole class to be divided into two parts, and to express two rhythm patterns with their own small musical instruments and cooperate with each other.

(1)3/4 _ o o | (leather and metal are recommended)

(2) 3/4 o _ | (wood, scattered sound and musical instruments with varying pitch are recommended).

according to their pronunciation characteristics, the teachers decide the classification of the instruments with special acoustics on the spot.

3. After the students cooperate tacitly, they can join the singing of French horn.

4. Teachers demonstrate playing with the organ or self-made musical instruments (to ensure the safety of students) to accompany students in singing. Ask the students to identify which rhythm type of accompaniment is (1) and (2).

5. Students learn to play the accompaniment part with the organ or self-made musical instruments (according to the students' ability, the difficulty can be reduced, each person only plays one sound type, or even plays one sound according to the rhythm, but the difficulty lies in mutual cooperation. This method can better cultivate students' ability of concentration and cooperation.

6. The students are divided into two parts, which accompany each other's singing.

primary school music activity plan 4

teaching grade: grade two

class hours: one class hour

teaching objectives:

1. emotional objectives: students can express their happiness and happy mood with a light and sweet voice, experience the fun of learning music, and feel the pleasure of cooperation between teachers and students and between students.

ability goal: students can actively listen, experience, imagine, create and express music images in a relaxed and pleasant learning atmosphere.

third, cognitive goal: students can accurately beat the rhythm and feel the pitch of music through the music game "DuiDui".

Teaching emphasis:

Students can sing songs with emotion and actively participate in various music activities.

Teaching difficulties:

Cultivating students' ability of feeling, imagination and expression

Preparation of teaching AIDS:

Multimedia courseware, animal headdress, invitation card and percussion instruments

Teaching process:

First, the overall feeling of rhythmic performance

Teacher: Get up, animals! Let's move along with the music!

Teachers dress up as grandfathers, students dress up as small animals, and play the music of "Health Song". The small animals move freely under the guidance of grandfathers.

[design intent: let students perform freely with dynamic music, aiming at relaxing students' mood, attracting students' attention, creating a relaxed and pleasant music classroom atmosphere, and pulling children into the world of music. ]

Second, create a new lesson by using cards

1. Lead in

Teacher: Animals, today the teacher received a special gift. Do you want to see what it is? (Showing a beautifully wrapped "invitation card")

Please open the wrapping paper and take out an invitation card.

teacher: oh, it's an invitation card. I was entrusted by a mysterious friend and invited.