As a selfless and dedicated teacher of the people, it is inevitable to write lesson plans. Teaching plans are the basic conditions to ensure the success of teaching and improve the quality of teaching. So how do you write a good lesson plan? Below is the music lesson plan "Acceleration Waltz" that I collected and compiled for the upper class. You are welcome to read it. I hope you will like it. Music lesson plan for the upper class "Acceleration Waltz" 1

1. Activity goals:

1. Let the children feel the cheerful and smooth music style, and use the diagram to feel and understand the AB-style music structure Features.

2. Use your body to sense the crescendo of section A and identify the musical elements of section B.

3. Use story situations to imagine and experience the fun of listening, analyzing, and interacting.

2. Activity preparation:

Pictures, two mineral water bottles per person (one of the lids is painted with paint), a magic cloth for each person, and an excerpt from "Acceleration Waltz"

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3. Activity process:

(1) Play pictures, introduce stories, introduce themes, and stimulate children's interest.

Teacher: In a big forest, there is a small wooden house, and there lives a cute and capable elf. This elf, she is amazing, she can do magic! She likes to make magic soup. What is the purpose of making this magic soup? This soup is not for people to drink. It is used to help others realize their wishes. Question: Does anyone know what magic soup is?

Teacher: The little elf hides in her cabin every day and never leaves. She just stirs and stirs there, and she can also do... (the teacher does the catch-and-release action) Question: Guess what she is doing...

(2) The situation runs through and the melody is felt.

Teacher: The elf taught Teacher Zhao the recipe for making magic soup. The teacher wants to teach you this skill. Do you want to learn it?

The teacher showed the bottle and magic cloth, started to perform mysterious magic, and reminded the children to watch carefully. Play the music and perform the entire action completely. When the music ends, gently uncover the magic cloth and the water in the water bottle changes color. Question: What actions does the teacher do when doing magic?

(Click a little, stir faster and faster, close and release the fingers, shake slowly to fast)

(3) Drawing records, leading to music scores.

1. The elf told me that she hid the magic formula in the music, so let’s write down every action of magic now. We will study together and learn how to make magic soup. OK?

2. While listening to the complete melody of the music, use chalk to draw the score on the blackboard.

3. Sort out the experience and ask: Who can understand what this magic secret tells us to do?

(Stirring - turn in a circle with force; follow-up question: How many times should you stir in one ***? 2 times. When should you stir? What is the speed of stirring? What is the music like at this time? ? )

(Hands shaking - can anyone tell the difference? Explanation: It looks like the bottom is a little longer and bigger than the top. Summary: Shake softly at the beginning and harder the last time. , what was the music like at this time? )

(——This is a question mark. It’s like saying: “Listen to it, has it changed? Listen to it, has it changed?”)

　(→→——This action means that magic should be added and things should be put in. Detailed questions: After each mixing, how many times should magic be added? (4 times)

(Follow-up question: There are two small dots. Where are they? Explanation: Click on them to prevent the magic from escaping.

4. Children can listen to the music through the diagram to help them understand. . (The teacher guides the children to read the charts and perform movements)

(4) Perception of movements and in-depth understanding of musical passages.

1. Teacher: Have you learned it? Has every child memorized the secret recipe? Do you want to give it a try?

①The teacher showed the bottle without paint on the cap and asked to take the bottle.

Teacher: Listen, we have to be like the little magician, gently Hold the bottle, then carefully return to your seat, sit down slowly, put the bottle in front of you, stretch out your little finger and tap the bottle cap lightly, don't move it, otherwise the magic will escape.

②Group the children and ask them to get the bottle and magic cloth (Teacher: Be careful, don’t let the magic inside escape)

2. Teachers and children *** listen to music and do magic together . (Teacher: Get ready, we are about to start)

3. Discuss the reasons why colored water did not appear.

Teacher asked: Has it changed? Why didn't it change? What's going on? Oh, what a pity! Maybe we just didn’t find some tips yet! (Collecting bottles) Detailed review and discussion: Let’s think about it again. The music just told us, what are the tips when stirring? ① Stir gently first (Teacher: It’s so easy), then increase the speed.

②When you drink, the strength and speed are different.

4. Try listening to music again to find magic.

Teacher: We have found a lot of tricks just now. Let’s close our eyes and think about it while listening to music. The elf will use music to pass the magic to you, telling you that at this time of music What should be done? (Teacher changes bottles and places them)

(5) Show results and sublimate activities.

1. The teacher asks the children to stand in front of a bottle at will, and tells the children in a mysterious tone: "Magicians need magic cloth to do magic." Ask the children to cover the bottle with the cloth.

2. Teachers and children make magic with the music.

3. The music stopped. Teacher: Now is the time to witness the miracle. When the cloth was opened, the children discovered the changes in the water in the bottle. Let each child make a wish first, and then the dream will come true. La.

4. Extension of activities:

Teacher: Has it changed? We also learned how to make magic soup, are you happy? Shh! listen! What is the elf talking about? Oh, she told us that this beautiful piece of music is called "Acceleration Waltz". She asked the children to hold the magic bottle like this, make a wish, put the wish gently into the magic bottle, and put it back into the teacher's basket. Let’s change the magic soup into other colors next time, okay? Large class music lesson plan "Acceleration Waltz" 2

Activity goals

1. Feel the changes in the melody of the music and perceive the musical form structure of ABAC.

2. Use cooperative inquiry methods to create story scenarios and performance methods.

3. Be willing to negotiate and solve problems with your peers and experience the joy of cooperative games.

4. Cultivate children’s sense of music rhythm and develop their expressiveness.

5. Be willing to participate in music activities and experience the happiness in music activities.

Activity preparation

Material preparation: "Acceleration Waltz" music (excerpt), music map.

Experience preparation: Children have been familiar with the music of "Acceleration Waltz" many times before class, and have initially tried to imagine and create stories along with the music.

Highlights of the activity

Focus of the activity: Perceiving the melody changes of the music.

Activity difficulty: Able to use body movements to express story situations according to the changes in the melody of the music.

Activity process

(1) Appreciate the entire song "Acceleration Waltz" and guide children to express their feelings.

Teacher: The children have been listening to a piece of music these past few days. Let’s listen to it again today. You should think about it while listening. What do you think this piece of music is about?

The teacher plays music and listens to the children together.

Teacher: What did you think of after listening to the music? What do you think is happening in the music?

……

(2) Ask the children to use movements to express their feelings after listening to the music, and initially perceive the changes in the melody of the music.

Invite children to perform together with the music and initially feel the changes in the melody of the music.

……

(3) Show diagrams and use story scenes to help children understand the changes in the melody of the music.

Teacher: Some children seemed to be performing a story about so-and-so just now. Let’s listen to the music and think about what happened in this story.

Explain the chart in sections, guide children to use movements to follow the music, and perceive the paragraph structure of the music abac.

……

(4) Children can freely choose groups with different situations, create scene performances, and sense the changes in the melody of the music.

1. Divide into three groups according to story situations, and children can freely choose the corresponding group.

Teacher: Now, let’s perform in groups, shall we?

2. Each group creates and compiles, and teachers inspect and provide guidance.

(5) Collectively share the results of each group and give comments and suggestions.

Teacher: Now we invite each group of children to show their collaborative performances to everyone. Which group comes first?

……

Today the children not only listened to music but also created and performed story scenes. You did a great job!

Extension of activities

Allow children to continue performing in the activity area.

Reflection on activities

The "Outline" clearly states that children should be provided with opportunities to express themselves freely, and children should be encouraged to use different art forms to boldly express their emotions, understanding and imagination. We must respect each child's ideas and creations, affirm and accept their unique aesthetic feelings and expressions, and share their happiness. The music appreciation activity "Acceleration Waltz" aims to create a free and relaxed learning environment for children, giving full play to their subjective initiative, active exploration, bold imagination, and creativity. Music lesson plan for large class "Acceleration Waltz" 3

Activity goals

1. Feel the changes in the melody of the music and perceive the musical structure of abac.

2. Use collaborative inquiry methods to create story scenarios and performance methods.

3. Willing to negotiate and solve problems with peers and experience the joy of cooperative games.

Activity preparation

Material preparation: "Acceleration Waltz" music (excerpt), music map.

Experience preparation: Children have been familiar with the music of "Acceleration Waltz" many times before class, and have initially tried to imagine and create stories along with the music.

Activity focus

Perceive the melody changes of the music.

Activities Difficulties

Able to use body movements to express story situations according to the changes in the melody of the music.

Activity process

(1) Appreciate the entire song "Acceleration Waltz" and guide children to express their feelings.

Teacher: The children have been listening to a piece of music these past few days. Let’s listen to it again today. You should think about it while listening. What do you think this piece of music is about?

The teacher plays music and listens to the children together.

Teacher: What did you think of after listening to the music? What do you think is happening in the music?

……

(2) Ask the children to use movements to express their feelings after listening to the music, and initially perceive the changes in the melody of the music.

Invite children to perform as a group and initially experience the changes in the melody of the music.

……

(3) Show diagrams and use story scenes to help children understand the changes in the melody of the music.

Teacher: Some children seemed to be performing a story about so-and-so just now. Let’s listen to the music and think about what happened in this story.

Explain the chart in sections, guide children to use movements to follow the music, and perceive the paragraph structure of the music abac.

……

(4) Children can freely choose groups with different situations, create scene performances, and sense the changes in the melody of the music.

1. Divide into three groups according to the story situation, and children can freely choose the corresponding group.

Teacher: Now, let’s perform in groups, shall we?

2. Each group creates and the teacher inspects and provides guidance.

(5) Collectively share the results of each group and give comments and suggestions.

Teacher: Now we invite each group of children to show your collaborative performance to everyone. Which group comes first?

……

Today the children not only listened to music but also created and performed story scenes. You did a great job!

Activity extension

Let the children continue to perform in the activity area.