As a teaching worker, you often need to prepare lesson plans. The lesson plan is the general organizational program and action plan for teaching activities. So how do you write a good lesson plan? The following is a kindergarten music game lesson plan "Xi Yang Yang" that I compiled for everyone for your reference. I hope it can help friends in need.
Activity goals
1. Play the music "Joyful" and feel the structure of the music ABA and the joyful emotion of the music.
2. On the basis of mastering body movements, try to play percussion instruments along with the music and enjoy the joy of collective cooperation.
3. Let the children know the name of the song and become familiar with the melody and lyrics of the song.
4. Be familiar with the melody of the song and create movements for the song.
Activity preparation
Music, ppt, percussion instruments (double bells, bells, tambourine)
Key points and difficulties of the activity
1 , Key points: Play the music "Xi Yang Yang" and feel the structure of music ABA.
2. Difficulty: On the basis of mastering body movements, try to play percussion instruments along with the music.
Activity process
1. Listen to the music and feel the emotion of the music. (About 2 minutes) Teacher: Let’s listen to a piece of music. After listening to it, tell us how it sounds.
Child 1: It sounds lively (it feels lively)
Children 2: Very cheerful
Children 3: Like the Chinese New Year
Teacher: This is a very cheerful and lively piece of music. During the Chinese New Year and festivals, everyone sometimes When I hear it, I feel joyful and happy. The name of this song is called Joyful. Let's listen to this piece of music again. How many sections can this piece of music be divided into?
2. Listen to identify the rhythm of the phrases and encourage children to use body movements to express the music. (about 20 minutes)
1. Show the phrase rhythm map and feel the ABA structure of the music (about 15 minutes)
Teacher: After listening to the music, how many sections do you think this music can be divided into? ?
Children 1: Second-dan master: Listen carefully, is there anything else?
Children 2: Third-dan master: Why are you divided into sections like this?
Young: The first section is very fast and a bit lively, the second section is a bit slow, and the third section is very fast. Teacher: The feeling of listening to music is different, so the expression is also different. Yes, this music is ABA-style three sections. Body, the first part feels very lively, like a group of people beating gongs and drums, the second part is very soothing, like everyone dancing together, and after the third part, everyone happily welcomes the New Year together (repeat the first part) Teacher: Show me the ppt. Here are the rhythms of two phrases, one from section A and one from section B. Come and listen to which sentence is from section A and which sentence is from section B?
Again Listen to the music again and listen to the rhythmist who distinguishes the phrases: The music is over, who can tell me which phrase belongs to section A and which phrase belongs to section B?
Young: The first one is section A. Yes, the second article is from paragraph B.
Teacher: Let me tell you the reason for this division: because the first paragraph is very lively and his rhythm is fast, so the first paragraph is paragraph A, and the second paragraph is very slow and his rhythm is slow. Some, so the second item is from paragraph B.
Teacher: I listened very carefully and expressed myself very clearly. How many times is the rhythm of the first phrase repeated?
Let’s listen to the music again (play segment A). Child: four times. Teacher: Do you agree? Child: Agree. Teacher: The rhythm of the second phrase is repeated. How many times? Let’s listen to the music (play section B) Child: 8 times Teacher: Everyone listened very carefully this time, because it is an ABA-style three-section, so the third section repeats the rhythm of the first section.
Can we use our bodies to play the rhythm?
2. Try to use various parts of the body to express the various rhythms of music (guide children to learn how to play with a good sound) (about 5 minutes) (1 )The teacher inspired the children to express the various rhythm patterns of double beat in different ways
Teacher: Different rhythm patterns produce different rhythms. Can we use our bodies to play the rhythm? What?
Teachers and children determine the rhythmic body part striking method together.
(2) Play the rhythm of the body parts on the soundtrack
3. Listen to music and try to play the parts with instruments (8 minutes)
1. Choose your own instruments :
Teacher: We have just played it with our bodies. The teacher prepared several percussion instruments for the children, and we used them to play.
Show musical instruments and rhythm patterns, and encourage children to make their own music
2. Watch the conductor play the instrument again (remind children to pay attention to the teacher’s conductor) Teacher: Teacher, here is a piece of music that we have composed Good rhythm score, look at this rhythm score and play the instrument. We are now a band, and you are all the musicians of this band. Teacher: There are requirements for band performance. What requirements do you know?
Children: Listen to music (you know listening to music to make rhythm) Children: Look at the rhythm (there is rhythm in the music, so the music produced will be better) Children: Look at the charts and conductors (see, it is very important to know so much) Requirements) Young children: Cooperate well with children (with the cooperation of friends, you will know when to use the instrument and when to rest)
3. Conduct a soundtrack performance according to the child's independent soundtrack plan
4. Exchange instruments to play music.
The teacher instructs the chart, and the children follow the music and play percussion instruments.
Pay attention to how children use musical instruments and when they play. The teacher briefly summarizes the performance just now, points out the areas where the performance was not good, and leads the children to practice by pointing to the music score.
Activity extension
Free choice and exchange of musical instruments
Activity reflection
On the basis of respecting the cognitive characteristics of children, teachers use The CAI courseware produced by multimedia uses audio-visual integration to solve the difficulties in music education, allowing children to feel, understand and express music in a relaxed environment of award-winning children's paintings. From feeling music to understanding music to expressing music, children have a strong desire to participate. They can use coherent sentences and vocabulary to express their feelings about music, and can use the speed of body movements to understand the rhythm changes of music. Different beats are used to express the A, B, and A' sections. In the joyful music, they dance with great enthusiasm and endless content. The children were very happy throughout the activity, and the end of the activity with dragon dance, lion dance, yangko and other folk art performances pushed the activity to a climax. As a young kindergarten teacher, I have always been confused about taking music appreciation classes. This educational practice is a challenge for me. However, due to the constraints of children's age characteristics, music appreciation is also a difficulty in kindergarten music education. This activity attempts to break through this difficulty through multimedia intuitive, vivid, audio-visual teaching methods combined with early childhood education music, helping children feel and understand the structural form of music ABA', thereby gaining a pleasant experience of music appreciation, developing imagination, and improving children's aesthetics. ability.