We express our emotions through music and release many of our emotions. The following is a primary school music activity plan that I have carefully collected and compiled. I will share it with you below, so you can enjoy it.

Primary school music activity plan 1

Teaching objectives:

1. Feel the joyful mood and joy of music by listening to "Labor is the Most Glorious" and "Three Monks" The characters portrayed by the music. Understand the theme of this lesson - labor of love.

2. Sing "Handkerchief" and "Everyone Come to Work" with different emotions and voices to express the content of the song.

3. Be able to create lyrics, action performances, and attempts to create the theme of "labor" and express the theme of "labor".

Teaching content

1. Sing and perform "Handkerchief"

2. Listen to "Labor is the Most Glorious"

3. Learn to sing Song "Everyone Come to Work"

Textbook Analysis

1. The song "Work is the Most Glorious" is the theme song of the movie "Kitten Fishing". He won the Music Works Award in the first national children's literary and artistic creation award event. The songs are lively and vivid, with vivid images and children's interest.

2. The song "Handkerchief" is a song with folk nursery rhyme style. The tunes are short, smooth, and have the characteristics of labor songs such as strong rhythm and the use of backing vocals. The whole song uses sparing materials, the melody is easy to sing and remember, and is lively and lively. It vividly expresses the lovely image of children who love labor since childhood and "do their own things by themselves".

Teaching process: two lessons.

First lesson

Teaching objectives:

1. By listening to "Labor is the Most Glorious", you can feel the joyful emotion of music and help students develop a love for labor since childhood. of optimism.

2. Instruct students to sing "Handkerchief" with joy and bright voice.

3. Be able to create lyrics, action performances, and creative attempts on the theme of "labor", and express the theme of "labor" to cultivate students' cooperation ability and improve students' labor awareness.

Teaching process:

1. Organizing teaching

2. Appreciating "Labor is the Most Glorious"

Teacher: Children, let us think Think about it, what other small animals love to work like little magpies and little bees?

Ask each child to take out your paintbrush and draw the small animals that love to work that you think of on the book.

Students explain the picture, and the teacher guides the students to sing the newly created animal images.

3. Rhythm Innovation Game

Teacher: I will invite the children to play an imitation show. If you are willing, please come and participate.

(When the music starts, you can follow the music and imitate the laboring movements of a small animal. When the music stops, you immediately put on the pose and let the teacher and children guess what animal you are playing and what it is doing. . ) student participation.

IV. Learn to sing "Handkerchief" and perform it

1. It is a glorious guide for children to be guided by small animals who love to work. If you are a good child who loves to work, you must It has been discovered that there are many labor tools in our classroom. Please ask the leader of each group to find a labor tool. The student found a broom, a bucket, and a rag.

2. Ask the children to talk about the uses of labor tools and use them rhythmically.

3. The teacher asked the students holding the basin and wiping cloth: Do you know how to wash the wiping cloth? (Rubbing)

4. Use a handkerchief to "rubb" together. Groove to the music and listen to Fan singing.

5. How do the children feel when they see themselves washing a dirty handkerchief cleanly? (Happy)

Teacher: It is indeed very happy, so we children can do it ourselves We have to do our own things. Looking at the fruits of our labor, we can’t even mention how happy we are. Let’s sing this song together with a happy mood.

6. Compose and perform lyrics.

A. In addition to being able to wash handkerchiefs by themselves, what other labor skills do children have?

(The children in our class are really amazing and can do so many housework. Now let’s give a lecture to the children in groups. , help parents with housework, and then arrange a program to see which group of children can perform well)

B. Students create and program, and teachers guide.

Students perform and teachers encourage them in time.

5. Class summary:

Post-class reflection: Taking the age characteristics and learning interests of lower-grade students as the starting point, facing all students, paying attention to students' personality development, and guiding the class with fun, Let students learn step by step through listening to music more, repeatedly feeling, imitating, experiencing, practicing and other musical activities, thereby cultivating their musical aesthetics, feelings and performance abilities.

Second Lesson

Teaching objectives:

1. Instruct students to sing "Everyone Come to Work" with a light and powerful voice

2. Master the duration of the second beat through the study and practice of the "vomiting" chart.

3. Listen to "Three Monks" and feel the joyful mood of the music, so that students can establish an optimistic attitude that loves labor since childhood.

Teaching process:

1. Review the song "Handkerchief" and perform while singing to show the cheerful mood of the song.

2. Master the rhythm of the half-note "vomit".

1. Compare the "villains" in the map, two walking is two beats, four "running" is two beats, and one "walking" is two beats. Students are divided into three groups and read out in turn, and then follow the teacher's instructions to form a three-part rhythm and momentum. They read it repeatedly and watch the gestures to finish. In order to read accurately, you can read it while clapping your hands to accurately grasp the time value.

2. The sounds of creative labor: Inspire students to imagine the various sounds of labor on campus, the sounds of older students helping younger students repair tables and chairs, the sounds of students sweeping the floor with big brooms on the playground, "Wha— "Uh-huh", the sound of students wiping tables and chairs in the classroom is "wishy", allowing students to arrange the order in which the labor sounds appear, and finally merge together to form a multi-vocal labor rhythm.

3. Listening to "Three Monks"

1. After listening to music for the first time, the teacher inspired the students to imagine listening to the music. What story does the music tell? Why does a monk carry water to drink? Two monks carry water to drink, but three monks have no water to drink? Inspire students to understand the principle of labor in exchange for a better life.

2. All students will perform along with the music when listening to the music again. Students are encouraged to enter the role, follow the beat of the music, and use their own created movements to express the happy mood of labor.

IV. Learn to sing "Everyone Come to Work"

1. Listen to Fan Sing and feel the song. The second time, ask students to make up their own movements to match the rhythm of the song.

2. Read the lyrics rhythmically with the teacher.

3. Instruct students to sing "Everyone Come to Work" with a light and powerful voice, and feel and express the firm and powerful tone of the song. When singing, pay attention to emphasizing the first beat to make the song more dynamic.

4. Sing in groups.

5. Summary and evaluation, educate students to be good children who love to work.

Reflection after class: In this lesson, I integrated fun and knowledge, allowing students to learn knowledge in games, imitating the sounds of labor and experiencing the rhythm of labor sounds. Through the imitation of labor movements, children's body movements can be further coordinated and developed. I also asked the children to sing and perform in conjunction with their usual labor, to give full play to their enthusiasm during labor. The children performed very well and achieved the expected teaching effect.

Primary school music activity plan 2

One teaching goal

1. Emotional attitudes and values:

By learning and singing songs, students can increase their understanding of The understanding of music in northern China stimulates students' enthusiasm for learning folk music.

2. Process and methods:

1. The experiential method allows students to feel the different emotions in the songs.

2. The method of model singing, sing the first section of the song accurately.

3. Learn the score of the second section of the song by sight-singing.

3. Knowledge and ability:

1. Improve students’ ability to read music scores by sight-singing them.

2. By learning to sing songs, guide students to sing the first section with a cheerful and lively voice and sing the second section with a beautiful voice. Thereby improving the ability to express songs correctly.

3. Improve students’ chorus ability by learning to sing songs.

Second Academic Situation Analysis

This teaching class is a fifth-grade natural class. The overall sound condition of the class is good, but a small number of students have poor intonation, and their singing methods need to be corrected and improved. Some students have poor intonation. Since the class capacity is small, only 18 people, individual students with poor pitch will still have a greater impact on the overall effect. My strategy is to ask these students with poor pitch to lower their volume as much as possible. The students in this class have strong ability to read music scores and can basically complete the music reading tasks of this lesson independently. In previous studies, students have accumulated certain qualities in understanding music and expressing music. Ability to accurately understand the content and emotions of songs and express them with sound. I have learned more than 10 chorus songs and have a certain level of chorus.

Three key points and difficulties

Teaching focus:

Sing songs with a cheerful and beautiful voice.

Teaching difficulties:

The pitch of the third to sixth intervals and the harmony of the harmony.

Four teaching processes

Teaching activities

Introduction

(1) Play the song "The Grassland is My Home" to experience the Mongolian attitude towards The love and admiration of my hometown.

(2) Questions: Do you like our hometown? What is there in our hometown?

Design intention: Let students have a preliminary understanding of the theme of this lesson and talk freely about their hometown understanding.

Teaching "Beautiful Hometown"

(3) Learning the song "Beautiful Hometown"

1. Listening to the song for the first time

Design Intention: By listening to the song for the first time, students can have a preliminary understanding of the song and feel the emotion of the song.

Teacher: Today the teacher brought you a very nice minority song. Their hometown is very beautiful. The song expresses people's sincere feelings of loving and praising their hometown. Please feel it and experience the emotion of the song. Try to talk about which ethnic minority song it is?

Play the song "Beautiful Hometown" (courseware with pictures of the Daur ethnic group)

Students: Appreciate the song and use the lyrics to prompt , it was determined that the song was a Daur folk song.

Teacher: Let’s briefly understand the customs and customs of the Daur people. Tell me where they live? What do they do for a living? What is the name of the folk song and dance that uses call signs as the rhythm and is mostly performed by women?

(Living on the north bank of Heilongjiang, they make a living by fishing and hunting , the folk song and dance form that uses call signs as the rhythm and is mostly performed by women is called "Rurigaile")

Design intention: extension of the song, a general understanding

2. Listen to the song again.

Design intention: By listening again, students can distinguish the composition of the song's paragraphs.

Teacher: Play the song again and talk about the difference in the singing form of the two sections? (The first section is sung in unison, the second section is chorus)

Student: Again Listen to the songs and answer questions.

The first section: singing in unison; the second section: chorus (show courseware)

3. Learn the first section of the song

Design intention: pass Listen to the singing method, complete the study of the first section, and improve students' listening and singing ability.

(1) Learn the first two phrases of the first paragraph

a. Teacher: Play the first phrase of the song.

b. Teacher: Play the first section of the song again.

Student: Sing the first section softly. Directly write lyrics and sing.

c. Teacher: Phrasing guides the first two phrases. Pay attention to the clarity and accuracy of the first eight and last sixteenth notes; the dotted eighth notes should be sung lightly.

The teacher demonstrates and guides "waves and fulls", pays attention to the contrast between strengths and weaknesses, and uses gestures to help students understand.

d. Student: Sing the first two phrases completely.

Pay attention to using a cheerful and lively voice.

(2) Learn the first two phrases of the second paragraph

a. Students: sing the first two phrases of the second paragraph with the piano

b. Teacher demonstrates , guide "scoop and fly".

(3) Learn the last two phrases

How can we not love such beautiful natural beauty? The Daur people could not help but sing a cheerful melody.

a. Health: Sing the last two phrases softly.

b. Teacher: In order to better express cheerful and lively emotions, let’s add accent marks and try again

Teacher demonstration guidance.

c. Student: Sing the last two phrases.

4. Learn the second section

(1) Teacher: Listen to how the second section of the song expresses love and praise for hometown.

Student: Appreciate the second section

(2) Learn the high voice part

a. Teacher: How can we express such a beautiful scenery? < /p>

Students: Learn to sing the high voice (fill in lyrics and sing) directly from music (music master software)

Pay attention to the accuracy of the dotted notes in the first eight and last ten.

Teacher: Demonstration and guidance

b. Students in the high voice will sight-sing the music score, and students in the low voice will read the music score of their own voices

(3) Study Low part

a. Students: low part sight singing score, high voice students can sing softly to coordinate.

b. Student: Sing the lyrics in the low voice, and sing the music in the high voice to coordinate.

Teacher: Sentence guidance.

(4)Chorus

Student: softly sing the upper and lower parts (write lyrics and sing)

Teacher: guide phrasing. Pay attention to the mood of the song and the difference from the first section. Sing with a beautiful lyrical voice.

Teacher: How can we use changes in intensity to express the Daur people’s love for their hometown.

Students: individual students audition.

Teacher: What intensity changes does he use to express it? (Crescendo) Why use crescendo?

Teacher demonstrates singing (the melody sound is consistent with the melody trend in the song) )(Show courseware)

Teacher’s corrective guidance. Inspire students to express their emotions correctly. (The chorus is added here to the song, which can more fully express the emotion and make the song more three-dimensional and rich.

The high-pitched part is the beautiful magpie, and the low-pitched part is the vast land and rivers, and the two echo each other. Make the emotional expression of the song more fully. )

5. Sing the song in its entirety

(1) Appreciate the song in its entirety

Health: Sing silently in your heart. Pay attention to the order in which the songs are sung.

(2) Sing the song completely with the accompanying music.

Pay attention to remind students to use different emotions to correctly express the song. (The first section: cheerful and lively, the second section: beautiful and lyrical)

Extension after five lessons

1 Introduction to the opera "Ao Lei Yilan"

< p> Teacher: Show me the courseware. The song we are learning today is from which ethnic minority (Daur). This song is selected from the opera "Aolei Yilan". She is a Daur heroine who has resisted the invasion of Tsarist Russia. Although more than three hundred years have passed, her spirit of defying the odds to defend the motherland and hometown is still worthy of our study and promotion. Students can go home to search for relevant information and learn more about it.

2. Appreciate the song "My Loyal Heart Misses You"

Teacher: Next, let’s enjoy another Daur folk song sung by Siqingerile to feel how it relates to us Which song we have learned has a similar melody? ("Beautiful Hometown") The "Beautiful Hometown" we are learning today is adapted and created based on this song. This singer sings in a modern and popular way. Do you want to sing in this style? Let's try it with the "Nayi -" we heard.

Students: individual students audition.

(5) Complete song singing

Teacher: Let us once again feel the love of the Daur people for their hometown, and use our beautiful singing to express our praise and love for our hometown.

Sheng: Sing the song in full again.

Summary of Class Six

: Students, today we learned the song "Beautiful Hometown". Who doesn't love his hometown? There are 56 ethnic groups in our motherland. Brothers and sisters of all ethnic groups are in the same boat through thick and thin and move forward side by side. The teacher hopes that the students will study hard, arm themselves with knowledge, and work together to build our more beautiful hometown in the future. Teachers believe in you! Let us end this music class with the song "Beautiful Hometown"! (Sing the song with the accompaniment!)

Primary school music activity plan 3

Teaching content: Sing "Young Pioneers Tea Picking Song"

Teaching objectives

1. Learn the melody of the song and be able to create and choreograph dance movements.

2. Can sing "Young Pioneers' Tea Picking Song" with a pure and sweet voice, expressing the joyful mood of the Young Pioneers when picking tea.

Teaching focus: learning songs.

Teaching difficulties: Create dance movements to express songs.

Teaching methods: listening and singing, using words to accompany music, reading lyrics in rhythm, reading music and sight-singing, and introducing situations.

Teaching aid preparation: electronic keyboard, tape recorder, singing tape, physical projection of score examples, multimedia courseware, and "paper tea leaves".

Teaching process:

1. Organization of teaching:

1. Music greetings from teachers and students! (Feel the charm of music class)

2. Vocal training game. (Emphasis on sitting posture, calming emotions, and mobilizing students' enthusiasm for learning.)

3. Review the song "Bird, please come here."

2. Scenario introduction:

1. Display the courseware and play tea-picking scenes in the South, allowing students to see the pictures, integrate into the scene, and experience the fun of tea-picking. (In the last class, when we were studying the content of "Birds in the Forest", we felt the happy mood of harmonious development between people and animals in nature. Today, the teacher will take you to the beautiful Jiangnan water town to see where Beautiful scenery, understand the specific culture and music characteristics of Jiangnan. )

2. Teacher asked: Students, do you enjoy the atmosphere of tea picking when you look at the picture? ! Do the students want to enjoy the process of tea picking with them?

3. Body perception: The teacher took out the "paper tea leaves" and asked the students to come forward and imitate tea picking.

4. Play the lyrics and music of "Caiyo Caiyo": students perform tea-picking movements in the sound of the music. (Dancing, embodying aesthetic education and collaborative creation.)

3. Learning songs:

1. Listening to songs for the first time: feel the modal style of the songs and understand the style characteristics of Jiangnan songs. (Thinking: What is the speed and emotion of the song?)

Brief analysis of teaching materials:

"Tea-Picking Song" is a song and dance genre in southern my country. The performance is usually performed by one man. One woman, or one man and two women, later developed into a group dance of several or dozens of people. The content of the performances is mostly about the process of growing and picking tea, and the genres are mostly minor tunes. "Young Pioneers Tea Picking Song" uses new creative techniques to express the process and joyful mood of the Young Pioneers picking tea. The song is in two sections, in feather mode. )

2. Listen to the song again: talk about your feelings.

(How do you feel about the mood of the Young Pioneers when picking tea?)

3. Listen to the song again: students sing silently in their hearts.

4. Learning the melody of the song:

(1) The teacher teaches the song once and the students hum the melody quietly along with the piano.

(2) Students sing the melody together.

5. Read the lyrics according to the rhythm, and students will add the lyrics and sing.

6. The teacher plays the melody and the students sing the song together

IV. Song processing:

1. The first section: "Tea Tree Green" must have bounce , students audition.

2. Where there are smooth lines, the singing should be coherent, soft and jumping.

3. The duration of the dotted notes should be sufficient.

4. The first phrase of the second section should be sung according to the stop-tone singing method. It should be sung short and with an even rhythm, just like the rhythmic tea-picking action.

5. Students try to sing according to the requirements just now, and sing the complete song with the accompaniment of the teacher.

5. Expansion:

1. Create and perform tea-picking movements.

2. Students are free to create and edit, and teachers participate in the performance.

3. Teachers and students sing and perform along with the recording.

6. End of get out of class ceremony:

Goodbye teachers and students music!

Teaching reflection:

Primary school music activity plan 4

Lesson 1: Hello

Teaching objectives:

1. Feel the music about nature, be able to express your love for life through singing, and know the unity and friendship between classmates .

2. Use your brain to create lyrics and movements for the song.

3. Actively evaluate the strengths and weaknesses of one’s own and others’ singing and performance.

Number of teaching hours: 2 lessons

Teaching process:

First lesson

1. Listen to the recorded sample singing "Good Morning" , feel the melody of the song, the teacher leads the students to clap their hands and tap their feet (8 bars in three beats; 8 bars in two beats.)

2. The teacher sings, clapping the beat while singing, and the students follow suit, silently. Sing.

3. Listen to the song recording, students make their own beats and sing along in a low voice.

4. Listen to the teacher playing the piano and the students singing quietly to the beat.

5. After the students are familiar with the song, they can divide the students into two groups to form a small circle, follow the "walk" pattern in the lower right corner of the textbook, and sing while walking.

6. Group into groups to compose "On the Road to School" and perform it while singing. If you are satisfied, draw a big red flower on your textbook.

Second Lesson

1. Listen to "Forest Waterwheel"

1. The teacher does not provide any guidance and asks students to pay attention to the music. Answer after listening: What did the music remind you of? What did you seem to see? What was your mood like?

2. Teachers can introduce the ancient waterwheels in Europe to students through pictures, so that students can have an intuitive understanding Feel.

3. Listen to the music again and use colored pens to paint colors or draw lines to express the feeling of the sound of the waterwheel, the sound of running water, the sound of birds, and the rising sun. Allow students to imagine freely and express their feelings about music in their own way.

2. Performance of "Little Sparrow"

1. Listen to the song recording, beat the beat, and feel the song.

2. Listen to the recording for the second time and hum it softly while recording the beat.

3. Listen to the teacher’s singing and sing along with the lyrics in a low voice.

4. Listen to the teacher playing the piano, look at pictures and do movements while singing, and use movements to help memory.

5. Listen to the recording and create lyrics and movements in groups.

6. Combine the lyrics and movements compiled by the four groups of students into four sections and perform them in sections.

Primary school music activity plan 5

Teaching objectives:

1. Briefly understand some knowledge about opera songs and stimulate students' interest in learning.

2. Be able to sing "I Am Chinese" in the style and charm of Peking Opera.

3. Further inspire the love for ethnic folk music, experience the rich Beijing charm created with Peking Opera music as the material, and learn to be an upright Chinese.

Key and difficult points in teaching:

Singing techniques such as weak rise, tones, grace notes, and drawl, and initially master the singing of Beijing-accented songs.

Teaching methods:

Appreciation, comparison, explanation, listening and singing, and teaching and singing.

Teaching preparation:

Recorder, courseware

Develop educational training points:

In class, you must develop the ability to listen attentively and speak actively, Develop a good habit of actively participating in classroom activities, and guide students to develop a good habit of collecting information.

Teaching process:

1. Introduction

1. The teacher greets the students in Beijing accent and requires the students to use the same accent to say hello to the teacher.

Question: How do you think this kind of greeting is different from usual?

2. The courseware plays a clip of "Rap and Face"

To introduce the concept of opera songs. Opera songs: Songs created with the musical materials of opera are called opera songs. Opera songs are the product of the combination of opera, a traditional and ancient art form, and contemporary popular factors. It is a play within a song and a song within the drama, and is very popular among everyone.

2. New song learning

1. Listening to "I Am Chinese" for the first time

Students feel the emotions of the song.

Guide students to express their feelings about the song based on its mood and content.

Teacher: The mood of this song is passionate and heroic. It praises the traditional virtues of civilization of the Chinese nation and the enterprising spirit of the Chinese people.

2. Listen and feel the rhythm of the song again

Question: What are the characteristics of the rhythm of this opera song?

Let the students talk about it

Teacher: This opera song absorbs the characteristics of Xipi Liushui of Peking Opera. It only has strong beats and no weak beats. In opera, the strong beat is called "ban" and the weak beat is called "eye". This opera song has "ban" but no "eye". Let's light the board and hum the whole song softly.

3. Students click on the board and hum the whole song softly

4. Learn to sing in sentences and solve difficult problems

A The first sentence "I am a Chinese" It has the characteristics of opera

Read the lyrics according to the rhythm

Learn the singing score from Qin and then fill in the lyrics

The teacher adds Bo Bo to sing the first line to let the students feel Go to Boeing

The teacher explains the singing method of Boeing and the students practice

Which other sentence has the symbol of Boeing? Learn to sing "The descendants of the descendants of Yan and Huang"

Summarize that Boeing adds the flavor of opera to songs

B "A country with ancient civilization must pay more attention to civilization."

<1>Learn the singing score from Qin and then fill in the lyrics

< p>〈2〉The teacher adds Yiyin model singing, so that students can feel the difference from what they sing

〈3>The teacher explains the singing method of Qianyiyin and the students practice

<4>Summary: Elegance also adds the flavor of opera to the song

<5>Which other sentence contains Elegy? Let’s sing it. “Upright and upright”

< p> C The drawl of the word "人" in the last sentence has 23 beats in one beat (use the method of teaching singing scores to solve the difficulty. After learning it, students are required to try to make the words as straight and round as possible.

Teacher: The word "人" has multiple sounds, which is called drawl, which is a major feature of opera. Please count the beats while the teacher sings the music.

Students can follow the piano and watch the song. Sing the 9-bar music score, then sing the next 14 bars, and sing the last 23 bars together, allowing students to find the place for breathing.

D Teacher and students will sing the last line. Learn songs from Qin in full

Your classmates sing so well that even the teacher admires you. The teacher will teach you an opera move as a reward

Teacher performance. Run the circle and introduce the opera actors to circle around the center of the stage to show that walking on a long distance is called running the circle.

Let's sing it in full. The teacher sings the score. You sing the lyrics.

6. Rests

What is the role of the eighth rest in this opera song?

Student answer

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Comparative practice

7. Emotional singing

As descendants of Yan and Huang, we are all proud, let us sing this song with this feeling.

p>

8. Play the famous singing video.

From the students’ singing, the teacher has already felt your inner excitement. So how do the artists perform the opera song of the same name "I am Chinese". What about?

9. Ask the students to sing with the accompaniment again with their own feelings.

Combine teacher evaluation with student self-evaluation and mutual evaluation.

10. Singing competition in groups

Student evaluation

3. Performance singing

Students sing and perform according to the movements they have learned before . (Learn from each other)

IV. Summary

Teacher: Among the many types of operas in our country, which one is called the "quintessence of the country"?

Peking Opera is now Become an intangible cultural heritage. The broad and profound art of Peking Opera deeply attracts friends at home and abroad. As the descendants of Yan and Huang, we should inherit and carry forward the fine cultural traditions of our country. Let us start by singing opera songs, slowly understand Peking Opera, learn Peking Opera, and be able to show off our talents on the stage of opera in the future.

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