Design intention

Children in small classes are particularly interested in familiar life situations, and their anthropomorphic thinking characteristics make them particularly fond of animals and plants. To this end, we rely on life scenes such as riding in a car and taking a bath, as well as images of animals and plants such as cows, sheep, birds, and mushrooms, to combine various elements of music (pitch, length, speed, strength, and listening, singing, and playing musical instruments). , body movements and other expressions) were connected in series to design the music game "Happy Farm".

Activity goals

1. Experience the fun of music activities in the game.

2． Initial experience of the rhythm of 2/4 beat.

3. Able to express their understanding and feelings of music using their own voices, movements, playing instruments, etc.

Activity focus

1. Imitate the sounds and movements of various animals to the music.

2． Strike the castanets to the rhythm of the music.

Difficulties in the activity

1. Use your own voice to express different scenes of the bird flying.

2． Create movements to the music.

Activity preparation

Each person has a castanet, a long gauze (cloth strip or towel), bird puppets, picture cards, and several boxes with animal symbols such as cows and sheep. .

Activity process

1. Go to the farm

Teacher: The weather is really nice today. Let’s go to the farm together. Children, please line up, we are about to get on the bus!

(The teacher and the children imitate queuing up to get on the bus.)

Teacher: Please sit down, everyone, let’s drive!

(The teacher imitates the driver while driving and sings. He should sing a cappella as much as possible. While singing, he guides the children to walk in a circle in the singing. When singing "Stop at the red light, boo", the teacher puts one finger Put your head on your lips, stay still, and wait for the children to stop. When singing "Green Light Line", sing and move faster so that the children can feel the changes in the music speed. See Appendix 1 for the music score. . )

Comment: Teachers’ a cappella singing will enhance the appeal of singing to young children. This activity is not only a fun rhythm, but also allows children to naturally enter the theme during the interaction with the teacher.

2. The farm welcomes you

Teacher: (while operating the little black puppet) "The farm has arrived. Look, a group of birds are flying here. They each show their skills and welcome the children. The little bird is so happy to see the children coming as guests. It flies from the ground to a high branch to greet us. That little bird is so capable. It flies high in a while. It was flying low for a while, like a small plane, it was really impressive; the little bird on the ground was jumping towards us little by little, it seemed a little shy; everyone, please look up, that little bird is so nimble , jumping back and forth on the branches, and soon jumped to the highest point!"

Teacher: (show picture card 1) "Children, look, the bird flew to the card in the teacher's hand. We use good words. Accompany it with the sound of the bird, okay? When the bird is on the ground, we sing with a low voice. When the bird flies to the branch, we sing with a high voice. "

(After speaking, operate the bird hand puppet from left to right along the lines on the picture card, while singing with the children.)

(Show picture card 2) "Please everyone Look at this card. The bird flies high for a while and low for a while. When the bird flies to the lowest place, everyone sings in a low voice. If the bird flies higher, the children will sing higher. Give it a try. Let’s do it!”

(After speaking, operate the bird hand puppet from left to right along the lines on the picture card while singing along with the children.)

(Show picture card 3) "Please look at this card. The bird is jumping towards us. Every time the bird jumps, we sing an 'a', and as many times as the bird jumps, we sing a few!"

( After speaking, move the bird hand puppet from left to right according to the dots on the picture card, and sing together with the children)

(Show picture card 4) "The bird comes from the bottom of the tree branch. Jump up layer by layer. Let our voices jump too, cheer for the bird!"

(After saying that, press the position of the short line on the picture card to operate the bird from left to right. Hand puppets and sing along with the children)

Note:

A. If the children are interested, you can repeat it several times, or you can ask the children to operate the bird hand puppet on the picture card, and the teacher and students will sing together.

B. When singing, remind children to keep their voices soft and not shout loudly. The teacher's voice should not overwhelm the voices of the whole class, so that every child can hear his own voice and the voices of others.

Comment: The human voice is the best musical instrument, and good sound conditions are very beneficial to the development of children's musical abilities. Using the direction of lines or dots on picture cards is an effective way to attract children to speak. Teachers' tips and example can enable children to gradually experience scientific methods of speaking and protect their vocal cords. Learning to listen to others during group singing can not only improve children's musical literacy, but also help cultivate their collective consciousness.

Teacher: "There are many animal friends on the farm. Let's come and say hello to them!"

(Teachers and children came together to the boxes with animal symbols such as cows and sheep. , say hello to the animals.)

Teacher: "Let's sing a song to our animal friends! The teacher sings first. Everyone listens to which animal the teacher sings and imitates its sounds along with the music. and movements.”

(Start singing the song: the teacher sings the first six bars, the teachers and children sing the last two bars together, and the children sing the last two bars themselves after they become proficient. See Appendix 2 for the music score.)

Ask the children to talk about other animals on the farm, such as chickens, horses, dogs, cats, pigs, etc., and create more lyrics to perform.

Comment: The question-and-answer and singing activities are particularly suitable for young children. Changing the "question" and "answer" of the lyrics in the repeated melody can enable children to continuously experience the fun of communicating thoughts and emotions through music.

4. Picking Mushrooms on the Farm

Teacher: “There are so many animal friends on the farm, let’s look around to see if there are any foods they like to eat... Oh, there are so many What little mushrooms! Everyone, pick them up quickly. Animals like to eat delicious mushrooms." (Guide the children to find and pick up the castanets scattered in every corner of the classroom.)

Teacher: "Okay. , everyone has a little mushroom. Now the teacher tells everyone that its name is the little mushroom. Please play with it by yourself first. "(Encourage children to try to play the castanet according to their own ideas.)

< p>Teacher: "××, you slapped the castanet mushroom so fast, what are you thinking about?"

Younger: "I was thinking it was a big train, bang bang bang bang." The ground is running!"

Teacher: "××, you are clapping the castanet mushroom so slowly, what are you thinking?"

Younger: "I will make it look like a snail. Climbing the same. Pah-pah-pah, crawling so slowly!"

Teacher: "The children all had a great time, now we invite Castanets to sing a song for everyone. Ask the children to pinch the little mushroom’s ears (the rubber band of the castanets) with one hand, place them gently in the palm of the other hand, let the little castanette mushroom open its big mouth, and start singing!”

(Teachers and students together accompany a song or piece of music in 2/4 time. For children who are temporarily unable to play "in time", teachers can guide them appropriately, but do not force them to be consistent with everyone.)

Teacher: "The castanet mushroom sings so beautifully. Come, let's give the singing castanet mushroom to the animals for lunch!"

(Teachers and students will deliver the castanets together. "Feed the animals" in front of the box with the animal logo, and then put the castanets in it)

Comment: Children are curious about how to play various musical instruments. Inviting children to operate and explore freely first can satisfy their curiosity. Afterwards, guide them to accompaniment to a song or piece of music with a stable beat, which can make children more interested in playing music. Everyone has a different understanding of music. When playing musical instruments, children should be allowed to express themselves in their own way.

5. Return from the farm

Teacher: "Did the children have fun?"

Children: "Happy!"

Teacher : "Today's farm activity is over. Everyone is very happy and must have sweated a lot. Please bring a towel each to the children, and let's take a hot bath with good music!"

( When the music plays, the teacher guides the children to use the towel to perform bathing movements on different parts of the body. You can first choose music with 2/4 beats, and then choose music with different rhythms to encourage the children to dance with the music)

Comment: Children like to imitate movements in life and are very willing to share the feeling caused by rubbing their bodies. Listening to music while performing movements relaxes the body and mind, which meets the needs of children to move their bodies, and at the same time allows children to feel the rhythm of music again.

Reflection on the activity

This activity not only reflects the main status of children, but also highlights the clues to the cultivation of musical ability. In the situation created by the teacher, the children participate in various games in a way of independent exploration and always maintain a high enthusiasm for learning. Teachers use modern children's music education concepts to skillfully turn the focus and difficulty of activities into children's points of interest, so that children's feelings and expression ability about music are unconsciously improved.