As a selfless and dedicated teacher, you may need to prepare lesson plans. The lesson plans are the basis for teaching activities and have an important status. How to write a lesson plan? Below are the giant and dwarf lesson plans that I have collected for reference only. Let’s take a look. Giants and Dwarfs lesson plan 1

Design intention:

Children need to feel the strength of music. How to let children feel it easily and interestingly instead of simply explaining and demonstrating by teachers? ? To this end, I designed the activity "Big Giant and Dwarf", which was unfolded in a story situation, with crescendos and decrescendos naturally interspersed in the situation, so that the children could feel the crescendos and decrescendos of the music in the game, and stimulated the children's motivation. Feel the beauty.

Activity goals:

1. Feel the crescendo and decrescendo of music.

2. Boldly create movements and experience the joy of free expression and creation.

The key points of the activity:

The focus of the activity: Feel the crescendo and decrescendo of the music.

Activity difficulty: Create movements according to music changes.

Activity preparation:

Music of giants and dwarfs; dwarfs and giants with increasing and decreasing sizes; crescendo and decrescendo symbols.

Activity process:

1. Introduction of story situations to arouse children’s interest in activities.

“In the dense forest, there lives a group of magic dwarves. They work and live happily every day. Look, they are singing songs and preparing to go hunting in the mountains! "La... Ba (rest) la...

The teacher showed the crescendo and decrescendo symbols while singing (the dwarf went up and down the mountain on the symbols)

"Just now the dwarf What changes do the songs you sing when you go up the mountain change? "

When the music gradually gets stronger like this, we call it "crescendo", and when the music gradually gets weaker, we call it "crescendo." It "fades". Invite the children to try it and sing it.

[The story is introduced, the children are very interested, and the crescendo and decrescendo are smoothly introduced to present the topic. ]

2. Appreciate music and perceive the crescendo and decrescendo.

1. Appreciation

After hunting down the mountain, the dwarfs happily walked home. Suddenly, there was the sound of footsteps, "Dong..." ( Crescendo) Here comes a giant with his head in the sky and his feet on the ground. Do you think the dwarfs will be scared? The dwarfs are not afraid, they can do magic! I saw them singing and changing into "I transform... into a big giant" (crescendo, while showing the picture of the dwarf's gradual change). The dwarf became taller than the big giant. When the big giant saw it, he ran away in fear. . "Dong..." (fading out) The dwarf sang and changed again, "I changed... into a dwarf" (showed a picture of the dwarf's gradual change while fading out)

The dwarf used magic to interact with You bravely defeated the giant. Do you want to learn how to do magic with them?

2. Feeling

When children learn to sing, remind them to make the crescendo and decrescendo more obvious.

[Insert crescendo and decrescendo music into the storyline, and use gradient pictures of dwarfs and giants to help children understand and feel crescendos and decrescendos. ]

3. Inspire children to use movements to express the strength and weakness of music, and develop children's creativity and expression.

How do the dwarfs express themselves with their movements? How do the giants express themselves with their movements? (The dwarf can squat, crawl on the ground, lie down, etc.; the giant can stand up, lift his heels, raise his hands, etc.)

Children play several games based on their own action creations.

[The addition of movements not only enhances children's interest in activities, but also allows children to deepen their perception of crescendos and decrescendos through the performance of movements, and children can create different movements. ]

4. Transfer of experience to broaden children’s thinking.

Dwarfs can turn into giants, and small animals also want to use magic to protect themselves. Which small animals will turn into big animals?

Children can freely create lyrics and actions with music, such as "I change... into a big tiger, I change... into a little white rabbit."

[ Animals are children's favorite. In this session, children create different movements of animals based on the crescendo and decrescendo of music, which broadens children's thinking and transfers children's knowledge and experience. ]

5. Extension of activities

Let’s go outdoors to play the game of “Giant and Dwarf”!

Activity reflection:

The "Kindergarten Education Guidance Outline" puts forward clear requirements for children's artistic activities: they can initially feel the beauty in the environment, life and art; they like artistic activities and can Boldly express your own feelings and experiences in the way you like; be willing to entertain, perform, and create with your peers; guide children to appreciate works of art, and cultivate children's interest in expressing beauty and creating beauty.

Artistic activity is an emotional and creative activity. Children should have a sense of pleasure and personalized expression during artistic activities.

Teachers should understand and actively encourage children's unique expressions, and be careful not to turn art education into mechanical skill training.

The activity selects the dwarfs and giants that children like, and uses story situations to introduce them to arouse children's interest in the dwarfs, so that the activity can be carried out smoothly. Throughout the activity, I used stories in the form of stories, and the links were smooth and natural. For example, the dwarfs sang songs up and down the mountain, which naturally led to the symbols of crescendo and decrescendo; the footsteps of the giants all used crescendo and decrescendo. Come and sing to deepen the children's feelings about music; I used the sound of a dwarf shooting a gun to express the rest in the middle of the music, which enhanced the children's understanding and interest; in the creation process, I used open questions to give the children a great understanding Create space, so children can boldly create various personalized movements.

Finally, the transfer of experience broadens children's thinking and allows them to experience the fun of bold creation. This link also brought the event to a climax. The children were very happy in this activity, and they also felt and appreciated beauty very well. The children were very interested in the activities and actively participated. There was no child who did not participate. Lesson Plan 2 for Giants and Dwarfs

Activity Background

Recently, children have entered the unit "Country of Opposites" and they are very interested in opposite things. During a sports outdoor activity, I played an opposite game with my children. Every child enthusiastically and actively participated in the game. They initially gained the concept of "opposite" and also experienced the funny phenomenon caused by "opposite". , I conducted an interesting music game for children based on this interesting content, which triggered children's associations with the opposite states of things and gave full play to children's imagination and creativity.

Activity goals:

1. Experience and feel the "opposite" in the game

2. Feel the strength, weakness, ascending and descending of music and move in rhythm and percussion activities, showing the strength and weakness of music.

3. Experience the joy of mutual cooperation.

Activity preparation:

Music: "The Little Dwarf and the Giant", percussion (tambourine, maracas, single horn), tape recorder, story pictures

(1) Show the story "Ten Dwarfs" and the teacher tells the story to arouse the children's interest.

1. The teacher shows pictures of the story and guides the children to imagine the content of the story.

2. Teachers share and tell stories with children.

(Commentary: In the story, I designed short sentences of music to initially allow children to explore the ups and downs of music. For example, the dwarf greets the children: 1 2 3 4 5---you How is your morning? The teacher asked, and the children answered me: 5 4 3 2 1---I am very good in the morning. This makes it natural to feel the ups and downs of the music, and the children's interest is immediately aroused< /p>

Using storytelling to attract children greatly arouses children's enthusiasm for activities, so that children can start activities under the premise of interest)

(2) Stories. Performance

——How big are the giants and how small are the dwarfs? Let us use our bodies to express their size.

1. Discuss in groups, with teachers and children discussing together.

2. Divide into three groups to perform.

3. All the children form a circle, and the teacher tells the story while performing with the children.

(Commentary: Mutual communication and cooperation among peers cultivate children's ability to explore independently. Through changes in body movements and team formation, they can experience and feel the opposite in the game. It also cultivates children's ability to cooperate)

(3) Appreciating music

1. Listen to music for the first time and express your feelings.

2. Teacher’s section, the strength and weakness of music and the up and down patterns.

3. Listen to the music again. While listening, ask the children to follow the rhythm of the music. When they hear... they become a giant, stretch their bodies; when they hear "... they become a dwarf." ”, then shrink your body.

4. Children sing and move along with the music. (You can create your own)

(Commentary: Integrating movements into music cultivates children's sense of rhythm. It uses teacher guidance - children's independent inquiry to stimulate children's learning initiative and creativity, and gives children positive feedback. , a pleasant and confident emotional experience)

(4) Percussion performance

1. The teacher introduces the name and use of percussion

2. Children Divide two groups into musical performances

One group is percussion, and the other group is rhythm performance

(Analysis: Children have accumulated relevant "contrasts" in the process of listening to music several times. With experience, teachers enriched the content of music performances through diversified forms. Children tried to use different movements and different percussion to perform music. This music activity reached a climax, and children made complete judgments and choices on their own. ability.

)

Activity analysis and reflection:

Children always maintain a positive enthusiasm for this activity. The teacher uses groups, collectives and other forms to intersperse the entire game process, and the beginning story is introduced I actively interacted with the children, and soon I got closer to them. I asked and answered questions in the form of music. Through the natural story telling, the children understood the upward and downward direction of music. The performance of the story once again stimulated the children's desire to perform, making the children's concept of "opposite" more profound in the game. It also cultivated children's cooperation ability and enabled harmonious communication between children and teachers. In the final music performance, I used "Orff" music elements to enable children to actively participate in music activities and combine music appreciation with Movement, dance, and music playing are closely combined, and all aspects of educational content are interconnected and infiltrated in music activities, and a variety of educational methods are comprehensively used to achieve the desired results.

The children were very interested in this activity. In the final music performance, I did not expect the children to be so sensitive to music. The children successfully performed the music in one go. I should let the children design their own music rhythm in the last link. The teacher will listen to the children's discussion of the musical instrument rhythm and then make a simple chart representation. Let the children be the masters of the instrument, stimulate their creative ability, and perform a story performance at the end. The stories in the first link are also integrated into the music, and the language field is also integrated into the music activities, which broadens the children's horizons and makes the kindergarten activities more diversified. Giant and Dwarf Lesson Plan 3

Activity goals:

1. Be able to perform actions according to the plot requirements of the story and enjoy the fun of performing.

2. Can use different musical instruments to express the footsteps of the dwarf and the giant.

Activity preparation:

1. Set up the forest situation.

2. Several musical instruments.

3. Music "The Little Dwarf and the Giant"

Key Points and Difficulties:

Key Point: Be able to perform actions according to the plot of the story and enjoy the fun of performing .

Difficulty: Can use different musical instruments to express the footsteps of the dwarf and the giant.

Activity process:

1. Music enters the scene and storytelling leads to the theme.

Story: Recently, a group of big giants and dwarfs appeared in the forest. I heard from other small animals that the big giants and dwarfs were short and small, with small heads and small heads. With her small hands and small feet, she walked very lightly, "hee hee hee hee." The big giant is tall and big, with a big head, big hands, and big feet. He walks "dong dong dong dong" on the road. So now let's look for their traces.

2. Use body movements to perform "The Little Dwarf and the Big Giant"

1. Guide the children to use movements to express the dwarf and the big giant

①I heard that the dwarf and the big giant are playing a game , then before you find them, what do you think the dwarf and the giant look like?

②Invite the giant and the dwarf.

③Invite children to observe what the giant and the dwarf look like, and express them with actions.

2. The teacher leads the children to perform movements along with the music.

Let us move along with the music, becoming bigger and smaller, becoming a giant, and then a dwarf. The children line up in front of the teacher. When they hear the word "giant", they all have to stand up and raise their hands to imitate the giant. When they hear the word "dwarf", they all squat down and imitate the dwarf.

Three. Use musical instruments to express the sounds of the giant and the dwarf

"Children, we just learned the movements of the giant and the dwarf. Now, guess what kind of sounds the giant and the dwarf make when they walk. Sound?

①The teacher shows the instrument, introduces it, and explains how to use it.

Ask the children to listen to which instrument sounds like the footsteps of a giant?

② Ask the children to choose musical instruments and operate them by themselves. The teacher guides the children to use the musical instruments to make the footsteps of the giant and the dwarf, and talk about why (for example: use a tambourine and beat the tambourine with their palms). , making a "papa" sound, represents the footsteps of the giant, and gently shaking the tambourine, making a "rustling" sound, represents the footsteps of the dwarfs)

③Teacher and children follow along. Music is played with musical instruments.

3. Ending

Did you have fun? Let the children take our musical instrument friends to play with the dwarf and the giant. Lesson Plan 4 with the Dwarf

Activity goals:

1. Be able to perform actions according to the plot requirements of the story and enjoy the fun of performing.

2. Be able to perform according to the requirements of the story. Group the characteristics of the footprints in the story into pairs.

3. Use different instruments to express the footsteps of the dwarf and the giant.

4. Based on the feeling of the song. Understand the artistic conception of songs.

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

Activity preparation:

1. Set up the forest situation;

2. Make some footprints of the giant and the dwarf;

3 . A number of various musical instruments;

4. A tape recorder and a tape of "The Dwarf and the Giant".

The important and difficult points of the activity:

Key points: Be able to perform actions according to the plot requirements of the story, and enjoy the fun of performing.

Difficulty: Can use different musical instruments to express the footsteps of the dwarf and the giant.

Activity process:

1. Telling stories to introduce the theme

Story: Recently, many strange footprints have appeared in the forest. According to the small animals of the Forest Research Institute People said that these footprints came from dwarfs and giants in the forest. The dwarfs were short and small, with small heads, small hands, and small feet. They walked very lightly and "rhinoceros". "Say", the big giant is tall and big, with a big head, big hands, big feet, and walks "dong dong dong dong". Scientists want to study these guests in the forest and want to invite us little detectives The team members first went to look for traces of the dwarfs and giants. Let's get going!

2. Looking for footprints

1. The teacher leads the children to take a plane

The children line up behind the teacher, put their hands on the shoulders of the person in front of them, and do various The action of flying. "It's bad there's airflow in front of us", lead the children to rock from side to side, "Everyone, sit down quickly" and guide the children to squat down, "No, the airflow is too strong, let's find a place to land first"!

The teacher leads the children to the footprints of the giant.

2. Guide children to use actions to represent giants

“Look, what is this?” (footprints) “Whose footprints are they?” “It’s so big, maybe it’s a giant. of". "What do these footprints look like? Why are they said to be those of a giant? Guess how tall and big the giant is?" Ask the children to express the giant through their movements.

3. Guide the children to use actions to express the dwarf

“Let’s go to other places to see if there are any footprints of the dwarf. Let us walk gently and be careful of scares. Destroy the little animals in the forest."

Over the mountains, across the ditch, walking gently on tiptoes.

"Huh? Why is there nothing in this place? What did you find?" (The teacher looked left and right) "Oh, there are small footprints. Whose are they? Why? Guess the dwarf How short and small is it?” Ask the children to express the dwarf with their actions.

3. Group the footprints into groups

"Can you guess how many giants and dwarfs have appeared here?"

Guide children Group the footprints in pairs according to their size and color, and calculate how many giants and dwarfs there are in one group.

4. Use different musical instruments to express the footsteps of the dwarf and the giant.

“Our harvest today is really not small. We found traces of the giant and the dwarf. Let’s get on the plane and go home.”

The scientist is here (another teacher plays the role of a scientist with various musical instruments) “Children, I heard that you found many giants and little ones in the forest. The footprints of the dwarves, do you know what kind of sound they make when they walk? Please use the instrument in my hand to knock it out."

The teacher guides the children to use various musical instruments to make the footsteps of the giant and the dwarf, and talk about why. (For example: using a tambourine, hitting the tambourine with your palms will make a "pop" sound, which represents the footsteps of the giant, while gently shaking the tambourine will make a "rustling" sound, which represents the footsteps of the dwarfs.)

Children are asked to operate first, and the teacher provides guidance, and then summarizes and asks individual children to tap.

5. The end of being a giant and a dwarf with music

Teacher: "Listen, what a beautiful music, let us move along with it."

Teachers and children listen to music, play the roles of giants and dwarfs, and make movements of getting bigger and smaller, ending the activity.

Reflection on the activity:

"The Giant and the Dwarf" is a music health activity. It mainly uses games, sounds, and musical instruments to feel the strength, weakness, upward and downward changes of the music. . At the beginning of the activity, I used the method of situation creation to take the children on a plane trip. During the trip, we met giants and dwarfs. Here, we made full use of the children's body language to interpret the big and small, and then based on this Perceive the strength and weakness of the music as well as the changes in ascending and descending through music. The whole activity embodies the principle of teacher-child interaction and child-child interaction, and the atmosphere of the activity is relaxed and free. In general, this activity made the children feel a happy atmosphere. The children were able to express themselves happily and boldly and gained happiness. Young children seem to have mastered a tool to express their feelings, developed good singing habits, and achieved comprehensive and healthy physical and mental development in the happy singing activities. Young children also have a deeper understanding of the different dynamics of music between dwarfs and giants. At the same time, I use tambourines to let children perform songs and sing, so that every child has the opportunity to express himself.

The children's emotions were high. Some children also danced with their own movements based on their understanding of the music, giving the children the opportunity to express themselves freely.