Appreciators will be unknowingly infected by the music image in the aesthetic atmosphere, and will naturally be educated and inspired, generating optimistic thoughts and emotions, eliminating unhealthy and incorrect elements in the ideology, and gradually Become noble, and then form higher musical cultural accomplishment and perfect personality. The following is a collection of primary school music appreciation activities that I have carefully collected and organized. I will share it with you below, so you can enjoy it.
Primary School Music Appreciation Activities Chapter 1
1. Teaching Objectives
Emotional attitudes and values ??
Cultivate a love for diverse music culture and establish The noble sentiment of being tolerant to others and loving the motherland.
Process and Method
Understand the people’s desire for a happy and peaceful life and the people’s love for the motherland in the song.
Knowledge and Skills
Feel the rhythm of 3/4 time, and experience the emotion of the song through musical elements such as speed and intensity.
2. Important and difficult points in teaching
Focus on singing and singing songs full of affection.
It is difficult to feel the rhythm of 3/4 time and experience the emotion of loving the motherland.
3. Teaching tools
Piano, multimedia
4. Teaching process
(1) Creating situations and introducing new lessons
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Import by asking questions
The teacher sets the question: Do you know what the national flower of China is? What does it symbolize?
Students can answer freely.
Teacher summary Summary: The peony is the national flower of China. The peony symbolizes prosperity and prosperity, and also blesses the prosperity of our country.
The teacher sets a question: What kind of flower is this little flower? (Multimedia picture display) Is it the national flower of which country?
Students answer freely.
The teacher summarized: This is the edelweiss, the national flower of Austria. It grows on high mountains with high altitude and difficult environment. It is difficult to see in the city. People who can see wild edelweiss are very brave, so the symbolic meaning of edelweiss is bravery. The song we are learning today is related to edelweiss. He is an interlude in the American film The Sound of Music.
(2) Gradual discovery, new lesson teaching
1. Enjoy the video of the movie episode "Edelweiss" and understand the plot and background of the song.
Teacher’s narration: The character in this video is Colonel von Trapp. He has seven children. Now let’s take a look at the plot. The movie The Sound of Music depicts a man who loves music. The story of Maria, a novice nun, working as a governess in the home of retired naval colonel von Trapp. This song is an episode of the movie "The Sound of Music". The Sound of Music was not originally a movie, but a musical. It was performed on Broadway in the United States in 1959 and became the second longest-running musical on Broadway at that time. This musical was adapted into a movie in 1965. The movie version of The Sound of Music made it onto the world stage. The interesting plot, moving music, beautiful scenery, and optimistic attitude towards life all aroused people's attitude towards life. Infinite love and yearning
2. Appreciate the music again and feel the emotions of the music.
Question set by the teacher: What kind of emotion does the song express? Please explain it from the three aspects of beat, speed and intensity.
Students answer freely.
The teacher summarized: This is a song in three beats. The song uses weak, slow and beautiful lyrical moods, and uses the image of edelweiss as "small, white, pure and beautiful" to symbolize the people. The emotion of a pure heart longing for happiness, a peaceful life, and the blessings of the people to the motherland.
3. Learn to sing songs.
(1) Analyze music
The teacher sets questions: How many sentences does the song have?
Students answer freely.
The teacher plays four phrases respectively, and the students listen to the music and use one, two, three, and four fingers to represent the four phrases respectively.
The teacher sets a question: Which sentence is the last sentence the same as? Which sentence is it similar to?
Students can answer freely.
The teacher summarized: This song is a song with a one-part structure. There are four phrases in the first verse. The second and fourth sentences are exactly the same, and they are the same as the second sentence. , there are changes later, so there are similarities, but it is completely different from the third sentence.
(2) Learn to sing the music score
①The teacher plays the melody of each sentence, and the students learn to sing the music score along with the piano.
The teacher summarized: This is a song in 3/4 time. The rhythm of strength is strong and weak. It gives everyone a warm and swaying feeling. When learning to sing, everyone pays attention to the rhythm and 3/4. Pay attention to the feeling of shaking and flowing, especially the processing of the eighth note at the beginning of the third measure (teacher demonstration).
Students and teachers draw 3/4 command diagrams by hand.
② Students learn to sing the music score while drawing the conductor diagram and feel the rhythm of 3/4 time.
Teacher’s comment: The third sentence is a difficult point in our song. The re in the first section is two beats. Please don’t delay. 55 is one beat composed of two eighth notes. Everyone. When singing, you should sing enough.
③The students sing the third sentence again to solve the difficult problem.
④Students learn the complete singing score from Qin.
(3) Learn to sing lyrics
①The teacher plays the melody and the students add the lyrics along with the piano.
The teacher sets a question: Who sings better between you and the colonel? Why?
Students answer freely.
The teacher summarized: The colonel sang very affectionately, and every line of Edelweiss’s lyrics was very emotional, and in the end it rose to his love for the motherland. He used his love for small flowers in nature to express his feelings for the motherland. This feeling is very deep. We only sang the lyrics, but not the emotion. We are Chinese and we also love our motherland. We When I sing, I feel like I love my country, so the emotion should be a little deeper. While singing, I felt the colonel’s emotion towards his motherland.
②The teacher plays the piano and the students sing songs emotionally.
Teacher’s comment: The students sang well this time. (The teacher broke off sentences to demonstrate the song) It felt very unpleasant to sing in broken sentences. For this song, he paid attention to the use of breath, so when singing We connect the breaths together (the teacher demonstrates using coherent breaths) so that it sounds much better.
③Students sing with coherent breath and emotion.
Teacher guidance: The third sentence is the score of this song, so when singing, the intensity is slightly stronger, the emotion shown is slightly stronger, and the emotional ups and downs of the song are sang out.
④ Students' emotional and complete singing
(3) Consolidation and improvement, theme sublimation
1. Play "doremi" and compare "Edelweiss" with The differences in musical elements between "doremi".
The teacher sets a question: What is the mood of the song?
Students answer freely.
The teacher summarized: The mood of this song is completely different from that of "Edelweiss". The mood of this song is cheerful and lively, its speed is slightly faster, and its intensity is medium-strong at the beginning. It slowly crescendos at the end.
2. Education of love
Question set by the teacher: Have you felt what the atmosphere of this family is like? Have you done it? Please describe it in complete sentences.
Students answer freely.
The teacher summarized: Although there are seven children in this family, they get along very happily, but this is not necessarily the case for us. Some students may compete with their younger brothers and refuse to give up any good things. When they play, there will be some small disputes. Sometimes some students will have disputes over small things. This is not good. Each of us must be tolerant in our hearts, care for our classmates and everyone around us, and learn to love her from the bottom of our hearts. He may be our brother or sister, maybe not, maybe he is our classmate, maybe he is just a person on the roadside who needs help. We should all treat others with a tolerant heart and care for others.
(4) Classroom Section
In this class, I hope that we will not only learn a song, I hope that we will also learn the harmonious and happy spirit of their big family. That’s it for today’s class, get out of class is over.
Primary School Music Appreciation Activities Part 2
●Teaching Objectives
1. By listening to the violin solo "The Sea", students can listen and argue the word "solo" form.
2. By learning and singing the song "The Sea", students can understand the "beauty" contained in the lyrics and music.
●Teaching material analysis
The teaching material integrates poetry, painting, and music with the help of other sister arts, allowing students to appreciate the various forms of "sea" pictures in a world full of sea taste. Recite the poem "The Sea" amidst the sound of music. And based on this, he taught and sang the song "The Sea".
●Teaching process
(1) Song "The Sea"
1. Look and listen. The teacher played the violin solo "The Sea", and the students listened to the music while reading the 32-page picture in the book. An introduction to the famous painting "Fishing Boats on the Shore" and its author.
2. Listen, read and read. Teachers and students listened to the violin solo "The Sea" together, and read the poem "The Sea" emotionally amidst the music.
3. Learn new knowledge. Combined with the text, consolidate and review the violin, an instrument that is good at expressing beautiful and lyrical music, and understand the form of "solo".
4. Sing and think. Teachers and students listen to the recording and sing along softly. When singing, ask students to experience where the "f" dynamic mark is most suitable in the song. And imagine what the ocean would look like? The music score is as follows:
When learning to sing songs, teachers can use the method of teachers and students singing in phrases. For example: the teacher sings the first half of the sentence, the students sing the second half, then in turn the students sing the first half, the teacher sings the second half, and the last sentence is sung together.
4. Sing and act.
After singing the song, the teacher can ask the students to do the following activities to imitate the sounds of the sea in various situations. ◎Use the rhythm of your own body to express different scenes of the sea and make different sounds. ◎Please make up or tell some stories about the sea.
5. Sing, sing and row. The teacher inspired the students to draw melody lines along with their own singing melody, and did exercise 1 on page 35 of the book.
6. Listen and draw. Teachers can expand teaching according to their own teaching objects. For example: The sea is colorful. It's not always calm. Listen to several excerpts from the orchestral piece "Arabian Nights" and they describe different "sea" scenes. Ask students to express their feelings after listening to the music by drawing.
7. Environmental protection education. Educate students to cherish water resources, not pollute water resources, protect the sea, and prevent the sea from being polluted. And environmental protection starts from yourself.
Teaching reflection: In this unit, by listening to the violin solo "The Sea", students can listen and debate the form of "solo"; by learning and singing the song "The Sea", students can understand the "beauty" contained in the lyrics and music. . Students have their own feelings when they appreciate some mythical stories in "One Thousand and One Nights", but their understanding of this kind of symphony is not enough, and more appreciation of symphony should be incorporated into future teaching.
Primary School Music Appreciation Activities Part 3
Teaching objectives:
1. Listen to the violin solo "The Sea", so that students can hear and distinguish the word "solo" form.
2. Songs, and be able to basically master the intensity "f" and the expression of crescendo and decrescendo in songs.
3. Song comparison allows students to understand the emotional processing of different songs.
4. The song "The Sea" allows students to understand the "beauty" contained in the lyrics and music.
Key points and difficulties:
1.f", and the expression of crescendo and decrescendo in songs.
2. Students' appreciation ability Cultivation and emotional expression.
Media preparation: multimedia, piano (electronic keyboard), tape recorder, percussion instrument, etc.
Lesson allocation: one lesson
Teaching process<. /p>
First lesson
1. Organize exercises:
Listen to the music and do the movements, sit in the correct position
2. Introduce the new lesson. :
1. Tell us your thoughts. Teacher: Have you ever been to the sea? What did you see? What did you hear? Student: Imitate... …
2. Listen, read and feel the melody of the song.
(1) Teacher: The sea is so beautiful, let’s quietly enjoy a solo song "The Sea".
< p> Teacher: Play the violin solo "The Sea", please close your eyes and listen quietly (and tell the characteristics of its melody and what instrument it is played on.)(2) Show the lyrics of "The Sea" and ask students to add accompaniment Recite softly with emotion. (Expand the description of the sea and feel the beauty of the language.)
(3) Show related pictures of the sea and appreciate the beauty of the sea.
3. Learn. Sing a song.
(1) Use "woo" to model the melody of the song (you can ask students to do some body swinging and other movements to express the beauty of the song and accumulate the feeling of three beats.)
(2) Use your hands to imitate the shape of the conch, and then use "Woo" to blow out the melody of the song (note that it should be gentle, it feels beautiful)
(3) According to the melody of the song. Draw the melody line, for example: wavy... (Ask students to imitate the line drawing with their hands to feel the beauty of the melody.)
(4) Add the lyrics to the melody and sing it.
(5) Listen to the recording of the model singing and ask the students to sing softly.
(6) Students sing songs with the piano model
4. Games. > (1) The game of echo. Teacher: How do the waves wash up on the shore? The sound of the waves rushing up is very loud, and the sound of the waves falling back is very small... (like an echo) The teacher sings the first sentence and follows the next sentence alternately. "Echo" practice.
(2) Accompany the song. Teacher: What does the sound of the waves sound like? How to express it appropriately? (Guide students to use the sound of shaking paper to imitate the sound effect of the waves,) Teacher : Can you please accompany me with the sound of shaking paper? (Pay attention to the strength of the voice and the rhythm of the phrases.)
5. Teachers and students evaluate each other to cultivate students' ability to self-evaluate. : How do you think you sing better? Why?
6. The teacher has many materials (blue silk, seagulls, small fish). , sea ship. . . . ) I asked my classmates to design for me and put together a beautiful picture of the sea.
3. Summary
Homework assignment: Review of songs
Blackboard writing: Topic "The Sea"
Pictures of the beautiful sea
< p> Primary School Music Appreciation Activities Part 4Teaching content:
1. Understand the Norwegian composer Grieg and his representative works.
2. Appreciate two orchestral pieces "View of the Morning" and "Death of Orsé"
Teaching process:
1. Review the song "Riding the Song" "Wings"
2. Appreciate the orchestral piece "View of the Morning"
1. While listening to the music, imagine what scene the music depicts, and experience "what does this music give you?" Feelings”.
2. The teacher reveals the title - "Morning View" and introduces the background of the music creation.
3. The teacher introduces the Norwegian composer Grieg and his representative works.
4. Play the theme music and let students sight-sing the theme melody.
5. Listen to the music again. When students hear the theme appearing, they raise their hands to express it. After listening, they can tell which parts of the music they heard the theme melody and divide the music into three parts.
6. Find the main instruments that play the theme in the three parts of the music (violin, viola, flute, clarinet, oboe)
3. Appreciate the orchestral piece "Death of d'Orsay" 》
1. Listen to the music and initially feel the emotion of the music.
2. The teacher introduces the creative background of this music, leads the students to sight-sing the theme of the first part, and feel the desolation and sorrow of the music.
3. For the deputy hall music, feel where the theme appears in the music, and think about the changes in the theme before and after.
4. After appreciating the music, students discuss and answer:
(1) What group of instruments did the composer choose to play the whole piece?
(2) What are the differences between the three parts of the music? How is the second part different from the first part?
(3) When the theme of the first part reappears, what happens to the intensity?
4. Summary of this lesson.
Primary School Music Appreciation Activities Chapter 5
One Teaching Analysis
(1) Teaching Content Analysis
"Jump Up" is a section The music appreciation class mainly appreciates two pieces of music with different styles, "Sabre Dance" and "Minuet". One is fierce and high-spirited, the other is soothing and elegant, forming a sharp contrast. And the two pieces of music appear as background music in many movies and TV shows. However, it is easier for students to understand and appreciate music through past memories. The rich and fast-paced music of "Saber Dance" can well improve the classroom atmosphere, mobilize students' enthusiasm for appreciation, and experience "Minuet" with elegant dance steps. (2) ) Analysis of teaching objects
Fourth-grade students have already acquired preliminary music appreciation abilities, and have a certain ability to discern the rhythm of music, the ups and downs of melody, and playing musical instruments. Music that has not been paid attention to can more arouse interest in appreciation when listening. (3) Analysis of teaching environment
This lesson uses modern information technology and classroom practical activities to cooperate with appreciation teaching, so as to better achieve the goal of classroom teaching. In order to achieve the purpose and effect of teaching, classrooms equipped with multimedia facilities are required, and desks and chairs should be placed to leave an open space to prepare for classroom practice activities.
2 Teaching Objectives
(2) Use music software to identify orchestral instruments during the appreciation process, and experience the musical characteristics of the three-beat minuet through dance.
(3) In "Saber Dance" "Feel the intense battle atmosphere in "Minuet" and dance in the soothing elegance of "Minuet".
Three teaching points and difficulties
(1) Teaching points: two pieces of music Appreciation and comparative analysis of its characteristics
(2) Teaching difficulties: the three-beat minuet and the rhythm of the "Minuet" music in classroom practical activities
4. Teaching methods , Analysis of learning methods
"Jump Up" is a lively and interesting appreciation class. The appreciation ability of fourth grade students is in its infancy, so this class focuses on students' "independent discussion and exploration", and the teacher Supplemented by "knowledge situation guidance", through the teacher's situation guidance and language prompts, students can discover the highlights in the appreciation process. Different angles and different methods of experience appreciation teaching methods are used in the appreciation process. "Saber Dance" has evolved from simple sound and Live performance can be appreciated from two angles. The contrast of different appreciation effects is very obvious, making it easier for students to understand the music. "Minuet" changes from listening to music appreciation to experiencing the music in the form of dance, allowing students to integrate into the music and feel the music. The charm of "Saber Dance" allows students to understand the knowledge of orchestral music during the appreciation process. Using the auditory memory of the music as a clue, they discuss and summarize the musical instruments they heard together. The teacher organizes them and slowly adds the knowledge points. Realization, from discussion to summary to sorting out, deepen students' memory of this knowledge point. "Minuet" is mainly dance activities, teachers and students participate together, and teachers and students cooperate through , the teacher leads the dance and leads all the students to use their body and comprehensive senses to understand the music while dancing. Finally, all the students discuss the comparison and summary after appreciation, so that the students can gradually become independent from the teacher's guidance and be able to put themselves in the appreciation. Summarize what you feel and think.
5. Integration points of information technology and curriculum integration
1. Import video materials depicting the battlefield, and the fierce war scenes are consistent with the teaching content themes. Suitable, better
Guide students to become interested in the content of this lesson.
2. Appreciate music from both the audio and video perspectives. Use pure audio materials to familiarize yourself with music and singing The sound of the concert will present the music to the students in a three-dimensional way, deepening their memory and understanding.
3. Use ppt files to display the overall picture of the orchestra, so that students have a certain impression, and use dynamic animated pictures to form an orchestra The thumbnails simplify the distribution of orchestral music so that students can systematically memorize its groupings. Textbook software is used to show students the playing instruments of each group in the orchestra. It can not only show the appearance of the instruments, but also listen to the timbre of the instruments, deepening students' memory and broaden students' musical horizons.
6. Summary and reflection after class
This class has a lot of content, so the teacher should be careful in allocating class sessions and grasping time. Although both are dance music, the rhythm of "Saber Dance" is too fast and is not suitable for students to dance with. Therefore, try to use "Saber Dance" to enhance the classroom atmosphere. Minuet should be taught step by step, from easy to advanced. Difficult, from single person to two-person cooperation, it is recommended to divide this lesson into two lessons.