As an educator who teaches others and solves their doubts, you often need to prepare lesson plans. The lesson plan is a blueprint for teaching, which can effectively improve teaching efficiency. So what does an excellent lesson plan look like? The following are 5 lesson plans for painters that I have compiled. They are for reference only. Let’s take a look. Lesson Plan for the Painter 1
Teaching purposes:
1. By learning the song "The Painter", students can use a lively and relaxed voice to sing expressively according to the rhythm and melody. song.
2. Students can use percussion instruments to accompany songs, thereby cultivating students' preliminary group cooperation abilities.
3. Gradually cultivate students’ awareness of participation and creativity by creating and choreographing movements for songs. In this way, you can feel the joy of labor in creating and editing.
Teaching focus:
Sing songs with emotion.
Teaching difficulties:
Use musical instruments to accompany songs
Teaching tools:
Piano, tape recorder, tape, multimedia courseware, percussion Musical instruments, little hats
Teaching process:
1. Passion introduction:
1. Introduction: Let’s relax before class and let’s do it together Game, the name of the game is "Super Imitation Show".
2. Game requirements: Ask students to listen to the rhythm and observe the teacher’s movements to beat the rhythm, and then imitate it.
3. The teacher slaps X0︱X0︱ and XXX∣X0∣ students respectively to imitate. Note that teachers should remind students to carefully observe the teacher's movements of beating the rhythm and the strength and weakness of the rhythm.
4. Ask the students to look at the blackboard: the first group shoots X0︱X0︱ twice, the second group shoots XXX∣X0∣ twice. Let’s compare to see which group is the most consistent.
2. Education through fun:
1. Introduction: Now the teacher has a very nice piece of music. I would like you to accompany it with the rhythm we just recorded. .
2. The teacher plays the accompaniment of the song and accompanies it with the students.
3. The teacher just heard that some students can sing this song. Do you know the name of the song? (Painter) Then who wants to sing for everyone? (Ask students to evaluate after singing)
4. Now please listen to the little painter’s singing!
5. Next, ask the students to sing the lyrics of the song in a low voice along with the teacher. (The teacher shows the song)
6. Please try to sing a song. Please listen to how the teacher sings the words "的" and "乐" in the song.
7. Please sing a song, paying attention to the pronunciation of "的" and "乐".
8. Song processing:
1) Introduction: Now our classmates can sing songs. In order to let everyone sing the songs better, let’s sing them line by line. .
2) Let’s take a look at the first sentence: “I am a painter, how is my painting skills? (Strong) Please sing and perform the movements. How is the little painter’s mood? Please You sing the first line while doing the movements with pride.
3) After listening to your singing, the teacher can clearly feel the pride of the little painter. Now let’s take a look. Second sentence: "I want to paint the new house beautifully." Please think about it. How does the painter feel when he paints the house beautifully? Then teacher, please listen to your singing and ask you to sing it. Make moves.
4) You sing so beautifully! Let’s look at the third and fourth sentences now. Imagine what the little painter’s little nose looks like in the process of painting the house. (Students answer freely) In order to highlight the little nose of the painter, what should our voice be like? (Strong) When we sing the third sentence, in order to highlight the little nose in the fourth sentence, what should our voice be? Weak or strong? (Weak) Let's sing it now and pay attention to the changes in the strength of the sound.
5) You sing so beautifully, and the teacher also wants to sing. Now please listen carefully to what is the difference between the teacher’s singing and yours? (The teacher performs a gradual process when singing "Oh my little nose")
6) When singing this sentence, which kind of singing do you think you like best? Why? (Guide students to say it is very playful and cute) Now let’s sing this sentence.
7) In fact, when singing songs, as long as you sing from the heart, our expressions will naturally be revealed in the song. Do you do this? Please tell the teacher with your singing voice and movements. (Complete song)
9. You sing so well, the teacher also wants to join you. Now please cooperate with the teacher. The teacher sings the black part of the lyrics, and you sing the red part. part of the lyrics.
10. In order to express the song better, the teacher has prepared two small musical instruments for you. Look (the teacher shows the bell stringing and ringing bells and introduces the playing postures) we will use these two in a while. Musical instruments provide accompaniment to the song. Now let's recall the rhythm we filmed before class (the teacher shows the rhythm and tells the students the rhythm of the bells and the rhythm of the bells). Please pat them with your bare hands.
11. Now ask the students to listen to the accompaniment and clap with their bare hands. (Teacher provides guidance)
12. Invite individual students to come up and play accompaniment with musical instruments, while other students sing songs emotionally.
13. You cooperate so well. Now the teacher wants to invite a few classmates to come forward and sing songs and perform for everyone. Ask two more students to accompany them. 4. The performance of the students is really wonderful. Can you please listen to what the teacher is singing now? (Teacher’s model song score)
15. Please try to sing the song score with the teacher.
16. Well! You sing carefully. What do you think the teacher has here? (Teacher shows a colorless house) Now the teacher wants to ask you to help paint this little house more beautiful.
17. Preparation work: Before painting, we put the little hats prepared before class on our heads.
18. Students, let’s start painting! (The teacher plays the sample song and sings with the students while performing)
3. Creative performance:
1. Introduction: Students, our little house has been painted very much It’s beautiful (show the house after painting), but there are still some paper scraps and dust in and around the house. In order to make the small house more beautiful and cleaner, let’s clean it together!
2. Think about what actions you do when cleaning the house? Please do it.
3. Please come and clean the little house while listening to music.
4. Perfect performance:
Look, the little house has become so clean and beautiful due to your hard work. You are really capable, and you are really a good boy who loves to work. . That concludes our music class today. Please walk out of the classroom while listening to music.
Teaching reflection: When I was designing this link, I talked by looking at the pictures and said: What else can I do to help my mother? Then sing and act. It is hoped that clever questioning will arouse students' high interest, mobilize their initiative and enthusiasm for learning, enhance their awareness of subject participation, and form an integration of teaching and learning. Students can use the melody to compose lyrics and sing out the things they usually do or have done based on the original music. It not only conforms to the psychological characteristics of good performance of first-grade children, but also allows them to complete this teaching link while having fun, while stimulating and cultivating their interest in music. However, I overlooked that they were only first-year students. It was too difficult to compose the entire song, and the students lost interest immediately.
Finally, I felt that the whole class was missing a main thread. Teaching activities should be carried out around "hands" or "labor is the most glorious". The Painter Lesson Plan Part 2
Teaching objectives:
1. Knowledge and ability
1. Be able to read the lyrics according to the rhythm of the song "The Painter".
2. Learn to sing the song "The Painter", understand the emotions expressed in the song, and sing the song by heart.
2. Process and methods
Cultivate students’ comprehensive ability to see, listen and sing
3. Emotions, attitudes and values ??
1. Cultivation Students’ comprehensive audio-visual and visual-motor abilities.
2. Cultivate students’ love of labor and hard-working qualities.
Key points in teaching:
Be able to read lyrics in rhythm and sing songs by heart.
Teaching process:
1. Greetings from teachers and students 1234︱5—︱︳i5i5︱5432︱1—︱︳Hello, classmates, hello, hello, teacher
2. Basic exercises
1. Scale exercises
1 sings do, dododo2 sings re, rerere3 sings mi, mimimi4 sings fa, fafafa5 sings sol, solsolsol6 sings la, lalala7 Sing si,sisisi1234567,7654321
2. Sight-singing exercises 1155︱665︱4433︱221︱5544︱332︱5544︱332︱1155︱665︱4433︱221︱
Three , Introduction
Teacher: Before starting class, let’s guess a riddle and show the courseware>
Two trees, ten forks, no leaves, no flowers, all depends on eating and labor it.
Ask the children to guess. Show the answer: little hands. Our little hands can do many things, they can help us clean, wash the dishes, and wash clothes, so what is this child doing? Paint the walls>
Teacher: Yes, the song we are going to learn today is "The Painter". Present the topic>
IV. The new teaching song "The Painter"
1. Listen to songs for the first time and get to know them
2. Get to know 2/4 beats and understand the rhythmic characteristics of 2/4 beats
3. Learn the rhythm of songs
< p> Teacher: Let’s try to capture the rhythm of this song together. Show the rhythm courseware>4. Learn the singing score
Teacher: The students have learned the rhythm of 2/4 time. Now let’s learn about the music score. Show the music score> Students will learn on their own. The teacher will teach you to sing the music score two or three times.
5. Learn to sing lyrics
⑴Teacher reads the lyrics once
⑵Students sing along with the music
Teacher: This song What is the mood of the music? (Cheerful, lively, happy) (Cultivate students' thinking and expression skills)
Teacher: Please sing along again with the above emotions. (Cultivating students’ listening ability) ⑶ Students sing along with the music again
Teacher: Can the children sing? Can you sing it again and let the teacher listen to it?
⑷ Students sing with the piano again
6. Sing the song by heart
Teacher: Students, today we learned the song "The Painter", so you know How does the little painter paint? Where to brush first? Where to brush again? What happened to the little nose in the end? Show the courseware in order>
5. Ending
Teacher: Through learning, we understand that labor can create beauty. The teacher hopes that your hands will become dexterous through learning. With your hands, we will make this world more beautiful in the future! Finally, let us end this class with a happy song!
6. Lesson Plan for the Painter after Class 3
Orff Music Lesson Plan - "The Painter"
1. Teaching Objectives:
< p> 1. Use Orff rhythmic music lines to warm up, so that children can happily enter the music atmosphere;2. Learn to use momentum and sand bottles to feel the rhythm of the words of "The Painter";
p>
3. Cultivate children to personally participate in music performances and feel the joyful emotions of music.
2. Teaching focus:
1. Learn momentum and sand bottles to feel the children's song "The Painter".
3. Preparation of teaching aids:
1. Orff rhythmic line music "Body Scale Song" and "Painter";
2. Rhythm line (Drawings and stickers are also acceptable);
3. Homemade musical instruments (sand bottles);
4. A large piece of solid color paper, brushes and stickers made from old newspapers Let the children become painters to decorate the walls and paint.
5. Small reward gifts: stickers, etc.
IV. Teaching content:
A. Music warm-up rhythm line: "Body Scale Song" (8 minutes);
1. The teacher asks the children to find a place on the line;
2. The teacher plays music and leads the children to follow the music Let’s make musical rhythmic movements together;
3. When the teacher stops the music, the children’s movements should also stop. As soon as the music plays, the children will continue to line up;
;
< p> 4. After finishing the music rhythm, the teacher asked the children to sit in their seats;B. Music listening game (10 points)
1. Musical greeting (formal class)
Teacher and children clap their hands to greet each other musically
For example: (teacher) sings ：1234︱5－︱5432︱1－‖
Hello, kid Hello, kid
(Children) Sing: 1234︱5-︱5432︱1-‖
Hello teacher, hello teacher
2. Listen to the music of "The Painter"
Children, we are going to learn a new song today, called "The Painter" < /p>
After listening to the music, let’s talk about the plasterer—a beautician who makes the walls look beautiful. Let’s use the wall in the kindergarten as an example.
①Teacher: Children, do you know? The teacher’s hands also like to dance to the music. Children listen and watch carefully. How do the teacher's hands dance to the music? After a while, the teacher asks your little hands to dance along with the music.
②The teacher plays music and makes rhythmic vocal movements with his hands;
③The teacher invites the children to imitate the hand movements along with the music;
④The teacher encourages , Praise the children for their performance.
Attachment: The vocal movements of the hands:
The second phrase: Raise your hands forward and shake your hands from left to right
The third phrase: Raise your hands forward and move your hands up and down alternately Do the wall-washing action
The fourth phrase: Stretch out your index finger and point your nose alternately with both hands
(The actions will be assigned according to the class. If you have a small class, you can only do two actions. If you can adapt, you can gradually increase the movement).
C. Musical language game (10 points)
1. Capable little hands:
①Teacher: Children, look at what the teacher’s hands are doing?
(Clap your hands) , sweeping the floor, washing clothes, brushing teeth, washing face, painting)
②Teacher: Children are so smart, they can tell what the teacher’s hands are doing at a glance? Let's do it together and see whose little hands are the most capable?
2. Rhythm of musical words
①Teacher: Children, let’s start to learn this nice song (beat the rhythm of the words while reciting) I am a painter with strong painting skills .
I want to paint the new house beautifully.
I painted the roof and the walls, and the brushes were flying in the air.
Oh my little nose has changed.
(Word Rhythm Pattern)××××│××
×│××××│×-‖②The teacher says something, and the children imitate it (shoot while saying it Rhythm of words)
③Play music, and the teacher and children clap their hands and sing along with the music words. After the children are familiar with the song, they can move on to the next step.
D. Music Rhythm Express (10 points)
1. The teacher uses a sand bottle to shake out the rhythm, and the children imitate it.
Children, let’s play another game together. The teacher shakes the sand bottle to make a sound, and the children learn from the teacher.
Teacher, let’s see who makes the same rhythm as the teacher. Children Listen carefully.
2. Play music, and the teacher and children use sand bottles to add a nice accompaniment to the children’s song we learned today (repeat 2-3 times) (you can also divide the parts into parts if possible) E ． Little Painter (5 points) (Start with background music)
Let the children use old newspapers to fold into brushes to paint, decorate and draw on the paper walls. F. A reminder of love (3 points)
The teacher praised each child’s performance and personally put a colorful sticker representing honor on the child.
G． Goodbye with music (1 point)
The teacher said goodbye with music.
(Teacher) sang: 1234︱5－︱5432︱1－‖
Goodbye, child, goodbye, child
(Children) Sing: 1234︱5－︱5432︱1－‖
Goodbye, teacher Goodbye, painter, lesson plan 4
Music lesson plan of the Early Childhood Rehabilitation Department "I am a painter"
Course: Music class hours: 1 class teacher: Guo Qijing
Textbook analysis: "I am a painter" is selected from One of the many children's songs, it has fewer lyrics and a simple and lively melody. It is easier for students in my class to accept it and is more suitable for students in my class.
Academic analysis: In daily life, spoken language is the main form of expressing one's wishes. The types of students' disabilities are: one has autism, one has cerebral palsy, one has ADHD, two have intellectual disabilities, and three have Down syndrome. Among them, only two students have a small amount of language skills, and the other students have poor language skills and cannot express their needs in spoken language. Choosing this song only requires students to move their bodies and does not require students to speak, which is more suitable for students in my class.
Teaching objectives:
1. Warm up music rhythm so that children can happily enter the music atmosphere.
2. Feel the rhythm of the words and phrases of "The Painter" with the sound momentum and musical instruments.
3. Cultivate students to personally participate in music performances and feel the joyful emotions of music. Teaching focus: Sound momentum and musical instruments to feel the rhythm of the words in "Whitewash".
Teaching difficulties: Let students enter the classroom state and follow the teacher's rhythm. Preparation of teaching aids:
1. Songs "Clapping Hands and Stomping Feet", "Painter", and "Rhythmic Music".
2. Instrument: rhythm stick
3. Colored stickers
Teaching content:
A. Music warm-up rhythm: "Clap your hands and tap your feet"
1. The teacher asks the children to stand in their place.
2. The teacher plays music and leads the children to make rhythm with the music.
3. After finishing the music rhythm, the teacher asked the children to sit in their seats.
B． Music listening game
1. Name-singing. The teacher calls the children’s names in order with different strong and weak voices, and asks the children to respond with actions or sounds.
For example: (teacher) ××××│××× (child) do the action: Raise your hands, where is the stuff?
Students respond by answering “Yes” or by raising their hands.
2. Listen to the accompaniment music of "The Painter" ① Teacher: The teacher's hands are really dexterous and he likes to dance to the music. Children listen and watch carefully. How do the teacher's hands dance to the music? After a while, the teacher asks your little hands to dance along with the music.
②The teacher plays music and makes rhythmic hand movements
③The teacher invites the children to imitate the hand movements with the music
④The teacher encourages and praises the children Their performance
The rhythm of the hands:
The first phrase: clapping in front of the chest
The second phrase: raising the hands in front and shaking the hands left and right
The third phrase: Raise your hands in front and alternately brush the wall up and down
The fourth phrase: Stretch out your index finger and point your nose alternately with both hands
C ． Musical language game
1. Riddle guessing:
①Teacher: Do you like guessing riddles? I say you guess, listen carefully "Two trees, ten crosses, no It grows leaves but does not bloom, so food and work all depend on it.”
(Hands)
②Teacher: Tell me what your little hands can do?
2. Capable little hands:
①Teacher: Let’s look at the teacher’s hands What can you do?
(Clap your hands, sweep the floor, wash clothes, brush your teeth, wash your face, paint) ②Teacher: Children are so smart, they can tell what the teacher’s hands are doing at a glance? Let's do it together and see whose little hands are the most capable?
3. Rhythm of music words ① Teacher: Children, the teacher has compiled the action of painting the wall into a beautiful children's song. Listen carefully (beat the rhythm of the words while reciting)
I am a painter with strong painting skills.
I want to paint the new house beautifully.
I painted the roof and the walls, and the brushes were flying in the air.
Oh, my little nose has changed.
(Word Rhythm Pattern)××××│×××│××××│×-‖
②The teacher says something, and the children imitate it (take pictures while saying it) Rhythm of words) ③ Play music, the teacher and children clap their hands and sing along with the music words
D. Rhythm of music
Sound and action Rhythmist: Children, look at the teacher’s movements when painting the house. Please match the sound to my brush, (the brush is long, with the rhythm of “swish”); Short, paired with swish; the general rhythm pattern: ××××│×××│××××│×-‖)
Swish, swish, swish, swish, swish, swish, swish teacher Use a rhythm stick to tap the sound, and after demonstrating it several times, ask a student to come on stage to cooperate with the teacher in playing the rhythm.
The teacher rewards students with colorful stickers for good performance and summarizes the content of this lesson. Painter Lesson Plan Part 5
Activity goals:
1. Learn to use a large brush to paint back and forth and experience the fun of painting activities.
2. Appreciate the beautiful pictures and feel the beauty of colors.
3. Cultivate children’s hands-on ability and be able to boldly communicate with peers based on observed phenomena.
4. Will use them to boldly express and create art, and like to decorate.
5. Cultivate children’s skills and artistic temperament.
Main and difficult points of the activity:
Focus: Learn to use a large brush to paint back and forth.
Difficulty: Experience the fun of painting activities and feel the beauty of colors.
Activity preparation:
1. Each person has a gouache brush and a small bucket;
2. Four colors of red, yellow, blue and green gouache Some paint;
3. Three large cardboard boxes made of white paper;
4. The music tape "Little Painter".
Activity process:
1. Appreciate the house built by the worker uncle, introduction activity:
Children, the worker uncle has built many beautiful houses for our city. House, let’s take a look! (The teacher takes the children around the house and asks questions:)
1. What a beautiful house the worker uncle built! What colors do we see?
2. How can we make the house colorful? (Children’s discussion)
3. Do you know what tools the painters use to paint the house with beautiful colors?
(Teacher demonstrates the steps of painting)
The painters are really capable and paint our house beautifully. We should also learn from the painters and be a little painter Craftsman. Hold the bucket in one hand and the brush in the other. Dip the brush into the bucket and apply beautiful colors to the wall.
2. Learn to use big brushes:
Let the little painters start working! Please choose a color you like to paint.
1. Encourage children to cooperate with each other and paint boldly;
2. Remind children to paint separately and be careful not to get paint on their bodies;
3. Children with strong guidance ability can draw the sun, grass, flowers, etc.;
3. Appreciate the painted house and end the dance:
1. Our house is painted, please Let's take a look. Is the house we painted beautiful?
Question: What did you use to brush it? What have you painted?
2. The little painter is awesome! Let’s celebrate after painting the house so beautifully! (Listen to the music, the children and the teacher dance casually.)
3. Everyone has worked hard today! We went back to take a rest, wash our hands and dress ourselves up beautifully.
Reflection on the activity:
Colors in children’s eyes are not uniform, and children with different personalities also have different preferences. Children in small classes also have a strong sense of color. Teachers should encourage children to boldly choose a variety of colors to paint through a variety of interesting art activities. Do not use a single color to express the picture, and do not limit them with fixed color frames in life. Let them Children understand colors, feel colors, express their emotions through colors, cultivate their good temperament, improve their aesthetic expression ability, and allow children to develop in happiness.