In actual teaching activities, teaching staff usually need to prepare a lesson plan, which is the general organizational program and action plan for teaching activities. So the question is, how should the lesson plan be written? The following is the music "Musical Fountain" lesson plan that I collected and compiled for the kindergarten class. It is for reference only. I hope it can help everyone. Kindergarten music "Musical Fountain" lesson plan 1

Design intention:

After the holidays, several children happily talked about the musical fountain in the square, and later more and more children participated During the discussion, they all praised the magic and fun of the musical fountain, and some children even talked and gestured. I thought this was not a good opportunity to guide young children to use body language to express their feelings and understanding of music and life. So, I designed this activity.

Activity goals:

1. Actively participate in activities and be able to creatively express various shapes of musical fountains with graceful body movements.

2. Experience the strength and weakness of music and be able to express your feelings with corresponding body movements.

3. Understand the content of the picture book through a variety of reading methods, understand the story, and feel the humorous plot of the story.

4. Feel the wit and humor of the picture book by adding appropriate onomatopoeia.

Activity preparation:

1. Music tape, tape recorder, fountain video.

2. Children have observed musical fountains on site and have experience in physical activities.

Activity process:

1. Brief conversation, triggering memories

Teacher: Have you ever seen a musical fountain? What does it look like?

Young: Some are like jellyfish legs, and some are like rockets.

Young: The fountain seems to be dancing with the accompaniment of music.

Young: When the music is loud, the spray will be high, and when the music is soft, the spray will be low.

Teacher: If you look carefully, what does the fountain look like?

Young: It looks like a crown.

Young: Some are like stairs, and some are like pyramids.

Young: Others look like bridges.

2. Feel the music and trigger associations

Teacher: Musical fountains are so interesting. Today we will perform an interesting musical fountain.

(Teachers and children *** listened to the music "Water Lotus" together. Some children performed actions while listening, and the teacher gave affirmation and response in time.)

Teacher: The height of the fountain and the What does it have to do with?

Young: It has to do with the importance of music.

Teacher: What does the fountain look like when the music is soft and soothing?

Young: Low.

Young: Slowly.

Teacher: What kind of movements can be used?

(Children can express themselves freely, such as crossing their hands in front of their chests, etc.)

Teacher: Music What will happen to the fountain when it is strong?

Young: It sprays very high.

Teacher: What kind of movements can be used to express it? (Children can express themselves freely, such as raising their hands quickly, etc.)

3. Listen to music and express freely

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1. Free expression.

Teacher: Now each of you is a musical fountain. Please use your movements to express the appearance of the fountain spraying water according to the strength of the music. (Children express themselves freely along with the music. Some kneel on the ground and make ups and downs with their hands, some sit on the ground and make kicking movements, some twist their bodies constantly, and some make waist movements.)

2. Discuss creation. "Qu, Teacher. Teaching Plan, Net"

Teacher: Let’s see how your fountain sprays?

(A child demonstrates swinging his hands alternately from low to high. )

Teacher: Why are your hands very low to the ground at first, and then gradually get higher?

Young: Because the music is very soft at first, and then the music starts. Coming.

Teacher: How else can we express the water spraying high?

(Children discuss and create in a group, and most people express it with their hands and waists.)

Teacher: In addition to moving the hands and waist like a fountain, what other body parts can be used to represent a fountain? Let’s try it while listening to music. < /p>

Teacher: Everyone did a good job. Now let’s watch a video.

1. Observe how the fountain changes with the intensity of the music.

Teacher: How does the fountain change?

Young: When the music plays, the fountain shoots high like a rocket.

Young: When the music quiets down, the fountain looks like a lotus.

2. Freeze and observe the changes of the musical fountain.

Teacher: How did the fountain change just now?

Young: Like a jellyfish, it closes and opens for a while.

Teacher: Can you make a fountain like a jellyfish?

3. Try to express cooperation.

Teacher: Please find a few good friends to discuss what kind of fountain to make and what movements to use to make it.

(Children find partners and discuss what shapes to make and how to divide the work.)

Teacher: The musical fountain starts to perform.

(Children begin to express themselves with the music. Some groups form a circle and rise and fall, and some groups open and close like flowers. When the music is strong, they will also use actions such as rising and falling, twisting, and turning to express )

Teacher: How did you change your movements just now?

Young: When the music gets louder, we shout "one, two, three" and dance together.

Young: At first we all knelt on the ground and did the movements. Then the music got louder and we slowly stood up.

Teacher: Just now, each group performed different movements, which shows that everyone uses their brains very much. Now please think about what other changes there are in the fountain and how to express them.

4. Cooperate again.

Teacher: Please listen carefully to the intensity of the music. The fountain is about to start performing.

(During the performance, some groups formed a circle, with a child standing in the middle doing movements from low to high as the music changed, and the children in the outer circle lowered their waists along with the music, like a lotus; some The group makes up and down movements with the music, jumps together when the music is strong, etc.)

Activity extension:

It can guide all children to cooperate to express one after another and more complex movements. .Fountain shape.

Reflection on the activity:

The materials are taken from common fountains for children. Children are familiar with them, but they may not necessarily understand the principles. This provides a basis for life experience and allows for exploration. The children are very interested in the space. Kindergarten music "Musical Fountain" lesson plan 2

Activity goals:

1. Actively participate in activities and be able to creatively express various shapes of musical fountains with graceful body movements.

2. Experience the strength and weakness of music, and be able to express your feelings with corresponding body movements.

3. Feel the joy of cooperation.

4. Interested in music activities and feel happy in singing and playing.

5. Feel the joyful and warm emotions of music.

Activity preparation:

1. Music tapes, recorders, fountain videos

2. Children have observed musical fountains on site and have experience in physical activities.

Activity process:

1. Brief conversation, triggering memories

1. Have you seen the fountain? What does it look like?

2. If you look carefully, what does the fountain look like?

2. Feel the music and arouse associations

1. The fountain is really interesting. Today we will perform an interesting fountain.

2. What will happen to the fountain if the music is strong?

3. What will happen to the fountain if the cause is weak?

4. What does the fountain look like when the music is soft and soothing? What kind of actions can be used to express it?

5. What will the fountain look like when the music is strong? What actions can you use to express this?

3. Listen to music and express freely

1. Express freely

Teacher: Now each of you is a musical fountain. Please listen to the music according to its strength. Use actions to show how the fountain sprays water.

2. Discussion and creation:

Teacher: What can be done when the water sprays high?

Teacher: In addition to moving your hands and waist like a fountain, what other body parts can be used to express a fountain?

4. Watch the video and cooperate with the teacher Changes in strength and weakness?

2. Try to express cooperation

Teacher: Could you please find a few good friends to discuss what kind of fountain to make?

1. Children listen to different music (increasingly high and low, gradually strong and weak) and cooperate to express how the fountain sprays water.

2. All children participate in creating a large fountain.

Reflection on the activity:

The materials are taken from common fountains for children. Children are familiar with them, but they may not necessarily understand the principles. This provides a basis for life experience and allows for exploration. The children are very interested in the space.

Little Encyclopedia: Fountain refers to spring water ejected from the ground; specifically refers to artificial water spray equipment.