As a selfless teacher, you are usually required to write lesson plans. Writing lesson plans helps to accumulate teaching experience and continuously improve the quality of teaching. So what issues should we pay attention to when writing lesson plans? The following is a Yangko dance lesson plan that I carefully compiled. You are welcome to learn from and refer to it. I hope it will be helpful to everyone. Yangko dance lesson plan 1

Activity goals:

1. Children learn to dance the Yangko dance with more coordinated and rhythmic movements.

2. Children can feel and express the joyful emotions of dancing.

3. Be familiar with the melody of songs and learn to sing new songs.

4. Understand and memorize lyrics and learn to sing songs with the help of maps, movements, and game scenarios.

Activity preparation:

One red ribbon for each person (replace with multi-color crepe paper). Recorder and tape.

Activity process:

1. Ask two children to demonstrate the Yangko dance again.

2. Organize children to review the basic dance steps of Yangko songs and dances.

3. The teacher organizes the children to learn the movements sentence by sentence.

4. Play the song tape and let the children dance the whole dance together.

The teacher inspires the children to express the characteristics of Yangko dance with a happy and joyful mood, stretching, powerful and rhythmic movements.

5. Play the recording and organize the children to tie red ribbons around their waists and twist them to the Yangko dance.

6. After the children are familiar with the movements, carry out the transformation. Yangko Dance Lesson Plan 2

Instructor: Song Hongying

Grade: Fourth Grade

Content: Music Activity "Yangko Dance"

Time: 20xx .11.

Teaching objectives:

1 Review the song "Yangko Dance".

2 Under the organization of teachers, students report learning results in groups and learn simple Yangko dance steps to enrich students’ emotional experience, expand students’ musical horizons, and enable students to experience Han Yangko dance, thereby Cultivate thoughts and feelings that love the national songs and dances of our ancestors.

Teaching focus: Through the reports of each group, let students understand the folk dance-Yangko and learn simple Yangko dance steps.

Teaching difficulties: Cultivate students’ dance creation ability through students’ own experience. Teaching process:

1. Organization of teaching:

Play the song "Yangko Dance". Students enter the dance studio amidst the sound of music and sit in three groups. The seat shape is semicircular.

Students listen to music and enter the classroom. (Design intention: Let students enter the classroom with the singing of "Yangko Dance", review the songs, and activate the classroom atmosphere, paving the way for the following teaching. The semicircular seating mode is adopted to give students a new, free It also facilitates the reporting of each group.)

2. Reporting of each group. (Design intention: The use of cooperative learning in groups can not only bring into play collective wisdom, but also allow students to display their talents. Through creation, experience, and cooperation, students' emotions can be sublimated.)

Teacher : In the last class, the teacher divided the students into three groups. In this class, the students will report their learning results in groups under the guidance of the teacher. I hope other students can listen carefully to their classmates’ reports, respect their classmates, and be qualified small audience members. (Design intention: Pay attention to every student, give each student a broad thinking sky, and achieve the effect of "hitting a thousand waves with one stone.")

(1) Singing group report:

Teacher: Now we ask the students in the singing group to report on the information and materials you have collected.

1. Introduce the history and development of Yangko. (Design intention: Let students have a preliminary understanding of the history and development of Yangko, understand the multi-ethnic culture and profound national art of the motherland, and thus love our great people and our great motherland more.)

　2. Invite students to enjoy the other Yangyang songs collected.

Students showed the other Yang songs they collected to their classmates for appreciation. (Design intention: Let students understand various forms of artistic expression.)

3. Sing "Yangko Dance" with new lyrics.

The group leader designates one person to introduce "Yangko Dance" adapted into new lyrics, and then the group sings together. (Design intention: to cultivate students' writing and expression abilities, and to inspire other students to want to try writing lyrics.)

4. Teachers and students evaluate each other.

Teacher: What do you think of the performance of our singing group? How are their lyrics composed? Tell us what you think.

Answer.

Teacher: Let us cheer for the singing group together.

The students applauded. (Design intention: Seize the shining points in every communication between teachers and students, students and students, and use appreciative words to stretch their minds in appreciation.)

5. The group selects one person to teach Sing all the classmates. (Design intention: Let everyone experience the success of the singing group together.)

(2) Report of the musical instrument group:

Teacher: The report of the singing group is very important, let us understand the Yangko dance The history and development of Yangko Dance, and they showed us other Yangko Dance music that they carefully collected, and also created new "Yangko Dance" lyrics for us. Let us once again thank them with applause.

The students applauded.

Teacher: Next, please ask the students in the musical instrument group to report your results to us.

1. Play the song accompaniment recording, and the students in the instrumental group will use percussion instruments to accompany the song. The teacher patrols among classmates. (Design intention: Through hands-on practice, it is conducive to cultivating students' attention, reaction and creative abilities.)

2. Students sing the song "Yangko Dance" with the accompaniment of an instrumental group.

The teacher emphasized that the students in the musical instrument group should use castanets on the first and second beats and use bells on the third and fourth beats. In order to use this method to prompt students to move when learning Yangko steps. (Design intention: This lesson allows students to use the rhythm instruments "castanets" and "string bells" with ulterior motives: using castanets on the first and second beats is to "advance", and using bells on the third and fourth beats is to "retreat". Using this This method not only prompts the students' movements, but also cultivates the inner sense of rhythm. It also increases the practical effect of rhythm instruments and uses the students' own sounds to enhance the classroom atmosphere, which is of special significance to students and teaching. Pave the way for subsequent teaching. )

3. Teacher evaluation. (Design intention: to give full recognition to students in the musical instrument group in a timely manner to stimulate their desire to perform and interest in learning.)

(3) Dance group report:

Teacher: Next, let us welcome the students of the dance group with applause to give us a report performance.

1. The team leader Zhisheng introduced the basic steps of Yangko. (Design intention: respect the decision-making power of the group leader.)

The teacher repeated the basic steps of Yangko again. (Design intention: Repeat and emphasize the basic steps of Yangko to attract students' attention.)

2. The dance group performs the created Yangko dance group. (Design intention: Through creative performances, students' imaginations will be unleashed, students' interest in learning and musical expression will be improved, and their self-confidence and group cooperation abilities will be cultivated.)

　3. Student evaluation. The teacher then positively evaluates the dance group's performance and organizes learning of the basic steps of Yangko dance. (Design intention: Let students evaluate the Yangko dance group created by the dance group and put forward ideas and suggestions for improvement.)

Teacher: The students in the dance group used their imagination and creativity. The passionate dance expresses the mood of the song. Dance is the beating music, and their performance makes the song more vivid. Awesome!

4. The students in the dance group taught all the students the basic steps of Yangko dance.

The teacher inspected the tutoring and asked the students in the dance group to simplify the Yangko steps into the musical rhythm of four and two beats when teaching students with poor physical coordination, and let the students use the "two forwards and two retreats" footwork Instead of Yangko step. (Design intention: to reduce the difficulty of learning. Such layered teaching is conducive to protecting the enthusiasm of students at different levels of learning)

3. Students sing and dance to the accompaniment of a musical instrument group, performing "Yangko Dance".

(Design intention: combine the three forms of expression, involve all members, activate the atmosphere, fully mobilize students' enthusiasm, cultivate students' independent creative ability, stimulate students to actively participate in music activities, and better Experience music and express music.

)

4. Class summary:

Teacher: Today, through careful preparation by each group, the reports were very good. Now, can any of my classmates tell me what you think of your performance in this class? What did you gain?

Answer.

Teacher summary.

(Design intention: Affirm the learning process, use reflective language to effectively guide students to carry out reflective activities, so that students can gain deeper understanding and gains.) Yangko Dance Lesson Plan 3

Purpose: < /p>

1. Children feel the joyful atmosphere of Yangko dance.

2. Children learn the basic movements of songs and dances.

3. Cultivate students’ creative and collaborative abilities through listening, singing, playing, dancing and other musical activities.

4. Be willing to follow teachers and music, sing with a natural and coherent voice under the guidance of the teacher, and participate in music activities happily.

Preparation:

1. Teach two children to dance Yangko dance before the activity. Recorders and tapes.

2. VCD films about Yangko dance.

Process:

1. Organize conversations with children: talk about the joyful atmosphere during the Spring Festival and how people celebrate.

2. Organize children to watch VCD films to let them experience the joyful atmosphere of Yangko dance.

3. Learn songs: The teacher sings the songs and asks the children to answer the content of the songs.

4. Children recite the lyrics to the melody.

5. Children sing songs several times.

6. Ask two children who have been taught in advance to dance Yangko dance to the accompaniment of songs to stimulate the children's desire to learn.

7. Organize all children to learn basic dance steps and Yangko cross steps.

Activity reflection:

Interest is the driving force for children’s learning. Only when children have interest can they have the desire to actively learn and explore. It is human nature to love music. Interesting music activities can stimulate children's desire to learn, make them feel happy, give full play to their imagination, and express their different feelings and creations. Yangko Dance Lesson Plan 4

Design Intention:

Yangko Dance is a unique folk dance in our country. In our local area, people are organized to carry out collective activities of Yangko Dance every festival. Nowadays, with the development of society and the continuous improvement of people's living standards, in addition to festivals, even private homes use the form of Yangko to enhance the atmosphere on festive days. The red silk dance in Yangko is more representative. This activity leads children to learn "Red Silk Yangko Dance", aiming to let children appreciate and feel its simple enthusiasm; participate in and experience its joy; guide children to enrich themselves in the activity Ethnic cognition stimulates children's love for Yangko.

Activity goals

1. Emotional and attitude goals: Feel the lively atmosphere of dancing the red silk yangko through activities, satisfy children's eagerness to try and enjoy on the basis of existing intuitive experience The joy of participating in dance.

2. Knowledge and ability goals: preliminary perception of the performance form and characteristics of red silk yangko dance, and enrich cognitive experience.

3. Skill goal: Dance the red silk freely and cheerfully to the accompaniment of music, develop the ability to perceive music and use body movements for artistic expression.

4. Creativity training goal: initially try to imitate and create dance movements to develop creativity.

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

Activity preparation

1. Knowledge preparation: Appreciate several "Red Silk Yangko" dance works before the activity, understand the joyful and unrestrained, simple and enthusiastic characteristics of Yangko, and enrich the vocabulary of movements.

2. Material preparation: harvest scene background.

3. Environment preparation: multimedia equipment, finished dance "Red Silk Yangge", tape recorder, two music tapes of "Red Silk Dance" for children, one music tape of "Red Silk Yangge" for teachers, big red Two pieces of silk per person.

Activity process

1. Introduce the topic in the form of conversation

1. Teachers and students talk to stimulate children's interest in learning dance.

2. Appreciate the Yangko dance work "Red Silk Dance", have a preliminary understanding of the performance form and characteristics of the Red Silk Yangko dance, and enrich the children's movement vocabulary.

Teacher summary: "Red Silk Dance" is a kind of Yangko dance popular among Chinese people. The music is lively, cheerful and festive. Every autumn when the crops are harvested, as well as during the Chinese New Year and the fifteenth day of the first lunar month when the lanterns are held, people are so happy that they gather together to celebrate the festival with red silk in hand and dance the red silk dance to express their happiness and excitement. Feeling.

2. Guide children to learn the basic movements of Yangko and try to create new movements

1. Preliminarily explore and learn the movements of dancing red silk under the body, on both sides, and above the head.

a. Encourage children to imitate and explore ways to dance with red silk on their upper limbs.

b. Invite 3 children to show their movements one by one, and guide other children to observe and learn.

(Guide children to focus on learning the movements of red silk dancing under the body, on both sides, and above the head)

2. Explore and learn the basic steps of the lower limbs and coordinate exercises with the upper and lower limbs.

a. Teacher: "What kind of steps should we take when waving red silk? Can we do it together?" (Teacher hums music and guides children to practice)

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b. The teacher hums music and guides the children to naturally transition from lower limb movements to upper and lower limb coordinated exercises. (For example: doing stepping and waving red silk)

Teacher: "Let's do stepping together, one, two, three, four... the red silk is waved in front, and the red silk is waved on both sides."

3 , Lead children to perform complete works and develop their sense of rhythm and coordination of movements.

(1) The teacher hums the music and leads the children to complete the movements. (Once)

(2) Lead the children to complete the movements with the music. (One time)

4. Continue to try to create other movements of dancing red silk.

(1) Invite three children with representative movements to demonstrate the movements of dancing red silk, and lead everyone to imitate and learn. (Guide children to focus on learning to dance the word ∞ in front of the body, draw circles on the sides of the body from bottom to bottom, draw circles in front of the body from outside to in, etc.)

(2) Explore and learn the basic steps and steps of the lower limbs Lower body exercises.

a. Teacher: "When waving red silk, we can still step on our feet, but the stepping movement can be slowed down. Can we do it together? Slow down, one, two , three, four..."

b. The teacher hums the music and guides the children to naturally transition from the movements of the lower limbs to the coordinated exercises of the upper and lower limbs. (For example: doing steps to dance the word ∞ in front of the body, etc.)

(3) Lead the children to complete the performance of the work and develop the fun and coordination of the children's movements.

a. The teacher plays the music and leads the children to complete the movements. (Once)

b. Lead the children to complete the movements in time with the music. (Once)

5. Encourage children to perform the red silk dance randomly and freely according to the music, and experience the fun of freely creating and choreographing dances.

3. Ending of the activity

1. Summary of the activity process.

Teacher: "Today, we learned Yangko-Red Silk Dance together. Each child made up his own beautiful red silk dance movements. It was awesome!"

2. The teacher performs a self-composed red silk dance.

Teacher: "Today, the teacher also made a beautiful red silk dance. Do you want to see it, children?"

3. Extended activities

Teacher: "Do the children like the red silk dance performed by the teacher? Let's go back to the classroom and continue dancing, shall we?"

Reflection on the activity

In this activity, I consciously created a relaxed and joyful atmosphere Through the dance appreciation before class and the introductory part, children can fully understand the performance form and characteristics of red silk yangko dance and enrich their movement vocabulary. Then, methods such as inspiring conversations, encouraging performances, peer imitation, and improvement are used to help children bring out the perceptual experience accumulated in past appreciation and freely create and perform performances. During the activity, the children fully experienced the joy and sense of accomplishment of self-expression, free creation and choreography, and achieved educational goals better. The shortcoming is that in the children's dance creation process, I overestimated the children's dance level and ignored the children's existing foundation.

As a result, some children with weaker abilities did not keep up with the teacher's rhythm of activities in time, and children still need to be trained in this area after class. Lesson plan for Yangko dance 5

Activity goals:

1. Learn the basic steps of Yangko steps and cross steps of Yangko

2. Know that Yangko is a traditional folk activity and Its types, uses and other knowledge

3. Experience the fun of dance and cultivate children’s beautiful expression and creativity

Activity preparation:

1. Dance recording Elephants, recording materials

2. Yangko props such as handkerchiefs, flowers, ribbons, etc.

3. Cross-step chart

Activity process:

Children entered the activity venue to the music of "Tracker's Love"

1. Watch the video, Northeastern Yangko, to elicit the topic

1. The teacher asked: Can anyone tell me about this dance? name? What did you see in the video? (Teacher’s summary: Yangko dance was first popular in the Northeast. People in the Northeast would use Yangko to celebrate on festive days. Later, people in the south of the Yangtze River changed Yangko into local Yangko, so the props in their hands were used. The most common ones are aunts who use silk flowers, and uncles who use silk ribbons.)

2. After watching it once, make a request: look carefully and try to learn. (Try the movements of your hands and feet)

2. Learn the cross steps of Yangko

1. Teacher: Today we will also learn the basic steps of Yangko. It has a nice sound The name is "Yangko Cross Step" (show a large diagram of Yangko Cross Step, explain the concept of the diagram to the children, and let the children try to look at the diagram and walk first, and the teacher will guide them to understand the meaning of the diagram)

2. The teacher demonstrates the Yangko steps

Yangko steps: In the first beat, start with the left foot and walk forward in the cross direction. In the second beat, walk in the forward cross direction with the right foot. In the third beat, move the left foot backward. Walk in the cross direction, on the fourth beat, walk back with your right foot in the cross direction. Note that when preparing, stand on the small footprints with both feet. When walking, you can follow the password prompts on the map. Pay attention to the correspondence between footsteps and colors.

3. Children learn Yangko cross steps

Teacher: Children, don’t worry, we will follow the diagram of Yangko cross step, the teacher and the children will learn together, and they will learn it soon!

Each child holds a cross-step chart, and the teacher observes and provides guidance when the child practices.

4. Encourage the children to practice the cross-steps of Yangko while singing along with the music, and the teacher provides individual guidance.

5. Look, children, the teacher has brought you props, handkerchiefs, flowers, and ribbons

The male children have ribbons, and the female children have handkerchiefs, and they can dance with their hands freely and listen to the music. practise.

3. Try to listen to music and dance with men and women, and encourage children to create patterns.

4. The children dance so well. Let’s go home and perform for our parents, shall we?