As a selfless teacher, you have to write lesson plans. Teaching plans are the key point in the transformation from lesson preparation to classroom teaching. So how should we write lesson plans? The following is a kindergarten music lesson plan "Acrobatic Performance" that I compiled for you. It is for reference only. I hope it can help you. Kindergarten music lesson plan "Acrobatic Performance" 1

1. Activity goals

1. On the basis of feeling the structure of music, explore the use of musical instruments to express three different rhythm patterns.

2. Know that using pictures can help you master and express music

3. Control your emotions and movements, and actively participate in activities.

4. Perceive the dynamics of multimedia images and experience the joy of activities.

5. Sensing fixed beats through body rhythm.

2. Activity preparation

1. Children’s book: "Acrobatic Performance" (throwing and catching a ball, spinning a hula hoop, and tipping a wine glass).

2. The music tape and recorder of "Patrol March".

3. Percussion instruments tambourine, bells, round dance board, projector, teaching stick.

3. Activity process

1. The teacher guides the children to explore three different rhythm patterns.

The teacher uses the teaching stick to point at the projector to "throw and catch the ball" to guide the children to explore the rhythm pattern of section A of the music.

Teacher: Children, today the teacher invites you to watch an acrobatic performance. The first program is called "Toss and Ball". I will sing the music and you will clap for the acrobats in the picture. After the children finish taking pictures, ask: How many times did you take pictures? What's the basis?

The teacher points to the projected picture to "turn the hula hoop" and guides the children to explore the rhythm pattern of section B.

Teacher: Next, please enjoy the second program "Turning the Hula Hoop". Please continue to clap and accompany the actors.

The teacher points to the projection picture to "top the wine glass" and guides the children to explore the rhythm pattern of section C.

Teacher: Now this actor is performing the show "Top the Wine Glass". In the two programs just now, we saw 7 balls shot 7 times, and 3 hula hoops shot 3 times. So how should we take this picture? How many shots should I take with 3 wine glasses and 3 small flowers? Do the wine glasses and the flowers shoot at the same speed, or some are faster and some are slower? Why? (The distance between 3 wine glasses and 3 small flowers is different. The rhythm is faster when the distance is shorter, and the rhythm is slower when the distance is longer.)

2. The teacher guides the children to fully appreciate the music A, B, and Section C music.

Teacher: I have a piece of music here that expresses the acrobatic performance we watched today. Please listen to how many actors are spinning hula hoops? How many actors are holding wine glasses? Why?

3. The teacher guides the children to explore what body movements can be used to express the three acrobatics, and perform them along with the music.

Teachers inspire children to create body movements for each program and practice them collectively.

Teacher: What actions can be used to throw and catch a ball? What about spinning a hula hoop and holding a wine glass?

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

Teacher: Let’s follow the music and connect the movements we just created together.

4. Teachers guide children to explore orchestration plans and perform percussion instruments.

Teacher: Today I also want to perform a show with small instruments. What kind of musical instruments can be used to accompany the performance of "throwing and catching the ball"? How about twirling a hula hoop and holding a wine glass?

The teacher directs the children to perform percussion instruments in different parts.

Teacher: Now please hold your instruments and I will be the conductor. Please pay attention to the conductor and follow the music rhythm when playing.

Children exchange musical instruments.

Teaching reflection:

Use words that children can understand to help children understand. Although it only lasts 20 minutes, the children have already mastered the content and melody of the song well. However, human memory has certain forgetting rules, and children's learning needs to be repeated continuously. Therefore, continuous consolidation and review are needed to master the song. achieve better results.

Little Encyclopedia: Acrobatics, also known as "Acrobatics". It refers to jujitsu (soft skills), car skills, ventriloquism, bowl holding, tightrope walking, juggling, lion dancing and other skills. Modern acrobatics specifically refers to performative programs in which actors rely on their own physical skills to complete a series of difficult movements. The term "acrobatics" was named by Premier Zhou Enlai when the Chinese Acrobatic Troupe was established in 1950. Kindergarten music lesson plan "Acrobatic Performance" 2

Teaching objectives:

1. Perceive the firm and powerful characteristics of the music and learn the rhythm patterns XX|XX|XX|XO|, XX|XO|, XXX|, XX|XXX|

2. Learn to read the conductor and be able to play the instrument in a coordinated way.

3. Able to use musical instruments to accompany music, enjoy percussion activities, and improve self-control ability.

4． Through listening, singing, playing, dancing and other musical activities, students' creative and collaborative abilities are cultivated.

5． Able to sing the tune accurately, enunciate clearly, and be able to sing boldly in front of a group.

Activity preparation:

Charts, musical instruments (tambourine, bells, double bells), tapes

Activity process:

1 , 1. Feel the characteristics of music and learn rhythm patterns

(1) Be familiar with music and perceive the firm and powerful characteristics of music. Teacher: Today the teacher brought a nice piece of music. Let’s listen to it together!

(Play music and feel it by shaking your head, nodding, etc. This is the prelude)

(2) Teacher: After listening to this piece, how do you feel? (Lively, jumping, cheerful, lively, etc.)

(3) Summary: There are so many words that children can say, and we can also use the word firm and powerful to describe them.

2． Show the map and learn the rhythm pattern

(1) Division: Listening to the soldiers’ march, the acrobatic performance is on stage! Let’s take a look at some of the acrobatic performances? (Throwing and catching balls, hoops, high jump) Their performance also attracted little drummers, who also came to cheer!

(2) Play music and guide the children to appreciate the teacher while looking at the pictures: Now the teacher will point to the pictures and the children will listen to the music while looking at the pictures (the throwing and catching performance has begun! The hoop performance has begun! The high jump The performance has begun! The little drummer is here to help! )

(3) Play the music and the teacher guides the children to look at the chart and tap. Rhythmist: Let’s watch the chart and tap together (prompt: Hey! Come on!)

2. Learn to read the conductor and learn to play with the addition of musical instruments

1. Play music and guide the children to watch the conductor play the parts and beat the rhythmist: The acrobatic performance is really wonderful, let us children also do an acrobat performance, okay?

(Teachers grouping)

2. Learn to play by adding instruments

(1) Teacher: Now the teacher wants to increase the difficulty. Please pay attention to my conductor (humming). ah! Which group of children are joining in! (middle group), another group has joined in! (Group 3) The performance of Uncle Juggler is getting more and more exciting! Let’s take a picture of the last sentence together!

Teacher: Uncle Juggler’s performance cannot be practiced in a day or two. Let’s practice again, okay? (Practice base addition again)

(2) Play the music and watch the conductor beat the rhythm

3. Take the instrument and watch the conductor play

1. Hold the instrument and watch the conductor perform (conduct from the right side)

Teacher: In the last section, besides shouting "Hey! Come on!", what else can we shout? (Hey! How exciting!)

2. Change the conductor and perform.

3. Exchange instruments and play (remind children to pay attention to the teacher's command)

IV. Ending activity

Teacher: The acrobatic performance is really wonderful, and our children's performance is also wonderful. (focus on praising individual children) and end the activity. Kindergarten music lesson plan "Acrobatic Performance" 3

Activity goals

1. Feel the structure of the music and explore using different body parts and percussion instruments to express the different rhythm patterns of the three sections of the music.

2. Learn to use charts to understand and express music, control your emotions, and participate in activities actively and happily.

Activity preparation

1. 1 chart, 3 rhythm patterns; percussion instruments: tambourine, bell bell, round dance board.

2. "Patrol March" music CD and acrobatic performance video.

Activity process

1. The teacher guides the children to use the map and the plot of the acrobatic performance to explore three different rhythmic striking methods in "Patrol March".

(1) Section A of the music: Rhythm pattern X X | a phrase.

(2) Section B of the piece: Turn the hula hoop, X X | X 0 | X X | X 0 |.

(3) Section C of the music: Hold the wine glass, XX X | XX X | XX X | XX X |.

2. Guide children to fully appreciate the music and further become proficient in the three rhythm patterns of sections A, B, and C.

3. Guide children to explore what body movements can be used to express the three acrobatics, and perform them with music.

(1) Teachers inspire children to create body movements for each program and perform them collectively. (You can clap your legs, twist your fingers, flick your tongue, stamp your feet, etc.)

(2) The teacher leads the children to use body percussion to perform the music along with the music.

4. The teacher presents three percussion instruments, guides the children to explore orchestration plans, and try to play with percussion instruments.

(1) Organize a discussion: What musical instruments can be used to accompany each acrobatic performance and why?

(2) The teacher acts as the conductor and asks the children to look at the charts and form groups to play percussion instruments. Remind the children to look at the conductor and listen to the rhythm of the music before playing.

(3) Ask the children to exchange instruments to play. During the exchange, the children change places and the instruments do not move.

(4) Ask one child to be the conductor, and the other children will stand up and play the percussion music completely.

Activity extension:

Invite children to watch videos of real acrobatic performances to learn about related projects.