Hunan Education Press Music Lesson Plan Chapter 1

Teaching content:

Hunan Education Press New Music Textbook for Sixth Grade, Volume 3 Class singing "Happiness Express"

Teaching objectives:

1. Students can sing the song "Happiness Express" with a relaxed, smooth and natural voice.

2. Understand the repeated symbols in songs and master the rhythm patterns in songs.

3. Good at discovering happiness and able to love life in a positive and optimistic manner.

Teaching focus:

Be able to sing the song "Happiness Express" with a relaxed, smooth and natural voice.

Teaching difficulties:

Understand the repeated marks in songs and master the rhythm patterns in songs.

Teaching hours:

One class hour.

Teaching process:

1. Story introduction Through a story: Understand what happiness is and feel happiness with your heart.

2. New Course Professor

1. Listen to the song "Happiness Express" as a whole and think about the following questions: What is the mood and speed of the song?

Summary: Relaxed and lively.

2. Rhythm practice

3. Learning to sing songs

3. Singing in groups

Divide the students into two groups, male and female. The first two verses are sung, and the third verse is sung by both boys and girls. Add different expressions to rests.

Group singing, group competition, student mutual evaluation, and solo singing.

4. Summary Students talk about their understanding of happiness and the meaning of happiness.

Shanghai Education Press Music Lesson Plan 2

1. Teaching content and teaching objectives:

1. Be able to listen to music attentively and apply various forms (such as gestures, drawing lines or color blocks, rhythm, etc.) to respond to the music you listen to.

2. Be able to memorize the theme music of "Youth Orchestra Guide", "Sunrise" Theme I and "Country Evening".

3. During the activities of appreciating "Sunrise" and "Country Evening", be able to use simple words to describe the scenery that comes to mind after listening to it, and let everyone share it.

2. Teaching Focus and Difficulties

1. The key point is to understand the classification of orchestral music and feel the timbre of various instruments, appreciate the charm of orchestral music, and experience using "Sunrise" and The charm of "Country Evening".

2. The difficulty is how to guide and inspire students to use the form of "independence, cooperation, and inquiry" to feel and appreciate the beauty of music.

3. Class type:

Comprehensive appreciation class

4. Class schedule:

Two classes

5. Teaching methods:

Appreciation, explanation, discussion, sight reading, etc.

6. Teaching process:

First lesson

(1) Organize teaching

Check students' attendance while playing the orchestral music "Blue Danube Waltz".

(2) Passion introduction

1. Students, what piece of music did we hear just now? What band is playing?

2. Replay the orchestral music "Blue Danube Waltz". During the listening, the teacher listens to the music, and teachers and students work together to create a warm and democratic learning atmosphere. 3. Discussion and exchange, leading to the topic "Colorful Orchestra"

Discussion content: Who is the conductor? What band plays it? What instruments were used? This leads to the topic "Colorful Orchestra".

(3) New course part:

Introduction to orchestra and musical instruments. (Use images, text, audio and video to explain and appreciate.) Orchestral instruments are divided into four categories according to different structures and pronunciation methods: bowed string instrument group, brass instrument group, woodwind instrument group and percussion instrument group.

Appreciation, A Youth Guide to Orchestraling.

1. Bowed string instrument group

Bowed string instruments are produced by vibrating strings and are the backbone of the band. They are divided into five parts: first violin, second violin, Viola, cello and double bass.

(1) Violin: beautiful tone, mellow pronunciation, and full of singing ability. The melody played by the violin is rich in expression and beautiful in image. It is an important instrument in solo, ensemble and orchestra.

Listen to excerpts from the violin concerto "Butterfly Lovers" - the theme of love. Summarize the violin timbre as a group.

(2) Viola: slightly larger than the violin, the tone is deeper, subtle, soft, sometimes slightly sad like a mezzo-soprano.

Listen to excerpts of viola timbre and summarize the viola timbre as a group.

(3) Cello: It is twice as long as the viola, has a sincere voice, and is equivalent to the entire vocal range of boys. The tone is thick, graceful and full, and the treble tone is magnificent, like a majestic tenor, beautiful and moving.

Listen to the cello performance of "The Swan". Summarize the timbre characteristics of the cello.

(4) Double bass: The pronunciation is deep and powerful, like a bass, and it is the bass foundation in the band.

Listen to "Elephant". Summarize the timbre characteristics of the double bass.

(5) Harp: A large, upright, triangular plucked instrument with forty-six strings. It is mainly an accompaniment instrument, played with both hands, and the sound is as clear as water.

Enjoy a musical excerpt from a harp. Summarize its timbre characteristics.

2. Muguan Musical Instrument Group

(1) Clarinet, also called clarinet. Simple and beautiful, with a soft voice. It has a wider range than the oboe, and is clearer and fuller. But it is not as transparent as the flute. The bass is thick and loud, the midrange is soft and expressive, and the treble is sharp.

Appreciate the prelude of "Rhapsody in Blue" and summarize its timbre characteristics.

(2) Oboe: a high-pitched instrument with a pitch slightly lower than that of the flute. It is a good melody instrument. The timbre is nasal and reed-like, soft, clear and singing. It can play beautiful, lyrical, pastoral or sad, gentle melodies.

Enjoy the excerpt of "Butterfly Lovers" - the introduction. Discuss the timbral characteristics of the oboe.

(3) The flute is a high-pitched instrument with clear and beautiful timbre and light and flexible pronunciation, just like the coloratura soprano in the band. It has a wide range and colorful timbre, and can play bright, cheerful, sad and sad tunes, especially He is good at playing brilliant, gorgeous and cheerful phrases.

Listen to the excerpt of "Butterfly Lovers" - the beginning of the introduction. Summarize the timbre of the flute.

(4) Piccolo: The highest-pitched woodwind instrument, with a clear and sharp tone. It is very prominent in the band and can make the entire band's performance more brilliant, powerful and bright.

Listen to the music clips played by the piccolo and summarize its timbre characteristics.

(5) Bassoon: Also called bassoon, it has many changes in timbre and is deep and strong. The bass is severe and gloomy, the midrange is gentle and sweet, and the treble is like a tenor, the most characteristic and humorous.

Listen to the music clips played by the bassoon and summarize the timbre characteristics.

3. Brass Instrument Group

(1) Trumpet: It was produced in the 16th century and developed into today’s piston trumpet in the 19th century. It has rich expressive power, brilliant and loud timbre, and is full of heroic spirit. It is suitable for playing horn and march-style melodies. It can express both the resolute and brilliant side and the soft and sweet side.

Listen to the music clips played by the trumpet and summarize its timbre characteristics.

(2) French horn: the French horn, with a soft and hard tone and full of expressiveness. It can play both soft and poetic phrases, strong and majestic passages, and can also express distant and hazy sounds. , fantasy mood, and the sound is very charming.

Listen to the excerpt of the music "The Blue Danube" played by the French horn and summarize its timbre characteristics.

(3) Trombone: also known as telescopic horn or drawpipe. The timbre is solemn, beautiful, generous and powerful, suitable for expressing deep and thick emotions.

Listen to the music clips played by the trombone and summarize its timbre characteristics.

(4) Tuba: The lowest brass instrument in the orchestra. The tube is very thick, the chassis is oval, and the trumpet is large. It is more suitable for playing dark, scary, and deep short melodies or for expressing humorous and weird musical images.

Listen to the music excerpts of "Symphony from the New World", and listen to the trombone, tuba, English wind and other musical instruments while listening.

4. Percussion instrument group

Percussion instruments are percussion instruments, and there are many types, including metal, leather, and wooden. Some can produce a fixed pitch, and some cannot. Percussion instruments in the band are mostly used to strengthen the rhythm, or create color or dramatic effects. It is relatively rare to use percussion instruments to play melody or as a solo instrument.

Drums are the most common percussion instruments, including timpani, bass drum, snare drum, snare drum and tambourine, but only timpani has a fixed pitch. In addition, there are percussion instruments such as glockenspiel, celesta, triangle, gongs, and cymbals.

(4) Listening, discussion and answering: Students will conduct listening and answering operations to score, and further understand various musical instruments.

1. Students will introduce each group of instruments in the orchestra.

2. Listen to the "Youth Orchestra Guide". Students can identify the timbres of various instruments while listening, and deepen their impression of the timbres of various instruments.

(5) Summary of this lesson.

Second lesson

(1) Organize teaching and check student attendance.

(2) Passionate entry

1. Play the violin concerto "Butterfly Lovers" excerpts, teachers and students hum the theme together with the music, and then discuss and communicate, creating a warm and democratic atmosphere atmosphere.

2. Organize exchanges and discussions to lead to the topic "Colorful Orchestra".

(3) Reverie of Beauty

(Guide students to appreciate, appreciate, and feel the elegance and charm of the orchestra, further understand various musical instruments, and gradually improve their listening, feeling, and appreciation abilities. )

1. Listen and review excerpts from the "Youth Orchestra Guide". Students are required to name the title of the music, the conductor, the composer, and the names of the instruments and the timbre characteristics of the instruments that appear in sequence to consolidate and penetrate. Enhance awareness.

2. Listen to the first movement of "Sunrise", "Grand Canyon"

(1) Ask students who have seen the sunrise to introduce the scene at sunrise.

(2) Listen to "Sunrise" by American composer Grofi (1892-1972).

The Grand Canyon is located in Arizona, in the southern United States. The gorge is a cliff with a depth of 1,500 meters. In the deep valley is the Colorado River. The author uses a magical pen to turn this natural wonder into five A colorful piece of music and painting. (Quoting the landscape pictures related to the Grand Canyon, adding text and sound to let students focus on listening to the music - imagining and associating - with pictures.)

At the beginning of "Sunrise", the timpani rolled softly, symbolizing the dawn The chaotic night and the dewy morning light. The gradually increasing sound of drums and slowly flowing music represent the changing of the sky from dark to light at dawn, and the rising sun at dawn. The sweet sound of the flute, like the melodious chirping of birds, seems to tell people that the Grand Canyon is awakening in the morning light. Then the English pipes played a soft and friendly morning song. As the drums intensified, morning bells, waterwheels and birdsong intertwined. Various melodies intertwined. Various melodies intertwined. , various changing melodies are intertwined, depicting the brilliant colors reflected on the broken stone walls of the Grand Canyon when the morning light first shines. The final rumble of drums and the strong playing of the band symbolize the rising red sun. The sunny Grand Canyon unfolds before people's eyes with a vibrant and prosperous scene.

After appreciating the work, students can freely talk about their experiences and feelings.

(You can communicate, discuss, and evaluate from various aspects such as history, geography, pictures, music, musical instruments, characteristics, etc.)

aHow many groups are Western orchestral instruments generally divided into? What are the main instruments in each group?

bWhat musical instrument are you most interested in? Let’s talk about its timbre characteristics.

cWhere is the Grand Canyon located in the United States?

dAfter listening to the music "Sunrise", what kind of pictures would you pair with it?

eTell me about which natural landscape in my country shocked you the most? How would you set a piece of music to this landscape?

3. Appreciate "Country Evening"

(1) Imagine the scenery of the countryside in the evening.

(2) Listen to the music of "Country Evening".

This is a symphonic piece with a strong folk music style composed by the Hungarian composer Bartók. The music is simple and unpretentious, and the harmonic texture is simple, concise and effective, just like a beautiful and comfortable folk painting.

The first part of the piece has two sections that contrast sharply. The first section is a long, slow tune played by a woodwind. It is fresh and beautiful, like the sound of a melodious and sweet wooden flute, and is filled with the earthy atmosphere of the Eastern European countryside. Then in the second section, the band played a cheerful melody, as if the villagers who had gone out to work were walking home in groups, relaxed and happy, chatting.

The second part of the music is a variation and repetition of the first part. It seems to remind people of: the sunset, smoke rising from the village, and the sound of the shepherd boy's flute getting closer and closer, as if calling People go home quickly. People who had worked hard all day sat around the dining table one after another and had dinner happily.

The third part of the music is a reappearance of the first part, where the music weakens from strong to strong. It means that the sky is getting dark, people who have worked hard for a day have gone home, and the playful children have been called back to the house by the housewife. The busy and lively village gradually became quiet and peaceful.

After listening to "Country Evening", students freely talked about their experiences.

(4) Research Topics

1. Can you add a piece of music to your hometown in the evening?

2. Can you choose a painting yourself and set music to it?

(5) Summary after class

1. Summary: students, teachers and students complete it together.

2. After class: the teacher plays "Blue Danube".

Shanghai Education Press Music Lesson Plan Chapter 3

First Lesson

?Teaching Content

Learning to sing songs: "Speaking, Playing and Singing" , Appreciate the Jingyun Dagu "Reorganizing the Rivers and Mountains for Future Generations"

?Teaching Objectives

1. Through a preliminary introduction to folk art music and learning to sing and listen to it, students will know that folk art music is also our country's national music Qi Pa in the novel developed a preliminary interest in it.

2. Be able to initially sing the charm of "Speaking, Playing and Singing".

3. Have a preliminary understanding of the characteristics of folk art music.

?Teaching process

1. In this unit, we have to learn a variety of folk art music. The singing and language of folk art are closely integrated, with different styles and distinctive local characteristics.

2. Learn to sing the song "Speaking, Playing and Singing"

(1) The title of this song summarizes all the performance forms of folk art and is also the characteristics of folk art. The students discussed and discussed Speech, teacher summarizes.

(2) Listen to the recorded sample singing several times.

(3) Students learn to sing along with the recording and do not need to learn the singing score.

(4) Read the lyrics to the rhythm of the song, and be sure to pronounce each word clearly.

(5) Then learn to sing along with the recording and pay attention to the charm.

(6) Sing along with the accompaniment and be directed by the teacher.

3. Appreciate "Rebuilding Rivers and Mountains for Future Generations"

(1) Introduction: In the early 1980s, there was a TV series that caused a sensation throughout China, and that was "Four Generations Under One Roof" 》. This is a song composed with Jingyun drum tones.

(2) Listen to the recording. (Ask students to refer to the pictures for listening).

(3) We heard the sound of drums and boards in the recording. This is the sound produced by the Jingyun drummers themselves.

(4) Ask students to listen and listen with reference to the pictures.

(5) Appreciate it one or two more times, asking students to feel the tone and unique charm of Beijing Yun Dagu.

4. Summary:

?Reflection after class

Second lesson

?Teaching content

Appreciation Excerpts from Suzhou Tanci, Sichuan Qingyin, and Taiping lyrics, and learn to sing "Reorganizing the River and Mountains for Future Generations" along with the recording.

?Teaching objectives

1. By appreciating excerpts from Suzhou Tanci, Sichuan Unvoiced Music, Taiping Lyrics, etc., it will further stimulate students’ desire to understand and learn the rich and colorful folk art music.

2. Continue to feel the unique charm of Jingyun Dagu by softly singing "Reorganizing the River and Mountains for Future Generations".

3. Through appreciation and personal singing, you can tell some characteristics of folk art music.

"Speaking, Playing and Singing" has given us a preliminary understanding of the singing method of Beijing Yun Dagu and its unique charm. In this lesson, we will further broaden our horizons and appreciate other types of folk art music. There are so many types of folk art in our country, we only You can choose a small part of them to enjoy.

(1) Let’s first appreciate the Suzhou Tanci “Die Lian Hua”

Please listen carefully and talk about the different musical expressions of these four passages after listening. .

Play the recording twice.

The students described the different expressions of the music in the four paragraphs. The first sentence of the first paragraph showed the author's great grief, and the second sentence showed the scene of "Yang" and "Willow" ascending to heaven. The second section is narrative, the third section is dance-based, and the fourth section is dramatic, which is also the climax of All Go.

Let’s enjoy Sichuan Qingyin’s “Little Kite Flying” again.

Teacher a gave a brief introduction and then played the recording twice.

bStudent comments.

(2) Let’s enjoy the lyrics of Taiping’s “Big Talk”.

Teacher a briefly introduces the content and then plays the recording twice.

bStudents comment and talk about their feelings.

cLearn to sing the first four lines along with the recording and do the exercises in the textbook.

2. Learn to sing "Rebuild the River and the Mountains for Future Generations"

This aria has ups and downs of emotions and a wide range. It is difficult for students to sing. The reason why students are allowed to sing is to let them sing. They practiced it personally and experienced first-hand the articulation and articulation characteristics of Jingyun Dagu and felt its unique charm. Therefore, they were only asked to hum along with the recording and did not have to leave the recording to sing loudly.

3. Summary

Teachers and students *** together summarized the characteristics of folk art music and the differences in folk art music styles between the north and the south.

?Reflection after class

The third lesson

?Teaching content

Music activities - speaking, playing, singing and folk art

?Teaching Objectives

1. Review and summarize the teaching content of the first two lessons.

2. Further stimulate students’ interest in folk art music.

3. Cultivate students’ ability to collect and utilize information and their ability to organize, communicate and cooperate.

?Teaching process

1. The two student hosts announce the start of the activity.

The theme of this activity is speaking, acting, playing and singing. Students can speak and act at the same time, talk and sing at the same time, or just speak, sing, play and act, or even just sing. One or two sentences, but they should all be folk arts. It can be performed by one person, two or three people performing together, or it can be performed by a group. The teacher prepares a pair of bamboo boards and a snare drum, which the students can use in their performances.

2. Students perform performances separately, during which the classroom can also sing excerpts of a song.

3. It ends with the singing of "Speaking, Playing and Singing".

Shanghai Education Press Music Lesson Plan Chapter 4

Teaching objectives:

1. Appreciate the music and let students feel free to make movements.

2. Learn to sing songs with cheerful, lively emotions, light voice, and clear and accurate singing.

3. Let students actively participate in designing song games to improve students’ interest in learning.

Teaching process:

1. Question introduction

2. Appreciation of "Bright Fireworm"

Listening to "Bright Fireworm" for the first time

Teacher: The children saw so many beautiful scenery along the way. This is a song about fireflies. Please spread the wings of your imagination and listen to it again.

Rehearse.

3. Lyric creation

Teacher (wearing a train driver’s hat): What kind of profession do you think teachers do now? (Train driver) Who wants to be one? Here you go Dai Dai, please tell me how you feel about wearing this hat? (3~5 students) Let’s sing with this pride, air, and happiness.

Student: (Listen to the music and do the movements freely while listening)

Teacher: The melody of this song is very cheerful and lively. The teacher has an idea today and wants the children to learn it by themselves. Whoever can sing this song first, we will ask him to be a little teacher, even if he only teaches one sentence. If a child sings or performs well, the teacher will reward him with a small gift. Little teachers listen to the music carefully again.

Student: (mutual teaching)

Teacher: (Comment) Our children sang the song "The Train Is Leaving" so beautifully. Can our little driver How about changing different lyrics according to the rhythm of this song?

Teacher: The teacher will edit it first. For example, the first sentence: Click, click, click, click, the train is leaving. It will be compiled into: Click, click, click, click. , the train left. Who will compile it? As long as every child can compile a sentence, it will be great!

Student: (Create lyrics)

Teacher: The lyrics compiled by the children are so good! Let’s do it Let’s try singing some of our own lyrics.

4. Music Games

Teacher: Our little driver drives his own train. Where do you want to go most?

Teacher: There are so many places you want to go. What a place! But today the drivers can only go to one place, so you raise your hands and vote to see which place the most drivers want to go to, and we will go there.

Student: (vote) Let’s go to Beijing, the capital of the motherland, and watch the flag-raising there.

Teacher: It’s a long way to go to _place. We have to pass through _plains, _tunnels, and _bridges. Let’s use our brains together and use small stools to create hillsides, tunnels, and bridges.

Student: (Set up a stool)

Teacher: (Ask about the decoration) The train has to go up hillsides, cross bridges, and go through caves. It will be interesting. What do we want to do?

Let’s go sun.

Shanghai Education Press Music Lesson Plan Chapter 5

Teaching content: 1. Perform the song "Shake, Shake"

2. Feel the rhythm of three-beat music.

Teaching objectives: 1. Learn to sing the Shanghai nursery rhyme "Shake Ya Shake" accurately with beautiful singing voice, and feel the joy of childhood from the sound of music.

2. Feel the strong and weak characteristics of three-beat and six-beat music through the rhythm of the body and the playing of small instruments by classroom students.

Teaching focus: 1. Sing the song "Shake, Shake" accurately and emotionally, expressing love and yearning for childhood life through the sound of music.

2. Feel the rhythm of three-beat and six-beat music.

Teaching difficulty: Sing the following melody intervals accurately:

(1)35i6|5.5.|

(2)1326|1.1.|

(3)1326|565.|

Teaching aid preparation: electronic keyboard, tape recorder, triangle, castanets, string bells

Teaching process:

1. Greetings from teachers and students. Ascending scale 1234567i Students stand up

12|34|5-|

Hello, classmates!

53|53|5432|1- |

Hello, Teacher, Teacher Wang!

Descending scale i7654321 students sit down

2. Introduction: Feel the rhythm of three-beat music

1. Play the music "Little White Boat"

Ask: Listen to what time this song is? Prompt the students to move.

Students: listen to the rhythm of the music and answer questions (two beats, three beats...)

2. Listen to the music again

Teachers and students ***same rhythm (Clap your hands on the shoulders, do rowing movements, rock the cradle...), answer: three beats

3. Listen to music again

Choose castanets and bells as musical accompaniments , feel the rhythm of three-beat music through the body, and stimulate students' curiosity for knowledge. (castanets: heavy beats, bells: weak beats)

4. Listen to the music again

The teacher dances with some students (simply adding school group dance to the class), while some students play musical instruments Accompaniment, in the cooperation between teachers and students, happily strengthens the memory of the rhythm of three-beat music.

3. Learn to sing the song "Shake, Shake"

1. Listening to music for the first time

Teachers and students feel the rhythm of six-beat music (making the movement of rocking the cradle) ...)

Question: What is the difference between this song and the music just now? (Student: faster than the music just now.)

2. Listen carefully , what is this song about? Tell me how you feel after listening to it. (Guide students to feel the happiness of childhood through the content and melody of the songs.)

3. Listen to music again

Let students listen quietly and feel the childhood happiness brought by music. , while learning to sing quietly.

4. Teachers model singing, and students use triangles to freely accompany teachers. (First, give students enough room for imagination, and do not limit their thinking space.)

5. Listen to the recorded cover, and the teacher guides the students to correctly use the two accompaniment methods of the triangle to accompany the song. (Secondly, recharge students’ knowledge treasure house.)

6. Teach singing songs

Use the relationship between song writing and the four tones of Chinese characters to teach students to sing accurate pitches and intervals. At the same time, let students use their fingers to draw the tones (beautify them like drawing diagrams), use their bodies to assist learning, and arouse students' curiosity.

4. Performance song "Shake, Shake"

1. Teachers and students sing duet, and the teacher plays the piano

2. Some students sing, and some students use percussion instruments to accompany them .

3. The teachers and students sang and rocked the cradle.

4. Listen to the songs, encourage students to create rhythmic movements, and make timely comments.

5. In the rhythm of music, this lesson ends happily.