Teaching Activity Objectives

1. Preliminarily appreciate music, and understand the plot and content of the work based on music stories and diagrams. (Key points)

2. Preliminarily explore the use of movements, expressions and voices to express musical content. (Difficulty)

3. Teachers and children cooperate to experience the joy of game performances together.

Activity preparation

1. A picture.

2. Lion King March music.

3. Make up a story of your own.

Activity process

1. The beginning: the music "Gavotte"

The teacher leads the children to listen to the music and learn the movements of small animals into the activity room.

2. Basic part: (understand and express the plot and content of the music story)

Teacher: Today the teacher invites the children to enjoy a nice piece of music. Everyone listen to me command, close your eyes, and then listen attentively with your ears, can you do it?

1. Appreciate the music completely by listening to the music story, so that children can initially understand the plot and content of the work.

Teacher: One day, all the little animals in the forest were resting. Suddenly, the roar of the Lion King was faintly heard in the distance. The monkey hurriedly slid down from the tree and reported: The Lion King has arrived. The little animals quickly lined up and played the trumpets to prepare for the arrival of the Lion King. I saw the Lion King walking over majestically and proudly. The little animals warmly welcomed the Lion King's arrival. The lion king roared proudly, and the little animals were trembling with fear, not knowing what was going to happen. In order to please the Lion King, the little fox performed a dance for the Lion King, and other small animals also performed one by one. The Lion King was very happy and danced with the small animals.

Teacher: Who is the story between whom is this piece of music telling? Can anyone tell me what happened in the story?

Summary: This piece of music expresses the relationship between the lion king and the small animals. It is the first piece of music called "Carnival of the Animals" by the famous French composer Saint-Sa?ns. "Introduction to the March of the Lion King".

2. Use diagrams to appreciate music in sections, and further understand and express the plot and content of the work.

Teacher: Next, let’s listen to it in sections. What happened to the Lion King and the little animals in the Animal Carnival?

①Appreciate the introduction music and diagrams (the teacher draws diagrams on the blackboard while listening)

Teacher: What are these symbols that the teacher just drew on the blackboard? (Charts) These magical charts tell the story of the music.

Teacher: What is this symbol? (eyes) What are the eyes like? (Closes) Who is sleeping? (The Lion King, the little animals) What do these circles mean? Why is it getting bigger? (The lion king is awake and roaring, and the intensity of the sound is changing from small to loud, and the speed is changing from slow to fast.) What does this underlined arrow mean from top to bottom? (The little monkey heard the Lion King's voice first, so he hurriedly slid down from the tree and reported "The Lion King has arrived!")

Teacher: That's it for the story told in this introduction. Let's act it out. ? If you were a little animal in the forest, how would you perform the sleeping posture? (Play the intro music and the children try to perform different sleeping postures of different animals)

Teacher: How does the lion king roar? (The sound changes from slow to fast, from small to loud)

②Appreciate the first piece of music and diagram (the teacher draws while listening)

Teacher: I heard that the Lion King is coming, What does the monkey loudly report? (The Lion King arrives) What did the little animal do at this time? (Line up, blow trumpets, welcome the Lion King) What do these vertical lines mean? Let’s learn how small animals line up to play the trumpet.

Teacher: What do these footprints mean? How does the Lion King walk? What's its expression like? (When performing, it depends on the ability level of the children. If it is difficult, let the children perform in a group and line up to play the trumpet, and the teacher plays the lion king.)

③Appreciate the second piece of music and charts (the teacher listens while (while drawing)

Teacher: What terrible things will happen in the next piece of music? Let’s enjoy the music below.

Teacher: What does the circle mean? What does the curve represent? (Focus on instructing children to express the fearful and trembling appearance of small animals, such as: trembling legs, wide-open eyes, etc.)

④Appreciate the third piece of music and pictures (the teacher draws while listening)

< p>Teacher: Nothing terrible happened. It seems that the lion king is not angry yet, but the little animals are frightened. What will the lion king and the little animals do next? Let's listen to the third section of the music together.

Teacher: Who will come out first to perform the dance for the Lion King? What if you were a fox? What kind of dance are you going to perform to make the Lion King happy? If you were any other little animal, how would you party with the Lion King?

3. Ending part (Perform it completely in different roles, with the teacher playing the lion king, another teacher playing the monkey, and the children playing the small animals.)

Commentary: Due to the uniqueness of this piece of music, The structure is ABCD type, and the content is a progressive relationship, which makes it difficult to appreciate. And there are multiple characters in it, and each character's performance has its own characteristics. Therefore, it is difficult to solve all the problems in one class.

In the first lesson, the focus is on this music story, with the purpose of allowing children to have a general understanding of the background of this piece of music, without too much understanding and analysis of its structure and musical nature. From a performance perspective, there are quite a few things to consider. For example: children's understanding of the sleeping postures of different animals; observation and grasp of the shape and dynamics of the lion king; children's talent and level differences in improvisational dance, etc. These subjective conditions will determine the effect of children's performance. Secondly, the division of labor and cooperative performance of roles is a difficulty and challenge for both teachers and children. We considered that children may be immature for their first performances, so in the last part of this lesson we only let children play small animals, popular roles in a group, while the monkey and the lion king were performed by the teacher. This is equivalent to serving as a demonstration, allowing young children to imitate and innovate indirectly. Because in the next second and third lessons, the teacher will focus on inspiring and guiding children to understand and express music in a more in-depth and detailed manner.