Three teaching plans of primary school music "shearing wool"

1. Teaching plan background

1. Facing students: fourth grade

2. Subject: music

3. Class hours: 2

4. Class type: comprehensive singing course

2. Teaching objectives

2. process and method objective: to stimulate students' interest in learning and feel the cheerful and lively mood of songs by using various teaching methods; Guide students to create rhythm, cultivate students' creativity, and improve students' sensitivity and expressiveness to music.

3. Emotion, attitude and values: By learning to sing songs, we can feel the rhythm and music from labor, and know that music is inseparable from life and labor, so that they can further understand the meaning of labor.

III. teaching material analysis

Shearing Wool is a popular folk song in Australia, which is famous for its abundant wool. The song reflects the tense working life and optimistic mental outlook of Australian ranch workers. The lyrics express the specific labor scene of "shearing wool" with vivid language and vivid metaphor. The words "white clouds", "winter snow" and "silk floss" exaggerate the wool cut by the workers' labor, and the fur coat is compared to the wool on the sheep's body, which is imaginative and childlike. The song is in 4/4 beat, and it is composed of four square phrases. The melody is carried out with the decomposed chord, which makes the melody very bright and lively.

4. Teaching emphasis

1. Feel the emotion and performance function of the rhythm and rest in singing, accurately grasp the rhythm of the eight points, and distinguish the different feelings of the rhythm.

2. Preliminary singing of the song "Shearing Wool"

5. Teaching difficulties

1. Singing with the rhythm of eight points and the rest of four points in the song

2. Singing the song with a cheerful and cheerful voice

6. Teaching methods

Mode singing, listening singing and learning singing

Student: No (yes)

Teacher: Today, the teacher will take you to visit this beautiful country. Let's enjoy the charming scenery there together. Play the courseware (picture: Australia is not only beautiful, but also known as "the country riding on the back of sheep". Students, do you know why? Because it is the country with the largest number of sheep in the world. Whenever summer comes, sheep farmers have to cut off some wool from sheep. People have a hard time shearing wool, so they work while singing. )

Teacher: After reading these beautiful pictures, let's get a general idea of beautiful Australia. Today, we are going to learn a nice Australian folk song "Shearing Wool". Write a book on the blackboard. Please open your textbooks, page 29.

(2) Learning songs

1. Thinking while listening, doubting while thinking

Teacher: First of all, please listen to the songs and think while listening: show the questions

1. What is the mood of the workers when shearing wool?

(cheerful, happy, light and flexible)

Teacher: The students speak well!

2. Watch and listen, and distinguish between them

Teacher: Next, please look at the following rhythms. Can you read them? Show the rhythm

Teacher: Students read it with da collectively.

Read the sixteenth note of the second beat as "ah", students.

Good. Look at the following rhythm again. Connect the "ah" and read it again.

Teacher: Let's look at the score of this song. Where is this rhythm on the score? Please sing the score after the teacher.

student: sing one or three lines of music.

teacher: students sing really well! Please take a closer look. What are the common features of the following rhythms? (There is a four-point pause at the end, a recurring rhythm)

Student: There is a zero at the end.

teacher: you have a good eye! What you just said is the rest in music.

Do you know what the rest does?

student: the role of rest, the role of rest, and the role of pause.

teacher: that's right! The symbol indicating the pause of sound is called "rest". Listen to the teacher demonstrate two kinds of melodies. Tell me which one has a pause. Which one has no rest? (The teacher demonstrates with "la")

Student: The second kind.

teacher: let's try to sing it with "la". (The teacher plays the piano, and the students sing with "la")

Teacher: I feel a little better. Please speak a little louder and try again.

teacher: hmm! I found that students learn things very quickly! Now we're going to do it all over again. Sing the score. Please point your finger at the score and sing with the teacher.

student: point to the music and sing along.

teacher: good! Now sing the lyrics!

3. Creating in listening, creating in editing

Teacher: Very good! We have a soprano Song Zu Ying in China. Do you know her? She also sang the song "Shearing Wool" at the Sydney Opera House. Would you like to see it?

student: yes!

Teacher: As the first Asian artist to step onto the stage of Sydney Opera House, we are really proud of her! Do you think she has a backup singer, a conductor and an accompaniment? Is it very lively? Then let's do the same.

Teacher: Let's play a rhythmic game. The teacher divides the students into two groups. The first group is the students on the right and the second group is the students on the left. The first group came out to get the sand hammer, and the second group came out to get the double sounding tube. Students with sand hammers read the first rhythm (twice in a row), and students with double drums read the second rhythm (twice in a row).

teacher: very good! Then we are ready to accompany this song. Sing while playing rhythm!

VIII. Summary of the class

Teacher: The students performed very well! Today, our musical journey is coming to an end. By learning "Shearing Wool", we know that Australia is a country that loves labor, and the joyful mood when they work is worth learning from each of our classmates. I hope that students can create a better tomorrow through their hard-working hands! Goodbye, class!

Shearing Wool II

Teaching objectives:

1. Knowledge objectives: By learning songs, students will be further helped to consolidate and review the music knowledge of the "dotted rhythm" and the four-point pause.

2. Ability goal: use various teaching methods to stimulate students' interest in learning and feel the cheerful and lively mood of songs; Guide students to create movements and rhythms, cultivate students' creativity, and improve students' sensitivity and expressive power to music.

Teaching emphases and difficulties:

1. Feel the mood and performance of the songs with the rhythm and rest, and sing accurately.

2. Create an appropriate rhythm to express the mood of the song.

Teaching preparation:

Multimedia courseware equipment, percussion instruments, headgear

Teaching process:

1. Create a situation-students listen to music and enter the classroom

1. Play and review the music from the last class, and students write their own actions to express the music (enter the classroom).

2. Organize teaching

Students, our music class has started again with the joyful and beautiful music. In today's music class, the teacher will take the students to visit a beautiful ranch and see what is in it.

3. Vocal practice

(1) With multimedia images, a ranch appears, and then a few lambs come out.

Teacher asked: Students, what animals are coming in the pasture?

health answer: here comes the lamb.

Teacher's inspiration: The lambs sang happily when they saw the green grass and beautiful flowers. Listen, how did they sing?

(2) Teachers can sing the etude once (students can be asked to play the rhythm while listening)

(3) Students can practice vocalization.

1=C to 1=E

(omitted)

Second, music exercises

1. Listen and argue the melody-distinguish the rhythm characteristics of the dotted line

(1) The teacher plays two pieces of multimedia, and a little boy comes out of the picture. Here comes another big horse. Click on the fence, and two melodies will appear on the screen: (omitted)

Inspirational question: Please listen carefully. Which melody shows the little boy coming out and which one shows the big horse running over?

(2) Teachers play two melodies respectively, and guide students to listen carefully and answer after discussion.

Student A: The first one shows a little boy coming, and the second one shows a big horse coming.

further discussion: the second melody uses a dotted rhythm, which gives people a sense of jumping with joy.

(3) lead the students to clap and sing the melody

2. Rhythm practice-clap and master the attached rhythm

(1) Show the rhythm (omitted)

Inspire the students to find out where the rhythm is easy to beat wrong.

(2) Students discuss and practice clapping

(3) Inspire the creation of action table to stop the attached empty clapping (clapping shoulders, spreading hands and twisting fingers)

(4) Guide students to practice rhythm in various forms along with the melody of music.

(tapping the rhythm, playing the clarinet, singing the melody and twisting the fingers)

Teaching ideas: organically combine rhythm practice with music in teaching, help students solve the difficult point of this lesson-attaching rhythm, avoid boring skill practice, and give full play to the characteristics of music as an auditory art, prompting students to do while listening, and make a favorable preparation for learning to sing songs.

Third, teach the new lesson "shearing wool"

1. Play pictures and listen to the recording of songs to guide students to feel their emotions initially.

2. Ask questions again to make people think. Such as: lyrics content, melody characteristics, song background, national characteristics, etc., answer in different levels and steps.

3. Play the picture again, and introduce the local customs of Australia and the background of song creation.

4. The teacher sings once (students are required to listen to how many passages there are) (two)

5. Learn to sing the first paragraph

(1) Sing with "LU" mode first

(2) Read the lyrics according to the rhythm, and focus on solving the fourth sentence. (Ask the students to try to draw the direction of the melody, such as ladder) (omitted)

(3) Students sing the lyrics lightly

6. Learn to sing the second paragraph

(1) Teachers sing the passage, and guide the students to listen and argue which phrase is the variation repetition in the first paragraph. (3, 4 phrases)

(2) Lead students to sing one or two phrases.

(3) complete lyrics.

7. Students sing songs completely.

(1) Teacher's inspiration: Why are many beautiful words used in the song? (Students discuss in groups)

(2) Teacher's question: How does the song express the mood of the wool shearers?

Summary: The students spoke it very well. This song not only shows the happy working mood of the wool shearers, but also shows the fiery working scene. Students, what can happiness be created by? (Labor) Now let's sing the song again with such thoughts and feelings in a cheerful voice, shall we?

Fourth, use comprehensive artistic expression to express songs

1. Lead students to create rhythms and accompany songs with percussion instruments.

methods: students discuss in groups, choose percussion instruments freely, then play in groups and evaluate collectively. Find the right rhythm to accompany the song.

2. Inspire students to compose movements and perform songs, and at the same time integrate other artistic means.

Singing: Ask 1-2 students to lead the singing, and others will sing together.

percussion instruments: students discuss and create rhythms to accompany songs.

Song performance: Students choose headdress, lambs, wool shearers, create movements and perform.

Creating pictures: Students create pictures and draw their own understanding and feelings about songs.

5. Students listen to music and come out of the classroom

"Shearing Wool" 3.

1. Teaching content

Learn to sing the song "Shearing Wool" and perform accompaniment and dance for the song.

Second, song analysis

Shearing Wool is a very popular song in Australia. The lyrics describe the labor scene of "shearing wool" with vivid language and vivid metaphor, and describe the wool cut by workers everywhere with "white clouds", "winter snow" and "silk cotton" in an exaggerated way, and compare the "fur coat" to the fluff on sheep's body, which is imaginative and interesting.

The songs are in beat, big mode and two-part structure. The first paragraph consists of four square phrases, and the rhythm of the first three phrases is basically the same, and the rhythm of "××" with an eighth note runs through it. At the end of the sentence, it ends with the rhythm of "×× |× |", and the melody is carried out with the decomposed chord, which makes the melody very bright and lively, showing the skillful and agile movements of the wool shearers. The fourth phrase starts from the episodic rhythm of the high note "2" and goes down to the octave tonic "1" below. Suddenly he jumped up and down eight degrees, expressing his love and pride for labor and firmly believing that labor can create a happy life. The first two phrases in the second paragraph are high in pitch, fluctuating in melody and lively in rhythm, which are in sharp contrast with the previous paragraph. The last two sentences reproduce the third and fourth phrases in the first paragraph repeatedly, and the rhythmic movements and optimistic and bright personality of the workers point out the theme of "loving labor".

Third, teaching objectives

1. Experience the labor scene of songs and inspire students to love labor and create beautiful consciousness.

2. Learn songs and sing them in a cheerful and lively voice.

3. Create accompaniment and dance to perform.

4. Emphasis and difficulty in teaching

Emphasis: learn songs and sing them in a cheerful and lively voice.

difficulty: I can compose and create accompaniment and dance for songs with the rhythm and performance actions I have learned.

5. Preparation of teaching AIDS

Multimedia courseware, electronic organ, percussion instrument and props

6. Teaching process

(1) Organization of teaching

1. Greetings from teachers and students