Article 1

Design Intention

By chance, I watched the cartoon with the soundtrack of "The Three Little Pigs" and I felt deeply about it. The vivid and interesting storyline, clumsy and cute characters and the ups and downs of the soundtrack that are closely linked to the development of the storyline are hilarious. The music with rich musical language made me turn the children into cute little pigs in my mind...

Activity goals

1. Feel the joyful and humorous mood of the music through rhythm games.

2． By composing the actions of building different houses, you can further feel the jumping and beating rhythm of the music.

3． Take the initiative to participate in creative game activities and experience the joy of cooperation.

Activity preparation

1. Recorder, "Three Little Pigs" music tape, pig headdress, pig tail.

2． Various pictures of piggy expressions, circles, squares, and triangles with dots on them for children to play with.

Activity process

1. Activity begins

Children naturally enter the activity room while listening to music.

2. Enjoy the music "The Three Little Pigs"

1. Teacher: What animal sounds did you hear in the music?

Capture the emotional expression of the children while listening to the music and ask them about the emotions they feel.

2． Teacher: Did you hear what the little pig was doing?

3. Watch the situational performance

The teacher performed according to the rhythm and emotion of the music, showing the situation of the little pig building a house.

1. Teacher: What did the children hear in the music? What did they see?

2. Teacher: How did the little pigs build their houses? What happened to the little pigs you saw? What was it like first and what happened next?

3. Tell the story of the Three Little Pigs with children to help them understand the music.

4． Teacher: What is the difference between the piggy building a house we perform and the usual house building? (It is built to the music.)

4. Try to create a "building a house" scenario

< p>　1. Children are asked to create a movement of building a straw house. The teacher consciously exaggerates and sublimates the children's movements, and pays attention to the lightness of the music.

2． Guide the children to create the action of building a wooden house. The teacher consciously exaggerates and sublimates the children's movements and performs the movements in time with the rhythm.

3． Guide the children to create the action of building a brick house. The teacher consciously exaggerates and sublimates the children's movements and performs the movements in time with the rhythm.

Children can use their hands to draw circles and follow the rhythm to express the scene of making peace with the mud. When they hear the cry of the little pig in the middle, they can do some actions such as wiping sweat, scratching and resting, or they can also let the little ones The pigs imitated the movements of carrying water and carried the mixed mud to the construction site to prepare for building a house. The teacher reminds the children to pay attention to their walking movements and follow the rhythm of the music. When hearing the piglet's cry at the end, children can repeat the actions of wiping sweat and scratching, and can also arrange the bricks and make the action of placing bricks while plastering with a plastering board. In the music Fully appreciate the fun of building a house.

5. Performance Games

Invite children to put on a pig headdress, clip on their tail, look in the mirror, and dress themselves up as a pig.

1. Ask the children to be Big Brother Pig and build a straw house on a triangular site (tear strips of newspapers into bundles along with the music and build a straw house). After the music stopped, the big bad wolf came and blew down the house. The children ran to Brother Pig's stick house (circular venue).

2． Then ask the children to be Brother Pig and build a wooden house (use newspapers rolled into tubes to build a stick house), and ask the children to make some changes in their movements when building. After the music stopped, the big bad wolf came and knocked down the house again, and the little pigs ran to the brick house (square venue) built by Little Pig.

3． Teacher: Brother Pig was afraid of trouble and didn’t want to use any strength, so he built a straw house. As a result, his straw house was blown down. Brother Pig didn't want to go too far to find more solid materials, so the wooden house he built was knocked down by the big bad wolf. Now we have to imitate Little Pig in building a brick house. It takes a lot of effort to find bricks and we have to walk a long way. Are we afraid of the hard work? How can we build a brick house so that it will not be knocked down by the big bad wolf? (Bricks and bricks have to walk a long way. The bricks must be tightly connected. The little pigs use their arms to make the bricks. The arms are pulled tightly and very strongly so that the big bad wolf will not push them down.)

Listening to the music, the little pig built the bricks. I built a brick house, and the brick house is very strong. The big bad wolf came and kicked and pushed, but it couldn't be pushed away or knocked down, so it walked away in despair. The little pigs were very happy.

4． The activity is over: The piglets are tired of building houses, let’s take a rest. The piglets gradually fell asleep to the soothing music...

Activities extension

Enjoy the cartoon: The Three Little Pigs. Children perform free performances.

Design Analysis

1. "The Three Little Pigs" is a story that children are very familiar with. The music of "The Three Little Pigs" shows the plot of the story to the children.

The music has a distinctive rhythm, is humorous and interesting, and is very suitable for children's appreciation. Throughout the event, the children were able to participate emotionally.

2． During the activity of building a house, through feelings and games, everyone learned that they should not be afraid of hardship or be lazy in anything they do.

3． The teacher's input is very important in the activity. Teachers should not be coy when imitating the movements of piglets. They should regard themselves as a piglet and play like the children to inspire and infect the children.

4． Since this music activity appears in the form of a relatively open activity, children often express themselves through their own understanding. Therefore, the teacher's adaptability is very important. He must be able to keep up with the children's ideas and stay ahead of the curve as much as possible. In front of children, support their performance in activities and help them solve the difficulties and problems they encounter.

5． Teachers should pay attention to improving children's expressiveness during activities, promptly affirm and encourage children's actions, and at the same time regulate the rhythm of children's movements in games.

Information link

Work analysis: "The Three Little Pigs" is a very interesting orchestral ditty, with a distinctive theme music, light and cheerful melody, and lively and cute music image, which is easy to listen to Toddlers produce cries, perfect for toddlers to appreciate. The basic rhythm of jumping and jumping runs through the whole song, and the humorous piglet noises make the whole music full of interest.

Chapter 2

Activity goals:

1. Listen to the music and try to perform the basic plot of the story "The Three Little Pigs" - building a house, The shape of the house when the big bad wolf comes.

2. Through multi-person cooperation, try to create different house shapes and respond accordingly to the Big Bad Wolf’s movements based on the materials of different houses.

3. Be willing to challenge yourself: The house cannot be moved before the big bad wolf comes.

Activity preparation:

Music, straw, wood, brick pictures

Activity process:

1. Story introduction, lead to activities< /p>

Teacher: Have you heard of the story of the three little pigs? How many piglets are there? What house was built?

2. Teachers and children work together to extract actions from the storyline.

Teacher: To build a house, you need to lay a foundation. How to lay a foundation?

Teacher: After laying the foundation, we still have to move materials. How to move them?

3. Use movements to perceive complete music.

1. Children collectively perceive music on their seats.

Teacher: Now we are little pigs, coming to build brick houses.

2. Children collectively perceive music in front of their seats.

Teacher: It seems that the brick house is really strong. Now let’s build a taller brick house.

Children stand up gently.

Create a house shape.

4. Children perceive music at random points.

(1) Teacher: Just now we were standing in front of the seats to build a house. Now let’s find an open space to build a house together, okay?

(2) Half brick house, half wooden house.

Teacher: Now that we can build brick houses, how do we build wooden houses?

Teacher: How can a wooden house collapse? Only those who were pushed by the big bad wolf fell down, and those who were not pushed by the big bad wolf did not fall.

Ask some children to demonstrate.

Teacher: After the wooden house was knocked down by the big bad wolf, where did Brother Pig escape to?

(3) Half wooden house, half straw house.

Teacher: Now that we know how to build brick houses and wooden houses, how can we build thatched houses?

Teacher: Who is willing to build a thatched house?

IV. Children’s Pairing Games

Teacher: Let’s build a house together. If you have straw, please build a straw house; if you have wood, please build a wooden house; if you have bricks, please build a house. Yes, please build a house of bricks.