As an excellent educator, you usually need to use lesson plans to assist teaching. Teaching plans are the main basis for implementing teaching and play a vital role. How should lesson plans be written? The following are 7 Orff music lesson plans that I have carefully compiled for your reference. I hope it can help friends in need. Orff Music Lesson Plan Part 1
1. Listen to music and enter the activity room.
2. Appreciate music and understand the structure of music.
1. Appreciate the whole song, initially understand the characteristics of the music, and become familiar with the melody. Know that the front and back of a piece of music are different.
Activity goals:
1. Understand the structural characteristics of music A(A+B) and BA(A+B), feel the obvious differences in the musical characteristics of the two parts, and express them with movements .
2. Control your emotions and actions, and adjust the distance between you and your companions.
Activity preparation:
1. Hand puppet animals.
2. Music.
Activity process:
1. Listen to music and enter the activity room.
2. Appreciate music and understand the structure of music.
1. Appreciate the whole song, initially understand the characteristics of the music, and become familiar with the melody. Know that the front and back of a piece of music are different.
2. The teacher uses hand puppets to tell stories to help children understand the structural characteristics of music A(A+B) and BA(A+B).
3. Gradually appreciate music and create movements.
1. Appreciate the music section A (A) and understand the steady progression of the music. And created the action of the clown's appearance.
2. Appreciate the jumping and progressive feeling of music section A (B), and inspire children to create the shapes of four small animals. Make the shapes on the first beat of each phrase and keep them still.
3. Listen to the B section of music and use body movements to show the dynamic of smiling and bending over to express the continuous downward movement of the B section of music.
4. Reproduce section A of the music, with the same movements as above.
4. Completely listen to music and play games.
1. Guide children to freely choose characters to play.
2. After the teacher puts forward control requirements, complete the game several times.
Reflection on the activity:
Music is mainly an emotional art. Music always expresses people’s feelings through its beauty of conception, situation, phonology, melody, etc.: or implicitly With a beautiful meaning, or imitating a warm heart song, or entrusting a beautiful dream, or showing a passionate feeling. A march is a piece of music written with the rhythm of marching steps. A march is played and sung when the team is marching. It is inspiring with a unified pace. Orff Music Lesson Plan Part 2
Activity goals:
1. Sensing the rhythm of "short, short, long" through body games.
2. Model the roll call questions and answers and experience the joy in the game activities.
Activity preparation:
Wall charts P1, P2, hula hoop, colorful streamers, roll call cards
Activity process:
1. Story guidance
Show the flip charts P2 and P1, and the teacher tells the story to guide the children to observe the pictures.
Teacher: Look, the little animals are waiting for the baby to call their names, kittens, ponies, birds, ducks, puppies, piglets. After the baby has finished calling their names, Haha, everyone is here, so the baby takes all the little animals to the farm. They are all very happy on the farm and sing beautiful songs happily.
2. Sensing specific rhythms
1. Body rhythm
Teacher: Let’s listen to the sounds of animals singing!
Play the CD and the teacher leads the children to do body movements.
The part of the animal sounds senses the beat, and the babbling part senses the rhythm of "short, short, short, long".
In the first time, children listen to music and observe the teacher’s body rhythm. In the second time, children are asked to create different body movements on their own. In the third time, children stand up and move in circles.
2. Prop games
(1) Hula hoop
Teacher: The baby sings with the small animals and also takes them to play sawing wood games. Look at how the baby has prepared so many hula hoop houses for the little animals. How should they play? It turns out that the baby has already told the little animals that he has prepared a house for each little animal, and when he hears the music of "Yay, Yah, Yah, Yah", he will jump into the house to saw wood.
The teacher tried to let the children create various sawing movements according to the rhythm of "short, short, long".
Play music and play games in groups.
Teacher: The little animals are so happy playing with the hula hoop. They also came up with a good idea. They invite their good friends to play with a hula hoop. When they hear the sounds of the animals, they play with each other. Good friends took a hula hoop for a walk together. When they heard the music of "Bah, bah, bah, bah, bah", they used the hula hoop to saw wood together.
Play music, have several children demonstrate, and then invite all children to do it together.
(2) Colorful streamers
Teacher: The little animals used hula hoops to saw a lot of short and long pieces of wood, but it was still not enough, so the baby gave them to the little animals again. Get another prop and voila! What's this? Well, the ribbon will also cut short and long pieces of wood to the music of "咿咿咿困yo"! Let's help the little animals together!
Play the CD and let the children saw the wood while listening to the music.
3. Model singing and roll call
Teacher: Great, the children are really capable! The baby is about to start calling roll! This time, the baby wants to hear everyone's voice answering together. The baby asks 'dddslls' and the children answer 'mmrrd' together.
1. After the teacher invites a child to come up and demonstrate, the whole class models the answer together.
2. Ask boys and girls to change roles in groups and exchange question and answer sentences.
3. Listen to the music and return the instrument to the basket. Orff Music Lesson Plan 3
"Driving Song"
Design Intention:
Cars are a common means of transportation for young children in their daily lives. The work "Driving" "Car" is a children's song with concise language. It is a good work to infiltrate children's awareness of traffic safety rules. Children are very familiar with it. It is in line with the age characteristics of children in small classes and is suitable for children in small classes to learn. Meanwhile, Music Game: Drive a Car. Close to children's life and attract children's interest.
Activity goals:
1. Feel the progress and stop in music.
2. Be able to listen to the "bah" sound in music and enhance the awareness of obeying traffic rules.
3. Ability to cooperate with others and willing to participate in games.
Activity preparation:
Recorder, music tape; hula hoop; car pictures; traffic light model;
Activity process:
1. Conversation introduction
Show the sound of the car horn, "What is it?"
Lead to "Which children come to the kindergarten by car?"
"Is this the case? What about the car? "(Shows a picture of the car)" "Who is usually driving?"
< p> "When will the car stop?"What should the car do when it encounters a traffic light? (Stop on red light, go on green light)
Invite children to express their thoughts freely.
2. Ask children to play the role of car driver.
Children follow the teacher’s drumbeat and pretend to drive. The speed of the car should be consistent with the rhythm of the drumbeat.
3. Appreciate "Driving a Car"
The teacher brought a children's song "Driving a Car" today. Let's listen to it together!
1. What did you hear?
2. Children, listen carefully, the place in the music is like a car hitting a red light.
3. Ask the children to sit down and use their hands to make driving and waiting movements along with the song.
1. Learn and recite children’s songs collectively.
2. Invite individual children to perform children's songs and add actions.
IV. Driving Game
Look at the pictures and explain the rules
(1) When you see the picture of a motorcycle, ask the children to form a group of 2 and 1 Be the driver and 1 person be the passenger.
(2) When seeing the car picture, ask the children to form a group of 4, with 1 person being the driver and 3 people being passengers.
Drive on the road designated by the teacher.
(Allow children to exchange roles with each other while playing, taking turns playing driver and passenger.)
5. Teacher summary:
When children take to the street We must walk at crosswalks and look at traffic lights when crossing the road. When our parents drive, we must also abide by traffic rules and pay attention to safety.
Activity extension:
1. Teachers should collect and organize traffic rules before the activity.
2. Daily life penetration: introduce knowledge about vehicles and traffic rules to children, ask children to discuss how to obey traffic rules, and create relevant activity areas;
3. Home synchronization: If possible, you can take your children to ride in different types of cars to experience different cars and enrich their knowledge about vehicles and traffic rules. Orff Music Lesson Plan 4
"Portuguese Dance"
Activity goals:
1. Through appreciation, experience the cheerful and jumping emotions of the music "Portuguese Dance" .
2. Simply understand the musical structure of the piece through rhythm, story and graphic score.
3. Let children feel the joy of friendship.
Activity preparation:
Music "Portuguese Dance", story pictures, graphic scores
Activity process:
1. Children enter the classroom Sit in a semicircle.
2. Feel the music.
(Play the main melody music once)
3. Listen to the introduction of the story.
Yaya and Hahaha are good friends, but for some reasons, Hahaha moved last year. Yaya missed Haha very much. Next week is Haha's birthday, so Yaya decided to go to Haha's new home to celebrate her birthday, so he set off with gifts. Before setting off, my good friend Haha also drew a road map for Yaya, but she was confused and couldn’t understand it. Let’s help Yaya look at that road map and help her find Haha’s house, okay? ah?
4. Understand the music structure and create dance movements in sections.
1. Show the whole picture of Yaya’s walking path, and start playing music to guide the children to form a coordination between the graphics and the music.
2. How does Yaya walk? Ask the children to create Yaya’s walking movements.
Listen to the music and the children and the teacher will do the Yaya walking movements together. (Play the first part of the main melody music) ××××× ︱ ××××× ︱
3. Show pictures of two mountains.
The teacher asked: How many mountains are in front of Yaya? The mountain is too high for Yaya to climb up, so she has to dig into a cave.
3. Inspire children to create the action of Yaya drilling into a cave and the action of looking left and right and haha.
Invite the children to come to the front and perform the movements (drill into the cave - look around - drill into the cave - look around). The teacher demonstrates the movements and performs the movements with the children.
4. Listen to the music and the children and the teacher do the movements of yaya drilling into the cave and looking at each other from left to right. (Play the second part of the main melody music)
5. Yaya finally arrived at Haha’s house. Her good friends were extremely happy to see them. They turned around happily and said Yaya
< p> I welcome you. The teacher guides the children to say "Yaya welcome you" and teaches the children to play the rhythm.5. Listen to the music and follow the pattern, make rhythm and dance completely.
1. Ask the children to listen to music and watch the teacher follow the chart. The teacher takes the picture of Yaya and follows the chart. (Play the main melody music twice)
∩⊙⊙ ∩ ⊙ ⊙
2. Children follow the teacher to follow the chart. (Play the main melody music twice).
Activity extension
Guide the children to create and compose the actions of Yaya and Haha when they meet along with the music. Orff Music Lesson Plan Part 5
Music is the human soul, and children are like strings of beating notes. Budd in the moonlight, bloomed in the pond, emerged from the water and became a spirit.
Dear judges and teachers, hello! I am Zhang Sunqin from Class 5, Grade 09, Longchang Preschool Normal School. The content of my class today is: the music appreciation activity "Cat and Mouse" in the art field of small classes.
Next, I will give my lecture from the teaching materials and learning situation, teaching methods and learning methods, as well as the teaching process and teaching reflection.
First of all, what I am talking about is: teaching materials and academic situation. This lesson is selected from "Orff Music." Orff is a German music educator. Orff music education refers to the integration of language, movement, and music into the original music education behavior, focusing on people's most basic understanding of music. feelings.
During my internship, I found that children in small classes have a weak ability to master music rhythm due to their relatively young age. Therefore, I chose "The Shoemaker's Dance", an Orff music with a simple rhythm and mostly riffs, as the music material for this class.
Based on the analysis of the teaching materials and academic situation, I set the following three major goals: 1. Cognitive goal: to be able to quietly appreciate the music and feel the content of the music. Second skill goal: Be able to boldly express your feelings about music. Three emotional goals: Be willing to participate in music activities and experience the fun of music activities.
Since the cognitive development level of children in small classes is low, I will focus on teaching: being able to appreciate music quietly and feel the content of music. This is also the difficulty of this class.
I always insist on taking teachers as the leader and children as the main body in this activity. Integrate children's cognition, skills and emotions into one body. Give the spirit of the game, let the children learn happily, and truly "play while learning, and learn by playing". Therefore, I adopt the following teaching methods.
1 Story integration method 2 Picture teaching method 3 Visual, listening, moving and combination method. These methods run through and penetrate into the entire activity, meeting the various psychological needs of children and embodying the "people-oriented" teaching concept of the "Outline".
In order to make abstract music concrete and enable children to understand and remember it. Therefore, the specific learning method in this class is: graph method.
In order to better achieve the goal, I designed three links in the activity. Introduce the conversation, understand the content of the music with the help of stories and diagrams, and perform action performances. This is a layer-by-layer appreciation model. Through open-ended questions, children can fully appreciate music for the first time with questions. "Children, do you think this music sounds good?" Allow children to fully imagine and develop their imagination and creativity.
Then I designed a soundtrack to tell the story, two times to listen to the music in its entirety and one time to listen to the music in segments. Follow the appreciation hierarchy of combination----dividing------integration.
Everyone knows that vivid and vivid stories are more likely to attract children's eyes and ears. First of all, the story is introduced, and the accompanying music and pictures tell the story, which can help children have a clear perception of each musical phrase. After the children have listened to the story, I will ask, "Children, what are the animals in the story?" and then guide the children to fully appreciate the music in conjunction with the map. Match the map according to the plot to deepen their understanding of the music, so that the children can quickly springboard from the story. Turn to the understanding and appreciation of music. Achieve a dual and perfect experience of seeing, hearing and feeling. On the basis of fully experiencing the music, I summarized the nature of the music and introduced the name of the music "The Shoemaker's Dance" to help the children understand Orff's music.
The last link is the children’s free and creative action performance. In the section "Children, let's learn about cat and mouse", I embodied the spirit in the "Outline" of "providing children with opportunities to perform freely." This pushed children's perception and understanding of music to a climax. In this session, the children were very happy and happy, and the class ended with the children's laughter.
In this class, I always insist on taking children as the main body and infiltrate the story teaching method into in my music. Of course, there are also many shortcomings. Because there is no long-term contact with young children, the understanding of young children is not deep enough. Therefore, I will learn more in the future teaching, enrich my teaching experience, and improve my own level. Orff Music Lesson Plan Part 6
Activity goals:
1. Feel the joy of playing cooperatively with peers in percussion activities.
2. Learn to use body movements to express music based on the action score.
3. Initial attempts to use different musical instruments to perform cooperatively and consistently.
Activity preparation:
1. One action map; musical instruments: several castanets, bells, and tambourines; four sound cards for musical instruments;
2 , Children are divided into three groups, the seats are horseshoe-shaped, and musical instruments are placed under the children's chairs first.
Activity process:
1. Children listen to the music "Little Red Riding Hood" and enter the activity, and initially perceive the music.
2. Combined with the map, children learn body movements and further understand the musical structure.
(1) Teacher: What music did we hear just now? How do you feel when you hear this music?
Teacher Zhang also felt very happy when he heard this music. I also drew my happiness. Do you want to see it?
(2) The teacher listens to music and combines the charts with complete body movements.
Teacher: Using pictures to express music is called a diagram. What did you find in the map?
What do these pictures mean? What actions can be taken? Let’s give it a try together.
(3) The children collectively read the chart and make body movements while the teacher hums.
(4) Children collectively read the chart and perform body movements along with the music.
(5) The children were divided into three groups to do body movements along with the music. The first group stamped their feet, the second group clapped, and the third group shook and clapped their hands.
(Focus on guiding the third group of children to learn the hand shaking and clapping of the last two phrases.)
3. Show the musical instrument, learn to play the musical instrument, and further perceive and express music.
(1) Show musical instruments: castanets, bells, and tambourines. Know its name and how to play it.
Teacher: The children had a lot of fun, and they also wanted to play small instruments. Look, who is this? How can it be played?
(2) Show the musical instrument card and stick it to the corresponding place on the chart.
(3) The teacher hums and leads the children in groups to play the first time with bare hands, focusing on guiding the children in the tambourine group to learn how to rock and clap, and to figure out where to rock and where to clap. Play.
(4) The teacher hums, and the children perform it in groups for the second time with bare hands, focusing on the unison part of the three instruments in the last line of the music.
(5) Distribute musical instruments, children listen to music and play the musical instruments for the first time, and remind children to pay attention to the rules of using musical instruments.
(6) Children listen to music and watch the conductor play the instrument for the second time. Remind the children to pay attention to the teacher’s conduct.
4. Children pack their instruments in an orderly manner and end the activity.
Activity extension:
The teacher guides the children to change groups and exchange instruments to play music. Orff Music Lesson Plan Chapter 7
Activity goals:
1. Appreciate the music "Kuchiqi", feel the cheerful and enthusiastic mood of the music, initially feel the phrases, and perform actions according to the phrases.
2. Develop creativity, reaction and concentration through creative movements.
3. In the case of free activities, promote children’s sense of spatial orientation and mutual communication and cooperation among children through music games.
Activity preparation:
Music, tapes, and tape recorders.
Activity process:
1. Tell the story "Looking for Baby" to arouse children's interest and desire to learn (the story is omitted).
2. Feel the different musical phrases and perform actions according to the musical phrases.
1. Listen to the music and tell me whether Duoduo went up the mountain on horseback or on foot? Why?
2. Listen to the music and do the horse riding movements again.
3. Listen to the music and talk about how many mountains Duoduo *** has climbed. The teacher draws pictures based on the music.
4. Listen to the music, draw pictures with your fingers, and guide the children to feel the first beat of the phrase.
5. Inspire children to find the "mountains" on their bodies and express them with actions.
6. Create a kindergarten music lesson plan "Kuchiqi" for horseback riding movements.
7. According to different phrases, change the horseback riding action on the first beat of each phrase.
3. Appreciate the music completely and distinguish the sections.
1. Guide the children to improvise and use the sound of tapping their bodies to represent the sound of going up the stairs. The requirements are different from others.
2. Reciting the mantra Kuqiqi in the cave requires the sound to be neat and rhythmic.
3. Enjoy the music completely and tell me how many caves Duoduoyi*** has found?
4. Music game "Find Baby".
1. Listen to the music and change the riding movements according to the musical phrases. The teacher refers to different places as caves to develop the children's orientation.
2. Create a library begging action.
3. Freely partner up and point to each other’s newly created Kubeg movements to promote mutual communication and cooperation among children.
4. Use the teacher as a cave to participate in games and promote teacher-child interaction.
5. End.
1. Show the box, take out the "treasure" book, and tell me why it is a book?
2. Carry out moral education.
3. Give books as gifts and encourage children to study hard.
Reflection on activities:
Teachers are full of energy and energy, creating situations for teaching. The music has cheerful melody, distinctive rhythm, and is full of appeal, which is in line with the age characteristics of middle-class children. The whole activity unfolds with a magic story, describing the rhythm "Ku Qi Qi" as a spell. Only by learning the spell can you open the magic door and hunt for treasure. This form can stimulate children's desire to learn and generate interest in learning.
Teachers can also combine maps and music to create a treasure hunting scene and lead children to fully appreciate the music.
Shortcomings: The teacher recited the rhythm "Ku Qi Qi" correctly, but the rhythm card presented was wrong. Also, the presentation and placement of the maps are a bit confusing and difficult to understand. Is the role of the map fully reflected here? Are young children really taking the initiative to learn? When creating movements, can teachers let go appropriately and guide children to learn and create movements independently?
Suggestion: You need to understand the music teaching materials thoroughly, and ask questions more thoughtfully, such as asking: What other movements will be used to express the spell? You can ask instead: What other actions can be used to express this rhythm. Perhaps young children can be more clear about the intention of your question.