Lesson Plans for Rhythm Games for Young Children

As an outstanding teacher, we often have to prepare lesson plans. Writing lesson plans helps us understand the content of the teaching materials and then choose scientific and appropriate teaching methods. . So what issues should we pay attention to when writing lesson plans? Below is a lesson plan for rhythm games for young children that I have carefully compiled. You are welcome to learn from and refer to it. I hope it will be helpful to you.

Toddler Rhythm Game Lesson Plan 1

Knock It Up

Design Intention:

It is the nature of every child to like music. When they hear Music can make corresponding physical reactions according to the rhythm of the music. Therefore, it is very important to cultivate children's interest in learning music starting from music. The "Outline" points out that art activities are the best stage for children to gain self-satisfaction and are "an important way to express their own understanding and emotions", allowing children to "boldly express their emotions, understanding and imagination." This activity uses body movements to help children perceive and understand rhythm. It focuses on the overall impact of music on children. It focuses on allowing children to use multiple senses to feel music and actively express music during personal experience. It also focuses on starting with rhythm, allowing children to Feel the fun of mutual cooperation and enjoy the joyful atmosphere of music.

Activity goals:

1. Feel the characteristics and cheerful emotions of the music.

2. Learn to understand the map, and be able to use the momentum to accompany the music according to the prompts of the map.

3. You can watch the conductor use instruments in a coordinated manner to perform the cheerful music "Xiaokan Opera"

Activity preparation:

Music "Xiaokan Opera" "Animal Atlas Musical Instruments (bangbo, tambourine, dance board)"

Key and difficult points of the activity:

Ability to use vocal momentum, body instruments, and musical instruments as musical accompaniment according to the prompts of the atlas.

Activity process:

1. Scenario introduction.

The teacher invites the children to participate in the concert, and guides the children to follow the music and pick up the handkerchief in their hands to enter the concert.

Teacher: "Little animals, there is a concert in the forest today. Are you ready for the performance? (Okay) Let's go together!

2. Expand

1. Teachers and children discuss together to introduce the topic. The teacher guides the children to initially experience the characteristics of the music.

Teacher: "Does the music we danced just now sound good?" Do you think it is happy or sad? How do you feel after listening to music? How do you like it? …"Encourage children to speak out their feelings boldly.

2. Show the animal map and elicit the animal map.

Teacher: "Not only do children like this music, but also small animals. I like it very much, look, they are singing and coming in a neat line..." The teacher and the children discussed the structure of the animal map together.

3. Musical games.

Model singing game : How to play - The teacher divides the children into three groups (cat team, puppy team, duck team). According to the animal map, they imitate the singing sounds of the animals under the teacher's command.

For example: Children. Cat Team --- Meow Meow Meow

Puppy Team --- Woof Wow

Duckling Team --

- Quack, Quack, Quack

Limb (body instrument) game: How to play - The teacher guides the children to think about which parts of the body can make sounds, and asks each group of children to think of a body instrument. According to the animal map, they can accompany the music under the teacher's command. Ensemble.

4. Musical instrument playing.

(1) The teacher shows the instrument and introduces the correct way to play it.

(2) Distribute musical instruments, explain the rules, and guide children to manage their own musical instruments.

Kitten Team--Pang Bo

Duckling team---dance board

(3) Guide children to perform musical instruments according to the animal atlas and under the command of the teacher Practice.

5. Children perform formal performances.

Encourage children to perform musical instruments in their best condition under the guidance of teachers.

3. The event is over.

Teacher: "This is the end of today's concert. Did you have fun? We have to learn to share good things. Now, let us take instruments and share our successful musical performances with other classes. "Activity extension:

Post rhythm scores in the performance area, and put in a large number of musical instruments or homemade instruments for children to continue practicing. Rhythm game lesson plan for young children 2

Activity goals:

1. By hitting various daily necessities, children will understand the reason why things of different materials will make different sounds after being struck.

2. Learn how movements express rests in rhythmic music, and train children to do so. Sensibility and expression of rhythm.

Activity preparation:

6 iron basins, 6 plastic bowls, 6 porcelain cups, 6 stainless steel basins, and 4 rhythm bars.

Activity process:

1. Introduction

Teacher: Children, there are some new friends in Class 3 today. Do you want to know who they are? Close Eyes, listen? (Tap the cup, basin, and bowl respectively)

Teacher: ○ ××|○ ××|×× ××|×-

Listen, Listen, who is here, singing, ah

I listen, I listen, the little bowl is singing, singer

Teacher: Today we have these three friends, they are singing Are the sounds the same? (Not the same) Why?

Summary: Things made of different materials make different sounds after being struck. We asked these three friends to sing.

Do you know how to sing?

2. Group attempts for children

1. Teacher: The table has small bowls, small basins and items commonly used in daily life , and a rhythm bar, please use these things to knock out these rhythms correctly. Come and give it a try.

2. Children try it themselves. Teacher: If you as a group find it difficult, please boldly seek help from the teacher.

3. Teacher: Please children, please sit down with your things and put them under the chair. Who will tell me which rhythm you play as a group.

4. Teacher: Wait, I suddenly have a question. "Why are there so many ○ here?" What does this mean?

5. Teacher: Oh, I understand, please give it a try. (Children play rhythm in separate sections, and children learn from it)

6. Teacher: Good job. Can you connect these four rhythms? Give it a try.

Children connect the rhythm bars together to play.

3. Use body language to express rhythm

Teacher: Children, please take a closer look at how the teacher creates this rhythm. Where did I do what movements?

The teacher performed, and used twisting at the resting place.

Teacher: Do you want to try this method? (Children perform freely)

Invite individual children to perform and other children to evaluate.

IV. Summary

Teacher: Do you think this kind of activity is interesting? Do you still want to play? After class, you can play with your friends again. Lesson Plan for Rhythm Games for Young Children 3

Textbook Analysis:

The music of bunny hop is lively and cheerful, while the music of wolf is heavy, slow, low, eerie and fierce.

Game rules:

The bunny comes out—rhythm (bunny hop); the wolf comes out—the bunny escapes home

╳╳|╳╳|

p>

　╳ ╳╳ ╳|╳ ╳╳ ╳ |

Key points and difficulties:

Difficulty: Feel different types of music.

Key points: Be able to perceive music and initially play games.

Activity goals:

1. During the process of playing games, perceive the nature of music (lively, cheerful, slow, deep). I will start playing games.

2. Cultivate children’s interest and habits in listening to music and abide by the rules of the game.

Activity preparation: Rabbit Hop

Activity process:

1. Rhythm: Rabbit Hop

Wow! The weather is so nice today! I am a rabbit mother and I am going to take my rabbit babies on an outing together!

Hello, Bunny! Hello, Mother Rabbit! Let's get going! (Enter the room while jumping to the musical accompaniment of bunny hop)

2. Vocal practice:

Are you happy, bunny? (Happy) Let’s sing with beautiful voices!

　1 23 4|5—|5 43 2|1—||

(Teacher) Many baby rabbits, (young) go to play together.

Follow Mother Rabbit, jump, jump, jump, jump.

When you see the big bad wolf, hide quickly.

3. New teaching:

(1) Feel the music: (listen to the music of rabbits and wolves)

1. Oh! We're here! Is Bunny Forest beautiful? (It’s so beautiful)

Let’s jump on the grass! (After the children listen to the music, they improvise and do random actions.

)

2. Feel the nature of music:

Hey! The baby bunny was jumping happily just now, but why was he so scared that he hid later?

(The music behind sounds like the wolf is coming)

3. Feel the wolf’s music:

A. Please listen to the music. Think about it, where did you hear that the wolf is coming?

B. Baby rabbit, please listen carefully. Is the wolf’s voice thick or thin, high or low? (The teacher plays one sentence each of rabbit and wolf music on the piano, allowing the children to compare)

C. Ask the rabbit to listen carefully. Is the sound of the wolf fast or slow? (Compare again)

D. Now ask the bunnies to learn to be the big bad wolf along with the wolf’s music. (Let young children feel the fear of wolves)

E. The rabbits are really similar to each other. What does the big bad wolf look like? (Ferocious, scary...) (Learn the movements of wolves while listening to wolf music, inspiring children to act like ferocious wolves) (2 times)

4. Children listen to music and make random movements.

(2) Further experience the music of Rabbit:

1. What is the music of Baby Rabbit and our little rabbit like? (Ask the children to clap their hands while listening to the music)

2. What does this piece of music sound like, which sounds like a rabbit? (The teacher asked while playing)

3. Please listen to the little rabbit’s music. Is it high or low, thick or thin? (Ask while comparing)

4. Let’s listen to music and learn to dance like a bunny!

(3) Play the game completely and make requests:

Let’s play the game of wolf and bunny together!

Attention, when you hear the wolf coming, the bunny must run away quickly and not make a sound.

1. The teacher plays the role of the wolf and the children play the role of the bunny. (2 times)

2. For the third time, you can ask a child to wear a wolf headdress and play the game as a wolf.

(4) Inspire children to think of different ways to avoid wolves:

Just now, when the bunny saw the wolf coming, he used the method of running away and hiding to deal with the old wolf. Can you think about it again, what other ways can you use to deal with the old wolf?

(5) End of activity:

The bunnies are so smart! As soon as they heard the sound of the big gray wave, they all fled home.

Wolf! Not catching a baby rabbit, he left in despair. Xiao Tu saw the big bad wolf walking away, and happily went to play on the grass again! (Children leave the activity room while listening to music) Lesson Plan for Rhythm Games for Toddlers 4

Textbook Analysis

The children's song "Slide" has a strong rhythm and is catchy. It is very suitable for reciting children's songs while Playing the rhythm helps children discover the difference between the four-minute rhythm and the eight-minute rhythm. The children's songs also infiltrate the behavioral rules of not pushing or pushing corresponding to the slide, allowing children to deepen their understanding of "having fun without fighting or grabbing" on the basis of learning the basic rhythm.

Activity goals

1. Get exposed to the rhythm patterns of four-minute and eight-minute time values, and initially learn ensemble playing.

2. Try to watch the conductor and beat your own rhythm while reciting.

3. Know how to line up for the slide, do not push, and experience the joy of playing with your peers.

Activity preparation

1. Learn children’s songs and slides before the activity, and can use rhythm instruments such as tambourine, bumper bells, and dumbbells, and can understand the teacher’s instructions.

2. Two musical instruments with completely different sound effects and two sets of maps.

Activity suggestions

1. Teachers recite children’s songs to introduce the content of the activities.

Question: Which way is safe for little monkeys and children to slide on the slide?

2. The teacher reads the children's songs while recording the rhythm, and guides the children to distinguish the difference between four-minute and eight-minute rhythm patterns.

(1) The teacher chants the children's songs according to the rhythm and guides the children to imitate and learn.

Teachers can focus on reminding children to clap their hands when they can say a word, and feel that the rhythm of clapping is consistent with the rhythm of children's songs.

(2) The teacher reads the children's songs according to the rhythm and beats the rhythm, and guides the children to distinguish the difference between the two groups of rhythms.

The teacher guides the children to discover that rhythm two is slower than rhythm one, and asks the children to recite the nursery rhyme and clap their hands together with the teacher.

(3) Ask the children to watch the teacher’s instructions in groups and clap their hands while reciting.

3. Use musical instruments, try to play in separate parts, and experience the joy of playing in harmony with your companions.

(1) Children are asked to choose their own instruments and play two rhythm patterns according to the teacher’s command.

(2) The teacher refers to the performance chart and directs the two groups of children to try the ensemble.

Teachers should allow children to recite or not recite children's songs based on their actual level, remind children to pay attention to the conductor's gestures, and focus on guiding children to practice more in the first part.

(3) Children exchange instruments and play together again.

4. Guide children to think: In addition to sliding on the slide, when else should they line up in an orderly manner? Children's Rhythm Game Lesson Plan 5

Activity goals:

1. Guide children to understand the environment and space through children's imitation of teachers.

2. Inspire children's body awareness and body movements

3. Like to appreciate children's songs and be able to recite them boldly.

4. Feel the atmosphere of the melody and the fun of participating in group music activities with your peers.

Activity process:

Teacher: "How about I tell the children a story today? Let me tell you. This story happened in a big forest. You tell it first." "I, do you know what's so special about the forest?"

Son: "There are many trees..."

Imitation training

Teacher "Which child wants to dress up?" There are so many things in the forest? "Who wants to try it?"

"Tiger"

Teacher "What does a tiger look like? Let's see if it works< /p>

Teacher: "Can you tell me what a tree looks like?"

Children do actions

Story:

Two people lived in the forest There are two witches, one is Jumping Witch, and the other is Kiki Witch. Jumping Witch likes to jump around all day long. He jumps when he is happy and jumps when he is unhappy. What about Kiki Witch? I like to ask why all day long. One day, Witch Qiqi and Jumping Witch were playing in the forest together. They discovered that there were many red fruits on the trees in front of them. They went over and ate them one bite at a time. Get up (teacher makes movements) Eat, eat, do you know what happened? The name of this fruit is called Sleeping Fruit. After they ate it, they fell asleep for a long time. They slept for several years. Then, one day, they suddenly heard a particularly noisy sound that woke them up from their sleep. I woke up from the noise, do you know what the noise was? It’s very messy. Let’s make some very messy sounds together (children and teachers can imagine messy sounds together) to inspire children to imagine what sounds their bodies can make. Do you know why it’s so messy? Because there is a concert in the forest. Many children and animals are coming to the concert. The children are making cakes. How about we make cakes together?

Come, let’s make a cake together

Music Rhythm “Making Bread” Music Forest Concert>

Teachers and students pick the fruit together first and see who can compete Pick a lot of fruits

Milk the cow, cut the cake, brush the jam, stir the milk, stir the dough, stamp the dough, and jump

Learn to shoot "Strong, Weak, Weak, Weak"

Children, look, there are a lot of grids drawn on the blackboard, right? Can anyone tell me how many grids there are in the top row?

" "Let's count the squares together. Can we clap our hands to tell the teacher how many squares there are in this ***? Let's get ready. "Strong, strong, strong, strong." Then listen to it. What kind of clapping is it? Which method sounds better, "strong strong strong strong" or "strong weak weak weak"? The second sound is better. Let's try to shoot "strong weak weak weak" in different directions.

Question: Teacher just now "Which beat is the loudest when shooting?" The child answered the first beat, and the teacher marked the first beat on the blackboard. The first beat represented the loudest sound, and then it became clearer and louder. Strong, weak, weak, come on, let's take another shot together. The big marks should be made with special force. Children and teachers should take this rhythm together.

Music Instruments

Each child chooses your favorite musical instrument. Let’s accompany this particularly beautiful forest concert, shall we? (Shoot this rhythm with a musical instrument) Teachers and students will shoot together.

Music training "The Little Trumpeter in the Valley"

In the forest, not only the children come to the concert, but who else comes to the concert, you know? (Children’s answer) Let’s listen to some music. Let’s guess who else is coming to the concert, shall we? Listen for what sounds.

Appreciate the music and feel the strength of "The Little Trumpeter in the Valley"

Teachers and students perform movements together

What is this sound? It's the trumpet player in the forest. He is also in the concert. What is he playing? But have you noticed that the sound of this small trumpet is a little different? Sometimes the sound is very loud (we just raise our heads to play like this) and sometimes the sound is quiet. How does the trumpet player play? Lower your head and play. Let's play together how the trumpeter plays. Can the sound be louder or softer? (When the music starts, the children and the teacher play together with the music)

Circle jumping game:

When the circle is small, it means the sound is very small. When we clap, the sound is very small. When we reach the big circle, the sound is loud. When we clap, the sound is loud. The teacher dances, the children come to clap, and each child chooses an instrument. Come and play this game.

Teaching reflection:

Every open class has benefited me a lot. Although the rhythm is not the first time, the difficulty is relatively higher, and the rhythm is the same every time. Regular, this piece of music lacks regularity. After several iterations, the final version of regular rhythm music was created. Rhythmic music mobilizes movements, and human movements are also movements. All human activities are inseparable from rhythm. Human life without rhythm does not exist. From the feeling of the changing seasons to the daily routines of washing face, brushing teeth, and dressing, everything is inseparable from rhythm. Even the temporary thoughts of the human brain are strictly speaking rhythm. Lesson Plan for Rhythm Games for Toddlers 6

Design Intention

There are some new percussion instruments made from bottles and cans in the music area. Children are attracted by these "earth" toys and will run to shake them and knock them when they have time. . Once, Feifei asked Beibei while shaking the jar: "Guess, what's in it?" Beibei took the jar to his ear and shook it vigorously, saying, "Maybe it's delicious candy." Doudou They took the jar and shook it and heard: "I feel like pebbles." Feifei said: "I feel like beans." They also tried to open the sealed mouth of the jar, but they tried for a long time without success. Later, the three little guys After asking the teacher, I finally found out that the jar contained stones. Through this incident, I discovered a point of interest of young children in sounds. The music education recommendations in the "Guidelines for Learning and Development of Children Aged 3-6" point out: Let children listen to and distinguish various sounds, and guide children to express their feelings about timbre, strength, speed, and speed in their own way. So I designed this collective rhythm game activity based on this point of interest.

Activity goals

1. Guide children to perceive and distinguish the different sounds made by three different objects such as walnuts, red beans, and rice when they hit the jar, and develop their hearing.

2． Let the children listen to the music in a game situation and perform simple turns and ensembles in time with the beat. (Key points and difficulties.)

3. Let children experience the pleasure brought by rhythm games and stimulate their love for rhythm games.

Activity preparation

1. Experience preparation

Children know walnuts, rice, and red beans; they have played the "traffic light" game.

2. Material preparation

Put walnuts, rice, and red beans in jars equal to the number of children; 3-5 empty jars; the accompaniment music of "Happy Clapping Song"; one side There are three round signs with one red side and one green side. Photos of rice, red beans and walnuts are posted on the green sides respectively.

3. Site preparation

Small chairs are arranged in a large semicircle, with three small tables in front.

Activity process

1. Play the "find the jar" game and distinguish between "empty jars" and "jars with stuff"

(1) Perception of emptiness jar. The teacher shook an empty jar left and right and asked: Is there anything in the jar? How do you know there is not?

(2) Verify the empty jar. Open the jar and turn the mouth of the jar toward the child to verify that there is nothing in the jar.

(3)Magic game. The teacher quietly put two walnuts in the jar, shook the jar again, and asked: Is there anything in the jar? How do you know?

(4) Find a jar with something in it.

Teacher: There are many jars here. Now you go find a jar with something in it.

Requirements: You cannot open the jar, you can only find the jar with something in it by shaking the jar and listening with your ears.

Everyone finds a jar with something in it and takes it back to his seat.

2. Play the "Find a Friend" game and prepare to distinguish the different sounds made by walnuts, rice, and red beans hitting the jar

(1) Tell the children that there are three different kinds of food in the jar. things, then show the "traffic light" sign, recognize the walnut, rice and red bean cards on it one by one, and insert the three cards on the three tables respectively.

(2) Tell the children: The card baby wants to find a jar containing the same things as itself as a friend. Ask the children to shake their jars to determine what kind of things are in the jars, and then place the jars on the table with the corresponding signs.

(3) Teachers and children will work together to check whether the jar and the brand match correctly. The teacher first picks up a jar in front of the walnut brand, shakes it and asks the children to judge whether there are walnuts inside, and then opens the lid to verify. After you have judged three in turn, you can ask a child to examine the remaining jars. Use the same method to inspect the cans in front of the red beans and rice brands in turn. Only open one can of each type for verification, and use the listening method to inspect the rest. Pay attention to helping children summarize the methods of listening and distinguishing.

(4) Each child takes back a jar on the table corresponding to his or her seat. (To make it easier to play the game, let 6-8 children sitting next to each other hold the same kind of jar.)

3. Play the "Shake It Up" rhythm game and play to the music of "Happy Clap Song" Simple rotation and ensemble playing

　(1) By playing the traffic light game, children learn to follow the conductor and shake the can rhythmically.

The teacher shows a sign with something (such as walnuts) on it, and the children holding the jar shake the jar rhythmically. When the sign turns red, they can no longer make any sound. While showing the sign, the teacher reminds the children with the words "Baby ××, please shake it."

(2) Play the "Shake" game, in which children shake the jar rhythmically to the music.

The teacher paired the melody of "Happy Clapping Song" with the lyrics "Baby ××, please shake it." While singing, the teacher showed the "traffic light" sign, and the children shook the jar rhythmically along with the singing. After the children are familiar with the gameplay, the teacher gradually speeds up the singing speed and plays the game twice.

(3) Change the rules and play "Shake", and the children practice rotation and ensemble playing with music.

① The teacher sings "Baby ××, please shake it." The child holding the jar is ready. When the lyrics are finished, he immediately shakes the jar to create the rhythm of "|××|". The teacher sang "Let's all shake it together". Once the song was finished, all the children used their jars to beat the rhythm of |"|××|". Play 3-4 times and gradually speed up the singing speed.

②Play the game 2 times with the music.

Teacher’s instructions: Now invite the band to play with us. The sound of the band is nice, but the speed is very fast. Children should pay attention to the conductor, listen to the music well, and keep up with the rhythm.

4. Extend the game "Happy Shake" to further stimulate children's desire to explore and interest in games

Put the jar in the music corner and change the contents of the jar regularly. Place pebbles, glass balls, black beans, wheat, sand, etc., and let the children continue to explore and play in the music corner.