A collection of excellent sample essays on the primary school music lesson "Time is like a pony carriage"
By singing "Time is like a pony carriage", teachers and students can feel the image of the clock depicted by the music and experience the relaxed and happy Musical emotions, understanding the preciousness of time, and knowing how to cherish time. The following is the primary school music time lesson script I compiled. I hope it can be provided for everyone’s reference and reference.
Primary School Music Time is Like a Pony Car Lesson Note 1
Teaching objectives:
In music practice, sing "Time is Like a Pony Car" accurately and emotionally , and try to add triangle accompaniment to the song, explore the striking method of triangle, master the postures, and be able to add gong and drum cymbal accompaniment in the interlude of "Time is Like a Pony Carriage" to experience the pleasure of accompanying the song.
Teaching focus: Sing "Time is Like a Pony Car" accurately and emotionally
Teaching difficulty: Adding percussion accompaniment
Teaching preparation: electronic keyboard, tape recorder
p>Teaching content and process:
1. Beginning:
1. Listen to music and say hello!
2. Review the content of the previous lesson.
3. Review the Colvin gesture.
2. Basic parts:
1. Introduction:
2. Creation and activities - understanding of double horns
3. Performance "Time is Like a Pony Carriage"
(1) Remind students to pay attention to the combination of hearing and vision.
(2) Record along with the songs and learn the songs by listening and singing.
(3) Prompt students to divide into groups to compose song movements, accompanied by gongs, drums and cymbals.
4. Arrangement and activities - understanding the triangle
5. Arrangement and activities - creation of gongs, drums and cymbals
3. Ending part:
Summary.
Primary school music "Time is like a pony carriage" lesson script sample 2
Teaching objectives:
1. By singing "Time is like a pony carriage", feel the music depicts With the image of a clock, you can experience the relaxed and happy music mood, understand the preciousness of time, and know how to cherish time.
2. Actively participate in music practice activities such as accompaniment of songs, improvising movements, exploring various sounds in life, and creating rhythms.
Teaching focus:
Guide students to sing the song "Time is Like a Pony Carriage". Cultivate students' spirit of cherishing and cherishing time.
Teaching difficulties:
Explore sound and create rhythm. Cultivate and improve students' sense of rhythm and multi-voice cooperation ability.
Teaching method: listening and singing method.
Preparation of teaching aids: piano, percussion instruments, etc.
Teaching content: Performance of "Time is Like a Pony Carriage"
Teaching process:
Stage 1: Stimulate students' interest in actively participating in learning, inspire and guide students Participate boldly in learning
1. Let students feel the changes in the pictures and sounds of the "little carriage", "from far to near" and "from near to far".
Teacher’s introduction: Students, do you all like to watch cartoons? Today the teacher will bring you a section, please look at the screen (multimedia display "Pony Car", "From Far to Near", "From (from near to far) and the sound effects in corresponding states)
Teacher: What did you see? What did you hear?
After watching, students share what they saw and heard.
Teacher: Please look at the scene again carefully and see how the sound of the "little carriage" changes while it is traveling? (Guide students to discover the changes in the sound)
Students Share what you saw and heard after watching.
Teacher: The sound of the pony carriage becomes louder as it gets closer and closer to us, and the sound becomes softer as the pony carriage gets further and further away from us. The "loud" and "small" sounds in life Use "strong" and "weak" to express in music. Did the sound of horse hooves just become stronger or weaker all of a sudden? (Inspire students to discover the gradualness of sound changes)
Students express their own opinions know.
Teacher: Can you use movements to show this gradual change? (Encourage students to express boldly)
Students boldly try to use various body languages ??to express this gradual change. process.
2. Introduce two musical notations: "crescendo" and "decrescendo".
Teacher: It’s great that the students can use their imaginary movements to express the changes in the intensity of the sound! In music, there is such a mark to show that the sound gradually becomes stronger, (show "") This mark is called "crescendo mark" (show "crescendo mark"). "Crescendo" means slowly. The mark that indicates that the sound gradually becomes weaker is called "decrescendo mark". It looks like this (Show the "" fade-out mark)
3. Encourage students to express crescendo and decrescendo sound changes in different ways.
Teacher: Just now, the students used their movements to express the crescendo and decrescendo of the sound. The teacher used two musical symbols to express the crescendo and decrescendo of the sound. Do you want to try using pictures? Do you want to express the changes in the sound's crescendo and decrescendo?
Please choose a simple graphic to draw. After you finish the drawing, you can share your ideas and practices with the students around you.
Student work.
Teachers and students*** give lectures and comment on student works.
Teacher: Show the rhythm: 2∕4___∣___‖ and ask students to clap to the rhythm.
Student: Practice
Teacher: Direct the students to join and exit in groups to create a rhythm of 2∕4___∣__‖
To create and experience the changes in the intensity of sound. (Take six natural groups as an example: the first group has to beat the rhythm of 2∕4___∣___‖ eleven times from beginning to end; the second group has to beat ten times; the third group has to beat nine times...)
Teacher: Encourage students to use percussion instruments to create crescendo and decrescendo sounds to "accompany" the pony car.
Students used various percussion instruments to add crescendo and decrescendo sounds to the scenes of the pony carriage approaching and fading away based on the silent animation.
The second stage: Cultivate students' rhythm and improve students' polyphony
1. Listen to the song recording sample and initially feel the speed and emotion of the song.
2. Read the lyrics in rhythm with the teacher to cultivate students' sense of rhythm.
3. Students read the lyrics independently and rhythmically to pave the way for the rhythm of singing.
4. Learn to sing lyrics.
5. Guide students to sing songs with a crescendo and decrescendo sound. For example: 5567∣
Ta-ta-ta-ta-ta
Sing with a crescendo sound at 1234∣55∣5-‖,
Ta-ta-ta-ta-ta forward Run
6543∣5432∣5567∣1-‖Use the fade-out everywhere
No one can do without Ta-ta-tat-tat-tat-tat.
Sound representation. In this way, students' singing performance can be enriched and the teaching effect of the first stage can be strengthened again.
6. Guide students to sing songs in different singing styles to give full play to students’ subjective initiative and personality. Such as: singing in unison; singing solo; leading singing, singing in unison, etc.
7. Instruct students to use percussion instruments to accompany songs. (This activity should inspire students to try their best to match the rhythm of their playing with the acoustic characteristics of the instrument they are using. They should also pay attention to strengthening the cooperation ability between multiple voices when playing.)
Reference Rhythm Score:
Double chime ____ ∣___0‖
Castanets __ ∣__ ‖
Bell bell_-∣_-‖
< p> Triangle_-∣_-‖The third stage: guide students to explore their feelings and understanding after class, so that students can initially understand the principle of cherishing time.
Teacher: Time is like a little carriage, it runs forward, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click, click. Students understand the value of time)
Students answer.
Teacher: Yes, time has run away and it will never come back. A great writer wrote this in an article: The swallows have gone, but they will come again; the willows have withered, but they will bloom again; the peach blossoms have faded, but they will bloom again. But, smart one, tell me, we Why are the days gone forever?... Time has feet, so it moves gently and quietly... So - when I wash my hands, the days pass by the sink; when I eat, the days pass by the rice bowl; In silence, it passes before the gaze of the eyes... (Multimedia displays this text line by line, and the teacher recites it emotionally, so that students can be influenced by literature and art and learn from it.)
Teacher : Smart children, what should we do in the face of this time that will never come back?
Students discuss and exchange their opinions
Teacher: How well said. Ah, we must cherish time and study hard. The teacher is going to give everyone a poem, let us *** work hard together!
Teachers and students *** recited the ancient poem "Cherish Time" together.
"Cherish Time"
Tao Yuanming
The prime years will never come again, and the day will never come again.
Be encouraged in time, time waits for no one.
Game "Race against Time"
The whole class of students put their shoulders on each other one by one and grew into a long "train", and the teacher acted as the "locomotive". In "Time is like a pony carriage" "Get started" in the song, racing against time. (This activity teaches students to cherish time.)
In the sound of music, the teacher leads the students out of the music classroom and get out of class is over.
Primary school music "Time is like a pony carriage" lesson script sample three
Teaching content: the song "Time is like a pony carriage"
Teaching class: Class 2 (2) /p>
Teaching time: one class hour
Teaching objectives:
1. Sing the song "Time is like a pony carriage" with a clear voice and lively emotions
< p> 2. Experience the sound changes of the pony carriage "from far to near" and "from near to far", and guide students to experience and express the effect of the sound gradually getting stronger and weaker.3. Understand the truth that time is gone forever, and educate students to be people who cherish time.
Teaching focus: Sing the song "Time is Like a Pony Car" with a flexible voice
Teaching difficulty: ____|____|__|X-|'s crescendo and ____|____ Fading-out processing of |____| Introduction (stage goal: review old songs and introduce new songs)
1. Listen to music and enter the classroom (the teacher plays the melody of the music "Little Angel" and the students listen to the rhythm of the music)
Teacher: Please Let’s guess a riddle (show the courseware)
Student: Guess it’s a clock
Teacher: In the last class, we learned a song about clocks called “What is This” Are you willing to sing this song to the teachers here?
Students: Yes
Teacher: The ticking sound tells the children who should get up early and have a good rest. .The song that the teacher brought to you today tells us that time comes and goes in a hurry, like a tireless little carriage. If you are not careful, time will slip away in vain. Let's listen to this song "Time is like a pony carriage" together.
Teacher: Can anyone tell us, have you heard the sound of the little carriage running?
Student: Yes
2. Learn new songs ( Stage goal: activity traction to break through difficulties)
1. Learn the rhythm and melody of key phrases (the second and fourth phrases)
Teacher: Who can imitate the sound of a running pony carriage< /p>
Student: Tata
Teacher: Show the yogurt cup____|____|__|X-|
Student: Read the rhythm
Teacher: Let’s add some changes. The sound of the little carriage in the distance (is it light or heavy?)
Students: Softly
Teacher: Okay, let’s imitate it together.
Student: Imitation
Teacher: Now that the pony carriage is right in front of us, who can imitate it with voice?
Student: Imitation
Teacher: Yes, now we want the carriage to run from a distance. What sound should we use to imitate it? Discuss and discuss
Students: Discuss
Teacher: Who wants to communicate
< p> Students: communicateTeacher: add music and sing
Students: listen to the sound of the piano and sing
Teacher: guide students to sing this phrase well
Teacher: In which line of the song does this phrase appear?
Student: The second line
Teacher: There is another phrase in the song that is very close to it. Please find it (show the courseware)
Students: Observe the music score to find the answer
Teacher: Please imitate and sing it
Students: Sing this phrase
p>2. Learn the first and third phrases
Teacher: Let’s see how to sing other phrases. I will sing the first and third phrases. Please sing the second and third phrases. Four phrases
Students: Listen and sing along
Teacher: Let’s exchange words now, okay?
Students: Exchange phrases and sing
Teacher: We feel that the reason why everyone learned it so quickly is because those who are skilled in art are bold. Let’s sing the first verse of this song in its entirety, okay?
Students: OK
Teacher: Find a few students to come to the front and show them
Students: Happy display
Teacher: It seems that everyone is quite capable. Now, let’s complete the second paragraph independently, okay?
Students: Yes
Teacher: Who has a problem? Can I help you?
Students: No (or a teacher can adapt to the situation)
Teacher: Come on, show me boldly
Students: Show
Teacher: Now let’s play this song in its entirety. Students who are capable, I hope you can sing the two sections together.
Students: Listen to Fan Sing
Teacher: Encourage students to sing in full
Students: Some students sing in full
3. Study music scores< /p>
Teacher: We have learned the song, let’s sing the score together
Students: Self-study the score
Teacher: Accompany the students in singing the score
4. Learn to use the single notes of the mouth organ to accompany songs
Teacher: Use 125 accompaniment
Students: When you hear the single notes on the score, add accompaniment sounds
Teacher: Teacher-student ensemble
3. Comprehensive performance
Teacher: Have you found the motto about time?
Student 1: “One inch of time, one inch of gold. , An inch of money cannot buy an inch of time."
Student 2: "Time flies like an arrow, and the sun and the moon fly by.
”
Student 3: If a young man does not work hard, he will be sad.
Teacher: The teacher also found some such maxims and showed the courseware. Display the maxims. The maxims found by the students must be more Yes, the aphorisms we found all say that time is so precious to people, it is lost as soon as it is ignored, and it goes so fast that time passes before you even feel what you are doing. Therefore, time is so precious for every individual life. Therefore, we must cherish time from now on. Cherishing time means cherishing our precious lives. The song "Time is like a pony carriage" brought to you by the teacher today is to tell We must seize the time and cherish it from now on.
Teacher: Before listening to the song, who knows what the pony carriage is used to describe?
Student: Time is Like a pony carriage running
Summary: Let us rein in the pony carriage and be the masters of our own time (play music to end get out of class)