As a teaching worker, writing lesson plans is essential. With the help of lesson plans, you can improve the quality of teaching and achieve the expected teaching results. Come and refer to how the lesson plan is written! Below is the music rhythm game lesson plan I compiled for kindergarten small classes. Welcome to read and collect. Kindergarten Small Class Music Rhythm Game Lesson Plan 1

Textbook Analysis:

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

Game rules:

When the bunny comes out - the rhythm (rabbit jumps); when the wolf comes out - the bunny escapes home

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Key points and difficulties:

Difficulty: Feel the music of different natures.

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: Bunny Hop

Activity process:

1. Rhythm: Bunny 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!

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(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 children listen to music, they improvise and perform 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) Kindergarten small class music rhythm game lesson plan Part 2

1. Activity goals

1. Preliminarily feel the changes in rhythm during the game.

2. Be willing to play games with the teacher and experience happy emotions.

2. Activity preparation

1. Can sing the song "Hair, Shoulders, Knees and Feet"

2. Background music with fast and slow rhythms

3. Drum one

3. Activity process

1. Introduction

Teacher: Today, we have so many guest teachers. Let’s start with Say hello to the guest teacher.

Teacher: The babies in our class are very capable. Let’s sing a song "Hair, Shoulders, Knees and Feet" for the guest teacher.

2. Language game "Where?" Here"

(1) Guide young children to name the various parts of the body sung in the song.

Teacher: What parts of ourselves were sung in the song just now?

Teacher: Okay, then please point with your fingers.

(2) The teacher asks questions in a rhythmic manner, and the children answer quickly or slowly according to the rhythm, and touch the corresponding parts with their hands while answering.

Teacher: Where are your eyes? (Hair, shoulders, nose...)

Young: My eyes are here!

3. Play the game rhythmically with the snare drum

(1) Lead the snare drum

Teacher: What is this?

Teacher: Oh, it’s a snare drum. This snare drum can also sing. Who can make the snare sing? (Invite 3-4 children to try to make the snare "sing")

(2) Introduce the little hands to play rhythm games

Teacher: The snare came to our class today to play with our little hands As a friend, what skills do your little hands have?

Teacher: Look what Teacher Hu’s little hands are doing? (Crawl and crawl, pinch and release, clap your hands, clap your shoulders...)

Teacher: Wow, your little hands have so many abilities, so let’s play a game with the snare drum. If the snare drum sings slowly, the little hands should also move slowly. If the snare drum sings fast, then our little hands should also move quickly. Are your little hands ready?

(3) Lead the little feet to play rhythm games

Teacher: Our little hands are so capable, and we have played such a fun game with the snare drum. Do you want to play games with our little feet?

Teacher: What can the little feet do? (Stomping feet)

Teacher: It turns out that little feet can stomp, stomp, then let’s play games with the snare drum. Pay attention, listen carefully, the snare drum can sing at different speeds, and the little feet should also be stamped at different speeds.

4. On the basis of the hands and feet playing rhythmic games, learn to move the body

Teacher: Our little hands and feet can play games, and our bodies can also move. Look, teacher My body can still dance.

Teacher: Look, I am doing movements while listening to music. I move fast at one moment and slowly at another. Do you want to give it a try?

5. Ending

With background music, the teacher leads the children out of the activity room quickly or slowly. Kindergarten Small Class Music Rhythm Game Lesson Plan 3

Textbook Analysis

The children's song "Slide" has a strong rhythm and is catchy. It is very suitable for playing rhythm while reciting children's songs, which is convenient for children to discover the four The difference between minute rhythm and eighth 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 objectives

1. Be 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. Understand that you have to line up to slide, don’t push, and experience the joy of playing with your peers.

Activity preparation

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

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

Activities 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 guide children to strengthen their practice.

(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?