Origin of the activity
Our class conducted a bubble making activity in the science area. The children liked it very much. Not only did they make it every day, but they also took the bubble liquid they made outdoors. play. Once when I was blowing bubbles outdoors, a child was playing with the bubbles, and another child made a "pop" sound as the bubbles burst. Other children found it interesting and joined in. The children popped the bubbles and made various sounds with their mouths. The sounds came and went, which was very pleasant. The children became more and more excited as they played and invited me to play with them. I discovered that the beauty of sound is everywhere, and so is the imagination of children. So I designed this activity to allow children to create their own bubble symphony.
Activity goals
1. Interested in music and likes to participate in activities, willing to share experiences with others and experience the joy of cooperation.
2. Try playing with different rhythms.
3. Cultivate children's ability to follow instructions.
Activity focus
1. Guide children to create symphonies with accompaniment.
2. Guide children to feel, express and try to play together.
Strategy: Each game activity and link is carried out step by step, and each activity goal is developed progressively, which is conducive to children's understanding of the goal.
Difficulties in activities
How children use rhythm patterns when creating.
Strategy: Teachers can help children clarify their goals and achieve the purpose of the activity through the assistance of summaries and diagrams.
Activity preparation
1. Material preparation: tapes and CDs required for the activity, musical instruments (rattles, triangles, sound bricks, tambourines).
2. Experience preparation: Children have certain habits of playing and playing musical instruments; they know the names of various percussion instruments; they have certain musical routines: they have the habit of listening, the ability to actively sing, the ability to read conductors, and the ability to read and understand teachers The ability to command.
3. Activity time: within 50 minutes
Activity process
1. Entering the classroom: "We Are Happy Bubbles" 2 minutes
(To stimulate children's interest in music activities, and the music entering the classroom is consistent with the music in the following theme activities. At the same time, children are interested in bubbles The imitation and performance also play a role in paving the way for subsequent theme activities)
Through dance, teachers give children certain activity roles and arouse their interest.
When the music plays, the children pose in different bubble shapes and walk freely through the classroom in harmony with the music. During the music break, the bubbles burst and stop, posing, and repeating the performance.
2. Pronunciation practice: "Bubble Song" for 5 minutes
(This is a necessary part of music activities, the purpose is to cultivate children's listening, imitation singing, and active singing.)
Group greetings: Say hello in a rhythmic manner, change different rhythm patterns and say hello at the same time.
The teacher first asked: Hello, Little Bubble, Hello, Little Bubble, OK, OK, OK!
The children sang: Hello, Big Bubble, Hello, Big Bubble, OK Good, good, good!
Say hello individually: Take out the command puppet and select individual children to say hello.
3. Song "Bubble Song" 5 minutes
Get to know each bubble through interactive performance and singing, stimulating children's desire to express themselves and sing in front of everyone.
4. Sound identification activity: "Gift of Bubbles" 8 minutes
(Allow children to listen to and identify the different sound qualities of musical instruments through gamification. It also reviews the names of musical instruments and how to play them, setting the stage for future themes. Let the children learn to describe these sound effects. )
First, let the children review the names of each instrument and ask them to listen to the sounds produced by the instruments.
Listening and identification game: First select three musical instruments (sound bricks, rattles, and triangles) and let the children distinguish the sounds of the instruments.
First listen and identify individually: the teacher lets the instruments make sounds separately, and asks the children to listen and identify which instrument makes the sound, and then demonstrates it.
Then the two musical instruments make sounds one after another, so that the children can hear and identify which two instruments make the sound, and be able to tell who comes first and who comes last, and demonstrate it.
Increase the difficulty and then listen to the individual sounds: not only listen to which instrument makes the sound, but also imitate the simple rhythm pattern played by the teacher.
Then listen to the two instruments. Let the children listen and identify which two musical instruments make the sound, tell them who comes first and who comes last, imitate the rhythm pattern of the percussion, and demonstrate it.
Mobile link: the two instruments sound together for listening and identification, and a simple rhythm pattern also appears. This is when the tambourine can appear.
5. Activity theme: "Bubble Symphony" about 25 minutes
Each person receives an instrument (sound brick, rattle, triangle).
Children holding the same instrument sit together.
Try it yourself and put the instrument on the ground.
Conducting game: The teacher blows bubbles and the children bang their instruments until the bubbles burst and the music stops.
The teacher blows bubbles, and the children "claim" one by themselves and knock it until the "claimed" bubble bursts and the music stops.
The teacher blows bubbles, and the children "claim" a bubble themselves. When the bubble is blown out, the instrument makes no sound, and when the bubble bursts, the instrument makes a sound.
After the game is over, take the instrument back.
Conducting music: "Bubble Rain Symphony"
Creating a bubble rain environment: We are happy bubbles. We flew gently, we sang and danced, I flew into the sky and turned into a beautiful rain of bubbles. The bubble rain fell to the ground, making a wonderful sound and playing a wonderful symphony.
Question: What sounds do you hear? Under what circumstances is the bubble rain made? What do you think the bubble rain symphony is like? What other sounds are there?
Bubbles, let’s also compose a Bubble Rain Symphony!
Invite children to listen to music, in groups of six, and voluntarily divide them into three groups.
After dividing, prompt: What do you think the sound of bubble rain is? What are these sounds used to make? How to cooperate?
Discuss how to play.
Invite children to choose musical instruments or objects for creation.
After creation, work in groups to demonstrate and share.
Collect the musical instruments or items after finishing.
Game: Bubble Together
Fully experience the various sounds in life and try to express them with these natural sounds.
Children listen to two parts. In the slow part, the children make bubble movements in time with the music. In the fast part, the children find objects around them to play.
6. Bubble dance for 5 minutes
Let children experience the diversity and combination of rhythm through different forms of expression.
7. End
The children felt the music, played elf dance games, and left the classroom one by one.
Reflection on the activity
The entire activity is carried out in the form of feeling and experience: the introduction of the pronunciation part into the classroom fully stimulated the children's interest and carried out various forms of activities. Experience and review also provide formal assistance for subsequent thematic games; the listening part is the key, which helps children describe, understand and transform sounds in thematic activities; subsequent games and bubble dance are also It is to help young children further feel and consolidate music.
Throughout the activity, I have three general music requirements for young children: requirements for observation, listening, and understanding; rules for being active, relaxed, and unfettered; and activities that combine music, gestures, and instructions into one. In music activities, children's body and mind should be relaxed and happy, so I do not require children's sitting posture. Children can lie down, lean on, or sit cross-legged... Just listen carefully and actively participate without affecting others. . Interlocking activities can mobilize children's initiative and enthusiasm for learning. Such activities do not require teachers to repeatedly emphasize routines. Children can understand the rules and gameplay of the game by feeling and experiencing music, without the need for teachers to explain too much. It is helpful to stimulate children's independent learning.
The last insight is: mastering skills is not the ultimate goal, feeling and performance are the purpose of music, and music skills are to assist children's perception.