As a conscientious people's teacher, it is essential to prepare lesson plans. Through the preparation of lesson plans, we can better make appropriate and necessary adjustments to the teaching process according to the specific situation. How should lesson plans be written? Below is the music rhythm lesson plan "Yayyyyyyyyy" that I compiled for you in kindergarten small classes for your reference. I hope it can help friends in need. Kindergarten small class music rhythm lesson plan "Yay Yeah Yeah Yo" 1

Design ideas:

This piece of music is adapted from "Mr. Wang Has a Land", with a cheerful and lively melody and a distinctive rhythm, " The musical phrase "Eaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa"" is very suitable for the age characteristics and appreciation needs of children in small classes. The new "Outline" points out that children's ability in artistic activities is gradually developed in the process of bold expression. Therefore, in the design of activities, teachers strive to allow children to fully identify fixed phrases, fully feel the rhythm of music, and use the help of mobilizing multiple senses to fully identify fixed phrases. Game situations such as sawing wood, wiping sweat, and bathing help children repeatedly experience and feel the nature of music, thus embodying the educational concept of "learning by playing".

The creation of game situations and the stimulation of children's imagination require the use of certain carriers. With the help of a small piece of colorful gauze, teachers skillfully help children build a platform for imagination and expression, enriching children's ability to express and express themselves. means.

Goals:

1. Feel the cheerful and lively characteristics of the music in the game situation.

2. Try to identify the recurring musical phrase "Yay yah yah yo" and use body movements to express the rhythm "×× ××| × D |".

Preparation:

1. Colored gauze scarves, music CDs, and tape recorders.

2. Draw the diagram on the blackboard in advance and use a piece of chalk.

Process:

1. Initial experience of the music (the teacher and the children enter the venue with a gauze scarf tied around their necks.) 1. Listen to music and look for recurring phrases.

Teacher: Now, let’s listen to a particularly interesting piece of music. There is a particularly interesting sentence in this piece of music. Let’s see who can find it out.

(Teachers and children enjoy the music together. The teacher slightly swings his body to the rhythm of the music. When the phrase "Yay yah yah yo" appears, the teacher and the children make eye contact and respond.) Child: I heard "..." (Children hum the melody of "Eeyah Eeyah Yo"), I found "Eye Yeah Eeyah Yo".

Teacher: Is this the sentence? "La... bah ah bah ah yo, la..." (The teacher hums the music, highlighting the phrase "bah ah babble ah yo".) Teacher: Your ears are really good. Let's say hello to it together! When you hear "beep boop yaw", please wave your little hands, so that I know you have found it.

(Teachers and children enjoy the music together again, and the teacher puts his hands to his ears to show that he is listening attentively. When the phrase "Yay yah yah yo" appears, the teacher waves and interacts with the children with a happy expression, or uses a confused expression The expression guides the children to note that not every musical phrase will include "Yay yah yah yo".) Teacher: Oh, this "Yay yah yah yo" is a bit naughty. Sometimes it comes out to greet us, and sometimes we wait for it for a long time without coming out.

2. Find the pattern of occurrence of fixed phrases based on the chart.

(Show the diagram and the teacher uses chalk to draw along the wavy lines along with the music. When the phrase "Yay yah yah yo" appears, use obvious swinging movements to draw zigzag lines to highlight the phrase and the rhythm of the music.) 3 Use body movements to express fixed phrases.

Teacher: It turns out that "Eeyah Eeyah Yo" can play hide-and-seek with us. It does not appear in every musical phrase. Let's listen and look for it again, and dance when we hear "Eye, Eee, Eee, Eee!"

(The teacher instructs the children to take off their gauze scarves and move freely with the music. Waving a gauze scarf at "Yo".) 2. Rhythmist who expresses fixed phrases: The animals in the forest want to build a big house. Who wants to be a little carpenter?

Young: I do.

Teacher: The little carpenter needs a saw to cut wood. Change, change, my saw will come out.

(The teacher straightened the gauze scarf, and the children imitated it.) Child: My saw also appeared.

Teacher: Okay, let’s practice sawing wood together. Note that you can only saw when "忿忿忦忦" appears!

(Teachers and children sit on their seats holding gauze scarves, listen to music, and pull the gauze scarf back and forth when the fixed phrases appear to represent sawing wood. ) Teacher: Now that you have mastered your skills, let’s see if there is any wood here? (The teacher covers his head with a gauze and stretches his limbs.) There is a big tree here. Which young carpenter will try to saw the wood first? < /p>

(The teacher asked a child to cooperate in a demonstration of sawing wood. While humming, the teacher motioned the child to pull the gauze back and forth on the joints of the teacher’s hands and feet in the phrase “Yay yah yah yo”. Then, the teacher made arms. The sudden drop of joints such as shoulders and shoulders indicates that the wood has been cut.) Teacher: Do you want to saw the wood? The child whose head I touched quickly found an empty spot in front and turned into a big tree.

Three, two, one... ah, a forest appeared!

(The invited children imitated the teacher by covering their heads with gauze scarves, stretching their limbs to pretend to be a big tree, and the teacher adjusted the positions of individual children. )Teacher: The other children all came to be proud little carpenters, brought small saws, went to find a big tree, and stood next to the big tree. (The rest of the children look for partners one by one, and the teacher makes arrangements according to the situation so that each child has someone to cooperate with.) (The children cooperate with the music.) Teacher: OK! The wood is sawn, hold your own Let’s go home with the wood! (The children hug each other and return to their seats.) Teacher: It’s hard to saw wood, so hurry up and wipe the sweat with a towel!

(Teachers and children used towels to fan themselves along with the music performance. In the scene, when "Yay yah yah yo" appears, tap on the face according to the rhythm to wipe the sweat. The teacher interacts with individual children and wipes the sweat according to the rhythm. ) Teacher: Now that we have a rest, let's continue sawing the wood. The child who was a little carpenter just now quickly becomes a big tree!

(Children exchange roles and cooperate in games.) 3. Ending Activity Teacher: The wood is sawed, and the little carpenters have made many Khan, let’s take a bath together!

(The teacher holds up the gauze towel and shakes it to indicate the shower head, and the children naturally gather around the teacher.) Teacher: Take your bath sponge ball and rub it together Rub... (Children ball up gauze towels in their hands and turn them into small bath balls. Together with the teacher, they express the bathing scene with the music, and rub various parts of the body rhythmically in the phrase "Yay yah yah yoo".) Reflection:

1. Exploring Musical Elements The aesthetic sensibility of music needs to be obtained through the perception and understanding of musical elements. The recurring phrase "Yay yah yah yo" is a very distinctive musical element in this piece of music, so all activities are centered around this most infectious phrase. First of all, I guide children to listen fully and let them actively search for and listen to musical phrases. Then, I transformed the dynamic music into static pictures through demonstration diagrams to help the children further understand the structure of the music and discover the rules of the phrases. Finally, I guide the children to further express fixed phrases and musical rhythms through various body movements.

2. The musical aesthetic ability of young children is developed in the process of experiencing music. Therefore, teachers must have the ability to express and demonstrate their own musical feelings. In the process of presenting the works, I strive to show my understanding of the works through vivid interpretations and bring the children into the infectious musical atmosphere. These include listening with interest, clear and accurate humming, emotional demonstrations, vivid expressions, etc., which will directly affect children's understanding and acceptance of the works.

3. Creating a situational atmosphere. The acquisition of musical aesthetic experience is closely connected with life experience, and requires children to associate and migrate in a certain situational atmosphere. Therefore, in the activities, I strive to reflect playfulness, situationality and fun. A small gauze scarf serves as a "saw", "towel", "bath ball", etc., bringing children into the ever-changing game situations of "sawing wood", "wiping sweat" and "bathing", so that children in small classes can play with great interest Repeatedly feel and experience, use imagination to enter performance situations, and develop musical sensibility. At the same time, the two different uses of gauze cleverly divide the children into two roles: "big tree" and "little carpenter", providing help for children to successfully carry out group cooperative games, and embodying the multi-purpose, low-cost High efficiency features. Learn in happiness and grow in experience. Music Rhythm Lesson Plan for Kindergarten Small Classes "Yay Yeah Yeah Yo" 2

Objectives:

1. Feel the cheerful and lively characteristics of the music in the game situation.

2. Try to identify the recurring musical phrase "Yay yah yah yo" and use body movements to express the rhythm "×× ××| × ― |".

Preparation:

1. Colorful scarves and music.

2. Map.

Process:

1. Initial experience of the music

(1) Listen to the music and look for recurring phrases.

1. Teachers and children enjoy music together. The teacher swings his body slightly with the rhythm of the music. When the phrase "Yay yah yah yo" appears, the teacher and the children make eye contact and respond.

2. Let’s say hello to it together! When you hear "Yay yah yah yo", please wave your little hands. (Teachers and children enjoy the music together again, and the teacher puts his hands to his ears to show that he is listening attentively. When the phrase "Yay yah yah yo" appears, the teacher waves and interacts with the children with a happy expression, or uses a confused expression to guide the children to pay attention that not every "Yay yah yah yo" will appear in every musical phrase)

(2) Find the pattern of fixed phrases according to the chart.

Show the diagram and the teacher uses chalk to draw along the wavy lines along with the music. When the phrase "Yay yah yah yo" appears, use obvious swinging movements to draw zigzag lines to highlight the phrase and the rhythm of the music.

(3) Use body movements to express fixed musical phrases.

The teacher instructs the children to take off their gauze scarves, move freely with the music, and wave the gauze scarves at the "Eeyah Eeyah Yo" point.

2. Express the rhythm of fixed phrases

1. The teacher straightens the gauze and the children imitate. (Teachers and children sit on their seats holding gauze, listening to music and pulling the gauze back and forth when the fixed phrases appear to express the scene of sawing wood.)

2. There is a big tree here, which little carpenter Let's try sawing wood first? (The teacher covers the gauze scarf on the head and stretches the limbs. The invited children imitate the teacher by covering the gauze scarf on the head and stretch the limbs to play the role of a big tree. The teacher adjusts the positions of individual children.)

3 , children look for partners one by one, and teachers make arrangements according to the situation so that each child has someone to cooperate with.

4. Sawing wood is so hard, hurry up and wipe your sweat with a towel! (When "Yay yah yah yo" appears, tap on the face according to the rhythm to wipe the sweat. The teacher interacts with individual children and wipes the sweat according to the rhythm.)

3. End of activity

1. The wood is sawn, and the little carpenters are sweating a lot. Let’s take a bath together! (The teacher holds the gauze high and shakes it to represent the shower head, and the children naturally gather around the teacher.)

2. Take your bath sponge ball and rub it together... (Children put the gauze in their hands The ball formed into a small bath ball, and the teacher and the teacher performed the bathing scene with the music, and scrubbed various parts of the body rhythmically according to the phrase "Yay yah yah yoo".

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