Grand Class Music Lesson Plan - Little Donkey

[Design Intention]

Our country is a multi-ethnic country, among which the Xinjiang Uighurs are good at singing and dancing. one of the ethnic groups. The nursery rhyme "Little Donkey" is witty, humorous, cheerful and lively, and has strong national characteristics. Choosing this music class allows children to better feel and express the distinctive musical characteristics of my country's ethnic minorities through learning. As an important form of expression in music teaching, Orff music focuses on developing children's improvisation, flexibility, creativity, participation and cooperation. In this class, various exercises in Orff music teaching are learned for children. Added strong interest.

[Activity Objectives]

1. Guide children to look at the rhythm score and correctly beat the corresponding rhythm, and accurately express the strength and severity of the rhythm under the guidance of the teacher's singing. and other musical elements.

2. Use the form of canon to guide children to practice multi-voice rhythms and cultivate children's cooperation ability.

3. Guide children to make a natural transition from rhythm to musical instrument performance. They can watch the conductor randomly perform musical instruments and cultivate children's sense of cooperation and ability.

4. Through the "Little Donkey" game performance, children can learn to share space and enjoy the joy of playing with their peers.

[Activity preparation]

1. Learn to sing songs.

2. Appreciate the feature film "Smart Avanti", let children experience Afanti's deep affection for the little donkey in the film, and understand the clothing, customs and habits of the Uyghur people.

3. One percussion instrument per child.

[Activity process]

1. Review singing songs to allow children to experience the national characteristics of music.

(1) Review the songs and point out the singing requirements in the songs.

(2) Ask children questions to deepen their understanding of the ethnic style characteristics of Xinjiang Uyghurs.

2. The teacher provides the corresponding rhythm pattern so that the children can accurately shoot.

(1) The teacher presents the first rhythm for the children to learn and practice the children's ability to sing while beating the rhythm.

(2) The teacher presents the second set of rhythm patterns and allows the children to record the rhythm and practice with the song.

3. Use rhythm canon to consolidate children’s practice.

(1) Divide the children into two parts and guide them to sing harmoniously to their own rhythm.

(2) Exchange rhythm patterns to consolidate and master the understanding of polyphony.

4. The teacher guides the children to match the rhythm of the song with the corresponding musical instruments.

(1) The teacher guides the children to choose the orchestration plan.

(2) Teach children to use musical instruments to accompany songs.

(3) Use sound bar instruments to enrich the accompaniment of songs, and remind children to pay attention to the changes in sound effects.

5. Children create corresponding actions and play with the music