1. Music tape of Happy Shadow Puppet, a long white cloth and a sun lamp.

2. Children have watched shadow play performances and animation, and watched the dance "Beautiful Sunset" VCD to understand the characteristics of shadow play.

3. Be familiar with the music in paragraph A and explore all kinds of movements of the shadow puppeteer in the music in paragraph A..

process:

1. queue up as "shadow puppeteers" along with a piece of music and enter the activity room

2. independently explore the modeling actions of shadow puppeteers

(1) appreciate the music of b piece and guide children to show the modeling actions of shadow puppeteers.

1. enjoy the b music.

teacher: listen, the horn is blowing. What is the shadow puppeteer going to do? Listen carefully. What do you think the shadow puppeteer is doing in this piece of music?

Young: The shadow puppets are dancing.

Young: The shadow puppeteer is playing.

Young: The shadow puppeteer is posing.

young: it seems to be beating a drum.

Young: The shadow puppeteer is performing a program.

Young: The shadow puppeteer appeared.

2. Listen to music and try to show various appearances of the shadow puppeteer.

teacher: now we express our ideas with actions to music.

(Children perform freely with the music, and some children wave their hands to show that the shadow puppeteer is dancing; some children swing their fingers up and down to show that the shadow puppeteer is beating drums; some children comically show that the shadow puppeteer's head and hands stretch forward and shrink, and stop when the music is boring, posing as a model ...)

3.

teacher: just now, the teacher saw a child's movements were particularly in tune, so we asked him to come up and perform for everyone.

(Play two bars of music in paragraph B, and ask the child to express his own creative movements along with the music. )

teacher: what is this shadow puppeteer performing?

you: posing.

teacher: what do you think of his performance?

Young: The modeling action is particularly beautiful.

You: His modeling movements are in tune with the music.

teacher: let's see when he stopped posing in the music.

(The teacher hummed the music, and the child performed it again with the music. )

Young: Stop posing when gong sounds in music.

Young: When the music has no melody and is boring.

4. Try to express the action modeling of the shadow puppeteer while listening to music.

Teacher: Now, please try it. Stop and pose when the music is boring.

(Children try to express the action modeling of the shadow puppeteer while listening to B piece of music. Teachers consciously use body language to remind children to stop and pose when the melody stops and the rhythm X X X | X X| appears. )

teacher: who will show you now?

(Play two bars of music in paragraph B, and ask several children to show their own modeling actions along with the music, and the rest children imitate their modeling actions. )

5. Change the orientation and create the modeling actions of various shadow puppets.

teacher: look, this kid is standing and posing. Besides standing, how can the shadow puppeteer shape?

young: squat.

teacher: who will try the squat style?

(A child comes up to show the squat shape. )

teacher: who will pose for the station again?

(A child comes up to show the shape of the station. )

Teacher: Look at these three shadow puppets. One is standing, the other is crouching, and the other is crouching, with different shapes.

(The teacher gestured that the child standing forward should stay, and the other two children should return to their original positions. )

teacher: as you can see, his figure is leaning forward. In addition to modeling forward, how can the shadow puppeteer model?

young: backward.

young: upward.

young: downward.

(According to the children's answers, the teacher asked them to come up and show their backward, upward and downward shapes respectively, and imitate them with exaggerated movements. )

Teacher: Shadow puppets can have various body directions when modeling.

(The teacher caught a child's arm bending downward. )

Teacher: Look, his arm joints are very flexible, and they are bent downward. In addition to downward modeling, in what direction can the arm be modeled?

young: up/forward/backward.

(The teacher makes the arms bend upward, forward and backward according to the children's answers. )

teacher: besides the arm joints, which joints can we use to create various shapes?

young: foot joints.

teacher: let's have a try.

(Teachers and children swing their toes to make upward, downward, forward and backward shapes. )

teacher: what other joints can be used?

young: knees.

young: neck.

young: wrist.

young: big arms.

young: hip.

(According to the children's answers, the teacher inspires them to play with various joints to make different shapes. )

Teacher: Now, please find an empty position for each child to pose their favorite modeling movements, and pay attention to using all joints of the body to shape in different directions.

(Children pose freely, teachers tour to guide and positively evaluate children's movements. )

6. Create all kinds of shadow puppeteers with music.

teacher: now let's try it with the music, and pay attention to using various joints to create various shapes.

(Play four pieces of music, and the children will shape with the music. )

7. compose the b-segment modeling action completely with the music.

teacher: now we should play with the music completely, and pay attention to changing various shapes.

(The children compose the modeling movements completely with the music in paragraph B.. )

(2) enjoy the music in paragraph a and guide the children to show the action of the shadow puppeteer walking back.

teacher: the modeling performance of the shadow puppeteer is over, which is really wonderful. Now the shadow puppet is ready to go home.

(Play A' piece of music, and the children line up in a row, and make the shadow puppeteers walk back to the rhythm of the music. )

Third, the game: Happy Shadow Puppet

1. Teachers and children fully express the movements of the Shadow Puppet together with the music.

teacher: now let's play the game of the shadow puppeteer completely. Please line up the children in two rows. Every shadow puppeteer prepares one of his favorite appearances.

(Children play the game completely. )

2. Watch the performance.

Teacher: Today, the teacher has prepared a long piece of cloth, and this piece of cloth, together with the lighting, is the small stage for our shadow puppeteers. Just now, the children's modeling is great, with high and low, forward and backward bodies, and using every joint of the body. Who will try to perform shadow play on the small stage?

(Four children perform on stage. )

teacher: just now, the teacher saw the shadows of several children, which were particularly beautiful and interesting. This is because his movements are large, especially exaggerated (the teacher evaluates and matches exaggerated movements). Let's divide into two groups and perform the game of the shadow puppeteer completely.

(Children perform on stage in groups. )

Extended activities:

In daily games, teachers further guide children to explore various movements and cooperative shapes of shadow puppets.

Objective:

1. Understand and express the ABA structure of the work with actions.

2. Being able to change the orientation and compose all kinds of modeling actions of the shadow puppeteer in B-section music.

3. When the music melody stops and there is rhythm, you can quickly control your body and make creative shapes.

4. Have a preliminary understanding of the characteristics of shadow play, and have feelings of loving folk art..