The following is a kindergarten middle class music lesson plan I compiled for you: Little Mouse and Bubble Gum. Welcome to read.

Music lesson plan for kindergarten middle class: Little Mouse and Bubble Gum

Teaching theory basis:

Rhythmic activities are emotional and rhythmic body movements that follow music. The process of movement plays a positive role in developing children's ability to use body movements for artistic expression, accumulating a certain vocabulary of music and artistic movements, and enjoying the joy of participating in rhythmic activities. Movement is the "color" of rhythmic activity.

Games are an important component and basic form of kindergarten education. They are the most suitable learning activities for children’s physical and mental development. Children express their wishes, vent their emotions, and demonstrate their abilities through games. Their game behaviors reflect the children's emotions, personality, experience, and wisdom, and are the windows that reflect the children's souls.

In this activity, teachers boldly integrated rhythmic activities with games, guiding children to make rhymes in the game and play games in the rhythm, which can simultaneously entertain the body and mind and improve musical expression, and complement each other.

Implementation strategies:

1. Grasp the teaching materials and adapt them appropriately.

The music "Little Mouse and Bubble Gum" is in 6∕8 time and AB structure. The eighth note in section A has cheerful and jumping musical characteristics. The nine-beat legato and melody pattern in section B are Jin makes people slightly nervous, which is exactly in line with the clever, alert and cute musical image of the little mouse. However, the length of the two pieces of music was a bit short, so I appropriately extended the music in sections A and B, and added a "dropping" sound effect between the two pieces of music to ease the transition from section A to section B. The tense and abrupt feeling during this piece of music provides the necessary preparation for children to express the musical image of the little mouse along with the music.

2. Adapt nursery rhymes and set the stage ingeniously.

Children are familiar with the classic nursery rhyme "Little Mouse on the Lampstand". The teacher extracted the main content and cleverly matched it with the rhythm of section A, which can not only stimulate children's interest in learning and participation, but also reduce It not only reduces the difficulty for young children to learn rhythm, but also lays the foundation for the rhythm of the little mouse walking and looking around.

3. Analyze the key points and grasp the charm.

In order to let the children perform the actions of the little mouse walking quietly, peeking, and pulling the bubble gum hard, the teacher held tightly? Walked softly without making a sound, kept his eyes fixed, gritted his teeth, and clenched his fists. ? and other action points, guide children to discuss and analyze, help children understand and perform, and achieve similar and exaggerated effects. During the process of playing bubble gum, it is not easy for children to grasp the rhythm of nine beats. The teacher promptly uses the guidance of sound momentum to help children understand the musical image and express it.

4. From slow to fast, step by step.

In order to implement the synchronization of the two key movements of walking and watching, the teacher adopts a step-by-step approach from slow to fast, from rapping nursery rhymes to melodies, integrating rhythm, music, and movements step by step. One body.

5. Rhythm in games, games in rhythm.

Both the musical image of the music and the music itself are very game-like. At the same time, in order to avoid single and boring rhythmic activities, teachers naturally integrate games into the game and complete the coordination of rhythmic movements in the game. In the coordination of rhythmic activities, there is also the joy and relaxation of the game. The clever use of hidden cats and large elastic bands adds an important element to the fun of the game, and also lays the foundation for children to maintain long-term interest in the game.

Teaching objectives:

1. Be able to make mouse walking and looking movements in time according to the melody of the music.

2. Try to use exaggerated expressions and movements to express the scene of the little mouse pulling bubble gum.

3. Experience the pleasure brought by the game.

Teaching preparation:

Adapt the nursery rhyme "The Little Mouse Goes to the Lampstand" and lead the children to sing; adapted and edited music and sound effects; an elastic band.

Teaching focus:

Be able to make mouse walking and looking movements in time according to the melody of the music; try to use exaggerated expressions and movements to express the scene of the little mouse pulling bubble gum.

Teaching difficulties:

Perform rhythmic movements in time with the rhythm of faster music.

Teaching process:

1. Rap ??nursery rhymes, introduce the game, and initially penetrate the rhythm of section A.

The teacher leads the children to tell nursery rhymes? The little mouse goes up to the lampstand︱Steals the oil and eats 0︱The little mouse goes up to the lampstand︱Can’t get off0︱The little mouse goes up to the lampstand︱Steals the oil and eats0︱The little mouse goes up to the lampstand︱Roll down 0 ︱?, while entering the venue, permeating the rhythm of section A of the music XXX XXX︱▏ ? 0 ▏.

2. Set up scenes and guide children to use their movements and eyes to creatively express the movements of mice walking and looking left and right, and practice co-production.

(1) Guide the children to discuss the mouse’s movements of walking and looking, and practice coordinating the movements.

?The little mouse likes to go to the lampstand to steal oil, but there is a big tabby cat hidden in the house. How should the little mouse go when he goes to the lampstand?

?The little mouse just Walking quietly is not enough, you have to look while walking. How should you look? Where to look?

Summary: The little mouse should stealthily and quickly, stare at the place where it is looking, and look up and down, left and right, front and back. Just take a look and you won't be discovered by the tabby cat.

(2) Lead the children to practice the movements of walking and looking around in time with the children while telling nursery rhymes.

(3) Naturally transition from vocal momentum practice to music follow-up, and complete the co-tempo practice of mouse walking and looking around.

3. Guide children to try to use exaggerated expressions and movements to express the scene of the little mouse pulling bubble gum.

(1) Play the sound of "falling" to guide children to discuss and guess:

?What is this sound?

?The little mouse is stealing from the lampstand If you eat oil, what might happen? (Encourage children to make bold guesses)

Summary: It turns out that the little mouse fell on a large, sticky piece of bubble gum. This was a plan devised by the big tabby cat. The mouse really fell into the trap.

(2) Guide children to try to use exaggerated movements and expressions from different parts of the arms, teeth, eyes, body, etc. to creatively express the scene of the little mouse pulling bubble gum.

Discussion: Where might the bubble gum stick to the mouse?

How to pull the bubble gum off the mouse quickly?

Summary: When pulling bubble gum , the arms are stiff, the fists are clenched tightly, and the eyes, mouth, and body have to use force.

(3) Lead the children to exaggerate the scene of a little mouse pulling bubble gum to the accompaniment of music.

4. Play the complete piece of music to guide children to appreciate and feel the complete musical image.

5. Instruct children to play the game of "little mouse and bubble gum" to the accompaniment of music, and try to express the musical image of the mouse walking, looking and pulling bubble gum completely, in time and exaggeratedly.

6. Add the character of "Tabby Cat" and play games in rhythm.

Teaching theoretical basis and implementation strategies:

As an important part of aesthetic education, music education’s fundamental goal is to cultivate all-round development of people. Just as the Hungarian composer Kodaly believed: Music is an indispensable part of human education. If one does not possess this aspect of cultivation, education will be incomplete. Without music, one cannot be said to be a fully developed person. Since children's thinking is characterized by concrete images, they are most interested in, understand and accept bright, beautiful, colorful and dynamic songs and dances. Therefore, music education occupies a very important position in kindergarten education. Because children lack knowledge and experience, they are eager to learn skills and abilities through imitation. Music is an art that expresses expressions, and children have the characteristics of being happy and showing their emotions. Through music education, we create a good music environment for children, so that children can truly be immersed in music from hearing to soul, so that they can truly feel the wisdom and personality power flowing in music.

The music "Little Mouse and Bubble Gum" consists of two sections. The music in section A is cheerful and jumping, and the music in section B is coherent and smooth. In order to enable children to better understand music, express music, and stimulate children's interest in music activities, I have adopted the following strategies:

1. Create a good game situation. It is every child's nature to like animals, and their vivid and interesting images deeply attract every child. Therefore, I used the situation of the little mouse going out to play games throughout, so that the children can naturally integrate into the music situation and experience the music more deeply through the characters.

2. Use stories to help understand the music content. In order to visualize abstract music, I created a picture book story "Little Mouse and Bubble Gum" to help children further understand the rich content expressed by music with the help of vivid and interesting storylines.

3. Charts help to understand the structure of music. With the help of vivid diagrams, children are gradually guided to understand the phrase segmentation and rhythmic characteristics of the music, laying a good foundation for learning and refining movements.

4. Creative games trigger climax. Playing games can be said to be the nature of young children. Practice shows that children are still interested in games they are interested in even after playing them several times in a row. Therefore, integrating music and games can better stimulate children's creativity and imagination. Finally, the addition of "Mr. Cat" quickly pushed the originally dull game to a climax, allowing children to fully obtain sensory pleasure and personalized performance in the tense and interesting music game.