Primary school music activity plan music education activity encyclopedia

Music is an art that reflects human emotions in real life. The following is a primary school music activity plan that I have carefully collected and organized. I will share it with you below for your enjoyment.

Primary school music activity plan 1

Learning objectives:

1. Preliminarily understand the customs and customs of the Mongolian people, feel and experience the music and dance of the Mongolian people, and Get interested in it.

2. Sing "I Am a Little Herdsman on the Prairie" with emotion, and be able to express the song in the way you like.

3. Cultivate students’ creative abilities through a large number of musical practice activities such as listening, singing, dancing, and creating.

Teaching focus:

1. Understand the customs and customs of the Mongolian people, feel and experience the music and dance of the Mongolian people.

2. Sing the song "I am a little herdsman on the grassland" emotionally.

Teaching difficulties: Create different movements for songs.

Teaching process:

1. Feel the prairie.

1. Teacher: Children, the happy music class has begun. Today’s music class teacher invited a little guest, look! (shows the picture of the little red horse) It comes from the vast prairie, and it specially invited us to its hometown today! Do you want to go? (Think) Then Okay, everyone stand up, let's pull the reins, get into position, and let's set off with the little red horse!

2. Rhythm: Do the horse riding movements to the song "I am a Little Herdsman on the Prairie".

2. Entering the prairie.

1. Enjoy the grassland scenery.

2. Learn to dance with chopsticks.

Teacher: (shows chopsticks) Huh? What is this? (Chopsticks) Don’t underestimate it. In the eyes of the Mongolian people, it is a good prop for dancing! The teacher saw that some children seemed a little doubtful , then let the teacher dance a section for you!

(1) The teacher demonstrates the movements.

Hand position: simple cross-tapping action with chopsticks. Foot position: forward squat, lean back.

(2) Teacher: How is it? Believe it! Who has learned it?

(3) Name the students to come on stage to demonstrate the movements - the teacher guides - the students on the stage lead everyone together Dance - all students dance to the music.

3. Change the rhythm of the chopstick dance.

(1) Teacher: Children can learn the simple chopstick dance as soon as possible. Now the teacher wants to perform a magic trick on the chopstick dance. Look carefully, where is the magic?

(2) Teacher demonstration.

Add ___ in the last measure of the second and fourth phrases.

(3) Students say - practice __.

4. Teacher: The children’s eyes are so bright! (Show the rhythm score) Change, change, look! This new rhythm has changed here. The teacher uses a red symbol to indicate that it has changed. Here is an action! (Teacher demonstrates)

5. Teachers and students collaborate to perform rhythm: I invite you to cooperate with the teacher. I will read the rhythm in front, and you will read the red rhythm in the back. Is that okay? ?

(1) The teacher reads the rhythm in the front, and the teacher reads the rhythm behind.

(2) Recite the rhythm in the front and tap the rhythm in the back.

(3) Teacher: The beat is so good, I also want to join your team. I will beat the front rhythm, and you should beat the back part. (The teacher taps the front rhythm, and the student taps the back)

(4) Teacher: Use your rhythm to tell the teacher its rhythm, and let the chopsticks make a sound! (Students tap the song rhythm completely)

(5) Play the song "I am a Little Herdsman on the Grassland" and dance with the music.

(6) Teacher: It’s so awesome. It seems that it’s not difficult for you. If you were asked to join in the steps to dance, would you do it?

6. Join the steps and let the teachers and students dance together.

7. Teachers and students danced the chopstick dance together with the music.

3. Singing on the prairie.

1. Teacher: The cheerful chopstick dance brings us beautiful enjoyment, and the life of the small herdsmen on the grassland is even more colorful. They are hardworking, brave, grazing, and singing happily. You can listen.

2. Listen to Fan singing "I am a little herdsman on the grassland".

3. Hum along with the piano: How do you think the little herdsmen feel when they sing this song?

Sing happily along with the teacher’s music!

4. Disadvantages of guidance:

"The grass is green and the sheep is fat" - the green grass jumps up and the fat sheep twists! (rest, before Yiyin)

5. Sing again with the teacher’s music.

6. Teachers and students sang duet with cheerful voices: Hearing the little herdsmen singing so proudly, the teacher also wanted to be a proud little herdsman. Let us compete, who sings more proudly? (Teachers and students sing along with the piano)

7. Teacher: I’m a little bit unconvinced that you sing even more impressively than the teacher. I’m going to take out my chopsticks and sing and dance to compete with you. Teachers and students joined in the chopstick dance performance.

8. Teacher: The children’s performances are like the proud little herdsmen on the grassland. Now let us sing songs, dance and be real little herdsmen, okay?

9. Expand.

Teacher: Today the teacher and the children had a happy music class on the grassland. We rode horses, sang together, and most importantly learned the chopstick dance together. In fact, the chopstick dance is just one type of Mongolian dance. The smart Mongolian people can also use many things in life to dance beautiful dances. Look! (Showing various Mongolian dance scenes)

4. Farewell to the prairie.

1. Teacher: Mongolian dances are colorful and the Mongolian people are warm and hospitable. Look! The little red horse is here again, let’s ride on the little red horse and say goodbye to the prairie!

2. Play the song, and the students will sing along with the music and jump out of the classroom.

Primary school music activity plan 2

Teaching objectives:

1. Encourage students to actively and boldly participate in music practice activities, dare to express themselves, and learn through the activities Collaborate with others.

2. Use beautiful and harmonious sounds to express the artistic conception of the song "Beautiful Dusk".

3. Through the learning and practice of three-part rotation singing, students can feel and experience the wonderful harmonic effect, and arouse students' enthusiasm and interest in music learning.

Teaching is important and difficult:

1. Two-part rotation singing.

2. Control of pitch, timbre and expression of musical emotions.

Teaching aids: electronic keyboard, courseware, pictures, teaching CDs, etc.

Teaching process:

1. Organize teaching: Play the music "Beautiful Dusk" learned in this lesson. Pay attention to the speed of the song and the changes in mood. Students listen to the music carefully. Mobilize students' attention and listen to music with purpose.

2. Create situations

1. The teacher drew a sun with red chalk on the blackboard and asked: What is this? Look again, the teacher used green chalk to draw a mountain under the sun. , asked: Do you think the sun is going to set? Or has it just risen? Let the students say that they can’t decide in the end.

2. Then, let the music tell us. The teacher slowly plays mi, re, and do and then guides the students to conclude that the sun is slowly going down and the beautiful dusk has arrived. The scenery at dusk is so charming. Let's sing the music of the sun going down. Students answer questions. Moving from a problem to a new topic will not make students feel too sudden.

3. Teaching new lessons

1. Learn the second part of singing "Beautiful Dusk" Teacher: There was a tour group visiting a city in a European country. In the evening, the tour guide told Tourists, the dusk scenery here is particularly beautiful, please go and enjoy it. Because there are many people and the road is narrow, you need to divide into two groups to watch, one group walking in front and the other group walking behind. Two-part singing practice. Students practice in two groups. The first group walks in front to form a large outer circle, and the second group walks behind to form an inner circle in the large circle. The students sing songs while walking and enjoying the dusk scenery.

2. Learn to sing "Beautiful Dusk" in three parts. Teacher: Another tour group came the next day, with a group of 10 people. In the evening, the activity was arranged to enjoy the dusk scenery. Because the scenery was so beautiful, those who went to watch it on the first day wanted to go again, so they were divided into three groups to watch it. .

(1) Three-part singing practice. Learn to practice in three groups. The first group walks in front to form a large outer circle, the second group walks behind to form an inner circle within the outer circle, and the third group walks last in the second circle. Forming the third inner circle, students sang songs while walking and enjoying the dusk scenery.

(2) Teacher summary. Teacher: Students, what two forms of singing did we practice just now through music activities? Teacher: Through the practice of two-part singing and three-part singing, we used our own voices to experience the harmonious beauty brought by wonderful harmony. The students followed the teacher's instructions to divide into groups and then sang. Follow the teacher's instructions to divide into groups and then sing. students answer. Let students actively participate in music practice activities, master knowledge and skills in a relaxed and pleasant atmosphere, stimulate students' enthusiasm and interest in music learning; at the same time, it also cultivates students' good attitude towards cooperation with others, improves their aesthetic taste and enriches the artistic conception of songs. Aesthetic emotions.

IV. Expand Teaching

1. Touch and guess: touch the bell.

2. Play a sound game; if the sound is far away, sit down; if the sound is near, stand up; if the sound is near your ears, raise your hand.

3. Name the students and use the bell_-rhythm to accompany the students' singing.

4. The tambourine appears and the percussion cooperation is performed: the bell appears first, and the tambourine rhythm is added when singing in turn___. Students follow the teacher's instructions to play the game. It is easier for students to remember the changes of sounds during the game.

5. Summary.

Added: After class, try singing "The Good Baby Is Asleep" in rotation. Think: Is it appropriate to sing in rotation for such a song?

Primary school music activity plan 3

Teaching objectives:

1. Educate students to love teachers and schools, and require students to do a good deed for the school with practical actions and contribute to the teacher as Teacher's Day is approaching. Love.

2. Be able to sing the song "We Love Teacher" with a beautiful and soft voice to express respect and love for the teacher; feel the similarities and differences between the rhythm characteristics of three-beat songs and the music melody; be able to speak independently Sing songs by heart confidently, and be able to make up moves and perform with classmates.

3. Through the study of the song "Our School Yaksi", you can feel the rhythm and style of Xinjiang songs; learn to create song movements based on simple Xinjiang dance steps; learn to choose percussion instruments to participate in the accompaniment of songs.

4. Starting from the lives of students, through their feelings about the two beats of "Hey yo!" and "Hey yo ho!" in the labor chant, "experience and express two beats and three beats." Characteristics of beats and their strength and weakness rules

Teaching objectives:

1. Be able to sing the song "We Love Teacher" with a beautiful and gentle voice to express respect for the teacher. and love;

2. Feel the similarities and differences between the rhythmic characteristics of three-beat songs and the music melody;

3. Be able to sing songs independently and confidently by heart, and be able to compose your own movements Perform a complete performance with classmates.

Teaching focus: Feel the similarities and differences in the rhythmic characteristics and musical melody of three-beat songs, and be able to make up your own movements to perform with classmates.

Teaching difficulties: Feel the similarities and differences between the rhythm characteristics of three-beat songs and the music melody

Teaching design:

1. Change the 2. Questions 3 and 4 serve as an introduction to learning new songs. Let students discuss what they know about Teachers’ Day and how they plan to express their respect for their teachers, and ask each student to say a word dedicated to their teachers.

2. In order to let students become familiar with the melody of the song first, the song music can be used as background music before learning to sing the lyrics, so that students can listen to and become familiar with the melody of the song during the activities of listening, doing, drawing, thinking and chanting. For example:

(1) Listen to music and make three-beat rhythms freely;

(2) Listen to music and improvise a Teacher’s Day greeting card or make a red flower for the teacher;

(3) Listen to music and complete the requirements of the "Think About" column on the third page: feel the similarities and differences of the music in the song, and choose one of the pictures (the first one);

( 4) Recite the lyrics emotionally in the music of the song.

3. Learn to sing songs by listening and singing. The specific methods include: listening to the recording in full, singing quietly to the recording, and listening to the teacher's singing. Students sing along, sing along with the piano model in phrases, and use cues to listen to the singing method: Teacher Fa sings the first half of the sentence, and the students follow the second half. After they are familiar with the singing, they swap, etc.

4. After learning the song, listen to the singing method. Under the guidance, try to accompaniment to the song by stomping your feet, clapping your hands, clapping your feet, and clapping your shoulders according to the "strong and weak" rules, such as:

Clap your hands O╳╳|O╳╳|

Stamping feet ╳OO|╳OO|

On the basis of imitation, students will then make up some tapping methods to cheer up their singing. For example, they can try to change the clapping of hands into clapping legs or shoulders.

6. Hold a party to celebrate Teachers’ Day and organize students to dedicate this soulful song, homemade greeting cards, and red flowers to their beloved teachers.

Primary school music activity plan 4

First lesson

Teaching content:

Learn to sing the song "Play the Qiang Flute and Dance to the Guozhuang", Accompany the songs and dance to the sounds.

Teaching objectives:

1. To deepen students’ understanding of the characteristics of ethnic minorities who are kind, simple, bold, and good at singing and dancing.

2. Learn the song "Play the Qiang Flute and Dance to Guozhuang", and be able to be bold and enthusiastic in singing, accompaniment, and Guozhuang dance.

Teaching process:

1. Introduction: Ask students to look at the costumes of the Qiang people (show pictures), then look at pictures of Qiang flutes (show pictures), and introduce the Qiang people.

2. Learn to sing the song "Play the Qiang Flute and Dance to the Guozhuang"

(1) Listen to the singing sample recording (twice), and ask the students to talk about their feelings after listening.

(2) Read the lyrics collectively and hum the lyrics softly along with the recording.

(3) Learn to sing the first 16 bars of the song score, and guide students to "discover" that the next 8 bars are basically the same as the previous 8 bars.

(4) Sing the first verse by heart and sing along with the accompaniment.

3. Use classroom percussion instruments to accompany the songs

4. Learn a few Guozhuang dance movements and dance happily

5. Summary

Second lesson

Teaching content:

Appreciate the orchestral ensemble "Yao Dance Music", use classroom instruments to play the theme of "Yao Dance Music", and use percussion instruments to accompany it.

Teaching objectives:

1. Be able to concentrate on appreciating and hearing the differences in speed and musical mood in the three parts of "Yao Dance Music", and be able to successfully complete the exercises in the textbook.

2. Be able to recite the main themes of "Yao Dance Music", play it with classroom instruments, and do vocal exercises along with the theme music of "Yao Dance Music".

Teaching process:

1. Introduction: Introduce the Yao people, look at the costumes of the Yao people (show pictures) and the scenes of them singing and dancing to celebrate the festival (show pictures).

2. Appreciate the orchestral ensemble "Yao Dance Music"

(Yao Dance Music) describes the scene of the Yao people singing and dancing to enjoy the carnival on festival nights. The music is divided into three parts, as shown in the textbook The two themes in the first part are listed. Theme A is very beautiful and the theme B is vigorous and lively. The students sing softly to the teacher’s piano and repeat it many times, and they are required to learn and memorize it.

( 2) Appreciate the first part of the music. Ask students to listen to the first part of the music quietly, prompting the entry of two different themes.

(3) Appreciate the second part of the music.

(4) ) Appreciate the third part of the music. This part is a reappearance of the first part, but the atmosphere becomes more and more lively, and an ending is added. The music at the end is faster and more powerful, and the performance of singing and dancing reaches _. Ended emotionally

(5) Listen to "Yao Dance Music" completely

3. Play theme A with classroom instruments

4. Summary

Lesson 3

Teaching content:

Song "I,"

Teaching objectives:

1. .Be able to sing the song "My Man" expressively and initially learn the music score of this song.

2. Be able to design a variety of singing styles for the song.

Teaching process:

1. Introduction

2. Learn to sing the song "A Minato"

(1) Listen to the recording of the model singing several times to give students a preliminary understanding of the song

(2) Discuss and understand the lyrics, especially the meaning of the word "I" in the lyrics "It guides me, it listens to my words". This "I" does not mean One person, but refers to the entire Yi people.

(3) Follow Fan Sing’s recording and learn the lyrics softly.

(4) Sing loudly along with the accompaniment and ask to sing. Proud and enthusiastic feelings, but control your voice and avoid shouting. When students sing, the teacher can direct the speed and intensity.

3. Learn to sing the score: the teacher sings the score loudly and the students sing the score softly.

4. Design singing forms for songs

Primary school music activity plan 5

Teaching content:

1. Appreciate music. "Pastoral", "Little Cowherd"

2. Selected content: Learning to play songs on the recorder

Teaching objectives:

1. By appreciating the music " "Pastoral" and "Little Cowherd", to further experience the joyful, lively and energetic music mood in the music, and to initially experience two different styles, different timbres and colors, and different emotions.

2. Through guidance. Students played the song "Pastoral" on recorders to enhance their interest in learning musical works and improve their instrumental performance abilities.

Teaching process:

1. Routine exercises

1. Enter the room with self-composed movements to the music (music of your own choice) (requires self-creation, more standardized Movement requirements. Mainly guide students to follow the beat or rhythm of music).

2. Review the content of the previous lesson: acting and singing.

3. Short recorder exercises. (Practice combined with learning to sing songs and playing the three notes 6, 1, and 2)

2. New lesson learning:

(1) Appreciating "Little Herding Cow"

1. Introduction: Talk (start with the song from the previous lesson)

A. The teacher shows the slide show of the tune "Little Cowherd", and the teacher sings while playing the piano.

B. The students hummed with the piano and gained a preliminary familiarity with the folk song.

First listening to the recorded music: Teacher questions:

A. Is this piece of music performed by a national band or a Western band?

B. The main features of the music Which instrument is the melody played by? After listening, students can answer freely.

A. Listen to the first piece of music: Question: What is the relationship between this piece of music and the Hebei folk song "Little Herding Cow"? After listening, students discuss and answer.

B. The second piece of music: Question: What is the relationship between the melody of this piece of music and the first piece? What are the changes in speed?

Can you hear the suona imitating it? Is it a question-and-answer scene between the two?

(It’s still the first theme music, but the speed is accelerated. If necessary, you can listen to it again)

C. The third piece of music

Question: What changes are there in the speed of this piece of music? How is the mood? What scene do you seem to have seen?

D. Listen to the whole song again: After listening, the teacher and students communicate and listen. Afterthoughts.

(2) Appreciating "Pastoral"

1. Introduction: Ask the children to listen to a song and talk about your feelings after listening. (Teacher: Fan sings the folk song "Pastoral")

Students talk about their feelings (the melody is melodious and elegant, and the low melody is gentle)

2. Teacher: Introduce that this is a song from Inner Mongolia Zhaowuda League Folk songs (students use "LU" to follow the teacher to sing the tune of "Pastoral". When singing, they can read the graphic score in the book and then play it with the recorder)

3. Invite the children to listen to a folk song "Pastoral" "The violin piece "Pastoral" composed as a material. First time listening to music.

Question: How many times does the melody of the folk song "Pastoral" appear in the music? (answered by the student later)

4. Listen to the music

Question: Every time What is the order in which the vocal range changes when the theme tune appears? Which side is higher? Which side is lower? What kind of scene is expressed each time, and what kind of scene can you imagine? Students discuss and answer freely.

(3) Compare and appreciate it with "Little Herder" and tell us your feelings. Tips: Compare in terms of subject matter, form, style, etc.

It can be done in the form of group discussion, and then answer.

The teacher summarizes and writes on the blackboard.

Blackboard writing: theme, form and style

"Little Cowherd"

"Pastoral"

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