Article 1

Children in kindergarten are in the period of hearing sensory development. The hearing develops faster than other senses and has more needs. Therefore, they can express obvious emotional responses to music. This The first link is the children's auditory and motor feelings, so that the children have a preliminary impression of music.

Purpose of the activity:

1. Through games, identify and feel two different styles of music and perform corresponding actions.

2. I like music games.

Activity preparation:

Tape, forest background decoration, tiger and small animal headdress

Activity process:

1. Appreciation

The teacher plays music and the baby fully appreciates the music.

2. Imitation

1. Tell me who is coming? (Bunny, puppy, etc. feel free to say)

2. Imitate actions (which one is mentioned? The animal is imitated (whichever animal it is)

3. Games

1. The nurse plays the role of the small animal, and the teacher plays the role of the tiger

2. When the child hears the cheerful music, the child The animals came out to play games. When they heard the dull music, the little animals immediately hid.

3. Repeat (reaffirm the rules)

3. Activity preparation

In order to arouse children’s interest, mobilize their enthusiasm for music and help them understand the lyrics To improve understanding, strengthen the sense of rhythm, etc., I appropriately used some movable teaching aids. I made the following preparations for this activity:

1. Scenario courseware.

2. During regional activities, children can freely listen to the melody of the song.

3. Create an atmosphere of learning in games.

4. Prepare a mother chicken headdress, audio tape, and tape recorder.

IV. Activity Process

(1) Introducing the topic: Listen to the chicken crow, ask "Who is coming?" The children answer, open the courseware to introduce the chicken and music.

(2) Watch the chicks, listen to the rhythm, and do the movements.

1. Guide children to watch chickens, imitate various chicken movements, and stimulate children's interest.

2. Guide children to appreciate music and learn to be little chickens.

3. The teacher listens to music and performs a little chicken show for the children to imitate.

4. Lead to the mother chicken. The teacher performed a performance of mother chicken looking for her chicks. (Preliminary perception of game rules)

5. Tell the children that this is a music game and that the game has rules. (Children perform a little chicken playing on the grass and doing various actions. The mother chicken comes to find the chicken and play the game according to the music melody)

6. Play the game while listening to the music and humming the song, again Inspire children's love for chickens and strengthen the rules of the game to break through the key points of this activity.

7. End this activity in the game.

Part 2

Rhythm is an ability that must be possessed in music practice activities, and it is an important means of expression of music mood and style. The small class period is the stage for cultivating children's rhythm, and it is also the basic period for cultivating musical quality. The gamification method is in line with the physical and psychological characteristics of children: children are active and playful, think concretely, and everything starts from their interests. This semester, I carried out a research project on "A Preliminary Study on Gamification in Cultivating Children's Rhythm Sense in Small Classes", aiming to explore its content, purpose and organizational means while using gamification methods to cultivate children's sense of rhythm in small classes. Now I will make a brief summary of some of my practices and implementation processes in the first and second stages.

1. Main work results

(1) The first stage: preparation stage

1. Understand the performance of the children in this class in terms of music rhythm, Determine teaching and research topics.

2. Consult relevant early childhood music education materials, such as "Children's Gamified Music Education Series", "Xu Zhuoya Music Education Activity Design", "Children's Music Quality and Ability Training", etc., and write a plan.

3. Cultivate and establish preliminary music activity routines.

(2) The second stage (implementation stage)

1. Stimulate children’s interest in rhythm

(1) Provide a variety of musical instruments to allow children to Get satisfaction from free tapping to stimulate children's interest and memory in playing musical instruments.

(2) Provide children with two musical instruments (such as bells and round dance boards) so that they can listen to the difference in the sounds they make while beating them, and further perceive the differences in the instruments through comparison. timbre, and initially master the playing method of the instrument.

(3) Provide two musical instruments with widely different timbres, and use movements during the tapping process to help children understand the relationship between the timbre of the instrument and the expression of emotions. For example, when playing the big drum, guide them to imitate powerful movements such as "tiger, lion". Strike the triangle and do fish swimming, bunny jumping and other dexterous movements when touching the bell. Since there are no rhythm requirements in these free tapping game activities, it will also give them a sense of success and satisfaction for small class children who are not yet able to master regular tapping.

2. Activate children’s sense of rhythm and dynamics during listening and playing.

1. Guide children to perceive rhythm.

First of all, music comes from natural life.

I often consciously train young children to learn to perceive the rhythm of life, such as guiding children to listen and observe the rhythmic sounds in nature, animals, and life, and then imitate, perceive, and record rhythm patterns. From this, children can discover that sounds are divided into high and low, long and short, strong and weak, so that they can accumulate rich auditory experience. Secondly, I also designed a series of listening games that start at a low level and go from easy to difficult, so that children can feel the dynamics of the rhythm while listening and playing. For example: use chopsticks to hit common utensils and utensils in daily life such as aluminum pots, glasses, dishes, etc. to distinguish the high and low of the sound. Sometimes, I also use the method of teacher-student role exchange, that is, the teacher uses a percussion instrument to beat a simple rhythm, and the children use actions such as clapping hands, shoulders, and stomping to express it. On the contrary, the children beat the rhythm and the teacher reproduces it. .

2. Experience and feel a stable and single beat

This is the basis for cultivating children's sense of rhythm. I often let young children feel the steady beat with their own body rhythm. For example, when singing or playing music, let the children shake their bodies and heads beat by beat to feel the regular and unchanging beats. In this exercise, I also let the children clap their hands, shoulders, legs, stomp their feet and other rhythmic movements along with the music. This can help the children better experience and feel the stable beat, and lay the foundation for mastering the changing rhythm in the future. .

2. There are shortcomings:

1. The time for rhythm training is relatively limited, which is not conducive to the cultivation of children's sense of rhythm.

2. Children’s hearing and memory abilities of rhythm are still relatively poor and need to be developed and improved.

3. Improvement measures and next-stage practices

1. Practice rhythm throughout various activities.

(1) Before teaching a new song each time, children can be allowed to follow the rhythm of the music and listen to the types of rhythms in the song. After the children can accurately beat the rhythm, let the children follow the rhythm of the song. Rhythm, speed, etc. to learn lyrics. You can also read the lyrics and record the rhythm at the same time.

(2) Practice in combination with language rhythm.

(3) Set up a rhythm creation area in regional activities. You can also use the time before meals to practice rhythm. You can also practice by imitating the sounds of various animals in various games.

2. Pay attention to the development of children’s rhythm hearing and memory abilities.

In future activities, teachers can inspire and guide children to tell teachers or other children the various rhythms they hear, so that children's memory of rhythm can be developed virtually. With long-term persistence, young children will be able to pay attention to various sounds in daily life and develop their hearing and memory abilities for rhythm.

Part 3

1. Teaching objectives for this semester:

Sing ballads

1. Like singing and experience the joy of singing activities Be happy and sing cooperatively with others

2. Learn some basic singing skills, be able to pronounce, pronounce and breathe correctly; be able to use voice expressions and body movements more naturally; be able to perform in group singing activities Appropriately control and adjust your voice to coordinate with the group. < /p>

Rhythmic games

1. Like to participate in rhythmic activities and music games; experience the joy in rhythmic activities and music games; be able to use body movements to explore, express music and perform cooperatively with others.

2. Able to use and control one's body movements more freely; you can use simple and practical rhythm auxiliary props; and can use movements and expressions to communicate and cooperate with others in cooperative rhythm activities

3. Be able to perceive and understand the relationship between music and movement in rhythmic activities, perform rhythmic activities according to different emotions of music, and try to use your own feelings to perform creative activities.

Playing musical instruments

1. Like to participate in percussion activities; experience and enjoy the joy of playing with others.

2. Learn the basic playing methods of commonly used percussion instruments; be able to consciously control and adjust one's own rhythm in collective performance activities; coordinate it with the group; try to use different playing methods for creative expression music.

3. Be able to recognize and identify various common percussion instruments and basic timbre characteristics; understand basic musical instrument knowledge; have a preliminary understanding of simple rhythm patterns; be able to understand the meaning of simple conductor gestures and cooperate with the conductor.

4. Touch the tambourine castanets.

Music Appreciation

1. Like to participate in music appreciation activities, experience and enjoy the happiness in the process of music appreciation.

2. Preliminarily learn to use various artistic expression methods such as language, art rhythmic movements, etc. to express one's imagination and emotional experience of musical works; be able to try to communicate and cooperate with peers in the process of music appreciation.

2. Teaching progress

September

1 Singing ballad "Om Bar Bar" (Montessori)

2 Rhythm game " "Bounce, Bump, Bounce" (Montessori)

3 Rhythm Game "Tropical Jungle" (Parent-Child)

4 Singing Ballad "Little Feet"

6 Music Appreciation "Playground"

7 Play musical instruments "Kitchen Music" (Montessori)

October

1 Sing the ballad "Wash your hands and wipe your face"

2 Rhythm Game "Little Musician"

3 Singing Ballad "Row Boat"

November

1 Rhythm Game "Ribbon Dance" (Montessori)

2 Music Appreciation "Textile Song"

3 Singing Ballad "Pigeon" (Montessori)

4 Rhythm Game "Happy Piggy" (Montessori)

5 Music appreciation of "The Lion King" can be carried out in children's spare time while they watch cartoons.

6. Play musical instruments "The Sound of Horse Hooves" and ring bells with double tubes

7. Sing the ballad "Happy Dome"

December

1 Rhythm game "Christmas Gift Box" (parent-child)

2 Play musical instruments "Christmas Bells" or "Jingle Bells" with optional wrist bells (Montessori)

January

1 Rhythm game "Kitten Fishing" (parent-child rhythm)

2 Music appreciation "Candy Dance" (Montessori)

3 Play musical instruments "Here Comes the Snow Doll" Triangle Sand Hammer Tambourine

4 National Dance Appreciation Rhythm Game "Indian Dance" (Montessori)

Note that each class will have two weeks free in December After entering January, the teachers of each class can make adjustments based on the completion of class hours. Unfinished courses can be completed in late January. Music group teaching and research time: 23 teaching and research times per month. If you have any questions, you can communicate at any time.