Music lecture notes for the sixth grade of primary school

Music lecture notes for the sixth grade of primary school

In actual teaching activities, teachers usually need to prepare a lecture, which is conducive to the improvement of teaching level and the development of teaching and research activities. So how should the course draft be written properly? The following is the draft of the sixth grade music lecture I helped you organize for your reference, hoping to help friends in need.

Draft music lecture for grade six 1 1, lecture outline.

According to the requirements of the syllabus, learning to appreciate folk songs is an important part of music teaching. By appreciating different styles and genres of folk songs, students can deepen their love for the motherland, broaden their musical horizons and improve their musical appreciation ability.

Second, talk about teaching materials.

1, teaching material analysis: This lesson is the second part of the first lesson of 1 1, and it is one of the tenth textbook "China Folk Songs", which will play a connecting role. According to Mr. Du's classification of ethnic minorities in the four volumes of Music Knowledge, they are divided into six groups. This lesson will mainly appreciate and learn two folk songs, Pastoral by the Northern Grassland Group and Batang Lianbeijing by the Western Plateau Group. Pastoral is a typical long-tune folk song in Inner Mongolia. Batang, which is associated with Beijing, is a unique folk song in the west.

2. Teaching objectives:

1) Understand the relationship between the characteristics of folk songs in Inner Mongolia and western China and local customs.

2) Be able to distinguish the styles of two national folk songs.

3) Cultivate and enhance students' feelings of loving minority music.

3. Teaching emphases and difficulties:

Can distinguish folk songs of two different nationalities according to their melody, rhythm and other characteristics.

Third, theoretical study.

Students are the main body of learning, so it is very important to choose methods that can make students learn actively. According to the content of the textbook and the age characteristics of the students, I closely focus on the teaching objectives when guiding the learning method, mainly by "listening" to the melody, rhythm and other elements of the songs, so as to let the students perceive the music, thus distinguishing the characteristics of folk songs of different nationalities. Understand the customs of ethnic minorities through intuitive images.

Fourth, the teaching method of speaking.

Because ethnic folk songs are widely distributed and involve a wide range of knowledge, the styles of songs are different. In order to help students understand the characteristic forms of folk songs, the areas where they live and their living habits, so that they can better master the style of folk songs. I adopted the following teaching methods.

1, visual image method: the customs of ethnic minorities are not so well known to our Han children. In order to let them know more directly the living habits of the people in Inner Mongolia and the west, I made some pictures of their food, shelter, clothing and other aspects with computer software, which combined audio and video for the students, avoided boring preaching forms, and made the original abstract content concrete and visual.

2. Comparative appreciation method: When understanding the customs and habits of the two ethnic groups, I compare the characters of the two ethnic groups and the characteristics of the songs of the two ethnic groups in the form of pictures and tables, so that students can understand the customs and characteristics of the two ethnic groups more clearly.

In teaching, I also used the methods of creating scenes, introducing interest, from perceptual to rational, and musical rhythm. Musician Xiu Hailin believes that "music aesthetics inevitably requires experiencing the artistic conception of music". In this class, I make full use of multimedia teaching methods, try my best to let students experience the artistic conception of music, see the relationship between the customs of Inner Mongolia and the west from the screen, and hear the different style characteristics of two national folk songs.

Verb (abbreviation for verb) talks about teaching procedure.

This lesson is mainly to appreciate the songs of ethnic minorities and understand the style and characteristics of songs. In the teaching process, I will adopt the target teaching mode.

1, premise evaluation

In this link, I use the method of creating situations and introducing interest.

1) First of all, how much do students know about the 56 ethnic groups in China? Has anyone been to one of these peoples?

2) Then I will use CAI to show students some ethnic customs in the textbook, so as to concentrate students' attention and arouse their interest.

Step 2 identify the target

I will dictate three goals (abbreviated)

3. Guiding learning standards

In this link, I adopted the teaching method from perceptual to rational.

1) adopts a listening-thinking-watching-moving program. First, let them listen to the melody fragments of the two songs "Pastoral" and "Batang Connected to Beijing" to distinguish the different styles? Where are you from? Do you want to know the customs of these two nationalities?

2) Then I will "bring" the students into Mongolia with the teaching method of visual images. Displaying the map of China, knowing the location and understanding the customs of the people in Inner Mongolia can give students the feeling of being there, and make the abstract things concrete. Then let them enjoy a song with a typical Mongolian style, pastoral. (Listen with questions)

3) After a long visual image, in order to make students relax, I will use the music rhythm method to feel the Mongolian style dance. Do simple movements (wrist pressing, horse riding, shoulder stamping) to adjust the classroom atmosphere, and then ask the students to summarize the songs.

4) Then enjoy a Tibetan dance and let them discuss it in groups. Where in China? How much do you know about their people and so on. After that, I briefly introduced the local customs in the same way. At the same time, I listened to a specially decorated folk song called Batang connecting with Beijing. When listening, let them pay attention to which sentence gives you the most special feeling, and then listen again.

6) Summarize the songs (filled in by students) and check the answers.

7) Finally, the melody, rhythm and other contents of these two songs are compared in the form of a table.

4. Standard evaluation

In this session, I will design three exercises to test whether students can master this part of the content closely around the learning objectives and teaching content.

1) Listen and tell which nationality the two folk songs belong to.

2) Distinguish which nationality two characters belong to?

3) Find out the position of two folk songs on Chinese territory.

5. Show the learning objectives of this section to deepen the impression.

The second teaching material of the music handout for the sixth grade of primary school: This course chooses the excellent Yunnan folk song "Running Water" as the vocal music learning song for the next semester of the first grade of pre-school education. Its original intention is to let students experience the characteristics and regional style of the southern folk songs in China through the study of the representative southern folk songs in China. In the practice of singing, I feel the delicate, subtle, affectionate and euphemistic characteristics of "one stream dripping water", express simple and true feelings and experience the artistic charm of Yunnan folk songs.

Talking about the learning situation: After a semester of vocal music study, the first-year students in preschool education have certain skills in singing methods and expression ability, and have the ability to sing this song. Through the study of this song, students' enthusiasm and interest in learning can be further improved, which is helpful for students to understand the excellent traditional folk songs in China.

Tell the teaching objectives:

1. Cognitive goal: To understand the musical style characteristics of Yunnan folk songs and feel the regional cultural characteristics of folk songs through Running Water.

2. Ability goal: learn to sing "Running Water", flexibly infiltrate the knowledge of singing posture and singing breath, strive to cultivate students' good singing state and habits, and strengthen students' understanding of the importance of vocalization and articulation.

3. Emotional attitude: Through the study of this course, let students know that perseverance is the key to learning to sing, and establish a strong interest in singing learning, and get wonderful singing through diligent training.

Teaching focus:

Accurately sing Yunnan folk song "Running Water"

Teaching difficulties:

1. Guide students to fully understand the connotation of songs and appropriately express the emotional artistic conception of songs.

2. The "soft tone" of the song and the "soft" expression of the prefix.

Teaching methods: explanation, analysis, demonstration and inspiration.

Teaching preparation: piano and multimedia courseware

Teaching process:

First, vocal music training.

Vowels in singing are reflected in vocal practice, and important vowels in lyrics are solved in advance through vocal practice.

1, breathing exercises

Purpose and requirements: Stand upright naturally, relax shoulders, inhale moderately, and pay attention to the fulcrum of deep breathing. Exhale evenly and steadily and experience the breathing state under the control of abdominal muscles and diaphragm, which can make the singing breath as flexible as "running water".

4/4 x-x 0 x 0 x 0 ︱x

Shh, shh, shh.

2, the practice of U vowels and A vowels

Purpose and requirements: Practice the high opening cavity, open the throat to form a tube, the upper and lower parts are consistent, and the vocal area is unified, so as to better promote the practice of a vowel. The lips are slightly closed into a "pinch mouth", the upper lip should be closed, the tip of the lip should be forced, the throat should be open, and the upper and lower sides should be smooth as a tube.

( 1) 2/4 5 4 ︱ 3 2 ︱ 1 - ‖

lutecium (Lu)

(2)2/4 1 2 3 4 ︱ 5 4 3 2 ︱ 1 - ‖

Mi mamie

Second, the song learning and singing-"Running Water"

1. Introduction topic: Students, are you familiar with the songs we heard before class? We sang its melody in solfeggio class, and solfeggio etudes were written according to the main theme of this song. Today, in this class, we will learn this very beautiful, poetic and rich Yunnan folk song "Running Water".

2. Listen to music and feel the "flowing water"

Feel the rhythm, beat, melody and emotional characteristics of the song. When listening and enjoying, you can clap your hands while listening and experience the free rhythm characteristics of songs.

Question: What is the theme of this folk song? What are the melody and rhythm characteristics of songs?

3. Solfeggio, learn to sing, and solve the accurate singing method of difficult phrases.

Strike the spectrum, pay attention to the accurate singing of decorative sounds, and pay attention to the pitch of the big jump interval.

4. Teachers should correct key phrases that are difficult to grasp and demonstrate singing.

5. Learn the lyrics deeply, and pay attention to the technical problems such as inhaling and breathing, strength control and timbre control. And find out the vowels that are difficult to pronounce, and solve them through purposeful intensive training.

6. In-depth analysis of the music structure, music content and national and regional characteristics of the song, and accurate expression of the artistic conception and content of the song.

7. Ask individual students to sing alone. Guide students to sing correctly.

8. All the people sing together and express the artistic conception of the song emotionally.

Third, summarize the new lesson:

The teacher summed up the lesson, evaluated the students' singing, pointed out the advantages and disadvantages, and established the students' self-confidence so that they could finish their works better.

Fourth, expansion and operation:

1. After class, carefully understand the meaning of the song with correct singing posture and accurate breathing method, and accurately interpret and express the work with soft, mellow and sweet voice.

2. Collect works with different musical expressions (vocal music, instrumental music) and different styles (national and popular) from the Internet to further feel the artistic charm of this representative folk song.

Sixth grade music lecture notes 3 teaching content:

1, enjoy the Olympic horn

Step 2 enjoy hand in hand

Teaching objectives:

1. Understanding the music "Olympic Horn" is high-spirited and passionate, conveying friendship and passion to the whole world, and encouraging athletes to make positive progress and work hard.

2. Enjoy the theme song "Hand in Hand" of the 24th Seoul Olympic Games.

Teaching focus:

Learn about different styles of Olympic songs.

Teaching difficulties:

Enhance the understanding of the Olympic movement and actively participate in the Olympic Games.

Teaching content:

I appreciate the Olympic horn.

Teacher: The orchestral "Olympic Horn" was written for the 23rd Olympic Games held in Los Angeles in 1984.

A. Students listen to the song "Olympic Horn" and the teacher prompts them to watch the theme music.

Theme A: The music starts with the grand and loud horn theme A, which is exciting. It seems to announce the start of the Olympic Games.

Theme B: Strings are the main musical instruments, and the rhythm is deep and affectionate, and the horn sound of brass instruments can be faintly heard. The two themes echo each other, as if recalling the Olympic history.

Theme C: Under the background of bass drum, the music is intensive, and theme C is played, as if the Olympic history has gone from ancient times to today. This theme appears repeatedly, as if the whole world is looking forward to the birth of Olympic heroes.

When A and B appear alternately again, the intensity is stronger than before. With the rhythm of George W. snare drum's performance, the mood of music is rising gradually, as if people's hopes for Olympic heroes are increasing day by day. Finally, theme A experienced several tone changes and ended the music in several high notes.

The music "Olympic Horn" is loud and passionate, conveying friendship and passion to the whole world and inspiring athletes to make positive progress and strive hard.

B, listen to the song "Olympic Horn" again, and experience the high-pitched and passionate mood of the song.

Second, enjoy "holding hands"

Teacher introduction: by Tom? Whitlock writes lyrics, George? The theme song of the 24th Seoul Olympic Games composed by Morod.

A. Students listen to the song "Hand in Hand", and the teacher prompts them to look at the lyrics and melody.

Teacher introduction: paragraph a is wide and stretched. Enthusiasm and summoning. The second half sentence is more emotional. At the end of the song, the original text has the word "Arirang". Arirang is the favorite folk song of the people on the Korean peninsula. Arirang is a function word here, which symbolizes that this Olympic Games will be held in South Korea.

B. The students appreciate the song "Hand in Hand" again and sing along gently.

Third, the teacher summed it up.

I hope students can learn more Olympic songs in their spare time, and gain the spirit of being aggressive and struggling.

Sixth grade music notes 4 Dear judges and teachers,

Hello!

I'm Shan Xiaojing from No.9 Middle School. Today, I said that the content of the class is the song of the silver screen in Unit 6 of the sixth grade of Shandong Education Publishing House. Talk about my design and conception from the aspects of teaching materials, objectives, teaching methods, learning methods and links.

The unit "Song of the Screen" mainly talks about film and television music. When it is included in the music textbook of Grade One in senior high school, students can learn to analyze the role of music in film and television dramas, feel the charm of music and improve their ability to appreciate music.

According to the requirements of teaching materials and students' cognitive characteristics, set the following teaching objectives:

1. Cognitive goal: Understand what movie music is and what it does.

2. Ability goal: To be able to compare and analyze the music of this class, so as to sum up the role of film and television music.

3. Moral education goal: to guide students to feel the beauty and charm produced by the combination of music and video, and to cultivate their sentiments.

Due to the popularity of film and multimedia, students appreciate many film and television works and are very familiar with some film and television music, but few or almost no students consciously analyze the important role of music in film and television works. Therefore, the teaching focus of this course is to understand the role of music in film and television dramas. It is undoubtedly a teaching difficulty to guide students to explore the role of music in film and television dramas through comparative analysis.

In order to enable students to successfully break through the difficulties and grasp the key points, they will be guided to adopt the following learning methods:

1, listening and singing perception, overall grasp. The teaching focus of this lesson is to understand the role of film and television music. The premise of understanding is perception, and listening to songs is a basic means of perception.

2. Comparative analysis to acquire knowledge. This method can give full play to students' initiative and enable them to explore phenomena and acquire knowledge.

3. Practice in person and verify the conclusion. Apply the conclusions explored by yourself to practice, so as to achieve the goal of ability.

The realization of teaching objectives is inseparable from teachers' appropriate teaching methods. My teaching method is:

1. Visual image method: When listening to music, multimedia is used to show the fragments of film and television dramas, so that students can experience the audio-visual effect of audio-visual combination, and turn abstract into concrete, which is beneficial for students to understand and analyze film and television music. 2. Experience method: Music aesthetics inevitably requires experiencing the artistic conception of music. By creating situations in teaching, students can realize the great influence of the appropriateness and inappropriateness of music on film and television works under the same plot.

On the basis of analyzing teaching materials, defining objectives, formulating teaching methods and learning methods, I designed the following four teaching links:

First, the import link.

After class, create a situation, show the video clips of A Dream of Red Mansions with multimedia, but play good songs and music of Chinese songs to observe the students' reaction. Students will whisper, snicker, say whether the teacher put it wrong, and put forward the disharmony between the picture and the music. Why not coordinate? This aroused interest, and then led to the inquiry: What kind of characters were created in Song of Heroes? And what kind of style should the music of A Dream of Red Mansions be? This way of setting suspense and introducing it layer by layer can stimulate students' strong desire to explore, guide students to learn, communicate and interact actively in the experience with the interest of exploration, and urge students to understand the first function of film and television music: depicting characters and shaping characters (writing on the blackboard)

Second, the experience link

In order to let students better understand the role of music in promoting the plot in film and television works, I selected the different effects of the song Edelweiss in the film The Sound of Music for students to compare and analyze. First, play the piano to teach students to sing edelweiss, guide students to sing deeply and repeatedly, and let students use gestures to change gradually with the ups and downs of the melody, so as to make the music more infectious and pave the way for later appreciation activities.

First, enjoy the scene of edelweiss: the colonel, his children and his mentor sing edelweiss at a family party. Please appreciate and think: what is the speed, strength and mood of singing? What kind of atmosphere is reflected? Student summary: Very beautiful, lyrical and warm family atmosphere. Then enjoy the second scene of Edelweiss: At the end of the film, the colonel's family faces the enemy's gun and sings Edelweiss at the party. Remind students to pay attention to the mood of chorus in the process of appreciation. This song is impassioned, the song makes people feel excited, and the whole chorus is extremely shocking. This song aroused people's hatred against the invaders and also aroused Austria.

The strong and unyielding national spirit of the people. Through the comparative analysis of different emotions caused by different speed and intensity of the same song on different occasions, students can sum up the second function of film and television music: revealing the theme and expressing emotions. (blackboard writing) This link enables students to gain knowledge and improve their skills by actively participating in music practice activities.

Third, the creative link

The essence and value of music lies in stimulating people's creativity. Therefore, starting from the principle of stimulating students' imagination, encouraging students to actively participate and exploring creation, I completed this link in two steps.

Step 1: Music and pictures

Listen to a piece of music "Japanese devils enter the village" and ask the students to imagine the scene. Health: War is coming, Warcraft and so on. Q: What role does this piece of music play in the movie? Student summary: contrast, render the atmosphere and contrast the scene. Since music has so many functions in film and television dramas, let's dub it.

Pictures and music

Let the students watch the clip of the cartoon Tom and Jerry first. Please use your imagination according to your own judgment and understanding, and create from the aspects of music style, melody, speed and strength. This picture is: at first, the cat was sleeping, and the mouse passed by the cat quietly, but accidentally stepped on the cat. Finally, the cat began to chase the mouse. Then the teacher gives the students three songs to choose from: one is the original song; The second is the fragment of "Wild Bees Flying"; Third, give it to Alice, which paragraph is more suitable for students to listen to, and why? Finally, appreciate the original work and further feel the close relationship between film and television music and the characters in the play. This link stimulates students' active thinking space, and enables students to master the third function of film and television music in independent inquiry: to set off the atmosphere and set off the scene. (blackboard writing)

Fourth, the promotion link.

Although the new curriculum concept pays attention to the development of students' subjectivity, students' musical literacy is not mature enough because of their age, and the promotion of teachers is an essential link to sublimate the classroom. First of all, let the students know what movie music is: movie music refers to music made for film and television, which makes the music content more specific and appealing through the visual image of the picture. Secondly, teachers and students review the three functions of film and television music according to the blackboard writing.

After the completion of the above four links, we can naturally summarize the class: through this class, we not only know what movie music is and what its function is, but more importantly, we also learn to understand the works more deeply and enjoy the charm of art better through analysis and comparison. I hope that students will listen more, remember more, experience more and use more, so that your life will become more colorful and your emotional world will become more and more beautiful, deeper and more magnificent.

Next, assign homework: please watch some other film and television works in your spare time, analyze the music in the film, and then write a small paper on the feelings of film and television music, as a summary of the content of this unit, I believe students will show their own wonderful.

In the design of blackboard writing, it is very concise and lively, that is, the three major functions of music in film and television.

This lesson stimulates students' strong thirst for knowledge through creativity, so that they can take the initiative to learn, compare and analyze, draw their own conclusions and verify them in practice. The whole process is clear in thinking, rigorous in structure, interlocking and gradual, allowing students to participate in activities, experience in participation, realize in experience and sublimate in understanding, which fully embodies the new educational concept of taking students as the main body.

Sixth grade music handout draft 5 teaching content:

Sing "When the Five Rings Flag Arrives in Beijing"

Teaching objectives:

1. Learn to sing the song "When the five-ring flag reaches Beijing".

2. Understand the meaning of the Olympic rings.

3. Through the study of songs, stimulate students' determination to exercise from childhood and serve the motherland when they grow up.

Teaching focus:

Deal with the song when the five-ring flag reaches Beijing.

Teaching difficulties:

Emotional contrast in singing songs.

Teaching process:

First, review the songs.

1. Students sing tapes with Fan to review the lyrics, and the teacher corrects them.

2. Students practice melodies in groups.

3. Students practice the melody of songs with the accompaniment tape.

Second, deal with songs.

1, the first paragraph is a March-style song, which is passionate and uplifting.

2. The second paragraph is lyrical, in contrast to the first paragraph.

3. Sing students' determination to exercise since childhood and serve the motherland when they grow up.

4. Under the teacher's treatment and the students' understanding, practice the lyrics with the accompaniment tape.

Third, clarinet practice.

1, practice the melody of the song by yourself, and the teacher will guide you.

2. Practice the melody of the song in groups.

3. Play the song completely on the clarinet.

4. The teacher summed it up.

The teacher divided the students into five groups according to "Welcome to Beijing" to collect information about the Olympic Games.

Sixth grade music handout draft 6 teaching content:

Sing "When the Five Rings Flag Arrives in Beijing"

Teaching objectives:

1. Learn to sing the song "When the five-ring flag reaches Beijing".

2. Understand the meaning of the Olympic rings.

3. Through the study of songs, stimulate students' determination to exercise from childhood and serve the motherland when they grow up.

Teaching focus:

Learn to sing the song when the five-ring flag reaches Beijing.

Teaching difficulties:

1, syncopation duration.

2. The pitch of the interval.

Teaching process:

1. scene import.

Show the Olympic rings and ask the students what this symbol is.

Who knows the meaning of the Olympic flag?

The teacher supplemented according to the students' answers.

2. Learn to sing the song "When the five-ring flag reaches Beijing".

Today, we are going to learn a song "When the Five Rings Flag Spread to Beijing". First, read the tips in the song. Talk to the students about your understanding of the Beijing Olympic Games.

(1) Students listen to the tape and sing with questions.

What is the content of this song?

② How many paragraphs is the song divided into? This song is divided into two parts.

(2) Students sing the lyrics softly with the cover recording.

(3) Students read the lyrics with emotion.

(4) Teachers shape the melody of songs.

(5) Learn to sing music in sections.

① The first paragraph

Note: a, the duration and beat stress of syncopation;

B, the last sound of each sentence should be sung for the whole time (three beats);

The pitch of intervals C, 6-4 and 7-3; It should reflect the style of the parade.

② The second paragraph

Note: A. Emotional comparison between this paragraph and the first paragraph;

B, 3-6, 2-6 and 6-3 intervals;

C. dynamic changes between phrases.

(6) Practice the lyrics of songs collectively.

(7) Teacher's summary.

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