Three Music Teaching Plans of 8th grade in Junior Middle School

# Lesson Plan # Introduction lecture notes are prepared for lectures, which are different from lesson plans. The lesson plan only says "how to teach", while the lecture notes focus on "why to teach like this". I have compiled three music lesson plans of 8th grade in junior high school, hoping to help you!

The Butterfly Lovers

Let's talk about the teaching content of the textbook (1) first.

Enjoy the violin concerto "Butterfly Lovers" and learn to sing the love theme "become a butterfly".

(B) the status and role of this course

Based on the artistic expression of the European concerto, the butterfly lovers Violin Concerto has created a vivid and touching musical image with a unique national style, which has become a successful work of nationalization of China's symphonic music and gained international recognition for its distinctive Chinese national style.

(3) The emphases and difficulties of the textbook

Understanding the meaning of the main music fragments and the love theme of solfeggio are the key points of this lesson; It is difficult for students to understand the structural characteristics of sonata form in this course.

Second, learning methods and teaching methods

According to the characteristics of teaching materials and students, this lesson mainly adopts the following learning methods:

1. Enjoy the violin concerto Butterfly Lovers independently in a good problem situation.

2. Understanding the application form of musical instruments is closely related to the content of the works.

3. Seriously feel the changes of different rhythms and speeds in music, and correctly distinguish and judge different themes.

4. Actively discuss, boldly imagine the ending of the story, and extend the final development of music.

Teaching methods and ideas:

Use multimedia, tape recorders and tapes to appreciate and explain. Through inspiration and guidance, students can expand their association, understand the theme and feel the spiritual connotation of the work. Through discussion and analysis, students can explore and innovate.

Third, talk about the teaching process

The teaching idea of this textbook is: organizing teaching-enjoying music-explaining and analyzing-classroom summary-classroom homework.

1. Let the students enjoy their feelings. Listen to Liang Zhu's violin concerto first.

2. Use multimedia courseware to show the author, creation time, noun explanation and sonata structure diagram, so that students can freely discuss what a sonata is.

3. Complete works of music appreciation.

4. The teacher explains, guides and summarizes.

Thoughts and feelings of violin concerto butterfly lovers;

Describing the sincere love between Liang and Zhu, angrily accusing and lashing feudal ethics and ethics, reflects the people's anti-feudal thoughts and feelings and deep sympathy for this love tragedy.

5. Classroom assignments

(1) Discuss in groups and imagine the end of the music.

(2) Love theme of solfeggio.

Attached book design:

The Butterfly Lovers

(1) Chen Gang, He Zhanhao

(2) Creation time: 1959.

(3) Theme: Folklore

(4) Material: Absorb the tunes of Yue Opera.

(5) Genre: Sonata

(6) Noun explanation

Musical form: refers to the unified structural law of the whole and part of a musical work, including the structural form of the musical work, the combination of theme and non-theme components and the tonal layout.

Concerto: a large piece of music played by a solo instrument and a band.

Song of the ship

Hello, teachers:

I am Fan from No.42 Middle School. What I want to tell you today is that the theme of this class is a comprehensive music class, boat songs.

Teaching material analysis:

The textbook I use in this class is the European music Italian folk song "Saint Lucia" in Unit 6 of 8th grade's second volume. Saint Lucia is a vocal work belonging to the genre of boat songs. This lesson is based on the song learning in the first lesson, which expands the content and development of Saint Lucia's genre.

The teaching goal of this course is to use multimedia teaching methods to create scenes, stimulate interest and show the origin of boat songs. In the comparative appreciation of different boat songs, guide students to participate in the experience of musical emotion in the form of words, poems, paintings, maps and rhythms, analyze the rhythm of boat songs, summarize the style of boat songs and perceive musical elements. Secondly, learning information is fed back through "appreciation and discrimination". In the singing of the boat song Saint Lucia, we can deepen the interesting experience and make a simple comment on the artistic conception and style of the song.

The focus of this lesson is to let students express their feelings about music in various ways they like and fully tap their artistic potential. The difficulty of this lesson is to let students summarize the characteristics of boat songs from appreciation and make a simple distinction.

This course focuses on music teaching, and also involves the cultivation of Chinese and art abilities.

Teaching methods:

In teaching, I mainly use multimedia teaching methods to create scenes, stimulate interest and show students the origin of boat songs. Let the students listen to the other two works of the same genre completely and fully, and then summarize the musical genre characteristics of ship songs by themselves.

Legal learning guidance:

Music class should attach importance to students' music practice, so I give students the initiative to learn and let them take the initiative to participate in learning and play freely. Let students express their feelings about music with their favorite essays, poems, paintings and maps. Fully tap their talents so that every student can develop his artistic potential in a broader field.

The new music curriculum standard advocates students to listen to music works completely and fully, so that students can get pleasant feelings and experiences in the process of music aesthetics. Inspire students to fully develop their imagination in the state of positive experience; Protect and encourage students' independent opinions in the music experience. So after introducing the origin of boat songs in this class, I let the students listen to the Boat Songs of June by Tchaikovsky and the Boat Songs of Ussuri by China. After the students had a preliminary experience of several works of the same genre, the teacher led the students to analyze and summarize the musical characteristics of ship songs on the basis of musical aesthetics and the basic knowledge of music.

The teaching process of this lesson is as follows: it consists of three parts: scene introduction, listening and performance, and song review. Among them, the scene introduction consists of multimedia display and game links, and the appreciation performance consists of boat song appreciation and boat song recognition. Through this arrangement, students can complete the teaching mode of participation-experience-creation.

First of all, I will introduce the topic by means of simulated tour guide. "Hello, everyone, welcome to the Italian folk music tour group! I am the tour guide at the first stop of your tour. I hope we can enjoy the beautiful folk music and customs there together. " The students' attention soon focused on the teaching content. Then there is a game of answering questions. The teacher will ask which city in Italy is a famous tourist attraction, which is famous as "Water City". At the same time, it is also the birthplace of the genre of "boat songs" in music. Among the three ABC options, it is easy for students to choose the correct answer Venice by exclusion. This link aims to guide students to naturally transition to the regular class procedure. In addition, this selected design can also be used to help students understand more extracurricular knowledge. Next, we will enter the main class of listening and performance, and the teacher will use modern multimedia teaching methods to show the beautiful scenery of Venice and the unique means of transportation-gondola Boat. Based on the scenery of Venice and the melody of the familiar Italian folk song "Saint Lucia", the teacher will introduce that this song belongs to the genre of boat songs, thus leading to the origin of boat songs. The teacher said to the commentator, "Please pay attention to this kind of flat-bottomed boat with two pointed ends and a narrow hull, precisely because the Venice river is narrow and criss-crossed. Boat songs originated from songs sung by boatmen. " The teacher also guided us to listen to two other Chinese and foreign boat songs: The Boat Song of June by Tchaikovsky and The Boat Song of Ussuri by China. Ask students to express their feelings about music with your favorite words, poems, maps and paintings when enjoying music. In appreciation, we should also pay attention to the musical elements and the number of beats in listening to music. Students are divided into four groups, one of which chooses to write. Listen to music with questions, discuss, show and speak in groups. Then I guide the students to summarize the characteristics of boat songs on the basis of listening and speaking. Through the arrangement of this part, language, rhythm, music, art and multimedia technology are organically combined in the teaching content, so that the spirit of advocating subject integration in the new curriculum standard can be embodied. This kind of teaching can not only face all students, but also enable students to show their individuality and creativity in active participation. Students have their own feelings and laid the foundation for listening to music later. Next, I will let the students participate in a music game: which of the following three pieces of music is a boat song? In terms of teaching methods, I pay attention to cultivating students' autonomous learning spirit and let them make bold judgments and speak boldly. The teachers listened patiently to their speeches and smiled knowingly. After the students have a certain understanding of this lesson, the teacher directs the students to sing the song "Saint Lucia" in the last lesson. In the first half of the song, the body swings slightly. Singing this familiar and beautiful melody again will naturally deepen students' feelings. Students are psychologically satisfied, positive and happy. Finally, I conclude with the method of language guidance and encouragement: Today, let's appreciate and analyze boat songs. Students participate in the experience and feeling of music in various ways. There are many kinds of boat songs, which are closely related to people's lives and emotions. Please go back and see if there are any different styles of boat songs, and enjoy the exchange further next time. In the teacher's expectant eyes, let students feel the profoundness of music and enhance their desire to explore.

There must be some shortcomings in the above design. Please give us your valuable comments. Thank you!

The Ode to Joy

First of all, the outline

According to the requirements of "entering the music world", the basic idea of "taking music aesthetics as the core" runs through the whole process of teaching materials and music teaching, and strives to give full play to the unique aesthetic function of music education in improving students' comprehensive quality, organically infiltrate the study of basic skills into the aesthetic and emotional experience of music art, subtly cultivate students' beautiful sentiments and improve their aesthetic ability.

Second, talk about teaching materials.

1, teaching material analysis: This lesson is selected from the first volume of 8th grade Music Textbook published by Guangdong Education Press. According to Unit 2, Music and People's Emotional World-Ode to Joy (Love) >; For the teaching content. Ode to Joy is selected from the fourth movement of Beethoven's ninth symphony (chorus).

2. The position and function of teaching materials: Beethoven is a great German music composer, and his most outstanding works are Symphony No.9 (Chorus) and Solemn Mass. Ode to Joy is a tune that students are familiar with. By studying Beethoven's Ode to Joy, we can feel the emotion and symphony of European classical music, and celebrate and learn the spirit of friendship, equality and freedom.

3. Teaching objectives: A. Feel the humanistic spirit of different times. B. Infect and cultivate students' emotional world by appreciating and singing songs. Gradually establish a deep love for relatives, others and all good things, and then form a positive and optimistic attitude towards life and yearning for and pursuit of a better future. The music art of truth, goodness and beauty is cultivated by noble sentiments.

4. Teaching emphases and difficulties:

Focus: enjoy and sing songs, and experience the spirit of fraternity from the lyrics.

Difficulty: The connection between the time value of the last beat of the third phrase and the fourth phrase is the most error-prone in singing.

Third, oral teaching methods

In order to make students understand and learn songs more directly and vividly, help students receive the learning effect, and let students better grasp and feel the role of music. I adopted the following teaching methods.

1, visual image method: interest is the teacher. The students all know Beethoven as a musician, but they don't know much about him. The main content of this lesson is one of the most outstanding songs written by Beethoven. In order to make students interested in learning songs, students should first have a preliminary understanding of composers and be interested in learning songs. I showed the students the photos of Beethoven and the sculpture model of his head, which gave them a preliminary impression of Beethoven, then explained his life and introduced the new lesson.

2. Emotional teaching method: Xian Xinghai said that music is a melting pot to cultivate temperament.

The implementation steps are as follows:

Emotional arousal-emotional deepening-emotional externalization

In this lesson, I start with the composer's life and his symphony to stimulate interest, then guide students to deepen their emotional experience in exploration and discovery, and finally extend from exploring the spirit of the Song Dynasty to tracing the origin of music culture in the migration, thus sublimating the aesthetic experience.

3. In addition, multimedia-assisted audio-visual method is adopted: students have generally heard or been exposed to the song Ode to Joy before, but they may not be able to understand the main idea of the work. In order to deepen students' impression and interest in learning songs, I use computer courseware and teaching platform, and at the same time cooperate with video demonstration and audio appreciation to give students audio-visual combination, avoid boring preaching form, make the original abstract content concrete and visual, and help students understand and analyze the theme song.

Fourth, the methods of speaking and learning

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

According to the age characteristics of students, I closely focus on the teaching objectives in the guidance of learning methods, mainly through the elements of "listening" and "singing", so that students can perceive the artistic conception and singing style of songs. By recording and singing along with the video of computer courseware, students can get in touch with songs more directly and vividly, so as to achieve the goal of ability. Finally, the conclusion is verified by personal experience.

On the Guidance of Learning Methods

(A), participation-experience method.

In this lesson, I instruct students to perceive music, appreciate listening and debating music, and then enter into emotional experience and imagination association until they understand the artistic conception of music.

(2) class discussion. Osborne's brainstorming method is a good way to train divergent thinking. According to this principle, on the basis of music appreciation, I consciously organize discussions to explore the spirit praised by songs.

Verb (abbreviation for verb) talks about teaching procedure.

This lesson is mainly to appreciate and learn the fourth movement in Beethoven's Ninth Symphony, and to understand the musical structure of the song, thus praising the spirit of fraternity, freedom and equality. In the teaching process, I will adopt the teaching mode of "appreciation-discussion-aesthetics".

1, picture story import

In this lesson, I will directly introduce Beethoven's new lesson. First of all, I will show a photo of Beethoven and ask the students if they know or understand this person's profile. Then I will ask the students to discuss Beethoven's materials in groups and collect and answer each other. After that, I will introduce a new lesson from Beethoven's story and life, and introduce the source and related materials of the new lesson "Ode to Joy".

2. Video appreciation becomes a key point to break through difficulties.

In this session, I will play computer courseware, so that students can enjoy this song through audio and video, and guide students to explore and discover in the activities of enjoying music, so as to deepen their emotional experience. This is the focus of this lesson. The design intention is to strengthen two trainings. Music appreciation and learning is also a creative activity. Reception aesthetics puts forward that "there are always many' blanks' and uncertainties in the text of any work, which need to be enriched and supplemented by the viewer's imagination." Therefore, students continue to strengthen divergent thinking training by participating in collective appreciation.

B. Strengthen students' inner auditory training. American composer and music educator Aaron Copland said, "If you want to understand music better, nothing is more important than listening to it." Accordingly, the teaching procedure is "listening more". I follow the aesthetic process of music appreciation and guide students to listen to and analyze music materials in music with melody creation problems.

After listening and watching, let the students sing this song along. Because the tune of this song is very simple, 4/4 beats, students have been exposed to it in primary school textbooks, so they are fully capable of learning independently. But the difficulty to be solved in this song is to sing the song correctly. The time value of the last beat of the third phrase and the connection of the fourth phrase are added. In this place, I will play music repeatedly. Compared with the previous tape recorder, the advantage of playing music by computer is that you can play it circularly by clicking on this paragraph directly without repeated rewinding, which saves unnecessary time for class. In this session, I will test the songs sung by my classmates to see if the difficulties have been solved. The methods are as follows: a. Singing in the whole class or group; B. singing difficult melodies by individuals; C. The number of difficult melodies and takt time.

3. After students are proficient in singing songs, they enter the discussion-aesthetic stage.

After listening to the whole song, students will have different feelings after learning to sing. At this time, let the students discuss in groups, make a simple evaluation and analysis on the understanding of lyrics and the composition style of songs, and let the students feel the difference between singing and recitation. Let the students express their opinions according to the collected materials, so that the knowledge gained through personal experience can have a sense of accomplishment. Let students learn music in a harmonious atmosphere, accumulate music culture, and cultivate students' habit of learning and feeling music independently, so as to learn, appreciate and discuss songs, appreciate songs and music, and explore the artistic conception conveyed by songs, so that students can finally feel the humanistic spirit of different times.

Then I will evaluate and summarize the students' speeches and give positive praise and encouragement to the students' answers. Finally, summarize the content of this lesson. Show the learning objectives of this section again and deepen your impression.

6. Design of blackboard writing: Because this course adopts the modern teaching method of combining computer platform with courseware, most of the contents of blackboard writing are displayed in the courseware.

The contents are: 1, a short biography of Beethoven.

2. Introduction to Ode to Joy

3. Melody and rhythm of difficult phrases in music.

This is the teaching flow chart of this lesson. My lecture is over, thank you! Please give us your valuable advice.