Kindergarten middle class percussion art lesson plan

Activity Objectives

1. Through music activities, cultivate children's spirit of daring to try and explore.

2. Children try to use a variety of percussion instruments and choose the appropriate rhythm pattern to accompany the music, from which they feel the beauty of the music.

3. Further develop children's imagination and creativity, and let children make up their own dance moves for the music.

Activity Preparation

Rhythm cards, magnetic blackboard, tape recorder, tape, percussion instruments, bells, rattles, tambourines.

Activity process

I. Beginning

Children listen to the music happily into the classroom.

Second, the basic part

1. The first attempt to let the children know the name of the music, beat, mood, understanding of percussion instruments should be rhythmically accompanied by music.

(1) Invite children to enjoy the music, and after enjoying it, let the children say the name of the piece, the beat and the mood.

(2) Teachers prepare a number of small bells, rattles, tambourines, let the children free to choose the instrument, and free to accompany the music, the teacher will be accompanied by the process of recording.

(3) Teacher play the recording, children listen to the recording and discuss with the teacher.

Teacher: children just listened to the recording, after listening to what do you think? Why is it not good? This piece of music is very beautiful, very good, but the children accompanied not only did not make the music better, but listen to the uncomfortable, then we should do? (Beat the rhythm)

(4) Teacher divided the children into three groups, each group of children to discuss the choice of a certain rhythm, and listen to the music to beat out the chosen rhythm.

2. Second try. Through trying, let the children perceive the percussion instruments to clap the same rhythm for the music accompaniment is very monotonous, so as to inspire the children to try small bells, rattles, tambourines, three kinds of musical instruments in a hierarchical way for the ensemble.

(1) Children discuss and use percussion instruments to clap out the rhythm to accompany the piece. (In each group the teacher prepares a number of rhythm cards for the children to choose freely)

(2) Each group of children puts the `rhythm cards with rhythm patterns on the blackboard and takes turns to perform. After the accompaniment, the teacher discusses it with the children.

Teacher: Just now we all listened to the performance of each group of children, what do you think? (good, not messy) but the teacher feels a little monotonous, how can we shoot better?

3. Third try. Inspire young children to use their brains, with ringing boards, small bells, tambourine three instruments to imitate the image of the music, choose the appropriate rhythm type for the music accompaniment, and from the experience of accompanying percussion instruments to pay attention to not too loud, to control the intensity, so as not to destroy the beauty of the music mood.

(1) Teachers let the children according to the small bells, tambourines, rattles three kinds of musical instruments into three groups.

(2) The children will discuss and choose the appropriate rhythm card, and play with their instruments while listening to the music.

(3) Teachers ask the children with the bells to say what the rhythm is? Why did you choose this rhythm? Let the children put the rhythm card on the board. ( I , the sound of the little bell ringing is like the wheat dancing when the farmer uncle patted the wheat.) Teacher asks the child with the ringing board to say what rhythm is being clapped? Why did you choose this rhythm? ( I I, the sound of the rattle is like the sound of the farmer's uncle patting the wheat.) Teacher asks the child with the tambourine to say what rhythm is being clapped? Why did you choose this rhythm? ( I I The sound of the tambourine tapping is like the sound of the farmer's uncle tapping the wheat) Teacher asks the children who are tapping the soundboard and the tambourine to put the rhythm cards they chose on the blackboard respectively.

(4) Teacher asks the children to pay attention to the strength and weakness of the ensemble, and not to be too noisy in tapping the percussion instruments, and to control the strength.

(5) Children listen to the music for the ensemble, the teacher recording.

(6) Teachers play the first recording and the recording of the children's ensemble, so that children can compare.

Third, the end of the part

1. Children listen to the music and dance freely.

2. Children walk out of the classroom listening to the music of "Beat the Barley".