Small class percussion teaching plan in kindergarten

Children like to play with noisy things, and the sound characteristics of various percussion instruments are different. All these can arouse children's interest, so that children can gradually cultivate their ability to feel and express the beauty of music by listening to music and playing musical instruments. The following are the teaching plans related to percussion music in small classes in kindergartens that I have carefully arranged. Teachers, come and see!

Small class percussion lesson plan in kindergarten Fan Wenyi "How wonderful the color world is"

I. Design Intention

Children like to play with noisy things, and the sound characteristics of various percussion instruments are different. All these can arouse children's interest, so that children can gradually cultivate their ability to feel and express the beauty of music by listening to music and playing musical instruments. The children in our class are receptive, have a good sense of rhythm and love singing and dancing. So, I designed this percussion song "Wonderful Color World". The purpose is to train children to abide by the rules of percussion activities from small classes and cultivate the habit of watching and conducting musical instruments. At the same time, percussion involves atlas This activity will explore how children in small classes treat maps and rhythms.

Second, the case description and analysis

1, the activity began, listening to the music "The Color World is Wonderful", and the children were doing body movements such as patting their heads and shoulders rhythmically. Followed by singing and watching the command group do body movements.

(analysis; The activity began to do physical movements, which gave people the feeling of being an old-fashioned performance, but as a child in a small class, I started from the basics and came into contact with percussion for the first time. What does it matter to children? Performing? Experience. At the same time, it can help children to stabilize their emotions and concentrate on preparing for later study in familiar music. So, I personally think so. )

2. Next, show the atlas. Look at the small hands in the atlas and learn to shoot different types of small hands.

Teacher: Look at the picture.

Young: with small hands.

Teacher: What's the difference between these little hands? Who will watch this little hand clap?

Young: Try individual shooting and learn collective shooting.

I mastered a rhythm indirectly by clapping my hands. )

Teacher: Are there any other little hands in the picture? How do you clap these little hands? Who will give it a try?

Young: Try individual shooting and learn collective shooting.

Teacher: Guide the children to take a small hand picture as a whole.

I mastered another rhythm indirectly by patting different little hands. And have a rough outline of the rhythm pattern displayed in the whole small hand diagram. )

3. After the teacher guides the child to take the small hand as a whole, take it away and let the child know the map.

Teacher: What's on the map now?

Teenager: Small fork.

Teacher: Yes. This is the photo? Spectrum. Say it together. These little forks are rhythmic. Do we have to sing every X when we sing? What? . Now we all use it together? What? Let's sing Atlas.

Teenager: Singing and shooting under the guidance of the teacher.

(From the small hand diagram to the percussion diagram, children always want to know what is under the small hand because of the bedding, so the transition is more natural. It is also easier for children to master and the effect is better. )

(analysis: this is the difficulty of this activity. Because it is the first time for children to contact percussion activities and new content, how to make children understand what the X in the picture set means and how to shoot different rhythms is the key to whether the next activities can be carried out. In order to solve this problem, the teacher came up with the idea of covering the rhythm pattern with a cut hand. This can not only arouse children's interest, but also shoot different rhythms according to different hands. Avoid direct use? Da da da da? Explain such technical terms to children, and children can't understand them? What? What does this mean? It solved the difficulty of the activity well. )

4. Percussion performance

After getting familiar with the rhythm, let the children know the waltz board, master the correct play of the waltz board, and watch the chart and play the waltz board. Then listen to songs and watch the atlas to play; Watch the conductor play; Try playing with two different instruments.

(Because there is a round dance board at the bottom corresponding to the rhythm, it is easier for children to recognize it. )

5. The last part

Third, experience and reflection.

In the past, percussion activities were considered as performance activities, especially in public observation activities. Is to show you the rehearsed content again. However, I didn't design this activity as a performance that meets the classroom quality standards, but held an attitude of exploration and learning. Because this is the first percussion activity in the first semester of the small class, the children have not been exposed to percussion before, and there is no experience to talk about, so naturally there is no performance. My purpose is to discuss several problems involved in percussion activities of small class children and how to solve them.

1. Do children in small classes need an atlas for percussion activities?

I think so, too, because learning this purposefully from small classes can cultivate children's good work and rest rules. For example, look at the atlas and see the consciousness and ability of the conductor. When I get to the middle class, I will have a certain foundation and lay the foundation for further study. Good routines are developed from childhood, not in clusters. )

2. Where does the atlas occupy in the activity?

(I think it is to let children gradually understand the role of atlases and gradually develop the habit of reading atlases. )

3. About the rhythm of atlas.

Familiarize children with common rhythms, but don't ask them to master them. )

4. Problems in this activity

Can there be other teaching forms? The interaction situation has not been solved well; Do not study well in the game. )

These are all places that need to be studied and explored with colleagues and colleagues in future teaching.

Small class percussion lesson plan in kindergarten: Fan's "The Wolf Drinks Porridge".

Activity design

Children in small classes like to beat time, different materials become instrumental music in children's hands, and various rhythms are created in the hands of little geniuses. "The Wolf Drinks Porridge" is a percussion activity with tambourines as the main body, which takes the animal stories that children are most familiar with and like as the starting point and contains different rhythms of strength and speed. In the activity, stories, movements and rhythms are the basic requirements, and children's feelings and performances of three different rhythms are constantly stimulated and consolidated through whole-body sensory movements. Finally, music and rhythm are integrated, so that children can fully experience the wonderful timbre of tambourine and play happily with their partners. The whole activity makes children in a relaxed, happy and natural state, which lays the foundation for the formation of children's good sense of rhythm and cultivates children's initial aesthetic feeling of performance art.

moving target

1. Cultivate children to actively participate in games and feel the joy of playing tambourine.

2, learn to use the tambourine, you can control your tambourine not to make a sound at will.

3. Explore three playing methods of tambourine.

Activities to be prepared

Admission light music; Marker pen; Three signs: kindergarten, wolf, grandma; Drum; One tambourine for each child; "Tintambourine" music; Home of two tambourines.

Activity process

First, the beginning.

Teachers and children turn their hands and clap their hands to the music. (Playing light music)

1, use stories to stimulate children's interest and initially feel three types of rhythm.

Teacher: Hello, children! Today, the teacher will tell you a story about "the wolf drinks porridge", ok?

Yang: OK!

Teacher: Has the story started?

(1) There is a very healthy wolf. He is never picky about food and likes sweet porridge best. The sweet porridge in kindergarten is very fragrant, and the wolf drinks it like this: drink slowly. (The teacher said? Take a sip and drink slowly? Let's study together.

Teacher: The children did a good job! Should we keep listening?

(2) The sweet porridge at home is a little hot. The clever wolf will taste it first, and then drink it three times quickly. (The teacher said, took a bite and quickly drank three bowls) Hmm! It is delicious. Let's try it together. (The teacher and the children do the action together and practice it twice.)

Teacher: Great! Hurry up!

(3) Grandma's sweet porridge is not only delicious, but also not spicy. The wolf picked up the bowl and gulped it down. (The teacher said while doing the action of holding the bowl and drinking the porridge in one breath) Come on! Children, where is the your Bowl? Pick it up and drink it all. (Teachers and children * * * do the same action)

Teacher: After drinking, feel if your stomach is bulging.

(The design intention of this link: Small class children are interested in animal stories, and the story of eating porridge with the wolf naturally runs through three rhythm types. Teachers tell stories and perform at the same time, and according to the age characteristics that small class children like to imitate, they start three rhythms through the action of serving bowls of porridge with existing life experience, which can not only attract children's attention and put difficulties ahead, but also stimulate children's desire to explore by using three different praises and tips when they study and drink porridge with teachers. )

2. Draw a map to help children understand the three rhythms intuitively and vividly.

(1) Teacher: Isn't it fun for the wolf to drink porridge? Children, look at this place.

Young: kindergarten. (Show the kindergarten sign)

Teacher: How did the wolf drink sweet porridge in kindergarten just now? Well, take your time. Draw a map of the wolf eating porridge in kindergarten.

Teacher: How to drink? Are you ready? (Children look at the map and do actions)

(2) Teacher: This is how you drink your own sweet porridge. Try it first, and then drink it three times quickly. (Show your logo and draw a map)

Teacher: Shall we come together? (Children look at the picture and do the action, and practice it twice)

(3) Teacher: Yes, I drank all the sweet porridge from grandma's house. (Show grandma's sign and draw a map)

(4) Teacher: Let's perform. (See complete performance atlas)

(The design intention of this link: Small class children are in the stage of intuitive thinking. According to the content of the story, use the signs of kindergarten, wolf's own home and grandma's home to help children understand the atlas. According to children's understanding ability and known experience, the atlas vividly uses simple symbols to let children further understand the difference between the three rhythms. ? Taste it and drink it three times? This rhythm is difficult for children in small classes, so practice acting twice here to deepen their impression. )

Second, the basic part.

1, according to the drums, experience three rhythm patterns with body senses.

Teacher: The children are doing very well! The naughty wolf wants to drink sweet porridge with all his strength now. What will it be like? Prepare:

The first time:

(1) nodded. (Take a sip slowly)

(2) clap your legs. (Take a bite, 1, 2, stop, practice twice)

(3) Squat down and gradually get up and raise your hand. (Ah, ah, ah, ah, all of them)

Keep drinking:

(1) Step on it. (Take a sip slowly)

(2) twist your ass. (Take a bite, 1, 2, stop, practice twice)

(3) swing your arms. (Ah, ah, ah, ah, all of them)

Sit down and drink:

(1) Clap your hands. (Take a sip slowly)

(2) Clap your hands slowly and clap three times quickly. (Take a bite, 1, 2, stop, practice twice)

(3) Hands keep shaking from the top to the bottom of the body. Ahhh, I drank it all.

(The design intention of this link:? Play? It is children's nature, and children playing middle school is the best way to learn. Sensory movements such as ass-twisting, stomping and hand-turning are the favorite activities of small class children, so according to the psychological characteristics of children, we use physical movements to express the rhythm, while according to Professor Xu Zhuoya? Music and math? Educational concept, release? Taste it and drink it three times? With what? 1 2, stop? Integration enables children to have a certain degree of self-control when consolidating the rhythm, and at the same time lays a good foundation for the next link to use tambourine to make sounds at will. )

Please play the tambourine and explain its purpose. (Know the tambourine and learn to use it)

Teacher: What a wonderful performance the children gave! The big wolf is finally full, and now he goes out to play. Listen! What's that noise?

Teacher: Who is it?

Yang: Tambourine.

Teacher: tambourine also wants to play games with us. Applause! Look at its round drum face, and the little bells jingle next to it. The tambourine was really naughty, so the children invited it out under the small chair. (Take it out from under the chair)

Teacher: Please look carefully. Where are the little hands? (Children's Freedom Watch teacher gives guidance)

The teacher concluded: This is the handle of the tambourine. Let's shake hands with it, good friend, stick it on your face, pat it, shake it and stop. Teachers and children practice according to Tintambourine's music rhythm to help children get familiar with tambourine as soon as possible.

(The design intention of this link:? Smell it first, then look? It gives people a sense of mystery. The sudden appearance of tambourine pushed the children's emotions to a climax and made them really feel that another friend was playing games with us.

Understanding tambourine is mainly divided into three ways: collective understanding, self-observation and making friends, which are closely related to help children know and learn to play tambourine as soon as possible. Especially in self-observation, according to children's observation characteristics, putting the yellow hand on the tambourine can help children find the handle of the tambourine and produce a sense of success. )

3. Practice with music.

Teacher: The tambourine sounds really nice! Listening to a concert is more enjoyable. Music for the first time: Teachers and children sit in small chairs and perform. )

Teacher: Well, it's really interesting. This time, the tambourine grows taller, and the long tambourine wants to perform with a smile. Music for the second time: Teachers and children stand in front of small chairs and perform together. )

Teacher: Look! Are we handsome? Well, when you stop, pay attention to pose your favorite style, okay? Children, let's perform in the big venue. (Play music for the third time: leave your seat and perform in the activity venue with large space next to you. )

Teacher: The shape of each tambourine is very special, so creative! Continue to work hard (music for the fourth time: continue to perform in the big venue. )

(The design intention of this link: Music can cultivate temperament and make activities more interesting. The musical rhythm of "Tiny Tambourine" coincides with the three rhythms of the Wolf's porridge, so that children can happily play Tintambourine with the accompaniment of music, and have different gains in each game and experience the happiness of cooperation. )

Third, the ending part.

Teacher: Children, did you have fun playing tambourine today?

Teenager: Happy!

Teacher: Then we should thank it and give it a hug.

Teacher: The tambourine is going home. Look! There is their home. Let's take them back with the teacher. Play music for the fifth time: the teacher leads the children to perform with the music and sends the tambourine to the home prepared by the teacher in advance.

Teacher: Goodbye, children, our partner tambourine. (End the activity with music)

The design intention of this link: the infiltration of emotions and the formation of routine habits will be naturally integrated into the whole activity, so that children can develop harmoniously in body and mind under the influence of art)

Small Class Percussion Teaching Plan in Kindergarten Fan Wensan "Elephant and Mosquito"

Design intent

Small class children are weak in listening and understanding, and lack understanding of musical instruments. The external images of the characters in Elephant and Mosquito are quite different. The plot is a child's life experience, which can attract them and make them easy to understand and remember. Through this story, we try to get children to dub with percussion.

moving target

1, cultivate children's collective cooperation ability.

2. Guide children to know homemade drums, hand clocks and drums. Can perceive the contrast between sound intensity and speed change. (key)

3. Play in groups according to the story. (difficulty)

Activities to be prepared

1, story chart.

2, a drum, several clocks, several clocks.

Activity process

Come to your seat by imitating elephants and mosquitoes.

Children, let's learn to walk like elephants and walk with long noses. Now let's become a little mosquito again and buzz back to our little chair. All right! The children did a good job!

(a) the beginning part

Know the drum, know the clock, know the clock. Know the sounds of three different musical instruments and pave the way for the following activities. )

1, playing games? Can drums sing? Feel the lightness and heaviness, speed and slowness of sound.

Teacher: Listen, children, who is singing to us? You know what, drums? ? (Direct display of drums)

Teacher:? There are two songs to be sung on the drum below. Everyone should listen carefully. Is the first song the same as the second?

Yang: It's different. The first song is fast and the voice is light; The second song is very heavy and the voice is very slow.

2. Listen to the sound, feel the timbre of the instrument and know the new instrument? beat a drum

Teacher: Who's next? Please listen to the sound. The teacher told the children that this instrument is called clarinet. Let the children appreciate the sound of the horn again and observe its shape carefully.

3. teacher:? Take a look, children. What is the teacher holding? The bell is going to tell a story. Please listen carefully. What did the clock in the story become? What did the gongs and drums in the story become?

(2) Basic part

The story of Elephant and Mosquito.

1. The teacher tells stories with musical instruments and bells and drums. Telling stories with musical instruments can not only attract children, but also let them know how to use musical instruments. )

Ask questions and consolidate the story.

Teacher:? Who and who are these stories about? (It's elephants and mosquitoes)

2. Take the sound of musical instruments in the story as a clue to guide children to recall the main plot of the story.

Teacher:? Dong? Dong? Dong? Who makes the sound of the snare drum? What is it doing? This is an elephant walking, it is walking.

Teacher:? Quack? Quack? Quack? What is the croak in the story? Who is doing what? Why did you do that? The elephant is wagging its tail. It wants to drive away mosquitoes and prevent them from biting themselves.

Teacher:? In the story, why did the tambourine finally come out? Knock on the door. Knock on the door. ? Two heavy voices? The elephant was angry and stamped its feet hard.

Teacher:? What happened after the elephant stamped its foot? What is it like?

(The children answer and act out how mosquitoes faint.)

3. Teachers and children perform together.

Teacher: Do you want to play by yourself? Then the teacher needs to beat an elephant with a small drum and a sound pipe; What do children need to play with mosquitoes? (Handbell).

4. The teacher tells stories and the children play together.

(3) Conclusion.

Today, the children had a good time. Now these instruments are going home to rest. Let's send them back together. (Playing music)

The expansion of verb (verb's abbreviation);

Put musical instruments in the performance area and encourage children to perform in the performance area.

Activity reflection

Instructional design:

"Elephant and Mosquito" is a percussion teaching activity, and its image is familiar to children, which can improve their practical level on the basis of their known experience. The whole activity design is a story plot dominated by various percussion music, which fully makes children feel the integration of percussion music and stories, and then makes them experience the fun of playing in person, which greatly stimulates their interest in percussion music.

Children's reaction:

Every child likes to fight. When they first began to understand all kinds of percussion, they were very serious because they were naturally sensitive to sound. Then the demonstration of the story aroused the children's interest and wanted to try it by themselves. The first time the teacher tells a story and a single child plays music, the child can actively cooperate and gradually enter the role. By the second performance, some children had been able to tell stories and compose music by themselves. It can be said that all children enjoy it and actively participate in it, which reflects the subjectivity of children.

Shortcomings and improvements:

First of all, our percussion music is self-made, which is not ideal and has a small number. This is a problem that needs to be overcome.

Before individual children perform, they should practice collectively with their bare hands, and then play until the children fully understand the story, laying the foundation for the later collective performances.