middle class music lesson plan

In the actual teaching activities of teaching workers, it is always inevitable to need to write a lesson plan, which is the main basis for the implementation of teaching, has a vital role. So the question is, how should the lesson plan be written? The following is my organization of the middle class music lesson plan 3, welcome to share.

Activity Objectives:

1, guide the children to listen to different rhythmic patterns, and can be expressed by clapping movements.

2. To develop children's ability to play percussion according to the conductor and maintain their own performance speed in unison or ensemble.

3. Continue to organize children to use musical instruments according to the existing rules, and develop the attitude and habit of caring for musical instruments.

Physical preparation: powdered milk cans and sticks homemade drum instruments, manpower a copy of the instrument rhythm chart.

Site preparation: children sit in a semi-circle.

Activity focus:

Cultivate children's sense of rhythm, experience the joy of percussion activities.

Difficulties:

The ability to follow the rhythmic pattern of the music with appropriate percussion.

Activity process:

I. Game introduction, rhythmic predecessor.

Let the children follow the "Yang Liuqing" music into the field, do the clapping, stomping movement.

Teacher: Children, let's go to the concert together. (Play the music tape) (in the form of a game into the field, first let the children appreciate and familiar with the music, the teacher led the children to follow the music clapping, stomping and other actions, so that the children in the subconscious feel the rhythmic pattern of the music, mastered the beat, the difficulty of the front, for the back of the percussion performances to make good preparations.)

Second, familiar with the instrument, rhythm training.

1, the emergence of drum instruments teachers show with milk powder cans made of snare drum instruments, introduce the snare drum instruments, and let the children to play, the children randomly beat the instrument, encourage children to play different ways to explore the drum can be struck on the drum surface and the body of the drum in two ways, the teacher with a sketch drawings to knock where.

Teacher: look today the teacher brought a good friend of our children, he wants to play with us.

Let's all play with the snare drum, where can the snare drum make a sound? Teacher to draw out, we come together to knock and play.

(After leading children to recognize musical instruments, let them knock at random, to meet the children's desire to explore new things, to stimulate children's interest in percussion. The outline pointed out that in all areas of teaching should emphasize the value of life, emphasize the mining of educational content from life, and recently also very advocate to low-carbon life, saving the environment, combined with this opportunity, I designed the use of waste milk powder cans to make musical instruments, so that not only the utilization of waste, but also to stimulate the infinite imagination of young children, it is really a one-stop solution.)

2, a thing more than play the teacher to show the chart one by one, let the children follow the chart, the teacher's command to play a hit.

Teacher: We are called to use the snare drum to perform the program today, before the performance, let's look at the following rhythmic patterns how to play? Show X-│X-│X-│X-│X-│X X │X X │X X │X X │X X │X X │X X │X X │X X│X X│X X│ (Teachers to lead the children to clap their hands to practise the rhythmic pattern, for the young children to master up to the difficulty of the rhythmic pattern of the teacher can be through the exaggerated body movements to tell the young children this rhythmic percussion, the value of the hour.) Teacher will put the snare drum on it, how do you see how to play the snare drum? (Teacher puts the chart of the snare drum under the corresponding rhythm pattern and asks the children to practice.) Do you know how to play it? Do you know how to play? Let's give it a try. (Children practice freely according to the chart.) X-│X-│X-│X-│X-│X X X │X X │X X │X X │X X │X X │X X │XX X│X X│X X│XX X│ (Due to the placement of the first, it solves the difficulty for children to look at the chart of the snare drum. Striking in conjunction with different rhythm patterns is a challenge for the children, so the teacher gives the children a time for self-organization, so that the children can rectify and harmonize their existing experience and new knowledge in their own way.) Teacher: Please ask individual children to play to try (individual children show, teacher corrects) Let's watch the chart and play the snare drum together. (Collective segmented performance)

Third, show the chart, the whole performance

1, play the "Yang Liuqing" music, please children to appreciate, stimulate the desire to music.

Teacher: Teacher today brought a piece of music we are going to perform, called "Yang Liu Qing", let's listen to it. (Playing Yang Liu Qing) Our snare drum is also eager to perform it, take the stick in your hand and try to soundtrack this piece of music. (Play the music.) (Because the rhythmic pattern of this piece of music is very obvious, plus we have practiced the rhythmic pattern before, so most of the children can initially hear the rhythmic pattern in the music and play it out, and also let some of the children who are strong in ability have the opportunity of self-presentation.

2, show the chart, let the children according to the chart percussion instrument.

Teacher: To perform a good sound. Music needs to be played neatly, the snare drum told the teacher that he is following the chart to perform, let's take a look at the performance chart. (Show the chart) Let's play it together. (The first time the teacher leads the children to hit the drum at a slower speed, and can slow down the speed for difficult points, or repeat the performance. And use nodding head, nodding feet to give children stabilize the rhythm, and use body style to help children master the timing of the rhythm.) Let's strike to the music together. (Play the music) (The focus of this lesson is to follow the music for percussion, the key to playing is the mastery of the rhythm, the teacher through the demonstration method, the auxiliary rhythm method, to help young children to correctly grasp the rhythm)

Fourth, a variety of forms of practice.

Teachers: children perform really good, let's play it together. (Collective performance) group performance, look at the teacher's command to perform in parts.

(Let the children perform collectively, initially try to use the instrument to accompany the music of the joy and excitement, and then group performance. Here I use the method of encouragement, when the children in the activities of some success to give timely affirmation, in order to enhance the children's self-confidence, so that the children's art, health, pleasure are harmonized. The children's attention and cooperation ability is cultivated by playing in parts, and they can watch the teacher's body language, movements and gestures to perform cooperatively, so that the activity can be pushed to **).

Activity Objectives:

1. To feel the joyful and happy mood of the music, and to enjoy the happiness of collective cooperation in a moderately tense atmosphere.

2. Learn to use percussion instruments to play along with the music, and further familiarize themselves with the ABA structure of the piece.

3. Be able to play according to the conductor's gestures and quickly adjust the movement to respond.

Activity Preparation:

1. The children have seen the picture of the children's book, "Joyful", and know that the music is ABA structure.

2. The children's seats are arranged in the shape of a horseshoe, and the round dance board, tambourine, bumper bells, and triangles are placed under the children's chairs, and the children have used the above instruments correctly.

3. The music is "Joyful".

Activity process:

1, talk about the introduction of activities to understand the mood of the music.

(1) The teacher guides the children to talk and discuss, guiding the children to recall the New Year's firecrackers, hanging lanterns, fireworks and other interesting things.

(2) Enjoy the music completely and guide the children to say how they feel about the music.

2. Do body movements with the music and understand the structure of the music initially.

(1) Teachers lead children to listen to the music and do body movements, guiding children to initially perceive the structure of the music. (A section of the first sentence of the leg pat, the second sentence of the belly pat, the third sentence of the shoulder pat, the fourth sentence of the head pat; B section according to the phrase of the music to do clapping and wrist trembling movements and repeated; A 'section with the A section.)

(2) The teacher sings the music slowly, and the children do body movements with the teacher.

(3) Children listen to the music with the teacher and do body movements.

3. Combined with the music chart, further understanding of the structure of the music.

(1) Show the chart and inspire children to discover the little secrets in the chart.

(2) Enjoy the music in its entirety with the charts, and inspire children to tell the structure of the piece and their own discoveries.

(3) The teacher sings the music and guides the children to clap their hands in rhythm while pointing to the chart.

(4) The teacher guides the children to listen to the music and look at the chart while doing the clapping movement.

4. Learning to play music with percussion instruments.

(1) Show the instruments: tambourine, clanging bells, rattles, triangles, and review the correct way to play them.

(2) Show the small cards of the instruments and stick them in front of the corresponding phrases of the chart.

(3) Teacher sings, children in three groups to practice playing the music unarmed, the first group of rattles, the second group of tambourines, the third group of bells and triangles.

(4) The children will play percussion instruments by looking at the charts.

Extension of activities:

The children exchange instruments for playing performance.

Activity Objectives

1, feel the lively and cheerful mood of the song, and experience the joy of performing with friends;

2, be able to create jumping and coherent movements to help understand and express the lyrics of the song;

content;

3, learn to sing the song initially, know the structural type of the ABA and learn to use the word "jumping" to express their feelings. They will learn how to express the song in two ways: "jumping" and "coherent".

Activity Preparation

Experience Preparation: Children have the life experience of picnic;

Material Preparation: CD music "picnic".

Activity process

I. Activity introduction

1. Review the song "Little Red Flowers".

Guidance: (Teachers play the song before put together) What is this song? How should we sing the last line? (front jump, back coherent)

With jumping, coherent voice sing "Little Red Flowers".

2. Teacher guides the children to remember the beautiful scenery of the field trip.

Question: Have you ever been on a picnic? Where did you go? What did you play?

3. Teachers sing the song and guide children to tell the lyrics.

Question: Did the children in the song have a good time on the field trip? What did they see? What did they see?

4. Children learn to sing the song

2. Teacher sings the song again and inspires children to discover the structure of ABA.

Question: Do you find any similarities in the songs?

III. Teacher leads children to learn the song and further understand and familiarize with the lyrics.

Question: What about the white clouds in this song? How about the sunshine? How about green mountains and green water?

IV. Teacher guides children to discuss, discover and use different ways to sing the song.

Question: What differences do you find between the middle part and the repetitions before and after? What songs do you sing that also use these two ways?

V. Teachers through the language to create a situation, to the "local excursion", and lead the children to learn to sing 1 to 2 complete once.

VI. Encourage children to listen to the music and perform in pairs while singing. With the song: