Music teaching plan of "drumming" in kindergarten middle class

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"Drumming" Music Teaching Plan 1 Kindergarten junior high school activity goal:

1, children can sing to the music.

2. Feel the rhythm characteristics of triple beat by hitting the body.

Children feel the joy of rhythm music by singing.

4. Feel the atmosphere of melody and participate in the fun of collective music activities with your companions.

5. Cultivate children's sense of musical rhythm and develop children's expressive force.

Activity preparation:

Material preparation: drums, audio mp3 of songs, pictures.

Experience preparation: the experience of beating the small drum and listening to the sound of the small drum.

Highlights and difficulties of the activity:

Focus of activities:

Children can totally sing along with the music.

Activity difficulty:

Children can sing and beat the rhythm in triple time.

Activity flow:

First, the beginning part

Into the classroom

Sing "red rooster" and play games in the classroom. (Play the game twice)

Red rooster.

I have a red rooster. I have no idea where it is. Would you please come and make a phone call? Come out to eat white rice.

Second, the progress part

Vocal music practice

The teacher led the children to review who sang last week and do vocal exercises.

Perception of the rhythm characteristics of three beats.

The teacher showed the tambourine and played a weak rhythm. (You can use snare drum's audio instead. )

The teacher guides the children to express the rhythm of strength with their limbs. (Guide children to clap their hands, stamp their feet and clap their legs)

Teachers lead children to listen to and sing "Drumming", and at the same time, they accompany the song with their limbs according to the rhythm of ×××××××××××××××××.

The teacher helps the children get familiar with the lyrics by asking questions, and shows them with body movements.

How does my little snare drum ring?

What happened to the tambourine when I was talking?

I said the tambourine rang three times. What did snare drum Jr. say?

Ouch, ouch, ouch, that won't do. Why not?

I said stop the trap. What did Snell say to me?

Teachers and children read the lyrics rhythmically, paying attention to the rhythm of three times.

Teachers and children sing together, guide children to express the beauty of songs with their limbs, and perceive the relationship between the strength of three beats.

Third, the end of the activity

The teacher led the children to sing "Drumming" and left the classroom gracefully.

Activity reflection:

Another difficulty in teaching is the singing of symbolic notes. The teacher first explained the meaning of the symbol point and its role in music (extending the duration of the original sound by half). Then, through the demonstration of reading rhythm, the teacher shows students the difference between non-symbolic points and symbolic points, so that students can fully understand and form consciousness in their minds, and then guide them to read aloud, so as to master the reading method of symbolic notes, so that students can sing symbolic notes naturally and accurately under the guidance of the teacher in the singing process.

The goal of the music lesson plan activity of the second grade class of the "Drumming" kindergarten;

1, children can sing to the music.

2. Feel the rhythm characteristics of triple beat by hitting the body.

Children feel the joy of rhythm music by singing.

4. When performing, you can cooperate with your peers to complete the performance together.

5. Perceive the movement of multimedia images and experience the happiness of activities.

Activity preparation:

Material preparation: drums, audio mp3 of songs, pictures.

Experience preparation: the experience of beating the small drum and listening to the sound of the small drum.

Highlights and difficulties of the activity:

Children can totally sing along with the music.

Children can sing and beat the rhythm in triple time.

Activity flow:

First, the beginning part

Into the classroom

Sing "red rooster" and play games in the classroom. (Play the game twice)

Red rooster.

I have a red rooster. I have no idea where it is. Would you please come and make a phone call? Come out to eat white rice.

Second, the progress part

Vocal music practice

The teacher led the children to review who sang last week and do vocal exercises.

Perception of the rhythm characteristics of three beats.

The teacher showed the tambourine and played a weak rhythm. (You can use snare drum's audio instead. )

The teacher guides the children to express the rhythm of strength with their limbs. (Guide children to clap their hands, stamp their feet and clap their legs)

Teachers lead children to listen to and sing "Drumming", and at the same time, they accompany the song with their limbs according to the rhythm of ×××××××××××××××××.

The teacher helps the children get familiar with the lyrics by asking questions, and shows them with body movements.

How does my little snare drum ring?

What happened to the tambourine when I was talking?

I said the tambourine rang three times. What did snare drum Jr. say?

Ouch, ouch, ouch, that won't do. Why not?

I said stop the trap. What did Snell say to me?

Teachers and children read the lyrics rhythmically, paying attention to the rhythm of three times.

Teachers and children sing together, guide children to express the beauty of songs with their limbs, and perceive the relationship between the strength of three beats.

Third, the end of the activity

The teacher led the children to sing "Drumming" and left the classroom gracefully.

Teaching reflection:

This activity is divided into three parts. In the process of learning nursery rhymes, teachers create a situation in which children like "drumming games" and mobilize children's various senses to learn nursery rhymes. Children can deeply understand the content and experience the language structure and prosodic features of nursery rhymes. In the process of guiding imitation, teachers show pictures to guide the transfer of life experience, and children show positive learning enthusiasm, active thinking and enthusiastic speech, and happily complete imitation learning. The activity links are clear and progressive, and the activity goals are well achieved.

Encyclopedia: Drum is a percussion instrument, which covers one or both sides of a solid, generally cylindrical drum body with a taut membrane. Drums can be beaten by hand or with a drum pestle. Drum is an important instrument in African traditional music and modern music, and some bands are completely composed of percussion instruments dominated by drums.

"Drumming" Kindergarten Junior Middle School Music Teaching Plan 3 Activity Goal

1. By appreciating and understanding the content of children's songs, let children realize the feeling of caring for others.

2. Be able to sing onomatopoeia correctly and feel the cheerful and lively mood of music.

3. Guide children to learn to compose music and perform actions according to the content of songs.

Activities to be prepared

1. Courseware-Voice: Doll's Cry

Decorate a doll's house

Activity process

First, import

1. Vocal practice: I love my little animals.

Guide children to know that those are onomatopoeic words? What are onomatopoeic words?

2. Courseware: Little Frog in Mao Mao Rain

Review the song "Little Trees Grow Up"

Second, expand

1. I had a good time playing drums.

(1) Show a doll and guide the children to say hello to the doll.

(2) The teacher plays drums.

When the child knocks a few times, the tambourine will ring a few times, which shows that the tambourine is really obedient.

(3) Individual children play drums.

Ask a child to play a drum with changing rhythm and play different rhythms on the drum.

(4) Children like the first paragraph of the song.

(5) Children can play drums freely again.

(6) Teachers guide children to play drums together.

Teachers play drums, and children can change the rhythm by listening to the teacher's instructions.

(7) Appreciate the first paragraph of children's songs or read along.

2. Experience, understand and care about Miss Sister's thoughts and feelings.

(1) Play the crying of the doll.

Guide the children to guess why the doll is crying.

(2) Let the children speak freely and guide them to say that the baby is going to sleep.

(3) Put the doll to sleep, and teachers and students sing "lullabies" together.

(4) Teachers and students * * * send the baby to the crib to sleep.

Teachers use words and deeds such as singing, coaxing children, walking, and whispering to talk to emotional contagion children, so that the feelings of caring for others can be spread.

So that I can understand that my little sister is asleep and we can't influence her thoughts and feelings.

(5) Appreciate the second paragraph of children's songs.

Children are whispering to the drums. Example: no drums, my little sister fell asleep, and so on.

Guide children to walk gently, whisper in the second paragraph of nursery rhymes, stop playing drums, and turn their understanding of nursery rhymes into concrete actions.

4. The teacher reads the children's songs completely, and the children follow.

The children walked out of the activity room gently.

Teacher: My little sister is asleep. Let's go to the playground to play. Children imitate kittens and leave gently.

Third, the end.

When guiding children to take a nap, peers can guide children's behavior by caring for others and not influencing others.