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Elementary school sixth grade music lecture notes

Primary school sixth grade music lecture notes

In the actual teaching activities of teaching workers, usually need to prepare a lecture notes, lecture notes are conducive to the improvement of the level of teaching, and help the development of teaching and research activities. Then how to write a lecture notes should be appropriate? The following is I help you organize the sixth grade music lecture notes, for your reference and reference, I hope to help friends in need.

Primary school sixth grade music lecture notes 1

First, say the outline

According to the requirements of the "syllabus", the study of appreciating folk songs is an important part of music teaching. Through the appreciation of different styles and genres of folk songs, so as to deepen the students' love for the motherland, and expand the musical horizons, improve the ability to appreciate music.

Second, said the teaching materials

1, the analysis of teaching materials: this lesson is the eleventh book of the first lesson of the "Chinese folk songs" of the second, which is to undertake the tenth book of teaching materials, "Chinese folk songs" one, will play a role in carrying on the role of the next. According to Mr. Du Yaxiong's classification of ethnic minorities in the four volumes of Music Knowledge, it is divided into six groups, and this lesson will focus on the appreciation and study of two folk songs, "Pastoral" in the Northern Grassland group and "Batang connecting to Beijing" in the Western Plateau group. The "Pastoral Song" is a typical Inner Mongolian folk song in long tone. Batang is connected to Beijing is a special style of folk songs.

2. Teaching Objectives:

1) Understand the relationship between the characteristics of Inner Mongolia, West folk songs and local conditions.

2) To be able to distinguish the styles of the folk songs of the two peoples.

3) Cultivate and promote students' feelings of love for ethnic minority music.

3. Teaching Key Points and Difficulties:

Be able to distinguish the folk songs of two different ethnic groups according to the melody, rhythm and other characteristics of the songs.

Third, said the learning method

Students are the main body of learning, to enable students to learn actively and positively, the choice of method is very important. According to the content of the textbook and the age of the students, I am in the guidance of the learning method closely around the teaching objectives, mainly through the "listening" song melody, rhythm and other elements, so that the students to perceive the music, so as to distinguish the characteristics of the folk songs of different ethnic groups. The first step is to make sure that you have a good understanding of the culture and customs of the ethnic minorities through visualizing the images.

Four, said the teaching method

Due to the wide distribution of folk songs of ethnic minorities, the knowledge involved in a wide range of songs of different styles. In order to be able to help students understand the form of folk song characteristics with the region they live in and living habits, so that they can better grasp the style of folk songs. I used the following teaching methods.

1, visual image method: the customs of ethnic minorities are not so well known to our Han children. In order to make them more direct understanding of Inner Mongolia, Western people's living habits, I use computer software to produce some of their food, housing, clothing and other aspects of the flavor of the picture, to the students audio-visual combination, to avoid boring didactic form, so that the original abstract content has become a concrete visualization.

2, contrast appreciation method: in understanding the customs of the two nationalities, I use the picture form form the characters of the two nationalities as a contrast, the characteristics of the two nationalities of the song as a contrast, so that the students have a clearer understanding of the two nationalities of the customs of the people and the characteristics of the song.

In teaching, I also used the creation of scenarios, the introduction of interest method, sensibility to rationality, music rhythm and other methods. Musician Xiu Hailin that "music aesthetics must be required to experience the mood of the music", in this lesson, I fully utilize the multimedia teaching tools, as much as possible to let the students experience the mood of the music, from the screen to see Inner Mongolia, West of the relationship between the local conditions and people, hear the two folk songs of different styles and characteristics.

Fifth, said the teaching program

This lesson is mainly to appreciate the minority songs, to understand the stylistic characteristics of the songs, in the teaching process, I will use the target teaching mode.

1, the premise assessment

This link I use to create a situation, interest in the introduction of the method.

1) First of all, to understand the students of our country 56 nationalities, know how much? Has anyone traveled to one of the nationalities?

2) Then I will use CAI to show students some of the national flavor in the textbook, so as to focus the attention of the students, arousing their conscious attention and interest.

2, identify the objectives

I will dictate 3 objectives (omitted)

3, guide to achieve the objectives

In this section, I use the sensibility to rationality of the teaching method.

1) listen - think - watch - move the program, first of all, let them listen to the "Pastoral" and "Batang connected to Beijing" song melodic fragments, distinguish the style is similar? Is it different? Which ethnic group do they belong to? Do you want to learn about the customs and traditions of these two ethnic groups?

2) Then I will use visual images of the teaching method, the students "into" Mongolia. (Teacher introduced while showing pictures) to show the map of China to know the location, to understand the people of Inner Mongolia, food, clothing, housing, living customs, so that students can give a sense of immersion, so that the abstract things become image of the concrete. Then let them enjoy a typical Mongolian style characterized by the song "Pastoral". (Listening with questions)

3) After a long period of visual images, in order to let the students can be loosened up, I will use the music rhythm method to feel the Mongolian style of dance. Do simple (wrist pressure, horseback riding, shoulder stomping) movements to regulate the atmosphere of the classroom, and then let the students give a summary of the song.

4) Then enjoy a Tibetan dance, let them discuss in groups after enjoying. (Where is it on the map of China? How much do you know about their ethnicity, etc.) After that, I use the same method to briefly introduce the local conditions, and at the same time listen to a folk song called "Batang connected to Beijing" with a special run accent, while listening, let them pay attention to listen to which line gives you the most special feeling, and then listen again.

6) make a song summary (students fill in) on the answer.

7) Finally, use the table form to compare and contrast the melody, rhythm, etc. of the two songs.

4, the standard assessment

This link I will be closely around the learning objectives, teaching content, designed three exercises, in order to test students on the content of this section whether the mastery of the standard.

1) Listen and identify which ethnic group each of the two folk songs belongs to?

2) Distinguish which ethnic group each of the two characters belongs to?

3) Find out where the two folk songs are located on the map of China.

5) Show the learning objectives of this section to deepen the impression.

Primary school sixth grade music lecture notes 2

Said teaching materials: this lesson selects the excellent Yunnan folk song "The Little River Runs Through the Water" as the vocal study songs in the second semester of preschool grade one, the intention is to make students appreciate the characteristics of China's southern folk songs, regional style characteristics through the study of representative southern Chinese folk songs. In the singing practice to feel the "Little River Runs Through the Water" delicate, implicit, deep feelings, the characteristics of the euphony, to express the simple and true emotions, to experience the artistic charm of Yunnan folk songs.

Said the situation: the students of the second semester of the first year of pre-school education after a semester of vocal learning accumulation, in the singing method, expression and other aspects of a certain skills and techniques, with the ability to sing this song. The learning of this song can further enhance students' enthusiasm and interest in learning, and will help students to recognize the excellent traditional Chinese folk songs.

Said teaching objectives:

1, cognitive objectives: through the "Little River Runs Through the Water" to understand the characteristics of the musical style of Yunnan folk songs, feel the regional cultural characteristics of folk songs.

2, the ability to target: learning and singing "Little River Runs Through the Water", flexible penetration of singing posture and singing breath knowledge, and strive to cultivate students' good singing state and singing habits, to strengthen students' understanding of the importance of vocalization, spitting.

3, emotional attitude: through the study of this lesson to make students clear that singing learning in perseverance, to establish a strong interest in singing learning, through diligent and hard training in order to get a wonderful voice.

Teaching Focus:

Accurately sing the Yunnan folk song "The River Runs Through the Water"

Teaching Difficulties:

1, guiding the students to fully understand the connotation of the song, and aptly express the emotional mood of the song.

2. The "soft start" of the song, the "soft" expression of the word "soft".

Teaching Methods: Explanation, Analysis, Demonstration, Inspiration

Teaching Preparation: Piano, Multi-media Teaching Courseware

Teaching Process:

I. Vocalization Training

The vowels appearing in the song are reflected in the vocal exercises, which are designed to solve the important vowels in the lyrics in advance. The first time I saw this, it was a very important moment in my life.

1, breath practice

Purpose and requirements: the body naturally upright, shoulders relaxed, inhale the right amount of breath and pay attention to the deep breathing pivot. Exhale evenly and steadily, experience the abdominal muscles and diaphragm *** with the control of the breath state, can make the singing breath as "running water" as flexible. "handful of mouth", the upper lip should be closed, the tip of the lip force, the throat open, up and down smooth as a tube.

(1) 2/4 5 4 ︱ 3 2 ︱ 1 - ‖

lu

(2) 2/4 1 2 3 4 ︱ 5 4 3 2 ︱ 1 - ‖

mi ma mi

Second, the song learning and singing - "A Little River Runs Through It"

1, the introduction of the subject: students, we heard the song before class is very familiar to you? Its melody we have sung in the sight-singing classroom, sight-singing exercises are based on the main theme of the song is written, today this class we come together to learn this very beautiful, poetic, with a strong Yunnan folk song style of the song "Little River Runs Through the Water".

2, listen to the song to feel the "Little River Runs Through the Water"

Feel the song's rhythm, beat, melodic characteristics, emotional characteristics. Listening to the beat while listening to appreciate the freer rhythmic characteristics of the song.

Question: What is this folk song? What are the melodic and rhythmic characteristics of the song?

3, sight-singing the sheet music, learn to sing, to solve the key points of the accurate singing of phrases.

The paddle beat singing score, pay attention to the accurate singing of the decorative notes, pay attention to the big jump intervals of the pitch.

4. Teachers correct the key phrases that are difficult to grasp and demonstrate singing.

5, in-depth study of the lyrics, pay attention to the inhalation and exchange of breath, strong and weak control, tone grasp and other technical issues, and find out in the vocal difficulties in the vowel, through the purpose of intensive training to solve.

6, in-depth analysis of the musical structure of the song, the music performance content, the song of the national and regional characteristics to accurately express the mood of the song, the content.

7, please individual students to sing alone. Targeted to guide the students' correct vocal singing.

8, all sing the song emotionally express the mood of the song.

Third, summarize the lesson:

Teachers make a summary of the lesson, the students' singing to make evaluation, point out the strengths and weaknesses, to establish the students' self-confidence, so that the students can better complete the work.

Fourth, expand and homework:

1, after the lesson with the correct singing posture, accurate breathing method, seriously appreciate the meaning of the song, with a soft, mellow, sweet voice, accurate interpretation of the expression of works.

2. Collect different forms of musical expression (vocal, instrumental) and different styles of expression (ethnic, popular) of "Water Runs Down the River" from the Internet to listen to, appreciate and analyze, and further experience the artistic charm of this representative folk song.

Teaching content:

1, appreciate the "Olympic Horn"

2, appreciate the "Hand in Hand"

Teaching Objectives:

1, to understand the music of the "Olympic Horn" of the mood of the high-pitched Stirring, conveying friendship and passion to the world, inspiring sportsmen and women to be active and work hard.

2. Appreciate "Hand in Hand", the theme song of the 24th Seoul Olympics.

Teaching Focus:

Understand different styles of Olympic songs.

Teaching Difficulties:

Improve the understanding of the Olympic Movement and actively participate in the Olympic Games.

Teaching content:

I. Appreciate the "Olympic Horn".

Teacher introduction: the orchestral piece "Olympic Horns" was composed for the 23rd Olympic Games held in 1984 in Los Angeles, USA.

A. Students listen to the song "Olympic Horns", and the teacher prompts students to look at the theme music.

Theme A: The music begins with a majestic, loud and clear horn theme A, which is inspiring. As if to announce: the Olympic Games opened the curtain.

Theme B: the strings as the main instrument, the rhythm of stretching, deep and gentle, and vaguely can hear the brass playing the horn tone, the two themes echo, as if in the memory of Olympic history.

Theme C: the music in the bass drum backing, the rhythm of sparse and dense, played the theme of C, as if the Olympic history from ancient times to today. This theme is repeated over and over again, as if the world is looking forward to the birth of the Olympic heroes.

When A, B again alternated, the intensity than the front has increased, with the snare drum rhythm, the mood of the piece gradually rose, as if the people of the Olympic heroes of the feelings of hope is rising. The final theme A after several tonal changes, in a few high-pitched long tone in the end of the piece.

The music "Olympic Horn" is soaring, conveying friendship and passion to the world, and inspiring the athletes to be aggressive and hard-working.

B. Listen to the song "Olympic Horns" again, to experience the high emotion of the song.

Second, appreciate the "Hand in Hand"

Teacher introduction: by Thom? Whitlock lyrics, Giorgio? Moroder composed the theme song of the 24th Seoul Olympics.

A. Students listen to the song "Hand in Hand" and the teacher prompts students to look at the lyrics and melody.

Teacher introduction:The A section is broad and spacious. the B section is passionate and appealing. The second half of the music is more emotional. At the end of the song, there is the word "Arirang" in the original text. Arirang" is a favorite folk song of the Korean people, and "Arirang" is an imaginary word here to symbolize that the Olympic Games will be held in South Korea.

B. Students again enjoy the song "Hand in Hand" and sing along.

C. Teacher summary.

I hope that students will use their spare time to learn more about the Olympic songs and get the spirit of being active and striving for success from them.

Elementary school sixth grade music speech 4

Dear teachers of the jury:

Hello!

I am Shan Xiaojing from the city's ninth middle school. The content of my speech today is the sixth unit of the sixth grade book of the LUCE version of the Song of the Silver Screen. The following aspects of the textbook, objectives, teaching methods, learning methods, links and so on to talk about my design and conceptualization.

"Song of the Silver Screen" this unit is mainly film and television music, into the first year of music teaching materials, so that students can be familiar with the combination of television drama, learn to analyze the role of music in film and television drama, feel the charm of the music, and improve the ability to appreciate music.

According to the requirements of the textbook and the cognitive characteristics of students, the following teaching objectives are set:

1, cognitive objectives: to understand what is film and television music, film and television music has what role.

2. Ability goal: to be able to compare and analyze the music in this lesson, so as to summarize the role of film and television music.

3, moral education objectives: to guide students to feel the combination of music and images produced by the beauty and charm, cultivate sentiment.

Due to the popularity of film, television, multimedia, students have appreciated many film and television works, and part of the film and television drama music is very familiar with, but very few or almost no students will consciously analyze the importance of music in film and television works. Therefore, the focus of this lesson is to understand the role of music in film and television drama, and guide students to explore the role of music in film and television drama through comparative analysis is undoubtedly a teaching difficulty.

In order for students to successfully break through the difficulties and master the key points, they will be guided to use the following learning methods:

1, listening and singing perception, overall grasp. The teaching focus of this lesson is to understand the role of film and television music, the premise of understanding is perception, and listening to sing is a basic means of perception.

2, compare and analyze, get knowledge. This method can give full play to the students' initiative, so that students can explore the phenomenon and obtain knowledge.

3, hands-on, verify the conclusions. Apply the conclusions drawn in their own exploration to practice, so as to achieve the ability to achieve the goal. In the teaching through the creation of a situation, let the students experience in the same plot, appropriate and inappropriate music on the film and television works produced by the great influence.

In the analysis of teaching materials, clear objectives, the development of teaching methods, learning methods based on the design of the following four teaching links:

First, the introduction of the link

After the class, create a situation, the use of multimedia to display the "Dream of Red Mansions" film and television clips, but the play is the "Song of the Good Lord" song music, to observe the students' reaction. The students will certainly whisper, snicker, said is not the teacher put the wrong, put forward the picture and the music of the incongruity. Why is it incongruous? In this regard, stimulate interest and lead to inquiry: what kind of characterization is portrayed in The Song of the Good Man? And what kind of music should be the style of Dream of the Red Chamber? This way of setting up suspense and introducing layers can stimulate students' strong desire to know, guide students with the interest of inquiry in the experience of active learning, communication and interaction, and promote their understanding of the first function of film and television music: portraying characters, shaping the character image (board)

Second, the experience of the link

In order to let students better understand the music in the film and television works of the plot of the promotion and facilitation of the role, I chose the songs to promote and facilitate the role of music. promote the role, I chose the song "Snowdrops" in the film "The Sound of Music" in the two appearances of the different effects, let the students do a comparative analysis. First play the piano to teach singing "Snowdrops", guiding the students to sing repeatedly with deep emotion, and let the students use gestures with the melody of the ups and downs of the gradual change of strength and weakness, so that the music is more contagious, for the following appreciation of the activities to pave the way.

First of all, enjoy the "Snowdrops" picture one: the Colonel and his children and the governess sang "Snowdrops" at the family party. Please enjoy and think about: what is the speed, intensity, and mood of the singing? What kind of atmosphere is reflected? Students summarize: a very beautiful, lyrical and warm family atmosphere. Then appreciate the "Snowdrops" picture two: at the end of the movie, the colonel's family faced the enemy muzzle, and sang the "Snowdrops" scene at the party. Prompt students to pay attention to the mood of the chorus during the appreciation. This music, impassioned, the song makes people's hearts boil, the whole audience together singing is incredibly shocking. The song aroused people's hatred for the invaders, and aroused the strong national spirit of the Austrian

people. Through the same song on different occasions, due to the speed, intensity of the different emotions expressed by the different comparative analysis, so that students summarize the second function of film and television music: to reveal the theme of thought, feelings. (Board) This link allows students to actively participate in music practice activities to gain knowledge and improve skills.

Third, the creative link

The essence and value of music lies in stimulating human creativity.

The first step: music and picture

Listen to a "Japs in the village" music, please imagine the scene. Students: the war is coming, Warcraft and so on. Question: What role does this music play in the movie? The students summarize: to accentuate, rendering the atmosphere, set the scene. Since the music in the movie and television drama has so many roles, then let us also come to the movie and television drama dubbing it.

Step 2: picture and music

First, let the students watch the clip of the animated film "Cat and Mouse", please according to their own judgment and understanding, play the imagination, it is music style, melody, speed, intensity and other aspects of the creation. The clip is: at the beginning the cat is sleeping, the mouse quietly walks past the cat but accidentally steps on the cat, and at the end the cat starts to chase the mouse. After that, the teacher gives three pieces of music for students to choose from: one is the original music; the second is the clip of "The Dance of the Wild Bees"; the third is the clip of "To Alice", so that the students can listen to which one is more appropriate and say why? Finally appreciate the original work, further feel the close connection between the film and television music and the character image of the play. This link stimulates the space for students to think actively, so that students can master the third function of film and television music in independent inquiry: to accentuate, render the atmosphere, set the scene. (Board)

Fourth, enhance the link

Although the new curriculum concept focuses on the play of student subjectivity, but because of age, the students' music literacy is not mature enough, the teacher's enhancement is an essential part of sublimation of the classroom. First of all, let the students clear what is called film and television music: film and television music refers to the music made for film and television, through the visual image of the picture, so that the music content is more specific and clear, more infectious. Secondly, teachers and students in accordance with the board *** with the review of the three major roles of film and television music.

The above four links after the completion of the water to the classroom summary: Through this lesson, we not only understand what is film and television music, film and television music, what role, more importantly, we have learned to analyze, compare and contrast, so that they have a deeper understanding of the work, better enjoy the charm of art. I hope that students usually listen to more, remember more, more experience, more use, your life will become more colorful, your emotional world will become more and more beautiful and deep, magnificent and colorful.

The next assignment: please watch some other film and television works after school, and analyze the music in the film, and then write a small paper on the feelings of film and television music as a summary of the content of this unit, I believe that the students will be presented with a different kind of wonderful.

With regard to the design of the board, it is very concise and clear, that is, the three major roles of music in film and television.

This lesson through the creative interest, inspired students a strong desire to know, so that they are full of inquiry to take the initiative to learn, compare and analyze, independent conclusions, practice to verify the conclusions. The whole process is clear, structured, interlocking, step by step, so that students in the activities of participation, participation in the experience, in the experience of enlightenment, in the enlightenment of sublimation, fully embodies the new education concept of the student as the main body.

Primary six grade music speaking 5

Teaching content:

Singing "When the five-ringed flag was passed to Beijing"

Teaching objectives:

1. Learning to sing the song "When the five-ringed flag was passed to Beijing".

2. Understand the meaning of the five Olympic rings symbol.

3. Through the learning of the song, inspire students to aspire to exercise from childhood and serve the motherland when they grow up.

Teaching Focus:

Handle the song "When the Five Rings Flag is Passed to Beijing".

Teaching Difficulties:

Singing the contrasting moods of the song's sections.

Teaching process:

I. Review the song

1. Students review the lyrics with the model singing tape, and the teacher corrects them.

2, students in small groups to practice the melody.

3. Students practiced the melody of the song with the accompaniment.

Second, deal with the song.

1. The first phrase sings the song in the style of a march, stirring upward.

2. The second phrase is lyrical and contrasts with the first.

3, sing the students determined to exercise from childhood, grow up to serve the motherland.

4, with the teacher to deal with and students to understand the complete with the accompaniment to practice the lyrics.

3, harp practice.

1, practice the melody of the song by yourself, and the teacher will guide you.

2, collective practice the melody of the song in sections.

3, use the harp to play the song completely.

4. Teacher's summary.

The teacher divided the students into five groups to collect information about the Olympic Games according to "Welcome to Beijing".

Teaching content:

Sing "When the Five Rings Flag is Sent to Beijing"

Teaching Objectives:

1.Learn to sing the song "When the Five Rings Flag is Sent to Beijing".

2. Understand the meaning of the five Olympic rings symbol.

3. Through the learning of the song, inspire students to aspire to exercise from childhood and serve the motherland when they grow up.

Teaching Focus:

Learn to sing the song "When the Five Rings Flag is Passed to Beijing".

Teaching Difficulties:

1. Syncopated timing.

2. Intonation of intervals.

The teaching process:

1.

Show the symbol of the five Olympic rings and let the students answer what is this symbol?

Who knows the meaning of the Olympic five rings flag?

Teachers add according to the students' answers.

2. Learn to sing the song "When the flag of the Five Rings reached Beijing".

Today, let's learn a song "When the Five Ringed Flag is Sent to Beijing", first read the prompts in the song. Talk with students*** about what they know about the Beijing Olympics.

(1) Students listen to the recorded model song with questions.

① What is the content of the song sung sub

② How many sections is the song divided into? (The song is divided into two sections).

(2) The students will sing the lyrics along with the cover recording.

(3) Students read the lyrics to themselves.

(4) Teachers sing the melody.

(5) Learn the song sheet music in segments.

① the first section

Note: A, syncopated timing as well as metronomic stress;

B, the last note of each phrase should be sung in full timing (three beats);

C, 6-4, 7-3 intervals of the pitch; to reflect the style of the march.

② the second section

Note: A, the contrast in mood between this section and the first section;

B, 3-6, 2-6, 6-3 intervals of the pitch;

C, the intensity of the phrase to phrase change.

(6) Group practice the lyrics part of the song.

(7) Teacher's summary.

;

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