Small class art activity plan 1
I. Activity objectives
1. I like to participate in music activities, have a preliminary sense of music rhythm, and can express myself boldly in the activities.
2. Feel the beauty of music and be familiar with the 4/4 rhythm. Willing to feel music and express rhythm with music accompaniment.
Second, the key points and difficulties
This is a very beautiful melody, and the music is to show the beautiful scenery with stars shining all over the sky in the dark. Familiarizing children with 4/4 rhythm is the focus of this textbook; According to different musical images, it is difficult to encourage children to boldly express their inability to sound and rhythm with music accompaniment.
Third, environmental creation and materials.
1. Recording tape "Little Star". ("Little Star" played by three instruments)
2. A number of round dance boards, triangle iron, string bells, tambourines, chimes and other musical instruments.
3. Dance props such as ribbons, scarves and flowers.
Fourth, design ideas.
It is not difficult for children in the last period of the middle class to guide them to participate in music activities and have a strong interest in music activities. However, to cultivate children's initial sense of rhythm in music activities requires long-term cultivation and constant feelings. As far as a four-quarter rhythm is concerned, it can be solved not only by a group activity, but also by a long time, various means and stimulation. So in this textbook, I try to experience the 4/4 rhythm by playing musical instruments and freely composing and dancing. In addition, it is difficult to encourage middle school students to boldly express music and rhythm according to different musical images, because this requires children to truly become their own movements and express them with music accompaniment. This requires children's experience and more courage. In fact, if children can express themselves boldly in the activities, then the real charm of music activities will be reflected.
Verb (abbreviation of verb) activity flow
Be familiar with the music in corner activities, feel the rhythm, and try to express music-boldly express music in group activities, express the rhythm of music-and further experience and express the music in corner activities.
1. Be familiar with music, feel the rhythm of music, and try to express music in corner activities.
(1) Listen to music, feel the beauty of music and stimulate children's interest in music.
Description: Guide children to spend a few minutes listening to music and feel the beauty of music in corner activities. This content can last for 4-5 days.
(2) Listening to and feeling music can guide children to try to express music in different ways. For example, children can use dance movements to express music, and children can also use various percussion instruments to express music.
Note: At this stage, children can play in the corner for about 10 days. The focus of the teacher's guidance is to constantly tap the children's bright spots, such as children using different instruments to express music and using different movements to express music. The most important thing is to encourage children to show boldly and their initial 4/4 sense of rhythm. What should be reminded here is that the 4/4 rhythm can also have different rhythm types, such as _-| _-|; Such as:-| _-|; Such as: _ _ _ _ _ | _ |; Another example is _ _ _ _ _ _ | _ _ x _ |. Teachers can let children experience the success and fun of corner activities through the evaluation of each corner game.
(3) Pay attention to guiding children to feel different 4/4 rhythms in life,
For example, _ _ _ _ _ | For example, _ _ _ _ _ | For example, _ _ _ _ |.
Please come here! We are all good friends. I grew up, and so did you!
Boldly express music and music rhythm in group activities.
2. Boldly express music and music rhythm in group activities.
Teachers and children listen to music and feel the beauty of music. They know the name of this music is "Little Star", which tells the story of Little Star.
A. The game "Happy Turntable".
Game play: The teacher plays Sister Moon, and the children are the stars in the sky. The stars are in a big circle, and Sister Moon is in the center. The prelude of music starts the moon sister to turn around; The stars clap their hands to the music. Before the prelude was over, Sister Moon pointed to a little star, and the little star immediately got up and moved with the music (such as blinking, sleeping or dancing). Other little stars and sister moon must follow him (her) rhythmically at once until the music is over. Until the intermission, Sister Moon once again wound around another little star, and the game went on.
Rules of the game: Little star must follow the rhythm of music. You can't do what others have done, or you will lose.
Description: This game can fully stimulate children's interest and enthusiasm. In encouraging children to imitate others' actions boldly and express music, the teacher's guidance focuses on letting children act according to the rhythm of music, not repeating others' actions, and also pays attention to children's ability to show different rhythm patterns with actions. If there is _ x _ x _ x _ x _ x | for children, it should be praised.
Nod, nod, clap, clap, clap.
And children with _ _ _ _ _ _ | should also be encouraged.
Twist your hands, clap your hands, clap your hands, clap your hands.
B. Guide children to listen to a new tune (played with different musical instruments, with the same melody), and encourage children to listen to different musical instruments to show different movements, playing methods and rules. The guiding focus is the same as before.
Note: Different musical instruments have different effects on the same melody. For example, the melody of violin playing is smooth and beautiful, and children's movements should be more stretched and gentle. The melody of aluminum piano is more rhythmic and elastic. Different musical instruments should guide children to show different movements.
3. Further experience the songs in the corner game.
In the performance corner, every child can have the opportunity to participate in activities, further express music and feel the rhythm. This content can last about 10 days at the performance angle.
Continue to guide the children in the corner to boldly express different rhythms with various actions, and show their games in the comments of corner activities, so that children can experience success and happiness.
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Programme of activities in sub-category 2
Activity objectives:
1, through the car dance game, guide children to boldly use the wheel rolling animation to draw regular lines and experience the fun of wheel rolling.
2. Continue to cultivate children's interest in colors and encourage children to freely choose their favorite colors for painting.
3. Experience the fun of painting with peers in different ways.
4. Guide children to enrich their works with auxiliary materials and cultivate their ability of bold innovation.
5. Cultivate children's skills and artistic temperament.
Activity preparation:
There are several car toys of various sizes, one hand-held 16 drawing paper, various colors, seasoning plates, rags, sample patterns of cars and large background pictures.
Activity flow:
1, preheating stage
(1) Show cars and paints, and demonstrate car dancing while reading children's songs.
(2) Question: What dance does the car dance? How did you jump? What color is it?
2. Graphic stimulation
(1) Show car dances with different patterns for children to enjoy.
(2) discuss and imagine: what dance will my car dance?
3. Imagination and creativity
The teacher made a clear request, and the children chose their favorite colors to draw.
4. Diagnostic work
Show the children's works to the background car map and introduce what dance your car dances. Teachers and children play car dancing games with music.
Programme of activities in sub-category 3
moving target
1, feel the melody of the song in the game situation, and learn to sing the song "Who is looking for me" happily.
2. I'm curious about all kinds of phone rings in my life.
3. Cultivate children's sense of musical rhythm and develop children's expressive force.
4. Willing to participate in music activities and experience the happiness in music activities.
5. Experience the pleasure brought by singing activities.
Activities to be prepared
1. Various interesting mobile phones made by children and parents.
2. Multimedia courseware: call animation.
Activity process
First, sing "Who is Looking for Me"
Teacher: (Multimedia plays beautiful forest background) The forest is really beautiful! Let's play phone games together, shall we? Play music, sing, and make phone calls. Create a game scene in the form of a question and answer: "Hello, hello, hello, who are you looking for?" "I'm looking for X." "Why do you want me?" "Play games with me ...")
Second, feel and learn to sing in the scene.
1, call the puppy (multimedia play mobile phone pattern and animal phone book, make a phone call. )
Teacher: What's the phone number of the puppy's house? (The child watches the animation and reads the phone number. When the bell rang, they played the song "Who is looking for me?" Do you want to call me? I'm busy, please wait a little longer. Almost there! Almost there! Hold on! )
Teacher: Huh? What's the difference between the puppy's phone ringing and ours? (Music ringtone, singing ringtone ...)
Step 2 Call Xiao Mian
Teacher: What did you hear the rabbit sing on the phone? The teacher repeated the song by replacing the lyrics according to the children's answers. )
Teacher: (answering the phone as a rabbit) "Hello, I'm a rabbit. Why did you want to see me? " Encourage children to speak their thoughts boldly in complete language, such as "Rabbit, I want to invite you to play in the park …". )
3. Call the duckling: I want to call my animal friend, too. Listen to the riddle and guess who I want to call.
(Singing riddles: I have a round head and wear yellow clothes, so I can't walk steadily. Guess who I am. After the children get the right answer, sing it again: sing, eat fish and shrimp, I am a duckling, you guessed it. ) The teacher calls the students, and the teacher sings "Who wants to see me?
Step 4 call the elephant
Let the students talk about the difference between an elephant and a telephone bell. Let the children distinguish the difference between the sound thickness and the speed, and learn to sing the elephant's ringtone.
Third, design song ringtones.
Teacher: The telephone of the little animal is singing. It's really nice! Let's design a musical ringtone for ourselves! The teacher sings a song that the child has learned as a ringtone, and inspires the child to design a ringtone for the mobile phone with the learned song. )
Let the children talk on their mobile phones and sing their ringtones. Review familiar songs. )
Programme of activities in sub-category 4
First, the design intent:
This activity trains children to like to participate in painting activities, and can boldly express their imagination and carry out artistic activities in their favorite way. Children in small classes have practiced the skills of drawing semicircles and circles, and art classes have also drawn round watermelons, so children have some knowledge and experience. Watermelons painted before have no color. In this lesson, by playing the courseware round watermelon and sliced watermelon, let the children feel the beauty of the overall and local shape and color of watermelon, and let the children slice watermelon with colored strokes, paint the pulp of watermelon with red, and draw watermelon seeds with their fingers to further feel the beauty of local shape and color of watermelon.
Second, the activity goal (1) can feel the beauty of watermelon as a whole and locally.
(2) Sliced watermelon that can draw a semicircle.
Third, the activity is ready to cut watermelon courseware, draw good examples, oil pastels, drawing paper, and black gouache pigments.
Fourth, the activity process:
(A) the introduction of "guessing" game to stimulate children's interest.
1. Teacher: This is a riddle. Please guess what kind of fruit this is. Wearing green clothes outside, the hole inside is red and there are black spots on it. I asked a sitting child to tell me what kind of fruit this is.
2. Teacher: The child said it was watermelon. Do you agree? Great, this is watermelon. (Click on the unopened watermelon directly) (2) Play the courseware and the teacher will demonstrate how to cut the watermelon. Cut the watermelon in half, then cut it into small pieces, and guide the children to observe the cut watermelon and feel the color change and shape beauty of the watermelon.
1. Guide children to observe the characteristics of watermelon after cutting.
(1) Teacher: Now, please look at the shape of the unopened watermelon. What color is that?
(2) Teacher: The unopened watermelon is round and green.
(3) Teacher: Now xu teacher is going to "cut watermelon" by magic. Please carefully observe the color of the cut watermelon pulp. (Red) (4) Teacher: What's on the watermelon pulp? (Black watermelon seeds) (5) Teacher's summary: The cut watermelon contains red watermelon pulp and black watermelon seeds. 2. Guide children to observe small pieces of watermelon.
(1) Teacher: The teacher cut the watermelon again. Now, please look at the shape of this small watermelon. (triangle, semicircle) 3. The teacher concluded: The child is right. The uncut watermelon is round green, the cut watermelon is semicircular and triangular, and the cut watermelon pulp is red with black watermelon seeds on it. (Show pictures with circles, semicircles and triangles) (3) Explain and demonstrate.
1. Teacher: Next, the teacher will draw a semi-circular sliced watermelon. Please look at these children carefully. How did the teacher draw it? First draw a semi-circular watermelon skin with green strokes, bending like the moon. Then draw watermelon pulp with red strokes and turn it into a semi-circular sliced watermelon, which is a bit like a boat; Paint the watermelon pulp red with a red pen, paying attention to from top to bottom from left to right, leaving a little edge below, and then draw a little yellow between the watermelon pulp and the watermelon peel; Next, let the children look at the watermelon prepared by the teacher, and then dip their fingers in a little black gouache paint to draw watermelon seeds. Children, look at the sliced watermelon and draw it. (Teachers explain while drawing) (4) Put forward drawing requirements.
1. Teacher: Wait a minute. The teacher also invited the children to draw cut watermelons. Before drawing watermelons, the teacher has several requirements:
First, keep the color in a semicircle when painting.
Second, when painting watermelon seeds, touch your fingers with a little black pigment, press it to take it away, and wipe your hands after painting watermelon seeds; Third, after painting, the children put the pictures on the blackboard and put the chairs on the line. You can tell the children about the watermelon slices you drew.
(five) children's operation, teachers tour guidance.
1. The teacher guides the children to pay attention to the shape and color of watermelon.
2. Draw in a certain order.
3. Instruct children to add some yellow between the pulp and the skin of the melon to make the watermelon look fresher and more delicious.
(6) Show works and share happiness.
1. Teacher: All the children's watermelons have been painted. Which watermelon do you think is the most attractive? (Please answer 2 or 3 children) 2. Teacher's summary: The teacher also thinks that the watermelon in this painting looks good. The color of watermelon pulp in this painting is very beautiful, and the watermelon seeds in this painting are very difficult. Today, children learned to draw watermelon slices, and the teacher will let you draw watermelon next time.
Five: reflection on activities:
In this activity, most children can draw watermelons in a certain order and draw semi-circular slices. In the process of putting forward painting requirements, there are too many requirements, which are repeated with explanations and demonstrations, and the key requirements are not highlighted. The guidance is not prominent, and cotton swabs can be used when drawing watermelon seeds, so that children's clothes and fingers are not easy to get dirty and hygienic.
Programme of activities in sub-category 5
Design intent:
Once again, I was playing the game of "hiding my little hand" with several children. The children were very excited and felt that their thoughts were still unfinished. So according to the age characteristics of children in small classes, I found a music game close to life-hide and seek. The melody, rhythm, lyrics, plot and rules of the game are very simple, and there are many repetitions. Children can easily feel the plot expressed by the song and like it. The design of the activity content has interesting plots and animal images that children like. Create suitable game scenes, organize children to carry out game activities, and cultivate children's interest in participating in music games.
Class suggestion: two class hours.
Activity objectives:
1. Willing to follow the music and play hide-and-seek with limbs and props.
I like to take part in music games and experience the happiness of hiding.
Activity preparation:
Animal dolls: bears, bees, elephants, mice; Children will tremble.
Activity flow:
First, import activities: small animals hide and seek.
Hello, children. Today, Teacher Liu invited some small animals to see who they are.
The teacher said: Bear.
The bear and the children greet each other.
1. Teacher: Attention, the bear is going to hide and seek.
Word: Where is the bear hiding? Where is the bear hiding? Come and find it, everyone.
Teacher: Haha! The bear is here.
Show bees
Teacher: Who is this? Little bee is going to hide and seek. Please close your eyes. 1, 2, 3 Open your eyes.
Word: Where are the bees hiding? Where are the bees hiding? Come and find it, everyone.
Teacher: Haha! Bees found it.
Second, the body plays hide-and-seek
Are you happy that both bees and bears have been found? Now they say, "Children and animals will come to rest and play with you later." Now look at Mr. Liu, my little collection is closed, and I can't peek. 1, 2, 3. "
Words: Where is the little hand hidden? Come and look for it?
Teacher: Haha! Little hand found it!
Question: Teacher Liu just hid his little hand. What are you trying to hide?
Young children: (small hands, feet, eyes and ears)
Third, collectively pull a circle to play hide-and-seek games.
Question: Do you still want to play games with small animals?
1. You call them out:
Teacher "Where are the small animals?"
Child "Little animal, here comes the little animal."
2. The game of hiding the hand puppet
Word: Where is the elephant hiding? Where is the elephant hiding? Come and find it, everyone.
Children: Ha ha ha, the bee has been found.
Everyone has a small animal doll. The teacher closed his eyes and let the children hide themselves. The teacher came to look for it.
Fourth, children play hide and seek.
Teacher: Do you children want to hide for Miss Liu to find out?
Q: Do you know them? What do they call it? There are mushrooms, houses and trees in the classroom. Where do you want to hide yourself? Be sure to hide.
Method: For example: Where is the kitten hiding? Where is the kitten hiding? Come and find it, everyone.
The kitten "meowed" to teach. We just came to see you. Then the teacher and the kitten go to find more small animals.
Activity expansion
Play hide-and-seek with family at home.
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