1. Music courseware for primary schools
Activity objectives:
1, familiar with the melody of music, able to hear the changes that distinguish the severity of music.
2. Under the guidance of the teacher, we can make the movements of birds flying, birds eating, elephants walking and elephants drinking water according to the changes of music.
3, activities, can find the right space.
Activity preparation:
Pictures of birds flying, birds eating, elephants walking and elephants drinking water.
Activity flow:
First, please let the children enjoy the music Birds and Elephants. Ask questions:
1. What's the difference between these two pieces?
2. Where is lively?
3. Where is it slow and heavy?
Second, guide children to feel the changes in music. Ask questions:
1. What actions are used to express cheerful music?
2. What actions are used to express heavy music?
Third, music and picture matching.
1, the teacher shows the picture, and the children observe and say the picture.
2. Ask questions according to the music and picture content.
Fourth, listen to music and practice acting in stages.
1, do the action that birds eat.
2. Elephants walk and drink water.
Fifth, listen to music under the guidance of the teacher, and do rhythmic activities completely.
Teachers lead children to do actions together, and prompt children to do actions with language according to the changes of music.
Sixth, summary.
Activity reflection:
In this class, I let children distinguish these two pieces of music through traditional picture observation and music appreciation, so that children can enjoy games in music. Judging from the process of activities, this class is especially suitable for the age characteristics of small class children. The children's enthusiasm for participating in the activities is very high. They actively answer the questions raised by the teachers, boldly show themselves during the performance and experience the happiness brought by music, which fully embodies the characteristics of the activities, such as gamification, fun and life. In the process of compiling the movements, the children were influenced by me, and the movements were relatively simple. I didn't guide them in time, which led to the poor completion of this link. As a teacher, we should make more efforts in classroom guidance in the future.
2. Music courseware for primary schools
Activity objectives:
1. Let children play music games happily.
2. Cultivate children's quick response ability and awareness of rules.
Try to imitate the lyrics and want to talk about the meaning of the song "Catch Small Fish".
4. You can change the action speed according to the speed of music.
Activity preparation:
The headdress of some small fish
Activity flow:
First, the situation import:
Today, I took the children to play in the sea. I saw colorful fish, green water plants and beautiful corals in the sea. How beautiful you look!
Second, children play with small fish.
Teacher: Have the children ever seen how a small fish swims? Let the children learn how a small fish swims (choose 2-3 children), and play music when they learn how to swim.
Ask which children have observed how small fish eat in the past and let them imitate. When imitating, praise the actions of children with strong imitation ability and correct the actions of children with poor imitation effect.
Fourth, introduce the gameplay with stories (playing music while telling stories) to arouse children's interest in the game.
Verb (abbreviation of verb) Learn the song Catch Small Fish.
Sixth, learn songs with gestures as a whole.
3. Music courseware for primary schools
I. Activity objectives
1, be familiar with the melody of the song, and try to express the content of the song with body movements.
2. The initial act of creating teapots and teacups.
3. In the process of learning songs, experience the joy of dancing with your partner.
Second, the activity preparation
1, preparation for children's experience: before class, guide children to know all kinds of teapots and teacups, and understand the use and usage of teapots and teacups.
2. Teaching preparation: four pictures of teapot related to songs, with songs.
Third, the activity process
(a) through the game "change" into a baby, let's play a game of "change" today, ok?
The baby who wants to play stands up and finds an empty place to stand. Where are your little hands? Wave it. Oh, I see it. It's beautiful. Now let's hide. The game is about to start. Listen!
(Become a rabbit, jump) (Become a duck, walk) (Become a kangaroo, jump) (Become a plane, listen to music, fly to the field)
(B) observation pictures, familiar with songs
1, the teacher demonstrated and sang completely. We are tired of flying. Come on! Baby, find an empty place to sit down and have a rest.
Are you tired? (The child answers) I want to drink water when I am tired. Look, babies, who is this? (teapot)
2. Observe the pictures and understand the lyrics
(1) What's the teapot like? (Guide children to say "its belly is round and its body is short") Teachers listen to music and recite rhythmically: I am a round teapot, I am a round teapot.
(2) Let's take a look again. What is this teapot? (Pot handle, pot handle is used to carry teapot) Where is the tea handle? Are you here to study? What about this? The teacher listened to the music and recited rhythmically: This is the spout and this is the handle.
(3) Touch the third picture and ask the child: "How to pull the water in the pot?" Boil water, it's smoking, and the water is tumbling in the pot. )
(4) What about this spout? The teacher listened to the music and recited rhythmically: The water is boiling! Made tea.
(3) the act of creating teapots and teacups
1. Do you all want some tea? Ok, please get ready quickly.
2. What does our teapot look like? (Fat and short) Come on! Let's get started.
Where does the handle of that pot grow? The spout grows here. (Gestures) Do it again.
Q: "Who wants water?" (grunting)
3. Question: Baby, the handle of our pot grew here just now. Think about it. Where can the pot handle grow? (Children's Creation) Where is the spout? (Children's Creation) Let's do it again, and see who is different from mine this time.
4. Just now, many children's pot handles and spout are long in different places. How nice! Let me see it again. Come on, babies, get ready! (The teacher does not demonstrate)
5, babies, set your teacups! Let me pour you some tea. "Gollum"
6.oh! So many children want tea that the teacher can't come. Ok, let's make tea again and pour tea with your good friend next to you, shall we? Come on! Everybody get ready. (Pour me a cup of tea, too)
(4) Invite visiting teachers to have tea. Baby, we all had tea just now. Look at all the visiting teachers around. Shall we pour them tea, too?
(5) Children in other classes should also drink tea. Come on! Baby, let's pour them tea, too!
4. Music courseware for primary schools
Kindergarten teachers must be very talented in order to truly integrate with children. Today, Brother Xiaoyu will share the small class music activities with you, clapping and nodding.
First, music selection
Clap your hands when you feel happy. The rhythm is very good. Together with clapping and nodding, it is very suitable for children in small classes to teach music.
Second, tool selection.
Teachers who know musical instruments can choose their own musical instruments, and teachers who don't can also choose to use accompaniment tapes.
Third, the teaching process
Let the child stand at a certain distance in advance.
It also plays a leading role to let the teachers and children who are teaching at the same time do actions together.
The teacher who can play musical instruments began to play music. At the beginning of the music, the teacher who takes the lead listens to the lyrics and then makes corresponding things. Including clapping and stamping.
The children began to do the same thing with the teacher.
When the child's movements are almost done and familiar, the instructor will stop the movements and let the child listen to the lyrics and music and do the movements by himself.
Fourth, the innovation process.
For this song, the main action is to let the children clap their hands. Action is too simple and repetitive, which is not conducive to exercising children's music rhythm and body movements. So it can better enrich the process of the game.
The teacher plays music, then sings the lyrics by himself, and tells the children to act according to the actions in the lyrics sung by the teacher. For example, if the teacher wants to sing, you nod when you feel happy, so the child needs to nod instead of clapping.
Because when the teacher sings, the lyrics are changeable, which can make the children do different actions constantly, and has excellent effects on the children's music rhythm, listening exercise and body language training.
Verb (abbreviation of verb) course acceptance
Finally, the teacher can ask children who have learned to sing this song to see if any children have learned such a catchy rhythm. If the child has learned, the teacher can let the child sing, or let the child who can sing sing, and drive other children to continue their actions.
Activity reflection
Clap your hands and nod your head is a rhythmic activity, with catchy music and only one lyric, which is more suitable for the age characteristics of small class children.
At the beginning of the activity, I first used a doll to attract the children's attention. Then I said that the doll wanted to play games with the children in Class 4, and then I clapped my hands and nodded with the doll while singing. Some children can't help doing it together. After "watching", "listening" and "doing", I asked the children to try to "say" what we just saw and did, and the children naturally said "clap your hands and nod". After that, I began to let my children learn songs, and the children learned quickly. However, in terms of movements, because this is the first song that children learn and the first rhythm of learning, many children still can't coordinate. They often forget to nod when clapping their hands, and forget to clap their hands when nodding. After that, we practiced this paragraph with our children during our stay in cappella, and our children made progress. The last part of the activity is creation. Let the children talk about what actions they can do besides nodding their heads. Maybe there is something wrong with my question, and many children can't think of the answer, so I made a demonstration and opened the children's minds. Soon the children said many different actions: clapping their hands and kicking, clapping their hands and patting their shoulders. ...
5. Music courseware for primary schools
First, thinking before the activity
1. Design intention: The music of this activity is selected from Haydn's Symphony No.94, and the music has obviously changed in strength and intensity. Considering the age characteristics of small class children, this paper combines stories and maps to help children understand the structure, intensity and intensity of music, and guide children to express the changes of music intensity structure with the changes of body movements.
2. Emphasis and difficulty: The focus of this activity is to express the feeling of surprise and learn a piece of music to do simple actions. The difficulty is to express the change of music intensity with the amplitude and intensity of the body.
Second, the process record
(1) Activity objective:
1, feel the mystery of music, and highlight the sense of surprise and shock brought by the performance of strength.
2. Learn to do simple body movements with music, and use the amplitude and intensity of body movements to express the change of music intensity.
3. Learn to enjoy music with relaxed and happy improvisation.
(2) Activity preparation:
1, experience preparation: play a cat-and-mouse game before class to give children a game experience.
2. Material preparation: music, atlas, headdress of cat and mouse.
3. Space preparation: Before the activity, put the children's position in a semicircle to facilitate the children's performance.
(3) Activity process:
1. Children enter the activity room with the music and do simple actions.
Mouse, the cat is sleeping. Mom will take you to play! (The teacher leads the children to do simple warm-up exercises)
With the music, the children walked into the activity room and sat in their seats.
Comments: This link is mainly to arouse children's interest in participating in activities through their game scenes. Interest is one of the powerful motivations for people to engage in any activity, which arouses interest and makes them familiar with the melody of music, thus providing a good foundation for later study.
2. Play music and help children understand music through stories.
Are you happy, little mouse? Now mom brings you a very interesting music. Let's listen together! (The teacher leads the children to enjoy music together)
(The teacher was shocked to hear a particularly loud voice), what happened just now? Mom was startled. Are you scared? Why are you surprised? Mom realized that the music in it was different. Do you recognize it? Listen to the mouse, tell your mother what kind of music you hear, and see if it is the same as your mother. Let the children tell the difference between music and speak their feelings boldly.
My little mouse is really capable. She can hear different sounds in music. In fact, this piece hides a very interesting story. This is a story about a cat and a mouse. Now mom will tell you what happened! (The teacher tells stories to the music)
My mother finished the story. What was mom's footsteps when the music was playing just now? Why is my mother's footsteps like this? What is the mother's footsteps when the music is light? Why is mom's footsteps like this? Why is mom surprised? What music is it when you are afraid? I was shocked. How do you feel? Then guide the child to say what it feels like to be scared and try to do the action of being scared. Let children learn the movements of heavy steps and light steps respectively. )
Comments: In this session, the teacher guides the children to say the feeling of being scared and try to do the action of being scared. Let the children learn the movements of heavy steps and light steps respectively, and solve the key points in the activities.
3. Look at the atlas, listen to music, tell stories, and connect music with the symbols and story clues implied by the atlas. Teachers show pictures and guide children to enjoy music.
My little mouse behaved so well that my mother drew the way to the kitchen. What do you think this is? This is the footprint of a mouse. Let's see the difference between the footprints of these little mice. Why? Think about the music just now, look at the footsteps here, and I'll see which little mouse can find the secret. Let's listen to the music again. Is that what you said? (Children express their opinions and enjoy the music again)
Away from the lazy cat, heavy, black footprints; When he walked beside the lazy cat, the little mouse walked very lightly, dancing with light footprints and footsteps.
Children listen to music and consult atlases.
So many footprints tell us the way to the kitchen. Let's follow the footprints of the little mouse to find food. But my mother has a request. Look at these footprints, one step at a time, okay? (The teacher refers to the atlas. Children learn to watch, sit in their seats, tread with their feet, and feel the rhythm of music. )
Children listen to music and imitate mice to walk.
So many mouse footprints tell us how the mouse walked on the way to the kitchen. Let's learn to walk like a little mouse, but follow the music step by step. When the music is loud, we can walk loudly, and when the music is light, we can walk gently. Mother invited a little mouse to try it first, and then invited other little mice to find food together. (Children walk with music 1-2 times)
Comments: This link is mainly to understand the content of music according to the atlas, guide children to distinguish the different dynamics in the first paragraph of music, and ask children to perform, which effectively solves the difficulties in the activity.
4. Listen to music and play games.
The children enjoyed the second piece of music and created an impromptu dance. The mice ate, drank and danced in the kitchen.
Now let's play a game by listening to music. Let's call a cat and a mouse. Let's invite a teacher to be a cat and other children to be mice. We will quietly take food in the kitchen. When we hear music, the kitten will stretch and the mouse will stop. When the cat sleeps, we will continue to set out. The host prepared a lot of food. After we get the food, we will hold it in our hands and walk back quietly. (Play the game 2-3 times)
Comments: This link encourages children to speak their actions boldly, guides children to learn from each other and promotes the development of children's creative thinking by guiding them to improvise.
5. The activity is over.
T: Our little mouse is so capable that it didn't wake the kitten. After eating so much delicious food, let's quietly walk back to our home! Listen to the music and walk out of the activity room.
Attachment: The story "Little Mouse and Big Lazy Cat"
A little mouse growled with hunger. He wants to steal food from the kitchen, but a big lazy cat is sleeping on the way to the kitchen. What can he do? The little mouse thought for a moment and then walked gently to the kitchen. When he came to the lazy cat, he walked even lighter. At this moment, the lazy cat suddenly stretched himself and startled the little mouse. Is the lazy cat awake? No, it fell asleep again, and the little mouse walked into the kitchen gently. When she came to the kitchen, she ate and drank and danced while eating and drinking.
Third, reflection after the activity.
Music appreciation is an activity of consciously listening to music repeatedly, and understanding is an important basis and guarantee for music appreciation. This understanding includes not only the artistic conception of music, but also the content, structure and expression of music. Understanding is not only manifested in language, but also in expressions and body movements. Children in small classes have very limited ability to understand music. Although they can react and feel the vivid and rhythmic music, they will certainly fully understand it. This requires our teachers to use a variety of strategies to guide children to perceive the inner charm of music. While appreciating, analyze, understand and express. In music appreciation activities, what kind of guiding strategies can really stimulate children's interest, respect children's personal experience and music preferences, respect children's unique understanding and performance of music, and let children try to enjoy music independently? In this activity, I used the following strategies:
1, scene rendering strategy: No matter what kind of music, it will express a certain emotion or describe a certain scene. In this activity, I used the story of "Little Mouse and Big Lazy Cat" to let children feel and understand music in an atmosphere driven by teachers. The emotional infection here is not only the creation of the early environment, but also the guidance of the teacher's language and body.
2. Try to experience the strategy: teachers should master the art of guidance, don't use too many words and too specific descriptions to express their appreciation of music, let children feel and perform from listening, talk about their feelings and imagination about music, and improvise with simple plots and music. That is to say, in addition to hearing, children are also helped to experience music and enhance their feelings through actions, language and pictures. In this activity, the teacher showed the corresponding atlas of music and guided the children to mobilize all kinds of senses to experience music actively and fully. In addition to hearing, it also helps children experience music and enhance their feelings by combining actions, language and pictures. And encourage children to make personalized re-creation.
In short, small-class children's thinking is mainly concrete, and the things their emotions point to are relatively simple, and they are easily attracted by vivid and interesting plots and colorful teaching AIDS, and their activities are often influenced by the environment and atmosphere. Therefore, in teaching activities, teachers should combine the goal of music appreciation, design the corresponding music environment, and arouse children's emotions through atmosphere rendering, so that they can feel its touch, communicate with it, and remain curious throughout the activity, so that they are always in a position full of expectations.