First, the review version of the test questions 1
Junior high school music "Spring Festival Overture"
Second, the analysis of test questions
teaching process
(A) the introduction of new courses
Play the video of the song "Good Day" to arouse students' enthusiasm for learning and let them fully enter the festive atmosphere.
So, the title: Happy Songs-Music Appreciation of Spring Festival Overture.
(2) Preliminary perception
1. Enjoy the whole song and ask: Please feel what the music shows. Can you imagine describing it?
(Play the Spring Festival overture video).
2. Briefly introduce the Spring Festival overture.
(C) Inquiry learning
1. Enjoy the music again. According to the rhythm, speed, intensity and mood of music, listening to the whole song can be divided into several parts (three parts).
2. Teachers lead students to analyze three topics respectively.
(1) Introduction: How is the mood, speed and rhythm of music expressed? Hum the main theme of the introduction.
(2) The first part: (***2 topics) Let students compare the differences between the two topics. Ask the students, what scene do you seem to see in this piece of music? Can you describe this scene in beautiful language?
The first theme is the feeling of gongs and drums. Ask the students, can you express the festive atmosphere of the festival with what you can use around you? Hum the main melody.
The second theme appeared a scene of singing and dancing. Jump by yourself and feel it. Hum the main melody.
(3) Part II: What musical elements have been changed in melody design? (Hint: Know the rhythm, speed, beat, mood and other factors). Students sing a melody.
Please feel the beauty of the second part of music with the basic dance steps of yangko. Invite some girls to lead the dance. (Teachers provide fans and other props)
(4) The third part:
A. Let students feel the characteristics of music-what they feel is the shortened reproduction of the first part. The structure of the whole piece is: introduction A+B+A, (students have a preliminary understanding of the musical structure of three-part body).
3. Knowing Musicians-A Brief Introduction to Li Huanzhi. (Courseware demonstration)
4. Enjoy it completely, take out ribbons and fans, and make use of what you can use around you. Feel the festival celebrations brought by music and distinguish different theme expressions.
5. Match the right colors according to the mood of the music.
(4) Expansion and extension
Teachers guide students to perform activities:
(1) The group discussed how to express the festive atmosphere with their talents.
(2) Expand the activities of three groups: musical instrument group, singing group and dance group.
(3) Instructor's command, and three groups put together to demonstrate.
(4) Review between groups, and the teacher summarizes the comments.
(4) Summarize the homework
Music comes from life, and life is inseparable from music. Let's love life and music!
Brief design of blackboard writing
Special analysis of national defense
1. How many times should I listen to the appreciation class in class?
Reference answer
I look at this problem this way: let students listen to a song and play it two or three times in succession or at intervals. Sometimes, with the need of explanation, you can choose a clip to play. By listening more, students can get the feeling of beauty from actual listening and naturally cultivate their perception of music, which is actually a sense of music. Musical sense is the most important, and the rhythm of intonation is obtained imperceptibly. Much more interesting and effective than singing and talking about music theory.
2. Explain what is the same as the first?
Reference answer
Changing from the same head to the same tail means that the first half of the phrase remains unchanged and the second half changes. This creative technique is called changing the tail with the head.
First, review the second edition of the test questions
Music dam in junior high school
Second, the analysis of test questions
teaching process
(A) the introduction of new courses
1. The teacher shows the pictures and asks the students to talk about the types and nationalities of musical instruments.
(The teacher shows pictures of African drums, Mbila and other musical instruments.) Students can answer freely.
2. Teacher's summary and transition: The musical instruments in the picture are African drums and African national musical instrument Mbila, which are representative musical instruments in Africa; Today, we will use these two instruments to explore the charm of African music.
(B) perception of songs
1. Listening to music for the first time, the teacher played the music completely. Ask the students to talk about their "experiences at the beginning of music".
The teacher asked: Who will tell you what is the first feeling of this song? Students can answer freely.
Teacher's summary: The songs have a sense of rhythm, giving people a feeling of freedom, enthusiasm and pleasure.
2. Listen to the music again. The teacher asked the students to play the basic beat while listening, feel the rhythm characteristics of music and get a preliminary understanding of the characteristics of African music.
The teacher asked: Who will share with you the information about African music collected after class? Students share freely.
Teacher's summary: African music is mostly drum music with a sense of rhythm. Like the local climate, its music is often cheerful and enthusiastic, conveying the enthusiasm and boldness of Africans.
(3) in-depth study
1. The teacher leads the students to do regular vocal exercises.
2. The teacher plays the piano and the students sing the melody.
Question: Who can tell how many parts a song can be divided into and what kind of feeling each part gives you? Students can answer freely.
Teacher's summary: According to the different singing forms, it can be divided into two parts. The first part gives people a feeling of freedom, and the second part gives people a feeling of enthusiasm and excitement.
3. The teacher plays the audio and the students sing the melody completely.
Question: What are the characteristics of songs? Can you express music in your own way?
Students are free to answer and show.
The teacher summed up the evaluation: the rhythm of the attached point and syncopation runs through the song. Everyone showed the music and melody they heard by beating the rhythm and clapping their hands respectively, and the music felt great.
4. Teachers and students practice rhythm together, and add melody to sing.
The teacher shows the rhythm pattern on the blackboard, asking students to hit the basic beat left and right, and show the rhythm pattern with their right hands. Give the students 5-8 minutes to practice, then bring in the melody and sing while playing.
5. The teacher asked the student representatives to recite the lyrics and feel the emotion of the song.
Ask the students: What do the lyrics describe? What kind of musical emotion does the song have?
Students discuss in groups and answer freely.
Teacher's summary: Songs praise their hometown by describing the deserts, rivers, plants and people in Africa, expressing the love and praise of African people for their hometown, and also reflecting people's love for life and nature.
6. The teacher asked the students to sing songs with words and songs, and gave the students 10 minutes to sing songs with words and songs.
7. Play the rhythm and sing the song completely.
(4) Consolidation and promotion
1. The teacher asked the students to express the songs in their own way. After that, ask the students to show it.
2. Organize self-assessment and other evaluations according to students' performance.
(5) class summary
The teacher summed up the content and knowledge of this lesson by asking questions, summed up the characteristics of strong sense of rhythm in African music, gave students good hope of loving life and nature, and called on everyone to face life positively and learn to discover the beauty in life.
Homework: Ask students to collect works about "African Music" and share them in the next class.
Brief design of blackboard writing
Special analysis of national defense
1. How can you improve students' enthusiasm in class?
Reference answer
Cultivating students' interest in learning and stimulating their enthusiasm for learning is the key to improve teaching quality. Students are the main body of teaching and the protagonist of classroom teaching. Improving students' classroom enthusiasm has become an important task in our teaching activities.
First of all, we should cultivate students' attention. It is the focus of a good class to improve students' attention to the knowledge points in this class at the beginning of the class.
Secondly, the diversification of means. Starting with students' hobbies, we can attract students' attention to knowledge points through different teaching means and methods.
Third, influence and encouragement. In the classroom, teachers should encourage and guide students more, start from themselves, be strict with themselves, be a teacher, and encourage students to actively participate in learning through their own actions.
Finally, summing up the above methods, I think the key to a good class is not only the teacher's teaching, but also the students' learning, so it is also very important to cultivate the students' enthusiasm for class.
2. What is your teaching goal of this course?
Reference answer
Emotion, attitude and values: through the study of songs, we can feel the different charm of African music, experience the music styles of different nationalities and understand the diversity of music culture.
Process and method: Through appreciation, comparison and group discussion, let students understand the charm of different African music and feel the style of African music.
Knowledge and skills: Understand the different styles of African music, be able to beat the corresponding rhythm with the music correctly, express the musical emotion expressed in the song and sing the melody of the song.
First, the examination questions review the third edition
Junior high school music jihad
Second, the analysis of test questions
teaching process
(A) the introduction of new courses
1. The teacher plays a guerrilla song before class and asks: Does anyone know who wrote this song? What kind of feelings did you express? (He Lvting, expressing resentment and contempt for the Japanese army and optimism that the revolution will win)
2. The teacher guides the students to say: What other anti-Japanese songs have the students heard? Teacher's summary: These songs all express people's wishes, ideals, expectations and confidence in the victory of the Anti-Japanese War.
3. It is convenient to introduce the new lesson "Jihad". Today, I'm going to learn a song about war, Jihad.
(B) perception of songs
1. Listening to a song for the first time, I asked, "What is the mood and speed of the song?" Students speak freely. The mood is solemn, and the speech speed is slightly faster.
2. Listen to the song again and ask, "What is the description?" Students speak freely. Resentment against fascism and the hardships of the war, as well as people's expectation and confidence in the victory of the war.
(3) subsection appreciation
1. Listen to it again completely and feel what emotion this song expresses. Teachers and students summarize and introduce the works. Love and persistence for the motherland. This is a song from the Great Patriotic War of the Soviet Union. The Great Patriotic War of the Soviet Union and China and War of Resistance against Japanese Aggression were just wars to defend the country and the nation against fascism during the Second World War. It accurately embodies the spirit of people's unity against the enemy. )
2. Appreciate the songs, feel the melody characteristics and see what rhythms appear. (weak, eight-point pause, plus points, etc. ) Teachers and students have the same conclusion: this rhythm is more like the pace of gunfire and charge, heroic and passionate.
3. Learn to sing the main theme, the old teacher sings, the students sing along, and feel the characteristics of rhythm in the process of singing. The pause and jump of music give people a feeling of heavy footsteps.
4. Listen to music with complete respect for the war.
(4) Consolidation and promotion
1. Tell the history of this song.
1941June, fascist Germany invaded the Soviet union on a large scale. At a train station in Moscow, thousands of soldiers are ready to go to the front. Alexandrov Soviet Red Flag Song and Dance Troupe performed for the soldiers. When the "jihad" broke out, everyone stood up, grim-faced, and listened attentively. This song was sung five times in a row. An officer wrote in his memoir: "Whenever we are in a difficult situation, just thinking of" jihad "will add new strength.
2. Let each group perform other anti-Japanese war songs separately, and then make a student evaluation and a teacher evaluation.
(5) class summary
Today we learned the song Jihad and learned that war is cruel. We were born in a great era of peace, and we should be grateful for this era, because it was exchanged by countless revolutionary pioneers with blood. So we should cherish the good life now.
Brief design of blackboard writing
Special analysis of national defense
1. Please talk about the characteristics of March.
Reference answer
In terms of musical form, Chinese and foreign marches all adopt the form of two or three voices, and a few (mostly instrumental music) adopt the form of Rondo.
In the form of performance, vocal music was more than instrumental music at first, and then the band gradually replaced singing according to the practical function of March, which adapted to various occasions, improved its practical value and expanded the social role of music itself.
In the form of creation, acoustic music is still more than instrumental music, but as far as instrumental music is concerned, there are more foreign countries than China.
In the form of text titles used in music, there are similarities between China and foreign countries, that is, most works have the word "March", such as the March in Radsky March by the Volunteers, while a few works do not have this word, such as Singing the Motherland and Marseillaise.
2. What is your teaching goal of this course? How to achieve this three-dimensional goal?
Reference answer
Emotion, attitude and values: By listening to and learning songs, we can feel the historical background depicted by songs and the brave, nervous and patriotic image of Soviet soldiers.
Process and method: Improve students' appreciation ability through listening, speaking and group cooperation.
Knowledge and Skills: Perceive the expressive function of dot notes and octaves in songs, and experience the musical emotion expressed by the author.
Interest is the motivation for students to learn music. I think in singing teaching, we can stimulate students' interest in enjoying songs through the following ways to achieve three teaching purposes.
First, skillfully set up classroom lead-in to stimulate interest. As the saying goes, "A good beginning is half the battle." In the teaching of this lesson, students can intuitively feel the background of the work and go straight to the subject by playing movies.
Second, students can actively learn and improve their understanding of songs by using autonomous listening and questioning, so as to understand the content described in songs.
Thirdly, through the analysis of melody, the role of rhythm is put forward, so that students can master the method of analyzing works and draw inferences from other works in the future.
Fourth, appreciation is inseparable from singing. Finally, let the students sing, consolidate the emotional experience and ensure the goal of emotional attitude and values.