Caoyuanshang
Class type: Music class
Teaching objectives: Grade Three
Teaching purpose: 1. Sing this song with emotion and experience the national customs of Inner Mongolia song and dance through other creative activities.
2. Develop students' creative thinking ability and improve students' ability to create music beauty and cooperation and coordination through music practice activities such as group cooperative performances.
Teaching emphasis: through various creative activities in the group, we can feel the ethnic customs of Inner Mongolia's songs and dances and stimulate students' love for the motherland.
Difficulties in teaching: Teachers master quarter notes and half notes by listening, singing, blowing and playing.
Teaching material analysis: This song is a 4/4 beat feathered Mongolian song. Music language is concise and easy to remember, and melody lines fluctuate greatly. The basic material contains only eight bars of two phrases. The rhythm is stretched and the melody is beautiful, which vividly depicts a beautiful grassland scenery, just like being in an endless vast grassland, expressing the happy life of herders and their love for their hometown, and depicting the hearty, generous and hospitable character of the people in Inner Mongolia.
Teaching tools: multimedia, piano, electronic organ, tape recorder, percussion instruments (bell, tambourine, double-ring drum, jar).
First, organize teaching:
(1) Greetings from teachers and students
Happy music class has started again. Please play a game with the teacher first-listen to the notes.
(2) situational import:
Teacher: Today, the teacher will show you a beautiful place. Do you want to go?
Health: Yes!
Teacher: If you feel anything while watching it, you can express it in your own way, such as singing along, beating time and so on. (Show students "Beautiful Grassland My Home" flash)
1. Imagine the situation and get to the point.
Let students use their imagination freely. Teacher's tip: What's in the sky? What's on the ground? What color is the grassland? What are they? Health: There are white clouds in the sky, sheep, horses and dogs on the ground, grasslands are green, blue, red, white and brown, green is grass and mountains, blue is sky and rivers, white is clouds and sheep, yurts are white with red edges, and brown is horses and dogs).
2. Initially master the song style:
Teacher: I'll listen to another song for you, which is also about grassland. When listening to this song, think about what the speed, mood, rhythm and melody are. Play the song "On the Grassland" and show the music score with grassland pictures.
Show multimedia:
speed
mood
rhythm
melody
On the prairie
dimple
A. a little faster
A. Stretch the ground
A. vast
A. happy
B. medium speed
B. lively
B. small, compact
B. elegant
Students answer questions: speed, mood, rhythm, melody. (Students discuss in groups first. )
(1) Comparison: Listen to the learned dimples (fragments) and compare the basic elements of the above four musical expressions.
Teacher: Students, please listen to Dimple again and compare the speed, mood, rhythm and melody of the two pieces.
The student replied: The speed of "On the Prairie" is slower than that of "Dimple", but it belongs to medium speed, with relatively stretched emotions, wide rhythm and beautiful melody. (Show answers)
(2) Teachers and students summarize the styles of Inner Mongolia songs:
(Combining "Beautiful Grassland My Home" and "On the Grassland") The rhythm of these two songs is very stretched, broad and beautiful, which makes people feel that they are in an endless vast grassland and expresses the feelings of herders who love and praise their hometown.
3. Enter a new lesson:
Teacher: Today we are going to be Mongolians, singing Mongolian songs and dancing Mongolian dances.
Second, lead-in teaching:
(1) Singing
1. Remember that the lyrics are recorded and sung for the first time.
Teacher: What about the blue sky on the grassland?
Health: Gao
Teacher: What about the sun?
Health: photos
Teacher: What kind of atmosphere is the grassland?
Health: The grassland is so lively.
Teacher: Why are you so busy?
Health: Because the horse is running and the sheep are barking.
Teacher: There are horses running and sheep barking. What about the scenery here?
Health: The scenery here is good!
Teacher: And the lyrics say that prairie people can laugh, so why?
Health: Because of Ma Zhuang, sheep are fat.
Teacher: What does this mean? Shows the life of grassland people. ...
Health: OK.
Teacher: So it's getting better every year. The living standard of the people in the grassland is gradually improving. They live happily, right?
Health: Yes!
Teacher: OK, let's listen to the recording and watch the teacher's hands. Let's sing together on the grassland. 2. There is a teacher's affectionate electronic piano accompaniment.
Teacher: The whole class sings it again by themselves, asking for emotion, as if we were enjoying the beautiful scenery on the grassland.
(2) Knowledge points
1. Preliminary feeling
Teacher: Students, did you find that some words are shorter and some words are longer in the same section when singing this song? For example, which words are in which section? Please answer.
Health: tall, shiny, running, jumping, strong and fat.
Teacher: What sounds do they sing relative to each other?
Health: Sing "Tall, Running, Strong" 6, Sing "Shining, Screaming, Fat" 6.
Teacher: Ask one group of students to sing the short notes before these two notes, and another group of students then play the long two notes on the clarinet to feel it.
One group sings short notes, the other group plays long notes on clarinet, and then take turns.
Teacher: We call this long note a half note and the short note a quarter note. Although binary notes are two digits less than quarter notes, they are a little longer to sing, and there is a line dragging behind the notes representing binary notes. Do you have a quarter note?
Health: No, there is only one voice.
Teacher: By the way, how do people who have a line after the notes sing in the future?
Health: Sing longer.
Teacher: Yes, the students are very clever!
1. Practical activities
Teacher: Now there are some percussion instruments. Which instrument do you think can make a long sound? What kind of short sound? Please show the students who answered. Some students use bells to indicate long sounds, while others use tambourines to indicate short sounds. )
Teacher: What animals are running on the grassland?
Health: Horse!
Teacher: What musical instrument is used to show it?
Health: Double sound tube! (Let this student demonstrate)
Teacher: Have you ever seen a horse run?
Health: Yes!
Teacher: How did the horse run?
Health: Soon.
Teacher: Then how should we beat the double drums?
Health: Hurry up!
Teacher: Teacher: And follow the rhythm and listen to the teacher's demonstration (the teacher demonstrates the hoofbeat once, and then let the students perform)
Another student speaks: Student: Teacher, there is another way to play tambourine. You can shake it to display a long tone (please demonstrate).
Teacher: Teacher: This classmate's idea is really good! Now, please ask these students to accompany the performance. Please perform with the performance method you just created. Other students please sing for them and discuss who performs well. Students perform with percussion instruments of their choice when singing, and choose the one that performs better.
(3) Grouping and composition of performances
Teacher: (to the whole class) The students all performed very well! So can you perform, too?
Health: Yes!
Teacher: OK, we can not only play with these percussion instruments, but also play with the sounds made by our bodies. Please look at the teacher (blowing your lips and hitting your tongue with pitch). Do you think these sounds can be used to express the sounds on the grassland?
Health: Health: The front movement can show a long sound, and the back movement can show hoofbeat!
Teacher: OK, now you are divided into groups, and then you are assigned what methods to perform. You are required to express long notes and short notes well, and you can create other ways to perform them yourself. See which group is the most creative and best coordinated.
The teacher encourages students to perform their own creative performances in groups during the cooperative discussion, and * * * selects the most creative and cooperative group together. )
Teacher: All the groups performed well! I hope you can give full play to your creativity and cooperation spirit next time!
(4) Further mastering the style:
Teacher: Teacher: Now the teacher will show you a Mongolian dance danced by a friend. It's called "I'll also be a small cavalry", ok?
Health: Good!
(After reading) Teacher: Students, do you feel any characteristics of Inner Mongolia dance?
Health 1: Very lively. Health 2: Very active. Student 3: Riding a horse.
Teacher: Why is there a riding action?
Health: Because people in Inner Mongolia love riding horses.
Teacher: Which student raised his hand and did several representative movements of Inner Mongolia dance: riding a horse.
Ask some students who have done well to demonstrate to them, and then follow suit.
Teacher: The students have done a good job and are very talented.
Third, the class summary
1. Summary style
Teacher: Teacher: We have all sung Inner Mongolia songs and danced Inner Mongolia dances, so what do you think the character of Inner Mongolia people should be?
Student: Very cheerful.
Teacher: Yes, and very hospitable. If you go to Inner Mongolia, they will certainly treat you warmly. This is Inner Mongolia among many ethnic minorities in China, and it is an indispensable part of the Chinese nation.
Step 2: Class is over
Teacher: OK, class is over now. Please ride away from this beautiful prairie (I want to be a small cavalry, too).
Teaching reflection