Kindergarten middle class music lesson plan: Who has the sharpest ears
Teacher: Teacher Qu
Activity purpose:
1. Children Be able to listen to music, develop interest in songs during listening, develop good listening habits, and initially master songs.
2. Be able to distinguish the different timbres of small bells, tambourines, wooden fish, and castanets, listen to their different rhythms, and be able to perform percussion, and experience the joy of playing with peers.
3. Children can try to create a 2/4 rhythm of X―∣X―∣.
Activity preparation: The children are divided into four groups with small bells, tambourines, wooden fish, castanets, and rhythm charts, and the teacher is provided with a set of small bells, tambourines, wooden fish, castanets, and maracas.
Activity process:
1. Story introduction, arousing interest
1. Teacher: Today is the birthday of the little goat. To congratulate it on its birthday, the teacher gave It brings a nice song, and later on, what if we let the children add small instruments and play it to have a birthday performance for the little goat? Okay, let's go to the little goat's house in a minute.
2. First, sing a song to practice your small voice. (Emphasis on singing postures, expressions, sounds, and praise. The children’s voices are so beautiful that they can go to the Little Goat’s music concert.)
2. Recite along with the melody, listen and guess the small instruments Methods and antiphonal forms to master songs (cultivating children’s good listening habits and sound discrimination ability).
Teacher: Then let’s rehearse quickly and listen to "Who Has the Best Ears", because this song uses several small instruments to perform with different sounds. The stimulation of words makes children want to listen.
1. The teacher sings the first verse of the song while percussion instruments
Question: What kind of small instrument does the child hear singing in the first verse of the song?
2. Do you want to sing with Xiaoling? (First listen to the melody and recite the lyrics once, and then let the children sing it again to master the first paragraph of the song.)
3. There are several small instruments singing in the second, third and fourth paragraphs. Please Children close their eyes and listen with their little ears. Guess who these small musical instruments are? (The teacher operates the instrument in a sheltered area, asking questions while operating, training the children's hearing, and hitting the tambourine, wooden fish, and castanets in sequence). Let children feel the joy of hearing and distinguishing musical instruments while listening, and develop an interest in songs.
4. Add these small instruments to the song, ask the children to listen carefully, the teacher asks the children to answer, and sing the second, third, and fourth verses in antiphonal form (to overcome the monotonous and rigid teaching and singing mode) , using a question-and-answer method to mobilize children's enthusiasm and successfully master the songs).
3. Provide various rhythm maps (based on listening), and guide children to explore and use various methods to experience various rhythms.
Questions:
1. How many small instruments were singing in the song I just heard? Who are they? (By listening, inspire the children to name bells, tambourines, wooden fish, and castanets).
2. Do they have the same singing voice?
3. How does Xiaoling sing? What is the rhythm of its singing? (Let the children express themselves fully), induce the rhythm of Xiaoling's singing (the teacher shows the rhythm chart), let the children freely create body movement exercises along with the melody, and guide the children to try to beat the rhythm with their hands, and use the same method to ask questions about tambourine, wooden fish, How does the castanette sing? In turn, elicit their singing charts and practice along with the melody. Ask: Who wants to sing with the bell, wooden fish, castanets, and tambourine? And use their mouths to say and clap their hands to the rhythm of their singing.
4. The children just clapped their legs and shoulders along with the melody. How do you feel about the emotion of this song? What time is it?
4. Learn to read charts and play in groups.
1. Ask the young performer to take out a small instrument from under the small chair and look at the blackboard to find his or her own rhythm (with the symbol of the instrument).
2. Divide into four groups to practice their own rhythms (train children’s hands-on ability to listen to music carefully).
Teacher: When other children are playing, what should the children in other groups do? Let’s see who wants to be a good child who is polite and listens carefully. (Penetrating emotional education)
3. Use the duet method to group singing and percussion instruments, and discuss: How can the ensemble be neat and not chaotic? (Remind children to pay attention to listening, cooperate with each other, sing duets to connect naturally, and further penetrate emotional education). Experience the joy of a harmonious ensemble.
5. Create and choose a rhythm
1. Create a 2/4 rhythm
Teacher: We have another little guest here who wants to participate in a music concert , who are you listening to? (The teacher plays maracas, and the children listen and answer).
Teacher: But the little maracas came empty-handed, and it didn’t bring its own rhythm. Can the children help it create a few rhythms in 2/4 time? (Give full play to the children's initiative, create a rhythm in 2/4 time, write the rhythm created by the children on the blackboard, and practice it).
2. Choose a rhythm for the little guest and let the children discuss: The little sand ball likes to sing slow songs (use the comparison method to select its favorite rhythm and let the children fully express it). The teacher will make a summary and help choose the rhythm of X―∣X―∣.
3. Add the rhythm created for the maracas to the song, and then sing a song for the little maracas in the form of antiphon.
6. Ending
Teacher: It’s getting late. Little Goat’s birthday concert is about to start. Can we go to Little Goat’s concert now? Ask the children to put the small instruments into the box in group order, and let's drive the train and sing songs to the little goat's house!
(More lesson plans are available at: Teacher Qu’s lesson plan website)