5 selected articles on music teaching design in the second volume of third grade
As an educator, it is possible to use lesson plans, which are conducive to the improvement of teaching level and help Development of teaching and research activities. So what are the music teaching designs for the second volume of third grade? Below is the music teaching design for the second volume of third grade that I compiled for you. I hope you like it!
Selected Music Teaching Design for the Second Volume of the Third Grade 1
1. Teaching Objectives:
1. Knowledge and Skill Objectives: Can be easily understood by learning songs And sing weakly from the bar.
2. Process and Method Objective: Get to know the violin, guitar, and French horn and understand them by imitating the playing methods of the instruments.
3. Emotional attitudes and values ??Goal: By becoming a young musician, stimulate students' desire to express music and cultivate students' sense of innovation.
2. Teaching focus:
Sing and perform this piece with a lively and jumping feeling.
3. Teaching Difficulties:
Accurately sing the 0 Buron | Bang Bang Bang Buron | Bang Bang Bang that appears in the song.
4. Teaching preparation:
Piano, courseware, video production, percussion
5. Teaching process:
1. Situation Import: Play the pre-made videos of playing guitar, violin and French horn, and ask "If you were a young musician, could you play these instruments like them?", imitate playing guitar and violin respectively. , the movements of playing the French horn, and then show the pictures of these instruments to understand the basic information of the instruments. Teacher: Today, there are three foreign young musicians who are also playing several instruments. Let’s get to know them together! Play the song "I Am a Little Musician" for a preliminary understanding.
2. Teach new lessons:
(1), imitate performances and break through difficulties
First: students find out the roles of these three instruments in songs by listening to songs What does it sound like?
Guitar: 0 Buron | Bang Bang Bang Buron | Bang Bang Bang
Violin: 0 Dirum | Bang Bang Bang Dirum | Bang Bang Bang
French horn: 0 duron|bang bang bang doron|bang bang bang
Second: Group cooperation, independent exploration ()
Requirements: 1 .How to perform this piece of music.
2. Discuss collaborative singing within the group.
Difficult guidance (teacher): You can use the gestures of playing guitar and violin, leaving the first eight minutes of rest, so that students can sing normally according to the requirements of the score.
Third: role play to consolidate singing
Specifics: 1. Divide into three groups, playing guitar, violin, and French horn respectively, imitating and singing songs at the same time.
2. The teachers and students will evaluate the performances of the three groups together. (Four aspects of rhythm, pitch, sound, and performance)
(2) Teacher-student cooperation, key solutions
1. Listen to the song, draw the melody line, and have a certain understanding of the melody. Cognition.
2. The teacher plays and sings, and the students follow the rhythm together.
3. Students perform singing, and problems that arise are solved through group discussions, with teachers assisting and promoting solutions.
(3) Overall sublimation, situational performance
The performance is divided into two parts, specifically: the first part is a melody line for singing performance, and the second part is imitating playing an instrument. Performance.
(4), End
Today, as a young musician, we experienced a very wonderful musical journey. We knew the performance methods of three instruments and learned This lively song hopes that students will be full of joy in their future study and life, and use music to light up our lives.
6. Teaching reflection
The introduction part is not smooth. It is necessary to combine the theme of music and the subject of students more closely in the process of situation creation. In teaching During the process, some problems that arise among students were not adequately estimated. Not enough predictive solutions. Selection of music teaching design in the second volume of the third grade 2
Song of Shells
Teaching objectives:
1. Feel and learn the song "Song of Shells" by learning it Express the beautiful and lyrical mood of the song.
2. Able to use imagination to express music with movements, percussion, paintbrushes, etc.
Important and difficult points in teaching:
Comprehensive artistic image, experience, and feel the beautiful shells on the seaside.
Teaching process:
1. Organize teaching (let students sing the class song together)
2. Introduce new lessons
Let students observe Flip chart, tell me what you saw?
3. New teaching
1. Before listening for the first time, you can give a reminder: Have you been to the beach and seen the sea ebbing? What’s on the beach after the tide goes out? Have you ever picked up shells and shrimps? Let students understand the meaning of "catch the sea".
2. After listening to it for the first time, you can ask: What content is sung in the song, and what impression does it give you?
3. Listen to the song again. Listen and perform the action at the same time.
4. Listen to the recording. Let students read the lyrics emotionally.
5. Listen to the music of Song of Shells. Feel the three beats. (Tell me about the meaning and rhythm of three beats), and express it with body language.
6. Hum the melody of the song.
7. Learn to sing songs.
8. Learn to play percussion to accompany songs.
4. Comprehensive Performance Third Grade Music Teaching Design Selected Volume 2 3
Teaching content:
Sing - Beijing Folk Song "To Flowers"
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Listening - Huangmei Opera "Dui Hua"
Creation activity - Dui Hua
Teaching objectives:
1. Guide students to use lively and cheerful expressions The Beijing folk song "To Flowers" was sung with a unique voice, which brought out the unique charm of folk songs.
2. By appreciating Huangmei Opera "Dui Hua", you can initially perceive the style and characteristics of the opera, feel the richness of national music and folk customs, and increase your love for national folk music.
3. Be able to recognize and sing dotted quarter notes, and understand and use the singing form of "antiphony".
Teaching focus: be able to express the lively and humorous taste of the song in a question-and-answer singing format.
Teaching difficulties: guide the singing of the timing of dotted quarter notes and the pitch of the third and fourth phrases.
Teaching aids preparation: flower pictures, a rose, flowers to decorate the classroom, cards, tapes, tape recorders
Teaching process:
1. Contact life, Arouse ***
Guide students to observe the changes in the classroom and reveal the theme of "flowers".
1. Introduction
Teacher: Students must have noticed that there are many more colorful flowers in our classroom today. Yes, the song we are going to learn today is exactly related to "flowers" "related.
2. Communication
Teacher: Spring is here, and the flowers are blooming. Which flowers do you know? Please name the flower.
(Students answer freely)
Teacher: The students know so much. Each flower has its own unique shape and growth characteristics. The teacher also wants to test everyone——
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What flowers bloom in the water? (Lotus, Narcissus)
What flower looks like a fungus? (Darcissus)
What flowers are blooming all over the mountain? (Camellia, azalea)
Which flower has branches covered with thorns? (Rose, rose, rose)
3. Listen to the song "To Flowers"
Teacher: Let's listen to a song and listen to the answer in the song.
A. Play the recording "To Flowers"
B. After listening to the teacher's questions in rhythmic language, instruct the students to answer rhythmically according to the sentences in the lyrics
The teacher asked: What│Huaer│is in the water│─│ Student answer: Ling. The horn│flowers are blooming│in the water─│
The teacher asked: What? The flowers are blooming│like wood│ear─│ Answer: Phoenix. The fairy│flowers are blooming│in the water─│
The teacher asked: What? The flowers are blooming│all red│mountain─│ Answer: Mountain. Tea │ blooms flowers │ in the water ─ │
The teacher asked: What? │ blooms flowers │ full of stems │ thorns ─ │ Answer: Rose. Vitiligo│Blooming flowers│in the water│─│
C. Show pictures of flowers (impatiens, camellia), and let students feel their appearance and characteristics through vision. Show the roses, introduce them to the Rosaceae family, and let students touch the small thorns on the branches with their own hands.
2. Teaching new songs
1. Revealing the title
Teacher: The song just now is the Beijing folk song "To Flowers" that we are going to learn today. Let's learn to sing together.
2. Learn to sing songs
A. Recognize dotted quarter notes (with the help of cards)
First show the quarter notes and name them, and then introduce them "Dotted", learn about dotted quarter notes.
B. The teacher sings the score, and the students hum the melody and find the dotted quarter notes in the score.
C. Focus on practicing phrases with dotted notes.
D. Teach singing lyrics in phrases, and pay attention to repeatedly practicing difficult sentences, such as the third phrase.
3. Introducing the singing form of "duet"
Teacher: This song is different from the songs we have learned in the past. There are double quotation marks in its lyrics. The students discovered No? How many are there? (two) What does it mean? (Two people sing)
Teacher: By the way, in the song, one person asks questions and the other answers. This form of singing is called antiphonal singing, which is an informative and interesting antiphonal song. Now let’s practice the 2nd, 3rd, and 4th paragraphs of the lyrics in the form of duet.
After singing the first verse well, sing the other three verses of the lyrics. Teachers guide students to sing with correct singing postures and a lively and lively voice.
3. Create lyrics
Teacher: We can continue to make up lyrics, such as (singing) "What are the flowers white and fragrant?" (The students sang and answered: jasmine, Gardenia)
Students freely compose and sing it in the form of duet.
4. Appreciate the Huangmei Opera "Dui Hua"
Teacher: In fact, this form of Dui Hua is not only found in Beijing, but also popular in other places. It is not only found in folk songs, but also in operas. Wonderful. Next, let’s enjoy another piece of "Dairy Flowers" from Huangmei Opera and hear what different feelings there are.
Reveal the appreciation title and play the recording. Selection of music teaching design in the second volume of the third grade 4
Teaching objectives:
1. Guide students to feel the beautiful artistic conception of 4/4 time songs, feel the warmth of family, and sing affectionately song.
2. Guide students to understand whole notes and understand the meaning and strength rules of 4/4 beats.
Key points and difficulties:
1. Instruct students to sing without stopping.
2. Use body movements to feel and express the strength and weakness of 4/4 beats.
Preparation before class: recording of the song "Little Boat".
Teaching process:
1. Introduction
1. Listen to music and make rhythm (play the recording of the song "Little Boat").
2. The boat sung in the song just now refers to the crescent moon. Today, the teacher will ask you to listen to another song. What does the boat in this song refer to?
2. Teaching singing songs
1. Listen to the lyrics of the songs "Little Boat" and "Little Boat" respectively, and become familiar with the melody of the song.
(1) Question: What are the similarities and differences between the two songs (from the aspects of mood, beat, speed, etc.)?
(2) Review the meaning and strength patterns of the 3/4 time signature, and guide students to learn the meaning and strength patterns of the 4/4 time signature.
(3) Use body movements to feel and express the strength and weakness of 4/4 beats. For example, the first clap of hands; the second clap of hands to open; the third clap of legs; the fourth clap of hands to open.
2. Listen to the complete recording of "Small Boat" to let students feel the rhythm of 4/4 time again and become more familiar with the strength and weakness of 4/4 time.
3. Use the humming model to sing the melody of the song.
4. Students read the lyrics emotionally, with the teacher's musical accompaniment.
5. The teacher sings the song with emotion and emotion, and the students sing along softly.
6. Students sing songs along with the accompaniment.
3. Song Processing
1. Instruct students to sing with a weak starting beat, break the breath at the rest, and pay attention to the singing of allegorical notes.
2. The ending note should be sung for four beats, and whole notes should be explained so that students can understand the shape and duration of whole notes.
3. This song shows that the little protagonist feels the warmth of his family and the love of his parents. What kind of sound do you think we should use to express it? Selected Part 5 of the Music Teaching Design in the Second Volume of the Third Grade
Teaching Objectives
Cultivate the thoughts and feelings of loving the countryside and initially learn songs.
Teaching process
1. Import
Import watermelons. When the watermelons are ripe, you need someone to watch them, and you need to build a small melon shed. Students know why. Do you want to see the melon?
Watching melons is hard work, but it is also very happy. We guide students to analyze the lyrics and understand the protagonist’s love for his hometown, his love for labor, and his optimistic and funny character.
2. Listen to the recorded sample singing several times.
3. Learn to sing songs softly along with the recording. It is required that you can see the music score while learning to sing.
There are a lot of "X.X" rhythms in the song. Students are reminded that the upper and lower accents should also be explained.
In the place of "Hey, hey, hey, Xiaoguapeng, Xiaoguapeng", it is difficult for students to accurately grasp the duration of the word "yo" (three and a half beats) based only on their perceptual sense. Therefore, it is necessary to Learn and sing these five sections of music carefully, and you need to swing or hit the beat when singing, so that students can sing correctly rationally.
Finally left the recording and sang the song along with the teacher’s piano.
4. Assign extracurricular homework to collect and record background sounds for the song "Little Guapeng".
Teaching evaluation
1. Students’ learning enthusiasm and participation rate when learning to sing songs, and the efficiency of learning to sing lyrics.
2. The degree of attention and learning effectiveness of students when learning to sing part of the song.