Longing for spring lesson plan 1 grade: next semester of junior high school grade one
Teaching content: longing for spring
Teaching material analysis:
Longing for Spring is a lyric poem for children. It was written by the famous Austrian composer Mozart (1756 ―― 179 1) in1791year with a short poem by the poet Overbeck. In the same year, the composer died. At that time, he was poor and sick, exhausted, and was in the cold winter of his short life. However, this song expresses children's longing for spring, flowers bloom and flowers fall, birds sing and flowers smell, without any gloomy shadow, full of longing for happiness and a bright future, and also reflects Mozart's essential thoughts and world outlook.
This song is in D major, and it is reproduced in the form of one voice and two voices.
"Spring Tide" is the clearest and most optimistic song of Russian composer Rakhmaninov, which sings the irresistible vitality of spring tide. It is not an ordinary lyric work, but a vivid reflection of Russia's turbulent and high social sentiment before the arrival of the bourgeois revolution in 1905.
Spring in the North is a musical ballad written by Endo Minoru. Written in 1977, it became popular in Japan a year later. This is a song that misses home. A singer is a young man who left the northern countryside to study or make a living. He misses his hometown in the southern city in spring and is eager to go home. The song has a strong national color, and the melody with the same lyrics in the last paragraph is exciting.
Song of Spring is the most famous silent song by German composer Mendelssohn. It describes that spring returns to the earth, everything wakes up and everything is full of vitality.
Teaching objectives:
With "Spring" as the theme, let students discover, discover and feel spring by singing Haruka and enjoying spring music.
Can sing the song "Spring is bursting" with a sweet, mellow and elastic voice and lively mood.
Appreciate Spring Tide, Spring in the Northland and Song of Spring, and feel and experience their musical artistic conception and style.
Teaching emphasis: Feel and experience the musical artistic conception and style of songs.
Teaching difficulty: the expression of song emotion.
Teaching AIDS: piano, multimedia, etc.
Teaching hours: 1 class hour.
Teaching process:
lead into/introduce
Listen to the song "Spring is bursting"
Ask questions:
What is the content of this song?
What's the beat of this song? What kind of feeling does it give you?
What songs and music do you know that sing spring?
After listening, the students replied appreciatively:
Singing teaching
Learn to sing
Learn to sing a partial score.
Read music rhythmically.
Learn to sing music.
Ask the students to distinguish the problems by comparison:
Pay attention to the intonation of "yes" and "Luo". )
Musical Form Analysis and Song Processing
1, ask questions:
(1) What is the musical structure of this song? (A+B two-segment body. )
(2) What are the melody and rhythm features of paragraphs A and B? What kind of voice and emotion should be used in singing?
2. After discussion, the students answered:
Students design a singing scheme and sing.
Students' self-evaluation
Enjoy the songs and music sung in spring.
(1) spring tide (Russia)
1, ask questions:
What did this song give you?
Is it a usual lyric landscape work?
2. After discussion, the students answered:
3. Teacher's summary:
The song "Spring Tide" is the clearest and most optimistic song by Russian composer Rakhmaninov. Its powerful voice sings the irresistible vitality of the spring tide-before the speckled snowflakes finally disappear from the field, it rushes to the sleeping shore.
It is not an ordinary lyric work, but a vivid reflection of Russia's turbulent and high social sentiment before the arrival of the bourgeois revolution in 1905.
(2) Spring days in Northland (Japan)
Ask questions:
(1) What does this song reflect?
(2) What genre is this song? What are the characteristics?
Students answer after discussion:
Teacher's summary:
(1) This is a song that misses home. A singer is a young man who left the northern countryside to study or make a living. After receiving the package and short message from his mother in the south, he couldn't help missing his elderly parents and his beloved who couldn't show his true feelings, and his homesickness was like an arrow. The song has a strong national color, and the melody with the same lyrics in the last paragraph is exciting. This song was written in 1977 and became popular in Japan a year later.
(2) This is a ballad with the style of playing music, and it is one of the popular songs in Japan. Songs have two remarkable characteristics: one is to sing with strong vocalization associated with Japanese folk singing; Second, the melody of the song has a drawl peculiar to Japanese folk songs.
(3) Song of Spring (Germany)
1, ask questions:
(1) What is the musical structure of this piece?
(2) What is the genre of this song? What are the characteristics?
2. After discussion, the students answered:
3. Teacher's summary:
The musical structure of this piece is trilogy.
The genre of this piece of music is Song without Words. "Songs without words", also known as "songs without words", is a unique genre of small instrumental music. It pursues the sound of instrumental music. Singing and romantic songs are the center of this kind of works. American dancer Duncan often improvises with this song.
Creative activities:
Student grouping:
Improvise the dance with Song of Spring or Desire of Spring.
Express your feelings about spring in the form of poetry or painting.
Summarize, class is over
Longing for Spring Teaching Plan Part II Teaching Objectives:
1, I have feelings to sing "Spring Break Out".
2. Experience the lively and cheerful characteristics of 6/8 beat, and understand the role of weak knots and temporary changes.
3. Deepen the awareness of loving nature and life through study.
Teaching focus:
Learn to sing Longing for Spring.
Teaching difficulties:
Experience and feel the lively and cheerful features of 6/8 beat.
Teaching process:
I. Organizing teaching
Second, the introduction of new courses.
Background music-Mendelssohn's "Song of Spring" with some spring scenery pictures.
Teacher: Spring is the first of the four seasons and an eternal theme in people's artistic creation. She not only tells us that "a year's plan lies in spring", but also that she is the spokesperson for the recovery and vitality of all things. Students, how much do you know about spring idioms or poems? (Student A) Today, let's go into the spring and start the music journey of this class!
Third, the convergence of the new curriculum
1. Read the lyrics and analyze the theme.
Teacher: Please open page 42. First of all, please read the lyrics and think about what the lyrics express. A longing for spring, a cheerful and urgent mood. )
2, comparative analysis, solve the difficulties.
Teacher: Let's try to match this lyric with the melody. I'll give you two tunes. Let's listen to which one is more suitable for it and explain the reasons. -Play clips of Four Seasons Songs (2/4) and Longing for Spring (6/8). (Answer and reveal the answer: Play the song "Spring Break Out")
The teacher concluded that the reason why music gives us a lively, cheerful and happy feeling is mainly determined by the beat of music. The song "Spring is bursting" is 6/8 beat, and 6/8 beat itself is lively and cheerful. The significance and strength of 6/8 beat are related. Meaning: Take the eighth note as one beat, and each bar has six beats. Strength relationship: strong, weak, weak, second strong, weak, weak. ) If it is represented by a graph, which graph would you choose to represent 6/8 beats among triangles, circles and squares? (Student A) Do 6/8 beats with the teacher. In addition, the song also uses a weak singing method, which can better express people's urgent mood of longing for spring.
3, the author introduces, broaden your horizons.
Teacher: This song was composed by the famous composer Mozart in 179 1 year. Please read the introduction of the author on page 43.
The teacher added: when Mozart wrote this song, he was already suffering from illness, poverty and disease, but we didn't feel the sadness and despair on the verge of despair at all. As the students just said, there is a relaxed, cheerful and eager mood everywhere, from which we can also see Mozart's firm will, resolute personality and optimistic attitude towards life. Let's learn to sing this song with reverence and admiration for the artist.
4. Sing songs and answer questions.
mood
force
speed
phrase
Cheerful and cheerful
mezzo forte
The medium speed is slightly faster.
Four phrases
5. Constantly consolidate songs. (Clap your hands and sing; The strengthening of tone sandhi, extension, decorative sound, etc. )
The function of inflectional sound, sustained sound and decorative sound: the function of enriching musical expression. A fresh and clear feeling. )
6. All the people sang with the accompaniment.
Fourth, deepen the experience and cooperate to show.
Take the group as a unit, play songs with self-made percussion instruments, and deepen the mastery of 6/8 beats. Please cooperate with the tacit and effective group to show it.
Verb (abbreviation of verb) course summary
Teacher: We are looking forward to the arrival of spring, and nature gives us endless youthful vitality. We should cherish the beautiful spring scenery in life, which interweaves with poetry and painting into a song of spring that can never be sung. I hope the students cherish this precious youth, and I believe that through your efforts, you will be able to sing the "Spring Song" of your life!
Longing for spring lesson plans 3 I. Teaching objectives:
1. I felt the clear and pleasant mood of the song in the process of repeatedly listening to and singing "Spring is bursting".
2. Cultivate students' interest and enthusiasm for classic works and arouse students' optimistic and positive emotional experience of music, spring and life.
3. Let students know about the composer's life, other music and related culture.
4. I can feel and experience the happiness of harmonious coexistence between man and nature from the ancient poems and songs with the theme of "Spring", and I am willing to participate in music activities to express and create "Spring".
Second, the importance and difficulty of teaching
1, try to express praise and longing for spring with changes in sound, speed and intensity.
2. Know the phonetic symbols and learn the singing method of temporary sound changes.
Third, preparation before class:
Enjoy "Where is Spring", play some cheerful music works with the theme of spring, and create scenes from the musical style to help students approach spring naturally. Students have always been inadvertently concerned, but inadvertently appreciate the poetic and warm state of spring. Create a suitable artistic environment before class, highlight the artistic beauty of music, and create a leisurely and relaxed atmosphere for music classes.
Fourth, the teaching process:
(1) import
(With the music of "Where is Spring" coming into the classroom)
Teacher: You should be familiar with this song just played. Can you tell me its name?
Health: Where is spring?
Teacher: What does this song say? Songs of spring. Now the footsteps of spring are slowly approaching us. I would like to ask the students to describe spring with some poems and songs that they are familiar with.
Teacher: The students did well. They told so many poems and songs about spring in just a few minutes, which shows how much they love beautiful spring.
1, listening (longing for spring)
Teacher: First of all, I invite my classmates to enjoy a song. After listening, please talk about your feelings in singing. (Let the students directly enjoy the recorded songs sung by excellent children's choirs in a straight-to-the-point way, so that they can be familiar with melody and music, and experience and feel the artistic conception of music initially. Feel the clear and pleasant mood of the song)
Health: I feel nature ... everything revives.
Teacher: Just now, some students talked about their feelings, so I think those who didn't raise their hands must still be thinking about it. Can you add a title to this song?
Health: longing for spring
2. Briefly introduce Mozart's birthplace, birth time and extraordinary musical talent.
Teacher: The song "Longing for Spring" that we just heard was composed by Mozart.
Teacher: How much do you know about him? Before class, I asked my classmates to look up some information about Mozart. Let's share it.
Student: He is an Austrian composer and one of the representatives of Vienna Classical Music School. ...
Teacher: The students have looked for a lot of information, and now we have a preliminary understanding of Mozart. Let's walk into his songs and enjoy them together.
3. Listen to the sudden release of spring.
Teacher: Now, please enjoy "Spring Break Out" again, and think about the following questions while listening:
A. Singing form: 1, male chorus 2, children chorus 3, female chorus.
B, the artistic conception of the song: 1, passionate 2, cheerful 3, deep melancholy
C. Time signatures of songs: 1, 3/4 2, 6/8 3, 3/8.
Six beats consists of two three beats.
D. what kind of picture does the song describe?
Listening to music with questions for the first time, while listening, write down the answers to the first three questions. Hum along with the recording for the second time, and answer the last question at the same table)
Step 4 learn to sing
Teacher: Students draw different pictures in their own languages, so I wonder if the pictures drawn with songs are equally beautiful. Listen to the teacher sing this song first. After listening to this, I think you must want to learn to sing this song, too.
(1) Students learn to sing softly while playing music, and find out the most difficult sentences. Explain sharp corners, decorative sounds, rests, incomplete bars and connecting lines.
Teacher: There are many pauses in this song, so we must pay attention to the rest.
(2) Sheng Suiqin sang softly with "La".
(3) Learn to sing the lyrics and sing with emotion.
Teacher: What is the artistic conception of this song? Then what shall we sing? Is it the same as singing on the tape?
Enhance students' emotional experience of music works, and let students understand that the emotions of words and songs should be consistent and harmonious. )
5, song creation:
Please compose music in the form you like.
6. Course summary
Teacher: You see, today's spring is beautiful and the air is fresh. Now it's really a season of blooming flowers and singing and dancing, so let's go to nature and feel the scene of spring returning to the earth and everything reviving.
Longing for Spring Lesson Plan 4 I. teaching material analysis
The Desire for Spring is a song of sound of spring, Unit 6, Volume 2 of the standard vocal music for compulsory education curriculum. This song is a lyric song written by Austrian composer Mozart 179 1, which is very popular among children. With the children's innocent childlike innocence and lively language, the children's feelings of longing for spring are expressed, and birds are singing and flowers are fragrant. The song adopts D major, 6/8 beats, and the structure of the song is a reproducible one-part form; The whole song is based on the melody of decomposing triads and progressive tones. It is smooth, clear, beautiful and full of youthful vitality. It shows the children's happy mood of longing for spring with a lively 6/8 beat.
Second, teaching design ideas
The main line of teaching is "Feeling Spring (Creating Scenes)-Experiencing Spring (Singing Spring)-Expressing Spring", so as to stimulate students' interest in learning to sing the song "The Desire of Spring", and at the same time guide students to feel and experience the characteristics of beautiful, smooth, lyrical and pleasant music as a whole, and to understand and integrate into the embrace of spring.
Third, the teaching objectives
1, can feel and experience the happiness of harmonious coexistence between man and nature from music works with the theme of "spring", and is willing to participate in music activities to express and create "spring".
2. Be able to sing the song "The Desire of Spring" with a sweet and mellow voice, and try to express praise and longing for spring with the changes of voice, speed and strength.
3. Know Mozart's major contribution to music. Know pronunciation symbols and learning sounds.
Fourth, the teaching focus:
Feel and experience the artistic conception and style of songs, and sing songs with emotion.
Five, teaching difficulties:
Expression of song emotion.
Six, teaching methods:
Situational teaching method, appreciation method and cooperative learning method
Seven, teaching preparation:
Multimedia courseware, piano, etc.
Eight, the teaching process
First, feeling-spring (situation creation)
1. Play Song Zu Ying's Spring in the Field, so that students can feel the happy, warm and energetic mood brought by music.
Teacher: Students, what is the artistic conception of this song? What season is this song about?
Health: warm and energetic spr! Spring!
2. Let the students say the words that describe spring. (2) Tell a poem about spring.
Health: ellipsis
Design intention: Create a scene, from the literary point of view, use the scene of listening and speaking to create a spring atmosphere, help students naturally approach spring, let students truly feel that they are in the embrace of spring, and make emotional preparations for the later song appreciation.
Second, experience-spring (singing "The Desire of Spring")
1. Show the topic "Spring is bursting" and play the song "Spring is bursting".
Teacher: After listening, please talk about your feelings in singing. What kind of photos did you see?
Health: flowers, rhododendrons, etc.
Teacher: Songs let us see the beautiful spring scenery, sunshine, flowers and pine forests in May.
Design intention: Through the teacher's overall description, it lays an emotional foundation for the later song appreciation and learning, which can better stimulate students' desire for spring and learning songs.
2. Teacher: Students, do you know which composer wrote this beautiful song? Where is he from? What works have you written? What do you know about him? According to the collected information, let the students know about Mozart.
(1) into Mozart
② Understand the background of song creation.
Design intention: To cultivate students' autonomous learning ability, teachers should give appropriate guidance, so that students can actively show strong interest and improve learning effect. The introduction arouses students' curiosity about Mozart and his works, and also arouses students' respect for this strong and optimistic master, paving the way for the emotion of the song and further understanding the connotation of the song.
Listen to this song again. Let the students hum the melody to the music. Listen and think about the following questions:
A, the singing form of the song: 1, male chorus 2, children chorus 3, female chorus.
B, the artistic conception of the song: 1, passionate and excited 2, lyrical, clear and cheerful 3, deep and melancholy
C. Time signatures of songs: 1, 3/4 2, 6/8 3, 3/8.
4. Learn to sing the melody of songs
The teacher demonstrated and hummed the melody with "La".
② Students hum the melody with "La" (sitting posture).
Teacher: What score does this melody appear on?
Students: sharp corners, leaning forward, resting, connecting lines, etc.
(3) Let the students solfeggio the melody.
Teacher: After the students finish singing the melody of this song, how many parts can this song be divided into according to the melody direction?
A( 1-8 part) B(9- 16 part) one-piece structure
Design intention: Solfeggio can deepen the impression of the melody of the song and lay a good foundation for analyzing the song by singing the melody. By humming, students can feel and experience the characteristics of beautiful and smooth music, lively singing and jumping as a whole. Let students listen and beat the time, so that students can experience music better and feel the law of strength and weakness of 6/8 beat.
5, learn to sing, listen to the song again, "Spring is bursting"
① Students sing softly to the music (singing posture and state).
② Students sing along with Qin, and find out where they are not singing enough to give guidance.
Step 6 process songs
Teacher: We have learned this song, so how should we sing it with speed, strength and emotion?
6. Students sing with emotion
Design intention: to deepen the understanding and handling of songs, and to show children's feelings of longing for spring, flowers blooming and birds singing with the sweet timbre of children's innocence and vivid and clear music language, full of youthful atmosphere. In the process of teaching, teachers must sing and play accurately, smoothly, freely and expressive, so as to convey the ideological connotation and emotional significance of the works to students profoundly and meaningfully.
7. Development
Ask the students to say or sing the works describing "Spring".
② Homework: Go back and collect the works of "Spring".
Design intention: By singing other spring songs, students can broaden their horizons and learn more about "spring" works, and extend their study from in-class to out-of-class, so that students can further experience and feel the beauty brought by spring and get a deeper understanding.
Third, performance-spring (practical creation)
1. Let the students express spring in different forms. Reading, painting, dancing, instrumental music, etc. ).
2. Group creation.
3. Show the students one by one, and the teacher encourages them to give affirmation.
Design intention: through painting, dancing, wing chun, etc. This link can stimulate students' interest, let students experience the happiness brought by music in practice, show spring in various music activities, and let students feel the breath of spring with heart. By performing in groups, we can give full play to students' specialties, cultivate their creativity, performance ability and spirit of unity and cooperation, and make the classroom atmosphere reach a climax.
Fourth, summary:
Longing for Spring Teaching Plan Chapter 5 Teaching Content:
1. Song: Longing for spring.
2. Creation: Accompany songs with percussion.
3. Music Prose: Spring.
Teaching preparation:
Piano, tape recorder, video recorder, magnetic tape, video tape, CD, percussion, tambourine, triangle, castanet, sand hammer, etc.
Teaching objectives:
1. Learn the song "Spring is bursting" and experience the lively and cheerful characteristics of ten beats in repeated practice.
2. By reciting the prose Spring, students can feel the close relationship and aesthetic connotation between music and literature.
3. Encourage students to participate in music practice boldly.
Teaching process:
1. Teachers should pay full attention to the importance of "teaching lead-in" and design it carefully. For example, (1) can stimulate students' imagination through colorful pictures in textbooks and describe the spring scenery in language; (2) It can be introduced with beautiful melody; (3) short poems can be introduced; (4) Video materials (scenery films, spring scenes, music essays) can be imported. Ask students to participate.
2. Ask students to recite the prose poem "Spring", and choose appropriate music as background music, and perform with emotion.
Teachers can also encourage students to find some recordings of lyric music for everyone to listen to and discuss, and choose the appropriate music as the background.
3. Play a song "Spring is bursting". Please listen carefully and describe the emotions expressed in the song in words.
4. Hum songs along with the recording. In the meantime, the teacher can sing for the students or on the piano. Through various forms of singing practice, students can gradually become familiar with songs.
5. Ask the students to find the same melody fragments from the music score. And sing it repeatedly in time to deepen the impression.
6. Ask students to find inflections from the music score. Attention should be paid to the effect of accurate pitch and melody on emotional expression in singing.
7. Play the recording of the song "The Desire of Spring" again. Prompt students to feel music from the following aspects:
(1) What is the speed of music? Faster, faster, very fast, very fast. Combined with the characteristics of words and songs, why they are expressed at such a speed.
(2) What is the intensity of singing: very weak (pp), weak (P), medium intensity (mf), strong (F) and very strong (ff). What do you think is the best way to express this song?
(3) What kind of emotion should be used to properly express the artistic conception of the song?
Do you like this song? Why? Talk about your feelings about the whole work.
8. Accompanied by the teacher's piano (or on tape; All the students sang the song "Spring is bursting" with emotion. Singing forms can be lead singer and chorus. After that, students can also sing individually or collectively.
9. Let the students choose percussion instruments to accompany the songs. The types of accompaniment can be designed jointly by teachers and students, and students are encouraged to design their own, and percussion accompaniment can be added while singing.