Music Speaking Lesson Manuscript for Sixth Grade Primary School
In actual teaching activities, teaching staff usually need to prepare a music speaking lesson script, which is conducive to the improvement of teaching level and helps on the development of teaching and research activities. So how should the course manuscript be written appropriately? The following is a music lesson text for sixth grade primary school that I compiled for everyone for your reference. I hope it can help friends in need.
Sixth grade primary school music lecture course script 1
1. Speaking outline
According to the requirements of the "Outline", the study of appreciation of folk songs is an important part of music teaching . By appreciating folk songs of different styles and genres, students can deepen their love for the motherland, expand their musical horizons, and improve their ability to appreciate music.
2. Teaching materials
1. Analysis of teaching materials: This lesson is the second part of "Chinese Folk Songs" in the first lesson of Volume 11. It is the continuation of the textbook "China Folk Songs" in Volume 10. One of the "Folk Songs" will serve as a link between the past and the next. According to Mr. Du Yaxiong's classification of ethnic minorities in the four volumes of "Music Knowledge", it is divided into six major groups. This lesson will mainly appreciate and study "Pastoral" in the northern grassland group and "Batang Connects to Beijing" in the western plateau group. 》Two folk songs. "Pastoral" is a typical long-tuned folk song in Inner Mongolia. "Batang Connects to Beijing" is a Western folk song with a special moist accent style.
2. Teaching objectives:
1) Understand the relationship between the characteristics of Inner Mongolia and Western folk songs and their customs.
2) Can distinguish the styles of folk songs of the two ethnic groups.
3) Cultivate and enhance students’ love for ethnic minority music.
3. Teaching focus and difficulty:
Be able to distinguish the folk songs of two different ethnic groups according to the melody, rhythm and other characteristics of the songs.
3. Lecture method
Students are the main body of learning. To enable students to learn proactively, it is very important to choose methods. According to the content of the textbook and the age characteristics of the students, I closely focus on the teaching objectives when giving guidance on the study method, mainly through "listening" to the melody, rhythm and other elements of the songs, so that students can perceive the music and distinguish the characteristics of folk songs of different ethnic groups. Understand the customs and customs of ethnic minorities through intuitive images.
IV. Preaching Method
Because folk songs of ethnic minorities are widely distributed and cover a wide range of knowledge, the styles of songs are different. In order to help students understand the characteristic forms of folk songs and the region and living habits where they live, so that they can better master the style of folk songs. I use the following teaching methods.
1. Visual image method: The customs and customs of ethnic minorities are not so clear to us Han children. In order to let them understand the living habits of Inner Mongolian and Xi people more directly, I used computer software to create some pictures of their food, housing, clothing, etc., to combine audio and video for students, avoid boring preaching, and make the original abstract The content becomes concrete and visual.
2. Comparative appreciation method: When understanding the customs and customs of the two nations, I use the form of picture tables to compare the characters of the two nations and compare the characteristics of the songs of the two nations, so that students can Gain a clearer understanding of the customs, customs, and song characteristics of the two nations.
In teaching, I also used methods such as creating scenarios, interest introduction, perceptual to rational, and musical rhythm. Musician Xiu Hailin believes that "music aesthetics must require the experience of the artistic conception of music." In this lesson, I made full use of multimedia teaching methods to try to allow students to experience the artistic conception of music and see the customs of Inner Mongolia and West China on the screen. Human relations, hearing the different styles and characteristics of folk songs of the two ethnic groups.
5. Teaching procedures
This lesson is mainly about appreciating ethnic minority songs and understanding the style and characteristics of the songs. During the teaching process, I will use the target teaching model.
1. Prerequisite assessment
In this link, I use the creation of situations and interest introduction methods.
1) First of all, how much do students know about the 56 ethnic groups in our country? Has anyone ever traveled to one of these ethnic groups?
2) Then I will use CAI to show students some ethnic customs in the textbook, thereby focusing students' attention and arousing their intentional attention and interest.
2. Identify the goals
I will describe 3 goals (omitted)
3. Guidance to meet the standards
In this link , I use a perceptual to rational teaching method.
1) Adopt the process of listening-thinking-watching-acting. First let them listen to the melody fragments of the songs "Pastoral" and "Batang Connects to Beijing" to tell whether the styles are different? Which ethnic group do you belong to? Do you want to understand the customs and customs of these two ethnic groups?
2) Then I will use the teaching method of visual images to "bring" students into Mongolia. (The teacher shows pictures while introducing) Show the map of China to know its location, and understand the food, clothing, housing, and living customs and habits of people in Inner Mongolia. This can give students an immersive feeling and make abstract things concrete. Then let them enjoy a song "Pastoral" with typical Mongolian style characteristics.
(Listen with questions)
3) After a long period of visual images, in order to allow students to relax, I will use music rhythm to feel the Mongolian style dance. Do simple movements (wrist pressing, horse riding, shoulder stomping) to adjust the classroom atmosphere, and then ask students to summarize the song.
4) Then enjoy a Tibetan dance, and then let them discuss in groups. (Where is it in the Chinese territory? How much do you know about their nation, etc.) After that, I used the same method to briefly introduce the customs and customs, and at the same time played a folk song with a special tune called "Batang Connects to Beijing" ”, while listening, ask them to pay attention to which sentence makes you feel the most special, and then listen to it again.
6) Make a summary of the song (students fill it out) and answer the questions.
7) Finally, use a table to compare the melody, rhythm and other contents of the two songs.
4. Standard assessment
In this link, I will focus on the learning objectives and teaching content, and design three exercises to test whether students have mastered the content of this section and met the standards.
1) Listen to and identify which ethnic group each of the two folk songs belongs to?
2) Identify which ethnic group each of the two characters belongs to?
3) Find out the location of the two folk songs on the Chinese territory.
5. Show the learning objectives of this section to deepen your impression. Music speaking lesson script for sixth grade primary school 2
Speaking teaching material: This lesson selects the excellent Yunnan folk song "Little River Flowing Water" as the vocal learning song for the second semester of the first grade of preschool education. The purpose is to use the representative Chinese The study of southern folk songs allows students to understand the characteristics and regional style characteristics of southern folk songs in my country. During the singing practice, you can feel the delicate, implicit, affectionate and tactful characteristics of "Little River Flowing Water", express simple and true emotions, and appreciate the artistic charm of Yunnan folk songs.
Talking about learning: After a semester of vocal music learning, students in the second semester of the first grade of preschool education have certain skills in singing methods, expression ability, etc., and have the ability to sing this song. . Learning this song can further enhance students' enthusiasm and interest in learning, and will help students understand China's excellent traditional folk songs.
Teaching objectives:
1. Cognitive objectives: Understand the musical style characteristics of Yunnan folk songs through "The River Flows" and feel the regional cultural characteristics of folk songs.
2. Ability goal: learn and sing "Little River Flowing Water", flexibly penetrate the knowledge of singing postures and singing breaths, strive to cultivate students' good singing status and singing habits, and strengthen students' awareness of the importance of vocalization and enunciation. understanding of sex.
3. Emotional attitude: Through the study of this lesson, students will understand that perseverance in singing learning is important, and they must establish a strong interest in singing learning. Only through diligent and hard training can they obtain beautiful singing voices.
Teaching focus:
Accurately sing the Yunnan folk song "Little River Flowing Water"
Teaching difficulties:
1. Guide students to fully understand The connotation of the song appropriately expresses the emotional conception of the song.
2. The "soft sound" of the song and the "soft" expression of the prefix.
Teaching methods: explanation, analysis, demonstration, inspiration
Teaching preparation: piano, multimedia teaching courseware
Teaching process:
1 , Vocal training
Reflect the vowels that appear in song singing in vocal exercises, and solve important vowels in lyrics in advance through vocal exercises.
1. Breathing exercises
Purpose and requirements: Keep your body upright naturally, relax your shoulders, inhale an appropriate amount of breath and pay attention to the deep breathing fulcrum. When exhaling, be even and stable, and experience the state of the breath under the simultaneous control of the abdominal muscles and diaphragm, allowing the singing breath to flow as flexibly as "flowing water".
4/4 X - - - ‖X 0 Vowel practice
Purpose and requirements: Practice opening the head cavity and singing, obtain a high position, open the throat to form a tube, consistent up and down, unified vocal area, better promote the practice of a vowel, lips slightly closed To form a "pinch mouth", the upper lip should be pressed together, the tips of the lips should be pressed hard, the throat should be opened, and the upper and lower parts should be smooth like a tube.
(1) 2/4 5 4 ︱ 3 2 ︱ 1 - ‖
lu
(2) 2/4 1 2 3 4 ︱ 5 4 3 2 ︱ 1 - ‖
mi ma mi
2. Song learning and singing - "The River Flows"
1. Introduction topic: students , are the songs we heard before class familiar to everyone? We have sung its melody in the sight-singing class. The sight-singing etude is written based on the main melody of this song. In today's class, we will learn this very beautiful, poetic and rich Yunnan folk song style. The song "Little River Flowing Water".
2. Listen to the song and feel the "Little River Flowing Water"
Feel the rhythm, beat, melody characteristics and emotional characteristics of the song. While listening, you can tap and record while listening, and experience the freer rhythm characteristics of the song.
Question: What theme is this folk song about? What are the melody and rhythm characteristics of the song?
3. Sight-singing scores, learn to sing songs, and solve difficult and difficult phrases to sing accurately.
Mark the singing score, pay attention to the accurate singing of decorative sounds, and pay attention to the intonation of big jump intervals.
4. The teacher corrects key phrases that are difficult to grasp and demonstrates singing.
5. Learn singing lyrics in depth, pay attention to technical issues such as inhalation and ventilation, strength control, and tone control, and find out the vowel sounds that are difficult to pronounce, and solve them through purposeful intensive training. .
6. In-depth analysis of the music structure, music performance content, and ethnic and regional characteristics of the song to accurately express the artistic conception and content of the song.
7. Ask individual students to sing alone. Guide students to the correct vocal singing in a targeted manner.
8. Everyone sings the song in unison to express the mood of the song emotionally.
3. Summarize the new lesson:
The teacher summarizes the lesson, evaluates the students’ singing, points out the advantages and disadvantages, builds students’ self-confidence, and enables students to better complete their works. .
IV. Expansion and homework:
1. After class, use correct singing postures and accurate breathing methods to carefully understand the meaning of the song, and use a soft, mellow and sweet voice to Accurately interpret and express works.
2. Collect different musical expressions (vocal music, instrumental music) and different expression styles (ethnic, popular) of "Little River Flowing Water" from the Internet to listen to and analyze, and further experience this representative song The artistic charm of sexual folk songs. Sixth grade primary school music lecture notes 3
Teaching content:
1. Appreciate "Olympic Horn"
2. Appreciate "Hand in Hand"
< p> Teaching objectives:1. Understand the high and passionate mood of the music "Olympic Horn", conveying friendship and passion to the world, and inspiring athletes to be proactive and strive hard.
2. Appreciate "Hand in Hand", the theme song of the 24th Seoul Olympics.
Teaching focus:
Understand different styles of Olympic songs.
Teaching difficulties:
Improve understanding of the Olympic Movement and actively participate in the Olympic Games.
Teaching content:
1. Appreciate "Olympic Horn".
Teacher introduction: The orchestral piece "Olympic Horn" was created for the 23rd Olympic Games held in Los Angeles, USA in 1984.
A. Students listen to the song "Olympic Horn", and the teacher prompts students to watch the theme music.
Theme A: The music begins with the majestic and loud horn theme A, which is inspiring. It seemed to announce that the Olympic Games had begun.
Theme B: String instruments are the main instrument, the rhythm is stretched, affectionate and graceful, and the horn tone played by brass instruments can be vaguely heard. The two themes echo, as if recalling the history of the Olympics.
Theme C: The music is backed by the bass drum, with alternating rhythms, and plays the theme C, as if the history of the Olympic Games has come from ancient times to today. This theme appears repeatedly, as if the world is looking forward to the birth of an Olympic hero.
When A and B appear alternately again, the intensity is stronger than before. With the rhythm played by the snare drum, the mood of the music gradually rises, as if people's expectations for the Olympic heroes are growing day by day. Finally, theme A undergoes several key changes and ends with several high-pitched long tones.
The music "Olympic Horn" is high-pitched and passionate, conveying friendship and passion to the world, and inspiring athletes to be proactive and strive hard.
B. Listen to the song "Olympic Horn" again and experience the high and exciting emotions of the song.
2. Appreciate "Hand in Hand"
Teacher introduction: The theme song of the 24th Seoul Olympics, written by Thom Whitlock and composed by Giorgio Moroder.
A. Students listen to the song "Hand in Hand", and the teacher prompts students to read the lyrics and melody.
Teacher introduction: Section A is broad and stretched. Paragraph B is passionate and appealing. The mood of the music in the second half of the sentence is more intense. At the end of the song, there are the words "Arirang" in the original text. "Arirang" is the favorite folk song of the people of the Korean Peninsula. "Arirang" is a function word here, symbolizing that the Olympic Games will be held in South Korea.
B. Students once again enjoyed the song "Hand in Hand" and sang along softly.
3. Teacher’s summary.
I hope that students will use their spare time to learn more about Olympic songs and gain a spirit of positivity and hard work.
Sixth Grade Primary School Music Speaking Lesson 4
Dear Judges and Teachers:
Hello!
I am Shan Xiaojing from the No. 9 Middle School in the city. The content of my lesson today is "Song of the Screen", unit 6 of the second volume of the sixth grade version of the Lu Jiao edition. Let’s talk about my design and conception in terms of teaching materials, goals, teaching methods, learning methods, links, etc.
The unit "Songs of the Screen" is mainly about film and television music. It is included in the music teaching materials for the first grade of junior high school, so that students can combine familiar TV series, learn to analyze the role of music in film and television dramas, and feel the charm of music. , improve the ability to appreciate music.
According to the teaching material requirements and students’ cognitive characteristics, the following teaching objectives are set:
1. Cognitive objectives: Understand what film and television music is and what the role of film and television music is.
2. Ability goal: Be able to conduct a comparative analysis of the music in this lesson, thereby summarizing the role of film and television music.
3. Moral education goal: guide students to feel the beauty and charm produced by the combination of music and images, and cultivate their sentiments.
Due to the popularity of movies, television, and multimedia, students have enjoyed many film and television works and are very familiar with the music of some film and television dramas. However, few or almost no students will consciously analyze the role of music in film and television works. important role. Therefore, the teaching focus of this lesson is to understand the role of music in film and television dramas, and it is undoubtedly a difficult teaching point to guide students to explore the role of music in film and television dramas through comparative analysis.
In order to allow students to successfully break through difficulties and master key points, they will be guided to adopt the following learning methods:
1. Perception of listening and singing, and overall grasp. The teaching focus of this class is to understand the role of film and television music. The prerequisite for understanding is perception, and listening and singing is a basic means of perception.
2. Comparative analysis and acquisition of knowledge. This method can give full play to students' initiative, allowing students to explore phenomena and acquire knowledge.
3. Practice it yourself and verify the conclusions. Apply the conclusions drawn from your own inquiry into practice to achieve your competency goals.
The realization of teaching goals cannot be separated from teachers’ accurate teaching methods. My teaching methods are:
1. Visual image method: when appreciating music, use multimedia display Clips from film and television dramas allow students to experience the audio-visual effect of combining audio and video, turning abstraction into concrete, which is helpful for students to understand and analyze film and television music. 2. Experience method: Music aesthetics must require experiencing the artistic conception of music. By creating situations in teaching, students can experience the huge impact that appropriate and inappropriate music has on film and television works under the same plot.
On the basis of analyzing the teaching materials, clarifying the goals, and formulating teaching and learning methods, I designed the following four teaching links:
1. Introduction link
After class, create a situation and use multimedia to display film and television clips of "A Dream of Red Mansions" while playing the song and music of "Song of a Hero" to observe the students' reactions. The students will definitely whisper and chuckle, asking whether the teacher put it wrong, and pointing out the incompatibility between the picture and the music. Why is it uncoordinated? This arouses interest and leads to inquiry: What kind of character image is created in "Song of a Hero"? And what kind of style should the music of "A Dream of Red Mansions" be? This kind of suspense is set up and introduced layer by layer. The method can stimulate students' strong desire to explore, guide students to take the initiative to learn, communicate and interact in the experience with the interest of inquiry, and encourage them to understand the first function of film and television music: portraying character and shaping character image (blackboard writing)
2. Experience session
In order to allow students to better understand the role of music in promoting and promoting the plot in film and television works, I selected the song "Edelweiss" from the movie "The Sound of Music" Let students do comparative analysis of the different effects that appeared twice. First, teach students to sing "Edelweiss" while playing the piano, and guide students to sing repeatedly and affectionately, and let students use hand gestures to gradually increase and decrease with the melody, making the music more contagious and paving the way for the following appreciation activities. .
First, enjoy scene 1 of "Edelweiss": the colonel, his children and the tutor singing "Edelweiss" at a family party. Please appreciate and think about it: What is the singing speed, intensity, and emotion like? What kind of atmosphere does it reflect? Students concluded: It is very beautiful, very lyrical, and a warm family atmosphere. Then enjoy the second scene of "Edelweiss": at the end of the movie, the colonel's family faces the enemy's gunfire and sings "Edelweiss" again at the party. During the appreciation process, prompt students to pay attention to the emotion of the chorus. This piece of music is impassioned and the song makes people's hearts boil. The whole audience singing together is extremely shocking. The song aroused people's hatred against the invaders and evoked the strong and unyielding national spirit of the Austrian people. Through comparative analysis of the same song on different occasions with different emotions due to different speed and intensity, students can summarize the second function of film and television music: revealing the theme and expressing feelings. (Writing on the blackboard) This link enables students to acquire knowledge and improve their skills while actively participating in music practice activities.
3. Creation
The essence and value of music lies in stimulating people’s creativity. , Therefore, I started from the principles of stimulating students' imagination, encouraging students to actively participate, and explore and create, and completed this link in two steps.
Step One: Music and Pictures
Listen to a piece of music called "Japanese Japs Enter the Village" and ask students to imagine the scene. Health: The war is coming, Warcraft, etc. Question: What role does this piece of music play in the movie? Students summarized: to enhance, exaggerate the atmosphere, and set off the scene. Since music plays so many roles in film and television dramas, let us also provide dubbing for film and television dramas.
Step 2: Pictures and Music
First, let the students watch the clips of the cartoon "Tom and Jerry". Please use your own judgment and understanding, use your imagination, and describe it. Create and edit music style, melody, speed, intensity, etc. This picture is: the cat is sleeping at first, the mouse quietly walks past the cat, but accidentally steps on the cat, and finally the cat starts chasing the mouse. Afterwards, the teacher gave three pieces of music for students to choose from: the first is the original music; the second is the excerpt of "Flight of the Bumblebee"; the third is the excerpt of "Für Elise". Let the students listen to which piece is more suitable and tell them why? Finally Appreciate the original work and further feel the close connection between film and television music and the characters in the play. This link stimulates students' space for active thinking, allowing students to master the third function of film and television music through independent inquiry: setting off, rendering the atmosphere, and setting off the scene. (Written on the blackboard)
IV. Improvement
Although the new curriculum concept focuses on the development of students’ subjectivity, due to their age, students’ musical literacy is not mature enough. The teacher’s improvement is sublimation An essential part of the classroom. First, let students clarify what film and television music is: film and television music refers to music composed for film and television. Through the visual image of the picture, the music content is more specific and contagious. Secondly, teachers and students reviewed the three major functions of film and television music according to the instructions written on the blackboard.
After the above four links are completed, the class summary will be carried out smoothly: through this class, we not only understand what film and television music is, what are the functions of film and television music, but more importantly, we also learned how to analyze, Comparison allows you to understand the work more deeply and enjoy the charm of art better. I hope that students will listen more, memorize more, experience more, and apply more. Your life will become richer and more colorful, and your emotional world will become more and more beautiful, deep, and magnificent.
Next assignment: Ask students to watch some other film and television works in their spare time, analyze the music in the film, and then write a short paper about their thoughts on film and television music, as a review of the content of this unit summary, I believe that the students will definitely show their own unique excitement.
Regarding the blackboard design, it is very concise and bright, which is the three major roles of music in film and television.
This lesson stimulates students’ strong thirst for knowledge through creativity and interest, allowing them to actively learn with a passion for inquiry, conduct comparative analysis, draw conclusions independently, and verify the conclusions through practice. The whole process has clear ideas, rigorous structure, interlocking and step-by-step advancement, so that students can participate in activities, experience during participation, comprehend through experience, and sublimate through perception, which fully embodies the new educational concept with students as the main body. . Music Lecture Notes for Sixth Grade Primary Schools 5
Teaching content:
Singing "When the Five Rings Flag Reached Beijing"
Teaching Objectives:
1. Learn to sing the song "When the Five-Ring Flag Reached Beijing".
2. Understand the meaning of the five Olympic rings.
3. Through the learning of songs, students can be inspired to determine to exercise since childhood and serve the motherland when they grow up.
Teaching focus:
Processing the song "When the Five Ring Flag Reached Beijing".
Teaching difficulties:
Contrast the emotions of singing sections.
Teaching process:
1. Review songs
1. Students review the lyrics with Fan’s singing tape, and the teacher corrects them.
2. Students practice the melody in groups.
3. Students practice the melody of the song with the accompaniment band.
2. Process the songs.
1. The first section is sung in the style of a march, which is exciting and uplifting.
2. The second section is lyrical, in contrast to the first section.
3. Sing out the students’ determination to exercise since childhood and serve the motherland when they grow up.
4. Use the teacher's processing and students' understanding to complete and practice the lyrics with accompaniment.
3. Recorder practice.
1. Practice the melody of the song by yourself, and the teacher will guide you.
2. Practice the melody of the song in groups as a group.
3. Play the song completely on the recorder.
4. Teacher’s summary.
The teacher divided the students into five groups according to "Beijing welcomes you" to collect information about the Olympic Games. Sixth grade primary school music lecture notes 6
Teaching content:
Singing "When the Five-ring Flag Reached Beijing"
Teaching objectives:
1. Learn to sing the song "When the Five-Ring Flag Reached Beijing".
2. Understand the meaning of the five Olympic rings.
3. Through the learning of songs, students can be inspired to determine to exercise since childhood and serve the motherland when they grow up.
Teaching focus:
Learn to sing the song "When the Five Ring Flag Reached Beijing".
Teaching difficulties:
1. The duration of syncopation.
2. The pitch of the interval.
Teaching process:
1. Scenario introduction.
Show the Olympic five-ring flag and ask students to answer what this symbol is?
Who knows the meaning of the Olympic five-ring flag?
The teacher makes a decision based on the students’ answers. Replenish.
2. Learn to sing the song "When the Five-Ring Flag Reached Beijing".
Today, we will learn a song "When the Five-Ring Flag Reached Beijing". First, read the prompts in the song. Talk with student *** about your understanding of the Beijing Olympics.
(1) Students listen to the recorded model singing with questions.
①What is the song about?
②How many sections is the song divided into? (The song is divided into two sections).
(2) Students sing the lyrics softly along with the cover recording.
(3) Students read the lyrics emotionally.
(4) Teachers sing song melody.
(5) Learn the singing score in sections.
①The first section
Note: A. The duration of syncopation and the emphasis of the beat;
B. The last note of each line must be sung fully Duration (three beats);
The pitch of C, 6-4, 7-3 intervals; it should reflect the style of a march.
②The second section
Note: A. The emotional contrast between this section and the first section;
B. 3-6, 2- 6. The intonation of the 6-3 interval;
C. The change in intensity between musical phrases.
(6) Practice the lyrics of the song as a group.
(7) Teacher summary.
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