Background of the activity
Recently, the children have entered the unit "Country of Opposites" and they are very interested in opposite things. During a sports outdoor activity, I played an opposite game with my children. Every child enthusiastically and actively participated in the game. They initially gained the concept of "opposite" and also experienced the funny phenomenon caused by "opposite". , I conducted an interesting music game for children based on this interesting content, which triggered children's associations with the opposite states of things and gave full play to children's imagination and creativity.
Activity goals:
1. Experience and feel the "opposite" in the game
2. Feel the strength, weakness, ascending and descending of music and move in rhythm and percussion activities, showing the strength and weakness of music.
3. Experience the joy of mutual cooperation.
Activity preparation:
Music: "The Little Dwarf and the Giant", percussion (tambourine, maracas, single horn), tape recorder, story pictures
< p>Activity process:(1) Show the story "Ten Dwarfs" and the teacher tells the story to arouse the children's interest.
1. The teacher shows pictures of the story and guides the children to imagine the content of the story.
2. Teachers share and tell stories with children.
(Commentary: In the story, I designed short sentences of music to initially allow children to explore the ups and downs of music by themselves. For example, the dwarf says hello to the children: 1 2 3 4 5---you How is your morning? The teacher asked, and the child answered me: 5 4 3 2 1---I am very good in the morning. This way, the child's interest was naturally aroused. /p>
Using storytelling to attract children greatly arouses children's enthusiasm for activities, so that children can start activities under the premise of interest)
(2) Stories. Performance
——How big are the giants and how small are the dwarfs? Let's use the body to represent their size.
1. Discuss in groups, with teachers and children discussing together.
2. Divide into three groups to perform.
3. All the children form a circle, and the teacher tells the story while performing with the children.
(Commentary: Mutual communication and cooperation among peers cultivate children's ability to explore independently. Through changes in body movements and team formation, they can experience and feel the opposite in the game. It also cultivates children's ability to cooperate)
(3) Appreciating music
1. Listen to the music for the first time and express your feelings.
2. Teacher’s section, the strength and weakness of music and the up and down patterns.
3. Listen to the music again. While listening, ask the children to follow the rhythm of the music. When they hear... they become a giant, they stretch their bodies; when they hear "... they become a dwarf." ”, then shrink your body.
4. Children sing and move along with the music. (Can be created independently)
(Commentary: Integrating movements into music cultivates children's sense of rhythm, and uses teacher guidance-children's independent inquiry to stimulate children's learning initiative and creativity, and give children positive feedback. , a pleasant and confident emotional experience)
(4) Percussion performance
1. The teacher introduces the name and use of percussion
2. Children Divide two groups into musical performances
One group is percussion, and the other group is rhythm performance
(Analysis: Children have accumulated relevant "contrary" in the process of listening to music several times. With experience, teachers enriched the content of music performances through diversified forms. Children tried to use different movements and different percussion to perform music. This music activity reached a climax, and children made complete judgments and choices on their own. Ability. )
Activity analysis and reflection:
Children always maintain a positive enthusiasm for this activity. The teacher uses groups, groups and other forms to intersperse the entire game process. Actively interact with the children when the story is introduced, and they quickly get closer to the children. Questions and answers are used in the form of music. During the natural story telling, the children understand the upward and downward direction of music. The performance of the story once again stimulates the children's desire to perform, making the children's concept of "opposite" more profound in the game. It also cultivated children's cooperation ability and enabled harmonious communication between children and teachers. In the final music performance, I used "Orff" music elements to enable children to actively participate in music activities and combine music appreciation with Movement, dance, and music playing are closely combined, and all aspects of educational content are interconnected and infiltrated in music activities, and a variety of educational methods are comprehensively used to achieve the desired results.
The children were very interested in this activity. In the final music performance, I did not expect the children to be so sensitive to music. The children successfully performed the music in one go.
I should let the children design their own music rhythm in the last link. The teacher will listen to the children's discussion of the musical instrument rhythm and then make a simple chart representation. Let the children be the masters of the instrument, stimulate their creative ability, and perform a story performance at the end. The stories in the first link are also integrated into the music, and the language field is also integrated into the music activities, which broadens the children's horizons and makes the kindergarten activities more diversified...