Courseware 1 of high school music "Sea, My Hometown"
Research on the Subject of "Feeling Song Emotion and Cultivating Innovative Ability"
2. teaching material analysis;
This lesson consists of three units in Volume "Voice of the People Edition" 16. The song "The Sea, Hometown" is a lyric song, with soothing and beautiful melody, sincere feelings, short and easy to sing. Use 4/4 and 3/4 conversion beats. Expressed the feelings of loving the sea and hometown.
Three teaching design concepts:
The new curriculum standard emphasizes "taking aesthetics as the core". In teaching design, I try to dig out the aesthetic factors of songs from music language and guide students to interpret music from a brand-new aesthetic perspective. Adhere to the purpose of "people-oriented" in teaching design, face lively and intelligent individual students, and strive for innovation in teaching content and teaching methods: innovation in teaching; Excavate teaching materials to innovate; Students' creative activities pursue novelty and cultivate aesthetic taste and innovative ability.
Four academic situation analysis:
Junior high school students have initially acquired the ability to feel, understand and express music. But there is some blindness, so teachers should actively guide students to feel the thoughts and feelings of music works. Therefore, we should be good at using various teaching means and methods, so that students can actively participate in teaching activities, feel music works in activities and develop students' innovative thinking. Five teaching objectives:
Knowledge goal:
1, guide students to actively participate in teaching activities, feel the thoughts and feelings of songs, and be able to sing the song "Sea, Hometown" confidently and emotionally;
2. Use different artistic forms to express songs and cultivate students' innovative ability.
Emotional goal: by appreciating singing songs, guide students to actively participate in teaching activities, experience the emotions expressed by songs, cultivate students' positive attitude towards life, and inspire them to love the sea, hometown and life.
Process and method: Through analysis, comparison, experience and cooperation, guide students to actively participate in appreciation, understand the importance of mastering melody, beat, rhythm and other musical elements to express songs' thoughts and feelings, and cultivate music innovation ability through the practice of composing links that connect with students' life experience.
Teaching emphasis: singing songs with a mellow and natural voice; Sing the song "Sea, Hometown" with emotion.
Difficulties in teaching: combining my own understanding of songs, I create and edit in different artistic forms.
Preparation of teaching AIDS: video materials about the ocean, music CDs, pianos,
Six teaching processes:
(a) create a situation:
Teacher: The poet said that the sea is a poem; The painter said that the sea is a painting; Musicians say that the sea is the most beautiful symphony in the world. What's that noise you hear?
(Play natural sound: the sound of waves)
Student: This is the sound of waves hitting rocks.
(Play multimedia courseware: the ebb and flow of the sea and the scenery of the beach)
With the beautiful music as the background, the teacher was quite touched: "Walking by the sea, the cool sea breeze is blowing head-on, and the soft sand is under your feet. What comfort is that? What do you think? " See what? "
Student: I seem to see the blue sea rolling. ""I think of all kinds of seabirds flying up and down. Some people are taking a leisurely walk on the beach, while others are swimming in the embrace of the sea. This is simply a picture of harmony between man and nature ... "
Teacher: "indeed, the sea is sometimes as calm as a lovely child, so you can touch it and swim;" But sometimes it growls and makes you tremble, which can't be ignored. Today, the teacher brought you a song about the sea. Let's feel what the sea looks like in the song. "
Design idea: Situational teaching method is adopted here, with the help of multimedia to show the picture of the sea, and with beautiful music as the background, teachers recite emotions and create artistic conception. And according to students' existing life experience, stimulate imagination, make students have positive and healthy emotional experience from the beginning of teaching, actively participate in classroom teaching, improve the enthusiasm of learning, and make learning activities a happy thing. )
(2) Listen to emotions:
1 Listening to a song for the first time: Play the song "Sea, Hometown" and get a preliminary feeling of this song.
Teacher: What kind of emotion does this song express? What impression does the sea in the song give you?
Student 1: The lyrics are simple and affectionate, expressing people's love for our hometown and motherland with the help of missing and praising the sea.
Student 2: Generally speaking, the sea in the song gives people a slight wave and is relatively peaceful, which is determined by the beat characteristics of triple time, beautiful undulating melody and stretching rhythm.
Listen to the music again: feel the song further.
Teachers accompany the piano, students hum and clap their hands along with the sound of the piano, experience the characteristics of triple time, and deepen their impression of songs (listening to singing instead of solfeggio can reduce the difficulty of learning).
Learn to sing: sing with accompaniment.
Make students more familiar with songs through different singing forms (chorus and lead singer) (grasp the style, beat characteristics and theme of songs as a whole)
4 Deep experience of songs
1) melody line
(The teacher instructs the students to draw melody lines while singing)
Teacher: How are the melody lines drawn?
Student: Like the waves of the sea.
2) rhythm
Teachers; What are the characteristics of the rhythm of this song? What is the typical rhythm pattern used?
Student: The rhythm of the song is relatively stretched, and the rhythm of syncopation with _x.__x is obvious, and it is repeated many times (collective practice rhythm).
Teacher: What's the use of this rhythm?
Student: _ x. _ _ x—— The use of syncopation rhythm vividly depicts the impression that the sea brings us: there are some waves in the calm, which naturally reminds us of the ebb and flow of the sea.
Teacher: Is the fluctuation and rhythm of the melody line of this song related to expressing the emotion of the song?
Student: syncopation rhythm _x.__x- and the use of melody lines seem to truly show the ups and downs of the sea. They are ingeniously integrated and perfectly unified, which is simply wonderful.
3) Repeat
Teacher: The Sea, Hometown has been repeated many times. What is the difference between each repetition in emotional development? Is it a bit redundant?
Group practice discussion answer: "sea, hometown" repeated many times. Not only did I not feel verbose, but every time I repeated it, my feelings developed further, from cordial talk-expressing my feelings-deep affection-nostalgia, so the development line of my feelings was like the waves of the sea. From the ups and downs of melody to the development of feelings, the perfect combination of lyrics and songs makes us feel the vastness of the sea more truly, thus better expressing our deep affection for our motherland and hometown.
Teachers summarize and encourage students to express their unique opinions with rich imagination.
5 artistic treatment
Students discuss in groups: sing softly and coherently, pay attention to the beat stress, and express the emotional changes of climax phrases with the development of musical emotions.
Practice and perform in groups.
A summary of teacher-student evaluation
Design idea: First, let students have a preliminary impression of the song, and then enter the link of analyzing the song on the basis of listening and singing. Teachers activate students' thinking with necessary guidance hints, so that the thinking interaction between teachers and students forms a "dynamic generation" in the classroom-a relatively novel and reasonable interpretation of music. In a subtle way, guide students to master the methods of feeling and appreciating music, and be good at experiencing the ingenious use of music elements, so as to improve their ability and expressive force of feeling and appreciating music.
Third, performance creation:
Teacher: In music creation, the perfect use of musical elements gives us rich spiritual experience. Now let's add another highlight to this song:
Organize creative activities and creative exercises of different art forms in groups. After careful preparation, the students were divided into: 1) poetry group: reading with music; 2) instrumental group: clarinet playing (lead singing and chorus playing); 3) singing group: different singing forms (lead singing, chorus singing and chorus singing in turn); 4) dance group: body expression; 5) painting group: 6) creative group: 7).
Student group activities, including group presentations and teacher-student evaluation summaries.
Teacher: "What do you think of performing songs in different art forms?"
Student: "Poetry makes us feel the perfect combination of poetry and music; Singing makes us feel the charm of human voice, and instrumental music makes us pay attention to the ups and downs of melody; Painting gives us unlimited imagination ... "
Teacher: "Different art forms bring us endless artistic enjoyment with their unique charm. Today, let us all play a new movement with collective wisdom. "
Student performance: Introduction: Students imitate the sound of seabirds; Then the teacher plays the piano: arpeggios show the ripples of the sea, and the tides rise and fall; Students lead the recitation with music and sing songs emotionally; Epilogue: Rapidly played with arpeggios, ending with the sound of seabirds and waves. In the meantime, the instrumental group used clarinet, the teacher accompanied by piano, and the dance group showed their bodies and paintings.
Design idea: through careful grouping, fully take care of students' individual differences and make full use of their talents. Among them, the creative group, which is mainly composed of music majors, is mainly responsible for the composition of the beginning and end of the song. The director group consists of students with active thinking and strong organizational skills, and is mainly responsible for: overall planning, screening and perfect combination of various programs. Through the activities of each group, the songs are composed in two parts, which are fully displayed in the form of comprehensive art, which embodies the collective wisdom and is also conducive to cultivating students' cooperative spirit and innovative practical ability.
Fourth, end this class.
Reflection after class:
The teaching design of this course strives to introduce innovation, use teaching materials to innovate, pay attention to excavating the aesthetic factors of songs from music language, and cultivate students' aesthetic interest and innovative ability. Good teaching results have been achieved in practice, but there are still problems. In teaching, we should grasp the proportion of each link, and the guidance of teachers should be in place, especially the guidance and timing of creative links. Improper grasp of any link will lead to teaching failure. And as a teacher, we should always establish a sense of innovation. American educational psychologists put forward the formula of teachers' growth: growth = experience+reflection. A class is short, but a teacher's teaching career is long. Only by long-term continuous reflection and accumulation, summing up and carrying forward successful teaching experience and making up for the shortcomings in teaching can we constantly surpass and creatively improve each class.
High school music courseware II "Sea, Hometown"
First, the teaching objectives
Emotional attitudes and values goals
By learning to sing, we can feel the homesickness of overseas wanderers in songs and enhance our love for our hometown.
Process and method objectives
Through cooperative exploration, songs can be expressed in various forms to enhance the creativity of music.
Knowledge and skills
Can sing songs with a deep and beautiful voice.
Second, the difficulties in teaching
focus
Can sing with a deep and beautiful voice
difficulty
Master the rhythm of sixteen points in the big plus point
Third, teaching AIDS
Piano, courseware, multimedia
Fourth, the teaching process
Say hello to teachers and classmates.
Link 1: Introducing a new lesson
Teacher: Students, before class, the teacher will sing a song for everyone. Listen carefully. What kind of emotion does the song convey?
The song "Homecoming"
Student: The song conveys the homesickness.
The teacher evaluates the students, leads out the questions and writes on the blackboard.
Step 2: Learn to sing.
1. Listening to a song for the first time
Teacher: Let's listen to this song first. Students can experience and feel. What kind of emotion does the song convey and express?
Student: Affectionate, homesick, homesick for the sea and hometown.
The teacher evaluates the students' answers and briefly introduces the songs.
Listen to this song again
Teacher: Let's listen to this song again. Let's think about it. How does the emotion of songs change?
Student: the second paragraph
Teachers, guide students to think about the characteristics of each relationship.
Student: The first paragraph, simple and beautiful, recalls the experience at the seaside. The second section is full of passion, expressing the hero's sincere feelings for his hometown and mother in the sea.
Teachers evaluate and guide vocal music practice.
3. Vocal music practice
The teacher demonstrates the matters needing attention when guiding students to practice pronunciation, and evaluates the students' pronunciation practice.
4. Models sing
Teacher: Students, what can you hear at the seaside?
Student: The sound of waves, the sound of seagulls and the whistle of ships.
The teacher instructed the students to follow the teacher's piano model and sing the melody with the sound of the ship whistle.
Step 5 Scoring Solfeggio
Teachers lead solfeggio and practice music scores, and sixteen points are added to solve rhythm difficulties.
Read the lyrics aloud
The teacher reminds the students to read and evaluate the lyrics at the emotional level according to the emotional characteristics of each paragraph of the song.
7. Singing
Teacher: Next, let's sing this song completely with the teacher's piano. Everyone's songs are so affectionate and beautiful. It would be better if such a beautiful and affectionate voice were combined with other performance forms.
Third, expand and upgrade.
Teacher: The teacher will give you a few minutes. Let's perform our own songs in groups. Let's see which group is the best.
The teacher patrolled and guided.
Four. abstract
Teacher: Students, the good times always end soon, and the class will be over in a blink of an eye. So, what have you learned from this course?
Teacher: You have gained a lot today. The teacher is really happy for you. Students, each of us has a hometown, which we will never forget. People are like kites, and hometown is like a thread. Only by thinking about your hometown can you fly higher and farther. Teachers also hope that no matter how far students go in the future, they can remember their hometown and where their roots are. Today's class is over. Goodbye, class.
Five, the blackboard design:
Sea, hometown
1=F3/4
Sixteen o'clock at the attachment point
The third part of the courseware of high school music "Sea, Hometown"
I. Teaching Objectives Emotions, Attitudes and Values Through learning to sing songs, students are guided to actively participate in teaching activities, experience the emotions expressed by songs, establish a positive attitude towards life, and produce beautiful feelings of loving the sea, hometown and life. Process and Methods Through analysis, comparison, experience and cooperation, students' innovative ability is cultivated in writing practice. Knowledge and skills guide students to sing the song "Sea, Hometown" with mellow, smooth and stretched songs.
Second, the focus of teaching is to sing songs with a firm and elastic voice and full of emotion. It is difficult to understand the role of attachment and syncopation rhythm in songs; Combining with my own understanding of songs, I create and arrange activities in different artistic forms.
Third, the teaching process
(1) Introduction to the new lesson The teacher asked the students: The poet said that the sea is a poem, the painter said that the sea is a painting, and the musician said that the sea is the most beautiful symphony in the world. What sound did you hear? Students can answer freely. The teacher concluded: it was the sound of waves hitting rocks, but there were still some soldiers on the sea. They sailed at sea to defend our motherland. For the navy, the sea is the voice of hometown. Today, let's go into the sea together and learn the song "Sea, Hometown".
(2) Initial perception 1. Listen to it for the first time. Tell me about the mood of this song. What is the speed? Students can answer freely. (slowly, kindly, slowly) 2. Can someone tell me when this song was written? The teacher introduced triple beat: triple beat usually gives people a feeling of lyricism and ripples. Just now we have felt that this is a song with deep feelings. Would you please recite the lyrics of this song affectionately together? 3. Let the students read the lyrics in a deep and undulating voice. Teacher's summary: I read deep feelings from everyone's reading and heard the voice of the wanderer. Please put your feelings into singing. Let's learn to sing.
(3) Inquiry learning 1. From piano learning, find out the typical rhythm patterns in songs and focus on training. 2. Use "Wu" to imitate the sound of the sea wind and remind students to pay attention to the duration and singing method of quarter notes and dotted quarter notes. 3. The teacher asked the students: Where is the climax of this song that imitates the wanderer calling for the voice of his hometown? Students share (the sea, the sea, just like mom). The teacher asked: How does the pronunciation of these two sentences compare with the first two? How to express the change of singer's mood? Students can answer freely. Teacher's summary: The sound area is higher, the mood is more and more excited and sublimated, just like the rolling waves are getting higher and higher. The teacher asked: What changes should be made in the intensity of singing and the second half of emotion? Students discuss and answer. The teacher concluded: Only by being stronger and more emotional can we express the truth of the call. 5. Add the epilogue to make it slow and weak. 6. Complete singing songs.
(4) Extend 1. Introduce the background of the song. The songwriter Wang Liping is a composer from Changchun, Jilin. His representative works include A Dream of Red Mansions and Pastoral. 2. Create and arrange dance movements.
(5) Summarize that the sea is vast and colorful. Life comes from the ocean and music comes from life. Students, let's love the ocean and life. Let's sing about the sea and praise its broad mind!