Lecture materials (music)
The content of the class I am talking about is: the third unit of the first volume of the experimental textbook for the fourth grade of the compulsory education curriculum standard of the People's Education Press "Song of Nadam".
First, teaching material analysis:
Song of Nadam shows the lively and festive scene of Nadam Congress in Mongolia. Songs are full of joyful atmosphere, and the constant repetition of the same melody is one of its main characteristics.
Second, the teaching objectives:
According to the characteristics of teaching materials and the age characteristics of students, combined with the new curriculum standards, I have determined the following teaching objectives of this class:
1, Knowledge Objective: Let students know about the Mongolian festival Nadam by learning to sing.
2. Emotional goal: to cultivate students' love for national culture by learning to sing.
3. Ability goal: Let students design different dynamic changes for the ending sentence, and cultivate students' communication and cooperation ability and creativity in music activities.
Third, the importance and difficulty of teaching:
1, able to understand and master the change of strength and sing with emotion.
2. Infiltrate relevant cultures and stimulate emotions.
Fourth, the teaching process
In this lesson, I design the teaching process into five links: organizing teaching, introducing new lessons, teaching new songs, performing songs and summarizing.
I. Organizing teaching
Second, the introduction of new courses.
Teacher: In today's class, first of all, the teacher brought us a piece of music. Please close your eyes gently and listen to the music. When you hear music, think about it. What kind of scenes do you feel in the music? (Play the accompaniment music of Nadam's song)
Health: Listen to music.
Teacher: Open your eyes, who will tell you what kind of scene you felt in the music just now?
Health: lively, cheerful, enthusiastic, etc.
Teacher: The teacher appreciates the students' musical imagination very much. This piece of music truly shows a warm and jubilant scene. What is this scene? This is the largest festival gathering on the grassland in Inner Mongolia-Nadam Conference. (Courseware demonstration)
Teacher: The music we just heard is the song "Song of Nadam" (blackboard writing) that we are going to learn to sing in this class.
Teacher: What does "Nadam" mean? Does anyone know?
The students answered.
Teacher: The teacher has prepared a video for the students. Please enjoy it carefully. (Play the courseware)
Health: Enjoy the video.
Teacher: Who can tell me what "Nadam" means?
The students answered.
The teacher added: By watching the video, we know that the Mongolian word "Nadam" means games or entertainment. It is a national sports event integrating sacrifice, competition, entertainment and blessing. By watching the video, we also know which nationality is the "Nadam" conference?
Health: Mongolian.
Teacher: Yes, this is a grand gathering of Mongols. What are the three most important things at the Nadam meeting?
Health: wrestling, archery, horse racing.
(Design intention: The Music Curriculum Standard points out that "music lessons should give full play to the unique charm of music art, and stimulate and cultivate students' interest in learning with colorful teaching contents and lively teaching forms according to the laws of students' physical and mental development and aesthetic psychological characteristics at different teaching stages." Based on this concept, at the beginning of the class, I deliberately create a very relaxed and lively atmosphere, with the song of Nadam as the background music, combined with courseware to stimulate students' hearing and vision, guide students to participate in the experience, and give them enough space for imagination, discussion and exploration. After arousing students' interest in learning, guiding them to Mongolian festivals not only promotes the relationship between teachers and students, but also stimulates students' interest and enthusiasm in learning, laying a good foundation for new song teaching. )
Third, new song teaching
In this session, I mainly design different dynamics for students to express the feelings of songs. I am mainly divided into three parts: one is model singing, the other is learning to sing, and the third is dealing with songs.
1, Fan sings
Use multimedia courseware to create a certain situation, give students an intuitive picture, combine audio and video, attract students' attention, stimulate students' interest and desire for knowledge by asking questions, and thus deepen students' understanding of songs.
Teacher: "Nadam" can be said to be a festival for men riding horses in this ethnic group, which fully embodies the masculine beauty of Mongolian grassland. Let's listen to this song "Song of Nadam" and listen to what information Nadam has conveyed to us. What is the mood, intensity and speed of the song? (Play the courseware).
Health 1: People should wear good holiday clothes and have horse riding competitions. Many people attend Nadam, and the festival scene is very lively! People sang and danced, pulling Ma Touqin to celebrate the festival. ...
Health 2: The mood of the song is cheerful, slightly faster and stronger.
Teacher: The students speak very well. Ma Touqin and Ma Touqin were sung in the song. Do you know that?/You know what?
The students answered.
Teacher: "Ma Touqin" is a unique musical instrument of Mongolians. Because the top of its body is in the shape of a horse's head, it is called "Ma Touqin". What else is sung in the lyrics?
Health: Haolaibao.
Teacher: What does "Haolaibao" mean? Does anyone know?
Teacher: The teacher came to tell you that "Haolaibao" is a kind of Mongolian conjunctions, that is, folk artists improvise, mostly praising or satirizing poems. This is called "Haolaibao". It is a very talented performance to make words for what you see and then sing with them.
Design intention: Let students listen to the model singing with questions, fully express their aesthetic experience, help students feel and understand songs more completely, promote students' thinking activities and improve their music appreciation ability. By introducing Ma Touqin and Haolaibao to students, students can further understand and love China's national culture and greatly broaden their musical horizons. )
Step 2 learn to sing
(1) Learn to sing music.
Teacher: Please open your books and watch the music together. Find two phrases with similar rhythm in the score. Who can tell which ones?
Health: The first sentence is similar to the last sentence.
Teacher: Let's sing together. Are these two sentences the same?
Student: Students sing these two sentences together. Conclusion: Same.
Teacher: The students understand correctly. In this song, we divide it into three different paragraphs. Who will talk about these paragraphs?
Health: the first paragraph is from the beginning to "running like flying"; The second paragraph is "going to the racetrack is really lively"; The conclusion is the third paragraph.
Teacher: Let's learn this song in stages.
Teacher: In the second sentence of the score, 1.3 (blackboard writing) combines an eighth note and a sixteenth note. The three notes of the sixteenth note should be taken lightly, not sung too strongly, and the teacher should set an example.
Learn to sing this sentence.
Teacher: There is another such rhythm in the song. Look for it.
Health: The fourth sentence is 5.6
Teacher blackboard writing 5.6
Singing in normal schools.
Health: Sing this sentence with Qin.
Sing the score completely two or three times, and the teacher will correct the problem in time when he finds it.
(2) Learn to sing lyrics
(1) The teacher should first emphasize that the words "run" and "reach" in the song "Nadam" should not be sung too heavily, but lightly. The teacher sings, and then the students sing these two sentences on the piano.
(b) Students fill in the lyrics of the first paragraph twice on the piano, and the teacher will correct the problem in time.
(c) Students fill in the lyrics of the second paragraph twice with the piano, and the teacher corrects the problem in time.
3, song processing:
Teacher: There are two ways to sing the first sentence of a song, one is more coherent and the other is lighter. The teacher sang alone. Which way do you think is good?
Health: light and pleasant to hear.
Teacher: The sound of the second singing method is elastic, and the atmosphere is vividly presented to us, while the first singing method has no vitality. Let's sing the first sentence together in a light and elastic voice.
Student: Students sing the first sentence in a brisk voice.
Teacher: How hard should I sing the second sentence of the song?
Health: strong.
Teacher: The second sentence should be sung slowly. The gunfire didn't go off at first, so be prepared. The gun went forward like an arrow that left the string, so the sound became louder and louder. (The teacher sings the second sentence)
Student: Students sing the second sentence.
Teacher: Next, when we arrive at the racecourse and everyone cheers together, should the voice be strong or weak?
Health: strong.
Teacher: The teacher sings.
Student: Students sing.
Teacher: What kind of scene do you think the final conclusion should become? What kind of strength should different scenes be expressed with?
Health 1: I think the final sentence shows that the horse riding competition has reached its climax and the outcome is about to be decided. People are cheering and waiting for the champion to appear, so the intensity should be getting bigger and bigger. More and more enthusiastic scenes.
Health 2: I think the last music should be a happy festival. It's almost over, the people who get together gradually leave the venue, and the laughter and laughter gradually fade away, so the performance will be weakened.
Teacher: The students' designs are very creative. As you designed, the music that is getting stronger usually pushes the music to the climax, while the music that is getting weaker leads to the ending with a clear sense of ending. Let's experience two different styles of dynamic design.
A, the whole class sings separately and feels two different dynamics designs. The first level passes through p-f, and the second level passes through F-P..
B, singing with a cheerful mood. (The concluding remarks are sung with their own designed intensity)
C. Boys and girls sing in sections and sing the ending sentences together. (The concluding remarks are sung with their own designed intensity)
D Ask students to sing with emotion (four people).
(Design intention: At the end of this song-"Design the ending sentence of the song with different strength, and the change of feeling strength will bring different artistic effects to the song", students can try and feel it personally, give full play to their subjectivity in music practice, and cultivate their ability to understand, express and create music. )
Fourth, singing and dancing performances.
Teacher: Can the students ride horses?
If students can do it, they can be asked to do it; If they can't, the teacher can teach them. The teacher demonstrated the action of riding a horse and moving its shoulders. After learning, the students performed along with the music.
(Design intention: Through the performance of songs, students can develop their potential in the music atmosphere, respond to music with physical movements, express their inner feelings about music, and let students enjoy the fun of learning and be influenced by emotions. )
Verb (abbreviation of verb) course summary
Teacher: What did you learn from this class?
Summary: Through the study of this lesson, we know that "Nadam" is a traditional activity with distinctive national characteristics and strong regional characteristics that the Mongolian people love to see, an annual traditional grand meeting on the grassland and a happy festival for the Mongolian people. Students who are interested can find more cultural materials about Mongolians after class.
The students walked out of the classroom with the cheerful music of Song of Nadam.