Activity objectives:
1. Be able to sing with cheerful voice, and be able to sing quickly and boldly in front of the group.
2. You can imitate the lyrics by repeating the melody of the song, and experience the joy of interactive singing with peers.
3. Have a sense of pride and pleasure in singing your name, and know the origin of your name.
Activity preparation:
1. Self-made courseware (with animated pictures of Tommy and Jessica), rhythm atlas, photo slides of the whole class, and song tape of "Sing My Name".
2. Let the children exchange names with their parents before class.
Activity flow:
First, the beginning part
1. Situation creation: Invite two small guests to stimulate children's happy mood of making friends.
Teacher: Are you happy that the teacher invited two foreign guests to your home today?
2. Let the children do the rhythm and get familiar with the music melody (play the background music of Sing My Name).
Teacher: Please listen to the music and wait for the arrival of the little guests. (doing rhythm)
Second, the basic part
1. The children are in rhythm and familiar with the melody of the song.
Teacher: Look, here comes the little guest. Please extend your little hand to welcome them. Guide the rhythm of children playing songs.
Let the children listen to the boy's name.
Teacher: Can you guess the boy's name? Let's hear the boy's name. (Listen to the first paragraph of this song)
What is the name of the boy in the song? Say hello to Tommy.
3. Enjoy the songs and know the girl's name. (Listen to the second part of this song)
Please tell me which word in the name is sung the most in the song. Understand the singing characteristics of songs.
5. Let the children learn the lyrics and show the rhythm chart.
XX/XXXX/XX/XXXX/XX/XXXX/XXXX/XXXX/
Come on, I'm Tommy, Tommy Mimi Mimi Mimi Mimi Mimi Mimi Mimi Mimi Mimi Mimi Mimi Mimi Mimi Mimi Mimi.
XX/XXXX/XX/XXXX/XX/XXXX/XXXX/X—/
Come on, I'm Jessica Kaka Kaka Kaka Kaka Kaka Kaka Kaka.
Note: Guide children to sing the high-pitched part accurately.
6. Children learn to sing.
Ask the children to sing the song with the teacher twice according to the song atlas.
7. perform songs.
Let the children show the characteristics of boys and girls, then sing and perform songs.
8. Play games: sing my name.
Rules of the game: The big screen turns to scroll the photos of children (a man and a woman are a group), and all children count down to five. When you stop, all the children will sing the names of the children together.
9. Tell a story about your name.
Let the children talk about the origin of their names, know their names and tell the story behind them. Know that everyone's name is not random, and the name contains parents' expectations and good wishes.
10. Game: Find friends.
Game: A group of children form a circle. A child stood in the circle and sang his name around the circle. When he sang the second song "Lai", he found a good friend and switched places. The other child continued to sing and the game was repeated.
Third, the conclusion part.
Let children like their names, feel the uniqueness of names, and enhance their self-confidence and pride.
Kindergarten class music activities: How high is the city gate?
Design intent:
There are often scenes in the activity room: boys guard the door of the activity room and don't let other children in and out. How to resolve this contradiction wisely? I remember the nursery rhyme "How high is the gate?" This is a classic folk nursery rhyme, rich in plot, catchy and close to children's life. The emergence of "one person is above ten thousand people" is not that children stand in front of the door like the door in nursery rhymes? So, I edited the nursery rhymes, matched them with melodies, and reinterpreted them in the form of duets, making them both traditional and modern, full of playfulness.
Goal:
1. Learn to sing a children's song duet.
2. Boldly express your understanding of the song with actions and expressions.
3. Abide by the rules of the game and experience the happiness of cooperative games.
Prepare:
PPT (presentation), self-made nursery rhyme melody (see attachment), song tape.
Process:
First of all, enjoy the songs and feel the duet.
Teacher: Today, the teacher brought you a nice song, which was sung by my little brother when he went to town. Look, my little brother has come to the door. (Play the song. )
Teacher: What do you think is the difference between this song and the songs you usually listen to?
Teacher (summary): There are two voices in the song. One asks and the other answers. This is a question and answer song.
(analysis: this is a duet song with two different voices. One is a crisp children's voice, and the other is a loud and powerful male voice. By listening to this special form of singing, children not only have a preliminary perception of the form, but also have a desire to sing. )
Second, understand the lyrics and learn to sing.
1. Read the courseware and feel the lyrics.
Teacher: Who is asking who is answering what and what in the song? Let's listen to this song again. (Play the song. )
Teacher: You heard my little brother ask what the city gate is, and how did he answer it (the teacher shows the corresponding pictures according to the children's answers. )
(Analysis: The courseware pictures with rich stories help children understand the lyrics and clarify the relationship between questions and answers, thus fundamentally generating interest in learning to sing. )
2. Use the atlas to understand the lyrics.
(1) Enjoy the complete atlas.
Teacher: What else did the little brother ask at the gate? I will sing it again. Listen carefully. The teacher answers according to the children's singing. )
(2) Understand the emotion of songs.
Teacher: What do you think of this door?
Young: tall and powerful, amazing.
Teacher: Do you know how high "36 feet high" is? Please do it with your movements.
Yang: It's as high as a skyscraper/very high/so high that you can't even see it in the clouds.
Teacher: What was the tone when the gate answered? Why?
Young: tall, amazing, and loud when answering.
Teacher: If you can't open the door, you can't enter the city. How did little brother come up with the idea of unlocking?
Young man: chop with a big knife and axe.
Teacher: Was King Kong's iron lock cut off by a big knife and axe? What was the tone when the gate answered? Why?
Boy: King Kong's chain is not broken. The gate is very strong, and its answer is firm and not afraid at all.
Teacher: Did your brother give up?
Yang: No.
Teacher: What did he say at last?
Teenager: Look at me knocking down the city gate with one hand.
Teacher (summary): My little brother is brave, confident and strong, so we should sing loudly. The city gate is tall, majestic and solid, which should be expressed with a firm tone and a loud voice.
(Analysis: The neat and orderly atlas not only makes the image of nursery rhymes more vivid, but also allows children to perceive the duet form of songs at a glance. Children perceive the length of phrases with the help of maps, fully understand the different emotions expressed by different phrases, and further deepen their perception of song images. The teacher's clever questions let the children gradually understand the personality characteristics of the characters in the song and lay the foundation for them to sing different roles. )
3. Bold expression and interpretation of songs.
(1) with the action, complete the singing.
Teacher: My little brother asked the city gate several times, and the city gate answered several times. Now, let's look at the picture and sing this question and answer song. (Children sing. )
Teacher: Brother should ask clearly, the gate should answer loudly, and we should sing and act. (Children sing. )
(2) Give full play to imagination and create shapes.
Teacher: After the last sentence, my little brother made a powerful modeling action. Is the gate open? Let's have a look.
Teacher: Let's do a modeling action like our little brother and compare whose action is the best. (children do modeling actions. )
Teacher: Please go to the gate, sing the last sentence and make a strong gesture to see if the gate will be opened by you. After the child sings, it means that the city gate is open. ) You opened the gate and we applauded ourselves.
Music courseware for kindergarten big class: hand shadow dance
moving target
1. Learn simple hand shadow modeling, and be able to imitate the performance with three beats of music at the prompt of children's songs.
2. Can create hand shadow models of peacocks, kittens, crabs and birds, and try to cooperate with music performances.
3. Be interested in hand shadow performance and experience the joy of hand shadow performance.
Activities to be prepared
Shooting hand shadow video, blue Danube editing music, PPT courseware.
Activity process
Watch the video of the teacher's hand shadow performance first.
1. Question: What four kinds of small animals came to the dance? What made these little animals?
2. The teacher demonstrated the hand shadow of animals.
Second, try to imitate hand shadow performance.
1. Piecewise imitation of hand shadow.
Teacher: Who was the first animal to appear? What did it say when it came (imitating swans, rabbits, caterpillars and butterflies in different ways in turn)
2. Try full hand shadow performance.
(1) The first complete hand shadow performance. Teacher: Try to connect the hand shadows of four small animals to perform.
(2) the second hand shadow performance. The teacher announced the official start of the forest dance, and each animal had its own beautiful stage.
Third, collectively create hand shadow performances.
1. Create hand shadow motion.
Teacher: The dance in the forest is really lively. Peacocks, kittens, crabs and birds are all attracted. They also want to perform. Think about how to make their shadows with our little hands.
2. Match animals with music.
Teacher: Peacocks, kittens, crabs and birds like the music played by swans, rabbits, caterpillars and butterflies at the dance! Which song will they choose to play?
3. Create hand shadow performances.
Teacher: Can you ask your little animals to come out and say hello to the rhythm of the music?
(1) Discuss in groups of three what kind of animals to draw hand shadows for. (Playing segmented music)
(2) collective performance.
Fourth, enjoy the master hand shadow video
Teacher: The teacher brought a wonderful program performed by the hand shadow master. Let's enjoy it together
Activity review
This is a typical teaching case of continuous thinking, collision and gradual optimization between master and apprentice, which mainly embodies the following two characteristics:
First, the teaching is seamless-reflecting the art of efficient teaching
2. A seamless solution to the problem. "Blue Danube" is a waltz in senior three, and this beat is still difficult for the children in the big class. But when we watch it, we find that children can better grasp the rhythm of music when performing hand shadow. There are two reasons: First, Mr. Qian creatively supports children to master the rhythm of music in the form of nursery rhymes, and distinguishes phrases and paragraphs. If you like reading children's songs: hello, hello, the first swan! Here comes the little rabbit. Hello, hello! Hello, bug! Fly east, hello! Fly west, hello! Second, when Mr. Qian designs his works, he mainly makes a fuss about the first shot, that is, the remake. Even if there is action in the second beat in some places, the first beat is repeated, which reduces the difficulty for children to cooperate with music performances.
3. Seamless promotion and expansion. Collective teaching must improve and develop children. Teacher Qian carefully prepared a group of videos performed by hand shadow masters, which brought a strong visual impact to the children. Broaden children's horizons and improve their appreciation of hand shadow art.
Second, happy learning-presenting a relaxed learning realm.
1. Selected teaching contents. Based on the research of "the application of folk art in kindergarten music education", Mr. Qian chose hand shadow as the teaching content of rhythm in large classes, which has multi-dimensional educational significance. In teaching, Mr. Qian chooses animal images such as swan, rabbit, caterpillar and butterfly according to the characteristics of children's favorite animals, so that children can try to express their typical modeling characteristics with hand shadow, which provides the possibility for children to learn happily.
2. Clever use of auxiliary means. In teaching, Mr. Qian helps children to easily complete their learning tasks through storyline links of animal dances, hand-shadow video playback of self-portraits, docking support of music and action matching, and situational creation of alternating white background of light sources and animal life scenes. For example, in order to stimulate children's interest in hand shadow performance, children were invited to enjoy the teacher's hand shadow modeling performance at the beginning of the activity, which aroused children's curiosity about hand shadow performance. For another example, Mr. Qian created a different stage background for each animal in the courseware, giving children the feeling of being there, and making them study easily and happily.