As a teacher who teaches and educates people, it is inevitable to compile speeches. With the help of lecture notes, teachers can better improve their theoretical literacy and ability to control teaching materials. The following is the draft of the kindergarten music lecture I compiled for you. I hope you like it!
Selected articles of kindergarten music handouts 1 1, handouts
1. teaching material analysis: The song "Expression Song" is a music textbook for children to express themselves with lively melody and strong sense of rhythm. Everyone has joys and sorrows, and everyone has different external manifestations. Some clap their hands, laugh and jump when they are happy, but children are in a period of strong imitation ability and sensitivity to stimuli, so they are very interested in imitating various expressions and movements when learning songs. People often say that interest is the best teacher, which is especially important in children's educational practice. In this song, there is a rhythm _ _ | _ | repeatedly. Because children have just been promoted from small class to middle class, they have little contact with rhythm, and children of this age are very sensitive to rhythm, so this textbook is very consistent with children's cognitive level and characteristics.
2. Target positioning
Teacher-student interaction is the biggest feature of this activity teaching method. I hope that children will actively participate in music activities with the expectation of music education activities, communicate freely with music, and boldly express their understanding and experience of music. To this end, I set the following goals for the "emoticon song".
(1) Be familiar with the melody of songs and be able to perform while singing.
(2) Master the rhythm type of _ _ _ _ _.
(3) Willing to create new lyrics.
3. Focus and difficulty of the activity
According to the goal, the focus of the activity is to try to create new lyrics on the basis of learning to sing. The difficulty is to master the rhythm type of _ _ _ _ _.
4. Activity preparation
In order to better serve the goal and complete the activities, I have made the following preparations:
(1), self-made rhythm chart.
(2) Made the PPT of "Expression Song".
Second, oral teaching methods
The purpose of this activity is to break the traditional single teaching mode, and mobilize the enthusiasm, initiative and creativity of children through the interaction between teachers and students, using vivid rhythm spectrum, games, encouragement and appreciation, so that children can participate in the whole activity happily.
1. Game method: In all kinds of activities in kindergarten, games are children's favorite, so that children can develop in games and gain something. In this activity, I designed a game: "Please do this with me". This game is familiar to children, but there is a new content here, that is, learning.
Learning rhythm, unconsciously, children have mastered this rhythm through various actions over and over again.
2. Atlas teaching method: From the perspective of children's understanding of things and the characteristics of language itself, it is very important to implement the principle of intuition in kindergarten music education. Stimulating children's audio-visual organs directly by looking at the images and patterns in the atlas can make teaching difficult, make activities lively and stimulate children's interest in learning.
3. questioning method: Because asking questions can guide children to observe carefully and purposefully and inspire them to think positively. It is an effective way to solve the key and difficult points of activities by using enlightening questions to connect children's life experiences with the specific image atlas they see.
Third, theoretical study.
Follow the principle of teaching from shallow to deep, so that children can master the key points and difficulties of activities in a relaxed atmosphere of singing, listening, watching, thinking and moving. Children will use the methods of observation and discussion. Observation: Children can understand the content of songs and master the corresponding rhythm by watching the song atlas.
Discussion: This is a good opportunity for children to freely talk about their past life experiences and practices in discussion and conversation.
Fourth, talk about the activity process
1. Start with games to arouse children's interest.
The teacher made an exaggerated expression and asked the children to guess the teacher's mood.
2. Learn songs. Key learning rhythm _ _ | _
3. Imitate songs. According to different expressions, create corresponding lyrics.
4, collective performance, forming a climax of learning songs.
Selected texts of kindergarten music lecture manuscripts 21. Talking about teaching materials;
(1) teaching material analysis:
Newspaper Selling Song is a song written by Nie Er, a famous musician in China, based on the real life experience of a newspaper boy in old Shanghai. The song is a single-paragraph structure of four phrases with five tones and four beats, optimistic and lively tone, concise image and short structure. These three lyrics should be treated with different emotions when singing. Therefore, in this course, I take music aesthetics as the core, attach importance to music emotional experience, encourage music expression as the basic concept, cultivate students to sing songs confidently and emotionally, and vividly express the contents of songs.
(2) Teaching objectives:
(1) Knowledge goal: create a specific music situation, guide students to listen to and learn to sing the song "Selling Newspaper", and express their feelings about the life experience of the little newsboy in vivid singing and performance.
(2) Emotional goal: to cultivate students to feel the emotion of songs with their heart, and to learn the optimistic, confident and positive attitude towards life maintained by the little newsboy in a difficult living environment.
(3) Skill goal: Through the expression of songs' emotions, train students to reflect through the changes of musical elements such as timbre, strength, speed, expression and movement. Encourage students to participate creatively, give full play to students' imagination, improve students' creativity and expressiveness, and cultivate students' good cooperation and correct evaluation ability in activities.
(3) Teaching emphasis:
(1) Learn to sing correctly.
(2) Being able to compose and perform songs.
Teaching difficulties:
Correct singing in the last sixteen rhythms (1).
(2) Accompany songs with percussion.
(4) Teaching preparation:
Tape recorders, tapes, courseware, newspapers, etc. Combined with multimedia.
Second, say the learning situation:
After two years' study, students in Grade Three have mastered some basic rhythms, accumulated a small amount of learning experience and methods, and have certain ability to explore new knowledge, but lack the ability to learn independently. This requires me to use students' existing learning experience and methods to arouse their learning enthusiasm and complete teaching objectives.
Third, teaching methods:
In this course, I use lively teaching forms such as telling stories, singing and talking to attract students and provide them with opportunities to feel, express and experience music with confidence. At the same time, make full use of vivid teaching language to make it run through the whole teaching process, thus mobilizing students' learning enthusiasm and initiative, and making the whole teaching activity a process of continuous thinking exchange and spiritual communication between teachers and students.
Fourth, the methods of speaking and learning:
1, experience perception method: By experiencing the tragic life experience of the poor child newsboy in the old society and his optimistic attitude towards this life, we feel that we should cherish today's happy life and learn from the newsboy's optimistic and confident attitude towards every day's study and life.
2. Independent inquiry learning method: through their own understanding of songs, compare and choose the most suitable singing method to reflect the content of songs, and cultivate students' sensitivity and expressiveness to music.
Five, the teaching process theory:
(A) the creation of situations, the introduction of new courses
First of all, I let the students watch the video pictures, which leads to a special newspaper seller-a child of a poor family in the old society before liberation-a little newspaper boy. Then I introduce the background and author of the song in the form of storytelling, bringing students into the environment of the old society before liberation and letting them understand that music comes from life. Then, I set another question-what really touched the famous composer Nie Er was the shiny thing hidden behind the thin and shabby clothes of the little newsboy-and that was the attitude towards the miserable life. What is that? Let the students feel it after listening to the song attentively, which naturally leads to the topic of "selling newspaper songs", so that the students can feel the content and emotion of the song initially and make necessary preparations for singing the song with emotion.
(B) while listening to learn to sing, break through difficulties.
1. Listen to the first paragraph of this song twice in different ways.
2, lyrics singing, looking for rhythm problems, and rhythm singing.
3. When learning to sing the second paragraph, I applied the rhythm of the last sixteen.
4. Learn to sing the third paragraph and let the students break through by themselves.
Description: This step-by-step singing teaching not only follows the characteristics of music discipline, but also conforms to the cognitive law of third-grade students.
(3) Introduction and use of percussion instruments
1, guide students to know the percussion instrument-sand hammer.
2. Experience the happy mood of music through singing and playing.
Description: Experience music in two forms: singing, playing and playing, which will push students' pleasure to a climax and complete the initial emotional goal of stimulating students' love for music.
(D) Action creation-the emotional combination of action performance and songs.
1, trying to perform and compose songs.
2, grouping, teachers patrol to help.
3. Group performance, evaluation and improvement.
Note: The new curriculum standard encourages music creation and pays attention to personality development. Teachers should provide students with the possibility and space to develop their personalities.
(E) Teaching evaluation
In the process of mutual evaluation between teachers and students, students can feel themselves and evaluate themselves correctly.
3 1. Enjoy the fun brought by the plot performance in the activity, and experience the happiness gained by the cooperation of peers.
2. According to the structure, artistic conception and image of music, creatively express it with expressions and actions.
3. Learn the composition and performance rhythm according to the story.
Activity preparation:
1, music tape, tape recorder.
2. Before the activity, I listened to the story of "Three Little Monks" and learned about the actions of "carrying water" and "carrying water".
3. I read children's books before the activity and learned about the different emotions of the young monk, including happy, angry and uncomfortable.
Activity flow:
1. The teacher instructed the children to create different personalized movements of three young monks.
(1) Teachers and children * * * recall stories and tell the main plot and characters' emotions.
(2) Inspire children to creatively express three personalized expressions and actions: happy, angry and uncomfortable.
(3) Teachers choose peer role models so that children can influence and learn from each other.
2, children according to stories and pictures, combined with music structure and image for action creation and performance.
(1) Enjoy a piece of music and feel the music structure.
(1) to guide children to create and perform A 1 paragraph, a monk's happy movements and expressions when carrying water, playing with water and drinking water.
(2) Guide children to create and perform paragraph A2, where two monks carry water to drink and grab water to get angry.
(3) Guide children to compose and perform A3 paragraph. The three monks pretended to be sick and didn't carry water, so they felt uncomfortable.
(4) Children listen to paragraph A music and perform the action of "three monks carry water, carry water and have no water to drink" completely (A 1, A2, A3).
(2) According to the story (B music), the teacher guides the children to create the action of the young monk shaking hands and making peace with his brain.
(3) Teachers' questions inspire children to think about various ways of taking water, and show the plot of young monks working together to get water. The children are in groups of three, and perform in combination movements (music).
3, children according to the story score, co-production performance.
(1) Children listen to music and perform under the guidance of teachers.
(2) Children collectively create and perform the ending modeling.
(3) Teachers adopt the method of "abstinence", so that children can practice movements completely and actively and enjoy the fun of performance.
4. Inspire children to think
Teacher: Why didn't the last three monks have water to drink? What should we do when we do something together?
You know, only unity can get things done.
Activity expansion:
Combine social activities "I will make friends", learn simple ways to communicate with friends and experience the happiness of having friends.
Kindergarten Music Lecture Notes 4 Selected Works of Activity Background
In the theme activity of "All kinds of fabrics", the children brought all kinds of fabrics and learned about the characteristics of fabrics, especially interested in the color, pattern and elegance of silk fabrics. In regional activities, children can often be seen dancing in groups of three or five with strips of cloth. Children can do ribbon dance with colored cloth by themselves, which can not only let them know the traditional China dance and colored silk dance, but also cultivate their exploration ability, coordination ability and cooperation consciousness. To this end, I designed this comprehensive art activity. During the activity, children feel the music and express their understanding and experience of folk music and dance through making ribbons, jumping ribbons, drawing figures, improvising group dances, playing instrumental music and other artistic activities according to their existing experience.
moving target
1. In doing, jumping, painting, learning, editing and other activities, feel the happy mood of national music and the colorful scenes expressed by music.
2. You can freely combine dance movements according to your own wishes according to music, try to express the dialogue plot with music, and experience the happy mood of cooperation and exchange and the happiness of artistic activities.
3. Choose the right place and space to carry out activities boldly.
Activities to be prepared
1. Some colored pieces of cloth, strips of cloth, scissors, pens and square paper, drums and cymbals.
2. Music tapes, video clips and courseware of "Red Silk Dance" (the atlas showing the music structure).
3. Children have learned the basic movements of Yangko Cross Step.
Activity process
1. Feel the elegance of the ribbon while playing.
Everyone takes a piece of cloth and lets them dance to the music. Let's compare and see who dances more beautifully.
(In this session, the teacher and the children danced the yangko cross step with the music rhythm, danced the pieces of cloth freely, and exchanged actions with each other, which aroused the children's emotions. The music of red silk dance has a strong national flavor, which complements the yangko cross step and makes children feel the elegant pods of cloth strips. Some children can't help but say, "A piece of cloth looks better than a piece of cloth, as if it were flying." It paved the way for the exploration of dance movements in the future. )
Teacher: Can you turn a piece of cloth into a strip?
In the process of measuring and cutting, children cooperate with each other, their hands-on ability and cooperation ability have been improved, and they also enjoy making their own props. )
2. Dance and paint to explore the beauty of silk and dance movements.
Teacher: Wave your colored cloth in the air. What figure can you draw? You can cooperate with two people to help your good friend draw characters from the cloth dance.
The teacher posted the children's record cards with different graphics on the blackboard, and encouraged everyone to imitate them one by one with the children's answers.
In this session, I asked the children to explore the movement of ribbons and record the dance movements with simple lines and figures. Because children wave in different ways, they can draw various figures. Some children draw a big circle, some draw a spiral, some draw a snake ... give full play to children's imagination and innovative ability, and let children truly experience the joy of artistic activities. )
Teacher: What dances have we learned before that use ribbons as props? Can you add body movements to the ribbon dance? Children combine ribbon dance movements, explore body movements and create ribbon dance movements.
(This link is the key point. For the children in the big class, they learned to dance with ribbons as props, such as yangko, to make the movements created by the children more in line with the musical characteristics. At the same time, the teacher optimizes the movements in the form of learning from children, records the movements of children with the diagram of "dancing dolls", and organizes children to practice several movements from single movements to alternating movements with the rhythm of music. In practice, teachers encourage children to express boldly with the rhythm of music, which is very helpful for children to feel and understand the characteristics of music. )
Teacher: Ribbon dance is a unique folk dance in China, with colorful performances. Do you want to learn?
(Video showing ribbon dancing)
In dance activities, children's dance movements are obtained through the method of "trying first and then guiding". Teachers respect and affirm children's ideas and creations, accept their expressions, and then guide children to communicate with each other, appreciate each other and share the joy of creation together. Watching videos enriches the children's dance movements, and some ribbons draw eight characters, jumping and running; Some throw silk alternately left and right; Other ribbons draw curves up and down, and their feet jump like rolling waves. The teacher asked the children again, "Do you want to dance with the video again?" The children were very excited. They made a pin pad for the complete creation in the back. )
3. Listen, listen and say, and feel the red ribbon completely.
Teacher: There is a piece of music that also tells the story of dancing with ribbons. We listened while resting. How many lines does this song have?
(When listening to music, teachers and children do actions with the rhythm of music, and children will naturally change their actions when they change phrases at the teacher's prompt. Teachers can also ask children, "How many tricks have we changed?" Help children perceive the structure of music. )
Show me that album, teacher: This album represents this piece of music. What did you find? Look at the map and listen again. How many words are there? Combine the atlas to further distinguish the music structure.
As the music plays, each cursor will gradually appear according to the phrase. The requirement for children to fully perceive music is a process of gradual improvement. Teachers use animated atlases to intuitively show the music structure, so that children can independently draw "six" conclusions through repeated exploration. )
Teacher: Please listen carefully to the third sentence of the music. What do you think people are doing? Listen to the fifth sentence again?
(The teacher pops up the third sentence and the fifth sentence of the dance music on the piano respectively to let the children feel the dialogue plot of the music. )
(In this session, the teacher plays the third and fifth phrases of music with different dynamics and timbre to help children perceive the dialogue phrases of music. A child said, "If you say something, I'll say something. It seems to be a dialogue, maybe dancing alternately." When the teacher asked, "How many times did you jump alternately? Can you show it by action? " He invited the children next to him to dance the same action alternately. Teachers can let everyone practice the movements made by a child collectively with the beat of music, thus encouraging children to perceive the dialogue rhythm and structural characteristics of music with movements. )
4. choreograph and fully express the dance.
Teacher: Ribbon dancing has many beautiful movements. Let's dance to the music!
(Encourage children to listen to music and try to combine actions)
(In this session, the teacher gave the children a chance to compose freely and observed the children's attempts. Some children integrate the silk dance movements that everyone just created into the dance, some children compose their own dance movements, and some children exchange their own movements with the children next to them. They combined their own experiences and danced happily with the rhythm of music. )
Communicate with each other, Teacher: How did you make it up? Where do you dance these moves in the music?
Teachers encourage children to express their ideas boldly and gain the happiness of free expression and creation through trial and exchange. When communicating, the teacher helps the children to record their movements with sketches of dancing dolls according to the order in which they speak, and put them under the corresponding phrases. Teachers can guide children to listen to music and perform dances in full accordance with the action sequence discussed. )
Teacher: What other silk dance moves do you know? What can you do? Children can listen to music freely. (In this link, the teacher encourages the children to combine movements freely, as long as it conforms to the music beat and music structure, which gives the children the space to express their feelings boldly, so that the children can experience many combinations of dance movements in the process of trying, which can be arranged according to their own wishes, and at the same time guide the children to seek difference and innovation. )
Teacher: Let's find an open space and dance with our good friends.
Summary: Ribbon dance is a folk dance in China. On holidays, people dance and cut the ribbon in the street to celebrate. What other celebration performances did you see?
This link gives children an opportunity to communicate with their peers, cultivates their ability to move in a limited space, further satisfies their needs for exploration and innovation, and arouses their strong interest and desire for expression. The teacher encouraged the children to express the dialogue plot of the third and fifth sentences boldly. The children smiled, looked at each other, and answered methodically with dance movements, which pushed the whole activity to a climax. At the same time, teachers and children can discuss the orchestration scheme with music and play percussion instruments such as drums, cymbals and gongs to add a lively atmosphere. This link can be carried out in the expansion activities. )
Design intention of the selected manuscript of kindergarten music lecture 5
This is a poetic and imaginative song of the richest man. Children can experience the beautiful picture of frogs singing in the fields and birds singing in the branches and the lively scene of mushrooms playing with my little umbrella in the rain in the early summer rain, which can stimulate children's aesthetic interest and love for nature.
moving target
1, the singing voice is coherent, beautiful and lively, singing the difference between skipping rope and taking an eight-minute break.
2. Feel the natural scene of music expression and improve children's aesthetic taste.
Activities to be prepared
1, a rain pattern in early summer.
2. Music score table.
Process suggestion
1. Children dress up as frogs and practice vocal music.
2. According to the rhythm spectrum presented by the teacher, the children imitate the rhythm of rain XX XX XX X0) and the jumping sound of frogs.
3. Enjoy the song "Beautiful Umbrella".
(1) Children understand the lyrics: What do you think after listening to the song?
(2) Children look at pictures and enjoy the beautiful early summer scenery, and children experience the relationship between scenery and songs.
4, children learn to sing, children sing softly with the teacher, prompting children to distinguish between skipping and rest.
5, children sing and do facial expressions to express the song: "Beautiful Umbrella".
6, children assign roles to sing, and guide children to sing with a light and lively voice.
Extended prompt
Children can play a role in the performance area.