Dance lesson plan 1 1. Teaching purpose:
1. Through the teaching and teaching of the basic knowledge of dance, students can initially understand the basic theory and common terms of dance and apply them in dance learning practice.
2. Basic dance training, that is, training students' basic abilities, such as developing students' muscles in various parts of the body, training the flexibility of joints, controlling the ability, flexibility and stability of physical activities, and various skills such as jumping, turning and twisting.
Second, the teaching place: dance classroom
Third, the content arrangement:
(1) Basic physical training:
1, foot-stretching foot, hooked foot, semi-hooked foot
(1) Foot stretching: Action: the instep is tightened, the toes are pressed down hard, and the soles of the feet are arched. Novices can train through external pressure.
(2) Hook the foot: Action: Tighten the instep, hook the toes upwards, and extend the heel forward.
(3) Half-hooked foot: Action method: On the basis of extending the foot, the toes are hooked up and the instep remains unchanged.
(4) Around the feet: Action method: (Eight beats completed) Prepare posture, stretch your toes, put your legs together, sit on the ground with your legs straight, and support the ground with your hands. Practice 1 (from the inside out): 1-2 feet hook; 3-4 Heels don't move, toes are apart; 5-6 feet are straightened on the basis of separation; 7-8 pairs of toes close together and return to the ready posture. Exercise 2 (from outside to inside): 1-2 toes straight apart, heels tight; Hook 3-4 pairs of toes respectively; 5-6 in the form of hook feet, feet together; 7-8 Straighten your feet and return to the ready posture.
Training requirements: ※:
Hooking a foot requires heel strength. Stretching your feet requires strength to your toes. Stretch as much as possible. Half-hooked feet should pay attention to the strength of the forefoot, and the instep of big feet should be stretched straight.
2, legs-leg press, leg lifts, kicks.
(1) Sit and press the front legs: Action: Prepare posture, stretch your legs, sit upright on the ground with your upper body, stand up straight, raise your head and support the ground with your hands. Practice: the upper body is pressed vertically to the vicinity of the legs, and the toes are supported by both hands from the side to the top of the head. After the upper body is lifted, return to the preparation posture.
(2) Sit and press the side leg: Action method: Prepare posture, sit on the ground, straighten your right leg, bend your left leg, hold the ground with your right hand and palm of your left hand. Practice: the upper body presses the right leg and the left hand holds the right leg. When you press your left leg, you do the opposite.
(3) Sit and press the hind legs: Action: Prepare posture, sit on your knees and support your thighs with your hands. Practice: When pressing the right hind leg, straighten the right leg to the right rear, support the ground with both hands, and press the upper body backwards. Pay attention to using the back waist as much as possible and keep your head as close to your right leg as possible. When restoring posture, the upper body should be vertical. When you press your left leg, you do the opposite.
(4) Lift and kick the front legs on your back: Action: Get ready for posture, stretch your toes, lie flat with straight legs, and have seven small hands. The practice of lifting the front legs: slowly lift the right foot, pay attention to the strength extending to the toes, lift the toes forward, and be light when landing. Lifting the left front leg is the opposite. Exercise of kicking the front leg: accelerate the up and down kicking on the basis of lifting the front leg.
(5) Lie on your side, lift your side legs and kick: Action: Prepare posture, stretch your toes and put your legs together, lie on your side, facing 7 o'clock, keep your left hand straight, and bend your right hand to support the ground. The practice of lifting the side leg: slowly lift the right leg straight, and the right leg faces the right ear when lifting the leg. Kick the side leg: Kick the side leg quickly to the ear along the same route as lifting the side leg. The action of the left leg is opposite to that of the right leg.
(6) Kneeling and kicking the hind legs: Action: Prepare the posture, kneel on the ground with your legs, lean forward slightly, and support the ground with your hands. How to lift the right hind leg: straighten the right leg backward and extend the toes, and lift it slowly. Pay attention to open your hips and lift them with your waist and toes. The left leg moves in the opposite direction. Kick the right hind leg: on the basis of lifting the hind leg, kick the leg quickly.
Training requirements: ※:
Leg training should maintain the accuracy of posture. Leg press should pay attention to keep his knees straight. Keep your body straight and your head and hands as close to your toes as possible; Pay attention to kicking quickly when kicking, and pay attention to being gentle when landing; Pay attention to the side leg movements. When lying on your side, straighten your waist and tighten your hips. You cann't bow your head and ass.
3, waist-upper waist (chest waist), side waist, middle waist
(1) Sit on the top waist: Action: Prepare posture, tie your feet and sit on your legs, with your upper body vertical and your fingertips on your side. Exercise: Head, neck, shoulders, chest and waist try their best to move backwards.
(2) Kneel to the side waist: Action exercise: prepare posture, sit on your knees, keep your upper body straight, and put your hands behind your back. Practice: slowly raise your hips and stand on your knees. At the same time, shake your hand from left to right, showing a flag-like shape, and lower your waist. This action can control training.
(3) Kneel to the middle waist: Action: Prepare posture, kneel with your legs together and hold your thighs with your hands. Practice 1: lift your hips, kneel to the right and then lower your waist, while breaking up and grabbing your ankles. Practice 2: After breaking up, put your hands on your hips and your back to the right.
(4) Twist the waist: Action method: Prepare posture, sit on your knees and support your thighs with your hands. Twist your waist to the right, put your hands forward and lift your hips at the same time. Lean forward slightly, and then row to the right. The upper body twists the waist to the right with your hands. Look at the right side, the right hand supports the right ankle, and the top of the left hand naturally droops. Twist your waist to the left is the opposite.
(5) waist washing: action method: prepare posture, sit up with your knees and press your hands with your arms. Practice: Hands are shoulder-width forward, body leans forward (front waist), upper body and head move to the right side (right waist) together, then move to the rear (middle waist), move to the left side (left waist), and then return to the preparation posture. Washing the waist to the left is the opposite.
Training requirements: ※:
When you get down to the upper waist, the middle waist is vertical and you can't collapse. Push your chest and waist up, relax your neck and you can't hold your breath. When you lower your side waist, your crotch can't move. Lower the waist to the right, lift the left waist upward, and stretch the posture. Relax your breath when you lower your back. Try to use your middle waist and upper waist, with your head close to your hips. When washing the waist, the head, hands and upper body should be consistent, and try to use the waist of each part.
(B) learn simple modern dance movements
1, basic foot position
2, upper body exercises: head, arms, chest and waist, legs, hips, waist.
3, sit-ups, butterfly, hip exercises
4. Kicking: forward kicking, side kicking and backward kicking.
Fourth, class summary.
Summarize the advantages and disadvantages of this class and provide hope for students.
Dance lesson plan 2 Activity objective:
1. Observe the atlas carefully and try simple formation changes.
2. Create the action of shearing wool and experience the joy of participating in rhythmic activities.
Activity preparation:
1. Change chart of music, formation and action of shearing wool.
Children like the music of shearing wool.
Activity flow:
First, review the song import.
Second, learn the first paragraph, focusing on creating the action of shearing wool.
1. Can you shear wool? How to cut? Please show some children.
The sheep didn't know how to shear its wool at first. What can a child do to let it know?
2. The teacher demonstrates the first paragraph.
How did I do? (Action sequence, dance steps, which piece of music starts to cut)
What can a sheep do at first?
3. Ask some children to perform.
Third, look at the map and learn the first formation and movement.
1. The children are happy to have cut so much wool and the sheep feel relaxed. They danced together again and changed the formation. Look at that.
How many formations have you changed? Which one did you understand?
Ask a group of children to have a try.
2. What did they do when they changed their formation?
Let's invite these children to perform.
3. Another group of children tried.
Fourth, complete performance.
Join the first paragraph and the second paragraph and perform.
Teaching reflection:
1. The children in the big class have a strong interest in the change of formation. This can be seen from two aspects. First, children are very interested in queue training in sports activities. Secondly, in today's activities, children's interest is not strong, and many children are distracted, but when they really start to stand in line, their attention comes back.
2. The requirements are not clear enough. This is an old problem in my activities. It's not that the individual requirements in the activity are not clear, but that the context of the whole performance is not clear, just like one last dance of Golden Snake, which is the same problem. Since it is a teacher's preset activity, the first thing to do is to let the children know clearly the general framework of the whole performance and other activities, and then handle all the elements (movements, formations, etc.). Therefore, at the beginning of the activity, we should first make clear the action sequence through clear demonstrations and questions: first walk, then touch the sheep, then cut it, and then dance with the sheep. Then carry out specific formation change activities.
3. The Atlas of Stratigraphic Change is unscientific in design. I have always felt that my work is very simple, and I can't write a paper because in my opinion, those words can be summarized, so my previous reflections are always summarized in a few words. In fact, this is not simple, it is called confusion and carelessness. When I vaguely feel that something is bad, I am not used to thinking deeply about what is bad and how to change it. The same is true of this atlas. Before that, I didn't read the Atlas of Formation carefully. I just drew several formations according to my own arrangement and my own feelings. After painting, I feel that the atlas is not effective and quite messy. As for what the specific shortcomings are and how to change them, I don't think about it any more. Now I feel that the role of atlas is to let children know the changes of formation and know how to do it under the guidance of atlas. My atlas is so trivial that children can't see the original formation and the formation to be changed at once. In fact, you only need to draw a few formations, such as the first two rows and the circle at the back. As for the specific location, there are some hints on the ground anyway.
4. Overestimate the ability of young children. I often imagine the beautiful vision that my children and I cooperate well before the activity, so it is always easy to overestimate the children's ability, such as the prediction of children's ability to compose music phrases in Norwegian dance, the prediction of children's ability to compose dance movements in the last shearing activity, and the prediction of children's ability to walk in circles in sequence this time. I also tend to overestimate my guiding ability, thinking that even if they don't, even if there are some problems in the activity, I will guide them. It's really hard to change my stubbornness and some aspects of human nature. Even if you are aware of some of your own problems, you will inadvertently commit them next time. I don't know how many times I have to make mistakes and experience setbacks, so I can firmly remember him, overcome this deficiency with reason, and gradually internalize it into new qualities and habits. Perhaps in the future, when preparing lessons, we should first look at some previous activities, review our own shortcomings, and then carefully think about new ones.
In addition, I think learning formation change is an important skill goal, but from the perspective of children's long-term development, it is the most important thing for children to experience the sense of success in performing happily with music, and it is also the most important factor for teachers to have confidence in their activities, which is also the place where I think the last shearing activity organized by Teacher Cao was successful.
6. It's been almost a year since I started this project, but the success times are few and far between. After today's class, I almost feel that I don't want to have another music class. But after reflection, I am full of hope for the next activity. I feel more depressed and brave. I hope to organize it again next week, but I am very afraid of facing another failure.
The third part of the dance teaching plan is the basic dance posture: forward position, akimbo position, palm position, arm position and palm position.
Positive posture: put your hands behind your back at the left and right hip joints. Fingers pointing obliquely downward.
Hip rest posture: put your hands on the left and right hip joints in front of your body. Fingers pointing obliquely downward.
Palm position: arms up. Palm into palm! Palm tilted forward.
Mountain stick position: the shape is orchid finger, the two arms are at 90 degrees to the body, and the wrist inside the forearm is bent.
Press the palm position: the hand is blue-fingered, the position of the hand is parallel to the stomach, and the palm forms a semicircle downward. The basic position of dance
Dance teaching plan for 4-5 years old: the basic steps of feet
Kindergarten dance course 4-5 years old
The basic steps of the foot: small eight-character step, big eight-character step, T-step, bow and arrow step.
Small eight-character step: feet together. Tilt your toes forward at a 45-degree angle to both sides, with your center of gravity on your feet. (see above)
Big eight-character step: On the basis of small eight-character step, the distance between feet is one and a half steps. (see the picture below)
T-step: U-shaped-the heel of one foot is placed in the center of the other foot, forming a T-shape, and the toes are tilted forward. (see the picture below)
Lunge: The front legs are 90 degrees, the front legs are forward, and the rear legs are straight to bear the center of gravity. (see the picture below)
The basic pace of the foot
Dance lesson plan Article 4 Activity objectives:
1, the movements should be coordinated, and learn to dance double-circle group dance.
2. Learn dance movements through creation and imitation.
3. Communicate with peers in a friendly way and experience the fun of group dancing.
Activity preparation:
1, experience preparation: children will stand in a circle counterclockwise.
2, tapes, books for children.
Activity flow:
1, at the beginning, familiar with music.
Please listen to the music and perform along with it.
2. Learn the basic movements.
Use songs to guide children to learn basic movements.
Children learn to do actions with their partners in double circles.
(1) Organize double circles for children's stations.
(2) Pay attention to learning to circle around your partner.
4. Guide children and partners to do actions face to face.
5. Explore the idea of exchanging partners.
Guide children to find ways to change partners.
6. Dance to the music completely.
Dance lesson plan 5 textbook: Xiang Mei Edition, the seventh lesson of the second grade of primary school art
Theme: "Happy Dance"
Course Type: Modeling and Performance
Teaching preparation:
Preparation of teaching AIDS: teaching courseware, model drawings, etc.
Prepare learning tools: Gou Xianbi, colored drawing paper and oil pastel.
Teaching objectives:
Ability goal: to cultivate students' ability to observe, remember and express images in sports.
Knowledge goal: to understand the principle of dynamically generating characters.
Emotional goal: to stimulate students' feelings of loving life and art.
Teaching emphasis: master the generation principle and expression method of character dynamics.
Teaching difficulties: to cultivate students' observation, memory and expressive power of moving objects. Teaching procedures:
Pre-class rhythm (feel happy)
Group performance "Song of Health". Let's dance to the music!
First, enjoy the excitement.
1, the courseware plays the video Penguin Dancing.
Students, it's spring here, but in Antarctica, it's snowy all year round. People living here dance happily to resist the cold.
2. The courseware played several groups of dances. Pay attention to the dancers when you appreciate it.
Clothing, expression on her face, movements; Stage layout. Teacher's summary: Dance includes children's dance, folk dance, modern dance, ballet and so on.
Second, experience discovery.
1, comprehensive experience
(wooden head) game
The teacher explained the rules of the game: "I am a happy wooden head, no talking, no laughing", and the students danced beautifully. Judge outstanding students and invite a student to imitate them.
2, observation found that
(Playing dance pictures): You have seen the pictures and experienced the dance movements yourself. Have you found out which parts of your body are used to express your dancing posture? (Name)
The teacher concluded that the dancer's posture is expressed through the dynamics of the head, neck, body and limbs. And a happy expression can make the dance more infectious.
Third, appreciate the model and learn to draw.
(1) The teacher explained the drawing steps while demonstrating the sketch.
Teacher: A picture drawn with simple lines like a teacher is called a sketch. This kind of painting does not require the five senses to be very similar, but focuses on the movements of the characters.
Speaking of dancers, it is very good for the teacher to know both of them. Do you want to see them?
Health: Yes!
(Show the painter's works) (French painter Degas, Dancer on the Stage, painter
Zhao Shiying sketch)
(2) After the courseware shows the students' works and guides the students to appreciate them, the teacher asks: After reading these children's works, who can tell the teacher what problems should be paid attention to if you want to draw a picture of dancing happily? (Students think independently or answer after group discussion)
The teacher concluded that the dancer's posture should be expressed by boldly depicting the dynamics of the head, neck, body and limbs of the characters. The addition of expressions, costumes, props and stages can make the picture composition fuller and the picture atmosphere more lively.
3, language guidance, picture conception
Draw pictures of dances that you have performed or watched others dance and color them. Cut it out after painting.
Fourth, independent creation.
Showing homework requirements on the courseware: start the manuscript on drawing paper with Gou Xianbi, and quickly color the courseware with oil pastels. Students can work independently, and teachers can patrol and guide.
Verb (abbreviation of verb) comments on communication
Students show the cut dance figures on the big stage and ask other students to talk about which dance figures they like and why.
Extension of intransitive verb nodules
Teacher: Today, everyone painted very well and showed the scene of happy dance on the screen. In daily life, students can also draw beautiful things and try to leave more beautiful life scenes in our memories and pictures.
Art class, the quiet and lively atmosphere is not good, while music class is much more fun.
Insufficient image infection. In order to better enliven the classroom teaching atmosphere and promote the development of students' thinking in images, divergent thinking and creative thinking. Inject music content into art teaching and add art appreciation into music teaching, so that both courses can achieve "sound in painting, sound in painting", and the two are harmonious and unified. According to the characteristics of primary school students who are active, love singing and painting, with the help of various teaching methods, the factors of art and music are harmoniously integrated to achieve the teaching purpose of activating atmosphere, pleasing body and mind, cultivating interest and inspiring the development of intelligence.