As an outstanding teacher, it is necessary to carefully design a lesson plan. With the help of the lesson plan, the teaching work can be made more scientific. How should lesson plans be written? Below are 6 music lesson plans for kindergarten classes that I have collected for you. You are welcome to read them. I hope you will like them. Kindergarten music lesson plan Part 1
1. Activity goals 1. On the basis of familiarity with music melody, express the rhythm of music through various methods.
2. Able to carry out uniform delivery activities according to the rhythm of the music.
3. Feel the joy brought by rhythm games through delivery.
2. Activity preparation music: "Radesky March"
Several building blocks and small musical instruments
Venue: figure-eight, one-line
3. Activity process 1. Appreciate the music completely. The teacher guides the children to use various methods to beat the rhythm while listening.
Introduction, the teacher invites everyone to listen to a nice piece of music. After listening, tell the teacher what kind of music it is?
2. Ask questions to understand the style and characteristics of the music.
(1) What kind of music is this?
(2) What is its structure?
(3) What style is this piece of music?
3. Just now, the children used clapping hands and legs to express the beat. What other actions can they use to express the beat? (Children use their imagination and use a variety of movements to express the rhythm of the music)
4. Introduce the rules of the game.
(1) The teacher also has an interesting action to express the beat. (Two teachers demonstrate the movement of passing the building blocks to express the music section A)
Question: Is it interesting? Who can tell me how I do this?
(2) What the teacher just played is called "Happy Passing". Each person holds a building block in his hand, passes it to the person next to him, then takes another block, and passes it to the beat of the music.
(3) This game is more interesting when there are more people. Please try it with two children and the teacher.
The teacher demonstrates and introduces the gameplay with bare hands. Each person takes a building block. When passing the building block to the child next to him, he softly says "others", and when he comes to him, he says "self". (The teacher leads the children to practice with bare hands from slow to fast.)
5. Teachers and children practice in groups holding building blocks in their hands.
(1) Each person takes a building block and stands in a figure-eight shape. Pat the child on the right on the shoulder to see who he is. Be careful to put the building block in front of him so that he will be fine. Got it.
(2) Lead the children to try games without listening to music. They are required to whisper "others" and "self" while playing. The teacher emphasizes that they must follow the teacher's pace. (Teachers should pay attention to observation, make appropriate adjustments according to the situation during practice, and practice again.)
(3) Practice the delivery of happiness together with the music of section A, practice in groups, and praise and encourage in a timely manner.
6. Can we make the queue longer now? Stand in a row and remind the children to hold the blocks with both hands. Who is the child on the right? (Listen to music and practice passing)
7. Pass small instruments
(1) Listen to the complete music and pass the small instruments happily.
It turns out that these percussion instruments can not only produce beautiful sounds, but can also be used to convey happiness.
(2) Change formations to play the game
What formation were we standing in when we played Happy Pass? What other formations can we stand out in? Let's give it a try. (Listening to music in a round formation to convey happiness)
8. Some children were anxious and asked why they didn’t play a small musical instrument. We know that this piece of music is in ABA' segment format, so we will pass on segment A, play segment B, and then pass on segment A'. (Listen to the complete music and play the rhythm game 2 times)
9. Change the gameplay and play the game
Pass the A section of music, stand up and walk during the B section of music, and then A' section of music Sit and pass.
10. Extension activity: Play this game with other children in the class. Music Lesson Plan for Kindergarten Class 2
Activity Design
"Little Rabbit Jumps Jump" is a situational and playful song with a relaxed and lively melody and simple and understandable lyrics. . Therefore, the activity is based on the situation of taking "little rabbit" to play in the woods. In a relaxed and gamified atmosphere, from familiarizing with the melody to understanding the lyrics, from learning to sing to performing in multiple forms, the children are guided to fully express and sing songs, so that singing is not only Just learning to sing becomes an easy, happy and interesting thing. The game links and situation settings that echo back and forth allow children to further experience the fun of the activity. Multiple forms of singing and interesting guidance allow children to further feel the joy of singing. The activities are emblematic of the situation and overflowing with joy.
Activity goals
1. Feel the liveliness and joy of music and learn to sing songs.
2. Learn to use liner notes and chorus to accompany some phrases of songs, and experience the joy of singing activities in various forms of singing.
3. Like to participate in music activities and experience the joy of music games.
4. Willing to participate in duet singing activities and experience the fun of duet singing with teachers and peers.
Activity process
1. Rhythmic performance, feeling the melody
1. In the music melody of "Little Rabbit Jumping", children will do simple things with the teacher rhythmic movements.
2. On the basis of being familiar with the melody, guide the children to hum the melody using "la" while doing rhythmic movements.
2. Be familiar with the lyrics and learn to sing songs.
1. The teacher sings the song once.
Question: Where did the little rabbit jump? What did it hear? Who will you meet again?
2. Show the corresponding charts in turn according to the children's answers, and guide the children to learn and sing the corresponding phrases one by one.
3. Children sing the song several times as a group.
3. Practice lyrics and perform songs.
1. Guide children to choose lining words and practice chorus methods.
2. Use the above method to guide children to choose lining words to express the second musical phrase.
3. Divide the children into two groups and sing the song several times in complete parts. Remind children to follow the teacher's instructions, handle their own voices appropriately, and pay attention to the harmony and beauty of the two voices.
4. Game performance, entertaining and entertaining.
Tell the children the name of the game, explain how to play the game, and allow teachers and students to play the game several times together.
Reflection on the activity
In the second and third sessions, the babies were scattered, the scene was a bit messy, the babies were attracted to the large toys, and the babies jumped enthusiastically. I completely ignored whether there were people or objects in front of me. I failed to do this. If I take this class again, I will explain the rules of the game in an easy-to-understand manner. I feel that if I did not participate in this activity with the babies, it will make the babies feel When children are born, the teacher should be one with the baby, play together, go crazy together, and also have a grasp of the overall situation of the activity. During the activity, the baby sweats a lot. Each baby should be given a small towel to put behind his back. Details also determine success or failure. In the second session, the baby was allowed to explore the basic movements of jumping. The baby performed well. I feel that no matter what class he takes, if the baby is allowed to explore and implement it by himself, his memory and development abilities will be improved.
Small Encyclopedia: Rabbit is the general name for all genera under the mammal order Lagomorpha, Leporidae. Commonly known as rabbit. Biological Classification Animal Kingdom Chordata Phylum Vertebrates Subphylum Mammalia Class Lagomorpha. Kindergarten Music Lesson Plan 3
Activity goals:
1. Learn to sing the song "Kitten Goes Fishing" in a game situation
2. Willing to participate in activities, Experience the joy of playing the same game with your companions.
Activity preparation: kitten’s badge, fishing rod, small fish, bucket, PPT, etc.
Activity process:
1. Situation introduction
Look and talk about what the kitten is doing (watch PPT)---Let’s take a look Who is coming? (Show the PPT of the kitten holding the fishing rod)----It's the kitten, let's say hello to the kitten.
-----Look carefully, what is the kitten holding? What is it going to do? Who can guess?
2. Appreciate the first half of the song, initially feel the melody of the song, and understand the lyrics.
1. The teacher sings and performs "The Kitten Goes Fishing"
The teacher performs it again. (Make small movements)----Let's take a look together. It turns out that the kitten went fishing. The kitten sang while fishing. Let's listen to what the kitten sang.
2. Help children recall and understand lyrics.
-----Did you hear what the kitten was doing? (Fishing)-----The kitten goes fishing! How is it sung in the song? Try it! (Singing: The kitten goes fishing, the kitten goes fishing) Did the kitten catch a fish?
-----Did it catch many fish? How is the song sung? (Singing: Fishing, fishing, I caught a lot of fish!) Let’s listen to it again! (The teacher sang: The kitten went fishing, the kitten went fishing, fishing, fishing, and caught many fish) 3. The teacher sang and performed again.
-----The kitten caught so many fish, so happy! Let's sing together, okay?
-----Singing is really good! The kitten caught a lot of fish, but how many did he catch...
3. Enjoy the second half of the song and learn the rap part.
The teacher sang the song in full.
-----The kitten caught a lot of fish, how many did he catch? Let's count them together.
------How many fish did the kitten catch in one day? Really? Let's count again.
(Repeat the rap part) ------It turns out that the kitten caught 5 fish in one ***, does the kitten only catch one fish every time?
Oh, the kitten caught two fish once! Let’s recite it together! (Point to the course material and read "Three and four fish up" together.)
4. Sing the song in its entirety.
-----The kitten caught so many fish, so happy! Let's sing it in full together, shall we? (Picture) -----The kitten is really capable. It has caught so many fish. Let’s learn how to fish with the kitten, shall we? The smart kitten found a free place to stand, holding a fishing rod in his little hand. Are you ready?
(Teachers and children perform and sing together) ------The kittens sang so well. They caught so many fish, let's go home! (Please ask children to return to their seats)
5. Music games. (Consolidate the songs and experience the joy of playing the same game)
1. Explain how to play the game.
-----The teacher will be the kitten, who will be the little fish? Oh, you all come to be little fishes.
-----I will come fishing later. If my fishing rod falls on any fish, you will run behind me, pull my clothes, and follow me home. . Let me catch my first fish and give it a try! Three or four caught, oh, you all like me and want to go home with me. The fifth fish was caught.
2. The first game.
----I want to set off! The little fishes sing together! The voice should be sweet.
-----The small fish has been caught, let’s stand still!
----Let’s see if we caught 5 fish. Which fish is the first one and the second one? (Ask the children to line up in order) Count together to see if there are 5 fishes! Whoever helps count the little fish below will be invited to play a game after a while. (Counting) Did you catch all 5 fish? (Yes) OK, Xiaoyu Xiaoyu, go home quickly and be with your good friends.
3. Play the game for the second time.
-----The kitten is hungry again. I am going to go fishing. This time, I want to catch a baby fish that sings beautifully. Which little fish has a round mouth and a sweet voice? It's so sweet that I'll go find him as a friend. Ready.
4. The third time of the game: Ask another child to be a kitten.
-----Who else wants to try it? (Invite a child) This time, can we catch all the small fish?
Let’s go fishing together! (When five fish are caught, all the small fish are caught) All fish are caught! Let the little fish follow the kitten home! Kindergarten Music Lesson Plan Part 4
Activity goals:
1. Feel the vivid and lively singing interest of the song and experience the joy of singing.
2. Know that "Kung Fu Tea" is a folk custom in the Chaoshan area of ??Guangdong, learn to use singing to express the enthusiasm and hospitality of the "little master of Guangdong", and try to use Chaozhou dialect for dialogues.
3. Learn the rhythm pattern of × o× × × ×× ×× × - and be able to express the song with movements.
Activity preparation:
1. One tape and one video tape.
2. Four aprons, small toy teacups, and several teapots.
Activity process:
1. Appreciating songs
1. The children clapped their hands to the melody of the song and entered the activity room.
2. Vocal and rhythmic exercises.
(1) Learn the rhythm pattern in the form of "clap your hands to greet guests":
× o× × × ×× ×× × -
（ 2) In the form of "welcome guests with singing", practice your voice and sing the melody of the song accurately.
(3) "Sing a song to welcome the guest teacher", the teacher sings in Chaozhou dialect, and the children appreciate it.
3. Learn the lyrics.
(1) Teachers and students learn the first and second sentences of the lyrics through question and answer.
(2) Learn the second half of the lyrics through action performance.
2. Learn to sing songs
1. Enjoy the songs sung by the teacher.
2. Children watch a video about "Kung Fu Tea" and feel the melody of the music.
3. Children use movements to feel and express songs.
4． Children sing the song in full twice.
(1) Children can sing completely to the beat of the music.
(2) Encourage children to use singing to express the enthusiasm and hospitality of the little master.
5． Guide children to sing songs through role-playing.
3. Games and performances
Teachers and students*** play game roles together and sing and perform along with the music. Kindergarten music lesson plan Part 5
Activity goals
1. Listen and feel the music, help children perceive the plot changes of the story, and experience the little girl's mood and wishes.
2. Stimulate children’s interest in music and stories.
3. Understand the content of the story, remember the main plot clearly, and initially learn the simple dialogues of the characters.
4. Able to listen carefully to stories and understand the main storyline.
Activity preparation
1. PPT clips (Clip 1: The little match seller walking on the street selling matches; Clip 2: The little match seller huddled in the corner Scene; Fragment 3: The scene of the little match seller lighting the match; Fragment 4: The scene of grandma leading the little match seller to fly into the sky
2. Music clip (Music 1: cheerful. New Year's music "abba—haPPY new year"; Music 2: The melancholy music "White Paper of Love" interlude of Yixinghua's memories and longings; Music 3: The imaginative music box music "Sunshine·Dancing·Sweet Orange"; Music 4 : Poignant harmonious music "Carol - If Love Is Provident")
3. Complete video (with story telling)
Activity process
.1. (Play music 1: cheerful New Year’s music) to elicit stories and stimulate interest in listening
1. What does this music sound like?
2. Do you know What festival is coming soon? What happy things do people do?
Teacher summary: The cheerful New Year music reminds us of the joyful atmosphere of the New Year and also thinks of many happy things.
< p> (Change the music, play sad music)Design intention: On the same festival, play two completely different pieces of music to give children a strong sense of impact and inspire their desire to listen to the story, for The children develop sympathy for the little girl's life experience and lay the foundation for it.
3. What do you think will happen after listening to this music?
Design intention: play sad music. , stimulate children's sympathy, form a "three-dimensional" appreciation atmosphere, and lay the foundation for children to "walk into" the story.
Transition: Today the teacher brought a story "The Little Match Girl"
p>2. Appreciate music, listen to stories, and understand stories
1. Watch clip 1: The scene of the little match girl walking on the street selling matches
( 1) From this picture, what kind of life does the little girl live?
(2) How do you see that the little girl is very cold?
(3) Seeing this How do you feel about the picture and hearing this music?
The teacher tells the story: It is Christmas Eve, it is snowing, and the weather is terribly cold. A little match girl is walking on the street. Her clothes were old and torn, and she was wearing a pair of her mother's big slippers. There were many boxes of matches in her pockets, and she kept shouting: "Selling matches, selling matches!" People were buying them. Who would care about her holiday food and gifts? For the whole day, no one bought her a match, and no one gave her a copper coin.
2. Watch clip 2: Selling matches. The scene of the little girl huddled in the corner
(Leading to music three: imaginative music box music)
(1) How does this music make you feel?
p>
(2) Can you tell the little girl’s fantasy? What expectations does she have?
Design intention: Introduce imaginative music box music so that children can “listen” to the music When they feel hope, they suddenly feel that things will turn around, and the door of imagination immediately opens. They will weave their blessings and wishes into the story, which provides a platform for children's imagination.
3. Watch clip three: the scene after the little match seller polished the matches.
(1) What did the little girl see after she lit the match? Did she realize her wish?
(2) Summary: The little girl fantasized about a "stove" for the first time. , because she was too cold and she longed for warmth; the second time she fantasized about "roast goose" because she was too hungry and she longed for food; the third time she fantasized about "Christmas trees" because she was too lonely and she longed for food. Get happiness; fantasize about "grandma" for the fourth and fifth time, because she is in pain, she longs for happiness, and lights the whole match because she is afraid of losing her grandma.
(3) At the beginning, the little girl was reluctant to use a match. Why did she polish the whole match later?
The teacher told the story: She quickly polished a whole bunch of matches. Take the match and keep grandma. A handful of matches gave off a strong light, as bright as day. Grandma has never been as tall and beautiful as she is now. Grandma picked up the little girl and held her in her arms. The two of them flew away in light and happiness, flying higher and higher to a place where there was no cold, no hunger, and no pain.
Design intention: Help children understand the relationship between the little girl's wishes and difficulties through pictures and texts, allowing children to further "walk into" the story in their imagination.
4. Watch clip 4: Grandma leads the little match girl to fly into the sky.
(Introducing Music 4: Poignant Harmony Music)
(1) What will happen to the little girl the next morning?
(2) Listen With this piece of music, can you make up a story ending?
Design intention: The ending of the story makes people sad, but teachers can encourage children to incorporate their good wishes into it through the intervention of music. , which is not only an opportunity for language expression, but also a means of conveying good wishes and stimulating children's caring feelings.
3. Complete listening and enhanced emotional experience
Demonstrate a complete video (accompanied by story telling).
1. Children fully appreciate it.
2. Questions:
(1) How do you feel after listening to the little girl’s story? Please tell me.
(2) Please send a blessing to the little girl.
3. Summary: Children, I hope the little match girl will fly to the beautiful heaven with your blessings.
Design ideas
There are many ways to appreciate classic fairy tales, the most important of which is to let young children understand the stories and stimulate their interest in reading. Integrating literary works with musical works can make the story situation three-dimensional, allowing children to enter the artistic conception of the story, understand the story, and expand their imagination.
Musical works can "highlight the atmosphere, render emotions, and impart imagination." Therefore, we can select matching musical works according to the characteristics and plot changes of each literary work, and integrate and promote them. Integrating musical works when appreciating literary works can give children space for imaginative expression, improve their ability to comprehensively experience, and provide support for children to better perceive literary works.
To promote the integration of musical works and literary works, we need to pay attention to the selection of musical works, which must match the literary works, grasp the time of use when using them, and correctly grasp the artistic conception and emotion of the works; Carefully analyze the different value positionings of different works, such as which areas require analysis and feeling, which areas require imagination, description and expression, etc.
Based on the above thinking, I designed this activity to form a "three-dimensional" appreciation atmosphere through the effective integration of literary works and musical works. This event incorporates four pieces of music of different styles, piece 1: cheerful New Year music; piece 2: sad music; piece 3: imaginative music box music; piece 4: poignant harmonic music. The four pieces of music bring the children from beautiful real life into the story situation, and they can experience the environment and mood of the little girl while appreciating and feeling the music works, which enhances the appeal of the work and enhances the children's sensitivity and understanding of fairy tales. Story interest. Kindergarten Music Lesson Plan Part 6
Activity goals:
1. Feel the cheerful and smooth music style, and use charts to feel and understand the structure of ABA music.
2. Use your body to sense the crescendo of section A and identify the musical elements of section B.
3. Use story situations to imagine and experience the fun of listening, analyzing, and interacting.
4. Like to participate in music activities and experience the joy of music games.
5. Let the children know the name of the song and become familiar with the melody and lyrics of the song.
Activity preparation:
Small mineral water bottle, water, paint in the lid, magic cloth, excerpt 1:27 of Johann Strauss's "Acceleration Waltz"
< p> Activity process:1. Introduction of the story and exciting questions.
1. Teacher: In the forest, there is a small wooden house with an elf living in it. She is amazing and can do magic.
2. Question: What is magic? (Young: Magic...)
What strange and unexpected things can be conjured? (Young: Delicious, fun...) )
3. Summary: Magic is about making something unexpected that you can’t think of.
2. The situation runs through and the melody is felt.
1. Undertake: The elf will turn into a magical "magic soup". When turning into the magic soup, bottles and cloths will be used. (Occlusion)
2. The teacher shows the bottle and magic cloth and starts to perform mysterious magic.
3. Play music--while listening to music, magic happens. (The teacher pretended to make mysterious body movements and magic with the rhythm of the music)
4. After the music ended, the water in the water bottle changed color.
Question: What actions does the teacher do when doing magic?
(Children: click, shake, close and release fingers...)
3. Painting records lead to music scores.
1. Undertake: The elves put the magic formula in the music, and we tried to write down the music.
2. Listen to the music melody in its entirety and draw the score on the blackboard with a marker.
3. Sort out the experience and ask: Who can understand what this magic secret is supposed to do?
(Stirring - turn the circle with force; follow-up question: One *** needs to be stirred How many times? 3 times.
When do you need to stir?)
(Shaking your hands - who can tell the difference? Response: Anyway, it looks like the lower part is a little longer and bigger than the lower part)
< p> (Question: There are two more tiny dots. Where are they? The children identified them on the music score. Response: Click on them to prevent the magic from escaping.)(?——This is Question mark. Response: We will know its usefulness when we get to primary school)
4. Children listen to music through charts. (The teacher leads the children to do the movements)
Detailed questions: How many times do you need to add magic after each mixing? (4 times)
4. Movement perception, deep into the music.
1. The teacher leads the children to listen to music and perform movements together. (Request to get the bottle)
General requirements: After taking the bottle, put it in front and don’t move it, otherwise the magic will escape.
Props preparation: This time there is no paint on the bottle cap.
Question: What’s wrong?——Young: It didn’t change.
2. Discuss the reasons why colored water did not appear.
Details review: Stir gently first, then increase the speed.
Summary: Different strengths and different speeds.
4. Try listening to music again to make magic (excerpt to the stirring action)
5. Then discuss the shaking action, how many times is it gentle? How many times is it heavy?
6. After taking back the bottle, use music to convey the magic to everyone. (Close your eyes)
5. Show results and sublimate activities.
1. Teacher: Ask the children to stand in front of a bottle at will and tell them in a mysterious tone: "Magicians need magic cloth to do magic." Ask the children to cover the bottle with the cloth. .
2. Teachers and children perform movements to the music.
3. The music stops. Teacher: Now is the time to witness a miracle. Make a wish and your dream will come true.
4. Opening the cloth, the children discovered the change in the color of the water in the bottle.
6. Extension activities:
Teacher: This beautiful piece of music is called "Acceleration Waltz". You can ask your parents to search it online, or you can enjoy it with your parents. A nice piece of music.
Reflection on the activity:
During the reflection, I realized that music education does not use reasoning methods, but cultivates sentiments, enriches children's emotions, and enlightens them through their aesthetic feelings about music. Children are smart and develop good personalities. My main focus is relatively strong. I do not let the children boldly think, discuss and try. I have not yet achieved the goal of guiding children to appreciate music. When it comes to analyzing music, I let the children talk and do it. It is not necessarily me who leads the children all the time. At the same time, I also saw the importance of random education strategies and my own shortcomings in guiding children to learn and random education strategies.