Tisch
Teaching content: singing French horn
Teaching objectives:
1. Emotion, attitude and values: respect students' personality and dominant position, enrich students' emotional experience with colorful music activities, stimulate students' interest in learning music, activate students' desire to express and creative thinking, and further cultivate students' good habits of learning music and cooperative consciousness in music practice.
2. Process and method: fully listen to music and enjoy the pleasure of music aesthetic process in music experience and feeling. By personally participating in the artistic practice of singing, playing and composing, and appropriately using the methods of observation, comparison and practice to imitate, we can accumulate perceptual experience and lay the foundation for the further development of musical expressive force and creative ability.
3. Knowledge and skills: learn and master the basic elements of music and basic knowledge such as singing, playing, reading music and composing music. Learn the initial skills of singing, acting and writing, and be able to sing songs and play percussion instruments confidently, naturally and expressively. On the basis of musical auditory perception, we can read music scores and use them in music practice.
Teaching emphases and difficulties:
1. Feel the rhythm of triple beat, grasp the intonation of the last phrase, and be able to simulate the score.
2. Know the French horn, learn to sing the French horn in a flexible and coherent voice, and carry out musical activities such as percussion accompaniment and lyrics creation.
Teaching preparation:
Piano, courseware, percussion instrument, etc.
Teaching process: Listen to Du Fu's Waltz and review Please Sing a Song 1. Teacher: Welcome to the concert hall. Who did you listen to waltz just now?
Health: Little Rhododendron
Teacher: What kind of sound does it make?
Health: Goo goo goo.
Teachers instruct students to use "▼▼0︱▼▼0︱" flexibly.
2. Teacher: You think of a song we learned before. Please sing a song and we will review it together.
3. Teacher: What singing method did we use just now? I want to invite a classmate to go with me. Guide the students to change the singing form and adapt the lyrics (goo goo changed to la) to sing songs. Sing students' names into songs, how to sing three-character names and two-character names, teach "Lala" to sing mouth and facial expressions, and praise the students who can sing generously.
Third, introduce new lessons: thank you for your cooperation. After listening to everyone's happy songs, the teacher couldn't help singing a song here with musical instruments. Listen, who is singing? What kind of song is this? Listening to new songs: (1) Listen to the recording and sing, then answer this question (French horn is humming).
(2) Listen to the model and feel the beat of the song. You want to try twice or triple the time?
(3) What other actions can be used to express the rhythm of triple beat? Practice "Hum Baba" (weak)
2.( 1) Introduce the French horn, check the pictures of the French horn, listen to Mozart's Rondo (the third movement of the horn concerto in bE major), feel the deep, gentle and elastic timbre of the French horn, practice "BaBa" (deep and elastic timbre), listen to the model singing, imitate the playing posture and follow the song. 3.
(1) The teacher demonstrated the score and sang silently. How many phrases are there?
(2) Simulate the music score, sing the phrases of 1 and 3, the teacher sings the phrases of 2 and 4, the bars of 1 and 2 should be clear and elastic, and the bars of 3 and 4 should be full and coherent. Look for the same phrase. Teachers and students exchange the music score of the solitaire model, guide students to read the music score, connect one word to two tones, and the teacher hints the melody direction with Kelvin gestures to grasp the intonation. Sing the score in four groups.
(3) Complete singing soundtrack
(4) Add lyrics and sing in groups.
(5) The third phrase is more urgent than 1. Clap your hands and sing the song completely.
(6) Boys and girls sing together.
4. Song accompaniment: Guide students to accompany songs with percussion instruments. Work together to perform songs.
Dancing board: ××× year × month × day × month × day × month × day × month × day × month × day × month × day × month × day × month × day × month × day × month × day × month × day × month × day × month × day × month × day × month × day × month × day × month × day × month × day × month × day × month × day × month ×
Ring: ×— |×—
Sand hammer: 0×××| 0××××|
5. Adapting the lyrics:
(Teacher): Who is Ding Ding singing? Ding, Ding, Ding. Every day. Who is Tintin singing? Please guess, children.
(Health): Who sang Ding Ding? Ding, Ding, Ding. Every day. Who is Tintin singing? That's my bell.
6. Expansion: Watch two waltz video clips and enjoy the "beautiful circle"
Five, the class summary:
1, I learned a national anthem in this class-it's a beat song. What should I pay attention to when singing?
I also know a brass instrument, which can also be called. I will imitate the way it plays.
I can hear that the music clip 1 is a piece of music played by. Music work 2 is made of.
Teacher: That's all for today. Let's end today's music lesson with the song of the horn.
Teaching reflection:
1. This teaching and research activity is the theme of teaching evaluation. In the previous daily teaching, I put evaluation throughout the classroom teaching, so that students can develop the habit of listening carefully before evaluation and improve their ability of self-evaluation and mutual evaluation. In addition, in the lesson summary, some topics about filling in the blanks, listening and imitating the content of this lesson are designed to consolidate the learning knowledge and test the students' learning situation.
2. Listening to and reviewing songs before class is the foundation for new song teaching. Create a three-beat rhythm atmosphere and highlight the teaching focus. Review the lyrics of the song and teach La to prepare for the later singing. Adapting lyrics and singing students' names into songs can not only arouse students' interest in learning, but also pave the way for later adaptation of lyrics. How to sing two words? Before teaching songs, let students listen more and feel more, try to beat the beat by themselves, and effectively enhance students' understanding of the beat. By watching pictures of the French horn, playing postures and listening to the music played by the French horn, you can intuitively feel the French horn. Experience the rhythm of three beats through rhythm. Use the atlas to model the melody, find the same phrase, and express the song with elastic, coherent and stretched voice. After mastering the songs skillfully, with percussion instruments and lyrics, students' cooperative ability and creative ability can be cultivated.
3. In the preparation before class, learn the notation of staff, enlarge the words on the beat of each bar in the song, and remind students to pay attention to the rhythm of the song. Learn the editing of audio and video and me to improve the ability of making multimedia courseware. In classroom teaching, students can intuitively feel the four phrases of songs by using the atlas, which is convenient for song teaching. When teaching the same phrases, the courseware should be painted with the same color, which is more conducive to the second-year students to listen and find. The writing of musical instrument accompaniment and rhythm spectrum should also be standardized.
In short, we should strengthen our study, constantly improve our teaching ability and improve the efficiency of classroom teaching.
extreme
Teaching objective: 1. By listening, imitating and playing, we can experience the lively and jubilant atmosphere of the rhythm of gongs and drums, and express our joy through sounds, expressions and body movements.
2. By listening to and singing songs repeatedly, encourage students to express the artistic conception of songs with percussion instruments such as drums and gongs.
3. Through appreciation, observation, discussion and games, feel and experience the festive atmosphere of the New Year, stimulate students to express, communicate and share the happiness brought by activities, infiltrate the celebration culture of the Chinese nation, and feel the unique customs and habits of the people in the north and south of the Yangtze River.
Teaching emphases and difficulties:
1, "firecrackers sound like gongs and drums, and singing and dancing are more enjoyable".
2. Simulate the rhythm of gongs and drums.
3. Expressiveness of songs.
Teaching preparation:
Courseware, teaching CD. Gong.
Teaching process:
First, the combination of audio and video, creating a situation
Teacher: Do you know any festivals in China, children?
Health: National Day, Mid-Autumn Festival. . . .
Teacher: Good. In addition to these festivals mentioned by everyone, Teacher Zhang knows another one, that is, the Spring Festival. What do people usually say to celebrate the Spring Festival?
Health: Chinese New Year.
Teacher: So, do you know what the custom of New Year is?
Student: Put up Spring Festival couplets and set off fireworks. . . . . .
Teacher: Let's see what customs Mr. Zhang summed up for the children. Show pictures (paste Spring Festival couplets). The teacher also found a pair of couplets. Let's read it together. Pictures (firecrackers and drums). . . . . )
Teacher: The teacher also collected some New Year pictures. Let's feel the lively atmosphere of the New Year together!
Teacher: After reading the pictures, Teacher Zhang wants to ask you, in what ways will people express their joy during the China New Year?
Health: beating gongs and drums.
Teacher: Look, Teacher Zhang has gongs and drums here. Children can imitate their voices with their small mouths. Knock on the door. . Asphyxiation . . The small mouth is round and the sound travels far. Any kids want to come up and knock?
So besides imitating their sounds with small mouths, what else can we use to imitate them?
Health: bench
Teacher: Next, we imitate the beating of drums by patting stools and the gong by clapping our hands.
Teacher: Now, let's play interesting rhythm games with gongs and drums.
A,××××∣×0∣
Knock, knock, knock.
B,××∣×××∣
Dongdong qiangqiang
c、××∣××0∣××∣×0∣
Dong Qiang Qiang, East Dong Qiang
Teacher: Can you imitate the rhythm of gongs and drums with your stool? The teacher demonstrates first, and the students imitate. .
Teacher Zhang Can also added a beautiful melody to the rhythm of gongs and drums. Let's sing together.
Teacher: I believe everyone likes Chinese New Year?
Health: Yes.
Teacher: Today, the teacher takes everyone to learn a song about the New Year. The song is called "Chinese New Year". Let's listen first. The old teacher sings.
What is everyone's mood after listening to this song?
Health: Happy, happy. .
Teacher: Let's listen to this song again and see if there are any familiar places in it.
Listen! Is the rhythm of gongs and drums in the song "Chinese New Year" the same as that we just imitated?
Health: The same.
Games. Read the lyrics, I'll ask, you answer (playing drums)
Change roles, read first, and contact the teacher.
Solitaire sings and exchanges roles. Find out the bad singers and teach them to sing with the piano.
Key practice difficulty: the last sentence of the song. (Knock, knock, knock, knock, choke)
Please sing slowly with the teacher's piano.
Teacher: Teacher Zhang thinks the artistic conception of this song is very festive and lively, so at what speed should we sing this song?
Health: Quick.
Teacher: Then let's try to sing faster and see if we can express people's holiday mood.
4. Check the effect. (divided into boys and girls, groups, lead singers and chorus, etc. )
5. Divide the students into two groups, one is responsible for singing, and the other is responsible for accompanying the songs with the bench.
Then a child is invited to accompany Luo, and the teacher plays drums.
Teacher: Everyone sings this song very well. Besides singing, what other ways can express people's happy mood?
Health: Dance.
Teacher: OK, everybody stand up and dance with Teacher Zhang.
Teacher: After the dance, today we express our happy mood by singing, but do you know how foreign children spend the New Year?
Now look at the pictures, enjoy a New Year song sung by a foreign child, and show the courseware.
Teacher: Do you see which festival scene is shown in the picture?
Have a "Christmas"
Teacher: "Where do you think Christmas is?"
Health: "Santa Claus". . . . . .
Teacher: In foreign countries, Christmas is a very important festival, just like our Spring Festival. Foreign people will express their happy mood in many ways. It will be our new year in a while. Teacher Zhang also sent a New Year greeting to everyone, wishing the children academic progress, good health and being happy little angels forever. That's all for today's class. Thank you.
Teaching reflection: "New Year", through teaching, let students feel that the New Year is a lively and festive atmosphere, and at the same time, through teaching, let students feel and feel a kind of true feelings and true love between students! My teaching idea is to introduce teaching by reciting gongs and drums. Teach students to sing one, three or five phrases first, and then learn to sing the whole song. By letting students freely express the content of the songs they listen to, let them repeat the melody of the songs constantly in the hearty performance, so as to learn the songs unconsciously. In classroom teaching, after I read the lyrics according to the rhythm, let the students enjoy the model singing. A student twisted in his seat after hearing the music, and then when he heard the sentence "Knock, knock and choke", a student knocked on the table several times. This move suddenly reminded me, why not let the whole class come together? This can not only help students master the rhythm, but also increase the interest of classroom teaching. So after listening to Fan's singing, I made a request: Please listen to the song carefully. When you hear the sound of gongs and drums, you can hit anything that can make a sound. As a result, the classroom boiled and soon became quiet. The students are all ready to go.
On the first attempt, all the words "Dong, Dong, Dong, Dong, Dong, Dong, Dong, Dong, Dong, Dong, Dong, Dong, Dong, Dong, Dong, Dong, Dong, Dong, Dong, Dong, Dong, Dong, Dong, Dong, Dong. So I asked them to knock at the door when they heard the word "choke". The second time, after I emphasized the requirements, most students could do it. The students are very interested. Every student is particularly involved in listening to music, singing lyrics in his mouth, for fear of missing a word "choke" As soon as the bell rang, the students asked to "knock again"
After class, I thought about this lesson seriously and felt quite fruitful. In teaching, we can make full use of the most common and simple things around us to complete the learning task. Teaching methods can change flexibly with the change of environment. Only when it suits students' psychological characteristics and interests, will they be willing to accept it, and music lessons will make students like it.
Tisso
Teaching content: People's Music Publishing House, the first volume of the second grade. Teaching objective: 1. By listening to "On the Golden Mountain in Beijing" and singing "My Home is in Shigatse", we can feel the loud and lively musical characteristics of Tibetan folk songs.
2. Learn the movements of Tibetan dance and feel Tibetan music with body movements.
3. Can accurately and emotionally accompany songs with percussion instruments.
Teaching emphasis: guide students to sing cheerful and lively songs and learn the basic movements of Tibetan dance.
Teaching difficulties: master the basic steps of Tibetan dance, and create and use them.
Analysis of academic situation: "My Home is in Shigatse" is a Tibetan folk song with lively and smooth melody. In view of the second-year students' inattention, liveliness, strong curiosity and strong imitation, I have adopted teaching methods such as creating situations, introducing passion, inspiring teaching, cooperative inquiry and improvisation, so that students can perform Tibetan songs and dances in a relaxed and happy atmosphere and sing their own lyrics.
Preparation of teaching AIDS: electronic organ, tape recorder, multimedia, pictures, Tibetan dance costumes, headdress, double drum, bell, triangle iron.
Teaching process:
First of all, create situations and introduce passion.
1. Music rhythm "Driving a Train".
Teacher: Hello, children! I am a tour guide of Sunshine Travel Agency. Today, the children will join me on a happy musical journey. Let's get on the train and set out for happiness! (The teacher puts on the train headdress. )
2. Appreciate the beautiful scenery of Tibetans and learn about Tibetan folk customs.
Teacher: Children, here is our destination. Before telling you where we have arrived, I will introduce two new friends to you. Please guess which minority they belong to.
Health: Tibetan.
Teacher: What's the difference between their clothes and ours? (Show Tibetan dolls. )
Health: The girl has long sleeves, a beautiful headdress and an apron around her waist.
Teacher: The child observes carefully, but it is not an apron. In Tibetan, it is called Bangdian, and the headdress on the girl's head is called Bazhu.
Teacher: Who found any difference in boys' clothes?
Health: The boy's clothes only wear one sleeve.
Teacher: This is because of the large temperature difference in Tibet during the day. In the morning and evening, when the weather is cold, I put on both sleeves. When it is hot at noon, I take off one sleeve and tie it around my waist.
Teacher: Let them take us into Tibet next! (Play the slide show. )
Intention: Stimulate students' interest in learning, let them study in a happy atmosphere, let them discover the characteristics of Tibetan costumes through their own observation, and cultivate their observation ability.
Second, enjoy the Tibetan song On the Golden Mountain in Beijing.
Teacher: Children, we just enjoyed the beautiful scenery of the Tibetans together. How do you feel in your heart?
Health: Tibet is so beautiful!
Teacher: Kid, Tibet is not only beautiful, but tibetan songs is also beautiful. Listen, Cai Danzhuoma is welcoming the children into Tibet with her loud singing voice!
(Play the music courseware. )
Teacher: Little friend, how do you feel after listening to such a touching song?
Health: loud, beautiful and lyrical.
Third, learn to dance Tibetan dance.
Teacher: Tibetans are a nation that can sing and dance well. They not only sing well, but also dance with distinctive features. Next, please enjoy their dance and observe its characteristics. Teachers put on Tibetan costumes to perform. )
Health: There are many movements of swinging sleeves in Tibetan dance.
Teacher: This child observes carefully, which is the characteristic of Tibetan dance, with graceful and relaxed movements.
Teacher: Look, the children can't sit still here. Learn Tibetan dance from me! Learn simple Tibetan dance movements and basic steps. )
Fourth, learn to sing the song "My home is in Shigatse"
1. Listening to music for the first time.
Teacher: Children, our two Tibetan friends warmly invited us to their home. Please listen to where their home is. (Show music courseware. )
Health: Shigatse.
Teacher: Who knows where Shigatse is?
Health: It is the second largest city in Tibet.
Teacher: Who can talk about the melody characteristics of this song?
Health: cheerful and lively.
2. Rhythm practice.
Teacher: When Tibetan friends are happy, they like to clap their legs and stamp their feet to express their happy mood, which will also add fuel to the fire. Next, let's also express our feelings in their happy way!
Intention: Let students be familiar with the rhythm of songs before learning them, and be familiar with the lining word "Ahso Ahsomalila" to prevent students from being unclear when singing the lining word. Let students have a high interest in learning through games.
3. learn to sing.
(1) Read the lyrics in rhythm.
(2) Hum out the melody of the song with "La".
(3) Singing with Qin.
(4) Singing with emotion. Speak softly and don't procrastinate. )
4. Accompaniment.
Teacher: Children, how can we make songs sound more beautiful and better reflect the happy mood of songs?
Student: Accompanied by musical instruments.
Teacher: Next, let's try it with percussion instruments.
Verb (abbreviation of verb) development, student display and creation
1. Dance creation.
Teacher: Students, can you compose this song with the Tibetan dance moves we have learned?
2. Students cooperate, show and comment.
Teacher: The bonfire party held by Tibetan friends is about to begin. Do you want to attend?
Teacher: Next, let's rehearse quickly! Rehearse in groups. )
Teacher: Children, the bonfire party has begun! Let's sing and dance to our heart's content! (perform in groups. )
Teacher: Which judge can evaluate their performance? Teachers should correct students' comment language in time and guide students to make correct comments. )
Intention: To cultivate students' ability to cooperate with each other, the way of performing on stage will make students more confident, and the way of students' comments will help students to improve continuously, help other students to avoid similar shortcomings, and also help to cultivate students' evaluation ability.
3. Create lyrics.
Teacher: Tibetan friends also want to know where our home is? Can you tell them by singing?
Teacher: Sing and ask, "Where is your home?"
Student: Sing and answer "In Harbin." /"On the Songhua River." /"Just in Huayuan Community." /"On Nanjing Road."
He: "Ah Suo, Suo La, right here ..."
Intention: To cultivate students' creative ability and let them experience the fun of learning and writing their own lyrics.
Abstract of intransitive verbs
Teacher: Children, did you have fun with your Tibetan friends today? Fifty-six nationalities, fifty-six flowers, and fifty-six brothers and sisters are a family. Let's unite closely and make our motherland richer and stronger! Our pleasant trip to Tibet is coming to an end. Let's learn a Tibetan word "Tashildler" (good luck) and send our wishes to our friends in Tibet. Let's sing our own songs and go home!