As a faculty member, you are usually required to prepare a lesson plan, which is the nexus point where lesson planning translates into classroom instruction. So the question arises, how should a lesson plan be written? Here is my collection of "Friends Dance" large class lesson plans, welcome to learn and reference, I hope it will help you.
Activity Objectives:
1, familiar with the song melody, with the rhythmic beat and the dance partner coordinated to walk alternating steps.
2, can quickly memorize the action according to the law of action sequence.
3, feel the fun of dancing with peers.
Activity Preparation:
1, the children have appreciated the song "the path to the ranch".
2 "Road to the Ranch" song tape, tape recorder.
Activity process:
1, the teacher and the children *** with the complete appreciation of the song "Road to the Ranch", to further familiarize themselves with the music melody, feel the mood of the song cheerful.
2. Teach children to learn 1--16 bars of movement, focusing on teaching children to learn alternate steps.
(1) Teachers explain the demonstration of alternating steps, focusing on guiding the children to make clear that the right foot comes out first when walking alternating steps.
(2) The teacher hums the melody and guides the children to follow the alternating steps.
(3) Ask the children to stand in a double circle, the teacher hums the melody, and teaches the children to do the whole movement from 1 to 16 bars.
(4) Guide the children to listen to the music and dance with the partner to do 1-16 bars in time and coordination.
3. Teach the children to learn 17-28 bars.
(1) Teacher demonstrates the 17-28 bars, and guides the children to find the sequence of movement.
(2) Teachers lead children to shout the command (waist - shoulder - up - up - up - up - up - up - up - up - up - up - up - up). --- twist a twist --- head head ---- shoulder shoulder ---- waist waist----twist a twist) while doing the movements.
(3) Guide the children to listen to the music and do 17-24 bars in unison.
(4) Teach the children to learn how to exchange partners (the boy stands on the circle with his hands on his hips, the girl points to the next partner with her right hand and walks to the right in front of the new partner).
(5) The teacher hums the music and the children practice the movement of exchanging partners.
(6) Guide the children to listen to the music and do the movements of bars 17-28 completely.
4. Organize the children to dance with the music in a complete group, remind the children to pay attention to the dance, remind the children to pay attention to the changes in the movement and the movement of the ensemble and coordination.
"Friends Dance" large class lesson plan 2
Activity Background
After a year of teaching and researching group dance, the children have accumulated a certain amount of dance experience, and are able to better interpret the single-circle and double-circle group dances, line dances, and other dances with a fixed formation. However, they have never been exposed to the more free and open square dance. In the usual music activities, I also found that the children were not very good at utilizing the existing space reasonably and often crowded together. For these reasons, I designed this activity.
Activity Objectives
1. Initially learn to dance the scattered knot partner dance, feel the Russian folk dance light, humorous style.
2. To be able to walk and dance freely in a fixed space without colliding with peers.
3. With the help of the wrist flower, they can dance with their peers and experience the joy of group dance.
Focus of the activity
Guide children to find their dance partners quickly and dance in pairs to the accompaniment of music.
Difficulties
To utilize space wisely and find friends before the music ends.
Preparation
1. Music "Sasha";
2. Each child wears a wrist flower on his/her right hand.
Activity process
Learning to express the surprise when friends meet
1. Direct introduction.
Teacher: "Today we are going to do a fun friend dance together."
2. Show the action of surprise.
Teacher: "When you go out for a walk one day, you suddenly run into a good friend you haven't seen for a long time, what will you do?"
Teacher summarized the children's answers, and demonstrated pointing to each other and saying: "Is it you? It's you? It's you!"
(Action: one hand crosses the waist, the right hand extends the index finger, the body back, pointing at each other and saying: "It's you, it's you, it's you.")
3. Teacher-child interaction, practicing the surprised movement after meeting.
Lead: "What happens to the body when it is surprised to speak?" (body leaning back, expression of surprise)
Hint: point to your friend with the finger wearing a wrist flower.
4. Children interact and practice in pairs.
(Comment: At the beginning of the activity, the teacher used the language to create an interesting situation, through the teacher-child and young-child interaction, so that the children unconsciously into the situation, natural and pleasant to learn to express the action of surprise. The addition of language rhythms makes the children more interested and expressive).
Learning to listen to music to find a friend
1. Enjoy the first music (music to find a friend), the teacher used the action to lead the children to listen to identify the phrase.
"How many phrases are there in the music? Can you hear it? Listen to the music together and tell the group with movement." (Listening and recognizing the music again)
(Comment: Listening and recognizing the musical phrases is the difficult point of the activity, the teacher uses the movement of finger walking to make the children feel the four phrases clearly. Through imitation learning, children in the process of "moving" to further feel the music, learned to listen to recognize the phrases, for the next part of the activity to lay the foundation.)
2. Explain the rules of finding friends.
"When the music started, we all took a walk down the street, taking in the sights everywhere. When the music is almost over, find a friend who is closest to you, face each other, point to each other and say: it's you?! It's you?! It's you."
3. Children try to follow the music to walk, find friends.
Teachers encourage children to make full use of the classroom space when walking.
4. Discuss: What is the best way to find a friend when the music ends?
5. Children try again to find their friends by listening to the music.
6. Complete the performance of finding friends and the surprised action after finding friends. Surprise action.
(Comment: Scattered knot partnering dance needs to cultivate the ability of young children to find space freely, the teacher uses the situation of walking to guide children to view more of the surrounding scenery, thus helping children to understand: don't pile up when you look for a friend, and be good at looking for empty places. "How to find friends quickly according to the music?" The teacher didn't tell the children the method directly, but encouraged them to express their ideas boldly and try them out, and finally understood: it's best to go to find friends after the third phrase of music. Reflects the educational concept of respect for young children.)
Learning two-by-two cooperative movements
1. Two teachers demonstrate cooperative dance movements.
Ask, "What moves did my friend and I dance?"
2. Practice the interlocking movements with the teacher's empty hand, cueing the hand that wears the wrist flower to start with.
3. Children practiced in pairs.
Discuss: How do you quickly switch movements?
4. Listen to the music.
(Comment: the second semester of the first class of young children's learning ability to significantly improve, in the morning exercise exercise children also have two two dance experience, so the teacher used the imitation learning strategy, let the children learn to do the action, in line with the age of young children's characteristics, to meet the children's active learning needs. In the process of dance, we need to quickly change the movement, the children encountered difficulties, the teacher fully respected the children's ideas, encourage each child to solve the problem in their own way, and give support and advice, so that the children have gained self-confidence and fulfillment).
Activity Evaluation
Group dance is a form of dance in which all children **** together and emphasize interpersonal communication in formation changes. Its value is embodied in letting children get the joy of cooperation and communication, the joy of feeling expression, the joy of self-growth. The activity creates an interesting teaching situation, combined with the children's existing experience, layer by layer, natural accumulation, so that children fully feel the unique charm of the collective dance, and achieved good results.
1. Embodying the concept of happy dance
The plot of the activity is designed to be simple and full of fun, with the clue of finding friends, showing the surprise scene when encountering friends and the happy scene of dancing together. Under the teacher's slightly exaggerated body movements and language context, the children's enthusiasm for dancing was greatly stimulated, and they naturally showed surprise, happiness and other emotions. Children in the relaxed, pleasant participation in the process, experience the collective dance is characterized by cooperation, equality, positive, natural emotional exchanges, fully enjoy the joy of dance.
2. Focus on the individual, the guidance is effective
The activities of teachers and children in the frequent interaction, effective, the teacher paid attention to the different levels of children's development, so that the children in the activities of the children have been pleased and satisfied. When individual children have difficulty in action learning, the teacher can give timely assistance to help them resolve the difficulties; when the frequency of action transition is faster, the children can not react in time, the teacher can give them sufficient time to practice on their own, so that they can find a good way to master the essentials of the transition action; when some children show a good method or have a new discovery, the teacher can capture in time to give affirmation, and in front of the group to communicate, In this process, the children gained confidence and fulfillment.