As a people's teacher, often need to prepare a lesson plan, the lesson plan is to ensure the success of teaching, improve the quality of teaching the basic conditions. How to write a good lesson plan? Here is my collection of music lesson plans for large classes: lonely shepherd, welcome to learn and reference, I hope it will help you.
Teaching Objectives
1. Appreciate the music, experience the lively and cheerful mood of the music.
2. Understand the basic rhythmic pattern of the piece, and be able to watch the conductor use percussion instruments to accompany the piece.
3, try to imitate the lyrics, happy to say the meaning of the song.
4. Let the children know the name of the song, and familiarize themselves with the melody and lyrics of the song.
Key points and difficulties:
Appreciate the music, experience the lively and cheerful mood of the music
Environment and materials:
1, the children already have the concept of shepherding, to understand the shepherd.
2. Play the piece to familiarize children with the melody.
3, homemade large sheet music, big sheep, small sheep, shepherds, shepherd whip picture a number of. Tambourine, cymbals, double bells, bumper bells, triangles.
4, music tape.
Key guidance:
Understanding the basic rhythmic pattern of the music
A preparation
I. Look at the picture and tell the story
Teacher combined with music, while the picture and tell the story (the picture format in accordance with the format of the score):
[1-> 2] bars: the picture of the shepherd's whip. 2] measure: "Four sheep came to the meadow". After the teacher speaks this phrase, hum the melody of the [1-2] measure while arranging a picture of a large sheep on the large sheet of music on each beat and trying out a beat.
Measure [3-4]: "Seven more little lambs came to the meadow." After the teacher speaks this phrase, hum the melody of the [3-4] measure while posing a picture of a lamb every half beat in the corresponding place on the large sheet of music.
[5-6] measures: same as [1-2] measures.
[7-8]: same as [3-4].
[9-10] bars: "The shepherd took it in stride." After the teacher speaks this phrase, hum the melody of bars [9-10] while posing a picture of a shepherd on each beat in the appropriate place on the large sheet of music.
Measure [11-12]: "The shepherds waved their whips." After the teacher speaks this phrase, hum the melody of bars [11-12] while posing one picture of a shepherd's whip per beat in the appropriate place on the large sheet of music.
[13-14] bars: same as [9-10] bars.
[16-17]: same as [11-12].
[18-20] bars: same as [1-4].
[21-23] bars: same as [5-7].
Measure [24]: "The shepherd waved his whip and drove the big sheep and the little sheep together." After the teacher speaks this line, hum the melody of [24] bar while placing the pictures of the shepherd, the shepherd's whip, the big sheep, and the little sheep on the corresponding positions of [24] bar.
Second, with musical instruments
Teachers inspire children to choose the musical instruments according to the musical images.
3. Playing
1. Look at the chart and play under the teacher's direction.
2. Ask the children to be the conductor and play.
Activity Reflection:
In this lesson, I use a variety of ways to guide the students to feel the cheerful mood of the song, to arouse the students' interest and enthusiasm for the musical works, and to maximize the mobilization of students to learn the enthusiasm and desire to perform music. Fully excavate the work of the music contained in the beauty of the music, with their own perception of the music to provoke the students' emotions **** Ming, deepening the students' understanding of the music. At the same time, the use of lively teaching forms, so that students in the artistic atmosphere to obtain aesthetic pleasure, to do with the beauty of the people, to the beauty of the people.
By participating in a variety of music practice activities with students, such as: melodic modeling, physical rhythm, scenario performance and other forms, so that everyone in the hands and feet, division of labor cooperation in the performance, creative performance in the appreciation of music, understanding of music, music, music, music, let the students in the full display of their talents, to obtain the aesthetic experience, to enjoy the joy of success at the same time, to obtain a healthy and noble aesthetic sentiment and positive and optimistic attitude towards life. The students will be able to show their talent, get aesthetic experience, enjoy the joy of success, and at the same time get a healthy and noble aesthetic sentiment and positive attitude towards life.
This lesson mainly reflects the following characteristics:
1, the overall concept is clear, from different perspectives to design, interspersed with a variety of learning activities, and ultimately to achieve the expected teaching goals.
2, focusing on all students, highlighting the student's main position. From the cultivation of students' interest in music, the use of a variety of art forms to mobilize students to actively participate in the enthusiasm, advocating individuality. In a pleasant learning atmosphere to experience, performance and enjoy the music, to improve the music feeling and appreciation, and to obtain the spiritual enlightenment and emotional experience.
3, and actively build democratic, open, cooperative teaching mode, using interactive learning methods to let students feel the democratic nature of teaching in the music practice. Teaching focuses on cultivating students' awareness and ability to independently feel and express beauty, teaching students to learn to learn, learn to explore, learn to cooperate, learn to create.
Inadequate,
1, the main purpose of this lesson is to feel the humor of the music and the style of Yoder's tune, so the expansion of the choice of the film has a lively and happy mood of the music to appreciate, so that the students feel such emotions, and gradually cultivate their optimistic attitude to life. If we can find more songs in Yoder's key as the expansion of the appreciation of repertoire, the effect will be better.
2, the classroom capacity is large, some parts of the students do not explore deep enough.
Encyclopedia: the so-called shepherd is the person who puts the sheep, the movie shepherd
Activity Objectives:
1, appreciate the song, understand the lyrics of the general idea, try to sing the liner notes part of the song, and feel the lively and witty style of the song.
2. Understand "loneliness" and know that when you are lonely, you can take positive ways to sing to make yourself and others happy.
Activity Preparation:
Music video, pictures and so on.
Activity process:
I. Rhythmic introduction to introduce the song
Organize the children to listen to the song "Chattering to Mimi", ask: "Children do you know this song?"
Teacher: This song is an episode of the movie "The Sound of Music", he is a movie related to music, there are many other good songs, such as "The Lonely Shepherd"
Second, complete enjoyment of the song, the perception of the song's melody, the speed of the singing and the liner notes of the lively and witty
1, play the video, introduce the name of the song "The Lonely Shepherd", understand The song is about a lonely shepherd, and you can understand the meaning of "lonely".
Teacher: Hey, do you know what "lonely" means? (Lonely, alone, no friends, very sad, very poor) Then we now listen to the song "Lonely Shepherd" to see if the shepherd in the song is like what the children said. Play the video. After listening to the song, do you think he is a lonely shepherd? Where do you hear it from?
2, complete appreciation of the song, guide the children from the melody of the song, singing speed and singing style to feel the nature of the music, to understand the "shepherd" is not lonely, but happy.
Did not hear, it's okay, I'll tell the children a story: a shepherd felt particularly lonely, came to the top of the mountain to sing "to ee-oh all to ee-oh all to ee-oh," the song is loud and clear, the people of the city from afar heard this beautiful sound, this time the prince of the city, picking the farmer's stretcher, The prince by the city, the peasants with their flatbreads, the people at the table, and the people drinking beer all heard his song, when a little girl and her mother heard the shepherd's song and responded to him with the same song.
Now let's listen to the song again, but with a task. What do you think is the most interesting and fun part of the song? (The liner notes "come ee-oh come ee-oh come ee-oh come ee-oh", the bass, the voices in the singing, and so on.) Why? What does it seem to be doing? Let's learn it together.
3. Teacher demonstration of the liner notes "come ee-oh all come ee-oh all come ee-oh" part, invite children to sing along. Further experience the lively and witty style of the song. Teacher with the music to paste the shepherd, people pictures, drawing charts, guide children to sing along with the liner notes.
Question: Is this shepherd lonely or happy? (Happy) What methods did he use to make himself and others happy? (By singing to attract all the people to him, and bring happiness to himself by singing)
2. Enjoy the second paragraph of the song. Teacher with the music to paste the prince, the farmer, the table, beer pictures, and guide children to look at the chart to sing along with the liner notes.
Question: Who were all attracted by the shepherd's song? What songs did they all hear?
3. Enjoy the third verse of the song. Teacher with the music and paste the little girl, mom picture, guide children to see the chart to sing along with the liner notes.
Question: Who responded to the shepherd with a song? How to sing?
4. Summarize:
When you are lonely, what else can you use to make yourself and others happy in a different way than him, besides singing?
(Guide children to say: you can joke, read comic books, watch TV, dance, find a good friend to talk, play games and other ways to get rid of loneliness.)
5, play the song, teachers and children sing and dance, and further feel the song's cheerful and lively.
Teacher: Now let's sing the song together and be a happy shepherd.
Activity Design
"Interest is the best teacher for young children", the new form of the curriculum reform of this sentence has become a clichéd topic, but also a major mainstream of the concept of education in the early childhood education sector. Young children are not interested in things, even if we teachers spend the effort to figure out, it can only be regarded as indoctrination mode of education, in the end, it is still twice the result, and contrary to the spirit of the new "Outline".
The Lonely Shepherd with its interesting, image of the puppet as a material, through the appreciation of the form of puppetry, melting the music in the development of the plot, so that young children in the appreciation of puppetry at the same time, the initiative to accept the musical information, subtle into the musical atmosphere, music education opens the door to another form.
Teachers through the processing of teaching materials, such as: the music of the witty and interesting part of the "liner notes", for detailed analysis, and give its role image, so that music education from the previous listening to the traditional mode of education, in line with the psychological and age characteristics of the children, to help carry out the music activities.
Activity Objectives
1, can use different speeds, timbre performance song in the soprano region and the bass region of the two different sound areas of the liner notes points.
2, according to the high and low positions of the notes, master the liner melody, according to the character's image characteristics with the corresponding song.
3, in the process of learning to sing to experience the coordination and joy of teacher-student cooperation.
4. Listen to the music, try to distinguish the speed and weight of the music, can follow the rhythm.
5, the initial feeling of the song in a kind mood, with a kind tone of voice singing.
Activity Preparation
Song sheet music, video materials, piano, old goat, little goat pictures;
Activity Process
I. Play the Sound of Music episode "do, re, mi" to create the atmosphere of the music
Play the music. Music, teachers take children into the activity room, teachers lead children to do actions together, mobilize the atmosphere;
Second, the introduction of the plot, watch the video material
1, today the teacher not only brought you good music, there is also a fun thing!
2, the teacher showed the puppet, ask: What is this thing? Know how it plays? Have you ever seen a puppet show?
3, the teacher introduces the plot: the teacher brought today's puppeteer is a shepherd, his flock - the old goats and small goats live in a high mountaintop, he has no friends, feel very lonely. But he had one hobby, he loved to sing, and when his flock saw their master singing, they sang along with him. Their song was so beautiful that it attracted the prince, the people climbing the mountain, the people in the inn, the people in the hotel, the little girl. Let's listen to their song together.
4, play the video, complete appreciation;
3, appreciate the puppet show, perceive the liner notes melody
1, after the complete appreciation, ask: music, what is the most sung phrase?
2, your ears are really smart, the teacher sends you two thumbs up. "Laiyi Ohdu" in this music has a nice name called "liner notes". In this music, there are a lot of places where "Laiyi Ohtu" appears, so they sing the same thing in every place?
3, children free to discuss, and try to learn;
4, play two liner notes, let the children feel the melody of the liner notes;
5, children modeling liner notes, the teacher accompanied by singing;
4, with the help of charts, learn to sing liner notes
1, the teacher has also invited the five lines of sheet music and note baby to help us learn these liner notes. These five lines put together is called pentatonic, like a bean sprout called notes. Let's say hello to them.
2. Teachers invite these notes to the pentatonic scale, and they can make good music. Different positions indicate different pitches. Now please guess, the notes in high position sing high music or the notes in low position sing high?
3. Will you please compare the position of these two notes what is different?
4. The note going up we call it the high register, which sings like climbing a staircase, one level up. We call it the bass register when the notes are flat, and it sings like a walk, flat and steady.
5, children and teachers do gestures together to see the chart sing once.
6, these two liner notes represent the sound of the supporting eunuch and the little goat singing respectively, please guess which one is sung by the old goat and which one is sung by the little goat? Why?
7, the teacher guides the children to say the old goat is old, how will the voice sound? What about the little goat?
8. Use different speeds and tones to express the liner notes
A. High register - little goat
B. Low register - old goat
9. Watch the video and imitate the old goat and the little goat's voices.
10, invite the children to the piano, respectively, to learn the sound of the old goat and the little goat, the boys when the old goat, the girls to be the little goat, and ask individual children to advocate;
V. Teachers and young people to cooperate in the performance of the liner notes, and to experience the joy of teacher-student cooperation.
1, the children just sang especially good, the old goat's voice are shown hoarse, heavy, slow, the little goat also showed a cheerful, bright, pleasant appearance. The following teacher asked you to work with the teacher, you sing the liner notes where the teacher to sing the shepherd's voice.
2, play the video, teachers and children cooperate to sing the song;
3, some children still do not know the place is the shepherd sings, which places are the flocks of sheep sing, does not matter, the teacher also invited the pentatonic score and the note babies to help, let's look at it together;
4, show the music charts, ask the children to find out where the old goat and the young goat sing, and stick the corresponding pictures;
5, the teacher as a shepherd, the boy as the old goat, the girl as the little goat, sing the song together;
Six, the end part.
1. Is the shepherd lonely now? Why?
2, the teacher concluded: the shepherd is no longer lonely, because he not only have the sheep with him to sing, there are our children with it. Now the teacher asks you to perform with the shepherd.
Play the music, the teacher manipulates the puppet, the children sing, while doing random movements, out of the activity room.
Pre-Lesson Reflection
The song "The Lonely Shepherd" is from the classic movie "The Sound of Music". The music takes puppets as the main clue throughout, shaping a vivid variety of images for us, and enhancing young children's aesthetic interest in music through a colorful variety of images.
The most distinctive feature of this music is its liner notes, which are witty, funny, and catchy, in line with the learning characteristics of older children. From the children's point of view, the appreciation of the puppet show is just "to their liking", the puppet show indirectly become a teaching tool. From the teacher's point of view, it is necessary to analyze the internal structure of the music, find out the children's point of interest - the liner notes for imitation, creation, and help and guide them to understand the deep structure of the music (the music is a performance of the shepherd and the flock of the things between them), to dig out the children's interest, so that they can actively accept new knowledge in the ear, and based on this, further create new knowledge.
These are the most important things that we can do to help our children learn more about the world.
Through the analysis of the teaching materials and speculation, "The Lonely Shepherd" shows children a childish picture: a lonely shepherd, through his clear and loud 'song' attracts princes, mountaineers, people in the inn, people who drink, little girls and so on. Why did his song achieve this effect? It was because his flocks accompanied his song, of which this line is a part of the liner notes. So the study of the liner notes became the focus of this teaching activity.
Learning to sing the liner notes alone, the form is too single, and then continue to dig deeper into its teaching materials, we will find that the original liner notes can be given to the corresponding role of the image of the old goat's song and the song of the little goat. From the two images of its own image characteristics, to the form of sound performance, which is the sublimation of the musical understanding of the part. Let the children learn to master the liner notes on the basis of singing to further create new knowledge points, which requires the teacher's "guidance".
From the children's emotional experience to analyze, with the teacher to complete a thing, is a pleasant experience, which can also achieve a good atmosphere of teacher-child interaction. "Easy, pleasant learning environment" is necessary, teacher-child teacher-child cooperation in singing songs, will also become a means of singing art can not be ignored.
The above is a rough analysis of my activity materials, and on the basis of some artistic treatment. There may not be in place, please criticize and correct, thank you!
Encyclopedia: the so-called shepherd is the person who puts the sheep, the movie shepherd
Teaching Objectives
1, appreciate the music, experience the music lively, cheerful mood.
2. Understand the basic rhythmic pattern of the piece, and be able to watch the conductor use percussion instruments to accompany the piece.
3, feel the joyful and warm mood of the music.
4, can boldly show the content of the song, emotion.
Focus and Difficulties
Appreciate the music, experience the lively and cheerful mood of the music
Environment and Materials
1, young children already have the concept of shepherding, to understand the shepherd.
2. Play the piece to familiarize children with the melody.
3, homemade large sheet music, big sheep, small sheep, shepherds, shepherd whip picture a number of. Tambourine, cymbals, double bells, bumper bells, triangles.
4, music tape.
Focused instruction
Understanding the basic rhythmic pattern of the piece
A preparation
I. Look at the picture and tell the story
Teacher combined with music, while the picture and tell the story (the picture format in accordance with the format of the sheet music):
Measure [3-4]: "Seven more little lambs came to the meadow." After the teacher speaks this phrase, hum the melody of the [3-4] measure while posing a picture of a lamb every half beat in the corresponding place on the large sheet of music.
[5-6] measures: same as [1-2] measures.
[7-8]: same as [3-4].
[9-10] bars: "The shepherd took it in stride." After the teacher speaks this phrase, hum the melody of bars [9-10] while posing a picture of a shepherd on each beat in the appropriate place on the large sheet of music.
Measure [11-12]: "The shepherds waved their whips." After the teacher speaks this phrase, hum the melody of bars [11-12] while posing one picture of a shepherd's whip per beat in the appropriate place on the large sheet of music.
[13-14] bars: same as [9-10] bars.
[16-17]: same as [11-12].
[18-20] bars: same as [1-4].
[21-23] bars: same as [5-7].
Measure [24]: "The shepherd waved his whip and drove the big sheep and the little sheep together." After the teacher speaks this line, hum the melody of [24] bar while placing the pictures of the shepherd, the shepherd's whip, the big sheep, and the little sheep on the corresponding positions of [24] bar.
Second, with musical instruments
Teachers inspire children to choose the musical instruments according to the musical images.
3. Playing
1. Look at the chart and play under the teacher's direction.
2. Ask the children to be the conductor and play.
Reflection
The song "The Lonely Shepherd" is taken from the movie "The Sound of Music", which is a classic. The music takes puppets as the main clue throughout, shaping a vivid variety of images for us, and enhancing young children's aesthetic interest in music through a colorful variety of images.
The most distinctive feature of this music is its liner notes, which are witty, funny, and catchy, in line with the learning characteristics of older children. From the children's point of view, the appreciation of the puppet show is just "to their liking", puppet theater indirectly become a teaching tool. From the teacher's point of view, it is necessary to analyze the internal structure of the music, find out the children's point of interest - liner notes for imitation, creation, and to help and guide them to understand the deep structure of the music (the music is about the shepherd and the sheep), to explore the children's interest, so that they can actively accept new knowledge in the ear, and on this basis to further create new knowledge.
These are the first time I've ever seen a child in the world, and I've never been able to see a child in the world.
Through the analysis and speculation of the teaching materials, The Lonely Shepherd shows a childish picture to the children: a lonely shepherd attracts princes, mountaineers, people in the inn, drinkers, and little girls through his clear and loud songs. Why does his song achieve this effect? It was because his sheep accompanied his song, of which this line is a part of the liner notes. So the study of the liner notes has become the focus of this teaching activity.
Learning to sing the liner notes alone, the form is too single, and then continue to dig deeper into the material, we will find that the original liner notes can be given to the corresponding role of the image - the old goat's song and the song of the little goat. From the two images of its own image characteristics, to the form of sound performance, which is the sublimation of the musical understanding of the part. Let the children learn to master the liner notes on the basis of singing to further create new knowledge points, which requires the teacher's "guidance".
From the children's emotional experience to analyze, with the teacher to complete a thing, is a pleasant experience, which can also achieve a good atmosphere of teacher-child interaction. "Easy, pleasant learning environment" is necessary, teacher-child teacher-child cooperation in singing songs, will also become a means of singing art can not be ignored.
The above is a rough analysis of my activity materials, and on the basis of some artistic treatment. There may not be in place, please criticize and correct, thank you!
Preset goals
1, continue to appreciate the music, to experience the lively and cheerful mood of the music.
2, to understand the basic rhythmic pattern of the piece, to be able to look at the conductor with percussion instruments to accompany the piece.
3. Feel the joy of collective cooperation.
Two, activity preparation
(a) Knowledge preparation:
1, the children already have the concept of shepherding, understand the shepherd.
2. Young children are already familiar with the melody of this piece of music.
(ii) material preparation:
1, music "lonely shepherd".
2, homemade percussion charts, instrument marking charts.
3, a number of percussion instruments (touch bells, round dance board, tambourine, sand hammer)
Third, the process of activities:
(a), the story of the introduction
1, a complete appreciation of the music "The Lonely Shepherd" once.
Question:
1, two days ago we listened to a tune together, who remembers what it's called? The Lonely Shepherd.
2. What happened to the lonely shepherd while he was grazing? Do you want to know? (His flock of sheep have big sheep have small sheep, just to the bottom of the hill, his sheep see grass all of a sudden run, big sheep run, small sheep chase, shepherd this time can be anxious, why? He was afraid that the sheep ran away, so he took the shepherd's whip and rushed to catch up with them, guess he caught up with them or not?) We come together to listen to it.
(2), look at the chart to learn the rhythm of the children's song, and group through the body movements to practice rhythmic patterns.
1. Look at the chart and read the children's song to familiarize yourself with the rhythm pattern.
①, the teacher demonstrates reading rhythmic children's songs by looking at the chart.
Prelude: do the preparatory movements of putting on the clothes, putting on the hat and picking up the whip.
A: (repeat 1 time)
Big sheep big sheep | run forward |
Little sheep little sheep little sheep | fast fast chase 0 |
Big sheep big sheep | run forward |
Little sheep little sheep little sheep little sheep | chase 0 0 0 |
B:
I'm a | sheepherder ah |
Wave | small whip 0 |
I am | O Shepherd |
Wave up | the little leather | whip 0 0 |
Interlude: do the preparatory movements of getting dressed, putting on the hat and picking up the whip.
A paragraph: (repeat 1 time)
big sheep big sheep | run forward |
little sheep little sheep little sheep | fast fast chase 0 |
big sheep big sheep | run forward |
chase ah chase | caught up with | 0 0 |
②, look at the chart to practise reading the rhythm of the children's song.
Teacher: I know you are all loving children, then you can help him together to chase his runaway sheep. The shepherd said, only learn the children's song, can ah. Do you have the confidence to learn the children's song in the fastest time. Let's give it a try.
③, listen to the music to practice reading rhythm children's songs.
Teacher: add music to once, okay?
2. Practice playing rhythm with body movements in groups.
①. Determine the body movements of the 4 roles together.
Teacher: Let's see the chart has a big sheep, lamb, shepherd, and whip, now we have to use body movement to show the big sheep, lamb, shepherd and whip, such as the big sheep can be used to pat the leg action to show, who say a little sheep with what action? What is the movement of the shepherd? What is the movement of the whip? Good we say together with the children's song to try.
③, group try to listen to the music while playing the rhythm.
Teacher: Well, we are now divided into four groups, big sheep group, small sheep group, shepherd group and whip group, to whoever does the action.
(C), according to the musical image of the selection of musical instruments and grouped to play
1, according to the musical image of the selection of musical instruments
Teacher: finally caught up with, the shepherd to celebrate, you see he also brought a musical instrument, look at what are there? (clanging bells, round dance board, tambourine, sand hammer,)
Teacher: the big sheep, the little sheep, the shepherd and the whip should be played with which instrument? Who will say?
(Teacher synthesizes children's suggestions to put pictures of the corresponding instruments on the chart and try them together.)
2, grouped instrumental practice
① children free to choose a musical instrument.
② group practice using the instrument to look at the chart to practice playing.
3, try to look at the conductor to play music
Teachers follow the music conductor, children look at the conductor to play collectively.
Activity extension:
Teacher: The shepherd said that today he is not lonely at all because there are children playing for him, and his big sheep and little sheep also danced for him, and he also said that when he played it, he could add a musical instrument to make it sound better, so guess what it is.
Teaching Objectives
1, to be able to emotionally and happily use different speeds, different tones to express the liner notes in the song, and to be able to sing according to the image of the different roles, with the appropriate voice.
2, in the process of learning and singing to experience the teacher-student cooperation, student-student cooperation coordination and happiness.
Teaching Preparation
1, TV, DVD player, the movie "The Sound of Music" clip.
2, tape recorder, "The Lonely Shepherd" music accompaniment tape.
3, "Shepherd" a chart
Teaching process
(a) Listen to the "Shepherd" music, free to use a variety of movements to jump into the activity room.
(b) Watch the video, understand the content of the song, and arouse interest in learning to sing.
1, listen to the music just now, what do you feel?
2. Listen to the music with lyrics once again for the second time. Do you know what she is singing? But there is one line we can learn first, it is the liner notes of the song.
3. Learn to sing the liner notes part according to the diagram.
(3) Enjoy the song and learn the liner notes initially.
(4) Show the pictures and the teacher teaches the song. Lead the children to understand the lyrics in the answer. According to the children's answer, the teacher lyrics and learn to sing the song
1. Who is the person in the picture? Where is it?
2. What is he doing?
3. Who is coming again?
(5) Work on the liner parts of the different characters.
1. Guide the children to sing the liner notes in different tones
(1) The shepherd is singing from a very high place.
(2) The old goat is very old, how would he sing?
(3) The little goat is the most adorable, its voice we also come to learn
2, in the form of a game, sing the liner notes in roles.
(F) improvisational percussion, fully feel the melody.
Today we sing and dance, and watch videos and percussion instruments, this nice song is called "The Lonely Shepherd".