As an educator who teaches others, from time to time you will need to write lesson plans, which are blueprints for teaching and learning. Come and refer to the lesson plans you need! Here is my collection of Dagula lesson plans for you, just for reference, let's take a look.
Dagura lesson plan 1Teaching Objectives :
1. Understand the Mongolian flavor, learn to sing "Dagura".
2. Through learning to sing the song "Lagula", let students realize the emotion of one side of the water and soil to raise people.
Teaching Key Points and Difficulties:
I. Learn to sing the song and understand the characteristics of Mongolian music.
II. Sing the rhythm of the appogiaturas and the bars with one note and many words.
Teaching aids: electronic piano, tape recorder, rhythm cards, rhythm instruments, multimedia courseware.
Teaching process:
I. Teacher and student greetings.
Second, vocal training.
Third, learn to sing the song "Dagura":
1. Play the class, introduce the new lesson: Teacher today to introduce you to a few children to see which students know them, know where their homes are?
Play "Little Sisters of the Prairie Heroes" courseware or related courseware. Inspire students to make creative free answers.
2. Understand the characteristics of the geographical and human environment where Mongolians live.
3. Listen to the song modeling "Dagura", ask: through the song we hear what they are singing? Ask students to say the content of the song.
4. Learn to sing the song, teacher-student cooperation, the teacher plays the accompaniment, the students pretend to sing along.
5. Deal with the difficulties of the song, focusing on practicing the song's appositional rhythm, and the place of one tone and many words.
6. Performances: learn the Mongolian dance of twisting the shoulders, milking, horseback riding and other movements, with the music of the song to perform.
Ask the dance team to come up and perform while the other students clap and sing.
7. Game: Spell rhythm cards, some students perform, some students choose to bang on small instruments to accompany the song.
8. Add instruments to accompany the song.
9. Complete performance.
Fourth, class summary
Dagura lesson plan 2I. Teaching content:
Performing the song "Dagura"
Second, the analysis of the teaching materials:
"Dagura" is a Mongolian short folk song, the song is divided into two phrases, the whole song melody beautiful, smooth, give a person a coherent feeling. This lesson for the Xiang version of the fourth grade of elementary school music textbook content, teaching content around a Mongolian folk song "Dagura" singing teaching.
Third, the teaching objectives:
1. Can use beautiful, stretching voice to sing the song "Dagura"
2. Can use chopsticks, body posture rhythm, etc. to participate in the performance of the music, feel the characteristics of the Mongolian music style.
3. Be able to use different strengths and speeds to express the song, and feel the emotional changes of the song.
Fourth, teaching design intention (concept):
A song as the main content of the singing class teaching, that is, in a lesson to sing a song as the main teaching content, this type of teaching is not just a pure learning song, but need to participate in the feeling of repeated, that is, listening to music to participate in the rhythm as a guide to take repeated listening to the song to do different levels of movement performance, to listen to the song to do different levels of movement performance, to listen to the song to do different levels of movement performance, to listen to the song to do different levels of movement performance, to listen to the song to do different levels of movement performance. Songs do different levels of action performance, so that students fully feel the expressive power of music, memorize the melody of the song, understand the melodic characteristics of the song and related music knowledge. Teaching centered around learning to sing the song "Dagura" to start, through a variety of levels of participation in the feeling, so that students fully feel the melody of the song, and finally complete performance of the song.
V. Teaching design highlights:
This lesson is designed to participate in a variety of ways to listen to music and feel the song. Such as: listening to music, constant beat rhythm, feel the melodic ups and downs of the way to offer hatha, etc., through listening to participate in the performance of the song so that students unknowingly learned the song, fully embodies the student-oriented, music-oriented new concept of the new curriculum.
Six, teaching key points:
Key points: with beautiful, harmonious voice singing the song "Dagura"
Difficulties: the song in the octave of the big jump in pitch, syncopated rhythms, the long tone of the voice control, to grasp the flavor of Mongolian songs.
Seven, teaching preparation: piano, blackboard, chopsticks, Hada, multimedia teaching equipment.
VIII, the teaching process:
a), the introduction of the subject
Teachers said: students, please look at this picture on the big screen, this endless, cascading sea of green took us to where? Tranquil and broad prairie with turquoise grass, blue sky, soaring eagles and small flowers dotted in the green field of yurts, today, the teacher brings you a piece of music from the prairie, please take the place where we are sitting around as a yurt on the prairie, listen to the music around the yurts and walk around the yurts, please be sure to fit the beat of the music.
(Design intention: language introduction, so that students quickly enter the situation, feel the feeling of being there)
two), feel the song
1. First listen to the song "Dagura", feel the rhythm of the four beats and the mood of the song.
Teacher: please walk with the music, together with the rhythm of the music, and think about the mood of the song how? Is he a three-beat or four-beat?
2. Listen to the song "Dagura" for the second time, with the action of the eagle spreading its wings and flying, feel the strength of the four beats and the song's long, long, soft with the rhythmic characteristics.
Requirements: flying feet go constant beat, hand rhythm 4/4 X - X - the first beat to hit the sides of the hip, the third beat of the air wings, like the teacher, together with the beat of the music, flying to any place on the grassland, flying please civilized courtesy, do not collide with others. (Teacher appropriate number of beats)
3. Third listen to the song "Dagura", join the chopsticks to feel the rhythm of the song
Teacher introduction: just now the children's eagle flying action is very beautiful, people on the prairie can sing and dance, their dance comes from the life of the prairie, on the prairie, they will be with the music of the chopsticks dance in Mongolia. Below please gently fly close to the seat to pick up your chopsticks, let's imitate the eagle wings movement to tap the chopsticks. Like the teacher so together with the rhythm of the music, free to feel the music to bring us the beauty.
4. Listen to the song "Dagura" for the fourth time, and add chopsticks to feel the changes in the song's phrases
Teacher's introduction: I feel like I saw a group of free Mongolians dancing on the grassland with the music, the following please do not move in place, turn to the teacher, and see what the teacher's movements and what is different from yours? (The teacher makes changes in four directions.) The song is divided into two large phrases, two large phrases inside each of the two small phrases, *** four phrases, the following please change direction at the small phrases to do the action.
(Design intention: through four different ways of listening to express music, feel the music, so that students in the performance of feeling the music at the same time to understand the mood of the song, beat, phrases, and familiarized with the song music.)
three), the song learn to sing
1. The old teacher sings the song, deciphering the title of the song "Dagura".
The beautiful song we just heard is called "Dagura", a Mongolian folk song in a short key. The following teacher dedicates this song to you, please listen and read the lyrics, and think about what "Dagura" would mean? "Dagula" is a common Mongolian girl's name, which is equivalent to the Chinese word "招弟""引弟", meaning that the adults hope to have another boy. The song "Dagura" refers to a hard-working, kind and brave Mongolian girl on the grassland a long time ago.
2. Learn the sheet music.
① Listen to the song and draw the melody line.
② Look at the chart to analyze the melodic characteristics of the song, guide the students to focus on the melody of the song, feel the melody with the "woo" sound.
③ Participate in the feeling of the melody line by offering hatha.
Teacher: just now the children held their hands, humming the song reminds me of the Mongolian people's symbol of holiness, "Hada", in order to meet friends from afar, they will pick up the symbol of holiness Hada offered to them, so let's also be a Mongolian, along with the ups and downs of the music to offer a holy Hada.
(Design intention: the use of intuitive drawing "melody line" way for students to intuitively feel the ups and downs of the melody, so as to guide the students to sing the pitch)
④ Singing score.
Teacher: we feel the beautiful melody together, let us sing the melody of the song with a coherent and beautiful voice, please listen carefully to the piano ear, the mouth with a big mouthful of fresh air on the prairie, with the greatest strength to whisper the feeling of singing, so that your voice is as soft as the breeze on the prairie. (Put forward the requirements of the voice, sing the feeling of beauty, focus on solving the octave big jump, syncopation, long tone timing)
3. Learn to sing the lyrics.
① Sing the words with the piano.
② Solve a few places where a word has more than one sound.
③ The emotional treatment of the two bars of the first clause.
④ two long notes of the place of strength treatment.
⑤ Complete singing, the mood of the whole song.
IV), different music styles to participate in the performance
1. Listen to the slightly faster speed of the "Dagura", the teacher with the music to show the chopstick dance.
Teacher's introduction: we sang the beautiful Mongolian folk song "Dagura", Mongolia is also a people who can sing and dance, the following teacher to bring you a unique Mongolian chopsticks dance, to see how this chopsticks dance and bring you how to feel? The same is the song "Dagura", listen to how it has changed?
(Design intention: to let students understand the music of the speed, intensity and other elements of music change, to the mood of the song to bring changes)
2. Summary of the speed and intensity of the song to bring changes in mood. (Songs faster, stronger make the mood of the song from the lyrical beautiful into a cheerful and lively, a moment as if we were brought to the grasslands lively 'Naadam rally.)
3. Students participate in the performance of the song with simple chopstick dance rhythms, emphasizing the rhythm of the dance
(Multimedia shows the rhythm: 4/4 X - X -)
Teacher's introduction: Let's feel the enthusiasm of the Mongolian chopstick percussion rhythms. Please take your chopsticks and follow the teacher to tap the rhythm with the feeling of dancing with chopsticks. (Note: The Mongolian chopstick dance is to make sounds by knocking on various parts of the body, please knock on your favorite parts with the music)
4. (The first time: with a beautiful offering of the movement of the haida to participate in the singing of slow "Dagura"; the second time: with chopsticks, double-bellows accompanied by singing cheerful and lively "Dagura"; the third time: return to the original speed of the singing)
V), summary of the lesson
Division Conclusion: Today we have learned together the Dagura, a short folk song of the Mongols, and with different strength and speed of the performance of the Mongolian folk songs are as enthusiastic as the Mongolian people
Division Conclusion: today we learned together Dagura this Mongolian folk songs, and with different strength and speed for performance, Mongolia Folk songs are as enthusiastic and bold as Mongolians, like the Mongolian steppe is as wide and far-reaching, which has bred many excellent grassland singers such as Dedema, Tengger, Han Lei, etc. Teachers hope that you will know more Mongolian folk songs and like them from now on. Today's class is here, thank you!
The second lesson listening to and appreciating "Senjidema"
I. Teaching content:
Appreciation of "Senjidema"
II. Teaching Objectives
1, can quietly listen to the music, able to feel the grassland vast, beautiful landscape scenes in different ways, to experience the happiness of the Mongolian people's life and passionate and unrestrained feelings.
2, can listen to music in a variety of feelings of practical activities to understand the significance of speed in the performance of music, that is, the same tune with different speed will produce different emotions.
3. Cultivate students' sense of confidence in participating in musical activities.
Third, teaching key points:
Understand the meaning of speed in music performance, that is, the same tune with different speed will produce different emotions. Feel the different scenes of the musical expression, experience the emotional changes in the musical expression.
Fourth, the preparation of teaching aids: multimedia courseware, sarongs, colored balls, percussion instruments, Mongolian headdresses.
V. Teaching process
I), listen to the music into the classroom
Play the classroom music "Prairie Hymn", the students rode into the classroom.
2), teachers and students greetings, new lesson padding
1, teachers and students greetings
2, sound creation
Inspire students to use voice, musical instruments simulation to create a horse and a group of horses from far and near, and then from near and far running sound scene, so that the students in the process of creation of the experience of the slow speed can be expressed in the herd of horses walking slowly, and accelerate the speed of the herd of fast running horses performance. is a fast running horses, leading students to realize that the speed changes the content of the picture also changes with the reasoning.
3, listen to the audio-visual courseware "colorful grasslands", let the students watch and say what they hear, see what scenery, what people are doing, to be answered by the students, the teacher to be summarized, the introduction of grassland folklore, stirring up the students' interest in learning.
III), the new class teaching
(a) Introduction of new lessons
1, the author of the He Luding creation of music background, the introduction of the subject.
Teacher: The beautiful scenery of the grassland, the beautiful songs and the happy life of the Mongolian people y touched the heart of Grandpa He, so he created an orchestral piece of music based on the Mongolian folk song "Senggidma", which is also called "Senggidma". Today, we will listen to this moving piece of music.
2. Explain the knowledge of orchestral music.
Show the small pictures to let students know that orchestral music is played by orchestral instruments.
(2) Appreciate the music
1, overall appreciation
① Play the music, listen to the whole piece, listen to think about it and say, what do you hear from the music? What do you see in the music? How many times does the tempo of the piece change?
Teachers to guide the students to develop a rich imagination, tell their own insights, and inspire students based on the speed of the change said the music can be divided into two sections.
② Sing the main theme
With "la" modeling the music
Sing the music with the piano
2, appreciate the section
① Listen to the first section
Play the first section of the music, the students listen to the music, with appropriate props, such as: gently waving the sari, or with a suitable instrument, gently touching Students listen to the first section of the music and use suitable props, such as gently waving the sarong, or using suitable musical instruments, such as gently striking the clapper bells.
Inspire the students to say what the tempo of this part is, what kind of picture it paints, and what kind of emotion it expresses.
To students free expression and then guide the students to say that this slow music shows the beautiful, wide landscape of the prairie, so that people listen to the mood of leisure and relaxation.
② Comparison listening to the second section
Question: What is the difference between this part of the music and the first section? What has changed? What is the scene in the grassland? What does the teacher's dance express? What kind of emotion did the teacher express in her dance?
Play the second section of the music, the teacher improvised dance with the music performance of the Grassland of Joy, the students watched and said that this music shows what kind of scene, what changes in speed, what changes in mood?
Guide students through and the first paragraph of the music of the comparison, know that this music and the first paragraph is very different, the speed becomes faster, the mood from the soothing change to lively, cheerful, showing the Mongolian steppe people celebrating festivals, singing and dancing in the festive scene.
③ Inspire students to add sub-titles to the two sections of the piece.
Prompted students from the speed of the music, the expression of emotional changes, the picture content of the different to the music of the two sections to add sub-titles. Such as: quiet grassland, cheerful grassland. Then let the students have a group competition to compare which group is faster and more.
(C) comprehensive performance
Guide students to design a "happy grassland" melodrama
① Teacher demonstration, explaining the typical movements of the Mongolian dance, students learn to dance.
② The melodrama of "Happy Grassland" was designed
Students discussed the content, form, and division of labor in groups.
Play the second music, students free performance
Teachers and students again with the music **** with the performance.
(D) emotional sublimation
1, emotional education, talk about the feelings after listening to the music, let the students say after listening to the deepest feelings is what, the people on the prairie are how, the students naturally express their feelings of yearning for the beautiful prairie, the teacher along the way to the students for emotional education, inspire the students to love life, love their hometowns, love the motherland.
2, play music, teachers and students to do horseback riding rhythm, in a pleasant emotion to leave the classroom.
The second lesson reading and singing "Lovely Flock"
I. Teaching content:
The second lesson reading and singing "Lovely Flock"
Second, the teaching objectives:
1, through the music creation, learning to use the strength of the notation, the speed of the notation, the expression of the notation to show the different musical situations.
2. Through music creation, cultivate students' creativity and promote students' collaborative ability.
3. Utilize auxiliary means of creation to improve students' musical expression.
Third, teaching key points:
Through the creation of various melodies to express different musical situations.
Through the rhythm, speed, strength and other elements to express music.
Teaching aids: multimedia courseware, cards
Fourth, the teaching process:
a), organization of teaching:
Listen to the music of the "lovely flock" into the classroom, teachers and students greetings.
II), Introduction:
1, Teacher: Students, listening to the song "Lovely Flock" just now, you seem to see what?
Then please find out what sounds appear more in the melody of this song?
As the students talk, the teacher writes: 3 3
6 6 5
3 6
3
6 1 3
2 6 6
The students sing along with the piano sight-reading.
2, teacher: you can not look down on this 1, 2, 3, 5, 6 a few tones, we can through different rhythms, like a magician to change the endless marvelous music, bring us different feelings, do not believe, let's listen to the "Golden Peacock".
Produce the melody:
1=C
3 1 3
5 | 5 - | 3 6 1 2 | 2 - |
3 1 3
5 | 1 6 6 | 2 1 6 1 | 1 - |
(1) Play the melody. After the melody, ask: What do you think the golden peacock will do? (Dance)
(2) Let's vary the melody:
1=C
3 3 1 1
3 3 5 5 | 5 5 5 5 5
5 5 | 3 3 6 6
1 1 2 2 | 2 2 2 2 2 2
2 2 |
3 3 1 1
3 3 5 5 | 1 1 1 6 6 6
1 1 6 6 6 6 6
1 1 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6
6 6 | 2 2 1 1
6 6 1 1 | 1 1 1 1
1 1 |
Teacher plays the melody, and then asks: what's the change in tempo? Is the tempo tighter or looser than before? And what is the golden peacock doing?
(3) Let's change the tempo again:
1=C
3-1 | 3-5 | 5-- | 5-- | 3-6 | 1-2 | 2-- | 2-- |
3-1 | 3-5 | 1-6 | 6-- | 2-1 | 6-1 | 1-- | 1-- | 1-- |
Teacher plays the melody, and asks: What is the tempo now? What is the tempo? Is the rhythm tight or loose? And what is the golden peacock doing?
3, teacher: ah, music is really magical, we only change the original rhythm, speed, can change so many different moods of the tune, students, we can also add these notes on the blackboard with different rhythms, speed, but also change the different scenarios of the sheep's tune, do you want to try?
three), music creation:
1, teacher: let's go with the sheep to the green meadow! Sheep came to the grass, ate enough grass, played the game of hurdles, but there is no music, the more they cross no energy, how to do it? Classmates, let's make up a "sheep sports song" for them, okay?
The melody must be arranged first rhythmic framework, let's look at these four rhythms: × × ×, ×-× ×, × × × × ×, × × × × × you will read? (collective, draw students)
students read, the teacher will be these four cards on the board, and then students read this rhythm. Teacher: do you have a better way to combine, draw students.
There are other different ways you can express this rhythm, such as tapping shoulders and stomping feet.
2, the students of the rhythm is great, if you add the notes, into a nice melody, the sheep listen to the sheep will certainly cross more vigorously, can you fill in the notes in its order to our combination of good rhythm?
The following group discussion, before and after the two rows of students for a group, one of the drawers in each group has three cards, please take out an empty rhythm card, (teacher demonstration) to make up a good melody written directly to the card, which is, how many beats in a bar?
After compiling, sing together. (Pick two groups of works posted)
3, teacher: Let's come together to appreciate the works of the two groups, the teacher played once, the student sight-singing. Students can be really good. These beautiful melody even the teacher did not think, you see, the sheep listen to the students create the melody of the more across the happy, but one of the sheep because of playfulness, left the flock, can not find a partner, it is more anxious ah.
× - ×
×× ××
×××× ××××
×××× ××
Which of the four rhythms do you think are suitable to show the anxious mood of the sheep? (×××× ×××× , ×××× ××) Can you read it? With the rhythm, we will make up a melody that can show the anxious mood of the lamb, please take out another card later, and make up these notes on the board into these two rhythms, the teacher has already made up the first two bars of the melody, please discuss in small groups, complete the preparation of the last two bars, and sing together.
4, show the work.
5, just when the little sheep anxious, the mother of the sheep to find, you see how happy they are together ah! The sun gradually went down, the moon climbed up, and the sheep rested, let's make up a "lullaby" for the sheep, which rhythm do you think is the most suitable for making up lullabies? (×-×)
6, please take out the last card, a bar of several beats? Let's also use the method just now, the notes on the board to this rhythm, after the end of the second bar melody writing. Sing a song
7, show works
four), creative processing
1, the students just created a few tunes, linking them together is the "Lovely Flock" Suite, the sheep heard can be really happy, they want to open a gala with us, okay? (Classroom materials): Lovely Flock
(1) Sheep Movement Song
(2) Frightened Sheep
(3) Sheep Lullaby
Next, we will have a group rehearsal program, please choose one of the clips to perform, and please ask the director, that is, our group leader to be responsible for the arrangement, for example, which students will sing the melody, and which will accompany it with human instruments, you can pinch the fingers, play the instruments, and you can also play the instruments with the human body. Accompaniment, you can pinch your fingers, flick your tongue, etc. (Directing in the order of the pieces.
V), summary
The sheep listened to the students created a lullaby lying in his arms to sleep more flavor, the teacher hopes that you can create a more beautiful and more melodious melody in the future, well, then let's say goodbye to the sheep in the sound of music!