As a teacher, it is necessary to carry out meticulous preparation of lesson plans, the preparation of lesson plans is conducive to our accurate grasp of the key points and difficulties of the teaching materials, and then choose the appropriate teaching methods. The first thing you need to do is to get your hands dirty. Here is my collection of kindergarten middle class Orff music lesson plans, welcome to read, I hope you can enjoy.
Kindergarten Intermediate Orff Music Lesson Plan 1Activity Objectives:
1, listen to the long and short of the sound.
2, let the children feel the difference in the timing of the half note and quarter note.
3. They can use body language or musical instruments to show the changes in the length of the sound and experience the fun of sound games.
4, appreciate the song, feel the lively and interesting characteristics of the song.
5, can boldly express the content of the song, emotion.
Activity Preparation:
1, music: "Funny Sounds", "Train Departure".
2, charts.
3, musical instruments.
Activity process:
I. Sound games.
1, in the music "train", and young children to play "train" game, let the children say: to the station, what sound is heard? What is the sound when the train starts? Say which sound is longer (shorter)?
What animals are coming? Let the children say the names of the animals, and then imitate the calls and movements. Such as.
(Tiny cat; meow - Puppy: woof woof woof woof) Have children name which sound is long (short)?
Sheep: baa - baa - Chick: twitter twitter twitter
2. Encourage children to imagine boldly, say what sounds they have heard in life? And imitate, know whose voice is long (short)?
(Inspiration: in the zoo, on the street, in the kitchen, in the sky ------4 --- 5 people)
2, body games.
1, listen to the music "Funny Sounds", encourage children to imitate the sound effects, let the children say which sounds are heard, which sound is long? Which sound is short?
2, summary: the sounds of our life, there are long and short, the teacher used a long strip of paper to indicate the long sound, such as: meow-; cut this long strip of paper into two, it becomes two short sounds, such as: woof woof; show the strip of paper, so that young children image to understand.
3, inspire children to use the body to show the different lengths of the sound, such as: long sound, extend the arm; short sound, make a fist arm back.
4, inspire children to use body movement to play the rhythm of the length of the sound. Such as: clap your hands, step on your feet, shake your head -----
3, rhythm games.
1, recognize musical instruments: triangle, wooden fish, know the name and use.
2, let the children use their own hands to knock out the sound of the instrument, say whether it is a long tone or a short tone.
3, show the rhythm score "different sounds", group A children use the triangle to play long notes, group B children use body movements (clapping, foot ----) to play short notes. Then group B children play short notes with wooden fish, group A children play short notes with body movements (stamping feet, shooting, drumming---).
4. Group A and B look at the chart and play in sections.
4. Summary of activities.
We are surrounded by many different sounds of different lengths, and music is made up of many different sounds of different lengths.
Drive the train out of the classroom to find different sounds outside.
Encyclopedia: The Orff system of music education is one of the three most famous and influential music education systems in the world today. In an Orff music classroom, children have the opportunity to enter the rich world of art, where music is no longer just about melody and rhythm, but is linked to children's raps, rhythms, dances, theater performances, and even visual arts such as painting and sculpture. They may be guided by the teacher to focus on a specific sound source, to listen, to recognize, and to imagine different sounds from life and nature.
Activity Objectives
(1) Through the song "Ride the carousel" music game, let the children experience the joy of the activity.
(2) Through listening to the piano accompaniment, look at the music chart, let the children listen to recognize the upward, downward, repetitive sounds.
(3) Through the substitution of words, children can cultivate their resilience.
Two, activity preparation
(1) Dad, mom, grandpa, grandma pictures
(2) "Ride the carousel" music disc
(3) Trojan horse headdress
(4) upward and downward the same tone repeated music
Third, the activities of the key points
Key: let the children in the activities of the experience of happiness.
Difficulties: children listen to recognize the upward, downward, repeated sounds.
Four, activity formation
semicircle
Five, the process of activities
1, music entrance. Music "walk slowly"
2, story introduction
Teacher: the baby is worried about Mr. long needle chase does not take the short needle Miss, he rode a merry-go-round to help him with the chase.
3, physical questions and answers
Teacher: to chase the short needle Miss ah before we have to exercise, warm up! Now the teacher pats the legs and asks the children questions, the children then clap their hands and answer the teacher.
Q: pat leg (teacher teacher where?).
Q: pat the legs (teacher teacher where?).
Answer: clap your hands (teacher teacher here).
(Repeat twice)
4. Physical objects and names of people
(1) Object orientation
Identify objects in the classroom and their orientation.
Teacher: just now the children can quickly and accurately answer the teacher's questions, and now the teacher wants to test the children to see whose little eyes are the brightest, who sings the best songs. The teacher sings and asks the children questions, the children should also sing and answer the teacher's questions!
Question: The teacher sings "Where's the light?"
Answer: Students point and sing, "The light is here."
Question: Teacher sings, "Where is the fan?"
Answer: students point and sing "fan fan fan is here"
(You can play with different items a few more times)
(2) Identification of picture cards
The teacher introduces the words "father", "mother", "father", "mother" and "mother".
Teacher: (show the character picture card) children see you can recognize her mother?
(After the children's answers, the teacher puts the character cards around the classroom.) The teacher asks the rest of the characters in turn.
5. Tone sense: distinguish between upward, downward, and repetitive sounds.
(1) Tone name modeling
The teacher plays the piano and the students practice modeling the tone name scales
Teacher: Today we also invited a master singer to sing to the children! (Teacher plays the piano)
First time: CDEFGABC
Second time: the teacher sings the children's body movements (from low to high - from squatting to standing up)
Third time: the movements are accompanied by the music of the horseback riding, the children perform.
(2), modeling singing up and down the same tone repeatedly.
Produce the chart for modeling (the chart: upward butterflies, downward bees, and homophonic repetitions of the caterpillar).
First time:
Upper line: CDEFG
Lower line: GFEDC
Homophonic repetition: GGGGGG
Second time:
Look at the chart, and sing the upward, downward and homophonic repetition together with the music of the horse riding.
6. Singing on horseback (formation: circle)
Teacher: After we do the warm-up exercise, we are going to go to chase Ms. Short Needle, and on the way, we are going to ride on the carousel and sing songs! Children to be careful . Listen to the teacher's question. Children ride to the correct character picture card and stop to point and sing the answer.
Question: The teacher sings, "Where's Daddy Daddy?"
Answer: Students point and sing "Daddy Daddy is here."
Question: Teacher sings "Where is Mommy Mommy?"
Answer: Students sing "Mommy is here"
(Grandparents' question and answer sentence)
Six, the end of the activity
Teacher: We rode a carousel horse to go after Ms. Short Stitch. (Ride the carousel and leave the activity room)
Kindergarten Intermediate Orff Music Lesson Plan 3Activity Objectives:
1. Sense the strength of the sound, and use the silk scarf as a medium for expression.
2. To master the strength and weakness of music on the basis of familiarizing with the musical structure and the main features of the piece, and to perform.
Activity Preparation:
Music, silk scarves
Activity Process:
I. Introduce the subject 1. What is in the teacher's hand? (Silk scarf) do not look down on it, my silk scarf in the music will dance Oh! Let's listen to it 2. children listen to music.
Second, the music analysis - Question: Who said to see, the music of the silk scarf from beginning to end of the dance the same?
Where is it different?
Children according to the narrative of the action creation - Question: sounds and feels very powerful this part of the music your silk scarf how to dance? Show the chart In addition to doing this kind of movement, the same powerful music can also be used to what movement to dance? (Play music everyone together to do a do, each do their own want to do the action) - Question: play soft music (the same way as above) show the chart summary: sounds very strong part of the music is strong, sounds very soft part of the music is weak.
Third, a silk scarf dance 1, silk scarf ready, please follow the music of the children to dance silk scarf, pay attention to the distinction between strong and weak. (Children were shown according to the chart) 3. Role play to guide the children to set their own rules of the game: powerful part of who to play the appropriate (boys), the soft part of it? (girls), good! Then let's start!
Repeat the game several times to finish.
Middle Class Orff Music "Happy Silk Scarf Dance" Activity Reflection The whole teaching process went smoothly because of the trial teaching on the previous day, and some parts were adjusted and changed under the guidance of Ms. Huang and the subject leader. The teacher's guiding words are appropriate and the emotional mobilization of the children is in place. However, in the teaching activities, the teacher paid too much attention to the speeches of individual children and neglected the attention and performance of other children. This is also due to the fact that as a young teacher who lacks teaching experience and the ability to cope with changes on the spot, she was worried that the children who didn't raise their hands would answer the questions wrongly, which led to the teacher's inability to start the following teaching sessions smoothly, affecting the effectiveness of the teaching demonstration. Secondly, this lesson would be more helpful for children's memory and performance if we can increase the number of image charts.
Kindergarten Intermediate Orff Music Lesson Plan 4Activity Objectives:
1. Understand the colors and shapes of azaleas and roses.
2. Sense the fast and slow plates in the song through physical play.
3. Feel the beauty of spring in creating the shape of flowers.
Activity Preparation:
Wall chart P3, colorful azalea and rose slides, plastic flowers, windmill flowers, hula hoops, CD
Activity Process:
A story guide
Teacher: the grass in the sunshine fairy and the phoenix girl. The grass slowly grew up with the help of the Sunshine Fairy and the Phoenix Girl. At this time, the spring girl with her beautiful colorful belt, she put the colorful belt a raise, ah! Not only did the grass grow, but also many beautiful flowers bloomed. The color of the flowers can be really many what are some of the flowers?
Second, recognize the flowers
Division: children, you want to go to the garden to enjoy the flowers? Let's go together to see it!
1. Azalea
Show slideshow
The children observe, and the teacher introduces the azalea's aliases, colors, and tells the children that azalea blooms only in the spring of each year.
2. Roses
Teacher: The azaleas in the garden are so beautiful. Who will recognize this flower?
Watch the slide show, the teacher introduces the leaves and branches of roses, and knows what colors roses have.
Third, the game of flowers
1, wrist flowers
Teacher: The spring girl has brought a lot of flowers to children, do you like flowers? Let's play games with flowers!
Teachers play the role of the spring girl to send flowers to children.
Teacher singing, fast part of the children according to the phrase in their different parts of the body flowers, slow part of the flower fairy according to the phrase swaying.
2, windmill flowers
Teacher: small flowers and children together really happy, look! What's this? Oh, the windmill flower also want to play with everyone, then we first come to see how the teacher and the windmill flower game, the windmill flower will listen to music!
Play music, teacher demonstration.
3, flowers and butterflies
Teacher: windmill flower fun? Butterfly fairy smelled the fragrance of flowers, also flew over, the original butterfly and flowers are good friends, do you have good friends?
Please ask two children to demonstrate, one child plays the flower, the rapid part of the change of different flower shape. The other one will play the butterfly, and the butterfly will fly around the flower as the flower crouches down in the Allegro part.
All children perform.
Activity Objectives
1. Sense the rhythm of xxxxxxO, feel the quarter note rest.
2, cortical instrument sound effect exploration and listening defense.
3, feel the fun of using the body to express the rest.
4, willing to participate in music activities, experience the joy of music activities.
5, cultivate children's sense of musical rhythm, the development of children's expressive power.
Activity Preparation
Five drums, five snare drums, one tambourine, one soft cushion, pictures and CDs.
Activity Procedure I. Story introduction.
The baby is very good asleep, the elf wants to try to see if the baby is really asleep, he played the moving drums ......
Second, tone listening defense, warm up.
1, complete appreciation of the nursery rhyme once after the question: what are the instruments?
2, introduce the drum, snare drum, tambourine and perceive the sound of three instruments, and develop a movement for each instrument.
3. Enjoy the rhyme for the second time, clap your knees and read the words once, and do the designated movement according to the sound when you "knock three times".
4. Tone listening game.
The children are asleep, and the teacher asks, "Is little xxx xxx asleep? The teacher asks "Is little x x x x asleep? The students respond with finger movements to the drums with different tones
"Little x x x x x is not asleep!"
3. Sense the rhythm of xxxxxxO.
1. Move your body to sense the rhythm.
(1) What animals have come? Who will learn their calls and movements?
(2) with the words, make animal movements, and replace the words with the animal's call, the empty beat do not make a sound, hide.
2, props operation, sense of rhythm.
(1) with the words of the nursery rhyme, in the "knock three times" when the correct way to play, according to the rhythm of the soft pads, empty beat, cover the soft pads, do not make a sound.
Big drum: cushion upright, arm playing
Snare drum: cushion flat, both hands playing
Suzuki drum: one hand holding the cushion and one hand clapping
3. Instrumental playing, sensing the rhythm
Play three kinds of drums in three roles according to the rhythm of the words and hold the instrument at the empty beat.
4. Cortical instrument tone exploration.
1. Tone simulation and creation.
Manually a tambourine, teachers and children **** with the discussion of how to simulate the sound of the three animal calls, the children created after the teacher to summarize.
2, according to the previous section of the tone created for the children's rhymes accompaniment.
Mouse: Dot Dot Dot - Squeak Squeak
Flower Cat: Scratch Scratch Scratch - Meow Meow Meow
Puppy: Hammer Hammer Hammer - Want Want Want (
Teaching Reflection:
In order to avoid the children singing from the beginning to the end of the activity, in order to solve the difficult part of the quarter note and emotional skills, I used the method of conversation to let the children take a break for a while, so that the activity can be a combination of static and dynamic, and the children's performance basically accomplished the goal that I had foreseen. Of course, there are still a lot of shortcomings in this activity, and I hope that teachers and experts will give me more advice.
Teaching Objectives:
1, learn to sing the song "The Little Yellow Duck" in the scene, and try to sing in the form of group singing initially.
2, stimulate interest in participation, experience and friends *** with the joy of singing.
Teaching focus:
The Little Yellow Duck Chorus is divided into two sections. In the A section of the young children on the "sip. Gluttony. Sip | call - | "the rhythm of the attachment point mastery.
Teaching Difficulties:
In the B section, guide the children to sing in groups, so that the articulation of singing is more natural and smooth.
Teaching Preparation:
Experience Preparation:
Enhance the children's perception of rhythm; understand the children's experience about grouping.
Environmental preparation:
1, standing three-dimensional grouping signs (swimming team, singing team, bubble team)
2, ppt classroom materials, the "Little Yellow Duck" music, guitar
Teaching time: 25 minutes
Teaching theoretical basis:
In the current kindergarten curriculum implementation in the form of thematic content, thematic presentation of the background, teachers of kindergarten music education should be rethinking and the formation of the concept of teaching activities designed to update the idea of the relationship between teaching and learning to deal with the improvement of teaching methods and so on made a lot of practical research. Music is not a technical course that merely teaches knowledge and skills, but a humanistic course that aims to improve students' musical and humanistic qualities. In teaching, we should use music to inculcate young children and immerse them in it, infiltrate the knowledge points of teaching in the process of activities, and let them sense and integrate into the world of music in the process of learning. At the same time, the teacher's teaching process should highlight the children's learning process, so that the children's learning can be seen, so that the children's learning becomes effective learning. This activity creates the situation of the "Little Yellow Duck Chorus" to stimulate the children and the Little Yellow Duck Chorus to go to the beach together to perform the emotion, in the singing with the Little Yellow Duck and the game to learn to sing in groups, and in the process of singing to experience with peers **** with the fun of singing.
The teaching process:
I. Swimming in the water to the little yellow duck---introduction and experience
(a), look and guess. (Media appear large bathtub)
1, today I invited a friend who likes water, guess who it might be?
(Guide children to associate, such as: fish, turtles, crabs, ducks, etc.)
Second, the little yellow duck quacking - feelings and games
(a), listen to hear and say (the media appeared in the little yellow duck)
Key questions:
1, do you like the little yellow duck? Why?
(Observe the media, guide the children combined with their own life experience from the shape, color and other aspects of the reasons for liking)
2, you know why I like the little yellow duck? Please come and listen.
(Teachers play the guitar to sing the A section for the first time, guiding children to listen to the lyrics)
3, ask: Do you hear? Why do I like this little yellow duck? I bathe alone really boring, with a small yellow duck as a companion and I play with the water, really happy. Please come to do the little yellow duck, take this place as a big bathtub, come together to do the game.
(Teachers lead children to follow the song A paragraph together with the "water" game 1-2 times, so that children fully feel the rhythm of the attachment point)
5, how do you play with water?
(guide children according to life experience to say the different ways to play with water, such as: tread water, paddle, water, water, drip, sprinkle, etc.)
6, Summary: Teacher with *. **. *|*-| rhythmic language to summarize.
(Teachers lead children to try to pronounce the rhythm of the language in the water game, such as: pat. Yay pat. YA | pat - |, paddle. YA paddle. Yay | row - |, to help children familiarize and master the rhythm of the attachment point)
7, my little yellow duck even quacking is particularly beautiful, do you know how it quacked?
(Listen to the children to learn the quacking of the little yellow duck, the teacher observes whether the children can imitate the quacking of the little yellow duck with the rhythm of the appendage)
8, the teacher asked: please listen to find out which of these two quacking of the little yellow duck is mine?
(Teacher slowed down at this time to play and sing a single sentence with the guitar (1) sip sip sip sip | call - | (2) sip. Gluttony. Gluttony | call - |, ask children to distinguish, in order to test and consolidate the children's mastery of the rhythm of the attachment point)
9, the teacher asked: what the little yellow duck may be saying?
(Teachers at this point to guide the children to join the scene, try to sing softly or loudly the single phrase sip. Gluttony. Sip|call-|. Such as: the little yellow duck to have a birthday, to make a wish in a small voice; the little yellow duck to say hello to a distant friend, a little louder, etc.)
10, teachers and students chorus A paragraph 2 times.
(At this time, the teacher can be based on the young children singing problems in the process of guidance at any time, such as: rhythm is not stable, singing 1-2 times the song A paragraph.)
(2), play sing sing
focus on the question:
1, my little yellow duck is not only quacking beautifully, there are three skills?
(Lead the children to say what the little yellow duck may have)
2, please listen to what my little yellow duck has?
(Teacher's guitar complete playing song AB first time while playing ppt, ppt screen presents the content must be able to help children understand and memorize the lyrics)
3, follow up: my little yellow duck has what skills?
(guide the children to hear the lyrics "it can swim", "it can sing", "it can blow a lot of bubbles" to say, the teacher led the children to practice singing)
4. Can we add some interesting sounds?
(Teachers guide children to add onomatopoeia after "it swims", "it sings", "it blows lots of bubbles" according to the appropriate rhythm. "wow" "quack" "bobobo")
5, you hear the little yellow duck blowing bubbles when flying where?
(In the "it will blow many bubbles" after adding onomatopoeia, the teacher can add onomatopoeia up and down the line of the exercise, to enhance the participation of young children and the game, but also allows children to feel the termination of the song's musical feeling)
6, so that the song is more interesting, let's sing!
(Teachers and students *** with the song AB the first time, at the same time you can play the PPT, with the picture to remind the lyrics)
7, your song to a group of small yellow ducks are attracted to see how many came?
(Guide children to observe the media, there are many small yellow ducks, guide children to count)
Third, the small yellow ducks chorus - group singing
(a), singing practice
Key questions:
1, this is a little yellow duck chorus, want to invite you to participate in their chorus, let's try together.
(Teachers and students *** with the song AB the second time, click on the ppt, prompted the children to follow the multimedia chorus)
2, the little yellow duck chorus today to go to the beach performance, look! They also dressed up a bit, how they dress ah!
(The media appeared six little yellow ducks, one wearing a swim cap, two wearing a tie, three wearing sunglasses)
3, the beach to, but the audience requested, to ask the little yellow duck chorus divided into a bubble team, the swimming team and quacking the team of three groups to sing the song. How can this be divided?
(Guide the children to say different ways of grouping, such as according to the swim cap, sunglasses, tie or color of the method to divide the three groups; can be in accordance with the color of the decorations to group. At the same time, the teacher showed the standing three-dimensional grouping signs)
4. Thank you for your help, they are finally divided!
(ppt media appear grouping finished the duckling chorus)
5, this can be performed. But the problem arose again, divided into three groups after each group are too few people, the sound is not bright enough, the audience behind can not hear, can you go to help them?
(from the emotional stimulation of young children to help the little yellow duck, to participate in the chorus of the desire)
6, then quickly let us go to participate in it! Please quickly stand in the team you want to go.
(Children free to choose to participate in the bubble team, swimming team and singing team to sing in groups)
7, the little yellow duck chorus ready, let's rehearse it! How to sing it? "It will swim" which group to sing? "It will sing" which group sing? Which group will sing "It will blow lots of bubbles"? Who will sing the first part?
(Teachers and students *** with the discussion of the rules of group singing, listen to the accompaniment to change the form of the complete song 2 times AB)
8, the official performance of the time, let's perform it!
(Teachers and students *** with listening to the accompaniment group singing AB the third time)
Expert Comments
(Wang Lijuan Shanghai Huangpu District Teachers Training College Teaching and Researching Shanghai Shanghai Top Ten Young Teachers, Shanghai Outstanding Educational Workers):
"The Little Yellow Duck" is a melodic, catchy
Teachers in the activities of the song closely grasp these characteristics, the AB two sections of the music were created as "I like the little yellow duck" and "the little yellow duck is great" two situations, so that the children in the context of the natural learning to sing. The teacher set up the activity as a way to learn the AB and AB sections separately.
In the A section of the song, the teacher will focus on the learning of the rhythm of the dotted song. The teacher first familiarized the children with the melody by listening to the music repeatedly and imitating the movements of the ducklings. Then through the two ducklings different calls (the average quarter rhythm ****|*-|and the rhythm of the attachment point *. **. *|*-|) to imitate and learn the quacking of the ducklings through listening and analyzing (dotted rhythm). Finally, through the form of singing and performing for children to repeat the practice, so that children enjoy, happy with their favorite way to express the little yellow duck patting the water, playing with the water, tail, splashing action, to strengthen the children's mastery of the rhythm of the attachment point. Improve the enthusiasm and initiative of the children to learn to sing songs.
The lyrics of the B section of the song are based on the skills of the little yellow duck, and the teacher has added media interpretation so that children can quickly understand and memorize the lyrics. The teacher also demonstrated the difference between the upward and downward movement of the melody at the end of the two sections by the way the ducky blows bubbles in different directions, so that the children could quickly solve the difficulty of singing the song in the process of learning to blow bubbles from the ducky. On the form of group singing, the teacher let the children to participate in the "yellow duck chorus" in the use of grouping signs can stand, let the children free to choose the team they want to join, after the teachers and students *** with the rules of the discussion, came up with the rules of singing: A section by everyone to sing, B section group singing, that is, the swimming team singing! The swimming team sings "It will swim, wow, wow", the singing team sings "It will sing, gaga, gaga", and the bubble team sings "It will blow lots of bubbles, bo~bo~bo~bo~bo~bo~bo~bo~bo~bo~bo~bo~bo~bo~bo~bo~bo~bo~bo~bo~bo~bo~bo~bo". In order for the three groups of children to articulate better, the teacher acted as a conductor to make the articulation of singing more natural and smooth. In a relaxed and natural way, the children mastered the essentials of singing happily.
The whole activity is skillfully designed and smoothly interpreted, which is a good example of singing teaching.