Before teachers carry out teaching activities, they often need to prepare teaching plans. Teaching plans are the main basis for implementing teaching and play a vital role. How to write lesson plans to be more effective? Below is the music lesson plan for the first class of Mouse and Cat Kindergarten that I compiled for you. You are welcome to learn from it and refer to it. I hope it will be helpful to you. Mouse and Cat Kindergarten Music Lesson Plan 1
Design Intention:
Pop music is the most direct way of musical expression and the fastest way for people to understand and accept it. Its scope of influence It has gradually extended from young people to young children and middle-aged and elderly people. Especially some songs with cheerful rhythms, simple changes in tunes and easy to catchy songs are especially loved and favored by children. They have occupied a certain position in children's lives. He is even like a super little "fansi", and he can sing many songs easily. Since her song "Persian Cat" was sung in the streets and alleys, their "children's version" singing can often be heard in the mouths of children in kindergartens, and it is usually sung by one person with many people singing, and the momentum is extremely majestic, although they are not familiar with the lyrics. The meaning of the song is not very deep, but the melody and rhythm of the music can be interpreted and imitated perfectly. By chance, I came into contact with a piece of music called "Persian Bazaar" in Orff's music intelligence teaching. The ups and downs of the music - lively, soothing and magnificent epic tune style, suddenly attracted my attention. I was particularly excited about the music, especially a piece of music that was very similar to the song. As a result, a teaching idea triggered by the fusion point of pop music and classical symphony gradually formed in my mind. According to the content and requirements of art guidance in the new "Outline": provide opportunities for free expression, encourage children to use different art forms to boldly express their emotions, understanding, imagination...share the happiness they create, I use a very ancient and classic The "cat and mouse" game allows children to freely perceive and understand the content of music during the game, and enhances children's interest in music activities.
Activity goals:
1. Through simple storylines, help children understand the structure and content of music, and perceive the changes in intensity of phrases and the differences in musical styles.
2. Enrich children’s perception and expression of music with the help of simple and rhythmic chanting, singing and body movements.
3. Can use existing props to simply dress up to better express the content of the work and experience the fun of performance.
4. Cultivate children’s basic skills in independent and cooperative performance, and stimulate children’s interest in musical melodrama.
5. Get familiar with and feel the melody and content of the songs, and learn to sing them.
6. Experience the atmosphere of the song by learning to sing it.
Activity preparation: music: "Persian Bazaar" clip, 4 related background pictures, one mask for each person, and 12 sharp mouths.
Activity process: Appreciate in segments and express with body movements - Overall performance - Dress up yourself - Report the performance
Activity process:
1. Introduction: Teacher: Show the little mouse and ask:
1. Children, look, who is this?
2. What does the little mouse look like? I heard that many of Little Mouse's friends are going out for a stroll today, and lo and behold, they are here. Listen, they are still singing as they walk.
2. Appreciate and perform the music in sections:
(1) Appreciate and perform the first piece of music.
1. Question: What is the little mouse singing?
2. What changes does the little mouse’s voice change before and after the song he sings?
3. What is the little mouse doing today? How can you feel the little mouse's mood in this music? Why?
Teaching reflection:
The transition from weak to strong gradient in music is expressed through the sound gradient of children's songs. Combined with the children's own daily life experience, children can easily perceive distance, distance, and distance. The relationship between voice intensity and changes in body size. With the help of children's bodies and rhythmic language, children's perception and expression of music can be further enhanced.
Background:
Before organizing group activities for children, through rhythm exercises and music appreciation activities, children can use language and body movements to express music. Experience and appreciate the beauty of music in a relaxed and free atmosphere. We will all use some methods to calm down the children who are focused on recess games and return to their original position from excitement, such as: clapping, reading children's songs, listening to music, finger games, etc. Flexible use of these methods can be very effective, but over time, children will lose their sense of freshness and become ineffective.
Case description and analysis:
Case 1:
As soon as the child heard the melody of "12345671", the child began to move his little chair. After this melody sounded three times, almost all the children were seated, except for Chen Zeyu, who was still playing with building blocks in the back. I shouted: "Zeyu, move the little chair and sit down!" Zeyu was building blocks with great interest and seemed not to hear the teacher calling him. I frowned and shouted: "Zeyu, didn't you hear the teacher calling you? Sit down quickly." Zeyu looked back at the teacher and said, "I heard you!" But he didn't mean to pack the blocks. I saw Zeyu Still dawdling, he immediately walked over and snatched the building blocks from Zeyu's hand, and said sternly: "Didn't you see the other children waiting for you? Come back to your seat quickly! I have never seen a child like you." After giving Zeyu a push, the child had to find a small chair and sit down obediently.
Analysis: In case one, children were still playing with building blocks when the teacher was preparing to organize educational activities. The teacher gave two verbal warnings to the child for this violation, but to no avail, so he used verbal criticism and used non-verbal behavior to intervene. "I've never seen a kid like you" is a somewhat sarcastic statement that can unintentionally hurt a child's self-esteem. Improper use of teachers' non-verbal behaviors contains potential safety hazards and can easily cause accidental injuries to children.
Activity reflection:
According to the content and requirements of art guidance in the new "Outline": provide opportunities for free expression and encourage children to boldly express their emotions, understanding, and Imagine... share the happiness they create. Through a very old and classic "cat and mouse" game, I allow children to freely perceive and understand the content of music during the game, and enhance children's interest in music activities. Mouse and Cat Kindergarten Music Lesson Plan 2
Activity goals:
1. Learn to feel the structure of music ABA, and feel the phrases through various forms.
2. Use different ways of movement to feel and express the "ding! cymbal!" sound at the end of the phrase, and creatively use body movements to express the ascending and descending of the B section of music.
3. Know not to collide with others in the game and experience the happiness brought by the game.
Activity preparation:
Paper puppets of mouse and cat, cat headdress, mouse nose, stool, homemade small musical instruments, etc.
Activity process:
1 , listening to the music of "Happy Little Mouse", the children imitated the mice and entered the activity room.
Refers to: Little mice, let’s go over there and play!
2. Invite children to listen to the music and feel the rhythm and special cymbals.
(1) Children listen to music quietly and initially feel the melody and phrases of music.
Refers to: I have brought an orchestral piece that American children like very much. It has a very special sound in it. Please listen carefully!
(2) Listen to the music and feel the cymbal sound at the end of each phrase.
Means: Please listen to the music again and move your body at the sound of the music.
(3) Listen to the music again and use homemade small instruments to feel the phrases and the cymbals at the end of the phrases.
Referring to: Which of our musical instruments do you think this sound sounds like? Let's pick up small instruments and sing along with the music! Note that you are singing where the cymbal sounds!
3. Enjoy the B section of music and create different body movements to express the ascending and descending music.
Refers to: In addition to the special sound, there is another change in this piece of music.
Let's listen to the music and use body movements to express the ascending and descending music!
4. Listen to the music and dance with your fingers on the body stage to further feel the phrases of the music.
Refers to: My little hands love to dance. They want to listen to music and dance on the body stage. On which stage are your little hands dancing? How do your little hands dance when the music hits the cymbals? Let's dance rhythmically to the music!
5. Through the "tickling" game, children can more accurately know that the sound of "ding! Cymbal!" is a musical phrase.
Means: In addition to your own body stage, you can also dance on the body stage of others.
6. Organize children to play the game "Mouse and Cat", and feel and express the ABA structure of music in the game.
(1) Children listen to music and operate paper puppets, creating different ways to play mice and cats.
Refers to: Where is your cat? Where are the mice hiding? What games do they play while listening to music?
(2) The teacher vividly performs the game "Mouse and Cat", and the children comment on the game freely, and master the gameplay of the game during the comment.
Refers to: Look, here comes a cat and a mouse. What games are they playing while listening to the music?
(3) Children play the role of mice, teachers play the role of cats, and play games while listening to music. The game can be repeated 2-3 times.
7. Appreciate the music in its entirety again and know that the name of this piece of music is "Miss Typing" and it is an orchestral piece.
8. The mouse danced happily with the joy of victory and left the activity room. Mouse and Cat Kindergarten Music Lesson Plan 3
Activity goals:
1. Learn to feel the structure of music ABA, and feel the phrases through various forms.
2. Use different ways of movement to feel and express the "ding! cymbal!" sound at the end of the phrase, and creatively use body movements to express the ascending and descending of the B section of music.
3. Know not to collide with others in the game and experience the happiness brought by the game.
Activity preparation:
Paper puppets of mice and cats, cat headdress, mouse nose, stool, homemade small musical instruments, etc.
Activity process:
1 , listening to the music of "Happy Little Mouse", the children imitated the mice and entered the activity room.
Guidance: Little mice, let’s go over there and play!
2. Invite children to listen to the music and feel the rhythm and special cymbals.
(1) Children listen to music quietly and initially feel the melody and phrases of music.
Instruction: I brought you an orchestral piece that American children like very much. It has a very special sound. Please listen carefully!
(2) Listen to the music and feel the cymbal sound at the end of each phrase.
Instruction: Please listen to the music again and move your body at the sound of the music.
(3) Listen to the music again and use homemade small instruments to feel the phrases and the cymbals at the end of the phrases.
Guidance: Which of our musical instruments do you think this sound sounds like? Let's pick up small instruments and sing along with the music! Note that you are singing where the cymbal sounds!
3. Enjoy the B section of music and create different body movements to express the ascending and descending music.
Guidelines: In addition to the special sound, there is another change in this piece of music. Let's listen to the music and use body movements to express the ascending and descending music!
4. Listen to the music and dance with your fingers on the body stage to further feel the phrases of the music.
Guidance: My little hands love to dance. They want to listen to music and dance on the body stage. On which stage are your little hands dancing? How do your little hands dance when the music hits the cymbals? Let's dance rhythmically to the music!
5. Through the "tickle" game, children can more accurately understand that the sound of "ding! Cymbal!" is a musical phrase.
Guidance: In addition to your own body stage, you can also dance on other people's body stage.
6. Organize the children to play the game "Mouse and Cat", and feel and express the ABA structure of music in the game.
(1) Children listen to music and operate paper puppets, creating different ways to play mice and cats.
Guidance: Where is your cat? Where are the mice hiding? What games do they play while listening to music?
(2) The teacher vividly performs the game "Mouse and Cat", and the children comment on the game freely, and master the gameplay of the game during the comment.
Guidance: Look, here comes a cat and a mouse. What games will they play while listening to the music?
(3) Children play the role of mice, teachers play the role of cats, and play games while listening to music. The game can be repeated 2-3 times.
7. Listen to the music in its entirety again and realize that the name of this piece of music is "Miss Typing" and it is an orchestral piece.
8. The mouse danced happily with the joy of victory and left the activity room. Mouse and Cat Kindergarten Music Lesson Plan 4
Design Intention:
Pop music is the most direct way of musical expression and the fastest way for people to understand and accept it. Its scope of influence It has gradually extended from young people to young children and middle-aged and elderly people. Especially some songs with cheerful rhythms, simple changes in tunes and easy to catchy songs are especially loved and favored by children. They have occupied a certain position in children's lives. He is even like a super little "fansi", and he can sing many songs easily. Since her song "Persian Cat" was sung in the streets and alleys, their "children's version" singing can often be heard in the mouths of children in kindergartens, and it is usually sung by one person with many people singing, and the momentum is extremely majestic, although they are not familiar with the lyrics. The meaning of the song is not very deep, but the melody and rhythm of the music can be interpreted and imitated perfectly. By chance, I came into contact with a piece of music called "Persian Bazaar" in Orff's music intelligence teaching. The ups and downs of the music - lively, soothing and majestic epic tune style, suddenly attracted my attention. I was very excited, especially one piece of music that was very similar to the song. As a result, a teaching idea triggered by the fusion point of pop music and classical symphony gradually formed in my mind. According to the content and requirements of art guidance in the new "Outline": opportunities for free expression, encouraging children to boldly express their emotions, understanding, imagination in different art forms... to share the joy of their creation, I used a very ancient and classic The game of "cat and mouse" allows children to freely perceive and understand the content of music during the game, and enhances children's interest in music activities.
Activity goals:
1. Through simple storylines, help children understand the structure and content of music, and perceive the changes in intensity of phrases and the differences in musical styles.
2. Enrich children’s perception and expression of music with the help of simple and rhythmic chanting, singing and body movements.
3. Can use existing props to simply dress up to better express the content of the work and experience the fun of performance.
4. Cultivate children’s basic skills in independent and cooperative performance, and stimulate children’s interest in musical melodrama.
Activity preparation: Music: "Persian Bazaar" clip, 4 related background pictures, one mask for each person, and 12 sharp mouths.
Activity process: Appreciate in segments and express with body movements - overall performance - dress up yourself - report the performance
Activity process:
1. Introduction: Teacher: Show the little mouse and ask:
1. Children, look, who is this? (After the children answered, the teacher recited rhythmically I am a little mouse, a happy little mouse.)
2. What does the little mouse look like? (Encourage the children to say that the pointed mouth grows a beard, and the beard grows.) I heard that many of the little mouse’s friends are going to hang out today. Look, they are here. Listen, they are still singing as they walk. (Play song 1 and show the chart at the same time. The teacher recites children's songs rhythmically: I am a little mouse, a happy little mouse, with a pointed mouth and a beard, and the beard grows. The voice of reciting children's songs increases from soft to loud. )
2. Appreciate and perform the music in sections:
(1) Appreciate and perform the first piece of music.
1. Question: What is the little mouse singing?
2. What changes are there in the voice of the little mouse before and after the song he sings? (First softly and then loudly, it shows that the mouse is getting closer and bigger. Please use body movements and sounds to express this change.)
3. What is the little mouse doing today? How can you feel the little mouse's mood in this piece of music? Why?
Teaching reflection: The transition from weak to strong gradient in music is expressed through the sound gradient of children's songs. Combined with children's own daily life experience, children can easily perceive distance, sound intensity and changes in body size. the relationship between these three. With the help of children's bodies and rhythmic language, children's perception and expression of music can be further enhanced.