Teaching Objectives:
● To collect and organize information, and to be able to predict the results and verify them; ● To make, improve and play simple musical instruments; ● To know the basics about sound; ● To further develop students' sense of cooperation.Teaching aids:
●Sources of information: videos (orchestral ensemble, playing homemade instruments), books, networked computers. ●Making materials: rubber bands, straws, leaves, nylon threads, metal tubes, metal sheets, glasses, cans, etc. ● Production tools: scissors, glue, thin thread. ●Experimental materials: ruler, rubber bands, team drums, gongs, hairpin, triangle bell, harmonica, plastic foam particles. ●Medical supplies: band-aids, red drops, iodine.The teaching process:
The first lesson time
Main task: determine the goal, make a plan
I. Reveal the theme
◇Design description: The use of multimedia to reproduce the beautiful ensemble scene and melody, to help the students to perceive the types of musical instruments and their different sounds, to stimulate the interest in learning, and to reveal the "everyone do it to make musical instruments". The theme of the unit teaching is "Make Musical Instruments with Your Hands".
◆Simulation of classroom (Teachers use multimedia equipment to play the video of symphony orchestra's ensemble.)
Do you envy these players? Let's have a concert with homemade instruments too, OK? (Teacher's board book topic)
II. Determine the goal
◇Design Note: Due to less exposure to this kind of information in normal times, students do not know what kind of musical instruments they can make. Teachers at this time to provide them with some varieties of homemade musical instruments for their reference, selection, so as to determine the production goals. The students can imitate the existing musical instruments or invent one by themselves.
◆Simulation Classroom
1. Expanding Horizons
The instruments we make are not as good as the professional ones, but they are as good as they sound. Please enjoy a video of you playing a variety of homemade musical instruments. (Teacher shows videos of amateur musicians blowing leaves, playing the saw, playing rubber bands, knocking on glasses, and other homemade instruments.)
What do you feel after enjoying it?
I have some more pictures of homemade musical instruments here. (Pictures showing: pipe organ, iron pipe chimes, clay pipa, willow flute, etc.)
2. Determine the goal
Do any of the students know how to play a musical instrument?
In this unit, we will make a simple musical instrument and play a piece of music with it. Please discuss which instrument you are going to make.
Write down the names of the instruments in your Science Notebook.
Ask each group to report on the name of their instrument.
3. Feasibility Analysis
◇Design Note: During this stage of teaching, it is expected that students may encounter the following learning obstacles-
1. Lack of knowledge. Not knowing much about musical instruments and music theory, lack of knowledge reserves.
2. Low skills. Due to the lack of previous opportunities for hands-on practice, the students' level of awareness and manipulation in the technical field struggles to support them in producing a desirable piece of work.
3. Inexperience. Insufficient understanding of their own conditions and available information, they blindly set production goals to the extent that they gradually find themselves unable to accomplish the task.
Aiming at the above obstacles, the teacher designed the link of "Analyzing the Present Situation" to help students to expand their vision, take stock of the resources, face up to the difficulties and revise their goals.
◆Modeling Classroom
Making a musical instrument is not an easy task, it requires a lot of conditions, otherwise, it will not be successful. Think about what conditions we really need. Write them down in your Science Notebook.
After the group discussion, we think we need these conditions to make the musical instrument "Coke Music Can" (Teacher's help to categorize and write on the board):
1) Sample: Have other people made this kind of musical instrument? What are the varieties we can refer to?
② tools and materials: aluminum cans, straws, ruler, knife, scissors, tape
③ knowledge: how the sound is produced? How to adjust the size and height of the sound?
④Technology: can dig holes in cans
⑤Economy: buy seven cans of drink
There is another aspect that also determines the success or failure of the production - how can the group work together to succeed?
Think about what we already have in place to make our own musical instrument. What are the difficulties that need to be solved?
If some of the difficulties are insurmountable, then I'm afraid we'll have to redefine our production goals. Predict any insurmountable difficulties in the production process?
Four, make a plan
◇Design Note: Instruct the students to describe the action steps of the group in the form of a "road map", draw a diagram of the structure of the instrument, determine the production tools and materials, and clarify the division of responsibilities of the group members. The teacher will draw up the class action steps on the basis of each group's plan.
◆Simulation Classroom
1. Draw a roadmap for the group: Teacher: What are the things we need to do before making the instrument? Please draw the steps of the group's work in the form of a "roadmap". (If students have not been exposed to the "road map", the teacher to present the following chart for students to refer to)
"Coke music cans" production group action roadmap (in order to facilitate the mutual observation and evaluation, students will be required to roadmap with a colored pen on the (For the purpose of mutual observation and evaluation, students are asked to draw the road map on a large piece of white paper with colored pencils.)
Discuss, draw, and then centrally display each group's roadmap.
2. Drawing the class roadmap
Some steps are ****ual, such as solving the doubts of these knowledge points; some steps are personalized and different between groups, such as the division of labor among group members and the tools and materials prepared. For the steps of ****ness, in order to save time, we will solve them together as a class; for the steps of individuality, the groups will be divided into groups. (Teacher narrates and writes the following diagram on the board)
Road map for class action
3. Drawing the structure of musical instruments:
Please draw the structure of the musical instruments you are going to make, and label the diagram with the tools, materials and quantities you need. (Teacher presents a sample drawing of the structure of a musical instrument on the screen.) (Students work together to draw, and the teacher roams around to guide)
Next lesson we will first address the students' general knowledge of the doubts, and I hope that you will also collect information in this regard after class.