The teaching objectives of dagula lesson plan 1;
1. Understand Mongolian customs and learn to sing dagula.
2. By learning to sing the song "La Gula", let the students know how one side feels.
Teaching emphases and difficulties:
First, learn to sing and understand the characteristics of Mongolian music.
Second, use the rhythm of singing and sing bars with one multi-word.
Preparation of teaching AIDS: electronic organ, tape recorder, rhythm card, rhythm instrument and multimedia courseware.
Teaching process:
First, the teacher greets the students.
Second, vocal music training.
Third, learn to sing the song "Drumming":
1. Play the courseware and introduce a new lesson: The teacher will introduce some children to you today to see which students know them and know where their home is.
Play "Miss Prairie Hero" courseware or related courseware. Inspire students to answer creatively and freely.
2. Understand the geographical environment and human environment of Mongolians.
3. Listen and sing "Dagula". Question: What did we hear them sing through the song? Let the students talk about the content of the song.
4. Learn to sing, teachers and students cooperate, teachers accompany, and students pretend to sing along.
5. Deal with the difficulties of songs and focus on practicing the rhythm of songs and a place with many sounds and words.
6. Performance: Learn Mongolian dance movements such as shoulder twisting, milking and horseback riding, and perform with songs and music.
Invite the students from the dance team to perform, and the other students clap their hands and sing.
7. Game: Play rhythm cards, some students perform, and some students choose to tap small instruments to accompany the songs.
8. Join musical instruments to accompany songs.
9. Complete performance.
Fourth, class summary.
Dagula 2 teaching plan 1. Teaching content:
Sing "dagula"
Second, teaching material analysis:
Dagula is a Mongolian short-tune folk song, which is divided into two phrases. The whole melody is beautiful and smooth, giving people a sense of coherence. This lesson is the content of the second volume of the fourth grade music textbook in Hunan primary school. The teaching content revolves around the singing teaching of a Mongolian folk song "Dagula".
Third, the teaching objectives:
1. Can sing the song "Dagula" in a beautiful and stretched voice.
2. You can use chopsticks and body movements to express music and feel the characteristics of Mongolian music style.
3. Be able to express songs with different strength and speed and feel the emotional changes of songs.
Fourth, the teaching design intention (idea):
Singing teaching with a song as the main content is to sing a song well in a class. This kind of teaching is not only to learn to sing, but also to participate in the feeling repeatedly, that is, to listen to songs and participate in the rhythm as the guide, and to perform actions at different levels by listening to songs repeatedly, so that students can fully feel the expressive force of music, remember the melody of songs, and understand the melody characteristics of songs and related music common sense. Teaching revolves around learning to sing the song "Dagula". Through participation at all levels, students can fully feel the melody of songs and finally fully express songs.
Highlights of teaching design of verb (abbreviation of verb);
This lesson has designed a variety of ways to participate in listening to and feeling songs. For example, listening to the constant beat of music, feeling the ups and downs of melody by offering Hada, and so on. By listening to and participating in the performance of songs, students can learn songs unconsciously, which fully embodies the new curriculum concept of student-oriented and music-oriented.
Six, the focus and difficulty in teaching:
Key point: Sing the song "Dagula" with a beautiful and harmonious voice.
Difficulties: the octave jump, syncopation rhythm and long sound control in the song, so as to grasp the charm of Mongolian songs.
Teaching preparation: piano, blackboard, chopsticks, hada, multimedia teaching equipment.
Eight, the teaching process:
I) Introduction to the theme
Teacher Yan: Students, please look at this picture on the big screen. Where did this endless green ocean take us? On the quiet and vast prairie, the green space is dotted with green grass, blue sky, soaring eagles and yurts. Today, the teacher brought you a piece of grassland music. Please regard the place where we sit as a yurt on the grassland. Listen to the music and walk around the yurt. Please turn on the beat of the music.
(Design intent: language introduction, so that students can quickly enter the situation and feel the feeling of being there)
Second, feel the song.
1. Listening to the song "Dagula" for the first time, I feel the rhythm and artistic conception of the song in four beats.
Teacher: Please follow the music, close the rhythm of the music and think about the artistic conception of this song. Is he triple or quadruple?
2. Listen to the song "Dagula" for the second time, spread your wings and fly with an eagle, and feel the strength of four beats and the long and soft rhythm of the song.
Requirements: when flying, your feet are constantly flapping, and the rhythm of your hands is 4/4 x-x-the first beat slaps your hips, and the third beats your wings in the air. Just like a teacher, close the beat of music and fly to any place on the grassland. Please be polite when flying, and don't collide with others. (Count the beats appropriately)
3. Listen to the song "Drumming" for the third time and add chopsticks to feel the rhythm of the song.
Teacher's introduction: Just now, the eagle flying of children was very beautiful. People on the grassland can sing and dance well. Their dance comes from life. On the grassland, they will jump Mongolian chopsticks to the music. Now, please fly to your seat and pick up your chopsticks. Let's imitate the action of the eagle spreading its wings and knock with chopsticks. Turn off the rhythm of music like a teacher and feel the beauty that music brings us freely.
4. Listen to the song "Drumming" for the fourth time, and add chopsticks to feel the change of song phrases.
The teacher introduced: I seem to see a group of free Mongolians dancing to the music on the grassland. Please stay where you are, turn to the teacher and see how the teacher's actions are different from yours. The teacher made four changes in direction. ) This song is divided into two phrases. The two big phrases each have two clauses and four clauses. Please act in the direction of the clause.
(Design intention: Listen to the music and feel the music in four different ways, so that students can understand the mood, beat and phrase of the song and be familiar with the music of the song while expressing and feeling the music. )
Third, learn to sing.
1. The old teacher sang and interpreted the title of "Dagula".
The beautiful song we just heard is called dagula, which is a Mongolian short-tune folk song. The teacher will dedicate this song to you. Please listen and read the lyrics and think about what "dagula" will mean. "Dagula" is a common name for Mongolian girls, which means "recruiting younger brother" and "introducing son" in Chinese, meaning that adults want to have another boy. The song "Dagula" refers to a hardworking, kind and brave Mongolian girl on the grassland a long time ago.
2. Learn music scores.
① Listen to the song and draw the melody line.
② Look at the atlas to analyze the melody characteristics of songs, and guide students to pay attention to the melody of songs and feel the melody with "whoops".
③ The feeling of participating in the melody line through offering Hada.
Teacher: Just now, the children were holding hands and humming songs, reminding the teacher of Hada, which is a sacred symbol of the Mongolian people. In order to welcome friends from afar, they will pick up the sacred Hada and give it to them. Let's be Mongolians and give them the ups and downs of music.
(Design intention: Let students feel the ups and downs of melody intuitively by drawing "melody line" intuitively, so as to guide students to sing accurately)
4 singing skills.
Teacher: We feel the wonderful melody together. Let's sing the melody of the song in a coherent and beautiful voice Please listen to the piano carefully with your ears, breathe fresh air in the grassland, sing with your best strength and whisper, and make your voice as soft as the breeze on the grassland. Put forward the requirements of sound, sing the feeling of beauty, and focus on solving the time value of octave jump, syncopation and long sound.
3. Learn to sing the lyrics.
(1) Sing along with the piano.
(2) Several places to solve the problem of multi-tone in one word.
③ Emotional treatment of the first clause and two paragraphs.
(4) The local dynamics of two long tones.
⑤ Complete singing, the artistic conception of the whole song.
4) Different musical styles participate in the performance.
1. Listen to "Drumming" a little faster, and the teacher will show the dance of chopsticks along with the music.
The teacher introduced: We sang the beautiful Mongolian folk song "Dagula" together. Mongolia is also a nation that can sing and dance well. Next, the teacher brings you the unique chopsticks dance in Mongolia. How does this chopsticks dance make you feel? It's also the song "Dagula". What changes have taken place?
(Design intention: Let students understand the changes in artistic conception and artistic conception of songs caused by the changes in musical elements such as the speed and intensity of music. )
2. Summarize the changes brought by speed and intensity to the artistic conception of songs. The speed of the song is getting faster and stronger, and the mood of the song is becoming more and more lively, from lyrical beauty to cheerfulness, as if taking us to the lively Nadam Rally on the grassland. )
3. Students participate in the performance of songs with simple chopsticks dance rhythm, emphasizing the dance rhythm.
(Multimedia presentation rhythm: 4/4 x-x-)
Teacher: Let's feel the enthusiasm brought by the beating rhythm of Mongolian chopsticks. Please hold chopsticks and beat the rhythm with the feeling of dancing chopsticks. Description: Mongolian chopsticks dance makes sound by tapping various parts of the body. Please tap your favorite part and tap with the music.
4. Complete song performance. (The first time: I participated in the adagio "Dagula" with the graceful gesture of offering Hada; The second time: accompanied by chopsticks and binoculars, sing the lively "Dagula"; The third time: return to the original speed)
5) Summarize the class.
Teacher's conclusion: Today, we learned the Mongolian short-tune folk song "Dagula" together, and expressed it with different strength and speed. Mongolian folk songs are as warm and generous as Mongolians and as wide and distant as Mongolian grasslands. It has bred many outstanding grassland singers such as Dedema, Tengger Singh and Han Lei. The teacher hopes that you can learn more Mongolian folk songs from now on and like them. That's all for today's class. Thank you!
Lesson 2 Listen to Senji Dema
First, the teaching content:
Enjoy "Senjidema"
Second, the teaching objectives
1, you can listen to music quietly, feel the vast and beautiful scenery of grassland in different ways, and experience the happy life and passionate feelings of Mongolian people.
2. We can understand the significance of speed in music performance in various receptive practical activities of listening to music, that is, different speeds of the same song will produce different emotions.
3. Cultivate students' self-confidence in participating in music activities.
Third, the difficulties in teaching:
Understand the significance of speed in music performance, that is, the same song with different speeds will produce different emotions. Feel the different scenes of music performance and experience the emotional changes of music performance.
Preparation of teaching AIDS: multimedia courseware, scarves, colored balls, percussion instruments, Mongolian headdresses, etc.
Teaching process of verbs (abbreviation of verb)
1) Listen to music and come into the classroom.
Play the courseware music "Praise Song on the Grassland" and let the students ride into the classroom rhythmically.
2) Greetings from teachers and students, paving the way for new courses.
1, say hello to teachers and students
2. Create motivation
Inspire students to use sound and musical instruments to create a sound scene of a horse and a group of horses running from far and near to near and far, so that students can realize that slow horses can be expressed with gentle speed and fast horses can be expressed with accelerated speed in the process of creation, and guide students to realize the change of speed and the content of the picture will change accordingly.
3. Listen to the audio-visual courseware of Colorful Grassland. After reading it, let the students talk about what they heard, what they saw and what people were doing. After the students answered, the teacher summarized and introduced the folk customs of the grassland, which stimulated the students' interest in learning.
3) new curriculum teaching
(A) the introduction of new courses
1. Introduce the music background created by author He Lvting and introduce the topic.
Teacher: The beautiful grassland, beautiful singing and happy life of Mongolian people deeply touched Grandpa He's heart, so Grandpa He created a orchestral music based on Mongolian folk song "Senjidema", also called "Senjidema". Today, let's listen to this touching music.
2. Explain the relevant knowledge of orchestra.
Show the pictures and let the students know that orchestral music is played with orchestral instruments.
(2) Enjoy music
1, overall appreciation
Play music, listen to the whole song, and think while listening. What do you hear from the music? I think I saw something. How many times has the speed of music changed?
Teachers guide students to develop rich imagination, express their opinions to the fullest, and inspire students to say that music can be divided into two sections according to the change of speed.
(2) Sing the main theme
Sing music in "la" mode
Sing music on the piano
2. Step by step appreciation
Listen to the first paragraph.
Play the first piece of music. While listening, students use appropriate props, such as waving scarves gently, or using appropriate musical instruments and tapping the bell gently to express their feelings about music.
Inspire students to talk about the speed of this part, what kind of picture is depicted and what kind of emotion is expressed?
After the students express themselves freely, guide them to say that this kind of adagio music shows the beautiful and vast scenery of the prairie, which makes people feel relaxed and comfortable after listening.
② Compare and listen to the second paragraph.
Question: What's the difference between this part of music and the first paragraph? What has changed? What is the scene on the grassland? What does the teacher's dance express? What kind of emotions did you show?
Play the second piece of music, and the teacher will improvise the dance "Happy Grassland" with the music. After reading it, the students will say what kind of scene this piece of music shows, and what changes have taken place in speed and mood?
By comparing with the first piece of music, guide students to understand that this piece of music is completely different from the first piece of music. The speed is faster, and the mood changes from soothing to lively and cheerful, which shows the festive scene of people celebrating festivals, singing and dancing on the Mongolian grassland.
(3) Inspire students to add subtitles to two pieces of music.
Prompt students to add subtitles to two pieces of music from the speed of music, the change of expressing emotion and the difference of picture content. Such as: quiet grassland, jubilant grassland, etc. Then let the students compete in groups to see which group is faster and has more people.
(3) Comprehensive performance
Instruct students to design a sitcom performance of "Happy Grassland"
① Teachers demonstrate the typical movements of Mongolian dance, and students learn to jump.
② Design the plot performance of Happy Ranch.
Students discuss the content, form and division of Chinese characters in groups.
Play the second piece of music and students can perform freely.
Teachers and students performed to the music again.
(D) emotional sublimation
1, emotional education, talk about the feelings after listening to the music. Let the students talk about what they feel most after listening to the music, and what people on the grassland are like. Students naturally express their yearning for the beautiful grassland. Teachers make use of the situation to educate students emotionally and inspire them to love life, hometown and motherland.
2, play music, teachers and students do cycling rhythm, and leave the classroom happily.
Lesson 2 Reading Music and Singing "Lovely Sheep"
First, the teaching content:
Lesson 2 Reading Music and Singing "Lovely Sheep"
Second, the teaching objectives:
1, through music creation, learn to express different music scenes with force marks, speed marks and expression marks.
2. Cultivate students' creative ability and promote students' cooperative ability through music creation.
3. Using auxiliary creative means to improve students' musical expression.
Third, the difficulties in teaching:
By creating various melodies to express different music scenes.
Express music through elements such as rhythm, speed and dynamics.
Preparation of teaching AIDS: multimedia courseware and cards
Fourth, the teaching process:
I) Organizing teaching:
Listen to the music "Lovely Sheep" and enter the classroom. Say hello to teachers and classmates.
2) Import:
1, Teacher: Students, what did you see after listening to the lovely sheep just now?
Then please find out which sounds appear more frequently in the melody of this song.
The students said that the teacher wrote on the blackboard: 3 3.
6 6 5
3 6
three
6 1 3
2 6 6
The students sang along with the piano.
2. Teacher: Don't underestimate the sound of 1, 2, 3, 5, 6. We can change infinitely wonderful music through different rhythms like magicians and bring us different feelings. Do not believe, let's listen to the golden peacock.
Show me 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, and then ask: What do you think the Golden Peacock is doing? (dancing)
(2) Let's change and show the melody:
1=C
3 3 1 1
3 3 5 5 | 5 5 5 5
5 5 | 3 3 6 6
1 1 2 2 | 2 2 2 2
2 2 |
3 3 1 1
3 3 5 5 | 1 1 6 6
6 6 | 2 2 1 1
6 6 1 1 | 1 1 1 1
1 1 |
After playing the melody, the teacher asked: What is the speed change at this time? Is the rhythm tighter or looser than before? So what is the golden peacock doing at the moment?
(3) Let's change it again (show the melody):
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 - |
The teacher plays the melody, and then asks: What's the speed now? Is the rhythm tight or loose? What is the golden peacock doing again?
3. Teacher: Ah, the music is amazing. We can change so many songs with different emotions just by changing the rhythm and speed of the original song. Students, we can also add different rhythms and speeds to these notes on the blackboard, and we can also change the songs of Lamb in different situations. Would you like to have a try?
3) Music creation:
1, Teacher: Let's go to the green grassland with the sheep! The lambs came to the grassland, ate enough grass and played hurdles, but without music, they became more and more bored. What should we do? Students, let's make up a "Lamb Movement Song" for them, shall we?
When composing music, we should first arrange the rhythm frame. Let's look at these four rhythms together: ××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××
If you live, you must study. The teacher will stick these four cards on the blackboard and read the rhythm together. Teacher: Is there a better way to combine students?
You can also express this rhythm in other different ways, such as tapping your shoulders and stamping your feet.
2. The students' rhythms are well compiled. If you add notes and turn them into pleasant melodies, the lambs will surely stride harder. Can you fill these notes in our combination rhythm in order?
Let's have a group discussion. The students in the front row and the back row are a group. There are three cards in one drawer of each group. Please take out an empty rhythm card later and write the melody directly into the card. How many beats are there in a bar?
Sing together after editing. (Choose two groups of works to paste)
Teacher: Let's enjoy the works of these two groups together. Let's play it once and watch it sing. The students are really good. These beautiful melodies didn't even meet the teacher's expectations. You see, the lambs are happier listening to the melody created by their classmates, but one of them left the flock because of playfulness and couldn't find a partner. How anxious.
× — ×
×× ××
×××× ××××
×××× ××
Which of these four rhythms do you think is suitable for expressing the anxiety of lambs at this time? (XXX, XXX, XXX), can you read? With the rhythm, let's make up a melody that can express the anxiety of the lamb. Please take out another card later and weave these notes on the blackboard into these two rhythms. The teacher has compiled the melody of the first two bars. Please discuss in groups, complete the arrangement of the last two bars and sing together.
4. Show your work.
Just when the lamb was in a hurry, the mother sheep came. Look how happy they are together! The sun is setting, the moon is crawling and the sheep are resting. Let's write a lullaby for the sheep. Which rhythm do you think is the best for lullaby creation? (×—×)
6. Please take out the last card. How many beats per bar? We also weave the notes on the blackboard into this rhythm in the same way, and then write the melody in the last two bars. Sing a song
7. Show your work
4) Create and process
1, the students just created a few small tunes, and these small tunes were connected together to form the "Lovely Sheep" suite. The lambs were really happy to hear that. Do they want to party with us? (Showing courseware): Lovely sheep.
(1) Lamb Sports Song
(2) The frightened lamb
(3) Sheep lullaby
Next, let's have a group rehearsal program. Please choose a performance and ask the director, that is, our group leader, to arrange it, such as which students sing melodies and which students accompany them with human instruments. You can pinch your fingers and play your tongue. (according to the sequence of fragments.
V) Summary
The lamb listened to the lullaby composed by his classmates and slept soundly in his arms. The teacher hopes that you can write more beautiful melodies in the future. Ok, let's say goodbye to the lamb in the music!