Teaching plan of high school dance class 1

First, the guiding ideology.

With the deepening of quality education, art education has been paid more and more attention by society, schools and families, and dance education, as the main content of art education, has also blossomed with other art categories under such an environmental background. Everyone has the ability to dance, because dance comes from human movements, and everyone can't do without movements. They use the language of action to express their feelings together to create and meet the needs of their lives. People's ability to participate in dance activities in life certainly needs some acquired learning. For basic education, the most important task is to change the educational concept, implement quality education, break the old educational model of "teaching by example" and open up a new world for dance education!

Second, analyze the content of teaching materials.

The content of this lesson comes from the third unit of the standard experimental textbook "Music and Dance" in senior high school. Dai is a unique ethnic group in Yunnan and one of 56 ethnic groups. Dai people mainly live in Ruili, Xishuangbanna and other areas. Dai people generally like singing and dancing, with vivid images and delicate feelings. Many movements are mostly simulated and beautified by animals, including head, shoulders, waist and crotch.

Third, the teaching objectives:

(1) Through the teaching of Dai dance, students have a preliminary understanding of the basic style, basic modeling and rhythm characteristics of Dai dance.

(2) Expand and enrich students' horizons and knowledge, accumulate dance materials extensively, and constantly improve their appreciation ability and dance performance ability.

(3) Let students master the actions they have learned and learn to create and edit simply.

(4) Cultivate and enhance students' feelings of loving minority cultures.

Fourth, the teaching focus:

Although dance is the art of action, it is not only doing action, but more importantly, it embodies the style and characteristics of a nation. This course focuses on the teaching of the basic movements of Dai dance, because students often simply imitate the movements, and sometimes they don't even imitate them. In addition, there are many contents in this class, and it is the focus of this class to let them master the movements well.

Five, teaching difficulties:

The difficulty of this course is to ask students to create and edit. Most of the students come from the countryside, so it can be said that there is almost no dance foundation, and it is difficult to create and compose music. In addition, all the students who choose dance classes are female students, and they are likely to use them in the future, so learning basic dance composition is also a basic skill for them. For us students, it may take two or three classes to learn the basic dance movements and start editing activities.

Six, teaching methods:

In order to let students more accurately grasp the style and characteristics of Dai dance and overcome the key and difficult points of dance, I mainly adopt the following methods:

(1) Visual image method: First of all, the customs and cultural connotations of the Dai people are not so well known to our Han children. In order to let students have a deeper understanding of this, I first took out the Dai costumes featured in the school performance, and gradually introduced the posture characteristics of Dai dance through visual stimulation and the teacher's explanation of Dai girls' costumes, so that students could accept knowledge in appreciation. When introducing hand shape and hand position, I broke the traditional mode of teachers doing and students learning, and found many demonstration pictures of hand position, so that students could find them themselves and cooperate with their own actions, avoiding boring preaching forms, making the original abstract content more visual and playing a certain strengthening role.

(2) Language inspiration method: Teachers' language has the most direct influence on students, and teachers' language image is vivid and easy for students to accept. In this class, I constantly use language to inspire students to change their roles, transform themselves into a beautiful Dai girl, or imagine themselves as a golden peacock, so that they will be more confident in their actions, which is very helpful for us to accomplish our teaching goals well.

(3) Practice methods: In students' dance study and practice, highlight the emotional expression of music and dance.

Seven, said the learning method:

I think, in a sense, teaching method and learning method are unified, and there is what kind of teaching method there is. It should be said that teaching thought determines teaching mode, and teaching mode determines teaching methods and learning methods. However, both teaching method and learning method must attach importance to the existence of students, take students' learning as the center, and fully mobilize their enthusiasm and initiative in learning. According to the content of the teaching materials and the characteristics of students' interests, we closely focus on the teaching objectives in the guidance of learning methods, imitate the teacher's actions with visual observation, grasp the Dai dance style and melody rhythm of music with hearing, and constantly encourage and inspire students to learn actively. Pay attention to the cultivation of students' innovative consciousness and practical ability, and constantly infiltrate quality education.

Eight, teaching materials processing and reorganization:

In the syllabus, the first minority dances introduced in this unit are Mongolian dance, Tibetan dance and Xinjiang dance. But this is very difficult for us students, because most students have not received professional dance training, and Dai dance is relatively easy to master technically. So I choose to learn Dai dance first.

Nine, the expansion of teaching materials:

Make full use of the Internet to supplement and improve the teaching content of this unit. China is made up of 56 ethnic groups, and its dance styles are diverse, which supplements the content of Dai dance and expands students' art.

Vision, improve students' comprehensive artistic expression.

X. Analysis of learning situation:

The content of dance learning tends to be skill training, because most students have no professional dance training and their dance skills are poor. Therefore, in teaching, I mainly focus on the study and practice of basic movements, not blindly pursuing special movements and improving the difficulty of skills, but paying attention to the artistic expression and emotional expression of dance.

XI。 Teaching process:

1. Organize teaching: After the teacher greets the students, I will ask the students to shout out the slogan of the dance class: Show yourself! Let them always remind themselves: let them show their best.

2. Introduce the teaching content: Content 1: Learn basic skills.

Warm-up activities: play music and do warm-up exercises with the music. Focusing on each joint, the purpose is to prevent and reduce joint injuries, enhance the elasticity and flexibility of muscle ligaments of each joint, stimulate the central nervous system of the brain, overcome the physiological inertia of human activities and cheer up the spirit.

Handle movement: Through the handle movement, you can master the standardized single movements of various parts of the body, overcome the weakness of the waist when standing, enhance the strength of the trunk, and increase the strength, openness and flexibility of the leg muscles. Combination practice: It is a good teaching effect to make students increase their learning enthusiasm and coordination of movements in the process of learning through the practice of learning dance rhyme. At the same time, pay attention to the study and practice of basic movements, do not blindly pursue specialized movements and improve the difficulty of skills, and pay attention to the artistic expression and emotional expression of dance.

Content 2: Infiltration of related culture. Music Curriculum Standard for Ordinary Senior High Schools puts "improving students' dance appreciation level and stimulating students' interest in learning" at the top of the teaching goal of music and dance module. Dance class is also an effective way for students to have aesthetic experience, which can help students understand the national folk dance culture, stimulate students' interest in learning dance and improve their aesthetic ability. Therefore, in the learning process of music and dance module in senior high school, the learning of dance skills is of course important, and the improvement of students' dance appreciation ability should also be highly valued. Design the teaching content closely around the teaching objectives in the classroom, infiltrate the relevant culture in the teaching, and improve the students' dance appreciation ability. For example, in the introduction of the subject, the first is to discuss the causes of the basic posture and dynamic rhythm of Dai dance, such as why the hand movements of Dai dance are like this and why some cross-hair movements are often used. This not only helps students to better grasp the essentials of basic movements, but also enables students to understand the essential characteristics of dance and let them know why this is the case. In order to broaden students' artistic vision, accumulate Dai dance appreciation experience and improve students' dance aesthetic level. The third content of this paper: the learning of Dai dance movements and the creation of action combinations. In this link, the module of "Music and Dance" emphasizes the creation of dance, which is mainly to choose appropriate music according to the rhythm and artistic conception of dance or to design dance movements and formations according to music. The embodiment of dance composition in teaching is mainly to create appropriate dance movements and formations according to music by using the basic dance movements of Dai people that have been learned. The design of creative link is to make students apply what they have learned, fully develop innovative thinking, improve their comprehensive ability, highlight the characteristics of high school students' dance learning, and also reflect the teaching requirements of curriculum standards. In this teaching session, I adopted the method from perceptual knowledge to rational knowledge:

(1) hand professor. Coupled with the description of peacocks, students can strengthen their memory.

(2) The next step is creative practice. This paragraph is the difficulty of this lesson. Before the students create a dance, the teacher takes the lead in making it up for the students to see, so as to bring questions: which hand gestures did the teacher use in this dance? How did the teacher arrange it? Let students know about creation first. Then, what teachers need to do is to encourage them to create boldly and use flexibly. This should be able to compose a set of four 8-beat movements. Let them jump out and learn together after editing.

(3) class summary

Twelve. Feeling and reflection:

Dear leaders and colleagues, music and dance is a brand-new course, and there is no ready-made model to follow in teaching methods. Because of its course goal orientation and the particularity of the learning crowd, the teaching of this course needs teachers to actively explore in teaching practice on the basis of seriously studying the curriculum standards and deeply understanding the essence of the curriculum standards. How to embody the basic characteristics of dance art in teaching, how to grasp the relationship between music and dance, how to organically combine dance appreciation, performance and creation, and how to stimulate students' interest in learning. All these need the efforts of the majority of music educators. As the saying goes, there are laws in teaching, but there are no definite laws. It is important to get the correct laws. With the deepening of educational reform and the implementation of quality education, the people-oriented educational concept and free and lively educational methods have opened up a new world for our education. A good dance class should embody "classroom teaching life", make classroom teaching full of vitality and vitality, and make students relaxed and happy in interesting and emotional situations through equal and interactive communication between teachers and students. As a teacher, I will continue to work hard in this direction. This course is an attempt. If there are any shortcomings, I hope to get help and guidance from leaders and colleagues! thank you

Senior high school dance secondary teaching plan

Activity objectives:

1, after listening, watching and trying, I feel the wonderful melody and nature of triple-beat music, and initially learn to jump alternately, requiring correct rhythm.

2. Inspire high school students to explore and try boldly.

Activity preparation:

Some tapes and rhythm music. Footprint picture (one red and one green). High school students stick red flowers on their right feet and green flowers on their left feet.

Activity flow:

1, the game "Body Musical Instrument": According to the music (March, dance) with different natures and distinct rhythms, the high school students are inspired to do actions at will according to the beat, and can make various sounds. Coordinate the mouth, hands and feet.

2, vocal music practice: sing a good voice through the lead singer. It requires clear rhythm and a sense of ups and downs in three beats.

533∣533∣432∣ 1——‖

I am very happy (young) to sing a song.

Dancing is really fun (young) hahahaha.

3. Review the song "Happy Clapping Song": sing happy emotions in the empty beat and make actions in time (such as clapping, stamping, patting the shoulder, etc.). ).

4. Professor:

(1) Feel the beautiful melody of dance music and master the rhythm of triple time.

① Feel the music twice: "How does this music sound" (nice and pleasant). "What do you want to do after listening to this music" (dancing)

Listen to music and watch the teacher's performance: "I want to dance after listening to this beautiful music. Listen to the time scale of this piece of music "(triple time).

③ Listen to music and watch the teacher perform for the second time. High school students clap their hands with three beats while listening to music, accompanied by rhythmic music. )

(2) Appreciate the songs, further feel the lyrical and cheerful artistic conception and main information of the music, and name them.

Teachers sing and high school students enjoy it. "What is the song?" (Dancing) "This is a beautiful song. It sounds very happy while singing and dancing."

The teacher sang the song again. "Singing How We Dance" (pulling and dancing in circles) is about the name "dancing in circles", which is repeated by high school students.

(3) Learning alternate steps.

The teacher danced with alternating steps while singing. High school students observe the movements of teachers' feet and show the rhythm of teachers' feet. (twice)

② Teachers demonstrate alternate steps. "How do teachers do their feet when dancing?" Guide high school students to observe carefully and then discuss (one foot walks, two feet alternate) and name the dance steps: alternate steps.

③ Demonstrate alternate steps. "How do two feet walk alternately?" After the discussion among senior high school students, the teacher demonstrated two graphic feet (red for foot and green for left foot) and demonstrated them on the blackboard.

Call password:

Two, three, one, two, three, around, around. Inspire senior high school students to observe the essentials of action.

(4) Demonstrate alternate steps with two graphic feet to inspire high school students to explore and try to follow the jump while observing.

The teacher asked, "How can the left and right feet move forward?" High school students tried to jump off a building. After discussion, the teacher concluded, "Take a small step forward with your right foot, take a step behind your left foot, and then take a small step forward with your right foot." Teachers demonstrate while reading passwords and children's songs: left and right, left and right; Two good friends, follow closely; You go, I go, I go, you go. ...

⑤ Senior high school students practice alternating steps.

Slow down, at the prompt of the teacher's password and language rhythm, sit and practice to remind you to take your right foot with red flowers first.

The teacher alternately demonstrates figures and jumps on the blackboard, and prompts high school students to watch and jump together with passwords and nursery rhymes. (Sit in the seat and jump → Stand up and jump → Walk and jump slowly)

(4) Complete the demonstration, further feel the action essentials of alternating steps, and follow the jump.

The teacher sang and walked alternately and danced in circles. "Look at how the feet do when the teacher dances." Is the step big or small? ""How is your health? "

② Teachers sang and danced alternately with different steps to inspire senior high school students to make a comparative observation. "Should the alternating pace be a big step or a small step?" "How is your body when you jump alternate steps?" After the discussion among senior high school students, the teacher concluded while jumping: "When jumping alternate steps, the steps should be smaller, the chest should be raised, and the body should swing a little with the steps." When you step on your right foot, your body will swing a little to the right, and when you step on your left foot, your body will swing a little to the left.

(3) Slow down the music, and the teacher will practice with high school students while singing.

Teachers and skilled high school students sing and dance alternately, while other high school students are accompanied by rhythmic music.

⑤ The teacher sings and leads the whole class of high school students to dance alternating steps together.

5. High school students walk out of the activity room alternately with the music.

High school dance class three teaching plan

Activity objectives:

1, to guide high school students to experience the close friendship of unity and friendship among Uygur children.

2. Learning Uygur dance and perceiving its unique style require high school students to dance enthusiastically and cheerfully.

3. Learn the basic dance steps of Uygur dance: wrong step, stamping hands, advancing and retreating. Activity preparation: venue, tapes, tape recorders.

Activity flow:

(1) Lead-in: Teachers wear Uygur hats and drum into the classroom, which arouses high school students' interest in dance.

(2) expansion part:

1. Ask senior high school students to talk about their understanding of Uighurs. The teacher introduced the characteristics of Uighurs and their dancing.

2. All high school students like the music "Hello Little Partner" and experience the enthusiasm, cheerfulness and familiarity of the music.

3. Teachers and high school students can perform freely. The teacher focuses on demonstrating dance steps, asking senior high school students to create dance steps and dance to the music.

4. The teacher demonstrates wrong steps, stepping forward and backward, stamping and clapping, etc. Teachers instruct and ask senior high school students to correct each other's behaviors.

5. Dance to the music and practice in groups. Ask high school students to guide each other, evaluate each other and evaluate each other.

6. Ask some high school students who can dance well to lead us to practice together.

(3) At the end: The teacher summed up the comments, and the high school students jumped out of the classroom while listening to music.

Teaching plan for the fourth lesson of high school dance

First, the teaching purpose:

1. Through the teaching and teaching of the basic knowledge of dance, students can initially understand the basic theory and common terms of dance and apply them in dance learning practice.

2. Basic dance training, that is, training students' basic abilities, such as developing students' muscles in various parts of the body, training the flexibility of joints, controlling the ability, flexibility and stability of physical activities, and various skills such as jumping, turning and twisting.

Second, the teaching place:

Dance classroom

Third, the content arrangement:

(1) Basic physical training:

1, foot-stretching foot, hooked foot, semi-hooked foot

(1) Foot stretching: Action: the instep is tightened, the toes are pressed down hard, and the soles of the feet are arched. Novices can train through external pressure.

(2) Hook the foot: Action: Tighten the instep, hook the toes upwards, and extend the heel forward.

(3) Half-hook foot: Action exercise: On the basis of extending the foot, the toes hook up and the instep remains unchanged.

(4) Around the feet: Action method: (Eight beats completed) Prepare posture, stretch your toes, put your legs together, sit on the ground with your legs straight, and support the ground with your hands. Practice 1 (from the inside out): 1-2 feet hook; 3-4 Heels don't move, toes are apart; 5-6 feet are straightened on the basis of separation; 7-8 pairs of toes close together and return to the ready posture. Exercise 2 (from outside to inside): 1-2 toes straight apart, heels tight; Hook 3-4 pairs of toes respectively; 5-6 in the form of hook feet, feet together; 7-8 Straighten your feet and return to the ready posture.

Training requirements:

Hooking a foot requires heel strength. Stretching your feet requires strength to your toes. Stretch as much as possible. Half-hooked feet should pay attention to the strength of the forefoot, and the instep of big feet should be stretched straight.

2, legs-leg press, leg lifts, kicks.

(1) Sit and press the front legs: Action: Prepare posture, stretch your legs, sit upright on the ground with your upper body, stand up straight, raise your head and support the ground with your hands. Practice: the upper body is pressed vertically to the vicinity of the legs, and the toes are supported by both hands from the side to the top of the head. After the upper body is lifted, return to the preparation posture.

(2) Sit and press the side leg: Action method: Prepare posture, sit on the ground, straighten your right leg, bend your left leg, hold the ground with your right hand and palm of your left hand. Practice: the upper body presses the right leg and the left hand holds the right leg. When you press your left leg, you do the opposite.

(3) Sit and press the hind legs: Action: Prepare posture, sit on your knees and support your thighs with your hands. Practice: When pressing the right hind leg, straighten the right leg to the right rear, support the ground with both hands, and press the upper body backwards. Pay attention to using the back waist as much as possible and keep your head as close to your right leg as possible. When restoring posture, the upper body should be vertical. When you press your left leg, you do the opposite.

(4) Lift and kick the front legs on your back: Action: Get ready for posture, stretch your toes, lie flat with straight legs, and have seven small hands. The practice of lifting the front legs: slowly lift the right foot, pay attention to the strength extending to the toes, lift the toes forward, and be light when landing. Lifting the left front leg is the opposite. Exercise of kicking the front leg: accelerate the up and down kicking on the basis of lifting the front leg.

(5) Lie on your side, lift your side legs and kick: Action: Prepare posture, stretch your toes and put your legs together, lie on your side, facing 7 o'clock, keep your left hand straight, and bend your right hand to support the ground. The practice of lifting the side leg: slowly lift the right leg straight, and the right leg faces the right ear when lifting the leg. Kick the side leg: Kick the side leg quickly to the ear along the same route as lifting the side leg. The action of the left leg is opposite to that of the right leg.

(6) Kneeling and kicking the hind legs: Action: Prepare the posture, kneel on the ground with your legs, lean forward slightly, and support the ground with your hands. How to lift the right hind leg: straighten the right leg backward and extend the toes, and lift it slowly. Pay attention to open your hips and lift them with your waist and toes. The left leg moves in the opposite direction. Kick the right hind leg: on the basis of lifting the hind leg, kick the leg quickly.

Training requirements:

Leg training should maintain the accuracy of posture. Leg press should pay attention to keep his knees straight. Keep your body straight and your head and hands as close to your toes as possible; Pay attention to kicking quickly when kicking, and pay attention to being gentle when landing; Pay attention to the side leg movements. When lying on your side, straighten your waist and tighten your hips. You cann't bow your head and ass.

3, waist-upper waist (chest waist), side waist, middle waist

(1) Sit on the top waist: Action: Prepare posture, tie your feet and sit on your legs, with your upper body vertical and your fingertips on your side. Exercise: Head, neck, shoulders, chest and waist try their best to move backwards.

(2) Kneel to the side waist: Action exercise: prepare posture, sit on your knees, keep your upper body straight, and put your hands behind your back. Practice: slowly raise your hips and stand on your knees. At the same time, shake your hand from left to right, showing a flag-like shape, and lower your waist. This action can control training.

(3) Kneel to the middle waist: Action: Prepare posture, kneel with your legs together and hold your thighs with your hands. Practice 1: lift your hips, kneel to the right and then lower your waist, while breaking up and grabbing your ankles. Practice 2: After breaking up, put your hands on your hips and your back to the right.

(4) Twist the waist: Action method: Prepare posture, sit on your knees and support your thighs with your hands. Twist your waist to the right, put your hands forward and lift your hips at the same time. Lean forward slightly, and then row to the right. The upper body twists the waist to the right with your hands. Look at the right side, the right hand supports the right ankle, and the left hand naturally hangs over the head. Twist your waist to the left is the opposite.

(5) waist washing: action method: prepare posture, sit up with your knees and press your hands with your arms. Practice: Hands are shoulder-width forward, body leans forward (front waist), upper body and head move to the right side (right waist) together, then move to the rear (middle waist), move to the left side (left waist), and then return to the preparation posture. Washing the waist to the left is the opposite.

Training requirements: ※:

When you get down to the upper waist, the middle waist is vertical and you can't collapse. Push your chest and waist up, relax your neck and you can't hold your breath. When you lower your side waist, your crotch can't move. Lower the waist to the right, lift the left waist upward, and stretch the posture. Relax your breath when you lower your back. Try to use your middle waist and upper waist, with your head close to your hips. When washing the waist, the head, hands and upper body should be consistent, and try to use the waist of each part.

(B) learn simple modern dance movements

1, basic foot position

2, upper body exercises: head, arms, chest and waist, legs, hips, waist.

3, sit-ups, butterfly, hip exercises

4. Kicking: forward kicking, side kicking and backward kicking.

Fourth, class summary.

Summarize the advantages and disadvantages of this class and provide hope for students.

Teaching plan of the fifth lesson of high school dance

First of all, talk about the design intent.

Artistic activities are activities with individual feelings and personalized expression as the main ways. The outline points out that children's artistic activities are "an important way for children to express their knowledge and feelings", and children's artistic activity ability is gradually developed in the process of bold expression. Rhythm activity is an important part of children's artistic activities, and it is also a favorite form of children's artistic activities. It can make children feel the musical image through body movements and express their thoughts and feelings through expressions and actions in a relaxed, lively and pleasant environment. So, I designed this activity.

Second, state the goal of the activity.

Cognitive goal: to feel the cheerful and lively nature of songs.

Ability goal: learn basic movements such as kicking, pointing shoulders and turning wrists. Emotional goal: to experience the joy of dancing with your partner.

Third, it is said that activities are heavy and difficult.

Focus: Feel the cheerful and lively nature of songs.

Difficulty: Learn the basic movements such as kicking, shoulder-pointing and wrist-turning.

Fourth, talk about activity preparation.

Music "Picking Peas"

V. preaching the law

Teaching methods: 1, demonstration method: teachers demonstrate all or part of difficult movements and guide children to observe carefully; 2. Decomposition and combination method: the key points, difficulties and basic actions in the action are decomposed first and then combined; 3. Observation and imitation method: teachers demonstrate and children follow; 4, individual teaching method: individual counseling for children, teaching students in accordance with their aptitude; 5, explanation, prompt, password method: use language to help children understand, feel, master and express the content of dance. Learning method: 1, observation method: attract children's attention and inspire children to learn actively. 2. Operation method: cultivate children's hands-on ability and imitation ability.

Six, said the activity process

(a) the beginning part

Teachers greet children and do warm-up exercises together.

(2) Basic part

Today, let's learn a new dance. It has a nice name called Picking Peas, which is a northeast yangko. Do children want to learn (think)? Let's listen to the music melody of this children's song first.

1. Play dance music to familiarize children with music melody.

2. Main actions and requirements

A, jump and kick: alternately stretch your feet and then kick and jump.

B, peas on the shoulder: the palm of one hand points down on the shoulder, and the hand next to the other hand is pressed.

C, winding flowers inside: starting from spreading hands, winding wrists through group hands, stopping to press wrists, and driving towel flowers with wrists.

D, heel pressing: lean forward, knee force, heel lift slightly, and it takes strength to press down once.

E. iris:

(1) Wrap the flowers in the diagonal cross before 8 o'clock, and twist your body at1point until 8 o'clock.

(2) Flowers wrap hands obliquely, and the body pair is 1 min at the same time.

(3) Hands 2, twist the body to 1 at the same point in the forward oblique position, and twist the body to 2 o'clock. Preparation posture: 3 o'clock orientation preparation, 7 o'clock body-to-body, holding a towel in front of hands and shoulders to prepare music: children set dance movements.

(3) Conclusion.

1, teachers and children perform dances together.

2. Children, is this children's song nice? Do you like this dance? Then, after you go home today, show your parents and your friends the newly learned dance.

Seven. Expansion of activities

After returning home today, the children rewrote several moves for this dance and showed them to teachers and friends at the next activity.