Dance yangko teaching plan

As a selfless teacher, I usually ask him to write lesson plans, which is helpful to accumulate teaching experience and continuously improve teaching quality. So what problems should we pay attention to when writing lesson plans? The following is my carefully arranged yangko lesson plan, which is welcome for your reference and I hope it will help you.

Dance yangko lesson plan 1 activity object:

1, children learn to dance yangko, and their movements are more coordinated and rhythmic.

2. Children feel and express the joy of dancing.

3. Be familiar with the melody of songs and learn to sing new songs.

4. Understand and memorize lyrics and learn to sing with the help of maps, actions and game scenes.

Activity preparation:

Each person has a red ribbon (replaced by multicolored crepe paper). Tape recorders and tapes.

Activity flow:

1. Ask two children to demonstrate the yangko again.

2. Organize children to review yangko and basic dance steps.

3. The teacher organizes the children to learn the movements sentence by sentence.

4. Play the song tape, and the children will connect the whole dance.

The teacher inspired the children to express the characteristics of yangko with a happy mood, strong stretching and rhythmic movements.

5. Play the tape and organize the children to tie a red ribbon around their waist and twist with the yangko dance.

6, familiar with children's movements, body transformation.

Dance Yangko Teaching Plan II Instructor: Song

Grade: Grade 4

Content: Music activity "Yangko"

Time: 20xx. 1 1.

Teaching objectives:

1 Review the song Yangko.

Under the teacher's organization, students report their learning results in groups, learn simple yangko dance steps, enrich their emotional experience, expand their musical horizons, and let them experience the yangko of the Han nationality, thus cultivating their thoughts and feelings of loving their ancestors' national dance.

Teaching emphasis: Through the reports of each group, let students know about the national dance-yangko and learn simple yangko dance steps.

Difficulties in teaching: to cultivate students' dance creativity through their own experience. Teaching process:

First, organize teaching:

Play the song Yangko. The students entered the dance studio with the music and sat down in three groups. The seat is semicircular.

Students listen to music and enter the classroom. (Design intention: Let students enter the classroom with the singing of yangko, which not only reviews the songs, but also enlivens the classroom atmosphere, paving the way for the later teaching. The semi-circular seating mode gives students a brand-new sense of freedom and is convenient for each group to report. )

Second, the reports of each group. Design intention: Using group cooperative learning can not only give full play to collective wisdom, but also enable students to display their talents. Through creation, experience and cooperation, students' emotions are sublimated. )

Teacher: Last class, the teacher divided the students into three groups. In this class, students will report their learning results in groups organized by teachers. I hope other students will listen to the report carefully, respect their classmates and be qualified small listeners. (Design intention: pay attention to every student, give every student a broad thinking sky, and achieve the effect of "a stone stirs up a thousand waves". )

(a), singing group report:

Teacher: Now, please report the information and materials collected by the students in the singing group.

1. Introduce the history and development of Yangko. Design intention: Let students know the history and development of Yangko, understand the multi-ethnic culture and profound national art of the motherland, and thus love our great people and motherland more. )

Please enjoy other collected songs.

The students showed other collected songs to their classmates for appreciation. Design intention: let students know about various artistic expressions. )

3. Singing yangko, a new word.

The group leader appointed a person to introduce Yangko, adapted it into new words, and then the group sang it together. (Design intention: to cultivate students' creative and expressive ability and inspire other students to try to create lyrics. )

4. Teacher-student mutual evaluation.

Teacher: What do you think of the performance of our singing team? How are their lyrics written? Talk about your opinion.

Answer.

Teacher: Let's cheer for the singing team.

Applause. (Design intention: Grasp the bright spot in every communication between teachers and students, and stretch your mind with appreciation words. )

The group chooses one person to teach all the students to sing. (Design intention: Let's experience the success of the choir together. )

(2), musical instrument group report:

Teacher: The report of the singing group is very important, which makes us understand the history and development of Yangko, let us see the music of other Yangko carefully collected by them, and also create new lyrics for us. Let's thank them again with applause.

Applause.

Teacher: Let's ask the students in the musical instrument group to report your achievements to us.

1, play the song accompaniment recording, and the students in the musical instrument group accompany the song with percussion instruments. The teacher patrolled among his classmates. (Design intention: Hands-on practice is conducive to cultivating students' attention, responsiveness and creativity. )

2. The students sang the song Yangko with the accompaniment of instrumental music group.

The teacher emphasized that the students in the musical instrument group used castanets for the first and second beats, and bells for the third and fourth beats. So as to encourage students to do the same when learning yangko dance steps. (Design intention: This lesson allows students to use rhythm instruments "castanets" and "chords" with ulterior motives: the castanets on the first and second beats are "in" and the strings on the third and fourth beats are "out". This method can not only promote students' movements, but also cultivate their inner sense of rhythm. It also increases the practical effect of rhythmic instruments, and it is of special significance for students and teaching to use the sounds played by students themselves to set off the classroom atmosphere. It also paved the way for the later teaching. )

3. Teacher evaluation. (Design intention: Give full affirmation to the students of musical instrument group in time, and stimulate their desire for expression and interest in learning. )

(3), dance group report:

Teacher: Next, let's welcome the students from the dance group to give us a presentation with applause.

1, the group leader refers to the basic steps for students to introduce yangko. (design intent: respect the decision-making power of the team leader. )

The teacher repeated the basic steps of yangko again. Design intention: repeat the basic steps of yangko to attract students' attention. )

2. The dance troupe performed a small group yangko. Design intention: By composing and playing, students' imagination can be brought into play, learning interest and musical expression can be improved, and self-confidence and teamwork ability can be cultivated. )

3. Health assessment. The teacher then positively evaluated the performance of the dance troupe and organized the study of the basic dance steps of Yangko. (Design intention: Let students evaluate the small combination of Yangko created by the dance troupe and put forward ideas and suggestions for improvement. )

Teacher: The students in the dance group gave full play to their imagination and creativity, and expressed the artistic conception of the song with enthusiastic dance. Dance is played with music, and their performances make the songs more vivid. Great!

Students in the dance group teach all students the basic steps of learning yangko.

Teachers' itinerant guidance requires students in the dance group to simplify the yangko step into a musical rhythm of four or two beats when teaching students with poor physical coordination, so that students can replace the yangko step with the footwork of "two advances and two retreats". (Design intention: To reduce the learning difficulty, such hierarchical teaching is conducive to protecting the enthusiasm of students at different levels. )

Third, the students sang and danced and performed yangko with the accompaniment of the musical instrument group.

(Design intention: Combining three forms of expression, with full participation, active atmosphere, fully arouse students' enthusiasm, cultivate students' independent creative ability, stimulate students to actively participate in music activities, and better experience and express music. )

Fourth, the class summary:

Teacher: Today, through the careful preparation of each group, the report is well written. Now who can talk about it? What do you think of your performance in this class? What did you get?

Answer.

The teacher summed it up.

Design intention: affirm the learning process, use reflective language, effectively guide students to reflect on activities, and let students have a deeper understanding and gain. )

Dance Yangko Teaching Plan 3 Purpose:

1, children feel the joyful atmosphere of yangko.

Children learn the basic movements of singing and dancing.

3. Cultivate students' innovative ability and cooperative ability by listening, singing, playing and jumping.

4. Willing to follow the teacher and music, sing in a natural and coherent voice under the guidance of the teacher, and participate in music activities happily.

Prepare:

1. Teach two children to dance yangko before the activity. Tape recorders and tapes.

2. VCD movies about yangko.

Process:

1, organize children's talk: talk about the happy atmosphere of the Spring Festival and how people celebrate it.

2. Organize children to watch VCD films and let them feel the joyful atmosphere of Yangko.

3. Learn songs: the teacher sings and let the children answer the songs.

4. Children follow the lyrics under the melody.

5. How many times does the child sing the song?

6. Please teach two children to dance yangko with the accompaniment of songs in advance to stimulate their desire for learning.

7. Organize all children to learn basic dance steps and yangko cross steps.

Activity reflection:

Interest is the motivation for children to learn. With interest, children will have the desire to actively learn and explore. It is human nature to love music. Interesting music activities can stimulate children's desire to learn, make them feel happy, give full play to their imagination and show their different feelings and creations.

Design intention of yangko lesson plan 4:

Yangko is a unique folk dance in China. In our local area, people are organized to carry out collective yangko activities every festival. Nowadays, with the development of society and the continuous improvement of people's living standards, in addition to festivals, even private homes should use yangko to render the festive atmosphere. The red silk dance in Yangko is more representative. This activity leads children to learn "HongLing Yangko", aiming to let children appreciate and feel its simple enthusiasm; Participate in and experience its happiness and joy; Guide children to enrich national cognition in activities and stimulate children's love for yangko.

moving target

1, Emotional Attitude Goal: Feel the lively atmosphere of dancing HongLing Yangko through activities, satisfy children's eager desire on the basis of existing intuitive experience, and enjoy the joy of participating in the dance.

2. Knowledge and ability goal: initially perceive the performance form and characteristics of red silk yangko and enrich cognitive experience.

3. Skill goal: Dance HongLing freely and happily with the accompaniment of music, and develop the ability to perceive music and use body movements for artistic expression.

4. Creativity training goal: initially try to imitate and compose dance movements to develop creativity.

5. Willing to participate in music activities and experience the happiness in music activities.

Activities to be prepared

1. knowledge preparation: before the activity, enjoy several dance works of HongLing Yangko, understand the cheerful, unrestrained, simple and enthusiastic characteristics of Yangko, and enrich the action vocabulary.

2. The background of the harvest scene.

3. Environmental preparation: multimedia equipment, dance product HongLing Yangko, tape recorder, two tapes of children's HongLing dance, one tape of teacher HongLing Yangko, and two HongLing for each person.

Activity process

First, lead to the topic in the form of conversation

1, teacher-student dialogue stimulates children's interest in learning dance.

2. Appreciate the yangko work "Red Silk Dance", get a preliminary understanding of the performance forms and characteristics of red silk yangko, and enrich the children's action vocabulary.

The teacher concluded: "Red Silk Dance" is a folk yangko in China, and the music is lively, cheerful and festive. Every autumn, when the crops are harvested, there are still lanterns on the first day of the New Year and the fifteenth day of the first month. Sometimes, people are very happy. They will get together and dance HongLing to celebrate festivals and express their happiness and excitement.

Second, guide children to learn the basic movements of yangko and try to create movements.

1. Explore and learn to dance the HongLing under your body, on your sides and on your head.

A, encourage children to imitate and explore the method of upper limb HongLing.

B. Invite three children to show their movements one by one, and guide other children to observe and learn.

(Guide children to focus on learning HongLing dance under the body, on both sides of the body and above the head)

2. Explore and learn the basic steps of lower limbs and coordinate exercises of upper and lower limbs.

A. Teacher: "What steps do we take on our feet when waving HongLing? Shall we do it together? " (The teacher hums music and instructs the children to practice)

B, the teacher hummed music, guiding the children to naturally transition from lower limb movements to upper and lower limb exercises. (such as stepping and wavy red silk)

Teacher: "Let's do the steps together. One, two, three, four ... HongLing is in front and HongLing is on both sides."

3. Lead children to perform their works completely, and develop their sense of rhythm and coordination.

(1) The teacher hummed the music and led the children to do the whole action. (once)

(2) lead children to complete the action with music. (once)

4. Continue to try to create other moves to dance HongLing.

(1) Invite three children with representative movements to show the movements of dancing HongLing and lead them to imitate learning. (Guide children to learn to jump the word ∞ in front of the body, draw a circle from bottom to bottom on the side of the body, draw a circle from outside to inside in front of the body, and so on. )

(2) Explore the basic steps of learning lower limbs and the coordinated exercises of upper and lower limbs.

A. Teacher: "When waving HongLing, we can still step on our feet, but we can slow down. Shall we do it together? " Slow down, one, two, three, four ... "

B, the teacher hummed music, guiding the children to naturally transition from lower limb movements to upper and lower limb exercises. (for example, standing in front of your body and dancing ∞), etc. )

(3) Lead children to perform works completely and develop the musicality and coordination of children's movements.

A, the teacher plays music and leads the children to complete the action. (once)

B, lead the child to complete the action with music. (once)

5. Encourage children to perform red silk dance freely with music and experience the fun of free choreography.

Third, the end of the activity

1, summarizing the activity flow.

Teacher: "Today, we learned yangko-HongLing dance together, and each child made up a beautiful HongLing dance by himself. Great! "

2. Teachers perform homemade red silk dances.

Teacher: "Today, the teacher also made up a beautiful red silk dance;" Does the child want to see it? "

3. Extended activities

Teacher: "Do the children like the red silk dance performed by the teacher? Shall we go back to the classroom and continue dancing? "

Activity reflection

In this activity, I consciously created a relaxed and happy activity atmosphere. Through the dance appreciation and introduction before class, the children were fully aware of the performance forms and characteristics of HongLing Yangko, which enriched the action vocabulary. Then use inspiring conversation, encouraging performance, peer imitation, sorting and improving to help children bring the perceptual experience accumulated in past appreciation into play and perform creative performances freely. During the activity, the children fully experienced the happiness and sense of accomplishment of self-expression and free choreography, and achieved the educational goal well. The shortcoming is that in the process of children's choreography, I overestimated the children's dance level and ignored their existing foundation. As a result, some children with weak ability did not keep up with the rhythm of the teacher's activities in time, and they still need to be trained in this area after class.

Dance Yangko Teaching Plan 5 Activity Objectives:

1, the basic steps of learning yangko step and yangko cross step.

2. Know that yangko is a traditional folk activity and its types and uses.

3. Experience the fun of dancing and cultivate children's expressive force and creativity.

Activity preparation:

1, dance video and recording materials

2, yangko props towels, flowers, ribbons, etc.

3, cross step diagram

Activity flow:

The children entered the activity venue with the music of "The Tracker's Love"

Watch the video first, the northeast yangko, and lead to the topic.

1. Teacher's question: Can someone tell me the name of this dance? What did you see in the video? (Teacher's summary: Yangko was first popular in Northeast China. People in the northeast of China will celebrate it by dancing yangko in festivals. Later, people in Jiangnan changed the yangko into a local yangko, so the props in their hands were mostly handkerchiefs and flowers, and the uncles used ribbons. )

2. Read it again and ask: Look carefully and study hard. (Try hand and foot movements)

Second, learn the cross step of yangko.

1, Teacher: Today, let's learn the basic steps of yangko. It has a nice name called "Yangko Crosswalk" (show the big picture of Yangko Crosswalk, explain the view of the picture to the children, let the children try to look at the picture first, and the teacher will guide them to understand the meaning of the picture).

2. The teacher demonstrated the dance steps of yangko.

Yangko step: the first beat, the left foot begins to walk in the front span direction, the second beat, the right foot walks in the front span direction, the third beat, the left foot walks in the back span direction, and the fourth beat, the right foot walks in the back span direction. Attention, when preparing, stand on the small footprints with your feet. When you walk, you can follow the password prompts on the map. Pay attention to the correspondence between footsteps and colors.

3. Children learn Yangko Cross.

Teacher: Don't worry, children. Let's follow the yangko cross. Teachers and children learn together and soon learn!

The child has a cross-step chart in his hand, and the child practices the teacher's observation and counseling.

4. Encourage children to practice the cross step of yangko while singing along with the music, and the teacher will give individual counseling.

Look, children, the teacher has brought you props, towels, flowers and ribbons.

Boys and girls hold ribbons, girls are good at silk flower, dancing freely with their hands and practicing beautiful music.

Third, try to listen to the music of men and women dancing and encourage children to create styles.

Fourth, the children dance really well. Let's go home and show our parents, shall we?