Lesson plan of music "Music Box" in the first volume of the sixth grade of primary school published by People's Education Press

# Teaching Plan # Introduction Music is an emotional art and a melting pot that cultivates people’s temperament. Only when the singer or dancer has strong emotions based on his or her full understanding of the music, can the music be wonderfully expressed and created. Kao.com has prepared the following content for your reference!

Chapter 1

Singing "Edelweiss"

Textbook Analysis

Hollywood After the classic musical "The Sound of Music" was made into a movie, the arias from it spread all over the world. "Edelweiss" is a lyrical guitar song for boys. The song is a two-part song with reproduction, using four or three beats and a medium speed. It has a square structure and a strong Austrian folk song style, and the tune is simple and touching. The song expresses the love for nature through the praise of edelweiss, and expresses the protagonist's deep nostalgia and blessing for his relatives and hometown.

Teaching objectives

1. Learn to sing "Edelweiss" and be able to sing the song with a voice full of affection for the motherland, thereby stimulating patriotic enthusiasm.

2. By appreciating the episode of the movie "The Sound of Music", you can feel the image of the song and expand your musical horizons.

Teaching focus

Be able to sing songs with a voice full of affection for the motherland.

Teaching Difficulties

Mastering the rhythm of "rest in the first half of the beat and start singing in the second half."

Teaching methods

Taking the cultivation of students' "emotional beauty" as the breakthrough point, inspiration, practice, practice, listening and singing teaching methods.

Teaching process:

1. Introduction of new lessons

(1) Tell stories and listen to the excerpts of "Doremi" from the movie "The Sound of Music" .

Storyline: The story of "The Sound of Music" took place in Austria more than 70 years ago. In an ancient monastery, there was a young nun named Maria. She is lively and beautiful, can play the guitar and likes to sing. One day, Maria came to a colonel's house to work as a tutor. While the colonel was away working, Maria taught the colonel's motherless children a lot of songs. "Duolaimi" is one of them. She also rehearsed choruses for the children. When the colonel came home, Maria and the children greeted him with sweet songs. The colonel was so happy that he also sang a song while playing the guitar. Students, guess what song the colonel sang? right! This is the song "Edelweiss". This is an old Austrian folk song. The colonel used this song to praise snowflakes to express his love for the happy and peaceful life of his motherland. Later, Maria became the mother of those children. When their family returned home from a trip, something unfortunate happened. The German fascists invaded the colonel's motherland and hometown and wanted the colonel to join the navy. The colonel was a soldier who loved his country and refused to work for the enemy. He and Maria decided to flee abroad with their children. Just when they were about to escape, they were discovered by the enemy. The colonel pretended that he was going to perform at a music festival. The enemy didn't believe it, so they sent people to follow them. The first program performed by the colonel's family choir at the festival was "Edelweiss."

(2) Brief introduction to the background of the movie "The Sound of Music".

This film was adapted from the musical "The Sound of Music" of the same name in 1965. In the same year, it won the Academy Award.

2. Teaching new lessons

1. Show the picture of Edelweiss and introduce the name of Edelweiss.

Edelweiss is the national flower of Austria. This song gradually spread and had a wide influence.

2. Edelweiss, also called edelweiss and snowgrass, is a perennial herbaceous plant in the Asteraceae family. It is named after its body is densely covered with snow-like white wool. Question: What emotion does the lyrics express?

(By praising the edelweiss, it expresses the love for nature, the yearning for a better life, and the protagonist’s love for the motherland.

)

3. Listen to the children’s chorus version and ask to use “lu” as accompaniment in the second verse, and consider the following issues when listening:

1) The key signature and Time signature?

C major 3/4

2) What is the intensity pattern of this beat? How to make gestures?

Strength and Weakness

4. Solve the rhythm difficulties in the song (the first measure of the third phrase).

Explain the singing method of the rhythm of "rest in the first half of the beat and start singing in the second half of the beat".

5. Sing the whole song along with the piano.

6. Guide students to sing songs with emotion.

Guide on how to sing songs emotionally. It reminds you to pay attention to the expression of emotions, changes in musical elements and the intensity patterns.

3. Expand your feelings

Enjoy the excerpt from the movie "The Lonely Shepherd". Feel the musical image of the song.

IV. Summary

The three songs have different styles and expressions: I experienced the joyful and interesting "Doremi", experienced the affectionate "Edelweiss", and appreciated the humor. The funny "The Lonely Shepherd".

It is these three beautiful songs that run throughout the entire movie that make "The Sound of Music" more attractive.

5. End the new lesson---sing "Edelweiss" with beautiful voice and emotion again:

6. Reflection on teaching

Music is emotion The art of art is a melting pot that cultivates people's temperament. Only when the singer or dancer has a strong emotion based on his or her full understanding of the music, can the music be wonderfully expressed and created. This lesson fully creates the scene: the teacher's affectionate storytelling and the appreciation of the singing excerpts of the feature film episode "Edelweiss" bring the students into a sacred hall - about beautiful music, about patriotism, and about love in the world. The students' experiences are different from those of true love, but the most common thing is that their emotions have been cleansed. As a result, they developed a strong desire to learn. In the teaching sessions of appreciation, singing, playing, and creation, they fully displayed their understanding of music and expressed their beautiful emotions. The beauty of music and emotion can be experienced and sublimated in the classroom!

Chapter 2

Appreciating "Humorous Songs" and "Music Moments"

Teaching process:

1. Organizing teaching

Greetings from teachers and students

2. Listening

1. Introduction: Today’s music class is a very relaxed music class, because I want to take everyone to enjoy a song A very humorous piece of music. This piece of music not only has a solo speaker version but also a version sung by a soprano. What is it? Listen: Play "Humors" (students responded immediately and said they had heard it)

Yes, this is a very good piece of music. What we are enjoying today is Dvo?ák's "Humors". The name named after the singing form is "Wonderful Music"

2. Introduction to the author:

The Czech composer was exposed to folk music since childhood and initially learned to play the violin and organ. Representative works include: Symphony No. 9 in E minor (from the New World), etc.

3. Music analysis:

Humor is a kind of funny and pleasant small instrumental music. This kind of music is characterized by distinctive rhythm, short melody, and strong singing ability.

4. Listen again: How many sections is this song divided into? (Students listen, divided into three sections)

(1) Appreciate in sections, the first section:

What rhythm pattern is used the most in this section? (Most dotted rhythms)

(2) Second paragraph:

What kind of feeling does this paragraph give people? (Bringing people into an intriguing artistic conception)

(3) The third paragraph: Is it different from the first paragraph?

5. Appreciate the whole song completely

Appreciate "Musical Moment"

Musical Moment, a speaker ditty pioneered by Schubert, later evolved into a A speaker song genre. This piece is said to have been composed by Schubert after returning from a trip to Graz in 1827. It is the third of six pieces in "Musical Moments" published in 1828.

There is a legend about this piece of music: One day, Schubert visited a friend's house. He picked up a piece of hand-written music score and after playing it, he was amazed by it. Later he realized that this was actually the piece that his friend had written down and played improvisationally. Through this story, it can be seen that Schubert has a high improvisational ability. This is an innocent, joyful sketch with a lively folk dance style.

Although the total length is only 54 bars and the musical image is relatively simple, Schubert handled it very delicately, which can be called exquisite, exquisite and compact. The whole piece of music maintains the natural beauty of being natural and uncarved, making it the most famous of Schubert's loudspeaker pieces. After two measures of brisk rhythm, the music played a simple and lovely melody (fragment 1). The middle part of the music shifts to the key of A flat major and ends in the bright key of F major.

"Music Moment" This is an innocent, pure and joyful sketch with a lively folk dance style. The whole piece of music maintains its natural beauty, which is as if it were made by nature. It is one of the most famous of Schubert's loudspeaker pieces.

Study method: This class focuses on appreciation, combining a series of activities such as singing, experience, imagination, painting, creation, performance, evaluation, etc., to gain a rational understanding of "music and painting".

Chapter 3

Selections from "Picture Exhibition"

1. Teaching objectives:

1. Listen to "Picture Exhibition" , can feel and experience the role of musical elements (rhythm, melody, timbre, intensity, etc.) in music in expressing musical emotions and portraying musical images, and understand the content and artistic conception of music.

2. Through group cooperation, on the basis of understanding the artistic conception of the music, you can create mime movements to reproduce the music.

3. Master the concept of "music and painting" through appreciation, creation, and performance.

4. Learn to understand Mussorgsky as a musical figure through self-study by using various channels such as online searches and pre-collection of audio-visual materials.

2. Teaching Focus and Difficulty:

1. Teaching Focus: Appreciate the two musical passages "Walking Theme" and "Two *People" in "Picture Exhibition" and experience them The role of musical elements in portraying musical images in expressing emotions.

2. Teaching difficulties: Use your imagination to create and perform pantomimes based on music

3. Teaching preparation:

Bluetooth sending and receiving equipment, blackboard, speakers

IV. Teaching process:

(1) Organizing teaching:

1. Students enter the classroom and sit in a "U" shaped square array as required by the teacher .

2. Ask a student to draw a lot from each of the three squares on the left, middle and right.

(The digital numbers will prepare for the performances and experiences in the course)

(2) New course introduction:

Question: Have the students visited some exhibitions? ? Which exhibitions have you been to? (Car show, sales show, cartoon show, picture and letter show, art show, antique show, etc.)

Today, the teacher will invite you to visit a picture exhibition with your ears. (There is discussion) Do you think what the teacher just said was wrong? How to visit art exhibitions with ears? In fact, that's right. In a moment, we will visit a wonderful picture exhibition led by the music of the famous composer Mussorgsky.

Topic, sound: Mussorgsky - "Pictures at an Exhibition" - Hartmann

Music - audio and painting works - fine arts

(3) New course teaching:

1. What pace and speed do you usually choose to use when visiting exhibitions? (Fast, Medium, Slow) Students choose one.

2. If you were given music to accompany the pace of your visit, which one of the following would you choose? The teacher clicks on the music clip in the speaker and asks the students to choose a melody clip that is most suitable for the music speed and artistic conception. ("Flight of the Bumblebee", "Promenade Theme" and "Funeral March") Listening to "Promenade Theme" for the first time

The purpose of the above link: to understand the influence of speed and emotion in music elements on the work, and to have a better understanding of "Picture Exhibition" I have an initial impression of the "Walking Theme" that connects the various sections in "The Meeting".

3. The "Promenade Theme" you just heard is the most important piece of music in Mussorgsky's "Pictures at an Exhibition". This work is because the composer Mussorgsky visited the posthumous exhibition of his late friend, the Russian painter and architect Hartmann, and selected his most touching portraits, genre paintings, and works closely related to folk creation. Pictures, a set of speaker songs written. The whole song is divided into ten sections of music, including "Dwarf", "Castle", "Garden of the Tuileries Palace", and "Tomb". Each piece of music depicts a specific scene (emphasis and tone), and the entire work is connected and unified by the "Wandering Theme", so this piece of music plays a decisive role in this work.

4. Follow the accompaniment of the speakers and sing the music theme with the teacher through sight reading.

5. After becoming familiar with the theme of strolling, we will appreciate the work "Two *People" displayed in the picture exhibition accompanied by its melody.

The purpose of the above link: A brief introduction to the creative background of "Picture Exhibition" can help students better understand the following music melody. The sight-reading singing of "Walking Theme" can not only help students remember the musical melody that runs through the entire song, but also help students practice their sight-singing skills, paving the way for the next link.

6. Enjoy the pictures (audio) accompanied by the soft "Wandering Theme" music. There are two people in the picture. Please use words to describe the characteristics of these two people. Please ask the students in the middle square to answer. (Thin, sad, poor, rich, fat, arrogant...)

7. The two * people in this painting are the models for the author Hartmann's sketches during his travels in 1868. One is rich, fat, complacent and optimistic; the other is poor, thin and sad.

8. Look at the form on the blackboard, and just after admiring the picture, ask the two students in the middle square to fill it out based on your imagination. (Blackboard Writing/Audio) Students from this square can help

9. Fill in the form with optional words: strong, weak, slow, rapid, heavy, light, woodwind and string instrument groups, trumpet, Arrogant, majestic, neurotic, clever, flattering, sad, complacent and optimistic

10. After filling in, appreciate the musical passages of "Two* People" and listen to see if the form you just filled out is Correct, the other two students in the square group will correct the filling in the form after the music ends.

11. Ask students to design a pantomime action based on the music they just heard. Each of the three square arrays will send a group of representatives to see which group can express the characteristics of the two characters in the music and the picture. Most vividly. (Give 2 minutes to rehearse, play music softly at the same time, and the teacher will go to each group to provide guidance)

12. Ask the middle square to be the first to perform, and perform a mime performance in conjunction with the beginning of the music. Then came the left and right phalanxes.

13. The groups comment on each other. The teacher comments on the strengths and weaknesses of each group and gives extra points for the performance.

The purpose of the above link: According to the drawing of lots, determine the students in the middle square array to answer this picture introduction. In order to avoid duplication of teaching methods, the design here is filled with forms and mime performances. Filling in the form can help students clarify the role of musical elements in portraying musical characters. Mime performances can allow students to participate in practice more directly, re-iterating questions in different ways, and experiencing the images to be expressed in music. Bonus points for comments can stimulate everyone’s enthusiasm for participation.

(4) Consolidate the new lesson:

Today we enjoyed the "Walking Theme" and "Two Theme" from "Picture Exhibition" created by *composer Mussorgsky *People" two musical works. Hum a few sentences softly while recalling, to consolidate and review.

The purpose of the above link: a summary before the end of the course, to help students review the knowledge they have learned in today’s class and the music they have enjoyed, and to help everyone once again clearly understand what the music genre of “music and painting” is through recall. .

Chapter 4

Singing "Suzanne"

Understanding the song "Suzanne"

1. Introduction

《 "Suzanne" is an American country ballad. This cheerful ballad was once popular all over the world. It was a song written by Stephen Foster in 1847. It was first performed at the "Eagle Salon" in Pittsburgh on September 11 of the same year. . After gold mines were discovered in the western United States the following year, a large number of gold prospectors sang this vivid and lively song and headed straight to California. Later, this song traveled across the ocean and spread throughout the world, and has been deeply loved by people from all over the world.

2. Creation Story

It is said that Foster, who was working as a warehouse clerk in Pittsburgh at the time, initiated and organized an amateur male vocal quintet. The wife of one of the members is Susan Kentlet, who is very beautiful. In addition to her golden curly hair, her hearty, lively and straightforward personality is also very endearing. The author Foster was inspired by this to create this song. The song expresses the protagonist's unforgettable love for Susanna. He would sacrifice his young life for this love, and he would be willing to bury himself in the earth for his lover. He stayed away from his hometown, looking for his sweetheart everywhere, braving the scorching heat and the scorching sun, but his heart was as cold as ice, but his heart remained unchanged.

1 Teaching objectives:

1. By appreciating "Suzanne", you can initially experience the style and characteristics of American country music, and follow the music to feel and express it with your body.

2 Sing "Suzanne" with a flexible voice, showing the relaxed and humorous mood of the song.

Two important and difficult points in teaching:

1. Solve the dotted rhythms in songs.

2 Sing "Suzanne" with a relaxed and elastic voice

Three teaching tools:

Bluetooth sending and receiving equipment speakers

Four Teaching process:

Introduction

1 "The Cowboy is Busy" (section)

Teacher: In today’s music class, the teacher will bring you a nice song You must all be familiar with popular songs. Listen to who sings them. (Guide students to sing and move while listening.)

Student: Jay Chou's "Cowboys Are Busy"

Teacher: Do you like Jay Chou and his songs? Why?

Sheng said.

Teacher: The teacher also likes him very much, because Jay Chou is a singer-songwriter. He is good at integrating good musical elements and traditional music styles into his creations.

His Chinese style allows us to understand the different styles of "Chrysanthemum Terrace" and "Blue and White Porcelain". Do you know what the style of this song "Cowboys Are Busy" is?

Health: Don’t know or know.

Teacher: It is an American country folk song. Now let's enjoy an original American country song "Suzanne". Tell me how country music makes you feel. Also, could you please listen to what are the accompaniment instruments?

2 "Suzanne"

The student said:......

The teacher said: Relaxed, casual and cheerful. Country music comes from rural towns in the western United States. It is sung orally by the people there, so it is very casual and comfortable! "Suzanne" refers to a friend or a lover, and is a very friendly and casual name.

Can you hear the accompaniment instruments? It is a banjo, a member of the guitar family. Let’s take a look at its picture (ppt). The upper part looks like a guitar, but the lower part is round like a tambourine, unlike the guitar which is a big figure eight. Because its body has become smaller, its tone is brighter and crisper. Because it has five strings, it is also called the five-stringed qin.

3 Listen to "Suzanne" in its entirety

Teacher: Let's listen to this song in its entirety. You can move along with the music as you please. (Clapping with the teacher while listening)

The second teacher sang the song "Suzanne"

1. First listening

Teacher: Such a classic song is popular all over the world To spread the word, the teacher would like to sing "Suzanne" for everyone. Do you welcome it? If you like my singing, please follow the rhythm of my singing or use body movements to express the mood of the song. Also, please tell us what kind of emotions the song expresses. (ppt shows the music score)

Student said.

Teacher: This song expresses the sincere friendship between friends through an optimistic and humorous tune.

2 Sight-singing

Teacher: Can anyone hum a line or two of the melody of a song?

Ask a student to sing.

The teacher played the piano and all the students tried to sing the lyrics.

　3 Music Score Teaching

Teacher: Very good. The melody of this song is very simple. The whole song is almost a phrase repeated, but there seem to be some changes. Okay, let’s do it. Learn to sing the first line.

Look at the first line of the score and learn to sing. (Singing score or using lu)

Teacher: Let’s sing the score of this sentence.

Learn to sing the second line of the score.

Teacher: Now let’s look at the second phrase. What’s the difference between it and the first phrase?

Teach students how to speak, and then learn to sing.

Learn to sing the third line and look for differences in music scores

Teacher: In addition to slight changes in the melody, singers often improvise to change a certain rhythm. Take a look at the third line and the second line. In one sentence, where is the change in rhythm?

Learn to sing the fourth line and look for differences.

Put together the singing score.

3 Sing the lyrics (show the complete music score)

Use the singing method.

Complete singing

Accelerated singing

Processing:

1. Remind students to sing with a brisk and relaxed voice. The attached points are highlighted and the others are weak.

2. You can use "dv" to sing the second verse to create a relaxed and comfortable feeling.

Three expansions:

1 Enjoy two American country music songs, "Blowin' in the Wind" and "Assorted Vegetables"

Teacher: Today the teacher will also bring you Here are two country music songs, please come and enjoy them together.

Healthy listening. And briefly talk about your feelings.

Teacher summary: As everyone can feel, American country music is casual, free and unrestrained, not restricted by gender, age, time and place, a guitar, plus a banjo and harmonica With the accompaniment of musical instruments, singers can express their love for life and hometown.

2 Sing "Suzanne" again

Teacher: Students, let us finally perform this classic song "O Susanna" again with passionate singing.