Three Music Teaching Plans for Orff Kindergarten Class

Orff's music education system is one of the three most influential music education systems in the world today. In Orff's music class, children have the opportunity to enter a rich artistic world. Music is no longer just melody and rhythm, but is related to nursery rhymes, rhythm, dance, drama performance and even painting, sculpture and other visual arts. I have compiled three music teaching plans for kindergarten teachers, hoping to help you! painter

Teaching objectives:

1, the warm-up music rhythm makes children enter the music atmosphere happily.

2, momentum, musical instruments feel the rhythm of the words written by the painter.

3. Cultivate children to personally participate in music performances and feel the joy of music.

Teaching focus:

1. Feel the rhythm of the words written by the painter with momentum and musical instruments.

Teaching aid preparation:

1.CD: Ode to Joy of Frog, painter, rhythm music.

2. musical instrument: rhythm bar

3. Brushes made of old newspapers, painted pictures and colored stickers.

Teaching content:

A. Music warm-up rhythm: ode to frog music (5 points)

1. The teacher in the main class asked the children to stand in their places (the sign posted on the floor).

2. The class teacher plays music, and the head teacher leads the children to follow the music to make music rhythm.

After the music beat, the teacher in the main class sat the children in their seats.

4. Music tip: At first, children just need to move with the music.

B. Music listening games (10 score)

1. Sing the name.

The teacher called the child's name in different voices in turn and asked the child to respond with actions or sounds.

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For example: (teacher) ××××× │××× (child) does actions: stand up and raise your hand;

Beibei, where is Beibei?

Or say "hey" or "here" or something.

2. Music greetings

The teacher and the children clapped their hands and greeted each other with music.

For example: (teacher) sing: 1234-5-5432- 1-‖

Hello, children. Hello, children.

(Children) Sing: 1234 ~ 5 ~ 5432 ~ 1 ~.

Good teacher, good teacher.

3. Listen to the accompaniment music of The Painter

Teacher: The teacher's hands are dexterous and he likes to dance to the music. Children listen carefully and watch carefully. How does the teacher's hand dance to the music? After a while, the teacher asked your little hand to dance to the music.

(2) cooperate with the class teacher to play music, mainly the rhythmic movements of the class teacher's hands.

The teacher asked the children to imitate the movements of their hands to the music.

The teacher encouraged and praised the children's performance.

The rhythm of the hand:

The first sentence: clap your chest with both hands.

The second sentence: raise your hand horizontally and shake your hand left and right.

The third sentence: Raise your hands horizontally and do wall painting alternately up and down.

The fourth sentence: extend your index finger and alternately point your hands at your nose.

C. Music language games (10 score)

1. riddle:

Teacher: Do you like guessing games? I said guess, listen carefully to "two trees with ten forks, no leaves and no flowers, and eating and working all depend on it." (hand)

Teacher: What can your little hand do?

2. Capable little hands:

Teacher: Let's see what the teacher's hands can do.

Clap your hands, sweep the floor, wash clothes, brush your teeth, wash your face and draw pictures.

Teacher: The child is so clever that he can see what the teacher's hand is doing at a glance. Let's do it together and see whose little hand is the most capable.

3. Rhythm of musical words

Teacher: Children, the teacher made up a beautiful nursery rhyme for the action of painting the wall just now. Listen carefully (the rhythm of typing words while reading).

I am a painter, and I am good at drawing.

I want to paint my new house beautifully.

After painting the roof and walls, the brushes are busy flying.

Oh, my little nose has changed.

(word rhythm type) ×××××× │×××× │×××××××××-\ \

(2) The teacher said a word, and the child said a word on behalf of the theory (the rhythm of taking words while reading)

③ Play music, teachers and children clap their hands and sing musical words.

D. Music rhythm express (20 points)

1. The sound matches the movement rhythm.

The teacher folded the old newspaper into a brush and brushed it on the wall.

Teacher: Look at the teacher's movements when painting the house, little friend. Please match the sound with my brush. Let's see how Teacher X (the manager on duty) matches the sound to my brush. (The length of the brush matches the rhythm of swish-; Brush short, with swish; Overall rhythm type:

×× ××│×× ×│×× ××│×-‖)

Whoa, whoa, whoa, whoa, whoa, whoa, whoa, whoa.

Ask the child to match me with a brush with a better sound (or change it to Cha and Sha Sha).

(3) When the teacher draws, listen to good music. Ask the children and teachers to paint the ground while singing the lyrics (kneeling, brushing their hands back and forth with the music).

2. The teacher introduces the musical instrument rhythm stick, demonstrates the operation method and puts forward the matters needing attention.

3. Play music, and teachers and children use rhythm bars to match the music (repeat twice).

E. Music and dance (10)

End with the music that children usually use before class.

F. Reminder of love (4 points): The teacher praised each child's performance and personally attached colorful stickers representing honor to the children.

G. Goodbye Song (1 min):

1. Musically, the teacher sang farewell songs with everyone.

2. Send the garden: The two teachers smiled and said goodbye to each parent and child.

6. Tips suitable for babies:

1. The teacher asked the children to recite nursery rhymes rhythmically.

2. Pay attention to the playing method of the rhythm bar when knocking, so as not to hurt the child.

Happy clapping song

Teaching objectives:

1. Be able to sing Happy Clapping Song with confidence, nature and expression.

2. Can accurately sing the continuous rhythm and strengthen the inner rhythm.

3. Learn life skills and twist the bottle cap.

Teaching emphases and difficulties:

Feel the cheerful mood of music works, and express this mood with singing and appropriate body language; Write lyrics.

Teaching preparation:

Empty pine nuts sing with accompaniment.

Teaching process:

First, music import:

Play the children's song "Love Me Hug" with children by singing and dancing.

Teacher: Baby, think about whether you are happy when mom and dad kiss you, praise you and hug you.

Young children: happiness.

Teacher: Today, the teacher invited three good friends to everyone. Let's ask them what they do when they are happy. (The teacher takes out the bear, pony and rabbit respectively)

Child: (bear, pony, rabbit) What do you do when you are happy?

The teacher replied in an animal tone:

Bear: When I am happy, I clap my hands. Please come with me. If I feel happy, clap my hand. If I feel happy, clap my hands. If I feel happy, clap my hands. Then everyone clap their hands together.

Pony: I stamp my feet when I am happy. Please come with me. If I am happy, stamp my feet. If I am happy, stamp my feet. If I am happy, stamp my feet. Then everyone stamped their feet together.

Rabbit: When I am happy, I will pat me on the shoulder. Please do it with me. If I feel happy, pat me on the shoulder. If I feel happy, pat me on the shoulder. If I feel happy, pat me on the shoulder. Then everyone patted me on the shoulder.

The teacher asked the children to recall the forms of happiness expressed by small animals.

Teacher: Baby, let's sing a song in the way that small animals express happiness.

Play children's songs and sing both sides with the children.

Second, make a small sand bottle for musical instruments.

The teacher gave each child a bottle and some pine nuts and taught the children to unscrew and tighten the bottle cap.

Third, understand the rhythm when writing lyrics.

Teacher: Baby, think about what you will do when you are happy. Can you laugh?

Child: Yes.

Teacher: Then please do it with me. Laugh if you feel happy, haha (shake the sand bottle when haha).

Do it twice with the accompaniment.

Teacher: How time flies! The class will be over soon. Does the teacher want to end our music class with a song? Remember, follow my singing!

Nod when you feel happy, nod when you feel happy, say goodbye together when you feel happy, and then say goodbye together.

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I. Activity objectives:

1, experience the rhythm of music and feel the level of music.

2. Cultivate children's concentration.

Second, the activity preparation:

1, music CD "High and Low"

2. Musical instruments

Third, reflection activities.

"Outline" points out: "Creating a relaxed and free game environment for children can stimulate their enthusiasm and initiative to participate in activities." Therefore, in this activity, according to the age characteristics of small class children, I created a situational performance for children, so that children can feel the level of music in the game performance and learn to play with their peers. At the beginning, children's enthusiasm for participation was not too high and they were reluctant to express themselves. In view of this phenomenon, I use naive language and exaggerated body movements to stimulate children's enthusiasm for participating in activities. During the performance, many children were very happy and knew that they should perform according to the level of music, which fully reflected the children's autonomy and dominant position.

Textbook selection: High and Low is a music with cheerful rhythm. The activity itself has obvious high and low changes, and children know whether it is high or low as soon as they listen. For children in small classes, it is contact experience and interaction. In terms of action, as long as a simple performance is enough, there is no very standardized requirement. Therefore, this activity conforms to the reality of small class children and can also capture the interest of small class children.

Arrangement of teaching methods: I used several demonstrations when I was studying High and Low. Once, the teacher thought of a bird on the high ground and imitated it. Please imitate the children. The other time is the interaction between teachers and children, playing games repeatedly. Let children better perceive actions according to the level of music. I remember that when I invited children to learn to fly with me after the first demonstration, the children I found listened to the music calmly and completed all the movements, which was very tacit. Therefore, it is necessary for children in small classes to demonstrate many times, so that children can better and intuitively perceive actions.

Generally speaking, this activity is successful, with clear thinking and basically achieving the teaching objectives, but there are still some shortcomings in the link connection. In the future teaching, I will learn from experience, improve my own shortcomings and better organize teaching activities.