Three music courseware for kindergarten classes

Kindergarten music courseware: Sing and say my name

Activity goals:

1. Be able to sing songs with a cheerful voice, and be able to sing quickly Sing boldly in front of the group.

2. Can imitate lyrics using the repeated melody of songs, and experience the joy of interactive singing with peers.

3. In the process of singing your own name, you will feel a sense of pride and pleasure, and understand the origin of your name.

Activity preparation:

1. Self-produced courseware (including animated pictures of Tommy and Jessica), rhythm maps, photo slideshows of the whole class of children, "Sing and Sing" My Name" song tape.

2. Before class, let children exchange stories about their names with their parents.

Activity process:

1. The beginning

1. Situation creation: Two little guests were invited to stimulate the children's happy mood to make friends.

Teacher: The teacher has invited two foreign guests to you today. Are you happy?

2. Ask the children to make rhythm and become familiar with the music melody (play "Sing Me" Name》Background Music)

Teacher: Please listen to the music and wait for the arrival of the little guests. (Make rhythm)

2. Basic parts

1. Children beat the rhythm and become familiar with the melody of the song.

Teacher: Look, the little guests are here. Please extend your little hands to welcome them. Guide children to beat the rhythm of songs.

2. Ask the children to listen to the boy’s name.

Teacher: Guess what the boy’s name is? Let’s listen to the boy’s name together? (Listen to the first part of the song)

What is the boy’s name in the song? Call Tommy. Say hello.

3. Enjoy the song and learn the girl’s name. (Listen to the last part of the song)

4. Ask the children to tell you which word in the name is the most sung in the song? Understand the singing characteristics of the song.

5. Ask the children to learn the lyrics and show the rhythm map.

　XX/XXXX/XX/XXXX/XX/XXXX/XXXX/XXXX/

Come on, I am Tommy Tommy Mi Mi Mi Mi Mi Mi Mi Mi Mi Mi Mi. Mimi Mimi,

　XX/XXXX/XX/XXXX/XX/XXXX/XXXX/X—/

Come on, I’m Jessica, kakakakakaka Kakkakkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkk.

Note: Guide children to sing the high notes accurately.

6. Children learn to sing songs.

Ask the children to sing the song twice with the teacher according to the song chart.

7. Perform songs.

Let the children express the characteristics of boys and girls, and then sing the songs while adding actions to perform the songs.

8. Play games: Sing my name.

Rules of the game: The big screen takes turns to scroll the photos of the children (one boy and one girl in one group). All the children count down to five numbers. When the stop is called, whichever group of children’s photos appears, all the children will join together. Sing the names of the children in this group.

9. Tell the story of your name.

Invite children to talk about the origin of their names, recognize their own names and tell the stories behind their names. I know that everyone’s name is not chosen randomly. The name contains the parents’ expectations and best wishes.

10. Game: Find friends.

How to play the game: A group of children form a circle, and one child stands in the circle and sings his own name. When he sings the second "come, come", he finds a good friend and exchanges position, another child continues to sing, and the game repeats.

3. Ending

Let children like their names, feel the uniqueness of their names, and enhance their self-confidence and pride.

Kindergarten music activities for the top class: How many feet high is the city gate?

Design intention:

Such a scene often appears in the activity room: boys control the activities The door of the room does not allow other children to enter or exit. How to resolve this contradiction wisely? I think of the nursery rhyme I learned when I was a child, "How many feet high is the city gate?"

This is a classic folk nursery rhyme. It is rich in plot, catchy and close to the lives of young children. Isn't it just like the city gate in the nursery rhyme when children block the door and say "one man can't open it"? So, I edited the content of the nursery rhyme, added the melody, and re-interpreted it in the form of a duet, making the nursery rhyme become It has both traditional colors and modern flavor, and is full of playfulness.

Objective:

1. Learn to sing nursery rhymes in duet form.

2． Use movements and expressions to boldly express your understanding of the song.

3． Follow the rules of the game and experience the joy of cooperative gaming.

Preparation:

PPT (presentation), self-composed nursery rhyme melody (see attachment), song audio tape.

Process:

1. Appreciate the song and perceive the duet

Teacher: Today the teacher brought you a nice song. This song is a small My brother sang it when he went to town. You see, the little brother has arrived in front of the city gate. (Play the song.)

Teacher: What do you think is different between this song and the songs you usually listen to?

Teacher (summary): There are two voices in the song. One person asked, One person answered that it was a question and answer song.

(Analysis: This is a duet song, with two different voices in the song. One is the clear voice of a child, and the other is a loud and powerful male voice. Children listen to this special singing Form. Not only have a preliminary understanding of the form, but also the desire to sing)

2. Understand the lyrics and learn to sing the song

1. Watch the courseware and understand the lyrics.

Teacher: In the song, who is asking who is answering, what is being asked and what is being answered. Let’s listen to this song again. (Play the song.)

Teacher: Did you hear the little brother ask what city gate and how he answered (The teacher showed the corresponding picture based on the child’s answer.)

(Analysis: Rich Story-like courseware images help children understand the lyrics and clarify the relationship between questions and answers, thereby fundamentally generating interest in learning to sing)

　2. Use the diagram to understand the lyrics.

(1) Appreciate the complete map.

Teacher: What else did the little brother ask at the city gate? I will sing again. Listen carefully. (The teacher sings a cappella and responds based on the children’s answers.)

(2) Understand the emotion of the song.

Teacher: What do you think of this city gate?

Young: Tall, mighty, and amazing.

Teacher: Do you know how high "Thirty-six feet high" is? Please do it with your movements.

Young: As tall as a skyscraper/very, very high/so high that you can’t even see it in the clouds.

Teacher: What is the tone of the city gate when it answers and why?

Young: It is very tall and impressive, and its voice is very loud when it answers.

Teacher: If you can’t open the door, you can’t enter the city. What method did the little brother think of to open the lock?

Younger: Use a big knife to chop/use a big ax to chop.

Teacher: Has the Vajra Iron Lock been cut off by swords and axes? What was the tone of the city gate’s answer?

Young: The Vajra Iron Lock has not been cut off. The city gate is very strong, and the tone of its answer is very firm, not afraid at all.

Teacher: Did the little brother give up?

Young: No.

Teacher: What did he say in the end?

Young: Look at me opening the city gate with one hand.

Teacher (Summary): My little brother is brave, confident and strong, so we have to sing with a loud voice. The city gate is tall, mighty, majestic and solid, so we need to use a firm tone and a loud and deep voice to express it.

(Analysis: The neatly arranged and orderly diagrams not only make the image of the nursery rhymes more vivid, but also enable children to perceive the duet form of the songs at a glance. Children use the diagrams to perceive the length of the phrases and fully understand the expressions of different phrases. The different emotions of the children further deepened their perception of the song's image. The teacher's clever questions helped the children gradually understand the personality characteristics of the characters in the song, laying the foundation for them to sing in different roles)

　3. Be bold and perform the songs.

(1) Complete the song with movements.

Teacher: How many times did the little brother ask the city gate? How many times did the city gate answer? Now, let’s look at the picture and sing this question-and-answer song. (Children sing.)

Teacher: The little brother must ask clearly, and the city gate must answer loudly. We sing and perform the movements at the same time. (Children sing.)

(2) Use your imagination to create shapes.

Teacher: After the little brother said the last sentence, he made a very powerful gesture. Is the city gate open? Let’s take a look.

Teacher: Let’s also learn from the little brother to do a modeling movement and see whose movement is the most powerful. (Children make modeling movements.)

Teacher: Please go to the city gate and make a powerful modeling movement after singing the last line to see if the city gate will be opened by you. (After the children sing the complete song, it means that the city gate has been opened.) The city gate has been opened by you, and we applaud ourselves.

Kindergarten music courseware: hand shadow dance

Activity goals

1. Learn simple hand shadow shapes and be able to imitate and perform along with three-beat music under the prompts of children's songs.

2． Can create hand shadow shapes of peacocks, kittens, crabs, and birds, and try to perform with music.

3． Interested in hand shadow performance and experience the joy of hand shadow performance.

Activity preparation

Shoot hand shadow videos, edited music of "Blue Danube", and PPT courseware.

Activity process

1. Watch the video of the teacher’s hand shadow performance

1. Question: What four kinds of small animals came to the dance? What did these small animals become?

　2. The teacher demonstrates the hand shadows of animals.

2. Try to imitate hand shadow performance

1. Imitate hand shadows in sections.

Teacher: Who is the first animal to appear? What did it say when it came (imitate swans, rabbits, caterpillars, and butterflies in different ways)

2． Try a full hand shadow performance.

(1) Complete hand shadow performance. Teacher: Try it and connect the hand shadows of four small animals to perform.

(2) The second situational hand shadow performance. The teacher announced the official start of the forest dance, and each animal had its own beautiful stage.

3. Collective creation of hand shadow performance

1. Create hand shadow movements.

Teacher: The dance party in the forest was really lively. Peacocks, kittens, crabs, and birds were attracted, and they also wanted to perform. Think about how to use our little hands to conjure their shadows.

2． Animal, music matching.

Teacher: I heard the music performed by swans, rabbits, caterpillars, and butterflies at the dance. The peacocks, kittens, crabs, and birds loved it! Which piece of music will they choose to perform?

3． Create a hand shadow performance.

Teacher: Can you let your little animals come out and say hello to the rhythm of the music?

(1) In groups of three, discuss which animal you want to perform hand shadows for. (Play segmented music)

(2) Group performance.

4. Appreciate the hand shadow video of the masters

Teacher: The teacher has brought a wonderful show performed by the hand shadow masters. Let’s enjoy it together.

Comments on the activity

This is a typical teaching case in which masters and apprentices constantly think, collide with each other, and gradually optimize. It mainly embodies the following two characteristics:

< p> 1. Teach without trace - embodying the art of efficient teaching

2. Solve difficult problems without trace. "Blue Danube" is a waltz from Kuai San. This kind of rhythm is still difficult for the children in the upper class. But when we observed, we found that children can better grasp the rhythm of music when performing hand shadow performances. There are two reasons for this: First, Teacher Qian creatively uses the form of children's songs to seamlessly support children to master the rhythm of music and distinguish musical phrases. For example, reciting children's songs along with the music: The first swan, hello, hello! Here comes the little rabbit, hello, hello! Hello, little insect, hello! Fly to the east, hello! Fly to the west, hello! Second, when designing the work, Teacher Qian mainly focused on the first beat, which is the retake. Even if there are movements in the second beat in some places, the actions of the first retake are repeated, which reduces the children's ability to perform along with the music. difficulty.

3. Invisible improvement and expansion. Group teaching must allow children to improve and develop. Teacher Qian carefully prepared a set of videos of hand shadow master performances, which gave children a strong visual impact. It broadens children's horizons and improves their appreciation of hand shadow art.

2. Learn happily - showing a relaxed learning state

1. Selected teaching content. Teacher Qian combined the kindergarten's research on the topic of "The Application of Folk Art in Kindergarten Music Education" and selected hand shadows as the rhythm teaching content for the large class, which has multi-dimensional educational significance. Teaching. Teacher Qian chose animal images such as swans, bunnies, caterpillars, and butterflies based on the children's preference for animals, and asked the children to try to express their typical modeling characteristics with their hand shadows, providing the possibility for children to learn happily.

2. Use auxiliary means skillfully. During the teaching, Teacher Qian helped the children easily complete the learning task through the storyline link of the animal dance party, the playback of self-portrait hand shadow videos, the docking support of matching music and movements, and the creation of situations where the light source white background alternates with animal life scenes, etc. . For example, in order to stimulate children's interest in hand shadow performance, children are invited to enjoy the teacher's hand shadow modeling performance at the beginning of the activity, which arouses children's curiosity about hand shadow performance. For another example, Teacher Qian created a different stage background for each animal in the courseware, giving the children an immersive feeling and allowing them to learn easily and happily.