Middle class music lesson plan: kitchen concert
Design concept
In children's music activities, there are many ways to express rhythm, such as clapping hands and stamping feet, but often using these forms will inevitably appear single and lack of interest. So I introduced children's keen imitation of chef's game into group activities in the form of role-playing, so that every child can learn to be a little chef, interact with the real chef in the video, practice different rhythms in the relaxed atmosphere of breaking eggs and cutting tomatoes, and let children feel that there are many musical elements in life.
Teaching objectives
1. Try to beat the time rhythmically with kitchen utensils with music.
2. Discover the musical elements in life and feel the music in life.
Teaching preparation
1. video (the chef beats eggs and cuts tomatoes rhythmically in the kitchen), atlas and music (the edited heavy metal music "I believe" has a strong sense of rhythm, and the song includes singing and rap).
2. Teachers' supplies: pots and pans, drums, aprons and a chef's hat; Children's articles: stainless steel bowls and bamboo chopsticks (half of the children), plastic knives and plastic chopping boards (half of the children), and a chef's hat for each child (small kitchen utensils and chef's hats have been placed under the children's chair in advance).
3. Two rows of semicircular seats face the screen.
teaching process
Small bowls and chopsticks sing.
1. Introduce the topic.
Today, we go to the market to buy food. What food did you see (the children listened to the music, the music stopped, the children posed as "dishes", and the teacher patted the rhythm while picking vegetables and asked, "What is you | Lion |?" The children answered in rhythmic language.
Let the children listen to the music first, get familiar with the melody, and prepare for the rhythm music of percussion. )
2. Play the chef.
(1) (Teacher puts on apron and chef's hat) Look who I am today.
(2) Let's put on the chef's hat and dress up as chefs, and have a kitchen concert together, shall we?
(3) Take the tableware (small bowl and chopsticks, knife and chopping board) which set of kitchen utensils you want to be good friends with.
Creating situations and playing roles conforms to the characteristics of middle-class children's games and can quickly arouse children's interest in participating in games. )
3. Free to explore the rhythm.
Are the little chefs ready? Let's play music together (since music came into being, teachers have inspected children's listening to the rhythm of music creation and imitated and praised children who created new rhythms in time).
4. Show the rhythm created by the little chef.
The great chef (teacher) discovers and shows the rhythm of the little chef (×××× year × month × day × month × day × month × day × month × day × month × day × month × day × month × day × month × day × month × day × month × day × month × day × month × day × month × day × month × day × month × day × month × month × day × month × month × day × month ×
5. Find the trick of knocking at the door.
Did the little chefs find out how to make the best sound? (Children speak freely: chopsticks knock on the edge of the bowl loudly and beautifully; The knife was cut in the middle of the chopping block, making a loud noise and so on. )
Using peer learning to guide children to explore freely and create different rhythms, teachers can capture and introduce them to other children in time to enrich their rhythms. Through exploration, the children also found out how to make the best sound, paving the way for later performances. )
Second, the sound in the kitchen.
1. Watch the video of the chef's work.
Watch the full video to see what the chef is doing in the kitchen.
2. Discuss what you see.
(1) What did you see in the kitchen (tomatoes, eggs, etc. )?
(2) What is the chef doing (preparing scrambled eggs with tomatoes, tomato and egg soup, etc.). )?
(3) How does the chef beat eggs and cut tomatoes (to guide children to see that the chef's movements are rhythmic)?
3. Discover the rhythm.
Chef Cherie has a rhythm. Did you find it? The children watched the video again.
Let the children watch the video. The first time to guide children to observe the chef cutting vegetables is very special, and the second time to focus on guiding children to discover rhythm patterns. )
4. Play the video paragraph by paragraph, and the child learns to imitate the rhythm.
(1) Watch the video "Beat Eggs". Children say the rhythm of beating eggs. The teacher took out the atlas from the apron pocket and posted it on the blackboard, and played back the video to verify it. The child simulates the action, and the teacher says the rhythm while simulating the action: Beat | Beat the egg |.
(2) Watch the video of "cutting tomatoes". The children say the rhythm of cutting tomatoes. The teacher took out the atlas from the apron pocket and posted it on the blackboard, and played back the video to verify it. The child simulates the action, and the teacher says the rhythm while simulating the action: cut the tomato. The chefs cut it neatly. Let's cut it again.
(Interact with the video to imitate the rhythm of the chef's "breaking eggs" and "cutting tomatoes". This form is interesting and vivid, and children can't help imitating it when they watch it, which stimulates their initiative in learning. At this time, teachers use maps, languages and other forms to help children master and consolidate new rhythm patterns. )
Third, the kitchen concert.
1. Look at the command and map exercises.
I'm the chef. Little chefs, please bring out your kitchen utensils. Look at the rhythm chart, beat eggs and cut tomatoes, cut tomatoes and beat eggs. (Give four preludes, 1, 2, 3, 4-Beat | Beat | Beat | Beat | tomato preparation | cut | cut tomato | chef alternately directs two groups, and the speed is gradually accelerated).
Pay attention to remind children not to cut tomatoes faster and faster, or they will cut their hands, cut | cut | cut | cut | cut | cut | cut | cut | cut | cut | cut | cut | cut | cut | cut | cut | cut | cut | cut | cut | cut | cut | cut | cut | cut | cut | cut | cut | cut | cut | cut | cut | cut | cut | cut | cut | cut | cut | cut
Teachers use language and eye cues to help children look at commands and maps to beat the rhythm. The rhythm of cutting tomatoes is difficult. In practice, teachers can use situational language and action demonstration to remind children to pay attention to the stability of rhythm. )
2. Listen to music and simulate actions in your mind.
(1) Listen to the music completely.
(2) Is the music sung from beginning to end (some places sing, some places say)?
(3) While listening to music, think about actions in your mind: beat eggs when you hear the singing part of music, and cut tomatoes when you hear the rap part of music.
(Before playing rhythmic music, it is necessary to simulate actions in your mind according to the music, which will help children to better master their own behaviors in music activities. )
3. Try to play with the music.
(1) Little chef listens to music with kitchen utensils for the first time.
(2) Why do some small chefs miss an egg and cut two pieces of tomatoes? How did this happen (coming out late when playing)? What should I do (listen to the music carefully and prepare early)?
4. The little chef directs the performance.
Please ask two small chefs to be small conductors, one to command the rhythm of beating eggs and the other to command the rhythm of cutting tomatoes. The teacher prompted the little conductor to command correctly and observe the practices of other children.
(Asking a small conductor is a challenge to children's ability, which provides a "zone of recent development" for children, and different children can be asked to be small conductors. )
5. The chef joined the program.
(Take out the pots and pans hung on the wall in advance) I'm very happy, chef. I want to show off today, too. Later, I will play with you, and we will have a lively kitchen concert.
6. Collective performance.
After playing completely, the teacher will join in and knock to the next paragraph.
The teacher's fiddling with pots and pans increased the atmosphere of the performance, and it was also a demonstration, which played a leading role in children's further practice. )
Fourth, extension.
In the following activities, children can choose their own kitchen utensils to practice another rhythm, and they can create different rhythms according to different dishes to play music.