Understand the characteristics of Japanese pop music, Korean music, Indonesian music and Indian music through various artistic activities.

Class allocation: two class hours

First teaching time

Teaching objectives:

(1) You can experience the Japanese-style Du Jie mode by singing Sakura.

(2) Feel the style of Korean and Indonesian music through rhythm and performance.

Teaching process:

First, import:

(1) Teachers and students talk about relaxing topics: happy things during the long vacation? (tourism)

(2) The whole class formed a tour group to travel to Asian countries, and finally selected the best music guide.

Second, Korean folk songs (projecting photos of Korean customs, students guess the first stop of the tour)

1, the teacher asked the students: Are there any familiar Korean folk songs? Teachers and students sing together.

2. Enjoy the song "Song of the Qing-Jin-Pu Boat"

Projection problem:

(1) The artistic conception of the song?

(2) With the number of beats of music, feel the law of strength.

3. Listen to the song again, beat with the music, and feel the characteristics of Korean music: there is an obvious tendency of triple beat.

Third, the Japanese folk song "Cherry Blossom" (multimedia projection of cherry blossom pictures)

1. Teacher introduces cherry blossoms: They belong to Rosaceae and bloom in spring. Inviting flowers in spring is a traditional folk activity in Japan.

2, enjoy the song: projection problem:

The speed of a song?

Melody features of b song;

C the voice in the song:

3. Students discuss and communicate

Step 4 sing

(1) Students hum melody (the teacher's language inspires students to sing with emotion)

(2) Singing

(3) Students discuss different singing forms and try to feel.

Third, Indonesia's song "Star Cable" (projecting Indonesia's famous buildings and the sea, students feel the vastness of the sea and prepare for the later teaching)

1. Students appreciate songs and express their feelings about songs with body language.

2. Instruct students to express the artistic conception of songs by voice.

3. Teachers and students cooperate to sing songs, and rhythmic singing expresses the artistic conception of songs.

Fourth, summarize the musical characteristics of the three countries.

Feedback: Listen to the recording of three songs and judge the country.

Six, the students judge the best music guidance and issue guidance cards.

Appreciate the instrumental music works of three countries and expand the content of this lesson.

(Projecting the representative musical instrument shapes of three countries with brief text introduction)

Postscript of teaching:

In this class, the students' enthusiasm for participating in the activities was stimulated by forming a tour group and selecting the best music guide. The students learned about the musical characteristics of the Three Kingdoms by tapping the rhythm and singing rhythmically. The use of multimedia teaching tools makes the whole classroom full of artistic beauty, broadens students' horizons and cultivates students' ability to appreciate and feel beauty.