Activity objectives:
1, be familiar with folk songs and learn to play the atlas.
2. Try to choose musical instruments according to the timbre of folk songs.
3. Be familiar with and feel the melody and content of songs, and learn to sing.
4. Willing to participate in duet activities and experience the fun of duet with teachers and companions.
Activity preparation:
Music, Atlas, Pictures, Musical Instruments: Playing sticks and ringing bells.
Highlights and difficulties of the activity:
On the basis of being familiar with folk songs, learn to watch Atlas plays.
Play the sixteenth note with the bell.
Activity flow:
First of all, the introduction of passion
Teacher: Do you like singing, children?
Teacher: There is an old shoemaker whose hammer can also sing beautiful songs. Let's listen together.
Second, interactive learning.
(A) appreciation of ballads, a preliminary understanding of ballads
Teacher: How many kinds of hammers does Grandpa have? (Show pictures of big and small hammers)
Do they make the same sound?
Teacher: Let's listen to the difference again.
(2) Appreciate the folk songs again and feel the rhythm of the hammer.
1, Teacher: How to hit the sledgehammer?
(Exhibition Atlas 1)
Teacher: How many knocks?
Teacher: Let's clap our hands together.
Teacher: Is the sound of the hammer loud or light?
Teacher: Let's try again.
2. Teacher: Teacher: How did the small hammer strike?
(Exhibition Atlas 2)
Teacher: How many knocks?
Teacher: Is the sound of the small hammer heavy or light?
Teacher: Let's clap our hands together.
3. The teacher said the first half of the sentence, and the children clapped their hands to show the weight of the two hammers.
Third, explore exchanges.
(A) learn to read the map, the initial perception of rhythm.
1, Teacher: Let's look at the pictures together and take a picture of grandpa's shoes. We just applauded. Where else can we clap?
2. Look at the atlas with the music and feel the rhythm.
(2) Choose folk musical instruments according to timbre.
1, Teacher: The child is great. They know how to clap their hands where shoes are repaired and shake their heads where they are talking. Look, grandpa brought us a present. (Showing the bat and ringing the bell)
Teacher: Do you know each other?
2. Teacher: What kind of musical instrument? Does it sound like a sledgehammer?
Teacher: Which instrument sounds like a small hammer?
Children are divided into two groups using sticks and bells respectively. (Teachers patrol to check the use of children's musical instruments)
4. Teacher: Let's try it with musical instruments: the sledgehammer sings Dangdang and the hammer sings Tintin Tintin.
Tintin Tintin Tintin Tintin.
(3) Look at the complete performance map.
1, the teacher points to the picture to lead the children to play (remind the children to rest some musical instruments)
2. Teacher's summary: the use of musical instruments and the performance of small hammers.
Teacher: Think about it, children. Why does the bell ring so fast?
3. Children exchange musical instruments and feel the different effects brought by musical instruments with different timbres.
Fourth, expand and extend.
Teacher: This ballad is called Hammer Song. The teacher put the atlas in the performance area. Children can try what instruments they can use besides playing sticks and ringing bells.