Orff music lesson plan 1 activity purpose
1, children can actively participate in activities and experience the happiness brought by music.
2. Induce musical forms and listen to the specific sound effects in music.
Important and difficult activities
Key points: listen, argue and explore specific sound effects.
Difficulties: role-playing activities.
solution
Key points: Let the children listen to the specific sound effects in the game through the exploration and rhythm of each link.
Difficulties: first, let the children understand the sound of the clock, and then let the children play.
Formation and placement of musical instruments
Formation: Children sit in a semicircle around the teacher.
Musical instruments: put the musical instruments used in the tray under the small chair.
Activities to prepare
Props: CD player, pictures of various clocks, telescopic puppets.
Musical instruments: You don't need any musical instruments for the first class.
Activity process
First, story guidance
There are many kinds of clocks. There is a clock in which a bird lives. Every time it wakes up a child, it opens the door and sticks its head out to call.
"Goo goo", another clock has an alarm clock ... and an old clock. ...
Second, the inductive form
A: floor clock, cuckoo clock, alarm clock.
B: summarize two phrases.
Episode: 4 beats.
Third, listen to the argument of "goo goo"
1, the teacher operates the telescopic puppet, and when the music is "goo goo", the puppet is extended to meet the students.
2. Music rhythm
Part A: Extension and contraction-all parts of the hand, head or limbs.
Section B: Spread your hands left and right | Spread your wings and fly left and right.
Conclusion: clap your hands four times.
3. Face-to-face activities in pairs are the same as 2. The tail beat each other.
Fourth, listen to the "alarm clock"
1, music rhythm
Part A: Shake hands and feet to feel the sound of "alarm clock".
Part B: Roll up and turn left/right.
Conclusion: clap your hands four times.
Step 2 Face to face in pairs
Part A: Shake hands and feet to feel the sound of "alarm clock".
Area B: Turn left/right for the forwarding column.
Conclusion: clap your hands four times.
Orff Music Teaching Plan Part II Activity Objectives:
1. Learn to sing the song "Driving Song"
2. Distinguish between moving and stopped traffic signals and take corresponding actions.
Key points and difficulties:
Learn to sing
Activity preparation:
Children's book, CD "Driving Song", red and green traffic light paper model.
Activity flow:
First, organize teaching and discuss the role of traffic lights with children, so that children can express their ideas freely and stimulate their interest in learning.
1. What if the car meets a red light? (The red light stops and the green light is on)
2. What should children do when crossing the sidewalk? (The red light stops and the green light is on)
Play the CD and let the children listen and learn to sing.
1. What do you hear? (Beep, beep, here comes the bus)
2. How about seeing the red light? How about watching the green light?
Third, learn songs repeatedly.
Games: Let children play the role of car drivers, teachers play the role of traffic policemen, children drive with music, and decide whether to move or stop according to the color of traffic lights displayed by teachers.
1. Let the children act as drivers and tell us what kind of car they are driving.
2. What kind of car do you drive? (Encourage children to imagine and say what cars they like to drive)
Let the children start from a certain place in the classroom and follow a route, and the teacher plays music.
4. The teacher said "red light" and showed the red paper model, and the children stood still and stopped moving; It was not until the teacher said "green light" and showed the model of the green book that the children began to move forward.
The expansion of verb (verb's abbreviation) activity
The children went outdoors to play games in droves.
Activity reflection:
1. Due to the full preparation before the activity, children can learn and practice songs in the form of games. They can learn songs quickly, or they can stop and move forward according to the instructions of songs and games, achieving the expected teaching purpose and effect.
2. Because there are many children who can't run in the game room, they will temporarily adjust the game and play in groups by imitating the vehicle limit. However, because children don't have such experience accumulation, and children in small classes have different understandings of numbers, most children can't understand the rules of the game, so they can strengthen consolidation and practice in this area, which is also a way for children to play collectively in large classes.
Orff Music Lesson Plan 3 Activity Objectives:
First, cultivate children's laws and feelings about the strength of 4|4 beats
Second, use the rhythm of spoken Chinese to create word games.
Third, feel the stubborn rhythm.
Activity preparation:
Teaching CD, children's books, rhythm cards
Activity flow:
First, the sense of rhythm
1, the story introduces: "Does the child have a puppy? The teacher also brought a puppy today. "
2. Act according to the story.
3. Combine the rhythm of music.
4. The teacher guides the children to create actions.
5. The teacher combines the movements created by the children, practices with music, and applauds when speaking in plain English.
6. The teacher instructs the children to compose body instruments.
Second, the game of the law of strength and weakness
1. The teacher's voice is strong and weak. Like stamping your feet and clapping your hands. And let the children tell.
2. Speak clearly and combine strengths and weaknesses. For example, stamping your feet means small, and patting your shoulders means eyes.
3. Guide children to create strong and weak movements.
(1) Body instruments-such as clapping your legs.
(2) Musical instruments of life-floors, tables and other objects are accompanied by rhythm.
4, combined with music practice.
Third, I think the accompaniment is stubborn.
1. Word-making: Use the tips of children's books to guide children to make words.
Such as: little yellow dog, dazzled by flowers every day,
I like flowers. I just don't pick them.
2, the echo of words:
Q: How does the little yellow dog bark? Answer: woof woof, woof woof.
3. Show the rhythm card and practice with it.
4. Rhythm practice
1) Let's practice stubborn accompaniment together.
2) Practice in groups
Group a: rhythm type; One group: stubborn accompaniment.
Fourth, instrumental ensemble.
1, show your instrument.
2, musical instrument practice
1) Practice speaking white rhythm together.
2) Practice stubborn accompaniment together.
3. Rhythm and stubborn accompaniment.
Instructions for children's books:
1, the teacher instructed the children to change the picture rhythm into the note rhythm and draw it under the puppy.
2. Teachers and children create vocabulary.
3. Let the children play the rhythm of the puppy and pay attention to the performance of the strong and weak beats.
4. Ask parents to record their children's creative performance in the upper right corner.
Orff Music Lesson Plan Chapter IV Activity Objectives
1, summarize AB forms and phrases.
2. Express music in different forms.
Activities to be prepared
Wall chart, ribbon, watercolor pen.
Activity process
First, show the photos of P2 and introduce its story background.
Second, listen to music.
1, the teacher plays the music tape and the children listen quietly.
2. Dance of hands
A: The floating arm indicates the melody.
Draw four phrases in the air.
Step 3 dance with ribbons
A: Listen to the teacher hum the roll call melody.
Draw four phrases in the surrounding air.
Third, rhythm induction AB form.
1, all surrounded
A: Sing a roll call melody.
Area B: Rowing in the colorful area.
Step 2 train in pairs
A: Sing face to face.
Section B: Two people draw a color section.
Show P3 pictures and tell stories.
Perceive two bar phrases: two 6 beats.
Change body parts every 2 bars, and change direction with 2 bars.
5. Music and dance.
1, perform in groups.
A: Percussion accompaniment.
Area B: Rowing in the colorful area.
2. Work in pairs and take a ribbon.
Part A: Swing from side to side.
Paragraph B: Two people line up phrases in tandem.
Sixth, game books.
Section A: Sing a melody according to the height of the leaves.
B: Draw the ripples of the frog's paddle and water.
Orff Music Teaching Plan 5 Activity Objectives:
1. Understand the movements and sounds of different animals and imitate them.
2. Guide children to create different body movements through greeting games.
3, in the game activities, let children experience the fun of playing with animals.
Activity preparation:
Wall chart P 1, animal picture card: cat, horse, bird, duck, dog, pig, tambourine.
Various props: scarves, sleeves, various musical instruments.
Activity flow:
First, story guidance
Teacher: Good morning, children! The teacher invited the baby to leave the music book today. See what other friends he brought.
Show the wall chart and guide children to observe the pictures.
Teacher: Well, the baby is playing games with small animals on the lawn. The baby said that whoever called his name would say "here" loudly, but small animals would not say "here". What shall we do? So, the small animals all thought of a way. When babies call their names, they answer with beautiful voices.
Second, physical games.
1, roll call game
Teacher: Let's play roll call! When the teacher calls his name, he will say "here" loudly. If the teacher says "little friend", the children will say "here" together. Understand?
The teacher guides the children to answer "to" with different parts of their limbs.
Teacher: We can answer with our small mouths. Where else can I answer? What else can I say? (Shoulders, hands, hips, head, tongue)
2. Body consciousness game
Teacher: children have come up with so many parts to answer, so how will they respond to the teacher? Let's see how children's shoulders move.
Shoulders: shrug, rub shoulders and swing shoulders. ...
Hand: swing, swing, push ...
Feet: jump, stomp, click on the ground. ...
3. Greeting game
Teacher: Animals and babies have a good time. Everyone thinks the greeting game is really fun, so they invite the baby tambourine. When animals hear the sound of beating tambourines, they will walk around. When they hear the sound of beating the tambourine, they will greet their good friends, say "hello, hello, hello" and twist their bodies! Let's play together!
The teacher plays the tambourine, the children walk around, the teacher rings the tambourine, and the children greet their companions.
Third, animal games.
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Play the CD paragraph by paragraph, the teacher shows the picture card, and the children imitate crying.
Teacher: Let's listen to how small animals greet their babies. Listen carefully and see who comes out first.
2. Role-playing
Show pictures of various animals in turn to help children remember the actions and sounds of different animals.
Distribute props, let children dress up as their favorite animals, and listen to music to find the rhythm.
Orff Music Teaching Plan 6 Activity Objectives:
1, listen to the sound source of a sound;
2. Enhance children's ability to recognize timbre.
Activity preparation: CD
Activity flow:
1, dialogue import
Lead children to consolidate the knowledge they have learned before and let them deepen their impression of the knowledge they have learned before;
Ask questions:
(1) What games have you played before? Lead children to recall together, so that children can have a deeper understanding of the games they play;
(2) What's the name of the game we play? (Encourage children to speak out boldly) Such as playing hide-and-seek and grabbing chairs. ...
Meanwhile, please tell us how to play these games you think of. Teachers should recognize and encourage children who dare to speak out.
2. Yes, we just recalled the game we once played, hide and seek. Usually in the process of playing, one person hides and the other person looks for it. Today, we changed the way. We blindfolded a child and let him catch his companion.
3. Rules:
(1), the teacher plays the music "Listen" to let the children listen to the music first and feel the rhythm;
(2) The teacher shows the tambourine, blindfolds one child, and the rest of the children are all around him. The teacher beat the tambourine in different positions, let the blindfolded children listen to the direction of the sound, catch the children around them, encourage each child to participate in the game, practice repeatedly, exchange the roles of the game and feel the fun.
Orff Music Teaching Plan Chapter VII Teaching Purpose:
1. Cultivate children's hearing ability.
2. Cultivate children's imagination.
3. Cultivate children's creativity and expressive ability.
4. Cultivate children to imagine the connection between taste and sound.
Teaching preparation:
Show bean candy, bitter gourd, toffee, spicy beef jerky, treasure chest, sand hammer, string bell, triangle iron, tambourine, multi-tone barrel, cymbal, gourd.
Teaching process:
1. The teacher guided the children: "Today, the teacher brought you a magical treasure chest with many treasures." The teacher smelled it carefully. "It smells good. There seems to be something very special in it ... "
The teacher asked the children to sit in the circle. Teacher: "There are many smells in the teacher's treasure chest. Children must have eaten many different flavors. The teacher invites every child to come to the teacher and have a taste, but please don't whisper and remember your own taste. "
The teacher asked each child not to talk, but to express what he had tasted with expressions. Other children come to guess what this child tastes like.
4. Teacher: "Just now, the teacher asked us to express the taste with expressions. Now, please come to the teacher to taste another taste, and then choose one of the musical instruments to express your taste in front of the teacher. The other children came to guess what he tasted. "
The teacher can let each child choose a musical instrument from the teacher. After tasting the smell sent by the teacher, sit back in the original position. Teachers can ask every child to stand up and give play to his own taste.
6. According to the actual situation of the child, the teacher determines the sound of the instrument corresponding to the taste. The teacher said that smell, and that instrument made a sound.
The eighth goal of Orff's music lesson plan
1, beginners learn to sing silently and perceive the beat of music in various ways.
2. Feel the happiness brought by music through rhythmic games.
prepare
Tambourines and Atlas
process
First, listen to music and enter the activity room.
In the form of giving gifts to the king, listen to music and do actions such as "lifting, carrying and hugging".
Second, body movements.
The child pretends to sleep, moves his limbs according to the place designated by the teacher and answers accordingly.
"Are little ass and little ass awake?" Small eyes, small hands, small head, small shoulders? ) "little ass little ass woke up"?
Third, the rhythm of music.
1, enjoy the whole song once. Listening to music, the teacher sings the lyrics and does nothing.
2. Where did you hear the elf moving? Show the map after the children answer. And guide the children to sing.
4. Try following the music.
Fourth, singing and silent singing.
Listen carefully to the music below. Who is missing?
1. Appreciate and learn to sing silently with the help of the atlas (note: the teacher sings a cantata)
Cover the child with a rest after answering. Try to sing, and cover your mouth when you see no melody. Analyze the third, fourth and fifth paragraphs in the same way.
2. Sing the whole song and sing it silently twice.
Fifth, create actions and sing.
"Where else can you move?"
After the children say (the teacher tries to draw a map), try to sing and repeat after the music.
Sixth, playing musical instruments.
1, let your tambourine move:
Shake it and put it on your head, shoulders and ass.
B, watch the teacher walk, and the children knock out the corresponding rhythm.
2. Accompanying music
Tap the bell in the place of words and beat the drum in the place of rest.
Seven, out of the activity room to listen to music.