A case study of jingle bells, the first volume of music in the third grade of primary school music

First of all, by learning the song Jingle Bells, let us experience a cultural theme-praise for nature, and further stimulate our love and praise for nature.

Second, through the chorus training of the song Jingle Bells, we can appreciate the beauty of harmony and further cultivate students' aesthetic ability and singing skills.

Third, through the appreciation of different versions of Jingle Bells, we can grasp the different musical images brought by different musical elements.

Fourthly, through the re-creation and practice of the works, we can further deepen our understanding of music culture.

Teaching focus:

The feeling of the artistic conception of the song and the vivid singing method expressed by different emotions.

Teaching difficulties:

The combination and unification of song appreciation and performing arts, and the attempt to express songs with different musical elements.

Teaching aid preparation:

Music score (melody spectrum), multimedia courseware, piano, clarinet, guitar.

Teaching process:

I. Introduction:

Teacher: Hello, class! There are so many teachers coming to our classroom today. Are you nervous? The teacher has never seen such a scene, and she is a little nervous. Can you give her some applause to encourage her? !

Second, the import part:

Teacher: In recent days, the weather can be said to be a sunny spring breeze, which is very comfortable! Can you imitate how the spring breeze blows with your voice? Use "Wu"

The teacher demonstrated and sang live.

4/4

5 - - - | 5 - - - |……

Blackboard Writing: Melody Line with Small Fluctuations

Teacher: Do you remember what the cold wind looks like in winter? We imitate it with sound. Wu.

4/4

5 - - - | 5 - - - |……

Blackboard writing: a fluctuating melody line. (thick line)

The teacher drew short and powerful short melody lines on the blackboard. Students sing "Lu". (contrast between strength and weakness)

4/4

5 5 5 5 | 5 5 5 5 | ……

Blackboard writing:

Teacher: Just now, we imitated the sound of flowing wind and rushing wind in winter respectively. Next, let's listen to the effect of two winds interweaving.

Voice exercises.

Student A: ... like singing together. ...

Teacher: Let's try the effect of adding pitch and lyrics.

2/4

( 1)5 - | 5 - | 5 - | 5 - | ……

Wu.

(2)33 3 | 33 3 | 33 3 | 33 3 | ……

Ding ding, ding ding, ding ding, ...

(3) 1 1 1 | 1 1 1 | 1 1 1 | 1 1 1 | ……

Three-voice students practice.

Student A: … It's like Santa Claus driving a carriage to give us presents …

Teacher: I just listened to Jingle Bells. This is the bell. What sound do you think is missing?

A: The sound of hooves.

Teacher: Can we imitate it? (flick your tongue)

( 1)xx xx | xx xx | ……

(2)33 3 | 33 3 | 33 3 | 33 3 | ……

Ding ding, ding ding, ding ding, ...

(3) 1 1 1 | 1 1 1 | 1 1 1 | 1 1 1 | ……

Teacher: Come on, let's shake the whip to make the carriage run faster?

Teachers and students together: "Hi!"

Join the exercise just now, and finally "Hi!" End.

Third, learn to sing:

1, Teacher: Everyone just performed very well. The teacher wants to compete with you. (Playing clarinet) What melody line is the teacher playing that is similar to the one on the blackboard just now?

Play jingle bells on clarinet.

The first paragraph: clarinet bass "Jingle Bells" B is slow.

The second paragraph: A part of "Jingle Bells" in clarinet high-pitched area is low and cheerful.

The students answer, the teacher repeats, and the students follow the music.

2. Teacher: Are you familiar with the music that the teacher just played?

A: Jingle bells!

Teacher: Today, the teacher will take you to learn this song Jingle Bells!

Show me the topic. (Multimedia)

Teacher: As we all know, this is a Christmas song, which was written by American composer Bill Ponte. Let's listen to the recording of this song. Pay attention when you listen. When was this song? How are you feeling?

Recording: Jingle bells

A: ... 2 beats, cheerful. ...

3. The teacher shows the melody spectrum.

Teacher: Follow the teacher's piano strokes and solfeggio. (Solfeggio in a low voice, high-pitched evaluation).

Key point: sing the feeling of sitting on a sleigh. (soprano solfeggio, bass evaluation),

4. Teacher: What are the structural features of this song?

A: … The first paragraph is similar to the third paragraph, but the second paragraph is different …

Teacher: What's the difference between the third paragraph and the first paragraph? (The ending is different)

The third part is solfeggio.

Harmonica sightseeing part a, two ensembles. And solfeggio part a.

6. The teacher explained the music structure of this song:

A-B-A

7. Teacher: Just now we learned Part A and A', and Part B is familiar to everyone. Do we still need teachers to teach us?

Solfeggio with chin. )

8. Explain weaknesses. (Part B)

9. Complete solfeggio and feelings for Qin.

10, audition the lyrics with Qin.

1 1, play the guitar and sing the whole song.

12, sang on the piano with emotion, and left the lyrics to the next class.

Fourth, the expansion part:

Teacher: We sang a lesson. Everyone must be very tired. Let's listen to music and have a rest. Requirements: What's your mood?

Recording: jingle bells 3 beats.

Music life is expressed by body language.

Teacher: What's the difference from what we just sang?

A: The rhythm is different.

Teacher: the change of beat will cause the change of music mood.

Verb (abbreviation for verb) Conclusion:

Teacher: Just now, we heard a lot of music scenes. First of all, we imitate the scene of Santa Claus pulling a sleigh with sound, then a song, and then a variation in 3 beats ... Can we use these music materials to form a music story or musical when we get back ... I believe everyone will find more fun from it.