Design scheme of children's music education activities

Music enlightenment education is a special aesthetic education, which organically combines melody, rhythm, harmony, timbre and other musical elements, and puts beautiful emotions into the expression of sound, which can pluck the strings in children's hearts and make them have a strong emotional experience. The following is my carefully collected design scheme of music education activities. I will share it with you and enjoy it together.

Design scheme of music education activities 1

Activity objectives:

1, learn the song "Little Teapot", try to express the shapes of different teapots with actions, and exert your imagination and creativity.

2. Enjoy the happiness brought by peer communication through the role-playing of teacups and teapots.

3, further familiar with the melody of the song, showing the funny and lively interest of the song.

Activity preparation:

1, pictures of teapots of various shapes, each with a cup of chrysanthemum tea soaked in advance, to make a big teapot that can be hung on children to perform.

2. Guide children to know that the weather is hot in advance. We should drink more cold and warm water instead of iced drinks, which will be good for our health.

Activity flow:

Introduction: Show the teapot to stimulate interest.

1, Teacher: Wow, today is a beautiful day for children. The small animals in the forest invited us to attend the forest concert. Please bring your own small musical instrument and start with Miss Zhao.

Follow the music of "Forest Concert" and perform the movements of various musical instruments. Children design their own movements, and teachers and groups imitate them.

2. Oh, it's too hot. I was thirsty after the concert. Let's have some tea! (The teacher displays the pre-dried tea leaves and pours them to the children one by one, and the children will observe the teapot. )

3. Teacher: Little friend, what did the teacher mean by pouring tea for everyone just now? Teapot. By the way, do you know, teacher, there are all kinds of teapots here. They are all good friends of the little teapot. Please look at them carefully. What's on the teapot? Children speak freely: the handles, spout and teapot in some pictures are still steaming. )

4. The children speak very well. Look, the tea is ready. Let's have tea together. "Gollum is delicious", see how Miss Zhao drinks it? You also learn to drink it in my voice. (Pay attention to pronounce two sounds) I feel so comfortable after drinking tea, and I don't feel so hot.

Learn to sing, imitate the action of a small teapot, and stimulate children's interest in performance.

5. Children like small teapots so much that they love drinking tea water, so the teacher will teach you a song called Little Teapots. Please listen to the children's ears. What does the little teapot in the song look like?

6. The teacher demonstrated singing at a slower speed. Question: What does a teapot look like? What comes out of the teapot? Who can learn phonetics? Don't burn it there. (round and fat, with little steam, not burning your mouth)

7. Let the children pose various teapot shapes with their bodies and tell them where their mouths and handles are and how to pour water. (Remind children to make various shapes and try not to repeat them)

8. Play the song "Little Teapot". Let's sing happily with the little teapot. The teacher leads the children to sing together and imitate the teapot. ) After getting familiar with it several times, let one child play with the teapot and several other children play with the teacups. The teapot pours water into the teacup, which requires vivid and exaggerated movements.

Live performance, experience the fun of peer cooperation performance.

9. Teacher: There will be a dance in the teapot kingdom. Do you want to go? But the teapot king said that only teapots can participate, so we have to become teapots to go. Now Mr. Zhao begins to recite the spell, and then please become your favorite teapot, ok? (good! (The teacher murmured a spell) Wow! There are so many small teapots, please tell me what kind of teapot you are.

10, the dance of the teapot kingdom is about to begin. Ask a child to hang the pendant of a big teapot to play with the teapot king. ) The teapot king said: Please find a teacup for each small teapot to be good friends and dance together. Let's invite girls to make small teacups and boys to make teapots and dance, shall we? Ask the boys to go with me to find a small teacup partner. I found it. What about you?

1 1, Teacher: Now I want girls to make teapots, boys to make teacups, and let the teapots find their own teacups. We will play games while singing, and we will pour some water into the small teacup when the grunt emits small steam.

end

Teacher: Today our teapot dance is over. Are you happy playing with our little teapot? Everyone drank delicious tea to quench their thirst, and our bodies became more comfortable. Next time we can invite more good friends to the teapot king's ball and play this game with more friends, ok? I also hope that children will drink more cold white water or tea in the future.

Design scheme of music education activities II

Teaching objectives:

1. Guide children to feel the soft mood of the starry sky at night, and inspire children to sing with jumping and coherent singing.

2. Knock out two different rhythms with percussion instruments.

Teaching preparation:

1, several percussion instruments 2, small animal headdresses (cats, dogs, ducks and sheep) 3, rhythm cards 4, audio tapes and tape recorders

Teaching process:

1, the teacher took the children to listen to music and imitate the movements of various animals, and happily walked into the activity room.

Teacher: "Children! It's a beautiful day today. Let's go to the forest zoo to play with all kinds of small animals! "

Music begins: (Let the animals play music) The teacher dances with the children and encourages them: "Look, what a beautiful chicken! How well this clever dog walks! The lovely kitten is very energetic today! Wow! The duckling jumps well today! "

(When the music stops)

Teacher: "You are really a group of smart and lovely little animals. Now we have come to the Forest Zoo to see what our small animals' homes are like. "How do small animals learn skills? Let's see who is the most capable, serious and intelligent.

2. Small animals learn to sing.

Teacher: "Little animals! Look! Who is here? " (The teacher turns to put on the chicken headdress)

Teenager: "here comes the chicken!" " "

(1) The child's beat rhythm: | JiJiJi | JiJi | JiJi

(2) Use the above methods to practice the barking of kittens, dogs and ducklings with children. | Meow | Meow |;

Hey-| Hey-|; woof

(3) Practice rhythm with music accompaniment.

(4) Teacher: "The birds in the tree hear you singing and want to sing." Under the teacher's command, I sang a song with a strong voice and a weak voice: two birds.

3, rhythm back to the seat "big shoes and small shoes"

4. Learn the rhythm music Little Star

(1) Display the wall chart (1)

(Lively and naughty star)

Teacher: "It's getting dark. Mother takes the children out for a walk. Guess what is the most naughty thing in the sky at this time, looking at us like small eyes? "

The teacher led the children to say that they should express the twinkling stars by singing with light jumps.

(2) Teacher: "What kind of rhythm can we use to express the light jumping little star" (guide children to try to shoot the rhythm of X X | X X| with various parts of the body.

(3) Show the wall chart (2)

(Quiet and soft stars)

Teacher: "Xiaoxing is tired of playing and sleeps quietly."

Guide children to express tired little stars with slow and coherent songs.

Teacher: "Now the little star is tired, what kind of rhythm can we use to express it?" The rhythm of (guiding children to shoot X-| X-)

(4) Guide children to listen to music for rhythm practice.

(5) Children sing songs with jumping and coherent singing methods respectively.

5. Divide children into two groups and knock out two different rhythms (what musical instrument can remind children of different emotions? )

(1) First, ask one group of children to tap the rhythm of the comedian with musical instruments, and the other group of children can nod.

(2) Let another group of children tap the rhythm of sleeping stars with musical instruments, and the other group of children can nod.

6. Two groups of children use musical instruments together to accompany the song "Twinkling Stars".

7. Music Tour "Little Animals Go Home"

Teacher: Just now, the children played cleanly and beautifully. Today, we spent a happy day in the Forest Zoo. Now let's listen to music and play the game of small animals going home!

(1) The teacher pops up music representing various small animals, and the children improvise accordingly. At the end of the music, the roll call of the last long note must be in C major 135 pitch.

(2) When the music representing other small animals changes, the game starts again.

8. End the activity

Teacher: "It's getting dark, let's go home!" " "

Music education activity design scheme 3

moving target

1. Take an active part in activities, and experience and initially learn to express the humor and wit of songs.

2. Learn to sing the first three paragraphs of the song step by step in the process of listening, acting and participating in the game, and feel the atmosphere of the fourth paragraph.

3. Have a preliminary safety awareness and know not to jump on the bed.

4. Cultivate children's sense of musical rhythm and develop children's expressive force.

5. Willing to participate in music activities and experience the happiness in music activities.

Activities to be prepared

1. A map, a picture of lyrics, and the rhythm spectrum of the second paragraph.

2. "Monkey" refers to lovers, and there are several different "monkey" headdresses.

Activity process

(a) but refers to the occasional performance, enjoy the teacher's demonstration singing.

Teacher: (holding out a finger) Look, who is here? Listen carefully, children. What is the monkey doing here?

(2) Understand the content of songs and learn to sing initially.

1. Teacher: What is the little monkey doing? What else did you hear?

(In this session, the teacher shows the corresponding pictures according to the children's answers and puts them on the atlas. At the same time, he reads the corresponding lyrics of a century to help the children get familiar with the lyrics. According to the answer of children (children's food), the lyrics that are not mentioned can be supplemented completely. )

2. Look at the picture and read the lyrics

(1) Teacher: Now, we don't read the lyrics in the picture together.

(2) Teacher: The teacher showed you just now. If the teacher doesn't show you, can you watch it yourself? Come and have a try!

Learn to sing the first three paragraphs of this song by looking at the complete atlas.

(1) Teacher: Next, let's follow the piano and sing the lyrics we just endured with beautiful voices. Children who can sing can sing along with the teacher. (Sing the second bar in combination with the rhythm spectrum of the second bar)

(2) Children can watch the atlas and sing by themselves (individual children can be invited to sing along with the atlas for a hundred years).

(3) Feel the fourth song while playing games in the factory.

1. Teachers and children play finger games to help children get familiar with and master the lyrics, and guide children to use three fingers of their left hand to represent three monkeys jumping rhythmically on their legs. When they read the second paragraph "There is one", they point a finger of their left hand with the finger of their right hand, indicating that a bag has fallen off the monkey's head, and so on.

2. Enjoy the fourth paragraph of the song, feel the atmosphere and know that you can't jump on the bed.

(1) Teacher: Just now, three monkeys lost a bag on their heads. How are they now?

(2) Teacher: Which child heard it, and what happened later? (According to the children's answers, paste the pictures of the corresponding lyrics and read aloud collectively) Can we jump on the bed? Why?

(4) Performing songs

1. Children express songs freely. The children play three monkeys according to their own wishes and express songs with their own body movements.

2. The teacher observes the teacher's observation of the child's movements and can invite individual children to perform.

(This link can be repeated according to children's interests. )

(5) Activity extension

1. Go home and sing to mom and dad, teach them to play finger games, or perform three monkeys with dad (food for dad) and mom (food for mom).

2. Put pictures about safety knowledge in the corner and play games about first aid, 120 first aid and dressing according to children's experiences.

Music education activity design scheme 4

Activity objectives:

1, perceive the timbre of different instruments, and match the instruments for My Story.

2, create a simple rhythm, and can speak while operating musical instruments.

Activity preparation:

1, some musical instruments familiar to children.

Children draw "My Story" by themselves.

3. Paper and pen.

Activity flow:

First, the collective use of musical instruments to create the story "My Story"

1, teacher's story.

(1) The teacher said "The baby is asleep". Please pay attention to all kinds of voices when dubbing the story.

(2) Children communicate the sounds they hear and imagine what these sounds mean.

2. Musical instrument dubbing.

(1) Think about what instruments can replace this sound? In what rhythm?

(2) Express opinions separately and do corresponding operations.

(3) Assign roles-children are divided into storytellers and those who operate corresponding musical instruments.

(4) Help the teacher tell the story of "The baby is asleep" with musical instruments.

Second, try to tell children's own stories with musical instruments.

1, talking about: What do we usually do to make noise?

2. Think about what instruments can replace these sounds? What kind of rhythm will it make?

3. Try to tell by one child, and other children use musical instruments to make sounds rhythmically.

Third, imagination creates.

1, two or three people tell stories together to make the story interesting.

2. Choose a companion's story and find the voice in the story and the corresponding musical instrument.

3. Try to divide the work: one tells stories and the other operates musical instruments.

Fourth, demonstration exchanges.

1, perform in groups.

2, under the guidance of the teacher, * * * with records.

(1) The corresponding musical instrument in the story.

(2) The change of musical instrument rhythm.

(3) Summary of viewing records: What musical instruments and rhythms were used in my story, which were confirmed by operation respectively.

Music education activity design scheme 5

Kindergarten teachers must be very talented in order to truly integrate with children.

Music selection:

Clap your hands when you feel happy. The rhythm is very good. Together with clapping and nodding, it is very suitable for children in small classes to teach music.

Tool selection:

Teachers who know musical instruments can choose their own musical instruments, and teachers who don't can also choose to use accompaniment tapes.

Teaching process:

Let the child stand at a certain distance in advance.

It also plays a leading role to let the teachers and children who are teaching at the same time do actions together.

The teacher who can play musical instruments began to play music. At the beginning of the music, the teacher who takes the lead listens to the lyrics and then makes corresponding things. Including clapping and stamping.

The children began to do the same thing with the teacher.

When the child's movements are almost done and familiar, the instructor will stop the movements and let the child listen to the lyrics and music and do the movements by himself.

Innovation process:

For this song, the main action is to let the children clap their hands. Action is too simple and repetitive, which is not conducive to exercising children's music rhythm and body movements. So it can better enrich the process of the game.

The teacher plays music, then sings the lyrics by himself, and tells the children to act according to the actions in the lyrics sung by the teacher. For example, if the teacher wants to sing, you nod when you feel happy, so the child needs to nod instead of clapping.

Because when the teacher sings, the lyrics are changeable, which can make the children do different actions constantly, and has excellent effects on the children's music rhythm, listening exercise and body language training.

Course acceptance:

Finally, the teacher can ask children who have learned to sing this song to see if any children have learned such a catchy rhythm. If the child has learned, the teacher can let the child sing, or let the child who can sing sing, and drive other children to continue their actions.

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