Orff Middle School Class Music Activity Plan

Orff's music education system is one of the three most influential music education systems in the world today. In Orff's music class, children have the opportunity to enter the rich art world. The following is my carefully collected Orff music activity plan for the middle class. I hope it helps you. If you like, you can share it with your friends around you!

Orff middle school music activity plan 1

moving target

1, perceive two different AB music, and perceive AB musical form.

2. Try to play musical instruments and learn the correct playing methods.

Activities to be prepared

1, props preparation: a number of colored sand towels, a bell with one hand, supporting music and wall charts.

2, emotional experience preparation: observe the experience of the cloud.

Activity process

First, story introduction.

The teacher plays music, and tells the story that white clouds are different in the sky for a while, what they become for a while, and what they become with white clouds floating in the sky in the wind for a while, so that children can perceive music.

Second, the rhythm of music.

1, personal experience:

A, the teacher with children or sit or jump, empty-handed catch white clouds.

B, follow the music and swing back and forth.

2. Hold hands in pairs.

When you hear a piece of music, please let the children walk freely. When listening to the music in paragraph B, please let the children sit face to face or back to back and shake from side to side.

Third, model games and perceive music.

With the music, the teacher made the shape of an elephant cloud and walked around with a long nose or big ears during A music. In the b piece of music, swing from side to side with your nose or ears.

Fourth, use musical instruments to perceive music.

1. The teacher introduced musical instruments to stimulate the creation and arrangement of various playing methods.

2. The drummer in Area A rings the bell, and the drummer in Area B rings the bell in place.

Orff Music Activity Plan of Class Two in Middle School

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.

Orff Music Activity Plan of Class Three in Middle School

moving target

1. Listen to music and distinguish the melodies of different musical images of "Fox" and "Hunter".

2. Under the guidance of the teacher, create the action of expressing music and experience the joy of free expression and creation.

3. Inspire children to love animals.

Activity preparation music, toy pistol.

Activity process

(a) The rhythm is "closed and released"

(Listen to the music and make the following preparations:

1, emotional preparation: the music is cheerful and relaxed, which can arouse children's positive and happy emotional response and prepare for feeling the music.

2, action preparation: the rhythm is basically a combination of hand movements, and the movements that children need to create are basically arm movements, which paves the way for the movements. )

(2) Enjoy music and express freely.

The teacher tells stories to guide the children to enjoy music in segments. In this process, each segment is arranged in the order of listening to songs with questions → freely composing music to express music. There is no uniform requirement for children's composition movements. Encourage children to create music and let them feel the joy of activities. )

Teacher: There is a little fox in the forest. It is naughty. It runs between big trees, under this big tree for a while and behind that big tree for a while. Fox is still very clever. When he saw the hunter coming, he would quickly hide and wait for the hunter to go away before running out. Now let's listen together. Who is the fox and who is the hunter?

1, enjoy a piece of music and show it to the hunter.

(1) Listen once: Who's here? Do children know what hunters can do? Who will learn from the little hunter?

(2) The hunter will shoot after a few steps. How do hunters shoot? (in different directions)

(3) Listen to musicology and be a hunter.

2. Appreciate the music in paragraph B and create actions to express the music.

(1) If you were a little fox, how would you run?

(2) Make foxes with fingers, forests with bodies, and express music with actions.

3, completely enjoy the music, the teacher concluded, the children boldly do actions to express music.

Step 4 role play

(1) The teacher is a hunter, and the children play foxes and music games.

(2) Ask individual children to be hunters.

5. Creative activities

Music appreciation pays more attention to developing the ability to feel and experience music, rather than developing the performance skills of music. Therefore, children can perform with simple actions. )

(1) Besides foxes, what other animals are there in the forest? (Create Action)

(2) When the hunter comes, small animals can hide or be "wooden heads". (Creative modeling)

6. Fully appreciate and express music.

(3) Dialogue: The hunter in the music story didn't kill the small animals, so we should also love the small animals in our life. The animal concert began. Let's go and participate!

Orff Music Activity Plan, for the fourth grade of middle school.

Activity objectives:

1, rhythm-induced Rondo form: pre-A-A-M-B-A-A-C-A.

2. Be able to boldly create different fossil shapes with body movements.

3. Actively participate in role-playing and experience the happiness of Orff's music activities.

Activity focus: Create different fossil shapes with limbs.

Activity difficulty: inductive Rondo.

Activity preparation: fossil picture tambourine ppt

Activity flow:

1, story import. "Buckle, buckle, buckle, buckle, buckle, buckle, buckle, buckle, buckle, buckle, buckle, buckle, buckle, buckle, buckle, buckle, buckle, buckle, buckle, buckle, buckle, buckle, buckle, buckle, buckle, buckle.

Second, music activities.

1, fossil introduction

Briefly introduce the origin of fossils through pictures.

2. Music rhythm

(1) The teacher guides the children to use all parts of their limbs and try to imitate the rigidity of fossil dance.

(2) All the children sit around, and the teacher leads the children to feel the rhythm of section A with music.

Third, the induction Rondo type.

Stand still. The teacher leads the children to make different fossil shapes in the music in paragraph A.

Fourth, role-playing

The teacher divided all the children into groups and role-played with music.

Fifth, the activity is over.

The children are listening to music and doing rhythm outside the activity room.

Orff Music Activity Plan for Grade Five

moving target

1, further distinguish the understanding of the main organs and parts of the body.

2. I found that my body parts can make all kinds of sounds, and I boldly tried to accompany them with music.

3. MengMeng likes percussion activities.

The focus of activities can distinguish the main organs of the body and find that different parts of the body can make different sounds.

Difficult to move, boldly use body parts to match music.

Activities to be prepared

1 3 musical instruments (waltz board, soundbar, tambourine)

2. One mouth, one hand and one foot, accompanied by music.

Activity process

First, rhythm, to stimulate children's interest in participating in music activities.

Teacher: Children, tambourine instruments are coming to play games with you today. Let's go with the tambourine! When the tambourine rhythm is fast, the child walks fast, and when the tambourine rhythm is slow, the child walks slowly.

Second, know musical instruments and stimulate children's interest in observation.

1. Listen and guess the musical instrument.

Teacher: Teacher Shi also invited other musical instrument babies. They want to play guessing games with the children. Let's guess who they are. (Showing round dance board, sound stick and tambourine)

2. Guide children to listen to the sound of musical instruments and let them talk about it. (Talk about the sounds made by three musical instruments in turn)

Third, guide children to discover the parts of the body that can make sounds and gradually understand the body musical instruments.

Teacher: Little friend, not only do you make good sounds from our musical instruments, but we can also make good sounds in some places? See if you can make it make a sound.

After the children have tried it, let them talk about which part of their bodies can make sounds and how they make them, such as their mouths. When the children say their mouths, the teacher shows pictures to let the children know that it is a mouthpiece. Besides what children say, are there any other ways to say the mouth (licking your tongue and forcing your lips out)? Children collectively practice the methods that children think of. Hands: You can clap your hands or other body parts. Feet: touch your feet, stamp your feet, etc.

Fourth, use body instruments to accompany the music.

1. Accompany music with different parts (mouth, hands and feet)

2, the game: read the instructions, choose a body instrument to play.

Teacher: Now, children, the teacher will play a game with you. The three pictures here were marked by the teacher Wait a minute. When the music starts, everyone should listen to my command. You can play which body instrument I pointed out.

3. The performance ended with 2-3 parties.

Fifth, end the activity.

Teacher: The body can make so many wonderful sounds. Let's tell the children in other classes together! (Leave the classroom by train)

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