Kindergarten singing lesson plan
As a teaching worker, it is necessary to prepare detailed teaching plans. Teaching plans are the main basis for implementing teaching and play a vital role. Come and refer to how the lesson plan is written! The following are 5 singing lesson plans for kindergarten classes that I compiled for you. You are welcome to learn from them and refer to them. I hope they will be helpful to you. Singing Lesson Plan for Kindergarten Class 1
In the early activities, duet-style exercises and question-and-answer exercises were adopted based on the age characteristics of the children in the senior class. The children basically mastered the songs and understood the four and eight parts of the songs. I also have a preliminary perception of the break points. This activity is an extension of the previous series of activities. Based on children's existing experience with songs, they imitate songs with the help of rhythm patterns; while consolidating songs in the form of games, it stimulates children's creative awareness.
Activity goals
1. Musical goals: Understand the sentence structure of lyrics, sing songs with natural sounds and full emotions, and be able to create lyrics and sing them fluently.
2. Emotional goals: Cultivate children's interest in singing activities and guide children to participate in music activities happily.
3. Expansion goals: obtain cultural inheritance in folk music, and be able to understand the types and growth habits of flowers.
Activity preparation
Flip chart, music CD, riddle pictures, game scenes, colored pens, page 5 of the children's book.
Activity process
1. Listening and importing: Picture importing.
(1) The teacher showed the picture and asked: "Spring is here, and the flowers in the garden are blooming. Do you know what kind of flowers they are?" Let the children get to know various flowers and understand their growth habits.
(2) Listen to music. The teacher guides the children to drive the car to the botanical garden along with the music, stimulating the children's enthusiasm for participating in the activity. Question: "Where are we today? What flowers did we see? What was sung in the song?"
2. Feeling and Perception: Rhythm Practice.
(1) Rhythm perception, perception of music style, rhythm, lyrics, etc. in different dynamics. Rhythm pictures of teachers' songs, and children can practice clapping rhythm patterns in groups. Question: "How is this song different from what we usually sing? How do you feel after listening to it?" (Singing duet, the singing style is cheerful and jumping)
(2) Map perception. Recreate the scene according to the map, lead the children to participate in garden activities, and become more familiar with the lyrics, rhythm and sentence structure. Question: "Do you know what these interesting words are?" (yi'er ye er yo)
3. Performance and Expression: Song Performance.
(1) Learn to sing songs. Recite the lyrics rhythmically and play a one-on-one answer game.
(2) Teachers and children discuss, describe the music according to its structure, and perform sight-singing exercises. Questions and answers about vocal momentum and rhythm, learn to sing songs in phrases, and pay attention to the rhythm and pitch when singing.
(3)Song performance. Teacher-child duets, male and female duets, and question-and-answer performances in pairs.
4． Compilation and Creation: Lyrics Adaptation.
(1) Adapt the lyrics and change "flower" into the name of an animal.
Lead the children to recall the lyrics of "To Flowers", such as "What flowers are on the water - lotus", and ask the children to sing the key words and phrases. Take the children to the zoo to learn about animals and ask: "Where have you been today? What animals have you seen?" (Combined with the musical structure)
Lead the children to try to sing the compiled lyrics, and make new songs based on the children's answers of the map. Let the children look at the pictures and imitate the lyrics. Finally, ask the children to record the lyrics in the form of drawings.
(2) Group performance. Invite the children to look at the new chart, create a new composition in groups, and sing it out.
5. Expansion and extension: visual music games.
(1) Display the new map and evaluate the children’s creations.
(2) Invite children to trace the dotted lines of the flowers in the game book into solid lines, experience the length of the notes, and perceive the changes in rhythm and the style of the nursery rhyme.
Practical Strategies for Comprehensive Singing Activities in Kindergarten - Comment on the Large Class Singing Activity "To Flowers"
Wang Dan, Department of Preschool Education, China Women's University
Singing Activities in Kindergarten It plays an important role in music education. Singing activities at this stage are no longer limited to simple singing teaching, but organically combine music stories, music games, singing, body movements, rhythm music, small musicals and other comprehensive performances to allow children to gain rich aesthetic experience and expression. opportunity for expression.
1. Selection of works for comprehensive singing activities
First of all, good singing works must have aesthetic value and conform to children’s musical aesthetic psychology. "To Flowers" is an excellent folk music piece. Its lyrics and melody are classic nursery rhymes. At the same time, it uses children's own language, which enhances the emotional effect and appeal of the tune. Secondly, good singing works should adapt to children's singing ability and musical sensitivity, so they should be selected based on the age characteristics of children. "To Flowers" is a song with a pentatonic tone, a tonic range of no more than 8 degrees, and a 2/4 beat. The main melody is in the range of 3 to 6 musical notes, and can be mastered by children in upper classes. The first sentence starts with two sounds, m~s, which conforms to the characteristics of flat and rising sounds and also conforms to the rules of children's mastery of pitch levels.
The selection of song works is the basis for comprehensive singing activities, and teachers often need to demonstrate and perform during the activities. Therefore, teachers’ understanding and expressiveness of works are particularly important. When preparing lessons, teachers should listen to more works, analyze them in detail, grasp the emotional tone of the songs, and sort out the key points of singing skills, so that children can gain cultural inheritance and artistic influence on the basis of being able to sing in actual teaching.
2. Setting the goals of comprehensive singing activities
The type of music activities determines its main goals. Singing activities should guide children to express and express songs with natural sounds and full emotions. , deeply understand and feel the musical elements in the song.
The first goal of the singing activity "To Flowers" is the manifestation of musical skills and abilities. Master singing skills through "Singing Smoothly", allowing children to experience music and enjoy happiness in a variety of music and games. Improve musical abilities through "understanding the structure of lyrics and sentences" and "creating and editing", allowing children to realize that music is a language and learn to use music to boldly express their emotions and experiences.
The second goal is the emotional and social goal. This goal can reflect the correct educational concept of teachers, that is, music education is not only the polishing of skills, but also the communication and expression of emotions. Promoting children's emotional and social development in music reflects the attributes of early childhood music education and the value of music teaching.
The third goal is the goal of cultural inheritance and expansion. As an excellent national music work, "To Flowers" has been modified in terms of length and orchestration to be closer to children's lives, so that children can understand and treat national music and culture more actively; through questions and answers, the types and characteristics of flowers are Growth habits are shown, and the rhythm and tonality suitable for young children's singing are adopted, which naturally integrates national music and educational practice for children.
Of course, singing activities cannot ignore the laws of singing itself. The cultivation of singing skills and musical abilities should be the main line, and multi-dimensional teaching goals should be refined by combining the content and teaching process.
3. Teaching strategies in comprehensive singing activities
First, comprehensive sensory channels.
Listening is essential in song appreciation and singing activities. Give children the opportunity to fully listen and help them perceive and experience, understand and express the works. When Teacher Liang guides listening, she uses pictures to help children recall and further master the sentence structure. Furthermore, she expects that children will have problems with word joining and intonation when singing after replacing the lyrics. Through listening, she helps children construct new sentence structures to make singing smoother and more accurate. Therefore, the purpose of listening must be clear. Every listening session is to help children perceive and understand the work.
The curriculum system is concentrated on comprehensive music education focusing on singing: children experience and learn through their own singing (individual singing and participation in collective singing of sub-parts). In the "To Flowers" activity, it is not just simple singing, but an organic combination of comprehensive performances such as music stories, music games, singing, body movements, etc., so that children can obtain a comprehensive, rich, and comprehensive aesthetic experience.
As for singing forms, Teacher Liang also uses various forms such as individual singing, group singing, question and answer singing, etc. to keep children fresh and interested in singing.
Second, comprehensive question design.
Questioning is an indispensable skill for teachers. It should not only leave space for children to feel, imagine, and express themselves, but also design around the realization of goals. Different course sections have different focus of questions. In the feeling and perception link, questions focus on children's feelings, and questions should leave space for children's thinking and imagination. In the performance and expression section, emphasis is placed on the grasp of rhythm and melody, the practice of vocalization and chanting, as well as the performance of voice and expression, etc. The focus of questions is often on the key points and difficulties in some singing skills and performance.
Take the singing activity "To Flowers" as an example. In the feeling and perception link, the teacher asked, "Where have we been today? What flowers have we seen?" These questions allow children to listen and feel the content of the lyrics more carefully and thoroughly understand the background of the song. In the performance and expression link, the teacher allows the children to experience the duet singing form and understand the singing style by asking "How is this song different from what we usually sing? How do you feel after listening to it?"; by asking "Can children know this?" What are the words?" Let the children grasp the difficult points in the lyrics more accurately; etc.
Third, comprehensive music reading and writing teaching.
Comprehensive singing activities focus on training children’s music literacy skills, that is, sight-singing, music reading and notation skills. "To Flowers" adopts the national pentatonic mode. The use of the first-tune solfa method in teaching can bring children closer to music and learn pitch and music reading faster. "To Flowers" mainly uses the harmonies m, s and d', and uses four scales as the melody theme. Teacher Liang led the children to first recall the lyrics of "To Flowers" and asked the children to sing the key words based on their memories. Such focused singing and repeated practice enable children to steadily master the four tone levels. On this basis, adding other tone levels will make it easier and more accurate to master.
Children need to understand the language structure through their own perceptual activities, and then imitate new content. Therefore, the educational strategy of showing maps is used when implementing educational goals. It is not necessary for young children to recognize music symbols, but in order to eliminate the mystery of music scores, it is necessary to use diagrams to let children understand that music symbols "use different shapes to represent different sounds". In order to master the real abstract symbols for the foreshadowing. Kindergarten singing lesson plan Part 2
Activity goals:
1. Feel the cheerful and lively melody of songs, learn to sing and compose songs.
2. During the tapping and playing, I discovered that objects jump on the drum differently depending on whether the drum is struck lightly or heavily.
3. Experience the happiness brought by singing activities.
Activity preparation:
Four snare drums, rice grains, broad beans, soybeans, etc.
Activity process:
1. Directly import and introduce the topic.
Teacher: Look, what did the teacher bring today? He said while showing the snare drum.
The teacher beats the snare drum "dong dong ︱dong-︱" (heavy), and asks the children to imitate it.
The teacher then plays the snare drum "dong dong︱dong-︱" (lightly), and then asks the children to learn.
Question: What do you think is the difference between the drums played by the teacher twice?
Teacher’s summary: The drum beats twice, once loudly and once softly.
2. Feel the rhythm, understand and memorize the lyrics.
● Teacher: Let’s listen again. The teacher beats the rhythm “咚咚︱咚—︱咚咚︱咚—︱ⅹⅹ ⅹⅹ︱ⅹ—︱” and asked: What does this sound sound like the snare drum is doing? ? Learn the first line of the lyrics: Dong Dong Dong, Dong Dong Dong, the snare drum is singing.
● The teacher showed a cup of millet grains and said: What is it? Let’s put millet grains on the drum and beat the drum again, and see what happens? (Remind the children to say "bouncing") Who will say this sentence completely?
● Teacher: Let’s take a look at how the millet grains dance on the drum? The children are divided into groups to do experiments on the drum. The teacher instructs the children to beat the drum lightly or hard according to the rhythm. The children observe the two phenomena and answer them.
(Guide the children to say the lyrics: Beat the snare drum loudly, and the rice grains will jump high; beat the snare drum softly, and the rice grains will jump low.)
3. Feel the melody and learn to sing.
● Teacher: The teacher made a song out of millet grains dancing on the drum, and the name was "Millet Grains on the Drum."
The teacher sings a cappella songs. Question: What did you hear?
● Teacher: Let’s listen again.
The teacher sang with accompaniment. Said: Children, come and sing too.
● Children sing softly along with the accompaniment. The teacher guides the children to sing in the changes of singing voice.
You can also sing in the form of male and female children singing separately, and male and female children singing in separate sentences.
4. Create and compose songs.
Teacher: Millet grains can dance on the snare drum, so what other things can also dance on the snare drum?
The teacher also prepared a few things and asked the children to try beating them on the snare drum, and then we would incorporate them into the song.
Children’s group experiment.
Teachers and children collaborate to compose songs. Singing Lesson Plan for Kindergarten Class 3
Suggested movements for singing:
Do water-carrying movements in measures 1-4; clap your hands four times during the accompaniment part
5-8 In measures two people work together to carry water; in the accompaniment part, they clap their hands
In measures 9-12, they spread their hands out, make strange movements, and sigh "Alas";
13- In section 16, point your index finger forward, making a questioning gesture, and clap your hands around during the accompaniment part.
Game play suggestions:
1. Find friends game: Young children can quickly find 2 or 3 companions.
2. Song singing part: Children sing and perform actions that match the lyrics (peach water, carrying water, nothing)
3. Act out the story of the song with the teacher, Can express the characters' emotions in the story.
Suggestions for teaching activities:
Activity goals
1. Review reciting the lyrics according to the rhythm of the music, and try to sing the song completely.
2. Use the cooperation of voice and body to try to compose the accompaniment part.
3. Fully understand the emotional and psychological experiences of the song characters, and understand the importance of hard work and unity.
Activity process
1. Game: "Look at the numbers to find friends"
Through the teacher's prompts, play the game of 'find friends' and you can quickly combine it into Groups with the same number of people.
2. Review the lyrics and rhythm
(l) Watch the animation "Three Monks" against the background of music and recall the plot.
(2) Review the rhythm of the song and recite the lyrics according to the movement prompts.
3. Learning songs
(1) Show the chart, the teacher sings the song once, and the children look at the chart and appreciate it.
(2) Children learn to sing songs by looking at the charts.
(3) Children read the chart and sing the song in its entirety.
(4) The game "Hidden Map" helps children become more familiar with songs.
4. Create accompaniment part
(1) When children sing, the teacher adds rhythmic sounds to the accompaniment part. (Tongue flicking)
(2) Through free discussion, children try to create rhythmic sounds and movements in the accompaniment part.
(3) Combining individual presentation and collective learning to carry out a complete singing and composing game.
5. The whole class sings the song in full together, fully displaying the sounds or movements created by them in the accompaniment part. Singing Lesson Plan for Kindergarten Classes Part 4
Activity Objectives
1. Preliminarily learn to sing the Peking Opera "Playing with Face Makeup", and with the teacher's prompts, explore how to use icons to understand and memorize the lyrics.
2. Learn to use appropriate intensity and movements to express the character’s personality according to different facial makeup characters.
3. Get a preliminary understanding of the art of Peking Opera, the quintessence of China, and gradually fall in love with the art of Peking Opera.
Activity preparation
1. Knowledge and experience: Invite parents*** to help children appreciate the flash about Peking Opera performances, understand the different colors of Peking Opera masks, and understand the content of the activities Relevant characteristics of each character, etc.
2. Material preparation: Peking Opera facial makeup courseware: blue face, red face, painted face, white face, black face.
Small pictures of the song content; some homemade Peking Opera masks for children.
Activity process
1. Talking about facial makeup
(1) Teachers and children *** will appreciate the Peking Opera facial makeup courseware and talk about what different facial makeup represents Character names and their personality traits.
(2) The teacher shows the facial makeup and briefly introduces the content of the song. Prompt: "The blue-faced Dou Erdun quietly stole the emperor's royal horse one night; the red-faced Guan Gong was brave and not afraid of difficulties when he killed the enemy on the battlefield; the painted-faced Sun Hou was lively and naughty; the white-faced Monkey was very lively and naughty; Although the handsome Cao Cao is cunning, he is also very smart; the black-faced Zhang Fei has a bad temper and can be heard chirping when he gets angry.
2. Learn to sing Peking Opera. "Joking about facial makeup".
(1) Preliminary learning to sing songs
①Teacher performs model singing.
② Enjoy the teacher’s model singing again. Teachers and children discuss together what is in the song and show the corresponding small pictures.
③Discuss other content of the song, and choose matching small pictures to paste at the corresponding location on the map.
(2) Children learn to sing completely, and focus on singing practice according to the children's singing learning situation.
Discussion: "What is the difference between the teacher's singing and the songs that children usually sing?"
3. Explore how to sing each phrase with appropriate intensity.
("The blue-faced Dou Erdun steals the royal horse" is the lightest; "the red-faced Guan Gong kills on the battlefield" is slightly harder; "the painted-faced monkey" is naughty and naughty; "the white-faced Cao Cao" is cunning; "The black-faced Zhang Fei shouts "Chacha..." loud and deep)
4. Play the roles of Peking Opera actors and the audience, and the audience shouts "Okay!" at the end of each sentence (the cheering sound should be short). And powerful. )
Activity extension: Children put on facial mask and facial mask shirts, sing and perform movements, and at the same time guide children to continue to experience the fun of Peking Opera performance in the music area.
Attached music score: "Joking about facial makeup"
1＝F 1/4
0 2 ︳ 1 2 ︳3 2 ︳3 ︳0 3 ︳ 2 3 ︳1 ︳2 ︳
Blue-faced Dou Erdun stole the royal horse;
0 2 ︳ 1 2 ︳3 2 ︳ 3 5 ︳2 1 ︳ 6 1 ︳1 ︳1 ︳
The red-faced Guan Gong was killed on the battlefield;
0 1 ︳ 5 6 ︳1 0 ︳ 1 0 ︳0 2 ︳1 2 ︳3 0 ︳ 3 2 ︳
< p> Gray-faced Sun Hou, white-faced Cao Cao;0 7 ︳ 6 7 ︳2 ︳ 0 ︳ 2 ︳ 0 ︳3 2 ︳2 3 ︳
Black-faced Zhang Flying squealing
4 ︳ 4 ︳4 ︳4 ︳4 ︳4 ︳4 ︳4 5 ︳
Chirping... Ah
2 3 ︳ 2 1 ︳1 6 ︳6 1 ︳1 ︳6 ︳1 - ‖
Ah... ah... ah... ah... ah...
< Singing Lesson Plan for Kindergarten Class 5
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Objectives of the activity
1. Experience the singing style of Wuhe folk songs and feel the ease and fun of the songs.
2. Learn to sing songs and be able to compose them easily.
3. Like local folk songs and develop a love for kindergarten.
Activity preparation: PPT reflecting new things in the kindergarten, several pictures, and song recordings.
Activity process
1. Introduction (l) Teacher: Hello, children, I am Teacher Liang from Wuhe, Anhui. Today I brought two sentences from the Wuhe dialect, which are very interesting. Let me teach you how to say them (while doing the actions): What should they say? What should they say? Do you know what it means? Meaning: what she said, what she said?
What?
(2) The teacher shows pictures of mouths and question marks, and teaches the children to say what they are saying and what they are saying while moving.
Teacher: Come, let’s talk with me.
(3) The teacher sings dialect dialogues while doing the movements.
Teacher: Not only can you speak these two sentences in the Wuhe dialect, you can also sing them. Come, try it with me.
2. Watch the PPT to understand the changes in kindergarten.
(1) They say what is right and what they say is right. What are you talking about? Please look ~ (play PPT)
(2) This is the former kindergarten, a short and shabby classroom. Look, this is today's kindergarten, uprooted like a happy castle, 'Shaanle "The castle is rising from the ground."
(3) This is our previous classroom, with old tables and chairs and a small blackboard, but now the kindergarten has been replaced with new tables and chairs, let's see. " There are new tables and chairs in the class.
3. Teaching songs
(l) Teacher: The teacher brought a Wuhe folk song "There are many new things in kindergarten nowadays" and said These are the things. Let’s listen together.
(2) Question: What did you hear?
The children will sing and present the lyrics in time. The teacher tells the children what they can't say directly and tells them which ones are dialogues and which ones are liner notes.
(3) The teacher points to the chart and sings it a cappella.
(4) The teacher leads the children to sing a cappella twice, adding movements
(5) Question: The Wuhe folk song we sang just now is different from the songs that ordinary children sing. Wuhe folk song There are lyrics, dialogues and lyrics in dialect.
4. Performance singing
(1) Teacher: Now, the teacher sings the lyrics, and you sing the dialogue and lyrics in dialect. Pay attention to the corresponding movements when singing, and be a little exaggerated.
(2) Teachers and children perform in exchanges. Teacher: You performed very well, let’s switch to singing now. /p>
(3) Children exchange roles and perform and sing.
5. Children create songs. Children, tell us what new things are happening in your kindergarten? Let’s incorporate them into songs. .
6. Interactive performance with the guest teacher: We sing the lyrics together, and the guest teacher sings the dialogue and lyrics. Please listen to the music.
The guest teacher and the children exchange roles and perform.
7. The event is over, goodbye to the guest teacher.