Whistle and puppy teaching reflection
Part 1: Reflections on whistle and puppy teaching
"Whistle and Puppy" is the listening work in the first lesson of the first volume of the human version. The work is a popular orchestral piece by the American composer Praia, which depicts the little owner whistling and wading on the boulevard with his beloved puppy.
Considering that the child just entered school, it is very strange to the school. Although the children still like the music class, but the song is sung, or the audience listens quietly, the child can't insist. Especially in the appreciation class, the child does not have long training, and can not form a good listening habit, let alone listen to it later. So I spent a special lesson and took the children around the "whistle and puppy" to listen carefully.
First of all, I asked the children to listen to the whistle and the puppy completely. Tip: There is a puppy cry here, please raise your hand after hearing. The children are very interested. After listening, they said that the music is particularly interesting, and there is a whistle in it. Then I asked the students to listen and think, what do you think is happening between the whistle and the puppy? Write a little story to this piece of music. The child’s imagination is really good, and the composer’s intentions are vividly expressed. Then I asked the students to take a walk as a puppy and a whistling master. The atmosphere in the classroom was warm and the children performed in the music. Finally, I ask the children to simply draw the story you imagine while listening to music.
In this way, a boring orchestral appreciation becomes a combination of movement and static, and the fusion of sister art. Children also feel the joy that music brings to them, so that they love to listen and listen, so that they form a good listening habit.
Part 2: Reflections on whistle and puppy teaching
In the second class this Wednesday morning, I took part in a four-school music show. From the past teaching, the second-year children have a strong interest in the music appreciation class of "whistle and puppy", and I also like this piece very much, so I re-integrated and expanded the content of this class.
In teaching design, I intend to cultivate students' interest in music learning, develop the feelings of music, and let students learn to appreciate music. They will listen, think, speak, and play. According to this line of thinking, in the class, I first guided the students to imitate the roles of "little master" and "puppy", improved the students' ability to express and create, and realized the fun of creation. Second, through the process of learning dance. The use of a variety of means to enable students to initially understand the structure, melody and content of the music; the third is to link the content of the teaching activities with the reality of life, to arouse the students' love for the pet, this experience makes the classroom atmosphere more active, the children are immersed In a kind of game-like joy, unconsciously accepted the training of comprehensive music ability such as pitch, rhythm, hearing, coordination and so on.
The new curriculum standard clearly states that “there should be music-based, advocate complete and full listening, and run through the whole process of music teaching”. Therefore, the music and listening experience must be highlighted in the classroom teaching. However, to cultivate the habit of serious and quiet listening for second-year students, it is a big problem to concentrate on short time. For this reason, I mainly use the method of “letting students with problems to imagine”, using dance, improvisation, etc. Related activities to attract students' attention and stimulate their interest in listening. The main reason for cultivating good habits of listening to music is to let students listen to music and become familiar with music. So at the beginning of the lesson, I didn't have too many language introductions, and I didn't use too many teaching methods. I used the open-door introduction, design problems, and let the students sit quietly and listen to the whole song, which laid the foundation for students to listen quietly.
Of course, listening must also have a certain purpose. Listening with questions can focus the students' attention. When I appreciate it, I ask for it every time. As the number of passes increases, the difficulty gradually deepens and the students continue to improve. For example, after perceiving the melody of the whole song, I first let the students imaginary discussion of the whistle and dog barking at the end of the music, and then introduce the theme music of the A section, then let the students familiar with the A section of the theme music, and use the action to express the theme. The number of music, the children like to listen to the rhythm, and will do some self-directed movements and even expressions with the changes in music. Allowing children to move freely and autonomously can greatly reduce the habitual imitation and herdity of students, and truly and easily learn.
Through reflection, I feel that the shortcoming of this class is that my language in the classroom still needs to be refined, and the activities of the students are richer and more interesting.
Chapter 3: Reflections on Whistle and Puppy Teaching
On the morning of May 19, 20XX, the second class was on the fourth floor of the school. I attended the school's “Quality Education Green Classroom Quality Class Competition”. From the past teaching, the first-year children have a strong interest in the music appreciation class of "whistle and puppy", and I also like this piece very much, so I re-integrated and expanded the content of this class. This quality class competition.
In teaching design, I intend to cultivate students' interest in music learning, develop the feelings of music, and let students learn to appreciate music. They will listen, think, speak, and play. According to this line of thinking, in the classroom, I first guided the students to imitate the roles of "little master" and "puppy", improved the students' ability to express and create, and realized the fun of creation; second, in the process of percussion Using a variety of means to give students a preliminary understanding of the structure, melody and content of the music; the third is to link the content of the teaching activities with the reality of life, to arouse the students' love for the pet, this experience makes the classroom atmosphere more active, the children are immersed in In a kind of game-like joy, unconsciously accepted the training of comprehensive music ability such as pitch, rhythm, hearing, coordination and so on.
The new curriculum standard clearly states that “there should be music-based, advocate complete and full listening, and run through the whole process of music teaching”. Therefore, the music and listening experience must be highlighted in the classroom teaching. However, to cultivate the habit of serious and quiet listening for first-year students, it is a big problem to concentrate on short time. For this reason, I mainly use the method of “letting students with problems to imagine”, using dance, improvisation, etc. Related activities to attract students' attention and stimulate their interest in listening. The main reason for cultivating good habits of listening to music is to let students listen to music and become familiar with music. So at the beginning of the lesson, I didn't have too many language introductions, and I didn't use too many teaching methods. I used the open-door introduction, design problems, and let the students sit quietly and listen to the whole song, which laid the foundation for students to listen quietly.
Of course, listening must also have a certain purpose. Listening with questions can focus the students' attention. When I appreciate it, I ask for it every time. As the number of passes increases, the difficulty gradually deepens and the students continue to improve. For example, after perceiving the melody of the whole song, I first let the students imaginary discussion of the whistle and dog barking at the end of the music, "What happened?" and then familiarize the students with the A-story theme music, and use the action to express the theme music. The number of times, the children like to listen to the rhythm, and will do some self-directed movements and even expressions with the changes in music. Allowing children to move freely and autonomously can greatly reduce the habitual imitation and herdity of students, and truly and easily learn.
Through reflection, I feel that the shortcoming of this lesson is that when I am doing a hand-note speech, the volume of the music is too loud. If I wear a portable microphone, the effect of this part is even better. In addition, in order to pursue the dynamic effect of the rhythm, I used the direct display of the map with the music on the blackboard, which is intuitive but not beautiful enough. These details are the places I need to pay attention to in the future. Overall, this lesson is more successful.
Part 4: Reflections on whistle and puppy teaching
In the heterogeneous activities of the middle class in this semester, after the consultation of the grade leader, the final topic was music appreciation "whistle and puppy", which was held on December 10.
After several weeks of planning and conceiving, the teaching plan was prepared, and the guidance of several senior teachers was given to carry out the teaching activities of this class in this class.
In this music appreciation class, my teaching goal is mainly to let the children understand the story content expressed by the music, as well as the rhythm of the main melody.
First, re-select the music. The music on the tape with the textbook is simplified because there is no clear whistle. I think that since it is a music appreciation class, it is better to give the children the most original music. Let the children feel the overall effect of the original music. So, I downloaded the original music of "whistle and puppy" from the Internet.
In the design of the class, I used another whistle music to import according to the clear whistle of the original music. Letting children know the music is related to the whistle.
Then, give the child a whole appreciation of the music, let the children listen to the voice of the little animal besides the whistle, and lead the subject "whistle and puppy." Next, show the puppy toy, play the music again, and listen to the story content expressed by the music. Let the children listen with questions.
Next, let the child listen to the rhythm of the main melody. I asked the child to respond to the beat with the sound of a puppy. Let the young children play a happy puppy. When they are happy, they will call, clap their hands, lick their feet, and pat their shoulders.
In the back of the game performance, let the children play the story with the music.
At the end of the whole paragraph, let the children change the way to play the rhythm of the main melody. Use a rattle and a homemade sound tube.
In general, although the teaching objectives of this class have been achieved. It solves the difficult rhythm and allows children to understand what the music expresses. Young children can also participate in the teaching situation, but I feel that there are still a lot of details in the place is not handled properly. There are also many shortcomings in the link between the links, which need to be slowly improved in the future teaching activities.
This time, the same class of activities, first of all thanked Teacher Wang and the director for giving me this opportunity, so that I was fortunate enough to realize the problems and shortcomings I encountered in music teaching, and know where to go in the future. Strengthen and exercise.
Part 5: Reflections on whistle and puppy teaching
The first lesson of the first unit of the new semester is a popular orchestral song by the American composer Praia in 1905. The music depicts the little master whistling and the beloved puppy walking on the avenue. This song is lively and cheerful, I used to use it in the book drama "Moon River of the Mole". The whole song is divided into 3 sections. In today's class, I will play the first paragraph first, and ask the children to listen. Then I used the lines to show the melody of the music on the blackboard. A sentence forms a pattern of sounds. After several passes, the children heard the first paragraph divided into several phrases. In the second paragraph, the sound zone became lower and heavier. I used a powerful pen to paint, and the children felt that the music could be drawn like art. In the third paragraph, I asked the children to listen. I painted. They found that the third paragraph was the same as the first paragraph. When listening again, the careful children found that the phrases were a little different, and the puppy’s name was called. Sound it. When I put all three pieces of music on the blackboard, the children clearly found that the three-stage structure of the music, the first and third paragraphs are similar, and the second paragraph is different. I was very excited about this class. I was the first time to enjoy the class in this way. The children were also the first to contact, and the invisible sound was presented in front of the children with tangible lines. In music, use the lines of the teacher to feel the music and experience the music.
"Whistle and Puppy" is the listening work in the first lesson of the first volume of the human version. The work is a popular orchestral piece by the American composer Praia, which depicts the little owner whistling and wading on the boulevard with his beloved puppy.
Considering that the child just entered school, it is very strange to the school. Although the children still like the music class, but the song is sung, or the audience listens quietly, the child can't insist. Especially in the appreciation class, the child does not have long training, and can not form a good listening habit, let alone listen to it later. So I spent a special lesson and took the children around the "whistle and puppy" to listen carefully.
First of all, I asked the children to listen to the whistle and the puppy completely. Tip: There is a puppy cry here, please raise your hand after hearing. The children are very interested. After listening, they said that the music is particularly interesting, and there is a whistle in it. Then I asked the students to listen and think, what do you think is happening between the whistle and the puppy? Write a little story to this piece of music. The child’s imagination is really good, and the composer’s intentions are vividly expressed. Then I asked the students to take a walk as a puppy and a whistling master. The atmosphere in the classroom was warm and the children performed in the music. Finally, I ask the children to simply draw the story you imagine while listening to music.
In this way, a boring orchestral appreciation becomes a combination of movement and static, and the fusion of sister art. Children also feel the joy that music brings to them, so that they love to listen and listen, so that they form a good listening habit.
Part 2: Reflections on whistle and puppy teaching
In the second class this Wednesday morning, I took part in a four-school music show. From the past teaching, the second-year children have a strong interest in the music appreciation class of "whistle and puppy", and I also like this piece very much, so I re-integrated and expanded the content of this class.
In teaching design, I intend to cultivate students' interest in music learning, develop the feelings of music, and let students learn to appreciate music. They will listen, think, speak, and play. According to this line of thinking, in the class, I first guided the students to imitate the roles of "little master" and "puppy", improved the students' ability to express and create, and realized the fun of creation. Second, through the process of learning dance. The use of a variety of means to enable students to initially understand the structure, melody and content of the music; the third is to link the content of the teaching activities with the reality of life, to arouse the students' love for the pet, this experience makes the classroom atmosphere more active, the children are immersed In a kind of game-like joy, unconsciously accepted the training of comprehensive music ability such as pitch, rhythm, hearing, coordination and so on.
The new curriculum standard clearly states that “there should be music-based, advocate complete and full listening, and run through the whole process of music teaching”. Therefore, the music and listening experience must be highlighted in the classroom teaching. However, to cultivate the habit of serious and quiet listening for second-year students, it is a big problem to concentrate on short time. For this reason, I mainly use the method of “letting students with problems to imagine”, using dance, improvisation, etc. Related activities to attract students' attention and stimulate their interest in listening. The main reason for cultivating good habits of listening to music is to let students listen to music and become familiar with music. So at the beginning of the lesson, I didn't have too many language introductions, and I didn't use too many teaching methods. I used the open-door introduction, design problems, and let the students sit quietly and listen to the whole song, which laid the foundation for students to listen quietly.
Of course, listening must also have a certain purpose. Listening with questions can focus the students' attention. When I appreciate it, I ask for it every time. As the number of passes increases, the difficulty gradually deepens and the students continue to improve. For example, after perceiving the melody of the whole song, I first let the students imaginary discussion of the whistle and dog barking at the end of the music, and then introduce the theme music of the A section, then let the students familiar with the A section of the theme music, and use the action to express the theme. The number of music, the children like to listen to the rhythm, and will do some self-directed movements and even expressions with the changes in music. Allowing children to move freely and autonomously can greatly reduce the habitual imitation and herdity of students, and truly and easily learn.
Through reflection, I feel that the shortcoming of this class is that my language in the classroom still needs to be refined, and the activities of the students are richer and more interesting.
Chapter 3: Reflections on Whistle and Puppy Teaching
On the morning of May 19, 20XX, the second class was on the fourth floor of the school. I attended the school's “Quality Education Green Classroom Quality Class Competition”. From the past teaching, the first-year children have a strong interest in the music appreciation class of "whistle and puppy", and I also like this piece very much, so I re-integrated and expanded the content of this class. This quality class competition.
In teaching design, I intend to cultivate students' interest in music learning, develop the feelings of music, and let students learn to appreciate music. They will listen, think, speak, and play. According to this line of thinking, in the classroom, I first guided the students to imitate the roles of "little master" and "puppy", improved the students' ability to express and create, and realized the fun of creation; second, in the process of percussion Using a variety of means to give students a preliminary understanding of the structure, melody and content of the music; the third is to link the content of the teaching activities with the reality of life, to arouse the students' love for the pet, this experience makes the classroom atmosphere more active, the children are immersed in In a kind of game-like joy, unconsciously accepted the training of comprehensive music ability such as pitch, rhythm, hearing, coordination and so on.
The new curriculum standard clearly states that “there should be music-based, advocate complete and full listening, and run through the whole process of music teaching”. Therefore, the music and listening experience must be highlighted in the classroom teaching. However, to cultivate the habit of serious and quiet listening for first-year students, it is a big problem to concentrate on short time. For this reason, I mainly use the method of “letting students with problems to imagine”, using dance, improvisation, etc. Related activities to attract students' attention and stimulate their interest in listening. The main reason for cultivating good habits of listening to music is to let students listen to music and become familiar with music. So at the beginning of the lesson, I didn't have too many language introductions, and I didn't use too many teaching methods. I used the open-door introduction, design problems, and let the students sit quietly and listen to the whole song, which laid the foundation for students to listen quietly.
Of course, listening must also have a certain purpose. Listening with questions can focus the students' attention. When I appreciate it, I ask for it every time. As the number of passes increases, the difficulty gradually deepens and the students continue to improve. For example, after perceiving the melody of the whole song, I first let the students imaginary discussion of the whistle and dog barking at the end of the music, "What happened?" and then familiarize the students with the A-story theme music, and use the action to express the theme music. The number of times, the children like to listen to the rhythm, and will do some self-directed movements and even expressions with the changes in music. Allowing children to move freely and autonomously can greatly reduce the habitual imitation and herdity of students, and truly and easily learn.
Through reflection, I feel that the shortcoming of this lesson is that when I am doing a hand-note speech, the volume of the music is too loud. If I wear a portable microphone, the effect of this part is even better. In addition, in order to pursue the dynamic effect of the rhythm, I used the direct display of the map with the music on the blackboard, which is intuitive but not beautiful enough. These details are the places I need to pay attention to in the future. Overall, this lesson is more successful.
Part 4: Reflections on whistle and puppy teaching
In the heterogeneous activities of the middle class in this semester, after the consultation of the grade leader, the final topic was music appreciation "whistle and puppy", which was held on December 10.
After several weeks of planning and conceiving, the teaching plan was prepared, and the guidance of several senior teachers was given to carry out the teaching activities of this class in this class.
In this music appreciation class, my teaching goal is mainly to let the children understand the story content expressed by the music, as well as the rhythm of the main melody.
First, re-select the music. The music on the tape with the textbook is simplified because there is no clear whistle. I think that since it is a music appreciation class, it is better to give the children the most original music. Let the children feel the overall effect of the original music. So, I downloaded the original music of "whistle and puppy" from the Internet.
In the design of the class, I used another whistle music to import according to the clear whistle of the original music. Letting children know the music is related to the whistle.
Then, give the child a whole appreciation of the music, let the children listen to the voice of the little animal besides the whistle, and lead the subject "whistle and puppy." Next, show the puppy toy, play the music again, and listen to the story content expressed by the music. Let the children listen with questions.
Next, let the child listen to the rhythm of the main melody. I asked the child to respond to the beat with the sound of a puppy. Let the young children play a happy puppy. When they are happy, they will call, clap their hands, lick their feet, and pat their shoulders.
In the back of the game performance, let the children play the story with the music.
At the end of the whole paragraph, let the children change the way to play the rhythm of the main melody. Use a rattle and a homemade sound tube.
In general, although the teaching objectives of this class have been achieved. It solves the difficult rhythm and allows children to understand what the music expresses. Young children can also participate in the teaching situation, but I feel that there are still a lot of details in the place is not handled properly. There are also many shortcomings in the link between the links, which need to be slowly improved in the future teaching activities.
This time, the same class of activities, first of all thanked Teacher Wang and the director for giving me this opportunity, so that I was fortunate enough to realize the problems and shortcomings I encountered in music teaching, and know where to go in the future. Strengthen and exercise.
Part 5: Reflections on whistle and puppy teaching
The first lesson of the first unit of the new semester is a popular orchestral song by the American composer Praia in 1905. The music depicts the little master whistling and the beloved puppy walking on the avenue. This song is lively and cheerful, I used to use it in the book drama "Moon River of the Mole". The whole song is divided into 3 sections. In today's class, I will play the first paragraph first, and ask the children to listen. Then I used the lines to show the melody of the music on the blackboard. A sentence forms a pattern of sounds. After several passes, the children heard the first paragraph divided into several phrases. In the second paragraph, the sound zone became lower and heavier. I used a powerful pen to paint, and the children felt that the music could be drawn like art. In the third paragraph, I asked the children to listen. I painted. They found that the third paragraph was the same as the first paragraph. When listening again, the careful children found that the phrases were a little different, and the puppy’s name was called. Sound it. When I put all three pieces of music on the blackboard, the children clearly found that the three-stage structure of the music, the first and third paragraphs are similar, and the second paragraph is different. I was very excited about this class. I was the first time to enjoy the class in this way. The children were also the first to contact, and the invisible sound was presented in front of the children with tangible lines. In music, use the lines of the teacher to feel the music and experience the music.
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