Kindergarten music activity "Forest Detective Solving Cases"

Course name

Music activity "Forest Detective Solving Cases"

Course analysis

This activity is based on "Pig Rushing" as the theme As for the musical elements, the melody of "Pig Rush" is light, cheerful, and the rhythm is fierce, revealing a humorous and comical flavor, especially the rising tone in the second half, which pushes the comicality of the entire music to a climax. In order to enable the children to feel the music more deeply, during the activity design, I cleverly used the story situation of "Forest Detective Solving Cases" throughout the whole song, and used maps, movements, cooperative games, etc. to allow the children to perceive and express the music more vividly. Through appreciation activities, children can feel the emotions of music, enrich their aesthetic experience, improve their musical sensitivity and expressiveness, and experience the joy of free expression and creation.

Course objectives

1. Feel the cheerful and lively music style, and understand the structure of the music based on the diagram.

2. Combined with the experience of driving motorcycles and cars in life, use rhythm to express your feelings about music.

3. Improve the ability of observation, analysis and creation, and experience the joy of making music rhythm with your companions.

Curriculum preparation

1. Material preparation: PPT, Judy chest ornaments, badges, pictures

2. Experience preparation: Children have watched "Crazy" "Zootopia" cartoon

Course process

1. Set up the situation and introduce excitement

1. The teacher, as a rabbit police officer, is set to detect car thefts The situation of recruiting detectives and introducing activities.

2. Clarify the recruitment requirements: able to observe, analyze, and drive.

2. Recruit detectives and analyze music

Assessment 1: Choose a police car according to the road conditions.

Teacher: What kind of car is suitable for a long and winding road?

Assessment 2: What preparations need to be done before driving a motorcycle?

Fasten your helmet, put on your sunglasses, and hold the handlebars

Assessment 3: How to go to the reconnaissance location?

1. The teacher demonstrates the rhythm and asks the children to analyze the music and movements.

“What actions did I do? What happened on the way?”

2. Teachers and children *** used charts to record rhythmic movements

（ Drive, brake, take a look, turn, fall into a big pit, step on the accelerator, find a parking space)

Assessment 4: Driving correctly

1. Children simulate driving in position

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2. Establish a detective team and issue badges to the team members to become real police officers

3. First time on the police, complete the rhythm

(1) Clear the mission: Go Looking for clues to solve the crime in Parking Lot No. 1

Requirements: 1. Clear music and prompts, and move accurately.

2. Keep a distance between vehicles and do not rear-end them.

3. When you arrive at your destination, park nearby and don’t fight for it.

(2) After completing the rhythm, find clue one: the car thief lives in these five houses.

IV. Send out the police again to consolidate the rhythm

(1) Go to the parking lot No. 2 to find the second clue

1. Prompt changes in action, there is a sheep on the way Group, practice motorcycle riding movements with variations.

2. Children complete actions independently.

3. Find the second clue and compare it with the first clue to narrow the scope of suspicion. (The Fox and the Sloth)

5. Call the police three times, imitate the rhythm

1. Observe the road conditions and analyze the most suitable car to use in parking lot No. 3.

2. Exchange the life experience of driving a car and imitate the rhythm.

Tips: What preparations should be made to drive a car? How is driving a car different from riding a motorcycle?

3. Some children demonstrated driving (performing a new rhythm)

4. A group performed the new rhythm and drove to parking lot No. 3.

5. Discover new clues (voice recorder) and identify the car thief (sloth)

6. Catch the criminal.

6. Return to the police station and end the activity

1. Director Niu called and affirmed the performance of the forest detectives, congratulated everyone on successfully solving the case, and asked everyone to go to the police station to accept new tasks.

2. Choose the car you like and go to the police station. (Rhythm out of the activity room)

Curriculum Reflection

In the activities, I let the children participate in multiple channels, and fully mobilized the children's hands, eyes, ears, etc. throughout the activities. Sensory, let children listen, talk, look and move. Keep children enthusiastic about participation and actively participate in activities. I also boldly tried some new teaching methods in music activities during the activity organization. In the music activities, the teacher said as little as possible, but used the unique body and movement tips in the music activities to help the children understand the music, and changed the previous language. way to understand music. When appreciating music, it changes from the previous single and blind listening of children. Instead, it is accompanied by stories with plots and the teacher's body movements to help each child understand the music vividly and provide a platform for children's creation and understanding. stand. However, during the activity, due to being too nervous when analyzing the music in the early stage, the time was not very appropriate and too fast, which also had a certain impact on the development of subsequent activities; and there were still some considerations for young children during the design. Lacking, my own random ability is not enough, so I cannot guide the children in time during the game. In future teaching, we should first fully design the activities, distinguish the key and difficult points of the activities, which part should be focused on when carrying out this activity, and then the time arrangement of each link should be more appropriate. some.