Children's song trout simple accompaniment music lesson plan

Answer 1

The following is an example of a simple accompaniment music lesson plan for the children's song "Trout":

** 1. Teaching objectives **
1. Let the students feel the emotions and characteristics of the music and understand the content of the song.
2. Make the students familiar with the melody of Trout and be able to hum it simply.
3. Guide students to understand the piano quintet and its instruments.
4. By creating a simple accompaniment for Trout, the students could cultivate their creativity and sense of rhythm.

** 2. Important and Difficult Points in Teaching **
1. ** Main point **
- Let the students feel the changes in mood, strength, tone, and other musical elements between the music sections.
- Master the basic melody and rhythm of Trout.
2. ** Difficulty **
- Compose a simple accompaniment that matches the mood and rhythm of the song.

** 3. Teaching preparation **
1. Trout's audio and video files.
2. piano or electronic piano.
3. It was a PowerPoint presentation for teaching purposes, and it included the music scores of the songs.

** 4. Teaching process **

#(I) Introduction
1. Play a cheerful piece of music (it can be part of the theme music of Trout), let the students close their eyes and listen quietly, and then ask the students to share their feelings after listening, such as whether their emotions are happy or relaxed, whether they can imagine a certain scene, etc.
2. Let me briefly introduce the song "Trout". For example, it is a children's song adapted from a very famous classical music piece. The composer is Schubert, which leads to the theme of this lesson.

#(II) Feel the music
1. Play the full audio of Trout to let the students feel the melody, rhythm, and mood of the whole song.
2. The song was played again to guide the students to pay attention to the emotional changes in the song, such as which parts were more cheerful and which parts were relatively soothing. At the same time, the students were asked which musical instruments they heard (if it was the piano quintet version, the students could be guided to hear the violin, piano, and other musical instruments).

#(3) Humming the Melody
1. Show the theme melody of "Trout" on the blackboard or PowerPoint. The teacher will first demonstrate the humming with "la" to let the students pay attention to the pitch and rhythm.
2. Lead the students to sing the theme melody with the "la" sound. Repeat it a few times until the students are familiar with it.
3. Students were encouraged to try humming the lyrics to correct the inaccuracy of pronunciation and rhythm.

#(IV) Simple Accompaniments
1. Basic Rhythm
- The teacher played a simple rhythmic pattern on the piano or electronic keyboard, such as the continuous playing of the eighth note (XXXX), and asked the students to imitate it by clapping their hands.
- It introduced the role of different rhythms in expressing musical emotions. For example, long notes could express soothing emotions, and short and dense notes could express cheerful emotions.
- For "Trout," the students were guided to think about the appropriate rhythm type. For example, they could use quavers in the cheerful part, and quavers or dotted notes in the soothing part.
2. Chord Choice
- A brief introduction to the concept of chords, such as tonic chords, dominant chords, and so on.
- Take C major as an example. Play the basic chords such as C chord (1, 3, 5) and G chord (5, 7, 2) on the piano to let the students feel the colors of different chords.
- Guide the students to choose the appropriate chord according to the melody of Trout. For example, the main chord can be used at the beginning of the song, and the dominant chord can be used to transition the mood.
3. Practice Creation
- Let the students divide into groups. Each group will use a simple percussion instrument (such as a wooden fish, a sand hammer, etc.) or a piano or an electronic piano. According to the rhythm and chord knowledge learned before, they will create a simple accompaniment for Trout.
- The teacher patrolled the groups and gave guidance and suggestions, such as reminding the students to pay attention to the coordination of the accompaniment and melody, the stability of the rhythm, and so on.

#(5) Exhibition and Evaluation
1. Each group took turns to show their simple accompaniment, and the students in the other groups listened carefully.
2. The teacher would evaluate the students from the accuracy of the rhythm, the choice of chords, the degree of coordination with the melody, and so on. At the same time, they would also acknowledge the creativity and hard work of the students.
3. Students were encouraged to evaluate each other and share their feelings and suggestions during the listening process.

#(6) Summing Up and Extending
1. The teacher summarized the key content of the lesson, including the musical characteristics of Trout and the key points of simple accompaniment creation.
2. Play different versions of Trout (such as piano solo, string ensembles, etc.) to let students feel the charm of music in different forms of performance and expand their musical horizons.
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