Games for the study of musical notation for children. Music notation for beginner musicians

Imagine the vibrant colors of nature! The red color of the sky at sunset. Orange color of orange orchards. Yellow tulips. Green coniferous forests. The height of the blue sky. Reflection of the mountains in the blue of the lake. Delicate cloud of purple lilac bushes.

Colored notes for kids

And the musical signs are monotonous black. How to teach a child about notes if the appearance of these icons does not cause any interest at all? Just need to add some magic! Why not make them colorful?! About how musical signs and color are connected, as well as how to quickly learn notes - today the musical fairy of the House of Music will tell you.

To better understand music, learn to sing, you need to understand how it works. Well, for this it is worth getting acquainted with the basics of the language of music - with notes. This means that it would be good for both children and adults to start by learning the name of the notes on the stave. But first, let's touch on the history of musical signs a little.

Symbols for recording music were invented in the 11th century. At first, the notes were square, and there were only 4 rulers. But then the image of the notes changed. Starting from the 18th century, they began to draw notes in the form of oval icons on a stave of 5 lines. You can read more about the history of the appearance of notes in our article “”.

Why is it better to use colored notes for toddlers? If you've paid attention to how notes are written, you know that they usually have a boring black and white look. When studying musical literacy, it is not easy for kids to perceive the schematic representation of sounds on the rulers. And the color of the notes can make this task easier. Therefore, a special technique was created for young children.

How does this multi-colored technique work?

There are several channels for perceiving information, and the visual channel is one of the strongest. Therefore, when colored notes are used, it is easier for kids to understand the principle of schematic notation of notes and learn them faster.

What color is the note

The world of musical sounds is magical! The bright colors of the rainbow did their best, and the notes became colored! Let's see what colors correspond to each note:

Before - red;
re - orange;
mi - yellow;
fa - green;
salt - blue;
la - blue;
si - purple.

Seven notes - seven colors. Doesn't this remind you of anything? Yes, of course - these are notes for the colors of the rainbow!

Who came up with the idea to combine music and color

To be honest, I did not find exact data about the author who came up with the method of colored notes for teaching children. Many people take credit for this wonderful invention. But it is known that since ancient times there were musicians with the so-called color hearing. They saw or, more correctly, felt certain colors when sounding different keys and chords.

Who combined colors and music? There is evidence that the composer Alexander Scriabin was the first to arrange notes according to the color spectrum. Seven notes - seven colors of the rainbow. Everything ingenious is simple! Gradually, colored notes began to be used to teach musical literacy to children around the world.

Engaging the Right Hemisphere of the Brain in Learning Music

Matching notes to the colors of the rainbow is used in many countries to teach children music. When using this method, the associative way of perceiving information is turned on, and boring musical notation turns into an exciting color game. What about the right hemisphere of the brain? The fact is that it is the right hemisphere that is responsible for imagination, intuition and creativity. When colored notes are used in teaching a child, it is the right hemisphere that is actively working. As a result, the baby simply remembers or even sees a color before his eyes, and not a schematic representation of a musical sign.

Learning music notes with children using colors

There are several different ways to write color notes. The simplest is the usual recording of notes on a stave, just instead of black notes, color ones are used.

But there are other options as well. For example, only color fields are used: vertical or horizontal, without rulers. Look what an unusual stave with typewriters we made with the members of the House of Music!

And there is also a technique in which the recording is in a schematic form using colored circles that are on the same line or are connected into patterns.

How convenient and correct is this? It's hard to judge, but I personally prefer the game color recording option, but still on the usual 5 lines.

Colored keyboard to help the young musician

The technique of colored notes is used not only for learning the basics of musical notation, but also for teaching kids to play the piano. There are a lot of keys on the keyboard, and all of them are only black and white. How to find the right note? Help the child and show the location of the notes on the piano with the help of flowers. To do this, take strips of seven colors of the rainbow and stick them on the keys, starting from the note “to” of the first octave.

This method helps you quickly learn the location of the notes on the piano. Also, this technique helps to use different types of memory and makes the learning process as clear as possible. Yes, and the colored keys look much more fun and attractive for the baby.

Colored notes for kids: what are their advantages

And one more important point to which I would like to draw your attention. When we learn music notes with kids in a playful way, using fairy tale images, marking notes with colors, we actively develop the right hemisphere of the brain, which is responsible for imagination, creativity, intuition and creative abilities.

Games with colored notes allow you to use the associative way of perceiving information. As a result, the baby simply remembers or even sees a color before his eyes, and not a schematic representation of a musical sign.

Colored notes are not only a way to learn musical notation, it is an effective and interesting way to develop a child's intelligence!

But what to do next? How to play with colored notes?

Come to the unique Musical Quest of the House of Music "", and we will develop our kids in fun, musical games with notes.

The basics of musical notation are what serious music lessons begin with. In this short article there will be nothing superfluous, only the simple basics of musical notation.

There are only seven notes, their names are familiar to everyone from childhood: do re mi fa sol la si . This series of seven basic notes can be continued by repeating them in any direction - forward or backward. Each new repetition of this series will be called octave.

The two most important dimensions in which music exists are space and time. This is exactly what is reflected in the musical notation: the component of space - sound pitch, time component - rhythm.

Notes are written with special icons in the form of ellipses (ovals). To display the pitch is used: the higher the note sounds, the higher its location on the rulers (or between the rulers) of the staff. The staff consists of five lines, which are counted from bottom to top.

In order to write down the exact pitch of the notes, keys- special signs that indicate landmarks on the staff. For example:

Treble clef means that the note salt of the first octave, which occupies the second line, is taken as the starting point.

Bass clef means that the note f of a small octave becomes after the reference point, which is recorded on the fourth line.

Alto Key means that the note up to the first octave is written on the third line.

tenor clef says that the note up to the first octave is recorded on the fourth line.

These are the keys most commonly used in musical practice - not every musician can read notes freely in all these keys, most often the average musician owns two or three keys. You can learn more about how to memorize notes in the treble and bass clef from a special training that gives tangible results after working through all the exercises. Click to view.

As a rule, the basics of musical notation are explained using the example of a treble clef. See what it looks like and move on.

Time in music is not measured in seconds, but in shares, however, by the way they evenly alternate in their movement, they can be compared with the passage of seconds, with uniform beats of a pulse or a bell. The speed or slowness of the beat changes is determined by the overall speed of the music, called pace. The duration of each fraction per second can be calculated empirically using an hourglass or a stopwatch and a special device that gives the exact number of identical beats per minute.

To record the rhythm in the notes are displayed duration every note. The graphic expression of the duration refers to changes in the appearance of the icon - it can be filled or not filled in, have a calm (stick) or tail. Each duration occupies a certain number of beats or their parts:

As already mentioned, beats organize musical time, but not all beats play the same role in this process. In a broad sense, shares are divided into strong(heavy) and weak(lungs). Strong beats can be compared with stress in words, and weak beats, respectively, with unstressed syllables. And that's what's interesting! In music, stressed and unstressed syllables (shares) alternate in the same way as in poetic meters. And even this alternation itself is called nothing more than size, only in versification the size cell is called a foot, and in music - tact.

So, tact is the time from one downbeat to the next downbeat. The time signature has a numerical expression resembling a fraction, in which the "numerator" and "denominator" will indicate the parameters of the measure: the numerator - how many beats, the denominator - what note in duration this beat can be measured.

The time signature is indicated once at the beginning of the work after the keys. Sizes are simple and complex. Naturally, those who have begun to study the basics of musical literacy are first of all acquainted with simple meters. Simple sizes are two and three-part, complex ones are those that are composed (composed) of two or more simple ones (for example, quadruple or six-part).

What is important to understand? It is important to understand that the size determines the exact "portion" of music that can be "crammed" into one measure (no more and no less). If the time signature is 2/4, this means that only two quarter notes can fit in a measure. Another thing is that these quarter notes can either be divided into eighth notes and sixteenth notes, or combined into half durations (and then one half note will take the entire measure).

Well, that's enough for today. It's not all musical notation yet, but it's a really good foundation. In the following articles, you will learn a lot of new things, for example, about what sharp and flat are, what is the difference between vocal and instrumental music recordings, how the “famous” chords Am and Em are deciphered, etc. In general, stay tuned, write your questions in the comments, share the material with your friends in contact (use the social buttons at the bottom of the page).

Those who decide to learn at least something serious in music cannot avoid getting acquainted with various musical notations. From this article, you will learn how to learn to read notes without memorizing them, but only by understanding the logical principles on which musical notation is based.

What is meant by musical notation? This is all that relates, one way or another, to writing and reading notes; this is such a peculiar language that is understandable to all musicians in Europe and America. As you know, each musical sound is determined by 4 physical properties: pitch, duration, volume and timbre(coloring). And with the help of musical notation, the musician receives information about all these four properties of the sound that he is going to sing or play on a musical instrument.

I propose to deal with how each of the properties of musical sound is displayed in musical notation.

Pitch

The whole range of musical sounds is built into a single system - scale, that is, such a series in which all sounds follow each other in order, from the lowest to the highest sounds, or vice versa. The soundtrack is divided into octaves s - segments of the musical scale, each of which contains a set of notes of the same name - do, re, mi, fa, sol, la, si.

Used to write and read music stave- this is a line for recording notes in the form of five parallel lines (it is more correct to say - rulers). Any notes of the scale are recorded on the stave: on the rulers, under the rulers or above them (and, of course, between the rulers with equal success). Lines are numbered from bottom to top:

The notes themselves are indicated by oval-shaped heads. If the main five lines are not enough to record the note, then special additional lines are introduced for them. The higher the note sounds, the higher it is located on the rulers:

An idea of ​​​​the exact pitch of the sound is given by musical keys, of which two are most known to everyone - treble And bass. Music notation for beginners is based on the study of the treble clef in the first octave. They are written like this:

Read about ways to quickly memorize all the notes in the article, follow the practical exercises suggested there and you will not notice how the problem will disappear by itself.

Note durations

The duration of each note refers to the area of ​​musical time, which is a continuous movement with the same speed of equal shares, comparable to the measured beat of the pulse. Usually one such beat is associated with a quarter note in duration. Look at the picture, you will see a graphic representation of notes of different durations and their names:

Of course, smaller durations are also used in music. And you already understood that each new, smaller duration is obtained by dividing a whole note by the number 2 to the nth power: 2, 4, 8, 16, 32, etc. So, we can divide a whole note not only into 4 quarter notes, but with equal success into 8 eighth or 16 sixteenth notes.

Musical time is very well organized, and in addition to shares, larger units participate in its organization - so you, that is, segments that contain exactly the specified number of beats. Measures are distinguished visually by separating one from the other with a vertical barline. The number of beats in bars, and the duration of each of them is reflected in notes using a numeric size.

And sizes, and durations, and shares are closely related to such an area in music as rhythm. Musical notation for beginners usually operates with the simplest sizes, for example, 2/4, 3/4, etc. See how the musical rhythm can be organized in them.

Volume

How to play this or that motive - loudly or quietly, is also indicated in the notes. Everything is simple here. Here are the icons you will see:

Timbre

The timbre of sounds is an area that is almost not affected by musical notation for beginners. However, as a rule, there are different instructions in the notes on this matter. The simplest is the name of the instrument or voice for which this composition is intended. The hardest part is related to playing technique (for example, turning the pedals on and off on the piano) or sound extraction techniques (for example, harmonics on the violin).

This should stop: on the one hand, you have already learned a lot about what can be read in music, on the other hand, there is still a lot to learn. Follow the site for updates. If you liked this material, recommend it to your friends using the buttons at the bottom of the page.

At the first lesson, the teacher needs to teach the children to distinguish between noise and musical sounds. Visually show the image of noise sounds on illustrations or cards, gradually bring students to an independent understanding of what musical sound is. Students are offered to learn the verses of V.D. Queen:

All children in the world know
Sounds are different:
Cranes farewell scream,
Airplane loud roar

The rumble of cars in the yard,
Barking dog in a kennel
The sound of wheels and the noise of the machine,
Quiet breeze.

These are noise sounds.
Only there are others;
Not rustling, not knocking -
There are musical sounds.

Three registers in music

Preschool children think figuratively, so they have a well-developed imagination. The knowledge of the world around them, which they enter, is inextricably linked with a deep immersion in the world of fairy tales and toys, which they love with all their hearts. You can not interrupt this connection completely when the child crosses the threshold of the class. Favorite toy is able to enliven the lesson, help in learning new material, for example, when studying registers. The difference between high, medium and low sounds is absorbed faster if it is illustrated with a typewriter, doll, bunny, parrot.

When studying the topic, the teacher shows how the piano works, focuses on the difference between high, medium and low registers. At the same time, the child involuntarily associates the voice of a low “thick” sound with a thick string, and a high “thin” sound with a thin string. Consequently, the child not only hears, but also sees why the voices of the key become progressively higher and "thinner" when the teacher's hand, performing individual sounds, moves along the keyboard to the right. Conversely, sounds become lower "thicker" when the teacher plays the same sounds backwards.

Melody moving up and down

The teacher performs the scale with his right hand alternately up and down (you can use the scale, short motives, individual sounds). The left hand, in which he holds the toy, moves over the keyboard in the same direction as the right, but according to the sounds, either rising or falling. The teacher can play a scale, and the student at this time, with the help of a toy, shows the direction of movement of sounds. When repeating this theme, the teacher plays a scale without a toy. The student, standing with his back to the keyboard, guesses: a car is coming down the hill or up the hill, from the lower branch up, or vice versa, a parrot is flying.

Long and short sounds

The explanation of this topic takes place in the form of a game, so it is easily and quickly absorbed by children. If you clap your hands so that they bounce off each other, you will get a short sound like a hot stove. What is this sound like? It is similar to the sound of falling raindrops, the sound of hooves - other examples the children will think of for themselves. When studying long sounds, we spread our hands slowly to the sides, as if we were “stretching an elastic band” and at the same time pulling the sound. As soon as the breath is over, the sound stops - it means that “the rubber band has broken”, the hands clap sharply. They returned to the short sound.

Note and staff

Concepts: staff, notes and treble clef are interconnected. Therefore, the teacher can explain them to the child in stages. Notes are represented as signs with the help of which musical sounds are indicated. The teacher aims to show the students what the notes-notes look like and where they are written: on the rulers, between the rulers, above and below them. The concept of "staff" should be supplemented with another name - "stave", i.e. rulers where notes “become”. Note rulers are counted from bottom to top, as we count the floors of a house.

Treble clef

The teacher should explain to the children that the clef is called the violin key because it seems to know those notes that sound as high as the violin. The treble clef is written at the beginning of each musical line. Students at the blackboard learn how to write a treble clef. At the same time, the teacher tells the fairy tale “About the good magician Treble clef”: At the treble clef in the musical town, all the notes knew their places. Only one note was inattentive. Because of her mistakes, she cried a lot, she became salty from tears. She was given the name "salt", and so that she would not forget her place on the stave, the treble clef caught on the second ruler with its tail. Subsequently, students learn one note at each lesson, reinforcing this knowledge by laying out notes on individual cards with the image of a musical staff, on a flannelgraph. Learn a poem about the scale and notes:

There are seven steps in the world
DO, RE, MI, FA, SOL, LA, SI.
Do you remember their name?
And put it in your notebook.
If the notes are sung in a row
It will be sv u k o r i d ..

Strokes, nuances (dynamic shades)

Each song can be performed with a different sonority or, as the musicians say, with different dynamic shades: quiet, loud, not very loud, etc. Dynamic shades help to better reveal the content of the work. The teacher shows the children two illustrations: one is black and white, the other is brightly colored and invites the children to name the most beautiful. Children name a bright picture. The teacher says that music also has its own colors. These include: register, key, tempo and dynamics. Dynamic shades are indicated by Italian words. The word "piano" consists of two parts: forte - loud, piano - quiet. Thanks to the shades, any music sounds expressive. There are signs for jerky sounds (staccato) and signs for lingering sounds (legato). Accents are ways to emphasize individual notes in the sound of music.

Major and minor scale

This topic is difficult to explain to preschoolers. The fairy tale "Two brothers" ("Music in fairy tales" by E.A. Koroleva) facilitates its perception. The Russian people have many proverbs and sayings associated with the word "lad". For example: let's sit side by side, let's talk okay, with whom the world is okay, so that's my brother. It is often said about the singers of a good choir: how well they sing. The word "lad" means harmony, order, peace. In music, this word means the coherence of musical sounds, the sounds are in agreement with each other. Every piece of music has a specific tone. Frets in music are different, but the most common are major and minor. The character of the major scale is bright, confident, firm. The character of the minor scale is soft, with a touch of sadness.

Major and Goryushka do not know.
Minor is depressed all the time.

Duration

In explaining this complex topic, musical and didactic games, flannelgraph, cards, desktop musical lotto, etc. can provide invaluable assistance. Colorfully designed musical and didactic games evoke an emotional response in children, which helps them remember the topic better. The use of cards and a flannelgraph helps to consolidate theoretical knowledge visually with the help of pictures. At the same time, children can learn poetry (no more than two quatrains). Children love fairy tales, so it is possible to use musical fairy tales in all topics of the theoretical section.

For example: One girl loved to listen to sounds, a family lived in a neighboring apartment and the girl recognized who was walking by the steps:

slowly - old grandfather:
If the note is white, it is a whole note.
(Card with a pattern of felt boots);

measured - tired father from work:
Divide a whole note into white halves
Marking with a stick, so as not to confuse these
(Card with dad's boots);

Clearly - mom with purchases:
In every note there are halves
Two black quarters
(Card with shoes with heels);

Quickly - a boy from school:
In every quarter
Two eighths
sticks and dots,
Hooks on sticks.
(Card with shoes.)

The program of the circle "Domisolka"

According to musical literacy

MBDOU "Kindergarten No. 28"

G.Troitsk Chelyabinsk region.

Implementation period: 1 year

Age: 6-7 years old.

Quantity: 8 people

Musical hands Revtsova L.M.

Explanatory note

The program of the circle "Domisolka" - teaching musical literacy, is designed for children 6-7 years old. The work of additional educational activities is planned taking into account the age characteristics of children.

Music has an amazing power of influencing a person, and therefore it is one of the most beautiful and very powerful means for the internal development of a child. Meeting music is like having an intimate, very open communication with another person. A child experiences music in the same way as he could experience real events in his life, and getting to know music is an opportunity to get a positive life experience. In addition, it is through music that a child learns to express his feelings.

Friendship with music should be started as early as possible, when children are still open to any knowledge. And the adult who is nearby should do everything possible so that the child loves what he does, so that he admires, enjoys. And therefore, the relevance of this educational activity is aimed at organizing the musical hearing of the child and its development, educating musicality, artistic taste and creative abilities. The means for the correct organization of hearing are: educating children in a clear, accurate orientation in the modal connections of a melody, harmonic accompaniment, in the ratio of voices of polyphonic music; development of a sharp and precise sense of rhythm; teaching a lively and meaningful perception and intonation of a musical phrase, period, form as a whole; education and development of a sense of style.

The goal of the program is to activate the inner ear, ensure the right direction of the child's musical taste and enrich their memory with a sufficient supply of valuable artistic lifestyles.

It is impossible to consider the sole purpose of musical literacy only to teach reading sheet music and pure intonation. It would be just as wrong to define tasks in this way, as if we, defining the task of learning to play the piano, limited it only to the ability to clearly and at the right tempo to convey the indicated notes on the keyboard.

Tasks:

1. Develop musical abilities: modal hearing, a sense of rhythm.

2. Give an idea about music, its expressive possibilities, about the diversity of the range of feelings, moods.

3. To teach and master a number of musical terms: tempo, rhythm, pause, reprise, dynamic shades, etc.

4. Promote the development of mental, independent and creative activity.

5. Education of musical culture.

One of the priority tasks of musical literacy is the task of arousing the child's interest in classes. The fascination of classes in musical literacy is an absolutely necessary condition for achieving positive results. At the same time, it is necessary to ensure the correct direction of the process of educating an ear for music, so that it gives living, practical, effective skills, and does not teach how to perform formal tasks that are needed for the exam, but cannot be used in musical practice.

The sections of musical literacy that determine the planning of the teaching process and its prospects are: modal education; rhythmic education; development of inner ear and musical memory; development of "melodic", "harmonic" and "polyphonic" hearing.

Forms of study:

Collective activities

Individual work.

Teaching methods:

Verbal

visual

Practical

Expected results:

As a result of additional educational activities, the child will learn to understand musical terms, to pure intonation, to convey the rhythmic pattern of the melody, to understand and talk about the content of music, which is a necessary basis for learning, an indispensable condition for achieving deeper goals.

The musical material does not coincide with the program, but expands and deepens knowledge in the work of mastering musical literacy.

Summing up form:

Generalizing open lesson.

Material support:

Music center, discs, noise musical instruments.

Circle "Domisolka" - held once a week for 25 minutes.

Bibliography:

"Music" N.B. Ulashenko

"Solfeggio" - M. Kotlyarevskaya.

"The Tale of Music" - L.V. Svetlichnaya.

"Musical literacy" - E. Davydova.

"Music alphabet" - N, Konchalovskaya.

"New musical primer" - O. Ivanova.

Educational-thematic plan-34 weeks per year

Calendar-thematic planning of additional educational activities

For 2016-2017

Didactic and lecture material

lesson planning

13.09.2016

Subject: "Musical and Noise Sounds"

Program tasks: Development of melodic and harmonic hearing. Development of inner ear. Acquaintance with terms: composer, performer, noise and musical sounds.

Acquaintance with musical and noise sounds.

Form of occupation: Conversation.

Methods : Story, explanation, visual, auditory.

move

1. Entry under the march.

2.musical greeting.

3. Conversation "Musical and noise sounds": we learn to distinguish between sounds, what sounds and what is silent.

4. Musical and didactic games: “Who lives in the house”, “We are going to look for sounds”

5. Physical education minute.

6. Acquaintance with musical sounds, demonstration of musical instruments.

Expand the concepts: composer, performer.

7. Generalization.

To bring children to the concepts: musical and noise sounds.

Draw them at the request of the children.

March exit.

20.09.

Subject : Music and noise sounds.

Program tasks: Development of melodic and harmonic hearing. Development of inner ear. Consolidation of terms: "musical", "noise" sounds.

Form of occupation: Conversation.

Methods : Story, conversation, visual, auditory.

move

1. Entry under the march.

2. Musical greeting.

3. Consolidation of concepts: composer, performer, musical and noise sounds.

4. Musical - didactic games: "Listen carefully, repeat carefully", "We'll go look for sounds."

5. Physical education minute.

6. Playing children's musical noise instruments.

D \ W to make noise instruments with parents.

Entrance from the hall under the march.

27.09.

Subject: "High and Low Sounds"

Program tasks: Introduce children to high and low sounds. Explain the concept of high and low sounds.

Form classes: Conversation.

Methods: story, conversation, visual, auditory.

move

1. Entry under the march.

2. Musical greeting.

3. Checking D\Z. Consolidation of the concepts of musical, noise sounds, composer, performer. Musical and didactic game "Noisy table".

4. Conversation about high and low sounds. "The Tale of the Girl Nina, the Cat Murka and the Piano".

March out of the hall.

04.10.

Subject : "High and low sounds"

Program tasks: Development of melodic and harmonic hearing. Consolidation of the concepts of high and low sounds.

Form of occupation: Conversation.

Methods : story, conversation, visual, practical.

move

1. Entry under the march.

2. Musical greeting.

3. Fixing the concepts of high and low sounds.

Fairy tale "Wolf and goats"

4. Musical and didactic game "Speak with your voice" p.64

5. Playing on children's musical noise instruments.

6. Exit under the march.

11.10.

Theme: "Loud-quiet"

Program tasks: Introduce children to the concepts: loud, quiet.

Form of occupation: Conversation.

Methods

move

1. Entry under the march.

2. Musical greeting.

3. Conversation about loud and quiet sound.

"The Tale of the Cat"

4. Musical and didactic game "Loud - quiet."

5. Playing musical noise instruments.

6. Exit under the march.

18.10.

Subject: "Loud - Quiet"

Program tasks: Development of melodic and harmonic hearing. Development of inner ear. Consolidation of concepts: loud, quiet.

Form of occupation: Conversation.

Methods

move

1.Entrance to the hall under the march.

2. Musical greeting.

3. Fixing, talking about loud and quiet sound.

Musical and didactic game "Loud - quiet".

4.Fixation: high and low sounds.

Musical and didactic game "Guess who is calling you."

6. Marching out.

25.10.

Subject : "Major and minor"

Program tasks: Development of melodic and harmonic hearing. Development of inner ear. Acquaintance with the concepts: major and minor.

Form of occupation: Conversation.

Methods: Conversation, explanation, visual, practical.

move

1.Entrance to the hall under the march.

2. Musical greeting.

3. Conversation: major and minor p.97.

Fairy tale "Signor major and signor minor" p.98.

4. Musical and didactic game "Harlequin and Pierrot" p.97.

5. Fix concepts: loud, quiet.

7. Exit under the march.

01.11.

Subject : "Major and minor"

Program tasks: Development of melodic and harmonic hearing. Development of inner ear. Consolidation of the concepts of major and minor. Definition for dry major and minor sounding.

Form of occupation: Conversation.

Methods : Conversation, explanation, visual, practical.

move

1. Entry of children under the march.

2. Musical greeting.

3. Fixing the concepts: major and minor. Remember the fairy tale "Senior Major and Senior Minor".

4.Musical and didactic game "Harlequin and Pierrot".

5. Fix the concept: loud, quiet.

Musical and didactic game "Loudly - quietly."

6. Playing musical instruments.

7. Exit under the march.

08.11.

Subject

Program tasks: Introduce children to the ascending and descending movement of the melody. Develop musical memory, melodic and harmonic ear.

Handicap classes: Conversation, game.

Methods : Conversation, explanation, visual, practical.

move

1. Entry of children under the march.

2. Musical greeting.

3. consolidation of concepts: major and minor.

4. Conversation: ascending and descending movement of the melody.

Fairy tale "Musical steps".

6. Playing musical instruments.

7. Exit under the march.

15.11.

Subject : "The ascending and descending movement of the melody"

Program tasks: Development of melodic and harmonic hearing. Development of inner ear and musical memory.

Form of occupation: Conversation, game.

Methods: conversation, explanation, visual, practical.

move

1. The entrance of children to the music.

2. Musical greeting.

3. Consolidation of concepts: ascending and descending movement of the melody.

4. Recall the fairy tale "Musical Steps".

5. Musical and didactic game "Listen to the scale" p.162.

6. Playing musical instruments.

7. Exit under the march.

22.11.

Subject : "Long and short sounds."

Program tasks

Form of occupation: Conversation.

Methods : conversation, explanation, visual, practical.

move

1.Children marching.

2. Musical greeting.

3. Conversation. The poem “Grandma Nota is walking in the park” p.185.

4. Musical and didactic game "Long and Short" p.182.

6. Exit under the march.

29.11.

Subject : "Long and short sounds"

Program tasks

Form of occupation: Conversation.

Methods : Conversation, explanation, visual, practical.

move

1. Entry of children under the march.

2. Musical greeting.

3. Conversation. Remember the poem "Grandma Nota is walking in the park"

4. Musically - didactic game "Watch with an alarm clock."

5. Playing musical instruments.

6. Exit under the march.

06.12.

Subject : "Long and short sounds."

Program tasks: Development of melodic and harmonic hearing. Development of inner hearing and sense of rhythm.

Form of occupation: Conversation.

Methods : Conversation, explanation, visual, practical.

move

1. Entry under the march.

2. Musical greeting.

3. Recall the poem "Grandma Note is walking in the park."

4. Introduce note durations: quarter, eighth.

5. Musically - didactic game "Watch with an alarm clock."

6. Playing musical instruments.

7. Exit under the march

13.12

Subject : "Long and short sounds"

Program tasks: Development of melodic and harmonic hearing. Development of inner ear, musical memory and sense of rhythm.

Form of occupation: Conversation.

Methods : Conversation, explanation, visual, practical.

move

1. Entry of children under the march.

2. Musical greeting.

3. Conversation about the duration of notes, recall the poem "Grandma Note is walking in the park."

4. Musically - didactic games: "Who will get it", "Long and short".

5. Playing musical instruments.

6. Exit under the march.

20.12.

Subject : Tempo in music.

Program tasks: Development of melodic and harmonic hearing. Development of inner ear, musical memory and sense of rhythm.

Form of occupation: Conversation.

Methods : conversation, explanation, visual, practical.

move

1. Entry of children under the march.

2. Musical greeting.

3. Conversation about tempo in music. Carousel game.

4. Musically - didactic game "Young Thrush".

5. Playing musical instruments.

6. Exit floor march.

27.12.

Subject : Tempo in music.

Program tasks

Form of occupation: Conversation.

Methods : Conversation, explanation, visual, practical.

move

1. The entry of children into the hall to the music.

2. Musical greeting.

3. Talk about pace, remember the game "Carousel".

4. Recall and play musical and didactic games: “Harlequin and Pierrot”, “Guess who is calling you”, “Let's listen to the scale”.

5. Playing musical instruments.

6. Exit under the march.

01/10/2017

Subject : "Forte and piano"

Program tasks: Development of melodic and harmonic hearing. Development of inner hearing and sense of rhythm.

Form of occupation: Conversation.

Methods : Conversation, explanation, visual, practical.

move

1. Entry of children under the march.

2. Musical greeting.

3. Conversation about forte and piano. The Tale of Forte and the Piano. Remember the carousel game.

4. Musically - didactic game "How it sounds."

5. Playing musical instruments.

6. Exit under the march.

17.01.

Subject : Forte and piano.

Program tasks: Development of melodic and harmonic hearing. Development of inner ear, musical memory and sense of rhythm.

Form of occupation: Conversation.

Methods : conversation, explanation, visual, practical.

move

1. Entry of children under the march.

2. Musical greeting.

3. Continue talking about forte and piano.

4. Musically - didactic games "How it sounds", "Right, wrong."

5. Playing musical instruments.

6. Exit under the march.

24.01.

Subject: "Strong share - weak share"

Program tasks

Form of work: Conversation.

Methods : Conversation, explanation, visual, practical.

move

1. Entry of children under the march.

2. Musical greeting.

3. Conversation about strong and weak shares. Fairy tale - the game "How the pears were divided into shares."

4. Musically - didactic games "How it sounds", "One or two sit the shares."

5. Playing musical instruments

6. Exit under the march.

31.01.

Subject: "Strong beat - weak beat."

Program tasks: Development of melodic and harmonic hearing. Development of inner ear. Musical memory and sense of rhythm.

Form of occupation: Conversation.

Methods : conversation, explanation, visual. practical.

move

1. Entry under the march.

2. Musical greeting.

3. Continue talking about strengths and weaknesses.

4. Recall the musical and didactic games “How it sounds”, “Counting game”, “Right, wrong”.

5. Playing musical instruments.

6. Marching out.

07.02.

Subject: " Strong share - weak share "

Program tasks: Development of melodic and harmonic hearing. Development of inner hearing, sense of rhythm.

Form of work: Conversation.

Methods : Conversation, explanation, visual, practical.

move

1. Entry of children under the march.

2. Musical greeting.

3. Continue the conversation about strong and weak parts, consolidate these concepts.

4. Musical - didactic games: "Right, wrong", "How it sounds", "Game - counting rhyme"

5. Playing musical instruments.

6. Exit under the march.

14.02.

Subject: " Treble clef", "Introduction to music notation".

Program tasks: Development of melodic and harmonic hearing. Development of inner ear, musical memory, sense of rhythm.

Form of occupation: Conversation.

Methods: Explanation, conversation, visual, practical.

move

1. Entry of children under the march.

2. Musical greeting.

3. Conversation about the treble clef, musical staff. Tale of the Wise Owl. Poems about notes and musical staff. Spelling of the treble clef.

5. Playing musical instruments.

6. Exit under the march.

21.02.

Subject: " Treble clef". "Introduction to musical notation".

Form of occupation: Conversation.

Methods

move

1. Entry of children under the march.

2. Musical greeting.

3. Continue talking with the children about the treble clef, notes and the stave. Recall the tale of the wise owl, poems about notes and a musical staff. Spelling of the treble clef.

4. Musically - didactic game "Each step has a name."

5. Playing musical instruments

6. Marching out.

28.02.

Subject: "Treble clef" "Introduction to music notation"

Program tasks: Development of melodic and harmonic hearing. Development of inner ear, musical memory, sense of rhythm.

Form of occupation: Conversation.

Methods : Explanation, conversation, visual, practical.

move

1. The entrance of children to the march.

2. Musical greeting.

3. Recall the fairy tale about the wise owl, poems about notes, musical staff.

Spelling of the treble clef. The story of the Cockerel.

4. Musical - didactic game "Musical ladder".

5. Playing musical instruments.

6. Exit under the march.

07.03.

Subject: "Treble clef". Introduction to the note DO.

Form of occupation: Conversation.

move

1. Entry under the march.

2. Musical greeting.

3. Continue talking with children about the treble clef, its spelling. Remember the tale of the wise owl.

4. Introduce children to the note DO, its location on the stave. The story of the Cockerel.

5. Musical - didactic game "Musical ladder".

6. Playing musical instruments.

7. Exit under the march.

14.03.

Subject: "Treble clef". Acquaintance with the note RE, fixing the note DO.

Form of occupation: Conversation.

Methods: Explanation, conversation, visual, practical.

move

1. Entry under the march.

2. Musical greeting.

3. Conversation about the treble clef, musical staff.

4. Acquaintance with the PE note, the location of the note on the stave and its spelling.

5. Fixing the note DO on the stave, its spelling. Recall the tale of the wise owl, poems about notes and the stave.

6. Musical - didactic game "Musical ladder".

7. Playing musical instruments.

8. Exit under the march.

21.03.

Topic: "Treble clef", "Introduction to musical notation"

Program tasks: Development of melodic and harmonic hearing. Development of inner ear, musical memory, sense of rhythm.

Form of occupation: Conversation.

Methods: Conversation, explanation. visual, practical.

move

1. Entry of children under the march

2. Musical greeting.

3. Acquaintance with the MI note, the location of the note on the stave and its spelling.

4. Remember the verses about the notes, fix the locations of the notes DO and RE on the stave. Spelling of notes.

5.”Musical and didactic games “Each step has a name”, “Musical staircase”.

6. Playing musical instruments.

7. Exit under the march.

28.03.

Subject: "Notation".

Program tasks: Development of melodic and harmonic hearing. Development of inner ear, musical memory and sense of rhythm.

Form of occupation: Conversation.

Methods: Explanation, conversation, visual, practical.

move

1. Entry under the march.

2.musical greeting.

3. Acquaintance with the note FA, location on the stave, spelling.

4. Fix the note DO, RE, MI. Remember the story of the owl.

5. Musical - didactic game "Musical ladder".

6. Playing musical instruments.

7. Exit under the march.

04.04.

Topic: "Notation"

Program tasks: Development of melodic and harmonic hearing. Development of inner ear, musical memory. Sense of rhythm.

Form of occupation: Conversation.

Methods: Explanation, conversation, visual, practical.

move

1. Entry under the march.

2. Musical greeting.

3. Acquaintance with the note SALT, its location on the stave, spelling.

4. Musical and didactic game "Know a musical instrument", "Loud - quiet", "Dance of the rose"

5. Rhythmic minute: Clap, play the rhythm of any song.

6. Playing musical instruments. The main types of musical instruments: wind, strings, percussion.

7. Exit under the march.

11.04.

Program tasks: Development of melodic and harmonic hearing. Development of inner ear, musical memory and sense of rhythm.

Form of occupation: Conversation.

Methods: Game, practical, visual, conversation, explanation.

move

1. Entry under the march.

2. Musical greeting.

3. Acquaintance with the note LA, its location on the stave, spelling.

4. Consolidation of knowledge about the treble clef, stave, passed notes: DO, RE, MI, FA, SOL, as well as consolidate knowledge about long and short sounds.

5. Games: "At the mirror", "Guess who we are", "the fox eavesdrops."

6. Remember the name of the musical instruments and the main types. Playing musical instruments.

7. Marching out.

18 .04.

Topic: "Music notation", "Position of notes on the stave".

Program tasks: Development of melodic and harmonic hearing. Development of inner ear, musical memory and sense of rhythm.

Form of occupation: Conversation.

Methods: Explanation, conversation, visual, practical.

move

1. Entry under the march.

2. Musical greeting.

3. Acquaintance with the SI note, its location on the stave, spelling.

4. Fairy tale - the game "Matryoshka", consolidation of knowledge about the notes: DO, RE, MI, FA, SOL, LA. Describe the role of music.

5. Creativity in playing musical instruments.

6. Games: “Troubles”, “We went to a concert”, “One or two shares walk”.

7. Exit under the march.

25.04.

Topic: "Repetition and consolidation of the material covered."

1 Topic: "Musical and noise sounds".

2. Topic: "High and low sounds."

Program tasks: Development of melodic and harmonic hearing. Development of inner ear, musical memory, sense of rhythm..

Form of occupation: Conversation.

Methods: Explanation, conversation, practical, visual.

move

1. Entry under the march.

2. Musical greeting.

3. Conversation about musical and noise sounds, "What makes noise, what sounds." Remember the fairy tale "About the girl Nina, the cat Murka and the piano."

4. Physical education.

5. Musical and didactic games: “Who lives in the house”, “Guess who is calling you”.

6. Recall and consolidate the concepts: composer, performer, conductor.

7. Marching out.

16.05.

Theme: "Loud and Quiet"

Theme: "Major and Minor"

Form of occupation: Conversation.

Methods: Conversation, explanation, practical, visual.

move

1. Entry under the march.

2. Musical greeting.

3. Conversation about loud and quiet sound, remember the fairy tale "Senior Major and Senor Minor."

4. Physical education minute.

5. Musical and didactic games "Loud-quiet", "Harlequin and Pierrot",

6. Recall musical instruments, their main types, read the poem "The instruments are different - they are all beautiful."

7. Exit under the march.

23.05.

Repetition and consolidation of the material covered.

Theme: "The ascending and descending movement of the melody."

Topic: "Tempo in music."

Theme: "Forte and piano".

Program objectives: To develop melodic and harmonic ear. Develop inner ear, musical memory, sense of rhythm.

The content of the work: To consolidate the knowledge of children about the ascending and descending movement of music, about the tempo in music. Recall the tale of Faure and the piano. Review the main genres in music.

Form of occupation: Conversation.

Methods: Explanation, conversation, visual, practical.

move

1. Entry of children under the march.

2. Musical greeting.

3. Conversation about the scale, remember the fairy tale about musical steps.

4. Read the poem "Grandma Nota is walking in the park", give children the opportunity to reveal the concept of "tempo in music", play the game "Carousel".

5. Musical and didactic games: “Watch with an alarm clock”, “Long short”, “How it sounds”, “Correctly wrong”, “Young blackbird”.

6. Repeat with children the main genres in music, listen and identify the musical genre by ear.

7. Exit under the march.