Calendar-thematic plans for musical literature Grade 5 Foreign music I quarter Theme of the lesson 1 lesson 2 lesson 3 lesson 4 lesson 5 lesson 6 lesson 7 lesson 8 lesson Total: 8 hours Musical art the Renaissance. Painting, sculpture, literature, theater of that time. heyday secular music. Acquaintance with ancient vocal and instrumental genres (madrigal, ricercar, canzona, pavane, galliard, spanieletta). Muses. fragments: O. Lasso "Echo"; pieces for lute, viola and virginelle. Baroque in music. Architecture, sculpture, painting, theater of the 17th - first half of the 18th centuries. Opera, organ, violin and clavier schools. Musical fragments: C. Monteverdi "Lament of Orpheus" from the op. "Opheus"; G. Purcell "Dido's Complaint" from the op. "Dido and Aeneas", A. Vivaldi "The Seasons"; pieces for harpsichord by F. Couperin and J. F. Rameau. creative look J.S. Bach. The highest flowering of polyphony in the works of Bach. A special place of the composer in the history of musical culture. The life of his music throughout the 19th and 20th centuries. Musical fragments: finale from the orchestral suite No. 2, "Ave Maria". Organ works by I.S. Bach: "Toccata and Fugue" in D minor, organ chorale preludes. The works of I.S. Bach for clavier. "Inventions"; "The Well-Tempered Clavier" Volume I, Prelude and Fugue in C major, C minor, "French Suite" in C minor. Vocal and instrumental works by I.S. Bach. Mass in B minor. "Passion according to Matthew". Classicism in music. French painting, sculpture, architecture, literature of the 17th - 18th centuries. Musical art of the Enlightenment. Musical fragments from the opera by K.V. Gluck "Orpheus". CONTROL LESSON. II quarter Theme of the lesson Lesson 1 J. Haydn. The creative image of the composer. The composer's appeal to various genres of instrumental, vocal and theater music with the leading value of large instrumental works: symphony, concerto, quartet, sonata. Musical fragments from the Farewell Symphony. Lesson 2 Sonata-symphonic cycle on the example of symphony No. 103 Es dur. The order of alternation of contrasting parts, the nature of each of them and the features of the main themes. Musical fragments: exposition from Part I, themes from Part II, minuet to trio, final exposition. Lesson 3 Sonata D major. Parsing sonata form Part I showing topics, fragments and subsequent listening. Sonata in D major. Analysis and listening to parts II and III. Understanding the form of the rondo. Lesson 4 Lesson 5 Lesson 6 V.A. Mozart. The creative image of the composer. The richness and diversity of Mozart's music. The composer's interest in the theater, the creation of operas. Types of instrumental works: concert and chamber compositions, cycles and individual pieces. Spiritual music. Musical fragments: "Little Night Serenade", "Dies irae", "Lacrimosa" of the Requiem. Symphony No. 40 g minor. Analysis of the sonata form of the I part. Figurative, modal, register, timbre, textural contrast of the main themes; the tonal instability of the development music, the change in the mode of the side and final theme in the reprise. Listening to Part I. Lesson 7 Listening to fragments II, III and IV parts. To note the light, lyrical nature of the music of the second part, the expression of peace and tranquility in it; the saturation of the music with dramatic sound and the contrast of the main theme and the theme of troy in the minuet; the closeness of the music of the finale to the music of the first part, the internal contrast of the main theme of the finale, the combination of dramatic and lyrical images. Lesson 8 CONTROL LESSON. Total: 8 hours III quarter Theme of the lesson 1 lesson Opera "Marriage of Figaro". Cheerful, comedic nature of the plot. The main characters, their musical characteristic. Musical fragments overture, Figaro's aria "The frisky boy", Cherubino's aria "The heart excites", Barbarina's aria, duet of Susanna and Marcellina. Lesson 2 Sonata A major. Unusual cycle. The nature of the theme and six variations on it in Part I. Three-part reprise form of the II movement (Minuet). Features of the construction of the final. Lesson 3 L. Beethoven. The creative image of the composer. Variety of creative heritage. Leading value major instrumental works. Musical fragments from sonatas for piano No. 14 and No. 23. Lesson 4 Piano Sonata No. 8 c moll. Reflection in music of the idea of struggle and the will to win. The musical content of the slow introduction, its dramatic richness, internal contrasts. Characteristics of the main themes of sonata allegro. Principles of development and comparison of topics in development. Thematic content codes. Lesson 5 Piano Sonata No. 8. Part II: figurative content of music; display and analysis of the main topics; three-part construction, change of the main theme in the reprise. Part III: proximity to the images and mood of Part I; characteristics of the main theme, its role in the construction of the finale. Lesson 6 Symphony No. 5 c moll. Heroic and dramatic content. The development of music "from darkness to light". The meaning of "the motive of fate." The structure of the cycle. Part I: ch.t. - volitional beginning, the meaning of rhythm; b.t. - lyrical features, connection with ch.t.; light, solemn sounding of ZT; the tense nature of the development, the mournful oboe solo in ch.t. reprises, dramatic completion of the development in the code. Lesson 7 Symphony No. 5. Part II: comparison - courageously lyrical and heroic images; variation structure. III part: a new approach to the interpretation of the III part of the symphony; transformation of the "motif of fate". IV part: the triumph of a bright beginning as a result dramatic development the whole cycle. Lesson 8 Egmont Overture. The embodiment in music of the content of Goethe's tragedy. Sonata structure. Comparison of the main images in the introduction. Characteristics of the main themes of allegro; showing snippets of development and climactic episode before code. The victorious sound of the coda, its closeness to the finale of the symphony. Lesson 9 Romanticism in music. Painting, literature, theater, ballet in the lane. floor. XIX century. The flourishing of national composer schools, the emergence of new genres, musical theater. F. Mendelssohn "Songs without words". R. Wagner "Ride of the Valkyries". Lesson 10 CONTROL LESSON IV quarter Theme of the lesson 1 lesson F. Schubert. Creative look. The figurative content of his compositions, the reflection of the lyrical sphere in them human feelings. The dominance of the song beginning. Classical and romantic genres in creative heritage composer. Musical fragments: pieces for piano "Musical Moments", "Impromptu". Lesson 2 Song genre in the work of F. Schubert. Genre diversity, dependence of construction on poetic text, the leading value of the melody, the role of the piano part. Combining songs into cycles. Vocal cycles "The Beautiful Miller's Woman" and "Winter Way", the ballad "Forest King". Lesson 3 "Unfinished Symphony" h moll. Analysis and listening to part I. The meaning of the topic of entry. Lyrical song character of the main themes. Dramatic techniques for the development of musical material are under development. Restoration of rest in reprise. Presentation of secondary and final themes in new keys. Echoes of past storms in the code; the mournful sound of the intro theme. Lesson 4 F.Chopin. Creative look. The national character of his music, the implementation of folk melodies and rhythms into it. The theme of the Motherland in the composer's work. Chopin pianist, concert style of his piano works Lesson 5 Lesson 6 Piano compositions. Appeal to dance genres. Mazurkas. Individual features within the general genre features. Mazurkas C major, B major, a moll. Polonaise A dur: characteristic rhythmic formula, solemnly heroic character, chord structure of the main theme, fanfare melody of the middle part, saturation with orchestral sonority. Waltz ces moll Preludes. The revival of the genre and its transformation by Chopin. Creation of a cycle of pieces in all keys; its structure. Laconism of form. Preludes e moll, A major, c moll. A new interpretation of the etude in the work of Chopin. Etude c moll. Chopin as one of the creators of the romantic genre of nocturne. Character traits: calm tempo, melody of instrumental melody, inner harmony. Nocturne f moll. Lesson 7 CONTROL LESSON. Lesson 8 FINAL LESSON. Total: 8 hours
West-Kazakhstan region
Methodical office of the education department
Burlinsky district
Musical literature
Adapted program
First year of study
Compiled by: teacher of the State Enterprise "Children's School of Music Burlinsky district of WKO "Kolesnikova M.V.
Aksai, 2014
1.Explanatory note……………………………………………….2 2. Expected results……………………………………………….3 3. Thematic curriculum ………………………………………....3 4. Content of the program ………………………………………………...9 5. Conclusion…… ……………………………………………………….. 15 6. Appendix…………………………………………………………. 18 7. List of used literature. ………………………………...21
Explanatory note
"World musical literature"- one of the mandatory academic disciplines in system music education studied at children's music school and children's art school.
The study of musical literature is an integral part of the process of musical education and training. In the course of musical literature, various phenomena of musical and public life, creative activity composers and outstanding works folk, classical and contemporary musical art. When studying phenomena musical creativity students get acquainted with a diverse range of knowledge in the field of music theory: with the features of various genres and forms of folk and professional music, with expressive means of musical speech, instruments symphony orchestra and compositions of a number of instrumental ensembles.
It is very important that the amount of educational material correspond to the possibility of its qualitative assimilation, to ensure its accessibility in terms of its content to the methods of presenting the age characteristics of children, the level of their general and musical development. The program contains a maximum of educational material that can be qualitatively assimilated in the time allotted for this.
Purpose of the program :
Contribute to the musical and aesthetic education of students,
Expanding their general musical horizons,
Formation of musical memory, thinking, creative skills.
Tasks:
Purposeful and systematic development musical and auditory abilities of students, musical thinking and musical memory as a basis for practical skills;
- Upbringing the foundations of analytical perception, awareness of some regularities of musical language organizations;
- Formation practical skills and the ability to use them in a complex, when performing musical material, in creative forms playing music.
Requirements for the level of development of the subject
The first year of study is introductory. Its main goal is to arouse in students an interest in listening and parsing musical works, to the acquisition of various musical knowledge. The educational material is arranged according to the didactic principle - in order of increasing complexity.
Expected results
As a result of the implementation of the program, students of the first year of study of the subject "World Musical Literature" the student should know:
Funds musical expressiveness,
musical forms,
The student must be able to:
Analyze a piece of music;
Possess expressive and competent speech;
Be able to distinguish between forms, genres, means of expression.
The student must be proficient in:
Work independently with educational literature,
Follow the musical text according to the musical material,
Express your impressions of the music you listened to.
Educational - thematic plan
| musical material |
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| Music and us | Music in our life | K.V. Gluck Orpheus's aria "I lost Eurydice" from the third act of the opera "Orpheus" |
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| Expressive means of music | How does the music speak? Melody is the "soul" of music | Russian folk song"Down the mother along the Volga"; M.I. Glinka Polka; L. van Beethoven "Marmot"; F. Chopin Nocturne No. 2, E flat major |
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| Basic elements of musical language | F. Schubert Waltz in B minor; F. Chopin Prelude No. 20; Russian folk song "Nothing sways in the field"; F. Schubert Musical Moment in F minor; J.S. Bach Invention in D minor |
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| families musical instruments | The emergence of musical instruments. Stringed instruments | N. Paganini Campanella; PI Tchaikovsky Variations on a Rococo Theme; C. Debussy Prelude No. 8 “Girl with Linen Hair” (arranged for harp) |
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| wind instruments | J.S. Bach Siciliana from sonata for flute and harpsichord; B. Marcello Concerto for oboe and orchestra in C minor; W.A. Mozart Concerto for clarinet and orchestra; A.N. Skryabin Etude No. 12 (for trumpet) |
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| Percussion instruments | M. Ravel Bolero; C. Saint-Saens "dance of death" |
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| Keyboard Instruments Folk Instruments | J.S. Bach Toccata in D minor; G. Purcell "Canary"; A.N.Scriabin Prelude No. 5, op. eleven |
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| Control lesson | ||||
| The history of the development of the orchestra. Symphony Orchestra | R. Shchedrin Concerto for orchestra R. Shchedrin "Naughty ditties" |
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| Types of orchestras | S.A. Chernetsky Salute of Moscow; V.A.Andreev Waltz "Faun"; T. Monk "Date after midnight" |
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| Russians folk songs“Ay, there is a linden in the field” “Nochenka” I.O. Dunaevsky “March funny guys»; A.V. Aleksandrov "Holy War" |
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| Music genres | musical genres. general characteristics. | N.A. Rimsky-Korsakov Lullaby Volkhova from the opera "Sadko"; March of the Preobrazhensky Regiment; I. Strauss Waltz "On the Beautiful Blue Danube" S. Prokofiev March from the collection "Children's Music"; G. Verdi March from the opera "Aida"; F. Mendelssohn "Song without words", No. 27, Wedding march from the overture "Dream in midsummer night» |
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| Music and movement | Dance in music | P.I. Tchaikovsky Trepak from the ballet "The Nutcracker"; M.P. Mussorgsky Gopak from the opera " Sorochinskaya Fair»; G. Rossini "Neapolitan tarantella" L. Boccherini Minuet; B. Smetana Polka from the opera "The Bartered Bride"; G. Wieniawski Mazurka for violin with orchestra; M. Oginsky Polonaise in A minor; K.M.Weber Waltz from the opera " magic shooter» |
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| Control lesson | ||||
| Music and word | Folk song in the works of Russian classics | MP Mussorgsky Song of Marfa from the opera "Khovanshchina"; N.A. Rimsky-Korsakov Song of Sadko with a choir from the opera "Sadko"; P.I. Tchaikovsky Concerto for phon and orchestra No. 1, finale F. Schubert "Trout", M. P. Mussorgsky "In the corner" from vocal cycle"Children's" |
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| musical forms | musical forms. General characteristics. simple shapes | F. Chopin Prelude No. 7; P.I. Tchaikovsky "Old French song" from " children's album»; R. Schumann "Brave Rider" |
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| Variations. Rondo shape | J.S. Bach Passacaglia in C minor; W.A. Mozart Sonata in A major, first movement J. Haydn Sonata in D major, third movement |
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| G.F. Handel Suite in D minor (fragments of allemande, chimes) |
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| J.S. Bach Prelude and Fugue in D major from the first volume of The Well-Tempered Clavier |
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| Sonata-symphonic cycle. sonata form | Mozart Sonata No. 11 in A major |
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| Software- visual music | Programming in music | P.I. Tchaikovsky "Baba Yaga" from the "Children's Album", "On the Troika" from "The Seasons"; A.K. Lyadov "Kikimora" |
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| visual music | M.P. Mussorgsky "Hut on chicken legs" (Pictures from the exhibition), J.F. Rameau "Chicken", A.K. Lyadov "Magic Lake" |
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| Music in theater and cinema | Music for drama | E. Grieg "Peer Gynt", suite No. 1 |
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| Control lesson | ||||
| Film music | E. Doga "Waltz" from the film "My sweet and gentle beast" S.S. Prokofiev music for the film "Alexander Nevsky" Songs from cartoons |
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| Musically - theatrical genres | Opera. From the history of opera | Fragments of M.I. Glinka's opera "Ruslan and Lyudmila": two songs by Bayan, Farlaf's aria, Ruslan's aria from the second act |
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| Fairy tale at the opera | Fragments of M. I. Glinka's opera "Ruslan and Lyudmila": Persian choir from the third act; aria of Lyudmila, march of Chernomor, Eastern dance from the fourth act; chorus "Oh you, light Lyudmila" from the fifth act |
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| Ballet. From the history of ballet | S.S. Prokofiev Adagio from the second act of the ballet "Cinderella"; A.K. Glazunov " spanish dance from the ballet "Raymonda" |
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| Fairy tale in ballet | Fragments of the ballet "The Nutcracker" by P.I. |
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| Final session | Questions to topics. |
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| Control lesson |
Topic 1. Music and us
Lesson 1. Music in our life.
The widespread use of music in our time. Where and what does it sound like? Legends about music and musicians. Performance and playback of music. Where music is performed, its division into chamber, concert, theater and church. The music is "light" and "serious". How to learn to understand the works of great composers?
Topic 2. Expressive means of music
Lesson 2. How does the music speak? Melody is the soul of music.
Expression specifics life content by means of music. Music is the art of sounds. The main expressive means of musical art. Music as the leading means of musical expression. Vocal and instrumental type of melody. Cantilena and recitative. Accompaniment.
Lesson 3. Basic elements of musical language.
Meter and rhythm, mode and harmony, dynamics and tempo, register and timbre, types of texture. Their importance in creating artistic images.
Topic 3. Families of musical instruments.
Lesson 4. The emergence of musical instruments. Stringed instruments.
Musical instruments in antiquity. Theories of the emergence of musical instruments. The division of musical instruments into families depending on the material from which they are made and the method of extracting sound. Group string instruments: violin, viola, cello, double bass. Timbre features of each instrument. Expressive possibilities string families. Violin art A. Vivaldi. The personality of N. Paganini. The role of the performer in conveying the composer's intention to the listener.
Lesson 5. Wind instruments.
The division of wind instruments into two groups - wood and brass. Myths about their origin. Group of woodwind instruments: flute, oboe, clarinet, bassoon. Group of brass instruments: trumpet, horn, trombone, tuba. Timbre features of each instrument. The expressive possibilities of the wind family.
Lesson 6. Percussion instruments.
The division of percussion instruments into two groups: having a certain pitch (timpani, xylophone, bells, etc.) and not having a specific pitch (big and snare drums, tambourine, cymbals, triangle, castanets, etc.). Timbre features of each instrument. The expressive possibilities of the percussion family.
Lesson 7. Keyboard instruments.
The device and specificity of the sound of the harpsichord and organ. The outstanding organist and composer J.S. Bach. French harpsichordists F. Couperin, J. F. Rameau. The history of the pianoforte. The personality of B. Christofori. The expressive power of the piano.
Lesson 8. Folk instruments.
Famous Russian folk instruments. The history of creation and the way to improve the harmonica, balalaika, domra. The emergence of the button accordion
Lesson 9
Topic 4. Orchestra
Lesson 10. The history of the development of the orchestra.
The origin of the concept is the orchestra. The main types and composition of orchestras, the specifics of their sound and repertoire.
Lesson 11. Symphony Orchestra.
The history of the development of the orchestra. Arrangement of instruments in a symphony orchestra. Concert and opera orchestra. Conductor. The role of the conductor in conveying the composer's intention to the listener.
Lesson 12. types of orchestras.
Symphony, brass, orchestra folk instruments, jazz, pop. The specifics of their sound and repertoire.
Topic 5. Song
Song is an ancient genre vocal music. Melody as the main expressive means of a song. Singing voices. Combining melody and words in a song into a single whole image. Couplet structure of the song. Songs with and without accompaniment. Folk and professional song. Song and romance - general and particular. Generalized and individual character of the melody. The attitude of the composer to the text. Relationship between text and music. Poetic and musical image. Accompaniment value.
Topic 6. Musical genres
Lesson 14. musical genres. General characteristics.
The concept of a genre as a type, kind of art with certain, historically established features. The main groups of musical genres: vocal, instrumental, theatrical. "Three whales" in music: song, dance and march.
Lesson 15. March.
March is a genre of instrumental music that accompanies and organizes mass processions. Characteristic features of marching music: a clear, often dotted rhythm, a clear time signature, a moderate, uniform tempo. Types of marches: military, ceremonial, mourning, sports, marching and others. Relationship between music and movement. Song marches. March as an independent piece and as part of a major work.
Topic 7. Music and movement
Lesson 16. Dance in music.
Dance as an art form and genre of music. Applied and concert dance music. folk origin dances, their national basis. Folk household dances. Characteristic features of some folk household dances(trepak, hopak, lezginka, tarantella). Expression in them through the movements and gestures of people's feelings, the most striking features national character.
folk roots ballroom dancing. Reflection in ballroom dancing of the tastes and customs of its time. Characteristic features of some ballroom dances (minuet, polka, mazurka, polonaise, waltz). Dance as an independent piece and as part of a major composition.
Lesson 17. Control lesson. Generalizing repetition on the topics of the quarter.
Topic 8. Music and word
Lesson 18. Folk song in the works of Russian classics.
Folk song is a musical and poetic art that has an unfading artistic beauty. The richness of the content of folk songs. Reflection in the song of various aspects of the life of the people: its history, way of life, the inner world of man. Variety of song genres of folklore. Composers carefully study and collect folk songs. Artworks on folk themes. The use of folk melodies in opera, symphony and chamber music. Creation by composers of musical themes close to folk melodies.
Topic 9. Musical forms
Lesson 19. musical forms. General characteristics. Simple forms.
The need for organizing musical speech. Musical form is the arrangement of parts and sections in a piece of music. Musical syntax: caesura, motif, construction, phrase, sentence. Characteristic simple shapes: period, two-part form, three-part form.
Lesson 20. Variations. Rondo form.
Leading principles of musical development: repetition and renewal. Variations are a musical form that consists of a theme and its altered repetitions. The use as a theme of a variation of both a theme composed by the composer himself, and borrowed from folk music or from a work by another author. Variation of the theme due to changes in texture, mode, tonality, harmony, timbre. Types of variation: vintage (basso ostinato), "Glinka" (soprano ostinato), strict (classical) and free (romantic). Characteristics of every kind.
The historical origin of the rondo form. Rondo is a form based on the alternation of the new with the unchanged. Components of a rondo: refrain and episode. Widespread use of the rondo form in instrumental and vocal music.
Lesson 21. Suite.
The history of the suite. The dance nature of the suite. Classical dance suite. Characteristics of the four compulsory dances classical suite: allemandes, chimes, sarabandes and gigi. The principles of combining dances into a single cycle: contrasting alternation and general tonality.
Lesson 22. Fugue.
Fugue as one of the pinnacles of polyphonic music. The number of voices in a fugue. Fugue theme. Imitation is the basic principle of the fugue structure. Contradictions and Interludes. The heyday of the fugue in the work of J.S. Bach and G.F. Handel.
Lesson 23. Sonata-symphonic cycle. sonata form.
The sonata-symphony cycle as a complex multi-part instrumental form, a kind of musical drama, a theater without words, where the performance is played out only by means of music. Assignment to each part of a certain character, tempo and tonality. Formation of the classical sonata-symphonic cycle in the work of composers Viennese school- J. Haydn, W. A. Mozart, L. van Beethoven. J. Haydn - creator classical sonata and symphonies. The structure of the sonata form. Three main sections: exposition, development and reprise. Description of the themes of the exposition. Contrasting addition or opposition of images of the main and side parties. Intense development of the exposition topics in development, reaching the culmination of development in it. The sound of the themes in the reprise. The possibility of having an entry and codes.
Topic 10. Program visual music
Lesson 24. Software in music.
Program music is the field of instrumental compositions that have a program, that is, a specific plot or image. Types of program: detailed (represents detailed description content of music) and generalized (can be expressed as a title, subtitle, epigraph). Sources for the content of program works: pictures of nature, images of folk art, works of literature, painting, real life events.
Lesson 25. Visual music.
Visual music. The use of onomatopoeia by composers. The transmission in music of the sounds of nature (voices of birds, the rustle of the forest, the splashing of waves, thunder, etc.), sounds and noises that arise in the course of human activity (the chime of bells, the movement of a train, etc.). The ability, thanks to the techniques of onomatopoeia, to create vivid pictures of nature, sketches of events, phenomena, well-aimed portrait characteristics.
Topic 11. Music in theater and cinema
Lesson 26. Music for a dramatic performance.
Music in drama theater, its functions. Creation by great composers wonderful images music for dramatic performances. E. Grieg's music for G. Ibsen's drama is the most famous work composer. A bright and original reflection in it of the images of drama, the nature of Norway, folk fiction. Wealth and national identity means of expression used by the composer. Concert version of the music. Two symphonic suites "Peer Gynt" as an example of program music. Characteristic features of individual episodes of Suite No. 1.
Lesson 27. Control lesson. Generalizing repetition on the topics of the quarter.
Lesson 28. Music in cinema. The role of music in cinema. The first film illustrators Talkies. Commonwealth of Composers and Directors.
Topic 12. Musical and theatrical genres.
Lesson 29. Opera. From the history of opera.
Synthetic opera genre. Short story the emergence of opera. The leading value of music. The unity of vocal and instrumental principles. The main elements of the opera are: the aria and its varieties, ensembles, choirs, ballet scenes and orchestral numbers. Various types of operas. Appeal to the opera of the great composers of the past. Opera today. M.I. Glinka and A.S. Pushkin. The plot and composition of the opera "Ruslan and Lyudmila".
Lesson 30. Opera story.
Fabulously epic features of M.I. Glinka's opera "Ruslan and Lyudmila". A vivid embodiment in music of the images of the poem by A.S. Pushkin. Light, life-affirming nature of the work. Characteristic features of individual episodes of music.
Lesson 31. Ballet. From the history of ballet.
The main features of ballet as a musical stage genre; combining music, dance and stage action. Historical roots ballet. Brief history of the formation of ballet. Dance basis of music; alternation of individual completed dance pieces. Basic elements of ballet: classical and character dance, pantonym.
Lesson 32. Fairy tale in ballet.
P.I. Tchaikovsky - the creator of the Russian classical ballet. The fabulous content of the ballet "The Nutcracker", the reflection in his music of the world of children's dreams and dreams. The unique originality of each musical number of the ballet.
Lesson 33. Final lesson.
Questions about topics covered.
Lesson 34. Control lesson. Generalizing repetition on topics.
Conclusion. Methodological explanation for the program
Approximate conditions for the implementation of this program:
Availability of study groups (according to curricula);
Availability of teaching aids for students;
Availability methodical literature for teachers;
The presence of a phono - and - audio library, a computer, a screen.
Implementation of close communication with teachers in the specialty, choral class, solfeggio;
Active search innovative forms and methods of teaching musical literature, self-education of teachers.
Main forms work should be:
Listening to music,
Characteristics of the content of works, their genre features, structure and expressive means,
Explanation and assimilation of new concepts and terms,
A story about the creation and performance of musical works and their authors,
Independent work above the text of the textbook,
Memorization and recognition of musical works.
Working methods:
Developmental learning method;
Verbal;
Visual (illustrations, manuals, anthologies);
Problem-search;
Game motivation method;
scientific method(use of technical, informational, computer technology; tests, tables, individual survey cards);
Concentric method of studying theoretical information.
Sample Forms conducting lessons and homework:
Along with the traditional forms of the lesson, the program provides for new forms:
Open Lessons with the presence of parents of students;
Accumulated skills report;
Control lesson-relay race;
Lesson-competition;
Contests, quizzes, educational games.
The participation of children in such lessons helps to consolidate knowledge, skills and abilities in a playful way; promotes self-affirmation of children, develops perseverance, the desire for success, educates independence as a quality of personality.
Monitoring and recording progress
Progress assessment should be considered as one of the management tools learning activities schoolchildren. The object of daily control in the lessons of musical literature should be: the level of knowledge and skills, the educational work of students, the dynamics of musical development, the success of the student.
The main form of control in the lessons of musical literature can be in the form of:
oral individual or frontal survey, written survey, testing.
Any assessment of academic performance should take into account the conditions of study work, age features children and reflect individual approach to every student.
Evaluation scores should be supplemented with benevolent and reasoned judgments about the qualitative side of the answers with motivation for the mark. Not only individual answers of students can be evaluated with individual and frontal survey but also the quality of classroom work.
Quarter marks are derived based on the results of the current survey and a general check in the control lesson and should objectively reflect the degree of assimilation of the educational material. The final grades in musical literature are annual grades, which are determined on the basis of quarter grades, taking into account the growth trend of students. When deducing them, it is necessary to take into account all the performances of students:
lesson work
Control lessons
Participation in concerts, competitions, olympiads different levels.
Conclusion:
Teaching "musical literature" in close connection with the entire cycle of academic disciplines enriches the musical and pedagogical process, contributes to faster and more harmonious development musical ability students. The richness of content and variety of genres of the studied works, acquaintance with the events of musical life, with biographies major composers classics and our contemporaries helps students to understand the relationship of art with the phenomena of social life.
In the process of active study of various musical works, the musical thinking and memory, and auditory development acquires a rich artistic basis. To solve the problems of musical and aesthetic education, the course "musical literature" sets as its practical goal the development of students' versatile musical skills and, above all, the ability to disassemble musical works. A feature of the program is the use by teachers of the possibilities of Internet technologies in the educational process.
This work program is focused on creativity teacher to their work and can be considered as exemplary. Considerable opportunities for choosing methods and teaching aids allow the teacher to plan and build studying proccess quite freely, focusing not only on the above recommendations, but also on own experience and learning conditions. As the implementation of this program, additions and changes are possible in it.
Application:
List of pieces of music to listen to music
Lesson No. 1 1.K.V. Gluck Orpheus's aria "I lost Eurydice" from the third act of the opera "Orpheus"
Lesson No. 2 1. F. Chopin Nocturne No. 2, E flat major 2. Russian folk song “Down the mother along the Volga”; 3. M.I. Glinka Polka; 4.L. Beethoven "Marmot";
Lesson №3 1. F. Schubert Musical moment in F minor 2. F. Schubert Waltz in B minor; 3. Russian folk song “Nothing sways in the field” 4. F. Chopin Prelude No. 20 5. J. S. Bach Invention in D minor
Lesson No. 4 1. C. Debussy Prelude No. 8 “Girl with Linen Hair” (arranged for harp) 2. P. I. Tchaikovsky Variations on a Rococo Theme; 3.N.Paganini Campanella
Lesson No. 5 1.A.N.Skryabin Etude No.12 (for trumpet) 2.J.S.Bach Siciliana from sonata for flute and harpsichord; 3. B. Marcello Concerto for oboe and orchestra in C minor; 4. W. A. Mozart Concerto for clarinet and orchestra;
Lesson No. 6 1.K.Saint-Saens "Dance of death" 2.M.Ravel Bolero;
Lesson No. 7-8 1. J.S. Bach "Toccata and Fugue" in D minor 2. J.S. Bach three-part "Invention" in D minor. 3. A.N. Skryabin Prelude No. 5, op. eleven
Lesson No. 10-11 1. R. Shchedrin "Naughty ditties" 2. R. Shchedrin Concerto for orchestra "Naughty ditties"
Lesson No. 12 1. T. Monk “A date around midnight” 2. S. A. Chernetsky “Salute of Moscow” 3. V. A. Andreev Waltz “Faun”
Lesson No. 13 1.I.O.Dunaevsky "March of cheerful children" 2. Russian folk song "Nochenka"; 3..A.V.Aleksandrov "Holy War" 4. Russian folk song "Ay, in the field there is a linden"
Lesson No. 14 1. N.A. Rimsky-Korsakov Lullaby Volkhova from the opera "Sadko"
Lesson No. 15 1. G. Verdi March from the opera "Aida" 2. F. Mendelssohn "Song without Words" No. 27 3. F. Mendelssohn Wedding March from the overture "A Midsummer Night's Dream" 4. I. Strauss Waltz "On the Beautiful the blue Danube" 5. S. Prokofiev March from the collection "Children's Music" 6. March of the Preobrazhensky Regiment
Lesson No. 16 1. G. Wieniawski Mazurka for violin and orchestra 2. B. Smetana Polka from the opera "The Bartered Bride" 3. G. Rossini "The Neapolitan Tarantella" 4. K. M. Weber Waltz from the opera "Magic Shooter" 5. L. Boccherini Minuet 6. M. P. Mussorgsky Gopak from the opera "Sorochinsky Fair" 7. M. Oginsky Polonaise in A minor 8. P. I. Tchaikovsky Trepak from the ballet "The Nutcracker"
Lesson No. 18 1. P. I. Tchaikovsky Piano Concerto No. 1, finale 2. M. P. Mussorgsky Song of Martha from the opera "Khovanshchina" 3. F. Schubert "Trout" 4. N. A. Rimsky-Korsakov Sadko's song with a choir from the opera "Sadko" 5. M.P. Mussorgsky "In the Corner" from the vocal cycle "Children's"
Lesson No. 19 1. F. Chopin Prelude No. 7 2. P. I. Tchaikovsky "An old French song" from the "Children's Album" 3. R. Schumann "The Bold Rider"
Lesson No. 20 1. J. Haydn Sonata in D major 2. J. S. Bach Passacaglia in C minor 3. W. A. Mozart Sonata in A major, first movement
Lesson No. 21 1. G. F. Handel Suite in D minor (sarabande, allemande, fugue, prelude)
Lesson No. 22 1. J.S. Bach Prelude and Fugue in D major from the first volume of The Well-Tempered Clavier
Lesson No. 23 1. V.A. Mozart "Sonata" No. 11 in A major
Lesson No. 24 1. A.K. Lyadov Kikimora 2. P.I. Tchaikovsky "Baba Yaga" from the "Children's Album" 3. P.I. Tchaikovsky "On the troika" from "The Seasons"
Lesson No. 25 1. M.P. Mussorgsky "Hut on chicken legs" (Pictures from the exhibition) 2. A.K. Lyadov "Magic Lake" 3. J.F. Rameau "Chicken",
Lesson No. 26 1. E. Grieg "Peer Gynt", suite No. 1
Lesson No. 28 1. Songs from cartoons 2. S.S. Prokofiev music for the film "Alexander Nevsky" 3. E. Doga "Waltz" from the film "My gentle and gentle beast"
Lesson No. 29 1. M.I. Glinka fragments of the opera "Ruslan and Lyudmila": two songs by Bayan, Farlaf's aria, Ruslan's aria from the second act.
Lesson No. 30 1. M.I. Glinka "Ruslan and Lyudmila" fragments of the opera: Oriental dances from the fourth act; Persian choir from the third act; chorus "Oh you, light Lyudmila" from the fifth act; march of Chernomor; cavatina of Ludmila.
Lesson No. 31 1. A.K. Glazunov "Spanish Dance" from the ballet "Raymonda" 2. S.S. Prokofiev Adagio from the second act of the ballet "Cinderella"
Lesson No. 32 1. P.I. Tchaikovsky's "The Nutcracker" fragments of the ballet: dance of the Dragee Fairy, dance of the shepherds, Chinese dance, Arabic dance.
Bibliography:
The program is prepared and based on:
1. "Calendar - thematic plans in Musical Literature" for Children's Music School (compiled by N.V. Menshikova Children's Music School BR WKO) 2013.
2. Study guide - Musical literature: music, its forms and genres: the first year of study / M. Shornikova, 2010.
3. "Exemplary program for the discipline "Musical Literature" for children's music schools and music departments of Schools of the Arts." - MK RF, M., 2004.
4. An exemplary program on "Musical Literature" for children's musical schools and music departments of Schools of the Arts. - MK RF, M., 2002.
Program for Children's Music School and Children's Art School on the subject "Musical Literature" (compiled by A. I. Lagutin, E. S. Smirnova). - M., 1982.
5. “Explanatory note to the program on the subject “Musical Literature” (reduced five-year term of study)”, approved by the MS MOU DOD “DSHI”, Naryan-Mar, 2007.
BELGOROD DISTRICT
I approve:
Director
MOU DOD DSHI p. Clear Dawns
__________________
Shadrina T.B.
CALENDAR-THEMATIC
PLAN
BY SUBJECT
"MUSICAL LITERATURE"
1 YEAR STUDY
FOR 2012-2013 ACADEMIC YEAR
TEACHER:
GONCHARUK MARINA VIKTOROVNA
Acquaintance with small works various genres and forms on the example of folk and classical music.
lesson number | the date | Topic name | Number of hours |
|
Topic 1. Music as one of the art forms. | ||||
Lesson #1 | Music as one of the art forms. | |||
Lesson #2 | ||||
Topic 2. Means of musical expression. (8 ocloc'k). | ||||
Lesson #3 | Lesson - study « musical language and its elements | |||
Lesson #4 | Features of musical speech. | |||
Lesson #5 | Melody. | |||
Lesson #6 | Sound pitch, duration, register. | |||
Lesson #7 | Rhythm, meter, meter. | |||
Lesson #8 | Tempo, timbre. | |||
Lesson #9 | Texture. | |||
Lesson #10 | Lesson - game "Elements of musical speech" | |||
Lesson #11 | ||||
Topic 4. Acquaintance with musical instruments. Instruments of the symphony orchestra (8 hours). | ||||
Lesson #12 | The history of the emergence of musical instruments, their varieties | |||
Lesson #13 | Folk musical instruments. | |||
Lesson #14 | Orchestra of folk instruments. | |||
Lesson #15 | Symphony orchestra instruments. Introduction to musical instruments. | |||
Lesson #16 | Timbres and arrangement of instruments of a symphony orchestra. | |||
Lesson #17 | Symphony orchestra instruments. How does a symphony orchestra work? | |||
Lesson #18 | Instruments of wind and variety orchestra. | |||
Lesson #19 | educational gameknowledge of musical instruments | |||
Topic 5. Musical forms (8 hours). | ||||
Lesson #20 | musical form. Period. | |||
Lesson #21 | Two-part form and its varieties. | |||
Lesson #22 | A simple three-part form. | |||
Lesson #23 | Complex two- and three-part forms | |||
Lesson #24 | Rondo shape. | |||
Lesson #25 | Variation form. | |||
Lesson #26 | sonata form. | |||
Lesson #27 | Lesson - game "Musical Forms" | |||
Topic 6. Programmatic visual music (2 hours). | ||||
Lesson #28 | Music and visual arts. Program music. | |||
Lesson #29 | Programmatic visual music | |||
Topic 7. Music in the theater. Opera. Ballet (5 hours). | ||||
Lesson #30 | Music in the theatre. Ballet. | |||
Lesson #31 | Ballet in Russia. | |||
Lesson #32 | Opera. | |||
Lesson #33 | Features of the opera genre. | |||
Lesson #34 | Quiz according to the material covered in a year. | |||
TOTAL: |
MUNICIPAL EDUCATIONAL INSTITUTION
ADDITIONAL EDUCATION FOR CHILDREN
CHILDREN'S SCHOOL OF ARTS S. YASYNE ZORI
BELGOROD DISTRICT
I approve:
Director
MOU DOD DSHI p. Clear Dawns
__________________
Shadrina T.B.
CALENDAR-THEMATIC
PLAN
BY SUBJECT
"MUSICAL LITERATURE"
2 YEARS OF TRAINING
FOR ___________ ACADEMIC YEAR
TEACHER:
GONCHARUK MARINA VIKTOROVNA
Creativity of the classics of European music
lesson number | the date | Topic name | Number of hours |
Topic 1. General characteristics of foreign musical culture XVII - XVIII centuries. (1 hour). | |||
Lesson #1 | General characteristics of foreign musical culture XVII- 18th century | ||
Topic 2 J.S. Bach. Life and creative way. Works for the organ. Inventions. Suites. "HTK". (5 o'clock). | |||
Lesson #2 | I.S. Bach. Life and creative path. musical heritage. | ||
Lesson #3 | I.S. Bach. Inventions | ||
Lesson #4 | I.S. Bach. Suites | ||
Lesson #5 | I.S. Bach "The Well-Tempered Clavier" | ||
Lesson #6 | Quiz “Creativity of I.S. Bach" | ||
Topic 3. Classicism in music. Vienna classical school(1 hour). | |||
Lesson #7 | Classicism in music. Viennese classical school. | ||
Topic 4. J. Haydn. Life and creative path. Symphonic and clavier creativity(4 hours). | |||
Lesson #8 | J. Haydn. The life and creative path of the composer. | ||
Lesson #9 | J. Haydn. Symphony No. 103 in E flat major. The structure of the sonata-symphonic cycle. Haydn Orchestra. | ||
Lesson #10 | J. Haydn. Symphony No. 103 in E flat major. | ||
Lesson #11 | J. Haydn. Keyboard creativity. | ||
Topic 5. W. A. Mozart. Life and creative path. Sonata in A major. Symphony No. 40 in G minor. Opera "Marriage of Figaro" (5 hours). | |||
Lesson #12 | W. A. Mozart. Life and creative path. | ||
Lesson #13 | W. A. Mozart. Sonata No. 11 in A major. | ||
Lesson #14 | W. A. Mozart. Symphony No. 40 in G minor. | ||
Lesson #15 | W. A. Mozart. Opera "The Marriage of Figaro". | ||
Lesson #16 | Lesson - competition“Creativity of V.A. Mozart" | ||
Topic 6. L. Beethoven. Life and creative path. Sonata No. 8 "Pathetic". Symphony No. 5. Egmont Overture (5 hours). | |||
Lesson #17 | Ludwig van Beethoven. Life and creative path. | ||
Lesson #18 | L. Beethoven. Sonata No. 8 in C minor "Pathetic". | ||
Lesson #19 | L. Beethoven. Symphony No. 5 in C minor. | ||
Lesson #20 | L. Beethoven Egmont Overture | ||
Lesson #21 | Lesson - repetition"The work of L. Beethoven" | ||
Topic 7. Romanticism in music (1 hour). | |||
Lesson #22 | Romanticism in music. Composers are romantics. | ||
Topic 8. F. Schubert. Life and creative path. Songs. Works for piano. Symphony No. 8 (4 hours). | |||
Lesson #23 | F. Schubert Life and creative way. | ||
Lesson #24 | F. Schubert. Songs. | ||
Lesson #25 | F. Schubert. Piano creativity. | ||
Lesson #26 | F. Schubert. Symphony No. 8 in B minor "Unfinished". | ||
Topic 9. F. Chopin. Life and creative path. Piano creativity (4 hours). | |||
Lesson #27 | F. Chopin. Life and creative path. | ||
Lesson #28 | F. Chopin. Mazurkas, polonaises. | ||
Lesson #29 | F. Chopin. Waltzes, preludes. | ||
Lesson #30 | F. Chopin. Etudes, nocturnes. | ||
Topic 10. The creative image of Schumann R. (2 hours). | |||
Lesson #31 | The creative image of R. Schumann. | ||
Lesson #32 | Quiz "Creativity of Romantic Composers" | ||
Topic 11. Impressionism in painting, poetry and music. creative portrait C. Debussy. Nocturnes (2 hours) | |||
Lesson #33 | Impressionism in painting, poetry, music. Creative portrait of K. Debussy. | ||
Lesson #34 | Final lesson on foreign musical culture. | ||
TOTAL: |
MUNICIPAL EDUCATIONAL INSTITUTION
ADDITIONAL EDUCATION FOR CHILDREN
CHILDREN'S SCHOOL OF ARTS S. YASYNE ZORI
BELGOROD DISTRICT
I approve:
Director
MOU DOD DSHI p. Clear Dawns
__________________
Shadrina T.B.
CALENDAR-THEMATIC
PLAN
BY SUBJECT
"MUSICAL LITERATURE"
3 YEARS OF TRAINING
FOR ___________ ACADEMIC YEAR
TEACHER:
GONCHARUK MARINA VIKTOROVNA
Creativity of Russian composers - classics XIX century
lesson number | the date | Topic name | Number of hours |
Topic 1. Russian folk art: carols, stoneflies, epics, historical songs, lyrical and lullaby songs, dance and round dance songs (1 hour). | |||
Lesson #1 | Russian folk art. folk rites and songs. | ||
Topic 2. Musical art of Russia in the first half of the 19th century Creativity of A.A. Alyabyev, A.E. Varlamov and A.L. Gurilev (2 hours). | |||
Lesson #2 | Introduction. Russian music XVIII and the first half of the 19th century. | ||
Lesson #3 | Creators of Russian romance. | ||
Topic 3. M.I. Glinka. Life and creative path. Opera "Ivan Susanin". Works for orchestra: "Kamarinskaya", "Waltz - fantasy", Romances and songs. (9 hours) | |||
Lesson #4 | M.I. Glinka. Life and creative path. | ||
Lesson #5 | M.I. Glinka. Review of creativity. | ||
Lesson #6 | |||
Lesson #7 | M.I. Glinka. Opera "Ivan Susanin". | ||
Lesson #8 | M.I. Glinka. Opera "Ivan Susanin". | ||
Lesson #9 | |||
Lesson #10 | M.I. Glinka. Works for orchestra. | ||
Lesson #11 | M.I. Glinka. Romances and songs. | ||
Lesson #12 | Lesson - quiz "Life and work of M.I. Glinka" | ||
Topic 4. A.S.Dargomyzhsky. Life and creative path. Opera "Mermaid". Romances and songs (3 hours). | |||
Lesson #13 | A.S.Dargomyzhsky. Life and creative path. | ||
Lesson #14 | A.S.Dargomyzhsky. Opera "Mermaid". | ||
Lesson #15 | A.S.Dargomyzhsky. Romances and songs. | ||
Topic 5. Russian musical culture 2nd half of the 19th century (1 hour). | |||
Lesson #16 | Russian musical culture of the 2nd half of the 19th century. Mighty bunch. | ||
Topic 6. A.P. Borodin. Life and creative path. Romances. Opera Prince Igor. Symphony No. 2 "Bogatyrskaya" (5 hours). | |||
Lesson #17 | A.P. Borodin. Life and creative path. Vocal creativity. | ||
Lesson #18 | |||
Lesson #19 | A.P. Borodin. Opera Prince Igor. | ||
Lesson #20 | A.P. Borodin. Symphony No. 2 in B minor "Bogatyrskaya" | ||
Lesson #21 | Quiz “The life and work of A.P. Borodin | ||
Topic 7. MP Mussorgsky. Life and creative path. Songs. Cycle "Pictures at an Exhibition". Opera "Boris Godunov" (5 hours). | |||
Lesson #22 | MP Mussorgsky. Life and creative path. Vocal creativity. | ||
Lesson #23 | M.P. Mussorgsky. "Pictures at an Exhibition". | ||
Lesson #24 | |||
Lesson #25 | MP Mussorgsky. Opera Boris Godunov. | ||
Lesson #26 | Quiz “Life and work of M.P. Mussorgsky" | ||
Topic 8. N.A. Rimsky-Korsakov. Life and creative path. Symphonic Suite"Scheherazade". Opera "Snow Maiden". Fragments from the operas "Sadko", "The Tale of Tsar Saltan". Romances (8 hours). | |||
Lesson #28 | ON THE. Rimsky-Korsakov. Life and creative path. | ||
Lesson #29 | N.A. Rimsky-Korsakov. Review of creativity. Operas "Sadko", "The Tale of Tsar Saltan". | ||
Lesson #30 | |||
Lesson #31 | N.A. Rimsky-Korsakov. Opera "Snow Maiden". | ||
Lesson #32 | N.A. Rimsky-Korsakov. Opera "Snow Maiden". | ||
Lesson #33 | |||
Lesson #34 | N.A. Rimsky-Korsakov. Symphonic suite "Scheherazade". | ||
Lesson #35 | The final lesson on the work of Russian composers of the century | ||
TOTAL: |
MUNICIPAL EDUCATIONAL INSTITUTION
ADDITIONAL EDUCATION FOR CHILDREN
CHILDREN'S SCHOOL OF ARTS S. YASYNE ZORI
BELGOROD DISTRICT
I approve:
Director
MOU DOD DSHI p. Clear Dawns
__________________
Shadrina T.B.
CALENDAR-THEMATIC
PLAN
BY SUBJECT
"MUSICAL LITERATURE"
4 YEARS OF TRAINING
FOR ___________ ACADEMIC YEAR
TEACHER:
GONCHARUK MARINA VIKTOROVNA
Creativity of Russian composers - classics of the XIX - XX centuries.
lesson number | the date | Topic name | Number of hours |
Topic 1. P.I. Tchaikovsky. Life and creative path. Opera "Eugene Onegin". Symphony No. 1 "Winter Dreams". Romances. (8 ocloc'k) | |||
Lesson #1 | P.I. Tchaikovsky. Life and creative path. | ||
Lesson #2 | P.I. Tchaikovsky. Review of creativity. Romances. | ||
Lesson #3 | |||
Lesson #4 | P.I. Tchaikovsky. Symphony No. 1 in G minor "Winter Dreams" | ||
Lesson #5 | |||
Lesson #6 | P.I. Tchaikovsky. Opera "Eugene Onegin" | ||
Lesson #7 | P.I. Tchaikovsky. Opera "Eugene Onegin" | ||
Lesson #8 | Quiz “Life and work of P.I. Tchaikovsky" | ||
Topic 2. Russian musical culture of the end XIX-beginning XX century (1 hour). | |||
Lesson #9 | Russian music on turn of XIX- XX centuries | ||
Topic 3. Creative image of A.N. Scriabin (1 hour). | |||
Lesson #10 | A.N. Scriabin. Creativity Review | ||
Topic 4. Creative image of S.V. Rachmaninov (2 hours). | |||
Lesson #11 | S.V.Rakhmaninov. Life and creative path. | ||
Lesson #12 | S.V.Rakhmaninov. Review of creativity. | ||
Topic 5. Creative image of I.F. Stravinsky.Ballet "Petrushka" (2 hours). | |||
Lesson #13 | I.F. Stravinsky. Review of creativity. | ||
Lesson #14 | I.F. Stravinsky Ballet "Petrushka" | ||
Topic 6. Domestic musical culture of the XX century (1 hour). | |||
Lesson #15 | Domestic musical culture of the XX century | ||
Topic 7. S.S. Prokofiev. Life and creative path. Symphony No. 7. Cantata "Alexander Nevsky". Ballets "Romeo and Juliet", "Cinderella". piano music(6 hours). | |||
Lesson #16 | S.S. Prokofiev. Life and creative path. | ||
Lesson #17 | S.S. Prokofiev. Piano creativity. | ||
Lesson #18 | |||
Lesson #19 | S.S. Prokofiev. Cantata "Alexander Nevsky". | ||
Lesson #20 | S.S. Prokofiev. Ballets "Cinderella", "Romeo and Juliet". | ||
Lesson #21 | S.S. Prokofiev. Symphony No. 7 in C-sharp minor. | ||
Topic 8. D.D. Shostakovich. Life and creative path. Symphony No. 7. Piano works. Quintet in G minor. "Execution of Stepan Razin" (5 hours). | |||
Lesson #22 | D. D. Shostakovich. Life and creative path. | ||
Lesson #23 | D. D. Shostakovich. Review of creativity. | ||
Lesson #24 | |||
Lesson #25 | D. D. Shostakovich. Symphony No. 7 in C major. | ||
Lesson #26 | Lesson - repetition“Creativity S.S. Prokofiev and D.D. Shostakovich". | ||
Topic 9. A.I. Khachaturian. Review of creativity. (1 hour). | |||
Lesson #27 | A.I. Khachaturian. Review of creativity. | ||
Topic 10. G.V. Sviridov. Review of creativity (2 hours). | |||
Lesson #28 | G.V. Sviridov Review of creativity. | ||
Lesson #29 | Sviridov G. “A Poem of Memory. Sergei Yesenin" | ||
Topic 11. The creative image of R.K. Shchedrin (1 hour). | |||
Lesson #30 | R. Shchedrin. Review of creativity. | ||
Topic 12. Composers of the last third of the 20th century (4 hours). | |||
Lesson #31 | Music recent decades XX century. A.G. Schnittke, S.A. Gubaidulina Get involved!
Some lessons may seem boring to children. And then discipline begins to suffer in the classroom, students quickly get tired and do not want to take part in the discussion. Case Lessons were created to connect educational school knowledge with urgently needed competencies, such as creativity, systemic and critical thinking, purposefulness, and others. Thanks to the cases, you can help the student to benefit and enjoy learning, to cope with his personal problems! Gifted children - who are they? What is ability, what is giftedness? What is the difference between talented and gifted children? How to recognize a gifted child? Do all children have giftedness in the same way? What advice can you give parents of a gifted child when raising him? More on this in our webinar. Read new articles Not suitable for modern students traditional methods teaching. It is difficult for them to sit over textbooks without being distracted, and long explanations drive them into boredom. The result is a rejection of learning. Meanwhile, the priority of visuality in the presentation of information is the main trend in modern education. Instead of criticizing the kids' craving for "pictures from the Internet", use this feature in a positive way and start including watching themed videos in the lesson plan. Why is this necessary and how to prepare the video yourself - read this article.
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