"In the world of musical instruments" Creative project in the middle group of the pre-school educational institution "In the world of musical instruments" Creative project in the middle group of the pre-school educational institution Koshutina Nadezhda Vladimirovna - music director of the MBOU "Secondary School 3, Velsk, JV" Kindergarten 61 "Rodnichok"
Type of project: creative Project duration: medium-term Project participants: children of middle age preschool age from 4 to 5 years; educators; parents; project leader - music director Educational areas: this project integrates all areas: artistic - aesthetic, cognitive, speech, social - communicative and physical development
Tasks: In the world of musical instruments Development of the emotional sphere of the child Enriching the musical impressions of children and contributing to the formation musical taste, musical memory and musicality in general Introduction to musical culture Formation of the need for the perception of music Formation in children of the aesthetic perception of the world around them Development of cognitive and creativity Dictionary enrichment Promoting the development of mental activity, memory, hearing, fantasy Development of hand motor skills Creating conditions for a favorable climate of interaction with parents and establishing trust and partnerships with parents
Expected results: Enrichment of musical impressions of children. Manifestation of the need for the perception of music. Skills are formed: - to recognize by ear and name various musical instruments, - to collect puzzles with the image of musical instruments, - to color images of musical instruments, - to guess riddles about musical instruments, - to extract rhythmically sound from musical instruments different ways, - coordinate your playing musical instruments with other children. Involving parents in the educational process through the production of musical instruments by parents, together with their children, with their own hands.
Preliminary work: Preliminary work: 1. Search for information about various musical instruments in books, TV shows, the Internet (history of creation, cartoons, riddles, pictures for coloring, puzzles, etc.) 2. Creation - consultations for parents: "Music and child health”, “Musical instruments with their own hands”, - operating cards for making musical instruments with their own hands, - a bright announcement to attract parents to participate in the project.
Participation (children, teachers, parents) in the implementation of the project: Music director: preparation of information about various musical instruments, selection of demonstration and handout materials, preparation of consultations, operating cards, announcements for parents, Team work with children (together with the teacher): conversations, coloring pictures, looking at illustrations, guessing riddles, d \ and "Collect a musical instrument", "Know the instrument", playing children's musical instruments, designing the exhibition "Orchestra with your own hands", creating a multimedia presentation .
Preview:
Use of musical instruments
in working with children
Introduction
The initiator of teaching children to play musical instruments already in the 20s. became a famous musical figure and teacher N.A. Metlov. He also owns the idea of organizing a children's orchestra. ON THE. Metlov did a great job of creating and improving the design of children's musical instruments with a scale - the metallophone and xylophone.
Playing musical instruments is one of the types of children's performance. The use of children's musical instruments and toys (both in the classroom and in Everyday life) enriches the musical impressions of preschoolers, develops their musical abilities.
In addition, playing musical instruments develops the will, the desire to achieve a goal, and imagination.
1. Characteristics of musical instruments
Musical instruments originated in ancient times. At archaeological excavations found tools related to the III-II centuries. BC e., which are the prototypes of the existing ones.
The first musical instruments were made from animal bones - holes were hollowed out in them for blowing air. Various percussion instruments were also widespread (mallet, rattle, rattle made from dried fruits with stones or stones inside, drum).
The appearance of the drum testified that people discovered the property of resonating empty objects. They began to use dried skin, stretching it over an empty vessel.
Wind musical instruments used sound production by blowing air. The material for them was reed stalks, reeds, even shells, and later - wood and metal.
Currently, there are two types of musical instruments - folk and symphony orchestra instruments that arose on their basis. In both types of instruments, there are several main groups: wind, percussion, strings.
Folk wind musical instruments are divided into several varieties. One of them is a whistle, a flute (longitudinal or transverse, depending on where the holes for blowing air are located). These instruments became the prototypes of longitudinal and transverse flutes. Another variety is reed instruments: pity, bagpipes. On the basis of their device, the clarinet and oboe were born later. If the sound is extracted using the vibration of the lips (Russian horn, shepherd's horn), such instruments are called mouthpiece.
Percussion musical instruments have a different device. Their expressive possibilities depend on the method of sound extraction: blow on stretched skin, wood, metal. Folk percussion instruments include a drum, a tambourine, wooden spoons, a rattle, a mallet, bells, maracas, castanets. Among percussion instruments, one can distinguish those that have a melodic scale (xylophone) and do not have it (drum, cymbals).
The string group of instruments arose later. The hunting bow became the prototype of stringed musical instruments. melodic sound stretched string man perceived as a musical sound. So the bow became the ancestor of the harp, the lyre, the images of which are on the frescoes ancient egypt, Ancient Greece. After many centuries, stringed musical instruments with a resonating body were invented - the lute, the harp. These are plucked musical instruments. Among the folk plucked musical instruments, one can name the harp, zither, domra, balalaika, guitar, mandolin, etc. Another method of sound production - a bow - laid the foundation for the emergence of stringed bowed instruments. This folk instruments: Old Russian whistle, violin.
A special group of instruments is keyboards: harpsichord, clavichord, celesta, piano, grand piano. They are often used as solo instruments, but are also played in ensembles and orchestras.
There are keyboard-reed instruments: accordion, accordion, button accordion.
In work with children, various musical instruments and toys are used. Some of them were created on the basis of folk instruments (ratchet, tambourine, drum, wooden spoons, button accordion, accordion), others - according to the type of symphony orchestra instruments (harp, xylophone, metallophone, oboe, clarinet). Among children's musical instruments and toys there are all the main groups: percussion, wind, strings, keyboards, keyboard-reeds.
Percussion instruments and toys (as well as the instruments by which they are created) are divided into those with and without a scale. The first group includes metallophone and xylophone. They can have diatonic and chromatic scales. On instruments with a chromatic scale (the second tier of plates corresponding to the black keys on the piano), you can pick up any melody from any note, which makes them easier to use. They are made according to the samples of instruments created by K. Orff, they sound very beautiful, they are cleanly tuned. There are two types of sticks that hit the plates - with wooden or rubber balls at the ends. This allows you to diversify the timbre of the instruments: when struck with a wooden stick, a bright, sonorous sound is extracted; rubber - more muffled, soft.
The expressive possibilities of percussion instruments that do not have a scale are very great. This large group tools. Some of them have a "knocking" timbre: wooden spoons, ratchet, castanets, sticks; other
(metal or having metal parts) - "ringing" timbre: triangle, rumba, cymbals, bell, bells; others (like rattles) have a “rustling” timbre: maracas, rattle, box. The drum and tambourine have a more booming, resonant sound.
Within each timbre (ringing, pounding), individual instruments have their own unique expressive colors. So, for example, among the ringing instruments, the triangle sounds soft, drawn out, magical, its sound is very beautiful. The rumba “tinkles” more sharply and briefly, the cymbals sound very bright, festive, and the bell sounds softly, gently and loudly.
The sound of wind instruments is also varied. The flute has a gentle and light sound, the clarinet and saxophone have a richer sound, the triplet and simone have a bright and even harsh sound.
String musical instruments and toys are zither, harp, cymbals, harp. All these instruments are plucked. Sound can be produced with a mediator. The timbres of these instruments are very gentle, the sound is muffled.
Keyboard children's toys are pianos and grand pianos.
Keyboard-reed accordion, accordion, button accordion.
IN kindergarten electric musical instruments are also used - organola such as "Pille", "Chizhik", "Faemi".
2. Learning to play musical instruments
Acquaintance of children with musical instruments begins at an early age. Early musical training plays an essential role in the musical development of the child, but it must be presented in forms that are accessible and interesting for young children. One cannot ignore the degree of readiness for activities such as learning to play instruments that require significant attention, concentration, awareness and physical maturity from children. The teacher seeks to give the first musical impressions to the children in an entertaining way. Training begins with a group of percussion instruments that do not have a scale. Classes are held from small groups children and individuals. It is advisable to use musical instruments in everyday life in order to consolidate the children's emerging sense of the rhythm of music.
In the second younger group, children can already play the tambourine, wooden spoons, cubes, rattles, musical hammers, drums, bells. At this age they are introduced to metallophone.
Before starting to learn the melody on the metallophone with the children, the adult himself must competently perform this melody on the metallophone several times, the children listen. Then they show those who wish which records and how many times to hit. It is difficult to remember the whole melody at once, it is better to learn it in parts, for example, to learn the verse of a song, and when the child learns it, show how to play the chorus or the first part of the melody, then the second. You can alternate the game of the teacher with the children's performance: the teacher plays the chorus, and the child plays the chorus on another metallophone, or vice versa. It is desirable that the child, having mastered part or all of the piece of music, perform it with the teacher (on two metallophones).
Classes on learning to play the metallophone are conducted with children individually. To perform on the metallophone, at first, simple and well-known melodies are taken. In this case, they do not strike the records mechanically, but constantly regulate their performance by ear. Hitting the wrong record, the child hears the mistake and tries to correct it.
Other important condition when choosing works - the structure of the melody. The sounds of the melody should be located close to each other, large intervals for playing are difficult for children. Playing melodies built on the same sound is inappropriate, and it is not interesting for children.
In the middle group, for the first time, they begin to teach children to play musical instruments that have a scale. The metallophone is most convenient for this. It is quite easy to use, does not require constant tuning, like stringed instruments. Children are already familiar with the timbre of this instrument, playing techniques. There are several ways to learn to play melodic musical instruments: by notes, by color and digital notation, by ear. Teaching children to play music is very laborious, although it is sometimes used in practice. Not all preschoolers master musical notation if constant individual work is not carried out. It is important that children understand the relationship between the location of notes on musical staff with their sound in the melody, excluding the mechanical reproduction of musical notation.
The color system, common abroad, is convenient for children to quickly master playing instruments. A certain color designation (color keys, metallophone plates) is assigned to each sound. The child has a record of the melody in color designation: colored circles are used or color image notes, with and without rhythmic notation. It is very easy to play according to this system, but with this method of playing (I see a green note designation, I press the green key), the ear does not participate in the reproduction of the melody, the child plays mechanically.
In a similar way, children are taught to play by the numbers pasted next to each metallophone plate, and to record the melody in digital notation. The designation of duration can also be modeled (long and short sticks, etc.). The digital system proposed in the 30s. ON THE. Metlov, at that time, perhaps, was justified, but later it began to be used less frequently, since it leads to mechanical reproduction of the melody.
Both methods of teaching children (using color and digital notations) make it easy and quick to get the desired result, but do not have a developmental effect - the proportion of mechanical reproduction of the melody is too large in these methods.
The greatest developmental effect of learning is achieved only when playing by ear.
This method requires constant development of hearing, serious auditory training.
Beginning with younger age it is important to encourage children to listen to the sounds of the melody, compare them, and distinguish them by height. In order to accumulate auditory experience, to develop the auditory attention of children, didactic aids are used that simulate the movement of the melody up, down, in place. This is a musical ladder, a butterfly moving from flower to flower (notes), etc. At the same time, the sounds of the melody are sung, corresponding in height to the simulated ratios of sounds. You can also show with your hand the movement of the sounds of a melody while simultaneously playing it (voice or on an instrument). The method of teaching children to play musical instruments by ear is based on the gradual expansion of the range of sung songs. At first, the child plays a melody built on one sound. Before playing the melody, he listens to it performed music director, who first sings it, drawing attention to the fact that the sounds of the melody do not differ in height, then plays the metallophone and sings at the same time. Singing tunes allows children to better imagine the direction of the melody, develops musical and auditory ideas.
Children are taught sound extraction techniques: to hold the hammer correctly (it should lie freely on index finger, it is only slightly held with a large one), direct the blow to the middle of the metallophone plate, do not hold the hammer on the plate, but quickly remove it (like a bouncing ball). When long notes are played. The hammer should bounce higher, short notes - lower.
When a child plays a melody on one sound, he must accurately reproduce the rhythmic pattern. To do this, singing a melody with words, you can focus on the rhythm of the verses.
To understand the ratios of the durations of the sounds of a melody, they are modeled with the help of long and short sticks or designations adopted in musical notation (quarter, eighth). In order for children to master the rhythmic pattern of the melody well, you can, using the accepted notation, lay it out on a flannelgraph. At the same time, the technique of subtexting durations, adopted in the relative system, is effective: quarters are denoted by the syllable ta, and shorter eighths by the syllable ti. The technique of clapping the rhythmic pattern of a melody or playing it on musical instruments is widely used.
After the children have learned to convey the rhythmic pattern of different melodies built on the same sound, have mastered the techniques of playing the metallophone, you can move on to playing chants on two adjacent sounds. To make it easier for children to understand the location of sounds in height, the following techniques are used: laying out circle sounds at different heights on a flannelograph, singing, showing the movement of a melody with a hand, didactic aids and games.
In addition, you can use the “mute” (drawn) metallophone keyboard: the child shows the location of sounds on it and “reproduces” the melody while singing.
In the senior and preparatory groups for school, the range of chants expands. Children are already better oriented in the arrangement of the sounds of the melody, they act more independently.
When teaching to play musical instruments, the teacher must take into account the individual capabilities of each child. Some children pick up tunes quite easily, while others require more detailed preparatory work.
After the metallophone is mastered, children in the senior and preparatory groups learn to play other melodic instruments - strings, winds, keyboard-reeds. Each child can gradually master the game of several musical instruments. It is useful to combine individual work with children and work in subgroups, as well as with the whole group.
As the children learn to play metallophones, you can show them how to use zithers.
To make it easier for children to navigate the location of the strings, we also use a digital system - in the lower part of the zither we put a paper strip with numbers under the strings, and the number 1 corresponds to the sound do1, etc. The zither is played with a mediator - a plastic plate with a pointed end. It is necessary to hold the mediator with three fingers - thumb, index and middle, making a movement with the hand to the right. For the convenience of playing the zither and better resonance, the instrument is placed on a wooden table. With their left hand, the children slightly raise the upper corner of the zither, keeping the elbow on the table. This is done so that the child does not tilt his head too low and so that he can see the digital designation of the strings. Sometimes the zithers do not keep in tune, the pegs weaken. In this case, you need to fix the pegs with pieces of plywood. Broken strings are replaced with thin balalaika strings.
To teach preschoolers to play accordion it is best to use the children's chromatic accordion "Belarus". On it with right side 20 keys with a range of do1 - sol2, on the left - four chords.
Before teaching the accordion, children should be shown how to sit and hold the instrument correctly. The child sits on a chair, occupying about half of the seat, feet are on the floor. One accordion strap is worn on the middle of the right forearm, the other on the middle of the left. The first strap is longer, the short strap on the left forearm gives the instrument stability. The accordion is placed on the knee in such a way that the left side of the body of the accordion and the bellows are supported by the left hand during playing. Having mastered the game while sitting, the child will be able to play standing.
In kindergarten, we teach to play only with the right hand, which lies freely on the keyboard. During the game, children touch the keys with their fingertips. The elbow is lowered, the fingers are bent. It is necessary to ensure that children do not play with one finger.
For each melody is indicated by the convenient location of the fingers (fingering). Playing with two hands is difficult for preschoolers.
If it is difficult for a child to play with the five fingers of his right hand, at first you can use the four-finger game system: thumb under the keyboard in a natural position, like on an accordion.
When learning to play the accordion, we use numbers, as well as on the metallophone, zither. The numbers are applied to the top of the white keys. Gradually, children stop looking at the numbers, play without looking, using muscle sensation. Not all children can play the accordion; some guys find it difficult to simultaneously play the melody with the fingers of the right hand and inflate the bellows of the left.
Once the children have learned to play the accordion, the more capable can be taught to play the wind instrument.
From wind instruments it is recommended to takewind harmonica "Melody-26".A wind harmonica with a piano keyboard has 26 keys with a small octave range of si - doZ. The tool is held with the left hand, four fingers cover the handle, the thumb rests on the tool from the back side from below. The mouthpiece is taken into the mouth. The tool should be held slightly inclined downwards. Left hand and elbow are raised. The right hand assumes the same position, the fingers are slightly bent and move freely on the keyboard.
They play with five fingers, like a piano. At first, you can use the four-finger system, as on the accordion. Numbers are applied to the top of the white keys. When the children get comfortable with the keyboard, the numbers can be removed. The sound produced during the game depends on the air flow. You need to blow without tension. At the end of the game, the accumulated moisture should be removed. To do this, use a special valve: press the button on the back of the instrument and blow easily into the mouthpiece.
It is important that the children feel the expressive possibilities of new instruments, learn how to use a variety of timbre colors. At older preschool age, children are already aware that with the help of each instrument, even without a scale, you can convey a certain mood. The easiest for children are instruments that sound thanks to shaking. maracas one of the oldest percussion instruments. At home, in Latin America, they were made from dried pumpkin fruits or woven from twigs in the form of a small ball with a handle and filled with pebbles, in our country they are made of wood and filled with pebbles or shot.
Bells - These are small metal bells spherical in shape, attached to a leather strip or handle
Pandeira (rumba) consists of four pairs of small metal plates mounted in a wooden handle. Its sound resembles the effect achieved by shaking a tambourine.
Ratchets, castanets.There are many types of rattles, and any of them is applicable in a children's orchestra to give the sound a peculiar color.
Pandeira and ratchet should not be used frequently, as their sound bothers and tires the ear. Shaking and rocking are performed mainly with the hand, the hand in the wrist should be free (free wrist movement will be necessary for children when learning to play almost all instruments). It is necessary to ensure that the children do not unnecessarily strain their arm and do not make movements with the whole arm (from the elbow or even from the shoulder); tension or wide swings quickly tire not only the hand, but also the child himself. The hand with the tool should not be held high, at the level or slightly below the level of the belt.
This technique of playing is also possible: with the palm of the left hand, they hit the rim of the instrument (pandeira, bells, rattle) or the instrument itself (maracas, rattle). In this case, both hands are held at chest or waist level. The dynamics are controlled by the activity of the hand movement: vigorous shaking produces a louder sound than a calm and smooth rocking. In the classroom, they usually play while sitting, and during performances - standing. The next from this group master the instruments, the reception of the game on which is a blow. Playing these instruments is also characterized by free wrist movement of the hand.
Triangle made from a metal rod bent in the form of an open isosceles triangle. The sound of a triangle - high, clear, transparent - is caused by a metal stick hitting one side, most often horizontal. A thin stick produces a higher sound, a thick one produces a lower sound. To obtain short strokes, the sound is extinguished by touching the fingers. By rapidly alternating strikes on the two sides of the instrument (usually in the upper corner), a tremolo effect is achieved, embellishing the sound of the ensemble (especially at climaxes). Dynamic gradations ranging from pp to ff are possible.
The triangle is usually fixed on a fishing line or cord and held with the left hand, or suspended at chest level from a special stand made in the shape of the letter L and having a stable base. For children, the second method is more convenient. For a novice performer, a suspended triangle, after hitting it with a stick, begins to rotate around the axis. this happens because the blow is not made in the center of the base and not from top to bottom, but from oneself, until the child has learned to strike in right place and direction, we advise him to take the knot of the lace with the fingers of his left hand and stop the rotation, or, without touching the triangle, make a “ring” around one of its sides from the index and thumb of the left hand.
Drum - It is a cylindrical body, covered with leather or plastic on one or both sides, the shapes and sizes of children's drums are different. They play the drum with wooden sticks or special metal brushes, as well as directly with their hands, hold the sticks with the index and thumb of both hands, the rest of the fingers are bent without tension. The movements of the brush with the stick should be free. The main method of playing the drum is individual short strokes-accents and sequences of strokes that emphasize various rhythmic patterns, strikes are made with both hands simultaneously or alternately left and right, depending on the required sound strength and the desired effect - with sticks or metal brushes, drums in the center of the membrane or around the rim.
spoons (usually wooden) - a kind of Russian folk percussion instrument. They hold them by the handles and hit each other with the back sides of the scoops. Or, putting one spoon with the convex side up on the left palm, they hit it with another spoon, getting more compact, “rounded” sounds, reminiscent of the clatter of hooves. The dynamics is controlled by the impact force. There are still many different and spectacular methods of playing on spoons, but for children they are difficult.
Tambourine has the form of a wooden hoop, covered with leather on one side and open on the other side; along its circumference, paired metal plates are mounted in special cutouts. Some tambourines have springs stretched on the open side with bells put on them. The tambourine is usually played standing up.
Playing techniques: 1 shaking (the tambourine is held horizontally with both hands at the level of the belt, directing the movement away from you or, if you need a quiet sound of bells, shaking, as if sowing flour through a sieve; 2. hitting the membrane with the right hand (the tambourine is held vertically with the left hand by the rim or by passing several fingers through a special hole made on the rim); 3. strikes with the fingers of both hands (when performing fast rhythmic patterns in songs and dances of the peoples of the East). The instrument is held vertically with both hands. The right hand reserved for striking must be relaxed At the moment of impact, the fingers and palms should be elastic, and the wrist should be free (as when hitting a ball bouncing off the floor).
Of great importance is the place of impact and its strength, affecting the timbre and strength of the sound. To find the most suitable color, you need to try it yourself various options and impact sites. Blows can be made with an open palm, soft (lower) part of the palm, flat and half-bent fingers (finger pads), fist; you can alternate blows of the cam and fingers, palm and fingers.
Dishes are metal discs convex in the middle, made of a special alloy. Both single and double plates are used. Single cymbals are mounted on a stand and played with a metal or wooden stick with a hard or soft head. Double cymbals are played standing up. Sliding strikes of one cymbal against another give ringing, strong, long-lasting sounds.Wind instruments:
Triola - on the top cover of the case of the triola there are 12 multi-colored keys. Their order - from the narrow part to the wider one is as follows: pe1, f-sharp1, sol1, and then up the scale of G major to the note si2. The narrowing part of the instrument passes into a non-removable mouthpiece, and simultaneously pressing the key, the timbre of the triola resembles the sound of an accordion.
Vermont - similar to triplets, only the range is limited: 8 keys of the instrument correspond to the scale of C major from do2 to do3. In addition, the dynamics are not regulated.
Simone its main difference is that it has a chromatic range from si to sol2.
Ocarina - a primitive whistle instrument, made of clay, the shape can be varied in the form of animals, birds, fish. There are holes on the tool body; closing them with fingers, the performer changes the pitch, flute - is a tube open at one end, into the opposite end of which a plug with a hole is inserted - a whistling device. The tool is made of reeds, bamboo, but more often of wood. There are also finger holes on the body of the flute, closing which in turn, the performer receives the necessary sounds.
Thus, learning to play musical instruments includes three stages: at the first stage, children listen and memorize melodies, sing them, get acquainted with the playing techniques, at the second stage they pick up tunes, at the third stage they perform them at will.
3. Musical and didactic games and their role in teaching preschoolers to play children's musical instruments
An important role in teaching children to play children's musical instruments is played by musical and didactic games that contribute to the formation of skills to listen to music, to distinguish between pitch, timbre, dynamics and duration of sound, the development of independent musical activity, help to consolidate children's knowledge of musical instruments. We include musical and didactic games in all musical classes, and as they are mastered, we transfer them to our free time, use games at holidays and entertainment. Musical toys and instruments used in musical didactic games provide us with invaluable help in this. All musical and didactic games are selected by age. For their use, there should be aesthetically and colorfully designed manuals and musical instruments.
In working with children, one should try to use simple, accessible and interesting musical and didactic games. Only in this case they encourage children to play various musical instruments.
In the process of musical and didactic games, preschoolers develop a sense of camaraderie and responsibility.
The use of musical and didactic games should be started already in the second junior group. In the musical and didactic game "Cubs", the teacher distributes a bell to each child and explains: "You are all cubs and sleep in your houses, and I will be a mother bear, I also sleep." A lullaby melody sounds, the cubs sleep on chairs with their eyes closed. To a cheerful melody, the bear rings a big bell - wakes up the cubs. They wake up and ring her in response with their little bells.
IN junior groups the musical and didactic game "Which bird sings?" is interesting. There are toy birds on the table - big and small. The music director shows how a big bird sings (plays the metallophone up to the first octave) and how a small one (up to the second octave). Then the teacher fences off the metallophone with a screen and takes it in turn to the first and to the second octave, inviting the children to guess which bird is singing.
This game can be repeated in the middle group, but we involve children in playing the metallophone. At the same time, we teach not only to determine the location of low and high sounds on the metallophone, but also to extract them on the instrument.
To consolidate the program material, children of the middle group in the lesson can be offered the musical and didactic game "Pinocchio" (it is better to make musical riddles on the metallophone).
game material. Box with Pinocchio painted on it. From the side, the box opens, cards are inserted there with colorful illustrations to various program songs and plays (herringbone, locomotive, car, sledge, doll, flag, etc.) familiar to children. Game progress. The teacher explains to the children that Pinocchio came to visit them and brought songs with him, and which children must guess for themselves.
The music director plays the piece, the guys guess and take out the corresponding picture from the box. For example, the song "Herringbone" by M. Krasev is performed - the child takes out a card with the image of a New Year tree; the melody of the song “Steam Engine” sounds 3. Companion - takes out a picture of a steam locomotive, etc. Musical and didactic games, in which you can include various chants, help children determine the direction of the melody. Children of the middle, senior and preparatory groups learn to find short and long sounds in the melody, to determine the movement of the melody.
In older groups, work on the development of rhythmic perception becomes more diverse. Various musical instruments are used for this. We start with the simplest melodies on one sound, then we complicate the tasks. For example, let's take the musical and didactic game "Our Journey" as an example. game material. Metallophone, tambourine, triangle, spoons, musical hammer, drum. Game progress. The teacher asks the children to come up with short story about your journey and depict it on some musical instrument.
“Listen first to what I came up with,” says the teacher. “Olya went out into the street, went down the stairs (plays a melody on the metallophone from top to bottom). I saw a friend jumping rope. Like this (beats the drum rhythmically). Olya also wanted to jump, she ran home for a skipping rope, jumping over the steps (she plays a melody up on a metallophone after one sound). You can continue my story or come up with your own. The musical didactic game for the preparatory group "Complete the task" can be used in a music lesson or during individual work with a child.
The purpose of the game is not only the correct transmission of the rhythmic pattern of the melody on the instrument, but also a clean performance on it, the ability to correctly extract the sound. game material. Flannelgraph, cards depicting short and long sounds, children's musical instruments (metallophone, tambourine, box, triol). Game progress. The teacher (or child) plays a rhythmic pattern on one of the instruments. The child lays it out with cards on a flannelograph. The number of cards can be increased. In this case, each player will lay out a rhythmic pattern on the table. The musical and didactic game "Musical Riddles" helps to consolidate the game of a new song, singing on various musical instruments in the preparatory group.
game material. Metallophone, triola, accordion. Game progress. Children sit in a semicircle in front of a screen behind which there are musical instruments on the table. The leading child plays a melody or rhythmic pattern on an instrument. Children guess. A chip is given for the correct answer. The one who has more chips.
Teaching children to play musical instruments main task is the development of harmonic hearing. There are a number of musical and didactic games that help to solve this problem. These include a game for the preparatory group "How many of us sing?".
game material. A tablet with insert pockets or a flannelograph, three nesting dolls-pictures of a large size (for a flannelograph, the nesting dolls are pasted over with flannel on the reverse side), cards (according to the number of players) with slots, three nesting dolls-pictures (for each player), musical instruments. In the game, you can use other game material - three cards with the image of singing children (one child on the first, two children on the second, three on the third). Game progress. The child-leader plays one, two or three different sounds on one of the instruments. Children determine the number of sounds and insert the corresponding number of nesting dolls into the slots of their cards. The called child lays out nesting dolls on the flannelograph or inserts them into the pockets of the tablet. Children must be reminded that they must take as many matryoshka dolls as different sounds will hear.
4. The role of the educator in teaching preschoolers to play children's musical instruments
successes musical development preschoolers largely depend not only on the music director, but also on the educator. After all, he communicates with children more often than a music director, he knows the inclinations of each child better. The joint work of the music director and educator helps to fill the life of children with songs, games, playing children's musical instruments. The last type of musical activity in kindergarten can be given more attention. Constantly increasing the range of voiced toys and children's musical instruments, taking into account the age characteristics of children, equip musical corners in groups.
Children acquire the initial skills of playing musical instruments in the process of music lessons. And if the teacher is looking forward to these classes with joy, eagerly preparing for them together with the children, is active throughout the entire musical lesson, then his mood is transmitted to the children. If we talk about children of primary preschool age, then the role of the educator in musical work with them is exceptionally great, he is a participant in all types of children's activities: he sings and dances with the children, makes musical riddles, plays the tambourine, pipe, and rattles.
The initial musical independent manifestations in babies are still unstable. Therefore, the educator supports their interest in a musical toy and some instruments, shows how to use them. Together with the music director, she plays musical and didactic games in the classroom. For example, when introducing children to the musical didactic game “Bird and Chicks” by E. Tilicheeva, the teacher plays the metallophone, and the music director performs the accompaniment. Together with the children, he performs rhythmic exercises on rattles, bells, tambourines, accompanied by a music director. Then, in various play situations, he uses these musical toys with the children in the group. The teacher teaches the kids to respond to quiet and loud sounds, to hear and distinguish between children's musical instruments (drum, tambourine, rattle).
In the middle group, the teacher, together with the music director, introduces children to musical instruments - a metallophone, a triangle, etc. At the same time, he necessarily performs a melody with the child, as the music director plays piano accompaniment. The teacher helps the child to master the skills of playing the instrument, to convey the rhythmic pattern of the melody. If he finds it difficult, he plays a melody on his instrument (of the same type as the instrument of the child). He plays with the children even if the melody is learned and it is being consolidated.
For example, several children of the preparatory group perform a singing melody on metallophones and percussion instruments, and the teacher plays the leading part on Melodies-26". It turns out a kind of orchestra, which gives the children great joy - because they play together with the teacher. Often, getting acquainted with new plays, children listen to the playing of musical instruments performed by the music director and educator. The musical activities of children outside of classes are very diverse. It takes place on someone's creative initiative, it can be different in form. And it is very important to determine the role of an adult in this activity. The educator directs the independent musical activity of children, includes music in games, in a walk, labor process, using the material learned with the music director, withprompts the children how toexpand the game. At music lessons, children receive tasks to work out in a musical corner, specifically indicate the song that they must learn on some musical instrument. Children independently learn simple melodies, help each other. The teacher closely monitors the game and, if necessary, comes to the aid of the children.
In his free time, the teacher can play a familiar melody on the instrument. This brings him closer to the children, creates a friendly, relaxed atmosphere.
The teacher, knowing well the individual characteristics of the children, closely monitors the progress of the children in learning to play, notices those who are lagging behind, organizes help for them, and identifies the most capable children. These children then become the best assistants to the educator in teaching their comrades. The learning process is fun for both. Children-"teachers" experience great joy, having taught a comrade to play, and children-"students" are pleased that they were taught by their peers.
The participation of the educator is especially necessary when children begin to play in an ensemble. The teacher monitors the overall pace of performance, the correct transmission of the rhythmic pattern, if necessary, comes to the aid of the children.
Often educators share their impressions after attending a concert or theater. The children talk about music broadcasts heard or seen on television. The teacher, knowing each preschooler well, should notice his interest in music in time, support those children who seek to express their creativity in independent activities, take their first steps in playing musical instruments.
The participation of the educator in the process of teaching children to play musical instruments, his ability to perform familiar children's songs, chants, program works enable the teacher to play musical and didactic games. At the beginning, we learn them in class, and the teacher continues to play with the children in the group. In these games, he can play both the main and secondary roles.
You can play not only on the metallophone, but also on other children's musical instruments. Their use makes it possible for the educator to more interestingly organize the independent musical activity of children, to develop their creative abilities more widely.
Involving the educator to work with children, it is necessary first of all to prepare him. To this end, we are planning a number of activities. Firstly, these are individual lessons, during which educators learn to play children's musical instruments individually and in an ensemble. Secondly, holding consultations, during which they learn new songs, movements, work out the rhythmic pattern of songs. It is obligatory to hold consultations on the days before the holidays: to study with the presenters, we beat various games, including musical and didactic ones, which require the master to master several children's musical instruments. It’s good if one of the educators can play some instrument: accordion, button accordion and accompany the matinee together with the music director. Experience has shown that if you regularly and systematically engage with educators, that is, consistently expand and deepen their knowledge and skills, then they will be active participants in musical work with children, good helpers.
In kindergarten, musical education is considered as one of the links in the harmonious development of preschool children. It should be noted that if the teacher himself loves music, is active in music classes, holidays, teaches children to play musical instruments with pleasure, then the children in this group are especially musical, they look forward to classes with interest, have fun spending their leisure time, play musical instruments in group during free time.
Only thanks to the joint work of the music director and educator, creativity to the issues of musical education of preschool children, the life of children can be made interesting and diverse.
5. Children's orchestra
Children's orchestra - one of a kind collective music making. There are several types of children's orchestra: noise (which includes different types percussion instruments that do not have a scale), an ensemble (consisting of the same or the same type of instruments), a mixed orchestra (including different groups of instruments).
The simplest, most accessible of them is the noise orchestra. It can be organized already with young children, if they know how to play rhythmically with clapping strong beats bars, mark the meter of music. Depending on the nature of the work, you can use such instruments and toys as a bell, rattle, drum, tambourine, box. Such an orchestra does not require a wide variety of instruments. It is important to select timbres that would expressively emphasize the nature of the music, the elements of representation. The sound of the orchestra will be more varied and interesting if the instruments play not only all together, but also in turn, combining with each other depending on the nature of the music. You should alternate different timbre colors, use those instruments and their combinations that in each part of the piece (musical phrase) most correspond to the mood of the music. Before the performance of the work, it is necessary to discuss with the children what instruments will be needed for the game. For example, if there are two contrasting parts in the play and the first is cheerful, playful, and the second is gentle, soft, then you can first use a rattle, a tambourine (together or alternately), and then a bell, a triangle, etc. The teacher should, if possible, take into account the wishes of the children in choosing a musical instrument.
One of the varieties of the noise orchestra is the spoon ensemble (middle and senior groups). It sometimes includes several other percussion instruments (tambourine, triangle, etc.).
Before creating a mixed orchestra, as a rule, they organize ensembles of instruments that have a scale, such as metallophones, zithers. To organize an ensemble of wind instruments, it is necessary that each child has his own instrument.
Ensemble playing requires coherence of performance. This applies to rhythm and general musical expressiveness. The teacher encourages children to listen to their own game and the game of partners, listen to the piano part, not try to drown out each other, try to convey the moods expressed in music.
Joint play is preceded by individual lessons with each child and play in small groups (2-3 people each).
Children are combined into subgroups only when they have mastered the instruments well, have learned their parts.
For the harmonious sound of a mixed orchestra, a lot of preliminary work with children is necessary - first, individual, then in small groups, an ensemble, and, finally, the entire composition of the orchestra.
When working with the orchestra, music directors mainly use ready-made instrumentations (arrangements of pieces for orchestra) published in children's collections. Knowing some of the rules of instrumentation, they can themselves (with the participation of children), based on the nature of the music, determine the composition of the orchestra, choose groups of solo instruments, distribute which instruments to assign various elements of texture (melody, accompaniment, rhythmic pattern of the melody, strong beats of measures, accents , metric pulsation). A melody can be played first by some instruments, then by others (according to musical phrases or sentences). So that the sound is not monotonous, several instruments can also perform the metric pulsation, alternating. Against the background of instruments that perform some element of texture (for example, the rhythmic pattern of a melody or metrical pulsation), it is better to entrust accents to another instrument that is brighter in timbre (tambourine, cymbals), and strong beats of measures to a third one (depending on the nature of the music) .
Thus, in order for the orchestra to sound more expressive, more colorful, it is better to assign different elements of the texture of the work (melody, bass, characteristic rhythm, accents) to instruments that differ in timbre.
Compound orchestra, the number of instruments of each group is also determined based the music itself. When performing folk melodies, folk instruments (wooden spoons, accordion, etc.) should be used more. For classical music they are unacceptable - here it is preferable to use tools, analogues of which are available in symphony orchestra(triangle, xylophone, metallophone, flute, oboe).
The ratio of the number of instruments in each group (strings, wind, percussion) is determined by the brightness of the timbres. There should be about twice as many stringed (quiet) instruments as voiced metallophones. There can be several accordions or triplets with a bright sound (2-4 instruments). The number of percussion also should not be very large. When distributing parties in the orchestra among children, it is necessary to take into account their interests and abilities. The guys who most easily pick up melodies by ear can be entrusted with parts of melodic instruments. To keep a rhythmic basis, it is important to have a good sense of rhythm. Therefore, the performance of metric pulsation, the rhythmic pattern of a melody is trusted by children with developed sense rhythm.
The method of learning to play in the orchestra is similar to the teaching method individual game and in the ensemble. Children who play instruments that have a scale learn their parts, starting with understanding the direction of the melody. They sing the melody with and without words (into the syllables ta, ti or others), determine the direction of movement of the sounds of the melody by modeling (lay out the sounds on a flannelograph, show the direction of movement of the sounds with their hands while singing). To determine the ratio of the durations of sounds, they slap the rhythmic pattern of the melody, lay it out on the flannelograph with the help of sticks various lengths or rhythmic designations adopted in musical notation, make subtexts of the rhythmic pattern of the melody with the help of syllables (ti-ti-ta). They play a melody on a “silent” keyboard while singing and then play it on a musical instrument.
The teacher should be attentive to each child. Some children pick up melodies by ear more easily than others, therefore, they do not need all preparatory exercises. Those who play percussion instruments that do not have a scale learn their parts with piano accompaniment, singing, and gradually unite with others.
6. Independent musical activity of preschoolers
Systematic and systematic work on teaching children to play children's musical instruments makes it possible not only to consolidate the knowledge gained in the process of musical lessons, to improve ear for music but also to develop the independence of children, their creative activity.
baby playing music enriches the child with impressions, has an impact on the development of his creative abilities, forms a moral character. The musical experience that children acquire in the classroom allows them to successfully apply the acquired knowledge in holidays, entertainment and, of course, engage in independent musical activities.
We must try to teach children not only to play musical instruments, but also to independently apply the acquired skills and abilities in life. The equipment of musical zones is one of the necessary conditions.
This issue must be taken very seriously. In kindergarten, each group should have musical corners where children can listen to their favorite works on record, sing their favorite songs, pick up a melody on a metallophone, accordion, and play musical and didactic games. We must try to make the musical corner stimulate the independent activity of children, be an assistant in their creativity.
Try to ensure that in all groups in musical corners there were albums with pictures on the plots of program songs, encouraging children to play the instrument; record player with a set of records program works, folk music, children's songs and fairy tales. Most clearly independent musical activity is manifested in groups of older preschool age.
There are always children in the group with musical ability, quickly memorizing pieces of music playing several children's instruments. They are active, able to interest others. Therefore, they can be instructed to organize musical and didactic games in the group, which the children met in a music lesson. Such guys are, as it were, an example for the rest, they make them want to be active too. There are children who quickly cope with the tasks set when playing a musical instrument, but are too self-confident: they often boast, laugh at those who have difficulty playing various instruments. Invite this child to perform something more difficult, requiring additional efforts from him. Performing such tasks, the child ceases to feel his superiority over other children, since he himself has to work hard on the work and overcome difficulties. We must try to keep music in the lives of children important place awakened good feelings in them. This requires practical skills, skills in singing, movements, playing children's musical instruments. These skills they acquire in the classroom, during individual lessons with a teacher in musical corners. Only by solving all these problems, it is possible to achieve certain success in the development of children's creativity.
Having learned to play, the child applies his skills in everyday life. For example, the game "in the family" becomes much more interesting if the hostess, receiving guests, plays the piano or glockenspiel.
In the process of independent activity, children develop a sense of camaraderie, mutual assistance.
big work on teaching children to play children's musical instruments is not will pass without a trace: children will master many instruments, they will play individually and in ensembles.
From holidays, all kinds of entertainment, concerts, children have a lot of impressions. In everyday life, they have a desire to repeat numbers from holiday programs. To do this, we transfer some attributes, decorations, costume elements to the groups.
As a result of consistent, everyday lessons in teaching children to play musical instruments, the level of musical development of preschoolers will increase significantly.
Children learn to apply the acquired knowledge and skills in everyday life, their creativity has intensified.
Conclusion
The main form of musical activity in kindergarten is music lessons. They combine all types of musical activities: singing, listening to music, musical and rhythmic movements, playing children's musical instruments.
Playing children's musical instruments in kindergarten is given special attention, since it is children's music playing that expands the scope of musical activity of a preschooler, increases interest in music lessons, contributes to the development of musical memory, attention, helps to overcome excessive shyness, stiffness, expands the musical education of the child.
During the game, they are clearly manifested personality traits each performer: the presence of will, emotionality, concentration, creative and musical abilities develop and improve.
Learning to play musical instruments, children discover the world of musical sounds and their relationships, more consciously distinguish the beauty of the sound of various instruments. They improve the quality of singing (they sing cleaner), musical and rhythmic movements (they reproduce the rhythm more clearly).
For many children, playing children's musical instruments helps to convey feelings, the inner spiritual world.
This is an excellent tool not only individual development but also the development of thinking, creative initiative, conscious relationships between children.
Literature
Bubley S. "Children's Orchestra" Leningrad "Music" 1983
Vetlugina ON Musical education in kindergarten. - M.: Enlightenment. 1981. Vetlugina N.A. Children's Orchestra. - M.: Enlightenment.
Vetlugina N.A. Musical education in kindergarten. - M.: Enlightenment, 1981.
Kononova N.G. Learning to play children's musical instruments. -1990.
Radynova O.P. Musical education of preschool children. - M.: Enlightenment: Vlados, 1994.
INSTITUTE FOR THE DEVELOPMENT OF EDUCATION OF THE RT Trubacheva V.N. music director II qualification category kindergarten №357 Kazan 2014
Program content
Develop the ability to listen to music,
Feel their character, express their feelings in words, drawing, movements.
To form the ability to play along with the simplest melodies on the drum, tambourine,
metallophone, bells, triangle, wooden spoons, etc.
Equipment
Musical instruments: metallophone, wooden records, drum, tambourines,
wooden spoons, triangle, rattles, bells. Candy basket.
Lesson progress
- Children run into the hall to the music of the polka, become a semicircle.
- Musical greeting with the music director and guests.
- The music of E. Grieg sounds "Morning" (birdsong, stream, cuckoo)
Music hands “Children, you and I ended up in the forest. Listen, who sings so beautifully in the forest?
Children: "Birds"
Music hands “Ah, who is murmuring so cheerfully?
Children: "Brook" (listen to music, the teacher performs the exercise with the children)
Sun - rotation of the hands up, down;
Flowers - bud, opening of the palms;
Wind - swinging arms overhead with sounds - "f" , "sh" blow;
Autumn leaves - shaking hands, squatting;
Birds - run in a circle waving their arms, sit on chairs.
4. Music. Rook: Guys, in the forest you heard the music of the Norwegian composer E. Grieg "Morning" .
There were many birds singing there. What bird am I talking about? Guess.
Riddle: a bird sitting on a bough, everything sings cuckoo, cuckoo, an unpretentious simpleton, but her name is (cuckoo)
1) Let's sing a song about the cuckoo (This bird sings coo-coo - from different notes.)
Let's clap like a cuckoo sings (clapping coo-coo)
And now let's play the metallophone, as the cuckoo sings (several children playing)
5. Now you will hear already familiar music (P. I. Tchaikovsky "Horse Game" )
Who is this music about? Which composer wrote it? Is it fast music or slow?
Smooth or jerky? (Children listen to music, learn, answer questions.)
Let's ride horses. (depict riding a horse).
On the legs of the horse are hooves that click loudly. We will turn into horses and on wooden plates we will depict how horses clatter. (Children under the chairs take records)
If we knock with the narrow side of the record - here the sound is deaf - the horses run in the forest along the forest road. If we knock with the wide side of the record - the sound is sonorous here - the horses run in the city.
Girls are horses in the forest (narrow side of the plate)
Boys are horses in the city (wide side square) (Put records under chairs)
6. I will now play an instrument for you, and can you guess what this instrument sounds like?
(M. R. plays the drum, the children guess.) Children, would you like to sing a song about the drum?
- Children sing a song "Drummer" music M. Kraseva (imitating drumming with hands)
- “The drummer plays the drum. Who wants to be a drummer?"
(Singing a song to the drummer's playing)
7. M.R. “Someone is hurrying to us from the forest” (runs in "bunny" with wooden spoons.
Bunny: Hello guys! I am a jumping bunny jumping from the forest. (beats with spoons)
Tar-ra-ta-ra-ra, it's time to play, take the instruments, dance with them cheerfully.
Dance game with musical instruments
(Musical instruments are laid out on the floor on colored cards) Children run in a circle after the bunny. With the end of the music, the children take the instruments from the floor.
dance (spring, stomp, putting the foot on the toe)
They play musical instruments.
They circle around themselves, holding musical instruments high.
Put the tools on the floor, run in a circle.
(The dance game is repeated 2-3 times)
M.R. Well done guys, you danced well and played musical instruments.
Bunny wants to treat you with sweets.
(The bunny takes out sweets from the basket, treats the guys).
M.R. Well, that's the end of our lesson, goodbye, guys!
Children: (sing) Goodbye. (They leave the hall to the music)
The principle of continuity (the lesson was built on the basis of previous joint actions of the teacher and children).
The principle of activity (motivation and interest were supported).
The principle of accessibility (correspondence to age characteristics).
The principle of psychological comfort
View document content
"" Acquaintance with percussion musical instruments " Summary of the lesson of the OO "Artistic and aesthetic development" for the middle group "
Topic: "Introduction to percussion instruments"
Abstract of the lesson of the NGO "Artistically aesthetic development»
Mamonovo
Explanatory note
The lesson of artistic and aesthetic orientation, the educational area "Artistic and aesthetic development" is compiled in accordance with the main educational program DOW. using ICT, as well as technologies of collective education.
During the lesson, the integration of the following educational areas: "Artistic and aesthetic development", " cognitive development»».
The principle of continuity (the lesson was built on the basis of previous joint actions of the teacher and children).
The principle of activity (motivation and interest were supported).
The principle of accessibility (correspondence to age characteristics).
The principle of psychological comfort
Lesson progress
Children enter the hall with a dance step, stop in a circle.
Educator: Good morning! Smile soon, and today the whole day will be more fun. Say hello to everyone around you. Hello, hello again.
Guys, we are now going to a new country. This country is not on any of the geographical maps, but it is where they love music. This is the country of "musical instruments". And we will get to this country with the ringing of bells.
"Exercise with bells" T. Vilkoreiskaya.
After the exercise, the children sit on chairs, percussion musical instruments appear on Slide 3.
Musical director: Look how many musical instruments - the whole country.
And the king-drum rules in this country.
- Look carefully and tell me what needs to be done to make these instruments sound? (children's answers)
M.R.-To strike correctly.
-Listen and guess the riddle.
slide 4
When I play on it, when I rehearse,
With fear, the whole house thinks that I am repairing the roof.
children: drum
Yes, it's the Drum King himself.
-And who can say why the drum was chosen as the king of the country? (bring the guys to the answer that the drum can be played very loudly, but this cannot be done on other instruments.)
slide 5
-Look at the drums. (during the show, 2 types of drum are involved: one-sided and two-sided)
- The drum has one or two membranes, depending on this, they are called one-sided bilateral.
- How to play the drum? Who can show? (children show, clarify how to properly hold the sticks and hand when playing the drum.)
-Drums occupied a very important place in military music. In the past, drums were used on the battlefield to transmit signals to troops to maintain morale and intimidate the enemy.
-But what else do you need drums for, listen and tell me.
Listening "Beat drums" L. Schwartz.
- Yes, the drums are used for campaigns, so that the soldiers march in an even march.
-Remember, we talked about character. About the character of a person, about the nature of music.
- But each musical instrument also has its own character, the character of the sound, or they also call the coloring of the sound.
What is the nature of the sound or sound of the drum?
Children's answers: loud, thundering
-Now we will try to march like soldiers to the beat of a drum.
Walking to the sound of a drum.
In the middle of the hall lie on the floor for each 2 wooden sticks. Children march to the instruments.
-Here are the sticks. But now they will turn into percussion instruments, and you listen and help me.
The poem "Wand-knocker"
For rhythmic accompaniment of the text.
Knock-knock-knock-knock - what's that sound? (hit wand on wand)
Wooden is the sound of knock-knock-knock-knock.
Knock-knock-knock-knock - what's that sound? (Bang the chopsticks on the floor)
The woodpecker lived in an empty hollow
Oak hollowed like a chisel tuk-tuk-tuk-tuk.
Knock-knock-knock-knock - what's that sound? (Hit crosswise with chopsticks
Wooden mallet on the floor)
Knocks your heel knock-knock-knock-knock.
Knock-knock-knock-knock - what's that sound? (Strike crosswise with sticks
Someone knocked on our door. on the knees)
That's where this knock-knock-knock-knock comes from.
-Now tell me these are simple sticks?
Children: No, these are musical percussion instruments.
M.R. Let's take them to our percussion instruments. (children go to places and put chopsticks on the table)
slide 6
M.R.-Look at the following tool and tell me what it is called? Children: metallophone
-Do you know why they called it that? It consists of metal tubes that sound when struck with a hammer. Metal sounds metallophone.
-Can this instrument be called a percussion instrument?
Children: Yes, this is a percussion instrument,
M.R. You can play a melody on it, which means it is not just a percussion, but a percussion-melodic instrument.
The chant "Hey blacksmith" is a game on the metallophone.
-Who can say what character of the sound of the glockenspiel?
Children: Sonorous
Can this instrument be played with a very strong hammer?
Children: No
M.R. Guys, what is an orchestra? This is when they sound at once or alternately a lot different instruments. And in order for us to create our own orchestra of musical instruments, we will play "Cap".
I have instruments hidden under caps here, whoever guesses them by their sound will play that instrument in our orchestra.
Musical and didactic game for the development of timbre hearing
"Cap"
-Does everyone have tools? Our orchestra is ready! Let's get started then, but don't forget that the instruments we play on the back end between the verses in the song.
Song "Wonderful Song"
Well, here we met and played percussion instruments. The king of this country has sent us a mission. Here is a cassette containing excerpts from various musical works. We must listen to the music and find out where the king of percussion instruments himself sounds (explain to the children that we will march when a familiar instrument sounds)
Definition by ear of a musical instrument-drum.
Select the sound of the drum from the variety of sounding instruments.
Playing a song with a drumSlide 7
M.R. -You did a great job and deserved prizes (distribution of souvenirs in the form of a drum)
- Guys, I am sure that you will never forget such a beautiful country "The Land of Musical Instruments", which introduced us to percussion instruments. We will definitely come back here.
In the meantime, sing - Goodbye!
The children leave the room.
Entertainment scenario for children 4-5 years old. Acquaintance of children with children's musical instruments.
(Presentation of new children's musical instruments)
Program content
Target: draw the attention of children to the richness and diverse world of sounds made by various musical instruments.
Tasks.
Educational:
1. Formation of ideas about musical and noise sounds.
2. Gaining knowledge about musical noise instruments, the history of their creation and sound features.
3. Acquaintance with the techniques of playing noise instruments.
4. Learning and performing Russian folk songs and chants.
5. Learn to distinguish instruments by sound.
6. Fix the names of the instruments, the skills of playing them.
Developing:
1. Development of vocal-choral and rhythmic skills.
2. Development of musical memory, pitch hearing, attention.
3. Acquaintance with the initial skills of playing in an ensemble, introducing children to the forms of joint music-making.
4. Development of creative skills (improvisation).
5. Consolidation of children's knowledge about the rattle as a musical instrument, learn to play rhythmically, start and finish on time.
6. To develop the subtlety and sensitivity of timbre hearing, imagination and finesse in sound art.
Educational:
1. Raising interest and love for music, folk musical culture, the world of beauty.
2. Raising interest in playing the simplest musical instruments.
3. Cultivate interest in a variety of sounds of the world.
Attributes and equipment:
Collection of rattles, tambourines, tambourines, spoons, bells, metallophones, bells, triangles, rattles, rhythmic sticks, maracas, homemade rattles.
Slide show equipment.
preliminary work
music director:
Selection of repertoire for children and adults, selection of slides for presentation, selection of musical instruments for performance musical plays in the orchestra, arrangement for the orchestra of musical works.
Work with children:
Acquaintance with noise musical instruments and metallophone;
Teaching how to play them;
Learning the chorus of the song “Rattle”, dance with rattles, the game “Who is sooner”, musical pieces for playing children's musical instruments.
Working with teachers:
Learning the polka "Letka-Enka", the song "Rattle".
Working with parents:
Making homemade toys rattles for the exhibition.
Methods and techniques:
game moment, art word, display, conversation, task, explanation, examination, consolidation, encouragement, result.
Tasks of integrated educational areas:
"Knowledge". Fix the names of musical instruments: maracas, bells, rattle, tambourine, metallophone, rhythmic sticks, triangle.
"Socialization". To form friendly, benevolent relations between children and adults.
"Communication". Fix in the children's dictionary: rectangle, traffic light, signal, transition, public transport stop. Develop free communication with adults and children.
"Reading Fiction". Develop the ability to guess riddles and correlate them with the image, expressively read short poems.
Entertainment progress.
Leading:Wherever people live, children play... Probably the most favorite toy for children is a rattle. Not a single baby grows up without a rattle that serves the child throughout the first year of life. Dried pumpkins, clay balls with pebbles inside and shells were the first rattles of mankind. The very word "rattle" in Russian comes from "to rattle at the ear." Many artists liked to depict babies with rattles.
Slideshow "Rattle in paintings"
Among the white towels
On a luxurious mattress
Sleeping baby lady
With a rattle in his hand.
Exactly a month this lady
exists among us.
She has four kilos.
This is a diamond girl.
(author of poems Nikolay Oleinikov)
The most fun of all is a toy,
Painted rattle.
Give the crybaby a rattle -
Will become a crybaby laughing.
This cute toy
Baby girlfriend.
She sings all day
Don't let the kids cry.
And in order for the rattles to rattle so merrily and amuse the kids, what kind of loose materials are they filled with? (children's answers)
When you were little, you could only rattle rattles. And now you are older, you can not just rattle, but play them like musical instruments. Show how you can play the rattles (children take rattles and stand scattered).
Song "Rattle" music. V. Dobrynina, sl. M. Plyatskovsky
(The teacher sings the chorus, the children sing the chorus and play rattles)
Leading:
How well you sang and played the rattles! Do you want to dance with them?
Rattle dance
Leading:
What a wonderful musical instrument - a rattle! (draws attention to the exhibition of rattles that children and their parents made with their own hands)
Take a look at our rattle exhibition. These are the children and their parents who made such rattles themselves, with their own hands! Want to hear how they sound? Children, play your rattles for us!
Orchestra of homemade rattles, music. Kukaracha-Kukaracha
Leading:
Everyone liked the sound of these rattles? Let's play with them now!
The game "Who will take the rattle sooner"
Leading:
In addition to rattles, there are many more interesting noise and musical
tools. Try to guess what they are called?
(after the correct answer of the children, the screen appears
slide with the image of this tool)
1. He plays from the heart,
The rhythm is very difficult.
What does it sound like, tell me?
Fidget ... tambourine (slide show "tambourine")
2. Still plays next to him
Also sonorous ... tambourine (slide show "tambourine")
3. He sits under a hat,
Do not disturb him - he is silent.
Just gotta take it in hand
And swing a little
A call will be heard:
"Dili-dong, Dili-dong!" bell (slide show "bell")
4. I look a little like a shoulder blade,
I look a little like a paddle
I help the guys eat porridge,
And my sister is a ladle ... a spoon (showing the “spoon” slide)
5. At the most fabulous moment
This tool will enter.
Quietly, softly ringing
Everything seems to be silvered.
Any preschooler knows
When playing ... triangle (slide show "triangle")
6. Here are the metal plates,
There are many on the board.
From the records of those that are many,
The road runs away.
A wonderful sound is heard.
This is how it sounds ... metallophone (slide show "metallophone")
7. Here the plates are different,
Wooden, large.
How they start to crack
You need to close your ears ... ratchet (slide show "ratchet")
8. This is not a rattle for you
And not a child's toy.
It makes us all very happy
Wooden ... maracas (slide show "maracas")
9. They beat each other - knock-knock-knock -
And everyone hears a beautiful sound ... sticks (slide show "rhythmic sticks")
10. Well done,
Remote ... bells (slide show "bells")
Guys, do you like all these musical instruments? (children answer)
Our children are very fond of
More than any porridge
Spoons, rumba, triangle,
Maracas, bell.
They also love the metallophone,
Because he is loud.
And also on a tambourine in the morning
Children love to knock...
At this time, mom and dad
I really want to sleep.
And if these instruments are put together all at once?.. Would you like to hear what happens? Grab your tools guys!
(children take instruments and stand in front of the audience)
Leading:
Admire the orchestra:
The tools are good!
Virtuoso musicians -
These are our babies!
Children: (Take turns talking about your instrument)
1. Here is a beautiful, sonorous tambourine!
He will not be silent in his hands! (Child plays the tambourine)
2. Like friendly palms,
Our spoons are rattling! (Child plays with spoons)
3. But these are sticks,
Punch sticks! (Child knocks with chopsticks)
4. How the ratchet crackles -
Surprise everyone today! (The child plays the rattle)
5. Makes a beautiful ring
Our sonorous metallophone! (Child plays glissando on metallophone)
6. These are tomboy brothers,
Bells-bells! (Child rings bells)
7. Will play here for you
Wooden maracas! (Child plays maracas)
8. Let's hit the triangles -
We will give joy to all guests! (Child plays on a triangle)
9. Dili-dong! Dili don!
Sounds are heard from all sides!
The bell rings so
Like a brook gurgling. (Child rings a bell)
Children in chorus:
We will play together for you
All you have to do is clap!
Children play in the orchestra. "Moscow quadrille"
Leading:
Well done guys! (addressing guests) Did you like how our children play? In our kindergarten, not only children, but also adults are very fond of playing musical instruments.
Listen to their performance of the Finnish polka, which is called "Letka-Enka".
Educators perform the polka "Letka-Enka".
Leading:
How much fun we had tonight! Do you want to learn how to make some other instrument? Fine! Next time we will make bells with you. And now it's time for us to say goodbye. Let's say to the guests: "Goodbye, see you again"!
(children say goodbye and go to the group)
