Olga Altukhova
Abstract of a musical lesson. Theme "The use of health-saving technologies in music classes at preschool educational institutions"
"Happy Notes" health»
Abstract of a music lesson.
Theme« The use of health-saving technologies in music classes at preschool educational institutions»
Form of organization of activity: subgroup
Means of education:
1. Equipment:
-music Center
Projector
A laptop
- musical instruments: whistle bird, cones, sultans, nuts, wooden sticks, rustlers, bell.
2. Visual material:
Presentation
3. musical material : E. Grieg "Morning", "In the Hall of the Mountain King", P. Tchaikovsky "Waltz of the Flowers", "March wooden soldiers» , "Sweet dream", V. Alekseev "Polka stomp", "Magic of nature. Waterfall", song "Walking through the woods musician» , valeological song-chant « Good morning» O. N. Arsenevskaya, b. n. m.
Literature.
1. Arsenevskaya O. N. " The system of musical and recreational work in kindergarten" Volgograd, "Teacher", 2009.
2. Kartushina M. Yu. " Wellness classes with children 6-7 years old" Moscow, shopping center "Sphere", 2208.
Course progress.
Leading: Hello guys! Such wonderful weather today! Let's wish everyone "Good morning" !
Valeological song-chant with wellness massage
"Good morning"
1. Good morning! Stretch your arms to the sides
Smile soon! and bow slightly to each other.
And all day today "Spring".
It will be more fun. Raise the handles up.
2. We stroke the forehead, Perform movements in the text.
Nose and cheeks.
We will be beautiful, Head tilts to the right
Like flowers in a garden! and left shoulder alternately.
3. Let's rub the palms of the Movement through the text.
Stronger, stronger!
Now let's clap
Bolder, bolder!
4. We will now rub our ears
And save your health.
Let's smile again
Be everything healthy! Raise your arms to the sides.
Leading:
Amazing, (speaking in the background music and leads the children with a snake to the screen)
pouring river music,
Turned everything around
And boats of melodies
They float out of hand.
Their wave is steep,
But he can't stop, no.
To the kingdom healing music
Shall we follow them?
I invite you to visit the magic castle to the Queen of Healing Music.
(a slide showing a castle appears).
At the Queen of Healing Music(slide with her picture)
there are helpers - funny notes health, there are only seven of them - these are notes do, re, mi, fa, salt, la, si - they will tell you how music helps us strengthen our health. They live here, on the musical staff.
(a slide appears with a stave, but empty,
AND stave empty, where are the notes? Look, here is a postcard from the Queen Music, let's open it, maybe we'll find the answer here.
"So that the secret health you find out - you need to collect all the notes, The path is not easy you have to, a massage won't hurt you."
caregiver: Well, guys, let's go. I suggest you perform a play massage, as the queen suggested to us.
Children stand in pairs around the hall and under music, perform movements in the text.
I have these pens!
Look! stroking hands.
They clap loudly. clap
One two Three!
your hands too
They look like mine, stroking each other's hands.
"boat".
Spin around with me.
I have such cheeks!
Look! stroke their cheeks.
I'll pinch them a little. Cheeks sting easily.
One two Three!
Your cheeks are rubbing too
Similar to mine. each other's cheeks.
It's good with you, my friend, they are spinning "boat".
Spin around with me.
I have such ears! massage the earlobes. Rubbed
Look!
I'll break them down slowly.
One two Three!
Your ears too, teasing each other's ears.
Similar to mine.
It's good with you, my friend,
"boat".
I have such a back! pat themselves on the back.
Look! They slap their hands.
I'll pat on the back.
One two Three!
Your back is also slapped on each other's back.
Looks like mine.
It's good with you, my friend,
Spin around with me. circling "boat".
Leading: Did you feel the warmth spread through your body? So we did the massage right. Look at the first note "before" returns to the musical staff.
(a slide appears with one note on the camp)
“Can you dream? Dream about something pleasant, beautiful, good, and then share your impressions with me, the Queen Music».
Leading: -Sit comfortably on the carpet, close your eyes and dream a little, and then share your dreams, fantasies.
Sounds like music"Sweet Dream" by P. I. Tchaikovsky.
Leading: Extraordinary music. What beautiful words can you tell about her? And who will share their dreams, fantasies?
Children's answers: Children answer complete sentences. Example: The music sounded beautiful, smooth, gentle, magical ... etc.
Leading: How many wonderful words, it was not for nothing that P. I. Tchaikovsky called his music"Sweet dream" - this is a dream, fantasies, dreams.
Let's revive our fantasies, create an expressive, plastic dance, I will ask the boys to sit on the chairs, and the girls to dance
And these will help us "butterflies"
(girls come out with butterflies in their hands and perform dance moves)
Motor improvisation under music"Sweet dream".
Leading: You perfectly conveyed your dreams and fantasies in dance improvisation, well done.
Guys, which girl do you like more? Whose dance was lighter, airy, magical?
Boys answers.
Leading: Your burning eyes and smiles tell me that you enjoyed this task. Here is the second note "re" returns to the musical staff.
(a slide appears with a note on the camp).
The third note lives in a clearing of mirror flowers.
Leading: Guys, I know how we can use these mirror flowers (children take "mirrors - flowers") .
Let's do gymnastics for our tongue (children look in the mirror and perform tongue movements)
Our funny tongue. The children say the words in unison.
Click, click. Click, click. They click their tongues.
We brush our teeth skillfully, they show how they brush their teeth
Right-left, right-left.
We weren't tired at all. Stick out the tongue and "tease"
Up and down they began to move.
Like bees buzzing
Like a machine, they purred
How, horses, galloping, moving around the hall at a straight gallop
Stopped right away! Stop! Stop.
Slide (third note appears)
Leading: Guys, here is the third note - "mi"! You guessed what the secret is health was hidden in this clearing?
Children's answers.
Leading: That's right, you and I stretched our tongue and are now ready to look for the next note.
The fourth note lives in the song
Leading: And now guys, I suggest you sing a song for the queen, which we learned in the past classes.
Children sing a song.
What was your mood like?
Children's answers.
To live and not get sick, try to sing every day!
slide with the fourth note
Leading: And here is the fourth note "F" returned to the musical staff.
"You stagnated a little,
Come on, warm up, little ones."
Leading: I suggest you do
Musically- playing gymnastics "On the track" to stretch our legs, and help you music listen carefully to my text and music which will sound.
Along the winding path
I suggest you go.
Maybe you guys can
You enter the fabulous forest.
We walk calmly, unhurriedly, Children walk with a calm step under music
Holding your head straight "March" M. Robber.
Everyone has good posture.
Like soldiers we march, children march high
Raise your legs higher. knees, arms along the body under
We can't raise our hands "March of the Wooden Soldiers"
Just walk with your feet. P. I. Tchaikovsky.
Keep everyone's back straight
To be visible.
Here is the cave in front of us, the children go half-crouched under music
To pass we will squat with you. E. Griga "In the Hall of the Mountain King"
Semi - squat let's go
So as not to hit our foreheads.
We will run like chanterelles Easy run, children show "habits"
Very cunning sisters, foxes under music"Gavotte" Gosak.
Let's wag our tail
Let's cover our trail.
Fairy flowers in a meadow Dance - fantasy "Waltz of the Flowers"
Bloomed. P. I. Tchaikovsky.
In the waltz of flowers they
We started spinning.
They danced so beautifully
But we are a little tired (children stop)
Leading: Guys, to relax you just need to breathe properly. First I will show you how it is done, and then you will make it yourself.
Breathing exercise.
Here is a magical waterfall Children with palms "catch" water.
He will kill all the guys. Children "wash themselves".
We draw air into the chest. Hands up, a deep breath through the nose.
And we all dive deeper. Children squat, group
And now we all float up, Children stand up, hands to the sides.
And let's exhale the air. Children exhale slowly through their mouths.
Leading: How wonderful you moved. Movement is also health!
(A slide with a note appears)
And the fifth note "salt" finds its place on the musical staff
“A forest fairy tale is waiting for you ahead.
And she must accompany music».
Leading: Well, that's fine. Are we up to this task?
Children's answer.
Leading: Oh, guys, but I won’t pick up a word. Will you help me?
Children's answers.
Leading: Tell us who writes to us music: poet, writer, composer?
Children's answers.
Leading A: Thanks guys, correct composer. Now it will sound music by composer Grieg"Morning". But before it sounds, I want to show you what unusual instruments I have for you. brought:
here is a whistling bird,
Cones, - rustlers -2 pcs (paper, bag,
Bell,
Sultanchik,
sticks,
Guys, choose one instrument for yourself, and now I will tell you which character you will voice.
Cones - for the theme of the bear,
Nuts - for squirrels,
Sticks - For woodpecker,
Rustles - for a leaflet,
Rustles - for chanterelles,
Sultans - for the wind,
Whistle - for the lark
Bell - for dewdrops.
Leading: In our fairy tale, each hero has his own musical instrument, let's try to voice a fairy tale, and help us again music.
(Children try to play.)
On the background music Grieg's children play the orchestra. « Forest Tale» .
Quietly wandering along the path - says the leader.
Morning in golden clothes
Where the rustling rustle with a leaf
Where dew bells will ring
There is a loud knock wooden sticks
This is a woodpecker - here and there!
The woodpecker makes a hollow -
The chicks will be warm there.
Because of the forest, slowly, rustlers
Came out Red fox.
She steps softly
on silk grass.
The squirrel jumped up Nuts
And he gnaws his nut there -
Here comes the bumps bumps
Toed bear.
The breeze suddenly flew sultans
Noisy through the trees
The clouds disperse
The sun is shining
In the sky wings opening a whistle
The lark curls
Alive, Alive, Alive, Alive, Alive, Alive
It pours over the fields.
Leading: Well done boys!
Now we have done musical sketch"Forest Tale", we did not draw it on paper, we perceived it not visually, but by ear, through the ears. Great job, you guys are all creative.
(A slide appears with a note on the camp).
Leading: Here is the sixth note "la" appeared on the musical staff.
“Maybe a note is hiding in happy dance?»
Children's answers.
Leading: Shall we check?
So that health strengthen - we will dance with you!
Dance - improvisation for a cheerful music.
Last note slide
Leading: Look, the last note "si" returned to the musical staff. Queen music shared her secret. Let's remember together who helped us today to strengthen health.
Children's answers - music…
Leading: Right, music.
Guys, let's all count the notes together.
Children count.
Leading: And now let's remember the names of the notes.
Children say names - do, re ....si.
“You got all my notes back on the stave, thank you guys, goodbye!
Children pass « treble clef» and they say that someone remembers and likes lesson.
Leading: And now, guys, let's say "goodbye" to all guests.
"Merry Notes of Health"
Abstract of a musical lesson.
Theme "The use of health-saving technologies in music classes at preschool educational institutions"
Form of organization of activity: subgroup
Means of education:
1. Equipment:
Music Center
Projector
A laptop
Musical instruments: whistle bird, cones, sultans, nuts, wooden sticks, rustlers, bell.
2. Visual material:
Presentation
3. Music material: E. Grieg "Morning", "In the Cave of the Mountain King", P. Tchaikovsky "Waltz of Flowers", "March of Wooden Soldiers", "Sweet Dream", V. Alekseev "Polka-stomp", "Magic of Nature. Waterfall", the song "A musician was walking through the forest", a valeological song-chant "Good morning" by O.N. Arsenevskaya, r.n.m.
Literature.
Arsenevskaya O.N. "The system of musical and recreational work in kindergarten" Volgograd, "Teacher", 2009.
Kartushina M.Yu. "Improving classes with children 6-7 years old" Moscow, shopping center "Sphere", 2208.
Course progress.
Leading: Hello guys! Such wonderful weather today! Let's wish everyone a "Good morning"!!!
Valeological song-chant with wellness massage
"Good morning"
1. Good morning! Stretch your arms to the sides
Smile soon! and bow slightly to each other.
And today all day "Spring".
It will be more fun. Raise the handles up.
2. We stroke the forehead, Perform movements in the text.
Nose and cheeks.
We will be beautiful, Head tilts to the right
Like flowers in a garden! and left shoulder alternately.
3. Let's rub the palms of the Movement through the text.
Stronger, stronger!
Now let's clap
Bolder, bolder!
4. We will now rub our ears
And save your health.
Let's smile again
Be healthy everyone! Raise your arms to the sides.
Leading:
Great, (talks in the background of music and leads the children with a snake to the screen)
Music flows like a river
Turned everything around
And boats of melodies
They float out of hand.
Their wave is steep,
But he can't stop, no.
In the realm of healing music
Shall we follow them?
I invite you to visit the magic castle to the Queen of Healing Music.
(a slide showing a castle appears).
At the Queen of Healing Music( slide with her picture)
there are assistants - cheerful notes of health, there are only seven of them - these are notes do, re, mi, fa, sol, la, si - they will tell you how music helps us improve our health. They live here, on the musical staff.
(a slide appears with a stave, but empty),
And the staff is empty, where are the notes? Look, here's a card from the Queen of Music, let's open it, maybe we'll find the answer here.
“In order to find out the secret of health for you, you need to collect all the notes, The path is not easy, massage will not hurt you.”
caregiver: Well, guys, let's go. I suggest you perform a play massage, as the queen suggested to us.
Children stand in pairs around the hall and to the music, perform movements according to the text.
I have these pens!
Look! stroking hands.
They clap loudly. clap
One two Three!
your hands too
They look like mine, stroking each other's hands.
Spin around with me.
I have such cheeks!
Look! stroke their cheeks.
I'll pinch them a little. Cheeks sting easily.
One two Three!
Your cheeks are rubbing too
They look like mine. Each other's cheeks.
It's good with you, my friend, They are spinning in a "boat".
Spin around with me.
I have such ears! massage the earlobes. Rubbed
Look!
I'll break them down slowly.
One two Three!
Your ears too, teasing each other's ears.
Similar to mine.
It's good with you, my friend,
I have such a back! pat themselves on the back.
Look! They slap their hands.
I'll pat on the back.
One two Three!
Your back is also slapped on each other's back.
Looks like mine.
It's good with you, my friend,
Spin around with me. Circling "boat".
Leading: Feel the warmth spread through your body? So we did the massage right. Look and the first note "to" returns to the staff.
(a slide appears with one note on the camp)
“Can you dream? Dream about something pleasant, beautiful, good, and then share your impressions with me, the Queen of Music.
Leading:-Sit comfortably on the carpet, close your eyes and dream a little, and then share your dreams, fantasies.
The music is "Sweet Dream" by P. I. Tchaikovsky.
Leading: Extraordinary music. What beautiful words can be said about her? And who will share their dreams, fantasies?
Children's answers: Children respond in full sentences. Example: The music sounded beautiful, smooth, gentle, magical…etc.
Leading: How many wonderful words, it is not for nothing that P. I. Tchaikovsky called his music "Sweet Dream" - this is a dream, fantasies, dreams.
Let's revive our fantasies, create an expressive, plastic dance, I will ask the boys to sit on the chairs, and the girls to dance
And these "butterflies" will help us
(girls come out with butterflies in their hands and perform dance moves)
Motor improvisation to the music of "Sweet Dream".
Leading: You perfectly conveyed your dreams and fantasies in dance improvisation, well done.
Guys, which girl do you like more? Whose dance was lighter, airy, magical?
Answers boys.
Leading: Your burning eyes and smiles tell me that you enjoyed this task. So the second note "re" returns to the staff.
(a slide appears with a note on the camp).
The third note lives in a clearing of mirror flowers.
Leading: Guys, I know how we can use these mirror flowers (children take “mirror flowers”).
Let's do gymnastics for our tongue (children look in the mirror and perform tongue movements)
Our funny tongue .. children pronounce the words in unison.
Click, click. Click, click. They click their tongues.
We brush our teeth skillfully, they show how they brush their teeth
Right-left, right-left.
We weren't tired at all. Stick out the tongue and "teasing"
Up and down they began to move.
Like bees buzzing
Like a machine, they purred
How, horses, galloping, moving around the hall at a straight gallop
Stopped right away! Stop! Stop.
Slide (third note appears)
Leading: Guys, here is the third note - "mi"! Did you guess what health secret was hidden in this clearing?
Children's answers.
Leading: That's right, you and I have stretched our tongue and are now ready to look for the next note.
The fourth note lives in the song
Leading: And now, guys, I invite you to sing a song for the queen, which we learned in previous lessons.
Children sing a song.
What was your mood like?
Children's answers.
To live and not get sick, try to sing every day!
slide with the fourth note
Leading: And here is the fourth note "fa" returned to the stave.
"You stagnated a little,
Come on, warm up, little ones."
Leading: I suggest that you do
Musically - game gymnastics "On the track" to stretch our legs, and music will help you, listen carefully to my text and the music that will sound.
Along the winding path
I suggest you go.
Maybe you guys can
You enter the fabulous forest.
We walk calmly, unhurriedly, Children walk at a calm pace to the music
Holding your head straight, "March" by M. Robber.
Everyone has good posture.
Like soldiers we march, children march high
We raise our legs above. knees, arms along the body under
We can’t raise our hands, “March of the Wooden Soldiers”
Just walk with your feet. P. I. Tchaikovsky.
Keep everyone's back straight
To be visible.
Here is the cave in front of us, Children go semi-squatting to the music
To pass we will squat with you. E. Grieg "In the cave of the mountain king"
Semi - squat let's go
So as not to hit our foreheads.
We will run like chanterelles Easy run, children show "habits"
Very cunning sisters, foxes to the music of "Gavot" Gosak.
Let's wag our tail
Let's cover our trail.
Fairy flowers in a clearing Dance - fantasy "Waltz of Flowers"
Bloomed. P. I. Tchaikovsky.
In the waltz of flowers they
We started spinning.
They danced so beautifully
But we are a little tired (children stop)
Leading: Guys, to relax you just need to breathe properly. First I will show you how it is done, and then you will make it yourself.
Breathing exercise.
Here is a magical waterfall Children “catch” water with their palms.
He will kill all the guys. Children "wash".
We draw air into the chest. Hands up, a deep breath through the nose.
And we all dive deeper. Children squat, group
And now we all float up, Children stand up, hands to the sides.
And let's exhale the air. Children exhale slowly through their mouths.
Host: How wonderful you moved. Movement is health too!
(A slide with a note appears)
And the fifth note "salt" finds its place on the staff
“A forest fairy tale is waiting for you ahead.
And music should accompany it.
Leading: Well, that's good. Are we up to this task?
Children's answer.
Leading: Oh guys, I'm not picking up a word for something. Will you help me?
Children's answers.
Leading: Tell me, who writes music here: a poet, a writer, a composer?
Children's answers.
Leading: Thanks guys, correct composer. Now the music of the composer Grieg "Morning" will sound. But before it sounds, I want to show you what unusual instruments I brought you:
here is a whistling bird,
Cones, - rustlers -2 pcs (paper, bag),
Bell,
Sultanchik,
sticks,
Guys, choose one instrument for yourself, and now I will tell you which character you will voice.
Cones - for the theme of the bear,
Nuts - for squirrels,
Sticks - For woodpecker,
Rustles - for a leaflet,
Rustles - for chanterelles,
Sultans - for the wind,
Whistle - for the lark
Bell - for dewdrops.
Leading: In our fairy tale, each hero has his own musical instrument, let's try to voice the fairy tale, and music will help us again.
(Children try to play.)
Against the background of Grieg's music, children play an orchestra. "Forest Tale".
Quietly wandering along the path - says the leader.
Morning in golden clothes
Where the rustling rustle with a leaf
Where dew bells will ring
There is a loud knock wooden sticks
This is a woodpecker - here and there!
The woodpecker makes a hollow -
The chicks will be warm there.
Because of the forest, slowly, rustlers
The red fox came out.
She steps softly
on silk grass.
The squirrel jumped up Nuts
And he gnaws his nut there -
Here comes the bumps bumps
Toed bear.
The breeze suddenly flew sultans
Noisy through the trees
The clouds disperse
The sun is shining
In the sky wings opening a whistle
The lark curls
Alive, Alive, Alive, Alive, Alive, Alive
It pours over the fields.
Leading: Well done boys!
Now we have made a musical sketch "Forest Fairy Tale", we did not draw it on paper, we perceived it not visually, but by ear, through the ears. Great job, you guys are all creative.
(A slide appears with a note on the camp).
Leading: So the sixth note "la" appeared on the stave.
“Maybe a note is hidden in a cheerful dance?”
Children's answers.
Leading: Let's check?
To strengthen health - we will dance with you!
Dance - improvisation cheerful music.
Last note slide
Leading: Look, the last note "si" has returned to the staff. The queen of music shared her secret. Let's remember together who helped us improve our health today.
Children's answers- music…
Leading: That's right, music.
Guys, let's all count the notes together.
Children count.
Leading: And now let's remember the names of the notes.
Children say names - do, re ....si.
“You got all my notes back on the stave, thank you guys, goodbye!
Children pass the "treble clef" and say what they remember and liked in the lesson.
Leading: And now, guys, say "goodbye" to all the guests.
Details Published: 18.09.2017 05:06MUSIC OF HEALTH.
Program content:
Form a habit of healthy lifestyle life and strengthening one's health through health-saving technologies in all forms musical activity.
Teach children to use sounds for their development and health improvement.
To educate in children the ability to listen to music, emotionally respond to it.Continue to work on the purity of intonation in singing, take the breath correctlywhile singing songs.Develop creative activity children.
Orientation:
The lesson is of an integrated nature, it comprehensively solves the problems of musical and valeological education.
Scientific basis:
The use of health-saving technologies: the program "Hello!"M. Lazareva, gymnastics for the development of speech by E. Kosinova, valeological chants by O. Arsenevskaya.
STUDY PROCEDURE. To the music, the children enter the hall.
M.ruk. Hello guys! You came to a music lesson in our music hall. We don't have an easy job today. We will strengthen our health with the help of music. Look how many guests we have today! They too want to see how music helps improve health.What is the word for "health"? That's right, the word "hello". After all, when people say hello, they wish each other good health. Let's say hello too.
Greeting "Music, hello!". M. Lazarev.
M.ruk. Now let's meet our guests.
Game-acquaintance "What is your name?".
M. hands. Very good guys! We greeted our teachers, called all our names. Now let's get our throats ready for singing, ears for listening, arms and legs for dancing.
Valeological song-chant with wellness massage "Good morning!" sl. and the music of Arsenevskaya.
1. Good morning!arms out to the sides and slightly
Smile soon!bow to each other
And all day today"spring" It will be more fun.lift the arms up
We stroke the foreheadmove through the text
Nose and cheeks.
We will be beautifulhead tilt to the right
Like flowers in a garden!left shoulder in turn.
2. Let's rub our palmstext movement
Stronger, stronger!
Now let's clap
Bolder, bolder!
We will now rub our ears
And save your health.
Let's smile again
Be healthy everyone!spread their arms to the sides
M. hands. And tell me, guys, what does the song consist of?
That's right, from sounds, sounds of speech and musical sounds. And we also know that with the help of sounds we not only talk and sing, but we can also heal ourselves. Let's remember what healing sounds we know.
Healing sound "B" - treats a runny nose (when a runny nose starts)Healing sound "Z" - when the throat hurtsHealing sound "Zh" - you can cure a coughHealing sound "H" - cures headache and toothacheHealing sound "M" - promotes good digestionHealing sound "R" (Tr) - helps relieve fatigue at the end of the daySounds С, Ш (hissing) - help to relax, relax.Hint for children - video showing pictures of letters.
M. hands: Great, and now I'll play good music for you.(opens notes and sees empty sheets with holes)
What happened to the notes? Where did these holes come from? Guys, don't you know?(children's answers)
M.ruk: Looks like the notes were eaten by mice. What to do?(thinking) Invented! You need to call the music help desk.Larisa Anatolyevna, please dial the reference.Educator: (calls on the phone) Hello! Reference? Help!Send us an assistant!We need to find notesTo do the job.Says to the children: We're getting a cat now!Well, thank you! The beauty!M.ruk: We know about the cat gameAnd now let's play it!Speech game-dialogue "Tra-ta-ta" (model T. Tyutyunnikova) Children stand up all over the hall in pairs, tell a nursery rhyme with intonations, accompanying with movements: shaking their heads, the image of the Cat's stripes, long mustaches, tassels on the ears.
Together: Tra-ta-ta! Tra-ta-ta!A cat married a cat!Dev: For Kota-Kotovich?Malch: For Pyotr Petrovich!Together: He is mustache, striped,Tassels hang in the ears.Well, not a cat, but just a treasure!
The Purring Cat appears.
Cat
: Meow meow! Yes, I am like this! I'm just a treasure for all the guys!Meow! Hello everyone, friends!How glad I am to see you!M. hands
: What a beautiful cat! What is your name?Cat
: You sing a song about me as soon as possible,Well, I'll sing "Meow!" more fun!
Children sing the song "Purr".
M. hands .: Cat Purr, where can we find notes?Cat : All mice live in the Mouse Kingdom. I think that notes should be looked for there.M.ruk : But we don't know the way. How to get into this kingdom?Cat: Only real cats can find the mouse. But I'm Supercat! Forward, my friends!Don't slouch, chest forwardAdventure awaits us!
To the music of “We don’t need doctors,” children walk around the hall.
M.ruk:
Guys, in front of the house. Purr Cat, is this the Mouse Kingdom?Cat
(sniffs
):
No. There is no smell of mice here. But there is someone in the house!Purr leads two Gnomes out of the house.
Gnome Do:
In the house C Major lives,He sings songs loudly.Good, major,Cheerful, perky!Dwarf Re:
D Minor went to the riverStarted a sad song.Oh! The river is agile.Oh! Minor fate!M.ruk
: Guys, these are dwarf brothers: Major and Minor! Where do they get such names from?(Answers of children).
Gnome Do:
How did you get here?Dwarf Re:
Are you missing something here?M.ruk:
We are looking for the Mouse Kingdom. The mice stole our notes. And our children love to sing, dance and play to music.Gnome Do
: Guys, do you want to play with us? My brother and I often play an interesting game with magic men.M.ruk
: Guys, let's play with the Gnomes!(Hand out pictures).
Take a good look at your people. And now we will guess the charactermusic with the help of magical little men and convey it with their facial expressions.Listening to music (calm, sad, cheerful).
"Funny Movements" Cheerful music improves mood
"Whiner" Unpleasant music - rapid heartbeat
"Bayu-bainki" Calm music - restores breathing
M. Lazarev's program "Hello!"
(Disc with songs).
Dwarf Re:
Children, how everything around hurts!Something crackles in my chest.In the throat everything fights, burns.My nose gurgles, sniffles.
M.ruk:
Don't be sad, D Minor! Our children will heal you in an instant! We know healing sounds and now we will heal you with the help of music.
We treat the chest for coughing - the healing sound "Zh".
Singing the song "Beetles" by M. Lazarev.
(when singing, keep your hand on your chest).
We treat the throat - the healing sound "Z".
Singing the song "Mosquito" by M. Lazarev.
(when singing, hand on throat).
We treat a runny nose - the healing sound "B".
Singing the song “The breeze blew” by M. Lazarev.
(when singing index fingers hands on the wings of the nose).
Dwarf Re:
Ouch! I am well! Thanks guys! Now I will always sing these wonderful
songs!
M.ruk:
And so that you do not forget them, we leave you these healing sounds(pictures of letters).
Gnome Do:
My brother is healthy again! Let's all go dancing!
Dance "Letka-Enka" for animals.
Dwarf Re
: How fun you are!
M.ruk:
Did you know that fun and laughter prolong life? So let's give
each other and all our guests their smiles. Laugh to your health!
Cat
: We have no time to waste
Gotta find the lyrics!
Ha ha ha! Ha ha ha!
The path is so easy!
Sing it fast
Our song is more fun!
They walk to the music "Rails-rails" by M. Lazarev.
(perform movements in the text).
Cat:
Guys, I smell some wonderful smell! Look at the flower field!
That's such a miracle!
M.ruk:
In the meadow, by the river
Flowers gathered in a circle.
Yellow and blue
White and red -
How beautiful are
How wonderful!
Guys, to take these wonderful flowers in our hands, let's prepare our hands.
Finger game "Magic Flower".
The flower slept in a magical dream:
(cam tightly clenched).
A petal appears
(Straighten your thumb.)
And behind him is his friend,
(Forefinger)
So the third did not sleep,
(Middle finger)
And the fourth did not lag behind,
(Ring finger)
Here is the fifth petal
(little finger)
The whole flower is open! (hand - in the form of a cup).
M.ruk:
And now, guys, let's take everything flower by flower, sit on the carpet and smell what
fragrance in flowers. Let's get some rest. What healing sound will help us
relax and unwind? ("Sh").
Respiratory gymnastics "Fragrance of flowers" to the music "Breath" by M. Lazarev.
M.ruk:
Children, listen to what wonderful music sounds! What is it? -Waltz!
That's right, but this is not a simple waltz, but the "Waltz of the Flowers", but the composer wrote
P.I. Tchaikovsky. What is the music of the waltz? I suggest that you become couples and we
Let's try to compose a dance together. Don't forget our Purr and Vera
Nikolaevna.
Dance improvisation "Waltz of the Flowers".
Cat:
Guys, I think there are notes somewhere nearby. I can smell them.
Let's search!
(The cat sniffs, takes one flower, invites children to find notes in flowers).
M.ruk
: Great! With the help of your good mood, with the help of love for music and,
of course, with the help of Cat Purr, we found the notes and now I can play for you
a good song about healing sounds.
Song "Healing Sounds" by M. Lazarev.
M.ruk:
This is where our lesson ended. Listen to my health advice.
Love yourself and the people around you, respect them. Know how to listen to nature: singing
birds, the sound of rain and wind, the whisper of leaves, the smells of plants. Voices of nature
fill your heart with joy and give you health.
To live and not get sick
Try to sing every day!
Drive away laziness
Smile every day!
Have fun, dance and sing -
Be healthy - like this!
« FUNNY MUSICIANS.»
Program content: - to teach children the elementary skills of playing Russian folk musical instruments;
Contribute to the improvement of performing skills in singing;
Get to know new musical concepts: conductor, orchestra.
Develop creative activity;
Promote the development of attention, memory; articulatory, general and fine motor skills;
Contribute to education careful attitude to your voice, attentive attitude to each other, the ability to listen to each other .
Equipment: children's musical instruments, animal cards with instruments, animal toys, surprise cards.
Course progress.
( The children enter the hall holding hands. Everyone gets up at his circle )
Muses. hands: Hello guys! Now I want you to say hello to me and to all the guests here.
Psycho-gymnastics: Hello hands - clap, clap, clap.
Hello legs - top, top, top.
Hello cheeks - plop, plop, plop.
Hello sponges - smack, smack, smack.
Hello teeth - click, click, click.
Hello my nose - pee, pee, pee.
Hello guests - hello!
We got into magical forest where all animals can play musical instruments. I want to tell you interesting story that happened to my friends, the animals. And you will help me tell this story. Whatever you hear, you must show.
Mimic exercise:
An evil wizard came to the forest, He is terrible and big.
He waved his hands And bewitched the animals.
In order to remove this spell, we must call the music.
So, only music can save our friends. So let's call her.
"AU" - half-sitting, in a calm voice;
"AU" - standing loud.
(Folk music sounds).
Here comes the music. It is she who will help us to disenchant our musicians. But you and I will also have to work, to find out what instruments the animals play.
(Children listening musical passage guess the sound of the instrument and move towards it in the form of an animal depicted in the figure.)
Dynamic exercise: We came and stood up - They played the pipe, ( goose)
Doo-doo-doo. ( fife playing imitation).
We came and stood up - They played the drum. (bear)
Tra - ta - ta.- ( imitation of drumming).
We came and stood up, - They played the bells. ( a fox)
Ding-Ding-Ling.-( imitation of playing the bells)
We came and stood up - They played the tambourine, (frog)
Boom Boom Boom. - (imitation of playing the tambourine).
Have we disenchanted the animals? Did you recognize the tools?
How they went to dance, sing and beat the tambourine.
rhythm game"Tambourine": Tambourine, tambourine, ring the children have fun.
Clap one and clap two! Interesting game!
Here are the wolf cubs
They play harmonicas!
Breathing exercise"Harmonic": spreading the arms to the sides do
take a deep breath through the nose, slowly exhaling, pronounce the sound “Sh”.
Rooster - wow! I really like the pipe.
He blows with all his heart, Show his movements!
Self-massage "Pipe": We puff out our cheeks
Ba - ba - ba - the trumpet began to play, - ( knead the nose)
Boo - boo - boo - we blew into the pipe - ( cheeks)
Be - be - be - I play the trumpet - ( mouth).
The goat sits at the piano He really wants to learn.
Bring the notes to us, We will play for you now.
Finger gymnastics"by keys":
We play, we play, we knock on the keys,
My first finger cannot
The second finger will help me. etc.
The palms lie on the knees and the fingers move along the text.
Dance for attention "Round dance". ( movements are repeated after the teacher ).
We danced, we danced, our legs were tired,
Relaxation exercise "Lazy" »:
(Children lie with their heads in circles, legs in a circle, hands down along the body).
I suggest you be a little lazy. Imagine that you are lazy, bask on a soft, soft carpet. The environment is quiet, calm, you breathe easily and freely. A feeling of pleasant peace and relaxation covers your entire body. Rest your arms, legs, head. You are too lazy to move, you are pleased. You enjoy complete peace and relaxation, which brings you strength and good mood. Stretch, throw off laziness and at the expense of "three" open your eyes. You feel well rested, you have a cheerful mood. So we rested, now it's time to sing a song, but first we need to prepare our neck.
Articulation gymnastics "Zoo":
Today we saw a lot of animals and all of them are musicians, and here's another:
He has a huge nose, As if he has been growing for a thousand years.
This nose is called a trunk. - stretch lips with a tube,
Well, it's a hippopotamus.
The hippo opened his mouth. - open your mouth wide.
Monkey hides
Bananas behind the cheek. - with the tip of the tongue rest against the cheeks in turn.
I see a rope, At the end of the head.
It's... a snake. - stick out your tongue as far as possible.
Ponies are small horses. Ponies run in the morning
Kids ride on them. - click your tongue at a different pace.
There's a giraffe in the zoo with a long neck like a count
Let's ride it
And drink beautifully. - on "A" up and down in voice.
Song - "Echo"
Now each of you will receive a musical instrument on which he will play. And together we will make an ORCHESTRA. The conductor controls the orchestra, holding a stick in his hands. The musicians carefully watch the stick and fulfill all its requests. Today I will be your conductor.
Orchestra game. (While the music is playing, the children play the instruments they receive from the magic box. Pay attention to the actions of the conductor).
Play more fun, Amuse all the guests!
Only harmoniously and amicably Everyone needs to play in the orchestra!
Listen to me, friends, and don't start playing,
I wave my wand - join!
(Children put tools under chairs). How fun you are! Did you know that fun and laughter prolong life? Laugh to your health! And I say goodbye to you!
MUNICIPAL AUTONOMOUS PRESCHOOL EDUCATIONAL INSTITUTION KINDERGARTEN № 9 OF THE MUNICIPAL DISTRICT UCHALINSKY DISTRICT
REPUBLIC OF BASHKORTOSTAN
Music lesson for kids middle group with the use of methods and techniques for health conservation
« FUNNY MUSICIANS»
Prepared by: music director
Bolshakova N.V.
Uchaly, 2015
When attending music classes, the head should pay attention to the following.
What was the state of health and mood of the children at the beginning of the classes (were the children psychologically prepared for them, was there an emotional and aesthetic attitude to the upcoming classes). What was the beginning of the lesson.
Were exercises given to assimilate the elements musical literacy: a) perception of music accompanying musical-rhythmic exercises, listening, recognizing, memorizing it; b) determination of the nature, content, form, means of expression (rhythm, tempo, dynamics, etc.) of musical works; c) performance of a musical task in motion; d) development of hearing and voice, intonation of a melody (pitch, basic sounds of a mode, intervals, finding tonics, transposition, unaccompanied singing, finding and extracting sounds on children's instrument and etc.); e) independent decision children set by the teacher musical tasks aimed at developing musical, musical-sensory, as well as creative abilities of children. What methods and techniques did the teacher use in this part of the lesson. What works were selected for musical-rhythmic and auditory exercises. How they were fulfilled. Did this selection meet the musical and pedagogical tasks, were all types of musical activities used in the lesson - listening to music, singing, musical and rhythmic activities, playing children's instruments (if not, why not). The construction of the lesson - the ratio and sequence of types of musical activity; the amount of time devoted to each of them; the expediency and logic of building the lesson as a whole.
How was listening to music. What was its program content, tasks. Have the works been performed? instrumental music(according to the "Education Program"). What works of instrumental and vocal music sounded (names, surnames of composers); whether they were familiar to the children or auditioned for the first time. Who performed the music (music director, educator), on what instrument. How varied was the performance of music (singing, piano, button accordion, recording). How children listened to music and reacted to it; that they were asked to do again.
Was there a conversation about the listened works. That testified to the interest of children, their love for music.
Skills, skills and knowledge of children, shown in the process of listening and perceiving music. The level of musical and artistic taste.
Was expressive performance of instrumental and vocal works, their individual parts (introduction, conclusion, etc.). What other tricks visual method were applied (pictures, plates, etc.).
How successful were opening speech teacher, his explanations (about the content, nature of music, means of expression), questions, etc.
Were techniques used to activate the initiative, Creative skills children (suggestions to listen, learn, name, remember the work, determine its character, form, content - “what the music is talking about”, etc.).
What was the role of the educator in the process of listening to music. How much time was devoted to listening to music in class. How children were taught to sing. What is its software content. Tasks set by the teacher when introducing children to a new, learning song; when repeating a familiar song that requires the improvement of singing and choral skills and abilities; when performing a song chosen at the request of the children, which makes it possible to sing independently, without accompaniment. Songs performed in class (names, names of composers).
Quality children's singing and the state of vocal skills and abilities: 1) singing: a) sound formation - do children sing in a natural, melodious voice (without forcing), drawn out in songs of a melodious nature and easily, loudly in songs of a mobile nature; b) breathing - do children use singing breathing correctly - before a phrase, between phrases, at the end of a song; c) diction - do the words pronounce clearly and clearly, do the syllables actively articulate; 2) choral: a) whether the children purely intonate the melody (system) of the song; b) whether the beginning, the end of the song, the beginning of each verse (ensemble) join and sing together; c) how dynamic (louder, quieter, etc.) and tempo shades (acceleration, deceleration, etc.) are transmitted.
Are the songs emotional?
What methods were used by the teacher when introducing children to new song. Whether the song was performed (display); who was its performer (musical director, educator, or was a recording used). Conversation of the teacher on the content of the song, his questions to children, etc.
Techniques for teaching vocal skills: sound formation (natural, melodious, mobile), breathing (in melodious, mobile, light-sounding songs), diction (correct, clear pronunciation of words, activity of the articulatory apparatus), purity of intonation (the mood of children before singing, the ability to listen to the sounds of the instrument, the voices of teachers, children; the performance of chants, their transposition; showing the movement of the melody by hand; singing without musical accompaniment, etc.), the ensemble (the joint beginning and end of each verse, the continuous performance of dynamic and tempo shades, etc.).
Techniques for performing well-known, favorite songs, often repeated at the request of children. Were a variety of techniques used, the performance of songs by children (choral singing, subgroups, one at a time, lead singers with a choir, etc.). What are the methods of individual approach to children. What was the role of the educator music director in teaching children to sing. How much time was devoted to singing in the lesson.
How children were taught musical and rhythmic movements. What types of movements were used in the lesson (playing with singing or instrumental accompaniment, staging a song, round dance; dance - folk, ballroom, free, etc.; exercises - their goal). Was there a preference for one type of movement over another (conclusion from observations of a number of activities). Program content of various types of movements. Pedagogical tasks when learning a game (dance or round dance), in a game that has already been mastered, but requires greater accuracy and expressiveness of movements, their connection with music; in the game, well-learned, performed on the initiative of children.
Do children perform an already learned game with singing (or a round dance) without musical accompaniment, as they perform a well-known song without accompaniment.
What games, dances, round dances, exercises were used in the lesson (names, surnames of composers).
The quality of children's movements in various types musical and rhythmic activity - their correctness, accuracy, rhythm, natural grace, expressiveness. Do children emotionally perform movements.
What place was occupied by visual teaching methods (expressive performance of music, showing elements of movements, constructions, etc.) and verbal ( interesting story about new game, dance or round dance, explanation, reminder, etc.), individual approach to children (performing movements by individual children, dividing children into subgroups, appointing new leaders, distributing roles), methods for developing the creative inclinations of children (teacher's suggestions, independent statements about the nature of music, about movements corresponding to it, etc.).
Were various methods of conducting games, dances, round dances used: performance of a dramatization different composition children; division of children into subgroups (playing and singing) with subsequent change of roles; showing the whole group those who dance or sing well.
The role of the musical director and educator in teaching children musical and rhythmic movements. Distribution of work between them. How much time in the lesson was devoted to the musical and rhythmic activities of children.
What place in the lesson was taken by teaching children to play musical instruments. Program content and tasks set by the teacher in the classroom.
What are the knowledge and skills of children: do they name instruments, do they recognize them by their sound, do they know how to use them, make sounds (hammer, mediator, etc.); play individually or collectively. repertoire (name musical works and their authors).
What techniques were used by the teacher in the process of teaching children to play the instruments. Have the instruments been tuned. What is the role and relationship between the educator and the music director when teaching children to play the instruments. How much time was devoted to this type of activity in the lesson.
When viewing classes, the head also records: what aids were involved by teachers in teaching a particular type of musical activity (pictures, metallophone, flannelograph, records and a player, etc.).
What is the organization and hygienic conditions of classes; whether it is advisable to install a piano in the room, whether the instrument is tuned; whether the chairs are appropriate for the age and height of the children, how they are placed in relation to the piano and to each other; clothing, footwear for children; the illumination of the room, whether it is sufficiently ventilated; the duration of each stage of the lesson (singing, listening to music, movements, playing instruments) and the lesson as a whole (its beginning and end).
CLASS ANALYSIS
1. Program content. Program content and tasks set by the teacher on this lesson for each type of musical activity - listening to music, singing, musical and rhythmic movements, playing instruments. Did this content correspond to the level of musical and general development children, their knowledge, skills and abilities (whether it was too difficult or too easy; not rich enough or overloaded). Did the repertoire meet the “Education Program” and the tasks set (examples).
What was the connection between the content and the previous lesson: what was new (at the level of learning, initial assimilation and consolidation), and what was being improved; what was their ratio; whether consistency has been achieved in the gradual complication of content. Was it logical to build and develop the lesson as a whole.
2. Methods and techniques. What visual techniques (expressive and artistic performance of music, song, dance; showing individual elements: natural, melodious or light, moving sound of the voice; inhalation and exhalation; pronunciation of words or articulation of individual sounds; showing elements of dance or gymnastic exercises) and verbal devices(introductory word, explanations, questions, explanation on the content of the song, game or dance) were used in various activities, as well as at various stages of children's assimilation of works (when getting acquainted with a new work, when mastering and learning a work, while improving its performance).
Whether the performance of the music was expressive, the display of individual elements; whether the teacher spoke in an accessible, concise, expressive way (whether there was verbosity that leads away from the music and prevents it from being perceived and reproduced).
What other methods (games, exercises) did the teacher use to arouse the attention, interest of children in music to the works being studied, to develop activity, initiative, and also the creative inclinations of children. How was the individual approach to the pupils carried out.
Are the methods of teaching in various types of musical activities of children sufficiently diverse and appropriate? Methods and techniques of work of a music director and educator, is there any parallelism between them.
3. Activities of children. How children learned the program content (when listening to music, singing, moving, playing musical instruments). Was it too difficult or too easy; whether the children perceived it with interest, how actively. Did the children learn the content (who did not learn how many children - write down).
What are the skills learning activities children (in accordance with the requirements for this age group): are they attentive and active enough; how they listen, perceive and follow the instructions of the teacher. Are the children tired? The state of musical, singing and choral skills and abilities of children, their musical abilities (perception of music, sense of rhythm). Do children know how to listen, perceive music (vocal, instrumental), recognize, memorize, name works, their character, genre; Do children have favorite works, do they ask them to perform them.
What was expressed in children's sensitivity to music (their statements, questions, requests), the development of their creative inclinations. The role of the educator.
How the children sang. The state of singing and choral skills: was sound formation natural (without forcing; light and sonorous in songs of a mobile nature; gentle and melodic in songs of a melodious nature); what are the diction and activity of the articulatory apparatus; do children have singing breath; whether the melodies of the songs are purely intoned (system); whether they join together at the beginning of a song, verse; whether dynamic (louder, quieter) and tempo shades of songs (faster, slower, etc.) are performed together. How developed musical ability children, in particular ear for music. Is the singing of children emotional?
Did singing help creative development children (nature of performance, individual statements and etc.).
Were various methods of teaching singing used (singing in chorus, in subgroups, one at a time, in a chain, with lead singers, with musical accompaniment and without it), how they contributed to the assimilation of neses. Repertoire (name songs). Which children sang with the greatest emotional uplift. The role of the educator in the process of singing children. Are the movements of children in games, round dances, dances and exercises correct, rhythmic and musical enough? Are the skills of coordination of movements with music formed (the beginning of the movement with the beginning of the music and its ending with the end of the music; expression in the movement of the nature of the music). Are rhythmic abilities sufficiently developed in children? How natural and unconstrained are the movements of children; whether there is a copy of the movements of adults.
What techniques contributed to the creation of naturalness and expressiveness of movements. What place was occupied by the most important methods of teaching children expressive movements - display, emotional performance of musical works.
Games, dances, round dances, exercises in class (list the authors of movements, music). What did the children do with the greatest interest. What are the creative abilities of children. The role of the educator in organizing the musical and rhythmic activities of children.
How children played musical instruments. Do they have the skills of sound extraction (hammer on a metallophone, plectrum on a zither, etc.); whether they find sounds on instruments, whether they pick up melodies; whether united in ensembles, orchestra. What techniques were used in teaching children to play. on the instruments. Repertoire (name works and authors). The role of the teacher in teaching children to play musical instruments.
4. Is the lesson structured appropriately: the sequence and correlation of types of musical activities (listening to music, singing, moving to music, playing children's instruments).
Hygienic requirements for classes: how is the tool, is it set up; the number and size of chairs for children; clothing, footwear for children; the duration of each stage and the lesson as a whole.
"Kindergarten. Book for managers", ed. L.P. Tarasova. M., 1982
