Visual aids for the study of musical notation for preschoolers. Explanatory note teaching preschoolers musical literacy training program

No. Classes	Topic of the lesson	Target
	Musical and noise sounds	teach children to distinguish between noise and musical sounds
	High and low sounds
	Keys and keyboard	introduce children to the keys and keyboard
	Octaves	learn the arrangement of octaves on the keyboard
	Sheet music and staff	reveal in stages the content of concepts related to each other: staff, notes, key
	Treble clef	introduce children to the treble clef
	Notes	introduce children to specific note names
	Tact and barline	explain to children what tact and bar line are
	Note durations	help children learn the relationship between note duration and counting
	Note with a dot	explain to children what a note with a dot means
	The size	based on the knowledge gained about the duration of notes, introduce children to the musical size
	pauses	introduce children to the concept of pause
	strokes	teach children to distinguish musical strokes: staccato and legato
	dynamic shades	remember dynamic shades like a kind of musical colors
	Major and minor modes	introduce children to musical modes: major and minor

Lesson 1

Musical and noise sounds

Target:

• teach children to distinguish between noise and musical sounds.

Noise sounds are deliberately explained in poetic form, and musical sounds are mentioned only at the end.

All children in the world know

Sounds are different:

Cranes farewell scream,

Airplane loud roar

The rumble of cars in the yard,

Barking dog in a kennel

The sound of wheels and the noise of the machine,

Quiet breeze.

These are noise sounds.

There are only others:

Not rustling, not knocking -

There are musical sounds.

Exercise 1 . To bring the child to an independent understanding of what musical sound is. By hearing, determine where - noise sounds, and where - musical.

Lesson 2.

High and low sounds

Target:

• learn to distinguish between high and low registers

Explanatory note

Preschool children think figuratively, they have a well-developed imagination. The knowledge of the surrounding world, into which they enter, is inseparable from deep immersion into the fairy-tale, toy world, loved by them with all their heart. Favorite toy is able to revive the lesson, help in the assimilation of new material. The difference between high and low sounds is assimilated faster if it is illustrated with the help of a typewriter, doll, bunny, parrot.

1. Explanation of the topic

The teacher, showing how the piano works, focuses on the difference between high and low registers. At the same time, the child involuntarily associates the voice of a low “thick” sound with a thick string, and a high one with a “thin” string. The child not only hears, but also sees why the voices of the key become ever higher, “thinner” when the teacher’s hand, performing individual sounds, moves along the keyboard to the right (in the fairy tale “About the girl Nina”, this is how the cat moves).

A fairy tale about a girl Nina, a cat Murka and a piano

There lived a girl in the world. Her name was Nina. Someone gave her a piano for her birthday, but she didn’t know how to play it: so let’s knock on the keys, she scared even Murka the cat. Nina got angry and went to sleep. Nina fell asleep, and she had an amazing dream:

As if at home she and a cat,

And they sit by the window.

Behind him: “Boom! Boom!"

Nina turned around, hearing the noise,

He sees - the piano is walking,

The lid, as the mouth opens,

And under the cover of the keys in a row,

Like teeth sticking out.

Here comes the angry piano

Swallow the girl Nina.

Oh, how scared she was! She wanted to run away, but she couldn't.

But then the cat on the keys - jump!

And a miracle happened in an instant.

Murka goes on the keys,

And the piano sings, sings.

Murka steps inaudibly,

And the piano gently answers her.

Then the second miracle happened -

The cat suddenly learned to speak:

"Meow, I'll tell you everything.

If you want, I'll show you a secret! -

She says to Nina

And he orders to look into the piano.

She wags her tail,

Presses keys with paws.

Murka will go to the left -

And if you turn right -

The sounds are higher and softer.

As soon as Nina looked into the piano, she gasped: a hammer is attached to each key, and behind a whole row of strings, but all are different!

And the strings are short and thin,

And the thicker, longer the string -

The lower it sounds.

Murka presses the key -

The hammer strikes the string:

The string rings, sings,

The girl Nina thinks:

“Not a strange piano at all.

Just don't hit him.

Do not beat him with your fists,

And carefully touch the keys -

So it won't bite."

Then the morning came, and the dream was interrupted. Nina stood up and gently touched the keys. In response, the kind voices of the strings were heard.

P.S: And vice versa, the sounds become lower, “thinner” when the teacher plays the same sounds in the opposite direction.

2. Fixing the material

a) The teacher performs a scale with his right hand, alternately up and down (except for the scale, at the discretion of the teacher, short (sounds) motifs, distant sounds, etc. can be played). Left hand him, in which he holds a toy, moves above the keyboard in the same direction as the right one, but according to the sounds: either rising or falling.

b) The teacher plays the scale. At this time, the student, with the help of a toy, shows the direction of movement of sounds.

3. Repetition

The toy is not involved. The teacher plays the scale. The student, standing with his back to the keyboard, guesses: a car is driving down a hill or up a hill (a doll is walking), a parrot is flying from the top branch to the bottom or vice versa.

It will help children to consolidate the material covered task 2.

Lesson 3.

Keys and keyboard

Target:

• introduce children to the keys and keyboard.

In order to present this difficult material to children in an entertaining, interesting way, we use poems and drawings.

Miracles are here, and only!

That's because there are so many different keys!

And they only have seven names.

How can I not confuse them?

Do you see the row of black keys?

There are two of them, then three in a row,

Just press two black ones,

You will find re between them.

On the left - to, and on the right - mi,

Press them in order:

Do, re, mi.

Side by side now, look

See, there are three black keys?

From them to the left fa lives,

He sings his song.

Near fa - salt, la sit

And both of them look at si.

Well, si quite easy,

It's very easy to find:

to the right of three blacks keys

You will make her at home.

Now say:

Do, re, mi, fa, salt, la, si,

Play them friend after friend

And quietly repeat:

Do, re, mi, fa, salt, la, si.

Only si you will call -

Next to you will find again.

If we are from to gone,

They reached another -

So a whole octave

Together we went through.

Come on, quickly, one, two, three,

Repeat this word: OCTAVA.

Miracles are here, and only!

Although there are so many different keys -

I know what their names are

I know where they live.

To learn in practice the location of the keys will help children

tasks 3 and 4.

Lesson 4.

Octaves

Target:

• learn the arrangement of octaves on the keyboard.

Explanatory note

It is useful to use the cards with pictures of animals from task 2, those that helped in learning the registers. To do this, they must be placed on the keyboard in the following order:

1. Subcontroctave - elephant
2. Kotroktava - baby elephant
3. Big octave - bear
4. Small octave - teddy bear
5. First octave - cat
6. Second octave - kitten
7. Third octave - mouse
8. Fourth octave - mouse

Tasks 5 - 6.

Used to secure the material. task 7 , where the concept is introduced - up to the second octave.

Lesson 5.

Sheet music and staff

Target:

• reveal in stages the content of concepts related to each other: staff, notes, key.

Explanatory note

In order to make the assimilation of new material more solid, information about the key is not mentioned in this topic, and if so, then the notes are explained for the time being simply as signs with which musical sounds are designated. Later, after the children are introduced to the treble clef, specific note names will be discussed.

With such a sequence of studying notes, the teacher aims to show the children how the signs-notes look and where they are written - on the rulers, between the rulers, under them and above them.

At the same time, initial ideas about the duration of notes are given - task 8 . To explain to children that sounds are long and short, you can use the example of a song. To do this, it is necessary that the children sing several of its lines, at the same time clapping the rhythmic pattern of the melody with their hands.

This material will help you better understand. task 9 .

The concept of "staff", which children learn about from a poem, should be supplemented with another name for the staff - a musical staff.

Here is a five-story building.

Signs live in it.

The stave house is called,

Signs-notes live in it.

(Show an illustration of a house with notes)

Lesson 6.

Treble clef

Target:

• introduce children to the treble clef.

Explanatory note

After introducing the children to the "Tale of the Wise Owl", the teacher should explain: the key is called "violin" because it seems to know the notes, which sound as high as the violin.

The Tale of the Wise Owl

A very wise and kind owl lived in the forest. That owl helped all the forest dwellers. And so…

Somehow a bird flew to her - a grayish little one,

She began to cry, sigh, and spoke like this:

- Good owl, help, save me from trouble.

Everyone knows that I sing my song every morning.

I meet the sun with her

I help him wake up

But today the evil spiders

Hid all the notes in chests.

And those chests were locked,

And the keys to the locks were buried in the ground,

I can't live without a song.

How can I help the sun now?

- Do not worry, I will help you out of trouble, - the owl reassured the bird. She took a branch, drew a staff on the ground and began to draw something on it, saying:

I'll first draw a squiggle like this,

Round at the top

Oh, some goose came out

I'm a little afraid of him.

Not! I'll do it like this:

So that there was not a goose, but a sign,

Fast line straight

I'll end with a bold dot.

So the key came out great,

And he is called violinist.

And there is a second name

I'll write it here: the key is salt.

Remember, the bird is a little gray,

It is called so because

What's the beginning of the curl

On the second line they draw, -

Just on the very second line where the note is written salt first octave. Take this key, birdie, and fly to the spiders to open chests. As soon as you fly up to them, first listen to which of them your notes sound, then unlock that chest.

The little gray bird thanked the good owl and flew off for its notes.

This is how the owl helped the bird to return its song.

Writing treble clef children can learn by doing task 10 . The play "Folk Rhyme" should first be played with the 3rd finger right hand, and then with the 3rd finger of the left hand.

Lesson 7.

Notes

Target:

• Introduce children to specific note names.

To play plays

Notes must be known.

Vot - do, re Vot la and si

Learn the names of the notes and where each one lives.

The rainbow has seven colors

And music has seven notes.

Only who without clues

Will you understand these notes?

As if the droplets are similar

We cannot distinguish them.

Here's what: we'll decorate everything with notes,

Let's paint like a rainbow.

And we will immediately remember

Where is fa, and where is mi.

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Facilitate the assimilation of this material task 11 .

The tale of the cockerel

(Read the story, naming the notes instead of the missing syllables).

Once upon a time there was a cock in the world

what good was Petya!

In the morning the sun will just wake up

Petya is foaming up,

Sing a ringing song

And the goo goes to the meadow

mo ma, mo garden,

Mo broken fence

Will go and come back

He will take care of his business.

Will put in order,

The stove will fire, and then

Petya goes into the garden.

There, peas will pick,

Yes, but there are tons of spikelets -

Here breakfast is ready.

He puts on a clean little cup,

On the table he will change the tablecloth,

Put, treats.

Oh yes, Petya! Zag denier!

Friends are knocking on the window.

- Come in, I'm glad to see you!

Lesson 8.

Tact and barline

Target:

• explain to children what tact and bar line are.

Explanatory note

This topic does not require additional comments, since the material in tasks 12 - 15 quite complete. To consolidate the theme, “Change” is given: by correlating the image of the rooms in the house with the image of the staff, the children will count the number of rooms in the house and easily determine the number of “rooms-bars” on the staff.

Lesson 9.

Note durations

Target:

• help children learn the relationship between note duration and counting.

Explanatory note

When studying this topic, children experience certain difficulties. To facilitate the assimilation of this material, the fairy tale "Friendly family" is offered.

As you know, children and adults have different dynamics (children are much more mobile than adults). On the basis of this principle, this fairy tale is built: in it, eighth notes are called children, quarter notes are called mothers and fathers, half notes are grandmothers, and a whole one is great-grandmother. All this clearly explains the relationship between duration and score.

Friendly family

There lived a friendly family:

Great-grandmother, two grandmothers

Moms with dads

And the kids

They often went to the park together for a walk. And then one day, to make it more fun to walk, the guys came up with an occupation for themselves: to count their steps. The alley in the park was long, they had to take many steps, and they could only count up to four.

They thought, thought about how to lengthen the score, and came up with: after each number 1,2,3,4, the guys decided to add the letter “and”. No sooner said than done.

Children run along the road

And they count the steps of the little rascal,

And they come out like this:

See how fast they run.

Mom and dad heard them

And they instantly counted their steps:

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

One and two and three and four and

Here they did it!

Well, and grandmothers, so as not to be left behind,

Like this:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

One and two and three and four and

Then the great-grandmother said quietly:

And I also counted the steps:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

One and two and three and four and

Oh, how slowly she walked!

They walked, they walked

And went home to rest.

So it's time for the story to end.

P.S.: Should not be on initial stage learning to be upset because children sometimes, instead of a specific name for the duration of a note (for example, half), call it “grandmother”. In this case, it is important to ask the child to remember the real name of the duration of this note. From the use of both names of durations (“grandmother”, half) one can gradually move on to using only the real name.

After getting acquainted with the proposed material through reading a fairy tale, we proceed to tasks 16 - 18 - all this will make the job.

Lesson 10.

Note with a dot

Target:

• explain to children what a note with a dot means.

Explanatory note

Verses and task 19 will make it easier for children to master this rather difficult topic. But in order to make this material easier to perceive, it is useful at the initial stage to draw a calm at the point like this: or like this:

Lesson 11.

The size

Target:

• based on the knowledge gained about the duration of notes, introduce children to the musical time signature.

Explanatory note

The theme does not require additions. For a better understanding of the material, it is useful to use task 20 - "Music Lotto".

Lesson 12.

pauses

Target:

• introduce children to the concept of pause.

Explanatory note

To get acquainted with the concept of a pause, the fairy tale "Inseparable friends" is offered. When reading it, one should draw the attention of children to the fact that pauses in music should be listened to and counted in the same way as notes.

inseparable friends

Once upon a time there was a boy Kolya in the world.

He studied at the music school

And he had a book.

And then one night, when Kolya fell asleep, such a story happened.

Only the clock struck twelve

Suddenly this book was quickly opened.

And who do you think discovered it?

Notes!

Yes, yes, the notes are small,

Who lived on the first pages.

They cried, they burned,

They began to tell each other something.

Then they ran through the book without looking back,

Only heels flashed.

Far fled from the native staff,

Stopped on one page, look,

And the place is unfamiliar to them.

Some signs are moving towards

They ask the music: “How did you find yourself here?”

Notes vying with each other began to tell:

Oh, you know, we almost disappeared altogether.

The boy who studies according to this book

Makes us sing without a break.

You would only know

How tired we are!

After all, we can not sound all the time,

We also need to rest sometimes.

Look what happened to us

What trouble happened:

Half note, poor

She became terribly pale.

Whole so long sang

That even all turned gray.

The quarter note is blackened from work.

And we, eighth notes, cheerful, mischievous,

Before that they sang, tried,

They listened to their unfamiliar signs and say:

Well, don't worry about it

Shed burning tears.

We are just signs of silence

We designate a break in the sound.

Pauses are calling us.

Here we are all here.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Whole rest Half Quarter Eighth

One and, two and, three and, four and. One and two and one and one

So we met you, notes.

Now you will sing differently.

Climb to our staff,

Let's live together

There is nothing more for you to worry about.

We will become inseparable friends.

The notes rejoiced, climbed to the pauses and began to live - to live, not to know grief.

Referring to "funny pictures" will help children quickly and firmly remember what pauses look like. It is easy for them to imagine that a whole pause, like a tablet, hangs on a ruler; half, like a chest on a shelf, lies on a ruler; the quarter is like a snake; and the eighth resembles a figure skater.

Lesson 13.

strokes

Target:

• teach children to distinguish musical strokes: staccato and legato.

Explanatory note

The theme is clearly revealed in the verses and drawings given in task 27 . Need to learn:

Dot above note and dot below note,

Tell us, dot, who are you?

Know guys, my name is staccato,

I make the notes dance.

Staccato - short, abrupt.

League

Oh, the arc, what here!

What, tell me, is your name?

The league is called me.

And remember, friends

In plays, my role is important,

Notes really need me

In order to teach them

Walk with a smooth step.

Well, and that step, guys,

It's called legato.

Legato - smoothly, coherently.

Lesson 14.

dynamic shades

Target:

• remember dynamic shades, like original musical colors.

Explanatory note

Drawings and listening to the play by D.G. will help to assimilate the topic. Turk "I'm so tired" in a different manner of performance from tasks 28 .

The first time the teacher plays inexpressively, with an even sound, and the second time he accurately performs all the dynamic shades so that the children prefer not a monotonous, but a colorful performance that fully reveals the meaning of the play.

After that, you can go directly to the acquaintance with the names and purposes of dynamic shades. The distribution of color brightness of colors on the palette will contribute to a better perception of the essence of dynamic shades.

Lesson 15.

Major and minor modes

Target:

• introduce children to musical modes: major and minor.

Explanatory note

It is known how difficult this topic is to explain to young children and how difficult it is for them to perceive it. The fairy tale "Two brothers" will facilitate its perception.

TWO BROTHERS

In ancient times in fairyland under the name of Soundland, King Ding-don-Seventh ruled. More than anything in the world, he loved to sleep and be bored.

Sometimes he sits on his throne and misses.

From boredom, he will chat with his feet,

Out of boredom, he will order cookies to be served,

And sing a song to the soldiers.

His soldiers were unusual -

All as one, the singers are excellent.

And for this, by the way,

Ding-Don began to call them Sounds.

The Sounds will sing to the king one song, another,

The king will start to snore, and Sounds will also go to the side.

They sleep until the morning.

In the morning they will get up, shout: "Hurrah!"

The king will wake up, turn from side to side,

And everything will start again:

Boredom, cookies, soldiers' singing.

From this life the Sounds have become so lazy,

That they completely forgot how to sing properly.

The king was terribly upset.

He even stopped being bored.

Makes them sing this way and that

And they don't want to.

But one day, two brothers, Lada, arrived in Soundland from the distant country of Ladia. One was a cheerful dancer-laugher, the other sad, thoughtful. Merry was called MAJOR, and sad - MINOR. Major and Minor found out about the trouble of the king and decided to help him.

They came to the palace

The king was duly bowed.

Hello, Ding Dong, they say. -

We want to hear from your soldiers.

Well, - the king commanded the Sounds, -

Sing it all!

One, two! One, two!

Sounds sang, some in the forest, some for firewood.

The brothers could not stand this music,

Come on, they say, Ding-Dong, we will help you,

Let's put together a good song from your sounds.

Lined Major Sounds in a row -

It turned out SOUND.

Major commanded them: “Calculate on a tone, a semitone!”

Sounds quickly settled:

Tone, tone, semitone,

Tone, tone, tone, semitone.

sing along! Major commanded. Sounds sang:

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We all amicably stood in a row, according to - lu - chil - zu - row.

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Not simple - stand ma - zhor - ny, joyful - dost - ny, for - dor - ny!

Finished the Sounds to sing - Minor stepped forward. He commanded: "On a tone, a semitone, calculate - and - hide!" For some reason, the sounds immediately became sad, reluctantly paid off:

Tone, tone, semitone,

Tone, tone, semitone,

Tone, tone.

sing along! Minor commanded. Sounds sang.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

We are a mi - nor - ny sound - a - a series of sad - sounds - a long - series

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Dog - nu sadness - well - yu on - eat and this - hour we are for - ro - vom.

Since then, there has been order in Soundland.

Ding Dong began to live differently,

Under new music stopped sleeping.

He will be sad - Minor will appear,

If he wants to have fun, Major will appear.

Sounds began to live well,

And the songs sounded good!

The article is devoted to the problem of teaching preschoolers the basics of musical notation and development creativity introducing them to the art of music. As part of the work experience, the material of many authors was summarized, author's video projects were created aimed at developing the creative potential of children . The experience was tested in practice during 2011-2017. and monitoring results confirmed that the implementation of the work of the preschool educational institution presented experience allowed to achieve sustainable quality results mastering the content of the program of musical education of preschoolers. Experience materials can be recommended for use by teachers preschool education in practical activities with preschool children.

The relevance of this additional activity dictated by life itself. Modern children from birth are surrounded by music, which they constantly hear from TV, radios, and audio equipment. Even before they have learned to walk, babies are already trying to move to the beat and sing a simple melody. Modern children have a great need for singing, but often they are not able to take their breath correctly, intotone cleanly, pronounce words clearly, and respond to changes in tempo and dynamics. These problems cause difficulties in the organization musical activity and explain the relevance of developing an additional system of work on teaching preschoolers the basics of musical notation.

In the context of the transition of schools to the new GEF (Federal State standards) it is desirable that the children come to music schools already with a certain amount of knowledge, skills in musical subjects. This is necessary for better assimilation of programs aimed at pre-professional education. As a result of additional educational activities the child learns to read notes and intonation cleanly, which is a necessary basis for studying at a music school, vocal and choir circles, an indispensable condition for achieving deeper goals.

If at preschool age the child develops the ability to listen, compare and distinguish sounds, that is, to learn the simplest elements of musical notation, then schooling will be more successful. An in-depth acquaintance with musical literacy affects the development of all types of memory: visual, motor, figurative; develops all types of perception: auditory, visual, associative, sensual.

Having experience in teaching music theory and solfeggio at a children's music school, she organized a circle for the children of the group preparatory to school "Do, mi, salt" teaching the basics of music notation.

One of the problems in modern musical development in a preschool institution is the problem of presenting complex musical and theoretical material as simply and accessible as possible. Therefore, I set myself the goal of helping children understand the features musical language, develop ear for music, a sense of rhythm and creativity, since additional education is aimed at further ensuring the continuity of the kindergarten and society. By creating an atmosphere of general enthusiasm and creativity, stimulate the desire of children to use the acquired skills and abilities in independent musical activity and continue further musical education.

Constant search for new forms and methods of organizing educational and educational process allows me to make my work with children more diverse, emotional and information-rich. The presence of didactic, literary material for circle work, the use of ICT in work, help the child learn the material better.

Principles, directions, rules of work.

• “To teach, strictly observing the rule: from simple to complex” - H. Heiner.
• The game is the only the right way education and upbringing of a small person.

The game for preschool children remains one of the main means of learning about the world around us, so it is necessary to widely use the game in educational activities, since it is one of the most important methods of working with children. Games can be developing, educational, creative, reinforcing certain skills and abilities.

The game naturally includes the child in the process of learning music, allows you to model any studied musical phenomena and processes, learns them from the inside, first comprehending their essence, and then the terminology. Therefore, the more various images, associations and analogies, the easier it will be to perceive the theoretical material.

In order to achieve the developing effect of children's musicality, I actively use information and communication technologies that activate and develop children. The use of ICT in the educational process makes it possible to increase the effectiveness of learning due to the fact that the material is presented vividly, figuratively, in a playful form accessible to preschoolers, therefore, it arouses great interest in children, since this corresponds to the main activity of a preschooler - the game. Movement, sound, animation effects attract the attention of the child, the game form of presenting information arouses great interest in children, visibility, entertainment, expressiveness, comfort of perception due to design are a stimulus for children's cognitive activity. Video material should contain elements of the unusual, surprising, unexpected, arousing interest among preschoolers in the educational process and contributing to the creation of a positive emotional environment, as well as the development of musical and creative abilities. After all, it is the process of surprise that leads to the process of understanding. The use of video projects effectively contributes to the solution of this problem.

Attention must also be paid to the story. A fairy tale, fairy-tale images and symbols, close and understandable to children: after all, a child lives in the world of a fairy tale. A fairy tale is also a kind of game, with its own rules. Through a system of familiar fairy-tale images, it is easy to introduce a child into the world of music - a musical fairy tale.

On the small child collapses a large number of new information which he needs to understand and remember. Let's say concepts like "high Low" , "long short" in everyday life have a completely different interpretation, in this regard, it would be correct to introduce as much as possible of all kinds of game and visual material, which is, as it were, a link between complex terms musical theory and everyday ideas of the child about life. Therefore, the more poems, pictures, fairy tales there will be at this time, the more different images, associations and analogies there will be, the easier it will be to perceive the theoretical material, the more independent and meaningful the tasks will be performed.

Tales told on musical theme, poems in which the rules are rhymed, pictures that help strengthen the verbal image - all this helps the child create some kind of connection from the usual, everyday, everyday images and complex musical and theoretical material, which he had never encountered before. The kid absolutely needs such analogies, since his abstract thinking is only at the initial stage of formation and memory is able to hold for a long time and reliably only positions supported by understandable and familiar images.

An experienced teacher skillfully uses various forms work in order to achieve from children a good understanding and ability to use theoretical material. In any way, he must support the child's need "create" . From even the most ordinary and boring tasks, try to create "adventure" , "theatre" , "game" . And any fabulously game illustrated material provides invaluable assistance in this.

Fairy tales, poems and stories are well suited for homework. You can invite children to draw their own illustrations, come up with their own musical stories and fairy tales. As a rule, the fantasy of children immediately begins to work, and often the result of this "children's creativity" exceeds all expectations.

In pedagogical practice, there is a huge shortage of interesting, modern and accessible visual and practical material for children. As part of my work experience, I have created more than 50 video projects for all types of children's musical activities (perception of music, vocal skills, musical and rhythmic movements, musical and sensory development, playing children's musical instruments). A methodological guide has been developed "Development musical ability children, introducing them to the art of music through the use of information and communication technologies" , which has a description of video projects, consisting of program objectives, game progress.

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

As a result of additional educational activities, children will learn to read notes and intonation cleanly, they will come to music schools already with a certain amount of knowledge and skills in musical subjects. This is necessary for better assimilation of programs aimed at pre-professional education.

Literature:

• Svetlichnaya L.V. "Tale of Music" "Sphere" , Moscow 2003
• Svetlichnaya L.V. « New fairy tale about music" music notation training kindergarten and elementary school. creative center "Sphere" , Moscow 2004
• Larionova G.P. "I'm learning musical notation" Publishing House "Neva" 2002
• Ivanova O. N., Kuznetsova I. V. "A new musical primer for the little ones" Phoenix, Rostov-on-Don 2006
• Alekseeva L. N. "Game solfeggio for kids" Moscow 2004
• Zhakovich V.V. "Musical literacy for the little ones" / Rostov-on-Don "Phoenix" 2015
• Leonenko O.B. The use of multimedia presentations in a preschool institution // Handbook of a senior teacher. - 2009. -№4.

Author information

Kaliberda Elena Ivanovna

Place of work, position:

MBOU DOD DSHI Essentuki, teacher

Stavropol region

Resource characteristics

Levels of education:

Additional education for children

Class(es):

Class(es):

Class(es):

Class(es):

Class(es):

Class(es):

Class(es):

Item(s):

The target audience:

Teacher of additional education

Resource for a specialized school:

Resource for specialized school

Resource type:

Program

Brief description of the resource:

The program is designed to simplify the development of musical notation in a playful way. The program is aimed at children 5-6 years old, made in the form of a cartoon fairy tale, which meets the needs of a child of this age. Main character- the cartoon note travels around the staff with the participant and reacts in a friendly way to his answers. The plot of the fairy tale is based on the passage of levels from simple to complex. The program has 12 levels. All the time of the passage of the program sounds classical music.

1. Introduction.

Working as a piano teacher at the Children's School of Art, I have to face certain difficulties in mastering musical notation by children. Parents often ask the question: “Why doesn’t my child run to the instrument with joy?” The teacher, in turn, asks other questions: “Who is to blame?” and “What to do?”, and also: “Why does the current generation of children learn the basics of musical notation with great difficulty?”. More recently, when analyzing the complaints of parents that their child spends hours computer games, enjoying the virtual destruction of animals, people, other fictional characters, I was an active opponent of information computer technology (hereinafter referred to as ICT). Today I have radically changed my position on this issue. In the 21st century, introducing the modern child to the issues musical art takes place in an extremely saturated information field. The perception of the child is changing, he lives in the world of technological symbols and electronic signs. The use of computer technology greatly expands the activity of students.

The personality of the teacher, of course, remains the main guide in learning and the leader at all stages of the lesson, while the computer acts as a tool that helps in solving the tasks.

The teacher ceases to be the only source of information, but becomes the organizer of the educational and cognitive activity of students.

Today, a teacher must master modern methods and new educational technologies in order to communicate with children in the same language.

In my opinion, the increased use of modern educational technologies for mastering the content of education and development of children, application information technologies in the system of classes for the development of cognitive and creative activity students are one of the most important tasks of modern education.

thinking about modern lesson music, I have identified some leading ideas for myself:

1. The curriculum provides only two lessons with a teacher in the specialty per week, and at home the child is left to himself, which reduces his interest and complicates the learning process. Given the child's attachment to the computer and his skills in information technology, I decided to combine the implementation of my pedagogical tasks with the child's desire to play on the computer.

2. One of the conditions for successful learning at home, of course, is the use of audio and video materials.

3. One of the most important components is the student's motivation. The use of information technology makes learning bright, memorable, interesting for students of any age.

All of the above allowed me to seamlessly incorporate ICT into my music lessons at home.

This helps to effectively solve educational problems, achieve a new quality of education.

It should be noted that the idea of ​​using educational computer programs is not new in itself. However, existing programs have a number of shortcomings in relation to learning on the piano instrument. There are programs that use the sound-pitch ratio of sounds, which is more applicable to solfeggio lessons (for example, Fruit Lines), or programs that require additional hardware in the form of an electronic keyboard (for example, NoteTrainer).

2. Program description.

The implementation of the above tasks led to the creation of this computer program "Adventures of Notes".

The essence of the program lies in the easier development of musical notation in a playful way.

The program is aimed at children 5-6 years old, made in the form of a cartoon fairy tale, which meets the needs of a child of this age.

The main character is a cartoon note that travels around the musical staff. The plot of the fairy tale is based on the passage of levels from simple to complex. The program has 12 levels, of which from the 1st to the 6th level are written for the treble clef, from the 7th to the 12th - for the bass clef.

1. Initial window- "Menu" - The name of the program with the image of the note.

Button "Start" - to start the program.

The "Rules" button to access the help window, which describes the rules of the game for the child.

2. Level 1 window opens automatically when you press the "Start" button from the "Menu" window.

Initially, all circles with the level number are inactive, except for the 1st one. If the level is passed, it turns yellow. When you exit the program, the passage of levels is remembered. Against the background of the picture, puzzles are placed before the start, which the child must guess. During the passage of the level, classical music sounds (see the list of used musical compositions on page 15). Then the “Start” button is pressed, and notes appear on the stave and alternately move from left to right in their position, according to the level of difficulty. For one level, a note appears on the corresponding ruler and moves from left to right at different speeds (8sec, 6sec, 4sec). Each level moves a different number of notes, depending on the level of difficulty.

LEVELS

2. FA, SALT

LEVELS

8. SALT, FA.

9. MI, RE, DO (small octave).

11. SI, SOL, MI, DO (small octave).

During the movement of the note, you need to have time to click on the desired key on the drawn keyboard (when you move the cursor, the key along the contour is highlighted). If the note is guessed correctly - the key turns blue, and the face smiles for 2 seconds, if it is wrong - the key turns red, sad for 2 seconds. Until you press the key - the face is neutral. When passing the level without errors, a colorful mark "5" appears and the transition to new level- the corresponding level number is highlighted at the bottom of the window.

In case of unsuccessful passage, the phrase "Try again" appears, and the level starts again.

If the program has already been launched and several levels have been passed, then the program opens at the level at which the successful completion ended. From this level, you can go to any successfully completed level by clicking on the corresponding star, for example. When you hover over the button, the button is highlighted.

From any level, you can return to the "Menu" by clicking on the picture. If the program is successfully completed, all completed levels are saved in it. Starts the game new baby, in this case the passage of levels can be reset using the button

3. List of used music in the Note Adventures program.

Screensaver "Menu" - A. Vivaldi - Concerto for two mandolins and orchestra

1. W. A. ​​Mozart - part 2 of the string quartet

2. A. Vivadi - Concerto for cello and orchestra

3. W. A. ​​Mozart - opera "The Magic Flute" Duet of Papageno and Papagena.

4. F. Chopin - Etude in G-flat major op.10 No. 5

5. L. Beethoven - German Rondo Dance.

6. A. Vivaldi - Violin Concerto in A minor

7. N. Paganini - Cantabile

8. L. Beethoven - Concerto for piano and orchestra No. 3 c-moll-op37--III-Rondo.

9. W. A. ​​Mozart - opera "Don Giovanni" K. 527

10. J. S. Bach - Joke.

11. W. A. ​​Mozart - “Little Night Serenade”.

12. W. A. ​​Mozart - Turkish March.

Screensaver "Five" - ​​D. Rossini - overture "The Thieving Magpie" (fragment).

Screensaver "Hurrah!!" - P. I. Tchaikovsky - Concerto for violin and orchestra,

Op.35 in D major (fragment).

4. Minimum system requirements to PC

OS: Windows XP, Vista, 7 (32 or 64 bit) and DirectX 9.0c or later.
System Memory: 1GB
Video Card: DirectX 9.0 compatible, Shader Model 3.0 compatible

5. Summary

Creating this game, I pursued certain goals and objectives:

・Learning musical notation

Development of cognitive activity

Development of aesthetic taste

Development of memory, thinking and attention

Formation positive attitude, program "Successful child".

Learning musical notation

The program is designed for homework. Having explained to the child in the lesson the location of the notes on the stave and their name, the teacher sets as homework training, (for example, at the 1st level, passing the notes Do, Re, Mi). The next lesson involves training with the passage next level. The transition from level to level takes place under the strict control of the teacher, depending on the assimilation of this material.

cognitive activity

Developing games in which the child needs to guess riddles, decipher rebuses and puzzles, of course, are loved by all children. One of the most popular and entertaining puzzles is the rebus. Fascinating puzzles for children are excellent gymnastics for the development of intelligence.

Musical puzzles, in addition, help to remember the name of the notes (Do, Re, Mi, Fa, Sol, La, Si).

Solving puzzles is an excellent educational and, at the same time, fun activity, excellent gymnastics for developing attention, flexibility of thinking in a child.

A rebus is a type of riddle in which the words to be solved are given in the form of drawings in combination with notes and syllables.

Unlike a simple riddle, where the basis is a verbal description, the rebus also develops creative thinking, teaches the child to perceive a graphic image outside the box, and also trains visual memory. Rebuses very well develop resourcefulness, ingenuity, the ability to reason logically.

If the child has learned to recognize letters, then it is quite possible to start with the easiest puzzles. In such tasks, there are only one or two letters and a note on the stave.

Development of aesthetic taste.

In the life of children there should be music, as well as a fairy tale, a game. With the help of music, you can show the beauty of the world around you, develop spiritual strength and creative activity little person.

The ability to perceive music is organically connected with the spiritual and aesthetic side of the personality. It is noticed that babies stop crying when listening to music.

The Japanese corporation Sony conducted a study on the basis of its kindergarten, trying to find out what kind of music young children like. This study gave rather unexpected results - children's songs were on last place. Popular songs took second place, the kids liked the most and Beethoven's 5th symphony took first place. A complex piece of music turned out to be the most attractive for kids.

Also, experts say that classical music has a beneficial effect on the nervous, cardiovascular and digestive systems of a person.

We ourselves know how sometimes it is simply necessary to listen to your favorite music that has a beneficial effect on our state of mind. The same can be applied to children.

Music helps children to understand the world, develops not only them artistic taste and creative imagination, but also love for life, nature, everything around. This helps to form a full-fledged personality of a person who is able to feel and sympathize.

Therefore, the priority direction in the musical development of modern children is the enrichment spiritual world through highly artistic examples of musical art. Acquaintance with them introduces features of integrity and harmony into the attitude and character of children, determines the norms of behavior and relationships.

Modern psychological and pedagogical research has convincingly shown that only through contact with true art it becomes possible to instill in a child a love for music, the ability to perceive it, to develop the ability to feel and understand its content, to develop fantasy and imagination.

The selection of music in this program was carried out by me, taking into account age (5-6 years). The program includes masterpieces of world musical art, music by V.A. Mozart, J.S. Bach, A. Vivaldi, F. Chopin,

L. Beethoven, P.I. Tchaikovsky. AT musical arrangement I used music written for different instruments: violin, cello, piano, mandolin, as well as vocal opera and orchestral music.

Development of memory, thinking and attention

Playing a fairy tale game, the child develops in several directions at once:

· Task number 1 - remember the names of the notes and their location on the stave.

· Task number 2 - to know the location of the notes on the keyboard.

· Task number 3 - to find a correspondence between the stave and the keyboard.

· Task No. 4 - to develop the speed of reaction in working with the "mouse" of the computer, and in the future, the speed of working with the piano keyboard and good reading from the sheet.

Formation of a positive attitude, the program "Successful Child".

The program uses a child incentive system. Everyone knows how a child loves to get "fives". An excellent grade affects the positive mood of the child, praise and encouragement from parents and the teacher, which entails his self-affirmation and desire to achieve more. In this regard, the program does not use grades below the "five". If the child did not cope with the passage of the level, he is invited to pass the level again.

In addition, to create a positive mood during the passage of the program, at each level the child meets his favorite characters from fairy tales and cartoons: Snow White, Chip and Dale, Leopold the cat, Matroskin the cat, cartoon characters "Madagascar" and " ice Age". Once in a circle of friends, the child boldly solves the riddles set before him and overcomes difficulties. Another hero was used as the host in the program - fictional character Note. His cartoon image and perky look quickly win you over. Notka guides the child through all the trials and responds in a friendly way to his answers.

The program was successfully tested by students in my class.

The game "Adventure notes" was enthusiastically accepted by children and their parents. Using this program, I realized the goals and objectives: the children easily and quickly memorized the name and location of the notes on the stave.

Methodological development of the master class "Teaching children aged 5-7 years to read music and play metallophones (xylophones)"

Target:
Teaching participants of the master class to play musical instruments with the help of musical notation in work with preschool children.
Tasks:

1. To introduce the participants of the master class to the methods and techniques of playing in teaching children to play children's musical instruments using musical notation.
2. To increase the level of professional competence of teachers, their motivation for systematic use in practice.

Master class progress:

Hello, dear teachers, today I would like to tell in my methodology about the system of teaching musical notation and about playing musical instruments - metallophones or xylophones. In kindergartens for music lessons Basically, they teach either by the method of "playing along" according to the principle of Karl Orff, or by the child repeating after the teacher, how many times to knock and on which records on metallophones. And meanwhile, teaching children to read music, first of all, is comprehension in playing the metallophones. The melodic and sound-altitude hearing develops, the sense of rhythm develops. Playing children's musical instruments contributes to the development of musical memory, attention, it helps especially when children play in the orchestra, a sense of responsibility and camaraderie. After all, everyone is responsible for their part in the orchestration, performing Russian folk melodies. I built my work from simple to complex. I developed my own program for teaching children musical notation “Colored Peas”. The program is designed for children 5-7 years old. I have selected material from Russian folk songs. For each note, a certain tune was learned with the children, so the children memorized the notes and learned the parts on metallophones and xylophones. A certain color on the plates also helped in learning to play musical instruments. For example: the note “to” is red, the children play the song “Andrey the Sparrow”, “re” is pink, the children already knew the song “Cockerel”, and so on by choice music director.

When the children play freely according to the scale, you can already distribute cards with two or three notes. Children already know the notes and can learn songs on their own. This is very convenient since there are ten children in subgroups, and a little help is required from the teacher if one of the children cannot cope. And it will sound like a melody. That's very beautiful! For example, everyone knows the Russian folk melody “I went up the hill” and your children do not just hit any records, but play the notes with the melody. That's the beauty, the melody is heard! Here you have dear teachers and a number for the matinee, ten people win the main melody, and other children play ringing, percussion and noise instruments. Thus, all children participate! And not only the same ones, “gifted”, it helps to overcome the excessive shyness, stiffness of some children when, finally, the child was also noticed and invited along with everyone to be equal participants in the performance! Color solution greatly facilitated the task of teaching children musical notation and made it possible to cover a large number of children. In the process of classes, children accumulate a lot of experience in performing different songs built on different sounds. I noticed that children could select songs by ear on their own. They meaningfully listened to the melody and rhythm and played the metallophones - the skill of auditory orientation in the melody is being formed. You can use the songs "Ding Dong", "Cornflower", "Rain" any at the discretion of the teacher. Whereas in preparatory group you can go to more complex orchestrations. This may be the "Turkish March" or "Bar-organ" by the composer Mozart. Playing children's musical instruments has an irreplaceable effect on general development: an emotional sphere is being formed; thinking is improved, the child becomes sensitive to beauty in the art of life.
Cards with notes and rhythmic patterns.

Musical instruments with multi-colored sound

The work was added to the site site: 2015-07-10

;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">MDOU CRR D/S No. 5 "Skazka", Ozyory, Moscow Region.

;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">Methodological development.

" xml:lang="ru-RU" lang="ru-RU">"Learning to play musical instruments for children"

The program for teaching preschoolers of junior, middle, senior groups to play on DMI. The term of study is 3 years.

;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">Artist:

;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">Music Director

;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU"> MDOU CRR D/S No. 5 "Skazka"

;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">Valentina Viktorovna Gerasimova

;font-family:"Times New Roman"" xml:lang="en-RU" lang="en-RU">Ozery

;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">2008

;font-family:"Times New Roman";text-decoration:underline;color:#008080" xml:lang="ru-RU" lang="ru-RU">Explanatory note

;font-family:"Times New Roman";color:#008080" xml:lang="ru-RU" lang="ru-RU">«;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">Teaching preschoolers musical literacy;font-family:"Times New Roman";color:#008080" xml:lang="ru-RU" lang="ru-RU">» Curriculum.

;font-family:"Times New Roman";color:#008080" xml:lang="ru-RU" lang="ru-RU">Training period-3 years.

;font-family:"Times New Roman";color:#008080" xml:lang="ru-RU" lang="ru-RU">Kinds of activity: teaching musical literacy, individual subgroup work.

;font-family:"Times New Roman";color:#000080" xml:lang="en-RU" lang="en-RU">During the training, children learn a number of concepts of musical literacy: noise and musical sounds, long and short, high
and low, the direction of movement of the melody, dynamic shades, gradual increase and decrease in sonority, tempo, acceleration and
slow down, pause, accompaniment, shape and structure piece of music(2nd and 3rd private form), reprise, musical genres, melody, phrase, accent, character and mood of the music. They learn to write down a rhythmic pattern and melody with the help of conventional signs on the “thread” and on the staff, get acquainted with
note name.

;font-family:"Times New Roman";color:#008080" xml:lang="ru-RU" lang="ru-RU">The course is designed for 3 years. tools are increasing, the number and varieties of mastered instruments are increasing.

;font-family:"Times New Roman";text-decoration:underline;color:#008080" xml:lang="ru-RU" lang="ru-RU">Year 1 ( junior group)

;font-family:"Times New Roman";color:#008080" xml:lang="en-RU" lang="en-RU">In the first year of study, children get acquainted with children's musical instruments (they study the structure, sound, techniques games).Kids' knowledge of musical toys is consolidated (tumblers, hurdy-gurdies, musical tops, organs).They get acquainted with the metallophone (they listen to plays performed by adults).

;font-family:"Times New Roman";text-decoration:underline;color:#008080" xml:lang="ru-RU" lang="ru-RU">Year 2 ( middle group)

;font-family:"Times New Roman";color:#008080" xml:lang="en-RU" lang="en-RU">In the second year of study, the volume of percussive-noise instruments expands (musical cubes, musical hammers are added , musical sticks, triangle), knowledge about the studied instruments deepens. Children are introduced to musical terms.

;font-family:"Times New Roman";text-decoration:underline;color:#008080" xml:lang="ru-RU" lang="ru-RU">3rd year of study (senior group).;font-family:"Times New Roman";color:#808080" xml:lang="ru-RU" lang="ru-RU">

;font-family:"Times New Roman";color:#008080" xml:lang="en-RU" lang="en-RU">In the third year of study, new, more complex tasks are set. Children master the practical skills of playing neither xylophones.Other percussive-noise instruments are added (triangle, bells, boxes, beaters, spoons, cymbals, maracas, rumba, castanets).Children learn to reproduce not only the rhythmic pattern, but also the melodic line; finish the game.Children get acquainted with plucked stringed instruments(harp, zither, harp), with electronic musical ones (“Chizhik”, “Pile”), keyboard-reed ones (accordion, button accordion, accordion).

;font-family:"Times New Roman";text-decoration:underline;color:#000000" xml:lang="ru-RU" lang="ru-RU">

;font-family:"Times New Roman";color:#000000" xml:lang="ru-RU" lang="ru-RU">Year 1
;font-family:"Times New Roman";color:#000000" xml:lang="ru-RU" lang="ru-RU">Theme:;font-family:"Times New Roman";color:#000000" xml:lang="ru-RU" lang="ru-RU">"Kids;font-family:"Times New Roman";color:#000000" xml:lang="ru-RU" lang="ru-RU">musical instruments".

;font-family:"Times New Roman";color:#000000" xml:lang="ru-RU" lang="ru-RU">Theme name	;font-family:"Times New Roman";color:#000000" xml:lang="ru-RU" lang="ru-RU">Theme content	;font-family:"Times New Roman";color:#000000" xml:lang="ru-RU" lang="ru-RU">Repertoire	;font-family:"Times New Roman";color:#000000" xml:lang="ru-RU" lang="ru-RU">Period	;font-family:"Times New Roman";color:#000000" xml:lang="ru-RU" lang="ru-RU">Quantity
			;font-family:"Times New Roman";color:#000000" xml:lang="ru-RU" lang="ru-RU">walkthroughs	;color:#000000" xml:lang="ru-RU" lang="ru-RU">..
				;font-family:"Times New Roman";color:#000000" xml:lang="ru-RU" lang="ru-RU">class
1. Organizational	Talking to children about upcoming		September
occupation.	activities.
2. "Rattle like	The structure and device of the rattle:	1. Song "Rattle"	September
musical	leg, filler, case-capacity for	Yu.Anteneva
tool"	peas	2. Dance with rattles
		3. Game “Who. quicker?"
3. Varieties	Display of various types of rattles: with	1. Svebednye dances with	September
rattles"	leg and without leg, different truss,	rattles
	metal, wood,	2. Outdoor games
	plastic, etc. Definition by ear	3. "Catch-up"
	various rattles.	4.Free games with
		rattles
4. “Timbre.	Listening to the sound of different timbres	1.Musically.- didactic	October
Multi-timbre	rattles: rattling, ringing,	game "Guess"
rattles"	rustling, etc., depending on	2.Game on various
	material. Definition by ear	rattles using
	all these rattles.	r.s.m.
5. “Tambourine.	A story about the device of a tambourine: body,	1. The game "Who is sooner?"	November
The structure of the tambourine "	bottom, hole, metal plates,	2. "Guess"
	bells.
6. Varieties	Conversation about different types tambourines: small,	[.Free play on all kinds	November
tambourines"	medium, large concert, with	tambourines
	bells and without bells.	2. The game "Who soon?"
		3. The game "Tambourine" Frida
	tambourines, showing,
7. Variety	A conversation about the dependence of the volume of sound,	1. "Quietly loud in a tambourine beat"	November
tambourines. Dynamics,	extracted by a tambourine, from its size,	2. "Guess"
auditory	the number of bells and the force of impact.
perception"
8. “Bell.	A story about the structure of the bell: a skirt,	1.Free games	December
Its structure"	tongue, ear. Show.	2. "Guessing" (tambourine,
		bells, rattles)
9. Varieties	Display of various bells: small,	1. "Game with bells"	December
bells"	large, medium, Valdai.	2. Free play on
		bells
10. “Timbre.	Determining by ear the sound of various	1. "Quiet and loud bells"	December
difference in	bells: loud, soft, gentle,	2. Auditory "Guess"
sounds	loud, melodic, lingering
bells"	depending on the type and reception of the game
	("trill", blow with a stick, finger,
	shaking).
11. “Drum.	Drum show. The story of its structure:	1. Song "Drum"
Structure	body, two bottoms, sticks, strap.	2. "Small March" Parlov	January
drum"	Sound extraction. Listening to music.	3. Marching to the drum
12. Varieties	Display of various drums: big,	1. Exercise "Walk-rest"
drum"	small iron. Conversation about what they are	2. Song "Drum"	January
	differ from each other.	3. Marching under everything
		drums
13. “Timbre.	Hearing perception of the sounds of various	1. Irry "Guessing"
difference in	drums. Distinguish the sound of big	2.Musical and rhythmic game	January
the sound of different	small and iron drum.	"Pipe and Drum"
drums"
14. "Musical	Display of musical toys: tumblers,	1. Free dances, games,	February
toys"	musical tops, organ,	outdoor games
	music cards, boxes,	2. "Guess"
	boxes. Consolidation of children's knowledge about
	musical toys.
15. "Spoons	The spoon is a musical instrument.	1. Song "Lozhkari"	March
wooden like	Description of the boat: painted, wooden,	2. "Horse" Potolovsko (straight
musical	metal, big, small,	gallop)
tool"	plastic.
16. "Building	A conversation about the structure of a spoon: stick-handle,	1. Demonstration of playing techniques on spoons	March
spoons"	heel. How sound is produced.	2. Free games, dances
17. “Timbre.	Listen to the sound of different spoons,	1. Definition by ear	March
Auditory	identify by ear large and small,	2. "Guess"
perception	wood, metal and	3. Free games, dances
the sound of a spoon	plastic.
18. Metallophone.	Metallophone display. conversation about him	1. Execution by adults	April
Structure	structure: body, metal	various pieces on metallophone
glockenspiel"	plates of different sizes, hammer.
19. "Sounds	Conversation about noise sounds and musical	1. "Guessing"	April
musical and	showing the sound of various	2. Execution by adults
non-musical"	tools. Definition by ear.	familiar songs, singing
		children
20. "High and	Definition by ear	1. "Bird and chicks"	May
low sounds"	glockenspiel in high and low	2. Exercises "Rain",
	register. Recognition of punch and	"Woodpecker", "Brook"
	g lissando.
21. "Sounds are loud	Determine the sound volume	1. "Mouse-river"	May
and quiet"	glockenspiel.	2. "Rain-woodpecker"
		3. "Guessing"

;font-family:"Times New Roman";text-decoration:underline;color:#000000" xml:lang="ru-RU" lang="ru-RU">Musical literacy in kindergarten.

;font-family:"Times New Roman";color:#000000" xml:lang="ru-RU" lang="ru-RU">2nd;font-family:"Times New Roman";color:#000000" xml:lang="ru-RU" lang="ru-RU"> year of study
Topic:;font-family:"Times New Roman";color:#000000" xml:lang="ru-RU" lang="ru-RU">"Kids;font-family:"Times New Roman";color:#000000" xml:lang="ru-RU" lang="ru-RU">musical instruments".

;font-family:"Times New Roman";color:#000000" xml:lang="ru-RU" lang="ru-RU">Theme name	;font-family:"Times New Roman";color:#000000" xml:lang="ru-RU" lang="ru-RU">Theme content	;font-family:"Times New Roman";color:#000000" xml:lang="ru-RU" lang="ru-RU">Repertoire	;font-family:"Times New Roman";color:#000000" xml:lang="ru-RU" lang="ru-RU">Period	;font-family:"Times New Roman";color:#000000" xml:lang="ru-RU" lang="ru-RU">Quantity
			;font-family:"Times New Roman";color:#000000" xml:lang="ru-RU" lang="ru-RU">walkthroughs	;font-family:"Times New Roman";color:#000000" xml:lang="ru-RU" lang="ru-RU">classes
1. Organizational occupation	Talk to the children about the upcoming work.		September
2. "Rhythm"	Checking the sense of rhythm, sense of dynamics, reactions to the beginning and end of the melody.	1. "Andrey the Sparrow", r.N.m.	September
		2. "Quietly loud in a tambourine beat"
		Tilicheeva
3. “Tambourine. The structure of the tambourine "	Repetition of the structure of the tambourine. Varieties tambourines.	1. Game "Tambourine" Frida	September
		2 .. "Quiet-loud in a tambourine beat"
		Tilicheeva
4.. "Short and long sounds"	Talk about short and long sounds.	1. "Andrey the Sparrow" 1 hour	September
	Graphic image. slamming
	chants.
5. "Short and long sounds"	Graphic image on flannelgraph.	1. Listening to "Bear with a doll"	October
	Singing songs.	2. "Andrey the Sparrow"
6. "Short and long sounds"	Definition by ear of short and long	1. The game "Walk and run"	October
	sounds. Doing exercises.	2. "Running" Magidenko
7. "Metalphone, Structure glockenspiel"	Determination of the methods of playing by ear	1. "Brooks", "Mice"	November
	glockenspiel. Start and end with	2. The game "Hurry up"
	accompaniment. Development exercises	3. "rain", "Woodpecker"
	imagination and fantasies.	4. Outdoor games
		5. Create your own music
8. "Mood in	Determining the nature, dynamics, pace in	1. "Polka" Krasev	December
music"	unfamiliar works, choice
	relevant tools.
9. "Musical	March dance. Listening to works in	1. Marches	January
genres"	these genres, definition by ear.	2.Poles
		3. Free marches and
		dancing
1 o. "Funds	Conversation about the means of expressiveness of music	1. "The bells are ringing"	January
musical	(character, pace, etc.).
expressiveness"
eleven. . "Funds	Listen to music. Define	1. "We sang a song"	February
musical	character and register in unfamiliar	2. "Bird Festival"
expressiveness"	works.	3. Starlings and Crows 4. "Cry doll"
12. "Shock-	The composition of the shock-noise orchestra, showing	1. "We sang a song"	March
noise orchestra"	instruments, listening to works for	2. "Marches"
	percussion-noise orchestra.	3. "Will I go"
		4. outdoor games
13. "Shock-	Repetition of the structure of spoons, varieties	1. "Stompers"	March
noise orchestra.	spoons. Introduction to musical	2. Outdoor games and dances on
Spoons»	chopsticks.	fractional step
14. "Shock-	Listening to musical works.	1. "Topotushki" (another step)	April
noise orchestra.	Selection of appropriate musical	2. "My horse" (gallop)
Musical	tools. Execution by subgroups	3. free dancing to the orchestra
sticks and	orchestra and movements.	(by subgroups)
cubes"
15. "Shock-		1. "Forest Song" Filippenko	May
noise orchestra.		2. "Ringing Triangle"
The composition of the orchestra.		3. "The bells are ringing"
Triangles»		4. "We sang a song"

;font-family:"Times New Roman";text-decoration:underline;color:#000000" xml:lang="ru-RU" lang="ru-RU">Musical literacy in kindergarten.

;font-family:"Times New Roman";color:#000000" xml:lang="ru-RU" lang="ru-RU">Year 3;font-family:"Times New Roman";color:#000000" xml:lang="ru-RU" lang="ru-RU"> learning
Topic:;font-family:"Times New Roman";color:#000000" xml:lang="ru-RU" lang="ru-RU">"Kids;font-family:"Times New Roman";color:#000000" xml:lang="ru-RU" lang="ru-RU">musical instruments".

;font-family:"Times New Roman";color:#000000" xml:lang="ru-RU" lang="ru-RU">Theme name	;font-family:"Times New Roman";color:#000000" xml:lang="ru-RU" lang="ru-RU">Theme content	;font-family:"Times New Roman";color:#000000" xml:lang="ru-RU" lang="ru-RU">Repertoire	;font-family:"Times New Roman";color:#000000" xml:lang="ru-RU" lang="ru-RU">Period	;font-family:"Times New Roman";color:#000000" xml:lang="ru-RU" lang="ru-RU">Quantity
			;font-family:"Times New Roman";color:#000000" xml:lang="ru-RU" lang="ru-RU">walkthroughs	;font-family:"Times New Roman";color:#000000" xml:lang="ru-RU" lang="ru-RU">classes
1. Organizational	Talk about upcoming activities.		September
occupation
2. “Melody.	Melody definition. Hearing individual	1. "Ladder"	September
gradualism	phrases, step-by-step definition	2. "Gorka"
melody movements.	melodies up and down.	3. "Streams"
3. “Rhythm. Short and	Working on flannelgraph, laying out	1. "Andrey the Sparrow"	October
long sounds"	stripes of short and long sounds.	2. "Ladder"
		3. "Gorka"
4. "Musical	genre characteristics. Hearing different	1. Recordings of various	November
genres. Waltz"	waltzes on record. Definition	waltzes
	the nature of the music, playing along.	2. Vals "Autumn Dream"
5. Varieties	Conversation about the varieties of waltzes	1. Waltz "Autumn Dream"	December
waltzes"	(holiday, lyrical, dance).	2. "Above the waves"
	Listening to various waltzes performed	3. "On the hills
	on the piano. Definition of character	Manchuria"
	sounding, playing along on your own	4. "Little Waltz"
	selected tools.	5 . "Birch"
		6. "Waltz of the Skaters"
6. Musical	Variety of dances. various polka,	1. "Bear with a doll"	January
genres. Polka"	listening to them performed on the piano,	2. "Polka" Lyadova
	characteristics of music.	3. "Polka" latv. n.m.
7. "Musical	Xylophone device. Showing the tricks of the game	1. Familiar pieces	January
tools.	on the xylophone. Hearing in performance	2. exercise for kids
Xylophone"	adult familiar songs in the sound
	xylophones.
8. "Shape	Cuplet form. Double form.	1. Familiar songs	February
musical	Form definition. play start	2. Waltzes
works"	chorus and the second part. Hearing	3. Polish
	works in couplet and two-part
	form.
9. "Russian folk	Listening to Russian folk melodies.	1. R. N.m. "I went up the hill"	March
song"	Comparison of character, mood, form.	2. "In the garden"
	Determining the movement of a melody,	3. "Birch in the field"
	definition of long and short sounds.
10. "Shock-noise	Acquaintance with the percussion-noise orchestra,	1. Recordings,	April
orchestra"	its composition and tools: ratchets,	phonograms, plays
	bells, box, beater, rubel,	piano performance.
	maracas, castanets.
11. Modern	Listening to works in modern	1. Music by R. Pauls	May
music"	rhythms in pop arrangements.	2. "Ragtime"
	Determination of character, rhythm, mood,
	dynamics, register, etc.
15. "Shock-	The structure and extraction of the sound of a triangle.	1. "Forest song" Filippenko	May
noise orchestra.	Comparison by ear of the sound of various	2. "Ringing Triangle"
The composition of the orchestra.	triangles (large, orchestral,	3. "The bells are ringing"
Triangles»	small, medium). Listening to a new play.	4. "We sang a song"
	Selecting the appropriate tools.

;color:#000000" xml:lang="ru-RU" lang="ru-RU">Literature.

;color:#000000" xml:lang="ru-RU" lang="ru-RU">1.T.N.Devyatova. Program "3vuk-magician". (Linka-press Moscow 2006).

;color:#000000" xml:lang="ru-RU" lang="ru-RU">2. T. Tyutyunnikova. Program;color:#808080" xml:lang="ru-RU" lang="ru-RU">.;color:#000000" xml:lang="ru-RU" lang="ru-RU">"Elementary music making with preschoolers."(Preschool education, 1988)

;color:#000000" xml:lang="ru-RU" lang="ru-RU">3. N.G.Kononova "Teaching preschoolers to play children's musical instruments". A book for educators and
music kindergarten leader. (Moscow "Enlightenment" 1990)

;color:#000000" xml:lang="ru-RU" lang="ru-RU">4.S.Bubley: "Children's Orchestra". A guide for musical leaders of preschool institutions (Leningrad "Music", 1983)

;color:#000000" xml:lang="ru-RU" lang="ru-RU">5. T. Tyutyunnikova "Musical Instruments". From work experience. (Preschool education, 1997)

;color:#000000" xml:lang="ru-RU" lang="ru-RU">6. Zatsepina M. B. Musical education in kindergarten. program and guidelines/ M. B. Zatsepina. - M.: Mosaic-Synthesis, 2008.