The article is devoted to the problem of teaching preschoolers the basics of musical notation and development creativity, attaching them to musical art. As part of the work experience, the material of many authors was summarized, author's video projects were created aimed at developing creativity 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 children up to school age.
The relevance of this additional activity is 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 preschool is the problem of presenting complex musical and theoretical material as simply and accessible as possible. Therefore, I set a goal for myself - to help children understand the features of the musical language, develop an ear for music, a sense of rhythm and creativity, because. additional education 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.
Game for children preschool age remains one of the main means of understanding the world around us, therefore it is necessary to widely use the game in educational activities, since it is one of the most important methods work 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 playful 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 fabulous images it is easy to introduce a child into the world of music - a musical fairy tale.
On 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" V everyday life have a completely different interpretation, in this regard, it would be right to introduce as much as possible of all kinds of game and visual material, which is, as it were, a link between the complex terms of musical theory and the child's everyday ideas 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 on initial stage formations 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 to ensure that children have 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" , "theater" , "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 visual and practical material that is interesting, modern and accessible to 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). Developed Toolkit "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" education musical notation in kindergarten and primary 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. "Playing 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.
At first glance, musical literacy seems incredibly complex and incomprehensible.
But it is in the power of parents and teachers to explain everything to the child and interest him. How to teach a child to read notes, remember their location and sound? We will talk about all this in this article.
Where to start studying?
It is worth noting that if there is a person in the child’s family who understands musical literacy, it is better to entrust the child’s education to him. If not, mom or dad will have to study it in parallel with their son or daughter. What parents need to know:
- All musical compositions based on 7 basic notes. Their sequence, the length of the sound changes, but the location never.
- To get started, help your child memorize the sequence of sounds.
In order: do - re - mi - fa - salt - la - si - do.
Through one: do - mi - salt - si or re - salt - si - do. The kid should know them like a tongue twister.- After memorizing the names, let the child listen to the sound. Recordings can be found online. This is necessary so that the baby perceives the notes not as drawings on paper, but as sounds that add up to musical works or songs.
- Next, teach your child to draw notes in music notebook. Each line starts with treble clef followed by notes. Their location directly depends on the sound. As a rule, lower sounds are lower, high - in the upper line of the musical row.
We study musical literacy in the gameplay: how to get interested?
Perhaps a preschooler and even a schoolchild will not be interested in learning music while sitting at a table with a pencil in his hands. In this case, you can use game process. For this you will need:
- thick white cardboard;
- scissors;
- clothespins or paper holders;
- dense thread.
Draw the notes on the sheets and let the child cut them out. When everything is ready, pull on 4 strong threads that will depict a musical staff, as in a musical notebook. On it, together with the baby, hang the notes in the correct order.
#40 | LEARNING NOTES | LEARNING NUMBERS | Lessons from Pingy and Croky |
Notes for beginners. Music notation in 15 minutes
Remember the NOTES. Solfeggio for kids. Song cartoon video for children. Our everything! Our everything!
When he remembers their location, give him the task of attaching one or more in different lines. Be sure to reward your child for each correct answer. Such a game will help the child remember the names and arrangement of notes, and the encouragement of mom or dad will become an inspiration for new achievements!
You can also use tutorials to study computer programs which are focused on the child of preschool and school age. In addition to getting acquainted with the sound of a certain sound, the child will be able to play mini-games that will help him master musical notation. Hold such activities or games for 20-30 minutes. Then take a break for 1-1.5 hours.
Give your baby time to relax and play!
MDOU TsRR -D / S No. 5 "Fairy Tale", Ozyory, Moscow Region.
Methodical development.
"Musical literacy in kindergarten"
The program of education for preschoolers of primary, secondary, senior groups game on DMI. The term of study is 3 years.
Executor:
Musical director
MDOU TsRR -D / S No. 5 "Fairy Tale"
Gerasimova Valentina Viktorovna
Lakes
2008
Explanatory note
« Teaching preschoolers musical literacy" Training program.
The term of study is 3 years.
Activities: teaching musical literacy, individual-subgroup work.
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 the melody, dynamic shades, gradual increase and decrease in sonority, tempo, acceleration and
slowdown, pause, accompaniment, form and structure of a piece of music (2nd and 3rd partial 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.The course of study is designed for 3 years. Year by year, the requirements for playing children's musical instruments are increasing, the number and varieties of instruments being mastered are increasing.
1st year of study (junior group)
In the first year of study, children get acquainted with children's musical instruments (they study the structure, sound, playing techniques). Children's knowledge of musical toys (tumblers, hurdy-gurdies, musical tops, organ-organs) is consolidated. They get acquainted with the metallophone (listen to plays performed by adults).
2nd year of study (middle group)
In the second year of study, the volume of percussive-noise instruments expands (musical cubes, musical hammers, musical sticks, triangle), knowledge about the studied instruments deepens. Children are introduced to musical terms.
3rd year of study (senior group).
In the third year of study, new, more complex tasks are set. Children master the practical skills of playing xylophones. Other shock-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, learn to observe the general dynamics, pace, enter and end the game in a timely manner. Children get to know plucked stringed instruments(harp, zither, harp), with electronic musical ones (“Chizhik”, “Pile”), keyboard-reed ones (accordion, button accordion, accordion).
1st year of study
Theme: "Children's musical instruments".
Topic name
Repertoire
Period
Qty
passing
lesson
1. Organizational
Talking to children about upcoming
September
class.
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
A conversation about different types of 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"
glissando.
21. "Sounds are loud
Determine the loudness of the sound
1. "Mouse-river"
May
and quiet"
glockenspiel.
2. "Rain-woodpecker"
3. "Guessing"
Musical literacy in kindergarten.
2nd year of study
Subject:"Children's musical instruments".
Topic name
Repertoire
Period
Qty
passing
classes
1. Organizational
class
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. "Facilities
Conversation about the means of expressiveness of music
1. "The bells are ringing"
January
musical
(character, pace, etc.).
expressiveness"
eleven. . "Facilities
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 dances to the orchestra
sticks and
orchestra and movements.
(by subgroups)
cubes"
15. "Shock-
1. "Forest Song" Filippenko
4
noise orchestra.
2. "Ringing Triangle"
The composition of the orchestra.
3. "The bells are ringing"
Triangles»
4. "We sang a song"
Musical literacy in kindergarten.
3rd yearlearning
Subject:"Children'smusical instruments".
Topic name
Topic content
Repertoire
Period
Qty
passing
classes
1. Organizational
Conversation about predworthwhile activity.
-
1
class
2. “Melody.
Melody definition. Hearing individual
1. "Ladder"
3
gradualism
phrases, step-by-step definition
2. "Gorka"
melody movement.
melodies up and down.
3 . "Streams»
3. “Rhythm. Short and
Working on flannelgraph, laying out
1. "Andray thiefObeat"
4
long sounds"
stripes of short and long sounds.
2. « Ladder"
3. "Gorka"
4 . "Musical
genre characteristics. Hearing different
1. Recordings of various
4
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»
4
waltzes"
(holiday, lyrical, dance).
2. "Above the waves"
Listening to various waltzes performed
3. "On the hills
on the piano. Definition of character
Manchuria"
sound, bydplaying 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"
2
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
3
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
4
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"
4
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,
4
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
3
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
4
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.
Literature.
1. T.N. Devyatova. The program "3vuk-magician" (Linka-press Moscow 2006).
2. T. Tyutyunnikova. Program. "Elementary music-making with preschoolers." (Preschool education, 1988)
3. N.G. Kononova "Teaching preschoolers to play children's musical instruments." Book for the educator and
music kindergarten leader. (Moscow "Enlightenment" 1990)4.S.Bubley: "Children's Orchestra". A guide for music. heads of preschool institutions (Leningrad "Music" 1983)
5. T. Tyutyunnikova "Musical Instruments". From work experience. (Preschool education, 1997)
6. Zatsepina M. B. Musical education in kindergarten. Program and methodological recommendations / M. B. Zatsepina. - M.: Mosaic-Synthesis, 2008.
The basics of musical notation are what serious music lessons begin with. In this short article there will be nothing superfluous, only simple basics musical notation.
There are only seven notes, their names are familiar to everyone from childhood: do re mi fa sol la si . This series of seven basic notes can be continued by repeating them in any direction - forward or backward. Each new repetition of this series will be called octave.
The two most important dimensions in which music exists are space and time. This is precisely what is reflected in music notation: space component – sound pitch, time component - rhythm.
Notes are written with special icons in the form of ellipses (ovals). To display the pitch is used: the higher the note sounds, the higher its location on the rulers (or between the rulers) of the staff. The staff consists of five lines, which are counted from bottom to top.
In order to write down the exact pitch of the notes, keys- special signs that indicate landmarks on the staff. For example:
Treble clef means that the note salt of the first octave, which occupies the second line, is taken as the starting point.
Bass clef means that the note f of a small octave becomes after the reference point, which is recorded on the fourth line.
Alto Key means that the note up to the first octave is written on the third line.
tenor clef says that the note up to the first octave is recorded on the fourth line.
These are the keys most commonly used in musical practice - not every musician can read notes freely in all these keys, most often the average musician owns two or three keys. You can learn more about how to memorize notes in the treble and bass clef from a special training that gives tangible results after working through all the exercises. Click to view.
As a rule, the basics of musical notation are explained using the example of a treble clef. See what it looks like and move on.
Time in music is not measured in seconds, but in shares, however, by the way they evenly alternate in their movement, they can be compared with the passage of seconds, with uniform beats of a pulse or a bell. The speed or slowness of the beat changes is determined by the overall speed of the music, called pace. The duration of each fraction per second can be calculated empirically using hourglass or a stopwatch and - a special device that gives exact number equal beats per minute.
To record the rhythm in the notes are displayed duration every note. The graphic expression of the duration refers to changes in the appearance of the icon - it can be filled or not filled in, have a calm (stick) or tail. Each duration takes certain number shares or their parts:
As already mentioned, the shares organize Musical time, but not all shares play the same role in this process. In a broad sense, shares are divided into strong(heavy) and weak(lungs). Strong beats can be compared with stress in words, and weak beats, respectively, with unstressed syllables. And that's what's interesting! In music, stressed and unstressed syllables (shares) alternate in the same way as in poetic meters. And even this alternation itself is called nothing more than size, only in versification the size cell is called a foot, and in music - tact.
So, tact is the time from one strong beat until the next downbeat. The time signature has a numerical expression resembling a fraction, in which the "numerator" and "denominator" will indicate the parameters of the measure: the numerator - how many beats, the denominator - what note in duration this beat can be measured.
The time signature is indicated once at the beginning of the work after the keys. Sizes are simple and complex. Naturally, those who have begun to study the basics of musical literacy are first of all acquainted with simple meters. Simple sizes are two and three-part, complex ones are those that are composed (composed) of two or more simple ones (for example, quadruple or six-part).
What is important to understand? It is important to understand that the size determines the exact "portion" of music that can be "crammed" into one measure (no more and no less). If the time signature is 2/4, this means that only two quarter notes can fit in a measure. Another thing is that these quarter notes can either be divided into eighth notes and sixteenth notes, or combined into half durations (and then one half note will take the entire measure).
Well, that's enough for today. This is not all musical notation, but really good foundation. In the following articles, you will learn a lot of new things, for example, about what sharp and flat are, what is the difference between vocal and instrumental music recordings, how the “famous” chords Am and Em are deciphered, etc. In general, stay tuned, write your questions in the comments, share the material with your friends in contact (use the social buttons at the bottom of the page).
Explanatory note
1. Visual (visual and auditory visibility).
2. Verbal (explanation, story, conversation, questions, poetic word).
3. Method of practical activity (exercises, assignments, independent work, etc.).The work presents the development of integrated classes "Choir with elements of music theory" To visualize the experience of my work, I propose several developments of classes for the autumn quarter. Classes "Choir with elements of music theory" are held 1-2 times a week for 25 minutes in a group of 8-10 people. At the same time, they can be individual sessions on a musical instrument of the choice of children and parents.
Why Comprehensive Methodology « Musical development senior preschoolers in the process of learning to sing and musical literacy"
From a huge variety educational material my choice of the basis of developmental education, I stopped on a comprehensive methodology, consisting of creative work with the use of healing Breathing exercises E. Strelnikova”, “Phonopedic method of voice development” by V. Emelyanov in organic connection with the study of musical notation. I use this Comprehensive Methodology in additional music lessons with the children of the group Kindergarten(vocal circle, age 6 years).
What tasks do I set at work?
– Implementation of an integrated approach to the process musical training based on the synthesis of musical literacy and singing.
– Development of children's emotional responsiveness to music, their enthusiasm for the process of music lessons.
- Accumulation in vigorous activity - singing, expressive recitation, plasticity, games of various musical and auditory representations.
- Based on the knowledge gained in musical literacy, in singing activities and games - to deepen and expand musical and auditory ideas about the height of sounds, durations, sound strength, modes of music.
The choice of methods of musical education also depends on what source children will use when acquiring knowledge.
- The first source is the music itself, so part of the time must be devoted to listening to music.
- The second source of knowledge is the word of the teacher, which leads children to holistic perception musical image and understanding the content of specific musical works.
- The third source is the direct musical activity of the children themselves, therefore, outside the exercises, skills and abilities in singing, rhythm, initiative and activity cannot be developed.
To accomplish these tasks, I propose to use three interrelated methods of work:
- visual (visual and auditory visibility);
- verbal (explanation, story, conversation, questions, poetic word);
– method of practical activity (exercises, assignments, independent work, etc.).
I will dwell on each method separately.
visual method
The visual method allows specific images show children phenomena, events surrounding reality, talk about the feelings and actions of people, animals, introduce household items.
The visual method includes the following components:
1. Auditory clarity, i.e. direct listening to music by the child, both special and during the performance of songs and musical-rhythmic movements.
2. Tactile visualization - direct sensation by the body of wave vibrations of musical sound.
3. Visual clarity, which in the process of musical education is combined with auditory clarity. Visual clarity includes: showing singing techniques, movements in games, exercises, showing pictures, objects.
verbal method
The verbal method is addressed to the mind of the child. The word of the teacher helps to understand the content of the musical work, awakens the imagination, promotes the manifestation creative activity. The verbal method includes the following techniques:
1. Explanation. It is used when a new work is proposed for listening, learning, exercising, playing. It can also be an obligatory story before listening to program musical works and performing verbal musical games.
2. Explanations. They are given when showing exercises, various singing techniques during the lesson. For example: to pull a long note at the end of a song, I say: “Let's listen to ourselves, sing a long, long last sound.”
3. poetic word. Reading a short piece of prose or poetry before playing music also helps children to understand and feel its figurative structure more deeply. For example, before listening to the play "Baba Yaga" by P.I. Tchaikovsky, a poem by E. Ogneva "Baba Yaga" is read
“... In that dense forest lived
Baba terrible Yaga,
Baba terrible Yaga instead of a poker nose ...
Wandering around here and there
Through swamps, through forests.We are still learning this poem for expressive recitation as a speech exercise during vocal and choral work.
Sometimes before hearing new song, you can read her text to the children, for a better emotional mood.
4. Conversation. During the conversation, children share their impressions of the listened work, evaluate the images.
5. Questions. It's more of a conversation piece. I ask questions in connection with the content of the work, clarifying the form, character, means of expression of music. Or I ask questions before any task. For example: Do you know...? Have you seen...? etc.
Practice method
This is the activity of children in the form of systematic exercises. In singing, and in musical-rhythmic exercises, it is necessary to guide children so that they perform tasks correctly and expressively. The use of these methods determines the use the following types musical activities: listening, singing, shaping activities musical ear, musical-rhythmic movements.
Hearing
Listening to music is an internal process of concentration that enables children to perceive and understand different kinds, genres of musical art. When systematically listening to music, children begin to distinguish and realize means of expression, genres (types of music), composition of works, which naturally deepens aesthetic feelings. In the process of necessary speech practice, which takes place in the analysis of musical works, mental activity is formed. With the help of conversations, riddles, questions, children learn to notice similarities between works, correlate the content of works with the surrounding life, master special musical terminology; their voluntary attention and volitional qualities are also formed.
For listening, it is desirable to select music with a clearly defined genre (song, dance, march), program music(for example: E. Grieg suite "Peer Gynt", P. Tchaikovsky piano cycle"Children's Album", ballet "The Nutcracker", N. Rimsky-Korsakov suite "Scheherazade", M. Mussorgsky piano cycle "Pictures at an Exhibition", etc.).
Stimulate imagination and attention musical riddles, which are very well presented in N.N. Alparova (see reference list No. 1), my favorite “Musical primer” by N.A. Vetlugina (see reference list No. 5), etc.
Singing should be considered as a developing and educating means. The song affects the senses in a vivid, figurative form, deepens the existing ideas about the surrounding life. Singing should also be considered as a means of strengthening the body of children. It forms proper breathing, strengthens the lungs and vocal apparatus. In the lessons I use Strelnikova's "Respiratory Gymnastics" (see reference list No. 12) and the system of exercises "Phonopedic method of voice development" by V. Emelyanov. Sound-forming movements during the performance of phonopedic exercises of a game nature contribute to the development of emotional, register, pitch, modal, metro-rhythmic, musical and auditory representations of children, the development singing voice and children's hearing.
Musical-rhythmic movements
It is known that with the help of movement, the child learns the world. Performing various movements in games, songs, children deepen their knowledge of reality. Taking into account the specifics of the age (6–7 years old), I conduct training using plastic intonation games. Depending on the passage of the material through musical notation, movements are added in the image of shares, the rhythmic pattern of music. To develop a sense of rhythm theoretical concepts I use the “ABC of musical and creative self-development” by E. Yudina “My first textbook on music and creativity” (see reference list No. 22)
In order to visualize the experience of my work, I propose several developments of classes for the autumn quarter. Classes "Choir with elements of music theory" are held 1-2 times a week for 25 minutes in a group of 8-10 people. In parallel with them, individual lessons on a musical instrument can be held at the choice of children and parents.
Lesson #1
Subject: musical sound
I. Listening. Theory.
Music is a big, wonderful kingdom. Queen Melody reigns in it. She loves everything beautiful and harmonious. In the kingdom of Melody everyone speaks a special language musical language and subject to special rules.
Imagine that I am reading a book:
… green oak walks to the left
At the seaside says
Golden night song scientist
To the right is a cat on an oak tree ...Do you understand what the poems are about? Bring the conversation with the children to the fact that music is speech. It has meaning, order and beauty. Music speaks to us with sounds, and sounds sing or play musical instruments. (Knock something) - Are these sounds? (Yes)
- Do these sounds sing? - (No) - They are noisy. We hear these sounds, but can we sing? (No).
Write: sounds
musical
noiseJust as no two people are the same, no two sounds are the same. Sounds are high, medium and low.
Low sounds are thick, important, rough. They look like a bear (show image and play low sounds)
We sing and speak in medium sounds. Play some sounds or a melody. What animal dances to such music, whom does the music represent? (Usually say bunny).
high sounds- thin, sonorous. They sing like birds.
- And now I will play music for you, and you guess who this music is about, who does it represent?
Play Nikolaev's plays "Teddy Bear", "Birds", "Bunny". Listen to the children's answers after each play, find out why they give this or that answer.
III. Conversation
- Tell me, what stories about music do you know? (listen to answers)
- It turns out that music has magical powers ...
1) about the musician who defeated the rat army
2) Legend of Pan- Listening to a melody performed by a flute
VI. Reflection
Guys, what are we talking about today? (About music)
How does music communicate with us? (sounds)
- What are the sounds? (Musical, noise, high, medium, low)
Today I told you fairy tales about music. And you think at home: Where can you meet music in real life?
Lesson #2
Subject: Music around us.
I. Repetition "Discourse on music in human life"
- Recall stories about Music
– Remind about homework, listen to children's answers about music in life
- Bring answers into the system: music at holidays, in concert halls, recorded, on TV, at home
- Does music accompany people's work? (a story about the Volga barge haulers who dragged bards with grain; showing Repin's painting "Barge Haulers on the Volga")
- Listening to the Russian folk song "Oh, uhnem"
II. Vocal and choral work. Singing.
- How did the song sound?
- What sounds are more in this song: high or low?
- Do you want to learn how to sing?
Let's learn together with the animals.
A) Students get acquainted with the exercises of the “Phonopedic Method” (hereinafter referred to as “FM”) using the example of the fairy tale “How the animals gathered to sing”, during which I invite the children to join the game - imitation, actively using mimic and voice-forming actions.
Teacher:
“... At the edge, where they ate,
Gathered forest animals
Learn to sing along...
Here is a fidget monkey
Knocked a donkey - a neighbor:
"Donkey only for you I will make faces"According to the story, the children will perform articulation gymnastics:
- First, the tongue is finely “chopped” with teeth from the tip to its base with gradual alternating movements out and in the oral cavity, then the lateral parts of the tongue, the tip of which is laid between the upper and lower rows of teeth alternately from the left, and then from the right side.
- With the next movement, the tongue pierces like a “sword” alternately the left and right cheeks, the muscles above the upper and under the lower lips.
– The following articulation exercises are active movements of the facial muscles:
– Alternately shredded by the teeth of the lower jaw – upper lip and the teeth of the upper jaw - the lower lip.
- The lips are "stretched" forward into a "tube" and actively change their position into a "smile with closed lips."
Having completed articulation gymnastics, the teacher continues the narration of the tale:
“... And in the grass among the flowers, the snake quietly said:
“Even though I can’t sing, I can hiss like that…”After an active inhalation A, a silent exhalation is translated into a hiss in the throat, while the lower jaw is lowered to the limit down, the upper lip is raised to the tip of the nose, top row teeth open.
The story is not finished:
“... To the edge, where they ate,
Gathered forest animals
learn to sing along...
Suddenly quickly rushedGrandma Yaga...
She told a terrible tale ... "
Let's tell a scary story:With the maximum lowered lower jaw (lower by moving the jaw forward and then down), in a speech voice, when moving from a non-falsetto (low) to a falsetto (high) register, a sequence of vowels is pronounced: u, uo, uoa, uuae, uuaey, s, ye, yea, yeao, yeaow.
Translation of vowels is carried out at the expense of active work lips, which stretch forward for the vowel sequence yoa, and rise up for the vowels ye, exposing the teeth and gums.
We conclude the tale with the words "... And then she sat down in a mortar and flew away ..."
- Children, according to my speech intonation, imitate a rushing stupa with Baba Yaga to the vowel "U" when moving from a low register to a high one, using the glissando technique and accompanying the register changes in the voice with upward movements of the right hand:
Y (high case)
(low case)B) Learning the tunes "I'm going up the stairs", "Echo".
III. Reflection.
- Let's remember where we meet with music in life?
– What folk song did you listen? Who sings it? (tell by showing picture)
- A conversation about what happened, I liked it, which I gently repeat again.
Lesson #3
Subject: Music is the language of feelings.
I. Listening.
- I sing the songs “Rain” and “Sun” (see reference list No. 5)
– Compare the nature of songs with the nature of people: bold or indecisive, sad or cheerful, etc.
- Look at the pictures in the book and give names to the pictures, answer the question: “Which of the pictures corresponds to the songs “Rain” and “Sun”.
Now for the musical puzzles. I will play two musical excerpts- one is called “Thunderstorm”, and the other is “Mom”, and you say: which excerpt did I play first, and which second, why?
- After listening and talking about the nature of these pieces, correlate the music with the color: pink and gray. Play again, and the guys raise one of the color cards and explain their actions.
II. Vocal and choral work
1) consolidation of the exercises of the “FM” complex in the dramatization of the fairy tale “How the animals gathered to sing”:
- articulatory gymnastics,
- intonation-phonetic exercises,
2) Singing tunes.
3) Learning a song about autumn at the teacher's choice.
III. Reflection.
- Let's remember, the plays with what name and mood did you listen to today?
- A conversation about what happened, I liked it, which I gently repeat again.
Lesson number 4
Subject: Music is the language of feelings.
I. Listening
Play the play "Rain"
- What is this music? What is it called?
- What is her mood like? (Sad). In music sad mood called minor, and a cheerful mood - major.
Now you will hear music. When I finish playing it, tell me whether it sounded funny or sad, and what did you want to do with it? M. Glinka "Polka"
- After listening to find out the mood of the music, i.e. her character, her mood - cheerful - major.
- I wanted to move to the music - to dance - this is the Polka dance
- Give the concept of Dance - music for movement.
- And what sounds: high, medium or low were there more in "Polka"?
II. Register game.
"Birds, bunnies, mice" with the help of hands. High sounds - hands at the top, medium sounds - on the table, low sounds - under the table.
III. Vocal and choral work.
To the exercises of the "FM" complex, add Strelnikova's breathing exercises, repeat chants, learn new songs at the teacher's choice.
Lesson number 5
Subject : Music is the language of feelings.
I. Listening.
Guess the riddle? Are you familiar with music? What is her character?
- Glinka's Polka is cheerful, fast music, you want to dance to it.
– And today there is new music: to play P. Tchaikovsky’s “The Doll’s Disease”
How did this music make you feel? What a sad melody, depicting the breaths and crying of the doll. This play is called "The Disease of the Doll", written by its composer Pyotr Ilyich Tchaikovsky (portrait). A composer is a person who composes music. The children took apart the doll, but they could not put it back together, the poor thing broke ...
II. The game "Hares and the Bear".
Learn to distinguish between registers, develop auditory attention, perform light jumps of hares and heavy gait of bears.
First, listen separately to the music of "Zaitsev" and "Bear". In a conversation with children, reveal the images of the characters. Then you can tell a fairy tale: “Once upon a time there were funny bunnies. They loved to jump briskly along the green meadow. But the bear often interfered with them. As soon as they jump, and he goes - he rolls over. The bunnies thought to outwit him. As soon as they heard that the bear was coming, they hid in the burrows. They sit quietly, do not move. The bear left, and again the bunnies jumped merrily across the clearing. Then choose a bear and play the game to the music.
III. Vocal and choral work:
- Singing the tunes "Echo", "I'm going up the stairs."
– Give the concept of long and short sounds. Lay out strips of different lengths on the flonerograph, in accordance with the rhythm of the singing.
- Work on a song of your choice.
IV. Reflection.
What new music did you listen today? Who is its author? What is the nature of the music?
The conversation about what happened, I liked that gently repeat again.
Lesson #6
Subject: Music around us.
What play did we listen to last lesson? Who is she talking about? ("Doll Disease")
- Who wrote it? (P.I. Tchaikovsky)
What is the name of a person who composes music? (Composer)
- Play the song again
Listening task: listen again to the play "The Doll's Disease" and say what new word you will define the nature of the music (hang out or write a hint on the board: major, minor)
II. Game "Forecasters".
- Guys, tell me, how does music talk to us? (with sounds)
- What are the sounds? (High, mid and low)
– Play examples of high, medium, low sounds with different strokes (staccato, legato, non legato)
Did I play the same way? (no) How? (openly, smoothly, not very smoothly from above, as if walking).
In music, such ways of playing are called acutely, like rain - staccato ... smoothly - legato, step, not smoothly - non legato ----------.
Now we will play weather forecasters. These are the people who determine the weather. Distribute cards with the image of rain, hail, snow. Play three variations on the theme of the song “Whether in the garden, in the garden”, and determine what kind of music draws rain, hail, snow, find out what: rain - staccato, hail - non legato, snow - legato. Play music, children raise cards with drawings of rain, hail, snow, depending on the music. Can be varied by different rules this game (divide into teams or group children around one picture)
III. Vocal and choral work.
To the exercises of the previous lessons, add the singing of the vowel o in staccato (.), legato (----), non-legato (- - -). For convenience, hang or draw a table on the board:
IV. Reflection.
Guys, we learned today that music can talk to us not only with different sounds in height - high, medium, low, but also different in performance.
The music sounds smooth, doesn't it? (Legato)
sharp is it? (Staccato)
menacingly, hard to play - is that it? (Non legato)Lesson number 7
Subject: Music is the language of feelings.
I. Listening.
A. - Listen to the march (for example, Tchaikovsky's "March of Wooden Soldiers"). What do you want to do with this music? (Step)
- It's a march
– Where do we meet with such music? Talk about the march, lead to the conclusion that this is one of the types of music.
- March - "procession". It is more convenient for people to walk to the music. The sounds of the march themselves command the movement. Movement is clear.
Let's have a parade. Let's make a man out of our hands. We will listen to music, walk clearly.
- For any march, children “walk” with their hands on the table
- Tell me, how was the music performed? Legato, staccato, non-legato? (Non legato)
B. – But what does this music sound like? Funny or sad, smooth or sharp?
- W. A. Mozart "The bells are ringing" (Merry - major and sharp - staccato)
II. The game "Musical hedgehog" (speech, rhythm)
- Have you ever met musical hedgehogs? For example, those who play the drums? But the poet Grigory Vier had to.
A hedgehog walks with a drum.
Boom Boom Boom!
The hedgehog plays all day long:
Boom Boom Boom!
With a drum behind...
Boom Boom Boom!
The hedgehog wandered into the garden by accident.
Boom Boom Boom!
He loved apples very much,
Boom Boom Boom!
He forgot the drum in the garden.
Boom Boom Boom!
At night, apples were plucked:
Boom Boom Boom!
And blows were heard:
Boom Boom Boom!
Oh, how the bunnies got scared!
Boom Boom Boom!
They didn't close their eyes until dawn...
Boom Boom Boom!- Now we will arrange interesting game
- Tell me, what words were repeated all the time? (Boom)
How many beats of the drum represent these words? (Three)
- And now you will play an imaginary drum on repeated words, and I will recite poetry.
- Then choose "Drummer(s)" (give a child, several children drums) and read the verses again.
III. Vocal and choral work.
Breathing exercises Strelnikova
Exercises "FM" on the example of the fairy tale "How the animals gathered to sing
Repetition of tunes and songs.
IV. Reflection.
- The March of the Wooden Soldiers sounds. What is this music? (march)
- Who is walking? (soldiers)
- The composer Pyotr Ilyich Tchaikovsky, already known to you, wrote this march (show portrait)
- A conversation about what happened, I liked it, which I gently repeat again.
Children leave the classroom to the music of the march.
Lesson #8
Subject: Types of music (march, dance).
I. Musical perception. Repetition of the studied material.
– The children enter the classroom to the music of the March
- You entered the classroom to the music. What is this music, what kind of music is it? (march)
What is the nature of the music?
- And now I suggest you listen to familiar music; can it be called a march? (listening to "Polka" by M. Glinka)
- A conversation about the difference between dance and march. Give the concept of another type of dance music - music for movements (not for processions)
II. Vocal and choral work.
Learning Blaga's song "Dance"
After listening
- Children, which of you wants to tell what the song is about? (listen to children's answers)
What kind of music is this song about? (About the dance)
- This song is called "Dance"
- But before we learn it, we must prepare the throat
III. Speech exercises in the dramatization of the poem "Two Jesters"
The white jester and the red jester talk like this:
- "Where did you buy, señor, this red tomato?"
"That's an impolite question! It's my own nose!"
Reading a poem by role, changing intonation: fun, sad, envious, cocky, etc.
IV.Hearing. Summary of the lesson.
- Now I will play you a piece, and you listen carefully and determine what type (genre) of music it is: a march or a dance
- Sounds "Waltz" from " children's album» P. Tchaikovsky (Listen to the answers of the children)
- This dance is a waltz. The waltz music is light, gentle, similar to the whirling of snowflakes in the air.
What other kind of music do you know? (March)
- And what is the nature of the music of the march?
Exit the classroom to the music of the march.
Lesson #9
Topic: Types of music.
I. Listening. Music game.
- “Tchaikovsky's Waltz (from the Children's Album), remember the music, name, character.
- "Polka" by Glinka, compare with "Waltz". The game "Snowmen and snowflakes" (to teach children to distinguish between calm and cheerful dance melodies)
- You can do it with the whole class, you can do it in two groups.
To the music of "Polka" - children clap their hands to the music of "Waltz" - smoothly rotate their hands. Or under the “Polka” they move with a polka step, and under the “Waltz” they spin and run easily.
II. rhythmic exercises.
A) The name game
- Divide the name of each child into parts (syllables - shares)
Na - ta - sha - 3 beats - 3 beats
- At home: divide the names of relatives into shares-parts and slam, if the children can write, then write everything down, marking each part with a stick.
B) "Musical hedgehog"
Edit task. In a place where "... At night, apples fell off ... and until the end of the word Boom-boom-boom" - replace not with claps, but with quiet blows.
III. Vocal and choral work.
1) exercises of "breathing gymnastics",
2) articulation gymnastics (lesson number 2),
3) intonation-phonetic exercises (lesson No. 2),
4) voice signals of preverbal communication (lesson No. 2),
5) singing chants and working on the song "Dance".The lesson introduces the exercise "questions - answers" (intonational-phonetic), which is used in the dramatization of the fairy tale "How the animals gathered to sing."
After completing the exercise scary tale”, I continue the story “... I asked in surprise ...”, and then I perform question-answer intonations in the following sequence of vowels: uu, uo, oa, ae, ey, yy.
Children imitate the teacher by imitation. Imitations of question-answer intonations of vowel sounds are performed in two registers (low and high) using the glissando technique, with the transfer of two different states (surprise and affirmation) into facial expressions. Example:
When performing this exercise, the teacher draws the attention of the children to the fact that the lower jaw has a lowered position, the muscles of the cheeks are not tense, and the fingers of both hands close together with a control movement. At the end of the story, I ask the children questions:
- Tell me, what happened to the face when we portrayed the pranks of the monkey, the questions of Baba Yaga? (they became mobile, felt how they work).
Lesson #10
Subject: Types (genres) of music.
I. Listening.
- Guys, what genres (types) of music do you know? (song, dance, march)
What marches did we listen to? (recall)
- What dances?
- Do you know the songs?
- What is a song? It is clear from the word itself that the song is being sung.
- Where do they sing songs? (on stage, at home, at school, etc.)
- What are they singing about? (about what they love, how they don’t love with tears and laughter)
– And why is the song always very clear to us? (there are words)
Let's sing the songs we already know.
II. Vocal and choral work.
1) Repetition of exercises "FM"
2) Singing songs
3) Learning the "Song of the Goats" from the opera by M. Koval ("Music" grade 1 of secondary schools)
The teacher sings the song and tries to clearly show the combination of the three genres in the song:
The beginning is a march, the middle is a dance, the end is a song.
Find out: what the song is about, the nature of the music, in a conversation lead to the fact that you want to step and dance to this song. This means that all genres of music can be combined with each other, can sound together.
Learning the "Song of the Goats".
III. rhythmic exercises.
1) Verification homework: beat names.
2) "Rhythmic dictation"
white-white
white-white
The whole earth is covered with snow
The whole village became smart
White-white.Mark syllables with sticks, i.e.
IV. Hearing.
- Listen to the play by P.I. Tchaikovsky and determine what it is: song, dance, march? ("Mazurka" from "Children's Album")
- It's a dance
– Yes, this dance is called a mazurka, it is a Polish folk dance.
- Talk about the nature of music.
V. Homework.
Determine the genre of music you listen to.
Lesson #11
Subject: Masquerade (genres of music - generalization)
I. Listening.
“Today we will have a masquerade. You will hear music with which you are already familiar and you will hear new pieces (show masks or pictures). Music will be hidden behind the masks, and you will guess it.
So the masquerade begins. And this is a hint (open "Children's Album" by P.I. Tchaikovsky). Tchaikovsky wrote a lot of music for children, and in this album we will find answers to musical riddles.
Listen to the "March of the Wooden Soldiers", "Mazurka", "Waltz", "Doll's Disease" (children must give a name and determine the genre of music).
- Sounds "Kamarinskaya" (from the "Children's Album")
Do you know this music?
What type (genre) of music? (dance)
- This is the Russian dance "Kamarinskaya" (show the image of the Russian dance)
- A conversation about the nature of music (cheerful, loud, daring, you just want to jump, stomp). This music has been around for a very long time. But how did she manage to live so many years? (listen to children's answers)
The music sounded, the sounds disappeared, but remained in people's memory. This is how music was passed from grandfathers to sons, and no one remembers the authors anymore, and the music became folk. Composers often use folk songs and dancing in his compositions. They traveled around the villages, listened, recorded. So P. Tchaikovsky put the dance "Kamarinskaya" into a children's play. He changed it - processed it, made it brighter, more interesting, so that we liked it.
- Listen again and immediately turn on "Kamarinskaya" by M.I. Glinka.
– And what happened? Does this music resemble Tchaikovsky's Kamarinskaya? (Yes)
- Composer M.I. Glinka "sang" "Kamarinskaya" with the voices of different instruments. One dance - but how different it sounds. And it turned out the transformation of folk music into the new music of composers.
- Who are the composers? (people who compose music)
- And now you will hear unfamiliar music, listen and say what it is: a song, a dance, a march? (the “Dance of the Little Swans” by P. I. Tchaikovsky sounds, more details about this dance will be discussed in the topic “Where the dance leads us”, and now this is just running ahead)
– After listening to find out the genre and nature of the music
II. Vocal and choral work.
Now let's find out what songs came to our masquerade?
A) Repetition of the exercises of previous lessons
- The task for the children before doing the exercise: to get acquainted with the sequence of the exercise and come up with a name for it.
– Exercise: stretching the lips with a “tube” as far forward as for a lip whistle, blow in air, while using a control movement - put the palm in front of the lips at a distance of 10-15 cm, thereby controlling the intensity and uniformity of exhalation. Then we combine repeated blowing with the sound “u”, maintaining the intensity of the air stream.
At the end of the show, the exercise is performed with the children. After completing the exercise, the guys call the images they invented (“the wind is blowing”, “blizzard”, etc.)
C) Patter on "p." - prevention of dysphonia, activates the tone of the vocal cords.
Red speckled crab
And a red crab in a scratch
According to the calendar According to the schedule
We met the ship.
Red speckled crab
Found a waffle at the pier
A red crab in a scratch -
Whole sandwich.D) Work on songs.
III. Generalization:
What new pieces of music have you heard today?
("Kamarinskaya", "Dance of the Little Swans")
Who composed this music? (M. Glinka, P. Tchaikovsky)
What genre are these works written in? (dance).
EXAMPLE THEMATIC PLANNING FOR THE NEXT LESSONS
Where are the songs, dances, marches taking us?
This quarter introduces major genres genres:
– Ballet. On the example of P.I. Tchaikovsky's ballets "Swan Lake", "The Nutcracker".
– Symphony and tools symphony orchestra(symphony No. 4 by Tchaikovsky - the song “In the field a birch stood”, symphony No. 1 by Prokofiev - minuet dances, gavotte. Instruments - symphonic tale"Peter and the Wolf" by S. Prokofiev)
- Opera "Seven Kids" by M. Koval.
Journey to Soundland
Introduction to music notation:
– stave, musical keys, arrangement of notes on the stave.
- The mood of the music is indicated by frets - major, minor.
- The pulse of music, strong and weak beats, rhythmic pyramid, size.
– The speed of the sound of music is the tempo.
- Dynamic shades.
– Piano keyboard: keys, tone, semitone, addition of tones within an octave.
- Accidentals.
- Means of musical expression.
Literature:
. etc. “Musical and game material for younger schoolchildren “On the meadow”. – M.: Vlados 1990
- Alparova N.N.
Apraksina O.A . Methodological recommendations for music lessons in general education school/ ed. Beloborodova V.K - M .: Music 1971Akhiyarov K.Sh . Kashapova L.M. National musical culture at school: theory and practice: monograph - Ufa 1998Vinogradov L. Reveal music in its entirety "Art in School" No. 5 1994Vetlugin "Musical primer" - M .: Music 1997Questions of methods of education of hearing: Sat. articles ed. A.L. Ostrovsky 1967 Vygotsky L.S. . Psychology of art M.: Pedagogy 1987Davydova E.V. . Methods of teaching solfeggio. M.: Music 1986Education Act Russian Federation and the Republic of Bashkortostan Zimina A.N. . Fundamentals of musical education and development of young children. – M.: Vlados 2000Kashapova L.M. . Music education and modern school. Issue. 1. Ufa: BIRO 2000Kartavtseva M.V. . The development of musical abilities in solfeggio lessons / Methodological recommendations for music school teachers. M.1989Kochetkova I.N. . "Paradoxical gymnastics Strelnikova" - M .: "Soviet sport" 1989Klenov A.S. . "Where the music lives." - M .: Pedagogy - Press 1994Leontieva E.A. . « Musical ABC". – Saratov 1999Nemov R.S. . Psychology book. 2 - M.: Vlados 2000Development of creative activity junior schoolchildren in the context of the complex impact of the arts / guidelines for teachers. Comp. Kechkina I.G., Aronina A.I. – Kuibyshev 1991 Teplov B.M. . Psychology M. 1953Tsareva N.A . "Lessons of Lady Melody" 1 music school class- M.: ROSMEN-Press 2001Shkolyar L.V. . etc. Theory and methods music education children: scientific - methodological manual 2nd edition. – M.: Flinta: Science 1999Yudina E.I . "My first textbook on music and creativity." - M .: Aquarium 1997
