Technology for the development of creative listening to music, the formation of the foundations of musical culture in preschool children
Topic 1. Moods, feelings in music
Topic 2. Song. Dance. March
Topic 3. Music about animals and birds
Topic 4. Nature and music
Topic 5 Fairy tale in music
Topic 6. Musical instruments and toys
Download:
Preview:
MADOU combined type kindergarten No. 29
Technology for the development of creative listening to music, the formation of the foundations of musical culture in preschool children
Target: Formation of the foundations of the musical culture of preschool children
Tasks:
Accumulate experience in the perception of works of world musical culture of different eras and styles, as well as expand children's knowledge of folk music
Cause manifestations of emotional responsiveness, develop musical abilities, thinking (awareness of the emotional content of music, musical form, genre)
Cultivate aesthetic feelings, thesaurus (treasury of impressions)
Encourage them to express their musical impressions in performing, creative activities (in figurative words, drawings, plastic arts, dramatizations)
These tasks are the same for all age groups.
Methodological substantiation
O.P.Radynova's technology is built on the basis of a concept that justifies the importance of accumulating at an early age musical and intonational experience of perceiving high art in various types of musical activity, similar to mastering speech by a child. The orientation of a preschooler to the values of musical culture as part of a general spiritual culture is important not only for the musical, but also for the general development of the child, the moral and aesthetic development of the personality. The author for the first time created a scientifically substantiated and methodically builta system for the formation of the foundations of the musical culture of preschool children, including principles content, methods and formswork that takes into account the individual and psychophysiological characteristics of children and in integration with all educational areas in kindergarten.
The main goal of the program - development of creative listening to musicchildren, which involves encouraging children to manifest various forms of creative activity - musical, musical-motor, artistic.
The leading activity in the program is musical perception, which combines performance, creativity, musical and educational activities on a single repertoire (with the involvement of an additional singing repertoire)
The objectives of the program, as well as more specific objectives formulated for each topic, are the same for all age groups:
Expand your knowledge of music
Generate and maintain interest in music
Develop musical and aesthetic needs, recognition of the value of music, the beginning of taste, ideas about beauty
Encourage appreciation of music (emotional and verbal), evaluative attitude
The possibilities of children in the implementation of these tasks at different ages are different.
The author is based on the concept that the formation of the musical culture of children is ensured by the selection of works of musical classics and folk music, which are for them a "standard of beauty", a revision of the technology for studying the repertoire according to the developed principles:
thematic
concentric (cyclic)
contrasting comparison of works
syncretism
adaptability
Principles of building a program
The basic principle - thematic (six topics for 1-2 months of study and their repetition every year on new material). This principle helps to systematize the acquired knowledge, maintain interest in music.
First theme "Moods, feelings in music"expresses a certain emotional content
Second theme "Song, dance, march"fundamental according to the program for secondary schools of D.B.Kabalevsky
Third theme "Music talks about animals and birds» gives an idea of the figurativeness of music, the means of musical expression
The fourth topicNature and Music»includes works in which moods are expressed that are consonant with one or another picture of nature, season, day
Fifth theme "Fairytale in Music"presents pieces of classical music with fabulous content, which children stage, conveying the character of the characters in dance, figurative movements, drawings
The sixth topic Musical instruments and toys» introduces works that imitate the sound of musical instruments, as well as musical folk instruments and instruments of a symphony orchestra
Principle concentric or cycle principle(recurrence of topics) - makes it easy to return next year to the first topic. Children apply what they have learned and learn new things at the next stage of musical and general development
Principle - contrasting repertoire(plays with the same or similar titles). Such comparisons give rise to a problematic cognitive-evaluative situation, interest children, and allow them to better understand what they hear.
Principle of adaptability involves the flexible use of the content and methods of musical development of children, depending on the individual and psychophysiological characteristics of each child. Allows for variable use of the repertoire within each theme
Principle of syncretism the program involves the interconnection of different types of musical and artistic and aesthetic activities in direct educational activities with the unifying role of perception, “creative hearing” of music, encourages creative activity in the following forms: musical and rhythmic movements, rhythmoplasty, singing, conducting, singing, singing improvisations; orchestration, playing children's musical instruments; drawing, perception of works of fine art, reading poems, composing fairy tales, dramatization games, staging musical fairy tales on the plots of literary works (with the leading role of music), puppet musical theater and other types of children's activities.
Methods and techniques of musical education:
Visual, verbal, practical - traditional methods are developing in nature, encourage children to manifest various forms of motor, speech, aesthetic activity. Each of these three methods is used with increasing problematicness: from direct influence (performance, explanation, illustration) through the consolidation of exercises (reproducing and creative), the creation of search situations (showing options for completing a task) to the children's independent search for ways of activity.
The creation of problem situations is facilitated by techniques that encourage the search for analogies, generalization. They form the musical thinking of children, the ability to make elementary judgments, estimates, develop creative imagination, interest in music.
Special methods developed by O.P. Radynova:
Method of contrast comparisonsworks allows to interest children, activates the manifestation of emotional responsiveness, artistic and figurative thinking, imagination. This method is applied taking into account age characteristics.
At a younger age, contrast comparisons are most distinct; at an older age, the comparison of works is used with a gradual decrease in the contrast of images.
The method of assimilation to the nature of the soundmusic involves the activation of a variety of creative actions aimed at understanding the musical image
Motor-motor assimilationemotionally figurativemusic content(fine motor skills of hands, conductor's gesture, rhythmoplasty, figurative and dance movements)encourage children to "experiment" (N. N. Poddyakov). Distinguishing expressive intonations, accents, pauses, dynamic, tempo, register, timbre features is the most universal means of developing emotional responsiveness, musical thinking, and creative imagination.
Tactile assimilationthe nature of the sound of the music- touching the teacher's hand to the child's hand while explaining the mood of the music (used at a younger age)
Verbal likeningthe nature of the sound of the music- emotionally-expressive explanations of the nature of music, comparisons, metaphors, words-images that characterize the change of moods, poetry, fairy-tale plot form of classes. It is applied in each age group differently.
Vocal similitudethe nature of the sound of music in the form of a quiet expressive humming of a melody by a teacher during the sounding of a piece and the singing of individual intonations by children is used at a younger age (I.V. Gruzdova). This method helps to distinguish a specific melody by ear, highlighting the most striking means in it. In the middle and older groups, children themselves sing their favorite melodies, which indicates the manifestation of interest in music, the accumulation of experience in its perception
Mimic likeningthe nature of the sound of music - the focused attention of an adult during the sound of a work, the expression of the eyes, a smile or seriousness is extremely important for the child and serves as a kind of guideline in the process of perceiving music.
Timbre-instrumentalassimilation to the nature of the sound of music is used in the form of orchestration, the choice of the expressive timbre of the instrument, corresponding to the emotional content of the musical image. In the younger group, the simplest actions are performed with musical instruments (noise, percussion). Children 5-7 years old can use pitch instruments.
intonation assimilation to the nature of the sound of music is extremely important in activities with young children. Children of the 1st junior group do not understand the meaning of words, they are guided by the intonational expressiveness of the teacher's speech, which carries a certain meaning.
color assimilation to the nature of the sound of music is used to consolidate ideas about the nature of music, to identify reactions to changes in mood.
polyartisticassimilation to the nature of the sound of music - the expressive role of the means of the language of various arts: painting, artistic word, theater, pantomime, ballet. Comparison of a musical work with a painting in terms of the generality or difference of moods expressed in them, a musical work with poems on emotional grounds, the use of dramatizations, theatrical games accompanied by classical music, rhythmic-plastic improvisations form children's ideas about the expressive possibilities of the arts
Direct educational activity (GCD) -the main form of organizing children's activities, where the tasks of forming the foundations of musical culture are solved. All activities (individual, by subgroups, frontal, typical, dominant, thematic, complex and their varieties) apply and vary depending on the age and level of musical development of the child.
listening to familiar music
musical games - travel to the past and present
fairy tale games
the sound of music as a background during quiet games, drawing
themed musical evenings
talks - concerts
theatrical performances
holiday matinees
Holidays can be celebrated in different ways.(thematic or complex classes, entertainment), not only in the form of a morning
The amount of attention of the child is small, so for listening it is necessary to give small works or bright fragments. It is essential that classical music be played in the family as well.
Methodological support of technology:
Methodical manuals from 5 books (“Moods and feelings in music, “Song, dance, march”, “Music about animals and birds”, “Nature and music”, “Fairy tale in music”, “Musical instruments and toys”)
Audio recordings (CDs)
"Musical education of preschoolers", O. P. Radynova, A. I. Katinene, M. L. Palavandishvili, is the legacy of N. A. Vetlugina. That is why the basic principles of the technology proposed earlier by Vetlugina are observed in the work.
a brief description of
The textbook by O. P. Radynova “Musical education of preschool children” is structured in such a way that numerous types of musical activities are in close connection and complement each other. By musical education in kindergarten, auto means a well-thought-out pedagogical process, which is aimed at developing the creative personality of the baby through the development of creative abilities, the education of musical culture.
How does O. P. Radynova plan to achieve the set task? The musical education of preschoolers, according to the author, should be carried out through the perception of various music by children.
Benefit specifics
Textbook Radynova, Katinene "Musical education of preschoolers" is designed so that the acquisition of skills, skills, knowledge is not an end in itself, but a means of shaping the tastes, interests, needs, preferences of children. This course is aimed at developing the components of musical and aesthetic consciousness.
What is the basis of musical education of preschoolers? Radynova, A. I. Katinene are convinced that when singing, listening to compositions, playing instruments, the formation and development of the basic personal abilities of children take place. They offer the work that was offered to preschoolers for listening, orchestrated, supplemented with dance movements.
What does O.P. Radynova emphasize in her program? The musical education of preschoolers, according to the author, is not only the inculcation of playing skills on various instruments, but also the formation of the child's ability to feel each instrument.
What does Radynova Olga Petrovna put into the meaning of these words? The musical education of preschool children is accompanied by the accumulation of those words that characterize the mood, feelings, character, betrayed in music.
The author of the program associates the understanding of the “sensuality” of the heard composition with mental operations: comparison, synthesis, analysis. Creating a "dictionary of emotions" for a preschooler allows you to expand your understanding of those feelings that are expressed in music.
Techniques of activity
What are the mandatory methods of work involves the musical education of preschoolers? Radynova O.P., Katinene A.I. suggest using cards during classes, as well as other didactic aids that contribute to the formation of visual-figurative perception in children. They distinguish several forms of conducting music lessons: frontal, individual, group.
The relevance of the technique
Different types of art have specific means of influencing a person. Why is the musical education of preschoolers so important? Radynova, Katinene, Palavandishvili proved the impact of this type of art on a child from early childhood. When developing the methodology, they were based on the information that the music that the mother listens to affects the subsequent development of the baby in the prenatal period.
The musical education of preschoolers Radynov, Katinene, Palavandishvili is called the most effective means of shaping the aesthetic taste of the younger generation of Russians. It has a great power of emotional action, forms the tastes, feelings of a small person.
The results of modern scientific research suggest that the development of artistic abilities, the formation of the foundations of culture, must begin in early childhood. O. P. Radynova was based on these conclusions. The theory and methodology of musical education of preschool children, proposed by the author, fully takes into account the age and individual characteristics of children.
Music has an intonational nature similar to speech. Similar to the procedure for mastering communication skills for a child, acquaintance with musical works of various styles and eras should also take place. The child must get used to the intonation transmitted by the composer, learn to empathize with the mood of the work.
What does O.P. Radynova note in her methodology? The method of musical education of preschoolers, proposed by the author, is based on the acquisition of emotional experience. It will positively affect the improvement of thinking, the education of sensitivity to art, beauty.
What does the musical education of preschoolers give? Radynova O.P. and her co-authors are convinced that only with the development of emotions, interests, tastes of the child, one can count on introducing him to musical culture. Preschool age is especially important for the child's subsequent mastery of the basics of musical culture.
If this is created in the process of musical activity, it will become an excellent basis for subsequent spiritual development. That is why the correct musical education of preschoolers is so important. Radynova O.P. notes that during a music lesson it is important to remember the general development of the younger generation.
Preschoolers have some experience and knowledge about human feelings present in everyday life. It is on their basis that the musical education of preschoolers should take place. Radynova O.P., together with two co-authors, proposes to expand the social experience of kids through music.
Individuality of the technique
In addition to the moral aspect, musical education has great potential for the formation of aesthetic feelings in children. By joining the musical cultural heritage, the child gets acquainted with various information about music, which allows him to absorb the cultural heritage of his ancestors.
Music also influences the intellectual development of the younger generation. In addition to obtaining various information about music, which have a cognitive value, as part of the conversation, the communication skills of preschoolers are improved. The ability of figurative representation and reproduction of a melody is associated with certain mental operations: comparison, comparison, analysis, memorization. This has a positive effect on the overall development of the baby.
One of the most important is emotional responsiveness to the heard melody. This allows you to develop certain personality traits in the younger generation: kindness, sympathy, empathy.
Creative activity of preschoolers
One of the main tasks of aesthetic development and education is the formation of their musical abilities.
Activity involves an active process of mastering cultural achievements, social experience. A person during his life gets acquainted with different types of activities, due to which certain personal qualities are formed in him.
In the activities of preschoolers, assumed in the framework of music lessons, there is an improvement in imagination, thinking, memory, and perception of art.
The child learns some actions that will help him get an external result. For example, when getting acquainted with a song, kids listen to the introduction, try to remember the moment when they should sing. Listening involves capturing the tempo, reflecting the emotionality of the performance of verses and chorus.
Actions can be objective, external: the baby moves, sings, conducts, plays the simplest musical instrument. In addition, as part of a musical lesson, a preschooler learns to perceive music, feel its mood, compare choral and solo performances, and listen to his own voice.
With repeated repetition of such a technique, a gradual assimilation and development of skills occurs. Their combination gives the child the opportunity to cope with new actions, allows him to improve his personal qualities.
The specificity of musical education in the preschool educational institution
Currently, there are several types of musical activities for kids: perception, performing arts, creativity, education.
They have their own varieties, described in the author's program Radynova O.P., Katinene A.I., Palavandishvili M.L. For example, the perception of music is allowed through independent work, as well as as a result of preliminary other activities. Creativity and performance are realized in singing, playing simple musical instruments, rhythmic movements.
Musical educational activity implies general information about music as a separate art form, as well as certain knowledge about musical genres, instruments, composers. Any kind of musical activity, having specific features, presupposes the mastery of preschoolers by those methods of activity, without which it is impossible. Music contributes to the formation of a harmoniously developed personality of a preschooler. That is why it is important to apply all types of musical activity in order to fully satisfy the order of the state according to the second generation of the Federal State Educational Standard.
The relationship of activities according to Radynova O.P.
Based on the material of N. A. Vetlugina, O. P. Radynova, a scheme was created showing the relationship between the components of musical education for preschoolers.
When perceiving music that has a different emotional coloring, a modal feeling develops.
Musical and auditory representations at preschool age are developed using those activities that allow them to be manifested: playing musical instruments by ear, singing. Rhythmic feeling is reflected in rhythmic movements, reproduction of the rhythm of the melody with the help of claps, in singing. The development of an emotional response to certain music is formed in preschoolers in the process of any kind of musical activity.
How to form the musical perception of preschoolers
Perception is a process of reflection of phenomena and objects in the cerebral cortex that have an effect on human analyzers. It is not a mechanical, mirror image by the brain of what it sees and hears. This is an active process, which can be considered the first stage of mental activity.
The perception of music begins from the moment when the child has not yet become involved in other types of musical activity, cannot perceive other areas of art.
The perception of music is the leading variant of musical activity in any age within the preschool period. To perceive, to listen to music means to distinguish its character, to follow the change of moods. Musician-psychologist E.V. Nazaikinsky, to whom O.P. Radynova refers in his methodology, proposes to distinguish between two terms: musical perception and perception of music. Under the first term, he means the completed perception of music - meaningful and heartfelt.
Otherwise, the child begins to perceive music as ordinary sounds that irritate the organ of hearing. An adult and a child have different life experiences, and therefore their perception of music is different. In babies, it is emotional, involuntary. As he grows up, mastering the skills of speech, the child begins to correlate musical sounds with phenomena familiar to him from life, to reveal the nature of the piece he hears.
Children of senior preschool age have sufficient life experience, therefore, when perceiving music, their impressions are much more diverse than those of 2-3-year-old kids.
Conclusion
The quality of perception depends not only on age, but also on interests and tastes. If a child develops in a "non-musical" environment, he often develops a negative attitude towards classical music. She does not find an emotional response in him, since the baby from childhood is not used to empathy, an open expression of his feelings. The program of Radynova O. P., Katinene A. I., Palavandishvili M. L. allows you to include not only emotions, but also logical thinking in the educational process.
During the initial listening to a piece of music, the child comprehends its meaning. With repeated sounding, the image deepens, becomes more heartfelt, meaningful. Repeated listening to one piece of music contributes to the development of creativity and musicality in preschool children.
That is why it is necessary to form the skills to identify differences in music from early childhood. Each age stage is characterized by certain expressive means that help the child to distinguish between different musical styles: this is a game, a word, a movement. The program involves receiving various musical impressions from early childhood, the accumulation of experience in the perception of art.
The authors of the program are convinced that education through the world of art in kindergarten is an organized pedagogical process, which is aimed at educating musical culture, shaping the creative abilities of preschoolers in order to develop a creative, highly moral personality.
The simplicity and logic of this technique have been noted by many educators who have tested it in their work. In practice, they confirmed the effectiveness of the program, as well as its universality.
Description of the presentation on individual slides:
1 slide
Description of the slide:
Partial program of musical education "Musical masterpieces" by O.P. Radynova
2 slide
Description of the slide:
Program "Musical Masterpieces" in 1999. The author of the program is Olga Petrovna Radynova. The purpose of the program is to form the foundations of the musical culture of preschool children. The program "Musical Masterpieces" is focused on the age of children from three to seven years.
3 slide
Description of the slide:
The main objectives of the program: - to accumulate experience in the perception of works of world musical culture of different eras and styles; - evoke empathy for music, manifestations of emotional responsiveness, develop musical abilities, cultivate aesthetic feelings; - develop children's musical thinking; - develop creative imagination; - encourage children to express their musical impressions in performing, creative activities; - arouse and maintain interest in music, develop musical and aesthetic needs, the beginning of taste, recognition of the value of music, ideas about beauty; - to encourage the evaluation of music (emotional and verbal) to support the manifestations of the evaluative attitude.
4 slide
Description of the slide:
The basic principle of constructing the program is thematic (the presence of six topics that are studied within one or two months and repeated on new material in each age group). The thematic principle allows children to discover the specifics of the language of music and the connection between art and life. It systematizes the knowledge acquired by children, helps to maintain interest in classes. Principles of building a program
5 slide
Description of the slide:
The first theme "Moods, feelings in music" expresses a certain emotional content. The second theme is “Song, dance, march”, which is fundamental for the program for general education schools of D.B.Kabalevsky. The third theme "Music tells about animals and birds" gives an idea of the figurativeness of music, the means of musical expression. The fourth theme "Nature and Music" includes works in which moods are expressed, consonant with one or another picture of nature, season, day. The fifth theme, "Fairy Tale in Music", presents pieces of classical music with fairy-tale content, which children stage, conveying the character of the characters in dance, figurative movements, and drawings. The sixth topic "Musical Instruments and Toys" introduces works that imitate the sound of musical instruments, as well as musical folk instruments and instruments of a symphony orchestra.
6 slide
Description of the slide:
The concentric, spiral principle of the program allows you to apply what you have learned and learn something new at the next stage of the musical and general development of the child, encourages generalizations, fixing assessments, memorizing favorite works, well-known concepts, consolidating the skills and abilities formed in various types of musical and artistic activities, and contributes to their creative application.
7 slide
Description of the slide:
One of the main principles of the Musical Masterpieces program is the principle of contrasting repertoire. In each topic, the repertoire is selected by comparing pieces with the same or similar titles. Such comparisons give rise to a problematic cognitive-evaluative situation, interest children, and focus attention. The study of the repertoire in comparisons contributes to awareness of perception, comprehension of the semantics of the musical language.
8 slide
Description of the slide:
The principle of adaptability. This principle allows for the variable use of the repertoire within each theme, taking into account the experience of perception, the possibilities for the assimilation of works by children, the time necessary to achieve the musical and general development of the child. In addition, the principle of adaptability of the program is extremely important due to the peculiarities of the choice of teaching methods and techniques in different age groups (in the case of using the same repertoire), as well as the forms of organization of children's musical activities.
9 slide
Description of the slide:
The principle of program syncretism presupposes the interconnection of different types of musical and artistic and aesthetic activities in the classroom with the unifying role of perception, “creative listening” to music.
10 slide
Description of the slide:
Methods and techniques of musical education Visual, verbal, practical - traditional methods are developing in nature, encourage children to manifest various forms of motor, speech, aesthetic activity. Each of these three methods is used with an increase in the problematic one: from direct influence (performance, explanation, illustration) through the consolidation of exercises (reproducing and creative), the creation of search situations (showing options for completing a task) to the children's independent search for ways of activity. The creation of problem situations is facilitated by techniques that encourage the search for analogies, generalization. They form the musical thinking of children, the ability for elementary judgments, assessments, develop creative imagination, interest in music.
11 slide
Description of the slide:
Special methods developed by O.P. Radynova The method of contrasting comparisons of works makes it possible to interest children, activates the manifestation of emotional responsiveness, artistic and figurative thinking, and imagination. This method is applied taking into account age characteristics. At a younger age, contrasting juxtapositions are most distinct; at an older age, juxtaposition of works is used with a gradual decrease in the contrast of images.
12 slide
Description of the slide:
The method of assimilation to the nature of the sound of music involves the activation of various creative actions aimed at understanding the musical image. Tactile assimilation to the nature of the sound of music - touching the teacher's hand to the child's hand while explaining the mood of the music (used at a younger age)
13 slide
Description of the slide:
Motor-motor assimilation to the emotionally figurative content of music (fine motor skills of the hands, conductor's gesture, rhythmoplasty, figurative and dance movements) encourage children to "experiment" (N. N. Poddyakov). Distinguishing expressive intonations, accents, pauses, dynamic, tempo, register, timbre features is the most universal means of developing emotional responsiveness, musical thinking, and creative imagination.
14 slide
Description of the slide:
Verbal assimilation to the nature of the sound of music - emotionally expressive explanations of the nature of music, comparisons, metaphors, words-images that characterize the change of moods, poetry, a fabulous plot form of classes. It is applied in each age group differently. Vocal assimilation to the nature of the sound of music in the form of a quiet expressive humming of a melody by a teacher during the sound of a piece and singing of individual intonations by children is used at a younger age (I.V. Gruzdova). This method helps to distinguish a specific melody by ear, highlighting the most striking means in it. In the middle and older groups, children themselves hum their favorite melodies, which indicates the manifestation of interest in music, the accumulation of experience in its perception.
15 slide
Description of the slide:
Mimic likening to the nature of the sound of music - the adult's focused attention during the sound of the work, the expression of the eyes, smile or seriousness is extremely important for the child and serves as a kind of guide in the process of perceiving music. Timbre-instrumental similarity to the nature of the sound of music is used in the form of orchestration, the choice of an expressive timbre of an instrument that corresponds to the emotional content of the musical image. In the younger group, the simplest actions are performed with musical instruments (noise, percussion). Children 5-7 years old can use pitch instruments. Intonation assimilation to the nature of the sound of music is extremely important in activities with young children.
16 slide
Description of the slide:
Color matching to the nature of the sound of music is used to consolidate ideas about the nature of music, to identify reactions to changes in mood. Polyartistic assimilation to the nature of the sound of music is the expressive role of the means of the language of various arts: painting, artistic word, theater, pantomime, ballet. Comparison of a musical work with a picture in terms of commonality or difference, the moods expressed in them, a musical work with poems on emotional grounds, the use of dramatizations, theatrical games accompanied by classical music, rhythmic-plastic improvisations form children's ideas about the expressive possibilities of the arts.
17 slide
Description of the slide:
TutorialFor students of the faculties of preschool education of secondary and higher pedagogical educational institutions
Asyayet "d
1998
BBK 74.100.5ya 723 R 15
Publishing program "Textbooks and teaching aids for teacher training schools and colleges" Program manager 3. A. Nefedova
Reviewers: Cand. ped. Sciences E. A. Dubrovskaya, cand. ped. Sciences M. A. Medvedeva
Radynova O. P. and others.
R 15 Musical education of preschoolers: Proc. allowance for students. faculty doshk. brought up. higher and avg. ped. textbook establishments. - M.: Publishing Center "Academy", 1998.- 240 p. ISBN 5-7695-0182-0
The manual contains theoretical, musicological, methodological material that reveals the basics of working with preschool children.
Particular attention is paid to various types of musical activities of preschoolers and forms of their organization, taking into account the level of development of the abilities of each child.
LBC 74.1 00.5th 723
© O. P. Radynova, A. I. Katinene,
UDC 373.21:78(075.32)
Palavandishvili M.L., 1991! © Publishing Center "Academy", 1998
FROM AUTHORS
Modern scientific research shows that the development of musical abilities, the formation of the foundations of musical culture should begin at preschool age. The lack of full-fledged musical impressions in childhood can hardly be replenished later. It is important that already in early childhood there is an adult next to the child who could reveal the beauty of music to him, give him the opportunity to feel it.
Musical development has an irreplaceable effect on general development: the emotional sphere is formed, thinking is improved, the child becomes sensitive to beauty in art and life.
In preschool institutions, the music director is directly involved in the musical education of children. The level of musical development of his pupils largely depends on the level of his musical culture, abilities, pedagogical skills. But in the end, the success of the case depends on the entire teaching staff of the preschool institution and on the parents, since outside of music lessons there are other opportunities for enriching children with musical impressions, various other forms of musical activity in the daily life of the kindergarten and in the family.
Music has an intonational nature similar to speech. Like the process of mastering speech, which requires a speech environment in order to fall in love with music, a child must have experience in perceiving musical works of different eras and styles, get used to its intonations, empathize with moods.
It is important to use artistically complete music in work with children: it is, first of all, classics and folk works. But for this, the teacher himself must know it well, love it, be able to present it to children, tell about it.
As parting words, readers would like to wish them to apply the recommended material creatively, to boldly look for new ways to reveal the beauty of music to children.
We hope that the book will help future teachers prepare for working with children, and music directors and educators find answers to questions that arise in practice.
THE SIGNIFICANCE OF MUSIC IN EDUCATION OF CHILDREN
§ 1. MUSIC AS A KIND OF ART AND TASKS OF MUSICAL EDUCATION OF CHILDREN
Music originated in ancient times. This is evidenced by the many found objects with images of musical instruments, performers, although the musical works of distant eras have not reached us.
Since ancient times, music has been recognized as an important and indispensable means of shaping the personal qualities of a person, his spiritual world. In ancient Greece, there was even a doctrine that substantiated the effect of music on human emotions. It was proved that some melodies strengthen courage and stamina, while others, on the contrary, pamper.
What is the uniqueness of music as an art? Compare it with painting, sculpture, literature.
Music cannot depict or describe life phenomena with the same degree of concreteness as these types of art (although it has some possibilities of representation).
Is it possible to convey certain content with the help of sounds? What do we call the content of music?
Prominent psychologist B.M. Teplov wrote: "In the most direct and immediate sense, the content of music is feelings, emotions, moods." (Psychology of musical abilities. - M .; L., 1947. - P. 7.)
The peculiarity of music is that it can convey with great immediacy and power the emotional state of a person, all the richness of feelings and shades that exist in real life.
Due to the fact that music is a temporary art form (unlike painting, sculpture), it has the ability to convey changes in moods, experiences, dynamics of emotional and psychological states. Each piece of music thus has a certain “sensory program” (the term of the psychologist V. G. Razhnikov), which unfolds in time.
Music can also depict any specific phenomena of reality - the sound of waves, the howling of the wind, the splashing of a stream, the singing of birds - by onomatopoeia.
There is a so-called program music, in which the composer either indicates the title of the work, i.e., implies the presence of some generalized program, or writes music to a specific literary text. In program music, various kinds of pictorial moments are more common, but it is important to note that even brightly pictorial works always have an emotional coloring: the chirping of a bird can be friendly, cheerful, or it can be alarmed; the noise of the waves—pacified or menacing.
Therefore, expressiveness is always inherent in music, and representationalism has an auxiliary value. Figurativeness is not present in every work, but even vividly pictorial music always expresses moods, emotional and psychological states.
Music, including music not connected with the word, expresses certain thoughts and evokes generalizations. But they arise through the emotional perception of sounds, melodies, when the listener traces the development, clash of characters, themes, compares various images in parts of the work.
Another feature of music in comparison with painting, sculpture is the need for an intermediary to reproduce it.
A prominent musicologist composer B.V. Asafiev noted that music exists in the trinity of the processes of its creation by the composer, reproduction by the performer and perception by the listener.
The performer, being the composer's intermediary, must enliven, voice a piece of music, creatively comprehend it and express those thoughts and feelings that the author sought to convey.
In general, the expressive possibilities of music have sufficient constancy. So, for example, mourning music is perceived by all people as mourning, and tender music is perceived as tender. But listening to music is a creative process, since the same work gives rise to different musical and non-musical ideas in different people, depending on life experience, the experience of perceiving music.
What is the basis of the expressiveness of the language of music? What are the means of musical expression?
These include those dynamics register, timbre, rhythm harmony, mode, melody, intonation, etc.
The musical image is created by a certain combination of means of musical expression. For example, a formidable character can be conveyed by rather loud dynamics, low register in conjunction with a restrained tempo. Gentle character with calm tempo, soft dynamics and measured rhythm The role of individual musical means in creating an image is not the same. In each musical image, certain means of expression dominate
The expressiveness of the language of music is in many respects similar to the expressiveness of speech. There is a hypothesis about the origin of music from speech intonations that are always emotionally colored.
There are many similarities between music and speech. Musical sounds, like speech, are perceived by the ear. With the help of the voice, the emotional states of a person are transmitted: laughter, crying, anxiety, tenderness, etc. Intonation coloring in speech is transmitted using timbre, pitch, voice strength, speech tempo, accents, pauses. Musical intonation has the same expressive possibilities
BV Asafiev scientifically substantiated the view of musical art as an intonational art, the specificity of which is that. “then it embodies the emotional and semantic content of the language, just as the internal state of a person is embodied in the intonations re | t and Speech h, the intonation expresses primarily the feelings of the mood, the thoughts of the speaker, like the musical So, the excited speech of a person is distinguished by a fast pace, continuity of it the presence of small pauses, an increase in height, the presence of accents. Music that conveys confusion usually has the same features of a person's mournful speech as mournful music (quiet slow), interrupt" with pauses, exclamations B V Asafiev used the term intonation in two meanings The first is the smallest expressive and semantic particle, the "grain-intonation", the "cell" of the image to four sounds (per fourth) with an emphasis on the second sound - the active beginning.
The second meaning of the term is applied in a broad sense: as intonation equal to the length of a musical work. In this sense, music does not exist outside the process of intonation. Musical form is the process of changing intonation.
The musical form in the broadest sense is the totality of all musical means expressing the content. In the narrower sense, the structure of a musical work, the ratio of its individual parts and sections within the part, that is, the structure of the work.
Vremya I the nature of music allows one to convey the processes of development, all kinds of changes. To understand the meaning of the work, to feel it. It is necessary to follow the development of musical images.
Three principles of repetition, contrast, development (variation) are important in creating a form.
The repetition can be different. A musical phrase repeated twice in a row replaces the stop, this helps to listen more deeply, remember the melody. In another case, a contrasting theme sounds between repetitions. dominance of the image.
If there is a contrasting episode between the repeated sections, a simple tripartite form is formed. Schematically, it can be depicted as AP A.
The expressive value of the repetition of the theme increases if, after the appearance of a new image (B), it itself changes. Conventionally, its second appearance is designated as A. 1 In this case, the tripartite form can be represented by the scheme A B A ".
Repetition is connected with another principle - contrast, which allows you to emphasize repetition. Contrast helps to express a change of mood in music, it can sound like opposition. So, for example, if the first part was full of hopelessness, fun, the middle part introduces a contrasting image (anxiety, evil, etc.). In the third part, depending on whether the repetition is accurate or modified, one can follow the development of oraz, the musical D1 amaturgy.
Contrast bound With another principle of shaping - development. If the topic itself consists of two (or more) contrasting elements, or if a farm section consists of several topics, this gives rise to conflict, the possibility of their collision, development. This principle has a variety - - variational development, which originates from folk improvisations.
These three principles of shaping are often found in combination. More complex musical farms are formed with the help of these same principles.
Let's characterize some types of music - musical genres.
In a broad sense, music can be divided into vocal and instrumental. Vocal music is associated with the word, according to the ethical text. Its varieties are solo, ensemble and choral music. In instrumental music, the content is expressed more generally. Its varieties include solo, ensemble and orchestral music.
But the division of music only into vocal and instrumental is very conditional. There is a wide variety of genres of folk and classical music.
The word "genre" itself comes from the Latin genus - genus and from the French genre - genus, appearance, manner, taste, custom. A genre is a type of artistic creativity, in a certain way connected with the historical reality that gave rise to it, with life and everyday life.
In the early stages of its development, music was closely associated with the labor of people. This is where labor songs originate. Military campaigns gave rise to marching music. There were also lullabies, round dance, wedding, calendar, ritual, etc. These so-called primary genres, which are associated with the life of people, have an applied character.
Secondary genres arose with the emergence and development of professional musical art created by composers. Each historical epoch gives rise to new genres of music, which are formed under the influence of tastes, customs, historical environment, national traditions.
Genres gradually evolved choral music(choral, mass, cantata, oratorio) chamber- non-church, secular music for home music-making (trio, quartet, quintet, romance, prelude, nocturne, impromptu, waltz, etc.), symphonic - written for orchestra (symphony, overture, fantasy, concerto), theatrical and dramatic(opera, ballet, operetta).
Primary genres (song, dance, march) do not disappear in professional music. This feature was used by D.B. Kabalevsky when building his music program for a comprehensive school. Starting from the simple primary genres of D.B. Kabalevsky leads children into the world of more complex pieces of music.
The music of each era not only creates new genres. It carries within itself a favorite circle of musical intonations, themes consonant with the times. Music by I.S. Bach, which is largely associated with cult customs, differs significantly in language from the romantic, agitated music of F. Chopin and sharpened, conflicting modern classical music.
B.V. Asafiev called the circle of intonations, which exists in the music of different eras and styles, "the intonation dictionary of the era."
Listening to music written at different times, people get an idea of the different ways of expressing feelings and thoughts that existed in each era. Therefore, we can talk about its great cognitive significance. So, for example, the moon of French harpsichordists of the late 17th - early 18th centuries. (m yuha of the rococo style) is distinguished by gallantry, sophistication, I (fast restraint in expressing feelings. This feature of the music, which contributed to the emergence of works of small / worlds - miniatures, required a certain manner of performing - and 1 shya. Francois Couperin gives curious advice to performers and his treatise The Art of Playing the Harpsichord (1716) He recommends sitting half-turned, facing the audience, "getting rid of I rimas on the face ... with the help of a mirror placed on a niche or harpsichord music stand", sitting at the harpsichord at ease, ■
Reflecting life and performing a cognitive role, music affects a person, educates his feelings, shapes tastes. He finds in music echoes of what he experienced, felt. With a wide range of content, music enriches the listener's world with emotion.
Different types of art have specific means of influencing a person. Music, on the other hand, has the ability to influence the child at the earliest stages. It has been proven that even the intrauterine period is extremely important for the subsequent development of a person: the music that the expectant mother listens to affects the well-being of the child, and perhaps already forms his tastes and preferences.
In the first months of life, babies react to the nature of the music. Gradually, in the process of mastering various types of musical activity (perception, performance, creativity, musical educational activity), it is necessary to develop in children all the best that is inherent in nature, on the basis of various natural inclinations, develop general and special musical abilities, inclinations to certain types of musical activity.
By acquiring certain knowledge about music, skills and abilities, children are introduced to the art of music. It is necessary to ensure that in the process of musical education, the acquisition of this knowledge, skills and abilities is not an end in itself, but contributes to the formation of preferences, interests, needs, tastes of children, i.e. elements of musical and aesthetic consciousness.
Only by developing the emotions, interests, tastes of the child, you can introduce him to the musical culture, lay its foundations. Preschool age is extremely important for further mastery of musical culture. If a musical and aesthetic consciousness is formed in the process of musical activity, this will not pass without a trace for the subsequent development of a person, his general spiritual formation.
Being engaged in musical education, it is important to remember the general development of children.
Preschoolers have little experience of representing human feelings that exist in real life. Music that conveys the whole gamut of feelings and their shades can expand these ideas. In addition to the moral aspect, musical education is of great importance for the formation of aesthetic feelings in children. By joining the cultural musical heritage, the child learns the standards of beauty, appropriates the valuable cultural experience of generations. Repeated perception of works of art gradually orients a person in identifying thoughts, feelings, moods that are important for him, expressed in artistic images, in content that is significant for him.
Music develops the child mentally as well. In addition to a variety of information about music that has cognitive significance, a conversation about it includes a description of the emotional and figurative content. The vocabulary of children is enriched with figurative words and expressions that characterize the moods and feelings conveyed in music.
Music develops the emotional sphere. Emotional responsiveness to music is one of the most important musical abilities. It is associated with the development of emotional responsiveness in life, with the development of such personality traits as kindness, the ability to sympathize with another person.
Musical activity includes not only the perception of music, but also performance that is feasible for children, based on the experience of perception - singing, playing musical instruments, musical and rhythmic movements. With the help of singing, playing musical instruments, you can develop another musical ability - the ability to imagine and reproduce the pitch of musical sounds in a melody. The development of this ability involves mental operations: comparison, analysis, comparison, memorization, and thus affects not only the musical, but also the overall development of the child.
The sense of rhythm (the third musical ability) is formed primarily in musical-rhythmic movements, which allow children to respond more deeply to music, change its character, as if “to pass it through themselves”. These classes require attention, concentration, concentration of memory, emotions, which is also important not only for musical activity, but also for the overall development of the child.
In each type of performance, children perform feasible independent and creative tasks that contribute to the development of their imagination, fantasy, self-confidence, and their abilities.
The main objectives of musical education are as follows:
To develop the musical and creative abilities of children, taking into account the capabilities of each child, through various types of musical activities;
To form the beginnings of musical culture, to promote the formation of a common spiritual culture.
Their successful solution depends on the content of musical education, primarily on the quality of the repertoire used, the methods and techniques of teaching, the forms of organization of musical activity used in working with children, etc.
Questions and task
What is the difference between music and other art forms?
What are the signs of similarity between musical and speech intonations.
What are the possibilities of music in the education of a person?
transcript
2 "Musical masterpieces" Author O.P. Radynova Technology for the development of creative hearing of music, the formation of the foundations of musical culture in preschool children Purpose: Formation of the foundations of the musical culture of preschool children Tasks: To accumulate experience in the perception of works of world musical culture of different eras and styles, as well as expand children's knowledge of folk music Cause manifestations of emotional responsiveness, develop musical abilities, thinking (awareness of the emotional content of music, musical form, genre) Cultivate aesthetic feelings, thesaurus (treasury of impressions) Encourage them to express their musical impressions in performing, creative activities (in a figurative word , drawings, plastic arts, staging) These tasks are the same for all age groups. Methodological rationale The technology of O.P. Radynova is built on the basis of a concept that justifies the importance of accumulating musical intonational experience of perceiving high art in various types of musical activity at an early age, similar to mastering speech by a child . The orientation of a preschooler to the values of musical culture as part of a general spiritual culture is important not only for the musical, but also for the general development of the child, the moral and aesthetic development of the personality. The author for the first time created a scientifically based and methodically built system for the formation of the foundations of the musical culture of preschool children, including the principles, content, methods and forms of work, taking into account the individual and psychophysiological characteristics of children and in integration with all educational areas in kindergarten. The main goal of the program is the development of children's creative listening to music, which involves encouraging children to manifest various forms of creative activity - musical, musical movement, artistic. The leading activity in the program is musical perception, which combines performance, creativity, musical educational activities on a single repertoire (with the involvement of an additional singing repertoire). The objectives of the program, as well as more specific tasks formulated for each topic, are the same for all age groups:
3 Expand knowledge about music Arouse and maintain interest in music Develop musical aesthetic needs, recognition of the value of music, the beginning of taste, ideas about beauty Encourage appreciation of music (emotional and verbal), evaluative attitude The abilities of children in the implementation of these tasks at different ages are different. The author is based on the concept that the formation of the musical culture of children is ensured by the selection of works of musical classics and folk music, which are for them a "standard of beauty", a revision of the technology for studying the repertoire according to the developed principles: thematic concentric (cyclical) contrasting comparison of works of syncretism adaptability - thematic (six topics for 1-2 months of study and their repetition every year on new material). This principle helps to systematize the acquired knowledge, maintain interest in music. The first theme “Moods, feelings in music” expresses a certain emotional content The second theme “Song, dance, march”, fundamental for the program for general education schools of D.B. Kabalevsky The third theme “Music tells about animals and birds” gives an idea of the figurativeness of music, means of musical expression The fourth theme "Nature and Music" includes works in which moods are expressed that are consonant with one or another picture of nature, season, day conveying the character of the characters in dance, figurative movements, drawings The sixth topic "Musical Instruments and Toys" introduces works that imitate the sound of musical instruments, as well as musical folk instruments and instruments of a symphony orchestra next year to the first theme. Children apply what they have learned and learn new things at the next stage of musical and general development
4 Principle - contrasting comparison of the repertoire (plays with the same or similar names). Such comparisons give rise to a problematic cognitive evaluative situation, interest children, and allow them to better understand what they hear. The principle of adaptability implies the flexible use of the content and methods of musical development of children, depending on the individual and psychophysiological characteristics of each child. Allows for variable use of the repertoire within each theme The principle of program syncretism implies the interconnection of different types of musical and artistic and aesthetic activities in direct educational activities with the unifying role of perception, “creative hearing” of music, encourages creative activity in the following forms: musical rhythmic movements, rhythmoplasty, singing, conducting, singing, singing improvisations; orchestration, playing children's musical instruments; drawing, perception of works of fine art, reading poems, composing fairy tales, dramatization games, staging musical fairy tales on the plots of literary works (with the leading role of music), puppet musical theater and other types of children's activities. Methods and techniques of musical education: Visual, verbal, practical - traditional methods are developing in nature, encourage children to manifest various forms of motor, speech, aesthetic activity. Each of these three methods is used with increasing problematicness: from direct influence (performance, explanation, illustration) through the consolidation of exercises (reproducing and creative), the creation of search situations (showing options for completing a task) to the children's independent search for ways of activity. The creation of problem situations is facilitated by techniques that encourage the search for analogies, generalization. They form the musical thinking of children, the ability for elementary judgments, assessments, develop creative imagination, interest in music Special methods developed by O.P. This method is applied taking into account age characteristics. At a younger age, contrast comparisons are most distinct; at an older age, the comparison of works is used with a gradual decrease in the contrast of images.
5 The method of assimilation to the nature of the sound of music involves the activation of a variety of creative actions aimed at understanding the musical image Motor-motor assimilation of the emotionally figurative content of music (fine motor skills of the hands, conductor's gesture, rhythmoplasty, figurative and dance movements) encourage children to "experiment" (N. N . Poddyakov). Distinguishing expressive intonations, accents, pauses, dynamic, tempo, register, timbre features is the most universal means of developing emotional responsiveness, musical thinking, and creative imagination. Tactile assimilation to the nature of the sound of music - the touch of the teacher's hand on the child's hand while explaining the mood of the music (used at a younger age) classes. It is applied in each age group differently. Vocal assimilation to the nature of the sound of music in the form of a quiet expressive humming of a melody by a teacher during the sound of a piece and singing of individual intonations by children is used at a younger age (I.V. Gruzdova). This method helps to distinguish a specific melody by ear, highlighting the most striking means in it. In the middle and older groups, children themselves sing their favorite melodies, which indicates a manifestation of interest in music, the accumulation of experience in its perception. guide in the process of perception of music. Timbre-instrumental similarity to the nature of the sound of music is used in the form of orchestration, the choice of an expressive timbre of an instrument that corresponds to the emotional content of the musical image. In the younger group, the simplest actions are performed with musical instruments (noise, percussion). Children 5-7 years old can use pitch instruments. Intonation assimilation to the nature of the sound of music is extremely important in activities with young children. Children of the 1st junior group do not understand the meaning of words, they are guided by the intonational expressiveness of the teacher's speech, which carries a certain meaning.
6 Color matching to the nature of the sound of music is used to consolidate ideas about the nature of music, to identify reactions to changing moods. Polyartistic assimilation to the nature of the sound of music is the expressive role of the means of the language of various arts: painting, artistic word, theater, pantomime, ballet. Comparison of a musical work with a picture in terms of the generality or difference of moods expressed in them, a musical work with poems on emotional grounds, the use of dramatizations, theatrical games accompanied by classical music, rhythmic-plastic improvisations form children's ideas about the expressive possibilities of the arts Direct educational activity (GCD) - the main form of organizing children's activities, where the tasks of forming the foundations of musical culture are solved. All types of activities (individual, by subgroups, frontal, typical, dominant, thematic, complex and their varieties) are used and vary depending on the age and level of musical development of the child. The author considers it important that music sound in the daily life of the kindergarten in a wide variety of situations: listening to familiar musical works musical games traveling to the past and present games fairy tales sounding music as a background during quiet games, drawing thematic musical evenings conversations concerts theatrical performances festive matinees Holiday dates can be celebrated in different ways (thematic or complex classes, entertainment), and not only in the form of a matinee. The amount of attention of the child is small, so for listening it is necessary to give small works or bright fragments. It is essential that classical music be played in the family as well. Methodological support of technology: Methodological recommendations Methodical manuals from 5 books (“Moods and feelings in music, “Song, dance, march”, “Music about animals and birds”, “Nature and music”, “Fairy tale in music”, “Musical instruments and toys") Audio recordings (CD disks) are a textbook that summarizes the latest achievements of science and practice in the field of musical development of children, substantiates the provisions on the need to form the foundations of musical culture starting from preschool age. It contains rough outlines of conversations about music with children of preschool and primary school age.
Software and methodological support of the educational process of the preschool educational institution At the present stage, pedagogical activity requires the appeal of the music director to new forms that would allow
Educational area "Artistic and aesthetic development" Completed by: Blinkova A.I. Educational areas The tasks of the educational area "Artistic and aesthetic development" in the Federal State Educational Standard of preschool
Listening to music in kindergarten Preschool age is extremely important for mastering musical culture. It is in childhood that the standards of beauty are formed in children, the experience of activity is accumulated, from which
1 1. Planned results of mastering the subject "Music" The personal results of studying the subject "Music" in the 2nd grade are the formation of the following skills: emotional responsiveness
EDUCATIONAL AREA "ARTISTIC AND AESTHETIC DEVELOPMENT" (MUSICAL ACTIVITY) Musical director: Muratova E.Yu. Purpose: familiarization with the art of music; development of the prerequisites for value-semantic
Annotation to the work programs for music grades 5-7 This work program was developed on the basis of the author's program "Music" (Programs for educational institutions: Music: grades 1-4, grades 5-7. Program
Work program on music for grade 2 Planned results of studying the subject "Music" By the end of training in grade 2, students are able to: - show a steady interest in music; - show willingness
EXPLANATORY NOTE to the work program in music, grade 2 The work program in the subject "Music" grade 2 is based on: The author's program "Music" G. P. Sergeeva, E. D. Kritskaya "Enlightenment",
MUNICIPAL BUDGETARY PRESCHOOL EDUCATIONAL INSTITUTION "KINDERGARTEN OF COMBINED TYPE 87" Adopted at the meeting Approved by: order of the pedagogical council of 20. Minutes of the head of the MBDOU "Children's"
EXPLANATORY NOTE The work program on music for grade 4 was compiled on the basis of the federal state standard for general education of the second generation, order of the Ministry of Education and Science of the Russian Federation dated December 31, 2016 1576,
Annotation of the work program music 4th grade
1 Contents: I. Target section of the program. 1.1. Explanatory note. 1.2. Goals and objectives of the program. 1.3. Requirements for mastering the content of the program 1.4. Scope of the program and types of educational work II.
Area "Theory and History of Music". The program of the subject "Solfeggio" 1. Characteristics of the subject, its place and role in the educational process In accordance with the changes made by the Federal
Annotation to the work program for the implementation of the main general educational program of the preschool educational institution MBDOU "Kindergarten 3" in the educational field "Artistic and aesthetic education"
Educational Institution “Mozyr State Pedagogical University named after I.P. Shamyakin" APPROVED Acting vice-rector for academic work of the ME MGPU them. I.P. Shamyakina N. A. Lebedev "22" 06 2010 Registration
Annotation to the work program "Music" grades 1-4 The music work program for grades 1-4 was developed in accordance with the Federal State Educational Standard for Primary General Education,
EXPLANATORY NOTE The purpose of the program is to develop the musical culture of schoolchildren as an integral part of spiritual culture. Tasks: - development of musicality; musical ear, singing voice, musical
I. Target section of the work program 1.1. Explanatory note Purpose Tasks Principles and approaches to the formation of the work program Implementation of the content of the Main educational program of preschool education
The main tasks of studying the subject of music in the 2nd grade. Formation and development of the culture of musical perception among junior schoolchildren Formation and development of musical performance culture
Annotation to the work program in music, grade 5 (FGOS LLC) The work program in music for grade 5 is compiled in accordance with the Federal Basic Plan
WORKING PROGRAM for the extracurricular course "MUSIC BOX" for grade 2, group MS 2 2017/2018 academic year, the implementation period of the work program is 1 year Total hours for the academic year -34 Number of hours per week
PLANNED RESULTS of mastering the music program by the end of the 2nd grade. PERSONAL Students will develop: motivation and cognitive interest in music and musical activities; sense of respect
Annotation to the work program in music for grades 1-4 The work curriculum in music for grades 1-4 was developed and compiled in accordance with the federal component of the state standard
Annotation to the work program for music from grades 1-7 Grades 1-4 (primary general education) The work program for music for grades 1-4 is compiled on the basis of the Federal State Standard of General
Annotation to the work program for the educational field “Artistic and aesthetic development. Music” (author M.B. Zatsepina) The work program for musical development is based on the Federal
1. Planned results of studying the subject. Personal results: strengthening of cultural, ethnic and civic identity in accordance with the spiritual traditions of the family and people; emotional
Work program for music (basic level) Grade 1 "A" Compiled by: Demyanova Natalya Borisovna, primary school teacher 2017 The work program for music for grade 1 is based on: Basic
USE OF ICT TECHNOLOGIES IN THE DEVELOPMENT OF MUSICAL AND CREATIVE ABILITIES OF PRESCHOOL CHILDREN Music director Beynikova E.V. 1 2 The modern world is constantly changing, and our children are changing with it. Respectively,
1. Planned results of mastering the academic subject "Music"
Content 1. Explanatory note 2. Curriculum 3. Curriculum 4. Forms and methods of conducting 5. Methodological support of the program 6. Logistics of the program 7. List of used
MUNICIPAL BUDGET EDUCATIONAL INSTITUTION BASIC EDUCATIONAL SCHOOL S. MARIINSKY MUNICIPAL DISTRICT OF STERLITAMAK DISTRICT OF THE REPUBLIC OF BASHKORTOSTAN "Reviewed" at a meeting of the ShMO
MUNICIPAL DISTRICT CITY OF LANGEPAS OF THE KHANTY-MANSIYSKY AUTONOMOUS DISTRICT OF YUGRA
State budgetary educational institution of the city of Moscow "School 1329" (Preschool department) Magical world of theater. Features of theatrical activity in correctional work with preschoolers
2 I. Planned results of mastering the subject BY THE RESULTS OF MASTERING THE PROGRAM, STUDENTS OF THE 2nd CLASS: expressively perform solo: several folk songs, songs of composers - classics and modern
The subject "Listening to music and musical literacy" Evaluation of the quality of the implementation of the subject "Listening to music and musical literacy" includes the current monitoring of progress and intermediate
Municipal preschool educational institution Kindergarten 3 "Teremok" "Krasnaya Gorbatka village, Selivanovskiy district, Vladimir region" Formation and development of vocal and choral skills in preschoolers
Consultation: "Development of the child's creative abilities in musical OD" music director: Filippova N.S. Creativity is the ability to independently create new images in one's own way.
Annotation to the programs on music The work program on the subject "Music" for grades 1-4 is compiled on the basis of the program of educational institutions "Music grades 1-4" E.D. Kritskaya, G.P. Sergeeva,
Explanatory note This work program was developed on the basis of the Federal component of the state standard of general education, the program of G.S. Rigina "Music: Education. Creative development.
Work program in music Grade 3 Planned results of studying the subject "Music" Personal results are reflected in the individual qualitative properties of students, which they must acquire in
Municipal budgetary educational institution "Secondary school 12"
HOLIDAYS AND ENTERTAINMENT Golden autumn NEW YEAR WINTER FUN MARCH 8 PROJECTS Acquaintance with Russian folk instruments Creative project Project prepared by: Music Director
UDC 37.025.8 PSYCHO-EDUCATIONAL BASES OF MODERN PROGRAMS OF MUSICAL EDUCATION OF PRESCHOOL CHILDREN Orekhova T.N. Moscow State Pedagogical University (MPGU)
Explanatory note The work program on music for grade 3 is compiled on the basis of the State Educational Standard for Primary Education in Art, the Program for Primary Education in
“Development of a sense of rhythm in older preschool children in music classes through games and exercises” Prepared by music director Emirova F.Yu. The main task of musical education
Exclusion from the main general educational program CURRICULUM for the 2015-2016 academic year of the Municipal Budgetary Preschool Educational Institution "Kindergarten of a general developmental type with a priority
Municipal autonomous educational institution of the city of Rostov-on-Don "Gymnasium 7 named after the Hero of the Soviet Union Nikandrova A.A." SECTION I Explanatory note WORKING PROGRAM for extracurricular activities
Municipal budgetary educational institution of additional education for children "Children's Music School 1 named after. A.S. Danini MO Novorossiysk 353900 Novorossiysk, st. Novorossiysk Republic, 14 ADDITIONAL GENERAL DEVELOPMENT
Additional pre-professional general education program in the field of tools» Annotations of curriculums of subjects Name of the subject Short annotation PO.01. Musical performance PO.01.UP.01.
Summarizing the experience of work on the topic “Development of the creative personality of the child by means of theatrical activity” “Theatricalization is a magical world in which the child rejoices while playing, and while playing, he learns the environment ...”
TYPES OF CHILDREN'S ACTIVITIES AND FORMS OF EDUCATIONAL ACTIVITY according to GEF DO Directly - game conversation with elements of movements; - integrative; - morning exercises; - joint adult and children
On the influence of reading fiction on the development of a preschooler Oblogina O.V., teacher-psychologist MBDOU "Mishutka" "Reading books is a path along which a skillful, intelligent, thinking educator finds the way to the heart
PASSPORT OF THE ADDITIONAL GENERAL EDUCATIONAL PROGRAM NAME 1 Educational institution, settlement 2 Name 3 Orientation DESCRIPTION Municipal budgetary institution of additional
WORKING PROGRAM ON MUSIC for Grade 2
Department of Education of the city of Moscow Troitsky and Novomoskovsk administrative districts State budgetary educational institution of the city of Moscow "School 2070" building 7 "Little Fox" project "Classic
EXPLANATORY NOTE The source documents for the preparation of this work program are: 1. Federal Law of December 29, 2012 273-FZ “On Education in the Russian Federation
Presentation "Who-who lives in the little house?" The teacher MBDOU 1p. Zheshart Marinescu Svetlana Andreevna performed. Project passport: Type: creative Duration: short-term (February 1-5) Project participants:
State budgetary educational institution of the city of Moscow "Gymnasium 1506" Pre-school training program "Continuity" Age of children: 5-6 years Introduction. If preschool education
WORKING PROGRAM for the subject "Music" for grade 6 Compiled by: Ageeva I.I., music teacher Tolyatti 2016 Explanatory note The work program for music for grade 6 is compiled on the basis of the Federal
STATE BUDGET PRESCHOOL EDUCATIONAL INSTITUTION KINDERGARTEN 31 VASILEOSTROVSKOY DISTRICT OF SAINT PETERSBURG Report on self-education of the music director of GBDOU 31 Bogomolova Lyudmila
ANNOTATION to the programs of educational subjects of the additional pre-professional general education program. "Wind and percussion instruments" Explanatory notes to the programs of educational subjects of additional
