Lesson notes for the middle group “Tools. Summary of an open thematic lesson in the middle group on the topic: “The use of musical instruments in music classes at preschool educational institutions
Preview:
Use of musical instruments
in working with children
Introduction
The initiator of teaching children to play musical instruments already in the 20s. became famous musical figure and teacher N.A. Metlov. He also came up with the idea of organizing a children's orchestra. ON THE. Metlov did a lot of work to create and improve the design of children's musical instruments that have a scale - the metallophone and the xylophone.
Playing musical instruments is one of the types of children's performance. The use of children's musical instruments and toys (both in class and in everyday life) enriches the musical experiences of preschoolers and develops their musical abilities.
In addition, playing musical instruments develops will, desire to achieve goals, and imagination.
1. Characteristics of musical instruments
Musical instruments originated in ancient times. During archaeological excavations, tools dating back to the 3rd-2nd centuries were found. BC e., which are prototypes of those currently existing.
The first musical instruments were made from animal bones - holes were hollowed out in them to allow air to be blown in. Various percussion instruments were also widespread (mallet, rattle, rattle made of dried fruits with seeds or pebbles inside, drum).
The appearance of the drum indicated that people had discovered the property of resonating empty objects. They began to use the dried skin, stretching it over an empty vessel.
Wind musical instruments used sound production by blowing air. The materials for them were stems of reeds, reeds, even shells, and later wood and metal.
Currently, there are two types of musical instruments - folk instruments and symphony orchestra instruments based on them. In both types of instruments there are several main groups: wind, percussion, strings.
Folk wind musical instruments are divided into several varieties. One of them is a whistle, flute (longitudinal or transverse, depending on where the holes for air injection are located). These instruments became the prototypes of longitudinal and transverse flutes. Another variety is reed instruments: pity, bagpipes. Based on their device, the clarinet and oboe were born later. If the sound is produced using lip vibration (Russian horn, shepherd's horn), such instruments are called mouthpiece instruments.
Percussion musical instruments have different structures. Their expressive capabilities depend on the method of sound production: hitting stretched leather, wood, metal. Folk percussion instruments include drums, tambourines, wooden spoons, rattles, mallets, bells, maracas, and castanets. Among percussion instruments, one can distinguish those that have a melodic scale (xylophone) and those that do not (drum, cymbals).
The stringed group of instruments arose later. The prototype of stringed musical instruments was the hunting bow. The person perceived the melodic sound of a stretched string as a musical sound. So the bow became the ancestor of the harp and lyre, images of which are on the frescoes Ancient Egypt, Ancient Greece. Many centuries later, stringed musical instruments with a resonating body were invented - lute, harp. These are plucked musical instruments. Among the folk plucked musical instruments one can name the gusli, zither, domra, balalaika, guitar, mandolin, etc. Another method of sound production - with a bow - marked the beginning of the emergence of stringed bowed instruments. This folk instruments: Old Russian whistle, violin.
A special group of instruments are keyboards: harpsichord, clavichord, celesta, piano, grand piano. They are often used as solo instruments, but are also played in ensembles and orchestras.
There are keyboard-reed instruments: accordion, accordion, button accordion.
When working with children, various musical instruments and toys are used. Some of them are created on the basis of folk ones (rattle, tambourine, drum, wooden spoons, button accordion, accordion), others are based on the type of instruments of a symphony orchestra (harp, xylophone, metallophone, oboe, clarinet). Among children's musical instruments and toys there are all the main groups: drums, winds, strings, keyboards, keyboards and reeds.
Percussion instruments and toys (as well as the instruments according to the type of which they are created) are divided into those that have a scale and those that do not. The first group includes the metallophone and xylophone. They can have a diatonic and chromatic scale. On instruments with a chromatic scale (the second tier of plates corresponding to the black keys on the piano), you can select any melody from any note, which makes them easier to use. They were made according to samples of instruments created by K. Orff, they sound very beautiful, and are tuned cleanly. There are two options for sticks that are used to hit the plates - with wooden or rubber balls at the ends. This allows you to diversify the timbre of instruments: when struck with a wooden stick, a bright, ringing sound; rubber - more subdued, soft.
The expressive capabilities of percussion instruments that do not have a scale are very great. This is a large group of instruments. Some of them have a “knocking” timbre: wooden spoons, rattles, castanets, sticks; other
(metal or having metal parts) - with a “ringing” timbre: triangle, rumba, cymbals, bell, bells; still others (like rattles) have a “russling” timbre: maracas, rattle, box. The drum and tambourine have a more booming, resonant sound.
Within each timbre (ringing, knocking), individual instruments have their own unique expressive colors. So, for example, among the ringing instruments, the triangle sounds soft, drawn-out, magical, its sound is very beautiful. The rumba “tinkles” more sharply and briefly, the cymbals sound very bright, festive, and the bell sounds quiet, gentle and ringing.
The sound of wind instruments is also varied. The flute has a gentle and light sound, the clarinet and saxophone have a richer sound, the triola and simona have a bright and even harsh sound.
Stringed musical instruments and toys are the zither, harp, cymbals, and harp. All these instruments are plucked. Sound can be produced using a mediator. The timbres of these instruments are very gentle, the sound is muffled.
Children's keyboard instruments-toys are pianos and grand pianos.
Keyboard-reed accordion, accordion, button accordion.
IN kindergarten Electric musical instruments are also used - organolas such as “Pille”, “Chizhik”, “Faemi”.
2. Learning to play musical instruments
Children's acquaintance with musical instruments begins at an early age. Early musical training plays a significant role in a child's musical development, but it must be presented in forms that are accessible and interesting to young children. It is impossible not to take into account the degree of readiness for such activities as learning to play instruments, which require significant attention, concentration, awareness and physical maturity from children. The teacher strives to give the children their first musical impressions in an entertaining way. Training begins with a group of percussion instruments that do not have a scale. Classes are conducted with small groups of children and individually. It is advisable to use musical instruments in everyday life in order to strengthen the children’s emerging sense of the rhythm of music.
In the second younger group, children can already play the tambourine, wooden spoons, cubes, rattles, musical hammers, drums, and bells. At this age they become acquainted with metallophone.
Before starting to learn a melody on the metallophone with the children, the adult himself must competently perform this melody on the metallophone several times, the children listen. Then they show those who want it which plates they need to hit and how many times. It is difficult to remember the entire melody at once; it is better to learn it in parts, for example, learn the chorus of a song, and when the child learns it, show how to play the chorus or the first part of the melody, then the second. You can alternate the teacher’s playing with the children’s performance: the teacher plays the chorus, and the child plays the chorus on another metallophone, or vice versa. It is advisable that the child, having mastered some or all musical composition, performed it with the teacher (on two metallophones).
Lessons on learning to play the metallophone are conducted with children individually. To perform on a metallophone, first simple melodies that are well known to children are taken. In this case, they do not hit the records mechanically, but constantly regulate their performance by ear. Having hit the wrong record, the child hears the mistake and tries to correct it.
Another important condition when choosing works is the structure of the melody. The sounds of the melody should be located close to each other; large intervals for playing are difficult for children. Playing melodies based on one sound is impractical and uninteresting for children.
In the middle group, for the first time, children begin to teach children to play musical instruments that have a scale. The metallophone is most convenient for this. It is quite easy to use and does not require constant configuration, like stringed instruments. Children are already familiar with the timbre of this instrument and playing techniques. There are several ways to learn to play melodic musical instruments: by notes, by color and number symbols, by ear. Teaching children to play from notes is very labor-intensive, although it is sometimes used in practice. Not all preschoolers master musical notation unless constant individual work is carried out. It is important that children understand the connection between the location of notes on the staff and their sound in the melody, eliminating the mechanical reproduction of musical notes.
The color system, widespread abroad, is convenient for children to quickly master playing instruments. A specific color designation (colored keys, metallophone plates) is assigned to each sound. The child has a record of the melody in color designation: colored circles or a color image of notes are used, with and without rhythmic designation. It is very easy to play using this system, but with this method of playing (I see a green note symbol, I press the green key), the ear does not participate in reproducing the melody, the child plays mechanically.
In a similar way, children are taught to play according to the numbers pasted near each plate of the metallophone, and to write down the melody in digital notation. Duration designation can also be modeled (long and short sticks, etc.) Digital system proposed in the 30s. ON THE. Metlov, at that time, may have been justified, but later it began to be used less frequently, since it leads to mechanical reproduction of the melody.
Both methods of teaching children (using color and number symbols) make it possible to easily and quickly obtain the desired result, but do not have a developmental effect - the share of mechanical reproduction of the melody in these methods is too large.
The greatest developmental effect of learning is achieved only by playing by ear.
This method requires constant hearing development and serious auditory training.
Starting from a young age, it is important to encourage children to listen to the sounds of a melody, compare them, and distinguish them by pitch. To accumulate auditory experience and develop children’s auditory attention, they are used teaching aids, simulating the movement of the melody up, down, in place. This is a musical ladder, moving from flower to flower (notes), butterfly, etc. At the same time, the sounds of the melody are sung, corresponding in height to the simulated ratios of sounds. You can also show with your hand the movement of the sounds of a melody while simultaneously playing it (with your voice or on an instrument). The method of teaching children to play musical instruments by ear is based on a gradual expansion of the range of songs performed. First, the child plays a melody based on one sound. Before playing the melody, he listens to it performed by the music director, who first sings it, drawing attention to the fact that the sounds of the melody do not differ in pitch, then plays the metallophone and sings at the same time. Singing chants allows children to better imagine the direction of movement of the melody and develops musical and auditory perceptions.
Children are taught sound production techniques: hold the hammer correctly (it should lie freely on the index finger, it is only slightly held with the thumb), direct the blow to the middle of the metallophone plate, do not hold the hammer on the plate, but quickly remove it (like a bouncing ball). When long notes are played. The hammer should bounce higher, short notes should bounce lower.
When a child plays a melody on one sound, he must accurately reproduce the rhythmic pattern. To do this, when singing a melody with words, you can focus on the rhythm of the poems.
To understand the relationship between the durations of melody sounds, they are modeled using long and short sticks or notations accepted in musical notation (quarter notes, eighth notes). In order for children to understand the rhythmic pattern of the melody well, you can, using the accepted notations, lay it out on a flannelgraph. In this case, the technique of subtexting durations adopted in the relative system is effective: quarters are indicated by the syllable ta, and shorter eighths by the syllable ti. The technique of clapping the rhythmic pattern of a melody or playing it on musical instruments is widely used.
After children have learned to convey the rhythmic pattern of different melodies built on one sound, and have mastered the techniques of playing the metallophone, they can move on to playing chants using two adjacent sounds. To make it easier for children to understand the location of sounds in height, the following techniques are used: laying out sounds in circles at different heights on a flannelgraph, singing, showing the movement of the melody with the hand, teaching aids and games.
In addition, you can use the “dumb” (drawn) keyboard of a metallophone: the child shows on it the location of the sounds and “reproduces” the melody while singing.
In the senior and preparatory school groups, the range of singing expands. Children are already better oriented in the location of the sounds of a melody and act more independently.
When teaching how to play musical instruments, the teacher must take into account the individual capabilities of each child. Some children pick up songs quite easily, while others require more detailed preparatory work.
After the metallophone has been mastered, children in the senior and preparatory school groups learn to play other melodic instruments - strings, wind instruments, keyboards and reeds. Each child can gradually master playing several musical instruments. It is useful to combine individual work with children and work in subgroups, as well as with the whole group.
As children learn to play metallophones, you can show them how to use zithers.
To make it easier for children to navigate the arrangement of the strings, we also use a digital system - we place a paper strip with numbers under the strings at the bottom of the zither, with the number 1 corresponding to the sound do1, etc. The zither is played with a pick - a plastic plate with a pointed end. You need to hold the mediator with three fingers - thumb, index and middle, moving your hand to the right. For ease of playing the zither and better resonance, the instrument is placed on a wooden table. With their left hand, children slightly lift the upper corner of the zither, keeping their elbow on the table. This is done so that the child does not tilt his head too low and so that he can see the numerical designation of the strings. Sometimes zithers do not stay in tune and the pegs become weak. In this case, you need to secure the pegs with pieces of plywood. Broken strings are replaced with thin balalaika strings.
To teach preschoolers to play accordion It is best to use the children's chromatic accordion "Belarus". On it with right side 20 keys with a range of up to 1 - G2, on the left - four chords.
Before teaching the accordion, children should be shown how to sit and hold the instrument correctly. The child sits on a chair, occupying approximately half of the seat, with his feet on the floor. One accordion strap is placed on the middle of the right forearm, the other - on the middle of the left. The first strap is longer, the short strap on the left forearm gives the instrument stability. The accordion is placed on the knee so that the left side of the accordion body and the bellows are supported by the left hand while playing. Having mastered the game while sitting, the child will be able to play while standing.
In kindergarten we teach you to play only with your right hand, which rests freely on the keyboard. While playing, children touch the keys with their fingertips. The elbow is lowered, the fingers are bent. We must ensure that children do not play with one finger.
For For each melody, a convenient fingering arrangement is indicated. It is difficult for preschoolers to play with two hands.
If your child has difficulty playing with five fingers right hand, at first you can use the four-finger playing system: the thumb under the keyboard in a natural position, like on a button accordion.
When learning to play the accordion, we use numbers, just like on the metallophone and zither. The numbers are printed on the top of the white keys. Gradually, children stop looking at numbers and play without looking, using muscle sensation. Not all children can play the accordion; Some guys find it difficult to play a melody with the fingers of their right hand and fan the bellows of their left hand at the same time.
Once children learn to play the accordion, more capable children can be taught to play a wind instrument.
For wind instruments, it is recommended to takewind harmonica "Melody-26".A wind harmonica with a piano keyboard has 26 keys with a range of B small octave - doZ. The instrument is held with the left hand, four fingers wrap around the handle, the thumb rests on the instrument from the back side from below. The mouthpiece is placed in the mouth. The tool should be held slightly downwards. The left arm and elbow are raised. The right hand takes the same position, the fingers are slightly bent and move freely across the keyboard.
Play with five fingers, like a piano. At first, you can use a four-finger system, like an accordion. Numbers are printed on the top of the white keys. Once children are comfortable with the keyboard, the numbers can be removed. The sound produced during playing depends on the air flow. You need to blow without tension. At the end of the game, accumulated moisture should be removed. To do this, use a special valve: press the button on the back of the instrument and blow lightly into the mouthpiece.
It is important that children feel the expressive capabilities of new instruments and learn to use a variety of timbre colors. In older preschool age, children already realize that with the help of each instrument, even one that does not have a scale, it is possible to convey a certain mood. The easiest instruments for children to use are those that make sounds by shaking. Maracas one of the oldest percussion and noise instruments. At home, in Latin America, they were made from dried pumpkin fruits or woven from twigs in the shape of a small ball with a handle and filled with pebbles; in our country they are made of wood and filled with pebbles or shot.
Bells - these are small spherical metal bells attached to a leather strip or handle
Pandeira (rumba) consists of four pairs of small metal plates mounted in a wooden handle. Its sound is reminiscent of the effect achieved by shaking a tambourine...
Ratchets, castanets.There are many types of rattles, and any of them can be used in a children's orchestra to give the sound a unique coloring.
The pandeira and rattle should not be used frequently, as their sound is annoying and tires the ear. Shaking and rocking are performed mainly with the hand, the hand at the wrist should be free (free wrist movement will be necessary for children when learning to play almost all instruments). It is necessary to ensure that children do not strain their arm unnecessarily and do not move their entire arm (from the elbow or even from the shoulder); tension or wide swings quickly tire not only the hand, but also the child himself. The hand with the tool should not be held high, at or slightly below waist level.
The following playing technique is also possible: with the palm of the left hand one hits the frame of the instrument (pandeira, bells, rattle) or the instrument itself (maracas, rattle). In this case, both hands are held at chest or waist level. The dynamics are regulated by the activity of the hand movement: vigorous shaking produces a louder sound than a calm and smooth rocking. During classes they usually play while sitting, and during performances they play while standing. The next from this group to master instruments, the method of playing which is striking. Playing these instruments is also characterized by free wrist movement.
Triangle made from a metal rod bent in the shape of an open isosceles triangle. The sound of a triangle - high-pitched, clear, transparent - is caused by hitting a metal stick on one side, most often on the horizontal. A thin stick gives a higher sound, a thick stick gives a low sound. To obtain short blows, the sound is extinguished by touching the fingers. By quickly alternating strikes on both sides of the instrument (usually in the upper corner), a tremolo effect is achieved, decorating the sound of the ensemble (especially at the climax). Dynamic gradations ranging from pp to ff are possible.
The triangle is usually secured on a fishing line or cord and held with the left hand, or suspended at chest level from a special stand made in the shape of the letter L and having a stable base. For children, the second method is more convenient. For a novice performer, after hitting it with a stick, a suspended triangle begins to rotate around its axis. this happens because the blow is not made in the center of the base and not from top to bottom, but from itself, until the child has learned to make blows in in the right place and direction, we advise him to grab the knot of the lace with the fingers of his left hand and stop the rotation, or, without touching the triangle, make a “ring” around one of its sides from the index and thumb left hand.
Drum -represents a cylindrical body, covered on one or both sides with leather or plastic; the shapes and sizes of children's drums are different. They play the drum with wooden sticks or special metal brushes, as well as directly with their hands, holding the sticks with their index and thumb both hands, the remaining fingers are bent without tension. Movements of the brush and stick should be free. The main technique of playing the drum is individual short strokes-accents and sequences of strokes, emphasizing various rhythmic patterns; strokes are made with both hands simultaneously or alternately with the left and right, depending on the required sound strength and desired effect- with sticks or metal brushes, in the center of the drum membrane or along the rim.
Spoons (usually wooden) - a unique Russian folk percussion instrument. They hold them by the handles and hit each other with the backs of the scoops. Or, placing one spoon with the convex side up on the left palm, hit it with another spoon, obtaining more compact, “rounded” sounds, reminiscent of the clopping of hooves. The dynamics are regulated by the force of impact. There are still many different and effective techniques for playing with spoons, but they are difficult for children.
Tambourine has the appearance of a wooden hoop, covered with leather on one side and open on the other side; Along its circumference, paired metal plates are mounted in special cutouts. Some tambourines have springs on the open side with bells on them. The tambourine is usually played while standing.
Techniques of the game: 1 shaking (the tambourine is held horizontally with both hands at waist level, directing the movement away from you or, if you need a quiet sound of bells, shaking, as if sowing flour through a sieve; 2. strikes with the right hand on the membrane (the tambourine is held vertically with the left hand by the rim or by inserting several fingers into a special hole made on the rim); 3. striking with the fingers of both hands (when performing fast rhythmic patterns in songs and dances of the peoples of the East, the instrument should be held vertically with both hands, the right hand allocated for striking must be relaxed). At the moment of impact, the fingers and palms should be elastic and the wrist should be free (as when hitting a ball bouncing off the floor).
The place of impact and its strength are of great importance, affecting the timbre and strength of the sound. To find the most suitable color, you need to try it yourself. various options and impact sites. Strikes can be made with an open palm, the soft (lower) part of the palm, flat and half-bent fingers (fingertips), or a fist; You can alternate blows with your fist and fingers, palm and fingers.
Dishes They are metal disks convex in the middle, made of a special alloy. Both single and double plates are used. Single cymbals are placed on a stand and played with a metal or wooden stick with a hard or soft head. Double cymbals are played while standing. The sliding blows of one cymbal on another produce ringing, strong, long-lasting sounds.Wind instruments:
Triola - on the top cover of the triplet case there are 12 multi-colored keys. Their order, from the narrow part to the wider part, is as follows: pe1, F-sharp1, G1, and then up the G major scale to the note B2. The tapering part of the instrument transforms into a non-removable mouthpiece and when you simultaneously press a key, the timbre of the triplet resembles the sound of an accordion.
Vermona - similar to triplets, only the range is limited: 8 keys of the instrument correspond to the C major scale from do2 to do3. In addition, the dynamics are not adjustable.
Simone Its main difference is that it has a chromatic range from B to G2.
Ocarina - a primitive whistle instrument, made of clay, the shape can be varied in the form of animals, birds, fish. There are holes on the body of the tool; closing them with his fingers, the performer changes the pitch, pipe - is a tube open at one end, into the opposite end of which a plug with a hole is inserted - a whistling device. The instrument is made from reeds, bamboo, but more often from wood. There are also finger holes on the body of the pipe, closing which one by one, the performer receives the desired sounds.
Thus, learning to play musical instruments includes three stages: in the first, children listen and memorize melodies, sing them, get acquainted with playing techniques, in the second, they select songs, in the third, they perform them at will.
3. Musically didactic games and their role in teaching preschoolers to play children's musical instruments
An important role in teaching children to play children's musical instruments is played by musical and didactic games, which contribute to the formation of the ability to listen to music, distinguish pitch, timbre, dynamics and duration of sound, develop independent musical activity, and help consolidate children's knowledge of musical instruments. We include musical and didactic games in all musical classes, and as they are mastered, we transfer them to our free time from classes, and use the games at holidays and entertainment. Musical toys and instruments used in musical and didactic games provide us with invaluable help in this. All musical and didactic games are selected by age. To use them, there must be aesthetically and colorfully designed manuals and musical instruments.
When working with children, you should try to use simple, accessible and interesting musical and didactic games. Only then do they encourage children to play various musical instruments.
In the process of musical and didactic games, preschoolers develop a sense of camaraderie and responsibility.
The use of musical and didactic games should begin already in the second junior group. In the musical and didactic game “Bear Cubs,” the teacher gives each child a bell and explains: “You are all bear cubs and sleep in your houses, and I will be a mother bear, I sleep too.” A lullaby sounds, the cubs sleep on chairs with their eyes closed. Under cheerful melody The she-bear rings a big bell to wake up the cubs. They wake up and ring her back with their little bells.
In younger groups, the musical and didactic game “Which bird is singing?” is interesting. There are toy birds on the table -- big and small. The music director shows how a big bird sings (plays the metallophone up to the first octave) and how a small bird sings (up to the second octave). Then the teacher fences off the metallophone with a screen and alternately takes it to the first and second octave, asking the children to guess which bird is singing.
This game can be repeated in the middle group, but we involve children in playing the metallophone. At the same time, we teach not only how to determine the location of low and high sounds on a metallophone, but also how to extract them on the instrument.
To reinforce the program material, children in the middle group can be offered the musical-didactic game “Pinocchio” during the lesson (it is better to make musical riddles on a metallophone).
Game material. A box with Pinocchio drawn on it. The box opens from the side, and cards with colorful illustrations for various program songs and plays (Christmas tree, locomotive, car, sleigh, doll, flag, etc.) familiar to children are inserted there. Progress of the game. The teacher explains to the children that Pinocchio came to visit them and brought songs with him, and which ones the children must guess themselves.
The music director plays the piece, the guys guess and take the corresponding picture out of the box. For example, the song “Christmas Tree” by M. Krasev is performed - the child takes out a card with a picture of a New Year tree; the melody of the song “Steam Locomotive” sounds 3. A companion - takes out a picture of a steam locomotive, etc. Musical and didactic games, in which you can include various chants, help children determine the direction of the melody. Children of the middle, senior and preparatory groups learn to find short and long sounds in a melody and determine the movement of the melody.
In older groups, work on developing rhythmic perception becomes more diverse. Various musical instruments are used for this. We start with the simplest melodies on one sound, then we complicate the tasks. Let us take as an example the musical and didactic game “Our Journey”. Game material. Metallophone, tambourine, triangle, spoons, musical hammer, drum. Progress of the game. The teacher invites the children to come up with short story about your journey and depict it on some musical instrument.
“Listen first to what I came up with,” says the teacher. “Olya went out into the street, went down the stairs (plays a melody on the metallophone from top to bottom). I saw a friend jumping rope. Like this (beats the drum rhythmically). Olya also wanted to jump, she ran home to get a skipping rope, jumping over the steps (plays a melody on the metallophone, one sound at a time). You can continue my story or come up with your own.” Musical and didactic game for preparatory group“Do the task” can be used in a music lesson or during individual work with baby.
The goal of the game is not only to correctly convey the rhythmic pattern of the melody on the instrument, but also to perform it cleanly and be able to correctly produce sound. Game material. Flannelograph, cards depicting short and long sounds, children's musical instruments (metallophone, tambourine, box, triola). Progress of the game. The teacher (or child) plays a rhythmic pattern on one of the instruments. The child lays it out with cards on a flannelgraph. The number of cards can be increased. In this case, each player will lay out a rhythmic pattern on the table. The musical and didactic game “Musical Riddles” helps to consolidate the playing of a new song and singing on various musical instruments in the preparatory group.
Game material. Metallophone, triplet, accordion. Progress of the game. Children sit in a semicircle in front of a screen, behind which there are musical instruments on the table. The child leader plays a melody or rhythmic pattern on an instrument. Children guess. A chip is given for the correct answer. The one with the most chips wins.
In the process of teaching children to play musical instruments, the main task is the development of harmonic hearing. There are a number of musical and educational games that help solve this problem. These include the game for the preparatory group “How many of us are singing?”
Game material. Tablet with insert pockets or flannelgraph, three matryoshka pictures big size(for the flannelgraph, the back side of the nesting dolls is covered with flannel), cards (according to the number of players) with slots, three nesting dolls-pictures (for each player), musical instruments. You can use another one in the game game material-- three cards with images of singing children (on the first there is one child, on the second there are two children, on the third there are three). Progress of the game. The child leader plays one, two or three different sounds on one of the instruments. Children determine the number of sounds and insert the corresponding number of nesting dolls into the slots of their cards. The called child places the nesting dolls on a flannelgraph or inserts them into the pockets of the tablet. Children must be reminded that they must take as many nesting dolls as different sounds will hear.
4. The role of the teacher in teaching preschoolers to play children's musical instruments
Success musical development preschoolers largely depend not only on the music director, but also on the teacher. After all, he communicates with children more often than the music director and knows the inclinations of each child better. The joint work of the music director and the teacher helps fill children's lives with songs, games, and playing children's musical instruments. The last type of musical activity in kindergarten can be given more attention. Constantly increasing the range of voiced toys and children's musical instruments, taking into account the age characteristics of children, equip musical corners in groups.
Children acquire initial skills in playing musical instruments through music lessons. And if the teacher happily awaits these classes, eagerly prepares for them together with the children, and is active throughout the entire music lesson, then his mood is conveyed to the children. If we talk about children of primary preschool age, the role of the teacher in musical work with them is exceptionally great; he is a participant in all types of children's activities: he sings and dances with the children, makes musical riddles, plays the tambourine, pipe, and rattles.
Initial musical independent manifestations in children are still unstable. Therefore, the teacher supports their interest in musical toys and some instruments and shows them how to use them. Together with the music director, he plays musical and didactic games in class. For example, when introducing children to the musical and didactic game “Bird and Chicks” by E. Tilicheeva, the teacher plays the metallophone, and the music director performs the accompaniment. Together with the children, he performs rhythmic exercises on rattles, bells, and tambourines, accompanied by a musical director. Then, in various play situations, he uses these musical toys with children in a group. The teacher teaches children to respond to quiet and loud sounds, to hear and distinguish children's musical instruments (drum, tambourine, rattle).
In the middle group, the teacher, together with the music director, introduces children to musical instruments - metallophone, triangle, etc. At the same time, he must play a melody with the child, since the music director plays piano accompaniment. The teacher helps the child master the skills of playing the instrument and convey the rhythmic pattern of the melody. If he finds it difficult, he plays the melody on his instrument (the same type as the child’s instrument). He plays with the children even if the melody has been learned and is being reinforced.
For example, several children in the preparatory group perform the melody of a song on metallophones and percussion instruments, and the teacher plays the leading part on Melodies-26". It turns out to be a kind of orchestra that gives the children great joy - after all, they play together with the teacher. Often, When getting acquainted with new plays, children listen to musical instruments played by a music director and teacher. Children's musical activities outside of class are very diverse. It takes place on someone’s creative initiative and can vary in form. And it is very important to determine the role of the adult in this activity. The teacher guides the children’s independent musical activity, includes music in games, walks, labor process using the material learned with the music director, withif necessary, tells children how toexpand the game. On music lessons children are given assignments to practice in a music corner; a song is specifically indicated that they must learn on some musical instrument. The guys learn simple melodies on their own and help each other. The teacher closely monitors the game and, if necessary, comes to the children’s aid.
In free time from classes, the teacher can play a familiar melody on the instrument. This brings him closer to the children and creates a friendly, relaxed atmosphere.
Teacher, knowing well individual characteristics children, closely monitors the children's progress in learning to play, notices those lagging behind, organizes help for them, and identifies the most capable children. These children then become the teacher's best assistants in teaching their comrades. The learning process is enjoyable for both. Children “teachers” experience great joy after teaching a friend to play, and children “students” are happy that they were taught by their peers.
The participation of the teacher is especially necessary when children begin to play in an ensemble. The teacher monitors the overall tempo of performance, the correct transmission of the rhythmic pattern, and if necessary, comes to the children’s aid.
Teachers often share their impressions after visiting a concert or theater. Children talk about music programs heard or seen on television. The teacher, knowing each preschooler well, must notice his interest in music in time, support those children who strive to express their creativity in independent activity, take their first steps in playing musical instruments.
The teacher’s participation in the process of teaching children to play musical instruments, his ability to perform familiar children’s songs, chants, and program works enable the teacher to play musical and didactic games. At the beginning, we learn them in class, and the teacher continues to play with the children in the group. In these games he can play both the main and secondary roles.
You can play not only the metallophone, but also other children's musical instruments. Their use allows the teacher to organize children’s independent musical activities in a more interesting way and to develop their creative abilities more widely.
When involving a teacher in working with children, it is necessary first of all to prepare him/herself. For this we plan whole line events. Firstly, these are individual lessons, during which teachers learn to play children's musical instruments individually and in an ensemble. Secondly, holding consultations, during which they learn new songs, movements, and practice the rhythmic pattern of songs. It is necessary to conduct consultations on the days before the holidays: study with the presenters, play various games, including musical and didactic ones, which require the leader to master several children's musical instruments. It’s good if one of the teachers can play some instrument: accordion, button accordion and accompany the matinee together with the music director. Experience has shown that if you regularly and systematically work with educators, that is, consistently expand and deepen their knowledge and skills, then they will be active participants in musical work with children, good helpers.
In kindergarten, musical education is considered as one of the links in the harmonious development of preschool children. It should be noted that if the teacher himself loves music, is active in music classes and holidays, and enjoys teaching children to play musical instruments, then the children in this group are particularly musical, look forward to classes with interest, have fun in their leisure time, play musical instruments in group during free time.
Only through the joint work of the music director and teacher, a creative approach to the issues of musical education of preschoolers, can the children’s lives be made interesting and varied.
5. Children's orchestra
Children's orchestra is one of the types of collective music playing. There are several types of children's orchestra: noise orchestra (including different types percussion instruments that do not have a scale), an ensemble (consisting of the same or similar instruments), a mixed orchestra (including different groups instruments).
The simplest and most accessible of them is a noise orchestra. It can be organized with younger children, if they can rhythmically reproduce strong beats by clapping and mark the meter of music. Depending on the nature of the work, you can use instruments and toys such as a bell, rattle, drum, tambourine, or box. Such an orchestra does not require a large variety of instruments. It is important to select timbres that would expressively emphasize the character of the music and the elements of figurativeness. The sound of the orchestra will be more varied and interesting if the instruments play not only all together, but also one by one, combining with each other depending on the nature of the music. You should alternate different timbre colors, use those instruments and their combinations that in each part of the piece (musical phrase) most correspond to the mood of the music. Before performing the piece, it is necessary to discuss with the children what instruments will be needed for the game. For example, if there are two contrasting parts in a play and the first is cheerful, playful, and the second is gentle, soft, then you can first use a rattle, a tambourine (together or alternately), and then a bell, a triangle, etc. The teacher should, if possible, take into account the wishes of the children in choosing a musical instrument.
One of the varieties of noise orchestra is an ensemble of spoon players (middle and senior group). It sometimes includes several other percussion instruments (tambourine, triangle, etc.).
Before creating a mixed orchestra, as a rule, ensembles of instruments that have a scale, such as metallophones and zithers, are organized. To organize a wind instrument ensemble, it is necessary that each child has his own instrument.
Ensemble playing requires coordinated performance. This concerns rhythm and general musical expressiveness. The teacher encourages children to listen to their playing and the playing of their partners, listen to the piano part, not try to drown out each other, and try to convey the moods expressed in the music.
Joint play is preceded by individual lessons with each child and play in small groups (2-3 people).
Children are divided into subgroups only when they have mastered the instruments well and learned their parts.
For a harmonious sound of a mixed orchestra, a lot of preliminary work with children is necessary - first individually, then in small groups, an ensemble and, finally, the entire orchestra.
When working with an orchestra, music directors mainly use ready-made instrumentals (arrangements of pieces for orchestra) published in children's collections. Knowing some rules of instrumentation, they themselves (with the participation of children), based on the nature of the music, can determine the composition of the orchestra, select groups of solo instruments, distribute which instruments to assign various elements of texture (melody, accompaniment, rhythmic pattern of the melody, downbeats, accents , metric pulsation). The melody can be played first by some instruments, then by others (according to musical phrases or sentences). To prevent the sound from being monotonous, metric pulsation can also be performed by several instruments, alternating. Against the background of instruments that perform any element of texture (for example, the rhythmic pattern of a melody or metric pulsation), it is better to entrust accents to another instrument, brighter in timbre (tambourine, cymbals), and strong beats of measures to a third (depending on the nature of the music) .
Thus, in order for the orchestra to sound more expressive and colorful, it is better to entrust different elements of the composition’s texture (melody, bass, characteristic rhythm, accents) to instruments that differ in timbre.
Compound orchestra, the number of instruments in each group is also determined based the music itself. When performing folk melodies, folk instruments (wooden spoons, button accordion, etc.) should be used more. For classical music they are unacceptable - here it is preferable to use instruments whose analogues are available in a symphony orchestra (triangle, xylophone, metallophone, flute, oboe).
The ratio of the number of instruments in each group (strings, winds, drums) is determined by the brightness of the timbres. There should be approximately twice as many stringed (quiet) instruments as voiced metallophones. There may be several accordions or triols that have a bright sound (2-4 instruments). The number of drums should also not be very large. When distributing parts in an orchestra among children, it is necessary to take into account their interests and abilities. The children who most easily select melodies by ear can be assigned parts of melodic instruments. To maintain a rhythmic foundation, it is important to have a good sense of rhythm. Therefore, the performance of metric pulsation and rhythmic pattern of melody is entrusted to children with developed sense rhythm.
The method of teaching playing in an orchestra is similar to the method of teaching individual playing and in an ensemble. Children who play instruments that have a scale learn their parts, starting with an awareness of the direction in which the melody moves. They sing a melody with and without words (on the syllables ta, ti, etc.), determine by modeling the direction of movement of the sounds of the melody (they lay out the sounds on a flannelgraph, show the direction of movement of the sounds with their hand while singing at the same time). To determine the ratio of the durations of sounds, they clap the rhythmic pattern of the melody, lay it out on a flannelgraph using sticks of various lengths or rhythmic notations adopted in musical notation, and make subtexts of the rhythmic pattern of the melody using syllables (ti-ti-ta). They play a melody on a “dumb” keyboard while singing and then play it on a musical instrument.
The teacher must be attentive to each child. Some children pick out melodies by ear more easily than others, therefore they do not need all the preparatory exercises. Those who play percussion instruments that do not have a scale learn their parts with piano accompaniment, singing, and gradually unite with others.
6. Independent musical activity of preschoolers
Systematic and systematic work on teaching children to play children's musical instruments makes it possible not only to consolidate the knowledge acquired in the process of musical lessons, but also to improve ear for music, but also to develop children’s independence and creative activity.
Children's playing music enriches the child with impressions and has an impact on the development of his creative abilities shapes his moral character. Musical experience, which children acquire in classes, allows them to successfully apply the acquired knowledge in holidays, entertainment and, of course, engage in independent musical activities.
We must try to teach children not only to play musical instruments, but also to independently apply the acquired skills in life. Equipment for music zones is one of the necessary conditions.
This issue must be taken very seriously. In kindergarten, each group should have musical corners where children can listen to their favorite works on record, sing their favorite songs, pick a melody on a metallophone or accordion, and play musical and didactic games. We must try to ensure that the music corner stimulates children’s independent activity and helps them in their creativity.
Try to ensure that all groups in music corners have albums with pictures based on the plots of program songs that encourage children to play an instrument; a player with a set of records with program works, folk music, children's songs and fairy tales. Independent musical activity is most clearly manifested in groups of senior preschool age.
There are always children in the group with musical abilities, quickly memorizing pieces of music, playing several children's instruments. They are active and able to interest others. Therefore, you can instruct them to organize musical and didactic games in the group, which the children became acquainted with in the music lesson. Such guys are like an example for others, they make them want to be active too. There are children who quickly cope with the assigned tasks when playing a musical instrument, but are too self-confident: they often boast and laugh at those who have difficulty playing various instruments. Offer this child to perform something more difficult, requiring additional effort from him. By completing such tasks, the child ceases to feel superior to other children, since he himself has to work hard on the work and overcome difficulties. We must try to ensure that music takes an important place in the lives of children, awakens in them good feelings. This requires practical skills, skills in singing, movement, and playing children's musical instruments. They acquire these skills in classes, during individual lessons with a teacher in music corners. Only by solving all these problems can we achieve certain successes in the development of children's creativity.
Having learned to play, the child applies his skills in everyday life. For example, the game of “family” becomes much more interesting if the hostess, when receiving guests, plays the piano or metallophone.
In the process of independent activity, children develop a sense of camaraderie and mutual assistance.
big teaching children to play children's musical instruments is not will pass without a trace: children will master many instruments, will play individually and in ensembles.
Children get a lot of impressions from holidays, all kinds of entertainment, and concerts. In everyday life, they have a desire to repeat numbers from holiday programs. To do this, we transfer some attributes, decorations, and costume elements to the groups.
As a result of consistent, everyday lessons in teaching children to play musical instruments, the level of musical development of preschoolers will significantly increase.
Children learn to apply the acquired knowledge and skills in everyday life, their creativity is intensified.
Conclusion
The main form of musical activity in kindergarten is music classes. They combine all types of musical activities: singing, listening to music, musical rhythmic movements, playing children's musical instruments.
Particular attention is paid to playing children's musical instruments in kindergarten, since it is children's music playing that expands the scope of a preschooler's musical activity, increases interest in musical activities, and promotes development. musical memory, attention, helps overcome excessive shyness, stiffness, and expands the child’s musical education.
During the game, the individual traits of each performer clearly manifest themselves: the presence of will, emotionality, concentration, creative and musical abilities develop and improve.
By learning to play musical instruments, children discover the world of musical sounds and their relationships, and more consciously distinguish the beauty of the sound of various instruments. The quality of their singing improves (they sing clearer) and their musical and rhythmic movements (they reproduce rhythm more clearly).
For many children, playing children's musical instruments helps convey feelings and the inner spiritual world.
This is an excellent tool not only individual development, but also the development of thinking, creative initiative, conscious relationships between children.
Literature
Bubley S. “Children’s Orchestra” Leningrad “Music” 1983
Vetlugina NA Musical education in kindergarten. - M.: Enlightenment. 1981. Vetlugina N.A. Children's orchestra. - M.: Enlightenment.
Vetlugina N.A. Musical education in kindergarten. - M.: Education, 1981.
Kononova N.G. We teach children to play musical instruments. -1990.
Radynova O.P. Musical education of preschool children. - M.: Education: Vlados, 1994.
Olga Shamonina
Lesson notes for the middle group “Tools”
Summary of GCD in the middle correctional group.
Subject: « Tools»
Learn to recognize tools: hammer, needle, pliers, screwdriver, thimble to distinguish them from many other things.
In speech, designate labor actions as appropriate words:
hammered... (nails);
sawing with a saw….;
chopping with an ax...;
screw it in with a screwdriver...
Learn to imitate labor actions with substitute items in role-playing game, dramatization game, in constructive games.
Introduce safety rules in games. Train to store toys tools in a strictly defined place.
Children sit around the table
Want to know what's in my chest?
Then guess the riddle: Vertically challenged I, thin and sharp.
I look for my way with my nose, and I drag my tail behind me.
Needle and thread
What is it for? Can you play with a needle? Why not? What is the needle made of? Once upon a time there were no such sharp metal needles for a long time. And ancient people had to sew their clothes using thick fish bones or sharpened animal bones (Pictures). Do you think it was easy to sew clothes this way? Of course not. Then man first invented a large needle made of bronze, silver, and later iron. What other needles do you know? (Needles at the syringe, at the hedgehog, at the Christmas tree) Well done, how are they similar? Of course, they are sharp, and this can be dangerous. Therefore, how should you handle the needle correctly? (children's answers). Listen to another one riddle: Small head
sits on your finger
Hundreds of eyes
looks in all directions.
Thimble
What is a thimble for? Is it possible to play with him? Why? The thimble protects your fingers while working with the needle.
Finger gymnastics
Tanya, take a needle,
Let's sew a shirt and a T-shirt,
Pants, blouse and dress,
And we will dress the Katya doll. Show the index finger of the right hand - a needle. Rotate the index finger around each finger of the left hand. Repeat with the other hand.
Guess what else is in my chest? I am the most lively worker in the workshop.
I pound as hard as I can - Day after day.
How did you guess? Why is it needed? What is it made of? What types of hammers are there? (Toy, wooden, metal, musical, large, small) Okay, now let’s give your eyes a little rest.
Visual gymnastics
This is not a simple matter -
Swing an ax skillfully Move your gaze up and down
I chop with an ax deftly, close your eyes, open your eyes
This requires some skill. They blink their eyes.
Who saw the ax? What is it for? (Look at the picture). An ax helps chop wood and branches for a fire (Pictures). What parts does it consist of? How should it be handled? Stand up and show me how to use an ax (physical minute).
Listen to another riddle. Whirlwind spinner. I rested my foot on the screw,
The chatterbox lost his peace. (screwdriver)
What is a screwdriver for? What parts does it consist of?
Where the tail rests,
There will be a hole later. (awl) Questions for children.
Well done. You solved a lot of riddles, tell me what they do with a hammer? A needle? Scissors? Saw? A broom? How can all these objects be called in one word? (Tools) . What are they for? tools? Why can't they be played? (Children make a conclusion)
Goal: To develop interest and love for music in older preschoolers, to develop elements of creativity in singing, dancing and playing children’s musical instruments, education musical perception using innovative technologies.
1. Cultivate interest in vocal and instrumental music, develop the ability to distinguish the nature of music, and express judgments about them.
2. Acquaintance with the work of E. Grieg and his work “In the Cave of the Mountain King”.
3. To develop the ability to convey the character of music when playing children's musical instruments.
4. To develop the ability to convey the character of music with the help of dance movements.
5. Accustom children to expressive singing without tension, with a light sound, accompanying the singing with improvised dance movements.
6. Develop an ear for music, a sense of rhythm, singing creativity, and the ability to play children's musical instruments.
Bilingual component: children name wild animals: asyr-wolf, tlke-fox, ayu-bear, tyshan-mouse, kbelek-butterfly, oyan-hare; greeting and farewell: ayirly ta - good afternoon, sau bolyyz - goodbye.
Equipment: musical instruments according to the number of children; didactic games “Determine the character of music by color”, “I get up early in the morning”, “Clap the rhythmic pattern”; portrait of E. Grieg: illustration depicting the nature of Norway, trolls, gnomes; caps for wild animals and gnomes according to the number of children.
Decoration: in the center of the hall there are tables in a circle with musical instruments; improvised zone concert hall, where there are chairs in a semicircle.
Children enter the hall and stand in a circle, with a musical instrument prepared next to each one. Children join hands.
Greetings are psycho-gymnastics.
Someone came up with a simple and wise idea:
When meeting, say hello: “ Good morning! »
Good morning to the sun and birds.
Ayirly tan - smiling faces.
And everyone becomes kind and trusting.
May good morning last until evening!
Children nod to their neighbors on the left, on the right and affectionately say: “Good morning, ayirly tan. »
Teacher.
In one big city there was a small musical instrument store. A variety of instruments lay and stood on its shelves. Each of them came here from some country. From Kazakhstan - asyks and asatayaki, from Russia - wooden spoons and rattles, and maracas and all kinds of pipes were brought from all over the world.
Musical instruments were very missing on the shelves during the day because no one played them. But at night, when the sellers went home to sleep, the instruments organized a disco called “Tararam-shurum-burum.” They jumped off the shelves and began to play and dance, trying to show what each of them was capable of.
Children disassemble the instruments, prepared in advance for each of them.
Disco "Tararam-shurum-burum"
A game to develop creative improvisation.
The roles of the instruments are played by children, the role of the conductor-teacher.
Each child plays their own instrument, accompanying the game with dance movements. The game goes on without musical accompaniment.
Teacher.
After dancing, the instruments started the game “Freeze and die!” »
Improvisation game “Freeze, die! »
This is an improvisation game in which children learn to express cheerful and sleepy moods with the help of musical instruments. One child comes out with his instrument to the center and plays soporific music, the rest of the children freeze in sleepy positions. Then the soloist starts playing loudly and vigorously, and the children dance. The game ends with the “sleepy” part.
This game helps children to be more confident in themselves and not be afraid to be a leader.
Teacher.
One day I looked into the store very famous conductor. He wanted to buy some instruments to complete his orchestra. But, seeing many different instruments on the shelves, the maestro was confused. To do right choice, he challenged the instruments to show what they could do. Each instrument had to say a musical greeting. For example: “Hello! I am Tambourine! I'm very cheerful! " or "Hello! I am a triangle. I'm as loud as a bell! My sounds are like raindrops! »
Game "Musical greeting"
A game for the development of song creativity, i.e. the child independently comes up with a melody and sings it.
Teacher.
After praising all the instruments, the conductor invited them to play the game “Carousel”.
Game "Carousel"
Children stand in a circle, each with an instrument. The teacher says the words together with the children, the children play rhythmically. Slowly at first, then faster and slowly again.
A game to develop a sense of rhythm, to speed up and slow down the pace.
Barely, barely, barely,
The carousels are spinning
And then-then-then
Everybody run, run, run.
Hush, hush, don't rush
Stop the carousel.
One-two, one-two
The game is over!
Teacher.
And yet the conductor was not able to fully study all the instruments: this time he asked them to start a round dance.
Game "Round Dance"
During the first part of the music, children walk one after another in a circle, clapping their hands. For the second part of the music, children take the instrument they find themselves near. After which all the children play impromptu.
A game to determine the two-part form of a musical work.
Teacher.
The conductor thanked the instruments for good game and decided to invite all the instruments into my orchestra.
And then the day of the first real concert arrived. And now we are invited to a classical music concert. I'll give you tickets, and you sit down comfortably.
Children sit on chairs.
The teacher gives the children cards of different colors: warm and cold.
Teacher. Review your tickets. What color are they? Pink and red, yzylt and yzyl. Right. When you listen to the music to the end, show me a ticket of a color that, in your opinion, reflects the mood conveyed by the music.
Listen to the musical work “In the Cave of the Mountain King” by E. Grieg.
Ask the children what they would call the piece they listened to. Accept any answers from children. Say what the composer called his work.
Show a portrait of the composer.
Teacher. Edvard Grieg was born and lived in Norway. This is a country of wild rocks and dense forests. The Norwegian people have created many songs, fairy tales, and legends about fantastic creatures, good and evil gnomes, and trolls. Peer Gynt is the hero of E. Grieg's work - a handsome and brave young man, but an incorrigible dreamer and adventurer. One day he went in search of happiness, despite the fact that he had a beautiful bride named Solveig. He wandered for many years and acquired wealth. But it so happened that one day he lost everything. Many years later he returned to his homeland, Norway. But no one recognized him, Peer Gynt has long been forgotten in his area and no one needs him. And only in the forest hut does the faithful Solveig wait for him, still loving him passionately. Peer Gynt repented of everything: he realized how meaninglessly he had lived his life.
When Peer Gynt traveled, he came to underground kingdom trolls (evil gnomes). They wanted to marry him to their princess, but our hero refused - after all, he has a bride! Then the enraged trolls attacked him, threatening to tear him to shreds. but suddenly a bell sounded and all the evil spirits disappeared. Peer Gynt was saved.
Show illustrations depicting trolls and the nature of Norway.
Teacher. E. Grieg's play is written in the march genre. It starts quietly, as if mysterious sounds are coming from underground. But now the music is getting louder, faster, it seems that even the mountains have begun to dance wildly. Gradually the sound of the music fades and the gnomes move away.
Many years have passed since then, and the evil trolls have turned into kind gnomes who live in the forest and bring no harm to anyone. On the contrary, they love guests, jokes, and games. Do you guys like to play? Then repeat after me.
Game song “I get up early in the morning”
I go out early in the morning, I breathe deeply. Active breathing.
I’ll stretch my palms up and sing my song. Palms up, stretched.
And a hundred guys sing along with me in harmony. They clap their hands.
A hundred hedgehogs sing along, hands clasped, fingers spread.
A hundred snakes sing along. Palms together, wave-like movements.
And the bunnies sing it. Ears.
And the little foxes sing it. Paws.
Under the ground, an old mole sings this song. Squinting my eyes.
And there are cubs in the den. Hands to the side.
And there are frogs in the swamp. Frog legs.
A very important hippopotamus sings with pleasure. Hands on stomach.
Even the scary crocodile learned this song. Crocodile's mouth.
The cat purred a song to us, sitting on the window! Paws under the chin.
And what is it sung about? What a fun life we have!
The gnomes in the forest did not have musical instruments and they amused themselves with their cheerful, ringing palms. And one of my favorite games was the game “Echo”
Game "Echo"
The teacher claps the rhythm, the children repeat. You can interview any child individually. Then the children clap the rhythmic pattern shown on the cards.
A game to develop a sense of rhythm.
Teacher. Guys, let's be artists. We put on caps and headbands. Everyone will choose the role that he likes. Let's perform the song "Motley Cap". We accompany our singing with dance movements.
Children put on caps and headbands and are located around the hall.
Song "Motley Cap"
Singing is accompanied by improvised movements.
Teacher.
Well done boys!
Tell me, please, where have you been today? (In a musical instrument store, at a classical music concert, we sang and danced ourselves.) And you and I did all this to the music. Guys, where do you think music comes from? (It is written by a composer.) And who performs it? (Musicians.) What do they perform it on? (On musical instruments.) And if there were no musical instruments in the world, what would happen? (It was boring, not interesting.) That's right, we wouldn't be able to play musical instruments, we wouldn't be able to sing and dance.
Wonderful music is always with us
She made us friends with beauty.
Let us remain faithful to music,
We will take care. We love her too!
Music helps us stay cheerful, cheerful, and never lose heart.
Reflection “We are the best guys”
We guys are the best
We love games and laughter.
We eat and dance all day long
IN music hall ours.
He was sometimes low, sometimes high.
We'll sing like little mice,
And now, like bear cubs.
Hee hee hee, ha ha,
This is such nonsense.
Children sing the words, repeating after the teacher.
The teacher says goodbye to the children.
State educational institution kindergarten No. 326
Moscow
Musical and educational project
for middle group children
"In the land of musical instruments"
Prepared: teacher of group No. 2 Melnikova Irina Olegovn
Project type : Thematic, group, complex.
Participants : Middle group children
Children's age : 4-5 years.
Integration areas:
“Artistic creativity”, “Communication”, “Socialization”, “Health”, “Safety”, “Cognition”.
Collaborative product: Creative living rooms, musical holidays, production of posters, invitation cards.
Children's activity product:
1. Creation of albums of children's works;
2. Exhibition of children's drawings;
3. Exhibition of children's musical instruments made by hand from waste material.
Relevance of the topic.
The world of sounds that surrounds us is amazing. There are so many of them and they are so different. And every sound can become music. You just have to try to hear it. Even very young children are able to improvise their music. Born of their imagination, it is simple and wonderful, like the country of childhood itself. Playing with sounds is an unlimited flight of imagination, freedom of self-expression, the joy of being the person you want, that everyone accepts you and does not evaluate you based on the principle of “whether you did something good or bad.” Playing with sounds is a creative exploration.
However, the main value of playing with sounds is that this form, fascinating for children and adults, is the simplest and most direct path to improvisation and oral composition.
Musical instruments for children are always wonderful, unusually attractive objects; children really want to play them. A musical instrument is a symbol of music for a child; the one who plays it is almost a magician.
Involving a preschooler in the creation of children's musical instruments makes it possible to feel like a creator and an individual, to perceive the environment differently, and to be more attentive to sounds.
You need to make your child feel that musical instruments have their own unique voice and unique history of origin. Small children, when they see this or that instrument, are drawn to it, want to touch it, pluck a string, and extract an unusual sound from it. This proves that the world of music is interesting and important for all children. Our main task, as adults, is to give children the opportunity to enter the magical world of music when they are drawn to it. The child must feel the miracle of music, its magical influence on the human soul.
Formulation of the problem.
Currently, many modern children are growing up on primitive musical “masterpieces”, built on frantic rhythms and a cacophony of electronic sounds. This creates an atmosphere of spiritual poverty and artistic dullness, and does not contribute to harmonious and moral development.
It is curious that many children, after graduating from music school, having spent seven to eight years of their lives studying, end up quitting music classes and don’t even play their musical instrument. Why? Because as children they were not taught to play playfully.
This project is aimed at showing children that music is not boring, it is a whole amazing and fun world.
Brief description of the project:
The project is aimed at the formation of spiritual - moral education, contributes to the creation of a unified educational space for preschool educational institution and families united by a common humanitarian focus on introducing children to culture.
The project ensures successful interaction with various subjects of society, building partnerships between them through conducting classes and events.
The goal of this project is the desire to instill in children a keen interest in the world of music; introduce children to the basic musical terms and tools.
As a result of the project, children will develop ideas about many musical instruments, their sound and origin. And like the top creative achievement– their participation in an exciting quiz with questions, games and creative tasks.
The project will be implemented through a system of group and play activities with children, through a presentation for kindergarten teachers.
In total, middle school children, their parents, music director and teachers will be involved in the project.
Project goal:
· Expand and deepen preschoolers’ knowledge about musical instruments, their types, groups.
· Through fairy tales, stories, games and theatrical performances, teach children to think creatively and outside the box.
Tasks:
1. Development of the child’s emotional sphere.
2. Formation of children's aesthetic perception of the world around them.
3. Enrich children's musical experiences and contribute to the formation of musical taste, musical memory and musicality in general.
4. Development of cognitive and creative abilities.
5. Promote the development of mental activity, memory, hearing, imagination.
6. Enrichment of the dictionary.
7. Master various forms of gaining experience.
8. Creating conditions for a favorable climate of interaction with parents and establishing trusting and partnership relationships with parents.
9. To develop in children a desire to get acquainted with the history of the creation of musical instruments.
10. To develop in children a desire to listen to folk and classical music, highlight the sound of individual musical instruments.
11. Create the necessary subject-developing musical environment.
Expected result:
As a result of the project implementation :
1. Children will get acquainted with drums, winds, strings, keyboards, and musical instruments.
2. The sphere of feelings, emotional responsiveness to listening to classical and instrumental music, and readiness for creativity will develop.
Evaluation of results:
Performance assessment based on the results of work will be carried out in three areas: children, teachers, parents
Determining the progress of children will be monitored through diagnostics at the beginning and end of work on the project: “Land of Musical Instruments”
At the end of the project, a survey of all participants will be conducted to sum up the results of the work.
Project implementation plan:
The implementation of this project will take place in 3 stages:
Stage 1 – preparatory
At this stage, the information base necessary for the implementation of the project is created, and an advertising and information campaign is carried out.
Searching for information about various musical instruments in books, TV shows, and the Internet.
Stage 2 – main
Implementation of the main activities in the project areas.
Research activities.
Involving parents in preparing materials for making children's instruments.
Making children's instruments together with parents.
Stage 3 – final
Final, which includes the collection and processing of diagnostic results, and the correlation of assigned tasks, predicted results with the results obtained.
Interaction with family and teachers:
1. Consultation for parents on the topic: “The influence of music on the development of a child.”
2. Consultation for educators on the topic: “Musical education of preschool children”
3. Parents' production of didactic material for music classes.
Equipment and equipment of the pedagogical process:
1. Select a music library with sound samples of musical instruments studied during the project.
2. Select illustrated material.
3. Game activity: Musical and didactic games.
4. Presentation: “Musical Instruments”
5. A series of game excursions and classes on the topic of the project.
Introduction to musical instruments
(Musical instrument passports):
A musical instrument is usually an object with the help of which musicians perform or improvise music or any, including non-musical, unorganized sounds.
Balalaika- a relatively young musical instrument. The first mention of it in written monuments dates back to 1715. Perhaps it arose as a kind of offshoot of the ancient Russian domra and soon, having become unusually widespread, replaced a number of other instruments, including the domra.
The popularity of the balalaika in rural and urban musical life is eloquently demonstrated by numerous popular prints and various folk pictures. The use of the balalaika in the musical life of the people was very diverse: they performed songs and dances on it, accompanied solo and choral singing, she was included in various instrumental ensembles.
Guitar- plucked string instrument. In shape it resembles bowed strings, but differs from them in the number of strings and the way of playing. Guitars come in six- and seven-string versions. Seven string guitar, the most convenient for vocal accompaniment, has become most widespread in Russia. It was common in Spain six string guitar. She also became a solo instrument. Many major composers had excellent command of the guitar and enjoyed writing for it.
Violin- the most common string instrument. “In music she is just as necessary tool“as our daily bread in human existence,” musicians spoke about it back in the 17th century.
Violins were made in many countries around the world, but the best violin makers lived in Italy, in the city of Cremona. Violins made Cremonese craftsmen XVI - XVIII centuries Amati, Guarneri and Stradivari are still considered unsurpassed. The Italians sacredly kept the secrets of their craftsmanship. They knew how to make the sound of violins especially melodious and gentle, similar to the human voice. Not many famous Italian violins have survived to this day, but all of them are strictly registered. The best musicians in the world play them.
Wooden spoons used in the Slavic tradition as a musical instrument. The game set ranges from 3 to 5 spoons, sometimes of different sizes. The sound is produced by striking the back sides of the scoops against each other. The timbre of the sound depends on the method of sound production.
Typically, one performer uses three spoons, two of which are placed between the fingers of the left hand, and the third is taken in the right. The blows are made with the third spoon, two at a time in the left hand. Usually, for convenience, blows are made on the hand or knee. Sometimes bells are hung from the spoons.
Tambourine- percussion musical instrument indefinite height sound, consisting of a leather membrane stretched over a wooden rim. Some types of tambourines have metal bells attached to them, which begin to ring when the performer strikes the membrane of the tambourine, rubs it, or shakes the entire instrument.
Drum- percussion musical instrument, membranophone. Distributed among most peoples. It consists of a hollow cylindrical wooden (or metal) resonator body or frame, onto which membranes are stretched on one or both sides. The relative pitch of the sound can be adjusted by the tension of the membranes. The sound is produced by striking the membrane with a wooden mallet with a soft tip, a stick, hands, and sometimes by friction.
The existence of drums is known to exist in ancient Sumer around 3000 BC. e. During excavations in Mesopotamia, some of the oldest percussion instruments were found, made in the form of small cylinders, the origin of which dates back to the third millennium BC. Since ancient times, the drum has been used as a signaling instrument, as well as to accompany ritual dances, military processions, and religious ceremonies. Drums came to modern Europe from the Middle East. The prototype of the snare (military) drum was borrowed from the Arabs in Spain and Palestine. The long history of the development of the instrument is evidenced by the wide variety of its types today. Known drums various forms and sizes.
Glockenspiel- a type of musical instrument, the main element of which is a series of metal plates-keys, which are struck with a special hammer to produce sound.
One type of metallophone is bells.
A similar musical instrument is the xylophone, which differs from the metallophone mainly in the material used to make the keys.
Dudka- Russian folk musical wind instrument, consisting of elderberry reed or reed and having several side holes, and a mouthpiece for blowing. There are double pipes: two folded tubes are blown through one common mouthpiece.
Archaeological excavations indicate that bone pipes were played long before our era. In ethnographic materials of the 18th and 19th centuries. wooden and reed pipes are mentioned.
A wooden pipe can be cut from a branch or made on a lathe. A whistle is cut out at the end or a pity is inserted. Holes are burned or drilled in the pipe.
In a reed pipe or pity pipe, the tongue is cut directly on it. The sound is peculiar, sharp.
Whistle- a children's toy whistle.
Whistles have their origins deep in antiquity and are found again in modern times. They were embodied in the genre of Dymkovo toys - craftsmen sculpted them in the shape of birds, goats and lambs and gave them to children for holidays or sold them at large fairs.
A hole was made in the toys (usually in the tail) through which one had to blow, and then a soft, but at the same time slightly sharp sound was produced.
Working with parents:
· Consultation for parents on the topic “The influence of music on child development.”
· Consultation for parents on the topic “Musical education in the family.”
· Making musical instruments by parents together with their children from scrap materials.
· Inviting parents to musical celebrations.”
· Demonstration of educational activities for students to familiarize themselves with the world around them “Excursion to the Museum of Musical Instruments.”
Working with teachers:
· Consultation for educators on the topic: “Musical education of preschool children.”
Conclusion
Currently, the search and development of specialized methods and techniques for creating a children's musical orchestra is of great importance, the implementation of which would contribute to the creation of qualitatively new approaches to organizing this activity with the younger generation.
Thanks to the use of modern educational technologies In productive activities, children developed communicative, combinatorial, creative abilities, imagination and thinking.
Particular attention is paid to the joint activities of children and adults, during which the need of preschoolers to communicate with adults, to understand their world, and the desire to take part in joint activities is satisfied.
Conclusion:
Summarizing all of the above, it should be noted that by the age of 5-6, children are distinguished by a fairly high level of mental development, including dissected perception, generalized norms of thinking, and semantic memorization. At this time, a certain amount of knowledge and skills is formed, an arbitrary form of memory, thinking, and imagination intensively develops, based on which one can encourage the child to listen, consider, remember, and analyze. Music lessons contribute to the comprehensive development of a child’s personality. The relationship between all aspects of education develops in the process of various types and forms of musical activity. Emotional responsiveness and a developed ear for music will allow children to respond to good feelings and actions in accessible forms, help to activate mental activity and, constantly improving movements, will develop preschoolers physically.
Entertainment scenario for children 4-5 years old. Introducing children to children's musical instruments.
(Presentation of new children's musical instruments)
Program content
Target: draw children's attention to the richness and diverse world of sounds produced by various musical instruments.
Tasks.
Educational:
1. Formation of ideas about musical and noise sounds.
2. Gaining knowledge about musical noise instruments, the history of their creation and sound features.
3. Acquaintance with the techniques of playing noise instruments.
4. Learning and performing Russian folk songs and chants.
5. Learn to distinguish instruments by sound.
6. Reinforce the names of instruments and skills in playing them.
Educational:
1. Development of vocal-choral and rhythmic skills.
2. Development of musical memory, pitch hearing, attention.
3. Acquaintance with the initial skills of playing in an ensemble, introducing children to forms of joint music-making.
4. Development of creative skills (improvisation).
5. Consolidating children’s knowledge about the rattle as a musical instrument, teaching them to play rhythmically, start and finish on time.
6. Develop subtlety and sensitivity of timbre hearing, imagination and visualization in sound creation.
Educational:
1. Fostering interest and love for music, folk musical culture, and the world of beauty.
2. Fostering interest in playing simple musical instruments.
3. Cultivate interest in the various sounds of the surrounding world.
Attributes and equipment:
A collection of rattles, tambourines, tambourines, spoons, bells, metallophones, bells, triangles, rattles, rhythm sticks, maracas, homemade rattles.
Slide show equipment.
Preliminary work
music director:
Selection of repertoire for children and adults, selection of slides for presentation, selection of musical instruments for performing musical pieces in an orchestra, arrangement of musical works for an orchestra.
Work with children:
Introduction to noise musical instruments and metallophone;
Learning how to play them;
Learning the chorus of the song “Rattle”, a dance with rattles, the game “Who’s Faster”, musical pieces for playing children’s musical instruments.
Working with teachers:
Learning the polka “Letka-Enka”, the song “Rattle”.
Working with parents:
Making homemade rattle toys for an exhibition.
Methods and techniques:
game moment, artistic expression, display, conversation, task, explanation, examination, reinforcement, encouragement, outcome.
Objectives of the integrated educational areas:
"Cognition". Fix the names of musical instruments: maracas, bells, rattle, tambourine, metallophone, rhythmic sticks, triangle.
"Socialization". Form friendly, friendly relationships between children and adults.
"Communication". Fix in the children's dictionary: rectangle, traffic light, signal, crossing, public transport stop. Develop free communication with adults and children.
"Reading fiction." Develop the ability to guess riddles and correlate them with images, read short poems expressively.
Progress of entertainment.
Leading:Everywhere where people live, children play... Probably the most favorite toy for children is a rattle. No baby grows up without a rattle, which serves the child throughout the first year of life. Dried gourds, clay balls with pebbles inside and shells were the first rattles of mankind. The very word “rattle” in Russian comes from “to rattle by the ear.” Many artists loved to depict babies with rattles.
Slide show “Rattle in paintings”
Among the white towels
On a luxurious mattress
Baby lady snoozes
With a rattle in hand.
Exactly a month this lady
Exists among us.
There are four kilograms in it,
This is a diamond girl.
(author of poems Nikolai Oleinikov)
The most fun of all is the toy,
Painted rattle.
Give the crybaby a rattle -
The crybaby will become a laughing one.
This cute toy
Baby girlfriend.
She sings all day long
Doesn't let kids cry.
To make rattles rattle so merrily and amuse the little ones, what kind of bulk materials fill them? (children's answers)
When you were little, you could only rattle with rattles. And now you are older, you can not just rattle, but play them like musical instruments. Show how you can play rattles (children take rattles and stand scattered).
Song "Rattle" music. V. Dobrynina, lyrics. M. Plyatskovsky
(The teacher sings the chorus, the children sing the chorus and play the rattles)
Leading:
How well you sang and played the rattles! Do you want to dance with them?
Dance with rattles
Leading:
What a wonderful musical instrument - a rattle! (draws attention to the exhibition of rattles that children and their parents made with their own hands)
Take a look at our display of rattles. These children and their parents made these rattles themselves, with their own hands! Want to hear what they sound like? Children, play with your rattles for us!
Orchestra of homemade rattles, music. Kukaracha-Kukaracha
Leading:
Did everyone like the sound of these rattles? Let's play with them now!
Game "Who will take the rattle sooner"
Leading:
In addition to rattles, there are many more interesting noise and musical
tools. Try to guess what they are called?..
(after the children answer correctly, the screen appears
slide with a picture of this tool)
1. He plays from the heart
The rhythm is very difficult.
What does it sound like, please tell me quickly?
Fidget... tambourine (slide show “tambourine”)
2. Also plays next to him
Also sonorous... tambourine (slide show “tambourine”)
3. He sits under his cap,
Don't disturb him - he's silent.
You just have to take it in your hands
And rock it a little,
A chime will be heard:
“Dili-don, Dili-don!” bell (slide show “bell”)
4. I look a little like a spatula,
I look a little like an oar
I help the kids eat porridge,
And my sister is a ladle... a spoon (showing the “spoon” slide)
5. At the most fabulous moment
This tool will come in.
Quietly, gently it will ring,
It's like everything is silver.
Any preschooler will recognize
When... triangle plays (slide show "triangle")
6. Here are the metal plates,
There are a lot of them on the board.
From the records that are many,
The road runs off into the distance.
A wonderful ringing is heard.
This is what it sounds like... metallophone (slide show "metallophone")
7. Here the plates are different,
Wooden, large.
How they begin to crack -
You need to cover your ears... ratchet (show the “ratchet” slide)
8. This is not a rattle for you
And not a child's toy.
Makes us all very happy
Wooden ... maracas (slide show "maracas")
9. They beat each other - knock-knock-knock -
And everyone hears the beautiful sound... sticks (slide show “rhythm sticks”)
10. Well done guys rang,
Delete ... bells (slide show “bells”)
Do you guys like all these musical instruments? (children answer)
Our children love it very much
More than any porridge
Spoons, rumbas, triangle,
Maracas, bell.
They also love the metallophone,
Because he is loud.
And also on a tambourine in the morning
Children love to knock...
At this time, mom and dad
I really want to sleep.
And if you put these instruments all together at once?.. Do you want to hear what happens? Grab your tools, guys!
(children take instruments and stand in front of the audience)
Leading:
Admire the orchestra:
The tools are good!
Virtuoso musicians -
These are our babies!
Children: (take turns talking about their instrument)
1. Here is a beautiful, ringing tambourine!
He will not be silent in his hands! (Child plays tambourine)
2. Like friendly palms,
Our spoons are rattling! (Child plays on spoons)
3. And these are sticks,
Knock sticks! (The child knocks with chopsticks)
4. Like a rattle crackling -
Everyone will be surprised today! (Child plays the rattle)
5. Makes a beautiful ringing sound
Our sonorous metallophone! (The child plays glissando on the metallophone)
6. These are the tomboyish brothers,
Bells and bells! (The child rings the bells)
7. Will be here to play for you
Wooden maracas! (Child plays maracas)
8. Let's hit the triangles -
We will bring joy to all guests! (Child plays on a triangle)
9. Dili-don! Dili-don!
You can hear the ringing from all sides!
The bell rings so loudly
Like a stream babbling. (The child rings the bell)
Children in chorus:
We will play together for you,
All you have to do is clap!
Children play in the orchestra. "Moscow square dance"
Leading:
Well done, guys! (addresses the guests) Did you like how our children play? In our kindergarten, not only children, but also adults love to play musical instruments.
Listen to their performance of a Finnish polka called “Letka-Enka”.
Teachers perform the “Letka-Enka” polka.
Leading:
That's how much fun we had this evening! Do you want to learn how to make some other instrument? Fine! Next time we will make bells with you. And now it's time for us to say goodbye. Let's say to the guests: “Goodbye, see you again”!
(children say goodbye and go to the group)
