Teaching children to play children's musical instruments. the desire to participate in the collective and creative process has been formed. "Playing children's musical instruments

The noise orchestra is one of the most accessible and at the same time developing forms of music playing in kindergarten. Music has always (along with movement, speech and toys) been a necessary condition general development children. Classes in a noise orchestra allow you to quickly, without much effort. individual work, to introduce children to interesting, vibrant music as listeners and performers.Playing children's noise instruments brings joy to the child musical creativity, emotional and aesthetic satisfaction, develop melodic, rhythmic and timbre hearing, musical memory, cognitive, volitional sphere child, such personal qualities as sociability, imitation, independence, discipline, form the willingness and ability to act in a team, develop fine and gross motor skills.

The manual is intended for work with children of preschool (4-5 years old) and primary school age.

Metallophone, xylophone
Xylophone - percussion, pitch instrument. Consists of a set of chromatically tuned wooden blocks. The sound is produced by lightly touching the block with a stick. When playing, the instrument plates should be at knee level if the child is sitting, or at waist level if standing; the child should be comfortable, his hands should move freely. The basic skills of playing the glockenspiel and xylophone are developed following the following steps:

familiarization and work with the letter designations of sounds on instrument records

ability to hold chopsticks correctly (do not hold the chopsticks with your entire palm, do not put forefinger on the stick, do not press the head of the stick against the record while striking)

mastering various techniques of playing with two hands (joint movement, alternating movement, parallel movement, converging and diverging movement, crossing hands, tremolo, glissando)
Bells(bracelet on the arm)

The instrument consists of a fabric bracelet and four bells attached to it. By putting the bracelets on your hands, shaking them lightly, alternating fast and slow movements, changing the strength of the sound, you can create a special flavor, add variety to the familiar sound of various melodies of songs and dances. WITH using bracelets, you can create a musical picture winter forest, threes with bells, or be transported to hot India and turn into a performer Indian dances. Playing music bracelets is quite easy; to do this, ask your child to shake his hands at a slow or fast pace. Musical bracelets can also be used when performing various dances. Mischievous parsleys, fairy-tale bunnies, dolls and other characters of the New Year's carnival, participants in a fairy-tale performance, etc. can dance with them. Playing an instrument develops a sense of rhythm, creativity, and motor skills. The instrument allows you to create your own rhythmic pattern or become a participant musical ensemble

, or a performer of a theatrical performance.

Musical games for preschoolers 4-6 years old in preschool educational institutions

Kryuchkova Svetlana Nikolaevna, music director of MDOU Kindergarten No. 127 “Northern Fairy Tale”, Petrozavodsk Purpose:

The material may be of interest to music directors, teachers, and parents. Target: consolidation of children's knowledge about.

musical instruments
Tasks:
- expand children's understanding of musical instruments
- introduce the basic techniques of playing musical instruments

- cultivate interest in solving riddles Playing children's musical instruments is one of the favorite activities at music lessons
in kindergarten. Children with great pleasure master the techniques of playing various musical instruments, play in an orchestra, and play music independently on musical instruments presented in musical corners in groups. In each age group I introduce children to a variety of musical instruments, according to their age, and teach them various techniques for playing them. Thanks to systematic work on this direction , To preparatory group

Children have a solid knowledge of musical instruments - they correctly name musical instruments, guess the instruments by sound, and know how to play them.

When I introduce preschoolers to a specific instrument, I show the instrument itself (or, as an option, an illustration of this instrument), let them listen to the phonogram of the instrument’s sound (or I play the instrument myself). When children have become familiar with many instruments, as a result, either entertainment or games can be carried out to identify the results of knowledge.

I bring to your attention the games we play with children -

1.Hello, musician!
The material may be of interest to music directors, teachers, and parents.(for older children)
Before the game, choose a host - a musician!
The children line up and the musician faces them. The presenter behind the musician shows a picture of a certain musical instrument - the children imitate playing it. The musician must guess the musical instrument by its actions.

Hello, good musician!
Look at our talent.
Yes, look, don’t yawn -
Guess our tool!

Children take turns imitating playing a musical instrument - the musician guesses the instrument.

Options for guessing -
- balalaika,
- violin,
- bell
- accordion
- piano
- drum
- pipe

You can also offer children riddles about musical instruments that they like to guess.

2. We will solve riddles and play instruments.

(for middle group children)

Place pictures of musical instruments on the easel. The child who solves the riddle about a musical instrument goes to the easel, finds a picture with the corresponding image of the instrument and shows it to everyone. The rest of the children imitate playing this instrument. The child can hold the picture in his hands. After completing the riddles, you can summarize and identify the children who guessed the most riddles.

Riddle options:
1. Two cheerful girlfriends
They dance on the top of his head.
He himself is empty, but his voice is thick.
The shot beats, it helps us walk. ( drum)

2. He is a wooden instrument
It will sound in a moment.
Sing along to his strings,
Started playing... (balalaika)

3. Press the buttons quickly
Have fun singing.
Stretch the fur a little
And play for us... (accordion)

4. Take it in your hands
And shake it a little.
Little voice
Will ring the bell... (bell)

5. Take them in your hands quickly,
Have fun knocking on them.
Play a little more
On the beautiful painted… (spoons)

6. Place it on your lips
Blow into it too.
Make the sponges into tubes
And play on... (to the pipe)

3. Playing in an orchestra.

1.Hello, musician!

Arrange chairs in a circle. On each of the chairs lies any musical instrument (different). It is good to use two-part music for the game.
During the first part of the music, children jump (or lightly run) around the chairs. When the music ends, they pick up the instrument from the chair they stopped near. For the second part of the music, the children each play their own instrument.

As an option

In four circles, instruments are arranged according to the number of children (in the first - spoons, in the second - rattles, in the third - bells, in the fourth - maracas). The game is played to two-part music. During the first part of the music, children play musical instruments in their circles. For the second part (calm) - children move to another circle with instruments. Thus, taking turns, the children will play all the instruments offered to them.

To make it more difficult, you can offer a specific rhythm of play for each musical instrument.

4. Guess what.

(for children of any age group. For each age, use tools that are familiar and appropriate to the children’s age)
The music director hides musical instruments behind a small screen. Take turns playing a musical instrument, children guess the instrument.

As an option for older preschoolers, you can use a soundtrack of instruments to guess.

It is important to develop in a child all the best that is inherent in him by nature, taking into account his inclinations towards certain types of musical activity, on the basis of various natural inclinations to form special musical abilities, contribute to overall development.

The main form of musical activity in kindergarten are classes that involve not only listening to musical works that children can understand, teaching them to sing and move in music games and dancing, but also teaching them to play children's musical instruments.

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Teaching children to play musical instruments in preschool educational institutions

Music has the potential to influence not only adults, but also children themselves. early age. Moreover, and this has been proven, even the prenatal period is extremely important for the subsequent development of a person: the music that the expectant mother listens to has an impact on positive influence on the well-being of a developing child (maybe it shapes his tastes and preferences). From the above we can conclude how important it is to create conditions for the formation of the foundations musical culture children preschool age.

The main objectives of music education can be considered:

Develop musical and Creative skills(taking into account the capabilities of each) through various types musical activity;
To form the beginning of musical culture, to contribute to the formation of a common spiritual culture.
The successful solution of the listed tasks depends on the content of musical education, primarily on the importance of the repertoire used, methods and techniques of teaching, forms of organizing musical activity, etc.

It is important to develop in a child all the best that is inherent in him by nature, taking into account his inclinations towards certain types of musical activities, to form special musical abilities on the basis of various natural inclinations, and to promote general development.

The main form of musical activity in kindergarten are classes that involve not only listening to musical works that children can understand, teaching them to sing, move in musical games and dances, but also teaching them to play children's musical instruments.

Children's music playing expands the scope of musical activity of preschool children, increases interest in musical activities, and promotes the development musical memory, attention, helps overcome excessive shyness, stiffness, and expands the child’s musical education. In the process of playing, the individual traits of each performer clearly manifest themselves: the presence of will, emotionality, concentration, and musical abilities develop and improve. By learning to play children's musical instruments, children discover the world musical sounds, more consciously distinguish the beauty of the sound of various instruments. The quality of their singing improves, they sing clearer, the quality of musical and rhythmic movements improves, and children reproduce the rhythm more clearly.

For many children, playing a musical instrument helps convey a feeling, inner spiritual world. This is an excellent tool not only individual development, but also the development of thinking, creative initiative, conscious relationships between children. And therefore, this work in preschool educational institutions should be given great attention and it should be carried out not formally from time to time; an entire training system should be developed.

The work should be carried out in an organized and consistent manner, using a variety of methods and techniques: showing illustrations, toys, using musical and didactic games. A large base of children's musical instruments is needed. The systematic use of musical toys and instruments in music classes arouses children's interest in such activities, expands their musical impressions, and promotes creative activity.

Introduction to musical toys and instruments in 1 younger group.

You can start introducing children to musical instruments as early as the 1st junior group. Teach children to distinguish sounds by pitch (high and low sounds of a bell, metallophone, piano), recognize and distinguish the sounds of a tambourine, rattle, drum, pipe.

Bring in each musical toy, creating a game situation. For example, the dog brought interesting things in the basket; they turned out to be rattles. Children look at them with enthusiasm, touch them, learn to communicate with them, and make sounds. Then the dog plays “Rattles” music game with the children. M. Rauchwerger. A musical piece is played, and the children perform movements together with the teacher; When listening to quiet music, they play the rattle in front of them, and when listening to loud music, they lift it up and shake it with great force. This game brings joy to kids and teaches them to distinguish between quiet and loud sounds.

At the next lesson, all the children turn into bears, slowly, waddling from foot to foot, they dance along with the bear (the teacher plays the tambourine). Then the bear invites the children to play the tambourine, first with the help of the teacher, and then on their own. Of course, not everyone can strike rhythmically, not everyone knows how to strike. Often the Katya doll comes to children and joins them in their games. Children love to play with Katya. Here Katya is walking through the hall - rare hits on the tambourine, but Katya runs and the children hear the frequent sound. At the same time, attention is drawn to the different sounds of the tambourine. Thus, children learn to feel the rhythm (to distinguish between the rhythm of walking and running), and to respond to changing music.

To develop timbre hearing, already in the 1st junior group, the musical and didactic game “Guess what I’m playing?” Children will recognize a drum, a pipe, a tambourine, and a bell. At first, only two contrasting sounding instruments are given, and then the number increases to four. Children are not asked to name these instruments; they point to those that lie in front of the screen (those on which the teacher plays lie behind the screen). At first, not all children correctly identify the sounding instruments, but after several lessons the children successfully complete the task.

Second junior group.

In the 2nd junior group, we consolidate children’s knowledge of musical instruments and toys, which they learned about in the first junior group, and continue to introduce them to new ones - I add a musical hammer and a metallophone. It has been observed that children of this age enjoy doing various movements with tools. To develop a sense of rhythm, children are offered this exercise. We distribute 2 cubes to all children and offer to take a seat in the high chair trailers. The train picks up speed - the children slowly hit the cubes. The pace accelerates, the children, together with the teacher, try to convey the rhythm faster. The train stops, and along with the melody, the cubes also fall silent.

Children always eagerly perform exercises to develop rhythmic perception. A nesting doll comes to visit children and brings with it cubes and rattles. She wants to dance, but there is no music. Then the teacher asks the children to play with the matryoshka doll, and it will dance. Children enjoy hitting rattles and blocks to dance music.

In the game “Who walks in the forest?” the task becomes more difficult. Children learn to compare and transfer slow beats on one instrument - a bear, an elephant walks, and fast beats - a bunny jumps, a hedgehog runs.

Practice shows that children of this age, without any particular difficulties, distinguish two different bells by sound (high and low sounding); in the games “Big and Small Droplets”, “Which Bird is Singing?”, children distinguish between 1 and 2 octaves.

Continuing to develop dynamic perception, games such as “Quiet and Loud Palms”, “Quiet and Loud Bells” are used, where children first ring bells, then quietly, then loudly, in accordance with the change in the strength of sound in the music, and then, complicating the tasks: children are divided into 2 subgroups. Girls are quiet bells, and boys are loud ones, and they should only ring their music, endurance and attention develop.

Next, we begin to introduce children to a new musical instrument - the metallophone. We must try to ensure that acquaintance with the instrument takes place in an atmosphere of great interest, using a variety of materials, in a playful way.

“The Tale of the Frog KVAK” (on flannelgraph)

“Little frog KVAK went for a walk. Suddenly a drop of rain fell on him (I hit the metallophone record once). The cloud covered the sun, it became dark, and a few more drops fell on the frog (I hit him several times). At the beginning, the droplets dropped rarely (rare hits), and then the rain did not disperse as a joke, and droplets began to flow one after another more and more often. The rain intensified (frequent impacts). The little frog jumped into the lake and waited for the rain to stop. Soon the rain stopped and the sun came out again.”

Questions for children: what kind of rain was it? Strong, weak, rare, frequent. And here is the tool that helped me depict real rain. Thus, the name of the instrument is fixed. Next, we suggest you look and touch, and listen to the sound again. In the next lesson, the game “Funny Rain” reinforces the ability to distinguish rhythmic patterns, and the kids determine what type of rain it is. If in the 1st junior group the children, having recognized the instrument by its sound, only pointed to it, then in the 2nd junior group they can be asked to name the instrument, and later, having recognized it, name it and play it.

Musical toys in this age group are also used at holidays. So on New Year We give the children bells or rattles - this is how they wake up the Snow Maiden, who is sleeping in her house. Sometimes they dance with rattles, and Petrushka, who came to the holiday, shows them the movements. Gradually, children’s experience of perceiving music is enriched, emotional responsiveness to familiar children’s musical instruments is developed, and a desire to act independently with them appears.

Middle group.

IN middle group provided the new kind children's musical activity - playing the metallophone. Playing this instrument helps children develop their melodic ear, rhythm and musical memory. Initial training is carried out in class, and then during individual work with children. Great importance paid attention to the correct seating of children during play. Freedom of the body and hands is ensured. The demonstration is accompanied by an explanation. While playing the instrument, children independently imitate a large and small bell, the jumping of a sparrow, and the blows of a woodpecker. After the children felt that the sounds of a glockenspiel can be low and high, loud and quiet, long and short and express various images, we start playing simple songs on one sound. First, we introduce the children to the song, show an illustration, then we sing as a whole group and individually. From the very beginning we teach children to accurately reproduce the rhythm. To do this, we suggest clapping the rhythmic pattern of the song using various percussion instruments. Children convey rhythm using a tambourine, cubes, and musical hammers. At the same time, we learn to coordinate our movements with the movements of our comrades, so as not to overtake or get ahead, and not to lag behind.

Exercise “Ducks”

Our ducks in the morning:

quack-quack-quack

Our geese by the pond:

ha-ha-ha

Our chickens through the window:

co-co-co

Children singing

Instrument sounds

Children singing

Instrument sounds

Children singing

Instrument sounds

After such exercises, children play more friendly and harmonious. Continuing to develop the chosen song in the next lesson, I set the children the task of recognizing it by the melody, singing it, clapping the rhythm. And only after all the children have mastered the rhythm well, we move on to playing this song on the instrument. Gradually, children master the skill of playing the glockenspiel: they play familiar songs on one sound, convey a rhythmic pattern on a group of drums, and learn to listen to each other.

Senior group.

IN senior group, when teaching children to play musical instruments, an important place is given to musical and didactic games. Musical and didactic games help develop in children certain skills and abilities that are so necessary when mastering a particular instrument, instill interest and desire to play them independently, and develop musical abilities. Therefore, be sure to use various games in your work that contribute to more effective teaching children playing musical instruments. For example:

Game for developing timbre hearing “Forest School”

“Children, now you and I will play school, but an unusual school - a forest school. Those who sit in the third row will be bear cubs, those who sit in the second row will be foxes, and those children who sit in the first row will be hares.

(Children are given emblem caps with images of the corresponding animals).Well, forest animals, let's learn to distinguish the sounds of different instruments. Listen! This is the sound of a metallophone. And these are the castanets knocking. Well, this melodic sound of the bell. When I knock on the castanets, the “bear cubs” will stamp their feet.

When the metallophone sounds, the “little foxes” will clap their hands and paws, and when the bell starts, the “hares” will show how it is played, shaking their hands.”

Game with handout “Identify by rhythm”.

Each child makes his own image: drops, clocks, thunder, plane, car, train, etc. and conveys its sound in a certain rhythm on the instrument of his choice. Other children solve this riddle by finding the object itself or a card with its image. The one whose riddles are solved wins.

In this group I continue to learn how to play the glockenspiel. Children move on to playing melodies built on 3 or more sounds, with a more complex rhythmic pattern, as well as melodies that include wide intervals. I start learning such parts by working on a paper keyboard. On it, preschoolers get acquainted with the location of the keys, the order of notes, play scale songs, learn where the note “C” of the first octave is located (“on the first floor”) and “C” of the second octave (“on the second floor”). As a result, children learn to easily find notes with their eyes. The melody line is “played” by the children on the keyboard, first in the first octave, then in the second. When children learn to navigate a paper keyboard well, they are invited to play the same thing on a metallophone.

In the older group we introduce children to a new instrument - the zither. First, we listen to the sound of the instrument, paying attention to the fact that it can be played with a pick, touching the strings. Comparing the sound of the zither with other instruments, we find a difference in sound. Since this instrument is difficult to master, training on it takes place mainly in individual lessons.

By working on simple songs, we develop children’s skills in playing in an ensemble, teach them to listen to themselves and others, and play with dynamic nuances. We perform the learned pieces at children's parties, using performances to improve collective playing skills.

Preparatory group for school.

In the preparatory group we introduce children to stave and the name of the notes. Teaching children musical notation goes through play, through a fairy tale, through the development of children's imagination. For each child we have a house made of velvet paper with a staff, circles - notes. When getting acquainted with notes, short verses from the “Note ABC” are used. Children remember notes more easily and poems bring excitement and evoke an emotional response in children. At each subsequent lesson, I reinforce the material from the previous one and teach new ones. Game form learning helps the child to master easily, without stress graphic image notes, basic elements musical literacy. Understanding musical notation contributes to more accurate performance of melodies on musical instruments.

Thus, carrying out systematic work on teaching children to play musical instruments throughout their entire stay in kindergarten, we come to the main stage of the work - creating an orchestra and consciously learning melodies on musical instruments in it.

Instrumental composition of the children's orchestra

The timbre diversity of the orchestra is of great importance for high-quality sound. Our orchestra uses various groups of musical instruments:

Drums without a specific pitch (drums, tambourines, tone blocks, maracas, castanets, triangles, bells, cymbals);
Percussion melodic instruments (xylophones, metallophones);
Strings (harps, zithers);
Wind instruments (recorders, triplets);
Electric musical instruments (synthesizers);
Sets of folk instruments.

Children's musical instruments of different timbres interest listeners in the methods of sound production and the nature of the sound. When recruiting an orchestra, it is necessary to adhere to the ratio of all groups of instruments. I take into account that there should be more instruments with a quiet sound (metallophones, zithers, etc.), and fewer percussion and brass instruments. Although they have a rich, loud sound, they should not drown out the melody piece of music which is performed on a metallophone or zither.

Ways to accommodate children's orchestra participants

When organizing a children's orchestra, it is important to follow certain rules. Little performers must see the leader well. They should sit or stand comfortably without interfering with each other. It is best to place musical instruments on small stands rather than on your lap, so that children do not sit bent over while playing them. Wind instruments Before the game starts, children can put it on their laps.

The sound quality of the orchestra depends on the location of the band members. Children should sit the same way both during rehearsals and performances. I seat the participants of the children's orchestra so that there are low-sounding musical instruments on the right, high-sounding instruments on the left, and percussion instruments are placed at the back, in a free order. From the first lessons I accustom little orchestral players to their permanent jobs.

Forms of conducting classes with children's orchestra

When working with a children's orchestra, I use all forms of conducting classes: individual (on initial stage learning to play a musical instrument), group (when playing similar musical instruments) and collective (when each member of the orchestra confidently plays their parts). The collective form is the most difficult, but it gives positive results if the lesson is properly organized and the sound alternates with the teacher’s explanations.

Work results

Orchestra lessons give positive results to all children without exception, regardless of how quickly the child progresses in his or her musical development. First of all, they bring emotional satisfaction. During the classes there is an atmosphere of enthusiasm, sometimes even inspiration. The emotional sphere of the child is enriched by constant communication with classical music. Children really enjoy playing the same pieces that they hear in class in audio recordings performed by symphony orchestra. They sincerely rejoice at every piece they successfully perform. They get great pleasure from “public” performances in front of kindergarten staff, parents at holidays and entertainment, at open classes in front of guests, at away competitions and concerts.

The educational function of the orchestra is also indisputable, since collective music playing is also a form of communication. Children become responsible for the correct performance of their part, composure, and concentration. The orchestra unites children, fosters will, perseverance in achieving the task, helps overcome indecision, timidity, and lack of self-confidence.

I would like to hope that the efforts will not be in vain and the children from the small orchestra in terms of age and composition, having already become adults, will forever remain friends of classical music.

Used Books:

Borovik T. “Sounds, rhythms and words”- Minsk, 1991

Zimina A.N. “We play, we compose!”- Moscow, YUVENTA, 2002.

Kononova N.G. “Teaching preschoolers to play children's musical instruments”- Moscow, Enlightenment, 1990.

Simukova V. “Could you play a nocturne?”- “Musical Director” No. 3, 2005.

Trubnikova M. “We play in the orchestra by ear”- Moscow, 2000

Tyutyunnikova T. "Music lessons. Carl Orff system"- Moscow, AST, 2000.

Tyutyunnikova T. “Noise orchestra outside and inside”- “Musical Palette” No. 6, 2006.

Marina Lukyanskaya
Methods of playing children's musical instruments

MKDOU children's garden No. 35 combined type "Fidgets" musical head Lukyanskaya M. N.

Teaching preschool children how to play.

Target: Training and use of noise musical instruments in working with children.

Tasks:

Introduce children to noise tools;

Introduce methods and techniques for using noise musical instruments in everyday life;

To develop in children the ability to be independent musical activity, ensure that they own initiative listened music, sang, played children's musical instruments, staged songs, and danced in circles.

First at the initial stage tools children become exposed to shock noise in all its richness and diversity. We learn to recognize and distinguish the sounds of a tambourine, rattle, drum, wooden spoons, maracas, etc. Everyone I bring in the instrument, creating a game situation. Gradually, children develop emotional responsiveness to friends children's musical instruments, there is a desire to play them yourself

From the very beginning I teach children to accurately reproduce the rhythm. To do this, I suggest clapping the rhythm, playing it using various drums instruments(tambourines, spoons, musical hammers) .

At the next stage, we select a piece for the ensemble. The guys are listening musical a work performed by me or an audio recording.

Then the children are offered tools, on which you can perform this work. We learn all the parts individually and only then unite everyone musicians.

It takes a lot of time to play harmoniously and consistently, to hear not only your own play, but also the play of all the other guys.

Each group has musical corner with child-friendly noise tools, children can always play, practice rhythm

Musical education in kindergarten garden is an integral element in the formation of a full-fledged personality and is aimed at the development musical and creative abilities.

Teaching children to play musical instruments I do it through different shapes work:

Frontal and subgroup classes;

Thematic classes;

Entertainment, holidays;

musical educational games;

Individual work with children.

Sound features children's noise instruments

Drum. Reminds me of thunder.

Glockenspiel. It's melodic musical instrument.

Ratchet-this one tool Reminds me of the sound of castanets. He is known as the Russian national tool. Wooden sound, what? It is knocking and dry, Warm and crackling, Quiet and rattling

Spoons. First we look at the painted wooden spoon, it parts: the spoon has a handle and the part with which the soup is scooped - a ladle, its reverse side is called "cheek". This is a kind of Russian tool. Listen to a comic poem by P. Sinyavsky, which is called "The spooners started playing".

Under the Tsar and under Pea

Mischievous buffoons

On the way to the booth

Lost the drum

The tambourine was lost.

The spoons were hit.

Oh, burn - speak,

The spooners have started playing!

For musical accompaniment games you can use any Russian folk melody, for example "Oh, you canopy", "The moon is shining").

a game "Sun"

Around the sun, my friend,

Get into a circle quickly.

(children stand in a circle, the sun lies in the middle of the circle. Wooden spoons are laid out in a circle on the floor according to the number of children (2 spoons for each child)

Guys, the sun has prepared spoons for us and wants us to play for him.

The children took the spoons in their hands,

They knocked on the spoons together.

Hit the spoon against the spoon in front of you

We'll light the oven now -

We need to bake pancakes.

Slightly tilting the body with spoons to the right, left hand with a spoon on top, then the same to the left - “we bake pancakes”

Tambourine. Knock on the tambourine, Lena, and we will clap our hands. Knock more cheerfully, beat the tambourine harder. Hey Lena! How he plays! How it hits a tambourine! Have fun playing, give Vova the tambourine! N. Frenkel.

Held music game"Pass the tambourine"(I tap a rhythm, the children take turns repeating it, playing it on a tambourine, the rest of the children clap it with their hands).

The child develops a great interest in the world of sounds. The main thing is to create an atmosphere of joy, to ensure children’s right to invention, jokes, and fun. Only in such an atmosphere can a full-fledged personality be formed.

A competent and creative approach to creating a developmental environment in a group, taking into account the zone musical education helps to maintain and strengthen the psychophysical health of children.

Children are attracted not only by the sound and appearance tools, but also that they can extract sounds from them themselves.

Playing music promotes development musical memory, attention, imagination, creativity.

When a child hears and compares the sounds of different musical instruments, his thinking and analytical abilities develop.

Game on musical instruments develops fine muscles and finger motor skills.

In addition, children begin to sing cleaner and more expressively, and their quality improves. musically-rhythmic movements, children reproduce the rhythm more clearly.

Not immediately and not all children can move correctly and well under music, sing, explain your impressions of what you heard music, so the game is accessible to children musical instruments to some extent compensates for their forced inactivity.

In progress games each individual's individual traits are clearly revealed performer: presence of will, emotionality, concentration.

The whole range of methods for introducing children to music-making prepares them well for future lessons at school.

I teach classes in middle and high school groups. In my work I rely on the principle - "from simple to complex". There is a direct connection between simplicity and age children: how smaller child, the easier he needs musical instrument. At the same time, there is a connection between another sort of: the poorer musical experience child, the lower its level musicality, especially with simpler ones tools training should begin.

The result of our studies is performances at children's holidays and entertainment. It is here that children learn to be responsible, attentive, and disciplined. And if the audience is not only children, but also beloved parents, then the joy from success is felt doubly.

Children themselves navigate a variety of techniques games, they develop auditory control and the ability to correct inaccuracies in their performance. Many guys can pick out melodies by ear.

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Music has the potential to influence not only adults, but also very young children. Moreover, and this has been proven, even the prenatal period is extremely important for the subsequent development of a person: the music that the expectant mother listens to has a positive effect on the well-being of the developing child (maybe it shapes his tastes and preferences). From the above, we can conclude how important it is to create conditions for the formation of the foundations of the musical culture of preschool children.

The main objectives of music education can be considered:

Develop musical and creative abilities (taking into account everyone’s capabilities) through various types of musical activities;

To form the beginning of musical culture, to contribute to the formation of a common spiritual culture.

The successful solution of the listed tasks depends on the content of musical education, primarily on the importance of the repertoire used, methods and techniques of teaching, forms of organizing musical activity, etc.

It is important to develop in a child all the best that is inherent in him by nature; taking into account the propensity for certain types of musical activity, on the basis of various natural inclinations, to form special musical abilities, to promote general development.

Why do I pay a lot of attention to playing children's musical instruments when conducting music classes? Yes, because children's music-making expands the scope of musical activity of preschoolers, increases interest in musical activities, promotes the development of musical memory and attention, helps overcome excessive shyness and constraint, and expands the child's musical education. In the process of playing, the individual traits of each performer clearly manifest themselves: the presence of will, emotionality, concentration, and musical abilities develop and improve. By learning to play children's musical instruments, children discover the world of musical sounds and more consciously distinguish the beauty of the sound of various instruments. The quality of their singing improves, they sing clearer, the quality of musical and rhythmic movements improves, and children reproduce the rhythm more clearly.

For many children, playing musical instruments helps convey a feeling, an inner spiritual world. This is an excellent means of not only individual development, but also the development of thinking, creative initiative, and conscious relationships between children. And therefore, much attention is paid to this work in our preschool educational institution and it is not carried out formally from time to time, but there is a whole training system.

The work is carried out in an organized and consistent manner, a variety of methods and techniques are used: showing illustrations, toys, using musical and didactic games, and there is a large database of children's musical instruments. The systematic use of musical toys and instruments in music classes arouses children's interest in such activities, expands their musical impressions, and promotes creative activity.

Introduction to musical toys and instruments in 1st junior group.

I begin introducing children to musical instruments in the 1st junior group. I teach children to distinguish sounds by pitch (high and low sounds of a bell, metallophone, piano), to recognize and distinguish the sounds of a tambourine, rattle, drum, pipe.

I bring in each musical toy, creating a play situation. For example, the dog brought interesting things in the basket; they turned out to be rattles. Children look at them with enthusiasm, touch them, learn to communicate with them, and make sounds. Then the dog plays “Rattles” music game with the children. M. Rauchwerger. A musical piece is played, and the children perform movements together with the teacher; When listening to quiet music, they play the rattle in front of them, and when listening to loud music, they lift it up and shake it with great force. This game brings joy to kids and teaches them to distinguish between quiet and loud sounds.

At the next lesson, the children meet the bear. He brings a tambourine, he wants to dance. But he dances slowly, waddles, and the teacher hits the tambourine. One of the active children is invited to dance with the bear (the bear dances on the table so that everyone can see it clearly). At the next lesson, all the children turn into bears, slowly, waddling from foot to foot, they dance along with the bear (the teacher plays the tambourine). Then the bear invites the children to play the tambourine, first with the help of the teacher, and then on their own. Of course, not everyone can strike rhythmically, not everyone knows how to hit. Often the Katya doll comes to children and joins them in their games. Children love to play with Katya. Here Katya walks through the hall - rare hits on the tambourine, but Katya runs and the children hear the frequent sound. At the same time, attention is drawn to the different sounds of the tambourine. Thus, children learn to feel the rhythm (to distinguish between the rhythm of walking and running), and to respond to changing music.

Second junior group.

In the 2nd junior group, we consolidate children’s knowledge of musical instruments and toys, which they learned about in the first junior group, and continue to introduce them to new ones - I add a musical hammer and a metallophone. It has been observed that children of this age enjoy performing various movements with tools. To develop a sense of rhythm, children are offered this exercise. We distribute 2 cubes to all children and offer to take a seat in the high chair trailers. The train picks up speed - the children slowly hit the cubes. The pace accelerates, the children, together with the teacher, try to convey the rhythm faster. The train stops, and along with the melody, the cubes also fall silent.

Continuing to develop dynamic perception, I use games such as “Quiet and Loud Palms”, “Quiet and Loud Bells”, where children first ring bells, sometimes quietly, sometimes loudly, in accordance with the change in sound strength in the music, and then, complicating the tasks: children are divided into 2 subgroups. Girls are quiet bells, and boys are loud ones, and they should only ring their music, endurance and attention develop.

Next, I begin to introduce the children to a new musical instrument – the metallophone. I try to ensure that acquaintance with the instrument takes place in an atmosphere of great interest, using a variety of materials, in a playful way.

“The Tale of the Frog KVAK” (on flannelgraph)

Questions for children: what kind of rain was it? Strong, weak, rare, frequent. And here is the tool that helped me depict real rain. Thus, the name of the instrument is fixed. Next, I suggest you look and touch, and listen to the sound again. In the next lesson, the game “Funny Rain” reinforces the ability to distinguish rhythmic patterns, and the kids determine what type of rain it is. If in the 1st junior group the children, having recognized the instrument by its sound, only pointed to it, then in the 2nd junior group I ask them to name the instrument, and then, having recognized it, name it and play it.

Musical toys in this age group are also used at holidays. So on New Year's Day we give children bells or rattles - this is how they wake up the Snow Maiden, who is sleeping in her house. Sometimes they dance with rattles, and Petrushka, who came to the holiday, shows them the movements. Gradually, children’s experience of perceiving music is enriched, emotional responsiveness to familiar children’s musical instruments is developed, and a desire to act independently with them appears.

Middle group.

In the middle group, a new type of children's musical activity is provided - playing the metallophone. Playing this instrument helps children develop their melodic ear, rhythm and musical memory. Initial training is carried out in class, and then during individual work with children. Great importance is attached to the correct seating of children during play. Freedom of the body and hands is ensured. The demonstration is accompanied by an explanation. While playing the instrument, children independently imitate a large and small bell, the jumping of a sparrow, and the blows of a woodpecker. After the children have felt that the sounds of a metallophone can be low and high, loud and quiet, long and short and express different images, we begin playing simple songs on one sound. First, I introduce the children to the song, show an illustration, then we sing as a whole group and individually. From the very beginning I teach children to accurately reproduce the rhythm. To do this, I suggest clapping the rhythmic pattern of the song using various percussion instruments. Children convey rhythm using a tambourine, cubes, and musical hammers. At the same time, we learn to coordinate our movements with the movements of our comrades, so as not to overtake or get ahead, and not to lag behind.

Exercise “Ducks”

Our ducks in the morning:

quack-quack-quack (children singing)
quack-quack-quack (instrument sounds)

Our geese by the pond:

ha-ha-ha (children singing)
ga-ga-ga (instrument sounds)

Our chickens through the window:

ko-ko-ko (children singing)
ko-ko-ko (instrument sounds)

After such exercises, children play more friendly and harmonious.

Continuing to develop the chosen song in the next lesson, I set the children the task of recognizing it by the melody, singing it, clapping the rhythm. And only after all the children have mastered the rhythm well, we move on to playing this song on the instrument. Gradually, children master the skill of playing the glockenspiel: they play familiar songs on one sound, convey a rhythmic pattern on a group of drums, and learn to listen to each other.

Senior group.

In the older group, when learning to play children's musical instruments, an important place is given to musical and didactic games. Musical and didactic games help develop in children certain skills and abilities that are so necessary when mastering a particular instrument, instill interest and desire to play them independently, and develop musical abilities. Therefore, I make sure to use various games in my work that help children learn to play musical instruments more effectively. For example:

Game for developing timbre hearing “Forest School”

“Children, now you and I will play school, but an unusual school - a forest school.

Those who sit in the third row will be bear cubs, those who sit in the second row will be foxes, and those children who sit in the first row will be hares.

(Children are given emblem caps with images of the corresponding animals). Well, forest animals, let's learn to distinguish the sounds of different instruments.

Listen! This is the sound of a metallophone. And these are the castanets knocking. Well, this melodic sound of the bell. When I knock on the castanets, the “bear cubs” will stamp their feet.

When the metallophone sounds, the “little foxes” will clap their hands and paws, and when the bell starts, the “hares” will show how it is played, shaking their hands.”

Game with handout “Identify by rhythm”.

In the older group I introduce children to a new instrument - the zither. First, we listen to the sound of the instrument, paying attention to the fact that it can be played with a pick, touching the strings. Comparing the sound of the zither with other instruments, we find a difference in sound. Since this instrument is difficult to master, training on it takes place mainly in individual lessons.

Working on simple songs, we develop children's skills in playing in an ensemble, teach them to listen to themselves and others, and play with dynamic nuances. We perform the learned pieces at children's parties, using performances to improve collective playing skills.

Preparatory group for school.

In the preparatory group I introduce children to the staff and the names of notes. Children learn to read music through play, through fairy tales, and through the development of children's imagination. For each child we have a house made of velvet paper with a musical staff, and circles for notes. When getting acquainted with notes, I use short poems from the “Note ABC”. Children remember notes more easily and poems bring excitement and evoke an emotional response in children. At each subsequent lesson, I reinforce the material from the previous one and teach new ones. The game form of learning helps the child to easily, without stress, master the graphic representation of notes and the basic elements of musical literacy. Understanding musical notation contributes to more accurate performance of melodies on musical instruments.

Thus, by carrying out systematic work on teaching children to play musical instruments throughout their entire stay in kindergarten, we were able to approach the main stage of the work - creating an orchestra and consciously learning melodies on musical instruments in it.

Instrumental composition of the children's orchestra

The timbre diversity of the orchestra is of great importance for high-quality sound. Our orchestra uses various groups of musical instruments:
Drums without a specific pitch (drums, tambourines, tone blocks, maracas, castanets, triangles, bells, cymbals);
Percussion melodic instruments (xylophones, metallophones);
Strings (harps, zithers);
Wind instruments (recorders, triplets);
Electric musical instruments (synthesizers);
Sets of folk instruments.

Children's musical instruments of different timbres interest listeners in the methods of sound production and the nature of the sound. When recruiting an orchestra, it is necessary to adhere to the ratio of all groups of instruments. I take into account that there should be more instruments with a quiet sound (metallophones, zithers, etc.), and fewer percussion and brass instruments. Although they have a rich, loud sound, they should not drown out the melody of a piece of music that is performed on a metallophone or zither.

Ways to accommodate children's orchestra participants

When organizing a children's orchestra, it is important to follow certain rules. Little performers must see the leader well. They should sit or stand comfortably without interfering with each other. It is best to place musical instruments on small stands rather than on your lap, so that children do not sit bent over while playing them. Children can place wind instruments on their laps before playing

Forms of conducting classes with children's orchestra

When working with a children's orchestra, I use all forms of conducting classes: individual (at the initial stage of learning to play a musical instrument), group (when playing similar musical instruments) and collective (when each member of the orchestra confidently plays their parts). The collective form is the most difficult. , but it gives positive results if the lesson is properly organized and the sound alternates with the teacher’s explanations.

Work results

Orchestra training produces positive results for all children without exception, regardless of how quickly the child progresses in his or her musical development. First of all, they bring emotional satisfaction. During the classes there is an atmosphere of enthusiasm, sometimes even inspiration. The emotional sphere of the child is enriched by constant communication with classical music. Children really enjoy playing the same pieces that they hear in audio recordings performed by a symphony orchestra in class. They sincerely rejoice at every piece they successfully perform. They get great pleasure from “public” performances in front of kindergarten staff, parents at holidays and entertainment, at open classes in front of guests, at away competitions and concerts.

This message was written on Sunday, February 19th, 2012 at 08:14 in the section , .