Musical instruments
Acquaintance of children with the history of musical instruments.
Already in ancient times, people loved to delight their ears with musical sounds. The enchanting sounds of the golden cithara heralded the appearance of the golden-haired Apollo. No one could compare with him in playing this marvelous musical instrument, and when the Phrygian satyr Mars dared to compete with him in music and came to this competition with his musical instrument - a reed flute in his hands, he severely paid for his insolence.
The oldest musical instruments, pipes and tweeters, which date back to the Upper Paleolithic era (which is 2522 thousand years BC!) were found on the territory of Hungary and Moldova.
In ancient times, people not only knew how to make musical instruments and compose music, but even wrote it down with musical notation on clay tablets. The oldest musical notation that has survived to this day dates back to the 18th century BC. Clay tablet with music
found during excavations of the Sumerian city of Nippur (on the territory of modern Iraq).
Stone Age people made their musical instruments from a variety of things. One of the oldest "musical instruments" is the human body itself. The first sounds arose from knocking or hitting various parts of the body (for example, on the chest or thigh). Gradually, more and more tools arose that were used by people of the Stone Age. They used them, for example, for hunting, to warn themselves against danger. Also, these tools were used as objects for mutual communication.
Where did musical instruments begin?
Stringed - from a hunting bow, wind - from a shell, horn, reed. But the most respectable age belongs, of course, to percussion instruments: they arose even among primitive people, who began to accompany their dances with rhythmic strikes of one stone against another.
The most famous musical instruments of primitive man:
Bone pipe.
Bone flute.
Animal horns.
Shell pipe.
Animal skin drum.
Ratchets made of stone, wood.
Musical bows (bows of hunters)
It is interesting
During the excavations of the site of primitive hunters in Ukraine, interesting discoveries were made. A whole “orchestra” was found at the place of the plague, there were so many ancient musical instruments there. Pipes and whistles were made from bone tubes. Rattles and rattles were carved from mammoth bones. Tambourines were covered with dry skin, which hummed from beats with a mallet. These were the primitive musical instruments.
Obviously, the melodies played on such musical instruments were very simple, rhythmic and loud. In one of the caves in Italy, scientists found footprints on petrified clay. The footprints were strange: people either walked on their heels or bounced on tiptoe on both legs at once. This is easy to explain: they performed a hunting dance there. The hunters danced to the formidable and exciting music, imitating the movements of powerful, dexterous and cunning animals. They chose words to the music and in songs they talked about themselves, about their ancestors, about what they saw around.
Gradually, more advanced musical instruments appeared. It turned out that if you stretch the skin on a hollow wooden or clay object, the sound will become more booming and stronger. This is how the ancestors of drums and timpani were born.
On the topic: methodological developments, presentations and notes
Master class Formation and development of mental activity of students with the help of algorithmic tools (supports)
From a conversation with a friend:
- Marina, how do you, in the absence of hearing, distinguish the sound of an accordion from the sound of an accordion?
- Just. Everything that is Russian folk is bayan, everything else is accordion!
I'm not reinventing the wheel, all information is public, we're just trying different approaches.
Our results with my son speak for themselves. Even before the age of two, my son could list more than a dozen musical instruments, asked me to turn on the "Waltz of the Flowers" and invited me to dance. Artemy often draws my attention to the fact that some objects look like tools. For example, in a curtain he sees a flute or a bassoon. Sometimes a son, with the air of a little connoisseur, can discuss a new song and the instruments that sound in it My husband and I are often asked in public places if we are musicians))
Actually now, how I teach my son:
1. So we started with presentations about musical instruments. There are many videos and presentations on the web. Below is a link to my and my son's favorites. Enjoy! You can just watch, you can listen and guess the sound.
1. Irina Bogushevskaya, dearly beloved by me, and her albums "Playground 1" and "Playground 2".
2. Lectures, webinars, books, MK Mikhail Kazinik. I recommend EVERYTHING from him!
3. Tales with an orchestra. Famous actors read the texts of fairy tales, accompanied by the Academic Symphony Orchestra of the Moscow Philharmonic.
Search on the wall
The cycle of classes is intended for children of senior preschool and primary school age and introduces children to the musical instruments of the symphony and folk orchestras. Oriented for use by musical directors of kindergartens, teachers of music schools and additional education, for family viewing.
The child's psyche perceives information better in a playful way, when it is clothed in an interesting, understandable shell.
How to introduce children to a symphony orchestra or folk instruments orchestra so that they do not get bored? In order to learn to distinguish instruments by timbre, do not get confused in the multitude of their names and groups?
Unfortunately, it is rather problematic to show and hear the instruments of the orchestra live, especially for preschoolers, who are still developing a culture of listening to music and behavior in a concert hall. Thus, the idea arose of a cycle of classes in which children would get acquainted with the instruments in a playful way. First of all, I wanted the children to see the instruments in an unusual, fabulous setting. I decided to use the fairy tale in Sergei Volkov's poems "For Children about Music". The proposed videos are copyrighted. The duration of the videos is short, from 2 to 3.5 minutes. This allows even preschool children to concentrate and does not tire.
Target:Using ICT technologies, introduce children to the musical instruments of the symphony and folk orchestras.
Tasks:
- develop timbre hearing and general musical knowledge of children;
- learn by ear and visually distinguish the main groups of instruments of the symphony and folk orchestra;
- to give an idea of the main features of the structure of instruments, sound extraction and playing techniques.
Resources:Multimedia system or TV with DVD player; printed didactic aids, coloring books (according to the number of children); K. Orff's set of children's musical instruments, musical toys.
Thematic plan
- October- Acquaintance with keyboard and wind instruments (accordion, button accordion, accordion).
- November- Acquaintance with keyboard-percussion instruments (grand piano, pianoforte).
- December- Acquaintance with stringed bowed instruments (violin, cello, double bass).
- January- Acquaintance with percussion instruments (timpani, cymbals, bass drum).
- February- familiarity with brass instruments (trumpet, trombone, tuba).
- March- Acquaintance with stringed plucked instruments (harp, guitar, balalaika).
- April- Introduction to woodwind instruments (flute, saxophone, bassoon).
- May- repetition and consolidation of the material covered.
Approximate lesson structure:
- Musical greeting
- View video
- Answers on questions
- Creative task, didactic game
- Musical game, playing in the orchestra of children's musical instruments
- Homework
- Reflection
Recommended didactic material and creative tasks: Author's videos (7 parts), videos of performances of symphony and folk orchestras, illustrations, educational information (how the instrument works; history of the instrument; how it is used); developing tasks (“Draw the missing”, “The fourth extra”, “Draw from memory”, “Paint according to the model”); split pictures, musical "Lotto", didactic games for the development of timbre hearing.
Result: children improve memory, thinking, imagination, attention, develop creative and musical abilities, curiosity.
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Comments (19 )
17.04.2011 at 12:40
Oksana Anatolyevna, good afternoon! Presentation, of course, SUPER!!! You are smart!!! To have such a creative, musical director in a kindergarten is just happiness! But in my opinion and taste, I would change the color of the font. Black is the color of mourning, sadness, and you have such beauty there!!! He somehow does not fit into such colorful videos. But this is my opinion!!! Thank you so much for your work, it's just amazing! I would gladly give you 100 points.
I wish you creative inspiration, good luck in the competition!
Sincerely, Irina Nikolaevna
04/17/2011 at 14:12
04/17/2011 at 21:00
Irina Nikolaevna, yes, I myself wanted it that way. After all, I have one work participating in the competition, that's enough. The publication of my work is already very good, thanks a lot to Elena Vyacheslavovna! Despite being very busy, she published my out-of-competition work very quickly. Thanks again!
04/21/2011 at 08:34
Standing, competent, practically significant work! I know from my own experience that children do not perceive such a "florid" font well, especially if most of them are just learning to read. There is no limit to perfection, good luck to the author and new creative ideas! Sincerely...
21.04.2011 at 10:18
Anna Nikolaevna, thank you! I should have given recommendations for reading the text in the annotation so that there are no discrepancies. The text is intended for expressive reading by the teacher, this is a hint only for him. Since the text changes clearly to the music, children will not have time to read it anyway. Senior preschool age begins at the age of 5, my five-year-olds (the older group) watched with pleasure, and I read and gave brief comments as I watched. In order to use the video in the lower grades of the school, you are right, you can change the font. Thank you!
04/28/2011 at 15:16
Lyudmila Alekseevna, thank you for your comment. I always try to adequately respond to criticism, but I don’t quite understand what you meant (I quote) - the text is very difficult for children of this age. Difficult to read or understand? Please explain. If for reading - I explained above in my post that the text is intended for reading by a teacher, if for understanding .... Sergey Yuryevich Volkov wrote his book of poems "Children about Music" especially for kids. It is illustrated with drawings by Vyacheslav Mikhailovich Kotenochkin. I wanted to do something of my own, in a musical format. No one in the comments, unfortunately, spoke about the role of music that is assigned to these videos - after all, here is not only a visual acquaintance with the instruments, but also an auditory one! I am very happy that my videos were highly appreciated by S. Volkov as a poet. Yes, they are not perfect, but there is no limit to perfection! Many thanks to everyone who left a comment, their wishes! I will definitely finalize the videos, maybe I will voice them. If someone has questions about downloading videos from YouTube, write! I'll be glad to help! For me, the main thing is if my work does not "lay on the shelf", but helps children get acquainted with musical instruments in a playful way. Thank you!
04/30/2011 at 00:16
Oksana Anatolyevna, hello. I really like all your work. Specifically about this: excellent videos, excellent selection of music, plot, interactive. The first-grader son is delighted, looks through with me, asks to download for our class. So, with your permission, I would like to use your materials to introduce children to groups of musical instruments, their appearance and sound. And I really had problems with downloading. I ask for your help. Sincerely, Irina Vladimirovna.
04/30/2011 at 08:02
Irina Vladimirovna, I am very glad that not only you, but also your son liked the videos! I'll be happy to try to help.
1. Click on the You Tube icon on the built-in video player - go to the page where it is uploaded.
2. In the address bar of the browser, before the word youtube, enter two letters ss (this link will look like this: www.ssyoutube.com/watch?v=RcIlB3z1wb4&feature=player_embedded), then press enter.
3. You went to the page where you can download it - SaveFrom.net
4. Next, select the format in which you want to download videos - FLV HQ, FLV or MP4. I always choose the mp4 format because Other formats spoil the quality of the picture very much.
5. The download will start. If you are going to watch a video on a computer or burn it to a disc, it is better to reformat it after downloading it to any other video format that your player supports. I can recommend Format Factory - a free but multifunctional media converter. It can be found for free download on the Internet.
These are the "troubles from the barrel" ... download, reformat ... but it will not work differently from YouTube. But having learned once, he will open the doors to the world of amazing video for you!
05/12/2012 at 23:38
Oksana Anatolyevna! I am sure that the cycle of classes will be of interest to a wide audience. First of all, professional musicians. Informative, developing, fascinating, ready-made practical material! Technically, these are peaks in pedagogy. Finally, it is a wonderful gift for children. Good finds: the sound of instruments is preceded by the sounds of nature - this is a fine tuning of auditory perception; instruments sound separate and in tune with others; a quiet collision, a close-up on the details of the body of the instrument, allows you to see it well. Do not rush to dub the video: won't the text then sound simultaneously with the sound of the instrument? You can read poems, or you can write them on invitation cards to a concert and learn them ... The main thing is that children listen to the voice of the instrument, remember, and then be able to distinguish the timbre of its sound in a duet, quartet, and finally, an orchestra. Has your significant and very interesting experience already found its application? Sincerely, Natalya Pavlovna.
Conversations about music as an art form
Where did music come from
Teacher. Guys, today we will talk with you about what music is and how it originated.
Music appeared even when there were no big cities, no small towns and villages on earth. But already in those times far from us, people could not live without music for a single day. Music accompanied a person everywhere: in his work, in battle, and on vacation. In joyful moments and in moments of sadness, music was with a person. At first, people themselves composed and performed music. In it, they talked about various events of their lives. Then there were musical instruments that only musicians could play. Music for them began to compose composers. You, of course, are familiar with the word "composer". This is a person who writes music. What composers do you know? (children answer.) And how does a composer write music? (children answer, the teacher helps them.) That's right, he writes music using special musical signs - notes (Shows the notes to the children.)
Just as a writer writes his stories with letters and words, a composer writes his musical stories with notes. But in order to hear these stories, you still need to be able to "read" them. This can be done by musicians who perform the music of different composers on different instruments. Let's listen to the composer's play "The Hunt" and try to understand what the author wanted to tell us in his work. (Children listen to the piece, and then share their impressions.)
musical sounds
Teacher. Children, today we continue talking about music. You and I already know that music can tell us many interesting stories about what surrounds us and excites us. But we hear not words, but sounds. Musical sounds are the building blocks of music. To produce sounds, people invented special musical instruments and taught them to speak. You are already familiar with some musical instruments. Name them. (Children name familiar musical instruments.)
But sounds by themselves don't mean anything. (The teacher plays individual sounds to the children on the piano, accordion, metallophone, pipe.) But if the composer brings these sounds together, combines them into a melody, builds a piece of music out of these bricks, then the musical sounds will come to life, speak, tell us about exciting adventures, make us worry, sad, rejoice. Musical sounds differ from simple sounds: they are melodious, and in the hands of a musician they can be gentle and harsh, drawn out and jerky, sad and cheerful. They may resemble a sigh or laughter, a frightened cry or a soothing chant. Musical sounds are very versatile and flexible, they can be pronounced in dozens of frets, so they can tell us about various events. Let's listen to musical pieces and see how different musical sounds are.
(Children listen to excerpts from the musical works "September. Hunt" from the piano cycle "The Seasons", the Russian dance "Trepak" from the ballet "The Nutcracker" by Pyotr Ilyich Tchaikovsky, excerpts from the symphonic fairy tale Petya and the will of Sergei Sergeevich Prokofiev.)
What does music express
Teacher. Guys, in the last lesson, we found out that music tells its stories using a variety of musical sounds. And today we will talk about what music can express. Music is capable of revealing human feelings, expressing various moods. The world of human feelings is very rich: joy, sadness, sadness, happiness, fun, daydreaming, anger, hatred, anxiety, excitement, anxiety - all this can be expressed by music.
Let's listen to the play by the German composer Robert Schumann "The Merry Peasant" from the Album for Youth (The teacher performs the play.)
The peasant returns from the field. He did a good job, and his soul is light and joyful. The cheerful and bright melody of this play tells us about how cheerfully the peasant walks and, smiling, sings a song. It was easy for us to imagine this picture, because the composer very vividly conveyed the mood of his hero in the music. While composing this play, he himself seemed to see the peasant walking merrily on his way home.
And here is another play from the same album - "Echoes of the Theater". (The teacher performs the play.)
An important event happened in the life of the little hero: he first visited the theater, and the performance made a strong impression on him. The boy re-experiences what he saw, and he is overcome by extraordinary excitement. Do you hear how disturbing and sometimes menacing the melody sounds? The music of the work expresses the feelings of the hero very well.
(The conversation can also be built on other works, for example, plays of a different nature from Pyotr Ilyich Tchaikovsky's Children's Album.)
Music Listening Conversations for Mastering Genres
Lullaby: an introduction to the genre
Program content:
To learn to distinguish the genre of a lullaby, paying special attention to the intonational expressiveness of the melody. Recognize the calm, gentle nature of the music.
Lesson progress:
Teacher. Children, today you will get acquainted with the lullaby genre. How many of you know what a lullaby is? (children answer that mother sings a lullaby when she puts the child to bed.) That's right, a lullaby is sung before going to bed. Listen to "Lullaby" by Russian composer Evgeny Golubev. It was written for one instrument - the piano, without a voice. Try to determine the nature of the music. What moods and feelings does she convey? (Performs a play.)
Children. The music is calm, gentle, gentle.
Teacher. That's right, the music is gentle, light, lulling, thoughtful. Listen to the piece again and say why the composer called it "Lullaby". (Performs a fragment of the work.)
Children. The play is so called because it is calm, you can lull a small child to sleep under it.
Teacher. Well done - you got it right.
There are no words in E. Golubev's "Lullaby" - this is instrumental music, but, like a lullaby, it is smooth, melodious.
Guys, what do you think about this music?
Children. Mom lulls her child.
Teacher. That's right, the mother shakes her baby and sings to him an affectionate song. She loves her child very much - the melody sounds so gentle. And the child falls asleep, and, probably, he will have a wonderful dream. (Shows children illustrations, reads poems suitable for this topic.)
Lullaby in instrumental vocal music
Program content:
Distinguish between the lullaby genre in instrumental and vocal music, give children an idea about the varieties of lullabies.
Lesson progress:
Teacher:.Children, we met with the "Lullaby" of the composer E. Golubev. Now I will play you another “Lullaby”, which was written by the wonderful Russian composer Anatoly Konstantinovich Lyadov. He wrote 18 songs for children, and they are called “children's songs”. Among these songs there are also several lullabies. One of them is Kotinka-Kotok. The composer remembered the melody from childhood, her nanny sang to him. In Russian lullabies, a gentle, kind cat was sometimes called to come and shake the child. For this, he was promised rewards: "a jug of milk, a piece of cake, gild the tail, silver the paws." So it is in this lullaby. Listen to her and tell me how she feels. (Sings a lullaby.)
Children. She is gentle, gentle, calm, quiet.
teacher. Right. Let's compare it with "Lullaby" by E. Golubev. What do these works have in common? (Performs a play by E. Golubev.)
Children. Both lullabies are calm, smooth, affectionate, quiet.
teacher. That's right, lullabies are usually performed at a calm pace, slowly, quietly, sung as if in an undertone. And what is their difference?
Children. The first lullaby is without words, and the second is with words.
Teacher. You see that the melody in a lullaby can be performed both by the voice and by one musical instrument, for example, a piano, like Golubev's. A lullaby can be with words (vocal) or without words (instrumental). Listen to these two lullabies again. (Performs them.)
And now you will hear a lullaby that sounds accompanied by an orchestra in the opera Sadko. This opera was written by the outstanding Russian composer Nikolai Andreevich Rimsky-Korsakov.
Opera is a performance in which the characters do not speak, but sing, accompanied by an orchestra. In Rimsky-Korsakov's opera, the protagonist Sadko (a hussler and singer) during his voyage across the seas finds himself in an underwater kingdom, where a sea princess falls in love with him. She does not want to let Sadko go to earth, does not want to part with him and sings him a lullaby, lulling him to sleep. Listen to this music and say what moods, feelings it conveys. (Children listen to the audio recording.)
Children. The music is sad, dark, sounds low.
Teacher. That's right, only I will complete you: the music is mysterious, disturbing, lingering, weeping, fabulous, as if coming from the depths of the sea. But the lullaby ends lightly - Sadko is waiting for his return to the shore, to the people.
And here is another lullaby for orchestra from the symphonic fairy tale "Kikimora". Kikimora is an evil fabulous, fantastic image. When Kikimora was little, she lay in a crystal cradle, and the magical Cat-Bayun sang a lullaby to her. (Children listen to an audio recording. The teacher can accompany his story with illustrations.)
Dance: an introduction to the genre. Waltz
Program content:
Give children an idea of the dance genre. To teach to distinguish the waltz genre, to acquaint children with waltzes of a different nature.
Lesson progress:
Teacher. Guys, you know that there are different genres in music. What genre are you already familiar with? (children answer that they are in the lullaby genre.)
In the last lesson, you got acquainted with a kind of song genre - a lullaby. And today I will tell you about the genre of dance. You have probably seen people dancing more than once. (Shows drawings, photographs.)
The dance has been around for a very long time. Dances are different, there are many of them, and each dance has its own music, its own character. Today you will get acquainted with the waltz. The word waltz in French means to spin. This is a smooth dance. Listening to it, you feel the alternation of three sounds, with the accent on the first: one, two, three; one two Three. The waltz is danced as the music suggests, whirling around. Listen to the Waltz by the Norwegian composer Edvard Grieg and say what feelings and moods this music conveys.
Children. The music is sad, smooth, tender.
Teacher. That's right, this music is affectionate, calm, thoughtful, soft.
Listen to her again. (Performs a play.)
But waltzes are very diverse in character. There are waltzes joyful and sad, cheerful and calm, bright, dreamy and thoughtful, sad. Now we will listen to the “Waltz of the Flowers” from Pyotr Ilyich Tchaikovsky’s ballet “The Nutcracker” performed by the orchestra. (Listen to audio recording.)
What do you think about the nature of this waltz?
Children. Joyful, magical, bright.
Teacher. Indeed, this is a joyful, noble, graceful, festive, magical waltz, because its flowers are dancing in the fabulous realm of sweets. Guys, imagine that you are also at the ball and dancing this beautiful waltz. (A fragment of the “Waltz of Flowers” sounds; children dance.)
Polka
Program content:
Introduce children to the polka genre. Cause an emotional response to music of a cheerful, playful, perky nature. Recognize and distinguish between polka and waltz.
Lesson progress:
Teacher. Children, today we will continue our acquaintance with dances and get acquainted with the polka. Polka is a moving, jumping dance, jerky, distinct, light, impetuous. Polka is a Czech dance. Translated from the Czech language, “polka” means “half”; its main movement is light half steps. Listen to the children's polka of the wonderful Russian composer Mikhail Ivanovich Glinka. What is her character? (Performs a polka.)
Children. Cheerful, sonorous, light, fast, you can jump under it.
teacher. That's right, the music is moving, playful, peppy. Under it is fun, easy to dance. You can try dancing to this music. (Performs "Children's Polka" by M. Glinka again.)
What was your mood, what did you feel when you danced the polka?
Children. The mood is joyful, cheerful, I wanted to smile, laugh, jump, jump.
Teacher. And now let's play the game "Guess the dance": I play a piece of music for you, and you name what kind of dance it is. (Performs "Waltz of the Flowers", "Waltz" by M. Stribogg, "Italian Polka", "Polka", children answer and explain their answers.)
March: an introduction to the genre.
Program content:
To teach children to determine the genre of the march, to highlight the different nature of the marches.
Lesson progress:
Teacher. Children, today you will get acquainted with another musical genre - the march. The word march means "procession". (Shows illustrations.)
It is more convenient for people to walk and march to the music of the march, that's why it is called like that - a march, its music is clear, rhythmic. Listen to the march of the composer Dmitry Dmitrievich Shostakovich. (Performs piece.)
What is the nature of this music?
Children. Cheerful, playful, cheerful.
teacher. That's right, this march is mischievous, playful, perky. But marches are different: both playful, lively, and sad, mournful, and solemn, festive. let's compare "March"
D. Shostakovich with "March" by I. Dunaevsky from the movie "Merry Fellows". (Performs Dunayevsky's march.)
What is the nature of the second march?
Children. This march is proud, vigorous, courageous.
Teacher. Dunayevsky's march is decisive, life-affirming, because young people are marching under it. And what do you think, who can walk to the march of D. Shostakovich? (Performs a fragment.)
Children. Toys.
teacher. That's right, toy soldiers can walk under him, because he is comic, playful, mischievous .. Let's listen to these two marches again. (Performs works, clarifies their different character.)
Guys, you listened to the marches performed by me on one piano instrument, but the marches can be performed by the orchestra. You have probably seen how soldiers or athletes walk in the parade. And who performs solemn, festive marches for them?
Children. Orchestra.
Teacher. That's right, brass bands perform marches at the parade. And now you will listen to the march performed by the orchestra, you can march to it, as the music tells you. (Sounds "Sports March" by I. Dunayevsky in the recording.)
How did you feel when you marched to the music?
Children. We were happy and fun.
teacher. Indeed, when a festive, solemn march sounds, the mood rises, we are seized by a feeling of joy, universal fun.
Musical genres: song, dance, march.
Program content:
To consolidate children's knowledge of genres: song, dance, march. Recognize and distinguish between a song, dance, march by the intonational characteristic of the melody, rhythmic pattern and other means of expression.
Lesson progress:
teacher. Guys, you learned that there are different genres in music.
What musical genres do you know?
Children. Lullaby, dance, march.
teacher. Before, a long time ago, people thought that the earth stands on three huge whales. And the composer, whose music you are already familiar with, using this legend, wrote a book in which he claimed that all music also rests on “three pillars” - song, dance, march. They are found in any music - in opera, and in ballet, and in a symphony. Song, dance and march are familiar to you because they accompany you everywhere. Tell me, what are the songs?
Children. Funny, sad or affectionate gentle - like a lullaby.
teacher. That's right, songs are of a different nature, we listened to lullabies with words and without words. But all lullabies are united by an affectionate descending intonation.
Sing along to the music: "Ah, Ah."
Listen to "Lullaby" by S. Maykapar and tell us about this music. (Performs a play.)
Children. This is gentle, calm, sad, gentle, lulling music, it is without words.
teacher. And now let's remember the genre of dance. What dances do you know?
Children. Waltz, polka.
teacher. There are a lot of dances: ballroom dancing (polonaise, mazurka, waltz, polka, krakowiak, quadrille, etc.), folk dances (Russian, Ukrainian, Belarusian, Georgian, etc.), modern dances. You got acquainted with the waltz and polka. Listen
Waltz by A. Lyadov and Polka by P. Tchaikovsky from the children's album and compare them. (Performs works.)
Children. The waltz is smooth, gentle, soft, sad, you can spin under it, and the polka is cheerful, fast, you can jump and jump under it.
teacher. What genre still exists in music? (children answer that this is a march.)
Listen to S. Prokofiev's March from the collection of children's music and tell us about this genre. (Performs piece.)
Children. The music of the march is clear, cheerful, perky, cheerful, you can walk to it.
teacher. We listened to many marches. The ascending intonation-melody gives clarity and vivacity to the march.
Repeat after me this jump of the melody upwards, using the sound "A-a". Now try to compose your own little march. At the same time, use an ascending active intonation and a special clear rhythm. (The teacher, with the help of clapping, reproduces a rhythmic pattern suitable for a march, which will become the basis for the composition, the children compose small samples of march melodies. The most successful teacher performs on the piano with accompaniment.)
teacher. Guys, now we will play a game: you will receive cards with the image of singing, dancing and marching children; I will perform music, and you must determine what genre it is and raise the corresponding card. (Guides a game, after which the children are invited to express their hearing of various genres of dance music through movements.)
"Summary of a conversation with children of senior preschool age about a musical instrument and its origin: violin"
Target: formation of sensory standards during the game
Program content:
1. Shaping skill:
- find a geometric figure according to the sample;
2. Fix the concepts of "one", "many", "few", "big", "small".
3. Consolidate knowledge in children of primary colors: red, blue, yellow, green.
4. Exercise in the classification of objects according to one attribute.
5. Develop speech, thinking, memory.
Lesson material:geometric shapes different in color (red, yellow, blue, green) and shape (circles, squares, triangles) - for cars (high chairs), tickets, two boxes: small and large, carrots: 6 small and 5 large; hare mask, train sign.
Lesson progress
- Boarding the train.
Guys, do you like to travel?
Today we will go on a train journey. And we will go to the forest.
– Look, how many wagons are in our train: a lot or a little?
– Just need to figure out where, whose place. Now I will give you tickets. There are figures on the tickets (distributing). Look carefully each at your ticket and find a trailer on the train with exactly the same figure.
- Yulia, find your seat on the train (and so on, take turns taking seats).
- Well, everyone is seated .. Let's hit the road. (turn on music)
- Meeting with a bunny.
- We've arrived. Come out. We are in the forest. Let's go for a walk in the forest.
Look who's hiding?(Bunny.)
What does the bunny like to eat?
- All summer the bunny grew carrots in his garden. See how many carrots have grown in the beds in the garden: a lot or a little?(A lot of.)
- Look at the first bed and tell me how many carrots grow on it? (1) (ask 2-3 people).
- And now let's count how many carrots have grown in the second garden bed (1, 2) (ask 3-4 people to count).
- And on the last bed?(A lot of.)
- Guys, look carefully at the carrots and say if they are the same or different. What is the difference?
- Guys, the bunny needs help. He can't do it alone. The fact is that the bunny collects and stores carrots in boxes: large ones - in a large box, small ones - in a small one. Let's help the bunny collect carrots and arrange them in boxes.(Children one by one “pluck” the carrots, say what it is and put it in the appropriate box.)
Children say goodbye to the bunny.
- Road to the forest clearing
To get to the forest clearing, you need to go through the swamp. Look at the colored bumps in the swamp. We jump over the bumps, through the swamp. Everyone chooses their color (on the ticket) and must cross to the other side in order to go back.
Well done boys! They did great.
Now get on the trainchildren sit in their seats).
Let's say goodbye to the forest. Goodbye forest!
6) The result of the lesson.
- Guys, did you like our trip?
What were we traveling on?
What animals did you help?
On the topic: methodological developments, presentations and notes
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