Musical development of older preschoolers in teaching singing and musical literacy. Explanatory note teaching preschoolers musical literacy training program

Lesson 1

Musical and noise sounds

Target:

• teach children to distinguish between noise and musical sounds.

Noise sounds are deliberately explained in poetic form, and musical sounds are mentioned only at the end.

All children in the world know

Sounds are different:

The farewell cry of the cranes,

Airplane loud roar

The rumble of cars in the yard,

Barking dog in a kennel

The sound of wheels and the noise of the machine,

Quiet breeze.

These are noise sounds.

There are only others:

Not rustling, not knocking -

There are musical sounds.

Exercise 1 . To lead the child to an independent understanding of what musical sound is. By hearing, determine where - noise sounds, and where - musical.

Lesson 2.

High and low sounds

Target:

• learn to distinguish between high and low registers

Explanatory note

Children preschool age they think figuratively, they have a well-developed imagination. The knowledge of the surrounding world, into which they enter, is inseparable from deep immersion into the fairy-tale, toy world, loved by them with all their heart. Favorite toy is able to revive the lesson, help in the assimilation of new material. The difference between high and low sounds is absorbed faster if it is illustrated with the help of a typewriter, a doll, a bunny, a parrot.

1. Explanation of the topic

The teacher, showing how the piano works, focuses on the difference between high and low registers. At the same time, the child involuntarily associates the voice of a low “thick” sound with a thick string, and a high one with a “thin” string. The child not only hears, but also sees why the voices of the key become ever higher, “thinner” when the teacher’s hand, performing individual sounds, moves along the keyboard to the right (in the fairy tale “About the girl Nina”, this is how the cat moves).

A fairy tale about a girl Nina, a cat Murka and a piano

There lived a girl in the world. Her name was Nina. Someone gave her a piano for her birthday, but she didn’t know how to play it: so let’s knock on the keys, she scared even Murka the cat. Nina got angry and went to sleep. Nina fell asleep, and she had an amazing dream:

It's like she and the cat are at home,

And they sit by the window.

And behind him: “Boom! Boom!"

Nina turned around, hearing the noise,

He sees the piano walking,

The lid opens like a mouth,

And under the cover of the keys in a row,

As if teeth were sticking out.

Here comes the angry piano

Swallow the girl Nina.

Oh, how scared she was! She wanted to run away, but she couldn't.

But then the cat on the keys - jump!

And the miracle happened instantly.

Murka walks on the keys,

And the piano sings and sings.

Murka steps inaudibly,

And the piano gently answers her.

Then the second miracle happened -

The cat suddenly learned to speak:

"Meow, I'll tell you everything.

If you want, I'll show you a secret! -

She says to Nina

And he orders to look into the piano.

She wags her tail,

Presses keys with paws.

Murka will go to the left -

And if you turn right -

The sounds are higher and softer.

As soon as Nina looked into the piano, she gasped: a hammer is attached to each key, and behind whole line strings, yes all different!

And the strings are short and thin,

And the thicker, longer the string -

The lower it sounds.

Murka presses the key -

The hammer strikes the string:

The string rings, sings,

The girl Nina thinks:

“Not a strange piano at all.

Just don't hit him.

Do not beat him with your fists,

And carefully touch the keys -

So it won't bite."

Then the morning came, and the dream was interrupted. Nina stood up and gently touched the keys. In response, the kind voices of the strings were heard.

P.S: And vice versa, the sounds become lower, “thinner” when the teacher plays the same sounds in the opposite direction.

2. Fixing the material

a) The teacher performs a scale with his right hand, alternately up and down (except for the scale, at the discretion of the teacher, short (sounds) motifs, distant sounds, etc. can be played). Left hand him, in which he holds a toy, moves above the keyboard in the same direction as the right one, but according to the sounds: either rising or falling.

b) The teacher plays a scale. At this time, the student uses a toy to show the direction of movement of sounds.

3. Repetition

The toy is not involved here. The teacher plays a scale. The student, standing with his back to the keyboard, guesses: a car is driving down a hill or up a hill (a doll is walking), a parrot is flying from the top branch to the bottom or vice versa.

Will help children consolidate the material they have covered. task 2.

Lesson 3.

Keys and keyboard

Target:

• introduce children to keys and keyboards.

In order to present this difficult material to children in an entertaining, interesting way, we use poems and drawings.

Miracles are here, and that’s all!

There are so many different keys!

And they have only seven names.

How can I not confuse them?

Do you see a row of black keys?

There are two or three of them in a row,

You just press two black ones,

You will find re between them.

On the left is do, and on the right is mi,

Click them in order:

Do, re, mi.

Nearby now, look,

Do you see three black keys?

Fa lives to their left,

Sings his song.

Near fa - salt, la sit

And the two of them look at each other.

Well, and si it's not difficult at all,

You can find it very easily:

To the right of the three black keys

You will find her at home.

Now say:

Do, re, mi, fa, salt, la, si,

Play them one by one

And repeat quietly:

Do, re, mi, fa, sol, la, si.

Only you can name it -

You'll find it nearby again.

If we left before,

We reached another -

That means a whole OCTAVE

Together you and I have gone through.

Come on, quickly, one, two, three,

Repeat this word: OCTAVE.

Miracles are here, and that’s all!

Although there are so many different keys here -

I know what their names are

I know where they live.

Children will be helped to learn in practice the location of the keys

tasks 3 and 4.

Lesson 4.

Octaves

Target:

• learn the placement of octaves on the keyboard.

Explanatory note

It is useful to use the cards with pictures of animals from task 2, those that helped in learning the registers. To do this, they must be placed on the keyboard in the following order:

1. Subcontractive – elephant
2. Kotroktava - baby elephant
3. Major octave – bear
4. Small octave - little bear
5. First octave - cat
6. Second octave – kitten
7. Third octave - mouse
8. Fourth octave - little mouse

Tasks 5 – 6.

Used to secure the material task 7 , where the concept is introduced - to the second octave.

Lesson 5.

Sheet music and staff

Target:

• reveal in stages the content of concepts related to each other: staff, notes, key.

Explanatory note

In order to make the assimilation of new material more solid, information about the key is not mentioned in this topic, and if so, then the notes are explained for the time being simply as signs with which musical sounds are designated. Later, after the children are introduced to the treble clef, specific note names will be discussed.

With such a sequence of studying notes, the teacher aims to show the children how the signs-notes look and where they are written - on the rulers, between the rulers, under them and above them.

At the same time, they are given initial presentations about the duration of notes - task 8 . To explain to children that sounds are long and short, you can use the example of a song. To do this, it is necessary that the children sing several of its lines, at the same time clapping the rhythmic pattern of the melody with their hands.

This material will help you better understand. task 9.

The concept of "staff", which children learn about from a poem, should be supplemented with another name for the staff - a musical staff.

Here is a five-story building.

Signs live in it.

The staff is called home,

Signs and notes live in it.

(Show an illustration of a house with notes)

Lesson 6.

Treble clef

Target:

• introduce children to the treble clef.

Explanatory note

After introducing the children to “The Tale of wise owl”, the teacher should explain: the key is called “violin” because it seems to know the notes, in which the sound is as high as that of the violin.

The Tale of the Wise Owl

There lived a very wise and kind owl in the forest. Everyone forest dwellers that owl helped. And so…

One day a little gray bird flew to her,

She began to cry and sigh and spoke like this:

- Good owl, help me, save me from harm.

Everyone knows that I sing my song every morning.

I greet the sun with her,

I help him wake up,

But today there are evil spiders

They hid all the notes in chests.

And those chests were locked,

And the keys to the locks were buried in the ground,

I can't live without a song.

How can I help the sun now?

“Don’t worry, I will help you out of trouble,” the owl reassured the bird. She took a branch, drew a staff on the ground and began to draw something on it, saying:

First I'll draw a squiggle like this:

I’ll round it at the top,

Oh, some kind of goose came out,

I'm a little afraid of him.

No! I'll do it like this:

So that there is not a goose, but a sign,

Quickly straight line

I’ll end with a bold dot.

So the key came out great,

And he's called violin.

And there is a second name,

I will write it here: the key is salt.

Remember, the bird is a small gray one,

It is called that because

What is the beginning of a curl?

On the second line they draw, -

Just on the very second line where the note is written salt first octave. Take this key, little birdie, and fly to the spiders to open their chests. As soon as you fly up to them, first listen to which of them your notes sound, then unlock that chest.

The little gray bird thanked the good owl and flew off for its notes.

This is how the owl helped the bird return its song.

Writing treble clef children can learn by doing task 10 . The play “Folk Joke” should first be played with the 3rd finger right hand, and then with the 3rd finger of the left hand.

Lesson 7.

Notes

Target:

• introduce children to specific names of notes.

To perform plays

You need to know the notes well.

Here - do, re Here la and si

Learn the names of the notes and where each one lives.

The rainbow has seven colors,

And music has seven notes.

But who is without clues?

Can he understand these notes?

As if the droplets are similar

We cannot distinguish them.

Here's what: we'll decorate everything with notes,

Let's paint like a rainbow.

And we will immediately remember

Where is fa, and where is mi.

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Makes this material easier to understand task 11.

The tale of the cockerel

(Read the story, naming the notes instead of the missing syllables).

Once upon a time there was a cock in the world

what good was Petya!

In the morning the sun will just wake up,

Petya is foaming up,

Sing a ringing song

And the goo goes to the meadow

mo ma, mo garden,

Mo broken fence

Will go and come back

He will take care of his business.

Will put things in order,

The oven will flood, and then

Petya goes to the garden.

There, the peas will be picked,

But there are so many spikelets -

Now breakfast is ready.

Put on a clean little mouth,

He will change the tablecloth on the table,

He will supply some treats.

Oh yes, Petya! Zag denier!

Here friends are knocking on the window.

- Come in, I'm glad to see you!

Lesson 8.

Tact and barline

Target:

• Explain to children what a beat and a bar line are.

Explanatory note

No additional comments are required on this topic, since the material in tasks 12 – 15 presented quite fully. To consolidate the theme, “Change” is given: by correlating the image of the rooms in the house with the image of the staff, the children will count the number of rooms in the house and easily determine the number of “rooms-bars” on the staff.

Lesson 9.

Note durations

Target:

• help children learn the relationships between note durations and counting.

Explanatory note

Children experience certain difficulties when studying this topic. To make it easier to understand this material, the fairy tale “Friendly Family” is offered.

As you know, children and adults have different dynamics (children are much more mobile than adults). On the basis of this principle, this fairy tale is built: in it, eighth notes are called children, quarter notes are called mothers and fathers, half notes are grandmothers, and a whole one is great-grandmother. All this clearly explains the relationship between duration and counting.

Friendly family

Once upon a time there lived a friendly family:

Great-grandmother, two grandmothers

Moms and dads

And the kids

They often went for a walk to the park together. And then one day, to make it more fun to walk, the guys came up with an occupation for themselves: to count their steps. The alley in the park was long, they had to take many steps, and they could only count up to four.

They thought, thought about how to lengthen the score, and came up with: after each number 1,2,3,4, the guys decided to add the letter “and”. No sooner said than done.

Children are running along the road

And count the steps of the naughty girl,

And this is what they come up with:

See how fast they run.

Moms and dads heard them

And they instantly counted their steps:

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One and, two and, three and, four and

That's what they did!

Well, and grandmothers, not to be outdone,

Like this:

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One and, two and, three and, four and

Then the great-grandmother said quietly:

– And I also counted the steps:

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One and, two and, three and, four and

Oh, how slowly she walked!

They walked, they walked,

And we went home to rest.

So it's time to end the fairy tale.

P.S.: Shouldn't be on initial stage learning to be upset that children sometimes call it “grandmother” instead of a specific name for the duration of a note (for example, half note). In this case, it is important to ask the child to remember the real name of the duration of this note. From using both names of durations (“grandmother”, half) you can gradually move on to using only the real name.

After familiarizing yourself with the proposed material through reading a fairy tale, we move on to tasks 16 – 18 - all this will make up the lesson.

Lesson 10.

Note with a dot

Target:

• Explain to children what a note with a dot means.

Explanatory note

Poems and task 19 will make it easier for children to understand this rather difficult topic. But in order to make this material easier to perceive, it is useful at the initial stage to draw a calm at the point like this: or like this:

Lesson 11.

Size

Target:

• Based on the knowledge gained about note durations, introduce children to musical time signatures.

Explanatory note

The theme does not require any additions. For better assimilation of the material it is useful to use task 20 - “Musical Lotto”.

Lesson 12.

pauses

Target:

• Introduce children to the concept of pause.

Explanatory note

To get acquainted with the concept of a pause, the fairy tale “Inseparable Friends” is offered. While reading it, you should draw children’s attention to the fact that pauses in music must be listened to and counted just like notes.

Inseparable friends

Once upon a time there was a boy Kolya.

He studied at a music school,

And he had a book.

And then one night, when Kolya fell asleep, such a story happened.

The clock just struck twelve,

Suddenly this book was quickly opened.

And who do you think discovered it?

Notes!

Yes, yes, the notes are not big,

Who lived on the first pages.

They cried, they sunbathed,

They began to tell each other something.

Then they ran through the book without looking back,

Only the heels sparkled.

They ran far away from their native staff,

Stopped on one page and looked

And the place is unfamiliar to them.

Some signs are coming towards you,

They ask the notes: “How did you end up here?”

They began to recite the notes vying with each other:

Oh, you know, we almost disappeared completely.

The boy who studies from this book

Makes us sing without a break.

If only you knew

How tired we are!

After all, we can’t sound all the time,

We should rest sometimes too.

Look what happened to us

What trouble happened:

Half note, poor

She became terribly pale.

Whole so long sang

That even all turned gray.

The quarter note is blackened from work.

And we, eighth notes, cheerful, mischievous,

Before that they sang, tried,

They listened to their unfamiliar signs and say:

Well, don't worry about it

Shed burning tears.

We are just signs of silence,

We designate a break in the sound.

Pauses are calling us.

Here we are all here.

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Whole rest Half Quarter Eighth

One and, two and, three and, four and. One and two and One and One

So we met you, notes.

Now you will sing differently.

Climb to our staff,

Let's live together

There's nothing left for you to worry about.

We will become inseparable friends.

The notes rejoiced, climbed to the pauses and began to live - to live, not to know grief.

Referring to “funny pictures” will help children quickly and firmly remember what pauses look like. It is easy for them to imagine that a whole pause, like a sign, hangs on a ruler; half, like a chest on a shelf, lies on a ruler; the quarter is like a snake; and the eighth resembles a figure skater.

Lesson 13.

Strokes

Target:

• teach children to distinguish between musical strokes: staccato and legato.

Explanatory note

The topic is clearly revealed in the poems and drawings given in task 27. Need to learn:

A dot above a note and a dot below a note,

Tell us, little dot, who are you?

Know guys, my name is staccato,

I make the notes dance.

Staccato - short, abrupt.

league

Oh, the arc, what here!

What, tell me, is your name?

The league is called me.

And remember, friends

In plays, my role is important,

Notes really need me

In order to teach them

Walk with a smooth step.

Well, and that step, guys,

It's called legato.

Legato - smooth, coherent.

Lesson 14.

dynamic shades

Target:

• remember dynamic shades as unique musical colors.

Explanatory note

Drawings and listening to D.G.’s play will help you master the topic. Turk "I'm so tired" in different manners of performance from tasks 28 .

The first time the teacher plays inexpressively, with an even sound, and the second time - precisely performing all the dynamic shades so that the children give preference not to a monotonous, but to a colorful performance that fully reveals the meaning of the play.

After this, you can proceed directly to getting acquainted with the names and purposes of dynamic shades. The distribution of color brightness of paints on the palette will contribute to a better perception of the essence of dynamic shades.

Lesson 15.

Major and minor modes

Target:

• introduce children to musical modes: major and minor.

Explanatory note

It is known how difficult this topic is to explain to young children and how difficult it is for them to perceive it. The fairy tale "Two brothers" will facilitate its perception.

TWO BROTHERS

In ancient times, in a fairy-tale country called Soundland, King Ding-dong the Seventh ruled. More than anything in the world, he loved to sleep and be bored.

Sometimes he sits on his throne and misses.

Out of boredom he dangles his legs,

Out of boredom, he will order cookies to be served,

And sing a song to the soldiers.

His soldiers were unusual -

All as one, the singers are excellent.

And for this, by the way,

Ding-Don began to call them Sounds.

The Sounds will sing to the king one song, another,

The king will start to snore, and Sounds will also go to the side.

They sleep until the morning.

In the morning they will get up, shout: "Hurrah!"

The king will wake up, turn from side to side,

And everything will start again:

Boredom, cookies, soldiers' singing.

From this life the Sounds have become so lazy,

They completely forgot how to sing properly.

The king was terribly upset.

He even stopped being bored.

Makes them sing this way and that,

But they don’t want to.

But one day, two brothers, Lada, arrived in Soundland from the distant country of Ladiya. One was a cheerful, laughing dancer, the other was sad and thoughtful. Merry's name was MAJOR, and sad - MINOR. Major and Minor learned about the king’s trouble and decided to help him.

They came to the palace

The king was bowed as expected.

Hello, Ding-Dong, they say. –

We want to listen to your soldiers.

Well,” the king commanded Sounds, “

Sing it all!

One, two! One, two!

The Sounds sang, some into the forest, some for firewood.

The brothers couldn't stand this music,

Come on, they say, Ding-Dong, we’ll help you,

From your sounds we will compose a good song.

Major arranged the sounds in a row -

It turned out SOUND.

The Major commanded them: “Calculate a tone, a semitone!”

The sounds were quickly calculated:

Tone, tone, semitone,

Tone, tone, tone, semitone.

sing along! - Major commanded. Sounds sang:

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We all stood together in a row, along the – row – in a row.

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Don’t pro - stop ma - zhor - ny, ra - worthy, for - daring!

When we finished singing the Sounds, Minor stepped forward. He commanded: “Calculate a tone, a semitone - and - go away!” For some reason the sounds immediately made me sad, and they reluctantly settled:

Tone, tone, semitone,

Tone, tone, semitone,

Tone, tone.

Start singing! - Minor commanded. The sounds began to sing.

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We are mi-nor-ny sound-co-series of sad-sounds-s long-series

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The dog is sad – well – I’m eating and this – hour we’re – re – howling.

Since then, order has come to Soundland.

Ding-Dong began to live differently,

Under new music stopped sleeping.

He will be sad - Minor will appear,

If he wants to have fun, the Major will appear.

The sounds began to live well,

And the songs sounded good!

Irina Ershova
Teaching preschool children musical notation

Playing for children musical instruments in our kindergarten is given Special attention, since children's music playing contributes to the development musical memory, attention, expands the child’s musical education.

Why did I decide teach children notes? Using a color or digital system in training You can quickly teach a child to play an instrument, but in these cases the ear is not involved in reproducing the melody; the child plays mechanically.

Greatest developmental effect training achieved by playing by ear. But this method also requires constant hearing development and serious auditory training. Difficulties in training playing musical instruments and gave me the idea to teach children play by notes.

After studying the literature, I came to the conclusion that children learn to play a musical instrument faster if they know the notes.

Children preparatory group already have the skills to play noise instruments, drums, and metallophones. When I suggested organizing an orchestra in the group and teaching them how to play notes, the children were delighted.

Teaching music notation I spend on music lessons and separately in a circle, which the children named "FA - SOL - KA". Developed long-term plan and put target:

Choose material that is accessible, interesting and feasible for children;

Get active children in play tasks;

Constantly maintain interest by using unconventional methods training;

educate at children emotional responsiveness, love of music.

Subsequence teaching children of senior preschool age musical notation:

First stage learning - development in children rhythmic pulsation

At first, I teach children games exercises:

Call the name with claps

Say the word clapping

Call the offer with claps

determine the number of syllables in a word (chair - hole - car - TV)

Then the children select words from the pictures and independently play the rhythmic pattern on musical instruments.

Then the task becomes more difficult. Children become familiar with the stressed syllable and highlight it with emphasis.

Getting to know durations. Short syllables are written with a stick (with a flag or a tail) and are called eighth and quarter notes.

So we moved on to durations, interesting poems, nursery rhymes, manuals. cards and games helped the children clearly understand the rhythmic pattern.

Games:

1. Hide the word in a rhythmic pattern (Pictures)

2. Identify the word by its rhythmic pattern (Bunny - bunny - bunny)

3. "Live Notes"

Game description: in the hands of children 1 duration. They stand in a line. The leading child claps the established rhythmic pattern.

Children with sheet music in their hands change places. The game repeats itself.

4. "Stomp - clap"- at the beginning of 1 line are drawn palms, and on the bottom line are boots. The rhythm goes all out

notes - magnets. The child reproduces a rhythmic pattern with clapping and stamping. I’ll introduce you here children with a pause(sign of silence).

Second phase training- familiarity with notes

Using "musical clock", I introduced children with the name of notes(where does which one live). Interesting poems about stave, treble clef, helped children quickly memorize and recognize notes.

GAMES WITH NOTES:

1. "The notes got lost"

2. “The notes are hidden in the words”

3. "Name the neighbors"

4. "Musical Tales"

5. « Music domino»

Third stage learning - playing with notes

I use an illustrated way of notating notes and notating the degrees conventional signs, which allows you to quickly and efficiently educate children playing children's musical instruments and basics musical notation.

On musical instruments (metallophones and xylophones) I pasted pictures indicating notes:

DO - house (rain). RE - turnip, MI-bear (head, FA - apron, SALT - sun. LA - frog, SI - lilac

Children first play on 1, then on 2 sounds. The songs can be easily transposed, as children quickly navigate and find the right sound. At the beginning training Notes are written in pictures (without rulers, in the future - on rulers.

Children learn the song with words, then name the notes and use sound gestures, and only then move on to playing the instrument.

I believe that only meaningful awareness musical text provides an opportunity for successful development children musical ear , memory and creativity.

Description of material: One of the key techniques that can interest, capture, and force any audience, both adults and children, to penetrate into the topic of conversation is a story, a fairy tale, a parable. The easiest way to capture children's attention and arouse interest in the topic of conversation is with the help of a fairy tale. Then the children, having penetrated the " fairyland", they sit with bated breath and listen.

Our fairy tale, written together with our daughter Ksenia, will help children 6-8 years old to master musical notation, and simply make friends with music and its magical sounds.

Target: Updating children's knowledge on the topic "Notes"

Tasks: Arouse children's interest in the topic. Help you master musical notation.

Help you understand that a melody consists of individual notes. Learn to isolate individual sounds from a melody. Introduce the concepts of “high and deep voices", learn to identify high and low sounds by ear.

Teach children to emotionally perceive the figurative content of a fairy tale.

Learn to “feel” music, determine and convey the nature of music in motor improvisations or with the help of pictures of animals and birds.

Reinforce previously acquired knowledge.

Preliminary work: Listening to musical works, musical and motor improvisations, familiarization with the musical staff and writing notes on rulers.

So……

In one fabulous land of musical notes, there lived musical notes. Each note had its own name. There were notes, like children, there were boys who loved to climb ladders, like all the boys in the whole wide world, and there were also notes of girls. They, like all the laughing girls, loved to dress up. There were many outfits, and so their father, King Treble Clef, built a magnificent palace for them. A separate room was arranged for each girl, but... more on that later.

The boys' names were: DO, MI, SOL and SI. One day they were going for a walk in the park, and there was a high ladder there. DO was the youngest of all the brothers, and could only climb the lowest step on the ground (extra). He stood there and rejoiced: “That’s how clever I am!” And the older boys, MI, SOL and SI, decided to arrange a competition: who would climb the highest. SI turned out to be the most agile; he climbed onto the third step. SALT a little lower, on the second, and MI only on the first. “Hurray, I won,” shouted the SI, “I’m taller than everyone else.” DO was not offended by his brother, but said that, standing on his extra step, he saw worms on the ground. MI was not upset either, because from his first step he saw his mother returning from work. SALT from his second step saw the most beautiful bird in the world.

What do you see there, SI?

From the third step I can see the clouds and sky!

At the same time, the girls were choosing their rooms.

I will live downstairs on the first floor! - said RE, - I don’t like stairs, and settled under the first line.

Then I’ll occupy the second floor, between the first and second lines,” said FA, “I really like to look out the window at our wonderful apple orchard, but you can’t see it from below and from above.

Well then, the third floor is mine,” said LYA, “I really like to climb stairs.” And settled between the second and third lines.

This is how we lived and got along together cheerful notes and they still live, if you want to check, then go to the fabulous land of musical notation. And cheerful children will be waiting for you in their houses.

BEFORE - on an additional line.

RE - under the first line.

MI is on the first line.

FA - between the first and second lines.

SALT - on the second line.

LA - between the second and third lines.

SI - on the third line.

See you soon in fairyland!

A fairy tale can be told at any time of the day, even at night. But in the morning you can draw notes and their houses, or you can play.

Didactic game “High - Low”

To play you will need a sheet of paper with a drawn staff (five lines) and small ovals made of black colored paper.

An adult either plays high or low notes on the piano, or simply sings any notes, high or low. The child guesses whether the boys’ notes are high or low and places ovals on the staff, respectively high or low.

And pictures of animals can “walk” along the staff: bears, bunnies, wolves, birds. Each animal has its own song.

Five lines of musical notes

We named the staff

And all the notes on it are dots

Placed in places.

And now you guys will remember where the notes live and place them in your houses.

MDOU TsRR-D/S No. 5 “Fairy Tale”, Ozery, Moscow Region.

Methodological development.

“Musical literacy in kindergarten”

Educational program for preschoolers of primary, secondary, senior groups game at DMI. Duration of training is 3 years.

Executor:

Musical director

MDOU TsRR-D/S No. 5 “Fairy Tale”

Gerasimova Valentina Viktorovna

Ozyory

2008

Explanatory note

« Preschool education musical literacy " Training program.

Duration of training is 3 years.

Types of activities: teaching musical literacy, individual and subgroup work.

During training, children acquire a number of concepts of musical literacy: noise and musical sounds, long and short, high
and low, the direction of movement of the melody, dynamic shades, gradual increase and decrease in sonority, tempo, acceleration and
slowdown, pause, accompaniment, form and structure piece of music(2- and 3-part form), reprise, musical genres, melody, phrase, accent, character and mood of the music. They learn to write down a rhythmic pattern and melody using conventional signs on a “thread” and on a staff, and get acquainted with
name of the notes.

The course of study lasts 3 years. Year after year, the requirements for children to play children's musical instruments are increasing, and the number and varieties of instruments being mastered are increasing.

1st year of study (junior group)

In the first year of study, children become familiar with children's musical instruments (they study the structure, sound, and playing techniques). Children's knowledge about musical toys (tumblers, barrel organs, musical tops, organs) is consolidated. They get acquainted with the metallophone (listen to plays performed by adults).

2nd year of study (middle group)

In the second year of study, the scope of percussion and noise instruments expands (musical cubes, musical hammers, musical sticks, triangle), knowledge about the studied instruments is deepened. Children become familiar with musical terms.

3rd year of study (senior group).

In the third year of study, new, more complex tasks. Children acquire practical skills in playing xylophones. Other percussion and noise instruments are added (triangle, bells, boxes, mallets, spoons, cymbals, maracas, rumba, castanets). Children learn to reproduce not only a rhythmic pattern, but also a melodic line; they learn to maintain the general dynamics, tempo, and begin and end the game in a timely manner. Children get acquainted with stringed instruments(harp, zither, gusli), with electronic music (“Chizhik”, “Pile”), keyboard-reed (accordion, button accordion, accordion).

1st year of study
Topic: "Children's musical instruments".

Musical literacy in kindergarten.

2nd year of study
Subject:"Children's musical instruments".

Musical literacy in kindergarten.

3rd yeartraining
Subject:"Children'smusical instruments".

Literature.

1.T.N.Devyatova. Program “3sound-magician” (Link-press Moscow 2006).

2. T. Tyutyunnikova. Program. “Elementary music playing with preschoolers.” (Preschool education, 1988)

3. N.G. Kononova “Teaching preschoolers to play children’s musical instruments.” Book for educators and
music head of the kindergarten. (Moscow “Enlightenment” 1990)

4. S. Bubley: “Children’s Orchestra.” A manual for music. heads of preschool institutions (Leningrad “Music” 1983)

5. T. Tyutyunnikova “Musical instruments”. From work experience. (Preschool education, 1997)

6. Zatsepina M. B. Musical education in kindergarten. Program and methodological recommendations / M. B. Zatsepina. - M.: Mosaika-Sintez, 2008.

The basics of musical notation are where serious music studies begin. In this short article there will be nothing superfluous, only simple basics musical notation.

There are only seven notes, their names are familiar to everyone from childhood: do re mi fa sol la si . This series of seven basic notes can be continued by repeating them in any direction - forward or backward. Each new repetition of this series will be called octave.

The two most important dimensions in which music exists are: space and time. This is exactly what is reflected in the musical notation: the space component – pitch, time component – rhythm.

Notes are written with special symbols in the form of ellipses (ovals). To display the pitch, it is used: the higher the note sounds, the higher its location on the lines (or between the lines) of the staff. The staff consists of five lines, which are calculated from bottom to top.

To record the exact pitch of a sound, notes are used keys– special signs that indicate landmarks on the staff. For example:

Treble clef means that the reference point is the G note of the first octave, which occupies the second line.

Bass clef means that the note F of the small octave, which is written on the fourth line, becomes the reference point.

Alto clef means that the note up to the first octave is written on the third line.

Tenor clef indicates that the note up to the first octave is written on the fourth line.

These are the most commonly used clefs in musical practice - not every musician can read notes fluently in all of these clefs; most often, the average musician knows two or three keys. Read more about how to memorize notes in violin and bass clef you can learn from special training that gives tangible results after working through all the exercises. Click to view.

As a rule, the basics of musical notation are explained using the example of a treble clef. See what it looks like and let's move on.

Time in music is measured not in seconds, but in shares, however, by the way they evenly alternate in their movement, they can be compared to the passage of seconds, to the uniform beats of a pulse or a bell. The speed or slowness of beat changes is determined by the overall speed of the music, called pace. The duration of each beat per second can be calculated empirically using hourglass or a stopwatch and - special device, which gives the exact number of identical beats per minute.

To record rhythm in notes, duration every note. The graphic expression of duration refers to changes in the appearance of the icon - it can be painted over or not, have a stem (stick) or a tail. Each duration occupies a certain number of shares or their parts:

As already mentioned, shares organize Musical time, but not all shares play the same role in this process. IN in a broad sense shares are divided into strong(heavy) and weak(lungs). Strong beats can be compared to stress in words, and weak beats, respectively, to unstressed syllables. And that's what's interesting! In music, stressed and unstressed syllables (beats) alternate in the same way as in poetic sizes. And even this alternation itself is called nothing less than size, Only in versification the size cell is called a foot, and in music - tact.

So, tact– this is the time from one downbeat to the next downbeat. The size of a measure has a numerical expression that resembles a fraction, in which the “numerator” and “denominator” will indicate the parameters of the measure: the numerator is how many beats, the denominator is what note in duration this beat can be measured.

The measure of the measure is indicated once at the beginning of the piece after the keys. Sizes available simple and complex. Naturally, those who have begun to study the basics of musical literacy first of all become familiar with simple meters. Simple sizes are those with two and three beats, complex sizes are those that are composed (folded) of two or more simple ones (for example, four or six beats).

What is important to understand? It is important to understand that the size determines the exact “portion” of music that can be “stuffed” into one bar (no more and no less). If the time signature is 2/4, then this means that only two quarter notes will fit in the measure. Another thing is that these quarter notes can either be split into eighth notes and sixteenth notes, or combined into half durations (and then one half note will take up the entire measure).

Well, that's enough for today. That's not all musical notation, but a really good foundation. In the following articles you will learn a lot of new things, for example, what sharp and flat are, what is the difference between recordings of vocal and instrumental music, how the “famous” chords Am and Em are deciphered, etc. In general, follow the updates, write your questions in the comments, share the material with your friends via contact (use the social buttons at the bottom of the page).