The project “Development of musical and artistic activity through familiarization with the traditions of the peoples of Russia.

Initiation to music introduces the child to the world of exciting, joyful experiences, opens the way for the aesthetic development of life within the framework accessible to his age. In order to open the door to this world for a child, it is necessary to develop in him the abilities that allow him to successfully express himself in musical activity. First of all, it is necessary to educate the child's ear for music and emotional responsiveness - the two most important components of musicality. Outside of them, it is impossible to introduce the child to this wonderful world, and the integral development of the personality is also impossible.

The most important indicator of musicality is emotional responsiveness to music. The simplest sensory abilities in this area are the basis for the development of more complex basic ones: pitch hearing and a sense of rhythm. This complex of abilities is manifested in the perception of music in auditory representations, in performance and creativity.

The question of the relationship between the object-music and the subject-child is complex and controversial. Music always acts in the unity of its content and form. The change in sound causes a new experience for the listener; it is created as a result of the perception of musical images expressed by peculiar combinations of expressive means. Some of them are more pronounced and dominate. But they, always being in harmonious and diverse combinations, act precisely in their complex.

If it were possible to accurately translate the content of a musical work into the language of words, to explain in words the meaning of each sound, perhaps there would be no need for music as such. The specificity of music lies in the fact that its language is the language of musical images that do not convey the exact concepts, causes and consequences of the occurrence of any phenomenon. Music conveys and evokes such feelings, experiences, which sometimes do not find their full, detailed verbal expression.

The main content of a musical work, its main idea, unfolding in time, can be understood and explained. But since this content is revealed by specific musical means (melody, harmony, rhythm, mode, tempo, etc.), in order to understand it, it is necessary to have an idea of the expressive meaning of all these means. Thus, the understanding of a musical work presupposes the awareness of its main idea, character, mood, transmitted by specific means of musical expressiveness.

The development of the aesthetic perception of music requires a certain system and sequence. With regard to preschool children, the perception of music is possible by selecting appropriate works. They are instilled with the simplest skills that lay the first foundations of a culture of listening: the ability to listen to a piece to the end, follow its development, memorize and recognize it, distinguish its main idea and character, the most striking means of musical expression.

Singing occupies a special place in children's performance. Singing belongs to that type of musical art, which can be called the most widespread and accessible. Its educational impact is very great due to the unity of music and words in the song and due to the very nature of the natural singing sound, which evokes strong emotions. Singing is the main type of musical art, which is consistently taught in a nursery, kindergarten, school and various amateur and professional groups for adults. At any stage of education, children are taught correct sound formation, clear pronunciation, clean, harmonious singing (system) and unity of sound, the same in time, strength, character (ensemble); form singing breath. Mastering these skills is the way to expressive performances, to the formation of hearing and voice. The development of melodic ear is especially intensive in the conditions of learning to sing. Musical development is activated if the necessary interaction of hearing and singing voice is established. Hearing controls the quality of singing, and vocalization requires training in auditory attention. Singing occupies one of the leading places in the child's activity, which ensures his versatile musical development.

The main idea of the method of playing musical instruments is closeness to children's life. Playing instruments should arise in the life of the child and accompany his free games. The sound of instruments is associated with life phenomena, so the game acquires a creative, improvisational character. Under these conditions, the development of musicality is intensive and fruitful. Children get used to the instruments, they try to select the melody on their own, find the tricks of the game.

The musical instrument should not be seen as entertainment with the help of trinkets that children manipulate, but as a means of developing their ability to express themselves, the most essential aspects of personality.

Children's musical creativity is formed not only in singing. Musical and rhythmic movements are fertile ground for the formation and development of children's creativity. A song, a musical game, a dance require their performance. All types of musical performance have a common feature - the performance must always express the musical and aesthetic content conveyed in the works, whether it be a song or dance, round dance or staging. Both activities - both music and movement - unfold in time.

The process of children's musical and rhythmic creativity can be schematically represented in the following form: music - experience - creation of a musical and playful image.

A characteristic feature of the musical-playing image is its synthetic character. Children use a complex of artistic means from the field of music, literature, drama, choreography. Their attention is attracted by the literary plot, the characteristic features of the characters. But the very first practical attempts to implement the idea show that children perfectly feel the expressive, organizing power of music. Violation of the close relationship between music and movement causes them dissatisfaction.

Creativity underlies the whole life of a modern person. Art, in particular music, is fraught with great opportunities for the creative development of the younger generation.

The musical education of children begins with the acquisition of experience, the components of which are listening to music and composing it. Creativity is called the ability of self-expression; it is an innate ability that can be developed further. Creativity disposes children to freedom and discovery, to adventure and original expression. Musical activity can be creative if you actively participate in it: dramatize songs, interpret them, compose rhythms and songs. An activity is creative if it produces something that did not previously exist for a child and a group of children, or if it establishes new relationships in familiar material.

Children's creativity is understood as an independent artistic activity. P. P. Blonsky believes that aesthetic education involves either the formation of creativity, or the development of perception and artistic taste. He writes that aesthetic education is primarily the development of aesthetic creativity; “... every child is potentially a creator of all sorts of values, including aesthetic ones: building houses, he shows his architectural creativity, sculpting and drawing - a sculptor and painter; finally, he strongly gravitates towards the round dance, songs, dances and dramatization ... ".

source http://buslik.net/

“Introducing children to musical art through the integration of various types of musical and artistic activities using ICT” Bocharnikova S.V. Musical director of MBDOU d / s 12 Novocherkassk Department of Education of the Administration of the city of Novocherkassk municipal budgetary preschool educational institution general developmental kindergarten 12

Validity of the idea of using ICT In the Federal state requirements, published in the order of the Ministry of Education and Science of the Russian Federation dated November 23, 2009 655, the principle of integration is put forward as one of the fundamental principles. The content of the educational field "Music" is aimed at achieving the goal of developing the musicality of children, the ability to emotionally perceive music through the solution of the following tasks: the development of musical and artistic activities; introduction to the art of music. The essence of the idea: the use of information technology increases the motivation for learning children and leads to a number of positive consequences: psychologically facilitates the process of mastering the material by children; excites a keen interest in the subject of knowledge; Expands the general horizons of children; the level of use of visualization in the classroom is increasing; Novelty of the idea: The use of information technology makes it possible to significantly enrich and update the integration process qualitatively and increase its efficiency. The range of manifestation of children's creative abilities is expanding.

The relevance of the pedagogical idea When using ICT, the development of all types of perception (visual, auditory, sensual) Increases positive motivation for teaching students An additional incentive is created for children to study new material, facilitate its perception Cognitive and speech activity is activated

Benefits of musical activities using ICT The use of animation and surprises makes the learning process interesting and expressive; Children receive approval not only from the teacher, but also from the computer in the form of guessing pictures, prizes, accompanied by sound design (for example, when performing a rhythmic task in the game “Dressing the Christmas Tree”, Santa Claus shows an approving gesture) A harmonious combination of traditional means with the use of presentations allows you to significantly increase the motivation of children to study (reception: the best children's work - on TV)

The use of ICT contributes to the development of integrative qualities: communication, the ability to manage one's behavior, the ability to solve intellectual and personal problems "Inquisitive, active" emotional manifestations. “Having mastered the necessary and skills, skills” Performing and creative skills improve, interest increases. ICT

For the development of rhythmic hearing, I use images instead of icons (quadruple durations are large pictures, eighths are small ones)), which contributes to greater interest of children. Models for the development of rhythmic hearing. Task: Clap rhythm formulas or play them on children's musical instruments

To develop pitch hearing, I use images-pictures instead of notes, which also attracts children and activates their creative abilities. Model for the development of pitch hearing - drinking, slapping "Cheerful little mouse" Video aid for the development of pitch hearing.

In playing children's musical instruments, presentations and video scores provide an opportunity to show creativity. The use of ICT significantly expands the conceptual range of musical topics, makes the specifics of the sound of musical instruments accessible and understandable to children.

When getting acquainted with the work of composers, the use of computer programs allows children to hear a pure professional performance of classical works, to compare what they heard and what they saw. Examining a multimedia portrait Listening to a composer's work Watching video illustrations for works by Mussorgsky MP. Prokofiev S.S.

The use of ICT makes musical material available for perception not only through auditory analyzers, but also through visual and kinesthetic ones. Thus, I put into practice the idea of individualization of children's education. This can be seen in the example of the symphonic fairy tale "Peter and the Wolf", where children, using each of their individual basic levels of knowledge, gain knowledge about musical instruments, the features of the sound of each of them. Violin Clarinet French horn Timpani Cello

In such a direction as singing, I offer children video illustrations with animation elements for exercises on developing voice, singing range, the concept of long and short sounds. (“Ladder”, “Funny Droplets”, “Snowflake”, “Where the bee flies”, etc.) This makes children more interested and attracted to singing. "Snowflake" - draw with your voice, drink away the movement of the snowflake "Musical ladder" For the development of the singing range.

Learning songs with children using mnemonics contributes to faster memorization. For example, "Sun" muses. and sl. A. Yaranova Mnemonics (from the Greek mnemonikon - the art of memorization). A system of special techniques that serve to facilitate the memorization, storage and reproduction of information.

Using the structure of the lesson to include a video, creative tasks, I thereby contribute to the development of children's creativity (taking into account the requirements of San Pin: watching a video no more than 5-7 minutes) 1. Musical greeting 2. Watching a video 3. Answering questions 4. Creative task (depict raindrops on musical instruments, rustling of leaves, etc.), didactic game (“The fourth extra” find an extra musical instrument, draw a musical instrument, etc.) 5. Musical game, playing in a children's orchestra musical instruments

The use of information technology tools has become the basis for the formation of musical taste, the development of the child's creative potential and the harmonious development of the personality as a whole. allowed me to make the process of learning and development of the child quite effective: the range, variability, choice (of benefits) expanded. The presentation of material in the form of multimedia presentations reduced the time of training, freed up the resources of children's health. Thus, taking into account the visual-figurative level of thinking of preschoolers, ICT allows me to maintain and activate their attention. The interactivity of these resources allows the child to "manage" the situation, "influence" it.

Source of information: Background pictures: Photo: from the archive of Bocharnikova S.V.

Dyumina Natalya Vladimirovna
music teacher of the first category

Game forms of introducing children
to the art of music or creativity

Music, like other forms of art, is a specific form of artistic reflection of reality. By deeply and diversely influencing the feelings, the will of people, music is able to have a beneficial effect on their social activities, influence the formation of personality.
The musical culture of a personality is the process of a person discovering the values of works of art for himself, the level of their perception and development.
Music causes spiritual pleasure and pleasure in people. Without pleasure, enjoyment, which labor, science, art give a person, his life turns out to be impoverished and meaningless. Music is able to soothe and comfort people, relieve mental stress, helps to overcome stress, becomes one of the sources of human health and a preventive tool for the treatment of mental illness.
The effect of the educational role of music, as well as the direction and nature of its social impact, seem to us to be the most important criteria that determine the social significance of music, its place in the system of spiritual and cultural values.
Childhood is a special world that is preserved in the soul of a person for life, if happiness and the joy of being oneself reign in it. The world of fantasy, fiction in children is associated with the game. In all historical times, children of different nations played and play, imitating adults, realizing their desires and creative needs.
The game, according to the psychologist G.S. Tarasov, is the emotional immediacy of motives, striving for a goal, evaluating the results of activities, learning new things. It develops the personality of the child.
The game is the optimal psychological and pedagogical tool that allows you to influence the development of children. This is confirmed by D. B. Elkonin: "... the game affects the formation of all basic processes, from the most elementary to the most complex."
A game is a type of activity in conditional situations aimed at recreating and assimilating social experience. Children's play is a type of children's activity, which consists in reproducing the actions of adults and the relationships between them, aimed at orientation and understanding of objective and social reality, one of the means of physical, mental and moral education of children.
When studying the course "Music" in accordance with the requirements of the Federal State Educational Standard in the classroom, I assign a significant role to the method of musical playing. After all, it fruitfully helps to cultivate interest and love for the art of music, moral and aesthetic feelings, respect for the traditions of the musical culture of different peoples. The musical game in the lesson brings together, organizes pupils, instills interest in music. She teaches to think, analyze, to be on the rapids of useful deeds.
The game in the music lesson is of a developing nature and is focused on mastering motor and intellectual skills, sensory abilities, developing cooperation skills, effective interaction based on cognitive interests.
The impact of the game can be considered in three aspects.
The first aspect is physiological, associated with the studies of V. M. Bekhterev, I. M. Dogel, I. M. Sechenov, which revealed the positive effect of music on various human systems. The relationship of music and rhythmic movements increases the overall vitality, regulates the activity of the cardiovascular, respiratory, musculoskeletal systems, and forms the arbitrariness of mental functions.
The second aspect is psychological. Music affects the emotional and personal sphere of the child, performs the correction of cognitive, mental, communication disorders.
The third aspect is pedagogical. Through music, the child is brought up the ability to perceive reality aesthetically and acquire social experience for creative, constructive activity.
In a musical game, it is easier for children to master the means of musical expression, the nature of music and speech - rhythm, dynamics, pitch. Music helps to establish contact between children and adults, between peers during the game. Creating the prerequisites for further pedagogical influences, music directs children's auditory attention to the fulfillment of the conditions and rules of the game. Desire, impulses, a sense of joy, revival, high spirits activate the child in the game, contribute to the creation of a special atmosphere that will help avoid misunderstanding and disapproval, will not drown out the child’s natural desire to ask questions, will help to feel a sense of joy in the process of creativity, will teach to understand and respect the opinion others, openly express their feelings, are not afraid to show their own individuality, to appreciate the creative personality in themselves.
Goals and objectives of the musical game:
Music causes an emotional and motor response, the game helps the child to listen carefully and consciously to music. In the game, the student performs various tasks related to the process of recognizing and distinguishing the nature of music, individual expressive means, activates feelings, imagination, and thinking.

Accordingly, music games have the following tasks:

1. Corrective:
development of auditory, visual, tactile perception, facial muscles, respiratory system, articulatory apparatus, voice properties (pitch, timbre, dynamics, rhythm), coordination of movements;
the formation of expressive means: intonation, facial expressions, gestures, movements.
2. Wellness:
development of motor skills: general, fine, articulatory;
improving the ability to relieve emotional and physical stress, strengthening the "muscle feeling";
development of motor reaction speed.
3. Educational:
teaching speech, singing skills;
development of musical, creative, communication skills;
the formation of mental skills and actions.
4. Educational:
education of general musical, speech culture;
formation of aesthetic perception of the surrounding world; artistic taste
development emotional sphere.
5. Developing:
development of cognitive activity;
maintaining sustainable interest;
strengthening self-regulation and control;
development of attention, memory, thinking, imagination.

During the game, students should:
1. Reflect on familiar works, express judgments about the main idea, means, forms of its implementation.
2. Distinguish between simple and complex genres of vocal and instrumental music.
3. Participate in collective and performing activities /singing, plastic intonation, improvisation/.
4. Develop the skills and abilities of musical self-education.
5. Show creative initiative by participating in the musical and aesthetic life of the class, school. Variety of music games
Among musical games, N.A. Metlov singled out singing games that develop hearing, voice, the ability to correctly convey a melody, as well as fairy tale games
N.A. Vetlugina, in the course of scientific research in the field of development of musical and sensory abilities, showed the primary role of musical and didactic games as the basis for sensory perception of music
E. Raevskaya, S. Rudneva, G. Soboleva, Z. Ushakova changed the idea of the game, their methodological development of games was aimed at the comprehensive development of the musicality of children, namely: the development of emotionality, a sense of rhythm, a sense of musical form, perception, imagination.
E.D. Makshantseva proposed another type of musical games - fun games.
LN Komissarova developed a system for the use of visual aids in organizing and conducting didactic games.
The value of vocal games when working on the purity of intonation with didactic elements was shown by A.D. Voinovich.
Dramatization games, theatrical games, folk games, business games are also actively used in secondary schools: in music lessons, extracurricular activities, in correctional work with children.
The musical game gives children the joy of creative transformation and self-expression through a variety of practical activities.
Bringing children joy and pleasure from musical experiences is no less important and noble task for a teacher than teaching them any specific musical knowledge and skills.
The game at the music lesson turns from an external form of entertainment into a form that provides a child's creative self-expression.
Maximilian Voloshin: “Art is precious only insofar as it is a game. Artists and musicians - after all, these are only children who have not forgotten how to play. Geniuses are those who failed to grow up.”
In my teaching activities, at almost every music lesson, I use game forms of the lesson, which contribute to the development of students' musical abilities, encourage them to strive for associative thinking. Children during the game receive an impulse of pleasure, fantasy, self-organization. They feel relaxed, comfortable, always in search, in motion, where thinking and creativity are always active. By the way, I always remember A.S. Makarenko, who said more than once: the game is one of the significant foundations for the development of the child's personality. It must be constantly included in the pedagogical process in the classroom and in extracurricular activities.
While working at the school, I came to a deep conviction: the game is the creative laboratory of childhood, that rainbow, that flavor of a child's life, giving the creative beginning of growing up. How a child manifests himself in the game from childhood, this is how he will form a healthy core of creative activity, the moral foundations of adult life. If a child “splashes out” his state, “experiences” musical images, cognitive ability, observation, quick wits, and curiosity involuntarily develop.

In music lessons in grades 5-9, I use the following musical games and creative tasks:
Game "Association"
Option 1: In high school, I use this technique as follows: after listening and analyzing a piece of music, students should, in a chain, without repeating each other, name the associative words related to the work and to the words already mentioned. All answers are recorded by the child in a workbook. Based on the above concepts, it is proposed to write a mini-essay. For example:
Beethoven's pathetic sonata - tragic - dramatic - agitated - stormy - impetuous - captivating - heroic - victory - exultation...
Option 2: Think up and write down at least 20 words of associations to a certain term or concept. For example: Musical - music, dialogue, dance, drama, comedy, theater, America, Notre Dame de Paris, etc. In my lessons it serves as a control and measurement test on the topic covered.
Game - Journey "Back to the Future"
Traveling in a time machine
Acquaintance with music and musical instruments of the past.
Game "Carnival"
Option 1: Trying to master the rhythms of Latin America. For this game you will need new tools, and you will have to make them yourself. A chocalo is a simple tin can from a carbonated drink filled with small loose objects - rice, sand or small pebbles and the hole is sealed with adhesive tape and plaster. Guiro - in America is made from dried pumpkin. At home, a tin can is filled with dried peas or dried olive pits, the hole is sealed with tape. For the manufacture of maracas, a container from chocolate eggs is used, which is filled with dry material and put on the body of a fountain pen. Now we need any melody in the rhythm of samba, rumba, tango or bossa nova. The game consists in pre-training, trying to merge into the sound of a pre-prepared song or composition.
Option 2: Finding yourself on an unknown planet of an alien universe, come up with musical instruments of aliens and hear their music. Give names to these instruments (think about how they sound and draw, or make them from improvised materials (for example, from nails that are hung on a wire or from glasses, etc.)
Musical football game
The game is played according to the rules of football. The class is divided into two teams. Question, or task - throwing the ball. Incorrect answer or incorrectly completed task - goal (defeat) The winner is determined by the number of goals and he is given a mark for work in the lesson. The game is closely watched by the referee. All questions and creative tasks are related to the topics covered in music lessons.
Route game "More on the road"
Movement on a special map through individual stations (Cities) in order to answer all the questions and complete pre-prepared tasks in music, collect all the letters (in each city, one letter is given for the correct answer) and uncover another secret of music. The game is held in order to consolidate the material covered and to get acquainted with a new musical term or concept, which is entered in the travel map (musical dictionary)
Role-playing game "Stand up, the court is coming"
The game can be held on a pre-selected topic (for example, “Do I need classical music? "Classical music and modern rock", etc.) In the game, the selected positions are defended, the study is carried out within the framework of the rules of the court.
Game "Improvisation"
In this game form, plastic, vocal, literary improvisations are used. The class is divided into 3 groups. With the proposed literary heroes, group 1 composes a short essay - a miniature, group 2 voices them vocally or depicts them using musical instruments, group 3 in plastic improvisation conveys the image of each hero. An aesthetic attitude to musical and sound reality is being formed: musical sound - musical image - a way of its embodiment.
Game "MUSIC ON WATER"

One of the options for rhythm games is a game that prepares children to memorize the simplest melodies. It also needs some preparation. You need to take several (5-7) glasses, preferably the same and with not too thick walls. Fill them with water and hit the glass with a metal stick to check what sound they make .. Each glass should “sound” in its own way. Even if it is not too melodic and harmonious - the main thing is that the sounds are clearly distinguished by ear. To begin with, try to repeat the given rhythm as accurately as possible, while the melody is not the main thing for you. You can take any examples of rhythmic patterns. So, we have learned to catch and remember the rhythm. Now let's try to start solving a more complex problem: games that develop ear for music and memory.
The task of the players in this case is to remember not just the timbres, but also the pitch of each of the glasses. It is better if, before the start of the game, they are lined up as they rise in height, so that to the left of the performer are low in sound, and to the right are high.
Game "GUESS-KA"

To participate in this game you will need a real musical instrument. Of course, it's better if it's a real piano. That is, players need an instrument on which any player could reproduce the simplest sound. Now you need to choose a leader, someone who knows at least a little how the keys are located on the keyboard (you don’t need to know their name). This leader must be able to remember the pitch and exactly the key that will extract this sound. All other participants in the game turn away, and the host presses one of the keys. Then he chooses one of the guys and invites him to guess which key he pressed.
Moreover, if a real piano is used, then, since its keyboard is long, it is necessary to select a small segment of keys (within an octave) in order to make it easier for a novice player to guess. Using the “poke” method, the guesser must stop at one option. Other participants in the game can express their agreement or disagreement. If the host recognizes the correctness of the choice, then the game passes to this participant.
Creative task "Brainstorming" I often use this technique in music lessons. The task is given: to make a meaningful sentence, which includes 3 given words. For example:
a) music, literature, composer (The composer composes music based on a literary work);
b) Glinka, romance, Italy (Traveling in Italy, Glinka wrote the romance "Venetian Night");
c) suite, Bach, dance (J.S. Bach wrote many suites consisting of old dances).
Creative task "Sinkwine" Children are given a word to which they need to pick up two adjectives, three verbs, four connected words and at the end one generalizing word. Words should not be repeated, and one-root words should not be used. For example:
a) Mozart - sunny, festive - composes, creates, inspires - we love his music - classic;
b) orchestra - symphonic, chamber - plays, tours, performs - four groups of musical instruments - a collective;
c) baroque - graceful, artsy - captivates, inspires, fascinates - irregularly shaped mother-of-pearl - style.
Great importance is given to summarizing lessons at the end of each quarter. In these lessons, crossword puzzles can also be used - as a form of play and a creative task.
Presentations. Starting this year, I've been using presentations as a creative challenge. This may be an advanced assignment to a new topic, or vice versa, homework as a generalization of the musical impressions of high school students. I guide the children, create a plan with them, according to which they make presentations. Presentations can be used as part of the game "Day of Understudy"
You can write a lot, talk about music games. The main thing is that without them it is impossible to captivate children into the world of art, into the world of beauty in a music lesson.

Department of Education of the City Administration of Novocherkassk
municipal budgetary preschool educational institution
kindergarten of a general developmental type No. 12

Introducing children to the art of music through the integration of various types of musical and artistic activities using ICT

Prepared by:

Bocharnikova S.V.

Musical director of MBDOU No. 12

year 2013

My idea is to enliven musical activity with children, to give an opportunity to present all its directions more colorfully and visually.

Therefore, I formulated my pedagogical idea as follows: « Introducing children to the art of music through the integration of various types of musical and artistic activities with the use of information and communication technologies.

Implementing my set target:

the use of ICT as the main means of introducing children to the art of music, I highlighted a number of tasks:

to increase the motivational readiness of children for musical and artistic activities, harmoniously combining traditional teaching aids with the use of ICT;
use the integration of educational areas based on musical and artistic activities using ICT;
to move the accents of musical perception from verbal representations to visual images.

In the Federal state requirements published in the order of the Ministry of Education and Science of the Russian Federation of November 23, 2009 No. 655principle of integrationpromoted as one of the fundamental principles.

Therefore, in my work, I rely on the integration of the educational areas identified in Order 655, with an emphasis on the educational areas "Music" and "Artistic Creativity".

development of musical and artistic activity;
introduction to the art of music.

The essence of the idea: the use of information technology to increase the motivation of children in musical development and leads to a number of positive consequences:
. psychologically facilitates the process of mastering the material by children;
. excites a keen interest in the subject of knowledge;
Expands the general horizons of children;
The level of use of visualization in the classroom is increasing.
Novelty of the idea:
The use of information technologies makes it possible to significantly enrich, qualitatively update the integration process of musical and artistic activity, and increase its efficiency. The range of manifestation of children's creative abilities is expanding.

What is the relevance use of ICT in the educational field "Music":

There is a development of all types of perception (visual, auditory, sensual); increases the positive motivation for learning pupils;

an additional incentive is created for children to study new material, facilitate its perception, cognitive-speech activity is activated.

Visible benefits musical activities using ICT:

The use of animation and surprise moments makes the cognitive process interesting and expressive;
Children receive approval not only from the teacher, but also from the computer in the form of pictures - answers, prizes, accompanied by sound design (for example, when performing a rhythmic task in the game "Dressing the Christmas Tree", Santa Claus shows an approving gesture)
A harmonious combination of traditional means, with the use of presentations, can significantly increase the motivation of children to study (for example: the best children's work - on TV)

Use of ICTpromotes the development of integrative qualities: communication, the ability to manage one's behavior, the ability to solve intellectual and personal problems. In such an integrative quality as "Inquisitive, active"musical activity with the use of ICT causes a great activity of children, a keen interest.

In "Emotionally responsive" - the degree of emotional responsiveness, external emotional manifestations increases.

“Having mastered the necessary skills, skills” - performing, creative skills improve, interest increases

What are the functions of a computer in the pedagogical activity of a music director?

The computer is

Visual material

Means of preparation of texts, musical material, their storage.

Presentation tool.

Source of (educational, musical) information.

To solve the set goals and objectives, I, as a music director, use various educational ICT tools, both in preparation for a music lesson, in class (when explaining new material, learning songs, dances, repetition, to consolidate the acquired knowledge), and in entertainment and holidays, for alltypes of musical activity:

Emotional perception of music by children
Singing
Development of hearing and voice (musical and didactic games)
Playing children's musical instruments
Musical and rhythmic movements

For emotional perceptionmusic: I use a technique such as combining music with animation effects, which contributes to a more emotional perception of musical works by children.

Multimedia illustrations help to define the nature of musical works.

Animated backgrounds create an emotional positive mood in children.

For development of rhythmic hearingI use images instead of icons (quadruple lengths are large pictures, eighth durations are small), which makes children more interested.

For development of pitch hearingI use picture images instead of notes, which also attracts children, activates creativity.

For the development of rhythmic hearing, reliance on visualization contributes to the development of fantasy, imagery.

IN playing children's musical instrumentsused presentations, video scores provide an opportunity for children to show their creative abilities.

The use of ICT significantly expands the conceptual range of musical topics, makes the specifics of the sound of musical instruments accessible and understandable to children.

At acquaintance with the work of composers, the use of computer programs allowschildren to hear a pure professional performance of classical works, to compare what they heard and what they saw.

This can be seen in the example of the symphonic fairy tale "Peter and the Wolf", where children, using each of their individual basic levels of knowledge, gain knowledge about musical instruments, the sound characteristics of each of them.

For learning musical rhythmic movements and dancing I offer a computer manual - mnemotables, with the help of which children will be able to perform various rearrangements or learn dance elements. And as an interesting moment, children look at their work from the screen.

In a direction like singing , I offer children video illustrations with animation elements for exercises on the development of voice, singing range, the concept of long and short sounds (“Ladder”, “Funny Droplets”, “Snowflake”, “Where the bee flies”, etc.). This makes the children more interested and attracted to singing.

Learning songs with children using mnemonics contributes to faster memorization of the text ( mnemonics (from the Greek mnemonikon - the art of memorization).A system of special techniques that serve to facilitate the memorization, storage and reproduction of information):for example, "Sun" music. And sl. A. Yaranova.

Using the inclusion of a video in the structure of the lesson, various creative tasks, I thereby contribute to the development of children's creativity (taking into account the requirements of SanPin: watching a video no more than 5-7 minutes).

Use of information technology tools:

became the basis for the formation of musical taste, the development of the creative potential of the child and the harmonious development of the personality as a whole.
allowed me to make the process of learning and development of the child quite effective: the range, variability, choice (of benefits) expanded.
The presentation of material in the form of multimedia presentations reduced the time of training, freed up the resources of children's health.

Thus, taking into account the visual-figurative level of thinking of preschoolers, ICT allows me to maintain and activate their attention. The interactivity of these resources allows the child to "manage" the situation, "influence" it.

As a result of my workWith the use of ICT, children have increased the level of emotional perception of music, musical-rhythmic and dance movements, elementary music playing on children's musical instruments, and singing.

And as a result - improvement of memory in children, development of thinking, imagination, attention, curiosity.

So, the use of information technology tools by me made it possible to make the process of learning and development of the child quite effective, opened up new opportunities for musical education not only for the child himself, but also for me.

I improved my informational and professional competence.

The use of ICT in the musical education of preschoolers is only a means to achieve the goals and objectives set for the teacher.

At the same time, of course, we should not forget: in the matter of musical education, the role of a musical director remains the most important, which no computer can replace!

Literature:

Internet resources:

Petelina N.V. “The use of information and communication technologies in music lessons in elementary school.

Afanaseva O.V. "The use of ICT in the educational process"

Belyakov E.V. "The concept of ICT and their role in the educational process"

Kruglova L. "Information technologies as part of the cultural and information environment of preschool children."

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Slides captions:

"Introducing children to musical art through the integration of various types of musical and artistic activities using ICT" Bocharnikova S.V. Musical director of MBDOU d / s No. 12 of Novocherkassk Department of Education of the Administration of the City of Novocherkassk Municipal Budgetary Preschool Educational Institution General Development Kindergarten No. 12

My pedagogical idea: My idea is to revive musical activity with children, to give an opportunity to present all its directions more colorfully and visually. It sounds like this: "Introducing children to the art of music through the integration of various types of musical and artistic activities using ICT." Purpose: the use of ICT as the main means of introducing children to the art of music.

The main tasks are:

Validity of the idea of using ICT In the federal state requirements, published in the order of the Ministry of Education and Science of the Russian Federation dated November 23, 2009 No. 655, the principle of integration is put forward as one of the fundamental principles. The content of the educational field "Music" is aimed at achieving the goal of developing the musicality of children, the ability to emotionally perceive music through the solution of the following tasks: the development of musical and artistic activities; introduction to the art of music. The essence of the idea: the use of information technology increases the motivation for learning children and leads to a number of positive consequences: . psychologically facilitates the process of mastering the material by children; . excites a keen interest in the subject of knowledge; Expands the general horizons of children; the level of use of visualization in the classroom is increasing; Novelty of the idea: The use of information technology makes it possible to significantly enrich and update the integration process qualitatively and increase its efficiency. The range of manifestation of children's creative abilities is expanding.

The relevance of the pedagogical idea 1 2 3 4 When using ICT, all types of perception develop (visual, auditory, sensual) Positive motivation for teaching pupils increases An additional incentive is created for children to study new material, facilitate its perception Cognitive and speech activity is activated

Benefits of musical activity using ICT

The use of ICT contributes to the development of integrative qualities: communication, the ability to manage one's behavior, the ability to solve intellectual and personal ICT problems

Means for preparing performances Means for preparing texts, musical material, their storage Computer functions in the pedagogical activity of a music director Source of educational, musical information Visual aid

Use of ICT by type of activity Emotional perception of music by children Musical and didactic games Musical and rhythmic movements Singing Playing children's musical instruments Possibilities of using ICT in the musical education of preschoolers.

Combining music with animation effects improves the emotional perception of music by children

Multimedia illustrations help define the nature of musical works

Animated backgrounds create an emotional positive mood

In mastering musical and rhythmic movements I use: Schemes of dance movements Photos, videos of children's performances

In such a direction as singing, I offer children video illustrations with animation elements for exercises on developing voice, singing range, the concept of long and short sounds. (“Ladder”, “Funny Droplets”, “Snowflake”, “Where the bee flies”, etc.) This makes children more interested and attracted to singing. “Snowflake” - draw with your voice, sing along with the movement of the snowflake “Musical ladder” For the development of the singing range.

Using the structure of the lesson to include a video, creative tasks, I thereby contribute to the development of children's creativity (taking into account the requirements of SanPin: watching a video no more than 5-7 minutes) 1. Musical greeting 2. Watching a video 3. Answering questions 4. Creative task ( depict raindrops on musical instruments, rustling of leaves, etc.), didactic game (“The fourth extra” find an extra musical instrument, draw a musical instrument, etc.) 5. Musical game, playing in a children's musical orchestra tools

Use of information technology tools: Thus, given the visual-figurative level of thinking of preschoolers, ICT allows me to maintain and activate their attention. The interactivity of these resources allows the child to "manage" the situation, "influence" it.

Dynamics of development of musical abilities Diagnostic tools: K.V. Tarasova 2010-2011 2009-2010

The use of ICT in the musical education of preschoolers is only a means to achieve the goals and objectives set for the teacher. The leading role in musical education will always remain with the music director!

Source of information: http://www.musical-sad.ru Background images: http://images.yandex.ru/ Photo: from the archive of Bocharnikova S.V..

Thank you for your attention!

Plan

Analysis of the situation.
Problem.
Planned results.
Work system.
Diagnostic tools.
conditions for results.
List of used sources.
Application.

Analysis of the situation.

Today, global transformations are taking place in all spheres of social life, including in the field of education. The role of folk education systems is one of the most important issues of pedagogy. The heritage of each nation contains valuable ideas and experience of education. The preservation and development of the traditions of each nation is important for our multinational country. Introduction to folk traditions ensures the spiritual and moral development of the individual.

How did people live? How did you work and how did you rest? What made them happy and what worried them? What traditions and customs did they observe? How did you decorate your home? How did they dress? What games did the children have? What holidays? To answer these and similar questions means to restore the connection of times, to return the lost values. To do this, one must turn to the origins of Russian folk culture, the history of Rus', get in touch with folk art and part of the soul of the child, the beginning that generates the personality. In order to instill in children pride in their people, to maintain interest in its history and culture, to help them to know and respect their past, their origins, the history and culture of their people, the project “Development of musical and artistic activity through familiarization with the traditions of the peoples of Russia” was created. The project contributes to the development of children's cognitive abilities, the formation of high morality, fosters love for the Fatherland, respect for ancestors, interest in original Russian culture, through the development of musical and artistic activities in kindergarten (in accordance with the content of the educational area "Music" FGT).

Problem.

Folk culture is one of the means of moral, cognitive and aesthetic development of children. At present, for many reasons, most of the spiritual heritage and objects of material folk culture have been lost. A critical situation is being created in which, after some time, we can deprive the modern and subsequent generation of the most valuable asset of the regional folk art culture and thereby completely destroy the spiritual connection of contemporaries with the cultural traditions and creative experience of past generations.

From this it follows that the problem of preserving the traditional folk culture is becoming important, and this problem must be solved already from preschool age. Already in kindergarten, it is necessary to familiarize with folk culture, because it is at preschool age that the formation and development of the child's personality takes place, and folk traditions educate the future citizen of Russia.

Russia is rich in its traditions, customs, folk holidays. One of these holidays is a large folk festival at the end of winter "Maslenitsa" and direct participation in the holiday leaves a more complete and profound idea of it. It gives children the opportunity to understand the depth, breadth and deep meaning of this cheerful and a little sad holiday. Therefore, the idea arose to hold the Maslenitsa festivities by the efforts of teachers, parents and children.

Objective of the project: Formation of ideas about folk traditions in children of senior preschool age (Maslenitsa holiday).

Project objectives:

didactic: form an idea of what "traditions" are. To acquaint with the traditions of the Russian people;

developing: promote the development of interest in history, traditions in people's lives; to develop search activity, creative activity; develop communication skills;

educators: educate the ethnocultural competence of preschoolers.

Target audience of the project:

Musical director;

Educators of middle, senior, preparatory groups;

Parents, children from 5 to 7 years old.

Project type:

by method: creative;

by number of participants: intergroup

by duration: short.

Planned results.

For each of the tasks of musical and artistic activity, it is planned to achieve the following results in children:

- the formation of ideas about what "traditions" are, familiarization with the traditions of the Russian people;

Development of interest in history, traditions in people's lives; development of search activity, creative activity; communication skills;

- education of ethnocultural competence of preschoolers.

Work system.

The work on introducing children to Russian folk culture is implemented through the educational area "Music" in accordance with the "Program of education and training in kindergarten" edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova. In addition, I use different technologies of O.L. Knyazeva “Introducing children to the origins of Russian folk culture”, the technology of “Elementary Music Making with Preschoolers” by T. Tyutyunnikov, the technology of M.V. Khazova "Gorenka", musical and literary developments of the magazine "Musical Palette", "Folklore Holidays" by G. Naumenko.

Creative group of teachers kindergarten a long-term plan has been developed to familiarize children of senior preschool age with folk-ritual holidays in Russia. For my practical work in this direction, I use:

Developing environment in kindergarten;

Various types of folklore;

As a result, I spend the holidays.

As a result of work on this problem, methodological recommendations were developed for organizing and holding folk holidays in kindergarten.

Project stages

project stages	activities of teachers	children's activities.
preparatory - organizational stage	1. formation of the problem: what are traditions. where traditions come from, how and from what they are formed.	1. entry into the problem. 2. search activity about the traditions of the holiday "Shrovetide" in your family.
main stage. project implementation: accumulation of knowledge; practical stage.	1. joint planning of activities. 2. organization of activities, assistance in solving tasks.	1. collection of information. Question: “How was Maslenitsa celebrated in Rus'? what is the meaning of the symbols - "carnival".
	1. practical assistance in systematizing the information received. 2. project implementation.	1. creating a mini museum in a group with a selection of household items, costumes, illustrations, etc. 2.compilation and production of the Maslenitsa calendar.
final	1. preparation and holding of the theatrical performance "wide carnival".	1. theatrical performance "wide carnival" - 2. Excursions to the mini museum "Russian hut" 4. exhibitions of children's works

Project implementation

Program Sections	Forms and methods of work	Events
Development of speech, acquaintance with fiction	The study of pedagogical and fiction, Internet sources. Acquaintance of proverbs and sayings about Shrovetide. Reading fiction: the story of K. D. Ushinsky “The Pranks of the Old Woman-Winter” G. Skrebitsky “The Four Seasons”; Russian folk tale "The Snow Maiden"; Russian folk tale "About Filya"	Competition of proverbs and sayings, riddles Design of albums "Proverbs and sayings"; "Songs-amusements" about Maslenitsa.
cognitive development	Studying the traditions of Maslenitsa festivities. The study of folk arts and crafts.	Conversations about Shrovetide, folk costumes, dwellings, household items. NOD "Shrovetide dear - our annual guest"
Game activity	Role-playing and didactic games	Production of attributes for games, assistance in their organization
Theatrical activities	Theatricalization of folk tales, nursery rhymes, fables, poems is a joint work of children, educators and parents of pupils.	Theatrical performance of the "Wide Shrovetide".
Musical activities	The study of folk songs, dances.	Week of Maslenitsa festivities. Learning folk music games, dances, round dances.
Physical Culture	The study of folk games.	Russian folk games, fun.
Productive activity, drawing	The study of traditional folk crafts, methods and techniques of their manufacture.	Exhibitions of children's creativity; The work of creative workshops (drawings, crafts).
Working with parents	Participation in the manufacture of the folder of the shift "Wide Shrovetide" Participation in the manufacture of attributes, decorations for the holiday (noise orchestra, costumes) Participation in a theatrical performance.	Exhibition of creative works. Tea party with pancakes "Sweet evening" Involvement in theatrical performance "Wide Shrovetide"
Relationship with society	Interaction with the branch of the children's library No. 13, With students of the St. Petersburg State University of Economics	Excursion to the mini-museum "Russian hut". Performance in the theatrical performance "Wide Shrovetide"

Suggested product:

For children: creation of a mini-museum "Russian hut" in the group .

Exhibitions of children's activities in the process of project implementation.

The final event "Wide Shrovetide"

For teachers: development of guidelines for organizing public holidays in preschool educational institutions;

broadcasting project work on stands for parents in kindergarten.

Diagnostic tools.

The main results of the musical and artistic development and education of pupils are evaluated as part of monitoring procedures, in which the leading methods will be:

Supervision of children;
- individual conversations (with children, parents);

Questionnaire,

Various test tools

Self-evaluative judgments of children.

Diagnostics allowed us to identify the most important areas in the work to create conditions for familiarizing and familiarizing children with traditional folk culture.
For this, several structural components were identified, the purpose of which was:

Determine the level of formation of children's ideas about folk traditions;
Identification of interest in the culture and traditions of their people;
The presence of experience in family education, traditions and customs in the family.

Conditions for results

To familiarize older preschoolers with Russian folk traditions, certain conditions have been created in the preschool educational institution:

Logistics about project security:

Mini - museum "Russian hut".
Multifunctional corner "Corner of disguise", "Corner of solitude".
Room of fairy tales, where various types of theaters are located.
Audio library with recordings of folk songs and melodies, fairy tales.
Works of decorative and applied art, painting and folk life items with various types of paintings were selected.
A plan was drawn up for organizing and holding folk holidays, holidays of the folk calendar.
A library with oral folk art, small folklore genres of fiction of the Russian people and different peoples of the world has been selected.
A card index of folk games, folk toys and national dolls has been made.
Compiled summaries of joint activities with children.

Personnel composition:

Teachers in various areas of activity: musical folklore, folk choreography;

Educational and methodical about project security:

"Introducing children to the origins of Russian folk culture" O.A. Knyazeva, M.D. Makhanev. “Complete encyclopedia of the life of the Russian people” I. Pankeev, “We live in Russia” N.G. Zelenova, L.E. Osipova (for senior and preparatory groups), "Heritage" E.V. Solovieva, L.I. Tsarenko, "Heritage" M.Yu. Novitskaya, EOR (presentations, cartoon).

List of sources used

"All year round". Russian agricultural calendar. Moscow, ed. Pravda, 1991.
"Russian folklore". Moscow, "Fiction", 1986.
Aksenova Z.F. Sports holidays in kindergarten: A guide for employees of preschool institutions. -M.: TC Sphere, 2003.
Baturina G. I., Kuzina T. F. Folk pedagogy in the modern educational process - M .: "School Press" 2003.
Bondarenko Z.O. Holidays of Christian Rus'. Russian Folk Orthodox Calendar: Ref. ed. Kaliningrad: Book. Publishing house, 1993.
Vasilyeva M.A., Herbova V.V., Komarova T.S. "Methodological recommendations for the Program of education and training in kindergarten";
Vasilyeva M.A., Gerbova V.V., Komarova T.S. "The program of education and training in kindergarten";
Veraksa N.E., Komarova T.S., Antonova A.V. et al. From birth to school.
Daimedina I.P. Let's play, kids M., Enlightenment, 1992
Zatsepina M.B. "Musical education in kindergarten";
Keneman A.V., Osokina T.I. Children's outdoor games of the USSR: A manual for a kindergarten teacher. -M.: Enlightenment, 1988.
Melnikova L.I., Zimina A.N. Children's musical folklore in the preschool educational institution "Gnom-Press" LLC 2000.
Pavlova P.A., Gorbunova I.V. "Grow up healthy, baby!" Health program for young children M., 2006
Penzulaeva L.I. Outdoor games and game exercises for children 5-7 years old.-M .: Humanit. publishing center VLADOS, 2001.
Collection edited by V. Dahl in 2 vols. "Proverbs of the Russian people". Moscow, "Fiction", 1984.
Tikhonova M. V., Smirnova N. S. Red hut St. Petersburg "Childhood-Press" 2000
Encyclopedia of holidays. Author-compiler N.V. Chudakov. Moscow, AST-LTD Publishing House, 1998.

Applications

Annex 1.

Pancake week event plan for senior preschool age

Monday - Meeting

Work in the music room

Work on the walk

Group work

Interaction with parents

Electronic presentation "Wide Shrovetide" - acquaintance of children with the meaning and customs of the holiday

Learning Shrovetide chants (senior. preparatory group);

Round dance "Maslenitsa is coming" r.n. melody (older, prepared gr.).

Solemn meeting of Maslenitsa;

Folk outdoor games: "Malechina-Kalechina", "Carousel", "Dawn";

Competition for the best snow figure

Puppet theater "Petrushechnye comedies";

Riddles about spring and winter

conversation “What kind of holiday, Maslenitsa?”

Reviewing the album "Maslenitsa"

Sayings about carnival

Memorizing the verse "Shrovetide"

Creating a folder for moving on the theme "Wide Shrovetide"

Reception area "Maslenitsa Praskoveika"

Tuesday - Play

Work in the music room

Walking work

Group work

Interaction with parents

Learning the song “Now the winter is passing” r.n. melody; - Competition of ditties "Like butter week";

Round dance games "And I walked in the meadow", "Hare, dance"

Sledging. -

Sports leisure-entertainment "Shrovetide is coming, pancake and honey brings"

Learning proverbs and sayings about Maslenitsa.

Conversation "How to celebrate Maslenitsa"

Learning Shrovetide incantations

Making an effigy of Shrovetide together with children from straw

Making attributes for the holiday (noise maker, rattles, rustlers, tepiks, whistle)

Wednesday - gourmet

Work in the music room

Walking work

Group work

Interaction with parents

Repeat of the song "How winter met spring"

Round dance game "Shadow, shadow, sweat" r.n. melody.

Snow painting competition.

Games - competitions "Cunning ball", "Clever guys";

Acquaintance with the symbolism of pancakes.

Productive activity “Our hut is rich in joys” (making grain dolls with children)

Learning the verse "About Maslenitsa"

Listening to the song "Like Maslyanskaya Week"

Sweet evening, Tea party with pancakes.

Thursday - Walk around

Work in the music room

Walking work

Group work

Interaction with parents

Folk outdoor games "Burn, burn, clear", "Pots";

Learning nursery rhymes, sayings, fables;

Staged "How a man sold a cow" by S. Mikhalkov.

Singing Russian folk songs.

Russian folk games "Burners", "Who is faster on a broomstick", "Two frosts";

Ice slide skiing.

Relay games "Tug of war"

"Snow Range"

"Who is faster on a broomstick"

Exhibition of drawings "Winter walk";

Making attributes for the design of the holiday (FINE-painting pancakes).

Listening to the song "Song of pancakes"

Production of attributes, crafts for the design of the music hall and sites.

Friday - Seeing Shrovetide

Work in the music room

Walking work

Group work

Interaction with parents

Theatrical performance "Wide Shrovetide"

Theatrical performance "Wide Shrovetide" on the street.

Cartoon "Shrovetide".

Conversation: “What did we learn about Maslenitsa”;

Festive event with the participation of parents: "Wide Shrovetide!".

Annex 2

Diagnostic card

Musical education.

Can enter the role of a character, convey his character and behavior using the main means of expression;

Knowledge of various types of music;

Knowledge of the features of Russian dances;

Ability to perform dance movements characteristic of Russian dances;

The ability to stage (in round dances, dances, dances);

The ability to come up with movements that reflect the content of the song;

The ability to invent movements, elements of dance movements, characteristic of Russian dances;

Ability to play Russian folk musical instruments, know and name them.

Knowledge and ability to play Russian folk games.

High level

average level

low level

High level - 3 points.

Average level - 2 points.

Low level - 1 point.