Musical literacy training program for preschoolers. Learning musical notation through a fairy tale

Author information

Kaliberda Elena Ivanovna

Place of work, position:

MBOU DOD DSHI Essentuki, teacher

Stavropol region

Resource characteristics

Levels of education:

Additional education for children

Class(es):

Item(s):

The target audience:

Teacher of additional education

Resource for a profile school:

Resource for specialized school

Resource type:

Program

Brief description of the resource:

The program is designed to simplify the development of musical notation in game form. The program is aimed at children 5-6 years old, made in the form of a cartoon fairy tale, which meets the needs of the child given age. Main character- the cartoon note travels around the staff with the participant and reacts in a friendly way to his answers. The plot of the fairy tale is based on the passage of levels from simple to complex. The program has 12 levels. All the time of the passage of the program sounds classical music.

1. Introduction.

Working as a piano teacher at the Children's School of Art, I have to face certain difficulties in mastering musical notation by children. Parents often ask the question: “Why doesn’t my child run to the instrument with joy?” The teacher, in turn, asks other questions: “Who is to blame?” and “What to do?”, and also: “Why does the current generation of children learn the basics of musical notation with great difficulty?”. More recently, when analyzing the complaints of parents that their child spends hours computer games, enjoying the virtual destruction of animals, people, other fictional characters, I was an active opponent of information computer technology (hereinafter referred to as ICT). Today I have radically changed my position on this issue. In the 21st century, communion modern child to questions musical art takes place in an extremely saturated information field. The perception of the child is changing, he lives in the world of technological symbols and electronic signs. The use of computer technology greatly expands the activity of students.

The personality of the teacher, of course, remains the main guide in learning and the leader at all stages of the lesson, while the computer acts as a tool that helps in solving the tasks.

The teacher ceases to be the only source information, but becomes the organizer of the educational and cognitive activity of students.

Today the teacher must master modern techniques and new educational technologies to communicate with children in the same language.

In my opinion, the activation of the use of modern educational technologies for the development of the content of education and the development of children, the use information technologies in the system of classes for the development of cognitive and creative activity students are one of the most important tasks of modern education.

thinking about modern lesson music, I have identified some leading ideas for myself:

1. The curriculum provides only two lessons with a teacher in the specialty per week, and at home the child is left to himself, which reduces his interest and complicates the learning process. Given the child's attachment to the computer and his skills in information technology, I decided to combine the implementation of my pedagogical tasks with the child's desire to play on the computer.

2. One of the conditions for successful learning at home, of course, is the use of audio and video materials.

3. One of the most important components is the student's motivation. The use of information technology makes learning bright, memorable, interesting for students of any age.

All of the above allowed me to seamlessly incorporate ICT into my music lessons at home.

It helps effective solution educational tasks, achieving a new quality of education.

It should be noted that the idea of using educational computer programs is not new in itself. However, existing programs have a number of disadvantages in relation to learning on the piano instrument. There are programs that use the sound-pitch ratio of sounds, which is more applicable to solfeggio lessons (for example, Fruit Lines), or programs that require additional hardware in the form of an electronic keyboard (for example, NoteTrainer).

2. Program description.

The implementation of the above tasks led to the creation of this computer program"Adventures of Notes".

The essence of the program lies in the easier development of musical notation in a playful way.

The program is aimed at children 5-6 years old, made in the form of a cartoon fairy tale, which meets the needs of a child of this age.

The main character is a cartoon note that travels around the musical staff. The plot of the fairy tale is based on the passage of levels from simple to complex. The program has 12 levels, of which from the 1st to the 6th level are written for the treble clef, from the 7th to the 12th - for the bass clef.

1. Initial window- "Menu" - The name of the program with the image of the note.

Button "Start" - to start the program.

The "Rules" button to access the help window, which describes the rules of the game for the child.

2. Level 1 window opens automatically when you press the "Start" button from the "Menu" window.

Initially, all circles with the level number are inactive, except for the 1st one. If the level is passed, it turns yellow. When you exit the program, the passage of levels is remembered. Against the background of the picture, puzzles are placed before the start, which the child must guess. During the passage of the level, classical music sounds (see the list of used musical compositions on page 15). Then the “Start” button is pressed, and notes appear on the stave and alternately move from left to right in their position, according to the level of difficulty. For one level, a note appears on the corresponding ruler and moves from left to right with different speed(8sec, 6sec, 4sec). Each level moves a different number of notes, depending on the level of difficulty.

LEVELS

2. FA, SALT

LEVELS

8. SALT, FA.

9. MI, RE, DO (small octave).

11. SI, SOL, MI, DO (small octave).

During the movement of the note, you need to have time to click on the desired key on the drawn keyboard (when you move the cursor, the key along the contour is highlighted). If the note is guessed correctly - the key turns blue, and the face smiles for 2 seconds, if it is wrong - the key turns red, sad for 2 seconds. Until you press the key - the face is neutral. When passing the level without errors, a colorful mark "5" appears and the transition to new level- the corresponding level number is highlighted at the bottom of the window.

In case of unsuccessful passage, the phrase "Try again" appears, and the level starts again.

If the program has already been launched and several levels have been passed, then the program opens at the level at which the successful completion ended. From this level, you can go to any successfully completed level by clicking on the corresponding star, for example. When you hover over the button, the button is highlighted.

From any level, you can return to the "Menu" by clicking on the picture. If the program is successfully completed, all completed levels are saved in it. Starts the game new baby, in this case the passage of levels can be reset using the button

3. List of used music in the Note Adventures program.

Screensaver "Menu" - A. Vivaldi - Concerto for two mandolins and orchestra

1. W. A. Mozart - part 2 of the string quartet

2. A. Vivadi - Concerto for cello and orchestra

3. W. A. Mozart - opera " magical flute» Duet of Papageno and Papagena.

4. F. Chopin - Etude in G-flat major op.10 No. 5

5. L. Beethoven - German Dance Rondo.

6.A. Vivaldi Concert for violin and orchestra in A minor

7. N. Paganini - Cantabile

8. L. Beethoven - Concerto for piano and orchestra No. 3 c-moll-op37--III-Rondo.

9. W. A. Mozart - opera "Don Giovanni" K. 527

10. J. S. Bach - Joke.

11. W. A. Mozart - “Little Night Serenade”.

12. W. A. Mozart - Turkish March.

Screensaver "Five" - D. Rossini - overture "The Thieving Magpie" (fragment).

Screensaver "Hurrah!!" - P. I. Tchaikovsky - Concerto for violin and orchestra,

Op.35 in D major (fragment).

4. Minimum system requirements to PC

OS: Windows XP, Vista, 7 (32 or 64 bit) and DirectX 9.0c or later.
System Memory: 1GB
Video Card: DirectX 9.0 compatible, Shader Model 3.0 compatible

5. Summary

Creating this game, I pursued certain goals and objectives:

・Learning musical notation

Development of cognitive activity

· Development aesthetic taste

Development of memory, thinking and attention

Formation positive attitude, program "Successful child".

Learning musical notation

The program is designed for homework. Having explained to the child in the lesson the location of the notes on the stave and their name, the teacher sets as homework training, (for example, at the 1st level, passing the notes Do, Re, Mi). Next lesson involves training with the passage of the next level. The transition from level to level is strict control teacher, depending on the assimilation of this material.

cognitive activity

Developing games in which the child needs to guess riddles, decipher rebuses and puzzles, of course, are loved by all children. One of the most popular and entertaining puzzles is the rebus. Fascinating puzzles for children are excellent gymnastics for the development of intelligence.

Musical puzzles, in addition, help to remember the name of the notes (Do, Re, Mi, Fa, Sol, La, Si).

Solving puzzles is an excellent developmental and, at the same time, fun activity, excellent gymnastics for the development of attention, flexibility of thinking in a child.

A rebus is a type of riddle in which the words to be solved are given in the form of drawings in combination with notes and syllables.

Unlike a simple riddle, where the basis is verbal description, the rebus also develops creative thinking, teaches the child to perceive outside the box graphic image and also trains visual memory. Rebuses very well develop resourcefulness, ingenuity, the ability to reason logically.

If the child has learned to recognize letters, then it is quite possible to start with the easiest puzzles. In such tasks, there are only one or two letters and a note on the stave.

Development of aesthetic taste.

In the life of children there should be music, as well as a fairy tale, a game. With the help of music, you can show the beauty of the world around you, develop the spiritual strength and creative activity of a small person.

The ability to perceive music is organically connected with the spiritual and aesthetic side of the personality. It is noticed that babies stop crying when listening to music.

The Japanese corporation Sony conducted a study on the basis of its kindergarten, trying to find out what kind of music young children like. This study gave quite unexpected results - children's songs were in last place. Popular songs took second place, the kids liked the most and Beethoven's 5th symphony took first place. complex musical composition turned out to be the most attractive for kids.

The experts also state that classical music has a beneficial effect on the nervous, cardiovascular and digestive systems of a person.

We ourselves know how sometimes it is simply necessary to listen to your favorite music that has a beneficial effect on our state of mind. The same can be applied to children.

Music helps children to understand the world, develops not only their artistic taste and creative imagination but also love for life, nature, everything around. This helps to form a full-fledged personality of a person who is able to feel and sympathize.

Therefore, a priority in musical development modern children is enrichment spiritual world through highly artistic examples of musical art. Acquaintance with them introduces features of integrity and harmony into the attitude and character of children, determines the norms of behavior and relationships.

Modern psychological and pedagogical research has convincingly shown that only through contact with genuine art it becomes possible to instill in a child a love for music, the ability to perceive it, develop the ability to feel and understand its content, develop fantasy and imagination.

The selection of music in this program was carried out by me, taking into account age (5-6 years). The program includes masterpieces of world musical art, music by V.A. Mozart, J.S. Bach, A. Vivaldi, F. Chopin,

L. Beethoven, P.I. Tchaikovsky. IN musical arrangement I used music written for different instruments: violin, cello, piano, mandolin, as well as vocal opera and orchestral music.

Development of memory, thinking and attention

Playing a fairy tale game, the child develops in several directions at once:

· Task number 1 - remember the names of the notes and their location on the stave.

· Task number 2 - to know the location of the notes on the keyboard.

· Task number 3 - to find a correspondence between the stave and the keyboard.

· Task No. 4 - to develop the speed of reaction in working with the "mouse" of the computer, and in the future, the speed of working with the piano keyboard and good reading from the sheet.

Formation of a positive attitude, the program "Successful Child".

The program uses a child incentive system. Everyone knows how a child loves to get "fives". Excellent score affects positive mood child, praise and encouragement from the parents and the teacher, which entails his self-affirmation and desire to achieve more. In this regard, the program does not use grades below the "five". If the child did not cope with the passage of the level, he is invited to pass the level again.

In addition, to create a positive mood during the passage of the program, at each level the child meets his favorite characters from fairy tales and cartoons: Snow White, Chip and Dale, Leopold the cat, Matroskin the cat, cartoon characters "Madagascar" and " glacial period". Once in a circle of friends, the child boldly solves the riddles set before him and overcomes difficulties. Another hero was used as the host in the program - fictional character Note. His cartoon image and perky look quickly win you over. Notka guides the child through all the trials and responds in a friendly way to his answers.

The program was successfully tested by students in my class.

The game "Adventure notes" was enthusiastically accepted by children and their parents. Using this program, I realized the goals and objectives: the children easily and quickly memorized the name and location of the notes on the stave.

If you want to learn music on your own or with your child, then first of all, you should get an idea of what exactly music is. The fact is that notes are recorded sounds. Just like in speech, letters are written sounds. And therefore, both in language and in music, you first need to get at least a little familiar with the sounds, and only then with their styles.

This mini-guide suggests a way to learn music notes in a series of steps. The guide is suitable for teaching children as well as for self-study musical notation for adults.

Stage 0 - getting basic ideas about high and low musical sounds

Music is an art, and each of the arts speaks its own language. So, the language of painting is colors and lines, the language of poetry is words, rhythms and rhymes, movements, beautiful postures and facial expressions are important for dance. The language of music is musical sound. So, we repeat once again that only a musical sound recorded on paper is called a note.

There are a lot of musical sounds, they are different - high and low. If you build all the sounds in a row, starting with low sounds and up to the highest, you get a musical scale. In such a scale, all sounds lined up as if “by height”: low ones are big, tall notes, like cubs, and high ones are small, like birds and mosquitoes.

So, the scale can be large in composition - the sounds in it are just a sea. For example, on the piano keyboard, you can take and play as many as 88 sounds. Moreover, if we play the piano in a row, then it seems to us that we are climbing the steps of the musical ladder. Try it and listen for yourself! Do you hear? This is a very valuable experience!

Advice! If you don’t have a piano instrument or any of its analogues (synthesizer) in your house, then look for a virtual keyboard for yourself or install the Piano application on your phone.

Stage 1 - pronouncing the names of the notes aloud

So, there are a lot of sounds in the scale, but there are 7 main ones - this is DO RE MI FA SOL LA SI. You already know these names, don't you? These 7 sounds are constantly repeated, only at a new height. And each such repetition is called an octave.

The scale, divided into octaves, in which 7 sounds are constantly repeated, resembles in its structure multi-storey building. Each new octave is a new floor, and the seven basic sounds are a musical staircase from one floor to the next.

Be sure to do this exercise. Draw a multi-storey building on the sheet, inside there are ladders of seven steps. And now, turn on your imagination and come up with some story for the child - for example, about the pioneer Vasya, who decided to help the kitten that climbed into the attic. Your goal is to go up and down the musical ladder several times in a row.

The fact is that the series “do-re-mi-fa-sol-la-si”, as a rule, is easily pronounced by all children, but in reverse side"si-la-sol-fa-mi-re-do" - very few. This exercise this matter is easy to fix, and fixing it is very important!

For the same purpose, you can use the well-known "counters":

Do, re, mi, fa, salt, la, si -
The cat got into a taxi!
Si, la, salt, fa, mi, re, do -
The cat got on the subway!

Stage 2 - ladder on the piano

Now we need to turn to the piano again, it is important to establish auditory associations. Exercise with ladders must be done at the piano, with real sounds. At the same time, the arrangement of notes on the piano keyboard is remembered along the way.

What is this location? The piano has white and black keys. All whites go in a row without any special features in their order. But the black ones go in small groups - then two keys, then three, then two, then three again, and so on. You need to navigate on the piano keyboard by the black keys - where there are two black keys, to the left of them, at the bottom “under the mountain” there is always a note DO.

Then you can ask the child (and the adult - ask himself) to find all the notes of DO on the keyboard, and it is important not to confuse them with the FA keys, which will occur at the beginning of groups of three black keys. Then, from the note DO, you can line up a series of all the other sounds and play this series up and down. You can read more about the arrangement of notes and octaves on the piano.

Stage 3 - recording notes on the stave

There are special notebooks for writing letters and numbers - in a cage or in a ruler, your child probably already knows about this! Explain to him that there is also special paper for recording notes - with staves.

Please note that there is no need to immediately teach the child to memorize notes on the stave, first you just need to practice writing notes. The musical staff consists of five rulers, notes can be written:

A) on the rulers, putting them like beads on a string;

B) in the intervals between the rulers, above and below them;

C) in a row - on the lines and between them without gaps;

D) on additional small rulers and between them.

All these ways of writing notes must be tried by both the child and the adult. No violin and bass clefs not needed at this stage. The truth must be explained main principle – high notes are located higher than low ones (the same principle of a ladder).

Stage 4 - study of the treble clef and the arrangement of notes on the staff

At this stage of musical literacy with a child, you can enter treble clef. At first, you can just draw the treble clef. Along the way, it is necessary to explain that in a different way the treble clef is also called the KEY of SOL, since it is tied to the second line, that is, to the same line where the note SOL of the first octave is written.

There are two ways to draw a treble clef:

start with the second line and end with a crochet;
start from the bottom, from the hook and end on the second ruler.

Both of these methods can be shown to the child, try to draw on paper and in the air, and then leave one, the most convenient way.

The next step is to study the notes on the stave, you need to start with the note SALT, which is written on the second line. And then you should again turn to the musical ladder and find out which notes are adjacent to the SALT, which are located above and below it. The same notes (FA and LA) will be the neighbors of SALT on the stave as well.

Further study of notes can be built according to the following scenario:

Name and write down five notes that we will meet if we climb the musical ladder up from SALT (this is SALT, LA, SI, DO, RE). DO and RE in this case- these are already notes of the second octave, the possibility of moving to the next octave needs to be explained to the child.
Name and write down the five notes that you will meet if you go down the musical ladder down from SOL (SOL, FA, MI, RE, DO). Here, the child's attention should be drawn to the note DO, which did not have enough space on the stave, and therefore it is written on an additional ruler. The child must remember the note DO as an unusual note and subsequently immediately recognize it.

Name and write down the notes of the first octave that are written on the rulers (DO, MI, SOL and SI). “Do, mi, salt, si - they sit on the rulers” - there is such a counting chant.
Name and write down the notes of the first octave, which are written between the rulers (RE, FA, LA, DO).

In the same way, gradually (but not on the same day and not at once) you can master the notes of the second octave. It is not worth rushing too much and straining the child with musical notation, so that interest does not disappear.

Stage 5 - work with the "musical alphabet"

What is a children's book? The image of letters and objects whose names begin with these letters. If the development of musical notation is difficult (for example, if the child is still quite a baby at the age), then it makes sense to be distracted for a while and dilute the seriousness of the lessons with beautiful visual materials.

Stage 6 - developing the skill of reading music

Practicing the skill of reading music initial stage music notation should be practiced regularly. The methods of work here can be different - the usual reading of a musical text with the name of all the notes in order, rewriting the notes in music book, signing all the notes in the melody already transferred to the notebook.

Reading examples can be found in any solfeggio textbook. As a rule, examples in solfeggio textbooks (excerpts of various melodies) are small in size (1-2 lines), which is very convenient. Firstly, the child does not get tired during the lesson and can complete the work. Secondly, it takes very little time to work through one or two numbers, which is what allows you to turn to this type of activity two or three times in one day.

Examples for reading music

Stage 7 - consolidation of knowledge

One of the ways to consolidate the learned notes can be a variety of written and creative tasks. good selection exciting tasks for learning and memorizing the notes of the first and second octaves are contained in workbook in solfeggio for grade 1 by G. Kalinina. We recommend that you purchase this notebook and use it in the future, since with the help of this manual in a lively and exciting way (puzzles, riddles, etc.) you can work out many important things.

A selection of tasks from the workbook of G. Kalinina –

The one who was not too lazy and worked through all the stages, turn back to the past. Now you can see the fruits of your labor. Did you manage to teach the notes to your child? Was it difficult? We think it was exciting and interesting. Please share your experience in the comments!

The program of the circle "Domisolka"

By musical literacy

MBDOU "Kindergarten No. 28"

G.Troitsk Chelyabinsk region.

Implementation period: 1 year

Age: 6-7 years old.

Quantity: 8 people

Musical hands Revtsova L.M.

Explanatory note

The program of the circle "Domisolka" - teaching musical literacy, is designed for children 6-7 years old. Additional work educational activities planned taking into account age features children.

Music has an amazing power of influencing a person, and therefore it is one of the most beautiful and very powerful means for the internal development of a child. Meeting music is like having an intimate, very open communication with another person. The child experiences music in the way he could experience real events in your life, and getting to know music is an opportunity to get a positive life experience. In addition, it is through music that a child learns to express his feelings.

Friendship with music should be started as early as possible, when children are still open to any knowledge. And the adult who is nearby should do everything possible so that the child loves what he does, so that he admires, enjoys. And therefore, the relevance of this educational activity is aimed at organizing musical ear child and his development, education of musicality, artistic taste and creativity. Means for proper organization hearing are: education in children of a clear, accurate orientation in the modal connections of the melody, harmonic accompaniment, in the ratio of the voices of polyphonic music; development of a sharp and precise sense of rhythm; teaching a lively and meaningful perception and intonation of a musical phrase, period, form as a whole; education and development of a sense of style.

The goal of the program is to activate the inner ear, ensuring the right direction musical taste child and enriching their memory with a sufficient supply of valuable artistic images life.

Can't count sole purpose musical literacy is only learning to read music from a sheet and pure intonation. It would be just as wrong to define tasks in this way, as if we, defining the task of learning to play the piano, limited it only to the ability to clearly and at the right tempo to convey the indicated notes on the keyboard.

Tasks:

1.Develop musical ability: modal hearing, sense of rhythm.

2. Give an idea about music, its expressive possibilities, about the diversity of the range of feelings, moods.

3. To teach and master a number of musical terms: tempo, rhythm, pause, reprise, dynamic shades etc.

4. Promote the development of mental, independent and creative activity.

5. Education of musical culture.

One of the priority tasks of musical literacy is the task of arousing the child's interest in classes. The fascination of classes in musical literacy is absolutely necessary condition to achieve positive results. At the same time, it is necessary to ensure the correct direction of the process of educating an ear for music, so that it gives living, practical, effective skills, and does not teach how to perform formal tasks that are needed for the exam, but cannot be used in musical practice.

The sections of musical literacy that determine the planning of the teaching process and its prospects are: modal education; rhythmic education; development of inner ear and musical memory; development of "melodic", "harmonic" and "polyphonic" hearing.

Forms of study:

Collective activities

Individual work.

Teaching methods:

Verbal

visual

Practical

Expected results:

As a result of additional educational activities, the child will learn to understand musical terms, purely intonation, convey the rhythmic pattern of the melody, understand and talk about the content of music, which is a necessary basis for learning, an indispensable condition for achieving deeper goals.

The musical material does not coincide with the program, but expands and deepens knowledge in the work of mastering musical literacy.

Summing up form:

Generalizing open lesson.

Material support:

Music center, discs, noise musical instruments.

Circle "Domisolka" - held once a week for 25 minutes.

Bibliography:

"Music" N.B. Ulashenko

"Solfeggio" - M. Kotlyarevskaya.

"The Tale of Music" - L.V. Svetlichnaya.

"Musical literacy" - E. Davydova.

"Music alphabet" - N, Konchalovskaya.

"New musical primer" - O. Ivanova.

Educational-thematic plan-34 weeks per year

subject	Qty classes	Watch theory	Practice
"Musical and noise sounds		10 min.	40min.
"High and Low Sounds"		10 min.	40min.
"loud quiet"		10 min.	40min.
"Major and Minor"		10 min.	40min.
		10 min.	40min.
"Long and Short Sounds"		20 minutes.	80min.
"Tempo in Music"		10 min.	40min.
"Forte and Piano"		10 min.	40min.
"Strong beat-weak beat"		10 min.	40min.
"Treble clef" Introduction to music notation		10 min.	40min.
"Musical notation"		40min.	160min
		20 minutes.	80min.

Calendar-thematic planning of additional educational activities

For 2016-2017

month

subject

Software

tasks

September

13.09.2016

20.09.

27.09.

"High and Low Sounds"

Introduction to high and low sounds.

Lesson form:

Conversation, creative workshop.

Methods:

story, conversation,

explanation, visual method.

Development of melodic and harmonic

hearing.

Development of inner ear.

October

04.10

11.10

18.10

25.10

"High and Low Sounds"

"Loud quiet"

"Major and Minor"

Acquaintance with the terms: "loud", "quiet", "major", "minor".

Lesson form: conversation.

Methods: story, explanation, visual, auditory.

Ladish perception.

Major and minor.

November

01.11.

08.11.

15.11.

22.11.

29.11.

"The ascending and descending movement of the melody"

"Long and Short Sounds"

Introduction to ascending and descending movement.

Long and short sounds.

Form of employment: conversation.

Methods: conversation, explanation. visual, auditory.

rhythmic education.

The development of hearing, musical memory.

Ladish education.

Hearing development.

Auditory definition of loud and soft sounds

Major and minor.

December

06.12.

13.12.

20.12

27.12.

"Long and Short Sounds"

"Tempo in Music"

Disclosure of the concept of tempo in music.

Form of occupation: game

rhythmic perception.

Hearing development.

musical memory.

January

"Forte and Piano"

"Strong share - weak share"

Disclosure of the concepts of "forte" and "piano", strong and weak share.

Form of occupation: conversation, game.

Methods: story, conversation, explanation, visual, auditory.

The development of melodic hearing.

Development of a sense of rhythm.

February

04.02

11.02

"Strong beat-weak beat"

"Treble clef"

Introduction to music notation

Acquaintance with the treble clef and musical notation.

Lesson form:

Conversation, game.

Methods: story, conversation, visual, auditory.

Learning to read music

March

"Musical notation"

Disclosure of concepts " stave»and the arrangement of notes on the stave.

Form of occupation: conversation, game.

Methods: conversation, explanation, visual, auditory.

Teaching musical notation.

Development of musical memory

April

"Musical notation"

"Repetition and consolidation of the material covered"

To fix the concept of "stave", the location of the notes on it.

Form of occupation: conversation, game.

Methods: story, conversation, explanation, visual, auditory.

Teaching musical notation.

The development of musical memory.

May

"Repetition and consolidation of the material covered."

Consolidation of previously learned terms. Form of occupation: conversation, game.

Methods: explanation, conversation, visual, auditory, practical.

The development of a modal feeling.

Sense of rhythm.

Musical memory and hearing.

Didactic and lecture material

Lecture material

Didactic games

"musical and noise sounds"

“Learning to distinguish sounds” c13 (Music).

“Who lives in the house” (Classes in kindergarten p.47)

“Listen carefully, repeat carefully” p.48.

“We are going to look for sounds” p.49

"Noisy table" p.71

"Sounds of the forest" p.78.

"High and Low Sounds"

Fairy tale "Wolf and goats" p. 133.

"Three Bears" p.139.

"The Tale of the Girl Nina, the Cat Murka and the Piano".

"Guess who's calling!" p.61.

"Giants and Lilliputians" p.136.

"Loud quiet"

"Major and Minor"

Fairy tale "Senior Major and Senior Minor" p.97.

"Harlequin and Pierrot" p.97.

"The ascending and descending movement of the melody"

Fairy tale "Musical steps.

"Let's listen to the scale" p.162

"Long and Short Sounds"

The poem "Grandma Nota is walking in the park" p.185

"Long and Short" p.182

“Watch with an alarm clock” p.183.

Tempo in Music"

"Carousel" p.102

"Young Thrush" p.102

"Forte and Piano"

"The Tale of Forte and the Piano" p.120

“How it sounds” p.115

“Right, wrong” p.116

"Strong beat-weak beat"

“How the pears were divided into shares” - a fairy tale game.

"Counting game" p.187

“One and two count the shares” p.188.

"Treble clef"

Introduction to music notation.

"The Tale of the Wise Owl"

Notes and staff - a poem.

“Each step has a name” p.165

"Musical notation"

"The Tale of the Cockerel"

"Musical Staircase"

lesson planning

13.09.2016

Subject: "Musical and Noise Sounds"

Program tasks: Development of melodic and harmonic hearing. Development of inner ear. Acquaintance with terms: composer, performer, noise and musical sounds.

Acquaintance with musical and noise sounds.

Form of occupation: Conversation.

Methods : Story, explanation, visual, auditory.

move

1. Entry under the march.

2.musical greeting.

3. Conversation "Musical and noise sounds": we learn to distinguish between sounds, what sounds and what is silent.

4.Musical didactic games: “Who lives in the house”, “We are going to look for sounds”

5. Physical education minute.

6. Acquaintance with musical sounds, demonstration of musical instruments.

Expand the concepts: composer, performer.

7. Generalization.

To bring children to the concepts: musical and noise sounds.

Draw them at the request of the children.

March exit.

20.09.

Subject : Music and noise sounds.

Program tasks: Development of melodic and harmonic hearing. Development of inner ear. Consolidation of terms: "musical", "noise" sounds.

Form of occupation: Conversation.

Methods : Story, conversation, visual, auditory.

move

1. Entry under the march.

2. Musical greeting.

3. Consolidation of concepts: composer, performer, musical and noise sounds.

4. Musical - didactic games: "Listen carefully, repeat carefully", "We'll go look for sounds."

5. Physical education minute.

6. Playing children's musical noise instruments.

D \ W to make noise instruments with parents.

Entrance from the hall under the march.

27.09.

Subject: "High and Low Sounds"

Program tasks: Introduce children to high and low sounds. Explain the concept of high and low sounds.

Form classes: Conversation.

Methods: story, conversation, visual, auditory.

move

1. Entry under the march.

2. Musical greeting.

3. Checking D\Z. Consolidation of the concepts of musical, noise sounds, composer, performer. Musical and didactic game "Noisy table".

4. Conversation about high and low sounds. "The Tale of the Girl Nina, the Cat Murka and the Piano".

March out of the hall.

04.10.

Subject : "High and low sounds"

Program tasks: Development of melodic and harmonic hearing. Consolidation of the concepts of high and low sounds.

Form of occupation: Conversation.

Methods : story, conversation, visual, practical.

move

1. Entry under the march.

2. Musical greeting.

3. Fixing the concepts of high and low sounds.

Fairy tale "Wolf and goats"

4. Musical and didactic game "Speak with your voice" p.64

5. Playing on children's musical noise instruments.

6. Exit under the march.

11.10.

Theme: "Loud-quiet"

Program tasks: Introduce children to the concepts: loud, quiet.

Form of occupation: Conversation.

Methods

move

1. Entry under the march.

2. Musical greeting.

3. Conversation about loud and quiet sound.

"The Tale of the Cat"

4. Musical and didactic game "Loud - quiet."

5. Playing musical noise instruments.

6. Exit under the march.

18.10.

Subject: "Loud - quiet"

Program tasks: Development of melodic and harmonic hearing. Development of inner ear. Consolidation of concepts: loud, quiet.

Form of occupation: Conversation.

Methods

move

1.Entrance to the hall under the march.

2. Musical greeting.

3. Fixing, talking about loud and quiet sound.

Musical and didactic game "Loud - quiet".

4.Fixation: high and low sounds.

Musical and didactic game "Guess who is calling you."

6. Marching out.

25.10.

Subject : "Major and minor"

Program tasks: Development of melodic and harmonic hearing. Development of inner ear. Acquaintance with the concepts: major and minor.

Form of occupation: Conversation.

Methods: Conversation, explanation, visual, practical.

move

1.Entrance to the hall under the march.

2. Musical greeting.

3. Conversation: major and minor p.97.

Fairy tale "Signor major and signor minor" p.98.

4. Musical and didactic game "Harlequin and Pierrot" p.97.

5. Fix concepts: loud, quiet.

7. Exit under the march.

01.11.

Subject : "Major and minor"

Program tasks: Development of melodic and harmonic hearing. Development of inner ear. Consolidation of the concepts of major and minor. Definition for dry major and minor sounding.

Form of occupation: Conversation.

Methods : Conversation, explanation, visual, practical.

move

1. Entry of children under the march.

2. Musical greeting.

3. Fixing the concepts: major and minor. Remember the fairy tale "Senior Major and Senior Minor".

4. Musical and didactic game "Harlequin and Pierrot".

5. Fix the concept: loud, quiet.

Musical and didactic game "Loudly - quietly."

6.Game on musical instruments.

7. Exit under the march.

08.11.

Subject

Program tasks: Introduce children to the ascending and descending movement of the melody. Develop musical memory, melodic and harmonic ear.

Handicap classes: Conversation, game.

Methods : Conversation, explanation, visual, practical.

move

1. Entry of children under the march.

2. Musical greeting.

3. consolidation of concepts: major and minor.

4. Conversation: ascending and descending movement of the melody.

Fairy tale "Musical steps".

6. Playing musical instruments.

7. Exit under the march.

15.11.

Subject : "The ascending and descending movement of the melody"

Program tasks: Development of melodic and harmonic hearing. Development of inner ear and musical memory.

Form of occupation: Conversation, game.

Methods: conversation, explanation, visual, practical.

move

1. The entrance of children to the music.

2. Musical greeting.

3. Consolidation of concepts: ascending and descending movement of the melody.

4. Recall the fairy tale "Musical Steps".

5. Musical and didactic game "Listen to the scale" p.162.

6. Playing musical instruments.

7. Exit under the march.

22.11.

Subject : "Long and short sounds."

Program tasks

Form of occupation: Conversation.

Methods : conversation, explanation, visual, practical.

move

1.Children marching.

2. Musical greeting.

3. Conversation. The poem “Grandma Nota is walking in the park” p.185.

4. Musical and didactic game "Long and Short" p.182.

6. Exit under the march.

29.11.

Subject : "Long and short sounds"

Program tasks

Form of occupation: Conversation.

Methods : Conversation, explanation, visual, practical.

move

1. Entry of children under the march.

2. Musical greeting.

3. Conversation. Remember the poem "Grandma Nota is walking in the park"

4. Musically - didactic game "Watch with an alarm clock."

5. Playing musical instruments.

6. Exit under the march.

06.12.

Subject : "Long and short sounds."

Program tasks: Development of melodic and harmonic hearing. Development of inner hearing and sense of rhythm.

Form of occupation: Conversation.

Methods : Conversation, explanation, visual, practical.

move

1. Entry under the march.

2. Musical greeting.

3. Recall the poem "Grandma Note is walking in the park."

4. Introduce note durations: quarter, eighth.

5. Musically - didactic game "Watch with an alarm clock."

6. Playing musical instruments.

7. Exit under the march

13.12

Subject : "Long and short sounds"

Program tasks: Development of melodic and harmonic hearing. Development of inner ear, musical memory and sense of rhythm.

Form of occupation: Conversation.

Methods : Conversation, explanation, visual, practical.

move

1. Entry of children under the march.

2. Musical greeting.

3. Conversation about the duration of notes, recall the poem "Grandma Note is walking in the park."

4. Musically - didactic games: "Who will get it", "Long and short".

5. Playing musical instruments.

6. Exit under the march.

20.12.

Subject : Tempo in music.

Program tasks: Development of melodic and harmonic hearing. Development of inner ear, musical memory and sense of rhythm.

Form of occupation: Conversation.

Methods : conversation, explanation, visual, practical.

move

1. Entry of children under the march.

2. Musical greeting.

3. Conversation about tempo in music. Carousel game.

4. Musically - didactic game "Young Thrush".

5. Playing musical instruments.

6. Exit floor march.

27.12.

Subject : Tempo in music.

Program tasks

Form of occupation: Conversation.

Methods : Conversation, explanation, visual, practical.

move

1. The entry of children into the hall to the music.

2. Musical greeting.

3. Talk about pace, remember the game "Carousel".

4. Recall and play musical and didactic games: “Harlequin and Pierrot”, “Guess who is calling you”, “Let's listen to the scale”.

5. Playing musical instruments.

6. Exit under the march.

01/10/2017

Subject : "Forte and piano"

Program tasks: Development of melodic and harmonic hearing. Development of inner hearing and sense of rhythm.

Form of occupation: Conversation.

Methods : Conversation, explanation, visual, practical.

move

1. Entry of children under the march.

2. Musical greeting.

3. Conversation about forte and piano. The Tale of Forte and the Piano. Remember the carousel game.

4. Musically - didactic game "How it sounds."

5. Playing musical instruments.

6. Exit under the march.

17.01.

Subject : Forte and piano.

Program tasks: Development of melodic and harmonic hearing. Development of inner ear, musical memory and sense of rhythm.

Form of occupation: Conversation.

Methods : conversation, explanation, visual, practical.

move

1. Entry of children under the march.

2. Musical greeting.

3. Continue talking about forte and piano.

4. Musically - didactic games "How it sounds", "Right, wrong."

5. Playing musical instruments.

6. Exit under the march.

24.01.

Subject: "Strong share - weak share"

Program tasks

Form of work: Conversation.

Methods : Conversation, explanation, visual, practical.

move

1. Entry of children under the march.

2. Musical greeting.

3. Conversation about strong and weak shares. Fairy tale - the game "How the pears were divided into shares."

4. Musically - didactic games "How it sounds", "One or two sit the shares."

5. Playing musical instruments

6. Exit under the march.

31.01.

Subject: "Strong beat - weak beat."

Program tasks: Development of melodic and harmonic hearing. Development of inner ear. Musical memory and sense of rhythm.

Form of occupation: Conversation.

Methods : conversation, explanation, visual. practical.

move

1. Entry under the march.

2. Musical greeting.

3. Continue talking about strengths and weaknesses.

4. Recall the musical and didactic games “How it sounds”, “Counting game”, “Right, wrong”.

5. Playing musical instruments.

6. Marching out.

07.02.

Subject: " Strong share - weak share "

Program tasks: Development of melodic and harmonic hearing. Development of inner hearing, sense of rhythm.

Form of work: Conversation.

Methods : Conversation, explanation, visual, practical.

move

1. Entry of children under the march.

2. Musical greeting.

3. Continue the conversation about strong and weak parts, consolidate these concepts.

4. Musical - didactic games: "Right, wrong", "How it sounds", "Game - counting rhyme"

5. Playing musical instruments.

6. Exit under the march.

14.02.

Subject: " Treble clef", "Introduction to music notation".

Program tasks: Development of melodic and harmonic hearing. Development of inner ear, musical memory, sense of rhythm.

Form of occupation: Conversation.

Methods: Explanation, conversation, visual, practical.

move

1. Entry of children under the march.

2. Musical greeting.

3. Conversation about the treble clef, musical staff. Tale of wise owl. Poems about notes and musical staff. Spelling of the treble clef.

5. Playing musical instruments.

6. Exit under the march.

21.02.

Subject: " Treble clef". "Introduction to musical notation".

Form of occupation: Conversation.

Methods

move

1. Entry of children under the march.

2. Musical greeting.

3. Continue talking with the children about the treble clef, notes and the stave. Recall the tale of the wise owl, poems about notes and a musical staff. Spelling of the treble clef.

4. Musical - didactic game "Each step has a name."

5. Playing musical instruments

6. Marching out.

28.02.

Subject: "Treble clef" "Introduction to music notation"

Program tasks: Development of melodic and harmonic hearing. Development of inner ear, musical memory, sense of rhythm.

Form of occupation: Conversation.

Methods : Explanation, conversation, visual, practical.

move

1. The entrance of children to the march.

2. Musical greeting.

3. Recall the fairy tale about the wise owl, poems about notes, musical staff.

Spelling of the treble clef. The story of the Cockerel.

4. Musical - didactic game "Musical ladder".

5. Playing musical instruments.

6. Exit under the march.

07.03.

Subject: "Treble clef". Introduction to the note DO.

Form of occupation: Conversation.

move

1. Entry under the march.

2. Musical greeting.

3. Continue talking with children about the treble clef, its spelling. Remember the tale of the wise owl.

4. Introduce children to the note DO, its location on the stave. The story of the Cockerel.

5. Musical - didactic game "Musical ladder".

6. Playing musical instruments.

7. Exit under the march.

14.03.

Subject: "Treble clef". Acquaintance with the note RE, fixing the note DO.

Form of occupation: Conversation.

Methods: Explanation, conversation, visual, practical.

move

1. Entry under the march.

2. Musical greeting.

3. Conversation about the treble clef, musical staff.

4. Acquaintance with the PE note, the location of the note on the stave and its spelling.

5. Fixing the note DO on the stave, its spelling. Recall the tale of the wise owl, poems about notes and the stave.

6. Musical - didactic game "Musical ladder".

7. Playing musical instruments.

8. Exit under the march.

21.03.

Topic: "Treble clef", "Introduction to musical notation"

Program tasks: Development of melodic and harmonic hearing. Development of inner ear, musical memory, sense of rhythm.

Form of occupation: Conversation.

Methods: Conversation, explanation. visual, practical.

move

1. Entry of children under the march

2. Musical greeting.

3. Acquaintance with the MI note, the location of the note on the stave and its spelling.

4. Remember the verses about the notes, fix the locations of the notes DO and RE on the stave. Spelling of notes.

5.”Musical and didactic games “Each step has a name”, “Musical staircase”.

6. Playing musical instruments.

7. Exit under the march.

28.03.

Subject: "Notation".

Program tasks: Development of melodic and harmonic hearing. Development of inner ear, musical memory and sense of rhythm.

Form of occupation: Conversation.

Methods: Explanation, conversation, visual, practical.

move

1. Entry under the march.

2.musical greeting.

3. Acquaintance with the note FA, location on the stave, spelling.

4. Fix the note DO, RE, MI. Remember the story of the owl.

5. Musical - didactic game "Musical ladder".

6. Playing musical instruments.

7. Exit under the march.

04.04.

Topic: "Notation"

Program tasks: Development of melodic and harmonic hearing. Development of inner ear, musical memory. Sense of rhythm.

Form of occupation: Conversation.

Methods: Explanation, conversation, visual, practical.

move

1. Entry under the march.

2. Musical greeting.

3. Acquaintance with the note SALT, its location on the stave, spelling.

4. Musical and didactic game "Know a musical instrument", "Loud - quiet", "Dance of the rose"

5. Rhythmic minute: Clap, play the rhythm of any song.

6. Playing musical instruments. The main types of musical instruments: wind, strings, percussion.

7. Exit under the march.

11.04.

Program tasks: Development of melodic and harmonic hearing. Development of inner ear, musical memory and sense of rhythm.

Form of occupation: Conversation.

Methods: Game, practical, visual, conversation, explanation.

move

1. Entry under the march.

2. Musical greeting.

3. Acquaintance with the note LA, its location on the stave, spelling.

4. Consolidation of knowledge about the treble clef, stave, about the notes passed: DO, RE, MI, FA, SOL, as well as consolidate knowledge about long and short sounds.

5. Games: “At the mirror”, “Guess who we are”, “the fox is eavesdropping”.

6. Remember the name of the musical instruments and the main types. Playing musical instruments.

7. Marching out.

18 .04.

Topic: "Music notation", "Position of notes on the stave".

Program tasks: Development of melodic and harmonic hearing. Development of inner ear, musical memory and sense of rhythm.

Form of occupation: Conversation.

Methods: Explanation, conversation, visual, practical.

move

1. Entry under the march.

2. Musical greeting.

3. Acquaintance with the SI note, its location on the stave, spelling.

4. Fairy tale - the game "Matryoshka", consolidation of knowledge about the notes: DO, RE, MI, FA, SOL, LA. Describe the role of music.

5. Creativity in playing musical instruments.

6. Games: “Troubles”, “We went to a concert”, “One or two shares walk”.

7. Exit under the march.

25.04.

Topic: "Repetition and consolidation of the material covered."

1 Topic: "Musical and noise sounds".

2. Topic: "High and low sounds."

Program tasks: Development of melodic and harmonic hearing. Development of inner ear, musical memory, sense of rhythm..

Form of occupation: Conversation.

Methods: Explanation, conversation, practical, visual.

move

1. Entry under the march.

2. Musical greeting.

3. Conversation about musical and noise sounds, "What makes noise, what sounds." Remember the fairy tale "About the girl Nina, the cat Murka and the piano."

4. Physical education.

5. Musical and didactic games: “Who lives in the house”, “Guess who is calling you”.

6. Recall and consolidate the concepts: composer, performer, conductor.

7. Marching out.

16.05.

Theme: "Loud and Quiet"

Theme: "Major and Minor"

Form of occupation: Conversation.

Methods: Conversation, explanation, practical, visual.

move

1. Entry under the march.

2. Musical greeting.

3. Conversation about loud and quiet sound, remember the fairy tale "Senior Major and Senor Minor."

4. Physical education minute.

5. Musical and didactic games "Loud-quiet", "Harlequin and Pierrot",

6. Recall musical instruments, their main types, read the poem "The instruments are different - they are all beautiful."

7. Exit under the march.

23.05.

Repetition and consolidation of the material covered.

Theme: "The ascending and descending movement of the melody."

Topic: "Tempo in music."

Theme: "Forte and piano".

Program objectives: To develop melodic and harmonic ear. Develop inner ear, musical memory, sense of rhythm.

The content of the work: To consolidate the knowledge of children about the ascending and descending movement of music, about the tempo in music. Recall the tale of Faure and the piano. Review the main genres in music.

Form of occupation: Conversation.

Methods: Explanation, conversation, visual, practical.

move

1. Entry of children under the march.

2. Musical greeting.

3. Conversation about the scale, remember the fairy tale about musical steps.

4. Read the poem "Grandma Nota is walking in the park", give children the opportunity to reveal the concept of "tempo in music", play the game "Carousel".

5. Musical and didactic games: “Watch with an alarm clock”, “Long short”, “How it sounds”, “Correctly wrong”, “Young blackbird”.

6. Repeat with children the main genres in music, listen and identify the musical genre by ear.

7. Exit under the march.

Musical director

TEACHING CHILDREN TO MUSIC LITERATURE.

Playing children's musical instruments in our kindergarten is given Special attention, since children's music-making expands the scope musical activity preschooler, increases interest in music lessons, promotes the development of musical memory, attention, helps to overcome excessive shyness, stiffness, expands musical education child.

Why did I decide to teach music to children? The color system, common abroad, is convenient for children to quickly master playing instruments. A certain color designation (color keys, metallophone plates) is assigned to each sound. The child has a record of the melody in color designation: colored circles or a color image of notes are used, with and without rhythmic designation. It is very easy to play according to this system, but with this method of playing (I see a green note designation - I press the green key), the ear does not participate in the reproduction of the melody, the child plays mechanically.

In a similar way, children are taught to play by the numbers pasted next to each metallophone plate, and to record the melody in digital notation. The designation of duration can also be modeled (long and short sticks, etc.)

The digital system proposed in the 30s. , at that time, perhaps, was justified, but later it became less frequently used, since it leads to a mechanical reproduction of the melody.

Both methods of teaching children (using color and numerical designations) make it easy and quick to obtain the desired result, but do not have a developmental effect: the share of mechanical reproduction of the melody is too high in these methods.

The greatest developmental effect of learning is achieved when playing by ear. But this method also requires constant development of hearing, serious auditory training. Difficulties in learning to play musical instruments gave me the idea to teach children to play notes.

Having studied the literature, I chose N. Perunova's "Musical ABC", - I supplemented it, generalized the material for myself, and came to the conclusion that children learn to play a musical instrument faster, knowing the notes.

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

I teach music notation on music lessons and separately in a circle, which the children called "FA - SOL - KA". Developed perspective plan(see Annex 1 "Planning") and set the goal:

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

To achieve the activity of children in game tasks;

Constantly maintain interest using non-traditional teaching methods;

To educate children in emotional responsiveness, love for music.

The sequence of teaching older children preschool age musical notation

The first stage of education is the development of rhythmic pulsation in children

First, I teach the children game exercises:

call the name with claps

call the word clap

name the proposal with claps

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

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

Then the task becomes more difficult. Children get acquainted with the stressed syllable and highlight it with an accent.

Introduction to duration. Short syllables are written with a stick (with a flag or tail) and are called eighth and quarter.

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

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

2. Define the word according to the rhythmic pattern (Bunny - bunny - bunny)

3. "Live notes"

Description of the game: in the hands of children, 1 duration. They line up. The leading child slams the established rhythmic pattern.

Children with notes in their hands change places. The game is repeated.

4. “Stomp - clap” - at the beginning of line 1, palms are drawn, and boots are on the bottom line. The rhythm is laid out

notes - magnets. The child reproduces the rhythmic pattern with clapping and stomping. Here I introduce children to a pause (a sign of silence).

The second stage of training - acquaintance with notes

Using the “musical clock”, I introduced the children to the name of the notes (where which one lives). Interesting verses about musical staff, treble clef helped children to 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

The third stage of learning - playing by notes

I use the illustrated method of notation and notation of steps conventional signs, which allows you to quickly and efficiently teach children how to play children's musical instruments and the basics of musical notation.

On musical instruments (metallophones and xylophones) I pasted pictures denoting notes;

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

(see Appendix 3 "Didactic Games").

Children first play on 1, then on 2 sounds. Songs can be easily transposed, as children quickly navigate and find the right sound. At the beginning of training, the recording of notes is given in pictures (without rulers), later - on rulers.

Children learn the song with words, then name the notes and use sounding gestures, and only then move on to playing the instrument. (See Appendix 2 "Notation ABC").

Thus, the unity of the visual, auditory and motor spheres, meaningful awareness of the musical text makes it possible for children to successfully develop musical ear, memory, imagination and creative abilities, to develop their independence when working on learning a piece of music.

Bibliography:

1. Beam! bam! boom! One hundred secrets of music for children. Games with sounds. - St. Petersburg: Musical palette, 2003

2. “Learning to create. Elementary music making: music, speech, movement" Moscow 2005

3. Elementary music making - "a familiar stranger" // Preschool education. -1997, No. 8, p116-125

4. "Music in fairy tales, poems and pictures", Moscow "Enlightenment" 1994

TEACHING CHILDREN TO MUSIC

(MDOU d / s No. 107 "Iskorka", Volzhsky, Volgograd Region)

Playing children's musical instruments in kindergarten Lately special attention is paid, since children's music-making expands the scope of the preschooler's musical activity, increases interest in music lessons, promotes the development of musical memory, attention, helps to overcome excessive shyness, constraint, and expands the child's musical education.

The color system, common abroad, is convenient for children to quickly master playing instruments. A certain color designation (color keys, metallophone plates) is assigned to each sound. The child has a record of the melody in color designation: colored circles or a color image of notes are used, with and without rhythmic designation. It is very easy to play according to this system, but with this method of playing (I see a green note designation - I press the green key), the ear does not participate in the reproduction of the melody, the child plays mechanically.

The digital system proposed in the 30s. N. A. Metlov, at that time, perhaps, was justified, but later it began to be used less frequently, since it leads to mechanical reproduction of the melody.

The greatest developmental effect of learning is achieved when playing by ear. But this method also requires constant development of hearing, serious auditory training. Difficulties in teaching children to play musical instruments contributed to the search for a new way of teaching children - playing notes.

Studying methodical literature (« Musical alphabet» N. Perunova and other developments) on the use of musical notation is necessary for the teacher to find ways and methods of teaching to play musical instruments.

Children of the preparatory group already have the skills to play noise instruments, percussion, metallophone.

Teaching musical notation can be carried out both in music lessons and in circle work. At the initial stage, work planning is necessary:

Development of a long-term plan,

Selection musical material accessible, interesting and feasible for children;

Search non-traditional methods and teaching methods.

It is important to keep children interested and active in these tasks. Only by playing, the child devotes himself to learning and masters musical literacy. It is very important to educate children in emotional responsiveness and love for music.

The sequence of teaching children of senior preschool age musical notation

The first stage of education is the development of rhythmic pulsation in children

At first, children are offered game exercises:

call the name with claps

call the word clap

name the proposal with claps

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

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

Then the task becomes more difficult. Children get acquainted with the stressed syllable and highlight it with an accent.

Introduction to duration. Short syllables are written with a stick (with a flag or tail) and are called eighth and quarter.

So gradually the guys get acquainted with the duration. Interesting poems, nursery rhymes, benefits. cards, didactic games help children clearly learn different rhythms and model them in rhythmic patterns.

Games.

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

2. Define the word according to the rhythmic pattern (Bunny - bunny - bunny)

3. "Live notes"

Description of the game: in the hands of children, 1 duration. They line up. The leading child slams the established rhythmic pattern.

Children with notes in their hands change places. The game is repeated.

4. “Stomp - clap” - at the beginning of line 1, palms are drawn, and boots are on the bottom line. The rhythm is laid out

notes - magnets. The child reproduces the rhythmic pattern with clapping and stomping. Here the children are introduced to the pause (a sign of silence).

The second stage of training - acquaintance with notes

The use of the "musical clock" helps in getting to know the name of the notes (where which one lives). Interesting verses about the musical staff, treble clef, notes contribute to the development of musical notation. Children easily and firmly remember the location of each note on the rulers.

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

The third stage of learning - playing by notes

The illustrated method of recording notes and the designation of steps with conventional signs allows you to quickly and efficiently teach children how to play children's musical instruments and the basics of musical notation.

On musical instruments (metallophones and xylophones), pictures denoting notes are pasted;

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

(see Appendix 3 "Didactic Games").

Children learn a song with words, then naming notes and sounding gestures, they move on to playing an instrument (“Note alphabet”).

Bibliography:

1. Bim! Bam! bom! One hundred secrets of music for children. Games with sounds. - St. Petersburg: Musical palette, 2003

2. T.E. Tyutyunnikova “I am learning to create. Elementary music making: music, speech, movement” Moscow 2005

3. Elementary music making - "a familiar stranger" // Preschool education. -1997, No. 8, p116-125

4. E.K. Koroleva "Music in fairy tales, poems and pictures", Moscow "Enlightenment" 1994

5. V.A. Shein "Gamma" Scenarios of educational games for teaching children 3-5 years old to musical literacy Moscow Publishing house Gnom i D 2002.