Music lesson in the dhow. Music classes
Lesson topic: “Portraits in music.”
On this lesson problem-based learning technology is used.Students develop thinking skills - the ability to listen, prove and generalize, and develop the ability to compare and contrast.
The lesson uses a partial search method, methods of modeling, plastic intonation, graphic illustration, and the effect of surprise.
Lesson objectives:
teaching:
- develop thinking skills - generalization, ability to listen and prove
- development of the ability to compare, contrast
- formation of integration skills various types art
correctional:
- creating conditions for optimization creativity students
- development of improvisation in forms accessible to children
- create an atmosphere of creativity in which students realize themselves and create their own
educational:
- fostering emotional responsiveness to music
- raising a competent listener
Lesson type: Learning new material
Methods:
- verbal-inductive (conversation, dialogue)
- visual - deductive (comparison)
- partially - search (improvisation)
- modeling
- plastic intonation
- graphic illustration
Lesson equipment:
- portraits of composers
- « Children's album» P.I. Tchaikovsky
- audio recordings for music series
- POWER POINT presentation
- piano, sheet music, music center
- illustrations on the topic, drawings by students
I. Organizational moment.
E. Tilicheeva “Music lesson”.
II. Announcing the topic and objectives of the lesson.
III. Progress of the lesson.
U: Guys, today we continue to study the topic “Portrait in Music”.
We have already listened to a fragment from the opera, in which the music told us about fairy-tale characters. What is the name of this fragment and what opera is it from?
D: “Three Miracles” from the opera “The Tale of Tsar Saltan.”
D: I composed a fairy tale Alexander Sergeevich Pushkin.(A portrait of Pushkin is projected on the screen.)
W: That's right. Who is the author of the opera?(Portraits of Russian composers are projected on the screen– P.I. Tchaikovsky, M.I. Glinka, N.A. Rimsky-Korsakov, if the guys give the correct answer,the portrait of Rimsky-Korsakov increases in size and remains alone on the screen).
D: Music composed by N.A. Rimsky-Korsakov.
U: Right. What is another name for Nikolai Andreevich?
D: A composer-storyteller, because he composed many operas based on fairy tales.
U: Fine. What is “opera”?(The term “opera” appears on the screen, an explanation of the term).
D: Opera is musical performance, in which everything characters sing.(An explanation of the term appears on the screen.)
U: Right. What three miracles does music describe? Remember how music paints fabulous miracles?
(Listen to the audio recording of the beginning of each piece).
U: Whose topic was just heard?
D: The theme of the squirrel was heard. (An image of a squirrel appears on the screen.)
U: Right. How did you guess? What voice does the squirrel sing in?
D: The squirrel sings loudly, in a high voice. The music in the play is cheerful, lively, playful, and light.
U: Maybe some of you have already heard the melody of this song before?
D: I heard it, but this song is very short - “Whether in the garden or in the vegetable garden.”
U: Right. Rimsky-Korsakov included Russian in his opera folk song“Whether in the garden or in the vegetable garden.”
U: Fine. What kind of miracle is this? What kind of music is here?(Show heroic posture and stand).
D: The theme of heroes was heard.(An image of the heroes appears on the screen.)
U: What kind of music is here? What does it sound like?
D: It sounds loud, strong, courageous, proud, in a low register. It looks like a procession, a march.
U: What kind of miracle is this?
D: The theme “Swan Princesses” was played.
U: What is the nature of the play “The Swan Princess”? What does the music represent?(The image of the Swan Princess appears on the screen.)
U: How will our hands move to this music?(Plastic intonation: the hand in the air draws the figure of a swan).
D: The character is melodious, smooth, gentle, affectionate, beautiful. The music resembles the splashing of waves.
U: Well done! And now you will hear a play, the music of which also portrays to us the appearance of a fairy-tale character. The play was composed by the great Russian composer P. I. Tchaikovsky.(A portrait of P.I. Tchaikovsky appears on the screen).
Now let's listen to music. Close your eyes and imagine this heroine.
(The play “Baba Yaga” by P.I. Tchaikovsky is played).
U: Do you think this character is positive or negative, good or evil?
D: Angry, unkind.
U: Who might own such music? Please remember the most popular fairy tale characters. Who can you name?
D: Baba Yaga, Koschey, Pinocchio, Carlson...
U: Which of the aboveWould this kind of music suit the heroes?
D: Baba Yaga!
U: Absolutely right. How did you see her? What is her character?
D: Baba Yaga is evil, treacherous, cruel.
U: How did you understand this? The music of this piece is similar to the music of the theme of the Squirrel or the Princess - Swans? Are the sounds as long and smooth?
D: The sounds are short, sharp, angry, sharp, cutting off.
U: Did all the sounds sound exactly the same, or maybe the composer emphasizes some sounds?
D: Highlights. (The term “accent” appears on the screen.)
D: Yes, of course we hear louder sounds. Pyotr Ilyich uses a technique in the play - accenting sounds. Guys, an accent is an emphasis in music.(An explanation of the term appears on the screen, recording the term in a notebook).
U: How does the composer use accents? How can you graphically represent this music?(Work at the board - graphic illustration).
U: What does Baba Yaga do: she sits in her hut or,maybe she flies on a broom or in a mortar?(An image of Baba Yaga appears on the screen, sitting in a hut and flying in a mortar).
U: How did you understand that she was flying? What is the tempo of the music?
D: The pace is fast, lively, and does not stop.(An image of a flying Baba Yaga appears on the screen.)
U: On What instrument is the piece performed on?
D: The piece is performed on the piano.
U: Interesting music, isn't it? Everyone who listens to her likes her. And the poet Viktor Lunin composed poems especially for this play. Listen.
(Reading a poem: teacher and student).
U: Do you think the poet’s poems help us better understand music?
D: Yes.
U: And I have this suggestion: let’s try to sing this poem to the melody of P.I.’s play. Tchaikovsky.
(The teacher performs a fragment of the song and learns several lines with the children).
U: Let's sing more expressively! We will show the character of the heroine with intonation in our voice!(Repeated performance in character).
U: Fine! Thank you! Now let's turn into ballet dancers for a moment. I think you remember very well what ballet is. But still, let's say the definition out loud. Who wants to remind?(The term “ballet” and its explanation appears on the screen.)
D: Ballet is a musical performance in which all the characters dance.
U: Right. The dancers convey the content of the ballet through facial expressions, plastic movements, movements of the arms, legs, dance moves. What gestures and hand movements could we use to further reveal the image of Baba Yaga?
What should our hand movements be: smooth or sharp? And how will we hold our palm: round, clench it into a fist, or maybe it would be better to spread our fingers? How do you think? Let's try to simulate!
(Modeling and plastic intonation).
D: Movements should be short, sharp, sharp. It’s better to spread your palm out, as Baba Yaga should scare everyone.
U: Let's get our hands to work. Don't forget: your hands should be expressive! Please stand up.
(Plastic intonation).
U: How hard you all tried! Well done! Now let's try to combine our singing with plastic intonation.
(Performance of a fragment of a play with plastic intonation).
U: Thanks everyone! Well done! You managed to understand and convey the character of Baba Yaga. Have a seat!
And I want to tell you that the play “Baba Yaga” is included in the “Children’s Album” by P.I. Tchaikovsky.
(The image of the “Children’s Album” appears on the screen).
Guys, what other plays, besides this one, are included in the collection? Which plays are we already familiar with?
D: "Mother", " Sweet dream", "Old doll", etc.
U: Well done! Don't forget!
What do you guys think, can Baba Yaga be funny? It turns out that this happens too.
Maybe some of you have met the funny Baba Yaga in fairy tales or cartoons?
D: In the cartoon " flying ship».
U: Yes, in the cartoon “The Flying Ship” there lives not just one, but a whole multi-storey hut of such cheerful forest old ladies. They are even called funny - Babki - Yozhki. And they sing funny ditties. The music of these ditties and the entire cartoon as a whole was composed by Maxim Dunaevsky.(A portrait is shown).
(Runs into class vocal ensemble, dressed in Babok-Ezhek costumes, they perform ditties and also quickly run away).
U: Well, they came running, made some noise, sang ditties and ran on.
It turns out how different Baba Yaga can be: evil and cheerful, insidious and funny.
Today we heard wonderful music that composers composed thanks to the fabulous image of Baba Yaga(portraits of P.I. Tchaikovsky and M.I. Dunaevsky without surnames are projected on the screen).
How many of you can name their last names?(If the answer is correct, the names of the composers are displayed on the screen).
D: P.I. Tchaikovsky and M. Dunaevsky.
U: Right. Why do you think I put photographs of both composers on the same slide? What can unite them?
D: I think because they both composed music about Baba Yaga.
U: Absolutely right. But they revealed this to us in different ways. fairy tale image. Besides this, what else did you learn?
D: We learned about stress in music.
U: Yes, we found out that such an accent in music. Guys, who remembers?
D: Accent is the emphasis in music.
U: Right. You remember everything correctly. Well done! You did a good job today!(Encouraging students, grading).
At home, I will ask you to complete the following task - draw a picture for the play “Baba Yaga” by P.I. Tchaikovsky.
In conclusion, I would like to say that there are a lot of fairy tales, they have always walked and will walk around the world, and you will sing to us about it now.
(With a hand gesture, the teacher asks the students to stand up,
children sing the song “Fairy Tales Walk Around the World,” during which an image of fairy-tale characters appears on the screen).
Thanks everyone for the lesson! Goodbye!
Preview:
Music lesson notes
1st class
Prepared lesson and presentationMakarova Svetlana Gennadievna,
music teacher of the highest category, municipal educational institution "Gymnasium Dmitrov", Dmitrov.
Lesson topic: “Musical ABC.”
Objective of the lesson:
Introduction to musical notation.
Tasks lessons include educational, educational, developmental.
Educational:
Give concepts about musical notation;
Learn to remember and name notes;
Develop an ear for music.
Educational:
- ability to perform collective actions;
Develop student initiative;
Arouse interest in musical literacy.
Educational:
- develop creative imagination, attention, observation;
Integrity of perception.
Equipment for the lesson:
Board, magnets, piano, stereo system, CDs, computer (presentation).
Musical material:
“Song about school” by D.B. Kabalevsky,
"Do, re, mi..."
The teacher needs to explain to children that music, like poetry or stories, can be written down and read. Only it is written not in letters, but in notes. Notes are written on five rulers, which together form the staff. It should be emphasized that the rulers in stave counted from below. Notes must be written on the rulers, between the rulers and on additional rulers. It is necessary to explain the difference between sound and note: sound is what we hear, sing; note - what we write, we read from the recording.
After the teacher explains musical notation to the children, they should systematically practice singing from notes at each lesson (2 - 3 minutes).
Music calls positive emotions, has a beneficial effect on the mental development of children. It is known that positive emotions stimulate human activity. I believe that it is the use of presentation in music lessons that helps children perceive information more accessible, more emotional and understandable.
Music awakens in a person creative forces, imagination and fantasy.
PROGRESS OF THE LESSON
Teacher activities | Student activity |
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Entrance to the classroom accompanied by music (“Song about school” by D.B. Kabalevsky). | They take their places. |
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Musical greeting for children. | Return greeting. |
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Today, guys, you entered the classroom listening to music. We recently became acquainted with musical genres. What are they called? What genre of music greeted us? What is this song about? Right. The school is always happy to see you and has already taught you a lot during this time. In a math lesson you made friends with numbers, in a reading lesson you open an alphabet book. Signs live in it - letters that form words. | Answer: song, dance, march. Song. About the school. |
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Music also has such signs that live in musical alphabet. This is the name of our lesson today. Slide No. 1. What are these signs? Guess the riddle. Slide number 2. Perhaps they will help us see how music lives on. And our Muse will help us, as always. | Answer: notes. |
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A long time ago, music was recorded this way. Slide number 3. These musical signs were very inconvenient for musicians. It was only four hundred years ago that sheet music was invented in Italy. | ||
All notes live in a musical house. Look how handsome he is. Slide number 4. Why is this house called the staff? It is also called the staff and consists of five lines. It’s not for nothing that our house has five floors. We count the rulers from below. 1,2,3.4,5. To get into this house, we need a key, and not a simple one, but a musical one, a violin key. Slide number 5. Look how it is written. I'll draw first A squiggle like this, I’ll round it at the top, Oh, some kind of goose came out. I'm a little afraid of him. No! I'll do it like this: So that there is not a goose, but a sign, Quickly straight line I’ll end with a bold dot. So the key came out great, And it's called violin. | Answer: wears notes on himself. |
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So we got into the house to the notes. It's time to get to know them. How many of you know how many notes there are in music? Slide number 6. Right. There are a lot of musical sounds, but there are seven notes. Sounds are what we hear, sing, and notes can be written down and read from the recording. What happens in our lives and in nature with the number seven? | Answer: seven. Seven days a week, seven colors of the rainbow. |
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Slide No. 7-13. Getting to know the notes in poetry. The foundation of the house is the note DO, She lives in the annex The first apartment is hers - The beginning of the entire construction. Slide. The note is RE, ah, the note is RE, I didn’t dare to get up And next to the note DO Settled in quietly. Slide. On the first floor, look From the whole big family It's warm in apartment number three Only MI lives there. Slide. Note FA, please tell me, With a note from MI she settled there. Slide. Well, look at everything Suddenly she was hanging as if in an elevator After the note there is salt. Slide. I chose the third floor. Now let's check it together: Are all the notes there? DO, RE, MI, FA, SOL, LA, SI. | Children name the notes in order. |
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Slide number 14. Everything is in place, every single one Sing them all in order. | The first time they perform “echo” behind the teacher, then perform the scale again together with the teacher. |
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Slide number 15. Do you know, guys, that our Muse has a song about notes. It's called "Do, re, mi". Let's listen to her. Slide number 16. “Do, re, mi” - learning. Singing landing reminder. Working on clear diction and articulation in fast pace, with intonation and rhythmically accurate singing. Work on performing the correct rhythmic pattern in the song. | Children learn a song with the teacher. They clap the rhythmic pattern. |
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Game "Live scale". The teacher-“conductor” hands out signs with the names of the notes to the students, puts them in order and “plays” them, as if pressing certain notes on the keyboard. | Children sing their sounds together with the teacher. Then a student is selected - the “conductor”. |
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Open your music textbooks on page 22. You see the silent keys here. You can play the keys, but they can only sound with your voice. Let's try to fulfill it. | Perform a scale. |
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Today I prepared puzzles for the lesson. What are rebuses? Solving puzzles, answers in slides. Slide No. 17-22. | Answer: these are riddles in pictures. Pheasant, salt, glade, lilac, do m, along mi to r. |
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Let's summarize: What did the Italians call musical signs? How many notes are there in the musical alphabet? Where are notes written? How to get to the music staff? | Answer: Sheet music Seven On the staff, stave Need a treble clef. |
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As a gift for you, the cartoon “Do, Re, Mi...”, about how a calf learned notes. Slide No. 23 Lesson over, best wishes for success. | Watching a cartoon (excerpt). Goodbye. |
Municipal budget preschool educational institution « Kindergarten combined type No. 6, Leninogorsk" municipality"Leninogorsk municipal district» RT
Summary of educational activities on musical development children in senior group
“We sing, we knock, we play - we develop musicality!”
Prepared by:
musical director
Yashkuzina Evgenia Vladimirovna
Leninogorsk, 2017
Educational area: artistic and aesthetic development.
Integration educational areas:
Social and communicative development,
Speech development.
Age group : Senior
Target: development musical abilities older children preschool age through the use of innovative music and pedagogical technologies.
Tasks:
educational:
- improve vocal skills and pitch hearing in the process singing activity;
Introduce children to learning a song using mnemonics;
Encourage children to be active in musical and speech activities;
Enrich children's speech by including vocabulary new words (choir, conductor).
developing:
- develop a sense of rhythm, auditory attention;
Promote the development of memory and imagination;
- improve speech motor skills;
Develop children's creative activity and communication skills.
educational:
To cultivate a culture of listening, a love of music, a desire to engage in musical activities;
- cultivate a culture of communication, a sense of empathy;
Encourage children to motor improvisation;
To develop children’s emotional responsiveness to feelings and moods expressed in music.
health-saving:
Creating a positive psychological atmosphere in class, reducing emotional stress;
Increasing children's self-esteem, their confidence in own strength and performance results;
Forming motivation for creative self-expression in the process collective activity;
Reduced visual tension;
Decline muscle tension by teaching the basics of play self-massage.
Organization of the environment for conducting classes (educational activities)
Piano;
Laptop;
Music Center;
Multimedia complex (stationary screen + hanging projector);
Children's chairs - according to the number of children;
Children's tables – 4 pcs;
Disposable plastic plates - 2 for each child;
Sticky paper arrows - 2 on each plate;
Fabric flowers with elastic - 2 for each child;
Butterflies on an elastic band - 2 for each child.
Planned result:
Establishing a friendly relationship (teacher - children);
Creating and maintaining a positive emotional background throughout the entire lesson;
Learning 1st verse new song followed by execution;
Mastering innovative musical and pedagogical technologies: “Chorus of Hands” and mnemonics.
Children are in the hall, engaged in free activities.
The musical director turns on the phonogram of the “Musical Greeting” and, with the help of music and singing,
gradually involves children in dialogue.
Progress of the lesson
I. Organizational stage
"Musical Greeting" (lyrics by O.Yu. Dzhenkova)
Musical director.
Hello guys!
How are you feeling?
Please come out
Come closer!
(movements shown: introductory walking)
Hello guys!
How are you feeling?
Please, pull yourself up!
Smile at each other!
Let's dance and sing songs
I ask you guys to repeat after me...
(movements as shown: spring)
We will be engaged
Let's not get distracted!
Let's dance and sing songs
I ask you guys to repeat after me...
(movements to demonstrate: placing the foot on the heel)
How great it was to say hello to you! And we met in music hall not by chance. What do you think we can do here?(sing, dance, play musical instruments). Is it possible to play here? So let's play the game "Palms".
Musical director.
Let's clap a littleClap your hands
And let's rub our palms togetherRubbing your hands together
And now even stronger
To make it hot!Rub your palms faster and more intensely
Clap louder, cheerfully,
Don't spare your palms!
What thunderous applause! And for whom can they sound?(for artists)
Come on, let’s be artists together today. We will learn to sing beautifully. Artists, take your seats!(posture)
Children sit on chairs.
The music director pays attention to posture.
II. Main stage
To learn how to sing beautifully, let’s prepare our voice and give our neck a massage.
Bottom up, top down...
Top down, bottom up...(stroking movements with fingertips on the neck)
Success awaits us in singing!
Musical director. Our voice is ready for singing, and you will find out what song we will sing if you guess the riddle.
He greets you with a ray of light.
It shines in our window
Affectionate...(Sun)
Now call him affectionately.(Sun). Now I will sing you the song “Sunshine”
Musical director performs the song “Sun”
Musical director. Guys, what is this song about?
That's right, in this song we are calling the sun. Show me how we can call him?
Remember what we ask the sun to do?(look with your eyes, shine a ray of light)
Are there words in the song that are repeated several times?(sun, eyes, ray)
What do you think is the nature of this song?(cheerful)
That's right, and how should you sing it? ………..(light and loud)
I suggest you learn this song today, and the pictures on the screen will help us.
Express learning of the song “Sun” using mnemonics.
(words and music by A. Yaranova)
The musical director reminds the children about the singing position and posture.
Learning takes place while sitting on chairs, and the final performance is standing.
- The teacher works with slides in freeze-frame mode, and together with the children determines the textual meaning of each picture.
- The teacher, together with the children, sings a song based on the pictures - a capella, adding movement.
- The teacher and children perform a song to a soundtrack with movements.
Musical director.
You sang the song perfectly!
Our efforts were not in vain!
And while you were all working,
Our eyes are tired.
Let's do some eye exercises, repeat after me.
Visual gymnastics " Ray of sunshine"
Musical director.
Ray, mischievous ray,Blinking their eyes
Come play with me.
Come on, little ray, spin around,Make circular movements with their eyes.
Show yourself to me.
I'll look to the left,They look away to the left.
I will find a ray of sunshine.
I'll look to the right,They look away to the right.
I will find the ray again.
We close our eyesClose your eyes, relax your eyelids.
We open our eyesOpen your eyes
These are the miracles.
Well, our eyes have rested.
We all sang together, so what did we sing?(in unison)
Guys, what do you think, is it possible to sing music... with your hands?(children's answer).
Let's try? We are artists! Look, this will be our stage. You and I will perform a choir of hands, and flowers and butterflies will help us.
Boys stand behind the chairs and put butterflies on their hands like this...(show)
And the girls take their places on the chairs, put flowers on their hands like this...(show) "like a mitten"
Boys put butterflies on their hands, and girls wear flowers.
And I will be the conductor. You will look at me and do as I do. Look...
For part 1 of the music, only girls perform the movements, for the second part, only boys, and for the third part of the music, we all perform the movements together.
Innovative musical and pedagogical technology “Chorus of Hands”
according to the method of T. Borovik (motor two-voice)
Musical director. How beautiful! You are real artists! We have a wonderful choir of hands! Leave your attributes on the chairs and take your seats.
The ticking of a clock is heard.
Musical director. My friends, listen... what does this sound remind you of?
Time flies,
And he tells me to listen.
The clock whispers like this:
TICK-TOCK, TICK-TOCK!(children listen)
Look, I have plates, what do you think, how can they be turned into watches?(children's answers) Right! We need arrows.
Look, I’ve already turned my plate into a watch with the help of these magic arrows. And now I have 2 plates. And you can turn simple plates into a magic watch. Under magical music go to the tables and get to work.
Applique on plastic plates
Children go to the tables on which plastic plates are prepared
and arrows made of paper with a sticky backing. Children perform the applique, the teacher helps.
Musical director. Show me your watch. You know, guys, you didn’t just decorate the plates, you turned them into watches, which means you made them magical. Now they can sing too! Listen!The teacher knocks and says: “Well, well, well!”, asks the children to repeat. Our little watches also love to dance and even have their favorite music!
Musical and rhythmic game with plastic plates “Clock”
Children perform movements according to the demonstration: fractional steps in a circle with rhythmic tapping of plates.
Musical director. Our watch was dancing and a little tired.
Offer to put the watch on the floor.
III . The final stage.
Musical director. Guys, what's your mood now? Can you show me your mood?(answer) I really enjoyed our meeting.
What did you find most interesting in our meeting?
Which task was difficult?(children's answers) Believe me, I have never met such musical and talented artists anywhere! I say thank you!
But our watch tells me that the time of our meeting is coming to an end.
I wish you all the best, my friends! As a keepsake of our meeting, I give you this watch. Let them always count down only pleasant and happy moments for you! Goodbye!
Children leave the hall
Abstract music lesson
in the older group
compensating orientation
Prepared by:
musical director
Chernysh V.V.
Krasnodar 2014
Goal: To cultivate interest and love for music, the need to listen to it. Develop creative imagination, pitch hearing, encourage dance creativity, learn to express different moods.
Tasks:
- Introduce children to musical works of contrasting character.
- Teach children to distinguish shades of mood in a piece of music, to convey mood in singing, rhythmic movements, and dance.
- Convey contrasting facial expressions emotional state(joy and sadness) form communicative relationships between children, cultivate the ability to empathize with animals and people.
- To promote the development of attention, hearing, and develop the correct tempo of speech through logorhythmic exercises.
Progress of the lesson:
Children to music (optional) music director) enter the hall, walk in a circle and stop facing the circle.
Greetings
The music director invites everyone to say hello:
"Hello, right hand" - right hand extend it forward with your palm up, put it on your belt.
"Hello, left hand" - left hand extend it forward with your palm up, put it on your belt.
“Hello, my right sock” - bring your right foot forward, extend your toe, put it in the i.p.
“Hello, my left toe” - bring your left leg forward, extend your toe, put it in a standing position.
“Hello, my back” - put your hands behind your back, spread your shoulders, lift your chin up.
“Hello, belt” - place your hands on the belt (4 fingers in front, one finger in back)
“Hello, hello, my friend” - nod your head once.
Warm-up
Children turn one after another and walk in a circle to marching music. of different nature(they walk “on their toes” - hands up, “on their heels” - hands on the belt, “jumps”, straight gallop, running with a raised knee, etc.) Then they sit on chairs.
Musical director: Guys,I'm very glad to meet you.
Guys, what's your mood today?
Children's answers: cheerful, good, joyful.
Musical director: Mood is internal state human and different life circumstances affect mood. Sometimes just sunny weather can make you feel good.
Guys, when do you feel sad?
(Children come up with situations)
Musical director: But listen to how music can clearly and clearly tell us about a sad mood.
Hearing: piece of music R. Schumann "First Loss"
(a portrait of the composer and a picture of Pierrot are shown)
Musical director: What is the character of the piece of music? What could the composer be sad about?
Children's answers.
Musical director:
The violin sang about sad things.
A fish heard in the pond.
Heard poppy and daisies
shepherd in the meadow and lambs,
There is a bird on a green branch,
A starling, or maybe a tit,
And an important black cat...
And everyone was a little sad.
And Mikhailova.
But we will not be sad with you, today we have good mood. Let's listen to a fun piece of music.It’s called “Joke,” written by composer I.S. Bach.
Listening: a musical work by I.S. Bach "Joke".
(a portrait of the composer and a picture depicting clowns or buffoons are shown)
Musical director: What a cheerful and playful melody? And what movements will be fast or slow, smooth or sharp to such music?
Children's answers.
Musical director: Guys, let's play to cheerful music in the game "Find Your Mate".
Game "Find Your Mate"
“Polka” by M. Glinka sounds
Children stand in a loose position, holding cards in their hands depicting different emotions.
Beat 1. On every quarter note, touch the floor with the toe of the right foot.
Beat 2. Do three light stomps, starting with the right foot.
Beat 3. At each quarter, touch the floor with the toe of the left foot.
Beat 4. Do three light stomps, starting with the left foot.
Measure 5-8. Repeat the movements of bars 1-4.
Measure 9-16. They run lightly into the loose grass and look for a mate with the same emotion in the picture
After the game, the children sit on chairs.
Chant
Musical director: And now we will do an exercise called “Yula”. We will spin the spinning top with our voice.
Exercise "Yula"
First everyone sings the sequence together sounds a-e-i-o-u on one note. Then they are divided into groups. The first ones start - they sing “a”, the next group “E”, the next one – “I”, and so on until the end (“O”, “U”). For children, the main thing in this exercise is to be able to hear their neighbor. The exercise develops hearing, attention, and group unity.
Musical director: What great fellows you are! Everything worked out! You heard each other and did not interrupt. Let's sing a good song about a good mood, called “Smile.”
Singing: “Smile” by V. Shainsky
Musical director: And when we’re in a good mood, we love to dance, don’t we guys?
Children's answer: Yes!
Musical director: Come out and dance quickly!
Dance "Top-top and clap-clap"
Song from the program "We're going to play" ("Television")
(children perform movements to the music as shown by the music director)
One, two, three, four, five - we're going to play!
1. Legs jump along the path - one, two, three;
If you see a rainbow in the sky, look;
The ball is round, the ringing is huge, the trawl-wali boom;
Tender sun in the blue sky!
Chorus:
Let's jump higher, clap our hands,
Let's stamp our feet: stomp stomp - it's a good day!
It's a bright fine day today:
Let's all play together - clap-clap and top-top!
2. One, two, three, four, five - ta-ra-ra;
Children are having fun in the clearing;
Clouds are floating high in the sky,
And our miracle song is not over yet!
Chorus.
Musical director: We danced well, let's relax.
Relaxation exercise “Clouds!”
Musical director: Imagine that you and I are walking on the clouds (children walk scattered on the carpet). Lie on them. (Children lie down on the carpet). The clouds are white, fluffy and warm, try to relax and unwind. Your body is weightless and airy, like a cloud. A ray of sunshine warmed you, as if covering you with a warm blanket. All muscles are relaxed, good, warm, swinging on fluffy clouds. (The song “Clouds” by V. Shainsky is played).
Musical director: Our lesson is coming to an end, let's remember what we did today?
Exercise “So!”
We walked along the path - so, so, so!
We swayed like aspen trees - so, so, so!
They clapped their hands loudly - so, so, so!
We spun around a little - so, so, so!
We flew like birds - so, so, so!
They bent down for flowers - so, so, so!
We swam like fish - so, so, so!
They brought smiles to everyone - so, so, so!
Children leave the hall to the song “True Friend”
B. Savelyev, M. Plyatskovsky
Summary of a music lesson for children 5-7 years old. We sing, knock, play - we strengthen our health!
Direction: development of musicality, preservation of physical and psychological health.Educational area: music.
Integration of educational areas: music, communication, socialization, health, cognition, physical education.
Target: comprehensive development of cognitive processes and musical abilities of children of senior preschool age through the use of pedagogical health-saving and infrared technologies.
Tasks:
educational:
-improve vocal skills and pitch hearing in the process of singing;
- improve timbre hearing, strengthen children’s ability to distinguish and determine the sound of musical instruments;
- encourage children to be active in musical and speech activities;
- enrich children’s speech by including words that define the nature of music in their vocabulary.
developing:
- develop a sense of rhythm, auditory attention,
- promote memory development, logical thinking, imagination;
- improve speech motor skills;
- develop children's creative activity and communication skills.
raising:
- cultivate a culture of listening, a love of music, a desire to engage in musical activities;
- cultivate a culture of communication, a sense of empathy;
- encourage children to perform motor improvisations;
- develop children’s emotional responsiveness to feelings and moods expressed in music.
health-saving:
- creating a positive psychological atmosphere in class, reducing emotional stress;
- increasing children’s self-esteem, their confidence in their own strengths and performance results (individual and collective);
- formation of motivation for creative self-expression in the process of collective activity;
- teaching the basics of proper singing breathing, expanding lung capacity;
- reduction of visual tension;
- formation of a conscious attitude of children towards their health and development of their own health improvement skills;
- reducing muscle tension by teaching the basics of play self-massage.
Planned result:
- establishing a friendly relationship (teacher - children);
- creating and maintaining a positive emotional background throughout the lesson;
- learning a new song and then performing it;
- formation in children of a stable habit of healthy image life;
- mastering the skills of self-massage and self-regulation.
Progress of the lesson:
Children enter the hall where they are greeted by the music director.
Musical director:- What kind of guests are rushing into the hall?
I'm glad to see you guys!
Let's gather in a friendly circle: (everyone gathers in a circle)
On the right is a friend, and on the left is a friend!
Hello my friends! Today I want to ask you this. When you come to kindergarten, what do you say to those you meet? (children's answers) That's right, that's it educated people When they meet, they wish each other health - they say... “Hello.” And today I invite you to greet each other in an unusual, musical way. Our musical greeting is a song - an echo. Where can you find an echo? (children's answers) What does the echo do? (children's answers) That's right, it repeats everything. Now you will become my echo. I will sing a musical phrase, and you will repeat it like an echo. And when I raise our clasped hands up, we will all loudly shout “Hurray!” Is the task clear?
1. Musical greeting “How great!” (author of words by E. Plakhova) (unaccompanied):
MR:
Gathered, gathered!
Children:- It's great that we're all here
Gathered, gathered!
MR:- Smile at your friends
Smile, smile!
Children:- Smile at your friends
Smile, smile!
MR:
Children:- All friends have gathered together!
All:- Hooray!
Musical director:- Well done! So we greeted each other and everyone present in the hall! And now...
Let's clap a little... (claps hands)
And let’s rub our palms... (rubbing our palms together)
And now even stronger
To make it hot! (rubbing your palms faster and more intensely)
Bottom up...top down... (stroking movements with fingertips along the neck)
Our little voice, wake up! (clap hands)
Top down...bottom up... (stroking movements with fingertips along the neck)
Success awaits us in singing! (clap hands)
Guys, what holiday will we celebrate soon? That's right, soon New Year. And on New Year's Day it is customary to give gifts. My friends, do you like gifts? (answers) I also have a gift for you today, but not a simple one, but a musical one... Sit down near the piano... (children sit down) My gift is this new song...Sit down more comfortably...
3. Express learning of the song “Sleigh” (music by A. Filippenko, lyrics by T. Volgina) using mnemonics.
(learning takes place while sitting on chairs, and the final performance is standing
MR reminds children about singing position, about posture)
Musical director:
- You sang the song perfectly!
Our efforts were not in vain!
And while you were all working,
Are your eyes tired?
No problem! We will help them!
Let's give them a massage too!
Get in order!
Let's do some exercise for your eyes!
4. Visual gymnastics “Yolka”:
Here is a big Christmas tree,
That's how tall it is. (Perform eye movements from bottom to top)
It has big branches.
This is the width. (Eye movements are performed from left to right)
Big shots up there, (Eyes up)
And below is the bear's den. (Eyes down)
The clubfoot sleeps there during the winter
And sucks his paw in the den. (Close eyes)
Musical director:- Well, our eyes have rested. Guys, did you like how we sang the wonderful song “Sanochki”? (children's answers). We all sang together, so what did we sing? (in unison)
Guys, do you think it’s possible to sing music... with your hands? (children's answer) Let's try? Look what I have prepared for you: for girls - these wonderful flowers that are put on your hand like this... And for you, boys - these moths. Please take a seat in our hand choir. Girls, please sit down on the chairs, and boys, like real gentlemen, stand behind them.
Girls put flowers on their hands, and boys put butterflies on their hands.
It's been winter for a long time now -
Snow covered the fields and houses.
And we will play music
And remember summer!
For the first part - the flowers are blooming,
And on the second – moths are fluttering!
Flowers will bloom, moths will circle...
And in the end they will become friends with each other!
(E. Plakhova)
5. Innovative music and pedagogical technology
“Chorus of hands” according to the method of T. Borovik (motor two-voice)
Children in movement convey the form and musical phrasing of a piece of music.
Musical director:
Get ready, kids!
There will be a new game!
We will play with you -
Create live rhythms!
You have in your hands large flowers and small moths, from which you and I will create rhythmic formulas and clap them. The big flower for girls is a long note “TA”, and the small butterfly for boys is a short note “Ti”. Try now to form into this rhythmic figure “TA-TA-ti-ti-TA” (display the rhythm formula on the screen).
6. Game “Live Rhythms”
Children build a rhythmic formula,
and the rest pronounce and clap the rhythm.
Then the rhythm formulas on the screen change twice more, and other children participate in their construction.
The ticking of a clock is heard.
Musical director:
- My friends, listen... don’t you hear anything? (children's answers)
Time flies,
He orders me to rest now.
The clock whispers like this:
TICK-TOCK, TICK-TOCK!
Take the plates, my friend!
Don't stand still!
Repeat everything after me!
7. Musical and rhythmic game with plates “Clock”
Everyone gathers in a circle.
Musical director:- Guys, what’s your mood now? (answer) Let's smile at each other again! Did you like our meeting? What did you like most? (children's answers) Believe me, I have never met such smart, musical and attentive guys anywhere! I say thank you! I was very pleased to meet you today, but our watch tells me that the time for our meeting is coming to an end. I would really like you to decorate this Christmas tree now. If you have now Bad mood, attach a white ball to the Christmas tree. If you are in a great mood, attach a red balloon.
(children decorate the Christmas tree)
I wish you all the best, my friends! In memory of our meeting, I give you this most wonderful, funny watch. Let them count down only pleasant and happy moments for you in the New Year! Goodbye!
The children leave the hall.
Municipal budgetary preschool educational institution "Kindergarten No. 16 "Little Red Riding Hood"
Lesson notes
educational field
"Artistic and aesthetic development"
Lesson topic:
"MUSIC BOX"
Senior group
Simukovskaya Anna Gennadievna,
musical director
Novocheboksarsk
2015
Duration: 25 minutes
Technologies: ICT (Multimedia equipment, screen, laptop, stereo system)
Abstract: A lesson on musical activity is designed for children of senior preschool age with the aim of developing musical abilities in the process of musical and rhythmic activity. Can be carried out within the framework of the thematic block “Seasons. Spring”, and is also used fragmentarily by other preschool specialists.
GOAL: development of children's musical and creative abilities in the process of musical and rhythmic activity.
TASKS:
- expand children's knowledge about the work of P.I. Tchaikovsky;
- develop children’s emotional responsiveness to music, its beauty and imagery;
- improve the ability to perform dance movements clearly, coordinating them with the nature of the music;
- develop in children creative imagination, desire to improvise;
- strengthen children’s ability to sing with a light sound, conveying the cheerful nature of the song;
- practice pure intonation of melody jumps down and up a fourth, accurately conveying the rhythmic pattern of individual phrases and the entire melody;
- to develop the ability to speak out about the character and means of expressiveness of a musical work;
- cultivate communication skills, create an atmosphere of joy in collaboration with adults.
Progress of educational activities
To the music, children enter the music room.
Musical director (M.R.)Hello, Guys. Let us say hello in verse, I will speak, and you repeat the movements after me:
"I say hello (cross arms in front of chest)
everywhere, (spread arms to the sides)
At home and on the street, (spring rotates left and right)
I even say hello
I'm the neighbor's chicken.(children wave their arms)
Hello golden sun,(raise one hand up)
Hello blue sky,(raise your other hand up)
Hello free breeze,(wave arms above)
Hello little oak tree,(squats)
Hello morning, hello day,(spread arms alternately to the sides)
We are not too lazy to say hello!”(bow)
Well done, sit down on the chairs.
Now let’s say hello with a song: I’ll sing it, and you’ll repeat it.
“Good afternoon (1-2-3 steps),
Good afternoon (2-3-4 steps),
Good afternoon (3-2-1 steps).
Now let’s combine all the musical phrases into one song.
(The children, together with the teacher, repeat the greeting, then sit down on the chairs.)
M.R. Guys, what do you think, when I said hello to you, what was my mood?(Children answer: the mood is cheerful, joyful.)Right! I’m in a very good, cheerful mood, because I’m very glad to see you at this music lesson. What if I suddenly said hello like this?(Repeats the greeting in a minor key. Children answer: sad, sad.)
That's right, guys. After all, you and I already know that music has a magical property - it can convey a person’s mood, express different feelings and experiences: tenderness, excitement, sadness, pity.
Guys, pay attention to this spring clearing. The snow outside is just beginning to melt, but the first flowers have already bloomed in our clearing. Let's remember what they are called (snowdrops, tulips, dandelions).
Now we will all join hands and start a smooth dance around our flower meadow. But first I will show you the dance movements that will accompany our round dance.
Musical-rhythmic exercise
"Three Floods", music. An.Alexandrova.
Then the children sit down.
M.R. I didn’t come to you empty-handed today. I brought with me an unusual music box. Let's see what she tells us.(Slide 2.3).
The box showed us pictures of nature. Guys, look at these illustrations. What time of year are they depicted?(Children answer: Spring). Right. How did you guess?(Children answer: the snow is melting, streams are running, the sun is shining brightly...)What other seasons do you know?(Children answer: winter, summer, autumn).Why are there only illustrations of spring in the music box?(Children answer: because spring has come).Right. What other way besides drawing can you convey your mood?(Children answer: in poetry, with the help of music).
Today I want to show you a portrait of the famous Russian composer Pyotr Ilyich Tchaikovsky. Pyotr Ilyich wrote several musical works about each of the 12 months and combined these works into one general cycle - “The Seasons”(Slide 4).
Who can tell me what month of spring it is now?(Children answer: March)
M.R. Right. March is early spring, but nature is already preparing to awaken! Listen to how Pyotr Ilyich Tchaikovsky conveyed his spring mood in music.
Listening to a piece of music
P.I. Tchaikovsky "March - the song of the lark."
M.R. So you listened to this wonderful work. What can you say about this music?(Children speak about dynamics, mood, changes in sound - loud-quiet, happy-sad, slow-fast, etc...)
M.R. To help you express your impressions of the piece you listened to, I suggest playing the game “Choose the right word! I will say words about the mood and character of the work, and you choose the appropriate one.
Game "Choose the right word."
M.R. Well done! This is how the composer conveyed his spring mood on the piano.
And now I propose to look into the music box again and see what else it has in store for us(Slide 5) . There's a riddle here, let's try to solve it:
The bird wears a red hat.
And he finds beetles in the bark.
This is an old friend of mine.
And the bird's name is... (Woodpecker)
J. Zudrags
Of course it's a woodpecker(Slide 6) . And I know an interesting poem about a woodpecker. These wooden cubes will help me voice it. Listen!(children listen, then repeat the poem with the teacher.)
Game to develop a sense of rhythm
“The woodpecker sat on a branch,” lyrics. A. Fatkina.
M.R.: We heard a knock in the forest:
Children: Knock, knock, knock, knock!
M.R.: This woodpecker sat on a branch:
Children: Knock, knock, knock, knock!
M.R.:
Knock, knock, knock!
Children: Knock, knock, knock, knock, knock, knock,
Knock, knock, knock!
Now let's get up and warm up a little.
Physical education lesson “Everyone clapped their hands”
(Children repeat the movements according to the text together with the teacher):
Everyone clapped their hands together more cheerfully.
Feet, feet pounded louder and faster.
Let's hit the knees quieter, quieter, quieter.
We raise our arms, we raise our arms, we reach higher.
They spun, spun, and bowed low.
M.R. This poem can not only be spoken and tapped, but also sung cheerfully. Listen here.
Song-exercise for ear and voice development
"Woodpecker", music. N. Levi, lyrics. A.Fatkina..
M.R. Let's take another look at our music box.(Slide 7).
What a beautiful spring bouquet, isn't it, guys?(Children's answers.) This bouquet appeared here for a reason. He invites us to play an interesting game musical game"Gather a spring bouquet."
Let's each take one flower and choose three leaders.(M.R. randomly selects three presenters and puts hats with corresponding colors on their heads.)You will dance with spring flowers to smooth waltz music. When will you hear other music?(shows on the instrument what a “tremolo” sounds like),squat down and close your eyes. At this time, the presenters will run to different corners and raise their flowers up. With the final chord, everyone runs to their leader and collects bouquets of flowers. Whoever collects the bouquet first wins.
Musical outdoor game
"Gather a spring bouquet."
M.R. The game is over, sit down on the chairs.(Children sit down.)
Guys, I really enjoyed visiting you today. You dance so beautifully, listen attentively, and give interesting answers. What do you remember most?(Children express their opinions.)
M.R.: What time of year were we talking about today?(Children answer: about spring.)
M.R.: What is the name of the piece of music that we listened to today?(Children answer: “March is the song of the lark.”)
M.R .: What is the name of the composer? (Children answer: Pyotr Ilyich Tchaikovsky.). M.R.: What ways can you convey your mood?(Children answer: in words, poetry, with the help of music and gestures.)
M.R.: Right! Well done! Thank you all for your active participation.
Goodbye!
