Meeting in the music room. Musical living room as an innovative form of musical and artistic development of preschoolers
Ivanova O.A.
At the end of the 1990s in Russian society due to the rethinking of values, many social problems, including: loss moral ideals, the prestige of high art, including high music.
Meanwhile, as V.O. Klyuchevsky: "... art is valuable not for the benefits it brings, but for the harm it saves from, delivering less gross entertainment." Therefore, concern for the promotion of high art becomes especially relevant.
That is why in MBOU DOD CVO "Creativity" g. Samara, the idea of a musical lounge arose as a form of leisure organization, in which training and education are organically combined. On the one hand, this contributes to the formation in the child of various ideas about the essence of certain phenomena, develops certain skills, and on the other hand, leisure forms the moral qualities of a person’s personality, such as purposefulness, personal and cognitive activity, the ability to interact with children, provide mutual assistance, cooperate. Children are happy to participate in any leisure activities. The very novelty of the student's position provides emotional positive attitude To her.
Education is considered by the teacher as a purposeful ascent of the child through the steps of culture organized by the educator through steady everyday reproduction in an individually free form. cultural achievements humanity. The teacher is an accomplice of such an ascent, a strategist, instructor, support and assistant in this difficult movement forward and higher:
- Partner in crime joint activities(What are we doing?);
- Activity strategist (Why do we do it?);
- Instructor (How are we doing?);
- Support (How easy is it to do this?);
- Going into the shadows (Who does this?);
- Spotter activity (On what cultural level goes Job?)
The teacher presents cultural values as a value object, accessible to the perception, understanding and evaluation of the child.
In Russia, the organization of living rooms (salons) as a form creative meetings of people interested in any social, humanitarian, literary and artistic problems, was quite common in the 19th century, especially in the form of literary and musical drawing rooms. Uniting for creative communication in the salons have always been the ideas of zeal for the fate of Russia, understanding the richest historical heritage, the development of patriotism and self-improvement.
The musical lounge, along with the Philharmonic, successfully fills the younger generation with spiritual light, fills the vacuum aesthetic education and creative communication. Here, children learn new things about music and composers, share their knowledge and skills.
Musical drawing rooms are not designed for a quick pedagogical result, but give rise to an emotional response in children's hearts, open up new opportunities for the formation of an aesthetic and moral attitude to the world around them.
The theme of musical living rooms is designed for children from 10 to 13 years old. The material provided consists of five cycles:
- Creativity of classical composers;
- History of musical instruments;
- Genres of musical art;
- We are Russians;
- Music and Literature.
The purpose of organizing and holding musical lounges is: creation of conditions for the formation of spiritual moral qualities aesthetically developed, creatively active personality by means of artistic and aesthetic education.
To achieve the goal, the following tasks are solved:
- Introduce pupils to the best examples musical culture and give them ideas about the content, form, context of these works;
- To acquaint children with the system of aesthetic and moral concepts in the context of a musical work;
- To acquaint pupils with the elements of analysis of a musical work (plot and composition, genre specificity, features of stylistic means), as well as determine the place of the work in the historical and cultural process of its time, in the spiritual context of the era; influence of the work on the subsequent musical tradition;
- Involve pupils in meaningful leisure activities. encourage them to self-improvement, the realization of personal capabilities.
The following methods are used in organizing a musical lounge as a form of leisure:
- gaming (game training);
- theatrical methods;
- competitive;
- methods of cooperation;
- methods of educational situations ( problem situations, corrections behavior, dilemma method);
- improvisation.
The main thing is that the teacher constantly reinforces this attitude with an approving assessment of each child and his activities.
Game trainings perform the following functions:
- communicative function - the unification of children in a team, the establishment emotional contacts;
- relaxation function - removal of emotional stress caused by stress on the nervous system;
- developing function - harmonious development personal qualities to activate the reserve capabilities of the individual;
- educational function - education of skills to show various personal qualities in game models adequate to life situations.
Cooperation Methods consist in equal spiritual contact between adults and children. These include: joint discussions, discussions, activating communication.
Methods of educational situations consist in updating the moral qualities of the child, in stimulating moral behavior children. These include problem situations created by adults in the process of holding a musical lounge. In the process of inclusion in these situations, children form a certain social position and social responsibility, which are the basis for their further entry into the social environment. The methods of educating situations contribute to the fact that adults, in confidential communication with children, form a life outlook and life positions based on universal human values.
Behavior Correction Method It is aimed at creating conditions under which the child will make changes in his behavior, in relation to people. Such a correction can take place on the basis of a comparison of the child's act with generally accepted norms, an analysis of the consequences of the act, and clarification of the goals of the activity. A positive example can be considered as a modification of this method. Relying on an ideal, an example worthy of emulation, established norms, a child can often change his behavior and regulate his actions, which can be called self-regulation.
dilemma method consists in a joint discussion of moral dilemmas by schoolchildren. A dilemma is a situation of moral choice. For each dilemma, questions are developed, in accordance with which the discussion is built. For each question, children give convincing arguments for and against. It is useful to analyze the responses on the following grounds: choice, value, social roles and justice.
For each dilemma, one can define value orientations person. For example, when offering students a choice of answers, focus on the main question: “How should the central character behave?”.
Leading pedagogical method educational activity is pedagogical support, which allows the maximum involvement of pupils in the process of co-creation with the composer, presenter, performers.
As a result of participation in musical drawing rooms, students:
- get acquainted with the best examples of musical culture and get an idea about the content, form, context of these works;
- get acquainted with the system of aesthetic and moral concepts in the context of a musical work;
- get acquainted with the elements of the analysis of a musical work (plot and composition, genre specificity, features of stylistic means), as well as determine the place of the work in the historical and cultural process of its time, in the spiritual context of the era; influence of the work on subsequent musical tradition.
- are attached to visiting musical lounges as a form of meaningful leisure.
The revival of the prestige of high music as necessary condition the formation of a spiritually mature, educated and socially significant personality will contribute to raising the cultural level, the formation of a worldview, civil and moral position instilling a sense of pride and responsibility for cultural heritage Motherland.
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Musical living room as an innovative form of musical and artistic development of preschoolers
If we try to define the main task musical education in preschool childhood, then it may sound So: make children fall in love with a good music. Intonational nature music, its live process, agitated or calm, intermittent or smooth narration, peculiar questions and answers - all this makes musical and verbal speech . problem solving development of children's musicality ability to perceive emotionally music subordinated to the tasks of teaching children various types of musical and artistic activities and involvement in musical art(listening, singing, songwriting, musically- rhythmic movements musically-game and dance creativity, playing for children musical instruments).
Modern preschool pedagogy is aimed at finding innovative methods and forms upbringing and education of children preschool age . In our work, we use such an unconventional form organizations educational activities By development of musical and creative abilities preschoolers like« Musical lounge» .
Creative Findings by Organization « Musical living room» , which we use in our work, allow us to create in musical hall atmosphere of some magic, the sacrament inherent in the communication of children with music. An invariable attribute of all meetings is a lit candle. This gives the lesson a special flavor. The same invariable attribute is the portrait of the composer, whose work will be discussed in the lesson. For this purpose, a collection of portraits has been created in the kindergarten as classics of Russian and world music and contemporary children's composers. Composer A. Vivaldi, for example, appears before us in the image young man with curled curls and the traditional dress of an 18th century Italian city dweller. And the composer P. I. Tchaikovsky - in the image of a Russian intellectual of the 19th century.
In addition, when organizing and conducting « Musical living room» there was a need to create a library of biographical data and stages of the creative path of composers.
For a better understanding musical works, we try to select and suitable in terms of semantic structure literary material. If this "Nutcracker" Tchaikovsky, it is impossible to introduce children to music without using fragments of Hoffmann's fairy tale. This - elegant Christmas tree, gifts and, of course, the Nutcracker doll. And acquaintance with music M. I. Glinka means reading excerpts from the poem by A. S. Pushkin "Ruslan and Ludmila".
For example, « Musical lounge» "IN visiting Ak-tirme(white yurt)» takes the form of a quiz. Children respond to questions: What do the colors on the national flag mean?, “What is the name of the capital of our republic?”, "What trees grow in Bashkortostan?", What birds did you hear?, “People of what nationalities live in our republic?”. Naturally, these questions alternate with listening to Bashkir, Russian, Tatar, Mari folk melodies, which allows not only develop children's musical ability, but also to attach to folk culture, cultivate moral and patriotic feelings, tolerance for people of different nationalities.
Taking into account the peculiarities of children's perception, we try to create a holistic image piece of music including auditory, visual and motor perception. The costumes of heroes, attributes and decorations created by the hands of educators, children and parents help in this. For example, with musical cycle"Seasons" A. Vivaldi children get acquainted on the basis of a fairy tale "Twelve months". Costumes and attributes for the presentation of this fairy tale were made by parents together with their children. Original ideas were suggested by colorful illustrations of books, photographs of magazines and, of course, the imagination of teachers.
But most importantly, the organization « Musical living room» - herself music. In kindergarten, we have created and are constantly replenishing the music library of classical, modern and folk music.
To solve problems musical and creative development of preschoolers helps and developed by us new Toolkit « Music calendar» . The manual is a dodecagon divided into four sectors various colors symbolizing the seasons. They, in turn, are divided into sectors-months. Each month of the year corresponds to a calendar, state or folk holidays which are traditionally celebrated in kindergarten. In the middle is an arrow showing the month of the year and the holiday for which preparations are currently underway. Photos of holidays reflect the traditions and customs of the celebration. In addition, this manual helps to solve problems artistic and aesthetic, cognitive, moral and patriotic education of children of junior, middle and senior preschool age.
Long-term plan for holding « Musical living room» developed by us on academic year includes classes in junior, middle, senior and preparatory groups kindergarten once a month. Among them: "The image of Salavat Yulaev in music Bashkir composers, "Chittz Rus'", dedicated to creativity poet S. Yesenin, "Clowns and clowns", dedicated to the holiday humor April 1, "Good Wizard" dedicated to the work of the composer V. Ya. Shainsky, "Fabulous music by Rimsky-Korsakov» and others.
Hearing music - a unique kind musical activity . listening music, the child learns the world in all its diversity. Perception and analysis the child develops music thinking and imagination, arbitrariness and cognitive activity.
In the process of talking about music and its analysis, the preschooler develops speech which becomes meaningful, figurative and expressive.
Hearing music is a universal activity. In the program for preschoolers it is singled out as an independent section, but without listening it is impossible to imagine other types musical activity: before learning a song, dance, orchestral piece or start working on a dramatization game, they are a must-listen.
Organizing classes in « Musical living room» , we solve an important task - to teach children to listen music, form the basis for the development of musical culture.
In this work, close contact between musical leader and educator, as the educator provides continuity between musical classes and other parts of the complex process musical education and development of children. It is the educator who encourages all kinds musical activity outside the classroom, consolidates the skills of expressive performance, stimulates creative manifestations in independent activity.
An integral part musical development children is to work with parents. We work we do in form of consultation("Meaning musical activities in the upbringing of children ", « Music V Everyday life DOW ", "How to have a party" and others, joint holidays and entertainment, inviting parents of pupils to « Musical living room» . Of course, not all parents can be actively involved in its preparation and implementation, but this is not necessary. There are always enthusiasts among parents who are happy to respond to the offer to take part in the preparation and holding of such an event.
One more form interactions with parents musical education of preschoolers are colorful posters made by hands music directors, with tips and advice to visit art exhibition , a concert or performance by art school students; joint creation of albums with parents about composers, family artistic creative projects . Projects have become a real discovery "Far Far Away kingdom", "A smile lights a star" in which children and parents of senior and preparatory groups took part.
We are constantly looking for new and interesting methods and methods of work. We try to build our work in such a way that the life of a child in kindergarten is joyful and exciting. If, after listening music Having danced, the child remembers this for a long time, which means that our work was not in vain.
musical education in kindergarten does not imply professional musical, choral or dance education. Our task is much broader, and therefore harder: open the door to the world for the child music, acquaint with the sound of the surrounding world and its inner "I" to enable self-realization through music to feel harmony and beauty.
Department of Education
Administration of the Balashovsky Municipal District
Municipal Preschool educational institution
« Kindergarten combined type "Swallow"
Musical lounge
"ZIMUSHKA-WINTER".
Prepared by Music Director: V.V. Babichev.
June 2012
Music sounds. "December" by P. Tchaikovsky from the piano
Cycle, "Seasons".
Children enter, freely located in music hall.
M.R. Hello, Dear friends! I am glad to welcome you again in our cozy musical lounge, where we will again meet with music and poetry. Music! So what is it? This is a special country, and not everyone is given the opportunity to enter its beautiful Magic world. Only to the most attentive listener will she open her fabulous gates. Listen to the wonderful sounds of music - and you will hear: either a light breath of the breeze, or the rustle of quietly falling snowflakes or the crystal ringing of a drop ...
M.R. And today you were met by the music of a wonderful Russian composer
P.I. Tchaikovsky from piano cycle"Seasons" - "December".
We are already familiar with this name. Let's remember why
So called? (Answer children).
M.R. That's right, kids!
Tchaikovsky was very fond of nature and depicted with sounds not only winter,
Spring, autumn, summer, but also every month separately. This cycle is called:
"Seasons".
What gentle, light, graceful snowflakes in music, how smoothly they
Spinning in the air. Did you like the music?
Let's listen to it again.
Music sounds. "December" by P. Tchaikovsky.
* December, what month?(winter)
* What mood, what feelings are expressed in music?
Children: The music is joyful, light, dancing, magical, light,
Affectionate, sunny.
M.r : So winter has come to us.
On the trees - fringe,
The courtyard is not visible from the window -
All the glass was covered with a pattern.
And even though winter is ending, I want to talk to you about what it's like beautiful time of the year.
Many poets, artists and composers loved him for his magical beauty, pure, clear, sparkling colors. And today we will listen to music, look at paintings by artists.
I propose to start our meeting with beautiful song about winter.
Song "Russian Winter"(prep.g)
M.r: Winter ... what is it like?
(Children's answers: cold, harsh, blizzard, fluffy, soft,
Beautiful, caring.)
M.R: What sounds can be heard in winter?
Children: (the creak of snow, the sound of ice, the sound of the wind, the howl of a blizzard).
Perhaps winter is the most magical time of the year. She gives us the most
Favorite holidays, funniest pastimes: snowball fights,
Sledding, skiing, skating, troika with bells.
Listen to a piece of music and think about what it's called.
The play "On the troika" by P. Tchaikovsky sounds.
M.R. Children, you probably recognized the familiar play that sounded
Now? Children's answer.
M.R. Right. This is "Three". November P. Tchaikovsky.
Troika - this is the name in Russia of horses harnessed together, under one arc. Bells were often hung from it, which, when driving fast, played loudly, shimmering with a silver sound ... Although November in Russia is an autumn month, winter already appears in its full guise.
The composer conveys the rhythm of the galloping trio. We seem to see it at first from a distance - the music sounds quiet, then the troika approaches - the music becomes louder, the clatter of hooves is heard more clearly. Then, gradually, the troika moves away - the music stops, and now the troika is no longer visible at all ...
What instrument was this music played on?
Children: On the piano.
M.R. And now you have this task: Try to decorate the piece with the sound of suitable children's musical instruments that you yourself can choose.
Children choose bells, a tambourine, a metallophone, a xylophone, wooden spoons. Improvise to a recording.
M.R. Rates the game.
Many composers wrote music about nature, but today we are talking about P.I. Tchaikovsky. And this is not accidental, since his music is understandable to every person: After all, Tchaikovsky, in the language of music, spoke about our Russian nature, about our Motherland.
Now close your eyes and listen carefully to P.I. Tchaikovsky"Winter morning". I wonder what each of you will see thanks to this music?
The play "Winter Morning" sounds. P.I. Chaikovsky.
M.R. Can you tell me what kind of music this is?
What mood does she create?
What do you imagine while listening to music?
Children: The music is gloomy, blizzard, disturbing, blizzard.
What picture emerged?
Children: There is a picture of a rainy winter morning - dark, blizzard,
Cold, unfriendly. The music sounds mournful, then uncertain,
That's alarmed.
M.R. Right. When we listen to the play, a picture of a rainy winter morning arises: dark, blizzard, cold, unfriendly.
What musical colors drew Tchaikovsky this morning?
What is the tempo of this piece and why?
Pace? (Alarmed, fast, slow)
For what? (to depict a blizzard).
What other colors can convey the darkness and cold of a winter morning?
(Low and medium register).
Children: The music is blizzard, fast, as if a blizzard broke out.
M.R. Children, and now I will read you a poem that
accurately conveys the picture of this winter morning?
poem by S. Yesenin.
Winter sings - haunts, shaggy forest cradles
The call of a pine forest. Around with deep longing
Float to a distant country Gray clouds.
And in the yard the blizzard spreads like a silk carpet,
But it's painfully cold. Sparrows are playful
Like orphan children, Huddled at the window.
Little birds are chilled, Hungry, tired,
And they huddle tighter. And the blizzard with a furious roar
Knocks on the shutters hungAnd getting more and more angry.
M.R: Guys, did you know that winter fluffy snow is former snowflakes that are now frozen in the winter wind. Snowflakes are light, airy,
The music of their dance is almost impossible to hear, but it can be invented.
Today we will listen to another piece of music
Composer Pyotr Ilyich Tchaikovsky
Waltz of the Snowflakes, from The Nutcracker.
Guys, tell me what genre the waltz belongs to?
That's right, it's a dance.
Waltz is smooth beautiful dance with a swirling melody and
Certain rhythm. The word waltz itself comes from
The words "circle". So, we are listening to P.I. Tchaikovsky's Waltz of the Snowflakes.
Listening to the Snowflake Waltz. P. I. Tchaikovsky from the ballet "The Nutcracker".
What kind of music is this? What did she tell you about?
Fabulous, magical, whirling, flying, graceful,airy, disturbing, exciting.
(Answer children). You got the music right. It was as if we saw a snow-covered forest, heard how a storm begins: here are the first light snowflakes spinning in the air, the wind blows stronger and stronger and suddenly throws a handful of snow in our faces and immediately rushes away. And now everything is covered with white fluffy snow! The blizzard subsided.
There is always calm after a storm. And in these moments you can admire the winter landscape. (Offered for viewing reproductions of paintings) Everything is calm. A fluffy snow blanket covered everything around, the river was ice-bound. And only snowflakes shimmer and shine in the rays of the sun.
Winter forest sparkles with snowy whiteness
And the fog swirls over the blue path.
Christmas trees-beauties froze at the edge,
And snowflakes like to sparkle on their tops.
Did you like the picture painted by the music?
Do you think the music was performed by one musical instrument or many?
The Snowflake Waltz was performed by a symphony orchestra.
What tools symphony orchestra You know?
Display illustration of a symphony orchestra.
It's nice to watch falling snowflakes. Each one seems to be
The dance is performed by spinning in the air. So I suggest girls
For a while, turn into snowflakes. And may each of you
He will invent and perform his own dance, take the ribbons.
Repeated listening to the fragment "Waltz of the Snow Flakes"
With improvisation girls.
Slowly, slowly circling, snowflakes fall to the ground.
They are light and weightless. Snowflakes are spinning in the rays of the winter sun.
And shimmer, sparkle and shine like fabulous diamonds.
And now the whole forest is covered with a light snow-white veil.
And now the poem "Snowflake" will tell Nemushkina Lilya.
The poem "Snowflake".
Today we talked about winter, recited poems, sang a song about winter, listened to the music of the great Russian composer P.I. Tchaikovsky.
What a beautiful Russian winter! To keep her image in your memory longer, try to draw her bright, elegant, sparkling or severe at home. Can you draw funny picture winter fun: playing with snow, sledding, skiing, skating.
And bring us show.
PAINTINGS. "February Blue" I. GRABAR.
"WITCH-WINTER" K.YUON.
"FROST". N.KUZNETSOV.
Purpose: 1. To instill a love for classical music, for creativity
P.I. Tchaikovsky, through the synthesis of the arts (music, poetry, painting).
2. Develop children's musical and creative abilities, skill
Use familiar movements in an impromptu dance.
3.
enrich lexicon musical terms;
4
.encourage children to sing to express the feelings caused by music.
5. educate children in a positive attitude towards nature
Through various types of art.
6 . Consolidate knowledge of musical genres and instruments
Symphony Orchestra.
Course program extracurricular activities
"Music Lounge"
music director,
GKOU SO "Novouralsk school No. 1"
The intellectual and spiritual development of a person, first of all, depends on the education system, and music plays a special role in this process.
Musical education mentally retarded children is a specially organized pedagogical process, which is integral part correctional education, the purpose of which is the formation of musical culture as a set of qualities of musical consciousness, activities, relationships, correction and prevention of secondary deviations in the development of students.
The relevance of creating a program for the formation and development of the foundations of musical culture among mentally retarded students is due to the need to search for active forms of extracurricular activities, which involves the inclusion of students in grades 8-9 in the social and educational space, taking into account individual needs for the development and continuation of their musical education.
The program for the formation and development of musical culture among mentally retarded students is based on the organization of extracurricular activities in the form of holding musical lounges, which integrate traditional types of musical activity and involve informal communication between listeners and performers in a joint dialogue.
The purpose of the extracurricular activities course – creation of conditions for an emotional, holistic and harmonious sphere of communication between adults and children through musical and aesthetic activities.
Course objectives:
To form the need for joint involvement in the musical and aesthetic activities of all participants in the educational space (students, teachers, parents).
To enrich the aesthetic perception and promote the development of the foundations of musical culture among students through the accumulation of musical experience.
To develop students' cognitive interest in music of different genres, characters, performances using visualization (media presentations, conversations, creating projects, listening to musical works, etc.).
Awaken the desire to improve students' own musical culture through independent productive activities.
The music room is a flexible form of organized communication that impresses the teenager with their claims to adulthood. The attractiveness of the music room is that it is quite mobile. It can be dedicated to any topic using various forms and attributes.
Carrying out such activities involves work in several directions.
1. Organization of the musical lounge.
– choice of topic;
– definition of goals and objectives;
– determination of the intended purpose;
– script writing;
– distribution of roles among students - leaders, performers;
– individual rehearsals;
– consultations (if necessary) of teachers;
– preparation of media presentations;
– Preparation technical equipment;
– selection of musical works;
– solution of organizational issues - communication with the participants of the living room (students, teachers, parents, guests, etc.).
Student activities:
– selection and search of auxiliary materials (biographies and works of composers, artists; photographs, reproductions, etc.);
– writing announcements and invitations to guests;
– invitation of guests - participants in the living room;
– organization of space for the living room
– decoration of the room where the living room will be held.
2. Holding a musical lounge.
Activity music director:
– introduction Mistress of the living room;
– meeting with the guest of the literary and musical lounge;
– showing a media presentation;
– speeches creative teams(of necessity).
Student activities:
– performance of students - presenters, performers.
3. Generalization and reflection.
– creative tasks aimed at tracking the formation of ideas about music, its types, genres, styles, about the life and work of various composers;
– assessment by students of their activity (participation) in various types activities;
– presence/absence of emotional experience of music.
Planned results of mastering the course program by students
extracurricular activities "Musical lounge"
It is assumed that with participation in the organization and conduct of the cycle of musical drawing rooms, mentally retarded students will form:
– interest and emotional response;
– competencies in the field of musical and aesthetic activities;
– ability to work with reference literature and select the necessary information (theoretical, biographical);
– the ability to build a coherent statement about a piece of music using key knowledge in the process of live perception of music;
– the ability to speak publicly in front of an audience;
– the ability to interact in the process of collective creativity and communication during a conversation;
– the ability to collectively play music and perform dance movements, choral singing;
– the need to work while mastering the role of a bearer of culture.
The cycle of musical drawing rooms reveals 15 themes, which are divided into 6 sections. Each musical lounge is held within one academic hour.
The program of the extracurricular activities "Musical Lounge" is designed for two years. The implementation of the program provides for the right to independently determine the timing of the musical lounges and the choice of topics that most fully take into account the specific conditions of the extracurricular activities of the educational institution.
Section, topics of classesNumber of hours
Section 1. Musical genres
I remember the waltz sound lovely
Genres of vocal music
This light music called pop
Section total
3
Section 2. Musical instruments
Piano sounds
What are orchestras
Section total
2
Section 3. Musical folklore
Journey to Folkland
Christmas star light
Come, spring, with joy!
Section total
3
Section 4. Expressive music
Means of musical expression
Feelings, moods and characters of people in music
Section total
2
Section 5. Visual music
A. Vivaldi "Seasons"
Fairy tale in music
Section total
3
Section 6. Music and other arts
Music and painting
Music in film and animation
Section total
3
Program Total
16
The content of the program of the extracurricular activities "Musical Lounge"
The program of the course of extracurricular activities on the formation and development of the foundations of musical culture in mentally retarded students includes a range of areas that are necessary for the formation of skills for the perception of musical works and the manifestation of creative imagination during independent musical activity.
education of emotional and valuable interested attitude to musical works– formation of the ability to select the necessary information when preparing information about the composer
– formation of ideas about musical genre waltz through the introduction of new concepts
Organization
Choreographic Ensemble Invitation
Selection of information about the composer I. Strauss.
Song learning.
Holding
Showing dance moves. Preparation of equipment for visual activity.
Listening to music. Performing dance movements and rhythmic exercises. Singing. Drawing to music.
Generalization and reflection
Concert is a mystery.
"Genres of vocal music"
Tasks:
–
– developing the ability to analyze a piece of music
– formation of ideas about the genres of vocal music
Organization
Vocal teacher invitation.
Finding information about musical term"genre". Song learning.
Holding
Music director's story. Show media presentation. Showing dance moves.
Listening to music. Singing.
Generalization and reflection
Game-test "Collect the word."
Completing a creative task.
“This music is light ... they call it pop music ...”
Tasks:
– fostering a sense of belonging in joint music-making - developing skills to distinguish the nature of a musical work and perform rhythmic exercises on children's musical instruments
– formation of ideas about pop music
Organization
Selection of musical repertoire. Questioning.
Assistance in conducting surveys. Song learning.
Holding
Music director's story. Show media presentation. Demonstration of dance movements and rhythmic exercises to music.
Listening to music. Singing.
Performing dance movements and rhythmic exercises to music.
Generalization and reflection
Rhythmic exercises on children's musical instruments.
Performing exercises on children's musical instruments to the soundtrack.
Section 2. "Musical instruments" (2 hours)
"Piano sounds"
Tasks:
– fostering a culture of listening classical music
–
– formation of ideas about keyboard musical instruments
Organization
Invitation of a pianist teacher.
Selection of information about the piano.
Holding
Music director's story. Show media presentation.
Listening to music. Acquaintance with the musical instrument "piano".
Generalization and reflection
Test tasks using ICT.
"What are orchestras"
Tasks:
– fostering a culture of listening to classical music
– development of the ability to make a choice when finding the right answer in creative tasks
– formation of ideas about the types of orchestras
Organization
Selection of musical repertoire.
Search for information about the musical instruments of the brass band.
Holding
Music director's story. Show media presentation. Demonstration of marching movements.
Listening to music. Performing movements to the music of the march.
Generalization and reflection
Tasks to test knowledge about the types of orchestras. Concert is a mystery.
Completion of tasks with a choice of answers. Guessing the sound of orchestras.
Section 3. "Musical folklore" (3 hours)
"Journey to Folkland"
Tasks:
–
– development of skills to predict your entry in accordance with the beginning of the music
– the formation of ideas about "folklore"
Organization
Learning ditties, Russian folk dance
Holding
Music director's story. Show media presentation. Preparation of folk Russian folk and children's musical instruments for collective musical creativity.
Listening to music. Singing.
Performing dance moves to music.
Performance of stage numbers. Collective musical creativity
Generalization and reflection
The game "What musical instrument sounds?".
Guessing the sound of Russian folk and children's musical instruments.
"Christmas Star Light"
Tasks:
– education of an emotionally-valuable interested attitude towards Russian Christian traditions and customs
–
– the formation of ideas about Christian traditions
Organization
Selection of attributes, costumes, interior design.
Assistance in the production of attributes.
Holding
Music director's story. Show media presentation. Performance of the poem.
Listening to music. Singing. Staged carols.
Playing Russian folk and children's musical instruments. Festive tea.
Generalization and reflection
Musical repertoire for mini essays.
Mini-compositions are musical impressions.
"Come, spring, with joy!"
Tasks:
– education of love and respect for native land, folk traditions
– development of skills to build your public speaking
– formation of ideas about Russian spring folklore holidays
Organization
Preparing students for performance.
Learning dramatizations, chants, songs.
Holding
Music director's story. Show media presentation. Preparing props for performances.
Listening to music. Singing. Performing dance moves to music. Playing Russian folk and children's musical instruments. Performance of stage numbers. Collective musical creativity. Festive tea.
Generalization and reflection
Mini-survey on the topic "Folk calendar holidays"
They call folk calendar holidays.
Section 4. "Music expressive" (2 hours)
"Means of musical expression"
Tasks:
– fostering a sense of belonging in the process of joint performance of dance and rhythmic exercises
– development of the ability to make a choice when finding the right answer in creative tasks
– formation of ideas about the means of musical expression
Organization
Selection musical material
Finding information about special terms denoting the means of musical expression.
Holding
Listening to music.
Performing plastic improvisations and rhythmic exercises.
Generalization and reflection
Test tasks for knowledge of special musical terminology using ICT.
Performing test tasks with a choice of answer options.
"Feelings, moods and characters of people in music"
Tasks:
– fostering an emotional response when listening to music
– formation of skills to analyze the nature of a musical work
– formation of ideas about expressive possibilities music
Organization
Creation of a media presentation.
The selection of information about the traits of a person.
Holding
Music director's story. Show media presentation.
Listening to music. Performing plastic improvisations, dance movements and rhythmic exercises.
Singing.
Generalization and reflection
Determining the nature of music.
Determining the nature of the music and displaying the mood on emoticons.
Section 5. Visual music "(3 hours)
C. Saint-Saens "Carnival of the Animals"
Tasks:
– fostering a culture of listening to classical music
– development of the ability to make a choice when finding the right answer in creative tasks
–
Organization
Selection of musical material.
Collection of information about animals.
Holding
Leader's story. Show media presentation. Preparation of equipment for visual activity.
Listening to music. Performing dance movements and rhythmic exercises. Music game. Drawing to music.
Generalization and reflection
The concert is a mystery.
Guessing musical works.
A. Vivaldi
"Seasons"
Tasks:
– education of emotional and valuable interested attitude to listening to musical works
– development of imagination when performing plastic improvisations
– formation of ideas about the content of a musical work
Organization
Interior decoration. Creation of a media presentation.
Search for information about composers who addressed the theme of nature in their work. Learning verses. Selection of pictures on the Internet.
Holding
Listening to music. Performing plastic improvisations.
Reading poetry. Drawing to music.
Generalization and reflection
Written blitz-survey on the topic of A. Vivaldi "Seasons"
Perform written work.
"Fairytale in Music"
Tasks:
– education of emotional and valuable interested attitude to works folk art
– development of the ability to make a choice when finding the right answer in creative tasks
– formation of ideas about musical works on fairy tales
Organization
Interior decoration. Preparing students for performance.
Reading fairy tales. Assistance in interior design. Preparing dramatizations.
Holding
Music director's story. Show media presentation. Preparation of attributes for staging.
Listening to music. Performing dance movements and rhythmic exercises. Staging fragments of fairy tales.
Generalization and reflection
Concert is a mystery.
Guessing musical works.
Section 6. "Music and other arts" (3 hours)
"Music and painting"
Tasks:
– education of an emotionally-valuable interested attitude towards creative heritage
– development of skills to analyze works of art
– formation of ideas about the work of artists and composers
Organization
Selection of musical material and reproductions of paintings. teacher's invitation fine arts.
Selection of information about composers and artists.
Holding
Music director's story. Show media presentation. Preparation of equipment for visual activity.
Listening to music. Performing dance movements and rhythmic exercises. Drawing to music.
Generalization and reflection
Test tasks for knowledge of composers, artists and their works using ICT.
Performing test tasks with a choice of answer options.
"Music in Film and Animation"
Tasks:
– fostering an emotional response during the collective performance of songs
– development of the ability to make a choice when finding the right answer in creative tasks
– formation of ideas about the role of music in cinema and animation
Organization
Preparing students for performance. Selection of musical material.
Learning songs. Making drawings with the image of your favorite cartoon characters.
Holding
Music director's story. Show media presentation. Performance of musical examples on the piano.
Listening to music. Performing dance movements and rhythmic exercises.
Singing.
Generalization and reflection
Game "Guess the melody".
Guessing melodies.
Educational, methodological and logistical support of the program
multimedia equipment.
Laptop
Music Center
Phonograms of children's, pop, Russian folk songs.
Recordings of works of composers, sounding of orchestras.
Pencils, erasers, drawing paper, brushes, paints (watercolor and gouache).
Russian folk and children's musical instruments(drum, rattle, glockenspiel, triangle, tambourine); violin.
Russian folk costumes.
Bibliography
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Abramova, M. A. Conversations and didactic games in the lessons of fine arts grades 1-4 [Text] / M. A. Abramova. – M.: Humanit. ed. center VLADOS, 2002. - 128 p.
Aliyev, Yu. B. Handbook of a school teacher-musician [Text] / Yu. B. Aliyev - M: Vlados, 2000. - 334 p.
Dahl, V. I. Large illustrated Dictionary Russian language [Text] / Modern spelling. M.: Astrel, Transitbook, 2006.– 352 p.
Kabalevsky, D. B. How to tell children about music? [Text] / D.B. Kabalevsky; ed. E.V. Maznina. - 3rd ed., Rev. – M.: Enlightenment, 1989. – 191 p.
Kolomiets, G.G. Musical and aesthetic education (axiological approach) [Text] / G.G. Kolomiets: monograph. - Orenburg: Publishing House of OOIPKRO, 2001. - 240 p. M.L. Palavandishvili. - Moscow: Academy, 1998. - 240 p.
Romanenko, A. R. The fairy-tale world and the real world (About TV programs for children and youth)[Text] / A. Romanenko - M .: Art, 1987. - 126 p.
Telcharova, R. A. Lessons of musical culture [Text] / book. for the teacher: from work experience / R. A. Telcharova. – M.: Enlightenment, 1991. – 158 p.
Finkelstein, E. I. Music from A to Z: busy reading with pictures and fantasies (for children)[Text] / Emil Finkelstein - L.: Ed. "Owls. composer". - 1991. - 115p.
Sherstneva, OA Musical and aesthetic education of personality. [Text] / . - 1998 // Bulletin of Moscow State University: Philosophy. – 04/1998 . - No. 4. - pp. 85-99.
Shkolyar, L. V. Musical art How academic subject V primary school(in the system of developmental education) [Text] / author's abstract. dis. ... Dr. ped. Sciences: 13.00.01. / L.V. Schoolboy. – Mosk. state open ped. un-t. - M., 1999. - 43 p.
Yudina, E. I. First lessons of music and creativity / E. I. Yudina. - Moscow: Aquarium, 1999. - 272 p.
