Municipal budget preschool educational institution « Kindergarten No. 16 “Little Red Riding Hood”

Lesson notes

By musical activity

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 activities was compiled for older children preschool age for the purpose of development 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.

PURPOSE: development of musical and creative abilities of children 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 moves clearly, coordinating them with the nature of the music;
• develop children's creative imagination and 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;
• develop the ability to speak about character and means of expression piece of music;
• 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– “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 have listened to this wonderful piece. 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 musical game “Collect 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 to smooth waltz music spring flowers. 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!

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:

1. develop thinking skills - generalization, ability to listen and prove
2. development of the ability to compare, contrast
3. formation of integration skills various types art

correctional:

1. creating conditions for optimizing students' creative abilities
2. development of improvisation in forms accessible to children
3. create an atmosphere of creativity in which students realize themselves and create their own

educational:

1. fostering emotional responsiveness to music
2. raising a competent listener

Lesson type: Learning new material

Methods:

1. verbal-inductive (conversation, dialogue)
2. visual - deductive (comparison)
3. partially - search (improvisation)
4. modeling
5. plastic intonation
6. graphic illustration

Lesson equipment:

1. portraits of composers
2. “Children's Album” by P.I. Tchaikovsky
3. audio recordings for music series
4. POWER POINT presentation
5. piano, sheet music, music center
6. 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 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 appear 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, and dance movements. 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: “Mom”, “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 "The 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).

(A vocal ensemble dressed in Babok-Ezhek costumes runs into the classroom, 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 the musical staff are counted from the bottom. 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, renders beneficial influence on mental development 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 creativity, imagination and fantasy in a person.

PROGRESS OF THE LESSON

Separate sections are dedicated to introducing children to folk instruments. The summary of a music lesson in kindergarten was prepared by the music director of the highest category E.V. Kutusheva, MBDOU Combined Kindergarten No. 56 “Severyanochka”, Nizhnevartovsk and is intended for children of the second younger group.

The purpose of the lesson in kindergarten:

• Introduce children to the Russian folk instrument gusli.

Objectives of the kindergarten lesson:

• To cultivate children's love for Russian folk music and Russian folk instrument- harp, to receive pleasure and joy from the very process of contact with music.
• To develop children's ideas about the figurativeness of music that creates an image (the gusli depicts the heroes of a Russian fairy tale); O expressive means music (dynamics, register), pitch (high-low, movement of the melody up and down).
• Develop children's communication skills through music game and couples dance.
• Convey the character of the music in movement, in singing.
• Expand the vocabulary denoting names in Russian folklore (Russian folk music, ancient Russian folk musical instrument, gusli), Russian characters folk tale, musical terms (quiet-loud, high-low, up-down movement of the melody).

Progress of a lesson in kindergarten VISITING A FAIRY TALE

To a cheerful Russian song folk music children enter the hall. The music director meets the children.

The “Hello” chanting exercise is carried out.

Musical director: — Guys, do you like fairy tales? (Children answer.) Then sit back and listen. Today a guest came to us from a familiar fairy tale, but guess what fairy tale he is from and who he is!

— It is shaped like a ball.
He was once hot.
Jumped off the table onto the floor
And he left his grandmother.
He has a ruddy side...
Did you find out? (Kolobok).

Musical director: - Now, listen to the story carefully. Grandma baked a Kolobok and put it on the windowsill to cool. But Kolobok got tired of lying there, so he jumped from the window, rolled over the threshold and galloped down the steps. Then I decided to go up and go down again...

Singing "Ladder".

The gingerbread man jumped up, hop, hop, hop.
And then he jumped down, jumped, jumped, jumped.

Musical director: — The bun rolled out onto the street, and there the birds were singing loudly.

Conducted musically didactic game“We are sitting on branches.”

Mother:

— I’m sitting on the lower branch,
And I sing: chik-chirk.

Chicks:

- We are sitting on the top branch,
And we sing: chik-chirk.

Musical director: — The bun rolled further, rolled and saw beautiful flower. He leaned over to the flower and smelled it.

Conducted finger game“Flower” by E. Zheleznova.

Musical director: - And the bun rolled on. Suddenly he sees a wonderful bag lying on a stump. (Shows.) He, guys, is your friend! Do you really want to know what is hidden there? What do you think is hidden in the bag?

The children answer. The music director takes the harp out of the bag and shows it to the children.

Musical director: - What a beautiful instrument! This is an ancient Russian musical instrument, and it is called “harp”. It is described in different fairy tales. Please listen to how it sounds!

The musical director plays the harp.

Musical director: - What do the harps sound like?

The children answer.

Musical director: - Yes! Gusli sounds fun, perky and joyful! Children, should we take the harp with us into a fairy tale and they will help us? (Children's answers.) Then we listen to the fairy tale further. Kolobok was rolling, and towards him... who?

The music director plays the harp, the children recognize and characterize the “bear” by the music played.

Bear (teacher):

Musical director: - Don’t eat Kolobok, Mishenka, but rather watch how our children dance!

Children dance in pairs.

Bear: - Oh, thank you, you made me happy! So be it, I won’t touch Kolobok!

Musical director: - The Bear wandered into the forest, and Kolobok rolled further. He rolls and rolls, and towards him... who?

The music director plays the harp, the children recognize and characterize the “hare” by the music played.

Hare (teacher): - Kolobok, Kolobok, I will eat you!

Musical director: - No, Hare, it won’t work! Let's scare him! And the harp will help us. I will play quietly, and you will “rustle” your palms. And when I play the harp loudly, you will clap your hands loudly.

A musical and didactic game “Loud and Quiet” is being held.

During the game, the Hare quietly leaves.

Musical director: - Oh, where is the Hare? (The children answer: he got scared and ran away.) Kolobok was happy and rolled on. Kolobok rolls, rolls, and towards him... who?

The music director plays the harp, the children recognize and characterize the “wolf” by the music played.

Wolf (educator): - Kolobok, Kolobok, I will eat you!

Musical director: - Wolf, don’t offend Kolobok. He is good, kind, you need to be friends with him, like our guys are friends. This is what they will sing about now.

Children perform the song “The Sun Has Friends” by E. Tilicheeva.

Wolf: - Good song! So be it, I won’t touch you, Kolobok!

Musical director: - The Wolf ran into the forest, and Kolobok rolled further. It rolls and rolls, and towards him... who?

The music director plays the harp, the children recognize and characterize the “fox” by the music played.

Fox (teacher): - Kolobok, Kolobok, I will eat you!

Musical director: — Don't eat Fox Kolobok, we'll sing you a song.

Fox: — I don’t want to listen to songs, I want to eat Kolobok.

Musical director: - Don’t eat Fox Kolobok, we’ll play musical instruments for you.

Fox: - Don't want!

Musical director: - Well then, we'll dance!

Fox: - Don't want.

Musical director for children: “Then we’ll outwit the Fox.” Let's play with her.

A communicative game “Smile” is being played.

During the game, Kolobok is hidden unnoticed. The fox begins to look for Kolobok.

Fox: — I was staring at you, didn’t notice where Kolobok went?

Musical director: - The Fox ran, ran, looked for Kolobok, looked, and ran away into the forest with nothing. And Kolobok thanked you for your help and ran home. That’s the end of the fairy tale, and those who listened and helped – well done! And who helped us? (Children's answers.) Of course, you and our guest, the ancient Russian musical instrument - the gusli! Our lesson has come to an end.

"Land of Good Deeds"
(for children of senior preschool age)
Target: teach children to determine their emotional state by external signs (facial expressions); establish a connection between different feelings and the reasons that cause them.

Tasks:

• To consolidate children’s knowledge and ideas about the nature of music (cheerful, sad, angry); reflect the mood with movements, facial expressions, and gestures; lead children to understand the connection between the nature of music and the means of musical expression.
• Encourage children to actively express creativity in tasks and musical games.
• To cultivate an aesthetic perception of the world around us through music.
• Teach children to establish a connection between voice-creative movements and volumetric-spatial concepts.
• Development of children's auditory attention, speech breathing, purity of intonation; practicing clear articulation, “opening” the sound apparatus.
• Improve your singing skills.
• Enrich children with musical experiences.

Equipment:

• tape recorder, cassettes with children's plays and birdsong;
• didactic doll Bim-Bom,
• musical and didactic manual “Magic Glade” with three seasons (summer, autumn, winter), chips - cards with images of animals (bird, hare, bear, wolf, hedgehog);
• a magic bag, a heart, a basket with “treats” for animals;
• noise instruments, hammers - sticks.

Repertoire:

Yazykovo - “Walk” (“Free March”, music by V. Verkhovynets; “Dancing and high step”, music by V. Kosenko; “Smooth dance step”, music by B. Lyatoshinsky; “Butterflies”, music by. S. Maykapara; music by P. Tchaikovsky; music by L. Beethoven; music by T. Lomovoi, music by P. Tchaikovsky; , music by D. Kompaniets; “Our Garden”, music by V. Gerchik.

Progress of the lesson.

(Children enter the hall, stand in a circle, say hello musical language, that is, the music director sings: “Good afternoon, kids! Boys and girls!

Children They answer: “Good afternoon!”

Musical director: “Good afternoon to all guests!” (Good afternoon!))

Musical director: Children, do you like to do good to people? Why? (Children answer) Today we were visited by the famous merry fellow, kind-hearted, wizard - the clown Bim-Bom. Look how beautiful he is... (Children look at the toy)
Did you like Bim-Bom? Let's show each other how a clown smiles (widely, even wider).

Articulation gymnastics for the mouth “Smile”.

Well done.
Guys, what do you think, how will Bim-Bom greet us? (cheerfully, smiling, loudly) Who will show? (Children are greeted one by one - they sing or say): “Good afternoon, kids!”, “Everyone, everyone, good afternoon!” etc. Everyone else with that facial expression answers: “Good afternoon, Bim-Bom!” The music director pretends that Bim-Bom is telling him something/)

Musical director: Bib - Bom really liked your congratulations. For your open hearts and kind smiles, he invites everyone to the Land of Good Deeds to introduce you to its inhabitants. Are you ready for unusual adventures? So, let's go.

Language-rhythmic game “Walk” (varieties of walking).

Musical director: Children go on a journey
They walk on the grass
And a funny song
Everyone sings together (normal walking).

So that we don’t crush the flowers
You need to raise your legs (walking with high knees).

Be careful between the bushes
We walk like a snake (walking like a snake).
We walk lightly and quietly,
We don't make any noise (easy running at a medium pace with transitions on the go).

(Children do various types walking; when the music ends they stop. The music director suggests taking a little rest.)

Musical director: I see we can’t do it without the help of a wizard. The road is long, but we will still need our strength for good deeds. How will we get to Fairytale Land? (Children offer different types transport. Bim-Bom seems to whisper something to the music director.)

Musical director: Children, Bim-Bom invites us to continue our journey on a real cart. But where can we get it? (Bim - Bom gives magic bag)
Yes, of course, Bim-Bom has a lot of magic hammers in his bag that will help you quickly make a cart.

Language-rhythmic exercise “Merry Hammers”.

(Children sit on chairs and use hammers to convey the rhythm, which is applied by the music director, while simultaneously pronouncing rhymed lines.)

Children and music director:

Knock, knock, hammer,

Knock-knock, knock-knock-knock,

Knock more cheerfully. Hit it more accurately with a hammer.
This and this and this carnation

Knock-knock, knock-knock-knock,
Hit it harder.

We made a cart.

Musical director: We made a nice cart together, take your seats:
Therefore, go on the road and look at everything carefully.

Onomatopoeia exercise “We are riding in a wheelchair.”

(The exercise is performed at a moderate pace. Children select sounds independently environment(the creaking of a cart, the whisper of the wind, the rustling of leaves, the singing of birds, the gurgling of a brook).)

1. We are traveling in a wheelchair
Visit the fishing line. (Creak - creak, creak - creak)

2. The breeze greets us, (Fu – fu – fu...)
He plays hide and seek with the leaves. (Sh – sh – sh...)

3.And the fun of the bird
They started their own songs. (Fit - fit, chiv - chiv, tech - tech...)

4. A squirrel sits on a branch,
She can’t wait to eat the nuts (clack-clack-clack...)

5. Here the stream flows, gurgling,
He wants to run away to the river. (Brr-brr...)

6. We drove for a very long time,
Finally we arrived. Wow! (All together.)

(Musical director opens 1 page didactic manual"Magic Glade". A soundtrack of birdsong sounds.)

Musical director: Guys, where did this cart take us? So, to the magic clearing. Look how beautiful it is. Although it’s a bitter winter outside, there are flowers and butterflies everywhere, everything is blooming.

Listening to the play “The Moth” by S. Maykapar.

Didactic game "Butterflies and Flowers".

(Didactic game: music sounds - butterflies fly, the music stops - butterflies land on flowers. Children use hand movements to reflect the beginning and end of instrumental music.)

Musical director: Children, is this play in the mood? (light, active, cheerful.) If the music is cheerful, then the day should be “sunny” (the children suggest). Let's help the sun free itself from the cloud.

Breathing exercise “Let’s free the sun from the cloud.”

(The exercise is carried out with the aim of improving speech breathing in children and developing a targeted air stream. Children blow on the cloud, the “Butterfly” play is played again - the selected child independently moves the cloud from the sun on the stand, opens it.)

Exercise “Scientific Grasshopper”.

(An exercise to develop pitch hearing, determining the movement of a melody.)

Musical director: Oh, who's that jumping on the flowers here? Show yourself to the kids!.. Yes, it’s a grasshopper on the loose. Children, this little scientist, jumps over the flowers as they tell him. Come on, little horse, jump to 3 flowers, and then down from here.

And now to the 5th flower and down again.

(Children in the Skok warehouse accompany the singing with hand movements. The music director plays a melody on a metallophone, the selected child accompanies the singing with a skate movement across the colors.)

(Bim-Bom's face changes from cheerful to sad.)

Musical director: Children, look at our Bim-Bom, for some reason he is very sad, he’s about to cry. Buddy, what happened, why are you so upset? (pretends that he is telling something).

Bim-Bom found a small chick in the grass. It fell out of the nest and is calling for mommy. (The sounds of a minor key are heard.) Show me with your voice how the sparrow sings! (Children do the exercise and point with their hands.)

Musical director: Can we help the sparrow get back to the nest? Then take the bird in your palms and throw it like this B X (high and fast with the “x” threshold).

Exercise “Help the sparrow.”

(The main element of the exercise is rising intonation with a sharp transition from the chest “v” to the falsetto “v” register with a characteristic “break” of the “x” voice.)

(At first, excited music sounds. The music director says that he doesn’t understand what’s happening, where he came from strong wind and dispersed all the butterflies, the clouds covered the sun. Sad music from the cycle “Seasons” by P. I. Tchaikovsky “October” sounds.)

Linguistic and rhythmic exercise “Song of the Rain”.

(The exercise is aimed at developing rhythmic and melodic hearing (purity of intonation), automating sounds, freeing the lower jaw for free articulation.)

Musical director: It started to rain a little. Don't be afraid, children! Let's sing his song together with the rain, like this (sings high in one sound):
Those - those - those - those - those - those - yes,
I sing the song like this!

Musical director: But the rain still doesn’t let up, but on the contrary, it gets even stronger, and now his song is like this (sings low in one sound):
Knock-knock-knock, Knock-knock-knock,
We can hear the sound of rain.

(The rain song is repeated several times so that children can remember high and low
sound position.

The music director invites the children to show with their tongue the song of a small and heavy rain - perform high and low clicks.)

Exercise “High and low clicking sounds.”

(Children click their tongues, changing the shape of their mouth

Musical director: That's it, the rain stopped falling and couldn't scare us. Pay attention, children, how the seasons have changed. Strange, instead of summer it came... (Children answer).

(The page changes. The play “October” is played again. The music director invites the children to use noise instruments from the magic bag Bim-Boma to depict the rustling of leaves, wind, rain...)

Playing noise instruments, “Eliza”, music. L. V. Beethoven, in instrumental arrangement.

Musical director: Oh, look kids, someone is hiding behind a tree, apparently some kind of animal. Help me find her.

(Explain to the children that here are several animal cards. After listening to the music, you need to choose the card that the music tells you about.)

Listening to the play “Bunny” by T. Lomova, from the cycle “In the Forest”.

(The music director draws the children’s attention to Bim-Bom’s face, it is frightened. The figure of a wolf can be seen behind the tree.)

Exercise “Terrible beast”.

(An exercise to establish connections between voice-creative movements and volumetric-spatial representations, to develop speech hearing, purity of intonation. Children give a figurative description of the wolf: all gray, very angry - B, big scary eyes - UO, terrible fangs - UOA.

(When the wolf disappears, Bim-Bom’s face becomes cheerful again.

The phonogram of music sounds. P.I. Tchaikovsky “Winter Dreams”. The page changes to “Winter”.)

Musical director: What a miracle, the time of year has changed again. It’s white all around, and you can hear the snow rustling under your feet.

Exercise "Articulation".

(An exercise to develop singing breathing, “opening” the articulatory apparatus. The exercise consists of a strong active pronunciation of consonants. The mouth is maximally open with up and down movements of the jaw.

In this position, silently inhale through the mouth and use the movements of the limbs of the hands. The hands are raised to the level of the mouth, the limbs are opened so that the fingers are spread and tense, the palms are turned forward. The limbs work together with the pronunciation of consonants (ш, с).

(The music director invites the children to warm up with a cheerful dance.)

Song and dance by D. Kompaniyets “Zimushka - Winter”.

Musical director: Look how strange this tent is. Oh, be quiet, kids, this is a den. The bear sleeps in winter and sees honey and sweet berries in his dreams, he sucks his paw and “moans” - he begs to be given honey - “yum - yum - yum.”

Exercise "Moaning".

(An exercise to develop singing breathing, freeing the lower jaw for free articulation.
Initial position: the face is relaxed, the mouth is slightly open, the eyes are half asleep. This is necessary to enable a relaxed voice register that does not have a fixed pitch.)

Musical director: What do you think, children, do all forest animals sleep in winter? (No.) Can you name those animals that need help in winter? (Children answer.)

(The teacher leaves a basket with gifts for the animals: honey for bears, carrots for hares, cabbage, hay for deer, moose, grain for birds, nuts for squirrels.)

Musical director: Guys, Bim-Bom says that you are great, true friends, you help in difficult times, and you haven’t forgotten about the animals.
This is because, Bim - Bom, that in our kindergarten they teach kids never to leave friends in trouble, to help each other. We are all together - one friendly family and we know what goodness is. I invite everyone to sing a song of friendship together.

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Summary of a music lesson on the topic “Journey to the world of music”

"Journey into the world of music"

(Complex lesson By musical education for older children)

Target:Expand children's understanding of genres of musical art, develop fine motor skills, expand your vocabulary; teach children to listen to music, determine the mood of a piece of music, genres; give the concept of notes and musical literacy.

Equipment and materials : Multimedia board, music center, stand, images of three whales, notes cut out of cardboard and laminated (for traces), Small notes and musical signs from arakal different colors, drawn model of a castle.

Progress of the lesson: (before the children arrive, the music director lays out prepared notes in the corridor from the entrance to the music room to the entrance to the group, the children go to the hall along the way collecting these notes)

Educator: Guys, please look, what is this? In my opinion, this looks like some kind of traces? (pays attention to the notes), these tracks lead somewhere, we will follow the tracks and find out where they will lead us (go to the music room)

Children enter the music room to the music

The musical director welcomes the children by singing in different strokes and shades (forte, piano, staccato, legato, major, minor)

Musical greeting "Hello"

(Images of three whales hang on the stand)

Musical director : Who is this? (children answer), pay attention, these are not ordinary whales, do they have some letters depicted on them? What would that mean? (the music director takes out a note from behind a drawing of a whale and reads it)

Everything is clear, it turns out that today we have a fun journey into the world of music. It’s just not clear why three whales swam to us, maybe you know, children? (children's answer options) Now I will tell you very amazing story Once upon a time, a long time ago, there was no music at all in the world; no one danced, sang, or played musical instruments. Life was boring and uninteresting, then people began to invent various instruments that could make sounds, for example: they took two spoons and knocked them against each other, they got a musical instrument that is still used today. It turns out that coming up with tools is not at all difficult. I suggest you also become musical masters, come up with some kind of instrument from what you see in front of you (there are various accessories on the table).

Musical break “Unusual Orchestra”

Musical director: Everyone succeeded, you are wonderful masters. With your instruments, you can truly create music. People around the world have created many musical instruments, and let us now remember what tools are familiar to us?

Musical and didactic game “Guess what I’m playing?”

Musical director: Soon there was so much music that the musicians decided to divide it into groups, and that’s how our three pillars appeared. That is why there are letters on our three pillars: T is for dance, P is for song, and M is for march. Can you identify our whales by their music?

Perception of music

(“March” by K. Kuatbaev, “Kazakh Waltz” by L. Hamidi, Song “Merry Song” by G. Struve)

Musical director: But our whales are not only musical, but also love to play and ask riddles. They have prepared a task for you too. Are you ready to deal with it?

Musical riddles

(on multimedia equipment)

Musical director : Well done, the guys coped with the task of our whales. We have learned how to determine the genre of music, but how to record music? For words we have letters, but for music?... (notes).

(music director shows the children notes)

Our notes don’t like to get bored and stand still, I suggest spending a physical minute with notes.

Musical and rhythmic movements

(Physical exercise “Notes are jumping across the clearing”)

The notes are jumping across the clearing, jump, jump, jump, jump,

Place the foot in the sandal straight to the side and on the toe,

They will sit down, then they will jump, the notes began to dance together,

And today they started their own round dance in the clearing.

Musical director : Did you like playing with notes? Notes have a lot of friends - musical signs, but will we be friends with notes? What about music? Then for such a large and friendly company you simply need a large and spacious house that can accommodate all your friends. Now we have the most interesting work, now you and I will be real architects and create our own castle.

Group work “Castle of Friends”

(Children choose different figures of notes and musical signs and place them in a large castle)

Musical director : Today we met the “Whales” of music. I think you remember them well. This is a song, dance and march. (Children repeat and reinforce the names)

And let’s sing a song goodbye so that our home will always be fun and cozy.