Lyudmila Novopashina
Method of unifying music directors.
Compiled by:
Music head of Novopashina L.G. MBDOU No. 1 “Zvezdochka”
Summary of a separate part of an open lesson on teaching children to play children's musical instruments. Middle preschool age
Topic: “Magic music of rhythm according to the method of Carl Orff.” A fairy tale using noise instruments “In the Village”
Once upon a time there lived a grandfather (drum) and a woman (spoons). And they had a cheerful granddaughter Mashenka (rattle). Mashenka went into the yard in the morning and decided to feed the chickens. The chickens (bells) came running, pecked the grains, said thank you to Masha and ran away. Mashenka is calling the chickens (rattle). The chickens (maracas) came running, pecked the grains, and thanked Masha. Mashenka also went into the house, and grandfather (drum) came out of the house and went to feed the sheep. The sheep (cans, bottles) came running, ate and thanked grandfather. The grandfather also went into the house (drum). And the cow Burenka (dudochka) was grazing in the meadow. The grandmother heard her and went to milk the cow (spoons). Burenka (dudochka) gave milk to the grandmother and went into the meadows to graze (dudochka). The grandmother herself drank the milk (spoons), gave her granddaughter a drink (rattle, grandfather (drum), did not forget to give water to the cat Murka (triangle, the dog Zhuchka (hammer). Everyone ate and sang a song.
Song "Rain" (noise orchestra).
“Ladder” by E. Tilicheva
1. Lesson. Program content: Introduce children to singing and practice pure intonation.
Method: I sing by myself. We consider a ladder of 5 steps and a matryoshka doll that moves up and down.
2. P.S.: Teach children to convey the progressive movement of the melody up and down.
M.P.: I invite the children to sing a song, accompanying each sound with a hand movement (up and down).
3. P.S.: Teach children to distinguish the progressive movement of the melody up
M.P: Children sing the song several times. Then we determine where the matryoshka goes - up or down. Children show the movement of a nesting doll on a ladder (individually).
4. P.S.: Teach children to perform a melody in its progressive movement on a metallophone.
M.P.: I perform a song on a metallophone, drawing the children’s attention to the record with which the game begins. The children are trying to play a song (Zrebenka, I’m helping them.
5. P.S.: Continue to learn how to play the metallophone, distinguish the pitch of sounds, the direction of movement of the melody.
M.P.: Children individually perform a song on a metallophone (Zreb). I make sure the hammer is in the correct position in my hand.
6. P.S.: Master the techniques of correct sound production.
M.P.: I invite the children to play a song on the metallophone, the rest
children show the movement of the melody with their hand.
7. P.S.: Activate independent movements of children.
M.P.: I offer the game “ Musical riddles" 1 child performs the song “Ladder”, the other shows the movement of a matryoshka doll along the ladder. The next riddle is “Rain” (weak, stronger, stronger).
Topic: “Magic music of rhythm according to the method of Carl Orff.” A fairy tale using noise instruments “In a forest clearing”
One day in the summer the clear sun came out (rattle). Departed beautiful butterflies(the bells fly, circle and land on fragrant flowers.
Birds began to sing on the tree. On the lower branch there is a cuckoo (xylophone), and on the upper branch it is echoed by a small sparrow (metallophone), again a cuckoo (xylophone, again a sparrow (metallophone).
The little bunnies (cubes) jumped out into the clearing, jumping, enjoying the warm sun, and suddenly behind a tree they saw a cunning fox (metallophone). The hares (cubes) got scared and galloped away. And the fox stands and thinks, who should he make friends with?
Out of nowhere, wolves (cans, bottles) ran past. They saw a fox and started playing with him, so loudly that they woke up the bears.
The bears came to the forest clearing and also played with the forest animals, and the bunnies (cubes) also jumped out to them. And the animals decided to create their own forest orchestra.
They sat down together and started playing “In the garden or in the vegetable garden” (orchestra
noise.)
“Skok-skok-skok” Russian folk song
1. Lesson. Program content: Introduction to singing. Learn to sing, correctly conveying the rhythmic pattern of the song.
Method of conducting: Children listen to the song, I sing. Children sing
passing the rhythmic pattern of the chant with clapping
2. P.S.: Accurately convey the rhythmic pattern on percussion instruments.
M.P.: Children perform a chant, showing the movement of the melody with their hand. A group of children plays a rhythmic pattern on percussion instruments. Repeat 2-3 times, changing singing and playing children.
3. P.S.: Continue to master the skills of playing the metallophone.
M. P: I play the metallophone myself, I indicate the records with which we begin to play (2-3 children).
4. P.S.: Master the techniques of correct sound production, develop independence.
M.P.: Children sing a song with musical accompaniment. I show you which record we start playing from. I play piano accompaniment.
5. P.S.: Master the skills of playing the metallophone, accurately convey the rhythmic pattern.
M.P.: I play and offer to determine the melody of a familiar song. All the children sing, and the group conveys the rhythmic pattern on cubes, spoons, and boxes. 2-3 are performed on a metallophone.
6. P.S.: Master the skills of playing together.
M.P.: I suggest performing a melody on a metallophone for two children in turn, and then playing for them together using a musical instrument.
accompaniment. I teach you to listen to each other and to music.
7. P.S.: Learn to play in an ensemble.
M.P.: They play 2-3 metallophones. If they make a mistake, they play separately.
8. P.S.: Master the skills of playing together. Develop creative activity, observe the general dynamics.
M.P.: Children identify a song by its rhythmic pattern. Then they sing it with accompaniment, 3-4 play metallophones, others play percussion instruments.
Publications on the topic:
Report “Teaching children to play noise musical instruments” There are several types of children's orchestra: noise orchestra (including different types percussion instruments that do not have a scale.
Children playing children's musical instruments at holidays and entertainment The matinee program includes different kinds musical activity: children sing, dance, play music games, conduct round dances. Usage.
Playing children's musical instruments allows you to decorate a child's life, entertain him and arouse his desire for his own creativity. In the learning process.
Lesson on developing the musical abilities of preschoolers while learning to play non-traditional musical instruments Development musical abilities preschoolers when learning to play non-traditional musical instruments. MBDOU d/s No. 118, 2010.
Consultation “The role of the teacher in teaching preschoolers to play musical instruments” Playing children's musical instruments is one of the important species children's performing activities. It develops musical and creative skills.
Lesson plan:
1) Organizational moment
2) Warm up. Exercises aimed at freedom of the musculoskeletal system.
3)Working with musical material (using health-saving technology).
4) Problem situation based on educational material.
5) Consolidation of the material covered - means of expression in music (use of gaming technology).
6) Lesson summary.
7)Homework.
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Preview:
Management of the education system of the Lukhovitsky municipal district administration
MBOU DOD "Krasnopoimovskaya rural children's music school"
Open lesson on specialty
(Department of folk instruments)
On topic: “Main stages primary education guitar playing"
Teacher: Romanova O.N.
P. Krasnaya Poyma 2012
Lesson type : combined (consolidation of knowledge, complex application of knowledge).
Lesson includes:
Organizational and content setting
Testing the student's depth of understanding and strength of knowledge
Interaction between a teacher and a child based on a message – the acquisition of new knowledge, skills, abilities
Consolidation of learned material and exercises
Diagnostics of the strength of knowledge acquisition
Homework instructions
Lesson type: traditional
The purpose of the lesson : consolidation of the concept of means musical expressiveness based on exercises, didactic games and studied works.
Teaching methods :
1) Perspective: verbal transmission and auditory perception. The teacher communicates ready-made information using demonstrations. The student comprehends and remembers.
2) Reproductive: students remembering the information communicated by the teacher. Promotes the formation of knowledge, skills and abilities through a system of exercises.
3)Practical: musical and didactic games, repeated actions in order to improve skills and develop musical ear.
Methodical techniques:
Verbal, visual, practical
Activation of hearing, appeal to the student’s musical perception
Development of thinking, creative initiative
Techniques of control and self-control: when performing, listen to the sound being reproduced; correctly perform the melody and convey the rhythmic pattern.
Psychological conditions in the lesson:
Mobilizing attention cognitive activity, optimal pace of the lesson, flexibility, the ability to compositionally rearrange the lesson taking into account the current situation, psychological microclimate in the lesson.
Lesson objectives:
In a form that is interesting for the child, to consolidate the concept of expressive means in music and their influence on the emotional-figurative tone of the work, to expand creative possibilities student in the process of learning to play the instrument.
1) Educational: consolidate the learned theoretical knowledge (strokes, mode, tempo, timbre, rhythm, melody), continue the formation of practical skills, work with dynamic shades, performance of a piece at a given tempo).
2) Developmental: hearing development, coordination of movements, figurative musical thinking, creative activity through various types of activities.
3) Educators: cultivate a love of music, educate aesthetic taste, cultivate perseverance, hard work, concentration.
Means of education:
Instrument (guitar), chair, footrest, remote control, sheet music, drawing, musical puzzles.
Application of educational technologies:
1.Health-saving:
The muscles of the fingers develop, which has a positive effect on memory. Music classes They teach you to use your working day more rationally, it will be more organized.
Rational organization of the lesson: dynamic pause, inclusion of game moments, exercises.
Alternation of different types educational activities(playing scales and exercises is replaced by analyzing musical material, repeating learned pieces and listening to music).
Psychological comfort, the style of communication between the teacher and the student, and the charge are important in the lesson. positive emotions, manifestation of goodwill.
2. Technology of student-centered learning:
Recognition of the student as the main active figure in the entire educational process is personality-oriented pedagogy. This technology is based on the recognition of the individuality and originality of each person, his development, first of all, as an individual endowed with his own unique subjective experience. The lesson creates conditions for the student’s self-realization, the development of individual cognitive abilities, and creative imagination.
Exercises “Walking fingers”, “Hocus pocus”.
This task encourages the student to independently choose ways to solve a given problem; reveals the student’s subjective experience; evaluates not only the result, but mainly the learning process; stimulates self-development and self-expression in the course of acquiring knowledge.
3. Technology of problem-based learning:
This technology involves consistent and targeted promotion educational problems in front of the student. The student engages in active mental activity, expresses his own opinion and actively absorbs knowledge.
4.Motivation formation technology or gaming technology:
Technology implies the organization of gaming activities aimed at searching, processing and assimilating educational information. It is good to use it during initial training. Including gaming moments in the educational process increases the student’s interest in practicing the instrument and activates it creative activity. The teacher creates a so-called “success situation” in the lesson. The feeling of success increases motivation to learn, maintains interest and enthusiasm for playing the instrument, and evokes positive emotions.
Lesson plan:
1) Organizational moment
2) Warm up. Exercises aimed at freedom of the musculoskeletal system.
3)Working with musical material (using health-saving technology).
4) Problem situation based on educational material.
5) Consolidation of the material covered - expressive means in music (use of gaming technology).
6) Lesson summary.
7)Homework.
During the classes:
1) Organizational moment. Greeting, sitting down at the instrument, setting the mood for active creative work.
2) Warm up. Exercises "Walking fingers", aimed at freeing the fingers of the right hand. (We monitor the quality of sound production and the freedom of the fingers of the right hand).
Exercise "Hocus Pocus"(tapping out the rhythmic pattern of the poem):
Focus - bite, trawl - get lost,
A mouse rides on a dump truck.
What are you doing, this is a mouse?
Are you looking down on us?
Shoo, shoo, shoo.
P P P P
1 1 2 2 1 1 3 3
P P P P
1 1 4 4 1 1 3 3
P P P |
1 1 2 2 1 1 3
P P P |
1 1 4 4 1 1 2
Consolidating non legato skills in learning scales F major . Performance based on the first sound, working with dynamics.
Repetition of scales in C major and D major at a fast pace, using dynamic shades and various rhythmic patterns (use of durations - quarter notes and eighth notes).
L. Panayotov Etude (A minor).
3)Working with musical materialusing health-saving technology. The student performs previously learned pieces.
N. Ponyaev “Autumn”(listening, working on image, working on dynamics), use visual aid(drawing).
Ukrainian folk song “A Cossack rode across the Danube” (work on difficult places).
Phys. warm-up:
Exercise for the eyes - move your eyes right, left, up, down, close them, open them.
Exercise “Centipede” - close your hands in a ring ( right hand is at the top), alternately step the fingers of both hands along the surface of the hands, pronouncing the text: “Two centipedes ran along the path. We ran and ran and caught up with each other.”
4) Problem situation based on educational material
Arranged by V. Kalinin Russian folk song “Like a Meadow”
(parsing the musical text, viewing individual parts - theme and accompaniment, playing the theme with the words of the song, combining 2 parts).
5) Consolidation of the material covered(notes of the first and second octave, expressive means in music) using gaming technology (drawings, puzzles).
6) Lesson summary:
The means of musical expression most directly influence the character of a musical work, its image. The simultaneous development of hearing, a sense of rhythm, the ability to read musical notation, and play expressively increases the effectiveness of mastering each skill separately and provides a holistic, systems approach to learning. Actively experiencing a piece of music helps the perception of music and has a positive effect on creative process. By igniting a spark of interest in learning about the fascinating world of music, we cultivate in the student a love of art and shape his artistic and aesthetic taste.
7) Homework, grading.
In theory and practice musical education There are several approaches to teaching children preschool age playing instruments.
There are several known ways of learning to play melodic musical instruments: by notes, by color and digital symbols, by ear.
Teaching children to play from notes is very labor-intensive, although it is sometimes used in practice. Not all preschoolers master musical notation unless constant individual work is carried out.
It is important that children understand the connection between the location of notes on the staff and their sound in the melody, eliminating the mechanical reproduction of musical notes.
The color system, widespread abroad, is convenient for children to quickly master playing instruments. A specific color designation (colored keys, metallophone plates) is assigned to each sound. The child has a record of the melody in color designation: colored circles or a color image of notes are used, with and without rhythmic designation. It is very easy to play using this system, but with this method of playing (I see a green note symbol - I press the green key), the ear does not participate in reproducing the melody, the child plays mechanically.
In a similar way, children are taught to play according to the numbers pasted near each plate of the metallophone, and to write down the melody in digital notation. Duration designation can also be modeled (long and short sticks, etc.)
Digital system proposed in the 30s. N.A. Metlov, at that time, may have been justified, but later it began to be used less frequently, since it leads to mechanical reproduction of the melody.
Both ways of teaching children (using color and digital symbols) allow you to easily and quickly obtain the desired result, but do not have a developmental effect - the share of mechanical reproduction of the melody in these methods is too large.
The greatest developmental effect of learning is achieved only by playing by ear. This method requires continuous development hearing, serious auditory training.
Beginning with younger age It is important to encourage children to listen to the sounds of the melody, compare them, and distinguish them by pitch. To accumulate auditory experience and develop children’s auditory attention, they are used teaching aids, simulating the movement of the melody up, down, in place. This is a musical ladder, moving from flower to flower (notes), butterfly, etc. At the same time, the sounds of the melody are sung, corresponding in height to the simulated ratios of sounds.
You can also show with your hand the movement of the sounds of a melody while simultaneously playing it (with your voice or on an instrument).
The method of teaching children to play musical instruments by ear is based on a gradual expansion of the range of songs performed. First, the child plays a melody based on one sound. Before playing a melody, he listens to it being performed music director, who first sings it, drawing attention to the fact that the sounds of the melody do not differ in pitch, then plays the metallophone and sings at the same time. Singing chants allows children to better imagine the direction of movement of the melody and develops musical and auditory perceptions.
Children are taught sound production techniques: hold the hammer correctly (it should lie freely on index finger, it is only slightly held with the big one), direct the blow to the middle of the metallophone plate, do not hold the hammer on the plate, but quickly remove it (like a bouncing ball). When long notes are played. The hammer should bounce higher, short notes should bounce lower. When a child plays a melody on one sound, he must accurately reproduce the rhythmic pattern. To do this, when singing a melody with words, you can focus on the rhythm of the poems. To understand the relationship between the durations of melody sounds, they are modeled using long and short sticks or notations accepted in musical notation (quarter notes, eighth notes).
Thus, learning to play musical instruments includes three stages: in the first, children listen and memorize melodies, sing them, get acquainted with playing techniques, in the second, they select songs, in the third, they perform them at will.
The method of teaching children's instruments depends on:
- o - the instrument belongs to a certain classification group and subgroup;
- o - the principle of sound production;
- o - the age of the performer and the tasks assigned to him;
- o - the level of physical, musical, emotional development of the performer;
- o - availability of conditions (material, temporary, organizational) for learning to play the instrument.
The methodology for learning to play any musical instrument should include the following steps:
- 1. Acquaintance with the instrument - history of creation, design features, performance capabilities;
- 2. Staging of the performing apparatus - body, arms, etc.;
- 3. Mastering the basic techniques of sound production;
- 4. Development of performing skills - work on artistic, expressive, emotional, musically literate and technically perfect performance of a musical work;
- 5. Work on a piece of music.
Methods of learning to play percussion instruments
Percussion instruments are especially attractive to young musicians. Learning to play most orchestral percussion instruments (ruble, ratchet, clapper, etc.) does not require a long time or special training, while the development of appropriate playing skills allows you to master more complex ones without much difficulty in the future. percussion instruments, playing techniques, as well as musical instruments of another group of the orchestra.
In the process of becoming familiar with the percussion instrument, children:
- · Learn about the history of its creation;
- · Study design features, performance (including technical) capabilities;
- · Identify characteristics that determine the specifics of a particular instrument;
- · Establish membership in a subgroup based on the sound-forming element:
- - instrument body - noise;
- - membrane, membrane - membranous;
- - plate - lamellar;
- - the presence of several sound-like elements - combined type;
- Learn how sound is produced:
- - from hitting fingers, palms, sticks, hammers, beaters, instruments (of the same and different names) or parts of instruments against each other;
- - as a result of shaking;
- - friction (slip);
- - other sound production techniques, including mixed ones;
- · Know the properties of sound (indefinite or definite pitch, timbre characteristics, dynamic capabilities, etc.);
- · Acquire knowledge about the peculiarities of using percussion instruments (creating an ostinatic rhythmic background, sound-visual effects, sound imitations; playing solo, in an ensemble, emphasizing dynamic shades, etc.)
The process of learning to play should begin with a special propaedeutic warm-up of the hands without an instrument. This will allow you to prepare the playing apparatus for the game, form and reflect the muscle sensations necessary for the game, and develop hand coordination. On initial stage It is recommended to study instruments without a specific pitch (from the subgroup of noise and membranous instruments).
Thus, having analyzed the methods of teaching children's musical instruments, we can conclude that the greatest developmental effect is achieved when playing by ear.
Instrumental music playing(playing musical instruments) is a type of musical activity during which children play various musical instruments. The importance of instrumental music playing for the musical and general development of children cannot be overestimated. Teachers such as K. Orff, B. Teplov, T. Tyutyunnikova, E. Medvedeva and others noted that in the process of playing instruments, musical abilities and, above all, all types of musical hearing develop: pitch, metrhythmic, harmonic, timbre, dynamic , feeling musical form. In addition, instrumental music-making is an important source of understanding the system of means of musical expression, knowledge of musical phenomena and patterns. It promotes the development of subtlety and emotionality of feelings.
Where does acquaintance and mastery of a particular musical instrument begin?
This work was based on the theory of the teacher-musician Lyudmila Valentinovna Shkolyar, who divided musical activity into the following types:
- listener activity (perception);
- activity of the performer (performing),
- composer's activities (creativity).
On music lessons These types of musical activities are present in an inextricable trinity and are usually carried out according to the following scheme: perception - performance - creativity, that is, the perception of music precedes the other types. It also accompanies children's performance and creativity. The ratio of reproductive and creative actions varies depending on the age of the children, the degree of mental retardation, and the type of musical activity itself.
D. B. Kabalevsy argued that those who cannot hear music will never learn to perform (play) it truly well. Therefore, initially students in music classes turn into listeners. First, children listen to the sounds of the surrounding world: the sounds of nature, city streets, houses. Then they learn to distinguish wooden, metal, glass sounds made by ordinary objects. Next, there was an acquaintance with musical instruments: their types, appearance, sound, methods of producing sound. At this stage of work, children studied not only factory-made tools, but also learned how to make them with their own hands. The guys created homemade percussion instruments: drums - regular and Indian , wooden sticks, xylophones, mallets, bells; noise instruments - musical hammers, musical slingshots , Japanese instrument - bambuzi, shufflers; homemade stringed musical instruments - gusli, guitar (see Figure 1). The schoolchildren played them and listened to the sounds they made. During this period, acquaintance with the properties of sound took place: pitch (high and low sounds), rhythm (long and short sounds), dynamics (loud and quiet sounds), timbre (different colors of sounds). To consolidate these musical-auditory ideas of students about sounds, various musical- didactic games with instruments: “Musical riddles” (children guess the sound of a musical instrument), “Musical Lotto” (children determine the direction of the melody up or down by the sound of the instrument) During the lessons, small experiments were carried out with sounds: for example, water was poured into several glasses until different levels. Using a glass rod, the children sequentially knocked on all the glasses and listened to their sound. As a result, it was concluded that the more empty the glass, the higher the sound. Based on this experience, the guys played Russian folk melodies on glasses: “In the garden or in the vegetable garden,” “Like under a hill, under a mountain,” “Oh, you canopy, my canopy.”
The next type of musical activity is performance. Children played on homemade noise musical instruments, and later on real ones. Musical and didactic games “Rhythmic Echo” (children repeat a given rhythmic pattern on a musical instrument), “Melodic Echo” (children repeat a given melodic pattern on a musical instrument) were used.
When learning to play percussion musical instruments: bongs, rattles, triangles, various shapes were used to write notes: stars, diamonds, rectangles. Each corresponded to a part of one instrument (see Figure 2). The guys looked at the graphic score and determined in what order they needed to play. It turned out to be a very well-coordinated, noise orchestra.
When teaching how to play other musical instruments, such as tinted bells, it was used color notation system, that is, the notes were replaced by colored triangles. The duration of sounds was indicated as follows: long sounds - with large triangles, short sounds - with small ones (see Figure 3). When learning to play the wind harmonica, colored squares were glued to the keys, as well as on a sheet of notebook in a certain sequence. The child looked at this notebook and played the instrument according to the notes. Thus, the children learned and performed the New Year's melody "A Christmas Tree Was Born in the Forest", Russian folk melody“Oh, I got up early”, patriotic song “Katyusha”. After mastering playing acoustic musical instruments, the children were introduced to an electronic musical instrument - a MIDI synthesizer (a synthesizer connected to a computer), which allowed them to experiment with electronic sounds. A wide range of sounds and combinations of various musical instruments opens up for schoolchildren. The music editor GaragBand helped with this. To master musical notation The color system of notation + its name was also used.
Acquiring performing skills in playing noise, musical acoustic and electronic instruments, many students have a need for creative improvisation. This is the most high level development of musical activity - activities of a composer. The children were asked to create the simplest songs based on given texts, the simplest marches, lullabies, and dance songs. Then they wrote down the invented melodies using a color system of notation or using various graphic images. (See Figure 4). At this stage, the children played games such as “Our Journey” (children voice out the invented story using musical instruments), "Sound out a fairy tale, a poem." For example, at the reading competition "Native Land", 4th grade pupils voiced a poem about nature using musical instruments: the sounds of rain were depicted using wooden sticks, the sound of a stream using a rumba, the rustling of leaves - with the rustling of corrugated paper. Some guys tried to compose music and record it on a computer using a MIDI synthesizer. Thus, 8th grade student Evgeniya Danilochkina composed and recorded her composition on the computer called “Rush” (Appendix 1).
In the process of creative activity, the individuality of each child was revealed, his self-expression occurred, the children experienced pleasure from their own music-making, thus forming an emotionally positive attitude towards music.
This is the system of work for teaching students at a correctional boarding school to play various musical instruments.
Plan - outline
lesson on a special instrument - button accordion
Subject: Formation of fur science skills at the initial stage of training in the button accordion class.
Lesson type: learning new knowledge.
The purpose of the lesson: to develop bellows skills at the initial stage of learning to play the button accordion with practical application them in artistic material.
Lesson Objectives:
Teach to understand simple fur management schemes;
Master on musical material main types of fur movement ( smooth movement, acceleration and deceleration of fur movement);
Develop auditory control and creative activity of the student through various types of activities;
Cultivate a sustainable interest and need for musical performance.
Lesson type: lesson based on the system-activity approach.
Educational technologies:
Personally-oriented;
Technologies of developmental, problem-based learning;
Gaming technology;
Information and communication technology;
Health-saving.
Methods: conversation, figurative comparison, dialogue method, ensemble method, practical demonstration on the instrument, problematic, demonstration and illustrative method (sound and visual clarity).
Means of education: interactive complex; video presentation for the lesson; textbooks: G.I. Krylova “The ABC of a Little Accordion Player” (Part 1), “The ABC of a Little Accordion Player” (Part 2), A.F. Denisov, V.V. Ugrinovich “Bayan”, reproduction of Shishkin’s painting “Three Bears”).
Lesson structure
I. Organizational stage.(2 minutes)
1. Musical greeting.
2. Listening: “Tired toys are sleeping” by A. Ostrovsky (illustration by a teacher).
II(3 min.)
Conversation, announcement of the topic of the lesson.
III. Updating knowledge (5-7 min.)
1. Conversation on the material covered using slides.
2. Oral sight reading of notes
IV. Primary assimilation of new knowledge (20 min.)
1. Study of the basic patterns and types of fur movement.
2. Play exercises “Calm Breeze”, “Little Storm”, “Calm Breath” with an air valve.
3.Play the “Three Bears” exercise on the left keyboard.
V. Initial check of understanding (5 min).
Song game:
Children's song "Cornflower"
R.n.p. “Like under a hill, under a mountain”;
Listening: L. Knipper “Polyushko-field”, short comparative analysis.
VI.Primary consolidation (7 min.)
1. Game “Sound Pictures”.
2.Performance of musical works in an ensemble: E. Tilicheeva “Blue Sky”, children's song “Mashenka-Masha”.
7. Information about homework, briefing (2 min.)
1.Draw a graphic image of sounds on paper and sounds from any key: “Strong rope”, “Thick heavy ship rope”, “The plane was flying”.
8. Reflection. (1 min.)
Analysis of activities in the lesson.
Connection of knowledge gained in class with life
The student’s conclusion about the meaning of the lesson in his life.
Giving marks for work.
During the classes
I. Organizational stage. (2 minutes)
1. Musical greeting
“Now the music lesson will begin,
A cheerful call told us about this,
Said, bursting into song, on a high note,
Congratulations on starting the lesson!”
And so we will start our lesson on a special instrument - the accordion - with the sound of music.
Please sit down more comfortably in your chair. I suggest you listen to the song. The song by A. Ostrovsky “Tired toys are sleeping” is played. ( Performed by a teacher). ………………………………. Slide (1)
II. Motivation, setting lesson goals.(3 min.)
Beautiful music? And probably a friend? ( Yes).
Where could you have heard her? ( Mom sang on TV).
After listening to this song, what can you say about its character? ( Calm, melodious, soft)
Right. And convey given character This song helps us with the movement of the bellows on the button accordion. But as? So now we have to figure this out with you. In ancient times, there lived a man named Boyan in Rus'. He sang songs, told epics about the victories and defeats of Russian soldiers, and accompanied himself on the harp. The people's favorite instrument was named in memory of the ancient singer-storyteller by his name - the button accordion. Bayan has a wonderful voice, capable of soulfully “singing” a soulful song. He has a deep “breathing” sound and he “breathes” like a person, and without this breathing, playing the button accordion is unthinkable. Therefore, the expressive pronunciation of music is largely determined by the developed technique of bellows, which accordion players often call light tool, thereby animating this detail.
And the topic of our lesson today will be devoted to fur science. We must learn to understand simple patterns of bellows and master the basic types of movement and change of bellows using musical material.
III. Updating knowledge. (5 minutes.)
Try to guess the riddle:
You will take her in your hands,
You stretch it, you squeeze it,
It will play, just touch it,
What is her name?
(Harmonic)
As you already know from the history of the accordion, the accordion was its predecessor.
Now take a resonator and try to extract sound by blowing into the round holes, like on a harmonica. Great! Well done!
- Let's now remember what the components of the button accordion are called? (Right half-body, left half-body, mech.). Right.
What do you think: what component of the button accordion helps it “breathe”? (Fur). Right.
What makes the sound on the button accordion appear? ( The sound of a metal tongue - “voice”).………………………………. Slide (2)
IV. Primary assimilation of new knowledge. (14 min.)
Before you start making sounds, I suggest you take left hand pencil and draw an imaginary horizontal line in space, similar to the trajectory of the fur. Do this slowly and smoothly, that is, without jerking, and the direction of movement of the hand should correspond to the trajectory of the fur.
You did well, well done.
Now we will try to extract sound on the button accordion, where you need to make the same movement, but under more complex conditions of controlling the bellows of the instrument. We will also begin this work with exercises. When performing these exercises on the instrument, you should feel the different modes (degrees) of bellows tension and the resulting sound results.
And so the first exercise is “Breathing”: the student presses the air valve, then moves the bellows, opening (unclamping, indicated by the sign V) and closing (squeezing, designated by the sign G) it. The main condition for its implementation is slow and smooth movement of the fur after a previously pressed key. The sound dynamics are smooth and quiet, the movement of the bellows is also called smooth.
Now I offer you various ways holding the bellows with the air valve pressed to convey the nature of a particular exercise: “Calm breeze”, “Little storm”, “Calm breathing”, “Let’s rest after running”.
Do you think changes in dynamic sound levels can be associated with spatial concepts? For example: (“The plane has flown away”), (“The plane has arrived”) and what happens to the sound? (You can. The sound increases and decreases.) Let's try to depict these "airplanes". When performing these exercises, try to let your hearing control the gradual change in the volume of the sound, compare it with the degree of tension of the bellows, concentrate your attention on the movements of the bellows (the function of your fingers is limited to pressing the keys) and compare the physical sensations with the sound result. Accelerating and slowing down the movement of the fur is used as a means of expressiveness of the phrase.
- Let's remember the heroes of the fairy tale “The Three Bears” and try to depict each hero with sounds on the left keyboard. Mikhail Potapych: the teacher makes two long sounds - one to release, the other to compress with the second finger on the G key; Nastasya Petrovna: third finger on the C key; Mishutka: with the fourth finger on the F key. And we will come up with our own ending to this fairy tale: Mashenka managed to escape from the hut in time, she hid behind the bushes and imitates the bears. This is how she does it. The teacher plays with the fifth finger on a black key. Next, the student learns this exercise without counting out loud, and when playing, controls the evenness of the bellows and the quality of sound production.
(Schemes for graphic representation of sounds,…………………..Slide (3,4), reproduction of Shishkin’s painting “Three Bears”).
V. Initial comprehension check (7 min.)
Now let’s try to apply the acquired skills of movement and changing the direction of the bellows during exercises when playing songs.
Children's song "Cornflower";
R.n.p. “Like under a hill, under a mountain.” Amazing! You controlled the movement and change of the fur, did not allow any jolts or jerks of the fur.
Listening to L. Knipper “Polyushko-field”. Performed by the teacher.
Now I will offer you several options for performing this piece. Pay attention to how I drive the fur and the sound of the last phrase.
What unusual did you see and hear in my performance? (Fur tremors).
Is such a figurative comparison as “The plane flew away” ( No. “The plane has flown away” - the sound fades away, and I heard the last phrase to increase the sound).
- You correctly noticed the uneven movement of the fur and subtly noticed the sound of the last phrase. Well done! In the future, when we analyze “Polyushko-Pole” with you, you will have to follow the play of short-sounding chords. And why? Yes, this leads to the body of the button accordion shuddering and disrupts the smooth flow of the melody. …………………………(Slide 5)
Physical exercise. (3)
Our muscles are tense and need to be given the opportunity to relax. Now we will do a series of muscle relaxation exercises:
Exercise to free the body and arms, relax the muscles “Humpty - chat”. The exercise is performed standing. Raise both arms up and throw them down through the sides, slightly tilting your torso forward. The hands swing by inertia, at this time the words “Humpty Dumpty” are pronounced. The exercise is repeated 3-4 times.
- “The Soldier and the Little Bear.” Performed while sitting on a chair. At the command “Soldier!” straighten your back and sit still, like tin soldier. On the command “Teddy bear!” relax, round your back, like a plump teddy bear. Each command is given five seconds to complete. The exercise is repeated several times.
- “Swan”. Performed while sitting on a chair. The student raises his hands horizontally to the floor and flaps them like wings, then lowers them sharply down, shaking them. The exercise is repeated several times.
VI.Primary consolidation (8 min.)
And so we rested, relaxed all our muscles, which means we can sit down at the instrument again.
Now I suggest you play the game “Sound Pictures”. I will show you pictures with images of objects, and you play on the right keyboard on any key using sound, changing its volume - loud, quiet, intensifying, weakening, you must depict the contours of the drawn objects: “Cobweb”, “Rope”, “Ship” rope”, “Wide pipe”, “The plane has arrived”, “The plane has flown away”.
You did everything correctly. - Well, now we’ll play with you in an ensemble. Do you know what an ensemble is? (Eh then joint execution). Now with your game you will show how you have mastered the main directions of fur movement. We will perform with you the children's song “Blue Sky” by E. Tilicheeva and the children's song “Mashenka-Masha”. Well done! Your fur floated like a “stream” - without shocks, smoothly, you didn’t break melodic line, the sound was soft, melodious.
7. Information about homework, instructions. (2 minutes.)
Our lesson is coming to an end and we must formulate a homework assignment:
1.Draw a graphic image of sounds both on paper and sounds from any key: “Strong rope”, “Thick heavy ship rope”, “The plane was flying”.
2. From the sounds “mi”, “fa”, play the exercises “The plane has arrived”, “The plane has flown away”.
3. Reinforce the change of fur in the song “Cornflower”, “Time to sleep”.
4. With your right hand, play the song “The cat has gone” by ear, using options: playing and singing the melody with words, without words.
8. Reflection. (1 min.)
Tell me, what did you learn about in today's lesson? ( about the directions of bellows handling, that the sound when playing the button accordion depends on the ability to use the bellows).
How did you find the lesson material? (clear, useful).
Do you think this knowledge and skills may be useful to you further in mastering the accordion playing, in transmitting artistic image V piece of music, and then in life? ( Yes. I will learn to play the button accordion well, play in an ensemble, and will participate in concerts and competitions).
- How do you feel when you leave class? ( With an upbeat).
You are very smart! I worked wonderfully, actively and with interest in the lesson. With this we say goodbye. I'm waiting for you at the next lesson.