Li pak
Project “Musical living room in a preschool educational institution”, with the goal of educating children in high culture and psycho-emotional health
Relevance project:
- psycho-emotional health preschoolers are the foundation of the younger generation. Healthy children – healthy nation.
Promotion cultural level of children in all areas and directions musical development.
Project goal:
To form in children and parents an understanding of the importance of all sound information in people’s lives, its influence on psyche, emotions and, as a result, for the rest of life. Create a need to listen and perform "useful" music and"live sounds".
Tasks project:
1. Provide children and parents with the necessary information about the influence of sounds on nervous system people.
2. Introduce various musical directions.
3. Expand listening experience in the field of traditional, classical, church, modern children's song and dance music.
4. Enrich children's knowledge through musically-theatrical productions, educational and entertainment events and competitions with the direct participation of children and parents.
Participants project:
Group teachers, children, parents.
Type project: educational and entertaining.
Project designed for the period from October to April.
Expected results project:
1. Development of the concept of importance in children and their parents mental health.
2. Upbringing musical culture .
3. Enriching children and parents with knowledge in the field musical directions of song, instrumental and dance creativity.
4. Cultivating love for native culture and respect for the Fatherland.
In the process of implementation project the following events:
Consultations for parents;
Conversations with children;
Getting to know musical material;
Homework for children and parents;
Conducting educational and entertainment events and competitions;
Project divided into four stage:
The first stage is organizational (month of October).
Selection of literature;
Conversations with parents;
Topics: “Metrorhythmic and sound influence on psyche of preschool children", "Listen "correct" music», “The influence of folklore on the development of speech”, “The influence of folklore on the development of various abilities of children”, “Why does a child need dancing?”, “We develop our horizons and interest in the Kuban culture» . "Background" music in a child's life. "The world of dance through the eyes of a child".
Development of questionnaires;
The second stage is practical (November – April).
Conversations with children about the influence of sounds on mental health, about the existence "useful" And "harmful" music, as well as various sounds, about the dangers of television programs.
Getting to know musical material;
Learning songs, nursery rhymes, ditties, carols;
- music games;
The third stage is final (end of every month).
Conducting competitions and educational and entertainment events.
Questioning parents (month of May).
Exhibition of children's drawings "I'll draw music» , as a result of the work carried out on the subject psychological test about the state of psycho-emotional perception of music by children.
Stage four - protection project(presentation).
Publications on the topic:
January 27 MBUK "Usolsky Historical - local history museum" "We won't forget besieged Leningrad"- framed literary and musical living room.
Musical living room Music is playing. Parents and children gather in the music room. Musical director Good evening, dear parents! We have gathered here.
Musical lounge “We are Russians” Scenario for the music room “We are Russians!” Goal: To cultivate a good attitude towards home country, the concept of traditions, its history, instill.
Musical lounge "Children's music by S. Prokofiev" Goal: Formation of the foundations of musical culture through classical music. Materials and equipment: - Multimedia equipment: projector,.
Music workers of our kindergarten"Berezka" gave the children a wonderful musical festival. The living room is held for the purpose of instilling.
Musical lounge “Gennady Gladkov is 80 years old!” The author of music for the most popular Russian films and cartoons, Gennady Gladkov, is 80 years old (senior groups) V. – Hello, dears.
Musical living room in the senior preparatory groups e kindergarten. Scenario
Entertainment scenario for kindergarten "Musical living room"
Target: Promote development creative potential children in performing activities.Tasks: Expand children's understanding of how to perform songs (in an ensemble, using children's musical instruments, to a soundtrack), dancing (in a group, using instruments, in pairs); Encourage children to share their hobbies and discuss the performance of their comrades. Arouse interest in the performance of guests of the music room.
Manuals and materials: metallophones, spoons, domra, multimedia presentation.
Progress of entertainment
To the music “Magical Country,” children enter the hall and take their pre-prepared seats.
1 Presenter.
Hello, dear music lovers!
Yes, yes, exactly amateurs, because today in this hall those children from our kindergarten who have a musical hobby have gathered.
Without music, without music,
There is no way to live.
Can't dance without music
Neither polka nor hopak.
2 presenter
And you won’t be able to spin around in the dance,
And you won’t be able to march
And a funny song
You won't sing on holiday.
1 presenter
So let today into this hall
Music will come to us,
And everyone along with the music
He will dance and sing!
And I even know guys who really love to sing. And I’ll tell you a secret, there are a lot of such children in our kindergarten! For example, children from senior group. The three of them came to us. Tell me, guys, will you all sing together? This means we will hear the song performed by the trio. What song will you sing for us?
Child
There are many songs in the world
They sing about everything
My brother gave me a handkerchief
We will sing to you about this.
Song “Gave a handkerchief” by muses Aleksandrovsk
Wow
2 Presenter
And I see guys who have metallophones on their desks. I wonder if they will sing
or play musical instruments? Guys, tell me with what
musical number did you come to us?
Child
We thought together for a long time
How to sing a song more interesting?
And then Anton said:
We need to take a metallophone!
2 Presenter
So, are you going to sing and play metallophones now?
Did I understand you correctly?
So, the children of the preparatory group sing a song...
Children
Farewell to the rain
Song using metallophones “Farewell to the rain” music. And Evtautje
howl
Let me tell you!
Singing together is good!
It's better with a metallophone!
Nothing in the choir either,
Well, it’s cooler with dad!
1 Presenter
So, Kira, you came with your dad today?
Dad.
Hello, we have musical family. Therefore, music is often played in our house. And now Kira and I will prove this to you.
Child
Dad and I will sing the song “Puppy”
The song “A puppy was walking down the street” is accompanied by a dance composition yeah
preparatory group teacher
This is all very interesting, but I want to tell you about my pupil
Arina Khodos. She was also very interested in singing.
She sang even when the guys were dancing
2 Presenter
And we can remember how it was.
Watch the video ika
And today Arina is our guest. Hello. Arina, tell me, do you continue to sing? Will you sing for us today?
Song “Eccentric Man” by A. Petrishchev Ouch
1 Presenter
And I see two girls with an instrument that we don’t have in kindergarten.
And these girls are also our pupils Arina and Polina.
Girls, what kind of tools are these? Are you studying at a music school?
Why do you play the domra?
Arina
Since childhood we listened to guitar, domra and accordion
Because our mother is a musical champion!
Pauline.
My sister and I would like to learn guitar
While your hands are growing
Let's master this tool
2 Presenter
Together with Arina and Polina, our guest is the accompanist from the nursery music school Galina Sergeevna. She will help our girls perform musical works on this folk instrument.
Playing the domra “The Cheerful Peasant” music. Noise ana
Leading
And I see guys in chef’s hats, I wonder if they will sing too?
What did you come with today?
Child
Now get to know us!
My friends and I will cook porridge.
We will cook porridge while dancing.
What don't you believe?
All
Look!
Dance "Cook, Porridge" music. A. Petrishchev Ouch
1 Presenter
Indeed, it is immediately clear that these guys really love to dance.
2 Presenter
And I know guys who not only dance, but also play musical instruments, but which ones?
Child
Let's hit the spoons together,
How to stamp your heel.
And we'll play and we'll dance,
And let's spin like a top!
Dance with spoons “Snow Snowball” rn. m.
1 Presenter
Yes, in our kindergarten a lot of children are interested in dancing. I also want to tell you about one boy who went to our kindergarten 5-6 years ago. Look how he was, well, just like you. He loved to perform, he loved to dance. Today this boy is also our guest, this is Danil Shankin. Not only is he very serious about ballroom dancing, but is also a winner of many dance competitions. Danil, tell us how many years you have been dancing.
Short story Dan silt
2 Presenter
And, of course, today we will see the performance of Danil and his partner
Dance "Sam" ba"
1 Presenter
The last notes, alas, sounded,
At least the hall is filled with good music
Today we are even a little tired,
But everyone, I think, learned a lot!
2 Presenter
Every day from the heart
Sing songs, play, dance,
Paint a picture with a musical palette!
1 Presenter
Let's hold hands
Let's merge with the music,
Hearts will beat in unison.
May our souls be illuminated
May it never be silent
Beautiful sounds, harmonious choir.
Children leave the hall to the song “Anthem of Music”
Musical entertainment in kindergarten for older children preschool age
Alexandrova Alexandra Evgenievna music director of the GBDOU kindergarten No. 4 of the Krasnoselsky district of St. PetersburgJob description: I bring to your attention a scenario of integrated entertainment. This development can be used by music directors and preschool teachers. The entertainment scenario is intended for children of senior preschool age.
Subject: Introduction to types of musical art
Leading educational area: artistic and aesthetic development.
Target: To foster in children a sustained interest and responsiveness to musical works different genres, expand your musical experience.
Tasks:
- Development of vocabulary, outlook and attention, empathy for peers.
- Development of artistic and aesthetic education.
- Encouragement to be active creative activity and writing.
- Formation of relationships based on cooperation and mutual assistance
Types of activities: communicative, gaming, musical.
Participants: children of senior and preparatory groups, music director, teachers and parents
Preliminary work:
- selection musical repertoire;
- learning poetry, dances
- learning songs
MUSICAL ROOM
Presenter: Why are we having fun? What kind of holiday do we have here?Children: Let's celebrate music's birthday now!
Presenter: What, haven't you heard? –
Holidays are flying towards us on the wings!
A cheerful, kind, glorious day,
In October it is musical.
We celebrate this day with a song,
About wonderful autumn.
Autumn song
Presenter: Autumn gives us so many musical sounds: the rustling of leaves, the howling of the wind, the ringing of raindrops and the farewell songs of migratory birds.
Let's try to display this now using musical instruments. See which of the instruments lying on the table will suit the sound:
Rustle of maracas leaves
Raindrops - triangle, bells
Birds singing - whistles
Howling wind - metallophone (glissando)
(children disassemble instruments as they wish)
Now let's start our music quiz. Listen carefully to the text in order to play the music in time. instruments. And the audience will read to us.
Musical and poetic quiz
1. An autumn breeze blew a leaf from a bush.
I fiddled with the leaf for a long time. circled over the trees,
And then he put a yellow leaf on my lap.
2. Autumn! Golden grove! Gold, blue,
And a flock of cranes flies over the grove.
High under the clouds
Geese respond, with a distant lake, with fields
Say goodbye forever
3. It’s autumn, bad weather.
Rain and slush, everyone is sad:
Because they don’t want to part with the hot summer.
The sky is crying, the sun is hiding, the wind is singing pitifully.
We made a wish: May summer come to us again.
4. Quiet, warm, gentle autumn
Spreads withered leaves everywhere,
Painted lemon orange
Light.
On sidewalks, lawns, alleys
She pours them out, not sparing at all, -
Hanging above the window in a cobweb
Sheet.
Open the window. AND trusting bird
It sits on my palm, spinning around,
Light and cold, gentle and pure
sheet.
A gust of wind. A leaf flies from the palm,
Here he is already on the next balcony,
A moment - and, passing the wide cornice,
Down.
5. The birds are escorted on their way by the forests:
A long echo flies into the sky.
The birds are seen off on their way by the meadows:
The grass grew into large stacks.
Even following them, as if with a wing,
Scarecrow waves his empty sleeve
6. Rain, rain, listen:
Don't walk barefoot through puddles.
Autumn is wandering along the roads,
Carrying cold in his knapsack
7. Autumn has come,
It started to rain.
How sad it is
What the gardens look like.
The birds reached out
To warm regions.
Farewell is heard
The screech of a crane.
The sun doesn't spoil me
Us with your warmth.
Northern, frosty
It's blowing cold
Presenter: Let's applaud each other for such a wonderful musical and poetic performance.
Now it's time to play.
Playing with musical instruments(Children move in accordance with the music - march, run, jump; when the music stops, children with the instruments that the presenter will name must raise their hand. Whoever raises it incorrectly leaves the game).
Tararam comes out: Hi all! I am the main Tararam!
Presenter: What is your name?
Tararam: Ta-ra-ram! This means very loud and beautiful! Really, guys?
Presenter: Very loud is not very good at all. In music, it is important to hear the melody, not the noise that you like so much.
Tararam: Melody? What is this?
Presenter: The guys will sing about it to you now.
Song about music
Tararam: Is it possible to learn to sing like that?
Presenter: Certainly. Now we will play musical echo with you. We will sing, and you will beautifully repeat after us.
Chant "Echo"
Tararam: I really enjoyed singing to the music with you. What else could be musical?
Children's answers
Presenter: We will play together and entertain Tararama.
Game "Search"
Tararam: And what musical instruments You know?
Children's answers
We are now going to play the game “Name the Instrument”. We divide into two teams: guys and guests. Everyone, in turn, names a musical instrument. The team with the last answers will win. Are you ready? Let's begin.
Game “Name the musical instrument”
Presenter: Our holiday was interesting for everyone,
Cheerful, noisy, joyful for everyone.
And it went nicely and wonderfully
To the sounds of music and loud laughter!
Final round dance
Ministry of Education and Science of the Russian Federation
Department of Education and Youth Policy
municipality
Administration of the city of Usolye - Sibirskoe
Municipal preschool educational institution
"General developmental kindergarten No. 1"
Adaptive, combinatorial, radical
“Musical living room” as a means of optimizing the interaction between the music director and preschool teachers.
Kharitonova Irina Vladimirovna
music director of VKK
MBDOU "D/S OV No. 1"
Usolye - Sibirskoe,
Explanatory note Relevance: during the accreditation procedure for MDOU “D/S OV No. 1”, an expert in music education was asked to summarize the experience of a music director working with teachers.
In our opinion, one of the most current problems, standing in front
modern society - the threat of spiritual impoverishment of the individual, the danger
loss of moral guidelines.
What is needed is a turn to vital values, confrontation, lack of spirituality, and consumerism. The role of the teacher in this regard is paramount. The great Russian writer L.N. Tolstoy said that science proves the truth, and art infects it. A teacher must not only know the methods and techniques of teaching and upbringing, but also be an artist who “infects” children, filling them with aesthetic joy.
The music director must help the teacher enter the world of musical images, develop musicality and artistic taste, creative aspirations. The end result of such work will be the musical and aesthetic development of a preschool child.
Based on the above, the need arose to create an original pedagogical development: “Musical Living Room”, as a means of optimizing the interaction between the music director and preschool teachers.
Novelty: the author's pedagogical development "Musical Living Room" presents a system of measures to optimize interaction in the dyad "Musical director - teacher", including the author's seminars, classes - trainings, music - poetry hours.
Methodological basis
The basis of the author’s pedagogical development was the ideas of N. A. Vetlugina, A. V. Keneman, who note that success collaboration The teacher-musician and educators depend on mutual interest in the common cause and results of musical education of children.
TARGET
Identification and development of the musical and creative potential of teachers, as a result - improving the quality of work with preschool children in music education.
1. Ensuring the musical development of teachers;
2. Interaction between the music director and teachers;
3. Increasing the level of musical development of children.
Implementation period: 1 year.
Expected results:
Teachers’ mastery of modern music educational programs and technologies that ensure the harmony and integrity of their musical development;
High-quality interaction between the music director and preschool teachers;
Development of the creative potential of the music director and teachers;
Improving the quality of musical education of children in preschool educational institutions.
The author's pedagogical development includes three sections. The first section describes the working methodology. The second section presents the contents of the “Musical Living Room” - long-term plan work. The third section contains a diagnostic technique for identifying the level of musical and artistic abilities of teachers. The author's development is completed by an appendix and a list of references.
Section 1. Working method Methodological recommendations have been compiled for one year of targeted, systematic and consistent work with teachers to develop their musicality and creative potential.
Work must be carried out on the basis of the following principles:
1. The principle of comprehensive development. Communication with art is a powerful educational and developmental factor, and in the learning process it is important to select a meaningful, highly artistic repertoire (music, poetry, painting, etc.) that spiritually elevates and enriches each teacher;
2. The principle of systematicity and consistency is manifested in the gradual complication of the repertoire;
3. The principle of predictability – reflects in goals and actions today’s and future requirements for musical aesthetic development teachers and children;
4. The principle of rationality - allows you to determine goals and ways to achieve them to ensure maximum results;
5. The principle of realism - helps to determine final and intermediate results.
2. Theater stages;
4. Musical game.
Depending on the volume of program material, the duration of studying the topic varies - from two to three months.
Each topic is covered through a variety of teaching forms.
Stages of training
Stage 1 - preparatory, includes self-analysis "Activities
teacher for music lesson"; survey “Job Analysis”
music director for preschool teachers"; input diagnostics
in sections: “Perception of Music”, “Song Creativity”,
“Elementary music-making”, “Theatrical and play creativity”.
Stage 2 – the main one, includes the following forms of work:
1. Introductory consultation;
2. Music workshop;
3. Seminar – workshop;
4. Classes – trainings;
5. Master classes;
6. Competitions;
7. Musical KVny;
8. Publication of sound newspapers “Rattle” and “ROSTOK”;
9. Musical and poetic evenings;
10. Musical and theatrical performances.
Forms of training in the “Musical Living Room” program are divided into active and passive.
Passive - mainly intended for the transfer of knowledge in the sense of information: consultations - obtaining information on a specific issue from a specialist; seminars - training in the process of processing, systematizing and reproducing information.
Active - forms of learning (workshops, competitions, music workshops, games, trainings, etc.) are focused not only on the acquisition of knowledge, but also on the ways of obtaining it, on the development of the creative potential of teachers; are characterized high degree teachers' involvement in
into the educational process, with an increased degree of motivation, emotionality, and a focus on mastering the material in the shortest possible time.
Stage 3 – final. The goal of the work at this stage is to obtain final diagnostic data in the sections: “Perception of Music”, “Song Creativity”, “Elementary Music-Making”, “Theatrical and Play Creativity”, analysis of the teacher’s activity in a music lesson.
The long-term plan for the “Musical Lounge” is recommended for use on academic year with a group of teachers of 12–16 people.
The frequency of meetings in the “Music Lounge” is once a week.
It is allowed to make additions and changes to the planning depending on individual characteristics groups and the creative potential of teachers.
Diagnostic tasks Musical and artistic abilities of teachers.
1 section “Perception of Music” Goal: To determine the level of emotional responsiveness of the teacher to music of different nature, the ability to determine the genre and form of a musical work.
Task No. 1
Material: Card set different colors and shades, audio cassettes with recordings of music of different genres.
Musical repertoire: Classical music, jazz, rock and roll, waltz, folk music.
Methodology: Each teacher has an envelope with a set of cards.
Musical director: Listen to a piece of music.
Questions: What mood does this music convey?
What color would you color this music?
(Teachers show cards of a certain color and explain their choice)
Task No. 2
Material: Audio cassettes with recording of instrumental and vocal music(march, song, dance)
Methodology: Teachers listen to musical excerpts of works, identify and correlate the illustrations with the music they listened to.
Musical repertoire: R. Schumann “Soldier's March”, P. Tchaikovsky “Waltz”, b. adv. chalk. “I walk with the vine.”
3 points – high emotional responsiveness to music of a different nature, the teacher independently and correctly determines musical genres and the form of the musical work.
2 points – shows interest in musical activity, but finds it difficult to complete tasks.
1 point – low musical responsiveness, the teacher is not able to independently determine musical genres.
2. Section "SINGING" Task No. 1
Goal: To determine the ability to cleanly intonate a melody with musical accompaniment and accopel.
Methodology: Invite the teacher to sing any song at will, with or without musical accompaniment.
Task No. 2
Goal: Determine the level of expressive performance of a friend
songs, the ability to dramatize the content of a song.
Material: Mask hats, theatrical props (basket, tools, toys, etc., a set of cards conveying the content of the song.
Methodology: A group of teachers (4-5 people) is asked to choose a card illustrating the content of the song. Teachers, remembering the lyrics of the song, consider options for playing out the content of the song. Having put on mask caps and taking attributes, teachers stage songs.
Musical repertoire: Songs “Antoshka”, “Two Cheerful Geese”, “Grasshopper Song”, etc.
Task No. 3
Goal: Determine the level of purity of melody intonation, the ability to sing with a natural sound, the ability to compose your own melody to a given text.
Methodology: Teachers are offered small quatrains, pondering the options, teachers compose their own melody, find the right intonation.
Note: The nature of the invented melody must correspond to the nature of the text.
3 points – high level singing abilities, clearly intones the melodies of songs, emotionally conveys their content, and shows creative activity.
2 points – average level of singing ability, does not always intonate clearly, but shows interest in singing, is emotional.
1 point – low level of singing ability, not active, little emotional
3. Section “Elementary music making” Task No. 1
Goal: To identify the ability to produce rhythmic pulsation and rhythmic pattern.
Material: Metallophone, triangles, tambourines, bells, etc.
Methodology: The music director invites teachers to listen to music. Russian excerpt folk melody. Next, he invites teachers to decorate the melody by playing instruments, rhythmically tapping the melody of the piece.
Note: The rhythm of the performance and the correctness of sound production are noted.
Task No. 2
Goal: To identify the teacher’s ability to independently come up with a melody on musical instruments.
Material: Set of musical instruments (metallophone, xylophone, noise instrument set)
Methodology: The music director invites the teacher to compose a song for the toy and come up with a name for it.
Example: “The bear is sad”, “Little white bunny”, “Song about a cat”.
3 points – high level of elementary music-making, accurate rendering of the rhythmic pattern.
2 points – average level of elementary music-making, not always accurate rhythmic sound production.
1 point – low level of elementary music-making, undeveloped sense of rhythm.
4. Section “Basic theater skills” Task No. 1
Goal: Reveals the ability to convey the expressiveness of an image in sketches and dramatization games.
Material: phonograms with different types of music, caps and masks.
Methodology: The music director invites the teacher to listen to a piece of music. The teacher needs to correlate the music he hears with the corresponding animal mask and, using facial expressions and plastic movements, depict this animal to the music.
Task No. 2
Goal: To determine the level of expressiveness of the teacher’s speech, the ability to understand the emotional state of the character, expressing it through speech, facial expressions and gestures.
Material: Small excerpts of a poem.
Methodology: The music director invites teachers to read short excerpts of poems from the perspective of different characters using facial expressions, gestures, and intonation.
Example: “Cowardly Hare”, “Sly Fox”, “Evil Wolf”, “Terrible Bear”, etc.
3 points – high level acting, accurate and creative transmission of images using facial expressions, gestures, and expressiveness of speech. High emotionality and initiative.
2 points – average level of acting skills, emotional responsiveness, desire to get involved in activities, insufficient level of skills in creating images.
1 point – low level of acting skills, “stiffness”, the teacher is not emotional, speech is monotonous, not expressive, and has no interest in completing tasks to create images.
For each section of the program, tables are compiled to analyze the results at the beginning and end of the academic year.
The examination of teachers is carried out in subgroups and individually.
The summary table indicates the level of teachers’ skills and abilities according to a 3-point system (3 points – high; 2 points – average; 1 point – low).
The results are then analyzed:
1. Ranking and frequency distribution of scores.
2. Distribution of grouped frequencies:
1 action – determination of the range R=(max-min)+1
Action 2 – select the section interval (if max is more than 100, then R: 12; if less than 50, then R: 4);
3. determination of the number of teachers with high, medium and low levels of musical and artistic abilities.
Literature used
Artsemendi A. L., “Preschool musical education” translation from Spanish. Methodical manual. M.; Progress, 1989
Burenina A. And “Kuklandia”. Educational - methodological manual on theatrical activities - St. Petersburg; publishing house "Musical Palette" 2008
Vetlugina N. A., Keneman A. V. “Theory and methods of music education in kindergarten.” Tutorial: “Preschool pedagogy and psychology.” M.; "Enlightenment", 1983
Gogoleva M. Yu. “Logorhythmics in kindergarten.” Methodical manual. – Yaroslavl; Development Academy. 2006
Davydova M. A. “Musical education in kindergarten.” Benefit - M.; Waco, 2006
Devyatova T. N. “Sound wizard.” Materials educational program on musical education of children of senior preschool age. M.; Linko – Press, 2006
Komissarova L. N.; E. P. Kostina “Visual aids in musical education preschoolers." Manual for teachers and music directors kindergartens. – Moscow “Enlightenment” 1986
Kononova N. G. “Teaching preschoolers to play children's musical instruments; A book from work experience. M.; Enlightenment, 1990
Metlov N. A. “Music for children”; A manual for kindergarten teachers and music directors. M.; Enlightenment, 1985
Kutsakova L. V.; Merzlyakova S.I. “Raising a preschool child”; The program is a methodological manual “Rosinka”. M.; - Humanitarian. Vlados Publishing Center, 2004
Radynova O. P. Musical development children. – Study guide. M.; Humanite ed. Center Vlados. 1997
Root Z.Y. “Musically didactic games for preschool children"; A manual for music directors. M.; Iris – press, 2004
Suvorova T.I. “Dance baby.” Methodical manual. ; St. Petersburg; 2007
Sauko T. N.; Burenina A.I. “Top - clap, kids.” Program for musical and rhythmic education of children 2-3 years old - St. Petersburg; 2001
Tyutyunnikova T. E. “Elementary music-making”, Program “Elementary music-making with preschoolers”; St. Petersburg; Loiro, 2003
“Creativity is the direct unity of thought and deed, and is realized only in continuous activity, in creation.
Creativity is a triumph with creation, for outside creation there is no creativity.
The music room invites “Such different music...”Meet some biographical information from the life of P.I. Tchaikovsky; Hearing individual works in music classes;
Goal: To familiarize children and parents with the work of the Russian composer P.I. Tchaikovsky, the cycle musical works "Children's Album" .
Objectives: To introduce children to the music of the Russian composer P.I. Tchaikovsky and his cycle of works "Children's Album"
Create conditions for listeners to enjoy communicating with classical music, presenting auditory images to visual ones.
To instill the skills of a culture of listening to classical music.
Equipment:
Multimedia installation, screen, presentation for notes;
Sounds "Waltz" from "Children's album." P.I. Tchaikovsky
Children enter the hall and sit down.
The music flows, sparkles, sparkles!
Joy and celebration! Sun and light!
It’s as if he’s telling all sorrows to be forgotten, generously giving musical greetings.
Dear guests, guys! Today you are invited to a meeting with the music of the great Russian composer P.I. Tchaikovsky.
Do you know what it can? What can music do?
(Makes you happy, sad, Can make you laugh, make you angry, calm, lull, can tell...)
Indeed, music is a real magician
Today we were invited to our meeting by the music of the famous Russian composer P.I. Tchaikovsky.
Who is the composer?
(person who writes music)
In the spring of 1878, Tchaikovsky returned to his homeland from abroad and decided to stay in Ukraine, with the family of his beloved sister Alexandra Ilyinichna Davydova.
He lived in a cozy room specially prepared for him, and most importantly, what was in his room? how do you come up with what? What musical instrument?
IN free time P.I. loved to play with his little nephews. Alexandra Ilyinichna had seven children, and Tchaikovsky tirelessly came up with holidays for them with bonfires, fireworks and, of course, dancing, where he himself accompanied on the piano.
His little nephew had difficulty mastering the intricacies of playing the piano during the hours allotted for practice. Sitting on the veranda over tea, Pyotr Ilyich heard the unlucky “pianist” tormenting scales and etudes in the next room. He felt sorry for the baby, and he decided to create "Children's Album"
Do you know what could be in this album?
"Children's Album" is 24 easy pieces for piano. On title page first edition: "Dedicated to Volodya Davydov. Children's album. Collection of easy plays for children."
Here you can find pictures of nature and Fairy tale characters and names of children's games. dance tunes
All works are varied in character, with interesting names. Mother. Baba Yaga, Russian song, nanny's fairy tale, winter morning.
want to see and hear what's on the first page "Children's Album"
Bom-bom, bom-bom,
The album opens.
Now cheerful, now sad,
Not simple, but musical
He sat on his golden-headed horse and raced around the house, around the room,
Past the table, whatnot and bedside table, past the cat lying on the sofa,
Past a grandmother sitting knitting, past a ball and a box of toys.
Music is playing "Horse Game"
Girls always played with dolls, 100 and 170 years ago, when P.I. Tchaikovsky lived, but toys for boys have changed, what do modern boys play with?
(Guns, cars, robots)
They clearly mark a firm step - no, they are not afraid of the fierce enemy
With a drum, in an even formation, they march like heroes.
And don’t look at how small they are - they are battle-hardened! (A.I.Burenina)
Brand new, beautiful soldiers just attract you. They are just like the real thing, you can line them up and send them to the parade. So they know how to march like real people, and it’s so cool that you just feel like marching with them
Sounds "March of the Wooden Soldiers"
Was the sound loud or soft?
Whether the melody was smooth, melodious or clear. jerky?
What pace will be fast, rapid, or calm, moderate?
What kind of character will there be: cheerful, perky, or sad, sad?
One day, a friend came to visit Sasha’s girl’s dad. He had some kind of box in his hands.
This is for you, Sasha! - he said.
“What is it?” Sashenka thought, burning with curiosity.
An acquaintance untied the ribbon, opened the lid and handed the box to the girl...
There lay a beautiful doll. She had big ones blue eyes. When the doll was rocked, the eyes opened and closed. The pretty little mouth smiled at the girl.
Blonde curly hair fell on her shoulders. And from under the velvet dress white stockings and black patent leather shoes were visible. A real beauty!
Sashenka looked at the doll and couldn’t stop looking at it.
The girl reached over and took the doll out of the box. A feeling of joy and happiness overwhelmed her. The girl impulsively pressed the doll to her chest and spun around the room with it, as if in a waltz.
What a joy to receive such a gift! – thought Sasha
Listen to the play "New Doll"
What kind of music sounded, what did it say?
The music is light, danceable, joyful, bright.
The child's day is coming to an end. There were games, walks, activities, reading books about travel to different countries. And in the evening Nanny's fairy tale.
M.R.: Now guess the riddle: what is the fairy tale about?
Who's the scary one flying over the forest with a broom?
Lives in a hut with a chicken leg? (Baba Yaga)
Music is playing "Baba Yaga"
conversation (music is harsh, loud, angry)
as if Baba Yaga is circling over the forest on her broom.
The polka began to sound in the hall, there was joy everywhere, ringing laughter,
This is a light, bright dance in New Year will make friends with everyone!
I suggest taking musical instruments and performing a polka dance.
(Video illustration used)
Musical and didactic game "Guess the melody" (carried out on the basis of the plays listened to. Children and parents, after listening to a musical fragment, select the desired card and show it)
Bom-bom-bom-bom! The album is closing!
Who gave it to us, composed it for children?
(Children call the name of P.I. Tchaikovsky
Tchaikovsky's music inspired screenwriters and animators to create a cartoon "Children's Album"
(View a fragment of the cartoon)
May music always live and joy conquer everywhere!
Let the Russian heart sing! Tchaikovsky is known everywhere!
M.R. thanks everyone for your attention.