MUSIC OF HEALTH.
Program content:
Form a habit of healthy image life and strengthening your health through health-saving technologies in all types musical activity.
Teach children to use sounds to develop and improve their health.
To develop in children the ability to listen to music and respond emotionally to it.Continue to work on the purity of intonation in singing, take the breath correctlywhen singing songs.Develop children's creative activity.
Focus:
The lesson is integrated in nature and comprehensively solves the problems of musical and valeological education.
Scientific basis:
Using health-saving technologies: the “Hello!” programM. Lazarev, gymnastics for speech development by E. Kosinova, valeological chants by O. Arsenevskaya.
PROGRESS OF THE CLASS. Children enter the hall to the music.
M. manager Hello guys! You have come to a music lesson in our music room. Today we have a difficult task. We will use music to improve our health. Look how many guests we have today! They also want to see how music helps improve their health.What word does the word “health” look like? That's right, on the word “hello”. After all, when people say hello, they wish each other health. Let's say hello too.
Greeting "Music, hello!" M. Lazarev.
M. manager Now let's meet our guests.
Dating game “What is your name?”
M. hands. Very good guys! We greeted our teachers and said all our names. Now let's prepare our throats for singing, our ears for listening, our arms and legs for dancing.
Valeology chant with a healing massage “ Good morning! sl. and music by Arsenevskaya.
1. Good morning!spread their arms to the sides and lightly
Smile soon!bow to each other
And today all day"spring" It will be more fun.raise their hands up
We will stroke your foreheadperform movements on the text
Nose and cheeks.
We will be beautifultilting the head to the right and
Like flowers in the garden!left shoulder alternately.
2. Let's rub our palms togethermovements on the text
Stronger, stronger!
Now let's clap
Bolder, bolder!
Now we'll rub our ears
And we will save your health.
Let's smile again
Be healthy everyone!spread their arms to the sides
M. hands. Tell me, guys, what does the song consist of?
That's right, from sounds, speech sounds and musical sounds. And you and I also know that with the help of sounds we not only talk and sing, but we can also heal ourselves. Let's remember what healing sounds we know.
The healing sound “B” - treats a runny nose (when a runny nose begins)The healing sound “Z” - when your throat hurtsThe healing sound “Zh” - you can cure a coughThe healing sound “N” - cures headaches and toothachesThe healing sound “M” - promotes good digestionHealing sound “R” (Tr) - helps relieve fatigue at the end of the daySounds S, Ш (hissing) - help to rest and relax.Hint for children - video showing pictures of letters.
M. hands: Great, now I’ll play you some good music.(opens notes and sees empty sheets with holes)
What happened to the notes? And where did these holes come from? Guys, don't you know?(children's answers)
M. hands: It looks like the notes were eaten by mice. What to do?(thinks) I came up with an idea! You need to call the music helpline.Larisa Anatolyevna, please dial information.Educator: (calls on the phone) Hello! Help desk? Help!Send us an assistant!We need to find the sheet music,To conduct a lesson.Tells the children: They're sending us a cat now!Thank you! Beauty!M. hands: We know about the cat gameAnd now let's play it!Speech game-dialogue "Tra-ta-ta" (model T. Tyutyunnikova) Children stand around the hall in pairs, tell a nursery rhyme with intonations, accompanying movements: shaking their heads, the image of the Cat's stripes, long mustaches, tassels on the ears.
Together: Tra-ta-ta! Tra-ta-ta!A cat married a cat!Dev: For Kot-Kotovich?Malch: For Pyotr Petrovich!Together: He has a mustache, stripes,Tassels hang in my ears.Well, not a cat, but just a treasure!
Purr the Cat appears.
Cat
: Meow-meow! Yes, I am! I'm just a treasure for all the guys!Meow! Hello everyone, friends!How glad I am to see you!M. hands
: What a beautiful cat! What is your name?Cat
: Sing a song about me as soon as possible,Well, I’ll sing along to you “Meow!” more fun!
Children perform the song “Purl”.
M. hands .: Purr the Cat, where can we find the sheet music?Cat : All mice live in the Mouse Kingdom. I think that the notes should be looked for there.M.ruk : But we don't know the way. How to get to this kingdom?Cat: Only real cats can find the mouse. But I am Supercat! Go ahead, my friends!Don't slouch, chest forward,An adventure awaits us!
To the music “We Don’t Need Doctors,” the children walk around the hall.
M. hands:
Guys, there's a house ahead. Purr the Cat, is this the Mouse Kingdom already?Cat
(sniffs
):
No. There's no smell of mice here. But there is someone in the house!Purr takes two Dwarfs out of the house.
Gnome Before:
Do Major lives in the house,Sings songs loudly.Kind, major,Cheerful, perky!Gnome Re:
D Minor went to the riverI started a sad song.Oh! The river is agile.Oh! Fate minor!M.ruk
: Guys, these are the dwarf brothers: Major and Minor! Where do they get these names from?(Children's answers).
Gnome Before:
How did you get here?Gnome Re:
Have you lost something here?M. hands:
We are looking for the Mouse Kingdom. The mice stole our notes. And our guys love to sing, dance and play to music.Gnome Before
: Guys, do you want to play with us? My brother and I often play interesting game with magical people.M.ruk
: Guys, let's play with the Dwarves too!(Hand out pictures).
Take a close look at your little people. And now we will guess the charactermusic with the help of magic people and convey it with your facial expressions.Listening to music (calm, sad, happy).
"Funny Movements" Happy music improves mood
“Whiner” Unpleasant music - rapid heartbeat
“Bayu-bainki” Calm music - restores breathing
Program by M. Lazarev “Hello!”
(Disc with songs).
Gnome Re:
Children, how everything around me hurts!Something crunches in my chest.Everything in my throat is sore and burning.My nose gurgles and sniffles.
M. hands:
Don't be sad, D Minor! Our children will cure you in no time! We know healing sounds and now we will heal you with the help of music.
We treat chest coughs - the healing sound “Zh”.
Singing the song “Beetles” by M. Lazarev.
(while singing, keep your hand on your chest).
Treating the throat - the healing sound “Z”.
Singing the song “Mosquito” by M. Lazarev.
(while singing, hand on throat).
We treat a runny nose - the healing sound “B”.
Singing the song “The Wind Blew” by M. Lazarev.
(while singing index fingers hands on the wings of the nose).
Gnome Re:
Oh! I'm healthy! Thanks guys! Now I will always sing these wonderful
songs!
M. hands:
And so that you don’t forget them, we leave you these healing sounds(pictures of letters).
Gnome Before:
My brother is healthy again! Let's all go dancing!
Dance "Letka-Enka" for animals.
Gnome Re
: How fun it is to be with you!
M. hands:
Do you know that fun and laughter prolong life? So let's give
smile to each other and to all our guests. Laugh for your health!
Cat
: We can’t waste time,
I need to find the sheet music!
Ha ha ha! Ha ha ha!
The path is so easy!
Sing it quickly
Our song is more fun!
They walk to the music “Rails-Rails” by M. Lazarev.
(perform movements according to the text).
Cat:
Guys, I smell some wonderful smell! Look, a flower meadow!
What a miracle!
M. hands:
In a clearing, by the river,
Flowers gathered in a circle.
Yellow and blue
White and red -
How beautiful
How beautiful!
Guys, to take these wonderful flowers in your hands, let's prepare our palms.
Finger game"Magic Flower"
The flower slept in a magical sleep:
(fist clenched tightly).
A petal appeared
(Straighten your thumb).
And behind him is his friend,
(Index finger)
So the third one didn’t sleep,
(Middle finger)
And the fourth did not lag behind,
(Ring finger)
Here is the fifth petal,
(little finger)
The whole flower has opened! (the hand is in the shape of a cup).
M. hands:
And now, guys, let’s take each flower, sit on the carpet and smell what
the scent of flowers. At the same time, let's rest a little. What healing sound will help us
relax and unwind? (“Sh”)
Breathing exercises “The Aroma of Flowers” to the music “Breathing” by M. Lazarev.
M. hands:
Children, listen to what wonderful music it sounds! What is this? -Waltz!
That's right, but this is not a simple waltz, but the “Waltz of the Flowers”, written by the composer
P.I. Tchaikovsky. What kind of music does the waltz have? I suggest you become couples and we
Let's try to compose a dance together. Don't forget our Murlyka and Vera
Nikolaevna.
Dance improvisation "Waltz of the Flowers".
Cat:
Guys, it seems to me that there are notes here somewhere nearby. I can smell them.
Let's search!
(The cat sniffs, takes one flower, invites the children to find the notes in the flowers).
M.ruk
: Great! With the help of your good mood, through the love of music and,
Of course, with the help of Purr the Cat, we found the notes and now I can play for you
a good song about healing sounds.
Song “Healing Sounds” by M. Lazarev.
M. hands:
That's the end of our lesson. Take my health advice.
Love yourself and the people around you, respect them. Learn to listen to nature: singing
birds, the sound of rain and wind, the whisper of leaves, the smells of plants. Voices of nature
will fill your heart with joy and give you health.
To live and not get sick,
Try to sing every day!
Drive away laziness,
Smile every day!
Have fun, dance and sing -
Be healthy - like this!
Olga Makhazen
Relevance. Subject health is relevant for all times and peoples, and in the 21st century it becomes paramount. But the question of the state of children's health. That's why special meaning in the education system, the problem of developing and implementing modern technologies for the protection and strengthening children's health, formation healthy lifestyle.
Innovative focus. Music classes using health-saving technologies provides beneficial influence on child health: a restructuring of various systems occurs in his body, for example, cardiovascular, respiratory, speech motor. Children perform breathing and breathing exercises with great pleasure. health exercises, play massage and self-massage, play speech and finger games.
Practical significance. Class contains various types musical activity, exercises for the development and coordination of movements, health music games . It clearly shows the possibility and availability using health-saving technologies in music classes.
Target: Develop musical and creative abilities of children, strengthen health of preschool children, using health-saving technologies in various types musical activity.
Tasks:
1. Formation of ideas about healthy lifestyle and its components.
2. Development: musical, pitch, timbre, dynamic hearing, singing range, sense of rhythm, spatial organization of movements, general and fine motor skills, facial expressions.
3. Development of a variety of motor and physical skills.
4. Creation of emotional and psychological comfort.
5. Formation of positive self-esteem in preschoolers.
6. Teaching children the elements of self-massage and mutual massage.
Children enter the hall where they are greeted by music director.
Musical director:
Tell me where are we? That's right, in music hall. What can you do in music hall?Children's answers
That's right, sing! Look today at class We have guests, and what needs to be done. Children's answers
That's right, that's it educated people when they meet they wish each other health - they say..."Hello". And today I invite you to greet each other in an unusual way, musically. Our musical greeting is a song - an echo. Where can you find an echo? (children's answers) What does echo do? (children's answers) That's right, it repeats everything. Now you will become my echo. I will sing musical phrase, and you repeat it like an echo. And when I raise our clasped hands up, we will all shout loudly together "Hooray!". Is the task clear?
Musical greeting"How Great!» (author of words by E. Plakhova)
MR: - How Great that we are all here
Gathered, gathered!
Children: - How Great that we are all here
Gathered, gathered!
MR
Smile, smile!
Children: - Smile at your friends,
Smile, smile!
MR
Children: - All friends have gathered together!
All: - Hooray!
Well done! So we greeted each other and everyone present in the hall! Let's get to know them. Do you know my name? Olga Borisovna, when I was little like you, my name was Olya. I'm now I'll sing my name and put it in a bag (Singing Olya) . Sing your name and put it in a bag. (Children sing) .So we met, now our guests know your name.
Musical director: And so that our names don’t fly away, we’ll tie it up.
(Tie together with the children and put on the table) .
Musical director: Children, another guest should come to us, but for some reason he is still not there.
The recording is playing: you have received a new letter, attention to the screen...
Luntik on the screen
Video letter: Hello my dear guys, I’m very sorry that I won’t be able to get to your class. Something terrible and terrible happened to us.
Musical director: Let's see what happened to our friend Luntik.
Watch the video (the caterpillars Upsen and Pupsen found a box with paints and it was thrown out, the colors are gone and the whole world turned gray)
Musical director: Luntik, our guys will definitely help you. Really, guys? From behind the projector he takes a brush with the task written on it.
1 task:
"To find missing paint, must be done musical dance moves, and your friends will help you with this!”
Musical director:Which friends helped us master dance moves? (according to the method of Alla Evdotyeva)
Let's remember - Boy "Bounce", Girl "Spring", Boy "One step".
Well, then, let's start completing the task! But first, we will massage and warm up the muscles.
Children sit in a circle with their backs to each other.
Play massage "BRIDGE"
There is a narrow bridge over the river, there is no other way,
Our animals decided to cross the bridge.
First, the cat deftly walked across the bridge,
Behind her is a snake quietly on its belly crawled.
Behind her is a snake quietly on its belly crawled.
The rooster marched behind her, as if in a parade...
Then the horned goat galloped twice, galloped twice.
The last duck quacked and waddled past,
Then the old lady came, took everyone home, took everyone home.
Musical director:
Now we've warmed up our muscles, and now let's remember what an extension step consists of, our dolls help us with this
Children's answers: From a step and a spring. Which doll is the odd one out? Boy?
"Bounce" we remove it. Let's start performing the movements, where are your hands? That's right, on the boys' belts, on the girls' skirts.
Children stand facing in a circle and perform an extension step. (step, spring)
Musical director:And if we add a Boy "Jump" What kind of movement will happen?
Children:Side canter
Musical director: Side canter is also an additional step only on a jump. And what are we turning into?
Children: Butterflies, grasshoppers, birds
Musical director:And now, they turned into birds and flew away, their heads looking in the direction of movement. Boy "Bounce" helps us.
Perform a side gallop. They stop.
Musical director: We stopped, inhaled our hands up and exhaled our hands down.
Musical director:And now, the task is more difficult "Polka Step" what does it consist of, which of our dolls will help us with this?
Boy "Bounce", girl "Spring", boy "One step". We turned to face each other, take a jump, 2 steps and help to myself: Jump, passed and jumped again.
Musical director:And the last movement "Picking", the foot is back, the heel is looking up, the foot is on the heel, the toe is looking up and the legs have been shaken off, which of our dolls helps to do it Boy "Bounce" Boy "One step".
Musical director: Well done, stopped, inhaled your hands up and exhaled your hands down.
Shows blue paint So you and I completed our first task, and the dolls helped us in this, let's call them Boy again "Bounce", girl "Spring", boy
"One step".
Watch video (Luntik meets the grasshopper Kuzya and he asks to help him)
Musical director: takes the second brush
2 task:
Guess riddles about musical instruments . Shall we guess? What tools do you and I know?
Children's answers: Winds, percussion and strings.
Musical director: Listen to the first riddle.
“At lunch they eat soup,
By evening "they'll talk"
Wooden girls
Musical sisters.
Play a little too
On beautiful bright.
Children: Spoons
Musical director: Listen to the second riddle.
“He sits under his cap,
Don't disturb him - he's silent.
You just have to take it in your hands
And rock it a little,
Heard, there will be a chime: "Dili-don, dili-don" …
Children: Bell.
Musical director:
"There are bells on it,
We hit it loudly.
We are going to play with him now, give me the ringing one...
Children: Tambourine.
Musical director: You guessed correctly.
"The team musicians that they play together,
AND they play music together.
It can be string or wind,
Pop, folk and any other. (Orchestra)
Musical director: Musical instruments, just like you guys, they can talk.
Orchestra "The Spoons Clattered" V performed by children
Musical director: Shows red paint
So you and I completed our second task, and they helped us with this musical instruments. Let's get them let's call: Spoons, tambourines and bells, triangle.
Watch video
Musical director: takes the third brush
3 task.
“To sing not a simple song, but a crystal song”
Musical director:What do you guys think, why do we need ears?
Children: To hear. ...To listen...
Right! Ears to hear the sounds around us.
Children, what sounds can we hear around us?
Children: Speech sounds, music, silence, nature, animals, technology, tools.
Life would be terribly boring
If life were silent.
How great to hear the sound:
The sound of rain and heartbeat!
We scream, we laugh, we breathe,
We hear words and thoughts,
We can even hear silence...
How a cat walks on the roof,
How mice rustle behind the wall,
Wolves howl at the moon.
A world without sounds would be sad
Gray, boring and "tasteless"!
What sounds are pleasant to you?
Children: Sounds beautiful music , human voice
What sounds do you hate to hear?
Children: Sounds of rough speech, sounds of harsh noise.
Guys, how can sounds affect our mood and health?
Children: If it sounds fun music, we can under it
rejoice, laugh.
If it sounds sad music - sad, be upset.
Experimenting with sounds.
Rustling sounds - paper
Metal sounds - metal
Wooden sounds - wooden sticks
Glass sounds - glasses
Now, is everything clear, what makes our crystal ringing? That's right, crystal glasses, with the help of these sticks and glasses we will get a crystal song.
Let's clap a little... (claps hands)
And let’s rub our palms together... (rubbing hands together)
And now even stronger
To make it hot! (rubbing your palms faster and more intensely)
Bottom up...top down...
Top down...bottom up... (stroking movements with fingertips on the neck)
Success awaits us in singing! (clap hands)
Song “Drip-drip-drip, icicles are ringing” “We sing and voice” poetic music playing with using"crystal orchestra".
Musical director: Shows green paint
So you and I completed the third task, and our voice and crystal instruments helped us in this.
Watch video
Musical director: takes the fourth tassel
4 task
"Chorus of Hands"
Musical director:What a difficult task, let's do it figure it out: We all sang the song together, so how did we sing? (in unison) Do you think we can sing? music... with your hands? (children's answer) Let's try? Look what I am to you prepared: for girls - these wonderful flowers that are put on your hand like this... And for you, boys - these moths. Please take a seat in our hand choir. Girls, please sit down on the chairs, and boys, like real gentlemen, stand behind them.
Girls put flowers on their hands, and boys take 2 butterflies.
We will play music
And remember summer!
For the first part - the flowers are blooming,
And on the second – moths are fluttering!
Flowers will bloom, moths will circle...
And in the end they will become friends with each other!
Innovative music pedagogical technology
"Chorus of Hands" according to the method of T. Borovik (motor two-voice)
Children in movement convey shape and musical phrasing of a piece of music
Musical director:
Get ready, kids!
There will be a new game.
We will play with you -
Create fun rhythms!
You have in your hands large and small drops, from which we will create rhythmic formulas and pop them. A large drop is a long note, and a small drop is a short note. Now try to construct such a rhythmic formula.
Game "Rhythmic formulas"
Musical director: Shows yellow paint
So you and I have completed the fourth task.
Watch video
Musical director:
Our adventure is over, it’s time for us to say goodbye.
The recording is playing: You have received a letter.
Video letter: Thank you guys for returning it to us missing paints, I’m waiting for you to visit, now accept a small gift from me, goodbye!
There are colored ribbons in the gouache box.
Musical director:
If you really want to
Draw something
Take it with you paints,
And the world around you
It will become brighter and more beautiful.
Dance improvisation with ribbons "I paint this world" with a globe.
Integrated music lesson with health-saving elements "On the path of health"
Goals and objectives, integration of educational areas:1. Music: Enriching the content of music education with various types of health-saving activities. Increasing the effectiveness of children's mastery of musical activities through the introduction of music education health-saving technologies; familiarization with the phenomena of surrounding life through artistic musical images and impressions, education through means musical art child's feelings.
2. Health: development, correction of the motor sphere, general and fine motor skills; elimination of speech disorders; formation of health motivation and behavioral skills for a healthy lifestyle.
3. Communication: overcoming barriers in communication, development better understanding yourself and others; relieving mental stress, creating opportunities for self-expression; harmonization of relationships.
4. Socialization: development of physical, emotional and mental activity of children; formation positive traits character (confidence, honesty, courage, kindness, etc.); formation in the game of the ability to comply with generally accepted norms and rules.
Progress of the lesson:
Musical director:Glad to see everyone now
After all, I have been waiting for you for a long time.
Let's join hands together
And let's smile at each other.
Let's convey our good mood and warmth through our palms (clasp palms) Let the mood remain this way until the end of our lesson.
Children stand in a circle and perform psychological training “Warm handshake”
Musical director: Let's start our lesson with a musical greeting.
Greeting "Good afternoon"
Today I would like to go with you to interesting things musical journey, and the Russian hero will make our path more fun folk tale the most famous traveler who couldn’t stay at home. Who do you think it is? Of course, Kolobok.
Finger game "Kolobok"
Musical director: Kolobok, Kolobok,
Kolobok is a ruddy side.
Rolled along the path
And he didn’t return back.
I met a bear, a wolf, a bunny,
He played the balalaika for everyone.
The fox sang on his nose...
He is no longer in the forest!
(the teacher puts the kolobok mask on the child)
Kolobok: Guys, it’s boring to travel alone, but it’s always more fun with friends. Do you want to be my friends? Do you agree to travel with me?
THE SONG “KOLOBOK” IS PERFORMED
music etc. T. Morozova
Musical director: We came with you to the meadow where our friend lives, and guess who he is:
Child: The fur coat is needles, when it curls up it is prickly,
You can't take it with your hand. Who is this? (hedgehog)
Musical director: Of course, hedgehog. Can you hear his song?
SOLOIST AND CHORUS PERFORM THE SONG-dramatization “LITTLE HEDGEHOG”
Musical director: Look at the hedgehog, is he angry or happy? (children's answers). Hedgehog, sit in a circle with us. Guys, let's smile at the hedgehog and pass our smile around.
Exercise “Hedgehog Smile” ( tense lips, show teeth in a smile)
Breathing exercise “Do like a hedgehog”
Musical director: Show how the Hedgehog funny wrinkles his nose and snorts ( we wrinkle our nose, bite our lower lip, pronounce the sound “f-f-f”). And now the Hedgehog is angry (puff out our cheeks, “puff-puff-puff”). The Hedgehog got tired and started yawning (we actively imitate yawning, warming up the muscles of the mouth, neck, larynx), then it's time to play with him.
The teacher distributes massage balls.
Self-massage “Hedgehog”
Hedgehog, Hedgehog, don't yawn, Better play with us!
A hedgehog runs along the path, rearranging its legs.
(roll in palms)
Turned left and ran away (between straight palms)
He ran in a straight line.
Now the left path,
He rested here for a while.
(on the right, then on the left hand)
Here the fox meets him, the hedgehog puts out his needles
(squeeze the balls)
Our hedgehog curled up into a ball and quickly rolled into the house
(between the palms and hide).
Don't take the hedgehog with you, let him go home.
Hedgehog, even the bravest one,
He wants to live with his hedgehog mother.
(we say goodbye to the Hedgehog (remove the cloak from the child) and move on)
Exercise "Christmas trees"
(body tense, legs and arms straight, fingers “needles”)
Musical director: We found ourselves in an unusual forest. Such a forest can only exist in a fairy tale, because cacti and birches grow in it. The cacti are prickly and tense, showing their needles to everyone. And the birch trees gently sway their branches in the breeze.
Exercise “Cactus-birch”
(Change of tension and relaxation. Cactus - maximum tension of the whole body, birch - complete relaxation. Accompanied by commentary by M.R.)
(the teacher prepares wooden sticks for the next exercise)
Musical director: Look, it seems like he was here strong wind. The branches have broken off, the branches lie on the ground. Take a stick each.
Foot massage with sticks
(roll from heel to toe on a massage stick)
Musical director: And further on the ground lie whole logs, long and short...
Exercise “Logs”
(We roll on the carpet from one side of the hall to the other. Use both versions of the exercise: long and short logs: with arms extended and pressed to the body)
Exercise "Towers".
(stretch yourself as far as possible towards the ceiling, tensing and stretching the muscles of the spine)
Musical director: In front of us is a sunny meadow filled with fragrant bright flowers. (the teacher lays out flat flowers. I invite you to sit on the carpet). And colorful butterflies flutter between the flowers. They easily fly from flower to flower, collect nectar, spin in the air, and dance their unusual dance. Look, and air butterflies are flying between us.
THE DANCE OF “BUTTERFLIES AND FLOWERS” IS PERFORMED
(“Waltz of the Flowers” by P.I. Tchaikovsky)
(I suggest each child take a butterfly)
LISTENING TO “THE BUTTERFLY” F. COUPERIN
(during the hearing it is carried out breathing exercise“Butterflies”: the longest, even breath, aimed at a butterfly made of candy wrapper tied to the rain)
Conversation on the listened work. (what did you hear in the composer’s music, what pictures did your imagination paint? Describe the butterflies that you saw when you listened to the work).
Musical director: Butterflies landed on the flower carpet, the guys lay down and relaxed. Let's rest a little.
Relaxation while listening to “BUTTERFLY” again by F. Couperin.
Silence by the pond
The water doesn't sway.
The reeds don't make noise...
Rest kids...
Musical director: We rested, stretched and hit the road again.
Exercise "Cuttlefish"
(moving forward with your back down on your arms and legs)
(The music director lowers a spider on a web from the ceiling.)
Musical director: Look who came down to us from the top of the tree. We came to visit a spider. Guys, what a favorite activity at the spider? Of course, weave a web. Let us weave it too.
Couples massage “Spider”
Pow-spider sewed a web (draw a spiral)
Suddenly it started to rain (tapping fingers on the back)
The cobwebs were washed away (stroking with hands)
The sun came out and it started to get hot (draw rays)
The spider began to weave everything again. (draw a spiral)
(partners change places in pairs, massage is performed again)
Musical director: Guys, interesting trip did we succeed today? What did you like most? Let's say thank you to our heroes: Kolobok, Hedgehog, Spider, for interesting games and exercises that help us maintain and strengthen our health. (treats are given to the children)
Musical director: That's the end of the lesson,
Well done whoever played!
Who's doing great today? ………..
Well done everyone.
Summary of a music lesson using health-saving technologies. The summary is based on the program "Hello!" M. Lazarev, as well as valeological chants by O. Arsenevskaya, gymnastics for the development of speech by E. Kosinova.
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MUSIC OF HEALTH.
Program content:
To form the habit of a healthy lifestyle and strengthen one’s health through health-saving technologies in all types of musical activities.
Teach children to use sounds to develop and improve their health.
To develop in children the ability to listen to music and respond emotionally to it. Continue to work on the purity of intonation in singing, take the breath correctly when singing songs. Develop children's creative activity.
Focus:
The lesson is integrated in nature and comprehensively solves the problems of musical and valeological education.
Scientific basis:
Using health-saving technologies: the “Hello!” program
M. Lazarev, gymnastics for speech development by E. Kosinova, valeological chants by O. Arsenevskaya.
PROGRESS OF THE CLASS.
Children enter the hall to the music.
M. manager Hello guys! You have come to a music lesson in our music room. Today we have a difficult task. We will use music to improve our health. Look how many guests we have today! They also want to see how music helps improve their health.
What word does the word “health” look like? That's right, on the word “hello”. After all, when people say hello, they wish each other health. Let's say hello too.
Greeting "Music, hello!" M. Lazarev.
M. manager Now let's meet our guests.
Dating game “What is your name?”
M. hands. Very good guys! We greeted our teachers and said all our names. Now let's prepare our throats for singing, our ears for listening, our arms and legs for dancing.
Valeology chant song with wellness massage “Good morning!” sl. and music by Arsenevskaya.
1. Good morning! spread their arms to the sides and lightly
Smile soon!bow to each other
And today all day"spring"
It will be more fun. raise their hands up
We will stroke your foreheadperform movements on the text
Nose and cheeks.
We will be beautifultilting the head to the right and
Like flowers in the garden!left shoulder alternately.
2. Let's rub our palms togethermovements on the text
Stronger, stronger!
Now let's clap
Bolder, bolder!
Now we'll rub our ears
And we will save your health.
Let's smile again
Be healthy everyone!spread their arms to the sides
M. hands. Tell me, guys, what does the song consist of?
That's right, from sounds, speech sounds and musical sounds. And you and I also know that with the help of sounds we not only talk and sing, but we can also heal ourselves. Let's remember what healing sounds we know.
The healing sound “B” - treats a runny nose (when a runny nose begins)
The healing sound “Z” - when your throat hurts
The healing sound “Zh” - you can cure a cough
The healing sound “N” - cures headaches and toothaches
The healing sound “M” - promotes good digestion
Healing sound “R” (Tr) - helps relieve fatigue at the end of the day
Sounds S, Ш (hissing) - help to rest and relax.
Hint for children - video showing pictures of letters.
M. hands: Great, now I’ll play you some good music.
(opens notes and sees empty sheets with holes)
What happened to the notes? And where did these holes come from? Guys, don't you know?
(children's answers)
M. hands: It looks like the notes were eaten by mice. What to do?
(thinks) I came up with an idea! You need to call the music helpline.
Larisa Anatolyevna, please dial information.
Educator: (calls on the phone)
Hello! Help desk? Help!
Send us an assistant!
We need to find the sheet music,
To conduct a lesson.
Tells the children: They're sending us a cat now!
Thank you! Beauty!
M. hands: We know about the cat game
And now let's play it!
Speech game-dialogue "Tra-ta-ta"
(model T. Tyutyunnikova)
Children stand around the hall in pairs, tell a nursery rhyme with intonations, accompanying movements: shaking their heads, the image of the Cat's stripes, long mustaches, tassels on the ears.
Together: Tra-ta-ta! Tra-ta-ta!
A cat married a cat!
Dev: For Kot-Kotovich?
Malch: For Pyotr Petrovich!
Together: He has a mustache, stripes,
Tassels hang in my ears.
Well, not a cat, but just a treasure!
Purr the Cat appears.
Cat : Meow-meow! Yes, I am! I'm just a treasure for all the guys!
Meow! Hello everyone, friends!
How glad I am to see you!
M. hands : What a beautiful cat! What is your name?
Cat : Sing a song about me as soon as possible,
Well, I’ll sing along to you “Meow!” more fun!
Children perform the song “Purl”.
M. hands .: Purr the Cat, where can we find the sheet music?
Cat : All mice live in the Mouse Kingdom. I think that the notes should be looked for there.
M.ruk : But we don't know the way. How to get to this kingdom?
Cat: Only real cats can find the mouse. But I am Supercat! Go ahead, my friends!
Don't slouch, chest forward,
An adventure awaits us!
To the music “We Don’t Need Doctors,” the children walk around the hall.
M. hands: Guys, there's a house ahead. Purr the Cat, is this the Mouse Kingdom already?
Cat (sniffs): No. There's no smell of mice here. But there is someone in the house!
Purr takes two Dwarfs out of the house.
Gnome Before:
Do Major lives in the house,
Sings songs loudly.
Kind, major,
Cheerful, perky!
Gnome Re:
D Minor went to the river
I started a sad song.
Oh! The river is agile.
Oh! Fate minor!
M.ruk : Guys, these are the dwarf brothers: Major and Minor! Where do they get these names from?
(Children's answers).
Gnome Before: How did you get here?
Gnome Re: Have you lost something here?
M. hands: We are looking for the Mouse Kingdom. The mice stole our notes. And our guys love to sing, dance and play to music.
Gnome Before : Guys, do you want to play with us? My brother and I often play an interesting game with magic men.
M.ruk : Guys, let's play with the Dwarves too!(Hand out pictures).
Take a close look at your little people. And now we will guess the character of the music with the help of magic men and convey it with our facial expressions.
Listening to music (calm, sad, happy).
“Happy Movements” Cheerful music improves your mood
“Whiner” Unpleasant music - rapid heartbeat
“Bayu-bainki” Calm music - restores breathing
Program by M. Lazarev “Hello!”(Disc with songs).
Gnome Re: Children, how everything around me hurts!
Something crunches in my chest.
Everything in my throat is sore and burning.
My nose gurgles and sniffles.
M. hands: Don't be sad, D Minor! Our children will cure you in no time! We know healing sounds and now we will heal you with the help of music.
We treat chest coughs - the healing sound “Zh”.
Singing the song “Beetles” by M. Lazarev.(while singing, keep your hand on your chest).
Treating the throat - the healing sound “Z”.
Singing the song “Mosquito” by M. Lazarev.(while singing, hand on throat).
Treating a runny nose - the healing sound “B”.
Singing the song “The Wind Blew” by M. Lazarev.(when singing, index fingers on the wings of the nose).
Gnome Re: Oh! I'm healthy! Thanks guys! Now I will always sing these wonderful songs!
M. hands: And so that you don’t forget them, we leave you these healing sounds(pictures of letters).
Gnome Before: My brother is healthy again! Let's all go dancing!
Dance "Letka-Enka" for animals.
Gnome Re : How fun it is to be with you!
M. hands: Do you know that fun and laughter prolong life? Therefore, let's give each other and all our guests our smiles. Laugh for your health!
Cat : We can’t waste time,
I need to find the sheet music!
Ha ha ha! Ha ha ha!
The path is so easy!
Sing it quickly
Our song is more fun!
They walk to the music “Rails-Rails” by M. Lazarev.(perform movements according to the text).
Cat: Guys, I smell some wonderful smell! Look, a flower meadow! What a miracle!
M. hands: In a clearing, by the river,
Flowers gathered in a circle.
Yellow and blue
White and red -
How beautiful
How beautiful!
Guys, to take these wonderful flowers in your hands, let's prepare our palms.
Finger game "Magic Flower".
The flower slept in a magical sleep: (fist clenched tightly).
A petal appeared(Straighten your thumb).
And behind him is his friend, (Index finger)
So the third one didn’t sleep,(Middle finger)
And the fourth did not lag behind,(Ring finger)
Here is the fifth petal,(little finger)
The whole flower has opened! (the hand is in the shape of a cup).
M. hands: And now, guys, let’s take each flower, sit on the carpet and smell the aroma of the flowers. At the same time, let's rest a little. What healing sound will help us rest and relax? (“Sh”)
Breathing exercises “The Aroma of Flowers” to the music “Breathing” by M. Lazarev.
M. hands: Children, listen to what wonderful music it sounds! What is this? -Waltz!
That's right, but this is not a simple waltz, but the “Waltz of the Flowers”, written by the composer
P.I. Tchaikovsky. What kind of music does the waltz have? I invite you to become pairs and we will try to create a dance together. Don't forget our Murlyka and Vera
Nikolaevna.
Dance improvisation "Waltz of the Flowers".
Cat: Guys, it seems to me that there are notes here somewhere nearby. I can smell them. Let's search!
(The cat sniffs, takes one flower, invites the children to find the notes in the flowers).
M.ruk : Great! With the help of my good mood, with the help of my love for music and, of course, with the help of Purr the Cat, we found the notes and now I can play you a good song about healing sounds.
Song “Healing Sounds” by M. Lazarev.
M. hands: That's the end of our lesson. Take my health advice.
Love yourself and the people around you, respect them. Learn to listen to nature: the singing of birds, the sound of rain and wind, the whisper of leaves, the smells of plants. The voices of nature will fill your heart with joy and give you health.
To live and not get sick,
Try to sing every day!
When attending music classes, the teacher should pay attention to the following.
What was the well-being and mood of the children at the start of classes (were the children psychologically prepared for them, was an emotional and aesthetic attitude to the upcoming classes created). What was the start of the lesson like?
Were exercises given to master the elements? musical literacy: a) perception of music accompanying musical-rhythmic exercises, listening, recognizing, memorizing it; b) determining the nature, content, form, means of expression (rhythm, tempo, dynamics, etc.) of musical works; c) performing a musical task in motion; d) development of hearing and voice, intonation of the melody (pitch, basic sounds of the scale, intervals, finding the tonic, transposing, singing without accompaniment, finding and extracting sounds on children's instrument etc.); e) independent decision by children set by the teacher musical problems, aimed at developing the musical, musical-sensory, and creative abilities of children. What methods and techniques did the teacher use in this part of the lesson? What works were selected for musical-rhythmic and auditory exercises. How they were performed. Did this selection meet the musical and pedagogical objectives, were all types of musical activities used in the lesson - listening to music, singing, musical-rhythmic activity, playing children's instruments (if not, why not). Construction of a lesson - the relationship and sequence of types of musical activity; the amount of time devoted to each of them; the feasibility and logic of constructing the lesson as a whole.
How the music listening was conducted. What was its program content and tasks? Were the works performed? instrumental music(according to the “Education Program”). What works are instrumental and vocal music sounded (titles, surnames of composers); whether they were familiar to the children or auditioned for the first time. Who performed the music (music director, teacher), on what instrument. How diverse was the performance of music (singing, piano, accordion, recording). How children listened to music and reacted to it; which they asked to do again.
Was there a conversation about the pieces listened to? Which testified to the children's interest and love for music.
Abilities, skills and knowledge of children demonstrated in the process of listening and perceiving music. Level of musical and artistic taste.
Was expressive performance of instrumental and vocal works, their individual parts (introduction, conclusion, etc.) used? What other visual methods were used (paintings, plates, etc.).
How successful were introductory remarks teacher, his explanations (about the content, nature of music, means of expression), questions, etc.
Were techniques used to activate children’s initiative and creative abilities (offers to listen, learn, name, remember a work, determine its character, form, content - “what the music is talking about”, etc.).
What was the role of the teacher in the process of listening to music? How much time was spent listening to music during the lesson? How children were taught to sing. What is its program content? Tasks set by the teacher when introducing children to a new song they are learning; when repeating a familiar song that requires improving singing and choral skills; when performing a song chosen at the request of the children, which gives the opportunity to sing independently, without accompaniment. Songs performed during class (titles, names of composers).
The quality of children's singing and the state of vocal skills: 1) singing: a) sound formation - do children sing in a natural, melodic voice (without forcing), drawlingly in songs of a melodious nature and easily, ringingly in songs of a moving nature; b) breathing - do children use singing breathing correctly - before a phrase, between phrases, at the end of a song; c) diction - whether words are pronounced clearly and clearly, whether syllables are actively articulated; 2) choral: a) do the children intone the melody (structure) of the song purely; b) do they join in and sing the beginning, the end of the song, the beginning of each verse (ensemble); c) how dynamic (louder, quieter, etc.) and tempo shades (acceleration, deceleration, etc.) are conveyed.
Were the songs performed emotionally?
What techniques were used by the teacher when introducing children to a new song. Was the song performed (display); who was its performer (musical director, teacher, or a recording was used). The teacher’s conversation on the content of the song, his questions to the children, etc.
Techniques for teaching vocal skills: sound production (natural, melodious, moving), breathing (in melodious, moving, light-sounding songs), diction (correct, clear pronunciation of words, activity of the articulatory apparatus), purity of intonation (children’s mood before singing, ability to listen to the sounds of the instrument, the voices of teachers, children; performance of chants, their transposition; showing the movement of the melody with the hand; singing without musical accompaniment, etc.), ensemble (joint beginning and ending of each verse, continuous performance of dynamic and tempo shades, etc.).
Techniques for performing well-known, favorite songs, often repeated at the request of children. Were a variety of techniques used to perform songs by children (choral singing, in subgroups, one at a time, leading singers with a choir, etc.). What are the methods of individual approach to children? What was the role of the teacher and music director in teaching children to sing. How much time was spent singing during the lesson?
How children were taught musical and rhythmic movements. What types of movements were used in the lesson (playing with singing or instrumental accompaniment, staging a song, round dance; dance - folk, ballroom, free, etc.; exercises - their purpose). Was there a preference for one type of movement over another (conclusion from observations of a number of activities). Program content of various types of movements. Pedagogical tasks when learning a game (dance or round dance), in a game that has already been mastered, but requires greater accuracy and expressiveness of movements, their connection with music; in a game that is well mastered and performed on the children’s initiative.
Do children perform an already learned game with singing (or a round dance) without musical accompaniment, just as they perform a well-known song without accompaniment?
What games, dances, round dances, exercises were used in the lesson (titles, names of composers).
The quality of children's movements in various types of musical and rhythmic activities - their correctness, accuracy, rhythm, natural grace, expressiveness. Do children perform movements emotionally?
What place was occupied by visual teaching methods (expressive performance of music, showing elements of movements, formations, etc.) and verbal ( interesting story O new game, dance or round dance, explanation, reminder, etc.), an individual approach to children (performing movements by individual children, dividing children into subgroups, appointing new leaders, distributing roles), techniques for developing the creative inclinations of children (teacher suggestions, independent statements about the nature of music , about the movements corresponding to it, etc.).
Were different techniques used for conducting games, dances, and round dances: performance of the performance by different groups of children; dividing children into subgroups (playing and singing) with a subsequent change of roles; showing the whole group who dances or sings well.
The role of the music director and educator in teaching children musical and rhythmic movements. Distribution of work between them. How much time during the lesson was devoted to the musical and rhythmic activities of the children.
What place did teaching children play musical instruments take in the lesson? Program content and tasks set by the teacher during the lesson.
What is the knowledge and skills of children: do they name instruments, do they recognize them by their sound, do they know how to use them, make sounds (with a hammer, a pick, etc.); play individually or collectively. Repertoire (name musical works and their authors).
What techniques were used by the teacher in the process of teaching children to play instruments. Have the instruments been configured? What is the role and relationship between the teacher and the music director when teaching children to play instruments. How much time was spent in class on this type of activity?
When viewing classes, the head also records: what aids were used by teachers when teaching this or that type of musical activity (paintings, metallophone, flannelograph, records and record player, etc.).
What is the organization and hygienic conditions of classes; Is it appropriate to install a piano in the room, is the instrument tuned; whether the chairs correspond to the age and height of the children, how they are arranged in relation to the piano and to each other; children's clothing, shoes; the illumination of the room, whether it is sufficiently ventilated; the duration of each stage of the lesson (singing, listening to music, movements, playing instruments) and the lesson as a whole (its beginning and end).
LESSON ANALYSIS
1. Program content. Program content and tasks set by the teacher in this lesson for each type of musical activity - listening to music, singing, musical-rhythmic movements, playing instruments. Did this content correspond to the level of musical and general development of the children, their knowledge, skills and abilities (was it too difficult or too easy; insufficiently rich or overloaded). Did the repertoire meet the “Education Program” and the assigned tasks (examples).
What was the connection between the content and the previous lesson: what was new (at the level of unlearning, initial assimilation and consolidation), and what was improved; what was their ratio; whether consistency has been achieved in gradually increasing the complexity of the content. Was the construction and development of the lesson as a whole logical?
2. Methods and techniques. What visual techniques (expressive and artistic performance music, song, dance; display of individual elements: natural, melodious or light, mobile sound of the voice; inhalation and exhalation; word pronunciation or articulation individual sounds; display of dance or gymnastic exercises) and verbal techniques (introductory remarks, explanations, questions, explanation of the content of a song, game or dance) were used in various types of activities, as well as at various stages of children’s mastery of works (when getting acquainted with a new work, when mastering and learning a work, when improving its execution).
Was the performance of the music expressive, the display of individual elements; did the teacher speak in an accessible, concise, expressive manner (was there any verbosity that takes away from the music and interferes with its perception and reproduction).
What other techniques (games, exercises) did the teacher use to arouse children’s attention and interest in music in the pieces they were learning, to develop activity, initiative, as well as the creative inclinations of children. How was an individual approach to students implemented?
Are the teaching methods in various types of musical activities of children sufficiently diverse and appropriate? Methods and techniques of work of the music director and teacher, is there any parallelism between them.
3. Children's activities. How children learned program content (while listening to music, singing, moving, playing musical instruments). Was it too difficult or too easy; Did the children perceive it with interest and how actively did they participate? Have the children mastered the content (who has not mastered it, write down how many children).
What are the skills educational activities children (in accordance with the requirements for this age group): are they sufficiently attentive and active; how they listen, perceive and follow the teacher’s instructions. Are the children tired? The state of children's musical, singing and choral skills and abilities, their musical abilities (perception of music, sense of rhythm). Do children know how to listen, perceive music (vocal, instrumental), recognize, remember, name works, their character, genre; Do the children have favorite works and do they ask them to perform them?
How were children’s sensitivity to music expressed (their statements, questions, requests), and the development of their creative inclinations? The role of the educator.
How the children sang. The state of singing and choral skills: was sound formation natural (without forcing; light and sonorous in songs of an active nature; gentle and melodic in songs of a melodious nature); what are the diction and activity of the articulatory apparatus; Do children have singing breathing? Are the melodies of the songs intoned cleanly (tuning); do they join together at the beginning of the song, verse; Do they perform dynamic (louder, quieter) and tempo shades of songs (faster, slower, etc.) together? How developed musical abilities children, in particular ear for music. Is children's singing emotional?
Did singing contribute to the creative development of children (nature of performance, individual statements etc.).
Were various methods of teaching singing used (singing in choir, in subgroups, one at a time, in a chain, with lead singers, with musical accompaniment and without it), how they contributed to the assimilation of carried. Repertoire (name songs). Which children sang with the greatest emotional uplift. The role of the teacher in the process of children's singing. Are children’s movements in games, round dances, dances and exercises sufficiently correct, rhythmic and musical? Have the skills of coordinating movements with music been developed (starting a movement with the beginning of the music and ending it with the end of the music; expressing the nature of the music in movement). Is rhythmic ability sufficiently developed in children? How natural and relaxed are the children’s movements; Is there any copying of the movements of adults?
What techniques contributed to the creation of naturalness and expressiveness of movements. What place was occupied by the most important techniques for teaching children expressive movements - display, emotional performance of musical works.
Games, dances, round dances, exercises in class (list the authors of movements, music). What did the children do with the greatest interest? How did children show their creative abilities? The role of the teacher in organizing the musical and rhythmic activities of children.
How children played musical instruments. Do they have sound production skills (a hammer on a metallophone, a pick on a zither, etc.); do they find sounds on instruments, do they select melodies; Are they united into ensembles or an orchestra? What techniques were used when teaching children to play. on instruments. Repertoire (name works and authors). The role of the teacher in teaching children to play musical instruments.
4. Is the lesson structured expediently: the sequence and correlation of types of musical activities (listening to music, singing, moving to music, playing children’s instruments).
Hygienic requirements for classes: how the instrument is positioned, is it set up; number and size of chairs for children; children's clothing, shoes; the duration of each stage and the lesson as a whole.
"Kindergarten. A book for managers", ed. L.P. Tarasova. M., 1982