Musical and literary lounge “MUSIC OF WINTER”
Target: instill love for classical music, to the work of classical poets through the synthesis of arts (music, poetry).
Tasks: develop children's musical and creative abilities:
. teach independently, determine the nature and content piece of music, respond emotionally to it; convey the character of musical works through movement, develop motor qualities and skills; develop singing skills, ear for music;
. improve the ability to play in an orchestra, use a variety of techniques for playing children's musical instruments; expand your musical horizons;
. develop a love for the Russian literary word; improve intonation expressiveness of speech; foster a culture of communication during joint activities children and adults.
Leisure progress.
“Waltz” by G. Sviridov sounds.
Children enter the hall and sit down.
(slide - winter forest)
Good evening, our valued guests. Today we met in the music room to talk about winter, to hear how music and poetry talk about it.
In winter, nature is incredibly beautiful! Everything around turns white and sparkles. The trees dress up in fluffy snow-white clothes, everything around is covered with a white blanket, and winter draws fancy patterns on the glass: fairy-tale birds, crystal flower petals, fantastic castles.
Many poets have sung the beauty and magic of winter. Listen to the poem by A.S. Pushkin:
Here is the north, the clouds are catching up,
He breathed, howled - and here she is
The sorceress winter is coming.
Came, crumbled into shreds
Hanged on the branches of oak trees,
Lay down in wavy carpets
Among the fields, around the hills;
Brega with a still river
She leveled it with a plump veil,
The frost has flashed and we are glad
To the pranks of Mother Winter.
Let's try to briefly travel 100 years ago, to the living room where Russian nobles gathered, and music will help us with this.
(slide - antique living room with a piano)
“Waltz” by P. I. Tchaikovsky sounds
Yes... back then there were living rooms for home music playing. Any self-respecting family had a guitar or piano in the living room. And sometimes both.
After dinner, someone picked up a guitar or sat down at the piano and the hall was filled with sounds. Let us give our listeners the romance “I remember the lovely sound of a waltz...” by composer Lisztov.
Sounds like romance “I remember the lovely sound of the waltz,” music and lyrics by N. Listov.
Many artists, poets and composers loved winter for its magical beauty, pure, clear sparkling colors. Let's talk about winter today, listen to music about it.
Music will open its fabulous gates only to the most attentive listener. Listen to the wonderful sounds of music - and you will hear: a light breeze, the rustle of quietly falling snowflakes or the crystal ringing of a drop...
- What kind of music is playing now?
The play is playing“December” by P. I. Tchaikovsky
Children. The play “December” by composer P.I. Tchaikovsky from the album “Seasons” was performed.
Of course, guys, this music is familiar to you.
But what wonderful lines came from the pens of poets to talk about winter beauty, about its greatness.
(slide illustrating the text of Pushkin’s passage)
Winter!.. The peasant, triumphant,
On the firewood he renews the path;
His horse, sensing the snow,
Trotting along somehow;
Fluffy reins exploding,
The daring carriage flies;
The coachman sits on the beam
In a sheepskin coat and a red sash.
Here is a yard boy running,
Having placed the bug in the sled,
Transforming himself into a horse;
The naughty man has already frozen his finger:
It's both painful and funny to him,
And his mother threatens him through the window...
(slide - winter nature)
Guys, we also know songs about winter. Let's sing one of them.
Song “Zimushka-winter”, music. Z. Root
Winter... what is it like?
Children. Cold, harsh, blizzard, fluffy, soft, beautiful, caring.
Absolutely right. Listen to the verse. about winter.
Verse by N. A. Nekrasov. "Snowball"
The snowball is fluttering, spinning,
It's white outside.
And the puddles turned
In cold glass.
Where the finches sang in summer,
Today - look! -
Like pink apples
There are bullfinches on the branches.
The snow is cut up by skis,
Like chalk, creaky and dry,
And the red cat catches
Cheerful white flies.
What sounds can you hear in winter?
Children. The creaking of snow, the sound of ice, the sound of the wind, the howl of a blizzard.
(slide - flying snowflakes)
Right. But the flight of light airy snowflakes cannot be heard, but you can come up with music about it.
Konstantina Balmont “Snowflake”
Light fluffy,
Snowflake white,
How clean
How brave!
Dear stormy
Easy to carry
Not to the azure heights,
Begs to go to earth.
But here it ends
The road is long,
Touches the earth
Crystal star.
Fluffy lies
Snowflake is brave.
How clean
How white!
Our dear guests, now we will hear “Waltz of Snow Flakes”. What is the name of the composer who composed this work?
Children. P. I. Tchaikovsky. This waltz is from his ballet The Nutcracker.
The wonderful music of Tchaikovsky from his ballets and the album “Seasons” cannot leave anyone indifferent. What other composer has an album “Seasons”?
Children. U Italian composer Antonio Vivaldi has 4 concerts: “Spring”, “Summer”, “Autumn”, “Winter”.
Now we will hear a fragment of the “Winter” concert that is well known to you.
An excerpt from “Winter” by A. Vivaldi is played.
Guys, what is winter like in Vivaldi’s work? What does the music sound like?
Children. The music sounds excited, anxious, winter is blizzard, restless, cold.
Vivaldi himself wrote about this music:
Numb under the fresh snow,
Under the sharp wind blowing into the pipe.
Run, stamping your boots,
And cowering and shivering in the cold.
Winter gives us our favorite holidays, the most fun things to do: snowball fights, sledding, skiing, ice skating, troika with bells.
What piece of music is playing now?
Children."At three." P.I. Tchaikovsky.
In Russia, a troika is a horse harnessed together under one arc. Bells were often hung from the arch, which played loudly when driving quickly.
Song "Sleigh", music. A Filippenko
(winter evening slide)
We have one more picture left. What do we see? Quiet winter evening. It is dark all around and only the lights in the windows of the houses illuminate the way for the lost traveler. Let's sit down near the fireplace, relax and watch the fire crackle.
"Dance with Candles" music. I.S. Bach "Aria from Suite No. 3"
Today we talked about winter, recited poems, sang songs, listened to the music of great composers. This is what our Russian winter is like! We thank everyone who visited our musical winter living room, and at the end of our evening we offer to sing a wonderful modern song by composer E. Krylatov “If there were no winter.”
(slide - winter fun)
The song “If only there were no winter” by muses. E. Krylatovaends the musical evening.
Department of Education
Administration of Balashovsky Municipal District
Municipal preschool educational institution
« Kindergarten combined type "Swallow"
Musical living room
"WINTER-WINTER".
Prepared Musical director : V.V. Babicheva.
June 2012
Music is playing. "December" by P. Tchaikovsky from piano
Cycle, "Seasons".
Children enter and sit freely in the music room.
M.R. Hello, dear friends! I am glad to welcome you again to our cozy music room, where we will once again encounter music and poetry. Music! So what is it? This is a special country, and not everyone is given the opportunity to enter its beautiful magical world. It will open its fabulous gates only to the most attentive listener. Listen to the wonderful sounds of music - and you will hear: a light breeze, the rustle of quietly falling snowflakes or the crystal ringing of a drop...
M.R. And today you were greeted by the music of a wonderful Russian composer
P.I. Tchaikovsky from the piano cycle “The Seasons” - “December”.
We are already familiar with this name. Let's remember why he
Is that what it's called? (Children's answer).
M.R. That's right, children!
Tchaikovsky loved nature very much and depicted not only winter with sounds,
Spring, autumn, summer, but also every month separately. This cycle is called:
"Seasons".
What gentle, light, graceful snowflakes in music, how smoothly they
Spinning in the air. Did you like the music?
Let's listen to it again.
Music is playing. “December” by P. Tchaikovsky.
* December, what month?(winter)
* What mood, what feelings are expressed in the music?
Children: The music is joyful, light, danceable, magical, bright,
Affectionate, sunny.
M.r: Winter has come to us.
There is fringe on the trees,
The yard is not visible from the window -
The entire glass was covered with a pattern.
And although winter is already ending, I want to talk to you about what a wonderful time of year it is.
Many poets, artists and composers loved it for its magical beauty, pure, clear, sparkling colors. And today we will listen to music, look at paintings by artists.
I propose to start our meeting with a wonderful song about winter.
Song "Russian Winter"(preg.gr)
M.r: Winter... what is it like?
(Children's answers: cold, harsh, blizzard, fluffy, soft,
Beautiful, caring.)
M.R: What sounds can you hear in winter?
Children: (snow creaking, ice ringing, wind noise, howling blizzard).
Perhaps winter is the most magical time of the year. She gives us the most
Favorite holidays, funniest pastimes: snowball fights,
Sledding, skiing, skating, triple skating with bells.
Listen to a piece of music and think about its name.
The play “On the Troika” by P. Tchaikovsky is playing.
M.R. Children, you probably recognized the familiar play that was played
Now? Children's answer.
M.R. Right. This is "On the Troika". November by P. Tchaikovsky.
Troika is the name in Russia for horses harnessed together under one arc. Bells were often hung from it, which, when driving quickly, played loudly, shimmering with a silver sound... Although November in Russia is an autumn month, winter already appears in its full form.
The composer conveys the rhythm of a galloping troika. We seem to see her at first from a distance - the music sounds quietly, then the trio approaches - the music becomes louder, the sound of hooves is heard more clearly. Then the troika gradually moves away - the music fades out, and now the troika is no longer visible at all...
What instrument was this music performed on?
Children: On the piano.
M.R. And now you have this task: Try to decorate the play with the sounds of suitable children's musical instruments, which you can choose yourself.
Children choose bells, a tambourine, a metallophone, a xylophone, and wooden spoons. They improvise to a recording.
M.R. Evaluates the game.
Many composers wrote music about nature, but today we are talking about P.I. Tchaikovsky. And this is no coincidence, since his music is understandable to every person: After all, Tchaikovsky spoke through the language of music about our Russian nature, about our Motherland.
Now close your eyes and listen carefully to the play by P.I. Tchaikovsky"Winter Morning". I wonder what each of you will see thanks to this music?
The play “Winter Morning” is playing. P.I. Tchaikovsky.
M.R. Tell me, what kind of music is this?
What mood does it create?
What did you imagine while listening to the music?
Children: The music is gloomy, blizzard, alarming, blizzard.
What picture emerged?
Children: A picture of stormy weather emerges winter morning– dark, blizzard,
Cold, unfriendly. The music sounds either plaintive or uncertain,
That's alarmed.
M.R. Right. When we listen to the play, a picture of a stormy winter morning arises: dark, blizzard, cold, inhospitable.
What musical colors did Tchaikovsky use to paint this morning?
At what tempo is this piece performed and why?
Pace? (Anxious, fast, slow)
For what? (to depict a blizzard).
What other colors can convey the darkness and cold of a winter morning?
(Low and middle case).
Children: The music is blizzardy, fast, as if a blizzard was blowing up.
M.R. Children, now I will read you a poem that
accurately conveys the picture of this winter morning?
poem by S. Yesenin.
Winter sings - it calls, the shaggy forest lulls
The ringing sound of a pine forest. All around with deep melancholy
Gray clouds are sailing to a distant land.
And a snowstorm spreads across the yard like a silk carpet,
But it's painfully cold. Sparrows are playful,
Like lonely children, they huddled near the window.
The little birds are cold, hungry, tired,
And they huddle tighter. And the blizzard roars madly
Knocks on the hanging shuttersAnd he gets angrier.
M.R: Guys, did you know that winter fluffy snow is former snowflakes that are now frozen in the winter wind. Snowflakes are light, airy,
The music of their dance is almost impossible to hear, but it can be invented.
Today we will listen to another piece of music
Composer Pyotr Ilyich Tchaikovsky
"Waltz of the Snow Flakes" from the ballet "The Nutcracker".
Guys, tell me what genre does waltz belong to?
That's right, it's a dance.
Waltz is smooth, beautiful dance with a swirling melody and
A certain rhythm. The word “waltz” itself comes from
The words “spinning”. So, let’s listen to “Waltz of Snow Flakes” by P.I. Tchaikovsky.
Listening to "Waltz of Snowflakes". P. I. Tchaikovsky from the ballet “The Nutcracker”.
What kind of music is this? What did she tell you about?
Fabulous, magical, whirling, flying, graceful,airy, alarming, exciting.
(Children's answer). You got the music right. We seemed to see a snow-covered forest, heard a storm begin: the first light snowflakes were swirling in the air, the wind was blowing stronger and stronger and suddenly threw a handful of snow in our faces and immediately rushed away. And now everything is covered with white fluffy snow! The blizzard has subsided.
After a storm there is always a calm. And at these moments you can admire the winter landscape. (Reproductions of paintings are offered for viewing) Everything is calm. A fluffy blanket of snow covered everything around, the river was frozen. And only snowflakes shimmer and sparkle in the rays of the sun.
The winter forest sparkles with snowy whiteness
And the fog swirls over the blue path.
The beautiful Christmas trees froze at the edge,
And snowflakes like to sparkle on their tops.
Did you like the picture painted by the music?
What do you think, was the music performed by one musical instrument or many?
The Waltz of Snow Flakes was performed by a symphony orchestra.
What tools symphony orchestra You know?
Showing an illustration of a symphony orchestra.
How nice it is to look at falling snowflakes. Each one feels like its own
The dance is performed by twirling in the air. That's what I suggest to the girls
Temporarily turn into snowflakes. And may each of you
Come up with and perform your own dance, take the ribbons.
Repeated listening to the fragment “Waltz of Snow Flakes”
With girls' improvisation.
Slowly, slowly swirling, snowflakes fall to the ground.
They are light and weightless. Snowflakes swirl in the rays of the winter sun.
And they shimmer, sparkle and sparkle like fabulous diamonds.
And now the entire forest is covered with a light snow-white blanket.
And now the poem “Snowflake” will be recited by Lilya Nemushkina.
Poem "Snowflake".
Today we talked about winter, recited poems, sang a song about winter, listened to the music of the great Russian composer P.I. Tchaikovsky.
What a beauty the Russian winter is! To keep her image in your memory longer, try to draw her at home as bright, elegant, sparkling or stern. Can you draw funny picture winter fun: playing with snow, sledding, skiing, skating.
And bring it and show it to us.
PAINTINGS. " February blue" I. GRABAR.
“WINTER MAGIC” K.YUON.
"FROST". N. KUZNETSOV.
Goal: 1. Instill a love of classical music and creativity
P.I. Tchaikovsky, through the synthesis of arts (music, poetry, painting).
2. Develop children's musical and creative abilities, skill
Use familiar movements in an improvised dance.
3.
enrich vocabulary musical terms;
4
.encourage children to express the feelings evoked by music through singing.
5. educate children positive attitude to nature
Through various types art.
6 . Consolidate knowledge about musical genres and tools
Symphony orchestra.
Introduction
The development of interest in self-educational reading is facilitated by the organization of a creative form of activity. The creative form of activity is non-standard, non-traditional, multidimensional. Its fundamental task is the development of intelligence, personal, communicative qualities of the student, his self-development, self-education, self-education. Forms of activity such as the literary lounge exceed the qualitative potential of regular lessons, extracurricular reading lessons, game lessons, and seminars.
The ability to express one’s thoughts clearly and clearly, to speak competently, the ability not only to attract attention with one’s speech, but also to influence listeners is a kind of mirror of a person’s culture and education.
As the authors of the development, we assume that an event such as a literary lounge can be held 1-2 times a year, taking into account different ages schoolchildren. The literary lounge is focused not only on testing the assimilation of program material, but also on revealing creative possibilities every student. The themes of the literary drawing rooms were not chosen by chance. In 11th grade, during literature lessons, students get acquainted with poets Silver Age. These poets include Sergei Alexandrovich Yesenin and Anna Andreevna Akhmatova. Academic and extracurricular activities increase students’ motivation to explore the issues of poets’ works. The content of the classes was selected from one of three forms of organizing the educational process - extracurricular activities. The criteria that determine the uniqueness of this form are the following:
- voluntary participation of class students;
- taking into account individual abilities and inclinations;
- the maintenance of the living room depends on the initiative of the students;
- selection of works suitable for the topic.
When organizing living rooms, we pursued the following goals:
Educational goals:
- mastering the ability to understand the uniqueness of the worldview and artistic features creativity of poets;
- learning to compare life materials and artistic plot;
- the formation of specific and solid knowledge about the poet and his works;
- establishing the relationship between the poet’s personality and creativity.
Developmental goals:
- awakening emotional responsiveness, activating the reader's feelings;
- production attentive attitude to a literary text;
- revealing the creative abilities of students.
Educational goals:
- development spiritual world high school students;
- creating conditions for the formation of a thinking personality who has a sustainable interest in the lyrics of the Silver Age poets, capable of enriching himself spiritually from communication with poets and their works;
- help students understand what the soul is and feel the soul of poetic creations.
The originality of the development lies in the following: schoolchildren in the living room are not offered well-known facts from the lives of poets, but the lives of A. Akhmatova and N. Gumilyov are presented in the form of their memories and the woman to whom Yesenin dedicated a whole cycle of his poems.
It is advisable to use the developments after studying the works of S. Yesenin and A. Akhmatova, in the 11th grade. The development is designed for 11th grade students, but it is advisable to involve 10th grade students as well. This form of work is advisable in a class with an average or strong level of achievement. Developments expand the literature curriculum.
The material and technical base for conducting such forms of classes is viewing a presentation, listening to romances based on poems by poets.
We included the following forms of communication with students in the living rooms: expressive reading aloud, reading by heart.
Main part
School is the first organized operating environment long time affecting the child during the period when he goes through three the most important stages development: childhood, adolescence, adolescence. The school accumulates all the influences of the environment as a whole. The transformation of a teenager's social position is considered in an organic relationship with transformations of the social environment.
Social education of children is one of important factors stabilization of society. Social education should achieve two goals: the successful socialization of younger generations in modern conditions and self-development of a person as a subject of activity and as an individual. Extracurricular work on literature is considered one of the sources of spiritual and moral education of schoolchildren.
Extracurricular activities shape and develop the child’s personality. Managing the educational process means not only developing and improving what is inherent in a person by nature, correcting emerging undesirable social deviations in his behavior and consciousness, but informing him of the need for constant self-development, self-realization of physical and spiritual strength, since each person educates himself, here obtained personally - obtained for life. After-hours system educational work according to literature, it represents the unity of goals, principles, content, forms and methods of activity.
We are talking a lot now about how, given the severe shortage of hours for studying Russian literature, we can preserve the moral and aesthetic potential of this subject, which influences the formation of personality and allows, in the age of rationalism, to awaken in a student an interest in reading, in a real book, in a writer. We see such opportunities not only in the lesson, but also in skillfully organized extracurricular activities, if students actively participate in it and receive interesting and feasible tasks from the teacher.
Complex activities that involve aesthetic education through the use of a synthesis of arts play great importance in the education of literary taste and in the formation of teenage reading motivation. This also includes literary and musical living rooms.
The literary and musical lounge develops taste, broadens horizons, develops creative activity, and increases general culture. Based on the principles of associative connection of different genres, styles and rhythms literary texts, musical (and sometimes video) fragments united by a common idea, this form allows for a brighter and more emotional impact on schoolchildren, is easier to perceive, helping them to compare, reflect, and draw conclusions. The use of individual bright design details helps to emphasize the era, convey a specific idea, and create an emotional atmosphere of immersion in art.
At the same time, this is a rather complex form of work, both for the preparation of teachers and librarians, and for the perception of schoolchildren. It is most advisable to carry it out with high school students. When preparing a literary and musical living room, it is advisable to refrain from overloading. Therefore, along with literary and musical compositions, literary and artistic compositions can also be carried out, where poetic fragments are combined with video material, and the musical accompaniment can be fragmentary or included in a quiet background.
Today many consider this species mass work less effective because it involves passive perception, because It is difficult to involve everyone present in active action. However, one can object here. The active activity of schoolchildren can manifest itself at various stages of work. For example, when the text of a composition is compiled by schoolchildren themselves, this provides the opportunity for their most complete and multifaceted literary and aesthetic development. In addition, it is advisable to strive to ensure that as many schoolchildren as possible become readers and performers. Finally, this form of work does not allow a large number of spectators; it requires an intimate setting.
Sometimes school libraries hold literary evenings or meetings in the literary and musical lounge. This is complex and delicate work, which is advisable to carry out together with a teacher of literature and artistic and aesthetic subjects. Preparing such an event requires considerable time. Before holding an evening or meeting, it is necessary to carefully prepare the program, based on the goals and capabilities of the students. The program for such an event may include introductory part, official part, artistic part, conclusion. By official part we mean a report or message. However, instead of a report, you can simply include a short introductory remarks teacher or librarian.
Any work is effective when it is carried out in the system. Therefore, it is necessary to strive to create a holistic system for introducing students of all age groups to reading.
At our school, attention is paid to identifying the student’s interests, revealing individual creative abilities and their development.
Some conditions for creative self-improvement cannot be created in a classroom-lesson system. However, in extracurricular work this is quite feasible.
The subject “literature” unites within its boundaries two oppositely organized linguistic spaces: literature as an art form and literary criticism as a science.
The relationship of this semiotic pair must ensure, first of all, the development of the student, both through the means of the lesson and through the means of extracurricular activities, but certainly in a creative environment.
Huge role in personal development teenagers are influenced by their perception of literature, their assessment of certain events. They can provide significant assistance with this extracurricular activities, since the teacher can select those works at his discretion fiction, which can most effectively influence the development of adolescents of a particular class. Not always school curriculum meets the needs and tastes of schoolchildren, some facet of their development may not be sufficiently disclosed. And then extracurricular activities that have enormous artistic and educational value come to the rescue.
Development (intellectual, spiritual, and communicative) is possible only if we focus on the psychological and physiological characteristics of a specific age period. We focus on the leading type of activity of adolescence - intimate and personal communication, when interest in learning usually fades away. Consequently, the lesson becomes a means, not an end. A teenager achieves success not in an adult environment, but in a microsociety among peers; interest in group activities predominates. The literary lounge very successfully meets the requirements of the leading type of activity, because the goals of the literary lounge are:
- information-subject – expansion literary education provided by the program;
- active-communicative – the formation of aesthetic and psychological mechanisms of human communication with art, creative people;
- value-oriented – assimilation of the humanitarian potential of art, formation of a worldview.
The literary lounge is a form of work that involves free communication on literary material.
We tried to revive this form of work, modernize it, orient it to the interests and needs of a teenager in socialization, self-expression and self-improvement. Since when studying the course of literature of the 20th century in high school, certain difficulties arise with the perception of works of art, since teenagers (due to their age characteristics and their characteristic maximalism) the whole range of problems posed by this literature seems “incredibly outdated”, and they are drawn to everything new, fashionable, avant-garde, then we resolved this contradiction by involving them in the modern creative process.
Thus, the living room in our school has acquired a special, unique specificity: communication with the world of literature and its representatives (poets, writers) does not take place in absentia, but in the form of a “live dialogue”, where the students themselves speak on behalf of the poets and their environment. Here a conversation “on an equal footing” is possible, which means creating conditions for the student’s self-discovery, self-development and self-improvement. The poet and the schoolchild become equally responsible participants in the creative action, which forms the habit of continuous self-knowledge and develops the necessary to modern man personal qualities, gives you knowledge of your own capabilities and faith in success.
In our work we propose the development of two literary and musical living rooms dedicated to the poets of the Silver Age.
Poetry of the Silver Age occupies a significant place in the process of studying literature at school. Its relevance in the process of developing a student’s personality is undeniable. Modernity itself, the proximity of the artistic language to the forms of modern spoken language, the relevance of moral, existential, social problems addressed in it, presuppose a deeper and more personal perception of it by the student.
A literary and musical salon dedicated to S. A. Yesenin took place in grades 10-11.
Event characteristics:
- In terms of audience coverage: 40 students of grades 10-11 took part in the living room.
- By content: topic chosen, dedicated to creativity S. A. Yesenina - “Yesenin through the eyes of loving women.”
- Form: free communication prevails
Preparatory stage
Preparations began with defining the purpose of the event - to form an idea of the life and work of S.A. Yesenina.
The students were asked to study the poet’s biography and read poems dedicated to the women who surrounded S. Yesenin throughout his life.
The guys were asked:
- identify a range of issues and discuss them collectively;
- discuss the date of the event;
- think over the course of the event;
- design the audience.
The students decided to hold the living room in October, because... It is in October that the Russian poet Sergei Yesenin is born. Before the living room, school students in grades 5-9 drew drawings dedicated to S.A. Yesenin. Drawings by the children, a portrait of the poet, collections of Yesenin’s poems - all this served as decoration for the audience.
Stage of the event.
A musical screensaver sounds, and romances based on poems by S.A. are heard throughout the living room. Yesenina. Pupils read the poet’s poems, report unknown facts from his life. The decoration of the audience set the schoolchildren in a lyrical mood and created a mood for reading Yesenin’s poems. The presentation helped students get in touch with the world in which S.A. lived. Yesenin. A portrait of the author, an exhibition of drawings by schoolchildren - everything contributed to creating an atmosphere of relaxed communication. Musical accompaniment enhances the perception of Yesenin’s works, matches his mood lyrical works. Romances based on the poems of Sergei Alexandrovich help show the depth of the poet’s feelings, the depth of his relationships with the women he loves.
A living room dedicated to A. A. Akhmatova was held by students in grades 10-11 in October of the following year. The event took place in three stages: preparation, living room, reflection stage.
Preparation. At a meeting of the Russian Language and Literature Ministry in May of the previous academic year are being discussed sample topics, most often suggested by the students themselves. In September, topics are specified and deadlines are specified. Development of a scenario, which is the creativity of the organizers themselves, determining the place of students and guests in it. Preparation of groups of students, rehearsals. But the entire course of the literary drawing room, the entire script, is never rehearsed in order to create an atmosphere of relaxed interest.
Creation of appropriate interior decorations, costumes, candles.
Holding a living room.
Within extracurricular reading The students read and learned poems by A. A. Akhmatova. The literary lounge introduces students to little-known facts from the life of the poetess. The literary lounge was accompanied by a presentation.
The decoration of the audience created an atmosphere of goodwill. The sound of romances based on Akhmatova’s poems corresponded to the lyrical mood and helped to reveal the depth of Anna Akhmatova’s relationship with Nikolai Gumilyov.
Thus, extracurricular reading lessons are an additional, but nevertheless important aspect in the educational process, since the literature studied in extracurricular reading lessons can be selected by the teacher taking into account the tastes and needs of a particular class, that is, we can talk about a more individualized process training compared to the general education program.
Conclusion
Mastering values is the most important educational goal of teaching literature, ignoring which dilutes the content of its school course.
Spiritual and moral education and upbringing of the younger generation through the means of literature, the consistent and purposeful use of its educational capabilities in order to form and develop the value orientations of youth is entering life today as a necessary and fully justified phenomenon. The study of literature is impossible without the most important historical-literary, artistic-aesthetic and spiritual- moral concepts and ideas (“ideological and artistic content”, “pathos”, “ideal”, “nationality”, “ national character", "conscience", "duty", "honor", etc.). Without all this, the study of literature loses its meaning. An equally important component of literary education is the selection of works for study. The basic condition for “measurements” for the “classics” is a clear distinction between good and bad, good and evil, a rejection of relativism in the understanding of spiritual, moral, and artistic values.
Formation of value orientations in older children school age determines further development psychological characteristics personality: intellectual abilities, volitional qualities, etc. To the extent that the motivation for the perception of higher spiritual values is formed, the needs of the individual are formed, and opportunities for its further development are determined. Personality orientation towards positive moral values- its most important regulator social behavior, which is especially relevant today.
The educational potential of extracurricular work is perceived by students if the teacher creates conditions for free communication, co-creation, cooperation, takes into account in his approach to each student the features of his subjective world, the motives of behavior of children, adolescents, youth, their orientation towards certain social, natural, national, artistic values, appeal to the individual experience of a person. Such conditions contribute to the analysis of the level of perception of literature by schoolchildren, help to understand to what extent the main content of their value orientations has been formed - ideological, moral beliefs.
The process of forming value orientations of high school students can be successful when the teacher creates a system of targeted influences. And the first step, in our opinion, is the development of interest in the book, knowledge of its ideological and artistic meaning. Involving high school students in creative activities that stimulate and exercise them moral actions, also contributes to a deep understanding of the artistic and figurative system of works, evaluation of their ethical and aesthetic content.
The point of studying literature in extracurricular work is to deepen the vision of the world, expand the range of problems that concern a person, cultivate personal involvement in everything, teach how to include a work, image, detail in the broad context of literature, culture, history and do this through dialogue.
Non-traditional forms of work open up the opportunity for children to recognize their talent, to hear and understand themselves “on a journey through time and space”, to feel the powerful cognitive energy of culture, because, as Boris Pasternak said, “culture is a fruitful existence” when the soul rises above all thoughtless deeds and life itself becomes creativity.
Level of high culture work of art protect senior students from negative impacts, are transferred to the rank of personality.
The inner state of the children’s soul does not immediately change; they learn to ask questions, understand the meaning of life, the beauty and harmony of the world. Art artistic word- this is the path to yourself. The effect of a successful answer to a question changes the children’s attitude towards literature, introduces them to reading, and a love of Russian poetry.
The effectiveness of the literary lounge is difficult to study. There are digital indicators - the number of those present, speakers, read the work and literature about the author before and after the living room. However, numbers do not always allow us to draw full picture. It is difficult to take into account the degree of reader satisfaction, level of emotional experiences, etc.
Currently, literary drawing rooms are held quite often. In a somewhat abbreviated form, this form is used in interest clubs, in cycles literary events. Literary lounges promote an in-depth perception of works, the development of the reader’s own opinion, and the ability to formulate it, which is one of the criteria for assessing quality.
Ivanova O.A.
At the end of the 90s of the XX century in Russian society due to the rethinking of values, many social problems, including: loss moral ideals, prestige high art, including high music.
Meanwhile, as V.O. said Klyuchevsky: “... art is valuable not for the benefit it brings, but for the harm it saves from, providing less crude entertainment.” Therefore, concern for the promotion of high art becomes especially relevant.
That is why in the MBOU DOD Central Military District "Creativity" of the city. Samara, the idea of a music lounge arose as a form of organizing leisure time, which organically combines training and education. On the one hand, this contributes to the formation in the child of various ideas about the essence of certain phenomena, develops certain skills, and on the other hand, leisure forms the moral qualities of a person’s personality, such as determination, personal and cognitive activity, the ability to interact with children, provide mutual assistance, and cooperate. Children enjoy participating in any leisure activity. The very novelty of the student’s position ensures an emotionally positive attitude towards it.
Education is considered by the teacher as the purposeful ascent of the child through the stages of culture, organized by the educator, through the steady everyday reproduction in an individually free form of the cultural achievements of mankind. The teacher is an accomplice in this ascent, a strategist, instructor, support and assistant in this difficult movement forward and higher:
- Participant in joint activities (What are we doing?);
- Activity strategist (Why do we do it?);
- Instructor (How do we do it?);
- Support (How is it easier to do this?);
- Going into the shadows (Who does this?);
- Activity corrector (At what cultural level is the work taking place?)
The teacher presents cultural values as a value object that is accessible to the perception, understanding, and assessment of the child.
In Russia, the organization of living rooms (salons) as a form of creative meetings of people interested in any social, humanitarian, literary and artistic problems was quite widespread in the 19th century, especially in the form of literary and musical living rooms. The common thread for creative communication in salons has always been the ideas of caring for the fate of Russia, understanding the richest historical heritage, development of patriotism and self-improvement.
The music room, along with the Philharmonic, successfully fills the younger generation with spiritual light and fills the vacuum of aesthetic education and creative communication. Here children learn new things about music and composers, share their knowledge and skills.
Musical living rooms are not designed for quick pedagogical results, but they give rise to an emotional response in children's hearts, open up new opportunities for the formation of aesthetic and moral attitude to the surrounding world.
The theme of musical living rooms is designed for children from 10 to 13 years old. The material provided consists of five cycles:
- Works of classical composers;
- History of musical instruments;
- Genres musical art;
- We are Russians;
- Music and literature.
The purpose of organizing and holding music lounges is: creating conditions for the formation of spiritual and moral qualities of an aesthetically developed, creatively active personality through artistic and aesthetic education.
To achieve the goal, the following tasks are solved:
- Introduce students to the best examples musical culture and give them ideas about the content, form, context of these works;
- To introduce children to the system of aesthetic and moral concepts in the context of a musical work;
- Introduce students to the elements of analysis of a musical work (plot and composition, genre specificity, peculiarities stylistic means), as well as determine the place of the work in the historical and cultural process of its time, in the spiritual context of the era; the influence of the work on subsequent musical tradition;
- Involve students in meaningful leisure activities. encourage them to self-improvement and realize personal potential.
The following methods are used in organizing a music lounge as a form of leisure:
- gaming (game training);
- theatrical methods;
- competitive;
- methods of cooperation;
- methods of educational situations ( problematic situations, corrections behavior, dilemma method);
- improvisation.
The main thing is that the teacher constantly reinforces this attitude with an approving assessment of each child and his activities.
Game trainings perform the following functions:
- communicative function - uniting children into a team, establishing emotional contacts;
- relaxation function – relieving emotional stress caused by stress on nervous system;
- developmental function – harmonious development of personal qualities to activate the reserve capabilities of the individual;
- educational function – developing the skills to demonstrate various personal qualities in game models that are adequate to life situations.
Methods of cooperation consist in equal spiritual contact between adults and children. These include: joint discussions, discussions, intensifying communication.
Methods of educational situations consist in updating the moral qualities of the child, in stimulating moral behavior children. These include problematic situations created by adults in the process of holding a music room. In the process of inclusion in these situations, children develop a certain social position and social responsibility, which are the basis for their further entry into the social environment. Methods of educational situations contribute to the fact that adults, in confidential communication with children, form a life outlook and life positions based on universal human values.
Behavior correction method is aimed at creating conditions under which the child will make changes in his behavior and attitude towards people. Such correction can occur on the basis of comparing the child’s actions with generally accepted norms, analyzing the consequences of the action, and clarifying the goals of the activity. A positive example can be considered as a modification of this method. Based on an ideal, an example worthy of imitation, and established norms, a child can often change his behavior and regulate his actions, which can be called self-regulation.
Dilemma method consists of students discussing moral dilemmas together. A dilemma is a situation of moral choice. For each dilemma, questions are developed in accordance with which the discussion is structured. For each issue, children give convincing arguments for and against. It is useful to analyze the answers according to the following criteria: choice, value, social roles and justice.
For each dilemma one can determine value orientations person. For example, when offering students a choice of answer options, focus on the main question: “How should the central character behave?”
The leading pedagogical method of educational activity is pedagogical support, which allows students to be included as much as possible in the process of co-creation with the composer, presenter, and performers.
As a result of participating in music lounges, students:
- get acquainted with the best examples of musical culture and gain an understanding of the content, form, and context of these works;
- get acquainted with the system of aesthetic and moral concepts in the context of a musical work;
- get acquainted with the elements of analysis of a musical work (plot and composition, genre specifics, features of stylistic means), as well as determine the place of the work in the historical and cultural process of its time, in the spiritual context of the era; the influence of the work on subsequent musical tradition.
- become involved in visiting music lounges as a form of meaningful leisure time.
The revival of the prestige of high music as a necessary condition for the formation of a spiritually mature, educated and socially significant personality will help to increase cultural level, formation of a worldview, civic and moral position, instilling a sense of pride and responsibility for cultural heritage Motherland.