Imagine the bright colors of nature! The red color of the sky at sunset. Orange color orange gardens. Yellow tulips. Greenery of coniferous forests. Heights blue sky. Reflection of the mountains in the blue of the lake. A gentle cloud of purple lilac bushes.
Colored notes for kids
And the musical signs are monotonous black. How to teach a child notes if the sight of these icons does not arouse any interest at all? You just need to add a little magic! Why not make them colorful?! Today the musical fairy of the House of Music will tell you how musical signs and colors are connected, as well as how to quickly learn notes.
To better understand music and learn to sing, you need to understand how it works. Well, for this you should get acquainted with the basics of the language of music - with notes. This means that it would be good for both children and adults to first learn the names of the notes on the staff. But let's first touch a little on the history of musical signs.
Symbols for recording music were invented in the 11th century. At first the notes were square and there were only 4 lines. But then the image of the notes changed. Starting from the 18th century, they began to draw notes in the form of oval icons on a staff of 5 lines. You can read more about the history of the appearance of notes in our article “”.
Why is it better to use colored notes for babies? If you've paid attention to how sheet music is written, you know that they usually have a boring black and white appearance. For kids when studying musical literacy It is not easy to perceive the schematic representation of sounds on rulers. And the color of the notes can make this task easier. Therefore for children younger age created a special technique.
How does this multi-colored technique work?
There are several channels for perceiving information, and the visual channel is one of the most powerful. Therefore, when colored notes are used, it is easier for kids to understand the principle of schematic notation of notes and learn them faster.
What color are the notes?
World musical sounds- magical! Bright colors the rainbows did their best, and the notes became colorful! Let's see what colors correspond to each note:
Before - red;
re - orange;
mi - yellow;
fa - green;
salt - blue;
la - blue;
si - violet.
Seven notes - seven colors. Does this remind you of anything? Yes, of course - these are notes according to the colors of the rainbow!
Who came up with the idea of combining music and color?
To be honest, I did not find accurate information about the author who came up with the method of colored notes for teaching children. Many take credit for this wonderful invention. But it is known that since ancient times there have been musicians with so-called colored hearing. They saw, or rather felt, certain colors when different keys and chords were played.
Who combined colors and music? There is information that composer Alexander Scriabin was the first to arrange notes according to the color spectrum. Seven notes - seven colors of the rainbow. Everything ingenious is simple! Gradually, colored notes began to be used to teach musical literacy to children around the world.
Using the right hemisphere of the brain when learning notes
Matching notes to the colors of the rainbow is used in many countries to teach children music. When using this method, the associative way of perceiving information is activated, and boring musical notation turns into an exciting color game. What does it have to do with right hemisphere brain? The fact is that it is the right hemisphere that is responsible for imagination, intuition and creativity. When colored notes are used when teaching a child, the right hemisphere is actively working. As a result, the baby simply remembers or even sees the color before his eyes, and not a schematic image of a musical note.
Learning notes with children using colors
There are several different options recording colored notes. The simplest is the usual recording of notes on a stave, just instead of black notes, colored notes are used.
But there are other options. For example, they use only color fields: vertical or horizontal, without rulers. Look at what an unusual musical staff with machines we made with the participants of the House of Music!
There is also a technique in which the recording is made in a schematic form using colored circles that are on the same line or connected into patterns.
How convenient and correct is this? It’s difficult to judge, but personally, I prefer the option of game color recording, but still on the usual 5 lines.
Colored keyboard to help a young musician
The color notes technique is used not only for learning the basics of musical notation, but also for teaching kids to play the piano. There are a lot of keys on the keyboard, and all of them are only black and white. How to find the right note? Help your child and show the location of the notes on the piano using colors. To do this, take strips of the seven colors of the rainbow and stick them on the keys, starting with the note “C” of the first octave.
This method helps you quickly learn the placement of notes on the piano. This technique also helps to use different types of memory and makes the learning process as visual as possible. And the colored keys look much more fun and attractive to the baby.
Colored notes for babies: what are their advantages
And one more important point, to which I would like to draw your attention. When we study notes with kids in game form using fairy tale images, designating notes with colors, we actively develop the right hemisphere of the brain, which is responsible for imagination, creativity, intuition and creativity.
Games with colored notes allow you to use the associative way of perceiving information. As a result, the baby simply remembers or even sees the color before his eyes, and not a schematic image of a musical note.
Colored notes are not only a way to master musical notation, it is an effective and interesting way development of a child's intelligence!
But what to do next? How to play with colored notes?
Come to the unique Musical Quest of the House of Music ““, and we will have fun, music games develop our kids with a touch.
Author detailsKaliberda Elena Ivanovna
Place of work, position:
MBOU DOD DSHI Essentuki, teacher
Stavropol region
Resource characteristics
Education levels:
Additional education for children
Class(es):
Class(es):
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Class(es):
Item(s):
The target audience:
Additional education teacher
Resource for a specialized school:
Resource for specialized schools
Resource type:
Program
Brief description of the resource:
The program is designed for simplified learning of musical notation in a playful way. The program is aimed at children 5-6 years old, made in the form of a cartoon fairy tale, which meets the needs of a child of this age. Main character- a cartoon note travels along the staff with the participant and will respond in a friendly way to his answers. The plot of the tale is based on passing levels from simple to complex. The program contains 12 levels. Classical music plays throughout the program.
1. Introduction.
Working as a piano teacher at the Children's Art School, I have to deal with certain difficulties in children mastering musical notation. Parents often ask the question: “Why doesn’t my child run to the instrument with joy?” The teacher, in turn, asks other questions: “Who is to blame?” and “What to do?”, and also: “Why does the current generation of children have great difficulty learning the basics of musical notation?” More recently, when analyzing parents’ complaints that their child spends hours computer games, enjoying the virtual destruction of animals, people, and other fictional characters, I was an active opponent of information computer technologies (hereinafter referred to as ICT). Today I have diametrically changed my position on this issue. In the 21st century inclusion modern child to questions musical art occurs in an extremely saturated information field. The child's perception changes; he lives in a world of technological symbols and electronic signs. The use of computer technology significantly expands student activity.
The teacher’s personality, of course, remains the core guide in teaching and the leader at all stages of the lesson, while the computer acts as a tool that helps in solving assigned tasks.
The teacher ceases to be the only source of information, but becomes the organizer of educational and cognitive activities of students.
Today the teacher must master modern techniques and new educational technologies to communicate with children in the same language.
In my opinion, intensifying the use of modern educational technologies to master the content of education and development of children, the use information technologies in the system of classes for the development of cognitive and creative activity students are one of most important tasks modern education.
Thinking about modern lesson music, I have identified some leading ideas for myself:
1. The curriculum provides only two lessons per week with a teacher in the specialty, and at home the child is left to his own devices, which reduces his interest and complicates the learning process. Considering the child’s attachment to the computer and his skills in using information technology, I decided to combine the implementation of my pedagogical tasks with the child’s desire to play on the computer.
2. One of the conditions for successful learning at home is undoubtedly the use of audio and video materials.
3.One of the most important components is the student’s motivation. The use of information technology makes learning bright, memorable, and interesting for students of any age.
All of the above allowed me to organically incorporate ICT into music lessons at home.
This helps to effectively solve educational problems and achieve a new quality of education.
It should be noted that the idea of using educational computer programs in itself is not new. However, existing programs have a number of disadvantages when applied to learning the piano instrument. There are programs that use the sound-pitch ratio of sounds, which is more applicable for solfeggio lessons (for example, Fruit Lines), or programs that require additional hardware in the form of an electronic keyboard (for example, NoteTrainer).
2. Program description.
The implementation of the above-mentioned tasks led to the creation of this computer program “The Adventures of Notes”.
The essence of the program is to make it easier to master musical notation in a playful way.
The program is aimed at children 5-6 years old, made in the form of a cartoon fairy tale, which meets the needs of a child of this age.
The main character is a cartoon note that travels along the staff. The plot of the tale is based on passing levels from simple to complex. The program contains 12 levels, of which levels 1 to 6 are written for the treble clef, and levels 7 to 12 are written for the bass clef.
1. Start window- “Menu” - The name of the program with a picture of the note.
“Start” button - to start the program.
The “Rules” button opens the help window, which describes the rules of the game for the child.
2. Window "Level 1" opens automatically when you press the “Start” button from the “Menu” window.
Initially, all circles with a level number are inactive, except for the 1st. If the level is passed, it turns yellow. When you exit the program, the completion of the levels is remembered. Against the background of the picture, before the start, there are puzzles that the child must guess. Throughout the passage of the level, classical music plays (see the list of musical works used on page 15). Then the “Start” button is pressed, and notes appear on the staff and alternately move from left to right in their position, according to the level of difficulty. For one level, a note appears on the corresponding ruler and moves from left to right at different speeds (8 seconds, 6 seconds, 4 seconds). Each level has a different number of notes moving, depending on the difficulty level.
LEVELS
2. FA, SALT
LEVELS
8. SALT, FA.
9. MI, RE, DO (small octave).
11. SI, sol, mi, do (small octave).
While the note is moving, you need to have time to click with the mouse on the desired key on the drawn keyboard (when you move the cursor, the key along the contour is highlighted). If the note is guessed correctly, the key turns blue and the face smiles for 2 seconds; if incorrectly, the key turns red and sad for 2 seconds. Until I press the key, the face is neutral. When passing a level without errors, a colorful rating of “5” appears and a transition to new level- the corresponding level number at the bottom of the window is highlighted.
If you fail, the phrase “Try again” appears and the level starts again.
If the program has already been launched and several levels have been completed, then the program opens at the level at which it ended successful completion. From this level you can go to any successfully completed level by clicking on the corresponding star, for example. When you hover the cursor, the button is highlighted.
From any level you can return to the “Menu” by clicking on the picture. If the program is successfully completed, all completed levels are saved in it. Starts the game new baby, in this case, the passage of levels can be reset using the button
3. List of music used in the "Adventures of Notes" program.
Screensaver "Menu" - A. Vivaldi - Concerto for two mandolins and orchestra
1. W. A. Mozart - 2 part of string quartet
2. A. Vivaddi - Concerto for cello and orchestra
3. W. A. Mozart - opera “The Magic Flute” Duet of Papageno and Papagena.
4. F. Chopin - Etude in G-flat major op.10 No.5
5. L. Beethoven - German Dance Rondo.
6.A. Vivaldi - Concert for violin and orchestra in A minor
7. N. Paganini - Cantabile
8. L. Beethoven - Concerto for piano and orchestra No. 3 c-minor-op37--III-Rondo.
9. W. A. Mozart - opera “Don Giovanni” K. 527
10. J. S. Bach - Joke.
11. W. A. Mozart - “Little Night Serenade.”
12. W. A. Mozart - Turkish March.
Screensaver “The Five” - D. Rossini - overture “The Thieving Magpie” (fragment).
Screensaver "Hurray!!" - P. I. Tchaikovsky - Concerto for violin and orchestra,
Op.35 in D major (fragment).
4. Minimum PC system requirements
OS: Windows XP, Vista, 7 (32 or 64 bit) and DirectX 9.0c or later.
System memory: 1GB
Video card: DirectX 9.0 compatible, shader model 3.0 supported
5. Summary
When creating this game, I pursued certain goals and objectives:
· Study of musical notation
· Development of cognitive activity
· Development aesthetic taste
· Development of memory, thinking and attention
· Formation of a positive attitude, the “Successful Child” program.
Studying musical notation
The program was created for home study. Having explained to the child during the lesson the location of the notes on the staff and their names, the teacher sets as homework training (for example, at the 1st level, passing the notes Do, Re, Mi). The next lesson involves training with passing the next level. The transition from level to level occurs under the strict control of the teacher, depending on the mastery of this material.
Cognitive activity
Educational games, in which the child needs to solve riddles, decipher puzzles and puzzles, are certainly loved by all children. One of the most popular and entertaining puzzles is the rebus. Fascinating puzzles for children are excellent gymnastics for developing intelligence.
Musical puzzles also help you remember the names of notes (Do, Re, Mi, Fa, Sol, A, Si).
Solving puzzles is a wonderful educational and, at the same time, fun activity, excellent gymnastics for developing attention and flexibility of thinking in a child.
A rebus is a type of riddle in which the words to be solved are given in the form of pictures combined with notes and syllables.
Unlike a simple riddle, where the basis is verbal description, the rebus also develops creative thinking, teaches the child to perceive graphic images in a non-standard way, and also trains visual memory. Puzzles are very good at developing resourcefulness, intelligence, and the ability to reason logically.
If the child has learned to recognize letters, then it is quite possible to start with the easiest puzzles. In such tasks there are only one or two letters and a note on the staff.
Development of aesthetic taste.
There should be music in children's lives, just like fairy tales and games. With the help of music, you can show the beauty of the world around you, develop the spiritual strength and creative activity of a little person.
The ability to perceive music is organically connected with the spiritual and aesthetic side of the personality. It has been noticed that babies stop crying when listening to music.
The Japanese corporation Sony conducted a study at its kindergarten, trying to find out what kind of music young children like. This study yielded rather unexpected results - children's songs turned out to be last place. Popular songs took second place, the kids liked the most and Beethoven's 5th symphony took first place. A complex piece of music turned out to be the most attractive to children.
Experts also say that classical music has a beneficial effect on the human nervous, cardiovascular and digestive systems.
We know from ourselves how sometimes it is simply necessary to listen to your favorite music, which has a beneficial effect on our state of mind. The same can be applied to children.
Music helps children understand the world, develops not only their artistic taste and creative imagination, but also their love for life, nature, and everything around them. This helps to form a full-fledged personality of a person capable of feeling and compassion.
That's why priority direction V musical development modern children are enriched spiritual world through highly artistic examples of musical art. Getting to know them introduces traits of integrity and harmony into the worldview and character of children, determines the norms of behavior and relationships.
Modern psychological and pedagogical research has convincingly shown that only through contact with true art It becomes possible to instill in a child a love of music, the ability to perceive it, develop the ability to feel and understand its content, develop fantasy and imagination.
I selected the music in this program taking into account age (5-6 years). The program includes masterpieces of world musical art, music by V.A. Mozart, J.S. Bach, A. Vivaldi, F. Chopin,
L. Beethoven, P.I. Tchaikovsky. In the musical design, I used music written for various instruments: violin, cello, piano, mandolin, as well as vocal opera and orchestral music.
Development of memory, thinking and attention
While playing a fairy tale game, a child develops in several directions at once:
· Task No. 1 - remember the names of the notes and their location on the staff.
· Task #2 is to know the location of the notes on the keyboard.
· Task No. 3 - find a match between the staff and the keyboard.
· Task No. 4 is to develop reaction speed when working with a computer mouse, and in the future, speed of working with a piano keyboard and good sight-reading.
Formation of a positive attitude, the “Successful Child” program.
The program uses a child reward system. Everyone knows how much a child loves to get straight A's. An excellent rating affects positive mood child, praise and encouragement from parents and teachers, which entails his self-affirmation and desire to achieve more. In this regard, grades below “A” are not used in the program. If a child fails to complete a level, he is asked to complete the level again.
In addition, to create a positive attitude when completing the program, at each level the child meets his favorite fairy tale and cartoon characters: Snow White, Chip and Dale, Leopold the cat, Matroskin the cat, characters from the cartoons “Madagascar” and “ glacial period" Finding himself in a circle of friends, the child boldly solves the riddles set before him and overcomes difficulties. Another hero was used as a presenter in the program - fictional character Note. His cartoonish image and perky appearance quickly endears you to him. Notka guides the child through all the tests and reacts in a friendly manner to his answers.
The program was successfully tested by students in my class.
The game "Adventures of Notes" was enthusiastically received by children and their parents. Using this program, I realized my goals and objectives: the children easily and quickly remembered the name and location of the notes on the staff.
TEACHING CHILDREN MUSIC LITERATURE
(MDOU d/s No. 107 “Iskorka”, Volzhsky, Volgograd region)
Playing for children musical instruments kindergarten Lately is given Special attention, since children's music playing expands the scope musical activity preschooler, increases interest in musical activities, promotes the development of musical memory and attention, helps overcome excessive shyness and constraint, and expands the child’s musical education.
The color system, widespread abroad, is convenient for children to quickly master playing instruments. A specific color designation (colored keys, metallophone plates) is assigned to each sound. The child has a record of the melody in color designation: colored circles or a color image of notes are used, with and without rhythmic designation. It is very easy to play using this system, but with this method of playing (I see a green note symbol - I press the green key), the ear does not participate in reproducing the melody, the child plays mechanically.
In a similar way, children are taught to play according to the numbers pasted near each plate of the metallophone, and to write down the melody in digital notation. Duration designation can also be modeled (long and short sticks, etc.)
Digital system proposed in the 30s. N.A. Metlov, at that time, may have been justified, but later it began to be used less frequently, since it leads to mechanical reproduction of the melody.
Both ways of teaching children (using color and digital symbols) allow you to easily and quickly obtain the desired result, but do not have a developmental effect: the share of mechanical reproduction of the melody in these methods is too large.
The greatest developmental effect of learning is achieved when playing by ear. But this method also requires continuous development hearing, serious auditory training. Difficulties in teaching children to play musical instruments contributed to the search for a new way of teaching children to play from notes.
Studying methodological literature(“Musical ABC” by N. Perunova and other developments) on the use of musical notation is necessary for a teacher to find ways and methods of teaching playing musical instruments.
Children preparatory group already have the skills to play noise instruments, drums, and metallophones.
Teaching musical notation can be done either music lessons and in circle work. On initial stage work planning required:
Development of a long-term plan,
Selection musical material accessible, interesting and feasible for children;
Search unconventional methods and teaching methods.
It is important to maintain interest and ensure that children are active in challenging tasks. Only by playing, the child devotes himself to learning and masters musical literacy. It is very important to cultivate emotional responsiveness and love of music in children.
Sequence of teaching for older children preschool age musical notation
The first stage of training is the development of rhythmic pulsation in children
First, children are offered game exercises:
· say the name by clapping
· say the word with clapping
· call the sentence clapping
determine the number of syllables in the words (chair - hole - car - TV)
Then the children select words from the pictures and independently play the rhythmic pattern on musical instruments.
Then the task becomes more difficult. Children become familiar with the stressed syllable and highlight it with emphasis.
Getting to know durations. Short syllables are written with a stick (with a flag or a tail) and are called eighth and quarter.
This is how the children gradually become familiar with durations. Interesting poems, nursery rhymes, manuals. cards, didactic games help children understand clearly different rhythms and model them in rhythmic patterns.
Games.
1. Hide the word in a rhythmic pattern (pictures)
2. Identify the word by its rhythmic pattern (Bunny - bunny - bunny)
3. “Live Notes”
Description of the game: in the hands of children, 1 duration each. They stand in a line. The leading child claps the established rhythmic pattern.
Children with sheet music in their hands change places. The game repeats itself.
4. “Stomp - clap” - palms are drawn at the beginning of line 1, and boots are drawn on the bottom line. The rhythm goes all out
notes - magnets. The child reproduces a rhythmic pattern with clapping and stamping. This is where children are introduced to pause (a sign of silence).
The second stage of training - familiarization with notes
Using a “musical clock” helps in becoming familiar with the names of notes (where each one lives). Interesting poems about the stave, treble clef, and notes help to master musical notation. Children easily and firmly remember the location of each note on the rulers.
GAMES WITH NOTES:
1. “The notes got lost”
2. “The notes are hidden in the words”
3. “Name your neighbors”
4. “Musical Tales”
5. “Note Domino”
The third stage of training - playing by notes
Illustrated method of notating notes and notation of steps conventional signs allows you to quickly and efficiently teach children how to play children's musical instruments and the basics of musical notation.
Musical instruments (metallophones and xylophones) have pictures denoting notes;
BEFORE – house (rain). RE – turnip, MI-bear (head), FA – apron, SALT – sun. LA - frog, SI - lilac
(see Appendix 3 “Didactic games”).
Children first play on 1, then on 2 sounds. The songs can be easily transposed, as children quickly navigate and find the right sound. At the beginning of learning, notes are written in pictures (without rulers), later - on rulers.
Children learn a song with words, then name the notes and sounding gestures and move on to playing the instrument (“Note ABC”).
Thus, the unity of the visual, auditory and motor spheres, meaningful awareness of the musical text makes it possible successful development in children musical ear, memory, imagination and creative abilities, the development of his independence when working on learning piece of music.
Bibliography:
1. Bim! Bam! bom! One hundred secrets of music for children. Games with sounds. - St. Petersburg: Musical palette, 2003
2. T.E. Tyutyunnikova “Learning to create. Elementary music-making: music, speech, movement" Moscow 2005
3. Elementary music playing - “familiar stranger” // Preschool education.-1997, No. 8, pp. 116-125
4. E.K. Koroleva “Music in fairy tales, poems and pictures.”, Moscow “Enlightenment” 1994
5. V.A. Shein “Gamma” Scenarios of educational games for teaching children 3-5 years old to read and write music, Moscow Publishing house Gnome and D 2002.
The basics of musical notation are where serious music studies begin. In this short article There will be nothing superfluous, just simple basics of musical notation.
There are only seven notes, their names are familiar to everyone from childhood: do re mi fa sol la si . This series of seven basic notes can be continued by repeating them in any direction - forward or backward. Each new repetition of this series will be called octave.
The two most important dimensions in which music exists are: space and time. This is exactly what is reflected in the musical notation: the space component – pitch, time component – rhythm.
Notes are written with special symbols in the form of ellipses (ovals). To display the pitch, it is used: the higher the note sounds, the higher its location on the lines (or between the lines) of the staff. The staff consists of five lines, which are calculated from bottom to top.
To record the exact pitch of a sound, notes are used keys– special signs that indicate landmarks on the staff. For example:
Treble clef means that the reference point is the G note of the first octave, which occupies the second line.
Bass clef means that the note F of the small octave, which is written on the fourth line, becomes the reference point.
Alto clef means that the note up to the first octave is written on the third line.
Tenor clef indicates that the note up to the first octave is written on the fourth line.
These are the most commonly used clefs in musical practice - not every musician can read notes fluently in all of these clefs, most often average musician owns two or three keys. You can learn more about how to remember notes in the treble and bass clef from a special training that gives tangible results after working through all the exercises. Click to view.
As a rule, the basics of musical notation are explained using the example of a treble clef. See what it looks like and let's move on.
Time in music is measured not in seconds, but in shares, however, by the way they evenly alternate in their movement, they can be compared to the passage of seconds, to the uniform beats of a pulse or a bell. The speed or slowness of beat changes is determined by the overall speed of the music, called pace. The duration of each beat per second can be calculated empirically using an hourglass or stopwatch and a special device that gives the exact number of identical beats per minute.
To record rhythm in notes, duration every note. The graphic expression of duration refers to changes in the appearance of the icon - it can be painted over or not, have a stem (stick) or a tail. Each duration takes certain number shares or parts thereof:
As already mentioned, beats organize musical time, but not all beats play the same role in this process. IN in a broad sense shares are divided into strong(heavy) and weak(lungs). Strong beats can be compared to stress in words, and weak beats, respectively, to unstressed syllables. And that's what's interesting! In music, stressed and unstressed syllables (beats) alternate in the same way as in poetic meters. And even this alternation itself is called nothing less than size, Only in versification the size cell is called a foot, and in music - tact.
So, tact– this is the time from one downbeat to the next downbeat. The beat size has numeric expression, reminiscent of a fraction in which the “numerator” and “denominator” will indicate the parameters of the measure: the numerator is how many beats, the denominator is what note in duration this beat can be measured.
The measure of the measure is indicated once at the beginning of the piece after the keys. Sizes available simple and complex. Naturally, those who have begun to study the basics of musical literacy first of all become familiar with simple meters. Simple sizes are those with two and three beats, complex sizes are those that are composed (folded) of two or more simple ones (for example, four or six beats).
What is important to understand? It is important to understand that the size determines the exact “portion” of music that can be “stuffed” into one bar (no more and no less). If the time signature is 2/4, then this means that only two quarter notes will fit in the measure. Another thing is that these quarter notes can either be split into eighth notes and sixteenth notes, or combined into half durations (and then one half note will take up the entire measure).
Well, that's enough for today. This isn't all of music notation, but it's a really good foundation. In the following articles you will learn a lot of new things, for example, what sharp and flat are, what is the difference between recordings of vocal and instrumental music, how the “famous” chords Am and Em are deciphered, etc. In general, follow the updates, write your questions in the comments, share the material with your friends via contact (use the social buttons at the bottom of the page).
MDOU TsRR-D/S No. 5 “Fairy Tale”, Ozery, Moscow Region.
Methodological development.
“Musical literacy in kindergarten”
Educational program for preschoolers of primary, secondary, senior groups game at DMI. Duration of training is 3 years.
Executor:
Musical director
MDOU TsRR-D/S No. 5 “Fairy Tale”
Gerasimova Valentina Viktorovna
Ozyory
2008
Explanatory note
« Teaching preschoolers musical literacy" Training program.
Duration of training is 3 years.
Types of activities: teaching musical literacy, individual and subgroup work.
During training, children learn a number of concepts of musical literacy: noise and musical sounds, long and short, high
and low, the direction of movement of the melody, dynamic shades, gradual increase and decrease in sonority, tempo, acceleration and
slowing down the tempo, pause, accompaniment, form and structure of a musical work (2- and 3-part form), reprise, musical genres, melody, phrase, accent, character and mood of the music. They learn to write down a rhythmic pattern and melody using conventional signs on a “thread” and on a staff, and get acquainted with
name of the notes.
The course of study lasts 3 years. Year after year, the requirements for children to play children's musical instruments are increasing, and the number and varieties of instruments being mastered are increasing.
1st year of study (junior group)
In the first year of study, children become familiar with children's musical instruments (they study the structure, sound, and playing techniques). Children's knowledge about musical toys (tumblers, barrel organs, musical tops, organs) is consolidated. They get acquainted with the metallophone (listen to plays performed by adults).
2nd year of study (middle group)
In the second year of study, the scope of percussion and noise instruments expands (musical cubes, musical hammers, musical sticks, triangle are added), knowledge about the studied instruments is deepened. Children become familiar with musical terms.
3rd year of study (senior group).
In the third year of study, new, more complex tasks. Children acquire practical skills in playing xylophones. Other percussion and noise instruments are added (triangle, bells, boxes, mallets, spoons, cymbals, maracas, rumba, castanets). Children learn to reproduce not only a rhythmic pattern, but also melodic line learn to observe the general dynamics, pace, enter and finish the game in a timely manner. Children get acquainted with stringed instruments(harp, zither, gusli), with electronic music (“Chizhik”, “Pile”), keyboard-reed (accordion, button accordion, accordion).
1st year of study
Topic: "Children's musical instruments".
Topic name | Repertoire | Period | Qty |
|||
passing | ||||||
class |
||||||
1. Organizational | Conversation with children about the upcoming | September | ||||
class. | activities. | |||||
2. “The rattle is like | Structure and design of a rattle: | 1.Song “Rattle” | September | |||
musical | leg, filler, case-container for | Yu.Anteneva | ||||
tool" | peas | 2.Dancing with rattles | ||||
3. Game “Who. quicker?" | ||||||
3. "Varieties" | Showing different types of rattles: with | 1.Wedding dances with | September | |||
rattles" | with and without legs, different trusses, | rattles | ||||
metal, wooden, | 2. Outdoor games | |||||
plastic, etc. Determination by ear | 3. “Catch-up” | |||||
various rattles. | 4.Free games with | |||||
rattles | ||||||
4. “Timbre.” | Listening to the sound of different timbres | 1.Musically - didactic | October | |||
Multi-timbral | rattles: rattling, ringing, | guessing game | ||||
rattles" | rustling, etc., depending on | 2.Play on different | ||||
material. Determination of sound by ear | rattles using | |||||
all these rattles. | r.n.m. | |||||
5. “Tambourine. | A story about the structure of a tambourine: body, | 1. Game “Who is faster?” | November | |||
Structure of a tambourine" | bottom, hole, metal plates, | 2. “Guess” | ||||
bells. | ||||||
6. "Varieties" | Conversation about different types tambourines: small, | [.Free play on all types | November | |||
Bubnov" | medium, large concert, with | tambourines | ||||
with bells and without bells. | 2. Game "Who's faster?" | |||||
3. Game "Tambourine" Frida | ||||||
tambourines, show, | ||||||
7. "Variety" | Conversation about the dependence of sound volume, | 1. “Beat the tambourine quietly and loudly” | November | |||
Bubnov Dynamics, | extracted by a tambourine, depending on its size, | 2. “Guess” | ||||
auditory | number of bells and impact force. | |||||
perception" | ||||||
8. “Bell.” | A story about the structure of a bell: skirt, | 1.Free games | December | |||
Its structure" | tongue, ear. Show. | 2. “Guessing games” (tambourine, | ||||
bells, rattles) | ||||||
9. "Varieties" | Showing different bells: small, | 1. "Game with bells" | December | |||
bells" | large, medium, Valdai. | 2. Free play on | ||||
bells | ||||||
10. “Timbre.” | Identifying by ear the sounds of different | 1. “Silent and loud bells” | December | |||
The difference is | bells: loud, quiet, gentle, | 2. Auditory “Guess” | ||||
sounds | ringing, melodious, drawn-out - in | |||||
bells" | depending on the type and method of the game | |||||
(“trill”, blow with a stick, finger, | ||||||
shaking). | ||||||
11. “Drum. | Drum display. A story about its structure: | 1. Song “Drum” | ||||
Structure | body, two bottoms, sticks, strap. | 2. “Little March” by Parlov | January | |||
drum" | Sound production. Listening to music. | 3.Marching to the drum | ||||
12. "Varieties" | Showing different drums: large, | 1. Exercise “Walk and relax” | ||||
drum" | small, iron. Conversation about what they are | 2. Song “Drum” | January | |||
differ from each other. | 3.Marching to everything | |||||
drums | ||||||
13. “Timbre.” | Hearing perception of different sounds | 1. Guessing games | ||||
The difference is | drums Distinguish the sound of big ones, | 2.Musical rhythmic game | January | |||
sound different | snare and iron drum. | "Pipe and Drum" | ||||
drums" | ||||||
14. "Musical | Show of musical toys: tumblers, | 1. Free dancing, games, | February | |||
toys" | musical tops, organs, | outdoor games | ||||
musical cards, boxes, | 2. "Guess" | |||||
boxes. Consolidating children's knowledge about | ||||||
musical toys. | ||||||
15. "Spoons" | A spoon is a musical instrument. | 1.Song “Spoonmen” | March | |||
wooden like | Description of the boat: painted, wooden, | 2. “Horse” Potolovsko (straight | ||||
musical | metal, large, small, | gallop) | ||||
tool" | plastic. | |||||
16. "Building" | Conversation about the structure of a spoon: stick-handle, | 1. Demonstration of spoon playing techniques | March | |||
spoons" | heel How sound is produced. | 2. Free games, dancing | ||||
17. “Timbre.” | Listen to the sound of different spoons, | 1. Determination by ear | March | |||
Auditory | identify big and small by ear, | 2. "Guess" | ||||
perception | wooden, metal and | 3. Free games, dancing | ||||
sound of a spoon | plastic. | |||||
18. “Metallophone. | Display of a metallophone. Conversation about him | 1. Performed by an adult | April | |||
Structure | structure: body, metal | various plays on the metallophone | ||||
glockenspiel" | records different sizes, hammer. | |||||
19. "Sounds" | Conversation about noise sounds and musical s | 1. "Guessing Games" | April | |||
musical and | showing the sounds of different | 2. Performed by an adult | ||||
non-musical" | tools. Definition by ear. | familiar songs, singing along | ||||
children | ||||||
20. "Tall and | Determination of sound by ear | 1. “Bird and Chicks” | May | |||
low sounds" | metallophone in high and low | 2. Exercises “Rain”, | ||||
register. Recognizing punching techniques and | "Woodpecker", "Stream" | |||||
glissando. | ||||||
21. “The sounds are loud | Determine the sound volume by ear | 1. “Mouse-river” | May | |||
and quiet" | metallophone. | 2. “Rainy Woodpecker” | ||||
3. "Guessing games" |
Musical literacy in kindergarten.
2nd year of study
Subject:"Children's musical instruments".
Topic name | Repertoire | Period | Qty |
|||||
passing | classes |
|||||||
1.Organizational class | Conversation with children about upcoming work. | September | ||||||
2. "Rhythm" | Checking the sense of rhythm, sense of dynamics, reactions to the beginning and end of a melody. | 1. “Andrew the Sparrow”, r.N.m. | September | |||||
2. “Beat the tambourine quietly and loudly” | ||||||||
Tilicheeva | ||||||||
3. “Tambourine.” Structure of a tambourine" | Repetition of the structure of the tambourine. Varieties tambourines | 1. Game “Tambourine” Frida | September | |||||
2 .. “Beat the tambourine quietly and loudly” | ||||||||
Tilicheeva | ||||||||
4.. "Short and long sounds" | Discussion about short and long sounds. | 1. “Andrew the Sparrow” 1 hour. | September | |||||
Graphic image. Slamming | ||||||||
singing | ||||||||
5. “Short and long sounds" | Graphic image on flannelgraph. | 1. Listening to “Teddy bear with a doll” | October | |||||
Singing songs. | 2. “Andrey the Sparrow” | |||||||
6. “Short and long sounds" | Identifying short and long by ear | 1. Game “Walk and Run” | October | |||||
sounds. Doing exercises. | 2. “Running” Magidenko | |||||||
7. “Metallophone, Structure glockenspiel" | Determination by ear of playing techniques | 1. “Streams”, “Mice” | November | |||||
metallophone. Start and end with | 2.Game “Have time” | |||||||
accompaniment. Development exercises | 3. “rain”, “Woodpecker” | |||||||
imagination and fantasy. | 4. Outdoor games | |||||||
5.Create your own music | ||||||||
8. "The mood in | Determination of character, dynamics, tempo in | 1. “Polka” by Krasev | December | |||||
music" | unfamiliar works, choice | |||||||
relevant tools. | ||||||||
9. "Musical" | March dance. Listening to works in | 1.Marches | January | |||||
genres" | these genres, definition by ear. | 2.Polkas | ||||||
3. Free marching and | ||||||||
dancing | ||||||||
1 o. "Facilities | Conversation about the means of expressiveness of music | 1. “The bells are ringing” | January | |||||
musical | (character, pace, etc.). | |||||||
expressiveness" | ||||||||
eleven. . "Facilities | Listen to the music. Define | 1. “We sang a song” | February | |||||
musical | character and register in unfamiliar | 2. “Bird Festival” | ||||||
expressiveness" | works. | 3. "Starlings and Crows" 4. "Cry Doll" | ||||||
12. “Shock- | The composition of the shock and noise orchestra, demonstration | 1. “We sang a song” | March | |||||
noise orchestra" | instruments, listening to works for | 2. "Marches" | ||||||
shock and noise orchestra. | 3. “Shall I go?” | |||||||
4. outdoor games | ||||||||
13. “Shock- | Repetition of the structure of spoons, varieties | 1. “Topotushki” | March | |||||
noise orchestra. | spoons Getting to know the musical | 2. Outdoor games and dancing | ||||||
Spoons" | with chopsticks. | fractional step | ||||||
14. “Shock- | Listening to music. | 1. “Stompers” (another step) | April | |||||
noise orchestra. | Selecting appropriate music | 2. “My horse” (gallop) | ||||||
Musical | tools. Execution by subgroups | 3. free dancing to the orchestra | ||||||
sticks and | orchestra and movements. | (by subgroups) | ||||||
cubes" | ||||||||
15. “Shock- |
| 1. “Forest Song” by Filippenko | 4 | |||||
noise orchestra. |
| 2. “Ringing Triangle” | ||||||
Composition of the orchestra. |
| 3. “The bells are ringing” | ||||||
Triangles" |
| 4. “We sang a song” | ||||||
|
Musical literacy in kindergarten.
3rd yeartraining
Subject:"Children'smusical instruments".
Topic name | Topic content | Repertoire | Period | Qty | ||||||
passing | classes | |||||||||
1. Organizational | Conversation about predworthwhile activity. | - | 1 | |||||||
class | ||||||||||
2. “Melody. | Definition of melody. Listening to individual | 1. "Ladder" | 3 | |||||||
Progression | phrases, definition of forward movement | 2. "Gorka" | ||||||||
melody movements. | melodies up and down. | 3 . "Streams» | ||||||||
3. “Rhythm.” Short and | Work on flannelgraph, laying out | 1. “Andray-thiefOhit" | 4 | |||||||
long sounds" | stripes of short and long sounds. | 2. « Ladder" | ||||||||
3. "Gorka" | ||||||||||
4 . "Musical | Characteristics of the genre. Listening to different | 1. Various recordings | 4 | |||||||
genres. Waltz" | waltzes in recordings. Definition | waltzes | ||||||||
nature of the music, playing along. | 2. Waltz “Autumn Dream” | |||||||||
5. "Varieties" | Conversation about varieties of waltzes | 1 . Waltz« Autumn dream" | 4 | |||||||
waltzes" | (festive, lyrical, dance). | 2. "Above the Waves" | ||||||||
Listening to various waltzes performed | 3. “On the hills” | |||||||||
on the piano. Character Definition | Manchuria" | |||||||||
sound, bydplaying on your own | 4. « Little Waltz" | |||||||||
selected instruments. | 5 . "Berezka" | |||||||||
6. “Waltz of the Skaters” | ||||||||||
6. Musical | Varieties of dances. Various polkas, | 1 . "Bear with a doll" | 2 | |||||||
genres. Polka" | listening to them performed on the piano, | 2. “Polka” by Lyadova | ||||||||
characteristics of music. | 3. “Polka” Latvian. n.m. | |||||||||
7. "Musical" | Xylophone device. Demonstration of game techniques | 1. Familiar plays | 3 | |||||||
tools. | on a xylophone. Hearing into execution | 2. exercises for children | ||||||||
Xylophone" | adult familiar songs in sound | |||||||||
xylophones. | ||||||||||
8. "Form" | Verse form. Two-part form. | 1. Familiar songs | 4 | |||||||
musical | Definition of form. Listen to the beginning | 2. Waltzes | ||||||||
works" | chorus and second part. Hearing | 3. Polkas | ||||||||
works in verse and two-part | ||||||||||
form. | ||||||||||
9. “Russian folk” | Listening to Russian folk melodies. | 1. r.. N.m. “I was going up the hill” | 4 | |||||||
song" | Comparison of character, mood, form. | 2. “Is it in the garden” | ||||||||
Determining the movement of the melody, | 3. “Birch in the field” | |||||||||
identification of long and short sounds. | ||||||||||
10. “Shock and noise” | Introduction to the drum and noise orchestra, | 1. Recordings, | 4 | |||||||
orchestra" | its composition and tools: ratchets, | phonograms, plays in | ||||||||
bells, box, beater, ruble, | performance on the piano. | |||||||||
maracas, castanets. | ||||||||||
11. "Modern" | Listening to works in modern | 1. Music by R. Pauls | 3 | |||||||
music" | rhythms in pop arrangements. | 2. "Ragtime" | ||||||||
Definition of character, rhythm, mood, | ||||||||||
speakers, register, etc. | ||||||||||
15. “Shock- | Construction and sound production of a triangle. | 1. “Forest Song” by Filippenko | 4 | |||||||
noise orchestra. | Comparison by ear of the sounds of different | 2. “Ringing Triangle” | ||||||||
Composition of the orchestra. | triangles (large, orchestral, | 3. “The bells are ringing” | ||||||||
Triangles" | small, medium). Listening to a new play. | 4. “We sang a song” | ||||||||
Selecting appropriate tools. |
Literature.
1.T.N.Devyatova. Program “3sound-magician”. (Linka-press Moscow 2006).
2. T. Tyutyunnikova. Program. “Elementary music playing with preschoolers.” (Preschool education, 1988)
3. N.G. Kononova “Teaching preschoolers to play children’s musical instruments.” Book for educators and
music head of the kindergarten. (Moscow “Enlightenment” 1990)
4. S. Bubley: “Children’s Orchestra.” A manual for music. heads of preschool institutions (Leningrad “Music” 1983)
5. T. Tyutyunnikova “Musical instruments”. From work experience. (Preschool education, 1997)
6. Zatsepina M. B. Musical education in kindergarten. Program and methodological recommendations / M. B. Zatsepina. - M.: Mosaika-Sintez, 2008.