Presentation on the topic: Presentation "Introducing children to the art of music through the integration of various types of musical and artistic activities using ICT." Introducing children to musical art

04.05.2019

Department of Education of the Novocherkassk City Administration
municipal budget preschool educational institution
general developmental kindergarten No. 12

Introducing children to musical art through the integration of various types of musical and artistic activities using ICT

Prepared by:

Bocharnikova S.V.

Musical director MBDOU No. 12

2013

My idea is to revive musical activity with children, to provide an opportunity to present all its directions more colorfully and clearly.

Therefore, I formulated my pedagogical idea as follows: « Introducing children to the art of music through the integration of various types of musical and artistic activities using information and communication technologies.”

Implementing what I set target:

I highlighted the use of ICT as the main means of introducing children to the art of music a number of tasks:

increase the motivational readiness of children for musical and artistic activities, harmoniously combining traditional means of education with the use of ICT;
use the integration of educational areas based on musical and artistic activities using ICT;
move the emphasis of musical perception from verbal representations to visual images.

In Federal state requirements, published in the order of the Ministry of Education and Science of the Russian Federation dated November 23, 2009 No. 655principle of integrationput forward as one of the fundamental principles.

Therefore, in my activities I rely on the integration of educational areas highlighted in Order 655, focusing on the educational areas of “Music” and “Artistic Creativity”.

development of musical and artistic activities;
introduction to the art of music.

Essence of the idea: usage information technology to increase children's motivation in musical development and leads to a number of positive consequences:
. psychologically facilitates the process of learning material by children;
. arouses keen interest in the subject of knowledge;
· broadens the general horizons of children;
· the level of use of visual aids in the classroom increases.
Novelty of the idea:
The use of information technologies makes it possible to significantly enrich and qualitatively update the integration process of musical and artistic activity, and increase its efficiency. The range of manifestations of children's creative abilities is expanding.

What is the relevance use of ICT in educational field"Music":

There is a development of all types of perception (visual, auditory, sensory); positive motivation for students’ learning is enhanced;

an additional incentive is created for children to study new material, facilitate its perception, and cognitive and speech activity is activated.

The benefits are visible musical activities using ICT:

The use of animation and surprise moments makes cognitive process interesting and expressive;
Children receive approval not only from the teacher, but also from the computer in the form of pictures - answers, prizes, accompanied by sound design (for example, when performing a rhythmic task in the game “Dressing up the Christmas tree”, Santa Claus shows an approving gesture)
A harmonious combination of traditional means with the use of presentations can significantly increase children’s motivation for classes (for example: the best children’s work is on TV)

Use of ICTpromotes the development of integrative qualities: communication, the ability to manage one’s behavior, the ability to solve intellectual and personal problems. In such an integrative quality as “Curious, active”Musical activities using ICT arouse greater activity and keen interest among children.

In “Emotionally Responsive” - the degree of emotional responsiveness and external emotional manifestations increases.

"Possessed necessary skills, skills" - performance and creative skills improve, interest increases

What are the functions of a computer in the pedagogical activity of a music director?

The computer is

Visual aid

A tool for preparing texts, musical material, and storing them.

Speech preparation tool.

Source of (educational, musical) information.

To solve the set goals and objectives, I, as a music director, use various educational ICT tools, as in preparing for music lessons, in class (when explaining new material, learning songs, dances, repetition, to consolidate acquired knowledge), and at entertainment and holidays, for alltypes of musical activities:

Emotional perception of music by children
Singing
Development of hearing and voice (musical and didactic games)
Playing for children musical instruments
Musical and rhythmic movements

For emotional perceptionmusic: I use a technique such as combining music with animation effects, which contributes to a more emotional perception of musical works by children.

Multimedia illustrations help define the character of musical works.

Animated backgrounds create an emotional positive mood in children.

For development of rhythmic hearingI use images instead of icons (quadruple durations are large pictures, eighth durations are small ones), which makes children more interested.

For development of pitch hearingI use image-pictures instead of notes, which also attracts children and activates their creativity.

To develop rhythmic hearing, relying on visual aids promotes the development of imagination and imagery.

IN playing children's musical instrumentsThe presentations and video scores used give children the opportunity to show their creative abilities.

The use of ICT significantly expands the conceptual range musical themes, makes the specific sound of musical instruments accessible and understandable to children.

At acquaintance with the work of composers, the use of computer programs allowschildren hear pure professional performance classical works, compare what you heard and saw.

This can be seen in the example symphonic tale“Peter and the Wolf”, where children, using each of their individual basic levels of knowledge, gain knowledge about musical instruments and the sound features of each of them.

For training musical and rhythmic movements and dancing I offer a computer manual - mnemonic tables, with the help of which children can perform various formations or learn dance elements. And as an interesting moment, children look at their creativity from the screen.

In a direction like singing , I offer children video illustrations with animation elements for exercises on the development of voice, singing range, the concept of long and short sounds (“Ladder”, “Merry Droplets”, “Snowflake”, “Where the Bee Flies”, etc.). This makes children more interested and attracted to singing.

Learning songs with children using mnemonics helps them memorize the text faster ( Mnemonics (from the Greek mnemonikon - the art of memorization).A system of special techniques that serve to facilitate memorization, preservation and reproduction of information):for example, “Sun” by music. And seq. A. Yaranova.

Using the inclusion of a video and various creative tasks in the structure of the lesson, I thereby contribute to the development of children’s creativity (taking into account the requirements of SanPin: watching the video no more than 5-7 minutes).

Use of information technology tools:

became the basis for the formation of musical taste, the development of the child’s creative potential and the harmonious development of the personality as a whole.
allowed me to make the process of learning and development of a child quite effective: the range, variability, and choice (of aids) expanded.
Presenting material in the form of multimedia presentations reduced learning time and freed up children's health resources.

Thus, taking into account the visual-figurative level of thinking of preschoolers, ICT allows me to support and activate their attention. The interactivity of these resources allows the child to “manage” the situation and “influence” it.

Based on the results of my workWith the use of ICT, children's level of emotional perception of music, musical-rhythmic and dance movements, basic playing of children's musical instruments, and singing has increased.

And as a result - improved memory in children, development of thinking, imagination, attention, curiosity.

So, my use of information technology tools made it possible to make the process of learning and development of the child quite effective, and opened up new opportunities for music education not only for the child himself, but also for me.

I have increased my information and professional competence.

The use of ICT in the musical education of preschool children is only a means to achieve the goals and objectives set for the teacher.

At the same time, of course, we should not forget: in the matter of musical education, the most important role remains the role of the music director, who cannot be replaced by any computer!

Literature:

Internet resources:

Petelina N.V. “The use of information and communication technologies in music lessons in primary school.

Afanasyeva O.V. “Use of ICT in the educational process”

Belyakov E.V. “The concept of ICT and their role in the educational process”

Kruglova L. “Information technologies as part of the cultural and information environment of children preschool age».

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Slide captions:

“Introducing children to musical art through the integration of various types of musical and artistic activities using ICT” Bocharnikova S.V. Music director of MBDOU d/s No. 12 of Novocherkassk Department of Education of the Administration of the City of Novocherkassk municipal budgetary preschool educational institution general developmental kindergarten No. 12

My pedagogical idea: My idea is to revive musical activities with children, to provide an opportunity to present all its directions more colorfully and clearly. It sounds like this: “Introducing children to the art of music through the integration of various types of musical and artistic activities using ICT.” Goal: use ICT as the main means of introducing children to the art of music.

The main tasks are:

Validity of the idea of using ICT In the Federal state requirements published in the order of the Ministry of Education and Science of the Russian Federation dated November 23, 2009 No. 655, the principle of integration is put forward as one of the fundamental principles. The content of the educational field "Music" is aimed at achieving the goal of developing children's musicality, the ability to emotionally perceive music through solving the following tasks: development of musical and artistic activities; introduction to the art of music. The essence of the idea: the use of information technology increases the motivation of children's learning and leads to a number of positive consequences: . psychologically facilitates the process of learning material by children; . arouses keen interest in the subject of knowledge; · broadens the general horizons of children; · the level of use of visual aids in the classroom increases; Novelty of the idea: The use of information technology makes it possible to significantly enrich, qualitatively update the integration process, and increase its efficiency. The range of manifestations of children's creative abilities is expanding.

Relevance of the pedagogical idea 1 2 3 4 When using ICT, all types of perception (visual, auditory, sensory) develop

Benefits of music activities using ICT

The use of ICT promotes the development of integrative qualities: communication, the ability to manage one’s behavior, the ability to solve intellectual and personal problems ICT

A tool for preparing speeches A tool for preparing texts, musical material, their storage Computer functions in the pedagogical activities of a music director Source of educational, musical information Visual aid

Use of ICT by type of activity Emotional perception of music by children Musical and didactic games Musical and rhythmic movements Singing Playing children's musical instruments Possibilities of using ICT in the musical education of preschool children.

Combining music with animation effects improves children's emotional perception of music

Multimedia illustrations help define the character of musical works

Animated backgrounds create an emotional positive mood

To develop rhythmic hearing, I use images instead of icons (quadruple durations are large pictures, eighths are small ones)), which contributes to the children’s greater interest. Models for the development of rhythmic hearing. Task: Clap rhythm formulas or play them on children's musical instruments

When playing children's musical instruments, presentations and video scores provide an opportunity to show creativity. The use of ICT significantly expands the conceptual range of musical topics and makes the specific sound of musical instruments accessible and understandable to children.

When getting to know the works of composers, the use of computer programs allows children to hear pure professional performances of classical works and compare what they hear and see. Examining a multimedia portrait Listening to a composer's work Watching video illustrations to works Mussorgsky M.P. Prokofiev S.S.

The use of ICT makes musical material accessible to perception not only through auditory analyzers, but also through visual and kinesthetic ones. Thus, I put into practice the idea of individualizing children's education. This can be seen in the example of the symphonic fairy tale “Peter and the Wolf”, where children, using each of their individual basic levels of knowledge, gain knowledge about musical instruments and the sound features of each of them. Violin Clarinet Horn Timpani Cello

In mastering musical and rhythmic movements I use: Schemes of dance movements Photographs, videos of children’s performances

In a direction such as singing, I offer children videos - illustrations with animation elements for exercises on the development of the voice, singing range, the concept of long and short sounds. (“Ladder”, “Merry Droplets”, “Snowflake”, “Where the Bee Flies”, etc.) This makes children more interested and attracted to singing. “Snowflake” - draw with your voice, sing along with the movement of the snowflake “Musical ladder” To develop your singing range.

By incorporating a video and creative tasks into the structure of the lesson, I thereby contribute to the development of children’s creativity (taking into account the requirements of SanPin: watching a video for no more than 5-7 minutes) 1. Musical greeting 2. Watching a video 3. Answering questions 4. Creative task ( depict raindrops on musical instruments, rustling leaves, etc.), didactic game(“The fourth odd one”, find an extra musical instrument, draw a musical instrument, etc.) 5. Musical game, playing in an orchestra of children’s musical instruments

Use of information technology tools: Thus, taking into account the visual-figurative level of thinking of preschoolers, ICT allows me to support and activate their attention. The interactivity of these resources allows the child to “manage” the situation and “influence” it.

Dynamics of development musical abilities Diagnostic tools: K.V. Tarasova 2010-2011 2009-2010

The use of ICT in the musical education of preschool children is only a means to achieve the goals and objectives set for the teacher. The leading role in musical education will always remain with the music director!

Source of information: http://www.musical-sad.ru Background pictures: http://images.yandex.ru/ Photo: from the archive of S.V. Bocharnikova.

Thank you for your attention!

Introduction

Tchaikovsky Nutcracker composer music

A harmonious combination of mental and physical development, moral purity and aesthetic attitude to life and art are necessary conditions for the formation of an integral personality. The achievement of this lofty goal is greatly facilitated by the correct organization of musical education of children.

The influence of music in the development of children's creative activity is very great. Music, like any other art, can influence the comprehensive development of a child, stimulate moral and aesthetic experiences, lead to a transformation of the environment, and active thinking. Along with fiction, theater, fine arts she performs the most important social function.

Preschool childhood is the time for the most optimal introduction of a child to the world of beauty.

Older preschoolers already know that music is written by composers; based on previously acquired knowledge and impressions, they can not only answer the question, but also independently characterize a piece of music and understand it expressive means, feel the various shades of mood conveyed by music, express your attitude to songs, plays, and their characteristic features.

At this age, children develop an interest in musical literacy, the desire to expressively perform a song, dance, and show creativity becomes more vivid. Children motivate their preferences and show increased interest in improvisation and writing. Forming a child’s personality based on the art of music still remains the core of musical education.

The purpose of this work: in order to introduce children to the art of music, select a piece of music and conduct a lesson with children of senior preschool age.

. Choice piece of music for conversation

"The Nutcracker" - Op. 71, ballet by Pyotr Ilyich Tchaikovsky in two acts to a libretto by Marius Petipa based on the fairy tale “The Nutcracker and the Mouse King” by Ernest Hoffmann.

The Nutcracker is a good friend and old acquaintance who has come to visit us more than once, and will come many more times... And everyone knows their own hero, each viewer has their own Nutcracker. Someone remembers and loves this hero from the fairy tale of the same name by Ernst Hoffmann, someone, having seen once, forever remembered the wonderful cartoon, and someone with all their hearts adores the ballet “The Nutcracker”, which they first attended as a child with their parents, and now he he comes to watch “The Nutcracker” with his children. This is a fairy tale with magnificent music by the great Russian composer Pyotr Ilyich Tchaikovsky.

One way or another, the Nutcracker has been familiar to every inhabitant of the Earth since childhood; moreover, he is a symbol of New Year's magic and the mysterious adventures that accompany it. And not only because the Nutcracker fairy tale takes place at Christmas - this story itself is full of wonderful transformations and magical actions.

The Nutcracker ballet was first performed in St. Petersburg in December 1892. The performance “The Nutcracker” immediately won the hearts of the audience. From that moment on, it became a good tradition to organize pre-New Year's performances of the Nutcracker ballet. This performance is attended with pleasure by both children and adults - after all fairy tale, told at Christmas time, is liked by everyone without exception. For each of us, since childhood, there is something very close and dear in this word. To deepen the skill of listening to music, we will introduce children to preparatory group with a work by Pyotr Ilyich Tchaikovsky from the ballet “The Nutcracker”. The sheet music for the ballet “The Nutcracker” is presented in the Appendix.

1. About the life and work of Pyotr Ilyich Tchaikovsky

P.I. Tchaikovsky (May 7, 1840 - November 6, 1893) - a brilliant Russian composer, the pride of Russian musical culture.

Born in the working-class village of Votkinsk, in the family of the head of the Kama-Votkinsk mining district, Ilya Petrovich. Tchaikovsky spent only eight childhood years in his native Votkinsk, but memories of this time were always alive in the composer’s soul. In the parents' family they loved music, the mother sang well and played the piano, and events were held in the house. musical evenings. He owed the most powerful musical impressions to the Votkinsk land. “As for the Russian element in my music in general, this is due to the fact that I grew up in the wilderness, from childhood, very early, I was imbued with the inexplicable beauty of the characteristic features of Russian folk music,” noted Pyotr Ilyich.

Tchaikovsky showed his talent for music early: at the age of five he began playing the piano, and three years later he read notes and wrote down his musical impressions. In 1850-1859, at the request of his parents, Tchaikovsky studied at the School of Law, after which he was assigned to serve in the Ministry of Justice. In 1855-1858 he took piano lessons from the then famous pianist R. Kündinger, who, by the way, had a low opinion of the abilities of the future composer. Only in 1861 did Tchaikovsky begin serious studies in music classes Petersburg branch of the Russian musical society. In the fall of 1862, he became a student at the St. Petersburg Conservatory, which was transformed from music classes, from which he graduated with honors in 1865 in the classes of A.G. Rubinstein and N.I. Zaremba, who highly appreciated the student’s talent. At the same time, the first major works were written for symphony orchestra: Overture "Thunderstorm" and Overture in F major, "Character Dances", cantata for soloists, choir and orchestra on Schiller's ode "To Joy" ( thesis), chamber works. After leaving service in May 1863, he began to earn a living by giving lessons.

Author of more than 80 works, incl. ten operas and three ballets. His concertos and other works for piano, seven symphonies, four suites, program symphonic music, ballets " Swan Lake", "Sleeping Beauty", "The Nutcracker" represent an extremely valuable contribution to world musical culture. In addition to music for adults, he wrote many wonderful musical works for children and youth.

The composer loved to travel, visited different countries ah, and conveyed his impressions in music. He was not only a composer, but also an orchestra conductor, and also taught at the Moscow Conservatory. For the composer’s great contribution to the development of Russian musical art, the Moscow State Conservatory was named after him.

In Moscow there is concert hall, named after him. Once every four years it is held in Moscow International competition named after Pyotr Ilyich Tchaikovsky. All musicians in the world strive to take part in it.

And now we will get acquainted with his work - “The Nutcracker”.

In Tchaikovsky’s ballet “The Nutcracker” there is a surprisingly natural fusion of the expressive and the visual, theatricality and the deepest psychologism. The scene of the growth of the Christmas tree in Act I is accompanied by music of a truly symphonic scale - at first alarming, ghostly, depicting the bustle of mice and strange night visions, it gradually expands, blossoms with a beautiful endlessly unfolding melody. The music subtly embodies everything that happens in the subsequent scene: the shouts of the sentry, the drumming, the military, albeit toy, fanfares, the squeaking of mice, the tension of the fight, and the wonderful transformation of the Nutcracker. The Waltz of Snowflakes perfectly conveys the feeling of cold, the play of moonlight and at the same time the contradictory feelings of the heroine who finds herself in a mysterious magical world. The divertimento of Act II includes various dances: the dance of chocolate (brilliant Spanish), coffee (refined and languid oriental), tea (brightly characteristic, full of comic effects Chinese), as well as live, in folk spirit, Russian trepak; gracefully stylized dance of shepherdesses; comic dance of Mother Zhigon with children crawling out from under her skirt. The pinnacle of the divertissement is the famous Waltz of the Flowers with its variety of melodies, symphonic development, pomp and solemnity. The dance of the Sugar Plum Fairy is amazingly graceful and subtle. The lyrical culmination of the entire ballet is the adagio (in the original production - the Sugar Plum Fairy and the Prince, now - Clara and the Nutcracker).

. Lesson notes with children of senior preschool age

Target:activation and development of the creative imagination of preschoolers in the process of perceiving musical works.

Tasks:

) Introduce children to the music of Pyotr Ilyich Tchaikovsky from the ballet “The Nutcracker”.

) Acquaintance with the ballet genre through acquaintance with the musical culture of P.I. Tchaikovsky.

) Foster a love of music.

) Expand your horizons, cultivate musical and aesthetic taste.

Vocabulary work:composer, ballet, listener, performer, waltz, genre.

Musical materialfrom the ballet “The Nutcracker”: fragments of the ballet “March”, “Waltz of the Flowers”, “Dance of the Sugar Plum Fairy”.

Equipment:portrait of P.I. Tchaikovsky; illustrations for ballet; musical instruments (violin, flute, bell); stereo system, DVD player, computer, multimedia projector, screen, artificial flowers for waltz; A4 posters with the names of instruments and musical works (violin, flute, bell, “Waltz of the Flowers”, “Dance of the Sugar Plum Fairy”, “March”); sketchbooks, watercolor paints, brushes for painting.

Preparation of the eventincludes the following:

) Development of the foundations of musical and aesthetic consciousness in previous classes.

) Formation of ideas about the figurative basis of musical works.

) Development of ideas about the primary genres of music and their types.

) Children are learning the play “March” on noise musical instruments.

Progress of the lesson:

On the central wall there is a large portrait of P.I. Tchaikovsky.

Music teacher:So, today we will go to magical world music! Let's get acquainted with the music of the great Russian composer Pyotr Ilyich Tchaikovsky. Guys, who is P.I. Tchaikovsky?

Children's answers.

Music teacher:Right. Let's remember P.I. Tchaikovsky. This is an outstanding Russian composer, known all over the world. He was born in the Urals in the city of Votkinsk on April 25, 1840. His parents loved music very much. Her mother played the piano and sang; there was a mechanical organ in their house. Later, having moved to Moscow, he composed music and was engaged in pedagogical work: he taught future pianists and composers. His music pleases and excites, it is always sincere and truthful.

P.I. Tchaikovsky wrote many wonderful works. These are the operas: “Mazepa”, “Eugene Onegin”, “ Queen of Spades"; Symphonic works; Ballets “Swan Lake”, “Sleeping Beauty”, “The Nutcracker” and much more.

The word “ballet” comes from the Latin “to dance”, when ballet dancers tell their audience about all the events and relationships of the characters with each other through dance.

Children's answers. Is it possible to dance a fairy tale?

Music teacher:How can you dance? Do you know how many wonderful ballets have been staged based on fairy tales: “The Nutcracker”, “The Sleeping Beauty”, “The Little Humpbacked Horse”, you can’t list them all. Through movement, dancers convey a variety of feelings. And the audience is happy and sad with the characters just as if they heard them speak.

But, before listening to the piece, please tell me, guys, how should you listen to music?

Children's answers: You need to listen carefully, in silence. You can close your eyes and imagine the picture that is conveyed this work.

Music teacher:You all probably love fairy tales. Especially if the events they talk about take place on New Year's Eve. One of these New Year's tales“The Nutcracker and the Mouse King” was written by the German writer Ernst Hoffmann. And the Russian composer Pyotr Ilyich Tchaikovsky wrote music based on this fairy tale and the result was a wonderful ballet “The Nutcracker”. And it is with excerpts from this ballet that we will get to know you today.

A music teacher tells a fairy tale to a quiet background music.

This is a fairy tale about the amazing adventures of the girl Marie. The events of this magical ballet take place on New Year's Eve. In ballet, heroes are divided into real and fictional. Masha, her brother, their parents, guests invited to the holiday, an old magician - all this real characters ballet

The clock in the living room struck nine times. The big owl on the clock perked up and flapped its wings. It seems everything is ready. The holiday can begin. - Come in, children! - The Lord's adviser opened the doors wide. A noisy flock of children burst into the room and... froze on the threshold in surprise and delight.

In the middle of the room, a beautiful Christmas tree shone with lights. Sweet nuts, apples and colorful candies grew on its branches, golden and silver balls glowed, magnificent hussars and snow-white horses were ready to rush into the attack at any moment, and elegant dolls watched them with admiring glances.

Then the march broke out, and the owner of the house began distributing gifts.

Snow flakes are flying outside the windows, but the room where the children are gathered is warm and cozy. Everyone joyfully marches and dances around the decorated Christmas tree.

Hearing. "March" sounds.

Listen carefully and you will be able to determine when boys are marching around the tree and when girls are dancing. The boys' music is indeed written in the rhythm of a real, albeit childish, march. And the girls' music is more graceful and fast-paced.

Music teacher:So, now we have listened to the march from the ballet “The Nutcracker”. Did you like this piece? What can you imagine listening to this music?

Conversation with children based on what they listened to. When listening again, the illustration is dance moves.

A mysterious guest appears in the hall - this is the watchmaker Drosselmeir, the godfather of Marie and her brother Franz. He holds toys in his hands, and among them is a funny doll that can crack nuts - this is the Nutcracker. New toy I especially like Marie! How happy Marie is! After all, this ball and flowers, and music - everything was for her. And most importantly, next to her was her faithful friend the Nutcracker.

The festive evening ends. The guests are leaving. Marie puts the broken Nutcracker to bed and sadly leaves. But she can’t sleep... She quietly makes her way to the Nutcracker. It seems to Marie that the tree is starting to grow, and the dolls and toys are coming to life.

Music teacher:P. Tchaikovsky wrote about this in his diary: “The Christmas tree begins to grow. The music goes on for 48 bars in an endless crescendo” - a musical term that refers to the intensification of sound. Let's listen to how, with the help of the orchestra, before our eyes, a small home Christmas tree turns into a large, gigantic one.

Listening to an excerpt from the ballet “The Nutcracker”, illustrated by the movements of the growth of a Christmas tree.

And so, when the tree became big, mice suddenly crawl out of all the cracks. The evil mouse army destroys the gingerbread soldiers, and an ensuing conflict ensues between them and the dolls commanded by the Nutcracker. real war. The battle lasted a long time, Masha did not know how to help, but at one point she took off her shoe from her foot and threw it at mouse king. The music stops, the Nutcracker turns into a prince, who thanks Marie and invites her to follow him to fairyland. Downloaded will have to go through the winter magical forest. We are listening to this fragment, it is called “Waltz of Snow Flakes”.

Hearing. "Waltz of Snow Flakes"

Music teacher:Tell me, what kind of music does it sound like?

Children's answers.

Music teacher:(the tale is accompanied by a quiet musical background).

Here we are. Konfetenburg is a cheerful, noisy city. The gates of this city are made from macaroons. And nearby is the Candied Fruit Grove, all the trees of which are made from candied fruits. The holiday begins. Coffee, tea, lollipops, shepherdesses and flowers - everyone is dancing. Composer P. Tchaikovsky composed his own music for every resident of Confetenburg. For example, for chocolate - “ Spanish dance", for tea that originated in China - "Chinese Dance".

The mistress of the fairy-tale sugar palace also has her own dance. Her name is the Sugar Plum Fairy. The Dance of the Sugar Plum Fairy is distinguished by the unusual sound of the orchestra. When the composer P. Chakovsky was in France, he heard there an unusual musical instrument called a celesta - an instrument that is played by pressing the keys and had a coldish, transparent silvery timbre. Especially for the role of the Sugar Plum Fairy, at the request of P.I. Tchaikovsky, the instrument was brought to Russia. When the celesta sounds in the music of the Sugar Plum Fairy, it seems as if we hear the melodic chiming of bells, the overflow of fountains of sweet drinks, the shine of multi-colored candies and the sparkling of jewelry. She is mysterious and beautiful. Here, listen...

Hearing. "Dance of the Sugar Plum Fairy."

Music teacher:Did you like the piece? What did you imagine?

Children's answers.

There's a knock on the door.

Music teacher:Hey guys, who's knocking on our door?

A flute appears.

Look guys. This musical instrument is called - flute. Listen to how it sounds... We hang the inscription “flute” on the board.

The music teacher plays a couple of notes on the flute and shows it to the children.

There's a knock on the door.

Music teacher:Oh, guys, someone is knocking again...Who could it be??!?...

A violin appears.

Look. This musical instrument is called - violin. We hang the inscription “violin” on the board.

Listen to how different it can sound.

The music teacher demonstrates the violin to the children, and then plays a couple of phrases on it, like “bear” and like “bird.”

"Waltz of the Flowers" sounds. Children draw Music as they imagine it. Best drawings are posted on the board.

At the end of the lesson, the piece is listened to again.

All drawings are posted on the board. Discussed.

Music teacher:Which composer's work have we met today? Which work did you listen to excerpts from? What did you like most about the lesson?

Children's answers.

Music teacher:So guys. Today we got acquainted with the work of the wonderful composer P.I. Tchaikovsky, now you will take the drawings and leave the hall to the “March”. I hope that you liked his work and that you have gained an interest in the composer’s work and a desire to get to know his music better.

Thanks everyone. Goodbye.

Conclusions

So, the main objectives of this event have been achieved:

) educational: introducing the child to the world of art through creativity, fantasy and play experiences, the development of personal expression and individuality in the child.

) educational tasks: education of musical and aesthetic taste; teach children to interact with each other, develop communication skills.

) developmental tasks: developing the ability to build associative analogies between images of reality and sound, plastic, artistic images captured in works of art; development of a sense of rhythm and meter.

The above tasks in the classes were solved in a complex and close relationship, due to the fact that the lesson had a plot - a plot, a climax and a denouement.

When planning this lesson, we tried to take into account the characteristics and capabilities of children: to show the culture of listening to music and its figurative description, presentation, guessing of images; ability and desire to improvise dance moves to the music; children's love for play.

The following was carried out with the children preparatory work:

methodological material and manuals were selected, and the “My Tchaikovsky” corner was designed;

selected didactic material for viewing with children: albums “The Childhood of P.I. Tchaikovsky”, thematic album “Through the Pages of the Composer’s Works”;

game material was produced: didactic games “Works of Tchaikovsky - “The Nutcracker”, “The Seasons”, “Children’s Album” (cut-out pictures). These games will help children consolidate the knowledge gained in organized activities in a fun way.

Listening to music and oral analysis of musical images allows children to learn to identify and distinguish musical sounds.

Including basic drawing in a lesson makes it memorable, and a change in activity is necessary for children, since children, as a rule, do not yet have the necessary patience.

Classes were held in the music room in the morning with children from the preparatory group. The lesson was attended by 10 children, a teacher and a music director. The music room has all the necessary musical and technical support - a musical instrument (clavinova, piano), a music center, a multimedia screen, a computer, a large mirror in which children see themselves and control their musical and rhythmic movements. To conduct classes, the music room is divided into zones:

area for listening - perceiving music and watching videos;

area for musical and motor exercises and games;

drawing area.

This zoning helps children move from one activity to another continuously.

Great value To solve the problems of aesthetic development of children, the selection of repertoire is assigned. The main criterion for the significance of any work is its content, accessible to children. The strength of the emotional impact of the piece being performed largely depends on how we are able to present it, what we say about it, how we direct the attention of children so that the work reaches their hearts and arouses interest.

In this lesson, music from P.I. Tchaikovsky’s ballet “The Nutcracker” was used. The quality of phonograms and reproductions was high and corresponded to the program objectives and the level of development of the children.

children got acquainted with the life and work of the great Russian composer P.I. Tchaikovsky, with his main works, with the heroes of these works through entertaining material, the use of information, communication and multimedia technologies, as well as through artistic creativity (drawing). In addition, the music teacher performed excellent works by Tchaikovsky on the piano.

The following principles were implemented in the classes:

The principle of comprehensive development. Communication with the art of music is a powerful educational and developmental factor, and in the learning process it is important to select a meaningful, highly artistic repertoire that spiritually elevates and enriches each student. And the more good music he listens to, the more clearly he can draw the line between mediocre performance and a highly artistic work.

The principle from play to consciousness involves modeling a game situation and through play the formation of a conscious attitude towards musical activity, mastering knowledge, skills and abilities. The teacher’s task is to teach the child to consciously analyze musical works, control the sound of the voice, the coherence of playing in the ensemble, and determine its advantages and disadvantages.

The principle of systematicity and consistency is manifested in the gradual complication of the repertoire. A lot of preliminary work has been done to develop the perception (listening) of music and children are now able to analyze musical works that are more complex in their figurative content.

The following methods and techniques were used:

The explanatory and illustrative method involves explaining and showing musical works in combination with artistic illustrations or graphic images.

The technique of listening to the teacher’s demonstration and analyzing what was heard. The expressive performance of a work by a teacher evokes an emotional response in children. They can describe the music as a whole (bright, fabulous, affectionate);

The technique of inventing a plot and creating a game situation. Using this technique, the performance of any vocal or instrumental work turns into a mini-performance, and here important point is emotional responsiveness and expressive performance with elements of theatricality precisely in the early stages of training; - technique of active listening to music.

This lesson is structured so that types of activities (active and passive) replace each other to ensure the efficiency and interest of children during all classes. So, listening to music was replaced by playing and drawing. When preparing and conducting classes, the music teacher and teacher worked closely and interacted with each other, as a result of which the classes turned out to be rich different types activities. They acted not only as mentors, but also as direct participants: they sang together with the children, did articulatory gymnastics, played, and communicated with the children in a democratic style. This allowed children to feel equal to adults and to be co-authors of what was happening.

The final result was the knowledge that preschool children showed during the conversation:

the ability to express one’s own opinion, analyze, and react quickly to what is happening.

acquiring social communication skills with adults.

But the main thing is the emergence of an interest in listening to music and the initiative of children, an independent desire to listen to a piece of music. The children showed a keen interest in what they saw and heard, expressed their opinions, and their emotional reactions were positive. They were given the opportunity to choose - each, in accordance with their personal preferences, independently thought out artistic image heard and music performed.

I believe that in collaboration with the teacher, we were able to achieve our goals. Such activities have a positive effect on the development of musical and artistic abilities of preschool children.

Thus, purposeful, systematic activities, the development of this lesson, make it possible to effectively realize the possibilities of musical education in preschool children. The implementation of this project showed the importance of initiative and creative direction of the teacher and children.

List of used literature

Gogoberidze A.G. Theory and methods of musical education of preschool children: Textbook. manual / A.G. Gogoberidze, V.A. Derkunskaya. - M.: Publishing center "Academy", 2005. - 320 p.

Zatsepina M.B. Musical education in kindergarten. Program and methodological recommendations / M.B. Zatsepina. - M.: Mosaika-Sintez, 2006. - 96 p.

Music-making for children and adults / Under. ed. Yu.V. Barakhtina. - Novosibirsk: Okarina Publishing House, 2005. - 86 p.

Poznansky A.N. Pyotr Tchaikovsky: Biography. In 2 vols. / A.N. Poznansky. - St. Petersburg: Vita-Nova, 2009. - 1232 p.

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“Introducing children to the art of music through the integration of various types musical and artistic activities using ICT" Bocharnikova S.V. Music director of MBDOU d/s 12 of Novocherkassk Department of Education of the Administration of the city of Novocherkassk municipal budgetary preschool educational institution kindergarten of general developmental type 12

Validity of the idea of using ICT In the Federal state requirements published in the order of the Ministry of Education and Science of the Russian Federation dated November 23, 2009 655, the principle of integration is put forward as one of the fundamental principles. The content of the educational field "Music" is aimed at achieving the goal of developing children's musicality, the ability to emotionally perceive music through solving the following tasks: development of musical and artistic activities; introduction to the art of music. The essence of the idea: the use of information technology increases the motivation of children's learning and leads to a number of positive consequences: psychologically facilitates the process of learning material by children; arouses keen interest in the subject of knowledge; · broadens the general horizons of children; · the level of use of visual aids in the classroom increases; Novelty of the idea: The use of information technology makes it possible to significantly enrich, qualitatively update the integration process, and increase its efficiency. The range of manifestations of children's creative abilities is expanding.

Relevance of the pedagogical idea When using ICT, all types of perception (visual, auditory, sensory) develop

Advantages of musical activities using ICT The use of animation and surprise moments makes the learning process interesting and expressive; Children receive approval not only from the teacher, but also from the computer in the form of pictures, answers, prizes, accompanied by sound design (for example, when performing a rhythmic task in the game “Dressing up the Christmas tree”, Santa Claus shows an approving gesture) A harmonious combination of traditional means with the use of presentations allows you to significantly increase children’s motivation for classes (technique: the best children’s work is on TV)

The use of ICT promotes the development of integrative qualities: communication, the ability to manage one’s behavior, the ability to solve intellectual and personal problems “Curious, active” Musical activities with the use of ICT causes greater activity in children, keen interest “Emotionally responsive” The degree of emotional responsiveness and external emotional manifestations increases. “Having mastered the necessary skills and abilities” Performing and creative skills improve, and interest increases. ICT

To develop pitch hearing, I use image-pictures instead of notes, which also attracts children and activates their creative abilities. Model for the development of pitch hearing - drinking, clapping “Cheerful Mouse” Video tutorial for the development of pitch hearing.

Learning songs with children using mnemonics promotes faster memorization. For example, “Sun” of the muses. etc. A. Yaranova Mnemonics (from the Greek mnemonikon - the art of memorization). A system of special techniques that facilitate the memorization, preservation and reproduction of information.

By incorporating videos and creative tasks into the structure of the lesson, I thereby contribute to the development of children’s creativity (taking into account the requirements of San Pin: watching the video for no more than 5-7 minutes) 1. Musical greeting 2. Watching the video 3. Answering questions 4. Creative task (depict raindrops on musical instruments, rustling leaves, etc.), didactic game (“The fourth odd one”, find an extra musical instrument, complete the musical instrument, etc.) 5. Musical game, playing in a children’s orchestra musical instruments

The use of information technology tools: has become the basis for the formation of musical taste, the development of the child’s creative potential and the harmonious development of the personality as a whole. allowed me to make the process of learning and development of a child quite effective: the range, variability, and choice (of aids) expanded. Presenting material in the form of multimedia presentations reduced learning time and freed up children's health resources. Thus, taking into account the visual-figurative level of thinking of preschoolers, ICT allows me to support and activate their attention. The interactivity of these resources allows the child to “manage” the situation and “influence” it.

Source of information: Background pictures: Photo: from the archive of S.V. Bocharnikova.

Introducing a child to music introduces a child to a world of exciting, joyful experiences and opens the way for him to aesthetically master life within the framework accessible to his age. In order to open the door to this world for a child, it is necessary to develop his abilities that allow him to successfully express himself in musical activity. First of all, we must educate the child ear for music and emotional responsiveness are two critical components of musicality. Outside of them, it is impossible to introduce a child to this wonderful world, holistic development of personality is also impossible.

The most important indicator of musicality is emotional responsiveness to music. The simplest sensory abilities in this area are the basis for the development of more complex basic ones: pitch hearing and a sense of rhythm. This complex of abilities is manifested in the perception of music in auditory representations, performance and creativity.

The question of the relationship between the object-music and the subject-child is complex and controversial. Music always acts in the unity of its content and form. The change in sound causes a new experience in the listener; it is created as a result of the perception of musical images expressed by unique combinations of means of expression. Some of them are more pronounced and dominant. But they, always being in harmonious and varied combinations, act precisely in their complex.

If it were possible to accurately translate the content of a musical work into the language of words, to explain in words the meaning of each sound, perhaps the need for music as such would disappear. The specificity of music lies in the fact that its language is the language of musical images that do not convey precise concepts, causes and consequences of the occurrence of any phenomenon. Music conveys and evokes such feelings and experiences that sometimes do not find their full, detailed verbal expression.

The main content of a musical work, its main idea unfolding over time, can be understood and explained. But since this content is revealed by specific musical means (melody, harmony, rhythm, mode, tempo, etc.), then to understand it it is necessary to have an idea of the expressive meaning of all these means. Thus, understanding a musical work presupposes awareness of its main idea, character, mood, conveyed by specific means of musical expressiveness.

The development of aesthetic perception of music requires a certain system and consistency. In relation to preschool children, the perception of music is possible by selecting appropriate works. They are taught the simplest skills that lay the first foundations of a listening culture: the ability to listen to a piece to the end, follow its development, remember and recognize it, distinguish its main idea and character, and the most striking means of musical expression.

Singing occupies a special place in children's performance. Singing belongs to that type of musical art that can be called the most widespread and accessible. Its educational impact is very great due to the unity of music and words in the song and due to the very nature of the natural singing sound, which evokes strong emotions. Singing is the main type of musical art, which is consistently taught in nurseries, kindergartens, schools and various amateur and professional groups for adults. At any stage of education, children are taught correct sound formation, clear pronunciation, clean, harmonious singing (tuning) and unity of sound, equal in time, strength, character (ensemble); form singing breathing. Mastering these skills is the path to expressive performances, to the formation of hearing and voice. The development of melodic hearing occurs especially intensively in the context of learning to sing. Musical development is activated if the desired interaction between hearing and singing voice. Hearing controls the quality of singing, and vocalization requires exercise in auditory attention. Singing occupies one of the leading places in a child’s activity, ensuring his versatile musical development.

The main idea of the method of playing musical instruments is proximity to children's life. Playing instruments should arise in a child’s everyday life and accompany his free play. The sound of instruments is associated with life phenomena, so the game takes on a creative, improvisational character. Under these conditions, the development of musicality occurs intensively and fruitfully. Children get used to the instruments, they try to choose a melody on their own, and find ways to play.

A musical instrument should not be seen as entertainment through trinkets that children manipulate, but as a means of developing their ability to express themselves, the most essential aspects of their personality.

Children's musical creativity is formed not only in singing. Musical and rhythmic movements are fertile ground for the formation and development of children's creativity. Song, music game, dance require their execution. All types of musical performance have a common feature - the performance must always express the musical and aesthetic content conveyed in the works, be it a song or a dance, a round dance or a dramatization. Both activities - music and movement - unfold in time.

The process of children's musical and rhythmic creativity can be schematically presented in the following form: music - experience - creation of a musical and playful image.

A characteristic feature of the musical-game image is its synthetic nature. Children use the complex artistic means from the field of music, literature, drama, choreography. Their attention is attracted by the literary plot and the characteristic features of the characters. But the very first practical tests of the implementation of the plan show that children perfectly feel the expressive, organizing power of music. Violation of the close relationship between music and movement causes dissatisfaction in them.

Creativity is the basis of all life modern man. Art, in particular music, contains great opportunities for the creative development of the younger generation.

Musical education of children begins with the acquisition of experience, the components of which are listening to music and composing it. Creative ability is called the ability of self-expression; This is an innate ability that can be developed later. Creativity encourages children to enjoy freedom and discovery, adventure and original expression. Musical activities can be creative if you actively participate in them: dramatize songs, interpret them, compose rhythms and songs. An activity is creative if it produces something that did not exist before for the child and for the group of children or if it establishes new relationships in familiar material.

Children's creativity is understood as an independent artistic activity. P. P. Blonsky believes that aesthetic education involves either the formation of creativity, or the development of perception and artistic taste. He writes that aesthetic education is, first of all, the development aesthetic creativity; “...every child is potentially a creator of all sorts of values, including aesthetic ones: by building houses, he shows his architectural creativity, sculpting and drawing - a sculptor and painter; finally, he is strongly drawn to round dancing, songs, dances and dramatization...”

source http://buslik.net/

Introducing a child to music introduces a child to a world of exciting, joyful experiences and opens the way for him to aesthetically master life within the framework accessible to his age. In order to open the door to this world for a child, it is necessary to develop his abilities that allow him to successfully express himself in musical activity. First of all, it is necessary to cultivate in a child a musical ear and emotional responsiveness - two most important components of musicality. Without them, it is impossible to introduce a child to this wonderful world, and holistic development of the individual is impossible.

Singing occupies a special place in children's performance. Singing belongs to that type of musical art that can be called the most widespread and accessible. Its educational impact is very great due to the unity of music and words in the song and due to the very nature of the natural singing sound, which evokes strong emotions. Singing is the main type of musical art, which is consistently taught in nurseries, kindergartens, schools and various amateur and professional groups for adults. At any stage of education, children are taught correct sound formation, clear pronunciation, clean, harmonious singing (tuning) and unity of sound, equal in time, strength, character (ensemble); form singing breathing. Mastering these skills is the path to expressive performances, to the formation of hearing and voice. The development of melodic hearing occurs especially intensively in the context of learning to sing. Musical development is activated if the necessary interaction between hearing and singing voice is established. Hearing controls the quality of singing, and vocalization requires exercise in auditory attention. Singing occupies one of the leading places in a child’s activity, ensuring his versatile musical development.

Children's musical creativity is formed not only in singing. Musical and rhythmic movements are fertile ground for the formation and development of children's creativity. A song, a musical game, a dance requires its execution. All types of musical performance have a common feature - the performance must always express the musical and aesthetic content conveyed in the works, be it a song or a dance, a round dance or a dramatization. Both activities - music and movement - unfold in time.

The process of children's musical and rhythmic creativity can be schematically presented in the following form: music - experience - creation of a musical and playful image.

A characteristic feature of the musical-game image is its synthetic nature. Children use a complex of artistic means from the fields of music, literature, drama, and choreography. Their attention is attracted by the literary plot and the characteristic features of the characters. But the very first practical tests of the implementation of the plan show that children perfectly feel the expressive, organizing power of music. Violation of the close relationship between music and movement causes dissatisfaction in them.

Creativity underlies the entire life of a modern person. Art, in particular music, contains great opportunities for the creative development of the younger generation.

Children's creativity is understood as an independent artistic activity. P. P. Blonsky believes that aesthetic education involves either the formation of creativity, or the development of perception and artistic taste. He writes that aesthetic education is, first of all, the development of aesthetic creativity; “...every child is potentially a creator of all sorts of values, including aesthetic ones: by building houses, he shows his architectural creativity, sculpting and drawing - a sculptor and painter; finally, he is strongly drawn to round dancing, songs, dances and dramatization...”