Irina Ershova
Teaching children before school age musical notation
Playing for children musical instruments in our kindergarten is given Special attention, since children's music playing contributes to the development of musical memory, attention, and expands the child's musical education.
Why did I decide teach children notes? Using a color or digital system in training You can quickly teach a child to play an instrument, but in these cases the ear is not involved in reproducing the melody; the child plays mechanically.
Greatest developmental effect training achieved by playing by ear. But this method also requires continuous development hearing, serious auditory training. Difficulties in training playing musical instruments and gave me the idea to teach children play by notes.
After studying the literature, I came to the conclusion that children learn to play a musical instrument faster if they know the notes.
Children in the preparatory group already have the skills to play noise instruments, drums, and metallophones. When I suggested organizing an orchestra in the group and teaching them how to play notes, the children were delighted.
Teaching music notation I spend on music lessons and separately in a circle, which the children named "FA - SOL - KA". Developed long-term plan and put target:
Choose material that is accessible, interesting and feasible for children;
Get active children in play tasks;
Constantly maintain interest by using unconventional methods training;
Educate children emotional responsiveness, love of music.
Subsequence teaching children of senior preschool age musical notation:
First stage learning - development in children rhythmic pulsation
First, I teach the children game exercises:
Say the name with clapping
Say the word clap
Call the sentence clapping
determine the number of syllables in 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 notes.
So we moved on to durations, interesting poems, nursery rhymes, manuals. cards and games helped the children clearly understand the rhythmic pattern.
Games:
1. Hide the word in a rhythmic pattern (Pictures)
2. Identify the word by its rhythmic pattern (Bunny - bunny - bunny)
3. "Live Notes"
Game description: in the hands children 1 duration. 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"- at the beginning of 1 line are drawn palms, and on the bottom line are boots. The rhythm goes all out
notes - magnets. The child reproduces a rhythmic pattern with clapping and stamping. I’ll introduce you here children with a pause(sign of silence).
Second phase training- familiarity with notes
Using "musical clock", I introduced children with the name of notes(where does which one live). Interesting poems about stave, treble clef, helped children quickly memorize and recognize notes.
GAMES WITH NOTES:
1. "The notes got lost"
2. “The notes are hidden in the words”
3. "Name the neighbors"
4. "Musical Tales"
5. « Music domino»
Third stage learning - playing with notes
I use an illustrated way of notating notes and notating the degrees conventional signs, which allows you to quickly and efficiently teach children playing children's musical instruments and basics musical notation.
On musical instruments (metallophones and xylophones) I pasted pictures indicating notes:
BEFORE – house (rain). RE - turnip, MI-bear (head, FA - apron, SALT - sun. LA - frog, SI - lilac
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 training Notes are written in pictures (without rulers, in the future - on rulers.
Children learn a song with words, then name notes and use sounding gestures, and only then move on to playing an instrument.
I believe that only meaningful awareness musical notation text makes it possible successful development at children's musical ear, memory and creativity.
Methods of teaching children's musical instruments.
Playing children's musical instruments in any preschool educational institution should be given special attention, since it is children’s music playing that expands the scope musical activity preschooler, promotes the development of musical memory, attention, helps overcome excessive shyness, stiffness, and expands the child’s musical education. Children hear the sound of children's musical instruments and play themselves (depending on age) during various types activities: singing, musical-rhythmic movements, entertaining games. Work on learning to play musical instruments is carried out in an organized and consistent manner. Familiarity with the instruments is carried out directly educational activities, on musical entertainment, leisure and during individual work with kids.
The principle of learning “from simple to complex” must be maintained at all stages and in all types of work. The procedure for introducing instruments and the connection between learning to play the D.M.I. and other aspects of musical training are based on it.
Initial learning to play musical instruments is carried out through direct educational activities, but this is not enough. Therefore, it is important that all the songs and exercises that have been learned are reinforced in the group under the guidance of teachers, repeat and consolidate the material covered, give children the opportunity to show creative initiative and independently engage in musical activities.
In order to make the work of educators easier and to interest children, it is proposed to:
actively use rhythm cards;
write down exercises and songs using “colored” musical notation, which is primarily a teaching aid for educators and didactic for children.
Exercises with cards allow you to make your work on developing a sense of rhythm more effective. After all, it is rhythm and musical-rhythmic education that takes the leading role in elementary music-making.
IN middle group rhythm cards are, first of all, methodological material for educators. When working with cards, the technique of subtexting durations is effective, where a long sound is indicated by the syllable “ta”, a short sound by the syllable “ti”. It is important that the rhythm cards are organized, that is, consistent with the size: four quarters, three quarters or two quarters. In a playful way, you can model rhythmic phrases from chants. Active work with rhythmic patterns contributes to the accumulation of various rhythmic patterns that young musicians use when playing musical instruments, not only when improvising, but also when playing from a score, one has only to remember one or another rhythmic pattern that was learned earlier.
"Colored" musical notation is an accessible and interesting way introducing the baby to the world of sounds. On each metallophone plate, in the octave aisles, there is a colored mark, which allows you to quickly find the desired note. The notes of the second octave are duplicated: the color remains the same, but the “bird quote” sign appears; I explain to the child that the name of the note is the same, but the sound is higher. You can start getting acquainted with “colored” notes in the middle age group, using the consistency and availability method. I explain that each note has its own color, I suggest finding a red note on the metallophone, the child does this with pleasure, hitting the plate with a hammer - we practice the striking technique.
It should be noted that when working with children, it is advisable to use the method of playing according to colored musical notation during the initial mastery of musical instruments and when learning exercises or chants.
One of the main ways of teaching children to play musical instruments is to play by ear. The child meaningfully listens to the melody and rhythm and plays the instrument - the skill of auditory orientation in the melody is formed.
It is necessary that instrumental chants and exercises, when learning, be accompanied by singing, since singing allows children to better imagine the direction of movement of the melody and develops musical-auditory understanding.
In senior and preparatory group the range of songs is expanding and, in my opinion, “colored” musical notation helps to work more effectively with musical material. During independent musical activity and playing music in a group, the teacher can help the young musician, if necessary, remember the rhythmic pattern, the direction of the melody, since musical cards are always at hand. (It is necessary to conduct with teachers master classes and workshops on the topic of music playing).
It is important that all material is presented to children in an accessible, consistent and playful way.
I propose a method for using “Colored” musical notation.
Using “Colored” musical notation when playing the metallophone: it is difficult for children to initially achieve the correct strike on the plate of the metallophone (the hammer does not bounce, the sound goes out, so that exercises for practicing the correct strike are not boring, it is suggested to use colored flags that correspond to the plates on the instrument with colored marks :
The music director suggests playing a game for attention. Several children, 3-5 people, according to the number of metallophones, participate. The leader shows a flag of a certain color - the performers sequentially hit the instrument plate. Further, the task becomes more complicated: a certain rhythmic pattern is set, and when a flag of a different color is shown, a musical phrase is played on all instruments in turn.
A more complex option: several sounds (several colors) are used. By displaying colored flags in a certain sequence, the musicians perform a musical phrase one by one, then it is performed simultaneously.
So in a playful way you can practice strikes and achieve beautiful sound when playing the metallophone.
Using “Colored” notes during improvisation (6-7 years):
Music director showing several flags different color, and invites children to come up with and perform a short musical phrase using the notes provided. A few minutes are given for independent work, and then the young musicians perform their improvisation one by one. Preschoolers are asked to remember one of the rhythmic patterns, since by this age they have already accumulated a certain supply of rhythmic modules, and then use the suggested notes. And it is desirable that a complete musical phrase be obtained - it is proposed to begin and end the melody on the same sound.
Application of "Color" N." when playing diatonic bells:
Each musician has one bell in his hand. Everyone sits or stands in a diatonic scale sequence. It is advisable that the melody or song that is proposed for performance be familiar. The performers rhythmically reproduce the pattern (on the syllables ta; ti, if it is a song, they sing the words. The music director shows the flags in a certain sequence, and the children reproduce the sound at the moment of showing the flag corresponding to the color of the bell. During the initial performance, the director hums the rhythmic pattern together with the young musicians. During further learning, there is no need for the music director to show colored flags; each child, as a rule, remembers the moment of his introduction.
A musical number using diatonic bells can be shown on open events and holidays, accompanied by accompaniment performed musical director or a parallel sounding phonogram at a tempo that young musicians can maintain. This option can be effectively used on festive events, where parents will be musicians - musical number without prior preparation.
I would like to note, as practice shows, that children really like the use of “Colored” notes when learning to play musical instruments; the learning process turns into a game:
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T. E. Tyutyunnikova: |
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CHILDREN PLAY, BUT THEY DON'T REALIZE WHAT THEY'RE BEING TAUGHT |
Skillful and competent the use of “Colored” musical notation by music directors and educators is an interesting and accessible method in the process musical education preschoolers in the field of music playing.
At first glance, musical literacy seems incredibly complex and incomprehensible.
But parents and teachers have the power to explain everything to the child and interest him. How to teach a child to read notes, remember their location and sound? We will talk about all this in this article.
Where to start studying?
It is worth noting that if there is a person in the child’s family who understands musical literacy, it is better to entrust the child’s education to him. If not, mom or dad will have to study it in parallel with their son or daughter. What parents need to know:
- All musical compositions are based on 7 basic notes. Their sequence and length of sound change, but their location never changes.
- First, help your child learn the sequence of sounds.
In order: do - re - mi - fa - sol - la - si - do.
After one: do - mi - sol - si or re - sol - si - do. The kid should know them like a tongue twister.- After memorizing the names, let your child listen to the sound. You can find recordings on the Internet. This is necessary so that the baby perceives notes not as drawings on paper, but as sounds that add up to musical works or songs.
- Next, teach your child to draw notes in a music book. Each line begins with a treble clef followed by notes. Their location directly depends on the sound. As a rule, lower sounds are located below, high ones are in the upper lines of the note series.
We study musical literacy in the gameplay: how to properly interest?
Perhaps a preschooler or even a schoolchild will not be interested in learning notes while sitting at a table with a pencil in his hands. In this case, you can use the gameplay. For this you will need:
- thick white cardboard;
- scissors;
- clothespins or paper holders;
- dense thread.
Draw the sheet music on the sheets and let your child cut them out themselves. When everything is ready, pull 4 strong threads that will represent the staff, like in a music notebook. Together with your child, hang the notes on it in the correct order.
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Sheet music for beginners. Music reading in 15 minutes
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When he remembers their location, give him the task of attaching one or more in different lines. Be sure to reward your child for every correct answer. This game will help the child remember the names and locations of notes, and the encouragement of mom or dad will become inspiration for new achievements!
You can also use educational computer programs for studying, which are aimed at preschool and school-age children. In addition to getting to know the sound of a certain sound, your child will be able to play mini-games that will help him master musical notation. Do these activities or games for 20-30 minutes. Then take a break for 1-1.5 hours.
Give your baby time to relax and play!
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 measure 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).
The article is devoted to the problem of teaching preschoolers the basics of musical notation and the development of creative abilities, introducing them to musical art. As part of the work experience, material from many authors was summarized, original video projects were created aimed at developing creative potential children . The experience was tested in practice during 2011-2017. and the monitoring results confirmed that the introduction of the presented experience into the work of preschool educational institutions made it possible to achieve sustainable high-quality results in mastering the content of the music education program for preschoolers. Experience materials can be recommended for use by teachers preschool education V practical activities with preschool children.
Relevance of this additional activities dictated by life itself. Modern children from birth are surrounded by music, which they constantly hear from television, radios, and audio equipment. Even before they learn to walk, babies are already trying to move to the beat and hum a simple melody. Modern children feel a great need to sing, but are often unable to take their breath correctly, intonate clearly, pronounce words clearly, or respond to changes in tempo and dynamics. The listed problems cause difficulties in organizing musical activities and explain the relevance of developing an additional system of work on teaching preschoolers the basics of musical notation.
In the context of the transition of schools to new Federal State Educational Standards (Federal State Standards) It is advisable that children come to music schools already with a certain amount of knowledge and skills in musical subjects. This is necessary for better assimilation of programs aimed at pre-vocational education. As a result of additional educational activities, the child learns to read notes and purely intonate, which is a necessary basis for studying in a music school, vocal and choir clubs, and an indispensable condition for achieving deeper goals.
If in preschool age a child develops the ability to listen, compare and distinguish sounds, that is, to master the simplest elements of musical notation, then learning at school will be more successful. In-depth familiarization with musical literacy affects the development of all types of memory: visual, motor, figurative; develops all types of perception: auditory, visual, associative, sensory.
Having experience teaching music theory and solfeggio at a children's music school, she organized a club for children in a preparatory group for school. "Do, mi, solka" on teaching the basics of musical notation.
One of the problems in modern musical development in preschool institution is the problem of presenting complex musical and theoretical material as simply and accessible as possible. Therefore, I set myself a goal - to help children understand the features musical language, develop ear for music, sense of rhythm and creative abilities, because. additional education aimed at further ensuring the continuity of the kindergarten and society. By creating an environment of general passion and creativity, stimulate children’s desire to use acquired skills and abilities in independent musical activities and continue further musical education.
The constant search for new forms and methods of organizing the educational and educational process allows me to make my work with children more diverse, emotional and information-rich. Availability of didactic, literary material for group work, the use of ICT in work helps the child learn the material better.
Principles, directions, rules of work.
- “Teach strictly following the rule: from simple to complex” - H. Heiner.
- Play is the only true way to teach and educate a little person.
Play for preschool children remains one of the main means of understanding the world around them, so it is necessary to widely use play in educational activities, since it is one of the most important methods of working with children. Games can be educational, educational, creative, reinforcing certain skills.
The game naturally includes the child in the process of learning music, allows him to model any studied musical phenomena and processes, learns them from the inside, first comprehending their essence, and then the terminology. Therefore, the more different images, associations and analogies there are, the easier it will be to perceive the theoretical material.
To achieve the developmental effect of children's musicality, I actively use information and communication technologies that activate and develop children. The use of ICT in the educational process makes it possible to increase the effectiveness of learning for the reason that the material is presented brightly, imaginatively, in a playful form accessible to preschoolers, and therefore arouses great interest in children, since this corresponds to the main activity of a preschooler - play. Movement, sound, animation effects attract the child's attention, game uniform presentation of information arouses great interest in children; clarity, entertainment, expressiveness, comfort of perception due to design are a stimulus cognitive activity children. Video material should contain elements of the unusual, surprising, unexpected, arousing interest in preschoolers in the educational process and contributing to the creation of a positive emotional environment, as well as the development of musical and creative abilities. After all, it is the process of surprise that leads to the process of understanding. The use of video projects effectively contributes to solving this problem.
Attention must be paid to the fairy tale. A fairy tale, fairy-tale images and symbols that are close and understandable to children: after all, a child lives in the world of a fairy tale. A fairy tale is also a kind of game, with its own rules. Through the system of familiar fairy tale images It’s easy to introduce your child to the world of music – a musical fairy tale.
Falls upon a small child a large number of new information, which he needs to realize and remember. Let's say concepts like "high Low" , "long short" in everyday life have a completely different interpretation, in this regard it would be correct to introduce as much as possible of all kinds of playful and visual material, which is like a connecting link between complex terms music theory And everyday ideas child about life. Therefore, the more poems, pictures, fairy tales there are at this time, the more different images, associations and analogies there are, the easier it will be to perceive the theoretical material, the more independently and meaningfully the tasks will be completed.
Tales told on musical theme, poems in which the rules are rhymed, pictures that help strengthen the verbal image - all this helps the child create some kind of connection from familiar, everyday, everyday images and complex musical and theoretical material that he has never encountered before. The baby absolutely needs such analogies, since his abstract thinking is only at initial stage formations and memory are capable of holding for a long time and reliably only positions supported by understandable and familiar images.
An experienced teacher skillfully uses various shapes work to achieve from children good understanding and the ability to use theoretical material. In any way he must support the child’s need "to create" . From even the most mundane and boring tasks, try to create "adventure" , "theater" , "game" . And any fabulously-game illustrated material provides invaluable assistance in this regard.
Fairy tales, poems and stories are also good for home activities. You can invite children to draw own illustrations, come up with your own musical stories and fairy tales. As a rule, children's imagination immediately begins to work, and often the result of this « children's creativity» exceeds all expectations.
In teaching practice, there is a huge shortage of interesting, modern and accessible visual and practical material for children. As part of my work experience, I have created more than 50 video projects for all types of children's musical activities (perception of music, vocal skills, musical-rhythmic movements, musical-sensory development, playing children's musical instruments). Developed Toolkit "Development musical abilities children, introducing them to the art of music through the use of information and communication technologies" , which contains a description of video projects, consisting of software tasks and the progress of the game.
The musical material does not coincide with the program material, but expands and deepens knowledge in the work of mastering musical literacy.
As a result of additional educational activities, children will learn to read notes and clearly intonate, and will come to music schools with a certain amount of knowledge and skills in musical subjects. This is necessary for better assimilation of programs aimed at pre-vocational education.
Literature:
- Svetlichnaya L.V. "The Tale of Music" "Sphere" , Moscow 2003
- Svetlichnaya L.V. « New fairy tale about music" teaching musical notation in kindergarten and primary school. Creative Center "Sphere" , Moscow 2004
- Larionova G. P. “I’m learning music notation” Publishing House "Neva" 2002
- Ivanova O. N., Kuznetsova I. V. "A new musical primer for the little ones" Phoenix, Rostov-on-Don 2006
- Alekseeva L.N. "Game solfege for kids" Moscow 2004
- Zhakovich V.V. "Musical literacy for the little ones" / Rostov-on-Don "Phoenix" 2015
- Leonenko O.B. The use of multimedia presentations in a preschool institution // Directory of a senior teacher. – 2009. -№4.
