Development of a system for teaching children on dmi. Methods of teaching children to play children's musical instruments
Generalization of experience on the topic:
Content
Children's education preschool age
Playing musical instruments.
1. Introduction…………………………………………………………………..3
2. Relevance of experience……………………………………………………...3
3. Range of experience…………………………………………………………..4
4. Technology of experience………………………………………………………...5
5. Development of a system for teaching children to play
On musical instruments………………………………………….6
6. Planning and methodology
Lessons for learning to play music
Tools……………………………………………………………...7
7. Usage didactic games in teaching
Preschoolers playing musical instruments………………….13
8. Analysis of the work done……………………………………………20
9. The effectiveness of the experience………………………………………………..20
Teaching preschool children to play
on musical instruments.
Introduction.
The process of comprehensive development of the individual includes a whole system of education and training, starting from preschool age. It is in childhood that the makings of the characteristics of the character, abilities and interests of an adult appear.
Musical development has an irreplaceable effect on general development: the emotional sphere is formed, thinking is improved, the child becomes sensitive to beauty in art and life. Only by developing the emotions, interests, tastes of the child, you can introduce him to the musical culture, lay its foundations.
Preschool age is extremely important for further mastery of musical culture. If musical and aesthetic consciousness is formed in the process of musical activity, this will not pass without a trace for the subsequent development of a person, his general spiritual formation.
Of all the art forms, music is the most difficult to understand: the melody is devoid of direct visibility, as in sculpture or painting, it is also devoid of concreteness, but despite this, music should become an accessible means for children to express feelings, moods, thoughts.
The relevance of experience.
Every year more and more children receive kindergarten systematic musical development.
Looking at pictures, children learn to understand painting, listening to stories they perceive the artistic word, and listening to songs or plays played on any musical instrument, they learn to love, understand and realize music.
Musical activity includes not only the perception of music, but also performance that is feasible for children, based on the experience of perception - singing, playing musical instruments, musical and rhythmic movements. With the help of singing, playing musical instruments, you can develop another musical ability - the ability to imagine and reproduce the pitch of musical sounds in a melody. The development of this ability involves mental operations: comparison, analysis, comparison, memorization - and thus affects not only the musical, but also the overall development of the child.
The task of the music director is to teach children to understand music, and for this, first of all, it is necessary to develop an ear for music.
One of the means of perceiving music and developing hearing is the children's own playing music. Playing musical instruments is one of the types of children's performance. The use of children's musical instruments and musical toys (both in the classroom and in everyday life) enriches the musical impressions of preschoolers, develops their musical abilities. It is important to note that instrumental music-making prevents the emergence of a "barrier of inferiority" in children. Far from immediately and not all children can move correctly and well to the music, sing, explain their impressions of the music they listened to, therefore playing in the orchestra on musical instruments accessible to children to some extent compensates for their forced inactivity, increases the interest of preschoolers in music lessons.
The work on teaching children to play musical instruments is relevant and will help music directors to expand the process of mastering the child's musical activity.
The whole complex of methods for introducing children to entertaining and complex musical performance prepares them well for future classes at school. In addition, playing musical instruments develops the will, the desire to achieve a goal, and imagination.
Experience range.
The work of teaching children to play musical instruments is included in all types of musical activities, as well as in all sensitive moments. The technology of experience includes the development of a long-term plan, notes on the specially organized activities of the music director with children, parents of pupils and teachers of the institution.
The implementation of the content of work experience involves the activities of a music director with children of preschool age, starting from the youngest, for three years.
Experience technology.
main goalexperience is the formation of children's skills in playing musical instruments. In accordance with the purpose formed the main tasks of experience.
In the field of knowledge:
· expanding the musical horizons of children;
· the formation of musical abilities: a sense of rhythm,
Sound pitch and timbre hearing.
· development of creative activity;
· introduction to instrumental music and independent,
Meaningful music-making;
· familiarizing children with the names of instruments;
· determination of the nature of the sound of instruments;
· learning how to play them.
In the field of skills:
· master the simplest techniques of playing different instruments;
· develop a sense of ensemble, coherence of sound in the orchestra;
· play individually the simplest songs, chants;
· be able to hear and perform your part in a polyphonic texture;
· be able to pick up well-known songs by ear;
Means for solving the problem:
· scientific and methodical literature.
· learning best practices.
· diagnosis of children.
· games, exercises.
· frontal, subgroup and individual lessons.
· creation of musical corners.
·
work with parents.
Development of a system for teaching children to play musical instruments.
Target: solving the problems of teaching preschool children to play musical instruments in a kindergarten.
The following tasks were set:
· enrichment of the experience of perception of music;
· fostering interest in children's musical instruments;
· developing a sense of rhythm;
· the ability to distinguish musical instruments by timbre and appearance;
· training in the correct methods of sound extraction;
· learning to play one by one and in an ensemble, independently organize a small orchestra.
· increasing the level of competence in teaching children to play musical instruments among teachers.
· increasing the level of knowledge of parents on teaching children to play musical instruments.
To successfully solve these problems, the presence of many factors is necessary:
· qualified training of a musical director (should know the methodological techniques in working with children to teach them to play children's musical instruments);
·
the ability to properly and effectively organize the lesson;
the right choice of tools, their maintenance in working condition.
Based on the results of the diagnostics, a work plan was drawn up educational process (Annex 1).
In order to identify the interests, needs, requests of parents, their level of competence in teaching children to play musical instruments, a survey was conducted (Appendix 4).
A variety of forms were used in working with parents,
generalized by the theme "Teaching preschoolers to play musical instruments": consultations, workshops, information sheets, memos, participation in joint entertainment.
Teaching preschoolers to play musical instruments was carried out through various forms of work:
· frontal and subgroup classes;
· thematic classes;
· entertainment, holidays;
· theatrical games with musical accompaniment;
· musical and didactic games;
· individual work with children;
· creation of musical zones in groups.
All groups have musical corners for the development of children. To help the work, I made a thematic selection of articles from the journals "Preschool Pedagogy", " preschool education”, “Music Director”, “Musical Palette”, containing ideas for decorating a corner. This gave impetus to the manifestation of imagination and creativity in the compilation of musical corners.
Planning and methodology for conducting classes on learning to play musical instruments.
Planning is one of the important conditions for organizing the pedagogical process.
The tasks of musical education of children require careful planning in order to establish a connection between all types of musical activities, to ensure the consistency and success of the development of each child.
The tasks of musical education in kindergarten are subordinated to the general goal of the comprehensive development of the child's personality. The focus is on the task of educating children's interest in and love for music, the development of children's musical abilities (development of emotional responsiveness to music, sense of rhythm, ear for music, etc.), the formation of simple skills in various types of musical activity. These tasks are carried out in all types of children's musical activities.
The work plan for teaching to play musical instruments is drawn up on the basis of general guidelines and provisions for planning musical education in kindergarten.
At first, the simplest tasks of learning to play instruments are set, which become more complicated as the child grows. In work with children, various musical instruments and toys are used. They are of great interest to the child. The initiator of teaching children to play musical instruments already in the 20s was the musical figure and teacher N.A. Metlov. He also owns the idea of organizing a children's orchestra (first noise, then mixed). He did a lot of work on the creation and improvement of children's musical instruments with a scale - metallophone and xylophone. A repertoire was selected, including folk songs and other works suitable for playing on children's musical instruments, and some rules for their instrumentation were developed. In his publications, N.A. Metlov gives detailed guidelines on the use, tuning of instruments, the sequence of teaching children to play musical instruments, a description of the methods of playing each of them.
The use of children's musical instruments and toys enriches the musical impressions of preschoolers, develops their musical abilities. Playing musical instruments that do not have a scale helps develop a sense of rhythm, expands children's timbre representations. Melodic musical instruments develop all three basic musical abilities: modal sense, musical and auditory representations and a sense of rhythm. To play a melody by ear, you need to have musical and auditory ideas about the location of sounds in height and rhythmic ideas. When choosing a melody, it is also necessary to feel the attraction to stable sounds, to distinguish and reproduce the emotional coloring of the music.
It is important to draw the attention of children to the expressiveness of the timbre of each instrument, to use figurative comparisons and characteristics. The tambourine makes sounds of different character, depending on whether it is hit on its membrane with fingers, the soft part of the palm, or with one thumb. If you change the place of impact - closer to the wooden frame (where the resonance is stronger), to the middle, hit the frame itself, or alternate these impacts, then you can achieve an interesting timbre comparison of sounds.
When the child feels the differences in sound quality, when he himself begins to navigate the various methods of playing, he will develop auditory control and the ability to correct inaccuracies in his performance.
Thus, musical responsiveness to music develops - the basis of musicality.
Acquaintance with the tools I carry out as on music lessons, devoting 7-10 minutes to learning, and during individual work with children. I try to carry out the work of teaching children to play musical instruments in an organized and consistent manner.
In the process of teaching children to play children's musical
On instruments, I use chants from N. A. Vetlugina’s “Musical Primer”, as well as well-known Russian folk songs and chants arranged by E. Tilicheeva. Chants help develop in children melodic hearing, a sense of rhythm, voice, the ability to compare and distinguish sounds in pitch and timbre.
The method of teaching children to play musical instruments by ear is based on the gradual expansion of the range of sung songs. At first, the child plays a melody built on one sound. Before playing the melody, he listens to me perform it. When a child plays a melody on one sound, he must accurately reproduce the rhythmic pattern. To do this, I use the technique of clapping the rhythmic pattern of the melody, as well as singing the melody with words. Singing a melody with words, you can focus on the rhythm of the verses. Singing tunes allows children to better imagine the direction of movement of the melody, develops musical and auditory ideas. The chant is best learned by heart.
In order to find out how the children remembered the song, I ask them to close their eyes and sing it using hand movements (in the form of a ladder). After that, I show the children where on the metallophone there is a new note that appeared in this lesson.
Children sing a tune, touching the desired metallophone or “nemophone” record with their fingers. Only after the child correctly shows the singing on the metallophone, do I allow him to pick up the hammer. Learning the song, the children perform it many times, making changes in each new performance. It can be a row-by-row game; a game when only boys or girls participate (“who is better”); accompaniment to a group of singers-soloists, etc.
I constantly monitor the correctness of the methods of playing the metallophone, remind the children that we play instruments because the sonorous sound of the metallophone allows us to sing better and cleaner.
It is very important to teach children the correct methods of sound production. When playing the metallophone, the hammer must be held so that it rests on the index finger, and the thumb holds it on top. The blow should fall on the middle of the plate and, most importantly, be light. The brush must be free. If the child keeps the hammer clenched in his fist, strikes loudly, holds it on the record, then the sound will turn out to be muffled, unpleasant. When long notes are played, the hammer should bounce higher, short notes - lower.
To understand the ratios of the durations of the sounds of a melody, they are modeled with the help of long and short sticks or designations adopted in musical notation (a quarter, eighth). In order for children to master the rhythmic pattern of the melody well, you can, using the accepted notation, lay it out on a flannelgraph. At the same time, the technique of subtexting durations, adopted in the relative system, is effective: quarters are denoted by the syllable "ta", and shorter eighths - by the syllable "ti". After the children have learned to convey the rhythmic pattern of different melodies built on the same sound, have mastered the techniques of playing the metallophone, we move on to playing chants on two adjacent sounds.
To make it easier for children to understand the location of sounds in height, I use the following techniques: laying out circle sounds at different heights on a flannelograph, singing, showing melodies with a hand, didactic aids and games. In addition, we use the “mute” (drawn) metallophone keyboard: the child shows the arrangement of sounds on it and “reproduces” the melody while singing. In the senior and preparatory groups for school, the range of chants expands. Children are already better oriented in the arrangement of the sounds of the melody, they act more independently. In order to gradually develop vocal and instrumental skills, I consistently study musical material with children, systematized into the following complexes, each of which includes several exercises.
First complex - singing and playing on the same step (note sol): “We are walking with flags”, “The sky is blue” (middle group) /
Second complex- singing and playing on two steps (sol-la notes) "Accordion", "Rain" (middle group).
Third complex - I - II - III steps of the major scale (notes of sol-la-si): “At the cat”, “A hare is walking” (senior group).
Fourth complex - V - VI - VII - I steps (notes of sol-la-cido): “Pipe”, “Cornflower”, Skok-skok-spok” (senior group.)
Fifth complex -
III - IV - V steps of the major scale (notes mi-bean-sol): Romanian folk song "Rain" (senior group)
Sixth complex -
I - II - III - IV - V steps of the minor scale (notes of re-mi-fa-sol-la): “There was a birch in the field”
Seventh complex -
I - II - III - IV - V steps of a major pentachord (notes Do-re-mi-beans): “Dudka”, “Shadow-shadow”.
Eighth complex - I - II - III - IV - V - VI - VII - I steps of the major scale (notes do-re-mi-fa-sol-la-cido): “Circus dogs”,
Starting from the sixth complex, I conduct training in
I pay special attention to learning to play musical instruments in the preparatory school group. By this time, children are fluent in such instruments as a metallophone, rattles, rattles, bells, beaters, triangles, tambourines, drums, boxes, etc.
In the preparatory group, new tasks are set: to teach children to play alone and in an orchestra, to enter and finish their part in a timely manner,
play with dynamic hues.
Teaching children to play musical instruments at first I spend in combination with singing, which I devote 5-6 minutes to. at every lesson. Using musical instruments, children, as it were, complement the simplest melodies that are performed as chants. In my work, I definitely use various manuals that contribute to more effective teaching of children to play musical instruments. For example, musical ladders and flannelgraph, which help to consolidate children's knowledge of the movement of a melody. I strive to develop in children the desire to play musical instruments, first individually and then as a subgroup.
In the preparatory group for school, I introduce children to the accordion. Not every child can play the accordion. Of all the musical instruments, this one is the most complex. Therefore, in music lessons, I only introduce children to the accordion, and teach them how to play during individual lessons.
Before teaching the accordion, children should be shown how to sit and hold the instrument correctly. The child sits on a chair, occupying about half of the seat, feet are on the floor. One accordion strap is worn on the middle of the right forearm, the other on the middle of the left. The right strap is longer, the short strap on the left forearm gives the instrument stability. The accordion is placed on the knee in such a way that the left side of the body of the accordion and the bellows are supported by the left hand during playing. Having mastered the game while sitting, the child will be able to play standing.
In kindergarten, I teach to play only with my right hand, since it is difficult for preschoolers to play with two hands. The right hand rests freely on the keyboard. During the game, children touch the keys with their fingertips. The elbow is lowered, the fingers are half-bent, as if holding an apple. It is necessary to ensure that children do not play with one finger. For each melody, a convenient arrangement of fingers (fingering) is indicated.
I start mastering a new instrument with already familiar chants (on one, two, three sounds), which children pick up by ear after getting acquainted with the playing techniques, methods of sound production.
It is important that the children feel the expressive possibilities of new instruments, learn how to use a variety of timbre colors. At older preschool age, children are already aware that with the help of each instrument, even without a scale, you can convey a certain mood. Thus, learning to play musical instruments includes three stages:
on the first- children listen and memorize melodies, sing them, get acquainted with the choruses,
on the second- pick up tuneson the third- perform them at will.
Learning to play the instruments can be successfully developed only if a number of conditions are met: - systematic studies throughout the year and at each musical lesson; - consistent study of the singing of vocal and instrumental complexes;
- the presence in the classroom, as well as in home music making, of their own metallophones for each child, which will make it possible to engage in instrumental music making of all children without exception.
To teach children to play musical instruments, I use the following methods:
· "Me and mom",
· "Teacher and Child"
verbal,
visual,
practical,
game.
Method "Me and Mom" used during didactic games at home. Parents were offered didactic games at home for joint activities with the child at home.
Method "Teacher and child" used for joint activities of a teacher with a child in a preschool educational institution.
I use the verbal method during:
· looking at a musical instrument
· teacher's questions and children's answers,
· experimentation.
I use a visual method during:
· conducting musical and didactic games
· experimentation,
· consideration of demonstration and handout material;
I use the practical method when necessary. :
· organize productive activities;
· hold games.
game methodI use in the organization of educational and gaming activities
The use of didactic games in teaching preschoolers to play musical instruments.
The use of musical and didactic games in the classroom makes it possible to conduct them in the most meaningful way. Sometimes musical and didactic games are held in the classroom as a separate activity. These games are educational in nature. In this case, available game form children develop musical abilities. All musical and didactic games are selected by age. For their use, there should be aesthetically and colorfully designed manuals and musical instruments.
Musical and didactic games develop a sense of rhythm, help to correctly convey the rhythmic pattern of well-known melodies, songs, and also work on new ones. For this purpose, various didactic aids are also used: spoons, cubes, sticks, rattles, mallets, bells, triangles, hammers.
When working with children, I try to use simple, accessible and interesting musical and didactic games. Only in this case they encourage children to play various musical instruments.
In the process of musical and didactic games, preschoolers develop a sense of camaraderie and responsibility. Musical and didactic games should be used already in the second younger group.
For younger preschool age.
Games for the development of pitch hearing and consolidation of program material.
"Bears"
The teacher gives each child a bell and explains: “You
all the cubs and sleep in their houses, and I will be a mother bear, I also sleep. A lullaby melody sounds, the cubs sleep on chairs with their eyes closed. To a cheerful melody, the she-bear rings a big bell and wakes up the cubs. They wake up and ring her in response with their little bells.
What bird is singing?
On the table are toy birds - big and small. The musical director shows how a big bird sings (plays the metallophone up to the first octave) and how a small one (up to the second octave). Then the teacher fences off the metallophone with a screen and alternately takes “to” the first and “to” the second octave, inviting the children to guess which bird is singing.
This game can be played in middle group, but I involve children in playing the metallophone. At the same time, I teach not only to determine the location of low and high sounds on the metallophone, but also to extract them on the instrument.
Pinocchio
game material . Box with Pinocchio painted on it. From the side, the box opens, cards with colorful illustrations for various program songs and plays (herringbone, steam locomotive, car, sledge, doll, flag, etc.) familiar to children are inserted there.
Game progress.The teacher explains to the children that Pinocchio came to visit them and brought songs with him, and which children must guess for themselves.
The music director plays the piece, the guys guess and take out the corresponding picture from the box. For example, the song "Herringbone" by M. Krasev is performed - the child takes out a card with the image of a New Year tree; the melody of the song "Steam locomotive" sounds
3. Companion - takes out a picture of a steam locomotive, etc.
"Steps"
game material. Ladder of five steps, toys (matryoshka, bear, bunny), metallophone.
Game progress. The leading child plays the instrument, and the other child determines where the melody is moving - up, down or sounds on the same sound and, accordingly, moves the toy up and down the steps of the ladder or taps it on one step. The next child acts with another toy. This game helps to consolidate children's knowledge about the location of sounds on various instruments.
"Determine the rhythm."
game material : Tambourine, musical ladder.
Game progress. The teacher performs various rhythmic patterns on a tambourine, conveying the movements of a clumsy bear, a fast bunny and a swift bird. Children guess the riddles proposed to them and put the corresponding toy on a certain step of the musical ladder (bear on the bottom, bunny on the middle, bird on the top). Then, with slow strokes of the palm of the right hand on the tambourine, the rhythmic pattern of the melody of the bear is conveyed, the image of the bunny - by quickly tapping with the index finger, the bird - by lightly shaking the tambourine above the head.
"Tambourine"
game material . Tambourine.
Game progress. The music director shows the tambourine, the children listen to how it can sound when shaken or when it is struck with the palm of your hand. Then, the teacher takes a tambourine and, having raised it, runs around the room with the children (to the first part of the music of G. Frida. Tambourine), stops for the second part and knocks on it, the children clap their hands. After performing twice, the kids perform the exercise one at a time. The teacher reminds that first you need to run around the chair, and then stop and hit the tambourine with your palm.
"They brought us toys"
game material . Pipe, bell, musical hammer, cat ( soft toy), box.
Game progress. The teacher takes a box tied with a ribbon, takes out a cat from there and sings the song “Grey Kitty” by V. Vitlin. Then he says that there are more in the box. musical toys, which the cat will give to children if they recognize them by their sound.
Behind a small screen, the teacher plays musical toys. Children will recognize them. The cat gives a toy to the child, he rings a bell (tapping with a musical hammer, playing the pipe). Then the cat passes the toy to another (one and the same pipe is not transferred, it is desirable to have several of them). This game leads children to independent activities with musical toys and instruments.
"Caps".
game material . Three colorful paper caps, children's musical instruments: tambourine, drum, glockenspiel, bell.
Game progress. A subgroup of children sits in a semicircle, in front of them is a table, on which musical instruments lie under caps. The teacher calls the child to the table, invites him to turn around and guess what he will play on. To check the answer, you are allowed to look under the cap.
"Our Orchestra"
game material . Children's musical toys and instruments (bells, tambourines, triangles, etc.), large box.
Game progress. The teacher informs the children that a package has arrived at the kindergarten, shows it, takes out musical instruments and distributes them to the children (a preliminary acquaintance with each instrument was given at a music lesson). Everyone takes turns playing these musical instruments the way they want.
For older preschoolers.
Games for developing a sense of rhythm.
"We've got guests."
game material. Bibabo toys (bear, bunny, horse, bird), tambourine, metallophone, musical hammer, bell.
Game progress. The teacher addresses the children: “Children, toys should come to visit us today.” A knock is heard, the teacher comes to the door and imperceptibly puts a bear on his hand: “Hello, children, I came to visit you to play and dance with you. Lena, play me the tambourine, I'll dance. The girl slowly strikes the tambourine, the teacher (with a bear in her hands) rhythmically steps from foot to foot, like a bear. Children clap. Similarly, the teacher plays with the arrival of other toys. The bunny jumps to the quick beats of the hammer on the metallophone, the horse jumps to the clear rhythmic beats of the musical hammer, the bird flies to the sound of the bell.
"Our trip"
game material . Metallophone, tambourine, triangle, spoons, musical hammer, drum.
Game progress. The teacher invites the children to come up with a short story about their journey and depict it on some musical instrument.
“Listen first to what I came up with,” the teacher says. “Olya went out into the street, went down the stairs (plays a melody on the metallophone from top to bottom). I saw a friend jumping rope. Like this (beats the drum rhythmically). Olya also wanted to jump, she ran home for a skipping rope, jumping over the steps (she plays a melody up on a metallophone after one sound). You can continue my story or come up with your own.
"Complete the task"
game material . Flannelgraph, cards depicting short and long sounds, children's musical instruments (metallophone, tambourine, box).
Game progress. The teacher (or child) plays a rhythmic pattern on one of the instruments. The child lays it out with cards on a flannelograph. The number of cards can be increased. In this case, each player will lay out a rhythmic pattern on the table.
Games for the development of timbre hearing.
"What do I play"
game material . Cards according to the number of players, one half depicts children's musical instruments, the other half is empty; chips and children's musical instruments.
Game progress.Children are given three or four cards. The leading child plays a melody or rhythmic pattern on some instrument (there is a small screen in front of the leader). Children determine the sound of the instrument and close the second half of the card with a chip.
"Define the tool."
game material . Accordion, metallophone, bell, wooden spoons.
Game progress. Two children sit with their backs to each other
In front of them on the tables are the same tools.
One of the players performs a rhythmic pattern on any instrument, the other repeats it on the same instrument. If the child correctly performs the musical task, then all the children clap. After the correct answer, the player has the right to guess the next riddle.
The game is played during free time.
Games for the development of pitch hearing.
"Music Lotto".
game material . Cards, according to the number of players, on which five lines are drawn, a metallophone.
Game progress. The child-leader plays the scale on the metallophone up, down or repeats one sound. Children should lay out circles on the card from the first line to the fifth, or from the fifth to the first,
or on the same line.
"Listen carefully."
game material . Cards according to the number of players, one half of which depicts children's musical instruments, the other half is empty; chips and children's musical instruments.
Game progress.Children are given three or four cards. The host plays a melody or rhythmic pattern on some instrument (a small screen is in front of the host). Children determine which instrument sounds and cover the second half of the card with a chip.
The game can be played like a lotto. On one large card, divided into four or six squares, various instruments are depicted. These squares are closed with small cards with the same tools. Each child is given one big map and four or six small ones. The game is also played, but only the children cover the corresponding image on the large one with a small card. The game is played in older groups at music lessons in order to consolidate knowledge of musical instruments, as well as during leisure hours.
"Musical Mysteries"
game material . Metallophone, accordion.
Game progress. Children sit in a semicircle in front of a screen behind which there are musical instruments on the table. The leading child plays a melody or rhythmic pattern on an instrument. Children guess. A chip is given for the correct answer. Whoever has the most chips wins.
Games for the development of memory and harmonic hearing.
How many of us are singing?
game material . A tablet with insert pockets or a flannelograph, three nesting dolls-pictures of a large size (for a flannelograph, the nesting dolls are pasted over with flannel on the reverse side), cards (according to the number of players) with slots, three nesting dolls-pictures (for each player), musical instruments.
In the game, you can use other game material - three cards with the image of singing children (one child on the first, two children on the second, three on the third).
Game progress. The child-leader plays one, two or three different sounds on one of the instruments. Children determine the number of sounds and insert the corresponding number of nesting dolls into the slots of their cards. The called child lays out nesting dolls on the flannelograph or inserts them into the pockets of the tablet. Children must be reminded that they must take as many nesting dolls as they hear different sounds.
In a musical and didactic game with other game material, children raise cards with the image of one, two or three singing girls in accordance with the number of sounds.
"Guess the song."
game material . Cards according to the number of players with an image on each of several pictures, the plot of which corresponds to the songs and chants studied by the children, chips, children's musical instruments.
Game progress. The child plays a melody on any musical instrument. Children determine the song and, depending on the melody heard, close the picture with chips.
"Magic wolf".
game material. On the tablet there are illustrations for program works on listening or singing, an arrow rotates in the center.
Game progress. Option 1. A work familiar to children is performed on a record or on the piano. The called child points with an arrow to the corresponding illustration, names the composer.
Option 2. The presenter performs the melody of the program song on the metallophone. The child points with an arrow to a picture that matches the content of this melody.
Option 3. The child-leader points to a picture with an arrow. The rest of the children sing a song corresponding to the content of this picture, or play an ensemble on various instruments.
What song is Peter playing?
game material . The tablet shows a piano with a pocket, a boy playing the instrument. On the table are illustrations for familiar songs, children's instruments.
Game progress. The called child performs on one of the instruments a familiar song learned in music or individual lessons. The other child finds the matching picture and inserts it into the piano pocket. If the answer is correct, everyone clap and this child plays the next melody on one of the instruments.
"What instrument does Katya have?"
game material . Tablet with the image of a girl. In her hands is a case, the lid of which opens and there is an insert pocket. Pictures depicting various children's musical instruments.
Game progress. The presenter shows the children a tablet and explains that the girl Katya goes to a music school and carries an instrument, and which one - the children will have to determine by ear.
Analysis of the work carried out.
Work done on learning to play musical instruments:
- enriched the children with the experience of perceiving music;
Raised interest in children's musical instruments;
- contributed to the development of a sense of rhythm;
Taught to distinguish musical instruments by timbre and appearance;
Contributed to teaching the correct methods of sound production;
She helped to play alone and in an ensemble, to organize a small orchestra on her own.
The effectiveness of experience.
An analysis of the work done showed that systematic and systematic work on this problem, as well as the use of musical didactic games, effectively helps to develop musical abilities and enriches the musical impressions of children; increases the responsibility of each child for the correct performance of his part; helps to overcome uncertainty, shyness; unites the children's team.
The presented system of work is aimed not only at teaching children to play musical instruments, but also at the formation of the prerequisites for educational activities, since in the process of playing children's musical instruments, the individual characteristics of each child are clearly manifested. Based on the use of musical and didactic games and exercises, preschoolers develop attention, endurance, memory, imagination, purposefulness, a sense of collectivism, responsibility, and discipline.
· acquaintance with musical instruments should be carried out taking into account the age characteristics of preschoolers;
· at each stage of education, children should be offered only one new game for the development of musical abilities;
· do not try to show many games at once, offer different versions of one game. Only after a week you can move on to new games.
· learning should take place in the form of a game.
· the duration of the game should not exceed 5-10 minutes
List of used literature:
1. Methods of musical education in kindergarten, ed. ON THE.
Vetlugina. M., 1982.
2. P. Govorushko. Fundamentals of playing the accordion. M., ed. Music, 1966.
Kindergarten, ed. M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova.
M., Publishing house "Education of a preschooler", 2005.
4. N. Vetlugina. Music primer M., Enlightenment, 1990
5. N. Metlov. Music lessons in kindergarten. M., Education, 1984.
6. Musical education of younger preschoolers. M., Education, 1985.
7. N. Kononova. Musical didactic games. M., Education, 1982.
8. Artistic creativity in kindergarten M. Enlightenment 1974
9. N. Metlov. Music for children. M., Education, 1985.
10. S. Bekina. Music and movement. M., Education, 1984.
11. M .B.Zatsepina. Musical education in kindergarten. M., Mosaic-
Synthesis, 2005.
12. M .B.Zatsepina. Cultural and leisure activities in kindergarten. M.,
Mosaic- Synthesis, 2005.
13. O.P. Radynov. Musical education of preschoolers. M., Vlados, 1994.
14. Folklore - music - theater. Ed. S.I. Merzlyakova, M., Vlados, 1999.
15. Journal "Preschool education":
No. 2, No. 3, No. 9/88;
No. 4, No. 8/89
The initiator of teaching children to play musical instruments in the 20s. became a famous teacher and musician N. A. Metlov. He also owns the idea of organizing a children's orchestra. Together with N. A. Metlov, T. S. Babadzhan, Yu. A. Dvoskina, M. A. Rumer, N. A. Vetlugina, and later O. P. Radynova, A. N. Zimina and others worked on this problem. .
According to the classification of N. A. Vetlugina, all children's musical instruments are divided into two types: silent and sounding. Silent musical instruments include toys depicting musical instruments: a piano with a silent keyboard, balalaikas with non-playing strings, violins with painted strings, etc. They are used to create in children an idea of \u200b\u200bdifferent musical instruments, and children can use them in role-playing games , dramatizations.
Sounding musical instruments are divided into noise, making sounds of indefinite height, on which you can perform only the rhythm (tambourine, triangle, spoons, musical boxes, etc.) and pitch (melodic): with diatonic and chromatic scales(metallophones, xylophones, button accordions, accordions, etc.), making one sound(pipes, flutes, horns, etc.), with fixed melody(music boxes, barrel-organs, etc.).
Sounding musical instruments are also divided into 1) strings - zithers, domras, balalaikas, harps, etc.; 2) wind - flutes, saxophones, clarinets, triplets, etc.; 3) keyboard-reed - button accordions, accordions, harmonicas; 4) percussion keyboards - pianos, pianos; drums- metallophones, xylophones, tambourines, triangles, cymbals, drums, etc.
Teaching children to play noise musical instruments begins with the second younger group: on wooden sticks, spoons, tambourines, rattles, musical mallets, boxes, etc. At this age, they get acquainted with the metallophone. It is important to draw their attention to the expressiveness of the timbre of each instrument, use figurative characteristics: gentle (bell), sonorous (metallophone), clear, knocking (drum), etc., discuss with children which instrument is better to play along with walking, running, dancing.
In the middle group, for the first time, they begin to teach children to play musical instruments that have a scale. The metallophone is most convenient for this. First, they master the techniques of playing it: staccato, glissando.
There are several ways to learn to play melodic instruments: by notes, by color or numerical notation, by ear. Teaching preschoolers to play music very laborious and rarely used in practice. color system, widespread abroad, it is convenient for children to quickly master playing instruments, but the ear for music does not develop, because in children, mainly visual perception, visual memory is activated. digital system, offered in the 1930s. N. A. Metlov, also leads to mechanical reproduction of the melody. The greatest developmental effect of learning is achieved only when playing by ear. Beginning with younger age it is important to encourage children to listen to the sounds of the melody, compare them, and distinguish them by height. For this, didactic aids are used that simulate the movement of the melody up, down, in place. This is a musical ladder, a butterfly moving from flower to flower (notes), etc. You can also show the movement of the melody with your hand while singing it.
The technique of teaching to play the instruments is based on the principle of gradual complication of the performed songs and songs. At first, the child plays melodies built on one sound, then on two or three adjacent sounds, and only then does he learn to play melodies at intervals. It is necessary that the child plays only the melody that is well known to him on the instrument. He can sing along only if he can clearly intonate the melody.
Children are taught the techniques of sound extraction: to hold the hammer correctly (it lies freely on the index finger, it is slightly held with the thumb), you need to direct the blow to the middle of the metallophone plate, do not hold the hammer on the plate, but quickly remove it (like a bouncing ball). When long notes are played, the hammer should bounce higher, short notes - lower.
After the metallophone is mastered, the children of the senior and preparatory groups for school learn to play other melodic instruments - strings, winds, keyboard-reeds.
Teaching children to play musical instruments includes three stages: on the first - children listen and memorize melodies, sing them, get acquainted with the techniques of the game, on the second - pick up tunes on the third - perform them at will.
Children's Orchestra- one of the types of collective music making. There are several types of children's orchestra: noise(including different types percussion instruments that do not have a scale), ensemble(consisting of the same or the same type of instruments), mixed orchestra(includes different groups of instruments).
noise orchestra can be organized with young children if they can rhythmically reproduce strong beats of beats with claps, mark the meter of music. Spoon Ensemble can be organized starting with the middle group. It can include several other percussion instruments (tambourine, triangle, etc.). Mixed orchestra organized at the senior preschool age.
Before children can collectively play music in an orchestra, it is necessary to conduct many individual and subgroup lessons with them, which are organized by both the music director and the educator. You can play musical instruments with children both in music classes and in the daily life of a kindergarten, so there should be a sufficient number of noise and melodic instruments in the group. In playing musical instruments, children develop musical and communication skills, diligence and creativity.
The role of musical - didactic games in the development of children's musical abilities(on the example of specific games)
N. A. Vetlugina proposed a classification of musical didactic games, characterized their structure and content, didactic requirements for the design of visual aids. Later this work was continued by A.N. Zimina, E.P. Kostina.
The purpose of musical and didactic games is the development of musical and sensory abilities in children. These games contain game actions and rules, the implementation of which helps to develop a modal sense, ear for music and a sense of rhythm. In addition, musical and didactic exercises and games, especially with the use of desktop-printed material, allow children to independently exercise in mastering the methods of sensory actions, the child learns to distinguish the properties and qualities of sensory perceived phenomena.
Depending on the didactic task and the deployment of game actions A. N. Zimina divides musical didactic games into three types: 1) calm music playing, in which children often play at tables with visual aids (pictures, didactic cards, musical instruments) ; 2) outdoor games with elements of competition in which children move, focusing on the features of the sound of music: quiet or loud, fast or slow, cheerful or sad mood; 3) games built according to the type of round dance, in them, the movements of children are calm, most of the children move in a circle, and the leaders move in a circle. A musical didactic game always requires auditory concentration, which contributes to the development of auditory perception. So during the game, the child must always listen to the change of sounds and respond to this with movement or action. For example, in games of the first type, children learn to distinguish the timbre of musical instruments: drum, pipe, tambourine, metallophone, etc. (“Guess what I play?”), determine the mood of the music("Sun and Rain") distinguish between musical genres(“What can you do to this music: sleep when a lullaby sounds, march to a march, or sing when a song sounds”). Games of the second kind are often competitive in nature, for example, “Cheerful Orchestra” under the 1st part of the music, children run around musical instruments laid out in a circle, under the 2nd part, with a change in the nature of the music, they play them; who did not have enough instrument, he is a conductor.
At a younger age children most easily perceive sound-pitch ratios: high, medium, low sounds. With them you can play the games “Bird and Chicks”, “What Bell Sounds?”, “Musical Ladder” from the “Musical Primer” by N. A. Vetlugina. For example, chicks sit high on a tree in a nest and sing: “Chick-chirp, chirp-chirp” in thin, high voices (the teacher raises his hand up), and the mother bird sits under a tree on the ground and sings her song in a low voice: “Chick -chirp, chirp-chirp "(the teacher lowers his hand low, then shows a picture from the "Musical Primer". The kids still cannot play on their own.
With middle class kids play all kinds of games. In the games of "calm music-making" middle-aged children successfully play under the guidance of a teacher and independently in a musical corner. Mobile musical and didactic games cause difficulties for some children; additional classes are held with them individually or in small subgroups. For example, a teacher says: “When a dance melody sounds, Kolya will dance, and when it’s quiet, Natasha.” From the middle group, an environment should be created for children to independently conduct musical and didactic exercises - desktop-printed and game musical and didactic material in the music corner: music boxes, music lotto, dominoes, sets of pictures depicting musical instruments, noise musical instruments and a metallophone, musical audio recordings.
At senior preschool age children play on their own, and also the most gifted of them spend them with each other or with a group of children. Older children have access to all three types of games, they are held in music classes, in the daily life of the kindergarten, on walks. Game for older children: "Horses". Children are divided into two teams: white and black horses. When quiet music sounds, white horses jump, and when loud music, black ones. Complicated version: the third team of children plays rhythm on noise instruments to the horses to the music. Older children need to be taught creative games: "Walk", "Our Journey" and others.
Thus, the teacher should create a musical corner in the group containing musical instruments, visual aids for musical and didactic games, to learn games with children in the classroom and in the daily life of the kindergarten, thereby contributing to the development of their musical and sensory abilities.
Directly organized activities for the musical development of children, its types. Make a plan for a music lesson for any age group
The content, organization and methodology of conducting music lessons with preschool children were developed by N. A. Vetlugina, I. N. Komisarova, O. P. Radynova, A. N. Zimina and others. By definition, O. P. Radynova, music lessons are the main a form of organization in which children are taught, their abilities are developed and the foundations of musical culture are formed.
In accordance with the requirements of the Federal State Educational Standard preschool education directly educational activities for the musical development of children in preschool educational institutions are carried out in all age groups 2 times a week, their duration: in junior groups- 20 minutes, in medium - 25 minutes, in seniors - 30-35 minutes.
The structure and content of directly educational activities for the musical development of children (GCD) - music lessons:
Part 1 - introductory. It consists of musical and rhythmic movements (children entering the hall to the music, different types of walking and running, dance and imitation movements).
Part 2 is the main one. It includes listening to music (1-2 pieces), singing (singing, singing improvisations, learning songs), dancing and playing music.
Part 3 - final Her task is to bring the body of children to a calm state. Children perform march walking, relaxation exercises, the lesson is summed up. According to the content, all music lessons (GCD) are divided into different types.
Typical directly educational activities for the musical development of children (GCD) is traditional. During this activity, children listen to music, sing, dance, play musical instruments and play musical and didactic games.
GCD thematic. The topics of such music lessons can be gaming (“Favorite toys”, “A trip to visit grandma”), educational (“Musical genres”, “What music tells us about”), etc.
GCD for listening to music are carried out with children of middle and older age, because they already have experience in perceiving music and a certain supply of musical terminology. The duration of such a lesson in the middle group is 10 minutes, in the older ones - 20-25 minutes.
NOD for the development of musical creativity carried out with older children. Children in these classes compose melodies to a given text, compose improvisation dances, compose melodies on a metallophone.
GCD for teaching children to play instruments first conducted by the educator in individual lessons, then the music director organizes classes in subgroups and frontal classes for teaching children in an ensemble and orchestra.
Complex classes - GCD, where music, visual arts and literature are equally represented.
Integrated classes - GCD, in which for the disclosure of one topic are used different types children's musical activities.
GCD with the dominance of one type of activity, where one type of musical activity predominates: singing or playing musical instruments, musical-rhythmic movements or listening.
The teacher should be an active assistant to the music director in the lesson: he sings songs, pronounces the words in the song, dances with the children, monitors the posture of the children, displays musical and rhythmic movements and plays musical instruments.
Thematic GCD plan for the musical development of childrenin the middle group:
“Autumn has come to us again”
1. Musical-rhythmic exercises. Walking and running to the music of M. Krasev. Dance exercises with leaves: fly, spin, fall to the ground, fly again.
2. Listening. "Leaves are falling" music. M. Kraseva.
3. Singing. "Autumn" music. I. Kishko, "Harvest" music. A. Filippenko, "Falling Leaves" by T. Popatenko.
4. Game. "Find your vegetable" p. n. m. "Like under an apple tree."
Thus, the teacher should, when organizing and conducting directly educational activities of children in musical development, use different types of classes: typical, thematic, dominant, complex, integrated, etc., as well as different types of organization of children: frontal, and in joint activities: subgroup and individual.
Galina Khakimova
Methodical development "Teaching children to play children's musical instruments"
Teaching children to play.
Modern scientific research testify to that development musical ability, the formation of the foundations musical culture needs to start at preschool age.
musical development has an irreplaceable impact on the overall development: the emotional sphere is formed, thinking is improved, the child becomes sensitive to beauty in art and life. Only by developing the emotions, interests, tastes of the child, you can attach him to musical culture lay its foundations. Preschool age is extremely important for further mastery musical culture. If in the process musical activities will be formed musically- aesthetic consciousness, this will not pass without a trace for the subsequent development of a person, his general spiritual formation.
Musical activity includes not only perception music, but also performance that is feasible for children, based on the experience of perception - singing, playing on musical instruments, musically- rhythmic movements. Through singing, playing musical instruments can develop another musical ability - the ability to imagine and reproduce height musical sounds in a melody. The development of this ability involves mental operations: comparison, analysis, comparison, memorization - and thus affects not only musical but also on the overall development of the child.
Initiators teaching children to play musical instruments became famous in the 1920s musical figure and teacher. A. Metlov. He owns the idea of organizing children's orchestra. N. A. Metlov did a great job of creating and improving the design children's musical instruments having a scale - metallophone and xylophone.
game on musical instruments - one of the types of children's performance. Application children's musical instruments and toys(both in the classroom and in everyday life) enriches musical impressions of preschoolers, develops them musical ability.
In addition, the game musical instruments develops the will, striving to achieve the goal.
Acquaintance children with musical instruments starts at an early age. Early musical training plays a significant role in musical development of the child, but it must be presented in forms that are accessible and interesting for young children. It is impossible not to take into account the degree of readiness for such activities as teaching children on instruments requiring from children significant attention, concentration, awareness of physical maturity. First musical The teacher strives to give impressions to children in an entertaining way. Education starts with a drum group tools, which do not have a sound range. Classes are held with small groups and individually. It is advisable to use musical instruments and in everyday life, to reinforce the children's emerging sense of rhythm music.
In the second younger group, children can play the tambourine, wooden spoons, cubes, rattle, musical hammers, drum, hammer. At this age, they get acquainted with the metallophone.
Before starting to learn the melody on the metallophone with the children, the adult himself must competently perform this melody on the metallophone several times, the children listen. Then they show those who wish which records and how many times to hit. It is difficult to remember the whole melody at once, it is better to learn it in parts, for example, learn the verse of a song, and when the child learns it, show how to play the chorus or the first part of the melody, then the second. You can alternate the game of the educator with children's performance: the teacher plays the chorus, and the child plays the chorus on another metallophone, or vice versa. It is desirable that the child, having learned part or all musical composition, performed it with the teacher (on two metallophones).
Classes for game learning on the metallophone are conducted with children individually.
To perform on the metallophone, at first, simple and well-known melodies are taken. In this case, they do not hit the records mechanically, but all the time regulate their performance by ear. Hitting the wrong plate, the child hears the mistake and tries to correct it.
Another important condition when choosing pieces is the structure of the melody. The sounds of the melody should be located close to each other, large intervals for playing are difficult for children. Playing melodies based on one sound is not advisable, and it is not interesting for children either.
In the middle group for the first time start teach children to play musical instruments having a sound range. The metallophone is most convenient for this. It is quite easy to handle, does not require constant tuning, like strings. instruments. Children are already familiar with the timbre of this tool, game methods.
There are several ways learning to play melodic musical instruments: by notes, by color and numerical designations, by ear.
Teaching children to play according to the notes is very laborious, although sometimes it is used in practice. Not all preschoolers master musical notation if constant individual work is not carried out. It is important that children understand the connection between the arrangement of notes on a musical staff and their sound in a melody, with the exception of the mechanical reproduction of musical signs.
Overseas color system is convenient for quick mastering children playing instruments. Defined color coding (color keys, metallophone plates) assigned to each sound. The child has a record of the melody in color notation: Uses colored circles or colored notation for notes, with or without rhythm notation. It is easy to play this system, but with this way of playing (I see a green note designation - I press the green key) hearing is not involved in the reproduction of the melody, the child plays mechanically.
In a similar way children are taught to play by numbers, pasted near each metallophone plate, and recording the melody in digital designation. Duration notation can also be modeled (*long and short sticks)
The digital system proposed in the 30s. N. A. Metlov, at that time, perhaps, was justified, but later it began to be used less frequently, since it leads to mechanical reproduction of the melody.
Both ways children's education(using color and number designations) allow you to easily and quickly get the desired result, but do not have a developing effect too much in these methods, the share of mechanical reproduction of the melody.
The greatest developmental effect learning achieved only when game by ear. This method requires constant development of hearing, serious auditory training. From an early age, it is important to encourage children listen to the sounds of the melody, compare them, distinguish by height. To accumulate auditory experience, develop auditory attention children, didactic aids are used that simulate the movement of the melody up, down, in place. This is musical ladder moving from flower to flower (notes) a butterfly, etc. At the same time, the sounds of the melody are sung, corresponding in height to the simulated ratios of sounds. You can show with your hand the movement of the sounds of a melody while simultaneously playing it (voice or instrument) .
Methods of teaching children to play musical instruments by ear it is built on the gradual expansion of the range of sung chants. At the beginning, the child plays a melody built on one sound. Before playing a melody, he listens to it performed music director, who first sings it, drawing attention to the fact that the sounds of the melody do not differ in height, then plays the metallophone and sings at the same time. Singing tunes allows children to better imagine the direction of movement of the melody, develops musically- Auditory presentations.
Children teach tricks sound production: correctly hold the hammer (it should lie freely on the index finger, it is only slightly held with the thumb, direct the blow to the middle of the metallophone plate, do not hold the hammer on the plate, but quickly remove it (like a bouncing ball). When long notes are played, the hammer bounces higher, short notes - lower.
When a child plays a melody on one sound, he must reproduce the rhythmic pattern. To do this, singing a melody with words, you can focus on the rhythm of the verses.
To understand the ratios of the durations of the sounds of a melody, they are modeled with the help of long and short sticks or the notation adopted in musical notation. (quarter, eighth). In order for children to master the rhythmic pattern of the melody well, you can, using the accepted notation, lay it out on a flannelgraph. At the same time, the technique of subtexting durations, adopted in the relative system: fourths are denoted by the syllable ta, and shorter eighths by the syllable ti. The technique of clapping the rhythmic pattern of a melody or playing it on musical instruments.
After the children have learned to convey the rhythmic pattern of different melodies built on the same sound, have mastered the techniques of playing the metallophone, you can proceed to game singing on two adjacent sounds. To make it easier for children to understand the location of sounds in height, the named tricks: laying out sounds - circles at different heights on a flannelograph, singing, showing the movement of a melody with a hand, didactic aids and games.
In addition, you can use "dumb" (drawn) keyboard glockenspiel: the child shows the location of sounds on it and singing "reproduces" melody.
In the senior and preparatory groups for school, the range of chants expands. Children are already better oriented in the arrangement of the sounds of the melody, they act more independently.
Learning to play children's musical instruments The teacher must take into account the individual abilities of each child. Some children pick up tunes quite easily, while others require more detailed preparatory work.
After the metallophone is mastered, children in the senior and preparatory groups for school learning to play on other melodic string instruments, wind, keyboard-reed. Each child can gradually master the game on several musical instruments. It is useful to combine individual work with children and work in subgroups, as well as with the whole group.
As the children learn to play the metallophones, you can show them how to use the zithers. To make it easier for children to navigate the arrangement of the strings, we also use a digital system - in the lower part of the zither we put a paper strip with numbers under the strings, and the number 1 corresponds to the sound up to 1, etc. The zither is played with a pick - a plastic plate with a pointed end. Hold the pick for three fingers - thumb, index and middle, making the movement of the hand to the right. For comfort game on the zither and better resonance tool placed on a wooden table. With their left hand, the children slightly raise the upper corner of the zither, keeping the elbow on the table. This is done so that the child does not tilt his head too low and so that he can see the digital designation of the strings.
Sometimes the zithers do not keep in tune, the pegs weaken. In this case, you need to fix the pegs with pieces of plywood. Broken strings are replaced with thin balalaika strings.
For teaching preschoolers to play the accordion is the best to use childish chromatic accordion "Belarus". It has 20 keys on the right side with a range of do1-sol2, on the left side there are four chords.
Before learn how to play the accordion should show children how to sit and hold tool. The child sits on a chair, occupying about half of the seat, feet are on the floor. One accordion strap is worn in the middle of the right forearm, the other in the middle of the left. The first strap is longer, the short strap on the left forearm gives tool stability. The accordion is placed on the knee in such a way that the left side of the body of the accordion and the bellows are supported by the left hand during playing. Having mastered the game sitting, the child plays standing.
AT children's we teach gardening to play only with the right hand, which lies freely on the keyboard. During the game, children touch the keys with their fingertips. The elbow is lowered, the fingers are bent. It is necessary to ensure that children do not play with one finger. For each melody, a convenient finger position is indicated (fingering). Playing with two hands is difficult for preschoolers.
If it is difficult for a child to play with the five fingers of the right hand, at first you can use the four-finger system. games: thumb under the keyboard in a natural position, like an accordion.
At learning to play on the accordion we use numbers, as on the metallophone, zither. The numbers are printed on the top of the white keys. Gradually, children stop looking at the numbers, play without looking, using muscle sensation. Not all children can play the accordion; some guys find it difficult to simultaneously play the melody with the fingers of the right hand and inflate the bellows of the left.
When children learn how to play the accordion, the more capable can be taught playing a wind instrument. From brass tools it is recommended to take a wind harmonica "Melody - 26". The wind harmonica with a piano keyboard has 26 keys with a small octave B range - up to 3. Hold tool with left hand, four fingers encircle the handle, the thumb rests on back bottom tool. The mouthpiece is taken into the mouth. Tool should be held slightly downward. The left arm and elbow are raised. The right hand assumes the same position, the fingers are slightly bent and move freely on the keyboard.
They play with five fingers, like a piano. At first, you can move with a four-finger system, like on an accordion. Numbers are applied to the top of the white keys. When the children get comfortable with the keyboard, the numbers can be removed. The sound produced during the game depends on the air flow. You need to blow without tension. At the end of the game, the accumulated moisture should be removed. To do this, use a special valve: press the button on the back side tool and blow easily into the mouthpiece.
It is important that the children feel the expressive possibilities of new tools learned to use a variety of timbre colors. At the senior preschool age, children are already aware that with the help of each tool, even without a scale, you can convey a certain mood.
Thus, learning to play children's musical instruments includes three stage: on the first - children listen and memorize melodies, sing them, get acquainted with the techniques of the game, on the second - pick up tunes, on the third - perform as they wish.
Acquaintance with musical instruments: with a pipe, a metallophone, a bell, a tambourine, a rattle, a drum, as well as their sound, I start with the younger group. showing musical instrument I play the tunes they know. I help to distinguish the timbre sounds of these musical instruments. Contribute to the acquisition of elementary playing skills children's percussion instruments.
At children middle group form the ability to play along with the simplest melodies on wooden spoons, rattles, drum, metallophone.
In the older group, children perform the simplest melodies on children's musical instruments; perform familiar songs individually and in small groups, while maintaining the overall dynamics and tempo.
Children preparatory school group introduce musical works performed by various tools and in orchestration. Learn to play the metallophone, drums musical instruments, Russian folk musical instruments: rattles, rattles, triangles; perform musical works in the orchestra and in the ensemble.
Thus, the game children's musical instruments has an impact on the comprehensive development of the individual, has a great educational and educational value.
Literature
1. Zimina A. N. Fundamentals of education and development young children: Textbook for students of higher educational institutions. - M.: Humanit publishing center VLADOS, 2000
2. Metlov N. A. Music for children. - M.: Enlightenment, 1985
3. Radynova O. P., Katinene A. I., Palavandishvili M. L. musical education of preschoolers. – M.: Enlightenment: Vlados, 1994
Municipal preschool educational institution
"Kindergarten No. 11" Cherry "
Individual work plan for self-education
music director
Andreeva Irina Alexandrovna
For 2015-2017 academic year
"Development of the Sense of Rhythm in Preschool Children in the Process of Playing Musical Instruments"
The beginning of work on the theme - 2015
Estimated completion date - 2017
Volsk, 2015
Apps #1
Consultations for parents "The meaning and tasks of early involvement of children in the game on DMI".
Application №2
Consultation for educators "Playing on DMI to develop a sense of rhythm in musical activity."
Application №3
The system of teaching children to play musical instruments in kindergarten.
Application No. 4
Application No. 5
Disk "Presentation for educators and parents" Children's musical instruments ".
Application No. 6
Disk “Presentation for preschool children “Musical Instruments”.
I consider the relevance of my work to be that classes in the orchestra of noise and percussion instruments and the development of musical and rhythmic abilities contribute to the overall development; mental abilities, mental processes - thinking, memory, attention, auditory perception, associative fantasy, development fine motor skills, motor reaction, which is very important for preschool children.
Target:
Educational:
- develop a sense of rhythm;
- train inner ear;
- to promote the development of cognitive interest;
- to learn to allocate a strong share of a step;
Tasks:
- to carry out a theoretical and musical-methodical analysis of psychological and pedagogical literature on the problem under study;
- to identify criteria and indicators of the level of formation of a sense of rhythm in children;
- to develop a system of music lessons with the use of children's musical instruments, aimed at developing a sense of rhythm.
- use in the work of theoretical and practical material on teaching preschool children a sense of rhythm, taking into account the physical and mental development of preschoolers.
The object of the study is the process of developing a sense of rhythm in preschool children;
The subject of the research is the pedagogical conditions for the development of a sense of rhythm in preschool children in the process of learning to play musical instruments.
The research hypothesis is that the effectiveness of the process of developing a sense of rhythm in children in the process of playing children's musical instruments can be ensured if:
- if a system of work with children is developed, which includes block III:
Block I - introductory (rhythmic exercises; thematic music lessons);
II block - the main one (teaching lessons on playing the DMI);
Block III - final (playing in a children's orchestra).
Expected Result:
A sense of rhythm, a sense of musical rhythm is the fundamental basis of musical and performing literacy. The development of a sense of rhythm for modern musical pedagogy is an extremely difficult task. The development of a sense of rhythm in the process of playing DMI brings together the capabilities of all students and turns the group at a certain stage into a single musical group. By creating favorable opportunities for the analysis of the elements of the musical language, playing musical instruments becomes important and necessary condition for the development of a full perception of music in children.
Month year
Subject
The content of the work
practical way out
September
2015
Acquisition of musical repertoire and literature. Development of a system for teaching children at DMI.
The study of theoretical material on this topic.
Systematic use in individual lessons.
October
Consultations for parents “The meaning and tasks of early involvement of children in the game on DMI.
We develop a sense of rhythm in children when perceiving music, playing musical instruments.
Distribution of consultations to parents, conversation.
November
Consultation for educators: "Playing on the DMI to develop a sense of rhythm in musical activity."
We develop a sense of rhythm in children: playing on the DMI, as one of the types of musical activities for children.
Seminars for educators.
December-
February
"Percussion Noise Musical Instruments"
All types of percussion noise musical instruments are being studied. On the basis of the knowledge gained by children, conversations are held about those musical instruments that are available in kindergarten. Such as: drum, maracas, rattle, bell, triangle, tambourine, spoons.
January
2017
Consultation for parents "Making noise instruments at home."
Examples and demonstration of tool making, application of ICT.
Distribution of consultations, speech at parent meetings.
February
Innovative methods of working with children, parents and educators.
Improving the ability of the pedagogical system of educational
Systematic use in music classes, matinees, meetings, seminars.
May
Joint work of children and parents to develop a sense of rhythm in the process of playing on DMI.
Encourage emotional fulfillment from children.
Display at matinees, concerts.
June August
The study of new literature on the topic, the acquisition of new musical instruments and repertoire.
Acquaintance with different methods of teaching the game on DMI. Continue to enrich ZUN about the development of a sense of rhythm in children.
Use in music classes and various events.
October December
Report "Development of a sense of rhythm in children using DMI."
Using the accumulated experience and material on the topic of self-education. Results and analysis.
Speech at the pedagogical council.
March, April
2016
"Percussion Melodic Musical Instruments".
All types of percussion melodic instruments are being studied. On the basis of the knowledge gained by children, conversations are held about those musical instruments that are available in kindergarten.
Such as: metallophone, xylophone, whistles.
Systematic use in music lessons.
May
Open music lesson "Sounds of nature".
Children show their knowledge of playing on the DMI, repetition of the material. Using a system for teaching children to play on DMI.
Speech at KMO (cluster methodological association).
October
Competition between groups of children "Best Ensemble".
Children demonstrate the technique of playing instruments, emotional performance.
Performance at matinees, holidays and in various entertainments.
November December
Participation with this topic in competitions in various Internet sites.
New Year's morning performances with the use of ICT (info-communication technologies) and the use of DMI.
Publication of material on Internet sites.
budgetary preschool educational institution of the Sokolsky municipal district "Kindergarten of a general developmental type No. 11" Seminar for teachers on the topic: "Modern approaches to teaching children to play musical instruments." Prepared by: E.A. Fadeeva, senior educator, higher app. category
2018 The goal is to increase the pedagogical competence of music directors and exchange experience. Tasks: 1. Systematize the theoretical knowledge of musical leaders about the system of T.E. Tyutyunnikova "Elementary music making with preschoolers". 2. To test in practice the method of activation of creative manifestations and the method of modeling the musical language according to the system of T.E. Tyutyunnikova "Elementary music making with preschoolers". 3.Summarize the experience of preschool educational institution No. 11 in this direction. Plan of the workshop: 1.Theoretical part. 2.Practical part. 3. Work experience. Methods and techniques: practical, verbal, visual motor. Equipment: multimedia installation, multimedia presentation, model cards, homemade noise instruments, children's musical instruments. Course of the workshop. 1.Theoretical part. Modern scientific research indicates that the development of musical abilities, the formation of the foundations of musical culture - i.e. musical education should begin at preschool age. One of the tasks of the musical development of preschoolers is the development of their creative abilities in the process of playing and making music on musical instruments.
The initiator of teaching children to play musical instruments in the 1920s was the famous figure A.A. Metlov. Teachers worked with him: T.S. Babajan, Yu.A. Dvoskina, M.A. Rummer, later - N.A. Vetlugin. Playing children's musical instruments is one of the types of children's performance. The use of children's musical instruments enriches the musical impressions of preschoolers, develops their musical abilities, helps develop a sense of rhythm, expands children's timbre representations, develops a modal sense, musical and auditory representations. Learning to play musical instruments, children discover the world of musical sounds and their relationships, more consciously distinguish the beauty of the sound of various instruments. They improve the quality of singing (they sing more clearly), musical and rhythmic movements (they reproduce the rhythm more clearly). In addition, playing children's musical instruments stimulates interest in instrumental music, develops the will, the desire to achieve the goal. To interact with modern children, the teacher himself needs to be modern. We do not deny traditional methods and techniques, but still we believe that it is necessary to search for new ways of cooperation that can most effectively solve the problems of developing the musical and creative abilities of preschoolers. "Elementary Music Making with Preschoolers" by Tatyana Eduardovna Tyutyunnikova is a system in which the teacher's activity is built in accordance with the principle "for the child, with the child, based on the child." The principle of gradualness, “transition from simple to complex” is the main one in organizing work with practical material on this technology. Elementary music lessons include: speech games; poetic music making; coordination games and exercises; playing with Carl Orff's instruments and homemade sounding instruments; finger games. Elementary music lessons are based on two main methods:
1. The method of activation of creative manifestations, which involves children's music-making and playing in various forms directed by the teacher. 2. The method of modeling the musical language, which allows you to show and let the child feel the features of expressive means and their relationships in an accessible form for him. Rhythmic and pitch relations, dynamics, tempo, form are modeled. Without the use of modeling, the process of initial assimilation of the musical language by children is difficult. Method of activation of creative manifestations. Speech games. The use of speech exercises helps to develop a child's sense of rhythm, form good diction, articulation, helps to introduce the child to the world of dynamic shades and tempo diversity, and introduces musical forms. Poetic music making. What is necessary for creative music-making? One of the main conditions for the successful development of creative abilities is a comfortable psychological environment. It is important to show sympathy for the failures of the child, to be patient even with his strange ideas, it is necessary to exclude comments and condemnation from everyday life. Using musical instruments, preschoolers create conditions for creative manifestations: they are invited to voice a poem, supplement and decorate it with the sound of their instrument. Here the trinity “I hear – I speak – I play” is observed. Coordination games and exercises. Coordination mobile games and exercises are rhythmic speech with movement. The use of motor exercises teaches children to represent sounds and moods with the help of elementary movements (claps, clicks, stomps), while children develop a quick reaction, the ability to wait, to find the moment of entry. The use of coordination-moving games and exercises contributes to the accumulation of motor experience by children, shows the child that any movement can be different in form, strength, intensity, time, speed, trajectory in space, mood, expressiveness of postures and gestures, similarity and difference with the model. The child begins to realize music through movement. This creates the prerequisites for creative self-expression.
Games with K.Orff's instruments and home-made sounding instruments. The bewitching, enchanting beauty of the sound of Orff instruments is attractive to children, which enables the teacher from the first lesson to draw their attention to the diversity of the world of sounds: bright and dull, transparent and velvety, crispy. After all, acquaintance with various sounds should be the first step of a child into the world of music. There are many different possibilities for using children's musical instruments in preschool. This includes individual music-making during leisure hours, and collective performance in a children's orchestra. The purpose of the teacher with the help of tools to encourage children to independent music lessons. The children learn to play familiar tunes, improvise simple rhythms or individual intonations, pick up familiar melodies by ear, play “musical echo”, sing and play along, etc. Finger games. Through finger games preschoolers develop not only tactile movements, coordination, but also their speech development is more intensive. Method of musical language modeling. Modeling can be: Speech Motor Graphic Spatial Models can be used to show children any element of musical speech: meter rhythm dynamics forms of pitch relations Modeling of meter and size: Motor metering is the use of various types of uniform movement: sounding gestures, as well as any other body movements (see reminder). Rhythmic impulses passing
through the body, are remembered forever. Playing with the sounds of one's own body is the child's first unconscious improvisation. Clocking - showing two-part, three-part and four-part sizes, touching different parts of your body. The strong beat and the weak ones are performed differently (for example, a slap on the knees plus two clicks; a stomp plus three hits with the index fingers). Graphical - use of drawings, cards or recording Rhythm Modeling. To better experience rhythmic relationships, children need to "pass" them through their bodies. The most accessible, simple and entertaining way for children is to play a rhythmic pattern on their body using sounding gestures (clapping, slapping on the hips, breasts, stamping their feet, snapping fingers, clicking their tongues, etc.). When the children are ready to recognize and accept the need for graphic fixation of the rhythm, you can first invite them to draw pictograms based on the ratio of large - long, small - short. Modeling of pitch relations: Speech. By imitating the voices of animals and birds, children get acquainted with contrasting sound registers. Gliding in a voice up and down (swing, slide), children learn the expressive possibilities of the registers and their voice. Graphic. It contains various options for complete and incomplete (two - three steps) ladders. Spatial. Modeling by hand in the air the direction of the melodic line. Simulation of dynamics: Speech. In speech exercises: shout, whisper, loud rhythmic - quiet speech. Motor. Show by body movements (in place and in motion) loud and soft sounds, transitions and drops in dynamics. Spatial. Showing hands in the air volumes that mimic the degree of volume and dynamics transitions. Modeling musical form:
Spatial and graphic - the use of conditional notation (geometric shapes, colors), cards, objects to designate sections of the form Composer and teacher B. Asafiev wrote that it is necessary to go the way "from passive listening to conscious perception and active participation in musical material". This principle should become decisive in introducing children to the basics of instrumental music making. 2.Practical part. Games and assignments are held with the participants of the workshop. Speech game "Funny Mice" (lyrics by V. Druk). Poetic music-making on the poem "In spring forest”(V. Lunin) In a cheerful transparent Spring forest I carry a spring branch In my hand. Spring cone Under the tree is silent, Spring drops The song sounds. Spring cone Under the tree is silent, Spring drops The song sounds. Spring bug Arrived and said: Snowdrop conveyed Hello to you! The trees have woken up from their sleep in the forest, Spring sings a merry song to us. Flutter sheets of paper Play on a comb Play on a metallophone and cups Play on a comb Play on a metallophone and cups Long sound of a bell Cut plastic bottles Play on noisemakerskinders Cut plastic bottles All instruments Finger gymnastics “Family of Cucumbers” (Words by A. Usachev).
Coordination-moving game "Tell a friend". Dancer with spoons. 3. Experience in the work of a preschool educational institution. In all age groups, children communicate with musical instruments in various forms. We use noise and melodic instruments in our work. In younger groups, these are mainly musical toys, noise instruments. In older groups, children get acquainted with more diverse instruments and gradually acquire the skills to play them. In addition to children's musical instruments of industrial production, we use home-made instruments from waste material. We organized a number of workshops on making noise instruments as a new form of organizing the educational process in accordance with the Federal State Educational Standard. At the first master class, a child of the preparatory group taught friends from his group to make maracas. Further, these guys held a master class on making noise makers for children of the middle group. Everyone really liked it: both the older preschoolers to conduct a master class, and the kids to learn from the elders! The third master class was held by a child of the preparatory group for adults - parents of pupils. Thanks to this modern and effective form, as a master class, in the kindergarten, the developing environment in the musical direction has been replenished, children play with joy and special thrift in the orchestra on noisemakers made by themselves. Involving children in collecting material and making homemade instruments arouses their interest in elementary music making. And the cooperation of preschoolers with educators and parents and the organization of such a form as master classes not only forms practical skills, but also promotes their active participation in the creative process. Everyone knows that the best conditions for the development of a child, including musical development, are created in the family. But all families have different levels of musical culture. Teachers try to take into account the specifics of each family, focus on the various conditions in which children are brought up, on their home musical environment. We try to convince parents that only the interest of children will help to succeed in
their musical development. And an adult can interest children in something only when he himself is passionate. We are considering such modern forms interactions with the parents of pupils, such as family clubs and workshops, where we tell them about the experience of musical education gained by the child in kindergarten so that they can use it at home. Work is carried out in advance with parents to prepare material for the manufacture of tools. It is preliminary explained that the musical and creative development of children is more successful if the family pays due attention to this. We informed them about the content, methods and forms of work carried out with children on learning to play musical instruments and invited them to creative cooperation. The musical director in teaching children performs an informational function. This is primarily a high-quality performance of musical works. It should be professional, bright. When introducing preschoolers to different musical instruments, we consider it very important cooperation with art school. For the accumulation of full-fledged musical impressions by preschoolers, it is of great importance to communicate with specialists - real musicians, professionals in their field, since audio recordings cannot completely replace the live sound of the instrument. Therefore, we practice such a modern form of work as musical drawing rooms and meetings with an interesting person: a domra teacher and her students; accordion class teacher; a teacher in the class of wind instruments and her student; violin and piano teacher and their students. It should be noted that musical instruments were used not only in music classes, but also in speech development classes. For example, developing coherent speech when describing paintings, they also used musical instruments. The children were asked to tell what is shown in the picture, to come up with a story based on the picture. After the children came up with a story, they offered to “revive” it with the help of musical instruments. Children independently chose instruments, focusing on timbre coloring.
The teacher communicates with children in everyday life - manages their independent activities, organizes games, listening to music. Such a modern form as a pedagogical project can also contribute to enriching the musical impressions of preschoolers. In the preparatory group, the project "Introduction to the work of S. Marshak" was organized. As part of the project, one of the events was the sounding of "The Tale of the Smart Mouse". When voicing a fairy tale with children's musical instruments, they paid attention to the fact that children correctly hold musical instruments, use the correct sound extraction techniques, and also pay attention to the expressive possibilities of the sound of each instrument. In the middle group, the Bells project was organized. The purpose of the project is to introduce children to the variety of bells, their sound, the material from which they are made. The product of the project was a mini museum of bells. We concluded that working with children in elementary music-making implies qualitatively different approaches to learning on the part of the teacher. His task is not just to direct the educational process, but to live in the classroom with the children, help them, sincerely rejoice at their successes. This pedagogy is rightly called the pedagogy of cooperation. Working according to the system of T.E. Tyutyunnikova on the development of musical abilities in children, it becomes possible not only to introduce children to the world of beauty, but helps to stabilize a positive emotional background, overcome complexes, insecurity, gain social experience, realize their creative abilities. It is important to emphasize that playing children's musical instruments activates the attention and will of children, helps to overcome stiffness, shyness, timidity, develops a sense of self-confidence, independence. Resources: 1. Tyutyunnikova T. E. Music lessons (K. Orff's teaching system): teaching aid. Moscow, AST, 2000 2. Tyutyunnikova T. E. Beam! bam! Bom!: teaching aid. St. Petersburg, 2003 3. Borovik T. A. Sounds, rhythms and words: teaching aid. Minsk, 1999
4. Tarasova K. Ontogeny of musical abilities. Moscow, "Pedagogy", 1988 5. Davydova M. A. Musical education in kindergarten. Moscow "VAKO", 2006 6. Magazine "Preschool education". 1997. No. 8, 10; 1998. No. 2, 9, 12 1999 No. 4, 7 7. Music Director magazine. 2004. No. 1 - 6; 2005. No. 2 8. Musical palette magazine. 2002. No. 2; 2004. No. 1 - 5; 2005. No. 1 - 5 9. Magazine "Obuch". 2003. No. 1 10. Kovaliv V. "My first rhythms: a coloring book". Minsk, 2003 11. Tyutyunnikova T.E. Cheerful hurdy-gurdy. Noise orchestra for children - M .: 2007. - with. 8816. 12. Barsova I. The book about the orchestra. M.; Music 1969. - 232 pages. 13. Radynova O.P. Musical education of preschoolers /O. P. Radynova A.I. Katinene M.L. Palavandishvili. M.: Enlightenment: Vlados, 1994. 14. Tyutyunnikova T. E. Music lessons. Carl Orff's learning system. M.: Astrel. 2000. – 144 pages. M.: 2009 (pp. 15, 22, 27; 65)
