Presentation on the topic "Musical journey."
Slide 1
Completed by: music teacher of Municipal Educational Institution Secondary School No. 11 in Vyksa, Nizhny Novgorod Region. Koroleva S.V. Ministry of Education of the Russian Federation State Educational Institution of Further Vocational Education NIZHYGOD INSTITUTE FOR EDUCATIONAL DEVELOPMENT Department of Literature and Cultural Studies 2009/2010 academic year COMPUTER PRESENTATION OF METHODOLOGICAL DEVELOPMENT OF A SECTION OF THE EDUCATIONAL PROGRAM “Musical Journey. My homeland is Russia!”Slide 2
Explanatory note: Proposed section on the topic “Musical journey. My homeland is Russia!” is focused on educating the student as a citizen and patriot of Russia, developing his spiritual and moral world and national self-awareness. This topic takes place in elementary school and continues in middle and high school. * EXPLANATORY NOTE, GOALS AND OBJECTIVES Cognitive Developmental Educational To introduce students to the diverse and multifaceted culture of Russian musical art, to form the foundations of musical culture. Develop the ability to listen, think and empathize, distinguish between means of artistic expression, develop creative abilities in various types of activities, develop mental operations: figurative and associative thinking, creative imagination. To foster a sustainable interest in musical studies, to cultivate students’ musical taste, performing culture, and respect for the history of Russia and the traditions of their people. Goals and objectives of the section:
Slide 3
As a result of testing and observation of students, we can conclude that there is a fairly good level of development of voluntary, stable, concentrated attention. Of the 22 students in the class, 19 are able to maintain attention throughout the entire lesson. And only 3 people have difficulty maintaining perseverance during the lesson. The intellectual development of students corresponds to age development. Most - 15 people are able to absorb the material without much difficulty, of which 8 people are able to withstand a more serious load. Based on the results of diagnosing the level of development and training of students, the class can be divided into 3 groups: Group 1 – 8 people (36%). Children with a high level of development Group 2 – 10 people (46%). Children with an average level of development. Group 3 – 4 people (18%). Children with a low level of development. * PSYCHOLOGICAL AND PEDAGOGICAL EXPLANATION OF THE SPECIFICITY OF STUDENTS’ PERCEPTION AND MASTERING OF LEARNING MATERIAL
Slide 4
As a result of studying this section, the student should learn to: perceive music of various genres, think about musical works as a way of expressing a person’s feelings and thoughts, respond emotionally to art, expressing his attitude towards it in various types of musical and creative activities; navigate musical and poetic creativity, the diversity of Russian musical folklore, distinguish between examples of folk and professional music, appreciate domestic folk musical traditions; embody the artistic and figurative content and intonation and melodic features of professional (in singing, words, movement, etc.) and folk art (in songs, games, actions). Students are able to solve the following vital and practical problems: perception of artistic images of folk, classical and modern music; performing familiar songs, participating in group singing; playing music on elementary musical instruments; conveying musical impressions through plastic and visual means. * EXPECTED RESULTS OF MASTERING TRAINING MATERIAL
Slide 5
Method of interdisciplinary interactions Verbal method Observation method Control and self-control method Emotional drama method Game technologies Problem-based methods USED TECHNOLOGIES, METHODS, FORMS OF ORGANIZATION OF ACTIVITY Creative method
Slide 6
An informative way of transferring knowledge in the learning process, appealing to motivating learning; Lesson scenarios are built according to the following scheme: feel - realize - reveal your attitude; active creative search of the teacher and students; conversation - dialogue, role-playing game, collective forms of creative work, a combination of collective and individual work (games, singing, improvisation, creative notebooks, writing ditties, fairy tales, tales, creating drawings, plastic improvisations, etc.); integrated use of different types of art (music, literature, painting); FORMS OF TRAINING:
Slide 7
The use of modern information technologies in music lessons makes learning vivid, memorable, and forms an emotionally positive attitude towards the subject. Demonstration of presentations in music lessons helps to solve educational problems and achieve a new quality of learning. The use of ICT enriches the methodological capabilities of a music lesson and gives it a modern level. A video recorder, an interactive whiteboard, and a computer are very convenient not only for mastering educational material, but also for activating cognitive activity, realizing the child’s creative potential, cultivating interest in musical culture, and shaping the spiritual world. INFORMATION TECHNOLOGY IN MUSIC LESSONS:
Slide 8
* LESSON PLANNING FOR THE SECTION “MUSICAL JOURNEY. MY HOMELAND IS RUSSIA!” Lesson topic Musical material Basic concepts Teaching aids 1 2 3 4 5 Lesson 1 Russia is our beloved power! S.V. Rachmaninov (second piano concert); Anthem of the Russian Federation (listening, singing) Introduction to the musical symbols of the country Textbook 1 part of the illustration; disk, sheet music, ICT Lesson 2 Lullabies are the soul of our people Folk lullabies; P.I. Tchaikovsky “Lullaby in a Storm” Lullaby, cradle, sway, rocking, bike. Illustrations; disk, notes. ICT Lesson 3 History of the origin of Russian folk instruments Russian folk songs “And I was walking in the meadow”, “You are a garden, you are my garden” (listening, singing) Whistle, pity, horn, pipe. Slides, disk, notes. Lesson 4 Russian folk wind instruments “The shepherd plays well” (listening, singing), Lelya’s song from the fairy tale opera “The Snow Maiden”) Horn, trumpets, buffoons, fairy tale opera. Piano, video player, tape recorder; Sheet music, disc. Lesson 5 Wedding ritual songs Wedding songs “Apple Tree”, “Oak Tree”. (listening, singing, playing" Wedding ceremony, ditties, ritual songs. Illustrations, costumes. CDs, sheet music. Lessons 6-7 Great Commonwealth of Russian Composers M.P. Mussorgsky "Khavanshchina" introduction to the opera; M.P. Mussorgsky with Nanny from the vocal cycle "Children's"; "Evening Song" "Balakirev's circle", "kuchkists", blagovest, opera. Repetition and consolidation of what has been learned. Disc, notes, textbook, illustrations. ICT Lesson 8 Theme of the East in the works of Russian composers N. Rimsky Korsakov symphonic suite "Scheherazade"; A. Borodin fragments from the opera "Prince Igor" Suite, symphony orchestra, theme, aria, Polovtsy. Disc, notes, textbook, ICT. Lesson 9 My land is my homeland! (lesson-concert) "With what the Motherland begins" (listening, singing), ditties. Songs and music of the students' choice. G. Struve "My Russia" Generalization of the studied material Sheet music, disk, ICT, tape recorder
Slide 9
DEVELOPMENT OF A LESSON ON THE TOPIC “RUSSIA IS OUR FAVORITE POWER!” 4 A class 1st quarter /09/10/2009/ Type: Lesson-excursion Purpose of the lesson: to introduce students to the poetic and state symbols of Russia. Objectives: educational: -to form an idea of the culture of Russia; -introduce the term – hymn, symbolism into students’ cognitive activity and vocabulary; -develop the ability to listen, remember, think; -introduce students to the music of S.V. Rachmaninov; developing: -develop students’ cognitive processes: thinking, attention, memory; - to stimulate interest in studying the history of one’s homeland, its state symbols; -enrich the vocabulary and musical stock of students, educational: - cultivate a sense of love and pride for their Fatherland through music and poetry; - cultivate mutual respect for each other, an adequate assessment of yourself and your friend. - cultivate positive motivation for learning.
Slide 10
Equipment and materials for the lesson: Book exhibition. “Russia is my dear mother, my dear home, my holy land” (Bokov). Portrait gallery of Russian poets and musicians. Exhibition of paintings by Russian artists. Epigraph on the board: Oh, Russia! A country with a difficult fate... I have you, Russia, as one heart, I will tell a friend, I will tell an enemy - Without you, as without a heart, I cannot live. (Yulia Drunina) piano tape recorder textbook Music. 4th grade. 1 hour: textbook for general education institutions / V.V. Aleev - 2nd ed., stereotype. M.: “Drofa”, 2008 ICT Lesson plan: Organizational moment - 2 min. Preparation for the perception of new material – 3 min. Learning new material – 25 min. Consolidating new knowledge – 5 min. Summing up the lesson - 3 min. Homework assignment – 2 min.
Slide 11
Russian birch Russian birch is a symbol of Russian nature, the favorite tree of Russian people. Slender, curly, with white trunks, she was always compared in Rus' to a gentle and beautiful girl, a bride. Our poets and artists dedicated their best works to her.
Slide 12
Flag of Russia The first mention of the state flag of Russia dates back to the reign of Alexei Mikhailovich. The Tsar issues a Decree of April 9, 1667, to send fabrics of “red, white and azure” for flags on Russian ships. This Decree approved the colors of the Russian flag - red, white and blue. In Rus', three colors had the following symbolic meaning: white - nobility, blue - fidelity, honesty; red – courage, loyalty.
Slide 13
Coat of Arms of Russia When did the Russian coat of arms appear? Heraldry researchers unanimously attribute its appearance to the reign of Prince Ivan III, who finally chose the double-headed eagle as a symbol of state power. But only in the 17th century its images began to be called the State Emblem of Russia.
Slide 14
Anthem of Russia "Patriotic Song" as the Anthem of Russia existed, without words, for more than ten years. After a ten-year break, the music of A.V. Alexandrova again began to sound like the national anthem - the anthem of the Russian Federation. December 8, 2000 The State Federal Law on the anthem of the Russian Federation was approved by the State Duma, on December 20 - by the Federation Council, and on December 25, 2000, it was signed by the President of the Russian Federation V.V. Putin. The words of the anthem were written by the already famous S.V. Mikhalkov. The return of the music of the Soviet anthem was received ambiguously in society, but the melody is quite familiar “by ear” and is easy to reproduce, which is important for the anthem. As V.Ya. once wrote. Bryusov, the main thing is that the anthem can be sung by anyone living in our country.
Slide 15
Lesson progress: 1.Org.moment (2 min) 2. Preparation for the perception of educational material. Statement of the topic and purpose of the lesson (3 min) 3. Study of new material (10 min) - The bell rang, the lesson began. They looked at each other, smiled, and sat down quietly. Today in the lesson we will take an excursion into the depths of centuries to once again remember our ancestors - the Slavs, where the name of our state - Rus' - came from. We learn how poets, musicians, and artists glorified our Motherland in their work. Let's talk about the symbols of our Fatherland, both poetic and state). (Gusli music sounds.) Teacher. - It was a long time ago, in the country where we live, there were no huge cities, no stone houses, no villages, no hamlets. There were only fields and dense forests in which wild animals lived. Poor buildings stood far from each other along the banks of the rivers. Our distant ancestors, the Slavs, lived in them. This name comes from the word “glory”, i.e. "praise". They built houses along the banks of rivers and lakes. The location was chosen meticulously, and it was built so that the hut would not be washed away by meltwater. Listen, remember Emotional perception, Listen and remember Development of listening skills, attention Mobilization of attention learning Verbal method. Activation of cognitive activity of students, mobilization of attention. Using ICT in the classroom. Visual-auditory method. Emotional mood of students. The dramaturgy method of a music lesson is like an art lesson. Development of musical memory Frontal form of work. The verbal method is aimed at creating a figurative psychological mood and spiritual communication. Interdisciplinary communication. Development of cognitive activity, interest in the history and cultural traditions of the Russian people. Front form of work.
Slide 16
Russian historian Nikolai Mikhailovich Karamzin wrote that in those days the Slavs were portrayed as kind, strong, and tireless. Light-haired, broad-shouldered, hardy, beautiful people. The Greek historian Herodotus wrote with surprise that the Slavs' winter lasted 8 months, and at that time white feathers flew in the air, i.e. snow. The Slavs warmed themselves in the bathhouse, and there was a bathhouse in every house. Hospitable, hospitable, there were no locks or bolts in the huts. Our ancestors highly revered such concepts as the word of honor, nobility, and courage. There was no such thing that the Slav did not keep his word. (A fragment of the matchmaking ritual is demonstrated...) The Pechenegs and Polovtsians did not give rest to the Slavs; they could not calmly look at the blooming, fertile Russian land. And there was one more misfortune, even more insidious than the raids of neighbors - these were quarrels and enmity. And so the elders gathered; thought and thought and decided to send ambassadors across the seas to a distant country where a people called Varangians live. Since then, the Slavic land was named after Russian princes and received the name Rus. Teacher. Find synonyms for the word “Rus”. (Rus – Russia – Motherland – Fatherland”) (The word “Russia” is written on the board.) Cognitive activity Acquaintance with folk ritual Problem-based activity. Students listen, observe and remember. Video method (ICT) Method of emotional dramaturgy, visual and auditory. Concentration of attention, formation of cognitive activity. Front form of work. Acquaintance with Russian ritual traditions. Verbal method, observation method Contribute to the development of cognitive activity and interest in studying Russian culture among students. The development of associative thinking occurs with the help of association, which contributes to better assimilation of material. Heuristic method. The creation of a problematic situation helps to intensify the activities of the student.
Slide 17
Singing 4. Primary consolidation of acquired knowledge (10 min) A melody sounds accompanied by a piano Teacher. Russians are a musically gifted nation. With great pride we pronounce the names of Russian composers. Children give synonyms for the word “Rus” (Russia – Motherland – Fatherland). Children read poetry and show their drawings for the lesson. (Appendix No. 1) 1 student: “Motherland,” we say, worried, We see the endless distance before us, This is our childhood, our youth, Motherland! Holy Fatherland! 2nd student: Coppices. Groves. Shores. A field golden from wheat, haystacks blue from the moon. The sweet smell of mown hay, 3rd student: A conversation in the village in a sing-song voice, Where a star sat on a shutter, almost reaching the ground. Motherland! Land of fathers and grandfathers! 4th student: We fell in love with these clovers, having tasted the spring freshness from the edge of a ringing bucket. This will hardly be forgotten And will remain holy forever... The land that was called the Motherland, If necessary, we will protect it with our hearts. Children perform the song “My Russia” by G. Struve Work in the choir. Listen and remember Enrichment of vocabulary. Development of children's creativity based on a synthesis of arts. Creative reading Verbal-visual method. An individual form of work in order to intensify learning. Development of speech, students. Enrichment of vocabulary. Differentiated approach. The verbal method, visual and auditory, contribute to the development of students' speech. Concentration of attention. Activation of auditory learning experience. Feedback. The reproductive method, practical-inductive method, contribute to the ability to apply acquired knowledge in practice. Development of two-voice performance skills.
Slide 18
Working with the textbook Getting to know the music of S.V. Rachmaninov. This is (listed by children): A.S. Dargomyzhsky, M.A. Balakirev, M.P. Mussorgsky, A.P. Borodin, N.A. Rimsky-Korsakov and others. M.I. Glinka was called the sun of Russian music. Selfless love for his homeland prompted him to collect a huge number of folk songs, tunes, and rituals. “Music is created by the people, and we, the composers, arrange it,” said M.I. Glinka. He is rightfully considered the founder of Russian classical music, for his contribution to the development of Russian musical art is so great. S.V. Rachmaninov experienced an unbearable longing for his homeland in a foreign land. Wherever he lived, wherever the composer traveled, Russia was in his heart. (The “concerto No. 2” for piano and orchestra plays (1 hour), the music fades out, it sounds only in the background.) Teacher. - And now we will talk about poetic symbols. When we pronounce the word “orchid”, an associative series is built in our minds - Corsica. And, conversely, we say “Japan” and imagine cherry blossoms. Does our Motherland have a poetic image? -Yes you are right. This is a birch. The names of Russian classical composers are named. Get to know new names. They listen, they remember. They learn to work with a textbook. Creative work (Against the background of Rachmaninov’s music, a group of children works with a textbook, and another analyzes a musical fragment). At the end, analyze, reflect, listen, remember. Children answer the question posed by the teacher. (Birch) Collective form of work. Emotional uplift. The verbal method promotes speech development and enriches vocabulary. Visual-auditory. Partial search method promotes the development of thinking. Use of ICT, activation of cognitive activity of students. Practical method. Promotes the development of speech, observation, thinking. The vocabulary is enriched. Front form of work. Differentiated approach. Reflection, search mental activity. The creation of a problematic situation helps to intensify the activities of the student. Observation. Partial search method. Differentiated approach, Group form of work. Method of emotional dramaturgy. Development of interest in the cultural traditions of the Russian people. Creative method.
Slide 19
Musical pause. 5. Work on further deepening knowledge and skills (10 min) “Russian birch” is a symbol of Russian nature. Since ancient times, with the approach of spring, girls glorified the Sun God; the Slavs called him Lel or Lyul. These words - names are used in many Slavic songs. The girls decorated birch trees with ribbons, all sorts of handmade crafts, and tied birch branches together with rings. Stoneflies sang, danced around the birches, glorifying their mighty gods Perun, Dazhd - God, Lelya and others... The birch is the favorite tree of the Russian people. Slender, curly, with white trunks, she was always compared in Rus' to a gentle and beautiful girl, a bride. Our poets and artists dedicated their best works to her. The Russian birch was depicted in their paintings by artists Plastov and Levitan, Kuindzhi and Savrasov. Writer V.M. Garshin, looking at A.K. Savrasov’s painting “The Rooks Have Arrived,” said: “I would call this painting “Sense of the Motherland.” And the spring ringing drops, and the haze, and thin birches - all this is so familiar and so dear. This amazing picture gives birth to love for Russia and the Motherland. Creative task (The girls perform the round dance “There was a birch tree in the field”, the rest of the students perform the song) Listen, remember. Cognitive activity. (The children are invited to look at the exhibition of paintings of Russian nature. The teacher stops at 2-3 paintings.) They listen, remember the paintings, the names of the artists. Working with an observation diary. The development of listening and performing culture teaches their imagination, the desire for self-expression, the ability to transform and create plastic images. Verbal method combined with visual and auditory. Activation of attention. Formation of cognitive activity. Interdisciplinary communication. Observation method. Development of cognitive activity, interest in Russian artistic culture, history and cultural traditions of the Russian people. Problem-based activity, reflection of knowledge. Partial search method. Verbal-visual method Development of listening culture of learning, their imagination. Verbal-visual method
Slide 20
Before us is a painting by I.I. Levitan “Birch Grove”. White-trunked birches covered with young, bright green foliage, a thick carpet of emerald grass, and the sun's rays cannot leave anyone indifferent. The painting captivates with its freshness and play of colors, the thrill of life itself. Teacher. Now listen to the song “White Birch” (music by A. Novikov). What is it about? Teacher. Wherever the birch tree grows, everywhere it brings joy and light to people. Birch is a symbol of Russia, our Motherland. And it will be in our open spaces forever, because our people are eternal. Bread that feeds a person. The land on which man lives. Mother, who gives life... Without all this, it is simply impossible for a person to live, but among the most cherished things a person has a Motherland. Homeland is the land, city and village where you were born and live, your friends, close neighbors. Teacher. What is another name for the Motherland? “Fatherland” comes from the word “father,” the Greek word patria (patriot). They listen, remember the picture, the artist. Working with an observation diary (After listening, the guys speak out about the content of the song.) This song is about the soldiers of the Great Patriotic War. In their mouths, the words “We will not give up the Russian birch to harm” sound like an oath - an oath of the defenders of the Motherland. Birch trees stand quietly near soldiers' graves. How much they could tell about the tragedy of the Great Patriotic War. Reading a poem Again about them, curly and whitish... And what can you do if in Rus' there are birches along all the roads, Whether it’s a day, or a year, or forever, there are wheels. “Russia” - the birches whisper to me, “Russia” - the reeds whisper, “Russia” is the key. The teacher answers the question (the Motherland is often called the Fatherland, the father’s house)) Heuristic method. The creation of a problematic situation contributes to the activation of activity and the auditory experience of learning. Front form of work. Development of the desire for self-expression. Cognitive interest in the subject develops. The modeling method develops the ability for creative and abstract-logical thinking and speech learning. Verbal method. Speech development. Enrichment of vocabulary. Creative reading. An individual form of work with students promotes the development of speech and memory. Fostering a listening culture in students. The verbal method promotes speech development and enriches vocabulary. Front form of work. The creation of a problematic situation helps to intensify the activities of the student. Partial search method Development of speech, thinking, memory Evaluation method.
Slide 21
Each state has official symbols. This is a coat of arms, a flag, an anthem. Every true patriot of his country should know them. The new national anthem was written by A.V. Aleksandrov to the words of S.V. Mikhalkov and sounded on the night of January 1, 1944. Subsequently, the text of the anthem was revised. In 1977, the most significant changes were made to it. Teacher: - The anthem is a solemn song, a symbol of state or social unity. The origins of hymns are hidden in the depths of history. For the first time, the need for an anthem in court and military use arose under Peter I. The idea of creating a Russian anthem arose in 1990. Working with a textbook, with a creative notebook. (Student research activities) 1 Student. A story about the history of the modern Russian flag.. In Rus', three colors had the following symbolic meaning: white - nobility, blue - fidelity, honesty; red – courage, loyalty. This color combination has been preserved in the Russian flag to this day. 2 Student. Talks about the science of studying coats of arms. The science of studying coats of arms is called heraldry. Children listen to the report and remember. The modeling method develops the ability for creative and abstract-logical thinking. Reproductive method. The verbal method promotes speech development and enriches vocabulary. Front form of work. Interdisciplinary communication. Research method. Independent search work develops children's creative abilities. Develops the ability to independently reproduce knowledge and carry out independent searches. Individual work with students. Verbal method, Speech development. Enrichment of vocabulary. Reproductive method. Individual assistance to students. The ability to work with additional literature and search skills are developed. Activates student activity. Purposeful cognitive activity aimed at mastering the material is organized. Visual method Evaluation method. Individual work with students.
Slide 22
Singing. 6. Summing up the lesson. (3 min) 7. Homework (2 min) M.I. Glinka’s “Patriotic Song” was approved as the music for the future anthem. But this song did not have a poetic basis and was not legally approved as the national anthem. Deputies of the State Duma and members of the Federation Council made a decision: to approve the national anthem of Russia with the words of S.V. Mikhalkov and the music of A.V. Alexandrov. The Law “On the State Anthem of the Russian Federation” was adopted on December 8, 2000 by the State Duma, approved on December 20 by the Federation Council and signed on December 25, 2000 by the President of the Russian Federation. Teacher. - I ask everyone to stand for the performance of the Russian National Anthem. Teacher: What was the topic of the lesson? What did we meet? What composers and artists did you become familiar with? What did you like most about the lesson? Performance of the National Anthem of Russia Students answer the teacher’s questions. Write down a task in a diary (draw pictures, write poems, ditties on the topic “My Motherland is Russia!”, conduct a survey of parents on their knowledge of Russian folk songs and traditions) The ability to work with additional literature and search skills are developed. Activates student activity. Development of listening culture. Children learn to understand the practical significance of the material. Interdisciplinary communication. Observation method. Development of cognitive activity, interest in the subject. Verbal method, Development of speech and memory. Enrichment of vocabulary. ICT Reproductive method. Promotes the development of performing culture. Enrichment with emotional-figurative reaction. Evaluation method. Finding the right answer allows you to learn the material in a diversified way. Partial search method. The form of work is frontal. Motivation to work independently at home. Differentiation by degree of complexity, by volume. Encyclopedia of Classical Music (Composers, performers, works, instruments, genres and styles, excursions, animation, chronology, glossary and quiz); Encyclopedia of Cyril and Methodius; Internet resources. * MATERIALS RECOMMENDED FOR STUDENTS Slide 25
1. Aleev V.V., Kichak T.N. Music. 1-4 grades, program for educational institutions M.: “Drofa”, 2009.-90 p. 2. Arsenina E.N. Music. 1-7 grades: thematic conversations, theatrical concerts, musical toy library. - Volgograd: “Teacher”, 2009.-205 p. 3. Bezborodova L.A., Aliev Yu.B. Methods of teaching music in educational institutions. - M.: Publishing Center "Academy", 2002.-416p. 4. Davydova M.A. Music lessons: grades 1-4. - M.: VAKO, 2008. - 288 p. - (Teacher’s Workshop). 5. Zatyamina T.A. Modern music lesson: design methods, scenarios, test control - M.: “Globus”, 2008. - 170 p. 6. Kurushina T.A. Music. 1-6 grades: creative development of students - Volgograd: “Teacher”, 2009.-87p. 7. Kupriyanova L.L. Russian folklore: a manual for music teachers in general education institutions - M.: “Mnemozina”, 2003. - 48 p. 8. Clarin M.V. Innovations in global pedagogy: learning through inquiry, play and discussion. - Riga, NPC “Experiment”, 1995.- 176 p. 9. Lerner I.Ya. Problem-based learning. - M., 1974. 10. Makhmutov M.I. Modern lesson. - M., 1985.-49p. 11. Obraztsova, T.N. Musical games for children. - M.: “Drofa”, 2006. - 160 p. 12. Ryabchikova E.P. - N. Novgorod: LLC Printing House "Povolzhye", 2009-194p. * BIBLIOGRAPHY
Class: 2 G
Lesson type: combined.
Lesson topic: “Musical globe: Traveling around Russia?”
Target: Reveal the features of the genre diversity of Russian folk songs
Tasks:
Educational: to captivate students with the music of the Russian people, promote the development and love of music, develop the ability to appreciate its beauty, evoke a musical and aesthetic response to works of the folk genre, and develop the emotional sphere of students.
Educational:
develop creative musical abilities, practical skills in the process of performing Russian folk songs, moving to music and its plastic intonation.
Educational:
to cultivate musical and aesthetic taste and the need to communicate with folk artistic culture, love for the folk songs of their native land.
Forms of educational activities: individual, group.
Planned results:
Personal:
Respect for the musical heritage of Russia;
Understanding the value of a multinational Russian society. Cultural diversity of Russia.
Metasubjects:
Perform musical works independently.
Subject:
Reproduce the words and melodies of several folk lullabies.
Equipment: presentation on the topic, Textbook on music of the educational educational complex “Planet of Knowledge” by T.I. Baklanov.
Structure:
Organizational moment.(1 min)
New material.(20-25 min)
Stage of consolidation of the studied material. (10 min)
Lesson summary. Reflection (5 min)
During the classes:
Organizing time.
Hello guys, sit down.
How are you feeling?
Is everyone ready for class?
2.New material.
(The topic of the lesson and words are written on the board). “Where are you from, Russian, did music originate?”
Determining the topic of the lesson:
Where did Russian music originate? ( children's answers) - Of course in Rus'.
Teacher's word:
Where are you from. Russian, where music was born?
Either in a clean field, or in a hazy forest
Are you happy? In pain? Or in a bird whistle?
Tell me, where does your sadness and daring come from?
Whose heart beat from the very beginning?
How did you come to be? How did you sound?
Well, what about the song? We were born with a song in Rus'.
Today we will talk about genres of folk songs. We will learn to move correctly and beautifully to different types of music. Let's get acquainted with new games.
But today's lesson will be unusual. Let's imagine that we are back in the old days...
A long time ago, almost two thousand years ago. Russian people lived in tribes and communities, and they were then called the ancient Slavs.
1. In one community there lived a young family. Their names were Ivan and Marya. They had a child...
The daughter lies and does not want to sleep,
Wrinkles bed linen.
Her mother is busy around her
With a song …. (lullaby) .
What lullabies do you know?
Let's watch the video for the song “Tired Toys Sleep”
2. While the child is sleeping, Maryushka has a lot of things to do around the house...
If there is a lot to do,
Sing the song boldly.
They knit, weave, spin and reap,
These songs love work. …. (labor) .
Let's listen to the song "Spinning"
3.And when the baby wakes up, you need to play with him.
Guys, let’s remember how we played “Kozushka” in the old days.
(Children play the game “The goat went through the forest”).
The goat went through the forest, through the forest, through the forest,
Look for a princess, a princess, a princess.
Let's jump, jump, jump,
And we kick our legs, we kick, we kick.
And let's clap our hands, clap our hands, clap our hands,
And we stomp our feet, we stomp, we stomp,
And we move our eyes, we move, we move,
We walk here and there, we walk, we walk,
Let's shake our heads, shake them, shake them,
And let's start all over again, all over again, all over again.
4. They live cheerfully and amicably, they don’t know grief, they invite guests:
At a party, at a party,
Both under the hill and on the hill
People gather
He dances and sings.
The songs are upbeat and lively.
These songs …. (dancing) .
Watching an excerpt from the cartoon (2.50) - Russian folk dance - Kamarinskaya
In the meadow or at the edge
Girlfriends gathered together.
People are surprised:
What kind of round dance is this?
And now they are unfashionable
Songs …. (round dance) .
Song “There was a birch tree in the field...”
5. And to cheer each other up,
They're always singing …. (ditties) .
What ditties do you know?
Let's listen to ditties...
6. Night is coming - it's time to rest. And the image of this song helps to gain new strength from “Dark Night” and “Clear Stars.”
Listening to the song “At dawn, at dawn.”
Genre of lyrical song
(Sincerity, warmth, chants, lyricism, tenderness, beautiful phrases.
7. About the love in them and about friendship,
About the war in them and about the service,
Clutching the machine guns,
They are always sung …. (soldiers, soldiers) .
But life goes on as usual and the time has come for Ivan to serve in the army.
And Maryushka is waiting for him and humming a song...
Listening and marching to the song “Soldiers, brave boys...”
3. Stage of consolidation of the studied material.
Guys, what did you do in class?
They sang, listened to music, danced, danced, played……..
Guys, what genre of musical art did we talk about today in class?
(about Russian folk song)
Tell me, why is there an ellipsis in the title of the topic of our lesson?
(because the genres of Russian folk songs are very diverse)
Name the works that you remember, for whom they were written and by whom?
(the guys list: game songs, lyrical songs, round dance songs, soldier-recruit songs, work songs and ditties).
Written by the people and for the people.
Were the works the same?
Different in character, movement, meaning, mood.
Right. This type or type of song is called in one word genre.
(word on the board).
Lesson summary. Reflection.
Did you like the lesson?
Was there anything difficult for you?
1 of 25
Presentation on the topic: Musical journey. My homeland is Russia!
Slide no. 1
Slide description:
Ministry of Education of the Russian Federation GOU DPO NIZHYGOD INSTITUTE FOR EDUCATIONAL DEVELOPMENT Department of Literature and Cultural Studies COMPUTER PRESENTATION OF METHODOLOGICAL DEVELOPMENT OF A SECTION OF THE EDUCATIONAL PROGRAM “Musical Journey. My homeland is Russia!” Completed by: music teacher of Municipal Educational Institution Secondary School No. 11 in Vyksa, Nizhny Novgorod Region. Koroleva S.V. 2009/2010 academic year
Slide no. 2
Slide description:
EXPLANATORY NOTE, GOALS AND OBJECTIVES Explanatory note: Proposed section on the topic “Musical journey. My homeland is Russia!” is focused on educating the student as a citizen and patriot of Russia, the development of his spiritual and moral world and national identity. This topic takes place in elementary school and continues in middle and high school. To acquaint students with the diverse and multifaceted culture of Russian musical art, to form the foundations of musical culture. Develop the ability to listen, think and empathize, distinguish between means of artistic expression, develop creative abilities in various types of activities, develop mental operations: figurative and associative thinking, creative imagination. To foster a sustainable interest in musical studies, to cultivate students’ musical taste, performing culture, respect for the history of Russia and the traditions of their people.
Slide no. 3
Slide description:
PSYCHOLOGICAL AND PEDAGOGICAL EXPLANATION OF THE SPECIFICITY OF PERCEPTION AND MASTERING OF LEARNING MATERIAL BY STUDENTS As a result of testing and observation of students, we can conclude that there is a fairly good level of development of voluntary, stable, concentrated attention. Of the 22 students in the class, 19 are able to maintain attention throughout the entire lesson. And only 3 people have difficulty maintaining perseverance during the lesson. The intellectual development of students corresponds to age development. Most - 15 people are able to absorb the material without much difficulty, of which 8 people are able to withstand a more serious load. Based on the results of diagnosing the level of development and training of students, the class can be divided into 3 groups: Group 1 – 8 people (36%). Children with a high level of development Group 2 – 10 people (46%). Children with an average level of development. Group 3 – 4 people (18%). Children with a low level of development.
Slide no. 4
Slide description:
EXPECTED RESULTS OF MASTERING STUDYING MATERIAL As a result of studying this section, the student should learn to: perceive music of various genres, reflect on musical works as a way of expressing feelings and thoughts of a person, respond emotionally to art, expressing his attitude towards it in various types of musical and creative activities; navigate in musical and poetic creativity, in the diversity of Russian musical folklore, to distinguish between examples of folk and professional music, to appreciate domestic folk musical traditions; to embody the artistic and figurative content and intonation and melodic features of professional (in singing, words, movement, etc.) and folk art ( in songs, games, actions). Students are able to solve the following vital and practical problems: perception of artistic images of folk, classical and modern music; performing familiar songs, participating in group singing; playing music on elementary musical instruments; transmitting musical impressions through plastic and visual means.
Slide no. 5
Slide description:
Slide no. 6
Slide description:
FORMS OF TRAINING: An informative way of transferring knowledge in the learning process, appealing to motivating learning; Lesson scenarios are built according to the following scheme: feel - realize - reveal your attitude; active creative search of the teacher and students; conversation - dialogue, role-playing game, collective forms of creative work, a combination of collective and individual work (games, singing, improvisation, creative notebooks, writing ditties, fairy tales, tales, creating drawings, plastic improvisations, etc.); integrated use of different types art (music, literature, painting);
Slide no. 7
Slide description:
INFORMATION TECHNOLOGY IN MUSIC LESSONS: The use of modern information technologies in music lessons makes learning bright, memorable, and forms an emotionally positive attitude towards the subject. Demonstration of presentations in music lessons helps to solve educational problems and achieve a new quality of teaching. The use of ICT enriches the methodological capabilities of a music lesson and gives it a modern level. A video recorder, an interactive whiteboard, and a computer are very convenient not only for mastering educational material, but also for activating cognitive activity, realizing the child’s creative potential, cultivating interest in musical culture, and shaping the spiritual world.
Slide no. 8
Slide description:
Slide no. 9
Slide description:
DEVELOPMENT OF A LESSON ON THE TOPIC “RUSSIA IS OUR FAVORITE POWER!” 4 A grade 1st quarter /09/10/2009/ Type: Lesson-excursion Purpose of the lesson: to introduce students to the poetic and state symbols of Russia. Objectives: educational: - to form an idea of the culture of Russia; - to introduce the term - anthem - into the cognitive activity and vocabulary of students, symbolism; - to develop the ability to listen, remember, think; - to introduce students to the music of S.V. Rachmaninov; developmental: - to develop the cognitive processes of students: thinking, attention, memory; - to stimulate interest in studying the history of their Motherland, its state symbols ;-enrich the vocabulary and musical stock of students; educational: - cultivate a sense of love and pride for one’s Fatherland through music and poetry; - cultivate mutual respect for each other, an adequate assessment of yourself and your friend. - cultivate positive motivation for learning.
Slide no. 10
Slide description:
Equipment and materials for the lesson: Exhibition of books. “Russia is my dear mother, My dear home, holy land” (Bokov). Portrait gallery of Russian poets and musicians. Exhibition of paintings by Russian artists. Epigraph on the board: Oh, Russia! A country with a difficult fate ...I have you, Russia, like one heart, I will tell a friend, I will tell an enemy - Without you, as without a heart, I cannot live. (Yulia Drunina) piano-recorder textbook Music. 4th grade. 1 hour: textbook for general educational institutions / V.V. Aleev - 2nd ed., stereotype. M.: "Drofa", 2008 ICT Lesson plan: Organizational moment - 2 min. Preparation for the perception of new material - 3 min. Study of new material - 25 min. Consolidation of new knowledge - 5 min. Summing up the lesson - 3 min. Assignment for house – 2 min.
Slide no. 11
Slide description:
Slide no. 12
Slide description:
Flag of Russia The first mention of the state flag of Russia dates back to the reign of Alexei Mikhailovich. The Tsar issues a Decree of April 9, 1667, to send fabrics of “red, white and azure” for flags on Russian ships. This Decree approved the colors of the Russian flag - red, white and blue. In Rus', three colors had the following symbolic meaning: white - nobility, blue - fidelity, honesty; red – courage, loyalty.
"A musical journey into Russian folk culture"
Summary of educational activities
in the preparatory group
Mamtseva O.G.
Educational objectives:
Continue to introduce children to musical culture and cultivate artistic taste. Continue to enrich children's musical experiences. To promote the further formation of the singing voice and the development of movement skills to music. Learn to play noise musical instruments.
Hearing:
Singing: Improve your singing voice and vocal-auditory coordination. Learn to take your breath and hold it until the end of the phrase, pay attention to articulation (diction).
Musical and rhythmic movements:
Playing children's musical instruments: Introduce folk works in orchestral arrangement. Perform Russian folk melody on noise musical instruments. Develop a sense of rhythm.
Tasks in the integration of educational areas:
Cognitive development:
Speech development :
Practice diction: teach children to clearly and distinctly pronounce words and phrases with different intonations. Improve phonemic awareness. Add the words “travel” and “tourists” to your dictionary.
Social and communicative development:
Develop the ability to act together, form a positive attitude towards peers and adults. To foster patriotic and international feelings, love for the Motherland. Deepen and clarify ideas about the Motherland - Russia.
Physical development:
Targets of the Federal State Educational Standard for Educational Education, which the OD is aimed at achieving:
Has basic knowledge about the world in which he lives;
Has a positive attitude towards the world;
Masters the basic cultural ways of activity;
Has a developed imagination, which is realized in different forms
activities;
Has a fairly good command of oral speech and can use speech to
expressing your thoughts, feelings, desires.
Municipal autonomous preschool educational institution
"Child Development Center - Kindergarten No. 14"
Kolpashevo, Tomsk region
Summary of educational activities in the preparatory group
Mamtseva Olga Gennadievna
music director
Mamtseva
Olga Gennadievna
Music lesson notes 3rd grade 1st quarter. The theme of the lesson is “Russia is my Motherland.” The purpose of the lesson is to introduce the concept of melody, to show the versatility of music, to introduce a textbook on music, to cultivate feelings of patriotism and love for one’s Motherland and the beauty of one’s native land. The Russian people created a huge number of songs that our composers studied and knew well. Melody is a beautiful word in itself, soft, noble (from the Greek Melody, melos, i.e. tune, song). Just as human speech consists of sounds associated with meaning, so melody consists of sounds associated with meaning. Melodic thought creates melodiousness, musical coherence, and completeness. “Melody is the soul of music.” Children will learn to listen and analyze the musical fragment of the 4th symphony by P. Tchaikovsky.; develop vocal and choral skills, form singing skills (sound awareness, breathing, articulation.); develop creative thinking, independently solve creative problems, reason. Notes of a music lesson 3rd grade 1st quarter Theme of the lesson “Russia is my Motherland” The purpose of the lesson is to introduce the concept of melody, show the versatility of music, introduce a textbook on music, cultivate feelings of patriotism and love for one’s The homeland and the beauty of the native land. The Russian people created a huge number of songs that our composers studied and knew well. Melody is a beautiful word in itself, soft, noble (from the Greek Melody, melos, i.e. tune, song). Just as human speech consists of sounds associated with meaning, so melody consists of sounds associated with meaning. Melodic thought creates melodiousness, musical coherence, and completeness. “Melody is the soul of music.” Children will learn to listen and analyze the musical fragment of the 4th symphony by P. Tchaikovsky.; develop vocal and choral skills, form singing skills (sound awareness, breathing, articulation.); develop creative thinking, independently solve creative problems, and reason.
Pictures
Music lesson 3rd grade 1st quarter Lesson topic: “Russia is my Motherland”
The goals of the teacher’s activities are to introduce the concept of melody, to show the versatility of music, to introduce a textbook on music, to cultivate feelings of patriotism and love for one’s homeland and the beauty of one’s native land. Planned results – Subject: learn to listen, analyze the musical fragment of the 4th symphony by P. Tchaikovsky.; develop vocal-choral skills, form singing skills (sound knowledge, breathing, articulation.) Meta-subject: Cognitive: develop creative thinking, pay attention to the melody of the line, independently solve a creative problem, reason. Communicative ones master the dialogue form of communication. Regulatory ones organize their activities and accept goals and objectives. Personal: development of motives for educational activities, evaluating the results of activities. Visualization and equipment: portrait of the composer P. Tchaikovsky, 3rd grade textbook, reader, workbook, computer, projector, musical instrument. Lesson type: acquiring new knowledge Lesson form: dialogue lesson 1. Organization of students in the lesson. Musical greeting. Lesson progress 2. Statement of the educational task. Guys, what kind of music do you like to listen to? What is music for? (children's answers) What can music tell us? What is the most important thing in music? (melody). Today we will talk to you about melody? Let's find out what the melody is? 3.Updating basic knowledge. Learning new material. You already know many songs with different melodies, simple and complex. Let's remember the simplest one: “There was a birch tree in the field.” What is this melody? (simple) So it is quickly remembered. But there are complex melodies that need to be learned. (“The land in which you live”) When we like a work, we can say that it has a beautiful melody. After all, melody is the main means of expression. The melody combines the pitch of sounds, their rhythm, register, and tempo.
List the means of musical expression. 4. Introducing the concept of “songability” You already know that the Russian people created a huge number of songs that our composers studied and knew well. Melody is a beautiful word in itself, soft, noble (from the Greek Melody, melos, i.e. . tune, song). The word “melody” began to denote a sound line. If a line in space consists of different lines, then the line is graphic, it can be energetic, simple, complex. Just as human speech consists of sounds associated in meaning, so a melody consists from sounds associated in meaning. Melodic thought forms melodiousness, musical coherence, completeness. “Melody is the soul of music.” From the works you can guess in which country the composer was born and raised, because folk music is reflected in them. 5. Working with the textbook a ) read a statement by P. Tchaikovsky (page 6 of book 3rd grade) b) listen The works of Russian composers have this peculiarity: in them you can hear melodies reminiscent of folk songs. That is, the music of Russian composers is often songlike. You can sing it. What is the character of Russian songs? (list) But the most important thing that unites is the melodious motive. 6. Game “Guess the melody” (listen and sing along to the melody) “Kalinka”, “Oh, you canopy”, “Is it in the garden in the city”, “The moon is shining”. 7. Listening: Today you will hear a work by a composer known to you (portrait) P. Tchaikovsky IV Symphony Melody is the soul of music
Tchaikovsky P.I. (1840-1893) 4th symphony A symphony is a large work consisting of 4 movements. how did the melody sound? What feelings is this music filled with? what do you know about this composer? what is this musical thought connected to, answer the questions (page 7 in the 3rd grade textbook) Conclusion: The main property of Russian music is melody, songfulness, it can be sung. The melody appears before students as a person’s love for life, for nature, for other people. A symphony is a large work consisting of 4 movements.
8. Listening: Anthem of Russia The anthem is a solemn song 9. Dynamic pause. Physical minute 10. Performance: “My Russia” music. G. Struve a) perform in character, remember the words, melody. b) what character does it sound like? c) what image does the music convey? d) work on sound science, breathing, articulation. 11. Read poems about the Motherland Oh, our Russian freedom, There are no meadows or fields to the edge! You are our wide expanse, You are our dear mother earth! I see wonderful freedom, I see rivers and forests - This is Russian expanse, This is my Motherland! 12. Lesson summary. Reflection on educational activities. What was the topic of our lesson? What is the main property of Russian music? What is a symphony? what does the melody mean in translation from Greek? Who is the author of the 4th symphony? What Russian song was used in the symphony? What did you like most about our lesson? In what mood do you leave the lesson? 7. D\Z Russian Anthem to learn