Traditional music lesson in the 2nd junior group. Musical lesson in the junior group “Musical Teremok”
Musical activity for younger children preschool age"Spring Sun"
Description: The proposed summary is intended for younger children age group. Used in class different kinds musical activity, which arouses children's interest. The material may be useful to music directors, educators, as well as parents who want to develop creative abilities in their child.
Target: Introduce children to various types musical activity, forming the perception of music and simple performing skills in the field of singing, rhythm, and playing children's instruments.
Children enter the hall in pairs to the music.
Teacher: Guys, today I received a letter from the sun. It wants to get to know you because you are very friendly guys.
The sun is shining through the window
Straight to our room
We will clap our hands
Very happy about the sun!
Rhythmic exercise “Clap your hands”
. The teacher invites the children to clap loudly and quietly, quickly and slowly.
Icicles melt under the rays of the sun.
One drop fell. Cap!
Two drops fell. Drip, drip!
Many drops fell.
Playing instruments:
the willing child plays on the metallophone as drops drip.
Teacher: Have you noticed how big the puddles are in the yard today? This is because our spring sun melted all the snow. What should we wear to avoid getting our feet wet? Right! Our funny boots! Musical and rhythmic movements “Jolly Heel”
Teacher: Not only children rejoice at the arrival of spring. Listen, who else is happy about the spring sun? The sound of birds singing.
Teacher: That's right, it's the birds singing. A mother bird sits on a lower branch and sings in a low voice: like this. (Plays the C sound of the first octave)). And on the top sits a chick and sings in a thin voice (plays the C sound of the second octave). Can you guess who is singing now? The musical and didactic game “Bird and Chick” is being held.
Teacher: Who else came out to bask in the warm sun? Yes, it's a ladybug!
Musical and didactic game “How many ladybugs on a flower?
Progress of the game: Play one sound at a time on the piano for the children - each ladybug has its own sound (buzzes in its own way). Two sounds - two insects have gathered on a flower and are talking, three sounds - the whole family is assembled. Ask the children to listen and guess how many ladybugs are gathered on the flower - one, two or three. You can complicate the game and offer to hear who exactly flew to the flower - dad, mom or baby.
Teacher: Guys, it seems to me that someone is rustling in the grass. It's a little bug! He cannot cross the stream.
Musical and rhythmic movements with ribbons: "Stream." At the end of the dance, they put the ribbons in one line and help the bug get over to the other side.
Teacher: Well done! Helped the bug. Oh, look, he's not alone!
Rhythmic game "Bugs". The teacher offers to clap or trample the proposed pattern.
Hush hush!
I hear something!
The clouds covered the sun.
How will we live without the sun now? Let's have some fun dancing. Dance "Guilty Cloud".
So the sun winked at us again. It is so glad that it has made friends with such wonderful guys and is giving you a gift - these little suns. Say goodbye to the sun, wave your hand to him and sing “Goodbye!”
Title: Musical lesson for children 3-4 years old.
Nomination: Kindergarten, Lesson notes, GCD, music, 2nd junior group
Musical lesson in the junior group “Visiting the cat Timofey”
Program content: pin familiar musical repertoire using the game situation. Develop a sense of rhythm, stability of attention, musical memory; develop the ability to imitate the behavioral characteristics of animals. Teach singing skills, perform movements harmoniously in pairs, consolidate familiar dance moves. Cultivate kindness in children
Preliminary work: Listening to the play “Kitty” by T. Lomova
Learning the song “Tsap-scratch” by S. Gavrilov
Learning the dance “Palms”
Progress of the lesson:
Children enter the hall and sit on chairs. flies into the hall balloon
Musical director: Guys, look, a balloon has flown towards us, and there is a postcard on a string. Now let's see what kind of postcard this is. Guys, this is an invitation. And who is it from, who sent it? Don't worry, we'll try to guess everything together. There is musical riddle- I’ll play you some music, and you tell me who it’s about
Playing the play “Cat” by T. Lomova
Guys, do you recognize this music, who is it about? (you can ask a riddle)
Shaggy, mustachioed,
Sits down and sings songs (cat)
That's right, cat
Educator: I guessed who sent us this invitation, the cat Timofey sent it to us
Musical director: Now I’ll read what he writes: “Guys, I miss you so much, come visit me, I’ll be waiting for you.” Well, shall we go and visit the cat? (children's answer)
You and I will go by train, quickly occupy the carriages, our train is leaving
The “train” of T. Suvorova sounds
And now we will walk along this path, quickly take our hands
Frenkel's "round dance" sounds
Well, here we are. Where is the cat Timofey, why doesn’t he meet us? Guys, let's call him, let's sing his name very affectionately. Everyone sings: “Timofey” on the same sound. No, he doesn’t hear, he’s probably sleeping. Guys, let's clap (they clap to the music) And now let's stomp (they stomp to the music)
Exercise “clap-stomp” arr. Ya. Stepovoy
A cat appears on the screen
Cat: Meow-meow, hello guys, I'm so glad you came to visit me
Musical director: Why aren't you meeting us?
Cat: To be honest, I dozed off
Musical director: How shaggy and unkempt you are . What should you guys do in the morning? (children's answers)
Exercise “The cat washes itself” (elements of psycho-gymnastics)
On the screen there is already another picture of a washed and combed cat
Musical director: For such beautiful cat you can sing a song
Children sing the song “tsap-scratch” from Gavrilov
Cat: Oh, what a good song, thank you guys! I also love to dance, will you dance with me?
Dance “Chok da Kok” by E. Makshantseva
Cat: what a fun dance, thank you guys
Musical director: Timofey the cat, do you like to play?
Cat: Of course I love
Musical director: Then play with the guys
Cat: My favorite game is "Cat and Mice" , but there are no mice here
Musical director: And we'll say magic words and turn into little mice
They say: turn left or right
And turn into a mouse
Game “Cat and Mice” by V. Petrova Children are caught by a cat - a toy similar to the one on the screen
Cat: thank you, you made me laugh
Musical director: Timofey the cat swept up so much snow, the boys and I made snowballs , will you play with us?
Speech therapy game “Snowball” by M. Kartushina
Musical director: Well, Timofey the cat, you made me laugh
Cat: Of course, they amused me, I’m so glad that you came to visit me
Musical director: Unfortunately, Timofey, it’s time for us to say goodbye. Our train is leaving for kindergarten
Cat: What a pity, but will you come again?
Children answer
Musical director: Goodbye, Timofey, don’t be bored without us (The children say goodbye and “go” on the train again)
Educator: Well, guys, we have arrived at kindergarten. Did you like our trip? (children's answer) Me too
Musical director: I liked it too, goodbye guys.
Nomination: Musical lesson for children 3-4 years old.
Position: music director first qualification category
Place of work: MBDOU kindergarten No. 142
Location: Cheboksary, Chuvash Republic
Musically rhythmic movements:
– Teach easy jumping to music without your heels touching the floor.
– Exercise children in rhythmically stamping one foot, then the other, in circling while walking.
Musical didactic game: introduce the sound of musical instruments. Learn to identify them by ear.
Perception of music (listening):
– Call emotional response to a musical image.
– To form ideas about the means of musical expression.
Singing, development of singing skills: teach singing skills: singing along, singing in an ensemble, the ability to open your mouth wide (work on sound formation).
– Cultivate friendly relationships between children.
– Teach how to dance in pairs, shaking hands with each other.
Game: to teach to distinguish different parts of music and to move in accordance with this character: quietly - walk softly, loudly - run fast.
Progress of the lesson
Children enter the hall, stand freely, positioned throughout the entire space of the hall.
“Game with two bunnies.”
Bunny: Hello, kids! I, a bunny, can jump easily, just like that! One, two, jump! (“He jumps over,” at this time, on the other side of the hall, exactly the same bunny Bi-ba-bo appears in the hands of the music director, we repeat twice.)
Do you know how?
(The teacher places the bunny toy Bi-ba-bo on a stand, behind a small screen, and speaks on behalf of the bunny.)
Educator: Guys, put your soft paws on, rise on your toes, your heels do not touch the floor, we will jump easily, like bunnies. The music will stop, and our legs will stop too. (Annotated demonstration by the teacher.)
Play: “Bunnies” music by T. Lomova.
Bunny: Well done, guys! Do you know how to dance?
Educator: Look, bunny, how our guys can spin around slowly, just like me! (Teacher demonstration.)
Play: “Spin” music by T. Lomova.
Educator: Well done, guys! Oh, what are you holding in your little bunny paws?
Bunny: This is a rattle, listen, guys, how the rattle rings. (Rings.)
Bunny: Oh, I have another one, this drum. (Knocks.)
And now, I want to play with you. I’ll play, and you guys, tell me what I’ll play for you now.
(The bunny plays a drum, a rattle, behind a screen. Children guess.)
Bunny: Well done, you guessed it! It's time for me to run into the forest and my friends. (Runs away.)
Educator: So the bunny ran away, and you and I will go and sit on the chairs (the children pass by and sit on the chairs near the piano).
Music director: (Musical director.)
Guys, listen to the riddle:
“Under the pines, under the fir trees
Is there a bag of needles lying around?” (Hedgehog. A toy hedgehog appears.)
Look how sharp its spines are, and how small and fast its legs are.
Guys, sit down correctly, just like me!
Listen musical composition composer D. Kabalevsky “Hedgehog”. The music sounds fun, fast, like that!
(Musical fragment 1–4 measures, the teacher puts out a card - modeling.)
Music director: The music is cheerful (card - modeling), fast (card - modeling), prickly, cautious (card - modeling). And at the end the hedgehog says: “I’ll prick!”
Play: “Hedgehog” music by D. Kabalevsky.
Music hands: Tell me guys. What kind of hedgehog do we have, happy or sad?
Children: Cheerful.
Music Ruk.: Right, so the music sounds like it’s fun or sad?
Children: Funny.
Music manager: Correct! Do the hedgehog’s legs run fast or slow?
Children: Quickly.
Music hands: That's right, so does the music sound fast or slow?
Children: Quickly.
Music hands : Sit down like me! Listen to the musical piece “Hedgehog” again.
Play: “Hedgehog” music by D. Kabalevsky.
(The music director brings the hedgehog toy to his ear, listens, speaks.)
Music hands: The hedgehog told me that you defined everything correctly. Oh, and he also asks you to sit comfortably, like this!
Hedgehog: Children, do you know a song about my friend Cockerel?
Children: Yes, we know.
Music hands: Guys, help me, sing along to the song.
Song: “Cockerel” Russian folk melody.
Bunny: Well done, now I also know this song.
Music hands: Listen to Hedgehog another song about winter. Let's teach our Hedgehog to sing a song with his mouth wide open, just like me! (Showing Musical Hands..)
Bunny: Well done, now I can also sing with my mouth wide open. (The hedgehog runs away.)
Music hands: So our Hedgehog ran away, and left us this small Christmas tree as a gift (the teacher makes the Christmas tree visible).
We will sing together, but we will not shout.
Song: “Christmas tree” music by M. Kraseva.
Music hands : Now, let's dance. Go out to the middle of the hall.
Educator: Look what kind of dance we will dance. (Showing the teacher and the child.)
Educator: Find yourself a friend, stand in pairs. (Children stand in pairs.)
Educator: Oh, but what happened to my guys, they quarreled, their lips pouted, their eyebrows furrowed, and they started stamping their feet.
Dance: “We became friends” music by T. Vilkoreiskaya.
Educator: And the hands should be presented like this, palms up (shows), spin slowly in a step (shows).
Dance: “We became friends” music by T. Vilkoreiskaya. (Musical excerpt, dance part 2.)
Educator : Oh, look, Mishenka came to visit us and wants to play blind man's buff with us. (Seats Mishka in the center of the hall and blindfolds him.)
Educator: Stand in a circle around Mishenka. Prepare your fingers. With quiet music we will slowly walk towards Mishenka, and with loud music we will move back, like this. (Teacher demonstration.)
Now, let's play.
Game: “Zhmurki” music by M. Flotov. (The game is played 2 times.)
Educator: Let's take Mishenka with us to the group and play with him.
Music hands: I liked the way you sang, danced, and played. Goodbye, guys.
Working with young children is difficult - it is a responsible process that requires great knowledge and skills. Creating a clear lesson plan, choosing an original approach, borrowing creative ideas will help novice teachers get used to it faster, and experienced teachers diversify their classes. Before musical director There are many tasks that need to be clearly understood and carried out. You will learn about the tasks and ways to implement them from this article.
The purpose of music lessons in kindergarten, specific tasks and techniques
At the music director the main objective- bring pleasure and joy to your wards through your activities. However, with each lesson he develops many skills and develops cultural perception.
Tasks and techniques for teaching children music (first junior group)
Training tasks. Children must learn:
- move rhythmically to the music;
- distinguish between mood and character musical composition;
- extract the desired sound from musical instruments and play in an orchestra;
- distinguish musical shades and sound dynamics;
- collective dances.
Dancing in pairs for two-year-olds is not easy, but fun.
In music classes it is necessary to develop:
- responsiveness while listening to musical compositions;
- subconscious sense of tact and ability to play instruments rhythmically;
- musical thinking;
- cultural awareness.
Methodical techniques:
- using audio recordings to expand children's understanding of types of music;
- using illustrations to clearly explain what is being said, or to enable the child to do so.
Tasks and techniques for teaching children music (second junior group)
Training tasks:
- teach children to play musical instruments: spoons, drums;
- learn to pronounce all sounds correctly;
- teach students to intonate, sing drawn out;
- teach to distinguish the nature of a musical composition, genre;
- teach round dance step.
Developmental tasks:
- develop the child’s desire to independently engage in choreography and music;
- develop cultural awareness;
- to form the idea that music is involved in different areas of life.
Methodical techniques:
- individual approach, “singing along the chain”;
- games with musical content.
To spend musical game, children can come to class fairy tale character
How to get children interested in an activity: examples of a motivating start
The introductory or introductory part is where your lesson will begin. Despite the short duration (from three to five minutes), it is this part that will largely determine how much the music director will interest his students and how exactly they will tune in to the lesson. In a short time, it is important to do the following:
- It is important to show children that it is time for class. They must calm down and remember the rules of behavior during the educational process.
- Next, the children can sing a song, if there is such a ritual, a hero, a picture may appear, music may play, which will captivate the children in the learning process. How children prepare for a lesson is very important. These must be positive emotions. If too much time is spent on poetry and a song, then everyone together, the children and the music director, can simply stand in a circle and wish each other something nice, or just smile. Such a ritual can be changed periodically, but not often; it is at the subconscious level that will allow children to finally calm down and tune in to the lesson. You can finish your training with the same ritual.
- It is important to outline the goals of this lesson.
Just because a child is determined to engage in a lesson does not mean that he is interested. A game is the simplest method of attracting interest. Here are a few examples of a motivating start to a lesson that a music director can use to diversify learning:
- "Help the toy." By solving the toy problem, the child achieves the learning goal.
Children are told about the problem with the toy, calling on them to help. You ask the children if they agree to help the toy. It's always important to create choice. You propose to teach children to do what the toy requires, then the explanation and demonstration will interest the children. Each child can have his own character - a ward (a cut-out, toy, drawn character whom he helps). With this motivation, the child acts as an assistant and protector, and it is appropriate to use it for teaching various practical skills. - "The story about La."
Before the lesson, the notes A (a note sign with a signature) were “hidden” in the room. You need to draw attention to the fact that there is someone else in the room, prompting the children to search. When they find all the notes - each with an “A” - they must remember that there are only seven notes, and since there is only one A, she must be very lonely. You can practice the note "A" on different instruments, replace the words of the song with this sound, pronounce it during a round dance, train breathing, singing a drawn-out “A”, thus paying maximum attention to the note. At the end of the lesson, children can pick up their sheet music to continue caring for it. - "Help me".
Here, the motive for children is communication with an adult, the opportunity to gain approval, as well as interest in joint activities that can be done together. This technique is suitable if the fairy of Music - your favorite hero - comes to visit music lessons, who often asks for help getting to the land of Music - or another fairy-tale character. You tell the children that the hero needs help. Each child is given a feasible task. At the end, you emphasize that the result was achieved through joint efforts. - "Teach me".
The musical director must either main character events - some fairy-tale character - should ask the children to master some new task, either known to the child or simply for execution. It is imperative that each student makes his own personal contribution, which should also be separately assessed and praised. - “Dunno forgot everything.”
Dunno comes to visit the children. He talks about his problem - everything fairy-tale heroes They laugh at him because he has forgotten all the songs in the world. He asks the children to help him. You need to know a New Year's song, a birthday song, an autumn song, a summer song, and a round dance song. The children are invited to independently choose which song they will teach Dunno, then everyone goes out to the hero, drinks part of the song, Dunno begins to sing along, inviting everyone else to follow his example. Songs may be accompanied by playing a musical instrument and dancing.
Music lessons are very important for children younger age, they contribute to the development of mental abilities and memory.
All kids love music lessons
Thematic lesson planning
Thematic planning is planning in accordance with the main general education program preschool education. However, it is stipulated that the topic can be chosen by the teacher independently or borrowed from an approximate general education program.
Table: fragment of planning music lessons in the first junior group for a month
| January | ||
| Listening to music | Learn to understand and distinguish plays of different nature- calm, affectionate, cheerful and dancing; encourage you to accompany the listening with appropriate movements (rock the doll, imitate the habits of the bunny, “Masha rides down the hill on a sled”). | “Baby, walk around” (r.n.p.), “Lullaby” by E. Telicheyeva, “Mashenka-Masha” by V. Gerchek. |
| Musical and didactic games | Develop a sense of rhythm, the ability to distinguish between fast and calm music, accompany listening with sounding gestures (slapping the knees with quarter notes, tapping fingers with eighth notes) | “The doll walks and runs” by E. Telicheyeva. |
| Singing | Continue to develop singing skills, learning to adapt to an adult’s voice; learn to sing along calmly, in moderate pace, join in with the music. | “Zainka, walk around” (r.n.p.), “Mashenka-Masha” by V. Gerchek. |
| Musical and rhythmic movements | Learn to navigate in the music hall with the help of verbal instructions for the direction of movement and the teacher’s demonstration; develop the ability to perceive and reproduce movements shown by an adult (move at a “straight gallop”, jump easily); dance movements: rhythmic clapping, stamping with one foot, placing the foot on the heel, spinning around oneself, “spring”, “flashlights”, tapping the heel. | “Exercise”, “Let’s dance”, “Let’s take Mashenka for a ride”, “Winter path”, “On a walk” by T. Lomova, “They stamped their feet” by M. Rauchverger, “Brisk step” by V. Gerchek. |
| Dances | Improve the ability to perform simple dance movements in a circle, scattered; teach you to move in a circle holding hands; train the ability to quickly grab each other’s hands; continue to learn to dance with objects (with snowballs, with dolls). | “Bunny Polka” by A. Filippenko, round dance “Loaf”, “Dance with Snowballs” by N. Zaretskaya, “Dance with Dolls” by A. Anufrieva. |
| Games | Learn to move around the hall in a flock in a certain direction, stop when the music ends; teach how to make “collars”, holding the handles tightly, and go through the “collars” without touching your hands. | “Bunnies and the Fox” by G. Finarovsky, “Catch the Bunny” by E. Telicheyeva, “Collars” by R. Rustamov. |
| Finger games | Coordinate the ability to perform finger movements from the text; encourage proper and diligent play with fingers. | “Lunch”, “Ay, kachi-kachi-kachi.” |
| Health-improving exercises | Teach basic techniques for self-massage of the face: stroking, tapping with fingertips, rubbing; strengthen the vocal apparatus with the help of phonopedic exercises. | Self-massage: “Bunny washes herself”, “Sleigh”, “Wash basin”. Healthy exercise for the respiratory tract "Slide". |
| Elementary music playing | To encourage active participation in the process of playing music on bells and rattles, to accompany singing by playing these noise instruments. | “Parsley” by J. Brahms. |
Table: example of planning a music lesson in first junior group
| September, first lesson: “Hurray, kindergarten!” | ||||
| Form of work | Repertoire | Educational tasks |
Developmental tasks |
Methodical techniques |
| “Let's take a walk” by E. Makshantseva | Children learn to move rhythmically to music. | Develop emotional responsiveness while listening to music. | ||
| Playing musical instruments. The main tool at this stage is a rattle. | "We play loud and quiet" “Is it in the garden?” |
Children learn to produce the desired sound and try to play in time with the music. | Develop a subconscious sense of tact and the ability to play instruments rhythmically. | |
| Hearing and voice development | Game "Bird and Chick" | Children learn to distinguish different musical shades and sound dynamics. | Develop musical thinking. | The musical director is involved in the game. |
| Singing | “Kindergarten” by N. Murychev | Children learn to sing in unison, they need to get an idea of the rhythmic pattern and clap it. | Develop an ear for music. | |
| Hearing | “Dance with autumn leaves” music. N. Veresokina | Children must understand that music can convey the state of nature. | Develop cultural awareness. | The music director can select cards with emotions so that the child can more accurately describe what he experiences while listening to the composition. |
| Musical and rhythmic movements | "Round Dance of Mushrooms" | Children learn group dances. | Expand the understanding of the types of music, its goals and the culture of joint dance - do not overtake anyone, do not push anyone, etc. | The music director must demonstrate all movements. |
Table: example of planning a music lesson in the second younger group
| October | ||||
| Month: October 7, lesson “Golden Autumn” | ||||
| Form of work | Repertoire | Educational tasks |
Developmental tasks |
Methodical techniques |
| Musical and rhythmic movements | "Waltz" F. Schubert. |
Children learn to move rhythmically to music, conveying its character. | To develop the child’s emotional responsiveness and desire to independently engage in choreography. | The music director must demonstrate all movements and reactions. |
| Hearing | “Sad Story” D. Kabalevsky. | Children learn to distinguish the mood and character of a new composition. | Develop cultural awareness, communicate with children about music, expanding the musical vocabulary. | The music director should praise the children for expressing their opinions. |
| Development hearing and voice |
"Teddy bear" O. Boromykina. |
Children learn to pronounce sounds correctly, try to sing long, and not just shout out notes/sounds. | Develop diction in children. | To pay attention to everyone, the music director can use the technique of “chain singing” |
| Singing | “Teapot”, N. Murycheva “Song of Vegetables” by N. Zaretskaya. |
Children learn to sing in fast pace, in chorus and individually. They should try to intonate, convey the character of the composition. | Develop the idea of patriotism through music. It is necessary to teach children to get pleasure and positive emotions from singing. |
The music director, together with the children, must perform the song expressively. |
| Playing musical instruments | "Village Spoons" Z. Root. |
Children learn to produce the desired sound and play in an orchestra. | To develop children's interest in playing musical instruments. | The music director must take care of the instruments - two spoons for each child. The music director must show how to play the instrument, and then monitor the process, working individually with each person, if necessary. |
| Musical and rhythmic movements | Game "Harvest". | Children continue to develop a sense of rhythm to the round dance step. | It is necessary to formulate the idea that music is involved in different areas of life. | The music director is involved in the process along with the children. |
Sample lesson notes
Always remember that no one is meant to be a musician or singer. This is fine. Such children will be able to express themselves in other ways; find a personal approach to them, and they will reveal their best qualities.
The music director can independently select songs and exercises, focusing on the general interest of the group and the abilities of the children.
The main thing in class is positive emotions
Music lessons may include different tasks: study of musical instruments, the ability to extract sounds from them, conveying mood through melody.
For example, the music director shows several musical instruments, asking the children to describe their sound. The leader recalls the fairy tale “Teremok” and asks to list the characters. Next, children retell the fairy tale with sounds, not pronouncing the lines, but voicing them on musical instruments.
- Knocks on the door are transmitted by wooden sticks.
- Maracas represent a mouse.
- A rattle with bells sounds the frog.
- A triangle stands for the bunny.
- The foxes play out the dialogues with a tambourine.
- Bass bells play for the wolf.
- The drum is given to the one who will be the biggest hero - the bear.
Table: notes from a music lesson in the second junior group on the topic “Autumn Adventure”, author A. R. Bulatova
| GCD stages | Contents of the stage |
| Tasks |
|
| Introductory part | - Open the doors, Let the children into the hall! Cheerful kids Girls and boys! (Children follow the teacher into the hall, moving “like a train”). The song “Train” by T. Babajan - N. Metlova is played. Educator: Here we are. Look at the guests! Let's make friends with them. - Here we go out into the meadow. (They walk in place). I am your friend and you are my friend! (Hands stretch forward and point to themselves.) They reached out to the sun together. (Hands pull from “Sunny”). We hugged and smiled. (Hug each other and smile). |
| Main part | - Guys! You came here by train, and now I suggest you fly by hot-air balloon. Our ball is large and round. Here's what it is. (Children hold hands and form a circle).
Our ball flew and flew (they go in a circle) and fell to the ground.
Our journey has also come to an end. Winter is coming soon and as a farewell let's sing a song about autumn. |
| Final part | - Well done boys. Who did we meet on our way? Did you like it? Now let's go to the group. |
Video: music lesson for kids
https://youtube.com/watch?v=n_i-eeuCbGM Video can’t be loaded: Private music lesson for kids kindergarten"Development". (https://youtube.com/watch?v=n_i-eeuCbGM)
If you decide to become a music director in a kindergarten, then try to study as much material as possible so that your classes are carried out with maximum benefit for the children. Bright start, a productive activity and a warm smile at the end will allow the child to fall in love with music. Your efforts are a contribution to the development of each of your wards.
Tatyana Koval
Summary of a music lesson for children of the second junior group
Summary of a music lesson for children of the second junior group.
Program content:
Continue learning children listen carefully to an adult singing, instrumental music. Answer questions based on content and nature music. Learn children sing in a loud voice. Perform movements as shown by the teacher and hear the end music. To develop the ability to convey basic emotions and feelings through facial expressions, posture, gestures, and movements. Cultivate a desire to perform in front of children and adults. Foster a sense of camaraderie.
Tasks: Teach speech, singing, motor skills.
Equipment: Box, rattles, toy bird, cat toy, toy dog.
Progress of the lesson:
Children and teacher go under music to musical hall and stand near their chairs.
Musical director:
Let's say hello guys.
Communication game "Hello" words and music M. Kartushina.
Hello, palms! - Extend your arms, turn your palms up.
Clap-clap-clap! - 3 claps.
Hello legs! - Spring.
Top-top-top! - They stomp their feet.
Hello cheeks! - They stroke their cheeks with their palms.
Chubby cheeks! - Circular movements with fists on the cheeks.
Plop-plop-plop! - Lightly pat the cheeks 3 times.
Hello sponges! - Shake their head left and right.
Smack-smack-smack! - Smack lips 3 times.
Hello, teeth! - Shake their head left and right.
Click-click-click! - Click their teeth 3 times.
Hello, my nose! - Stroke your nose with your palm.
Beep-beep-beep! - Press on the nose with your index finger.
Hello, guests! - Extend their arms forward, palms up.
Hello! - They wave their hand.
Musical director:
Today we have something unusual class, a guest will come to us. Who - we will find out now.
Sounds like a fun snippet music"Clowns" D. Kabalevsky.
Musical director:
Which music by nature? (answers children)
(There is an elegant, beautiful box on the table).
Guys, look how beautiful the box is? She must be magical. Let's take a look and see what's in it, shall we? Yes, there is Parsley in it! (bibabo toy). (The teacher puts the toy on his hand).
Parsley.
Hello friends!
Here I am! You recognized me correctly!
Sings a song "Parsley". Music I. Arsenyev, words by N. Frenkel.
I, Petrushka, well done -
That's what it is!
On the top of the head there is a bell -
Here it is!
I'll go out, I'll go out,
I'll have fun!
I came to you to play, sing, dance with you. Look what I brought you? (Takes rattles out of the box). I’ll give it to everyone now, I won’t forget anyone. (Hands out rattles).
Everyone stand in a circle.
Musical director.
"Dance with Rattles" Words and melody by V. Antonova. Arranged by I. Kishko.
1 Our rattles-
Sounding toys.
Children's rattles
They ring very cheerfully.
2 Let's have fun
The oar is spinning.
Children's rattles
They ring very cheerfully.
3 The children ran away,
It became quiet in the hall.
Children's rattles
They are silent, they don’t ring.
4 Where are you guys?
Don't play hide and seek!
Go out for a walk
Let's dance together!
(A knock is heard).
Parsley.
Hear, something is happening in our box, there is something there. (Opens the box and takes out a bird).
Yes, it's a bird. Let's sing a song "Little Bird"
Musical director:
"Little Bird" Music A. Filippenko, Words by E. Makshantseva.
1 The bird is small.
Nice little bird.
I'll give the bird grains, -
Come and visit us soon.
2 Little bird,
Nice little bird,
The bird will peck the grain,
He will sing a song for the children.
3 Little bird,
Nice little bird.
Sang a song
And she flew off into the forest.
Parsley.
Well done! How well you sang.
(Meowing is heard, he takes out a cat toy).
Why are you meowing?
(The cat answers his ear).
She wants milk. Let's treat her with milk!
(Plays out, sings a song).
"Cat" Music A. Alexandrova, Words by N. Frenkel.
1 Pussy approached the children,
She asked for milk.
She asked for milk
"Meow" spoke.
Meow meow meow.
2 They treated me to milk-
Kitty ate.
Kitty ate
Sang a song:
“Purr. Murr... Murr..."
Parsley.
Guys, come and pet the cat.
Kitty, sit with us and watch the kids.
(Bark comes from the box).
Parsley.
What's happened? Let's go to our magic box and take a look. (takes out a toy dog).
Here the dog is barking: Woof woof woof!
She scares us: Woof woof woof!
You, little dog, don't bark -
Better play with us!
Dog:
I'm funny, clumsy, I licked you right on the nose.
He made a puddle in the hallway and fell asleep on the rug.
Parsley.
I see, doggy, let’s play with you. We will now turn into little dogs and bark like little dogs.
And now we will turn into big dogs and bark like big dogs dogs: "Woof woof woof".
Parsley.
How great it is here, what great fellows you are! It's time for me to go guys. Thank you magic box.
The children say goodbye to Petrushka. Parsley leaves.