Separate sections are dedicated to introducing children to folk instruments. The summary of a music lesson in kindergarten was prepared by the music director of the highest category E.V. Kutusheva, MBDOU Combined Kindergarten No. 56 “Severyanochka”, Nizhnevartovsk and is intended for children of the second younger group.

The purpose of the lesson in kindergarten:

• Introduce children to the Russian folk instrument gusli.

Objectives of the kindergarten lesson:

• To cultivate children's love for Russian folk music and Russian folk instrument- harp, to receive pleasure and joy from the very process of contact with music.
• To develop children's ideas about the figurativeness of music that creates an image (the gusli depicts the heroes of a Russian fairy tale); O expressive means music (dynamics, register), pitch (high-low, movement of the melody up and down).
• Develop children's communication skills through music game and couples dance.
• Convey the character of the music in movement, in singing.
• Expand the vocabulary of words denoting names in Russian folklore (Russian folk music, ancient Russian folk musical instrument, gusli), characters of Russian folk tales, musical terms(quiet-loud, high-low, melody movement up and down).

Progress of a lesson in kindergarten VISITING A FAIRY TALE

To a cheerful Russian song folk music children enter the hall. The music director meets the children.

The “Hello” chanting exercise is carried out.

Musical director: — Guys, do you like fairy tales? (Children answer.) Then sit back and listen. Today a guest came to us from a familiar fairy tale, but guess what fairy tale he is from and who he is!

— It is shaped like a ball.
He was once hot.
Jumped off the table onto the floor
And he left his grandmother.
He has a ruddy side...
Did you find out? (Kolobok).

Musical director: - Now, listen to the story carefully. Grandma baked a Kolobok and put it on the windowsill to cool. But Kolobok got tired of lying there, so he jumped from the window, rolled over the threshold and galloped down the steps. Then I decided to go up and go down again...

Singing "Ladder".

The gingerbread man jumped up, hop, hop, hop.
And then he jumped down, jumped, jumped, jumped.

Musical director: — The bun rolled out onto the street, and there the birds were singing loudly.

A musical and didactic game “We are sitting on branches” is being held.

Mother:

— I’m sitting on the lower branch,
And I sing: chik-chirk.

Chicks:

- We are sitting on the top branch,
And we sing: chik-chirk.

Musical director: — The bun rolled further, rolled and saw beautiful flower. He leaned over to the flower and smelled it.

Held finger game“Flower” by E. Zheleznova.

Musical director: - And the bun rolled on. Suddenly he sees a wonderful bag lying on a stump. (Shows.) He, guys, is your friend! Do you really want to know what is hidden there? What do you think is hidden in the bag?

The children answer. The music director takes the harp out of the bag and shows it to the children.

Musical director: - That's what it is beautiful instrument! This is an ancient Russian musical instrument, and it is called “harp”. It is described in different fairy tales. Please listen to how it sounds!

The musical director plays the harp.

Musical director: - What do the harps sound like?

The children answer.

Musical director: - Yes! Gusli sounds fun, perky and joyful! Children, should we take the harp with us into a fairy tale and they will help us? (Children's answers.) Then we listen to the fairy tale further. Kolobok was rolling, and towards him... who?

The music director plays the harp, the children recognize and characterize the “bear” by the music played.

Bear (teacher):

Musical director: - Don’t eat Kolobok, Mishenka, but rather watch how our children dance!

Children dance in pairs.

Bear: - Oh, thank you, you made me happy! So be it, I won’t touch Kolobok!

Musical director: — The Bear wandered into the forest, and Kolobok rolled further. He rolls and rolls, and towards him... who?

The music director plays the harp, the children recognize and characterize the “hare” by the music played.

Hare (teacher): - Kolobok, Kolobok, I will eat you!

Musical director: - No, Hare, it won’t work! Let's scare him! And the harp will help us. I will play quietly, and you will “rustle” your palms. And when I play the harp loudly, you will clap your hands loudly.

A musical and didactic game “Loud and Quiet” is being held.

During the game, the Hare quietly leaves.

Musical director: - Oh, where is the Hare? (The children answer: he got scared and ran away.) Kolobok was happy and rolled on. Kolobok rolls, rolls, and towards him... who?

The music director plays the harp, the children recognize and characterize the “wolf” by the music played.

Wolf (teacher): - Kolobok, Kolobok, I will eat you!

Musical director: - Wolf, don’t offend Kolobok. He is good, kind, you need to be friends with him, like our guys are friends. This is what they will sing about now.

Children perform the song “The Sun Has Friends” by E. Tilicheeva.

Wolf: - Good song! So be it, I won’t touch you, Kolobok!

Musical director: - The Wolf ran into the forest, and Kolobok rolled further. It rolls and rolls, and towards him... who?

The music director plays the harp, the children recognize and characterize the “fox” by the music played.

Fox (teacher): - Kolobok, Kolobok, I will eat you!

Musical director: — Don't eat Fox Kolobok, we'll sing you a song.

Fox: — I don’t want to listen to songs, I want to eat Kolobok.

Musical director: - Don’t eat Fox Kolobok, we’ll play musical instruments for you.

Fox: - Don't want!

Musical director: - Well then, we'll dance!

Fox: - Don't want.

Musical director for children: “Then we’ll outwit the Fox.” Let's play with her.

A communicative game “Smile” is being played.

During the game, Kolobok is hidden unnoticed. The fox begins to look for Kolobok.

Fox: — I was staring at you, didn’t notice where Kolobok went?

Musical director: - The Fox ran, ran, looked for Kolobok, looked, and ran away into the forest with nothing. And Kolobok thanked you for your help and ran home. That’s the end of the fairy tale, and those who listened and helped – well done! And who helped us? (Children's answers.) Of course, you and our guest, the ancient Russian musical instrument - the gusli! Our lesson has come to an end.

Description of material: I offer you a summary of a thematic music lesson for children of the older group (5-6 years old) " A music shop toys" using creative tasks. This material will be useful music directors preschool institutions. This is a summary of the final lesson on the development of creative abilities of preschoolers in all types musical activity in kindergarten.

Target: To develop the creative abilities of children through musical activities, making the life of pupils more interesting, meaningful, and filled with the joy of musical creativity.

Tasks:

Educational: To develop in children the ability to expressively convey the images given in a piece of music. Find accent positions in music.

Developmental: Develop creativity, ear for music, rhythmic and modal senses, plasticity, emotional responsiveness to music.

Educational: Cultivate interest in musical culture, to basic music playing, the desire to improvise.

Attributes used in the lesson:

Bell, artificial flowers according to the number of children; “showcase” on which toys are located: a ball, a drum, a hare, a clown puppet, clown caps (5 pieces), hats of geese, cows, horses, pigs according to the number of children, on children’s tables musical instruments (xylophones, triangles, maracas, plastic cups, rubber squeak toys), chicken costumes, chicks, cats, ducks, pigs.

Musical material:

G. Gladkov " Kind fairy", L. Schitte "Etude", T. Lomova "Passing the Ball", F. Schubert "March", E. Tilicheeva "Bunnies", M. Skrebkova "Bunny, Bunny, where have you been?", D. Kabalevsky "Clowns" , Polish folk song “the children went out into the green garden”, A. Filippenko “Polka”, A. Pinegin “Happy Birthday!”

Progress of the lesson

Children with flowers enter the hall and perform a musical and rhythmic composition with elements of improvisation to the music of G. Gladkov “The Good Fairy”. At the end of the dance, the children put flowers in baskets and stand scattered.

Musical director. Guys, this spring morning your dance with flowers lifted everyone's spirits. See how our guests smile at you. Let's say hello to the guests.

Children sing: - Hello!

The music director turns to individual children and asks them to respond with the same melody

Musical director (singing). - Hello, Alya! (on triad)

Hello, Dima! (on third)

Hello, Masha! (on one sound)

Who will say hello with their song?

Children sing a greeting at will to their own melody.

Musical director (draws attention to the “showcase”). Guys, look, you are in a toy store. (Rings the bell).

Ding-ding-ding

Ding-ding-ding

We are opening a store.

Come in, come in,

Choose what you want. (Poems by V. Boldyreva)

To get a toy, you need to sing a song, the melody of which

come up with the words yourself: “I buy a toy and take it with me.”

Try to come up with a melody that matches the character of the toy.

The music director takes a ball from the display case.

Here is a jumper - a funny ball,

He doesn't like those who cry

Loves music and laughter

He jumps the highest! (Poems by V. Boldyreva)

Who chooses the ball?...

A willing child comes out.

Musical director. What should the song for the ball sound like? Child. Briskly, loudly, the melody seems to be jumping.

The child sings a cheerful song in polka rhythm.

Guys, show me how dexterous, bouncy and light the ball is.

Children, standing in random groups, perform the etude “Balls”, music. L. Schitte.

I suggest standing in a circle and everyone playing with the ball. Pass the ball to the downbeat of the music in a circle, whoever the music stops on will come up with some dance moves with a ball.

The child, who sang a song about the ball, begins the exercise “Passing the ball”, music. T. Lomovoy. At the end of the exercise, the ball is placed on a separate table.

Guys, listen to a piece of music and guess which toy this music goes with? (Excerpt from Schubert's March)

Children: This is a march, coming to the drum.

Musical director.

We bought a drum

To make a mess.

Let's knock with a stick

It's a fun march to beat out.

Who will take the drum?

Who will sing the song? (Poems by I. Sudareva)

The willing child sings a song to the rhythm of the march.

Musical director. Let's play rhythmic echo. Gleb will tap out a rhythm on the drum, which you clap your hands for him.

Playing with the drum "Rhythmic Echo". The children take turns coming up with a rhythmic pattern, and Gleb repeats this rhythmic pattern on the drum. Mark the correct repetition of the rhythm. After playing, place the drum on a separate table.

Listen to another musical riddle. The play “Bunnies” is playing, music. E. Tilicheeva.

The willing child sings a song of the appropriate character (lightly, playfully).

Here comes the little bunny coward!

We read about you in a book.

Children recognize you immediately

They sing songs about you! (Poems by Yu. Sklyarova)

Children perform the song “Bunny, Bunny, Where Have You Been”, music. M. Skrebkova in roles: the child “buyer” sings for the bunny.

Sounds like another one for you musical riddle. Who is it about? (An excerpt from D. Kabalevsky’s play “Clowns” is heard)

Children recognize the work and name the composer. The willing child sings a song based on the given text with the right character(mischievous, cheerful, funny). The play “Clowns” is played in its entirety, accompanied by a child leading a puppet clown.

The music director again draws the children's attention to the display case.

There are clown hats here. Who will come up with a fun, mischievous dance today? We will see. Which clown will be more fun?

Give 5 caps to children. Children perform creative dance « Cheerful clown" Note the variety of dance movements.

Guys, guess the riddle:

I know everything, I teach everyone,

And I myself am always silent.

To make friends with me,

You need to learn to read and write. (Book)

The musical director takes from the display case big book, leafs through it.

Which interesting book about animals. Here you can meet the characters of the familiar song “The children went out into the green garden for a walk.”

Take the caps of the heroes of the song and stand in a semicircle.

Children take hats of geese, cows, horses, pigs and perform with movements the song “The children went out into the green garden,” a Polish folk song.

Indeed, children dance merrily in our garden. And you can even come up with a dance yourself. Let's come up with a polka.

Children offer familiar dance movements (twirling in pairs, clapping, throwing their legs while jumping, etc.) and create a dance.

The animals take off their hats and stand in pairs in a circle. In pairs they perform “Polka”, music. A. Filippenko.

Musical director. There are also musical instruments in our store. Name them (xylophones, triangles, maracas).

There are enough instruments for everyone, although not all of them are musical.

Eat simple objects: cups, rubber toys, but their noises will be useful to us.

Ding-ding, boom-boom,

Our orchestra will make some noise!

Let's make some noise, let's ring,

Let's amuse everyone with a fairy tale!

I invite everyone to a fairy tale. We will tell a fairy tale called “Birthday”. And these musical instruments will help us voice it.

Please, fairy tale heroes, put on your costumes, and musicians, take apart your instruments.

Noisy fairy tale “Birthday” based on audio cassette by E. Zheleznova. Children artists perform theatrical performances, and child musicians voice them. The teacher reads the text of the fairy tale:

One day in the chicken coop, in the nest behind the box, someone squeaked quietly. Like this: Squeak with a rubber toy.

The mother hen ran to the nest and began to listen. In the largest egg, someone squeaked again, a little louder: Squeak with a rubber toy.

The chicken tapped the egg carefully. Tap the glass with a pencil

The egg cracked and a little chick came out. Squeak with a rubber toy.

"Happy Birthday Baby! Let’s go, I’ll show you where you can eat!” And the chicken went from the chicken coop into the yard. Like this. The xylophone sounds downstairs.

And the chicken ran after her. Like this. The xylophone sounds above.

The hen led her little chick to the feeder, and she went back into the chicken coop. The chicken began to peck the grains. Like this. Tap the glass with a pencil.

The chicken had eaten its fill, looked around and suddenly heard a quiet ringing sound. Triangle.

“What a beautiful call. It's because it's my birthday. We need to tell everyone about this." And he went to the big important duck. The xylophone sounds above. The duck quacks.

“Do you hear how beautiful they are ringing? Triangle.

It's because it's my birthday!" But the duck did not answer.

Then the chicken approached the fat pig, who was eating something from the trough. The xylophone sounds above. The pig grunts.

“Do you hear how beautiful they are ringing? Triangle

It's because it's my birthday!" But the pig didn't say anything.

Then the chicken approached the cat (Xylophone sounds above), which was licking its paws with its tongue: “Do you hear how beautiful they call?”

Triangle.

The cat said: “Meow!” and came closer to the chicken. Maracas.

But then the mother hen came running and took the chicken into the chicken coop. Xylophones

And there were a lot of little chickens running around in the chicken coop. Squeak with a rubber toy. “Do you hear how beautiful they are ringing?” Triangle

“It’s because it’s our birthday!” the chickens squealed and flapped their wings. Like this: Clap your hands.

All children go out to the final song of A. Pinegin “Happy Birthday!”

Musical director.

Music lesson notes

(preparatory group)

"In the world of musical instruments"

Abstract directly educational activities in music for children of the preparatory group.

Target:

Consolidation, formation and development musical abilities children, allowing them to apply the acquired knowledge in playing various children's musical instruments and in creative endeavors (necessary for learning to play musical instruments).

Tasks:

Educational:

Consolidate and systematize knowledge on the classification of musical instruments.

enrich lexicon musical terms.

To develop the ability to identify musical instruments by sound; sing consistently and expressively, conveying the character of the song in singing.

Developmental:

Develop musical and creative abilities through various types musical activity.

Educational:

To develop communication skills, interest in musical instruments and the desire to play them.

Integration:

Physical Culture.

Socialization.

Reading fiction.

Communication.

Equipment:

Multimedia installation for viewing slides.

Musical instruments: drum, rattle, spoons, tambourine, maracas, bell; homemade tools (boots - walkers).

Visual aid: tables - houses for placing pictures of musical instruments.

Children enter the music room.

E. Grieg's "Morning" from the suite "Peer Gynt" sounds

Musical director (greeting) Hello guys!

The children return the greeting.

Musical director. Guys, today we will go to unusual country. There is no such country on any of the geographical maps, but it exists where they love music. This is a country Musical instruments. And we will go to this country in walking boots. Put them on quickly.

Children put on their feet “walking boots” made from Kinder Surprise.

Musical director. Well, are you ready to hit the road? Let's go!

Let's walk together in step,

A vigorous march will help us!

The “March” of music sounds. F. Nadenenko. (I part march)

Here we are running on our toes.

The “March” of music sounds. F. Nadenenko. (II hour running)

Musical director. Guys, here we are. Look how beautiful our country of musical instruments is. How many different musical instruments are there (we list them). They are all so different, but they can still be combined into four main groups. What are these groups called?

Children classify musical instruments into groups: drums, winds, strings, keyboards.

Musical director: Well done, guys! The musical instruments were preparing to meet you, but they were so excited and fussed that everyone got confused. Now you and I must help them find their houses. Shall we help?

The teacher shows the houses to the children.

Everyone on earth has a home.

It's good and fun and cozy in it.

The dog has a kennel, the fox has a hole,

The owl has a hollow, the robin has a nest.

Well, musical instruments live in these houses.

The first ones we will help will be percussion musical instruments, because they were the first to appear on Earth, and are the simplest and most unpretentious. The game “Musical Guess” will help us put them in place.

Game "Musical Guess"

The teacher asks children riddles about musical instruments.

Who in the orchestra will help you,

He can knock on a complex rhythm.

Any rhythm, from different countries.

Well, of course…………….(Drum)

The child who has guessed the riddle attaches a picture of a drum to a cell of the house table.

Musical director: In ancient times, the drum was made from the skins of animals obtained by hunting, and it had important in people's lives. They used it, for example, as a telephone in order to transmit information to long distances, or warn your neighbors who live very far away about the danger.

Wooden chips,

Knock a little.

You can slurp cabbage soup with them,

Or you can play “The Lady”. (Wooden spoons)

Children place a card with a picture of wooden spoons in a table cell.

The palm knocks on it,

Shakes freely.

And it rings and thunders.

It doesn't hurt him at all. (Tambourine)

Children place a card with a picture of a tambourine in a table cell.

Take me in your palms.

Wooden, mischievous. (Ratchet)

A card with a picture of a ratchet is placed in a table cell.

Musical director: The rattle not only sang along with the tambourine and spoons on folk holidays, but also protected the garden from pests. It crackled loudly in the wind and scared away crows and rooks.

Take it in your palm

A chime will be heard.

Ding-ding-ding, dong-dong-dong,

Whose is this ringing? (Bell)

A card with a picture of a bell is placed in the table.

He looks like a rattle

Only this is not a toy!.. (Maracas)

A card with a picture of a maracas is placed in a table cell.

Musical director: Guys, our percussion instruments are not only cheerful musicians, but also skilled storytellers. Let's tell our guests Russian together folk tale"Turnip".

Children using percussion instruments voice the fairy tale “Turnip”.

Fairy tale "Turnip".

The “storyteller” (teacher or child) tells a fairy tale, and the children dramatize it.

Grandfather (walks heavily, limps) - drum, slow tempo, rhythmic pattern with pauses.

Grandmother (walks quickly and minces) - rattle, rhythmic pattern is calmer, moderate tempo.

Granddaughter (jopping) - tambourine, rhythmic pattern consists of eighths and quarters, fast tempo.

Bug (runs and barks loudly) - spoons.

Cat (takes its time and purrs) – maracas, rhythmic pattern with eighth notes, fast tempo.

Mouse (hurries and looks around) - bell, rhythmic pattern with eighth durations.

Musical director: Like this an interesting fairy tale We told you along with the tools. Guys, wind musical instruments have also prepared a game for you. The game is called "Guess who's singing?" First of all, let's remember what wind instruments we met in previous lessons?

Children list the wind instruments that they became acquainted with in previous lessons: flute, trumpet, saxophone, pity.

Musical director: Wind instruments They will take turns singing for you, and you must find out which instrument sang for you?

Game "Guess who's singing?"

The teacher gives the children to listen to phonograms of the sounds of various wind instruments. Children, having recognized this instrument, find a card with its image and fix it in a cell of the table - the house.

Musical director: Guys, look at our wonderful houses. Two are already occupied. The instruments were comfortably placed in their windows. This shows that you listened very carefully in previous lessons and you have many friends who are musical instruments.

An excerpt from Vivaldi's violin concerto is played.

Musical director:

Smooth bow movements

The strings make you tremble.

The motive sounds from afar,

Sings about a moonlit evening.

How clear the sounds are overflowing.

There is joy and a smile in them.

It sounds like a dreamy tune

Its name is violin!

It's time, guys, to talk about string instruments. Stringed instruments prepared colorful slides for us telling about their diversity.

Every violin has a bow.

He is a loyal, devoted friend.

When the violinist moves his bow

And the violin cries and sings.

"Harp - magic instrument» -

Said the thoughtful poet.

As soon as the hands touch the strings -

And gentle sounds will flow.

Guitars sounds by the fire.

There is so much light and goodness in them.

Like my deepest friend,

Her melodious, gentle sound.

Under the gusli ringing tunes

Young men and maidens fell in love.

At weddings the harp was sung,

And the young were blessed

Louder than a balalaika

Not in the whole world.

She is originally Russian

Folk instrument.

They sang and danced to it

And they were sad and sighed

On holidays, the buffoons had fun with gasps

Musical director: Guys, only one house is left free. What group of instruments will we put in it?

Children answer: Keyboard instruments.

Musical director: The first place of honor should be taken by our good piano, which plays a lot for us musical works, and is the main assistant at our holidays and activities.

A card with an image of a piano is placed in a table cell - a house.

Musical director: This instrument is also called a piano. If its name is translated into Russian, it will sound like “loud - quiet”. Inside keyboard instruments live hammers that strike taut strings and produce beautiful sounds music that can tell both about a wonderful morning and cold winter, about a kind grandmother's fairy tale and the evil Baba Yaga, about beautiful butterflies and wonderful flowers.

Musical director: Guys, what keyboard instruments do you still know?

Children's answers: Piano, accordion, synthesizer.

Cards depicting these instruments take their places in the table.

Musical director: Guys, we helped the musical instruments find their homes. I'm sure you'll never forget this one beautiful country Musical instruments. We will definitely come back here again, but for now, before we go to kindergarten, let's give a gift to our friends - instruments. Let's sing a song for them, and our piano will help us.

The song “World of Music” is performed, words and music by E. V. Mashechkova.

Musical director: Let's say goodbye to our friends - the instruments. Close your eyes and count to 5

IN kindergarten again.

Musical director: Guys, did you like our trip?

Children talk about what they did in class and what they liked.

The music director says goodbye to de

Summary of a music lesson for children 5-7 years old. We sing, knock, play - we strengthen our health!

Direction: development of musicality, preservation of physical and psychological health.

Educational area: music.

Integration educational areas: music, communication, socialization, health, cognition, physical education.

Target: integrated development cognitive processes and musical abilities of older children preschool age through the use of pedagogical health-saving and infrared technologies.

Tasks:

educational:
-improve vocal skills and pitch hearing in the process of singing;
- improve timbre hearing, strengthen children’s ability to distinguish and determine the sound of musical instruments;
- encourage children to be active in musical and speech activities;
- enrich children’s speech by including words that define the nature of music in their vocabulary.

developing:
- develop a sense of rhythm, auditory attention,
- promote memory development, logical thinking, imagination;
- improve speech motor skills;
- develop creative activity children, communication skills.

raising:
- cultivate a culture of listening, a love of music, a desire to engage in musical activities;
- cultivate a culture of communication, a sense of empathy;
- encourage children to perform motor improvisations;
- develop children’s emotional responsiveness to feelings and moods expressed in music.

health-saving:
- creating a positive psychological atmosphere in class, reducing emotional stress;
- increasing children’s self-esteem, their confidence in their own strengths and performance results (individual and collective);
- formation of motivation to creative self-expression in the process of collective activity;
- teaching the basics of proper singing breathing, expanding lung capacity;
- reduction of visual tension;
- formation conscious attitude children to their health and development of their own health improvement skills;
- reduction muscle tension by teaching the basics of play self-massage.

Planned result:
- establishing a friendly relationship (teacher - children);
- creating and maintaining a positive emotional background throughout the lesson;
- learning a new song and then performing it;
- formation in children of a stable habit of healthy image life;
- mastering the skills of self-massage and self-regulation.
Progress of the lesson:
Children enter the hall where they are greeted by the music director.

Musical director:- What kind of guests are rushing into the hall?
I'm glad to see you guys!
Let's gather in a friendly circle: (everyone gathers in a circle)
On the right is a friend, and on the left is a friend!

Hello my friends! Today I want to ask you this. When you come to kindergarten, what do you say to those you meet? (children's answers) That's right, that's it educated people When they meet, they wish each other health - they say... “Hello.” And today I invite you to greet each other in an unusual, musical way. Our musical greeting is a song - an echo. Where can you find an echo? (children's answers) What does the echo do? (children's answers) That's right, it repeats everything. Now you will become my echo. I will sing a musical phrase, and you will repeat it like an echo. And when I raise our clasped hands up, we will all loudly shout “Hurray!” Is the task clear?

1. Musical greeting “How great!” (author of words by E. Plakhova) (unaccompanied):

MR:
Gathered, gathered!
Children:- It's great that we're all here
Gathered, gathered!
MR:- Smile at your friends
Smile, smile!
Children:- Smile at your friends
Smile, smile!
MR:
Children:- All friends have gathered together!
All:- Hooray!

Musical director:- Well done! So we greeted each other and everyone present in the hall! And now…

Let's clap a little... (claps hands)
And let’s rub our palms... (rubbing our palms together)
And now even stronger
To make it hot! (rubbing your palms faster and more intensely)
Bottom up...top down... (stroking movements with fingertips along the neck)
Our little voice, wake up! (clap hands)
Top down...bottom up... (stroking movements with fingertips on the neck)
Success awaits us in singing! (clap hands)

Guys, what holiday will we celebrate soon? That's right, soon New Year. And on New Year's Day it is customary to give gifts. My friends, do you like gifts? (answers) I also have a gift for you today, but not a simple one, but a musical one... Sit down near the piano... (children sit down) My gift is this new song...Sit down more comfortably...

3. Express learning of the song “Sleigh” (music by A. Filippenko, lyrics by T. Volgina) using mnemonics.

(learning takes place while sitting on chairs, and the final performance is standing
MR reminds children about singing position, about posture)

Musical director:
- You sang the song perfectly!
Our efforts were not in vain!
And while you were all working,
Are your eyes tired?
No problem! We will help them!
Let's give them a massage too!
Get in order!
Let's do some exercise for your eyes!

4. Visual gymnastics “Yolka”:

Here is a big Christmas tree,
That's how tall it is. (Perform eye movements from bottom to top)
It has big branches.
This is the width. (Eye movements are performed from left to right)
Big shots up there, (Eyes up)
And below is the bear's den. (Eyes down)
The clubfoot sleeps there during the winter
And sucks his paw in the den. (Close eyes)

Musical director:- Well, our eyes have rested. Guys, did you like how we sang the wonderful song “Sleigh”? (children's answers). We all sang together, so what did we sing? (in unison)
Guys, do you think it’s possible to sing music... with your hands? (children's answer) Let's try? Look what I have prepared for you: for girls - these wonderful flowers that are put on your hand like this... And for you, boys - these moths. Please take a seat in our hand choir. Girls, please sit down on the chairs, and boys, like real gentlemen, stand behind them.

Girls put flowers on their hands, and boys put butterflies on their hands.

It's been winter for a long time now -
Snow covered the fields and houses.
And we will play music
And remember summer!
For the first part - the flowers are blooming,
And on the second – moths are fluttering!
Flowers will bloom, moths will circle...
And in the end they will become friends with each other!
(E. Plakhova)

5. Innovative music and pedagogical technology
“Chorus of hands” according to the method of T. Borovik (motor two-voice)

Children in movement convey the form and musical phrasing of a piece of music.

Musical director:
Get ready, kids!
There will be a new game!
We will play with you -
Create live rhythms!

You have in your hands large flowers and small moths, from which you and I will create rhythmic formulas and clap them. Big flower for girls it is long note“TA”, and the little moth for boys is a short “ti” note. Try now to form into this rhythmic figure “TA-TA-ti-ti-TA” (display the rhythm formula on the screen).

6. Game “Live Rhythms”
Children build a rhythmic formula,
and the rest pronounce and clap the rhythm.
Then the rhythm formulas on the screen change twice more, and other children participate in their construction.

The ticking of a clock is heard.
Musical director:
- My friends, listen... don’t you hear anything? (children's answers)
Time flies,
He orders me to rest now.
The clock whispers like this:
TICK-TOCK, TICK-TOCK!
Take the plates, my friend!
Don't stand still!
Repeat everything after me!

7. Musical and rhythmic game with plates “Clock”

Everyone gathers in a circle.

Musical director:- Guys, what’s your mood now? (answer) Let's smile at each other again! Did you like our meeting? What did you like most? (children's answers) Believe me, I have never met such smart, musical and attentive guys anywhere! I say thank you! I was very pleased to meet you today, but our watch tells me that the time for our meeting is coming to an end. I would really like you to decorate this Christmas tree now. If you have now Bad mood, attach a white ball to the Christmas tree. If you are in a great mood, attach a red balloon.

(children decorate the Christmas tree)

I wish you all the best, my friends! In memory of our meeting, I give you this most wonderful, funny watch. Let them count down only pleasant and happy moments for you in the New Year! Goodbye!

The children leave the hall.

Lesson topic: “Portraits in music.”

On this lesson problem-based learning technology is used.Students develop thinking skills - the ability to listen, prove and generalize, and develop the ability to compare and contrast.

The lesson uses a partial search method, methods of modeling, plastic intonation, graphic illustration, and the effect of surprise.

Lesson objectives:

teaching:

1. develop thinking skills - generalization, ability to listen and prove
2. development of the ability to compare, contrast
3. developing the skill of integrating various types of art

correctional:

1. creating conditions for optimizing students' creative abilities
2. development of improvisation in forms accessible to children
3. create an atmosphere of creativity in which students realize themselves and create their own

educational:

1. fostering emotional responsiveness to music
2. raising a competent listener

Lesson type: Learning new material

Methods:

1. verbal-inductive (conversation, dialogue)
2. visual - deductive (comparison)
3. partially - search (improvisation)
4. modeling
5. plastic intonation
6. graphic illustration

Lesson equipment:

1. portraits of composers
2. « Children's album» P.I. Tchaikovsky
3. audio recordings for music series
4. POWER POINT presentation
5. piano, sheet music, music Center
6. illustrations on the topic, drawings by students

I. Organizational moment.

E. Tilicheeva “Music lesson”.

II. Announcing the topic and objectives of the lesson.

III. During the classes.

U: Guys, today we continue to study the topic “Portrait in Music”.

We have already listened to a fragment from the opera, in which the music told us about fairy-tale characters. What is the name of this fragment and what opera is it from?

D: "Three Miracles" from the opera "The Tale of Tsar Saltan".

D: I composed a fairy tale Alexander Sergeevich Pushkin.(A portrait of Pushkin is projected on the screen.)

W: That's right. Who is the author of the opera?(Portraits of Russian composers are projected on the screen– P.I. Tchaikovsky, M.I. Glinka, N.A. Rimsky-Korsakov, if the guys give the correct answer,the portrait of Rimsky-Korsakov increases in size and remains alone on the screen).

D: Music composed by N.A. Rimsky-Korsakov.

U: Right. What is another name for Nikolai Andreevich?

D: A composer-storyteller, because he composed many operas based on fairy tales.

U: Fine. What is “opera”?(The term “opera” appears on the screen, an explanation of the term).

D: Opera is musical performance, in which everything characters sing.(An explanation of the term appears on the screen.)

U: Right. What three miracles does music describe? Remember how music paints fabulous miracles?

(Listen to the audio recording of the beginning of each piece).

U: Whose topic was just heard?

D: The theme of the squirrel was heard. (An image of a squirrel appears on the screen.)

U: Right. How did you guess? What voice does the squirrel sing in?

D: The squirrel sings loudly, in a high voice. The music in the play is cheerful, lively, playful, and light.

U: Maybe some of you have already heard the melody of this song before?

D: I heard it, but this song is very short - “Whether in the garden or in the vegetable garden.”

U: Right. Rimsky-Korsakov included Russian in his opera folk song“Whether in the garden or in the vegetable garden.”

U: Fine. What kind of miracle is this? What kind of music is here?(Show heroic posture and stand).

D: The theme of heroes was heard.(An image of the heroes appears on the screen.)

U: What kind of music is here? What does it sound like?

D: It sounds loud, strong, courageous, proud, in a low register. It looks like a procession, a march.

U: What kind of miracle is this?

D: The theme “Swan Princesses” was played.

U: What is the nature of the play “The Swan Princess”? What does the music represent?(The image of the Swan Princess appears on the screen.)

U: How will our hands move to this music?(Plastic intonation: the hand in the air draws the figure of a swan).

D: The character is melodious, smooth, gentle, affectionate, beautiful. The music resembles the splashing of waves.

U: Well done! And now you will hear a play, the music of which also portrays to us the appearance of a fairy-tale character. The play was composed by the great Russian composer P. I. Tchaikovsky.(A portrait of P.I. Tchaikovsky appears on the screen).

Now let's listen to music. Close your eyes and imagine this heroine.

(The play “Baba Yaga” by P.I. Tchaikovsky is played).

U: Do you think this character is positive or negative, good or evil?

D: Angry, unkind.

U: Who might own such music? Please remember the most popular fairy tale characters. Who can you name?

D: Baba Yaga, Koschey, Pinocchio, Carlson...

U: Which of the aboveWould this kind of music suit the heroes?

D: Baba Yaga!

U: Absolutely right. How did you see her? What is her character?

D: Baba Yaga is evil, treacherous, cruel.

U: How did you understand this? The music of this piece is similar to the music of the theme of the Squirrel or the Princess - Swans? Are the sounds long and smooth?

D: The sounds are short, sharp, angry, sharp, cutting off.

U: Did all the sounds sound exactly the same, or maybe the composer emphasizes some sounds?

D: Highlights. (The term “accent” appears on the screen.)

D: Yes, of course we hear louder sounds. Pyotr Ilyich uses a technique in the play - accenting sounds. Guys, an accent is an emphasis in music.(An explanation of the term appears on the screen, recording the term in a notebook).

U: How does the composer use accents? How can you graphically represent this music?(Work at the board - graphic illustration).

U: What does Baba Yaga do: she sits in her hut or,maybe she flies on a broom or in a mortar?(An image of Baba Yaga appears on the screen, sitting in a hut and flying in a mortar.)

U: How did you understand that she was flying? What is the tempo of the music?

D: The pace is fast, lively, and does not stop.(An image of a flying Baba Yaga appears on the screen.)

U: On What instrument is the piece performed on?

D: The piece is performed on the piano.

U: Interesting music, isn't it? Everyone who listens to her likes her. And the poet Viktor Lunin composed poems especially for this play. Listen.

(Reading a poem: teacher and student).

U: Do you think the poet’s poems help us better understand music?

D: Yes.

U: And I have this suggestion: let’s try to sing this poem to the melody of P.I.’s play. Tchaikovsky.

(The teacher performs a fragment of the song and learns several lines with the children).

U: Let's sing more expressively! We will show the character of the heroine with intonation in our voice!(Repeated performance in character).

U: Fine! Thank you! Now let's turn into ballet dancers for a moment. I think you remember very well what ballet is. But still, let's say the definition out loud. Who wants to remind?(The term “ballet” and its explanation appears on the screen.)

D: Ballet is a musical performance in which all the characters dance.

U: Right. The dancers convey the content of the ballet through facial expressions, plastic movements, movements of the arms, legs, and dance movements. What gestures and hand movements could we use to further reveal the image of Baba Yaga?

What should our hand movements be: smooth or sharp? And how will we hold our palm: round, clench it into a fist, or maybe it would be better to spread our fingers? How do you think? Let's try to simulate!

(Modeling and plastic intonation).

D: Movements should be short, sharp, sharp. It’s better to spread your palm out, as Baba Yaga should scare everyone.

U: Let's get our hands to work. Don't forget: your hands should be expressive! Please stand up.

(Plastic intonation).

U: How hard you all tried! Well done! Now let's try to combine our singing with plastic intonation.

(Performance of a fragment of a play with plastic intonation).

U: Thanks to all! Well done! You managed to understand and convey the character of Baba Yaga. Have a seat!

And I want to tell you that the play “Baba Yaga” is included in the “Children’s Album” by P.I. Tchaikovsky.

(The image of the “Children’s Album” appears on the screen).

Guys, what other plays, besides this one, are included in the collection? Which plays are we already familiar with?

D: “Mom”, “Sweet Dream”, “Old Doll”, etc.

U: Well done! Don't forget!

What do you guys think, can Baba Yaga be funny? It turns out that this happens too.

Maybe some of you have met the funny Baba Yaga in fairy tales or cartoons?

D: In the cartoon " flying ship».

U: Yes, in the cartoon “The Flying Ship” there lives not just one, but a whole multi-story hut of such cheerful forest old ladies. They are even called funny - Babki - Yozhki. And they sing funny ditties. The music of these ditties and the entire cartoon as a whole was composed by Maxim Dunaevsky.(A portrait is shown).

(Runs into class vocal ensemble, dressed in Babok-Ezhek costumes, they perform ditties and also quickly run away).

U: Well, they came running, made some noise, sang ditties and ran on.

It turns out how different Baba Yaga can be: evil and cheerful, insidious and funny.

Today we heard wonderful music that composers composed thanks to the fabulous image of Baba Yaga(portraits of P.I. Tchaikovsky and M.I. Dunaevsky without surnames are projected on the screen).

How many of you can name their last names?(If the answer is correct, the names of the composers are displayed on the screen).

D: P.I. Tchaikovsky and M. Dunaevsky.

U: Right. Why do you think I put photographs of both composers on the same slide? What can unite them?

D: I think because they both composed music about Baba Yaga.

U: Absolutely right. But they revealed this to us in different ways. fairy tale image. Besides this, what else did you learn?

D: We learned about stress in music.

U: Yes, we found out that such an accent in music. Guys, who remembers?

D: Accent is the emphasis in music.

U: Right. You remember everything correctly. Well done! You did a good job today!(Encouraging students, grading).

At home I will ask you to complete the following task - draw a picture for the play “Baba Yaga” by P.I. Tchaikovsky.

In conclusion, I would like to say that there are a lot of fairy tales, they have always walked and will walk around the world, and you will sing to us about it now.

(With a hand gesture, the teacher asks the students to stand up,

children sing the song “Fairy Tales Walk Around the World,” during which an image of fairy-tale characters appears on the screen).

Thanks everyone for the lesson! Goodbye!

Preview:

Music lesson notes

1 class

Prepared lesson and presentationMakarova Svetlana Gennadievna,

music teacher of the highest category, municipal educational institution "Gymnasium Dmitrov", Dmitrov.

Lesson topic: “Musical ABC.”

The purpose of the lesson:

Introduction to musical notation.

Tasks lessons include educational, educational, developmental.

Educational:

Give concepts about musical notation;

Learn to remember and name notes;

Develop an ear for music.

Educational:

- ability to perform collective actions;

Develop student initiative;

Arouse interest in musical literacy.

Educational:

- develop creative imagination, attention, observation;

Integrity of perception.

Equipment for the lesson:

Board, magnets, piano, stereo, CDs, computer (presentation).

Musical material:

“Song about school” by D.B. Kabalevsky,

"Do, re, mi..."

The teacher needs to explain to children that music, like poetry or stories, can be written down and read. Only it is written not in letters, but in notes. Notes are written on five rulers, which together form the staff. It should be emphasized that the rulers in stave counted from below. Notes must be written on the rulers, between the rulers and on additional rulers. It is necessary to explain the difference between sound and note: sound is what we hear, sing; note - what we write, we read from the recording.

After the teacher explains to the children musical notation, at each lesson they must systematically practice singing from notes (2 - 3 minutes).

Music evokes positive emotions and has beneficial influence on the mental development of children. It is known that positive emotions stimulate human activity. I believe that it is the use of presentation in music lessons that helps children perceive information more accessible, more emotional and understandable.

Music awakens in a person creative forces, imagination and fantasy.

DURING THE CLASSES

	Teacher activities	Student activity
	Entrance to the classroom accompanied by music (“Song about school” by D.B. Kabalevsky).	They take their places.
	Musical greeting for children.	Return greeting.
	Today, guys, you entered the classroom listening to music. We recently became acquainted with musical genres. What are their names? What genre of music greeted us? What is this song about? Right. The school is always happy to see you and has already taught you a lot during this time. In a math lesson you made friends with numbers, in a reading lesson you open an alphabet book. Signs live in it - letters that form words.	Answer: song, dance, march. Song. About school.
	Music also has such signs that live in musical alphabet. This is the name of our lesson today. Slide No. 1. What are these signs? Guess the riddle. Slide number 2. Perhaps they will help us see how music lives on. And our Muse will help us, as always.	Answer: notes.
	A long time ago, music was recorded this way. Slide number 3. These musical signs were very inconvenient for musicians. It was only four hundred years ago that sheet music was invented in Italy.
	All notes live in a musical house. Look how handsome he is. Slide number 4. Why is this house called the staff? It is also called the staff and consists of five lines. It’s not for nothing that our house has five floors. We count the rulers from below. 1,2,3.4,5. To get into this house, we need a key, and not a simple one, but a musical one, a violin one. Slide number 5. Look how it is written. I'll draw first A squiggle like this, I’ll round it at the top, Oh, some kind of goose came out. I'm a little afraid of him. No! I'll do it like this: So that there is not a goose, but a sign, Quickly straight line I’ll end with a bold dot. So the key came out great, And it's called violin.	Answer: wears notes on himself.
	So we got into the house to the notes. It's time to get to know them. How many of you know how many notes there are in music? Slide number 6. Right. There are a lot of musical sounds, but there are seven notes. Sounds are what we hear, sing, and notes can be written down and read from the recording. What happens in our lives and in nature with the number seven?	Answer: seven. Seven days a week, seven colors of the rainbow.
	Slide No. 7-13. Getting to know the notes in poetry. The foundation of the house is the note DO, She lives in the annex The first apartment is hers - The beginning of the entire construction. Slide. The note is RE, ah, the note is RE, I didn’t dare to get up And next to the note DO Settled in quietly. Slide. On the first floor, look From the whole big family It's warm in apartment number three Only MI lives there. Slide. Note FA, please tell me, With a note from MI she settled there. Slide. Well, look at everything Suddenly hanging as if in an elevator After the note there is salt. Slide. Note SI, taking your luggage, I chose the third floor. Now let's check it together: Are all the notes there? DO, RE, MI, FA, SOL, LA, SI.	Children name the notes in order.
	Slide number 14. Everything is in place, every single one Sing them all in order.	The first time they perform “echo” behind the teacher, then perform the scale again together with the teacher.
	Slide number 15. Do you know, guys, that our Muse has a song about notes. It's called "Do, re, mi". Let's listen to her. Slide number 16. “Do, re, mi” - learning. Singing landing reminder. Working on clear diction and articulation in fast pace, with intonation and rhythmically accurate singing. Work on performing the correct rhythmic pattern in the song.	Children learn a song with the teacher. They clap the rhythmic pattern.
	Game "Live scale". The teacher-“conductor” hands out signs with the names of the notes to the students, puts them in order and “plays” them, as if pressing certain notes on the keyboard.	Children sing their sounds together with the teacher. Then a student is selected - the “conductor”.
	Open your music textbooks on page 22. You see the silent keys here. You can play the keys, but they can only sound with your voice. Let's try to fulfill it.	Perform a scale.
	Today I prepared puzzles for the lesson. What are rebuses? Solving puzzles, answers in slides. Slide No. 17-22.	Answer: these are riddles in pictures. Pheasant, salt, glade, lilac, do m, along mi to r.
	Let's summarize: What did the Italians call musical signs? How many notes are there in the musical alphabet? Where are notes written? How to get to the music staff?	Answer: Notes Seven On the staff, stave Need a treble clef.
	As a gift for you, the cartoon “Do, Re, Mi...”, about how a calf learned notes. Slide No. 23 Lesson over, best wishes for success.	Watching a cartoon (excerpt). Goodbye.