Summary of educational activities for the development of musical perception “Acquaintance with musical instruments. Lesson summary “Introduction to musical instruments! Goals of conducting classes on musical instruments in kindergarten, specific tasks and techniques

Municipal preschool educational institution, general developmental kindergarten No. 28 “Aistenok”, Podolsk

Summary of the main educational activities in music education in preparatory
to school group

Topic: Introduction to musical instruments«
Sounding Bowstring. »

Performed by the musical director of MDOU No. 28 “Stork”
Musina Irina Mikhailovna

Podolsk 2016

Little Piper, Drum and
Sounding Bowstring.

Target : Introducing children to the history of musical instruments.

Tasks :

Introduce children to various groups of instruments;

Introduce the sound;

Arouse interest in further study of the history of music and musical instruments

Bring joy and pleasure from being introduced to the art of music.

Music hall equipment: computer, projector with screen, two exhibition tables with musical instruments arranged in groups. Recorder, drum, violin.

Progress of the lesson

(Slide 1) Children enter the hall to the music, look at the exhibition with instruments, and sit down on chairs. The chairs are arranged in a semicircle in front of the screen.

MR: (singing) Hello guys!

Children: (singing) Hello!

MR: Today we have an unusual activity. Today I want to introduce you to my friends, and I really want you to become friends with them. Want to? (Yes) Well then...

(Slide 2) Once upon a time, long ago, when none of you were alive (slide 3), yes, by the way, your parents weren’t there either (slide 4), and grandparents too (slide 5). There were no cars (slide 6), airplanes (slide 7), computers (slide 8) and the Internet (slide 9), there wasn’t even a metro or tram (slide 10). In general, there was nothing but very beautiful nature, wild animals and people (slide 11). So one day, (slide 12) one man went hunting (because he ate what he got on the hunt or raised himself) to a fast river. But... forgetting about hunger, he stopped when he heard wonderful sounds. His "dinner" has long since run away (slide 13), and he still stood, mesmerized by this mysterious sound that came from nowhere.

(Slide 14) That there was an incredible sound of the wind entangled in the reeds. The reeds produced real melodies. Only people didn’t know how such wonderful music came out.

The man cut one reed and blew into it like the wind. (Slide 15) (I play the reed flute). AND… oh, miracle! Here it is, music! And Little PIPE (that’s what he called her), as soon as she was born, she immediately began to have fun and play in every way. (I play the reed flute). The man was glad that he had managed to tame the wind so well, and that he had done it so well.

But Little Piper was bored alone, and she played a sad melody. (I play a sad melody on a reed flute) It was raining outside ...(Slide 16). And then the man heard thunder. They were heard far, far away, and the man decided that he needed to try to tame the thunder. But how to do that? He found an animal skin, pulled it onto an old stump and hit it with his hand. (I pick up the drum). (Slide 17) And then from under his hands a sound flew out, exactly like that very thunder.

(Slide 18) The little pipe and the DRUM - that's what the man called this instrument - began to play together very happily. How great it is to be friends!

(Slide 19) Once, while on a regular hunt, a man, having released an arrow, heard the sound of a vibrating bowstring. Her vibration surprised and amazed him so much, as if it looked into the innermost corners of his soul. He wanted to repeat this sound, and he began to use the bow for hunting as a musical instrument. (Slide 20) Then he pulled on the bow several strings (as he called the bowstring) of varying lengths and thicknesses. The result was an instrument that he called LYRA. (Slide 21)

Years, decades, centuries and eras passed. (Slide 22) Little Piper, Lyra and their faithful friend Drum walked together through time, accompanying man along this path. (Slide 23) The man loved music very much, and every time he tried to decorate his life with it.

(Slide 24) People used Little Piper everywhere - he was happy and sad with her, worked and rested. (Slide 25) Over time, the Little Piper had sisters and brothers. (Slides 26, 27, 28) For different peoples, these were a variety of whistles, pipes, nozzles, pity pipes, horns, bagpipes and flutes. (Slide 29) But this unusual instrument is called an alpine horn. Its length reaches 5 meters! Listen to how it sounds.

(Slide 30) Let's go out on the carpet and play. Stand in a circle. You have heard that sounds are loud and... (quiet), high and... (low), long and... (short). Now we will walk in a circle to the music and repeat after me a certain sequence of movements. Be careful! (After the game, the children sit on chairs)

(Slides 31 - 37) The Sounding Bowstring Lyra was joined by her relatives: gusli, harp, cymbals, lute, guitar and our Russian balalaika. (Slide 38) But the man wanted to prolong the sound of the little Lyre, and he came up with the Bow - a special stick-cane with a stretched hair. Horse hair was best suited for this. With its help, the string vibrated and sounded for as long as the length of the bow was sufficient. (Slides 39, 40) Man called such instruments Viols. They became the beauty's older sisters (slide 41) VIOLIN – the most capricious and most beautiful instrument created by man. (I play the violin"AVE MARIA"Bach-Gounod)

(Slide 42) Ancient musical instruments have changed greatly: the Little Piper has transformed into a whole family of wind instruments led by the Queen Flute (slides 43 - 46). Our old friend Drummer (slide 47) also acquired many relatives: these were various tambourines, tambourines, tom-toms, cymbals, timpani, xylophones, metallophones and many, many others. The sounding bow string became the progenitor of two huge families at once (slides 48, 49)– plucked string and bowed string musical instruments. (Slide 50) Another family of string instruments is keyboard (percussion, plucked, wind) instruments - harpsichords, pianos, accordions, etc.

(Slides 51, 52) They are all still friends with each other and with the person. They learned to sound together in a folk and symphony orchestra, in the ancient folk and classical manner, in modern and pop music. (Slide 53) I play the violin S. Joplin “Variety Artist”

(Slides 54 - 56) People are still inventing more and more new forms of musical instruments, but they are all direct descendants of Little Piper, her friend Drummer and their friend Little Sounding Bowstring.

Guys, our journey today to the amazing land of music and its faithful servants - musical instruments has come to an end. What instruments were unfamiliar to you? (children's answers), which of them do you remember most? (children's answers), what families do the instruments you named belong to? (children's answers). Well done boys! Did you enjoy our magical journey? (children's answers) And I really liked it too. You listened to me very carefully and took an active part in our conversation. Let's take another look at our exhibition of musical instruments and say goodbye for a while.

(Singing)"Goodbye, children!"

Children: (singing)"Goodbye!"

Children leave the music room to the music.

Target: show children a variety of musical instruments, generalize and deepen children’s life ideas about already known musical instruments.

Tasks: expand and generalize the musical and auditory experience of children, their ideas about musical culture, develop timbre hearing, and the ability to recognize the sound of an instrument.

Leading: Dear guests, today we invited you to a musical conversation dedicated to music and musical instruments.

In everyday life, a person is surrounded by many sounds and noises. Some of them irritate us, we are so used to others that we simply don’t pay attention to them, others are soothing to the ear. What noises do you guys know?

For us, these are the most ordinary sounds, but the composer, thanks to his gift, transforms them into music, a play, a song.

“Music lives everywhere” Semerin

The wind sings barely audibly.
Linden sighs by the garden -
Sensitive music lives everywhere -
You just need to listen.
Birds meet the sunrise.
The swallow is glad to see the sun!
Sensitive music lives everywhere.
You just need to listen.

Grieg's play "Morning" is played in a recording.

Leading: Music is created by a composer, and musical instruments help him in this. What musical instruments do you know?

When I was little, my mother took me to an interesting large box. An amazing picture appeared before me! Wooden hammers were playing some kind of game with metal strings. There were many of them. The hammers touched the strings and suddenly, as if in fright, jumped back. And the strings rumbled from the frantic attacks of the hammers. cried. as if touched to the quick, they sang tenderly under gentle touches, laughed and rejoiced, were indignant, sad and sighed. This whole game was called Piano.

And then one day I overheard a conversation between two instruments. It was a grand piano and an upright piano.

The piano explained: my name comes from two Italian words - forte and piano. In Russian I should be called Gromkotiho.

And they call me Royal, which means royal. I have crossed three types of musical instruments: The genus of strings. Type of keyboard. Type of drums.

My own father is a noble harpsichord. From him I inherited my appearance and my heart - the keyboard mechanism. My mom is a dulcimer. The music on it sounds from the striking of sticks on the strings. This is a very ancient instrument. And I was made by the Italian master Bartolomeo Cristofori. And from now on I stand in large concert halls. Now let's listen to how our noble piano can talk.

Performed by a student of the piano department, P.I. Tchaikovsky’s “Waltz” from the ballet “The Sleeping Beauty” sounds.

The quiet sounds of a violin are heard from afar.

Leading: I recognized you! You are a famous violin. Which other musical instrument sings more soulfully, sweeter than a small violin? It was as if something tender and warm had touched my heart. And my heart sank with bliss.

My Russian name is gudok. English - giga, i.e. ham (it looked like a ham - a piece of pork).

Wherever the violin sang. She was terribly frivolous. And she was in a gypsy camp, and in a fashionable restaurant - where there was dancing there and I, she said. She was always on hand for a dance teacher. He hid it in his jacket pocket. And the Italian masters Amati made it what it is now. Stradivari, Guarnenri. And they gave her a voice of divine beauty.

A student of the string department performs the “Magic Chorus” from Weber’s opera “The Magic Shooter”

Leading: Guys. Look at Bayan - what a beauty!

The soul of this tool is a special pneumatic device. Operated by the force of compressed air. The air is pumped and vibrates elastic metal plates - tongues. The button accordion will open the soul - the tongues dance merrily, and if you feel sad, the tongues tremble in thought. Bayan comes from the ancient Russian city of Tula. It was created by master P. Sterligov and gave it a proud epic name. Because he has heroic strength, and he can play any music. Often ditties and folk songs are sung to it.

A duet of accordion players performs.

Leading: Once upon a time there lived a balalaika. She really loved to joke around and chat. She made friends with cheerful people - in round dances, at festivities. Everything would have gone on like this, but she had a rival - a happy, overseas seven-string guitar. We began to slowly forget our laughter. They began to like the gentle, thoughtful guitar more and more. How many soulful romances you can sing with a guitar!

Students perform A. Rybnikov’s romance “I will never forget you”

Leading: Dombra is a Kazakh folk instrument. Dombra is used as a solo instrument and as an ensemble instrument. It has a pear-shaped body and a very long neck, divided by frets. People have created a legend about the origin of dombra. Once upon a time there lived two brothers. The youngest had a dombra, which he loved to play. The elder brother was very proud and vain. He decided to build a bridge. While he was building the bridge, the younger brother played the dombra all the time. The older brother got angry, snatched the dombra from the younger brother’s hands and smashed it on the rocks. All that was left was the imprint of the dombra on the rocks... Many years have passed. People found this imprint and began to make new dombras based on it.

Kurmangazy's kui "Balbyrauyn" is performed by an ensemble of dombra players.

Presenter So we got acquainted with musical instruments, and now let's listen to musical plays performed by students and teachers of our school.

A small concert is held where teachers and students perform.

Leading: In conclusion, we want to tell you a wish in the words of the Russian composer D.D. Shostakovich: “Love and study the great art of music. It will open up a whole world of high feelings for you. It will make you spiritually richer, purer, more perfect. Thanks to music, you will find new strengths in yourself that were previously unknown to you. You will see life in new tones and colors.”

Bibliography

1. Kazakh musical instruments. Almatykitap 2006, K. Konyratbay
2. In the world of musical instruments. Ghazaryan S.S. 2nd ed. - M.: Education, 1989.
3. Stories about Russian folk instruments. Vasiliev Y., Shirokov A. 1986
4. The birth of the piano. Mark Silberquit. 1984. Publisher: Soviet Composer

Purpose of the lesson:

Development of musical perception by introducing children to musical instruments: appearance, methods of sound production, timbre and dynamic features.
Expanding vocabulary with new musical concepts and terms.

Didactic material: Images of a piano and harpsichord, portraits of composers (J.S. Bach, F. Chopin), audio (video) recordings of works.

Guidelines: The lesson can be held either in the first or second half of the day. Lesson time is 20 minutes. The main method for achieving the goal of the lesson is verbal, i.e. conversation with children. The practical method is no less important: demonstration of illustrations (slides, videos), visual examination of an instrument (piano), listening to works, conveying impressions in dance improvisation. To consolidate the material, a final conversation with the children and a brief repetition of what has been covered in the next 2-3 lessons is necessary.

Progress of the lesson

Musical director: Today we'll talk about a family of instruments, one of which you know well.

What is the name of the instrument I play?
(Children's answer).

Musical director: That's right, this instrument is called a piano.

Did you know that the piano has an older brother? This brother's name is piano, which means "royal" in French. Look carefully. How are these brother instruments similar?

The teacher shows images of a piano and grand piano. Older children look for similarities on their own. The teacher makes a comparison for the kids.

Musical director: Both the piano and the grand piano have keys that the musician presses. Look: white keys are in a row, black keys alternate: two-three-skip, two-three-skip. All these keys make up the keyboard. Let's see what kind of keyboards the piano and grand piano have. That's right, they are the same.

Both upright and grand pianos have pedals that the pianist presses with his feet. Let's hear what pedals are for.

Visual demonstration.

The right pedal lengthens the sound. Even if you press a key and remove your hand, the instrument will still sound. Let's listen to what happens to the sound when we press the left pedal. That's right, the sound of the instrument becomes quieter.

What is the difference between a piano and a grand piano? The piano is a large instrument, it has a powerful sound and therefore the piano is played in concert halls, such as the Philharmonic and Chapel. The piano is smaller in size, it does not sound so bright, but it can be placed in the apartment.

How does the sound of a grand piano and piano appear? The pianist presses a key. The key is connected to a hammer, which strikes the string. There are many strings fixed inside the instrument. They are of different lengths and thickness. The lowest sounds have the thickest strings. The higher the sound, the thinner the string. Let's see how this happens.

Children, together with the teacher, examine the structure of the piano.

Musical director: And now I will show you another tool.

The teacher shows a picture of a harpsichord.

This is the grandfather of the piano - harpsichord. Look how similar they are. Let's see how they differ?

The teacher shows a picture of a tool. Older children look for similarities on their own. The teacher makes a comparison for the kids.

Musical director: The harpsichord has two keyboards. It is very beautifully decorated, there are no pedals and the size of the harpsichord is much smaller than that of a grand piano. Why do you think it was necessary to invent a piano if musicians already had such a beautiful instrument as the harpsichord?
(Answer from older children).

Musical director: The harpsichord is a wonderful instrument. Many beautiful works were written for him. But it has one peculiarity: its volume is always the same. Listen: I can play the piano quietly, or I can play it very loudly.

Visual demonstration.

Therefore, the piano and the grand piano are called piano (“forte” - loud, “piano” - quiet). But on the harpsichord, no matter how hard I try, the sound volume will be the same.

The teacher shows a portrait of J. S. Bach

He was a very serious composer, and he composed very serious music. We'll listen to the Prelude. It's more of an exercise piece. Bach wrote it for his children when they were learning to play the instrument. Sit down comfortably, now you will hear the voice of grandfather the harpsichord.

Prelude in C major sounds. HTC volume 1

Musical director: Did you like the harpsichord? Now let's listen to a piece performed on the piano. This piece was composed by Polish composer Frederic Chopin.

The teacher shows a portrait of F. Chopin

This composer wrote a great many beautiful works for piano. He himself was a virtuoso pianist. We will listen to a nocturne. “Nocturne” means “night”. Imagine: summer, quiet night, the window is open to the garden. Chopin is sitting in a chair. He is thinking about something and this music is playing in his head. Sit back and listen to what Nocturne tells us.

Sounds Nocturne No. 1, opus 9

Musical director: Did you like the piano voice? And the nocturne? Now tell me what mood Chopin was in when he composed this Nocturne? (Children’s answers).

Musical director: Let's remember what tools we met today? What are the names of the piano and grand piano? Why? How are they different from a harpsichord? What composers did we listen to?
(Children's answers).

Musical director: Now I want to offer you a dance improvisation to the music of Chopin. Listen to the music carefully and try to convey the mood and character of the piece with your movements.

Dance improvisation. Nocturne No. 2, opus 9.

Target:

Creation of conditions conducive to increasing the creative activity of children, expanding their musical horizons, awakening interest in all types of musical activities.

Educational:
Involve children in completing tasks correctly and develop sustained attention when completing them.
To develop the ability to correctly name noise instruments, play them rhythmically, and listen to each other.
Enrich children's vocabulary.

Download:

Preview:

Getting to know the music tools

Target:
Development of musical abilities through playing noise instruments.
Creation of conditions conducive to increasing the creative activity of children, expanding their musical horizons, awakening interest in all types of musical activities.

Tasks:

Methods:
Verbal (riddles, conversation).
Visual (presentation, noise instruments).
Practical (playing with spoons, playing with a tambourine, dancing with rattles, song and dance).
Gaming (game with a tambourine).

Children enter the hall to the music and stand in a general circle.

Musical greeting "Hello".
Children also sing greetings.

COMMUNICATION GAME “HELLO”

Hello, palms clap - clap - clap
Hello, legs - top - top - top
Hello, little eyes - myrg, myrg, myrg
Hello, my nose - peep - peep - peep
Hello, ears - wow - wow - wow
Hello children, hello!

Musical director: Guys, do you want to go on an excursion to the Town of Musical Instruments?

Children's answers.

Fine. To go on an excursion we must do a rhythmic warm-up. You are ready? Be very careful, listen to the musical accompaniment, perform movements rhythmically.

RHYTHMIC WARM-UP

After the Rhythmic Warm-up, the children sit on chairs.

Musical director.

Guys, we have arrived in the Town of Musical Instruments.

What instruments do you know?

Children's answers.

For some reason no one meets us. Let's dance and play. Maybe someone will come out of the house?

Show dance.

Let's knock on the first house and find out who lives in this house. The teacher sets a rhythmic pattern, the children repeat. A riddle appears from one house.

I'm round like the sun, only with bells
I sound very loud, you will hear it yourself,
When you take me in your hands, hit me with your palm
I will sound loud and loud
Guess who I am?

Tambourine

Children's answers.

That's right, guys, it's a tambourine. The tambourine is a percussion instrument because we hit it, and it responds to us with its ringing sound. Let's play with a tambourine.

GAME WITH A TAMMOMBER

Children stand in a circle, three children stand in a circle with tambourines. Children with tambourines beat the tambourine rhythmically to musical accompaniment, the rest of the children move in a circle. During the second part of the music, the children sit down and “fall asleep,” and the children with the tambourine quietly leave the circle, put the tambourines behind their comrades and sit down next to them. When a loud chord is heard, the children wake up, look around, find the tambourines, stand in a circle and the game continues.

Well done guys, take your seats. What a funny tambourine, he even played with us. I wonder who lives in the next house? Let's knock.

Two daring girlfriends, painted, Khokhloma It’s impossible to be alone, do you recognize us, friends?

Spoons

That's right, guys, these are spoons. Look how beautiful, bright, painted, and made of wood they are. They play on spoons with their backs - humps, stroking them. Let's try how we can do it.

Song of the SPOON

Well done, you and I have created an ensemble of spooners. Let's repeat the “ensemble of spoons.” Fine. Place the spoons back into the pot and let them rest. And we’ll look into another house and find out who lives there?

The music director sets a rhythmic pattern, and the children repeat it. A riddle appears from the house.

I'll fall into the hands of a child
I'll play loudly - loudly
No wonder it's a fun toy
And my name is...
Beanbag

That's right, guys, it's a rattle.

Rattles picked up
They sounded loud
Rattles are fun
They don't tell you to sit still
Get everyone in a circle quickly
Start dancing with them!

DANCE WITH RATTLES

Well done boys. We danced with all our hearts. But we have one more house that is not open. Who lives in it? We'll find out now.

The music director sets a rhythmic pattern, and the children repeat it. A riddle appears from the house.

The tools are amazing to everyone
Look - a sight for sore eyes
The beans and pasta in them are simply delicious
What do they sound like? We don't know
I really want to know
We must boldly take them in our hands
And everyone can play together!

Guys, what kind of tools are these? And we have a chest here. Do you want to know what is in it? Now we will open it. Oh, some unfamiliar instruments. Wasn't there a riddle about these instruments? Look, here are beans, and here is pasta, and here is rice, peas... Let's play them and listen to how they sound.

The guys play their junk instruments, then talk about their impressions.

Well done guys, look carefully, are all the houses open?

Children's answers.

Guys, did you enjoy the tour?

Where have we been? What instruments did you come across?

Would you like to visit the Town of Musical Instruments again?

It was a pleasure traveling with you today. But it's time for us to say goodbye to you.

The music director sings “Goodbye.”

The children sing “Goodbye” and go to the group.

Summary of direct educational activities
"Introduction to wind musical instruments"

From a music project
"What do we know about musical instruments"

Ganicheva Tatyana Avenirovna,
musical director of MBDOU No. 25,
Monchegorsk

Samuseva Yulia Nikolaevna,
teacher of MBDOU No. 25,
Monchegorsk

Tasks:
1. To form basic ideas about wind musical instruments.
2. Develop perception of music.
3. Introduce students to classical music through studying the instruments of a symphony orchestra.

Children enter the hall and perform the greeting “Hello” by M. Yu. Kartushina.
Educator: Take one card each, now we will play with you.

Game "Musical Instruments", Ukrainian people melody
Part 1 – children with musical instrument cards run in a circle.
Part 2 - springs, hands with a card right - left, circling.
At the end of the music, the children take turns (to whom the teacher points) name the instrument and which group of the symphony orchestra it belongs to.

The children sit down at the piano.
Musical director: Look how unusual the bird is (blows on a whistle). What is this, guys? The whistle is a folk wind instrument. Why brass? Because they blow into it! What does the shepherd boy play? (show illustration). That's right, on a pipe or pipe. Listen.

Performed on audio recording "Flute Concerto No. 1" V.A. Mozart.

Musical director: What does a musical instrument sound like? The sound is light, graceful, whistling. This is played by a flute (illustration).
The flute is a wind instrument, very similar to a pipe.
Today we will introduce you to the wind instruments of a symphony orchestra. Name the groups of instruments that you already know? (Poster - instruments of a symphony orchestra).
Children name instruments.
Musical director: First of all, know that there are 2 groups of wind instruments, depending on the material from which these instruments are made. Woodwind instruments (children say: wooden), copper (children say: copper) wind instruments.
The group of woodwind instruments includes: flute, bassoon, clarinet and oboe (showing cards).
The flute has the highest voice. The flute is a woodwind instrument, but now it is most often made of metal, sometimes plastic and glass. Listen to the flute.
On the screen is a slide – a flute (from the musical presentation “Wind Instruments”).

Corrective exercise "Connect the dots"(flute outline).

Musical director: The oboe has a lower voice than the flute. Oboe’s voice is a little nasal (like that of a person who speaks “in his nose”) (slide – oboe). Listen.

Performed on audio recording "Concerto for oboe and orchestra in E flat major" V. Bellini.

A game "Musical Pictures"(find the oboe silhouette in the picture) photo.

Musical director: The clarinet (poster) has a soft, warm, gentle timbre (voice). Can sing both high and low (slide – clarinet). Listen.

Performed on audio recording "Concerto No. 1 for clarinet and orchestra" Weber.

Show “symphony orchestra instruments” on the poster.
Musical director: Bassoon is a woodwind instrument with the lowest voice (sound timbre), plays bass parts in an orchestra (slide - bassoon). Listen.

Performed on audio recording "Bassoon Solo", Petr Stoyanov.

A game "Labyrinth"(draw along the lines leading to the woodwind instruments).

Musical director: The loudest section in a symphony orchestra is the brass instruments. Today I will just introduce you to them (poster). Which instrument are you familiar with? That's right, it's a pipe.
The trumpet is an instrument with a high, clear sound. Trumpets come in different sizes, each with its own timbre (voice).
Horn (horn) - its sound can be soft, maybe creaky. She is not alone in the orchestra (from 2 to 8).
Trombone - often performs not a melody, but a bass accompaniment. Only the trombone has a special retractable part, with the help of which the sound of the instrument changes (show).
The tuba is the lowest voice, like the double bass of string instruments. The timbre of the tuba is harsh and massive.

Musical director: Remember, we watched the fairy tale “The Musical House”. Let only wind instruments settle in our musical chamber today.

A game “Find the card of the given instrument and place it in the window of the tower”(children do one at a time at will, the rest of the children check the correctness of the task and help).

Musical director: Listen.

Performed "Oblivion" A. Piazzolla (Spanish Veronica Kozhukharova (saxophone) and Moscow Symphony Orchestra).

Musical director: This is the sound of a saxophone. It has a melodious vibrating sound. The saxophone is one of the woodwind instruments, although it is made of metal. This instrument is only sometimes included in the symphony orchestra. More often it sounds in jazz and on the stage.
Musical director: We had a wonderful time together. Did you like it? Which symphony orchestra group did we meet today? What wind instrument did you like? (Children answer one at a time at will). We have prepared cards for you with a riddle that you will try to solve with your mom or dad and draw the answer (on the back there is a silhouette with dots). Please come to me, I want to thank you and say goodbye (the children close their eyes, the music director strokes their heads).