Playing musical instruments in a dhow. Playing musical instruments in kindergarten

Children's music playing opens up a magical world for the child musical sounds, helps to immerse yourself in the melodic beauty of the sound of instruments and awaken creative initiative. It is important to develop in a child everything valuable that nature has so generously endowed him with, creating a favorable environment for the formation musical culture, based on the innate abilities of the child, revealing and improving the inclinations and inclinations inherent in him.

Goals of conducting classes on musical instruments in kindergarten, specific tasks and techniques

Aesthetic pleasure obtained from playing different games different instruments, accompanying creative and active games help expand the range of musical impressions, personal development child, stimulate creative activity, develop thinking, attention, memory and strong-willed qualities. That is why it is so important to carry out work on music education systematically and purposefully, carefully studying teaching methods and techniques.

Any instrument is easy to play: you just need to touch the right key at the right moment, and the instrument will sound itself.

J. S. Bach

Goals and objectives of classes, methodological techniques relevant for different groups

Goals: development of musical and creative abilities, nurturing a love of music and artistic taste.

• develop rhythmic hearing;
• introduce the classification and sound of musical instruments;
• teach playing the simplest percussion, noise, and plucked string instruments.

General teaching techniques:

• verbal:
  • educational conversation;
  • practical explanations;
  • leading and problematic questions;
  • puzzles;
  • poems;
• visual:
  • demonstration and examination of instruments;
  • discussion of thematic illustrations;
  • showing ways and techniques of the game;
• practical:
  • children’s reproduction of techniques for playing various musical instruments;
  • improving acquired skills;
  • production of musical instruments and playing aids from scrap and scrap materials;
• gaming:
  • didactic games;
  • active musical games.

Video: game “Happy Tambourine”

https://youtube.com/watch?v=a4sHFYCQQB4 Video can’t be loaded: Musical and didactic game “Cheerful Tambourine” (https://youtube.com/watch?v=a4sHFYCQQB4)

Music lessons involve competent alternation of frontal, group, and individual formats of teacher work with children. This approach allows children to become more deeply acquainted with expressive possibilities each instrument, stimulates interest in music-making, creative improvisation, and awakens inspiration for writing.

Methodological techniques for working with different age groups

Each age period has its own characteristics and requires its own pedagogical approach. The methodological recommendations also differ.

Age: 2–3 years (first junior group)

Gaming techniques: children become familiar with musical instruments while playing out a surprise situation. For example, a bear brought a bag with some amazing objects (pipes, rattles, drums, cubes), the kids examine the instruments and try to make sounds. Then under musical accompaniment They perform rhythmic movements of varying strengths with a rattle, allowing them to achieve either quiet or loud sounds. The lesson turns into a little research, learning new things, and gives you your discoveries. This creates an atmosphere of relaxed joyful surprise and pleasure from communicating with music. At the next lesson, communication with the forest friend continues, the clumsy bear offers to dance with him to the sound of a tambourine. Kids will be happy to imitate their favorite hero, moving slowly from foot to foot, waddling and trying to follow the rhythmic pattern of dance movements. Through play activities, children also learn:

• distinguish the sounds of different musical instruments;
• identify sounds by height;
• develop a sense of rhythm.

Age: 4 years

Children of the fourth year of life are additionally familiar with the musical hammer and metallophone, and happily take part in rhythm games with tools. For example, children are asked to convey the accelerating or decelerating sound of the wheels of a moving train or the clatter of hooves of a running horse. In gaming didactic tasks Children of this age can, without much difficulty:

• reproduce a fast and slow sound rhythm on one instrument (a nimble bunny jumps quickly, a big clumsy elephant walks slowly and heavily);
• distinguish between high and low sounds of a bell;
• convey the elementary rhythmic pattern of the melody;
• recognize a musical instrument known to them by its “voice”.

Children of middle preschool age master the art of playing the metallophone

Age: 5 years

Children of this age master the art of playing the metallophone. This instrument helps develop an ear for music, a sense of rhythm, and musical memory. The teacher pays great attention to demonstration and simultaneous explanation correct position body, hand movements. The initial acquaintance with the technique of playing the glockenspiel occurs during a lesson, and training and consolidation of skills continues during individual communication with children - for example, when a child is asked to depict a rhythmic pattern of his own name with simultaneous voice accompaniment. To accurately depict the rhythm, the teacher suggests first clapping and then reproducing the rhythmic pattern on a tambourine or musical hammers. Great importance acquire the reproduction of a melodic line, adherence to tempo, and coherence of movements.

Playing plucked string instruments also develops fine motor skills.

Age: 6 years

Children get acquainted with new and quite complex plucked string instruments (harp, zither, gusli) and keyboard instruments (accordion, button accordion). Mastering the skill of playing the zither is carried out in individual form. Didactic games of a musical orientation, awakening children's fantasy and imagination and developing sensory abilities, acquire the greatest importance. In the second half of the year, children begin to master musical literacy. The study of the musical staff and the names of notes takes place through game situations that evoke a lively emotional response and cognitive interest; poems, songs, and fairy tales are actively used.

Stages of getting to know musical instruments

Game techniques:

1. Junior preschool age:
   • rattle: hitting the palm of the hand or a hard horizontal surface (table, floor) with an instrument; shaking;
   • tambourine: the instrument is fixed in one hand, a blow is struck with the palm or fist of the other hand; shaking;
   • bells: the instrument is held in a vertical position, struck with a stick, pushed with a finger or shaken freely;
   • drum: synchronous, alternating rhythmic beats with sticks or roll;
   • wooden spoons: “palm” technique, hitting the “heel” with the “heel”;
   • metallophone: confidently driving a hammer in the air, hitting one plate with a rebound.
2. Middle preschool age:
   • tambourine: new technique - hitting with fingertips;
   • metallophone: practicing the glissando technique (slow sliding from sound to sound);
   • spoons: a new technique - “pancakes” (alternate blows on the “heel” of the left spoon, then on the “heel” of the right spoon).
3. Senior preschool age:
   • glockenspiel:
     • freely unfolding the hand, perform the “blow-rebound” technique;
     • achieve the correct movement of the hammer up and down;
     • learn to convey a sound rhythmic pattern by tapping;
   • xylophone, rumba: “Bourdon” technique (continuous sound);
   • familiarization with the techniques of playing percussion and noise instruments:
     • beaters,
     • maracas,
     • castanets,
     • bells.

Video: concert number (middle and senior preschool age)

https://youtube.com/watch?v=1T9Dj1qA5rY Video can’t be loaded: Kindergarten. Playing musical instruments. (https://youtube.com/watch?v=1T9Dj1qA5rY)

Organizing a lesson on learning musical instruments

Lesson structure:

1. Introductory, motivational part:
   • musical greeting,
   • watching a presentation video,
   • educational conversation,
   • discussion of the topic.
2. Main part:
   • creative tasks and exercises,
   • playing children's musical instruments,
   • musical and didactic games.
3. Final part:
   • final conversation between the teacher and the children,
   • thanks for active work and interest shown in the activity.

Interest in playing music can be awakened by the professional approach and personal imagination of the teacher, who can use in their work to activate the creative potential of their students:

• poems;
• puzzles;
• games;
• costume performances;
• demonstration of illustrations;
• listening to a fragment of a piece of music;
• watching multimedia presentations, videos or animated films.

The teacher’s thoughtful approach to organizing classes, comprehensive preliminary preparation will create an informal, lively atmosphere, increase interest and emotional return children.

Table: ideas for the introductory part of the lesson

Lesson topic	Contents of the introductory part
“Journey with Emelya to a musical fairyland”	Emelya appears to the sounds of a Russian folk dance melody. Emelya: Hello, guys, I really love traveling around the world on my stove, I invite you to join me and go on a long journey! Educator: Emelya, we gladly accept your invitation, but first guess our riddle (reads the riddle about the spoon). Emelya: This is a spoon, wow, how did I not guess it myself? That’s right, before a long magical journey it wouldn’t hurt to have a thorough meal, and I love to eat! Educator: Emelya, this is not just a spoon, but a folk musical instrument. Emelya: How is that? For teapots and jugs? Educator: No, of course, the performer hits the spoon on the spoon, like this. Emelya: This is all very interesting, but what does this have to do with our plans? Educator: Guys, let's show our guest a hint. (Children perform a folk melody on spoons) Emelya: I understand, a journey awaits us to the amazing country of Russian folk instruments!
"City of Music Masters"	The teacher invites the children to go on a magical journey, the kids look at the map of the fairy-tale kingdom, find on it an image of a musical key, which symbolizes the city of musical instrument makers. A wave of a magic wand transports children into a fairy-tale reality. Imagination helps to imagine a city in which there are many beautiful houses, but the city square is empty, the city is deserted, as if enchanted. You need to solve riddles, complete exercises and guess which instruments (spoons, tambourine, rattle, etc.) the residents are masters of. Then perform a melody, dance, sing, then the city will come to life, filled with cheerful laughter, the sound of musical instruments, songs and dances.
“We’ll invite the violin to visit”	The nursery teacher is invited to the lesson music school violin class. A piece is performed by a professional musician that opens up an acquaintance with the amazing beautiful instrument. The music teacher’s story is accompanied by a demonstration of a real instrument: “Look at the flexible body of the violin, the thin, graceful waist. The part of the instrument that ends in a curl is called the neck; strings are stretched across it, and sound is produced from contact with the strings. The beautiful lingering sound of a violin depends on the bow. Touch the bow and you will see that the reed is stretched with real, fine horsehair. Now pluck the string with your fingers and hear a dull, short sound. Only the bow helps the violin truly sing in a drawn-out and gentle voice. Try to move the bow along the string, hear, the violin seems to speak.”
"Land of Musical Instruments"	The teacher tells the children that a swallow flew into the open window and brought a letter. Text of the letter: “Dear guys, I know that you really love listening to music, singing and dancing. The Queen of our Country of Musical Instruments invites you to visit. Flute Girl." The children decide to accept the invitation and are about to set off, but then Pinocchio runs into the room, sings a song and is very out of tune. The teacher invites the children to take Pinocchio with them so that he learns to sing and gets acquainted with musical instruments. Children move to the music, tapping the rhythm using rattles.

Video: introduction to musical instruments (GCD - directed educational activity, middle group, author I. V. Tyarina)

https://youtube.com/watch?v=zleT8AEcs4s Video can’t be loaded: GCD “Introduction to musical instruments” different countries"(https://youtube.com/watch?v=zleT8AEcs4s)

Topics for developmental conversation:

• “Is it possible to live without music?”
• "Keyboard City"
• "Visiting the wind instruments"
• “Secrets and mysteries of Russian folk instruments”

Stories about different instruments for the introductory part of a music lesson

You can also use information and communication technologies (ICT), supplementing the text with records of the relevant tool and pictures:

1. From the first moments of life, a person is surrounded by sounds. In the natural world, music is everywhere. Listen - and you will hear the melody of birds singing, rustling autumn leaves underfoot, rolling noise sea ​​wave, the quiet breath of the spring breeze, the chirping of cicadas on a hot summer day. Music surrounds us everywhere, we just need to learn to hear it. People have come up with many different tools, invented special musical writing, with the help of notes we learned to write down melodies. Today we will touch amazing world musical instruments.

   

   Music is everywhere in the natural world

2. Percussion instruments are a loud, boisterous group of instruments. Its most famous, powerful and important participant is the drum. Guys, why do you think the drum is round and not triangular? (Only a circle allows you to achieve the necessary tension force on the skin). With the help of sticks you can get sounds of different strengths - from the rustle of light steps to a menacing rumble. Drumming is the most difficult performing technique and requires real virtuoso skill from the musician.

   

   Percussion instruments are the loudest, noisiest team of instruments

3. The family of wind instruments (brass) leads the parade processions, being a welcome participant in special events: the jubilant voices of brilliant beauties (trumpet, flute, saxophone) perform melodies in honor of the winners of sports competitions, and welcome the most dear and important guests. Perhaps the name is due to the fact that the magical sounds that delight listeners will be produced only by those musicians who put their soul into playing.

   

   The family of wind instruments (brass) leads the parade processions, a welcome participant in special events

4. The community of string instruments (violin, guitar, cello) has always been very loved by even the most demanding and strict public due to its gentle and soft sound. In their shape, these instruments are very reminiscent human body, sounds are produced with a bow or the pads of the fingertips. Stringed instruments occupy the most important places in the symphony orchestra - in front of the conductor and the audience.

   

   In their shape, these instruments are very reminiscent of the human body; sounds are produced with a bow or the pads of the fingertips.

Video: “How keyboard and wind musical instruments sound” (cartoon)

Musical and didactic games for younger groups

Options for play exercises and tasks for children aged two to four years:

• playing to the soundtrack of any popular children's song, tapping “to the beat”;
• sound accompaniment to poems;
• sound pictures on the proposed topic (for example, depict a natural phenomenon - rain, wind noise, snowfall);
• fairy-tale story in sound (onomatopoeia for fairy-tale characters).

"The Story of Baby Squirrels"

In the fall, baby squirrels ran along forest paths, diligently collecting mushrooms and nuts for the winter (drum your fingers). But then fluffy white snowflakes began to quietly fall to the ground (metallophone), gradually they wrapped the chilled earth in a beautiful snow-white blanket, on which traces of nimble squirrels became noticeable (triangle). In their cozy and warm tree houses, the baby squirrels gnawed nuts (spoons). The warmth of their houses was kept by a rug of dry leaves (with the rustling noise of noise instruments). And it was cold outside, an icy wind was blowing (flute).

"In the clearing"

Forest animals have come running to a sunny clearing to bask - a variety of music sounds, conveying images of animals: a slowly waddling bear, a quickly jumping bunny, a cautiously sneaking fox. Kids need to guess who is who and show them in motion and sound.

Kids need to depict the image of an animal in movement and sound.

"Droplets and Rays"

Children listen carefully to music depicting the sound of rain. Kids need to clap the rain and convey the smooth movements of gentle rays of sunshine on a musical instrument. Children independently choose the appropriate instrument and come up with dance moves.

"Musical Flowers"

A game to recognize the character of a melody.

The pictures are on the table. Children listen to the soundtrack, take turns determining the nature of the music, choosing the appropriate flower and showing it.

Each child has one flower; if a melody sounds that matches the mood of his flower’s face, then the child picks up his card.

The middle of the flower depicts options for emotional states

The middle of the flower depicts variants of the emotional state:

• gentle, affectionate, calm, pacifying;
• sad, melancholy, melancholic;
• perky, joyful, mischievous.

Games for middle and high school age

In middle and older preschool age, children can already cope with more complex tasks.

"Rhythmic Ornaments"

The game develops the idea of ​​high and low, long and short, smooth and sharp sounds. Didactic material: pictures from graphic representation rhythmic pattern.

The game develops the idea of ​​high and low, long and short, smooth and sharp sounds.

Children are invited to clap, play on instruments, show using their voice or plastic movements musical drawing, shown on the card.

"Rhythmic fence"

The game reinforces the concept of a strong beat and develops a sense of rhythm. The teacher claps melodies of different genres (polka, waltz, march) with an emphasis on the downbeat, showing the corresponding card.

The game reinforces the concept of a strong beat and develops a sense of rhythm.

"Pick a picture"

Concept reinforcement exercise musical tempo. Children listen to a piece of music, determine the tempo (fast, slow, very fast, very slow) and choose a picture of an animal whose character and temperament corresponds to the musical tempo.

Exercise to reinforce the concept of musical tempo

"Guess the musical instrument"

Musical fragments performed by a musical instrument are heard, children recognize it by sound and point to the corresponding card.

Children recognize an instrument by its sound and point to the corresponding card.

"Magic Screen"

The game expands your musical horizons, develops memory and attention. Children must recognize the song, remember the name, choose a picture depicting an episode from popular cartoon. Based on the picture, the child identifies the cartoon, remembers and sings the song.

Based on the picture, the child identifies the cartoon, remembers and sings the song.

"Loto for little musicians"

The game trains your pitch hearing abilities. It uses two groups of cards:

The child chooses an instrument and performs a melody ascending, descending, or on one sound: up from first to fifth, down from fifth to first, on one ruler.

"The Fourth Wheel"

The game reinforces knowledge about percussion, strings, wind and keyboard instruments. The child is offered a sheet with images of 4 musical instruments, where three belong to the same type, and the fourth does not. The child covers a picture that falls out of the logical series with a card.

The violin does not belong to the group of keyboards

"Musician Cube"

To play you will need a dice big size, it can be made from a packaging box or from an element of a modular construction set; images of children's musical instruments are glued to the edge of the cube. The cube should be light and attractive. The players throw it around in a circle to the accompaniment of music, the music stops, and the children stop playing. The child, who has a cube in his hands, names the instrument drawn on the top edge, approaches the table, takes the corresponding musical instrument and plays a melody, repeating the rhythmic pattern after the teacher.

The child names the instrument drawn on the top edge, approaches the table, takes the corresponding musical instrument and plays a melody

"Ladder"

Items for play: a five-step ladder made from elements of a building set, toys, children's musical instruments. The first player plays a melody, the second player determines the direction of the sound movement and moves the toy to the top step, bottom, or leaves it on the same step.

The player determines the direction of the sound movement of the melody and moves the toy along the steps

Video: playing musical instruments (senior group)

https://youtube.com/watch?v=oAiU61VA-LM Video can’t be loaded: “What makes noise and what sounds, or we play children’s musical instruments” (https://youtube.com/watch?v=oAiU61VA-LM)

Table: riddles about musical instruments

Mystery	Answer
Here are the keys, like on a piano, But for them to play, So that the song is not bad, The furs need to be stretched.	Accordion
Three strings, plays loudly That instrument is the “cocked hat”. Find out quickly What is this?	Balalaika
It's easy to go hiking with me, It's fun with me on the way, And I'm a screamer, and I'm a brawler, I am loud, round...	Drum
He has a pleated shirt He loves to dance in a squat position, He dances and sings - If you get your hands on it. Forty buttons on it With pearlescent fire. A merry fellow, not a brawler Our vociferous...	Accordion
The string rings, she sings, And the song is heard by everyone. Six strings play anything And that instrument is always fashionable. He will never get old. We call that instrument...	Guitar
Carved in the forest Smoothly hewn Sings and pours out. What is the name of?	Dudochka
musical instrument, He is a brass He has a single cane, So handsome. And more graceful than him, Apparently not in music. Does everyone understand what I mean? This…	Clarinet
They eat soup at lunch, By evening they will “talk” Wooden girls Musical sisters. Play a little too On beautiful bright...	Spoons
He looks like a rattle Only this is not a toy!	Maraca
Loved music very much Two sisters, Natasha and Nina, And that's why we bought it They are very...	Piano
The smooth movements of the bow make the strings tremble, The tune murmurs from afar, sings about the lunar wind. How clear the sounds are overflowing, there is joy and a smile in them. A dreamy tune sounds and is played...	Violin
They are made of copper. You need to wave your hands in time, Strike loudly, then rest. Their party is not a trifle, not a trifle, In music there are also...	Dishes
Performed at the concert Our dear Tatiana, Like a star she played A whole hour for...	Piano

Video: musical and didactic game “Guess the musical instrument”

https://youtube.com/watch?v=I6dkLxSrPX8 Video can’t be loaded: MDI Guess the musical instrument (https://youtube.com/watch?v=I6dkLxSrPX8)

Project development algorithm

A creative project for acquaintance with musical instruments is a combined and expanded version of the implementation of cognitive and creative activities, combining several multidirectional artistic, aesthetic and practical activities (musical development, fiction, drawing, appliqué, making children's musical instruments, concert performances etc.) having a common theme.

Types of projects:

• short-term - from one lesson to one week;
• long-term - from a month to a year.

Project development algorithm:

• preparatory work;
• main part;
• final stage.

Directions and forms of implementation:

• intellectual and cognitive development:
  • educational conversations with parents and students;
  • quizzes and musical-didactic games;
  • hometasks;
  • demonstration material and visual aids (presentation games, information stands, sliding folders, music museum or corner, albums, exhibition of children's drawings, etc.);
  • festive musical and theatrical events;
  • excursions, visits to museum exhibitions and concerts;
• educational games (musical and didactic, artistic, role-playing).
• practical activities in the manufacture of musical instruments;
• verbal techniques aimed at activating attention and developing memory (poems, tongue twisters, riddles, folklore materials, fairy tales);
• costumed musical entertainment, concert, music room (with the participation of a music worker).

Table: musical project “Russian Miracle Instruments”

Name	Russian miracle instruments
Characteristic	Long term project in preparatory group
Goals	Create conditions for expanding and enriching children's knowledge about the history of the origin of Russian folk instruments, fostering love and respect for Russian folk culture.
Tasks	To develop in children the experience of their own research activities, including the ability to plan and implement them, applying and acquiring new knowledge. To develop children's interest in Russian folk culture. To introduce children to the musical and expressive features of Russian folk instruments. Create motivation to musical activity through playing, singing, movement and performing folk instruments. Develop children's creative and musical abilities. To encourage children and parents to engage in joint cognitive and creative activities. To create a favorable developmental environment for children to develop an interest in playing in a folklore ensemble.
Participants	Children of the preparatory group, musical director, choreographer, educators, parents.
Content	Project implementation stages: Preparatory stage: Collection and study of material about the history of the origin of musical instruments. Writing a program for a folk ensemble “How many musicians - so many talents.” Organization of the subject-spatial environment (musical instruments, costume elements, art toys, attributes, musical and didactic games). Selection of musical material (songs, dances, musical works for listening and playing music). Selection of fiction (fairy tales, riddles, poems, proverbs). Main stage: Research for the implementation of the project: “What can a spoon, harp, pipe and accordion tell us about?”, “Why can musical instruments knock, strum, whistle?”, “People play and amuse themselves.” Organization of developmental, educational, subject environment (collaborations children and parents, children and teachers): joint search for information; conducting excursions; viewing illustrations; reading literature; learning ditties, songs, games, dances. conducting conversations; musical and didactic games; case studies; conducting directly educational activities and entertainment; classes in a circle; listening to audio recordings and watching videos; creation of a folklore ensemble. Products of activity: card files of Russian folk instruments, noise instruments, little books with fairy tales about musical instruments. Carrying out entertainment with parents, the “Journey of the Russian Spoon” holiday, participation in the regional competition “Little Country”. The final stage: Diagnosis of children's knowledge gained during the project. Presentation of the product of project activities (design of an exhibition of crafts, noise instruments). Preparation of the final presentation of the project. Round table with project participants. Analysis of the work done, reflection.

Table: musical project “Russian folk instruments”, author E. A. Glushko

Name	Russian folk musical instruments, author E. A. Glushko
Characteristic	Short term project in senior group
Goals	Introducing preschool children to Russian folk culture, its historical origins, which contribute to their musical and general cultural development.
Tasks	Introduce children to the history of Russian folk musical instruments. Introduce the sound of Russian folk instruments. To form the aesthetic taste of children. Find information about Russian folk musical instruments in literary sources and children's animation. Develop musical and game improvisations, rhythmic sense, hand motor skills, dynamic hearing. Strengthen sound production skills with the help of musical instruments (spoons, rattles, harps, bells). Encourage children to contact their parents with a request to attend performances of the Cossack choir and folk orchestra. To cultivate interest and love for Russian folk music. Create conditions for a child to become acquainted with musical Russian folk works at home. Parents should encourage their children to listen to and play familiar children’s musical instruments folk works, and participate in musical activities with children.
Participants	Children of the older group, musical director, choreographer, educators, parents.
Content	Project implementation stages: Preparatory stage: Creation of a technical base for getting acquainted with Russian folk musical instruments (creating a presentation, recording the sound of these instruments). Conversations “What Russian folk musical instruments do we know”, “Where can I find the necessary information?” Listening to the works of an orchestra of folk instruments. Formulation of problematic issues. Proposing hypotheses. Practical part: Collecting information from different sources(encyclopedias, dictionaries, adult stories, independent judgments, the Internet). Screening of the presentation “Russian folk musical instruments”. Conversations (Russian folk musical instruments in fairy tales, riddles about Russian folk musical instruments). Playing musical instruments. Conducting musical didactic games for the development of rhythmic feeling and timbre hearing. Doing exercises for development fine motor skills hands Playing children's musical instruments in an orchestra. The final stage: Generalization and systematization of acquired knowledge. Recording the results of acquired knowledge (photos, listening to an orchestra of folk instruments). Preparing and conducting a presentation.

Video: Music Day in kindergarten

https://youtube.com/watch?v=j1s5BcbkqNg Video can’t be loaded: Lesson on playing musical instruments. Music Day in kindergarten Päikseke. (https://youtube.com/watch?v=j1s5BcbkqNg)

DIY children's musical instruments

These crafts are easy and simple to make with your children.

Maracas “Herringbone” and “Flower”, “Noisemaker” from a box

Materials and tools:

• a large bottle of children's champagne,
• a smaller juice bottle,
• box,
• sets of colored and corrugated paper,
• standard size sheet of paper
• markers,
• simple pencil,
• scissors,
• PVA glue,
• cereals, peas, salt.

For noise musical instruments you need containers, filler and paper for covering.

Step-by-step instruction:

1. Prepare a long strip of colored corrugated paper four to five centimeters wide, apply glue and decorate the body of the juice bottle.
   

   

   Prepare a long strip of colored corrugated paper four to five centimeters wide, apply glue and decorate the body of the juice bottle

2. Cut ribbons of two colors with a width of 8 and 10 cm from corrugated paper, the length depends on the diameter of the bottles. Cut strips on one side of the tape.

   

   Cut strips of corrugated paper in two colors 8 and 10 cm wide

3. Apply a bead of glue along the edge of the wide strip and glue a narrow strip of a different color to it.

   

   Apply a strip of glue along the edge of the wide strip and glue a narrow strip of a different color to it

4. Prepare another strip for the neck about six centimeters wide and make cuts in the same way.

   

   Prepare another strip for the neck about six centimeters wide and make cuts in the same way

5. Cover the body of a large bottle, starting from the base, and cover the neck in a spiral motion.

   

   Cover the main part of the body of the bottle, starting from the base, and cover the neck in a spiral motion.

6. On A4 paper, draw a circle of thirteen to fourteen centimeters (using a compass or tracing a ready-made template).

   

   On A-4 paper, draw a circle of thirteen to fourteen centimeters (using a compass or tracing a ready-made template)

7. Divide the circle into eight parts, rounding the edges of the inner triangles into the shape of petals.

   

   Divide the circle into eight parts, rounding the edges of the inner triangles into petal shapes

8. Cut out the flower, draw a round center according to the size of the neck and make cuts along the lines.

   

   Cut out the flower, draw a round center according to the size of the neck and make cuts along the lines

9. Draw two blanks with colored pencils or felt-tip pens (optional).
   

   

   Draw two blanks with felt-tip pens or colored pencils

10. Place the blanks on the neck of the bottle and pour the noise material into the bottles.

    

    Place the blanks on the neck of the bottle, pour the cereal into the bottles

11. Prepare bright colored strips three to five centimeters wide and two squares, cover the box; We do not seal one of the back sides; we leave the opportunity to pour the cereal into the box. Pour the filler into the box.

    

    Prepare bright colored strips three to five centimeters wide and two squares, cover the box

12. Screw on the lids and seal the box: the musical toys are ready!

    

    Musical toys are ready

Instructions:

1. Cover mayonnaise jars with colored paper blanks.
2. Thread bright ribbons into the side holes.

Cover the mayonnaise jars with blanks of colored paper, thread bright ribbons into the side holes, the tool is ready

Instructions:

1. Prepare clean plastic round food boxes.
2. Insert bells along the edge.
3. Decorate with pictures.

Prepare clean plastic round food boxes, insert bells along the edges, decorate with pictures

"Naughty Rattles"

Light plastic bottles, boxes of gels, shampoos, yoghurts, etc., filled one-third with noise material, such as cereal or peas, are suitable as a base. The vessels can be covered with colored paper, faces can be painted on, etc.

Plastic bottles, boxes of gels, shampoos, yoghurts are filled one third with different noise materials

Instructions:

1. A spiral twisted from foil is inserted into the food foil tube.
2. Any noise filler is poured.
3. Both ends of the tool are sealed.

A spiral twisted from foil is inserted into a tube of food foil, any noise filler is poured in, and both ends of the tool are sealed.

"Gorodets Ratchet"

Step-by-step instruction:

1. Cut rectangular pieces of equal size from chipboard and tint using acrylic paints.

   

   Cut rectangular pieces of equal size from chipboard and tint using acrylic paints

2. Wait for the paint to dry and draw a sketch of a decorative ornament in the style of Gorodets painting on each blank with a simple pencil.

   

   draw on each blank with a simple pencil a sketch of a decorative ornament in the style of Gorodets painting

3. Carefully paint the petals.

   

   Carefully paint the petals

4. Paint the flowers and circles red.

   

   Paint the flowers and circles red

5. Add blue circles.

   

   Add blue circles

6. Supplement the ornament with decorative elements.

   

   Supplement the ornament with decorative elements

7. Drill a hole in each piece, coat the parts of the product with varnish, and wait until completely dry. Connect all the parts with colored tape.

   

   Drill a hole in each workpiece, connect all parts with colored tape

Photo gallery: homemade children's musical instruments

Jar, with plastic lids on both sides Drums made of tin cans Tin boxes decorated with burst Gusli balls stretched onto the bottom (lid from shoe box and colored rubber bands) Castanets made from lids Bells on a cardboard tube Bells attached to a wide elastic band Sticks with noise filling, bells on bracelets Pipe pipes made from straws Tambourine (embroidery hoop and metal bottle caps)

For preschoolers, due to their age, it is difficult to organize a visit to a conservatory or a symphony orchestra performance in the present concert hall. But in a fun, lively, playful way, you can introduce kids to the world of musical instruments, even try to experiment and make the most unexpected musical toys with them from scrap materials. Thus, already in preschool age, the child will have an idea of ​​the main groups of instruments, the features of their structure and sound, which will expand their general musical knowledge and develop a general artistic culture.

44 years old. Higher Teacher Education, specialty: history and law, graduate school. Work experience in higher school- 22 years old. Sphere professional activity- holding lectures and seminars, educational and methodological scientific work(there are scientific publications).

Musical games for preschoolers 4-6 years old in preschool educational institutions

Kryuchkova Svetlana Nikolaevna, music director of MDOU Kindergarten No. 127 “Northern Fairy Tale”, Petrozavodsk

Purpose: The material may be of interest to music directors, teachers, and parents.

Target: consolidating children's knowledge about musical instruments.

Tasks:
- expand children's understanding of musical instruments
- introduce the basic techniques of playing musical instruments
- cultivate interest in solving riddles

Playing children's musical instruments is one of the favorite activities at music lessons in kindergarten.
Children with great pleasure master the techniques of playing various musical instruments, play in an orchestra, and play music independently on musical instruments presented in musical corners in groups. In each age group, I introduce children to a variety of musical instruments, according to their age characteristics, and teach them various techniques for playing them. Thanks to systematic work on this direction In the preparatory group, children have a solid knowledge of musical instruments - they correctly name musical instruments, guess the instruments by sound, and know how to play them.

When I introduce preschoolers to some specific tool, I show the instrument itself (or, as an option, an illustration with this instrument), let me listen to the phonogram of the sound of the instrument (or I play the instrument myself). When children have become familiar with many instruments, as a result, either entertainment or games can be carried out to identify the results of knowledge.

I bring to your attention the games we play with children -

1.Hello, musician!

(for older children)
Target: consolidate the names of musical instruments and techniques for playing them.
Before the game, choose a host - a musician!
The children line up and the musician faces them. The presenter behind the musician shows a picture of a certain musical instrument - the children imitate playing it. The musician must guess the musical instrument by its actions.

Hello, good musician!
Look at our talent.
Yes, look, don’t yawn -
Guess our tool!

Children take turns imitating playing a musical instrument - the musician guesses the instrument.

Options for guessing -
- balalaika,
- violin,
- bell
- accordion
- piano
- drum
- pipe

You can also offer children riddles about musical instruments that they like to guess.

2. We will solve riddles and play instruments.

(for middle group children)

Place pictures of musical instruments on the easel. The child who solves the riddle about a musical instrument goes to the easel, finds a picture with the corresponding image of the instrument and shows it to everyone. The rest of the children imitate playing this instrument. The child can hold the picture in his hands. After completing the riddles, you can summarize and identify the children who guessed the most riddles.

Riddle options:
1. Two cheerful girlfriends
They dance on the top of his head.
He himself is empty, but his voice is thick.
It beats the shot and helps us walk. ( drum)

2. He is a wooden instrument
It will sound in a moment.
Sing along to his strings,
Started playing... (balalaika)

3. Press the buttons quickly
Have fun singing.
Stretch the fur a little
And play for us... (accordion)

4. Take it in your hands
And shake it a little.
Little voice
Will ring the bell... (bell)

5. Take them in your hands quickly,
Have fun knocking on them.
Play a little more
On the beautiful painted… (spoons)

6. Place it on your lips
Blow into it too.
Make the sponges into tubes
And play on... (to the pipe)

3. Playing in an orchestra.

(for older children)

Arrange chairs in a circle. On each of the chairs lies any musical instrument (different). It is good to use two-part music for the game.
During the first part of the music, children jump (or lightly run) around the chairs. When the music ends, they pick up the instrument from the chair they stopped near. For the second part of the music, the children each play their own instrument.

As an option

In four circles, instruments are arranged according to the number of children (in the first - spoons, in the second - rattles, in the third - bells, in the fourth - maracas). The game is played to two-part music. During the first part of the music, children play musical instruments in their circles. For the second part (calm) - children move to another circle with instruments. Thus, taking turns, the children will play all the instruments offered to them.

To make it more difficult, you can offer a specific rhythm of play for each musical instrument.

4. Guess what.

(for children any age group. For each age, use tools that are familiar and age-appropriate for children)
The music director hides musical instruments behind a small screen. Take turns playing a musical instrument, children guess the instrument.

As an option for older preschoolers, you can use a soundtrack of instruments to guess.

Why do we pay so much attention to playing at DMI? Yes, because children's music playing expands the scope of musical activity of preschoolers, increases interest in musical activities, and promotes the development musical memory, attention, helps overcome excessive shyness, stiffness, expands musical education child. During the game they clearly appear personality traits each performer: the presence of will, emotionality, concentration, musical abilities develop and improve. While learning to play the DMI, children discover the world of musical sounds and recognize the beauty of sound. various instruments. The quality of their singing improves, they sing clearer, the quality of musical and rhythmic movements improves, children reproduce the rhythm more clearly.

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Preview:

Methodological development

A system for teaching children to play musical instruments in kindergarten.

(from the experience of MBU kindergarten No. 49

"Merry notes" g.o. Tolyatti)

PLAN.

1. Relevance of the problem.
2. ON THE. Metlov - as the initiator of teaching preschoolers to play musical instruments.
3. Playing DMI is a useful and interesting activity.
4. Introduction to musical toys and instruments in 1 ml. To the group.
5. Second junior group.

• Playing percussion instruments.
• Development of dynamic perception and timbre hearing.
• Introduction to the metallophone.

1. Playing the metallophone - the new kind musical activity in middle group.

• Development techniques when playing the metallophone.
• Playing chants on one sound and two adjacent ones.
• Usage musical toys when performing program songs.

1. Senior group.

• New tasks when playing the glockenspiel.
• Acquaintance with new instruments, mastering the technique of playing them.
• Playing in an ensemble.
• The role of musical and didactic games in teaching preschoolers to play the musical instrument.
• Getting to know the notes.

1. Preparatory group.

• Introduction to xylophone and accordion.
• Playing extended melodies on a metallophone.
• Teaching music notation.

1. The creation of an orchestra is the main stage of our work.
2. The meaning of collective music making.

Musical education is not the education of a musician, but, first of all, the education of a person.

V.A. Sukhomlinsky.

One of the most pressing and “big” problems facing modern society is the threat of spiritual impoverishment of the individual, the danger of loss of moral guidelines. Therefore, our education needs a turn to vitally important problems. modern society, ensuring moral education, confronting lack of spirituality, consumerism, reviving in children the desire and need for active intellectual activity. For many years we have been discussing: among the specialists there are teachers who are well versed in the musical education of preschoolers; This is on the one hand, on the other - there are specialists in the musical education of children at school. School teachers say: “It’s difficult to work with first-graders, because sometimes they can’t name a single composer and don’t know the songs they learned in kindergarten.” The teachers, in turn, believe: “Our children learned to sing and dance, but at school there was only one music lesson.” Unfortunately, we have to admit: both are right. It is a rare coincidence when a child, having received a full musical education in kindergarten, finds himself in an equally favorable musical environment at school. Moreover, the practical worker sees the interaction between the music director of the kindergarten and the music teacher at school in the continuity of the work of everything that has been accumulated in the musical education of the child at the previous stage.

Objectives of music education.

Music has the potential to influence not only adults, but also very young children. Moreover, and this has been proven, even the prenatal period is extremely important for the subsequent development of a person: the music that the expectant mother listens to has an impact on positive influence on the well-being of a developing child (maybe it shapes his tastes and preferences). From the above, we can conclude how important it is to create conditions for the formation of the foundations of the musical culture of preschool children.

The main objectives of music education can be considered:

1. Develop musical and Creative skills(taking into account the capabilities of each) through various types musical activity;
2. To form the beginning of musical culture, to contribute to the formation of a common spiritual culture.

The successful solution of the listed tasks depends on the content of musical education, primarily on the importance of the repertoire used, methods and techniques of teaching, forms of organizing musical activity, etc.

It is important to develop in a child all the best that is inherent in him by nature; taking into account the propensity for certain types of musical activity, on the basis of various natural inclinations, to form special musical abilities, to promote general development.

Each child's musical abilities manifest themselves differently. For some, already in the first year of life, all three basic abilities - a sense of harmony, musical-auditory perception and a sense of rhythm - are expressed quite clearly, develop quickly and easily, this indicates musicality; For others it’s later, more difficult. The most difficult to develop are musical and auditory concepts - the ability to reproduce the melody of a voice, accurately, intoning it, or select it by ear on a musical instrument. In most children, this ability does not appear until the age of five. But the absence of early manifestation of abilities, emphasizes musician-psychologist B.M. Teplov, is not an indicator of weakness, or even less a lack of abilities. The environment in which a child grows up (especially in the first years of life) is of great importance. The early manifestation of musical abilities is observed, as a rule, in children who receive sufficiently rich musical impressions.

The main form of musical activity in kindergarten are activities that involve not only listening to musical works that children can understand, teaching them to sing and move in music games and dancing, but also teaching them to play the DMI. There was great interest in the orchestra of children's musical instruments as a means of musical education. Prominent musicians Enlighteners B. Asafiev, B. Yavorsky, Austrian K. Orff emphasized the importance of active forms of musical activity in a children's orchestra as the basis for elementary music-making and the development of children. The creators of our current system of musical education for preschool children also attached great importance to the orchestra of children's instruments.

Back in the 20s, N. Metlov and L. Mikhailov spoke about the need to organize a children's orchestra as an effective means of development musical perception and hearing in children. In the 30s and 40s, N. Metlov organized orchestras in kindergartens and created new sound-pitch musical instruments. Having started in the 20s with teaching children to play percussion instruments (tambourine, triangle, bells, castanets, etc.), N.A. Metlov soon reserved for them the right only to accompany, giving a certain coloring to the work. He searches, designs and improves melodic instruments on which children could perform any melodies and play music independently. The first instruments for children were the xylophone and metallophone. When teaching children to play these instruments, they used a system of notation. In alliance with master craftsmen V. Rachmaninov, V. Bodrov and others, N. Metlov in 1941-1942 created a metallophone with precise and stable tuning, a clear and pleasant sound. Modern xylophones and metallophones depict the names of sounds and their location on the staff. By playing such instruments, children practically acquire the elements of musical literacy. Metlov introduced a children's zither, button accordion, flute, and oboe into the group of melodic instruments. He organized an orchestra in the kindergarten consisting of 30-40 children playing musical instruments. For each work, N.A. Metlov created instrumentation taking into account the genre and structure of the work, and the specifics of the instrument. He assigned a special role in the instrumentation to the piano part, which was performed by the music director. He decorated the piano part with additional harmonic and variational means of expression. The instrumentation of pieces for the percussion orchestra was considered very important. Based on folk melodies and songs, Metlov created a repertoire for a children's orchestra, convenient for performance on children's instruments; later the repertoire included works by Soviet composers.

Together with N.A. Metlov in 20-40, famous teachers T.S.Babadzhan, Yu.A.Dvoskina, M.A.Fumer and others worked. And subsequently N.A.Vetlugina and her students were involved in the development of these methods ( K. Linkevichus, V. V. Ishchuk).

Why do we pay great attention to playing the musical instrument when conducting music classes? Yes, because children's music-making expands the scope of musical activity of preschoolers, increases interest in musical activities, promotes the development of musical memory and attention, helps overcome excessive shyness and constraint, and expands the child's musical education. In the process of playing, the individual traits of each performer clearly manifest themselves: the presence of will, emotionality, concentration, and musical abilities develop and improve. By learning to play the musical instrument, children discover the world of musical sounds and more consciously distinguish the beauty of the sound of various instruments. The quality of their singing improves, they sing clearer, the quality of musical and rhythmic movements improves, children reproduce the rhythm more clearly.

For many children, playing the DMI helps convey the feeling, inner spiritual world. This is an excellent means of not only individual development, but also the development of thinking, creative initiative, and conscious relationships between children. And therefore, much attention is paid to this work in our preschool educational institution and it is not carried out formally from time to time, but there is a whole training system, which I will try to reveal in this work.

The work is carried out in an organized and consistent manner, a variety of methods and techniques are used: showing illustrations, toys, using musical and didactic games, and there is a large database of children's musical instruments. The systematic use of musical toys and instruments in music classes arouses children's interest in such activities, expands their musical impressions, and promotes creative activity.

We begin our acquaintance with musical instruments in the 1st junior group. We teach children to distinguish sounds by pitch (high and low sounds of a bell, metallophone, piano), to recognize and distinguish the sounds of a tambourine, rattle, drum, pipe.

We introduce each musical toy, creating a game situation. For example, a dog brought interesting things in a basket; they turned out to be rattles. Children look at them with enthusiasm, touch them, learn to communicate with them and make sounds. Then the dog plays “Rattles” music game with the children. M. Rauchwerger. Playing musical piece, and the children, together with the teacher, perform the movements; When listening to quiet music, they play the rattle in front of them, and when listening to loud music, they lift it up and shake it with greater force. This game brings joy to kids and teaches them to distinguish between loud and quiet sounds. Each lesson creates an atmosphere of joyful communication with music. At the next lesson, the children meet the bear. He brings a tambourine, he wants to dance. But he dances slowly with the waddle of the muses. M Rauchwerger, and the teacher hits the tambourine. One of the active children is invited to dance with the bear (the bear dances on the table so that everyone can see it clearly). At the next lesson, all the children turn into bears, slowly waddling from foot to foot, they dance along with the bear (the boy plays the tambourine). Then the bear invites the children to play the tambourine, first with the help of the teacher. and then on your own. Of course, not everyone can hit rhythmically, but everyone can hit. Often the Katya doll comes to children and joins them in their games. Children love to play with Katya. Here Katya walks through the hall, occasionally hitting the tambourine, but Katya runs and the children hear the frequent sound. At the same time, attention is drawn to the different sounds of the tambourine. Thus, children learn to feel the rhythm (to distinguish between the rhythm of walking and running), and to respond to changing music. The game “Walk-Run” helps to develop a sense of rhythm, as well as to hear the change of two parts of the play, the ability to perform the appropriate movements that characterize the melody. E. Telicheeva and the dance “Tambourine” by R. Fried. For the development of timbre hearing as early as 1 ml. We conduct a musical and didactic game “Guess what I’m playing?”. Children recognize a drum, a pipe, a tambourine, a bell. At first, only 2 instruments with contrasting sounds are given, and then their number increases to 4. Children are not asked to give names to these instruments, they point to those that lie in front of the screen (those that are played by everyone lie behind the screen). At first, not all children correctly identify sounding instruments, but after several lessons the children successfully complete the task. Using the piano's metallophone, we also teach kids to distinguish between high and low sounds (the game "Bird and Chicks" by music. Telicheyeva.)

In the 2nd junior group, we consolidate children's knowledge about musical instruments and toys, which they learned about in the 1st junior group. gr., we continue to introduce new ones - we add a musical hammer and a metallophone. We have noticed that children this age enjoy performing different movements with tools. To develop rhythm, we offer children this exercise. We hand out 2 cubes to all children and invite them to take a seat in the chair trailers. The train picks up speed; the children slowly hit the blocks. The pace accelerates, the children, together with the teacher, try to convey the rhythm faster. The train stops and, along with the melody, the cubes also fall silent. Children always eagerly perform exercises to develop rhythmic perception. A nesting doll comes to visit children and brings with it cubes and rattles. She wants to dance, but there is no music. Then the teacher asks the children to play with the matryoshka doll, and it will dance. Children enjoy hitting rattles and blocks to dance music. In the game "The Bear Comes to Visit" music. Rauchverger (the melody is familiar to them from the 1st junior group) is invited to play the drum. The boy leads the bear, and the child slowly beats the drum. In the game "Who walks in the forest?" the task becomes more difficult. Here children learn to compare and transfer slow beats on one instrument - a bear, an elephant walks, and fast ones - a bunny jumps, a hedgehog runs. Practice shows that children of this age, without any particular difficulty, distinguish between the sound of 2 different bells (high and low sounding); in the games “Big and Small Droplets”, “Which Bird is Singing?”, children distinguish up to 1 and up to 2 octaves. Continuing to develop dynamic perception, we use games such as “Quiet and Loud Palms”, “Quiet and Loud Bells” of music. Rustamov, where children first ring bells, either quietly or loudly, in accordance with the change in the strength of sound in the music, and then, complicating the tasks: the children are divided into 2 subgroups. The girls in the first row are quiet bells, and the boys in the second are loud, and they should only ring their music, endurance and attention develop. In the game "Walk-Sleep" music. Krasev children respond to quiet and loud sounds by playing bells, performing an exercise related to the two-part form of music. Next, we begin to introduce the children to a new musical instrument, the metallophone. We try to ensure that acquaintance with the instrument takes place in an atmosphere of great interest, using a variety of materials, in a playful way.

"The Tale of the Frog KVAK." (on flannelgraph)

"The frog Kwak went for a walk. Suddenly a drop of rain fell on him (I hit the metallophone plate once). A cloud covered the sun, it became dark, and a few more drops fell on the little frog (I hit him several times). At the beginning, the droplets dropped rarely (rare hits) , and then the rain began to fall in earnest and the droplets began to fall one after another more and more often. The rain intensified (frequent blows). The frog jumped into the lake and began to wait for the rain to stop. Soon the rain stopped, and the sun came out again.

Questions for the children: what kind of rain was it? Strong, weak, rare, frequent. And here is the tool that helped me depict real rain. Thus, the name of the instrument is fixed, it is suggested to look and touch again and listen to the sound. In the next lesson, the game “Cheerful Rain” reinforces the ability to distinguish a rhythmic pattern, and the kids determine which one it is raining. If in 1 ml. gr. children, recognizing the instrument by its sound, just pointed at it, then 2 ml. gr. We ask you to give a name to the instrument, and then, having learned it, name and play it. Problem situations In the classroom they allow children to develop creativity and imagination.

1 lesson. A bear and a bunny come to visit the children. A package arrives for them. Children guess the instruments by sound, and then distribute what they sent to whom. Then we play on the drum how the bear walks slowly and heavily, and on the tambourine how the hare jumps merrily.

Lesson 2. The animals lost their drum and tambourine instruments in the forest. Children remember that this is a bear and a hare. It is suggested to play the instrument, the animals dance to the music.

Lesson 3. Children wear hare and bear hats, choose their instruments and play them accompanied by the piano.

When teaching children to play musical instruments, a sense of rhythm and the ability to convey a simple rhythmic pattern are of great importance. That's why in this group we use various percussion instruments, and we try to orchestrate some of the songs that we sing in class. Musical toys are also used at holidays. So on New Year We give the children bells or rattles - this is how they wake up the Snow Maiden, who is sleeping in her house. Sometimes they dance with rattles, and Petrushka, who came to the holiday, shows them the movements. Gradually, children’s experience of perceiving music is enriched, emotional responsiveness to familiar children’s musical instruments is developed, and a desire to act independently with them appears.

In the middle group, a new type of children's musical activity is provided - playing the metallophone. Playing this instrument helps children develop their melodic ear, rhythm and musical memory. Initial training is carried out in class, and then during individual work with children. Great importance is attached to the correct seating of children during play. Freedom of the body and hands is ensured. The demonstration is accompanied by an explanation. While playing the instrument, the children independently imitated a large and small bell, the jumping of a sparrow and the blows of a woodpecker. After the children felt that the sounds of a glockenspiel can be low and high, loud and quiet, long and short and express various images, we begin playing simple songs on one sound from Vetlugina’s musical primer. First, we introduce the children to the song, showing an enlarged illustration, then we sing as a whole group and individually. From the very beginning we teach how to accurately reproduce the rhythm. To do this, we suggest clapping the rhythmic pattern of the song using various percussion instruments. Children convey rhythm using a tambourine, cubes, and musical hammers. At the same time, we learn to coordinate our movements with the movements of our comrades, so that we do not overtake or get ahead, and do not fall behind.

Exercise "DUCKS"

Our ducks in the morning: quack-quack-quack (instrument sounds) quack-quack-quack (children singing)

Our geese by the pond: ga-ga-ga (tool) ga-ga-ga (children)

Our chickens through the window: ko-ko-ko (tool) ko-ko-ko (children).

After such exercises, children play more friendly and harmonious. Continuing to develop the chosen song in the next lesson, I set the children the task of recognizing it by the melody, singing it, clapping the rhythm. Then the drawing is laid out on a flannelgraph with large or small Christmas trees, nesting dolls, and stars. At the next lesson, children determine the song according to the rhythm laid out on the flannelgraph. And only after all the children have mastered the rhythm well, we move on to playing this song on the instrument. Metallophone plates are indicated by colored circles. Gradually, children master the skill of playing the glockenspiel: they play familiar songs on one sound, convey a rhythmic pattern on a group of drums, and learn to listen to each other. They often play with a whole orchestra of various instruments, which causes joy and a desire to play more.

Using musical instruments while singing familiar songs develops children's creativity and encourages them to apply knowledge in everyday life. During music lessons we offer children individual assignments. The child on the instrument must convey the rhythmic pattern of his name while pronouncing it at the same time. Children really like this task.

In the senior group, we introduce children to a new instrument - the zither. First, we listen to the sound of the instrument, paying attention to the fact that it can be played with a pick, touching the strings. Comparing the sound of the zither with other instruments, we find a difference in sound. Since this instrument is difficult to master, training on it is mainly done at individual lessons. In older groups, when teaching how to play the musical instrument, we give an important place to musical and didactic games. So, to develop timbre hearing, we play “Identify the instrument”, games with handouts “Identify by rhythm”. Musical and didactic games play a very important role, they help develop in children certain skills and abilities that are so necessary when mastering a particular instrument, instill an interest and desire to play them independently, and develop their musical and sensory abilities. Music has its own secrets, many of which children learn in music classes. In the second half of the senior year, we introduce children to the staff and the names of notes. Children learn to read music through play, through fairy tales, and through the development of children's imagination. For each child we have a house made of velvet paper with a staff, circles - notes. When getting acquainted with notes, we use short verses from the "Note ABC". Children remember notes more easily and the poem brings animation and evokes an emotional response in children. At each subsequent lesson, we reinforce the material from the previous one and teach new ones.

In the preparatory group we introduce children to the accordion. Let's look at it. Children listen to familiar melodies performed by the leader and listen to his sound performed by professional musicians. Not every child can play the accordion. Of all the children's instruments, this is the hardest one for children to use. From a group of children there are 5-6 children who want to learn to play the accordion. This work is carried out individually. We teach children not to stretch their fingers, to keep them above the keyboard, we teach them correct fingering, to move the accordion calmly without jerking, and to watch their posture when playing.

By working on simple songs, we develop children’s skills in playing in an ensemble and teach them to listen to themselves and others. Thus, carrying out systematic work on the development musical ear During the entire time they were in kindergarten, we were able to approach the main stage of our work - creating an orchestra and consciously learning the simplest melodies on musical instruments in it. Creating an orchestra for preschoolers is a very difficult task, but very necessary and necessary.

Municipal autonomous preschool educational institution "Trudarmeysky kindergarten "Cheburashka"

Methodological development

A system for teaching children to play musical instruments in kindergarten.

Completed by: Volkova Galina Fedorovna

music director

Prokopyevsky municipal district

2015

Introduction

3. Children’s knowledge of musical instruments in the 2nd junior group

4. Lessons on musical instruments in the middle group

5. Lessons on musical instruments in the senior group

6. Lessons on musical instruments in the preparatory group

7. Instrumental composition of the children's orchestra

Conclusion

Used Books

Introduction

Musical education –

This is not the education of a musician, but

First of all, human education.

V.A. Sukhomlinsky.

One of the most pressing and “big” problems facing modern society is the threat of spiritual impoverishment of the individual, the danger of loss of moral guidelines. Therefore, our education needs a turn to the vital problems of modern society, providing moral education, confronting lack of spirituality, consumerism, and reviving in children the desire and need for active intellectual activity. For many years we have been discussing: among the specialists there are teachers who are well versed in the musical education of preschoolers; This is on the one hand, on the other - there are specialists in the musical education of children at school. School teachers say: “It’s difficult to work with first-graders, because sometimes they can’t name a single composer and don’t know the songs they learned in kindergarten.” The teachers, in turn, believe: “Our children learned to sing and dance, but at school there was only one music lesson.” Unfortunately, we have to admit: both are right. It is a rare coincidence when a child, having received a full musical education in kindergarten, finds himself in an equally favorable musical environment at school. Moreover, the practical worker sees the interaction between the music director of the kindergarten and the music teacher at school in the continuity of the work of everything that has been accumulated in the musical education of the child at the previous stage.

Music has the potential to influence not only adults, but also very young children. Moreover, and this has been proven, even the prenatal period is extremely important for the subsequent development of a person: the music that the expectant mother listens to has a positive effect on the well-being of the developing child (maybe it shapes his tastes and preferences). From the above, we can conclude how important it is to create conditions for the formation of the foundations of the musical culture of preschool children.

The objectives of musical education and learning to play musical instruments :

Develop musical and creative abilities (taking into account the capabilities of each) through various types of musical activities;

To form the beginning of musical culture, to contribute to the formation of a common spiritual culture.

3.Know the names of instruments, recognize their timbre.

4. Master the techniques of playing the metallophone, and, if desired, other instruments; use your breath correctly when playing triplets, clarinets, and pipes; find a convenient fingering when playing the accordion, button accordion, piano; muffle the sound of cymbals and triangles; hold your hands correctly when playing the tambourine, drum, shaking castanets, maracas.

5. Play in an ensemble, observing the general dynamics, tempo, entering and ending in a timely manner.

6. Select well-known songs, jokes, and rhymes by ear.

7. Improvise simple songs.

The successful solution of the listed tasks depends on the content of musical education, primarily on the importance of the repertoire used, methods and techniques of teaching, forms of organizing musical activity, etc.

Forms of conducting classes with children's orchestra

When working with a children's orchestra, I use all forms of conducting classes: individual (on initial stage learning to play a musical instrument), group (when playing similar musical instruments) and collective (when each member of the orchestra confidently plays their parts). The collective form is the most difficult, but it gives positive results if the lesson is properly organized and the sound alternates with explanations teacher

It is important to develop in a child all the best that is inherent in him by nature; taking into account the propensity for certain types of musical activity, on the basis of various natural inclinations, to form special musical abilities, to promote general development.

Each child's musical abilities manifest themselves differently. For some, already in the first year of life, all three basic abilities - a sense of harmony, musical-auditory perception and a sense of rhythm - are expressed quite clearly, develop quickly and easily, this indicates musicality; For others it’s later, more difficult. The most difficult to develop are musical and auditory concepts - the ability to reproduce the melody of a voice, accurately, intoning it, or select it by ear on a musical instrument. In most children, this ability does not appear until the age of five. But the absence of early manifestation of abilities, emphasizes musician-psychologist B.M. Teplov, is not an indicator of weakness, or even less a lack of abilities. The environment in which a child grows up (especially in the first years of life) is of great importance. The early manifestation of musical abilities is observed, as a rule, in children who receive sufficiently rich musical impressions.

The main form of musical activity in kindergarten are classes that involve not only listening to musical works that children can understand, teaching them to sing, move in musical games and dances, but also teaching them to play the musical instrument. There was great interest in the orchestra of children's musical instruments as a means of musical education. Outstanding musicians and educators B. Asafiev, B. Yavorsky, and the Austrian K. Orff emphasized the importance of active forms of musical activity in a children's orchestra as the basis for elementary music-making and the development of children. The creators of our current system of musical education for preschool children also attached great importance to the orchestra of children's instruments.

Back in the 20s, N. Metlov and L. Mikhailov spoke about the need to organize a children's orchestra as an effective means of developing musical perception and hearing in children. In the 30s and 40s, N. Metlov organized orchestras in kindergartens and created new sound-pitch musical instruments. Having started in the 20s with teaching children to play percussion instruments (tambourine, triangle, bells, castanets, etc.), N.A. Metlov soon reserved for them the right only to accompany, giving a certain coloring to the work. He searches, constructs and improves melodic instruments on which children could perform any melodies and play music independently. The first instruments for children were the xylophone and metallophone. When teaching children to play these instruments, they used a system of notation. In alliance with master craftsmen V. Rachmaninov, V. Bodrov and others, N. Metlov in 1941-1942 created a metallophone with precise and stable tuning and a pure, pleasant sound. Modern xylophones and metallophones depict the names of sounds and their location on the staff. By playing such instruments, children practically acquire the elements of musical literacy. Metlov introduced a children's zither, button accordion, flute, and oboe into the group of melodic instruments. He organized an orchestra in the kindergarten consisting of 30-40 children playing musical instruments. For each work, N.A. Metlov created instrumentation taking into account the genre and structure. Works, specifics of the instrument. He assigned a special role in the instrumentation to the piano part, which was performed by the music director. He decorated the piano part with additional harmonic and variational means of expression. The instrumentation of pieces for the percussion orchestra was considered very important. Based on folk melodies and songs, Metlov created a repertoire for a children's orchestra, convenient for performance on children's instruments; later the repertoire included works by Soviet composers.

Together with N.A. Metlov in 20-40, famous teachers T.S.Babadzhan, Yu.A.Dvoskina, M.A.Fumer and others worked. And subsequently N.A.Vetlugina and her students (K Linkyavichus, V.V. Ishchuk).

1.Playing at the DMI is a useful and interesting activity.

Why do we pay great attention to playing children's musical instruments when conducting music classes? Yes because children's music playing expands the scope of musical activity of preschoolers, increases interest in musical activities, promotes the development of musical memory and attention, helps overcome excessive shyness and constraint, and expands the child’s musical education. In the process of playing, the individual traits of each performer clearly manifest themselves: the presence of will, emotionality, concentration, and musical abilities develop and improve. By learning to play instruments, children discover the world of musical sounds and more consciously distinguish the beauty of the sound of various instruments. The quality of their singing improves, they sing clearer, the quality of musically rhythmic movements improves, and children reproduce rhythm more clearly.
For many children, playing children's musical instruments helps convey a feeling, an inner spiritual world. This is an excellent means of not only individual development, but also the development of thinking, creative initiative, and conscious relationships between children. And therefore, much attention is paid to this work in our preschool educational institution and it is not carried out formally from time to time, but there is a whole training system, which I will try to reveal in this work.

The work is carried out in an organized and consistent manner, a variety of methods and techniques are used: showing illustrations, toys, using musical and didactic games, and there is a large database of children's musical instruments. The systematic use of musical toys and instruments in music classes arouses children's interest in such activities, expands their musical impressions, and promotes creative activity.

Teaching children to play musical instruments opens up a new world of sound colors for them, helps develop musical abilities and stimulates interest in instrumental music.

In the process of learning to play musical instruments, musical notation is mastered. While playing, children better understand the structure of musical instruments, distinguish their sound, timbre, and naturally enter a new world of musical alphabet for them.

In the process of playing musical instruments, the child’s aesthetic perception and aesthetic feelings are improved. It contributes to the formation and development of such strong-willed qualities as endurance, perseverance, determination, perseverance. Children develop a sense of mutual assistance and attention to the actions of their comrades. Playing musical instruments develops concentration and memory. Familiarity with the names of instruments, their timbres, special musical terms(strings, keys, pick, orchestra, etc.) enriches children’s active vocabulary and develops their speech.

When a child hears and compares the sounds of different musical instruments, his thinking and analytical abilities develop. Playing musical instruments trains the fine muscles of the fingers. By teaching children to play, the teacher promotes the development of their musical and sensory abilities, timbre, register, harmonic hearing, sense of rhythm, and the ability to listen attentively to the multifaceted and polyphonic texture of a work. Finally, playing instruments creates conditions for children who, for various reasons, do not know how to clearly intonate, move expressively, and actively participate in the performance of music.

That is, playing instruments activates all children, promotes coordination of musical thinking and motor functions of the body, develops imagination and creativity, musical taste, and teaches them to understand and love music.

Playing musical instruments is also valuable because it can be used in a variety of conditions - both in classes with a teacher and in independent musical activities that arise on the initiative of children. Musical toys-instruments enter a child’s life - his daily games, activities, entertainment, meet the children’s inclinations and unite them into a performing group.

Thus, playing musical instruments has an impact on comprehensive development personality, has great educational and educational significance.

2 .Introduction to musical instruments in the 1st junior group

We begin our acquaintance with musical instruments in the 1st junior group. We teach children to distinguish sounds by pitch (high and low sounds of a bell, metallophone, piano), to recognize and distinguish the sounds of a tambourine, rattle, drum, pipe.

Used Books:

Borovik T. “Sounds, rhythms and words”- Minsk, 1991

Zimina A.N. “We play, we compose!”- Moscow, YUVENTA, 2002.

Kononova N.G. “Teaching preschoolers to play children's musical instruments”- Moscow, Enlightenment, 1990.

Simukova V. “Could you play a nocturne?” - “Musical director” No. 3, 2005

Trubnikova M. “We play in the orchestra by ear”- Moscow, 2000

Tyutyunnikova T. "Music lessons. Carl Orff system"- Moscow, AST, 2000.

Tyutyunnikova T. “Noise orchestra outside and inside”- “Musical Palette” No. 6, 2006.

There are many different possibilities for using such musical instruments in preschool institutions: individual music playing during leisure hours, and collective performance in a children's orchestra.

The teacher strives, first of all, to encourage children to independently practice music with the help of instruments. Children learn to play familiar songs, improvise simple rhythms or individual intonations, select familiar melodies by ear, play “musical echo,” sing and play along with themselves, etc.

In addition, some tool toys are used as visual teaching aids. They help the teacher develop the musical and sensory abilities of preschoolers and introduce them to individual elements of musical literacy. Depending on the method of sound production and the nature of the sound, children's musical toys and musical instruments can be grouped into certain types.

Silent. These toys only represent musical instruments, such as a piano with a mute keyboard. Sounding: 1. Tool toys with sound of indefinite pitch: rattles, tambourines, drums, castanets, triangles.

2. Toy instruments that produce sound of only one pitch, with which you can reproduce different rhythms - pipes, pipes, horns.

3. Toys with a fixed melody: organs, music boxes, music boxes; When playing on them, children's actions are only mechanical in nature.

4. Toy instruments with a diatonic or chromatic scale: metallophones, pianos, grand pianos, clarinets.

There is a certain classification of all musical instruments: they are divided into strings, winds and percussion.

Children, playing instruments, satisfy their individual needs, interests and get used to acting in a team in a coordinated manner.

Different groups of instruments require mastering playing techniques of varying degrees of difficulty. Therefore, participants in the orchestra should be given differentiated tasks, taking into account their individual capabilities. In the process of learning, you will develop auditory concepts, a sense of rhythm, timbre, dynamics, develop independence in action, organize attention, as well as cultivate endurance, perseverance and other volitional qualities. In addition, playing the dmi brings a certain amount of information, introduces the timbre sound, the special arrangement of the keys, and methods of sound production.

8.Methods and techniques for introducing preschool children to playing children's musical instruments.

Playing musical instruments- one of the types of children's performance. The use of children's musical instruments and toys (in classes and in everyday life) enriches children's musical experiences and develops their musical abilities.

The forms of work on teaching children musical instruments are different: individual lessons, lessons with ensemble and orchestra.

Playing percussion musical instruments that do not have a scale helps develop a sense of rhythm and expands children's timbre perceptions. Melodic musical instruments develop all three basic musical abilities: modal sense, musical-auditory perception and sense of rhythm.

Children's acquaintance with musical instruments begins at an early age. The teacher strives to give the children their first musical impressions in an entertaining and playful way. When children begin to walk and are able to march to music, the teacher can accompany the sound of the march by playing a tambourine or drum to emphasize the rhythm and diversify the sound. Running can be accompanied by playing with wooden sticks, spoons, and a bell.

As children begin to feel and reproduce the rhythm of music in their movements (walking, clapping), they are instructed to play these instruments themselves. First, the adult helps the children keep in time with the music (rattle a rattle, knock on a tambourine, shake a bell), then their actions become more and more independent. Training starts with the group percussion instruments, which do not have a scale. Classes are conducted with small groups of children and individually.

In the second junior group Children can already play a tambourine, wooden spoons, cubes, rattles, drums, and bells. At this age they become familiar with the metallophone. It is important to draw their attention to the expressive timbre of each instrument. You can use figurative comparisons, characteristics: gentle (bell), ringing (metallophone), clear, knocking (drum). It is useful to use didactic games to help children distinguish the timbres of musical instruments.

In the middle group For the first time, they begin to teach children to play musical instruments that have a scale. The metallophone is most convenient for this. The techniques for playing the glockenspiel are quite simple. Children are taught sound production techniques: hold the hammer correctly, direct the blow to the middle of the plate.

Techniques: the technique of subtexting durations is effective (quarters are indicated by the syllable ta-ta, and eighths ti-ti), clapping technique rhythmic pattern.

There are several ways to learn to play melodic musical instruments: by notes, by color or digital symbols, by ear.

Teaching children notes very labor intensive. Not all preschoolers master musical notation. It is important that children understand the connection between the location of notes on the staff and their sound in the melody.

Color system convenient for children to quickly master playing instruments. A color designation (colored keys, metallophone plates) is assigned to each sound.

This is how children are taught play by numbers, pasted near each metallophone plate.

Both methods of teaching children (using color and number symbols) make it easy and quick to get the desired result, but do not have a developmental effect.

The greatest developmental effect of learning is achieved only by playing by ear. This method requires constant development of hearing (listening to the sounds of a melody, comparing them, distinguishing them by pitch). Use teaching aids that model the up and down movements of the melody. This is a musical ladder moving from flower to flower, butterfly, etc. You can show with your hand the movement of the sounds of a melody while simultaneously playing it.

In senior and in preparatory school groups, the range of songs is expanding. Children are already better oriented in the location of the sounds of a melody and act more independently. After the metallophone is mastered, children are taught to play other melodic instruments - strings, wind instruments, keyboards and reeds.

Thus, learning to play musical instruments includes three stages: on the first– children listen to and remember melodies, sing them, become familiar with playing techniques; on the second- select songs, on the third- perform them at will