Work program on music according to the program of the Cretan school of Russia. Work program in music according to the Cretan school program in Russia Grading criteria for verification tests
MUNICIPAL BUDGETARY EDUCATIONAL INSTITUTION
"BUKHOLOVSKAYA SECONDARY EDUCATION SCHOOL"
I CONFIRM:
Director of MBOU "Bukholovskaya Secondary School"
L.B. Wetlands
"___"______________________2015
Working programm
in music
4th grade
Compiled by:
Mitrofanova Tatyana Aleksandrovna,
primary school teacher,
2015
Explanatory note
The music work program is based on:
Federal State Educational Standard for Primary General Education, Concept of Spiritual and Moral Development and Personality Education of a Russian Citizen;
Author's program Music. 1-4 grades. “Work programs. Subject line Sergeeva G.P., E.D. Kritskaya, T.S. Shmagina: a manual for teachers of general education institutions" Moscow, publishing house "Prosveshchenie", 2011;
Basic educational program of primary general education MBOU "Bukholovskaya Secondary School";
Curriculum of the MBOU "Bukholovskaya Secondary School" for the 2016-2017 academic year;
Textbook: Kritskaya E.D., Sergeeva G.P., Shmagina T.S. “Music”: 1st grade - M. Education, 2013
The work program plans to conduct lessons using Netbooks and introduce information technologies at different stages of the lesson.
Target: formation of the foundation of the musical culture of students as part of their general and spiritual culture, as well as introducing children to the diverse world of musical culture through familiarity with musical works accessible to their perception.
Target installation of the program is achieved by introducing the child into the diverse world of musical culture through intonations, themes, musical compositions accessible to his perception. The program provides opportunities for the development of general educational skills and abilities, universal methods of activity and key competencies in students, as provided for by the standard. The principles for selecting basic and additional content are related to the continuity of educational goals at various stages and levels of education, the logic of intra-subject connections, as well as the age-related characteristics of students’ development.
In achieving the goals, the following tasks are solved:
To instill love and respect for music as a subject of art; instill the basics of artistic taste, interest in music and musical activity, figurative and associative thinking and imagination, musical memory and hearing, singing
Teach to perceive music as an important part of every person’s life; teach to see the relationship between music and other forms of art;
To promote the formation of an emotionally holistic attitude towards art, artistic taste, moral and aesthetic feelings: love for one’s neighbor, for one’s people, for the Motherland; respect for the history, traditions, and musical culture of different peoples of the world. responsiveness, love for the surrounding world;
To teach the basics of musical literacy: singing, listening and analyzing musical works, playing basic musical instruments,
The implementation of tasks is carried out through various types of musical activities, the main of which are choral singing, listening to music and thinking about it, playing children's musical instruments, as well as musical and rhythmic
movements, plastic intonation, improvisation and musical and dramatic theatricalization.
Item characteristics implements the Federal State Educational Standard for Primary General Education and is based on developing music education and activity-based mastery of art. Therefore, the program and software and methodological support for the subject (textbook-notebook, music reader and audio recordings) meet the requirements laid down in the Standard of Primary General Education:
- general goals of education– orientation towards the development of the student’s personality based on the assimilation of universal educational actions, knowledge and mastery of the world, recognition of the decisive role of the content of education, methods of organizing educational activities and interaction of participants in the educational process;
- educational objectives– development of abilities for an artistic, imaginative, emotional and value perception of music as a form of art, expression in creative activity of one’s attitude to the surrounding world, reliance on subject, meta-subject and personal learning outcomes.
Program specifics
The musical basis of the program consists of works by classical composers, from the Baroque era to the present day, folk music of Russia and countries near and far abroad, samples of sacred music, as well as a significantly updated repertoire of songwriters.
The work program takes into account the national-regional component, which provides for the introduction of first-graders to the musical traditions of the national Cossack spiritual culture and constitutes 10% of the curriculum.
The selection of musical works was carried out taking into account their accessibility, artistic expressiveness, and obvious educational and educational orientation.
The program and lesson planning define principles, on which the content and pedagogical technologies of teaching the subject “Music” are built, taking into account its interaction with other academic subjects, such as “Literary reading”, “The world around us”, “Fine arts”, “Physical education”. The wide cultural space of the subject “Music”, the use of various forms and types of student activities in music classes makes it possible to integrate the content of the subject and methods of music teaching into the space of other educational areas, without violating their logic of study, the specifics of teaching other school subjects, and the characteristics of the age development of children.
The 1st grade textbook introduces children's musical folklore (lullaby, riddles, proverbs. Folk games). This allows students to naturally introduce students to more complex artistic phenomena, for example, epics, fairy-tale fragments of operas (“Ruslan and Lyudmila”, M.I. Glinka).
The proposed lesson planning for 1st grade describes some of the most significant methods and techniques for teaching music for an art lesson, which take into account the characteristics of the musical material, its content, and the characteristics of the age and musical development of first-graders.
Method of artistic, moral and aesthetic knowledge of music;
Method of emotional dramaturgy;
The method of creating “compositions”, the method of playing, the method of artistic context;
Method of concentric organization of musical material.
The program and didactic material of music textbooks are based on the following principles:
Teaching music as a living figurative art;
Generalizing nature of knowledge;
Thematic structure of educational content, arising from the nature of art and its laws.
An idea of the musical culture of multinational Russia is given. Here, especially at the initial stage of schooling, it is important to develop in children the ability to observe, see and hear the world around them, to express their impressions in drawing, singing, playing elementary musical instruments, and artistic movement.
Health-saving technology support is used at every stage of the lesson.
II . SUBJECT CONTENT
Section 1. “Music around us” - 16 hours.
Music and its role in human everyday life. Composer – performer – listener. Songs, dances and marches are the basis of children's diverse life and musical experiences. The muses lead a round dance. Melody is the soul of music. Images of autumn nature in music. Dictionary of emotions. Musical ABC. Musical instruments: pipe, pipe, horn, harp, flute, harp. Sounding pictures. Russian epic tale about the guslar Sadko. Music in the celebration of the Nativity of Christ. Musical theatre: ballet.
First experiments in vocal, rhythmic and plastic improvisations. Expressive performance of compositions of different genres and styles. Completing creative tasks presented in workbooks.
And the eternal Muse is with me!
Composer – performer – listener. The birth of music as a natural manifestation of the human condition.
The muse is a sorceress, a good fairy, who reveals to schoolchildren the wonderful world of sounds that fill everything around. Composer – performer – listener.
Round dance of music.
Musical speech as a way of communication between people, its emotional impact on listeners. The sound of surrounding life, nature, moods, feelings and human character.
Music that sounds in different life situations. Characteristic features of songs and dances of different peoples of the world. Round dance, choir. Round dance is the oldest form of art that every nation has. Similarities and differences between Russian round dance, Greek sirtaki, Moldavian chorus.
Music can be heard everywhere.
The sound of surrounding life, nature, moods, feelings and human character. The origins of music.
Music and its role in human everyday life. To show that every life circumstance finds a response in music. Getting to know folk songs. Determining the character, mood of songs, genre basis. Role-playing game "Playing the composer."
The soul of music is melody.
Song, dance, march. Basic means of musical expression (melody).
Songs, dances and marches are the basis of children's diverse life and musical experiences. Melody is the main idea of any musical work. Identification of the characteristic features of genres: song, dance, march using the example of plays from P.I. Tchaikovsky’s “Children’s Album”. In a march - gait, intonation and rhythms of the step, movement. The song is melodious, wide breathing, smooth lines of the melodic pattern. Dance - movement and rhythm, smoothness and roundness of the melody, a recognizable three-beat meter in the waltz, mobility, clear accents, short “steps” in the polka. In the song, students play an imaginary violin. In the march, the “soldier” fingers march on the table and play an imaginary drum. In the waltz, students depict soft swaying of the body.
Music of autumn.
Intonation-figurative nature of musical art. Expressiveness and figurativeness in music.
Connect schoolchildren’s life impressions about autumn with artistic images of poetry, artist’s drawings, musical works by P.I. Tchaikovsky and G.V. Sviridov, and children’s songs. The sound of music in the surrounding life and inside the person himself. Verse form of songs.
Compose a melody.
Musical and speech intonations. Similarities and differences. Intonation is the source of the elements of musical speech. Regional musical and poetic traditions.
Development of the theme of nature in music. Mastering the elements of the melody composition algorithm. Vocal improvisations of children. Role-playing game "Playing the composer." The concepts of “melody” and “accompaniment”.
“The ABC, everyone needs the ABC...”
Music notation as a way of recording musical speech. Elements of musical notation. A system of graphic symbols for recording music.
The role of music in reflecting various phenomena of life, including school life. A fascinating journey to a school country and musical literacy.
Musical ABC.
Music notation as a way of recording musical speech. Elements of musical notation. A system of graphic symbols for recording music. Recording notes - signs to indicate musical sounds.
The musical alphabet is the relationship of all school lessons with each other. The role of music in reflecting various phenomena of life, including school life. A fascinating journey to a school country and musical literacy. Elements of musical literacy: notes, staff, treble clef.
General lesson.
Music and its role in human everyday life.
The game “Guess the Melody” is about identifying musical works and the composers who wrote these works. Generalization of musical impressions of first-graders for the 1st quarter.
Musical instruments.
Folk musical traditions of the Fatherland. Regional musical traditions.
Musical instruments of the Russian people are pipes, pipes, horns, and harps. Appearance, your own voice, skilled performers and master makers of folk instruments. Introduction to the concept of “timbre”.
"Sadko." From a Russian epic tale.
Observation of folk art.
Acquaintance with the folk epic tale “Sadko”. Acquaintance with genres of music, their emotional and figurative content, and the sound of a folk instrument - the gusli. Acquaintance with varieties of folk songs - lullabies, dance songs. Using the example of N.A. Rimsky-Korsakov’s music, give concepts "composer's music"
Musical instruments.
Folk musical traditions of the Fatherland. Musical instruments. Folk and professional music.
Comparison of the sound of folk instruments with the sound of professional instruments: pipe-flute, gusli - harp - piano.
Sounding pictures.
Musical instruments . Folk and professional music.
Expanding the artistic impressions of students, developing their associative-figurative thinking using the example of reproductions of famous works of painting and sculpture from different eras. The direction is to develop a sense of style in students - in which paintings folk music “sounds”, and in which ones - professional music, composed by composers.
Play out the song.
Polysemy of musical speech, expressiveness and meaning. Comprehension of the general laws of music: the development of music - the movement of music. Development of music in performance.
Development of skills in expressive performance by children of L. Knipper’s song “Why does the bear sleep in winter.” Identification of stages of plot development. Approach the conscious division of the melody into phrases, the meaningful execution of phrasing. Fundamentals of understanding the development of music.
Christmas has come, the celebrations begin. Native custom of antiquity.
Folk musical traditions of the Fatherland. Folk music from around the world. Sacred music in the works of composers. Observation of folk art.
Introducing children into the world of people's spiritual life. Acquaintance with religious holidays, traditions, songs. Acquaintance with the story of the birth of Jesus Christ and folk customs of celebrating the church holiday - the Nativity of Christ. Awareness of the images of Christmas songs, folk carols.
General lesson: Good holiday in the middle of winter.
A generalized idea of the main figurative and emotional spheres of music and the musical genre - ballet.
The lesson is dedicated to one of the most favorite holidays for children - New Year. Acquaintance with T. Hoffmann's fairy tale and the music of P. I. Tchaikovsky's ballet “The Nutcracker,” which leads children into the world of miracles, magic, and pleasant surprises.
Section 2. “Music and you” - 17 hours
Music in a child's life. Images of the native land. The role of the poet, artist, composer in depicting pictures of nature (words, colors, sounds). Images of morning and evening nature in music. Musical portraits. Acting out a musical fairy tale. Images of defenders of the Fatherland in music. Mother's holiday and musical works. The originality of a musical work is in the expression of the feelings of a person and the world around him. Intonation-meaningful reproduction of various musical images. Musical instruments: lute, harpsichord, piano, guitar. Music in the circus. Musical theatre: opera. Music in cinema. Poster for a musical performance, concert program for parents. Musical dictionary.
Expressive, intonationally meaningful performance of works of different genres and styles. Completing creative tasks presented in workbooks.
The region in which you live.
Works by domestic composers about the Motherland.
Russia is my homeland. Attitude to the Motherland, its nature, people, culture, traditions and customs. The idea of patriotic education. The concept of “Motherland” is through an emotionally open, positive and respectful attitude towards the eternal problems of life and art. Native places, parental home, admiration for the beauty of motherhood, worship of the workers and defenders of the native land. Pride in your homeland. Music about the native side, comforting in moments of grief and despair, giving strength in days of trials and difficulties, instilling faith, hope, love in a person’s heart... Art, be it music, literature, painting, has a common basis - life itself. However, each type of art has its own language, its own means of expression in order to convey various life phenomena, capturing them in vivid, memorable artistic images for listeners, readers, and viewers.
Artist, poet, composer.
The sound of surrounding life, nature, moods, feelings and human character. The birth of music as a natural manifestation of the human condition.
Art, be it music, literature, painting, has a common basis - life itself. However, each type of art has its own language, its own means of expression in order to convey various life phenomena, capturing them in vivid, memorable artistic images for listeners, readers, and viewers. Appeal to the genre of landscape, sketches of nature in different types of art. Musical landscapes are the reverent attitude of composers to what they saw, “heard with their hearts,” and enchanted their nature. A logical continuation of the theme of the relationship between different types of art, an appeal to the song genre as a unity of music and words.
Morning music.
Intonation - figurative nature of musical art. Expressiveness and figurativeness in music.
A story of music about the life of nature. The importance of the principle of similarity and difference as leading in the organization of children’s perception of music. The contrast of musical pieces that paint a picture of the morning. Music has an amazing ability to convey feelings, thoughts, human character, and the state of nature without words. The character of the music is especially clearly revealed when comparing the plays. Identification of the features of melodic pattern, rhythmic movement, tempo, timbre colors of instruments, harmony, principles of form development. Expressing your impression of music to drawing.
Music of the evening.
Intonation as an internal voiced state, expression of emotions and reflection of thoughts. Intonation is the source of the elements of musical speech.
Entering the topic through the genre - a lullaby. Features of lullaby music. Features of the vocal and instrumental music of the evening (character, melodiousness, mood). Performing a melody using plastic intonation: imitating a melody on an imaginary violin. Designation of dynamics and tempo that emphasize the character and mood of the music.
Musical portraits.
Expressiveness and figurativeness in music. Musical and speech intonations. Similarities and differences.
The similarities and differences between music and spoken language using the example of the vocal miniature “Chatterbox” by S. Prokofiev based on poems by A. Barto. Intonation-meaningful reproduction of various musical images. The secret of the composer's intention is in the title of the musical work. The attitude of the authors of works of poets and composers to the main characters of musical portraits.
Act out a fairy tale. "Baba Yaga" is a Russian folk tale.
Observation of folk art. Musical and poetic folklore of Russia: games - dramatizations.
Introduction to the fairy tale and folk game “Baba Yaga”. Meeting with images of Russian folklore.
The muses were not silent.
A generalized representation of the historical past in musical images. The theme of defense of the Fatherland.
The theme of defense of the Fatherland. Feats of the people in the works of artists, poets, composers. Memory and monument - a commonality in related words. The memory of generals, Russian warriors, soldiers, of the events of difficult days of trials and anxieties, preserved in folk songs, images created by composers. Musical monuments to the defenders of the Fatherland.
Mom's holiday.
Intonation as an internal voiced state, expression of emotions and reflection of thoughts.
The lesson is dedicated to the dearest person - mother. Understanding the content is based on a comparison of poetry and music. Spring mood in music and works of fine art. Melodiousness, cantilena in lullabies that can convey a feeling of peace, tenderness, kindness, affection.
General lesson.
Generalization of musical impressions of first-graders for the 3rd quarter.
Musical instruments. Everyone has their own musical instrument.
Musical instruments.
Instrumentation and staging of songs. Game songs with a distinct dance character. The sound of folk musical instruments.
Musical instruments.
Musical instruments.
Meeting with musical instruments – harp and flute . The appearance, timbre of these instruments, expressive capabilities. Acquaintance with the appearance, timbres, and expressive capabilities of musical instruments - lute, harpsichord Comparison of the sounds of works performed on the harpsichord and piano. The skill of a performer - a musician.
“The Wonderful Lute” (based on an Algerian fairy tale). Sounding pictures.
Musical speech as a way of communication between people, its emotional impact on listeners.
Acquaintance with musical instruments through the Algerian fairy tale “The Wonderful Lute”. Reflection on the limitless possibilities of music in conveying human feelings, thoughts, and the power of its influence. A generalized description of music, giving an idea of the features of Russian folk drawn-out, lyrical, daring dance songs. Completing the task and identifying the main question: what music can help a foreign guest get to know another country better? Artistic image. Consolidating ideas about musical instruments and performers. The nature of the music and its correspondence to the mood of the picture.
Music in the circus.
A generalized idea of the main figurative and emotional spheres of music and the variety of musical genres. Song, dance, march and their varieties.
The originality of a musical work is in the expression of the feelings of a person and the world around him. A circus performance with music that creates a festive mood. Music that sounds in the circus and helps the artists perform complex numbers, and prompts the audience to see the appearance of certain characters in the circus performance.
A house that sounds.
A generalized idea of the main figurative and emotional spheres of music and the variety of musical genres. Opera, ballet. Songfulness, dancing, marching.
Introducing first graders to the world of musical theater. A journey to musical lands like opera and ballet. Opera heroes sing, ballet heroes dance. Singing and dancing are united by music. Famous folk tales become the plots of operas and ballets. In operas and ballets, song, dance and march music are found.
Opera-fairy tale.
Opera. Songfulness, dancing, marching. Various types of music: vocal, instrumental; solo, choral, orchestral.
A detailed introduction to choruses from children's operas. Opera characters have their own distinct musical characteristics – theme melodies. Opera characters can sing one at a time - a soloist and together - in a choir accompanied by piano or orchestra. There may be episodes in operas where only instrumental music is played.
“There is nothing better in the world.”
Music for children: cartoons.
Favorite cartoons and music that sounds every day in our lives. Acquaintance with composers-songwriters who create musical images.
General lesson. (Lesson-concert.)
Generalization of musical impressions of first-graders for the 4th quarter and year.
Performing learned songs throughout the year. Preparation of a poster and program for the concert.
Section 1. “Music around us”
"The Nutcracker", fragments from the ballet. P. Tchaikovsky.
“October” (“Autumn Song”) from the cycle “Seasons”. P. Tchaikovsky.
“Lullaby of the Volkhovs”, Sadko’s song (“Play, my little geese”) from the opera “Sadko”. N. Rimsky - Korsakov.
"Peter and the Wolf", fragments from a symphonic fairy tale. S. Prokofiev.
The third song of Lelya from the opera “The Snow Maiden”. N. Rimsky-Korsakov.
"Guslyar Sadko" V. Kikta.
“Frescoes of Sophia of Kyiv”, fragment of the 1st movement of the Symphony Concertante for harp and orchestra. V. Kikta.
"The star has rolled." V. Kikta, words by V. Tatarinov.
"Melody" from the opera "Orpheus and Eurydice". K. Gluck.
“Joke” from Suite No. 2 for orchestra. I.-S. Bach.
“Autumn” from Musical illustrations to A. Pushkin’s story “Blizzard”. G. Sviridov.
“Shepherd’s Song” on the theme from the 5th movement of Symphony No. 6 (“Pastoral”). L. Beethoven, words by K. Alemasova.
"Droplets." V. Pavlenko, words by E. Bogdanova; "Skvorushka says goodbye." T. Popatenko, lyrics by M. Evensen; “Autumn”, Russian folk song, etc.
"ABC". A. Ostrovsky, words by Z. Petrova; "Alphabet". R. Pauls, words by I. Reznik; "Domisolka". O. Yudakhin, words by V. Klyuchnikov; "Seven Girlfriends" V. Drotsevich, words by V. Sergeev; "Song about school." D. Kabalevsky, words by V. Viktorov and others.
"Dudochka", Russian folk song; “Dudochka”, Belarusian folk song.
"The Shepherd's", a French folk song; “Dudariki-Dudari”, Belarusian folk song, Russian text by S. Leshkevich; “The Cheerful Shepherd Boy”, Finnish folk song, Russian text by V. Guryan.
“Why does a bear sleep in winter?” L. Knipper, words by A. Kovalenkov.
"Winter's Tale". Music and lyrics by S. Krylov.
Christmas carols and Christmas songs of the peoples of the world.
Section 2. “Music and you”
Pieces from the "Children's Album". P. Tchaikovsky.
"Morning" from the suite "Peer Gynt". E. Grieg.
"Good afternoon". Y. Dubravin, words by V. Suslov.
"Morning". A. Partskhaladze, words by Yu. Polukhin.
“Sun”, Georgian folk song, arrangement. D. Arakishvili.
“Pastoral” from Musical illustrations to A. Pushkin’s story “The Snowstorm”. G. Sviridov.
"Pastoral" from the Suite in the Ancient Style. A. Schnittke.
"The tune." A. Schnittke.
"Morning". E. Denisov.
“Good morning” from the cantata “Songs of Morning, Spring and Peace.” D. Kabalevsky, words by Ts. Solodar.
“Evening” from the Symphony-action “Chimes” (read by V. Shukshin). V. Gavrilin.
"Evening" from "Children's Music". S. Prokofiev.
"Evening". V. Salmanov.
"Evening Tale". A. Khachaturyan.
"Minuet". L. Mozart.
"Chatterbox." S. Prokofiev, lyrics by A. Barto.
"Baba Yaga". Children's folk game.
“Everyone has their own musical instrument”, Estonian folk song. Processed X. Kyrvite, per. M. Evensen.
Main melody from Symphony No. 2 (“Bogatyrskaya”). A. Borodin.
“Soldiers, Bravo Lads”, Russian folk song.
"Song about the Little Trumpeter." S. Nikitin, words by S. Krylov.
“Taught by Suvorov.” A. Novikov, words by M. Levashov.
"Bagpipes". J. S. Bach.
"Lullaby". M. Kazhlaev.
"Lullaby". G. Gladkov.
“Goldfish” from the ballet “The Little Humpbacked Horse”. R. Shchedrin.
Lute music. Francesco da Milano.
"Cuckoo". K. Daken.
"Thank you". I. Arseev, words by Z. Petrova.
"Holiday of grandmothers and mothers." M. Slavkin, words by E. Karganova.
"Clowns" D. Kabalevsky.
"Seven Little Goats", the final chorus from the opera "The Wolf and the Seven Little Kids". M. Koval, words by E. Manucharova.
Final chorus from the opera “The Tsokotukha Fly”. M. Krasev, words by K. Chukovsky.
"Good elephants" A. Zhurbin, words by V. Shlensky.
"We're riding ponies." G. Krylov, words by M. Sadovsky.
"The Elephant and the Violin." V. Kikta, words by V. Tatarinov.
“Jingle Bells”, American folk song, Russian text by Y. Khazanov.
“Where are you from, music?” Y. Dubravin, words by V. Suslov.
“The Town Musicians of Bremen” from Musical Fantasy on the theme of fairy tales by the Brothers Grimm. G. Gladkov, words by Yu. Entin.
Scope and timing of study
1 hour per week is allocated for studying music, a total of 33 hours:
Scope of the program according to SanPiNami and with the Basic curriculum in the 1st grade, 33 hours are allocated for the subject “Music” (at the rate of 1 hour per week) and is designed for 1 year of study.
Preferred forms and types of organization of the educational process in the lesson are:
- frontal, group, individual, collective, classroom and extracurricular, excursion, travel, exhibition joint with the teacher, educational and cognitive activity, lesson - concert, summarizing lesson.
Forms and types of organization of the educational process:
Students learn to cooperate when completing tasks in pairs and in groups (project activities); control one’s own and other people’s activities, carry out step-by-step and final control using a variety of techniques; establish associative connections between the music heard and life situations.
And also provided non-traditional forms conducting lessons: travel lessons, game lessons, excursion lessons, concert lessons.
Elementary concepts from the field of musical literacy are acquired by children in the process of various types of musical activities: perception of music and thoughts about it, singing, plastic intonation and musical-rhythmic movements, instrumental music-making, various types of improvisations (speech, vocal, rhythmic, plastic, artistic), “acting out” and dramatizing works of a programmatic nature, performing creative tasks.
The scope of students' performing activities includes:
Choral and ensemble singing;
Plastic intonation and musical-rhythmic movements;
Playing musical instruments;
Staging (acting out) songs, fairy tale plots, programmatic musical plays;
Mastering the elements of musical literacy as a means of recording musical speech.
In addition, children show creativity in thinking about music:
Improvisations (speech, vocal, rhythmic, plastic);
In drawings on the themes of favorite musical works, in drawing up the program for the final concert.
Forms and types of control:
Types of control:
Current, thematic, final.
Frontal, combined, oral.
Forms (techniques) of control: oral survey; observation, independent work, testing
III . PRACTICAL TASKS ON THE SUBJECT “MUSIC” 1st GRADE.
Interim certification is carried out in accordance with the requirements for the level of preparation of students in grade 1 of primary school in the form of final tests at the end of each section. At the end of the school year in the form of a final lesson-concert (lesson 33).
IV . REQUIREMENTS OF THE FEDERAL STATE EDUCATIONAL STANDARD FOR THE EDUCATIONAL PROCESS.
Formation of general educational skills.
Development of initial skills and abilities is planned:
Musical-instrumental, musical-speech, musical-game, musical-motor and musical-visual improvisation;
Skills in expressive performance of children's folklore, as well as songs included in the program by classical and contemporary composers for children.
The program includes: dramatization of musical works, plastic movements to music, acquaintance with the musical folklore of the peoples of Russia, with the centers of national musical culture.
Requirements for results:
Subject results:
Formation of initial ideas about the role of music in human life, in his spiritual and moral development.
The formation of the foundations of musical culture, including the material of the musical culture of the native land, the development of artistic taste and interest in musical art and musical activity.
Native roots, native speech, native musical language are the basis on which love for Russian and Khakassian culture is cultivated.
Personal results:
The ability of students for self-development, the formation of motivation for learning and cognition, the value and semantic attitudes of students, reflecting their individual personal positions, social competencies, personal qualities; formation of the foundations of civic identity.
Meta-subject results:
The use of sign-symbolic and speech means to solve communicative and cognitive problems.
Participation in joint activities based on cooperation, search for compromises, distribution of functions and roles.
By the end of the training, students will have developed:
PERSONAL
Students will develop:
Positive attitude and interest in learning music;
Experience in musical performance activities;
Initial skills in searching and analyzing information about musical art;
Ability to listen to music;
System of spiritual and moral values.
can be formed:
Perception of music as part of the general culture of the individual;
The need for independent musical and creative activity;
Adequate self-esteem;
A sense of responsibility for doing one’s part in the group (vocal ensemble);
Positive educational and cognitive motivation for learning.
SUBJECT
Students will learn:
Possess the basics of musical knowledge;
Possess basic singing skills;
Perform expressively folk and composer songs;
Distinguish between percussion, wind and string musical instruments;
Possess initial skills in playing noise musical instruments;
Recognize by ear the main part of musical works;
Express your attitude to music in words, movements, gestures, facial expressions;
Connect the artistic and figurative content of musical works with specific phenomena of the surrounding world;
Evaluate musical images of people and fairy-tale characters according to the criteria of beauty, kindness, justice, etc.;
Coordinate movement and singing to reflect the mood of the music
Emotionally respond to music of a different nature with the help of simple movements; plastic intonation;
Possess the skills of “free conducting”;
Understand the elements of musical literacy as a means of understanding musical speech;
Have an emotional and conscious attitude towards music of various styles: folklore, religious music, classical and modern;
Understand the content, intonation and figurative meaning of the simplest works (song, dance, march) and works of more complex genres (opera, ballet);
Express personal impressions of communication with music of different genres, styles, national and composer schools;
Improvise (speech, vocal, rhythmic, instrumental, plastic, artistic improvisations);
Analyze the content, form, musical language of different genres;
Use means of musical expression in different types and forms of children's music-making;
Know leading performing musicians and performing groups;
Recognize the creative style of Russian and foreign composers;
Learn music of various genres (simple and complex);
Understand the features of the interaction of music with other types of art (literature, fine arts, cinema, theater);
Personally evaluate the music played in class and outside of school;
Acquire artistic, musical and aesthetic self-education skills.
METAPUBJECT
Regulatory universal learning activities
The student will learn:
Accept the learning task;
Understand the position of the listener, including when perceiving images of heroes of musical fairy tales and musical sketches from the lives of children;
Exercise initial control over his participation in types of musical activities that interest him;
Adequately perceive the teacher’s suggestions.
Accept the musical performance task;
Perceive the opinions (about the piece listened to) and suggestions (regarding the performance of music) of peers and parents;
Accept the position of a musical performer.
Cognitive universal learning activities
The student will learn:
To navigate the information material of the textbook, to search for the necessary information (Musical Dictionary);
Find different parts in a musical text;
Understand the content of the drawings and correlate it with musical impressions;
Use pictorial and simple symbolic options for musical notation..
The student will have the opportunity to learn:
Correlate different works by mood, form, and certain means of musical expression (tempo, dynamics);
Use rhythm cards;
Understand musical notation;
Build reasoning about the visually perceptible properties of music;
Correlate the content of the drawings with musical impressions.
Communicative universal learning activities
The student will learn:
Perceive a piece of music and other people’s opinions about music;
Take into account the mood of other people, their emotions from the perception of music;
Take part in group music playing and collective performances;
Understand the importance of performing in groups (boys clap, girls stomp, teacher accompanies, children sing, etc.);
Control your actions in group work
The student will have the opportunity to learn:
Perform musical works with peers, performing different functions;
Use simple speech means to convey your impression of the music;
Monitor the actions of other participants in the process of choral singing and other types of joint musical activities.
V .REQUIREMENTS FOR STUDENTS' LEVEL OF PREPARATION:
Mastering musical knowledge:
Master the basis of musical knowledge.
Possess basic singing skills.
Expressively perform folk and composer songs included in the program.
Distinguish between types of musical instruments.
Possess basic skills in playing noise musical instruments.
Recognize by ear the main part of musical works, determine their names.
Be able to express your musical impressions in words.
Be able to evaluate musical images of people and fairy-tale characters according to the criteria of beauty, kindness, and justice.
Gain basic knowledge of musical notation.
Be able to respond to music with the help of simple movements and plastic intonation, dramatization of plays of a programmatic nature.
Must solve educational and practical problems:
Show interest in listening to folk and classical music;
Gain experience in musical performance culture (choral, ensemble and solo singing), as well as skills in playing musical and noise instruments;
Distinguish the nature of music, its dynamic register, timbre, meter-rhythmic, intonation features;
Distinguish between music of different genres;
Identify musical instruments by name and performance.
Perceive musical works with a pronounced life content, determining their character and mood;
To develop the skill of expressing one’s attitude to music in words (emotional vocabulary), plasticity, as well as facial expressions;
Develop singing skills (coordination between hearing and voice, development of unison, cantilena, calm breathing), expressive performance of songs.
Based on the results of mastering the 1st grade program, students must
know/understand:
Distinctive features of musical and theatrical genres - opera and ballet;
Basics of music theory and musical literacy: major and minor modes, melody, names of notes, tempos (fast-slow), dynamics (loud-quiet);
be able to:
Recognize some musical instruments from the images (grand piano, upright piano, violin, flute, harp), as well as folk instruments (accordion, button accordion, balalaika)
Determine the character and mood of music, taking into account the terms and figurative definitions that are presented in the 2nd grade textbook;
Find the simplest associations between musical, pictorial and poetic works (common themes, moods);
Convey the mood of music and its changes: in singing (perform leqato, non leqato, correctly distribute breathing in a phrase, make a climax), musical-plastic movement, playing children's musical instruments;
Start and finish singing on time, be able to sing in phrases, listen to pauses. Pronounce words clearly and clearly when performing. Understand the conductor's gesture.
Perform vocal works with and without accompaniment.
Use acquired knowledge and skills in practical activities and everyday life to:
Performances of familiar songs;
Participation in collective singing;
Playing music on children's musical instruments;
Transmission of musical impressions through plastic and visual means.
Creatively exploring musical art, by the end of 1st grade
students will learn:
Perceive music of various genres;
Aesthetically respond to art, expressing your attitude towards it in various types of musically creative activities;
Identify types of music, compare musical images in the sound of various musical instruments, including modern electronic ones;
Communicate and to interact in the process of ensemble, collective (choral and instrumental) embodiment of various artistic images.
Demonstrate an understanding of the intonation-figurative nature of musical art, the relationship between expressiveness and visualization in music, the ambiguity of musical speech in the situation of comparing works of different types of art;
Recognize studied musical works and name their authors;
Perform musical works of individual forms and genres (singing, dramatization, musical-plastic movement, instrumental music-making, improvisation, etc.).
Evaluation of the results of students’ educational activities in the “Music” course
1 class
Grade The musical and practical activities of 1st grade students in music lessons are only of an encouraging, stimulating nature. It should take into account the individual initial level of general and musical development of the student, the intensity of the formation of musical and auditory concepts, practical skills, and the accumulation of primary knowledge about music.
Thus, the assessment of the level of musical development of students proposed below is conditional:
Emotional responsiveness as an indicator of the development of interest and desire to listen to music;
Manifestation of any creative activity, independence;
Level of development of musical thinking (imagery, associativity);
Ability to apply “key knowledge” about music;
Level of performing culture (creativity, emotionality).
A music lesson requires the teacher to have great creative potential and the ability to create conditions for the child’s self-expression; through their own activities and emotional expressiveness, to awaken interest, taste, need, and ideas about beauty.
An indicator of the level of formation of the musical culture of schoolchildren can be the experience of perceiving music, internal hearing of masterpieces of world musical art and a personal interested attitude towards music in general and individual favorite compositions of the past and present day.
Inclusion of a national-regional component in the content of the “Music” course
Currently, a music teacher will not be able to fully develop the musical abilities of students without referring to the best examples of national art. By replacing and expanding the music given in the program, it is important to introduce students to the original folk music of professional and amateur components. Mastering national musical material at school will help expand students' musical horizons, develop a respectful attitude towards the music of other peoples, and identify processes of interrelations and interactions between cultures. In the process of music lessons, the student becomes acquainted with the fact that there are numerous connections between folk and composer music, that the formation and development of national musical culture is influenced by the art of other countries and peoples. The main task at this stage is to reveal to children the beauty of music of different nations, to identify the characteristic features of folk compositions, and to reveal the uniqueness and commonality of musical cultures.
Thematic planning
sectionStudent activities
the date of the
Section 1:
« Music around us" -16 hours
Music and its role in human everyday life. Composer - performer - listener. Songs, dances and marches are the basis of children's diverse life and musical experiences. Images of autumn nature in music. Music notation as a way of recording musical speech. Elements of musical notation.
Intonation as a voiced state, expression of emotions and thoughts. Music in the celebration of the Nativity of Christ. Musical theatre: ballet.
Sample music material
Nutcracker. Ballet (fragments). P. Tchaikovsky.
Children's album. P. Tchaikovsky.
October (Autumn Song). From the series “Seasons”. P. Tchaikovsky.
Volkhov's lullaby, Sadko's song "Play, my little hares." From the opera "Sadko". N. Rimsky-Korsakov.
The third song of Lelya from the opera “The Snow Maiden”. N. Rimsky-Korsakov.
Guslyar Sadko. V. Kikta.
Frescoes of Sophia of Kyiv. concert symphony for harp and orchestra (I part “Ornament”). V. Kikta
The star rolled. V. Kikta. words by V. Tatarinov.
Melody. From the opera "Orpheus and Eurydice". K.-V. Glitch.
Joke. From Suite No. 2 for orchestra. I.-S. Bach.
Autumn. From Musical illustrations to A. Pushkin's story "Blizzard". G. Sviridov.
Shepherd's song. On the theme from the 5th movement of Symphony No. 6 (“Pastoral”). L. Beethoven, lyrics by K. Alemasova; Droplets V. Pavlenko. words by E. Bogdanova; Skvorushka says goodbye. T. Potapenko. elephant M. Evensen; Autumn, Russian folk song, etc.
ABC L. Ostrovsky, words 3. Petrova: Alphabet. R. Pauls, words by I. Reznik; Domisolka. O. Yudakhina. words by V. Klyuchnikov; Seven girlfriends.
Observe behind music in a person's life.
Distinguish moods, feelings and character of a person expressed in music.
manifest emotional responsiveness, personal attitude in the perception and performance of musical works. Dictionary of emotions.
Execute songs (solo, ensemble, choir), play children's elementary musical instruments (and ensemble, orchestra).
Compare musical and speech intonations determine their similarities and differences.
Realize first experiences of improvisation and composing and singing, playing, plastic arts.
dramatize for school holidays, musical images of songs, program plays, folk tales.
Participate in joint activities (in a group, in pairs) when embodying various musical images.
Meet with elements of musical notation. Identify similarities and distinguish between musical and pictorial images.
Pick up poems and stories that match the mood of musical plays and songs.
Simulate in the graphics there are features of song, dance, march.
2.09.-30.12.
Section 2:
« Music and you" -17 hours
Music in a child's life. Images of the native land. The role of the poet, artist, composer in depicting pictures of nature (words - colors - sounds). Images of defenders of the Fatherland inmusic. Musical congratulations. Musical instruments: lute, harpsichord, piano, guitar. Epics and fairy tales about the influencing power of music.
Music in the circus. Musical theatre: opera.Music in cinema. Musical performance poster,aboutgramsconcert for parents
Sample musical material.
Children's alboom.Plays. P. Tchaikovsky.
Morning.From the suite- Peer Gynt. E. Grieg.
Good afternoon.M. Dubravin. elephant V. Suslov:Morning.A. Partskhaladze, words by Yu Polukhin:Sun.Georgian folk song, arrangement. L. Arakishvili.
Pacmopal.From musical illustrations to A. Pushkin’s story “The Snowstorm” by G.Sviridov: NaigryshA. Schnittke:Morning in the forest.V. Salmanov.Good morning.From the cantata "Songs of Morning, Spring and Peace". D. Kabalevsky, words by Ts. Solodar.
Evening.FromSymphonies-actions “Chimes” (after reading by V. Shukshin) V. Gavrilin: Evening. From "Children's Music". S. Prokofiev.Evening.V. Salmanov.Evening tale.A. Khachaturyan.
Minuet.V-A. Mozart.
ChatterboxS. Prokofiev, words by A. Barto.
Baba Yaga.Children's folk game.
Everyone has their own musical instrument,Estonian folk song. Processed X. Kyrvite. lane M. Evensen.
Symphony № 2 ("Bogatyrskaya").1 -th part (fragment). And Borodin.
Soldiers,Braveyou guys,Russian folk song;A song about a little trumpeter.S. Nikitin, words by S. Krylov:Taught by SuvorovA. Novikov, words by M. Levashov.
Bagpipes.AND.-WITH. BOh.
Lullaby.M. Kazhlaev;Lullaby.Gene. Gladkov.
Goldfish.From the ballet “The Little Humpbacked Horse.” R. Shchedrin.
Cuckoo.K. Daken.
Thank you.I. Arseev, words3. Petrova;Holiday of grandmothers and mothers.M. Slavkin, words by E. Karganova.
Exit march; Lullaby(elephant V. Lebedev - Kumach). From the music to the film "Circus". I. Dunaevsky:.
Clowns.D. Kabalevsky.
Seven kids.Final chorus from the opera "The Wolf and the Seven Little Goats". M. Koval, words by E. Manucharova.
Closing chorus.From the opera “The Tsokotukha Fly.” M. Krasev. words by K. Chukovsky
Good elephants.A. Zhurbin, words by V. Shlensky;We ride ponies.G. Krylov, words by M. Sadovsky;Elephant and violin.V. Kikta, elephant V. Tatarinov: Bells. American folk song, Russian text by Y. Khazanov;Where are you from, music?Y. Dubravin, words by V. Suslov.
The Bremen Town Musicians.From a musical fantasy on the theme of fairy tales by the Brothers Grimm. Gene. Gladkov, words by Yu. Entin.
Compare musical works of different genres.
Execute musical compositions of different nature.
Compare speech and musical intonations,identify their belonging to various genres of folk and professional music.
Improvise (vocal, instrumental, dance improvisation) in the nature of the main genres of music.
Learn and perform samples of musical and poetic creativity (tongue twisters, round dances, games, poems).
Play a trick folk songs, participate in collective dramatization games.
Pick up images of familiar musical instruments to corresponding music
Incarnate in the drawings there are images of favorite heroes of musical works andintroduce them at exhibitions of children's creativity.
dramatize songs, dances, marches from children's operas and from film scores and demonstrate them at concerts for parents, school holidays, etc.
Compose poster and program of a concert, musical performance, school holiday.
Participate in preparing and conducting the final lesson-concert.
13.01.-19.05.
Total
33 hours
Calendar - thematic planning
in music 1st grade
SkorrekScheduled date for the lesson
Music around us – 16 hours
And the eternal muse is with me!
pp.8-9
Understand : rules of behavior in a music lesson. Singing rules. The meaning of the concepts “Composer – performer – listener”, muse. Determine the mood of the music, follow the singing attitude. Possess basic singing skills. Participate in group singing. Respond emotionally to a piece of music and express your impressions through singing, playing or performing.
2.09.
Round dance of music.
pp.10-11
Recognize by ear the main part of musical works. Convey the mood of music in singing. Identify individual features of an object and combine them according to a common feature.
9.09.
Music can be heard everywhere.
pp.12-13
Determine the character, mood, genre basis of songs. Take part in elementary improvisation and performance activities.
16.09.
The soul of music is melody.
pp.14-15
Identify characteristic features of genres: song, dance, march. Respond to the character of the music with the plasticity of the hands, rhythmic claps. Determine and compare the character and mood in musical works.
23.09.
Music of autumn.
pp.16-17
Volitional self-regulation, control in the form of comparison of the method of action and its result with a given standard
30.09.
Compose a melody.
pp.18-19
Master the elements of the melody composition algorithm. Do the exercises yourself.
Show a personal attitude when perceiving musical works, emotional responsiveness.
7.10
The alphabet, everyone needs the alphabet... The musical alphabet.
pp.20-23
Recognize the works you have studied. Participate in the collective performance of the rhythm, depicting the pitch of the melody with hand movements. Correctly convey the melody of the song.
21.10.
Musical instruments (pipe, horn, harp, pipe)
pp.24-25
Compare the sounds of folk and professional instruments. Identify individual features of an object and combine them according to a common feature. Convey the mood of music through plastic movement and singing. Define the general nature of music.
28.10.
Sing familiar songs.
4.11.
“Sadko” (from a Russian epic tale).
pp.26-27
Listen attentively musical fragments and find the characteristic features of music in the literary fragments heard.
Determine by ear the sound of folk instruments.
11.11.
Musical instruments (flute, harp).
pp.28-29
Recognize wind and string instruments.
Isolate and show (imitation of playing) while playing folk instruments.
Perform vocal works without musical accompaniment.
Find similarities and differences in instruments of different nations.
18.11.
Sounding pictures.
pp.30-31
Musical instruments. Folk and professional music.
Recognize musical instruments from pictures.
Participate in collective singing, start and finish singing on time, listen to pauses, understand the conductor’s gestures.
2 .12.
Act out the song.
pp.32-33
Plan your activities, perform a song expressively and draw up a performance plan for a vocal composition based on the plot line of the poetic text.
Find the desired sound character.
Improvise “musical conversations” of various types.
9.12.
Christmas has come, the celebrations begin.
pp.34-35
Observe when singing singing attitude, sing expressively, hear yourself and your comrades.
Start and finish singing on time.
Understand the conductor's gestures.
16.12.
Native custom of antiquity. Good holiday in the middle of winter.
pp.36-37
Recognize mastered musical works.
Define the general nature of music.
Take part in games, dances, songs.
23.12.
Music around us (generalization).
pp.38-41
Express your attitude to various musical compositions and phenomena.
Create your own interpretations.
Sing familiar songs.
30.12.
Music and you – 17 hours
1(17)
The region in which you live.
pp.42-43
Express what feelings arise, when you sing songs about Homeland.
Distinguish expressive possibilities - violins.
13.01.
2(18)
Poet, artist, composer.
pp.44-45
Define the general nature of music.
Rhythmic and intonation accuracy during the introduction to the song.
20.01.
3(19)
Morning music. Music of the evening.
pp.46-49
According to the sounded fragment identify a piece of music, feel empathy for nature.
Find the right words to convey the mood. Be able to compare, contrast, different genres of music.
27.01.
4(20)
Musical portraits.
pp.50-51
Listen to the musical fabric of the work.
Determine the character and mood of the music by ear.
Connect children's auditory impressions with visual ones.
3.02.
5(21)
Act out a fairy tale (Baba Yaga. Russian fairy tale).
pp.52-53
Highlight characteristic intonation musical features of a musical composition: visual and expressive.
10.02.
6(22)
Everyone has their own musical instrument.
pp.54-55
Highlight characteristic
17.02.
7(23)
The muses were not silent.
pp.56-57
Determine the character of the music and convey its mood.
Describe the image of Russian soldiers.
Empathize with the musical image, listen carefully.
3.03.
8(24)
Musical instruments.
pp.58-63
Compare the sounds of musical instruments.
Recognize musical instruments by appearance and sound.
Demonstrate playing musical instruments with imitative movements.
10.03.
9(25)
Mom's holiday.
pp.60-61
Convey emotionally during choral performance songs of different nature, improvise.
17.03.
10(26)
A wonderful lute (based on an Algerian fairy tale).
pp.64-65
Reflect on the possibilities of music in conveying a person’s feelings, thoughts, and the power of its impact.
Summarize the characteristics of musical works.
Perceive artistic images of classical music.
Expand words knowledge.
Convey the mood of music through plastic movement and singing.
24 .03.
11(27)
Sounding pictures. Generalization of the material.
pp.66-67
31.03.
12(28)
Music in the circus.
pp.68-69
Recognize the studied musical works and name the names of their authors;
Convey the mood of music and its changes: in singing, musical and plastic movement.
14.04.
13(29)
A house that sounds.
pp.70-71
Listen to the music being played and determine the nature of the work.
Highlight characteristic intonation musical features of a musical composition.
Respond emotionally to a piece of music and express your impressions through singing, playing or performing.
21.04.
14(30)
Opera-fairy tale.
pp.72-73
Name the work you like, giving its characteristics.
Be able to compare, contrast, different genres of music.
28.04.
15(31)
There is nothing better in the world...
pp.74-75
Through various forms of activity, systematize children's vocabulary.
5.05.
16(32)
Poster. Program. Your musical dictionary.
pp.76-77
Create a poster and program for a concert, musical performance, school holiday
12.05.
17(33)
Music and you. Generalization of the material.
pp.78-79
Express your own attitude to various musical phenomena and compositions.
Create your own performing interpretations.
19.05.
Total 33 hours
Educational and methodological support
For the teacher:
1.Kritskaya E.D. Music. 1st grade: educational. for general education institutions/ E.D. Kritskaya, G.P. Sergeeva, T.S. Shmagina. – M.: Education, 2015
2.Music. Reader of musical material. 1st grade: teacher's manual / comp. E.D. Cretan. – M.: Education, 2011
For students:
Kritskaya E.D. Music. 1st grade: educational. for general education institutions/ E.D. Kritskaya, G.P. Sergeeva, T.S. Shmagina. – M.: Education, 2015.
Agreed Agreed Head of the School of Education for Primary Teachers Deputy Director for Educational Management of Classes and GPA Teachers ___________T.G. Moshnenko
______________ /E.N. Bondina/
Protocol No. from 2016 “____” ____________ 2016
Explanatory note
The working curriculum is developed based onFederal component of the state educational standard for basic education in art.An approximate curriculum of basic education, approved by the Ministry of Education of the Russian Federation, in accordance with the federal component of the state standard of basic general education and is designed for 2 years of study. Developed based on the author's program"Art 8-9 grades" , program authorsG. P. Sergeeva, I. E. Kashekova, E. D. Kritskaya.Collection: “Programs for educational institutions:“Music grades 1-7. Art 8-9 grades » Moscow, Education, 2010.The program was developed on the basis of federal state standards of general education, is intended for basic schools of general education institutions and is designed for two years of study - in grades 8 and 9.This program was developed in accordance with the curriculum of the educational institution within the framework of the integrated educational subject “Art for grades 8-9”. The supply of educational material is provided to the music and fine arts teacher on topics according to the thematic plan. The creation of this program is caused by the relevance of the integration of school education into modern culture and due to the need to introduce teenagers into the modern information, socio-cultural space. The content of the program ensures that schoolchildren understand the importance of art in the life of a person and society, the impact on his spiritual world, and the formation of value and moral orientations.Purpose of the program - development of experience of an emotional and value-based attitude towards art as a socio-cultural form of exploration of the world, affecting individuals and society.
Features of the work program in the subject
The content of the program is based on extensive material covering various types of arts, which enables students to master the spiritual experience of generations, the moral and aesthetic values of world artistic culture. Culture appears before schoolchildren as the history of the development of human memory, the greatest moral significance of which, according to Academician D.S. Likhachev, “is in overcoming time.”
The attitude towards the monuments of any of the arts is an indicator of the culture of the entire society as a whole and of each person individually. Preservation of the cultural environment and creative life in this environment will ensure attachment to their native places, moral discipline and socialization of the students’ personality.
The working curriculum in art for the 8th grade was developed on the basis of the State educational standard of the program“Art 8-9 grades”, authors: G.P. Sergeeva, E.D. Kritskaya M., Prosveshchenie, 2007. This program is certified “Recommended by the Ministry of Education and Science of the Russian Federation.”The program is part of an educational and methodological set for grades 8–9 of educational institutions of various types, which will include a textbook, a phonograph of musical and literary material (on MP3) and a teacher’s manual.General objectives of the subject
goals of art education and aesthetic education in primary school:
- development
emotional and aesthetic perception of reality, artistic and creative abilities of students, imaginative and associative thinking, fantasy, visual-figurative memory, taste, artistic needs; upbringing
culture of perception of works of fine, decorative and applied art, architecture and design, literature, music, cinema, theater; mastering the figurative language of these arts based on the creative experience of schoolchildren; formation
sustainable interest in art, the ability to perceive its historical and national characteristics; acquisition
knowledge about art as a way of emotional and practical development of the surrounding world and its transformation; about the expressive means and social functions of music, literature, painting, graphics, decorative and applied arts, sculpture, design, architecture, cinema, theater; mastery
skills and abilities of various artistic activities; providing opportunities for creative self-expression and self-affirmation, as well as psychological relief and relaxation through the means of art.
Objectives of this course :
- updating students’ experience with art; cultural adaptation of schoolchildren in the modern information space filled with various phenomena of mass culture; the formation of a holistic understanding of the role of art in the cultural and historical process of human development; deepening artistic and cognitive interests and developing the intellectual and creative abilities of adolescents; education of artistic taste; acquisition of cultural-cognitive, communicative and socio-aesthetic competence; formation of skills and abilities of artistic self-education.
Priority forms and methods of working with students
Types of organization of educational activities:- independent work creative work contest quiz
- level differentiation, collective ways of learning, theatrical activities, developing and design technologies, etc.
P priority types and forms of control
Main types of control- introductory current final individual writing teacher control
- observation independent work test
Timing of the program
Duration of the program Music 8th grade - 1 yearGeneral characteristics of the subject
Developed on the basis of the author’s program “Art for grades 8-9”, the authors of the program are G. P. Sergeeva, I. E. Kashekova, E. D. Kritskaya. Collection: “Programs for general education institutions: “Music grades 1-7. Art grades 8-9" Moscow, Education, 2010. The methodological basis of the program is modern concepts in the field of aesthetics (Yu.B. Borev, N.I. Kiyashchenko, L.N. Stolpovich, B.A. Erengross, etc.), cultural scientists (A.I. Arnoldov, M.M. Bakhtin, V.S. Bibler, Yu.M. Lotman, A.F. Losev, etc.), psychology of artistic creativity (L.S. Vygotsky, D.K. Kirnarskaya, A.A. Melik-Pashaev, V. G. Razhnikov, S.L. Rubinshtein, etc.), developmental education (V.V. Davydov, D.B. Elkonin, etc.), art education (D.B. Kabalevsky, B.M. Nemensky, L. M. Predtechenskaya, B.P. Yusov, etc.). Information and computer technologies, audio and video materials should be of particular importance in organizing classroom and extracurricular forms of work with students.interdisciplinary connections With lessons of literature, history, biology, mathematics, physics, technology, computer science. Students’ knowledge of the main types and genres of music, spatial (plastic), screen arts, their role in the cultural development of humanity and their significance for the life of an individual will help to navigate the main phenomena of domestic and foreign art, recognize the most significant works; aesthetically evaluate phenomena the surrounding world, works of art and express judgments about them; analyze the content and figurative language of works of different types and genres of art; apply artistic and expressive means of various arts in your creativitySample art material , recommended by the program, assumes its variable use in the educational process, makes it possible to update knowledge, skills, and methods of creative activity acquired by students at previous stages of training in subjects of the artistic and aesthetic cycle.When selecting artistic material, the authors of the program relied on such criteria as its artistic value, educational significance, pedagogical expediency, relevance for modern schoolchildren, and the plurality of its interpretation by teachers and students.The structuring of the artistic material of the program is reflectedprinciple of concentricity , i.e. repeated reference to the most significant cultural phenomena and works of various types and genres of art in the subjects “Literature”, “Music”, “Fine Arts”. The implementation of this principle allows the formation of stable connections with the previous artistic and aesthetic experience of schoolchildren.The content of the program introduces students to the modern sociocultural space, helps them master it, understand the nature of the many-sided phenomena of mass culture and evaluate them. The interest and appeal of schoolchildren to art and artistic activity is motivated by a focus on personal search and discovery of the values of art.The program is based on understanding the idea of the multifunctionality of art, its significance in human life and society, therefore the core of its content is the identification of the functions of art: cognitive-heuristic, communicative-semiotic, aesthetic, value-orienting, social-organizing, practical, educational, spectacular, inspiring , hedonistic, etc. The disclosure of these functions is carried out in research and artistic and creative activities when referring to cultural phenomena based on the material of the main types of art, taking into account the fact that the same content can be expressed by different means.Using specific works of art (music, fine art, theater, literature, cinema), the program reveals the role of art in the life of society and the individual, the commonality of expressive means and the specifics of each of them.Artistic and creative activities at the level of a competent reader, viewer, listener who adequately perceives and evaluates various artistic/anti-artistic phenomena of modern life, it evokes the desire to realize one’s own ideas in artistic form (visual, literary, musical, theatrical, etc.).
Goals for the class
- have an understanding of the genres and styles of classical and modern music, the features of musical language and musical dramaturgy;
determine whether musical works belong to one of the genres based on the characteristic means of musical expression;
know the names of outstanding domestic and foreign composers and recognize their most significant works;
reflect on a familiar piece of music;
give a personal assessment of music;
perform folk and modern songs, familiar melodies of studied classical works;
carry out creative tasks, participate in research projects;
use knowledge about music and musicians acquired in lessons when compiling a home music library, video library, etc.
Number of hours per year - - 34 hours
Number of hours per week -1 hour
Number of hours in the 1st half of the year -16 hours
Number of hours in the 2nd half of the year - 18h
Description of value guidelines for the content of the academic subject
Systematization and deepening of acquired knowledge
Expanding the experience of musical and creative activities
Acquaintance with the genre and style diversity of composers’ works
Variety of types of musical and creative activities
Enriching the sphere of artistic interests of students
Active development of musical self-education
Formation of sustainable interest in domestic and world cultural traditions
Personal, meta-subject and subject-specific results of mastering a specific academic subject
When studying individual topics of the program, it is of great importance to establishinterdisciplinary connections with lessons in literature, history, biology, mathematics, physics, technology, computer science.Personal results mastering the music program by graduates of the basic school are:
- formation of a holistic idea of the multicultural picture of the modern musical world; development of a musical and aesthetic sense, manifested in an emotional, valuable, interested attitude towards music in all the diversity of its styles, forms and genres; improvement of artistic taste, stable preferences in the field of aesthetically valuable works of musical art; mastering artistic skills in the process of productive musical and creative activity; the presence of a certain level of development of general musical abilities, including figurative and associative thinking, creative imagination; acquisition of sustainable skills in independent, purposeful and meaningful music-learning activities; cooperation in the implementation of collective creative projects, solving various musical and creative problems.
- the ability to independently set new educational tasks based on the development of cognitive motives and interests; the ability to independently plan ways to achieve goals, consciously choose the most effective ways to solve educational and cognitive problems; the ability to analyze one’s own learning activities, adequately assess the correctness or error of completing an educational task and one’s own capabilities for solving it, and make the necessary adjustments to achieve the planned results; mastery of the basics of self-control, self-esteem, decision-making and making informed choices in educational and cognitive activities; the ability to define concepts, generalize, establish analogies, classify, independently select grounds and criteria for classification; ability to establish cause-and-effect relationships; reflect, reason and draw conclusions; semantic reading of texts of various styles and genres; the ability to create, apply and transform signs and symbols, models and diagrams to solve educational and cognitive problems; the ability to organize educational cooperation and joint activities with the teacher and peers: determine goals, distribute functions and roles of participants, for example in an art project, interact and work in a group; formation and development of competence in the field of use of information and communication technologies; desire for independent communication with art and artistic self-education
- a general idea of the role of musical art in the life of society and each individual; conscious perception of specific musical works and various events in the world of music; sustainable interest in music, artistic traditions of one’s people, various types of musical and creative activities; understanding of the intonation-figurative nature of musical art, means of artistic expression; understanding the main genres of musical and poetic folk art, domestic and foreign musical heritage; reasoning about the specifics of music, the characteristics of musical language, individual works and styles of musical art in general; the use of special terminology to classify various phenomena of musical culture; comprehension of the musical and cultural traditions of one’s people and different peoples of the world; expansion and enrichment of experience in various types of musical and creative activities, including information and communication technologies; mastering knowledge about music, mastering practical skills to realize one’s own creative potential.
- use the capabilities of ICT in creative activities related to the art of using sound and music editors; use recording programs and microphones. organize messages into a linear or link-based presentation for self-viewing via a browser; use internal and external links when receiving messages; formulate questions for the message, create a brief description of the message; quote fragments of a message; be selective about information in the surrounding information space, refuse to consume unnecessary information.
- perform with audio-video support, including speaking to a remote audience; carry out educational interaction in the information space of an educational institution (receiving and completing assignments, receiving comments, improving one’s work, creating a portfolio, presentations); comply with the norms of information culture, ethics and law; respect the private information and information rights of others.
- use various methods of searching for information on the Internet, search services, build queries to find information and analyze search results; use techniques for searching for information on a personal computer, in the information environment of the institution and in the educational space; use various library, including electronic, catalogs to search for the necessary books; search for information in various databases, create and fill out databases, in particular use various identifiers; create your own information space: create folder systems and place the necessary information sources in them, post information on the Internet.
- create and fill out various qualifiers; use various methods of searching for information on the Internet during educational activities.
Theme of the year: Types of musical art
№ p/p
- ,
2014
- Collection of normative documents. Art", M., Bustard, 2008.
The basic curriculum of general educational institutions of the Russian Federation, approved by order of the Ministry of Education of the Russian Federation No. 1312 dated March 9, 2004;
The federal component of the state educational standard, approved by Order of the Ministry of Education of the Russian Federation dated March 5, 2004 No. 1089;
Literature
Criteria for assessing the artistic and creative activities of 8th grade students:
emotional perception of various phenomena of culture and art, the desire to understand them, interest in the content of lessons and extracurricular forms of work;
awareness of the attitude towards the phenomena being studied, facts of culture and art (mastering the basic patterns, categories and concepts of art, its styles, types, genres, language features, integration of artistic and aesthetic ideas);
reproduction of acquired knowledge in active work, development of practical skills and methods of artistic activity;
personal and evaluative judgments about the role and place of culture and art in life, about their moral values and ideals, the modernity of the sound of masterpieces of the past
(learning the experience of generations) today;
transfer of knowledge, skills and abilities acquired in the process of aesthetic education and art education into the study of other school subjects; their representation in interpersonal communication and the creation of an aesthetic environment for school life, leisure, etc.
Criteria and norms for evaluating results
According to the five-point knowledge assessment system, the following is assessed:
Showing interest in music and a direct emotional response to it.
Making a statement about a piece heard or performed, the ability to use, first of all, key knowledge in the process of live perception of music.
The growth of performing skills, which are assessed taking into account the student’s initial level of preparation and his activity in classes.
The following types of student activities are also assessed:
Working with cards (knowledge of a musical dictionary).
Crosswords.
Abstracts and creative works on specially specified topics or at the student’s choice.
Blitz answers (written and oral) to teacher questions for repetition and reinforcement of the topic.
“Guess the melody” (a fragmentary kaleidoscope of works played in class or quite popular).
Using a wide range of the child’s creative abilities in conveying musical images through music listened to or performed by the child himself (drawings, crafts, etc.)
Keeping a creative notebook on music.
Project activities.
Points
Note.
The teacher has the right to give the student a grade higher than that provided for by the standards if the student completed the work in an original way.
Assessments with analysis are brought to the attention of students, as a rule, in the next lesson, work on errors and elimination of gaps is provided.
Grading criteria for assessment tests.
1.Test consisting of 10 questions. Time to complete the work: 10-15 minutes. Score “5” - 10 correct answers “4” - 7-9, “3” - 5-6, “2” - less than 5 correct answers . 2. Test consisting of 20 questions. Time to complete the work: 30-40 minutes. Score “5” - 18-20 correct answers. “4” - 14-17, “3” - 10-13, “2” - less than 10 correct answers. (Source: A.E. Fromberg - Practical and test work in geography: grade 10 / Book for teachers - M.: Education, 2003.)
Description of educational, methodological and logistical support of the educational process
List of literature for teachers and students
Regulations
Constitution of the Russian Federation
Education Act"
Convention on the Rights of the Child
Declaration of the Rights of the Child.
Convention on the Rights of the Child.
Law “On Basic Guarantees of the Rights of the Child in the Russian Federation.”
The concept of modernization of Russian education
Federal component of the state standard of basic and secondary (complete) general education in music.
Sample music programs based on the Federal component of the state standard of basic and secondary (complete) general education
Educational and methodological set “Music 8th grade” by G.P. Sergeeva,I.E. KashekovaE.D. Kritskaya:
G.P. Sergeeva, I.E. Kashekova, E.D. CretanTextbook for students of grades 8-9 of general education institutions “Art” Moscow “Enlightenment”, 2014
G.P. Sergeeva, I.E. Kashekova, E.D. Cretan Teacher's Manual “Art” 8-9 grades Moscow “Enlightenment 2011”
G.P. Sergeeva, I.E. Kashekova, E.D. Cretan Reader of musical material “Art” grades 8-9 Moscow “Enlightenment2011”
Literature
Aksenov Yu. G. Color and line. / Yu. G. Aksenov, M. M. Levidova. - M., 1986.
Bore Yu. B. Aesthetics / Yu. B. Borev. - M., 2005.
Kashekova I. E. from antiquity to modernity / I. E. Kashekova. - M., 2000.
Kiyashchenko N. I. Aesthetics - philosophical science / N. I. Kiyashchenko. - M., St. Petersburg; Kyiv, 2005.
Lotman Yu. M. About art / Yu. M. Lotman. - St. Petersburg, 1998.
Mirimanov V.B. Art and myth: the central image of the world picture / V.B. Mirimanov. - M., 1997.
Nazaikinsky E.V. Style and genres in music / E.V. Nazaikinsky. - M., 2003.
Florensky P. A. Temple action as a synthesis of arts. // Selected works on art / P. A. Florensky. - M., 1996.
Rychkova Yu. V. Encyclopedia of modernism / Yu. V. Rychkova. - M., 2002
Literature for students
textbook “Music. 8-9 grades", M., Prosveshchenie, 2014.
Gulyants E.I. “Musical ABC for children” M.: “Aquarium” 1997
Vladimirov. V.N. "Musical Literature"
Razumovskaya O.K. Russian composers. Biographies, quizzes, crosswords. - M.: Iris-press, 2007 - 176 p.
Printed manuals
Portraits of composers.
Tables of sound characteristics
Duration table
Table of means of musical expression
Diagram: arrangement of instruments and orchestral groups in various types of orchestras.
Albums with demonstration material compiled in accordance with the thematic lines of the curriculum.
Banner "Symphony Orchestra"
Banner "The Magic World of Opera"
Screen and sound aids
Audio recordings and phonographs on music.
Video films dedicated to the work of outstanding domestic and foreign composers.
Video films with recordings of fragments from opera performances.
Video films with recordings of fragments from ballet performances.
Video films with recordings of famous orchestral groups.
Video films with recordings of fragments from musicals.
Musical and poetic lyrics.
Images of musicians playing various instruments.
Photographs and reproductions of paintings from the largest centers of world musical culture.
Technical training aids
Music Center
Computer
Multimedia projector
Microphones
Internet resources
Wikipedia.The Free Encyclopedia - Access mode: http :// ru . wikipedia / org . wik
Classical Music - Access Mode: http :// classic .With hubrik . ru
Music Dictionary – Access mode: http :// dic . academic . ru
Multimedia program “History of Musical Instruments”
Single collection -
Russian general education portal -
Children's e-books and presentations -
Calendar and thematic planning
Candidate of Pedagogical Sciences, Associate Professor, Head of the Laboratory of Musical Art at the Institute of Art Education of the Russian Academy of Education, Deputy. editor-in-chief of the magazine “Art at School”, member of the Council for Musical and Aesthetic Education of the Russian Academy of Education.
Work experience in the education system for about 50 years (since 1961). She worked as a music teacher in secondary schools in Moscow, from 1971 - as a methodologist and head (since 1972) of the singing and music room at the Moscow Institute for Advanced Training of Teachers, since 1975 - as a senior researcher at the laboratory of music education at the Research Institute of Schools of the Ministry of Education of the RSFSR, where, under the leadership of D. B. Kabalevsky with the development of a new program and its implementation through advanced training courses for teachers of Russia at the Central Institute for Advanced Training of Teachers, as well as at IUU in the years. Votkinsk (Udmurtia), Samara. Krasnodar and on courses during International conferences (Vladimir, Chelyabinsk, Sumy, Baku, etc.)
Since 1989, she went to work at the Institute of Art Education of the APN (now the Institute of Art Education of the Russian Academy of Education) as a senior researcher, and since 2000 - head. laboratory of musical art.
Under the leadership of E.D. Kritskaya, dissertations for the academic degree of candidate of pedagogical sciences were defended by 4 graduate students and applicants of the Institute of Chemistry and Education of the Russian Academy of Education.
The results of the research work of E.D. Kritskaya, related to the problems of the development of musical perception of children on an intonation basis, intonation-style comprehension of music, the formation of musical and auditory experience of schoolchildren, are reflected in articles and scientific, methodological and educational manuals (“Theory and methods of music education for children", 1999, "Music education at school", 2001; "Music education", M. 2014). In 1994-1996 participated in the development of the first generation State Educational Standards in the 2000s. – in the development of the Federal State Educational Standard for general education of the second generation.
Since 1998, work began on creating educational and methodological kits on music. In co-authorship (Sergeeva G.P., T.S. Shmagina) teaching materials for grades 1-4 were created, and with Sergeeva - teaching materials for grades 5-7. They include a textbook, a work/creative notebook, a phonograph (on CD), a music reader, and teaching aids “Music Lessons” – grades 1-4, grades 5-6, grade 7). In addition, a textbook, phonographs and teaching aids on the subject “Art” have been developed and published. grades 8–9 (co-authored with Kashekova I.E. and Sergeeva G.P.). Textbooks are presented in the Federal List of the Ministry of Education and Science. Currently, many schools in Russia use educational and methodological kits.
He has more than 100 publications on the problems of mass music education, including original programs (“Music”, “Art”), textbooks, workbooks/creative notebooks for secondary schools, teaching aids for teachers: lesson developments, music collections, phonograph books of musical material,
Kritskaya E.D. is a representative of the scientific school of D.B. Kabalevsky, develops the ideas of his musical and pedagogical concept. With her active participation, International scientific and practical conferences were held dedicated to the 90th anniversary, 95th anniversary, 100th anniversary and 110th anniversary of the birth of D.B. Kabalevsky, based on the results of which collections of materials were published (he is the compiler and scientific editor of articles by its participants). The last of them, “Music education in the modern cultural space,” was published in 2015.
Awarded with diplomas from the Ministry of Education of the RSFSR; International Society for Musical Education of Children ISME (2004), President of the Russian Academy of Education (2009) and many others. etc. “Excellence in Public Education” (1979), “Excellence in Education of the USSR” (1982), medal “In Memory of the 850th Anniversary of Moscow” (1997), has the title “Veteran of Labor” (2000).
Explanatory note
The program in the subject “Music” for grades 1-4 of four-year primary schools of general education institutions is compiled in accordance with the basic provisions of the artistic and pedagogical concept of D. B. Kabalevsky and “Exemplary programs of primary general education”. This program reflects the changed sociocultural conditions of modern educational institutions, the needs of music teachers to update the content and new technologies of mass music education.
The goal of mass music education and
modern society in the development of the spiritual potential of the younger generation.
1 The “Music” program for grades 1-4 of a four-year primary school is provided with educational and methodological kits (authors: E. D. Kritskaya, G. P. Sergeeva, T. S. Shmagina)
for each class. Educational and methodological sets include a textbook, a workbook, a reader of musical material and a phonograph of musical material for each class, as well as methodological recommendations for working with teaching materials for elementary schools (M.: Prosveshcheniye, 1998-2001).
The objectives of music education for junior schoolchildren are formulated on the basis of the target setting:
- nurturing interest and love for the art of music, artistic taste, and a sense of music as the basis of musical literacy;
- development of active, felt and conscious perception by schoolchildren of the best examples of world musical culture of the past and present and the accumulation on its basis of a thesaurus - intonation a figurative vocabulary, a baggage of musical impressions, initial knowledge about music, experience in playing music, choral performance, necessary for a child’s orientation in the complex world of musical art.
Program content is based on the artistic, imaginative, moral and aesthetic comprehension by junior schoolchildren of the main layers of world musical art: folklore, sacred music, works of classical composers (“golden fund”), works of modern composers. The priority in this program is to introduce the child to the world of music through intonations, themes and images of Russian musical culture - “from the native threshold,” in the words of the People's Artist of Russia B. M. Nemensky. At the same time, works of domestic musical art are considered in the context of world artistic culture.
Mastering samples of musical folklore as a syncretic art of different peoples of the world (which reflects the facts of history, the attitude of a person to his native land, its nature, the work of people) involves the study of the main genres of folklore compositions, folk rituals, customs and traditions, oral and written forms of existence of music as sources of creativity of classical composers. The inclusion of works of sacred music in the program is based on a cultural approach, which
which gives students the opportunity to master spiritual and moral values as an integral part of world musical culture.
The program is aimed at understanding the patterns of the emergence and development of musical art in its connections with life, the diversity of forms of its manifestation and existence in the surrounding world, the specifics of the impact on the spiritual world of a person based on penetration into the intonation-time nature of music, its genre- stylistic features. Through the experience of communicating with music as “the art of intoned meaning” (B.V. Asafiev), with a specific piece of music, children develop the experience of creative activity and an emotional-value attitude towards music and life; the main spheres of musical art, types of musical activity (performance, composition, listening), intonation as a carrier of the figurative meaning of a musical work are mastered; principles of music development (repetition, variability, contrast), features of the form of musical compositions (one-part, two-part, three-part, verse, rondo, variations), genres of music (song, dance, march, suite, opera, ballet, symphony, instrumental concert, cantata, sonata, operetta, musical, etc.), the main means of musical expressiveness and their originality, the specifics of their refraction in the musical speech of the composer in a particular work.
The criteria for selecting musical material for this program are borrowed from the concept of D. B. Ka
grams are: passion; the trinity of activity of the composer - performer - listener; “identity and contrast”; intonation; reliance on domestic musical culture.
The principle of passion, according to which musical lessons are based on the emotional perception of music, presupposes the development of the child’s personal attitude towards the phenomena of musical art, his active inclusion in the process of artistic and figurative music-making and creative self-expression.
The principle of the trinity of activities of the composer - performer - listener orients the teacher towards the development of musical thinking of students in all forms of communication with music. It is important that in the minds of students, the perception of music is always associated with the idea of who and how composed it, who and how performed it; Equally, the performance of music should always be associated with a conscious perception of it and an understanding of how they themselves performed it.
The principle of “identity and contrast” is implemented in the process of identifying intonation, genre, and stylistic connections of musical works and mastering the musical language. This principle is the most important not only for the development of students’ musical culture, but also their entire culture of perception of life and awareness of their life impressions.
Intonation acts as a leading principle that regulates the process of development of the musical culture of schoolchildren and connects the specifically musical with the general spiritual. A musical work is revealed to the child as a process of developing artistic meaning through various forms of embodiment of the artistic image (literary, musical-auditory, visual) based on identifying the vital connections of music.
Mastering the musical material included in the program from these positions forms the musical culture of junior schoolchildren, develops their musical taste, the need to communicate with highly artistic
feminine music in modern conditions of widespread distribution of pop culture samples in the media.
Types of musical activities in music lessons according to this program are varied and aimed at implementing the principles of developmental education (D.B. Elkonin - V.V. Davydov) in mass music education and upbringing. Comprehension of the same piece of music implies different forms of communication between a child and music. Students' performing activities include: choral and ensemble singing; plastic intonation and musical-rhythmic movement; playing musical instruments; staging (acting out) songs, fairy tale plots, musical plays of a programmatic nature; mastering the elements of musical literacy as a means of recording musical speech.
In addition, children show their creativity in thinking about music, improvisations (speech, vocal, rhythmic, plastic), in drawings on the themes of their favorite musical works, sketches of costumes and scenery for operas, ballets, musical performances, in drawing up artistic collages, poetic diaries, concert programs, selection of musical “collections” for the home music library, “creation” of hand-drawn cartoon films scored with familiar music, small literary works about music, musicians, musical instruments, etc.
A music lesson in this program is interpreted as an art lesson, the moral and aesthetic core of which is the artistic and pedagogical idea. It reveals the most significant “eternal themes” of art for the formation of a child’s personal qualities: good and evil, love and hate, life and death, motherhood, defense of the Fatherland, etc., captured in artistic images. Artist
The fundamental pedagogical idea allows the teacher and the child to comprehend music through the lens of universal human values, to constantly search for answers to the question: what is truth, goodness and beauty in the world around us?
Methods of music education and upbringing younger schoolchildren reflect the purpose, objectives and content of this program:
artistic method, moral and aesthetic knowledge of music;
method of intonation-style comprehension of music;
emotional method playwrights;
method of concentric organization of musical material;
the method of “looking ahead and returning to what has been done” (prospects and retrospectives in learning);
method of creating “compositions” (% in the form of dialogue, musical ensembles, etc.);
game method;
method of artistic context (going beyond music).
Program structure They make up sections in which the main content lines are indicated and musical works are indicated. The names of the sections are an expression of the artistic and pedagogical idea of a block of lessons, a quarter, a year. Classes in 1st grade are propaedeutic, introductory in nature and involve introducing children to music in a broad life context. The program for this class has two sections: “Music around us” and “Music and you.” The program for grades 2-4 has seven sections: “Russia - My Motherland”, “A Day Full of Events”, “Singing about Russia - what to strive for in *frames”, “Burn, burn clearly so that it does not go out!”, “In musical theater", "In the concert hall" and "To be a musician, you need skill...".
A distinctive feature of this program and the entire educational complex as a whole is the coverage of a wide range of cultural studies
cultural space, which implies constant going beyond the scope of musical art and the inclusion in the context of music lessons of information from history, works of literature (poetic and prosaic) and fine arts. The visual range serves as an emotional and aesthetic background, enhancing children’s understanding of the content of a musical work. The basis for the development of children’s musical thinking is the ambiguity of their perception, the multiplicity of individual interpretations, various options for “hearing”, “seeing” specific musical works, reflected, for example, in drawings that are similar in their figurative essence to musical works. All this contributes to the development of children’s associative thinking, their “inner hearing” and “inner vision.”
In textbooks and workbooks, problematic questions and assignments aim students at independent work in class and at home, performing songs and main themes of compositions of major genres, conducting, musical games, etc.
Basic concepts and musical terms (general and specific) are introduced on the pages of textbooks and notebooks, and gradually students begin to master them and use them in their musical activities.
This program does not imply a strictly regulated, prescription division of musical material into educational topics and lessons. Creative planning of artistic material within a lesson, its distribution within a quarter or academic year, depending on the teacher’s interpretation of a particular artistic and pedagogical idea, the characteristics and level of musical development of students in each specific class, will contribute to the variability of musical classes. A music teacher's creative approach to this program is the key to the success of his music-pedagogical activities.
CLASS 1 (30 hours)
Section 1. “Music around us”
Music and its role in human everyday life. Songs, dances and marches are the basis of children’s diverse life and musical experiences. Musical instruments.
"The Nutcracker", fragments from the ballet. P. Tchaikovsky.
Pieces from the "Children's Album". P. Tchaikovsky. “October” (“Autumn Song”) from the cycle “Times”
of the year". P. Tchaikovsky.
“Lullaby of the Volkhovs”, Song of Sadko (“Play them, my little hares”) from the opera “Sadko”. N. RimskyKorsakov.
"Peter and the Wolf", fragments from a symphonic tale |
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ki. S. Prokofiev. | ||||
Lelya's third song | "Snow Maiden". |
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Rimsky-Korsakov. | ||||
"Guslyar Sadko" V. picta. | ||||
“Frescoes of Sophia of Kyiv”, fragment of part I from |
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Symphony Concertante | with an orchestra. |
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V. Kikta.
"The star has rolled." V. Kikta, words by V. Tatarinova.
"Melody" from the opera "Orpheus and Eurydice".
K.V. Gluck.
“Joke” from Suite No. 2 for orchestra. J. S. Bach. “Autumn” from musical illustrations for the story
A. Pushkin "Blizzard". G. Sviridov.
“Shepherd's Song” on the theme from the V movement of the Symphony
№ 6 (“Pastoral”). L. Beethoven, lyrics by K. Alema-
"Droplets." V. Pavlenko, words by E. Bogdanova.189
Skvorushka | says goodbye." | T. Popatenko, lyrics |
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M. Evensen; | "Autumn", Russian folk song. |
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"ABC". A. Ostrovsky, lyrics by 3. Petrova; “Al |
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favit." R. Pauls, | words by I. Reznik; | "Domisolka". |
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O. Yudakhina, | words by V. Klyuchnikov; "Seven Girlfriends" |
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B. Drotsevich, | words by V. Sergeev; | "Song about school." |
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D. Kabalevsky, words by V. Viktorov | ||||
"Dudochka", Russian folk song; “Dudochka”, Belarusian folk song; "The Shepherd's", French folk song; “Kamyshinka-dud of the point.” V. Poplyanov, words by V. Tatarinov; “The Cheerful Shepherd Boy”, Finnish folk song, Russian textV. Guryan.
“Why does a bear sleep in winter?” L. Knipper, words by A. Kovalenkova; "Winter's Tale". Poetry and musicC. Krylova. Christmas carols and Christmas songs of the peoples of the world.
Section 2. “Music and you”
Music in a child's life. The originality of a musical work is in the expression of the feelings of a person and the world around him. Intonation-meaningful reproduction of various musical images. Musical instruments.
Pieces from the "Children's Album". P. Tchaikovsky. "Morning" from the suite "Peer Gynt".E. Grieg.
"Good afternoon". I am Dubravin, lyrics by V. Suslova. Morning". A. Partskhaladze, words by Yu. Polukhina.
“Sun”, Georgian folk song, arrangement
D. Arakishvili.
"Pastoral" from the Suite in the Ancient Style.
A. Schnittke.
"The tune." A. Schnittke.
"Morning". E. Denisov.
“Good morning” from the cantata “Songs of Morning, Spring and Peace.” D. Kabalevsky, words by Ts. Solodarya.
"Minuet". L. Mozart.
"Chatterbox." S. Prokofiev, words by A. Barto? "Baba Yaga". Children's folk games^.
“Everyone has their own musical instrument,” Estonian folk song. Processing X. Kyrvite, ne
“Soldiers, Bravo Lads”, Russian folk song.
"Song about the Little Trumpeter." S. Nikitin, words
S. Krylova.
“Taught by Suvorov.” A. Novikov, words^M. Levashova. "Bagpipes".I. S. Bach.
"Lullaby". M. Kazhlaev; "Lullaby".
G. Gladkov.
"Goldfish" from the ballet "K"<шек-Горбунок».
R. Shchedrin.
I. Dunaevsky.
"Clowns" D. Kabalevsky.
"Seven Little Goats", the final chorus from the opera "The Wolf and the Seven Little Kids". M. Koval, words by E. Manucha-
191 Final chorus from the opera “The Fly-Tsokotukha”.
M. Krasev, words by K. Chukovsky.
"Good elephants" A. Zhurbin, lyrics by V. Shlensky.
"We're riding ponies." G. Krylov, words by M. Sadovsky.
"The Elephant and the Violin." V. Kikta, words by V. Tatarinova.
“Jingle Bells”, American folk song, Russian text by Y. Khazanov.
“Where are you from, music?” Y. Dubravin, lyrics by V. Sus lova.
"The Bremen Town Musicians". From a musical fantasy based on the fairy tales of the Brothers Grimm. G. Gladkova,
poems by Yu. Entin.
CLASS 2 (34 hours)
Musical images of the native land. Songfulness as a distinctive feature of Russian music. Song. Melody and accompaniment. Melody.
“Dawn on the Moscow River”, introduction to the opera “Khovanshchina”. M. Mussorgsky.
The world of a child in musical intonations and images. Children's plays by P. Tchaikovsky and S. Prokofiev. Musical instrument: piano.
Pieces from the "Children's Album". P. Tchaikovsky. Pieces from "Children's Music". S. Prokofiev. “Walk” from the suite “Pictures at an Exhibition”.
M. Mussorgsky.
“Let’s start dancing.” S. Sosnin, lyrics by P. Sinyavsky.
"Sleepy Song" R. Pauls, lyrics by I. Lasmanis. "Tired toys are sleeping". A. Ostrovsky, words
3. Petrova.
“Ay-ya, zhu-zhu”, Latvian folk song. “The Bear’s Lullaby.” E. Winged, words
Yu. Yakovleva.
Bell ringings of Russia. Holy lands of Russia. Holidays of the Orthodox Church: Christmas. Prayer. Chorale.
"The Great Ringing of the Bells" from the opera "Boris Godunov". M. Mussorgsky.
Cantata “Alexander Nevsky”, fragments: “Song about Alexander Nevsky”, “Get up, Russian people!”. S. Prokofiev.
Folk chants about Sergius of Radonezh. “Morning Prayer”, “In Church”. P. Tchaikovsky. “Evening Song”. A. Tom, words by K. Ushinsky. Folk Slavic chants: “Good to you
evening", "Christmas miracle".
"Christmas Song". Words and music by P. Sinyavsky.
Motif, tune, tune. Orchestra of Russian folk instruments. Variations in Russian folk music. Music in folk style. Rituals and holidays of the Russian people: farewell to winter, welcome to spring. Experience in composing melodies based on the texts of folk songs, chants, nursery rhymes.
Dance tunes: “The Moon is Shining”, “Kamarinskaya”.
"The tune." A. Schnittke.
Russian folk songs: “Fair maidens came out”, “Boyars, and we came to you.”
"The moon walks over the meadows." S. Prokofiev. "Kamarinskaya".P. Chaikovsky. "Jokes".V. Komrakov, folk words.
Maslenitsa. Maslenitsa songs.
Meeting spring. Catch-up songs, games, round dances.
Opera and ballet. Songfulness, dancing, marching in opera and ballet. Symphony Orchestra. The role of the conductor, director, artist in creating a musical performance. Themes are the characteristics of the characters. Children's musical theater.
“The Wolf and the Seven Little Goats”, fragments from a children's fairy tale opera. M. Koval.
"Cinderella", fragments from the ballet. S. Prokofiev. "March" from the opera "The Love for Three Oranges".
S. Prokofiev.
"March" from the ballet "The Nutcracker". P. Tchaikovsky. "Ruslan and Lyudmila", fragments from the opera.
M. Glinka.
"Song-argument." G. Gladkov, words by V. Lugovoy.
Section 6. “In the concert hall”
Musical portraits and images in symphonic and piano music. Development of music. Interaction of themes. Contrast. Voices of instruments and groups of instruments of a symphony orchestra. Title steam.
Symphonic fairy tale "Peter and the Wolf". S. Prokofiev.
"Pictures from an Exhibition." Pieces from the piano suite. M. Mussorgsky.
Symphony No. 40, exposition of the first movement. V. A. Mo tsart.
Overture to the opera "The Marriage of Figaro". W. A. Mozart. Overture to the opera “Ruslan and Lyudmila”. M. Glinka. “Song about paintings.” G. Gladkov, words by Yu. Entina.
Composer - performer - listener. Musical speech and musical language. Expressiveness and figurativeness of music. Music genres. International competitions.
“Bagpipes”, “Minuet” from “The Music Book of *Anna Magdalena Bach”, “Minuet” from Suite No. 2, “Toccata” in D minor for organ, “Aria” from Suite No. 3, song “Old House Across the River”, Russian text by D. Tonsky.
J. S. Bach.
"Spring". W. A. Mozart, words by Overbeck, translation
T. Sikorskaya.
"Lullaby". B. Flis - V. A. Mozart, Russian text by S. Sviridenko.
“Passing”, “Lark”. M. Glinka, words
N. Kukolnik.
"Song of the Lark" P. Tchaikovsky.
Concerto for piano and orchestra No. 1, fragments of the first movement. P. Tchaikovsky.
“Troika”, “Spring. Autumn" from musical illustrations to A. Pushkin's story "Blizzard". G. Sviridov.
“Cavalry”, “Clowns”, “Carousel”. D. Kaba Levsky.
"Musician". E. Zaritskaya, Slovakian. Orlova. "May there always be sunshine." A. Ostrovsky, words
L, Oshanina.
"Big round dance" B. Savelyev, lyrics Lena Zhigalkina and A. Haita.
3 CLASS (34 hours)
Section 1. “Russia - My Motherland”
Melody is the soul of music. Songfulness of the music of Russian composers. Lyrical images in romances and paintings by Russian composers and artists. Image
Calls of the Motherland, defenders of the Fatherland in various genres of music.
Symphony No. 4, main melody of the II movement. P. Tchaikovsky.
"Lark" M. Glinka, words by N. Kukolnik.
"Bless you, forests." P. Tchaikovsky, lyrics
A. Tolstoy.
“The singing is louder than a lark.” N. Rimsky-Korsakov,
words by A. Tolstoy.
“Romance” from musical illustrations to A. Pushkin’s story “Blizzard”. G. Sviridov.
Vivat edgings: “Rejoice, Russian land”, “Russian Orel”.
Russian folk songs: “Glorious were our grandfathers”, “Let us remember, brothers, Russia and glory!”
S. Prokofiev.
Section 2. “A day full of events”
Expressiveness and visualization in music of different genres and styles. Portrait in music.
"Lullaby". P. Tchaikovsky, words by A. Maykov. "Morning" from the suite "Peer Gynt".E. Grieg.
"Sunset". E. Grieg, words by A. Munch, translation
S. Sviridenko.
"Evening Song" M. Mussorgsky, words by A. Pleshcheev.
"Chatterbox." S. Prokofiev, words by A. Barto. "Cinderella", fragments from the ballet. S. Prokofiev. "Juliet the Girl" from the ballet "Romeo and Juliet"
ta." S. Prokofiev.
“With a nanny”, “With a doll” from the “Children’s” series. Words and music by M. Mussorgsky.
“Walk”, “Tuileries Garden” from the suite “Pictures at an Exhibition”. M. Mussorgsky.
Pieces from the "Children's Album". P. Tchaikovsky.
Section 3. “Singing about Russia - why strive to go to church”
The most ancient song of motherhood. The image of the mother in music, poetry, and fine arts. The image of a holiday in art. Palm Sunday. Holy lands of Russia.
“Rejoice to the Virgin Mary,” No. 6 from “Vespers.” S. Rachmaninov. +
Troparion to the icon of the Vladimir Mother of God. "Ave Maria". F. Schubert, lyrics by V. Scott, pe
Revised by A. Pleshcheev.
Prelude No. 1 (C major) from Volume I of The Well-Tempered Clavier. J. S. Bach.
“Mama” from the vocal-instrumental cycle “Earth”.V. Gavrilin, lyrics by V. Shulgina.
“Hosanna”, chorus from the rock opera “Jesus Christ - Superstar”. L. Webber.
"Willows". A. Grechaninov, poems by A. Blok. "Willows".R. Gliere, poems by A. Blok. Greatness to Prince Vladimir and Princess Olga.
"The Ballad of Prince Vladimir." Words by A. Tolstoy.
Section 4. “Burn, burn clearly, so that it doesn’t go out!”
The epic genre. Guslar singers. Images of epic storytellers, folk traditions and rituals in the music of Russian composers.
"Epic about Dobrynya Nikitich." Treatment
N. Rimsky-Korsakov.
"Sadko and the Sea King". Russian epic (Pechor
olden times).
Bayan's songs from the opera "Ruslan and Lyudmila".
M. Glinka.
Songs by Sadko, chorus “Is Height, Height” from the opera “Sadko”. N. Rimsky-Korsakov.
“The Third Song of Lelya”, “Farewell to Maslenitsa”, chorus from the prologue of the opera “The Snow Maiden”. N. Rimsky-Korsakov.
Stoneflies. Russian, Ukrainian folk songs. 197
Y. Dubravin, words 199
Section 5. “In musical theater”
Musical themes - characteristics of the main characters. Intonation-figurative development in opera and ballet. Contrast. Musical as a genre of “light” music: features of content, musical language, performance.
"Ruslan and Lyudmila", excerpts from the opera
M. Glinka.
"Orpheus and Eurydice", fragments from the opera.
K.V. Gluck.
"The Snow Maiden", fragments from the opera. N. RimskyKorsakov.
“Ocean-Blue Sea”, introduction to the opera “Sad Ko”, if. Rimsky-Korsakov.
"Sleeping Beauty", fragments from the ballet.
P. Tchaikovsky.
The Sound of Music", fragment from the musical R. Rod Gers, Russian text by M. Tseytlina.
The Wolf and the Seven Little Goats in a New Way,” a fragment from the musical. A. Rybnikov, script by Yu. Entina.
Section 6. “In the concert hall”
Genre of instrumental concert. The skill of composers and performers. Expressive capabilities of the flute and violin. Outstanding violin makers and performers. Contrasting images of a suite and symphony. Musical form (three-part, variation). The variety of themes, plots and images of Beethoven's music.
Concerto No. 1 for piano and orchestra, fragment of movement III. P. Tchaikovsky.
Joke" from Suite No. 2 for orchestra. J. S. Bach.
Melody" from the opera Orpheus and Eurydice."
K.V. Gluck.
Melody". L. Tchaikovsky.
Caprice No. 24." N. Paganini.
Peer Gynt", fragments from the suites. E. Grieg.
Symphony No. 3 (Eroic"), fragments.
L. Beethoven.
Sonata No. 14 (Moonlight), fragment of the first movement. L. Beth
Counterdance", To Elise", Fun. Sad".
L. Beethoven.
Marmot". L. Beethoven, Russian text by N. Raisky.
"The Magic Bow", Norwegian folk song. "Violin". R. Boyko, words by I. Mikhailova.
Section 7. “To be a musician, you need skill...”
The role of the composer, performer, listener in the creation and existence of musical works. Similarities and differences in the musical speech of different composers. Jazz is the music of the 20th century. Features of rhythm and melody. Improvisation. Famous jazz musicians and performers. Music is a source of inspiration and joy.
"Melody". P. Tchaikovsky.
"Morning" from the suite "Peer Gynt". E. Grieg.
“Procession of the Sun” from the suite “Ala and Lolliy”.
S. Prokofiev.
"Spring. Autumn”, “Troika” from musical illustrations to A. Pushkin’s story “Blizzard”. G. Sviridov.
"It's Snowing" from "Little Cantata" G. Sviridov,
poems by B. Pasternak.
"Begin" G. Sviridov, poems by I. Severyanin.
“Glory to the sun, glory to the world!” Canon. W. A. Mozart. Symphony No. 40, fragment of the finale. V. A. Mozart. Symphony No. 9, fragment of the finale.L. Beethoven.
We are friends with music." I. Haydn, Russian text
P. Sinyavsky.
Miracle music." D. Kabalevsky, lyrics by 3. Alek
Sandrova.
Music lives everywhere."
V. Suslova.
"Musicians", German folk song. "Tuning Fork", Norwegian folk song.
"Sharp Rhythm" J. Gershwin, words by AGershwin,
Russian text by V. Strukov.
"Clara's Lullaby" from the opera "Porgy and Bess".
J. Gershwin.
4 CLASS (34 hours)
Section 1. “Russia - My Motherland”
The commonality of intonations of folk music and the music of Russian composers. Genres of folk songs, their intonation and figurative features. Lyrical and patriotic themes in Russian classics.
Concerto No. 3 for piano and orchestra, main melody of the first movement. S. Rachmaninov.
"Vocalize". S. Rachmaninov.
“You, my river, little river”, Russian folk song.
"Song about Russia". V. Loktev, lyrics by O. Vysotskaya.
Russian folk songs: “Lullaby” arranged by A. Lyadov, “At the dawn, at the dawn”, “Soldiers, brave children”, “My dear round dance”, “And we sowed millet” (arranged M. Balakireva, N. Rim- skiy-korsakov).
"Alexander Nevsky", fragments from a cantata.
S. Prokofiev.
"Ivan Susanin", fragments from the opera. M. Glinka.
"Native places". Yu. Antonov, words by M. Plyatskovsky.
Section 2. “A day full of events”
“In the land of great inspirations...” One day with
A. S. Pushkin. Musical and poetic images. “In the village.” M. Mussorgsky.
“Autumn Song” (October) from the cycle “Seasons”. P. Tchaikovsky.
“Pastoral” from musical illustrations to A. Pushkin’s story “The Snowstorm”. G. Sviridov.
"Winter Morning" from "Children's Album". P. Tchaikovsky.
“At the Fireplace” (January) from the series “Seasons”.
P. Tchaikovsky.
Russian folk songs: “Through the Wavy Mists”, “Winter Evening”.
"Winter road". V. Shebalin, poems by A. Pushkin. “Winter Road” C. Cui, poems by A. Pushkin.
"Winter evening". M. Yakovlev, poems by A+Pushkin.
“Three Miracles”, introduction to Act II of the opera “The Tale of Tsar Saltan”. N. Rimsky-Korsakov.
“Beautiful Maidens”, “Like Across a Bridge”, choruses from the opera “Eugene Onegin”. P. Tchaikovsky.
Introduction and “The Great Ringing of the Bells” from the opera “Boris Godunov”. M. Mussorgsky.
"Venice Night". M. Glinka, words by I. Goat fishing.
Section 3. “Singing about Russia - why strive to go to church”
Holy lands of Russia. Holidays of the Russian Orthodox Church - Easter. Church hymns: stichera, troparion, prayer, magnification.
"Russian Land". Stichera.
“The epic about Ilya Muromets”, the epic tune of the Ryabinin storytellers.
Symphony No. 2 (“Bogatyrskaya”), fragment of the first movement.
A. Borodin.
“The Bogatyr Gate” from the suite “Pictures from the Exhibition”. M. Mussorgsky.
Glorification of Saints Cyril and Methodius. Everyday chant.
"Hymn to Cyril and Methodius." P. Pipkov, lyrics
S. Mikhailovski.
Greatness to Prince Vladimir and Princess Olga. “The Ballad of Prince Vladimir”, words by A. Tolstoy. Troparion for the holiday of Easter.