Open singing lesson in DDT. Summary of a music lesson in kindergarten on vocal and choral work
The form of organization of students' activities during the lesson is individual.
Goal: Development articulatory apparatus vocalist by means of practicing the correct pronunciation of words during the performance of a piece of music.
Tasks:
Educational:
Teaching correct singing breathing, singing words on a yawn, singing consonants.
Learn to convey a melody, to intonate cleanly
Developmental
Develop diction abilities and skills.
Develop creative thinking means musical expressiveness,
logical skills, the ability to analyze the semantic content of works, a deep understanding of the semantic meaning of a word, phrase, sentence in a work, to see in musical image semantic dominants and embody them in Everyday life.
Develop the culture and manner of stage performance vocal performance: creative self-expression, vocal individuality, muscular apparatus and fine motor skills, the ability to convey the word to the listener.
Educational:
To promote the formation of a culture of singing among students, as an aesthetic need, as part of their general artistic, and more broadly, spiritual culture.
Contribute to the formation of interest in individual forms vocal performance, solo singing, concert performances, creative self-expression, for the realization of the spiritual and creative potential of each child, when embodying in a song the feelings and thoughts that excite him, revealing the semantic content performed work.
Equipment and materials:
- spacious, bright room;
- piano;
- mp3 player;
- mirror.
- laptop.
Teaching method: Conversation, performance of educational and training material, demonstration of exercises, learning and performing a song.
Psychological conditions in the classroom. Affirmation of joy in the classroom.
Personality-oriented communication - taking into account individual abilities, level musical development, differentiated approach.
Psychologically comfortable atmosphere - emotional satisfaction, the right to learn for success.
Designed result. The child must have a stable interest in the exercises he performs, have a strong interest in the song, be able to perform it emotionally, melodiously, with good singing breath and good diction.
Concertmaster O. V. Samoilenko.
Student 2 enters the class class children's school No. 2 Zainetdinova Guzel.
Organizing time.
Teacher: Hello, Guzel!
We are glad to see you at individual lesson on vocals.
Brief conversation with the student about emotional state, internal sensations. Creating an atmosphere of joy and self-confidence through a friendly smile, a teacher, and encouraging voice intonation.
Introduction to the topic.
A well spoken word is already singing,
ah, a well-sung phrase is already speech.
K.S. Stanislavsky. (2 slide)
Teacher: Throughout school year we learn to sing, work on our voice.
Guzel, can you tell me what is most important in singing?
Expected student answer: Purity of intonation, correct singing breathing, sound production, diction.
Suggested student response: True. All this is very important when singing, and without what can we not convey the meaning and content of a musical work to the audience?
Suggested student response: Without diction or words.
Explanation of the topic.
Teacher: Absolutely right. The topic of our lesson: “Vocal speech and diction.” Today in class we will work on diction, on the formation of a singing sound. Singing is the only type of musical performing art where musical performance organically combined with the need for expressive delivery of speech text. The clarity and clarity of the pronunciation of words and even individual syllables largely depends on the mobility of the singer’s articulatory apparatus (cheeks, lips, teeth, tongue, jaws, soft and hard palate, pharynx, larynx.).
(Demonstration of the poster “Articulation apparatus”). (3 slide)
- Are all these organs involved in the formation of sound?
Intended Student Answer: Yes.
Teacher: Try to say without using your tongue: “The bob got the beans” (the student tries).
Do you see what happened? Can not understand anything.
Now try to say the same thing without using your lips (the student completes the task).
Again nothing is clear. So, what can we conclude? All organs of the speech apparatus must be involved in the formation of sound; it must all be actively working. The work of the organs of the articulatory apparatus aimed at creating speech sounds (vowels and consonants) is called articulation. In the flow of speech, vowels and consonants have different functions. Voice, his emotional coloring, the strength and richness of the sound comes primarily through vowel sounds. Dictionary clarity and speech intelligibility are associated with clear pronunciation of consonants. Diction is a clear, clear, legible pronunciation of words in a text. (4 slide).
The teacher draws the student’s attention to the poster “Consonant division table.”
Consonant division table. (6 slide)
Deaf
Voiced
K, P, S, T, F, X, Ch, C, Ch, Sh, Shch
B, V, D, D, G, Z, L, M, N, R
Vocal consonants. (7 slide)
V F Z L M N R
They have a sonorous quality
Have length
Voiced plosives
Non-vocal consonants. (8 slide)
S F X K P T Ts Ch Sh Shch -pronounce with greater intensity
Vigorously
Voiceless consonants are pronounced in a whisper, the glottis is open in the cartilaginous part
May provoke forced sound production
Great vocal teachers have always paid attention to the fact that vowels are "carriers" vocal sound, they occupy almost the entire duration of the intoned sound. “Consonants are shortened as much as possible and pronounced as clearly and clearly as possible.” This is one of the secrets of the cantilena. “Vowels are like a shell in which the singing sound is clothed, therefore the education of the singing voice begins with work on the formation of vocal vowels. All the basic vocal qualities of the voice are developed on these sounds. The correct vocal formation of vowels depends on artistic value singing voice." (S. Yudin) (9-10 slides)
The activity and coherence of the articulatory organs determines the quality of pronunciation of speech sounds, word intelligibility, or diction. And sluggishness in the functioning of the articulatory organs is the cause of poor diction. So, diction is a clear, clear, legible pronunciation of the words of the text. The vocalist’s mouth should be free and “beautifully active”, this depends on the jaws, tongue, lips. Vocal beautiful mouth opening only helps correct position tongue, pharynx, larynx and the correct position of the entire vocal apparatus. A clamped lower jaw prevents you from opening your mouth, and through the hyoid bone this clamping pulls up the larynx, which can cause throat singing. A tight jaw can cause overexertion of the tongue, which is the main articulator of vowels. The lower jaw should be free, not clamped, passive. Being passive, it still should not lean down too much and hit the larynx. It should be held by the muscles of the cheeks and the corners of the lips, by the lips themselves, which actively pronounce consonants.
The lips take part in the final formation of vowels and are the main formers of labial consonants. The position of the lips affects the timbre of the singing sound. A smile helps lighten the timbre. “The lips should lie on the teeth,” said M. Garcia.
Guzel, you know that the singer before he starts singing musical works must prepare your musical instrument, or rather, tune it. What is needed for this?
Expected student answer: Pronounce tongue twisters in order to tune your voice, to pronounce words more clearly, do exercises to develop singing breathing and sing.
Teacher: Well done, Guzel!
Tell me, please, why do you need to sing at every lesson? Or maybe this is not at all necessary?
Expected student answer: It is mandatory to sing at every lesson, as the vocal cords become stronger and grow. The voice, like any musical instrument, requires proper tuning.
Teacher: Absolutely right. Tongue twisters liberate the speech apparatus, and vocal exercises develop the vocal apparatus.
Practical part.
Teacher: We are moving on to the practical part of our lesson.
Educational and training exercises for the development of the speech apparatus. (11 slide) Teacher: And now, Guzel, I propose to remember the tongue twisters that we learned in previous lessons. Suggested student answer:
Greek rode across the river,
The cancer sees the Greek in the river
Stuck the Greek's hand in the river
Cancer by the hand of the Greek DAC.
Recommendations:
Practiced in patter correct pronunciation consonant letter “P”, and work is also being done to liberate the speech apparatus.
If the text sounds clear and confident, you can gradually increase the tempo, but we must not forget that everything in a tongue twister is not the tempo, but the clarity and clarity of pronunciation.
Teacher: Cuckoo cuckoo
I bought a hood
Like in the hood
He's funny.
Recommendations:
Let's repeat the tongue twister in various images and with the emotions inherent in the character depicted in the picture, in the form of a cheerful hare, a sad puppy and a contented cat. (12 slide)
Teacher: Thank you, Guzel!
After working on the development of the speech apparatus, you can begin vocal exercises to develop your voice. By singing, our vocal cords warm up and are properly tuned.
Educational and training exercises for the development of the vocal apparatus.
Recommendations:
To achieve correct sound production on initial stage When teaching vocals, it is necessary to more often invite students to perform the exercise of singing the sound “m” with their mouths closed. in this case, the teeth should be unclenched, the soft palate should be activated in a light yawn, the sound should be sent to the head resonator, by which in vocal pedagogy we mean top part face with its nasopharyngeal cavity. Sending sound to the front part of the hard palate at the roots of the front upper teeth ensures its best resonance, due to which the sound gains strength, brightness and flight. The less nasal and throat sounds are present during singing, the higher and more precise the vocal position is, the purer and more natural the timbre of the voice will be.
After singing with our mouth closed, we sing on the syllables “zo zi zo.” Just 5-6 exercises.
The singing breath should be taken quite actively, but silently, deeply, at the same time through the nose with the sensation of a slight half-yawn. Sing in one breath, smoothly, softly, slowly moving from one note to another.
Each subsequent performance of the melody occurs when it is raised by a semitone. This is natural for all chants without exception.
Working on diction and articulation when learning vocal work. Teacher: Well done Guzel, in the last lesson we started learning the song “ A true friend", words. M. Plyatskovsky, music. B. Savelyeva. Homework was to learn the words of the song by heart.
Teacher: Guzel, did you like the song? What is it about?
Suggested student response: Yes! Very beautiful song, about friendship.
Teacher: The song is written in verse form (3 verses and a chorus). Size – 2/4.
Recommendations: The song is cheerful, in the character of a polka. Based on this, the child cannot sing sluggishly. But you can’t get too carried away with the harsh attack of sound. Otherwise, the conversation will go in tone. The melody in singing is the main thing, so it is necessary to connect syllable by syllable, sound by sound.
We sing a song (1 verse, then chorus) in phrases with our mouth closed to the sound “m”. When a melodic segment has already been worked out in this way, you need to sing it with words, maintaining the design of vowel sounds, their coherence, and be sure to pronounce consonant sounds clearly, briefly, without exaggeration. The activity and coherence of the articulatory organs determines the quality of pronunciation of speech sounds, word intelligibility, or diction. And sluggishness in the functioning of the articulatory organs is the cause of poor diction. The vocalist's mouth should be free and "beautifully active".
It is especially worth noting that the student’s attention should be directed to the flow and cohesion of vowels with each other. Then, in this way, the flow of consonants will be correctly organized, which must be pronounced quickly and clearly, “compressed” them, but not “shot”, so as not to damage the flow of vowels, that is, the sound flow, not to tear the cantilena, not to make the singing chanted. “Ragged” diction is harmful not only vocally, but also artistically. Exists famous aphorism: "U good singer good diction, a bad singer and bad diction" (14 slide)
After such work in small parts on sound science, on breathing, you need to work on the work as a whole. Try to perform it completely (1 verse and chorus) to the accompaniment of the piano, which should be quiet, light, and in no way drown out the child’s voice.
Summarizing.
Teacher: Let’s summarize our lesson.
Today we paid a lot of attention to the development of the speech and vocal apparatus, worked on consonant letters in tongue twisters and chants, worked on breathing, and on sound science in general. We got acquainted with new concepts.
So, articulation skill includes:
- clear, phonetically defined and competent pronunciation;
- moderate rounding of vowels due to singing on a hidden yawn;
- finding high vocal position;
- the ability to stretch vowels as much as possible and pronounce consonants very briefly in any rhythm and tempo. (13 slide)
And so that our work does not go in vain, expressively pronounce the poetic text of the song in front of the mirror at home, which will help you achieve expressive sound production when singing. This will be your homework.
Organizational end
Well done, Guzel! Thank you! Goodbye. Before new meeting.
List of sources of information and illustrations. (15 slide)
1. Aspelund D. Development of the singer and his voice. M., 1997.
2. Varlamov A. Complete singing school. M., 1989.
3. Varlamov A.E. “The Complete School of Singing” St. Petersburg, publishing house “Planet of Music”, 2008.
4. Dmitriev A. Fundamentals of vocal technique. - Moscow. Music.1968
5. Dmitriev A. The vocal apparatus of a singer. - Moscow. Muzgiz.1964.
6. Emelyanov V.V. “Phonopedic method of voice development” Toolkit 1999
7. Emelyanov V.V. Voice development. Coordination and training. St. Petersburg, 1996.
8. Katser O. V. Game technique teaching children to sing. - St. Petersburg. ed. "Musical Palette" 2008
9. Lukanin V. Training and education of a young singer. - Leningrad. Music 1977
10. Morozov V. Secrets of vocal speech. - Leningrad. Science.1967
11. Ivanchenko V.N. "Classes in the system additional education children" Publishing house "Teacher" 2002.
12. Orlova T.M., Belkina S.I. “Teach children to sing” Moscow 1987
Internet sites.
1. http://www.rockvocal.com
2. http://thelib.ru/books/pekerskaya_em/vokalniy_bukvar-read.html
3. http://www.startvocal.ru
4. http://www.musicforums.ru/vocal
5. http://www.100 vocalistov.ru
Illustrations
1. http://www.hvorostovsky.com/ru/photos
2. http://www.rusedu.ru
3. http://www.theplace.ru/photos/Anna_Netrebko-mid2190.html
G. Kostroma
2014
Lesson notes in vocal studio
Subject: "Hello, Music!"
Target: development cognitive interests child, the formation of aesthetic emotional- conscious attitude to the surrounding world.
Tasks :
Educational:
development musical ear, memory,
development of coordination between hearing and voice;
introduction to basic properties musical sound(height, duration, strength –f- R);
development of the skill of a conscious attitude towards music of various contents and nature.
Educational:
development of creative abilities;
development of musical and artistic taste.
Educational:
nurturing love and interest in music;
education of listening and singing culture.
Lesson type :
introductory.
Form of work :
Group.
Equipment:
piano,
record player,
phonogram of the song “Merry notes - merry days”,
sheet music,
musical ladder,
poster - epigraph with poems by V. Shlensky “Music lives in everything. Her world is magical!”
"chest of discoveries"
crown “Her Majesty the Sorceress - Music”.
notes - signs with the names of children and teachers.
Musical material
S. Sosnin, M. Sadovsky “Merry notes - fun days»
G. Struve, N. Solovyova " New Year's round dance»
E. Tilicheeva, V. Viktorov “The steam locomotive is coming, going”
O. Yudakhina, V. Tatarinov “Elephant and Violin”
G. Struve, N. Solovyova “A friend is with us”
Routing
Stage
Time
Teacher
Children
Organizational
minutes
1.1.Prepares children for work. Establishes emotional contact.
1.2. Interests in the upcoming work, invites you on a journey using musical material.
1.3. Performs a musical greeting.
They are listening.
Answer the teacher's questions.
Ask clarifying questions.
They perform a musical greeting.
Basic
30
minutes
1.1.Introduces the main part of the lesson using a musical game.
Draws attention to the emotionality of the performance.
Participate in a musical game.
Follow the teacher's advice.
1.2.Creates a problematic situation.
Solve a problem situation.
1.3.Organizes work on musical material on the topic of the lesson, using conversation, riddles, the technique of “drawing music”, singing songs.
Answer the teacher's questions,
solve riddles.
They perform songs.
Final part
5 minutes
1.1. The teacher thanks the children for their work.
1.2.Sums up the journey and opens the magic chest.
1.3.Gives the crown to the most active traveler.
1.4Gives the children a “gift” - a poem.
Consider the notes-symbols.
Answer questions.
Listen to the teacher.
Progress of the lesson
1.1. Establishing contact.
The soundtrack of the song “Merry Notes – Merry Days” plays (listening to verse 1).
Teacher:
– How easily and mysteriously, simply and mysteriously music is born!
Everyone in the world has their own music.
The wind, trees and fields sing about happiness.
Sometimes happy, sometimes sad, sometimes louder, sometimes more tender
The skillful starling and the small stream sing.
Is it noisy? blooming garden,
Does it snow in winter?
Beautiful the singing world,
And you can sing with him!
–Guys, do you like to sing?
(Children answer)
Teacher:
–I think I can invite you with me to the world of music and magic, fantasy and fairy tales, creativity. We will take a trip to the “musical” country. This country, like any other, has its own native language - music. I will teach you to understand this language, I will be your assistant and “translator”.
Musical greeting “Hello” sounds in my performance.
–I greeted you, and now I invite you guys to wish good health and health to all those who are with us and whom we invite with us on our unusual journey.
(Children sing “Hello”)
Teacher:
–I will be the leader - conductor (sings his name, patronymic - improvisation).
–I will ask the entire crew to introduce themselves, also using musical language.
(Children sing their name , which is attached to each of them on a note just before the start of the lesson)
–Guys, before you go on a trip, I would like to wish you courage, attentiveness, organization, sensitivity, and resourcefulness. And then, who knows, maybe miracles and surprises await us? First of all, let's listen.
–What do you hear around you at this moment? What sounds?
(Children answer).
–Yes, that’s right, different sounds surround us, both noise and music. From musical sounds - to the musical instruments that children know - enumeration. The closest and most delicate musical “instrument” that everyone has now is the voice. Singing voice and will be our main musical “instrument” on an unusual journey.
So, we are going to a magical musical land, but before leaving, I want to offer you the game “Musical Echo”. This game will teach us how not to get lost in musical world, using his closest “instrument” – his singing voice.
1.2.Chanting
The song "New Year's Round Dance" is used as a chanting exercise.
(The teacher sings the first word - the children “echo” it).
This is how the whole song is sung.
The teacher draws the children’s attention to the exact copying of my performance (active word, emotionality, etc.)
II. Main stage
Disclosure of the topic. Creation problematic situation
Teacher:
–What is the difference in the execution of the word “round dance” (I sing; 1 time the melody moves up the steps; 2 times – it moves in place). Lead children to understand the direction of movement of the melody.
–Guys! You are simply born musicians! Without noticing it, you discovered the main thingproperty of musical sound - hisheight!
The sound changes its pitch. It turns out that this can not only be heard, but also seen. I suggest you play with mein the game “Understand me! I perform the song “A steam locomotive is traveling” showing the movement of each sound along the ladder. You should come to the conclusion that the melody “steps” up and down the steps - in place.
–Guys, what does a train need to make it move?
(Children : steam, fuel)
–It turns out that in order to sing, we also need to breathe. The old masters also said that “the art of singing is the art of inhalation and exhalation.”
(We try to “hand” with the children to inhale - hold - exhale).
–You have learned to breathe correctly, let's take a ride on a train together.
We perform together the song “A steam locomotive is coming” (the teacher shows movement along the stairs and breathing like a train).
Working on musical material
Teacher:
–How far have we gone from the city? It seems that someone is meeting us in the forest. Who? Mystery!
You can always find her in the forest.
Let's go for a walk and meet.
Stands prickly like a hedgehog
In winter in a summer dress!
–What is this?
–That's right, it's a Christmas tree!
The song “Yolka” immediately sounds.
The second time, the teacher asks the children to sing the chorus together. It turns out that music can not only be seen, but also “drawn”!
Exercise “Drawing music.”
–Let's take magic brushes in our hands and try to “draw” all the sounds of the song in the air.
Why are some sounds long and others short?
They are reaching out different time. This property of musical sound is calledduration.
Guys, I don’t know about you, but this music just makes me want to dance in a circle.
(They perform a song, holding hands with movements)
When moving in a circle, pay attention tophrases in the chorus.
–“Magical music” bewitched us, made us move, and the song turned intosong and dance.
It’s a pity that there were no forest dwellers with us in the round dance. Guys, what language do you think the inhabitants of this magical magical land speak?
( Children answer: Musically)
–Let's listen to the song “The Elephant and the Violin” (performed). I am sure that you understand what this music told us, what mood it creates. This music is drawn-out, calm, melodious, affectionate, melodic, waltz-like. The song turned into a waltz dance song. Once again performs the song with movements.
Guys, is it possible to sing this song abruptly?
(Children: No, just slowly and smoothly -legato . (perform).
–How nice it is to travel with guys who understand the language of music, are very attentive, active and friendly! I just want to sing a song about friendship now. Will you help me? I will pass it on to you musical words, like a magic ball, don’t lose it!
(They perform the song “A friend is with us”)
–What is the character of this music?
(Children answer: Joyful, cheerful; the music is ringing, energetic, comfortable to walk - marching)
–Thismarch song . Let's try to sing the song again, changing the volume -sound power. I will sing loudly -f, and you, like an echo, are quiet - p.
(after each answer, performance of songs, encourages children).
–We didn’t even notice how quickly time flew by. And why?
(Children answer).
IV. Final stage
Teacher:
–In our have a fun trip, which is coming to an end, you were very attentive, musical, active and made a lot of discoveries. I think you are worthy pleasant surprise. There is a chest in front of us. And what's in there?(Opens chest)
Yes, these are our discoveries! Takes out the notes-symbols one by one:
Today we learned that:
sounds are noise and musical;
remembered musical instruments;
learned about the properties of musical sound (pitch, duration, strength);
got acquainted with singing breathing;
learned what “legato” means (playing smoothly, connecting sounds);
remembered the genres of music - song, dance, march and
learned that they can make friends and become a song-dance, a song-march.
–I think you have learned to listen and understand the musical language. They performed songs that they had never heard before, showing their best student qualities. Therefore, Her Majesty the “Sorceress-Music” gives you the most precious thing she has - her crown. And the right to receive this crown is given to the most active, the most diligent, the most attentive, the most courageous, in general, the very best!
(The crown is given to the one who was the most active, attentive, resourceful, and musical).
And in gratitude for your work, your efforts, I want to give you these poetic lines as a farewell gift:
Do we know that 2x2,
As always, four.
Only without magic
The world will be boring...
Listen, the whole world sings:
Rustle, whistle and chirp!
Music lives in everything.
Her world is magical!
Bibliography
Kabalevsky D.B. “How to tell children about music?” – M., 2005.
“Music and Poetry” Author-comp. E.N. Domrina. – M., 1999.
Kholopova V.N. “Music as an art form” Textbook. allowance. – St. Petersburg, 2000
Comprehensive notes
Summary of an open development lesson
singing skills on the topic “Combination of intonation
expressiveness with purity and correctness of speech in singing"
for pre-school children
Target: formation of correct and clear singing diction.
Tasks:
- Learn to sing meaningfully and artistically expressively, purely intoning the melody.
- Continue to develop the mobility of the articulatory apparatus, expand the pitch range.
- To foster an interest in singing in children.
Methodological support:
Didactic aids: sewn from fabric stave, beady notes different color (7 pieces), a box with pieces of foil.
Audio media: music Center, a disc with a recording of the music of P. Grager “Country Gardens”.
Motivation: musical director asks the children to help him collect the scattered note beads (motive of personal interest).
Lesson plan:
- Children's entrance to the hall. Musical greeting “Good afternoon”, music by K. Andreas.
- Working on breathing. Exercises “Cold Wind”, “Warming Hands”, “Palms” with musical accompaniment.
- Articulation gymnastics: “window”, “monkeys”, “sweetie”, “clock”, “horses” (“Country Gardens”, music by P. Grager).
- Vocal intonation exercises: “locomotive” - lip vibration, “engine roars” - “r” (do-re-mi-fa-sol). The exercises are transposed up and down in semitones.
- Vocal patter "Thirty-three trumpeters sound the alarm", music. T. Zebryak. Singing at different tempos (Lento, Moderato, Allegro, Precto).
- Song "Spider", m. d. folklore.
- Popevochka "Firefly" d.f.
- “The cat stole a ball”, b. n. To.
- Learning the song “How Sad”, music. S. Sosnina.
- Performance of the song “Fairy tale, fairy tale, come!”, music. E. Sokolova.
Methodology:
Children enter the hall.
Musical greeting "Good afternoon", music. K. Andreas.
The music director invites the children to come to the table, on it is a staff with beaded notes.
M.R.: Guys, look!
On magic strings
The beads are hanging.
Not ordinary beads -
They all sound.
Nice necklace -
It's musical.
I have it in store for you!
These bead notes make up different songs. I’ll sing this song to you.
M. r. takes “notes” - they fall on the table.
M.R.: Oh! The beads scattered right on the table. .
And there will probably be no more music.
Help me collect the sheet music beads?!
Children's answers.
M.R.: But in order for the bead notes to “sing”, you need to perform certain exercises. A little effort will improve your breathing.
Breathing exercises.
Feel the cold on your palms.
Like a magician - frost
I put patterns on the windows.
Exercise “Cold Wind”.
We'll warm up a little
Warm your palms.
Exercise “Warming your hands.”
Here's a palm, here's a fist.
Can you do this?
Exercise “Palms”.
And now, be quiet, let your tongue dance.
Articulation gymnastics.
“Window”, “monkeys”, “sweetie”, “clock”, “horses”.
Vocal intonation exercises.
Us funny little train takes you on a journey.
“Steam locomotive” - lip vibration.
It’s like a dog engine growls: “Stop,” it says.
“The engine growls” - vibration of the sound “R”.
The trumpet sounds (phonogram).
M.R.: The trumpeters are sounding the alarm - everyone is coming to the rescue.
Slowly, without fear, the turtle sings to us.
T. Zebryak “Thirty-three trumpeters” - at Lento tempo.
A little faster - a bug, a spider-bug.
T. Zebryak “Thirty-three trumpeters” - at Moderato tempo.
I heard the alarm and the moth.
T. Zebryak “Thirty-three trumpeters” - in Allegro tempo.
The most hasty is the ant, even faster.
T. Zebryak “Thirty-three trumpeters” - at Precto tempo.
After the tongue twister is performed, a sound is heard.
M.R.: This one bead wants to return to its house.
M. r. attaches one bead to the staff.
M.R.: And here in front of us (children guess the song based on the melody) The spider weaves its web.
The song “Spider” - singing with the work of the hands (strike of the third finger on the fifth) at a slow pace.
Another sound sounds - the children guess: “How much?”
The bead is attached to the staff.
M.R.: There is a riddle hidden in my fist:
Its light is not bright, but in the night it is like a gift.
It will become a little brighter this night on earth.
An amazing bug that gives us light. (Firefly).
Let's imagine how fireflies flash and go out in the dark.
M.R. throws the pieces of foil up, they fall to the floor.
M.R.: Choose a firefly for yourself and ask him to light his flashlight again.
Singing the song “Firefly” d.f. in different keys.
Two sounds are heard - the children guess.
Two beads return to the house.
M.R.: The bead rolled alone and turned into a ball.
In this fairy tale there is a cunning cat. Who will sing us a song?
Working on the song “The cat stole a ball.”
There is one sound. Another bead is attached.
M.R. performs the intro to the song “How sad!” - children guess.
Working on the song “How sad!”
- Pronouncing the text to the rhythm of the music in a whisper.
- From bar 17 - singing at a slow tempo.
- Work on intonation from bar 29.
- Execution from the very beginning.
Two sounds are heard - the children guess, the beads are attached to the staff.
M.R.: And now we have a song. That's what it is!
Seven notes sound - this is the beginning of the song “Fairy tale, fairy tale, come!”
Performing the song “Fairy tale, fairy tale, come!” (with soloists).
M.R.: Now all the beads have returned home.
It's hard for us to sing and dance without music
We put the beads in music notebook.
Again wonderful music all friends are happy
And we can’t lose those beads anymore.
M.R.: I would like to know how you yourself evaluate your work. Whoever thinks that he has done a good job, let him sing “A”, and whoever thinks that not everything is working out yet – “O”.
Children evaluate their work. They sing “Goodbye!” and leave the hall.
Saraskaya Daria AntonovnaEducational institution: Municipal educational institution Lyceum No. 11 of the Voroshilovsky district of Volgograd
Brief job description:
Publication date: 2017-08-07 Vocal lesson notes ( guidelines for the teacher) Saraskaya Daria Antonovna This lesson summary is intended to help the teacher in organizing the lesson.
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The lesson is conducted according to educational program"Vocaletto" 1st year of study. This training session is intended for the consistent formation of singing and performing skills.
The training session is designed for 2 academic hours with vocal ensemble“Vocaletto” (10 people) 1st year of study. The age of students is 7-17 years. Recruitment to the association is carried out on the basis of desire.
Lesson objectives:
1. formation of performing vocal skills in students skills and abilities.
2.creating conditions in which the student experiences pain achievable sensation
performing freedom and creative comfort.
Tasks:
- development of singing skills (meaning sustainable singing
breathing on support, evenness of sound throughout the entire vocal range,accurate intonation, melodiousness, melodiousness of the voice, clear and precise diction, correct articulation).
- stable intonation of monophonic singing
4.skills in working with phonograms and microphones
Teaching methods: explanatory-illustrative, reproductive, practical
Form of organizing a training session: individual, group
Equipment: piano, stereo system, microphone, piano, CD discs, phonograms minus, plus performance of “About Jam”, “Three Wishes”, “Lyceum”, handouts - lyrics
Stages and timing of the lesson
1 lesson – 1 hour 30 minutes
I.Organizational stage . Checking readiness for class. Correct singing position – 2 minutes;
II.Preparatory stage : gymnastics of the articulatory apparatus, phonetic exercises, breathing exercises, vocal and intonation exercises - 14 min
III.The stage of assimilation of new knowledge – learning the canon chant – 12 min.
IV.Main stage- work on the repertoire (work on
sound production, sound science, purity of intonation, expressive singing, two-voice).
1. Singing the songs “About Jam”, “Three Wishes”, accompanied by
piano and a capella – 8 min
2. Work with soloists. - 4 min.
3. Singing songs to a minus soundtrack - 8 minutes
4. Singing songs with a microphone – 8 min.
Dynamic pause - 10 minutes between songs for rest and relaxation,
Physical education minute
5. Work on the movements in the song “About Jam” - 5 min.
6. Repetition of the song “Lyceum” - 5 min.
V . Reflective stage: children’s self-esteem about their performance,
Emotional state – 2 min
VI. Final stage: singing songs from beginning to end under
Phonogram with movements. Summing up results, mistakes and successes
Each student – 10 minutes
VII. The final stage : homework assignment, message about the following
Lesson - 2 min
I. Organizational stage :
- meeting children;
— checking of those present;
— Correct singing position: stand straight, chest free, shoulders turned and down, good emphasis on both legs, hands free. Keep your head straight. A strong head lift leads to tension in the anterior neck muscles and constrains the larynx. The face should be free from grimaces. A smile on the face creates feeling of elation,
necessary for the lesson.
Preparatory exercises. II. Preparatory stage: Before we start singing, let’s prepare our vocal apparatus. We start each lesson with articulation and breathing exercises , intonation and phonetic exercises. What is the articulatory apparatus? (.)
tongue, lips, hard and soft palate, lower jaw
Articulation gymnastics
— Tongue gymnastics Lightly bite the tip of your tongue with your teeth four times.
— Stick your tongue out as far as you can, lightly biting the tip of your tongue in sequence. Bite your tongue alternately with the right and left sides
— with my teeth, as if chewing it.Make a circular motion with your tonguebetween the lips and teeth with the mouth closed. The same in contrast
in the right direction. - Press your tongue into upper lip, lower lip, right
my cheek, into my left cheek, trying to pierce them right through.
Lip gymnastics:Bite your lower lip, upper lip, suck in your cheeks and
bite their inner surface with your side teeth.
Intonation-phonetic exercises. 1. Starting position: mouth open as much as possible with jaw movements
forward and down. The exercise consists of a strong, active pronunciation of consonant sounds in the following sequence: Sh, S, F, K, T. P, B, D, G. V, Z, Zh. Each sound is pronounced four times.
3.
2. Sequence of vowels: A, E, I, O, U.
The main element of the exercise is sliding ascending and descending intonation with a sharp transition from the chest to the falsetto register and from the falsetto to the chest with a characteristic fracture of the voice.
U~u, u~o, o~a.
Tongue Twisters:
1. The bull is blunt-lipped, the bull is blunt-lipped, the bull’s white lip was blunt.
2. How 22 Egorki lived on a hill on a hill. One Yegorka, two Yegorkas, etc.
Breathing exercises.
— How does the singing process begin? ( with inhalation)
- Where do we direct the air when inhaling ( in the stomach). The body is loose, the shoulders are lowered.
1.Inflate balloon(inhale through your nose, hold your breath, exhale through the SSS, the air comes out, the ball remains.)
2. Short inhale into the stomach, short exhale to “shoo”, “shush”.
3. Riding a motorcycle (arms stretched forward, inhale - brushes back, fasten, exhale RRRRRRR).
4. Feet shoulder-width apart, arms at shoulder level, elbows bent parallel to each other. We connect the elbows, inhale, elbows to the sides, tack, body down. Exhale to “Ha.”
5. An exercise to activate the work of the anterior abdominal wall for the sounds “k” and “g”.
The teacher's attention should be directed to:
-muscle freedom
- correct posture;
— the ability to take a breath and expediently distribute the exhale;
— operation of the resonator system;
— general speech intelligibility;
-rhythmic precision.
Vocal intonation exercises.
Goals of vocal intonation exercises:
Develop the skill of maintaining a tone at the same height, the same volume or with different nuances, which trains singing breathing
form the correct articulation of a particular vowel sound
achieve certainty in the attack of sound
clarify intonation at the moment of sound attack
build unison
All exercises are performed in an ascending and descending chromatic sequence (in the range A m - F 2)
1.Singing with your mouth closed helps to equalize the timbre sound and auditory tuning. The exercise is sung with slightly open teeth (mouth closed), high palate, sensation of sound in the upper resonator, on the sonorant consonant sound “M”. (example 1) When you feel a slight vibration and a slight tickling of the lips.
2. Register smoothing. (Lip vibration, then RRRR)
Make sure your lips are free and have an even, full sound when moving to
head register. The slower the vibration speed, the better.
3.Practice a soft but precise sound attack. This will be
facilitate the execution of legato exercises on one note.
4. Exercise based on triad sounds. Rely on breathing.
Goal: expanding the sound range in order to equalize the register sound of voices and to activate the work of the anterior abdominal wall.
2. Exercise to develop voice mobility and work on diction.
Monitor the clear pronunciation of syllables, the jerky work of the diaphragm, the larynx remains in the middle position and does not rise behind the sound. The tip of the tongue touches the two upper front teeth.
III. The stage of assimilation of new knowledge is learning the chant of the canon “There is a birch tree in the field”
The first acquaintance with two-voices should begin with the singing of canons. This is the most interesting and accessible form of polyphony for children. What is canon? Canon translated from Greek means “rule, order.” A musical canon is a song performed in a special way. All performers of the canon sing the same melody with the same text, entering alternately. The one who started singing first and finishes first. Singing with the canon became very popular in the 16th and 17th centuries, and now the canon is gaining a new surge in popularity among young performers due to the fact that it clearly demonstrates the performer’s singing technique
Stages of work on the canon:
1) speech recitation. Invite the children to recite the first
a line to everyone together. Recite again, and the teacher recites in canon. Divide the ensemble into two groups, the second group now taking the place of the teacher.
2) Having mastered the performance of the rhythmic canon, you can start singing.
To begin, sing the melody of the canon to everyone together with the teacher:
Bring the a-cappella to pure unison. After the melody is learned, the children perform the 1st voice, and the teacher performs the 2nd.
Then divide the children into 2 groups. Everyone sing a cappella, in dynamics p, listen to each other, vertical. Remind children: “First I listen, then I sing.” Pay attention to the precise introductions of voices, the ability to maintain the tempo from beginning to end.
Appendix No. 1
Main part.
Work on the repertoire.
Work on the songs “Three Wishes” and “About Jam”.
Stage 1 . Singing songs with piano accompaniment and a capella. Work on purity of intonation, clear pronunciation of words, endings, correct sound management, unison.
The song “Three Wishes” has a complex dotted rhythm, it is important that each of the students learn it. Simultaneous removal and entry of voices by the hand of the teacher. Consonant sounds are pronounced easily, clearly, clearly and energetically. Pay attention to singing narrow vowels, avoid flat sounds. Needed whenteach students to clearly pronounce consonants at the end of words, monitor the clear pronunciation of consonants in the middle of words fast pace.
Particular attention is paid to working on two-voices in the song “About Jam” - pure intonation. the main task teach students to listen to each other, to hear both voices, and not just their own. First, each part is worked out separately, then the voices are combined.
Stage 2. Working with soloists in the song “Carousel of Melodies”. This song contains solo episodes.
Much attention is paid to working on intonation and sound production, since each student has his own voice timbre and his own shortcomings. This applies to the vowels “A” and “E”.
The basis of any singing is vowel sounds. Depends on the correct sound formation of vowelssits the beauty of timbre. For students of the 1st and 2nd year of study school age the timbre is uneven, which is annoyingcaught mainly by the “variegation” of vowels. Even sound is achievedthrough maintaining a high sound (position) on all sounds of the singing range on the.
The condition for competent sound production is a correctly open mouth, a freely lowering jaw, active lips that clearly articulate eachsound. At the initial stage, you should mainly pay attention tothe student inhaled correctly, distributing the exhalation until the end of the word or smallphrases, did not take breath in the middle of a word.
10 minutes rest
Face massage
- Go over the entire face with a tapping massagewith the tips of bent fingers. The blows must be strong enoughso that the face “lights up”.
- Massage the jaw-temporal joints with your fingers.Make a forward and downward circular motion with your lower jaw.: Make a forward circular motion with your lower jaw. right-back-left-forward.
Back massage.
Free time
Stage 3. Singing songs to a soundtrack. Songs are sung at a faster tempo, with a clear rhythm.
Stage 4. Singing songs with a microphone.
Stage 5. Working on movements in the song “Slush”
Stage 6. Repeating the song "New Day"
IV. Reflective stage: children’s self-esteem about their performance, emotional state
— What did you remember most about the lesson and what did you like...
V. Final stage: singing songs from beginning to end to a soundtrack with movements. Summing up the results, mistakes and successes of each student
— What new concepts did you learn about in class?
— Meanings of the concept canon.
VI. The final stage: homework, message about next lesson
Bibliography
Gerasimova I. « Vocal and choral education children" Samara 2001
Gontarenko N.B. Solo singing. Secrets of vocal mastery. —
Rostov-on-Don, 2006
Methodological development. Samara, 1997
Dmitriev L.B. Fundamentals of vocal pedagogy. M., 1968.
Erokhina I.A. Working with beginning singers. Methodological development. -Samara, 1999
I. Isaeva « Pop singing. Express course for the development of vocal abilities"
Ogorodnikov D.E.. Musical and singing education of children in secondary schools. - M.: Muzyka, 1972
Romanova L.V. School pop vocals. - St. Petersburg: Publishing House "Lan"; Publishing house "PLANET OF MUSIC" 2007.
Stulova G.P. Theory and practice of working with a children's choir. Moscow 2002
Seth Riggs How to become a star. -M, 2004.
, . .Musical lesson on vocals - choral work in the preparatory school group “Musical Necklace”
Target:- Create a joyful, friendly atmosphere that contributes to the child’s successful entry into the world of vocal art.
Tasks:
- Learn to sing meaningfully and expressively, purely intoning the melody of the song;
- Develop the mobility of the articulatory apparatus, expand the singing range of children;
- Form clear, clear singing diction;
- Cultivate children's interest in singing.
Lesson plan.
1. Children’s entrance to the hall
2. Musical greeting
3. Breathing exercises.
4. Articulation gymnastics.
5. Tongue twisters.
6. Vocal - intonation exercises.
7. Learning a song
8. Music game
9. Farewell “Goodbye, music”
Progress of the lesson
Children's entrance to the hall.Musical greeting.
We shake hands with each other, and with a smile, “Hello!” we sing.
Good afternoon Good afternoon We are not too lazy to study - 2 rubles.
The music director invites the children to come to the table, on it is a staff with beaded notes.
M.R.: Guys, look!
On magic strings
The magnets are hanging.
Not ordinary magnets -
They all sound.
Nice necklace -
It's musical.
I have it in store for you!
These magnetic notes make up different songs. I’ll sing this song to you.
M. r. takes “notes” - they fall on the table.
M.R.: Oh! The beads scattered.
And there will probably be no more music.
Help me collect sheet music magnets?
Let's collect the magnetic notes and put them in the music box, maybe the music box will be able to collect all the notes into one again?
M.R.: But in order for the magnetic notes to “sing”, you need to perform certain exercises.
Let's stand in a circle
A little effort will improve your breathing.
Breathing exercises.
"Snowflake"
Let's take the “Snowflakes” and blow on them, let them fly and delight us with their beauty.
Blowing on a snowflake while holding a thread
« gold fish»
Lives in a fabulous music country“Goldfish”, the fish emerges (inhale), DIVES (exhale while tilting), and again emerges and dives.
"Cloud and Rain"
Spring will come soon, the snow will melt, it will rain
A cloud flew in (inhale), and it began to rain (exhale, tapping the nostrils M-N)
After execution breathing exercises a sound is heard.
M.R.
M. r. attaches a note to the staff.
And now, be quiet, let your tongue dance.
Articulation gymnastics.
Here is the tongue exercise: (Children perform movements according to the text of the game).
The tongue turned
Right left. on the side. Children stroking their cheeks with their tongues -
We open our mouth, right and left
We chatter our tongues, perform the “Chatterer” exercise
And now, friends, no joke,
Use your tongue to clean your teeth. Swipe the tongue several times
Let's smile at all our friends, upper teeth, then lower teeth
You can't sing without a smile. Smile with lips stretched wide
After execution articulatory gymnastics a sound is heard.
M.R.: This one note wants to return to its house.
M. r. attaches a note to the staff.
Speaking tongue twisters is not an easy task.
We will say it beautifully, clearly and skillfully.
Tongue Twisters.
Written by a mouse in a hole
Until the morning tongue twisters
It turned out exactly forty
He has a tongue twister.
After the tongue twister is performed, a sound is heard.
M.R.: This one bead wants to return to its house.
M. r. attaches one bead to the staff.
If you want to sing loudly
Don't sit down like a bear
Press your feet to the floor harder,
Straighten your back quickly.
Arms and shoulders are all free.
Singing is pleasant and comfortable.
Vocal - intonation exercises.
“Snowflakes and white fluffs are falling
Put your palm up and wait a little."
“1,2,3,4,5, Go out for a walk quickly
We'll go down the icy hill
We'll ride in a crowd"
“They dropped the bear on the floor, tore off the bear’s paw,
I still won’t leave him, because he’s good.”
“The giraffe grows tallest, it reaches the sky”
“The elephant is as big as a house, go around it,
And you will see that it is not easy to climb onto a house of such height"
After performing vocal and intonation exercises, a sound is heard.
M.R.: This one bead wants to return to its house.
The song comes to visit us
And it brings joy to all of us.
Video of the song “Gingerbread House”
Learning a song
1. Read the lyrics to the rhythm of the song
2. Singing 1 verse of the song
3. Learn the verse of the song.
4. Sing 1 verse and chorus.
After the song is played, a sound is heard.
M.R.: These beads want to return to their house.
M. r. attaches five beads to the staff.
Music game
"Heel, toe"
After the game is played, a sound is heard.
M.R. These beads want to return to their house.
M. r. attaches five beads to the staff.
M.R.: So all the beads have returned home.
It's hard for us to sing and dance without music
We put the beads in a music book.
All my friends are happy about the wonderful music again
And we can’t lose those beads anymore.
M.R.: Thank you guys for coming to me, making me happy, and what did you remember and what did you like?
I was very pleased swami, and I want to convey to you from the gnomes their gingerbread house a ringing candy cockerel.
Gives PETUSHKOV.
Going out to the music.