Abstract on musical activity in the preparatory group. The plan is a synopsis of directly educational activities, taking into account an integrated approach to music education for children of a speech therapy preparatory group. Singing game without moo

Kosinova Natalya Vasilievna,

Musical director

"In the kingdom of music ..."

Targets and goals:

1. Through the synthesis of arts (music, painting, poetry) to instill in children a love of classical music.

2. Promote the formation musical culture preschooler through the enrichment of their musical impressions and musical vocabulary.

3. To develop the musical abilities of children: ear for music, sense of rhythm, vocal apparatus, musical memory.

4. To acquaint with the new instrument - p.

5. To promote an active perception of music through independent creative activity.

6. Learn to listen to live music performed by children of the children's music school.

Methods and techniques for activating children

• Ensure that the child himself determines the nature of the music.
• Reacted to changes in mood, pace, through independent creative activity.

Mental search method:

• Listen, think, evaluate, express yourself.
• Memorize the melody, determine the nature of the piece
• Choose a musical instrument
• Draw what you heard and presented
• Select the appropriate attributes and dance moves for improvisation.

Course of the lesson:

Children enter the hall to music "Fairy ball" Gladkov.

Musical director: Hello guys (I sing melodiously)

Children: Hello.

Musical director: Guys, have you guessed where we got to? - What kind of music was playing when you entered the hall? (fabulous music)

Musical director: Today we will visit the Fairy of Music with you.

Guys, where is she? Probably she could not come to us. But nothing, I have just the right outfit in my magic chest (he takes it out and puts it on). Here is such an elegant cape and crown, indeed, like the Fairy of Music.

How do you like me? Sounds good! But something is missing. Let's think about it.

Musical director: What is music made of? (children's answers).

That's right, from sounds, notes, musical instruments.

Let's decorate my outfit with your drawings that you have prepared for the Music Fairy (children agree and dress up the Fairy).

Musical director: Well, what am I like the Music Fairy? Then let's go! We are waiting with you wonderful world music. And the bell will help to get into the musical kingdom (shows and rings)

Musical director: Close your eyes and imagine that we are in a fairy kingdom (music sounds).

Music Director: Here we are in the Kingdom of Music

(children sit down).

Musical director: You hear, music sounds. In the meantime, it sounds, I'll tell you one story.

Today, early in the morning, a handsome prince passed by the castle of the Kingdom of Music. And suddenly he heard wonderful music pouring from the windows of the castle. Someone played an unfamiliar instrument lightly and tenderly, and a beautiful melody softly enveloped the prince's soul and heart.

Do you guys recognize this music? Describe what kind of music?

(children's answers: music is light, gentle, airy like flowers).

Musical director: That's right, guys.

• « Waltz of the Flowers "by PI Tchaikovsky from the ballet" The Nutcracker ".

Musical director: The prince was simply fascinated, he really wanted to know what kind of music it is, and most importantly what kind of instrument it is that makes such wonderful sounds. He drove up to the castle, where he was met by an old servant and escorted to the royal hall. The prince saw beautiful girl, she sat in the center of the room and played a small, beautiful instrument and led along the strings with some kind of magic wand, which produced magical melodious sounds.

You probably guessed what Princess Ophelia played on? (children's answers)

Musical director: That's right, on the violin.

Musical director: “What is this? What is the name of this amazing instrument? "- exclaimed the prince !. "Violin! “- answered the shy princess.

Smooth bow movements

Throws strings in awe

The motive murmurs from afar,

Sings about a moonlit evening.

How clear is the overflow of sounds

They have joy and a smile

A dreamy tune sounds

Its name is ... violin!

(showing violin illustration)

• Vidio - a story about the violin (program "Encyclopedia of Classical Music")

Musical director: This is what an amazing instrument it is. And our tale continues.

The prince, listening to the princess, looked at her all the time and fell in love at first sight. He immediately asked the king for the princess's hand. But the king said that everyone in their kingdom is very fond of music, knows a lot about it and knows how to play musical instruments. The prince will first have to pass musical tests, and if he copes with it, he will get the princess Ophelia as his wife. But the prince alone cannot cope with these tasks.

Musical director: Guys, would you like to help the prince pass the tests? (children's answers). Wonderful!

Here is the first task.

The king invited all the inhabitants of his castle to the throne room and proposed to create a large royal orchestra. The prince and all the courtiers chose for themselves musical instruments... Ophelia swept her bow over her violin and the wonderful music of the waltz sounded.

Guys, do you want to try yourself as court musicians? (children's answers). Then come on and we will create the Royal Orchestra. Choose musical instruments and stand in a semicircle. Let's help the prince fulfill the king's request.

• Children perform "Waltz - a Joke" by D. Shostakovich

Second task. (sit on the chairs at the for-no)

As the king said: Princess Ophelia loved to walk in the royal garden, where many beautiful flowers grew. But she especially fell in love with one bell for its beautiful song. The melody of “bell song” of 7 sounds is played on the piano. But one day a strong wind with rain flew into the garden and raged all night, and by morning everything had calmed down. The girl could not find her bell for a long time. She went up to one, then to another bell, different songs were heard to her, and finally she found her favorite flower.

• Musical director: Can you guys guess the princess's favorite bell song?

(Children listen to 3 different tunes and identify the princess's "bell song".)

The third task.

The jester Kind lived in the royal palace. He was the most cheerful and kind in the palace, but his mood very often changed and he liked to listen to the same music (I show a plane gnome (jester). And this jester wants to ask a musical riddle for us too. Determine what kind of work sounds and whether it changes the mood in it.And we must show with these cards where and when a sad and cheerful melody sounds.

Let's first define what kind of work it is.

Hearing: "Clowns" by D. Kabalevsky .

(The children then use blue and red cards to identify the sad and funny parts.

Musical director: Guys, how many parts are there in this piece?)

Children: Three.

The fourth task

Musical director: Guys, the court dancemaster (the person who taught everyone to dance) would really like to see if the prince knows the movements in the polka dance?

Well, can we help the prince?

• Dance "Polka"

Fifth task

Nanny Faina told the prince a story that happened to the princess when she was a little girl. “Little Ophelia lost her mother Queen Adeline very early on. She died when the princess was 4 years old. But in her little head there was a melody that her mother sang to her at night, but now becoming an adult she can not remember her words. Maybe you, having heard the first sounds of the melody, remember and sing it?

(The music director plays the melody of the song "Mama".)

Musical director: That's right, guys, you got through the riddle easily. But before we start singing, we will walk along the steps of the fairy kingdom.

• Pre-chant "Ladder"

• Children perform the song "Mama"

Musical director: Well done, guys! Thanks to your help, the prince completed all the musical tasks, and the next day there was a magnificent wedding in the castle. V large hall all the inhabitants of the kingdom gathered. They congratulated the bride and groom, had fun and danced, a lot of music sounded.

Sounds again " Waltz of the Flowers "by P. Tchaikovsky.

Musical director: Guys, let's have some fun too, take these ribbons, scarves and flowers and spin in a light waltz.

· Dance improvisation for children

Musical director: Here we have visited the musical kingdom, helped to complete all the tasks. What musical instrument did you hear about today? (children's answers).

Musical director: Guys, I will ask you to draw pictures for this story in a group or at home, and tomorrow we will all look at them together.

Goodbye (singing).

To the piggy bank of the musical director

During music lessons, give the correct attitude to singing. In order for the voice to sound freely, easily, it is necessary that nothing interferes with it: You need to sit up straight, put your hands on your knees, your feet rest on the floor.

Use in this case artistic word:

1.If you want to sing while sitting,

Don't sit down like a bear

Straighten your back soon

Get your feet on the floor boldly.

Once! Breathe in! And sang

He flew like a bird into the air.

Hands, shoulders - everything is free.

It is pleasant and comfortable to sing.

If you have to sing while standing, then the shoulders should be lowered, the back should be straight.

2.If you want to sing while standing -

Do not turn your head!

Stand up nicely, pull yourself up

And smile calmly.

Once! Breathe in! And sang

The sound flew like a bird.

Hands, shoulders - everything is free,

It is pleasant and comfortable to sing.

We invite teachers of preschool education of the Tyumen region, Yamalo-Nenets Autonomous Okrug and KhMAO-Yugra to publish their methodological material:
- Pedagogical experience, copyright programs, teaching aids, presentations for classes, electronic games;
- Personally developed notes and scripts educational activities, projects, master - classes (including video), forms of work with family and teachers.

Why is it profitable to publish with us?

During the seventh year of life, further development nervous activity of the child. This creates opportunities for the organization educational process with children 6-7 years old in more complex forms. The perception of music becomes purposeful, voluntary memorization and education develops.

Children improve the skills acquired in senior group... At the beginning of the year (almost all of September), there is a repetition of the writing material. Gradually, thanks to systematic movements to the music, they become more coordinated and accurate. Children master new types of movements: lateral gallop, polka step, step with a trench, elements of Russian dance (alternate exposing of the legs for a smooth walk with different hand positions: to the sides, folded on the chest, on the belt). Feeling the uniqueness of the texture of musical works, children are able to convey the character of music in motion: to walk solemnly, festively; easy, smooth; run lightly, rhythmically, swiftly and widely, PERFORM movements with and without objects (smoothly, energetically), walk in a line in folk dances and round dances, expressively reproduce various game images (funny, funny parsley, cowardly hare, affectionate kitten, angry WOLF, etc. etc.).

The ability to navigate in space develops. By the end of the year, children should freely rebuild from rank to circle, from small circles to large and vice versa, move diagonally from different corners of the hall, clearly walk with a snake, be able to find their place in games, etc.

In the preparatory group, individual lessons are held more clearly and in an organized manner. Children act with music, perceiving it through the tactile-vibration and auditory analyzer. An individual task for a 6-7 year old child already includes 4-6 movements to the music.

Children develop great self-control and the ability to wait for the emergence of music, to listen to its disappearance. This makes it possible to increase the length of the pause between individual excerpts and parts of a piece of music.

When performing individual tasks with the Fenian turned off, a 7-year-old child can determine how many chords have been played, clap a simple rhythmic pattern, determine dynamic shades (music is loud, quiet).

The study of the exercises of the "ringing alphabet" also takes place in close contact with the deaf teacher, who first works out the pronunciation of one word or another with the child. With a music director, he refines the tempo of pronouncing sounds, syllables, words and short phrases to the music.

Breathing is practiced more and more during singing, as children are able to sing longer phrases. Improving singing breathing leads to improved speech. The child's voice becomes voiced, becomes expressive. Singing makes it easier to develop lip reading skills. Watching a friend singing, the child trains to understand oral speech others. Children 6-7 years old should know the names of songs, games and dances.

By the end of the year, the volume of skills in the perception of music increases, which makes it possible to allow children to perform with a demonstration of individual exercises in front of the kids. This technique gives good results: kids learn this exercise much faster than when shown by adults, while the older ones feel great satisfaction - after all, they are in the role of teachers. In the process of such communication, children develop a need for music lessons and love. To him.

Duration of music lessons for children 6-7 years old - 35 minutes.

Musical lesson in the preparatory group for school includes:

1. Individual task (consists of 3-6 movements).

2. Listening to music with the task of recognizing and memorizing the name.

3. Frontal task (consists of 2-3 exercises).

4. Exercise "ringing alphabet".

6. A song-game at the request of the children.

7. Dance.

A rough outline of a lesson in a preparatory group for school

Tasks. Strengthen the ability to perceive music through visual, tactile-vibration and auditory analyzers. Teach children to recognize familiar works. Act according to the nature of the piece of music. Work on the purity of pronouncing words in the songs "Drum", "Yellow Leaf", emotionally convey the content of the songs. To teach the ability to rebuild from columns into two lines.

Preparation for the lesson. The music director works out all the material of the lesson with the deaf teacher and educator, coordinates with them the rate of singing of the “ringing alphabet” exercise “Here is a drum”. Previously, "Exercise with flags" is taught with two children. They

show this exercise to everyone. This speeds up the execution of an individual assignment. During the walk, the teacher draws the attention of the children to how the leaves are crumbling from the trees, and sings the song "Yellow Leaf" with them. In the hall, the music director places chairs along the wall, prepares two colored flags for each child and adult, a picture of a beetle, a drum, a hat, a wolf, signs "Exercise with flags", "Music fun", "Sad music".

Course of the lesson Children, together with the deaf teacher and the teacher, one after another enter the hall and line up. “Today I am the first,” says the child at the head of the line and leads the children. Everybody gets on

First exercise(individual). "Exercise with flags" (see p. 183.) Vova take two flags from the vase. Tanya, go listen to the music, ”the music director addresses the children (they know this exercise) and shows the sign“ Exercise with flags ”. Children pronounce the name. After the children show the exercise, they pass the flags to others, all take turns performing the task, standing with their backs to the instrument. Second task(frontal). "Beetles" (see p. 135). "Stand by the piano. The music director SAYS. - Find out what I'm playing." Music played * Beetles * Children recognize and sit down.

Third task. The exercise"Beetles". The music director shows a picture of a beetle and says, “You will be beetles. Listen to the music". Children perform the exercise (lie on the floor on their backs and move and move their legs "beetles floundering"),

Fourth task,"Walking in different directions"(See p. 177). Children rise from the floor, follow each other along the wall and sit down.

Fifth task. Exercise "Preparing for the polka step" (see p. 167). and the deaf teacher sit in front of the children and together with them rhythmically to the music. “Stand in a circle,” says the music director. Children in a circle perform a polka step to music. With the end of the music they stop and at the request of the music director "Go sit down" they sit down.

Sixth task. Song "Drum" (see p. 292). “We will sing. Here is the drum - says the music director and shows the drum, plays On him and passes the teacher to the deaf teacher sitting in front of the children, then shows

sign "Fun music". The deaf teacher tells the children: “A merry song, the children walk, sing, play the drum. There will be a holiday. The holiday is fun. Everyone shouts "hurray!" We will sing the song "Drum". Gives one child a drum and offers to play on it. Children sing while standing, the drummer stands in front of the children, he sings, turning his back to the music director, strikes the drum for the chorus.

Seventh task. Song "Yellow Leaf" (see p. 294). The music director shows the sign "Music is sad". The deaf teacher speaks the text of the song with the children. Children are familiar with this song, they sing it twice: once while sitting, the other while standing.

Eighth task. Exercise with flags for the October holiday (see p. 217). Adults distribute two flags to children, and take flags for themselves. "Boys, stand in the column," says the deaf teacher and herself stands in front of the column. “Girls, stand in the column,” the teacher says to the girls and also stands in front of the column. The music director says to everyone: "Listen to the music." Children perform the exercise once, observing the actions of the adults.

Ninth task. The game "Children and the wolf" (see p. 198). Children are familiar with this game. The musical director performs the musical accompaniment of the game and suggests defining the character of each part. "The wolf is running - the music is loud, - says the child. - Children are picking berries - the music is quiet." The wolf is portrayed by a child, he is put on a hat. Adults play with children. The music director praises all the children for listening to music well and having fun playing. Children say goodbye and leave the hall.

MUSICAL EXAMPLES

EXERCISE, GAMES AND DANCE

YOUNGER GROUP

Synopsis of independent musical activity in the preparatory group. Topic: "Snow Song of Winter".

Target: create conditions for the development of children's musical creativity on the theme "Snow Song of Winter".
Tasks:
educational: to form the skills of self-expression on the topic of winter motives through different types musical activity.
developing: to develop creativity, imagination in improvisations, to develop pitch hearing, rhythmic hearing.
educational: foster the desire to use the knowledge gained in independent creative activity, cultivate the ability to negotiate a course of action, avoiding conflicts, respectfully treat the results of the activities of other children, foster a desire to achieve an overall positive result ,.
Activities- musical, educational and research.
Forms of organization- subgroup, steam room.
Forms of implementation of children's activities- singing, orchestration, dance improvisation.
Preliminary work: perception of musical works by P.I. Tchaikovsky "Seasons" December "," Wal of Snow Flakes "and" Dance of the Sugar Plum Fairy "from the ballet" The Nutcracker ", A. Vivaldi" Seasons "-" Winter ", Sviridov" Blizzard "," Troika "; learning songs "Sanki" muz.Filippenko, "Zimushka-Winter is coming", dramatization of the song "Why does the bear sleep in winter"; dubbing poems by Pushkin, Yesenin, Marshak with noise instruments; learning the dance of snowflakes, creative tasks with objects (sultans, scarves, scarves), create your own dance to familiar music; performance on children's musical instruments "Snow Waltz".
Integration with other educational areas: artistic and aesthetic - reading works about winter, memorizing poems about winter, application in an unconventional way(chopping off), spray painting, viewing paintings by artists about winter; cognition - research experiments with water, snow; speech development - conversations about winter, omens, storytelling.
Equipment: recording of a video clip of Winter, presentation "Winter Rondo", music center, discs with works, puzzles "Winter Forest", noise instruments for creating winter sounds, sketchbooks, paints, glue. scissors, TV-toy for "viewing" the video clip. attributes for improvisation of dances (sultans, shawls and scarves made of light fabric white), a set of "singing" glasses, a container with water, wooden and metal sticks, a large building set, a set of Valdai bells. Children play in a group. The sound of a video call (skype) is heard.
Educator: Guys, who's calling us. This is not an ordinary call, but a video call. Let's answer.
Winter:(in a sad voice) Hello guys.
Educator: Hello Zimushka, why are you so sad? How long we have been waiting for you this year, you are late - there is no snow, no frost, and in fact it is already January.
Winter: I decided not to come to you this year. I realized that you are calling me only to celebrate New Year came with gifts and Santa Claus. and you don’t need me.
Children: Why do you think so?
Winter: Every season is bright, noisy, painted ... and I'm white. With my arrival, silence is established in nature, what is good about me, what can I expect? This year I decided not to come to you.
Educator: Wait, Winter, don't switch off. The guys and I think differently. Let's guys prove to Zima that we are waiting for her, because she ...
Children: Snowy, blizzard, long-awaited, crystal, singing, dancing, frosty, sparkling, blizzard, caring, because she covered the plants with snow from frost, lulling - they put the bear and other animals to sleep (other answers)
Winter: It's all about me, can't it be? I don’t even have a voice: streams don’t sing with me, thunder and rain don’t make noise, grass and flowers don’t please with multicolor, birds flew away from me far to the south. Everyone is afraid of me.
Educator: The guys and I will show you that you are wrong, do you guys agree? Suggest how we can do this?
Children speak up.

Educator: I support your suggestions: we will compose the "Snow Song of Winter" with the help of music, dances, winter sounds. If Zima likes our work, she will come to us with snow, frost, frost, winter games.
Next comes the presentation of development centers:
Workshop of puzzles (center for educational games): put together the picture "Winter Forest" from puzzles, sound with the help of noise instruments.
Video workshop (art center): draw a video clip for the song "Why does the bear sleep in winter", dub.
Singing Workshop (Science Center): to make an orchestra of singing glasses with different timbres of voices (adding water to each one for this), to compose a winter melody, to think over a method of sound production.
Dance workshop (center of music and art): choose your favorite work from the library, select the necessary attributes for transmission musical image, compose a dance, think over how many performers you need, invite children if not enough.
Educator: Think about who would like to do something, go to the workshops. Agree in the process of creativity about the sequence, distribute the roles. If you need my help, call me on our group magic phone, I will help.
Children go to selected centers. In the process of independent creative activity, the educator observes, advises, recommends.
Creativity improvisation to music "Dance of Snow Flakes" Tchaikovsky helps to reproduce the recording, suggests assigning a boy to the role of the wind, aims at expressive transmission of images. listen to the work, choose attributes for the dance, assign roles - snowflakes, wind;
perform improvisation.
put together the picture "Winter Forest" from puzzles, sound with the help of noise instruments. reminds of safety precautions when working with glass objects.
put together the picture "Winter Forest", perform improvisation, choosing the necessary tools: glass vials with necks of different diameters, crisp paper, maracas, wooden spoons, castanets,
to draw illustrations for each verse of the song "Why does the bear sleep in winter", to perform it expressively in different ways reminds that the song begins with an introduction, it also needs a drawing, asks in what ways the song can be performed, which ones you choose (with lead singers, a chain, subgroups, boys - girls, by role) remember the song, count the number of verses - illustrations, remember the structure of the song, figure out how to illustrate a loss, on which instrument to perform it, draw, glue the drawings into one tape, rehearse the finished video, test it on TV.
to make an orchestra of singing glasses, by adding water to achieve a different timbre, to come up with methods of sound production reminds of safety when working with glass objects, at the end of the experiment he suggests freezing water - do you think the timbre of the sound will change after water freezes? experiment with a set of singing glasses, reproduce the sound with a wet finger along the edge of the glass, pour a different amount of water into each glass, extract the sound in a different way - with a wooden or metal stick, with a wet finger along the edge of the glass, easily tapping them against each other, improvise melodies, lay out rhythmic drawing or signs write a melody
During the independent activities of children, Winter's video call is interrupted.
Educator: Zima's call was interrupted. How do we now know if she liked our common "Snow Song of Winter"? Do you guys think you liked it or not?
Children offer their own answer options, justifying their answer - why they might like it or why they might not like it.
The group includes a music director, asks: “What's going on here? How beautiful your group sounds today, unusual music is pouring throughout the kindergarten! "
Children talk about their creative activities.
Musical director: And I think, why did I receive a message from Zima? (shows a tablet with the text of an invitation to the forest for a walk) Accept the invitation? How do we get to the forest? Get comfortable on the sled in pairs. To make it more fun to go, we will sing the song "Zimushka is Riding - Winter".
Children in pairs "ride on sleds" to the music hall. On the screen is an image of a winter forest.
Musical director: I propose to perform "Winter Rondo" so that Zima can hear how beautiful it sounds even without music.
The music director reads the text.
Let's go, ride a horse along a smooth winter track.
Dap, Dap, Dap (2p.) (Refrain, repeated after every 2 lines)
Sleds creak, bells are ringing.
The woodpecker knocks. The blizzard is whistling.
(refrain)
The squirrel on the tree gnaws nuts all, clink, clink, clink.
The red fox guards the hare.
refrain.
Cold, cold. Cold, cold. Fluffy snow circles, circles.
We drove, drove. Finally arrived!
Hills uuuuuh! Into the hole - boo! Have arrived!
Types of musical activity The content of the activity Actions of the educator Actions of preschoolers
Creativity is to depict with the help of noise instruments, sounding objects, the sounds of the forest, animals, the creak of a sleigh. offers to take any objects, noise instruments, follow the appearance of prompts on the screen, improvise with sounds. participate in the scoring of the poem, come up with methods of sound production, rhythmic pattern, duration of sound, carefully monitor the reading of the text, enter on time

At the end of the performance of "Winter Rondo", Winter appears on the screen. She smiles, waves her hand to the children.
Musical director: Why Zima is silent, how do we know, did we try, did she like it?
Children should guess from the emotions of Winter about the results of their creative activity.
Musical activities
The content of the activity The teacher's actions The preschoolers' actions suggest answering: “Do you think Zima liked our“ Winter's Snow Song ”? How did you guess? why is she silent? Will she leave altogether or will she please us with winter fun?
I agree with you, Winter is very happy. We can see from her happy face that she liked our work, how we worked in our magical workshops. Now we will wait for snow and frost from Winter, so that we can play freely on the street.
Come on and we will not make noise in winter forest... Get on the sleigh, let's go to the group, parents will come soon. answer the teacher's questions, proving the correctness of their answer (she liked it, she smiles, you can't make noise in the forest, so she is silent)

Musical educational activity in the preparatory group "Contrasts in Music"

Wed, 10/11/2017

Musical director

MADOU Borovsky

kindergarten "Zhuravushka"

The tale of L.P.

Target:

Introducing children to musical contrasts that contribute to musical2 expressiveness.

Tasks:

1. Exercise children in a smooth, calm circle, in a plastic movement of the hands.

2.To learn to distinguish between the genre and the nature of a piece of music

3.To teach children to hear the beginning and end of music, change of contrasts, remember the rules of the game.

Course of the lesson:

(The Fairy of Music appears in the hall.)

Fairy Music

Hello dear guys! Today we will go on a journey through the City of Music. Notka Mi will show us the way, if you name it correctly musical genre play, which will now sound.

"Waltz" N. Levy (children's answers)

That's right, this is a dance - a waltz.

Oh, how wonderfully the waltz is danced, 1-2-3, 1-2-3 times!

Sounds fly like foliage from trees

One-two-three, one-two-three, two!

The stars are spinning too, look!

One-two-three, one-two-three, three!

(exercise "Waltz" N. Levy)

Musical director

Let's see where the Mi note took us along with the music.

(attaches a note of Mi to the layout) and the names Boulevard of Contrasts, streets Temp, Lad, Height, lanes Fast, Slow, High, Low, Loud, Quiet, passages Short, Long)

What is contrast? This is a comparison of the opposite in meaning signs - definitions of objects, phenomena, moods, people, weather. Contrasts are different. In the City of Music we will seek and determine musical contrasts... In order for music to tell us something, it must be expressive, sound loud and quiet, fast and slow, high and low. Let's learn to distinguish between music sounds. After all, if they always sound the same, will be like twins similar to each other, then we will not be able to understand what the music is talking about, what kind of mood and character it has.

Listen to a piece of music and tell me: does it always sound the same? What do you manage to highlight in it very brightly, in contrast?

("Lateral gallop" music by A. Zhilin, children's answers)

Yes, right. Music sounds soft and loud. This reflects its contrast. The different strengths of the sound of the music will help you to perform a lateral canter.

(Performing the exercise "Lateral canter" A. Zhilin)

Look at the portrait, remember the name of this composer. That's right, this is D.B. Kabalevsky. You are already familiar with his work. What piece of this composer we recently listened to.

(children's answers) Yes, you listened to the Marching March. Now it will sound new play this composer. Try to determine if it is a song, dance, or march.

(Sounds "Waltz" by D.B. Kabalevsky, children's answers)

That's right - it's a waltz. Translated from French, this word is translated "whirl". You listen to it and you feel the alternation of three sounds, with an emphasis on the first: one, two, three ...

The first sound sounds louder than the second and third.

Listen to this waltz again and tell me, what mood does this music convey? (Answers)

That's right, this music is gentle, calm, brooding, affectionate.

Musical director

Fairy, listen. The guys want to perform the song "Falling Leaves" for you. Which street of the Musical City do we need to get to for this song to sound right?

Let's go to Ladovaya street, there are two lanes: Merry and sad. A merry bell sounds in Velyoliy Lane (a major triad sounds). And in Sad Lane the sad bell "minor" sounds. Stay in this sad alley and the bell will help you sing your sad song.

(song "Leaf Fall" by T. Potapenko)

You did it right! Listen new song"Geese" by A. Filippenko and tell me in which lane this song lives?

(Listening to the song "Geese" by A. Filippenko). That's right, in Sad Lane.

There are certain designation terms to define a funny and sad sound. Major is fun, minor is sad. Listen to the piece and choose the correct term.

(Hearing "Merry Horse Racing" by B. Mozhevelov)

That's right, this is a major. The music sounded merrily. How else? Quickly. Musical sounds alternated rapidly. Another way of saying it is - at a fast pace. Tempo determines the nature of the movements in music. How will you move? That's right - quickly!

(Performing the exercise "Be nimble" N. Ladukhin).

Fairy Music

The first walk along the Boulevard of Contrasts ends. It's time to say goodbye, see you soon!

Musical farewell.

Musical activity children preparatory group... Topic: "Acquaintance with musical instruments".

Target: the formation of musical abilities in children.

Tasks:

• improve pitch, rhythmic, hearing;
• develop voluntary attention, perception, memory;
• acquaint with piece of music performed by various instruments;
• continue to acquaint children with musical instruments, their classification, sound;
• learn to play percussion musical instruments;
• educate artistic taste.

Subject-developing environment:

• EOR: presentation "Musical Instruments", interactive game"Distribute into groups."
• Musical instruments: tambourine, triangles, spoons.
• Coloring pages on the theme "Musical instruments".
• Chips for distributing children into groups.

Educational areas: artistic and aesthetic development, cognitive development.

The course of educational activities:

1. Organizational moment.

Children with a teacher, accompanied by a piano march, enter the hall and sit on the chairs.

Musical director (sings). Hello guys!

Children (singing). Good, good afternoon!

Musical director. From the very birth, music surrounds a person. Listen and you will find that music is spilled everywhere in the world. She is in the chirping of birds, in the noise of the sea, chirping of a grasshopper, in the breeze ... You just need to be able to listen. To extract sounds and create music, people have invented and created many musical instruments, all of them are countless. We will get to know only a small part of these amazing inventions.

2. Practical stage.

Viewing the presentation "Musical Instruments":

Percussion instruments

Musical director. The noisiest, oldest and most numerous group of musical instruments is percussion. The most famous of these is of course the drum. It looks the same now as it did many centuries ago.

Problematic situation. Ever wonder why the drum is round and not square? (children's assumptions).

Musical director (listens to children's answers and summarizes)... It turns out, because the skin is stretched evenly, and this is only possible on the circle. The drum is played with wooden sticks. With their help, you can call up a variety of sounds - from a faint rustle to thunder, but the most difficult thing is the drum roll! The drum is indispensable in any orchestra. HE emphasizes the rhythm of the music, gives the orchestra great strength, and more variety in its colors (triangle, cymbals, tambourine, etc.)

Wind instruments (trumpet, flute, saxophone, etc..)

Musical director ... They came from the old Russian word "spirit", which means air, and maybe from the word soul. Indeed, in order for the sound to become truly musical, you need to play with your soul, put your whole soul into it. The solemn, jubilant voices of these instruments, shimmering with sunshine, open parades, processions, the Olympic Games. They greet guests, honor the winners.

Stringed musical instruments (guitar, violin, balalaika, etc.)

Musical director. ARFA - what a sonorous name! She appeared at the dawn of human civilization and became the progenitor of all stringed instruments. She occupies a special place in the orchestra. Her voice usually sounds when something extraordinary happens. The harp can depict both a gentle breath of the breeze and the formidable gusts of a storm.

Musical director. Guys, now let's take some rest.

Cheerful live music sounds, children improvise to the music.

Musical director. Guys, we got acquainted with musical instruments, found out what groups they are divided into, how they sound. Now let's play with them.

Working with an interactive whiteboard. A classification game is played. Children divide the proposed musical instruments into three groups: drums, winds and strings.

Musical director. Guys, I suggest you play with musical instruments. Want to?

The game "Guess what sounds" is being held

Rules of the game : Use the tiles to divide the children into two groups. The first group of children takes any musical instrument they want. The second group of children stands opposite and turns their backs to the first group. Children of the first group take turns playing a musical instrument, a child from the second group must guess and name the musical instrument. Then the children switch roles.

Musical director. Well done! You did a good job. Now I suggest you listen to a musical composition.

The musical director performs the musical composition "Ding-ding", a German folk song.Children call musical instruments.

Musical director. Guys, you want to try yourself as real musicians. I suggest you listen to the German folk song "Ding-Ding".

We sing "Tinker Bell".

We sing boom boom.

To the music

Come with you!

We sing "Tinker Bell".

We sing boom boom.

And we call all our friends!

We walk merrily.

And we repeat the song.

We sing "Tinker Bell".

We sing boom boom.

The guys are listening to a song performed by the music director.

Musical director. Guys, what tools can you use to play ding-ding, boom-boom. Correctly drums.

Musical director(listens to and summarizes the children's answers)... That's right, ding ding can be played with a triangle, boom boom can be played with a drum. Guys, let's try to perform this song all together. Children disassemble the instruments and, together with the leader, perform a song with an orchestra. Well done, here we have an orchestra!

3. Reflexive-evaluative stage

Musical director. Did you guys enjoy playing with musical instruments? What was the most interesting for you today? What was difficult for you?

Musical director. Guys! So that you don’t forget what we talked about today, I have prepared a small gift for you, these are coloring pages with images of musical instruments. On the reverse side, about each instrument, I wrote a riddle that you will learn at home with your parents and color your musical instrument. And at our next meeting, we will arrange an evening of riddles with you.

Musical director. So our acquaintance with amazing musical instruments ended. Maybe it has just begun? After all, this is only a small part of a huge country where Her Majesty Music rules. Traveling in this country is long and exciting. Here you can find many more interesting, mysterious, even mysterious inhabitants. “Music is like the ocean, and musical instruments are like islands scattered in the ocean,” said the famous Spanish guitarist Andres Sigovia. Look, friends, for your island! Happy journey to you!

Musical director(sings). Goodbye, guys!

Children(singing). Goodbye!