Seminar-workshop for music directors on the topic "modern approaches to teaching children to play children's musical instruments". My self-education dmi Development game on children's musical instruments
The initiator of teaching children to play musical instruments in the 20s. became a famous teacher and musician N. A. Metlov. He also owns the idea of organizing a children's orchestra. Together with N. A. Metlov, T. S. Babadzhan, Yu. A. Dvoskina, M. A. Rumer, N. A. Vetlugina, and later O. P. Radynova, A. N. Zimina and others worked on this problem.
According to the classification of N. A. Vetlugina, all children's musical instruments are divided into two types: silent and sounding. Silent musical instruments include toys depicting musical instruments: a piano with a silent keyboard, balalaikas with non-playing strings, violins with painted strings, etc. They are used to create in children an idea of \u200b\u200bdifferent musical instruments, and children can use them in role-playing games, dramatizations.
Sounding musical instruments are divided into noise, making sounds of indefinite height, on which you can perform only the rhythm (tambourine, triangle, spoons, musical boxes, etc.) and pitch (melodic): with diatonic and chromatic scales(metallophones, xylophones, button accordions, accordions, etc.), making one sound(pipes, flutes, horns, etc.), with fixed melody(music boxes, barrel-organs, etc.).
Sounding musical instruments are also divided into 1) strings - zithers, domras, balalaikas, harps, etc.; 2) wind - flutes, saxophones, clarinets, triplets, etc.; 3) keyboard-reed - button accordions, accordions, harmonicas; 4) percussion keyboards - pianos, pianos; drums- metallophones, xylophones, tambourines, triangles, cymbals, drums, etc.
Teaching children to play noise musical instruments begins with the second younger group: on wooden sticks, spoons, tambourines, rattles, musical mallets, boxes, etc. At this age, they get acquainted with the metallophone. It is important to draw their attention to the expressiveness of the timbre of each instrument, to use figurative characteristics: gentle (bell), sonorous (metallophone), clear, knocking (drum), etc., discuss with children which instrument is better to play along with walking, running, dancing.
In the middle group, for the first time, they begin to teach children to play musical instruments that have a scale. The metallophone is most convenient for this. First, they master the techniques of playing it: staccato, glissando.
There are several ways to learn to play melodic instruments: by notes, by color or numerical notation, by ear. Teaching preschoolers to play music very laborious and rarely used in practice. color system, widespread abroad, it is convenient for children to quickly master playing instruments, but the ear for music does not develop, because in children, mainly visual perception, visual memory is activated. digital system, offered in the 1930s. N. A. Metlov, also leads to mechanical reproduction of the melody. The greatest developmental effect of learning is achieved only when playing by ear. Starting from a young age, it is important to encourage children to listen to the sounds of the melody, compare them, and distinguish them by pitch. For this, didactic aids are used that simulate the movement of the melody up, down, in place. This is a musical ladder, a butterfly moving from flower to flower (notes), etc. You can also show the movement of the melody with your hand while singing it.
The technique of teaching to play the instruments is based on the principle of gradual complication of the performed songs and songs. At first, the child plays melodies built on one sound, then on two or three neighboring sounds, and only then does he learn to play melodies at intervals. It is necessary that the child plays only the melody that is well known to him on the instrument. He can sing along only if he can clearly intonate the melody.
Children are taught sound extraction techniques: to hold the hammer correctly (it lies freely on the index finger, it is slightly held with the thumb), you need to direct the blow to the middle of the metallophone plate, do not hold the hammer on the plate, but quickly remove it (like a bouncing ball). When long notes are played, the hammer should bounce higher, short notes - lower.
After the metallophone is mastered, the children of the senior and preparatory groups learn to play other melodic instruments - strings, winds, keyboard-reeds.
Teaching children to play musical instruments includes three stages: on the first - children listen and memorize melodies, sing them, get acquainted with the techniques of the game, on the second - pick up tunes on the third - perform them at will.
Children's Orchestra- one of the types of collective music making. There are several types of children's orchestra: noise(includes different types of percussion instruments that do not have a scale), ensemble(consisting of the same or the same type of instruments), mixed orchestra(includes different groups of instruments).
noise orchestra can be organized with young children if they can rhythmically reproduce strong beats of beats with claps, mark the meter of music. Spoon Ensemble can be organized starting with the middle group. It can include several other percussion instruments (tambourine, triangle, etc.). Mixed orchestra organized at the senior preschool age.
Before children can collectively play music in an orchestra, it is necessary to conduct many individual and subgroup lessons with them, which are organized by both the music director and the educator. You can play musical instruments with children both in music classes and in the daily life of a kindergarten, so there should be a sufficient number of noise and melodic instruments in the group. In playing musical instruments, children develop musical and communication skills, diligence and creativity.
The role of musical - didactic games in the development of children's musical abilities(on the example of specific games)
N. A. Vetlugina proposed a classification of musical didactic games, characterized their structure and content, and didactic requirements for the design of visual aids. Later this work was continued by A.N. Zimina, E.P. Kostina.
The purpose of musical and didactic games is the development of musical and sensory abilities in children. These games contain game actions and rules, the implementation of which helps to develop a modal sense, ear for music and a sense of rhythm. In addition, musical and didactic exercises and games, especially with the use of desktop-printed material, allow children to independently exercise in mastering the methods of sensory actions, the child learns to distinguish the properties and qualities of sensory perceived phenomena.
Depending on the didactic task and the deployment of game actions A. N. Zimina divides musical didactic games into three types: 1) calm music playing, in which children often play at tables with visual aids (pictures, didactic cards, musical instruments) ; 2) outdoor games with elements of competition in which children move, focusing on the features of the sound of music: quiet or loud, fast or slow, cheerful or sad mood; 3) games built according to the type of round dance, in them, the movements of children are calm, most of the children move in a circle, and the leaders move in a circle. A musical didactic game always requires auditory concentration, which contributes to the development of auditory perception. So during the game, the child must always listen to the change of sounds and respond to this with movement or action. For example, in games of the first type, children learn to distinguish the timbre of musical instruments: drum, pipe, tambourine, metallophone, etc. (“Guess what I play?”), determine the mood of the music("Sun and Rain") distinguish between musical genres(“What can you do to this music: sleep when a lullaby sounds, march to a march, or sing when a song sounds”). Games of the second kind are often competitive in nature, for example, “Cheerful Orchestra” under the 1st part of the music, children run around musical instruments laid out in a circle, under the 2nd part, with a change in the nature of the music, they play them; who did not have enough instrument, he is a conductor.
At a younger age children most easily perceive sound-pitch ratios: high, medium, low sounds. With them you can play the games “Bird and Chicks”, “What Bell Sounds?”, “Musical Ladder” from the “Musical Primer” by N. A. Vetlugina. For example, chicks sit high on a tree in a nest and sing: “Chick-chirp, chirp-chirp” in thin, high voices (the teacher raises his hand up), and the mother bird sits under a tree on the ground and sings her song in a low voice: “Chik-chirp, chirp-chirp” (the teacher lowers his hand low, then shows a picture from the “Musical ABC book”. Babies still cannot play on their own.
With middle class kids play all kinds of games. In the games of "calm music-making" middle-aged children successfully play under the guidance of a teacher and independently in a musical corner. Mobile musical and didactic games cause difficulties for some children; additional classes are held with them individually or in small subgroups. For example, a teacher says: “When a dance melody sounds, Kolya will dance, and when it’s quiet, Natasha.” From the middle group, an environment should be created for children to independently conduct musical and didactic exercises - desktop-printed and game musical and didactic material in the music corner: music boxes, music lotto, dominoes, sets of pictures depicting musical instruments, noise musical instruments and a metallophone, musical audio recordings.
At senior preschool age children play on their own, and also the most gifted of them spend them with each other or with a group of children. Older children have access to all three types of games, they are held in music classes, in the daily life of the kindergarten, on walks. Game for older children: "Horses". Children are divided into two teams: white and black horses. When quiet music sounds, white horses jump, and when loud music, black ones. Complicated version: the third team of children plays rhythm on noise instruments to the horses to the music. Older children need to be taught creative games: "Walk", "Our Journey" and others.
Thus, the teacher should create a musical corner in the group containing musical instruments, visual aids for musical and didactic games, learn games with children in the classroom and in the daily life of the kindergarten, thereby contributing to the development of their musical and sensory abilities.
Directly organized activities for the musical development of children, its types. Make a plan for a music lesson for any age group
The content, organization and methodology of conducting music lessons with preschool children were developed by N. A. Vetlugina, I. N. Komisarova, O. P. Radynova, A. N. Zimina and others. According to O. P. Radynova, music lessons are the main form of organization in which children are taught, develop their abilities and form the foundations of musical culture.
In accordance with the requirements of the Federal State Educational Standard for preschool education, directly educational activities for the musical development of children in preschool educational institutions are carried out in all age groups 2 times a week, their duration: in the younger groups - 20 minutes, in the middle - 25 minutes, in seniors - 30-35 minutes.
The structure and content of directly educational activities for the musical development of children (GCD) - music lessons:
Part 1 - introductory. It consists of musical and rhythmic movements (children entering the hall to the music, different types of walking and running, dance and imitation movements).
Part 2 is the main one. It includes listening to music (1-2 pieces), singing (singing, singing improvisations, learning songs), dancing and playing music.
Part 3 - final Her task is to bring the body of children to a calm state. Children perform march walking, relaxation exercises, the lesson is summed up. According to the content, all music lessons (GCD) are divided into different types.
Typical directly educational activities for the musical development of children (GCD) is traditional. During this activity, children listen to music, sing, dance, play musical instruments and play musical and didactic games.
GCD thematic. The topics of such music lessons can be gaming (“Favorite toys”, “A trip to visit grandma”), educational (“Musical genres”, “What music tells us about”), etc.
GCD for listening to music are carried out with children of middle and older age, because they already have experience in perceiving music and a certain supply of musical terminology. The duration of such a lesson in the middle group is 10 minutes, in the older ones - 20-25 minutes.
NOD for the development of musical creativity carried out with older children. Children in these classes compose melodies to a given text, compose improvisation dances, compose melodies on a metallophone.
GCD for teaching children to play instruments first conducted by the educator in individual classes, then the music director organizes classes in subgroups and frontal classes for teaching children in an ensemble and orchestra.
Complex classes - GCD, where music, visual arts and literature are equally represented.
Integrated classes - GCD, in which different types of children's musical activities are used to reveal one topic.
GCD with the dominance of one type of activity, where one type of musical activity predominates: singing or playing musical instruments, musical-rhythmic movements or listening.
The teacher should be an active assistant to the music director in the lesson: he sings songs, pronounces the words in the song, dances with the children, monitors the posture of the children, shows musical and rhythmic movements and plays musical instruments.
Thematic GCD plan for the musical development of childrenin the middle group:
“Autumn has come to us again”
1. Musical-rhythmic exercises. Walking and running to the music of M. Krasev. Dance exercises with leaves: fly, spin, fall to the ground, fly again.
2. Listening. "Leaves are falling" music. M. Kraseva.
3. Singing. "Autumn" music. I. Kishko, "Harvest" music. A. Filippenko, "Falling Leaves" by T. Popatenko.
4. Game. "Find your vegetable" p. n. m. "Like under an apple tree."
Thus, the teacher should, when organizing and conducting the directly educational activities of children in musical development, use different types of classes: typical, thematic, dominant, complex, integrated, etc., as well as different types of organization of children: frontal, and in joint activities: subgroup and individual.
Galina Khakimova
Methodical development "Teaching children to play children's musical instruments"
Teaching children to play.
Modern scientific research testify to that development musical ability, the formation of the foundations musical culture needs to start at preschool age.
musical development has an irreplaceable impact on the overall development: the emotional sphere is formed, thinking is improved, the child becomes sensitive to beauty in art and life. Only by developing the emotions, interests, tastes of the child, you can attach him to musical culture lay its foundations. Preschool age is extremely important for further mastery musical culture. If in the process musical activities will be formed musically- aesthetic consciousness, this will not pass without a trace for the subsequent development of a person, his general spiritual formation.
Musical activity includes not only perception music, but also performance that is feasible for children, based on the experience of perception - singing, playing on musical instruments, musically- rhythmic movements. Through singing, playing musical instruments can develop another musical ability - the ability to imagine and reproduce height musical sounds in a melody. The development of this ability involves mental operations: comparison, analysis, comparison, memorization - and thus affects not only musical but also on the overall development of the child.
Initiators teaching children to play musical instruments became famous in the 1920s musical figure and teacher. A. Metlov. He owns the idea of organizing children's orchestra. N. A. Metlov did a great job of creating and improving the design children's musical instruments having a scale - metallophone and xylophone.
game on musical instruments - one of the types of children's performance. Application children's musical instruments and toys(both in the classroom and in everyday life) enriches musical impressions of preschoolers, develops them musical ability.
In addition, the game musical instruments develops the will, striving to achieve the goal.
Acquaintance children with musical instruments starts at an early age. Early musical training plays a significant role in musical development of the child, but it must be presented in forms that are accessible and interesting for young children. It is impossible not to take into account the degree of readiness for such activities as teaching children on instruments requiring from children significant attention, concentration, awareness of physical maturity. First musical The teacher strives to give impressions to children in an entertaining way. Education starts with a drum group tools, which do not have a sound range. Classes are held with small groups and individually. It is advisable to use musical instruments and in everyday life, to reinforce the children's emerging sense of rhythm music.
In the second younger group, children can play the tambourine, wooden spoons, cubes, rattle, musical hammers, drum, hammer. At this age, they get acquainted with the metallophone.
Before starting to learn the melody on the metallophone with the children, the adult himself must competently perform this melody on the metallophone several times, the children listen. Then they show those who wish which records and how many times to hit. It is difficult to remember the whole melody at once, it is better to learn it in parts, for example, to learn the verse of a song, and when the child learns it, show how to play the chorus or the first part of the melody, then the second. You can alternate the game of the educator with children's performance: the teacher plays the chorus, and the child plays the chorus on another metallophone, or vice versa. It is desirable that the child, having learned part or all musical composition, performed it with the teacher (on two metallophones).
Classes for game learning on the metallophone are conducted with children individually.
To perform on the metallophone, at first, simple and well-known melodies are taken. In this case, they do not hit the records mechanically, but all the time regulate their performance by ear. Hitting the wrong plate, the child hears the mistake and tries to correct it.
Another important condition when choosing pieces is the structure of the melody. The sounds of the melody should be located close to each other, large intervals for playing are difficult for children. Playing melodies based on one sound is not advisable, and it is not interesting for children either.
In the middle group for the first time start teach children to play musical instruments having a sound range. The metallophone is most convenient for this. It is quite easy to handle, does not require constant tuning, like strings. tools. Children are already familiar with the timbre of this tool, game methods.
There are several ways learning to play melodic musical instruments: by notes, by color and numerical designations, by ear.
Teaching children to play according to the notes is very laborious, although sometimes it is used in practice. Not all preschoolers master musical notation if constant individual work is not carried out. It is important that children understand the connection between the arrangement of notes on a musical staff and their sound in a melody, with the exception of the mechanical reproduction of musical signs.
Overseas color system is convenient for quick mastering children playing instruments. Defined color coding (color keys, metallophone plates) assigned to each sound. The child has a record of the melody in color designation: Uses colored circles or colored notation for notes, with or without rhythm notation. It is easy to play this system, but with this way of playing (I see a green note designation - I press the green key) hearing is not involved in the reproduction of the melody, the child plays mechanically.
In a similar way children are taught to play by numbers, pasted near each metallophone plate, and recording the melody in digital designation. Duration notation can also be modeled (*long and short sticks)
The digital system proposed in the 30s. N. A. Metlov, at that time, perhaps, was justified, but later it began to be used less frequently, since it leads to mechanical reproduction of the melody.
Both ways children's education(using color and number designations) allow you to easily and quickly get the desired result, but do not have a developing effect too much in these methods, the proportion of mechanical reproduction of the melody.
The greatest developmental effect learning achieved only when game by ear. This method requires constant development of hearing, serious auditory training. From an early age, it is important to encourage children listen to the sounds of the melody, compare them, distinguish by height. To accumulate auditory experience, develop auditory attention children, didactic aids are used that simulate the movement of the melody up, down, in place. This musical ladder moving from flower to flower (notes) a butterfly, etc. At the same time, the sounds of the melody are sung, corresponding in height to the simulated ratios of sounds. You can show with your hand the movement of the sounds of a melody while simultaneously playing it (voice or instrument) .
Methods of teaching children to play musical instruments by ear it is built on the gradual expansion of the range of sung chants. At the beginning, the child plays a melody built on one sound. Before playing a melody, he listens to it performed music director, who first sings it, drawing attention to the fact that the sounds of the melody do not differ in height, then plays the metallophone and sings at the same time. Singing tunes allows children to better imagine the direction of movement of the melody, develops musically- Auditory presentations.
Children teach tricks sound production: correctly hold the hammer (it should lie freely on the index finger, it is only slightly held with the thumb, direct the blow to the middle of the metallophone plate, do not hold the hammer on the plate, but quickly remove it (like a bouncing ball). When long notes are played, the hammer bounces higher, short notes - lower.
When a child plays a melody on one sound, he must reproduce the rhythmic pattern. To do this, singing a melody with words, you can focus on the rhythm of the verses.
To understand the ratios of the durations of the sounds of a melody, they are modeled with the help of long and short sticks or the notation adopted in musical notation. (quarter, eighth). In order for children to master the rhythmic pattern of the melody well, you can, using the accepted notation, lay it out on a flannelgraph. At the same time, the technique of subtexting durations, adopted in the relative system: fourths are denoted by the syllable ta, and shorter eighths by the syllable ti. The technique of clapping the rhythmic pattern of a melody or playing it on musical instruments.
After the children have learned to convey the rhythmic pattern of different melodies built on the same sound, have mastered the techniques of playing the metallophone, you can proceed to game singing on two adjacent sounds. To make it easier for children to understand the location of sounds in height, the named tricks: laying out sounds - circles at different heights on a flannelograph, singing, showing the movement of a melody with a hand, didactic aids and games.
In addition, you can use "dumb" (drawn) keyboard glockenspiel: the child shows the location of sounds on it and singing "reproduces" melody.
In the senior and preparatory groups for school, the range of chants expands. Children are already better oriented in the arrangement of the sounds of the melody, they act more independently.
Learning to play children's musical instruments The teacher must take into account the individual abilities of each child. Some children pick up tunes quite easily, while others require more detailed preparatory work.
After the metallophone is mastered, children in the senior and preparatory groups for school learning to play on other melodic string instruments, wind, keyboard-reed. Each child can gradually master the game on several musical instruments. It is useful to combine individual work with children and work in subgroups, as well as with the whole group.
As the children learn to play the metallophones, you can show them how to use the zithers. To make it easier for children to navigate the arrangement of the strings, we also use a digital system - in the lower part of the zither we put a paper strip with numbers under the strings, and the number 1 corresponds to the sound up to 1, etc. The zither is played with a pick - a plastic plate with a pointed end. It is necessary to hold the mediator with three fingers - thumb, index and middle, making the movement of the hand to the right. For comfort game on the zither and better resonance tool placed on a wooden table. With their left hand, the children slightly raise the upper corner of the zither, keeping the elbow on the table. This is done so that the child does not tilt his head too low and so that he can see the digital designation of the strings.
Sometimes the zithers do not keep in tune, the pegs weaken. In this case, you need to fix the pegs with pieces of plywood. Broken strings are replaced with thin balalaika strings.
For teaching preschoolers to play the accordion is the best to use childish chromatic accordion "Belarus". It has 20 keys on the right side with a range of do1-sol2, on the left side there are four chords.
Before learn how to play the accordion should show children how to sit and hold tool. The child sits on a chair, occupying about half of the seat, feet are on the floor. One accordion strap is worn in the middle of the right forearm, the other in the middle of the left. The first strap is longer, the short strap on the left forearm gives tool stability. The accordion is placed on the knee in such a way that the left side of the body of the accordion and the bellows are supported by the left hand during playing. Having mastered the game sitting, the child plays standing.
IN children's we teach gardening to play only with the right hand, which lies freely on the keyboard. During the game, children touch the keys with their fingertips. The elbow is lowered, the fingers are bent. It is necessary to ensure that children do not play with one finger. For each melody, a convenient finger position is indicated (fingering). Playing with two hands is difficult for preschoolers.
If it is difficult for a child to play with the five fingers of the right hand, at first you can use the four-finger system. games: thumb under the keyboard in a natural position, like an accordion.
At learning to play on the accordion we use numbers, as on the metallophone, zither. The numbers are printed on the top of the white keys. Gradually, children stop looking at the numbers, play without looking, using muscle sensation. Not all children can play the accordion; some guys find it difficult to simultaneously play the melody with the fingers of the right hand and inflate the bellows of the left.
When children learn how to play the accordion, the more capable can be taught playing a wind instrument. From brass tools it is recommended to take a wind harmonica "Melody - 26". The wind harmonica with a piano keyboard has 26 keys with a small octave B range - up to 3. Hold tool with left hand, four fingers encircle the handle, the thumb rests on back bottom tool. The mouthpiece is taken into the mouth. Tool should be held slightly downward. The left arm and elbow are raised. The right hand assumes the same position, the fingers are slightly bent and move freely on the keyboard.
They play with five fingers, like a piano. At first, you can move with a four-finger system, like on an accordion. Numbers are applied to the top of the white keys. When the children get comfortable with the keyboard, the numbers can be removed. The sound produced during the game depends on the air flow. You need to blow without tension. At the end of the game, the accumulated moisture should be removed. To do this, use a special valve: press the button on the back side tool and blow easily into the mouthpiece.
It is important that the children feel the expressive possibilities of new tools learned to use a variety of timbre colors. At the senior preschool age, children are already aware that with the help of each tool, even without a scale, you can convey a certain mood.
Thus, learning to play children's musical instruments includes three stage: on the first - children listen and memorize melodies, sing them, get acquainted with the techniques of the game, on the second - pick up tunes, on the third - perform as they wish.
Acquaintance with musical instruments: with a pipe, a metallophone, a bell, a tambourine, a rattle, a drum, as well as their sound, I start with the younger group. showing musical instrument I play the tunes they know. I help to distinguish the timbre sounds of these musical instruments. Contribute to the acquisition of elementary playing skills children's percussion instruments.
At children middle group form the ability to play along with the simplest melodies on wooden spoons, rattles, drum, metallophone.
In the older group, children perform the simplest melodies on children's musical instruments; perform familiar songs individually and in small groups, while maintaining the overall dynamics and tempo.
Children preparatory school group introduce musical works performed by various tools and in orchestration. Learn to play the metallophone, drums musical instruments, Russian folk musical instruments: rattles, rattles, triangles; perform musical works in the orchestra and in the ensemble.
Thus, the game children's musical instruments has an impact on the comprehensive development of the individual, has a great educational and educational value.
Literature
1. Zimina A. N. Fundamentals of education and development young children: Textbook for students of higher educational institutions. - M.: Humanit publishing center VLADOS, 2000
2. Metlov N. A. Music for children. - M.: Enlightenment, 1985
3. Radynova O. P., Katinene A. I., Palavandishvili M. L. musical education of preschoolers. – M.: Enlightenment: Vlados, 1994
Municipal Autonomous Institution
additional education
"Center for Children's Creativity "Rhythm"
Methodical development
"Teaching children to play children's musical instruments"
Teacher of additional education
Syutkina Oksana Petrovna
Perm 2016
Introduction
Modern scientific research shows that the development of musical abilities, the formation of the foundations of musical culture should begin at preschool age.
Musical development has an irreplaceable effect on general development: the emotional sphere is formed, thinking is improved, the child becomes sensitive to beauty in art and life. Only by developing the emotions, interests, tastes of the child, you can introduce him to the musical culture, lay its foundations. Preschool age is extremely important for further mastery of musical culture. If musical and aesthetic consciousness is formed in the process of musical activity, this will not pass without a trace for the subsequent development of a person, his general spiritual formation.
Musical activity includes not only the perception of music, but also performance that is feasible for children, based on the experience of perception - singing, playing musical instruments, musical and rhythmic movements. With the help of singing, playing musical instruments, you can develop another musical ability - the ability to imagine and reproduce the pitch of musical sounds in a melody. The development of this ability involves mental operations: comparison, analysis, comparison, memorization - and thus affects not only the musical, but also the overall development of the child.
The initiator of teaching children to play musical instruments already in the 20s. became a famous musical figure and teacher N. A. Metlov. He also owns the idea of organizing a children's orchestra. N. A. Metlov did a great job of creating and improving the design of children's musical instruments with a scale - metallophone and xylophone.
Playing musical instruments is one of the types of children's performance. The use of children's musical instruments and toys (both in the classroom and in everyday life) enriches the musical impressions of preschoolers, develops their musical abilities.
In addition, playing musical instruments develops the will, the desire to achieve a goal, and imagination.
Teaching children to play children's musical instruments
Acquaintance of children with musical instruments begins at an early age. Early musical education plays an essential role in the musical development of a child, but it must be presented in forms that are accessible and interesting for young children. One cannot ignore the degree of readiness for activities such as learning to play instruments that require significant attention, concentration, awareness and physical maturity from children. The teacher seeks to give the first musical impressions to the children in an entertaining way. Training begins with a group of percussion instruments that do not have a scale. Classes are held with small groups of children and individually. It is advisable to use musical instruments in everyday life in order to consolidate the children's emerging sense of the rhythm of music.
In the second younger group, children can already play the tambourine, wooden spoons, cubes, rattles, musical hammers, drums, bells. At this age, they get acquainted with the metallophone.
Before starting to learn the melody on the metallophone with the children, the adult himself must competently perform this melody on the metallophone several times, the children listen. Then they show those who wish which records and how many times to hit. It is difficult to remember the whole melody at once, it is better to learn it in parts, for example, learn the verse of a song, and when the child learns it, show how to play the chorus or the first part of the melody, then the second. You can alternate the game of the teacher with the children's performance: the teacher plays the chorus, and the child plays the chorus on another metallophone, or vice versa. It is desirable that the child, having mastered part or all of the piece of music, perform it with the teacher (on two metallophones).
Classes on learning to play the metallophone are conducted with children individually.
To perform on the metallophone, at first, simple and well-known melodies are taken. In this case, they do not strike the records mechanically, but constantly regulate their performance by ear. Hitting the wrong record, the child hears the mistake and tries to correct it.
Another important condition when choosing pieces is the structure of the melody. The sounds of the melody should be located close to each other, large intervals for playing are difficult for children. Playing melodies built on the same sound is inappropriate, and it is not interesting for children.
In the middle group, for the first time, they begin to teach children to play musical instruments that have a scale. The metallophone is most convenient for this. It is quite easy to use, does not require constant tuning, like stringed instruments. Children are already familiar with the timbre of this instrument, playing techniques.
There are several ways to learn to play melodic musical instruments: by notes, by color and digital notations, by ear.
Teaching children to play music is very laborious, although it is sometimes used in practice. Not all preschoolers master musical notation if constant individual work is not carried out. It is important that children understand the connection between the arrangement of notes on a musical staff and their sound in a melody, excluding the mechanical reproduction of musical signs.
The color system, common abroad, is convenient for children to quickly master playing instruments. A certain color designation (color keys, metallophone plates) is assigned to each sound. The child has a record of the melody in color designation: colored circles or a color image of notes are used, with and without rhythmic designation. It is very easy to play according to this system, but with this method of playing (I see a green note designation - I press the green key), the ear does not participate in the reproduction of the melody, the child plays mechanically.
In a similar way, children are taught to play by the numbers pasted next to each metallophone plate, and to record the melody in digital notation. The designation of duration can also be modeled (long and short sticks, etc.)
The digital system proposed in the 30s. N. A. Metlov, at that time, perhaps, was justified, but later it began to be used less frequently, since it leads to mechanical reproduction of the melody.
Both methods of teaching children (using color and numerical designations) allow you to easily and quickly get the desired result, but do not have a developmental effect6, the share of mechanical reproduction of the melody in these methods is too large.
The greatest developmental effect of learning is achieved only when playing by ear. This method requires constant development of hearing, serious auditory training. Starting from a young age, it is important to encourage children to listen to the sounds of the melody, compare them, and distinguish them by pitch. In order to accumulate auditory experience, to develop the auditory attention of children, didactic aids are used that simulate the movement of the melody up, down, in place. This is a musical ladder, a butterfly moving from flower to flower (notes), etc. At the same time, the sounds of the melody are sung, corresponding in height to the simulated ratios of sounds. You can also show with your hand the movement of the sounds of a melody while simultaneously playing it (voice or on an instrument).
The method of teaching children to play musical instruments by ear is based on the gradual expansion of the range of sung songs. At first, the child plays a melody built on one sound. Before playing the melody, he listens to it performed by the music director, who first sings it, drawing attention to the fact that the sounds of the melody do not differ in pitch, then plays the metallophone and sings at the same time. Singing tunes allows children to better imagine the direction of the melody, develops musical and auditory ideas.
Children are taught sound extraction techniques: to hold the hammer correctly (it should lie freely on the index finger, it is only slightly held by the thumb), direct the blow to the middle of the metallophone plate, do not hold the hammer on the plate, but quickly remove it (like a bouncing ball). When long notes are played. The hammer should bounce higher, short notes - lower.
When a child plays a melody on one sound, he must accurately reproduce the rhythmic pattern. To do this, singing a melody with words, you can focus on the rhythm of the verses.
To understand the ratios of the durations of the sounds of a melody, they are modeled with the help of long and short sticks or designations adopted in musical notation (quarter, eighth). In order for children to master the rhythmic pattern of the melody well, you can, using the accepted notation, lay it out on a flannelgraph. At the same time, the method of subtexting durations, adopted in the relative system, is effective: quarters are denoted by the syllable that, and shorter eighths - a syllable ti. The technique of clapping the rhythmic pattern of a melody or playing it on musical instruments is widely used.
After the children have learned to convey the rhythmic pattern of different melodies built on the same sound, have mastered the techniques of playing the metallophone, you can move on to playing chants on two adjacent sounds. To make it easier for children to understand the location of sounds in height, the following techniques are used: laying out circle sounds at different heights on a flannelograph, singing, showing the movement of a melody with a hand, didactic aids and games.
In addition, you can use the “mute” (drawn) metallophone keyboard: the child shows the location of sounds on it and “reproduces” the melody while singing.
In the senior and preparatory groups for school, the range of chants expands. Children are already better oriented in the arrangement of the sounds of the melody, they act more independently.
When teaching to play musical instruments, the teacher must take into account the individual capabilities of each child. Some children pick up tunes quite easily, while others require more detailed preparatory work.
After the metallophone is mastered, children in the senior and preparatory groups for school learn to play other melodic instruments - strings, winds, keyboard-reeds. Each child can gradually master the game of several musical instruments. It is useful to combine individual work with children and work in subgroups, as well as with the whole group.
As the children learn to play metallophones, you can show them how to use the zithers.
To make it easier for children to navigate the location of the strings, we also use a digital system - in the lower part of the zither we put a paper strip with numbers under the strings, and the number 1 corresponds to the sound before 1 etc. The zither is played with a plectrum - a plastic plate with a pointed end. It is necessary to hold the mediator with three fingers - thumb, index and middle, making a movement with the hand to the right. For the convenience of playing the zither and better resonance, the instrument is placed on a wooden table. With their left hand, the children slightly raise the upper corner of the zither, keeping the elbow on the table. This is done so that the child does not tilt his head too low and so that he can see the digital designation of the strings.
Sometimes the zithers do not keep in tune, the pegs weaken. In this case, you need to fix the pegs with pieces of plywood. Broken strings are replaced with thin balalaika strings.
For teaching preschoolers to play the accordion, it is best to use the children's chromatic accordion "Belarus". It has 20 keys on the right side with a range before 1 - salt 2 , on the left are four chords.
Before teaching the accordion, children should be shown how to sit and hold the instrument correctly. The child sits on a chair, occupying about half of the seat, feet are on the floor. One accordion strap is worn on the middle of the right forearm, the other on the middle of the left. The first strap is longer, the short strap on the left forearm gives the instrument stability. The accordion is placed on the knee in such a way that the left side of the body of the accordion and the bellows are supported by the left hand during playing. Having mastered the game while sitting, the child will be able to play standing.
In kindergarten, we teach to play only with the right hand, which lies freely on the keyboard. During the game, children touch the keys with their fingertips. The elbow is lowered, the fingers are bent. It is necessary to ensure that children do not play with one finger. For each melody, a convenient arrangement of fingers (fingering) is indicated. Playing with two hands is difficult for preschoolers.
If it is difficult for a child to play with the five fingers of his right hand, at first you can use the four-finger game system: the thumb is under the keyboard in a natural position, like on an accordion.
When learning to play the accordion, we use numbers, as well as on the metallophone, zither. The numbers are applied to the top of the white keys. Gradually, children stop looking at the numbers, play without looking, using muscle sensation. Not all children can play the accordion; some guys find it difficult to simultaneously play the melody with the fingers of the right hand and inflate the bellows of the left.
Once the children have learned to play the accordion, the more capable can be taught to play the wind instrument.
From wind instruments, it is recommended to take the wind harmonica "Melody-26". Piano keyboard wind harmonica has 26 keys with range si small octave - before 3 . The tool is held with the left hand, four fingers cover the handle, the thumb rests on the tool from the back side from below. The mouthpiece is taken into the mouth. The tool should be held slightly inclined downwards. The left arm and elbow are raised. The right hand assumes the same position, the fingers are slightly bent and move freely on the keyboard.
They play with five fingers, like a piano. At first, you can use the four-finger system, as on the accordion. Numbers are applied to the top of the white keys. When the children get comfortable with the keyboard, the numbers can be removed. The sound produced during the game depends on the air flow. You need to blow without tension. At the end of the game, the accumulated moisture should be removed. To do this, use a special valve: press the button on the back of the instrument and blow easily into the mouthpiece.
It is important that the children feel the expressive possibilities of new instruments, learn how to use a variety of timbre colors. At older preschool age, children are already aware that with the help of each instrument, even without a scale, you can convey a certain mood.
Thus, learning to play musical instruments includes three stages: at the first stage, children listen to and memorize melodies, sing them, get acquainted with playing techniques, at the second stage, they select tunes, at the third stage, they perform them at will.
Literature
Metlov N. A. Music for children. – M.: Enlightenment, 1985.
Radynova O. P., Katinene A. I., Palavandishvili M. L. Musical education of preschool children. - M .: Education: Vlados, 1994.
Artistic creativity in kindergarten / Ed. N. A. Vetlugina. - M .: Education, 1974.
1. The meaning of playing musical instruments In the process of learning to play the MI: a new world of sound colors opens up before children, an interest in instrumental music is shown; a new world of sound colors opens up before children, interest in instrumental music is shown; there is an assimilation of musical notation, the active vocabulary of children is enriched; there is an assimilation of musical notation, the active vocabulary of children is enriched; children master skills of varying degrees of complexity - from involuntary waving, tapping rattles to playing melodies of familiar songs with memorizing the location of sounds on the keys, strings; children master skills of varying degrees of complexity - from involuntary waving, tapping rattles to playing melodies of familiar songs with memorizing the location of sounds on the keys, strings; mental processes, musical abilities, volitional qualities of a person develop; mental processes, musical abilities, volitional qualities of a person develop; Playing on the MP can be used in classes with a teacher and in independent activities that arise on the initiative of children. Thus, the game on the MI has an impact on the comprehensive development of the individual, has a great educational and educational value.
2. Classification of DMI, selection requirements. Music pedagogy has long dealt with the issues of children's music making. Particularly great in this area is the merit of Karl Orff, an Austrian composer and teacher who took part in the design of special tools for children (“Orff's instruments”). Modern preschool educational institutions are based on centuries of experience in the use of voiced toys, common among the people, in the upbringing of children. The most ancient of them appeared in the I-II centuries. They are rattles and rattles made of wood and drilled bones. Later, metal toys appeared. During excavations in ancient Russian cities, clay whistles in the form of a goat, a rooster, a dog, a duck, etc. were found. Over time, two types of musical toys were established - instruments - unvoiced and voiced.
"Musical toys" and "children's musical instruments" Unvoiced Voiced Unvoiced Voiced - depicting instruments - reduced, simplified copies intended for real instruments, similar in order to create a game situation with them in appearance and way, in which children, sound production. They are divided into fantasizing and singing, into 4 types, depending on the nature of their sound. playing MI. 1. AI with variable pitch sound 1. AI with variable pitch sound (rattles, tambourines, drums, castanets); (rattles, tambourines, drums, castanets); 2. AI built on one sound - pipes, 2. AI built on one sound - pipes, pipes, horns; pipes, horns; 3. AI with a given melody (automatic toys) 3. AI with a given melody (automatic toys) - music boxes, boxes; - music boxes, drawers; 4. AI with diatonic and chromatic 4. AI with diatonic and chromatic scale - metallophone, piano, flute, sound range - metallophone, piano, flute, saxophone, button accordion, harmonica, balalaika). saxophone, button accordion, harmonica, balalaika).
Classification of musical toys and instruments N.A. Vetlugina 1. A group of strings cymbals harp balalaika gusli domra On stringed musical instruments, sound is produced by touching the strings with fingers or a plectrum (thin plastic plate).
5. A group of percussion instruments with a xylophone metallophone scale The sound on percussion instruments is extracted by blows with sticks or a hand on the sounding body of the instrument. develops basic musical abilities: modal feeling, musical and auditory representations and a sense of rhythm.
Each of the above-named instruments is distinguished by a peculiar timbre, a source of sound production and a method of sound extraction. For example, a metallophone has a light, ringing, silvery timbre; sound is produced by vibrations of metal plates, and is extracted by a blow of a hammer. For use in the work of preschool educational institutions, musical toys and instruments must meet the following requirements: be well-tuned; be well-disposed; have a certain pure timbre; have a certain pure timbre; be child-friendly in terms of size and weight; be child-friendly in terms of size and weight; have a simple design; have a simple design; be durable, suitable for frequent use in everyday life. be durable, suitable for frequent use in everyday life.
3. Organization of a children's orchestra. Children's orchestra is one of the types of collective music-making (O.P. Radynova). In the 20s of the XX century. Nikolai Afanasyevich Metlov, a well-known musical figure and teacher, was the first to raise the issue of teaching children to play the simplest musical instruments. He also owns the idea of organizing a children's orchestra. In the 30s. the first children's orchestra (noise) appeared. It consisted of the simplest percussion instruments: bells, rattles, castanets, tambourines, drums and other instruments. This orchestra allowed the children to fulfill one of their most cherished desires - "to play music." Mixed children's orchestras soon appeared, consisting of instruments on which the melody could be played. The first was a wooden xylophone, and then: metallophone, zithers, children's pianos and role, accordion, triol, clarinet, harmonica, spoons, triangle and wind harmonica. Gradually, new samples of children's musical toys and instruments entered the everyday life of the preschool educational institution. ON THE. Metlov did a great job of creating and improving the design of the DMI.
In his publications, N.A. Metlov gives detailed methodological recommendations on the use, tuning of instruments, the sequence of teaching children to play the MI, a description of the playing techniques on each of them, and gives examples of ready-made instrumentation for a children's orchestra. Together with Nikolai Afanasyevich Metlov in the years. famous teachers T.S. Babajan, Yu.A. Dvoskina, Maria Alexandrovna Rumer, and others. Subsequently, N.A. Vetlugina and her students (K. Lyankyavichus, V.V. Ishchuk). Radynova Olga Petrovna, Katinene Albina Ionovna, Palavandishvili Marine Levanovna distinguish types of children's orchestra: noise ensemble mixed orchestra - percussion consisting of instruments that include instruments from the same different groups that do not have or the same type of instruments Sound range of instruments
The noise orchestra is the simplest and most accessible. It can be organized with younger children if they can rhythmically play strong beats with claps. A rattle, a box and others are used. It is important to select timbres that expressively emphasize the character of the music. The sound of the orchestra will be more varied and interesting if the instruments play not only together, but also alternately, combined with each other. Before the performance of the work, it is necessary to discuss with the children what instruments will be needed for the game.
One of the varieties of the noise orchestra is the Spoon Ensemble (middle and senior groups). It sometimes includes several other instruments: In order to organize a wind ensemble, it is necessary that each child has his own instrument. If the children are musically advanced, the ensemble can be organized by the end of the year of the senior group. No more than 10 children are involved in playing in the ensemble. In order to avoid monotony of sound, all members of the ensemble should not start playing at the same time. It is preferable if with each new verse the number of instruments entering the game also increases. It should be played first at a slow pace, and then - in accordance with the nature and means of expressiveness of the work.
The forms of work of a musical director in teaching children to play the MI are different: individual training, classes with an ensemble, with an orchestra. Training begins in the middle group in the second half of the year, with a metallophone. Individual training is much easier to carry out. It is prescribed in the morning, before breakfast or in the afternoon, lasts 5-7 minutes. Before creating a mixed orchestra, as a rule, they organize ensembles of instruments with a scale (metallophone). Classes with an ensemble, an orchestra are held in a preparatory group, with various musical instruments, at the request of the child; in the afternoon once a week, lasting in minutes. Classes for teaching individual playing and in an ensemble consist of two parts: 1st part - learning the melody of a piece under the guidance of an adult; 2nd part - work on old, familiar material at a tempo, dynamics, expressiveness of performance. Before starting training on DMI, it is necessary to introduce children to them - to examine them, name them, listen to how familiar melodies sound on them.
Mixed orchestra Ensemble playing requires coherence of performance. This applies to rhythm and general musical expressiveness. The teacher encourages children to listen to their own game and the game of partners, to listen to the piano part, not to drown out each other, to try to convey the moods expressed in music.
The main requirement for playing in an orchestra is the mood of all instruments in a single tone. Initially, the work performed should be played separately with each child, and then in batches. The following composition of the orchestra is most appropriate: Children's piano - 2 Accordion -2 Harmonica -1 Metallophone-6 Triola -2 Pipe -2 Triangle - 1 Cymbals - 1 Drum - 1 Tambourine - 1
When choosing a repertoire, one should: - choose melodies that are simple and well known to children; - take into account the structure of the melody (sounds should be located close to each other). For example, "In the garden, in the garden." - take into account the structure of the melody (sounds should be located close to each other). For example, "In the garden, in the garden." Directions for teaching children to play in the orchestra: 1. Learning a piece of music and playing instruments under the guidance of a teacher. 2. Independent selection of familiar pieces of music by ear. 3. Composing music for children to perform on musical instruments (simple songs for a given text, marches, lullabies, dance).
4. Methods of teaching children on musical instruments. The objectives of learning to play musical instruments: 1. Play simple melodies individually and in an ensemble. 2. Know the names of instruments, recognize their timbre. 3. Master the techniques of playing the metallophone, and, if desired, other instruments; use your breath correctly when playing triplets, clarinets, pipes; find a convenient fingering when playing the accordion, button accordion. Piano; muffle the sound of cymbals, triangles; hold hands correctly when playing the tambourine, drum, shake castanets, maracas. 4. Play in an ensemble, observing the general dynamics, tempo, enter and finish in a timely manner. 5. Select by ear well-known songs, jokes, counting rhymes. 6. Improvise simple chants.
Stages of learning to play the MI: 1 - listening, memorizing the melody, singing. 1 - listening, memorizing a melody, singing. 2 - selection of a melody (chants). 2 - selection of a melody (chants). 3 - singing performance. 3 - singing performance. Learning to play the MI begins with a group of percussion instruments that do not have a scale. Classes are held with small groups of children and individually. It is advisable to use musical instruments in everyday life in order to reinforce the sense of the rhythm of music that appears in children. In 2 ml.gr. children can already play the tambourine, wooden spoons, cubes, rattles, musical hammers, drums, bells; get acquainted with the metallophone. In the middle gr. for the first time they begin to teach children to play the MI with a scale. The most convenient for this is a metallophone. Learning can be carried out by notes, by color or numerical designations, by ear. In the color system, a certain color designation is assigned to each sound and its corresponding key (or metallophone plate). Having a record of a melody in a color designation, the child presses that key or strikes with a hammer on that plate that corresponds to the color denoting this or that note.
A similar approach to playing musical instruments is preserved in the digital system, in which each sound and the corresponding key (or plate) of a musical instrument is indicated by numbers. For example, the note "to" - the number 1, the note "re" - the number 2, etc. The digital system, substantiated and introduced into the practice of primary music education by the French teacher E.I. Sheve (1804 - 1864), was widely used in preschool education in the second half of the 19th - early 20th centuries in Russia. In their pedagogical activity, it was used by Vladimir Fedorovich Odoevsky, Sergei Irineevich Miropolsky, Lev Nikolaevich Tolstoy, Boleslav Leopoldovich Yavorsky, and later Nikolai Afanasyevich Metlov. Boleslav L. Ya. ()
Both systems (both color and digital) are convenient in the initial musical education of children, as they make it possible to easily and quickly obtain the desired result when teaching children to play the MP. The disadvantage of these systems is associated with the predominance of mechanical reproduction of melodies on the instrument without relying on the musical and auditory representations of the child. This disadvantage is overcome when teaching children to play musical instruments by ear. From the very beginning of classes, the child develops the skill of elementary auditory orientation in the melody in the process of identifying its high-pitched orientation. From the first lessons, the teacher teaches the child to listen to the melodic line and reproduce it expressively and meaningfully on the instrument. The child learns the rhythm of the melody by ear, without the use of counting. The child sings a melody (with words, either to the syllables “li”, “la”, or with a closed mouth - to the consonant “m”), tries to remember and find individual sounds on the instrument. In the older groups, children learn to play melodic instruments - strings, winds, keyboard-reeds.
Extremely instructive and demonstrative are the musical lessons with the peasant children of L.N. Tolstoy at the Yasnaya Polyana school. Today, this may seem incomprehensible in music lessons, even in Moscow schools. He writes: "In the first lesson, I divided everyone into three voices and we sang the following chords: We succeeded very soon. And everyone sang what he wanted, tried the treble and went to tenor, and from tenor to alto - so that the best (students) learned the whole chord - do - mi - salt, some of them all three. We sang these chords both at school, and in the yard, and in the garden, and on the way home until late at night, and could not from break away and rejoice at your success" (emphasized by me - L.V.). Further, Tolstoy gives advice on how to easily master singing from notes, and claims that this is necessary and accessible to ordinary peasant children. Lev Nikolayevich pays special attention to singing from notes based on relative solmization*. Solmization (solfeggio) is a method of singing a melody from notes with syllabic names of steps (do, re, mi, fa, etc.) and reading a melody while playing an instrument by letters of the Latin alphabet (C D E F G A B C). *
Teaching preschoolers to play from notes should be based on the gradual mastery of the connections between the individual links of the “see - hear - play” complex. First, the “hear-see” connection is worked out, i.e. melodies familiar to the ear are shown to the child in musical notation. Then the same connection is mastered in the reverse order: “I see - I hear”, i.e. visual perception of a musical notation of a familiar melody instantly turns into hearing it. The establishment of the first two connections gradually prepares for the perception and reproduction of the entire necessary complex "I see - I hear - I play." Thus, the goal of the teacher when teaching a child to play musical instruments is not to make the child master as much musical material as possible, but to interest the child in music with the greatest intensity.
She taught me a lot. For the first time, it seems to me, I understood then a very important truth: the guys are able to perceive, memorize and even reproduce rather complex music, provided that this music is bright, imaginative and natural in its development. If there is no brightness, imagery and naturalness in it, the guys will never perceive and remember even the simplest music, because it will not affect either their hearts or their consciousness. Dmitry Borisovich Kabalevsky Dmitry Borisovich Kabalevsky
Methodical development.
"Learning to play children's musical instruments"
The program of teaching preschoolers of the middle, senior, preparatory groups to play on the DMI. The term of study is 3 years.
Executor:
Musical director
MBDOU D / S No. 10 "Squirrel"
Salenkova Alla Nikolaevna
Kulebaki
2015
Explanatory note
« Learning to play children's musical instruments " Training program.
The term of study is 3 years.
Activities: musical literacy, individual subgroup work, ensemble (children's orchestra).
Tasks.
One of the forms of collective musical activity is playing children's musical instruments.
Playing various instruments, children learn to act in a coordinated manner in a team, develop the ability to understand the content of musical works, develop a steady interest in music, improve their playing skills on various children's musical instruments, develop melodic, dynamic, timbre, pitch hearing, sense of rhythm, creative activity. Playing in an orchestra brings up active attention, perseverance, a sense of camaraderie, and mutual assistance in children.
The course of study is designed for 3 years. Year by year, the requirements for playing children's musical instruments are increasing, the number and varieties of instruments being mastered are increasing.
1st year of study (junior group)
In the first year of study, children learn to play percussion instruments (tambourine, drum, rattle,
bells), reproduce the meter of a piece of music without observing the rhythm. Children's knowledge of musical toys (tumblers, hurdy-gurdies, musical tops, organ-organs) is consolidated. They get acquainted with the metallophone (listen to plays performed by adults).
2nd year of study (middle group)
In the second year of study, the volume of shock-noise instruments expands (musical cubes, musical hammers, musical sticks, a triangle are added). They become more difficult to play with. Children master the skills of playing the metallophone, learn to reproduce the rhythmic pattern of musical works.
3rd year of study (senior group).
In the third year of study, new, more complex tasks are set. Children master the practical skills of playing xylophones. Other shock-noise instruments are added (triangle, bells, boxes, beaters, spoons, cymbals, maracas, rumba, castanets). Children learn to reproduce not only the rhythmic pattern, but also the melodic line, learn to observe the general dynamics, pace, enter and end the game in a timely manner.
In the last year of study, the methods of playing all children's musical instruments become even more complicated, playing skills are consolidated and improved, the repertoire expands, children get acquainted with stringed plucked instruments (harp, zither, harp), electronic musical instruments (“Chizhik”, “Pile”), keyboard-reed instruments (accordion, button accordion, accordion).
Goals
:
the formation of children's skills and abilities in playing children's musical instruments, the development of creative
abilities.
Tasks: create conditions for the development of the creative activity of children learning to play children's musical instruments, as well as the phased development of the program by age groups; teach children how to play children's musical instruments; to develop in children an interest in playing in an ensemble; develop emotional responsiveness to the performance of musical works.
Classes.
Because playing together is much more difficult than playing alone, requiring individual and group lessons to achieve coherence, a dynamic and rhythmic ensemble. Also, in individual lessons, the distribution of instruments for performance in the orchestra takes place, taking into account the capabilities of children and their desires. Individual lessons help to notice those who are especially gifted for performing solo parts. Identify the interests and inclinations of children,
to consolidate skills and abilities, to work out especially with those who are lagging behind and missed classes, to help overstep the barrier of constraint and timidity to insecure children.
Methods of teaching children on children's musical instruments.
1. Verbal (story, explanation).
2. Visual (showing game techniques by a teacher or a child).
3. Stimulating (performance in front of children or adults).
4. Practical (repetition and consolidation of playing techniques on various musical instruments).
5. Independent musical activity (playing children's musical instruments in a group room under the indirect guidance of a teacher.)
6. Production of musical toys - instruments and their use.
1st
year of study
Topic: "Teaching children's musical instruments in kindergarten"
Used
Repertoire
Period
Qty
tools
about walking
classes
1. Organizational lesson. Talk to children about upcoming activities.
September
2. Acquaintance with the techniques of playing on
Beanbag
1. "Bear with a doll" music. M. Kachurbina
September-
rattle:
shaking,
blow with a rattle on the palm,
2. "Oh you, canopy", r.n.m.
October
kicking the rattle on the floor
3. “Like ours at the gate”, r.n.m.
(table).
4. Save the rattle game
3. Acquaintance with the techniques of playing the tambourine: hit
Tambourine
1. “Will I go”, r.n.m.
November
palm, blow with a fist (bones) on
2. "Oh you, canopy", r.n.m.
bottom. Learn to hold the tambourine in the left
3. Musical and didactic game "quietly-loudly in a tambourine beat" by E. E. Tilicheeva
hand - hit with the right hand, shaking
4. Free dances with a tambourine
produce with the right hand.
4. Acquaintance with the game on the bells showing the tricks of the game:
bells
1. musical and didactic game
December
wand, shake
(Valdai,
« Ntheir and loud calls "
finger push. Learning to receive "trill".
small,
E. Tilicheeva
Learn to hold the bell correctly:
medium)
2. "Game with bells"
vertically, do not pinch the brush, freely
Rimsky-Korsakov
shake and put on the palm of your hand.
3. Free dances
5. Strengthening the skills of playing the bells.
bells
1. "Yolka" T. Popatenko ("trill")
December
medium
2. "Game with bells"
6. Acquaintance with playing the drum. Show
Drum
1. Song "Drum" (play along)
January
game techniques: simultaneous strikes of one and
2. "Merry song" Ivkodimov
two sticks, alternating blows with the right and
Z. Exercise "Drummers"
left hand, drum roll.
Kraseva
4. "March" Parlov
7. Repetition of all the tricks of the game on
rattles,
September repertoire repetition -
February
rattles, tambourines, bells,
diamonds,
December - January
drum. Consolidation of acquired skills.
bells,
drums
8. Acquaintance with the game on wooden spoons.
spoons
1. "Ladushki", r.n.m.
March
Demonstration of playing techniques on spoons. Teach children
2. "Horse" Potolovsky
correctly hold spoons in hands, rhythmically
Z. "Tsok, tsok horse" E.E. Tilicheeva
hit the “heel” on the “heel” with the “patty”.
4. "Circus horses" T. Popatenko;
9. Acquaintance with playing the metallophone. Learn to take and take correctly
Glockenspiel,
1. Exercise with hammers without
April
hold the hammer, wave it freely in the air,
wooden
music
tap on the palm and on the cube, on
cubes
2. "Rain"
table, on the body of the glockenspiel, perform glissando in the air
Z . "Watch"
and on the table with a twist of the brush.
4. "Streams"
5. Woodpecker
b. "Chickens"
10. Learning how to play the metallophone:
Glockenspiel
1. "Rain" (quiet-strong)
May
hitting one record, glissando on
2. "Streams"
plates. Rebound
Z. "Birds"
hammer from the plate, strive for
4. "Chickens"
beautiful sound.
5. Woodpecker
6. "Mouse"
CHILDREN'S MUSICAL INSTRUMENTS.
2nd
year of study
Subject:
"Ensemble".
Basic ensemble playing skills
Tools
Repertoire
Period
Qty
p.p.
about walking
classes
Organizational activity.
Talk about upcoming activities.
September
Performance by children and adults
rattles
1. "Oh, canopy" r.n.m.
September
familiar works from the repertoire of the previous year of study.
Diamonds
2. “Bear with a doll” by M. Kachurbina
drums
3. "Game with bells"
bells
4. "March" by E. Tilicheeva
Repetition of techniques for playing the tambourine: hitting with a fist, palm, shaking.
Tambourine
1. “Will I go” r.n.m.
2. "Oh, canopy" r.n.m.
September
Learning a new method of playing the tambourine:
Tambourine
1. “Will I go” s.n.m.
September
blow with fingertips. Repetition of learned techniques.
2. "Oh, canopy" r.n.m.
Performance of the piece by various methods of playing the tambourine.
Tambourine
September
Achieve a rhythmic ensemble.
Work on the rhythmic ensemble,
Tambourine
1. "Bear with a doll" M. Kachurbina
October
simultaneous entry and end.
Learning how to play the metallophone.
Glockenspiel
1. "Rain"
November
Working on the glissando technique
2. "Shower"
Step by step learning new
Diamonds,
1. "Polka" Krasov
December
works on various
bells,
tools in certain ways.
metallophones
Repetition and consolidation on familiar material of various
bells,
1. "Polka" Krasov
January
game tricks.
tambourines, metallophones
Solo performance of individual parts.
Learning a new play. Distribution
bells
1. "The bells are ringing"
February
tools. Step-by-step learning of all parties.
all kinds,
2. "Polka" Krasov
work on concurrent
diamonds,
(repetition)
entry and end of the game.
metallophones
To achieve silence during performances and performances with other instruments.
Repetition and consolidation earlier
bells
1. "The bells are ringing"
March
learned works and techniques.
all kinds, tambourines,
2. "Polka" Krasov
metallophones
Repetition of the reception of the game on the spoons of "patty".
spoons,
1. "Ladushki" r.n.m.
March
Introduction to a new technique
bells
2. “Will I go” r.n.m.
"plates".
3. "We sang a song" T. Popatenko,
Spoons. Learning the technique of "pancakes",
spoons,
1. "Pies"
April
repetition of the past.
bells
2. "Okay"
The distribution of playing techniques on spoons in parts of the new work:
Spoons etc.
1. "Stompers"
April
1 hour - small "patties",
2.. "The Bells Are Ringing"
2h - big patties (4 times)
3. "Polka" Krasov
3h. - fast little ones
"okay". Repetition of familiar plays.
Introduction to new work.
bells,
1. "Forest song"
May
Distribution of tools in
diamonds,
Filippenko
depending on the visual
metallophones,
the nature of the song. Learn the part of each instrument.
triangle
Putting everyone into an ensemble.
Working on a timely
the introduction of each instrument and
the end of the sound.
Achieve a rhythmic ensemble,
bells
1. "Forest song" Filippenko
May
overall dynamics, purity of performance
all kinds,
2. "The bells are ringing"
how to play all instruments.
diamonds,
3. "Polka" Krasov
Repetition of all previously learned
metallophones,
4. "Stompers"
works.
triangle,
spoons
CHILDREN'S MUSICAL INSTRUMENTS.
3rd
year of study
Theme: "Children's Orchestra".
Basic ensemble playing skills
Tools
Repertoire
Period
Qty
P.P.
passing
classes
Organizational activity. Conversation
September
about upcoming work.
Work on the correct extraction of sound from the metallophone:
Glockenspiel
"Ladder"
September
kick-bounce, glissando -
"Rain"
turn the brush over without pinching the hand.
"Watch"
"Streams"
Work out the stepwise movement up and down; hold the hammer correctly, achieve a rhythmic ensemble,
Glockenspiel
"Andrey the Sparrow"
October
tap out a rhythmic pattern,
2.
"Ladder"
to do exercises
3.
"Rain" - "Woodpecker"
for the brush.
4.
"Brooks" - "Shower"
4
Step-by-step learning of a new piece of music;
Glockenspiel,
1. Waltz "Autumn Dream"
4
work on rhythm, dynamics,
bells
2. "Andrey the Sparrow"
learn the topics of each
3. "Ladder"
tool (l h.).
5
Continued work on the new
Glockenspiel,
1. Waltz "Autumn Dream"
4
work. Step-by-step learning 2 hours.
bells
2. "Andrey the Sparrow"
3. "Ladder"
6
Introduction to new play. Selecting the appropriate tools.
Xylophone,
1. "Polka" Lyadova
5
Introduction to xylophone and rumba.
glockenspiel,
2. Repetition
rumba, tambourines,
passed
dishes
7
To work out the purity of the performance of each instrument, each part,
Xylophone,
1. "Polka"
3
work on rhythm and dynamics.
Glockenspiel,
2. Repetition of previously learned
Learning new
Plate,
reception of the game "Bourdon".
Rumba,
Diamonds
8
Step by step learning new
Xylophone,
1. "I went up the hill"
4
plays. Strengthening the techniques of playing on all instruments.
glockenspiel,
2. Repetition.
diamonds
9
Acquaintance with shock-noise
Ratchets,
Familiar Russian folk
4
tools: rattles, bells,
maracas,
melodies
box, beater, maracas, castanets, rubel.
rubel, box,
Learning how to play them.
bells
10
Learning the modern play. Learn
metallophones,
"Butterflies in the snow" R. Pauls
3
listen to the music, alternately enter and end the game, follow
bells,
dynamic and rhythmic ensemble.
triangle,
cymbals, cassio
Literature.
1. T.N. Devyatova. The program "3vuk-magician" (Linka-press Moscow 2006).
2. T. Tyutyunnikova. Program. "Elementary music-making with preschoolers." (Preschool education, 1988)
3. N.G. Kononova "Teaching preschoolers to play children's musical instruments." Book for the educator and
music kindergarten leader. (Moscow "Enlightenment" 1990)
4.S.Bubley: "Children's Orchestra". A guide for music. heads of preschool institutions (Leningrad "Music" 1983)
5. T. Tyutyunnikova "Musical Instruments". From work experience. (Preschool education, 1997)
6. Zatsepina M. B. Musical education in kindergarten. Program and guidelines / M. B. Zatsepina. - M.: Mosaic-Synthesis, 2008.