Traveling performances. Children's repertoire as a means of developing the vocal abilities of preschool children Song repertoire for the older group of kindergarten
Tatyana Shegerdyukova
The problem of selecting a song repertoire for preschoolers
The main requirement for children's repertoire, including the song, remains ideologically focused, high artistic merit and accessibility for perception and performance. An important means of musical education and teaching in kindergarten is song.
“The children will sing, the people will sing”, wrote K.D. Ushinsky. Whether our students love singing or not depends on us, teachers. In order for singing to be one of your favorite activities, we will get acquainted with the methodological techniques that you need to use in your work, instilling vocal and choral skills in children. The task of a kindergarten music teacher is to teach a child to love singing and not to be embarrassed if something doesn’t work out.
When choosing a song, one must proceed not only from the availability of the literary text, but also take into account the character, structure of the melody, its correspondence to the characteristics of a given group of children, their vocal capabilities, and the general level of musical development. According to the diagnostic results, in most cases it turns out that no knowledge about song children do not have a heritage and the possibilities of their voice; many do not have favorite children’s songs. When choosing song repertoire It is necessary to take into account the basic principles of teaching children to sing.
The principle of educational training. It instills in them a love for the beautiful in life and art, causes a negative attitude towards the bad, and enriches the child’s spiritual world.
Accessibility principle: the content and volume of knowledge about music, the volume of vocal skills, teaching methods and their assimilation by children corresponds to the age and level of musical development of children of each age group.
Selected available song repertoire should be given to children in a language they understand.
The principle of gradualism, consistency and systematicity
gradually move from the learned, familiar to the new, unfamiliar. The principle of visibility. In the process of learning to sing, the main role is played by the so-called sound visualization - this is the performance of the song by the teacher, the specific auditory perception of various sound relationships. Other organs feelings: vision, muscle feeling, or "tentacles"(in the words of I.M. Sechenov, they complement and enhance auditory perception.
Visualization in teaching singing increases children’s interest in musical lessons, promotes the development of consciousness, ease and strength of learning songs.
The principle of consciousness.
The music director strives to instill in the children a conscious attitude towards the content of the song, the conveyance of the musical image, and singing technique.
The principle of strength. Songs children learned after a while
are forgotten if they are not systematically repeat: vocal skills
are lost if children do not practice singing for a long time. Therefore, you should not rush to learn new songs. It is better to repeat what you have learned more often.
To repeat The children didn't get bored with the songs, it is necessary to diversify this process by introducing elements of the new.
Repertoire for each age group is selected in a certain sequence. However, this sequence is very relative. In one song or another there may be certain "difficult" places, for example, unusual interval movement, dotted rhythm, etc. Additional exercises are needed to master these tasks that are difficult for children.
The music director, before learning a song with children, needs to carefully analyze it according to an approximate scheme:
1. Educational value: the main idea and nature of the musical embodiment.
2. Literary text: general assessment of artistic qualities, features of the text - the presence of appeals, dialogues, the most significant words in terms of expression.
3. Melody: character of the melody, intonation expressiveness, intervals, mode, size, rhythm, tessitura and range.
4. Piano accompaniment: artistic merit, expressiveness, accessibility for children's perception.
5. Structure (form) songs: one-part, two-part (single, chorus, verse.
Preliminary acquaintance with the musical repertoire helps the teacher understand its content, achieve expressive performance, and think through the sequence of learning with children.
The skills that need to be taught to the children are also determined, the necessary exercises for sound production, breathing, diction, expressive, correct intonation, and unified singing are thought out. The characteristics of each song give these exercises a unique character.
Song repertoire included in the program, meets the objectives of comprehensive musical education and development preschooler, is available for assimilation and further independent use in kindergarten and family.
Selecting a musical repertoire, the teacher provides for the possibility of their further use in games, round dances, and marching. You can also learn an additional repertoire in preparation for the holidays. For this purpose, songs on a specific topic are selected.
If previously the music director was obliged to work exclusively according to the program, now he has the opportunity to independently select repertoire for their pupils. A number of difficulties arise here. The first of them is the ability to choose from the abundance of children's song repertoire, accessible and convenient to perform. In recent years, many songs for preschoolers created by both professional musicians and practicing teachers themselves. Authors do not always take into account the capabilities of a child’s voice, including wide leaps in the melodic line, too high or low tessitura, and text that is difficult for children to reproduce and understand. And the teacher is often guided by the fact that he personally likes the song, and begins to teach it to the children, not paying attention to the fact that the children are physically unable to perform it well.
Second problem– aesthetic value songs performed in kindergarten. Due to the decline in the general cultural level of our society, some music directors, to please the undemanding taste of many parents, force children to perform songs of an adult repertoire, forgetting that variety love songs often of very low quality musically and far removed from the children's life experiences in meaning. Words about love and passion from the lips of 6-year-old children sound vulgar and inappropriate. Everything has its time. Children will grow up, and then such songs will sound natural. And while they are little, let them sing children's songs.
Wonderful repertoire collections are issues "Teach children to sing", compiled by T. M. Orlova and S. I. Bekina. In them, methodological recommendations are developed for each song, exercises for developing hearing and voice are presented, and examples are given for singing improvisation. Some music directors believe that the songs from them are outdated. Of course, some songs no longer correspond to our reality. But how much poorer will the spiritual world of our children be if they do not know the works included in the golden fund of children's songs, such as "Raspberry", "On the bridge", "Good Soldiers" A, Filippenko, "Blue Sled" M. Jordansky, "Winter has passed" N. Metlov and many others.
IN repertoire of preschool children ages should include songs by classical composers, modern authors, Russian folk songs, as well as songs of other peoples. Over the past decades, the world around us has changed a lot. Thanks to the Internet, children now know that you can easily correspond with any person on earth, sitting in a snowy Siberian town or a tropical hut in distant Africa. And everything that happens far away can instantly appear on the TV screen. Our children already live today in a world that is united, despite borders and different languages. They need not just the ability to respect other countries and peoples, they need the ability to hear and see beauty in a foreign culture. And therefore it is quite appropriate to introduce songs of other countries and peoples.
Municipal budgetary preschool educational institution "Rovensky kindergarten Rainbow, Belgorod region"
Accepted Approved
at a meeting of the pedagogical council, by order of the MBDOU "Rivne kindergarten
MBDOU "Rovensky kindergarten Rainbow, Belgorod region"
Rainbow of the Belgorod region" Order No. dated
Protocol No. from
Working programm
(supplement to basic general education
preschool education program implemented at MBDOU)
educational field "Music"
for preschool children (from 2-7 years old)
developer music director Shiyanova O.V.
Rovenki, 2014
I. Target section
1. Explanatory note
II. Organizational section
2.1. Planning and organization of the educational process for the implementation of the educational field “Music”
III. Content section
3.1. Age characteristics of children from 2 to 3 years old
3.2. Age characteristics of children from 3 to 4 years old
3.3. Age characteristics of children from 4 to 5 years old
3.4. Age characteristics of children from 5 to 6 years old
3.5. Age characteristics of children from 6 to 7 years old
IY. Forms of work to implement the main tasks by type of musical activity
Y. Methodological support of the educational process
YI. Bibliography
Application
up to 3food for children from 2
I . Target section
Explanatory note
“Music is the most miraculous, the most subtle means of attracting to goodness, beauty, humanity. The feeling of the beauty of a musical melody reveals its own beauty to the child - the little person realizes his dignity...” V. A. Sukhomlinsky.
Modern science recognizes early childhood as a period of great importance for the entire subsequent life of a person. In preschool pedagogy, music is an indispensable means of developing children’s emotional responsiveness to everything good and beautiful that they encounter in life. The work program of the educational field “Music” is part of the main general educational program of preschool education, implemented at the Rivne Kindergarten Rainbow, compiled on the basis of an exemplary general educational program “From birth to school” edited by N. N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva, partial program “Ladushki”I. Kaplunova, I. Novoskoltseva, in accordance with the requirements of the Federal State Standard of Preschool Education (order No. 1155, dated 10/17/2013), the Law “On Education in the Russian Federation” (dated 12/29/2012 No. 273 -FZ) . The work program for the implementation of the educational field “Music” was developed taking into account the basic principles, requirements for the organization and content of various types of musical activities in preschool educational institutions, and the age characteristics of children. The program is built on the principles of a humane and personal attitude towards the child and is aimed at his comprehensive development, the formation of spiritual and universal values, and is focused on the diversified development of preschool children, taking into account their age and individual characteristics. Provides for the solution of program educational tasks in the joint activities of adults and children and the independent activities of children, not only within the framework of direct educational activities, but also during routine moments in accordance with the specifics of preschool education. Particular attention in the program is paid to preserving and strengthening the health of children, educating and developing personal qualities that allow them to respect and accept spiritual values.
Purpose of the program: creation of favorable conditions for a child to fully enjoy preschool musical childhood, formation of the foundations of basic musical culture, comprehensive development of musical, mental and physical qualities in accordance with age and individual characteristics, implementation of independent creative activity.
Program objectives :
- creating conditions for aesthetic education, spiritual and moral development of children;
Cultivating interest in musical and artistic activities, improving skills and abilities;
Enrich and expand children's artistic experience;
Support comprehensive development of musical abilities;- lay the foundations for harmonious development
Lay the foundations of harmonious development (development of hearing, voice, attention, movement,
To introduce children to Russian folk - traditional and world musical culture;
Introduce children to a variety of musical forms and genres in an attractive and accessible way;
Teach children to creatively use musical experiences in everyday life;
Develop the need for constant communication with works of art;
Develop an understanding of the variety of sounds, beauty, plasticity of movements, expressiveness of words;
Develop imagination, imaginative thinking, aesthetic taste when perceiving works of art;
Develop the ability to improvise in various forms of art;
Learn to achieve expressive image transmission through sounds, movements, gestures, facial expressions;
Support children's desire to be creative.
Implementation period of the work program for children from 2 to 7 years old is 5 years
1 year – first junior group from 2 to 3 years 2 year – second junior group from 3 to 4 years 3 year – middle group from 4 to 5 years 4 – senior group from 5 to 6 years 5 year – preparatory group for school 6 to 7 years.
The result of the implementation The work program for music education and development of preschool children should be considered:
Formation of emotional responsiveness to music;
Ability to convey expressive musical images;
Perceive and convey in singing and movement the basic means of expressiveness of musical works;
Formation of motor skills and qualities (coordination, dexterity and accuracy of movements, plasticity);
The ability to convey game images using song and dance improvisations;
Demonstration of activity, independence and creativity in various types of musical activities.
A necessary condition for the implementation of the program is:
protecting life, strengthening the physical and mental health of pupils;
creating a creative and friendly atmosphere, emotional and moral responsiveness to all pupils, which will allow them to be raised sociable, kind, inquisitive, proactive, striving for independence and creativity;
respectful attitude towards the results of children's creativity;
maximum use of various types of children's activities, their integration in order to increase the efficiency of the educational process;
creative organization of the educational process.
II. Organizational section
2.1. Planning and organization of the educational process for the implementation of the educational field “Music”
Musical education of preschool children is carried out through music classes, entertainment, and independent play activities. Musical classes are the main form of organizing children's educational activities, in which the process of musical education, training and development of children is carried out most effectively and purposefully. Musical classes are built in the form of cooperation, children become active participants in the music-educational process. The musical repertoire that accompanies the musical-educational process is a variable component and can be changed and supplemented in connection with calendar events and the plan for the implementation of collective and individually oriented events that ensure the satisfaction of the educational needs of different categories of children.
Music classes are held 2 times a week in each age group
The volume of educational load is determined taking into account:
Current SanPiN 2.4.1.3049-13
Federal state educational standard for preschool education.
Approximate general education program “From birth to school” edited by N. N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva.
Specifics of conditions (climatic, demographic, national-cultural, etc.) for the implementation of the educational process.
Volume of educational load, provided for by the curriculum for the implementation of the educational field “Music”:
Age groups
1st ml. gr.
2nd ml. gr.
Middle group
Senior group
Preparatory group
Organized educational
activity
Number of classes per week/duration
Number of classes per year
Vacations are organized for pupils from June 1 to August 31, during which direct educational activities are carried out only in the aesthetic and health cycle. During the holidays, preference is given to sports and outdoor games, holidays, entertainment, excursions, and the duration of walks increases.
2.2. The main goals and objectives of educational activities “Music”
Music educational activities consist of three parts
Introductory part Musical and rhythmic exercises.
Target: set the child up for the lesson and develop the skills of basic and dance movements that will be used in dances, dances, and round dances.
Main part
Perception of music
Target : to teach the child to listen attentively to the sound of melody and accompaniment, creating an artistic and musical image, to react emotionally to them.
Singing along and singing
Target : to develop the child’s singing abilities, teach to cleanly intonate a melody, sing without tension in the voice, and also start and finish singing together with the teacher. The main part of the classes also includes musical and didactic games aimed at introducing children to musical instruments, developing memory and imagination, and musical and sensory abilities.
Final part Game or dance
Section “Perception of Music”
familiarization with musical works, their memorization, accumulation of musical impressions;
Development of musical abilities and listening culture;
Development of the ability to distinguish the nature of songs, instrumental pieces, and their means of expression; formation of musical taste;
Developing the ability to emotionally perceive music.
Section "Singing"
Formation of singing skills in children;
Teaching children to perform songs in the classroom and at home, with the help of a teacher and independently, with or without the accompaniment of an instrument;
Development of musical ear;
Development of musical perception, musical-rhythmic sense and, in connection with this, rhythmic movements;
Teaching children to coordinate movements with the nature of a piece of music, the most striking means
musical expressiveness, development of spatial and temporal orientations;
Teaching children musical and rhythmic skills through games, dances and exercises;
Development of artistic and creative abilities.
Improving the child’s aesthetic perception and feelings;
Development of concentration, memory, imagination, creativity, musical taste;
Introducing children's musical instruments and teaching children to play them;
Development of coordination of musical thinking and motor functions of the body.
Section "Creativity": song, music and games, dance. Improvisation on children's musical instruments
Develop the ability of creative imagination when perceiving music;
Contribute to the activation of the child’s imagination, the desire to achieve an independently set task,
to search for forms to realize your plan;
Develop the ability to sing, play music, dance, and improvise on instruments.
2.3. Connections with other educational areas
Social and communicative development
formation of ideas about musical culture and musical art; development of gaming activities; formation of citizenship, patriotic feelings; formation of the foundations for the safety of one’s own life in various types of musical activities
Cognitive development
expanding children's horizons in the field of art; sensory development; formation of a holistic picture of the world in the field of musical art and creativity
Speech development
development of free communication with adults and children in the field of music; development of all components of oral speech in theatrical activities; practical mastery of speech norms by pupils
Artistic and aesthetic development
development of children's creativity, introduction to various types of art, use of works of art, consolidation of the results of music perception. Formation of interest in the aesthetic side of the surrounding reality; development of children's creativity. Using musical works to enhance the emotional perception of works of art
Physical development
development of physical qualities of musical and rhythmic activity, the use of musical works as musical accompaniment for various types of children's activities and physical activity. Preserving and strengthening the physical and mental health of children. Formation of ideas about a healthy lifestyle.
III. Contents of psychological and pedagogical work on mastering the educational field “Music”
IN Age characteristics of children from 2 to 3 years old
In the third year of life, further development of musicality and emotional responsiveness to music occurs. Improves musical memory and thinking. Children remember and recognize many pieces of music. Children especially easily perceive musical works available to them, woven into the outline of a short story.
The child’s musical and sensory abilities are formed, he begins to understand the elementary means of musical expression. During the third year, children's activity in musical activities increases. The baby enjoys singing, sings along to the ends of phrases, and sings simple songs. Most children sing the song expressively, melodiously, but do not accurately convey its melody. They successfully perform movements to the music, as their motor capabilities expand. They love to dance to the singing of adults, as well as to instrumental music, without attributes and with them. Dances are performed standing in a circle, in pairs, one at a time. It is still difficult for them to move in a round dance. Children are able to actively participate in musical story games. At this age, children are ready for musical and creative manifestations, such as in singing. So it is in games - dramatizations.
WITH
for children from 2 to 3 years old
introduction to the art of music.
Development of musical and artistic activities, introduction to musical art
Hearing
Develop an interest in music, a desire to listen to folk and classical music, sing along, and perform simple dance movements. Develop the ability to listen carefully to calm and cheerful songs, musical pieces of a different nature, to understand what (who) is being sung about and react emotionally to the content. Develop the ability to distinguish sounds by height (high and low sound of a bell,
piano, metallophone).
Singing
Encourage children to be active by singing along and singing. Develop the ability to sing along phrases in a song (together with the teacher). Gradually get used to solo singing.
Develop emotionality and imagery in the perception of music through movement. Continue to develop the ability to perceive and reproduce movements shown by adults (clapping, stamping your foot, half-squatting, making turns, etc.)
To develop the ability to start a movement with the beginning of the music and end with its end; convey images (a bird is flying, a bunny is jumping, a bear is walking). Improve the ability to perform dance movements in a circle, scattered, change movements with changes in the nature of the music or the content of the song.
By the end of the year the children recognize familiar melodies and distinguish the pitch of sounds (high - low); Together with the teacher, they sing along to the musical phrases in the song; move in accordance with the nature of the music, begin movements with the first sounds of music; know how to perform movements: stamp their feet, clap their hands, turn their hands; called musical instruments: rattles, tambourine, drum.
IN Age characteristics of children from 3 to 4 years old
In the fourth year of life, the foundations of his personality are intensively formed. The child enjoys listening to music that is related in content to his home, with images of his beloved mother, father, grandmother, grandfather, pets, toys, and the natural environment. The development of musical perception continues. The child’s attention becomes more and more voluntary, so he can listen to a piece of music (short) until the end. At this age, the baby already has a sufficient amount of musical and auditory perceptions. Most children remember, recognize, and name quite a lot of familiar pieces of music, which indicates an enrichment of musical memory. Children distinguish between music of primary genres (song, dance, march), as well as some types of song (lullaby, dance). The perception of music becomes not only more emotional, but also differentiated: Children can easily distinguish contrasting registers, tempos, and dynamic shades. Master musical and didactic games and exercises. But while arbitrariness of behavior is only just being formed, musical activity is of an unstable nature. The child still cannot listen to music for a long time, and the duration of its sound must be clearly regulated. Movements to music become more coordinated. The ability to change movements in connection with the change in the nature of the music is demonstrated. In free dances, as a rule, the movements remain the same, but are performed with joy. Orientation in the hall is quite poor, the duration of the game and dance is short. However, all this does not reduce the interest of children and their ability to master movements to music. This type of musical activity is one of the most attractive for them. At this age, the child enjoys trying to improvise on various musical instruments and toys. He examines musical instruments with curiosity
The content of musical education for children of this age is the introduction of children to various types of musical activities, the formation of interest in music, elementary musical abilities and the development of some performing skills. A small child perceives a piece of music as a whole. Gradually, he begins to hear and isolate expressive intonation, graphic moments, and then differentiates parts of the work. Performing activity in children of this age is just beginning to develop. The vocal apparatus has not yet been formed, so the repertoire should be distinguished by the accessibility of text and melody. Children show emotional responsiveness to the use of gaming techniques and available material. Children are also introduced to music in the sphere of musical and rhythmic activities, through accessible and interesting exercises, musical games, dances, round dances, which help the child to better feel and love music. Particular attention in music classes is paid to playing children's musical instruments, where children discover the world of musical sounds and their relationships, distinguish the beauty of the sound of various instruments.
WITH carrying out work on music education
for children from 3 to 4 years old
The purpose of music education : cultivate emotional responsiveness to music; introduce musical genres: song, dance, march; promote the development of musical memory, develop the ability to recognize familiar songs and plays; feel the character of the music (cheerful, cheerful, calm), react to it emotionally.
Hearing
Teach children to listen to a piece of music to the end, understand the nature of the music, recognize and determine how many parts there are in a work (one-part or two-part form); tell what the song is about. Develop the ability to distinguish sounds in pitch within the octave-septim, notice a change in the strength of the sound of a melody (loud, quiet). Improve the ability to distinguish the sound of musical toys, children's musical instruments (musical hammer, barrel organ, rattle, drum, tambourine, metallophone, etc.).
Singing
To promote the development of singing skills: sing without tension in the range D (mi) - A (si); at the same tempo with everyone, pronounce the words clearly and clearly, convey the character of the song (fun, drawn-out, affectionate).
Song creativity
Learn to finish singing the melodies of lullabies with the syllable “bayu-bayu” and cheerful melodies with the syllable “la-la”. To develop the skills of composing happy and sad melodies according to the model.
Musical and rhythmic movements
Learn to move according to the two-part form of music and the strength of its sound (loud, quiet); react to the beginning of the music and its end (start and finish the movement independently). Improve basic movement skills (walking and running). Learn to march together with everyone and individually, run easily, at a moderate and fast pace to the music. To improve the quality of dance movements: stomp alternately with two feet and one foot. Develop the ability to circle in pairs, perform a straight gallop, move rhythmically to the music and according to the tempo and nature of the musical work (with objects, toys, without them). To promote the development of skills in the expressive and emotional transmission of playful and fairy-tale images: a bear is walking, a cat is sneaking, little mice are running, a bunny is jumping, a cockerel is walking, chickens are pecking at grains, birds are flying, cars are driving, planes are flying, a horned goat is walking, etc. Develop spatial orientation skills. Develop dance and play creativity.
Encourage independent performance of dance movements to dance tunes. Intensify the performance of movements that convey the character of the animals depicted.
Introduce children to some children's musical instruments: pipe, metallophone, bell, tambourine, rattle, drum, as well as their sounds; promote the acquisition of basic skills in playing children's percussion musical instruments.
During classes, an individually differentiated approach is carried out, taking into account the capabilities and characteristics of each child.
By the end of the year, children can:
listen to a piece of music to the end, recognize familiar songs, distinguish sounds by pitch (within an octave);
notice changes in sound (quiet - loud);
sing without falling behind or ahead of each other;
perform dance movements: spin in pairs, alternately stamp your feet, move to the music with objects (flags, leaves, handkerchiefs, etc.);
distinguish and name children's musical instruments (metallophone, drum, etc.)
3. 3. IN Age characteristics of children from 4 to 5 years old
A certain auditory experience allows a preschooler to actively express himself in the process of listening to music, both vocal and instrumental. Illustrations continue to help the perception of music. The child is able to remember and recognize the names of many works familiar to him, which indicates the development of musical memory. However, it must be remembered that the child’s hearing organ is still developing. The eardrum is delicate and easily vulnerable, the ossification of the ear canal and temporal bone has not finished, so the music should not be loud and long in sound.
The child still shows interest in singing and loves to sing with peers and adults, as well as independently. Consciously uses means of expressiveness in singing: musical (pitch, dynamic shades) and extra-musical (expressive facial expressions). Correctly sings the melodies of individual, small phrases of a song, contrasting low and high sounds, and follows a simple rhythmic pattern. Singing range within D of the first octave. The child’s vocal apparatus is not formed, breathing is weak and short, diction remains unclear in many children, but despite this, a preschooler can be successfully taught to sing.
Further physical development of the child continues, he will change in appearance, he becomes more slender, proportionally built, in the field of musical and rhythmic movements he has new opportunities: movements to music become easier and more rhythmic, quite complex movements are possible, the quality of execution of movements increases. At the same time, the capabilities of children of this age in musical and rhythmic activities still remain relatively small: the ease of movements is relative, the synchronization of movements in a pair or in a subgroup causes difficulties, the expressiveness of movements is not sufficient, the duration of the game and dance is not long. However, all this does not reduce the interest of children and their ability to master musical games, dances, and round dances.
The child shows great interest in mastering playing children's musical instruments and toys. At this age, preschoolers have a better understanding of the timbre, pitch, and dynamic features of the sound of various instruments than children, and can compare and distinguish from many others. By this time, children's hand coordination improves and their auditory experience is enriched, so they are already able to reproduce elementary rhythmic patterns on one metallophone plate.
Role interactions appear in the play activities of middle preschool children. They indicate that preschoolers begin to separate themselves from the accepted role. During the game, roles may change. Game actions begin to be performed not for their own sake, but for the sake of the meaning of the game. There is a separation between playful and real interactions of children. The child’s motor sphere is characterized by positive changes in fine and gross motor skills. Develops dexterity and coordination of movements. Children at this age are better than younger preschoolers in maintaining balance and stepping over small obstacles. Orientation in space is improved. The volume of memory increases, imaginative thinking develops, and stability of attention increases. Children remember up to 7-8 names of objects. Voluntary memorization begins to take shape: children are able to accept a memorization task, remember instructions from adults, can learn a short poem, etc. Children can independently come up with a short fairy tale on a given topic. In middle preschool age, the pronunciation of sounds and diction improves. Speech becomes the subject of children's activity. They successfully imitate the voices of animals and intonationally highlight the speech of certain characters. The rhythmic structure of speech and rhymes are of interest. The grammatical aspect of speech develops.
The content of communication between a child and an adult changes. It goes beyond the specific situation in which the child finds himself. The cognitive motive becomes the leading one. The information that a child receives during communication may be complex and difficult to understand, but it arouses his interest. Children develop a need for respect from an adult; their praise turns out to be extremely important for them. In middle preschool age, thanks to increased independence and accumulated musical experience, the child becomes an active participant in dancing, singing, and instrumental activities. The ability to understand the character and mood of music evokes in a child the need and desire to try himself in attempts at independent performance.
WITHcarrying out work on music education
for children from 4 to 5 years old
Children in the middle group already have sufficient musical experience, thanks to which they begin to actively engage in various types of musical activities: listening, singing, musical-rhythmic movements, playing musical instruments and creativity. Classes are the main form of training. The tasks given to children are more complex. They require concentration and awareness of actions, although the playful and entertaining nature of learning remains to some extent.
At this age, the child develops the first aesthetic feelings, which manifest themselves when perceiving music, singing along, participating in a game or dancing, and are expressed in the child’s emotional attitude to what he is doing. Therefore, the priority tasks are to develop the ability to listen to music, remember and react emotionally to it, and connect movements with music in musical-rhythmic movements. The musical development of children is carried out in direct educational activities and in everyday life.
Collective and individual methods are used in classes
training, an individually differentiated approach is carried out, taking into account the capabilities of the characteristics of each child.
Tasks in the field of musical perception-listening-interpretation
To educate children’s listening culture, to develop the ability to understand and interpret the expressive means of music.
To develop children's ability to communicate and communicate about themselves and their mood with the help of music.
To develop an ear for music in preschoolers - intonation, melodic, harmonic, modal; promote children's acquisition of basic musical literacy.
To develop coordination of hearing and voice in children, to help them acquire singing skills.
To encourage children to master the techniques of playing children's musical instruments.
To promote the development of elements of dance and rhythmic plasticity to create musical motor images in games and dramatizations.
Stimulate the child’s desire to independently engage in musical activities.
By the end of the year, children can:
listen carefully to a piece of music, feel its character; express your feelings with words, drawings, movement;
recognize songs by melody;
distinguish sounds by pitch (within the sixth - seventh);
sing slowly, pronounce words clearly; start and finish singing together;
perform movements that correspond to the nature of the music, independently changing them in accordance with the two-part form of the musical work; dance movements: springing, jumping, moving in pairs in a circle, circling alone and in pairs; movements with objects (with dolls, toys, ribbons);
stage (together with the teacher) songs and round dances; play simple melodies on the metallophone.
development of musical and artistic activities;
introduction to the art of music."
Hearing
Continue to develop children's interest in music and the desire to listen to it. Consolidate knowledge about genres in music (song, dance, march).
Enrich musical impressions, contribute to the further development of the foundations of musical culture, a conscious attitude towards music. Develop skills in the culture of listening to music (don’t get distracted, listen to the piece to the end). Develop the ability to feel the character of music, recognize familiar works, express your impressions of what you listened to. To develop the ability to notice the expressive means of a musical work (quiet, loud, slow, fast, etc.)
Singing
To develop expressive singing skills, the ability to sing in a drawn-out manner, in a coordinated manner. Develop the ability to take breath between short musical phrases. Encourage you to sing the melody clearly, soften the ends of phrases, pronounce words clearly, sing expressively, conveying the character of the music. Develop singing skills with and without instrumental accompaniment (with the help of a teacher).
Song creativity
Encourage children to independently compose the melody of a lullaby, answer musical questions (“What is your name?” “What do you want, kitty?” “Where are you?”), and develop the ability to improvise melodies to a given text.
Musical and rhythmic movements
Continue to develop in children the skill of rhythmic movement in accordance with the nature of the music, independently change movements in accordance with the two- and three-part form of music. Improve dance movements: straight gallop, spring, circling alone and in pairs. Develop the ability to move in pairs in a circle in dances and round dances, put your feet on your toes and heels, clap your hands rhythmically, perform simple formations (from the circle scattered and back), and jumps. Continue to improve the skills of basic movements (walking “solemn”, calm, “mysterious”; running light and fast).
To promote the development of emotional and imaginative performance of musical and playful exercises (leaves spinning, snowflakes falling) and skits using facial expressions and pantomime (happy and sad bunny, cunning fox, angry wolf, etc.). Develop the ability to stage songs and stage small musical performances.
Playing children's musical instruments
To develop the ability to play along with simple melodies on wooden spoons, rattles, drums, and metallophones.
IN Age characteristics of children from 5 to 6 years old
A 5-6 year old child is distinguished by great independence, a desire for self-expression in various types of artistic and creative activities, and he has a pronounced need to communicate with peers. By this age, children develop dexterity, accuracy, and coordination of movements, which greatly expands their performing abilities in rhythm. The activity of children increases significantly; they are very energetic, mobile, and emotional. Children of the sixth year of life have more perfect speech: their active and passive vocabulary expands. Sound pronunciation and grammatical structure of speech improve, the voice becomes clear and strong. These features provide an opportunity for further development of singing activity and the use of a more diverse and complex musical repertoire.
Musical and sensory abilities continue to develop intensively. Children can distinguish the expressive relationships of musical sounds, and their pitch and pitch hearing are activated. Musical thinking develops, the child analyzes and evaluates a complex piece of music, and can compare and generalize. At this age, children develop a strong sense of ensemble. First of all, rhythmic, they are physically and mentally ready to further master playing the leading children's musical instrument, metallophone, and others accessible to their age and capabilities.
Children of the sixth year of life can already assign roles before the game begins and build their behavior by adhering to the role. Game interaction is accompanied by speech that corresponds both in content and intonation to the role taken. The speech that accompanies children's real relationships differs from role-playing speech. Children begin to master social relationships and understand the subordination of positions in various types of adult activities; some roles become more attractive to them than others.
In older preschool age, imaginative thinking continues to develop. Children group objects according to characteristics that can change, but operations of logical addition and multiplication of classes begin to form. As studies by domestic psychologists have shown, children of senior preschool age are able to reason and give adequate causal explanations if the analyzed relationships do not go beyond the limits of their visual experience. The development of imagination at this age allows children to compose quite original and consistently unfolding stories. The imagination will actively develop only if special work is carried out to activate it. Phonemic hearing and intonation expressiveness of speech develop when reading poetry in role-playing games and in everyday life.
However, all of the listed features manifest themselves individually, and in general, children of the sixth year of life still require careful and attentive treatment: they quickly get tired, tired of monotony. These age characteristics must be taken into account when planning and organizing music educational situations.
WITH carrying out work on music education
for children from 5 to 6 years old
Listening to music remains very attractive for a child. Most children by this time have mastered the culture of listening. They remember and ask to repeat their favorite things. It is easy to distinguish not only the primary genre of music, but also the types of musical works. They delve into the emotional and figurative content of the music, perceive the forms of the work, feel the change in the nature of the music. At this age, the child has developed a need for singing. The following positive features of singing can be noted: the voice becomes louder, the range within the first octave is characteristic, vocal-auditory coordination is improved, children can sing both melodiously and abruptly. They are able to sing entire phrases of a song in one breath. Most children's singing diction is correct, but at the same time, the child's voice remains quite fragile as the formation of vocal cords continues. Children's posture develops, movements become more free, expressive, and in story games and dances - more meaningful and controllable, coordinated and confident. The child is capable and willing to master gaming skills and dance movements that require rhythm and coordination of performance.
Children have a sufficient supply of gaming and dancing skills; they are characterized by a great desire to participate in games, dances, exercises, and sketches. Most children are happy to engage in creative play situations and free dances; They like to invent their own dances based on familiar movements. Children show a great desire to play musical instruments; in elementary improvisations on a metallophone, children achieve greater success in using such means of musical expressiveness as dynamic shades, rhythmic features, and timbre coloring of sound.
The musical development of children is carried out directly in educational activities and in everyday life.
Tasks in the field of musical performance - improvisation - creativity
Develop children's singing skills.
To promote children's mastery of play music skills.
Stimulate children's independent activity in improvising dances, games, and orchestrations.
Develop the ability to collaborate in collective musical activities.
During the classes, collective and individual teaching methods are used, an individually differentiated approach is carried out, taking into account the capabilities and characteristics of each child.
By the end of the year, children can
distinguish between genres of musical works (march, dance, song) and the sound of musical instruments (piano, violin);
distinguish between high and low sounds (within fifths);
sing without tension, smoothly, with a light sound, pronounce words clearly, start and finish the song in a timely manner, sing accompanied by a musical instrument;
move rhythmically in accordance with the character and dynamics of the music;
perform dance movements: alternately throwing the legs forward in a jump, half-squatting with the foot on the heel, stepping on the entire foot in place, moving forward and circling;
independently stage the content of songs, round dances, act without imitating each other;
play melodies on the metallophone one at a time and in small groups.
3.5 . IN Age characteristics of children from 6 to 7 years old
Active, energetic children are active in all types of musical and artistic activities. By this time, the children already have a large amount of musical and motor skills and their further consolidation occurs. The child is proactive and active both in musical and playful activities and in dance creativity. Children can come up with a new dance in a subgroup (mostly from familiar movements), and also enjoy improvising in free dances. During this period, their psychophysiological capabilities change qualitatively: their voice becomes sonorous, their movements become even more coordinated, their attention span and memory increase, and their speech improves. Children's voluntary behavior increases, a conscious interest in music is formed, and their musical horizons significantly expand. New qualities make it possible to implement more complex tasks in the musical development of children. Children of this age acquire a broader outlook, a sufficient level of intellectual development and musical education, and have significant capabilities to listen to fairly complex musical works. By this time, they have a significant amount of musical impressions, they know some composers, have a selective attitude towards music, and motivate their choice. Children are able to listen to relatively large pieces of music, feel their form, listen to intonation moves and rhythmic features, and understand the nature of the music. The child is able to analyze a piece of music, compare, highlight, and generalize individual features of musical language and speech. Preschoolers have a fairly developed psychological mechanism for perceiving music: emotional responsiveness to music, ear for music, memory. Musical thinking as a generalized quality of musical perception, the ability to be creative. Thus, kindergarten graduates have great opportunities for further familiarization with music of various styles and eras. At this age, the child has significant opportunities to express himself in singing; he has a fairly strong vocal apparatus, although the vocal cords are not fully formed. The range of most preschoolers is within the octave to (first) - to (second). Most children have a large stock of songs, highlight their favorites, and experience aesthetic pleasure when a song is successfully performed. Children can sing independently for a long time, but this is not always desirable. Adults need to constantly take care of protecting children's voices. At this age, children reach the culmination of the development of movements, including those performed to music - movements become light, graceful, and flexible. While moving to music, children easily navigate the composition of the game, the form of the dance being performed, the nature of the music, and also plastically convey not only the visual, but also the expressive features of the music. At this age, children perfectly understand the game of the instrument they have been playing for the second or third year; they can enjoy mastering pieces where they need to play on plates located one after the other. Children willingly participate in the orchestra's performance, happily improvise on familiar instruments, listening to the melody, but only the musically gifted can select by ear. In role-playing games, children in the preparatory group for school begin to master complex interactions between people, reflecting characteristic significant life situations, for example, a wedding, the birth of a child, illness, employment, etc. Children’s play actions become more complex and acquire a special meaning that is not always opens up to an adult. The playing space is becoming more complex. It can have several centers, each of which supports its own storyline.
At the same time, children are able to monitor the behavior of partners throughout the playing space and change their behavior depending on their place in it. By the end of preschool age, the child has a high level of cognitive and personal development, which allows him to successfully study at school in the future.
WITH carrying out work on music education
for children from 6 to 7 years old
Direct educational activity is the main form of training. The tasks given to children in the preparatory group require concentration and awareness of actions, although the playful and entertaining nature of learning is preserved to some extent.
Children's musical development occurs both in classes and in everyday life.
The purpose of music education: continue to introduce children to musical culture, cultivate artistic taste, and a conscious attitude towards the national musical heritage and modern music.
Improve pitch, rhythmic, timbre and dynamic hearing.
Continue to enrich children’s musical experiences and evoke a vivid emotional response when perceiving music of a different nature.
To promote the further formation of the singing voice and the development of movement skills to music.
Learn to play the DMI.
Introduce basic musical concepts.
By the end of the year, children can:
recognize the melody of the National Anthem of the Russian Federation;
distinguish between genres of musical works (march, dance, song), the sound of musical instruments (piano, violin);
distinguish parts of a work;
listen carefully to music, respond emotionally to the feelings and moods expressed in it;
determine the general mood, the nature of the musical work as a whole and its parts;
highlight individual means of expressiveness: tempo, dynamics, timbre, and in some cases – intonation melodic features of a musical piece;
listen to visual moments in music that correspond to the title of the play, recognize characteristic images;
express your impressions of music in movements and drawings;
sing simple songs in a comfortable range, performing them expressively and musically, correctly conveying the melody;
reproduce and sing clearly the general direction of the melody and its individual segments with accompaniment;
maintain the correct position of the body when singing, articulating relatively freely, correctly distributing breathing;
sing individually and collectively, with and without accompaniment;
move expressively and rhythmically in accordance with the diverse nature of music and musical images;
convey a simple musical rhythmic pattern;
start moving independently after the musical introduction;
actively participate in creative tasks;
perform dance movements: step with stomp, side step with squat, spring step, side gallop, variable step; expressively and rhythmically perform dances and movements with objects;
independently stage the content of songs and round dances, act without imitating each other;
perform simple songs and melodies solo and in an ensemble on percussion and high-pitched children's musical instruments.
Tasks in the field of musical perception-listening-interpretation
- Enrich children's auditory experience when getting to know the main genres, styles and trends in music.
- To accumulate ideas about the life and work of Russian and foreign composers.
- To teach children to analyze, compare and contrast when analyzing musical forms and means of musical expression.
Tasks in the field of musical performance - improvisation - creativity
- Develop skills of clean intonation in singing.
- To promote the development of rhythmic polyphony skills through playful music playing.
- Stimulate children's independent activity in composing dances, games, and orchestrations.
- To develop in children the ability to collaborate and engage in joint creativity in collective musical activities.
IY . Forms of work to implement the main tasks
by type of musical activity
Section “Perception of Music”
Forms of work
Regime moments
Joint
Independent
children's activities
Forms of children's organization
Individual
Subgroup
Group
Subgroup Individual
Individual
Subgroup
Group
Subgroup
Individual
Use of music:
At morning exercises and
physical education classes;
In music classes;
While washing
In other classes
(familiarization with
the surrounding world,
speech development,
fine art
activity)
While walking (in warm weather)
In role-playing games
Before nap
Upon awakening
On holidays and
entertainment
Holidays,
entertainment
Everyday life:
Other activities
Theatrical
activity
Listening to music
Consideration
pictures, illustrations in
children's books,
reproductions, objects
surrounding
reality;
musical
activities in the group:
selection of music
tools
(voiced and not
voiced),
musical toys,
theatrical puppets,
attributes for mummering.
Experimentation
with sounds using
musical toys
and noise
tools
Holiday games
"concert"
Consultations for parents
Parent meetings
Individual conversations
(inclusion
parents on holidays and preparation for them)
children and parents, joint
Orchestra)
Propaganda
movements)
Section "Execution"
Forms of work
Regime moments
Joint
activities of a teacher with children
Independent
children's activities
Joint activities with family
Forms of children's organization
Individual
Subgroup
Group
Subgroup Individual
Individual
Subgroup
Group
Subgroup
Individual
Usage
On musical
classes;
During
washing
On others
classes
During
walks (in warm weather)
In the plot-
role playing games
In the theatrical
activities
On holidays and
entertainment
Holidays,
entertainment
Everyday life:
Theatrical
activity
Singing familiar songs
during games, walks in
warm weather
Singing along and singing
familiar songs,
illustrations in
children's books,
reproductions, objects
surrounding
reality
Creating conditions for
independent musical
group activities: selection
musical instruments
(voiced and unvoiced),
musical toys, models
instruments, theatrical
dolls, attributes for acting,
various costume elements
characters.
Creating a subject environment conducive to the manifestation of
Song creativity
(essay on sad and happy
melodies),
Musical and didactic games
Joint holidays, entertainment
preparation for them)
Theatrical activities (concerts
parents for children, joint performances
children and parents, joint
theatrical performances, noise
for parents (stands, folders or screens -
movements)
Section “Musical and rhythmic movements”
Forms of work
Regime moments
Joint
activities of a teacher with
children
Independent
children's activities
Joint activities with family
Forms of children's organization
Individual
Subgroup
Group
Subgroup Individual
Individual
Subgroup
Group
Subgroup
Individual
Usage
musical
rhythmic
movements:
On the morning
gymnastics and
physical education
classes;
On musical
classes;
In other classes
While walking
In role-playing
On holidays and
entertainment
Holidays,
entertainment
everyday
Theatrical
activity
Games, round dances
Celebration
birthdays
Creating conditions for independent
musical activities in the group:
selection of musical instruments,
musical toys, instrument models, theatrical attributes,
elements of costumes of various characters, attributes for independent dance
creativity (ribbons, scarves, scarves
Creation of creative games for children
situations (role-playing game),
helping to enhance implementation
movements that convey the character of the animals depicted.
Stimulating independent
performing dance moves to
dance melodies
Joint holidays, entertainment
(inclusion of parents on holidays and
preparation for them)
Theatrical activities (concerts
parents for children, joint
performances by children and parents,
joint theatrical
performances, noise orchestra)
Creation of visual pedagogical
Folders
or sliding screens)
Visits to children's musical theaters
Section “Playing children's musical instruments”
Forms of work
Regime moments
Joint
activities of a teacher with children
Independent
children's activities
Joint activities with family
Forms of children's organization
Individual
Subgroup
Group
Subgroup Individual
Individual
Subgroup
Group
Subgroup
Individual
On musical
classes;
In other classes
While walking
In role-playing games
On holidays and
entertainment
Holidays, entertainment
Music in everyday life
Theatrical
activity
Games with elements
accompaniment
Celebrating days
birth
Creating conditions for
independent musical
group activities: selection
musical instruments,
musical toys, ma
Playing noise music
instruments;
Musical and didactic games
Joint holidays, entertainment
(inclusion of parents on holidays and
preparation for them)
Theatrical activities
parents, joint
theatrical performances,
noise orchestra)
Creation of visual pedagogical
propaganda for parents (stands,
folders or sliding screens)
Section “Creativity” (song, music and games, dance, improvisation on children’s musical instruments)
Forms of work
Regime moments
Joint
activities of a teacher with children
Independent
children's activities
Joint activities with family
Forms of children's organization
Individual
Subgroup
Group
Subgroup Individual
Individual
Subgroup
Group
Subgroup
Individual
On musical
classes;
In other classes
While walking
In role-playing games
On holidays and
entertainment
Holidays, entertainment
Music in everyday life
Theatrical
activity
Games with elements
accompaniment
Celebrating days
birth
Creating conditions for
independent musical
group activities: selection
musical instruments,
musical toys, ma
Playing noise music
instruments;
experimenting with sounds,
Musical and didactic games
Joint holidays, entertainment
(inclusion of parents on holidays and
preparation for them)
Theatrical activities
(concerts of parents for children,
joint performances by children and
parents, joint
theatrical performances,
noise orchestra)
Creation of visual pedagogical
propaganda for parents (stands,
folders or sliding screens)
Y . Methodological support of the educational process
Methodological support educational field "Music" includes:
availability of a work program in the educational field “Music”;
availability of a set of educational and methodological literature of a specialized orientation;
collections of music literature;
a selection of musical and didactic games;
children's musical toys and instruments;
attributes for musical games and holidays;
visual demonstration material: posters, portraits of composers;
specialized periodicals.
List of literature and teaching aids
From birth to school. Approximate basic general education program./ Ed. Veraksy, N.E., Komarova, T.S., Vasilyeva, M.A. M.: Mozaika-Sintez, 2014.
Kaplunova I., Novoskoltseva I. A holiday every day. Partial program “Ladushka” for the musical education of preschool children. St. Petersburg: Composer, 2011
Zatsepina M.B. Musical education in kindergarten. M.: Mosaika-Sintez, 2005-2010
Vetlugina N.A. Musical education in kindergarten. – M., 1981.
Methods of music education in kindergarten / Ed. ed. N. A. Vetlugina. – M., 1989.
Arsenina E.N. Musical lessons. Middle, senior, preparatory group. Volgograd: Teacher, 2012.
Zatsepina M.B. Cultural and leisure activities in kindergarten. M.: Mosaika-Sintez, 2005-2010.
Vetlugina N.A. Musical ABC book. M., 1985.
Vikhareva G.F. Veselinka. St. Petersburg, 2000.
Vikhareva G.F. Song, ring! St. Petersburg, 1999.
Devochkina O.D. Sing along with me. M., 2002.
Zatsepina M.B., Antonova T.V. Folk holidays in kindergarten. M.: Mosaika-Sintez, 2005-2010.
Zatsepina M.B., Antonova T.V. Holidays and entertainment in kindergarten. M.: Mosaika-Sintez, 2005-2010.
Kostina E. P. Musical and didactic games. -Rostov-on-Don: “Phoenix”. Series: I give my heart to children, 2010 -212s
Mikhailova M.A. Development of children's musical abilities. A popular guide for parents and teachers. Yaroslavl, 1997.
Mikhailova M.A., Gorbina E.V. We sing, play, dance at home and in the garden. A popular guide for parents and teachers. Yaroslavl, 1998.
Music in kindergarten. Comp. N. Vetlugina, I. Dzerzhinskaya, L. Komissarova. M., 1990.
Music in kindergarten. Songs, games, plays for children 4-5 years old. V. 1./ Comp. ON THE. Vetlugina, I.L. Dzerzhinskaya, N. Fok. M., 1978.
Music and movement. Exercises, games and dances for children 4-5 years old./ Comp. I.S. Bekina, T.P. Lomova, E.N. Sokovnina. M., 1981.
Musical and motor exercises in kindergarten./ Comp. E.P. Raevskaya, S.D. Rudneva, G.N. Sokolova, Z.N. Ushakova, V.G. Tsarkova. M., 1991.
APPLICATION
Approximate musical repertoire
First junior group (from 2 to 3 years old)
Hearing "Horse", music. E. Tilicheeva, lyrics. N. Frenkel; “Our rattle”, music. I. Arseeva, lyrics. I. Chernitskaya; "Bunny", Russian. adv. melody, arr. An. Alexandrova, lyrics. T. Babacan; "Cow", music. M. Rauchwerger, lyrics. O. Vysotskaya; "Cat", music. An. Alexandrova, lyrics. N. Frenkel; “Elephant”, “Chickens and Roosters” (from “Carnival of the Animals” by C. Saint-Saens); “Winter”, “Winter morning”, music. P. Tchaikovsky; “Spring”, “Autumn”, music. S. Maikapara; "Flowers", music. V. Karaseva, lyrics. N. Frenkel; “This is how we can”, “March and Run”, music. E. Tilicheeva, lyrics. N. Frenkel; "Gopachok", Ukrainian. adv. melody, arr. M. Rauchwerger; “Catch-up”, music. N. Alexandrova, lyrics. T. Babacan; “From Under the Oak”, Russian. adv. dance melody; “Kitty” (for the game “Cat and Kittens”), music. V. Vitlina, lyrics. N. Naydenova; "Mikita", Belarusian. adv. melody, arr. S. Polonsky; “Dance with a handkerchief”, music. E. Tilicheeva, lyrics. I. Grantovskaya; "Polyanka", Russian. adv. melody, arr. G. Frida; “Birds” (introduction), music. G. Frida; “Squealer”, Ukrainian. adv. melody; “Morning”, music. G. Grinevich, lyrics. S. Prokofieva; "Yurochka", Belarusian. adv. dance melody, arr. An. Alexandrova; “Dance with dolls”, “Dance with handkerchiefs”, German. adv. dance melodies, lyrics A. Anufrieva; “Ay-yes”, music. V. Verkhovinets; “Where are you, bunny?”, Russian. adv. melody, arr. E. Tilicheeva.
Singing “Bayu” (lullaby), music. M. Rauchwerger; "White Geese", music. M. Kraseva, lyrics. M. Klokova; “This is how we can”, “Horse”, music. E. Tilicheeva, lyrics. N. Frenkel; “Where are you, bunny?”, arr. E. Tilicheeva; "Rain", Russian. adv. melody, arr. B. Feret; “Herringbone”, music. E. Tilicheeva, lyrics. M. Bulatova; "Winter", music. V. Karaseva, lyrics. N. Frenkel; “There comes a horned goat”, arr. A. Grechaninova; "Lullaby", music. M. Kraseva; "Cat", music. An. Alexandrova, lyrics. N. Frenkel; "Kitty", music. V. Vitlina, lyrics. N. Naydenova; “Ladushki”, Russian. adv. melody; "Bird", music. M. Rauchwerger, lyrics. A. Barto; "Dog", music. M. Rauchwerger, lyrics. N. Komissarova; "Chickens", music. A. Filippenko, lyrics. T. Volgina; "Bell", music. I. Arseeva, lyrics. I. Chernitskaya; “Who loves us deeply?”, music. etc. I. Arseeva; "Horse", music. I. Arseeva, lyrics. V. Tatarinova; “Quack-quack”, music. I. Arseeva, lyrics. N. Checherina.
Musical and rhythmic movements "Rain", music. etc. E. Makshantseva; “Kozlyatki”, Ukrainian. adv. melody, lyrics E. Makshantseva; "Tambourine", Russian. adv. melody, lyrics E. Makshantseva; “Sparrows”, “Rattle, dance”, “Bell”, “Let’s take a walk”, music. I. Arseeva, lyrics. I. Chernitskaya; “This is how we can”, “March and Run”, music. E. Tilicheeva, lyrics. N. Frenkel; "Gopachok", Ukrainian. adv. melody, arr. M. Rauchwerger; “Catch-up”, music. N. Alexandrova, lyrics. T. Babacan; “From Under the Oak”, Russian. adv. dance melody; “Kitty” (for the game “Cat and Kittens”), music. V. Vitlina, lyrics. N. Naydenova; "Mikita", Belarusian. adv. melody, arr. S. Polonsky; “Dance with a handkerchief”, music. E. Tilicheeva, lyrics. I. Grantovskaya; "Polyanka", Russian. adv. melody, arr. G. Frida; “Birds” (introduction), music. G. Frida; “Stoolka”, Ukrainian. adv. melody; "Morning", music. G. Grinevich, lyrics. S. Prokofieva; "Yurochka", Belarusian. adv. dance melody, arr. An. Alexandrova; “Dance with dolls”, “Dance with handkerchiefs”, German. dance and folk melodies, lyrics A. Anuriva; “Ay-yes”, music. V. Verkhovinets; “Where are you, bunny?”, Russian. adv. melody, arr. E. Tilicheeva.
Second junior group (from 3 to 4 years old)
Hearing “Sad Waiting”, “Waltz”, music. D. Kabalevsky; "Falling Leaves", music. T. Popatenko; "In Autumn", music. S. Maikapara; "March", music. M. Zhurbina; “Plyasovaya”, Russian. adv. melody; “Tender song”, music. M. Rauchwerger, lyrics. T. Miraji; "Lullaby", music. S. Razarenova; “Crybaby”, “Evil” and “Frolic”, music. D. Kabalevsky; "Soldier's March", music. R. Schumann; “Herringbone”, music. M. Kraseva; “A bear and a doll are dancing a dance,” music. M. Kachurbina; "March", music. Yu. Chichkova; "In Spring", music. S. Maikapara; "Snowdrops", music. V. Kalinnikova; "Bunny", music. L. Lyadovoy; "Bear", music. E. Tilicheeva; “Frolic” and “Capriculia”, music. V. Volkova; "Rain", music. N. Lyubarsky; Sparrow”, A. Rubbach; "Game of Horses", music. P. Tchaikovsky; "March", music. D. Shostakovich; "Rain and Rainbow", music. S. Prokofiev; “I walk with the loach”, Russian. adv. song; “The sun has friends”, music. E. Tilicheeva, lyrics. E. Karganova; “Forest Pictures”, music. Yu. Slonova; rus. dance melodies at the discretion of the music director; lullabies.
Singing “Liu-liu, bai”, Russian. adv. lullaby; "Lullaby", music. M. Rauchwerger; "I'm walking with flowers", music. E. Tilicheeva, lyrics. L. Dymova; “We Smile at Mom”, music. V. Agafonnikova, lyrics. Z. Petrova;
singing a folk nursery rhyme " Bucket sun", music. V. Karaseva, lyrics. folk; "Sun", Ukrainian. adv. melody, arrangement N. Metlova, lyrics. E. Perepletchikova; “Rain”, Russian. adv. nickname; “Hush, hush”, music. M. Srebkova, lyrics. O. Vysotskaya. Songs. “Cockerel” and “Ladushki”, Russian. adv. songs; "Bunny", Russian. adv. song, arr. N. Lobacheva; “Autumn”, Ukrainian adv. melody, arr. N. Metlova, lyrics. N. Placides;
Songs "Autumn Song", music. An. Alexandrova, lyrics. N. Frenkel; "Winter", music. V. Karaseva, lyrics. N. Frenkel; “Our Christmas tree”, music. M. Kraseva, lyrics. M. Klokova; “The cat is crying”, music. M. Parkhaladze; “Take us for a ride, horse,” music. V. Agafonnikova and K. Kozyreva, lyrics. I. Mikhailova; “To Mom on March 8th”, music. E. Tilicheeva, lyrics. M. Evensen; “I sing a song to mom,” music. T. Popatenko, lyrics. E. Avdienko; "Geese", Russian. adv. song, arrangement N. Metlova; “Winter has passed”, music. N. Metlova, lyrics. M. Klokova; "Machine", music. T. Popatenko, lyrics. N. Naydenova; "Chickens", music. A. Filippenko, lyrics. T. Volgina; "Game with a Horse", music. I. Kishko, lyrics. V. Kuklovskaya; “We know how to wash ourselves clean,” music. M. Jordansky, lyrics. O. Vysotskaya; "The Shepherd", music. N. Preobrazhensky; "Bird", music. M. Rauchwerger, lyrics. A. Barto; "The Cheerful Musician", music. A. Filippenko, lyrics. T. Volgina. Song creativity “Bay-bye, bye-bye”, “Liu-lyu, bye”, Russian. adv. lullabies; “A Man Walks”, music. M. Lazarev, lyrics. L. Dymova; “What is your name?”, “Sing a lullaby”, “Oh, you little kitten”, Russian. adv. lullaby; “Call of the Sun”, lyrics. Nar., processed I. Lazareva and M. Lazareva; "The Rooster and the Cuckoo", music. M. Lazarev, lyrics. L. Dymova; inventing a lullaby and dance melody.
Musical and rhythmic movements
Game exercises “Ladushki”, music. N. Rimsky-Korsakov; "March", music. E. Parlova; “Who wants to run?”, lit. adv. melody, arrangement L. Vishkareva; walking and running to the music “March and Running” by An. Alexandrova; “Horses are galloping”, music. T. Popatenko; “We walk like athletes,” music. T. Lomovoy; “Topotushki”, music. M. Rauchwerger; “Birds are flying”, music. L. Bannikova; rolling the ball to the music of D. Shostakovich (waltz joke); running with clapping to the music of R. Schumann (playing blind man's buff); "Train", music. L. Bannikova; “Exercise with flowers”, music. A. Zilina “Waltz”. Etudes-dramatizations. “Boldly go and hide”, music. I. Berkovich (“March”); "Hares and Fox", music. E. Vikhareva; "Bear Cubs", music. M. Kraseva, lyrics. N. Frenkel; “Birds are flying”, music. L. Bannikova; "Birds", music. L. Bannikova; "Beetles", Hungarian. adv. melody, arrangement L. Vishkareva; "Mice", music. N. Sushena.
Games "Sun and Rain", music. M. Rauchwerger, lyrics. A. Barto; "Blind Man's Bluff with Mishka", music. F. Flotova; “Where are the rattles?”, music. An. Alexandrova; “Hide and Seek”, Russian. adv. melody; “Zainka, come out”, music. E. Tilicheeva; "Playing with a doll", music. V. Karaseva; “Vanya is walking”, Russian. adv. song, arr. N. Metlova; “Game with rattles”, Finnish. melody; "Zainka", music. A. Lyadova; "Walk", music. I. Pachelbel and G. Sviridov; “Game with colored flags”, rus. adv. melody; "Tambourine", music. M. Kraseva, lyrics. N. Frenkel.
Round dances and round dances “Dance with Rattles”, music. etc. V. Antonova; “Fingers and Hands”, Russian. adv. melody, arrangement M. Rauchwerger; dance with a teacher under Russian. adv. melody “Will I go, will I go out”, arr. T. Popatenko; dance with leaves to Russian adv. dance melody; “Dance with leaves”, music. N. Kitaeva, lyrics. A. Anufrieva; “Dance near the Christmas tree”, music. R. Ravina, lyrics. P. Granitsyna; dance with handkerchiefs to Russian adv. melody; “On the pavement street”, Russian. adv. melody, arr. T. Lomovoy; dance with dolls to Ukrainian adv. melody, arrangement N. Lysenko; "Little Dance", music. N. Alexandrova; “The sun is warming warmer”, music. T. Vilkoreiskaya, lyrics. O. Vysotskaya; “We made peace”, music. T. Vilkoreiskaya; “Oh, you, little pipe,” music. M. Kraseva, lyrics. M. Charnoy; "Train", music. N. Metlova, lyrics. I. Placides; "Dancing", music. L. Birnova, lyrics. A. Kuznetsova; “Pair dance”, Russian. adv. melody "Arkhangelsk Melody". Characteristic dances. "Dance of Snowflakes", music. Beckman; "Lanterns", music. R. Rustamova; “Parsley Dance”, Latvian. adv. polka; “Bunny Dance”, Russian. adv. melody; “The dolls came out to dance”, music. V. Vitlina; repetition of all dances learned during the school year.
Development of dance and gaming creativity "Dance", music. R. Rustamova; "Hares", music. E. Tilicheeva; “Happy Legs”, Russian. adv. melody, arrangement V. Agafonnikova; “Magic handkerchiefs”, Russian. adv. melody, arrangement R. Rustamova
“Birds and Chicks”, “Merry Dolls”, “Three Bears”.
Development of rhythmic hearing “Who’s going well?”, “Merry pipes.” Development of timbre and dynamic hearing. “Loud - Quiet”, “Know Your Instrument”, “Bells”.
Genre identification and memory development “What is the doll doing?”, “Find out and sing the song from the picture.”
Playing along with children's percussion musical instruments Folk melodies.
Middle group (from 4 to 5 years)
Hearing "Lullaby", music. A. Grechaninova; "March", music. L. Shulgina, “Oh, birch tree”, Russian. adv. song; "Autumn Song", music. D. Vasilyeva-Buglaya, lyrics. A. Pleshcheeva; "Bunny", music. Yu. Matveeva, lyrics. A. Blok; “Mom’s caresses”, music. A. Grechaninova; “Music Box” (from “Album of Plays for Children” by G. Sviridov); “Waltz of Snow Flakes” from the ballet “The Nutcracker”, music. P. Tchaikovsky; “Italian polka”, music. S. Rachmaninov; “The cat got sick”, “The cat got well”, music. A. Grechaninova; “Like ours at the gate”, Russian. adv. melody; "Mama", music. P. Tchaikovsky; "Vesnyanka", Ukrainian. adv. song, arrangement G. Lobachev, lyrics. O. Vysotskaya; "Butterfly", music. E. Griga; “Brave Rider” (from “Album for Youth” by R. Schumann); "Lark", music. M. Glinka; "March", music. S. Prokofiev; “New Doll”, “Doll’s Disease” (from “Children’s Album” by P. Tchaikovsky); “Piece” (from “Album for Youth” by R. Schumann); as well as the children’s favorite works that they listened to throughout the year.
Singing
Exercises to develop hearing and voice "Two Grouse", music. M. Shcheglova, lyrics. folk; "Beetle", music. N. Potolovsky, lyrics. folk; “Lullaby of the Bunny”, music. V. Karaseva, lyrics. N. Frenkel; "Chicks", music. E. Tilicheeva, lyrics. M. Dolinova; "Confusion", a joke song; music E. Tilicheeva, lyrics. K. Chukovsky; "Cuckoo", Russian. adv. song, arrangement I. Arseeva; "Spider" and "Kitty-Kitten"
rus. adv. songs; nicknames : “Oh, waders! Spring is singing! and “Larks, come!”; “Where was Ivanushka”, Russian. adv. song; "Geese", Russian. adv. song; "The Shepherd", music. N. Preobrazhenskaya, lyrics. folk.
Songs "Autumn", music. Yu. Chichkova, lyrics. I. Maznina; "Bay-bye", music. M. Krasin, lyrics. M. Chernoy; "Autumn", music. I. Kishko, lyrics. T. Volgina; “In Autumn”, Russian. adv. melody, arrangement I. Kishko, lyrics. I. Placides; "Kitty", music. V. Vitlina, lyrics. N. Naydenova; "Snowflakes", music. O. Bertha, arr. N. Metlova, lyrics. V. Antonova; "Sledge", music. M. Kraseva, lyrics. O. Vysotskaya; “Winter has passed”, music. N. Metlova, lyrics. M. Klokova; “Gift for Mom”, music. A. Filippenko, lyrics. T. Volgina; carols: “Hello”, “Happy New Year”; "Sparrow", music. V. Gerchik, lyrics. A. Cheltsova; "Vesnyanka", Ukrainian. adv. song; "Rain", music. M. Kraseva, lyrics. N. Frenkel; "Bunny", music. M. Starokadomsky, lyrics. M. Klokova; "Horse", music. T. Lomovoy, lyrics. M. Evensen; "Steam Locomotive", music. Z. Kompaneitsa, lyrics. O. Vysotskaya. Songs from children's cartoons. "Smile", music. V. Shainsky, lyrics. M. Plyatskovsky (cartoon “Little Raccoon”); “Song about a grasshopper”, music. V. Shainsky, lyrics. N. Nosova (cartoon “The Adventures of the Grasshopper”); “If you are kind”, music. B. Savelyeva, lyrics. M. Plyatskovsky (cartoon “The Birthday of Leopold the Cat”); as well as favorite songs learned earlier.
Musical and rhythmic movements
Game exercises “Springs” under Russian. adv. melody; walking to "March", music. I. Berkovich; “Funny balls” (bouncing and running), music. M. Satulina; “Swinging arms with ribbons”, Polish. adv. melody, arrangement L. Vishkareva; jumping in English adv. the melody "Polly"; easy running under latv. "Polka", music. A. Zhilinsky; "March", music. E. Tilicheeva; "The Fox and the Hares" to the music. A. Maykapara “In the kindergarten”; “A bear walks” to the music. “Etude” by K. Czerny; jumping to the music “Polka”, music. M. Glinka; "Riders", music. V. Vitlina; let's stomp, circle around in Russian. adv. melodies. "Rooster", music. T. Lomovoy; "Doll", music. M. Starokadomsky; “Exercises with flowers” to music. “Waltz” by A. Zhilin; “Beetles”, Hungarian. adv. melody, arrangement L. Vishkareva.
Etudes-dramatizations "Drummer", music. M. Kraseva; “Dance of autumn leaves”, music. A. Filippenko, lyrics. E. Makshantseva; "Drummers", music. D. Kabalevsky and S. Levidov; “Counting table”, “The apple was rolling”, music. V. Agafonnikova; “Boots are jumping along the path”, music. A. Filippenko, lyrics. T. Volgina; "Happy Walk", music. P. Tchaikovsky; “What do you want, kitty?”, music. G. Singer, lyrics. A. Shibitskaya; "Hot Horse", music. T. Lomovoy; “Snowdrop” from the cycle “Seasons” by P. Tchaikovsky “April”; “A hare ran through the swamp”, music. V. Gerchik; “Picking berries” in Russian. adv. the song “Oh, you birch”; “The Cuckoo Is Dancing”, music. E. Siegmeister; “The Mother Hen and the Chicks”, music. T. Lomovoy.
Round dances and round dances “Dancing in couples”, Latvian. adv. melody; “On the pavement street”, Russian. adv. melody, arrangement T. Lomovoy; “Top and Clap”, music. T. Nazarova-Medtner, lyrics. E. Karganova; “Show your palms”, lat. adv. melody “Dance with Spoons” to Russian. adv. melody; “Dance with handkerchiefs”, Russian. adv. melody; “Invitation”, Ukrainian. adv. melody, arrangement G. Teplitsky; “Dance with the Sultans”, Ukrainian. adv. melody, arrangement M. Rauchwerger; “Who is our good guy?”, music. An. Alexandrova; “Show me your palm,” Latvian. adv. melody; Dance "Goodbye", Czech. adv. melody; “Handkerchief”, Russian. adv. melody in arrangement L. Revutsky; “Dudochka-duda”, music. Yu. Slonova, lyrics. folk; “Clap-clap-clap”, est. adv. melody, arrangement A. Roomer; New Year's round dances at the choice of the musical director.
Character dances "Snowflakes", music. O. Bertha, arr. N. Metlova; "Petrushka's Dance", music. A. Serov from the opera “Rogneda” (excerpt); “Dance of the Hare” from “Polka” by J. Strauss; "Snowflakes", music. T. Lomovoy; “Beads” from “Gallop” by I. Dunaevsky; repetition of dances learned during the year, as well as dramatizations and musical games: “Cook Kittens”, music. E. Tilicheeva, lyrics. M. Evensen; “Goat-dereza”, lyrics. folk, music M. Magidenko.
Music games
Games “The Hen and the Cockerel”, music. G. Frida; "Blind Man's Bluff", music. F. Flotova; "The Bear and the Hare", music. V. Rebikova; "Planes", music. M. Magidenko; “Game of Santa Claus with snowballs”, music. P. Tchaikovsky (from the ballet “The Sleeping Beauty”); "Blind Man's Bluff", music. F. Flotova; "Funny Balls", music. M. Satulina; “Find yourself a mate”, music. T. Lomovoy; “Occupy the House”, music. M. Magidenko; “Who is more likely to take a toy?”, Latv. adv. melody; "Merry Carousel", Russian. adv. melody, arrangement E. Tilicheeva; “Traps”, Russian. adv. melody, arrangement A. Sidelnikova; games learned during the year.
Singing games “Garden round dance”, music. B. Mozhzhevelova, lyrics. A. Passova; "Doll", music. Starokadomsky, lyrics. O. Vysotskaya; "Santa Claus and Children", music. I. Kishko, lyrics. M. Evensen; "Zainka", music. M. Kraseva, lyrics. L. Nekrasova; “Bunny, come out”, “Geese, swans and wolf”, music. E. Tilicheeva, lyrics. M. Bulatova; “We went to the meadow”, music. A. Filippenko, lyrics. N. Kuklovskaya; "Fish", music. M. Kraseva; “Handkerchief”, Ukrainian. adv. song, arr. N. Metlova; "Cheerful girl Tanya", music. A. Filippenko, lyrics. N. Kuklovskaya and R. Borisova. Song creativity “What is your name?”; “What do you want, kitty?”; "March", music. N. Bogoslovsky; “Bear”, “Bull”, “Horse”, music. A. Grechaninova, lyrics. A. Barto; “Our song is simple”, music. An. Alexandrova, lyrics. M. Evensen; “Rabushechka Hen”, music. G. Lobachev, lyrics. folk; “Kotenka-kotok”, Russian. adv. song.
Development of dance and gaming creativity "Horse", music. N. Potolovsky; “Bunnies”, “Hen and Chicks”, “Sparrow”, music. T. Lomovoy; “Oh, my hop, my hop,” Russian. adv. melody, arr. M. Rauchwerger; "Doll", music. M. Starokadomsky; “Jumping along the path”, music. A. Filippenko; come up with the Petrushka dance to the music “Petrushka” by I. Brahms; "Bear Cubs", music. M. Kraseva, lyrics. N. Frenkel.
Musical and didactic games Development of pitch hearing. “Birds and Chicks”, “Swing”. Development of rhythmic hearing. “The cockerel, the hen and the chick”, “Who is going well?”, “Merry pipes”, “Play as I do”. Development of timbre and dynamic hearing. “Loud - quiet”, “Know your instrument”; “Guess what I’m playing.” Genre identification and memory development. “What is the doll doing?”, “Find out and sing a song from the picture,” “Music store.”
Playing children's musical instruments. “We are marching with flags”, “Accordion”, “Blue Sky”, “Andrew the Sparrow”, music. E. Tilicheeva, lyrics. M. Dolinova; “Soroka-soroka”, Russian. adv. joke, arr. T. Popatenko; “Drip-drip-drip...”, Romanian. adv. song, arr. T. Popatenko; "Fox", Russian. adv. joke, arr. V. Popova; playing along Russian adv. melodies.
Senior group (from 5 to 6 years old)
Hearing "March", music. D. Shostakovich; “Lullaby”, “Guy with an accordion”, music. G. Sviridova; "Falling Leaves", music. T. Popatenko, lyrics. E. Avdienko; “March” from the opera “The Love for Three Oranges”, music. S. Prokofiev; "Winter", music. P. Tchaikovsky, lyrics. A. Pleshcheeva; “Autumn Song” (from the cycle “Seasons” by P. Tchaikovsky); "Polka", music. D. Lvov-Kompaneyts, lyrics. Z. Petrova; "Mom's Holiday", music. E. Tilicheeva, lyrics. L. Rumarchuk; “My Russia”, music. G. Struve, lyrics. N. Solovyova; “Who came up with the song?”, music. D. Lvov-Kompaneyts, lyrics. L. Dymova; "Children's polka", music. M. Glinka; "Santa Claus", music. N. Eliseeva, lyrics. Z. Alexandrova; “Morning Prayer”, “In Church” (from “Children’s Album” by P. Tchaikovsky); "Music", music. G. Struve; "Lark", music. M. Glinka; "Moth", music. S. Maikapara; “Bird Dance”, “Lullaby”, music. N. Rimsky-Korsakov; finale of L. Beethoven's Piano Concerto No. 5 (fragments); “Anxious Minute” (from the album “Spillkins” by S. Maykapar); “Repentance”, “Morning”, “Evening” (from the collection “Children’s Music” by S. Prokofiev); “The First Loss” (from “Album for Youth”) by R. Schumann; Piano Sonata Eleventh, 1st movement (fragments), Prelude in A major, Op. 28, No. 7 F. Chopin.
Singing
Exercises to develop hearing and voice "Bunny", music. V. Karaseva, lyrics. N. Frenkel; “We sewed boots for the cat for the holiday,” children's song; "Raven", Russian. adv. song, arrangement E. Tilicheeva; "Andrey the Sparrow", Russian. adv. song, arr. Yu. Slonova; “Jingle Bells”, “Accordion”, music. E. Tilicheeva; "Counting", music. I. Arseeva; "Snow-Pearls", music. M. Parkhaladze, lyrics. M. Plyatskovsky; “Where do finches spend the winter?”, music. E. Zaritskaya, lyrics. L. Kuklina; “Steam Locomotive”, “Petrushka”, music. V. Karaseva, lyrics. N. Frenkel; "Drum", music. E. Tilicheeva, lyrics. N. Naydenova; “Cloud”, nickname; "Lullaby", music. E. Tilicheeva, lyrics. N. Naydenova; rus. adv. songs and chants.
Songs "Cranes", music. A. Livshits, lyrics. M. Poznanskaya; “Guests have come to us,” music. An. Alexandrova, lyrics. M. Evensen; “Garden round dance”, music. B. Mozhzhevelova, lyrics. N. Passova; "Blue Sled", music. M. Jordansky, lyrics. M. Klokova; "Geese-goslings", music. An. Aleksandrova, lyrics. G. Boyko; "Fish", music. M. Kraseva, lyrics. M. Klokova. "Chicken", music. E. Tilicheeva, lyrics. M. Dolinova; "Birch", music. E. Tilicheeva, lyrics. P. Voronko; "Lily of the Valley", music. M. Kraseva, lyrics. N. Frenkel; "Spring Song", music. A. Filippenko, lyrics. G Boyko; “Yap-yap”, music. V. Gerchik, lyrics. Yu. Razumovsky; "Bird House", music. Yu. Slonova, lyrics. O. Vysotskaya; "Pea", music. V. Karaseva, lyrics. N. Frenkel; "Geese", music. A. Filippenko, lyrics. T. Volgina. Song creativity “Lullaby”, Russian. adv. song; "March", music. M. Kraseva; “Dili-di-li! Bom! Bom!”, Ukrainian. adv. song, lyrics E. Makshantseva; “Come up with a song”; nursery rhymes, teasers, counting rhymes and other Russian ones. adv. singing
Musical and rhythmic movements
Exercises "Little March", music. T. Lomovoy; "Spring", music. E. Gnessina (“Etude”); "Step and Run", music. N. Nadenenko; “Smooth hands”, music. R. Gliere (“Waltz”, fragment); “Who Jumps Better”, music. T. Lomovoy; Learn to dance in Russian!”, music. L. Vishkareva (variations on the Russian folk melody “From under the oak, from under the elm”); "Rosinki", music. S. Maikapara; "Ditch", Russian. adv. melody, arr. R. Rustamova. Exercises with objects. "Waltz", music. A. Dvorak; “Exercises with ribbons”, Ukrainian. adv. melody, arr. R. Rustamova; "Gavotte", music. F. Gossec; “Passing a handkerchief”, music. T. Lomovoy; “Exercises with balls”, music. T. Lomovoy; "Waltz", music. F. Burgmuller.
Sketches “Silent Dance” (theme from variations), music. W. Mozart; "Polka", German. adv. dance; “Sleep and Dance” (“Playing with a Doll”), music. T. Lomovoy; "Aw!" (“Game in the Forest”, music by T. Lomova).
Dancing "Friendly couples", music. I. Strauss (“Polka”); "Pair dance", music. An. Alexandrova (“Polka”); “Invitation”, Russian. adv. melody "Len", arr. M. Rauchwerger; "Fun Dance", music. V. Zolotareva; “Mirror”, “Oh, my hop, hop”, Russian. adv. melodies; "Circular Dance", Russian. adv. melody, arr. S. Razorenova; "Russian Dance", Russian. adv. melody (“Whether in the garden or in the vegetable garden”); “Quadrille with spoons”, Russian. adv. melody, arr. E. Tumanyan; Boys' dance "Chebotukha", Russian. adv. melody. Characteristic dances. “Matryoshka”, music. B. Mokrousova; "Chebotukha", Russian. adv. melody, arrangement V. Zolotareva; "Dance of the Beads", music. T. Lomovoy; "Petrushka's Dance", Croatian. adv. melody; "Flappers", music. N. Kieselvatter; "Dance of the Snow Maiden and Snowflakes", music. R. Gliera; "Dance of the Dwarves", music. F. Churchel; "Dance of the Buffoons", music. N. Rimsky-Korsakov; "Dance of Circus Horses", music. M. Kraseva; “The Dance of the Little Bears”, music. M. Kraseva; "Meeting in the forest", music. E. Tilicheeva. Round dances. “Guests have come to us,” music. An. Alexandrova, lyrics. M. Evensen; “Harvest”, music. A. Filippenko, lyrics. O. Volgina; "New Year's round dance", music. S. Shaidar; "New Year's round dance", music. T. Popatenko; “The New Year is Coming to Us”, music. V. Gerchik, lyrics. Z. Petrova; "Round Dance of Flowers", music. Yu. Slonova; “How our girlfriends went”, “I walk with the vine”, “And I am in the meadow”, “Chernozem Earthling”, Russian. adv. songs, arr. V. Agafonnikova; “Oh yes birch tree”, music. T. Popatenko, lyrics. Zh. Agadzhanova; “Near the river, near the bridge”; “The young woman went for water”, Russian. adv. songs, arr. V. Agafonnikova.
Music games
Games “Trap”, music. J. Haydn; “We won’t let you out”, music. T. Lomovoy; “Be clever!”, music. N. Ladukhina; “Game with a tambourine”, music. M. Kraseva; “Look for a toy”, “Be clever”, Russian. adv. melody, arr. V. Agafonnikova; “Pilots at the airfield”, music. M. Rauchwerger; “Find yourself a partner”, Latv. adv. melody, arrangement T. Popatenko; “Game with a bell”, music. S. Rzhavskoy; "Cat and Mice", music. T. Lomovoy; "Rattles", music. T. Vilkoreiskaya; “Take care of the hoop”, music. V. Vitlina; “Find a toy”, Latv. adv. song, arr. G. Frida.
Singing games “Cap”, “Oh, little bunny in the Senechka”, “Raven”, Russian. adv. songs; "Zainka", Russian. adv. song, arr. N. Rimsky-Korsakov; “Like thin ice”, Russian. adv. song, arrangement A. Scar; "Raven", Russian. adv. melody, arr. E. Tilicheeva; “Two Grouse”, Russian. adv. melody, arrangement V. Agafonnikova; "Vaska the Cat", music. G. Lobachev, lyrics. N. Frenkel; "Hedgehog", music. A. Averina; “Round dance in the forest”, music. M. Iordansky; “Hedgehog and Mice”, music. M. Kraseva, lyrics. M. Klokova; "Flowers", music. N. Bakhutova, folk words.
Musical and didactic games
Development of pitch hearing “Musical Lotto”, “Steps”, “Where are my kids?”, “Mom and kids”.Development of a sense of rhythm “Identify by rhythm”, “Rhythmic stripes”, “Learn to dance”, “Search”.
Development of timbre hearing “What do I play?”, “Musical riddles”, “Musical house”.
“Loudly, quietly binge drinking”, “Ringing bells”.
Development of music perception and musical memory “Be Attentive”, “Buratino”, “Music Store”, “Seasons”, “Our Songs”.
“Guests have come to us,” music. An. Alexandrova; “Like ours at the gate”, Russian. adv. melody, arr. V. Agafonnikova; “Where have you been, Ivanushka?”, Russian. adv. melody, arr. M. Iordansky; “My Favorite Doll”, author T. Koreneva; “Polyanka” (musical fairy tale game), music by T. Vilkoreiskaya. Development of dance and play creativity “Cat and Goat”, “I will water, I will water onions”, music. E. Tilicheeva; "Waltz of the Cat", music. V. Zolotareva; free dancing to any dance tunes in an audio recording; “Burn, burn clearly!”, Russian. adv. melody, arr. R. Rustamova; “And I’m in the meadow”, Russian. adv. melody, arr. T. Smirnova.
Playing children's musical instruments
“The Blue Sky”, “Brave Pilot”, music. E. Tilicheeva, lyrics. M. Dolinova; "Don-don", Russian. adv. song, arr. R. Rustamova; “Burn, burn clearly!”, Russian. adv. melody; "The Shepherd", Czech. adv. melody, arr. I. Berkovich; "Cockerel", Russian. adv. song, arr. M. Kraseva; "Watch", music. S. Wolfensohn; “There lived a black ram with our grandmother,” Russian. adv. comic song, arr. V. Agafonnikova.
Preparatory group for school (from 6 to 7 years old)
Hearing "Children's polka", music. M. Glinka; "March", music. S. Prokofiev; "Lullaby", music. W. Mozart; “Doll’s illness”, “Doll’s funeral”, “New doll”, “Kamarinskaya”, music. P. Tchaikovsky; "Autumn", music. An. Alexandrova, lyrics. M. Pozharova; "The Cheerful Peasant", music. R. Schumann; “Autumn” (from the cycle “The Seasons” by A. Vivaldi); “October” (from the cycle “Seasons” by P. Tchaikovsky); works from the album “Beads” by A. Grechaninov; “Sea”, “Squirrel”, music. N. Rimsky-Korsakov (from the opera “The Tale of Tsar Saltan”); “Tobacco Waltz”, music. A. Dargomyzhsky; “Italian polka”, music. S. Rachmaninov; “Sabre Dance”, music. A. Khachaturyan; “Winter has come”, “Troika”, music. G. Sviridova; “Waltz-joke”, “Gavotte”, “Polka”, “Dance”, music. D. Shostakovich; "Cavalry", music. D. Kabalevsky; “Winter” from the cycle “The Seasons” by A. Vivaldi; “In the Cave of the Mountain King” (suite from music to G. Ibsen’s drama “Peer Gynt”), “Procession of the Dwarves”, op. 54 E. Grieg; “Song of the Lark”, music. P. Tchaikovsky; "Dance of the Birds", music. N. Rimsky-Korsakov (from the opera “The Snow Maiden”); "Dawn on the Moscow River", music. M. Mussorgsky (introduction to the opera “Khovanshchina”); “Sad Song”, “Ancient Dance”, “Spring and Autumn”, music. G. Sviridova; “Spring” from the cycle “The Seasons” by A. Vivaldi; Organ Toccata in D minor I.-S. Bach; “On the Harmonica” from the album “Beads” by A. Grechaninov and other works from children’s albums of piano pieces (at the choice of the music director); “Minuet” from the children’s album “Spillkins” by S. Mike - couple; “Chamomile Rus'”, “Forget-me-not Gzhel”, “Pipe and Horn”, “Palekh” and “Our Khokhloma”, music. Y. Chichkova (collection “Chamomile Rus'”); “Summer” from the cycle “The Seasons” by A. Vivaldi. Other works by Russian and Western European composers can also be performed (at the choice of the music director).
Singing
Exercises to develop hearing and voice “A fox walked through the forest”, Russian. adv. song; “Jingle Bells”, “Our House”, “Fipe”, “Cuckoo”, music. E. Tilicheeva, lyrics. M. Dolinova; “A bunny walks in the garden”, Russian. adv. melodies; “Sleep, dolls”, “Wolf and kids”, Estonia. adv. song; “Bunny”, “Parsley”, music. V. Karaseva; “Trumpet”, “Horse”, music. E. Tilicheeva, lyrics. N. Naydenova; “To school”, music. E. Tilicheeva, lyrics. M. Dolinova; “Cat-cat”, “Lullaby”, “Pea”, music. V. Karaseva; "Swing", music. E. Tilicheeva, lyrics. M. Dolinova; “And I’m in the meadow”, Russian. adv. melodies; “Skok-skok, skok”, Russian. adv. song; "Vegetable Garden", music. V. Karaseva.
Songs "Falling Leaves", music. T. Popatenko, lyrics. E. Avdienko; “Hello, my Motherland!”, music. Yu. Chichkova, lyrics. K. Ibryaeva; “My Russia”, music. G. Struve; “We are warm in any frost”, music. M. Partskhaladze; “The Cranes Are Flying Away”, music. V. Kikto; “There will be a slide in the yard”, music. T. Popatenko, lyrics. E. Avdienko; "Winter Song", music. M. Kraseva, lyrics. S. Vysheslavtseva; "Christmas tree", music. E. Tilicheeva, lyrics. E. Shmanova; “The New Year is Coming to Us”, music. V. Gerchik, lyrics. Z. Petrova; "Mom's Holiday", music. Yu. Guryeva, lyrics. S. Vigdorova; “The best”, music. V. Ivannikova, lyrics. O. Fadeeva; “The trees are sleeping at the edge”, music. M. Jordansky, lyrics. I. Chernitskaya; “It’s good in our garden”, music. V. Gerchik, lyrics. A. Alien; “It’s good that the snow started falling,” music. A. Ostrovsky; "New Year's round dance", music. T. Popatenko; "It's Mother's Day", music. Yu. Tugarinova; “New Year’s round dance”, music. S. Schneider; “Song about Grandma”, “Brother Soldier”, music. M. Partskhaladze; “Spring has come”, music. Z. Levina, lyrics. L. Nekrasova; "Vesnyanka", Ukrainian. adv. song, arr. G. Lobacheva; “The trees are sleeping at the edge”, music. M. Jordansky, lyrics. I. Chernitskaya; “There was a birch tree in the field”, Russian. adv. song, arr. N. Rimsky-Korsakov; “I want to study”, music. A. Dolukhanyan, lyrics. Z. Petrova; “Goodbye, kindergarten”, music. Yu. Slonova, lyrics. B. Malkova; “We are now students,” music. G. Struve; "Victory Holiday", music. M. Partskhaladze; "Lesson", music. T. Popatenko; "Summer Flowers", music. E. Tilicheeva, lyrics. L. Nekrasova; “How our girlfriends went”, Russian. adv. song; “About a goat”, music. G. Struve; “On the bridge”, music. A. Filippenko; “Song about Moscow”, music. G. Sviridova; “Who invented the song”, music. D. Leo the Companion.
Song creativity "In Autumn", music. G. Singer; “Merry song”, music. G. Struve, lyrics. V. Viktorova; “Sad song”, music. G. Struve; "Dancing", music. T. Lomovoy; "In Spring", music. G. Singer; “Quiet song”, “Loud song”, music. G. Struve; “Slow song”, “Fast song”, music. G. Struve.
Musical and rhythmic movements
Exercises "March", music. I. Kishko; walking with a cheerful and calm step to “March”, music. M. Robert; “Running”, “Colored flags”, music. E. Tilicheeva; “Who jumps better?”, “Running”, music. T. Lomovoy; “Girls and boys are walking”, music. V. Zolotareva; “Raise and cross the flags” (“Etude”, music by K. Guritta), “Who jumps better?”, “Running”, music. T. Lomovoy; "Brave Rider", music. R. Schumann; "Swing of arms", Polish. adv. melody, arr. V. Ivannikova; “Exercise with ribbons”, music. W. Mozart; “Let’s stomp and twirl”: “Ah, the street, the street is wide”, Russian. adv. melody, arr. T. Lomovoy; “Rinse handkerchiefs”: “Oh, meadow duck”, Russian. adv. melody, arr. T. Lomovoy; “Exercise with flowers”, music. T. Lomovoy; “Exercise with flags”, German. adv. dance tune; “Exercise with cubes”, music. S. Sosnina; "Rattles", music. T. Vilkoreiskaya; “Exercise with balls”, “Jump ropes”, music. A. Petrova; “Exercise with a ribbon” (Swedish folk melody, arrangement by L. Vishkarev); “Exercise with tape” (“Game”, music by I. Kishko).
Sketches “We’ll dance” (“Lamb”, Russian folk melody); “Rain” (“Rain”, music by N. Lyubarsky); “Horses” (“Dance”, music by Darondo); “Offended”, music. M. Stepanenko; “Bears are dancing”, music. M. Kraseva; Show the direction (“March”, music by D. Kabalevsky); each couple dances in their own way (“Oh, you, birch,” Russian folk melody); “Jumper”, “Stubborn”, music. G. Sviridova; "Frogs and Storks", music. V. Vitlina; "Dance of the Butterflies", music. E. Tilicheeva.
Dancing “Pair dance”, Karelian. adv. melody; “Dance with ears of corn”, music. I. Dunaevsky (from the film “Kuban Cossacks”); “Circular gallop”, Hungarian. adv. melody; "Spring", music. Y. Chichkova (“Polka”); “Pair dance”, Latvian. adv. melody; "Fun Dance", music. V. Zolotareva; "Polka", music. V. Kosenko. "Waltz", music. E. Makarova; "Polka", music. P. Tchaikovsky; "Minuet", music. S. Maikapara; "Waltz", music. G. Bachman; "Apple", music. R. Gliere (from the ballet “The Red Poppy”); "Tachanka", music. K. Listova; "Mazurka", music. G. Venyavsky; “Heels”, Russian. adv. melody, arr. E. Adler; "Spinning spinner", Russian. adv. melody, arr. T. Lomovoy; “Russian Dance with Spoons”, “And I’m in the Meadow”, “Polyanka”, Russian. adv. melodies; “The girls sowed flax”, Russian. adv. song; “Sudarushka”, Russian. adv. melody, arr. Yu. Slonova; “Quadrille with spoons”, Russian. adv. melody, arr. E. Tumanyan; "Dancing", music. T. Lomovoy; “I’m already pulling the pegs”, Russian. adv. song, arr. E. Tilicheeva; "Tachanka", music. K. Listova; "Waltz", music. F. Schubert; “She's gone young”, “Tell everyone, Nadyusha”, “The girls sowed flax”, Russian. adv. songs; “Sudarushka”, Russian. adv. melody, arr. Yu. Slonova; “Barynya”, Russian. adv. song, arr. V. Kikto; “Will I go, will I go out”, Russian. adv. melody. Characteristic dances. “Dance of Parsley”, music. A. Dargomyzhsky (“Waltz”); "Dance of Snowflakes", music. A. Zilina; “Exit to the dance of the bear cubs”, music. M. Kraseva; “Matryoshka”, music. Yu. Slonova, lyrics. L. Nekrasova; "Cheerful Elephant", music. V. Komarova. Round dances. “Will I go out to the river”, Russian. adv. song, arr. V. Ivannikova; “There’s a viburnum on the mountain”, Russian. adv. melody, arr. A. Novikova; "Winter Holiday", music. M. Starokadomsky; "On New Year's Eve", music. E. Zaritskaya; “The New Year is Coming to Us”, music. V. Gerchik, lyrics. Z. Petrova; “There was a birch tree in the field”, Russian. adv. song, arr. N. Rimsky-Korsakov; “Whether in the garden or in the vegetable garden”, Russian. adv. melody, arr. I. Arseeva. Musical Games Games. “Take the flag”, “Find yourself a partner”, Hungarian. adv. melodies; “Hares and Fox”, “Cat and Mice”, music. T. Lomovoy; “Who is faster?”, music. M. Schwartz; “Game with rattles”, music. F. Schubert "Ecosseuse"; “Trappers and Beasts”, music. E. Tilicheeva; “Trip”, “Walk”, music. M. Kuss (for the game “Train”); “The Shepherd and the Little Goats”, Russian. adv. song, arr. V. Trutovsky.
Singing games “Pleten”, Russian. adv. melody “The girls sowed”, arr. I. Kishko; “Recognize by voice”, music. V. Rebikova (“The Play”); “Teremok”, “Blizzard”, “Oh, I got up early”, Russian. adv. songs; “Look”, music. T. Lomovoy; “Like thin ice”, Russian. adv. song; “The girls were sowing”, arr. I. Kishko; "Shadow-Shadow", music. V. Kalinnikova; “I walk with the loach”, Russian. adv. song, arr. A. Grechaninova; “Zemelushka-chernozem”, Russian. adv. song; “Savka and Grishka”, Belarusian. adv. song; “Like on a small bridge”, “Like ours at the gate”, “Kamarinskaya”, arr. A. Bykanova; “Bunny”, “Bear”, Russian. adv. songs, arr. M. Kraseva; "Crane", Ukrainian. adv. song; "Game with flags", music. Yu. Chichkova.
Musical and didactic games
Development of pitch hearing “The Three Little Pigs”, “Think, Guess”, “There are different sounds”, “Merry Parsley”. Development of a sense of rhythm. “Walk in the park”, “Complete the task”, “Identify by rhythm”.
Development of timbre hearing “Guess what I’m playing”, “The story of a musical instrument”, “Musical house”.
Development of diatonic hearing “We’ll binge loudly and quietly”, “Ringing bells, look for them.”
Development of music perception “In the meadow”, “Song - dance - march”, “Seasons”, “Our favorite works” Development of musical memory. “Name the composer”, “Guess the song”, “Repeat the melody”, “Recognize the work”.
Dramatizations and musical performances “Like ours at the gate”, Russian. adv. melody, arr. V. Agafonnikova; “Like thin ice”, Russian. adv. song; “On the Green Meadow”, Russian. adv. melody; “Zainka, come out”, Russian. adv. song, arrangement E. Tilicheeva; “We will marry a mosquito”, “I walk with a loach”, Russian. adv. songs, arr. V. Agafonnikova; “New Year's Ball”, “Under the Shadow of Friendly Muses”, “Cinderella”, author. T. Koreneva; “The Tsokotuha Fly” (opera-play based on the fairy tale by K. Chukovsky), music. M. Kraseva. Development of dance and play creativity “Polka”, music. Yu. Chichkova; “Dance of the Bear and Cubs” (“Bear”, music by G. Galinin); “I’m already pulling the pegs”, Russian. adv. song, arr. E. Tilicheeva; “I’m walking down the street”, Russian. adv. song, arr. A. B. Dubuk; "Winter Holiday", music. M. Starokadomsky; "Waltz", music. E. Makarova; "Tachanka", music. K. Listova; "Two Roosters", music. S. Razorenova; “The dolls came out to dance”, music. V. Vitlina; "Polka", Latv. adv. melody, arr. A. Zhilinsky; “Russian Dance”, Russian. adv. song, arr. K. Volkova; “Lion Cub Lost”, music. V. Enke, lyrics. V. Lapina; "Black Panther", music. V. Enke, lyrics. K. Raikina; "Waltz of the Cockerels", music. I. Striboga. Playing children's musical instruments “Sleigh bells”, “To school”, “Accordion”, music. E. Tilicheeva, lyrics. M. Dolinova; "Andrey the Sparrow", Russian. adv. song, arr. E. Tilicheeva; "Our Orchestra", music. E. Tilicheeva, lyrics. Yu. Ostrovsky; “Latvian Polka”, arr. M. Rauchwerger; “On the green meadow”, “In the garden, in the vegetable garden”, “Soroka-magpie”, Russian. adv. melodies; “Squirrel” (excerpt from the opera “The Tale of Tsar Saltan”, music by N. Rimsky-Korsakov); "Raven", Russian. adv. joke, arr. E. Tilicheeva; “I was walking up the hill”, “There was a birch tree in the field”, Russian. adv. songs; “Oh, the hoop broke,” Ukrainian. adv. melody, arr. I. Berkovich; “Guests have come to us,” music. An. Alexandrova; "Waltz", music. E. Tilicheeva; “In our orchestra”, music. T. Popatenko.
Literature
List of programs
Approximate basic general education program for preschool education"Childhood" edited by T.I. Babaeva, A.G. Gogoberidze, Z.A. Mikhailova. – Publishing House “Childhood-Press” LLC, 2011
I. Kaplunova, I. Novoskoltseva “Holiday every day” with audio application,
List of technologies and benefits
Monitoring in kindergarten. - SPb.: CHILDREN'S PRESS, 2011
Burenina A.I. Rhythmic mosaic (rhythmic plasticity program for children). - S-P, 2000.
Sauko T.N., Burenina A.I. Top clap, kids! Program for musical and rhythmic education of children 2-3 years old. – St. Petersburg, 2001,
music education program for children “Tutti” by A.I. Burenina, T.E. Tyutyunnikova, “Rhythmic mosaic” by A. Burenina. The “Tutti” program is included in the main set of the exemplary general educational program for preschool education “World of Discovery”, developed by the team of authors A.I. Burenina, N.E. Vasyukova, T.E. Tyutyunnikova, under the general editorship of L.G. Peterson, I.A. Lykova.,
Music for listening and requirements for it.
This development is intended for teachers of preschool educational institutions, music directors, and parents. The material will also be of interest to students of Pedagogical Colleges and higher educational institutions who are interested in the methods of musical development of children. The material contains recommendations for selecting music for preschool children to listen to and for use in restricted moments.
Music to listen to.
It is traditionally believed that it is better for a preschool child to listen to program music. It is clearer in content, i.e. more accessible to children.
Let us emphasize that it is musical perception that is the “channel” that allows the child to enrich his individual musical experience. The development of his musical taste and interest in musical activities depends on what kind of music surrounds the child.
How is the repertoire for listening selected?
Multidimensionality is the leading principle of art in general and music especially. An incomprehensible number of options for interpretation by different listeners of the same musical image, if the music is programmatic; a huge palette of experiences and images in non-program music. The combination of incompatible feelings in the same piece of music...
The main requirements when selecting musical works for children to listen to are the requirements of artistry and accessibility.
Artistry involves the selection of a variety of musical works - examples of musical classics and modernity. Harmony of the musical image and means of its expression, brightness, high emotionality of music - it is in these criteria that this requirement can be characterized.
Availability is traditionally interpreted as follows:
the content of the musical work must be presented in bright, understandable images, which involves the use of predominantly program music;
the musical work must have a contrasting form;
musical images must correspond to the emotional and life experience of the child;
the selection of musical works must correspond to the children's perception capabilities.
When selecting musical works, it is worth using a number of principles.
1. The principle of taking into account children's musical interests, children's subculture, which assumes that every child, regardless of age, already has individual musical experience and has, albeit implicitly, an initial selective attitude towards music. The implementation of this principle involves a differentiated approach - different children are offered different music.
A child’s selective attitude towards music can manifest itself in different ways - from a preference for a particular instrument to the music of a particular composer.
2. The principle of taking into account the active nature of the child, which assumes that the musical repertoire offered to children will allow them to express the results of their own perception through accessible means - in a drawing, a word, a game. In addition, music can allow for the interactive involvement of a child - his immediate emotional and motor reactions as he listens. This principle takes into account the motor-rhythmic nature of the music itself and the natural activity of the child.
3. The principle of taking into account the child’s emotional experience is expressed in the selection of musical works that correspond to the child’s emotional state and experience. If the teacher and parents know how the child lives, what excites and pleases him, music can become a source of enrichment of his emotional and life experience. The child gets the opportunity to “live” in music those events that caused strong emotional experiences in him.
It seems that the easiest way to implement this principle in practice is to select works whose titles already contain a correspondence with children's emotional experience. For example: “New Doll” from “Children’s Album” by P. Tchaikovsky, “Cheerful Peasant Returning from Work” by R. Schumann, etc.
However, a deeper understanding of this principle will allow you to choose a work that conveys the nuances of childhood experiences.
4. The principle of taking into account the individual characteristics of a child’s perception of music. The implementation of this principle is possible provided that the teacher has good knowledge of the characteristics of the child’s attitude to the process of listening to music. There are children for whom the main thing in music is the visual range, there are children who are musicologists who are interested in the biography of the composer and the history of the creation of the work. There are children who perceive music only emotionally, and expressing the results of listening in words is unacceptable for them. Therefore, both the musical repertoire and the technology for organizing the perception of music should be carried out taking into account these features.
5. The principle of diversity of tasks solved in the process of music perception. This principle is determined, on the one hand, by the integrity of the child’s development in the preschool period, and on the other, by the multidimensional nature of music. Since the process of perceiving music is organized to solve various problems, the palette of musical works that a preschooler can listen to becomes almost limitless.
What problems can be solved by selecting a special musical repertoire for listening?
These tasks are related:
with the process of socialization of the child, enriching his emotional experience;
with the development of mental processes - thinking, imagination, creative abilities of a preschooler;
with the development of artistic perception of music, with the development of the child’s ability to analyze musical works; acquiring knowledge about music, expanding musical horizons.
Musical repertoire to enrich the child’s emotional experience. Music plays a huge role in enriching a child’s emotional experience. After all, as we said above, music is actually an emotion. What emotions can a child experience when listening to music?
To characterize the emotions of a child-listener, we will use the classification of types of emotions proposed by V.N. Kholopova, which identifies: emotions as a feeling of life; emotions as a factor of personality self-regulation; emotions of admiration for the mastery of art; emotions depicted in music; natural emotions of music.
Firstly, the process of listening to music carries a huge positive emotional charge, and therefore the musical repertoire can be represented by major works of both classical and good pop and children's music. Here is an approximate list of musical works that can be played during the organization of the pedagogical process.
Morning reception hours for children
“Smile” (V. Shainsky - M. Plyatskovsky);
“True Friend” (B. Savelyev - M. Plyatskovsky);
“There is nothing better in the world” (G. Gladkov - Yu. Entin);
“Blue carriage” (V. Shainsky - E. Uspensky).
Morning work-out
“Song about exercise” (G. Gladkov - G. Oster);
“A grasshopper was sitting in the grass” (V. Shainsky - N. Nosik);
“It’s fun to walk together” (V. Shainsky - M. Matusovsky);
“Plasticine Crow” (V. Shainsky - E. Uspensky).
Dressing for a walk
“Clouds” (V. Shainsky - S. Kozlov);
“What a wonderful day” (A. Flyarkovsky - E. Karganova);
“We will survive this trouble” (B. Savelyev - A. Khait);
“Bad weather” (N. Lev - M. Dunaevsky).
Quiet hour
“Lullaby” (W. A. Mozart);
“Umka’s Lullaby” (A. Flyarkovsky - S. Sviridenko);
“Little Willie-Winky” (M. Karminsky - I. Tokmakova);
“Svetlana’s Lullaby” (T. Khrennikov - A. Gladkov);
“Quail” (I. Chernitskaya - N. Susheva).
Play activity
“Cheburashka’s Song” (V. Shainsky - E. Uspensky);
“Gifts” (V. Shainsky - M. Plyatskovsky);
“Pinocchio” (E. Krylatov - Yu. Entin);
“There are many fairy tales in the world” (V. Shainsky - Yu. Entin).
Classes:
in physical education “Morning exercises” (V. Vysotsky);
in visual arts “Silk Tassel” (Yu. Chichkov - M. Plyatskovsky);
on environmental education “Who are the birds?” (A. Zhurbin - B. Zakhoder), “Dandelions” (V. Gerchik - R. Gorskaya), “Good Summer” (V. Ivannikova - E. Avdienko), “Forest Bell” (V. Ivannikova - I. Bashmakova) ;
on speech development “Words” (V. Shainsky - R. Rozhdestvensky);
on labor education “Everyone in the world needs a home” (I. Efremov - R. Sef), “Bird’s house” (D. Kabalevsky - O. Vysotskaya), “At the dacha” (V. Vitlin - A. Passova);
musical classes “Song of the crocodile Gena” (V. Shainsky - A. Timofeevsky), “A bear and a doll dance the dance” (M. Kachurbina - N. Naydenova), “Housewarming” (E. Tilicheeva - V. Semernin).
Secondly, the process of listening to music allows the child to “experience” his own emotional experiences. If the content of a musical work is close to the child’s actual emotional experience, and the teacher helps him establish such a connection, this significantly enriches the emotional development of the preschooler. Let us note that in this case, the professional competence of the kindergarten teacher and psychologist plays the most important role. Only the child’s knowledge and understanding make it possible to create an individual repertoire list of musical works.
Often, by choosing a piece of music from a music library, a child can “tell” the teacher or peers about his emotional state. If his mood is not cheerful, he prefers quiet, smooth music, and when he wants to have fun, he asks to “turn on” a dance or march.
Let us give an example of music matching the emotional state of a child.
Joy
P. I. Tchaikovsky. "Italian song";
S. S. Prokofiev. Symphony No. 1 “Classical” (1 part, excerpt);
L. Beethoven. Symphony No. 9 (4th movement, excerpt);
I. Strauss-father. “Fire of Youth”, gallop; Champagne gallop;
E. Strauss. “Full steam ahead”, fast polka;
W. A. Mozart. Symphony No. 40 (1 movement, excerpt).
Sadness, sadness
A. Vivaldi. Largo;
L. Beethoven. “Moonlight Sonata” (1 part, excerpt);
K. Saint-Sane. "Swan" (excerpt);
I. Brahms. Symphony No. 3 (3 movement);
A. Dvorak. Symphony No. 9 (2nd movement, excerpt);
Caccini. "Ave Maria";
F. Chopin “Nocturne in E minor”.
Anxiety
P. I. Tchaikovsky. "Doll Disease";
P. I. Tchaikovsky. Overture to the opera “The Queen of Spades” (excerpt);
B. A. Mozart. "Requiem" (Coupe);
L. V. Beethoven. Symphony No. 5 (1 movement, excerpt).
Fear
M. P. Mussorgsky. "Baba Yaga";
P. I. Tchaikovsky. Scenes from the ballet “The Nutcracker”;
O. Respighi. "Pineas of Rome" (Pines at the Catacombs).
Anger
L. V. Beethoven. Egmont Overture (excerpt);
P. I. Tchaikovsky. Scenes from the ballet “The Nutcracker” (“Mice and the Mouse King”);
A. Dvorak. Symphony No. 9 (1 movement, excerpt).
Thirdly, in the process of listening to music, emotions of admiration for the skill of the performer arise. Undoubtedly, children should listen to music only when performed well. From a good, and even more so virtuoso, performance, a child experiences strong emotions, which often become the reason for an interest in music and a desire to engage in musical activities.
Fourthly, in the process of listening to music, the child perceives the emotions expressed in the music. The artistic image of a musical work is endowed with a certain emotional state. If a teacher wants to present children with the help of music this or that image, then it is better to do this using the example of program works. World music classics have a whole layer of so-called “children's music” - works intended to be heard and performed by children. Let's name at least all the well-known cycles of children's plays:
“Children's Album” by P. Tchaikovsky;
“Peter and the Wolf” by S. Prokofiev;
“Children's Music” by S. Prokofiev;
“Album for Youth” by R. Schumann.
Non-program plays also reflect the emotional state. The breadth of use of musical works depends on the musical culture and taste of the teacher himself. For example, the music of romantic composers (Schubert, Chopin, Liszt, Mendelssohn) is characterized by the transmission of nuances of emotional states; the music of Dvorak or Brahms “paints” vivid human experiences.
Fifthly, in the process of listening to music, the child perceives the natural emotions of the music, i.e. means of artistic expression. The very nature of musical art is a source of emotion. And first of all, this concerns the motor-rhythmic sphere of music, which more noticeably affects human emotions. For a growing person, it is preferable to reflect positive emotions in music. The more stable the connection between a child and music, the more successful his emotional development.
Musical repertoire for solving problems of child mental development. The peculiarities of musical art make it possible to consider the repertoire as a factor in the development of mental processes, and first of all, of course, creativity, creative imagination and thinking of a preschooler.
Vivid musical and artistic images stimulate the child’s imagination and give rise to unusual interpretations and associations.
Here is an approximate list of works, listening to which can have a significant impact on the musical development of a child.
1. S. Prokofiev. “Romeo and Juliet” - swift Mercutio, leisurely Father Lorenzo;
2. W. A. Mozart. “The Marriage of Figaro”, “The Magic Flute” - flirtatious women;
3. M. Glinka. “Ruslan and Lyudmila” - funny, cowardly Farlaf;
4. A. Borodin. “Prince Igor” - crying Yaroslavna.
5. K. Saint-Saens. "Carnival of Animals";
6. P. Tchaikovsky. "Shulkcracker"; S. Prokofiev. "Peter and the Wolf."
7. O. Messiaen. “Bird Catalog”, “Awakening of Birds”;
8. L. Beethoven. "Pastoral" symphony;
9. E. Grieg. "Nocturne".
10. N. Rimsky-Korsakov. "The Tale of Tsar Saltan";
11. N. Sidelnikov. "Russian tales";
12. F. Couperin. "Butterflies";
13. R. Schumann. "Butterflies".
14. N. Rimsky-Korsakov. "Sadko", "Scheherazade";
15. A. Vivaldi. "Seasons";
16. K. Debussy. "Sea", three symphonic sketches;
17. K. Debussy. “Mists”, “Dead Leaves”, “Heather” (preludes from the 2nd notebook);
18. O. Respighi. "Pines of Rome" ("Pines of the Appian Way").
19. P. Tchaikovsky. "Winter Dreams" (north);
20. P. Tchaikovsky. "Memories of Florence" (south);
21. N. Rimsky-Korsakov. "Scheherazade" (east);
22. Dvorak. Symphony No. 9 (“From the New World”) (west).
23. N. Rimsky-Korsakov. “The Legend of the Invisible City of Kitezh”;
24. S. Prokofiev. "Romeo and Juliet";
25. A. Khachaturyan. "Spartacus";
26. O. Respighi. "Pines of Rome" ("Pines on the Janiculum").
27. M. Mussorgsky. “Pictures at an Exhibition” - on foot, at an even pace;
28. A. Borodin. “Polovtsian Dances” from the opera “Prince Igor” - dancing, dancing, cheerful revelry;
29. K. Debussy. "Steps in the Snow";
30. F. Schubert. “Forest King” - horse racing;
31. R. Wagner. "Valkyrie" - flight;
32. A. Vivaldi. "Seasons". Concert No. 4 (“Winter”) Allegro - ice skating.
33. M. Mussorgsky. "Night on Bald Mountain";
34. P. Tchaikovsky. "Baba Yaga";
35. A. Lyadov. "Kikimora";
36. E. Grieg. "Procession of the Dwarves";
37. E. Grieg. Dance of the Elves;
38. N. Rimsky-Korsakov. Fragments from the opera “The Snow Maiden”;
39. K. Debussy. “Fairies are lovely dancers” (prelude from the 2nd notebook);
40. A. Lyadov. "Magic Lake".
Musical repertoire for the development of musical perception, musical education, musical horizons. A range of these problems are solved, as a rule, in music classes. The teacher-musician helps the child gain experience in the genres and styles of music, means of musical expression, musical forms, and the intonation specifics of the music of different composers. Examples of such musical works are generally recommended by preschool educational programs. These are the works:
small in volume, their playing time should not exceed 5 - 8 minutes, which is associated with the characteristics of children's attention (distractibility, poor concentration) and insufficient development of voluntary processes;
with pronounced means of musical expression (tempo, rhythm, dynamics, melody);
diverse in styles and genres;
software and non-software.
So, the repertoire determines the content of work with children on the perception of musical works - this is an essential part of the work, but not all of the work. In addition to the content, it seems important to get acquainted with the technologies for organizing the process of music perception by preschool children.
A traveling performance is an original idea for a children's party. With the modern rhythm of life, parents do not always have time to attend a theater performance with their child. No problem! After all, “Golden Fish” fulfills any desire, and the theater can come to your home, kindergarten or school. We offer performances for children of different ages, outdoor puppet shows, and theatrical fairy tales. Our repertoire is compiled in such a way as not only to amuse little viewers, but also to tell them something important, to teach them something, without making them bored. The professional actors of “Golden Fish” have ten years or more of experience, thanks to which the action characters sing and dance beautifully.
However, our outdoor children's performances owe their beauty not only to the performers, but also to the artists: you will see this in the beautiful scenery and luxurious costumes. In addition, the plot of each performance is developed by the director, so an unusual and interesting story will be played out for your children. An outdoor performance will help make birthdays, New Years, kindergarten graduations and any other holiday unforgettable.
The Zolotaya Rybka Theater is ready to provide an unforgettable experience for children's audiences. Our outdoor performances are a unique opportunity to introduce children to art, delight them with meeting their favorite characters and impress them with a real show on stage. Professional actors can easily transform into magicians, wizards, animals, circus performers, and fairy-tale characters. We will conduct training lessons with the participation of all spectators and help them learn the rules of the road and safe behavior.
Theater at your home or school
Today, not all parents can often take their children to circus performances or performances. The Zolotaya Rybka Theater has developed a large program for children's audiences and offers traveling performances in Moscow to everyone. This is a great chance to combine study and fun, as well as unite classmates or children from the same kindergarten group.
You can also order from us:
- for children
Our repertoire includes:
- Performances for the youngest audiences. The program includes favorite poems performed by reincarnated actors, inflatable toys, balls, fiery dances and competitions.
- Real Russian folk tales with actors in national costumes, believable scenery and musical accompaniment.
- Outdoor performances for children in folklore style. This is a wonderful opportunity to take part in the play yourself and become one of its heroes, to get excited and laugh along with other spectators.
- Fabulous journeys based on Andersen's fairy tales with talented actors and a finale in which all guests and invitees participate. The fairy tale is designed for different age audiences and will appeal to even the youngest children.
- Instructive and kind stories with famous heroes of Russian fairy tales: Baba Yaga, the Russian hero, Koshchei, Vasilisa, Ivan the Fool. A real “fairy tale in reverse”, in which good wins in all its manifestations.
- Children's outdoor performance with elements of a circus performance. Several actors take part, demonstrating miracles in the arena: magic tricks, trained animals, magic, acrobats and a real smoke show with soap bubbles.
- Training lessons with animators and invited employees of the Ministry of Emergency Situations, firefighters, and representatives of the road patrol service.
The program of children's outdoor performances uses innovative augmented reality technologies, sound, lighting effects and a soap show.
To find out the exact cost of an outdoor performance and find out about possible promotions and other conditions, call daily from 10-00 to 20-00.
Singing – the most accessible performing type of musical activity for preschool children. Children love to sing. The song accompanies the life of a child from a very early age. It affects the feelings of children, fills their leisure time, promotes the organization of play, and in a bright, entertaining form deepens their ideas about the surrounding reality.
Vocal and choral singing has great potential for bringing people together, uniting them, it creates conditions for emotional musical communication. That is why choral singing has always been given worthy attention in the musical and aesthetic education of children. The main purpose of vocal-choral singing– education of children’s singing and general musical culture. Tasks singing activities stem from the general tasks of musical education and are inextricably linked with them and consist in the development of musical and creative activity, singing communication skills, musical abilities, in the formation of a sustainable interest in singing, and to promote the comprehensive spiritual and physical development of children. It is proposed to solve these problems on the basis of a specific song repertoire, the use of appropriate teaching methods and techniques, and various forms of organizing musical activity. The formation of singing skills is one of the most complex and important sections of the musical education of preschool children. First, work is underway to develop a melodious sound based on elementary mastery singing breath, which significantly affects the purity and beauty of sound and the expressiveness of performance. Sound formation with proper voice production it should be natural, sonorous and light, children should sing without screaming or straining. Working on diction begins with the formation of rounded vowels and distinct pronunciation of consonants. It is recommended to use: articulatory gymnastics exercises, tongue twisters, tongue twisters, speech exercises, rhythmic recitations. Slender, clear singing in unison lays ensemble basics– integrity, unity of sound. When singing in a choir, children must be taught to listen to themselves and others, to blend in with the general singing, and to make sure that no voice stands out. When teaching vocals to children, it should be taken into account that the child’s vocal apparatus is fragile, delicate, and continuously grows in accordance with the development of the child’s entire body. Therefore, it is necessary not only to master the methodology of teaching singing, but also protect the child's voice. It is important to prevent children from loudly singing, screaming, or singing outside in cold and damp weather.
It is advisable to carefully consider the entire vocal and choral repertoire that will be used in working with preschoolers. The song repertoire should consist of highly artistic works, having educational and cognitive significance.
It is necessary to expand the repertoire primarily through folk songs, since folk song has artistic and educational value, it never ceases to amaze with its deep content and perfect form.
It is necessary to use melodies from classical works that are convenient for children to play for singing.
When selecting songs for children to listen to and learn, we must rely on vivid examples of highly artistic children's songs that are time-tested and of great educational value: songs about friendship, respect for nature, love for animals. These are songs from cartoons written by composers A. Ostrovsky, V. Shainsky, Yu. Chichkov, G. Gladkov, E. Krylatov, A. Struve, A. Pakhmutova and others.
The question is content availability music should be considered in terms of the possibility of perceiving emotional content, matching the feelings that children are able to experience at the moment.
Practice shows that some teachers formally approaching work on the song. They learn songs with the aim of performing them at a festive matinee. The theme of the songs and the effectiveness of their sound are mainly taken into account. At the same time, program tasks for this type of musical activity of children are not consistently solved. Ultimately, children do not acquire sustainable singing skills. It is necessary that work on each song has a positive effect on children's singing skills.
We must not forget that stable repertoire has a number of advantages. A song or any other piece of music, often heard and performed by children, becomes their property and can be used by them in independent activities. This in turn leads to strong assimilation, correct and natural execution. Children will come to school musically prepared.
Analyzing the main educational programs of preschool education: “Childhood”, “Kindergarten 2100”, “From birth to school”, “Origins”, we can conclude that in all programs in the section “Musical development” there is a vocal-choral direction, There are also some peculiarities. Features of the “Kindergarten 2100” program - synthesis of arts. Children master the skills of primary analysis of works of art in the context of other types of art, and become familiar with the means of artistic expression of various types of art. Content educational program “From birth to school”(authors N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva) is presented in thematic blocks, within which the material is presented by age groups.
Comprehensive program “Childhood” by O. V. Akulova, T. I. Babaeva contains three parts dedicated to different age periods of children. The goal of the program is to develop the musical culture of preschoolers. Each section is further divided into two components: musical perception and musical performance.
Complex program “Origins” by L. A. Paramonova, T. I. Alieva is aimed at the comprehensive education and development of a child up to seven years old. The musical repertoire includes classical music, folklore, and modern music. The main factor in this program is the dialogue between the teacher and the child, between children and teachers.
But the repertoire in this area in these programs is not rich and diverse enough. As a result, it is necessary to use additional, partial programs for music education.
Program "Harmony" for senior preschool age K. L. Tarasova, T. V. Nesterenko, T. G. Ruban, under the general editorship of K. L. Tarasova. The central place in the program is given to the formation of musical creativity in children and the improvisational nature of classes. The musical repertoire of the program is selected based on a combination of highly artistic and accessible to children works of classical, modern and folk music from different eras and styles and is organized into blocks of topics that are accessible and interesting to children.
“Baby” program by V. A. Petrova provides for the development of musical abilities in children of only early age in all types of musical activities available to them, helping to introduce children to the world of musical culture. The program is based on works from the classical repertoire, the rich range of which presupposes the teacher’s freedom to choose one or another piece of music, taking into account the level of preparation and development of a particular child. The program has significantly updated the repertoire of musical games.
Program "Synthesis""K.V. Tarasova, M.L. Petrova, T.G. Ruban, etc. is interesting because it aims to develop the musical perception of children from four to seven years old. The program is based on the principle of an integrated approach, in which musical works are considered in a single complex with works of fine art and fiction. At the same time, the core art form in the program is music. The program included works of classical art and folklore accessible to children.
Program "Tuning Fork" E.P. Kostina aimed at comprehensive musical education. It characterizes seven years of a child’s life with seven steps of the scale. Musical education and training are the first, second and third stages, and the stages of musical training, education and development are from the fourth to the seventh. The main place is given to such activity as the perception of music. The authors designed a model of the pedagogical process, so the program does not contain samples or methodically developed music lessons.
Many teachers use in practice a partial program for music education of preschool children "Okay"(authors I. Kaplunova, I. Novoskoltseva). The program includes the development of activities for four age groups for children from 3 to 7 years old. The presence of musical material eliminates the problem of finding sheet music material. The program is developed in detail, adequate to the capabilities of children, which allows them to successfully master all the material. The uniqueness of the program is the non-standard approach to conducting classes. The vocal and choral repertoire meets all the requirements of musical education.
For each age group, interesting and accessible material has been selected, with which you can solve various problems in the development of vocal skills. The vocal and choral repertoire becomes more complex with each age stage, new forms and techniques are added. The slide presents areas of work in vocal and choral singing by age groups:
For children 3-4 years old . Folklore is primarily used. Chants and songs are included as exercises, chanting and singing along; they are built on simple melodic lines, simple in rhythm and text.
The songs used are “Cockerel”, “Ladushki”, “Bird”, “Bucket Sun”, music by V. Karaseva, and many others; Exercises for the development of rhythmic hearing: “Who is walking?”, “Cockerel, hen and chick”; for the development of timbre and dynamic hearing “Loud-quiet”, “Merry pipes”.
D For children 4-5 years old. As exercises for the development of hearing and voice at this age, song improvisations of melodies to a given text are used. For example: “What is your name”, “What do you want, kitty?”, “Where are you”;
Games with singing “Garden round dance”, music. B. Mozhzhevelova, “Geese-swans and wolves”, music. E. Tilicheeva.
Song creativity: “Kitten-Kitten”, r.n.p.; “Horse”, “March”, music. A. Grechaninova.
Songs: “Like on thin ice”, “Spider”, “Kitsonka-murysonka”, r.n. songs.
To work with older preschoolers, you can take more complex, longer melodies. Exercises to develop hearing and voice: Russian folk songs “Andrey-Sparrow”, “Bunny”.
Exercises to develop pitch hearing: “Where are my kids?”, “Steps”.
Exercises for the development of diatonic hearing: “Loud, quiet binge”, “Ringing bells”.
Songs: “Drum”, music. E. Tilicheeva; “Guests have come to us,” music by A. Alexandrov; "Blue Sled", music. M. Iordansky.
Games with singing: “Raven”, r.n.m; "Vaska the Cat", music. G. Lobacheva.
Round dances: “How our girlfriends went”, “I walk with the vine”, r.n.p.
Songs from cartoons by Soviet composers Yu. Chichkov, V. Shainsky, B. Savelyev.
For children 6-7 years old. Exercises for the development of hearing and voice: Russian folk songs “Skok-skok”, “And I’m in the meadow”.
Exercises to develop pitch hearing: “There are different sounds”, “Think, guess.”
Songs: “Falling Leaves”, “There Will Be a Hill in the Yard” music. T. Popatenko; “Victory Holiday”, “Brother Soldier” music. M. Partskhaladze;
Games with singing: “Wicket fence”, “Teremok”, r.n.p; "Game with flags", music. Yu. Chichkova. Round dances: “There is a viburnum on the mountain”, r.n.p.; “The New Year is Coming to Us”, music. V. Gerchik.
Songs from cartoons by Soviet composers. You can work with children of this age on dramatizations and musical performances. For example, “Like ours at the gate”, “Where was Ivanushka?”, r.n.m.; “Cinderella”, “The Cluttering Fly”, music. M. Kraseva.
The correct selection of song material (including folk songs, works of classics, Soviet and foreign, as well as modern composers), the use of appropriate teaching methods and techniques, and various forms of organizing children’s musical activities helps to instill in them feelings of patriotism and broadens their horizons.
Working in this direction, students can prove themselves in singing competitions at various levels.
