How to introduce musical instruments to preschoolers in kindergarten. Lesson outline (middle group) on the topic: “Musical instruments

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Use of musical instruments

in working with children

Introduction

The initiator of teaching children to play musical instruments already in the 20s. became famous musical figure and teacher N.A. Metlov. He also came up with the idea of ​​organizing a children's orchestra. ON THE. Metlov spent great job on the creation and improvement of the design of children's musical instruments that have a scale - metallophone and xylophone.

Playing musical instruments is one of the types of children's performance. The use of children's musical instruments and toys (both in classes and in Everyday life) enriches the musical experiences of preschool children and develops their musical abilities.

In addition, playing musical instruments develops will, desire to achieve goals, and imagination.

1. Characteristics of musical instruments

Musical instruments arose in ancient times. During archaeological excavations, tools dating back to the 3rd-2nd centuries were found. BC e., which are prototypes of those currently existing.

The first musical instruments were made from animal bones - holes were hollowed out in them to allow air to be blown in. Various percussion instruments were also widespread (mallet, rattle, rattle made of dried fruits with seeds or pebbles inside, drum).

The appearance of the drum indicated that people had discovered the property of resonating empty objects. They began to use the dried skin, stretching it over an empty vessel.

Wind musical instruments used sound production by blowing air. The materials for them were stems of reeds, reeds, even shells, and later wood and metal.

Currently, there are two types of musical instruments - folk instruments and symphony orchestra instruments based on them. In both types of instruments there are several main groups: wind, percussion, strings.

Folk wind musical instruments are divided into several varieties. One of them is a whistle, flute (longitudinal or transverse, depending on where the holes for air injection are located). These instruments became the prototypes of longitudinal and transverse flutes. Another variety is reed instruments: pity, bagpipes. Based on their device, the clarinet and oboe were born later. If the sound is produced using lip vibration (Russian horn, shepherd's horn), such instruments are called mouthpiece instruments.

Percussion musical instruments have different structures. Their expressive capabilities depend on the method of sound production: hitting stretched leather, wood, metal. Folk percussion instruments include the drum, tambourine, wooden spoons, rattle, mallet, bells, maracas, castanets. Among percussion instruments, one can distinguish those that have a melodic scale (xylophone) and those that do not (drum, cymbals).

The stringed group of instruments arose later. The prototype of stringed musical instruments was the hunting bow. The person perceived the melodic sound of a stretched string as a musical sound. This is how the bow became the ancestor of the harp and lyre, images of which can be found on the frescoes of Ancient Egypt and Ancient Greece. Many centuries later, stringed musical instruments with a resonating body were invented - lute, harp. These are plucked musical instruments. Among the folk plucked musical instruments one can name the gusli, zither, domra, balalaika, guitar, mandolin, etc. Another method of sound production - with a bow - marked the beginning of the emergence of stringed bowed instruments. This folk instruments: Old Russian whistle, violin.

A special group of instruments are keyboards: harpsichord, clavichord, celesta, piano, grand piano. They are often used as solo instruments, but are also played in ensembles and orchestras.

There are keyboard-reed instruments: accordion, accordion, button accordion.

When working with children, various musical instruments and toys are used. Some of them are created on the basis of folk ones (rattle, tambourine, drum, wooden spoons, button accordion, accordion), others are based on the type of instruments of a symphony orchestra (harp, xylophone, metallophone, oboe, clarinet). Among children's musical instruments and toys there are all the main groups: drums, winds, strings, keyboards, keyboards and reeds.

Percussion instruments and toys (as well as the instruments according to the type of which they are created) are divided into those that have a scale and those that do not. The first group includes the metallophone and xylophone. They can have a diatonic and chromatic scale. On instruments with a chromatic scale (the second tier of plates corresponding to the black keys on the piano), you can select any melody from any note, which makes them easier to use. They were made according to samples of instruments created by K. Orff, they sound very beautiful, and are tuned cleanly. There are two options for sticks that are used to hit the plates - with wooden or rubber balls at the ends. This allows you to diversify the timbre of instruments: when struck with a wooden stick, a bright, ringing sound is produced; rubber - more subdued, soft.

The expressive capabilities of percussion instruments that do not have a scale are very great. This large group tools. Some of them have a “knocking” timbre: wooden spoons, rattles, castanets, sticks; other

(metal or having metal parts) - with a “ringing” timbre: triangle, rumba, cymbals, bell, bells; still others (like rattles) have a “russling” timbre: maracas, rattle, box. The drum and tambourine have a more booming, resonant sound.

Within each timbre (ringing, knocking), individual instruments have their own unique expressive colors. So, for example, among the ringing instruments, the triangle sounds soft, drawn-out, magical, its sound is very beautiful. The rumba “tinkles” more sharply and briefly, the cymbals sound very bright, festive, and the bell sounds quiet, gentle and ringing.

The sound of wind instruments is also varied. The flute has a gentle and light sound, the clarinet and saxophone have a richer sound, the triola and simona have a bright and even harsh sound.

Stringed musical instruments and toys are the zither, harp, cymbals, and harp. All these instruments are plucked. Sound can be produced using a mediator. The timbres of these instruments are very gentle, the sound is muffled.

Children's keyboard instruments-toys are pianos and grand pianos.

Keyboard-reed accordion, accordion, button accordion.

IN kindergarten Electric musical instruments are also used - organolas such as “Pille”, “Chizhik”, “Faemi”.

2. Learning to play musical instruments

Children's acquaintance with musical instruments begins at an early age. Early musical training plays a significant role in a child's musical development, but it must be presented in forms that are accessible and interesting to children early age. It is impossible not to take into account the degree of readiness for such activities as learning to play instruments, which require significant attention, concentration, awareness and physical maturity from children. The teacher strives to give the children their first musical impressions in an entertaining way. Training begins with a group of percussion instruments that do not have a scale. Classes are held with in small groups children and individually. It is advisable to use musical instruments in everyday life in order to strengthen the children’s emerging sense of the rhythm of music.

In the second younger group, children can already play a tambourine, wooden spoons, cubes, rattles, musical hammers, drums, and bells. At this age they become acquainted with metallophone.

Before starting to learn a melody on the metallophone with the children, the adult himself must competently perform this melody on the metallophone several times, the children listen. Then they show those who want it which plates they need to hit and how many times. It is difficult to remember the entire melody at once; it is better to learn it in parts, for example, learn the chorus of a song, and when the child learns it, show how to play the chorus or the first part of the melody, then the second. You can alternate the teacher’s playing with the children’s performance: the teacher plays the chorus, and the child plays the chorus on another metallophone, or vice versa. It is advisable that the child, having mastered part or all of a piece of music, perform it with the teacher (on two metallophones).

Lessons on learning to play the metallophone are conducted with children individually. To perform on a metallophone, first simple melodies that are well known to children are taken. In this case, they do not hit the records mechanically, but constantly regulate their performance by ear. Having hit the wrong record, the child hears the mistake and tries to correct it.

Other important condition when choosing works - the structure of the melody. The sounds of the melody should be located close to each other; large intervals for playing are difficult for children. Playing melodies based on one sound is impractical and uninteresting for children.

IN middle group For the first time, they begin to teach children to play musical instruments that have a scale. The metallophone is most convenient for this. It is quite easy to use and does not require constant tuning, like stringed instruments. Children are already familiar with the timbre of this instrument and playing techniques. There are several ways to learn to play melodic musical instruments: by notes, by color and number symbols, by ear. Teaching children to play from notes is very labor-intensive, although it is sometimes used in practice. Not all preschoolers master musical notation unless constant individual work is carried out. It is important that children understand the connection between the location of notes on the staff and their sound in the melody, eliminating the mechanical reproduction of musical notes.

The color system, widespread abroad, is convenient for children to quickly master playing instruments. A specific color designation (colored keys, metallophone plates) is assigned to each sound. The child has a recording of the melody in color designation: colored circles or a color image of notes are used, with and without rhythmic designation. It is very easy to play using this system, but with this method of playing (I see a green note symbol, I press the green key), the ear does not participate in reproducing the melody, the child plays mechanically.

In a similar way, children are taught to play according to the numbers pasted near each plate of the metallophone, and to write down the melody in digital notation. Duration designation can also be modeled (long and short sticks, etc.) Digital system proposed in the 30s. ON THE. Metlov, at that time, may have been justified, but later it began to be used less frequently, since it leads to mechanical reproduction of the melody.

Both methods of teaching children (using color and number symbols) make it possible to easily and quickly obtain the desired result, but do not have a developmental effect - the share of mechanical reproduction of the melody in these methods is too large.

The greatest developmental effect of learning is achieved only by playing by ear.

This method requires constant hearing development and serious auditory training.

Starting from a young age, it is important to encourage children to listen to the sounds of a melody, compare them, and distinguish them by pitch. To accumulate auditory experience and develop children's auditory attention, didactic aids are used that model the movement of a melody up, down, and in place. This is a musical ladder, moving from flower to flower (notes), butterfly, etc. At the same time, the sounds of the melody are sung, corresponding in height to the simulated ratios of sounds. You can also show with your hand the movement of the sounds of a melody while simultaneously playing it (with your voice or on an instrument). The method of teaching children to play musical instruments by ear is based on a gradual expansion of the range of songs performed. First, the child plays a melody based on one sound. Before playing the melody, he listens to it performed by the music director, who first sings it, drawing attention to the fact that the sounds of the melody do not differ in pitch, then plays the metallophone and sings at the same time. Singing chants allows children to better imagine the direction of movement of the melody and develops musical and auditory perceptions.

Children are taught sound production techniques: hold the hammer correctly (it should lie freely on the index finger, it is only slightly held with the thumb), direct the blow to the middle of the metallophone plate, do not hold the hammer on the plate, but quickly remove it (like a bouncing ball). When long notes are played. The hammer should bounce higher, short notes should bounce lower.

When a child plays a melody on one sound, he must accurately reproduce the rhythmic pattern. To do this, when singing a melody with words, you can focus on the rhythm of the poems.

To understand the relationship between the durations of melody sounds, they are modeled using long and short sticks or notations accepted in musical notation (quarter notes, eighth notes). In order for children to understand the rhythmic pattern of the melody well, you can, using the accepted notations, lay it out on a flannelgraph. In this case, the technique of subtexting durations adopted in the relative system is effective: quarters are indicated by the syllable ta, and shorter eighths by the syllable ti. The technique of clapping the rhythmic pattern of a melody or playing it on musical instruments is widely used.

After children have learned to convey the rhythmic pattern of different melodies built on one sound, and have mastered the techniques of playing the metallophone, they can move on to playing chants using two adjacent sounds. To make it easier for children to understand the location of sounds in height, the following techniques are used: laying out sounds in circles at different heights on a flannelgraph, singing, showing the movement of the melody with the hand, teaching aids and games.

In addition, you can use the “dumb” (drawn) keyboard of a metallophone: the child shows on it the location of the sounds and “reproduces” the melody while singing.

In the senior and preparatory school groups, the range of singing expands. Children are already better oriented in the location of the sounds of a melody and act more independently.

When teaching how to play musical instruments, the teacher must take into account the individual capabilities of each child. Some children pick up songs quite easily, while others require more detailed preparatory work.

After the metallophone has been mastered, children in the senior and preparatory school groups learn to play other melodic instruments - strings, wind instruments, keyboards and reeds. Each child can gradually master playing several musical instruments. It is useful to combine individual work with children and work in subgroups, as well as with the whole group.

As children learn to play metallophones, you can show them how to use zithers.

To make it easier for children to navigate the arrangement of strings, we also use a digital system - in bottom part For zithers, we place a paper strip with numbers under the strings, with number 1 corresponding to the sound do1, etc. The zither is played with a pick - a plastic plate with a pointed end. You need to hold the mediator with three fingers - thumb, index and middle, moving your hand to the right. For ease of playing the zither and better resonance, the instrument is placed on a wooden table. With their left hand, children slightly lift the upper corner of the zither, keeping their elbow on the table. This is done so that the child does not tilt his head too low and so that he can see the numerical designation of the strings. Sometimes zithers do not stay in tune and the pegs become weak. In this case, you need to secure the pegs with pieces of plywood. Broken strings are replaced with thin balalaika strings.

To teach preschoolers to play accordion It is best to use the children's chromatic accordion "Belarus". On it with right side 20 keys with a range of up to 1 - G2, on the left - four chords.

Before teaching the accordion, children should be shown how to sit and hold the instrument correctly. The child sits on a chair, occupying approximately half of the seat, with his feet on the floor. One accordion strap is placed on the middle of the right forearm, the other - on the middle of the left. The first strap is longer, the short strap on the left forearm gives the instrument stability. The accordion is placed on the knee so that left side The accordion bodies and bellows were supported by the left hand during playing. Having mastered the game while sitting, the child will be able to play while standing.

In kindergarten we teach you to play only with your right hand, which rests freely on the keyboard. While playing, children touch the keys with their fingertips. The elbow is lowered, the fingers are bent. We must ensure that children do not play with one finger.

For For each melody, a convenient fingering arrangement is indicated. It is difficult for preschoolers to play with two hands.

If it is difficult for a child to play with the five fingers of his right hand, at first you can use a four-finger playing system: the thumb under the keyboard in a natural position, like on a button accordion.

When learning to play the accordion, we use numbers, just like on the metallophone and zither. The numbers are printed on the top of the white keys. Gradually, children stop looking at numbers and play without looking, using muscle sensation. Not all children can play the accordion; Some guys find it difficult to play a melody with the fingers of their right hand and fan the bellows of their left hand at the same time.

Once children learn to play the accordion, more capable children can be taught to play a wind instrument.

For wind instruments, it is recommended to takewind harmonica "Melody-26".A wind harmonica with a piano keyboard has 26 keys with a range of B small octave - doZ. The instrument is held with the left hand, four fingers cover the handle, the thumb rests on the instrument with reverse side below. The mouthpiece is placed in the mouth. The tool should be held slightly downwards. The left arm and elbow are raised. The right hand takes the same position, the fingers are slightly bent and move freely across the keyboard.

Play with five fingers, like a piano. At first, you can use a four-finger system, like an accordion. Numbers are printed on the top of the white keys. Once children are comfortable with the keyboard, the numbers can be removed. The sound produced during playing depends on the air flow. You need to blow without tension. At the end of the game, accumulated moisture should be removed. To do this, use a special valve: press the button on the back of the instrument and blow lightly into the mouthpiece.

It is important that children feel the expressive capabilities of new instruments and learn to use a variety of timbre colors. In older preschool age, children already realize that with the help of each instrument, even one that does not have a scale, it is possible to convey a certain mood. The easiest instruments for children to use are those that make sounds by shaking. Maracas one of the oldest percussion and noise instruments. At home, in Latin America, they were made from dried pumpkin fruits or woven from twigs in the shape small ball with a handle and filled with pebbles, in our country they are made of wood and filled with pebbles or shot.

Bells - these are small spherical metal bells attached to a leather strip or handle

Pandeira (rumba) consists of four pairs of small metal plates mounted in a wooden handle. Its sound is reminiscent of the effect achieved by shaking a tambourine...

Ratchets, castanets.There are many types of rattles, and any of them can be used in a children's orchestra to give the sound a unique coloring.

The pandeira and rattle should not be used frequently, as their sound is annoying and tires the ear. Shaking and rocking are performed mainly with the hand, the hand at the wrist should be free (free wrist movement will be necessary for children when learning to play almost all instruments). It is necessary to ensure that children do not strain their arm unnecessarily and do not move their entire arm (from the elbow or even from the shoulder); tension or wide swings quickly tire not only the hand, but also the child himself. The hand with the tool should not be held high, at or slightly below waist level.

The following playing technique is also possible: with the palm of the left hand one hits the frame of the instrument (pandeira, bells, rattle) or the instrument itself (maracas, rattle). In this case, both hands are held at chest or waist level. The dynamics are regulated by the activity of the hand movement: vigorous shaking produces a louder sound than a calm and smooth rocking. During classes they usually play while sitting, and during performances they play while standing. The next from this group to master instruments, the method of playing which is striking. Playing these instruments is also characterized by free wrist movement.

Triangle made from a metal rod bent in the shape of an open isosceles triangle. The sound of a triangle - high-pitched, clear, transparent - is caused by hitting a metal stick on one side, most often on the horizontal. A thin stick gives a higher sound, a thick stick gives a low sound. To obtain short blows, the sound is extinguished by touching the fingers. By quickly alternating strikes on both sides of the instrument (usually in the upper corner), a tremolo effect is achieved, decorating the sound of the ensemble (especially in climaxes). Dynamic gradations ranging from pp to ff are possible.

The triangle is usually secured on a fishing line or cord and held with the left hand, or suspended at chest level from a special stand made in the shape of the letter L and having a stable base. For children, the second method is more convenient. For a novice performer, a suspended triangle, after hitting it with a stick, begins to rotate around its axis. this happens because the blow is not made in the center of the base and not from top to bottom, but from itself, until the child has learned to make blows in the right place and direction, we advise him to take the knot of the lace with the fingers of his left hand and stop the rotation, or, without touching triangle, make a “ring” around one of its sides using the index and thumb left hand.

Drum -represents a body cylindrical Covered on one or both sides with leather or plastic, the shapes and sizes of children's drums are different. They play the drum with wooden sticks or special metal brushes, as well as directly with their hands, holding the sticks with the index and thumb of both hands, the remaining fingers bent without tension. Movements of the brush and stick should be free. The main technique of playing the drum is individual short strokes-accents and sequences of strokes, emphasizing various rhythmic patterns; the strokes are made with two hands simultaneously or alternately with the left and right, depending on the required sound strength and the desired effect - with sticks or metal brushes, in the center of the drum membrane or along the rim.

Spoons (usually wooden) - a unique Russian folk percussion instrument. They hold them by the handles and hit each other with the backs of the scoops. Or, placing one spoon with the convex side up on left palm they hit it with another spoon, producing more compact, “rounded” sounds, reminiscent of the clopping of hooves. The dynamics are regulated by the force of impact. There are still many different and effective techniques for playing with spoons, but they are difficult for children.

Tambourine has the appearance of a wooden hoop, covered with leather on one side and open on the other side; Along its circumference, paired metal plates are mounted in special cutouts. Some tambourines have springs on the open side with bells on them. The tambourine is usually played while standing.

Techniques of the game: 1 shaking (the tambourine is held horizontally with both hands at waist level, directing the movement away from you or, if you need a quiet sound of bells, shaking, as if sowing flour through a sieve; 2. strikes with the right hand on the membrane (the tambourine is held vertically with the left hand by the rim or by inserting several fingers into a special hole made on the rim); 3. strikes with the fingers of both hands (when performing fast rhythmic patterns in songs and dances of the peoples of the East). The instrument is held vertically with both hands. The hand of the right hand set aside for striking must be relaxed At the moment of impact, the fingers and palms should be elastic, and the wrist should be free (as when hitting a ball bouncing off the floor).

The place of impact and its strength are of great importance, affecting the timbre and strength of the sound. To find the most suitable color, you need to try different options and impact locations yourself. Strikes can be made with an open palm, the soft (lower) part of the palm, flat and half-bent fingers (fingertips), or a fist; You can alternate blows with your fist and fingers, palm and fingers.

Dishes They are metal disks convex in the middle, made of a special alloy. Both single and double plates are used. Single cymbals are placed on a stand and played with a metal or wooden stick with a hard or soft head. Double cymbals are played while standing. The sliding blows of one cymbal on another produce ringing, strong, long-lasting sounds.Wind instruments:

Triola - on the top cover of the triplet case there are 12 multi-colored keys. Their order, from the narrow part to the wider part, is as follows: pe1, F-sharp1, G1, and then up the G major scale to the note B2. The tapering part of the instrument turns into a non-removable mouthpiece and when you simultaneously press a key, the timbre of the triplet resembles the sound of an accordion.

Vermona - similar to triplets, only the range is limited: 8 keys of the instrument correspond to the C major scale from do2 to do3. In addition, the dynamics are not adjustable.

Simone Its main difference is that it has a chromatic range from B to G2.

Ocarina - a primitive whistle instrument, made of clay, the shape can be varied in the form of animals, birds, fish. There are holes on the body of the tool; closing them with his fingers, the performer changes the pitch, pipe - is a tube open at one end, into the opposite end of which a plug with a hole is inserted - a whistling device. The instrument is made from reeds, bamboo, but more often from wood. There are also finger holes on the body of the pipe, closing which one by one, the performer receives the desired sounds.

Thus, learning to play musical instruments includes three stages: in the first, children listen and memorize melodies, sing them, get acquainted with playing techniques, in the second, they select songs, in the third, they perform them at will.

3. Musical and didactic games and their role in teaching preschoolers to play children's musical instruments

An important role in teaching children to play children's musical instruments is played by musical and didactic games, which contribute to the formation of the ability to listen to music, distinguish pitch, timbre, dynamics and duration of sound, develop independent musical activity, and help consolidate children's knowledge of musical instruments. We include musical and didactic games in all musical classes, and as they are mastered, we transfer them to our free time from classes, and use the games at holidays and entertainment. They provide us with invaluable assistance in this musical toys and instruments used in musical and educational games. All musical and didactic games are selected by age. To use them, there must be aesthetically and colorfully designed manuals and musical instruments.

When working with children, you should try to use simple, accessible and interesting musical and didactic games. Only then do they encourage children to play various musical instruments.

In the process of musical and didactic games, preschoolers develop a sense of camaraderie and responsibility.

The use of musical and didactic games should begin already in the second junior group. In the musical and didactic game “Bear Cubs,” the teacher gives each child a bell and explains: “You are all bear cubs and sleep in your houses, and I will be a mother bear, I sleep too.” A lullaby sounds, the cubs sleep on chairs with their eyes closed. To a cheerful melody, the mother bear rings a large bell to wake up the cubs. They wake up and ring her back with their little bells.

In younger groups, the musical and didactic game “Which bird is singing?” is interesting. There are toy birds on the table -- big and small. Musical director shows how a big bird sings (plays the metallophone up to the first octave) and how a small bird sings (up to the second octave). Then the teacher fences off the metallophone with a screen and alternately takes it to the first and second octave, asking the children to guess which bird is singing.

This game can be repeated in the middle group, but we involve children in playing the metallophone. At the same time, we teach not only how to determine the location of low and high sounds on a metallophone, but also how to extract them on the instrument.

To reinforce the program material, children of the middle group can be offered the musical and didactic game “Pinocchio” ( musical riddles It’s better to make a wish on a metallophone).

Game material. A box with Pinocchio drawn on it. The box opens from the side, and cards with colorful illustrations for various program songs and plays (Christmas tree, locomotive, car, sleigh, doll, flag, etc.) familiar to children are inserted there. Progress of the game. The teacher explains to the children that Pinocchio came to visit them and brought songs with him, and which ones the children must guess themselves.

The music director plays the piece, the guys guess and take the corresponding picture out of the box. For example, the song “Christmas Tree” by M. Krasev is performed - the child takes out a card with a picture of a New Year tree; the melody of the song “Steam Locomotive” sounds 3. A companion - takes out a picture of a steam locomotive, etc. Musical and didactic games, in which you can include various chants, help children determine the direction of the melody. Children of the middle, senior and preparatory groups learn to find short and long sounds in a melody and determine the movement of the melody.

In older groups, work on developing rhythmic perception becomes more diverse. Various musical instruments are used for this. We start with the simplest melodies on one sound, then we complicate the tasks. Let us take as an example the musical and didactic game “Our Journey”. Game material. Metallophone, tambourine, triangle, spoons, musical hammer, drum. Progress of the game. The teacher invites the children to come up with short story about your journey and depict it on some musical instrument.

“Listen first to what I came up with,” says the teacher. “Olya went out into the street, went down the stairs (plays a melody from top to bottom on the metallophone). I saw a friend jumping rope. Like this (beats the drum rhythmically). Olya also wanted to jump, she ran home to get a skipping rope, jumping over the steps (plays a melody on the metallophone, one sound at a time). You can continue my story or come up with your own.” Musical and didactic game for preparatory group“Do the task” can be used in a music lesson or during individual work with a child.

The goal of the game is not only to correctly convey the rhythmic pattern of the melody on the instrument, but also to perform it cleanly and be able to correctly produce sound. Game material. Flannelograph, cards depicting short and long sounds, children's musical instruments (metallophone, tambourine, box, triola). Progress of the game. The teacher (or child) plays a rhythmic pattern on one of the instruments. The child lays it out with cards on a flannelgraph. The number of cards can be increased. In this case, each player will lay out a rhythmic pattern on the table. The musical and didactic game “Musical Riddles” helps to consolidate the playing of a new song and singing on various musical instruments in the preparatory group.

Game material. Metallophone, triplet, accordion. Progress of the game. Children sit in a semicircle in front of a screen, behind which there are musical instruments on the table. The child leader plays a melody or rhythmic pattern on an instrument. Children guess. A chip is given for the correct answer. The one who has larger number chips.

In the process of teaching children to play musical instruments, the main task is the development of harmonic hearing. There are a number of musical and educational games that help solve this problem. These include the game for the preparatory group “How many of us are singing?”

Game material. A tablet with insert pockets or a flannelgraph, three large-sized matryoshka picture dolls (for a flannelograph, the back of the matryoshka dolls are covered with flannel), cards (according to the number of players) with slots, three matryoshka picture dolls (for each player), musical instruments. You can use another one in the game game material-- three cards with images of singing children (on the first there is one child, on the second there are two children, on the third there are three). Progress of the game. The child leader plays one, two or three different sounds on one of the instruments. Children determine the number of sounds and insert the corresponding number of nesting dolls into the slots of their cards. The called child places the nesting dolls on a flannelgraph or inserts them into the pockets of the tablet. Children must be reminded that they must take as many nesting dolls as different sounds they hear.

4. The role of the teacher in teaching preschoolers to play children's musical instruments

The success of the musical development of preschoolers largely depends not only on the music director, but also on the teacher. After all, he communicates with children more often than the music director and knows the inclinations of each child better. The joint work of the music director and the teacher helps fill children's lives with songs, games, and playing children's musical instruments. The last type of musical activity in kindergarten can be given more attention. Constantly increasing the range of voiced toys and children's musical instruments, taking into account age characteristics equip children with musical corners in groups.

Children acquire initial skills in playing musical instruments through music lessons. And if the teacher happily awaits these classes, eagerly prepares for them together with the children, and is active throughout the entire music lesson, then his mood is conveyed to the children. If we talk about younger children preschool age, then the role of the teacher in musical work He is exceptionally great with them, he is a participant in all types of children's activities: he sings and dances with the children, asks musical riddles, plays the tambourine, pipe, and rattles.

Initial musical independent manifestations in children are still unstable. Therefore, the teacher supports their interest in musical toys and some instruments and shows them how to use them. Together with the music director, he plays musical and didactic games in class. For example, when introducing children to the musical and didactic game “Bird and Chicks” by E. Tilicheeva, the teacher plays the metallophone, and the music director performs the accompaniment. Together with the children, he performs rhythmic exercises on rattles, bells, and tambourines, accompanied by a musical director. Then, in various play situations, he uses these musical toys with children in a group. The teacher teaches children to respond to quiet and loud sounds, to hear and distinguish children's musical instruments (drum, tambourine, rattle).

In the middle group, the teacher, together with the music director, introduces the children to musical instruments - metallophone, triangle, etc. At the same time, he must play a melody with the child, since the music director plays piano accompaniment. The teacher helps the child master the skills of playing the instrument and convey the rhythmic pattern of the melody. If he finds it difficult, he plays the melody on his instrument (the same type as the child’s instrument). He plays with the children even if the melody has been learned and is being reinforced.

For example, several children in the preparatory group perform the melody of a song on metallophones and percussion instruments, and the teacher plays the leading part on Melodies-26". It turns out to be a kind of orchestra that gives the children great joy - after all, they play together with the teacher. Often, When getting acquainted with new plays, children listen to musical instruments played by a music director and teacher. Children's musical activities outside of class are very diverse. It takes place on someone’s creative initiative and can vary in form. And it is very important to determine the role of the adult in this activity. The teacher guides the children’s independent musical activity, includes music in games, walks, labor process using the material learned with the music director, withif necessary, tells children how toexpand the game. During music classes, children are given tasks to practice in a music corner; the song they must learn on a musical instrument is specifically indicated. The guys learn simple melodies on their own and help each other. The teacher closely monitors the game and, if necessary, comes to the children’s aid.

In free time from classes, the teacher can play a familiar melody on the instrument. This brings him closer to the children and creates a friendly, relaxed atmosphere.

Teacher, knowing well individual characteristics children, closely monitors the children’s progress in learning to play, notices those lagging behind, organizes help for them, and identifies the most capable children. These children then become the teacher's best assistants in teaching their comrades. The learning process is enjoyable for both. Children “teachers” experience great joy after teaching a friend to play, and children “students” are happy that they were taught by their peers.

The participation of the teacher is especially necessary when children begin to play in an ensemble. The teacher monitors the overall tempo of performance, the correct transmission of the rhythmic pattern, and if necessary, comes to the children’s aid.

Teachers often share their impressions after visiting a concert or theater. Children talk about music programs they heard or saw on television. The teacher, knowing each preschooler well, must notice his interest in music in time, support those children who strive to express their creativity in independent activities and take their first steps in playing musical instruments.

The teacher’s participation in the process of teaching children to play musical instruments, his ability to perform familiar children’s songs, chants, and program works enable the teacher to play musical and didactic games. At the beginning, we learn them in class, and the teacher continues to play with the children in the group. In these games he can play both the main and secondary roles.

You can play not only the metallophone, but also other children's musical instruments. Their use allows the teacher to organize children’s independent musical activities in a more interesting way and to develop their creative abilities more widely.

When involving a teacher in working with children, it is necessary first of all to prepare him/herself. For this we plan whole line events. Firstly, these are individual lessons, during which teachers learn to play children's musical instruments individually and in an ensemble. Secondly, holding consultations, during which they learn new songs, movements, and practice the rhythmic pattern of songs. Be sure to conduct consultations on the pre-holiday days: study with the presenters, play various games, including musical and didactic ones, which require the leader to master several children's musical instruments. It’s good if one of the teachers can play some instrument: accordion, button accordion and accompany the matinee together with the music director. Experience has shown that if you regularly and systematically work with educators, that is, consistently expand and deepen their knowledge and skills, then they will be active participants in musical work with children, good helpers.

In kindergarten, musical education is considered as one of the links in the harmonious development of preschool children. It should be noted that if the teacher himself loves music, is active in music classes and holidays, and enjoys teaching children to play musical instruments, then the children in this group are particularly musical, look forward to classes with interest, have fun in their leisure time, play musical instruments in group during free time.

Only through the joint work of the music director and teacher, a creative approach to the issues of musical education of preschoolers, can the children’s lives be made interesting and varied.

5. Children's orchestra

Children's orchestra is one of the types of collective music playing. There are several types of children's orchestra: noise orchestra (including different types percussion instruments that do not have a scale), an ensemble (consisting of the same or similar instruments), a mixed orchestra (including different groups of instruments).

The simplest and most accessible of them is a noise orchestra. It can be organized with younger children, if they can rhythmically reproduce strong beats by clapping and mark the meter of music. Depending on the nature of the work, you can use instruments and toys such as a bell, rattle, drum, tambourine, or box. Such an orchestra does not require a large variety of instruments. It is important to select timbres that would expressively emphasize the character of the music and the elements of figurativeness. The sound of the orchestra will be more varied and interesting if the instruments play not only all together, but also one by one, combining with each other depending on the nature of the music. You should alternate different timbre colors, use those instruments and their combinations that in each part of the piece (musical phrase) most correspond to the mood of the music. Before performing the piece, it is necessary to discuss with the children what instruments will be needed for the game. For example, if there are two contrasting parts in a play and the first is cheerful, playful, and the second is gentle, soft, then you can first use a rattle, a tambourine (together or alternately), and then a bell, a triangle, etc. The teacher should, if possible, take into account the wishes of the children in choosing a musical instrument.

One of the varieties of noise orchestra is an ensemble of spoon players (middle and senior group). It sometimes includes several other percussion instruments (tambourine, triangle, etc.).

Before creating a mixed orchestra, as a rule, ensembles of instruments that have a scale, such as metallophones and zithers, are organized. To organize a wind instrument ensemble, it is necessary that each child has his own instrument.

Ensemble playing requires coordinated performance. This concerns rhythm and overall musical expressiveness. The teacher encourages children to listen to their playing and the playing of their partners, listen to the piano part, not try to drown out each other, and try to convey the moods expressed in the music.

Joint play is preceded by individual lessons with each child and play in small groups (2-3 people).

Children are divided into subgroups only when they have mastered the instruments well and learned their parts.

For a harmonious sound of a mixed orchestra, a lot of preliminary work with children is necessary - first individually, then in small groups, an ensemble and, finally, the entire orchestra.

When working with an orchestra, music directors mainly use ready-made instrumentals (arrangements of pieces for orchestra) published in children's collections. Knowing some rules of instrumentation, they themselves (with the participation of children), based on the nature of the music, can determine the composition of the orchestra, select groups of solo instruments, distribute which instruments to assign various elements of texture (melody, accompaniment, rhythmic pattern of the melody, downbeats, accents , metric pulsation). The melody can be played first by some instruments, then by others (according to musical phrases or sentences). To prevent the sound from being monotonous, metric pulsation can also be performed by several instruments, alternating. Against the background of instruments that perform any element of texture (for example, the rhythmic pattern of a melody or metric pulsation), it is better to entrust accents to another instrument, brighter in timbre (tambourine, cymbals), and strong beats of measures to a third (depending on the nature of the music) .

Thus, in order for the orchestra to sound more expressive and colorful, it is better to entrust different elements of the composition’s texture (melody, bass, characteristic rhythm, accents) to instruments that differ in timbre.

Compound orchestra, the number of instruments in each group is also determined based the music itself. When performing folk melodies, folk instruments (wooden spoons, button accordion, etc.) should be used more. For classical music they are unacceptable - here it is preferable to use instruments whose analogues are available in symphony orchestra(triangle, xylophone, metallophone, flute, oboe).

The ratio of the number of instruments in each group (strings, winds, drums) is determined by the brightness of the timbres. There should be approximately twice as many stringed (quiet) instruments as voiced metallophones. There may be several accordions or triols that have a bright sound (2-4 instruments). The number of drums should also not be very large. When distributing parts in an orchestra among children, it is necessary to take into account their interests and abilities. The children who most easily select melodies by ear can be assigned parts of melodic instruments. To maintain a rhythmic basis, it is important to have good feeling rhythm. Therefore, the performance of metric pulsation and rhythmic pattern of melody is entrusted to children with developed sense rhythm.

The method of teaching playing in an orchestra is similar to the method of teaching individual playing and in an ensemble. Children who play instruments that have a scale learn their parts, starting with an awareness of the direction in which the melody moves. They sing a melody with and without words (on the syllables ta, ti, etc.), determine by modeling the direction of movement of the sounds of the melody (they lay out the sounds on a flannelgraph, show the direction of movement of the sounds with their hand while singing at the same time). To determine the ratio of the durations of sounds, they clap the rhythmic pattern of the melody, lay it out on a flannelgraph using sticks of various lengths or rhythmic notations adopted in musical notation, and make subtexts of the rhythmic pattern of the melody using syllables (ti-ti-ta). They play a melody on a “dumb” keyboard while singing and then play it on a musical instrument.

The teacher must be attentive to each child. Some children pick out melodies by ear more easily than others, therefore they do not need all the preparatory exercises. Those who play percussion instruments that do not have a scale learn their parts with piano accompaniment, singing, and gradually unite with others.

6. Independent musical activity of preschoolers

Systematic and systematic work on teaching children to play children's musical instruments makes it possible not only to consolidate the knowledge acquired in the process of musical lessons, to improve their ear for music, but also to develop children's independence and their creative activity.

Children's playing music enriches the child with impressions and has an impact on its development creativity, forms moral character. The musical experience that children acquire in classes allows them to successfully apply the acquired knowledge in holidays, entertainment and, of course, engage in independent musical activities.

We must try to teach children not only to play musical instruments, but also to independently apply the acquired skills in life. Equipment for music zones is one of the necessary conditions.

This issue must be taken very seriously. In kindergarten, each group should have musical corners where children can listen to their favorite works on record, sing their favorite songs, choose a melody on a metallophone, accordion, and play musical and didactic games. We must try to ensure that the music corner stimulates children’s independent activity and helps them in their creativity.

Try to ensure that in all groups musical corners there were albums with pictures based on the plots of program songs, encouraging children to play an instrument; player with a set of records with program works, folk music, children's songs and fairy tales. Independent musical activity is most clearly manifested in groups of senior preschool age.

There are always children in the group with musical abilities who quickly remember musical works playing several children's instruments. They are active and able to interest others. Therefore, you can instruct them to organize musical and didactic games in the group, which the children became acquainted with in the music lesson. Such guys are like an example for others, they make them want to be active too. There are children who quickly cope with the assigned tasks when playing a musical instrument, but are too self-confident: they often boast and laugh at those who have difficulty playing various instruments. Offer this child to perform something more difficult, requiring additional effort from him. By completing such tasks, the child ceases to feel superior to other children, since he himself has to work hard on the work and overcome difficulties. We must try to ensure that music takes an important place in children’s lives and awakens good feelings in them. This requires practical skills, skills in singing, movement, and playing children's musical instruments. They acquire these skills in classes, during individual lessons with a teacher in music corners. Only by solving all these problems can we achieve certain successes in the development of children's creativity.

Having learned to play, the child applies his skills in everyday life. For example, the game of “family” becomes much more interesting if the hostess, when receiving guests, plays the piano or metallophone.

In the process of independent activity, children develop a sense of camaraderie and mutual assistance.

big teaching children to play children's musical instruments is not will pass without a trace: children will master many instruments, will play individually and in ensembles.

Children have a lot of impressions from holidays, all kinds of entertainment, and concerts. In everyday life, they have a desire to repeat numbers from holiday programs. To do this, we transfer some attributes, decorations, and costume elements to the groups.

As a result of successive daily activities By teaching children to play musical instruments, the level of musical development of preschoolers will significantly increase.

Children learn to apply the acquired knowledge and skills in everyday life, and their creativity is intensified.

Conclusion

The main form of musical activity in kindergarten is music classes. They combine all types of musical activities: singing, listening to music, musical rhythmic movements, playing children's musical instruments.

Playing children's musical instruments in kindergarten is given special attention, since it is children's music playing that expands the scope of a preschooler's musical activity and increases interest in music lessons, promotes development musical memory, attention, helps overcome excessive shyness, stiffness, and expands the child’s musical education.

In the process of playing, the individual traits of each performer clearly manifest themselves: the presence of will, emotionality, concentration, creative and musical abilities develop and improve.

By learning to play musical instruments, children discover the world of musical sounds and their relationships, and more consciously discern the beauty of sound. various instruments. The quality of their singing improves (they sing clearer) and their musical and rhythmic movements (they reproduce rhythm more clearly).

For many children, playing children's musical instruments helps convey feelings and the inner spiritual world.

This is an excellent means of not only individual development, but also the development of thinking, creative initiative, and conscious relationships between children.

Literature

Bubley S. “Children’s Orchestra” Leningrad “Music” 1983

Vetlugina on Musical education in kindergarten. - M.: Enlightenment. 1981. Vetlugina N.A. Children's orchestra. - M.: Enlightenment.

Vetlugina N.A. Musical education in kindergarten. - M.: Education, 1981.

Kononova N.G. We teach children to play musical instruments. -1990.

Radynova O.P. Musical education of preschool children. - M.: Education: Vlados, 1994.

Olga Shamonina
Lesson notes for the middle group “Tools”

Summary of GCD in the middle correctional group.

Subject: « Tools»

Learn to recognize tools: hammer, needle, pliers, screwdriver, thimble to distinguish them from many other things.

In speech, designate labor actions as appropriate words:

hammered... (nails);

sawing with a saw….;

chopping with an ax...;

screw it in with a screwdriver...

Learn to imitate labor actions with substitute items in role-playing game, dramatization game, in constructive games.

Introduce safety rules in games. Train to store toys tools in a strictly defined place.

Children sit around the table

Want to know what's in my chest?

Then guess the riddle: Vertically challenged I, thin and sharp.

I look for my way with my nose, and I drag my tail behind me.

Needle and thread

What is it for? Can you play with a needle? Why not? What is the needle made of? Once upon a time there were no such sharp metal needles for a long time. And ancient people had to sew their clothes using thick fish bones or sharpened animal bones (Pictures). Do you think it was easy to sew clothes this way? Of course not. Then man first invented a large needle made of bronze, silver, and later iron. What other needles do you know? (Needles at the syringe, at the hedgehog, at the Christmas tree) Well done, how are they similar? Of course, they are sharp, and this can be dangerous. Therefore, how should you handle the needle correctly? (children's answers). Listen to another one riddle: Small head

sits on your finger

Hundreds of eyes

looks in all directions.

Thimble

What is a thimble for? Is it possible to play with him? Why? The thimble protects your fingers while working with the needle.

Finger gymnastics

Tanya, take a needle,

Let's sew a shirt and a T-shirt,

Pants, blouse and dress,

And we will dress the Katya doll. Show the index finger of the right hand - a needle. Rotate index finger around each finger of the left hand. Repeat with the other hand.

Guess what else is in my chest? I am the most lively worker in the workshop.

I pound as hard as I can - Day after day.

How did you guess? Why is it needed? What is it made of? What types of hammers are there? (Toy, wooden, metal, musical, large, small) Okay, now let’s give your eyes a little rest.

Visual gymnastics

This is not a simple matter -

Swing an ax skillfully Move your gaze up and down

I chop with an ax deftly, close your eyes, open your eyes

This requires some skill. They blink their eyes.

Who saw the ax? What is it for? (Look at the picture). An ax helps chop wood and branches for a fire (Pictures). What parts does it consist of? How should it be handled? Stand up and show me how to use an ax (physical minute).

Listen to another riddle. Whirlwind spinner. I rested my foot on the screw,

The chatterbox lost his peace. (screwdriver)

What is a screwdriver for? What parts does it consist of?

Where the tail rests,

There will be a hole later. (awl) Questions for children.

Well done. You solved a lot of riddles, tell me what they do with a hammer? A needle? Scissors? Saw? A broom? How can all these objects be called in one word? (Tools) . What are they for? tools? Why can't they be played? (Children make a conclusion)

State educational institution kindergarten No. 326

Moscow

Musical and educational project

for middle group children

"In the land of musical instruments"

Prepared: teacher of group No. 2 Melnikova Irina Olegovn

Project type : Thematic, group, complex.

Participants : Middle group children

Children's age : 4-5 years.

Integration areas:

“Artistic creativity”, “Communication”, “Socialization”, “Health”, “Safety”, “Cognition”.

Collaborative product: Creative living rooms, musical holidays, production of posters, invitation cards.

Children's activity product:

1. Creation of albums of children's works;

2. Exhibition of children's drawings;

3. Exhibition of children's musical instruments made by hand from waste material.

Relevance of the topic.

The world of sounds that surrounds us is amazing. There are so many of them and they are so different. And every sound can become music. You just have to try to hear it. Even very young children are able to improvise their music. Born of their imagination, it is simple and wonderful, like the country of childhood itself. Playing with sounds is an unlimited flight of imagination, freedom of self-expression, the joy of being the person you want, that everyone accepts you and does not evaluate you based on the principle of “whether you did something good or bad.” Playing with sounds is a creative exploration.

However, the main value of playing with sounds is that this form, fascinating for children and adults, is the simplest and most direct path to improvisation and oral composition.

Musical instruments for children are always wonderful, unusually attractive objects; children really want to play them. A musical instrument is a symbol of music for a child; the one who plays it is almost a magician.

Involving a preschooler in the creation of children's musical instruments makes it possible to feel like a creator and an individual, to perceive the environment differently, and to be more attentive to sounds.

You need to make your child feel that musical instruments have their own unique voice and unique history of origin. Small children, when they see this or that instrument, are drawn to it, want to touch it, pluck a string, and extract an unusual sound from it. This proves that the world of music is interesting and important for all children. Our main task, as adults, is to give children the opportunity to enter the magical world of music when they are drawn to it. The child must feel the miracle of music, its magical influence on the human soul.

Formulation of the problem.

Currently, many modern children are growing up on primitive musical “masterpieces” built on frantic rhythms and a cacophony of electronic sounds. This creates an atmosphere of spiritual poverty and artistic dullness, and does not contribute to harmonious and moral development.

It is curious that many children, after graduating from music school, having spent seven to eight years of their lives studying, end up quitting music classes and don’t even play their musical instrument. Why? Because as children they were not taught to play playfully.

This project is aimed at showing children that music is not boring, it is a whole amazing and fun world.

Brief description of the project:

The project is aimed at the formation of spiritual and moral education, contributes to the creation of a single educational space for a preschool educational institution and a family, united by a common humanitarian focus on introducing children to culture.

The project ensures successful interaction with various subjects of society, building partnerships between them through conducting classes and events.

The goal of this project is the desire to instill in children a keen interest in the world of music; introduce children to the basic musical terms and tools.

As a result of the project, children will develop ideas about many musical instruments, their sound and origin. And like the top creative achievement– their participation in an exciting quiz with questions, games and creative tasks.

The project will be implemented through a system of group and play activities with children, through a presentation for kindergarten teachers.

In total, middle school children, their parents, music director and teachers will be involved in the project.

Project goal:

· Expand and deepen preschoolers’ knowledge about musical instruments, their types, groups.

· Through fairy tales, stories, games and theatrical performances, teach children to think creatively and outside the box.

Tasks:

1. Development of the child’s emotional sphere.

2. Formation of children's aesthetic perception of the world around them.

3. Enrich children's musical experiences and contribute to the formation musical taste, musical memory and musicality in general.

4. Development of cognitive and creative abilities.

5. Promote the development of mental activity, memory, hearing, imagination.

6. Enrichment of the dictionary.

7. Master various forms of gaining experience.

8. Creating conditions for a favorable climate of interaction with parents and establishing trusting and partnership relationships with parents.

9. To develop in children a desire to get acquainted with the history of the creation of musical instruments.

10. To develop in children a desire to listen to folk and classical music, highlight the sound of individual musical instruments.

11. Create the necessary subject-developing musical environment.

Expected result:

As a result of the project implementation :

1. Children will get acquainted with drums, winds, strings, keyboards, and musical instruments.

2. The sphere of feelings, emotional responsiveness to listening to classical and instrumental music, and readiness for creativity will develop.

Evaluation of results:

Performance assessment based on the results of work will be carried out in three areas: children, teachers, parents

Determining the progress of children will be monitored through diagnostics at the beginning and end of work on the project: “Land of Musical Instruments”

At the end of the project, a survey of all participants will be conducted to summarize the results of the work.

Project implementation plan:

The implementation of this project will take place in 3 stages:

Stage 1 – preparatory

At this stage, the information base necessary for the implementation of the project is created, and an advertising and information campaign is carried out.

Searching for information about various musical instruments in books, TV shows, and the Internet.

Stage 2 – main

Implementation of the main activities in the project areas.

Research activities.

Involving parents in preparing materials for making children's instruments.

Making children's instruments together with parents.

Stage 3 – final

Final, which includes the collection and processing of diagnostic results, and the correlation of assigned tasks, predicted results with the results obtained.

Interaction with family and teachers:

1. Consultation for parents on the topic: “The influence of music on the development of a child.”

2. Consultation for educators on the topic: “Musical education of preschool children”

3. Making by parents didactic material for music lessons.

Equipment and equipment of the pedagogical process:

1. Select a music library with sound samples of musical instruments studied during the project.

2. Select illustrated material.

3. Game activity: Musical and didactic games.

4. Presentation: “Musical Instruments”

5. A series of game excursions and classes on the topic of the project.

Introduction to musical instruments

(Musical instrument passports):

A musical instrument is usually an object with the help of which musicians perform or improvise music or any, including non-musical, unorganized sounds.

Balalaika- a relatively young musical instrument. The first mention of it in written monuments dates back to 1715. Perhaps it arose as a kind of offshoot of the ancient Russian domra and soon, having become unusually widespread, replaced a number of other instruments, including the domra.

The popularity of the balalaika in rural and urban musical life is eloquently demonstrated by numerous popular prints and various folk pictures. The use of the balalaika in the musical life of the people was very diverse: it was used to perform songs and dances, accompanied solo and choral singing, and was included in various instrumental ensembles.

Guitar- plucked string instrument. In shape it resembles bowed strings, but differs from them in the number of strings and the way of playing. Guitars come in six- and seven-string versions. Seven string guitar, the most convenient for vocal accompaniment, has become most widespread in Russia. The six-string guitar was common in Spain. She also became a solo instrument. Many major composers had excellent command of the guitar and enjoyed writing for it.

Violin- the most common string bowed instrument. “She is as necessary an instrument in music as our daily bread in human existence,” musicians said about her back in the 17th century.

Violins were made in many countries around the world, but the best violin makers lived in Italy, in the city of Cremona. Violins made by the Cremonese masters of the 16th - 18th centuries, Amati, Guarneri and Stradivari, are still considered unsurpassed. The Italians sacredly kept the secrets of their craftsmanship. They knew how to make the sound of violins especially melodious and gentle, similar to human voice. Not many famous Italian violins have survived to this day, but all of them are strictly registered. The best musicians in the world play them.

Wooden spoons used in Slavic tradition like a musical instrument. The game set ranges from 3 to 5 spoons, sometimes of different sizes. The sound is produced by striking the back sides of the scoops against each other. The timbre of the sound depends on the method of sound production.

Typically, one performer uses three spoons, two of which are placed between the fingers of the left hand, and the third is taken in the right. The blows are made with the third spoon, two at a time in the left hand. Usually, for convenience, blows are made on the hand or knee. Sometimes bells are hung from the spoons.

Tambourine- a percussion musical instrument of indefinite pitch, consisting of a leather membrane stretched over a wooden rim. Some types of tambourines have metal bells attached to them, which begin to ring when the performer strikes the membrane of the tambourine, rubs it, or shakes the entire instrument.

Drum- percussion musical instrument, membranophone. Distributed among most peoples. It consists of a hollow cylindrical wooden (or metal) resonator body or frame, onto which membranes are stretched on one or both sides. The relative pitch of the sound can be adjusted by the tension of the membranes. The sound is produced by striking the membrane with a wooden mallet with a soft tip, a stick, hands, and sometimes by friction.

The existence of drums is known to exist in ancient Sumer around 3000 BC. e. During excavations in Mesopotamia, some of the oldest percussion instruments were found, made in the form of small cylinders, the origin of which dates back to the third millennium BC. Since ancient times, the drum has been used as a signaling instrument, as well as to accompany ritual dances, military processions, and religious ceremonies. Drums came to modern Europe from the Middle East. The prototype of the snare (military) drum was borrowed from the Arabs in Spain and Palestine. The long history of development of the instrument is evidenced by the wide variety of its types today. Known drums various forms and sizes.

Glockenspiel- a type of musical instrument, the main element of which is a series of metal plates-keys, which are struck with a special hammer to produce sound.

One type of metallophone is bells.

A similar musical instrument is the xylophone, which differs from the metallophone mainly in the material used to make the keys.

Dudka- Russian folk musical wind instrument, consisting of elderberry reed or reed and having several side holes, and a mouthpiece for blowing. There are double pipes: two folded tubes are blown through one common mouthpiece.

Archaeological excavations indicate that bone pipes were played long before our era. In ethnographic materials of the 18th and 19th centuries. wooden and reed pipes are mentioned.

A wooden pipe can be cut from a branch or made on a lathe. A whistle is cut out at the end or a pity is inserted. Holes are burned or drilled in the pipe.

In a reed pipe or pity pipe, the tongue is cut directly on it. The sound is peculiar, sharp.

Whistle- a children's toy whistle.

Whistles have their origins deep in antiquity and are found again in modern times. They found embodiment in the genre Dymkovo toys- masters sculpted them in the shape of birds, goats and lambs and gave them to children for holidays or sold them at large fairs.

A hole was made in the toys (usually in the tail) through which one had to blow, and then a soft, but at the same time slightly sharp sound was produced.

Working with parents:

· Consultation for parents on the topic “The influence of music on child development.”

· Consultation for parents on the topic “Musical education in the family.”

· Making musical instruments by parents together with their children from scrap materials.

· Inviting parents to musical celebrations.”

· Demonstration of educational activities for students to familiarize themselves with the world around them “Excursion to the Museum of Musical Instruments.”

Working with teachers:

· Consultation for educators on the topic: “Musical education of preschool children.”

Conclusion

Currently great importance acquires the search and development of specialized methods and techniques for creating a children's musical orchestra, the implementation of which would contribute to the creation of qualitatively new approaches to organizing this activity with the younger generation.

Thanks to the use of modern educational technologies in productive activities in the research project, children developed communicative, combinatorial, creative abilities, imagination and thinking.

Particular attention is paid to the joint activities of children and adults, during which the need of preschoolers to communicate with adults, to understand their world, and the desire to take part in joint activities is satisfied.

Conclusion:

Summarizing all of the above, it should be noted that by the age of 5-6, children are distinguished by a fairly high level of mental development, including dissected perception, generalized norms of thinking, and semantic memorization. At this time, a certain amount of knowledge and skills is formed, an arbitrary form of memory, thinking, and imagination intensively develops, based on which one can encourage the child to listen, consider, remember, and analyze. Music lessons contribute to the comprehensive development of a child’s personality. The relationship between all aspects of education develops in the process of various types and forms of musical activity. Emotional responsiveness and a developed ear for music will allow children to respond to good feelings and actions in accessible forms, help to activate mental activity and, constantly improving movements, will develop preschoolers physically.

Scenario for the lesson “Musical Instruments”»

Target:
Consolidation, formation and development musical abilities children, allowing them to apply the acquired knowledge in playing various children's musical instruments and in creative endeavors (necessary for learning to play musical instruments).

Tasks:
1. Consolidate and systematize knowledge on the classification of musical instruments.
2.Enrich your vocabulary with musical terms.
3. To develop the ability to identify musical instruments by sound; sing consistently and expressively, conveying the character of the song in singing.
4.Develop musical and creative abilities through various types musical activity.
5. To develop communication skills, interest in musical instruments and the desire to play them.

Preliminary work:
listening to different instruments, getting to know the instruments.

Equipment:
TV and Internet (for listening and viewing)
Musical instruments: drum, accordion, spoons, tambourine, guitar, balalaika;
Visual aid: tables - pictures depicting musical instruments

Educator: Guys, today we will go to unusual country. Such a country is not on any geographical map, but it exists where they love music. This is the Land of Musical Instruments. And we will go to this country via the Internet.
Educator: Guys, look how beautiful our country of musical instruments is. How many different musical instruments are there (we list them). They are all so different, but they can still be combined into four main groups. What are these groups called?

Children classify musical instruments into groups: drums, winds, strings, keyboards.

Educator: Well done, guys!

The first ones we will visit will be percussion musical instruments, because they were the first to appear on Earth, and are the simplest and most unpretentious.

Game "Musical Guess"

The teacher asks children riddles about musical instruments.

Who in the orchestra will help you,
He can knock on a complex rhythm.
Any rhythm, from different countries.
Well, of course………… (Drum)

The child who has guessed the riddle points to a picture of a drum.

Educator: In ancient times, the drum was made from the skins of animals obtained from hunting, and it had important in people's lives. They used it, for example, as a telephone, in order to transmit information over long distances, or to warn their neighbors who lived very far away about the danger.

Wooden chips,
Knock a little.
You can slurp cabbage soup with them,
Or you can play “The Lady”. (Wooden spoons)

points to a picture of wooden spoons

The palm knocks on it,
shakes freely.
And it rings and thunders.
It doesn't hurt him at all. (Tambourine)

Take me in your palms.
Shake me with your hand.
And you will hear my voice,
Wooden, mischievous. (Ratchet)

Educator: The rattle not only sang along with the tambourine and spoons on folk holidays, but also protected the garden from pests. It crackled loudly in the wind and scared away crows and rooks.

Take it in your palm
A chime will be heard.
Ding-ding-ding, dong-dong-dong,
Whose is this ringing? (Bell)

A card with a picture of a bell is placed in the table.

He looks like a rattle
Only this is not a toy!.. (Maracas)

Guys, wind musical instruments have also prepared a game for you. The game is called "Guess who's singing?" First of all, let's remember what wind instruments we met in previous lessons?

Children list the wind instruments that they became acquainted with in previous lessons: flute, trumpet, saxophone, pity.

Educator: The wind instruments will sing for you in turn, and you should find out which instrument sang for you?

Game "Guess who's singing?"

The teacher gives the children to listen to phonograms of the sounds of various wind instruments.

Educator:
Smooth bow movements
The strings make you tremble.
The motive sounds from afar,
Sings about a moonlit evening.
How clear the sounds are overflowing.
There is joy and a smile in them.
It sounds like a dreamy tune
Its name is violin!

It's time, guys, to talk about string instruments.

Slide 1
Every violin has a bow.
He is a loyal, devoted friend.
When the violinist moves his bow
And the violin cries and sings.

Slide 2
"Harp - magic instrument» -
Said the thoughtful poet.
As soon as the hands touch the strings -
And gentle sounds will flow.

Slide 3
Guitars sounds by the fire.
There is so much light and goodness in them.
Like my deepest friend,
Her melodious, gentle sound.

Slide 4
Under the gusli ringing tunes
Young men and maidens fell in love.
At weddings the harp was sung,
And the young were blessed

Slide 5
Louder than a balalaika
Not in the whole world.
She is originally Russian
Folk instrument.
They sang and danced to it
They were sad and sighed.
On holidays to the oohs and oohs
The buffoons had fun.

Keyboard instruments.

Educator: First place of honor our good piano should be occupied.

Card with a picture of a piano
Educator: This instrument is otherwise called a piano. If its name is translated into Russian, it will sound like “loud - quiet”. Inside keyboard instruments live hammers that strike taut strings and give birth to beautiful sounds of music that can tell about a beautiful morning and cold winter, about a kind grandmother's fairy tale and the evil Baba Yaga, about beautiful butterflies and wonderful flowers.

Educator: Guys, what keyboard instruments do you still know?

Children's answers: Piano, accordion, synthesizer.

"In the world of musical instruments" Creative project in average preschool group“In the world of musical instruments” Creative project in the middle group of a pre-school educational institution Nadezhda Vladimirovna Koshutina – music director of the MBOU “Secondary School 3 in Velsk, JV “Kindergarten 61 “Rodnichok”

Project type: creative Project duration: medium-term Project participants: middle preschool children from 4 to 5 years old; educators; parents; project manager - music director Educational areas: this project integrates all areas: artistic - aesthetic, cognitive, speech, social - communicative and physical development

Objectives: In the world of musical instruments Development of the child’s emotional sphere Enriching children’s musical impressions and promoting the formation of musical taste, musical memory and musicality in general Introducing musical culture Formation of the need for the perception of music Formation in children aesthetic perception the surrounding world Development of cognitive and creative abilities Enrichment of vocabulary Promotion of the development of mental activity, memory, hearing, imagination Development of hand motor skills Creation of conditions for a favorable climate of interaction with parents and the establishment of trusting and partnership relations with parents

Expected results: Enrichment of children's musical experiences. Manifestation of the need to perceive music. Developed skills: - recognize by ear and name various musical instruments, - assemble puzzles with images of musical instruments, - color images of musical instruments, - guess riddles about musical instruments, - extract rhythmic sound from musical instruments different ways, - coordinate your playing of musical instruments with other children. Involving parents in the educational process through the making of musical instruments by parents, together with their children, with their own hands.

Preliminary work: Preliminary work: 1. Search for information about various musical instruments in books, TV shows, the Internet (history of creation, cartoons, riddles, pictures for coloring, puzzles, etc.) 2. Creation of consultations for parents: “Music and child’s health”, “Do-it-yourself musical instruments”, - operational cards for making musical instruments with your own hands, - a bright announcement to attract parents to participate in the project.

Participation (of children, teachers, parents) in the implementation of the project: Music director: preparation of information about various musical instruments, selection of demonstration and handout material, preparation of consultations, operational cards, announcements for parents, Team work with children (together with the teacher): conversations, coloring pictures, looking at illustrations, guessing riddles, “Assemble a musical instrument”, “Learn an instrument”, playing children’s musical instruments, designing the exhibition “Orchestra with your own hands”, creating a multimedia presentation .