A story about a musical journey through different countries. Journey through a musical country

Bright pages in the lives of many outstanding composers were travels to different countries of the world. The impressions received from the trips inspired great masters to create new musical masterpieces.

The Great Journey of F. Liszt.

The famous cycle of piano pieces by F. Liszt is called “The Years of Wanderings”. The composer combined in it many works inspired by visits to famous historical and cultural places. The beauty of Switzerland was reflected in the musical lines of the plays “At the Spring”, “On Lake Wallenstadt”, “The Thunderstorm”, “The Oberman Valley”, “The Bells of Geneva” and others. While staying with his family in Italy, Liszt met Rome, Florence, and Naples.

F. Leaf. Fountains of Villa d.Este (with views of the villa)

Piano works inspired by this journey are inspired by Italian Renaissance art. These plays also confirm Liszt's belief that all types of art are closely related. Having seen Raphael's painting "The Betrothal", Liszt wrote a musical play with the same name, and the severe sculpture of L. Medici by Michelangelo inspired the miniature "The Thinker".

The image of the great Dante is embodied in the fantasy sonata “After Reading Dante.” Several plays are united under the heading "Venice and Naples". They are brilliant transcriptions of popular Venetian melodies, including a fiery Italian tarantella.

In Italy, the composer's imagination was struck by the beauty of the legendary Villa d. Este of the 16th century, the architectural complex of which included a palace and lush gardens with fountains. Liszt creates a virtuosic, romantic play, “The Fountains of the Villa d. Este,” in which one can hear the trembling and flickering of water jets.

Russian composers and travelers.

The founder of Russian classical music, M. I. Glinka, managed to visit different countries, including Spain. The composer traveled a lot on horseback through the villages of the country, studying local customs, mores, and Spanish musical culture. As a result, the brilliant “Spanish Overtures” were written.

M. I. Glinka. Aragonese jota.

The magnificent "Aragonese Jota" is based on authentic dance melodies from the province of Aragon. The music of this work is characterized by bright colors and rich contrasts. Castanets, so typical of Spanish folklore, sound especially impressive in the orchestra.

The cheerful, graceful theme of the jota bursts into the musical context, after a slow, majestic introduction, with brilliance, like a “stream of a fountain” (as one of the classics of musicology B. Asafiev noted), gradually turning into a jubilant stream of unbridled folk fun.

M. I. Glinka Aragonese jota (with dance)

M.A. Balakirev was delighted with the magical nature of the Caucasus, its legends, and the music of the mountain people. He creates the piano fantasy “Islamey” on the theme of Kabardian folk dance, the romance “Georgian Song”, the symphonic poem “Tamara” based on the famous poem by M. Yu. Lermontov, which turned out to be in tune with the composer’s plans. Lermontov's poetic creation is based on the legend of the beautiful and treacherous Queen Tamara, who invites knights to the tower and dooms them to death.

M. A. Balakirev “Tamara”.

The introduction of the Poem paints a gloomy picture of the Daryal Gorge, and in the central part of the work bright, passion-filled melodies in the oriental style sound, revealing the image of the legendary queen. The Poem ends with restrained dramatic music, indicating the tragic fate of the fans of the crafty Queen Tamara.

The world has become small.

The exotic East attracts C. Saint-Saëns to travel, and he visits Egypt, Algeria, South America, and Asia. The fruit of the composer’s acquaintance with the culture of these countries were the following works: the orchestral “Algerian Suite”, the fantasy “Africa” for piano and orchestra, “Persian Melodies” for voice and piano.

Composers of the 20th century there was no need to spend weeks shaking in a stagecoach off-road to see the beauty of distant countries. The English musical classic B. Britten went on a long journey in 1956 and visited India, Indonesia, Japan, and Ceylon.

The ballet-fairy tale “Prince of the Pagodas” was born under the impression of this grandiose voyage. The story of how the Emperor’s evil daughter Ellin takes away her father’s crown, and tries to take away her groom from her sister Rose, is woven from many European fairy tales, with plots from oriental legends interspersed there as well. The charming and noble princess Rose is taken by the insidious Jester to the mythical Kingdom of Pagodas, where she is met by the Prince, enchanted by the Salamander monster.

The princess's kiss breaks the spell. The ballet ends with the return of the Emperor's father to the throne and the wedding of Rose and the Prince. The orchestral part of the scene of the meeting between Rose and Salamander is full of exotic sounds, reminiscent of Balinese gamelan.

B. Britten “Prince of the Pagodas” (Princess Rose, Scamander and the Fool).

Summary of a music lesson for grade 4 using ICT, creative technologies and developmental education

The purpose of the lesson : introduce children to the musical history of Italy, the main musical genres and phenomena characteristic of the musical culture of this country.

Tasks:

give the concepts " bell canto ", barcarolle, tarantella.

master some elements of musical notation using the example of the tarantella.

introduce the popular Italian folk song “Santa Lucia”, “Tarantella” by G. Rossini, “Barcarolle” from the cycle “The Seasons” and “Tarantella” from the ballet “Swan Lake” by P.I. Tchaikovsky, with paintings by artists A. Bogolyubov , I. Aivazovsky, S. F. Shchedrin, A. N. Mokritsky,

learn the song “Pasta” by I. Boyko.

Equipment for the lesson : smart -board, multimedia equipment, computer, piano or synthesizer, music center.

Materials for the lesson : “Santa Lucia”, “Tarantella” by G. Rossini, “Barcarolle” from the cycle “The Seasons” by P.I. Tchaikovsky, “Tarantella” from the ballet “Swan Lake” by P.I. Tchaikovsky, reproductions of paintings by A. Bogolyubov “View Sorrento”, I. Aivazovsky’s “Amalfi Coast”, S. F. Shchedrin’s “Santa Lucia Embankment in Naples”, A. N. Mokritsky’s “Italian Women on the Terrace”, reproductions of paintings by Italian artists on the topic, I. Boyko’s “Pasta”.

During the classes.

Teacher : - Hello guys! Today we will go on a musical journey through Italy, you will find out why the musical culture of this country is famous and interesting.

The Italian people have long been famous for their musicality, and the roots of this musical culture go back to Ancient Rome. Even then, the first singing schools were created. And later, the Italian monk Guido D'Arezzo invented musical notation.

It was in Italy that the first opera was born. And this is not surprising, because in Italy everyone loves to sing: both children and adults, and people of different professions, from baker to minister.

Why do you think?

Children : - Italy is very beautiful, and I wanted to sing from the beauty of nature.

Teacher : - Indeed, this is facilitated by the unusually beautiful nature, the mild maritime climate and, probably, the Italian language itself. It is very melodious, melodic, and has many vowels that are well vocalized. Italian is recognized by musicians as the international language of music.
See if these Italian words are familiar to you?

What do they mean? (Children remember the terms: “loud” and “quiet” ") What other Italian words-terms can you name? (Children name familiar words and terms: legato , staccato , dolce , crescendo , diminuendo )

Teacher: - Listen to the famous Italian song “Santa Lucia” performed by Robertino Loretti (this is an Italian boy who at one time amazed the audience with his beautiful voice bell canto ). He sang like an adult musician. Listen to the melody of the language, the melodiousness of the vowels, and be imbued with the beauty of the melody. And S. F. Shchedrin’s painting “Santa Lucia Embankment in Naples” will help us feel the atmosphere of Italy.

Listening to a fragment of a song.

Teacher : - Did you feel the beauty of the melody of this folk song and the melodiousness of the Italian language? Do you think, without knowing the Italian language, you can understand in general terms what this song is about?

Children : - Probably about nature, a person expresses his love for someone or something.

Teacher : - Absolutely right. The song's lyrics describe the colorful coastal town of Santa Lucia on the shores of the Bay of Naples. Let's sing a short fragment of the song, first in Russian, then in Italian.

The teacher learns the melody and lyrics of the song with the children.

Teacher: - What language did you enjoy singing this song in?

Children : - The content is clearer in Russian, but the melody is sung better and sounds more beautiful in Italian.

Teacher : - Yes, the Italian language is unusually vocal. The song "Santa Lucia" is written in the genrebarcarolles , that is, songs on the water, songs of a boatman. "Barca" means "boat" in Italian.

Pay attention to the painting by Ivan Konstantinovich Aivazovsky, marine painter XIX century. By the way, P.I. Tchaikovsky, our Russian composer XIX century, who, as you know, traveled a lot to different countries, and also visited Italy. And there he listened carefully to the sound of folk melodies and songs. And he expressed his impressions in a piece of music, a piece for piano, which is called “Barcarolle”.

I’ll now perform a fragment of this piece, and you listen and tell me why the composer called the work that way: “Barcarolle”?

Children listen to a fragment of a play performed by a teacher.

Teacher : - So why did P. Tchaikovsky call the play “Barcarolle”, why the song on the water? How did the melody move? What kind of support was there? (Children note the melodiousness, length, smoothness of the melodic line and the soft swaying of the accompaniment, reminiscent of the splashing of waves.)

Teacher : - But in Italy they don’t only sing. There are Italian dances that have become a kind of symbol of the country and are known throughout the world. This is the dancetarantella.

There is a version that the name of this dance comes from the terrible tarantula spider, whose bite is fatal. And a person can avoid death by dancing the temperamental and passionate dance of the tarantella at a frantic pace. This dance is usually accompanied by playing the flute and hitting the tambourine. The melody of one very famous tarantella throughout the world was written by an Italian composer XIX century Gioachino Rossini.

Listen to the tarantella and understand the rhythmic basis of this dance.

Children listen to Tarantella by Gioachino Rossini.

Teacher : - What is the musical size, tarantella count?

Children note the three-part nature of the dance, some - two parts.

Teacher : - The musical size of the dance is 6/8, that is, there are six eighth beats in a musical measure. You can count in six counts or in bipartite time of three.

P.I. Tchaikovsky used the tarantella in the ballet “Swan Lake”. There is a fragment when guests from different countries come to Prince Siegfried’s ball and dance their national dances. And the Italian guests dance the tarantella.

Listen to the tarantella from the ballet and tell me if the melody of this dance is familiar to you?

Children listen to a fragment from the ballet “Swan Lake” by P.I. Tchaikovsky (scene at the ball)

Teacher : - Did you recognize the melody?(Children remember a piece from the piano cycle “Children’s Album” ) This is the melody of the “Neapolitan Song”. Tchaikovsky once witnessed a scene in Naples, when a young man in love sang a serenade under the window of his beloved. The composer liked the melody of this song so much that he included it in the “Children’s Album”, and then it was performed in the ballet “Swan Lake”.

But it also happened, guys, that Italian children earned their living by singing.

The song “Pasta” tells us about this. By the way, pasta or macaroni is also a gastronomic symbol of Italy. Listen to the song and tell me, what dance rhythm is it already familiar to you?

The teacher performs 1 verse and chorus of the song. Children will learn the rhythm of the tarantella .

Vocal and choral work on the song . The teacher leads the children in chanting to the melody of the chorus of the song. Next, work on phrases, singing out loud, silently, in groups, etc.

Lesson summary.

Teacher: - Guys, did you like our musical journey through Italy? What genres of Italian music have you encountered today?(Barcarolle, tarantella). What composers' music was played during the lesson? (Rossini, Tchaikovsky ) What artists' paintings helped us feel the beauty of Italy? (Bogolyubov, Aivazovsky, Shchedrin). I think you will share your impressions with your friends and family. See you again!

Class: 4

Presentation for the lesson

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Target: formation of children's first ideas about the musical culture of Italy.

• disclosure through the means of an integrative complex of arts of the national identity of the musical and artistic culture of Italy;

educational:

• introducing children to outstanding representatives of the Italian performing and composing school, world-famous violin makers;

developing:

• musical development of students through their direct participation in all types of musical activities;

educational:

• to educate the child’s creative personality, his spirituality and morality through works of music and art.

• Verbal.
• Visual.
• Practical.
• Explanatory and illustrative.

• Hearing.
• Execution.
• Plastic intonation.

Equipment.

• Computer.
• Multimedia projector.
• Screen.
• Accordion.

Musical lesson material.

• Neopolitan song “Santa Lucia”.
• D. Rossini “Neapolitan Tarantella”.
• N. Paganini “Capriccio”.
• INP “Four cockroaches and a cricket.”

Additional material.

• Portraits of Robertino Loretti, Antonio Stradivari, Nicolo Paganini.
• Reproductions of paintings by A.P. Bogolyubov “Sorrento” and S.F. Shedrina “Santa Lucia in Naples”.

During the classes

(Slide No. 2)

The teacher greets the students.

Introducing a new topic.

Teacher: Today we will make an exciting trip around Italy. (Slide No. 3)

Italy is located in the south of Europe, on the Apennine Peninsula. Famous cities - Rome, Venice, Naples, Sorrento. (Slide No. 4, 5)

Let's get acquainted with reproductions of paintings by A.P. Bogolyubov “Sorrento” and S.F. Shchedrin “Santo Lucia in Naples”.

What do these paintings have in common?

Students: The presence of the sea.

Teacher: That's right, the presence of the sea. The warm southern seas - Mediterranean, Adriatic, Ionian - play an important role in the life of Italians. Many residents of this country are engaged in fishing. Besides the sea, Italians have another passion - singing. And often both objects of veneration, the sea and the song, are united. An example of this is songs about the sea, about water, or rather songs on water - the famous Italian barcarolles. The Barcarolles were born in Venice. (Slide No. 6) The city is located on the islands of the Venetian Lagoon of the Adriatic Sea, so all movement in it is carried out only by boats. These flat-bottomed, single-oared boats are called gondolas. (Slide No. 7) They are ruled by gondoliers, singing songs. (Slide No. 8) One of the most popular not only in Italy, but throughout the world is the Neapolitan song “Santa Lucia”. Here is the Russian translation of this song:

Moonlight
The sea shines
The wind is fair
The sail rises.
My boat is light
The oars are big...
Santa Lucia. (2 times)

Naples is wonderful,
Oh, lovely land,
Where he smiles
The vault of heaven is for us!
rushing from the sea
Dear songs...
Santa Lucia. (2 times)

Listening to the work “Santa Lucia”.

The song is in the tradition of barcarolle in time signature 6/8; the soft swaying movement of the melody seems to reproduce the splash of water. (Slide No. 9). This song will be performed by the wonderful Italian singer Robertino Loretti.

Plastic intonation.

Teacher: Listening to music, we transform into gondoliers and control imaginary boats. Girls imitate the splash of waves with their hands, and boys imitate the movement of an oar (a song sounds, children transform into gondoliers and control imaginary boats).

Introduction to Italian folk dance.

The most common dance in Italy is the Tarantella. According to one version, the dance owes its name to the southern Italian city of Taranto. According to another version, the rapid circular movements of dancers performing the tarantella are similar to the action of people bitten by a tarantula (a special type of spider). The tarantella is performed at a fast tempo and is accompanied by guitar playing, tambourine strumming, and sometimes singing. (Slide No. 10) Not a single holiday in Italy is complete without tarantella. Now we will listen to “Neapolitan Tarantella” by D. Rossini. We mark the strong beat by clapping our hands, imitating the blow of a tambourine.

Visit to the workshop of A. Stradivari.

(Slide No. 11)

The violin instrument is also present in the tarantella accompaniment. Violins were made in many countries around the world, but the best violin makers lived in Italy. Their names are N. Amati, A. Guarneri, A. Stradivari. They passed on the secrets of their craft only to their students.

To prepare a violin, only about 240 grams of wood is enough. It should be of different species: spruce for the top cover, white-trunked maple for the bottom. You only need to cut down a tree in the spring, when it comes to life and the leaves draw moisture from the trunk. Otherwise, the tree, with resinous juices inside, will be heavy and dull, and the sound in it will get stuck. The thickness of the walls of the violin is also different everywhere: thicker in the middle, and thinner towards the edges. And this is also for the beauty of sound. The sound flies out through the figured slots of the body, and does not die out inside. Even the stand on which the strings lie plays a role in the sound quality: it springs under the strings and softens their pressure. Varnish also has a special meaning for the sound of the violin. It protects it from dampness. But it may happen that the varnish binds the wood with its icy crust and prevents it from sounding. This means that not just any varnish is suitable. Violins made by the Italian master Antonio Stradivari are known throughout the world.

Listening to the work of N. Paganini.

Now we are going to listen to a piece written by the Italian composer, the wonderful violinist Nicolo Paganini. (Slide No. 12) This is the first violinist who began to perform violin works by heart. The name of the brilliant violinist is surrounded by legends. During his lifetime, he was accused of witchcraft, because at the time when he lived, in the first half of the 19th century, people did not believe that an ordinary person could play the violin so magnificently without the help of magical power. (N. Paganini's capriccio sounds)

Teacher: In what form is this work written?

Students: in the form of variations.

Teacher: That's right - in the form of variations.

Dynamic pause.

Teacher: And now for physical education.

“Head forward, head back, head forward, back and straight.

Head back, head forward, head back, forward and straight.

Ear right, ear left, ear right, left, straight.

Nose to the right, nose to the left, nose to the right, left, straight.”

Teacher: Well done!

Vocal and choral work.

Teacher: In the last lesson, we got acquainted with the text of the Italian folk song “Four Cockroaches and a Cricket.” What kind of melody do you think this song will have?

Pupils: Cheerful.

Teacher: What about the tempo?

Students: Mobile.

Teacher: That's right, guys! Now let's listen to the sound of this song. (Teacher performs a song).

Teacher: Let's work on diction. What is well said is half sung.

Working with the lyrics of the song (we pronounce each word with exaggerated and emphasized pronunciation).

Students learn the melody of a song (echo technique). And then they perform the song in phrases (in a chain).

Consolidation of acquired knowledge. (Slide No. 13, 14)

1. Which city in Italy is famous for its “water” streets? (Venice).
2. Name the Italian folk dance (Tarantella).
3. Name the famous Italian singer who performed the song “Santa Lucia” (Robertino Loretti).
4. Name the Italian folk instrument (tambourine).
5. Name the Italian composer and violinist (Nicolo Paganini).
6. What are single-oared flat-bottomed boats called? (Gondolas).

Lesson summary.

So the culture of Italy was represented by its best examples in all genres of musical art. We got acquainted with the famous Neapolitan tarantella by G. Rossini, the barcarolle “Santa Lucia” and the voice of R. Loretti, with an instrumental work by N. Paganini, visited the workshop of A. Stradevari and learned the secret of making a violin.

Homework.

Please make a crossword puzzle so that the key words are new terms that you learned in class.

Objectives: To introduce students to European composers, their works, as well as folk music.

I. Educational:

Getting to know the works of composers from different countries

Introduction to folk music

II.Developing:

Improve speech skills

Improving the ability to analyze a piece of music and means of musical expression.

III.Educational:

Cultivate curiosity and interest in music

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State budgetary educational institution secondary school No. 591

Nevsky district of St. Petersburg

Summary on the topic:

"Journey through musical Europe"

Abstract developed

primary school teacher

Monakova Ekaterina Glebovna

Goals: To introduce students to European composers, their works, as well as folk music.

Tasks:

1. Educational:

• Getting to know the works of composers from different countries
• Introduction to folk music

1. Educational:

• Improve speech skills
• Improving the ability to analyze a piece of music and means of musical expression.

1. Educational:

• Cultivate curiosity and interest in music

Facilities: Computer, projector, presentation for class

Fit: Traditional

Lesson plan:

1. Organizing time
2. Updating knowledge
3. Working on new material. Listening to music.
4. Lesson summary. Reflection

During the classes:

I. Organizational moment.

Teacher: Hello! Is everyone ready for class?

II.Updating knowledge.

Teacher: Today we will go on a journey through musical Europe. We will get to know the countries, composers and their works. What do you think is the one thing you can’t go on a trip without?

Students: They assume. (Luggage, ticket.)

Teacher: To go on a trip we need a ticket. To purchase a ticket you must solve a crossword puzzle. (See Appendix)

Students: Solving a crossword puzzle.

Teacher: Well done! Here is your ticket. Now we have a ticket and we are going on a journey.

III. Working on new material.

Teacher: And so the first country we are going to is Austria. Do you know whose portrait this is?

Students: They answer whose portrait it is.

Teacher: Mozart was born in Salzburg. Mozart's musical abilities manifested themselves at a very early age, when he was about three years old. His fatherLeopold Mozart was one of the leading European music teachers. Wolfgang's father taught him the basics of playing theharpsichord , violin And organ . His music is fabulously beautiful and elegant, it reflects the character of the composer, who, despite life's trials, always remained a bright person. Today we will get acquainted with Symphony No. 40, which was written at the peak of his talent. Symphony - music. a work for a symphony orchestra consisting of 3-4 movements united by a common theme, but different in sound.

Students: Listen to part 1 of Symphony No. 40.

TEACHER :- Guys, after listening to the music, tell me what the character of the symphony is

Students: (Answers: soulful, reverent, excited, lyrical)

Teacher: What country did we visit and what composer did we meet?

Students: Austria. W.A.Mozart

Teacher : Well done. And now we're leaving. To the capital of Poland, Warsaw.Warsaw is rightly called “the city of Chopin”. He spent almost 20 years hereown life. This was the city of his youth, here he graduated from school, here he studied music, here his first works were written and published,the first masterpieces were created.Lev Ozerov wrote this poem about his Waltz No. 7:

Still rings in my ears
On the seventh waltz a light step,
Like a spring breeze
Like the flutter of bird wings,
Like the world I've discovered
In a tangle of musical lines.

That waltz still sounds in me,
Like a cloud in blue,
Like a spring in the grass,
Like a dream that I see in reality,
Like the news that I live
In kinship with nature

TEACHER: - I propose now to listen to Waltz No. 7 by F. Chopin, to determine its character. Listening to Chopin's Waltz No. 7

Students: Listening to Waltz No. 7 by F. Chopin

Teacher: What is the character of the waltz?

Students: (romantic, good-natured, friendly, melodious)

Teacher: Now we have one more city behind us and here we are in Italy. Italy is famous for its composers, but we will get acquainted with the folk music of Italy. The song's lyrics describe the colorful coastal town of Santa Lucia on the shores of the Bay of Naples. Let's listen.

Pupils: Listen to music.

Teacher: So we visited the shore of the bay and I propose to go to Germany to meet with Johann Sebastian Bach. German composer, virtuoso organist, music teacher. Bach's father died suddenly when Johann Sebastian was nine years old. The boy was given to be raised by his older brother, organist Johann Christoph Bach. Christophe had a collection of works by then famous composers. The older brother locked this collection of “fashionable” music in a barred closet, but at night young Bach managed in some cunning way to pick up and pull out the music collection from behind the bars and secretly copied it for himself. The whole difficulty was that it was impossible to get candles, and they had to use only moonlight. For six whole months, ten-year-old Johann Sebastian spent the night copying notes, but - alas! When the heroic work was nearing completion, Johann Christoph caught his younger brother at the crime scene and took the original and the copy from the rebellious man. Bach's grief knew no bounds, he cried out in tears: “If this is so, I will write the same music myself, I will write it even better!” The brother laughed in response and said: “Go to sleep, you chatterbox.” But Johann Sebastian did not throw words to the wind and fulfilled his childhood promise.

Let's listen to one of the works of this talented composer. Toccata in D minor.