Methods of playing children's musical instruments. Preparatory group for school

Yulia Safonova
"Game for children's musical instruments" Summary of an open music lesson in the senior group

Progress of the lesson

Children in the background music(at the teacher's choice) freely enter the hall and take their places.

Musical director. Dear Guys! Let me start our class, but it will be unusual. Today I want to go with you to amazing trip- in to the world musical instruments. And at the beginning I want to check how you know them.

Held musical - didactic game"Guess and repeat".

"Guess and repeat"

Target. Exercise children in distinguishing sounds children's musical and noise instruments: xylophone, bell, triangle, maracas, wooden spoons, tambourine. Develop timbre and dynamic hearing.

Description. Screen for the presenter with the above set musical instruments. Two tables for game participants with similar sets musical instruments.

Progress of the game. Three people take part in the game, one of them is the host. The presenter chooses one of tools and performs a small rhythmic composition.

The players' task is to guess the sound tool, and demonstrate your version of the game. The one who correctly identifies wins instrument and played it.

Now tell me how we can find out - noise instrument or musical(if the sound tool can be repeated with a voice, then this musical instrument; if it is impossible to repeat with a voice, then - noise).

Well done! Now guess riddle:

“It looks like the roof of a house.

(Triangle)

And the time has come for you and me to go into a fairy tale.

Children wear masks musical instruments and go backstage. The lights in the hall are dimmed and the background music is playing. music; spectators, upon request music director, close their eyes.

Music hands The first wave and the children are together

Who wants whom, who needs it as needed

They turn into top class instruments!

rustle, ring,

Surprise our audience quickly -

The people are really waiting for your fairy tale!

(to the audience)

Here are the eyes now open,

Don't bother anyone!

One day in a quiet time

The incident happened here:

The dispute started among the toys

Musical rattles.

They go on stage "spoons".

We are naughty girls -

Wooden spoons.

Yes, we are the best of all -

Loud, stubborn.

To a Russian folk melody “Oh, you canopy, my canopy” performed musical composition on spoons.

And stubborn nuts

Didn't want to give in:

appear on stage "nuts"– noise tool, made with your own hands.

We will answer you without haste -

It's not easy to beat us.

To a Russian folk melody “Like ours at the gate” performed musical composition .

Dissatisfied maracas

They rustled in response:

They go on stage "maracas".

“You won’t find a higher class,

We are cooler than castanets!”

Accompanied "Italian polka" S. Rachmaninov performed musical composition on maracas.

This whole argument lasted for a long time,

Everyone wanted to be the best.

There was just no point in it -

No one dared to give in.

Our stars didn't want

Live as a friendly family.

Who will help, who will judge,

What should you do here?

We continued the argument by playing

Dexterously, skillfully,

Yes, and just mischievous-

Light and bold!

Under music Russian folk tune "Polyanka" sounds musical composition"Merry Orchestra" performed by fairy tale heroes.

Rattles entered the dispute:

They go on stage "Rattles".

“Make room for us.

We are the best from bottom to top -

Both here and there!

Under music G. Sviridova "Guy with an Accordion" performed musical composition.

The xylophone answered here:

Appears on stage "xylophone".

“The ringing is not important to me,

I prefer a gentle knock:

Knock-knock-knock, knock-knock-knock!”

Accompanied "Polkas" from « Children's album» P. Tchaikovsky sounds musical composition.

The bell is the last one here

Rang, hastening to say:

Appears from behind the scenes "bell".

"It would be simply ridiculous

I won't be recognized as the best!

I'm louder, more interesting

Than the rustling maracas,

There is a place for me in everyone song:

I- it’s just class!”

Accompanied by a play by S. Maikapara "At kindergarten" performed musical composition.

Soon all the friends were tired,

They reached out and said:

All characters speak together.

“Let’s call you now

Expert on musical affairs».

The triangle came out menacingly:

Enters the stage "triangle".

“What kind of screams, what kind of noise,

Every one of you is a smart guy.

You have beauty and intelligence.

Please don't quarrel in the future

You can't quarrel.

Perform more together

My dear friends.

To a Russian folk melody "Quadrille" sounds musical composition performed "Merry Orchestra".

The heroes bow and leave the stage to the applause of the audience.

Target: development children's performing arts in the game on .

Educational objectives:

Strengthen performance skills musical works on children's musical instruments;

Activate children's vocabulary;

Teach children to interact with each other, develop communication skills.

Developmental tasks:

Develop a sense of ensemble playing;

Develop a sense of rhythm and coordination of movements;

Develop creative thinking, fantasy.

Educational tasks:

Cultivate emotional responsiveness, sensitivity, musically- aesthetic taste by means music,

Cultivate interest in playing children's musical instruments, wish play instruments, take care of them,

Contribute to the formation of interest in performing activities.

Preliminary work:

Learning to play musical instruments in class and in individual work.

Musical repertoire:

Russian folk melody “Oh, you canopy, my canopy”;

Russian folk melody “Like ours at the gate”;

S. Rachmaninov "Italian polka";

Russian folk tune "Polyanka";

G. Sviridov "Guy with an Accordion";

P. Tchaikovsky "Polka" (« Children's album» );

S. Maykapar "At kindergarten";

Russian folk melody "Quadrille".

Musical instruments:

Maracas;

Rattles;

Xylophone;

Bell;

Triangle.

Music Center.

Stage masks.

Games - exercises with musical instruments for children of the younger group

Kryuchkova Svetlana Nikolaevna, musical director MDOU for children Garden No. 127 “Northern Tale”, Petrozavodsk
Purpose: The material is designed for children 3-4 years old (junior group 2), and may be useful for music directors and educators. Exercise games with musical instruments can be included as part of entertainment, or in any activity with children.
Target: development of children's creative abilities
Tasks:
-teach techniques for playing musical instruments
-develop creative imagination
- develop rhythmic hearing

“In the morning the sun will wake up”

(exercise with spoons)

For the musical accompaniment of the game, you can use any Russian folk melody, for example “Oh, you, the canopy”, “The month is shining”...).

Leading:(shows the sun)
Around the sun, my friend,
Get into a circle quickly.

(children stand in a circle, the sun can be placed in the middle of the circle. Wooden spoons are laid out on the floor in a circle according to the number of children (2 spoons for each child)

Leading: Guys, the sun has prepared spoons for us and wants us to play for him.

Children squat down next to their pair of spoons.

The teacher or music director says the text, the children listen. Then, to the music, the children rhythmically play spoons

Leading:
1. In the morning the sun will wake up,
The kids will immediately smile.
Children rise with the sun
They take spoons in their hands.

To the music, the children slowly rise and take spoons in their hands.

2. The children took the spoons in their hands,
They knocked on the spoons together.

Hit the spoon against the spoon in front of you

3. We'll light the oven now -
We need to bake pancakes.

Slightly tilting the body with spoons to the right, left hand with a spoon on top, then the same thing to the left - “bake pancakes”

4. It's time for us to have some fun
Ride in the carousel.

They spin around themselves with a stomping step, play with spoons, hold them in front of them

5. We are with you now, guys,
Let's play hide and seek together.

We hit the spoons in front of us on the downbeat of the music, then we move our hands behind our backs and hit the spoons behind our backs

6. We'll climb the hill,
And then go down the mountain.

Gradually raising straight arms up, quickly hitting with spoons, then lowering our hands down, hitting with spoons

7. Our spoons are so tired
They danced very merrily.
We'll put it on half a spoon
And put our palms together.
We'll rest a little
And we'll start dancing again.

Children sit on their haunches, hands under their cheeks - resting

How we danced merrily
They knocked their spoons together.
The sun is smiling,
So he likes it.

"Musicians".

(for exercise games you can use puppet show or toys)
Each character brings with him a basket with musical instruments according to the number of children

1. Petya the Cockerel is coming.
He is carrying a basket.
And there are toys in the basket,
Naughty rattles.

The rattles will ring
Everyone around will have fun.
(for any cheerful music hit your palm with a rattle)

2. A fox came running to us,
She showed us the sticks.
We'll go to the fox,
Let's take the sticks in our hands.

We hit with sticks,
We have a lot of fun playing.

(knock to the music with sticks)

3. The chicken came to visit
I brought maracas
We'll go to the chicken
We'll take the maracas.

We'll take the maracas
Let's shake them together.

(we shake maracas to the music - you can use large Kinder Surprise eggs, filling them with cereal)

The musicians are good
Everyone played with all their hearts.
Get all your palms ready
Give us a little clap.

Marina Balakhonova

Mazepa Zhanna Evgenievna

Musical director of the second qualification category,

higher education,

14 years of work experience.

I work as a music director at kindergarten for more than 10 years and pay special attention to playing children's musical instruments.

Children are attracted not only by the sound and appearance of instruments, but also by the fact that they can make sounds from them themselves.

Playing music promotes development musical memory, attention, imagination, creativity.

When a child hears and compares the sounds of different musical instruments, his thinking and analytical abilities develop.

Playing musical instruments develops fine muscles and finger motor skills.

In addition, children begin to sing clearer and more expressively, the quality of musical and rhythmic movements improves, and children reproduce rhythm more clearly.

Not immediately and not all children can move correctly and well to music, sing, explain their impressions of the music they listened to, so playing musical instruments available to children to some extent compensates for their forced inactivity.

During the game, the individual traits of each performer clearly manifest themselves: the presence of will, emotionality, and concentration.

The whole range of methods for introducing children to music-making prepares them well for future lessons at school.

I teach preschoolers how to play musical instruments through different shapes works:

Frontal and subgroup classes;

Thematic classes;

Entertainment, holidays;

Theatrical games with musical accompaniment;

Musical and didactic games;

Individual work with children.

When teaching children, I try to create a positive emotional climate in the classroom, which in turn allows them to successfully master practical material.

Based on program objectives and requirements, as well as having studied the work experience of other music teachers, I systematized the material on teaching children to play children's musical instruments, and selected musical and didactic games for better mastery of playing instruments.

IN music hall created a small museum displaying percussion, wind, string, keyboard and reed musical instruments, which I try to keep in working condition.

A special place is given to homemade noise instruments.

Anything can be used to make them: paper, wooden cubes, pencils, boxes, natural materials, metal cans different sizes, buttons, combs... And much more from which you can extract sounds!

Each group has a music corner with the necessary set of children's musical toys and instruments. When creating it, I think about:

The feasibility of placing a corner, accessibility for children;

Variety of musical instruments;

Accounting age characteristics children;

Aesthetic design music corner and benefits.

Middle group

Senior group

In my work I rely on the principle of pedagogy - "from simple to complex". There is a direct connection between simplicity and the age of children: than smaller child, the simpler he needs a musical instrument. At the same time, there is a connection of a different kind: the poorer the child’s musical experience, the lower the level of his musicality, the more simple tools training should begin.

On initial stage Children's first instruments are percussion noise instruments in all their richness and diversity. We learn to recognize and distinguish the sounds of a tambourine, rattle, drum, wooden spoons, maracas, etc.

I bring in each instrument, creating a game situation.

Gradually, children develop emotional responsiveness to familiar children's musical instruments and develop a desire to play them independently.

Next stage– teaching children to play musical instruments that have a scale. The most convenient for this purpose are metallophone and xylophone. First, the children learn how to correctly hold the hammer, which is used to produce sounds.

After the children feel that sounds can be low and high, loud and quiet, long and short, we begin playing simple songs based on one sound. From the very beginning I teach children to accurately reproduce the rhythm. To do this, I suggest clapping the rhythm and playing it using various percussion instruments (tambourines, spoons, musical hammers).

After children have learned to convey the rhythmic pattern of different melodies built on one sound, we move on to learning songs built on two, and then three or more sounds, with a more complex rhythmic pattern. I start learning by working on a paper keyboard, and then I invite the children to play the same thing on a metallophone (or other melodic instrument).

Working on simple songs, we develop children's skills in playing in an ensemble and teach them to play with dynamic nuances.

At the third stage we choose a piece to orchestrate. The guys listen to a piece of music performed by me or an audio recording.

Children are then given instruments to orchestrate on. this work. We learn all the parts individually and only then unite all the musicians into an orchestra.

It takes a lot of time to play harmoniously and consistently, to hear not only your own play, but also the play of all the other guys.

The result of our studies is orchestra performances at children's parties and entertainment. It is here that children learn to be responsible, attentive, and disciplined. And if the audience is not only children, but also beloved parents, then the joy from success is felt doubly.

Analyzing the work done, we can say that playing children's musical instruments helps to develop musical abilities children: timbre, dynamic, pitch hearing, sense of rhythm, musical memory.

Children themselves become familiar with a variety of playing techniques, they develop auditory control and the ability to correct inaccuracies in their performance. Many guys can pick out melodies by ear.

Playing music increases the responsibility of each child for the correct performance of his part, helps overcome uncertainty and timidity, and unites the children's team.

Playing instruments brings emotional satisfaction to all children. During the classes there is an atmosphere of enthusiasm, sometimes even inspiration.

Some children from the school preparatory group, especially interested in playing music, began to attend music school and have already achieved some success in playing a musical instrument.

Musical education -

This is not the education of a musician, but

First of all, human education.

V.A. Sukhomlinsky

Music has the potential to influence not only adults, but also children themselves. early age. Moreover, and this has been proven, even the prenatal period is extremely important for the subsequent development of a person: the music that the expectant mother listens to has an impact on positive influence on the well-being of a developing child (maybe it shapes his tastes and preferences). From the above we can conclude how important it is to create conditions for the formation of the foundations musical culture preschool children.

The objectives of musical education and learning to play musical instruments :

Develop musical and Creative skills(taking into account the capabilities of each) through various types musical activity;

To form the beginning of musical culture, to contribute to the formation of a common spiritual culture.

3.Know the names of instruments, recognize their timbre.

4. Master the techniques of playing the metallophone, and, if desired, other instruments; use your breath correctly when playing triplets, clarinets, and pipes; find a convenient fingering when playing the accordion, button accordion, piano; muffle the sound of cymbals and triangles; hold your hands correctly when playing the tambourine, drum, shaking castanets, maracas.

5. Play in an ensemble, observing the general dynamics, tempo, entering and ending in a timely manner.

6. Select well-known songs, jokes, and rhymes by ear.

7. Improvise simple songs.

The successful solution of the listed tasks depends on the content of musical education, primarily on the importance of the repertoire used, methods and techniques of teaching, forms of organizing musical activity, etc.

Forms of conducting classes with children's orchestra

When working with a children's orchestra, I use all forms of conducting classes: individual (at the initial stage of learning to play a musical instrument), group (when playing similar musical instruments) and collective (when each member of the orchestra confidently plays their parts). The collective form is the most difficult. , but she gives positive results, if the lesson is properly organized and the sound alternates with the teacher’s explanations.

It is important for a child to develop all the best that is inherent in him by nature; taking into account the propensity for certain types of musical activity, on the basis of various natural inclinations, to form special musical abilities, to promote general development.

Each child's musical abilities manifest themselves differently. For some, already in the first year of life, all three basic abilities - a sense of harmony, musical-auditory perception and a sense of rhythm - are expressed quite clearly, develop quickly and easily, this indicates musicality; For others it’s later, more difficult. The most difficult to develop are musical and auditory concepts - the ability to reproduce the melody of a voice, accurately, intoning it, or select it by ear on a musical instrument. In most children, this ability does not appear until the age of five. But the absence of early manifestation of abilities, emphasizes musician-psychologist B.M. Teplov, is not an indicator of weakness, or even less a lack of abilities. Great importance has the environment in which the child grows up (especially in the first years of life). The early manifestation of musical abilities is observed, as a rule, in children who receive sufficiently rich musical impressions.

The main form of musical activity in kindergarten are activities that involve not only listening to musical works that children can understand, teaching them to sing and move in music games and dancing, but also teaching them to play the DMI. There was great interest in the orchestra of children's musical instruments as a means of musical education. Outstanding musicians and educators B. Asafiev, B. Yavorsky, and the Austrian K. Orff emphasized the importance active forms musical activity children's orchestra, as the basis of elementary music playing and children's development. The creators of our current system of musical education for preschool children also attached great importance to the orchestra of children's instruments.

Back in the 20s, N. Metlov and L. Mikhailov spoke about the need to organize a children's orchestra as an effective means of development musical perception and hearing in children. In the 30s and 40s, N. Metlov organized orchestras in kindergartens and created new sound-pitch musical instruments. Having started in the 20s with teaching children to play percussion instruments (tambourine, triangle, bells, castanets, etc.), N.A. Metlov soon reserved for them the right only to accompany, giving a certain coloring to the work. He searches, constructs and improves melodic instruments on which children could perform any melodies and play music independently. The first instruments for children were the xylophone and metallophone. When teaching children to play these instruments, they used a system of notation. In alliance with master craftsmen V. Rachmaninov, V. Bodrov and others, N. Metlov in 1941-1942 created a metallophone with precise and stable tuning and a pure, pleasant sound. Modern xylophones and metallophones depict the names of sounds and their location on the staff. By playing such instruments, children practically master the elements musical literacy. Metlov introduced a children's zither, button accordion, flute, and oboe into the group of melodic instruments. He organized an orchestra in the kindergarten consisting of 30-40 children playing musical instruments. For each work, N.A. Metlov created instrumentation taking into account the genre and structure. Works, specifics of the instrument. He assigned a special role in the instrumentation to the piano part, which was performed by the music director. He decorated the piano part with additional harmonic and variational means of expression. The instrumentation of pieces for the percussion orchestra was considered very important. Based on folk melodies and songs, Metlov created a repertoire for a children's orchestra, convenient for performance on children's instruments; later the repertoire included works by Soviet composers.

Together with N.A. Metlov in 20-40, famous teachers T.S.Babadzhan, Yu.A.Dvoskina, M.A.Fumer and others worked. And subsequently N.A.Vetlugina and her students (K Linkyavichus, V.V. Ishchuk).

1.Playing at the DMI is a useful and interesting activity

Why do we pay attention when conducting music classes? great attention playing children's musical instruments? Yes, because children's music playing expands the scope of musical activity of preschoolers, increases interest in musical activities, promotes the development of musical memory and attention, helps overcome excessive shyness, constraint, and expands musical education child. In the process of playing, the individual traits of each performer clearly manifest themselves: the presence of will, emotionality, concentration, and musical abilities develop and improve. By learning to play instruments, children discover the world of musical sounds and more consciously distinguish the beauty of the sound of various instruments. The quality of their singing improves, they sing clearer, the quality of musically rhythmic movements improves, and children reproduce rhythm more clearly.

For many children, playing children's musical instruments helps convey a feeling, 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. And therefore, much attention is paid to this work in our preschool educational institution and it is not carried out formally from time to time, but there is a whole training system, which I will try to reveal in this work.

The work is carried out in an organized and consistent manner, a variety of methods and techniques are used: showing illustrations, toys, using musical didactic games, there is a large database of children's musical instruments. Systematic application on music lessons musical toys and instruments arouse children's interest in such activities, expand their musical impressions, and promote creative activity.

Teaching children to play musical instruments opens up their new world sound colors, helps develop musical abilities and stimulates interest in instrumental music.

In the process of learning to play musical instruments, musical notation is mastered. While playing, children better understand the structure of musical instruments, distinguish their sound, timbre, and naturally enter a new world of musical alphabet for them.

In the process of playing musical instruments, the child’s aesthetic perception and aesthetic feelings are improved. It contributes to the formation and development of such strong-willed qualities as endurance, perseverance, determination, perseverance. Children develop a sense of mutual assistance and attention to the actions of their comrades. Playing musical instruments develops concentration and memory. Familiarity with the names of instruments, their timbres, special musical terms(strings, keys, pick, orchestra, etc.) enriches children’s active vocabulary and develops their speech.

When a child hears and compares the sounds of different musical instruments, his thinking and analytical abilities develop. Playing musical instruments trains the fine muscles of the fingers. By teaching children to play, the teacher promotes the development of their musical and sensory abilities, timbre, register, harmonic hearing, sense of rhythm, and the ability to listen attentively to the multifaceted and polyphonic texture of a work. Finally, playing instruments creates conditions for children who, for various reasons, do not know how to clearly intonate, move expressively, and actively participate in the performance of music.

That is, playing instruments activates all children and promotes coordination. musical thinking and motor functions of the body, develops imagination and creativity, musical taste, teaches to understand and love music.

Playing musical instruments is also valuable because it can be used in the most different conditions- both in classes with a teacher and in independent musical activities that arise on the initiative of children. Musical toys-instruments enter a child’s life - his daily games, activities, entertainment, meet the children’s inclinations and unite them into a performing group.

Thus, playing musical instruments has an impact on comprehensive development personality, has great educational and educational significance.

2 .Introduction to musical instruments in 1 younger group

We begin our acquaintance with musical instruments in the 1st junior group. We teach children to distinguish sounds by pitch (high and low sounds of a bell, metallophone, piano), to recognize and distinguish the sounds of a tambourine, rattle, drum, pipe.

At the next lesson, the children meet the bear. He brings a tambourine, he wants to dance. But he dances slowly with the waddle of the muses. M Rauchwerger, and the teacher hits the tambourine. One of the active children is invited to dance with the bear (the bear dances on the table so that everyone can see it clearly). At the next lesson, all the children turn into bears, slowly waddling from foot to foot, they dance along with the bear (the boy plays the tambourine). Then the bear invites the children to play the tambourine, first with the help of the teacher. and then on your own.

Of course, not everyone can hit rhythmically, but everyone can hit. Often the Katya doll comes to the children and joins them in the children’s games. Children love to play with Katya. Here Katya walks through the hall, occasionally hitting the tambourine, but Katya runs and the children hear the frequent sound. At the same time, attention is drawn to the different sounds of the tambourine.

Thus, children learn to feel rhythm (distinguish between the rhythm of walking and running), and respond to changing music. The game “Walk-Run” helps to develop a sense of rhythm, as well as to hear the change of two parts of the play, the ability to perform the appropriate movements that characterize the melody. E. Telicheeva and the dance “Tambourine” by R. Fried. For the development of timbre hearing as early as 1 ml. We conduct a musical and didactic game “Guess what I’m playing?”. Children recognize a drum, a pipe, a tambourine, a bell. At first, only 2 contrasting sounding instruments are given, and then their number increases to 4.

Children are not asked to name these instruments; they point to those that lie in front of the screen (those that are played are behind the screen). At first, not all children correctly identify the sounding instruments, but after several lessons the children successfully complete the task. Using the piano's metallophone, we also teach kids to distinguish between high and low sounds (the game "Bird and Chicks" by music. Telicheyeva.)

3. Children’s knowledge of musical instruments in the 2nd junior group

In the 2nd junior group We consolidate children's knowledge about musical instruments and toys, which they learned about in the 1st grade. gr., we continue to introduce new ones - we add a musical hammer and a metallophone. We have noticed that children this age enjoy performing different movements with tools. To develop rhythm, we offer children this exercise. We give all children 2 cubes and invite them to take a seat in the chair trailers. The train picks up speed - the children slowly hit the cubes. The pace accelerates, the children, together with the teacher, try to convey the rhythm faster. The train stops and, along with the melody, the cubes also fall silent.

Children always eagerly perform exercises to develop rhythmic perception. A nesting doll comes to visit children and brings with it cubes and rattles. She wants to dance, but there is no music. Then the teacher asks the children to play with the matryoshka doll, and it will dance. Children enjoy hitting rattles and blocks to dance music. In the game "The Bear Comes to Visit" music. Rauchverger (the melody is familiar to them from the 1st junior group) is invited to play the drum. The boy leads the bear, and the child slowly beats the drum. In the game "Who walks in the forest?" the task becomes more difficult. Here children learn to compare and transfer slow beats on one instrument - a bear, an elephant walks, and fast beats - a bunny jumps, a hedgehog runs.

Practice shows that children of this age, without any particular difficulty, distinguish between the sound of 2 different bells (high and low sounding); in the games “Big and Small Droplets”, “Which Bird is Singing?”, children distinguish up to 1 and up to 2 octaves. Continuing to develop dynamic perception, we use games such as “Quiet and Loud Palms”, “Quiet and Loud Bells” of music. Rustamov, where children first ring bells, either quietly or loudly, in accordance with the change in the strength of sound in the music, and then, complicating the tasks: the children are divided into 2 subgroups. The girls in the first row are quiet bells, and the boys in the second are loud, and they should only ring their music, endurance and attention develop.

In the game "Walk-Sleep" music. Krasev children respond to quiet and loud sounds by playing bells, performing an exercise related to the two-part form of music. Next, we begin to introduce the children to a new musical instrument, the metallophone. We try to ensure that acquaintance with the instrument takes place in an atmosphere of great interest, using a variety of materials, in a playful way.

Musical toys are also used at holidays. So on New Year We give the children bells or rattles, so they wake up the Snow Maiden, who is sleeping in her house. Sometimes they dance with rattles, and Petrushka, who came to the holiday, shows them the movements. Gradually, children’s experience of perceiving music is enriched, emotional responsiveness to familiar children’s musical instruments is developed, and a desire to act independently with them appears.

4.Lessons on musical instruments in middle group

In the middle group provided the new kind children's musical activity - playing the metallophone. Playing this instrument helps children develop melodic ear, rhythm and musical memory. Initial training is carried out in class and then during individual work with kids. Great importance is attached to the correct seating of children during play. Freedom of the body and hands is ensured. The demonstration is accompanied by an explanation. While playing the instrument, the children independently imitated a large and small bell, the jumping of a sparrow and the blows of a woodpecker.

After the children have felt that the sounds of a metallophone can be low and high, loud and quiet, long and short and express various images, we begin playing simple songs on one sound from Vetlugina’s musical primer. First, we introduce the children to the song, showing an enlarged illustration, then we sing as a whole group and individually. From the very beginning we teach how to accurately reproduce the rhythm. To do this, we suggest clapping the rhythmic pattern of the song using various percussion instruments. Children convey the rhythm on a tambourine, cubes, musical hammers. At the same time, we learn to coordinate our movements with the movements of our comrades, so that we do not overtake or get ahead, and do not fall behind.

Exercise "DUCKS"

Our ducks in the morning: quack-quack-quack (instrument sounds)

quack-quack-quack (children singing)

Our geese by the pond: ga-ga-ga (instrument)

ha-ha-ha (children)

Our chickens through the window: ko-ko-ko (tool)

ko-ko-ko (children).

After such exercises, children play more friendly and harmonious. Continuing to develop the chosen song in the next lesson, I set the children the task of recognizing it by the melody, singing it, clapping the rhythm. Then the drawing is laid out on a flannelgraph with large or small Christmas trees, nesting dolls, and stars. At the next lesson, children determine the song according to the rhythm laid out on the flannelgraph. And only after all the children have mastered the rhythm well, we move on to playing this song on the instrument. Metolophone plates are indicated by colored circles. Gradually, children master the skill of playing the glockenspiel: they play familiar songs on one sound, convey a rhythmic pattern on a group of drums, and learn to listen to each other. They often play with a whole orchestra of various instruments, which causes joy and a desire to play more.

Using musical instruments while singing familiar songs develops children's creativity and encourages them to apply knowledge in Everyday life. During music lessons we offer children individual tasks. The child on the instrument must convey the rhythmic pattern of his name while pronouncing it at the same time. Children really like this task.

5. Lessons on musical instruments in the senior group

In the older group, we introduce children to a new instrument - the zither (domra). First, we listen to the sound of the instrument, paying attention to the fact that it can be played with a pick, touching the strings. Comparing the sound of the zither (domra) with other instruments, we find a difference in sound. Since this instrument is difficult to master, training on it takes place mainly in individual lessons. In older groups, when learning to play the DMI important place we devote ourselves to musical and didactic games.

So, to develop timbre hearing, we play “Identify the instrument”, games with handouts “Identify by rhythm”. Musical and didactic games play very well important role, help develop in children certain skills and abilities that are so necessary when mastering a particular instrument, instill an interest and desire to play them independently, and develop their musical and sensory abilities. Music has its own secrets, many of which children learn in music classes. In the second half of the year senior group we introduce children to stave and the name of the notes. Teaching children musical notation goes through play, through a fairy tale, through the development of children's imagination. For each child we have a house made of velvet paper with a staff, circles - notes.

When getting acquainted with notes, we use short verses from the "Note ABC". Children remember notes more easily and the poem brings animation and evokes an emotional response in children. At each subsequent lesson, we reinforce the material from the previous one and teach new ones.

6. Lessons on musical instruments in preparatory group

In the preparatory group we introduce children to the accordion. Let's look at it. Children listen to familiar melodies performed by the leader and listen to his sound performed by professional musicians. Not every child can play the accordion. Of all the children's instruments, this is the hardest one for children to use. From a group of children there are 5-6 children who want to learn to play the accordion. This work is carried out individually. We teach children not to stretch their fingers, to keep them above the keyboard, we teach them correct fingering, to move the accordion calmly without jerking, and to watch their posture when playing.

By working on simple songs, we develop children’s skills in playing in an ensemble and teach them to listen to themselves and others.

In the preparatory group I introduce children to the staff and the names of notes. Children learn to read music through play, through fairy tales, and through the development of children's imagination. For each child we have a house made of velvet paper with a staff, circles - notes. When getting acquainted with notes, I use short poems from the “Note ABC”. Children remember notes more easily and poems bring excitement and evoke an emotional response in children. At each subsequent lesson, I reinforce the material from the previous one and teach new ones. Game form learning helps the child to easily, without stress, master the graphic representation of notes, the basic elements of musical literacy. Understanding musical notation contributes to more accurate performance of melodies on musical instruments.

Thus, by carrying out systematic work on teaching children to play musical instruments throughout their entire stay in kindergarten, we were able to approach the main stage of the work - creating an orchestra and consciously learning melodies on musical instruments in it.

7. Instrumental composition of the children's orchestra

The timbre diversity of the orchestra is of great importance for high-quality sound. An orchestra can use various groups of musical instruments:

Drums without a specific pitch (drums, tambourines, tone blocks, maracas, castanets, triangles, bells, cymbals);

Percussion melodic instruments (xylophones, metallophones);

Strings (harps, zithers);

Wind instruments (recorders, triplets);

Electric musical instruments (synthesizers);

Sets of folk instruments.

Children's musical instruments of different timbres interest listeners in the methods of sound production and the nature of the sound. When recruiting an orchestra, it is necessary to adhere to the ratio of all groups of instruments. I take into account that there should be more instruments with a quiet sound (metallophones, zithers, etc.), and fewer percussion and brass instruments. Although they have a rich, loud sound, they should not drown out the melody of a piece of music that is performed on a metallophone or zither.

Why do we pay so much attention to playing at DMI? Yes, because children's music-making expands the scope of musical activity of preschoolers, increases interest in musical activities, promotes the development of musical memory and attention, helps overcome excessive shyness and constraint, 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, and musical abilities develop and improve. By learning to play the DMI, children discover the world of musical sounds and are aware of the beauty of the sound of various instruments. The quality of their singing improves, they sing clearer, the quality of musical and rhythmic movements improves, children reproduce the rhythm more clearly.

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Methodological development

A system for teaching children to play musical instruments in kindergarten.

(from the experience of MBU kindergarten No. 49

"Merry notes" g.o. Tolyatti)

PLAN.

Relevance of the problem.
ON THE. Metlov - as the initiator of teaching preschoolers to play musical instruments.
Playing DMI is a useful and interesting activity.
Introduction to musical toys and instruments in 1 ml. To the group.
Second junior group.

Playing percussion instruments.
Development of dynamic perception and timbre hearing.
Introduction to the metallophone.

Playing the metallophone is a new type of musical activity in the middle group.

Mastering technical techniques for playing the metallophone.
Playing chants on one sound and two adjacent ones.
Using musical toys when performing program songs.

Senior group.

New tasks when playing the glockenspiel.
Acquaintance with new instruments, mastering the technique of playing them.
Playing in an ensemble.
The role of musical and didactic games in teaching preschoolers to play the musical instrument.
Getting to know the notes.

Preparatory group.

Introduction to xylophone and accordion.
Playing extended melodies on a metallophone.
Teaching music notation.

Creation of an orchestra - main stage our work.
The meaning of collective music making.

Musical education is not the education of a musician, but, first of all, the education of a person.

V.A. Sukhomlinsky.

One of the most pressing and “big” problems facing modern society is the threat of spiritual impoverishment of the individual, the danger of loss moral guidelines. Therefore, our education needs a turn to vitally important problems. modern society, provision moral education, opposition to lack of spirituality, consumerism, the revival in children of the desire and need for active intellectual activity. For many years we have been discussing: among the specialists there are teachers who are well versed in the musical education of preschoolers; This is on the one hand, on the other - there are specialists in the musical education of children at school. School teachers claim: “It is difficult to work with first-graders, since they sometimes cannot name a single composer and do not know the songs they learned in kindergarten.” The teachers, in turn, believe: “Our children learned to sing and dance, but at school there was only one music lesson.” Unfortunately, we have to admit: both are right. It is a rare coincidence when a child, having received a full musical education in kindergarten, falls into an equally favorable musical environment schools. Moreover, the practical worker sees the interaction between the music director of the kindergarten and the music teacher at school in the continuity of the work of everything that has been accumulated in the musical education of the child at the previous stage.

Objectives of music education.

Music has the potential to influence not only adults, but also very young children. Moreover, and this has been proven, even the prenatal period is extremely important for the subsequent development of a person: the music that the expectant mother listens to has a positive effect on the well-being of the developing child (maybe it shapes his tastes and preferences). From the above, we can conclude how important it is to create conditions for the formation of the foundations of the musical culture of preschool children.

The main objectives of music education can be considered:

Develop musical and creative abilities (taking into account the capabilities of each) through various types of musical activities;
To form the beginning of musical culture, to contribute to the formation of a common spiritual culture.

It is important to develop in a child all the best that is inherent in him by nature; taking into account the propensity for certain types of musical activity, on the basis of various natural inclinations, to form special musical abilities, to promote general development.

Each child's musical abilities manifest themselves differently. For some, already in the first year of life, all three basic abilities - a sense of harmony, musical-auditory perception and a sense of rhythm - are expressed quite clearly, develop quickly and easily, this indicates musicality; For others it’s later, more difficult. The most difficult to develop are musical and auditory concepts - the ability to reproduce the melody of a voice, accurately, intoning it, or select it by ear on a musical instrument. In most children, this ability does not appear until the age of five. But the absence of early manifestation of abilities, emphasizes musician-psychologist B.M. Teplov, is not an indicator of weakness, or even less a lack of abilities. The environment in which a child grows up (especially in the first years of life) is of great importance. The early manifestation of musical abilities is observed, as a rule, in children who receive sufficiently rich musical impressions.

The main form of musical activity in kindergarten are classes that involve not only listening to musical works that children can understand, teaching them to sing, move in musical games and dances, but also teaching them to play the musical instrument. There was great interest in the orchestra of children's musical instruments as a means of musical education. Outstanding musicians and educators B. Asafiev, B. Yavorsky, and the Austrian K. Orff emphasized the importance of active forms of musical activity in the children's orchestra as the basis for elementary music-making and the development of children. The creators of our current system of musical education for preschool children also attached great importance to the orchestra of children's instruments.

Back in the 20s, N. Metlov and L. Mikhailov spoke about the need to organize a children's orchestra as an effective means of developing musical perception and hearing in children. In the 30s and 40s, N. Metlov organized orchestras in kindergartens and created new sound-pitch musical instruments. Having started in the 20s with teaching children to play percussion instruments (tambourine, triangle, bells, castanets, etc.), N.A. Metlov soon reserved for them the right only to accompany, giving a certain coloring to the work. He searches, designs and improves melodic instruments on which children could perform any melodies and play music independently. The first instruments for children were the xylophone and metallophone. When teaching children to play these instruments, they used a system of notation. In alliance with master craftsmen V. Rachmaninov, V. Bodrov and others, N. Metlov in 1941-1942 created a metallophone with precise and stable tuning, a clear and pleasant sound. Modern xylophones and metallophones depict the names of sounds and their location on the staff. By playing such instruments, children practically acquire the elements of musical literacy. Metlov introduced a children's zither, button accordion, flute, and oboe into the group of melodic instruments. He organized an orchestra in the kindergarten consisting of 30-40 children playing musical instruments. For each work, N.A. Metlov created instrumentation taking into account the genre and structure of the work, and the specifics of the instrument. He assigned a special role in the instrumentation to the piano part, which was performed by the music director. He decorated the piano part with additional harmonic and variational means of expression. The instrumentation of pieces for the percussion orchestra was considered very important. Based on folk melodies and songs, Metlov created a repertoire for a children's orchestra, convenient for performance on children's instruments; later the repertoire included works by Soviet composers.

Together with N.A. Metlov in 20-40, famous teachers T.S.Babadzhan, Yu.A.Dvoskina, M.A.Fumer and others worked. And subsequently N.A.Vetlugina and her students were involved in the development of these methods ( K. Linkevichus, V. V. Ishchuk).

Why do we pay great attention to playing the musical instrument when conducting music classes? Yes, because children's music-making expands the scope of musical activity of preschoolers, increases interest in musical activities, promotes the development of musical memory and attention, helps overcome excessive shyness and constraint, 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, and musical abilities develop and improve. By learning to play the musical instrument, children discover the world of musical sounds and more consciously distinguish the beauty of the sound of various instruments. The quality of their singing improves, they sing clearer, the quality of musical and rhythmic movements improves, children reproduce the rhythm more clearly.

For many children, playing the DMI helps convey a feeling, an 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. And therefore, much attention is paid to this work in our preschool educational institution and it is not carried out formally from time to time, but there is a whole training system, which I will try to reveal in this work.

The work is carried out in an organized and consistent manner; a variety of methods and techniques are used: showing illustrations, toys, using musical and didactic games, there is a large database of children's musical instruments. The systematic use of musical toys and instruments in music classes arouses children's interest in such activities, expands their musical impressions, and promotes creative activity.

We introduce each musical toy, creating a game situation. For example, a dog brought interesting things in a basket; they turned out to be rattles. Children look at them with enthusiasm, touch them, learn to communicate with them and make sounds. Then the dog plays “Rattles” music game with the children. M. Rauchwerger. A musical piece is played, and the children perform movements together with the teacher; When listening to quiet music, they play the rattle in front of them, and when listening to loud music, they lift it up and shake it with greater force. This game brings joy to kids and teaches them to distinguish between loud and quiet sounds. Each lesson creates an atmosphere of joyful communication with music. At the next lesson, the children meet the bear. He brings a tambourine, he wants to dance. But he dances slowly with the waddle of the muses. M Rauchwerger, and the teacher hits the tambourine. One of the active children is invited to dance with the bear (the bear dances on the table so that everyone can see it clearly). At the next lesson, all the children turn into bears, slowly waddling from foot to foot, they dance along with the bear (the boy plays the tambourine). Then the bear invites the children to play the tambourine, first with the help of the teacher. and then on your own. Of course, not everyone can hit rhythmically, but everyone can hit. Often the Katya doll comes to children and joins them in their games. Children love to play with Katya. Here Katya walks through the hall, occasionally hitting the tambourine, but Katya runs and the children hear the frequent sound. At the same time, attention is drawn to the different sounds of the tambourine. Thus, children learn to feel the rhythm (to distinguish between the rhythm of walking and running), and to respond to changing music. The game “Walk-Run” helps to develop a sense of rhythm, as well as to hear the change of two parts of the play, the ability to perform the appropriate movements that characterize the melody. E. Telicheeva and the dance “Tambourine” by R. Fried. For the development of timbre hearing as early as 1 ml. We conduct a musical and didactic game “Guess what I’m playing?”. Children recognize a drum, a pipe, a tambourine, a bell. At first, only 2 instruments with contrasting sounds are given, and then their number increases to 4. Children are not asked to give names to these instruments, they point to those that lie in front of the screen (those that are played by everyone lie behind the screen). At first, not all children correctly identify the sounding instruments, but after several lessons the children successfully complete the task. Using the piano's metallophone, we also teach kids to distinguish between high and low sounds (the game "Bird and Chicks" by music. Telicheyeva.)

In the 2nd junior group, we consolidate children's knowledge about musical instruments and toys, which they learned about in the 1st junior group. gr., we continue to introduce new ones - we add a musical hammer and a metallophone. We have noticed that children this age enjoy performing different movements with tools. To develop rhythm, we offer children this exercise. We hand out 2 cubes to all children and invite them to take a seat in the chair trailers. The train picks up speed; the children slowly hit the blocks. The pace accelerates, the children, together with the teacher, try to convey the rhythm faster. The train stops and, along with the melody, the cubes also fall silent. Children always eagerly perform exercises to develop rhythmic perception. A nesting doll comes to visit children and brings with it cubes and rattles. She wants to dance, but there is no music. Then the teacher asks the children to play with the matryoshka doll, and it will dance. Children enjoy hitting rattles and blocks to dance music. In the game "The Bear Comes to Visit" music. Rauchverger (the melody is familiar to them from the 1st junior group) is invited to play the drum. The boy leads the bear, and the child slowly beats the drum. In the game "Who walks in the forest?" the task becomes more difficult. Here children learn to compare and transfer slow beats on one instrument - a bear, an elephant walks, and fast ones - a bunny jumps, a hedgehog runs. Practice shows that children of this age, without any particular difficulty, distinguish between the sound of 2 different bells (high and low sounding); in the games “Big and Small Droplets”, “Which Bird is Singing?”, children distinguish up to 1 and up to 2 octaves. Continuing to develop dynamic perception, we use games such as “Quiet and Loud Palms”, “Quiet and Loud Bells” of music. Rustamov, where children first ring bells, either quietly or loudly, in accordance with the change in the strength of sound in the music, and then, complicating the tasks: the children are divided into 2 subgroups. The girls in the first row are quiet bells, and the boys in the second are loud, and they should only ring their music, endurance and attention develop. In the game "Walk-Sleep" music. Krasev children respond to quiet and loud sounds by playing bells, performing an exercise related to the two-part form of music. Next, we begin to introduce the children to a new musical instrument, the metallophone. We try to ensure that acquaintance with the instrument takes place in an atmosphere of great interest, using a variety of materials, in a playful way.

"The Tale of the Frog KVAK." (on flannelgraph)

"The frog Kwak went for a walk. Suddenly a drop of rain fell on him (I hit the metallophone plate once). A cloud covered the sun, it became dark, and a few more drops fell on the little frog (I hit him several times). At the beginning, the droplets dropped rarely (rare hits) , and then the rain began to fall in earnest and the droplets began to fall one after another more and more often. The rain intensified (frequent blows). The frog jumped into the lake and began to wait for the rain to stop. Soon the rain stopped, and the sun came out again.

Questions for the children: what kind of rain was it? Strong, weak, rare, frequent. And here is the tool that helped me depict real rain. Thus, the name of the instrument is fixed, it is suggested to look and touch again and listen to the sound. In the next lesson, the game “Cheerful Rain” reinforces the ability to distinguish rhythmic patterns, and the kids determine which one it's raining. If in 1 ml. gr. children, recognizing the instrument by its sound, just pointed at it, then 2 ml. gr. We ask you to give a name to the instrument, and then, having learned it, name and play it. Problem situations In the classroom they allow children to develop creativity and imagination.

1 lesson. A bear and a bunny come to visit the children. A package arrives for them. Children guess the instruments by sound, and then distribute what they sent to whom. Then we play on the drum how the bear walks slowly and heavily, and on the tambourine how the hare jumps merrily.

Lesson 2. The animals lost their drum and tambourine instruments in the forest. Children remember that this is a bear and a hare. It is suggested to play the instrument, the animals dance to the music.

Lesson 3. Children wear hare and bear hats, choose their instruments and play them accompanied by the piano.

When teaching children to play musical instruments, a sense of rhythm and the ability to convey a simple rhythmic pattern are of great importance. That's why in this group we use various percussion instruments, and we try to orchestrate some of the songs that we sing in class. Musical toys are also used at holidays. So on New Year's Day we give children bells or rattles - this is how they wake up the Snow Maiden, who is sleeping in her house. Sometimes they dance with rattles, and Petrushka, who came to the holiday, shows them the movements. Gradually, children’s experience of perceiving music is enriched, emotional responsiveness to familiar children’s musical instruments is developed, and a desire to act independently with them appears.

In the middle group, a new type of children's musical activity is provided - playing the metallophone. Playing this instrument helps children develop their melodic ear, rhythm and musical memory. Initial training is carried out in class, and then during individual work with children. Great importance is attached to the correct seating of children during play. Freedom of the body and hands is ensured. The demonstration is accompanied by an explanation. While playing the instrument, the children independently imitated a large and small bell, the jumping of a sparrow and the blows of a woodpecker. After the children have felt that the sounds of a metallophone can be low and high, loud and quiet, long and short and express various images, we begin playing simple songs on one sound from Vetlugina’s musical primer. First, we introduce the children to the song, showing an enlarged illustration, then we sing as a whole group and individually. From the very beginning we teach how to accurately reproduce the rhythm. To do this, we suggest clapping the rhythmic pattern of the song using various percussion instruments. Children convey rhythm using a tambourine, cubes, and musical hammers. At the same time, we learn to coordinate our movements with the movements of our comrades, so that we do not overtake or get ahead, and do not fall behind.

Exercise "DUCKS"

Our ducks in the morning: quack-quack-quack (instrument sounds) quack-quack-quack (children singing)

Our geese by the pond: ga-ga-ga (tool) ga-ga-ga (children)

Our chickens through the window: ko-ko-ko (tool) ko-ko-ko (children).

After such exercises, children play more friendly and harmonious. Continuing to develop the chosen song in the next lesson, I set the children the task of recognizing it by the melody, singing it, clapping the rhythm. Then the drawing is laid out on a flannelgraph with large or small Christmas trees, nesting dolls, and stars. At the next lesson, children determine the song according to the rhythm laid out on the flannelgraph. And only after all the children have mastered the rhythm well, we move on to playing this song on the instrument. Metallophone plates are indicated by colored circles. Gradually, children master the skill of playing the glockenspiel: they play familiar songs on one sound, convey a rhythmic pattern on a group of drums, and learn to listen to each other. They often play with a whole orchestra of various instruments, which causes joy and a desire to play more.

Using musical instruments while singing familiar songs develops children's creativity and encourages them to apply knowledge in everyday life. During music lessons we offer children individual tasks. The child on the instrument must convey the rhythmic pattern of his name while pronouncing it at the same time. Children really like this task.

In the older group, we introduce children to a new instrument - the zither. First, we listen to the sound of the instrument, paying attention to the fact that it can be played with a pick, touching the strings. Comparing the sound of the zither with other instruments, we find a difference in sound. Since this instrument is difficult to master, training on it takes place mainly in individual lessons. In older groups, when teaching how to play the musical instrument, we give an important place to musical and didactic games. So, to develop timbre hearing, we play “Identify the instrument”, games with handouts “Identify by rhythm”. Musical and didactic games play a very important role, they help develop in children certain skills and abilities that are so necessary when mastering a particular instrument, instill an interest and desire to play them independently, and develop their musical and sensory abilities. Music has its own secrets, many of which children learn in music classes. In the second half of the senior year, we introduce children to the staff and the names of notes. Children learn to read music through play, through fairy tales, and through the development of children's imagination. For each child we have a house made of velvet paper with a staff, circles - notes. When getting acquainted with notes, we use short verses from the "Note ABC". Children remember notes more easily and the poem brings animation and evokes an emotional response in children. At each subsequent lesson, we reinforce the material from the previous one and teach new ones.

By working on simple songs, we develop children’s skills in playing in an ensemble and teach them to listen to themselves and others. Thus, carrying out systematic work on the development musical ear During the entire time they were in kindergarten, we were able to approach the main stage of our work - creating an orchestra and consciously learning the simplest melodies on musical instruments in it. Creating an orchestra for preschoolers is a very difficult task, but very necessary and necessary.