Computer program for studying musical notation “The Adventures of Music. Musical development of older preschool children in teaching singing and musical literacy

TEACHING CHILDREN MUSIC LITERATURE

(MDOU d/s No. 107 “Iskorka”, Volzhsky, Volgograd region)

Playing for children musical instruments kindergarten Lately is given Special attention, since children's music playing expands the scope musical activity preschooler, increases interest in musical activities, promotes development musical memory, attention, helps overcome excessive shyness, stiffness, and expands the child’s musical education.

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. N.A. 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 when playing by ear. But this method also requires constant hearing development and serious auditory training. Difficulties in teaching children to play musical instruments contributed to the search for a new way of teaching children to play from notes.

Studying methodological literature(“Musical ABC” by N. Perunova and other developments) on the use of musical notation is necessary for a teacher to find ways and methods of teaching how to play musical instruments.

Children in the preparatory group already have the skills to play noise instruments, drums, metallophone.

Education musical notation can be carried out as music lessons so in club work. On initial stage work planning required:

Development of a long-term plan,

Selection of musical material that is accessible, interesting and feasible for children;

Search unconventional methods and teaching methods.

It is important to maintain interest and ensure that children are active in challenging tasks. Only by playing, the child devotes himself to learning and masters musical literacy. It is very important to cultivate emotional responsiveness and love of music in children.

Sequence of teaching for older children preschool age musical notation

The first stage of training is the development of rhythmic pulsation in children

First, children are offered game exercises:

· say the name by clapping

· say the word with clapping

· call the sentence clapping

determine the number of syllables in the words (chair - hole - car - TV)

Then the children select words from the pictures and independently play the rhythmic pattern on musical instruments.

Then the task becomes more difficult. Children become familiar with the stressed syllable and highlight it with emphasis.

Getting to know durations. Short syllables are written with a stick (with a flag or a tail) and are called eighth and quarter.

This is how the children gradually become familiar with durations. Interesting poems, nursery rhymes, manuals. cards, didactic games help children clearly understand various rhythms and model them in rhythmic patterns.

Games.

1. Hide the word in a rhythmic pattern (pictures)

2. Identify the word by its rhythmic pattern (Bunny - bunny - bunny)

3. “Live Notes”

Description of the game: in the hands of children, 1 duration each. They stand in a line. The leading child claps the established rhythmic pattern.

Children with sheet music in their hands change places. The game repeats itself.

4. “Stomp - clap” - palms are drawn at the beginning of line 1, and boots are drawn on the bottom line. The rhythm goes all out

notes - magnets. The child reproduces a rhythmic pattern with clapping and stamping. This is where children are introduced to pause (a sign of silence).

The second stage of training - familiarization with notes

Using a “musical clock” helps in becoming familiar with the names of notes (where each one lives). Interesting poems about stave, treble clef, notes contribute to the development of musical notation. Children easily and firmly remember the location of each note on the rulers.

GAMES WITH NOTES:

1. “The notes got lost”

2. “The notes are hidden in the words”

3. “Name your neighbors”

4. “Musical Tales”

5. “Note Domino”

The third stage of training - playing by notes

An illustrated method of writing notes and marking the steps with symbols allows you to quickly and efficiently teach children how to play children's musical instruments and the basics of musical notation.

Musical instruments (metallophones and xylophones) have pictures indicating notes;

BEFORE – house (rain). RE – turnip, MI-bear (head), FA – apron, SALT – sun. LA - frog, SI - lilac

(see Appendix 3 “Didactic games”).

Children first play on 1, then 2 sounds. The songs can be easily transposed, as children quickly navigate and find the right sound. At the beginning of learning, notes are written in pictures (without rulers), later - on rulers.

Children learn a song with words, then name the notes and sounding gestures and move on to playing the instrument (“Note ABC”).

Thus, the unity of the visual, auditory and motor spheres, meaningful awareness of the musical text makes it possible successful development in children musical ear, memory, imagination and creativity, developing his independence when working on learning piece of music.

Bibliography:

1. Bim! Bam! bom! One hundred secrets of music for children. Games with sounds. - St. Petersburg: Musical palette, 2003

2. T.E. Tyutyunnikova “Learning to create. Elementary music-making: music, speech, movement" Moscow 2005

3. Elementary music playing - “familiar stranger” // Preschool education.-1997, No. 8, pp. 116-125

4. E.K. Koroleva “Music in fairy tales, poems and pictures.”, Moscow “Enlightenment” 1994

5. V.A. Shein “Gamma” Scenarios for educational games for teaching children 3-5 years old musical literacy Moscow Publishing House Gnome and D 2002.

Methodological development of the master class “Teaching children 5-7 years old to read musical notation and play metallophones (xylophones)”

1. To acquaint the participants of the master class with the methods and techniques of playing in teaching children to play children's musical instruments using musical notation.
2. Increase the level of professional competence of teachers and their motivation for systematic use in practice.

Progress of the master class:

Hello, dear teachers, today I would like to talk in my methodology about the system of teaching musical notation and about playing musical instruments - metallophones or xylophones. In kindergartens, music classes are mainly taught either by the method of “playing along” according to the principle of Carl Orff, or by the child repeating after the teacher how many times to knock and on which records on metallophones. Meanwhile, teaching children to read music primarily involves understanding it by playing the metallophones. Melodic and pitch hearing develops, and a sense of rhythm develops. Playing children's musical instruments helps develop musical memory and attention; this helps especially when children play in an orchestra with a sense of responsibility and camaraderie. After all, everyone is responsible for their own part in the orchestration, performing Russian folk melodies. I built my work from simple to complex. I have developed my own program for teaching children musical notation, “Colored Peas.” The program is designed for children 5-7 years old. I selected material from Russian folk songs. For each note, the children learned a specific song, so the children memorized the notes and learned parts on metallophones and xylophones. A certain color on the records also helped in learning to play musical instruments. For example: the note “C” is red, the children play the song “Andrew the Sparrow”, the “D” is pink, the children already knew the song “Cockerel” and so on at the choice of the music director.

When children are free to play along the scale, you can already distribute cards with two or three notes. Children already know the notes and can learn the songs themselves. This is very convenient since there are ten children in subgroups, and a little help is required from the teacher if one of the children cannot cope. It is very convenient that you don’t have to stand over everyone and show where and which records to hit, the children learn their part themselves. And it will sound according to the melody. That's very beautiful! For example, everyone knows the Russian folk melody “I walked up the hill” and your children don’t just hit any records, but play the notes with the melody. That's the beauty, you can hear the melody! Here is your dear teachers and the number for the matinee, ten people win the main melody, and the other children play ringing, percussion and noise instruments. This way all children participate! And not just the same, “gifted” ones, this helps overcome excessive shyness and stiffness in some children when finally the child was also noticed and invited, along with everyone else, to be equal participants in the performance! The color scheme greatly facilitated the task of teaching children to read music and made it possible to reach a large number of children. During classes, children gain a lot of experience in performing different songs based on different sounds. I noticed that children could select songs by ear on their own. They meaningfully listened to the melody and rhythm and played metallophones - the skill of auditory orientation in melody is being formed. It is better to start classes in senior groups Yes, let it be small orchestrations, but so that the children confidently play the metallophones. You can use any songs “Ding-dong”, “Cornflower”, “Rain” at the discretion of the teacher. Whereas in preparatory group You can move on to more complex orchestrations. It could be the “Turkish March” or “Hurdy Organ” by the composer Mozart. Playing children's musical instruments has an irreplaceable effect on general development: the emotional sphere is formed; thinking improves, the child becomes sensitive to beauty in the art of living.
Cards with notes and rhythmic patterns.

MDOU TsRR-D/S No. 5 “Fairy Tale”, Ozery, Moscow Region.

Methodological development.

“Musical literacy in kindergarten”

A program for teaching preschoolers of the junior, middle, and senior groups to play the DMI. Duration of training is 3 years.

Executor:

Musical director

MDOU TsRR-D/S No. 5 “Fairy Tale”

Gerasimova Valentina Viktorovna

Ozyory

2008

Explanatory note

« Teaching preschoolers musical literacy" Training program.

Duration of training is 3 years.

Types of activities: teaching musical literacy, individual and subgroup work.

During training, children acquire a number of concepts of musical literacy: noise and musical sounds, long and short, high
and low, the direction of movement of the melody, dynamic shades, gradual increase and decrease in sonority, tempo, acceleration and
slowing down the tempo, pause, accompaniment, form and structure of a musical work (2- and 3-part form), reprise, musical genres, melody, phrase, accent, character and mood of the music. They learn to write down a rhythmic pattern and melody using conventional signs on a “thread” and on a staff, and get acquainted with
name of the notes.

The course of study lasts 3 years. Year after year, the requirements for children to play children's musical instruments are increasing, and the number and varieties of instruments being mastered are increasing.

1st year of study (junior group)

In the first year of study, children become familiar with children's musical instruments (they study the structure, sound, and playing techniques). Children's knowledge about musical toys (tumblers, barrel organs, musical tops, organs) is consolidated. They get acquainted with the metallophone (listen to plays performed by adults).

2nd year of study (middle group)

In the second year of study, the scope of percussion and noise instruments expands (musical cubes, musical hammers, musical sticks, triangle), knowledge about the studied instruments is deepened. Children become familiar with musical terms.

3rd year of study (senior group).

In the third year of study, new, more complex tasks. Children acquire practical skills in playing xylophones. Other percussion and noise instruments are added (triangle, bells, boxes, mallets, spoons, cymbals, maracas, rumba, castanets). Children learn to reproduce not only a rhythmic pattern, but also a melodic line; they learn to maintain the general dynamics, tempo, and begin and end the game in a timely manner. Children get acquainted with stringed instruments(harp, zither, gusli), with electronic music (“Chizhik”, “Pile”), keyboard-reed (accordion, button accordion, accordion).

1st year of study
Topic: "Children's musical instruments".

Musical literacy in kindergarten.

2nd year of study
Subject:"Children's musical instruments".

Musical literacy in kindergarten.

3rd yeartraining
Subject:"Children'smusical instruments".

Literature.

1.T.N.Devyatova. Program “3sound-magician” (Link-press Moscow 2006).

2. T. Tyutyunnikova. Program. “Elementary music playing with preschoolers.” (Preschool education, 1988)

3. N.G. Kononova “Teaching preschoolers to play children’s musical instruments.” Book for educators and
music head of the kindergarten. (Moscow “Enlightenment” 1990)

4. S. Bubley: “Children’s Orchestra.” A manual for music. heads of preschool institutions (Leningrad “Music” 1983)

5. T. Tyutyunnikova “Musical instruments”. From work experience. (Preschool education, 1997)

6. Zatsepina M. B. Musical education in kindergarten. Program and methodological recommendations / M. B. Zatsepina. - M.: Mosaika-Sintez, 2008.

Methods of teaching children to play musical instruments.

Playing children's musical instruments in any preschool educational institution special attention should be paid, since it is children's music-making that expands the scope of a preschooler's musical activity, promotes the development of musical memory and attention, helps overcome excessive shyness and constraint, and expands the child's musical education. Children hear the sound of children's musical instruments and play themselves (depending on age) during various types activities: singing, musical and rhythmic movements, entertaining games. Work on learning to play musical instruments is carried out in an organized and consistent manner. Familiarity with the instruments is carried out directly educational activities, on musical entertainment, leisure and during individual work with kids.

The principle of learning “from simple to complex” must be maintained at all stages and in all types of work. The procedure for introducing instruments and the connection between learning to play the D.M.I. and other aspects of musical training are based on it.

Initial learning to play musical instruments is carried out through direct educational activities, but this is not enough. Therefore, it is important that all the songs and exercises that have been learned are reinforced in the group under the guidance of teachers, repeat and consolidate the material covered, give children the opportunity to show creative initiative and independently engage in musical activities.

In order to make the work of educators easier and to interest children, it is proposed to:

actively use rhythm cards;

record exercises and songs using “colored” musical notation, which is primarily methodological manual for educators and didactic for children.

Exercises with cards allow you to make your work on developing a sense of rhythm more effective. After all, it is rhythm and musical-rhythmic education that takes the leading role in elementary music-making.

IN middle group rhythm cards are, first of all, methodological material for educators. When working with cards, the technique of subtexting durations is effective, where a long sound is indicated by the syllable “ta”, a short sound by the syllable “ti”. It is important that the rhythm cards are organized, that is, consistent with the size: four quarters, three quarters or two quarters. IN game form You can model rhythmic phrases from chants. Active work with rhythmic patterns contributes to the accumulation of various rhythmic patterns, which young musicians used when playing musical instruments not only during improvisation, but also when playing from a score, you just have to remember one or another rhythmic pattern that was learned earlier.

"Colored" musical notation is an accessible and interesting way introducing the baby to the world of sounds. On each metallophone plate, in the octave aisles, there is a colored mark, which allows you to quickly find the desired note. The notes of the second octave are duplicated: the color remains the same, but the “bird quote” sign appears; I explain to the child that the name of the note is the same, but the sound is higher. You can start getting acquainted with “colored” notes in the middle age group, using the consistency and availability method. I explain that each note has its own color, I suggest finding a red note on the metallophone, the child does this with pleasure, hitting the plate with a hammer - we practice the hitting technique.

It should be noted that when working with children, it is advisable to use the method of playing according to colored musical notation during the initial mastery of musical instruments and when learning exercises or chants.

One of the main ways of teaching children to play musical instruments is to play by ear. The child meaningfully listens to the melody and rhythm and plays the instrument - the skill of auditory orientation in the melody is formed.

It is necessary that instrumental chants and exercises, when learning, be accompanied by singing, since singing allows children to better imagine the direction of movement of the melody and develops musical-auditory understanding.

In the senior and preparatory groups, the range of chants expands and, in my opinion, “colored” musical notation helps to work more effectively with musical material. During independent musical activity and playing music in a group, the teacher can help the young musician, if necessary, remember the rhythmic pattern, direction of the melody, since it is always at hand music cards. (It is necessary to conduct with teachers master classes and workshops on the topic of music making).

It is important that all material is presented to children in an accessible, consistent and playful way.

I propose a method for using “Colored” musical notation.

Using “Colored” musical notation when playing the metallophone: it is difficult for children to initially achieve the correct strike on the plate of the metallophone (the hammer does not bounce, the sound goes out, so that exercises for practicing the correct strike are not boring, it is suggested to use colored flags that correspond to the plates on the instrument with colored marks :

The music director suggests playing a game for attention. Several children, 3-5 people, according to the number of metallophones, participate. Leader showing a flag a certain color– the performers successively strike the instrument plate. Further, the task becomes more complicated: a certain rhythmic pattern is set, and when a flag of a different color is shown, a musical phrase is played on all instruments in turn.

More difficult option: Multiple sounds (multiple colors) are used. By displaying colored flags in a certain sequence, the musicians perform a musical phrase one by one, then it is performed simultaneously.

This way you can practice your strokes in a playful way and achieve a beautiful sound when playing the glockenspiel.

Using “Colored” notes during improvisation (6-7 years):

The music director shows several flags of different colors and invites the children to come up with and perform a short musical phrase using the notes provided. A few minutes are given for independent work, and then the young musicians perform their improvisation one by one. Preschoolers are asked to remember one of the rhythmic patterns, since by this age they have already accumulated a certain supply of rhythmic modules, and then use the suggested notes. And it is desirable that a complete musical phrase be obtained - it is proposed to begin and end the melody on the same sound.

Application of "Color" N." when playing diatonic bells:

Each musician has one bell in his hand. Everyone sits or stands in a diatonic scale sequence. It is advisable that the melody or song that is proposed for performance be familiar. The performers rhythmically reproduce the pattern (on the syllables ta; ti, if it is a song, they sing the words. The music director shows the flags in a certain sequence, and the children reproduce the sound at the moment of showing the flag corresponding to the color of the bell. During the initial performance, the director hums the rhythmic pattern together with the young musicians. During further learning, there is no need for the music director to show colored flags; each child, as a rule, remembers the moment of his introduction.

A musical number using diatonic bells can be shown on open events and holidays, accompanied by accompaniment performed musical director or a parallel sounding phonogram at a tempo that young musicians can maintain. This option can be effectively used on festive events, where the parents will be the musicians - a musical number without prior preparation.

I would like to note, as practice shows, that children really like the use of “Colored” notes when learning to play musical instruments; the learning process turns into a game:

Skillful and competent the use of “Colored” musical notation by music directors and educators is an interesting and accessible method in the process musical education preschoolers in the field of music playing.

Lesson 1

Musical and noise sounds

Target:

• teach children to distinguish between noise and musical sounds.

Noise sounds are deliberately explained in poetic form, and musical sounds are mentioned only at the end.

Children know everything in the world

There are different sounds:

The farewell cry of the cranes,

The plane's loud rumble,

The hum of a car in the yard,

Dog barking in the kennel

The sound of wheels and the noise of the machine,

The quiet rustle of the breeze.

These are sounds - noise.

There are just others:

No rustling, no knocking -

Musical sounds are sounds.

Exercise 1 . Bring your child to an independent understanding of what musical sound is. By hearing, determine where are noise sounds and where are musical sounds.

Lesson 2.

High and low sounds

Target:

• teach the difference between high and low registers

Explanatory note

Preschool children think figuratively and have a well-developed imagination. Knowledge of the surrounding world into which they enter is inseparable from deep dive and into a fairy-tale, toy world, loved by them with all their souls. A favorite toy can enliven a lesson and help in learning new material. The difference between high and low sounds is learned faster if it is illustrated using a typewriter, a doll, a bunny, or a parrot.

1. Explanation of the topic

The teacher, showing how the piano works, focuses on the difference between the high and low registers. At the same time, the child involuntarily associates the voice of a low “thick” sound with a thick string, and a high voice with a “thin” string. The child not only hears, but also sees why the voices of the keys become higher and “thinner” when the teacher’s hand, performing individual sounds, moves across the keyboard to the right (in the fairy tale “About the Girl Nina” the cat moves this way).

A fairy tale about the girl Nina, the cat Murka and the piano

Once upon a time there was a girl in the world. Her name was Nina. Someone gave her a piano for her birthday, but she didn’t know how to play it: so let’s bang on the keys, she scared even Murka the cat. Nina got angry and went to bed. Nina fell asleep and had an amazing dream:

It's like she and the cat are at home,

And they sit by the window.

And behind him: “Boom! Boom!"

Nina turned around when she heard a noise,

He sees the piano walking,

The lid opens like a mouth,

And under the cover there are keys in a row,

As if teeth were sticking out.

Here comes the angry piano

Swallow the girl Nina.

Oh, how scared she was! She wanted to run away, but she couldn’t.

But then the cat jumps on the keys!

And the miracle happened instantly.

Murka walks on the keys,

And the piano sings and sings.

Murka steps silently,

And the piano answers her affectionately.

Then the second miracle happened -

The cat suddenly learned to say:

“Meow, I’ll tell you everything.

If you want, I’ll show you the secret!” -

She says to Nina

And he orders me to look into the piano.

She herself wags her tail,

He presses the keys with his paws.

Murka will go to the left -

And if he turns right -

The sounds are getting higher and softer.

As soon as Nina looked into the piano, she gasped: there was a hammer attached to each key, and behind it was a whole row of strings, but all of them were different!

And the strings are short and thin,

And the thicker, the longer the string -

The lower it sounds.

Murka presses the key -

The hammer strikes the string:

The string rings, sings,

The girl Nina thinks:

“Not a weird piano at all.

You just have to not hit him,

Don't hit him with your fists,

And touch the keys carefully -

So it won’t bite.”

Then morning came and the dream was interrupted. Nina stood up and gently touched the keys. In response, the kind voices of the strings were heard.

P.S: And vice versa, the sounds become lower, “thinner” when the teacher plays the same sounds in the opposite direction.

2. Fixing the material

a) The teacher performs a scale with his right hand, alternately up and down (in addition to the scale, at the discretion of the teacher, you can play short (sound) motifs, distant sounds, etc.). Left hand his, in which he holds the toy, moves over the keyboard in the same direction as the right one, but in accordance with the sounds: either rising or falling.

b) The teacher plays a scale. At this time, the student uses a toy to show the direction of movement of sounds.

3. Repetition

The toy is not involved here. The teacher plays a scale. The student, standing with his back to the keyboard, guesses: a car is driving down a hill or up a hill (a doll is coming), a parrot is flying from an upper branch to a lower one, or vice versa.

Will help children consolidate the material they have covered task 2.

Lesson 3.

Keys and keyboard

Target:

• introduce children to keys and keyboards.

To present this difficult material to children in an entertaining, interesting way, we use poems and drawings.

Miracles are here, and that’s all!

There are so many different keys!

And they have only seven names.

How can I not confuse them?

Do you see a row of black keys?

There are two or three of them in a row,

You just press two black ones,

You will find re between them.

On the left is do, and on the right is mi,

Click them in order:

Do, re, mi.

Nearby now, look,

Do you see three black keys?

Fa lives to their left,

Sings his own song.

Near fa - salt, la sit

And the two of them look at each other.

Well, and si it's not difficult at all,

You can find it very easily:

To the right of the three black keys

You will find her at home.

Now say:

Do, re, mi, fa, salt, la, si,

Play them one by one

And repeat quietly:

Do, re, mi, fa, sol, la, si.

Only you can name it -

You'll find it nearby again.

If we left before,

We reached another -

That means a whole OCTAVE

Together you and I have gone through.

Come on, quickly, one, two, three,

Repeat this word: OCTAVE.

Miracles are here, and that’s all!

Although there are so many different keys here -

I know what their names are

I know where they live.

Children will be helped to learn in practice the location of the keys

tasks 3 and 4.

Lesson 4.

Octaves

Target:

• learn the placement of octaves on the keyboard.

Explanatory note

It is useful to use cards with images of animals from task 2, those that helped in learning registers. To do this, they must be placed on the keyboard in the following order:

1. Subcontractive – elephant
2. Kotroktava - baby elephant
3. Major octave – bear
4. Small octave - little bear
5. First octave - cat
6. Second octave – kitten
7. Third octave - mouse
8. Fourth octave - little mouse

Tasks 5 – 6.

Used to secure the material task 7 , where the concept is introduced - to the second octave.

Lesson 5.

Notes and staff

Target:

• reveal step by step the content of concepts related to each other: staff, notes, key.

Explanatory note

To make the assimilation of new material more solid, information about the key is not mentioned in this topic, and if so, then the notes are explained for now simply as signs with which musical sounds are indicated. Later, after the children have become familiar with the treble clef, specific names of notes will be taught.

With this sequence of studying notes, the teacher sets the goal of showing children what note signs look like and where they are written - on the rulers, between the rulers, under them and above them.

At the same time, initial ideas about the duration of notes are given - task 8 . You can explain to children that sounds can be long and short using the example of a song. To do this, it is necessary for the children to sing several of its lines, while simultaneously clapping the rhythmic pattern of the melody with their hands.

This material will help you learn more reliably task 9.

The concept of “staff”, which children learn about from the poem, should be supplemented with another name for the staff – stave.

Here is a five-story building.

Signs live in it.

The staff is called home,

Signs and notes live in it.

(Show illustration of house with music notes)

Lesson 6.

Treble clef

Target:

• introduce children to the treble clef.

Explanatory note

After introducing the children to “The Tale of the Wise Owl,” the teacher should explain: the clef is called “treble” because it seems to be in charge of notes whose sound is as high as that of a violin.

The Tale of the Wise Owl

There lived a very wise and kind owl in the forest. Everyone forest dwellers that owl helped. And so…

One day a little gray bird flew to her,

She began to cry and sigh and began to speak like this:

- Good owl, help me, save me from harm.

Everyone knows that I sing my song every morning.

I greet the sun with her,

I help him wake up,

But today there are evil spiders

They hid all the notes in chests.

And those chests were locked,

And the keys to the locks were buried in the ground,

I can't live without a song.

How can I help the sun now?

“Don’t worry, I will help you out of trouble,” the owl reassured the bird. She took a branch, drew a staff on the ground and began to draw something on it, saying:

First I'll draw a squiggle like this:

I’ll round it at the top,

Oh, some kind of goose came out,

I'm a little afraid of him.

No! I'll do it like this:

So that there is not a goose, but a sign,

Quickly straight line

I’ll end with a bold dot.

So the key came out great,

And he's called violin.

And there is a second name,

I will write it here: the key is salt.

Remember, the bird is a small gray one,

It is called that because

What is the beginning of a curl

On the second line they draw, -

Just on the very second line where the note is written salt first octave. Take this key, little birdie, and fly to the spiders to open their chests. As soon as you fly up to them, listen first to which of them your notes sound in, then unlock that chest.

The little gray bird thanked the kind owl and flew off to get its notes.

This is how the owl helped the bird return its song.

Children can learn to write treble clef by doing task 10 . The play “Folk Joke” should first be played with the 3rd finger right hand, and then with the 3rd finger of the left hand.

Lesson 7.

Notes

Target:

• introduce children to specific names of notes.

To perform plays

You need to know the notes well.

Here - do, re Here la and si

Learn the names of the notes and where each one lives.

The rainbow has seven colors,

And music has seven notes.

But who is without clues?

Can he understand these notes?

It's like the droplets are similar

We cannot distinguish them.

Here's what: we'll decorate all the notes,

Like coloring a rainbow.

And we will immediately remember

Where is fa and where is mi?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Makes this material easier to understand task 11.

Tale about a cockerel

(Read the story, naming the notes instead of the missing syllables).

Once upon a time there was a rooster in the world

How good Petya was!

In the morning the sun will just wake up,

Petya gets up and foams,

He will sing a sonorous song

And the hum goes into the meadow

mo ma, mo sada,

Mo broken fence

He will go away and come back,

He will take care of his own affairs.

Will put things in order,

The oven will flood, and then

Petya goes to the garden.

There, the peas will be picked,

But there are so many spikelets -

Now breakfast is ready.

Put on a clean little mouth,

He will change the tablecloth on the table,

He will supply some treats.

Oh yes, Petya! Zag denier!

Here friends are knocking on the window.

- Come in, I'm glad to see you!

Lesson 8.

Beat and barline

Target:

• Explain to children what a beat and a bar line are.

Explanatory note

No additional comments are required on this topic, since the material in tasks 12 – 15 presented quite fully. To reinforce the theme, “Change” is given: by correlating the image of the rooms in the house with the image of the staff, children will count the number of rooms in the house and easily determine the number of “rooms - measures” on the staff.

Lesson 9.

Note durations

Target:

• help children learn the relationships between note durations and counting.

Explanatory note

Children experience certain difficulties when studying this topic. To make it easier to understand of this material, the fairy tale “Friendly Family” is offered.

As you know, children and adults have different dynamics (children are much more mobile than adults). This fairy tale is based on this principle: in it, eighth notes are called children, quarter notes are called mothers and fathers, half notes are called grandmothers, and the whole note is called great-grandmother. All this clearly explains the relationship between duration and counting.

Friendly family

Once upon a time there lived a friendly family:

Great-grandmother, two grandmothers

Moms and dads

And the kids

They often went for a walk to the park together. And then one day, to make walking more fun, the guys came up with something to do: count their steps. The alley in the park was long, they had to take many steps, and they could only count up to four.

They thought and thought about how they could lengthen the count, and came up with an idea: after each number 1,2,3,4 the guys decided to add the letter “and”. No sooner said than done.

Children are running along the road

And count the steps of the naughty girl,

And this is what they come up with:

See how fast they run.

Moms and dads heard them

And they instantly counted their steps:

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One and, two and, three and, four and

That's what they did!

Well, and grandmothers, not to be outdone,

Like this:

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One and, two and, three and, four and

Here the great-grandmother said quietly:

– And I also counted the steps:

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One and, two and, three and, four and

Oh, how slowly she walked!

They walked, they walked,

And we went home to rest.

So it's time to end the fairy tale.

P.S.: At the initial stage of learning, you should not be upset that children sometimes call it “grandmother” instead of a specific name for the duration of a note (for example, half note). In this case, it is important to ask the child to remember the real name of the duration of this note. From using both names of durations (“grandmother”, half) you can gradually move on to using only the real name.

After familiarizing yourself with the proposed material through reading a fairy tale, we move on to tasks 16 – 18 - all this will make up the lesson.

Lesson 10.

Note with a dot

Target:

• Explain to children what a note with a dot means.

Explanatory note

Poems and task 19 will make it easier for children to understand this rather difficult topic. But in order to make this material easier to perceive, it is useful at the initial stage to draw a calm at the point like this: or like this:

Lesson 11.

Size

Target:

• Based on the knowledge gained about note durations, introduce children to musical time signatures.

Explanatory note

The theme does not require any additions. For better assimilation of the material it is useful to use task 20 - “Musical Lotto”.

Lesson 12.

Pauses

Target:

• Introduce children to the concept of pause.

Explanatory note

To get acquainted with the concept of a pause, the fairy tale “Inseparable Friends” is offered. While reading it, you should draw children’s attention to the fact that pauses in music must be listened to and counted just like notes.

Inseparable friends

Once upon a time there was a boy Kolya.

He studied at a music school,

And he had a book.

And then one night, when Kolya fell asleep, the following story happened.

The clock just struck twelve,

Suddenly this book was quickly opened.

And who do you think discovered it?

Notes!

Yes, yes, the notes are not big,

Which lived on the first pages.

They cried, they sunbathed,

They began to tell each other something.

Then they ran through the book without looking back,

Only the heels sparkled.

They ran far away from their native staff,

Stopped on one page and looked

And the place is unfamiliar to them.

Some signs are coming towards you,

They ask the notes: “How did you end up here?”

They began to recite the notes vying with each other:

Oh, you know, we almost disappeared completely.

The boy who studies from this book

Makes us sing without a break.

If only you knew

How tired we are!

After all, we can’t sound all the time,

We should rest sometimes too.

Look what happened to us

What trouble happened:

Half note, poor

She became terribly pale.

The whole one sang for so long,

That she even turned gray all over.

The quarter note is blackened by work.

And we, eighth notes, are cheerful, mischievous,

Before that we sang, tried,

The strangers listened to their signs and said:

Well, there's no need to worry about it,

Shedding burning tears.

We are just signs of silence,

We indicate a break in the sound.

Pauses are calling us.

Here we are all here.

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Whole rest Half Quarter Eight

One and, two and, three and, four and. One and, two and One and One

That's where we met, sheet music.

Now you will sing differently.

Climb onto our staff,

Let's live together

There's nothing left for you to worry about.

We will become inseparable friends.

The notes rejoiced, climbed into the pauses and began to live - to live, not to know grief.

Referring to “funny pictures” will help children quickly and firmly remember what pauses look like. It is easy for them to imagine that a whole pause, like a sign, hangs on a ruler; half, like a chest on a shelf, lies on a ruler; the quarter one looks like a snake; and the eighth resembles a figure skater.

Lesson 13.

Strokes

Target:

• teach children to distinguish between musical strokes: staccato and legato.

Explanatory note

The topic is clearly revealed in the poems and drawings given in task 27. Need to learn:

A dot above a note and a dot below a note,

Tell us, little dot, who are you?

Know, guys, my name is staccato,

I make the notes dance.

Staccato – short, abrupt.

League

Oh, what an arc!

What, tell me, is your name?

I'm called the League.

And remember, friends,

In plays my role is important,

The notes really need me

In order to teach them

Walk with a smooth step.

Well, what about that step, guys?

It's called legato.

Legato - smooth, coherent.

Lesson 14.

Dynamic shades

Target:

• remember dynamic shades as unique musical colors.

Explanatory note

Drawings and listening to D.G.’s play will help you master the topic. Turk "I'm so tired" in different manners of performance from assignments 28.

The first time the teacher plays inexpressively, with an even sound, and the second time - precisely performing all the dynamic shades so that the children give preference not to a monotonous, but to a colorful performance that fully reveals the meaning of the play.

After this, you can go directly to getting acquainted with the names and purposes dynamic shades. The distribution of color brightness of paints on the palette will contribute to a better perception of the essence of dynamic shades.

Lesson 15.

Major and minor modes

Target:

• introduce children to musical modes: major and minor.

Explanatory note

It is known how difficult this topic is to explain to young children and how difficult it is for them to perceive it. The fairy tale “Two Brothers” will make it easier to understand.

TWO BROTHERS

In ancient times, in a fairy-tale country called Soundland, King Ding-dong the Seventh ruled. More than anything else, he loved to sleep and be bored.

Sometimes he would sit on his throne and get bored.

Out of boredom he dangles his legs,

Out of boredom he will order cookies to be served,

And sing a song for the soldiers.

His soldiers were unusual -

All of them are excellent singers.

And for this, by the way,

Ding-Dong began to call them Sounds.

The Sounds will sing to the king one song, another,

The king will snore, and Sounds will also go to the side.

They sleep until the morning.

In the morning they will get up and shout: “Hurray!”

The king will wake up, turn from side to side,

And everything will start again:

Boredom, cookies, soldiers' singing.

From this life the Sounds have become so lazy,

They completely forgot how to sing properly.

The king was terribly upset.

He even stopped being bored.

Makes them sing this way and that,

But they don’t want to.

But one day, two brothers, Lada, arrived in Soundland from the distant country of Ladiya. One was a cheerful, laughing dancer, the other was sad and thoughtful. Merry's name was MAJOR, and sad - MINOR. Major and Minor learned about the king’s trouble and decided to help him.

They came to the palace

The king was bowed as expected.

Hello, Ding-Dong, they say. –

We want to listen to your soldiers.

Well,” the king commanded Sounds, “

Sing it all out!

One, two! One, two!

The Sounds sang, some into the forest, some for firewood.

The brothers couldn't stand this music,

Come on, they say, Ding-Dong, we’ll help you,

From your sounds we will compose a good song.

Major lined up the sounds in a row -

The result was a SOUND SCORDER.

The Major commanded them: “Calculate a tone, a semitone!”

The sounds were quickly calculated:

Tone, tone, semitone,

Tone, tone, tone, semitone.

Start singing! - Major commanded. The sounds sang:

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We all stood together in a row, along the – row – in a row.

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Don’t pro - stop ma - zhor - ny, ra - worthy, for - daring!

When we finished singing the Sounds, Minor stepped forward. He commanded: “Calculate a tone, a semitone - and - go away!” For some reason the sounds immediately made me sad, and they reluctantly settled:

Tone, tone, semitone,

Tone, tone, semitone,

Tone, tone.

Start singing! - Minor commanded. The sounds began to sing.

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We are mi-nor-ny sound-co-series of sad-sounds-s long-series

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The dog is sad – well – I’m eating and this – hour we’re – re – howling.

Since then, order has come to Soundland.

Ding-Dong began to live differently,

Under new music stopped sleeping.

He will be sad - Minor will appear,

If he wants to have fun, the Major will appear.

The sounds began to live well,

And the songs sounded good!