Summary of the music lesson “Vocal and singing activities. Summary of an open lesson on pop vocals "concert activity as one of the methods of active learning"

MBOU DO House children's creativity

Vocal lesson notes

for children 1 year of study

Prepared by:

Mets Tatyana Valentinovna

Additional education teacher

education

New Urengoy

2015

Topic: “Working on singing breathing, developing a sense of rhythm.”

Target: Formation of singing skills using vocals.

Tasks:

1.Develop singing breathing, a sense of support.

2.To form students’ metrorhythmic skills and consolidate

them with the help of exercises;

3.Develop ear for music, develop purity of intonation;

4. To develop cultural skills in song performance.

Equipment:

Piano, music Center.

Didactic material:

Cards with exercises, emoticons.

Form: group lesson

Progress of the lesson:

introduction:

Hello guys. Today we will continue to work on singing breathing, talk about the pulse in music, rhythm, and work on the rhythmic pattern in the song “Thank You Mom.”

Singing installation - the position that the singer must take before starting to sing: a relaxed but taut position of the body with straightened back and shoulders, straight free position of the head, stable support on both legs, free hands.

Warm-up

1.Facial massage, frown, relax, raise, smile. 2.Twists and rotations of the head

3. Shoulder rotation

4. Exercise “Puppets” (to relieve tension)

Breathing exercises:

1. Calm inhalation - calm exhalation (smell a flower)

2.Short silent inhale - long exhale (inflate the balloon)

3. Short, silent inhalation - while exhaling long, we pronounce any sound, exhale evenly, without shocks.

4.Short silent inhalation - on a long exhalation, a clear, active count to 10 (we gradually increase the count)

5. Short silent inhalation - as you exhale we make a short sound s-s-s-s.

6.Short silent inhalation - exhale at 3 points: 1 - palm, 2 - at a distance of 1 meter, 3 - as far as possible.

7. Game “Who takes longer?” (buzzes like a bee, rings like a mosquito).

Articulation: Constantly monitor children’s performance of vocal and articulatory exercises so that children acquire the skill of correctly performing this or that exercise.

1.Watch

2. Injections

3.Pinocchio's smile

4. Active articulation during pronunciation sounds E-U-A-U

5.Jaw drop

6. Clicking the tongue in a certain rhythmic pattern (Big horse (forte) - small horse (piano).

Vocal exercises: Repeat the exercise repeatedly to master skills, transposing it up and down by semitones or modifying the task (legato -staccato, soft attack - hard sound attack, piano - forte).

To achieve unified, harmonious singing in a group, the child learns to hear not only his own voice in the ensemble, but also the voices of other children. Very effective techniques for developing skills ensemble and formation: singing “in a chain”, “songs - echo”, playing “stream”, “singing to oneself”, singing with a closed ear.

1. We hum, building a unison, the game “Bees”.

2.Ma - ma, pa - pa - I (ma-me-mi-mo-mu) - on one sound and on one breath, building unison.

3. “Motor” - reproduce “Br-r-r-r-r” with your lips on two adjacent sounds.

4. “Le-li-le-li-le” sing the syllables according to the notes “do-re-mi-re-do” in at a slow pace, and “do-re-mi-fa-sol-fa-mi-re-do” at a fast pace.

5. “The bunny is walking around the garden, around the garden” (alternating legato and staccato).

6. “Chickens and Cuckoos”, singing the syllables Ko-ko-ko and ku-ku-ku according to the staccato triad (high position, accurate intonation, vowel formation, expanding the range).

7. “In the forest” Au-Au - singing the interval of fifths (hard, soft attack of sound, accurate intonation, formation of a vowel, expansion of the range).

Rhythm exercises, rhythm games

When we listen to music, there is always a desire to clap our hands or stomp our feet to the beat of the music. At the same time, a certain counting takes place within us - we count out equal parts (sing a song, exercise, tongue twister, count or clap).

1. Clap “ONE - two-three-four, ONE - two-three-four”

At the same time, “RAZ” accounts for the emphasis. This accent is called the strong beat! The remaining shares are weak! Their alternation forms musical meter- a certain “pulse” piece of music. So, meter- this is the alternation of strong and weak beats over time.

2. Stomp your foot in the count “One-two-three-four”, and at the same time clap your hands on “One”.

3. The claps “One-two-three-four” are performed by 1 row of children, the claps “One” - by 2 rows.

Now I’ll perform the song with clapping, listen, what will you notice? (claps of different lengths)

That's right, this combination of long and short sounds in a certain order is called rhythm, a rhythmic pattern. Each melody has its own rhythmic pattern.

4. Game “Recognize the song by the rhythm” (“A bunny walks through the garden, through the garden”, “We lived with a grandmother, 2 cheerful geese”, “A locomotive-bug”)

5. Game "Echo" (repeat a simple rhythmic pattern)

6. Game “Catch the Cotton”

Working on diction:

1. From the clatter of hooves, dust flies across the field

2. We ran across the banks.

3.Singing syllables « Bra-bra-bri-bro-bru", "vra-vra-vra-vra-vru",

Sing tongue twisters from a slow tempo to a fast tempo, finish at a slow tempo, from an active whisper to a confident, clear sound.

Work on the piece:

Pin text:

1.pronouncing the text to the rhythm of the song quietly or in a whisper.

2. silent active articulation during mental singing based on external sound.

Work on quality of execution:

1.singing with an echo, when the teacher sings a phrase and then the children repeat it.

2.singing complex elements with words or vocalizations.

3.singing phrases.

4 singing to the soundtrack + and –

Summing up the lesson.

What new did you learn in class today?

(Today we worked on singing breathing, learned to listen to each other, sing in unison, got acquainted with new concepts: meter and rhythm, and paid a lot of attention to rhythmic exercises.)

When you hear any music, try to hear and feel its pulse and rhythmic pattern. And you can express your mood and impressions of the lesson with an emoticon.

The lesson is over. Goodbye.

Musical lesson on vocal and choral work in the preparatory school group “Musical Necklace”

Lesson plan.
1. Children’s entrance to the hall
2. Musical greeting
3. Breathing exercises.
4. Articulation gymnastics.
5. Tongue twisters.
6. Vocal - intonation exercises.
7. Learning a song
8. Music game
9. Farewell “Goodbye, music”

Progress of the lesson

M. r. takes “notes” - they fall on the table.

M.R.: Oh! The beads scattered.
And there will probably be no more music.
Help me collect sheet music magnets?
Let's collect the magnetic notes and put them in the music box, maybe the music box will be able to collect all the notes into one again?
M.R.: But in order for the magnetic notes to “sing”, you need to perform certain exercises.
Let's stand in a circle
A little effort will improve your breathing.
Breathing exercises.
"Snowflake"
Let's take the “Snowflakes” and blow on them, let them fly and delight us with their beauty.
Blowing on a snowflake while holding a thread
« gold fish»
The “Golden Fish” lives in a fabulous musical land, the fish SNAKES UP (inhale), DIVES (exhale while tilting), and again emerges and dives.

"Cloud and Rain"
Spring will come soon, the snow will melt, it will rain
A cloud flew in (inhale), and it began to rain (exhale, tapping the nostrils M-N)

After performing breathing exercises, a sound is heard.
M.R.
M. r. attaches a note to the staff.

And now, be quiet, let your tongue dance.
Articulation gymnastics.
Here is the tongue exercise: (Children perform movements according to the text of the game).
The tongue turned
Right left. on the side. Children stroking their cheeks with their tongues -
We open our mouth, right and left
We chatter our tongues, perform the “Chatterer” exercise
And now, friends, no joke,
Use your tongue to clean your teeth. Swipe the tongue several times
Let's smile at all our friends, upper teeth, then lower teeth
You can't sing without a smile. Smile, lips stretched wide

After performing articulatory gymnastics, a sound is heard.
M.R.: This one note wants to return to its house.
M. r. attaches a note to the staff.

Speaking tongue twisters is not an easy task.
We will say it beautifully, clearly and skillfully.

Tongue Twisters.
Written by a mouse in a hole
Until the morning tongue twisters
It turned out exactly forty
He has a tongue twister.

After the tongue twister is performed, a sound is heard.
M.R.: This one bead wants to return to its house.
M. r. attaches one bead to the staff.
If you want to sing loudly
Don't sit down like a bear
Press your feet to the floor harder,
Straighten your back quickly.
Arms and shoulders are all free.
Singing is pleasant and comfortable.

Vocal - intonation exercises.
“Snowflakes and white fluffs are falling
Put your palm up and wait a little."

“1,2,3,4,5, Go out for a walk quickly
We'll go down the icy hill
We'll ride in a crowd"

“They dropped the bear on the floor, tore off the bear’s paw,
I still won’t leave him, because he’s good.”

“The giraffe grows tallest, it reaches the sky”

“The elephant is as big as a house, go around it,
And you’ll see that it’s not easy to climb onto a house of such height.”

After performing vocal and intonation exercises, a sound is heard.
M.R.: This one bead wants to return to its house.

The song comes to visit us
And it brings joy to all of us.

Video of the song “Gingerbread House”
Learning a song
1. Read the lyrics to the rhythm of the song
2. Singing 1 verse of the song
3. Learn the verse of the song.
4. Sing 1 verse and chorus.

After the song is played, a sound is heard.
M.R.: These beads want to return to their house.
M. r. attaches five beads to the staff.

Music game
"Heel, toe"

After the game is played, a sound is heard.
M.R. These beads want to return to their house.
M. r. attaches five beads to the staff.

M.R.: So all the beads have returned home.

It's hard for us to sing and dance without music
We put the beads in music notebook.
All my friends are happy about the wonderful music again
And we can’t lose those beads anymore.

M.R.: Thank you guys for coming to me, making me happy, and what did you remember and what did you like?
I was very pleased swami, and I want to convey to you from the gnomes of their gingerbread house a ringing candy cockerel.
Gives PETUSHKOV.

Going out to the music.

SVETLANA TANKLAEVA
Abstract open class on vocals “Introduction to the educational program” for children 6–7 years old

Compiled by:

Tanklaeva Svetlana Taimurazovna,

additional teacher education

MBU DO "House of Creativity" g.o. Vyksa

Quantity children: 7

Abstract on educational program, within which it is carried out open lesson«» .

Given class is carried out according to the educational and thematic plan of additional general education(general development) programs artistic orientation "Melodies of Childhood" (Further - Program) . Program, designed for 3 years of study. Participants programs children aged 7 to 17 years, classes are organized in accordance with age characteristics students.

Training on program introduces students to musical art through singing, most accessible to everyone children, active view musical activity. The training is based on voice training, which includes myself:

training respiratory system using a special gymnastics:A. N. Strelnikova;

Articulation gymnastics according to the methods of V. V. Emelyanov,

Breathing exercises according to the method of B. S. Tolkachev.

Activation of diction - a set of exercises for the development of the articulatory apparatus; warming up the vocal cords, rounding vocal sound and mastery of it, as well as voicing natural resonators; intonation-phonopedic method of voice development by V. V. Emelyanov.

Subject classes: « Introduction to the educational program»

Description classes and practical importance:

Elements of health-saving technologies are used;

Offered at classes the set of exercises is universal, it can be used both in vocal children's groups, and in preschool educational institutions for musical development children and prevention of respiratory diseases.

Proposed abstract demonstrates an example of the first vocal lessons for children 7 years old. It may be useful for music teachers, managers vocal studios, additional teachers education.

Number of students: 7 people

Target:acquaintance with Program of unification through vocal exercises.

Tasks:

Introduce students to breathing exercises, development of pitch hearing, development of the articulatory apparatus;

Develop musical perception and memory through gaming techniques;

Create motivation through game techniques

Learn to focus sound into resonators;

Teach the right thing vocal breathing

Methods and techniques used on class:

by source of knowledge:

Visual – personal display;

Verbal – comments, explanations (explanations of practical actions, conversation;

Practical – exercises, practical tasks;

by the nature of the cognitive activities: explanatory-illustrative, reproductive.

Technologies: developmental education, health conservation;

Form of educational organization classes: travel game.

Techniques: dialogue, communication of information, game.

Form of organization classes: individual, group

Means of education:

Visual aids: cards for the game « Musical dictionary» , slides with tongue twister text, with song lyrics "Road of good» , with portraits of the composer Mark Minkov and the poet Yuri Entin, a seven-flowered paper flower with detachable petals.

Equipment: piano, chairs, multimedia equipment, laptop (computer).

Plan classes:

1. Introductory, organizational part (3 min):

Greetings;

Setting a goal classes.

2. Main part (15 minutes):

introduction of educational material;

Generalization. Systematization and consolidation of material.

3. Final part (2 minutes):

Summarizing classes.

Stages Lesson progress

Organizational Educator:Hello, friends! I invite you to visit a wonderful country "Kingdom of Singing?"

Answers children.

Teacher:To go to the country "Kingdom of Singing", we need to get acquainted. And this song will help us with this (The teacher sings his name, the child sings his).

Teacher: Well done, you did a great job, guys, what will we use to go to the country? "Kingdom of Singing"? (answers children)

Teacher: For have a magical trip We need magical helpers - this is a fabulous screen, and an extraordinary train. We have a fabulous screen, we will create an extraordinary train ourselves - I will be the locomotive, and you you'll be carriages. Let's line up now, hold hands and try to sound like a real train.

A game "2 Trains"

Purpose of the game: development of pitch hearing.

Result: development of the lungs, ability to distinguish the pitch of sound.

Two trains met - a big one and a small one.

Big says: "Uh!" (very low).

The little one can do it too talk: "Uh!" (very high).

Big welcomes small: "U-U-U!" (3 times short, low,

The little one also welcomes big:"U-U-U" (3 times short, high). The big one is surprised why he is so small? "UUU" (we do a glissando (almost to a squeal, and at the very top open your mouth wide, it turns out “UUUUUA”).

“I’m not little!” - the little one was offended! “UUU” portamente! the same principle as with the glissando, below open your mouth.

Teacher: Well done, you are doing great!

The teacher puts on a railwayman's cap, takes a flag and a whistle. Children depict a train.

Teacher:- But what is a journey without a cheerful song? To make the road more fun, I will sing a song, and you will try to remember not Difficult words and sing along with me.

So, get ready. Go…

song:

We're going, we're going, we're going

To distant lands,

Good neighbors

Happy friends

Teacher:Guys, our guide to "Kingdom of Singing" there will be a seven-flowered flower. Here he is! (a flower appears on the screen - a seven-flowered flower without petals)

Teacher:But why is he without helper petals? Without them, the song will not work out... Trouble happened - the Quiet Queen stole the singing petals.

And the music will probably no longer sound. Help petals - helpers collect!

But the Quiet Queen won’t just give them up. She will give us certain tasks. And we will receive tasks at each station. Only then will the Silent Queen return them to us. Are you ready to fulfill them?

Answers children

Teacher:Well, in order not to get tired during the journey, we need to stretch our shoulders.

Doing the exercise "Jacket". ("Put on a jacket"– we move our shoulders forward, and "take off your jacket"– move the shoulders back) repeat 2 r.

Now our backs are straight and we are ready to travel.

Let's quickly get on the train and find them!

So, get ready. Go…

The children, together with the teacher, begin to move around the classroom. Music sounds, teacher sings song:

We're going, we're going, we're going

To distant lands,

Good neighbors

Happy friends.

The train stops. On-screen caption "Breath"

Teacher:Probably, in order to return the first mate, you need to learn how to breathe correctly. Breathing exercises will help us with this. So, with a little effort you will develop your breathing.

Exercise: The cat inflated the balloon (dog, mosquito)

Here comes the angry hedgehog (Children with Teacher: F f…f….f (you need to clasp your arms around your chest)

Teacher:Where is the nose you won’t understand (hedgehog curled up into a ball)

Children: f. f. f. f... f. f. f. f. f

Teacher:Here is a cheerful bee zzzzzzzzz (they turn their heads, watching the bee rise)

She flies high (Children with Teacher:zzzzzzzzzzzzzzzz (sound helps with sore throat)

She sat on our elbow zzzzzzzzzzzzzzzzzzzz

Flew on my toe zzzzzzzzzzzz

The donkey scared the bee (Children together cTeacher: iaiaiaiaa (strengthening laryngeal ligaments, preventing snoring)

He shouted to the whole forest iaaaaaaa

Geese are flying across the sky, geese are buzzing to the donkey (Children with Teacher:Goo-oo-oo-oo, goo-oo-oo-oo (Walk slowly, raise your arms and wings while inhaling, lower them with a sound).

Breath"

Teacher:Guys! So we got acquainted with the first petal of a seven-flowered flower. We will definitely meet again, but for now we are going on a journey in search of new friends.

Us fun train takes you on a journey.

"train"- lip vibration.

Like a dog the engine growls: "Stop"- speaks.

"The motor growls"- sound vibration "R".

The train stops.

On the screen

Inscription "Diction, articulation"

Exercise "Tongue Twisters"

Speaking tongue twisters, start at a slow pace, then continue with acceleration.

"We ran across the banks"

“Dust flies across the field from the clatter of hooves” for voiceless consonants;

“We were lazily catching salmon in the shallows”- to work the tip of the tongue. Let it slip 2 times in one breath.

Purpose of use: development of the articulatory apparatus.

Result: clear diction.

The trumpet sounds (phonogram).

Teacher:

The trumpeters are sounding the alarm - everyone is coming to the rescue.

We walked along the banks and met a turtle

Slowly, without fear, the turtle sings to us.

"We ran across the banks"- drawlingly

A little faster - a bug, a spider-bug.

We ran across the banks - discreetly

I heard the alarm and the moth.

We ran across the banks" - soon, accelerating

The most hasty is the ant, even faster.

We ran across the banks" - quickly

A signal sounds and a Petal appears on the screen with the inscription "Diction, articulation"

Teacher:The second Petal of the seven-flowered flower has returned to us. You can do it, my friends!

The children, together with the teacher, begin to move around the classroom. Music sounds, teacher sings song:

We're going, we're going, we're going

To distant lands,

Good neighbors

Happy friends.

The train stops

On the screen

Inscription "Chanting"

Teacher: Chanting - very important stage singer's work in the Kingdom of Singing. We need to warm up our voices, prepare our throats for singing. To do this we will perform several exercises. And, perhaps, some exercises will seem funny and amusing to you, know that they are the most useful for developing your voice. Plus, they will help us bring back the next assistant!

3. Main stage

Story Exercise

Once upon a time there lived a little Horse. She loved to run. Like this. Children quickly "click" half-smile (high).

The horse lived with its mother - a kind and beautiful Horse. She walked like this. Children are slow "click" tongue, lips stretched out (low).

And very often the Horse loved to race with its mother. Alternately high - low, fast - slow "click" tongue.

But one day I blew strong wind. Active long breaths through the mouth 4 times.

The horse approached its mother and asked: “Can I go for a walk?” From the bottom sound "y" to the top "O". "U" - "O"?

“Where are you going? - Mom answered, “there’s a strong wind outside.”. From top "O" to the bottom "y". "ABOUT" - "y"?

But the Horse did not listen and ran "Click" high.

Suddenly she saw in the clearing beautiful flower. "Oh, how lovely", - thought the Horse, ran up to the flower and began to smell it. Inhale through the nose - lightly, silently, exhale through the mouth with sound "A" slowly 4 times.

Only it wasn’t a flower, but beautiful butterfly. She took off and flew away. And the Horse galloped on. "Click" high.

Suddenly the Horse heard a strange sound. Long sound "sh - sh - sh".

“Let me come closer”, - decided the Horse. "Click" high.

It was a large snake that was crawling up a tree; it scared the Horse very much. Sound "sh" short 4 times.

During walks The horse heard many unusual sounds. A hedgehog ran by. Sound "f" 4 times.

The grasshopper chirped. Sound "ts" 4 times.

A beetle flew by. Sound "and" long lasting

Behind him is a mosquito. Sound "z" long lasting

And the wind blew stronger and stronger. Exhale for a long time.

The horse was frozen. Sound "brr" 4 times.

And she ran home. "Click" high.

She came out to meet the Horse kind mother. "Click" low slow.

She began to warm the Horse. Silently exhale onto your palms through open mouth 4 times.

Exercise: No. 1 Mmm... (yawn)

Ex. No. 2 I-E-A-O-U (with tilt)

Ex. No. 3 MI-ME-MA-MO-MU

Ex. No. 4 Lip trill...

Ex. No. 5 7 “Here I go up

Ex. No. 6 I sing, I sing well.

Teacher:

And now I will introduce you to a wonderful song from the TV movie "The Adventures of Little Mook". Wrote the music for this song contemporary composer Mark Minkov, and the words are by the poet Yuri Entin. I won’t name the name of the song, I think you’ll tell me it yourself after listening to the song.

Teacher:Performance of the song "Road of good»

Teacher:

What would you call the song?

What is good?

The children answer.

Teacher:

Yes, this is all the best that happens in our lives. For example: sun, spring, smile, mom, dad. Good is when people help each other.

Teacher:

A good person is the one Who:

He loves people and is ready to help them in difficult times.

Loves nature and takes care of it.

Polite in communication, respectful towards adults and younger people

A kind person notices the good in others, first of all.

Poem:

Become a good wizard

Come on, try it

There's no need for any special cunning here.

Understand and fulfill the desire of another

It's a pleasure, honestly.

Don't stand by indifferent

When someone is in trouble.

Need to rush to the rescue

Any minute, always.

And if it helps anyone

Your kindness and your friendship

Are you happy that the day was not lived in vain?

You don't live in vain.

Learning the melody of verse 1

Teacher: Well done! So we learned the melody of the song and the words. But for the audience to like our performance, we need to sing very expressively.

Let's analyze what mood is in the music of the song? What sound should you sing in?

The children answer.

Teacher:Let's play a game "Choose your words".

We will split into 2 groups. I will give each group a card with a word that describes the nature of the sound of the music. For example: solemnly or tenderly...

Your task is to go up to the table one team member at a time and choose a card with a word that matches the meaning of the word in your group. For example

fits the word describing Ceremonial music words:

1. majestic

2. grandiose

3. victoriously, etc.

fits the word describing gentle music words:

1. touching

3. affectionately, etc.

After the first players return, the second ones enter the game and so on.

Time to play 3 minutes.

A game "Choose your words"

Summing up the game.

Let's find the words that suit our song (noble, serious, friendly and bright)

Performance of the song (1.2.) (1.3.) (3.2.) (3.1.)

A signal sounds and a Petal appears on the screen with the inscription "Chanting"

The children, together with the teacher, begin to move around the classroom. Music sounds, teacher sings song:

We're going, we're going, we're going

To distant lands,

Good neighbors

Happy friends.

The train stops

First of all, every singer must take care of his voice:

Do not shout

Don't get angry

There are also special rules for singers.

For example, you should not eat 2 hours before singing lessons.

Review the rules of singing (ask children)

If you want to sit and sing

Don't sit down like a bear

Straighten your back quickly

Put your feet on the floor, be bold

A signal sounds and a Petal appears on the screen with the inscription "Vocal Hygiene"

Hooray! Very soon all the assistants of the singing Flower of Seven Flowers will be gathered and the song will sound! Let's continue our journey!

The children, together with the teacher, begin to move around the classroom. Music sounds, teacher sings song:

We're going, we're going, we're going

To distant lands,

Good neighbors

Happy friends.

The train stops

On the screen

Inscription "Rhythmic"

A game: "Rhythmic Echo".

The teacher claps simple rhythmic patterns. Children must repeat them exactly. Complication: stomp is introduced with the foot, with both feet.

One, two, three, repeat! An adult sets a rhythmic phrase by clapping, which the children repeat. "sounding gestures": claps, stomps, slaps, clicks, etc.

Da de di do do

Knee spanking

A signal sounds and a Petal appears on the screen with the inscription "Rhythmic"

Guys, we have already completed 6 tasks of the Silent Queen, the last one remains. Aren't you tired? Then go ahead!

The children, together with the teacher, begin to move around the classroom. Music sounds, teacher sings song:

We're going, we're going, we're going

To distant lands,

Good neighbors

Happy friends. The train stops

On the screen

Inscription "Scene" "Microphone"

Well, guys, you and I have arrived at one of the most important places in the country. "Kingdom of Singing" - "SCENE". Everyone who gets here becomes real artists. AND true friend it becomes the Microphone. As with all your friends, so with a microphone you need handle with care. You need to hold the microphone in one hand. 4 fingers should be placed all together at the top, and the thumb at the bottom. The microphone should not cover your face and should be located at a distance of 5-10 centimeters. The sound should hit the middle of the microphone.

Throughout the story, the teacher demonstrates the correct handling the microphone.

Teacher:Now you and I will try to sing a song with microphones. If you and I are attentive, we will have a real performance by little artists.

The teacher distributes microphones to all children. Music is playing. Children perform a song together with the teacher “We are going, going, going to distant lands”.

A signal sounds and Tsvetik-Seven-Tsvetik appears on the screen.

Teacher:So our journey today has come to an end. But in the country "Kingdom of Singing" there are many, many more interesting things. While studying vocal creativity, you will be able to learn more and more about this country. Did you enjoy our adventures?

Answers children

Teacher:And you know, Queen Quiet liked us so much that she gave us a gift.

The teacher gets music box. Casket opens. Magic music sounds.

Teacher:In this box are the Petals we were looking for! Take from the box a Petal of the same color as your mood on our class and attach it to a seven-flowered flower. If your mood is cheerful, let these petals be red or yellow color, and if your mood is sad, then let these petals be blue or green.

Children take petals and attach them to a seven-flowered flower

Teacher:Look, this is the guide we have created for Tsvetik-Seven-Tsvetik. Yes, from communicating with music we have become a little more beautiful and kinder today. Bring these feelings into our world, and it will become better! Today we paid attention to the development of the speech and vocal apparatus, worked on consonant letters in tongue twisters and chants, and on the text of a new song.

homework: - For the next lesson, work through verse 2 in the same way, and learn the first one by heart.

You have been wonderful travel companions, promise not to forget the road to musical country "Kingdom of Singing". I am very glad that I met you today. Thank you very much. See you again, friends!

List of used literature:

1. V.V. Emelyanov. “Phonopedic method of voice development”.

2. O. V. Katser. "Game teaching method children singing» .

View certificate of publication

The lesson is conducted according to educational program"Vocaletto" 1st year of study. Given training session designed for the consistent formation of singing and performing skills.

The training session is designed for 2 academic hours With vocal ensemble“Vocaletto” (10 people) 1st year of study. The age of students is 7-17 years. Recruitment to the association is carried out on the basis of desire.

Lesson objectives:

1. formation of performing vocal skills in students skills and abilities.

2.creating conditions in which the student experiences pain achievable sensation

performing freedom and creative comfort.

Tasks:

1. development of singing skills (meaning sustainable singing

breathing on support, evenness of sound throughout the entire vocal range,accurate intonation, melodiousness, melodiousness of the voice, clear and precise diction, correct articulation).

1. stable intonation of monophonic singing

4.skills in working with phonograms and microphones

Teaching methods: explanatory-illustrative, reproductive, practical

Form of organizing a training session: individual, group

Equipment: piano, stereo system, microphone, piano, CD discs, phonograms minus, plus performance of “About Jam”, “Three Wishes”, “Lyceum”, handouts - lyrics

Stages and timing of the lesson

1 lesson – 1 hour 30 minutes

I.Organizational stage . Checking readiness for class. Correct singing position – 2 minutes;

II.Preparatory stage : gymnastics of the articulatory apparatus, phonetic exercises, breathing exercises, vocal and intonation exercises - 14 min

III.The stage of assimilation of new knowledge – learning the canon chant – 12 min.

IV.Main stage- work on the repertoire (work on

sound production, sound science, purity of intonation, expressive singing, two-voice).

1. Singing the songs “About Jam”, “Three Wishes”, accompanied by

piano and a capella – 8 min

2. Work with soloists. - 4 min.

3. Singing songs to a minus soundtrack - 8 minutes

4. Singing songs with a microphone – 8 min.

Dynamic pause - 10 minutes between songs for rest and relaxation,

Physical education minute

5. Work on the movements in the song “About Jam” - 5 min.

6. Repetition of the song “Lyceum” - 5 min.

V . Reflective stage: children’s self-esteem about their performance,

Emotional state – 2 min

VI. Final stage: singing songs from beginning to end under

Phonogram with movements. Summing up results, mistakes and successes

Each student – ​​10 minutes

VII. The final stage: homework assignment, message about the following

Lesson - 2 min

I. Organizational stage :

- meeting children;

— checking those present;

— Correct singing position: stand straight, chest free, shoulders turned and down, good emphasis on both legs, hands free. Keep your head straight. A strong head lift leads to tension in the anterior neck muscles and constrains the larynx. The face should be free from grimaces. A smile on the face creates feeling of elation, necessary for the lesson.

Preparatory exercises.

II . Preparatory stage: Before we start singing, let’s prepare our vocal apparatus. We start each lesson with articulation and breathing exercises, intonation – phonetic exercises. What is the articulatory apparatus? ( tongue, lips, hard and soft palate, lower jaw.)

Articulation gymnastics

Tongue gymnastics

— Lightly bite the tip of your tongue with your teeth four times. Stick your tongue out as far as you can, lightly biting the tip of your tongue in sequence.

— Bite your tongue alternately with the right and left sides with my teeth, as if chewing it.

— Make a circular motion with your tonguebetween lips and teeth with closed mouth. The same in contrastin the right direction.

- Place your tongue on your upper lip, lower lip, right my cheek, into my left cheek, trying to pierce them right through.

Lip gymnastics:

Bite your lower lip, upper lip, suck in your cheeks andbite their inner surface with your side teeth.

Intonation-phonetic exercises.

1. Starting position: mouth open as much as possible with jaw movements forward and down. The exercise consists of strong, active pronunciation of consonant sounds in next sequence: Sh, S, F, K, T. P, B, D, G. V, Z, F. Each sound is pronounced four times.

2. Sequence of vowels: A, E, I, O, U.

3. The starting position is the same as in exercise 1.
The main element of the exercise is sliding ascending and descending intonation with a sharp transition from the chest to the falsetto register and from the falsetto to the chest with a characteristic fracture of the voice.

U~u, u~o, o~a.

Tongue Twisters:

1. The bull is blunt-lipped, the bull is blunt-lipped, the bull’s white lip was blunt.

2. How 22 Egorki lived on a hill on a hill. One Yegorka, two Yegorkas, etc.

Breathing exercises.

— How does the singing process begin? ( with a breath)

- Where do we direct the air when inhaling ( in the stomach). The body is loose, the shoulders are lowered.

1.Inflate balloon(inhale through your nose, hold your breath, exhale through the SSS, the air comes out, the ball remains.)

2. Short inhale into the stomach, short exhale to “shoo”, “shush”.

3. Riding a motorcycle (arms stretched forward, inhale - brushes back, fasten, exhale RRRRRRR).

4. Feet shoulder-width apart, arms at shoulder level, elbows bent parallel to each other. We connect the elbows, inhale, elbows to the sides, tack, body down. Exhale to “Ha.”

5. An exercise to activate the work of the anterior abdominal wall for the sounds “k” and “g”.

The teacher's attention should be directed to:

-muscle freedom

- correct posture;

— the ability to take a breath and expediently distribute the exhalation;

— operation of the resonator system;

— general speech intelligibility;

-rhythmic precision.

Vocal intonation exercises.

Goals of vocal intonation exercises:

Develop the skill of maintaining a tone at the same pitch with the same volume or with different nuances, which trains singing breathing
form the correct articulation of a particular vowel sound
achieve certainty in the attack of sound
clarify intonation at the moment of sound attack
build unison

All exercises are performed in an ascending and descending chromatic sequence (in the range A m - F 2)

1.Singing with your mouth closed helps to equalize the timbre sound and auditory tuning. The exercise is sung with slightly open teeth (mouth closed), high sky, the sensation of sound in the upper resonator, on the sonorous consonant sound “M”. (example 1) When you feel a slight vibration and a slight tickling of the lips.

2. Register smoothing. (Lip vibration, then RRRR)

Make sure your lips are free and have an even, full sound when moving to

head register. The slower the vibration speed, the better.

3.Practice a soft but precise sound attack. This will be

facilitate the execution of legato exercises on one note.

4. Exercise based on triad sounds. Rely on breathing.

Goal: expanding the sound range in order to equalize the register sound of voices and to activate the work of the anterior abdominal wall.

2. Exercise to develop voice mobility and work on diction.

Monitor the clear pronunciation of syllables, the jerky work of the diaphragm, the larynx remains in the middle position and does not rise behind the sound. The tip of the tongue touches the two upper front teeth.

III. The stage of assimilation of new knowledge is learning the chant of the canon “There is a birch tree in the field”

The first acquaintance with two-voices should begin with the singing of canons. This is the most interesting and accessible form of polyphony for children. What is canon? Canon translated from Greek means “rule, order.” A musical canon is a song performed in a special way. All performers of the canon sing the same melody with the same text, entering alternately. The one who started singing first and finishes first. Singing with the canon became very popular in the 16th and 17th centuries, and now the canon is gaining a new surge in popularity among young performers due to the fact that it clearly demonstrates the performer’s singing technique

Stages of work on the canon:

1) speech recitation. Invite the children to recite the first

a line to everyone together. Recite again, and the teacher recites in canon. Divide the ensemble into two groups, the second group now taking the place of the teacher.

2) Having mastered the performance of the rhythmic canon, you can start singing.

To begin, sing the melody of the canon to everyone together with the teacher:

Bring to pure a-cappella unison. After the melody is learned, the children perform the 1st voice, and the teacher performs the 2nd.

Then divide the children into 2 groups. Everyone sing a cappella, in dynamics p, listen to each other, vertical. Remind children: “First I listen, then I sing.” Pay attention to the precise introductions of voices, the ability to maintain the tempo from beginning to end.

Appendix No. 1

Main part.

Work on the repertoire.

Work on the songs “Three Wishes” and “About Jam”.

Stage 1 . Singing songs with piano accompaniment and a capella. Work on purity of intonation, clear pronunciation of words, endings, correct sound management, unison.

The song “Three Wishes” has a complex dotted rhythm, it is important that each of the students learn it. Simultaneous removal and entry of voices by the hand of the teacher. Consonant sounds are pronounced easily, clearly, clearly and energetically. Pay attention to singing narrow vowels, avoid flat sounds. Needed whenteach students to clearly pronounce consonants at the end of words, monitor the clear pronunciation of consonants in the middle of words at a fast pace.

Particular attention is paid to working on two-voices in the song “About Jam” - pure intonation. The main task is to teach students to listen to each other, to hear both voices, and not just their own. First, each part is worked out separately, then the voices are combined.

Stage 2. Working with soloists in the song “Carousel of Melodies”. This song contains solo episodes.

Much attention is paid to working on intonation and sound production, since each student has his own voice timbre and his own shortcomings. This applies to the vowels “A” and “E”.

The basis of any singing is vowel sounds. Depends on the correct sound formation of vowelssits the beauty of timbre. For students of the 1st and 2nd year of study school age the timbre is uneven, which is annoyingcaught mainly by the “variegation” of vowels. Even sound is achievedthrough maintaining a high sound (position) on all sounds of the singing range on the.

The condition for competent sound production is a correctly open mouth, a freely lowering jaw, active lips that clearly articulate eachsound. On initial stage Basically, you should pay attention tothe student inhaled correctly, distributing the exhalation until the end of the word or smallphrases, did not take breath in the middle of a word.

10 minutes rest

Face massage

- Go over the entire face with a tapping massagewith the tips of bent fingers. The blows must be strong enoughso that the face “lights up”.

- Massage the jaw-temporal joints with your fingers.Make a forward and downward circular motion with your lower jaw.: Make a forward circular movement with your lower jaw - right-back-left-forward.

Back massage.

Free time

Stage 3. Singing songs to a soundtrack. Songs are sung at a faster tempo, with a clear rhythm.

Stage 4. Singing songs with a microphone.

Stage 5. Working on movements in the song “Slush”

Stage 6. Repeating the song "New Day"

IV. Reflective stage: children’s self-esteem about their performance, emotional state

— What did you remember most about the lesson and what did you like...

V. Final stage: singing songs from beginning to end to a soundtrack with movements. Summing up the results, mistakes and successes of each student

— What new concepts did you learn about in class?

— Meanings of the concept canon.

VI. The final stage: homework, message about next lesson

Bibliography

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Gontarenko N.B. Solo singing. Secrets of vocal mastery. —

Rostov-on-Don, 2006

Methodological development. Samara, 1997

Dmitriev L.B. Fundamentals of vocal pedagogy. M., 1968.

Erokhina I.A. Working with beginning singers. Methodological development. -Samara, 1999

I. Isaeva“Pop singing. Express course for the development of vocal abilities"

Ogorodnikov D.E.. Musical and singing education of children in secondary schools. - M.: Muzyka, 1972

Romanova L.V. School of pop vocals. - St. Petersburg: Publishing House "Lan"; Publishing house "PLANET OF MUSIC" 2007.

Stulova G.P. Theory and practice of working with a children's choir. Moscow 2002

Seth Riggs How to become a star. -M, 2004.