Vocal notes "magic rules of singing." Summary of an open lesson on pop vocals "concert activity as one of the methods of active learning"

Municipal educational state-financed organization

additional education children

Center for additional education for children “Raduga”, Sochi

Pop vocals

Topic: “Journey to the country “Melody””

Dombrovskaya Yulia Yurievna

Danilenko Svetlana Vasilievna

Explanatory note

Amazing musical instrument- human voice. Each of us is endowed with it. And how unique the voices of children sound, how they love to sing and perform both at home for their parents and at holidays. This gives them self-confidence and develops aesthetic and artistic taste.

When they come to their first vocal lesson, they still don’t know what they have to do. And it is very important from the first lesson to reveal to the pupils the beauty of music, to show how necessary it is to master the means of vocal expressiveness, musical and rhythmic abilities, which helps children to be free and relaxed on stage, that today it is impossible to imagine a pop song performer who does not have choreographic and acting skills, that allows you to more clearly and expressively convey your character to the audience songs performed, to get knowledge musical literacy. And the most important thing is to influence the emotional, and, consequently, the motivational aspects of the individual for vocal lessons.

Novelty and relevance of the development.

The development of this lesson was driven by the search for optimal forms of working with children in the additional education system. The lesson takes place in the form of a game - a journey, which promotes emotional communication between students and their development. creative imagination. Each child finds an opportunity for creative personal expression through the completion of individual and group tasks. This lesson helps the teacher gain an initial understanding of musical abilities newly arrived pupils, how much they love music and want to learn how to sing beautifully and correctly, how much they are endowed with the ability and desire for creativity and the development of their vocal abilities.

One more distinctive feature This development of the lesson is the coordinated activity of all areas of activity during training in vocal studio(vocals, musical and rhythmic movements, choreography, acting) aimed at achieving a common goal.

When compiling methodological development methods used:

the method of “running ahead” and “returning” to the material covered;

communication method;

improvisation method;

dramatization method.

All methods are closely interconnected. This helps the teacher to conduct the necessary live communication between the teacher and the children during the lesson, which allows them to easily move from one stage of the lesson to another, since it is emotional in nature and evokes a feeling of joy in the children. This process of information perception is the most effective.

The lesson is structured in such a way that the teacher can exercise control over the effectiveness of the implementation of the development of this lesson unnoticed by the students, since at the last station of the journey they themselves show game form the extent to which the goals and objectives set by the teacher have been achieved.

The role and place of the lesson in the educational route of students, the practical purpose of the lesson.

Children, in this lesson, have the opportunity to get acquainted with all sections of the program in which they will study throughout the entire pop vocal course.

Expected results.

Children's positive attitude vocal lessons,

Practical significance educational development of the lesson is that it can be applied in circle work, in secondary schools, Palaces children's creativity, cultural centers.

Target:

TARGET: creating conditions for the inclusion of children in the system of continuous musical and aesthetic education through classes in a vocal studio.

Tasks:

introducing children in a playful way to the basic concepts of the song genre;

development of initial skills in preparing the vocal apparatus for vocal performance;

development of children's cognitive activity;

assistance aesthetic education children;

creating in children an atmosphere of joyful communication and success in a team.

Equipment:

Multimedia projector, screen, laptop (computer), musical equipment (deck for mini-discs), piano, coffee table, chairs for children, chest, stave, "Magic wand.

Children's age: 7 – 8 years

Lesson plan:

Greetings

Acquaintance

Preparing for the “trip”

Station "Notki"

Station "Major and Minor"

Teatralnaya station

Station "Grace"

Station "Scene"

Summing up the lesson. Identifying children's moods.

Parting.

Progress of the lesson.

Before the start of the lesson, children's songs are played in the recording. The guys get acquainted with the booklet. Children take their places in the audience. (slide number 1)

1. Organizing time. Greetings.

Teacher: Hello, friends! Do you want to visit a fabulous musical land? Where are the wonderful students and kind teachers, where learning is not boring, not difficult, but fun and wonderful? There is such a country in the world, it’s called

"Melody"! (slide number 2)

2. Getting to know each other

Teacher: Before we set off on our journey, let's get to know you. My name is Yulia Yuryevna. What's your name?

Children answer one by one.

Teacher:

This is how we met. Now let's greet each other.

Our greeting will be a little unusual, musical. Exactly

greetings in the beautiful country “Melody”.

Musical greeting: “Good afternoon”

Teacher's demonstration.

Children, together with the teacher, perform a greeting.

Teacher: Well done, you did great.

Now we can go on a journey. Let's take with us the most necessary things: a bright smile and good mood. the main objective of our journey - to see how beautiful the musical country is, what heroes inhabit it.

3. Preparing for the “trip”

Teacher: For have a magical trip and you need magical helpers: a fairy screen, a magic key and an extraordinary train. We have a fabulous screen, we will create an extraordinary train ourselves. I will be the locomotive, and you will be the carriages. Let's line up now and try to portray a real train.

The teacher takes a flag and a whistle. Children pretend to be a train.

Teacher: Here we are ready! How will we get to the country of “Melody”?

The teacher takes out a treble clef from the casket

Teacher: Do you know what this is?

Children's answers

Teacher: That's right, it's a treble clef. He will help us open the road to the beautiful country of Melody.

The teacher attaches the treble clef to the staff.

The door opens on the screen, (slide number 3) and the children see a map of the country “Melody” (fairytale music plays) (slide number 4)

Teacher: The road is open, the journey begins.

But what is a trip without a happy song? To make the journey more fun, I will sing a song, and you try to remember the simple words of the song and sing along with me. Remember.

Chorus:

Chug-chug-chug, tu-tu-tu,

White lambs

Blows out on the go

Bug steam locomotive.

Well done, you are doing great! Now with a cheerful song they will definitely let us in musical country! I will sing the verse, and with the chorus our train will start moving. The chorus is the beginning of the movement. So, get ready! (slide No. 4, 5)

The children, together with the teacher, begin to move around the classroom. Music sounds, the teacher sings a song: (plus 1 verse and chorus of the song “Locomotive-bug”)

The train stops. On the screen is a house with windows. (slide number 6)

4. Station “Notki”

Teacher: Our first stop. Look guys, how wonderful it is

house. This house is home to 7 very friendly residents.

Do you know their names and who lives on what floor?

Children's answers (Do, re, mi, fa, sol, la, si).

Teacher: Right! The note “DO” lives on the first floor.

The window of the house on the first floor opens, and the children see the note “DO”

Teacher: In the country "Melody" the note "C" is a symbol of kindness and friendship. This note will help you find many friends. Guys, do you know songs about friendship?

Children name songs about friendship (“Strong friendship”, “When my friends are with me”, etc.)

Teacher:"RE" lives on the second floor

The window of the house opens and the children see the note “RE”

Teacher: This is the joy of creativity, work. Do you think that in order to sing beautifully and correctly, you need to work hard REGULARLY?

Children's answers

Teacher: Yes it's singing regular classes and a lot of work. Let's find out who lives on our 3rd floor - the note "MI", which means the World of Song.

The window of the house opens and the children see the note “MI”

There are different types of songs: folk songs and songs created by composers and poets. And the note “MI” will be able to introduce us to these songs in the future.

Tell me, who lives on the next floor?

Children's answers

Teacher: Right! Note "FA".

The window of the house opens and the children see the note “FA”

In my country, everyone is a great fantaser and inventor.

The window of the house opens and the children see the note “SALT”

Teacher: Here we are on the “SALT” floor. In our country this means cooperation, agreement, co-creation. These qualities are very important when the inhabitants of the country sing in chorus. But in our country they learn to sing one by one. Such singing is called solo and such a performer is a soloist.

Teacher: Floor note "LA". EARTH... This note introduces your friends to what is happening on our land. She talks about different events.

The window of the house opens, and the children see the note “SI”.

Teacher: The last inhabitant of the house is the note “SI”. "SI" is strength. The power of creativity, the power of imagination, the power of friendship.

There are hooks between them.

Come on, say them -

Children: Do, re, mi, fa, salt, la, si!

Teacher: And now it’s the other way around -

Children: Si, la, sol, fa, mi, re, do.

Teacher: To make friends with them,

We need to study music.

You will discover a beautiful world,

If you master all the notes.

You will find yourself in a magical world -

You'll sing along with them!

You will be friends with notes -

You will live musically.

Live without music, my friend,

No one on earth could.

So we met seven new friends. We will definitely meet them again, but for now we are going on a journey in search of new friends.

The children, together with the teacher, begin to move around the classroom. Music sounds, the teacher sings a song: “Locomotive-bug.” (Plus chorus) (slide number 7)

The train stops. On the screen is a one-story cozy house. (slide number 8)

5. Station “Major and Minor”

Teacher: Our second stop. And we ended up with two brothers, with whom, I hope, we will become friends. And their names are Major and Minor. And now I want to introduce you to one wonderful fairy tale. Once upon a time there were two brothers: Major and Minor. Major was the eldest, and minor was the youngest. The older brother always had fun:

I am in a major mode: joyful, perky!

And the younger one was sad and sighed:

I've been sad for a long time because I'm a minor.

Despite different tempers, the brothers never quarreled and lived amicably. One day they went into the forest to pick mushrooms and berries and got lost...

“Oh, we’ll be lost, we’ll fall into a hole,” the minor key wailed. We will never leave this forest...

Why did you cry, his older brother reassured him. Don’t worry, but rather sing a song!

Performs a song: I am a minor scale, there is a long row of sad sounds, I sing a sad song and now I will roar...

The song turned out to be very sad in minor key. The whole forest became sad along with him, the grass rustled sadly, the breeze died down, even the birds fell silent. And the sun hid behind a cloud from a sad song in a minor key.

No, brother, that won’t do! - the major exclaimed. Let me sing!

And the major sang his song: We all stood together in unison, creating a scale. Not simple - major, joyful, perky.

The forest shook, the sun came out, the birds chirped cheerfully, singing along with their older brother Major.

Come on, brother, have fun! Look how brightly the sun shines and how the birds chirp! Do you hear? The stream is babbling! This is the direction we should go!

So, with a cheerful song, the brothers got out of the forest!

Did you like the fairy tale?

So what are the names of the two brothers of music?

Children's answers (Major and minor).

Two little men appear on the screen near the house. (slide number 9)

Teacher: What do you think can be done to the music of a major key? And the minor?

(Major - active: clapping, jumping, etc., minor - smooth.) We will now play a game. Music will play one by one. When you hear the major key, you will need to clap your hands; as soon as the minor key sounds, swing your arms from side to side above your head. Is the task clear to everyone? Let's see which of you is the most attentive!

A game is played and different types of music are played.

Teacher: Well done, you all learned to understand the mood of the music, which means you made friends with Major and Minor. But our journey continues, and the extraordinary train sets off again.

The children and their teacher form a train again and “go on the road” with a song. Music sounds (the “Locomotive-Bug” chorus).

Children sing along with the teacher. (slide number 10)

The train stops. On the screen there is a house - a station. (slide number 11)

6. Teatralnaya station

Teacher: It was not in vain that we stopped at this station. Any person performing on stage, be it an actor, musician or singer, gives the audience not only his creativity, but also emotions. Do you know what emotions are?

Children's answers: joy, sadness, sadness, admiration, etc. How can we convey these emotions? Voice intonation and facial expressions

Teacher: Now I will read the text of a song we are already familiar with, and you will listen carefully, and then answer, did I manage to convey the character and content of the text with my intonation of voice and facial expressions?

The teacher reads the lines out of character, sad and drawn out.

Teacher: Fields and forests float past the window,

We are going to where miracles await us,

And the sun is shining and the river is sparkling

And our little train flies so fast.

No, I couldn’t convey the mood, because the lyrics are from a cheerful, perky song. And Alexander wrote it, and one of our friends Major helped him. Let's read the lines together for fun?

Children try to pronounce lines cheerfully, cheerfully, loudly. (slide number 12)

Teacher: Well done, you have completed this task. It's time to move on...

The children, together with the teacher, begin to move around the classroom. Music is playing. Children sing together with the teacher “Locomotive-Bug” (chorus plus). The train stops. (slide number 13)

7. Station "Grace"

There is a dancing girl on the screen. (slide number 14)

Teacher: So that we can sing joyfully,

We need to own the body.

Everyone dance to the song,

Conquer with song and dance.

When a singer sings on stage, he must not only sing well, but also be able to move beautifully. At the Grace station, we will try to learn several dance moves that you will definitely need for performances. And the train from Romashkov will help us with this. Be careful, listen to the music and follow me and the magical assistants on the screen.

On the screen fairy-tale heroes show dance moves. Children try to remember and repeat the movements with the help of a teacher.

(slide no. 15, 16, 17)

Teacher: Amazing! You are just real dancers. All your movements are great. We will definitely need them at the next station. And again on the road.

The children, together with the teacher, begin to move around the classroom. Music is playing. Children sing along with the teacher (chorus plus). (slide number 18)

8. Station "Scene"

There is a scene on the screen. (slide number 19)

Teacher: Well, guys, you and I have arrived at one of the most important stations in the country, “Melody” - the “STCENA” station. Everyone who comes to this station becomes real artists. AND true friend it becomes the Microphone.

Look carefully and say: “How many microphones are there in our audience?”

Children's answer (10).

Teacher: You are very attentive and counted correctly - there are exactly 10 of them. Look how they smile and are really looking forward to being in your hands, but...

But for a microphone to truly be an assistant to a performer, you need to know how to use it. How do you think a microphone should be used?

Children's response

Teacher: You have interesting assumptions. And in many ways you are right. Like all friends, your microphone should be handled with care.

You don't have to shout into the microphone, but you don't just have to hum either.

You need to sing clearly, clearly and cleanly into the microphone so that all the words can be heard and there is no falsehood.

Don't be afraid of the microphone. Yours first own voice will seem not yours, since the microphone tends to distort sounds.

Do not hold the microphone by the head, otherwise the sound will be muffled.

But that is not all.

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.

So, I hope that you are now armed with knowledge and ready to work with

microphone.

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

Teacher: Now you and I will try to sing a song with microphones, remember how we learned to be actors at the Teatralnaya station and the movements that we learned when we were at the Gratsia station. 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, together with the teacher, perform the song “Locomotive Bug”, trying to combine emotions, movements, and correct handling of the microphone in their performance.

(slide no. 20, 21, 22, 23, 24, 25)

9. Summing up the lesson. Identifying children's moods. (slide number 26)

Teacher: Our journey today has come to an end. But in the country “Melody” there is still much, much more interesting. By engaging in vocal creativity, you will be able to learn more and more about this country. Did you enjoy our adventures?

Children's answers

Teacher: Do you know that our new friends liked you so much that they gave you a gift.

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

Teacher: This box contains multi-colored notes, with the help of which we will compose our real MELODY today. If you liked our trip, it was fun and interesting for you, take a note from the box and attach it to the staff where the treble clef is located, which opened the door to the country “Melody” for us.

Children take notes and attach them to the stave.

10. Farewell.

Teacher:

Look what a wonderful major melody we have created.

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

I can sing beautifully.

Vocal club lesson notes

V senior group, first year of study.

Compiled by S. L. Golubtsova musical director

MDOU "Child Development Center - kindergarten No. 86"

city ​​of Severodvinsk.

Program content:

1. Encourage children to be active vocally.
2. Strengthen the ability to sing in unison, a cappella , sing sounds using hand movements.
3. Develop children's pitch, dynamic and rhythmic hearing.
4. Continue working on developing breathing.
5. To promote the development of expressive, emotional performance in children: singing without tension, smooth, melodious.
6. Practice singing into a microphone.

Equipment:

1. Microphone.
2. Cups of boiled water, straws for cocktails.
3. Cards with vowel letters.

Progress of the lesson:

Children enter the hall.

Musical director.Guys, I'm glad to meet you again. Look how many guests we have today. Let's say hello to them.

Children sing: "Hello" by showing their hands

Now let's say hello to each other.

Let your controlling ears choose the best greeting today.

Children stand in a circle.

“Say a friendly hello to your neighbor on the right,” into the microphone.

Musical director.Whose greeting did you like better? Why?

Listen to some of the children's answers.

Musical director.Today in class we will remember some important rules beautiful singing. You have already mentioned one thing: we need to try to draw out vowel sounds so that our singing differs from ordinary speech. You agree with me? You have good controller ears. Now listen carefully to the music and try to show the rhythm correctly. (Half, 2 quarters).

To the music of “Polka Flapper”, held

rhythm game “I am my friends.”

At the end of the game, the children go to the chairs near the piano.

Musical director.What wonderful friends we are, attentive and kind, we treat each other with care. Do you think our voice needs to be treated with care?

Musical director.What should we do to ensure that our voice always remains beautiful?

Children's answers:

Don't shout, don't eat ice cream outside in winter,

not to drink cold water, do not wallow in the snow.

Harden your throat.

Musical director.Raise your hand, who's hardening their throats at home? Let's remember how we did it.

Give children glasses of water.

Take a small sip, raise your head up,

and pronounce the sounds drawn out: A, E, I, O, U.

Musical director.Well done! But to sing beautifully, you need to know one more important rule: to be able to control your breathing. Make the inhalation short and silent, and the exhalation long and smooth.

Hand out cocktail straws.

At the conductor's signal, the children take a breath,

and exhale into the water through a tube.

Musical director.The next important rule: you need to open your mouth well and pronounce words clearly, both quietly and loudly.

“I’m walking down the stairs” - chant.

Sing, changing the dynamics: f, p.

Musical director. (Scared)Our friend is a crocodile, he swallowed someone. Whom?

Children offer their own options.

The chant “How a crocodile screams” is sung.

Musical director.I looked at you and remembered another important rule: you need to be able to sit or stand correctly while singing. Do you remember this rule?

The song “It’s nice and comfortable to sing” is performed.

Musical director.To make a song interesting to listen to, you need to convey its mood and character. In the song “Mama”, what is the character, how should it be sung?

Children's answers.

Musical director.Try to sing as you said. And let our guests appreciate your performance.

Children sing the song "Mama".

Summarize the speech.

Musical director.Behind good performance entertainment is supposed.

We begin to play and walk to the music.

Held music game"Sing your letter."

Play 2-3 times.

Musical director.Our game is over. And our lesson came to an end. Today in class we remembered the important rules of beautiful singing. List them again.

Children call.

Musical director.Now, as polite people, let's say goodbye to our guests and each other until we meet again.

Children sing: ""See-bye-da-ni-ya"

They leave the hall.

G. Kostroma

2014

Summary of a lesson in a vocal studio

Subject: "Hello, Music!"

Target: development of the child’s cognitive interests, formation of an aesthetic, emotionally conscious attitude towards the world around him.

Tasks :

Educational:

development musical ear, memory,

development of coordination between hearing and voice;

introduction to basic properties musical sound(height, duration, strength –f- R);

development of the skill of a conscious attitude towards music of various contents and nature.

Educational:

development of creative abilities;

development of musical and artistic taste.

Educational:

nurturing love and interest in music;

education of listening and singing culture.

Lesson type :

introductory.

Form of work :

Group.

Equipment:

piano,

record player,

phonogram of the song " Cheerful notes- fun days"

sheet music,

musical ladder,

poster - epigraph with poems by V. Shlensky “Music lives in everything. Her world is magical!”

"chest of discoveries"

crown “Her Majesty the Sorceress - Music”.

notes - signs with the names of children and teachers.

Musical material

S. Sosnin, M. Sadovsky “Happy notes - cheerful days”

G. Struve, N. Solovyova “New Year’s round dance”

E. Tilicheeva, V. Viktorov “The steam locomotive is coming, going”

O. Yudakhina, V. Tatarinov “Elephant and Violin”

G. Struve, N. Solovyova “A friend is with us”

Routing

Stage

Time

Teacher

Children

Organizational

minutes

1.1.Prepares children for work. Establishes emotional contact.

1.2. Interests in the upcoming work, invites you on a journey using musical material.

1.3. Performs a musical greeting.

They are listening.

Answer the teacher's questions.

Ask clarifying questions.

They perform a musical greeting.

Basic

30
minutes

1.1.Introduces the main part of the lesson using a musical game.

Draws attention to the emotionality of the performance.

Participate in a musical game.

Follow the teacher's advice.

1.2.Creates a problematic situation.

Solve a problem situation.

1.3.Organizes work on musical material on the topic of the lesson, using conversation, riddles, the technique of “drawing music”, singing songs.

Answer the teacher's questions,

solve riddles.

They perform songs.

Final part

5 minutes

1.1. The teacher thanks the children for their work.

1.2.Sums up the journey and opens the magic chest.

1.3.Gives the crown to the most active traveler.

1.4Gives the children a “gift” - a poem.

Consider the notes-symbols.

Answer questions.

Listen to the teacher.

Progress of the lesson

I Organizational stage

1.1. Establishing contact.

The soundtrack of the song “Merry Notes – Merry Days” plays (listening to verse 1).

Teacher:

– How easily and mysteriously, simply and mysteriously music is born!

Everyone in the world has their own music.

The wind, trees and fields sing about happiness.

Sometimes happy, sometimes sad, sometimes louder, sometimes more tender

The skillful starling and the small stream sing.

Is it noisy? blooming garden,

Is it going snow in winter,

The singing world is beautiful,

And you can sing with him!

–Guys, do you like to sing?

(Children answer)

Teacher:

–I think I can invite you with me to the world of music and magic, fantasy and fairy tales, creativity. We will take a trip to the “musical” country. In this country, like in any other, there is its own native language– musical. I will teach you to understand this language, I will be your assistant and “translator”.

Musical greeting “Hello” sounds in my performance.

–I greeted you, and now I invite you guys to wish goodness and health to all those who are with us and whom we invite with us on our unusual journey.

(Children sing “Hello”)

Teacher:

–I will be the leader - conductor (sings his name, patronymic - improvisation).

–I will ask the entire crew to introduce themselves, also using musical language.

(Children sing their name , which is attached to each of them on a note just before the start of the lesson)

–Guys, before you go on a trip, I would like to wish you courage, attentiveness, organization, sensitivity, and resourcefulness. And then, who knows, maybe miracles and surprises await us? First of all, let's listen.

–What do you hear around you at this moment? What sounds?

(Children answer).

–Yes, that’s right, different sounds surround us, both noise and music. From musical sounds - to the musical instruments that children know - enumeration. The closest and most delicate musical “instrument” that everyone has now is the voice. The singing voice will be our main musical “instrument” on this unusual journey.

So, we are going to a magical musical land, but before leaving, I want to offer you the game “Musical Echo”. This game will teach us how not to get lost in musical world, using his closest “instrument” – his singing voice.

1.2.Chanting

The song "New Year's Round Dance" is used as a chanting exercise.

(The teacher sings the first word - the children “echo” it).

This is how the whole song is sung.

The teacher draws the children’s attention to the exact copying of my performance ( active word, emotionality, etc.)

II. Main stage

Disclosure of the topic. Creation problematic situation

Teacher:

–What is the difference in the execution of the word “round dance” (I sing; 1 time the melody moves up the steps; 2 times – it moves in place). Lead children to understand the direction of movement of the melody.

–Guys! You are simply born musicians! Without noticing it, you discovered the main thingproperty of musical sound - hisheight!

The sound changes its pitch. It turns out that this can not only be heard, but also seen. I suggest you play with mein the game “Understand me! I perform the song “A steam locomotive is traveling” showing the movement of each sound along the ladder. You should come to the conclusion that the melody “steps” up and down the steps - in place.

–Guys, what does a train need to make it move?

(Children : steam, fuel)

–It turns out that in order to sing, we also need to breathe. The old masters also said that “the art of singing is the art of inhalation and exhalation.”

(We try to “hand” with the children to inhale - hold - exhale).

–You have learned to breathe correctly, let's take a ride on a train together.

We perform together the song “A steam locomotive is coming” (the teacher shows movement along the stairs and breathing like a train).

Working on musical material

Teacher:

–How far have we gone from the city? It seems that someone is meeting us in the forest. Who? Mystery!

You can always find her in the forest.

Let's go for a walk and meet.

Stands prickly like a hedgehog

In winter in a summer dress!

–What is this?

–That's right, it's a Christmas tree!

The song “Yolka” immediately sounds.

The second time, the teacher asks the children to sing the chorus together. It turns out that music can not only be seen, but also “drawn”!

Exercise “Drawing music.”

–Let's take magic brushes in our hands and try to “draw” all the sounds of the song in the air.

Why are some sounds long and others short?

They are reaching out different time. This property of musical sound is calledduration.

Guys, I don’t know about you, but this music just makes me want to dance in a circle.

(They perform a song, holding hands with movements)

When moving in a circle, pay attention tophrases in the chorus.

–“Magical music” bewitched us, made us move, and the song turned intosong and dance.

It’s a pity that he wasn’t with us in the round dance forest dwellers. Guys, what language do you think the inhabitants of this magical magical land speak?

( Children answer: Musically)

–Let's listen to the song “The Elephant and the Violin” (performed). I am sure that you understand what this music told us, what mood it creates. This music is drawn-out, calm, melodious, affectionate, melodic, waltz-like. The song turned into a waltz dance song. Once again performs the song with movements.

Guys, is it possible to sing this song abruptly?

(Children: No, just slowly and smoothly -legato . (perform).

–How nice it is to travel with guys who understand the language of music, are very attentive, active and friendly! I just want to sing a song about friendship now. Will you help me? I will pass it on to you musical words, like a magic ball, don't lose it!

(They perform the song “A friend is with us”)

–What is the character of this music?

(Children answer: Joyful, cheerful; the music is ringing, energetic, comfortable to walk - marching)

–Thismarch song . Let's try to sing the song again, changing the volume -sound power. I will sing loudly -f, and you, like an echo, are quiet - p.

(after each answer, performance of songs, encourages children).

–We didn't even notice how quickly time flew by. And why?

(Children answer).

IV. Final stage

Teacher:

–In our joyful journey, which is coming to an end, you were very attentive, musical, active and made a lot of discoveries. I think you are worthy pleasant surprise. There is a chest in front of us. And what's in there?(Opens chest)

Yes, these are our discoveries! Takes out the notes-symbols one by one:

Today we learned that:

sounds are noise and musical;

remembered musical instruments;

learned about the properties of musical sound (pitch, duration, strength);

got acquainted with singing breathing;

learned what “legato” means (playing smoothly, connecting sounds);

remembered the genres of music - song, dance, march and

learned that they can make friends and become a song-dance, a song-march.

–I think you have learned to listen and understand the musical language. They performed songs that they had never heard before, showing their best student qualities. Therefore, Her Majesty the “Sorceress-Music” gives you the most precious thing she has - her crown. And the right to receive this crown is given to the most active, the most diligent, the most attentive, the most courageous, in general, the very best!

(The crown is given to the one who was the most active, attentive, resourceful, and musical).

And in gratitude for your work, your efforts, I want to give you these poetic lines as a farewell gift:

Do we know that 2x2,

As always, four.

Only without magic

The world will be boring...

Listen, the whole world sings:

Rustle, whistle and chirp!

Music lives in everything.

Her world is magical!

Bibliography

Kabalevsky D.B. “How to tell children about music?” – M., 2005.

“Music and Poetry” Author-comp. E.N. Domrina. – M., 1999.

Kholopova V.N. “Music as an art form” Textbook. allowance. – St. Petersburg, 2000

Comprehensive notes

Summary of an open development lesson
singing skills on the topic “Combination of intonation
expressiveness with purity and correctness of speech in singing"
for pre-school children

Target: formation of correct and clear singing diction.

Tasks:

1. Learn to sing meaningfully and artistically expressively, purely intoning the melody.
2. Continue to develop the mobility of the articulatory apparatus, expand the pitch range.
3. To foster an interest in singing in children.

Methodological support:

Didactic tools: music staff sewn from fabric, bead notes of different colors (7 pieces), a box with pieces of foil.

Audio media: music Center, a disc with a recording of the music of P. Grager “Country Gardens”.

Motivation: the music director asks the children to help him collect the scattered notes-beads (motive of personal interest).

Lesson plan:

1. Children's entrance to the hall. Musical greeting “Good afternoon”, music by K. Andreas.
2. Working on breathing. Exercises “Cold Wind”, “Warming Hands”, “Palms” with musical accompaniment.
3. Articulation gymnastics: “window”, “monkeys”, “sweetie”, “clock”, “horses” (“Country Gardens”, music by P. Grager).
4. Vocal intonation exercises: “locomotive” - lip vibration, “engine roars” - “r” (do-re-mi-fa-sol). The exercises are transposed up and down in semitones.
5. Vocal patter "Thirty-three trumpeters sound the alarm", music. T. Zebryak. Singing at different tempos (Lento, Moderato, Allegro, Precto).
6. Song "Spider", m. d. folklore.
7. Popevochka "Firefly" d.f.
8. “The cat stole a ball”, b. n. To.
9. Learning the song “How Sad”, music. S. Sosnina.
10. Performance of the song “Fairy tale, fairy tale, come!”, music. E. Sokolova.

Methodology:

Children enter the hall.

Musical greeting "Good afternoon", music. K. Andreas.

The music director invites the children to come to the table, on it is a staff with beaded notes.

M.R.: Guys, look!

On magic strings

The beads are hanging.

Not ordinary beads -

They all sound.

Nice necklace -

It's musical.

I have it in store for you!

These bead notes make up different songs. I’ll sing this song to you.

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

M.R.: Oh! The beads scattered right on the table. .

And there will probably be no more music.

Help me collect the sheet music beads?!

Children's answers.

M.R.: But in order for the bead notes to “sing”, you need to perform certain exercises. A little effort will improve your breathing.

Breathing exercises.

Feel the cold on your palms.

Like a magician - frost

I put patterns on the windows.

Exercise “Cold Wind”.

We'll warm up a little

Warm your palms.

Exercise “Warming your hands.”

Here's a palm, here's a fist.

Can you do this?

Exercise “Palms”.

And now, be quiet, let your tongue dance.

Articulation gymnastics.

“Window”, “monkeys”, “sweetie”, “clock”, “horses”.

Vocal intonation exercises.

A cheerful little train takes us on a journey.

“Steam locomotive” - lip vibration.

It’s like a dog engine growls: “Stop,” it says.

“The engine growls” - vibration of the sound “R”.

The trumpet sounds (phonogram).

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

Slowly, without fear, the turtle sings to us.

T. Zebryak “Thirty-three trumpeters” - at Lento tempo.

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

T. Zebryak “Thirty-three trumpeters” - at Moderato tempo.

I heard the alarm and the moth.

T. Zebryak “Thirty-three trumpeters” - in Allegro tempo.

The most hasty is the ant, even faster.

T. Zebryak “Thirty-three trumpeters” - at Precto tempo.

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.

M.R.: And here in front of us (children guess the song based on the melody) The spider weaves its web.

The song “Spider” - singing with the work of the hands (strike of the third finger on the fifth) at a slow pace.

Another sound sounds - the children guess: “How much?”

The bead is attached to the staff.

M.R.: There is a riddle hidden in my fist:

Its light is not bright, but in the night it is like a gift.

It will become a little brighter this night on earth.

An amazing bug that gives us light. (Firefly).

Let's imagine how fireflies flash and go out in the dark.

M.R. throws the pieces of foil up, they fall to the floor.

M.R.: Choose a firefly for yourself and ask him to light his flashlight again.

Singing the song "Firefly" d.f. in different keys.

Two sounds are heard - the children guess.

Two beads return to the house.

M.R.: The bead rolled alone and turned into a ball.

In this fairy tale there is a cunning cat. Who will sing us a song?

Working on the song “The cat stole a ball.”

There is one sound. Another bead is attached.

M.R. performs the intro to the song “How sad!” - children guess.

Working on the song “How sad!”

1. Pronouncing the text to the rhythm of the music in a whisper.
2. From bar 17 - singing at a slow tempo.
3. Work on intonation from bar 29.
4. Execution from the very beginning.

Two sounds are heard - the children guess, the beads are attached to the staff.

M.R.: And now we have a song. That's what it is!

Seven notes sound - this is the beginning of the song “Fairy tale, fairy tale, come!”

Performing the song “Fairy tale, fairy tale, come!” (with soloists).

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

It's hard for us to sing and dance without music

We put the beads in a music book.

All my friends are happy about the wonderful music again

And we can’t lose those beads anymore.

M.R.: I would like to know how you yourself evaluate your work. Whoever thinks that he has done a good job, let him sing “A”, and whoever thinks that not everything is working out yet – “O”.

Children evaluate their work. They sing “Goodbye!” and leave the hall.

Teacher: Throughout school year we learn to sing, work on our voice.
Guzel, can you tell me what is most important in singing?
Expected student answer: Purity of intonation, correct singing breathing, sound production, diction.
Suggested student response: Correct. All this is very important when singing, and without what can we not convey the meaning and content of a musical work to the audience?
Suggested student response: Without diction or words.
Explanation of the topic.
Teacher: Absolutely right. The topic of our lesson: “Vocal speech and diction.” Today in class we will work on diction, on the formation of a singing sound. Singing is the only type of musical performing art where musical performance organically combined with the need for expressive delivery of speech text. The clarity and clarity of the pronunciation of words and even individual syllables largely depends on the mobility of the singer’s articulatory apparatus (cheeks, lips, teeth, tongue, jaws, soft and hard palate, pharynx, larynx.).
(Demonstration of the poster “Articulation apparatus”). (3 slide)
- Are all these organs involved in the formation of sound?
Intended Student Answer: Yes.
Teacher: Try to say without using your tongue: “The bob got the beans” (the student tries).
Do you see what happened? Can not understand anything.
Now try to say the same thing without using your lips (the student completes the task).
Again nothing is clear. So, what can we conclude? All organs of the speech apparatus must be involved in the formation of sound; it must all be actively working. The work of the organs of the articulatory apparatus aimed at creating speech sounds (vowels and consonants) is called articulation. In the flow of speech, vowels and consonants have different functions. The voice, its emotional coloring, strength and richness of sound comes, first of all, through vowel sounds. Dictional clarity and speech intelligibility are associated with clear pronunciation of consonants. Diction is a clear, clear, legible pronunciation of words in a text. (4 slide).
The teacher draws the student’s attention to the poster “Consonant division table.”
Consonant division table. (6 slide)

Deaf
Voiced

K, P, S, T, F, X, Ch, C, Ch, Sh, Shch

B, V, D, D, G, Z, L, M, N, R

Vocal consonants. (7 slide)

V F Z L M N R

They have a sonorous quality

Have length

Voiced plosives

Non-vocal consonants. (8 slide)

S F X K P T Ts Ch Sh Shch -pronounce with greater intensity

Vigorously

Voiceless consonants are pronounced in a whisper, the glottis is open in the cartilaginous part

May provoke forced sound production

Great vocal teachers have always paid attention to the fact that vowels are the “carriers” of vocal sound; they occupy almost the entire duration of the intoned sound. “Consonants are shortened as much as possible and pronounced as clearly and clearly as possible.” This is one of the secrets of the cantilena. “Vowels are like a shell in which the singing sound is clothed, therefore the education of the singing voice begins with work on the formation of vocal vowels. All the basic vocal qualities of the voice are developed on these sounds. From vocal correct formation vowels depends on the artistic value of the singing voice." (S. Yudin) (9-10 slides)
The activity and coherence of the articulatory organs determines the quality of pronunciation of speech sounds, word intelligibility, or diction. And sluggishness in the functioning of the articulatory organs is the cause of poor diction. So, diction is a clear, clear, legible pronunciation of the words of the text. The vocalist’s mouth should be free and “beautifully active”, this depends on the jaws, tongue, lips. Vocal beautiful opening of the mouth only helps the correct position of the tongue, pharynx, larynx and the correct position of the entire vocal apparatus. A clamped lower jaw makes it difficult to open the mouth, and through the hyoid bone this clamping pulls the larynx upward, which can cause throat singing. A tight jaw can cause overexertion of the tongue, which is the main articulator of vowels. The lower jaw should be free, not clamped, passive. Being passive, it still should not lean down too much and hit the larynx. It should be held by the muscles of the cheeks and the corners of the lips, by the lips themselves, which actively pronounce consonants.
The lips take part in the final formation of vowels and are the main formers of labial consonants. The position of the lips affects the timbre of the singing sound. A smile helps lighten the timbre. “The lips should lie on the teeth,” said M. Garcia.
Guzel, you know that the singer before he starts singing musical works must prepare your musical instrument, or rather, tune it. What is needed for this?
Expected student answer: Pronounce tongue twisters in order to tune your voice, to pronounce words more clearly, do exercises to develop singing breathing and sing.
Teacher: Well done, Guzel!
Tell me, please, why do you need to sing at every lesson? Or maybe this is not at all necessary?
Expected student answer: It is mandatory to sing at every lesson, as the vocal cords become stronger and grow. The voice, like any musical instrument, requires proper tuning.
Teacher: Absolutely right. Tongue twisters liberate the speech apparatus, and vocal exercises develop the vocal apparatus.
Practical part.
Teacher: We are moving on to the practical part of our lesson.
Educational and training exercises for the development of the speech apparatus. (11 slide) Teacher: And now, Guzel, I propose to remember the tongue twisters that we learned in previous classes. Suggested student answer:
Greek rode across the river,
The cancer sees the Greek in the river
Stuck the Greek's hand in the river
Cancer by the hand of the Greek DAC.
Recommendations:
Practiced in patter correct pronunciation consonant letter “P”, and work is also being done to liberate the speech apparatus.
If the text sounds clear and confident, you can gradually increase the tempo, but we must not forget that everything in a tongue twister is not the tempo, but the clarity and clarity of pronunciation.
Teacher: Cuckoo cuckoo
I bought a hood
Like in the hood
He's funny.
Recommendations:
Let's repeat the tongue twister in various images and with the emotions inherent in the character depicted in the picture, in the form of a cheerful hare, a sad puppy and a contented cat. (12 slide)
Teacher: Thank you, Guzel!
Having worked on the development of the speech apparatus, you can begin vocal exercises to develop your voice. By singing, our vocal cords warm up and are properly tuned.
Educational and training exercises for the development of the vocal apparatus.
Recommendations:
To achieve correct sound production on initial stage vocal training, it is necessary to more often invite students to perform exercises, singing closed mouth sound "m". in this case, the teeth should be unclenched, the soft palate should be activated in a light yawn, the sound should be sent to the head resonator, by which in vocal pedagogy we mean the upper part of the face with its nasopharyngeal cavity. Sending sound to the front part of the hard palate to the roots of the front upper teeth ensures its best resonance, due to which the sound gains strength, brightness and flight. The less nasal and throat sounds are present during singing, the higher and more precise the vocal position is, the purer and more natural the timbre of the voice will be.
After singing with our mouth closed, we sing on the syllables “zo zi zo.” Just 5-6 exercises.
The singing breath should be taken quite actively, but silently, deeply, at the same time through the nose with the sensation of a slight half-yawn. Sing in one breath, smoothly, softly, slowly moving from one note to another.
Each next holding the melody passes when it is raised by a semitone. This is natural for all chants without exception.
Work on diction and articulation when learning a vocal piece. Teacher: Well done Guzel, at the last lesson we started learning the song “True Friend”, lyrics. M. Plyatskovsky, music. B. Savelyeva. Homework was to learn the words of the song by heart.
Teacher: Guzel, did you like the song? What is it about?
Suggested student response: Yes! Very beautiful song, about friendship.
Teacher: The song is written in verse form (3 verses and a chorus). Size – 2/4.
Recommendations: The song is cheerful, in the character of a polka. Based on this, the child cannot sing sluggishly. But you can’t get too carried away with the harsh attack of sound. Otherwise, the conversation will go in tone. The melody in singing is the main thing, so it is necessary to connect syllable by syllable, sound by sound.
We sing a song (1 verse, then chorus) in phrases with our mouth closed to the sound “m”. When a melodic segment has already been worked out in this way, you need to sing it with words, maintaining the design of vowel sounds, their coherence, and be sure to pronounce consonant sounds clearly, briefly, without exaggeration. The activity and coherence of the articulatory organs determines the quality of pronunciation of speech sounds, word intelligibility, or diction. And sluggishness in the functioning of the articulatory organs is the cause of poor diction. The vocalist's mouth should be free, and "beautifully active".
It is especially worth noting that the student’s attention should be directed to the flow and cohesion of vowels with each other. Then, in this way, the flow of consonants will be correctly organized, which must be pronounced quickly and clearly, “compressed” them, but not “shot”, so as not to damage the flow of vowels, that is, the sound flow, not to tear the cantilena, not to make the singing chanted. “Ragged” diction is harmful not only vocally, but also artistically. There is a well-known aphorism: “U good singer good diction, a bad singer has bad diction" (slide 14)
After such work in small parts on sound science, on breathing, you need to work on the work as a whole. Try to perform it completely (1 verse and chorus) to the accompaniment of the piano, which should be quiet, light, and in no way drown out the child’s voice.
Summarizing.
Teacher: Let’s summarize our lesson.
Today we paid a lot of attention to the development of the speech and vocal apparatus, worked on consonant letters in tongue twisters and chants, worked on breathing, and on sound science in general. We got acquainted with new concepts.
So, articulation skill includes:
- clear, phonetically defined and competent pronunciation;
- moderate rounding of vowels due to singing on a hidden yawn;
- finding a high vocal position;
- the ability to stretch vowels as much as possible and pronounce consonants very briefly in any rhythm and tempo. (13 slide)
And so that our work does not go in vain, expressively pronounce the poetic text of the song in front of the mirror at home, which will help you achieve expressive sound production when singing. This will be your homework.
Organizational end
Well done, Guzel! Thank you! Goodbye. Before new meeting.

List of sources of information and illustrations. (15 slide)
1. Aspelund D. Development of the singer and his voice. M., 1997.
2. Varlamov A. Complete singing school. M., 1989.
3. Varlamov A.E. “The Complete School of Singing” St. Petersburg, publishing house “Planet of Music”, 2008.
4. Dmitriev A. Fundamentals of vocal technique. - Moscow. Music.1968
5. Dmitriev A. The vocal apparatus of a singer. - Moscow. Muzgiz.1964.
6. Emelyanov V.V. “Phonopedic method of voice development” Toolkit 1999
7. Emelyanov V.V. Voice development. Coordination and training. St. Petersburg, 1996.
8. Katser O.V. Game methods of teaching children to sing. - St. Petersburg. ed. " Musical palette» 2008
9. Lukanin V. Training and education of a young singer. - Leningrad. Music 1977
10. Morozov V. Secrets of vocal speech. - Leningrad. Science.1967
11. Ivanchenko V.N. “Classes in the system of additional education for children” Publishing house “Teacher” 2002.
12. Orlova T.M., Belkina S.I. “Teach children to sing” Moscow 1987

Websites on the Internet.
1. http://www.rockvocal.com
2. http://thelib.ru/books/pekerskaya_em/vokalniy_bukvar-read.html
3. http://www.startvocal.ru
4. http://www.musicforums.ru/vocal
5. http://www.100 vocalistov.ru
Illustrations
1. http://www.hvorostovsky.com/ru/photos
2. http://www.rusedu.ru
3. http://www.theplace.ru/photos/Anna_Netrebko-mid2190.html