Musical subject-development environment of a preschool educational institution.
Everyone knows and has been proven by scientists that music enriches spiritual world child, influences his development creativity. Development musical abilities depends on psychological and pedagogical conditions and, of course, on a well-organized subject-spatial environment.
Musical subject environment in groups should be focused on the material covered in the lessons and the individual capabilities of the children. No kind musical activity cannot fully develop on a pure verbal level, outside subject-spatial environment.
Musical subject-development environment in groups of preschool educational institutions is organized into three main blocks:
music perception
music playback
musical and creative activities.
Each block, in turn, provides for an orientation towards the integrity of a certain type of children's musical activity.
Design of mini music centers in junior groups preschool age It has plot basis, in the senior – didactic.
The structure of mini-musical centers is designed in the form of modules that have integrity and at the same time transformative details that arouse keen interest in children. The musical object environment is commensurate with the eye, the actions of the hand, and the growth of the child. The aids of the developing environment are of good quality, aesthetically pleasing, attractive, easy to use, and evoke a desire to act with them.
Albums with pictures for songs learned on music lessons(or wonderful cubes)
Flannelograph, figures for flannelgraph (large and small animals, birds, musical instruments, transport)
A music library with recordings of children's songs (tape recordings of songs learned and practiced with children, performed by the music director, children, teacher, sounds of nature)
Record player
Attributes to musical - didactic exercises on the development of pitch, dynamic and rhythmic hearing in children. For example, for the development of pitch hearing - “Bird and Chicks”; timbre hearing - “Guests have come to us”, rhythmic hearing - “Who is walking as they go”, dynamic hearing “Bells”.
Silent instruments: balalaika, silent keyboard with stand, accordion.
Sounding: accordion, drum, tambourine, spoons, rattles, rhythmic cubes. bells, singing tops.
Ladder of 3 steps, hand signs.
Any toys (2 ducks, 2 nesting dolls - large and small), scarves, masks, ribbons, plumes, elements of mummery.
Noise instruments– jars, mittens with buttons, bottles with different fillings: peas, acorns, pebbles.
Tree and 2 birds (above and below)
An album with pictures for songs learned in music classes in previous groups (possibly several albums: by seasons, about animals)
Children's drawings made at home to their favorite songs;
Flannelograph with figures of animals, birds, images musical instruments, transport;
Figures for singing, jokes, to use them to lay out rhythmic patterns on flannelgraph. For example: big and small cockerels for the song “Cockerel”, suns for r.n.p. “Sun”, balls, flags, Christmas trees, airplanes, etc. (6 small and 4 large)
A library of songs learned by children in a given age group, in previous groups, currently being learned (in recordings performed by teachers, children).
Record player
Musical and didactic games for the development of emotional responsiveness, musical memory, musical thinking and games that help solve previous problems age group. For example, for the development of pitch hearing - “Swing”, for the development of rhythmic hearing - “Who walks as they go” (complication due to the introduction different types games); for the development of dynamic hearing – “Bells”; for the development of musical memory - “Sing a song based on the picture.”
An unvoiced record player, balalaikas, violins, pipes, accordions, a mute keyboard with a stand.
Tool toys: rattles, spoons, drum, tambourine, metallophone, rhythm cubes, bells, maracas, whistles.
Cards with tools, handkerchiefs, masks, costume elements.
Ladder of 4 steps (2 toys B and M)
Five removable elastic bands, stave.
Hand signs (4 items)
Senior group.
Flannelgraph, chips (long and short stripes, large and small circles, flowers, Christmas trees - 6 small and 4 large), pictures for the flannelgraph to create the plot of a song, dance (modeling)
Albums with drawings for songs (“Music ABC Book”)
Albums with drawings for songs that children loved (possibly original, with drawings by one child)
Attributes to music. fairy tales (pictures for flannelograph), for dramatization (“Turnip”, “Teremok”)
Pictures for the development of poetic and song creativity in children (for example, to the poems of A. Barto) see p. 156 “The bee is buzzing”, “The steamboat is humming”, “The doll is dancing”, “The doll is sleeping”, “The horse is galloping”, “The bear” ", "Airplane" page 115 " Magic pictures»
Toy microphone.
Music library with recorded songs: sounds of nature, music. fairy tales.
Record player.
Music-did. games: for the development of pitch hearing “Three Bears” or “Merry Dolls” p. 76, for the development of dynamic hearing “Bells”, for the development of the ability to distinguish the duration of sounds (long, short sounds, dotted rhythm) “Rooster, hen, chick” p. .90; to distinguish genres of music. works: song, dance, march “Three Whales” p.93.
Unvoiced instruments6 balalaika, mute keyboard with stand, accordion -3 pcs. of different sizes).
In the picture: pipe, violin, saxophone, button accordion, accordion, accordion, flute, whistles, triplet.
Instruments: rattles, spoons, drum, tambourine, metallophone, bells, maracas, rumba, triangle, rattles, xylophone, music. hammers, various homemade noise instruments: on a hanger there are hatches, bottles, felt-tip pens, mittens with buttons. Kinder jars with different fillings, several of the same (Hoop No. 3 2006, “Music director No. 3 2007)
Plastic cubes (stick pictures of songs on the edge)
Ladder -5 steps (toy B. and M.)
Handkerchiefs, masks, ribbons, costume elements
Music staff, notes.
Hand signs (5st.)
Portrait of composers D. Kabalevsky (“The Bunny Teases the Bear Cub”), P. Tchaikovsky (“The Doll’s Disease”), R. Schumann (“Soldier’s March”)
Flannel, sheet music.
A manual for teaching children the ability to determine the form of a work.
Pictures for creating stories for familiar songs: to encourage poetic and song creativity.
Puzzles with names of notes in words
Drawings with the texts of nursery rhymes for which you can come up with a song.
Pictures from music. genres (song, dance, march) to encourage song creativity.
Illustrations for music. fairy tales
Attributes for fairy tales and songs for their dramatization
Music library (cassettes with recordings of songs performed by adults, children, individual cassettes for self-recording of your musical poetry)
Record player.
Albums with drawings for songs learned with children in the current year, as well as in groups of previous ages.
Albums with children's drawings of their favorite songs.
Story pictures, encouraging song creativity.
Musical games (the same as in senior group, but with complicated tasks)
Unvoiced record player, balalaikas, violins, pipes, saxaphones, accordions.
Instruments: rattles, spoons, drum, tambourine, metallophone, rhythm. cubes, bells, maracas, castanets, rattles, xylophone, button accordion, accordion, noisemakers on a hanger (see in the senior group)
Ladder 7 steps, hand signs
Song notes (large), staff, stripes (6 small and 4 large)
Handkerchiefs, masks, ribbons, kokoshniks.
Portraits of composers.
Tatyana Zhukova
For musical raising children requires a rich musical subject-development environment(musical environment, and for the development of the personality of preschoolers, next to them there must be a teacher who is passionate music, able to implement creative potential musical environment and manage the development of children's creativity.
The child receives basic knowledge and skills in a special organized classes in music hall , and it is more effective to secure them in independent activity, i.e. in a group. That is why the teachers of our preschool educational institution are very thoughtful and attentive to the design and organizing a musical development environment in groups, strive to make it interesting and rich. When creating conditions for musical And creative development children, we take into account that the environment in all age groups must first of all be comfortable and safe for the child, benefits must comply with hygiene requirements, rules for protecting the life and health of children.
Through the efforts of our teachers, each group has created subject zones for developing the creative abilities of preschoolers. Here our students have the opportunity to game form consolidate the knowledge acquired on classes: perform familiar songs, accompanying yourself on children's musical instruments; sketch the plot of your favorite song or dramatize it using costume elements. You can often observe how children divided into subgroups, divided into singers, musicians and spectators.
At organization of the subject environment, as well as in the process of developing its components, we were faced with the problem of a lack of material funds for the purchase of various equipment, benefits and children's musical instruments. No matter how paradoxical it may sound, this problem contributed to the development of creativity of teachers, parents and children, since many components environment were made by hand with minimal material costs.
In our opinion, the use of non-standard musical equipment, made by the hands of educators, is very useful, as it allows for dynamism musical environment, its constant updating, and this, in turn, arouses children’s interest in musical activity, motivation, and then the need for it.
When making manuals, we try to use pure colors, items different sizes , from a variety of materials. Often these sounding attributes allow the child "hear" the world. They are easy to implement, require a minimum of materials and are functional for the tasks performed. So, for example, for making musical To make a box, just take a soap dish, fill it with buttons of different sizes and textures, and cover it with adhesive tape. The resulting tool allows:
Teach your child to compare individual sounds that are contrasting in timbre and color;
Foster a desire to use sounding items in various types of activities.
Equally easy to implement "russling", "creaky" etc. (linen bags filled with small objects from different quality materials: cereals, seeds, sand, starch, etc.)
Appearing in musical corners of the new manual « Musical mittens» , aroused genuine interest in our children and contributed to solving problems in the development of rhythmic perception.
Tool "Teddy Bear's Pants"(plastic hangers with multi-colored rustling flower packaging attached to them, which is cut into small strips) helps to solve the following tasks:
Teaching children to exhale independently and smoothly through the mouth;
Skill development correct breathing through the nose, increasing lung capacity;
Encouraging children to imitate the sounds of nature and develop their imagination (rustling leaves, blowing wind).
In our practice, we also use manuals developed by the teacher - musician E. Yu. Matvienko "Fun cubes". We made the cubes from square cardboard boxes decorated with self-adhesive colored paper. The main thing is that the cube is light and not dangerous. The images on the cubes were also made from self-adhesive colored paper in the form of appliqués. The manual looks bright, aesthetically pleasing and thus makes you want to play with it.
Game of "Cube Orchestra" allows you to feel and reproduce the metric pulse of speech and music, develop communication skills, auditory attention, basic music playing skills in an orchestra, cultivate interest in playing the musical instruments.
A game "Rhythm cube" helps to develop auditory attention and rhythm in older preschoolers; use "sounding gestures"- claps, slaps, clicks, stomps, etc.; strengthen direct counting skills; evoke positive emotions from the game.
It should be noted that when designing and creating subject zones for the development of children's creative abilities, we try to musical environment organically adjacent to the theater and art activities corner. These types of children's activities are closely related, interpenetrating and seem to flow from one another. In corners for theatrical activities different types of theaters are presented. Children enjoy acting out skits puppet theater, small tales, which "voice" with help musical instruments, and if they wish, they can sketch the plot of their favorite fairy tale. It's gratifying to see how a doll comes to life in the hands of a child. These dolls were made by the hands of our teachers with the participation of children of older age groups. Our parents provide great help in this.
Smeshariki Theater.
Thus, summing up the above, we can conclude that organization of musical subject-development environment requires compliance with the following principles:
1. the principle of taking into account the age and individual characteristics and inclinations of children;
2. the principle of functional and emotional comfort for children in environment(musical object environment comparable to the eye, hand actions, child’s growth);
3. principle of consistency (periodic enrichment and updating of content subject environment to maintain children's sustainable interest in creative activities).
Compliance with these principles helps to develop creative activity in our students, the ability to think creatively, and grow into creatively developed people.
Natalya Zhirkina
Subject development environment for musical education young children
Question of organization subject-development environment Preschool education is especially relevant today. This is due to the introduction of the new Federal State Educational Standard (FSES) to the structure of the main general educational program preschool education.
In accordance with the Federal State Educational Standard, the program must be built taking into account the principle of integration educational areas and in accordance with age capabilities and features pupils. Solving software educational problems provided not only in joint activities adult and children, but also in independent activities children, as well as during routine moments.
For musical education of children requires a rich musical subject-development environment.
The child receives basic knowledge and skills in specially organized classes, and it is more effective to consolidate them in independent activities, i.e. in a group. That is why the teachers of our preschool educational institution are very thoughtful and attentive to the design and organization musical development environment in groups, strive to make it interesting, rich and accessible. When creating conditions for musical and creative development children, we take into account that the environment in all groups must first of all be comfortable and safe for the child, benefits must be accessible to children, meet hygiene requirements, life and health protection rules children.
Musical art and music activities in preschool age - remedy and the way comprehensive development child. Music is closely connected with other types of art and accompanies the child’s entire life in kindergarten. All children join music, the content of which meets general and special tasks and takes into account age stages and individual differences.
Leading activities of our children(2-3 years) – subject, object-manipulative. Therefore the forms musical activities of children age-appropriate.
When organizing subject environment, as well as in the process of developing its components, we were faced with the problem of a lack of material funds for the purchase of various equipment, benefits and children's musical instruments. No matter how paradoxical it may sound, this problem contributed to the development of creativity of teachers and parents, since many components environment were made by hand with minimal material costs
In my opinion, using non-standard musical equipment made by hand educators, is very useful because it allows for dynamism musical environment, its constant updating, and this, in turn, causes children's interest in musical activities, motivation, and then the need for it. Often these sounding attributes allow the child "hear" the world. They are easy to implement, require a minimum of materials and are functional for the tasks performed.
Independent children's musical activities are proactive, creative in nature and based on acquired experience, is distinguished by a variety of forms and is the initial manifestation of self-learning and development.
Music V Everyday life kindergarten determines its inclusion in different moments of children's activities and helps to diversify life children in a kindergarten setting.
It should be noted that when designing and creating subject areas for developing creativity children, we try to musical environment organically adjacent to the theater and art activities corner.
These types of children's activities are closely related, interpenetrating and seem to flow from one another. In the corner for theatrical activities different types of theaters are presented. Children enjoy acting out puppet theater scenes and short fairy tales that "voice" with help musical instruments, and if they wish, they can sketch the plot of their favorite fairy tale.
It's gratifying to see how a doll comes to life in the hands of a child. These dolls are made by our hands educators. Our parents provide great help in this.
Usage music perhaps not only on music lessons, but also in everyday life, in different regimes moments: during leisure hours, during games children, on a walk, in various activities related to artistic activity children.
The child is introduced to art not only in classes, but also in free activity.
By our forces educators in each group created subject zones for developing the creative abilities of preschoolers. Here are ours pupils have the opportunity to consolidate the knowledge acquired in a playful way classes: perform familiar songs, accompanying yourself on children's musical instruments; sketch the plot of your favorite song or dramatize it using costume elements.
Music and poems are heard at holidays, entertainment performed by adults and children. Decoration enhances the child’s emotional experience. Theatrical performances also require visual and musical arrangement. Vivid sights, holidays, entertainment also evoke desire children express your impressions. And the brighter they are, the more interesting the children play music.
Saturated substantively-developmental and educational Wednesday becomes the basis for organizing an exciting, meaningful life and comprehensive development of each child. Developmental the subject environment is the main means formation of the child’s personality and is the source of his knowledge and social experience.
MUNICIPAL BUDGET PRESCHOOL
EDUCATIONALINSTITUTION KINDERGARTEN No. 9
Didactic possibilities of a subject-development environment in the musical education of preschool children
Consultation for educators
From work experience
Musical director
MBDOU No. 9 Kalinkina N.V.
Ust-Labinsk
Modern children are surrounded by a rich world of sounds, the sources of which are television, radio, cinema, audio-video equipment. Children listen to music that is accessible and inaccessible to their understanding, close, interesting in theme, and music intended for adults. Therefore, the process of musical education in preschool educational institutions must be purposeful. Preschoolers are attracted to the plot, fabulousness, the world of toys, animals Real life experience For a child, direct impressions of the environment can be a breeding ground for introducing him to the art of music.
The content of musical education in preschool educational institutions creates favorable conditions for the development of the child’s potential capabilities and musical abilities. Music influences the child, contributing to the formation of a full-fledged personality, nurturing and enriching his feelings, his emotional world. If a child listens to beautiful, authentic music from an early age, then over time he will develop a musical taste and his own attitude to the world of beauty. When perceiving or performing music, aesthetic feelings arise as steady attitude to music, containing an emotional and cognitive nature. Aesthetic sense shapes musical taste - the ability to enjoy artistically valuable music. It is important to introduce children to works different eras and styles with artistic merit.
The main goal of pedagogical efforts is not the formation of a certain volume of knowledge, but the development of the emotional sphere of preschoolers. Music only fulfills its function when the child develops emotional responsiveness, ear for music, musical abilities.
Development of responsiveness to music of different nature, the formation of musical taste in preschool age creates the foundation musical culture. The concept of musical culture includes different kinds musical activity, musical skills, skills developed as a result practical activities, musical and aesthetic consciousness.
If a child has an interest in musical activity, if music touches his feelings, if he is able to evaluate a work, then his musical and aesthetic consciousness gradually rises to a higher level. high level, on which the development of musical abilities and general development child.
What are the opportunities for children to develop musically at different age stages?
Before three years The child develops musical emotions and accumulates musical impressions.
At the age of four, he listens to music for a longer period of time, he shows interest in music, in certain types of musical activities.
At the age of five, a stable interest in music and musical activities appears. Emotions and experiences become deeper, musical abilities appear.
Children 6-7 years old can control their performance based on their own experience. With the acquisition of musical experience and increased vital capabilities, children are able to listen more carefully, feel more deeply the mood of the work and its individual parts, and develop a stable interest in music and the need for it. The emotional and intellectual attitude to music is united by aesthetic emotions and aesthetic experiences of the content of the work.
Achieving the main goal - nurturing interest, love, and the need to communicate with art is possible only when children are emotionally responsive, interested, active and purposeful, which creates a favorable basis for the development of the individuality of each child.
“If a child develops an interested and enthusiastic attitude, if he admires the beautiful, the kind. Expressed in music, this solves the main task morally - aesthetic education and various musical skills are successfully formed,” emphasizes N. A. Vetlugina.
What contributes to the creation of the foundation of musical culture?
The means of pedagogical influence that shape children's interest in music and the development of musical abilities have been identified. Among them are the use of methods, techniques, visual aids, and sound aids that help children understand the content and means of musical expression.
The leading place among pedagogical means is occupied by the teacher’s own passion, brightness, professionalism of performance, and the ability to captivate children with music and words. Application of search engines creative tasks, problem situations, variability of methods and techniques, types of musical activities, forms of organizing musical activities, helps children actively acquire musical experience, develop independent creative activity.
In order to increase children's interest in learning, the development of children's activities and personality, it is necessary to create conditions and, above all, a subject-development environment for musical education and development.
The subject-development environment contains great opportunities in the training and education of preschoolers. It can be successfully used as a form of education, as an impetus for independent musical activity, and as a means of nurturing various aspects of a child’s personality. The developmental environment and material support are not identical, but are interconnected, since material support is the basis of the developmental environment. Often the group room is filled with random objects, expensive toys, which do not carry a developmental principle. Sometimes games didactic aids, created by the hands of teachers, great masters and enthusiasts of their craft, last much longer than many games from well-known companies.
When organizing the educational process, the use of didactic aids and sound aids has a positive effect. They have a strong educational and educational impact on the child, as they provide clarity and authenticity. By influencing the senses with complexes of colors, sounds, intonations, didactic aids and sound aids evoke a variety of sensations in the child. With the simultaneous influence of several stimuli, temporary connections are formed between the analyzers themselves, an association of sensations arises, which leads to an increase in emotional tone and level of performance.
As practice shows, what is perceived emotionally is remembered deeply and for a long time. The latter is very important, since the reduced emotional condition a child is one of the factors reducing his performance, and boredom is the most powerful factor in fatigue.
Researcher M. S. Grombak, distinguishing that interest in learning is the main source of increased performance, considers it in two aspects: as the attractiveness of an object or type of activity and as a feeling of “interesting”. After all the main objective Teaching preschoolers is not so much about ensuring that they learn a certain amount of knowledge, but rather about developing their mental activity.
Consequently, in the process of conducting music lessons, there should be an interweaving of the informational and aesthetic, and the interpenetration of the emotional and cognitive. Thanks to the combination of emotional, figurative and logical components musical material The child’s cognitive activity is enhanced, and favorable conditions are created for the creative comprehension of new things. Careful selection didactic materials in a music lesson and the integrated use of equipment helps to properly plan work with children. The teacher’s task is to adapt the necessary tool to the specific conditions and capabilities of children, taking into account their individual characteristics.
Status has changed preschool institutions, who are executors of requests from parents who are interested in what program the child care institution operates on, whether preparation for school is guaranteed, whether there are studios, clubs, gyms, etc. Often in a preschool educational institution you can see a rich subject environment that cannot be called developmental. The reason is that there is no focus on the age of children, on their individual capabilities, characteristics and interests.
REQUIREMENTS FOR THE ORGANIZATION OF A SUBJECT-DEVELOPMENT ENVIRONMENT
IN MUSICAL EDUCATION:
1. The organization and arrangement of objects in the developmental environment must be rational and logical. Musical and theatrical areas are located next to the literary center.
2.The development environment must respond age characteristics and needs, have features. For children of the third year of life, a relatively large space is needed where they can actively move. Children of the fourth year of life need a large number of attributes (crowns, hats, bags) as they strive to be like adults. Children in the older group have a need to play with peers and communicate, the fulfillment of which can be achieved through theatrical and musical-didactic games.
3. The subject-development environment should include not only stationary, but also multifunctional play equipment (screens of different sizes, benches, objects in boxes, pieces of fabric, scarves, dresses, shoes, hats, elements of various costumes). Children try all this on and change something from the standpoint of their children's interests.
In each age group, conditions must be created for independent active action with a variety of materials-attributes, children's musical instruments, and musical and educational games.
Children should have the right to choose subjects to fulfill their individual interests and needs.
The location of developmental items should be comfortable, convenient, cozy and free to move.
The design of a subject-development environment must meet the requirements of aesthetics, attract the attention of children, and encourage active actions in it.
All age groups need a place to relax where they can listen to music, musical tales, play musical and educational games.
From the age of three, a child in the group should have an inviolable place where personal property is stored: jewelry, a mirror, postcards, badges, gifts, toys.
10. It is necessary to comply with safety precautions when interacting with objects of the developing environment in order to protect the life and health of children.
11.The developing environment must meet sanitary and hygienic requirements. Furniture and screens should be appropriate for the child’s height. It is better to place the hats in plastic pockets, which can be easily hung on the child’s chest using a ribbon. Children's musical instruments, such as pipes, pipes, harmonicas, clarinets, saxophones, etc., must be stored in closed boxes and only allowed to be played by one child, after which the musical instruments are processed. Objects of the developmental environment should be durable, light and not bulky. It is necessary to consider how the child will play - sitting or standing.
Musical subject-developmental environment in preschool educational institution.
Boldankova Irina Gennadievna music directorPlace of work: MBDOU kindergarten No. 9 "Golden Key"
Target: to increase the level of competence of teachers in creating a musical subject-development environment in groups (mini-centers) that promotes the harmonious musical development and self-development of children with its subsequent formation and bringing it into compliance with the requirements of the Federal State Educational Standard for Education.
Tasks:
1. To introduce into practice new approaches to the organization of musical subject-development preschool environment, providing full musical development preschoolers within the framework of the educational program of preschool educational institutions, taking into account the requirements of the Federal State Educational Standard for Educational Education;
2. Organize a developing musical environment that promotes emotional well-being children, taking into account their needs and interests;
3. Create conditions for providing different types of musical activities for preschool children (play, motor, intellectual, cognitive, independent, creative, artistic, theatrical) taking into account gender characteristics pupils;
4.Promote cooperation between children and adults to create a comfortable educational musical subject-spatial environment.
Everyone knows and has been proven by scientists that music enriches the spiritual world of a child and influences the development of his creative abilities. The development of musical abilities depends on psychological and pedagogical conditions and, of course, on a well-organized subject-spatial environment.
The musical subject environment in groups should be focused on the material covered in the lessons and the individual capabilities of the children. Not a single type of musical activity can fully develop on a pure verbal level, outside the subject-spatial environment.
The content of a musical developmental environment should be focused on the leading type of activity of preschoolers, systematically become more complex by age, and be problematic in nature. All this allows children, acting with familiar and less familiar objects, to reflect, think, compare, model and solve problematic situations, create.
The musical subject-developmental environment in preschool groups is organized into three main blocks:
music perception
music playback
musical and creative activities.
Each block, in turn, provides for an orientation towards the integrity of a certain type of children's musical activity.
The design of music mini-centers in groups of younger preschool age has a plot basis, in older groups it is didactic.
The structure of mini-musical centers is designed in the form of modules that have integrity and at the same time transformative details that arouse keen interest in children. The musical object environment is commensurate with the eye, the actions of the hand, and the growth of the child. The aids of the developing environment are of good quality, aesthetically pleasing, attractive, easy to use, and evoke a desire to act with them.
Junior group
- Albums with pictures for songs learned in music classes (or wonderful cubes)
- Flannelgraph, figures for flannelgraph (large and small animals, birds, musical instruments, transport)
- A music library with recordings of children's songs (tape recordings of songs learned and rehearsed with children performed music director, children, teacher, sounds of nature)
- CD player
- Attributes for musical and didactic exercises for the development of pitch, dynamic and rhythmic hearing in children. For example, for the development of pitch hearing - “Bird and Chicks”; timbre hearing - “Guests have come to us”, rhythmic hearing - “Who is walking as they go”, dynamic hearing “Bells”.
- Silent instruments: balalaika, silent keyboard with stand, accordion.
-Sounding: accordion, drum, tambourine, spoons, rattles, rhythmic cubes, bells, singing tops.
-Ladder of 3 steps, hand signs.
-Any toys (2 ducks, 2 nesting dolls - large and small), handkerchiefs, masks, ribbons, plumes, elements of mummery.
- Noise instruments - jars, mittens with buttons, bottles with different fillings: peas, acorns, pebbles.
- Tree and 2 birds (above and below)
Average gru
ppa
-An album with pictures for songs learned in music classes in previous groups (possibly several albums: by seasons, about animals)
- Children’s drawings made at home to their favorite songs;
-Flannelograph with figures of animals, birds, images of musical instruments, transport;
-Figures for singing and jokes, to use them to lay out rhythmic patterns on flannelgraph. For example: big and small cockerels for the song “Cockerel”, suns for r.n.p. “Sun”, balls, flags, Christmas trees, airplanes, etc. (6 small and 4 large)
-A library of songs learned by children in a given age group, in previous groups, currently being learned (in recordings performed by teachers, children).
- CD player
-Musical and didactic games for the development of emotional responsiveness, musical memory, musical thinking and games that help solve problems of the previous age group. For example, for the development of pitch hearing - “Swing”, for the development of rhythmic hearing - “Who walks as they go” (complication due to the introduction of different types of games); for the development of dynamic hearing – “Bells”; for the development of musical memory - “Sing a song based on the picture.”
-Unvoiced record player, balalaikas, violins, pipes, accordions, silent keyboard with stand.
-Toys-instruments: rattles, spoons, drums, tambourines, metallophones, rhythmic cubes, bells, maracas, whistles.
-Cards with tools, handkerchiefs, masks, costume elements.
-Ladder of 4 steps (2 toys large and small)
-Five removable rubber bands, stave.
-Hand signs (4 items)
Senior group
pa.
-Flannelograph, chips (long and short stripes, large and small circles, flowers, Christmas trees - 6 small and 4 large), pictures for the flannelgraph to create the plot of a song, dance (modeling)
- Albums with drawings for songs (“Musical ABC Book”)
-Albums with drawings for songs that children loved (possibly original ones, with drawings by one child)
-Attributes for music. fairy tales (pictures for flannelograph), for dramatization (“Turnip”, “Teremok”)
-Pictures for the development of poetic and song creativity in children (for example, to the poems of A. Barto) “The bee is buzzing”, “The steamer is humming”, “The doll is dancing”, “The doll is sleeping”, “The horse is galloping”, “The bear”, “Airplane” » “Magic Pictures”
-Toy microphone.
-Phono library with recorded songs: sounds of nature, music. fairy tales.
- CD player
-Musical and didactic games: for the development of pitch hearing “Three Bears” or “Merry Matryoshkas”, for the development of dynamic hearing “Bells”, for the development of the ability to distinguish the duration of sounds (long, short sounds, dotted rhythm) “Rooster, hen, chick” ; to distinguish genres musical works: song, dance, march “Three Whales”
-Unvoiced instruments: balalaika, mute keyboard with stand, accordion -3 pcs. of different sizes).
In the picture: pipe, violin, saxophone, button accordion, accordion, accordion, flute, whistles, triplet.
-Instruments: rattles, spoons, drum, tambourine, metallophone, bells, maracas, rumba, triangle, rattles, xylophone, music. hammers, various homemade noise instruments: keys, bottles, felt-tip pens, mittens with buttons on a hanger. Kinder jars with different fillings, several of the same (Hoop No. 3 2006, “Music director No. 3 2007)
- Plastic cubes (stick pictures of songs on the edge)
-Ladder -5 steps (toy B. and M.)
-Handkerchiefs, masks, ribbons, costume elements.
-Staff, notes.
-Hand signs (5st.)
-Portrait of composers D. Kabalevsky (“The Bunny Teases the Bear Cub”), P. Tchaikovsky (“The Doll’s Disease”), R. Schumann (“Soldier’s March”)
Preparatory group
ppa
-Flannel, sheet music.
-A manual for teaching children the ability to determine the form of a work.
-Pictures for creating plots for familiar songs: to encourage poetic and song creativity.
--Rebuses with names of notes in words
-Drawings with the texts of nursery rhymes for which you can come up with a song.
-Pictures from musical genres(song, dance, march) to encourage song creativity.
-Illustrations for music. fairy tales
-Attributes for fairy tales and songs for their dramatization.
-Phono library (cassettes with recordings of songs performed by adults, children, individual cassettes for self-recording of your musical poetry)
- CD player
-Albums with drawings for songs learned with children this year and in groups of previous ages.
-Albums with children’s drawings of their favorite songs.
-Plot pictures that encourage song creativity.
- Musical and didactic games (the same as in the older group, but with more complicated tasks)
-Unvoiced record player, balalaikas, violins, pipes, saxaphones, accordions.
-Instruments: rattles, spoons, drum, tambourine, metallophone, rhythm. cubes, bells, maracas, castanets, rattles, xylophone, button accordion, accordion, noisemakers on a hanger (see in the older group)
-Ladder 7 steps, hand signs
-Song notes (large), staff, stripes (6 small and 4 large)
-Handkerchiefs, masks, ribbons, kokoshniks.
-Portraits of composers.
