Open vocal lesson script. Summary of a pop vocal lesson

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

Compiled by:

Tanklaeva Svetlana Taimurazovna,

additional teacher education

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

Quantity children: 7

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

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

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

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

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

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

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

Subject classes: « Introduction to the educational program»

Description classes and practical importance:

Elements of health-saving technologies are used;

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

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

Number of students: 7 people

Target:acquaintance with Program of unification through vocal exercises.

Tasks:

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

Develop musical perception and memory through gaming techniques;

Create motivation through game techniques

Learn to focus sound into resonators;

Teach the right thing vocal breathing

Methods and techniques used on class:

by source of knowledge:

Visual – personal display;

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

Practical – exercises, practical tasks;

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

Technologies: developmental education, health conservation;

Form of educational organization classes: travel game.

Techniques: dialogue, communication of information, game.

Form of organization classes: individual, group

Means of education:

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

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

Plan classes:

1. Introductory, organizational part (3 min):

Greetings;

Setting a goal classes.

2. Main part (15 minutes):

introduction of educational material;

Generalization. Systematization and consolidation of material.

3. Final part (2 minutes):

Summarizing classes.

Stages Lesson progress

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

Answers children.

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

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

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

A game "2 Trains"

Purpose of the game: development of pitch hearing.

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

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

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

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

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

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

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

Teacher: Well done, you are doing great!

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

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

So, get ready. Go…

song:

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

To distant lands,

Good neighbors

Happy friends

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

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

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

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

Answers children

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

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

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

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

So, get ready. Go…

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

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

To distant lands,

Good neighbors

Happy friends.

The train stops. On-screen caption "Breath"

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

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

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

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

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

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

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

She sat on our elbow zzzzzzzzzzzzzzzzzzzz

Flew onto my toe zzzzzzzzzzzz

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

He shouted to the whole forest iaaaaaaa

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

Breath"

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

Us fun train takes you on a journey.

"train"- lip vibration.

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

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

The train stops.

On the screen

Inscription "Diction, articulation"

Exercise "Tongue Twisters"

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

"We ran across the banks"

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

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

Purpose of use: development of the articulatory apparatus.

Result: clear diction.

The trumpet sounds (phonogram).

Teacher:

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

We walked along the banks and met a turtle

Slowly, without fear, the turtle sings to us.

"We ran across the banks"- drawlingly

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

We ran across the banks - discreetly

I heard the alarm and the moth.

We ran across the banks" - soon, accelerating

The most hasty is the ant, even faster.

We ran across the banks" - quickly

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

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

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

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

To distant lands,

Good neighbors

Happy friends.

The train stops

On the screen

Inscription "Chanting"

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

3. Main stage

Story Exercise

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

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

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

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

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

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

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

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

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

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

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

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

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

The grasshopper chirped. Sound "ts" 4 times each.

A beetle flew by. Sound "and" long lasting

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

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

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

And she ran home. "Click" high.

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

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

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

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

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

Ex. No. 4 Lip trill...

Ex. No. 5 7 “Here I go up

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

Teacher:

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

Teacher:Performance of the song "Road of good»

Teacher:

What would you call the song?

What is good?

The children answer.

Teacher:

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

Teacher:

A good person is the one Who:

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

Loves nature and takes care of it.

Polite in communication, respectful towards adults and younger people

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

Poem:

Become a good wizard

Come on, try it

There's no need for any special cunning here.

Understand and fulfill the desire of another

It's a pleasure, honestly.

Don't stand by indifferent

When someone is in trouble.

Need to rush to the rescue

Any minute, always.

And if it helps anyone

Your kindness and your friendship

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

You don't live in vain.

Learning the melody of verse 1

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

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

The children answer.

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

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

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

fits the word describing Ceremonial music words:

1. majestic

2. grandiose

3. victoriously, etc.

fits the word that describes gentle music words:

1. touching

3. affectionately, etc.

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

Time to play 3 minutes.

A game "Choose your words"

Summing up the game.

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

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

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

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

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

To distant lands,

Good neighbors

Happy friends.

The train stops

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

Do not shout

Don't get angry

There are also special rules for singers.

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

Review the rules of singing (ask children)

If you want to sit and sing

Don't sit down like a bear

Straighten your back quickly

Put your feet on the floor, be bold

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

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

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

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

To distant lands,

Good neighbors

Happy friends.

The train stops

On the screen

Inscription "Rhythm"

A game: "Rhythmic Echo".

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

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

Da de di do do

Knee spanking

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

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

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

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

To distant lands,

Good neighbors

Happy friends. The train stops

On the screen

Inscription "Scene" "Microphone"

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

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

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

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

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

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

Answers children

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

The teacher takes out a music box. Casket opens. Magic music sounds.

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

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

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

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

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

List of used literature:

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

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

MBU DO "House" children's creativity No. 4"

Address: st. Morisa, 82a, Novokuznetsk, Kemerovo region

SUMMARY OF VOCAL CLASSES

Singing installation. "The Magic Rules of Singing"

Developer:

Arysheva Svetlana Ivanovna,

additional education teacher,

vocal and pop studio "Orpheus"

Novokuznetsk

Focus: artistic.

Lesson topic: Singing installation. "The Magic Rules of Singing."

Target: Formation of ideas about the concept of “Singing attitude” and practical use in vocal lessons.

Tasks:

Introduce students to the concept of “singing attitude”.

Introduce the rules of singing set-up.

To develop children's musical perception, vocal apparatus, hearing:

Develop memory, attention, thinking, perseverance.

Cultivate an interest in vocal art.

Form: lesson-rehearsal.

Lesson equipment:

Piano;

Musical equipment;

Visual aids;

Collection of notes;

Phonograms.

Method of organizing student activities: group.

Progress of the lesson

Organizing time, introduction to the topic:

Musical greeting.

(The teacher sings: “Hello, guys!”, The children sing: “Hello, Svetlana Ivanovna!”)

Teacher: Today we will do a lot important matter- let's get acquainted with " magic rules singing”, which cannot be avoided. If you follow them, you will definitely learn to sing beautifully. But first I'll tell you about the singing setup. Guys, what do you think this is?

Children: this is a straight back, straightened shoulders, a good mood, etc.

Teacher: Right.

Main part

Singing installation- this is the correct position of the body (torso) when singing. For your voice to sound free and easy, nothing should interfere with it: your shoulders should be lowered, your back should be straight, you should not stretch your neck or raise your chin high (otherwise you will immediately become like a rooster who wants to out-crow everyone). Your posture and even your well-being depend on how you hold your “body.” Good posture is always necessary, but especially when singing.

The correct singing attitude is the “magic rules of singing,” and there are many of these rules. Let's count how many there are. I will name them, and you count (the teacher shows a visual aid that shows the correct position when singing standing and sitting).

1. The main rule is that when singing you cannot sit or stand relaxed: you need to maintain a feeling of inner and outer fitness.

2. Keep your head straight, freely, without lowering it down or throwing it back, and do not stretch your neck.

3. Stand firmly on both legs, and if sitting, then lightly touch the chair, also leaning on your legs.

4. When singing in sitting position your hands should rest freely on your knees.

5. You cannot sit with your legs crossed, because this position creates unnecessary tension in the body.

7. Open your mouth wide and vertically.

8. The lower jaw should be free, the lips should be mobile and elastic.

How many rules did you count?

Children: 8 rules

Teacher: Well done, you counted correctly. Now we know that there are 8 magic rules, however I have one more question. Why are these rules called magic?

Children: Because if you follow these rules, your voice will sound beautiful and easy.

Teacher: Right. Now let's sing the familiar chant about an owl, following these rules. Let's sit upright, put our hands on our knees, straighten our backs.

Chant about the owl:

The owl was sitting on a tree,

And she sang her song O-U-U,

What the strange words,

It's an owl hooting!

Guys, today we sang in a new way, following the magic rules. Do you think they helped us? We began to sing freely and beautifully?

Children: Yes!

Teacher: Very good. Now let's repeat the song that we learned in the last lesson.

Vocal and choral work on the song “Far from Mom”, learning the second verse.

3. Summary of the lesson. Reflection

Teacher: Guys, let's summarize our lesson. What new did we learn today?

Children: We got acquainted with the magical rules of singing.

Teacher: How many of these rules are there? Tell me them?

Well done today, you did a good job. Let's say goodbye. Goodbye! (in musical form).

(The teacher sings: “Goodbye!”, Children sing: “Goodbye!”).

Internet resources used:

http://vocalmuzshcola.ru-resources:

Used Books:

M. A. Mikhailova Development musical abilities in children. A popular guide for parents and teachers. Development Academy, 1997 .

Summary of the open lesson of the exemplary group of the vocal and pop studio "Solnyshko" GBOU DTDiM Kolpinsky district of St. Petersburg (director, vocal teacher Smirnova Nitalya Alekseevna).

Presented for the dissemination of experience to teachers of additional education of children with an artistic orientation. Introduction of an innovative approach to education, and instilling the artistic taste of students through the variety genre.

Download:

Preview:

State budget educational institution

additional education for children

Palace of Children and Youth Creativity

Kolpinsky district of St. Petersburg

Methodological project

"New pedagogical education"

Direction “New quality”

methodological component of the project “Trajectory of the Future”

(in the context of the third year of implementation of the Institution Development Program “Space of Free Choice”)

In one solar rhythm

Open lesson summary

by program "Vocal and variety studio"

for students of 2 years of study;

topic “Development of performing skills in an ensemble”

Children's age: 8-12 years

additional education teacher

Smirnova N.A.

Methodist

Abikova T.A

Saint Petersburg

2014

Methodological project

"New pedagogical education"

Direction “New quality”

and the methodological component of the project “Trajectory of the Future”

(in the context of the fourth year of implementation

Development programs of the institution “Space of Free Choice”)

“Shine always, shine everywhere until the last days.

Shine! And no nails! This is the slogan of me and the sun!”

V. Mayakovsky

Explanatory note

Methodological topic: techniques development and unity of children creative team in the vocal and pop studio "Solnyshko"

Methodological purpose of the lesson:demonstration of development and unity techniques children's group vocal and pop studio "Solnyshko" in the process of developing performing skills in an ensemble

Description of methods for organizing health-saving activities in the classroom

• A series of breathing and diction exercises performed in a single rhythm (meter, pulsation) while combining theory and practice

Target:

- warming up the muscles of the articulatory apparatus

Prevention of spinal diseases, preservation of posture, formation of correct vocal breathing and sound support;

Development of coordination of movement and speech;

Team unity when performing exercises in the same rhythm, synchronously

• Chant

Target:

Preparing the vocal apparatus for singing;

Development of artistry, emotionality, imagery, manners;

Development of vocal technique, range, harmonic hearing in elements of two-voice, based on mutual support, the ability to work in pairs

• Educational and didactic game “MUSIC OF THE SUN”

Target:

Repetition, consolidation of knowledge of musical expression;

Cohesion of the ensemble based on trust in each other as providing a psychologically comfortable environment;

Ability to apply theoretical knowledge in performing practice.

• Working on a song repertoire

Target:

- consolidation of the material covered and its further study;

Development of coordination of movements and vocals in song material using a microphone.

Development of unified emotional and vocal-technical performing skills of the ensemble and soloists.

All techniques used contribute to the creation of a favorable, psychologically comfortable environment and team cohesion. During the lesson, the motor and vocal load is rationally distributed, ensuring favorable emotional condition, development of vocal, singing and artistic skills. By working together, children develop a sense of trust in each other, mutual support, and a desire for productive, creative, collective activity.

The presented techniques also ensure the creation of the necessary health-preserving environment: they strengthen the vocal and articulatory apparatus, and the musculoskeletal system.

Topic of the lesson. In one solar rhythm.

Target: development of performing skills in an ensemble using means of musical expression

Tasks

Educational:

• training in breathing and diction techniques;

• consolidation of the concept “Means of musical expression”

• developing the ability to analyze a piece of music:lyrics and musical accompaniment;
• development of meaningful execution of movements; ability to analyze one's own performance
• development of emotional expressiveness, artistry and creative self-expression of the vocalist and ensembleusing musical expressive means;
• mastering vocal technique in motion: formation of vocal breathing, posture;
• consolidation of knowledge, skills and abilities acquired in previous lessons;

Educational:

• development of musical abilities: hearing, sense of rhythm, musical memory, attention;
• strengthening the articulatory and vocal apparatus;
• development of coordination;
• developing the ability to listen and hear, trust each other, performing song material.

Educational:

• fostering a desire to preserve and improve health;
• formation of aesthetic education, the ability to behave in a team;
• developing the ability to work in a team;
• developing a sense of responsibility; mutual assistance, friendly attitude towards each other;
• developing the ability to creatively interact with teachers and students

Type of lesson: combined – consolidation with the introduction of new content elements.

Form of organization of children: group.

Teaching methods:visual (practical demonstration), verbal (explanation, conversation), practical.

Means of education:musical instrument (synthesizer), computer, didactic: handouts, microphones, awards (suns - fives).

Group characteristics:group 2 years of study, children 8-12 years old in the amount of 12 people. Mostly girls, different in their psychophysical development, and two boys. An individual and differentiated approach to all pupils, especially boys, is necessary.

UMK materials are presented in the appendix: program; educational - didactic material; technical means training - microphones; selection musical material– negative soundtracks in the computer playlist.

Lesson time: 45 minutes

Organization of control in the classroom

Control on training session carried out for the purpose of checking and assessing the achievements of students by comparing what is with what should be.

The following types, forms and methods of control are used.

• Current control

Goal: analysis of the progress of mastering knowledge and developing skills of students. Provides an opportunity to respond to deficiencies in a timely manner, identify the causes and take measures to identify them; accompanies the process of developing skills from the initial to the final stage of the lesson.

Method: observation.

• Thematic control

Purpose: checking the level of mastery of program material on the topic of the lesson,determining the level of emotional background, introspection

Methods: conversation, survey on the topic “In the same sunny rhythm”, improvisation of children in the lesson.

Lesson plan:

I. Organizational moment.Greetings. State the topic and purpose of the lesson.

II.Preparatory period

Conversation on the topic of the lesson

III.Main part

1. Breathing exercises, diction in motion
2. Chanting - preparing the vocal apparatus for singing
3. Educational and didactic game
4. Work on the repertoire:

Song "My Motherland" music. D. Tukhmanova, lyrics. R Rozhdestvensky

III. Repetition.

(repeat using microphones and movements)

IV. Summarizing. Applause.

Progress of the lesson

Training and metodology complex

classes on the topic

"In the same solar rhythm"

"In the same solar rhythm"

according to the program “Vocal and variety studio”

Description of the exercises

Breathing exercises (reinforcing the concept of “meter”)
1. Exercise “Bee”

Performed at the “meter” pace set by the teacher. Hands on the belt, feet shoulder-width apart. We say sharply “Shoo!” (we feel the tone of the “empty” diaphragm), inhale sharply through the nose into the diaphragm, and as we exhale we depict the flight of a bee. The duration of the bee’s “flight” depends on the uniform distribution of exhalation. Repeat 4 times, observing the metric movement.

2. Exercise “Pump”

While maintaining the metric movement, you can slightly speed up the tempo.

a) Feet shoulder width apart. Hand position is chest-width apart with clenched fists. From the start - a sharp inhale through the nose (elbows to the sides), exhale sharply through the mouth on a strong beat (hands in front of you with unclenched fingers). Performed 4 times with children 8-10 years old, older children (11-12 years old) do 8 times. Then exhale freely with a pass in one beat. The number of exercises in total is 4.

b) Continue at the same pace. The body is tilted forward, the back is straight, hands are at chest level, fingers are together. Also, from the start, raise your arms as you inhale through your nose, and sharply lower them down as you exhale through your mouth. The number of exercises is the same as in part “a”.

Articulation exercises (“pulsation in meter”)

1. Exercise “Horse”

Continuing to feel the meter in our legs, we click our tongue, imitating the clatter of hooves.

Then we increase the number of clicks in the pulsation, change the meter to bipartite and tripartite.

2. "Candy".

The body is in a calm position, hands on the belt. The mouth is closed, the teeth are unclenched. We look for candy inside the mouth with our tongue. Clockwise and back. He strokes the inside of the cheeks with his tongue one at a time. We stick out the tongue, biting from the tip to the root from the outside. Whose candy is longer?

3. Tongue twister “Egorka”»

Again we set tempo - rhythm in the body. Inhale. Hold your breath and say a tongue twister, evenly distributing your exhalation:

“Like on a hill, 22 Egors lived on a hillock.

One, Egorka, two, Egorka, three, Egorka...”etc. until the breath runs out. The more Yegorok, the better. The teacher monitors the correct breathing. Shoulders don't rise!

Annotation to the teaching materials of the lesson

"In the same solar rhythm"

according to the program “Vocal and variety studio”

Description of the chant

Vocal exercises:

1. “Thread”

Playing a long sound on one note closed mouth, then open to the syllables “li, lyu, le” in several keys in an ascending motion.

We monitor breathing and intonation of a steady sound. The teacher controls the formation of vowel sounds by students.

2. “Musical elevator”.

An exercise to smooth out registers and support sound. We take the elevator from the first floor to the seventh through all the notes of the scale and back. For the sound “A” - like the first floor and “I” - the fixed seventh. The teacher ensures that students correctly direct the sound into the head resonator and feel its support.

We pass from la(m) to fa(1 ) main sound.

3. "Sequences"

We consolidate the concept of “sequence”. Movement of the melody on the syllable “Li” (cantilena); sound "I" (stacatto); the sound of the lips “whoa” when performing a melody. We perform 4-5 times in an upward movement.

4. “Mixed rhythms”

Using changes in rhythm and tempo, vocal delivery, soft and hard “sound attack”. Elements of two-voice are used.

Annotation to the teaching materials of the lesson

"In the same solar rhythm"

according to the program “Vocal and variety studio”

Description of the game “Music of the Sun”

Students are given teaching aids: templates - suns. In the center of each sun there are signs with the names of the means of musical expression: rhythm; meter; melody; dynamics; fret; register; pulsation; rhythmic pattern; pace.

A piece of music is played - a song on the topic of the lesson and the repertoire being studied.

Students are given time to listen to the soundtrack.

Depending on the chosen sun, students need to characterize the means of musical expression. For example, if the sun is a rhythm, then the student speaks and shows in what rhythm the music sounds. And what does rhythm consist of? It is united with meter and pulsation (joins the owners of suns with these concepts). We also determine the main mode, tempo, development of dynamics, movement of the melody, its rhythmic pattern, etc.

In this lesson we analyze the arrangement of the song “My Motherland” (composer David Tukhmanov). What tempo, rhythm did the musician use (determine bipartite meter using pulsation)? What is the main mode of music? How does the character and movement of the melody change in the verse and chorus?

All this must be analyzed and heard by the performer in order to convey the musical thought to the viewer, causing an emotional response, united by one rhythm.

Annotation to the teaching materials of the lesson

"In the same solar rhythm"

according to the program “Vocal and variety studio”

Description of work on the song repertoire

1. Song "My Motherland" music. D. Tukhmanova, lyrics. R. Rozhdestvensky

1. Conversation.

Having analyzed the peni music (arrangement) through the game “Music of the Sun”, we determine the genre of the song using the text as a “genre of patriotic song”, since it is about the homeland. What feelings does the text of the verse evoke in us? Unity, friendship, pride for our country. How does the poet describe the beauty of nature in the chorus? How do two thoughts - musical and verbal - help convey the mood and character of the song to the viewer?

Pay attention to the sequential movement of the melody, parallel movement voices in "third". Hear harmonic movement. Convert Special attention on the purity of intonation and emotional performance.

3.Performance of verses. Compare the “attack” of the sound, pay attention to the formation and presentation of vowel sounds. Watch your breathing and diction. Introduce elements of movement.

4.Performing a song using microphones.

The teacher distributes microphones to students, reminding them of the rules for working with them.

Performing a song to a soundtrack (-1) without a written vocal part.

1. Song "If the city dances" music. A. Zhurbina, lyrics. And Reznik

Repeating a previously learned song using microphones and choreographed movements.

“If you have a talent, share it with others! If you know what to say to this world, say it! If your soul sings, sing!”

Natalia Knyazhinskaya

Introduction.

Singing has a beneficial effect on the development of the voice and helps to build smooth and continuous speech. Group singing is an effective means of relieving stress and harmonizing the personality. Through group singing, an individual can be adapted to difficult conditions or situations. For children with speech pathology, singing is one of the factors in improving speech. For children of all ages, vocal classes are a source of liberation, optimistic mood, and self-confidence. The program provides skills development singing activity and improving special vocal and stage skills. Over time, singing becomes for the child aesthetic value, which will enrich his entire future life.

Description of material: the summary of the vocal lesson I presented is designed for working with a senior ensemble (13 - 14 years old). Topic of the lesson: “Concert activities.” This material is offered to teachers of additional education and music directors in cultural centers.

Topic: “Concert activity as one of the methods of active learning”

Target: Increase the adaptive capabilities of the child’s body through success or failure when speaking in front of an audience.

Tasks:Educational: teach how to confidently stand on stage in any unexpected situation.

Developmental: promote the development of singing skills and stagecraft.

Educational: form goal setting, sensibly assess your strengths, the situation in the room.

Health-improving: creating a system for the prevention and correction of children’s health through speaking in front of an audience.

Equipment, teaching material:

Piano, musical equipment.

Lesson plan:

1. Organizational moment.

2. Repetition of the material covered.

3. Creative part

4. Summing up.

PROGRESS OF THE CLASS:

1. Organizational moment (2 min.)

Greetings. Set the mood for a good mood, list of the order of speech.

Teacher:Hello my friends! Are you all here today?

Children's response (checking those present)

I am very glad to see you, and I hope you also came to class with good mood. Moreover, today we have a very interesting and important day. And so that nothing overshadows our lesson, I want to remind you what you need:

Be polite to the audience in the hall, do not walk around while other participants are performing;

Be careful not to get your concert costumes dirty;

Do not turn on or touch any equipment yourself;

Do not insert pens, hairpins, paper clips or other foreign objects into the outlet.

· Do not use electrical appliances if the wire is damaged.

2. Repetition of the material covered (10 min.)

Teacher:Let's continue with the vocal warm-up.

Exercise No. 1

On one note let's sing ma-e-i-o-u(ascending movement along chromatism)

Exercise No. 2

We sing the syllables “I sing” using the sounds T53 with a downward movement.

Exercise No. 3

According to the ascending and descending chromatic movement we sing da-da-da-da-da-da-da-da.

Exercise No. 4

We sing syllable-by-syllable “The night was shining” using the sounds T53 with a downward movement.

Exercise No. 5

We sing “Here I go up, here I go down”

Exercise No. 6

Do-re-do; do-re-mi-re-do; do-re-mi-fa-sol-fa-mi-re-do. The chant is sung upward in chromaticity.

Exercise No. 7

We sing the syllables “We are coming” using the sounds T53 with a downward movement.

Exercise No. 8

According to the sounds of T53, with an upward movement, we sing da-de-di-do-doo; bra-bra-bri-bro-bru; za-ze-zi-zo-zu.

Exercises for the articulatory apparatus:

Exercise No. 9

We sing the tongue twister “Under the clatter of hooves, dust flies across the field”

Exercise No. 10

We say the tongue twister: “The cuckoo sewed a hood for the cuckoo, the cuckoo in the hood is terribly funny.”

Exercise No. 11

Exercise to warm up the vocal cords:

Day yourself day. Each syllable is sung on one note. The exercise is performed according to the scale, depending on the range of the voice.

It is after full chanting that I move on to the active teaching method that I have developed:

An exercise aimed at self-affirmation and a positive attitude, promoting successful self-realization:

We sing in chorus down the triad throughout major scale up and down: “I sing, I sing well!”

After this, we move on to repeating works aimed specifically at this concert or competition. If this reporting concert, we close it with a common song vocal studio. Works here active method"Let's sing" training. We perform it in choir to reinforce positive emotions.

4. Creative part (30 - 35 min)

5. Summing up the lesson (4 min.)

An active learning method is perfect for summarizing “ Orchard" Instead of wood, you can take scale degrees, and instead of lemons and apples, note durations.

Teacher:Thanks guys. Until the next lesson.

Used Books.

1. Dubrovskaya S.V. Strelnikova’s famous breathing exercises. – M.: RIPOL classic, 2008.

2. Emelyanov V.V. Voice development. Coordination and training. – St. Petersburg: Publishing House “Lan”; Publishing house "PLANET OF MUSIC", 2007.

3. Zhavinina O., Zats L. Musical education: searches and finds // Art at school. – 2003. – No. 5.

4. Morozov V.P. The art of resonant singing. Fundamentals of resonance theory and technology. – M., 2002.

5. Psychotherapeutic encyclopedia. - SPb: PETER, 2000.

6. Razumov A. N., Ponomarenko V. A., Piskunov V. A. Health of a healthy person. – M., 1996.

Budgetary educational institution

Additional education for children

Extracurricular Activities Center

Municipal entity Dinskoy district

Open lesson summary

in the vocal studio

2nd year of study

"Where the music lives"

Prepared

Additional education teacher

Korzh Tatyana Alexandrovna

Stanitsa Dinskaya 2012

Explanatory note

for an open lesson at the vocal studio “Mood”

3rd year of study

My teaching experience is 16 years. 12 of them I work in the additional education system. I believe that during this time I have gained a lot of experience. Before modern teacher additional education is tasked not only with educational process. Today, a teacher of additional education must be an active participant in teacher councils, a skilled organizer of a creative team, be able to work with parents, and be a promoter pedagogical ideas.

Of the many open classes I have conducted, this lesson was not chosen by chance.

Firstly: this lesson was held as part of the methodological week. The date is April 20210, i.e. The lesson was held relatively recently in a group of 3rd year students. These guys continue to do what they love and what they love.

Secondly, for example, in this lesson, I tried to imagine the possibilities of the lessons choral singing, as a means of implementing health-saving technologies.

In my teaching practice, the method of art pedagogy is widely represented, which allows me to reveal creative abilities in my students.

And my program has several directions and sections. The most extensive is vocal and choral work. Here, of course, the paramount thing is the production of the voice and its protection. And you can’t do it without a creative approach. When learning training exercises, I use the vocal therapy method. This lesson clearly presents breathing exercises according to the system of A.N. Strelnikova.

One of the stages of the lesson is exercises aimed at training and stimulating the physiological processes of the children’s body. Music is a rhythmic stimulus here. It is important to note that this is a wonderful means of correcting children with problems with rhythm and coordination of movements. Such elements in the lesson enable children to become confident and independent.

The purpose of this lesson is to teach how to reveal the emotional mood in performed works.

Since modern children are sedentary, they are often deprived of communication with peers, are carried away computer games, watching TV. And the consequence of all this is slurred speech, lack of coordination of movements, isolation, and vulnerability. All these negative facts cannot have a positive effect on the formation of a healthy, happy, enthusiastic child!

I believe that the open activity I presented is a shining example propaganda healthy image life. And well-structured stages of the lesson allow students to create and reveal a musical image through movements.

To achieve this goal, I identified the main objectives of the lesson:

The educational task is to instill a sense of responsibility and empathy for a common cause.

The training task is to teach new stage movements to create an image.

The developmental task is to develop and deepen knowledge in the field of art.

All goals and objectives set during the lesson were achieved.

OPEN CLASS

Date of: 12.04.2012

Subject:"Where the music lives"

« Non-traditional forms training in the vocal and choral studio “Mood”

Target: Testing and consolidating knowledge. Practical use musical literacy, skills, vocal and choral singing, world knowledge artistic culture.

Tasks: educational - expanding and consolidating knowledge about domestic

and world culture, stimulating interest in art and literature

developing - development creativity: ability to evaluate, reflect, analyze musical works

educational - the formation of artistic taste, love for the art of music, education of the listener.

Lesson form: - journey.

Progress of the lesson:

Teacher: Guys! Today we have an unusual activity, you and I will go to interesting way! Do you want to travel?

Teacher: Then go ahead, they are waiting for us interesting meetings With musical art. So, go to where the music lives! Our journey will not be easy; to get to all sections you need to have a stock of knowledge with you, because... We will encounter encrypted words along the way; guessing and explaining is our main task. This is the only way we can continue on our journey. Can you handle it?

Teacher: Well, then go ahead!

The guys approach the instrument. There is an encrypted word on the lid of the piano; you need to fill in the missing letters. The most ancient musical instrument

Teacher: Well done! I think we can move on. (Children approach the stage). I suggest you hit the road by car! The song “Dad Bought a Car” by music by A. Pugacheva, lyrics by Yu. Entin is playing

(On the stage there is a corner of the old master. On the table among the shavings are musical instruments - a violin and a flute)

Teacher: Guys! What kind of place is this like a workshop where musical instruments are made? We can only hear how one of them sounds by solving the riddle: (what instrument did the legendary Orpheus play?, and we need to remember old name this instrument)

As soon as the children have guessed the name, a musician appears on stage. He is holding a flute in his hands. Hearing

Teacher: Let's listen to what melody Orpheus played for his beloved. Listen and tell me what feelings this music awakens in your heart? What does the music say?

(Sounds by Z.V. Gluck "Melody") piano - Korzh T.A., flute - Dubovik L.P.

Teacher: I’m ready to hear your impressions

Children: This music is very exciting, sensitive, smooth, but at the same time very sad.

Teacher: That's right, do you all remember how this story ended?

Children: When Orpheus began to lead Eurydice from the kingdom of darkness, he did not fulfill the main condition - not to look back. Orpheus's heart was filled with feelings, he looked back and Eurydice melted away for him forever... But the music remained, which was brought to us by the composer Z.V. Gluck, he wrote the first opera "Orpheus".

Teacher: I would like to draw your attention to the fact that human hands can create wonderful instruments, but do you think that only hands are involved in creating music? How is music born?

Children: Of course, a musician gives birth to sounds in his heart, and then transfers them to sheet music, and then performs on musical instrument.

Teacher: That’s right, I ask you all to remember the expression “Music born of the heart.”

(the teacher leads the children to the new stand).

The stand displays paintings in 3 colors: red, blue, yellow.

Teacher: Guys! have we turned aside from the path? What is the connection between music and painting? After all, the painting can neither sing nor speak? Let's figure out the word: What does the artist use to convey the mood in his work or painting? /Paints/

Teacher: Let's look at our exhibition and analyze the artists' color solutions. What colors do artists use when they want to depict the sea? /blue, blue/ Tell me, is the sea yellow or gold? /Happens if the lunar path is reflected in it/

What color will there be more if we paint autumn? /yellow/

Teacher: That’s right, the choice of one color or another depends on a person’s perception, on his mood, inner world artist.

Singing the piece.

Teacher: And now I ask you to go to your seats, we will try to work on our work: music. R. Pauls lyrics Aspasia "Lullaby". It was not in vain that we talked now about paintings, paints, and what a musician uses to convey the mood of the work

Children: Sound.

Teacher: That's right. A musician can also give the sound different shades

The guys perform according to the score

VOCAL-CHORAL WORK:

1. Working with scores

Performed only by violas up to number 4.

The teacher uses musical terms when communicating with the children: unison, piano, forte, sound science.

Teacher: Now tell me, if you were artists and you had paints now, what colors were most present in your work?

Children: Blue, gold.

Teacher: Now let’s perform these works, but let’s give the sound exactly these color shades.

Children go up to the stage and perform the entire piece

Teacher: Thank you, today our journey confirmed that without knowledge of musical literacy and respect for art, we simply would not be interested. But our journey and encounters with music did not end. I thought that we could safely continue to travel around this wonderful country. It’s always sad to say goodbye, in memory of this day I give you these little notes, let them merge with the sounds of your heart and fill it with kindness and love. We visited with you in the workshop of an old master, listened to how a real flute sounds, talked about paintings, paints, and of course performed our works. I'm very pleased, and you?

Teacher: I say goodbye to you!

List of used literature

1.Selevko G.K. Modern educational technology/ G.K. Selevko. – M., 2007.

2. Slastenin V.A. Pedagogy: Textbook. aid for students higher ped. textbook institutions / V.A. Slastenin, I.F. Isaev, E.N. Shiyanov. – M.: Academy, 2009.

Breathing exercises – introductory part of an open lesson

"Where the music lives"

Creative tasks- let's draw music!