Open vocal lessons for children. Open vocal lesson theme "rhythm"

Abstract open class An exemplary group of the vocal and pop studio "Solnyshko" of the State Budgetary Educational Institution of Children and Music of the Kolpinsky District of St. Petersburg (head, vocal teacher Nitalya Alekseevna Smirnova).

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.

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State budgetary 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 my slogan 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 goal 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-voices, 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, motor and vocal load is rationally distributed, ensuring favorable emotional condition, development of vocal, singing and artistic skills. IN 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 - A's).

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 teaching aids - microphones; a selection of musical material - negative soundtracks in a computer playlist.

Lesson time: 45 minutes

Organization of control in the classroom

Control during a training session is carried out with the aim 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. Organizing time. 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 emotionality of 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.

Plan - lesson summary

Lesson topic: Articulation as the most important condition for working on a vocal work

The purpose of the lesson: Improving diction and sound quality by working on the activity of the articulatory apparatus.

Lesson objectives:

1. Educational

To ensure that students develop knowledge about the features of the articulatory apparatus;

Summarize and systematize previously acquired knowledge on the topic"Articulation".

2. Developmental– create conditions for the student’s development

Diction skills at a variety of paces;

Activity of the articulatory apparatus with various nuances;

Emotionally - figurative sphere psychological processes(imagination, thinking, memory) during singing exercises and in the process of working on vocal works;

Ability to use lower costal-diaphragmatic breathing.

3. Educational- create conditions for:

Fostering a conscious approach to learning;

Increasing the level of self-esteem, desire for self-improvement and creative self-realization;

Stimulating the creative search of students in creating interpretations of works.

Lesson type: combined.

Working methods:

PO source of knowledge:

Visual - visual - illustrative, slide show, display, TSO;

Verbal – comments, explanations (explanations of practical action), conversation ;

Practical – exercises, practical tasks;

the nature cognitive activity : explanatory-illustrative, reproductive, partially search, elements of the research method.

Methods of vocal pedagogy: concentric, phonetic, vocal exercises, methods of demonstration and imitation, mental singing, comparative analysis.

Technologies:

personality-oriented, developmental learning, interdisciplinary connections; elements problem-based learning, simulation and game modeling professional activity, information, art technology; performing technologies: formation of singing culture, formation of associative-figurative thinking.

Interdisciplinary connections: solfeggio, music theory, analysis musical works, accompaniment, literature, methods of musical education, practice, computer science.

Equipment: piano, laptop, presentation on the lesson topic, mirror.

Used sheet music:

1. F. Abt. Singing school. - M., 1985.

2. Reader of vocal and pedagogical repertoire: for mezzo-soprano. School of Music I-II courses./ Comp. P. Pontryagin. - M.: Music, 1970.

3. D. Kabalevsky. Romance by Benvolio from the music for the play "Romeo and Juliet"./ Sheet music from the site -

4. Teach children to sing: Songs and exercises for voice development in children (3-5 years old). A manual for musicians. heads of children garden / Comp. T. Orlova, S. Bekina. – M.: Education, 1986.

During the classes.

I. Announcement of the topic, purpose and objectives of the lesson.

II. Updating knowledge. Formation and consolidation of vocal skills.

1. Elements of respiratorygymnastics A.N. Strelnikova (Appendix No. 1).

2. Chanting. The first vocal skill is “singing attitude” (student’s detailed answer).

Use of exercises: intonation-phonopedic, promoting the development of sound strength, expanding the range, establishing basic vocal skills (author of the phonopedic method of developing the vocal apparatus V.V. Emelyanov);

exercises for the formation and consolidation of various vocal skills, including tongue twisters, which activate the vocal apparatus and improve diction.

Method " emotional training“to develop the student’s imaginative thinking, using the tongue twister “Good beavers go into the forests” with different emotional overtones: sadness, joy, anger, admiration, etc.

Lead students togradual understanding of your vocal actions and their independent use. They must themselves find internal settings for performing a particular task, using visual, vibration, and tactile self-control.

3. Work on performing vocalizations ( F.Abt. Vocalise No. 10).

The task of the work is to achieve a good cantilena (working on the smoothness of the voice, calmly taking the “correct” breath), evenness and softness of sound throughout the entire range, free articulation, and competent phrasing.

While working, students remember theoretical basis vocals (from the section “Structure of the vocal apparatus” - “Articulatory apparatus”, slides No. 12 – 15). In a conversation with a teacher, vocal skills such as “diction” and “articulation” are discussed.

Using figurative thinking and the imagination of students, it is necessary to create a situation that will lead the student to a bright expressive performance, competent construction of the dramaturgy of the work and at the same time will work to correct his vocal and technical shortcomings. As a result of the perception and analysis of music and text, it is necessary to give students the opportunity to experience artistic image, survive it. Search situations and leading questions will help the singer find appropriate vocal performance techniques, take the initiative in their search, thanks to which the thinking, independence and creativity of the student learning to sing develops.

III. Summing up, conclusions. Reflection (Discussion of what worked and what didn’t, what were the mistakes, how they can be corrected).

IY. Homework.Find recordings of performances by the best vocalists on the Internet songs.

Appendix No. 1.

Elements of breathing exercises by A.N. Strelnikova

The proposed methodology was developed by teacher-vocalist Alexandra Nikolaevna Strelnikova.

Exercises of this therapeutic breathing exercises not only restore breathing and voice, but also generally have an extremely beneficial effect on the body as a whole:

Restores impaired nasal breathing,

Improves the drainage function of the bronchi,

They have a positive effect on metabolic processes that play an important role in blood supply, including to lung tissue,

Increases the overall resistance of the body, its tone,

Improves nervousness - mental condition body.

The exercises are performed a number of times divisible by 8, best of all, the “Strelnikov hundred” is 96 times, but since this gymnastics is one of the types of work in the lesson, the number of movements is regulated by the time allotted for this type of activity. We do 32 movements of breathing exercises from the “Voice production” section, preparing the vocal apparatus for further work. These are the exercises:

Exercise " Hug your shoulders"(Inhale while compressing the chest).

Starting position: stand straight. The arms are bent at the elbows and raised to shoulder level with the hands facing each other. At the moment of a short noisy inhalation through the nose, we throw our hands towards each other, as if hugging ourselves by the shoulders. It is important that the arms move parallel to each other, and not crosswise. The arms must move in parallel; their position cannot be changed during the entire exercise.

Exercise " Pump" Starting position: stand straight, arms down.

Bend slightly down towards the floor: your back is round (not straight), your head is lowered (looks down at the floor, do not pull or strain your neck, your arms are down). Take a short, noisy breath at the end point of the bow (“smell the floor”). Raise yourself slightly, but do not straighten up completely - at this moment it goes completely passively through the nose or mouth.

Bend over again and at the same time as you bow, take a short, noisy breath. Then, as you exhale, straighten up slightly, releasing the air through your mouth or nose. “Inflate the tire” easily and simply in the rhythm of the march.

Exercise " Big pendulum"("Pump" + "Hug your shoulders"). Starting position: stand straight. Bend slightly towards the floor (hands reach towards your knees, but do not fall below them) - inhale. And immediately, without stopping, lean back slightly (bending slightly at the lower back), hugging yourself by the shoulders - also inhale. The exhalation goes away passively between inhalations - movements. So: bow to the floor, hands to the knees - inhale, then a slight bend in the lower back - counter movement of the arms with the head slightly thrown back (also inhale).

Tick-tock, inhale from the floor - inhale from the ceiling. Do not bend or strain your lower back too much: everything is done easily and simply, without unnecessary effort.

Appendix No. 2.

Articulation gymnastics by V. V. Emelyanov.

Bite the tip of your tongue, repeat this operation 4-8 times until you feel that the salivary glands have activated.

- “Shred” the tongue, i.e. biting your tongue, gradually stick it out so that you begin to bite the middle of the tongue. Repeat 4-8 times.

Click your tongue, changing the size and configuration of your mouth. “Poke” your tongue into your upper lip, lower lip, and cheeks. The exercise is called "needle". Repeat several times.

Run your tongue between your gums and lips. The exercise is called “brush”, as if brushing your teeth with your tongue.

We turn out the lower lip, giving the face an offended expression, raise the upper lip, baring the upper teeth. We alternate these positions: an offended face - a happy face.

After this, place your fingers on the mandibular joints or maxillotemporal joints, massage also vigorously to feel the bone tissue under your fingers and then proceed to move the jaw “forward and down”, i.e. Roundabout Circulation. First to the horizontal plane - forward, then to the vertical plane - down.

Finally, open your mouth at the same time as you move your jaw forward and down in a circular motion while opening your upper teeth, i.e. with an active upper lip, and with a protrusion of the lower lip so that the 4 upper and 4 lower teeth are exposed. Repeat several times. The mouth should be completely open, i.e. the jaw is retracted “forward and down” to the maximum and at the same time the corners of the mouth, the so-called labial commissure, should be relaxed. The mouth should look like a rectangle, placed on the shorter side. A rectangle, not an oval or circle. Let us call this articulatory position conventionally “ Angry cat"(ZK).

LITERATURE

Shchetinin. M.N. Breathing gymnastics A.N. Strelnikova./ M.N. Shchetinin. – 3rd ed. – M., 2008:

“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, classes in a vocal group are a source of liberation, optimistic mood, and self-confidence. The program provides the formation of singing skills and the improvement of special vocal and stage skills. Over time, singing becomes an aesthetic value for the child, 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 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 in a 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 we 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 recite 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 the entire 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.)

The active learning method “Orchard” is perfect for summing up the results. 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. Famous breathing exercises Strelnikova. – 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.

Municipal educational state-financed organization

additional education for 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

An amazing musical instrument is the 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 a 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 causes 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.

Positive attitude of children vocal lessons,

Practical significance educational development of the lesson is that it can be applied in club work, V 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. Organizational moment. 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 of 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 a 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. The major was the senior, and the minor was the junior. 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 “set off on the road” with a song. The music sounds (the “Steam 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 simply 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, distinctly 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. At first, your own voice will not seem like 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 takes out a music box. The box opens. Magical 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, music 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 the neighbor on your 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,

do not drink cold water, do not lie 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.