Plan a summary on the topic of vocal exercises. Vocal notes "magic rules of singing"

Municipal educational state-financed organization

additional education children

Center for additional education for children “Raduga”, Sochi

Pop vocals

Topic: “Journey to the country “Melody””

Dombrovskaya Yulia Yurievna

Danilenko Svetlana Vasilievna

Explanatory note

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 vocal studio(vocals, musical and rhythmic movements, choreography, acting) aimed at achieving a common goal.

When compiling methodological development methods used:

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

communication method;

improvisation method;

dramatization method.

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

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

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

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

Expected results.

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. Organizing time. Greetings.

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

"Melody"! (slide number 2)

2. Getting to know each other

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

Children answer one by one.

Teacher:

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

Our greeting will be a little unusual, musical. Exactly

greetings in the beautiful country 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 ground floor.

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

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

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

Teacher:"RE" lives on the second floor

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

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

Children's answers

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

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

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

Tell me, who lives on the next floor?

Children's answers

Teacher: Right! Note "FA".

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

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

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

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

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

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

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

There are hooks between them.

Come on, say them -

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

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

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

Teacher: To make friends with them,

We need to study music.

You will discover a beautiful world,

If you master all the notes.

You will find yourself in a magical world -

You'll sing along with them!

You will be friends with notes -

You will live musically.

Live without music, my friend,

No one on earth could.

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

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

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

5. Station “Major and Minor”

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

I am in a major mode: joyful, perky!

And the younger one was sad and sighed:

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

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

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

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

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

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

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

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

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

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

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

Did you like the fairy tale?

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

Children's answers (Major and minor).

Two 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 a few 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. Yours first own voice will seem not yours, since the microphone tends to distort sounds.

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

But that is not all.

You need to hold the microphone in one hand. 4 fingers should be placed all together at the top, and the thumb at the bottom. The microphone should not cover your face and should be located at a distance of 5-10 centimeters. The sound should hit the middle of the microphone.

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

microphone.

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

Teacher: Now you and I will try to sing a song with microphones, remember how we learned to be actors at the Teatralnaya station and the movements that we learned when we were at the Gratsia station. If you and I are attentive, we will have a real performance by little artists.

The teacher distributes microphones to all children. Music is playing. Children, together with the teacher, perform the song “Locomotive Bug”, trying to combine emotions, movements, and correct handling of the microphone in their performance.

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

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

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

Children's answers

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

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

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

Children take notes and attach them to the stave.

10. Farewell.

Teacher:

Look what a wonderful major melody we have created.

Yes, from communicating with music we have become a little more beautiful and kinder today. Bring these feelings into our world, and it will become better! You have been wonderful travel companions, promise not to forget the road to the musical land of Melodiya. I am very glad that I met you today. Thank you very much. See you again, friends!

Municipal Budget General Educational Institution

"Gymnasium No. 2"

Tver region Ostashkov

Plan open class

vocal group "Impulse"

1-2 grade

First stage working on a new song.

Teacher

additional education:

Pylnikova

Anzhelika Vladimirovna

2015

Form: Learning a new song.

Lesson type : Combined.

The purpose of the lesson : Introducing the song. Forming students' interest in vocal creativity.

Tasks:

Educational:

 achieve pure unison as the basis for the development of harmonic hearing.

Developmental :

 continuation of the formation of vocal and choral skills and abilities;

 development of harmonic hearing;

 development of musical sensitivity, that is, the ability to hear and listen, the ability to analyze and compare;

 expanding the musical horizons of students through the repertoire;

 development of imagination, thinking, memory.

Educational :

 cultivate emotional responsiveness to music, text content,

 cultivate a desire to perform songs in independent activity,

 cultivate a love of music, the need for communication with art,

 fostering respect for creative activity.

Formation of UUD

(universal learning activities)

Personal skills:

Demonstration of educational and cognitive interest in completing tasks;

- the desire to realize one's creative potential;

Orientation towards the position of other people, different from one’s own, respect for a different point of view.

Regulatory skills:

Ability to learn and ability to organize one’s activities;

Determination and perseverance in achieving goals;

Ability to control the process and results of one’s activities;

Evaluating partnership performance.

Cognitive skills:

The ability to consciously and voluntarily construct a speech statement;

Reflection on methods and conditions of action, control and evaluation of the process and results of activity;

Conveying content and mood musical material using stage exposure, auditory control;

Selection of bases and criteria for comparison, classification of objects;

Generalization of knowledge on the practiced repertoire.

Communication skills:

The ability to express one’s thoughts and justify one’s own opinion;

Ability to negotiate, find common decision;

The ability to argue your proposal, persuade and yield;

The ability to maintain a friendly attitude towards each other in a situation of conflict of interest;

Mutual control and mutual assistance during the task:

- mastering the methods and principles of collective musical, creative and gaming activities.

Teaching methods:

 visual (auditory and visual);

 verbal (discussion of the nature of music, figurative comparisons, verbal assessment of performance);

 practical - exercises, tasks;

 explanatory - illustrative in combination with reproductive (vocal illustrations in the teacher’s voice and reproduction of what the children heard).

Methodical techniques :

 creative tasks and questions that stimulate mental activity and create search situations;

 application individual approach, observation of student development, group and individual questioning;

 encouraging children to exercise self-control and self-esteem in the process of singing;

 variability of tasks when repeating exercises and song material;

 representation “in the mind” of the first sound already on the breath;

 humor, approval, encouraging students' success in order to stimulate their interest in classes, as a way to evoke positive emotions that increase children's performance.

Technologies:

developmental education, interdisciplinary connections, art technology, health conservation (breathing exercises according to the method of A.N. Strelnikova, hygienic and vibration massages, speech therapy exercises (tongue twisters), articulation gymnastics).

elements of problem-based learning, simulation and game modeling of professional activities;

performing technologies: formation of singing culture, formation of associative-figurative thinking.

Psychological conditions in the lesson:

 psychologically comfortable atmosphere. Emotional satisfaction;

 person-oriented communication, taking into account the level musical development;

 taking into account individual characteristics;

 differentiated approach.

Equipment : piano (synthesizer), computer, notes of works, notes of exercises and songs, words of songs to learn, presentation.

1. Organizational moment

Hello guys! I am glad to see you. Today we have guests, let's say hello to them.(Children say hello)

So, are you ready to go?

We stood in a circle.

Hug the neighbor on the right (left)... They turned and smiled at each other.

What's your mood?

-In!

2. Setting the goals and objectives of the lesson.

Guys, have you noticed any changes in our class?

What is shown here? (forest, house, sun, water….railroad )

What would that mean? What is the railway for? (To ride on it .)

How will we travel along it?(By train.)

Glue the locomotive onto the board

It seems to me that something is missing here... Carriages!(Gluing the trailers)

Do you know any songs about railways or trailers? (Blue carriage, The locomotive hummed and the carriages rolled away.)

I want to introduce you to one very interesting song.

(First, let's sit on the chairs.)

Your task is to determine the mood of the song. But the main thing is to come up with a name for it.

Listening to a video song

Song Analysis:

What is the nature of the song? (Cheerful, kind )

What is the song about? (About miracles, about friendship )

What should we call our song?(White lambs, Chukh-chukh-chukh, Bukashka the steam locomotive)

Why?

Let's compare our song and the picture on the board. (What common? Similar?)

Did you like the song? (Yes ) Do you want to learn it? (Yes )

So, what are we going to do today? (Learn a song)

But in order to sing it beautifully, what is needed for this?(You need to practice a lot. Chants, exercises, tongue twisters.)

- Those. we today….

3. Acquaintance with the features of singing breathing. Art pedagogy technique.

And you and I are going to the meadow. How do you imagine a meadow?

(Lots of herbs, beautiful flowers, no trees, many insects, butterflies, bees, bumblebees are flying, there is the hum of bees and the chirping of grasshoppers.)

What will we go on?(By train.)

How does the locomotive travel? (Chug-chug, toot-too)

Who wants to be a train?

Are the trailers attached? Go!

(Chuk-chukh-chukh. Toot-too!!!)

We've arrived!

Exercises:

1.

Close your eyes. Imagine bright sun, green meadow, wild flowers. Breathe in the scent of this meadow. Take a deep breath, and now exhale slowly. (This exercise stimulates lung function).

Are you doing the exercise correctly?

( Singing position: The back is straight, the shoulders do not rise. When you inhale through your nose, your stomach increases; when you exhale through your mouth, your stomach decreases. .)

To learn to sing, you need to breathe correctly while singing.

(Show where it is, check with a friend) Work in pairs

"Our shoulders are motionless,

We breathe through our nose, barely audible.

Inhale - hold your breath

And breathe out calmly."

2. “Palms”

We put our palms in front of the sun. (Palms facing forward )

(Slowly at first!)

Take a short, noisy breath through your nose and clench your palms into fists. Immediately exhale freely through the nose or mouth. Unclench your fists.

3. « Catch a mosquito"

Just flew by mosquito.

What sound does a mosquito make - “z-z”

Inhale deeply, silently, exhale with sound z-z we slowly join our hands to “catch the mosquito” that is annoyingly ringing in front of you s-z (children train the skill of exhalation).

But a breeze came and the mosquitoes disappeared.

4. Listen, who is it? (cow, calf )

With your mouth closed, sound “mm” according to the triad. Let's sing along.

5. I passed along the roadcar. What does the car sound like? (“tr-r”, in high tessitura - “the car is going uphill”). Let's sing along.

6. And in the distance you can see a forest. Already at the edge of the forest we hear the sound spreading through the forest."ay" (exercise on a wide octave interval - from the chest resonance to the head - we sing in several keys).

7. Somewhere he sings his songcuckoo

(“ku-ku” - we sing in several keys ).

Interesting in the meadow?...

8. And now we'll play"Mirror" showing each other different expressions faces (sad - lower lip forward,offended - upper lip up,funny - the upper lip stretched into a smile, revealing the upper teeth, evil).

9. Let's remember patter : “Grandfather Yegor is coming from behind the forest, from behind the mountains.”

And now with different emotional overtones: joy, sadness, admiration, surprise, etc.

10. And grandfather rode off on a horse. How does the horse click?"Click" with tongue (high - low), depictinghorse.

Did you enjoy walking through our musical meadow?....

Then it's time to return to our song! Go!

(They cling to the trailers, drive and sit on the chairs)

4. Learning a song. ( return method)

"Locomotive Bukashka"

Let's return to our song. What is it called?

Listen to the words of the first verse and chorus.

Learning a song. Work on dynamic shades in the song.

Children, what should be the diction in singing? (Legible, understandable.)

How should you pronounce words in singing? (Clearly, clearly.)

What determines clear, clear pronunciation? (From the active work of articulatory organs (lips, tongue, soft palate, lower jaw, pharynx)

Performing the entire song to a soundtrack.

5. Conclusions. Reflection.

Our lesson has come to an end. Did you like the lesson? (Yes )

Complete the sentence:I especially enjoyed it today....

- If you liked everything during the lesson, then place a smiling emoticon in our trailers.

If you think that something didn’t work out for you and you’re not very happy with yourself, use a sad emoticon.

6. Homework

Learn the lyrics of the song by heart.

For Have a good mood candies!

regional state budget educational institution

additional education for children

"Kamchatka Palace of Children's Creativity"

Outline of an open lesson

vocal ensemble "Elegy"

Topic: Introduction to the program.

(for children 6-7 years old)

Petropavlovsk-Kamchatsky

2012

Target: get to know children, awaken children's interest in activities in vocal ensemble. Tasks: Educational:

provide first communication skills in a new team; create an atmosphere of festive mood from the first acquaintance with the vocal ensemble; Cultivate a sense of love for beauty.

Educational:

give initial ideas about the structure of the lesson; introduce children to the concepts: instrumental and vocal voice, soloist, ensemble. Give initial non-technical skills.

Educational:

develop attention, memory, imagination; develop creative independence in children; develop a sense of rhythm and ear for music.

Equipment, manuals and materials. Educational and practical equipment:

piano; “Exhibition” of musical instruments (violin, flute, guitar); music Center; educational board; elements of costumes (cockerel, cat, hedgehog hats); visual aid “Stave of Music”; visual aids “Soloist”, “Duet”, “Vocal Ensemble”; balloons according to the number of children; recorders according to the number of children; bells according to the number of children.

chant songs: “Hedgehog”, “Cockerel”, “Kitty”; phonogram of the song “Balloons” (lyrics and music by I. Kabirova); J. S. Bach “Joke”; D. Scarlatti - Sonata “G major”; N. Paganini “Caprice”.

Office decoration. Musical instruments are displayed on the podium: violin, guitar, flute.

Detailed plan - lesson notes.

Outline plan.

Organizing time.

The teacher invites the children to class. Children sit on chairs.

Teacher: Hello guys! I am very glad to see you all in the vocal class!

Goal setting.

My name is Irina Rafaelevna. I teach children to sing. Look at these photos. These children have already learned to sing, perform on stage, in concert costumes and sing into real microphones. Do you want to learn to sing?

Introductory part. Conversation.

How many of you know what a person who sings is called? That's right - a singer. The voice of a person who sings is called a vocal or vocal voice. Listen to the sound of my voice. I'll sing you a song about musical bell. And you will help me by playing the bells.

The teacher hands out bells to the children.

The teacher performs the song “Bell”. Children ring bells.

The children answer.

The teacher attaches balloon- a note of the corresponding color on the visual aid “Stave of Music”.

Teacher: This balloon represents my vocal voice. Let's put my voice in a musical house.

Teacher: in front of you exhibition of musical instruments. What instruments are you familiar with?

Children's answers.

Guess the musical riddle.

How clear the sounds are overflowing,

There is joy and a smile in them.

The tune sounds dreamy

Sings so tenderly...Children: Violin.

A fragment sounds - N. Paganini “Caprice”.

Tell me, what color would the Fairy of Colors paint the voice of a violin?

The children answer.

The teacher attaches a note balloon of the appropriate color to the visual aid.

Teacher: This balloon represents the instrumental voice of the violin. Guess another riddle.

I'll tell you, my friend, In ancient times -

A quiet breeze blew into the reed tube.

The man suddenly heard a melodic gentle sound.

And was born at that moment Musical instrument. Children: Flute.

Now listen and tell me what color the flute’s voice is.

A fragment is played - I. Bach “Joke”.

The teacher attaches the corresponding balloon note to the staff.

Teacher: Who knows what this instrument is called?

Children: guitar.

Teacher: Let's listen to the guitar's voice.

A fragment sounds - D. Scarlatti “Sonata in G major”.

Children name the color of the balloon. The teacher attaches a note balloon of the appropriate color to the visual aid.

Now let's listen to how your voices sound.

Children sing their name. Children attach balloons - a note of the corresponding color to the staff.

Teacher: Look, the voices of musical instruments and ours vocal voices lined up in a multi-colored musical row.

Remember!

Instrument sound -instrumental,

Let's repeat these words together.

Main part.

Teacher : In order to learn to sing, you need to learn to breathe correctly. To do this, we will do breathing exercises in every lesson.

Breathing exercises.

The teacher asks the children to stand up.

Exercise "Balloon".

Take a slow, deep breath through your nose, arms up through your sides (“inflating the balloon”). We hold our breath, and then “deflate the balloon” - exhaling air, we say: “Ha-ha-ha.” We lower our hands down with stops. (Run 2-3 times).

Exercise "Cat".

Let's hiss like an angry cat. Inhale through the nose, exhale to the sound “sh”. The hands are clenched into a fist. As you exhale, pronounce the sound “SH” and sharply unclench your fingers (“Cat’s Claws”).

Exercise "Flutist".

Let's imagine that you are musicians, playing the flute. Inhale the air and as you exhale, blow into the musical instrument (teacher demonstration).

According to the teacher’s gestures, the children perform the exercise.

Teacher: In order for our voice to develop, it is necessary to do a voice warm-up.

Now we'll play. Let's imagine that some of you have turned into funny little animals and birds. The teacher invites the child. ……. will be a hedgehog. (wear a hedgehog hat).

I’ll sing the hedgehog’s song, and you try to repeat after me.

The teacher sings: “ A small hedgehog, no head, no legs.”

The child repeats.

Teacher: …. she sang her own song.

A little artist came on stage.

If he alone sings, then he -soloist. (The teacher shows the visual aid “Soloist”).

The teacher invites the child. ……. will be a cockerel (wear a cockerel cap).

Teacher: I’ll sing the cockerel’s song, and you try to repeat after me.

The teacher sings: “ Cockerel, cockerel, golden comb"

The child repeats.

Teacher: ….. sang a song alone. Our true artist...... soloist.

If a hedgehog and a cockerel sing together, they will get a duet.

Sing together: We sing in a duet,

We have a lot of fun.

Teacher: Listen to the cat's song. “Meow, meow, meow, la-la-la-la-la. The child repeats.

Teacher: A real artist is…..soloist.

Teacher : If you all sing together, the three of us, it will workvocal ensemble. This ensemble is called a trio. (The teacher shows the visual aid “Trio”).

Sing along:

« Our trio ensemble - we sing beautifully.”

And now I will ask all the children to sing together in a vocal ensemble.

Children sing: “We are in our ensemble

Let's sing songs together"

Teacher : What a wonderful vocal ensemble we have!

In our first lesson we will start learning a song about balloons. Listen to the chorus of the song.

The teacher sings:

Let's say the words of the chorus.

Teacher: And now we will perform the entire song accompanied by piano. I will sing the verses of the song, and you will sing the choruses.

Teacher:

Balloons will fly into the sky,

Children:

“Blue ball, yellow ball, blue ball,

A multi-colored ball, sing with us!”

Teacher:

Here the little artist came on stage,

If he sings alone, then he is a soloist.

Children:

“Blue ball, yellow ball, blue ball,

A multi-colored ball, sing with us!”

Teacher:

If we sing songs in an ensemble,

So we all live together and have fun.

Children:

“Blue ball, yellow ball, blue ball,

A multi-colored ball, sing with us!”

Say: “We are great,” “Our voices sound beautiful.”

Let's imagine that we are performing on a real stage. Real viewers will listen to us. Let's sing a song to very cheerful music.

Children perform a song to a soundtrack.

The teacher invites the children to sit down.

Summing up the lesson.

Teacher : Did you like our song about balloons?

In the next lessons we will continue to develop our different colored voices and learn the whole song. And when we learn it, we will perform on a real stage, in real concert costumes and sing into real microphones.

Tell me guys who remembers. What do you call a person who sings alone? (Soloist)

What if the singers sing together? (duet)

What if the three of them sing together? (trio).

What if we all sing together? (vocal ensemble)

Pianist Elena Petrovna helped us during our lesson today.

For your efforts, I want to give you balloons. Well done, and your voices sounded wonderful in the vocal ensemble! Goodbye, see you next time.

Purpose of the lesson: Show the use of health-saving technologies as part of a lesson in the subject “Vocal”.

Lesson objectives:

By addressing issues of developing professional singing skills (breathing and freedom of the vocal apparatus, correct articulation and clear diction, varied intonation and modal hearing), strengthen the general and psychological health of students.

As an option:

Goals and objectives of the lesson: show the use of health-saving technologies as part of a vocal lesson; to educate a thinking and feeling, active person, ready for creative activity; activate the thought process and cognitive interest; master communication and team creativity skills; develop breathing and freedom of the speech apparatus; develop coherent, figurative speech; be able to master correct articulation, clear diction, varied intonation; strengthen the general and psychological health of students.

Progress of the lesson:

I.Organizing time. (2 minutes)

Greeting: “Let’s give each other a smile.”

Pay attention to the specifics of the lesson.

II.Main part. (39 min)

The soundtrack of the song “Temper yourself if you want to be healthy!” plays.

Pouring yourself cold water– this is great, but it’s not suitable for everyone...

Today I propose to dream up and invent other methods of “hardening” that we can use in vocal lessons and improve our health . Report the topic of the lesson.

Where do we usually start a lesson?

With a warming facial massage.

1. HEALTHY MASSAGE on biologically active points,

do it with children combining it with pure talk. (4 min)

2.WORK ON BREATHING . (7 min)

Today I will introduce you to an unusual set of breathing exercises by A.N. Strelnikova ( designed to restore and expand the vocal range of professional singers; gives good results for bronchial asthma, chronic pneumonia, chronic bronchitis, chronic runny nose and sinusitis, influenza and many other diseases)

A noisy, short, sharp (like clapping your hands) breath should be taken as if you were sniffing the smell of smoke, burning, or sniffing. The inhalation should be “emotional” - put surprise, admiration or horror into it. The lips are closed at the moment of inhalation, but without tension; inhalation cannot also be assisted by the muscles of the face or other muscles that are usually involved in the act of breathing: you cannot protrude your stomach (“breathe with your stomach”), raise your shoulders and straighten your chest. You cannot “take in” too much air while inhaling - this is a gross mistake. If you inhale too much air, you may feel dizzy or simply feel “uncomfortable.”

Exhalation is done through the mouth, naturally and voluntarily, as if the air is “quietly leaving” the lungs. At the same time, the lips slightly unclench themselves. Nothing should interfere with exhalation - let as much air come out as it comes out. Preventing exhalation is the second grave mistake.

BREATHE AND HEAL

During exercises, make sure that children breathe properly.

Guys, which exercise that we learned earlier best suits the topic of our lesson?

- “Musical exercise.”

3. “MUSICAL EXERCISE” - performed, accompanied by semantic movements (4 min)

Let's do the charging now.

Left, right - turn.

And now it’s the other way around.

I squat, I rise,

I bend over, bend over.

I reach the floor with my hands,

But I speak freely.

And now jumping in place.

I’ll jump at least a hundred times, at least two hundred.

And with both legs at once.

Both on the left and on the right.

On one and on the other:

No shortness of breath!

What are we training by doing this exercise?

Diction, breathing, ability to control your voice, motor activity, coordination of movements.

Any exercise, especially musical exercise, will be good for your health!

4. Now I suggest you go to the carpet and remember the exercise "FUNNY PAIERS"(4min)

This is an exercise to develop the ability to control your voice, where your voice is used instead of a brush.

We begin to “paint the fence”: the “brush” moves upward - the voice becomes thinner and higher; the “brush” moves down - the voice “descends”, lowers; if the “brush” leads a horizontal line, we sing at the same height. At the top you can squeal a little, at the bottom you can deepen your voice.

Guys, I propose to complicate our game a little: you can “draw” diagonals, circles, squares, “eights” (vertical and horizontal), and now the “brush” will be not only your voice, but also your eyes!

What did we get? This is real gymnastics for the eyes! If you do it regularly, your vision will be good and your eyes will not get tired for a long time.

5.Look at the surprise your parents have prepared for you at my request! ( individual rugs on which buttons of different diameters and different heights are sewn ). They look like little islands! I'll tell you a secret - these are “islands of health”! If you take off your shoes and stand on them with your feet, the biologically active points that are located there will be stimulated. They are responsible for the health of our entire body! I think that on these “islands of health” you will be especially good at the exercise that is called.....(children in chorus : « ISLANDS").(5 minutes)

What does this exercise help you develop?

Coordination of movements, ability to coordinate actions, diction, pure intonation, sense of harmony.

And now you will know how to make it also healthy.

6. To stay healthy and beautiful, it is very important to take care of your posture from childhood. And we will train her by walking with an object on her head, using a previously learned phrase "THREE JAPANESE MEN". (8 min)

It is necessary to ensure clear pronunciation. The pace gradually increases. It is recommended to move around the hall with objects on your head:

-round,

- in any direction,

- in a given direction.

Monitor correct posture, movements of arms and legs.

At the end, you can hold a competition for the best “geisha”.

THREE JAPANESE MEN

Once upon a time there lived three Japanese:

Yak, Yak-tsidrak, Yak-tsidrak-tsidrak-tsidroni.

Once upon a time there lived three Japanese women:

Tsipa, Tsipa-dripa, Tsipa-dripa-dreamppony.

They all got married:

Yak on Tsipa,

Yak-tsidrak on Tsipa-drip,

Yak-cidrak-cidrak-cidroni

On the Tsipe-drip-drempampony.

And they had children:

Yak and Tsipa have Shah,

Yak-tsidrak with Tsipa-dripa -

Shah-sharah.

At Yak-cidrak-cidrak-cidroni

With Tsipa-dripa-drempampony -

Shah-sharah-sharah-sharoni!

7. It would seem that we have taken care of everything to stay healthy, but what else has escaped our attention? A song with such a strange name will help us answer this question. "TRASH".

Remind: the performance is expressive, the diction is clear, the dotted rhythm is sharper, listen to each other. (7 min)

"TRASH" SONG

Sl. A. Usachev Music. A. Pinegin

Never throw away peels, skins, or sticks.

Soon our cities will turn into landfills.

If you litter now, then pretty soon

Mountains of garbage can grow here!

Yes, yes, yes, yes, yes, yes, yes, yes, yes, yes

Garbage mountains!

But when they start flying to school on a rocket,

More terrible troubles will happen on the planet.

How will they throw it into space from a rocket?

Jars, bottles, husks, torn bags!

Yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah

Torn packages!

Then they won’t fly to New Year snowflakes,

And old shoes will fall like hail.

And when it starts raining from empty bottles, -

Don't go for a walk, take care of the back of your head!

Take care of the back of your head!

What will grow in the garden or vegetable garden,

How will the waste cycle go in nature?

And although we are in classroom We're not flying in a rocket,

Better get out of the habit of littering now, kids!

Yes, yes, yes, yes, yes, yes, yes, yes, yes, yes!

Get out of the habit, kids!

After the song is performed, the question is repeated. The children answer.

We need to take care of nature, do not litter, then both the air and the water will be clean. And this is very important for our health!

You made the absolutely correct conclusion! The environment must be healthy too! Our task is to actively participate in this.

Well done boys! You did a very good job today!

Let's summarize.

III. RESULT OF THE LESSON: (4 min)

Children reason and find confirmation of the correctness of the statement: “If you want to be healthy, SING!” Using well-known music. material (vocal exercises, singing, games, songs), children learned to use them for the purpose of health improvement.

HOMEWORK:

Introduce parents to “new” methods of hardening (optional).

TRADITIONAL RITUAL OF FAREWELL.

Lesson equipment:

Piano,

Audio equipment,

Rugs,

Items to be worn on the head when walking (books can be used).

Compliance with sanitation and hygiene rules.

The room must be ventilated before class. The musical instrument is tuned. Children come to class in a change of shoes.

LITERATURE:

1. Zimina A.N. Basics musical education and child development younger age: Textbook. for students higher textbook establishments. – M.: Humanite. ed. VLADOS center, 2000, – 304С.

2. Andreeva G.M. Social Psychology. M.: Aspect Press, 1999, - 375 pp.

3. Dmitrieva L. G., Chernoivanenko N. M. Methods of musical education at school: Textbook. For studentsped. Specialist school 05/03/00. "Muz. Education", 03.07.00 "Teaching in the beginning. general education classes school." – M.: Education, 1989, – 207 S.

4. The world of vocal art. 1-4 grades. Program, lesson development, guidelines/ auto - comp. G.A. Suyazova. – Volgograd: Teacher, 2008, – 138 P.

5. Children's Musical Theatre: programs, lesson development, recommendations / author - comp. E.H. Afanasenko and others - Volgograd: Teacher, 2009, - 190 P.

6. Yudina E. I. My first textbook on music and creativity / The ABC of musical and creative self-development / Series: You can do it: / - M.: Aquarium, 1997, - 272 P.

Elena Mikhailovna Ivanova
Vocal lesson outline

Outline

open classes additional education teacher

Ivanova Elena Mikhailovna

head vocal circle"Singing Friends"

Technological College of Birobidzhan

Subject classes vocal numbers».

Target classes: to form an idea of ​​the sequence and content of work that helps improve the quality of performance of the songs being learned, to teach how to use the acquired knowledge in independent work.

Tasks:

a) educational:

Reinforce concepts "solo" And "ensemble" singing;

Give the concept "algorithm";

Summarize previously studied material by introducing the algorithm for working on vocal piece;

Teach children to use the acquired knowledge in independent work;

b) developing:

In progress vocally-choral work to develop singing skills;

Develop Creative skills, involving children in working on the song;

c) educational:

To form a sustainable interest in music vocal culture;

Bring up good relations to each other and to others.

Technologies used on class:

Technology of formation of singing culture.

Technology of differentiated learning.

Technology of individual training.

Health-saving technology.

Material resources training:

Piano

Board, chalk

Magnets

Multimedia projector, screen

Pencil, notebook

Laptop

Microphone

Phonogram minus

Sheet music and lyrics

Progress of the lesson

I. Organizational moment.

The pupils of the circle enter the class and sit down in their seats.

Teacher:

Hello. I'm glad new meeting with you. Today, guys, we will continue working on our songs. First half classes we will devote ourselves to learning new material and a common song that we are preparing for festive concert, and in the second half we will engage in individual and independent work.

Safety training at work place:

I remind you that all our technical equipment runs on electricity, so it is necessary to be as careful: try not to touch the wires of the piano and tape recorder, do not twist the microphone wire in your hands. Do not swing on chairs to avoid injury.

The topic of our classes sounds like this: “Algorithm of work aimed at achieving high level solo and ensemble performances vocal numbers", A.

our goal today: find out in what sequence work is being done on vocal work and learn to independently apply the acquired knowledge.

II. Theoretical part.

Learning new material.

And we'll start by trying figure out: what is the essence of the topic classes. The first word, I think, will seem most interesting to you - "algorithm". Straightaway I'll ask: maybe someone knows what it means?

Students: …

Teacher:

But there is nothing simpler: algorithm - a sequence of actions (steps) leading to the achievement of a goal, i.e. what should be done after what in order to get the desired result.

What is our main goal? Why do we come here (V vocal circle) study?

Students: To learn how to sing songs beautifully and perform on stage.

Teacher:

Right. We don’t want to just sing a song (as it turns out, on our classes We strive to learn how to perform it at a decent level. It is known that there is no limit to perfection, but we must strive for it. And in order to get a good result in our work with you, we must clearly understand what it consists of.

It is clear that we must listen to a lot of music, read, perform various breathing exercises, develop our voices, and much more. But now we will try understand: what steps, what stages does work on a song consist of, be it solo or ensemble.

And by the way, who can remind: what is the difference between solo performance and ensemble performance. And what is the complexity of each of them?

Solo singing - 1 person sings, there is a lot of responsibility for how you sing, the absence of a friend’s elbow nearby - there is no psychological support, hence fear, no opportunity "hide" if something doesn't work out the way you would like.

Others in the ensemble peculiarities: many voices, here it is important to achieve harmonious singing, i.e. unity in performance.

Regardless of whether the piece is solo or ensemble, the algorithm is approximately the same. In an ensemble, work becomes more complicated due to costs more time, especially at the beginning, when the parts are being learned (votes)(i.e. the melody and rhythm of each of them, and then connecting them and building harmony.

So, guys, here is the following diagram for your attention. (see diagram No. 1) Today we are just getting to know her. And already on the next classes We will study it in more detail. This diagram reminds someone "ladder", and for some, in connection with the latest Olympic Games "pedestal". The winner here will be the one who reaches the highest step, and the reward will be what?

Students: …

Teacher: Yes, applause from the audience and satisfaction from the work done.

Fizminutka

Teacher: Now we will try to apply our knowledge in practice. But before we start working on our repertoire, what do we need to do?

Students: …

Teacher: That’s right, prepare the singing apparatus for work, because work on the quality of performance of a piece begins with performing exercises.

III. Practical part.

Work on the quality of solo and ensemble performances vocal works.

3. 1 Preparing the singing apparatus for work (work standing):

1. Singing installation.

2. Articulation gymnastics:

Cheek development: "Clown grimaces: tube smile", "The Lion's Mouth", « Hamster: hungry and full", "Swords".

Lip development: "Piglet", "We bite our lips", "Dissatisfied Horse".

Language development: "Chewing gum", "Watch", "Horse and Pony".

Development of soft sky: "Wheels", "Let's yawn".

3. Breathing exercises:

"Game with a candle" (deep breath - slow exhale).

"Blowing up the balloon" (exhale with stops on a count of 1-5).

"Pump" (slow inhale - strong exhale).

"Dog in the Heat".

4. Chanting:

“On one sound with a closed mouth” (+ chain breathing).

"Two sounds : m, y, a" (vowel formation + soft attack).

"Five Sounds": "lip singing" (+work of lip muscles).

"Five Sounds" : a-ah... o-oh... and-and..." (+singing on a support).

"Five Sounds" : Mi-i-a-mi... A-mi" (vowel formation + hard and soft attack + jumps).

"T 5/3 and D"(expansion of range + support + timbre coloring of sound + breathing + attack of sound).

Teacher: Now let's start working on the song "Only forward".

3.2 Working on ensemble vocal piece

("Only forward"- 1 verse and chorus):

1. Song repetition (1 verse and chorus).

2. Chorus:

Rhythmic and tempo unity of the ensemble.

A unified manner of sound production: rounded vowels.

Phrasing.

3. Verse (work with soloists):

4. Connecting a verse with chorus:

Timely introduction of soloists.

Pause before chorus.

5. Securing to a soundtrack (1 verse and chorus):

With the help of a piano and a teacher.

On one's own.

Fizminutka

Teacher: Guys, please tell me at what stage of work we are now. Give reasons for your answer.

Children: Mainly at the initial stage (work is being done on the purity of intonation and the construction of harmony, the accuracy of the rhythm, but we are gradually starting to use the elements of stage 2 (a unified manner of sound production, diction, articulation, breathing, attack of sound).

Teacher: Well done. And now I suggest you work on your own. The task ahead of you will be next: to determine at what stage of work on the song the guys with whom I will now work individually are.

Please be attentive: do not criticize - you must understand that some came to the team earlier, some later, some do it a little faster, and some need more time. You just need to determine (without consulting anyone) the step on which they are, i.e. to show their knowledge.

The work is carried out by a teacher parallel: 2 forms of work are used: individual and frontal.

3.3 Work on solo vocal piece:

1. "White Birds" Elena Furman and Christina Senko:

Rhythmic Ensemble,

Timeliness of entry

Diction and articulation,

The purity of intonation in the chorus.

2. "Cuckoo" Ksenia Bokovnya:

A single rounded manner of sound production,

Sound on a support - getting rid of singing while shouting.

3. "Star calendar" Nastya Egrishchyna:

Diction and articulation,

A single open manner of sound production,

Singing on a support.

4. "I'll come back" Julia Slesarchuk:

Dynamic shades,

Singing on a support

Phrasing,

Genre and character of the work,

Intonation-dramatic development of the song (contrasting).

IV. Summarizing.

Teacher: Class ours is nearing its end, and I would like from you hear: what new things have you learned for yourself today, what work has been done today, and what work, in your opinion, remains ahead of us.

Students: 1. Today we introduced you to the algorithm for working on vocal works and learned to determine the stages of finding the process of working on a work. 2. We worked on the ensemble of part 1 of the song "Only forward". 3. We worked on solo songs, improving the level of their performance.

You and I have done a great job today, each of you tried, you did great. We have a lot ahead of us interesting work. But it will be on the next classes. And today, thank you everyone, goodbye!