During the seventh year of life there is further development nervous activity child. This creates opportunities for organizing the educational process with children 6-7 years old in more complex forms. The perception of music becomes purposeful, voluntary memorization and education develop.

Children improve the skills acquired in the older group. At the beginning of the year (almost all of September) the material is repeated. Gradually, thanks to systematic movements to music, they become more coordinated and accurate. Children master new types of movements: side gallop, polka step, step with a stomp, elements of Russian dance (alternately placing the legs in a smooth walk with different provisions arms: to the sides, folded on the chest, on the belt). Feeling the originality of the texture of musical works, children are able to convey the character of music in movement: walk solemnly, festively; easy, smooth; run easily, rhythmically, quickly and widely, PERFORM movements with and without objects (smoothly, energetically), walk in a line in folk dances and round dances, expressively reproduce various play images (cheerful, amusing parsley, a cowardly hare, an affectionate kitten, an evil WOLF and etc.).

The ability to navigate in space develops. By the end of the year, children should be able to freely change from a line to a circle, from small circles to a large one and vice versa, move diagonally from different corners of the hall, accurately perform snake walking, be able to find their place in games, etc.

IN preparatory group are carried out more clearly and in an organized manner individual sessions. Children act with music, perceiving it through a tactile-vibrational and auditory analyzer. An individual task for a 6-7 year old child already includes 4-6 movements to music.

Children develop greater endurance and the ability to wait for music to appear and listen for its disappearance. This makes it possible to increase the duration of the pause between individual passages and parts of a musical work.

When performing individual tasks with the fenian switched off, a 7-year-old child can determine how many chords have been played, clap a simple rhythmic pattern, determine dynamic shades(music loud, quiet).

The study of the “voiced alphabet” exercises also takes place in close contact with a teacher of the deaf, who first practices pronouncing a particular word with the child. With the music director, he clarifies the tempo of pronunciation of sounds, syllables, words and short phrases to the music.

During singing, breathing is increasingly trained, as children are able to sing longer phrases. Improving singing breathing leads to improved speech. The child's voice deepens and becomes expressive. Singing makes it easier to develop lip reading skills. By watching a friend sing, the child trains to understand the spoken language of others. Children 6-7 years old should know the names of songs, games and dances.

By the end of the year, the volume of skills in music perception increases, which makes it possible to allow children to perform a demonstration of individual exercises in front of the kids. This technique gives good results: kids learn this exercise much faster than when shown to adults, while the elders experience great satisfaction - after all, they are in the role of teachers. In the process of such communication, children develop a need for musical activities and love To him.

The duration of music lessons for children 6-7 years old is 35 minutes.

Music lessons in a pre-school group include:

1. Individual task (consists of 3-6 movements).

2. Listening to music with the task of recognizing and remembering the name.

3. Frontal task (consists of 2-3 exercises).

4. Exercise “ringing alphabet”.

6. A song-game at the request of the children.

7. Dance.

Sample summary classes in a preparatory group for school

Tasks. Strengthen the ability to perceive music through visual, tactile-vibrational and auditory analyzers. Teach children to recognize familiar works. Act in accordance with the nature of the musical works. Work on the purity of pronunciation of words in the songs “Drum”, “Yellow Leaf”, emotionally convey the content of the songs. Teach the ability to change from columns into two ranks.

Preparing for the lesson. Musical director works through all the lesson material with the teacher of the deaf and the teacher, coordinates with them the tempo of singing the “ringing alphabet” exercise “Here is a drum.” First, “Exercise with flags” is learned with two children. They

show this exercise to everyone. This speeds up execution individual assignment. During the walk, the teacher draws the children’s attention to how the leaves are falling off the trees, and sings the song “Yellow Leaf” with them. In the hall, the music director arranges chairs along the wall, prepares for each child and adult two colored flags, a picture with a beetle, a drum, a hat, a wolf, and signs “Exercise with flags,” “Merry music,” “Sad music.”

Progress of the lesson Children, together with the teacher of the deaf and the teacher, enter the hall one after another and line up. “Today I am first,” says the child standing at the head of the line and leads the children. Everyone sits down

First exercise(individual). “Exercise with flags” (see p. 183.) Vova, take two flags from the vase. Tanya, go listen to the music,” the music director addresses the children (they know this exercise) and shows the sign “Exercise with flags.” Children pronounce the name. After the children demonstrate the exercise, they pass the flags to others, and everyone takes turns performing the task, standing with their backs to the instrument. Second task(frontal). “Beetles” (see p. 135). “Stand by the piano SAYS the music director. Find out what I’m playing.” Music is played *Beetles* Children recognize and sit down.

Third task. Exercise"Beetles." The music director shows a picture of a beetle and says: “You will be beetles. Listen to music". Children perform an exercise (lie on the floor on their backs and move and move their legs “the beetles are floundering”),

Fourth task“Walking in different directions” (see p. 177). Children rise from the floor, follow each other along the wall and sit down.

Fifth task. Exercise “Preparation for the Polka Step” (see p. 167). and the teacher of the deaf sit in front of the children and together with them rhythmically to the music. “Stand in a circle,” says the music director. Children in a circle perform a polka step to the music. With the end of the music they stop and, at the request of the music director, “Come sit down,” they sit down.

Sixth task. Song "Drum" (see p. 292). “We will sing. Here is the drum, says the music director, and shows the drum, plays On him and hands it to the teacher of the deaf sitting in front of the children, then shows

"Music is fun" sign. The teacher of the deaf tells the children: “It’s a funny song, the children are walking, singing, playing the drum. There will be a holiday. The holiday is fun. Everyone shouts “Hurray!” We will sing the song “Drum”. He gives one child a drum and asks him to play it. Children sing standing, the drummer stands in front of the children, he sings with his back to the music director, and hits the drum for the chorus.

Seventh task. Song “Yellow Leaf” (see p. 294). The music director shows the sign “Music is sad.” The teacher of the deaf speaks the lyrics of the song to the children. Children are familiar with this song; they sing it twice: once while sitting, the other while standing.

Eighth task. Exercise with flags for the October holiday (see p. 217). Adults hand out two flags to the children and take flags for themselves. “Boys, stand in a column,” says the teacher of the deaf, and she herself stands in front of the column. “Girls, stand in a column,” the teacher addresses the girls and also stands in front of the column. The music director addresses everyone: “Listen to the music.” Children perform the exercise once, watching the actions of adults.

Ninth task. Game “Children and the Wolf” (see p. 198). Children are familiar with this game. Musical director performs musical accompaniment game and suggests determining the nature of each part. “The wolf is running - the music is loud,” says the child. “The children are picking berries - the music is quiet.” The wolf is portrayed by a child and a cap is put on him. Adults play with children. The music director praises all the children for listening to music well and playing happily. The children say goodbye and leave the hall.

MUSICAL EXAMPLES

EXERCISES, GAMES AND DANCES

JUNIOR GROUP

Main goals:

- develop an interest in music as an art form;

- develop children's musical abilities;

— teach children to express themselves through music and other forms of art;

- to form aesthetic taste.

Game Character: cheerful note, made of cardboard or three-dimensional.

MORNING

Surprise moment

Goals: arouse interest in the activity, attract attention; practice pure intonation of sound; consolidate knowledge of the names of musical notes.

The teacher draws the children’s attention to the unusual decoration of the group: stave on the board, a musical corner, a set of bells, illustrations of musical instruments, elements of costumes, scenery, etc.

The teacher's assistant quietly turns on the tape recorder. The teacher is surprised. Makes the assumption that someone came to visit the children before them. Invites the children to think about where the guest wants to invite the children. After the musical fragment, a sound letter begins to sound from the Fairy of Music, who sends her daughter to the children so that she will lead them to the Land of Music. But the daughter will appear only after the children guess the riddle: “Seven swallows are sitting on four wires, each in its place.” (Notes.)

The teacher invites the children to call the note. “Just which name? There are seven of them." He offers to call one by one, starting with the first one. The teacher uses a metallophone so that the children intonate clearly.

The note responds to the sound “la”. Children find it behind a tape recorder (in a music corner, attached high on a curtain, etc.).

Conversation with children

Target: to figure out musical preferences children's favorite activities in music classes.

Merry Note wants to know what children have heard about the Land of Music, what kind of music do they like best, what do they like best - listening to music, singing songs, dancing to music, playing musical games?

Musical and didactic game “Sing your name”

Goals: develop children's singing skills; teach how to sing a phrase melodiously, drawlingly.

Notka wants to meet the children and find out their names. Just don’t name the name, but sing: “My name is Masha.”

Children pass a note from hand to hand in a circle and sing their name (girls in high voices, boys in low voices). Notka suggests not talking in the Land of Music, but singing. Gives an example: “Anna Vasilievna, what are we having for breakfast today?” (sings). Teacher: “Today we have semolina porridge for breakfast” (sings).

Notka invites children to try it.

Morning exercises to music with dance elements

Goals: teach how to combine movements with music; increase motor activity, emotional background.

Notka invites children to move to music to become alert and recharge their batteries for the day.

DAY

Complex lesson “Magician Music”

Goals: develop ear for music, imagination, visual skills, pantomimic expressiveness, ability to improvise; form aesthetic taste; consolidate knowledge of basic emotions and emotionally charged feelings.

Notka invites children to magical land music where everything is unusual and mysterious. Content:

- audition classical works(age-appropriate children) filled with emotions of joy, sadness, sadness, fear, etc., conversation about the mood caused by music; depicting a mood in watercolor using the “on a wet sheet” method;

- musical and plastic improvisation like “We are feathers”, “We are Maple leaves”, “We are butterflies”, etc., in which children, to the music and the accompanying word of the teacher, embody the image in pantomime and movements, each in their own way.

Motor-plastic exercise “Merry Orchestra”

Our orchestra plays together Children rhythmically imitate the conductor's movements.

He knows everything about music.

The violin plays gently, Imitate playing the violin.

She calls for her.

The trumpets blew loudly, They imitate playing the trumpet with their fists.

And the cymbals beat to the beat. Claps with open palms.

Then the pipe blows, They imitate playing the pipe with their fingers.

And the guitar strings ring. They imitate playing the guitar.

The drum came like thunder They imitate playing a drum with sticks.

He covers everyone. Make covering movements with your hands, palms down.

Game "Movable Ornaments"

To the music, children, rearranging themselves, form compositions: “Circle”, “Snake”, “Square” - of the same size.

Singing game without musical accompaniment

Children stand in a circle, the teacher is in the center with a ball. He sings the question, then throws the ball to any child, who must respond by catching the ball and returning it. Condition: maintain the same pace from the beginning to the end of the game.

Questions and answers

Who composes the music? (Composer.)

Who is the head of the orchestra? (Conductor.)

Who plays the violin? (Violinist.)

Who performs the music? (Musician.)

What is the name of the performance where they sing all the time? (Opera.)

Dance games “Do this”, “Don’t do that”

Target: teach how to coordinate movements with music and expressively demonstrate actions in the same rhythm with the leader.

Notka invites children to have a little fun and play an interesting game.

"Do this"

If you have fun, do this... (shows).

If life is fun, we will smile at each other.

If you have fun, do this... (shows).

Gestures and movements can be like this:

- two clapping hands in front of the chest;

- two finger clicks;

- two punches to the chest;

— two shows of “Pinocchio’s nose”;

- retraction of ears;

- tongue movements left and right;

- stroking the belly;

- hands to the side;

- movement at the temple;

- two slaps on the butt.

"Do not do that"

If a friend comes to you, don’t do that... (shows).

If a friend comes to you, that's very good!

If a friend comes to you, don’t do that... (shows).

Example gestures:

- threat with fist;

- stick out tongue;

- “left with a nose”;

- twirl your finger at your temple;

- pick your nose;

- yawn;

- show the fig.

Outdoor game "Burn, Burn Clear"

Goals: teach how to clearly intonate a call in a game; develop the ability to run and jump; arouse interest in folk games.

Notka asks the children if they know outdoor games that require singing. Reminds me of some. Offers to play an interesting game folk game, which was played by grandmothers.

Role-playing game "Kindergarten"

Goals: develop the ability to conduct game dialogue and actions; teach how to come up with a game plot and develop it; include the subjects “Musical activity” and “Musical entertainment” as an equal playing partner.

EVENING

Improvisation on children's musical instruments

Target: develop children's creativity.

The note reminds the children that today they showed an orchestra in a poem, or you can form a frog or animal choir, compose your own melody and play it on children's musical instruments or portray it with your voice.

Composing a fairy tale “The Journey of a Merry Note”

Goals: develop imagination, the ability to compose according to the proposed scheme; develop figurative speech, the ability to create together, remember a friend’s thought, part of the plot.

The teacher offers the children, as a gift to the note, to compose a fairy tale about it, write it down, and sketch it.

Elena Domracheva
Abstract open class By musical activity in the preparatory group "Car Friends"

Municipal autonomous preschool educational institution

kindergarten "Fairy tale" frame "Sparkle"

Musical activities in the preparatory group

« Car friends»

Musical head Domracheva E. A.

Omutinskoe

Target: development musical children's abilities through an innovative approach in all types musical activity.

Tasks:

Change movements independently according to the two-part form music.

Develop expressive singing skills.

Develop the ability to play along with simple melodies.

Preserve and strengthen children's health using health-saving technologies.

Preliminary work:

Introduction to the fairy tale "Kitchen Orchestra".

Equipment: interactive whiteboard, tape recorder, noise instruments according to the number of children, piano.

Progress of the lesson:

Musical director:

Hello guys! Look how many guests we have today! We are glad to see you guests! Smile quickly!

Let's say hello to them. How else can you say hello? (children's answers)

Let's send a kiss! And our guests have become kind!

Now let's get together in a friendly circle: (everyone gathers in a circle)

On the right is a friend, and on the left is a friend!

Children, do you like surprises?

I suggest going for a visit. To whom? I won’t tell you, it’s a secret! Be careful. Now let's walk along the flat wide road with a brisk step under the march music, and when you hear a light, fast music– run on your toes along a narrow path.

M.R.D. "Step-run" music E. Tilicheeva

M.R.: Well done, you completed the task.

Now let's clap a little... (claps hands)

And let’s rub our palms together... (rubbing hands together)

And now even stronger

To make it hot! (rubbing your palms faster and more intensely)

Bottom up, top down. (stroking movements with fingertips on the neck)

Guys, look, there’s a clearing, there’s a house on it! Who lives in the house? (children's answers)

Maybe. Let's look for them with our eyes.

Visual gymnastics.

Isn't it on the right? And not on the left? And at the top? And below?

Maybe a song will help us? An excerpt from the film “Masha and the Bear” is played.

M.R.: Our Masha smiles, she invites us to play on the street. Suggest to Masha what we can play! (children's answers). She wants to show us how she learned to skate. Look how she skates.

M.R.: Well done! Guys, how can we surprise Masha? Masha loves to play different instruments.

M.R.: What instruments does Masha play?

M.R.: Remember? I read you a fairy tale "Kitchen Orchestra"? what instruments were there? (hand out tools)

M.R.: What a fun orchestra we have.

Let's teach Masha how to play rhythm "Zoom-zoom" (children sit down) Music rhythm game "Zoom-zoom"

M.R.: Look at Masha the mood has changed.

Children listen music"Crybaby",Rezvushka" and "Evil"

Why didn't you confuse a crybaby with a mean one? After all, the melodies of these plays are so similar! Performs fragments. Although both melodies are very similar (probably because both the crybaby and the angry one are similar to each other - both are capricious, naughty girls, it is difficult to confuse them.

What's the melody "Crybabies"(sounds quietly, plaintively, sadly, slowly. She is mournful, conveys the sobs and squeals of a capricious person.)

And in the play "Evil"? a similar melody sounds louder, faster and accompanied by chords - hard, angry, angry, prickly. The bastard has such a prickly character! Performs a fragment. A mean woman can't be beautiful, that's why music It sounds so harsh and ugly. Even if a mean girl has a pretty face, but she is angry and unkind, no one will like her, no one will want to be friends with her. A fragment is being performed. What an ugly bastard! Tell me what pantomime is. (children's answers). Now let's stand up and show, pretend to be girlfriends.

M.R.: Well done! Did you enjoy your visit? Masha?

And now, kids, it’s time for all of us to go to kindergarten. What will we go on? Let's go back to the garden on a sled. Find yourself a buddy. "Sleigh" music And Filippenko, lyrics. T Volgina

Here we are in kindergarten. Look, we completely forgot about the guests, and they are still waiting for us.

Let's sing a song for them. What song is your favorite? Why do you like this song?

Song "My Russia" m. Struve.

Publications on the topic:

Summary of the final open lesson on project activities, social, moral and cognitive development, in the preparatory group.

Summary of an open review of educational activities in the preparatory group “Eco-preschool children, friends of nature” Instructor for FC MBDOU DS OV No. 16 MO Temryuk district, art. Kurchanskaya Ovdienko G. P. Abstract of open viewing educational activities.

Summary of an open lesson on visual arts in the preparatory group “Festival of Colors” Epigraph “The point is not to learn to draw, but to learn to think.” Stendhal. Goal: to contribute to the formation of aesthetics.

Summary of an open lesson on cognitive and research activities in the preparatory group “Young Researchers”"Young Researchers". Teacher second qualification category Lushnikova Marina Valentinovna. Target. Formation of ideas about properties.

Birds are our feathered friends! gcd for senior group Basic concepts: migratory, wintering, waterfowl, domestic, wild, flight feather.

Musical educational activities in the preparatory group “Contrasts in Music”

Wed, 11.10.2017

Musical director

MADOU Borovsky

kindergarten "Zhuravushka"

Fairy tale by L.P.

Target:

Introducing children to musical contrasts that promote musical2 expressiveness.

Tasks:

1. Exercise children in smooth, calm circling and plastic hand movements.

2. Learn to distinguish between the genre and nature of a musical work

3. Teach children to hear the beginning and end of music, the change of contrasts, and remember the rules of the game.

Progress of the lesson:

(The Music Fairy appears in the hall.)

Fairy of Music

Hello, dear guys! Today we will go on a journey through the Music City. The note Mi will show us the way if you name it correctly musical genre the play that will now be performed.

"Waltz" by N. Levi (children's answers)

That's right, this is a dance - a waltz.

Oh, how wonderfully the waltz is danced, 1-2-3, 1-2-3 times!

Sounds fly like leaves from trees,

One-two-three, one-two-three, two!

The stars are spinning too, look!

One-two-three, one-two-three, three!

(exercise “Waltz” by N. Levi)

Musical director

Let's see where the E note along with the music has taken us.

(attaches the note E to the layout) and the names Boulevard of Contrasts, Temp, Lad, Height streets, Bystry, Slow, High, Low, Loud, Quiet lanes, Korotky, Dolgy passages)

What is contrast? This is a comparison of opposites in meaning characteristics-definitions in objects, phenomena, moods, people, weather. There are different contrasts. In Music City we will search and determine musical contrasts. For music to tell us something, it must be expressive, sound loud and quiet, fast and slow, high and low. Let's learn to distinguish musical sounds. After all, if they always sound the same, if they are like twins alike, then we will not be able to understand what the music is saying, what its mood, character is.

Listen to a piece of music and tell me: does it always sound the same? What do you manage to highlight in it very brightly and contrastingly?

(“Side gallop” music by A. Zhilin, children’s answers)

Yes, right. The music is quiet and loud. This reflects her contrast. Different sounds of music will help you perform a side gallop.

(Performing the exercise “Side gallop” by A. Zhilin)

Look at the portrait, remember the name of this composer. That's right, this is D.B. Kabalevsky. You are already familiar with his work. Which piece by this composer have we recently listened to?

(children's answers) Yes, you listened to the March. Now it will sound new play this composer. Try to determine whether it is a song, a dance or a march.

(Sounds “Waltz” by D.B. Kabalevsky, children’s answers)

That's right - it's a waltz. Translated from French, this word translates as “to spin.” You listen to it and feel the alternation of three sounds, with emphasis on the first: one-two-three...

The first sound sounds louder than the second and third.

Listen to this waltz again and tell me what mood this music conveys? (answers)

That's right, this music is gentle, calm, thoughtful, affectionate.

Musical director

Fairy, listen. The guys want to perform the song “Falling Leaves” for you. Which street of the Musical City do we need to get to for this song to sound correctly?

Let's go to Ladovaya Street, there are two lanes: Cheerful and Sad. A cheerful bell sounds in Cheerful Lane (a major triad sounds). And in Sad Lane the sad bell “minor” sounds. Stay in this sad alley and the bell will help you sing your sad song.

(song “Falling Leaves” by T. Potapenko)

You did it right! Listen new song“Geese” by A. Filippenko and tell me in which alley this song lives?

(Listening to the song “Geese” by A. Filippenko). That's right, in Grustny Lane.

To determine the cheerful and sad sound there are certain terms and designations. Major is fun, minor is sad. Listen to the play and choose the correct term.

(Listening to “Jolly Jumps” by B. Mozhzhevelov)

That's right, it's a major key. The music sounded cheerful. How else? Fast. Musical sounds alternated quickly. You can say it differently - in fast pace. Tempo determines the nature of movements in music. How will you move? That's right - fast!

(Performing the exercise “Be nimble” by N. Ladukhin).

Fairy of Music

The first walk along the Boulevard of Contrasts ends. It's time to say goodbye, see you again!

Musical farewell.

Musical activities of children in the preparatory group. Topic: “Acquaintance with musical instruments.”

Target: formation in children musical abilities.

Tasks:

• improve pitch, rhythm, hearing;
• develop voluntary attention, perception, memory;
• introduce to piece of music performed by various instruments;
• continue to introduce children to musical instruments, their classification, sound;
• learn to play percussion musical instruments;
• cultivate artistic taste.

Subject development environment:

• EOR: presentation “Musical Instruments”, interactive game “Distribute into groups”.
• Musical instruments: tambourine, triangles, spoons.
• Coloring pages on the theme “Musical instruments”.
• Chips for dividing children into groups.

Educational areas: artistic and aesthetic development, cognitive development.

Progress of educational activities:

1. Organizational moment.

Children with a teacher, accompanied by a piano, march into the hall and sit on chairs.

Musical director (sings). Hello guys!

Children (sing). Good, good afternoon!

Musical director. From birth, a person is surrounded by music. Listen and you will find that music is everywhere in the world. It is in the chirping of birds, in the sound of the sea, the chirping of a grasshopper, the blowing of the wind... You just need to be able to listen. To extract sounds and create music, people invented and created many musical instruments, it is impossible to count them all. We will get to know only a small part of these amazing inventions.

2. Practical stage.

View the presentation “Musical Instruments”:

Percussion instruments

Musical director. The noisiest, oldest and most numerous group of musical instruments is the percussion. The most famous of them is of course the drum. It still looks the same as it did many centuries ago.

Problematic situation. Have you ever wondered why the drum is round and not square? (children's assumptions).

Musical director (listens to the children’s answers and summarizes). It turns out that this is because the skin is stretched evenly, and this is only possible on a circle. Play the drum wooden chopsticks. With their help, you can evoke a variety of sounds - from a faint rustle to thunder, but the most difficult thing is the drumming! The drum is indispensable in any orchestra. HE emphasizes the rhythm of the music, gives the sound of the orchestra great strength, and its colors have a greater variety (triangle, plates, tambourine, etc.)

Wind instruments (trumpet, flute, saxophone, etc..)

Musical director . They come from the old Russian word “spirit”, which means air, and maybe from the word soul. After all, in order for the sound to become truly musical, you need to play with your soul, put your whole soul into it. The solemn jubilant voices of these instruments, shimmering with the brilliance of the sun, open parades, processions, Olympic Games. They welcome guests and honor the winners.

Strings musical instruments (guitar, violin, balalaika, etc.)

Musical director. HARP - what a sonorous name! She appeared at the dawn of human civilization and became the progenitor of all string instruments. She occupies a special place in the orchestra. Her voice usually sounds when something unusual happens. The harp can represent both a gentle breeze and menacing gusts of a storm.

Musical director. Guys, now let's take a little rest.

Fun, active music is played, children improvise to the music.

Musical director. Guys, we got acquainted with musical instruments, found out what groups they are divided into, and how they sound. Now let's play with them.

Working with an interactive whiteboard. A classification game is played. Children divide the proposed musical instruments into three groups: percussion, wind and strings.

Musical director. Guys, I suggest you play with musical instruments. Want to?

The game “Guess what sounds” is being played

Rules of the game : Using chips, divide the children into two groups. The first group of children takes any musical instruments they wish. The second group of children stands opposite and turns their backs to the first group. Children of the first group take turns playing a musical instrument, a child from the second group must guess and name the musical instrument. Then the children change roles.

Musical director. Well done! You did a good job. Now I suggest you listen musical composition.

The musical director performs the musical composition “Ding-Ding,” a German folk song.Children name musical instruments.

Musical director. Guys, you want to try yourself as real musicians. I suggest you listen to German folk song"Ding Ding".

We sing “ding-ding.”

We sing “Boom-boom.”

To the music

Let's go with you!

We sing “ding-ding.”

We sing “Boom-boom.”

And we invite all our friends!

We walk merrily.

And we repeat the song.

We sing “ding-ding.”

We sing “Boom-boom.”

The guys listen to a song performed by the music director.

Musical director. Guys, what tools can you use to play “ding-ding”, “boom-boom”. Correctly with drums.

Musical director(listens and summarizes the children’s answers). That's right, “ding-ding” can be performed using a triangle, “boom-boom” - using a drum. Guys, let's try to sing this song all together. Children disassemble the instruments and, together with the leader, perform a song in an orchestra. Well done, we now have an orchestra!

3. Reflective-evaluative stage

Musical director. Guys, did you like playing with musical instruments? What was the most interesting thing for you today? What was difficult for you?

Musical director. Guys! So that you don’t forget what we talked about today, I have prepared a small gift for you, these are coloring pages with images of musical instruments. On the reverse side, I wrote a riddle about each instrument that you can learn at home with your parents and color your musical instrument. And at our next meeting we will arrange an evening of riddles with you.

Musical director. This is where our acquaintance with amazing musical instruments ends. Or maybe it has just begun? After all, this is only a small part of a huge country where Her Majesty Music rules. You can travel in this country for a long and exciting time. Here you can meet many more interesting, mysterious, even mysterious inhabitants. “Music is like the ocean, and musical instruments are like islands scattered in the ocean,” said the famous Spanish guitarist Andres Sigovia. Look, friends, for your island! Have a nice trip!

Musical director(sings). Goodbye, guys!

Children(sing). Goodbye!