Master Class. Musical and didactic game “Game drinking with the worm Badi”
Do-it-yourself musical and didactic game for the development of singing skills and musical ear.
Guseva Ekaterina Alexandrovna, musical director, Non-Governmental Educational Institution Secondary School “Obninsk College”, Obninsk.I propose the production of a musical didactic game for the development of musical abilities. The master class will be of interest to music directors, educators, music teachers in primary school, parents. The game is recommended for older children preschool age.
Target: Formation of musical abilities in children in an accessible way game form.
Tasks: Develop singing skills, pitch and dynamic hearing in children.
Enrich children with new experiences.
To encourage independent discrimination of the basic properties of musical sound.
Necessary materials:
- waste materials: children's golf, red cardboard, two ping pong balls, a piece of fur, a blue marker, scissors, super glue, a needle, a spool of blue thread.
Step-by-step production:
1. Cut out an oval from cardboard.
2. Glue the oval onto the golf course with super glue.
3. Draw small circles on the ping pong balls with a marker.
4. Glue the balls to the golf course with super glue.
5. Sew a piece of fur onto the golf course.
6. Worm Badi is ready to play.
Progress of the game:
Musical director: There lived a cheerful worm,Nice, sweet, good-natured guy.
Since childhood I really wanted to sing.
Because I couldn’t do it properly.
And he crawled to kindergarten,
Learn from the guys.
(The music director shows the worm to the children)
Musical director: Meet, children, this is the worm Badi. Let's show him where to start in order to learn how to sing correctly. To do this, chanting will help us:
1. Let's start by singing with our mouth closed, singing the sound "M". Let's close our lips, open our teeth and sing quietly.
(The music director holds a worm on his hand with his mouth closed and sings along with the children)
2. Now, opening our mouth a little louder, let’s sing the sound “O”.
(Children and the worm, opening their mouths slightly, sing)
3. Sing the next sound “A” loudly, opening your mouth wide.
(Everybody sing)
4. Now, let’s connect these sounds together, sing them gradually rising upward. Who will show the worm what we did?
(The music director, one by one, offers to put a little worm on your hand and sing the task)
Musical director: Well done kids, well done Badi. Come to the next lesson, we will show you many new exercises for voice development.
Municipal preschool educational state-financed organization kindergarten No. 12
USING MUSICAL AND DIDACTICAL GAMES IN MUSICAL CLASSES TO DEVELOP CHILDREN'S MUSICAL HEARING, CREATIVE IMAGINATION AND SINGING SKILLS.
Compiled by: music director Myskina N.N.
EXPLANATORY NOTE.
The main purpose of musical and didactic games is to develop in children musical abilities in an accessible playful form. Musical and didactic games enrich children with new impressions, develop initiative, independence, the ability to think creatively, help children understand the relationship of sounds in height, develop singing skills, a sense of rhythm, timbre and dynamic hearing.
The use of musical and didactic games in the classroom makes it possible
conduct it in the most meaningful way. In the game, children quickly assimilate the requirements of the program for the development of singing skills, perception of music and musical-rhythmic movements.
Musical and didactic games should be simple and accessible, colorfully designed, interesting and attractive; such games make children want to play, sing, listen to music, and dance. Musical and didactic games that develop the perception of music, with the help of classical and folk musical works, arouse the child’s interest in music and form an emotionally positive attitude towards it. Developed auditory perception has a positive effect on the formation of prerequisites for practicing various types of musical activity, which is why the help of musical and didactic games is needed.
Musical and didactic games stimulate singing activity and contribute to the development of sound interaction between an adult and a child. The singing of an adult has a beneficial effect on the child’s melodic ear, and the alternation of singing and music in audio recordings gives games a special emotional richness, allows you to concentrate the child’s attention, and maintain his interest in musical and gaming activities longer.
When organizing musical and didactic games, children need to be given more independence. Practice shows that the more you trust children, the more conscientious, responsive, and conscientious they are about assignments. We offer you some musical and didactic games to develop children's singing skills, music perception and development musical ear.
GAME “MUSICAL LADDER” (4 – 5 years old)
Target: Give children an idea of the gradual ascending and descending movement of a melody.
Game material:
eight-step ladder and figurine (animal, cartoon character, etc.)
Methodology for organizing the game:
The teacher talks with the children about the steps and ladders they know in life around them, tells them about a special musical ladder that cannot be seen or touched with your hands, because her steps
This musical sounds, they can only be heard.
Children are invited to listen to the movement of sound up and down the steps of a musical ladder (the teacher sings the song “About the Ladder”), accompanying their singing by moving their palms along imaginary steps.
The steps sound up and blow,
Then they will bring us down.
The exercise is repeated several times with the children.
To reinforce children's ideas about the stepwise movement of a melody up and down, the teacher uses visual aids (for example, an 8-step ladder made of cubes and a figurine that moves up and down along it).
GAME “NASTY ECHO” (4 – 5 years old)
Target: development of pitch hearing in combination with a sense of harmony.
Game material: short phrases containing children's names and mood words.
Methodology for organizing the game:
Children stand, forming a circle, in the center of which there is a teacher with an echo ball. When throwing an echo ball to one of the players, the teacher sings his name or mood word. The child must return the ball, intonationally accurately repeating the musical phrase sung by the teacher.
You can use both the usual and the affectionate form of the name, complicating the phrases and thus developing the child’s musical ear
(Tanya - Tanechka, Lena - Lenochka).
GAME “BELLS-JELLMS” (5 – 7 years old)
Target: development of vocal timbre hearing.
Game material: song “Bells-bells”, bell.
Methodology for organizing the game:
Children, holding hands, dance in a circle, singing the song “Bells and Bells.” A blindfolded child stands in the center of the circle. The fourth phrase of the song is sung by the child, to whom the teacher hands the bell. The child standing in the center of the circle should recognize the singer by his voice. If recognition occurs, the singing child, ringing the bell, moves inside the circle, and the blindfolded driver tries to catch him, following the ringing of the bell. At the end of this stage of the game, the singing child becomes the driver. If recognition does not occur, the game is repeated with a new soloist.
You should not ensure that the driver catches the singer, since the main victory in the game is recognizing the soloist by his voice, and continuing the game only increases the pleasure of the players.
Song "Bells"
Bells 
The daredevils called,
Dili-dili-dili-don -
Guess where the ringing is coming from.
GAME “MUSICAL HOUSE” (5 – 7 years old)
Target: development of instrumental timbre hearing.
Game material:“musical house” - a screen and various musical instruments surrounding children in Everyday life kindergarten.
Methodology for organizing the game:
The teacher sets up a screen house and explains to the children that this is an extraordinary house in which various musical instruments live. “Since these instruments are your good friends, you can recognize them by their sound,” says the teacher. The teacher takes turns extracting sounds from various instruments. Children should recognize them.
The main condition of the game is careful, concentrated listening to the sounding instrument, absolutely excluding talking, shouting, discussion; the teacher himself decides who will answer the question.
GAME “MUSICAL LOTTO” (5 – 7 years old)
Target: consolidation of work on the development of vocal and instrumental timbre hearing.
Game material: audio recording with the sound of vocal (male, female, children) and instrumental (symphonic and folk orchestras) timbres, large cards, which are the main lotto field and are divided into sectors; small cards corresponding to each sector.
Methodology for organizing the game:
This game is a continuation of preliminary conversations with children about the sound of different timbres. An audio recording sounds with a pronounced timbre of a particular instrument or voice. Children choose a small card corresponding to this sound and cover a certain sector on the main lotto field with it.
The sound of musical fragments should last no more than 30 seconds.
The game involves focusing on the process of recognizing different timbres. Every child should have a set of cards.
GAME “QUIET-LOUD” (4 – 5 years)
Target: development of dynamic hearing.
Game material: song by E. Tilicheeva “Be quiet and louder on the tambourine”
(collection “Music in kindergarten" M.: Music, 1982. Issue 1), tambourine.
Methodology for organizing the game:
Children stand, forming a circle, in the center of which there is a teacher with a tambourine in his hands. The teacher performs E. Tilicheeva’s song “Be quiet and louder on the tambourine” using a tambourine to contrast the images of thunder and a stream. During the performance of the song, at certain semantic moments, the teacher connects the children to the image of this contrast on the tambourine. You can complicate the game by inviting children to perform the song themselves, i.e. choose to play the role of a child driver.
It is very important that children organically combine what is depicted with the singing of the driver. The driver's singing should be bright, expressive, but not loud or forced.
GAME “PLAYING WITH HANDKIEKS” (4 – 5 years old)
Target: development of children's reaction to change dynamic shades.
Game material: audio recording of W. A. Mozart’s variations from the opera “The Magic Flute”.
Methodology for organizing the game:
Children sit or stand at a short distance from each other, holding colored handkerchiefs in their hands. When the music is loud, children wave their handkerchiefs over their heads; when the music is quiet, they hide the handkerchiefs behind their backs.
Children who are inattentive to changes in dynamics and sound volume drop out of the game. The teacher decides, depending on the situation, how many rounds of the game the child misses, while he must console the child and give him hope of winning next time.
GAME “KOLOBOK” (4 – 5 years old)
Target: development of dynamic hearing in combination with purity of intonation in singing.
Game material: any familiar song that can be sung without musical accompaniment, a playing field, a hammer and several small objects representing a haystack, a log, a stump, an anthill and a Christmas tree.
Methodology for organizing the game:
The teacher places the figures on the playing field in any order. Children look at the figures and choose a driver together with the teacher. The driver goes out the door or turns away from the rest of the players.
The children agree on which figure they will hide the “bun” behind and call the driver:
The bun rolled away, the bun rolled away - a ruddy side,
How can we find him and bring him to his grandparents? 
Come on, Lena, walk along the path, walk,
And use the cheerful song to find the little bun.
The children sing a familiar song, and the driver at this time takes a hammer and moves it around playing field from figure to figure. If the hammer is far from the figure behind which the bun is hidden, the children sing quietly, if close, they sing loudly.
During the performance of the song, the teacher makes sure that the children intonate clearly, sing affectionately, expressively, and do not force the sound.
GAME “FUNNY TRAIN” (5 – 7 years old)
Target: development of pitch and timbre hearing.
Game material: set of children's musical instruments and voiced toys, a silhouette of a train cut out of cardboard with several empty windows, cards with musical instruments drawn on them (according to the size of the windows). The tools are located behind the screen.
Methodology for organizing the game:
The teacher draws the attention of the players to a colorful train in which musicians playing different musical instruments are traveling. If you listen carefully, you can determine which instruments are heard from different windows fun train. The teacher performs a familiar melody alternately on different musical instruments. Having recognized the instrument, the child goes to the table with cards on which the instruments are depicted, and selects the one he needs, with which he closes the empty window
trains. Then another child completes the task, and so on, until all the windows of the trailers are closed.
To ensure that the pictures depicting instruments stick well to the train windows, we recommend using double-sided tape.
GAME “WHERE ARE MY CHILDREN?” (35 years)
Target: development of singing skills and pitch hearing in children.
Game material: small cards with images of goslings, ducklings, chickens, large cards with images of a goose, duck, chicken.
Methodology for organizing the game:
Children sit in a semicircle, each holding one card with a picture of either a gosling, or a duckling, or a chicken. The teacher offers to play and begins the story: “In the same yard lived a hen with chickens, a goose with goslings and a duck with ducklings. One day I blew strong wind, it started to rain and everyone hid, mother birds lost their children. The duck was the first to call her children (shows a card): “Where are my ducklings, dear guys? Quack quack!
(sings on the notes “D” and “F” of the first octave)
Children whose cards have ducklings on them pick them up and answer:
“Quack, quack, we’re here!” (sing on the sound “A” of the first octave)
The teacher takes the cards from the children and continues: “The duck was happy that she found her ducklings! The mother hen came out and also began calling her children:
“Where are my chickens, dear boys? Ko-ko-ko! (sings on the notes “D” and “F” of the first octave). The chickens answer: “Ko-ko-ko, we are here!” (sing on the sound “A” of the first octave).
The game continues until all the birds have found their children.
GAME “Once upon a time there were sounds” (5 – 7 years old)
Target: development of musical ear in children, familiarization with the basics of musical literacy (pitch, duration, musical intervals, chords).
Game material: small cards with pictures of notes.
Methodology for organizing the game:
The essence of the game is that each sound seems to become a separate creature that can talk, experience feelings and emotions. These sounds often visit each other (chords are played), and sometimes they can quarrel (major and minor second intervals).
Then the game follows the principle of a fairy tale: one day sounds (you can name specific notes) found a treasure map (a melody sounds). The location of the treasure is marked on it (chord T). The notes are going on a trip on a ship, they are sailing past the islands to which they must land in order to save a magic sound from the dragon, which will help them get to the desired island. In this case, the dragon's home may be the lower register, and the Magic sound may be a trill sounding in the upper register.
The conditions of the game depend on the stage at which the game takes place, as well as on how the child learns basic musical literacy and solves the problem. During the game you can use simple lungs melodies of Russian folk songs, as well as music by composers P.I. Tchaikovsky and M.I. Glinka.
GAME “PLAY A SONG” (5 -7 years old)
Target: develop children's ability to distinguish shapes piece of music(chorus, chorus in a song).
Game material: circles and rectangles different color.
Methodology for organizing the game:
The teacher performs a song and asks to determine whether it has a lead, a chorus, how many verses, and how many times the chorus is repeated. After this, he invites one of the children to compose a song using multi-colored figures: each verse is indicated by a circle of some color, and the chorus by a rectangle.
During the repeated performance of the song, the child lays out geometric shapes in the sequence that corresponds to the structure of the song. The rest of the children check whether the forms are laid out correctly. As an option, several children complete the task.
GAME “DISCOVER A FAIRY TALE” (5 – 7 years old)
Target: develop children’s ability to distinguish the contrasting nature of parts in music in connection with its content and development musical image.
Game material: two square cards of green color, indicating the first and third parts of the music, in which the gentle lyrical image Little Red Riding Hood. And also one red square, indicating the middle part, characterizing the appearance Gray Wolf.
Methodology for organizing the game:
The musical director performs the piece. The called child takes a flower corresponding to the character of the music and shows it. If the work is known to the child, then he names the composer and the title of the work.
GAME "WHO'S SINGING?" (45 years)
Target: develop in children the ability to distinguish between registers (high, medium, low).
Game material: three cards made of cardboard depicting a mother, father and little son.
Methodology for organizing the game:
Children listen to a story about musical family(at the same time, the music director shows the corresponding pictures), in which everyone loves music and song, but sings in different voices. Dad - in a low voice, mom - in a medium voice, son - in a high voice. Children listen to the performance of three pieces sounding in different registers and receive explanations. The play, sounding in a low register, is called “Papa's Story” (papa talks about a military campaign); a piece sounding in the middle register is called " Lullaby"(mother sings a lullaby to her son); the piece, sounding in a high register, is called “Little March” (the boy, humming, marches to the music).
After repeating each piece, the children guess whose music was played, choose the right card and show it, explaining their choice. The task is performed by the whole group of children, then individually, while the “musical riddles” are performed in different sequences.
GAME “DROPS” (5 – 7 years)
Target: development of musical ear, determination of the nature of music.
Game material: pictures in the form of droplets, which depict different facial expressions.
Methodology for organizing the game:
Children are given pictures with droplets of water depicted on them with different facial expressions. First they call the ones drawn emotional states, find common and distinctive features. “Droplets” are united with each other according to the principle of similarity and opposition. Then, from the proposed musical fragments, those that are most suitable to describe each drop are selected. After this, the teacher tells the children that all the droplets live on the same cloud and are very friendly with each other (cheerful, light music sounds).
Next, the children carefully monitor the change in the character of the work: for example, when cheerful music sounds, the droplets dance happily, when the music changes to sad, they gather on a cloud and become sad; when menacing music sounds, the droplets turn into menacing drops and stomp their feet. The teacher must explain the nature of the music and movement of the children.
You can use music: “Waltz” by F. Chopin, “Fur Elise” by L. Beethoven,
“Seasons” by P. I. Tchaikovsky.
GAME “MUSICAL FLOWERS” (4 – 5 years old)
Target: determining the character and mood of the music.
Game material: three flowers depicting three moods - sad, cheerful, calm; Each child has one flower, reflecting the nature of the music.
Methodology for organizing the game:
The teacher performs a piece of music, the called child takes a flower corresponding to the nature of the music and shows it. If the work is known to children, then the child says its title and the name of the composer.
GAME “CAT AND MICE” (5-7 years)
Target: improve children’s ability to distinguish dynamic shades, the ability to expressively convey a musical and playful image.
Game material: musical work “Loud and Quiet Music” by G. Levkodimov.
Methodology for organizing the game:
The teacher reads the poem, accompanying it with musical excerpts performed in the dynamics that are voiced by the poem. Children perform actions according to the text and dynamics.
Poem:
There lived a cat named Vasily, he was a lazy cat! Sharp teeth and a fat belly!
He always walked very quietly and loudly and insistently asked for food.
Yes, he snored a little more quietly on the stove, that’s all he knew how to do.
The cat once had a dream, like this, as if he started a fight with mice.
Screaming loudly, he scratched them all, with his teeth and clawed paw.
In fear, the mice quietly prayed, oh, have pity, have mercy, do me a favor!
Then the cat exclaimed a little louder - scat! And they scattered.
While the cat was sleeping, this is what happened: the mice quietly came out of the hole,
Crunching loudly, they ate the bread crusts, then laughed a little more quietly at the cat,
They tied his tail with a bow! Vasily woke up and sneezed loudly,
I turned to the wall and fell asleep again, and the lazy mice climbed onto my back,
They made fun of him loudly until the evening!
GAME “MUSICAL PALETTE” (5 – 7 years old)
Target: development creative imagination children when perceiving music.
Game material: sheets of paper cut in the shape of a palette, paint, brush.
Methodology for organizing the game:
Children approach tables on which paints, brushes, and sheets of paper cut out in the shape of a palette are laid out. Children listen to fragments of musical works and draw a circle on the palette with a color that, in their opinion, corresponds to the nature of the musical work.
For older children, the game is played in the second half school year, when children have already accumulated some experience in listening, analyzing and comparing different musical works.
With kids preparatory group The game can be played at the beginning of the school year and a second time at the end of the school year, this will allow you to check the effectiveness of the work.
Repertoire: Senior group– “Children’s Album” by P. I. Tchaikovsky
Preparatory group - “Seasons” by P. I. Tchaikovsky
GAME “THREE LITTLE PIGS” (5 – 7 years old)
Target: development of pitch hearing in children.
Game material: the cardboard depicts a forest and fairy house, one window is cut out in the house, which covers a rotating disk with the image of three little pigs: Nuf-Nuf in a blue cap, Naf-Naf in a red cap, Nif-Nifa in a blue cap. If you rotate the disk, all the piglets appear in the window of the house one by one. Three metallophone records are attached to the top of the playing field. Under the “F” plate of the first octave there is drawn Nuf-Nuf, under the “A” plate of the first octave - Naf-Naf, under the “C” plate of the second octave - Nif-Nif. A hammer from a metallophone is also attached here, which can be freely removed from the loop. Each player is given three pictures depicting the hats of three little pigs: blue, red, yellow.
Methodology for organizing the game:
Children sit in a semicircle. "Look, children, what beautiful house, - says the teacher, the familiar piglets Nuf-Nuf, Naf-Naf, Nif-Nif live in it. The piglets love to sing, they hid in the house and will only come out when you guess who is singing. Nif-Nif has the highest voice: “I am Nif-Nif” (sings and plays the piano “C” of the second octave); Nuf-Nuf has the lowest voice: (sings and plays “fa” of the first octave); Naf-Naf’s is a little higher (sings and plays “A” of the first octave). Then the teacher plays any of the three sounds on the piano and asks them to guess who is singing. Children must pick up a picture of the cap of the pig who sang the song. If most of the children guessed correctly, then the teacher rotates the disk and a pig appears in the window. If the children guessed incorrectly, then no one appears in the window. 
GAME “MAGIC BAG” (3 – 5 years)
Target: development of musical memory in children.
Game material: a small bag beautifully decorated with applique; It contains toys: a bear, a dog, a cat, a bunny, a cockerel, a bird.
Methodology for organizing the game:
There can be any number of participants. “Children,” says the teacher, “guests came to us, but where did they hide? Maybe here? (shows the bag). Now we’ll listen to the music and find out who’s there!”
Children play familiar melodies on the piano that characterize the characters.
Children recognize the music, one of them takes the corresponding toy out of the bag and shows it to everyone.
GAME “FIND A PUPPY” (4 – 5 years old)
Target: development of dynamic hearing in combination with expressive singing.
Game material: any familiar song that can be sung without musical accompaniment, a small figurine of a puppy.
Methodology for organizing the game:
Children sit on chairs, forming a semicircle. The teacher, together with them, chooses a driver who goes out the door. Children hold out their closed palms to the teacher, and he hides a puppy in someone’s palms (based on the principle of the game “Ring”). After this, the children call the driver:
Our puppy ran away and hid behind some barrels,
There are so many of them in the yard, it’s impossible to find it.
Come on, Sasha, hurry up and find us a puppy!
We will not help, we will sing a song!
The driver offers each child both palms, into which the children alternately place theirs, while singing a song, sometimes loudly, sometimes quietly.
The driver tries to find the puppy, listening to the dynamics of the performance.
GAME “CONDUCTOR AND ORCHESTRA” (5 – 7 years old)
Target: developing children's ability to unite various types activities (singing and playing musical instruments).
Game material: rhythmic folk song"Andrey the Sparrow"
baton for conductor and percussion musical instruments.
Methodology for organizing the game:
The teacher divides the children into four equal subgroups (4-6 people), each of which forms a side of the square. In the hands of each subgroup are homogeneous percussion instruments(1 subgroup - tambourines, 2 - spoons, 3 - rattles, 4 - rattles). In the center of the square of subgroups stands the conductor. All children perform the song “Andrew the Sparrow”; at the direction of the conductor addressed to any subgroup of children, she performs this phrase of the song and plays musical instruments.
The teacher must pay attention to ensure that the singing is drawn-out and calm. First, the teacher acts as a conductor, and then any child at will.
GAME “COMING MUSIC” (5 – 7 years old)
Target: learn to come up with a melody to the words of familiar quatrains, develop singing skills.
Game material: cards with text, diploma.
Methodology for organizing the game:
Five or six children choose cards with the text, then the teacher reads it out and invites the children to come up with a melody for these verses. The rest of the guys are the jury, they listen to the performance and evaluate it. Best Composer an honorary diploma (winner badge) is awarded.
GAME “OUR JOURNEY” (5 – 7 years old)
Target: teach children the simplest techniques of playing children's musical instruments, develop a sense of rhythm.
Game material: children's musical instruments - metallophone, tambourine, square, spoons, drum.
Methodology for organizing the game:
Children come up with a story about their journey and depict it on some instrument. For example: she ran up the stairs, climbed hard up the slide, jumped rope, rolled down the slide. One child depicts the journey, the other learns.
Children of one group begin musical journey, and the second group continues. After finishing playing the instrument, it becomes clear what each group of participants represented.
GAME “MUSICAL CHICKIES” (5 – 7 years old)
Target: consolidation of knowledge about the pitch of sound (high and low), development creativity in children.
Game material: a picture of a tree whose branches are arranged in the form of a staff, birds – 5 pieces, a set of hats for “birds”.
Methodology for organizing the game:
Children sit on chairs in a semicircle. Teacher: “Spring has come, birds have returned from warmer climes, built nests and hatched chicks. The chicks were happy that they had learned to fly and began to fly from branch to branch, fluttering and singing songs.
The teacher chooses a mother bird and chicks, puts hats on them and gives them a picture of birds. The children sing:
We are funny little birds, we can fly,
And we have fun fluttering from branch to branch! The chick children sing their song and lay out the images on the upper branches of the tree, calling them by name: chick Re, chick Si, etc. The children sing:
I don’t want to fly to you, I’ll be here singing songs! Then the mother sings her song, she “flies” down and calls the kids to her.
And mommy is worried, fly down, little bird.
I will sing a lullaby and you will fall asleep, baby! Each chick sings its own sound in turn, flies from the tree and sits next to its mother.
At the end of the game, all children sing the names of the chicks and return them to the branches.
GAME “MUSICAL SECRET” (5 – 7 years old)
Target: consolidation of the material covered in singing, listening to music and determining genres (dance, song, march) and the nature of musical works.
Game material: a game panel depicting a map of the area, “stones” attached with Velcro, on the back of which the task is written; bell.
Methodology for organizing the game:
The teacher tells the children about interesting journey which they have to do today. You just need to take a magic bell with you, it will show the way. The teacher carries the bell along the path on the playing field, over a certain “stone” it rings. Having removed and turned over the “stone,” the teacher reads the task and completes it. Children -Then, at the end of the path, the bell finds a basket with treats or cards.
Thumbelina GAME (5 – 7 years old)
Target: repetition of the covered material.
Game material: a three-dimensional paper flower, the petals of which are cut and joined at the top. Inside it is a small doll.
This is Thumbelina; flat small paper flowers, on the back of each - music task and a painted doll - an elf with wings.
Methodology for organizing the game:
The music of E. Grieg “Morning” sounds. Teacher: “Do you guys remember the wonderful
a fairy tale about Thumbelina? (children answer). Look what's in front of you beautiful flower! Maybe we can find her inside? (opens the flower and takes out the pupa). Here she is! (plants it between the flowers that lie scattered on the table). Do you remember in the fairy tale Thumbelina dreamed of a land of elves? We will help her get there if we complete all the musical tasks that are under these colors.
Turning over each flower, children are asked to perform a familiar dance, song, or poem. At the end of the game, Thumbelina finds herself among the elves and chooses a prince for herself.
You can include in tasks the determination of the nature of the music of unfamiliar works. Children can talk about their feelings and fantasies that arise when listening to works.
LITERATURE:
1.R.M. Chumicheva “Child in the world of culture”
2.A.G. Gogoberidze, V.A. Derkunskaya “Childhood with music”
3.M.A. Aralova "Games with children" early age"(supplement to the magazine " Preschool teacher»)
4.R.M. Mironov “Game in the development of children’s activity”
5.N.G. Kononov “Musical and didactic games for preschoolers”
6.N.I. Lgovskaya “Organization and maintenance of musical and gaming leisure activities for children”
7.M.A. Mikhailov “Development of musical abilities of children”
GBOU Beloretsk special (correctional)
comprehensive schoolVIIIkind
Music lesson in 2nd grade
Subject: " Musical ladder»
Teacher: Mershina N.Yu.
BELORETSK 2013
Target: introduce the names of the 7 sounds of the musical scale; give an idea of the pitch position of sounds in a scale; give the concept of "gamma".
Tasks: 1) learn to purely intonate the sounds of the scale; understand the pitch difference between sounds; consolidate knowledge about the duration of sounds and registers;
2) develop pitch hearing, singing skills, musical abilities; auditory and visual perception, cognitive processes;
3) cultivate interest in the art of music.
Equipment: visual aids, computer presentation, audio recordings, synthesizer.
During the classes
Organizing time
Musical greeting.
Guys, today we will go to a wonderful musical castle (slide show), but this castle stands high on the mountain, a high staircase leads to it. We cannot do without helpers, but who will help us? Guess the riddle and find out:
Seven silver bells
They live together and have fun
Songs are sung loudly (sounds, notes).
Yes, that’s right, guys – these are notes, sounds. How many sounds are there in total? (7 sounds). But each note has its own name and each note “lives” on its own floor. Now we will get acquainted with the notes, and the notes have prepared tasks for us, after completing which we will climb the stairs to the wonderful castle.
II. Main stage
- Here's the first noteBEFORE , she “lives” on the lowest “floor” (slide show). Listen to the sound, sing: “do” - good.
Exercise:
Identify musical registers by ear.
Guys, we completed the task and can safely climb the first step of the palace stairs.
On the board we draw a schematic staircase, with a note placed on each step.
And here is the second noteRE (slide show). Pay attention to its location on the staff. To sing “D” is decisive.
Exercise:
Articulatory, breathing exercises, chant on pronunciation of the sound “er”"Barbos".
Place the note on the second step of the “musical ladder”.
Here comes the third noteMI .(slide show). We sing: “mi” - dear.
Exercise:
What are the duration of sounds? (long and short) (hint on the board).
Clap the rhythmic pattern written on the board. Pay attention to the fact that the note “mi” is “hidden” in the word “rhythmic”. We place the note on the step of the “ladder”.
Next noteF (slide show). We sing: “fa” - fantastic.
Exercise:
And we invite us to listen to the note “F” Fantastically beautiful piece and talk about it.
Place a note on the “ladder”
Listening to the work (with presentation) by P.I. Tchaikovsky “Waltz of the Flowers”
Analysis of the work at the blackboard:
What whale?
The nature of the melody? (choose required characteristics from those proposed)
Lad?
Here's the noteSALT (slide show). We sing: “salt” is sunny.
And the note “salt” asks us to learn and perform some bright, sunny song.
III . Learning G. Struve’s song “Song about scales” - showing the song, working with the text (draw children’s attention to the “notes in the words”), learning 1st verse.
We place the note on the “ladder”.
Here's a noteLA loves to sing “la-la-la” and dance and invites you to dance too.
IV .Exercise moment.
Musical and rhythmic movements to waltz music.
Here we are almost at the top of our ladder, the last noteSI (slide show). Sing: “si” - pretty.
All 7 sounds are lined up in height, pay attention to the fact that each sound sounds higher than the previous one, so it turns out to be a “ladder”. Musicians call her"gamma" . Explain the origin of the word “gamma”.
Now we will return to our song, which is called
"Song about scales" - performance of the learned 1st verse of the song.
V . Bottom line
So we went up to the wonderful castle (slide show), should we sing the entire scale?
What tasks did we complete to climb the musical ladder?
Solve the crossword puzzle (by time).
Musical farewell.
in independent activities of preschoolers
Musical and didactic games and manuals accelerate the musical and sensory development of the child. There is a lot in common between them. With their help, children learn to distinguish sounds by pitch, timbre, note rhythmic patterns, follow the direction of movement of the melody, etc.
However, there is a significant difference between musical teaching aids and games. It lies in the fact that a musical didactic game (like any other) has its own game plot, game action, and rules that must be followed. A special feature of musical and didactic games is that they can be used by children in independent activities, while musical and didactic aids are used as educational aids in organized musical activities.
The classification of musical and didactic games is based on the tasks of forming the perception of four important properties musical sounds (pitch, rhythmic relationships, timbre coloring and dynamic shades).
1. Games that develop pitch hearing - developing the ability to perceive and reproduce the pitch of musical sound.
2. Games that develop a rhythmic sense - developing the ability to perceive the relationship between sounds of different durations and reproduce them.
3. Games that develop timbre hearing give children an idea of timbre diversity and its significance in music.
4. Games that develop dynamic hearing - developing the ability to distinguish the strength of sound, connect dynamics with the mood and character of musical images.
Musical and didactic games for everyone age group presented in a certain sequence of gradually increasing complexity of musical-sensory tasks. The main game action - making and guessing - is present in every game. Each game requires children to perform independent actions in perceiving and distinguishing musical sounds. The ability to listen closely and distinguish one or another musical sound is an indicator of a certain level of musical-sensory development in preschool children. And this, in turn, gives children the opportunity to use games inindependent musical activity.
Musical and didactic games are organized andduring classes and in free timetaking into account individual characteristics children under the guidance of a teacher. The effectiveness of learning in a musical didactic game increases when the teacher himself actively participates in the game and becomes a full participant. While directing the game, the teacher ensures that children follow the rules and accurately complete tasks related to the content of the game.
In order for the game to be fun and interesting at a good pace, children must quickly and easily recognize the various expressive properties of musical sounds. The creation of strong skills in musical sensory perception is facilitated by the four-stage development of musical and didactic games.
First stage: acquaintance with the piece of music that forms the basis of the game, with visual images games.
Second phase: familiarization with the content, rules, game tasks and actions. At the same time, the musical-sensory skills and abilities necessary for the game are being mastered.
Third stage: transfer of acquired musical-sensory skills and abilities and game actions V independent activity children, improving skills under the indirect guidance of the teacher.
Fourth stage: children independently use musical and didactic games.
During the school year, children are introduced to different games. When a game becomes an independent activity for children, the next game is immediately mastered during the lesson, etc. First of all, it is necessary to master games to develop pitch and rhythmic perception. This is due to the fact that pitch and duration, the main components of a melody, require more exercise from children. Introducing games that form timbre and dynamic perception should be done at the end of the school year, as they require less effort from preschoolers.
Game "Musical ladder".
Target: Give children an idea of the gradual ascending and descending movement of a melody.
Progress of the game:
The teacher talks with the children about the steps and ladders they know in life around them.
Based on the children's experience, the teacher tells them about a special musical ladder that cannot be seen or touched with your hands, because... its steps - musical sounds - can only be heard.
Children are invited to listen to the movement of the melody up and down the steps of the musical ladder. The teacher sings a song, accompanying his singing by moving his palm along imaginary steps.
Step-pen-ki-sounds go up and blow, then they bring us down.
The exercise is repeated several times with the children.
To reinforce children’s ideas about the stepwise movement of a melody up and down, the teacher uses visual aids (an 8-step ladder and a figure that moves along it).
Game "Mischievous Echo".
Target: development of pitch hearing in combination with a sense of harmony.
Progress of the game:
Children stand in a circle, with a teacher with a ball in the center. The ball is an echo, painted with a symbolic image of an echo - on one side there is a cheerful grimace surrounded by words, for example: “Ay”, “Sunny”, “Hello”, on the other a sad grimace surrounded by the words: “Rain”, “Cloud”, “Donkey” "
When throwing an echo ball to one of the children, the teacher sings his name or word of mood. The child must return the ball, intonationally accurately repeating the musical phrase.
Game "Draw a melody".
Purpose of the game: development of pitch hearing.
Progress of the game:
The teacher gives the children individual cards, on the back of which there is an envelope with notes-circles glued.
The teacher sings a song and gives the children the task of determining how many steps the musical ladder consists of.
Children are invited to sing this song together with the teacher, moving their palm along the steps.
The teacher sings the song phrase by phrase, asking the children to “draw a melody” on a card using circle notes.
Children and their teacher sing a song while looking at graphic image melodies on the card.
For example:
Auntie is rich, 0 0 0 0 0
Sew me a shirt. 0 0 0 0 0
I want to dress up: 0 0 0 0 0 0
I'm going to have fun. 0 0 0 0 0 0
Game "Bells - bells".
Target: development of vocal timbre hearing.
Progress of the game:
Children, holding hands, dance in a circle, singing a song. The songs are sung by a child, to whom the teacher hands a bell. The child standing in the center of the circle should recognize the singer by his voice. If recognition occurs, the singing child, ringing the bell, runs inside the circle, and the driver tries to catch him. If recognition does not occur, the game is repeated with a new soloist.
Game "Guess the instrument."
Purpose of the game: development of timbre hearing in combination with concentration.
Progress of the game:
Children sitting in a semicircle in front of a table on which there are pictures of various instruments.
The teacher invites them to listen to various instrumental works and determine which instrument or instruments participated in the performance of each piece of music and select cards with their image.
Game "Game with a handkerchief".
Purpose of the game: develop in children a reaction to changing dynamic shades.
Progress of the game:
Children sit or stand at a short distance from each other, holding colored handkerchiefs in their hands.
To the sound of loud music, children wave their handkerchiefs over their heads; to the quiet sound of music, they hide their handkerchiefs behind their backs (audio recording of Mozart’s variations from the opera “The Magic Flute”).
Children who are inattentive to the change in dynamics drop out of the game.
Game "Step and Run".
Target: Give children an idea of long and short sounds.
Progress of the game:
The teacher lets the children listen to the march and asks them to determine what is most convenient to do to this music.
After the children answer, the teacher invites them to walk to the same music, saying the word “step - step - step.”
Children are asked to repeat the same thing, replacing the uncomfortable word “step” with the more convenient syllable “ta”.
The teacher shows the children a graphic representation of the syllable “ta” - |.
An audio recording with music for easy running plays, and the teacher offers to determine what is most convenient to do while listening to this music.
After answering, the teacher invites them to run on their toes, saying the word run - run - run.”
Children are asked to repeat the same thing, replacing the awkward word “run” with short syllables “ti-ti”.
The teacher shows the children a graphic representation of the syllables “ti-ti” - [[.
To conclude this game it is necessary to reach a joint conclusion between the children and the teacher that the symbol for the long sound “ta” contains two shorter symbols “ti-ti” - | = [[.
Stepping and running movements can be replaced with clapping, slapping or stamping, that is, the entire game can be mastered without leaving the spot.
Game "Read the card".
Target: develop in children an idea of long and short sounds in combination with a graphic image.
Progress of the game:
The teacher invites the children to “read” successive rhythmic cards using clapping, slapping or stamping.
You can make the game more difficult by using competitions between subgroups.
Announce the right way The teacher should “read” (claps, slaps, stamps) in a short pause between changing cards.
Rhythmic groupings on cards should be concise, varied and have a logical conclusion (do not interrupt the “rhythmic thought”).
Game "Rhythmic Echo".
Target: development of a sense of rhythm.
Progress of the game:
The teacher offers to turn into an echo, only not an ordinary echo, but a rhythmic one, and stipulates with them the rules of the game, which are that the echo absolutely exactly repeats the example proposed by the teacher, namely:
Accurate reproduction of the rhythmic pattern, tempo, method of expression (claps, slaps, stamps);
The echo is colored by quiet dynamics.
The teacher reproduces the rhythmic pattern, and the children repeat it, following the rules of the game.
Game "Translator".
Target: consolidation of acquired knowledge in the process of developing a sense of rhythm.
Progress of the game:
The teacher invites children to “translate” phrases from familiar songs into rhythmic language, using the symbols ta and ti-ti.
Children reproduce the phrase proposed by the teacher, replacing the text with rhythmic symbols.
The teacher invites one of the children to draw a rhythmic graph of a given phrase on the board or choose from several graphic cards the one needed for this exercise.
Game "Guess the melody".
Target: development of a sense of rhythm and rhythmic memory.
Progress of the game:
The teacher claps the rhythmic pattern of a phrase from any song familiar to the children.
Children repeat and guess the name of the song it is part of.
To maintain interest in the game, you can use percussion instruments, which are offered to child soloists to perform the rhythmic pattern of a particular phrase.
You can make the game more difficult by using competitions between subgroups
Game "Rhythmic Orchestra".
Target: developing in children the ability to combine various types of activities (singing and playing musical instruments), based on previously acquired knowledge.
Progress of the game:
The teacher divides the children into four equal subgroups, each of which forms a side of the square. Each group holds similar percussion instruments.
The conductor stands in the center of the square.
All children sing a song.
At the direction of the conductor addressed to any subgroup of children, she performs this phrase of the song and plays musical instruments.
You can complicate the game by accelerating the tempo, as well as using the simultaneous sound of the entire orchestra.
Game "Collars".
Target: teach children the perception of rhythmic diversity (long and short sounds) through movements to music.
Progress of the game:
The teacher divides the children into first and second numbers.
Children with the same numbers become pairs, forming a circle. Pairs with first numbers alternate with pairs with second numbers.
To the sound of the march, all the children walk in a circle in pairs with an energetic step, raising your knees high.
With the end of the music, the teacher gives a command, for example: “First numbers!” - and this means that the children standing under these numbers must quickly raise their clasped hands up, forming “collars”.
To the sound of polkas, unnamed numbers run lightly through the gates.
During the game, the teacher focuses the children's attention on the connection between their movements and the nature of the music. Before the game, it is necessary to consolidate with the children previously acquired knowledge about long and short sounds.
Game "Pass the ball".
Target: teach children to perceive contrasting dynamic shades in motion.
Progress of the game:
Children stand in a circle.
The teacher negotiates with them the conditions of the game: when the music is loud, the ball is passed to the right, when the music is quiet, the ball is passed to the left.
If the music is loud, the movements of the hands with the ball can be more energetic and strong-willed, and if the music is quiet, they can be smoother and more gentle.
Game "Blind Man's Bluff".
Target: teach children to perceive changes in tempo in music and accurately respond to it through movement.
Progress of the game:
The teacher chooses a “blind man’s buff” among the children, and sets up the rest of the children for certain movements. While the music is playing slowly, they should sit on one knee with a straight back, the blind man's buff walks between the children; while the music is playing quickly, they should run around the hall around the "sleeping" blind man's buff.
When the music ends, the blind man's buff catches the children.
Game "Star Relay".
Target: teach children to perceive different types of music through appropriate changes of movements.
Progress of the game:
The teacher divides the children into two teams, in each of which the guide holds a silver star.
To the music of J. S. Bach's aria, the guides move in a simple step from the toe to a certain point at the opposite end of the hall, where they change the silver star to a gold one.
To the music of “The Joke” by J.S. Bach, the guides, lightly running on their toes, return to their team and pass the star to the next participant, while they themselves stand behind their team.
The winner of the game is the team that reacted without errors to the change in the nature of the music and performed the movements accurately and expressively. It is unacceptable that, while moving at a light jog, children fight for primacy due to the quality of their movements.
Game "True Friends".
Target: to teach children to perceive a multi-part piece of music and coordinate their movements with the music of each part.
Progress of the game:
The song “Oh, you canopy...” sounds, to which the children walk in a circle with a simple step, holding hands.
The song “Oh, it’s not evening…” sounds, to which he looks for a mate and, having found it, spins with her.
The song “Oh, you canopy...” sounds, to which the children walk in a circle, but in pairs.
During the ditties, children stop, turn around in pairs to face each other and perform a dance according to the demonstration, that is, at the direction of the teacher, the outer circle demonstrates some movement, and the inner circle repeats it.
To the sound of the song “Whether in the garden or in the vegetable garden...” children run away in different directions with light jumps.
The song “Oh, you canopy...” sounds, to which each child looks for his partner, then the pairs raise their clasped hands up.
The first couple to do this wins.
Game "Circle and Circles".
Target: forming in children an idea of the waltz based on some of its elements.
Progress of the game:
The teacher divides the children into 3-4 equal subgroups of 5-6 people, making calculations in each of them in numerical order.
Children stand in a circle, facing the center.
To the music of the waltz, as directed by the teacher, children alternate the following movements:
Smooth movement of your hands up and down in front of you;
Smooth movement of the hands to the side - up - down with movement
heads following hands;
Waltz step: forward and backward (to the center of the circle and back).
At the teacher’s signal (for example: “First numbers!” or “Third numbers!”), the named numbers are rearranged into small circles. The movement continues with a waltz step with clasped hands.
Game "Snake".
Target: forming in children an idea of polka and waltz based on some of their elements.
Progress of the game:
The teacher divides the children into three subgroups and lines them up in columns in the indicated places in the hall.
To the sound of the polka, all the children move around the hall in a “snake”.
To the sounds of a waltz, standing still, children perform: 1. Smooth movements with their arms up and down in front of them; 2. Waltz step forward and backward or sideways - backward.
When the music ends, all the children run to their seats. The column that forms first wins.
Game "Colored Stars".
Target: formation in children of ideas about the elements of Russian folk dances.
Progress of the game:
The teacher places two rows of chairs parallel to each other in the center of the hall. Children sit on chairs facing each other.
At the beginning of the formed corridor, the teacher stands and holds multi-colored stars in his hands.
Children sitting last in each row from the teacher stand up and move towards the teacher at alternating steps.
During the second part of the music, the children who have reached the teacher begin to run around their row with jumps.
The teacher gives the winner a colored star. If both children come running at the same time, the teacher gives a star to each of them.
The game continues with the participation of the remaining children.
The winner is the team that scores greatest number colored stars. Not only speed is assessed, but also the quality of movements, which is one of the basic rules of the game.
A game " Musical riddles».
Target: strengthening children's ideas about genre diversity dance music through appropriate elements of dance movements.
Progress of the game:
The teacher divides the children into 3-4 subgroups of 5 people each.
Children of each subgroup line up, forming parallel columns. There is a teacher at the other end of the hall.
To the sound of music, the children standing first in each column move towards the teacher with a step corresponding to the nature of the music.
If the child performs movements corresponding to the music, that is, he has guessed a musical riddle, the teacher gives him a symbolic note.
GAME "Steps"
Target: develop pitch hearing.
Game material: a ladder of five steps, toys (matryoshka, bear, bunny), children's musical instruments (accordion, metallophone, harmonica).
Progress of the game: the leading child performs a melody on any musical instrument, the other child determines the movement of the melody up - down or on one sound and, accordingly, moves the toy along the steps of the ladder up - down or taps on one step. The next child uses a different toy. Several children participate in the game.
The game is played during class and during free time.
GAME "Walk"
Target: develop a sense of rhythm.
Game material: musical hammers according to the number of players, a flannelgraph and cards depicting short and long sounds (flannel is glued to the back).
Progress of the game: The game corresponds to a similar one played in younger group, but besides this, children must convey a rhythmic pattern - lay out cards on a flannelgraph. Wide cards correspond to rare hits, narrow cards to low ones.
For example: “Tana took the ball,” the teacher says, “and began to slowly hit the ground with it.” The child slowly knocks the musical hammer on his palm and lays out wide cards. “It began to rain frequently, heavily,” says the teacher. The child quickly knocks with a hammer and lays out narrow cards.
GAME “Our Journey”
Target: develop a sense of rhythm.
Game material: metallophone, tambourine, square, spoons, musical hammer, drum.
Progress of the game: The teacher invites the children to come up with short story about your journey, which can be depicted on any musical instrument. “Listen first to what I’m going to tell you,” says the teacher. – Olya went outside, went down the stairs (plays the metallophone).
I saw a friend - she was very good at jumping rope. Like this. (Beats the drum rhythmically.) Olya also wanted to jump, and she ran home to get a skipping rope, jumping over the steps. (Plays the metallophone.) You can continue my story or come up with your own story.”
The game is played in the afternoon.
GAME “Complete the task”
Target: develop a sense of rhythm.
Game material: flannelograph; cards with images of short and long sounds (game “Walk”); children's musical instruments (metallophone, harp, button accordion, triol).
Progress of the game: The teacher-leader plays a rhythmic pattern on one of the instruments. The child must lay out the cards on a flannelgraph. The number of cards can be increased. In this case, each player lays out a rhythmic pattern on the table.
GAME “Identify the instrument!”
Target: develop timbre hearing.
Game material: accordion, metallophone, harp (two of each instrument), bell, wooden spoons – 4.
Progress of the game: two children sit with their backs to each other. Identical musical instruments lie on the tables in front of them. One of the players performs a rhythmic pattern on any instrument, the other repeats it on the same instrument. If a child completes a musical task correctly, then all children clap. After the correct answer, the player has the right to ask a riddle. If the child makes a mistake, then he listens to the task.
GAME “Musical riddles”
Target: develop timbre hearing.
Game material: Metallophone, triangle, bells, tambourine, harp, cymbals.
Progress of the game: children sit in a semicircle in front of a screen, behind which there are musical instruments and toys on the table. The child leader plays a melody or rhythmic pattern on an instrument. Children guess. For the correct answer, the child receives a chip. The one with the most chips wins.
The game is played during free time from classes.
GAME “Loud - Quiet Binge!”
Target: develop diatonic hearing.
Game material: any toy.
Progress of the game: children choose the driver. He leaves the room. Everyone agrees on where to hide the toy. The driver must find it, guided by the volume of the song that all the children sing: the sound intensifies as it approaches the place where the toy is located, or weakens as it moves away from it. If the child successfully completed the task, when the game is repeated, he has the right to hide the toy.
The game is played as entertainment.
GAME “Pass the Rhythm”
Target:
Progress of the game: Children stand one after another and place their hands on the shoulders of the person in front. The leader (last in the chain) taps the rhythm on the shoulder of the person behind him. And he transmits the rhythm next child. Last participant(standing in front of everyone) “conveys” the rhythm by clapping his hands.
Note. The presenter can be a music director, a teacher, or a child.
Children stand like a train or sit one after another on chairs or on a bench.
GAME "Musical chairs"
Target: develop rhythmic perception and musical memory.
Progress of the game: The chairs stand in a circle, each with a noise or musical instrument. To the music, children walk in a circle around the chairs, and when the melody ends, they pick up the instrument that lies in front of them on the chair. The leader beats out a rhythmic pattern, which the children repeat.
Note. The teacher can accompany the children's play with musical accompaniment. When a new round begins, one chair is removed.
GAME "Drummers"
Target: develop rhythmic perception and musical memory .
Progress of the game: Children line up one after another in a column. They walk through the hall to the sounds of a march. As soon as the rhythmic pattern changes, they stop and turn to face the center. They take turns imitating playing the drum or simply clapping their hands to the given rhythm. The one who conveys the rhythmic pattern more accurately is given a real drum. He walks in front of the column and plays the drum.
GAME "Freeze"
Target: learn to identify major and minor modes.
Progress of the game: Children move freely around the hall to a certain (for example, major) melody. As soon as a minor key sounds, they instantly freeze.
GAME "Icicles"
Target: develop a sense of rhythm.
Progress of the game: Children are divided into three groups of 4-5 people each.
The first group performs movements counting in quarters: tilting the head left and right, up and down, accompanied by the words “drip, drip.”
The second group - on the count of eighths: movements of the hands up and down, accompanied by the words “drip-drip, drip-drip.”
The third group is counting in sixteenths: moving your fingers up and down, saying the words “drip-drip-drip-drip.”
First, the game is played alternately with each group of children. The groups are then connected.
Note. You can use musical accompaniment.
GAME "Chizh".
Target: musical and didactic game based on folk material.
Progress of the game: Children walk in a circle one by one and chant:
You knock on the oak tree -
A mottled siskin flies out.
At the siskin, at the siskin -
Little red tuft.
Chizh, chizh, fly out,
Choose a pair (three, etc.) for yourself!
Children form into pairs (triples, etc.), walk in a circle and sing again.
GAME “Choose an instrument”.
TARGET: develop in children an understanding of the visual possibilities of music.
Progress of the game:
The teacher talks with children about music, explaining that it can not only convey different feelings, but also tell stories with their own expressive means about what happens in life.
Two plays are performed for the children, which convey characteristics sounds of different musical instruments. the first piece (“Squirrel” by N. Rimsky-Korsakov) sounds gently, in a high register, reminiscent of a metallophone or bells in sound; the second (“A guy plays the accordion” by G. Sviridov) resembles the nature of the sound of an accordion.
After listening, children must choose the appropriate instrument.
GAME "Fun Train".
TARGET: strengthen the ability to distinguish changes in the tempo of music.
Progress of the game:
The teacher performs a musical play in which the image of a moving train is conveyed: at first it moves slowly, then faster and faster, and at the end of the play the movement of the train gradually slows down and it stops.
When performing the play again, the teacher invites those who wish to move the toy train, listening carefully to the music in order to accurately convey the change in tempo.
GAME "PIGGY BANK".
TARGET: reinforce words artistic dictionary, characterizing the mood of a musical work and the musical image.
Progress of the game:
After listening to a piece of music, the teacher asks the children to cup their hands, then turns to the children: “What a spacious piggy bank you each have! Let's collect in a piggy bank beautiful words, which will correctly tell you about the music you listened to. If the word suits us, we will put it in the piggy bank; if the word I name does not match the mood of the music, you will spread your palms to the sides so that it does not end up in the piggy bank.”
The game ends with repeating all the words from the piggy bank.
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