Design of a music corner in a kindergarten group. Equipment for music corners in groups

Educator:Osipova T.P., MBDOU No. 4 “Smile”.

Target:Purchase and decorate a Christmas tree in joint activities with adults, ecological perception New Year's holiday, careful attitude to nature.

Participants:early children preschool age, group teacher, musical director, parents of pupils.

Game event: "The Forest Raised a Christmas Tree"

Integration of educational areas: cognition, reading fiction, physical education.

Children's goal:get acquainted with a living Christmas tree, its features and benefits, use various analyzers when distinguishing characteristic features, develop tactile memory, curiosity, observation, and perseverance.

Subject-based development environment.

Planning educational work.

Final event “The Christmas tree is a beauty, all the kids like it ».

Target:Cultivate love for Russians folk traditions. Develop curiosity, observation, attention, visual and tactile memory. To consolidate children’s ideas about the Christmas tree: its features and benefits, to distinguish characteristic features objects using various analyzers. Mastering the ability to highlight the height parameter when comparing three objects and fix the score within 3; the ability to compose a set of objects according to a certain characteristic.

Equipment and materials: artificial Christmas tree, box with Christmas decorations, bag with spruce branch, reproductions of paintings depicting spruce in different time year, triangles of three sizes, flannelgraph, pictures for flannelgraph.

Progress of the event: Children and their teacher decorate the Christmas tree. In box with New Year's toys there is a “wonderful bag” with a surprise.

Guys, our magic bag has prepared a surprise for you ( There are spruce branches in the bag). Do you want to know what lies there? How can I do this?( offer to smell with your eyes closed).

With your noses you felt what was in the bag, and now close your eyes and feel with your fingers what was there.

Guys, who guessed what was in the bag?( Children's answers). There is a riddle about the Christmas tree: “In winter and summer in the same color” (children repeat the riddle).

Well done, you guessed it, it’s a Christmas tree.

Who knows what color the tree is? ( Green).

Bring to the attention of children reproductions of different artists, which depict landscapes at different times of the year. Consider, compare, draw conclusions:

in summer the trees are green and the Christmas tree is green,

in autumn the trees are colorful and the Christmas tree is green,

in winter the trees are bare and the Christmas tree is green.

Our Christmas tree “Winter and summer in the same color” .

Where can you see the Christmas tree? ( It grows in kindergarten on the site, on New Year's Eve at home, in kindergarten at a matinee).

- Where are there a lot of Christmas trees? (In the forest). Yes, there are a lot of fir trees in the forest and they different heights: high and low. Look, guys, the Christmas trees have come to visit you. How many are there? Are they the same? (No). Why? ( One is higher than the other). Let's line them up by height, which one should we start with? ( The highest, the lowest, the lowest; lowest, highest, highest).

What kind of figures are on the table? ( Triangles).(For each child 6 green triangles).

Let's build Christmas trees out of them. The highest of three triangles, the lowest of one triangle, the highest of two . How many triangles did you spend on the tall Christmas tree? Lower the tree? Low?

Offer to continue the walk through the forest.

Phys. just a minute"Herringbone".

How nice and warm it is in the forest for a Christmas tree under a blanket of snow. If you want, I’ll tell you the story that happened to the Christmas tree, and you can help me.

Poem by Evgenia Trutneva “Christmas tree”

The tree grew and they came to the tree

In the forest on the mountain And wolves in winter...

She has needles. We took away the Christmas tree.

In winter in silver. To your home.

She has decorated a Christmas tree with pine cones

The ice is knocking, In a new outfit

Snow coatOn thick needles

Lies on the shoulders. The sparkles are burning.

There was a bunny living under the Christmas tree. The fun began,

With your hare Songs for dancing! -

A flock flew in. Is it okay, Christmas tree,

Do you want to tap dance with us?

I propose to make a whole painting based on this poem. ( The teacher slowly reads the poem in fragments and along the way the children place details on the flannelgraph: Christmas tree, pine cones, snow coat, wolves, hares, tap dancers, etc.)

Guys, why are birds and animals gathered around the Christmas tree? (They were hiding from the cold, from the cold, the wind, the blizzard. The Christmas tree warmed them.)

How does the blizzard howl? (Uh-uh-uh).

Guys, praise the Christmas tree, tell us what it is like. What in beautiful words will we please her? (The Christmas tree is green, fluffy, fragrant, slender, resinous, beautiful, good, silvery, fragrant, prickly...!)

Well done, how many good words came up with an idea. And our Christmas tree is bored, I suggest we continue to dress it up in a new, bright outfit.

Did you enjoy decorating the Christmas tree? What else did you like? (children share their impressions).

Project for middle preschool children

Relevance of the project

I took the problem for this project from the theme of the comprehensive thematic plan for this period. This topic is relevant, therefore, it is in the middle group that it is necessary to reveal in more detail and meaningfully the theme “New Year” “About the Christmas Tree”, as it enriches personal experience child, the child becomes more socialized, begins to encounter everything in his life with environmental objects

Project activities allow you to organize the teacher’s work systematically and connect all participants educational process single activity. Also, the work within the project meets modern requirements.

1. Project name: "Christmas tree - green needle»
2. Subject field: « Cognitive development» “Acquaintance with the natural world” “acquaintance with the objective world”
3. Problem: Christmas trees are being cut down for the New Year holiday.
4. Target: creating conditions for the development of creative and cognitive abilities of all project participants in joint activities.
5. Tasks:

Educational:

Educational:

Educational:

6.Description of the product obtained as a result of the project:

• Exhibitions creative works together with parents “Christmas tree – we made it ourselves”;
• Exhibition of creative collective work on the theme “Beautiful Christmas tree - all the kids like it!”

7.Project type: creative.

8.Participants: pupils of secondary preschool age, parents.

9. Material and technical resources necessary to complete the project: decorated Christmas tree, laptop, projector, interactive whiteboard, stereo system.

1. Planned time to implement the project in stages:

11.Form of the presentation: Organized educational activity “We all really like the Christmas tree - a beauty!”

“The Christmas tree is beautiful - we all really like it!”

Summary of organized educational activities (OED) for children of middle preschool age

Educational:

• Form sensory standards: color, size, shape in productive activities (drawing, modeling, appliqué)

Educational:

• To develop in children a love for nature and the world around them
• Develop fine motor skills hands, speech and the ability to memorize poems, riddles, enrich vocabulary;
• To help strengthen coordination of movements, develop the ability to respond emotionally to songs and round dances about the Christmas tree, and perform movements rhythmically.

Educational:

• To cultivate a love for nature and the desire to protect it;
• Instill interest in visual arts and accuracy in working with materials;
• To cultivate musical, speech and motor culture.

Progress of organized educational activities

1. Introductory part.

Children, to the music “A Christmas tree was born in the forest,” enter the group and sit on chairs.

Educator: Hello guys! Tell me, what is this song about?

Children: About the Christmas tree.

Educator: Of course about the Christmas tree. (Addressing the Christmas tree, the teacher sings) And so she came to us dressed up for the holiday. The Christmas tree is beautiful, all the kids like it. (Addressing the children) We sing songs and solve riddles, teach poems and read fairy tales. What holiday are we looking forward to?

Children: New Year!

Educator: Holiday with Santa Claus, with Snow Maiden, with gifts and with the Christmas tree! Guys, where do Christmas trees grow?

Children: In the forest.

Educator: Let's watch the fairy tale and find out why the Christmas tree grows needles instead of leaves.

(presentation “Christmas tree - green needle”, and the Teacher tells a fairy tale)

Educator: Listen, the fairy tale is called “The Christmas tree is a green needle.” You and I know that all trees sleep in winter, but in the fall, before going to bed, they undress and take off their leaves. But the Christmas tree did not want to remove the leaves and rolled them into thin green tubes, tubes and turned into needles for her. This is how the Christmas tree stands now both in winter and summer in the same green spiky dress. That’s why they say about it: “Winter and summer in the same color!” Only on New Year's Day does the Christmas tree dress up in bright toys and colorful lights, and always invites the ripples to come! Did you like the fairy tale?

Children: Yes.

Educator: What did the Christmas tree do with the leaves?

Children: The leaves curled into tubes and turned into needles.

1. Main part.

Educator: Guys, the New Year has not come, but miracles began under the tree, what kind of bag is this? Let's take a look? (looks into the bag) oh guys, this is a gift from Yolka’s mom, and there’s a whole bag of them. Close all your eyes and hold out your palm (at this time the teacher puts pine cones in the children’s palms). Don’t open your eyes, but now smell your gift, touch it with your fingers. What is this? Open your eyes.

Children: This is a bump.

Educator: What color is it?

Children: brown.

Educator: And look at the form.

Children: Long, oval.

Educator: The cone is the fruit of the Christmas tree. Mom Yolochka gave her a brown dress with frills, under which pockets - shells - were hidden. And in these pockets, Mother Yolochka put seeds (shows). The seeds look like wings and when the breeze blows, the seeds scatter throughout the forest. And then the rain waters them, and new little Christmas trees grow. Now let's put the cones back into the bag. Did you like Yolochka's mom's gift?

Children: Very.

Educator: Look, they hung an envelope on the Christmas tree. This letter. Let's read! "Dear Guys! Help! A disaster has happened in our forest: young Christmas trees are disappearing. The most wonderful holiday, New Year, is coming soon, but it brings only danger for my children - little Christmas trees: they are cut down and taken to warm houses and apartments, and there they die. Help, save the Christmas trees in the forest, save them! There are so few of them left." Old Mother-Yolka

Guys, shall we help Mother Yolka? Shall we save her babies? Then we need to hit the road, into the forest, are you ready?

Children: Yes!

Educator:(conducts a physical education session “Walk”)

Very cold in winter

But we will go for a walk with you.

I'll wear a fur coat and scarf

Felt boots and a hat.

We walk through the snowdrifts

We raise our legs higher.

Educator: So you and I have come to winter forest! How beautiful! ( A little fox girl sits under the Christmas tree and cries) What's happened? Do you hear? Is someone crying? Hello, Lisichka! What's happened?

Chanterelle: Trouble happened to us. People cut down all the Christmas trees and all my animal friends ran away to another forest, but before we had fun here.

Educator: Is it possible to cut down Christmas trees, guys?

Children: No you can not.

Educator: And why? Tell me.

Children: Nature must be protected! Animals live there, this is their home.

Educator: Of course, the forest is a home where animals live. And if the Christmas trees are cut down, the animals will have nowhere to live. And if everyone cuts down the Christmas tree, what will happen?

Children: The Christmas trees will disappear. You should put up an artificial Christmas tree at home for the holiday.

Educator: Guys, let's invite Chanterelle to our kindergarten and make an artificial Christmas tree for her and her friends, forest animals.

Children: We agree! Come with us, Foxy!

Educator: Well, then let's go! (the teacher conducts physical education).

Snow, snow, white snow,

He puts us all to sleep.

(children wave their hands in front of them)

The children are all up on their skis

And they ran through the snow! (children imitate movements, pronouncing words)

Educator: So you and I came back to kindergarten, to our group.

Now guys, sit down at the tables. Now you and I will make the Christmas tree all together, teamwork! (shows a cone-shaped blank - a trunk) Look, this is a trunk, you and I will cut out and glue fluffy branches. We need to cut them and stick them. You have blanks on the tables, you cut them along the lines (shows). And then glue the two ends together (shows). And then together we will glue the branches onto the trunk of our Christmas tree!

(music background sounds, children productive activity)

1. Final part.

Educator: Guys and Chanterelle, look how beautiful Christmas tree- fluffy, green and it will last until the next holiday. Let’s put our Christmas tree next to the decorated Christmas tree in our group, and repeat once again what needs to be done so that the Christmas tree doesn’t get cut down.

Children: Put up artificial Christmas trees. You can do it yourself. You can make other Christmas trees with your parents from pasta.

Educator: Well done boys. Now you and I know, and we’ll tell everyone, that you can’t cut down Christmas trees! And we are giving this Christmas tree to you, Little Chanterelle, run into the forest and tell your mother-Yolka and your animal friends that now no one will cut down the Christmas trees!

(The fox runs away)

Educator: And as a farewell, let’s start a merry round dance around the Christmas tree.

References:

1. Borisova M.M. “Sedentary games and play exercises” 3-7 years – M.: MOSAIKA-SYNTHEZ, 2014.
2. Veraksa N.E. « Approximate basic educational program preschool education“From birth to school” edited by N.E. Veraks, T.S. Komarova, M.A. Vasilyeva. – M.: “Mosaika-Sintez”, 2015.
3. Solomennikova O.A. Introduction to nature in kindergarten: Middle group. – M.: MOSAIC-SYNTHESIS, 2014.
4. Komarova T.S. Visual activities in kindergarten: Middle group. – M.: MOSAIC-SYNTHESIS, 2014.

Musical subject-developmental environment in preschool educational institution.

Target: to increase the level of competence of teachers in creating a musical subject-development environment in groups (mini-centers) that promotes the harmonious musical development and self-development of children with its subsequent formation and bringing it into compliance with the requirements of the Federal State Educational Standard for Education.
Tasks:
1. To introduce into practice new approaches to organizing the musical subject-development environment of preschool educational institutions, ensuring the full musical development of preschool children within the framework of educational program Preschool educational institution taking into account the requirements of Federal State Educational Standards for preschool education;
2. Organize a developing musical environment that promotes the emotional well-being of children, taking into account their needs and interests;
3. Create conditions for providing different types of musical activities for preschool children (play, motor, intellectual, cognitive, independent, creative, artistic, theatrical) taking into account gender characteristics pupils;
4.Promote cooperation between children and adults to create a comfortable educational musical subject-spatial environment.

Everyone knows and has been proven by scientists that music enriches spiritual world child, influences his development creativity. Development musical abilities depends on the psychological pedagogical conditions and, of course, from a well-organized subject-spatial environment.
The musical subject environment in groups should be focused on the material covered in the lessons and the individual capabilities of the children. Not a single type of musical activity can fully develop on a pure verbal level, outside the subject-spatial environment.
The content of a musical developmental environment should be focused on the leading type of activity of preschoolers, systematically become more complex by age, and be problematic in nature. All this allows children, acting with familiar and less familiar objects, to reflect, think, compare, model and solve problematic situations, create.

Musical subject-development environment in groups of preschool educational institutions is organized into three main blocks:
music perception
music playback
musical creative activity.

Each block, in turn, provides for an orientation towards the integrity of a certain type of children's musical activity.
The design of music mini-centers in groups of younger preschool age has a plot basis, in older groups it is didactic.
The structure of mini-musical centers is designed in the form of modules that have integrity and at the same time transformative details that arouse keen interest in children. The musical object environment is commensurate with the eye, the actions of the hand, and the growth of the child. The aids of the developing environment are of good quality, aesthetically pleasing, attractive, easy to use, and evoke a desire to act with them.

Junior group
- Albums with pictures for songs learned on music lessons(or wonderful cubes)
- Flannelgraph, figures for flannelgraph (large and small animals, birds, musical instruments, transport)
- A music library with recordings of children's songs (tape recordings of songs learned and rehearsed with children performed by the music director, children, teacher, sounds of nature)
- CD player
- Attributes for musical and didactic exercises for the development of children’s pitch, dynamic and rhythmic hearing. For example, for the development of pitch hearing - “Bird and Chicks”; timbre hearing - “Guests have come to us”, rhythmic hearing - “Who is walking as they go”, dynamic hearing “Bells”.
- Silent instruments: balalaika, silent keyboard with stand, accordion.
-Sounding: accordion, drum, tambourine, spoons, rattles, rhythmic cubes, bells, singing tops.
-Ladder of 3 steps, hand signs.
-Any toys (2 ducks, 2 nesting dolls - large and small), handkerchiefs, masks, ribbons, plumes, elements of mummery.
- Noise instruments - jars, mittens with buttons, bottles with different fillings: peas, acorns, pebbles.
- Tree and 2 birds (above and below)

Average gru ppa
-An album with pictures for songs learned in music classes in previous groups (possibly several albums: by seasons, about animals)
- Children’s drawings made at home to their favorite songs;
-Flannelograph with figures of animals, birds, images of musical instruments, transport;
-Figures for singing and jokes, to use them to lay out rhythmic patterns on flannelgraph. For example: big and small cockerels for the song “Cockerel”, suns for r.n.p. “Sun”, balls, flags, Christmas trees, airplanes, etc. (6 small and 4 large)
-A library of songs learned by children in a given age group, in previous groups, currently being learned (in recordings performed by teachers, children).
- CD player
-Musical and didactic games for the development of emotional responsiveness, musical memory, musical thinking and games that help solve previous problems age group. For example, for the development of pitch hearing - “Swing”, for the development of rhythmic hearing - “Who walks as they go” (complication due to the introduction of different types of games); for the development of dynamic hearing – “Bells”; for the development of musical memory - “Sing a song based on the picture.”
-Unvoiced record player, balalaikas, violins, pipes, accordions, mute keyboard with stand.
-Toys-instruments: rattles, spoons, drums, tambourines, metallophones, rhythmic cubes, bells, maracas, whistles.
-Cards with tools, handkerchiefs, masks, costume elements.
-Ladder of 4 steps (2 toys large and small)
-Five removable rubber bands, stave.
-Hand signs (4 tbsp.)

Senior group pa.
-Flannelograph, chips (long and short stripes, large and small circles, flowers, Christmas trees - 6 small and 4 large), pictures for the flannelgraph to create the plot of a song, dance (modeling)
- Albums with drawings for songs (“ Musical ABC book»)
-Albums with drawings for songs that children loved (possibly original ones, with drawings by one child)
-Attributes for music. fairy tales (pictures for flannelograph), for dramatization (“Turnip”, “Teremok”)
-Pictures for the development of children's poetic and song creativity(for example, to the poems of A. Barto) “The bee is buzzing”, “The steamboat is humming”, “The doll is dancing”, “The doll is sleeping”, “The horse is galloping”, “The bear”, “Airplane” “Magic pictures”
-Toy microphone.
-Phono library with recorded songs: sounds of nature, music. fairy tales.
- CD player
-Musical and didactic games: for the development of pitch hearing “Three Bears” or “Merry Dolls”, for the development of dynamic hearing “Bells”, for the development of the ability to distinguish the duration of sounds (long, short sounds, dotted rhythm) “Rooster, hen, chick” ; to distinguish genres of musical works: song, dance, march “Three Whales”
-Unvoiced instruments: balalaika, mute keyboard with stand, accordion -3 pcs. of different sizes).
In the picture: pipe, violin, saxophone, button accordion, accordion, accordion, flute, whistles, triplet.
-Instruments: rattles, spoons, drum, tambourine, metallophone, bells, maracas, rumba, triangle, rattles, xylophone, music. hammers, various homemade noise instruments: keys, bottles, felt-tip pens, mittens with buttons on a hanger. Kinder jars with different fillings, several of the same (Hoop No. 3 2006, “Music director No. 3 2007)
- Plastic cubes (stick pictures of songs on the edge)
-Ladder -5 steps (toy B. and M.)
-Handkerchiefs, masks, ribbons, costume elements.
-Staff, notes.
-Hand signs (5st.)
-Portrait of composers D. Kabalevsky (“The Bunny Teases the Bear Cub”), P. Tchaikovsky (“The Doll’s Disease”), R. Schumann (“Soldier’s March”)

Preparatory group ppa
-Flannel, sheet music.
-A manual for teaching children the ability to determine the form of a work.
-Pictures for creating plots for familiar songs: to encourage poetic and song creativity.
--Rebuses with names of notes in words
-Drawings with the texts of nursery rhymes for which you can come up with a song.
-Pictures from musical genres(song, dance, march) to encourage song creativity.
-Illustrations for music. fairy tales
-Attributes for fairy tales and songs for their dramatization.
-Phono library (cassettes with recordings of songs performed by adults, children, individual cassettes for self-recording of your musical poetry)
- CD player
-Albums with drawings for songs learned with children this year and in groups of previous ages.
-Albums with children’s drawings of their favorite songs.
-Plot pictures that encourage song creativity.
- Musical and didactic games (the same as in senior group, but with complicated tasks)
-Unvoiced record player, balalaikas, violins, pipes, saxaphones, accordions.
-Instruments: rattles, spoons, drum, tambourine, metallophone, rhythm. cubes, bells, maracas, castanets, rattles, xylophone, button accordion, accordion, noisemakers on a hanger (see in the older group)
-Ladder 7 steps, hand signs
-Song notes (large), staff, stripes (6 small and 4 large)
-Handkerchiefs, masks, ribbons, kokoshniks.
-Portraits of composers.

“CONTENT OF THE MUSICAL ZONE IN THE GROUP”

To develop independent musical activity of preschoolers, conditions are needed, as is commonly called, musical activity zones, where children could independently play music, play musical games, listen to audio recordings of their favorite songs, etc.

A well-organized musical environment contributes to the emotional well-being of children, their aesthetic development, as well as the manifestation of independence and initiative. The musical area in the group should be provided with a variety of musical instruments and musical and didactic material, taking into account the age characteristics of preschoolers. It is desirable that children take a direct part in the design and transformation of the subject-development environment in the group, and the teacher quietly and wisely directs the activity of his students.

Development creativity children depends largely on the equipment and its attractiveness. What is needed is originality, simplicity, attractiveness, accessibility, as well as a sufficient range of tools, teaching aids, demonstration material, attributes, etc.

For small groups or groups with a large number of children, mobile zones are convenient - children can play in dressing rooms and bedrooms. Thanks to the mobility of the music zones, children can play in them without disturbing others. If necessary, mini music centers should be easy to move. For example, to store noise orchestra You can use “musical baskets” or “musical baskets”. They are very comfortable for walking - wearing them noise instruments, handkerchiefs, ribbons for impromptu dances on the site. Baskets are decorated depending on the time of year ( spring basket, winter basket, summer or autumn).

One of the conditions for the successful musical development of preschool children is the presence of a variety of didactic material. With its help, developmental and educational tasks are solved in a way that is accessible to children. game form(development of a sense of rhythm, timbre and dynamic hearing, etc.). Pedagogical value musical didactic games lies in the fact that they open up the way for the child to apply the acquired knowledge and skills in Everyday life. Musical and didactic games should be varied in content and colorfully designed, thereby attracting the attention of children and evoking a desire to play music.

In order for children to constantly maintain interest in independent musical activities, it is necessary to update the manuals in the music corner from time to time (1-2 times a month), introduce new equipment or change it.

A well-chosen musical area in a group contributes to the artistic and aesthetic development of preschool children and the development of their creative abilities. Such a zone evokes in children a feeling of joy, delight, creates an emotionally positive attitude towards the group, a children's institution, and a desire to visit it. Crowded positive emotions children share their impressions with their parents. Since for the development of children musical creativity required a large number of visual aids, attributes and equipment, parents of pupils can help make them, and children will enjoy joint activities with their parents and gain self-confidence. This is how kindergarten becomes unique cultural center for children and their parents.

PRINCIPLES content of musical zones in preschool educational institutions:

The expediency of the location of the area, the accessibility of equipment for children, the thoughtfulness of storage.

Variety of equipment.

Taking into account the age characteristics of children.

Aesthetic design.

Musical aids can be divided into four groups:

1.Figurative aids- Stuffed Toys, illustrations, manuals like “LOTO”, etc.

2. Children's musical toys and tools, which in turn are divided into o resounding And not voiced.

A ) Unvoiced are intended to create a play situation in which children, imagining themselves, imagine themselves as musicians playing music. instruments.

b) Voiced are divided into 3 types, depending on their sound:

Tool toys with unfixed sound and indefinite pitch

(rattles, tambourines, drums, triangles, etc.)

Fixed Sound Instrument Toys (organs, music boxes)

Toy instruments with diatonic and chromatic sound

3. Graphic aids - music lotto, cards-emotions, cards - long and short sounds, staff, music ladder - step, geometric figures For symbol parts of the work.

4.Audiovisual aids are divided into screen and sound (transparencies, compact discs, phonograms, audio and video cassettes, video discs).

Approximate content and content of musical zones by age groups:

1st and 2nd junior groups: tumblers, figurative musical “singing” or “dancing” toys ( cockerel, cat, bunny, etc..). Toy instruments with a fixed sound - organs, organs. Toys-instruments with unfixed sound, of uncertain pitch: rattles, bells, tambourine, drum. Musical and didactic games: “Matryoshka teaches how to dance”, “Where are my kids?”, “Birds and chicks”, “Musical tops”, “Guess what I’m playing?”, “Who did the sun wake up?”, “Where are my kids?” , “Wonderful bag” - there can be two bags: one with musical instruments, the other with animal toys for games to develop the timbre voice “Who sings like?” etc. A set of unvoiced figurative instruments (accordions, pipes, balalaikas, etc..) Attributes for musical outdoor games according to the program: “Catch us, bear”, “Cat and kittens”, “Steam locomotive”, “Balls”, etc. Flags, plumes, handkerchiefs, bright ribbons with rings, rattles, autumn leaves, snowflakes and so on. for children's dance creativity (according to the season). Table screen. A tape recorder and a set of software audio recordings. Singing and moving toys. glove toy (for the teacher) etc. Musical pictures to songs that can be performed on a cube and in the form of a large album or individual colorful illustrations.

Middle group:all manuals should be here junior group. And also: a metallophone, unvoiced instruments, noise instruments for a children's orchestra, little books - “We Sing” (in them bright illustrations to familiar songs), flannelograph or magnetic board, musical and didactic games: “Three Bears”, “Recognize and Name”, “In the Forest”, “Our Orchestra”, “Tsvetik-Semitsvetik”, “Guess the Bell”, etc. Attributes for mobile music games: “Geese, you are geese”, “Cat and kittens”, “Hen and cockerel”, “Hares and bear”, “Pilots”, etc. Musical ladder 3-stage and 5-stage on which there are small and large birds or a small and large nesting doll). Also, ribbons, colored scarves, bright plumes, etc. (attributes to dance improvisations by season - leaves, snowflakes, flowers, etc..). Table screen. Musical toys, voiced and not voiced. A tape recorder and a set of software audio recordings.

Senior group: benefits middle group, as well as voiced musical instruments: toys-instruments with an unfixed sound, of uncertain height - these are rattles, tambourines, drums, triangles, etc.

Toy instruments with diatonic and chromatic sound (metallophone, piano, button accordion, accordion, flute).

Illustrations “Seasons”, homemade musical toys ( noise orchestra), portraits of composers can be an album or individual, illustrations of the “Musical Primer”, musical and didactic games: “Bee”, “Musical Lotto”, “Recognize and Name”, “Steps”, “Repeat the Sounds”, “The Three Little Pigs”, “Magic” spinning top”, “Musical little train”, “Guess what sounds”, etc. Attributes for the outdoor games “Round dance in the forest”, “Raven”, “Cat and Mice”, etc. Children’s drawings for songs and familiar musical works. Screens: tabletop and screen according to children's height. Musical ladders of 3, 5 and 7 steps - voiced. Illustrations “Seasons”, attributes for children's dance creativity: elements of costumes for friends folk dances. Multi-colored feathers, multi-colored gloves for musical improvisations behind the screen and other attributes. Attributes for dance improvisations by season ( leaves, snowflakes, flowers, etc.) A tape recorder and a set of software audio recordings or discs.

Preparatory group: musical instruments: maracas, tambourines, harp, children's piano, metallophone, tambourines, bells, triangles, flutes, drums, etc. Portraits of composers, illustrations “Seasons”, “Musical ABC Book”. Albums “We draw a song” or “We draw and sing” with drawings by children in which they reflect their emotions and feelings about what they heard musical works and favorite songs. Graphic aid “Emotions” ( cards depicting faces with different emotional moods) to determine the nature of the melody when listening to works. Albums for viewing - « Symphony Orchestra», « Folk instruments", "Dances of the peoples of the world", etc. Musical ladders 3, 5 and 7 steps ( voiced). A set of homemade instruments for a noise orchestra. Musical and educational games: “Three Little Pigs”, “Three Flowers”, “Musical Umbrella”, “Rhythmic Lotto”, “Find the Strawberries”, “Rhythmic Cubes”, “Name the Music Composer”, “Funny Record”, “Musical Chicks” etc.

As well as attributes for outdoor games “Hello, Autumn”, “Cosmonauts”, etc. Attributes for children's dance creativity, elements of costumes for familiar folk dances ( scarves, wreaths, hats and attributes for dance improvisations according to the season - leaves, snowflakes, flowers, etc.). Multi-colored gloves, plumes, gauze or scarves, multi-colored ribbons, multi-colored feathers for music and dance improvisations. A tape recorder and a set of software audio recordings or discs.

Semenikhina N.Yu., music director of MBDOU No. 100

Municipal budget preschool institution

"Kindergarten No. 38"

Creation of musical subject-development environment in groups kindergarten

consultation

For

educators

• Musical development The child’s development is determined not only by classes with a teacher, but also by the opportunity to play independently, experiment with musical toys, and freely engage in creative music-making.
• Independent creative activity of a child is possible provided that a special subject-development environment is created.
• For the development of independent musical activity of children, it is very great importance has a music corner in the group (music area).
• The development of children's creativity largely depends on the equipment and its attractiveness.

MUSIC CORNER is a place where children learn about music and its beauty.

TASKS:

A creatively designed music corner will help:

• not only plunge into the world of music and expand your understanding of it,
• but also develops children's imagination,
• activates the emotional sphere, thinking, speech.

REQUIREMENTS FOR THE MUSIC CORNER:

• Compliance with age, Program requirements, Federal State Educational Standards.
• Rational location, accessibility, mobility.
• Availability of a music library, audio library with songs, fairy tales, music
• The presence of attributes made from waste material and non-traditional equipment.
• Availability of illustrative material to familiarize children with different types of musical instruments
• A variety of children's musical and noise instruments.
• Aesthetics in the design of equipment and the corner itself.
• Creativity (creativity) of teachers in the design of the corner.
• Safety of equipment and materials of the music activities corner;
• Variety of educational games different types musical activities and their correspondence age characteristics children;
• Availability and variety of illustrative material on musical works;
• Availability of portraits famous musicians in accordance with the program;

Important, so that the music corner is located:

• in a lighted place that is easily accessible to children;
• in addition, it should be isolated as much as possible, since, on the one hand, musical activities and games of children require concentrated auditory attention, and on the other hand, “sounding” activities should not interfere with other activities of preschoolers.

• When designing a music corner, you need to remember the age and individual capabilities of children.
• So, for children 3-5 years old, it is better to build the design on plot basis ,
• For older children - on didactic .

The musical object environment must correspond to the eye, the actions of the hand, and the growth of the child.

The music corner should have:

• closet,
• shelves for musical aids,
• a couple of tables
• chairs for educational games.

Development environment benefits should be:

• aesthetic,
• attractive,
• easy to use,
• create a desire to act with them.

Better to put it in the corner record player, with the help of which children will listen to music, as well as melodies that promote psychological relaxation and mental relaxation.

There should be toys in the music corner musical instruments:

• drum,
• pipe,
• miniature piano,
• glockenspiel,
• also musical toys.

Usually, stands are hung on the walls of the music corner.

They are attached to:

• photographs of children's performances,
• portraits of composers,
• colorful posters,
• pictures with musical instruments.

The music corner equipment is divided into two levels:

for the teacher and for the children

• On the top shelf place instruments that are used by children in doses (for example, a metallophone), and those with which children can only practice under the supervision of a teacher, in accordance with the sanitary and epidemiological standards of the preschool educational institution
• On the bottom shelf- drums, spoons, triangles, maracas. It is necessary to pay Special attention sound quality of musical instruments. They should be well tuned and make sounds familiar to children. Don’t forget that poor-quality sound cripples and pollutes a child’s hearing experience!

JUNIOR GROUPS

• Vanka - stand up
• Musical “singing” or “dancing” toys (cockerel, cat, bunny, etc.)
• Musical instruments with fixed sound - organs, organs
• Noise instruments: rattles, bells, tambourine, drum
• Unvoiced fake musical instruments (accordions, pipes, balalaikas, etc.)
• Attributes for musical outdoor games
• Flags, plumes, scarves, bright ribbons with rings, rattles, autumn leaves, snowflakes for children's dance creativity (replenished as needed)
• Table screen with glove toys
• Musical pictures for songs, which can be made on a cube, in the form of an album, or individual colorful illustrations.

MIDDLE GROUP

• It is advisable to leave aids, attributes and musical instruments

from the younger group and add:

• Glockenspiel
• Noise instruments for children's orchestra
• Books “Our Songs” (each book illustrates a song familiar to children)
• Flannelograph or magnetic board
• Musical and didactic games: "
• Musical instruments”, “Sounding palms”, “Rhythmic sticks”, etc.
• Attributes for outdoor musical games:
• “Cat and Kittens”, “Zainka”, “Hares and Bear”, “Pilots”, etc.
• Musical ladders (three-stage, on which there are small and large birds or a small and large nesting doll
• Ribbons, colored scarves, plumes, etc. (attributes for dance improvisations for the season)
• Table screen and set of toys
• Tape recorder and set of software audio recordings

SENIOR GROUP

• In addition to the equipment of the middle group music corner, the following is used:
• Rattles, tambourines, drums, triangles
• Musical toys-instruments with chromatic and diatonic sound

(metallophone, piano, button accordion, accordion, flute)

• Illustrations on the topic: “Seasons”
• Homemade musical toys (Children will be happy to take part

in the manufacture of instruments for noise orchestra)

• Musical and didactic games: “Learn a song by two sounds”, “Jingle bells”, “Musical ladder”, “Rhythmic lotto”, etc.
• Attributes for outdoor games
• Children's drawings for songs and familiar pieces of music
• Table screen and screen according to children's height
• Musical ladders five-step and seven-step
• Attributes for children's dance creativity: elements of costumes for familiar folk dances

PREPARATORY GROUP

• In addition to the material used in the senior group, the following is added:
• Musical instruments: maracas, tambourines, harp, children's piano,

metallophone, bells, triangles, flutes, drums.

• Portraits of composers
• Folder albums: “We are drawing a song” with children’s drawings in which they

reflect emotions and feelings about the musical works listened to

and favorite songs

• Manual “Emotions” (cards depicting faces with different emotional moods) for determining the nature of the melody when listening to music
• Visual aids: “Symphony orchestra”, “Folk instruments”
• Homemade instruments for a noise orchestra
• Musical and didactic games

MUSICAL CORNERS SHOULD CONTAIN:

• Material for creative role-playing games:

Stuffed Toys

soft musical toys;

tumbler dolls,

figurative musical “singing” or

"dancing" toys

• Musical and didactic games:

• Figurative aids

• Portraits of composers (whose works children sing or listen to)

Tchaikovsky P.I.

Tchaikovsky D.B.

Prokofiev S.S.

Rachmaninov S.V.

2) Illustrations - “Loto” type manuals: cards

with pictures drawn or pasted on them

• All kinds of pictures:

• Little books “We Sing”
• Musical pictures for songs that can
• be made in the form of a large album or individual colorful illustrations,
• Illustrations on the theme “Seasons”,
• Musical instruments illustrations,
• Pictures of animals singing and dancing
• or playing musical instruments,
• Albums “We are drawing a song”
• Albums to view:
• "Symphony Orchestra",
• "Folk Instruments"
• "Dances of the Peoples of the World"
• Graphic aid “Emotions”

• Unvoiced children's musical toys and instruments

• Voiced musical instruments and toys

• toys-tools with sound of indefinite heights
• toys-instruments that make only one sound
• instrument toys with fixed melody
• toys-instruments with diatonic and chromatic scales for creative music playing

• Technical means

It is advisable for each group to have a tape recorder and create a library of discs with musical repertoire

ATTRIBUTES for active musical games and for children's dance creativity

• Theaters

Types of theaters:

• Picture Theater (Flanelegraph)
• Finger Theater
• Puppet show

ROLE OF THE TEACHER– encourage children to apply the skills acquired in music classes in the everyday life of kindergarten.

Whether this environment will become developmental, whether the child will want and be able to master it in his activities depends on:

• on the competence of an adult,
• his goodwill,
• interested attitude towards children,

Child and adult

act together -

they both should be

comfortable in a musical environment.