Work on the means of musical expression in a song. Means of musical expression

PIANO CLASS MODEL

BASED ON THE COMMUNICATIVE-ACTIVITY APPROACH

Item_Special piano

Class_4th_________

Program typeAdditional educational program in the subject Special piano

Lesson topic“Means of musical expression in working on an artistic image”

Lesson structure:

1. Updating knowledge

2. Goal setting stage

3. Planning stage

4. Learning activities for the implementation of the plan

Scheme of means of musical expression;

Musical material: P. Tchaikovsky " New doll", R. Schumann "Little Romance", N. Rakov "Polka", A. Hevelev "Baba Yaga", V. Rebikov "Dervish";

Illustrations: V. Vasnetsov “Baba Yaga”, K. Makovsky “Dervish”;

Literary works: Russians folk tales, Timerkhan’s poem “Lonely Dervish”.

Updating knowledge.

The main tasks of the teacher:

- consolidation of the studied theoretical knowledge (means of musical expression: scale, strokes, dynamics, tempo, rhythm, timbre, melody);

Development of attention, memory, cognitive processes;

Formation of communication skills, culture of communication, cooperation.

Goal setting stage – setting up practical private cognitive (performing, creative...) task or task definition generalized type.

The main tasks of the teacher:

Formation of independent thinking and creative initiative in students;

Mastering generalized ways of acquiring new knowledge;

Formation of cognitive motives in students educational activities: desire to discover knowledge, acquire skills;

Planning stage.

The main tasks of the teacher.

Formation of planning skills creative activity;

Ensuring that students retain knowledge and methods of action for independent work;

Organization of creative cooperation;

Formation of the ability to analyze, compare and generalize educational material.

Stage 4. Training activities to implement the plan.

The main tasks of the teacher:

Formation of musical and practical skills musical activity(composition, perception, performance);

Formation of the ability to justify the student’s actions during the game;

Students master the skills to correlate their actions with the plan - to exercise self-control and correct actions;

Developing the ability to independently implement a plan.

Stage 5. Reflection (result of the lesson).

The main tasks of the teacher:

- Formation in students of the ability to objectively evaluate their own activities in the classroom;

Arouse empathy in connection with success or failure;

Formation of the ability to realize the importance of using acquired skills and abilities

Municipal institution additional education

"Children's art school" Kazachinsko-Lensky district

Summary of an open piano lesson on the topic:

“Mastering the means of musical expression in work

over the artistic image"

Prepared and conducted by a piano teacher

MUDO "DSHI" Kazachinsko-Lensky district

village Trunk

Lesson topic: “Mastering the means of musical expression in working on an artistic image.”

Purpose of the lesson: Formation of ideas about the artistic image, the language of music, means of musical expression for further development creative independence.

Lesson type: educational, lesson on consolidating knowledge and skills.

Type of lesson: traditional.

Lesson objectives:

Educational:

1. To consolidate the learned theoretical knowledge (means of musical expression: scale, strokes, tempo, rhythmic melody, dynamics);

2. Continue the formation of pianistic skills (playing with legato, staccato strokes, working with dynamic shades, timbres, performing works at different tempos) by integrating figurative impressions;

Develop the ability to perform analysis and synthesis piece of music; Work to achieve a level of figurative completeness.

Educational:

Develop figurative musical thinking, artistic imagination; Develop creative activity through different kinds activities;

Educational:

Methodical techniques:

Verbal

Visual

Practical

Activation of hearing, appeal to musical perception student

Control and self-control techniques

Development of imaginative thinking

Teaching methods:

Perspective

Practical

Reproductive

Implemented technologies:

Developmental education

Artistic and aesthetic

Information and computer

Health-saving

Lesson equipment:

Piano, 2 chairs, table “Means of musical expression”

Drawings, pictures, sheet music, portrait of the composer, laptop.

Slide presentation « Expressive means music"

Didactic material in the form of “Sound Lotto” cards

Repertoire lesson plan:

Scale C major. Sorokin Etude in A minor R. Ruygrok “The Doll’s Woe” Arr. Russian folk song“On a river, on the Danube” V. Volkov “In the tracks of a hare” D. Kabalevsky “Clowns” (audition) P. Tchaikovsky “Antique French song"(listening) "Pagliacco" Lesson summary Homework

Lesson Plan

During the classes:

Organizing time. Introductory speech by the teacher.

Greetings. Report the topic of the lesson, tasks and progress of the lesson.

Creative mood of students for the lesson.

Music is the language of sounds. She conveys various phenomena of life with the help of special expressive means. With the help of these means, the composer expresses his thoughts, moods in music, and creates his own musical image. If an artist in drawing and paint, a sculptor in wood and marble, a writer and poet in words recreate pictures surrounding life, then composers do this with the help of sounds.

Introducing my students:

Muratova Radmila 1st grade Gudova Valeria 5th grade

Question: What is this concept? artistic image»?

Answer: This is the composer's intention. This is what is shown in the music. These are the thoughts, feelings of the author, attitude towards his work. The artistic image in music is revealed through the means of musical expressiveness.

We have the entire piano keyboard and all its colors at our disposal. Today we will work on the expressiveness of sound, on the vocal properties of the melody, we will learn to convey the musical image and character piece being performed using dynamic colors and various techniques sound production.

Helps convey all these nuances live speech and a specific image that can awaken your imagination. And each image dictates certain performing techniques, giving rise to the ability to convey it with the necessary hand movements.

Before we start collaboration and for your creative mood over the works, I suggest viewing paintings that match the mood, artistic image of your plays, prepared by our young artists, students of the fine arts department.

2. Warm-up of 1st grade student Radmila Muratova.

Breathing exercises “Inhale-exhale” to relieve anxiety and tension.

Exercises to strengthen the hand apparatus: “Fan”, “Sliding”.

Playing the C major scale with both hands in a straight and divergent movement. Then we diversify the game of scales with subtexts and at different tempos:

“I play the scale loudly and play it well,” “And now I play it quickly - I’ll get a five.” The student plays the scale and makes sure to place 1 finger.

To achieve technical fluency in the fingers, we move on to repeating the Etude by composer Sorokin.

The student performs the Etude first slowly, then at a given tempo and learns to control the integrity of the performance.

Z. Working with musical material.

P: What piece will you perform for us now?

U:R. Ryuplayer "Doll's Woe"

P: Tell me, what is the character of the play?

U: Sad, sad.

P: What do you imagine when you perform this piece?

Student answers

P: Radmila, have you prepared poems for the play?

U: R. Reads poetry:

Doll Masha got sick

The doctor said it was bad.

Masha is in pain, Masha is in pain!

You can't help her, poor thing.

Masha will leave us soon.

This is woe, this is woe.

A student performs the play “The Doll’s Woe.”

P: What do you think, with the help of what musical means of expression did the composer manage to convey the sad image of the doll?

U: Using a minor scale, slow tempo.

P: Yes, the melody sounds leisurely, sad, questioning intonations are heard. What stroke is used to perform the piece?

P: Radmila, I know you like to play Russian folk song"On the river, on the Danube."

What means of expression are used in the play?

U: Timbre, register, long phrases. The play is presented in the form of a canon. A student performs a piece.

Physical education minute

Eye exercise: move your eyes (right, left, up, down)

Exercise “Pendulum” to loosen the muscles of the neck, arms, shoulder girdle: rising on your toes, slowly and smoothly, along with a sigh, raise your arms up. Then it is easy to spread your arms to the sides and, while exhaling, leaning forward freely, drop your relaxed arms down heavily.

P: What is the name of your next piece?

U: “Following the hare’s tracks”

Performance of a play by a student.

P: I wrote this play Soviet composer Vyacheslav Ivanovich Volkov. He was born in Volsk, Saratov region. in 1904 in the family of a miller. Was a member of the Great Patriotic War. (Show portrait of the composer).

P: What is the mood of the piece?

U: Fun, fabulous

P: Let’s take a closer look at what colors, that is, what means of musical expression the composer conveyed the character in the work.

P. Radmila, what image do you convey during your performance, what do you imagine?

4.3 reinforcing the material covered (expressive means in music) using gaming technology (cards, drawings, pictures) Appendix No. 1 “Sound Lotto”

View slides “Expressive means of music”

P: And now you will have this task. I will let you listen to the works, and you determine what means of musical expression are used here.

Work: D. Kabalevsky sounds “Clowns” work: sounds “Ancient French song”.

While the pieces are being played, the student places cards on the table with means of musical expression that, in his opinion, correspond to the given piece of music.

P: Radmila, you have already realized that you can draw and create images not only with paints, but also with sounds.

5. The next work of the composer “Pagliaccus” is presented by Valery Gudov.

A short message from Lera about the composer.

Soviet composer, teacher. Born in St. Petersburg in 1894. Graduated from the Leningrad Conservatory in 1924. Author of music for plays and films. In 1934 he wrote a children's suite.

This collection also includes interesting plays"Chimney Sweeper", "Little Dancer". That is, all plays have a title, which contains the artistic image. One of the most striking, mischievous plays in the suite is “Pagliacco”.

P: Tell me about him? What is his character? What does he do? By what means of expressiveness is the image achieved?

U: A clown is a jester, a clown, comic character ancient folk Italian theater. The awkward, uncouth guy Clown made the audience laugh with his stupidity and stubbornness.

The character is energetic, perky, active, cheerful. He is most likely engaged in juggling. This is indicated by the rapid pace, fast rotation and hand transfers, elastic, active staccato, major scale, clear rhythmic pulsation.

Lera uses the card “flower-seven-colored” and names the musical means that we will work on in the lesson (various dynamics from p to f), staccato touch, intense cresendo, pedal nuance), gives brief analysis plays (three-part form).

Lera performs a warm-up exercise for the muscles of the hand “Fan” and breathing exercises, then performs the play "Pagliaccus".

Working on part 1 of the play

Construction of phrasing lines, pianistic articulation, pedal nuances, bright dynamic contrasts.

I explain and show technique games in bizarre syncopations, short grace notes, depicting the jumps and antics of a jester.

We play chords with the left hand with a change of pedal, combining the movement of the hand (measures)

We achieve finger tenacity and articulation in performing part 1 at a moving tempo.

Part. Working on the middle section of the play

Question: What is the nature of the part? Where is the climax of the play and how does it develop? What means does the composer use?

Answer: A little excited, the climax develops gradually, non-legato and staccato touches are used with a vivid change in dynamics.

We are working on performing non-legato and staccato strokes with elastic, active fingers, achieving a strong, bright sound. We will play the melodic line on crescendo. To do this, phrasing will help us. What does each phrase contain? Beginning, ending, climax.

Question: What is the meaning of the pause at the climax?

Student answers

Part: Repetition of part 1 with a bright ending.

We looked at the means of expression that helped reveal the artistic image.

I ask Leroux to play the piece at a rapid pace and bring his performance to figurative completion.

Lesson summary.

Today we are convinced that the means of musical expression most directly influence the character of a musical work, its image. Noting the expressive value of certain means, the student’s holistic perception of music becomes more complete and conscious. Images and words play an important role in learning; they help children understand what they need. emotional mood. Actively experiencing a piece of music helps the perception of music and has a positive effect on performance. At the end of the lesson, I would like to thank the girls for their work, for their attention and responsiveness. I think you imagine, experience musical images and play these works with joy.

Homework

Consolidation of the plays “The Doll’s Woe”, “In the Hare’s Footsteps”, “On the River, on the Danube” and “Pagliacco”. Getting ready for the New Year's concert.

Compose a piece using the following means of musical expression:

Variant (major mode, moderate pace, staccato touch, mf dynamics) option (minor scale, slow tempo, legato touch, p dynamics)

Application

Cards for the game “Sound Lotto”

Used Books:

1. “Piano. Intensive course: methodological recommendations"; M.: RIF "Crypto-logos", 1992.

2. “Education of a pianist”; M.: “Soviet Composer”, 1984.

3. Methods of teaching piano; M.: Muzyka, 1971.

4.A. Shchapov “Piano lesson in music school and school"; M.: “Classics XXI”, 2009.

5.A. Shmidt-Shklovskaya “On the education of pianistic skills”; M.: “Classics XXI”, 2013.

Public lesson combined type, intended for students junior classes piano students.
Recommended for both pre-professional students. educational program, and for children involved in a general developmental program.

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Municipal state-financed organization additional education "Children's art school No. 1 in Rasskazovo"

Piano department

Public lesson

Teacher of MBUDO "Children's Music School No. 1 of the city of Rasskazovo"

piano class by Fursova I.V.

«Working on the means of musical expression in the piano class»

Rasskazovo

2016

The purpose of the lesson:

• Educational:

Formation and consolidation of knowledge about the means of musical expression;

Consolidating knowledge of musical terminology;

Characteristics of the piano music performed.

• Educational:

Development of analytical abilities in the field of musical thinking;

Develop the ability to highlight the main thing in working on a piece of music;

• Educational:

Contribute to the harmonious education of the individual;

Contribute to the education of aesthetic artistic taste;

Upbringing careful attitude to classes;

Lesson type : combined lesson.

Lesson form : open individual lesson.

Lesson methods: verbal, practical, research.

Educational technologies: personality-oriented learning, active learning technology.

Lesson steps:

• Organizing time.

Emotional mood, presentation of students, message of the lesson topic.

• Introduction to the topic.

A conversation about the peculiarities of music as one of the arts, an analysis of what means of expressiveness music conveys the emotional state of a person.

• Main part.

Working with students on plays... Working on intonation, sound production, musical form.

Watching the cartoon “Pictures at an Exhibition” Analysis of musical accompaniment by students.

• Summing up the lesson.

During the classes:

The peculiarity of music is that it can convey with great immediacy and power the emotional state of a person, all the richness of feelings and shades that exist in real life.

Due to the fact that music is a temporary form of art (unlike painting and sculpture), it has the ability to convey changes in moods, experiences, and the dynamics of emotional and psychological states. Each piece of music thus has a certain “sensory program”.

Exists program music. There are pictorial moments here, and such figurative work It has emotional coloring. The chirping of birds can be both alarmed and friendly, the sound of waves can be peaceful and menacing. Therefore, expressiveness is always inherent in music, and visualization is of secondary importance.

The performer, being an intermediary between the listener and the composer, must revive, voice the musical work, creatively comprehend it and express those thoughts and feelings that the composer sought to convey.

What is musical expressiveness based on?

The means of musical expression include: tempo, dynamics, register, timbre, rhythm, harmony, mode, melody, intonation. Musical image is created by a certain combination of means of musical expression. For example, a formidable character is conveyed using forte dynamics, low register, and restrained tempo. The expressiveness of the language of music is in many ways similar to the expressiveness of speech. Music and speech have a lot in common. Musical sounds, just like speech, are perceived by hearing. Voice is transmitted emotional states person: laughter, crying, anxiety, joy, tenderness, etc. Intonation coloring in speech is conveyed using timbre, pitch, strength of voice, tempo of speech, accents, pauses. Musical intonation has the same expressive capabilities.

Speech intonation expresses, first of all, the feelings, moods, thoughts of the speaker, just like musical intonation. So, a person’s excited speech is different fast pace, continuity or the presence of small pauses, an increase in height, the presence of accents. Music that conveys confusion usually has the same characteristics. A person’s mournful speech, like mournful music (quiet, slow), is interrupted by pauses and exclamations.

B.V. Asafiev used the term intonation in two meanings. The first is the smallest expressive-semantic particle, “grain-intonation”, “cell” of the image. For example, the intonation of two descending sounds with an emphasis on the first (interval of a small second) usually expresses pain, sigh, crying, and an upward jump in the melody of four sounds (per fourth) with an emphasis on the second sound is an active beginning.

The second meaning of the term is used in in a broad sense: as intonation equal to the length of a piece of music. In this sense, music does not exist outside the process of intonation. Musical form there is a process of changing intonations.

Musical form in a broad sense is the totality of all musical means expressing content. In a narrower sense, the structure of a musical work, its relationship individual parts and sections within the part, i.e. the structure of the work.

The temporary nature of music allows us to convey development processes and all kinds of changes. To understand the meaning of a work, to feel it, it is necessary to follow the development of musical images.

Let us characterize some types of music - musical genres.Music expressiveness form

Broadly speaking, music can be divided into vocal and instrumental. Vocal music associated with the word, poetic text. Its varieties are solo, ensemble and choral music. IN instrumental music the content is expressed more generally. Its varieties include solo, ensemble and orchestral music.

But dividing music only into vocal and instrumental is very arbitrary. There is a wide variety of genres of folk and classical music.

Posted on

Main part:

Kiseleva Vika 1st class.performs the play "Waltz of the Cuckoo" This program piece depicts a cuckoo. Develops the child's imagination and also introduces the waltz genre. The waltz dictates its own performance characteristics - support and movement towards the strong beat of a three-beat dance. When learning this piece, it is necessary to work out each intonation separately from the entire texture, to build each phrase. The left hand accompaniment part is also worth learning separately.

Krivkntseva Karina 2nd grade.performs V. Korovitsin's play "Vasily the Cat". This is a program play that depicts the purring and plastic movements of a cat. For this purpose it is used whole line techniques of musical expressiveness - multi-layered texture, soft, purring intonations, timbre coloring corresponding to the image, etc.

Here you should work through every intonation, every motive at a slow pace. Intonation is the feeling of distance between intervals. The melody depends on the relationship of the notes to each other. To perform means to “experience” every intonation and bring every musical thought to logical conclusion. Working on intonation forces the student to listen to himself and his playing. Intonation promotes liberation of the motor system - breathing of the hand, flexibility, and plasticity appear.

For pianists, intonation is determined by the diversity of texture not only horizontally, but also vertically. What you need to pay attention to when working on the texture:

1. comply dynamic ratio between voices and layers of texture.

2. It is important that the background helps the melody. Pay attention to the fact that long sounds change their expressive meaning when changing chords.

3. True expressiveness depends on sound distance. The accompaniment enriches the melody, but does not mix with it.

In creating a form, three principles are important: repetition, contrast, development (variation).

In this play, repeated twice in a row musical phrase replaces stopping, this helps to listen more deeply and remember the melody. Between repetitions there is a contrasting theme. The role of such repetitions is very great: they form the basis of musical dramaturgy, as they allow us to establish the primacy of the image.

Between the repeated sections there is a contrasting episode, and a simple tripartite is formed. Repetition is associated with the principle of contrast, which allows you to highlight the repetition. Contrast helps to express changes in mood in music, it sounds like opposition

Contrast is associated with another principle of formation - development. The theme itself consists of two contrasting elements and this gives rise to conflict, the possibility of their collision and development.

Gudkova Ksenia 2nd gradeperforms the work of composer Partskhaladze "Round Dance". This is a program piece based on chord texture. Changes in mode and tonality, dynamic diversity, and characteristic intonations paint the image of Russian folk dance. Particular attention must be paid to the quality of chord performance. To do this, under strict sound control, you need to teach them separately and only after that combine them into motives and phrases, directing the student to think horizontally. Pay attention to the change key - major and parallel minor. Make maximum use of the entire rich range of means of musical expression to create the image of a perky dance.

Sablina Evelina 2nd gradeperforms Yu Litovko's work "Piece". This work has a pronounced vocal orientation. The main requirement in working on this work is to identify and emphasize the vocal nature of the piano melodies. Mentally distinguish it from the general texture. Revive her with dynamic shades. Find the expressiveness and musical warmth inherent in the sound of the instrument human voice. Achieve a unifying movement when performing the main melodic line.

Summarizing. Self-reflection.

For the development of a student pianist great importance has work on intonation. Learning to “sing” on an instrument is important from the first lessons. Feel the instrument, be able to play expressively, control the sound quality.

Students are able to list and formulate the main means of musical expression. They try to listen closely to their playing and control the quality of performance. They understood the nature of the work, genre, style. Accepted Active participation in the analysis and research of musical material.