Music lesson in a secondary school using information and communication technologies. General characteristics of music and computer technologies Tyumen region, Khmao-Yugra

MDG "Mega-Talent" presents to your attention the Olympiads in music. Students in grades 5-9 are invited to participate. All music lovers have a chance to prove themselves, take a prize and receive a diploma as a winner of I-III degrees. The rest of the participants will not be left without attention. Anyone who doesn't take a prize? waiting for a certificate of participation, and teachers will be able to diversify their portfolio with a certificate from the organizer of the Olympiad and gratitude from the MDG “Mega-Talent”

Facts about the MDG “Mega-Talent” Olympiads:

• Over the past year, more than 400 Olympiads have been held in 47 disciplines;
• More than 4,000 schoolchildren from 12 countries were able to show their talent in music Olympiads;
• More than 2.5 million rubles were paid in compensation for organizational expenses;
• 98% of teachers become organizers of new seasons of Olympiads;

5 steps towards success

Our main priority is teachers. We want you, dear teachers, to find it pleasant and convenient to cooperate with us. This goal is served by 5 steps that ensure successful interaction.

1. Full access to sets of tasks for all classes, after confirmation of the application for participation.
2. Regular updates to the design of award materials.
3. Compensation for organizational expenses.
4. Valuable prizes for the most active organizers.
5. Responsive and prompt support service.

Distance Olympiads in music from MDG “Mega-Talent”

There are many reasons why we and our partners love distance Olympics. This format allows you to hold a serious educational event in full compliance with the school curriculum and the requirements of the Federal State Educational Standard in an easy and relaxed atmosphere. It has been noticed that schoolchildren show high results in distance competitions, while the classical format often causes severe stress and anxiety.

The set of tasks for each category of participants consists of 15 test questions of various types:

• Questions with one or more correct answers.
• Questions on analytical and chronological sequence.
• Test tasks for working with illustrative sources.
• Test tasks for solving a sheet music example.
• Test tasks for analysis of text, biography, document.

How much does it cost to participate in the Music Olympiad?

On the page with information about the Olympiad, you can see the amount of the registration fee that the participant must pay. However, in reality, you pay less, because up to 30% of this amount is reimbursed to the organizer for printing assignment kits and reward materials, as well as for other organizational expenses.

The amount of compensation depends on the number of participants in the application. You can find out more about how the percentage of compensation is calculated and what it will be in your case after registration .

The most active teachers take part in our specialteacher ratings , following which we reward the most active organizers with valuable gifts.

How often do music Olympiads take place?

You can take part in the Olympiad right now or at any time convenient for you throughout the academic year. The thing is that during the year we hold as many as 7 Olympiads with completely different sets of tasks. There are 3 All-Russian Olympiads waiting for you, which take place once a season: in autumn, winter and spring, as well as 3 more international ones and one final Olympiad.

How are participants' work assessed?

The system automatically checks the work after the organizer enters the participants’ answers into a special table in his personal account. After verification, the results are published on the website, and during the summing up period you will have all the award materials at your complete disposal.

How to organize a music Olympiad at your school?

1. Register on the website of the MDG "Mega-Talent".
2. Apply to participate in the Music Olympiad.
3. Confirm your application by paying the registration fee
4. Download sets of tasks and teaching materials to conduct the Olympiad
5. Enter the participants' answers into a special table in your personal account.
6. Receive personalized award materials for yourself and your students on the day of summing up.

How to pay for participation in the Music Olympiad?

You can pay the registration fee in one of the following ways:

• Payment by bank card (online);
• Payment by receipt, at the Russian Post office;
• Payment using electronic payment systems (online).

I'm not from the Russian Federation. Is it possible to take part in the Music Olympiad?

We are open to everyone, just like the music itself. But if in order to read music you need to know notes, then in order to read the tasks of the Olympiad you need to know Russian. There are no other restrictions. Anyone from any country in the world can take part in all music Olympiads. Still have questions? There is an answer .

Olympiad “Innovative Technologies in Music Education”

Areas of training:

44.04.01 Pedagogical education, focus “Musical art in education” (master’s level);

51.04.03 Social and cultural activities, focus “Musical and pedagogical technologies in social and cultural activities” (master’s level);

04/51/01 Culturology, direction "Management in the field of culture and art" (master's level);

Conditions for participation in the Olympics

• A student or graduate of bachelor's and specialty programs corresponding to the areas of preparation for the Olympiad
• Not older than 25 years

5 steps to become a participant in the Olympics

1. Fill out an application
2. Fill out consent to the processing of personal data
3. Fill out a portfolio (a detailed creative resume of the applicant with scanned copies of documents confirming the points of the resume attached. The applicant can provide additional information at his own discretion
4. Attach your photo in an official business style (separate file up to 500 KB, .jpg format)
5. Send documents by email with the subject “Innovative technologies in music education”

September 1st, 2017 admin

Shaimukhambetova Bakytgul Temirlanovna

“To create is to live twice”

Target: The use of ICT in music lessons can significantly increase the effectiveness of education. The teacher needs to create all the conditions in music lessons for creative development, using information and communication technologies in organizing music lessons as a way to improve the professional skills of the teacher and develop the motivation and activity of students.

Tasks:

1. bring the lesson closer to the worldview of a modern child, since he watches and listens more than reads and speaks; prefers to use information obtained using technical means.
2. Identify ways to increase the efficiency and effectiveness of the educational process using ICT in music lessons

Introduction

The article reveals current problems of modern general music education. The features of the use of music and computer technologies as a way of forming a competent personality of a schoolchild are considered. .

I like the profession of a music teacher because the teacher has the opportunity to improvise, create, be an artist and performer. And of course, I consider school the most reliable and interesting place to study music with children.
Music at school is an art.At each lesson, the children gain new knowledge. Acquaintance with composers, genres, vocal and instrumental works, musical instruments.

I use technology for the development of perception processes in the process of listening to music, for example, identifying : genre signs (march, dance, song, kui) ; signs style (folk - composer, ancient - modern, Kazakh - foreign music )

In the process of listening to music, such qualities as compassion and empathy are cultivatedAt the same time, they learn to listen to works, perceiving them in their entirety. They listen in silence, pondering the content. Showing sensitivity, insight, and responsiveness. Often, watching children while listening to music, I see how their faces change, all emotions and experiences are reflected in their facial expressions. Through works of art, students learn the history of the country, get acquainted with the works of composers of the last century Kurmangazy, Dauletkerey, Dina Nurpeisova, Makhambet.

Any work reflects life. Music can embody everything that is connected with a person: feelings, thoughts, character, actions, emotions. The same thing happens to children when they begin to analyze musical works, compare, and then they begin to understand that music is our life! P First of all, the teacher himself must love what he teaches. Creatively working music teachers constantly feel the need to update their song repertoire, which should be accessible, interesting and exciting, bringing joy to both students and teachers. One of the main activities in a music lesson is singing and my task is to form and develop singing skills.

When teaching children to sing I use gaming technique. These are various exercises, games for the development of speech and singing breathing, onomatopoeia, speech exercises and rhythmic recitations (clear pronunciation of text or poetry in a given rhythm).

In elementary school I use various forms of play. These include role-playing games: “Playing conductor”, “Playing composer”, “Staging the plot of a fairy tale”. To develop fine motor skills and as a form of physical education, I use musical and rhythmic games, such as “If you’re having fun, do this!”, “Boogie-Woogie.” Children with great pleasure become active participants in such a form of play as musical pantomime: “Sea”, “Orchestra”, “Favorite Instrument”.

Games - simulations“Draw a sound”, “Draw your favorite sound”, “Musical instrument”. It is in such activities that children develop musical, imaginative and creative thinking.

When working with a choir it is used technology of collective creative activity. The collective form of learning in the classroom creates a situation of success, the pinnacle of which is the joy of joint creativity. In a group, it is easier for any child to open up, because elements of fear and shyness are removed, while the creative abilities of students are actively developed. The most important thing in vocal production is correct breathing Right from the right place breathing the performance of the song begins, because this is the support on which everything rests vocal technique, and therefore I recommend breathing exercises before each chant to warm up.

Familiarization with the song begins with a demonstration of the work by the teacher, whose goal is to interest children in the proposed song. The demonstration involves a short introductory conversation, and then an emotional performance of the song by the teacher. The teacher must perform the piece in such a way that the children like it.

Students should learn to hear music continuously throughout the entire lesson: both while singing, and while playing instruments, and in moments that require the greatest attention, concentration and tension of mental strength, when they act as the actual listener.

The lesson is based on the laws of the music itself. It necessarily has its own climax, approach to it, conclusion.

In general, the lesson in content and form should be like a work of art

In the process of creative activity in the lesson, students act as playwrights, composers, musicians and orchestra conductors, performing actors, and listeners to “live” music performances. Such role diversity of activities helps to reveal the creative potential of each student, and the teacher only guides and activates it, creating an atmosphere of openness, ease, and trust. The older the children become, the more confident they begin to think about music, to disassemble the work “piece by piece,” appreciating each means of musical expression.

Some people believe that a music lesson is considered a simple singing lesson, where children are simply wasting their time, that a music lesson is considered secondary and not a priority for many children, parents, and colleagues.

But the music teacher constructs absolutely every lesson as if it were a theatrical production. During the lesson there are no pauses or tasks that the children do independently, during which the teacher can take a break. One task after another, question after question. He is like an actor throughout the lesson, luring children into his game, as a result of which he loses a lot of mental and emotional strength.

The use of innovative technologies began quite recently compared to the West, where this practice has existed for more than 20 years. The inexhaustible possibilities of music and computer technologies will make it possible to both expand, enrich, improve the theory and practice of teaching music in secondary schools, and improve the quality of all music education. In this regard, new requirements for a music teacher have appeared. Now he must not only know computer technologies, but be a specialist who actively applies, correctly uses and understands the need for their use in his work.
The task of a modern music teacher is not only the transfer of knowledge, skills and abilities, the development of students’ musical abilities, but also instilling in students the creative desire and development necessary for further self-education and self-realization in modern society.
First of all, the teacher needs to create all the conditions in music lessons for creative development, using new music and computer technologies for this. Of course, this does not imply a complete departure from the traditional forms and methods previously used in music lessons. Music and computer technologies are designed to facilitate and improve the creative musical activity of a music teacher, as well as to enrich the developments in music pedagogy that were accumulated earlier.

ANDinformation technology I use it at all stages of the lesson: when explaining new material, consolidating, repeating, generalizing, monitoring, during physical exercises, as well as in extracurricular activities.

To introduce computer technology into the process of school music education, a music teacher needs the following technical means: a computer, a multimedia projector, an interactive board, programs for improvisation, all kinds of music programs (karaoke, encyclopedias, reference books), a synthesizer.
The synthesizer is an instrument with limitless electronic possibilities.

During my lessons I use the musical instruments bayan, synthesizer accompaniment and a karaoke singing program. Students, having perceived the same piece in different performances, can make a comparative analysis, highlight the positive aspects and advantages of each instrument. Having recorded the “backing track” of the song (the soundtrack without the main melody), I direct all my attention to working with the children’s choir. Karaoke can perfectly integrate into extracurricular activities. Such arrangements will be an excellent backdrop for musical scenes, fairy tales, concerts, musical-rhythmic games, physical education minutes. You can come up with a lot of techniques and methods for using the karaoke program in your work on musical education of children. At all stages of the lesson I use electronic educational resources: presentations for lessons, logic games, test shells, Internet resources. Quite often I use Microsoft Power Point presentations in lessons on various topics: “History of the Opera House”, “Kazakh musical instruments”, “Instruments of a symphony orchestra”, biographies of composers and singers.

Video recording in music lessons

An integral part of the methodology of teaching music at school is the constant use of screen-sound means. Almost not a single lesson passes without the use of sound recordings (fragments of musical works) and reproductions of paintings or fragments of paintings by famous artists.

On the one hand, screen-sound means facilitate the teacher’s work, on the other hand, they undoubtedly complicate and enrich it, making it more creative, interesting, creating conditions for the teacher’s self-education and professional growth.

The advent of computer technology has significantly expanded the possibilities of using video recordings in school. A fragment of video recordings can be used in any part of the lesson

Video recordings (“Making dombra in Kazakhstan”, “Museum of Sounds”, “Singing Reed”, orchestra performances, playing musical instruments, scenes from the ballet: “Swan Lake”, “Sleeping Beauty”), small autobiographical films about the work of composers ( “Mussorgsky”, “Portrait of Rachmaninov”), cartoons (based on the opera “The Snow Maiden”, “Pictures at an Exhibition”, “Peer Gynt”) arouse great interest among students and increase motivation.

Music encyclopedias are a great help in music lessons. “Encyclopedia of Popular Music of Cyril and Methodius”, which contains information about almost all modern groups and performers, music albums

With the help of this encyclopedia, we learn about the history of the development of a group, about the formation of rock, jazz, pop music in various countries, then listen to a recording or video clip. To test your knowledge, the encyclopedia has a special section called “Quiz,” consisting of various questions and musical fragments. The “Masterpieces of Music” program contains review materials about different styles of music; the material covers the period from the Baroque era to modern music. In addition, the program contains biographical information about composers and describes the history of the creation of famous works. The works are accompanied by comments, audio and video fragments. The program is equipped with a dictionary of various terms and musical instruments, which greatly facilitates the work.

In each class I use electronic textbooks (for grades 1-6 with Kazakh and Russian languages ​​of instruction), which offer various forms of conducting music lessons at school, aimed at broadening the horizons of students, developing a musical taste in children, and immersing themselves in an atmosphere of creativity.

The emergence of educational computer programs, games, game questions and answers, multimedia crossword puzzles makes it possible to study musical notation and gain basic knowledge about music. Students enjoy doing homework related to working on the Internet. They will learn the biography of composers, the history of creation of works, or other information.
These technologies allow the musical process of lessons to be enriched with bright and interesting events in the art of music (history of museums, theaters and ballets, biography of composers and conductors, etc.), and the demonstrated musical material will be absorbed more deeply by students.

Conclusion

In the process of using musical technologies in a music lesson, children learn, comprehend, master the laws of language, learn to understand and reproduce music. All this broadens the horizons of students, expands the horizons of performing activities, makes it possible to significantly increase the level of performing skills, and develop the musical abilities of children.

All musical technologies help to develop the skills of active perception of music, enrich the musical experience of children, instill in them knowledge, which in general is an important prerequisite for enriching the musical culture of schoolchildren.

The use of modern information technologies in music lessons makes learning bright, interesting, memorable for students of any age, and forms an emotionally positive attitude towards the subject. Music lessons at school are not only necessary, they are very important for the formation of a full-fledged personality.

A music lesson is an art that teaches you how to live!

February 21, 2016 at the Children's Art School named after. G. Kukuevitsky held the IV city Olympiad for students of children's art schools in musical literature using computer technology.

4 teams of students from 2 to 4 years of study in musical literature from children's art schools in the city took part in the Olympiad. The teams competed in competitive tests: “Greetings”, “Defense of the presentation “Creativity and Biography of the Composer” and “Test Task”.

The first stage of the “Greeting” Olympiad was especially bright and spectacular, in which the teams presented creative homework done in the form of theatrical performances.

Students of our school showed the musical “Tale of the Tsar, Musical Instruments and Orchestra” (script by Dmitryuk Yu.V. and Barteneva T.N.). The role of the king was played by Nasibullin Renat, the role of the trumpeter was played by Vartik Mikhail (Rev. Pasternak S.V.), and Pagoni Marina did an excellent job as the presenter. The chamber orchestra “Inspiration” (director: Tushkova M.A., conductor: Loik T.N.) took part in the production of the fairy tale with great joy.

In the second competitive test, a multimedia presentation was presented on the topic: “The creative path of S.V. Rachmaninov”, which was commented by Sophia Kornilova (teacher T.N. Barteneva, N.N. Lopatskaya). The music of Rachmaninov himself, performed by Ekaterina Borisenko (teacher L.B. Rostovskaya), sounded as a beautiful background.

The third stage of the Olympiad was testing. Students answered 80 questions on musical literature. Students of the 5th grade took part in this competitive test: Kolev Pavel (teacher Dmitryuk Yu.V.), Oleinik Marina, Ovsyanik Ekaterina (teacher Barteneva T.N.), students of the 6th grade Gordeeva Anastasia, Starodumova Maria (teacher Pritupova E .A.) and 7th grade student Sofia Kornilova (teacher T.N. Barteneva).

Congratulations to all students and teachers who took part in the Olympiad on their victory!

We wish you further creative success!

Head of the city methodological association of teachers of theoretical disciplines, teacher of MBUDO “DSHI No. 3” Yu.V. Dmitryuk

Methodological development on the topic

"Types of work using

music and computer technologies

at the lessons of the theoretical course of the Children's Music School"

Teacher of theoretical disciplines

Municipal Educational Institution of Children's Education "Children's Music School No. 2"

Podolsk, Moscow region

The rapid development of information technology in the world in recent decades is an integral part of modernity. The presence in almost every home, every apartment of a computer with access to the Internet suggests that modern people strive to use new technologies for their own benefit, to find something new, important, and interesting in them. Gradually, computer technologies are penetrating into a variety of fields of knowledge, in particular, into music education and upbringing, becoming their integral part.

And if the technical side of such progress can be appreciated by almost all professional musicians (after all, we are talking about the possibility of recording, storing and reproducing a huge amount of useful information), then the methodological side of the issue remains ambiguous: is it possible to give a child the basics of music education through computer programs, simulators, video lessons?, what will be the level of creative development of the student when using computer technology? And how can a teacher of special music disciplines also be a computer specialist who is forced to master a variety of programs designed to work in a new direction?

Be that as it may, it is worth noting that modern music education is already taking a new path of development - training using computer technology. This is proven by many educational institutions in our country at different levels of music education, which have been actively introducing music and computer activities into their structural divisions for almost ten years now.

Let's take a closer look at possible options for using computer technology at the level of the Children's Music School, as part of the theoretical course lessons.

First of all, it should be noted that it is necessary to use a computer in the classroom competently, i.e. expedient, methodologically sound, dosed, and most importantly - subordinated to the main goals and objectives of teaching in the course of theoretical disciplines of a children's music school.

To successfully conduct a lesson with computer support, there are three main tasks that need to be solved:

1. Didactic (educational materials for the lesson, specific training program and equipment);
2. Methodological (determining methods of using a computer in teaching a topic, analyzing the results of the lesson and setting the next educational goal);
3. Organizational (developing and consolidating students’ skills in working with the curriculum, avoiding overloading students and wasting time).

I tried to group the possible types of work with the use of computer technologies in subjects of the theoretical cycle of children's music school in accordance with the types of music-computer programs, and within them - in accordance withteaching methods.

So, in class musical literature, as well as to prepare for the lesson, in the process of independent work of students, you can use the following types of work:

1) :

1. according to methodmusic demonstrations:

1. listening to digital audio recordings of musical works;

1. in accordance with video teaching method:

1. viewing fragments of digital video films (documentary and feature films about composers, performers, individual musical works; opera films, animated films),
2. viewing digital video recordings of musical performances (in various performance versions, as well as using associative video sequences);

1. in accordance with visual illustration method:

1. illustration of digitized reproductions of paintings, computer drawings, photographs of masterpieces of world art, musical instruments;
2. illustration of all kinds of diagrams and tables in computer quality;

1. according to method working with the book:

1. observation of notes, analysis of digitized or originally computerized music examples, collections, scores;
2. selection, reading and subsequent analysis of digitized literary works - sources of musical works;

2) :

1. according to methodprogrammed learning:

1. completing tasks of test computer programs (adaptive programs, “blitz survey” programs, control programs, quizzes);

1. in accordance with game method:

1. completing tasks from gaming educational computer programs (musical crosswords, puzzles, riddles, games);

1. according to method projects:

1. in accordance withresearch method:

1. using a MIDI keyboard as a simulator for performing musical works;

3) :

1. according to method working with a book

1. work with digital reference material for the preparation of the above creative works - abstracts, reports, presentations (interactive music reference books, encyclopedias, dictionaries; websites dedicated to the life and work of individual composers and performers; additional teaching aids).

Solfege lesson , as well as in the process of independent work of students, you can use the following information resources:

1) using programs for technical equipment of lessons:

1. according to methodmusic demonstrations:

1. listening to digital audio recordings of musical works (for example, when learning new keys, chords, intervals);

1. in accordance with video teaching method:

1. viewing digital videos of musical performances (for example, when learning new keys, chords, intervals);

1. in accordance with visual illustration method:

1. illustration of computer drawings; all kinds of diagrams and tables in computer quality (including sheet music assignments prepared using computer programs, rhythm blocks, individual measures for the “cut” form of dictation);

1. according to method working with the book:

1. observation of notes, analysis of digitized or originally computerized music examples;

2) using educational music programs:

1. according to methodprogrammed learning:

1. completing tasks of computer training programs;
2. completing tasks of test computer programs (adaptive programs, “blitz survey” programs, control programs, “Musical dictation” programs);

1. in accordance with game method:

1. completing tasks from gaming educational computer programs (musical crosswords, puzzles, riddles, solfeggio games);

1. according to method projects:

1. providing computer presentations;
2. presentation of abstracts, reports, essays prepared using computer programs;

1. in accordance withresearch method:

1. recording one's own singing or playing a musical instrument in a computer program, making phonograms for a musical work;
2. own performance to digital soundtracks of musical works;
3. entering into a computer program, designing and printing the actual composed musical work;
4. using a MIDI keyboard as a simulator for performing musical works and improvising;
5. participation in competitive events, olympiads presented on the Internet.

3) using reference music programs:

1. according to method working with a book , as well as using search, research, verbal methods, and project methods:

1. work with digital reference material for the preparation of the above creative works - abstracts, reports, presentations (interactive music reference books, encyclopedias, dictionaries; additional teaching aids).

Of course, preparing lessons using computer technology requires the teacher to have such personal qualities as, first of all, enthusiasm, the desire to make the lessons bright, rich, and multifunctional. Of course, a huge role is played by the professionalism of the teacher, his ability to use new technologies in accordance with the goals and objectives, assessing the feasibility and standards of such use. Teachers who already use computer technologies in their practice note, on the one hand, how much personal time they spend searching, systematizing, and organizing information, but on the other hand, students’ growing interest in the subject, children’s joyful anticipation of lessons, success at competitions, competitions and upon admission to special educational institutions. And it is this aspect, I believe, that should be fundamental when making a decision in favor of the use of computer technology in music education.