Diagnosis of children's musical abilities in game tests. Diagnostics of musical abilities of preschool children Diagnostics of the sense of rhythm and motor abilities

Development of children's musical abilities

You can determine whether a child has musical abilities using methods such as:

Conversation with the child;

Child monitoring;

Testing to determine musical ear and sense of rhythm.

Conversation

The conversation with the child should take place in natural conditions, during a game, a walk, or after watching a film or performance where music was played. It helps to determine the artistry, emotionality of the child and his interest in music.

1. To determine emotionality and artistry, ask your child to recite his favorite poem. If he loves and easily remembers poetry, reads them with expression, tries to convey the mood, he already has a certain artistry and emotionality.

If a child is shy, reads poetry dryly and inexpressively, do not immediately draw negative conclusions! Perhaps your child does not yet know how to express his emotions and feelings. There cannot be a single approach here; each child will have his own characteristics. But if you see that the child is bored, he does not like not only to tell, but also to listen to poetry, it is difficult for him to remember them, then perhaps in this case it is better for you to take up chess or sports.

2. To identify an interest in music, ask your child what he knows about music and whether he would like to study it. What does he like more - singing or playing an instrument? Find out from your child what kind of music he likes best (or more specifically: from which cartoon or movie). Does he have any favorite songs? Ask him to hum one of them.

This way you can determine the child’s inclination towards music, and also find out what interests him in life, understand whether he needs to study music more seriously, go to a music school, or is it enough to attend a music and dance club.

Observation

By observing your child (or remembering some episodes), you can easily determine whether he has musical abilities or not.

In early childhood, under the age of 3, the following may indicate that a child has a penchant for music and developed musical abilities:

Increased attention of the child to any musical background;

A clear demonstration of interest in music;

A vivid emotional manifestation of the baby’s joy while his favorite music is playing (some children begin to dance, without even learning to walk, sitting in their crib);

The baby loves to listen to different music, not only children's songs and lullabies performed by his mother.

At the age of 3-7 years and older, indicators of musicality and abilities in children are:

Maintaining an interest in music shown in early childhood (the child stops what he’s doing and listens to music that suddenly starts playing, he likes to listen to various music, not necessarily only children’s songs, but also good pop music, classics, tries to sing along or starts dancing to the music) ;

The ability to easily and for a long time remember the songs he likes (the child sings more or less “purely”, likes to come up with some of his own songs, combining words and melodies from popular musical works he has previously heard, and sometimes composes his own poems and songs on the go);

The desire to perform in public (the child loves to take an active part in matinees and holidays, loves to engage in creativity in any form - singing, dancing, reading poetry, playing musical instruments).

Determination of musical ear

1. Ask your child to approach the piano and turn away. Play two sounds in turn in different registers (upper and lower) and ask him which sound was lower and which was higher.

2. Press one key on the piano and ask your child how many sounds are heard. Then press two keys at the same time (preferably far apart) and ask how many sounds he hears now. If the child finds it difficult to answer, press the same keys in turn.

The first two points test the activity of hearing, the ability to “orient in sound space”, to isolate individual elements from the general sound of music (at the simplest level). They allow you to determine whether the child understands the difference in pitch of sounds, as well as the difference between a single sound and several sounds heard at the same time. If a child finds it difficult, don’t worry, it’s not so easy to understand; this is usually taught at an early stage of education (preparatory or first grade of music school).

3. Sing on the syllable A of the note E of the first octave (for those who do not know musical notation, sing any note) and ask the child to repeat. Then sing another note (A of the first octave) and ask him to repeat it again. If you hear that your child has difficulty singing in this range, choose a different one. Offer different notes to determine the range of your child's voice. It is important that you sing on your own, without accompaniment: the fact is that the sound of the piano, as a rule, “confuses” children; it is more difficult to adapt to it than to the human voice they are accustomed to.

4. Sing a simple, short melodic phrase and ask your child to repeat.

5. Ask your child to sing his favorite song.

Thus, points 3-5 allow you to check the child’s musical ear, musical memory, “reproductive” musical ear (can the child repeat the sounded note and melodic phrase), the range of the child’s voice, whether the child can intonate (sing “clearly”). Remember, if a child shows an average result, if he can at least catch the melody without hitting the exact note, then he has an ear for music, albeit a poorly developed one. There are quite a lot of such children, but in music schools they know how to work with them and, in the end, develop their abilities to a certain level.

Definition of a sense of rhythm

Here are a few techniques for determining a sense of rhythm, which are also used in music schools when listening to children.

Tap (not quickly) a simple rhythmic pattern and ask your child to repeat. Repeat the technique 2-4 times, depending on the child’s progress, using different rhythmic sequences.

Ask your child to march in place to the music. Perform or record a recording of any popular marching music. For example, the song “It’s fun to walk together...”.

Ask your child to clap their hands to the music (as they do at concerts when the audience likes a song). Play or record any rhythmic music. If a child has a weak sense of rhythm, this does not mean that it cannot be developed.

Summarizing the results of testing, it is important to understand that the presence of musical abilities, such as an ear for music or a sense of rhythm, does not yet mean that a child has a penchant for music. It is interest and the desire to study music that play a decisive role in whether a child achieves success in music or not. The absence of pronounced abilities and a clear desire to study music does not yet give the right to consider a child “incapable” or “non-musical”. Perhaps it is in the process of learning that the child will reveal his abilities, and he will develop an interest in music (as they say, appetite comes with eating). Thus, until you start playing music with your child, you cannot be completely sure that he does not have the ability and inclination for music.

Musical abilities are a set (system) of psychomotor, sensory-emotional and rational functional properties of an individual, manifested in his emotional responsiveness to music and the successful implementation of musical activities.

In the study of musicality, it is necessary to use not only specific (actually musical) methods, but also general psychological tools for studying personality properties.

The proposed methodological recommendations for diagnosing children's musical abilities are a system of play tests aimed at studying the structural components of musicality: pitch, tempo-metro-rhythmic, timbre, dynamic, harmonic (modal), formative feelings; emotional responsiveness to music as the main component of musicality, as well as cognitive, operational and motivational components of children’s musical and aesthetic tastes.

The advantages of the proposed tests are that they:

1) rely not only on the assessment of knowledge, but also on the study of cognitive activity in general (in our case, the specifics of musical and mental activity);

2) applicable for mass research;

3) give comparable results.

The motivating aspect of organizing the implementation of test tasks is game uniform their presentation.

Before presenting musical game-tests, the teacher must establish a trusting relationship with the child, using “neutral-entertaining” game material and, only then, involve the child in a diagnostic situation. It must be remembered that the teacher must make sure that the child understands the essence of the task.

Regardless of the result of performing diagnostic tasks, the teacher must avoid value judgments, reinforcing the child’s desire to play the musical game offered to him with his interest in his actions.

When examining children in a group, the teacher will need the help of an assistant. Here it should be noted once again that the atmosphere during testing should be calm, extremely friendly, and psychologically comfortable.

Practical diagnostic tests

1. Diagnostics of the sense of tempo and metrhythm

Game-test to identify the level of development of the sense of meter "Real musician"

The test allows you to determine reactive metric abilities. All tasks are presented in 4/4 time at a moderate tempo in the amount of four measures.

The game involves involving the child in playing a simple melody on a musical instrument, for example on a piano (possibly on a metallophone).

Goal: identifying the level of development sense of tempo and metric motor regulation in accordance with changing tempo.

If the child agrees to play the instrument (it is necessary to create a friendly atmosphere), he is offered the following instructions: “Let’s first choose what kind of music we will play (a series of simple children’s songs are called).” After the child identifies the piece he likes (for example, “A grasshopper sat in the grass” in A minor), the child evenly alternates playing sounds with both hands mi third and mi fourth octave. After trying out his “part,” the child plays an “introduction” (two measures), and then the teacher joins the game (he performs a melody with accompaniment). The teacher is recommended to complete the melody, even if the child stops or makes a mistake. You should definitely praise your child for singing the song.

If the melody is performed correctly at a moderate tempo, the child is then asked to play about the “playful grasshopper” in fast pace(80-90 beats per minute), and about the “lazy grasshopper” in at a slow pace(50-60 beats).

After successful execution, you need to “put the grasshopper on the train” and ride it with acceleration And slowdown.

Criteria for evaluation:

• adequate performance by the child of his part in moderate, fast And slow pace, and with acceleration And slowdown fixed as high level of tempometric regulation;
• adequate performance of all eight measures in only two tempos (for example, moderate and fast or moderate and slow) corresponds average, normative level of development of the sense of tempo;
• situationally confusing, but completed execution songs only at a moderate tempo (ametric errors in 2-4 bars are allowed) show weak level of motor experience of motor regulation;
• confused and unfinished performance by the child is a low level.

2. Test - a game to study the sense of rhythm

"Palms"

Goal: identifying the level of formation of metrorhythmic ability.

Stimulating material

1. Children's song "Ding-dong"

2. Children's song "Cockerel"

3. M. Krasev “Christmas tree”

The teacher invites the child to sing a song and at the same time clap its metrical drawing with his hands. Then the child is asked to “hide” his voice and “sing” with only his palms.

Criteria for evaluation:

1. accurate, error-free reproduction of the metrical pattern with just the palms of the hands throughout all 8 measures - high level;
2. reproduction of meter with one or two metrical violations and with some help of the voice (singing in a whisper) - average level;
3. adequate metrical performance with singing 4-5 bars - weak level
4. uneven, confused metrical performance and with the help of voice - short level.

3. Diagnostics of pitch sense (melodic and harmonic hearing)

"Harmonic Riddles"

Purpose: to identify the degree of development of harmonic hearing, i.e. the ability to determine the number of sounds in intervals and chords, as well as the nature of sound in modal harmonies.

The teacher performs a consonance (interval or chord) and then asks the child to guess how many sounds are “hidden” in it, and also determine how the consonance sounds: happy or sad. You should perform 10 consonances.

Criteria for evaluation:

• weak level - 1-3 consonances guessed by the child
• intermediate level - 4-7 consonances guessed by the child
• high level - 8-10 consonances guessed by the child

"Repeat the melody"

• determine the level of development of voluntary auditory-motor representations:
• vocal type, i.e. the ability to control the muscles of the vocal cords in accordance with the auditory representations of the intonation standard of the melody;
• instrumental type, i.e. the ability to select a melodic sample by ear on an instrument (piano).

Stimulating material can consist of simple chants or songs.

The child is offered:

• sing any song he knows;
• repeat with your voice the melody played by the teacher on the instrument;
• select the proposed melody by ear on the instrument.

Criteria for evaluation:

• weak level - sequential execution of sounds up or down towards the tonic sound in the third range;
• intermediate level - singing the tonic and sequential execution of the tetrachord (up and down towards the tonic) in a range convenient for the child;
• high level - singing, consistent and spasmodic (fourth, fifth, minor or major sixth) performance of melodic lines over a range of an octave or more.

4. Diagnosis of the sense of timbre

Test - game "Timbre hide and seek"

Purpose: to identify the level of development of timbre hearing in terms of adequately differentiated determination of the instrumental or vocal sound of the same melody.

The stimulating material is an audio recording of a musical fragment performed by:

• children's voice;
• female voice;
• male voice;
• choir;
• stringed bowed instruments;
• woodwind instruments;
• brass instruments;
• piano;
• orchestra.

The child is asked to listen to an audio recording of a musical fragment in various performances and determine the timbre sound of the music.

Criteria for evaluation:

• low level of development of timbre sense - adequate determination of only homogeneous timbres;
• medium level - adequate definition of homogeneous timbres and mixed timbres;
• high level - adequate determination of various timbre relationships in the performance of the presented musical fragment.

5. Diagnosis of dynamic feeling

Test - game "We will go to "Loud and Quiet""

Goal: determining the ability of an adequate auditory-motor reaction to dynamic changes (strength of expression) of instrumental and vocal-instrumental stimuli.

Stimulating material:

• Drum or tambourine;
• fragments of musical plays: H. Wohlfarth "The Little Drummer Boy"; K. Longchamp-Drushkevichova "March of preschoolers."

The child is invited to play “loud-quiet”. The teacher plays the piano, and the child plays the tambourine or drum. The child is invited to play as the teacher plays: loudly or quietly. Adequate performance of contrasting piano-piano dynamics is assessed as 1 point.

Then the teacher performs a musical fragment so that the sound of the music either intensifies or weakens; The child is asked to repeat the dynamics of the sound on a drum or tambourine. Adequate dynamic performance of “crescendo” and “diminuendo” is scored 2 points; total - 4 points.

Criteria for evaluation:

• weak level of dynamic feeling - 1 point;
• average level - 2-3 points;
• high level - 4-5 points.

6. Diagnosis of the sense of musical form

Test game "Unfinished Melody"

Goal: to identify the level of development of the sense of completeness (integrity) of musical thought.

Stimulating material is selected by the teacher independently.

The child is asked to listen to several melodies and determine which of them were heard in full and which were “hidden” ahead of time.

Stimulating material is constructed in the following order:

1st melody - the last bar is not played;

2nd melody - played to the end;

3rd melody - the last phrase of the melody is not played;

4th melody - interrupted in the middle of the second phrase (out of four);

5th melody - played to the end.

Criteria for evaluation:

• weak level - 1-2 points are correctly identified;
• average level - 3-4 points are correctly identified;
• high level - all 5 points are correctly identified.

7. Diagnosis of emotional responsiveness to music

Test "Musical palette"

Purpose: to study the ability for emotional responsiveness to music, i.e. congruent experience and semantic reflection of the content of music.

Stimulating material: musical pieces from "Children's Album" by P.I. Tchaikovsky:

1. "Morning Reflection"

2. "Sweet Dream"

3. "Baba Yaga"

4. "Doll Disease"

5. "Game of Horses"

The child is invited to listen to these musical pieces and try to determine what mood each of them evokes in him, what images are presented while the music is playing.

1st (verbal) assignment option: choose words suitable for the child to express his experience of music;

2nd (non-verbal-artistic) variant of the task: the child is asked to draw images, pictures that appear to him while listening to music;

3rd (non-verbal-motor) variant of the task: the child is asked to move to the music as he imagines it while the musical fragment is playing.

Criteria for evaluation:

• a low level of emotional-figurative comprehension is characterized by evasion ( actual refusal) of the child from the projection of his states or his inability in a situation of musical influence to even the simplest self-expression of his impressions, mental images, moods in a non-verbal-artistic, motor or verbal form. This level also includes incongruent forms of self-expression of a child in a situation of musical stimulation of his emotional experience;
• the average (normative) level of development of emotional responsiveness is characterized by the ability to congruent with reproductive the form of displaying existing experience of experiences, states, mental images caused by the influence of a musical fragment; the child’s appropriate visual and verbal characterization of his experiences and mental images of the main content of the music (without special details of his display);
• a high level of emotional responsiveness is characterized congruent characteristic of understanding the emotional and figurative content of music. The creativity of a child’s self-expression in visual, motor and verbal form is manifested in the following features of the form of self-expression:

1. originality (unusuality, novelty) display of a mental image, idea;
2. detailing (development) of your idea or image;
3. fluency generating ideas, i.e. the ability to generate a large number of new, but adequate to the musical impact of mental images;
4. flexibility, those. difference in types, types, categories of ideas and mental images for one musical material.

8. Diagnostics of the cognitive, operational and motivational components of the musical and aesthetic tastes of children

The level of the cognitive component of a child’s musical and aesthetic orientations can be identified using a short conversation-questionnaire.

Sample survey questions.

1. Do you like music?
2. Do you like singing? If so, then what exactly, what songs?
3. Where do you like to sing more - in kindergarten, school, music school or at home?
4. Do your parents sing (at home or away)?
5. What songs do you like to sing and what songs do you like to listen to?
6. Where do you listen to music more often - in a concert hall or at home on television and radio?
7. What do you like more - singing, drawing or dancing to music?
8. Have you ever played music on any instrument? Which one?
9. Do you like TV music programs? If so, which ones?
10. Do you listen to any music radio program?
11. Which performers (singers, musicians) do you especially like and why?

Criteria for assessing the level of the cognitive component of the musical and aesthetic orientation of the child’s responses:

• a low level of development of the cognitive component of musical preferences and tastes is characterized by the absence or weakly expressed interest in musical activities;
• average level - expressed in the presence of interest in music, but with a clear preference for the entertainment orientation of musical genres (specific works), without focusing on highly artistic, classical standards of music;
• high level - clearly demonstrated interest in musical activities and multi-genre orientation (according to the works named by the child - both pop-entertainment and classical genres).

Music Store Test

Purpose: to study practice-oriented preferences, the real choice of musical orientations that characterize the musical tastes (behavioral reactions) of an individual.

Stimulating material: fragments of audio recordings of musical works of various genres and directions:

• folk vocal and choral music;
• folk instrumental music;
• folk vocal and instrumental music;
• classical vocal and choral music;
• classical instrumental symphonic music;
• classical vocal and instrumental music;
• modern classics of the avant-garde direction;
• modern entertainment music;
• spiritual music.

The child is asked to choose the music he likes in the music store. You can select any number of music recordings.

Criteria for evaluation:

• a low level of musical and aesthetic tastes is characterized by the choice of only entertaining examples of musical art;
• intermediate level - selection of two samples of different directions of musical creativity;
• high level - showing interest in three (or more) different musical styles (genres) with a preference for classical works.

9. Study of the motivational component of a child’s musical tastes

Test "I want to listen to the end"

This test assumes a natural situation of listening to music during music lessons with children. A set of different fragments of musical works is offered as stimulating material. This situation becomes diagnostic if the teacher deliberately interrupts the music at the climax of its sound. The situation of incompleteness of the musical form (image) causes in children with a high motivational orientation towards musical activity a pronounced reaction - a request to complete the music being listened to.

Therefore, after the music stops at the climax, the teacher turns to the children with the question: will we listen to the music to the end or will what has already been heard be enough?

The signs by which the level of motivational orientation is assessed are as follows:

• the demonstrated need to complete a musical fragment is assessed as motivational readiness child to develop their musical abilities;
• an indifferent or negative attitude (i.e. refusal to complete listening) is interpreted as unformed motivation musical activity

It is advisable to enter the final indicators of the levels of development of the structural components of musical abilities into a special individual card “Diagnostic Constructor” (Annex 1), with the help of which the teacher can not only visually imagine both the weak sides of the child’s musicality and personal orientation (which should later be the basis for specifying pedagogical tasks in the musical and aesthetic development of the child), as well as the “strong” structural characteristics of his musicality, capable serve as a support in building effective pedagogical work in the development of the child’s personality.

Test tasks for diagnosing the musical abilities of preschool children

Prepared by:

Yarysh Nadezhda Nikolaevna

musical director of MADOU

"Kindergarten No. 87 "Buratino"

general developmental type"

highest qualification

Veliky Novgorod 2013

The development of tasks and tables to determine the level of musical abilities of children of each age group in kindergarten is based on Olga Radynova’s diagnostic methodology, taking into account the knowledge and skills requirements of the traditional program, intended for preschool educational institutions using the “Childhood” education and training program

I believe that the diagnostic method developed by O. Radynova, as well as the assessment criteria, is the most objective and convenient in practical work with preschoolers; I just divided it into areas of activity and added tasks to the tests that correspond to Vasilyeva’s program.

in the second junior group

Beginning of the year

High level 18 points

closer to high 14-17

Average level 12 points

closer to low 7-10

Low level 8 points

The end of the year

High level 18 points

closer to high 14-17

Average level 12 points

closer to low 7-10

Low level 8 points

younger group.

Beginning of the year

Fret feeling

Task No. 1:

"3"

motor reaction.

There are children who listen attentively, but do not outwardly

show their emotions.

"2"

Almost all children do not know how to listen to music. Emotional

There is no reaction to the music.

"1"

Task No. 2:

"3"

"2" .

"1"- no interest, almost does not react to music.

The end of the year

Fret feeling

Task No. 1: Listen to two different works and, based on the children’s reactions, select the appropriate score.

Kabalevsky “Sad Rain”, M. Glinka “Children’s Polka”.

"3"- listens carefully to the work from beginning to end, bright

external impressions, emotional responsiveness and

motor reaction.

"2"- listens inattentively, gets distracted. Manifestation of emotional

"1"- no interest, almost does not react to music.

Task No. 2: Listen to the song “Zainka” by M. Kartushina

"3"- listens to the song carefully, understands the lyrics and can say what it is about.

"2"- listens inattentively, is distracted, but can tell the content of the song. .

"1"- no interest, almost does not react to the song.

Beginning of the year

Task No. 1: Sing along with the teacher to a familiar song with musical accompaniment.

"3"

"2"

"1"

singing along.

Task No. 2: Sing the song “Ladushki”, performing the singing movements at the end, saying “Yes”, to everyone at the same time.i.

"3"

"2"

"1"- no intonation, no emotional reaction

singing along.

The end of the year

Musical and auditory performance.

Task No. 1: Sing a familiar song with musical accompaniment together with the teacher (3-4 people each).

"3"- singing the entire phrase or motive.

"2"- singing along with individual words or endings of words, 1-2 sounds.

"1"- no intonation, no emotional reaction

singing along.

Task No. 2:

"3"- singing the entire phrase, performing the task correctly.

"2"- singing along with individual words or endings of words, 1-2 sounds, but completing the task.

"1"- no intonation, no emotional reaction

singing along.

Beginning of the year

Sense of rhythm.

Task No. 1:

melodies of 3-5 sounds. R.n.song “Cockerel”

"3"

"2"- not entirely accurate.

"1"-failed to complete the task

Task No. 2:

“Cheerful Legs” R.N.Melody,

“March” by E. Telicheeva,

"3"

"2"

"1"

The end of the year

Sense of rhythm.

Task No. 1:

"3"- precise execution of the rhythmic pattern.

"2"- not entirely accurate.

"1"-failed to complete the task

Task No. 2:

Excerpts from three works are played. The correspondence of the emotional coloring of movements to the nature of the music, the correspondence of the rhythm of movements to the rhythm of the music is assessed.

a) Lomov “Melody”,

b) “March”,

c) Grechaninov “My Horse”.

"3"

"2"

changing movements to music.

"1"

DIAGNOSTICS OF MUSICAL ABILITIES

in the middle group

beginning of the year

High level 21 points

closer to high 17-20

Average level 15 points

closer to low 7-10

Low level 8 points

The end of the year

Tasks for diagnosing children's musical abilities

In the middle group.

Beginning of the year

Fret feeling

Task No. 1: Listen and distinguish between two plays, different in genre. (march, dance), using the manual, show the corresponding picture.

"3"- listens carefully to the work from beginning to end, bright

external impressions, emotional responsiveness, correct choice of card.

"2"- listens inattentively, gets distracted, but chooses cards correctly.

"1"

Task No. 2: Listen to an unfamiliar song, determine its character and content.

"3"- listens carefully, can determine the character, tell what the song is about.

"2"- listens inattentively, cannot talk about the content, but can determine the character.

"1"

The end of the year

Fret feeling

Task No. 1: Listen to the play “The Cheerful Clown” by Kabalevsky, and clap to mark the change of parts in a two-part work.

"3"- listens carefully to the work from beginning to end, can complete the task correctly.

"2"- listens inattentively, is distracted, can determine the end of a phrase with the help of a teacher.

"1"- no interest, almost do not react to music.

Task No. 2: Using the didactic game “Bear, Hare and Sparrow”, determine the register and lay out the corresponding card.

"3"- listens attentively to the music. fragments, detects register, performs the task correctly.

"2"- listens inattentively, is distracted, but can complete the task. .

"1"- no interest, does not complete the task or does it incorrectly

Beginning of the year

Musical and auditory performance.

Exercise: Sing a familiar song yourself with musical accompaniment.

"3"- sings the entire phrase, the diction is clear, the intonation is close to correct.

"2"- singing along with individual words, diction is not legible.

"1"

Task No. 2: Sing an unfamiliar song, with the support of a teacher and accompaniment, performing the singing movements.

"3"- singing the entire phrase, performing the task correctly.

"2"- singing along with individual words or endings of words, but completing the task.

"1"- no intonation, no emotional reaction

singing along.

Task No. 3: The child is given a task - to name the proposed instruments and play a song on the metallophone.

"3"

"2"

"1"- shows no interest in the task, does not complete the task

The end of the year

Musical and auditory performance.

Task No. 1: Name your favorite song, motivate the choice, perform it with musical accompaniment in an ensemble. (3-4 people each).

"3"- sings a song, hears a neighbor singing, tries to sing in an ensemble.

"2"- doesn’t sing the whole song, forgets the words, but tries to sing along with everyone.

"1"- no intonation, emotional reaction without singing along.

Task No. 2: Sing the song “Silent and Loud Bells”, performing dynamic shades in singing.

"3"- singing the entire phrase, performing the task correctly.

"2"- singing along with individual words or endings of words, 1-2 sounds, but completing the task.

"1"- no intonation, emotional reaction without singing along.

Task No. 3: The child is offered a task - from the proposed instruments, choose the most favorite one, perform a familiar song.

"3"- can name instruments, plays a song on a metallophone with the help of a teacher.

"2"- there is a desire to play instruments, not everyone can name them, the game is chaotic, disorderly.

"1"- shows no interest in the task, does not complete the task.

Beginning of the year

Sense of rhythm.

Task No. 1: Clap the simplest rhythmic pattern,

melodies of 3-5 sounds. R.n.song “We are coming”

"3"- precise execution of the rhythmic pattern.

"2"- not entirely accurate.

"1"-failed to complete the task

Task No. 2: The child is given the task of moving according to the musical fragment. The child's ability to respond in time to a change in musical phrase is assessed. Fragments of two works are played.

“Cheerful Legs” R.N.Melody,

“March” by E. Telicheeva,

"3"- changing movements to music, movements of the head, hands, feeling the pulse.

"2"- there is a desire to move to the music, there are no emotional

movements, there is no change of movements to the music.

"1"- small motor reaction to music.

The end of the year

Sense of rhythm.

Task No. 1: Play a simple rhythmic pattern on a metallophone, melodies of 3-5 sounds.

"3"- precise execution of the rhythmic pattern.

"2"- not entirely accurate.

"1"-failed to complete the task

Task No. 2: The child is given a task - to dance to music.

The performance of dance movements is assessed (springing, jumping, moving in pairs in a circle, circling alone and in pairs)

"3"- expressive pantomime, changing movements to music, performing all given movements.

"2"- there is a desire to move to the music, there are no emotional movements, no

changing movements to music, not performing all movements correctly.

"1"- little motor reaction to music

DIAGNOSTICS OF MUSICAL ABILITIES

in the senior group

beginning of the year

High level 36 points

closer to high 27-34

Average level 24 points

closer to low 13-20

Low level 12 points

the end of the year.

Tasks for diagnosing children's musical abilities

In the older group.

Beginning of the year.

Fret feeling

Task No. 1: Listen to the work by L.V. Beethoven “Finale of Concerto No. 5 (fragment), determine the nature of the work, expressing your thoughts in complete phrases..

"3"- listens carefully to the work from beginning to end, bright

external impressions, emotional responsiveness, clear expression of thoughts. "2"- listens inattentively, is distracted, but can determine the character.

"1"

Task No. 2: Listen to the song “We are Bandito”, determine the nature and content of the song.

"3"- listens carefully to the song, understands the text and can say what it is about, determine the nature of the music.

"2"- does not listen carefully, is distracted, but can tell the content of the song and determine the character .

"1"- no interest, almost no reaction to the song.

Task No. 3: Using the didactic game “Bird Concert”, identify registers in mixed and pure sound.

"3"- listens attentively to the music. fragments, understands register, lays out cards correctly.

"2"- listens inattentively, is distracted, but can identify the upper, middle and lower register. .

"1"

Task No. 4: Listen and distinguish three plays of different genres (march, dance, lullaby), using a didactic game, lay out cards according to the genre of the work being performed.

"3"- listens attentively to the music. fragments, determines the genre and completes the task without prompting.

"2"- listens inattentively, is distracted, but can determine the genre of a piece of music and lay out cards. .

"1"- no interest, performs the task incorrectly.

The end of the year.

Fret feeling

Task No. 1: Listen to and distinguish three plays of different genres (march, dance melody, lullaby), show the corresponding movement. Knowledge of genres in music and independence in changing movements in accordance with the three-part form of musical phrases are assessed.

"3"- listens carefully to the work from beginning to end, bright

external impressions, can name genres, performs the task correctly.

"2"- listens inattentively, is distracted, but completes the task correctly

"1"- no interest, does not complete the task correctly.

Task No. 2: Listen to the work “In the Cave of the Mountain King” by Grieg, determine which instruments are performing, the character and content. The children's ability to hear the sound of various instruments and the ability to express their thoughts in detail are assessed.

"3"- listens carefully to the work, understands the content, identifies the instruments, can say what it is about, and determine the nature of the music.

"2"- listens inattentively, is distracted, but can talk about the nature and content of the work, name the instruments, although not all.

"1"- no interest, almost no reaction to the song.

Task No. 3: Using the didactic game “Bird and Chicks”, identify high and low sounds within a fifth.

"3"- listens attentively to the music. fragments, identifies high, medium and low sounds, lays out cards correctly.

"2"- listens inattentively, is distracted, but can identify high and low sounds .

"1"- no interest, performs the task incorrectly.

Task No. 4: Invite children to compose a story or fairy tale after listening to Mozart’s “Little Flute”, enriching their story with movements to the music.

"3"- listens carefully to the work, can come up with a story, depict with movements the characteristic features of the main character.

"2"- listens attentively, but comes up with a story with the help of an adult, depicts it with movements according to the prompt. .

"1"- no interest, does not want to complete the task.

Beginning of the year

Musical and auditory performance.

Task No. 1:

"3"

"2"

"1"

Task No. 2: Perform a short song without accompaniment, in a comfortable range.

"3"- he sings, purely intoning the movement of the melody.

"2"

"1"

Task No. 3:

"3"

"2"

Task No. 4:

"3"

"2"

"1"

The end of the year

Musical and auditory performance.

Task No. 1: Name your favorite song, motivate the choice, perform it exactly after the introduction to musical accompaniment.

"3"- he sings, purely intoning the movement of the melody.

"2"- sings, not exactly, gets distracted, but hears the end of the introduction.

"1"- no intonation, inaccurate text.

Task No. 2:

"3"

"2"

"1"- no intonation, inaccurate text, many pauses.

Task No. 3: Determine the number of simultaneously sounding sounds “How many of us are singing?” Behind the screen I play two instruments at once and perform a familiar song with my voice.

"3"- names correctly, identifies instruments by sound, sings, purely intoning the movement of the melody.

"2"- he names it correctly, but the song doesn’t work out.

“1” - cannot name the instruments, hits the hammer chaotically, randomly.

Task No. 4: Name the proposed instruments (metallophone, tambourine, drum, etc.), show techniques for playing various instruments, offer to independently choose a familiar song on the metallophone.

"3"

"2"- names correctly, knows how to play, but the song doesn’t work out.

“1” - cannot name the instruments, hits the hammer chaotically, randomly.

Beginning of the year

Sense of rhythm.

Task No. 1: Clap the simplest rhythmic pattern, melodies of 5-7 sounds. R.n. song “Burn, burn clearly”

"3"- precise execution of the rhythmic pattern.

"2"- not entirely accurate.

"1" -

Task No. 2: The child is given the task of moving in accordance with the three-part form of a piece of music. The child's ability to respond in time to a change in musical phrase is assessed.

"3"- changing movements to music, movements of the head, hands, feeling the pulse.

"2"

"1"- small motor reaction to music.

Task No. 3: Stage the song “About Me and the Ant” on your own. The diversity of the chosen movements is assessed, without imitating each other. Change movements in accordance with the lyrics of the song.

"3"

"2"

"1"

Task No. 4: Perform dance movements (alternately throwing legs forward in a jump, half-squats with the foot on the heel, stepping in place, moving forward and twirling .

"3"

"2"

"1"- the motor reaction to music is small, there is no desire to complete the task.

The end of the year

Sense of rhythm.

Task No. 1: Clap the simplest rhythmic pattern, melodies of 5-7 sounds. R.n. song “Burn, burn clearly”

"3"- precise execution of the rhythmic pattern.

"2"- not entirely accurate.

"1" - not completing the task, no interest.

Task No. 2: The child is given the task of moving in accordance with the three-part form of a piece of music. The child’s ability to respond in time to a change in musical phrase, to move correctly, perform the movement, emotionally, clearly is assessed.

"3"

"2"- there is a desire to move to the music, there are no emotional movements, there is no change of movements to the music.

"1"- small motor reaction to music.

Task No. 3: Dramatize the song “About Me and the Ant” on your own. The diversity of the chosen movements, not imitating each other, changing movements in accordance with the text of the song is assessed.

"3"- performs movements expressively, feels the change of movements to the music, performs various elements.

"2"- there is a desire to move to the music, there is no variety of elements performed, there is no change of movements in accordance with the lyrics of the song.

"1"- the motor reaction to music is small, there is no desire to complete the task.

Task No. 4: Invite the child to dance to a Russian dance song, performing familiar dance movements (alternately throwing the legs forward in a jump, half-squats with the foot on the heel, stepping in place, moving forward and twirling) . The correct execution of all elements, the variety of selected movements, and improvisation based on music are assessed.

"3"- performs movements expressively, performs all elements correctly, and can invent his own.

"2"- there is a desire to move to the music, not all movements are performed correctly, he cannot come up with his own.

"1"- the motor reaction to music is small, there is no desire to complete the task.

DIAGNOSTICS OF MUSICAL ABILITIES

in the preparatory group

beginning of the year

High level 36 points

closer to high 27-34

Average level 24 points

closer to low 13-20

Low level 12 points

The end of the year.

Tasks for diagnosing children's musical abilities

In the preparatory group.

Beginning of the year.

Fret feeling

Task No. 1: Listen to the anthem of the Russian Federation, determine the general mood, the nature of the work, highlight individual means of expression: tempo, dynamics, timbre, determine the instrumental accompaniment.

"3"- listens carefully to the work from beginning to end, bright

external impressions, clearly expresses his thoughts, can identify means of expression and hears accompaniment instruments.

"2"- listens inattentively, is distracted, but can determine character and highlight means of expression.

"1"- no interest, cannot cope with the task.

Task No. 2: Listen to the plays “The Doll’s Disease”, “The New Doll” by P.I. Tchaikovsky, invite the child to choose a picture from the proposed ones that are most suitable for the sound of the pieces, and motivate his choice. The ability to hear visual moments in music and relate them to a visual image is assessed.

"3"- listens carefully to plays, can identify visual means and selects the picture most accurately.

"2"- does not listen carefully, is distracted, but can tell about the character and chooses the right picture.

"1"- no interest, almost no reaction to plays.

Task No. 3:

"3"

"2" .

"1"- no interest, performs the task incorrectly.

Task No. 4:

"3"

"2"

"1"- no interest, performs the task incorrectly.

The end of the year

Fret feeling

Task No. 1: Recognize the anthem of the Russian Federation from the introduction, determine the general mood, the nature of the work, highlight individual means of expression: tempo, dynamics, timbre, determine instrumental accompaniment.

"3"- recognized the hymn from the introduction, listens carefully to the work from beginning to end, vivid external impressions, clearly expresses his thoughts, can determine the means of expression and hears the accompanying instruments.

"2"- listens inattentively, learned from a hint, but can determine the character and identify means of expression.

"1"- no interest, cannot cope with the task.

Task No. 2: Listen to “Summer” by A. Vivaldi, invite the child to choose a picture from those proposed that is most suitable for the sound of the work and come up with a fairy tale, based on the visual image and the musical one. The ability to hear visual moments in music and relate them to a visual image is assessed.

"3"- listens carefully to plays, can identify visual means and most accurately selects a picture, easily comes up with the plot of a fairy tale.

"2"- does not listen carefully, is distracted, but can tell about the character and correctly selects the picture, invents a fairy tale with the help of an adult.

"1"- no interest, almost no reaction to the work.

Task No. 3: Using the didactic game “Ringing Bells”, identify the parts of a musical work..

"3"- listens attentively to the music. fragments, identifies parts correctly, lays out cards correctly.

"2"- listens inattentively, is distracted, but can identify parts of the play. .

"1"- no interest, performs the task incorrectly.

Task No. 4: Listen and determine to which genre the listened piece belongs (march, dance, lullaby in orchestral arrangement), and on what instrument it is performed.

"3"- listens carefully to fragments of orchestral works, determines the genre and identifies the instruments.

"2"- listens inattentively, but can determine the genre of a piece of music and name selective instruments.

"1"- no interest, performs the task incorrectly.

Beginning of the year.

Musical and auditory performance.

Task No. 1: Name your favorite song, motivate the choice, perform it exactly after the introduction to musical accompaniment. Identify parts of a song

"3"

"2"- sings, not exactly, gets distracted, but hears the end of the introduction, doesn’t identify the parts.

"1"- no intonation, inaccurate text.

Task No. 2: Perform a short song without accompaniment, in a comfortable range.

"3"- he sings, purely intoning the movement of the melody.

"2"- sings, not accurately, gets distracted, needs help from an adult.

"1"- no intonation, inaccurate text, many pauses.

Task No. 3: Determine the number of simultaneously sounding sounds “How many of us are singing?” Behind the screen I play two instruments at once and perform a familiar song with my voice.

"3"- names correctly, identifies instruments by sound, sings, purely intoning the movement of the melody.

"2"- he names it correctly, but the song doesn’t work out.

"1"- cannot name the instruments, beats with a hammer chaotically, randomly.

Task No. 4: Name the proposed instruments (metallophone, tambourine, drum, etc.), show techniques for playing various instruments, play the song “The Blue Sky” in small groups and one at a time..

"3"- names correctly, masters playing techniques, performs a popevka along with singing. sings, purely intoning the movement of the melody.

"2"- names correctly, knows how to play, but the song doesn’t work out.

"1"- cannot name the instruments, beats with a hammer chaotically, randomly.

The end of the year

Musical and auditory performance.

Task No. 1: Name your favorite song, motivate the choice, perform it exactly after the introduction to musical accompaniment, and use the manual to lay out a diagram of the song.

"3"- sings, purely intoning the movement of the melody, performs the task correctly.

"2"- sings, not accurately, gets distracted, but hears the end of the introduction, cannot complete the task.

"1"- no intonation, inaccurate text.

Task No. 2: Repeat individual sounds of a short, familiar song from the teacher’s voice, and come up with a new ending for it.

"3"- he sings, purely intoning the movement of the melody, and completes the task with pleasure.

"2"- he sings, not exactly, he can’t come up with an ending without the help of an adult.

"1"- no intonation, inaccurate text, many pauses.

Task No. 3: Determine the number of simultaneously sounding sounds “How many of us are singing?” Behind the screen I play two instruments at once and perform a familiar song with my voice.

"3"- names correctly, identifies instruments by sound, sings, purely intoning the movement of the melody.

"2"- he names it correctly, but the song doesn’t work out.

"1"- cannot name the instruments, beats with a hammer chaotically, randomly.

Task No. 4: Name the proposed instruments (metallophone, tambourine, drum, etc.), show techniques for playing various instruments, offer to independently choose a familiar song on the metallophone. Perform simple songs solo and in an ensemble on children's musical instruments.

"3"- names correctly, knows the techniques of the game, completes the task, with the support of an adult.

"2"- names correctly, knows how to play, but the song doesn’t work out.

“1” - cannot name the instruments, hits the hammer chaotically, randomly.

Beginning of the year

Sense of rhythm.

Task No. 1: Play a simple rhythmic pattern on a drum, melodies of 5-7 sounds. R.n. song “Burn, burn clearly”

"3"- precise execution of the rhythmic pattern.

"2"- not entirely accurate.

"1" - not completing the task, no interest.

Task No. 2: The child is given the task of moving in accordance with the three-part form of a piece of music. The child’s ability to respond in time to a change in musical phrase and expressive performance of all movements are assessed.

"3"- changing movements to music, movements of the head, hands, feeling the pulse.

"2"- there is a desire to move to the music, there are no emotional movements, there is no change of movements to the music.

"1"- small motor reaction to music.

Task No. 3: Dramatize the song “Chick and Chicky-Brick” on your own. The diversity of the chosen movements is assessed, without imitating each other. changing movements in accordance with the lyrics of the song.

"3"- performs movements expressively, feels the change of movements to the music, performs various elements.

"2"- there is a desire to move to the music, there is no variety of elements performed, there is no change of movements in accordance with the lyrics of the song.

"1"- the motor reaction to music is small, there is no desire to complete the task.

Task No. 4: Perform dance movements (step with stomp, side step with squat, spring step, side gallop, variable step). The correct execution of all elements, the variety of selected movements, and improvisation based on music are assessed.

"3"- performs movements expressively, performs all elements correctly, and can invent his own.

"2"- there is a desire to move to the music, not all movements are performed correctly, he cannot come up with his own.

"1"- the motor reaction to music is small, there is no desire to complete the task.

The end of the year

Sense of rhythm.

Task No. 1: Play a simple rhythmic pattern on a metallophone, melodies of 5-7 sounds. R.n. song “Burn, burn clearly”

"3"- precise execution of the rhythmic pattern.

"2"- not entirely accurate.

"1" - not completing the task, no interest.

Task No. 2: The child is given the task of moving in accordance with the three-part form of a piece of music. The child’s ability to respond in time to a change in musical phrase, to move correctly, performing the movement, emotionally, clearly is assessed.

"3"- changing movements to music, the movements are performed correctly, there is a feeling of the pulse.

"2"- there is a desire to move to the music, there are no emotional movements, there is no change of movements to the music.

"1"- small motor reaction to music.

Task No. 3: Invite your child to use a didactic game to determine the strong and weak parts. The correct implementation of the rules of the game is assessed.

"3"- listens carefully to the play and completes the task correctly.

"2"- does not listen carefully to the piece, does not always highlight strong beats.

"1"- completes the task without desire, does not show interest.

Task No. 4: Improvise to the given melody “Dance of the Bear and Cubs.” The variety of selected movements, the expressiveness of movements, and the ability to convey the image of the hero through movement are assessed.

"3"- performs movements expressively, feels the change of movements to the music, performs various elements.

"2"- there is a desire to move to the music, there is no variety of elements performed, there is no change of movements in accordance with the lyrics of the song.

"1"- the motor reaction to music is small, there is no desire to complete the task.

Tasks for diagnosing children's musical abilities

In the early age group

Beginning of the year

Fret feeling

Task No. 1: Listen to two different works and, based on the children’s reactions, select the appropriate score.

D. Kabalevsky “Sad Rain”, M. Glinka “Children’s Polka”.

"3"- listens carefully to the work from beginning to end, bright

external impressions, emotional responsiveness and

motor reaction.

"2"- listens inattentively, gets distracted. Manifestation of emotional

"1"- no interest, almost do not react to music.

The end of the year

Fret feeling

Task No. 1: While listening to the lullaby and dance melody, show the corresponding movements with the doll.

"3"- listens carefully, understands musical fragments what needs to be done, and completes the task correctly.

"2"- listens inattentively, is distracted, but completes the task correctly. .

"1"- no interest, almost do not react to music

Beginning of the year

Musical and auditory performance.

Task No. 1: Sing along familiar phrases with the teacher

"3"- singing the entire phrase or motive.

"2"- singing along with individual words or endings of words, 1-2 sounds.

"1"- no intonation, no emotional reaction

singing along.

The end of the year

Musical and auditory performance.

Task No. 1: Sing the song “Ladushki”, performing the singing movements and saying “Yes” at the end.

"3"- singing the entire phrase, performing the task correctly.

"2"- singing along with individual words or endings of words, 1-2 sounds, but completing the task.

"1"- no intonation, no emotional reaction

singing along

Beginning of the year

Sense of rhythm.

Task No. 1: Clap your hands to the sound of a dance song.

"3"- precise execution of the rhythmic pattern.

"2"- not entirely accurate.

"1"-failed to complete the task

Task No. 2: The child is given the task of moving according to the musical fragment. With the help of a teacher, perform simple dance movements.

"3"- change of movements to music, according to the show.

"2"- there is a desire to move to the music, there are no emotional

movements, there is no change of movements to the music.

"1"- small motor reaction to music.

The end of the year

Sense of rhythm.

Task No. 1: Play the game on the metallophone after showing an adult.

"3"- precise execution of the rhythmic pattern.

"2"- not entirely accurate.

"1"-failed to complete the task

Task No. 2: The child is given a task - to dance to music, together with the teacher. Fragments from three works are played. The correspondence of the emotional coloring of movements to the nature of the music, the correspondence of the rhythm of movements to the rhythm of the music is assessed.

a) Lomov “Melody”,

b) "March"

c) Grechaninov “My Horse”.

"3"- expressive pantomime, changing movements to music,

movements of the head, hands, feeling of the pulse.

"2"- there is a desire to move to the music, there are no emotional movements, no

changing movements to music.

"1"- little motor reaction to music.

Used Books

O.P. Radynova “Musical education of preschoolers”

N.A. Vetlugina “Musical education in kindergarten”

M.A. Vasilyeva: Education and training program in kindergarten

Natalia Kvitka

Project in artistic and aesthetic development« Development of a sense of musical rhythm in preschool children in musical and rhythmic movements».

Relevance. A modern preschool educational institution is a unique educational institution of a new type, completely different from the kindergarten of ten years ago. In the context of modernization of education, variability of programs and types preschool institutions are increasingly emphasizing the need to solve the problem of holistic child development. A necessary condition for harmonious development the child is full-fledged musically- aesthetic education, development of the fundamentals of music perception. About it testifies obligation of artistic and aesthetic education and child development, prescribed in the Federal State Educational Standard preschool education(FSES DO).

Preschool age- one of the most crucial periods in the life of every person. It is during these years that the foundations of health, harmonious mental, moral and physical are laid. child development, a person’s personality is formed.

Musical education for preschool children is important both for intellectual development, and for the physical. For development of musical abilities require more than just singing or listening music, but also musical rhythmic movements.

Musical and rhythmic movements serve the purpose of the child’s knowledge of the surrounding reality and, at the same time, are a means of expression musical images, character musical works. Outstanding music teacher A. D. Artobolevskaya, in the book “First meeting with music" States that children's musical abilities manifest themselves and develop, first of all, through movement with music.

Through the child develops music and movement not only artistic taste and creative imagination, but also the child’s inner spiritual world is formed.

Talking about development of musical abilities in musical-rhythmic activities mean, first of all, the ability to sense rhythmic originality in music and pass it on in your movements. Therefore, the teacher is faced with the task of teaching to perceive development of musical images and coordinate your movement.

Seeing beauty movements in games, dancing, round dances, trying to fulfill movement as beautiful as possible, more elegant, coordinate it with music, child develops aesthetically, learns to see and create beauty.

Meaning musical and rhythmic movements in a child's life is that They:

1. enrich the emotional world children and develop musical abilities;

2. develop cognitive abilities;

So the topic musical-rhythmic development of children in musical-rhythmic movements is relevant in preschool pedagogical process.

Purpose of the study: to select methodological recommendations for developing a sense of musical rhythm in musical and rhythmic movements in children of primary preschool age.

Object of study: content and organization of educational activities at the level preschool education.

Subject of study: a sense of musical rhythm and its development in children of primary preschool age in musical and rhythmic movements.

Research hypothesis: if you use .

Considering the object, subject and purpose of the study, we focused on solving the following tasks:

1. Analyze the psychological, pedagogical and methodological literature on this problem.

2. Develop research diagnostics;

3. Develop a methodology.

4. Conduct a pedagogical experiment in three stages.

Research methods:

Theoretical:

1. Analysis of scientific, methodological, pedagogical literature.

Empirical:

1. Observation.

2. Conversation.

3. Pedagogical experiment in three stages.

Research base: MDOU combined type kindergarten No. 2 "Star" Lyubertsy municipal district of the Moscow region.

Project designed for 3 months.

Project involves holding one lesson per week of circle work, as part of the traditional musical and rhythmic activity, individual work, as well as work during free time and work in the afternoon.

Lesson duration – 15-20 minutes

Stage 1 – preparatory (1 Week)

Analysis of scientific, methodological, pedagogical literature.

Scientific research in the field musical pedagogy and experience of many preschool institutions, as well as historical experience indicate that, What musical education has an impact on the overall personal development. Founder of modern theory rhythmic education was Swiss musician, teacher, pianist and conductor Jacques-Émile Dalcroze (1865-1950, who believed that a child must first experience what he must subsequently learn.

In our country the system rhythmic education was developed by N. G. Alexandrova, E. V. Kononova. Special studies were carried out by N. A. Vetlugina, A. V. Keneman, B. M. Teplov.

B. M. Teplov at work "Psychology musical abilities» defined the concept « sense of rhythm» . Musical-rhythmic feeling- perception and reproduction of temporary relationships in music. This is the ability to actively experience music, feel emotional expressiveness musical rhythm and reproduce it accurately. Rhythm- one of the means of expression music, through which content is transmitted.

The sense of rhythm develops, first of all, in musical and rhythmic movements, corresponding in nature to the emotional coloring music. Consistency rhythm of movements and music is also one of the conditions necessary for development of this ability. Classes rhythm allows you to feel and express in movements the change of moods in a piece of music, improve sense of rhythm through coordination movements and music.

Musical and rhythmic education(rhythm) - this is a special item that aims to activate children's musical perception through movement, instill in them the skill of a conscious attitude towards music, helps to identify them musical Creative skills. While studying rhythmic, children actively participate in the transmission of character music, its tempo, dynamics, rhythm, forms. Development of a sense of rhythm- this is the main task rhythms.

Working with parents

It is difficult to achieve the desired result through the efforts of a teacher alone in the classroom without the support of parents.

The purpose of working with parents: involving the family in the formation of positive emotions and child's feelings, maintaining the interest and initiative of parents in the life of the kindergarten.

Musical education and development child in the family depends on the conditions

which are determined by congenital musical inclinations, the family’s way of life, its traditions, attitude towards music, general culture. Questioning parents at the beginning helps to study these conditions. project activities

Questioning parents "My child and music» :

Questions Results

1. What place does your child occupy in his life? music?

2. Does he like to listen to her? Which prefers music?

3. What is your child's favorite piece? And yours?

4. Does he love this song? music move, dance? 5. Does he understand the content? music?

6. Does it transmit to movement character music, her rhythm?

7. How emotional is the child?

reacts to music?

8. How is this expressed?

10. What is your participation in child's musical development:

Is there a children's music library at home?

music? Do you attend children's performances? Do you watch on TV musical programs with your child?

Do you discuss them?

Conclusion: Most parents are not interested musical education of children, don't know their loved ones musical works, don't see them musical abilities.

Solution: properly organize work according to musical

education in the family, conduct conversations, consultations about music, joint holidays and leisure activities, involve parents in active participation in the life of the preschool educational institution and the group in particular. Based on the results of the survey, forms of cooperation are selected.

A plan for working with parents is drawn up, the successful implementation of which depends on the activity and initiative on the part of the parents, the focus and differentiated approach to cooperation with the family on the part of the preschool educational institution.

Forms of work with parents:

Individual conversations; Leisure and entertainment;

Design of visual material, didactic games;

Parent meetings and consultations;

Open days;

Hometasks;

Blogging on the MDOU website.

Stage 2 - research stage (2.5 months)

16 pupils of the junior group of MDOU No. 2 d/s took part in the experimental study "Star". The research work took place in three stage: ascertaining, formative and control.

The purpose of the experimental work: identifying the initial level development of a sense of musical rhythm in children of primary preschool age and development and testing of methods for developing a sense of musical rhythm in children of this age through musical rhythmic movements.

Level detection (ascertaining experiment)

Target: Definition of entry level development of a sense of musical rhythm in children of primary preschool age.

Tasks:

1. Develop diagnostic tasks;

2. Carry out level diagnostics development of musical and rhythmic sense;

3. Create criteria for assessing the level developing a sense of rhythm;

4. Process the result.

To identify the level developing a sense of musical rhythm we used the diagnostic technique of O. P. Radynova and carried out two diagnostic tests tasks: first - for execution rhythmic drawing using clapping, and the second - dancing to music.

Diagnostics sense of rhythm

1 task. Playback in claps rhythmic "Oh you canopy" (audio recording).

The teacher invites the children to listen to the melody of a Russian folk song "Oh you canopy", then slams rhythmic sequence. After this, the teacher invites the children to clap themselves melody rhythm.

(in points):

3 points - accurate execution rhythmic pattern.

2 points - allows for minor inaccuracies.

1 point - rhythmic the pattern doesn't match the melody.

Task 2. Correspondence movements to the nature of the music, correspondence the rhythm of the movements the rhythm of the music.

Excerpts from three works are played.

1) T. Lomova "Melody",

2) M. Zhurbin "March",

3) A. Grechaninov "My horse".

The child is given a task - to dance to music. Children must hand over to movements character of music, rhythm.

Criteria and assessments for completing the task (in points):

3 points - expressive movement, shift movements according to character music and rhythm.

2 points - there is a desire to move under music, But movement not always consistent with character music.

1 point – the child begins to do movements to music, but they do not convey character and rhythm of music.

In accordance with the criteria, we have identified three levels developing a sense of rhythm: high, average and below average.

High - 6 points

Average - 4-5 points

Below average – 3-1 point

Analysis of the results of ascertaining diagnostics is presented in Table 1.

Table 1.

1 Varvara B. 2 2 4

2 Daniil B. 1 2 3

3 Varvara V. 2 2 4

4 Anastasia E. 2 2 4

5 Semyon K. 2 2 4

6 Gregory K. 1 2 3

7 Ivan K. 2 2 4

8 Ulyana P. 1 2 3

9 Roman S. 1 2 3

10 Natalya S. 2 2 4

11 Sofia S. 2 2 4

12 Evelina S. 2 2 4

13 Artem S. 1 2 3

14 Taisiya T. 1 1 2

15 Anna T. 1 2 3

16 Denis L. 2 2 4

Based on the results of completed tasks, taking into account the overall score, we distributed and obtained the following results, presented in Table 2.

Table 2.

No. Child’s first and last name Total score Levels

1 Varvara B. 4 C

2 Daniil B. 3 NS

3 Varvara V. 4 C

4 Anastasia E. 4 C

5 Semyon K. 4 S

6 Gregory K. 3 NS

7 Ivan K. 4 S

8 Ulyana P. 3 NS

9 Roman S. 4 S

10 Natalya S. 4 S

11 Sofia S. 3 NS

12 Evelina S. 4 S

13 Artem S. 3 NS

14 Taisiya T. 2 NS

15 Anna T. 3 NS

16 Denis L. 4 C

The diagnostic results in percentage terms are presented in the diagram Figure 1.

As can be seen from Table 2 and Figure 1, 9 children(56%) are at an average level, 7 children(44%) have no children.

Analyzing each indicator separately, we can state that the greatest difficulty lies with children called the first task. Rhythmic pattern, although with minor inaccuracies, performed 9 children(56%, and the rest 44% rhythmic the drawing didn't match the rhythm of a given melody.

We danced with pleasure and desire to music 15 children, but they didn't have a shift movements depending on the character piece of music, his rhythm. One child could not reproduce the claps rhythmic drawing a melody and perform movement, corresponding to the character music.

Development of a sense of musical rhythm in children of primary preschool age in musical rhythmic movements (formative experiment)

Based on the results of the ascertaining experiment, we have outlined further work on developing a sense of musical rhythm.

For further research activities, we divided this group children into two subgroups, 8 people each (experimental and control).

At the beginning of the formative experiment, we formulated and set the goal of further work.

The goal of the formative stage of experimental work is to develop a sense of musical rhythm in children of primary preschool age in musical rhythmic movements.

To achieve this goal, it is necessary to solve the following tasks:

1. Develop tasks for developing a sense of musical rhythm.

2. Conduct an experimental study.

An important role in developing a sense of rhythm, first of all, fulfill musical and rhythmic exercises, and music games. In them, children reflect and transmit to movement rhythmic pattern of sounding music. Also in music games are evolving speed of motor reaction, ability to quickly change movements according to character music.

In our work we used the following tasks: developing a sense of musical rhythm:

"Legs and Feet" music V. Agafonnikova

Audio recording used "Legs and Feet" music V. Agafonnikova.

Methodology: The teacher invites the children to take a walk, but notices that it has rained and puddles have formed on the ground. To avoid getting your feet wet, you need to step over puddles. Children walk together with the teacher "big feet". Then the teacher informs that there is a path ahead and they need to run along it. Children are running "little legs". Then movements are performed to music accompanied by the singing of the teacher. (Text songs: “Big feet walked along road: top-top-top top-top-top. Little feet ran along path: top-top-top-top-top, top-top-top-top-top.") When children master movements while singing, the exercise is carried out only with instrumental music.

“Legs are knocking merrily” music G. F. Vikhareva.

“Legs are knocking merrily” music G. F. Vikhareva.

Methodology: The teacher gives the children to listen to a new song called “Legs are knocking merrily”, together with the children, determines that the song is funny. Then he invites the children to dance. The teacher shows movement in accordance with the lyrics of the song, and the children repeat. Pays attention children on the rhythm of music saying what to do movements need to be together, all together. In the first verse ( “How our guys’ feet clatter merrily”) - they stomp with one foot; in the second ( “And the legs are tired, they clap palms» ) – clap their hands; in third ( “And then the children dance side by side in a squat”) – perform "spring"; and in the fourth ( “And once they start running, no one can catch them”) - run "flock" round. Children spin in choruses "stomp". At the end of the dance, the teacher praises everyone children.

"Matryoshka" edited by L. E. Kazantseva.

An audio recording of the song was used "Matryoshka" edited by L. E. Kazantseva, tumbler doll.

Methodology: The teacher tells the children that a tumbler doll has come to visit us. The children watch her swing. Then the teacher asks children swing too like a doll. Children perform movement, alternately lifting your legs off the floor (transmits metric pulsation). After this, the teacher invites the children to dance to music. Children dance according to the teacher's instructions, performing movements rhythmically, according to the text songs: “We are nesting dolls, these are the crumbs, both ours and ours are clean palms"- show palms; “We are nesting dolls, these are the little ones, And we, and we have new boots.”- place the foot on the heel; “We are nesting dolls, these are the little ones, We want to dance, dance a little”- perform "spring"; “Oh, we’re tired of dancing, now we’ll rest”- they shake their heads. At the beginning of each verse, the children sway from foot to foot, imitating nesting dolls.

"Rosy cheeks" music G. F. Vikharevoy

An audio recording of the song was used "Rosy cheeks" music G. F. Vikhareva.

Methodology: the teacher invites the children to listen to the song "Rosy cheeks" and determine character music. The melody is very cheerful. Then the teacher invites children to dance. Children perform movements rhythmically in accordance with the lyrics of the song as shown by the teacher. In the first verse (text songs: “Baby, little ones - pink cheeks. And with us, and with us - sonorous palms") - children clap their hands rhythmically, in the second ( text: “Baby, little ones - rosy cheeks. And our fists are like hammers") – rhythmically hit fist on fist, in the third ( text: “Baby, little ones - rosy cheeks. And with us, and with us, it’s fun in the little garden!”) – perform "spring", and in the fourth verse ( text: “Baby, little ones - rosy cheeks. And with us, and with us, our mouths are sealed!”) - forefinger rhythmically applied to lips.

Music game"Sun and Rain" music M. Rauchwerger.

An audio recording of the melody was used "Sun and Rain" music M. Rauchwerger.

Methodology: The teacher is having a conversation about what children do on a walk when the sun is shining (walk, play). What will they do if it suddenly rains? (they will hide under an umbrella or under a roof). Then the children listen music"Sun and Rain". After this, the teacher invites take the kids for a walk. The music sounds calm, melodiously. Singing teacher T: the sun looks out the window, shines into our room, and the children calmly walk in different directions, transmitting a metric pulsation with their steps. Next teacher sings: we will clap in palms, very happy about the sun. Children, together with the teacher, clap their hands, passing melody rhythm. To the sounds of a metallophone, the teacher opens his umbrella and sings along "It is raining", and all the children hide under the umbrella. And the teacher asks: “No one got wet by the rain, did everyone manage to hide?” As a result, this game can be used while walking.

Checking the effectiveness of the work done at the formative stage of the experiment (control experiment)

In order to determine the effectiveness of the developed methodology for development of a sense of musical rhythm in musical rhythmic movements A control experiment was conducted with experimental and control groups.

Test tasks experiment:

1. Identify dynamics development of a sense of musical rhythm in children of primary preschool age.

2. To determine the effectiveness of the developed methodology for developing a sense of musical rhythm in children of primary preschool age in musical and rhythmic movements.

At this stage, the same diagnostic material and evaluation criteria were used as at the ascertaining stage of the experiment.

The results of control diagnostics in the experimental and control groups are shown in Table 4 and Table 5.

№ Name, surname of the child Task 1 Task 2 Total score

1 Varvara B. 3 2 5

2 Daniil B. 2 2 4

3 Varvara V. 3 3 6

4 Anastasia E. 3 2 5

5 Semyon K. 3 3 6

6 Grigory K. 2 2 4

7 Ivan K. 3 2 5

8 Ulyana P. 2 2 4

№ Name, surname of the child Task 1 Task 2 Total score

1 Roman S. 1 2 3

2 Natalya S. 2 2 4

3 Sofia S. 2 2 4

4 Evelina S. 2 2 4

5 Artem S. 1 2 3

6 Taisiya T. 1 1 2

7 Anna T. 1 2 3

8 Denis L. 2 2 4

The individual dynamics of the effectiveness of control diagnostics in the control and experimental groups is presented in the diagram Figure 2 and in the diagram Figure 3.

Figure 2. Individual dynamics of control diagnostic results children experimental group.

Figure 3. Individual dynamics of control diagnostic results in control group children.

As can be seen from the histograms, changes occurred in the experimental group. The results of two people especially improved children. Based on the diagnostic results, their overall score increased by two points. The rest children the result improved by one point.

Analyzing individual changes in the control group, we can conclude that changes in results at the control stage of the experiment children this group did not happen.

General distribution picture children control and experimental groups by levels developing a sense of musical rhythm can be seen in Table 6 and Table 7.

Table 6.

Results of control diagnostics in the experimental group.

1 Varvara B. 5 C

2 Daniil B. 4 C

3 Varvara V. 6 V

4 Anastasia E. 5 S

5 Semyon K. 6 V

6 Gregory K. 4 S

7 Ivan K. 5 S

8 Ulyana P. 4 C

Table 7.

Results of control diagnostics in the control group.

No. Last name, first name of the child Number of points Level

1 Roman S. 3 NS

2 Natalya S. 4 S

3 Sofia S. 4 S

4 Evelina S. 4 S

5 Artem S. 3 NS

6 Taisiya T. 2 NS

7 Anna T. 3 NS

8 Denis L. 4 C

There are two in the experimental group children moved to the high level, three improved their results to the average level. And three children remained at the average level, but they experienced changes in the results of individual indicators.

In the control group children no level changes occurred developing a sense of musical rhythm.

Distribution children by levels of development of a sense of musical rhythm Based on the results of control diagnostics in the experimental group, you can see in the diagram Figure 4.

Figure 4. Distribution children experimental group by levels developing a sense of musical rhythm

From the above we can conclude about the effectiveness of the work we did at the formative stage of the experiment.

Stage 3 is the final stage.

Summing up the implementation project

In the process of experimental research work, we observed the children, had a conversation about the nature of the listening music and conducted a pedagogical experiment in three stages.

At the ascertaining stage of the experiment, we identified the level development of a sense of musical rhythm in preschool children. Two diagnostic tasks were used for diagnosis. First clapping task rhythmic drawing of the melody of a Russian folk song "Oh you canopy", and second – compliance movements to the nature of the music, correspondence the rhythm of the movements the rhythm of the music.

As a result, we found that 56% children are at the average level, 44% children below average. With a high level have no children.

During the formative experiment, we developed and carried out targeted work on developing a sense of musical rhythm in children of primary preschool age in the process of musical rhythmic movements. At this stage, the hypothesis “If we use musical-rhythmic movements in music games, then this will contribute developing a sense of musical rhythm».

The purpose of the control experiment is to identify the dynamics development of a sense of musical rhythm in children of primary preschool age control and experimental groups. Diagnostic results testified about the effectiveness of the methodology developed and carried out at the formative stage.

Thus, by comparing the data of the ascertaining and control experiments, we found that the use of musical-rhythmic movements in musical games contributes to the development of a sense of musical rhythm in children of primary preschool age.

As a result, the goal set at the beginning of the research work “to select methodological recommendations for the development of a sense of musical rhythm in musical and rhythmic movements in children of primary preschool age” was achieved. Hypothesis proven research: if used musical-rhythmic movements in music games, then this will contribute developing a sense of musical rhythm. The assigned tasks have been solved.

http://www. domisolka. nm. ru/Diagnostika/Tarasova. html

Diagnostics of musical abilities of children

(according to Tarasova)

Second junior group.

Development of modal sense.

1. Emotional responsiveness to music. D. Kabalevsky “Clowns”.

2 points – listens carefully, expresses his emotions in accordance with

the nature of the work

1 point – slightly expresses emotions, distracted

0 points – indifferent to the music playing

2. Availability of favorite works.

3. Recognizing a familiar song.

2 points – recognized by the melody

1 point – learned with words

0 points – didn’t recognize

5-4 points – high level

3-2 points – average level

1-0 points – low level

1. .

0 points – refusal

5 points – high level

4-3 points – average level

2-0 points – low level

Development of a sense of rhythm.

1. Reproduction of the rhythmic pattern of the melody in clapping(3-5 sounds).

2 points – reproduces the rhythm exactly

1 point – reproduces the meter

0 points – random claps

2. Matching the movement to the character of the music. R. Gliere "Waltz".

1 point – movement matches the character of the music

0 points – movement does not correspond to the nature of the music, refusal

3. Matching the movement to the rhythm of the music. P. Tchaikovsky “March of the Wooden

soldiers."

4 - 3 points – high level

2 – 1 point – average level

0 points – low level

Level of development of musical thinking.

1. Reproductive thinking.

Determine the genre of the work (use of pictures). (What can be done under this

make music?)

R. Schumann “March”, P. Tchaikovsky “Song of the Lark”,

M. Glinka “Polka”.

3 points – high (no errors)

2 points – average (1 mistake, chose the picture correctly; identified

no errors, I chose the wrong picture).

1 – 0 points – low (2 errors, not identified).

2.Productive thinking.

Play, compose your own music (3 compositions). What was he playing about?

5 points – musical idea, complete melodic phrase.

4 points – the composition includes elements of melody and original rhythm.

3 points – melodic and rhythmic monotony in all three works.

2 points – just sorts out records and keys.

1- 0 points - lack of melody and rhythm, refusal.

5 – 4 – high level

3 – 2 – average level

1 – 0 – low level

19 – 15 points – high level

14 – 7 points – average level

6 – 0 points – low level

Middle group.

Development of modal sense.

1. Showing interest in musical instruments.

2 points – shows interest in the sound of the instrument, desire to play

1 point – does not show interest independently, acts upon request

0 points – refusal

2. Availability of favorite works.

1 point – have favorite works

0 points – no favorite works

3. Statement about the nature of music. (2-part form)

2 points – feels the character of the music, association with the image

1 point – feels the general character, mood

0 points – refusal or inconsistency between the music and the child’s statements

4. .

1 point – found out

0 points – didn’t recognize

5. Tonic feeling

3 points - one mistake

2 points - two mistakes

1 point - more than two errors

0 points - does not feel tonic

6. Comparison of the melody with the original(1st, 3rd play – ending on tonic,

2nd, 4th – on the dominant).

3 points – correctly identifies

2 points – with one mistake

1 point – with two errors

0 points – more than two errors

13 – 11 points – high level

10 – 5 points – average level

Musical and auditory performances.

1. Singing a familiar song with accompaniment.

2. Singing an unfamiliar song with accompaniment(after 2-3 listenings).

5 points – cleanly intonates the entire melody

4 points – cleanly intonates individual sections of the melody

3 points – intones the general direction of the melody

2 points – intones 1-2 sounds

1 point - pronounces the words of the song in rhythm

0 points – refusal

3. Selection of a well-known song on a metallophone(3-4 sounds).

2 points – did it myself

10 – 8 points – high level

7 – 4 points – average level

4 – 0 points – low level

Development of a sense of rhythm.

1.

instruments. V. Maykapar “In the kindergarten.”

1 point – reproduces the meter

2. Matching movements to the character of the music with contrasting parts.

3. (using rhythm changes).

F. Ober March from the opera Fenella.

1 point – movement matches the rhythm of the music

0 points – movement does not correspond to the rhythm of the music, refusal

General level of musical development:

28 – 21 points – high level

20 – 10 points – average level

9 – 0 points – low level

Senior group.

Development of modal sense.

1. Availability of favorite works.

1 point – have favorite works

0 points – no favorite works

2. Statement about music(contrasting parts).

2 points – feels the character of each part, connects with the image

1 point – distinguishes the nature of contrasting parts, does not connect with the image

0 points – refusal or discrepancy between image and music

3. Recognizing a familiar melody from a fragment.

1 point – found out

0 points – didn’t recognize

4. Tonic feeling(determine whether the melody is finished), 5 melodies.

4 points - correctly senses the tonic

3 points - one mistake

2 points - two mistakes

1 point - more than two errors

0 points - does not feel tonic

5. Finish the started melody on the tonic.

1 point – done it

0 points – failed

9 – 7 points – high level

6 – 4 points – average level

3 – 0 points – low level

Musical and auditory performances.

1. Singing a familiar song with accompaniment.

3 points – cleanly intonates the entire melody

2 points – intonates individual sections of the melody

1 point – intones the general direction of the melody

0 points – pronounces the words of the song in rhythm, refusal

2. Singing a familiar song without accompaniment.

3 points – cleanly intonates the entire melody

2 points – intonates the direction of the melody

1 point – pronounces the words of the song in rhythm

3. Singing an unfamiliar song with accompaniment.

4 points – cleanly intonates individual sections of the melody

3 points – intones the general direction of the melody

2 points – intones 1-2 sounds

1 point - pronounces the words of the song in rhythm

0 points – refusal

4. Singing an unfamiliar song without accompaniment.

5 points – cleanly intones the melody

4 points – cleanly intonates individual sections of the melody

3 points – intones the general direction of the melody

2 points – intones 1-2 sounds

1 point - pronounces the words of the song in rhythm

0 points – refusal

5. Selecting a well-known song by ear.

2 points – did it myself

1 point – coped with the help of an adult

0 points – failed, refusal

6. Selecting an unfamiliar song by ear.

3 points – did it myself

2 points – coped with the help of an adult

1 point – partially coped with the help of an adult

0 points – failed, refusal

21 – 18 points – high level

17 -8 points – average level

7 – 0 points – low level

Development of a sense of rhythm.

1. Reproducing the rhythmic pattern of a melody in claps, on drums

instruments. D. Shostakovich “Gavotte”.

3 points – correctly reproduces the rhythm

2 points – reproduces either rhythm or meter

1 point – reproduces the meter

0 points – acts erratically

2. Matching movements to the character of the music with low contrast parts.

D. Shostakovich “Lyrical Waltz”.

1 point – movements correspond to the nature of the music

0 points – movements do not correspond to the nature of the music, refusal

3. Matching movements to the rhythm of the music(using rhythm change)

1 point – movement matches the rhythm of the music

0 points – movement does not correspond to the rhythm of the music, refusal

5 – 4 points – high level

3 – 2 points – average level

1 – 0 points – low level

General level of musical development:

35 – 27 points – high level

26 - 12 points – average level

11 – 0 points – low level