Summary of music lessons "in the world of musical instruments." Lesson outline (middle group) on the topic: “Musical instruments

Dominant musical activity in the middle group: Traveling through the country of “Unusual Musical Instruments”

Children enter the hall. Musical greeting.

You guys came to visit me today music hall. Let us say hello not just, but musically. (children's answers). Oh, did you bring musical instruments with you? (answers) How can this be?, After all, every person has several tools with him. Look, I have prepared tips for you.

M.R.: Guys, I invite you on a journey. Let's go to the land of unusual musical instruments. What can you travel with?
(Children's answers)
M.R. Maybe we can go by bus? (Yes)

Exercise “Bus” Zheleznova.

M.R. So we arrived at the first station.

Station "Udarnaya".
M.R. I wonder why it's called that.
Children come to the table where percussion musical instruments are laid out. We look at musical instruments. Questions: what are they made of? How to extract sound?
Conclusion: this is why the station is called UDKANAYA.
M.R. It's time for us to continue our journey. Let's go on a plane.

Exercise "Airplane"
M.R. I wonder what awaits us next?
M.R. Station "DUHOVAYA".
We approach the table and examine the wind instruments. We look at musical instruments. Questions: what are they made of? How to extract sound?
M.R. Shall we go further by train?
(Yes)

Select a driver (cap) Exercise “Train”

M.R. Station "STRING"

M.r.. brings the children to the table there, the kantele. Guys, look at what an unusual instrument, I think I’m familiar with it. This instrument is called a kantele. What kind of instrument do you think is the kantele? (string)

A long time ago I went on a boat to Väinämöinen to fish. But the boat got stuck in the mouth of a huge pike.
Then Väinämöinen cut the huge monster with his sword and made a kantele from its jaws.
Väinämöinen gave many people a chance to try playing an unprecedented instrument:
But no one was able to extract beautiful sounds from the kantele.
Väinämöinen was even advised to... drown the instrument! - until, finally, the kantele itself begged:
I don't want to go into the water
Dive into the depths of the sea;
Let the master play on me
With his own skillful hand.
Then the master, the wise Väinämöinen, took the kantele into his hands.
He takes Kantele in his hands,
Brings you to your knees,
Holds the kantele with his hands,
He says the following words:
"Come here to listen,
Who hasn't heard it before
I will delight these eternal strings
Along with the kantele chant!”
But a storm of unprecedented force occurred and the kantele disappeared in the “depths of the sea.”
And Väinemöinen decided to make a second kantele - from Karelian birch.
Väinämöinen took the pegs and nails for the new kantele from the cuckoo that cuckooed “five tones.” But where can I get the strings? The strings were donated by the blacksmith Ilmarinen
Finally, “the kantele was ready.” The master tuned the instrument, took it on his lap and began to play.
M.R. performs "Cow Dance"
M.R. You listened to the music called “cow dance”, and it was written by the Karelian composer Sergei Stangrit.
M.R. I want to show you a cartoon, which, just like the music you listened to, is called Cow Dance.
(Watch the cartoon)
M.R. Did something happen to the sound? It doesn’t matter, we have musical instruments that will help us voice the cartoon.
Sunbeams - voice
Breeze - pipes
Weed - kinders
Cow – kantele and bars
Rain - keys
Well, what shall we try?

Early in the morning the sun woke up and gave its rays to everyone. (children ah-ah)
One of the rays woke up a mischievous breeze (blowing on pipes)

The breeze woke up the grass (kinders)

Then a cow came dancing into the clearing. (kantele + bars)

Suddenly a cloud flew into the sun. (blow on horns)

And the warm summer rain began (keys).

The wind got tired of getting wet in the rain, it blew even harder and drove the cloud out of the clearing. (blow on horns)

Ah, the cow moved on. (kantele + bars)
M.R. What a wonderful cartoon we got. So, what helped us voice it?
(musical instruments)
M.R. What tools have we met today? (answers)
We said hello with the help of our muses. tools, maybe they will help us say goodbye.

Song “Goodbye Hands” (Kartushina)

Preview:

Use of musical instruments

in working with children

Introduction

The initiator of teaching children to play musical instruments already in the 20s. became famous musical figure and teacher N.A. Metlov. He also came up with the idea of ​​organizing a children's orchestra. ON THE. Metlov spent great job on the creation and improvement of the design of children's musical instruments that have a scale - metallophone and xylophone.

Playing musical instruments is one of the types of children's performance. The use of children's musical instruments and toys (both in classes and in Everyday life) enriches the musical experiences of preschool children and develops their musical abilities.

In addition, playing musical instruments develops will, desire to achieve goals, and imagination.

1. Characteristics of musical instruments

Musical instruments arose in ancient times. During archaeological excavations, tools dating back to the 3rd-2nd centuries were found. BC e., which are prototypes of those currently existing.

The first musical instruments were made from animal bones - holes were hollowed out in them to allow air to be blown in. Various percussion instruments were also widespread (mallet, rattle, rattle made of dried fruits with seeds or pebbles inside, drum).

The appearance of the drum indicated that people had discovered the property of resonating empty objects. They began to use the dried skin, stretching it over an empty vessel.

Wind musical instruments used sound production by blowing air. The materials for them were stems of reeds, reeds, even shells, and later wood and metal.

Currently, there are two types of musical instruments - folk and instruments derived from them. symphony orchestra. In both types of instruments there are several main groups: wind, percussion, strings.

Folk wind musical instruments are divided into several varieties. One of them is a whistle, flute (longitudinal or transverse, depending on where the holes for air injection are located). These instruments became the prototypes of longitudinal and transverse flutes. Another variety - reed instruments: pity, bagpipes. Based on their device, the clarinet and oboe were born later. If the sound is produced using lip vibration (Russian horn, shepherd's horn), such instruments are called mouthpiece instruments.

Percussion musical instruments have different structures. Their expressive capabilities depend on the method of sound production: hitting stretched leather, wood, metal. Folk percussion instruments include drum, tambourine, wooden spoons, rattle, mallet, bells, maracas, castanets. Among percussion instruments, one can distinguish those that have a melodic scale (xylophone) and those that do not (drum, cymbals).

The stringed group of instruments arose later. The prototype of stringed musical instruments was the hunting bow. The person perceived the melodic sound of a stretched string as a musical sound. This is how the bow became the ancestor of the harp and lyre, images of which can be found on the frescoes of Ancient Egypt and Ancient Greece. Many centuries later, stringed musical instruments with a resonating body were invented - lute, harp. These are plucked musical instruments. Among the folk plucked musical instruments one can name the gusli, zither, domra, balalaika, guitar, mandolin, etc. Another method of sound production - with a bow - marked the beginning of the emergence of strings bowed instruments. These are folk instruments: ancient Russian whistle, violin.

A special group of instruments are keyboards: harpsichord, clavichord, celesta, piano, grand piano. They are often used as solo instruments, but are also played in ensembles and orchestras.

There are keyboard-reed instruments: accordion, accordion, button accordion.

When working with children, various musical instruments and toys are used. Some of them are created on the basis of folk ones (rattle, tambourine, drum, wooden spoons, button accordion, accordion), others are based on the type of instruments of a symphony orchestra (harp, xylophone, metallophone, oboe, clarinet). Among children's musical instruments and toys there are all the main groups: drums, winds, strings, keyboards, keyboards and reeds.

Percussion instruments and toys (as well as the instruments according to the type of which they are created) are divided into those that have a scale and those that do not. The first group includes the metallophone and xylophone. They can have a diatonic and chromatic scale. On instruments with a chromatic scale (the second tier of plates corresponding to the black keys on the piano), you can select any melody from any note, which makes them easier to use. They were made according to samples of instruments created by K. Orff, they sound very beautiful, and are tuned cleanly. There are two options for sticks that are used to hit the plates - with wooden or rubber balls at the ends. This allows you to diversify the timbre of instruments: when struck wooden stick a bright, ringing sound is produced; rubber - more subdued, soft.

The expressive capabilities of percussion instruments that do not have a scale are very great. This is a large group of instruments. Some of them have a “knocking” timbre: wooden spoons, rattles, castanets, sticks; other

(metal or having metal parts) - with a “ringing” timbre: triangle, rumba, cymbals, bell, bells; still others (like rattles) have a “russling” timbre: maracas, rattle, box. The drum and tambourine have a more booming, resonant sound.

Within each timbre (ringing, knocking), individual instruments have their own unique expressive colors. So, for example, among the ringing instruments, the triangle sounds soft, drawn-out, magical, its sound is very beautiful. The rumba “tinkles” more sharply and briefly, the cymbals sound very bright, festive, and the bell sounds quiet, gentle and ringing.

The sound of wind instruments is also varied. The flute has a gentle and light sound, the clarinet and saxophone have a richer sound, the triola and simona have a bright and even harsh sound.

Stringed musical instruments and toys are the zither, harp, cymbals, and harp. All these instruments are plucked. Sound can be produced using a mediator. The timbres of these instruments are very gentle, the sound is muffled.

Children's keyboard instruments-toys are pianos and grand pianos.

Keyboard-reed accordion, accordion, button accordion.

IN kindergarten Electric musical instruments are also used - organolas such as “Pille”, “Chizhik”, “Faemi”.

2. Learning to play musical instruments

Children's acquaintance with musical instruments begins at an early age. Early music training plays a significant role in the musical development of a child, but it must be presented in forms that are accessible and interesting to children early age. It is impossible not to take into account the degree of readiness for such activities as learning to play instruments, which require significant attention, concentration, awareness and physical maturity from children. The teacher strives to give the children their first musical impressions in an entertaining way. game form. Training begins with a group of percussion instruments that do not have a scale. Classes are conducted with small groups of children and individually. It is advisable to use musical instruments in everyday life in order to strengthen the children’s emerging sense of the rhythm of music.

In the second younger group, children can already play a tambourine, wooden spoons, cubes, rattles, musical hammers, drums, and bells. At this age they become acquainted with metallophone.

Before starting to learn a melody on the metallophone with the children, the adult himself must competently perform this melody on the metallophone several times, the children listen. Then they show those who want it which plates they need to hit and how many times. It is difficult to remember the entire melody at once; it is better to learn it in parts, for example, learn the chorus of a song, and when the child learns it, show how to play the chorus or the first part of the melody, then the second. You can alternate the teacher’s playing with the children’s performance: the teacher plays the chorus, and the child plays the chorus on another metallophone, or vice versa. It is advisable that the child, having mastered part or all of a piece of music, perform it with the teacher (on two metallophones).

Lessons on learning to play the metallophone are conducted with children individually. To perform on a metallophone, first simple melodies that are well known to children are taken. In this case, they do not hit the records mechanically, but constantly regulate their performance by ear. Having hit the wrong record, the child hears the mistake and tries to correct it.

Another important condition when choosing works is the structure of the melody. The sounds of the melody should be located close to each other; large intervals for playing are difficult for children. Playing melodies based on one sound is impractical and uninteresting for children.

In the middle group, for the first time, children begin to teach children to play musical instruments that have a scale. The metallophone is most convenient for this. It is quite easy to use and does not require constant tuning, like stringed instruments. Children are already familiar with the timbre of this instrument and playing techniques. There are several ways to learn to play melodic musical instruments: by notes, by color and number symbols, by ear. Teaching children to play from notes is very labor-intensive, although it is sometimes used in practice. Not all preschoolers master musical notation unless constant individual work is carried out. It is important that children understand the connection between the location of notes on the staff and their sound in the melody, eliminating the mechanical reproduction of musical notes.

The color system, widespread abroad, is convenient for children to quickly master playing instruments. A specific color designation (colored keys, metallophone plates) is assigned to each sound. The child has a recording of the melody in color designation: colored circles or a color image of notes are used, with and without rhythmic designation. It is very easy to play using this system, but with this method of playing (I see a green note symbol, I press the green key), the ear does not participate in reproducing the melody, the child plays mechanically.

In a similar way, children are taught to play according to the numbers pasted near each plate of the metallophone, and to write down the melody in digital notation. Duration designation can also be modeled (long and short sticks, etc.) Digital system proposed in the 30s. ON THE. Metlov, at that time, may have been justified, but later it began to be used less frequently, since it leads to mechanical reproduction of the melody.

Both methods of teaching children (using color and number symbols) make it possible to easily and quickly obtain the desired result, but do not have a developmental effect - the share of mechanical reproduction of the melody in these methods is too large.

The greatest developmental effect of learning is achieved only by playing by ear.

This method requires constant hearing development and serious auditory training.

Starting from a young age, it is important to encourage children to listen to the sounds of a melody, compare them, and distinguish them by pitch. To accumulate auditory experience and develop children's auditory attention, didactic aids are used that model the movement of a melody up, down, and in place. This musical ladder, a butterfly moving from flower to flower (notes), etc. At the same time, the sounds of the melody are sung, corresponding in height to the simulated ratios of sounds. You can also show with your hand the movement of the sounds of a melody while simultaneously playing it (with your voice or on an instrument). The method of teaching children to play musical instruments by ear is based on a gradual expansion of the range of songs performed. First, the child plays a melody based on one sound. Before playing a melody, he listens to it being performed music director, who first sings it, drawing attention to the fact that the sounds of the melody do not differ in pitch, then plays the metallophone and sings at the same time. Singing chants allows children to better imagine the direction of movement of the melody and develops musical and auditory perceptions.

Children are taught sound production techniques: hold the hammer correctly (it should lie freely on the index finger, it is only slightly held with the thumb), direct the blow to the middle of the metallophone plate, do not hold the hammer on the plate, but quickly remove it (like a bouncing ball). When are they played? long notes. The hammer should bounce higher, short notes should bounce lower.

When a child plays a melody on one sound, he must accurately reproduce the rhythmic pattern. To do this, when singing a melody with words, you can focus on the rhythm of the poems.

To understand the relationship between the durations of melody sounds, they are modeled using long and short sticks or notations accepted in musical notation (quarter notes, eighth notes). In order for children to understand the rhythmic pattern of the melody well, you can, using the accepted notations, lay it out on a flannelgraph. In this case, the technique of subtexting durations adopted in the relative system is effective: quarters are indicated by the syllable ta, and shorter eighths by the syllable ti. The technique of clapping the rhythmic pattern of a melody or playing it on musical instruments is widely used.

After children have learned to convey the rhythmic pattern of different melodies built on one sound, and have mastered the techniques of playing the metallophone, they can move on to playing chants using two adjacent sounds. To make it easier for children to understand the location of sounds in height, the following techniques are used: laying out sounds in circles at different heights on a flannelgraph, singing, showing the movement of the melody with the hand, teaching aids and games.

In addition, you can use the “dumb” (drawn) keyboard of a metallophone: the child shows on it the location of the sounds and “reproduces” the melody while singing.

In the senior and preparatory school groups, the range of singing expands. Children are already better oriented in the location of the sounds of a melody and act more independently.

When teaching how to play musical instruments, the teacher must take into account the individual capabilities of each child. Some children pick up songs quite easily, while others require more detailed preparatory work.

After the metallophone has been mastered, children in the senior and preparatory school groups learn to play other melodic instruments - strings, wind instruments, keyboards and reeds. Each child can gradually master playing several musical instruments. It is useful to combine individual work with children and work in subgroups, as well as with the whole group.

As children learn to play metallophones, you can show them how to use zithers.

To make it easier for children to navigate the arrangement of the strings, we also use a digital system - we place a paper strip with numbers under the strings at the bottom of the zither, with the number 1 corresponding to the sound do1, etc. The zither is played with a pick - a plastic plate with a pointed end. You need to hold the mediator with three fingers - thumb, index and middle, moving your hand to the right. For ease of playing the zither and better resonance, the instrument is placed on a wooden table. With their left hand, children slightly lift the upper corner of the zither, keeping their elbow on the table. This is done so that the child does not tilt his head too low and so that he can see the numerical designation of the strings. Sometimes zithers do not stay in tune and the pegs become weak. In this case, you need to secure the pegs with pieces of plywood. Broken strings are replaced with thin balalaika strings.

To teach preschoolers to play accordion It is best to use the children's chromatic accordion "Belarus". On the right side there are 20 keys with a range of up to 1 - G2, on the left there are four chords.

Before teaching the accordion, children should be shown how to sit and hold the instrument correctly. The child sits on a chair, occupying approximately half of the seat, with his feet on the floor. One accordion strap is placed on the middle of the right forearm, the other - on the middle of the left. The first strap is longer, the short strap on the left forearm gives the instrument stability. The accordion is placed on the knee so that the left side of the accordion body and the bellows are supported by the left hand while playing. Having mastered the game while sitting, the child will be able to play while standing.

In kindergarten we teach you to play only with your right hand, which rests freely on the keyboard. While playing, children touch the keys with their fingertips. The elbow is lowered, the fingers are bent. We must ensure that children do not play with one finger.

For For each melody, a convenient fingering arrangement is indicated. It is difficult for preschoolers to play with two hands.

If it is difficult for a child to play with the five fingers of his right hand, at first you can use the four-finger playing system: thumb under the keyboard in a natural position, like on a button accordion.

When learning to play the accordion, we use numbers, just like on the metallophone and zither. The numbers are printed on the top of the white keys. Gradually, children stop looking at numbers and play without looking, using muscle sensation. Not all children can play the accordion; Some guys find it difficult to play a melody with the fingers of their right hand and fan the bellows of their left hand at the same time.

Once children learn to play the accordion, more capable children can be taught to play a wind instrument.

For wind instruments, it is recommended to takewind harmonica "Melody-26".A wind harmonica with a piano keyboard has 26 keys with a range of B small octave - doZ. The instrument is held with the left hand, four fingers cover the handle, the thumb rests on the instrument with reverse side below. The mouthpiece is placed in the mouth. The tool should be held slightly downwards. Left hand and elbow are raised. The right hand takes the same position, the fingers are slightly bent and move freely across the keyboard.

Play with five fingers, like a piano. At first, you can use a four-finger system, like an accordion. Numbers are printed on the top of the white keys. Once children are comfortable with the keyboard, the numbers can be removed. The sound produced during playing depends on the air flow. You need to blow without tension. At the end of the game, accumulated moisture should be removed. To do this, use a special valve: press the button on the back of the instrument and blow lightly into the mouthpiece.

It is important that children feel the expressive capabilities of new instruments and learn to use a variety of timbre colors. In senior preschool age children already realize that with the help of each instrument, even those without a scale, they can convey a certain mood. The easiest instruments for children to use are those that make sounds by shaking. Maracas one of the oldest percussion and noise instruments. At home, in Latin America, they were made from dried pumpkin fruits or woven from twigs in the shape of a small ball with a handle and filled with pebbles; in our country they are made of wood and filled with pebbles or shot.

Bells - these are small spherical metal bells attached to a leather strip or handle

Pandeira (rumba) consists of four pairs of small metal plates mounted in a wooden handle. Its sound is reminiscent of the effect achieved by shaking a tambourine...

Ratchets, castanets.There are many types of rattles, and any of them can be used in a children's orchestra to give the sound a unique coloring.

The pandeira and rattle should not be used frequently, as their sound is annoying and tires the ear. Shaking and rocking are performed mainly with the hand, the hand at the wrist should be free (free wrist movement will be necessary for children when learning to play almost all instruments). It is necessary to ensure that children do not strain their arm unnecessarily and do not move their entire arm (from the elbow or even from the shoulder); tension or wide swings quickly tire not only the hand, but also the child himself. The hand with the tool should not be held high, at or slightly below waist level.

The following playing technique is also possible: with the palm of the left hand one hits the frame of the instrument (pandeira, bells, rattle) or the instrument itself (maracas, rattle). In this case, both hands are held at chest or waist level. The dynamics are regulated by the activity of the hand movement: vigorous shaking produces a louder sound than a calm and smooth rocking. During classes they usually play while sitting, and during performances they play while standing. The next from this group to master instruments, the method of playing which is striking. Playing these instruments is also characterized by free wrist movement.

Triangle made from a metal rod bent in the shape of an open isosceles triangle. The sound of a triangle - high-pitched, clear, transparent - is caused by hitting a metal stick on one side, most often on the horizontal. A thin stick gives a higher sound, a thick stick gives a low sound. To obtain short blows, the sound is extinguished by touching the fingers. By quickly alternating strikes on both sides of the instrument (usually in the upper corner), a tremolo effect is achieved, decorating the sound of the ensemble (especially at the climax). Dynamic gradations ranging from pp to ff are possible.

The triangle is usually secured on a fishing line or cord and held with the left hand, or suspended at chest level from a special stand made in the shape of the letter L and having a stable base. For children, the second method is more convenient. For a novice performer, a suspended triangle, after hitting it with a stick, begins to rotate around its axis. this happens because the blow is not made in the center of the base and not from top to bottom, but from itself, until the child has learned to make blows in in the right place and direction, we advise him to grasp the knot of the lace with the fingers of his left hand and stop the rotation, or, without touching the triangle, make a “ring” around one of its sides from the index and thumb of the left hand.

Drum -represents a cylindrical body, covered on one or both sides with leather or plastic; the shapes and sizes of children's drums are different. They play the drum with wooden sticks or special metal brushes, as well as directly with their hands, holding the sticks with the index and thumb of both hands, the remaining fingers bent without tension. Movements of the brush and stick should be free. The main technique of playing the drum is individual short strokes-accents and sequences of strokes, emphasizing various rhythmic patterns; strokes are made with two hands simultaneously or alternately with the left and right, depending on the necessary force sound and the desired effect - with sticks or metal brushes, in the center of the drum membrane or along the rim.

Spoons (usually wooden) - a unique Russian folk percussion instrument. They hold them by the handles and hit each other with the backs of the scoops. Or, placing one spoon with the convex side up on the left palm, hit it with another spoon, obtaining more compact, “rounded” sounds, reminiscent of the clopping of hooves. The dynamics are regulated by the force of impact. There are still many different and effective techniques for playing with spoons, but they are difficult for children.

Tambourine has the appearance of a wooden hoop, covered with leather on one side and open on the other side; Along its circumference, paired metal plates are mounted in special cutouts. Some tambourines have springs on the open side with bells on them. The tambourine is usually played while standing.

Techniques of the game: 1 shaking (the tambourine is held horizontally with both hands at waist level, directing the movement away from you or, if you need a quiet sound of bells, shaking, as if sowing flour through a sieve; 2. strikes with the right hand on the membrane (the tambourine is held vertically with the left hand by the rim or by inserting several fingers into a special hole made on the rim); 3. strikes with the fingers of both hands (when performing fast rhythmic patterns in songs and dances of the peoples of the East). The instrument is held vertically with both hands. The hand of the right hand set aside for striking must be relaxed At the moment of impact, the fingers and palms should be elastic, and the wrist should be free (as when hitting a ball bouncing off the floor).

Great importance the impact takes place and its strength, affecting the timbre and strength of the sound. To find the most suitable color, you need to try it yourself. various options and impact sites. Strikes can be made with an open palm, the soft (lower) part of the palm, flat and half-bent fingers (fingertips), or a fist; You can alternate blows with your fist and fingers, palm and fingers.

Dishes They are metal disks convex in the middle, made of a special alloy. Both single and double plates are used. Single cymbals are placed on a stand and played with a metal or wooden stick with a hard or soft head. Double cymbals are played while standing. The sliding blows of one cymbal on another produce ringing, strong, long-lasting sounds.Wind instruments:

Triola - on the top cover of the triplet case there are 12 multi-colored keys. Their order, from the narrow part to the wider part, is as follows: pe1, F-sharp1, G1, and then up the G major scale to the note B2. The tapering part of the instrument turns into a non-removable mouthpiece and when you simultaneously press a key, the timbre of the triplet resembles the sound of an accordion.

Vermona - similar to triplets, only the range is limited: 8 keys of the instrument correspond to the C major scale from do2 to do3. In addition, the dynamics are not adjustable.

Simone Its main difference is that it has a chromatic range from B to G2.

Ocarina - a primitive whistle instrument, made of clay, the shape can be varied in the form of animals, birds, fish. There are holes on the body of the tool; closing them with his fingers, the performer changes the pitch, pipe - is a tube open at one end, into the opposite end of which a plug with a hole is inserted - a whistling device. The instrument is made from reeds, bamboo, but more often from wood. There are also finger holes on the body of the pipe, closing which one by one, the performer receives the desired sounds.

Thus, learning to play musical instruments includes three stages: in the first, children listen and memorize melodies, sing them, get acquainted with playing techniques, in the second, they select songs, in the third, they perform them at will.

3. Musical and didactic games and their role in teaching preschoolers to play children's musical instruments

An important role in teaching children to play children's musical instruments is played by musical and didactic games, which contribute to the formation of the ability to listen to music, distinguish pitch, timbre, dynamics and duration of sound, develop independent musical activity, and help consolidate children's knowledge of musical instruments. We include musical and didactic games in all musical classes, and as they are mastered, we transfer them to our free time from classes, and use the games at holidays and entertainment. Musical toys and instruments used in musical and didactic games provide us with invaluable help in this. All musical and didactic games are selected by age. To use them, there must be aesthetically and colorfully designed manuals and musical instruments.

When working with children, you should try to use simple, accessible and interesting musical and didactic games. Only then do they encourage children to play various musical instruments.

In the process of musical and didactic games, preschoolers develop a sense of camaraderie and responsibility.

The use of musical and didactic games should begin already in the second junior group. In the musical and didactic game “Bear Cubs,” the teacher gives each child a bell and explains: “You are all bear cubs and sleep in your houses, and I will be a mother bear, I sleep too.” A lullaby sounds, the cubs sleep on chairs with their eyes closed. To a cheerful melody, the mother bear rings a large bell to wake up the cubs. They wake up and ring her back with their little bells.

IN junior groups The musical and didactic game “Which bird is singing?” is interesting. There are toy birds on the table -- big and small. The music director shows how a big bird sings (plays the metallophone up to the first octave) and how a small bird sings (up to the second octave). Then the teacher fences off the metallophone with a screen and alternately takes it to the first and second octave, asking the children to guess which bird is singing.

This game can be repeated in the middle group, but we involve children in playing the metallophone. At the same time, we teach not only how to determine the location of low and high sounds on a metallophone, but also how to extract them on the instrument.

To reinforce the program material, children in the middle group can be offered the musical-didactic game “Pinocchio” during the lesson (it is better to make musical riddles on a metallophone).

Game material. A box with Pinocchio drawn on it. The box opens from the side, and cards with colorful illustrations for various program songs and plays (Christmas tree, locomotive, car, sleigh, doll, flag, etc.) familiar to children are inserted there. Progress of the game. The teacher explains to the children that Pinocchio came to visit them and brought songs with him, and which ones the children must guess themselves.

The music director plays the piece, the guys guess and take the corresponding picture out of the box. For example, the song “Christmas Tree” by M. Krasev is performed - the child takes out a card with a picture of a New Year tree; the melody of the song “Steam Locomotive” sounds 3. A companion - takes out a picture of a steam locomotive, etc. Musical and didactic games, in which you can include various chants, help children determine the direction of the melody. Children of the middle, senior and preparatory groups learn to find short and long sounds in a melody and determine the movement of the melody.

In older groups, work on developing rhythmic perception becomes more diverse. Various musical instruments are used for this. We start with the simplest melodies on one sound, then we complicate the tasks. Let us take as an example the musical and didactic game “Our Journey”. Game material. Metallophone, tambourine, triangle, spoons, musical hammer, drum. Progress of the game. The teacher invites the children to come up with a short story about their journey and depict it on some musical instrument.

“Listen first to what I came up with,” says the teacher. “Olya went out into the street, went down the stairs (plays a melody from top to bottom on the metallophone). I saw a friend jumping rope. Like this (beats the drum rhythmically). Olya also wanted to jump, she ran home to get a skipping rope, jumping over the steps (plays a melody on the metallophone, one sound at a time). You can continue my story or come up with your own.” Musical and didactic game for preparatory group“Do the task” can be used in a music lesson or during individual work with baby.

The goal of the game is not only to correctly convey the rhythmic pattern of the melody on the instrument, but also to perform it cleanly and be able to correctly produce sound. Game material. Flannelograph, cards depicting short and long sounds, children's musical instruments (metallophone, tambourine, box, triola). Progress of the game. The teacher (or child) plays a rhythmic pattern on one of the instruments. The child lays it out with cards on a flannelgraph. The number of cards can be increased. In this case, each player will lay out a rhythmic pattern on the table. The musical and didactic game “Musical Riddles” helps to consolidate the playing of a new song and singing on various musical instruments in the preparatory group.

Game material. Metallophone, triplet, accordion. Progress of the game. Children sit in a semicircle in front of a screen, behind which there are musical instruments on the table. The child leader plays a melody or rhythmic pattern on an instrument. Children guess. A chip is given for the correct answer. The one with the most chips wins.

In the process of teaching children to play musical instruments, the main task is the development of harmonic hearing. There are a number of musical and educational games that help solve this problem. These include the game for the preparatory group “How many of us are singing?”

Game material. A tablet with insert pockets or a flannelgraph, three large-sized matryoshka picture dolls (for a flannelograph, the back of the matryoshka dolls are covered with flannel), cards (according to the number of players) with slots, three matryoshka picture dolls (for each player), musical instruments. You can use other game material in the game - three cards with images of singing children (on the first there is one child, on the second there are two children, on the third there are three). Progress of the game. The child leader plays one, two or three different sounds on one of the instruments. Children determine the number of sounds and insert the corresponding number of nesting dolls into the slots of their cards. The called child places the nesting dolls on a flannelgraph or inserts them into the pockets of the tablet. Children must be reminded that they must take as many nesting dolls as different sounds will hear.

4. The role of the teacher in teaching preschoolers to play children's musical instruments

The success of the musical development of preschoolers largely depends not only on the music director, but also on the teacher. After all, he communicates with children more often than the music director and knows the inclinations of each child better. The joint work of the music director and the teacher helps fill children's lives with songs, games, and playing children's musical instruments. The last type of musical activity in kindergarten can be given more attention. Constantly increasing the range of voiced toys and children's musical instruments, taking into account the age characteristics of children, equip musical corners in groups.

Children acquire initial skills in playing musical instruments through music lessons. And if the teacher happily awaits these classes, eagerly prepares for them together with the children, and is active throughout the entire music lesson, then his mood is conveyed to the children. If we talk about children of primary preschool age, the role of the teacher in musical work with them is exceptionally great; he is a participant in all types of children's activities: he sings and dances with the children, makes musical riddles, plays the tambourine, pipe, and rattles.

Initial musical independent manifestations in children are still unstable. Therefore, the teacher supports their interest in musical toys and some instruments and shows them how to use them. Together with the music director, he plays musical and didactic games in class. For example, when introducing children to the musical and didactic game “Bird and Chicks” by E. Tilicheeva, the teacher plays the metallophone, and the music director performs the accompaniment. Together with the children, he performs rhythmic exercises on rattles, bells, and tambourines, accompanied by a musical director. Then, in various play situations, he uses these musical toys with children in a group. The teacher teaches children to respond to quiet and loud sounds, to hear and distinguish children's musical instruments (drum, tambourine, rattle).

In the middle group, the teacher, together with the music director, introduces children to musical instruments - metallophone, triangle, etc. At the same time, he must play a melody with the child, since the music director plays piano accompaniment. The teacher helps the child master the skills of playing the instrument and convey the rhythmic pattern of the melody. If he finds it difficult, he plays the melody on his instrument (the same type as the child’s instrument). He plays with the children even if the melody has been learned and is being reinforced.

For example, several children in the preparatory group perform the melody of a song on metallophones and percussion instruments, and the teacher plays the leading part on Melodies-26". It turns out to be a kind of orchestra that gives the children great joy - after all, they play together with the teacher. Often, When getting acquainted with new plays, children listen to musical instruments played by a music director and teacher. Children's musical activities outside of class are very diverse. It takes place on someone’s creative initiative and can vary in form. And it is very important to determine the role of the adult in this activity. The teacher directs the children’s independent musical activity, includes music in games, walks, and work, using the material learned with the music director, whenif necessary, tells children how toexpand the game. During music classes, children are given tasks to practice in a music corner; the song they must learn on a musical instrument is specifically indicated. The guys learn simple melodies on their own and help each other. The teacher closely monitors the game and, if necessary, comes to the children’s aid.

In free time from classes, the teacher can play a familiar melody on the instrument. This brings him closer to the children and creates a friendly, relaxed atmosphere.

Teacher, knowing well individual characteristics children, closely monitors the children’s progress in learning to play, notices those lagging behind, organizes help for them, and identifies the most capable children. These children then become best helpers educator in teaching his comrades. The learning process is enjoyable for both. Children “teachers” experience great joy after teaching a friend to play, and children “students” are happy that they were taught by their peers.

The participation of the teacher is especially necessary when children begin to play in an ensemble. The teacher monitors the overall tempo of performance, the correct transmission of the rhythmic pattern, and if necessary, comes to the children’s aid.

Teachers often share their impressions after visiting a concert or theater. Children talk about music programs they heard or saw on television. The teacher, knowing each preschooler well, must notice his interest in music in time, support those children who strive to express their creativity in independent activities and take their first steps in playing musical instruments.

The teacher’s participation in the process of teaching children to play musical instruments, his ability to perform familiar children’s songs, chants, and program works enable the teacher to play musical and didactic games. At the beginning, we learn them in class, and the teacher continues to play with the children in the group. In these games he can play both the main and secondary roles.

You can play not only the metallophone, but also other children's musical instruments. Their use allows the teacher to organize children’s independent musical activities in a more interesting way and to develop their creative abilities more widely.

When involving a teacher in working with children, it is necessary first of all to prepare him/herself. For this we plan whole line events. Firstly, these are individual lessons, during which teachers learn to play children's musical instruments individually and in an ensemble. Secondly, holding consultations, during which they learn new songs, movements, and practice the rhythmic pattern of songs. It is necessary to conduct consultations on the days before the holidays: study with the presenters, play various games, including musical and didactic ones, which require the leader to master several children's musical instruments. It’s good if one of the teachers can play some instrument: accordion, button accordion and accompany the matinee together with the music director. Experience has shown that if you regularly and systematically work with educators, that is, consistently expand and deepen their knowledge and skills, then they will be active participants in musical work with children, good helpers.

In kindergarten, musical education is considered as one of the links in the harmonious development of preschool children. It should be noted that if the teacher himself loves music, is active in music classes and holidays, and enjoys teaching children to play musical instruments, then the children in this group are particularly musical, look forward to classes with interest, have fun in their leisure time, play musical instruments in group during free time.

Only through the joint work of the music director and teacher, a creative approach to the issues of musical education of preschoolers, can the children’s lives be made interesting and varied.

5. Children's orchestra

Children's orchestra is one of the types of collective music playing. There are several types of children's orchestra: noise orchestra (including different types of percussion instruments that do not have a scale), ensemble (consisting of the same or similar instruments), mixed orchestra (including different groups instruments).

The simplest and most accessible of them is a noise orchestra. It can be organized with younger children, if they can rhythmically reproduce strong beats by clapping and mark the meter of music. Depending on the nature of the work, you can use instruments and toys such as a bell, rattle, drum, tambourine, or box. Such an orchestra does not require a large variety of instruments. It is important to select timbres that would expressively emphasize the character of the music and the elements of figurativeness. The sound of the orchestra will be more varied and interesting if the instruments play not only all together, but also one by one, combining with each other depending on the nature of the music. You should alternate different timbre colors, use those instruments and their combinations that in each part of the piece (musical phrase) most correspond to the mood of the music. Before performing the piece, it is necessary to discuss with the children what instruments will be needed for the game. For example, if there are two contrasting parts in a play and the first is cheerful, playful, and the second is gentle, soft, then you can first use a rattle, a tambourine (together or alternately), and then a bell, a triangle, etc. The teacher should, if possible, take into account the wishes of the children in choosing a musical instrument.

One of the varieties noise orchestra-- ensemble of spooners (middle and senior group). It sometimes includes several other percussion instruments (tambourine, triangle, etc.).

Before creating a mixed orchestra, as a rule, ensembles of instruments that have a scale, such as metallophones and zithers, are organized. To organize a wind instrument ensemble, it is necessary that each child has his own instrument.

Ensemble playing requires coordinated performance. This concerns rhythm and overall musical expressiveness. The teacher encourages children to listen to their playing and the playing of their partners, listen to the piano part, not try to drown out each other, and try to convey the moods expressed in the music.

Joint play is preceded by individual lessons with each child and play in small groups (2-3 people).

Children are divided into subgroups only when they have mastered the instruments well and learned their parts.

For a harmonious sound of a mixed orchestra, a lot of preliminary work with children is necessary - first individually, then in small groups, an ensemble and, finally, the entire orchestra.

When working with an orchestra, music directors mainly use ready-made instrumentals (arrangements of pieces for orchestra) published in children's collections. Knowing some rules of instrumentation, they themselves (with the participation of children), based on the nature of the music, can determine the composition of the orchestra, select groups of solo instruments, distribute which instruments to assign various elements of texture (melody, accompaniment, rhythmic pattern of the melody, downbeats, accents , metric pulsation). The melody can be played first by some instruments, then by others (according to musical phrases or sentences). To prevent the sound from being monotonous, metric pulsation can also be performed by several instruments, alternating. Against the background of instruments that perform any element of texture (for example, the rhythmic pattern of a melody or metric pulsation), it is better to entrust accents to another instrument, brighter in timbre (tambourine, cymbals), and strong beats of measures to a third (depending on the nature of the music) .

Thus, in order for the orchestra to sound more expressive and colorful, it is better to entrust different elements of the composition’s texture (melody, bass, characteristic rhythm, accents) to instruments that differ in timbre.

Compound orchestra, the number of instruments in each group is also determined based the music itself. When performing folk melodies, folk instruments (wooden spoons, button accordion, etc.) should be used more. For classical music they are unacceptable - here it is preferable to use instruments whose analogues are available in a symphony orchestra (triangle, xylophone, metallophone, flute, oboe).

The ratio of the number of instruments in each group (strings, winds, drums) is determined by the brightness of the timbres. There should be approximately twice as many stringed (quiet) instruments as voiced metallophones. There may be several accordions or triols that have a bright sound (2-4 instruments). The number of drums should also not be very large. When distributing parts in an orchestra among children, it is necessary to take into account their interests and abilities. The children who most easily select melodies by ear can be assigned parts of melodic instruments. To maintain a rhythmic basis, it is important to have good feeling rhythm. Therefore, the performance of metric pulsation and rhythmic pattern of melody is entrusted to children with developed sense rhythm.

The method of teaching playing in an orchestra is similar to the method of teaching individual playing and in an ensemble. Children who play instruments that have a scale learn their parts, starting with an awareness of the direction in which the melody moves. They sing a melody with and without words (on the syllables ta, ti, etc.), determine by modeling the direction of movement of the sounds of the melody (they lay out the sounds on a flannelgraph, show the direction of movement of the sounds with their hand while singing at the same time). To determine the ratio of the durations of sounds, they clap the rhythmic pattern of the melody, lay it out on a flannelgraph using sticks of various lengths or rhythmic notations adopted in musical notation, and make subtexts of the rhythmic pattern of the melody using syllables (ti-ti-ta). They play a melody on a “dumb” keyboard while singing and then play it on a musical instrument.

The teacher must be attentive to each child. Some children pick out melodies by ear more easily than others, therefore they do not need all the preparatory exercises. Those who play percussion instruments that do not have a scale learn their parts with piano accompaniment, singing, and gradually unite with others.

6. Independent musical activity of preschoolers

Systematic and systematic work on teaching children to play children's musical instruments makes it possible not only to consolidate the knowledge acquired in the process of musical lessons, to improve their ear for music, but also to develop children's independence and their creative activity.

Children's playing music enriches the child with impressions and has an impact on its development creativity, forms moral character. The musical experience that children acquire in classes allows them to successfully apply the acquired knowledge in holidays, entertainment and, of course, engage in independent musical activities.

We must try to teach children not only to play musical instruments, but also to independently apply the acquired skills in life. Equipment for music zones is one of the necessary conditions.

This issue must be taken very seriously. In kindergarten, each group should have musical corners where children can listen to their favorite works on record, sing their favorite songs, choose a melody on a metallophone, accordion, and play musical and didactic games. We must try to ensure that the music corner stimulates children’s independent activity and helps them in their creativity.

Try to ensure that all groups in music corners have albums with pictures based on the plots of program songs that encourage children to play an instrument; player with a set of records with program works, folk music, children's songs and fairy tales. Independent musical activity is most clearly manifested in groups of senior preschool age.

There are always children in the group with musical abilities who quickly remember musical works playing several children's instruments. They are active and able to interest others. Therefore, you can instruct them to organize musical and didactic games in the group, which the children became acquainted with in the music lesson. Such guys are like an example for others, they make them want to be active too. There are children who quickly cope with the assigned tasks when playing a musical instrument, but are too self-confident: they often boast and laugh at those who have difficulty playing various instruments. Offer this child to perform something more difficult, requiring additional effort from him. By completing such tasks, the child ceases to feel superior to other children, since he himself has to work hard on the work and overcome difficulties. We must try to ensure that music takes an important place in children’s lives and awakens good feelings in them. This requires practical skills, skills in singing, movement, and playing children's musical instruments. They acquire these skills in classes, during individual lessons with a teacher in music corners. Only by solving all these problems can we achieve certain successes in the development of children's creativity.

Having learned to play, the child applies his skills in everyday life. For example, the game of “family” becomes much more interesting if the hostess, when receiving guests, plays the piano or metallophone.

In the process of independent activity, children develop a sense of camaraderie and mutual assistance.

big teaching children to play children's musical instruments is not will pass without a trace: children will master many instruments, will play individually and in ensembles.

Children have a lot of impressions from holidays, all kinds of entertainment, and concerts. In everyday life, they have a desire to repeat numbers from holiday programs. To do this, we transfer some attributes, decorations, and costume elements to the groups.

As a result of successive daily activities By teaching children to play musical instruments, the level of musical development of preschoolers will significantly increase.

Children learn to apply the acquired knowledge and skills in everyday life, and their creativity is intensified.

Conclusion

The main form of musical activity in kindergarten is music classes. They combine all types of musical activities: singing, listening to music, musical rhythmic movements, playing children's musical instruments.

Playing children's musical instruments in kindergarten is given Special attention, since it is children’s music playing that expands the scope of a preschooler’s musical activity, increases interest in musical activities, promotes the development of musical memory and attention, helps overcome excessive shyness and constraint, and expands the child’s musical education.

In the process of playing, the individual traits of each performer clearly manifest themselves: the presence of will, emotionality, concentration, creative and musical abilities develop and improve.

By learning to play musical instruments, children discover the world musical sounds and their relationships, more consciously distinguish the beauty of the sound of various instruments. The quality of their singing improves (they sing clearer) and their musical and rhythmic movements (they reproduce rhythm more clearly).

For many children, playing children's musical instruments helps convey feelings and the inner spiritual world.

This is an excellent means of not only individual development, but also the development of thinking, creative initiative, and conscious relationships between children.

Literature

Bubley S. “Children’s Orchestra” Leningrad “Music” 1983

Vetlugina on Musical education in kindergarten. - M.: Enlightenment. 1981. Vetlugina N.A. Children's orchestra. - M.: Enlightenment.

Vetlugina N.A. Musical education in kindergarten. - M.: Education, 1981.

Kononova N.G. We teach children to play musical instruments. -1990.

Radynova O.P. Musical education of preschool children. - M.: Education: Vlados, 1994.

Scenario for the lesson “Musical Instruments”»

Target:
Consolidation, formation and development of children's musical abilities, allowing them to apply the acquired knowledge in playing various children's musical instruments and in creative endeavors (necessary for learning to play musical instruments).

Tasks:
1. Consolidate and systematize knowledge on the classification of musical instruments.
2.Enrich lexicon musical terms.
3. To develop the ability to identify musical instruments by sound; sing consistently and expressively, conveying the character of the song in singing.
4.Develop musical and creative abilities through various types of musical activities.
5. To develop communication skills, interest in musical instruments and the desire to play them.

Preliminary work:
listening to different instruments, getting to know the instruments.

Equipment:
TV and Internet (for listening and viewing)
Musical instruments: drum, accordion, spoons, tambourine, guitar, balalaika;
Visual aid: tables - pictures depicting musical instruments

Educator: Guys, today we will go to unusual country. There is no such country on any of the geographical maps, but it exists where they love music. This is the Land of Musical Instruments. And we will go to this country via the Internet.
Educator: Guys, look how beautiful our country of musical instruments is. How many different musical instruments are there (we list them). They are all so different, but they can still be combined into four main groups. What are these groups called?

Children classify musical instruments into groups: drums, winds, strings, keyboards.

Educator: Well done, guys!

The first ones we will visit will be percussion musical instruments, because they were the first to appear on Earth, and are the simplest and most unpretentious.

Game "Musical Guess"

The teacher asks children riddles about musical instruments.

Who in the orchestra will help you,
He can knock on a complex rhythm.
Any rhythm, from different countries.
Well, of course………… (Drum)

The child who has guessed the riddle points to a picture of a drum.

Educator: In ancient times, the drum was made from the skins of animals obtained by hunting, and it was important in people’s lives. They used it, for example, as a telephone, in order to transmit information over long distances, or to warn their neighbors who lived very far away about the danger.

Wooden chips,
Knock a little.
You can slurp cabbage soup with them,
Or you can play “The Lady”. (Wooden spoons)

points to a picture of wooden spoons

The palm knocks on it,
shakes freely.
And it rings and thunders.
It doesn't hurt him at all. (Tambourine)

Take me in your palms.
Shake me with your hand.
And you will hear my voice,
Wooden, mischievous. (Ratchet)

Educator: The rattle not only sang along with the tambourine and spoons on folk holidays, but also protected the garden from pests. It crackled loudly in the wind and scared away crows and rooks.

Take it in your palm
A chime will be heard.
Ding-ding-ding, dong-dong-dong,
Whose is this ringing? (Bell)

A card with a picture of a bell is placed in the table.

He looks like a rattle
Only this is not a toy!.. (Maracas)

Guys, wind musical instruments have also prepared a game for you. The game is called "Guess who's singing?" First of all, let's remember what wind instruments we met in previous lessons?

Children list the wind instruments that they became acquainted with in previous lessons: flute, trumpet, saxophone, pity.

Educator: The wind instruments will sing for you in turn, and you should find out which instrument sang for you?

Game "Guess who's singing?"

The teacher gives the children to listen to phonograms of the sounds of various wind instruments.

Educator:
Smooth bow movements
The strings make you tremble.
The motive sounds from afar,
Sings about a moonlit evening.
How clear the sounds are overflowing.
There is joy and a smile in them.
It sounds like a dreamy tune
Its name is violin!

It's time, guys, to talk about string instruments.

Slide 1
Every violin has a bow.
He is a loyal, devoted friend.
When the violinist moves his bow
And the violin cries and sings.

Slide 2
"Harp - magic instrument» -
Said the thoughtful poet.
As soon as the hands touch the strings -
And gentle sounds will flow.

Slide 3
Guitars sounds by the fire.
There is so much light and goodness in them.
Like my deepest friend,
Her melodious, gentle sound.

Slide 4
Under the gusli ringing tunes
Young men and maidens fell in love.
At weddings the harp was sung,
And the young were blessed

Slide 5
Louder than a balalaika
Not in the whole world.
She is originally Russian
Folk instrument.
They sang and danced to it
And they were sad and sighed.
On holidays to the oohs and oohs
The buffoons had fun.

Keyboard instruments.

Educator: The first place of honor should be taken by our good piano.

Card with a picture of a piano
Educator: This instrument is otherwise called a piano. If its name is translated into Russian, it will sound like “loud - quiet”. Inside keyboard instruments live hammers that strike taut strings and give birth to beautiful sounds of music that can tell about a beautiful morning and cold winter, about a kind grandmother's fairy tale and the evil Baba Yaga, about beautiful butterflies and wonderful flowers.

Educator: Guys, what other keyboard instruments do you know?

Children's answers: Piano, accordion, synthesizer.

Children's music playing opens up the magical world of musical sounds for the child, helps to plunge into the melodic beauty of the sound of instruments, and awakens creative initiative. It is important to develop in a child everything valuable that nature has so generously endowed him with, creating a favorable environment for the formation of a musical culture, based on the child’s innate abilities, revealing and improving the inclinations and inclinations inherent in him.

Goals of conducting classes on musical instruments in kindergarten, specific tasks and techniques

The aesthetic pleasure received from playing a variety of instruments, the accompanying creative and active games contribute to expanding the range of musical impressions, the personal development of the child, and stimulate creative activity, develop thinking, attention, memory and volitional qualities. That is why it is so important to carry out work on music education systematically and purposefully, carefully studying teaching methods and techniques.

Any instrument is easy to play: you just need to touch the right key at the right moment, and the instrument will sound itself.

J. S. Bach

Goals and objectives of classes, methodological techniques relevant for different groups

Goals: development of musical and creative abilities, nurturing a love of music and artistic taste.

• develop rhythmic hearing;
• introduce the classification and sound of musical instruments;
• teach playing the simplest percussion, noise, and plucked string instruments.

General teaching techniques:

• verbal:
  • educational conversation;
  • practical explanations;
  • leading and problematic questions;
  • puzzles;
  • poems;
• visual:
  • demonstration and examination of tools;
  • discussion of thematic illustrations;
  • showing ways and techniques of the game;
• practical:
  • children’s reproduction of techniques for playing various musical instruments;
  • improving acquired skills;
  • production of musical instruments and playing aids from scrap and scrap materials;
• gaming:
  • didactic games;
  • active musical games.

Video: game “Happy Tambourine”

https://youtube.com/watch?v=a4sHFYCQQB4 Video can’t be loaded: Musical and didactic game “Cheerful Tambourine” (https://youtube.com/watch?v=a4sHFYCQQB4)

Music lessons involve competent alternation of frontal, group, and individual formats of teacher work with children. This approach allows children to become more deeply acquainted with the expressive capabilities of each instrument, stimulates interest in music-making, creative improvisation, and awakens inspiration for writing.

Methodological techniques for working with different age groups

Each age period has its own characteristics and requires its own pedagogical approach. The methodological recommendations also differ.

Age: 2–3 years (first junior group)

Gaming techniques: children become familiar with musical instruments while playing out a surprise situation. For example, a bear brought a bag with some amazing objects (pipes, rattles, drums, cubes), the kids examine the instruments and try to make sounds. Then, to the accompaniment of music, rhythmic movements are performed with a rattle. different strengths, allowing you to achieve either quiet or loud sound. The lesson turns into a little research, learning new things, and gives you your discoveries. This creates an atmosphere of relaxed joyful surprise and pleasure from communicating with music. At the next lesson, communication with the forest friend continues, the clumsy bear offers to dance with him to the sound of a tambourine. Kids will be happy to imitate their favorite hero, moving slowly from foot to foot, waddling and trying to follow the rhythmic pattern of dance movements. Through play activities, children also learn:

• distinguish the sounds of different musical instruments;
• identify sounds by height;
• develop a sense of rhythm.

Age: 4 years

Children of the fourth year of life are additionally familiar with the musical hammer and metallophone, and happily take part in rhythmic games with instruments. For example, children are asked to convey the accelerating or decelerating sound of the wheels of a moving train or the clatter of hooves of a running horse. In gaming didactic tasks Children of this age can, without much difficulty:

• reproduce a fast and slow sound rhythm on one instrument (a nimble bunny jumps quickly, a large clumsy elephant walks slowly and heavily);
• distinguish between high and low sounds of a bell;
• convey the elementary rhythmic pattern of the melody;
• recognize a musical instrument known to them by its “voice”.

Children of middle preschool age master the art of playing the metallophone

Age: 5 years

Children of this age master the art of playing the metallophone. This instrument helps develop an ear for music, a sense of rhythm, and musical memory. The teacher pays great attention to demonstrating and simultaneously explaining the correct body position and hand movements. The initial acquaintance with the technique of playing the glockenspiel occurs during a lesson, and training and consolidation of skills continues during individual communication with children - for example, when a child is asked to depict a rhythmic pattern own name with simultaneous voice guidance. To accurately depict the rhythm, the teacher suggests first clapping and then reproducing the rhythmic pattern on a tambourine or musical hammers. Reproduction of the melodic line, keeping the tempo, and coherence of movements are of great importance.

Playing plucked string instruments also develops fine motor skills.

Age: 6 years

Children get acquainted with new and quite complex plucked string instruments (harp, zither, gusli) and keyboard instruments (accordion, button accordion). Mastering the skill of playing the zither is carried out in individual form. Didactic games of a musical orientation, awakening children's fantasy and imagination and developing sensory abilities, acquire the greatest importance. In the second half of the year, children begin to master musical literacy. The study of the musical staff and the names of notes takes place through game situations that evoke a lively emotional response and cognitive interest; poems, songs, and fairy tales are actively used.

Stages of getting to know musical instruments

Game techniques:

1. Junior preschool age:
   • rattle: hitting the palm of the hand or a hard horizontal surface (table, floor) with an instrument; shaking;
   • tambourine: the instrument is fixed in one hand, a blow is struck with the palm or fist of the other hand; shaking;
   • bells: the instrument is held in a vertical position, struck with a stick, pushed with a finger or shaken freely;
   • drum: synchronous, alternating rhythmic beats with sticks or roll;
   • wooden spoons: “palm” technique, hitting the “heel” with the “heel”;
   • metallophone: confidently driving a hammer in the air, hitting one plate with a rebound.
2. Middle preschool age:
   • tambourine: new technique - hitting with fingertips;
   • metallophone: practicing the glissando technique (slow sliding from sound to sound);
   • spoons: a new technique - “pancakes” (alternate blows on the “heel” of the left spoon, then on the “heel” of the right spoon).
3. Senior preschool age:
   • glockenspiel:
     • freely unfolding the hand, perform the “blow-rebound” technique;
     • achieve the correct movement of the hammer up and down;
     • learn to convey a sound rhythmic pattern by tapping;
   • xylophone, rumba: “Bourdon” technique (continuous sound);
   • familiarization with the techniques of playing the drums noise instruments:
     • beaters,
     • maracas,
     • castanets,
     • bells.

Video: concert number (middle and senior preschool age)

https://youtube.com/watch?v=1T9Dj1qA5rY Video can’t be loaded: Kindergarten. Playing musical instruments. (https://youtube.com/watch?v=1T9Dj1qA5rY)

Organizing a lesson on learning musical instruments

Lesson structure:

1. Introductory, motivational part:
   • musical greeting,
   • watching a presentation video,
   • educational conversation,
   • discussion of the topic.
2. Main part:
   • creative tasks and exercises,
   • playing children's musical instruments,
   • musical and didactic games.
3. Final part:
   • final conversation between the teacher and the children,
   • gratitude for the active work and interest shown in the lesson.

Interest in playing music can be awakened by the professional approach and personal imagination of the teacher, who can use in their work to activate the creative potential of their students:

• poems;
• puzzles;
• games;
• costume performances;
• demonstration of illustrations;
• listening to a fragment of a piece of music;
• watching multimedia presentations, videos or animated films.

The teacher’s thoughtful approach to organizing classes and comprehensive preliminary preparation will create an informal, lively environment and increase children’s interest and emotional output.

Table: ideas for the introductory part of the lesson

Video: introduction to musical instruments (GCD - directed educational activity, middle group, author I. V. Tyarina)

https://youtube.com/watch?v=zleT8AEcs4s Video can’t be loaded: GCD “Acquaintance with musical instruments from different countries” (https://youtube.com/watch?v=zleT8AEcs4s)

Topics for developmental conversation:

• “Is it possible to live without music?”
• "Keyboard City"
• "Visiting the wind instruments"
• “Secrets and mysteries of Russian folk instruments”

Stories about different instruments for the introductory part of a music lesson

You can also use information and communication technologies (ICT), supplementing the text with records of the relevant tool and pictures:

1. From the first moments of life, a person is surrounded by sounds. In the natural world, music is everywhere. Listen - and you will hear the melody of birdsong, the rustle of autumn leaves under your feet, the rolling sound of a sea wave, the quiet breath of a spring breeze, the chirping of cicadas on a hot summer day. Music surrounds us everywhere, we just need to learn to hear it. People invented many different instruments, invented a special musical writing, and learned to write melodies using notes. Today we will touch the wonderful world of musical instruments.

   

   Music is everywhere in the natural world

2. Percussion instruments are a loud, boisterous group of instruments. Its most famous, powerful and important participant is the drum. Guys, why do you think the drum is round and not triangular? (Only a circle allows you to achieve the necessary tension force on the skin). With the help of sticks you can get sounds of different strengths - from the rustle of light steps to a menacing rumble. Drumming is the most difficult performing technique and requires real virtuoso skill from the musician.

   

   Percussion instruments are the loudest, noisiest team of instruments

3. The family of wind instruments (brass) leads the parade processions, being a welcome participant in special events: the jubilant voices of brilliant beauties (trumpet, flute, saxophone) perform melodies in honor of the winners of sports competitions, and welcome the most dear and important guests. Perhaps the name is due to the fact that the magical sounds that delight listeners will be produced only by those musicians who put their soul into playing.

   

   The family of wind instruments (brass) leads the parade processions, a welcome participant in special events

4. The community of string instruments (violin, guitar, cello) has always been very loved by even the most demanding and strict public due to its gentle and soft sound. In their shape, these instruments are very reminiscent human body, sounds are produced with a bow or the pads of the fingertips. Stringed instruments occupy the most important places in the symphony orchestra - in front of the conductor and the audience.

   

   In their shape, these instruments are very reminiscent of the human body; sounds are produced with a bow or the pads of the fingertips.

Video: “How keyboard and wind musical instruments sound” (cartoon)

Musical and didactic games for younger groups

Options for play exercises and tasks for children aged two to four years:

• playing to the soundtrack of any popular children's song, tapping “to the beat”;
• sound accompaniment to poems;
• sound pictures on the proposed topic (for example, depict a natural phenomenon - rain, wind noise, snowfall);
• fairy-tale story in sound (onomatopoeia for fairy-tale characters).

"The Story of Baby Squirrels"

In the fall, baby squirrels ran along forest paths, diligently collecting mushrooms and nuts for the winter (drum your fingers). But then fluffy white snowflakes began to quietly fall to the ground (metallophone), gradually they wrapped the chilled earth in a beautiful snow-white blanket, on which traces of nimble squirrels became noticeable (triangle). In their cozy and warm tree houses, the baby squirrels gnawed nuts (spoons). The warmth of their houses was kept by a rug of dry leaves (with the rustling noise of noise instruments). And it was cold outside, an icy wind was blowing (flute).

"In the clearing"

Forest animals have come running to a sunny clearing to bask - a variety of music sounds, conveying images of animals: a slowly waddling bear, a quickly jumping bunny, a cautiously sneaking fox. Kids need to guess who is who and show them in motion and sound.

Kids need to depict the image of an animal in movement and sound.

"Droplets and Rays"

Children listen carefully to music depicting the sound of rain. Kids need to clap the rain and convey the smooth movements of gentle rays of sunshine on a musical instrument. Children independently choose the appropriate instrument and come up with dance moves.

"Musical Flowers"

A game to recognize the character of a melody.

The pictures are on the table. Children listen to the soundtrack, take turns determining the nature of the music, choosing the appropriate flower and showing it.

Each child has one flower; if a melody sounds that matches the mood of his flower’s face, then the child picks up his card.

The middle of the flower depicts options for emotional states

The middle of the flower depicts variants of the emotional state:

• gentle, affectionate, calm, pacifying;
• sad, melancholy, melancholic;
• perky, joyful, mischievous.

Games for middle and high school age

In middle and older preschool age, children can already cope with more complex tasks.

"Rhythmic Ornaments"

The game develops the idea of ​​high and low, long and short, smooth and sharp sounds. Didactic material: pictures with a graphic representation of a rhythmic pattern.

The game develops the idea of ​​high and low, long and short, smooth and sharp sounds.

Children are invited to clap, play on instruments, show using their voice or plastic movements musical drawing, shown on the card.

"Rhythmic fence"

The game reinforces the concept of a strong beat and develops a sense of rhythm. The teacher claps melodies of different genres (polka, waltz, march) with an emphasis on the downbeat, showing the corresponding card.

The game reinforces the concept of a strong beat and develops a sense of rhythm.

"Pick a picture"

An exercise to reinforce the concept of musical tempo. Children listen to a piece of music, determine the tempo (fast, slow, very fast, very slow) and choose a picture of an animal whose character and temperament corresponds to the musical tempo.

Exercise to reinforce the concept of musical tempo

"Guess the musical instrument"

Musical fragments performed by a musical instrument are heard, children recognize it by sound and point to the corresponding card.

Children recognize an instrument by its sound and point to the corresponding card.

"Magic Screen"

The game expands your musical horizons, develops memory and attention. Children must recognize the song, remember the name, and choose a picture depicting an episode from a popular cartoon. Based on the picture, the child identifies the cartoon, remembers and sings the song.

Based on the picture, the child identifies the cartoon, remembers and sings the song.

"Loto for little musicians"

The game trains your pitch hearing abilities. It uses two groups of cards:

The child chooses an instrument and performs a melody ascending, descending, or on one sound: up from first to fifth, down from fifth to first, on one ruler.

"The Fourth Wheel"

The game reinforces knowledge about percussion, strings, wind and keyboard instruments. The child is offered a sheet with images of 4 musical instruments, where three belong to the same type, and the fourth does not. The child covers a picture that falls out of the logical series with a card.

The violin does not belong to the group of keyboards

"Musician Cube"

To play, you will need a large cube; it can be made from a shipping box or from an element of a modular construction set; images of children's musical instruments are glued to the edge of the cube. The cube should be light and attractive. The players throw it around in a circle to the accompaniment of music, the music stops, and the children stop playing. The child, who has a cube in his hands, names the instrument drawn on the top edge, approaches the table, takes the corresponding musical instrument and plays a melody, repeating the rhythmic pattern after the teacher.

The child names the instrument drawn on the top edge, approaches the table, takes the corresponding musical instrument and plays a melody

"Ladder"

Items for play: a five-step ladder made from elements of a building set, toys, children's musical instruments. The first player plays a melody, the second player determines the direction of the sound movement and moves the toy to the top step, bottom, or leaves it on the same step.

The player determines the direction of the sound movement of the melody and moves the toy along the steps

Video: playing musical instruments (senior group)

https://youtube.com/watch?v=oAiU61VA-LM Video can’t be loaded: “What makes noise and what sounds, or we play children’s musical instruments” (https://youtube.com/watch?v=oAiU61VA-LM)

Table: riddles about musical instruments

Video: musical and didactic game “Guess the musical instrument”

https://youtube.com/watch?v=I6dkLxSrPX8 Video can’t be loaded: MDI Guess the musical instrument (https://youtube.com/watch?v=I6dkLxSrPX8)

Project development algorithm

A creative project to get acquainted with musical instruments is a combined and expanded version of the implementation of cognitive and creative activities, combining several multidirectional artistic, aesthetic and practical classes (musical development, fiction, drawing, appliqué, making children's musical instruments, concert performances, etc.) with a common theme.

Types of projects:

• short-term - from one lesson to one week;
• long-term - from a month to a year.

Project development algorithm:

• preparatory work;
• main part;
• final stage.

Directions and forms of implementation:

• intellectual and cognitive development:
  • educational conversations with parents and students;
  • quizzes and musical-didactic games;
  • hometasks;
  • demonstration material and visual aids (presentation games, information stands, sliding folders, music museum or corner, albums, exhibition of children's drawings, etc.);
  • festive musical and theatrical events;
  • excursions, visits museum exhibitions and concerts;
• educational games (musical and didactic, artistic, role-playing).
• practical activities in the manufacture of musical instruments;
• verbal techniques aimed at activating attention and developing memory (poems, tongue twisters, riddles, folklore materials, fairy tales);
• costumed musical entertainment, concert, music lounge (with the participation of a music worker).

Table: musical project “Russian Miracle Instruments”

Table: musical project “Russian folk instruments”, author E. A. Glushko

Video: Music Day in kindergarten

https://youtube.com/watch?v=j1s5BcbkqNg Video can’t be loaded: Lesson on playing musical instruments. Music Day in Päikseke kindergarten. (https://youtube.com/watch?v=j1s5BcbkqNg)

DIY children's musical instruments

These crafts are easy and simple to make with your children.

Maracas “Herringbone” and “Flower”, “Noisemaker” from a box

Materials and tools:

• a large bottle of children's champagne,
• a smaller juice bottle,
• box,
• sets of colored and corrugated paper,
• standard size sheet of paper
• markers,
• simple pencil,
• scissors,
• PVA glue,
• cereals, peas, salt.

For noise musical instruments you need containers, filler and paper for covering.

Step-by-step instruction:

1. Prepare a long strip of colored corrugated paper four to five centimeters wide, apply glue and decorate the body of the juice bottle.
   

   

   Prepare a long strip of colored corrugated paper four to five centimeters wide, apply glue and decorate the body of the juice bottle

2. Cut ribbons of two colors with a width of 8 and 10 cm from corrugated paper, the length depends on the diameter of the bottles. Cut strips on one side of the tape.

   

   Cut strips of corrugated paper in two colors 8 and 10 cm wide

3. Apply a bead of glue along the edge wide stripes and glue a narrow strip of a different color to it.

   

   Apply a strip of glue along the edge of the wide strip and glue a narrow strip of a different color to it

4. Prepare another strip for the neck about six centimeters wide and make cuts in the same way.

   

   Prepare another strip for the neck about six centimeters wide and make cuts in the same way

5. Cover the body of a large bottle, starting from the base, and cover the neck in a spiral motion.

   

   Cover the main part of the body of the bottle, starting from the base, and cover the neck in a spiral motion.

6. On A4 paper, draw a circle of thirteen to fourteen centimeters (using a compass or tracing a ready-made template).

   

   On A-4 paper, draw a circle of thirteen to fourteen centimeters (using a compass or tracing a ready-made template)

7. Divide the circle into eight parts, rounding the edges of the inner triangles into the shape of petals.

   

   Divide the circle into eight parts, rounding the edges of the inner triangles into petal shapes

8. Cut out the flower, draw a round center according to the size of the neck and make cuts along the lines.

   

   Cut out the flower, draw a round center according to the size of the neck and make cuts along the lines

9. Draw two blanks with colored pencils or felt-tip pens (optional).
   

   

   Draw two blanks with felt-tip pens or colored pencils

10. Place the blanks on the neck of the bottle and pour the noise material into the bottles.

    

    Place the blanks on the neck of the bottle, pour the cereal into the bottles

11. Prepare bright colored strips three to five centimeters wide and two squares, cover the box; one of back sides We don’t seal it, we leave room for pouring the cereal into the box. Pour the filler into the box.

    

    Prepare bright colored strips three to five centimeters wide and two squares, cover the box

12. Screw on the lids and seal the box: the musical toys are ready!

    

    Musical toys are ready

Instructions:

1. Cover mayonnaise jars with colored paper blanks.
2. Thread bright ribbons into the side holes.

Cover the mayonnaise jars with blanks of colored paper, thread bright ribbons into the side holes, the tool is ready

Instructions:

1. Prepare clean plastic round food boxes.
2. Insert bells along the edge.
3. Decorate with pictures.

Prepare clean plastic round food boxes, insert bells along the edges, decorate with pictures

"Naughty Rattles"

Light plastic bottles, boxes of gels, shampoos, yoghurts, etc., filled one-third with noise material, such as cereal or peas, are suitable as a base. The vessels can be covered with colored paper, faces can be painted on, etc.

Plastic bottles, boxes of gels, shampoos, yoghurts are filled one third with different noise materials

Instructions:

1. A spiral twisted from foil is inserted into the food foil tube.
2. Any noise filler is poured.
3. Both ends of the tool are sealed.

A spiral twisted from foil is inserted into a tube of food foil, any noise filler is poured in, and both ends of the tool are sealed.

"Gorodets Ratchet"

Step-by-step instruction:

1. Cut rectangular pieces of equal size from chipboard and tint using acrylic paints.

   

   Cut rectangular pieces of equal size from chipboard and tint using acrylic paints

2. Wait for the paint to dry, draw a sketch on each piece with a simple pencil decorative ornament in the style of Gorodets painting.

   

   draw on each blank with a simple pencil a sketch of a decorative ornament in the style of Gorodets painting

3. Carefully paint the petals.

   

   Carefully paint the petals

4. Paint the flowers and circles red.

   

   Paint the flowers and circles red

5. Add blue circles.

   

   Add blue circles

6. Supplement the ornament with decorative elements.

   

   Supplement the ornament with decorative elements

7. Drill a hole in each piece, coat the parts of the product with varnish, and wait until completely dry. Connect all the parts with colored tape.

   

   Drill a hole in each workpiece, connect all parts with colored tape

Photo gallery: homemade children's musical instruments

Jar, with plastic lids on both sides Drums made of tin cans Tin boxes decorated with burst balls stretched over the bottom Gusli (shoe box lid and colored rubber bands) Castanets made of lids Bells on a cardboard tube Bells attached to a wide elastic band Sticks with noise filling, bells on bracelets Pipe made from straws Tambourine (embroidery hoop and metal bottle caps)

For preschoolers, due to their age, it is difficult to organize a visit to a conservatory or to a symphony orchestra performance in a real concert hall. But in a fun, lively, playful way, you can introduce kids to the world of musical instruments, even try to experiment and make the most unexpected musical toys with them from scrap materials. Thus, already in preschool age, the child will have an idea about the main groups of instruments, the features of their structure and sound, which will replenish the general musical knowledge and develop a common artistic culture.

44 years old. Higher pedagogical education, specialty: history and law, postgraduate study. Work experience in higher school- 22 years old. Sphere professional activity- conducting lectures and seminars, educational, methodological and scientific work (there are scientific publications).

Entertainment scenario for children 4-5 years old. Introducing children to children's musical instruments.

(Presentation of new children's musical instruments)
Program content
Target: attract children's attention to wealth and diverse world sounds made by various musical instruments.

Tasks.
Educational:
1. Formation of ideas about musical and noise sounds.
2. Gaining knowledge about musical noise instruments, the history of their creation and sound features.
3. Acquaintance with the techniques of playing noise instruments.
4. Learning and performing Russian folk songs and singing.
5. Learn to distinguish instruments by sound.
6. Reinforce the names of instruments and skills in playing them.

Educational:
1. Development of vocal-choral and rhythmic skills.
2. Development of musical memory, pitch hearing, attention.
3. Acquaintance with the initial skills of playing in an ensemble, introducing children to forms of joint music-making.
4. Development of creative skills (improvisation).
5. Consolidating children’s knowledge about the rattle as a musical instrument, teaching them to play rhythmically, start and finish on time.
6. Develop subtlety and sensitivity of timbre hearing, imagination and visualization in sound creation.

Educational:
1. Fostering interest and love for music, folk musical culture, and the world of beauty.
2. Fostering interest in playing simple musical instruments.
3. Cultivate interest in the various sounds of the surrounding world.

Attributes and equipment:
A collection of rattles, tambourines, tambourines, spoons, bells, metallophones, bells, triangles, rattles, rhythm sticks, maracas, homemade rattles.
Slide show equipment.

Preliminary work
music director:
Selection of repertoire for children and adults, selection of slides for presentation, selection of musical instruments for performing musical pieces in an orchestra, arrangement of musical works for an orchestra.

Work with children:
Introduction to noise musical instruments and metallophone;
Learning how to play them;
Learning the chorus of the song “Rattle”, a dance with rattles, the game “Who’s Faster”, musical pieces for playing children’s musical instruments.

Working with teachers:
Learning the polka “Letka-Enka”, the song “Rattle”.
Working with parents:
Manufacturing homemade toys rattles for the exhibition.
Methods and techniques: game moment, artistic expression, display, conversation, task, explanation, examination, reinforcement, encouragement, summary.

Objectives of integrated educational areas:
"Cognition". Fix the names of musical instruments: maracas, bells, rattle, tambourine, metallophone, rhythmic sticks, triangle.
"Socialization". Form friendly, friendly relationships between children and adults.
"Communication". Fix in the children's dictionary: rectangle, traffic light, signal, crossing, public transport stop. Develop free communication with adults and children.
"Reading fiction." Develop the ability to guess riddles and correlate them with images, read short poems expressively.

Progress of entertainment.

Slide show “Rattle in paintings”

Among the white towels
On a luxurious mattress
Baby lady snoozes
With a rattle in hand.
Exactly a month this lady
Exists among us.
There are four kilograms in it,
This is a diamond girl.
(author of poems Nikolai Oleinikov)

The most fun of all is the toy,
Painted rattle.
Give the crybaby a rattle -
The crybaby will become a laughing one.
This cute toy
Baby girlfriend.
She sings all day long
Doesn't let kids cry.

And in order for rattles to rattle so merrily and amuse the little ones, what kind of bulk materials fill them? (children's answers)
When you were little, you could only rattle with rattles. And now you are older, you can not just rattle, but play them like musical instruments. Show how you can play rattles (children take rattles and stand scattered).

Song "Rattle" music. V. Dobrynina, lyrics. M. Plyatskovsky
(The teacher sings the chorus, the children sing the chorus and play the rattles)

Leading:
How well you sang and played the rattles! Do you want to dance with them?

Dance with rattles

Leading:
What a wonderful musical instrument - a rattle! (draws attention to the exhibition of rattles that children and their parents made with their own hands)
Take a look at our display of rattles. These children and their parents made these rattles themselves, with their own hands! Want to hear what they sound like? Children, play with your rattles for us!

Orchestra of homemade rattles, music. Kukaracha-Kukaracha

Leading:
Did everyone like the sound of these rattles? Let's play with them now!

Game "Who will take the rattle sooner"

Leading:
In addition to rattles, there are many more interesting noise and musical
tools. Try to guess what they are called?..

(after the children answer correctly, the screen appears
slide with a picture of this tool)

1. He plays from the heart
The rhythm is very difficult.
What does it sound like, please tell me quickly?
Fidget... tambourine (slide show “tambourine”)

2. Also plays next to him
Also sonorous... tambourine (slide show “tambourine”)

3. He sits under his cap,
Don't disturb him - he's silent.
You just have to take it in your hands
And rock it a little,
A chime will be heard:
“Dili-don, Dili-don!” bell (slide show “bell”)

4. I look a little like a spatula,
I look a little like an oar
I help the kids eat porridge,
And my sister is a ladle... a spoon (showing the “spoon” slide)

5. At the most fabulous moment
This tool will come in.
Quietly, gently it will ring,
It's like everything is silver.
Any preschooler will recognize
When... triangle plays (slide show "triangle")

6. Here are the metal plates,
There are a lot of them on the board.
From the records that are many,
The road runs off into the distance.
A wonderful ringing is heard.
This is what it sounds like... metallophone (slide show "metallophone")

7. Here the plates are different,
Wooden, large.
How they begin to crack -
You need to cover your ears... ratchet (show the “ratchet” slide)

8. This is not a rattle for you
And not a child's toy.
Makes us all very happy
Wooden ... maracas (slide show "maracas")

9. They beat each other - knock-knock-knock -
And everyone hears the beautiful sound... sticks (slide show “rhythm sticks”)

10. Well done guys rang,
Delete ... bells (slide show “bells”)

Do you guys like all these musical instruments? (children answer)

Our children love it very much
More than any porridge
Spoons, rumbas, triangle,
Maracas, bell.
They also love the metallophone,
Because he is loud.
And also on a tambourine in the morning
Children love to knock...
At this time, mom and dad
I really want to sleep.

And if you put these instruments all together at once?.. Do you want to hear what happens? Grab your tools, guys!

(children take instruments and stand in front of the audience)

Leading:
Admire the orchestra:
The tools are good!
Virtuoso musicians -
These are our babies!

Children: (take turns talking about their instrument)
1. Here is a beautiful, ringing tambourine!
He will not be silent in his hands! (Child plays tambourine)

2. Like friendly palms,
Our spoons are rattling! (Child plays on spoons)

3. And these are sticks,
Knock sticks! (The child knocks with chopsticks)

4. Like a rattle crackling -
Everyone will be surprised today! (Child plays the rattle)

5. Makes a beautiful ringing sound
Our sonorous metallophone! (The child plays glissando on the metallophone)

6. These are the tomboyish brothers,
Bells and bells! (The child rings the bells)

7. Will be here to play for you
Wooden maracas! (Child plays maracas)

8. Let's hit the triangles -
We will bring joy to all guests! (Child plays on a triangle)

9. Dili-don! Dili-don!
You can hear the ringing from all sides!
The bell rings so loudly
Like a stream babbling. (The child rings the bell)

Children in chorus:
We will play together for you,
All you have to do is clap!

Children play in the orchestra. "Moscow square dance"

Leading:
Well done, guys! (addresses the guests) Did you like how our children play? In our kindergarten, not only children, but also adults love to play musical instruments.
Listen to their performance of a Finnish polka called “Letka-Enka”.

Teachers perform the “Letka-Enka” polka.

Leading:
That's how much fun we had this evening! Do you want to learn how to make some other instrument? Fine! Next time we will make bells with you. And now it's time for us to say goodbye. Let's say to the guests: “Goodbye, see you again”!

(children say goodbye and go to the group)