"Playing children's musical instruments." Summary of an open music lesson in the senior group

Why do we pay so much attention to playing at DMI? Yes, because children's music-making expands the scope of musical activity of preschoolers, 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, and musical abilities develop and improve. By learning to play the DMI, children discover the world of musical sounds and are aware of the beauty of the sound of various instruments. The quality of their singing improves, they sing clearer, the quality of musical and rhythmic movements improves, children reproduce the rhythm more clearly.

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Methodological development

A system for teaching children to play musical instruments in kindergarten.

(from the experience of MBU kindergarten No. 49

"Merry notes" g.o. Tolyatti)

PLAN.

1. Relevance of the problem.
2. ON THE. Metlov - as the initiator of teaching preschoolers to play musical instruments.
3. Playing DMI is a useful and interesting activity.
4. Introduction to musical toys and instruments in 1 ml. To the group.
5. Second junior group.

• Playing percussion instruments.
• Development of dynamic perception and timbre hearing.
• Introduction to the metallophone.

1. Playing the metallophone is a new type of musical activity in the middle group.

• Mastering technical techniques for playing the metallophone.
• Playing chants on one sound and two adjacent ones.
• Using musical toys when performing program songs.

1. Senior group.

• New tasks when playing the glockenspiel.
• Acquaintance with new instruments, mastering the technique of playing them.
• Playing in an ensemble.
• The role of musical and didactic games in teaching preschoolers to play the musical instrument.
• Getting to know the notes.

1. Preparatory group.

• Introduction to xylophone and accordion.
• Playing extended melodies on a metallophone.
• Teaching music notation.

1. The creation of an orchestra is the main stage of our work.
2. The meaning of collective music making.

Musical education is not the education of a musician, but, first of all, the education of a person.

V.A. Sukhomlinsky.

One of the most pressing and “big” problems facing modern society is the threat of spiritual impoverishment of the individual, the danger of loss of moral guidelines. Therefore, our education needs a turn to the vital problems of modern society, providing moral education, confronting lack of spirituality, consumerism, and reviving in children the desire and need for active intellectual activity. For many years we have been discussing: among the specialists there are teachers who are well versed in the musical education of preschoolers; This is on the one hand, on the other - there are specialists in the musical education of children at school. School teachers say: “It’s difficult to work with first-graders, because sometimes they can’t name a single composer and don’t know the songs they learned in kindergarten.” The teachers, in turn, believe: “Our children learned to sing and dance, but at school there was only one music lesson.” Unfortunately, we have to admit: both are right. It is a rare coincidence when a child, having received a full musical education in kindergarten, finds himself in an equally favorable musical environment at school. Moreover, the practical worker sees the interaction between the music director of the kindergarten and the music teacher at school in the continuity of the work of everything that has been accumulated in the musical education of the child at the previous stage.

Objectives of music education.

Music has the potential to influence not only adults, but also very young children. Moreover, and this has been proven, even the prenatal period is extremely important for the subsequent development of a person: the music that the expectant mother listens to has a positive effect on the well-being of the developing child (maybe it shapes his tastes and preferences). From the above, we can conclude how important it is to create conditions for the formation of the foundations of the musical culture of preschool children.

The main objectives of music education can be considered:

1. Develop musical and creative abilities (taking into account the capabilities of each) through various types of musical activities;
2. To form the beginning of musical culture, to contribute to the formation of a common spiritual culture.

The successful solution of the listed tasks depends on the content of musical education, primarily on the importance of the repertoire used, methods and techniques of teaching, forms of organizing musical activity, etc.

It is important to develop in a child all the best that is inherent in him by nature; taking into account the propensity for certain types of musical activity, on the basis of various natural inclinations, to form special musical abilities, to promote general development.

Each child's musical abilities manifest themselves differently. For some, already in the first year of life, all three basic abilities - a sense of harmony, musical-auditory perception and a sense of rhythm - are expressed quite clearly, develop quickly and easily, this indicates musicality; For others it’s later, more difficult. The most difficult to develop are musical and auditory concepts - the ability to reproduce the melody of a voice, accurately, intoning it, or select it by ear on a musical instrument. In most children, this ability does not appear until the age of five. But the absence of early manifestation of abilities, emphasizes musician-psychologist B.M. Teplov, is not an indicator of weakness, or even less a lack of abilities. The environment in which a child grows up (especially in the first years of life) is of great importance. The early manifestation of musical abilities is observed, as a rule, in children who receive sufficiently rich musical impressions.

The main form of musical activity in kindergarten are classes that involve not only listening to musical works that children can understand, teaching them to sing, move in musical games and dances, but also teaching them to play the musical instrument. There was great interest in the orchestra of children's musical instruments as a means of musical education. Outstanding musicians and educators B. Asafiev, B. Yavorsky, and the Austrian K. Orff emphasized the importance of active forms of musical activity in the children's orchestra as the basis for elementary music-making and the development of children. The creators of our current system of musical education for preschool children also attached great importance to the orchestra of children's instruments.

Back in the 20s, N. Metlov and L. Mikhailov spoke about the need to organize a children's orchestra as an effective means of developing musical perception and hearing in children. In the 30s and 40s, N. Metlov organized orchestras in kindergartens and created new sound-pitch musical instruments. Having started in the 20s with teaching children to play percussion instruments (tambourine, triangle, bells, castanets, etc.), N.A. Metlov soon reserved for them the right only to accompany, giving a certain coloring to the work. He searches, designs and improves melodic instruments on which children could perform any melodies and play music independently. The first instruments for children were the xylophone and metallophone. When teaching children to play these instruments, they used a system of notation. In alliance with master craftsmen V. Rachmaninov, V. Bodrov and others, N. Metlov in 1941-1942 created a metallophone with precise and stable tuning, a clear and pleasant sound. Modern xylophones and metallophones depict the names of sounds and their location on the staff. By playing such instruments, children practically acquire the elements of musical literacy. Metlov introduced a children's zither, button accordion, flute, and oboe into the group of melodic instruments. He organized an orchestra in the kindergarten consisting of 30-40 children playing musical instruments. For each work, N.A. Metlov created instrumentation taking into account the genre and structure of the work, and the specifics of the instrument. He assigned a special role in the instrumentation to the piano part, which was performed by the music director. He decorated the piano part with additional harmonic and variational means of expression. The instrumentation of pieces for the percussion orchestra was considered very important. Based on folk melodies and songs, Metlov created a repertoire for a children's orchestra, convenient for performance on children's instruments; later the repertoire included works by Soviet composers.

Together with N.A. Metlov in 20-40, famous teachers T.S.Babadzhan, Yu.A.Dvoskina, M.A.Fumer and others worked. And subsequently N.A.Vetlugina and her students were involved in the development of these methods ( K. Linkevichus, V. V. Ishchuk).

Why do we pay great attention to playing the musical instrument when conducting music classes? Yes, because children's music-making expands the scope of musical activity of preschoolers, 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, and musical abilities develop and improve. By learning to play the musical instrument, children discover the world of musical sounds and more consciously distinguish the beauty of the sound of various instruments. The quality of their singing improves, they sing clearer, the quality of musical and rhythmic movements improves, children reproduce the rhythm more clearly.

For many children, playing the DMI helps convey a feeling, an 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. And therefore, much attention is paid to this work in our preschool educational institution and it is not carried out formally from time to time, but there is a whole training system, which I will try to reveal in this work.

The work is carried out in an organized and consistent manner, a variety of methods and techniques are used: showing illustrations, toys, using musical and didactic games, and there is a large database of children's musical instruments. The systematic use of musical toys and instruments in music classes arouses children's interest in such activities, expands their musical impressions, and promotes creative activity.

We begin our acquaintance with musical instruments in the 1st junior group. We teach children to distinguish sounds by pitch (high and low sounds of a bell, metallophone, piano), to recognize and distinguish the sounds of a tambourine, rattle, drum, pipe.

We introduce each musical toy, creating a game situation. For example, a dog brought interesting things in a basket; they turned out to be rattles. Children look at them with enthusiasm, touch them, learn to communicate with them and make sounds. Then the dog plays “Rattles” music game with the children. M. Rauchwerger. A musical piece is played, and the children perform movements together with the teacher; When listening to quiet music, they play the rattle in front of them, and when listening to loud music, they lift it up and shake it with greater force. This game brings joy to kids and teaches them to distinguish between loud and quiet sounds. Each lesson creates an atmosphere of joyful communication with music. At the next lesson, the children meet the bear. He brings a tambourine, he wants to dance. But he dances slowly with the waddle of the muses. M Rauchwerger, and the teacher hits the tambourine. One of the active children is invited to dance with the bear (the bear dances on the table so that everyone can see it clearly). At the next lesson, all the children turn into bears, slowly waddling from foot to foot, they dance along with the bear (the boy plays the tambourine). Then the bear invites the children to play the tambourine, first with the help of the teacher. and then on your own. Of course, not everyone can hit rhythmically, but everyone can hit. Often the Katya doll comes to children and joins them in their games. Children love to play with Katya. Here Katya walks through the hall, occasionally hitting the tambourine, but Katya runs and the children hear the frequent sound. At the same time, attention is drawn to the different sounds of the tambourine. Thus, children learn to feel the rhythm (to distinguish between the rhythm of walking and running), and to respond to changing music. The game “Walk-Run” helps to develop a sense of rhythm, as well as to hear the change of two parts of the play, the ability to perform the appropriate movements that characterize the melody. E. Telicheeva and the dance “Tambourine” by R. Fried. For the development of timbre hearing as early as 1 ml. We conduct a musical and didactic game “Guess what I’m playing?”. Children recognize a drum, a pipe, a tambourine, a bell. At first, only 2 instruments with contrasting sounds are given, and then their number increases to 4. Children are not asked to give names to these instruments, they point to those that lie in front of the screen (those that are played by everyone lie behind the screen). At first, not all children correctly identify the sounding instruments, but after several lessons the children successfully complete the task. Using the piano's metallophone, we also teach kids to distinguish between high and low sounds (the game "Bird and Chicks" by music. Telicheyeva.)

In the 2nd junior group, we consolidate children's knowledge about musical instruments and toys, which they learned about in the 1st junior group. gr., we continue to introduce new ones - we add a musical hammer and a metallophone. We have noticed that children this age enjoy performing different movements with tools. To develop rhythm, we offer children this exercise. We hand out 2 cubes to all children and invite them to take a seat in the chair trailers. The train picks up speed; the children slowly hit the blocks. The pace accelerates, the children, together with the teacher, try to convey the rhythm faster. The train stops and, along with the melody, the cubes also fall silent. Children always eagerly perform exercises to develop rhythmic perception. A nesting doll comes to visit children and brings with it cubes and rattles. She wants to dance, but there is no music. Then the teacher asks the children to play with the matryoshka doll, and it will dance. Children enjoy hitting rattles and blocks to dance music. In the game "The Bear Comes to Visit" music. Rauchverger (the melody is familiar to them from the 1st junior group) is invited to play the drum. The boy leads the bear, and the child slowly beats the drum. In the game "Who walks in the forest?" the task becomes more difficult. Here children learn to compare and transfer slow beats on one instrument - a bear, an elephant walks, and fast ones - a bunny jumps, a hedgehog runs. Practice shows that children of this age, without any particular difficulty, distinguish between the sound of 2 different bells (high and low sounding); in the games “Big and Small Droplets”, “Which Bird is Singing?”, children distinguish up to 1 and up to 2 octaves. Continuing to develop dynamic perception, we use games such as “Quiet and Loud Palms”, “Quiet and Loud Bells” of music. Rustamov, where children first ring bells, either quietly or loudly, in accordance with the change in the strength of sound in the music, and then, complicating the tasks: the children are divided into 2 subgroups. The girls in the first row are quiet bells, and the boys in the second are loud, and they should only ring their music, endurance and attention develop. In the game "Walk-Sleep" music. Krasev children respond to quiet and loud sounds by playing bells, performing an exercise related to the two-part form of music. Next, we begin to introduce the children to a new musical instrument, the metallophone. We try to ensure that acquaintance with the instrument takes place in an atmosphere of great interest, using a variety of materials, in a playful way.

"The Tale of the Frog KVAK." (on flannelgraph)

"The frog Kwak went for a walk. Suddenly a drop of rain fell on him (I hit the metallophone plate once). A cloud covered the sun, it became dark, and a few more drops fell on the little frog (I hit him several times). At the beginning, the droplets dropped rarely (rare hits) , and then the rain began to fall in earnest and the droplets began to fall one after another more and more often. The rain intensified (frequent blows). The frog jumped into the lake and began to wait for the rain to stop. Soon the rain stopped, and the sun came out again.

Questions for the children: what kind of rain was it? Strong, weak, rare, frequent. And here is the tool that helped me depict real rain. Thus, the name of the instrument is fixed, it is suggested to look and touch again and listen to the sound. In the next lesson, the game “Cheerful Rain” reinforces the ability to distinguish a rhythmic pattern, and the kids determine which one it is raining. If in 1 ml. gr. children, recognizing the instrument by its sound, just pointed at it, then 2 ml. gr. We ask you to give a name to the instrument, and then, having learned it, name and play it. Problematic situations in the classroom allow children to develop creativity and imagination.

1 lesson. A bear and a bunny come to visit the children. A package arrives for them. Children guess the instruments by sound, and then distribute what they sent to whom. Then we play on the drum how the bear walks slowly and heavily, and on the tambourine how the hare jumps merrily.

Lesson 2. The animals lost their drum and tambourine instruments in the forest. Children remember that this is a bear and a hare. It is suggested to play the instrument, the animals dance to the music.

Lesson 3. Children wear hare and bear hats, choose their instruments and play them accompanied by the piano.

When teaching children to play musical instruments, a sense of rhythm and the ability to convey a simple rhythmic pattern are of great importance. That's why in this group we use various percussion instruments, and we try to orchestrate some of the songs that we sing in class. Musical toys are also used at holidays. So on New Year's Day we give children bells or rattles - this is how they wake up the Snow Maiden, who is sleeping in her house. Sometimes they dance with rattles, and Petrushka, who came to the holiday, shows them the movements. Gradually, children’s experience of perceiving music is enriched, emotional responsiveness to familiar children’s musical instruments is developed, and a desire to act independently with them appears.

In the middle group, a new type of children's musical activity is provided - playing the metallophone. Playing this instrument helps children develop their melodic ear, rhythm and musical memory. Initial training is carried out in class, and then during individual work with children. Great importance is attached to the correct seating of children during play. Freedom of the body and hands is ensured. The demonstration is accompanied by an explanation. While playing the instrument, the children independently imitated a large and small bell, the jumping of a sparrow and the blows of a woodpecker. After the children have felt that the sounds of a metallophone can be low and high, loud and quiet, long and short and express various images, we begin playing simple songs on one sound from Vetlugina’s musical primer. First, we introduce the children to the song, showing an enlarged illustration, then we sing as a whole group and individually. From the very beginning we teach how to accurately reproduce the rhythm. To do this, we suggest clapping the rhythmic pattern of the song using various percussion instruments. Children convey rhythm using a tambourine, cubes, and musical hammers. At the same time, we learn to coordinate our movements with the movements of our comrades, so that we do not overtake or get ahead, and do not fall behind.

Exercise "DUCKS"

Our ducks in the morning: quack-quack-quack (instrument sounds) quack-quack-quack (children singing)

Our geese by the pond: ga-ga-ga (tool) ga-ga-ga (children)

Our chickens through the window: ko-ko-ko (tool) ko-ko-ko (children).

After such exercises, children play more friendly and harmonious. Continuing to develop the chosen song in the next lesson, I set the children the task of recognizing it by the melody, singing it, clapping the rhythm. Then the drawing is laid out on a flannelgraph with large or small Christmas trees, nesting dolls, and stars. At the next lesson, children determine the song according to the rhythm laid out on the flannelgraph. And only after all the children have mastered the rhythm well, we move on to playing this song on the instrument. Metallophone plates are indicated by colored circles. Gradually, children master the skill of playing the glockenspiel: they play familiar songs on one sound, convey a rhythmic pattern on a group of drums, and learn to listen to each other. They often play with a whole orchestra of various instruments, which causes joy and a desire to play more.

Using musical instruments while singing familiar songs develops children's creativity and encourages them to apply knowledge in everyday life. During music lessons we offer children individual tasks. The child on the instrument must convey the rhythmic pattern of his name while pronouncing it at the same time. Children really like this task.

In the older group, we introduce children to a new instrument - the zither. First, we listen to the sound of the instrument, paying attention to the fact that it can be played with a pick, touching the strings. Comparing the sound of the zither with other instruments, we find a difference in sound. Since this instrument is difficult to master, training on it takes place mainly in individual lessons. In older groups, when teaching how to play the musical instrument, we give an important place to musical and didactic games. So, to develop timbre hearing, we play “Identify the instrument”, games with handouts “Identify by rhythm”. Musical and didactic games play a very important role, they help develop in children certain skills and abilities that are so necessary when mastering a particular instrument, instill an interest and desire to play them independently, and develop their musical and sensory abilities. Music has its own secrets, many of which children learn in music classes. In the second half of the senior year, we introduce children to the staff and the names of notes. Children learn to read music through play, through fairy tales, and through the development of children's imagination. For each child we have a house made of velvet paper with a staff, circles - notes. When getting acquainted with notes, we use short verses from the "Note ABC". Children remember notes more easily and the poem brings animation and evokes an emotional response in children. At each subsequent lesson, we reinforce the material from the previous one and teach new ones.

In the preparatory group we introduce children to the accordion. Let's look at it. Children listen to familiar melodies performed by the leader and listen to his sound performed by professional musicians. Not every child can play the accordion. Of all the children's instruments, this is the hardest one for children to use. From a group of children there are 5-6 children who want to learn to play the accordion. This work is carried out individually. We teach children not to stretch their fingers, to keep them above the keyboard, we teach them correct fingering, to move the accordion calmly without jerking, and to watch their posture when playing.

By working on simple songs, we develop children’s skills in playing in an ensemble and teach them to listen to themselves and others. Thus, by carrying out systematic work on the development of musical hearing during the entire time they were in kindergarten, we were able to approach the main stage of our work - creating an orchestra and consciously learning the simplest melodies on musical instruments in it. Creating an orchestra for preschoolers is a very difficult task, but very necessary and necessary.

Games - exercises with musical instruments for children of the younger group

“In the morning the sun will wake up”

For the musical accompaniment of the game, you can use any Russian folk melody, for example “Oh, you, the canopy”, “The month is shining”...).

Leading:(shows the sun)
Around the sun, my friend,
Get into a circle quickly.

(children stand in a circle, the sun can be placed in the middle of the circle. Wooden spoons are laid out on the floor in a circle according to the number of children (2 spoons for each child)

Leading: Guys, the sun has prepared spoons for us and wants us to play for him.

Children squat down next to their pair of spoons.

The teacher or music director says the text, the children listen. Then, to the music, the children rhythmically play spoons

Leading:
1. In the morning the sun will wake up,
The kids will immediately smile.
Children rise with the sun
They take spoons in their hands.

To the music, the children slowly rise and take spoons in their hands.

2. The children took the spoons in their hands,
They knocked on the spoons together.

Hit the spoon against the spoon in front of you

3. We'll light the oven now -
We need to bake pancakes.

Slightly tilting the body with spoons to the right, left hand with a spoon on top, then the same thing to the left - “bake pancakes”

4. It's time for us to have some fun
Ride in the carousel.

They spin around themselves with a stomping step, play with spoons, hold them in front of them

5. We are with you now, guys,
Let's play hide and seek together.

We hit the spoons in front of us on the downbeat of the music, then we move our hands behind our backs and hit the spoons behind our backs

6. We'll climb the hill,
And then go down the mountain.

Gradually raising straight arms up, quickly hitting with spoons, then lowering our hands down, hitting with spoons

7. Our spoons are so tired
They danced very merrily.
We'll put it on half a spoon
And put our palms together.
We'll rest a little
And we'll start dancing again.

Children sit on their haunches, hands under their cheeks - resting

How we danced merrily
They knocked their spoons together.
The sun is smiling,
So he likes it.

"Musicians".

The rattles will ring
Everyone around will have fun.
(to any cheerful music, hit your palm with a rattle)

We hit with sticks,
We have a lot of fun playing.

(knock to the music with sticks)

We'll take the maracas
Let's shake them together.

(we shake maracas to the music - you can use large Kinder Surprise eggs, filling them with cereal)

The musicians are good
Everyone played with all their hearts.
Get all your palms ready
Give us a little clap.

It is important to develop in a child all the best that is inherent in him by nature, taking into account his inclinations towards certain types of musical activities, to form special musical abilities on the basis of various natural inclinations, and to promote general development.

The main form of musical activity in kindergarten are classes that involve not only listening to musical works that children can understand, teaching them to sing, move in musical games and dances, but also teaching them to play children's musical instruments.

Download:

Preview:

Teaching children to play musical instruments in preschool educational institutions

Music has the potential to influence not only adults, but also very young children. Moreover, and this has been proven, even the prenatal period is extremely important for the subsequent development of a person: the music that the expectant mother listens to has a positive effect on the well-being of the developing child (maybe it shapes his tastes and preferences). From the above, we can conclude how important it is to create conditions for the formation of the foundations of the musical culture of preschool children.

The main objectives of music education can be considered:

• Develop musical and creative abilities (taking into account everyone’s capabilities) through various types of musical activities;
• To form the beginning of musical culture, to contribute to the formation of a common spiritual culture.
• The successful solution of the listed tasks depends on the content of musical education, primarily on the importance of the repertoire used, methods and techniques of teaching, forms of organizing musical activity, etc.

It is important to develop in a child all the best that is inherent in him by nature, taking into account his inclinations towards certain types of musical activities, to form special musical abilities on the basis of various natural inclinations, and to promote general development.

The main form of musical activity in kindergarten are classes that involve not only listening to musical works that children can understand, teaching them to sing, move in musical games and dances, but also teaching them to play children's musical instruments.

Children's music playing expands the scope of musical activity of preschoolers, 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, and musical abilities develop and improve. By learning to play children's musical instruments, children discover the world of musical sounds and more consciously distinguish the beauty of the sound of various instruments. The quality of their singing improves, they sing clearer, the quality of musical and rhythmic movements improves, and children reproduce the rhythm more clearly.

For many children, playing musical instruments helps convey a feeling, an 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. And therefore, this work in preschool educational institutions should be given great attention and it should be carried out not formally from time to time; an entire training system should be developed.

The work should be carried out in an organized and consistent manner, using a variety of methods and techniques: showing illustrations, toys, using musical and didactic games. A large base of children's musical instruments is needed. The systematic use of musical toys and instruments in music classes arouses children's interest in such activities, expands their musical impressions, and promotes creative activity.

Introduction to musical toys and instruments in 1st junior group.

You can start introducing children to musical instruments as early as the 1st junior group. Teach children to distinguish sounds by pitch (high and low sounds of a bell, metallophone, piano), recognize and distinguish the sounds of a tambourine, rattle, drum, pipe.

Bring in each musical toy, creating a game situation. For example, the dog brought interesting things in the basket; they turned out to be rattles. Children look at them with enthusiasm, touch them, learn to communicate with them, and make sounds. Then the dog plays “Rattles” music game with the children. M. Rauchwerger. A musical piece is played, and the children perform movements together with the teacher; When listening to quiet music, they play the rattle in front of them, and when listening to loud music, they lift it up and shake it with great force. This game brings joy to kids and teaches them to distinguish between quiet and loud sounds.

At the next lesson, the children meet the bear. He brings a tambourine, he wants to dance. But he dances slowly, waddles, and the teacher hits the tambourine. One of the active children is invited to dance with the bear (the bear dances on the table so that everyone can see it clearly).

At the next lesson, all the children turn into bears, slowly, waddling from foot to foot, they dance along with the bear (the teacher plays the tambourine). Then the bear invites the children to play the tambourine, first with the help of the teacher, and then on their own. Of course, not everyone can strike rhythmically, not everyone knows how to strike. Often the Katya doll comes to children and joins them in their games. Children love to play with Katya. Here Katya is walking through the hall - rare hits on the tambourine, but Katya runs and the children hear the frequent sound. At the same time, attention is drawn to the different sounds of the tambourine. Thus, children learn to feel the rhythm (to distinguish between the rhythm of walking and running), and to respond to changing music.

To develop timbre hearing, already in the 1st junior group, the musical and didactic game “Guess what I’m playing?” Children will recognize a drum, a pipe, a tambourine, and a bell. At first, only two contrasting sounding instruments are given, and then the number increases to four. Children are not asked to name these instruments; they point to those that lie in front of the screen (those on which the teacher plays lie behind the screen). At first, not all children correctly identify the sounding instruments, but after several lessons the children successfully complete the task.

Second junior group.

In the 2nd junior group, we consolidate children’s knowledge of musical instruments and toys, which they learned about in the first junior group, and continue to introduce them to new ones - I add a musical hammer and a metallophone. It has been observed that children of this age enjoy performing various movements with tools. To develop a sense of rhythm, children are offered this exercise. We distribute 2 cubes to all children and offer to take a seat in the high chair trailers. The train picks up speed - the children slowly hit the cubes. The pace accelerates, the children, together with the teacher, try to convey the rhythm faster. The train stops, and along with the melody, the cubes also fall silent.

Children always eagerly perform exercises to develop rhythmic perception. A nesting doll comes to visit children and brings with it cubes and rattles. She wants to dance, but there is no music. Then the teacher asks the children to play with the matryoshka doll, and it will dance. Children enjoy hitting rattles and blocks to dance music.

In the game “Who walks in the forest?” the task becomes more difficult. Children learn to compare and transfer slow beats on one instrument - a bear, an elephant walks, and fast beats - a bunny jumps, a hedgehog runs.

Practice shows that children of this age, without any particular difficulties, distinguish two different bells by sound (high and low sounding); in the games “Big and Small Droplets”, “Which Bird is Singing?”, children distinguish between 1 and 2 octaves.

Continuing to develop dynamic perception, games such as “Quiet and Loud Palms”, “Quiet and Loud Bells” are used, where children first ring bells, then quietly, then loudly, in accordance with the change in the strength of sound in the music, and then, complicating the tasks: children are divided into 2 subgroups. Girls are quiet bells, and boys are loud ones, and they should only ring their music, endurance and attention develop.

Next, we begin to introduce children to a new musical instrument - the metallophone. We must try to ensure that acquaintance with the instrument takes place in an atmosphere of great interest, using a variety of materials, in a playful way.

“The Tale of the Frog KVAK” (on flannelgraph)

“Little frog KVAK went for a walk. Suddenly a drop of rain fell on him (I hit the metallophone record once). The cloud covered the sun, it became dark, and a few more drops fell on the frog (I hit him several times). At the beginning, the droplets dropped rarely (rare hits), and then the rain did not disperse as a joke, and droplets began to flow one after another more and more often. The rain intensified (frequent impacts). The little frog jumped into the lake and waited for the rain to stop. Soon the rain stopped and the sun came out again.”

Questions for children: what kind of rain was it? Strong, weak, rare, frequent. And here is the tool that helped me depict real rain. Thus, the name of the instrument is fixed. Next, we suggest you look and touch, and listen to the sound again. In the next lesson, the game “Funny Rain” reinforces the ability to distinguish rhythmic patterns, and the kids determine what type of rain it is. If in the 1st junior group the children, having recognized the instrument by its sound, only pointed to it, then in the 2nd junior group they can be asked to name the instrument, and later, having recognized it, name it and play it.

Musical toys in this age group are also used at holidays. So on New Year's Day we give the children bells or rattles - this is how they wake up the Snow Maiden, who is sleeping in her house. Sometimes they dance with rattles, and Petrushka, who came to the holiday, shows them the movements. Gradually, children’s experience of perceiving music is enriched, emotional responsiveness to familiar children’s musical instruments is developed, and a desire to act independently with them appears.

Middle group.

In the middle group, a new type of children's musical activity is provided - playing the metallophone. Playing this instrument helps children develop their melodic ear, rhythm and musical memory. Initial training is carried out in class, and then during individual work with children. Great importance is attached to the correct seating of children during play. Freedom of the body and hands is ensured. The demonstration is accompanied by an explanation. While playing the instrument, children independently imitate a large and small bell, the jumping of a sparrow, and the blows of a woodpecker. After the children have felt that the sounds of a metallophone can be low and high, loud and quiet, long and short and express different images, we begin playing simple songs on one sound. First, we introduce the children to the song, show an illustration, then we sing as a whole group and individually. From the very beginning we teach children to accurately reproduce the rhythm. To do this, we suggest clapping the rhythmic pattern of the chant using various percussion instruments. Children convey rhythm using a tambourine, cubes, and musical hammers. At the same time, we learn to coordinate our movements with the movements of our comrades, so as not to overtake or get ahead, and not to lag behind.

Exercise “Ducks”

After such exercises, children play more friendly and harmonious. Continuing to develop the chosen song in the next lesson, I set the children the task of recognizing it by the melody, singing it, clapping the rhythm. And only after all the children have mastered the rhythm well, we move on to playing this song on the instrument. Gradually, children master the skill of playing the glockenspiel: they play familiar songs on one sound, convey a rhythmic pattern on a group of drums, and learn to listen to each other.

Senior group.

In the older group, when learning to play children's musical instruments, an important place is given to musical and didactic games. Musical and didactic games help develop in children certain skills and abilities that are so necessary when mastering a particular instrument, instill interest and desire to play them independently, and develop musical abilities. Therefore, be sure to use various games in your work to help children learn to play musical instruments more effectively. For example:

Game for developing timbre hearing “Forest School”

“Children, now you and I will play school, but an unusual school - a forest school. Those who sit in the third row will be bear cubs, those who sit in the second row will be foxes, and those children who sit in the first row will be hares.

(Children are given emblem caps with images of the corresponding animals).Well, forest animals, let's learn to distinguish the sounds of different instruments. Listen! This is the sound of a metallophone. And these are the castanets knocking. Well, this melodic sound of the bell. When I knock on the castanets, the “bear cubs” will stamp their feet.

When the metallophone sounds, the “little foxes” will clap their hands and paws, and when the bell starts, the “hares” will show how it is played, shaking their hands.”

Game with handout “Identify by rhythm”.

Each child makes his own image: drops, clocks, thunder, plane, car, train, etc. and conveys its sound in a certain rhythm on the instrument of his choice. Other children solve this riddle by finding the object itself or a card with its image. The one whose riddles are solved wins.

In this group I continue to learn how to play the glockenspiel. Children move on to playing melodies built on 3 or more sounds, with a more complex rhythmic pattern, as well as melodies that include wide intervals. I start learning such parts by working on a paper keyboard. On it, preschoolers get acquainted with the location of the keys, the order of notes, play scale songs, learn where the note “C” of the first octave is located (“on the first floor”) and “C” of the second octave (“on the second floor”). As a result, children learn to easily find notes with their eyes. The melody line is “played” by the children on the keyboard, first in the first octave, then in the second. When children learn to navigate a paper keyboard well, they are invited to play the same thing on a metallophone.

In the older group we introduce children to a new instrument - the zither. First, we listen to the sound of the instrument, paying attention to the fact that it can be played with a pick, touching the strings. Comparing the sound of the zither with other instruments, we find a difference in sound. Since this instrument is difficult to master, training on it takes place mainly in individual lessons.

By working on simple songs, we develop children’s skills in playing in an ensemble, teach them to listen to themselves and others, and play with dynamic nuances. We perform the learned pieces at children's parties, using performances to improve collective playing skills.

Preparatory group for school.

In the preparatory group we introduce children to the staff and the names of notes. Children learn to read music through play, through fairy tales, and through the development of children's imagination. For each child we have a house made of velvet paper with a staff, circles - notes. When getting acquainted with notes, short verses from the “Note ABC” are used. Children remember notes more easily and poems bring excitement and evoke an emotional response in children. At each subsequent lesson, I reinforce the material from the previous one and teach new ones. The game form of learning helps the child to easily, without stress, master the graphic representation of notes and the basic elements of musical literacy. Understanding musical notation contributes to more accurate performance of melodies on musical instruments.

Thus, carrying out systematic work on teaching children to play musical instruments throughout their entire stay in kindergarten, we come to the main stage of the work - creating an orchestra and consciously learning melodies on musical instruments in it.

Instrumental composition of the children's orchestra

The timbre diversity of the orchestra is of great importance for high-quality sound. Our orchestra uses various groups of musical instruments:

• Drums without a specific pitch (drums, tambourines, tone blocks, maracas, castanets, triangles, bells, cymbals);
• Percussion melodic instruments (xylophones, metallophones);
• Strings (harps, zithers);
• Wind instruments (recorders, triplets);
• Electric musical instruments (synthesizers);
• Sets of folk instruments.

Children's musical instruments of different timbres interest listeners in the methods of sound production and the nature of the sound. When recruiting an orchestra, it is necessary to adhere to the ratio of all groups of instruments. I take into account that there should be more instruments with a quiet sound (metallophones, zithers, etc.), and fewer percussion and brass instruments. Although they have a rich, loud sound, they should not drown out the melody of a piece of music that is performed on a metallophone or zither.

Ways to accommodate children's orchestra participants

When organizing a children's orchestra, it is important to follow certain rules. Little performers must see the leader well. They should sit or stand comfortably without interfering with each other. It is best to place musical instruments on small stands rather than on your lap, so that children do not sit bent over while playing them. Children can place wind instruments on their laps before playing.

The sound quality of the orchestra depends on the location of the band members. Children should sit the same way both during rehearsals and performances. I seat the participants of the children's orchestra so that there are low-sounding musical instruments on the right, high-sounding instruments on the left, and percussion instruments are placed at the back, in a free order. From the first lessons I accustom little orchestral players to their permanent jobs.

Forms of conducting classes with children's orchestra

When working with a children's orchestra, I use all forms of lessons: individual (at the initial stage of learning to play a musical instrument), group (when playing similar musical instruments) and collective (when each orchestra member confidently plays their parts). The collective form is the most difficult, but it gives positive results if the lesson is properly organized and the sound alternates with the teacher’s explanations.

Work results

Orchestra training produces positive results for all children without exception, regardless of how quickly the child progresses in his or her musical development. First of all, they bring emotional satisfaction. During the classes there is an atmosphere of enthusiasm, sometimes even inspiration. The emotional sphere of the child is enriched by constant communication with classical music. Children really enjoy playing the same pieces that they hear in audio recordings performed by a symphony orchestra in class. They sincerely rejoice at every piece they successfully perform. They get great pleasure from “public” performances in front of kindergarten staff, parents at holidays and entertainment, at open classes in front of guests, at away competitions and concerts.

The educational function of the orchestra is also indisputable, since collective music playing is also a form of communication. Children become responsible for the correct performance of their part, composure, and concentration. The orchestra unites children, fosters will, perseverance in achieving the task, helps overcome indecision, timidity, and lack of self-confidence.

I would like to hope that the efforts will not be in vain and the children from the small orchestra in terms of age and composition, having already become adults, will forever remain friends of classical music.

Used Books:

Borovik T. “Sounds, rhythms and words”- Minsk, 1991

Zimina A.N. “We play, we compose!”- Moscow, YUVENTA, 2002.

Kononova N.G. “Teaching preschoolers to play children's musical instruments”- Moscow, Enlightenment, 1990.

Simukova V. “Could you play a nocturne?”- “Musical Director” No. 3, 2005.

Trubnikova M. “We play in the orchestra by ear”- Moscow, 2000

Tyutyunnikova T. "Music lessons. Carl Orff system"- Moscow, AST, 2000.

Tyutyunnikova T. “Noise orchestra outside and inside”- “Musical Palette” No. 6, 2006.

The relevance of studying this problem lies in the fact that teaching children to play children's musical instruments opens up a new world of sound colors for them, and stimulates interest in instrumental music. 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. Promotes the development of musical memory, attention, helps overcome excessive shyness and stiffness.

Back in the 20s of the 20th century, Nikolai Afanasyevich Metlov was the first to raise the issue of teaching children to play musical instruments. This famous musical figure and teacher became the initiator of teaching children to play musical instruments. On the problem of developing children’s musical abilities in this type of performance together with N.A. Famous teachers worked as Metlov - T.S. Babajan, Yu.A. Dvoskina. Then N.A. was involved in the development of the methodology. Vetlugina and her students (K. Linkyavichus, V.V. Ishchuk, etc.).

The use of children's musical instruments trains the fine muscles of the fingers; promotes the development of timbre, register, harmonic hearing, develops a sense of rhythm. Develops fantasy and creative imagination, the ability to improvise.

Musical development has an irreplaceable effect on overall development: the emotional sphere is formed, thinking is improved, the child becomes sensitive to beauty in art and life. Children need to be helped to hear “the music itself.” As Professor V. Medushevsky figuratively wrote, for this it is necessary to develop children’s ear for music “as an organ of search for unprecedented beauty...”.

By learning to play musical instruments, one can develop such musical ability as the ability to imagine and reproduce the pitch of musical sounds in a melody. The development of this ability involves mental operations: comparison, analysis, juxtaposition, memorization - and thus affects not only the musical, but also the general development of the child.

In the 1930s, the first children's orchestra appeared. It consisted of the simplest percussion instruments: bells, rattles, castanets, tambourines, drums, etc. This orchestra allowed the children to fulfill one of their most important desires - “to play music.”

The merit of Carl Orff, an Austrian composer and teacher, and the staff of the institute named after him in Salzburg are especially great in this area. Orff pedagogy is a combination of music, speech, movement. He developed synthetic forms of music-making based on a combination of singing and movement, playing instruments and reciting poetry to the rhythm of music. According to T.E. Tyutyunnikova: “A person with developed hearing hears subtly and exquisitely. He can amazingly transform scattering sounds within himself into a breathtaking polyphony of feelings.”

Children's first musical impressions should be given in an entertaining and playful way. It so happened that learning to play musical instruments in our kindergarten takes place in very early age groups and a preparatory school group. In the early age group, acquaintance with instruments begins with noise toys (many homemade): “berries”, “eggs”, boxes, rattles. In older children, musical creativity begins with an “examination” of the sound capabilities of instruments. This is very valuable. The first “examined” instruments are the percussion instruments available in the music hall (drums, triangles, castanets, maracas, cymbals, tambourines, tone blocks). In the structure of each musical lesson, there is always time for special game exercises: we learn to distinguish sounds by pitch (using the hand to show the movement of the sounds of a melody, while simultaneously reproducing it with the voice or on an instrument) and timbre, singing nursery rhymes with the accompaniment of noise instruments. Movements to music, rhythmic speech accompanied by “sounding gestures” - these are claps, slaps, stomps, clicks. A variety of musical material is used: classical music, world music, Russian folk songs and nursery rhymes.

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 plate, the child hears the mistake and tries to correct it.

The color system, widespread abroad, is convenient for children to quickly master playing instruments. A specific color designation (metallophone plates) is assigned to each sound. In our kindergarten we use both methods, both simple and familiar melodies, and color coding. It is very easy to play according to the color designation system, but with this method of playing the ear does not participate in reproducing the melody; the child plays mechanically. The greatest developmental effect of learning is achieved only by playing by ear.

Play instruments, dance and accompany yourself? Coming up with a musical fairy tale? Speak out poetry? All this causes excitement and delight in children, gives an emotional outburst, without which there is no music at all. Children love fun, laughter, movement. They are attracted to unusual-looking musical instruments; they want to create and play. They have their own interest in music, which the teacher has no right to neglect. The external attractiveness and unusualness of an instrument is the main thing that determines interest in it and the desire to pick it up.

Children are attracted not only by the sound and appearance of instruments, but also by the fact that they can extract sounds from them themselves, without anyone’s help. The ease of independent actions with noise instruments and the possibility of manipulation are the main factors of pedagogical success in working with them. The variety of noise and percussion instruments usually found in a music hall is difficult to even list: triangles, bells, bells, tambourines, claves, maracas, rattles, rumbas and many other varieties. The technical ease of playing noise instruments, their ability to accurately respond to any touch, attracts and encourages children to play with sounds and colors, and through it to the simplest improvisation. Not every person is naturally gifted with singing, dancing, or reading poetry with expression. Not everyone has perfect ear for music. But noise instruments allow all children, regardless of ability, to participate in music making. A suitable role can be found for each child in this ensemble. Every child should participate in a children's noise orchestra!

Homemade instruments allow you to begin the process of becoming familiar with music in the absence of real musical instruments. Children's musical instruments at the initial stage should be toys in the literal and high sense of the word. Musical toys that awaken creative thought and help you understand where and how sounds come from. Playful exploration of the sounding world begins in early childhood: a “dish orchestra” in the kitchen, wooden blocks and furniture, squeakers and whistles, paper, a set of keys, a bag of nuts. Annoying sounds bring pleasure to children, and they are ready to revel in them. Children unconsciously strive for all objects from which they can independently extract sounds.

It is well known that the prototypes of maracas, drums, castanets, and whistles among our ancestors were dried pumpkins with rustling seeds, parts of a hollow log, wooden blocks, pieces of iron, and pods of various plants. In modern life there are immeasurably more opportunities for sound creation. They are limited only by imagination and the desire to invent. Anything is suitable for making homemade instruments:

• Paper, cellophane, newspaper, parchment, corrugated paper;
• Wooden cubes, pencils, spools, sticks of different thicknesses, whetstones;
• Boxes made of different materials (cardboard, plastic, metal, jars of yogurt, chocolate eggs, cells, ice cream container);
• Fishing line, plain and woolen threads, wire, fabric;
• Natural materials: acorns, chestnuts, cones, nuts, their shells, cereals, pebbles, shells;
• Pieces of poastilin, small metal objects (keys, brackets, sticks, nuts, rings);
• Metal cans of different sizes;
• plastic and glass bottles and wine glasses;
• buttons, balls, rubber bands, bells, empty lipstick tubes, combs.

And much more from which you can extract sound!

Thus, playing children's musical instruments is organized by a children's group, where each child has his own feasible task. Each participant feels like a musician of a large group and responsibly carries out the task assigned to him. And as a result of our work, this is the desire with which children come to classes. Children gain stage experience. Our kindergarten orchestra is a regular participant in children's parties.

Podkorytova Elena Sergeevna, music directorMKDOU "Kindergarten No. 421 combined type named after. S.N. Rovbel"Novosibirsk, photo kindergarten-budarino.edusite.ru

Musical games for preschoolers 4-6 years old in preschool educational institutions

Purpose: The material may be of interest to music directors, teachers, and parents.

Target: consolidating children's knowledge about musical instruments.

Tasks:
- expand children's understanding of musical instruments
- introduce the basic techniques of playing musical instruments
- cultivate interest in solving riddles

Playing children's musical instruments is one of the favorite activities in music classes in kindergarten.
Children with great pleasure master the techniques of playing various musical instruments, play in an orchestra, and play music independently on musical instruments presented in musical corners in groups. In each age group, I introduce children to a variety of musical instruments, according to their age characteristics, and teach them various techniques for playing them. Thanks to systematic work in this area, children in the preparatory group have a solid knowledge of musical instruments - they correctly name musical instruments, guess the instruments by sound, and master the techniques of playing them.

When I introduce preschoolers to a specific instrument, I show the instrument itself (or, as an option, an illustration of this instrument), let them listen to the phonogram of the instrument’s sound (or I play the instrument myself). When children have become familiar with many instruments, as a result, either entertainment or games can be carried out to identify the results of knowledge.

I bring to your attention the games we play with children -

1.Hello, musician!

Hello, good musician!
Look at our talent.
Yes, look, don’t yawn -
Guess our tool!

Children take turns imitating playing a musical instrument - the musician guesses the instrument.

Options for guessing -
- balalaika,
- violin,
- bell
- accordion
- piano
- drum
- pipe

You can also offer children riddles about musical instruments that they like to guess.

2. We will solve riddles and play instruments.

Place pictures of musical instruments on the easel. The child who solves the riddle about a musical instrument goes to the easel, finds a picture with the corresponding image of the instrument and shows it to everyone. The rest of the children imitate playing this instrument. The child can hold the picture in his hands. After completing the riddles, you can summarize and identify the children who guessed the most riddles.

Riddle options:
1. Two cheerful girlfriends
They dance on the top of his head.
He himself is empty, but his voice is thick.
It beats the shot and helps us walk. ( drum)

2. He is a wooden instrument
It will sound in a moment.
Sing along to his strings,
Started playing... (balalaika)

3. Press the buttons quickly
Have fun singing.
Stretch the fur a little
And play for us... (accordion)

4. Take it in your hands
And shake it a little.
Little voice
Will ring the bell... (bell)

5. Take them in your hands quickly,
Have fun knocking on them.
Play a little more
On the beautiful painted… (spoons)

6. Place it on your lips
Blow into it too.
Make the sponges into tubes
And play on... (to the pipe)

3. Playing in an orchestra.

Arrange chairs in a circle. On each of the chairs lies any musical instrument (different). It is good to use two-part music for the game.
During the first part of the music, children jump (or lightly run) around the chairs. When the music ends, they pick up the instrument from the chair they stopped near. For the second part of the music, the children each play their own instrument.

As an option

In four circles, instruments are arranged according to the number of children (in the first - spoons, in the second - rattles, in the third - bells, in the fourth - maracas). The game is played to two-part music. During the first part of the music, children play musical instruments in their circles. For the second part (calm) - children move to another circle with instruments. Thus, taking turns, the children will play all the instruments offered to them.

To make it more difficult, you can offer a specific rhythm of play for each musical instrument.

4. Guess what.

As an option for older preschoolers, you can use a soundtrack of instruments to guess.