Summary of a lesson on familiarization with the environment for the senior group “Journey to the land of musical instruments. Creative project in the middle group of Koshutin preschool."
Children's music playing opens up a child's Magic world musical sounds, helps to immerse yourself in the melodic beauty of the sound of instruments and awaken 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. This is why it is so important to work on musical education carry out 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 creativity, 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 instruments;
- 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 expressive possibilities 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”.
Secondary children preschool age master the art of playing the glockenspiel
Age: 5 years
Children of this age master the art of playing the metallophone. This tool helps develop ear for music, sense of rhythm, as well as musical memory. The teacher pays great attention demonstration and simultaneous explanation correct position body, 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. For correct image rhythm, the teacher suggests first clapping, and then reproducing the rhythmic pattern on a tambourine or musical hammers. Great importance acquire the reproduction of a melodic line, adherence to tempo, and coherence of movements.
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:
- 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.
- Middle preschool age:
- tambourine: new trick- strike 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).
- 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 percussion and noise instruments:
- beaters,
- maracas,
- castanets,
- bells.
- glockenspiel:
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:
- Introductory, motivational part:
- musical greeting,
- watching a presentation video,
- educational conversation,
- discussion of the topic.
- Main part:
- creative tasks and exercises,
- playing children's musical instruments,
- musical and didactic games.
- 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 will be helped to awaken by the professional approach and personal imagination of the teacher, who, to activate creative potential can use his students in their work:
- 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
| Lesson topic | Contents of the introductory part |
| “Journey with Emelya to a musical fairyland” | Emelya appears to the sounds of a Russian folk dance melody. Emelya: Hello, guys, I really love traveling around the world on my stove, I invite you to join me and go on a long journey! Educator: Emelya, we gladly accept your invitation, but first guess our riddle (reads the riddle about the spoon). Emelya: This is a spoon, wow, how did I not guess it myself? That’s right, before a long magical journey it wouldn’t hurt to have a thorough meal, and I love to eat! Educator: Emelya, this is not just a spoon, but a folk musical instrument. Emelya: How is that? For teapots and jugs? Educator: No, of course, the performer hits the spoon on the spoon, like this. Emelya: This is all very interesting, but what does this have to do with our plans? Educator: Guys, let's show our guest a hint. (Children perform a folk melody on spoons) Emelya: I understand, we are awaiting a journey to amazing country Russian folk instruments! |
| "City of Music Masters" | The teacher invites the children to go on a magical journey, the kids look at the map of the fairy-tale kingdom, find on it an image of a musical key, which symbolizes the city of musical instrument makers. Swing magic wand transports children into a fairy-tale reality. Imagination helps to imagine a city in which there are many beautiful houses, but the city square is empty, the city is deserted, as if enchanted. You need to solve riddles, complete exercises and guess which instruments (spoons, tambourine, rattle, etc.) the residents are masters of. Then perform a melody, dance, sing, then the city will come to life, filled with cheerful laughter, the sound of musical instruments, songs and dances. |
| “We’ll invite the violin to visit” | The nursery teacher is invited to the lesson music school violin class. A piece is performed by a professional musician that opens up an acquaintance with the amazing beautiful instrument. The music teacher’s story is accompanied by a demonstration of a real instrument: “Look at the flexible body of the violin, the thin, graceful waist. The part of the instrument that ends in a curl is called the neck; strings are stretched across it, and sound is produced from contact with the strings. The beautiful lingering sound of a violin depends on the bow. Touch the bow and you will see that the reed is stretched with real, fine horsehair. Now pluck the string with your fingers and hear a dull, short sound. Only the bow helps the violin truly sing in a drawn-out and gentle voice. Try to move the bow along the string, hear, the violin seems to speak.” |
| "Land of Musical Instruments" | The teacher tells the children that a swallow flew into the open window and brought a letter. Text of the letter: “Dear guys, I know that you really love listening to music, singing and dancing. The Queen of our Country of Musical Instruments invites you to visit. Flute Girl." The children decide to accept the invitation and are about to set off, but then Pinocchio runs into the room, sings a song and is very out of tune. The teacher invites the children to take Pinocchio with them so that he learns to sing and gets acquainted with musical instruments. Children move to the music, tapping the rhythm using rattles. |
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 “Introduction to musical instruments” 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:
- 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 birds singing, rustling autumn leaves underfoot, the rolling sound of the sea wave, a quiet breath spring breeze, chirping cicadas on a hot summer day. Music surrounds us everywhere, we just need to learn to hear it. People have come up with many different different instruments, invented a special musical writing, and learned to write melodies using notes. Today we will touch amazing world musical instruments.
Music is everywhere in the natural world
- 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 necessary force skin tension). 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
- 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
- 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 game 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 pass it on a musical instrument smooth movements gentle rays of sunshine. 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 from graphic representation 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"
Concept reinforcement exercise 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 drums, strings, winds and keyboards. 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 dice big size, it can be made from a packaging 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
| Mystery | Answer |
| Here are the keys, like on a piano, But for them to play, So that the song is not bad, The furs need to be stretched. |
Accordion |
| Three strings, plays loudly That instrument is the “cocked hat”. Find out quickly What is this? |
Balalaika |
| It's easy to go hiking with me, It's fun with me on the way, And I'm a screamer, and I'm a brawler, I am loud, round... |
Drum |
| He has a pleated shirt He loves to dance in a squat position, He dances and sings - If you get your hands on it. Forty buttons on it With pearlescent fire. A merry fellow, not a brawler Our vociferous... |
Accordion |
| The string rings, she sings, And the song is heard by everyone. Six strings play anything And that instrument is always fashionable. He will never get old. We call that instrument... |
Guitar |
| Carved in the forest Smoothly hewn Sings and pours out. What is the name of? |
Dudochka |
| musical instrument, He is a brass He has a single cane, So handsome. And more graceful than him, Apparently not in music. Does everyone understand what I mean? This… |
Clarinet |
| They eat soup at lunch, By evening they will “talk” Wooden girls Musical sisters. Play a little too On beautiful bright... |
Spoons |
| He looks like a rattle Only this is not a toy! |
Maraca |
| Loved music very much Two sisters, Natasha and Nina, And that's why we bought it They are very... |
Piano |
| The smooth movements of the bow make the strings tremble, The motif murmurs from afar, sings about the lunar wind. How clear the sounds are overflowing, there is joy and a smile in them. A dreamy tune sounds and is played... |
Violin |
| They are made of copper. You need to wave your hands in time, Strike loudly, then rest. Their party is not a trifle, not a trifle, In music there are also... |
Dishes |
| Performed at the concert Our dear Tatiana, Like a star she played A whole hour for... |
Piano |
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
Creative project on getting acquainted with musical instruments - 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, applique, making children's musical instruments, concert performances etc.) having 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, moving 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”
| Name | Russian miracle instruments |
| Characteristic | Long-term project in the preparatory group |
| Goals | Create conditions for expanding and enriching children's knowledge about the history of the origin of Russian folk instruments, fostering love and respect for Russian folk culture. |
| Tasks |
|
| Participants |
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| Content | Project implementation stages:
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Table: musical project “Russian folk instruments”, author E. A. Glushko
| Name | Russian folk musical instruments, author E. A. Glushko |
| Characteristic | Short-term project in the senior group |
| Goals | Introducing preschool children to Russian folk culture, its historical origins, which contribute to their musical and general cultural development. |
| Tasks |
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| Participants |
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| Content | Project implementation stages:
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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:
- 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
- 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
- Apply a bead of glue along the edge of the wide strip 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
- 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
- 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.
- 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)
- 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
- 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
- Draw two blanks with colored pencils or felt-tip pens (optional).
Draw two blanks with felt-tip pens or colored pencils
- 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
- 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
- Screw on the lids and seal the box: musical toys ready!
Musical toys are ready
Instructions:
- Cover mayonnaise jars with colored paper blanks.
- 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:
- Prepare clean plastic round boxes from food products.
- Insert bells along the edge.
- 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:
- A spiral twisted from foil is inserted into the food foil tube.
- Any noise filler is poured.
- 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:
- 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
- Wait for the paint to dry, paint on each piece with a simple pencil sketch 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
- Carefully paint the petals.
Carefully paint the petals
- Paint the flowers and circles red.
Paint the flowers and circles red
- Add blue circles.
Add blue circles
- Supplement the ornament with decorative elements.
Supplement the ornament with decorative elements
- 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 to the bottom Gusli (shoe box lid and colored rubber bands) Castanets made from lids Bells on a cardboard tube Bells attached to 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 fascinating, lively, game form 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 of the main groups of instruments, the features of their structure and sound, which will expand their general musical knowledge and develop a general artistic culture.
44 years old. Higher pedagogical education, specialty: history and law, postgraduate study. Work experience in higher education - 22 years. Sphere professional activity- holding lectures and seminars, educational, methodological and scientific work (there are scientific publications).
“In the world of musical instruments” Creative project in the middle group of the preschool educational institution “In the world of musical instruments” Creative project in the middle group of the preschool educational institution Nadezhda Vladimirovna Koshutina – music director of the MBOU “School 3 of Velsk, JV “Kindergarten 61 “Rodnichok”
Project type: creative Project duration: medium-term Project participants: middle preschool children from 4 to 5 years old; educators; parents; project manager - music director Educational areas: in this project, the integration of all areas is carried out: artistic - aesthetic, cognitive, speech, social - communicative and physical development
Objectives: In the world of musical instruments Development of the child’s emotional sphere Enriching children’s musical impressions and promoting the formation of musical taste, musical memory and musicality in general Introducing musical culture Formation of the need for the perception of music Formation in children of an aesthetic perception of the world around them Development of cognitive and creative abilities Enrichment of vocabulary Promotion of the development of mental activity, memory, hearing, imagination Development of hand motor skills Creation of conditions for a favorable climate of interaction with parents and the establishment of trusting and partnership relationships with parents
Expected results: Enrichment of children's musical experiences. Manifestation of the need to perceive music. The skills have been developed: - to recognize by ear and name various musical instruments, - to assemble puzzles with images of musical instruments, - to color pictures of musical instruments, - to guess riddles about musical instruments, - to extract rhythmically sound from musical instruments in different ways, - to coordinate your playing on musical instruments. instruments with other children. Involving parents in educational process through the making of musical instruments by parents, together with their children, with their own hands.
Preliminary work: Preliminary work: 1. Search for information about various musical instruments in books, TV shows, the Internet (history of creation, cartoons, riddles, pictures for coloring, puzzles, etc.) 2. Creation of consultations for parents: “Music and child’s health”, “Do-it-yourself musical instruments”, - operational cards for making musical instruments with your own hands, - a bright announcement to attract parents to participate in the project.
Participation (children, teachers, parents) in the implementation of the project: Musical director: preparation of information about various musical instruments, selection of demonstration and handout material, preparation of consultations, operational cards, announcements for parents, Team work with children (together with the teacher): conversations, coloring pictures, looking at illustrations, guessing riddles, “Assemble a musical instrument”, “Learn an instrument”, playing children’s musical instruments, designing the exhibition “Orchestra with your own hands”, creating a multimedia presentation .
The principle of continuity (the lesson was built on the basis of previous joint actions of the teacher and children).
The principle of activity (motivation and interest were maintained).
The principle of accessibility (compliance age characteristics).
The principle of psychological comfort
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""Introduction to percussion musical instruments" Lesson summary of the OO "Artistic and Aesthetic Development" for the middle group"
Topic: “Introduction to percussion musical instruments”
Lesson notes for the NGO “Artistic aesthetic development»
Mamonovo
Explanatory note
A lesson in artistic and aesthetic orientation, the educational field “Artistic and Aesthetic Development” is compiled in accordance with the main educational preschool educational institution program. using ICT, as well as collective education technology.
During the lesson, the integration of the following took place: educational areas: “Artistic and aesthetic development”, “ Cognitive development»».
The principle of continuity (the lesson was built on the basis of previous joint actions of the teacher and children).
The principle of activity (motivation and interest were maintained).
Principle of accessibility (age-appropriate).
The principle of psychological comfort
Progress of the lesson
Children enter the hall dance step, stop in a circle.
Educator: Good morning! Smile soon, and today your whole day will be more fun. Say “Hello” to everyone nearby. Hello, hello say it again.
Guys, you and I will now find ourselves in a new country. This country is not on any of geographical maps, but it exists where they love music. This is the country of “musical instruments”. And we will get to this country with the ringing of bells.
“Exercise with bells” by T. Vilkoreiskaya.
After the exercise, the children sit on chairs, and percussion musical instruments appear on Slide 3.
Musical director: Look how many musical instruments there are - a whole country.
And this country is ruled by the Drum King.
- Look carefully and tell me what needs to be done to make these instruments sound? (Children's answers)
M.R. - Hit correctly.
-Listen and guess the riddle.
Slide 4
When I play it, when I rehearse,
The whole house is scared and thinks that I am repairing the roof.
Children: drum
-Yes, this is the Drum King himself.
-Who can say why the drum was chosen as the king of the country? (lead the children to the answer that you can play the drum very loudly, but this cannot be done on other instruments.)
Slide 5
-Look at what kind of drums there are. (during the show, 2 types of drums are involved: one-sided and two-sided)
-The drum has one or two membranes, depending on this they are called one-sided or two-sided.
-How to play the drum? Who can show? (children show, clarify how to properly hold the sticks and hand when playing the drum.)
-Drums occupied a very important place in military music. Previously, drums were used on the battlefield to transmit signals to troops to maintain morale and to intimidate the enemy.
-What else are drums for? Listen and tell me.
Listening to “The Beat of the Drums” by L. Schwartz.
-Yes, drums are used for marching, so that the soldiers march evenly.
-Remember, we talked about character. About the character of a person, about the character of music.
-But each musical instrument also has its own character, sound character, or also called sound color.
-What is the sound or tone of the drum?
Children's answers: loud, rattling
-Now you and I will try to march like soldiers to the beat of a drum.
Walking to the sound of a drum.
In the middle of the hall there are 2 for each person lying on the floor. wooden sticks. Children march towards the instruments.
-But these are sticks. But they will now turn into percussion instruments, and you listen and help me.
Poem "Stick Stick"
For rhythmic accompaniment of the text.
Knock-knock-knock-knock - what is that sound? (hit stick on stick)
Wooden is the sound of knock-knock-knock-knock.
Knock-knock-knock-knock - what is that sound? (Hit the chopsticks on the floor)
The woodpecker lived in an empty hollow
The oak hammered like a chisel, knock-knock-knock-knock.
Knock-knock-knock-knock - what is that sound? (Hit crosswise with chopsticks
Wooden hammer on the floor)
Kicks your heel knock-knock-knock-knock.
Knock-knock-knock-knock - what is that sound? (Hit the chopsticks crosswise
Someone knocked on our door. on the knees)
That's where this knock-knock-knock-knock sound comes from.
-Now tell me, are these simple sticks?
Children: No, these are musical percussion instruments.
M.R. Let's classify them as our percussion instruments. (children go to their seats and put their chopsticks on the table)
Slide 6
M.R.-Look at the following instrument and tell me what it is called? Children: metallophone
-Do you know why they called him that? It consists of metal tubes that sound when struck with a hammer. Metal sounds like a metallophone.
-Can this instrument be called a percussion instrument?
Children: Yes, this is a percussion instrument,
M.R. You can play a melody on it, which means it is not just a percussion instrument, but a percussion-melodic instrument.
The chant “Hey blacksmith” is a play on the glockenspiel.
-Who can say what kind of sound a metallophone has?
Children: Voiced
-Can you play this instrument by hitting it very hard with a hammer?
Children: No
M.R. Guys, what is an orchestra? This is when many different instruments sound simultaneously or alternately. And in order for us to create our own orchestra of musical instruments, we will play “Cap”.
I have instruments hidden here under caps; whoever guesses them by their sound will play that instrument in our orchestra.
Musical and didactic game for the development of timbre hearing
"Cap"
-Does everyone have tools? Our orchestra is ready! Then let's start, but don't forget that we have instruments playing in the bridge between the verses in the song.
Song "Wonderful Song"
Well, we met and played percussion instruments. The king of this country sent us a task. Here is a cassette tape containing excerpts from different musical works. We must listen to the music and find out where the king himself sounds percussion instruments, (explain to the children that when a familiar instrument sounds, we will march)
Identification by ear of a musical instrument - drum.
Select the sound of a drum from the variety of sounds of instruments.
Playing a song with a drumSlide 7
M.R. -You did a great job and deserve prizes (distribution of souvenirs in the shape of a drum)
-Guys, I’m sure you’ll never forget this one. beautiful country“The land of musical instruments”, which introduced us to percussion instruments. We will definitely return here again.
In the meantime, let's sing - Goodbye!
The children leave the hall.
Summary of a lesson on familiarizing children in the senior group of kindergarten with the world around them, topic of the lesson: “Journey to the land of musical instruments”
Program content:
1. Foster a love of music, careful attitude to musical instruments, a culture of communication with peers.
2. Learn to distinguish the timbres of musical instruments, listen carefully to music, play rhythmically on children's musical instruments, continue to learn to play the metallophone, develop singing skills, sing harmoniously in an ensemble, and clearly pronounce the words of songs.
3. Develop the ability to move in accordance with the music, develop a sense of rhythm.
Material:
Children's musical instruments: spoons, castanets, bells, bells, drum, tambourine, rattles, metallophones; violin, balalaika.
Progress of the lesson:
Children enter the hall and greet the guests.
Presenter: (draws the children’s attention to the bird). Look, guys, a bird flew to us today. And she brought us something.
(Takes the letter and reads it.)
“Dear guys, I know that you love music. I invite you to visit me, to the Land of Musical Instruments.
"Skripochka girl."
Well, guys, do we accept the invitation? Then let's take castanets, they will help us on the way.
(A voice is heard behind the door: “Wait, wait!” Parsley runs in).
Parsley:
Don't leave without me! Hello!
Take me with you!
I also love music.
Listen to me sing.
(sings out of tune)
I'm Petrushka - well done
There is a bell on the top of the head.
I'll go out, I'll go out, I'll dance,
I'll amuse you, make you laugh.
Leading:
Wait, wait, Petrushka, you're not singing correctly. Let's take Petrushka with us so that he can learn to sing and play different musical instruments from us. Is everyone ready? Let's hit the road!
(Children move to the music and tap the rhythm on castanets).
1. walking - music. Shulgina,
2. running into the loose - music.
3. alternate stamping of feet - Russian. adv. chalk.
4. alternately placing the legs on the toes - Russian adv. chalk.
Leading:
Here we are. Look how beautiful the gate is.
Parsley:
Let's go quickly!
Leading:
You need to call first. (Rings, Violin comes out).
Violin:
Hello guys! Did you receive my letter? Please pass.
(Children pass through the gate to the music of Sviridov “Music Box”. The violin removes the blanket from the tables with instruments).
Violin:
Look, guys, how many different musical instruments live in Musical country. And I see that you did not come to me empty-handed. What are the names of your instruments? (castanets). What are they made of? (Made of wood). So they... (Wooden). Right. These are percussion instruments because they are struck when played. Here we also have wooden percussion musical instruments, look - these are spoons.
Leading:
We are familiar with these tools. And we even know how to play them. Guys, how do they play on spoons? (Heels). We can show you, Skripochka, and even sing a song about spoons.
Violin:
I'll be happy to listen.
Parsley:
Can I try it too?
Leading:
Of course, Petrushka, watch how the guys play and repeat.
(Children sing and play on spoons. Music by Tilicheeva).
I thought they were slurping cabbage soup with a spoon.
They've been playing with spoons for a long time!
Hey, run quickly!
Here is an ensemble of spooners.
Violin:
Well done. And you, Petrushka, are doing quite well. But here we have metal musical instruments, look.
Leading:
What tools do you see here? (bells, bells, metallophone). Why are they called metal? (Made of metal).
Violin:
Do you know how to play them?
Parsley:
But I can’t. Well, you can ring bells and bells, but how can you play a metallophone?
(Hit hammers on records, carefully).
Leading:
Please show me, Anya, teach Petrushka. (The child plays). And now we will take all the instruments and play and sing.
(They sing the song “In Spring” - music by Nasaulenko, they play to lose).
Violin:
And in our country there are also these bells, crystal ones. Listen to how they ring. (Plays).
Leading:
Guys, what does this bell sound like? (A little bit). Right. Spring has come, icicles are dripping from the roofs. Let's remember our song about playful icicles. (They sing the song “Playful Icicles” - music by Borovik, play along on crystal bells).
Leading:
Violin, we showed you how we can play, and now we would like to listen to you.
Violin:
Well, have a seat.
Every violin has a bow
He is a loyal, devoted friend.
When the violinist leads the bow,
And the violin cries and sings.
(Plays “Ancient French Song” on the violin - music by Tchaikovsky).
Leading:
Thank you, Skripochka. Did you guys like it? What was the music like? (Children's answers). That's right, well done. The violin is a stringed musical instrument because it has strings. Violin, can I ask you to play again? (Rehearing).
Violin: But my friends came.
(Children of the preparatory group enter - “Drum”, “Tambourine”, “Ratchets”).
Drum:
There are different drums,
Small and giant.
It's easy to walk with a little one,
It's fun to knock on it.
(plays)
Tambourine:
From the countries of the ancient East
Tambourine came to us.
Italians and Spaniards
He fell in love.
How do you shake a tambourine with your hands?
Your legs will dance on their own in an instant.
(plays)
Ratchets:
What kind of conversation is this?
Either a quarrel or an argument.
Like magpies they chattered,
Did you recognize this tool?
Talking like an aunt
It's called a ratchet.
(plays)
Violin:
Let's play.
Didactic game “Find your instrument”
Russian folk melodies with characteristic parts of musical instruments are played; children must correctly identify the instrument.
Violin:
Thank you, friends. (“Tools” go away). And I also have very small bells.
Leading:
Amazing! We'll dance with them now.
(“Dance with bells” - music by Bokach).
Violin:
They danced very merrily. Well done. And here’s an instrument that lives in our country.\Shows a balalaika.\Maybe you know what it’s called? \balalaika\. Right. What do you think, what kind of musical instrument is the balalaika? \stringed\ Correct. Like a violin, it has strings.
Parsley:
Violin, guys, can I play it?
Leading:
Parsley, can you really do that?
Parsley:
I think I've already learned a lot from you. Really, Skripochka?
Violin:
Well done, Petrushka. OK, try. \plays the balalaika Russian Nar.mel. “Whether in the garden or in the vegetable garden”\
Leading:
And suddenly I learned! But we also learned a lot in the Land of Musical Instruments. Let's organize an orchestra. \Orchestra d.m.i. “The moon is shining” - Russian. adv. chalk.\
Leading:
Skripochka, thank you for inviting us to visit you. Our journey has come to an end and it’s time for us to return to kindergarten.
Violin:
As a parting gift, I want to give you a book, it’s called: “In the Land of Musical Instruments.”
Leading: Thank you. We will definitely read it. Goodbye.
\to the music Sviridov’s children “return” to kindergarten.\
Leading:
Our journey is over. Did you like it? What instrument did we listen to today? \violin\. You were wonderful musicians today. Even Petrushka was taught to play. What instrument did Petrushka play?\balalaika\. IN free time we will read the book that Skripochka gave us and find out what other instruments live in the Land of Musical Instruments. \say goodbye\
Parsley:
Can I take you to the group?
Leading:
About everything in the world:
In 1930, the film “The Rogue Song,” about the kidnapping of a girl in the Caucasus Mountains, was released in America. Actors Stan Laurel, Lawrence Tibbett and Oliver Hardy played local crooks in this film. Surprisingly, these actors are very similar to the characters...
Section materials
Lessons for the younger group:
Classes for middle group.
Dominant musical activity in the middle group: Traveling through the country of “Unusual Musical Instruments”
Target: Introducing children to non-traditional musical instruments and their classification.Tasks:
Introduce children to new musical instruments (traditional - kantele, non-traditional),
Develop the ability to play along with them.
To promote the development of emotional and figurative performance of musical works, a sense of rhythm
Develop an interest in music and a desire to listen to it;
Enrich musical impressions, contribute to the further formation of the foundations of musical culture.
Create a desire to play 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. Should we 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 look 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 what unusual instrument, I think I know him. 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)
