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Abstract dominantno music classes 2018
The enrichment of the musical experience of children through the perception of the musical works of various dynamics.
Developing children's knowledge about quiet and loud music, for example musical works;
The development of attention, singing ability, sense of rhythm, musical thinking and perception, the ability to move in accordance with the nature of music, the dynamic of hearing; familiarity with a new way of producing sound;
Perception of interest in music lessons, and emotional responsiveness to music.
Materials and equipment:
Piano, music, magnetic Board, portrait of Edvard Grieg, the image of a magic glade, cards depicting four different gnomes and Fairies Dynamics; candy wrappers in a box, a note, chocolates on the number of children; the musical material: "Neapolitan song" by P. Tchaikovsky, E. Grieg "In the hall of the mountain king," "Contrast," unknown author, "Music, Hello! "(Muz. and the words of M. Lazarev, the rhythm game "Musical echoes" (ed. M. Andreev) ;
The children enter the room, approach a music supervisor, who's sitting at the piano.
We have an unusual lesson today, we'll start with his songs "the Music of Hello! "(Muz. and the words of Mikhail Lazarev)
Children sing a song with the music Director.
Musical Director: Guys, you like to travel? (answers of children) I Suggest you go on a magical glade. Want? (Yes want to) Stand in a circle one behind the other, leaving soon. Listen carefully, as you will need to go, and will help you in this music.
Children music (optional) perform a cheerful step ("we go on track, easy run ("run around the mountain", a high step ("walking over bumps", pococi step on toes and sit on chairs.
Music Director: Here we are. (On the easel a picture of a magic field) This magic glade at the very it's an echo. Let us play with him. Repeat after me, like an echo.
The rhythm game "Musical echoes" is performed several times.
Music Director: As you know, on the meadow live music gnomes. Some like to sing, dance, play loud, and others sing, play, dance quietly. Once the dwarves argued. One said "I am the strongest - it sounded so loud as soon as he could (on the easel appears first dwarf) "I don't have the strongest voice! "replied the other, and indeed his voice sounded louder. (Image appears the second dwarf) "And my voice is quiet, beautiful," murmured the third (there is a third dwarf)
"Well, if it is a weakness to Maritsa, try as I do," said the fourth dwarf, the smallest and his voice was barely audible. (There is a little gnome) .
Long argued dwarfs, a great voice, a beautiful strong or weak, until they came to the sorceress Dynamics (on the easel it appears the image that was mistress of this clearing. She could sing, play and talk with any gnome - loud and quiet. Sorceress Dynamics reconciled dwarves, she said that everyone has a voice in its own good in its place and in its time. Dynamics gave each of them a name: Loud, Very loud, Quiet, and Very quiet. So live loud and quiet, the dwarfs on the magic meadow still. Dancing singing and playing: under the quiet music, and who - under the loud. And manages the magician Dynamics.
Want to make friends with these dwarves? (children's responses) Then you need to learn to distinguish between them Once the dwarves got into the hall of the mountain king and had a ball. Let's listen to the music that they danced, and help the sorceress Dynamics to find and put in the correct order.
Children listen to an audio recording of Grieg "In the hall of the mountain king", then put a card with a picture of a gnome (small to large) In accordance with the change in the dynamics.
Musical Director: Great! This wonderful music was written composer Norwegian Edvard Grieg (featuring portrait). Let's play your favorite game of dwarves "Bugs and butterflies". Under the sharp will dance - boys, and under smooth - butterfly-girl. The main thing - to not say words that would not scare off gnomes.
Music mobile game "Bugs and butterflies" (Contrasts)
Music Director: What was the music - loud or quiet? (children's responses) Look, guys, here some kind of box, and in her note. Let's read: "you Guys played great with loud and quiet dwarves. For this you get a gift of candy. Magician Dynamics."
Music Director: (opens the box) Oh, and here are some candy wrappers... It's probably the gnomes just ate all the candy and wrappers left us. They do not want us to leave! We are not going to get upset organized orchestra! Who leads the orchestra? (child - Conductor) to play in the band? (children - musical instruments) Today, our tools are the wrappers!
Children play on the wrappers under the recording "Neapolitan song" by P. Tchaikovsky
Music Director: sound of music-quiet or loud? (children's responses) And it sounded like the wrappers? (answers of children)
So ended our journey in music meadow. Let's remember what you liked, what did you learn? (answers of children) Guys, and our music elves brought us candy! Treats children with candy. Children say goodbye and leave.
Comments: the Dominant class with one predominant kind of musical activity. It includes different kinds of musical activities, but each of them aimed at improving the dominant powers. The lesson used music recording, which greatly enriches the perception of music. The value of the verbal method in the development of musical perception is very large. We are not talking about the retelling, and a bright performance, and skillfully interviewed instilled interest love for music, and expanding the understanding of some phenomena of reality, enriches the inner world, it is Important that children not only stated means of expression, but also highlighted their role in creating a musical image. Children need to understand that music has its own language, its musical speech, she could tell, but not with words but with sounds. A practical method in the development of musical perception is also important. The child is deeply felt nature of the music, you must combine perception with action, helping him how to "skip the music through you, to Express externally their experiences. The movement has been successfully used as methods of activating the minds of children the nature of melody, musical expression (accents, dynamics, the rise and fall of melody, tempo, rhythmic patterns, etc.)
These properties of music can be modeled with the help of hand movements, dance and imaginative movement. To realize smooth melodies, its quiet, melodious nature or, on the contrary, perky and jerky.
In the music perception of children's performance, it is important to note that we are talking about development of skills and abilities to Express the experience of music with mastered by children beliefs and practices on children's musical instruments and their replacement with household items. Different sound objects gives the sound imagery, the ability to make creative use of them in independent activities.
Figurative characteristics (epithets, comparisons, metaphors) to evoke emotional and aesthetic response of knowledge about images close music.
your essay to deepen the perception of music by children. With bright modifications
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