Musical and didactic games in the development of musical creativity in preschool children.

Musical and didactic games in the development of musical creativity in preschool children.

Autonomous non-profit educational organization of preschool education Child Development Center "Malysh"

MUSICAL AND DIDACTICAL GAMES IN THE DEVELOPMENT OF MUSICAL CREATIVITY OF PRESCHOOL CHILDREN.

Author-compiler: Varzina M.Yu.

Childhood is a special world that remains in a person’s soul for the rest of his life if happiness and the joy of being oneself reign in it. The world of fantasy and fiction in children is associated with play. Throughout historical times, children of different nations have played and continue to play, imitating adults, realizing their desires and creative needs.

The game, according to psychologist G.S. Teplova, is the emotional spontaneity of motives, striving for a goal, evaluating the results of activities, and learning new things. The child’s personality is born in it. Interest in the process of action, the “conventionality” of actions, situations, and “language” introduce children to the world around them. Making this entry desirable, entertaining, and meaningful is the task of adults.

The most useful games for a preschool child are those that are aimed at developing cognitive abilities, attention, memory, thinking, and creative imagination. The level of curiosity, mental and active activity of preschoolers is manifested in the game.

The main purpose of musical and didactic games is to develop children’s musical abilities in an accessible playful way. Musical and didactic games enrich children with new impressions, develop initiative, independence, the ability to think creatively, help children understand the relationship of sounds in height, develop singing skills, a sense of rhythm, timbre and dynamic hearing.

The use of musical and didactic games in the lesson makes it possible to conduct it in the most meaningful way. In the game, children quickly assimilate the requirements of the program for the development of singing skills, perception of music and musical-rhythmic movements.

Musical and didactic games should be simple and accessible, colorfully designed, interesting and attractive; such games make children want to play, sing, listen to music, and dance. Musical and didactic games that develop the perception of music, with the help of classical and folk musical works, arouse the child’s interest in music and form an emotionally positive attitude towards it. Developed auditory perception has a positive effect on the formation of prerequisites for engaging in various types of musical activities, which is why the help of musical and didactic games is necessary.

Musical and didactic games stimulate singing activity and contribute to the development of sound interaction between an adult and a child. The singing of an adult has a beneficial effect on the child’s melodic ear, and the alternation of singing and music in audio recordings gives games a special emotional richness, allows you to concentrate the child’s attention, and maintain his interest in musical and gaming activities longer.

When organizing musical and didactic games, children need to be given more independence. Practice shows that the more you trust children, the more conscientious, responsive, and conscientious they are about assignments. We offer you some musical and didactic games to develop children's singing skills, music perception and the development of musical hearing.

IMPACT OF MUSIC IN GAME ACTIVITIES ON THE CHILD'S BODY.

Game is an optimal psychological and pedagogical tool that allows you to comprehensively influence the development of children. This is confirmed by D.B. Elkoni: “...the game influences the formation of all basic processes, from the most elementary to the most complex.”

According to O. S. Gazman, children have three goals in play. The first goal is the pleasure of the game - “I want.” The second goal is to follow the rules of the game - “Must”. The third goal is the creative fulfillment of the game task - “I can”. Thus, the main mechanism of the game “I want!” is formed. Necessary! I can!”, influencing the child’s personality and the process of developing his functions of self-regulation and self-control.

In the context of a music lesson, games are developmental in nature and are aimed at children mastering motor and intellectual skills, sensory abilities, developing cooperation skills, and effective interaction based on cognitive interests.

THE IMPACT OF MUSICAL ACCOMPANIMENT AND GAMES ON A CHILD'S BODY CAN BE CONSIDERED IN THREE ASPECTS.

The first aspect is

physiological, is associated with the studies of V.M. Bekhterev, I.M. Dogel, I.M. Sechenov, I.R. Tarkhanov and others, which revealed the positive influence of music on various human systems. The relationship between music and rhythmic movements increases overall vitality, regulates the activity of the cardiovascular, respiratory, and musculoskeletal systems, and forms the arbitrariness of mental functions.

Second aspect -

psychological. Music, influencing the emotional and personal sphere of the child, corrects cognitive, mental, and communication disorders.

Third aspect -

pedagogical. Through music, a child develops the ability to aesthetically perceive reality and acquire social experience for creative, constructive life.

In musical play, as in singing and rhythmic movements, children master the means of artistic expression characteristic of music and speech - rhythm, dynamics, tempo, pitch.

Music helps to establish contact between children and adults, between peers when playing games. By creating the prerequisites for further pedagogical influences, music directs children's auditory attention to fulfilling the conditions and rules of the game. Desires, impulses, feelings of joy, revitalization, high spirits activate the child’s imagination, his creative manifestations and accompany him in every game.

GOALS AND OBJECTIVES OF THE MUSICAL-DIDACTICAL GAME.

The stages of development of musical play led to the search for a classification of children's games. At different times and by different authors, approaches to pedagogical management of the game process were implemented. Diverse approaches also reflected diverse principles of classification.

ON THE. Vetlugina's scientific research in the field of development of musical-sensory abilities showed the primary role of musical-didactic games as the basis for the sensory perception of music. Subsequently, the development of this group of games was continued by A.N. Zimina, E.P. Kostina and found practical application by the practical teacher N.G. Kononova, who determined the main goal and purpose of musical didactic games - to form musical and creative skills in children. ability to open up the way for the child to apply the acquired knowledge in life practice.

In accordance with this, musical didactic games have the following tasks:

• Development of pitch hearing
• Development of a sense of rhythm
• Development of timbre and dynamic hearing
• Developing initiative, independence, and ability to perceive
• Development of creative activity
• Formation of moral qualities of the individual (sense of camaraderie, responsibility, etc.)
• Enrichment with new impressions.

A musical didactic game should include the development of game actions. The game action should help the child to hear, distinguish, compare some properties of music in an interesting way, and then act with them.

Musical and didactic games should be simple and accessible, interesting and attractive. Only in this case do they become a kind of stimulator of children’s desire to sing, listen, play and dance.

Musical and didactic games should be colorful and interestingly designed. Cards depicting musical images are bright, artistic, and exactly match the content of the game.

Children can take part in making games themselves, which makes the games more desirable, interesting and loved for them.

Musical and didactic games can be used in music and other classes, in independent activities in free time, as well as at holidays and entertainment.

In my work, I use musical and didactic games in accordance with the general objectives of musical and aesthetic education and carry them out according to a pre-planned plan. The use of such games in a lesson makes it possible to conduct it more meaningfully and interestingly, since in the game children quickly assimilate the requirements of the program for the development of singing and musical-rhythmic movements, as well as in the field of music perception. Sometimes I devote a lesson entirely or partially in the second half to musical and didactic games, as a separate type of activity. I also provide entertainment using musical and educational games. These games are educational in nature and, in an accessible playful form, children form and develop musical and creative abilities.

Didactic games in our kindergarten are held in all age groups, starting with the first and youngest.

USE OF MUSICAL AND DIDACTICAL GAMES IN THE PROCESS OF SINGING AND DEVELOPMENT OF SONGS.

Songs and music are heard in many regime moments of the preschool educational institution. Song is one of the main moments of creative expression in children. While playing, the child hums a simple melody. Games used in the singing process help teach children to sing expressively, naturally, take their breath between musical phrases, and hold it until the end of the phrase. When working on the development of children's song creativity, I use several types of exercises and games:

• Distinguish between high and low sounds; (“Where are my kids?”, “Wave of Sounds”)
• Distinguish between the direction of movement of the melody up and down; (“Musical stairs”)
• Sing a major and minor triad (“I’m coming!”, “Where are you?”)
• Conduct a singing roll call (“What’s your name?”)
• Sing your names;
• Improvise a melody to a given text (“Musical Lotto”)
• Imitate the rhythmic sound of instruments;
• Musical questions and answers (“How are you, children?”, “Where are you going?”, “What do you want, kitty?”)
• Composing a melody of a contrasting nature.

During the learning process, children willingly include song improvisations in their independent activities, especially in role-playing games. The formation of song creativity in children has a direct impact on the development of imagination, independent activity, necessary moral qualities: goodwill, attention to each other, as well as musicality in general.

USE OF MUSICAL AND DIDACTICAL GAMES IN THE PROCESS OF MUSIC PERCEPTION.

In order for a child to better understand a piece of music and be able to compare images, I also often turn to musical didactic games. In addition, the use of these games allows children to listen to the same piece several times in an unobtrusive form.

While listening to music with children of primary preschool age, various toys are used that can “talk” and “move” with the kids. I use a “wonderful bag” where toys that come to visit the children for a lesson can be hidden. For older children I use the games “Whom did the bun meet”, “In the forest”, “Song-dance-march”, “Find the right picture”, “Who is bigger?”, “What music?”, “Compose a song”.

The use of musical and didactic games while listening to music promotes better perception of the material, its comprehension and memorization.

USE OF MUSICAL AND DIDACTICAL GAMES IN THE PROCESS OF RHYTHMIC MOVEMENTS.

During the lesson, a significant part of the time is devoted to learning various movements to music. In the process of systematic movement classes, children develop musical and auditory perception, which is necessary for them in independent musical activity and the development of dance and play creativity.

Young children are characterized by imitative movements. Therefore, for children, I use various toys in musical and didactic games, with the help of which you can encourage children to perform simple actions to the music. With bibabo toys, it is more interesting for children to perform the movements in the exercise “Walk and Relax”, “Three Little Bears”, “We Jumped”.

The activities of older preschoolers are characterized by an active perception of music and a good sense of rhythm, which allows them to perform movements quite expressively. I pay a lot of attention to the ability to act independently to music: to come up with individual movements or a dance using familiar dance movements. I combine creative tasks with playful moments. (“Oh you, Vanya-Vanechka”). A playful form of learning movements helps the child correctly perform a rhythmic pattern, which is simple at first and then more complex. From the first lessons, it is necessary to develop in children the desire to move independently to music with creative elements of expressiveness.

Thus, musical and didactic games provide great assistance in the development of children’s motor activity. The games “Learn to dance”, “Who walks like this?”, “Define the dance”, “Create a dance”, etc. require children to have a creative approach to completing the task. Children's musical and rhythmic activity is more successful if learning the elements of dance movements is carried out in combination with musical and didactic games.

MUSICAL AND DIDACTICAL GAMES IN INDEPENDENT ACTIVITIES OF PRESCHOOL CHILDREN.

In the educational field “Music”, great importance is given to the development of children’s musical and creative abilities. Therefore, it is necessary to constantly replenish and develop the musical subject environment, both in the music hall and in group rooms. Musical and didactic games are used in classes and in independent activities of preschoolers.

In each age group of our preschool educational institution there are musical corners with children's musical instruments, portraits of composers, albums of children's letters and games made by parents and teachers with their children. Games in the corners change periodically in accordance with comprehensive thematic planning in the preschool educational institution. There are also information advisory stands where parents can find out what musical games they can play with their children at home, or get an answer to any question regarding the musical education of children in the family.

TYPES OF MUSICAL AND DIDACTICAL GAMES

AND THE METHOD OF THEIR CARRYING OUT

There are different types of classification of musical and didactic games. E.P. Kostina has developed musical and didactic board games that are used to develop musical and sensory abilities. She divides them into 4 types:

1. Games that help develop the pitch hearing of preschoolers. These are games such as “Swing”, “Chickens”, “Funny Accordions”, “Circus Dogs”, etc.
2. Games that allow children to develop their rhythmic sense, for example: “Ri”, “Forest Guests”, etc.
3. Games for developing timbre hearing: “Musical Instruments”, “Guess What I’m Playing”, etc.
4. Games that develop dynamic hearing: “Loud-quiet”, “Who is the most attentive”, “Find out the sound of your accordion”, etc.
5. Board music-didactic games are presented in a certain sequence with a gradual complication of musical-sensory tasks for each age group. So, for example, in the middle group, children learn to distinguish between the expressive capabilities of two dynamic shades (loud - quiet), in the senior group - three (loud, moderately loud, quiet), and in the preparatory group they already distinguish four dynamic shades (loud, moderately loud, moderately quiet, quiet).

N.A. Vetlugina divides all musical and didactic games into three types:

1. Calm music playing. (desktop)
2. Games such as moving ones, where the element of competition in evasiveness and dexterity is delayed in time from the moment of performing musical tasks (moving ones).
3. Games built like round dances.
4. Games of the first type involve static behavior of children divided into subgroups. The competitive element lies in the ability to quickly and accurately identify a piece of music by ear.

These games are often played with aids. For the best completion of the task, a subgroup of children or a child, if the game is played with 2 - 3 children, is awarded a chip or a flag. During the game, children follow its rules, showing this or that picture, raising flags of different colors in accordance with the sound of the work, etc.

The second type of didactic games is characterized by the dynamics of actions. The game is similar to an outdoor one. Children, divided into subgroups, listening to the sound of music, react to it with movements. Loud sounds are heard - one subgroup of children moves in the space of the group room, quiet sounds - another, and the first one stops. After repeated changes in sound, the final moment of the game comes - a physical education competition: one subgroup of children catches up with the other or each gathers at a pre-designated place, etc.

In didactic games of the third type, children's motor activity is limited. Two or three circles of children or a group (circle) and a soloist compete among themselves. For example, children of the first circle respond to high sounds, and children of the third circle react to sounds of the middle register - the second, and children of the third circle respond to sounds of a low register. The winners are the children of the circle who responded more accurately to the change in sound. The winners are rewarded with their wish fulfilled.

Musical and didactic games always require significant auditory concentration, which leads to an improvement in the development of auditory perception. Consequently, during the game, the child must always listen to the change in sounds and respond to this with movement or action, and not automatically complete the task. That is, a musical-didactic game should not include a stage of developing a skill, otherwise it will not achieve its goal.

Simultaneously with conducting musical-didactic game exercises, musical-didactic tasks can be introduced to distinguish not only the basic properties of sound and means of musical expressiveness. In this case, you should use board-printed gaming material created by the hands of educators, puppet theater characters, flannel and voiced musical toys. For example, to distinguish between the cheerful and calm nature of music, you can lay out cards with images of marching and sleeping children on the table. The teacher suggests that when the march will sound, choose a picture depicting marching children, and when the lullaby of sleeping children will sound. Each child should have 3 different pictures, then the teacher can make sure that the task is completed correctly. If, when conducting musical-dadactic exercises, even by the end of the year, children are still making mistakes; then by the middle of the school year they all complete the tasks correctly.

Children play games they come up with on their own with special pleasure.

It should be noted that musical works, on the basis of which game actions unfold, should be perceived by children holistically, and at the same time, they should be allocated certain means of musical expressiveness, depending on the rules of the game. For such games, teachers use folk melodies, fragments of original works, and compose simple plays themselves. Musical and didactic games can also be carried out without the use of a piano - accompanied by singing, sounds of various musical instruments: rattles, drums, pipes, etc.

The musical and didactic material of the games is:

• songs, instrumental works;
• a set of musical instruments;
• sets of musical toys.

It should be noted that in addition to musical and didactic games, musical and didactic aids are also used in practice. Musical-didactic games differ from manuals in that they have certain rules, game actions or a plot. They can be used by children both in class and in independent activities. Musical didactic aids are mainly used in classes to visually illustrate the relationships of sounds in pitch and duration, to train children in distinguishing dynamics, timbre, register, tempo and other means of expression.

Musical and didactic aids include visual clarity (various pictures, cards, mobile devices, etc.), and musical and didactic games may not use visual aids.

Due to their diversity, musical and didactic games and aids are of great importance in the education of preschoolers.

The main purpose of musical didactic games and aids is to develop children’s musical abilities; in an accessible playful way, help them understand the relationship of sounds in height; develop their sense of rhythm, timbre and dynamic hearing; encourage independent action using the knowledge gained in music classes.

Musical-didactic games and manuals enrich children with new impressions, develop their initiative, independence, ability to perceive, and distinguish the basic properties of musical sound.

The pedagogical value of musical and didactic games and aids is that they open up a way for the child to apply the acquired knowledge in life practice.

The didactic material is based on the tasks of developing musical perception in children; playful action helps the child to hear, distinguish, compare some properties of music in an interesting way, and then act with them.

Musical and didactic games should be simple and accessible, interesting and attractive. Only in this case do they become a kind of stimulant of children’s desire to sing, listen, play, and dance.

Appendix No. 1

MUSICAL AND DIDACTICAL GAMES

1.“BIG AND SMALL”

Program content:

Teach children to distinguish between short and long sounds, to be able to clap the rhythm.

Progress of the game:

The teacher invites the children to listen to who is walking along the path and repeat how the steps sound with their clapping. When children learn to distinguish between short and long claps, the teacher offers to identify “big and small” legs by ear, performing claps behind a screen or behind their back.

– Big legs walked along the road: (long claps)

Top, top, top, top!

Little legs ran along the path: (short claps)

Top, top, top, top, top, top, top, top!

Program content:

Using auditory perception, teach children to distinguish between short and long sounds, thereby developing rhythmic memory, the ability to correlate their actions with music - the ability to clap the rhythmic pattern of a melody with their hands, develop musical-rhythmic perception.

Game rules:

Listen to sounds of different durations, do not disturb others.

Game actions:

Guess the duration of the sounds and clap them accordingly.

Game goal:

Guess first.

2. “IN THE FOREST”

Program content:

To develop children's hearing for sounds and pitches, to teach them to distinguish between high, low and medium sounds. Develop a sense of rhythm, learn to distinguish between short and long sounds.

Progress of the game:

The teacher introduces the children to high and medium sounds; after the children have mastered this well enough, they are asked to play and guess who lives in the forest. To do this, the teacher performs the melody “Bear” in a low register, or “Bunny” in a medium register, or “Bird” in a high register. Children guess and cover the corresponding picture with a chip.

In another version of the game, the teacher draws the children's attention to the rhythm of the steps of various animals: Long sounds when the bear walks and short sounds when the bunny jumps. In this version of the game, children must determine by the rhythm of their steps who is walking through the forest, or, conversely, be able to clap the rhythm of the steps of a bear or a hare.

-Like we have neighbors in the forest - And there’s a bird on a branch,

The bunny is jumping now. Brown bears. The bird is not big!

Program content:

(For the middle group) Develop rhythmic memory, teach children to distinguish between short and long sounds by auditory perception, develop sound-pitch hearing in children, teach children to distinguish between high and low sounds, develop timbre perception.

Game rules:

Listen to a piece of music, do not interfere with others’ responses and do not give hints,

Game actions:

Riddle and guess a musical fragment.

Game goal:

Be the first to guess to see the corresponding picture.

3. "PINTER"

Program content:

To develop children's ideas about the visual possibilities of music.

Progress of the game

: The teacher invites the children to look at the musical turntable, rotate it, look through the window on the turntable and perform a familiar song that corresponds to the image that appears in the turntable window; the child must explain why he chose this particular song, what other songs can be correlated with this image, and determine the nature of the music.

Program content:

To develop musical memory, children’s understanding of the visual possibilities of music, through the ability to correlate musical and artistic images by visual and auditory perception. Develop imagination, the ability to imagine pictures of reality conveyed through music.

Game rules:

Answer individually, and sing in chorus.

Game actions:

Spin the turntable, guess familiar melodies.

Game goal:

Remember as many songs as possible.

4. “PLAY A MELODY”

Program content:

Develop rhythmic hearing, exercise children in determining the rhythmic pattern of a melody.

Progress of the game:

The teacher performs songs familiar to the children with different rhythmic patterns and invites the children to clap them. Then he shows the children how to conventionally depict a rhythmic pattern using squares representing long sounds.

During the game, the teacher performs songs familiar to the children and invites them to lay out their rhythmic pattern. And vice versa, he asks the children to remember the song according to the conventional image of the rhythmic pattern of the melody proposed by the teacher.

Program content:

Develop rhythmic and associative memory. Based on auditory perception, teach children to distinguish the duration of sounds: short and long, to be able to convey a rhythmic pattern using associative elements:

squares and rectangles, thus correlating the melody with the graphic image.

Game rules:

Listen to familiar melodies, do not disturb or suggest to others.

Game actions:

Guess songs, clap their rhythmic pattern, lay out its graphic image and vice versa.

Game goal:

Be the first to post a drawing of the melody.

5. “DO, RE, MI”

Program content:

Teach children to distinguish the figurative nature of music, to correlate an artistic image with a musical image that reflects the phenomena of reality.

Progress of the game:

The teacher performs a song and invites the child to choose a picture that matches it in terms of the content of the artistic image, and the child must explain why he chose this particular picture, what is depicted in it and what is said in the song. Another time, the teacher offers the children a picture and asks them to sing a song they know that matches the image in the picture.

Program content:

To develop visual and auditory perception, to teach children to distinguish the nature of music by image, to correlate an artistic image with a musical image that reflects the phenomena of reality, while developing musical-analytical activity.

Game rules:

Answer individually, and sing in chorus.

Game actions:

Select the appropriate image and cover with a chip.

Game goal:

Remember as many songs as possible.

6. "HARES"

Program content:

To train children in perceiving and distinguishing the nature of music: cheerful, dancing and calm, lullaby.

Progress of the game:

The teacher tells the kids that there were hares in the same house. They were very cheerful and loved to dance (shows the picture “Hares are dancing”). And when they were tired, they went to bed, and their mother sang them a lullaby (picture “Hares are sleeping”). Next, the teacher asks the children to guess from the picture what the hares are doing? And depict this with your actions (children “sleep”, children dance), to music of the appropriate nature.

Program content:

To develop auditory perception, elementary musical-analytical thinking - the ability to listen and compare music of different types (cheerful, dance and calm, lullaby). Develop musical memory, an understanding of the different nature of music.

Game rules:

Listen to the melody to the end, do not interfere with others’ responses.

Game actions:

Guessing the nature of the music, choosing the corresponding image or showing the corresponding actions.

Game goal:

Be the first to show what the hares do.

7. “WHO DID KOLOBOK MET?”

Program content:

To develop children's understanding of registers (high, medium, low).

Progress of the game:

The teacher invites the children to remember the fairy tale “Kolobok” and its characters (wolf, fox, hare, bear), while he performs the corresponding melodies, for example: “By the Bear in the Forest” in the lower register, “Bunny” in the high register, etc. . When children have mastered the sound of what register corresponds to the artistic image of each animal, they are invited to play and determine by ear which character is depicted in the music and select the corresponding picture

Program content:

Develop musical memory, teach children to recognize familiar melodies of a figurative nature, performed in different registers: high, low, medium, while forming a pitch perception of music and the ability to correlate a musical image with an artistic one in auditory and visual perception.

Game rules:

Listen to the melody to the end, do not interfere with others’ responses, select the appropriate card.

Game actions:

Riddle and guess a musical fragment, select the appropriate image, you can independently perform the melody in a given register.

Game goal:

Guess first.

8. “WHO LIVES IN THE HOUSE?”

Program content:

To develop musical memory, teach children to recognize familiar melodies of a visual nature, and to correlate musical and artistic images by auditory and visual perception. Develop pitch perception of music - the ability to distinguish between high and low sounds

Progress of the game:

The teacher introduces children to the sound of the same melody in different registers (low register and high register), for example, “Cat” by Alexandrov. When children learn to distinguish between high and low sounds, which respectively convey the images of the baby and the mother, they are invited to play. At the same time, the teacher says that in a large house, mothers live on the first floor, and their children live on the second (with small windows). One day everyone went for a walk in the forest, and when they returned, they got confused about who lived where. We will help everyone find their rooms. After this, the teacher plays the melody “Bear” by Levkodimov in different registers and asks the children to guess who it is: a bear or a bear cub. If the answer is correct, the corresponding image is inserted into the window, etc.

Game rules:

Listen to a piece of music without prompting others.

Game actions:

Guess the melody, choose the corresponding image.

Game goal:

Guess first.

9. "LADDER"

Program content:

Develop musical memory and musical-analytical thinking - the ability to distinguish between the progressive movement of a melody up and down. Teach children to correlate their actions with music (hand movements) using auditory perception.

To develop an ear for music - the ability to distinguish the melodious sound of a melody from the abrupt one. Develop an understanding of the visual possibilities of music

Progress of the game:

The teacher performs the song “Ladder” by E. Tilicheeva. When performing it again, he invites the children to play: show with their hand where the girl (doll, etc.) is moving - up the stairs or down. Then the teacher performs the chant, but he does not finish singing the last word, first in the first and then in the second part of the chant, and invites the children to finish it themselves.

For middle, senior and preparatory groups, a ladder of 5 steps is used, for the latter, perhaps 7. For juniors - 3.

For 7 steps: For 5 steps: For 3 steps:

-Do, re, mi, fa, Here I go up, I go up,

salt, la, si. And I go down. I'm going down.

(on triad).

Progress of the game:

The teacher invites the children to listen to how a little boy and an old grandmother, or a big bear and a little bunny climb up a musical ladder and compare the musical fragments.

Game rules:

Listen carefully and do not disturb others.

Game actions:

Showing with your hand.

Game goal:

Complete a musical phrase on your own.

10. "SEA"

Program content:

To develop in children an understanding of the visual possibilities of music, its ability to reflect natural phenomena. Strengthen the ability to distinguish dynamic shades in music: quiet, loud, not too loud, very loud, etc. Through the ability to correlate musical and artistic images, to develop imagination, the ability to imagine pictures of reality, conveyed through the means of musical expressiveness.

Progress of the game:

The teacher performs the play “The Sea” by N. Rimsky-Korsakov, the children share their impressions about the nature of the music. The teacher draws attention to the fact that the composer painted a vivid picture of the sea, showing its very different states: it is now agitated, now raging, now calming down. One child uses cards to show the changing nature of the music throughout the play.

Game rules:

Listen to a piece of music without prompting others.

Game actions:

Guess the melody, choose the corresponding image.

Game goal:

Guess first.

6

How to make a card index of musical games for the older group

When compiling a card index of games, the teacher is guided by the themes of individual segments of the educational process, and also proceeds from current tasks for students in a particular group. At the same time, the teacher strives to include different types of games in the card index.

In the senior group, the emphasis is on:

• development of creative abilities, therefore creative musical games are actively used;
• improving physical development, therefore moving ones are included;
• patriotic education, therefore, in the context of instilling respect for the traditions of their people, children are introduced to round dance games.

From my own experience, I was convinced that it is convenient to systematize a card index of musical games under the general theme of the educational process. For example, under the themes “Autumn”, “Winter. New Year", "Mother's Day", etc.

Table: card index of musical games on the theme “Winter” for the older group (fragment)

Musical games in kindergarten can be an element of matinees

Table: card index of musical and didactic games in the senior group (fragment)

Table: card index of musical outdoor games in the senior group (fragment)

Table: card index of musical round dance games in the senior group (fragment)

This is interesting. These games are accompanied by folk tunes, which have variations in performance depending on the region. You can learn more about them from our article - Round dance games in kindergarten.

Round dance games are often held during holidays and entertainment in preschool educational institutions.