Summary of a music lesson in an early age group

Tasks:

1. Educational: (artistic and aesthetic development, cognitive development)

introduce to melodious, drawn-out, expressive singing;
learn to move in accordance with the pronounced character of the music, connect movements with music;
introduce children to the changes in the lives of animals in the spring season;
Encourage children to answer independently.

2. Developmental: (artistic and aesthetic development, speech development)

promote active manifestations of children in the process of listening and performing activities;
develop emotional responsiveness to music, its character and mood, to the musical image accessible to the child.

3. Educational: (socio-communicative development)

cultivate a friendly attitude towards each other, towards Mishutka, and careful attitude towards toys;
encourage children to want to please each other;
fostering independence in actions with objects.

Repertoire:

Dance “Ribbons”, music by G. Vikhareva.
“Dance with Flags”, music by G. Vikhareva.
"Playful dance with bears."
Song "Sun", music by A. Filippenko.
Playing with a bell, music by E. Grinina.
Communication game “Horse”, music by E. Makshantsev.

Equipment and aids:

laptop,
multimedia projector,
screen (interactive whiteboard);
bells,
checkboxes,
teddy bear toys,
ribbons,
Containers for attributes (for each child) are located under the chairs.

Literature:

Vikhareva G.F. Song, ring! Toolkit. – St. Petersburg: “Childhood-press”, 1999. – 48 p.
“Bell” No. 54/2013 educational, methodological, literary and musical magazine - St. Petersburg.
Makshantseva E.D. Children's fun. – M.: Education, 1991. – 64 p.
Petrova V.A. Reader for the “Baby” program for children of the 3rd year of life. Part 1.: Moscow 2000.

Music sounds, children calmly enter the hall.

Musical director: - Hello, guys! Today the Sun came to visit us!

Slide 1.

Musical director: - Guys, let's say together “Hello, Sunny!”

Children say hello to Sunny.

Musical director: - Sunny really likes the way you sing. What song can we sing for him?

Children's answers.

Song "Sun", music by A. Filippenko.

Musical director: - Sunny, did you like how the guys sang for you? Well done guys, you all worked really hard - Sunny really enjoyed it!

Slide 2.

Educator: - Out of joy, the sun’s rays became multi-colored, like our ribbons. They invite us to dance.

Children take ribbons and stand in a circle.

“Dance with Ribbons”, music by G. Vikhareva.

Educator: - How fun we danced! Let's put the rays in baskets so they don't run away.

Children put ribbons in baskets - containers.

Slide 3.

Musical director (draws attention to the screen): - Look, guys, who is sleeping so sweetly?

Children: - Bear!

Musical director: - Where does he sleep?

Children: - In the den.

Musical director: - And when will he wake up?

Educator: - It’s already spring! It's time to wake up Mishenka.

Musical director: - Let's take our ringing bells and wake up Mishka.

Playing with bells, music by E. Grinina.

Slide 4.

Educator: - So Mishutka woke up! Let's say hello to Mishka.

Children greet Mishutka.

Educator: - Mishutka slept well, rested and is very glad that we came to visit him. Mishutka loves to play. Show me, Mishutka, what your favorite toys are.

Slides 5, 6, 7 depicting various toys.

Educator: - Bear asks us to guess which toys he likes to play with the most.

Slide 8.

Further, the repertoire during the lesson will be performed in any order. Children choose “Mishutka’s favorite toy” if they wish. If they guess right, the toy remains on the screen and is enlarged. If the choice is incorrect, the toy disappears.

Educator: - What beautiful balls! Where can you guys go with balloons?

Children's answers.

Educator: - Don’t we have balloons that we can take with us to the holiday?

Children's answers.

Educator: - That's right, flags. Look, Mishutka, how joyfully we walk with them!

“Dance with Flags”, music by G. Vikhareva.

Educator: - Come on, Mishutka, we’ll still try to guess your favorite toy. Look, guys, Mishutka loves to play with the bear cub! Let's show Mishutka how to dance with the cubs.

"Playful dance with bears."

Educator: - Mishutka invites us to guess another favorite toy. Who is this, guys? That's right, Horse! What interesting toys Mishutka has! Thank you, Mishutka, for showing us your favorite toys, come and visit us. We will also show you our favorite toys. Goodbye!

The children say goodbye to Mishutka.

Educator: - And you and I will harness the horses and go back to kindergarten!

Communication game “Horse”, music by E. Makshantseva.

Musical director: - Guys, did you enjoy visiting Mishutka? What are his favorite toys? What toys did you play with?

Educator: - Probably, our toys in the group got bored without us. Let's get back to them soon!

Slide 9.

The children say goodbye and leave the hall to calm music.

Perhaps the last toy will not be a horse, in which case the teacher will, at his own discretion, sum up the lesson.

In the second and third year of life

Children of the second year of life can actively listen to continuously playing music for 40 seconds, then a break (1-2 seconds) and again for 40 seconds, a pause, etc. In general, one lesson lasts 2-3 minutes.

Children of the third year of life can perceive continuously playing music for 1-1.5 minutes, then a pause and another minute and a half, etc. One lesson - 4-5 minutes.

The numbers - seconds and minutes - are given here so that you do not overestimate the capabilities of a small child and at the same time know that listening to music is quite within the baby’s capabilities. It all depends on his condition at the moment you chose to listen to music: a child listens to music worse if he has just cried - for example, his beloved grandmother has left, or he has just finished feeding him unloved porridge, or maybe he is simply unwell.

When you see that your child is distracted or expresses displeasure, reduce the time of the lesson or move it to another time of the day. If the child’s attention is stable and he is able to perceive music with interest, you can slightly increase the duration of the lesson.

A little about the tools

Tambourine

It is best to use a small tambourine, with a wooden hoop, not a metal or plastic hoop, with leather stretched over it. If the sound is loud and sharp, remove (remove) a couple of metal plates from the hoop.

So, even at 6 months. kids happily listen to their mother's cheerful singing, accompanied by the rhythmic tapping of a tambourine or the ringing of bells, bells, and a triangle.

You delight your baby with the sound of different instruments, different timbres and at the same time enrich the child’s auditory experience.

The metallophone, harp, and pipe that you played should not be given to the child. Rattles and a small tambourine can be freely used by a child 2-3 years old.

with bells and bells only in the presence of adults - to avoid injury.

A little about musical instruments

Children's musical instruments: metallophone, xylophone are accompanied by an annotation explaining how and what to play.
Sometimes parents themselves write the names of the notes on the keys: do, re, mi... - this makes it easier for them to select and memorize the proposed music. For songs played on the children's harp, a “string guide” is included. You place a “cheat sheet”—a guide with a drawn arrow—behind the strings and follow its movement, playing the song. The sounds of the harp make children very happy. But the child should listen to music that you have already learned, easily and freely performed. Therefore, teach yourself when the baby does not hear.

It's good if you play the piano, but for a child this is not enough. Do not exclude listening to music played on other musical instruments - harp, pipe, xylophone, tambourine.

How to listen to music?

An indispensable condition is silence in the room. Nothing should distract the baby. The mother is sitting next to the child, or the baby is in her arms, or both are sitting on the sofa. Mom listens too. Her face is interested, attentive, friendly. Mom likes music - the child sees this. Her mood and condition are transmitted to the baby. If the mother plays the piano herself, then the grandmother or father sits with the baby.

We recommend listening to music once or twice a day. This could be one piece repeated twice, or two pieces. For example, “Bunny” and “Bear”. By the end of the third year, you can audition three plays.

Have you already noticed that you were offered to play different musical instruments even for a six-month-old baby? But what if you don't have these skills?

Musical movement. Dancing.

First year of life

At 6 months, the mother can dance with the baby, holding him in her arms. Movements: walk around the room, stomping merrily; do a half squat (spring), i.e. bend your legs slightly and make small turns left and right; go forward to meet someone from your family, and retreat back; dance slowly, spin around. Perform the movements rhythmically. Try to keep the movements changing in each verse—i.e. at the beginning of each verse.

Music: you can just hum la-la or play a dance recording (low).

Then we complicate the task: humming or playing recorded music, we dance with the baby to two-part music. A two-part form is a musical form characterized by the combination of two parts into a single whole (AB pattern).

The parts are contrasting, differ in new musical material (melody), may differ in tempo (slow-fast), dynamic shades (quieter-louder), etc.

For example: “Where are you, little bunny?”

Part 1 of music: the child is sitting. Mom and baby clap their hands. Mom sings:

Clap, clap, clap, clap (4 claps)

Clap clap, clap, clap. (4 claps)

Part 2 of the music: La-la, la-la-la-la. (Rotate your hands).

La la la la la la. (Rotate your hands).

This dance has a specific music attached to it. It should not sound in other dances. The movements of the first and second parts are the same all the time: The first part is clapping; the second part - the hands are dancing. Then, at the beginning of the second year of life, the baby, even without the participation of the mother, having heard a familiar dance song, will independently repeat the movements, even without singing, only to the music.

So, we teach the baby to listen to music, remember and hear its changes. For this dance we highly recommend the Belarusian folk dance “Yurochka”.

Second year of life

Children in their second year really love the “Aida!” dance. The mother takes the child by both hands, sings and dances.

Part 1(A) Aida, Aida, Aida, Aida, Aida

Part 2 (B) The feet stomped quickly. And Tanya and I danced. (2 lines are repeated 2 times)

First part (A): baby mothers stand holding each other by both hands, swaying from right to left, waddling from foot to foot, singing along to Aida.

Part 2 (B) Quickly stomp their feet, holding both hands. At the word AI they stop and hide their hands behind their backs.

Third year of life

Note that by the end of the third year, children can easily hear three-part music and change movements in each part. The tripartite form is a common structure of musical works consisting of three sections, of which the third is a repetition of the first. The second is different from the first and third and often contrasts with them. Scheme: (ABA).

If in the poetic text of the dance in each individual verse the action is clearly defined (clap, stomp, squat, spin, bow), and the mother only sings, then the baby dances on his own, without her participation.

By the third year of life, the child masters many dance movements. Can not just clap his hands or knees, but clap his hands while simultaneously tapping with one foot; knows how to click his heel; alternately put your right and left leg forward; spin on your toes. He loves to dance with a doll (bear, bunny), holding it in front of him, spin around, step from foot to foot, sit down and tap the doll’s feet on the floor. He dances willingly with a handkerchief and a rattle.

We adults love to watch kids dance. And we ask, we persuade the child to dance; We promise ice cream cake, a “live dog”, “a ride on a big bike” - the child does not agree. And then we explain to everyone: “He can do it, he’s just afraid! Don’t be afraid, Vovochka, kind, good aunt, dance!” Vovochka didn’t even think of being afraid. He does not want. At this time, he may be occupied by other things: a bird is singing outside the window, dad is drawing in another room with his brother, grandma is cooking something tasty in the kitchen - this is interesting! The child does not want to dance or sing now. But you said the words “Do not be afraid!” and next time the baby may be afraid, because you yourself told him about it.

Do we, adults, always want to sing and dance? And the child has the right not to want.

Attention!

The music cannot be played loudly. Fun, lively - but quiet.

There is no need to invite your child to dance to music that is not intended for dancing.

What to tell parents

Most parents have no doubt that music lessons are an excellent way to develop a child. However, mothers and fathers do not always know how, when and what exactly their baby can do if he is not yet three years old.

Clients who bring their children to a children's club often want to receive professional explanations about why music classes or musical exercises are needed as part of early development classes.

Unfortunately, administrators are not always able to give detailed answers - they simply do not have knowledge about this area of child development.

I offer you an article in which I answer the most frequently asked questions in an accessible and concise manner and provide facts that will help you convince parents to start music lessons with their children as early as possible.

Give this text to the administrator to read, and he will be able to speak more competently with parents.

This information will also help the teacher - when there is a ready-made structured argument, it is always easier to communicate.

The most frequently asked questions concern:

optimal age to start such activities
types of musical activities
ways to develop a sense of rhythm, musical sensitivity and responsiveness in children.