Playful integrated activity with children 4-5 years old "Merry Journey"

Let me present you with a summary of the GCD "Merry Journey" in the middle group with elements of logo rhythmics and the use of didactic games. During the lesson, musical and sensory abilities are developed in a playful way.

Summary of GCD in the middle group "Merry Journey"

Target: the formation of motor skills and abilities, the development of musical and sensory abilities of children.

Tasks:

1. Developing:

To develop auditory attention, memory, visual-spatial orientation, coordination of movements, a sense of rhythm;

Develop a sense of color, the ability to name and recognize primary colors;

Develop tactile sensations.

2. Educational:

To enrich children with musical impressions, to develop their sensory-musical abilities: timbre, modal-high-altitude, dynamic, rhythmic ear;

Strengthen the ability of children to change movements in accordance with the form of a piece of music.

3. Educational:

To cultivate friendly relations in the children's team.

Game material: house, toys Hare and Cockerel, a cube on the edges of which various animals are depicted, a cube with the image of musical instruments, musical instruments (tambourine, pipe, drum, rattle, bell, metallophone), a basin of water, nesting dolls in different sundresses (patchwork dolls, worn on the hand), a flat tree, aunt Matryosha's house.

GCD move:

Children enter the hall to the recording of E. Grieg's play "Morning" (classical music for children "Music about nature)

Musical director:

Children, what do you say when you come to visit? (children's answer)

I also say hello everywhere - at home and on the street,

Even "Hello" I say to a familiar chicken.

Let's say hello with me.

The text is pronounced along with the execution of movements:

Hello, the sun is golden - arms crossed, fingers spread out

Hello, the sky is blue - arms raised, palms open up

Hello, free breeze, - swinging arms above

Hello little oak tree - hands on the right, one above, the other below, palms open up

We live in our native land - spread your arms to the sides

I greet you all! - wave your arms over your head

Musical director:

Guys, do you like to visit?

Children: Yes, we love!

Musical director:

Today we are going to visit Aunt Matryosha!

The path will not be close, well, it doesn't matter!

We have fun with music, it's always good!

Music will help us to run, ride and walk together.

And we will collect a gift for aunt, we will take a downy shawl in a bag,

To warm her with a handkerchief on a winter evening!

(Takes a bag with a shawl, hangs it over his shoulder)

Well, are you ready for the road, the road? Let's step together in step,

A cheerful march will help us and a cheerful ...

Children: Drum!

The “March of the wooden soldiers P.I. Tchaikovsky. The music director beats out the rhythm of the music on the drum. Children walk in circles. In the middle of the march, the rhythm is tapped out with your fingers, then the playing of the trumpet is imitated.

Musical director:

The track broke off here, we will ride a little.

All stand behind me, turn behind each other!

I am your new steam locomotive, nothing that there are no wheels!

Let's go with thrashers, the carriage is behind the trailer.

To the music "We are driving, driving, driving" by M. Starokadomsky, children move with a stomping step behind the presenter, imitating the movement of the wheels with their hands. For the chorus, they will perform movements: three claps on the right, three claps on the left, squeeze and unclench the fists - 4 times, show the "tail" with their hands from behind, show the "doggy" stand, show "wings" - 4 times, wave the palms in front of you - 4 times, tilt forward with arms spread to the sides - 2 times.

Musical director:

Here is the stop - the village of Sosnovka.

What? What a miracle? Where did the house come from?

How many of you guys know who lives in that house?

(children express their assumptions)

Well, we will not guess, we can take and knock.

(knocks on the door, shows the Bunny)

This house is on the edge, the house of the Longushka bunny.

The zainka looks out the window: isn't anyone coming to visit?

Various animals come to visit the hare's hut!

Do you want to know who is in a hurry to visit the bunny?

Children: Yes!

Musical director:

I have a funny cube, it will help us find out who is in a hurry to visit the bunny.

Description of the game: children stand in a circle, to the cheerful music "Oh, you, canopy" pass the cube to each other with the words:

You run, funny cube, hand and hand.

Whoever has a funny cube will show us ...

The child who has the cube throws it on the floor in the center of the circle. The teacher asks who is depicted on the top edge of the cube. Children answer. Then the children must depict the image and habits of the depicted animal.

Musical director:

The bunny was glad that so many guests came to him, and danced in the meadow. Let's play with the bunny too.

Game "Hares and Breeze", I. Bodrachenko, "Musical games in kindergarten for children 3-5 years old"

Musical director:

We played with the bunny, but we have to go again.

Children: On horses!

Musical director:

That's right, on horseback, like brave riders!

The play "The Brave Rider" is played. Children gallop in a straight line in a circle. In the middle part they stop, beat them with their "hoof" on the spot.

Musical director:

We rode to the magic meadow! (turn on the recording of the murmur of a brook, put a bowl of water)

And here a cheerful stream is gurgling.

We will sit on the shore, let the legs rest.

Here is clear water, look everyone here!

Splashes fly to the sides, everyone is happy to splash!

Let's splash our pens in the water! (children splash in the water)

Musical director:

What kind of water? (children call the properties of water (wet, warm, pouring, murmuring)

It remains for us to run a little along the path.

Part 1 of "Italian Polka" by S. Rachmaninoff is played. Children are doing light running on their toes.

Musical director:

And now aunt's yard.

Finger game "House"

At the edge of the house stands - fold your palms over your head.

There is a lock on the doors - close your palms.

There is a table behind the doors - cover the fist of your left hand with your right palm.

Around the house there is a palisade - spread your fingers in front of you.

Knock knock knock open the door - knock your fists on the palm.

Come in - I'm not angry - open your arms to the sides, inviting everyone to visit. (Aunt Matryosha comes out - a teacher in a Russian sarafan)

Integration of educational areas: social and communicative development; cognitive development; speech development; artistic and aesthetic development; physical development.

Social and communicative development.

Develop free communication with adults and children in the field of music. To continue teaching children to draw the simplest conclusions, to express their thoughts. Improve the ability to speak out on the content of the music, sharing your impressions. To accustom to independence of judgments. Develop attention, observation. Strengthen the ability of children to act independently in musical games and dances.

Cognitive development.

Broaden your horizons in the field of music. Develop imagination and creativity. Continue to acquaint with the work of composers D. Shostakovich, G. Sviridov, B. Kabalevsky. Continue to teach children to distinguish between the genre of a piece of music: march, song, dance. Recognize and name familiar works.

Speech development.

Develop speech as a means of communication and culture. To activate the vocabulary on the topic, to form the skills of the active use of all parts of speech by children. Improve dialogue skills, the ability to answer questions. Enrich the active vocabulary with the words: "gorlinka", "twilight". Practice diction, pronounce the words correctly: "frowns", "burst out", "tinny", "bottom", "necks", "dry", "embroidered". Work on diction and articulation.

Physical development.

To develop the motor experience of children, physical qualities - coordination of movements, gross and fine motor skills; attention, ability to navigate in space, follow the rules of the game. Move in accordance with the nature of the music, perform movements with and without objects. To improve the execution of leaps, jumps on two legs with moving forward, waddling, step on the whole foot with moving forward and backward.

Artistic and aesthetic development.

Promote the development of musical, sensory and creative abilities (songwriting). Foster a desire to engage in music and activities. To enrich the musical experience and the movement experience. To develop emotional responsiveness, perception and understanding of works of musical art, folklore.

Preliminary work:

• Learning songs and dances;
• Individual work with children.

Methods and techniques:

• practical: playing with a wellness massage;
• visual: viewing, showing;
• verbal: story and questions of the music director, situational conversation.

Musical repertoire:

Hearing:"March" by D. Shostakovich, "Lullaby" by G. Sviridov,

"Waltz" by D. Kabalevsky

Song - chant with health massage "Good morning" O. Arsenevskaya

Singing:"Chiki, chikalochki" r. n. m., "Drum" by E. Tilicheeva, "Trumpet" by E. Tilicheeva

Singing:"It will rain down the street" by V. Shainsky, "At the cinema" by E. Tilicheeva

A game:"Playing with a tambourine" ukr. n. m.

Exercises:"Bunnies are jumping", "Bears are coming", p. n. m., arr. T. Lomovoy

Round dance game "Raven" r. n. m., arr. E. Tilicheeva

Dance "Circular Polka" J. Ozolin

Playing the metallophone:"Rain" by E. Tilicheeva

Material and equipment:

Laptop, projector, interactive whiteboard, soundtracks of works;

video presentation, musical instruments: tambourine, piano.

Forms of organizing joint activities

The logic of educational activities

Abstract of a musical lesson (GCD) in the senior
preparatory group "Magic book
music "
Abstract of a music lesson (GCD) in the senior preparatory group
"The Magic Book of Music"
Senior preparatory group.
THEME: "The Magic Book of Music".
Purpose: to teach children to listen carefully to music, to speak out about its character,
develop an idea of ​​the expressiveness of register, timbre in music; teach
reproduce the rhythmic pattern of the singing in sounding gestures according to the graphic
image; exercise in performing jumps, whirling in pairs; teach to recognize
familiar music and move in the character of this music; form singing
skills, sing harmoniously in an ensemble, pronounce the words of songs clearly; acquaint with
the device and sound of the violin; develop creative imagination, fine
hand motility; foster a love of music.
Course of the lesson:
To the music, children run lightly into the hall, stand in a semicircle.
MUZ. RUKL: Guys, you see that guests have come to us today. And we like
well-bred children should say hello to them. Sing a musical greeting
for our guests in a sly voice, sad, and now affectionate, cheerful ...
Educator: Guys, the guests brought us this book as a gift, look what
she is beautiful, probably interesting ... Do you want to read?
(opens a colorfully designed sheet music collection, beckons the children to him) Oh,
guys, I can't read it, there are no letters, some signs. Do you know them?
Yes, these are notes.
What to do then? Let's ask you to help us read it from our muses.
the head.
MUZ. RUKL: With pleasure! This is a magic book, it will take us on a visit
to music. But you know to get to the land of music you need
perform magic movements. Can you handle it?
Then get into a circle quickly,
Well, bolder, bolder.
And turned to each other,
They winked and smiled.
Right hands filed, they were tied with a "donut".
They spun on tiptoes, stopped in a circle with their faces.

EXERCISE "SWINGER".
TRAINER: And we will go on a visit to the music with a special dance step -
jumps.
EXERCISE "BOOTS".
Moose. ruk: You completed the first task of the music book.
We open the second page,
What's on it? We'll find out now ...
Hush, hush, silence, the music has come to visit.
What kind of music is this? Who will answer, guess?
The play by W. Mozart "The Bells Are Ringing" is being performed.
MUZ. RUK: Who found out what kind of music it was and remembered the name of the composer who
composed? What composers' music have we met yet?
Tell us, what mood did this music give you? What is her character?
Gentle, funny, affectionate, ringing, magical ...
And in what register does this music sound? Yes, the melody sounds high, is like
chime of wonderful bells. It seems to me that with such music they can
dance magic fairies or birds. Who else can dance to
such music? (moths, bees, flowers)
Do you want us to make this music even more wonderful, more magical? Let's decorate it with sound
different musical instruments. Look, there are bells in front of you,
bells, triangles, crystal cups, drums. Please select
tool you like. Why didn't they pick up the drum (its sound is too rough and
loud). I invite the boys to play the instruments. And the girls
turn into butterflies, flowers and dance us their magic dance.
For rehearing, dance improvisation and free music-making on
DMI.
VOSL:
What a beautiful melody the book of Music gave us, and how wonderful you danced and
played like real butterflies and fairies.
Oh, look, the butterfly is beautiful.
She flew to visit, she likes the music. (toy on a wire -
butterfly "flies" around children)
MOTEL BREATHING EXERCISE:
Imagine that a butterfly is sitting on your palm, and so beautiful. Let's admire
with it, and now let's blow carefully.
You fly, fly, bon voyage!
MUZ. RUK: And here, in the book, there is an envelope! What's in it? Big secret.
The lock here is not easy, but we can handle you.
FINGER GYMNASTICS "CASTLE".

MUZ. RUK: And in the envelope there is a rhythmic riddle. Let's try to guess it? Let's slap and
sing the sounds:
oh oh oh oh oh oh oh oh oh oh oh
oh oh oh oh oh oh oh oh oh oh oh oh
What is this song? ("Petushok" Russian folk chalk.)
Nuka, darlings, straighten the scallops.
Sing the song, repeat the movements!
(performing a song with sounding gestures and rhythmic movements)
MUZ. RUK: And a surprise awaits us on the next page.
But first, do not yawn and guess the riddle.
Performs the introduction or melody of A. Fillipenko's song "About frogs and a mosquito"
metellophone.
What instrument did the mosquito play in this song? I promised to introduce you to
violin? Meet the princess violin! (tool display). Look at what
our beauty has a wonderful slender figure, a long neck, a head with a curl.
They make a violin from spruce and maple. The strings are stretched over the "neck". And they play it at
using a special stick - a bow, which consists of a cane and white horse
hair. Want to hear her sing? What is the voice of the violin? - gentle, affectionate,
soft. Do not forget about this when you transmit her sound with your voice.
Performing a song with elements of staging.
MUZ. RUK: Well done, we've got a real little musical fairy tale. BUT
now we can play, but how and with what we have to guess.
There are handkerchiefs prepared for you on one wall, flags on the other. If you hear
dance melody, pick up handkerchiefs and dance with them. If
hear the sounds of the march - take the flags and march. And if a lullaby sounds
song, you can lie down on the rug and relax.
GAME "WHAT WE WILL PLAY WITH"
VERDICT: Well, did you like reading a music book? What page do you want
especially liked? I believe that someday you will learn to read a book of music
yourself. (I give out badges to all children for work in class)

Summary of GCD "Determine the musical instrument"
Purpose: fostering a culture of listening to symphonic music; introducing children to
basic musical instruments and terms, the development of creativity in
children by means of music
Tasks:
Educational:
to form knowledge about musical instruments.
Developing:
develop communicative competence skills such as hearing and listening to peers,
jointly carry out tasks in pairs;
to form the skills of classifying instruments.
Educational:
foster interest and love for music, the need to communicate with it;
foster a positive attitude towards art;
to increase the interest of children in musical activities through the organization of a search
activities.
to cultivate a benevolent attitude towards comrades.
This presentation of the game can be included in music lessons in kindergarten or
lessons at school, as well as in leisure and entertainment evenings, conducting quizzes, concerts, riddles,
contests.

Life would be terribly boring
If life were silent.
How wonderful to hear the sound
The noise of the rain and the beat of the heart
The roar of elephants and the buzzing of flies,
Stomp, whistle, hum, neigh. (A. Usachev)
Music Director: Guys, look at what a symphony orchestra looks like. Which
only there are no tools here! You probably think that they positioned themselves on the stage as
whoever pleases: who is in the corner, who is in front, and who is somewhere on the sidelines. But take a closer look
and you will see that the instruments in the orchestra are arranged in a strict order. Ahead
violins and their relatives - violas, cellos are located. The double basses are standing a little further away.
All of these instruments make up one family of Bowed strings.
Right behind the cellos there is a family of Woodwind - flutes, clarinets,
oboes, bassoons.
To the right of them are their closest relatives Brass horns - trumpets, French horns,
trombones and tubas. Behind them are drums and many more different instruments related to
family of percussion musical instruments.
There are also three instruments that draw attention. The handsome piano is like a lord in a tailcoat. One
has the shape of a huge triangle with stretched strings, and the other is a small box with
keys. This is a harp and celesta.
Here are how many instruments we have learned, but they are also divided into groups - strings, winds,
keyboards and drums.
Let's try to guess them
A game is being played, a presentation "Identify a musical instrument"
M. p.
Who runs the orchestra?
Who knows all the tools?
Waving a magic wand
He does not sing and does not dance,
But the work is a dreamer!
The answer is - conductor!
M. p.
The orchestra, as a well-organized state, has its own laws, and even has
its president is the director of the orchestra, who is called the conductor.
The conductor knows how to make the instruments play the way he wants it, although he does not
utters not a single word. He uses only a wand. Raise her, knock lightly about

music stand - music stand - and. dead silence reigns in the orchestra. Wave it, and
all instruments, obeying his will, will play according to and amicably.
M. p.
The conductor waved his hand,
And there was a strange hum
And behind it is a lingering ringing
Rumble, hum from all sides.
There is also a sweep and silence,
And the string sounds alone
This violin sang
Uncertainly, timidly.
Again wave and violins sea
It seethed in a friendly chorus.
And then the trills rang out
This is the sound of a cello.
The French horn sings with a wave of the hand,
We hear the sound of a bugle
Somewhere the harp chimes,
And the trumpets are an inviting groan.
Sounds all vying
But not chaos here, not glitch,
The piece sounds here
Orchestral creation.
Guys, let's listen to the work of PI Tchaikovsky "Waltz of the Flowers"
What instruments have we heard with you? (children's answers)

"Development of musical abilities in children
preschool age "
To form musical abilities, it is necessary to develop them in a child.
as soon as possible. The earlier children get involved in musical culture, the
they become more musical. B. M. Teplov gave the following
determination of abilities, individual psychological characteristics of a person,
that distinguish one person from another.
The difficulty is the formation of musical and auditory performances,
pure singing and selection by ear on musical instruments
melodic line. Musical-rhythmic sense ability is active
experience music through movement, feel emotional
expressiveness of the musical rhythm and the ability to accurately reproduce the rhythmic
drawing.
Currently, new approaches to the problem of development are being developed
musical abilities of preschool children. Clarification
theoretical aspects of the development of musical abilities, the possibilities and

patterns of their formation remains an urgent task of modern
pedagogy.
Theoretical analysis of the problem of musical education of younger children
age was given in the works of such researchers as N.P. Anikeev, A. B. Keneman,
A. P. Usova, H. A. Vetlugina, A. B. Zaporozhets, G. S. Rigina, D. V. Mendzheritskaya.
Of great theoretical and practical importance for the problem under study are
works of domestic psychologists JI. S. Vygotsky, A. N. Leontyev, G. S. Tarasova,
B. M. Teplova, D. B. Elkonina and others, revealing the activity
aspect of the development of musical abilities.
The development of musical abilities of preschoolers is considered in
works of D. B. Kabalevsky, E. B. Abdullin, Yu. B. Aliev, O. A. Apraksina, H. A.
Vetlugina, A. N. Zimina, O. P. Radynova.
This article describes the features of the development of musical abilities in
young children.
We have characterized the musical and age-related abilities of the younger children
age. Studied the problems of musical ability, which are multidimensional
disclosed in the works of BM Teplov. The researcher identified common and
special musical abilities that children need to be successful
mastering musical activity.
He refers to special musical abilities as absolute timbre,
dynamic, harmonic hearing. To the general moments of musical talent, he
attributed the power, wealth and initiative of imagination, an abundance of visual images,
stability of creative attention, strong-willed and other features of a person. TO
B.M. Teplov attributes to the main musical abilities:
feeling, ear for music, sense of rhythm.
Analysis of psychological and pedagogical literature showed that play is the leading
an activity that is an important means of developing musical abilities
preschool children
For the development of pitch hearing, it is necessary to select games that simulate
pitch ratios that include voice reproduction of a melody
or on a musical instrument. As the formation of ideas about
the height of sounds we use visual and auditory clarity, for example, pictures with
illustration of sounds of different heights, a musical ladder,
using musical bells, playing Musical Echo.
Sense of rhythm in children is much more difficult than pitch hearing.
Helps to develop a sense of rhythm noise, percussion musical instruments.
Tapping a simple rhythmic pattern, tapping - these are the techniques
help children develop a sense of rhythm and musical ability in general.
To develop the modal feeling, you can use mobile plot games,
round dance games that teach children to listen to each other's singing
friend. The development of a modal feeling in a preschool child presupposes
a combination of methods of both auditory and visual visualization.
Important guidelines for the development of musical abilities
combining the efforts of teachers, parents, educators, it is necessary to create
special conditions, opportunities and means, the use of benefits
and musical and didactic games in a group, creating a musical corner, work and
conversation with parents, individual consultations, creation in
groups of music circles.

Often, while listening to or performing a piece of music on musical
classes, children with great interest participate in improvised theatrical
productions, the creative atmosphere of which directly depends on
mastery of the musical director.
We analyzed the experience of musical leaders of kindergartens in the development of
musical abilities of preschool children and came to the conclusion that
the use of musical theatrical activities and integrated forms
lessons contribute to the successful development of musical abilities of children.
1. Vetlugina, N. A. Methods of musical education in kindergarten / N. А.
Vetlugina, I. L. Dzerzhinskaya, L. N. Komissarova. - Moscow: Education, 1989. -
270 s.
2. Obukhova, L. F Age psychology .: textbook. for universities / L. F. Obukhova. - Moscow:
Ped. Obvo of Russia, 2004 .-- 448 p.
3. Radynova, O. Preschool age: how to form the foundations of musical
culture / O. Radynova // Musical director. - 2005. - No. 1. - P. 3–8.
4. Toropova, A. V. Musical psychology and psychology of musical
education: textbook. allowance / A. V. Toropova. - Moscow: GRAFPRESS, 2008 .-- 200 s

Name without mistake
The tool is slightly larger
violins.
He is her closest friend
But the sound is slightly lower.
There are strings and a bow,
Not a beginner in music!
Alto
Three strings, it plays loudly
That tool -
"cocked hat".
Hurry up to get to know
What is this?
Balalaika
It's easy to hike with me
go,
It's fun with me on the way,
And I am a screamer and I am a brawler
I'm ringing, round ...
Drum
He has a pleated shirt
He loves to dance
squat
He dances and sings -
If it falls into the hands.
Forty buttons on it
With mother-of-pearl fire.
Merry fellow, not a brawler
Our vociferous ...

Accordion
You will take her in your hands,
You will stretch, then you will squeeze!
Voiced, smart,
Russian, double row.
Will play, just touch
What is her name?
Harmonic
And what are these miracles?
In the forest we hear voices
The guys are sitting by the fire
They sing and look at her.
So that she suddenly sounded
Pluck the string to begin with.
And there are seven or six strings,
We are countless of its merits.
It is easy for everyone to sing to her,
Tell me what is it called?
Guitar
The string is ringing, she sings,
And everyone can hear her song.
Six strings play whatever
And that instrument is forever
fashionable.
He will never get old.
We call that instrument ...
Guitar
I'm on stage in the twilight
I will go out in an elegant tailcoat.
I'll wave a thin stick
The violins will flood
The harpist will strike the string,
The pipes will echo.
How the orchestra plays nicely!
Well, I am the most important in it!
Conductor
Carved in the forest
Smooth
hewn out,
Singing.

What is the name of?
Pipe
He writes music for us
The melodies are playing
He will put poems on
waltz.
Who composes the songs?
Composer
Violin he is like a senior
brother,
I am glad to help her in the orchestra.
He and viola are a faithful friend,
It has a bass sound.
He is a bowed giant
Big important gentleman.
Contrabass
They eat soup at lunch,
By the evening they will "talk"
Wooden girls
Musical
sisters.
Play and you a little
On beautiful bright ...
Spoons
What is this instrument with a height of a whole
House?
He is dressed in pipes, in wood, ornaments on it.
This sonorous giant has many voices.
He is either affectionate or strict, but his name is ...
Organ
Musician, singer,
the narrator,
And in all - a pipe and a box.
Gramophone
I stand on three legs
Legs in black
boots.
White teeth, pedal.

What is my name? ...
Piano
It will shine in the sun
Gives you a gentle sound.
The very first in jazz
he,
Silver...
Saxophone
As if the girl was singing
And in the hall it seemed to brighten.
The melody slips so
flexible.
Everything calmed down: playing ...
Violin
Smooth bow movements are awe-inspiring
strings,
The motive murmurs from far away, sings about the lunar wind.
How clear is the overflow of sounds, there is joy and a smile in them.
A dreamy tune sounds, it plays ...
Violin
Know, they are neighbors with the drum.
They are made of copper.
Need in time with your hands
wave,
Hit loudly, then
relax.
Their party is not a trifle, not
trinket,
In music, too, there are ...
Dishes
We call the instrument a piano
I can hardly play it.
Louder, quieter, louder, quieter -
Everyone will hear my game.
I hit the keys zealously
My tool is ...
Piano
Let's sing a song all together
A song will sound throughout the school.

The next rhythm, which is transmitted in the same way
further. And so in a circle.
The rhythms can be progressively harder. If someone doesn't
can repeat the beat rhythm the first time, leading
I must ask the person who invented this rhythm to repeat it
as many times as it takes to guess. In that
there is a certain difficulty for the one who proposes,
sets an example - he should not forget and get confused when
repetition, that is, the original rhythmic excerpt
should be as complex as the "author"
can remember and reproduce it accurately.
The game can be gradually made more difficult by introducing a rhythmic
drawing the simplest exclamations or words, for example: "And again!",
"Ole-ole-ole", "One, two, three", etc. You can use
any funny sayings or sayings, pronouncing
them rhythmically organized.

"STUCHALKI"
A more complex example of a game is playing with
the use of any musical instruments. But not
be alarmed, by tools we mean everything from which
you can extract sound, anything that can be hit or what
you can make any noise, ringing, rattling or
even a rustle. Anything will do: wooden spoons, sticks,
metal cutlery, some rattles,
baby rattles. Try different software
timbre materials - wooden boxes or boxes,
metal cans and pans brought from the kitchen
(with mom's permission, of course). You can knock on them
metal sticks or spoons.
Actually, this game is a continuation of the first.
Only the task is complicated by the fact that now we are developing and
timbre memory. Several children participate in the game. One of
them, the first one must come up with and "lose", that is
just tap or chirp a rhythm. For
start using only two tones. For example, iron
with chopsticks, the performer should tap part of the drawing on

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or 1 - 2 days after infection. Temperature can quickly
rise to 39 - 40 degrees.
Older children complain of headaches
muscle pain, weakness. The younger ones get sluggish
restless.
The acute period of the disease can
be accompanied by
convulsions
meningeal symptoms, abdominal syndrome
(abdominal pain, vomiting, increased stool frequency).
delirium,
vomiting

Cyanosis of the nasolabial triangle appears early and
lips, facial flushing, injection of the sclera of the eyes,
conjunctiva; possible nosebleeds and
hemorrhagic rash on visible mucous membranes and skin.

Upper lesion symptoms
airways usually appear
on the 2nd day of illness and usually at the beginning
expressed poorly: the nose is stuffy or there

GCD Music

MBDOU "Kindergarten" Rainbow "

middle group

musical director Olga Vladimirovna Zholnerchuk

Topic: "The Lawn of Musical Guesses"

Purpose: to teach to show the musical and creative abilities of children through musical and didactic games.

Tasks:

• learn to listen to and name musical works by ear; to consolidate the ability to perform previously learned songs; to activate the children's musical dictionary (names of musical instruments - maracas, bells, tambourine, spoons, drum, triangle, names of musical works and songs).
• develop the ability to perform songs and move to music, develop auditory memory, observation, a sense of rhythm.
• to educate the listening and performing culture of children, to communicate their mood.

Material and equipment:toy hare, piano, music center, projector,CD with music, musical instruments: maracas, triangle, drum, bells, tambourine, spoons, screen, fake house, flowers for decoration, flags

Preliminary work:

• listening to musical works: "March of Wooden Soldiers" by E. Yutskevich, "Lullaby" by V. Mozart, "Polechka" by D. Kabalevsky, "Hedgehog" by D. Kabalevsky, and considering illustrations for these works;
• learning songs "New House" music by R. Boyko, "Spring Polka" music by E. Telicheeva, "Three Tits" Russian folk song, "Bunny" music by M. Starokadomsky;
• acquaintance with musical instruments: maracas, spoons, bells, tambourine, drum, triangle;
• learning dance movements: “spring”, “putting feet on the heel”, “flashlights”, “clapping”, “circling around oneself” and dance “That's it” Belarusian folk melody.

I. CHILDREN'S MOTIVATION TO ACTIVITY

Children go to the music hall, to the music lawn, where the bunny lives, to cheerful music. Bunny meets children. Children greet the bunny "Hello, bunny!" in a cheerful voice.

Look, what a wonderful lawn the bunny has, it is not simple, but musical. It seems to me that the bunny has prepared surprises for us ... Oh, look, children, what bright beautiful flags the bunny has prepared for us.

Checkboxes can greet you too (tapping the rhythm with the sticks of the Good Morning flags), and now you answer the flags with your palms (children try, if the rhythm does not work out clearly, I suggest a greeting: "Good morning!").

II. PURPOSE SETTING BY CHILDREN.

Guys, why did the bunny prepare flags for us?(Answers of children)

III. JOINT AND INDEPENDENT ACTIVITY WITH CHILDREN.

Approach the chairs, take two flags and return to the circle. And now let's try to say hello with flags (tap the rhythm with sticks from the flags).

1. MUSICAL RHYTHMIC MOVEMENT

Exercise with flags.Music by V. Kozyreva.

1st part - children walk around the hall, 2nd part - stop and wave flags over their heads. On repetition of music: 1st part - marching, 2nd part - knocking with a stick on a stick.

The flags are put back in place and passed, sit on the chairs.

The bunny on his musical lawn has prepared for us tasks, games - Guess, do you want to play? Then watch out for the first game.

2. HEARING

Music game"GUESS THE MUSIC BY THE PICTURE"

A slide with pictures is projected on the screen: marching soldiers, children dancing a polka, a hedgehog in the grass, a mother rocking a child.

We need to guess the music, if we correctly guess all the melodies, then the pictures will disappear, and we will complete the Zaykin's task (a piece of music sounds, and the children call it)

• "March";
• Lullaby;
• "The Hedgehog" - a piece of music;
• "Polka".

As you guess, the pictures disappear from the screen.

3. Singing

Musical and didactic game"GUESS THE SONG"

The melodies of familiar songs are played:

• "Three titmouses"
• "Spring Polka"
• "New house",
• "Bunny".

In the course of guessing, children perform a verse with a chorus.

4. Musical and didactic game"GUESS THE TOOL"

Musical instruments are hidden behind the screen: a tambourine, maracas, bells, a triangle, spoons, a drum. The instruments are played in turn behind the screen, and the children guess by the sound which instrument has sounded.

Do you think the Bunny liked how you coped with his task, only he still wants to see what dance moves we know. Will we show you?

5. MUSICAL AND RHYTHMIC MOVEMENT.