Summary of a vocal lesson in an average vocal group. Lesson Topic: Visiting the Magician of Music
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MBU DO "House children's creativity No. 4 "
Address: st. Morisa, 82a, Novokuznetsk, Kemerovo region
VOCAL LESSON PLAN
Singing installation. "The Magic Rules of Singing"
Developer:
Arysheva Svetlana Ivanovna,
educator additional education,
vocal and pop studio "Orpheus"
Novokuznetsk
Directivity: artistic.
Lesson topic: Singing installation. "The Magic Rules of Singing."
Target: Formation of ideas about the concept of "Singing set" and practical use in vocal lessons.
Tasks:
To acquaint students with the concept of "Singing set".
To acquaint with the rules of the singing installation.
Develop in children musical perception, vocal apparatus, hearing:
Develop memory, attention, thinking, perseverance.
Cultivate interest in vocal art.
Form of carrying out: lesson-rehearsal.
Lesson equipment:
Piano;
Musical equipment;
Visual aids;
Collection of notes;
Phonograms.
Method of organizing student activities: group.
Course of the lesson
Organizing time, introduction to the topic:
Musical greeting.
(The teacher sings: "Hello, guys!", The children sing: "Hello, Svetlana Ivanovna!")
Teacher: Today we will do a very important matter- let's get acquainted with “ magic rules singing ”, which cannot be dispensed with. If you follow them, you will definitely learn how to sing beautifully. But first, I'll tell you about the singing setup. Guys, what do you think it is?
Children: this is a straight back, straightened shoulders, good mood, etc.
Teacher: Right.
Main part
Singing set- this is the correct position of the body (trunk) when singing. In order for the voice to sound free and light, nothing should interfere with it: the shoulders should be lowered, the back should be straight, there is no need to stretch your neck and raise your chin high (otherwise you will immediately become like a rooster who wants to shout out to everyone). Posture and even well-being depends on how you hold the "body". Good posture is essential at all times, and especially when singing.
The correct singing attitude is “ magic rules singing ”, and these rules are many. Let's count how many there are. I will call them, and you count (teacher shows visual material, which depicts the correct standing and sitting position for singing).
1. The main rule - when singing, you can neither sit nor stand relaxed: you need to maintain a feeling of inner and outer tightness.
2. Keep your head straight, free, not dropping down or throwing it back, do not stretch your neck.
3. Stand firmly on both legs, and if you sit, then lightly touching the chair, also leaning on your legs.
4. When singing in a seated position, your hands should rest freely on your knees.
5. You cannot sit with your legs crossed, because this position creates unnecessary tension in the body.
7. Open your mouth wide, vertically.
8. The lower jaw should be free, the lips are mobile, elastic.
How many rules have you counted?
Children: 8 rules
Teacher: Well done, we counted correctly. We now know that there are 8 magic rules, however I have one more question. Why are these rules called magic?
Children: Because if you follow these rules, your voice will sound beautiful and easy.
Teacher: Right. Now let's sing the familiar chant about the owl, observing these rules. Let's sit upright, put our hands on our knees, straighten the backs.
An owl chorus:
The owl was sitting on a tree
And she sang her song U-U-U,
What strange words
It's an owl hooting!
Guys, today we sang in a new way, observing the magic rules. Do you think they helped us? Have we started to sing freely and beautifully?
Children: Yes!
Teacher: Very good. Now let's repeat the song we learned in the last lesson.
Vocal and choral work over the song "Far from Mom", learning the second verse.
3. The result of the lesson. Reflection
Educator: Guys, let's summarize our lesson. What new have we learned today?
Children: We got acquainted with the magic rules of singing.
Educator: How many of these rules are there? Tell me them?
Well done today you did a good job. Let's say goodbye. Goodbye! (in musical form).
(The teacher sings: "Goodbye!", The children sing: "Goodbye!").
Used Internet resources:
http: //vocalmuzshcola.ru- resources:
Used Books:
MA Mikhailova Development of musical abilities in children. A popular guide for parents and educators. Development Academy, 1997 .
Municipal educational state-financed organization
additional education for children
Center for Continuing Education for Children "Raduga", Sochi
Pop vocals
Topic: "Travel to the country" Melody "
Dombrovskaya Yulia Yurievna
Danilenko Svetlana Vasilievna
Amazing musical instrument – human voice... Each of us is endowed with it. And how unique the voices of children sound, how they love to sing and perform both at home for their parents and at holidays. This gives them self-confidence, develops aesthetic and artistic taste.
Coming to the first vocal lesson, they still do not know what they have to do. And it is very important from the first lesson to reveal to the pupils the beauty of music, to show how it is necessary to master the means vocal expressiveness, musical and rhythmic abilities, which helps children to freely and liberally stay on the stage, which today it is impossible to imagine a performer pop song does not have choreographic and acting skills, which allows you to more vividly and expressively convey the character to the audience songs performed, to get knowledge musical literacy... And the most important thing is to influence the emotional and, consequently, the motivational aspects of the personality for vocal lessons.
The novelty and relevance of the development.
The development of this lesson is due to the search for optimal forms of work with children in the system of additional education. The lesson takes place in the form of a game - travel, which contributes to emotional communication of pupils, the development of their creative imagination. Each child finds an opportunity for creative self-expression of personality through the implementation of individual and group tasks. This lesson helps the teacher get an initial understanding of musical ability newly arrived pupils, how much they love music and want to learn to sing beautifully and correctly, how much he is endowed with the ability and craving for creativity, the development of his vocal abilities.
One more distinctive feature this development of the lesson is the coordinated activity of all areas of activity in training in vocal studio(vocals, musical and rhythmic movements, choreography, acting) aimed at achieving a common goal.
When compiling a methodological development, the following methods were used:
the method of "running ahead" and "return" to the passed material;
communication method;
method of improvisation;
method of dramatization.
All methods are closely related. This helps the teacher to maintain, during the lesson, such a necessary live communication between the teacher and the children, which makes it easy to move from one stage of the lesson to another, since it is emotional in nature and causes the children to feel a sense of joy. This information perception process is most effective.
The lesson is structured in such a way that the teacher can exercise control over the effectiveness of the implementation of the development of this lesson unnoticed for the pupils, since at the last station of the journey they themselves show in game form, to what extent the goals and objectives set by the teacher are realized.
The role and place of the lesson in the educational route of students, the practical purpose of the lesson.
Children, in this lesson, have the opportunity to get acquainted with all sections of the program, according to which they will be trained throughout the entire course on pop vocal.
Expected results.
The positive attitude of children to vocal lessons,
Practical significance educational development lessons is that it can be applied in circle work, v mainstream schools, Palaces of children's creativity, houses of culture.
Target:
GOAL: creating conditions for the inclusion of children in the system of continuous musical and aesthetic education through classes in a vocal studio.
Tasks:
acquaintance of children in a playful way with the basic concepts of the song genre;
development of initial skills for preparing the vocal apparatus for vocal performance;
the development of the cognitive activity of children;
assistance aesthetic education children;
creating in children an atmosphere of joy of communication and success in a team.
Equipment:
Multimedia projector, screen, laptop (computer), musical equipment (deck for mini-discs), piano, coffee table, chairs for children, chest, stave, "Magic wand.
Children's age: 7 - 8 years old
Lesson plan:
Greetings
Acquaintance
Preparing for the "journey"
Station "Notki"
Station "Major and Minor"
Station "Teatralnaya"
Station "Grace"
Station "Scene"
Summing up the results of the lesson. Revealing the mood of children.
Parting.
The course of the lesson.
Before the start of the lesson, children's songs are played in the recording. The guys are getting acquainted with the booklet. Children take their places in the audience. (slide number 1)
1. Organizational moment. Greetings.
Teacher: Hello, friends! Do you want to visit a fabulous musical land? Where are wonderful students and kind teachers, where learning is not boring, not difficult, but fun and wonderful? There is such a country in the world, it is called
"Melody"! (slide number 2)
2. Acquaintance
Teacher: Before embarking on our journey, let's get to know you. My name is Yulia Yurievna. What is your name?
Children answer one by one.
Teacher:
So we met. Now let's greet each other.
Our greeting will be a little unusual, musical. Exactly
greet in the beautiful country "Melody".
Musical greeting: "Good afternoon"
Show teacher.
Children together with the teacher perform a greeting.
Teacher: Well done, you did a great job.
Now we can go on a journey. Let's take with us the essentials: a bright smile and good mood. the main objective of our journey - to see how beautiful the musical country is, what heroes inhabit it.
3. Preparing for the "journey"
Teacher: For magical journey and magic assistants are needed: a fabulous screen, magic key and an extraordinary train. We have a fabulous screen, we will create an extraordinary train ourselves. I will be a locomotive, and you will be trailers. Let's build up now and try to portray a real train.
The teacher takes a flag and a whistle. Children represent a train.
Teacher: Now we are ready! And how do we get to the country "Melody"?
The teacher takes out of the casket treble clef
Teacher: Do you know what it is?
Children's answers
Teacher: That's right, it's a treble clef. He will help us open the way to the beautiful country "Melody".
The teacher attaches the treble clef to the stave.
A door opens on the screen (slide number 3) and children see the map of the country "Melody" (playing fabulous music) (slide number 4)
Teacher: The road is open, the journey begins.
But what is a journey without a funny song? To make the road more fun, I will sing a song, and you try to remember the simple words of the song and sing along with me. Remember.
Chorus:
Chuh-chuh-chug, tu-tu-tu,
White lambs
Blows out on the go
Locomotive-bug.
Well done, you are doing great! Now, with a funny song, they will definitely let us through musical country! I will sing the verse, and with the chorus our train will move. The chorus is the beginning of the movement. So, get ready! (slide number 4, 5)
Children, together with the teacher, begin to move through the audience. Music sounds, the teacher sings a song: (plus 1 verse and chorus of the song "Locomotive-bug")
The train stops. On the screen is a small house with windows. (slide number 6)
4. Station "Notki"
Teacher: Our first stop. Look guys how wonderful
house. 7 very friendly tenants of the note live in this house.
Do you know their names and who lives on what floor?
Children's answers (Do, re, mi, fa, salt, la, si).
Teacher: Right! On the ground floor there is a note of "DO".
The window of the house on the first floor opens, and the children see the note "DO"
Teacher: In the country "Melody" the note "DO" is a symbol of kindness and friendship. This note will help you find many friends. Guys, do you know songs about friendship?
Children call songs about friendship ("Strong friendship", "When my friends are with me", etc.)
Teacher:"RE" lives on the second floor
The window of the house opens, and the children see the note "RE"
Teacher: This is the joy of creativity, work. Do you think that in order to sing beautifully and correctly, you need to work a lot REGULARLY?
Children's answers
Teacher: Yes, singing is a regular activity and a lot of work. Let's find out, and who lives with us on the 3rd floor - the note "MI", which means the World of Song.
The window of the house opens, and the children see the note "MI"
There are different songs: a folk song and a song created by composers and poets. And the note "MI" will be able to acquaint us with these songs in the future.
Tell me who lives on the next floor?
Children's answers
Teacher: Right! Note "FA".
The window of the house opens, and the children see the note "FA"
In my country, all the big phantazers and inventors.
The window of the house opens, and the children see the note "SALT"
Teacher: Here we are on the "SALT" floor. In our country, this means cooperation, agreement, co-creation. These qualities are very important when the inhabitants of the country sing in chorus. But in our country they learn to sing one at a time. Such singing is called solo and such a performer is a soloist.
Teacher: Floor notes "LA". EARTH ... This note introduces its friends to what is happening on our land. She talks about various events.
The window of the house opens, and the children see the note "SI".
Teacher: The last inhabitant of the house is the note "SI". SI is strength. The power of creativity, the power of imagination, the power of friendship.
There are hooks between them.
Well, say them -
Children: Do, re, mi, fa, salt, la, si!
Teacher: And now, on the contrary -
Children: Si, la, salt, fa, mi, re, do.
Teacher: To make friends with them,
We need to learn music.
You will open a wonderful world
If you master the notes.
You will find yourself in a magical world -
You will sing with them!
You will be friends with notes -
You will live musically.
Live without music, my friend,
Nobody on earth could.
So we met seven new friends. We will definitely meet with them, but for now we are going on a journey in search of new friends.
Children, together with the teacher, begin to move through the audience. Music sounds, the teacher sings a song: "Locomotive-bug". (Plus note chorus) (slide number 7)
The train stops. A one-story cozy house is on the screen. (slide number 8)
5. Station "Major and Minor"
Teacher: Our second stop. And we ended up with you two brothers, with whom, I hope, we will make friends. And their names are Major and Minor. And now I want to introduce you to a wonderful fairy tale. Once upon a time there were two brothers: Major and Minor. Major was major and minor minor. The older brother was always having fun:
I am a major mode: joyful, perky!
And the younger one was sad and sighing:
I have been sad for a long time because I am a minor.
In spite of different tempers, brothers never quarreled and lived together. Then one day they went to the forest for mushrooms and berries and got lost ...
Oh, we will be lost, we will fall into the pit, the minor cried out. We will never get out of this forest ...
Why are you crying, his older brother reassured him. Do not grieve, but rather sing a song!
Performs the song: I am a minor scale, there is a long row of sad sounds, I sing a sad song and now I roar ...
The song turned out to be very sad in the minor. The whole forest became sad with him, the grass rustled sadly, the breeze died down, even the birds fell silent. And the sun hid behind a cloud from the sad song of the minor.
No, brother, that won't do! - exclaimed the major. Let me sing!
And the major sang his song: We all became unlikely, the scale turned out. Not simple - major, joyful, perky.
The forest sprang up, the sun peeped out, the birds chirped merrily, singing along to the elder brother major.
Come on, brother, a more fun step! See how the sun shines brightly, how the birds chirp! Do you hear? The stream is murmuring! This is the direction we need to go!
So the brothers got out of the forest with a cheerful song!
Did you like the fairy tale?
So what are the names of the two brothers of music?
Children's Answers (Major and Minor).
Two people appear on the screen near the house. (slide number 9)
Teacher: What do you think you can perform movements to the music of a major? And the minor key?
(Major - active: claps, jumps, etc., minor - smooth.) We will now play the game. Music will sound alternately. When you hear a major, you will need to clap your hands, as soon as a minor sounds - wiggle your hands from side to side over your head. Is the task clear to everyone? Let's see which of you is the most attentive!
A game is played, diverse music sounds.
Teacher: Well done, you all learned how to deal with the mood of the music, which means you made friends with Major and Minor. But our journey continues, and the extraordinary train hits the road again.
Children with a teacher again form a train and with a song "go on the road." Music sounds (plus "Locomotive-bug" chorus).
Children singing with the teacher. (slide number 10)
The train stops. On the screen is a house - a station. (slide number 11)
6. Station "Teatralnaya"
Teacher: We stopped at this station for a reason. Any person performing on stage, be it an actor, musician or singer, gives the audience not only his creativity, but also emotions. Do you know what emotions are?
Children's answers: joy, sadness, sadness, admiration, etc. And how can we convey these emotions? Voice intonation and facial expressions (facial expressions)
Teacher: Now I will read the text of a song that is already familiar to us, and you will listen carefully, and then answer, did I manage to convey the character and content of the text with the intonation of my voice and facial expressions?
The teacher reads lines out of character, sad and protracted.
Teacher: Fields and forests float outside the window,
We go where miracles await us
And the sun shines and the river shines
And our little train is flying so fast.
No, I could not convey the mood, because the text is from a cheerful, perky song. And Alexander wrote it, and one of our friends, Major, helped him. Let's have fun reading the lines with you?
Children try to pronounce the lines cheerfully, fervently, loudly. (slide number 12)
Teacher: Well done, and you coped with this task. It's time to move on ...
Children, together with the teacher, begin to move through the audience. Music sounds. Children, singing together with the teacher "Locomotive-bug" (plus the chorus). The train stops. (slide number 13)
7. Station "Grace"
On the screen dancing girl. (slide number 14)
Teacher: To have fun for us to sing
We need to own the body.
Everyone under a song to dance,
To conquer with a song and dance.
When a singer sings on stage, he must not only sing well, but must also be able to move beautifully. At the station "Grazia" we will try to learn a few dance moves that will definitely come in handy for your performances. And the locomotive from "Romashkov" will help us with this. Be attentive, listen to music and repeat the movements behind me and the magic assistants on the screen.
On the screen fairy-tale heroes show dance moves... Children try to remember and repeat movements with the help of a teacher.
(slide number 15, 16, 17)
Teacher: Wonderful! You are just real dancers. All your movements are great. They will definitely come in handy at the next station. And again on the road.
Children, together with the teacher, begin to move through the audience. Music sounds. Children singing with the teacher (plus the chorus). (slide number 18)
8. Station "Scene"
The scene is on the screen. (slide number 19)
Teacher: Well, guys, we have arrived at one of the most important stations in the country "Melodia" - the station "SCENA". Everyone who gets to this station becomes real artists. AND true friend it becomes the Microphone.
Look closely and say, "How many microphones are there in our classroom?"
Children's answer (10).
Teacher: You are very attentive and counted correctly - there are exactly 10 of them. Look how they smile and look forward to being in your hands, but ...
But in order for the microphone to really be an assistant to the performer, you need to be able to use it. How do you think you should use the microphone?
Children's answer
Teacher: You have interesting suggestions. And in many ways you are right. As with all friends, the microphone must be handled with care.
You don’t have to shout into the microphone, but don’t just hum.
You need to sing into the microphone clearly, clearly and cleanly so that all the words are heard and there is no falsehood.
Don't be afraid of the microphone. First your own voice will not seem yours, as the microphone tends to distort sounds.
Do not hold the microphone by the head, otherwise the sound will be muffled.
But that is not all.
Hold the microphone in one hand. 4 fingers should place everything together at the top, and the thumb at the bottom. The microphone should not cover your face and should be positioned at a distance of 5-10 centimeters. The sound should hit the middle of the microphone.
So, I hope you are now armed with the knowledge and ready to work with
microphone.
Throughout the story, the teacher demonstrates the correct handling of the microphone.
Teacher: Now we will try to sing a song with microphones, remember how we learned to be actors at the Teatralnaya station and the movements that we learned when we were at the Grazia station. If we are attentive, then we will get a real performance of little artists.
The teacher distributes microphones to all children. Music sounds. Children, together with the teacher, perform the song "Steam locomotive insect" trying in their performance to combine emotions, movements, correct handling of the microphone.
(slide number 20, 21, 22, 23, 24, 25)
9. Summing up the results of the lesson. Revealing the mood of children. (slide number 26)
Teacher: So our today's journey has come to an end. But in the country "Melody" there is still a lot, a lot of interesting things. Catching up vocal creativity, you will be able to learn more and more about this country. Did you enjoy our adventures?
Children's answers
Teacher: Do you know that our new friends liked you so much that they gave you a gift.
The teacher gets music box... The box opens. Magic music sounds.
Teacher: This box contains multi-colored notes, with the help of which we will compose our real MELODY today. If you liked our trip, you were fun and interesting, take a note from the box and attach it to the staff, where the treble clef is located, which opened the door for us to the country "Melody".
Children take notes and attach them to the staff.
10. Farewell.
Teacher:
Look what a wonderful major melody we have.
Yes, from communication with music, we have become a little more beautiful and kinder today. Bring these feelings to our world and it will get better! You were wonderful companions, promise not to forget the road to the musical land "Melody". I am very glad that I met you today. Thank you very much. Until next time, friends!
“If you have talent, share it with others! If you know what to say to this world, tell it! If your soul is singing, sing! "
Natalia Knyazhinskaya
Introduction.
Singing has a beneficial effect on the development of the voice and helps to build fluent and uninterrupted speech. Group singing is an effective means of stress relief and personality harmonization. With the help of group singing, an individual can be adapted to difficult conditions or situations. For children with speech disorders, singing is one of the factors for improving speech. For children of all ages, classes in a vocal association are a source of liberation, optimistic mood, and self-confidence. The program provides the formation of skills singing activities and improving special vocal and stage skills. Over time, singing becomes for the child aesthetic value, which will enrich his entire future life.
Material description: the summary of the vocal lesson presented by me is designed for working with a senior ensemble (13-14 years old). Topic of the lesson: "Concert activities". This material is offered to teachers of additional education and music directors in the houses of culture.
Topic: "Concert activity as one of the methods active learning»
Target: To increase the adaptive capabilities of the child's body through success or failure when performing in front of an audience.
Tasks:Educational: teach to be confident on stage in any unforeseen situation.
Developing: to promote the development of singing skills, stage skills.
Educational: to form goal-setting, sensibly assess their strengths, the situation in the hall.
Convalescent: creating a system for the prevention and correction of children's health by speaking to an audience.
Equipment, didactic material:
Piano, musical equipment.
Lesson plan:
1. Organizational moment.
2. Repetition of the passed material.
3. Creative part
4. Summing up.
LESSON PROCESS:
1. Organizational moment (2 min.)
Greetings. Mood for a good mood, a list of the order of performance.
Teacher:Hello my friends! Did you all come today?
Children's answer (checking those present)
I am very glad to see you, and I hope you also came to class with good mood... Moreover, today we have a very interesting and responsible day. And in order not to overshadow our lesson, I want to remind you what you need:
Be polite with the audience in the hall, do not walk during the performance of other participants;
Be careful not to get your concert costumes dirty;
Do not turn on or touch any equipment yourself;
Do not insert pens, hairpins, paper clips or other foreign objects into the outlet.
· Do not use electrical appliances if the wire is damaged.
2. Repetition of the covered material (10 min.)
Teacher:Let's continue with the vocal warm-up.
Exercise number 1
Singing ma-e-e-o-oo on one note (chromatic upward movement)
Exercise number 2
Sing by the syllables "I sing" by the sounds of T53 in a downward movement.
Exercise number 3
We sing yes-yes-yes-yes-yes-yes-yes-yes along the upward and downward chromatic movement.
Exercise number 4
We sing the syllables "The night shone" from the sounds of T53 in a downward movement.
Exercise number 5
Sing "Here I go up, here I go down"
Exercise number 6
Do-re-do; do-re-mi-re-do; do-re-mi-fa-sol-fa-mi-re-do. The chant is chanted up chromatism.
Exercise number 7
We sing the syllables "We are going" on the sounds of T53 in a downward movement.
Exercise number 8
By the sounds of T53 during an ascending movement, we sing da-de-di-do-do; bra-bra-brie-bro-bru; za-ze-zi-zo-zu.
Exercises for the articulation apparatus:
Exercise number 9
We sing a tongue twister "Under the footfall of hooves, dust flies across the field"
Exercise number 10
We say the tongue twister "A cuckoo sewed a cuckoo hood, a cuckoo in a hood is terribly funny"
Exercise number 11
Exercise to warm up the vocal cords:
Day itself, day. Each syllable is sung on one note. The exercise is performed in scale, depending on the range of the voice.
It is after chanting completely that I move on to the active teaching method developed by me:
An exercise aimed at self-affirmation and a positive attitude, contributing to successful self-realization:
Sing in chorus down the triad throughout major scale up and down: "I sing, I sing well!"
After that, we move on to repetition of works aimed specifically at this concert or competition. If this is a reporting concert, we close it with a general song from the entire vocal studio. The active teaching method “Let's Sing” works here. We perform in chorus to reinforce positive emotions.
4. Creative part (30 - 35 min)
5. Summing up the lesson (4 min.)
An active learning method is perfect for summing up. Orchard". Instead of wood, you can take a scale step, and instead of lemons and apples, note durations.
Teacher:Thanks guys. Until next class.
Used Books.
1. Dubrovskaya S. V. Famous breathing exercises Strelnikova. - M .: RIPOL classic, 2008.
2. Emelyanov V. V. Development of the voice. Coordination and training. - St. Petersburg: Publishing House "Lan"; Publishing house "PLANET OF MUSIC", 2007.
3. Zhavinina O., Zats L. Musical education: searches and finds // Art at school. - 2003. - No. 5.
4. Morozov VP The art of resonant singing. Fundamentals of resonance theory and technology. - M., 2002.
5. Psychotherapeutic encyclopedia. - SPb: PETER, 2000.
6. Razumov A. N., Ponomarenko V. A., Piskunov V. A. Health healthy person... - M., 1996.
Saranskaya Daria AntonovnaEducational institution: MOU Lyceum No. 11 Voroshilovsky district of Volgograd
Brief description of work:
Date of publication: 2017-08-07 Vocal lesson summary ( guidelines for the teacher) Saranskaya Daria Antonovna This lesson summary is intended to help the teacher in organizing the lesson.
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The lesson is held on educational program"Vocaletto" 1 year of study. This training session intended for the consistent formation of singing and performing skills.
The training lesson is designed for 2 academic hours with vocal ensemble"Vocaletto" (10 people) 1st year of study. Students age 7-17. The recruitment into the association is carried out on the basis of desire.
Lesson objectives:
1.the formation of students performing vocal skills and abilities.
2.creating an environment in which the student experiences ra sensation
performing freedom and creative comfort.
Tasks:
- development of singing skills (meaning sustainable singing
breath on support, evenness of sound throughout the entire range of the voice,accurate intonation, melodiousness, melodiousness of the voice, clear and clear diction, correct articulation).
- steady intonation of monophonic singing
4.skills of working with phonogram, microphone
Teaching methods: explanatory and illustrative, reproductive, practical
Form of organization of a training session: individual, group
Equipment: piano, music Center, microphone, piano, CD discs, phonograms minus, plus performance "About jam", "Three wishes", "Lyceum", handouts - lyrics
Stages and timing of the lesson
1 lesson - 1 hour 30 minutes
I.Organizational stage ... Checking the readiness for the lesson. Correct singing position - 2 min;
II.Preparatory stage : gymnastics of the articulatory apparatus, phonetic exercises, breathing exercises, vocal - intonation exercises - 14 min
III.The stage of assimilating new knowledge - learning the chanting of the canon - 12 min
IV.Main stage- work on the repertoire (work on
sound education, sound science, over the purity of intonation, over expressive singing, over the two-voice).
1.Singing songs "About jam", "Three wishes", accompanied by
piano and a capella - 8 min
2. Work with soloists. - 4 min
3. Singing songs to the soundtrack "minus" - 8 min
4. Singing songs with a microphone - 8 min
Dynamic pause - between songs 10 minutes to rest - relaxation,
Physical education
5. Work on the movements in the song "About jam" - 5 min
6. Repetition of the song "Lyceum" - 5 min
V ... Reflexive stage: self-assessment of children about their performance,
Emotional state - 2 min
Vi. Final stage: singing songs from start to finish under
Soundtrack with movements. Summing up, mistakes and successes
Each student - 10 minutes
Vii. The final stage : home assignment, message about the next
Lessons - 2 min
I. Organizational stage :
- meeting of children;
- checking those present;
- Correct singing position: stand up straight, chest free, shoulders turned and lowered down, good emphasis on both legs, hands free. Keep your head straight. Raising the head strongly tense the anterior muscles of the neck and constricts the larynx. The face should be free from grimaces. A smile on the face creates feeling of elation necessary for the lesson.
Preparatory exercises.
II ... Preparatory stage: Before you start singing, let's prepare your vocal apparatus. We begin each lesson with articulatory and breathing exercises, intonational and phonetic exercises. What is related to the articulation apparatus? ( tongue, lips, hard and soft palate, lower jaw.)
Gymnastics of the tongue
— Bite the tip of your tongue lightly with your teeth four times. Stick out your tongue to failure, lightly biting the tip of the tongue consistently.
— Bite your tongue alternately with the right and left sides. with my teeth, as if chewing it.
— Make your tongue move in a circular motionbetween lips and teeth with closed mouth... The same versuspositive direction.
- Put your tongue on the upper lip, lower lip, right howling cheek, in left cheek, trying to pierce them through and through.
Gymnastics of the lips:
Bite your lower lip, upper lip, pull in your cheeks andbite their inner surface with your lateral teeth.
Intonation-phonetic exercises.
1. Starting position: the mouth is open as much as possible by the movements of the jaw forward and down. The exercise consists in a strong, active pronunciation of consonants in the following sequence: W, S, F, K, T. P, B, D, G. V, Z, Zh. Each sound is pronounced four times.
2. The sequence of vowels: A, E, I, O, U.
3.
The starting position is the same as in exercise 1.
The main element of the exercise is a sliding ascending and descending intonation with a sharp transition from chest to falsetto register and from falsetto to chest with a characteristic fracture of the voice.
Oo ~ oo, oo ~ oo, oo ~ ah.
Tongue Twisters:
1. The bull is blunt-lipped, the bull is blunt-lipped, the bull's white lip was dull.
2. As on a hill on a hillock, 22 Yegorks lived. One Egorka, two Egorka, etc.
Breathing exercises.
- How does the singing process begin? ( with a breath)
- Where do we direct the air when inhaling ( in the belly). The body is free, the shoulders are lowered.
1. Inflate balloon(inhale through the nose, fix the breath, exhale on the CCC, the air comes out, the ball remains.)
2. A short breath into the abdomen, a short exhalation into "kysh", "quiet".
3. Riding a motorcycle (arms extended forward, inhale - hands counter-move, bartack, exhale on RRRRRRR).
4. Legs shoulder-width apart, arms at shoulder level, bent at the elbow parallel to each other. We connect the elbows with inhalation, elbows to the sides, bartack, body down. Exhale on "Ha"
5. Exercise to activate the work of the anterior abdominal wall on the sounds "k" and "g".
The teacher's attention should be directed to:
- muscle freedom
- correct posture;
- the ability to inhale and it is advisable to distribute the exhalation;
- operation of the resonator system;
- general intelligibility of speech;
- rhythmic accuracy.
Vocal and intonation exercises.
Goals of vocal and intonation exercises:
To form the skill of maintaining a tone at the same pitch, the same volume or with different nuances, which trains singing breathing
form the correct articulation of a particular vowel sound
to achieve certainty in the attack of the sound
clarify intonation at the moment of sound attack
line up unison
All exercises are performed in ascending and descending chromatic sequence (in the range of la m - fa 2)
1. Singing with a closed mouth contributes to the equalization of timbre sound, auditory tuning. The exercise is sung with slightly open teeth (mouth closed), high skies, the sensation of sound in the upper resonator, to the sonorous consonant sound "M". (Ex 1) When there is a slight vibration and slight tickling of the lips.
2.Smoothing registers. (Lip vibration, then PPRR)
Maintain lip freedom and even, full sound when moving to
head register. The slower the vibration speed, the better.
3. Development of a soft but accurate sound attack. This will
facilitate the execution of the legato exercise on one note.
4. Exercise based on the sounds of the triad. Reliance on breathing.
Purpose: expansion of the sound range in order to equalize the register sound of voices and to activate the work of the anterior abdominal wall.
2.Exercise to develop voice mobility and work on diction.
To monitor the clear pronunciation of syllables, the jerky work of the diaphragm, the larynx remains in the middle position and does not rise behind the sound. The tip of the tongue touches the two upper front teeth.
III. The stage of assimilating new knowledge - learning the chanting of the canon "Birch in the field"
The first acquaintance with the two-voiced one must begin with the singing of the canons. This is the most interesting and accessible form polyphony for children. What is canon? Canon translated from Greek means "rule, order". The musical canon is a song performed in a special way. All performers of the canon sing the same melody with the same text, entering in turn. The one who starts singing first and finishes first. Singing by the canon became very popular in the 16-17th centuries, and now the canon is gaining a new boost in popularity among young performers due to the fact that it clearly demonstrates the singing technique of the performer
Stages of work on the canon:
1) speech recitation. Invite the guys to recite the first
line all together. Recite again, and the teacher recites the canon. Divide the ensemble into two groups, the second group is now instead of the teacher.
2) Having mastered the performance of the rhythmic canon, you can start singing.
To begin with, sing the melody of the canon to everyone together with the teacher:
Bring to clean a-cappella unison. After the melody is learned, the children perform the 1st voice, and the teacher - the 2nd.
Then divide the children into 2 groups. All sing a-cappella, in dynamics p, listen to each other, vertical. Remind children: "First I listen, then I sing." Pay attention to the exact introductions of the voices, the ability to keep the pace from start to finish.
Appendix # 1
Main part.
Work on the repertoire.
Work on the songs "Three wishes" and "About jam".
Stage 1 . Singing songs with accompaniment and a capella. Work on the purity of intonation, clear pronunciation of words, endings, on correct sound science, on unison.
The song "Three Wishes" has a complex dotted rhythm, it is important that each of the students mastered it. Simultaneous removal and introduction of voices on the hand of the teacher. Consonant sounds are pronounced easily, clearly, clearly and energetically. Pay attention to singing narrow vowels, avoid flat sounds. It is necessary forteach students to clearly pronounce consonants at the end of words, monitor the clear pronunciation of consonants in the middle of words in fast pace.
Particular attention is paid to the work on the two-part voice in the song "About jam" - pure intonation. The main task is to teach students to listen to each other, to hear both voices, and not just their own. First, each part is worked out separately, then the voices are combined.
Stage 2. Working with soloists in the song "Carousel of Melodies". This song contains solo episodes.
Much attention is paid to work on intonation and work on sound education, since each student has his own timbre of voice and his own shortcomings. This applies to the vowels "A" and "E".
The basis of any singing is vowel sounds. From the correct sound formation of vowelssits the beauty of timbre. For students of the 1st and 2nd year of study school age the timbre is uneven, that obuscaught mainly by the "variegation" of vowels. Sound evenness is achievedby preserving the high sound (position) on all sounds of the singing range on.
The condition for competent sound production is a correctly open mouth, a freely descending jaw, active lips, clearly articulating eachsound. On initial stage, in general, you should pay attention to the fact thatthe student inhaled correctly, distributing the exhalation to the end of a word or a smallphrases without taking a breath in the middle of a word.
10 minutes rest
Facial massage
- Go over the entire face with a concussive massagechicks of bent fingers. The blows must be strong enoughso that the face "lights up".
- Massage your jaw-temporal joints with your fingers.Make a forward and downward circular motion with your lower jaw.: Move your lower jaw in a circular motion forward - right-back-left-forward.
Back massage.
Free time
Stage 3... Singing songs to the soundtrack. The songs are sung at a faster pace, in a clear rhythm.
Stage 4. Singing songs with a microphone.
Stage 5... Work on the movements in the song "Slush"
6 stage... Repetition of the song "New Day"
IV... Reflexive stage: self-assessment of children about their performance, emotional state
- What did you especially remember in the lesson and what did you like ...
V... Final stage: Singing songs from start to finish, accompanied by a soundtrack with movements. Summing up the results, mistakes and successes of each student
- What new concepts did you meet in the lesson?
- The meanings of the concept of canon.
VI... The final stage: home assignment, message about the next lesson
Bibliography
Gerasimova I. « Vocal and choral education children "Samara 2001
Gontarenko N.B. Solo singing... Secrets of Vocal Mastery. -
Rostov-on-Don, 2006
Methodical development... Samara, 1997
Dmitriev L.B. Fundamentals of vocal pedagogy. M., 1968.
Erokhina I.A. Working with aspiring singers. Methodical development. -Samara, 1999
I. Isaeva « Pop singing... Express course for the development of vocal abilities "
Ogorodnikov D.E.... Musical and singing education of children in a comprehensive school. - M .: Muzyka, 1972
Romanova L.V. Pop vocal school. - St. Petersburg: Publishing House "Lan"; Publishing house "PLANET OF MUSIC" 2007.
Stulova G.P. Theory and practice of working with a children's choir. Moscow 2002
Seth Riggs How to become a star. -M, 2004.
, . .Elena Mikhailovna Ivanova
Vocal lesson outline
Outline plan
open classes teacher of additional education
Elena Ivanova
the head vocal mug"Singing Friends"
Technological College of Birobidzhan
Theme classes vocal numbers».
Target classes: to form an idea of the sequence and content of works that contribute to improving the quality of the performance of the songs being learned, to teach how to use the knowledge gained in independent work.
Tasks:
a) educational:
Anchor concepts "Solo" and "Ensemble" singing;
Give a concept "algorithm";
Summarize the previously studied material, introducing the algorithm for working on vocal piece;
Teach children to use the knowledge gained in independent work;
b) developing:
During vocally- choral work to develop singing skills;
Develop Creative skills by involving children in the work on the song;
c) educational:
Form a sustained interest in musical vocal culture;
Bring up good relationship to each other and to others.
Technologies used on occupations:
Singing culture formation technology.
Differentiated learning technology.
Individualized learning technology.
Health-saving technology.
Material resources learning:
Piano
Board, chalk
Magnets
Multi-media projector, screen
Pencil, notebook
Notebook
Microphone
Phonogram minus
Sheet music and lyrics
Course of the lesson
I. Organizational moment.
The pupils of the circle enter the classroom, sit down in their places.
Educator:
Hello. I am pleased new meeting with you. Today guys, we will continue to work on our songs. First half classes we will devote to learning new material and a common song that we prepare for festive concert, and in the second half we will do individual and independent work.
Work safety briefing location:
I remind you that all our technical equipment is powered by electricity, so it is necessary to be careful: try not to touch the wires of the piano and tape recorder, do not twist the microphone wire in your hands. Do not swing on chairs to avoid injury.
The theme of our classes sounds like this: "Algorithm of work aimed at achieving high level performances of solo and ensemble vocal numbers", a.
our goal today: find out in what sequence the work on vocal work and learn how to independently apply the knowledge gained.
II. Theoretical part.
Learning new material.
And we'll start by trying a hundred figure out: what is the essence of the topic classes... The first word, I think, will seem to you the most interesting - "algorithm"... Straightaway ask: can someone know what it means?
Pupils: …
Educator:
But nothing is easier: algorithm - a sequence of actions (steps leading to the achievement of the set goal, that is, what should be done after what to get the desired result.
And what is our main goal? Why do we come here (v vocal circle) study?
Pupils: To learn how to beautifully sing songs, perform on stage.
Educator:
Right. We don't want to just sing a song (how it goes, on our occupations we strive to learn how to perform it at a decent level. It is known that there is no limit to perfection, but we must strive for it. And in order to get good result in our work with you, we must clearly understand what it consists of.
It is clear that we have to listen to music a lot, read, perform various breathing exercises, voice development and much more. But, now we will try understand: what steps, what stages does the work on the song consist of, be it solo or ensemble.
By the way, who can remind: what is the difference between a solo performance and an ensemble. And what is the complexity of each of them.
Solo singing - 1 person sings, great responsibility for how you sing, the absence of a friend's elbow nearby - there is no psychological support, hence - fear, there is no possibility "Hide" if something does not work out as we would like.
In the ensemble - others peculiarities: there are many voices, here it is important to achieve harmonious singing, that is, unity in performance.
Regardless of whether it is a solo piece or an ensemble piece, the algorithm is about the same. In an ensemble, work is made more difficult at the expense of more time especially at the beginning, when learning the parts (votes)(i.e. the melody and rhythm of each of them, and then their combination and building harmony.
So, guys, here is the following scheme. (see diagram no. 1) Today we are just getting to know her. And already on the next occupations we will study in more detail. Reminds this diagram of someone "Ladder", and to someone, in connection with the latter Olympic Games "pedestal"... The winner here will be the one who reaches the highest step, and what will be the reward?
Pupils: …
Educator: Yes, applause from the audience and satisfaction from the work done.
Fizminutka
Educator: Now we will try to apply our knowledge in practice. But before we start working on our repertoire, what do we need to do?
Pupils: …
Educator: That's right, prepare the singing apparatus for work, because the work on the quality of the performance of the piece begins already with the exercises.
III. The practical part.
Work on the quality of performance of solo and ensemble vocal works.
3.1 Preparing the singing apparatus for use (standing work):
1. Singing installation.
2. Articulation gymnastics:
Cheek development: "Clown grimaces: pipe smile ", "The mouth of the lion", « Hamster: hungry and well-fed ", "Swords".
Lip development: "Piglet", "We bite our lips", "Displeased horse".
Language development: "Chewing gum", "Hours", "Horse and pony".
Development of soft sky: "Wheels", "We yawn".
3. Breathing exercises:
"Playing with a candle" (deep breath-slow exhalation).
"Blow off balloon» (exhalation with stops on the count of 1-5).
"Pump" (inhale slowly, exhale hard).
"The dog is in the heat".
4. Singing:
"On one sound with a closed mouth" (+ chain breathing).
"Two sounds : m, y, a " (vowel formation + soft attack).
"Five sounds: Lip-singing (+ work of the muscles of the lips).
"Five sounds : ah ... oh-oh ... and-and ... " (+ singing on a support).
"Five sounds : Mi-and-a-mi ... A-mi " (vowel formation + hard and soft attack + jumps).
"T 5/3 and D"(expansion of the range + support + timbre color of sound + breathing + attack of sound).
Educator: Now let's get down to work on the song "Only forward".
3.2 Work on the ensemble vocal piece
("Only forward"- 1 verse and chorus):
1. Song repetition (1 verse and chorus).
2. Chorus:
Rhythmic and tempo fusion of the ensemble.
Unified manner of sound production: rounded vowels.
Phrasing.
3. Verse (work with soloists):
4. Linking a verse with chorus:
Timely entry of the soloists.
Pause before chorus.
5. Fixing for a phonogram (1 verse and chorus):
With the help of a piano and a teacher.
On one's own.
Fizminutka
Educator: Guys, tell me please, at what stage of work we are with you now. Give reasons for your answer.
Children: Mainly at the initial stage (work is underway on the purity of intonation and the construction of harmony, the accuracy of the rhythm, but already gradually we begin to use the elements of stage 2 (a single manner of sound production, diction, articulation, breathing, sound attack).
Educator: Well done. And now I suggest you work on your own. The task before you will be next: to determine at what stage of work on the song are the guys with whom I will now work individually.
Please be attentive: do not criticize - you must understand that someone came to the team earlier, someone later, someone turns out a little faster, and someone needs more time. You just need to define (without consulting anyone) the step on which they are, that is, to show their knowledge.
The work is carried out by a teacher parallel: 2 forms of work are used: individual and frontal.
3.3 Working on a solo vocal piece:
1. "White birds" Elena Furman and Christina Senko:
Rhythmic ensemble,
Timeliness of entry,
Diction and articulation,
The purity of intonation in the chorus.
2. "Cuckoo" Ksenia Sidewall:
A uniform rounded sounding manner,
Sound on a support - getting rid of singing on a scream.
3. "Star calendar" Nastya Egrishchina:
Diction and articulation,
A single, open manner of sound production,
Singing on a pedestal.
4. "I'll be back" Yuliya Slesarchuk:
Dynamic shades,
Singing on a pedestal
Phrasing,
Genre and nature of the work,
Intonation-dramatic development of the song (contrasting).
IV. Summarizing.
Educator: Class ours is nearing its end, and I would like from you hear: what new have you learned for yourself today, what work has been done today, and what work, in your opinion, is still ahead of us.
Pupils: 1. Today we met you with the algorithm for working on vocal works and learned to determine the stages of finding the process of working on a work. 2. We worked on the ensemble of 1 part of the song "Only forward"... 3. Worked on solo songs, improving the level of their performance.
Today we have done a great job, each of you tried, you are great. We have a lot ahead of us interesting work... But it will be on the next occupations... And today, thank you all, goodbye!