Cretan program. Music work program under the Cretan school of russia program

Explanatory note

The working curriculum is developed based onFederal component of the state educational standard for basic education in arts.The approximate curriculum of basic education, approved by the Ministry of Education of the Russian Federation, in accordance with the federal component of the state standard of basic general education and is designed for 2 years of study. Developed on the basis of the author's program"Art grades 8-9" , authors of the programG. P. Sergeeva, I. E. Kashekova, E. D. Cretskaya.Collection: "Programs for educational institutions:“Music grades 1-7. Arts 8-9 grades » Moscow, Education, 2010.The program is developed on the basis of federal state standards of general education, is intended for a basic school of general education institutions and is designed for two years of study - in grades 8 and 9.This program was developed in accordance with the curriculum of the educational institution within the framework of the integrated academic subject "Art for grades 8-9". The presentation of the educational material is provided to the music and visual arts teacher by topic according to the thematic plan. The creation of this program is caused by the relevance of the integration of school education into modern culture and is due to the need to introduce a teenager into the modern information, socio-cultural space. The content of the program provides students with an understanding of the importance of art in the life of a person and society, the impact on his spiritual world, the formation of value and moral orientations.

Purpose of the program - the development of the experience of the emotional-value attitude towards art as a socio-cultural form of mastering the world, affecting a person and society.

Features of the work program in the subject

The content of the program is based on extensive material covering various types of arts, which enables students to master the spiritual experience of generations, the moral and aesthetic values ​​of the world artistic culture. Culture appears before schoolchildren as a history of the development of human memory, the greatest moral significance of which, according to Academician DS Likhachev, is "in overcoming time."

The attitude to the monuments of any of the arts is an indicator of the culture of the whole society as a whole and of each person individually. Preservation of the cultural environment, creative life in this environment will ensure attachment to their native places, moral discipline and socialization of the personality of students.

The working curriculum in arts for the 8th grade is developed on the basis of the State Educational Standard of the program"The art of grades 8-9", authors: G.P. Sergeeva, E. D. Cretskaya M., Education, 2007. This program has the stamp “Recommended by the Ministry of Education and Science of the Russian Federation”.The program is part of the educational and methodological package for grades 8-9 of educational institutions of various types, which will include a textbook, phono-chronology of musical and literary material (on MP3) and a teacher's manual.

General Objectives of the Subject

goals of art education and aesthetic education in basic school:

development emotional and aesthetic perception of reality, artistic and creative abilities of students, figurative and associative thinking, fantasy, visual-shaped memory, taste, artistic needs; upbringing culture of perception of works of fine, decorative and applied arts, architecture and design, literature, music, cinema, theater; mastering the figurative language of these arts based on the creative experience of schoolchildren; shaping sustained interest in art, the ability to perceive its historical and national characteristics; acquisition knowledge about art as a way of emotional and practical development of the surrounding world and its transformation; about expressive means and social functions of music, literature, painting, graphics, arts and crafts, sculpture, design, architecture, cinema, theater; mastery skills and abilities of various artistic activities; providing opportunities for creative self-expression and self-affirmation, as well as psychological relief and relaxation by means of art.

Objectives of the implementation of this course :

updating the students' experience of communication with art; cultural adaptation of schoolchildren in the modern information space filled with various phenomena of mass culture; the formation of a holistic view of the role of art in the cultural and historical process of human development; deepening of artistic and cognitive interests and the development of the intellectual and creative abilities of adolescents; education of artistic taste; acquisition of cultural, cognitive, communicative and socio-aesthetic competence; the formation of skills and abilities of artistic self-education.

Priority forms and methods of working with students

Types of organization of educational activities:

independent work creative work contest quiz

The main form of organization of the educational process islesson In art lessons it is recommended to usemodern pedagogical technologies :

level differentiation, collective ways of learning, theatrical activities, developmental and design technologies, etc.

Exercise of various typesprojects : research, creative, practice-oriented, role-based, informational, etc. - becomes an integral part of the system of educational work with students.

NS priority types and forms of control

Main types of control

introductory current final individual writing teacher control

Forms of control :

observation independent work test

Timeframe for the implementation of the program

Duration of the program Music 8 cells - 1 year

General characteristics of the subject

Developed on the basis of the author's program "Art of Grades 8-9", the authors of the program are G. P. Sergeeva, I. E. Kashekova, E. D. Kritskaya. Collection: "Programs for educational institutions:" Music grades 1-7. Art 8-9 grades "Moscow, Education, 2010. The methodological basis of the program is modern concepts in the field of aesthetics (Yu.B. Borev, N.I. Kiyashchenko, L.N. Stolpovich, B.A. Bakhtin, V.S.Bibler, Yu.M. Lotman, A.F. Losev and others), psychology of artistic creativity (L.S. Vygotsky, D.K. Kirnarskaya, A.A. Melik-Pashaev, V. G. Razhnikov, S.L. Rubinstein, etc.), developmental education (V.V. Davydov, D.B. Elkonin, etc.), art education (D.B. Kabalevsky, B.M. Nemensky, L. M. Predtechenskaya, B.P. Yusov and others). Information and computer technologies, audio and video materials should acquire special importance in organizing lesson and extracurricular forms of work with students.intersubject connections with lessons in literature, history, biology, mathematics, physics, technology, computer science. The knowledge of students about the main types and genres of music, spatial (plastic), screen arts, about their role in the cultural development of mankind and about the significance for the life of an individual will help to navigate the main phenomena of domestic and foreign art, to recognize the most significant works; aesthetically assess phenomena the surrounding world, works of art and to make judgments about them; analyze the content, figurative language of works of different types and genres of art; apply artistic and expressive means of various arts in their work
Approximate art material recommended by the program, assumes its variable use in the educational process, makes it possible to actualize the knowledge, skills and abilities, methods of creative activity acquired by students at the previous stages of training in the subjects of the artistic and aesthetic cycle.When selecting the artistic material, the authors of the program relied on such criteria as its artistic value, educational value, pedagogical expediency, relevance by modern schoolchildren, and the multiplicity of its interpretation by the teacher and students.The structuring of the artistic material of the program is reflectedconcentricity principle , ie, repeated reference to the most significant cultural phenomena and works of various types and genres of art in the subjects "Literature", "Music", "Fine Arts". The implementation of this principle allows the formation of stable ties with the previous artistic and aesthetic experience of schoolchildren.The content of the program introduces students to the modern socio-cultural space, helps to master it, to understand the nature of the many-sided phenomena of mass culture and to assess them. The interest and appeal of schoolchildren to art and artistic activity is motivated by the attitude towards a personal search and discovery of the values ​​of art.The program is based on comprehending the idea of ​​the polyfunctionality of art, its significance in the life of a person and society, therefore, the core of its content is to identify the functions of art: cognitive-heuristic, communicative-semiotic, aesthetic, value-orienting, socially organizing, practical, educational, spectacular, inspiring , hedonistic, etc. The disclosure of these functions is carried out in research and artistic and creative activities when referring to cultural phenomena on the material of the main types of art, taking into account the fact that the same content can be expressed by different means.On specific works of art (music, visual arts, theater, literature, cinema), the program reveals the role of art in the life of society and the individual, the community of expressive means and the specificity of each of them.Artistic and creative activity at the level of a competent reader, viewer, listener who adequately perceives and evaluates a variety of artistic / anti-artistic phenomena of modern life, causes the desire to embody their own ideas in an artistic form (visual, literary, musical, theatrical, etc.).

Targets for the class

have an idea of ​​the genres and styles of classical and modern music, the peculiarities of the musical language and musical dramaturgy;

to determine the belonging of musical works to one of the genres on the basis of the characteristic means of musical expression;

know the names of outstanding domestic and foreign composers and recognize their most significant works;

to think about a familiar music piece;

give a personal assessment of music;

perform folk and modern songs, familiar melodies of studied classical works;

carry out creative assignments, participate in research projects;

use the knowledge about music and musicians, gained in the classroom, when compiling a home music library, video library, etc.

In accordance with the curriculum in 8 classes for the subject "Music"

Number of hours per year - - 34 hours

Number of hours per week -1h

Number of hours in 1 semester -16h

Number of hours in the 2nd half of the year - 18h

Description of the value orientations of the content of the academic subject

Systematization and deepening of the acquired knowledge

Expanding the experience of musical and creative activity

Acquaintance with the genre and stylistic diversity of the work of composers

Variety of types of musical and creative activities

Enrichment of the sphere of artistic interests of students

Active development of musical self-education

Formation of a sustainable interest in domestic and world cultural traditions

Personal, metasubject and subject results of mastering a specific academic subject

When studying individual topics of the program, it is of great importance to establishintersubject connections with lessons in literature, history, biology, mathematics, physics, technology, computer science.

Personal results mastering by the graduates of the basic school of the program in music are:

the formation of a holistic view of the multicultural picture of the modern musical world; the development of a musical-aesthetic feeling, manifested in an emotional-value, interested attitude to music in all the diversity of its styles, forms and genres; improvement of artistic taste, stable preferences in the field of aesthetically valuable works of musical art; mastering artistic skills and abilities in the process of productive musical and creative activity; the presence of a certain level of development of general musical abilities, including figurative and associative thinking, creative imagination; the acquisition of stable skills for independent, purposeful and meaningful musical and educational activities; cooperation in the implementation of collective creative projects, solving various musical and creative tasks.

Metasubject results mastering the music programs by the graduates of the basic school characterize the level of formation of universal educational actions, manifested in the cognitive and practical activities of students:

the ability to independently set new educational tasks based on the development of cognitive motives and interests; the ability to independently plan ways to achieve goals, consciously choose the most effective ways to solve educational and cognitive tasks; the ability to analyze one's own educational activity, adequately assess the correctness or erroneousness of the educational task and one's own possibilities for solving it, make the necessary adjustments to achieve the planned results; possession of the basics of self-control, self-esteem, decision-making and making informed choices in educational and cognitive activities; the ability to define concepts, generalize, establish analogies, classify, independently choose the grounds and criteria for classification; the ability to establish causal relationships; reflect, reason and draw conclusions; semantic reading of texts of various styles and genres; the ability to create, apply and transform the signs and symbols of the model and scheme for solving educational and cognitive tasks; the ability to organize educational cooperation and joint activities with the teacher and peers: define goals, distribute the functions and roles of participants, for example, in an art project, interact and work in a group; formation and development of competence in the use of information and communication technologies; striving for independent communication with art and artistic self-education

Subject results the graduates of the basic school in music are expressed as follows:

a general idea of ​​the role of musical art in the life of society and each individual; conscious perception of specific pieces of music and various events in the world of music; persistent interest in music, artistic traditions of their people, various types of musical and creative activities; understanding of the intonational-figurative nature of musical art, means of artistic expression; comprehension of the main genres of musical and poetic folk art, domestic and foreign musical heritage; reasoning about the specifics of music, the peculiarities of the musical language, individual works and styles of musical art in general; the use of special terminology for the classification of various phenomena of musical culture; comprehension of the musical and cultural traditions of their people and different peoples of the world; expanding and enriching experience in various types of musical and creative activities, including information and communication technologies; mastering knowledge about music, mastering practical skills and abilities to realize their own creative potential.

ICT competence of students: Handling ICT devices The graduate will learn:

use the possibilities of ICT in creative activities related to the art; use sound and music editors; use sound recording software and microphones. organize messages in a linear or link-inclusive view for self-viewing through a browser; use internal and external links when perceiving messages; formulate questions for the message, create a short description of the message; quote fragments of the message; be selective about information in the surrounding information space, refuse to consume unnecessary information.

Communication and social interaction The student will learn to:

perform with audiovisual support, including speaking to a remote audience; carry out educational interaction in the information space of an educational institution (receiving and completing assignments, receiving comments, improving their work, forming a portfolio, presentations); comply with the norms of information culture, ethics and law; Respect the privacy and information rights of others.

Search and organization of information storage The graduate will learn:

use various methods of searching for information on the Internet, search services, build queries to find information and analyze search results; use the techniques of searching for information on a personal computer, in the information environment of the institution and in the educational space; use various library, including electronic, catalogs to find the necessary books; search for information in various databases, create and fill in databases, in particular, use various qualifiers; to form their own information space: create systems of folders and place the necessary information sources in them, place information on the Internet.

The graduate will have the opportunity to learn:

create and fill in various qualifiers; use various methods of searching for information on the Internet in the course of educational activities.

Theme of the Year: Types of Music

№ p / p

, 2014

Collection of normative documents. Art ", M., Bustard, 2008.

The basic curriculum of educational institutions of the Russian Federation, approved by order of the Ministry of Education of the Russian Federation No. 1312 dated 09.03.2004;

Federal component of the state educational standard, approved by the Order of the Ministry of Education of the Russian Federation dated 05.03.2004 No. 1089;

Literature

Criteria for assessing the artistic and creative activity of grade 8 students:

emotionality of perception of various phenomena of culture and art, striving for their knowledge, interest in the content of lessons and extracurricular forms of work;

awareness of the attitude towards the studied phenomena, facts of culture and art (mastering the basic laws, categories and concepts of art, its styles, types, genres, language features, integration of artistic and aesthetic representations);

reproduction of the knowledge gained in vigorous activity, the formation of practical skills, methods of artistic activity;

personal evaluative judgments about the role and place of culture and art in life, about their moral values ​​and ideals, the modernity of the sound of the masterpieces of the past
(assimilation of the experience of generations) today;

transfer of knowledge, skills and abilities acquired in the process of aesthetic education and art education in the study of other school subjects; their representation in interpersonal communication and the creation of an aesthetic environment for school life, leisure, etc.

Criteria and norms for evaluating results

According to a five-point system of assessing knowledge, the following is assessed:

Show interest in music, direct emotional response to it.

A statement about a piece listened to or performed, the ability to use, first of all, key knowledge in the process of living perception of music.

The growth of performing skills, which are assessed taking into account the initial level of the student's training and his activity in the classroom.

The following student activities are also assessed:

Work on cards (knowledge of the musical vocabulary).

Crosswords.

Abstracts and creative works on specially assigned topics or at the student's choice.

Blitz-answers (in writing and orally) on the teacher's questions for repetition and consolidation of the topic.

“Guess the melody” (a fragmentary kaleidoscope of works that were heard in the classroom or quite popular).

The use of a wide range of creative abilities of the child in the transmission of musical images through listened to music or performed by the child himself (drawings, crafts, etc.)

Keeping a creative music notebook.

Project activities.

Points

Note.

The teacher has the right to give the student a grade higher than the one provided by the norms, if the student has originally completed the work.

Grades with analysis are brought to the attention of students, as a rule, in the next lesson, it is planned to work on mistakes, eliminate gaps.

Grading Criteria for Verification Tests.

1. Test, consisting of 10 questions. Time of work: 10-15 minutes. Assessment "5" - 10 correct answers "4" - 7-9, "3" - 5-6, "2" - less than 5 correct answers ... 2. Test, consisting of 20 questions. Time of work: 30-40 minutes. Grade "5" - 18-20 correct answers "4" - 14-17, "3" - 10-13, "2" - less than 10 correct answers (Source: A.E. Fromberg - Practical and test work in geography: Grade 10 / Book for a teacher - M .: Education, 2003.)

Description of educational, methodological and material and technical support of the educational process

List of literature for the teacher and students

Regulations

Constitution of the Russian Federation

Education Act"

Convention on the rights of the child

Declaration of the rights of the child.

Convention on the Rights of the Child.

Law "On the Basic Guarantees of the Rights of the Child in the Russian Federation".

The concept of modernization of Russian education

Federal component of the state standard for basic and secondary (complete) general education in music.

Sample programs in music based on the Federal component of the state standard of basic and secondary (complete) general education

Educational-methodical set "Music 8 classes" authors G.P. Sergeeva,I.E. KashekovaE. D. Cretskaya:

G.P. Sergeeva, I.E. Kashekova, E. D. CretanTextbook for students of grades 8-9 of educational institutions "Art" Moscow "Education, 2014

G.P. Sergeeva, I.E. Kashekova, E. D. Cretan Teacher's Manual "Art" Grade 8-9 Moscow "Enlightenment 2011

G.P. Sergeeva, I.E. Kashekova, E. D. Cretan Reader of Musical Material "Art" Grade 8-9 Moscow "Enlightenment2011

Literature

Aksenov Yu. G. Color and line. / Yu. G. Aksenov, M. M. Levidova. - M., 1986.

Borey Y.B. Aesthetics / Y.B. Borev. - M., 2005.

Kashekova I.E.From antiquity to modern / I.E. Kashekova. - M., 2000.

Kiyashchenko N.I.Aesthetics is a philosophical science / N.I.Kiyashchenko. - M., St. Petersburg; Kiev, 2005.

Lotman Yu.M. About art / Yu.M. Lotman. - SPb., 1998.

Mirimanov V. B. Art and myth: the central image of the picture of the world / V. B. Mirimanov. - M., 1997.

Nazaikinsky E. V. Style and genres in music / E. V. Nazaikinsky. - M., 2003.

Florensky P.A.Temple action as a synthesis of arts. // Selected works on art / P.A.Florensky. - M., 1996.

Rychkova Yu. V. Encyclopedia of modernism / Yu. V. Rychkova. - M., 2002

Literature for students

textbook “Music. Grade 8-9 ", M., Education, 2014.

Gulyants E.I. "Music alphabet for children" M .: "Aquarium" 1997

Vladimirov. V.N. "Musical Literature"

Razumovskaya O.K. Russian composers. Biographies, quizzes, crosswords. - M .: Iris-press, 2007 - 176s.

Printed tutorials

Portraits of composers.

Tables of characteristics of the character of sound

Duration table

Musical Expression Table

Diagram: arrangement of instruments and orchestral groups in different types of orchestras.

Albums with demonstration material, compiled in accordance with the thematic lines of the curriculum.

Banner "Symphony Orchestra"

Banner "The Magic World of Opera"

Screen-sound aids

Audio recordings and phono-chrestomatics for music.

Video films dedicated to the works of outstanding Russian and foreign composers.

Video films with recording of fragments from opera performances.

Video films with recording of fragments from ballet performances.

Video films recorded by famous orchestral groups.

Video films with recording of fragments from musicals.

Music and poetic text of songs.

Images of musicians playing various instruments.

Photographs and reproductions of paintings from the largest centers of world musical culture.

Technical training aids

Music Center

A computer

Multimedia projector

Microphones

Internet resources

Wikipedia The Free Encyclopedia - Access Mode: http :// ru . wikipedia / org . wik

Classical Music-Access Mode: http :// classic .with hubrik . ru

Music Dictionary - Access Mode: http :// dic . academic . ru

Multimedia program "History of Musical Instruments"

One collection -

Russian educational portal -

Children's e-books and presentations -

Calendar-thematic planning

MUNICIPAL BUDGETARY EDUCATIONAL INSTITUTION

"BUKHOLOVSKAYA SECONDARY EDUCATIONAL SCHOOL"

I APPROVE:

Director of MBOU "Bukholovskaya Secondary School"

L. B. Bolotina

"____" ______________________ 2015

Working programm

in music

4th grade

Compiled by:

Mitrofanova Tatiana Alexandrovna,

primary school teacher,

2015

Explanatory note

The music work program is based on:

Federal State Educational Standard of Primary General Education, the Concept of Spiritual and Moral Development and Upbringing of the Personality of a Citizen of Russia;

Author's program Music. 1-4 grades. “Work programs. The subject line of G.P. Sergeeva, E.D. Kritskaya, T.S. Shmagina: a guide for teachers of educational institutions "Moscow, publishing house" Prosveshchenie ", 2011;

Basic educational program of primary general education MBOU "Bukholovskaya secondary school";

Curriculum MBOU "Bukholovskaya Secondary School" for the 2016-2017 academic year;

Textbook: Kritskaya E.D., Sergeeva G.P., Shmagina T.S. "Music": Grade 1 - M. Enlightenment, 2013

The work program is planned to conduct lessons using the Netbook, the introduction of information technology at different stages of the lesson.

Target: the formation of the foundation of the musical culture of students as part of their general and spiritual culture, as well as the introduction of children into the diverse world of musical culture through acquaintance with musical works that are accessible to their perception.

Target installation of the program is achieved by introducing the child into the diverse world of musical culture through intonations, themes, musical compositions that are accessible to his perception. The program includes the opportunities provided by the standard for the formation of general educational skills and abilities, universal methods of activity and key competencies in students. The principles of selection of the main and additional content are associated with the continuity of the goals of education at different stages and levels of teaching by the logic of intra-subject connections, as well as with the age characteristics of the development of students.

In the course of achieving the goals, the following tasks are solved:

Instill love and respect for music as an art object; instill the basics of artistic taste, interest in music and musical activity, figurative and associative thinking and imagination, musical memory and hearing, singing

To teach to perceive music as an important part of every person's life; teach to see the relationship between music and other forms of art;

To contribute to the formation of an emotionally - holistic attitude towards art, artistic taste, moral and aesthetic feelings: love for one's neighbor, for one's people, for the Motherland; respect for history, traditions, musical culture of different peoples of the world. responsiveness, love for the surrounding world;

To teach the basics of musical literacy: singing, listening and analyzing musical works, playing elementary musical instruments,

The implementation of tasks is carried out through various types of musical activity, the main of which are choral singing, listening to music and thinking about it, playing children's musical instruments, as well as musical rhythmic

movements, plastic intonation, improvisation and musical and dramatic theatricalization.

Item characteristics implements the Federal State Educational Standard of Primary General Education and is based on developing music education and activity-based mastering of art. Therefore, the program and program and methodological support of the subject (textbook-notebook, music reader and audio recordings) meet the requirements laid down in the Standard for elementary general education:

- general goals of education- orientation towards the development of the student's personality on the basis of mastering universal educational actions, cognition and mastering of the world, recognition of the decisive role of the content of education, methods of organizing educational activities and interaction of participants in the educational process;

- educational objectives- development of abilities for artistic-figurative, emotional-value perception of music as an art form, expression in creative activity of one's attitude to the surrounding world, reliance on subject, meta-subject and personal learning outcomes.

Specificity of the program

The musical basis of the program is composed of works by classical composers from the Baroque era to the present day, folk music of Russia and countries of the near and far abroad, samples of sacred music, as well as a significantly updated repertoire of composers and songwriters.

The work program takes into account the national-regional component, which provides for the acquaintance of first graders with the musical traditions of the national Cossack spiritual culture and makes up 10% of the curriculum.

The selection of musical works was carried out taking into account their accessibility, artistic expressiveness, obvious educational and educational orientation.

The curriculum and lesson planning define principles, on which the content and pedagogical technologies of teaching the subject "Music" are built, taking into account its interaction with other academic subjects, such as "Literary reading", "The world around", "Fine arts", "Physical culture". The wide culturological space of the subject "Music", the use of various forms and types of student activities in music lessons allows integrating the content of the subject and methods of music teaching into the space of other educational areas, without violating their logic of study, the specifics of teaching other school subjects, and the peculiarities of age development of children.

Class 1 textbook introduces children's musical folklore (lullaby, riddles, proverbs. Folk games). This makes it possible to naturally introduce students to more complex artistic phenomena, for example, an epic, fairy-tale fragments of operas (Ruslan and Lyudmila, MI Glinka).

The proposed lesson planning in grade 1 describes some of the most significant methods and techniques for teaching music for an art lesson, which take into account the characteristics of the musical material, its content, the characteristics of the age and musical development of first graders.

Method of artistic, moral and aesthetic knowledge of music;

Emotional drama method;

The method of creating "compositions", the method of playing, the method of artistic context;

Method of concentric organization of musical material.

The program and didactic material of music textbooks are based on the following principles:

Teaching music as a living figurative art;

The generalizing nature of knowledge;

Thematic structure of the content of education, arising from the nature of art and its laws.

An idea of ​​the musical culture of multinational Russia is given. Here, especially at the initial stage of learning at school, it is important to develop in children the ability to observe, see and hear the world around them, to express their impressions in drawing, singing, playing elementary musical instruments, and artistic movement.

Accompanying health-saving technologies is used at every stage of the lesson.

II ... THE CONTENT OF THE EDUCATIONAL SUBJECT

Section 1. "Music around us" -16 hours.

Music and its role in human everyday life. Composer - performer - listener. Songs, dances and marches are the basis for the diverse life-musical experiences of children. Muses lead a round dance. Melody is the soul of music. Images of autumn nature in music. Dictionary of emotions. Musical alphabet. Musical instruments: flute, flute, horn, harp, flute, harp. Sounding pictures. Russian epic tale about the guslar sadko. Music in the celebration of the Nativity of Christ. Musical theater: ballet.

The first experiments in vocal, rhythmic and plastic improvisations. Expressive performance of compositions of different genres and styles. Performing creative tasks presented in workbooks.

And the eternal Muse is with me!

Composer - performer - listener. The birth of music as a natural manifestation of the human condition.

Muse is a sorceress, a good fairy, revealing to schoolchildren the wonderful world of sounds that fill everything around. Composer - performer - listener.

Round dance of muses.

Musical speech as a way of communication between people, its emotional impact on listeners. The sound of the surrounding life, nature, moods, feelings and character of a person.

Music that sounds in various life situations. Characteristic features of songs and dances of different peoples of the world. Round dance, choir. Round dance is the oldest art form that every nation has. The similarities and differences between the Russian round dance, the Greek sirtaki, the Moldavian choir.

Music is heard everywhere.

The sound of the surrounding life, nature, moods, feelings and character of a person. The origins of music.

Music and its role in human everyday life. Show that every circumstance in life resonates with music. Acquaintance with folk songs-singing. Determination of the character, mood of songs, genre basis. Role-playing game "We play the composer".

The soul of music is melody.

Song, dance, march. The main means of musical expression (melody).

Songs, dances and marches are the basis for the diverse life and musical experiences of children. Melody is the main idea of ​​any piece of music. Revealing the characteristic features of genres: song, dance, march on the example of plays from the "Children's Album" by P. Tchaikovsky. In the march - gait, intonation and rhythms of a step, movement. The song is melodiousness, wide breathing, the smoothness of the lines of the melodic pattern. The dance is movement and rhythm, the smoothness and roundness of the melody, the recognizable three-beat meter in the waltz, mobility, clear accents, short “steps” in the polka. In the song, students play an imaginary violin. In the march, the little soldiers march on the table, playing an imaginary drum. In a waltz, students depict soft swaying of the body.

Autumn music.

Intonational-figurative nature of musical art. Expressiveness and imagery in music.

To connect the life impressions of schoolchildren about autumn with artistic images of poetry, the artist's drawings, musical works by P.I. Tchaikovsky and G.V. Sviridov, children's songs. The sound of music in the surrounding life and within the person himself. Verse form of songs.

Compose a melody.

Musical and speech intonations. Similarities and Differences. Intonation is the source of elements of musical speech. Regional musical and poetic traditions.

Development of the theme of nature in music. Mastering the elements of the algorithm for composing a melody. Vocal improvisations of children. Role-playing game "We play the composer". The concepts of "melody" and "accompaniment".

"ABC, ABC everyone needs ...".

Notation as a way of fixing musical speech. Elements of musical notation. A system of graphic signs for recording music.

The role of music in reflecting various phenomena of life, including school life. A fascinating journey to the school country and a musical literacy.

Musical alphabet.

Notation as a way of fixing musical speech. Elements of musical notation. A system of graphic signs for recording music. Recording notes - signs to indicate musical sounds.

Music alphabet - the relationship of all school lessons with each other. The role of music in the reflection of various phenomena of life, including school life. A fascinating journey to the school country and a musical literacy. Elements of musical literacy: sheet music, staff, treble clef.

Generalizing lesson.

Music and its role in human everyday life.

The game "Guess the melody" to determine the musical works and the composers who wrote these works. Generalization of musical impressions of first-graders for the 1st quarter.

Musical instruments.

Folk musical traditions of the Fatherland. Regional musical traditions.

Musical instruments of the Russian people - flutes, pipes, horn, gusli. Appearance, own voice, craftsmen-performers and masters-makers of folk instruments. Acquaintance with the concept of "timbre".

"Sadko". From a Russian epic tale.

Observation of folk art.

Acquaintance with the folk epic tale “Sadko”. Acquaintance with genres of music, their emotional-figurative content, with the sound of a folk instrument - gusli. Acquaintance with varieties of folk songs - lullabies, dance songs. Using the example of the music of N.A. Rimsky-Korsakov, give concepts "Composer's music".

Musical instruments.

Folk musical traditions of the Fatherland. Musical instruments. Folk and professional music.

Comparison of the sound of folk instruments with the sound of professional instruments: flute-flute, gusli - harp - piano.

Sounding pictures.

Musical instruments . Folk and professional music.

Expansion of the artistic impressions of students, the development of their associative-figurative thinking on the example of reproductions of famous works of painting, sculpture of different eras. Direction on the education of students' sense of style - in which pictures "sounds" folk music, and which - professional, composed by composers.

Play a song.

The polysemy of musical speech, expressiveness and meaning. Comprehension of the general laws of music: the development of music - the movement of music. Development of music performance.

Development of skills and abilities of expressive performance by children of L. Knipper's song "Why does the bear sleep in winter". Identifying the stages in the development of plots. Approach a conscious division of the melody into phrases, a meaningful performance of phrasing. The basics of understanding the development of music.

Christmas has come, the celebration begins. Native custom of antiquity.

Folk musical traditions of the Fatherland. Folk musical creativity of different countries of the world. Sacred music in the works of composers. Observation of folk art.

Introduction of children into the world of people's spiritual life. Acquaintance with religious holidays, traditions, songs. Acquaintance with the story of the birth of Jesus Christ and folk customs of the celebration of the church holiday - the Nativity of Christ. Awareness of the images of Christmas songs, folk songs, carols.

Generalizing lesson: A good holiday in the middle of winter.

A generalized idea of ​​the main figurative and emotional spheres of music and of the musical genre - ballet.

The lesson is dedicated to one of the most favorite holidays of children - New Year. Acquaintance with T. Hoffmann's fairy tale and the music of PI Tchaikovsky's ballet "The Nutcracker", which leads children into the world of miracles, magic, pleasant surprises.

Section 2. "Music and You" -17 hours

Music in the life of a child. Images of the native land. The role of the poet, artist, composer in the depiction of pictures of nature (words, paints, sounds). Images of morning and evening nature in music. Musical portraits. Playing out a musical tale. Images of defenders of the Fatherland in music. Mother's holiday and musical works. The originality of a piece of music in the expression of the feelings of a person and the world around him. Intonationally meaningful reproduction of various musical images. Musical instruments: lute, harpsichord, piano, guitar. Music in the circus. Musical theater: opera. Music in the movies. Musical performance poster, concert program for parents. Musical dictionary.

Expressive, intonationally meaningful performance of compositions of different genres and styles. Performing creative tasks presented in workbooks.

The land in which you live.

Works by Russian composers about the Motherland.

Russia is my homeland. Attitude to the Motherland, its nature, people, culture, traditions and customs. The idea of ​​patriotic education. The concept of "Motherland" is through an emotionally open, positively respectful attitude to the eternal problems of life and art. Native places, parental home, admiration for the beauty of motherhood, worship of workers and defenders of their native land. Pride in your homeland. Music about the native land, comforting in moments of grief and despair, giving strength in days of trials and difficulties, instilling faith, hope, love in a person's heart ... Art, be it music, literature, painting, has a common basis - life itself. However, each type of art has its own language, its expressive means in order to convey a variety of life phenomena, capturing them in vivid artistic images that will be remembered by listeners, readers, viewers.

Artist, poet, composer.

The sound of the surrounding life, nature, moods, feelings and character of a person. The birth of music as a natural manifestation of the human condition.

Art, be it music, literature, painting, has a common basis - life itself. However, each type of art has its own language, its expressive means in order to convey a variety of life phenomena, capturing them in vivid artistic images that will be remembered by listeners, readers, viewers. Appeal to the genre of landscape, sketches of nature in different types of art. Musical landscapes are the reverent attitude of composers to what they saw, "heard with the heart", charmed their nature. A logical continuation of the theme of the relationship between different types of art, an appeal to the genre of song as the unity of music and words.

Music of the morning.

Intonational - figurative nature of musical art. Expressiveness and imagery in music.

Music story about the life of nature. The value of the principle of similarity and difference as the leading one in organizing the perception of music by children. The contrast of the pieces of music that paint the picture of the morning. Music has an amazing property - without words to convey feelings, thoughts, human character, the state of nature. The character of the music is especially clearly revealed when comparing the pieces. Revealing the features of melodic pattern, rhythmic movement, tempo, timbre colors of instruments, harmony, principles of form development. Expressing your impression from music to drawing.

Music of the evening.

Intonation as an internal sounded state, expression of emotions and reflection of thoughts. Intonation is the source of elements of musical speech.

Entering the theme through the genre - a lullaby. Features of lullaby music. The peculiarity of the vocal and instrumental music of the evening (character, melodiousness, mood). Performing a melody using plastic intonation: imitating a melody on an imaginary violin. Designation of dynamics, tempo, which emphasize the character and mood of the music.

Musical portraits.

Expressiveness and imagery in music. Musical and speech intonations. Similarities and Differences.

The similarity and difference between music and colloquial speech on the example of the vocal miniature "Chatterbox" by S. Prokofiev on the verses of A. Barto. Intonationally meaningful reproduction of various musical images. The mystery of the composer's intention is in the title of the piece of music. The attitude of authors of works of poets and composers to the main characters of musical portraits.

Play out a fairy tale. "Baba Yaga" is a Russian folk tale.

Observation of folk art. Musical and poetic folklore of Russia: games - dramatizations.

Acquaintance with the fairy tale and the folk game "Baba Yaga". Meeting with images of Russian folklore.

The muses were not silent.

Generalized presentation of the historical past in musical images. Fatherland defense theme.

Fatherland defense theme. The exploits of the people in the works of artists, poets, composers. Memory and monument are common in related words. The memory of the generals, Russian soldiers, soldiers, of the events of difficult days of trials and worries, preserved in folk songs, images created by composers. Musical monuments to the defenders of the Fatherland.

Mother's holiday.

Intonation as an internal sounded state, expression of emotions and reflection of thoughts.

The lesson is dedicated to the dearest person - mom. Comprehension of the content is based on the juxtaposition of poetry and music. Spring mood in music and works of art. Melodiousness, cantilena in lullabies that can convey a sense of peace, tenderness, kindness, affection.

Generalizing lesson.

Generalization of musical impressions of first graders for the 3rd quarter.

Musical instruments. Everyone has their own musical instrument.

Musical instruments.

Instrumentation and dramatization of songs. Game songs with a pronounced dance character. The sound of folk musical instruments.

Musical instruments.

Musical instruments.

Meeting with musical instruments - harp and flute . The appearance, timbre of these instruments, expressive possibilities. Acquaintance with the appearance, timbres, expressive capabilities of musical instruments - lute, harpsichord. Comparison of the sound of works performed on the harpsichord and piano. The skill of the performer is a musician.

"Wonderful Lute" (based on an Algerian tale). Sounding pictures.

Musical speech as a way of communication between people, its emotional impact on listeners.

Acquaintance with musical instruments through the Algerian fairy tale “The Wonderful Lute”. Reflection on the limitless possibilities of music in the transmission of feelings, thoughts of a person, the power of its impact. Generalized characteristics of music, giving an idea of ​​the peculiarities of the Russian folk lingering, lyrical song of the daring dance. Completing the assignment and identifying the main question: what kind of music can help a foreign guest get to know another country better? Artistic image. Consolidation of the idea of ​​musical instruments and performers. The nature of the music and its correspondence to the mood of the picture.

Music in the circus.

Generalized idea about the main figurative and emotional spheres of music and about the variety of musical genres. Song, dance, march and their varieties.

The originality of a piece of music in the expression of the feelings of a person and the world around him. Circus performance with music that creates a festive mood. The music that sounds in the circus and helps the artists perform complex numbers, and the audience is prompted by the appearance of certain characters in the circus performance.

The house that sounds.

Generalized idea about the main figurative and emotional spheres of music and about the variety of musical genres. Opera, ballet. Song, dance, march.

Introducing first graders into the world of musical theater. Travel to musical lands like opera and ballet. The heroes of the operas sing, the heroes of the ballet dance. Singing and dancing are united by music. Famous folk tales become the plots of operas and ballets. In operas and ballets, song, dance and marching music "meet".

Opera fairy tale.

Opera. Song, dance, march. Various types of music: vocal, instrumental; solo, choral, orchestral.

Detailed acquaintance with the choirs from children's operas. Opera characters have their own vivid musical characteristics - theme melodies. Opera characters can sing one at a time - soloist and together - in chorus accompanied by a piano or orchestra. In operas, there may be episodes when only instrumental music is played.

"There is nothing better in the world."

Music for children: cartoons.

Favorite cartoons and music that sounds everyday in our life. Acquaintance with composers-songwriters who create musical images.

Generalizing lesson. (Lesson concert.)

Generalization of musical impressions of first-graders for the 4th quarter and year.

Performing learned songs throughout the year. Drawing up a poster and a concert program.

Section 1. "Music around us"

The Nutcracker, excerpts from the ballet. P. Tchaikovsky.
"October" ("Autumn Song") from the cycle "Seasons". P. Tchaikovsky.
"Lullaby of the Volkhovs", a song by Sadko ("Play, My Guselki") from the opera "Sadko". N. Rimsky - Korsakov.
"Peter and the Wolf", fragments from a symphonic tale. S. Prokofiev.
The third song by Lelya from the opera The Snow Maiden. N. Rimsky-Korsakov.
"Guslyar Sadko". V. Kikta.
"Frescoes of St. Sophia of Kiev", a fragment of the 1st movement of the Concert Symphony for Harp and Orchestra. V. Kikta.
"The star has rolled." V. Kikta, words by V. Tatarinov.
"Melody" from the opera "Orpheus and Eurydice". K. Gluck.
"Joke" from Suite No. 2 for orchestra. I.-S. Bach.
"Autumn" from Musical illustrations for A. Pushkin's story "Snowstorm". G. Sviridov.
"Shepherd's Song" on a theme from the 5th movement of Symphony No. 6 ("Pastoral"). L. Beethoven, words by K. Alemasova.
"Droplets". V. Pavlenko, words by E. Bogdanova; "Skvorushka says goodbye." T. Popatenko, lyrics by M. Ivensen; "Autumn", Russian folk song, etc.
"ABC". A. Ostrovsky, lyrics by Z. Petrova; "Alphabet". R. Pauls, words by I. Reznik; Domisolka. O. Yudakhina, words by V. Klyuchnikov; "Seven Girlfriends". V. Drotsevich, lyrics by V. Sergeev; "Song of the School". D. Kabalevsky, words by V. Viktorov, etc.
"Dudochka", Russian folk song; "Dudochka", Belarusian folk song.
Shepherd's, French folk song; “Dudariki-Dudari”, Belarusian folk song, Russian text by S. Leshkevich; "Merry Shepherd", Finnish folk song, Russian text by V. Guryan.
"Why does the bear sleep in winter." L. Knipper, lyrics by A. Kovalenkov.
"Winter's Tale". Music and lyrics by S. Krylov.
Christmas carols and Christmas songs of the peoples of the world.

Section 2. "Music and You"

Plays from the "Children's Album". P. Tchaikovsky.
"Morning" from the suite "Peer Gynt". E. Grieg.
"Good day". Ya. Dubravin, words by V. Suslov.
"Morning". A. Partskhaladze, words by Y. Polukhin.
"Sun", Georgian folk song, processed. D. Arakishvili.
"Pastoral" from Musical illustrations for A. Pushkin's story "Snowstorm". G. Sviridov.
"Pastoral" from the Suite in the old style. A. Schnittke.
"Tune". A. Schnittke.
"Morning". E. Denisov.
"Good morning" from the cantata "Songs of the morning, spring and peace". D. Kabalevsky, words by Ts. Solodar.
"Evening" from the Action Symphony "Chimes" (as read by V. Shukshin). V. Gavrilin.
"Evening" from "Children's Music". S. Prokofiev.
"Evening". V. Salmanov.
"Evening fairy tale". A. Khachaturyan.
"Minuet". L. Mozart.
"Chatterbox". S. Prokofiev, lyrics by A. Barto.
"Baba Yaga". Children's folk game.
“Everyone has their own musical instrument”, an Estonian folk song. Processing. X. Kyrvite, trans. M. Ivensen.
The main melody from Symphony No. 2 ("Heroic"). A. Borodin.
"Soldiers, Brava Children", Russian folk song.
"Song of the Little Trumpet". S. Nikitin, words by S. Krylov.
"Suvorov taught." A. Novikov, words by M. Levashov.
"Bagpipes". J.S.Bach.
"Lullaby". M. Kazhlaev.
"Lullaby". G. Gladkov.
"Goldfish" from the ballet "The Little Humpbacked Horse". R. Shchedrin.
Lute music. Francesco da Milano.
"Cuckoo". K. Daken.
"Thanks". I. Arseev, lyrics by Z. Petrova.
"Celebration of grandmothers and mothers". M. Slavkin, lyrics by E. Karganova.
"Clowns". D. Kabalevsky.
"Seven Kids", the final chorus from the opera "The Wolf and the Seven Kids". M. Koval, lyrics by E. Manucharova.
The final chorus from the opera The Fly-Tsokotukha. M. Krasev, words by K. Chukovsky.
"Kind Elephants". A. Zhurbin, lyrics by V. Shlensky.
"We ride ponies." G. Krylov, words by M. Sadovsky.
"The Elephant and the Violin". V. Kikta, words by V. Tatarinov.
"Bells", American folk song, Russian text by Y. Khazanov.
"Where are you from, music?" Ya. Dubravin, words by V. Suslov.
"The Bremen Town Musicians" from Musical Fantasy on the theme of the fairy tales of the Brothers Grimm. G. Gladkov, words by Yu. Entin.

The scope and timing of the study

One hour per week is allocated for studying music, only 33 hours:

Scope of the program according to SanPiNami and with the Basic Curriculum in grade 1, 33 hours are allocated for the subject "Music" (at the rate of 1 hour per week) and is designed for 1 year of study.

Preferred forms and types of organization of the educational process in the lesson are:

- frontal, group, individual, collective, class and extracurricular, excursion, travel, exhibition joint with the teacher, educational and cognitive activity, lesson - concert, generalizing lesson.

Forms and types of organization of the educational process:

Students learn to collaborate on assignments in pairs and in a group (project activity); control your own and other people's activities, carry out step-by-step and final control using a variety of techniques; to establish associative connections between the music heard and life situations.

And also provided unconventional forms conducting lessons: lessons-travel, lessons-games, lesson-excursion, lessons-concerts.

Elementary concepts from the field of musical literacy are mastered by children in the process of various types of musical activities: perception of music and reflections on it, singing, plastic intonation and musical-rhythmic movements, instrumental music-making, various kinds of improvisations (speech, vocal, rhythmic, plastic, artistic), "acting out" and dramatizing works of a program nature, performing creative tasks.

The scope of the performing activity of students includes:

Choral and ensemble singing;

Plastic intonation and musical rhythmic movements;

Playing musical instruments;

Dramatization (acting out) of songs, plots of fairy tales, musical pieces of a program nature;

Mastering the elements of musical literacy as a means of fixing musical speech.

In addition, children are creative in thinking about music:

Improvisations (speech, vocal, rhythmic, plastic);

In drawings on the themes of favorite pieces of music, in drawing up the program of the final concert.

Forms and types of control:

Types of control:

Current, thematic, final.

Frontal, combined, oral.

Forms (methods) of control: oral questioning; observation, independent work, testing

III ... PRACTICAL TASKS ON THE SUBJECT "MUSIC" 1 CLASS.

Interim certification is carried out in accordance with the requirements for the level of preparation of students in grade 1 of primary school in the form of final tests at the end of each section. At the end of the academic year in the form of a final lesson-concert (33 lesson).

IV . REQUIREMENTS OF THE FEDERAL STATE EDUCATIONAL STANDARD FOR THE EDUCATIONAL PROCESS.

Formation of general educational skills and abilities.

The development of the initial skills and abilities is planned:

Musical - instrumental, musical - speech, musical - play, musical - motor and musical - visual improvisation;

Abilities and skills of expressive performance of children's folklore, as well as songs included in the program of composers - classics and contemporary authors for children.

The program includes: dramatization of musical works, plastic movements to music, acquaintance with the musical folklore of the peoples of Russia, with the centers of national musical culture.

Requirement for results:

Subject results:

Formation of initial ideas about the role of music in human life, in his spiritual and moral development.

The formation of the foundations of musical culture, including on the material of the musical culture of the native land, the development of artistic taste and interest in the art of music and musical activity.

Native roots, native speech, native musical language - this is the basis on which love for Russian and Khakass culture is brought up.

Personal results:

The ability of students to self-development, the formation of motivation for learning and cognition, value-semantic attitudes of students, reflecting their individual and personal positions, social competencies, personal qualities; the formation of the foundations of civic identity.

Meto-subject results:

The use of sign-symbolic and speech means for solving communication and cognitive tasks.

Participation in joint activities on the basis of cooperation, finding compromises, distribution of functions and roles.

By the end of the training, students will have formed:

PERSONAL

students will have:

Positive attitude and interest in studying music;

Experience in musical performance;

Initial skills in searching and analyzing information about the art of music;

Ability to listen to music;

The system of spiritual and moral values.

can be formed:

Perception of music as part of the general culture of the individual;

The need for independent musical and creative activity;

Adequate self-esteem;

A sense of responsibility for doing their part of the work in a group (vocal ensemble);

Positive educational and cognitive motivation for learning.

SUBJECT

Students will learn to:

Possess the basics of musical knowledge;

Possess initial singing skills and abilities;

Performing folk and composer songs expressively;

Distinguish between percussion, wind and stringed musical instruments;

Possess the initial skills of playing noise musical instruments;

Learn by ear the main part of musical compositions;

Express your attitude to music in words, plastics, gestures, facial expressions;

To link the artistic and figurative content of musical works with specific phenomena of the surrounding world;

Evaluate musical images of people and fairy-tale characters according to the criteria of beauty, kindness, justice, etc.

Coordinate movement and singing, reflecting the mood of the music

Emotionally respond to music of a different nature with the help of the simplest movements; plastic intonation;

Have the skills of "free conducting";

Understand the elements of musical literacy as a means of comprehending musical speech;

Emotionally and consciously relate to music of various directions: folklore, religious music, classical and modern;

To understand the content, intonational-figurative meaning of the simplest works (song, dance, march) and works of more complex genres (opera, ballet);

Express personal impressions of communication with music of different genres, styles, national and composing schools;

Improvise (speech, vocal, rhythmic, instrumental, plastic, artistic improvisation);

Analyze the content, form, musical language of different genres;

Use the means of musical expression in different types and forms of children's music making;

Know the leading performing musicians and performing groups;

Learn the creative style of Russian and foreign composers;

Learn music of various genres (simple and complex);

Understand the peculiarities of the interaction of music with other types of art (literature, fine arts, cinema, theater);

Personally evaluate the music played in the classroom and outside of school;

Acquire skills of artistic, musical and aesthetic self-education.

META-SUBJECT

Regulatory universal training activities

The student will learn:

Accept a learning problem;

Understand the position of the listener, including when perceiving the images of the heroes of musical fairy tales and musical sketches from the life of children;

Carry out initial control of his participation in interesting types of musical activities;

Adequately perceive the teacher's suggestions.

Accept a musical performance task;

Perceive the opinion (about the listened work) and suggestions (about the performance of music) of peers, parents;

Take the position of a music performer.

Cognitive Universal Learning Activities

The student will learn:

To navigate the information material of the textbook, to search for the necessary information (Music Dictionary);

Find different parts in a musical text;

Understand the content of the drawings and relate it to musical impressions;

Use picturesque and simple symbolic versions of a musical recording.

The student will have the opportunity to learn:

To correlate different works by mood, form, by some means of musical expression (tempo, dynamics);

Use rhythm cards;

Understand musical notation;

Build reasoning about the available visually perceived properties of music;

Correlate the content of the drawings with musical impressions.

Communicative Universal Learning Activities

The student will learn:

Perceive a piece of music and other people's opinions about music;

Take into account the mood of other people, their emotions from the perception of music;

Take part in group music-making, in collective performances;

Understand the importance of performing in groups (boys clap, girls stomp, teacher accompanies, children sing, etc.);

Control your actions in teamwork

The student will have the opportunity to learn:

Perform musical works with peers, while performing different functions;

Use simple speech means to convey your music experience;

Monitor the actions of other participants in the process of choral singing and other types of joint musical activities.

V STUDENT LEVEL REQUIREMENTS:

Mastering musical knowledge:

Master the basics of musical knowledge.

Possess initial, singing skills.

Perform expressively the folk and composer's songs included in the program.

Distinguish the types of musical instruments.

Possess the initial skills of playing noise musical instruments.

Learn by ear the main part of musical compositions, determine their names.

Be able to express in words your musical experience.

To be able to evaluate musical images of people and fairy-tale characters according to the criteria of beauty, kindness, justice.

Get initial knowledge in the field of musical notation.

To be able to respond to music with the help of the simplest movements and plastic intonation, dramatization of programmatic pieces.

Must solve educational and practical tasks:

Identify interest in listening to folk and classical music;

To gain experience in musical and performing culture (choral, ensemble and solo singing), as well as skills in playing musical and noise instruments;

Distinguish the nature of the music, its dynamic register, timbre, metro-rhythmic, intonational features;

Distinguish between music of different genres;

Distinguish musical instruments by name and performance.

To perceive musical works with a pronounced life content, to determine their character and mood;

To form the skill of expressing your attitude to music in words (emotional vocabulary), plasticity, as well as facial expressions;

To develop singing skills and abilities (coordination between hearing and voice, developing unison, cantilena, calm breathing), expressive performance of songs.

Based on the results of mastering the 1st grade program, students should

know / understand:

Distinctive features of musical and theatrical genres - opera and ballet;

Fundamentals of the theory of music and musical literacy: major and minor modes, melody, names of notes, tempos (fast-slow), dynamics (loud-quiet);

be able to:

Recognize some musical instruments by images (grand piano, piano, violin, flute, harp), as well as folk instruments (accordion, button accordion, balalaika)

Determine the nature and mood of the music, taking into account the terms and figurative definitions that are presented in the textbook of the 2nd grade;

Find the simplest associations between musical, pictorial and poetic works (common theme, mood);

To convey the mood of the music and its change: in singing (performing leqato, non leqato, correctly distributing the breath in a phrase, making a climax), musical-plastic movement, playing children's musical instruments;

Start and finish singing on time, be able to sing in phrases, listen to pauses. Pronounce words clearly and clearly when performing. Understand the conductor's gesture.

Perform vocal works with and without accompaniment.

Use the acquired knowledge and skills in practice and everyday life for:

Performing familiar songs;

Participation in group singing;

Playing music on children's musical instruments;

Transfer of musical impressions by plastic, pictorial means.

Studying musical art creatively, by the end of grade 1

students will learn:

Perceive music of various genres;

Aesthetically respond to art, expressing their attitude towards it in various types of musical creative activity;

Determine the types of music, compare musical images in the sound of various musical instruments, including modern electronic ones;

Communicate and to interact in the process of an ensemble, collective (choral and instrumental) the embodiment of various artistic images.

Demonstrate an understanding of the intonational-figurative nature of musical art, the relationship of expressiveness and figurativeness in music, the polysemy of musical speech in a situation of comparing works of different types of art;

Recognize the studied musical compositions, name their authors;

Perform musical works of certain forms and genres (singing, dramatization, musical-plastic movement, instrumental music-making, improvisation, etc.).

Assessment of the results of educational activities of students in the course "Music"

1 class

Grade musical and practical activity of 1st grade students in music lessons is only encouraging, stimulating. It should take into account the individual initial level of the general and musical development of the student, the intensity of the formation of musical and auditory ideas, practical skills and abilities, the accumulation of primary knowledge about music.

Thus, the assessment of the level of musical development of students, proposed below, is conditional:

Emotional responsiveness as an indicator of the development of interest, desire to listen to music;

The manifestation of any creative activity, independence;

The level of development of musical thinking (imagery, associativity);

Ability to apply “key knowledge” about music;

The level of performing culture (creativity, emotionality).

A music lesson requires a teacher of great creative potential, the ability to create conditions for the child's self-expression; by their own activity, emotional expressiveness to awaken interest, taste, need, ideas of beauty.

An indicator of the level of formation of the musical culture of schoolchildren can be the experience of perceiving music, the inner hearing of the masterpieces of the world musical art and a personally interested attitude to music in general and to individual favorite compositions of the past and present days.

Inclusion of the national-regional component in the content of the course "Music"

At present, a music teacher will not be able to fully develop the musical abilities of students outside of recourse to the best examples of national art. Replacing and expanding the music given in the program, it is important to acquaint students with the original folk music of professional and amateur components. Mastering the national musical material at school will contribute to expanding the musical horizons of students, the formation of a respectful attitude towards the music of other nations, and the identification of the processes of interconnections and interactions of cultures. In the process of music lessons, the student gets acquainted with the fact that there are numerous connections between folk and composer music, that the art of other countries and peoples influences the formation and development of national musical culture. The main task at this stage is to reveal to children the beauty of the music of different nations, to reveal the characteristic features of folk composer's works, to reveal the originality and commonality of musical cultures.

Thematic planning

section

Student activities

the date of the

Section 1:

« Music around us "-16 hours

Music and its role in human everyday life. Composer - performer - listener. Songs, dances and marches are the basis for the diverse life and musical experiences of children. Images of autumn nature in music. Music notation as a way of fixing musical speech. Elements of musical notation.

Intonation as a voiced state, expression of emotions and thoughts. Music in the celebration of the Nativity of Christ. Musical theater: ballet.

Approximate musical material

Nutcracker. Ballet (fragments). P. Tchaikovsky.

Children's album. P. Tchaikovsky.

October (Autumn Song). From the cycle "Seasons". P. Tchaikovsky.

Lullaby of the Volkhovs, Sadko's song "Play, my gosilki". From the opera "Sadko". N. Rimsky-Korsakov.

The third song by Lelya from the opera The Snow Maiden. N. Rimsky-Korsakov.

Guslyar Sadko. V. Kikta.

Frescoes of St. Sophia of Kiev. concert symphony for harp and orchestra (1st movement "Ornament"). V. Kikta

The star rolled. V. Kikta. words by V. Tatarinov.

Melody. From the opera Orpheus and Eurydice. K.-V. Glitch.

Joke. From suite No. 2 for orchestra. I.-S. Bach.

Autumn. From Musical illustrations to A. Pushkin's story "Snowstorm". G. Sviridov.

Shepherd's song. On a theme from the 5th movement of Symphony No. 6 ("Pastoral"). L. Beethoven, lyrics by K. Alemasova; Droplets V. Pavlenko. words by E. Bogdanova; The skvorushka says goodbye. T. Potapenko. the elephant M. Ivensen; Autumn, Russian folk song, etc.

Alphabet L. Ostrovsky, words 3. Petrova: Alphabet. R. Pauls, words by I. Reznik; Domisolka. O. Yudakhina. words by V. Klyuchnikov; Seven girlfriends.

Observe for music in a person's life.

Making a difference moods, feelings and character of a person expressed in music.

To manifest emotional responsiveness, personal attitude in the perception and performance of musical works. Dictionary of emotions.

To execute songs (solo, ensemble, chorus), play children's elementary musical instruments (and ensemble, in the orchestra).

Compare musical and speech intonations determine their similarities and differences.

Realize the first experiments in improvisation and composition and singing, playing, plastic.

Stage for school holidays musical images of songs, plays of program content, folk tales.

Participate in joint activities (in a group, in a pair) with the embodiment of various musical images.

Meet with elements of musical notation. Reveal the similarities and distinguish between musical and pictorial images.

Pick up poems and stories that match the mood of the pieces and songs.

Simulate in the schedule features of song, dance, march.

2.09.-30.12.

Section 2:

« Music and you "-17 hours

Music in the life of a child. Images of the native land. The role of the poet, artist, composer in depicting pictures of nature (words - colors - sounds). Images of defenders of the Fatherland inmusic. Musical congratulations. Musical instruments: lute, harpsichord, piano, guitar. Epics and tales about the impacting power of music.

Music in the circus. Musical theater: opera.Music in the movies. Musical performance poster,aboutgramconcert for parents

Approximate musical material.

Child album.Plays. P. Tchaikovsky.

Morning.From suite- Peer Gynt. E. Grieg.

Good afternoon.M. Dubravin. the elephant V. Suslov:Morning.A. Partskhaladze, words by Yu Polukhin:The sun.Georgian folk song, processed. L. Arakishvili.

NSacmopaeh.From musical illustrations to A. Pushkin's story "Snowstorm" by G.Sviridov: NaiglynxA. Schnittke:Morning in the forest.V. Salmanov.Good morning.From the cantata "Songs of the morning, spring and peace". D. Kabalevsky, words by Ts. Solodar.

Evening.FromSymphonies-actions "Chimes" (as read by V Shukshin) V. Gavrilin: Evening. From "Children's Music" S. Prokofiev.Evening.V. Salmanov.Evening fairy tale.A. Khachaturyan.

Minuet.B-A. Mozart.

ChatterboxS. Prokofiev, lyrics by A. Barto.

Baba Yaga.Children's folk game.

Everyone has their own musical instrument,Estonian folk song. Processing. X. Kyrvite. per. M. Ivensen.

Symphony № 2 ("Heroic").1 -th part (fragment). And Borodin.

Soldiers,bravs guys,Russian folk song;A song about a little trumpet.S. Nikitin, words by S. Krylov:Taught by SuvorovA. Novikov, words by M. Levashov.

Bagpipes.AND.-WITH. BOh.

Lullaby.M. Kazhlaev;Lullaby.Gene. Gladkov.

Goldfish.From the ballet The Little Humpbacked Horse R. Shchedrin.

Cuckoo.K. Daken.

Thanks.I. Arseev, lyrics3. Petrova;Celebration of grandmothers and mothers.M. Slavkin, lyrics by E. Karganova.

Weekend march; Lullaby(the elephant V. Lebedev - Kumach). From the music to the film "Circus". I. Dunaevsky:.

Clowns.D. Kabalevsky.

Seven kids.The final chorus from the opera "The Wolf and the Seven Kids". M. Koval, lyrics by E. Manucharova.

Final chorus.From the opera The Fly-Tsokotukha. M. Krasev. words by K. Chukovsky

Kind elephants.A... Zhurbin, words by V. Shlensky;We ride ponies.G. Krylov, words by M. Sadovsky;Elephant and violin.V. Kikta, the elephant V. Tatarinov: Bells. American folk song, Russian text by Y. Khazanov;Where are you from, music?Ya. Dubravin, words by V. Suslov.

The Bremen Town Musicians.From Musical Fantasy on the theme of fairy tales by the Brothers Grimm. Gene. Gladkov, words by Yu. Entin.

Compare musical works of different genres.

To execute musical compositions of various nature.

Compare speech and musical intonations,elicit their belonging to various genres of folk and professional music.

Improvise (vocal, instrumental, dance improvisation) in the nature of the main genres of music.

Learn and perform samples of musical and poetic creativity (tongue twisters, round dances, games, poetry).

Play a trick folk songs, participate in collective dramatization games.

Pick up images of familiar musical instruments to the corresponding music

Incarnate in the drawings, the images of the beloved heroes of musical works andrepresent them at exhibitions of children's creativity.

Stage songs, dances, marches from children's operas and from film music and demonstrate them at concerts for parents, school holidays, etc.

Make up poster and program of a concert, musical performance, school holiday.

Participate in the preparation and conduct of the final concert lesson.

13.01.-19.05.

Total

33 hours

Calendar and thematic planning

in music grade 1

Adjusted

Typed date of the lesson

Music around us – 16 hours

And the eternal muse is with me!

page 8-9

Understand : rules of conduct in a music lesson. Singing rules. The meaning of the concepts "Composer - performer - listener", muse. Determine the mood of the music, observe the singing attitude. Have initial singing skills. Participate in group singing. Emotionally respond to a piece of music and express your impression in singing, acting or playing.

2.09.

Round dance of muses.

pp. 10-11

Learn by ear the main part of music. Convey the mood of the music in singing. Select individual features of an object and combine them on a common basis.

9.09.

Music is heard everywhere.

pp. 12-13

Determine the character, mood, genre basis of song-songs. Take part in elementary improvisation and performing activities.

16.09.

The soul of music is melody.

pp. 14-15

Identify characteristic features of genres: song, dance, march. To respond to the character of music with plastic hands, rhythmic claps. To define and compare the character, mood in musical works.

23.09.

Autumn music.

pp. 16-17

Volitional self-regulation, control in the form of comparing the mode of action and its result with a given standard

30.09.

Compose a melody.

pp. 18-19

Own the elements of the algorithm for composing a melody. Exercise on your own.

Show a personal attitude in the perception of musical works, emotional responsiveness.

7.10

ABC, ABC everyone needs ... Music ABC.

pp. 20-23

Recognize the studied works. Participate in the collective performance of the rhythm, the depiction of the pitch of the melody with the movement of the hands. Correctly convey the melody of the song.

21.10.

Musical instruments (pipe, horn, harp, pipe)

pp. 24-25

Compare the sound of folk and professional instruments. Select individual features of an object and combine them on a common basis. To convey the mood of music in plastic movement, singing. Provide definitions of the general nature of music.

28.10.

Perform familiar songs.

4.11.

"Sadko" (from a Russian epic tale).

pp. 26-27

Listen attentively musical fragments and find the characteristic features of music in the sounded literary fragments.

Determine the sound of folk instruments by ear.

11.11.

Musical instruments (flute, harp).

pp. 28-29

Recognize wind and string instruments.

To isolate and show (imitation of the game) during the sound of folk instruments.

Perform vocal works without musical accompaniment.

Find similarities and differences in the instruments of different peoples.

18.11.

Sounding pictures.

pp. 30-31

Musical instruments. Folk and professional music.

Recognize musical instruments by images.

Participate in collective singing, start and end singing on time, listen to pauses, understand conductor's gestures.

2 .12.

Play out the song.

pp. 32-33

Plan your activities, expressively perform a song and draw up a performing plan for a vocal composition based on the storyline of the poetic text.

Find the desired sound character.

Improvise "musical conversations" of various kinds.

9.12.

Christmas has come, the celebration begins.

pp. 34-35

Observe when singing singing installation, sing expressively, hear yourself and your comrades.

Time to start and end singing.

Understand conductor's gestures.

16.12.

Native custom of antiquity. Good holiday in the middle of winter.

pp. 36-37

Recognize mastered pieces of music.

Provide definitions of the general nature of music.

Take part in games, dances, songs.

23.12.

Music around us (generalization).

pp. 38-41

Express your attitude to various musical compositions, phenomena.

Create your own interpretations.

Perform familiar songs.

30.12.

Music and you - 17 hours

1(17)

The land in which you live.

pp. 42-43

Express what feelings arise, when you sing songs about Homeland.

Distinguish expressive possibilities - violins.

13.01.

2(18)

Poet, artist, composer.

pp. 44-45

Provide definitions of the general nature of music.

Rhythmic and intonation accuracy during the introduction to the song.

20.01.

3(19)

Music of the morning. Music of the evening.

pp. 46-49

According to the sounded fragment define a piece of music, imbued with a sense of empathy for nature.

Find the right words to convey the mood. Be able to compare, compare, different genres of music.

27.01.

4(20)

Musical portraits.

pp. 50-51

Listen to the musical fabric of the piece.

Determine the character and mood of the music by ear.

Connect the auditory experience of children with the visual experience.

3.02.

5(21)

Play out a fairy tale (Baba Yaga. Russian fairy tale).

pp. 52-53

Highlight characteristic intonation musical features of a musical composition: pictorial and expressive.

10.02.

6(22)

Everyone has their own musical instrument.

pp. 54-55

Highlight characteristic

17.02.

7(23)

The muses were not silent.

pp. 56-57

Define the character of the music and convey its mood.

Describe the image of Russian soldiers.

Empathize with the musical image, listen carefully.

3.03.

8(24)

Musical instruments.

pp. 58-63

Compare the sound of musical instruments.

Recognize musical instruments by their appearance and sound.

To depict playing musical instruments with imitative movements.

10.03.

9(25)

Mother's holiday.

pp. 60-61

To convey emotionally during the choral performance songs of different nature, to improvise.

17.03.

10(26)

A wonderful lute (based on an Algerian tale).

pp. 64-65

Reflect on the possibilities of music in the transmission of feelings, thoughts of a person, the power of its impact.

Summarize the characteristics of musical works.

Perceive artistic images of classical music.

Expand words knowledge.

To convey the mood of music in plastic movement, singing.

24 .03.

11(27)

Sounding pictures. Generalization of the material.

pp. 66-67

31.03.

12(28)

Music in the circus.

Pages 68-69

Recognize the studied musical works and name the names of their authors;

To convey the mood of music and its change: in singing, musical-plastic movement.

14.04.

13(29)

The house that sounds.

pp. 70-71

Listen to the sounding music and determine the nature of the work.

Highlight characteristic intonation musical features of a musical composition.

Emotionally respond to a piece of music and express your impression in singing, playing or plastic.

21.04.

14(30)

Opera fairy tale.

pp. 72-73

Name the work you like, giving its characteristics.

Be able to compare, compare, different genres of music.

28.04.

15(31)

There is nothing better in the world ...

pp. 74-75

Through various forms of activity, systematize the vocabulary of children.

5.05.

16(32)

Poster. Program. Your musical vocabulary.

pp. 76-77

To compose a poster and program of a concert, a musical performance, a school holiday

12.05.

17(33)

Music and you. Generalization of the material.

pp. 78-79

Express your own attitude to various musical phenomena, compositions.

Create your own performing interpretations.

19.05.

Total 33 hours

Educational and methodological support

For the teacher:

1.Kritskaya E.D. Music. Grade 1: textbook. for general education. institutions / E.D. Cretan, G.P. Sergeeva, T.S. Shmagin. - M.: Education, 2015

2.Music. Reader of musical material. Grade 1: teacher's guide / comp. E. D. Cretan. - M.: Education, 2011

For students:

Crete E. D. Music. Grade 1: textbook. for general education. institutions / E.D. Cretan, G.P. Sergeeva, T.S. Shmagin. - M.: Education, 2015

Agreed Agreed Head of the school of primary teachers Deputy director for OIA of classes and educators of the GPA ___________ T.G. Moshnenko

______________ / E. N. Bondina /

Protocol No. from 2016 "____" ____________ 2016

Candidate of Pedagogical Sciences, Associate Professor, Head of the Laboratory of Musical Art of the Institute of Art Education of the Russian Academy of Education, Deputy. editor-in-chief of the magazine "Art in School", member of the Council for Music and Aesthetic Education of the Russian Academy of Education.

Work experience in the education system for about 50 years (since 1961). She worked as a music teacher in secondary schools in Moscow, since 1971 - a methodologist and head (since 1972) of the singing and music room of the Moscow Institute for Teachers' Improvement, since 1975 - a senior researcher in the laboratory of musical education at the Research Institute of Schools of the Ministry of Education of the RSFSR, where, under the leadership of D. B. Kabalevsky by the development of a new program and its implementation through advanced training courses for teachers in Russia at the Central Institute for the Improvement of Teachers, as well as in IUU in the years. Votkinsk (Udmurtia), Samara. Krasnodar and on courses in the process of holding International conferences (Vladimir, Chelyabinsk, Sumy, Baku, etc.)

Since 1989, she moved to work at the Institute of Art Education of the Academy of Pedagogical Sciences (now the Institute of Art Education of the Russian Academy of Education) as a senior researcher, since 2000 - head. laboratory of musical art.

Under the guidance of E.D. Kritskaya, dissertations for the degree of candidate of pedagogical sciences were defended by 4 post-graduate students and applicants for the Institute of Chemistry of the Russian Academy of Education.

The results of the research work of E.D. Kritskaya, related to the problems of the development of musical perception of children on an intonation basis, intonation and style comprehension of music, the formation of musical and auditory experience of schoolchildren, are reflected in articles and scientific, methodological and teaching aids ("Theory and methodology of children's music education ", 1999," Music education at school ", 2001;" Music education ", M.2014). 1994-1996 participated in the development of the State educational standards of the first generation, in the 2000s. - in the development of the FSES of general education of the second generation.

Since 1998, work has begun on the creation of educational and methodological kits for music. In co-authorship (Sergeeva G.P., T.S. They include a textbook, a work / creative notebook, phono-chrestomathy (on CD), music reader, methodological aids "Music Lessons" - grades 1-4, grades 5-6, grade 7). In addition, a textbook, phono-chrestomatics and a methodological manual on the subject "Art" have been developed and published. Grades 8-9 (co-authored with I.E. Kashekova and G.P. Sergeeva). Textbooks are presented in the Federal List of the Ministry of Education and Science. Currently, many schools in Russia are engaged in educational and methodological kits.

Has more than 100 publications on the problems of mass music education, among which are author's programs ("Music", "Art"), textbooks, work / creative notebooks for secondary schools, teaching aids for teachers: lesson developments, music collections, phono-chrestomatics of musical material,

Crete E. D. is a representative of the scientific school of D.B. Kabalevsky, develops the ideas of his musical and pedagogical concept. With her active participation, international scientific and practical conferences dedicated to the 90th, 95th, 100th and 110th anniversary of the birth of D.B. Kabalevsky, based on the results of which collections of materials were published (he is the compiler and scientific editor of the articles of its participants). The last of them "Music Education in the Contemporary Cultural Space" was published in 2015.

Awarded with diplomas of the Ministry of Education of the RSFSR; International Society for Musical Education of Children ISME (2004), President of the Russian Academy of Education (2009) and many others. others. "Excellence in Public Education" (1979), "Excellence in Education of the USSR" (1982), medal "In Commemoration of the 850th Anniversary of Moscow" (1997), has the title of "Veteran of Labor" (2000).

Explanatory note

The curriculum on the subject "Music" for grades 1-4 of a four-year elementary school of general education institutions is compiled in accordance with the main provisions of the artistic and pedagogical concept of D. B. Kabalevsky and "Model curricula for primary general education." This program reflects the changed socio-cultural conditions of the activity of modern educational institutions, the needs of music teachers in updating the content and new technologies of mass music education.

The goal of mass music education and

modern society in the development of the spiritual potential of the younger generation.

1 The "Music" program for grades 1-4 of a four-year elementary school is provided with educational and methodological kits (authors: E. D. Kritskaya, G. P. Sergeeva, T. S. Shmagina)

for each class. Educational and methodological kits include a textbook, a workbook, a reader of musical material and a phono-chrestomy of musical material for each class, as well as guidelines for working with teaching materials for primary school (Moscow: Education, 1998-2001).

The tasks of music education for junior schoolchildren are formulated on the basis of the target setting:

- fostering interest and love for the art of music, artistic taste, a sense of music as the basis of musical literacy;

- development of an active, deeply felt and conscious perception by schoolchildren of the best examples of world musical culture of the past and present and the accumulation of a thesaurus - intonation on its basis a figurative vocabulary, a baggage of musical impressions, initial knowledge of music, experience of playing music, choral performance, which are necessary to orient a child in the complex world of musical art.

Contents of the program is based on the artistic-figurative, moral and aesthetic comprehension of the basic strata of the world musical art by younger schoolchildren: folklore, sacred music, works of classical composers (“golden fund”), works of contemporary composers. The priority in this program is the introduction of the child into the world of music through intonation, those we and the images of Russian musical culture - "from the native threshold", in the words of the national artist of Russia BM Nemensky. At the same time, works of Russian musical art are considered in the context of world artistic culture.

Mastering the samples of musical folklore as syncretic art of different peoples of the world (which reflects the facts of history, a person's attitude to his native land, its nature, human labor) involves the study of the main genres of folklore compositions, folk rituals, customs and traditions, oral and written forms of existence of music as the sources of creativity of classical composers. The inclusion of works of spiritual music in the program is based on a culturological approach, which

which enables students to master spiritual and moral values ​​as an integral part of world musical culture.

The program is aimed at comprehending the patterns of the emergence and development of musical art in its connections with life, the variety of forms of its manifestation and existence in the surrounding world, the specifics of the impact on the human spiritual world on the basis of penetration into the intonational-temporal nature of music, its genre stylistic features. Through the experience of communicating with music as “the art of intonated meaning” (BV Asafiev), with a specific piece of music, children develop an experience of creative activity and an emotional-value relationship to music and life; mastering the main spheres of musical art, types of musical activity (performance, composition, listening), intonation as a carrier of the figurative meaning of a musical work; principles for the development of music (repetition, variability, contrast), features of the form of musical compositions (one-part, two-part, three-part, couplet, rondo, variations), genres of music (song, dance, march, suite, opera, ba years, symphony, instrumental concert, cantata, sonata, operetta, musical, etc.), the main means of musical expression and their originality, the specifics of their refraction in the composer's musical speech in a particular work.

The criteria for the selection of musical material for this program are borrowed from the concept of D. B. Ka

grams are: passion; the trinity of the activities of the composer - performer - listener; "Identity and contrast"; intonation; reliance on Russian musical culture.

The principle of enthusiasm, according to which the emotional perception of music is the basis of musical lessons, presupposes the development of a child's personal attitude to the phenomena of musical art, his active involvement in the process of artistic-figurative music-making and creative expression itself.

The principle of the trinity of the activities of the composer - performer - listener orients the teacher to the development of musical thinking of students in all forms of communication with music. It is important that, in the knowledge of students, the perception of music is always associated with the idea of ​​who and how composed it, who and how performed it; equally, the performance of music should always be associated with its conscious perception and understanding of how they themselves performed it.

The principle of "identity and contrast" is realized in the process of identifying intonation, genre, stylistic connections of musical works and mastering the musical language. This principle is most important not only for the development of the musical culture of students, but also for their entire culture of perception of life and awareness of their life impressions.

Intonation acts as a leading principle that regulates the development of the musical culture of schoolchildren and merges the specifically musical with the general spiritual. A piece of music opens up before the child as a process of the formation of artistic meaning through various forms of the embodiment of the artistic image (literary, musical-auditory, visual) based on the identification of vital connections of music.

Mastering the musical material included in the program from these positions forms the musical culture of junior schoolchildren, fosters their musical taste, the need to communicate with highly

natural music in modern conditions of widespread dissemination of samples of pop culture in the media.

Musical activities at the music lessons according to this program are varied and are aimed at the implementation of the principles of developmental learning (D. B. Elkonin - V. V. Davydov) in mass music education and upbringing. Comprehension of the same piece of music implies different forms of communication between the child and the music. The scope of the performing activity of students includes: choral and ensemble singing; plastic intonation and musical rhythmic movement; playing musical instruments; staging (acting out) songs, stories of fairy tales, musical pieces of a program nature; mastering the elements of musical literacy as a means of fixing musical speech.

In addition, children show their creativity in thinking about music, improvisations (speech, vocal, rhythmic, plastic), in drawings on the themes of their favorite pieces of music, costumes and scenery sketches for operas, ballets, musical performances, in drawing up artistic collages, poetry diaries, concert programs, the selection of musical "collections" in the home library, in the "creation" of cartoon films dubbed with familiar music, small literary compositions about music, musicians, musical instruments, etc.

The music lesson in this program is interpreted as an art lesson, the moral and aesthetic core of which is the artistic and pedagogical idea. It reveals the most significant for the formation of a child's personal qualities "eternal themes" of art: good and evil, love and hate, life and death, motherhood, defense of the Fatherland, etc., captured in artistic images. Artistic

The military-pedagogical idea allows the teacher and the child to comprehend music through the schism of universal values, to constantly search for answers to the question: what is truth, goodness and beauty in the world around us?

Music education and upbringing methods junior schoolchildren reflect the purpose, objectives and content of this program:

artistic method, moral and aesthetic knowledge of music;

method of intonational and stylistic comprehension of music;

method of emotional playwright;

method of concentric organization of musical material;

the method of “running ahead and returning to the past” (perspectives and retrospectives in learning);

method of creating "compositions" (% form of dialogue, musical ensembles, etc.);

method of play;

method of artistic context (going beyond music).

Program structure make up sections in which the main content lines are indicated, musical works are indicated. The titles of the sections are an expression of the artistic and pedagogical idea of ​​a block of lessons, a quarter, a year. Classes in the 1st grade are of a propaedeutic, introductory nature and involve the acquaintance of children with music in a wide life context. There are two sections in the program of this class: "Music around us" and "Music and you". The curriculum for grades 2-4 has seven sections: “Russia is my Motherland”, “A day full of events”, “To sing about Russia - what to strive for in * ram”, “Burn, burn clearly, so that it does not go out!”, “In musical theater "," In a concert hall "and" To be a musician, you need skill ... ".

A distinctive feature of this program and the entire teaching materials in general is the coverage of a wide cultural

an intellectual space, which implies constant going beyond the framework of musical art and the inclusion of information from history, works of literature (poetic and prosaic) and visual arts into the context of music lessons. The visual range serves as an emotional and aesthetic background that enhances children's understanding of the content of a musical work. The basis for the development of children's musical thinking is the ambiguity of their perception, the multiplicity of individual interpretations, various options for “hearing”, “seeing” specific musical compositions, reflected, for example, in drawings that are similar in their figurative essence to musical compositions. All this contributes to the development of associative thinking of children, their “inner hearing” and “inner vision”.

In textbooks and workbooks, problematic questions and assignments direct students to independent work in the classroom and at home, performing songs and the main themes of compositions of large genres, conducting, musical games, etc.

Basic concepts and musical terms (general and private) are introduced on the pages of textbooks and notebooks, gradually students begin to master them and use them in their musical activities.

This program does not imply a strictly regulated, prescription division of musical material into academic topics and lessons. Creative planning of artistic material within a lesson, its distribution within a quarter, an academic year, depending on the teacher's interpretation of a particular artistic and pedagogical idea, the characteristics and level of musical development of students in each particular class will contribute to the variability of music lessons. The creative approach of a music teacher to this program is the key to the success of his musical and pedagogical activity.

CLASS 1 (30 h)

Section 1. "Music around us"

Music and its role in human everyday life. Songs, dances and marches are the basis for the diverse life and musical experiences of children. Musical instruments.

The Nutcracker, excerpts from the ballet. P. Tchaikovsky.

Plays from the "Children's Album". P. Tchaikovsky. "October" ("Autumn Song") from the cycle "Times

of the year". P. Tchaikovsky.

"Lullaby of the Volkhovs", Song of Sadko ("Play those, my gosilki") from the opera "Sadko". N. RimskyKorsakov.

	"Peter and the Wolf", fragments from a symphonic tale
Ki. S. Prokofiev.
	The third song of Lelya			"Snow Maiden".
	Rimsky-Korsakov.
	"Guslyar Sadko". V. pict.
	"Frescoes of St. Sophia of Kiev", a fragment of the first part from
Concert symphony				with an orchestra.

V. Kikta.

"The star has rolled." V. Kikta, words Tatarinov.

"Melody" from the opera "Orpheus and Eurydice".

K. V. Gluck.

"Joke" from Suite No. 2 for orchestra. J.S.Bach. "Autumn" from musical illustrations for the story

A. Pushkin's "Snowstorm". G. Sviridov.

"Shepherd's Song" on a theme from the V part of the Symphony

№ 6 ("Pastoral"). L. Beethoven, words by K. Alema-

"Droplets". V. Pavlenko, lyrics by E. Bogdanova. 189

Skvorushka		says goodbye. "	T. Popatenko, lyrics
M. Ivensen;	"Autumn", Russian folk song.
"ABC". A. Ostrovsky, lyrics by 3. Petrova; “Al
favit ". R. Pauls,		words by I. Reznik;		Domisolka.
O. Yudakhina,	words by V. Klyuchnikov; "Seven Girlfriends".
B. Drotsevich,	words by V. Sergeev;		"Song of the School".
D. Kabalevsky, lyrics by V. Viktorov

"Dudochka", Russian folk song; "Dudochka", Belarusian folk song; The Shepherd's, a French folk song; "Kamyshinka-dud point" .V. Poplyanov, words by V. Tatarinov; "Merry Shepherd", Finnish folk song, Russian text Guryana.

"Why does the bear sleep in winter." L. Knipper, words by A. Kovalenkov; "Winter's Tale". Poems and music C. Krylov. Christmas carols and Christmas songs of the peoples of the world.

Section 2. "Music and You"

Music in the life of a child. The originality of a piece of music in the expression of the feelings of a person and the world around him. Intonationally meaningful reproduction of various musical images. Musical instruments.

Plays from the "Children's Album". P. Tchaikovsky. "Morning" from the suite "Peer Gynt" .E. Grieg.

"Good day". I am Dubravin, words by V. Suslova. Morning". A.Partskhaladze, words by Yu. Polukhina.

"Sun", Georgian folk song, arrangement

D. Arakishvili.

"Pastoral" from the Suite in the old style.

A. Schnittke.

"Tune". A. Schnittke.

"Morning". E. Denisov.

"Good morning" from the cantata "Songs of the morning, spring and peace". D. Kabalevsky, Slovak Solodar.

"Minuet". L. Mozart.

"Chatterbox". S. Prokofiev, lyrics by A. Barto? "Baba Yaga". Children's folk games ^.

“Everyone Has His Own Musical Instrument”, Estonian folk song. Processing by X. Kyrvite, ne

"Soldiers, Brava Children", Russian folk song.

"Song of the Little Trumpet". S. Nikitin, lyrics

S. Krylova.

"Suvorov taught." A. Novikov, words ^ M. Levashov. "Bagpipe". S. Bach.

"Lullaby". M. Kazhlaev; "Lullaby".

G. Gladkov.

"Goldfish" from the ballet "K<шек-Горбунок».

R. Shchedrin.

I. Dunaevsky.

"Clowns". D. Kabalevsky.

"Seven Kids", the final chorus from the opera "The Wolf and the Seven Kids". M. Koval, words by E. Manucha-

191 Final chorus from the opera "Mukha-Tsokotukha".

M. Krasev, words by K. Chukovsky.

"Kind Elephants". A. Zhurbin, words by V. Shlensky.

"We ride ponies." G. Krylov, words by M. Sadovsky.

"The Elephant and the Violin". V. Kikta, words Tatarinov.

"Bells", American folk song, Russian text by Yu. Khazanov.

"Where are you from, music?" J. Dubravin, words by V. Sus lova.

"The Bremen Town Musicians". From a musical fantasia on the theme of the fairy tales of the Brothers Grimm. G. Gladkov,

poems by Yu. Entin.

CLASS 2 (34 h)

Musical images of the native land. Songwriting as a distinctive feature of Russian music. Song. Melody and accompaniment. Melody.

"Dawn on the Moscow River", introduction to the opera "Khovanshchina". M. Mussorgsky.

The world of a child in musical intonations, images. Children's plays by P. Tchaikovsky and S. Prokofiev. Musical instrument: piano.

Plays from the "Children's Album". P. Tchaikovsky. Pieces from "Children's Music". S. Prokofiev. "Walk" from the suite "Pictures at an Exhibition".

M. Mussorgsky.

"Let's start the dance." S. Sosnin, words Sinyavsky.

"Sleepy Song". R. Pauls, words Lasmanis. "Tired toys are sleeping". A. Ostrovsky, lyrics

3. Petrova.

"Ai-ya, zhu-zhu", a Latvian folk song. "Lullaby of the Bear" .E. Winged, words

Yu. Yakovleva.

Bell ringing of Russia. The Holy Lands of Russia. Holidays of the Orthodox Church: Christmas. Prayer. Chorale.

The Great Bell Ringing from the opera Boris Go dunov. M. Mussorgsky.

Cantata "Alexander Nevsky", fragments: "Song of Alexander Nevsky", "Get up, Russian people!" S. Prokofiev.

Folk chants about Sergius of Radonezh. Morning Prayer, In Church. P. Tchaikovsky. "Evening Song" .A. Tom, words by K. Ushinsky. Folk Slavic chants: "Good to you

evening ”,“ Christmas miracle ”.

"Christmas Song". Words and music by P. Si Nyavsky.

Motive, hum, tune. Orchestra of Russian folk instruments. Variations in Russian Folk Music. Music in folk style. Rites and holidays of the Russian people: farewell to winter, meeting of spring. Experiences in composing melodies on the texts of folk songs, chants, nursery rhymes.

Dance tunes: "The month is shining", "Kamarinskaya".

"Tune". A. Schnittke.

Russian folk songs: "Red girls came out", "Boyars, and we came to you."

"A month passes over the meadows." S. Prokofiev. "Kamarinskaya" .P. Tchaikovsky. "Jokes" .V. Komrakov, folk words.

Pancake week. Shrovetide songs.

Spring meeting. Songs-chants, games, round dances.

Opera and ballet. Song, dance, marching in opera and ballet. Symphony Orchestra. The role of the conductor, director, artist in the creation of a musical performance. Themes are the characteristics of the characters. Children's musical theater.

"The Wolf and the Seven Kids", fragments from a children's fairy tale opera. M. Koval.

"Cinderella", fragments from the ballet. S. Prokofiev. "March" from the opera "The Love for Three Oranges".

S. Prokofiev.

"March" from the ballet "The Nutcracker". P. Tchaikovsky. "Ruslan and Lyudmila", fragments from the opera.

M. Glinka.

"Song-dispute". G. Gladkov, words by V. Lugovoy.

Section 6. "In the concert hall"

Musical portraits and images in symphonic and piano music. The development of music. Interaction of themes. Contrast. The timbres of instruments and groups of instruments of a symphony orchestra. Steam title.

Symphonic tale "Peter and the Wolf". S. Prokofiev.

Pictures at an Exhibition. Pieces from the piano suite. M. Mussorgsky.

Symphony N ° 40, exposition of the first movement. W.A. Mozart.

Overture to the opera The Marriage of Figaro. W.A. Mozart. Overture to the opera Ruslan and Lyudmila. M. Glinka. "Song of Pictures" .G. Gladkov, words by Yu. Entina.

Composer - performer - listener. Musical speech and musical language. Expressiveness and depiction of music. Music genres. International competitions.

"Bagpipes", "Minuet" from "Notebook * by Anna Magdalena Bach", "Minuet" from suite No. 2, "Toccata" in D minor for organ, "Aria" from suite No. 3, song "Beyond the river the old house", Russian text by D. Tonsky.

J.S.Bach.

"Spring". W.A. Mozart, lyrics by Overbeck, translation

T. Sikorskoy.

"Lullaby". B. Flees - V. A, Mozart, Russian text by S. Sviridenko.

"Passing", "Skylark". M. Glinka, lyrics

N. Puppeteer.

"Song of the Lark". P. Tchaikovsky.

Concerto for piano and orchestra No. 1, fragments of the first movement. P. Tchaikovsky.

"Troika", "Spring. Autumn ”from musical illusions to the story“ Snowstorm ”by A. Pushkin. G. Sviridov

"Cavalry", "Clowns", "Carousel". D. Kabalevsky.

"Musician". E. Zaritskaya, Slovak Orlova. "May there always be sunshine." A. Ostrovsky, lyrics

L, Oshanina.

"Big round dance". B. Savelyev, lyrics Lena Zhigalkinoi and A. Khaita.

CLASS 3 (34 h)

Section 1. "Russia is my Motherland"

Melody is the soul of music. Song of the music of Russian composers. Lyrical images in romances and paintings by Russian composers and artists. Inverse

Threat of the Motherland, defenders of the Fatherland in various genres of music.

Symphony No. 4, the main melody of the II movement. P. Chai Kovsky.

"Lark". M. Glinka, lyrics by N. Kukolnik.

"I bless you forests." P. Tchaikovsky, lyrics

A. Tolstoy.

"The singing is louder than a lark." N. Rimsky-Korsakov,

words by A. Tolstoy.

"Romance" from musical illustrations for A. Pushkin's story "Snowstorm". G. Sviridov.

Vivatny edges: "Rejoice, Rossko land", "Russian Oryol".

Russian folk songs: "Our children were glorious", "Let's remember, brothers, Russia and glory!"

S. Prokofiev.

Section 2. "A day full of events"

Expressiveness and imagery in music of different genres and styles. Portrait in music.

"Lullaby". P. Tchaikovsky, lyrics by A. Maykov. "Morning" from the suite "Peer Gynt" .E. Grieg.

"Sunset". E. Grieg, lyrics by A. Munch, translation

S. Sviridenko.

"Evening Song". M. Mussorgsky, lyrics by A. Plescheev.

"Chatterbox". S. Prokofiev, lyrics by A. Barto. "Cinderella", fragments from the ballet. S. Prokofiev. Juliet Girl from the ballet Romeo and Juliet

that ". S. Prokofiev.

"With a nanny", "With a doll" from the cycle "Children's". Words and music by M. Musorgsky.

"Walk", "Tuileries Garden" from the suite "Pictures at an Exhibition". M. Mussorgsky.

Plays from the "Children's Album". P. Tchaikovsky.

Section 3. "Singing About Russia - What to Strive for in the Temple"

The oldest song of motherhood. The image of the mother in music, poetry, fine arts. The image of the holiday in art. Palm Sunday. Holy Lands of Russia.

“Virgin Mary, Rejoice”, No. 6 from “Vespers”. S. Rachmaninoff. +

Troparion to the Icon of the Vladimir Mother of God. "Ave Maria". F. Schubert, words by V. Scott, ne

revised by A. Plescheev.

Prelude No. 1 (C major) from Volume I of "The Well-Tempered Clavier". J.S.Bach.

"Mom" from the vocal-instrumental cycle "Earth" .V. Gavrilin, words by V. Shulgina.

"Hosanna", chorus from the rock opera "Jesus Christ - Superstar". Webber.

Verbochki. A. Grechaninov, verses by A. Blok. Verbochki. P. Glier, poems by A. Blok. Exaltation to Prince Vladimir and Princess Olga.

"The Ballad of Prince Vladimir". Verses by A. Tolstoy.

Section 4. "Burn, burn clearly, so that it does not go out!"

The genre of the epic. Singers-guslars. Images of epic storytellers, folk traditions and rituals in the music of Russian composers.

"Epic about Dobryna Nikitich". Treatment

N. Rimsky-Korsakov.

"Sadko and the Sea King". Russian epic (Pechor

sky old times).

Bayan's songs from the opera Ruslan and Lyudmila.

M. Glinka.

Songs of Sadko, chorus "Whether Height, Height" from the opera "Sadko". N. Rimsky-Korsakov.

"The third song of Lelya", "Seeing off Maslenitsa", the chorus from the prologue to the opera "The Snow Maiden". N. Rimsky-Korsakov.

Vesnyanka. Russian, Ukrainian folk songs. 197

J. Dubravin, lyrics 199

Section 5. "In musical theater"

Musical themes - characteristics of the main characters. Intonation-figurative development in opera and ballet. Contrast. Musical as a genre of "light" music: features of content, musical language, performance.

"Ruslan and Lyudmila", fragments from the opera

M. Glinka.

Orpheus and Eurydice, excerpts from the opera.

K. V. Gluck.

The Snow Maiden, excerpts from the opera. N. RimskyKorsakov.

"The ocean is blue", an introduction to the opera "Garden of Ko", if. Rimsky-Korsakov.

The Sleeping Beauty, excerpts from the ballet.

P. Tchaikovsky.

The Sound of Music ", a fragment from the musical R. Rod Gers, Russian text Zeitlina.

The wolf and the seven kids in a new way ”, a fragment from the musical. A. Rybnikov, screenplay Entina.

Section 6. "In the concert hall"

Instrumental concert genre. Mastery of composers and performers. Expressive possibilities of flute, violin. Outstanding violin makers and performers. Contrasting images of syuta, symphony. Musical form (three-part, variation). The variety of themes, plots and images of Beethoven's music.

Concerto No. 1 for piano and orchestra, fragment of the III movement. P. Tchaikovsky.

Joke "from Suite No. 2 for orchestra. J.S.Bach.

Melody "from the opera Orpheus and Eurydice".

K. V. Gluck.

Melody". L. Tchaikovsky.

Caprice No. 24 ". N. Paganini.

Peer Gynt ”, excerpts from suites. E. Grieg.

Symphony No. 3 (Heroic), fragments.

L. Beethoven.

Sonata No. 14 (Moonlight), fragment of the first movement. L. Beth

Contdance ", To Eliza", Veselo. Sad".

L. Beethoven.

Marmot". L. Beethoven, Russian text by N. Raisky.

The Magic Bow, a Norwegian folk song. "Violin". R. Boyko, words by I. Mikhailov.

Section 7. "To be a musician, you need skill ..."

The role of the composer, performer, listener in the creation and existence of musical compositions. The similarity and difference of musical speech of different composers. Jazz is the music of the 20th century. Features of rhythm and melody. Improvisation. Famous jazz musicians-performers. Music is a source of inspiration and joy.

"Melody". P. Tchaikovsky.

"Morning" from the suite "Peer Gynt". E. Grieg.

"Procession of the Sun" from the suite "Ala and Lolly".

S. Prokofiev.

"Spring. Autumn ”,“ Troika ”from musical illustrations for A. Pushkin's story“ Snowstorm ”. G. Sviridov.

"It's Snowing" from "Little Cantata". G. Sviridov,

poems by B. Pasternak.

"Zapevka". G. Sviridov, poems by I. Severyanin.

"Glory to the sun, glory to the world!" Canon. W.A. Mozart. Symphony N ° 40, fragment of the finale. A. Mozart. Symphony No. 9, fragment of the finale. L. Beethoven.

We are friends with music. " I. Haydn, Russian text

P. Sinyavsky.

Wonderful music ". D. Kabalevsky, lyrics by 3 Alec

sandrova.

Music lives everywhere ”.

V. Suslov.

Musicians, German folk song. "Tuning Fork", a Norwegian folk song.

"Sharp rhythm". J. Gershwin, words of AGershwin,

Russian text by V. Strukov.

Clara's Lullaby from the opera Porgy and Bess.

J. Gershwin.

4 CLASS (34 h)

Section 1. "Russia is my Motherland"

The commonality of the intonations of folk music and the music of Russian composers. Folk song genres, their intonational-figurative features. Lyrical and patriotic themes in Russian classics.

Concerto No. 3 for piano and orchestra, the main melody of the 1st movement. S. Rachmaninoff.

"Vocalise". S. Rachmaninoff.

"You, my river, little river", Russian folk song.

"Song of Russia". V. Loktev, words Vysotskaya.

Russian folk songs: "Lullaby" in the processing of A. Lyadov, "At the dawn, at the dawn", "Soldiers, brava children", "My dear round dance", "And we sowed millet" (in the M. Balakireva, N. Rim- Skogo-Korsakov).

"Alexander Nevsky", fragments from a cantata.

S. Prokofiev.

"Ivan Susanin", excerpts from the opera. M. Glinka.

"Native places". Yu. Antonov, words by M. Plyatskovsky.

Section 2. "A day full of events"

"In the land of great inspirations ..." One day with

A.S. Pushkin. Musical and poetic images. "In the village." M. Mussorgsky.

"Autumn Song" (October) from the cycle "The Times of the Year". P. Tchaikovsky.

"Pastoral" from musical illustrations for A. Pushkin's story "Snowstorm". G. Sviridov.

"Winter Morning" from "Children's Album". P. Tchaikovsky.

"By the Fireplace" (January) from the cycle "Seasons".

P. Tchaikovsky.

Russian folk songs: "Through the wavy fogs", "Winter evening".

"Winter road". V. Shebalin, poems by A. Pushkin. "Winter road" Ts. Cui, poems by A. Pushkin.

"Winter evening". M. Yakovlev, poems by A + Pushkin.

“Three Miracles”, introduction to Act II of the opera “The Tale of Tsar Saltan”. N. Rimsky-Korsakov.

"Maidens-beauties", "Already like on a bridge-bridge", choirs from the opera "Eugene Onegin". Tchaikovsky.

Introduction and The Great Bell Ringing from the opera Boris Godunov. M. Mussorgsky.

"Venetian Night". M. Glinka, words by I. Goat fishing.

Section 3. "Singing About Russia - What to Strive for in the Temple"

Holy Lands of Russia. Holidays of the Russian Right of the Glorious Church - Easter. Church chants: stichera, troparion, prayer, magnificence.

"Russian Land". Stanza.

"Epic about Ilya Muromets", the epic melody of the Ryabinin folklore.

Symphony No. 2 ("Heroic"), fragment of the first movement.

A. Borodin.

"Heroic Gates" from the "Pictures from the Vysta" suite. M. Mussorgsky.

Glorification of Saints Cyril and Methodius. Everyday chant.

"Hymn to Cyril and Methodius". P. Pipkov, lyrics

S. Mikhailovski.

Exaltation to Prince Vladimir and Princess Olga. "The Ballad of Prince Vladimir", lyrics by A. Tolstoy. Troparion of the Easter holiday.