Creation of a musical subject-developing environment in a kindergarten group. Consultation for educators.

The influence of music on the development of a child's personality in the period of its formation notes modern educators and psychologists. Singing, dancing, playing music on instruments activate the mental abilities of the child, lay the foundations artistic culture and create a sense of beauty. For successful musical development in the subject-spatial environment of the group, the educator arranges a musical corner for joint and independent activity children.

Creation and work of a musical corner in kindergarten: role, meaning, goals and objectives

Musical education is included in the educational area "Artistic and aesthetic" and is aimed at developing the emotional qualities of children. As an art form, music includes instrumental performance, singing and dancing. In this way, music lessons contribute to the versatile development of children: auditory perception and skill oral speech, mastering the sense of time and rhythm will be useful in mathematical exercises in the future, replenished vocabulary.

Toddlers 1.5-3 years old learn to make sound from simple instruments, get acquainted with the concepts of "melody", "rhythm"

The main forms of music education in kindergarten are standard and integrated classes in music hall. He is engaged in the design of the hall and the conduct of classes music director. The teacher accompanies the group and performs an organizational function: makes rhythmic exercises together with the pupils, if necessary, performs a demonstration of any actions, joins the choral singing, distributes roles in musical games and dramatizations.

The teacher is present at the music lessons of children and performs organizational functions

The role of the educator in the musical education of children is to repeat the studied material with them, improve existing skills and abilities. Musical and rhythmic games, listening to audio recordings and singing songs are included in GCD classes (directly educational activities), on walks, during the leisure of the second half of the day. The subject-spatial environment of the group contains the necessary material base - a musical corner is being formed.

AT musical corner children consolidate the knowledge gained in the classroom with the music director

In the center of musical development, the teacher conducts classes in a group form: the children, together with the teacher, remember dance moves, learn songs, continue to get acquainted with creativity famous composers. The atmosphere and content of the corner encourage pupils to independent study musical instruments, the manifestation of creative abilities in dance, singing, composing melodies.

Children love to play and create in the music corner

The purpose of creating a musical corner in kindergarten is to develop the creative abilities of children, to form the ability to emotionally respond to song and musical images, fostering a culture of listening. Children listen to instrumental or voice performance of melodies, try to convey in words or movements the feelings they experience. There are many psychological research on the importance of music in early development children. Those who from the first years of life actively listened to musical works and revealed their talents in this area, there is high level intelligence, including mathematical abilities.

Psychologists and educators note the influence of active musical activity in early childhood for the development of mental abilities

The educational and developmental tasks of the functioning of the corner are determined by the calendar-thematic planning of music classes: in the corner, children repeat new information reinforce and develop skills. The teacher coordinates the work of the corner with the music director: what works to include for listening, which requires mandatory repetition. Allowed to give to children Additional information in the music corner (“African Rhythms”, “What is the ukulele”), but not to conduct classes ahead of classes in the music room.

Table: tasks of the organization and work of the music corner

In the musical corner, children become active participants in instrumental activities

Making a musical corner in kindergarten

The musical corner in the room of the group is designed taking into account age and individual features children. The material base is replenished with each year of training in kindergarten. So, musical toys are selected for younger preschoolers, and older children learn to play real instruments.

For the smallest, the instrumental base of the musical corner consists of toys: whistles, tumblers, hammers, rattles

Some of the items for classes in the music corner are made by our own hands. It is recommended to involve children and their parents in productive creativity: the motivation to play music with the instruments that the pupils made on their own (maracas, drums, rattles, etc.) is enhanced. For example, containers from under Kinder Surprise are filled with cereals, attached to sticks - rattles are obtained. Maracas are made according to the same scheme, only plastic containers of a larger volume are needed (from under drinking yogurt). A semblance of a tambourine is made from bottle caps strung on thick wire. The drum is easy to make from a wide can with a plastic lid (mayonnaise), and the tom-tom is made from a tall tube from Pringles chips.

Waste material and active imagination - what is needed to make unusual musical instruments

In the musical corner for all ages there are fake musical instruments: drawn on cardboard, made from papier-mâché. You can’t extract sound from them, but they convey the appearance complex tools(piano, accordion, harp, for example) and can be used in play activities.

Fake instruments perform an educational task (form ideas about real instruments) and serve as attributes for games

Furniture for the music corner is selected wooden or plastic, you can use soft modules as seating. Didactic materials and tools are stored on shelves and in drawers, some of the tools can be placed on the wall.

Some of the tools can be beautifully placed on the corner wall

The musical corner for children aged 1.5–4 years is designed on a plot basis, for pupils aged 5–7 years - on a didactic basis. Let's take an example. In the younger group, there is a corner "The Theater of Papa Carlo": on the shelves of the rack there are musical toys and instruments from waste material, a table with a screen is organized nearby, the dolls-characters of the fairy tale "Pinocchio, or the Golden Key" are waiting for the children. In the senior group, a developing corner was organized " Music carousel»: a shelf with didactic and printed board games has been allocated, the information stand is regularly updated with lyrics, portraits of composers, photographs of various types musical art(opera, ballet, folk genres).

For younger preschoolers, the design of the musical corner is based on a plot, in this case, based on fairy tales.

Requirements for the design of the music corner

1. Optimally convenient location. The musical corner is organized in the zone of creative activity: next to the centers of disguise and theatrical activities. Independent dramatization games, for example, often take place using materials from each of the named corners at the same time: in the dressing corner, children choose costumes and assign roles, in a theatrical corner they play a scene to the accompaniment of instruments from the musical corner.
2. Compliance of equipment and materials with the age of pupils. Children have free access to the instruments they learned to play during music lessons. Visual materials for younger pupils - singing toys, simple instruments (organs, pipes, whistles, rattles), thematic albums with pictures; for seniors - more difficult instruments (balalaikas, xylophone), illustrated encyclopedias, mini-exhibitions.
3. Aesthetics. The musical corner is outwardly attractive for pupils. They can participate in the decoration: draw posters with the teacher, design a stand and wall newspapers, create drawings and crafts on the theme of music.
4. Safety. For all areas of the subject-developing environment, furniture from environmentally friendly materials is selected. An exhibition of instruments is organized on a table (hinged shelves are not recommended). Children's balalaikas, guitars, psaltery should be with plastic strings (burst metal string dangerous). The speaker system or tape recorder for playing audio recordings, as well as power sources (electrical socket, tee) are out of reach of children.
5. The presence of an audio player (tape recorder, speaker system) and a collection of audio recordings: collections of children's songs, folk and classical music, musical audio fairy tales.

Video: music corner in the nursery

https://youtube.com/watch?v=6pnKkWkJj5s Video can’t be loaded: Musical corner in kindergarten Nursery group (https://youtube.com/watch?v=6pnKkWkJj5s)

Video: music corner in the younger group

https://youtube.com/watch?v=Yw1_Btn5HM8 Video can’t be loaded: Musical corner in kindergarten Junior group (https://youtube.com/watch?v=Yw1_Btn5HM8)

Video: music corner in the senior group

https://youtube.com/watch?v=Asn1NCheuXk Video can’t be loaded: Musical corner in kindergarten Senior group (https://youtube.com/watch?v=Asn1NCheuXk)

Video: musical corner in a mixed age group

https://youtube.com/watch?v=Ft-Q91w0EA0 Video can't be loaded: Musical corner in kindergarten in mixed age group(https://youtube.com/watch?v=Ft-Q91w0EA0)

Passport of the musical corner

The passport of the subject-developing zone is an information document that provides a description of the activity center, a description of the material base and a list of games and exercises for children. The passport of the musical corner is compiled by the teacher of the group, coordinates it with the music director and administration kindergarten. This document is stored in the folder of the teacher and is provided for review by colleagues, young professionals, parents of pupils.

Music corner passport template:

• The name of the corner for which age category children is intended.
• The tasks of the corner (briefly).
• Pieces of furniture, quantity.
• Electrical appliances, if any (speaker system / player / tape recorder, TV, projector).
• List of visual and didactic aids (posters, illustrations, thematic albums with pictures, encyclopedias).
• List of musical instruments, quantity.
• Didactic and board games.
• Sets for games-dramatizations and plot-role-playing games.
• Card file of musical-rhythmic exercises and games.

Fragment of the passport of the musical corner of the first and second junior groups (list of material base)

• tumbler dolls;
• figurative musical "singing" or "dancing" toys (cockerel, cat, bunny, etc.);
• toys-instruments with a fixed sound - organs, hurdy-gurdies;
• toy instruments with a sound of indefinite height: rattles, bells, tambourine, drum;
• a set of unvoiced figurative instruments (harmonicas, pipes, balalaikas, etc.);
• attributes for musical outdoor games: flags, sultans, scarves, bright ribbons with rings, rattles, autumn leaves, snowflakes, etc. for children's dance creativity (according to seasons);
• desktop screen with glove toys;
• a tape recorder and a set of program audio recordings;
• singing and moving toys;
• musical pictures for songs.

What is the name of the music corner

There are many variants of the name of the centers of creative activity. The very atmosphere of art and the aesthetics of the design of the corner activates the imagination, so it is recommended to choose a name together with the pupils. You can give the task to come up with the name of the music corner and the emblem together with your parents. Unusual names cause an increased interest in the study of the materials of the development center, the traditional naming shows that the corner is a playground educational process and not entertainment.

Music corner design tools

One of the main requirements for the design of the music zone in the group's premises is aesthetics. Children are cozy and comfortable in the corner. Bright colors in the design create a good mood. Samples of children's productive creativity can decorate the corner: drawings, crafts, layouts. Parents are involved in the design of the developing zone: they draw posters and wall newspapers together with the children.

Plates: photo gallery

Cheerful characters on the plate set up a positive attitude towards activities in the corner The content of the plate reflects the direction of activity in the corner Characters of favorite cartoons attract children

Development centers are designated accordingly. Each corner should have a sign or emblem with the name. It is recommended to place drawings and symbols on the plate indicating the direction of educational activity in the corner. The presence on the plate of the characters beloved by the children gives them joy. Emblems and plates are maintained in the same style in the group as a whole or among the corners of a creative nature.

Stand: design options on the photo

The music stand contains lyrics, the rules of rhythmic games The stand contains photographs from past musical leisure and holidays Sketch of the music corner stand Important information is placed on the stave Bright design attracts children to study the materials fixed on the stand Music corner stand contains information for parents: lesson topics, song lyrics

Music corner stand contains text and graphic materials. It is convenient to place drawings, printouts, diagrams in plastic pockets, the use of pushpins in kindergarten is undesirable. When creating a stand with your own hands (a sheet of drawing paper or cardboard), use musical symbols and bright colors for decoration. What is placed on the stand:

• lyrics for memorization;
• schemes of articulatory and rhythmic exercises;
• themes of future leisure activities, master classes;
• drawings of pupils on the theme of music;
• photos from musical events in kindergarten.

Decorative photo stickers

Bright stickers will decorate a plain wall Cats are the favorite animals of children Pictures on the wall are inexpensive, but they look spectacular Stickers in the music corner contain special symbols Stickers on the wall can be used as a background for games (“In the orchestra”, “ big concert", "Musical Theatre")

In modern kindergartens, the walls of the hall, concert hall, group rooms are decorated with drawings and graffiti. To decorate the corner, we recommend using a much simpler and more economical option - decorative stickers. They are sold in creative stores (Leonardo's Hobby Hypermarket), are widely represented on Aliexpress, Pandao, Taobao. The advantages of these stickers are in the original design and ease of use. Decorative stickers are mobile: they can be easily removed and do not leave marks on the surface, they do not lose their stickiness, the components of the composition can be interchanged. Decorative stickers for the music corner are selected with the image of notes, violin and bass clef, musical instruments. Such images are used as a developing visual material, as a background for the games "Orchestra", "Concert", "Musical Theater".

Illustrative materials: photo gallery

Posters and pictures are used to review what was learned in music lessons Portraits of composers adorn the music corner as new names in the world are learned in music lessons Drawn musical instruments and a musical staff act as visual material in the corner A picture poster decorates the music corner Poems about musical instruments are used in the design of the poster

For the design of the musical corner, the following illustrative materials are used:

• posters: " wind instruments», « Percussion instruments”, “String and keyboard instruments”, “Folk instruments”, “ Symphony Orchestra”,“ Dances of the peoples of the world ”;
• portraits of composers: Prokofiev, Tchaikovsky, Rachmaninoff, Mussorgsky, Glinka, Beethoven, Bach, Grieg;
• drawn musical instruments: balalaikas, guitars, accordion, violins;
• Hand-drawn posters: pictures on the theme of music, songs and dances, with inscriptions, poetic lines.

Dolls: options in the photo

With the help of a doll it is shown how you can play the piano Dolls invite you to get acquainted with musical instruments Dolls in costumes are waiting for the start of a musical fairy tale

In the design of the musical corner, dolls are used as an aesthetic element: they can be part of the composition. Children can use them for dramatizations. But, if they are made animated characters of the corner, this will diversify activities with children of younger and middle groups. The doll can show to children new tool and demonstrate how it is played. With the help of a doll, a problematic situation is created: “Katya forgot the words of the song you learned in class, can we help Katya?”, “Lalya does not know how to dance, can you show me?”.

Theatrical zone: photo

The atmosphere of the musical corner encourages the manifestation of creativity The rack of the musical corner has a screen in the middle for dramatization games The musical and theatrical corners are sometimes combined into one developing zone in kindergarten

One of the forms of work in the musical corner is to conduct dramatization games with musical and song accompaniment. To create a small musical performance in the corner there is a place for performances with hand puppets, bibabo, simple puppets. As a rule, this is a table with a screen. If desired, children supplement the space of the theatrical zone with toys, building a kind of scenery: they put toys-trees, buildings from cubes and a designer, etc. The atmosphere of a musical corner, contact with the world of music, learning musical fairy tales- all this encourages children to create, and the task of the educator is to create conditions for the manifestation of young talents.

Table: music corner equipment

Approximate sketch of the design of the music corner

Thinking over the organization of the music corner, follow the principle of compactness. The area for didactic games and dramatizations can be combined - it will be a table and chairs according to age. There are racks with a "window" for theatrical activities.

The music corner for younger preschoolers contains open access toys and instruments that are understandable and safe for children.

Toys and tools are located on low shelves and a table; there is a convenient area for dramatization games

In the senior and preparatory group it is obligatory to have a stand, children learn to work according to mnemonic tables and diagrams. Illustrative material is placed in the same place or on a shelf allocated for temporary exhibitions (according to the types of instruments, the work of composers). Children aged 5–7 love to play board games; a desktop is provided for this activity (and for doing didactic tasks). Senior preschoolers are offered folding paper or cardboard screens for dramatization, they can draw them together with the teacher in a creative workshop.

In older groups, it is obligatory to have an information stand, a place for didactic and board games, shelves/tables for temporary exhibitions

Work in the musical corner of the kindergarten

The activities of pupils in the musical corner are carried out in joint classes with the teacher - individual or in a subgroup, and in an independent form. The teacher works with the children in the corner at the direction of the music director: with whom it is necessary to work on dance skills, with whom to repeat the song, when to consolidate the studied material.

But more often children independently show activity in playing music and dancing. The teacher thinks over and arranges a musical corner so that it is in demand by the children, takes an insignificant role in the organization independent games. Surprise moments help to stimulate interest in classes in the corner (“A parcel was delivered to our corner with dance caps!”, “Sveta’s doll has a name day today, let’s arrange a small concert in honor of the holiday!”, “Yesterday I learned the rules of the musical lotto and I want to tell you about them!”), preliminary study of visual materials and listening to audio recordings.

Activities in the music corner

1. Outdoor games. Conducted with mandatory musical accompaniment. The leader in outdoor games with younger and middle preschoolers is the educator, older children choose the leader on their own.
   An example of a game for kids: "Carousel". The teacher puts on a belt with hanging wide ribbons, becomes a circle of children, the kids take up the ribbons. It sounds like music, the children move in one direction to the music, twist the ribbons around the teacher, change direction on command.
   An outdoor game for older preschoolers - “Pilots”: the leader gives a command, the children perform (“Pilots, start the engine!” - make rotational movements with their hands, “Take off!” - spread their arms to the side, start moving, “We land!” - slow down , stop), each landing involves the inclusion of fragments of national songs on the player, the children must move to the beat.
2. Dance improvisations. Children perform dance moves to the music. Seasonal dance improvisations are held with the appropriate attributes: in autumn - with artificial twigs, in winter - with paper snowflakes, in spring and summer - with flowers and wreaths. For improvisations with elements of national dances, tambourines (tarantella), castanets (Mediterranean dances), handkerchiefs and wooden spoons (Russian folk dances), maracas (Latin American motifs) are used.
3. Musical improvisations. Usually children include them in role-playing games: “Orchestra”, “ holiday concert". For musical improvisations of older preschoolers, a leader is selected - a conductor, the roles of musicians are distributed among the rest of the participants in the game - a violinist, drummer, flutist, accordionist, etc. The “conductor” gives a command when to enter the game for each of the “musicians”, when to stop performing.
4. Didactic games. With younger pupils, the teacher conducts games to recognize the sound of instruments (behind the screen plays an instrument or turns on an audio recording, and the children name the instrument), to determine the nature of the music (children show pictures of the emotional state or a symbol for sounding melody: sad, calm, cheerful), to reproduce a sound pattern (children are invited to show the depicted pattern with their voice: a line with bends - the melody is smooth, the line gradually tends down - the transition from loud to quiet, etc.). For older children, games are suitable for determining the strong beat in a musical passage (they show a strong place on the card), for guessing familiar musical compositions (the game “Flower-seven-flower”: on each petal there is an illustration for a work whose name needs to be remembered) and composers (a game “Records”: having guessed the name of the composer whose work is being played, the children stick a card with the author’s portrait on the record).
5. Dramatization games. Dramatization familiar to children fairy tales involves the emotional disclosure of characters in accordance with sounding music. Musical dramatization games in kindergarten: "The Fox and the Hare", "Teremok", "Zayushkina's Hut", "Turnip", "Gingerbread Man", "Gray Neck".

Analysis of the design and operation of the music corner

The effectiveness of the organization of the musical environment in the group and work within the framework of the developmental corner is determined by the demand for children, a steady interest in independent activities.

The teacher analyzes the musical corner according to the criteria:

• compliance of the materials of the corner with the age of the pupils;
• a variety of musical toys and children's instruments, attributes for musical games;
• variety of music library;
• outward attraction.

Children lose interest in the subject environment in the event that subjects for independent study are difficult to master, they do not know how to handle them. Older children are not attracted by the material base, consisting of musical toys, this is filling for younger groups. The set of toys and tools should be constantly updated.

The same goes for the collection of audio recordings and attributes for dances and musical dramatizations: when the child has studied the material, played with it, danced to the song, he is unlikely to want to return to repetition.

The attractiveness of the design can be determined by the emotions that children experience in the corner. Whether they are curious to study the pictures on the walls and shelves, whether they want to return to the corner, whether they leave it in a good mood.

The teacher identifies shortcomings in the equipment and design of the corner, seeks to correct them and enrich the musical environment in the group.

The work in the corner is analyzed together with the music director:

• assimilation and consolidation, received in music lessons;
• the effectiveness of individual lessons with lagging pupils / experiencing difficulties in any type of musical activity;
• degree of development musical ability, creative self-expression in children.

The competent organization of the music zone for each age group contributes to the development of children's interest in the world of music. They feel the emotional side of melodies and songs more vividly, express their mood in dance improvisations. the main task musical education in kindergarten - to form a culture of listening and perception of sounding images in a child.

Municipal budgetary preschool institution

"Kindergarten No. 38"

Creation of a musical subject-developing environment in kindergarten groups

consultation

for

educators

• The musical development of a child is determined not only by classes with a teacher, but also by the ability to play independently, experiment with musical toys, and freely engage in creative music-making.
• Independent creative activity child is possible provided that a special subject-developing environment is created.
• For the development of independent musical activity of children, it is very great importance has a music corner in the group (music zone).
• Development creativity children largely depends on the equipment and its attractiveness.

MUSICAL CORNER is a place where children learn music and its beauty.

TASKS:

A creatively designed music corner will help:

• not only plunge into the world of music and expand your understanding of it,
• but also develop the imagination of children,
• activates emotional sphere, thinking, speech.

MUSIC CORNER REQUIREMENTS:

• Compliance with age, requirements of the Program, GEF.
• Rationality of location, accessibility, mobility.
• The presence of a music library, an audio library with songs, fairy tales, music
• The presence of attributes from waste material, non-traditional equipment.
• The presence of illustrative material to familiarize children with different types of musical instruments
• A variety of children's musical and noise instruments.
• Aesthetics in the design of equipment and the corner itself.
• Creativity (creativity) of teachers in the design of the corner.
• Safety of equipment and materials of the corner of musical activity;
• A variety of didactic games for different types of musical activity and their correspondence to the age characteristics of children;
• Availability and variety of illustrative material on musical works;
• Availability of portraits famous musicians in accordance with the program;

Important, so that the music corner is:

• in a well-lit, easily accessible place for children;
• in addition, it should be isolated as far as possible, since, on the one hand, musical activities and children's games require the concentration of auditory attention, and on the other hand, “sounding” activities should not interfere with other preschool activities.

• When designing a musical corner, you need to remember about the age and individual capabilities of children.
• So, for children 3-5 years old, it is better to build design on plot basis ,
• For older children, didactic .

Musical subject environment should be consistent with the eye, the actions of the hand, the growth of the child.

In the musical corner should be:

• cupboard,
• shelves for music aids,
• a couple of tables
• chairs for didactic games.

Development environment benefits should be:

• aesthetic,
• attractive,
• easy to handle
• make you want to work with them.

It's better to put in the corner record player, with which children will listen to music, as well as melodies that contribute to psychological relaxation and mental relaxation.

In the musical corner there should be toys musical instruments:

• drum,
• pipe,
• miniature piano,
• glockenspiel,
• also musical toys.

Usually stands are hung on the walls of the music corner.

They are attached to:

• photos of children's performances,
• portraits of composers
• colorful posters,
• pictures with musical instruments.

The equipment of the musical corner is divided into two levels:

for the teacher and for the children

• To the top shelf place instruments that are used by children in doses (for example, a metallophone), and those with which children can only work under the supervision of a teacher, in accordance with the sanitary and epidemiological standards of the preschool educational institution
• On the bottom shelf- drums, spoons, triangles, maracas. It is necessary to pay special attention to the sound quality of musical instruments. They should be well tuned and make sounds familiar to children. Do not forget that low-quality sound will cripple and clog the child's auditory experience!

JUNIOR GROUPS

• Roly - stand up
• Musical "singing" or "dancing" toys (cockerel, cat, bunny, etc.)
• Fixed Sound Musical Instruments - Organs, Street Organs
• Noise instruments: rattles, bells, tambourine, drum
• Unvoiced sham musical instruments (harmonicas, pipes, balalaikas, etc.)
• Attributes to musical outdoor games
• Flags, sultans, scarves, bright ribbons with rings, rattles, autumn leaves, snowflakes for children's dance creativity (replenished as needed)
• Table screen with glove toys
• Musical pictures for songs that can be made on a cube, in the form of an album or separate colorful illustrations.

MIDDLE GROUP

• It is advisable to leave manuals, attributes and musical instruments

With junior group and add:

• Glockenspiel
• Noise instruments for children's orchestra
• Books "Our Songs" (each book illustrates a song familiar to children)
• Flannelgraph or magnetic board
• Musical and didactic games: "
• Musical Instruments”, “Sounding Palms”, “Rhythmic Sticks”, etc.
• Attributes to mobile musical games:
• "Cat and Kittens", "Hare", "Hares and Bear", "Pilots", etc.
• Musical ladders (three-stage, on which there are small and large birds or small and large matryoshka
• Ribbons, colored handkerchiefs, sultans, etc. (attributes for dance improvisations but the season)
• Table screen and a set of toys
• Tape recorder and set of program audio recordings

SENIOR GROUP

• In addition to the equipment of the musical corner of the middle group, the following is used:
• Rattles, tambourines, drums, triangles
• Musical toys-instruments with chromatic and diatonic sound

(metallophone, piano, button accordion, accordion, flute)

• Illustrations on the topic: "Seasons"
• Homemade musical toys (Children will be happy to take part

in the manufacture of instruments for the noise orchestra)

• Musical and didactic games: “Recognize a song by two sounds”, “Jingle bells”, “Musical ladder”, “Rhythmic lotto”, etc.
• Attributes for mobile games
• Children's drawings for songs and familiar pieces of music
• Table screen and child height screen
• Musical ladders five-step and seven-step
• Attributes for children's dance creativity: elements of costumes for acquaintances folk dances

PREPARATORY GROUP

• In addition to the material used in the senior group, the following is added:
• Musical instruments: maracas, tambourines, harp, children's piano,

metallophone, bells, triangles, flutes, drums.

• Portraits of composers
• Album folders: "We are drawing a song" with children's drawings in which they

reflect emotions and feelings about listened to musical works

and favorite songs

• The "Emotions" manual (cards depicting faces with different emotional moods) to determine the nature of the melody when listening to music
• Visual Aids: "Symphonic Orchestra", "Folk Instruments"
• Homemade instruments for noise orchestra
• Musical and didactic games

MUSIC CORNERS SHOULD HAVE:

• Material for creative role-playing games:

Stuffed Toys

soft musical toys;

dolls - tumblers,

figurative musical "singing" or

"dancing" toys

• Musical and didactic games:

• figurative aids

• Portraits of composers (whose works children sing or listen to)

Tchaikovsky P.I.

Tchaikovsky D.B.

Prokofiev S.S.

Rachmaninov S.V.

2) Illustrations - benefits like "Lotto": cards

with pictures painted or pasted on them

• All kinds of pictures:

• Little books "We sing",
• Musical pictures for songs that can
• be made in the form of a large album or separate colorful illustrations,
• Illustrations on the theme "Seasons",
• musical instruments illustrations,
• Pictures depicting animals singing, dancing
• or playing musical instruments,
• Albums "We draw a song"
• Albums to view:
• "Symphony Orchestra",
• "Folk Instruments"
• "Dances of the peoples of the world",
• Graphic guide "Emotions"

• Unvoiced children's musical toys and instruments

• Voiced musical instruments and toys

• toy instruments with sound of indeterminate pitch
• toy instruments that make only one sound
• fixed melody instrument toys
• toy instruments with diatonic and chromatic scales for creative music making

• Technical means

It is advisable to have a tape recorder in each group and arrange a record library of discs with musical repertoire

ATTRIBUTES to mobile musical games and for children's dance creativity

• Theaters

Types of theaters:

• Picture Theater (Flannelgraph)
• Finger theater
• Puppet show

THE ROLE OF THE EDUCATOR- Encourage children to apply the skills learned in music lessons in the daily life of the kindergarten.

Whether this environment will become developing, whether the child will want and be able to master it in his activity depends on:

• from the competence of an adult,
• his benevolence,
• interest in children

Child and adult

work together -

they both should be

comfortable in a musical environment.

Musical subject-developing environment in preschool educational institution.

Target: to increase the level of competence of teachers in creating a musical subject-developing environment in groups (mini-centers, contributing to the harmonious musical development and self-development of children with its subsequent formation and bringing compliance with the requirements of the Federal State Educational Standard.
Tasks:
1. To introduce into practice new approaches to the organization of the musical subject-developing environment of preschool educational institutions, which ensure the full musical development of preschoolers within the framework of educational program ECE taking into account the requirements of the Federal State Educational Standard;
2. Organize a developing musical environment that promotes the emotional well-being of children, taking into account their needs and interests;
3. To create conditions for ensuring different types of musical activities of preschoolers (playing, motor, intellectual, cognitive, independent, creative, artistic, theatrical), taking into account the gender characteristics of pupils;
4. Promote cooperation between children and adults to create a comfortable developing musical object-spatial environment.

Everyone knows and proven by scientists that music enriches spiritual world child, has an impact on the development of his creative abilities. The development of musical abilities depends on the psychological and pedagogical conditions and, of course, on a well-organized object-spatial environment.
The musical subject environment in groups should be focused on the material covered in the classes and the individual abilities of children. No type of musical activity can fully develop on a pure verbal level, outside the subject-spatial environment.
The content of the musical developmental environment should focus on the leading activity of preschoolers, systematically become more complex by age, and be of a problematic nature. All this allows children, acting with familiar and little-known objects, to reflect, think, compare, model and solve problem situations, and create.

Musical subject-developing environment in preschool groups organized in three main blocks:
music perception
music playback
musical and creative activity.

Each block, in turn, provides for an orientation towards the integrity of a certain type of children's musical activity.
Design of mini-music centers in junior groups preschool age It has plot basis, in the senior - didactic.
The structure of musical mini-centers is designed in the form of modules that have integrity and at the same time - transforming details that arouse keen interest in children. The musical object environment is commensurate with the eye, the actions of the hand, the growth of the child. The benefits of the developing environment are good, aesthetic, attractive, easy to use, and cause a desire to act with them.

Junior group
- Albums with pictures for songs learned in music classes (or wonderful cubes)
- Flannelgraph, figurines for flannelgraph (large and small animals, birds, musical instruments, vehicles)
- Music library with a recording of children's songs (tape recordings of songs learned and taught with children performed by a music director, children, educator, sounds of nature)
- CD player
- Attributes for musical and didactic exercises for the development of pitch, dynamic and rhythmic hearing in children. For example, on the development of sound-altitude hearing - "Bird and chicks"; timbre hearing - “Guests have come to us”, rhythmic hearing - “Who is walking”, dynamic hearing “Bells”.
- Non-sounding instruments: balalaika, silent keyboard with stand, harmonica.
-Sounding: accordion, drum, tambourine, spoons, rattles, rhythm cubes, bells, singing tops.
- Ladder of 3 steps, hand signs.
- Any toys (2 ducks, 2 nesting dolls - large and small), scarves, masks, ribbons, sultans, dressing elements.
- Noise instruments - jars, mittens with buttons, bottles with various fillings: peas, acorns, pebbles.
- Tree and 2 birds (top and bottom)

Medium Gru ppa
-An album with pictures for songs learned in music lessons in previous groups (several albums are possible: according to the seasons, about animals)
- Children's drawings made at home for their favorite songs;
-Flannelgraph with figurines of animals, birds, images of musical instruments, transport;
- Figures for singing, jokes, to lay out rhythmic drawings with their help on the flannelograph. For example: large and small cockerels for the song "Cockerel", suns for r.n.p. "Sun", balls, flags, Christmas trees, planes, etc. (6 small and 4 large)
- A music library of songs learned by children in this age group in previous groups currently being learned (in a recording performed by teachers, children).
- CD player
-Musical and didactic games for the development of emotional responsiveness, musical memory, musical thinking and games that help solve problems of the previous age group. For example, for the development of pitch hearing - “Swing”, for the development of rhythmic hearing - “Who walks how” (complication due to the introduction of different types of games); on the development of dynamic hearing - "Bells"; on the development of musical memory - "Sing a song from the picture."
- Silent turntable with records, balalaikas, violins, pipes, harmonicas, silent keyboard with stand.
-Toy-instruments: rattles, spoons, drum, tambourine, metallophone, rhythm cubes, bells, maracas, whistles.
- Cards with tools, handkerchiefs, masks, dressing elements.
- Ladder of 4 steps (2 toys large and small)
-Five removable rubber bands, musical staff.
-Hand signs (4 st.)

senior group pa.
-Flannelgraph, chips (long and short stripes, large and small circles, flowers, Christmas trees -6 small and 4 large), pictures for flannelgraph to create the plot of a song, dance (modeling)
- Albums with drawings for songs (" Music primer»)
-Albums with drawings for songs that children loved (possibly copyrighted, with drawings by one child)
- Attributes to music. fairy tales (pictures for flannelgraph), for staging (“Turnip”, “Teremok”)
-Pictures for the development of poetic and songwriting(for example, to the poems of A. Barto) “The bee is buzzing”, “The steamer is buzzing”, “The doll is dancing”, “The doll is sleeping”, “The horse is jumping”, “Bear”, “Airplane” “Magic pictures”
- Toy microphone.
- Music library with recording songs: sounds of nature, music. fairy tales.
- CD player
-Musical and didactic games: for the development of pitch hearing "Three Bears" or "Merry Matryoshkas", for the development of dynamic hearing "Bells", for the development of the ability to distinguish the duration of sounds (long, short sounds, dotted rhythm) "Rooster, chicken, chicken" ; to distinguish the genres of musical works: song, dance, march "Three Whales"
- Non-voiced instruments: balalaika, silent keyboard with stand, harmonica -3 pcs. different sizes).
On the picture: pipe, violin, saxophone, button accordion, accordion, accordion, flute, whistles, triol.
-Instruments: rattles, spoons, drum, tambourine, metallophone, bells, maracas, rumba, triangle, rattles, xylophone, music. hammers, various home-made noise instruments: keys, bottles, felt-tip pens, mittens with buttons on a hanger. Kinder jars with different fillings, somewhat identical (Hoop No. 3 2006, Musical Handbook No. 3 2007)
- Plastic cubes (on the verge of sticking pictures on the songs)
-Ladder -5 steps (toy B. and M.)
- Scarves, masks, ribbons, dressing elements.
- Musical staff, notes.
-Hand signs (5 st.)
-Portrait of composers D.Kabalevsky ("Bunny teasing a bear cub"), P.Tchaikovsky ("Disease of a doll"), R.Shuman ("Soldier's March")

Preparatory group ppa
- Flanelegschraf, sheet music.
- A manual for teaching children the ability to determine the form of the work.
- Pictures to create plots for familiar songs: to encourage poetic and song creativity.
--Puzzles with the names of notes in words
- Drawings with texts of nursery rhymes, on which you can come up with a song.
-Pictures from musical genres(song, dance, march) to encourage songwriting.
- Illustrations for music. fairy tales
-Attributes to fairy tales and songs for their staging.
- Music library (cassettes with recordings of songs performed by adults, children, individual cassettes for self-recording of their own musical poetic creativity)
- CD player
-Albums with drawings for songs learned with children this year, as well as in groups of previous ages.
-Albums with children's drawings for favorite songs.
-Subject pictures that encourage songwriting.
- Musical and didactic games (the same as in the older group, but with more complicated tasks)
- Unsound player with records, balalaikas, violins, pipes, saxophones, harmonicas.
-Instruments: rattles, spoons, drum, tambourine, glockenspiel, rhythm. cubes, bells, maracas, castanets, rattles, xylophone, button accordion, accordion, noise on a hanger (see in the senior group)
- Ladder 7 steps, hand signs
-Notes of songs (large), stave, stripes (6 small and 4 large)
- Scarves, masks, ribbons, kokoshniks.
-Portraits of composers.

Filling the musical corner in kindergarten groups

consultation

for educators

music directors

Dmitrieva M.V.

Shvydkova N.V.

• The musical development of a child is determined not only by classes with a teacher, but also by the ability to play independently, experiment with musical toys, and freely engage in creative music-making.
• Independent creative activity of the child is possible provided that a special subject-developing environment is created.
• For the development of independent musical activity of children, a musical corner in a group (music zone) is very important.
• The development of the creativity of children largely depends on the equipment and its attractiveness.

MUSICAL CORNER is a place where children learn music and its beauty.

TASKS:

A creatively designed music corner will help:

• expand your understanding of music;
• develop children's imagination;
• activate the emotional sphere, thinking, speech;
• create a happy mood.

• Compliance with age, requirements of the Program, GEF.
• Rationality of location, accessibility, mobility.
• The presence of a music library, an audio library with songs, fairy tales, music
• The presence of attributes from waste material, non-traditional equipment.
• The presence of illustrative material to familiarize children with different types of musical instruments
• A variety of children's musical and noise instruments.
• Aesthetics in the design of equipment and the corner itself.
• Creativity (creativity) of teachers in the design of the corner.
• Safety of equipment and materials of the corner of musical activity;
• A variety of didactic games for different types of musical activity and their correspondence to the age characteristics of children;
• Availability and variety of illustrative material on musical works;
• The presence of portraits of famous musicians in accordance with the program;

The equipment of the musical corner is divided into two levels:

for the teacher and for the children

• To the top shelf place instruments that are used by children in doses (for example, a metallophone), and those with which children can only work under the supervision of a teacher, in accordance with the sanitary and epidemiological standards of the preschool educational institution
• On the bottom shelf- drums, spoons, triangles, maracas. It is necessary to pay special attention to the sound quality of musical instruments. They should be well tuned and make sounds familiar to children. Do not forget that low-quality sound will cripple and clog the child's auditory experience!

TYPES OF BENEFITS: 1. Non-voiced children's musical toys and instruments

2. Voiced musical instruments and toys

• toy instruments with sound of indeterminate pitch
• toy instruments that make only one sound
• fixed melody instrument toys
• toy instruments with diatonic and chromatic scales for creative music making

3. figurative aids

• Portraits of composers (whose works children sing or listen to)

Tchaikovsky P.I.

D.B. Kabalevsky .

Prokofiev S.S.

Rachmaninov S.V.

2) Illustrations - benefits like "Lotto": cards

with pictures painted or pasted on them

4. Homemade musical instruments

Once every two to three months, update manuals, introduce new musical and didactic games, home-made musical instruments (knockers, crumbs, boxes, rattles, rattles), replenish the card index of songs, chants, exercises, articulatory gymnastics, material previously learned in music classes.

Important, so that the music corner is:

• in a well-lit, easily accessible place for children;
• in addition, it should be isolated as far as possible, since, on the one hand, musical activities and children's games require the concentration of auditory attention, and on the other hand, “sounding” activities should not interfere with other preschool activities.

It's better to put in the corner record player, with the help of which children will listen to music, as well as melodies that promote psychological relaxation and mental relaxation.

In the musical corner there should be toys musical instruments:

• drum,
• pipe,
• miniature piano,
• glockenspiel,
• also musical toys.

Usually stands are hung on the walls of the music corner.

They are attached to:

• photos of children's performances,
• portraits of composers
• colorful posters,
• pictures with musical instruments.

• Roly - stand up
• Musical "singing" or "dancing" toys (cockerel, cat, bunny, etc.)
• Fixed Sound Musical Instruments - Organs, Street Organs
• Noise instruments: rattles, bells, tambourine, drum
• Unvoiced sham musical instruments (harmonicas, pipes, balalaikas, etc.)
• Attributes to musical outdoor games
• Flags, sultans, scarves, bright ribbons with rings, rattles, autumn leaves, snowflakes for children's dance creativity (replenished as needed)
• Table screen with glove toys
• Musical pictures for songs that can be made on a cube, in the form of an album or separate colorful illustrations.

MIDDLE GROUP

• It is advisable to leave manuals, attributes and musical instruments

from the younger group and add:

• Glockenspiel
• Noise instruments for children's orchestra
• Books "Our Songs" (each book illustrates a song familiar to children)
• Flannelgraph or magnetic board
• Musical and didactic games: "
• Musical Instruments”, “Sounding Palms”, “Rhythmic Sticks”, etc.
• Attributes to mobile musical games:
• "Cat and Kittens", "Hare", "Hares and Bear", "Pilots", etc.
• Musical ladders (three-stage, on which there are small and large birds or small and large matryoshka
• Ribbons, colored handkerchiefs, sultans, etc. (attributes for dance improvisations but the season)
• Table screen and a set of toys
• Tape recorder and set of program audio recordings

SENIOR GROUP

• In addition to the equipment of the musical corner of the middle group, the following is used:
• Rattles, tambourines, drums, triangles
• Musical toys-instruments with chromatic and diatonic sound

(metallophone, piano, button accordion, accordion, flute)

• Illustrations

"MAINTENANCE OF THE MUSIC ZONE IN THE GROUP"

For the development of independent musical activity of preschoolers, conditions are needed, as it is commonly called, zones of musical activity, where children could independently play music, play musical games, listen to audio recordings with their favorite songs, etc.

Well organized musical environment contributes to the emotional well-being of children, their aesthetic development as well as showing independence and initiative. The musical zone in the group should be provided with a variety of musical instruments and musical and didactic material, taking into account age features preschoolers. It is desirable that children take a direct part in the design and transformation of the subject-developing environment in the group, and the educator would imperceptibly and wisely direct the activity of his pupils.

The development of the creativity of children largely depends on the equipment and its attractiveness. Originality, simplicity, attractiveness, accessibility, as well as a sufficient range of tools, didactic aids, demonstration material, attributes, etc. are needed.

For small groups or groups with large quantity mobile zones are convenient for children - children can play in dressing rooms, bedrooms. Thanks to the mobility of the music zones, children can play them without disturbing others. If necessary, mini-music centers should be easy to move. For example, "musical baskets" or "music baskets" can be used to store a noise orchestra. They are very comfortable for walking noise instruments, handkerchiefs, ribbons for impromptu dances on the site. Baskets are arranged depending on the season ( spring basket, winter basket, summer or autumn).

One of the conditions for the successful musical development of preschoolers is the presence of a variety of didactic material. With its help, developing and educational tasks are solved in an accessible way for children. game form(development of a sense of rhythm, timbre and dynamic hearing, etc.). The pedagogical value of musical and didactic games lies in the fact that they open up a way for the child to apply the acquired knowledge and skills in everyday life. Musical and didactic games should be varied in content and colorfully designed, thereby attracting the attention of children and causing a desire to play music.

In order for children to constantly maintain an interest in independent musical activity, it is necessary from time to time (1-2 times a month) to update the manuals in the music corner, bring in new equipment or change it.

A well-chosen musical zone in the group contributes to the artistic and aesthetic development of preschoolers, the development of their creative abilities. Such a zone evokes in children a feeling of joy, delight, creates an emotionally positive attitude towards the group, the children's institution, and the desire to visit it. Overflowing with positive emotions, children share their impressions with their parents. Since for the development of a child musical creativity required a large number of visual aids, attributes and equipment, parents of pupils can help to make them, and children will enjoy joint activities with parents and gain self-confidence. So the kindergarten becomes a kind cultural center for children and their parents.

PRINCIPLES content of musical zones in the preschool educational institution:

The expediency of placing the zone, the availability of equipment for children, the thoughtfulness of storage.

Variety of equipment.

Accounting for the age characteristics of children.

Aesthetic design.

Music aids can be divided into four groups:

1.figurative aids- soft toys, illustrations, LOTO-type manuals, etc.

2. Children's musical toys and instruments, which in turn are divided into sonorous and unvoiced.

a ) Unvoiced are intended to create a game situation in which children, fantasizing, imagine themselves as musicians playing the music. tools.

b) voiced are divided into 3 types, depending on their sound:

Toy-instruments with sound not fixed, indefinite pitch

(rattles, tambourines, drums, triangles, etc.)

Fixed Sound Tool Toys (organs, music boxes)

Instrument toys with diatonic and chromatic sound

3. Graphic aids - musical lotto, emotion cards, cards - long and short sounds, musical staff, musical ladder - step, geometric figures for symbol parts of the work.

4.Audiovisual aids are divided into screen and sound (transparencies, compact discs, phonograms, audio and video cassettes, video discs).

Approximate content and content of music zones by age groups:

1st and 2nd junior groups: tumblers, figurative musical "singing" or "dancing" toys ( cockerel, cat, bunny, etc..). Toys-instruments with a fixed sound - organs, hurdy-gurdies. Toy-instruments with non-fixed sound, indefinite height: rattles, bells, tambourine, drum. Musical and didactic games: “Matryoshka teaches to dance”, “Where are my kids?”, “Birds and chicks”, “Musical tops”, “Guess what I play?”, “Who did the sun wake up?”, “Where are my kids?” , "Wonderful bag" - there can be two bags: one with musical instruments, the other with animal toys for developmental games timbre voice"Who sings?" etc. A set of non-voiced figurative instruments (harmonicas, pipes, balalaikas, etc..) Attributes for musical outdoor games according to the program: “Catch up with us, bear”, “Cat and kittens”, “Locomotive”, “Balls”, etc. Flags, sultans, scarves, bright ribbons with rings, rattles, autumn leaves, snowflakes etc. for children's dance creativity (according to the season). The screen is desktop. Tape recorder and set of program audio recordings. Singing and moving toys. glove toy ( for the teacher), etc. Musical pictures for songs that can be made on a cube and in the form of a large album or separate colorful illustrations.

middle group: here should be all the benefits of the younger group. And also: a metallophone, silent instruments, noise instruments for a children's orchestra, little books-"We sing" (they contain bright illustrations for familiar songs), flannelograph or magnetic board, musical and didactic games: “Three Bears”, “Recognize and Name”, “In the Forest”, “Our Orchestra”, “Flower-Semitsvetik”, “Guess the Bell” ”, etc. Attributes to moving musical games: “Geese, you are geese”, “Cat and kittens”, “Hen and cockerel”, “Hares and bear”, “Pilots”, etc. Musical ladder 3-step and 5-step on which there are small and a large bird or a small and large matryoshka). Also, ribbons, colored scarves, bright sultans, etc. (attributes for dance improvisations according to the season - leaves, snowflakes, flowers, etc..). The screen is desktop. Musical toys voiced and not voiced. Tape recorder and set of program audio recordings.

Senior group: manuals of the middle group, as well as voiced musical instruments: toys-tools with a non-fixed sound, of an indefinite height, these are rattles, tambourines, drums, triangles, etc.

Instrument toys with diatonic and chromatic sound (metallophone, piano, button accordion, accordion, flute).

Illustrations "Four Seasons", homemade musical toys ( noise orchestra), portraits of composers can be an album or individual, illustrations of the “Musical Primer”, musical and didactic games: “Bee”, “Musical Lotto”, “Recognize and Name”, “Steps”, “Repeat Sounds”, “Three Little Pigs”, “Magic wolf", " musical train”,“ Guess what sounds ”, etc. Attributes for outdoor games“ Round dance in the forest ”,“ Raven ”,“ Cat and mice ”, etc. Children's drawings for songs and familiar pieces of music. Screens: desktop and screen for the growth of children. Musical ladders of 3, 5 and 7 steps - voiced. Illustrations "Seasons", attributes for children's dance creativity: elements of costumes for familiar folk dances. Multi-colored feathers, multi-colored gloves for musical improvisations behind a screen and other attributes. Attributes to dance improvisations by season ( leaves, snowflakes, flowers, etc.) A tape recorder and a set of program audio recordings or discs.

Preparatory group: musical instruments: maracas, tambourines, harp, children's piano, metallophone, tambourines, bells, triangles, flutes, drums, etc. Composers' portraits, illustrations "Seasons", "Musical primer". Albums "We draw a song" or "We draw and sing" with children's drawings in which they reflect their emotions and feelings about the music they listened to and favorite songs. Graphic guide "Emotions" ( cards on which faces with different emotional moods are depicted) to determine the nature of the melody when listening to works. Albums for viewing - "Symphonic Orchestra", "Folk Instruments", "Dances of the Peoples of the World", etc. Musical ladders 3, 5 and 7 steps ( voiced). A set of homemade instruments for a noise orchestra. Musical and didactic games: “Three Little Pigs”, “Three Flowers”, “Musical Umbrella”, “Rhythmic Lotto”, “Find Strawberries”, “Rhythmic Cubes”, “Name the Music Composer”, “Funny Record”, “Musical Chicks” etc.

As well as attributes for outdoor games "Hello, autumn", "Cosmonauts", etc. Attributes for children's dance creativity, costume elements for familiar folk dances ( kerchiefs, wreaths, hats and attributes for dance improvisations according to the season - leaves, snowflakes, flowers, etc.). Multi-colored gloves, sultans, gas handkerchiefs or scarves, multi-colored ribbons, multi-colored feathers for musical and dance improvisations. A tape recorder and a set of program audio recordings or discs.

Semenikhina N.Yu., musical director of MBDOU No. 100