The timbre in music is what category? What is it for? The timbre and voice type. What is general and what is different? Experience of creative activities students in the process of mastering musical knowledge
The timbre of a musical instrument is determined by the material, shape, design and conditions of fluctuating its vibrator, various properties of its resonator, as well as the acoustics of that room in which this tool sounds. In the formation of the timbre of each specific sound, its overtones and their ratio in height and volume, noise ghosts, attack parameters (initial sound removal pulse), formants, vibrato characteristics and other factors have the key value.
During the perception of timbres, various associations usually arise: the voice specificity is compared with organoleptic sensations from certain objects and phenomena, for example, sounds called bright, shiny, matte, warm, cold, deep, full, sharp, saturated, juicy, metal, glass; Actually auditory definitions are applied (for example, ringing, deaf, noisy).
The scientifically based tone typology has not yet developed. It has been established that the timbre rumor has a zone nature.
The timbre is used as an important means of musical expressiveness: with the help of the timbre you can select one or another component of the musical integer, strengthening or weakened contrasts; Changing the timbres is one of the elements of musical dramaturgy.
Very extensive banks of new (mainly artificially synthesized) timbres are created today in the field of electronic music.
see also
Literature
- Hazaykin E. , PAGS Y., The perception of musical timbres and the importance of individual sound harmonics, in the book: Application of acoustic research methods in music science, M., 1964.
- Garbuzov N. , Natural uluses and their harmonic importance, in the book: Collection of work of the Commission on Music Acoustics. The truths of the hymn, vol. 1, M., 1925.
- Garbuzov N. , Zone nature of timber hearing, M., 1956.
- Volodin A., The role of the harmonic spectrum in the perception of height and sound of sound, in the book: musical art and science, M. 1, M., 1970.
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Synonyms:Watch what is "timbre" in other dictionaries:
Tembre, and [TE] ... Russian verbal emphasis
timbre - Tombre, and ... Russian spelling dictionary
timbre - timbre / ... Morphemno-spell dictionary
- (FR.). The shade of the sound of the same tone on various voices or tools. A dictionary of foreign words included in the Russian language. Chudinov A.N., 1910. The timbre of the tint of the sound of the same tone on various voices or tools. ... ... Dictionary of foreign words of the Russian language
- [TE], and; m. [Franz. Timbre] The characteristic color of the sound, communicated to it by obhrothons, the pride, according to which the sound of the same height differ from each other. Pleasant, low t. Various timbres. T. Votes, tools. ◁ Temmers, Aya, Oe. ... ... encyclopedic Dictionary
- [TEMBR], timbre, husband. (Franz. Timbre). Characteristic color, communicated by the sound of a tool or vote by obhtonami, the pride. Soft timbre. Sharp timbre. Cello, violin timbre. Public sounds of speech differ among themselves ... ... Explanatory Dictionary Ushakov
timbre - A subjectively perceived feature of the sound in the form of its coloring associated with the simultaneous effect of different-frequency sound oscillations included in the complex sound. Dictionary of a practical psychologist. M.: Ast, Harvest. S. Yu. Golovin. 1998. ... ... Big psychological encyclopedia
timbre - The definition commonly used in psychoacoustics. The timbre is an attribute of the auditory feeling, in whose definitions a listener can judge the extent to which two sounds are distinguished, represented similarly and having the same volume ... Technical translator directory
- (Franz. Timbre) ..1) In the phonetics of the color of the sound, defined by the position of the formant in the frequency spectrum of sound2)] in music, the sound quality (its painting), which allows distinguishing the sounds of the same height, performed on various tools or different ... Big Encyclopedic Dictionary
TIMBRE - timbre. Qualitative characteristic or specific coloring of sound, in the physical sense, which is a certain combination of tones. T. is characteristic of musical sounds, for the sounds of human speech. Existing languages \u200b\u200bdiffer on T. How ... New dictionary of methodical terms and concepts (theory and practice of learning languages)
TIMBRE - Tombre, sound quality, allowing when one and the same height distinguishing the sounds of individual musical instruments, the sounds of the voice of different people, etc. The timbre is due to the presence in the composition of the sound of overtones and is determined by the relative intensity ... ... Big medical encyclopedia
Books
- Set of tables. Physics. Mechanical waves. Acoustics (8 tables) ,. Educational album of 8 sheets. Article - 5-8665-008. Wave process. Longitudinal waves. Transverse waves. Periodic waves. Reflection of waves. Standing waves. Sound waves. Sound height. ...
Often, it is necessary to face the fact that people who are at the beginning of their "vocal" path and not too breaking even in basic concepts (not that in the subtleties), poorly understand what the timbre is, and what is the type of voice.
On the one hand, learning to sing can not understand this thoroughly. Although on the other hand, any vocalist, seriously standing on his way, will be just ridiculous in the eyes of his colleagues, if it turns out that such not too complex things he does not understand.
I'll start with the most simple Quantitative Comparisons to immediately explain the main difference in these concepts.
Each specific person has only ONE Voice type, but Tembra He can have a huge set.
It is due to, first of all, the geometric sizes of voice folds and larynx, especially the part named "in anticipation".
It is important to know that other parts of the vocal apparatus, located above the larynx itself, are very mobile and manageable (subject to training, of course). But the folds and the mountains herso themselves can be changed once in his life, and even something unconsciously.
This occurs in a period called "puberty", or, in a simple - transitional, mutational period. Although the word "mutational" in modern language is almost crumpled, having a shade of some "Monsterness", in a word, genetic inferiority. Therefore, I will not use it.
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A publ of life is a transitional age, the time of turning the children's body into an adult. And the adult from childish is different (in addition to the size, mass, strength), mainly the ability to reproduce offspring. And the transition to it takes years!
All the restructuring of the body occurs under the action of increasing the amount of special substances in the blood - hormones. These are catalysts of the most complex processes, ultimately turning the boy to the young man, and the girl is in the girl. The processes of restructuring the body can continue from different people at different times. It is not known in advance when "hormonal restructuring" starts, and when it is over.
Since I am writing about vocals, I will immediately go to business - in the period of hormonal restructuring of the body, the larynx is growing significantly and modified, as well as everything that is Inside her! Including voice folds.
When the puberty period ends (I repeat, it is impossible to predict this "date" in advance), the larynx and its internal organs acquire the structure with which the person will have to go through her, alas, ends. That is, there will be no change in this "node" of the body, if only the "owner" himself will not begin his lifestyle to destructive work.
You could on your own example and on the example of our relatives / acquaintances to observe how a children's voice (it is called, as a rule, a discount), gradually turns into an adult voice. And those children who spoke "thinly" a couple of years ago, suddenly turned almost to bass, so much the voice was lower and "meat". Moreover, someone - to bass, and someone and not far from the qualities of his childhood, although the voice has all the same way.
It belongs to both floors, but the male is noticeably better.
I give an example execution by the same person of the same song, but at different times of my life. At one time in the USSR, the Italian boy, named Robertino Loretti, was very famous ...
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That is, it is in the pubertal period that the human voice receives a certain A TYPE. Modern vocals operate in this sense not to classical concepts (bass, baritone, tenor, or counterpart, mezzo, soprano), and simpler and natural - low, medium and high.
But the traditions of dividing votes on Classic Types are so strong that there are no one who is not going to go to the opera soon will learn to be expressed "not operating". Although it is necessary to strive now, because, as I will tell below, dividing the types of votes by the "opera" language for modern vocalists is not correct.
But, if so (about the transitional period and larynx), then like girls and boys, however, are rare cases, worse to sing adult songs are not worse than a superstar? If their ladins and ligaments have not grown yet, did not become adults? Soon you will learn ...
What "builds" human voice timbre is the folds themselves and what is ABOVE voice folds - Cavities (Empty, or, rather filled with air) spaces located along the path of the flow of air from voice folds before the sound of the sound from the mouth.
Change your folds after the end of the "growing" we cannot, but it can easily change their cavities, at least every second ...
Such cavities are pharyngeal, mouth and nose. And they are called resonators in vocals - respectively, pharyngeal, oral and nasal.
Here you need to lie and understand that the voice is built basically "empty places" in our body, and not "material" authorities. Although the role of "material" in this matter is huge too.
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As it was written somewhat higher - these cavities can take different sizes, narrowing and expanding, lengthened and shorten, or make complex "maneuvers" - expand, extending, for example ... the nasal cavity can "connect" to two other or "disconnection" from them (in the figure you see, just "disconnected"), and immediately over the folds, on the eve of the larynx, an experienced vocalist can learn to "grow" another cavity, which does not exist when talking, but it is very important when singing, it is professional singing .
With ordinary speech in our body, they work mainly two main cavities - a throat and mouth, because the nasal cavity, this, let's say, auxiliary, and the small cavity that you want to create, inexperienced speaker or vocalist, as a rule, "from Nature "has no.
Now think about how many diverse timbres can be published, having only TWO lever, length and width of which (and more correctly will take advantage of the term - CONFIGURATION) Can change in fairly wide limits? We can change the throat, lowering or raising the larynx, expanding the anchoring method of some large muscles of the body.
The oral cavity is changing the size and shape of the oral hole, lifting or lowering the jaw, but most importantly, by placing the language in one way or another ... and the placement of the language at the same time will affect the pharyngeal cavity ...
And if vocalist is professional? And he has two "levers", and four?
Number of variations of timbre Hugely! And this is at the same thing Type vote!
But, alas, the timbre itself is quite large depends on the type of voice. That is, the timbre is not something "in itself", it variations Voice As part of its own type.
Suppose you bought "Zhiguli" ... What and how you would do with the car, no matter how they were decorated, whatever the "increments" neither loose on the body or put in the salon - "Zhiguli" will remain "Zhiguli" ... and bought "Mercedes "? Continue to continue? I think the comparison is quite understandable ...
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In addition, "typical" vocal structures, first of all, the voice folds themselves can create a huge number of different variations of their vibration. That is, to offer the above-described "levers" completely different "primary material"!
Voice timbre - a phenomenon that, unlike its "type", can change from sound to sound, for, literally, milliseconds. That is, of that time Enough To change the configuration of cavity resonators and changes in the "method" of the work of voice folds. The variability is the main difference between the timbre from type.
In the examples, the same phrase, the same male and female voice, and the timbres are different! I.e TIMBRE - this is not at all the "concreted" nature of the color of the voice, it can be changed, unlike Type!
What is the reason for the difference between a female voice from male
The reason for these characteristics is in the type of voting, that is, in the sizes of its main sound generator, voice folds. And in the size of the larynx. And in the case of sex differences (a man-woman) also in the sizes of cavities resonators.
"What about counter-tenor?" And I wrote - HE SPEAKS, but not Sings! Singing - the function is more complicated ...
Does the timbre about the type of voting, and the type of voice about the tech?
Is a high male voice Create a timbre, similar to a low voice timbre on a characteristic low note? Unfortunately no. And on the contrary? Also no. And the high note, Spetya, the middle voice will differ from the same notch, the spell voice is high. But (this is important!) If And the qualifications of vocalists will be the same!
Otherwise, the professional baritone (by type) will easily "shut up for the belt" of a beginner tenor, who, even though a typical tenor timbre, but simply the voice is not developed to the level of professional! Nature is one thing, and learning is completely different!
Voice type is important for academic vocals. And, of course, to a certain extent for the vocal of modern, but only in much smaller. The classic will necessarily require accurately determining the type of voice before you start developing it in it, classics, traditions.
Just because the opera parties are written for one or another Type vote. The tenor does not sing in the opera batch for bass, and soprano will not cope with the party for contralto. And mutually, of course. Therefore, if you want to become an opera singer (singer), first will try to determine your type of voice, just to give you to workout the appropriate exercises and the corresponding voice of the music material - Aria, Arioso, etc.
And in the case of type determination, the initial timbre is very important. That the timbre that you have "in life" exists, since the victorious to learn vocalist can not manage them yet. This "uncontrollable" (so far, by virtue of the unlike) timbre and will be a "bearing" for the teacher. Because uncontrollable, or in a simple "ordinary" voice challenge will clearly show himself Voice type.
It is called it - typical.
Further, depending on the voting type defined teachers, all studies will be built. From a low voice will be released (if it comes out) - bass, from the middle - baritone, and from the high - tenor. Thinner gradations determined by the expressions "lyrical", "dramatic" or "lyrical-dramatic" will be determined already in the course of study and as it is trained. Similarly, with women.
And only when "comes out", you will be called bass or soprano. Until "came out" - you are not yet bass and not soprano. You are a low type, or high ... To consider yourself a baritone, you need to develop a voice to the capabilities of the Opera Bariton. And the timbre of Bariton here will be only a consequence.
Why do you need vocal technique and how it affects voice
The other reason for the consequence, that is, the changes in the tone is ... Vocal technique! It in the classics and modern vocalists differ significantly, as written on the site in many articles.
The person who owns the vocal technique can change its timbre arbitrarily (although still - only within the type of his voice). And the palette of sounds, which is subject to the modern vocalist, is largely significantly superior to the possibilities of vocalist academic. But there are features in which the classic wins is undoubtedly. You just need to understand that the timbres of the voices that the classic vocalist seeks, is needed for the classics.
But for songs of other styles and timbres you need to be able to create others!
Perhaps this is such a metaphor will be enough and understandable - the typical voice timbre is similar to a naturally human body. Each of us has its own figure, and it is not always ideal and perfect. When we begin to learn vocal technique, then, to some extent, we begin to "dress." And clothing you can hide disadvantages and emphasize the advantages!
And our future opportunities, the style of singing, depend on what technique we will teach us. Or, metaphorically, what clothes we put on your voice. Classic fracture or costume, a ball gown will look great in the Opera House, but it is strange to look at the rock concert or in a pop star show. Conversely, in trendy jeans and blazer, with some original accessories or piercing you can not get into a serious restaurant or club ...
That is, everything has its place. True, if a person can change his costumes as many times, then in the case of voice, this "trick" will not pass. It is almost impossible to change the vocal technique during training, it will always be "noticeable", like clothing not in size.
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Vocal technique is not intended to Change voice timbre, she needs him Enrich! Or "refer", as they often say, having in mind classic vocals. Anyway, the timbre of the singer's voice is not just his (her) colloquial timbre, it is significantly different, it is much richer. If, of course, talk about a qualified singer, and not a young man with a guitar in the campaign ...
But there exists in the vocal not only typing votes, but also typing timbres. In view of not personal timbres of a particular human voice (naked body), and his "clothes", timbres, purchased with training, experience ...
In modern vocals, there are several basic timbres that are most common from singers who are called vocalities. And unlike the modern vocal, the classic is built only on one basic tech, which is called - Opera vatility.
We listen to the tenor or baritone, soprano or contralto, but with the difference Types their votes Valtility Sounds one - Opera! Frak or ball gown!
Whereas in vocalists singing a modern repertoire, firstly, a completely different timbre, that is, the Opera vocality is not used, but, secondly, during the song, vocality can change many times. Yes, and different rock or pop, soul or r "n" b vocalists, having the same type of voting, we completely distinguish them on their characteristic "dressing", according to the vocalities used, as a rule.
That is why it is wrong to call the type of voices of modern singers with opera, classical names. I don't care what to say "denim fraction" or "Blank Ball Gown" ... This is a stereotype and rudiment, which got from academic vocal, and use these terms only within the framework of the classics.
Conclusion
Well, how do children manage to sing, how are adults "stars"? Returning to the question, which herself asked himself in the middle of the article ...
Close your eyes and listen in performance ... Do you decide that the adult sings? In any case, the type of vote will show itself. Yes, great, yes beautiful ... But the fact that these children sing is heard! And the reason for this "shade" - the geometry of vocal bodies responsible for the voice FIRST OF ALL!
And why so close to the original sound, such a speaker and expressiveness, such a magnificent timbre? That's it - the timbre! Because you can manage your timbre so much! But, at the same time, I repeat, anyone will hear that it is girls, not adult women ...
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Therefore, the most important advice arising from the entire article - do not attempt to change the type of your voice, because it is impossible to do this. Try to the maximum "squeeze" from it that it is possible to squeeze at all possible, that is, learn to change the voice to the voice at every particular moment, reaching the right sound, the necessary vatility!
It is not easy, but it is precisely that is the maximum of professionalism!
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And with the following article, let's talk about the types of votes in more detail ...
Use of materials of the site is allowed subject to a mandatory reference to the original source
Timbres - musical paints
- The expression of the mood of the surrounding world in music through the timbres.
- The characterity of the timbres of the violin (on the example of the topic of Shechherazada from Sixthonic Suite "Shehherazada" N. Rimsky-Korsakov and "Bumblebee flight" from the opera "Tale of the Tsar Saltan" N. Rimsky-Korsakov); Cello (on the example of "Walking" S. Rakhmaninova in Arrangement for Cello and Piano); Flutes (on the example of "jokes" from Suite No. 2 for Orchestra I. S. Baha).
Music material:
- N. Rimsky-Korsakov. Theme of Shehherazada from Symphony Suite "Shehherazada" (hearing);
- N. Rimsky-Korsakov. "Flight of the Bumblebee" from the opera "Tale of Tsar Saltan" (hearing);
- S. Rachmaninov. "Vocaliz" (in the Arrangement for Cello and Piano) (hearing);
- I. S. Bach. "Joke" from Suite number 2 for the orchestra (hearing);
- M. Slavkin, poems I. Bivovarova. "Violin" (singing).
Feature activities:
- Explore the variety and specificity of timbre incarnations in musical works.
- Determine the timbres when listening to instrumental music (taking into account the criteria presented in the textbook).
- Install external connections between the sounds of nature and the sounds of musical timbres.
The art of combination of orchestral tempering,
there is one of the sides of the soul of the essay itself ...
N. Rimsky-Korsakov
Musical timbres are often compared with paints in painting. Like paints expressing the color wealth of the surrounding world, and the diversity of his moods, musical timbres also transmit multipleness of the world, its images and emotional states. Whether the human voice or the shepherd sweater sings, hears the violin singing or overflowing the harp - any of these sounds is included in the multicolor palette of the timbre of music incarnations.
Composers never create such music that can be intended for any tone. Each, even the smallest, the work certainly contains an indication of the tool that should execute it.
Each musician knows that the violin is inherent in the special singer, so it is often entrusted with a smooth, song melody.
Here, for example, the topic of Shehherazada from the same symphony suite N. Rimsky-Korsakov. The charm of the Magic Arab night, and the gentle voice of Shehherazada hears.
Violin's virtuality is no less known, its ability to perform the most rapid melodies with extraordinary ease and glitter. Among the examples of such a role of violin - "Flight of the Bumblebee" from the Opera N. Rimsky-Korsakov "Tale of Tsar Saltan".
An angry bumblebee, preparing to worry bubarich, makes his famous flight. The sound of this flight, which music reproduces with visual accuracy and huge wit, creates a violin melody. This melody is so rapid that the listener really remains the impression of Grozny bumblebee.
Unusual heat and expressive cello brings her intonation with a living human voice - deep, exciting-emotional. Therefore, in music, there are cases when the vocal works sound in arrangement for the cello, hitting the naturalness of the timbre and breathing. A vivid example of this kind - "Vocaliz" S. Rakhmaninova.
The word "vocalization" means a vocal play without words.
The brilliant "vocalization" occupies a special place in Rakhmaninov's vocal lyrics. Rachmaninov wrote "Vocaliz" in 1912 and dedicated him to the famous singer A. V. Nezhdanova. "Vocaliz" adjoins the romance of the composer, in the origins of its associated with Russian songs. Elements of folk songwriting are organically poured here in the melody marked with a bright personality.
About the connection of "vocalia" with Russian standing song says the latitude of melodies, leisurely and, as it seems, "endless" nature of its development. Music is so expressive, so meaningful that the composer found it possible to abandon the poetic text. "Vocaliz" wants to call Russian "Song without words."
Where lightness is required, elegance and grace, the flute reigns. The sophistication and transparency of the timbre in combination with its inherent high register give flute and touching expressiveness.
Adorable scherzo ("joke") I. S. Baha from Suite No. 2 for the orchestra - an example of such elegant-humoristic sound of the flute. Twitter flute in the virtuoso manner is such a graceful and cheerful, which seems as if the music can continue again and more ...
Scherzo - "Joke" - this word is translated. But it is not always "funny" music. The name it fastened to the instrumental works of an acute character, with alive intonations and unexpected musical turnover.
Questions and tasks:
- Why do musical timbres can be compared with paints in painting?
- What features are the sound of violin? Tell us on the example of the topic "Shehrazada" and "Bumblebee Flight" N. Rimsky-Korsakov.
- What timbre can be compared the sound of the cello?
- How did the character of the sound in the "joke", I. S. Baha, if instead of the flute solo the cello?
- What do you think it is possible to instruct a melody written for one tool? If so, you call options for such replacements.
Presentation:
Included:
1. Presentation, PPSX;
2. Music sounds:
Bach Scherzo from Suite №2, MP3;
Rachmaninov. Vocaliz (2 version of the version - Violin and Cello performed by Vladimir Spivakov and Mstislav Rostropovich, solo for voice, electric guitar performed by Viktor Zinchuk), MP3;
Rimsky-Korsakov. Flight of bumblebee, mp3;
Rimsky-Korsakov. Theme Shehherazada (fragment) , mp3;
3. Accompanying article, DOCX.
In the presentation, an additional Piez S. Rakhmaninova "Vocaliz" (electric guitar, in P. Zinchuk) - at the discretion of the teacher.
Working lessons (abstract lessons)
Basic general education
Line Ukk V. V. Aleev. Music (5-9)
Attention! The site administration site is not responsible for the maintenance of methodological developments, as well as for the compliance of the development of GEF.
UMC"Music" V. V. Aleeva et al.
The purpose of the lesson:hearing and feel the role of the timbre in creating a musical and painting image
Tasks lesson:
- emotionally, consciously, holistically perceive music at the level of key knowledge;
- education of the culture of the listener, reader, viewer, artist;
- formation of vocal cholar skills.
Subject competencies
- expand the idea of \u200b\u200bthe rubre as a means of musical expressiveness
- find out what is common between the timbre and picturesque paints and what they differ from each other
- enrich knowledge about the timbre features of the violin, cello, flutes
- get acquainted with the work of composers Nikolai Andreevich Rimsky-Korsakov, Sergey Vasilyevich Rakhmaninova, Johanna Sebastian Baha
- to learn about the role of the language in the image of the musical "hero" (Symphonic Suite "Shehherazada", Opera "Spoken about Tsar Saltan", Suite number 2 for the orchestra
- learn to listen to the timbre and picturesque beauty of music
- develop vocal-choir literacy
Information competence
- find key knowledge in text material (timbre as a means of musical expressiveness, timbre - as pictorial paints, timbre as a reflection of images and emotional states)
- develop an understanding of reading musical and informative text (by reading music-wishes to memorize their writing, reading unfolded artistic texts enriches a speech culture, reading the text creates the effect of theatricalization in the lesson)
- be able to make up brief records of the lesson material
Social competence
- find productive cooperation with peers in the process of preparing for contests of songs, musical concerts (the choice of song, the choice of the composition of the participants of the ensemble, the coordination of the rehearsal time)
Communicative competence
- educating the culture of communication through reading and reproducing music education text (hear and listen to the answer of another student)
- forming a text analysis culture on the example of the reception "Description" - description of the timbre characteristics of musical instruments
Personal competence
- to build yourself to build an independent communication route with art (self-listening of music at home, acquiring records of classical music for home phoney, visiting concerts, participation in musical competitions songs, learning to play musical instruments, reading literature on art)
UMC: Music. Grade 6: according to the program V.V. Aleeva, T.I. Naumenko, so-called. Kichak:
- Naumenko, T.I., Music. 6 CL: student. For general education. Institutions / T.I. Naumenko, V.V. Aleev.- 6 - e edd., Stereotype. - M.: Drop, 2006.- 117
- T.I. Naumenko, V.V. Aleev, music. 6 cl. Fochrestomatia.- M.: Drop, 2009, 2CD
- Naumenko T.I. Music. Diary of musical reflection. 6 CL: manual for general formation. institutions / T.I. Naumenko, V.V. Aleev, so-called. Kichak.- M.: Drop, 2009.- S.72
- So-called Naumenko, V.V. Alyaev Mooky Readings and Methodical Recommendations for Teacher. - M.: Drop
Musical instruments: Accordion, Piano.
Equipment: computer, multimedia projector, screen.
Sources:
- Aleev V.V. Music. 1-4 CL ..: Program for general education institutions / V.V. Aleev, T.I. Naumenko, so-called. Kichak-M.: Drop, 2010. - p. 53
- Aleev V.V. Music. 1-4 CL., 5-8 CB.: Programs for general education institutions / V.V. Aleev, T.I. Naumenko, so-called. Kichak.- 6th ed., Stereotype. - M.: Drop, 2008.- P. 53
- V.V. Aleev about the role of the textbook in the lessons of music // Art and Education. Magazine methodology, theory and practices of art education and aesthetic education. № 5 (55) .- M.: 2008.- S.71
- Ivanov D. Competence and a competence approach in modern education / Dmitry Ivanov. - M.: Clean ponds (Library "On September 1", "Education. Education. Education. Pedagogy." State 6 (12)) .- 2007.- S. eight
- O. Lokteva Interior design through the prism of the art of the 20th century // Art number 14 (446), July 15-31, 2010. Educational and methodical newspaper for MHC teachers, music, from. Publishing House "First September" .- M. 2010.- p.4
- T.V. MERKULOVA, T.V. Beglova Time - Management for children, or how to teach schoolchildren to organize their time. - M.: Pedagogical University "The Oven September" 2011.- 40 p.
- Shelunsev V.A., Shel'lontseva L.N. Implementation of the competence approach in learning: a training manual. Omsk: Bow "Riaz" .- 2009.- P. 4; five
Teacher's home library: reading music lesson
- Mikheeva L. Music dictionary in stories. - M.: 1984.-C.141
- Rapatskaya L.A., Sergeeva G.P., Shmagina TS Russian music in school / ed. L.A. Rapack.-M.: Humanit. ed. Center Vlados, 2003. - C.185
- Word about music: rus. Composers of the XIX century.: Reader: KN. For students Art. classes / Sost. VB Grigorovich, Z.M. Andreeva. - 2nd ed., Uchar.-M.: Education, 1990.- S. 191
- Smirnova E. Russian Music Literature: For VI -ViiC. DMSH. Tutorial. - M.: Music.-2000.- p.106
- SPOSOBIN I.V. Elementary music theory: Tutorial for music schools. - 7th ed. M.: Music: 1979.-p.48
During the classes
1. Organizational moment. Greeting
Estimated leaf of studying in class:
- "The best interlocutor" (the ability to listen and hear the responses of students)
- "Best Researcher" (the ability to work with the text of the Tutorial - Tutorial, Workbook)
- "Best Listener" (listening to music)
- "Best Artist" (Fulfillment of the Song repertoire)
Record in notebook:
Topic of the lesson: timbres - Musical paints
The purpose of the lesson:
- expand knowledge about tech
- hear the role of the timbre in creating a musical and picturesque image
2. Experience of creative activities students in the process of mastering musical knowledge
Teacher: In elementary school, you compared musical sounds with paints in painting, said that every musical instrument has its own unique sound, its timbre. So, the organ and flute sound differently. Attachment 1 .
Record in notebook: Tembre - "Sound color"
Teacher: What do you think musical timbres often compare with paints in painting.
Pupil:Like paints expressing the color wealth of the surrounding world, creating flavoring works of art and his mood, musical timbres also transmit multipleness of the world, its images and emotional states.
(The student finds an expulsion response on the music textbook page 117).
Teacher: Explain the expression: "Music is inseparable from the timbre in which it sounds."
Student: Music consists of a variety of incarnations, and in each of them his own soul is guessed, a unique appearance and character. Therefore, the composers never create such music that can be intended for any tone; Each, even the smallest, the work certainly contains an indication of the tool that should execute it.
Pupil: ...(your answer)
Teacher: Consider a note example 38, page 117 of our tutorial.
Presented a fragment from Sixthonic Suite "Shehherazada" Nikolai Andreevich Rimsky-Korsakov (Appendix 2, Appendix 3)
The composer pointed to the Lento's music pace (slowly), the solo tool - the violin from the family of string tools (it is presented in the illustration) and determined the nature of the sound (expressive).
Teacher:What is known about the character of the violin?
Pupil:Each musician knows that the violin is inherent in a special singer, so it is often charged with a smooth, song melody, which has a special rounded line of lines. (Our tutorial, page 118, helps to remember previously acquired knowledge)
Record in notebook:Violin - Singing, Song.
Hearing music:CD 2, No. 8. N. Rimsky-Korsakov, Schehrazada theme, from Suite "Shehherazada", Fragment
Teacher:The violin has not only the ability to be a singers and a song. She has many talents. What other ability is the violin?
Pupil:Violin's virtuosity is also known, its ability to perform the most rapid melodies with extraordinary ease and gloss. (Helps our tutorial to reveal another violin ability).
We continue to record in the notebook: -virtose
Teacher:Indeed, this ability allows many composers to create not only virtuoso plays for violin, but to use it for the transmission of sounds of not musical nature! Today we will listen to the flight of the bumblebee from the Opera N.A. Roman Corsakov "Tale of Tsar Saltan." Recall the literary plot about the flight of the bumblebee.
Pupil:An angry bumblebee, preparing to worry bubarich, makes his famous flight. The sound of this flight, which music reproduces with visual accuracy and tremendous wit, a violin melody is created, so rapid that the listener really remains the impression of Grozny bumblebee.
Teacher:Before listening to music with a note of a tight example 39, page 118. The fast paced "VivaCh" is indicated - "alone". The rapid flight of the sixteenth notch draws us a circling bullet movement.
Hearing music:CD 2, No. 9. N. Rimsky-Korsakov, "Flight of Bumblebee", from the Opera "Tale of Tsar Saltan", Fragment
Teacher:A cello is also included in the strings of broken tools. Appendix 5. The tool is presented on page 119. What do we know about the character of the sound of the cello?
Pupil:The extraordinary heat and expressiveness of the cello brings it closer to the intonation with a living voice - deep, exciting - emotional.
Record in notebook:Cello - Heat, Sound Depth
Teacher:This surprise of the cello sound is unusually warm and expressively and allowed to perform vocal works in the instrumental arrangement. Page 119 presents an illustration of the tool and a notebook "Wise" S.V. Rachmaninova, with a wide, comprehensive, eating legato (arc connecting sounds).
Teacher:Let's open musical reflection diary, page 19. Read the task.
Pupil:Sign the name of musical instruments. Specify the symphony orchestra group in which these tools are included.
Task is performed: "Short ribbon" - fit the word "cello", "Long ribbon" - "Strong Scope Group".
Hearing music:CD 2, No. 10. S. Rakhmaninov, Vocaliz (in Arrangement for Cello), Fragment
Teacher:In our lesson, we will also hear the timbre of the tool from the family of wooden winds - the timbre of the flute. Appendix 6.
On the page 120 textbook presents its illustration. Where lightness, grace and grace in music, there and reigns flute. What do you think is characteristic of flutes?
Pupil:The sophistication of the leaky of the timbre in combination with its inherent high register give flute and touching expressiveness (as in the "melodies" from the opera K. Glitka "Orpheus and Eurydic"), and graceful wit.
Teacher:"Joke" I.S. Bach from Suite No. 2 for the orchestra - an example of such an elegant - humorous sound of the flute. In a new example 41, we will see the "openwork", "fluttering" note record for flutes.
Teacher: Musical Reflection Diary again, page 19. We will continue to perform the task. What musical instrument, the group of the symphony orchestra you enter?
Pupil:"Short ribbon" - fit the word "flute", "Long ribbon" - "Wooden Spirit Group".
Hearing music:CD 2, No. 11. I.S. Bach, "Joke." From suite number 2 for orchestra, fragment
3. Conclusion
Teacher:The musical material of the lesson has been studied. What can be concluded?
(Students determine the output of the lesson on their own and using the textbook textual material studied)
Among them:
- Each musical instrument has its own timbre.
- Music timbres can be compared with paints in painting
- The timbre helps "see" the musical hero
- Music is inseparable from the timbre
- ... (your answer option)
Writing in notebook: Each musical instrument has its own timbre.(or write output previously voiced)
4. Homework
Diary of musical observations (p.18)
Teacher:At the lesson, you expanded our knowledge about Tembré, listened to music performed by violin, flutes, cello. Read in the diary of musical observations, page 18 tasks.
1. What instrumental timbres would be given different sounds of nature?
Overflows of sea waves ...
Singing nightingry ...
2. Can I "voice" silent nature, endow your own timbre
wild flower…
mighty tree (oak) ...
(Due to the fact that the task is determined in the framework of the material study of only this lesson, that is, the timbre of violin, cello, flutes, then the answers are heard in the lesson. The houses remain the answers only to write down.)
5. Vocal-choral activity
Diary of musical observations, pp. 72. "Violin", poems I. Bivovarova, M. Slavkin Music
Teacher:So, at our lesson:
- we expanded our knowledge about Tembre
- studied to listen and distinguish the timbre beauty of violin, cello, flutes
- read musical texts in the textbook;
- studied beautifully and correctly sing
- considered the performance of the homework.
Thanks for creativity in the lesson!