Eternal dispute: How old to start learning a child with music? The Solfeggio program for students of the preparatory group of children's music schools.
Music School - initial link, first stage of musical education. Today we will talk about how it goes reception to music school.
Music school tasks
Music school tasks - to instill love for music, develop the musical abilities of children, form musical aesthetic tastes, involve children in the process of musitizing, raise a competent listener who understands serious music. To identify the most capable and talented students and prepare them for admission to higher musical educational institutions.
Tasks a lot. To implement these tasks, children in music schools are taken every year.
IN last years There is a tributary of students in music schools. This contributes, as it seems to me, the transmission and show on television, an increased number of competitions of different levels. Changes thinking of parents. It comes to understand that the child needs to invest and, oddly enough, money. Let not be big, but training in a music school entails certain spending - training fees, buying tools, costumes and phonograms on speeches and contests (if the child is a professional plan to such a level).
But these permanent homework and daily "pilicing" on the instrument that does not like the neighbors so much!
However, imagine the joy and pride for your child when he will have the first, even the most modest results. And then you will realize that all waste - both cash, and temporary, are worth it.
In my classroom, children are engaged in the children of ordinary parents, with the usual average, which can be among the inhabitants of a small town. Attitude towards contests to contests Miscellaneous: one is already a goal in life. And there are students who have had a certain progress in training and which can already be put up for competitions of a fairly high level, but they do not participate in contests for various reasons. One of the moms I said rightly that they had no money for these purposes. But quite recently, the city and school helped materially organize a trip to the competition.
Would you see this child after the speech! The girl glowed from happiness! And when I asked if she liked to speak, she replied shortly and yeko: "very". But it was said so penetrated!
And mom's mom, carefully listening to all speakers, suddenly said: "You know, I suddenly understood: this (contests) - so caution! Thank you for convincing to go to the contest. "
But this is mom. And imagine the tears of the joy of grandparents - the granddaughter has a high result - victory in the international competition!
And now the training has passed on more high level - Not amateur, if only the child was busy with something, but a professional level. Because the disciples and their parents see the level of other children and strive for further results and victories.
All of the above is a lyrical retreat. We have already been convinced of the importance of music and give children to a music school. But how do teachers meet a potential student? How to check the availability of musical data?
Musical abilities can be developed. However, each child has a different initial level, a different starting point. Musical abilities are not only presence musical hearing. It is also the presence of other factors necessary for full-term training. And how fruitful will be the development musical abilitiescan be identified only in the course of systematic classes.
Attracting children to music school
Well, if the music school is organized preparatory groups that are visited by children preschool age. But there are children whose musical abilities appear later, at school age. At this age, it is possible to receive students on the bayan, accordion, brass, folk pinching tools. With the division of training on six and eight - summer program There was an opportunity to accept school-age children and other specialty. Older children will be trained in a six-year-old program and have time to finish school and receive evidence. For the small children, eight-year training is provided. 
In the preparatory groups, emphasis is done on choral singing, listening to music, familiarization with musical instruments, rhythm classes and initial elements music diplomas.
Preparatory groups can function both in music schools and secondary schools. The purpose of such groups is to attract children to music classes, the selection of capable children for study at the music school. However, in the selection, attention should be paid to the fact of the interest of children and the desire to learn to play and sing, and musical abilities can be gradually developing.
In addition to the organization of preparatory groups, teachers of music schools can audition in secondary schools and in kindergartens. You can prepare printed invitations in which you see approximately the following text:
Dear Parents! Your child has good musical data. We invite you to study at the music school.
Phone for information. Last name for music school teacher. You can specify the tools on which training is possible for parents in advance in advance and have decided - on which tool to teach your child.
There is the following option to attract children to a music school. On the parent Meeting At school and in kindergarten, a music school teacher makes a message about a set of music school and answers all the questions that have arisen about the content of training, about musical specialties, of importance musical Education.
Before holding adopted examinations to a music school, you can take advantage of local media - television, radio, newspapers with placement of admission ads.
Such work on attracting children to a music school is suitable for a young teacher who is only gaining his class. Where the popularity of the school has already been established and is conducted full time job According to the propaganda of musical art, soloists and school teams are known among the population, children and teachers constantly perform in concerts, parents themselves will bring their children to music school. And the school will not have problems with the contingent.
Reception exams
The result of working to attract children to a music school - adoptive exams. The purpose of the exams is to identify the musical abilities of children: rumor, rhythm, memory, as well as common development and emotionality. Great importance In the learning process plays the performance and interest of children. These qualities are produced during the educational process.
Entrance exams are held in spring, in late May - early June.
Parents of incoming children fill out an application for admission to school (to download the application form, click on the picture).
Consultations are held before the receiving exams. The purpose of the consultation is to familiarize with applicants and bring to the attention of parents and children of examination requirements. Consultations are held in a relaxed atmosphere so that children can show themselves. The consultation is recommended to learn the song that children will sing on the exam. Spend musical Games, rhythm, listen to works, determine their character, pace.
Consultation is usually conducted by the Solfeggio teacher, and the Commission is observing the work and behavior of children. Consultation lasts about forty minutes. Usually hold one - two consultations, after which the children pass entrance examinationwhose result is the reception of students to music school.
How to check the musical data of applicants, what tasks are performed by children when taking a music school - we will talk to.
Irina Belang
The role of musical classes in the preparation of children to school
« The role of musical classes in the preparation of children to school»
IN modern conditions The problem is artistic - aesthetic education, education and development children is one of the central tasks in preschool pedagogy. Art I. artistic activities Remote deep emotional impact on inner world The child transforms it, form in it the quality necessary for further full-fledged life, active socialization and creative self-realization, is improved by thinking, the child is done as sensitive to beauty in art and life. Musical Development in kindergarten is organized pedagogical processupbreaking musical culture, Development children's musical abilities For the purpose of becoming creative personality Child. Preparation of children to school - One of the main tasks of raising a child of six years. Before us teachers are the task - the formation of comprehensively developed personality. Significant role In solving this problem, they take art, in particular music. Bright works of art, affecting aesthetic perception, becomes the source and means of the education and development of the child, including mental. V. A. Sukhomlinsky wrote: « Music - Mighty source of thought. Without musical Education is impossible to fully mental child development. First source music is not only the world, but also a man, his spiritual world, thinking and speech. The child's attention is focused on the items and phenomena, which in the new light opened before them musicand his thought draws bright picture; This picture is asking for the word. "
IN preparatory group Acquisition of children K. musical culture , continue to raise the artistic taste, conscious attitude to the domestic music Heritage and modern music.
When analyzing musical Works learns to clearly state their feelings, thoughts, contribute to the development of thinking, fantasy, memory, hearing.
In chapter "Hearing music» Children are given the opportunity to know how the same phenomenon is reflected in different types art: painting, literature. Much attention Pay the development of the dictionary of aesthetic emotions - the child learns to select accurate words for the characteristics musical Work. Music Developing a child and mentally. Vocabulary children enriched with figurative words and expressions characterizing moods, feeling transmitted in music. Musical repertoireused for the hearing allows to expand the horizons children, reserve musical Impressions gives children versatile knowledge of the environment.
W. preparatory children Groups more bright becomes the desire to perform a song, dance, to show creativity, the desire to express their opinion about the heard. Between music And there is a lot of speech. Musical sounds, just like speech, perceived by hearing. During singing drawn attention children on lip activity, clear pronunciation of consonants at the end of the word; We produce diction with special exercise: jokes - additives, sweeters, patter.
In working with children, we introduce visual modeling to effectively assimilate the material. Based on them developed didactic games "Loud quiet", "Fast slow" other. In addition to music and movements, children familiar with the features of oral speech: Colorful voice, facial expressions, gestures. Part of Mental Development children is the development and improvement of children Thinking processes, elements of logical thinking. Activation of mental activity is achieved by the fact that each time children offer more complex the task: other complex version of the same task, another game situation, new musical composition. Expanding knowledge preschool children, developing their ability to logically think, I do not miss the field of view and such an important task of mental education as the development of speech. Lead role In the development of speech belongs to the song. Music attracts children to a speech-based basis, makes it listen and think about the song.
Invaluable assistance in solving mental education tasks music - Didactic games and exercises, the game form of which facilitates the process of knowledge, makes it conscious, allows you to ensure the mental activity of each child. Didactic tasks on each subsequent classes modificationsCompleting, I create a s) that allows children to look for new ways to achieve the goal, activates them.
Great place in mental education and development children belong musical - Rhythmic activities. Selecting games, dances, dances, exercises and creative tasks, take into account, first of all, methods and techniques of work on a specific material. Work on all kinds music - Rhythmic movements start with perception music, with her analysis by children. When working with children preparatory group Using"Finger games" - They are original and interesting in that they are a miniature theater, where the actors are fingers. Finger games are developing small motor Hands, muscular apparatus, tactile sensitivity, increase the overall level of the organization's thinking. These games are very emotional, you can hold them both in kindergarten and at home. They are fascinating and contribute to the development of speech, creative activity. Via « finger games» You can simultaneously cook the child and to the letter, and to reading. On the classes teach children Transfer your emotional experience through movements. Conscious movement will allow to perceive deeper music and more expressively transfer the emotional state that causes musical composition. Expressive colloquial speech closely related to movements (gestures, musical intonation, it becomes "Bridge"which connects the movement and music.
As a result of systematic work on mental education children in the process musical activity in class And in everyday life, children acquire the skill of active independent actions.
Musical classes, festive matinees cause children are special interest, and these forms musical Activities help see mental activity children, search qualities, creative principle in their actions, cognitive interest, performance, independence, and in general - readiness for learning activities in school.
Publications on the topic:
Much attention is paid to creating a learning environment. The design of the speech therapy office has a successful adaptation of children to new conditions and provides.
Information booklet for parents for the preparation of children to school Personal readiness for school education involves the adoption of a new child social status - Schoolboy's positions. I.e,.
Consultation for parents "The role of the family in the preparing child for school" The role of the family in the preparation of the child to school goal: to increase the pedagogical competence of parents, aim on close interaction with educational.
Training of preschoolers game for children's musical instruments in the process of musical training The main form of musical activity in kindergarten is musical classes. They combine all kinds of musical activity:.
excellent Education of RB.
Nikitina Jamil Faridovna
In the first lesson, I introduce children with grandmother music, in parallel, taking a conversation about their grandmothers. Children are happy to tell about them and remember the main features of the grandmother of the music: that it is fun and sad, slow and fast, loud and quiet.
Here you need a music show and the first discovery for children is that the music needs to be able to listen. After all, we have no wonder we have two ear and one mouth.First, listen, after - to speak. This is important, in life it will be useful for sure! From the first lessons, they understand that you need to learn to listen and hear. It does not even matter what or whom: Lie music or the rustle of the breeze, or his friend. Attention and ability to focus during listening to music. Understanding and sharing such concepts like noise and musical soundsChildren learn to reproduce music by voice using the main musical instrument - the unique and most beautiful, voice of the voice. Based on the practice and observations, it turned out that often the high voice of the voice is absent in children as a result of generic injuries acquired by fears and psychosomatic organism reactions later. And therefore coordination between hearing and voice is aligned by using voice exercises. I ask children to draw a voice of some character and an early, illustrated musical fairy tale, for example, a wolf - a low voice, dinosauric with small eyes - high voice, with a little head - a voice is slightly lowering, with a thick neck - a middle voice, a thick belly - a low voice and a heavy tail - the transition to wheezing. Drawing by voice characters from fairy tales during the game, children lose fear before taking notes in upper or low registers. And subsequently, the range of D Major sing purely, without fearing to transition from the chest register to the head. The most notes are considered re, mi, fa. Basically, all children sing them purely, but with a notota salt, many children are afraid to use the head resonator, as to take high notes It comes artificially. When they understand how to do it, they lose fear and sing with pleasure on tops. Just can not be allowed to overload ligaments, everything needs to be done neatly, not loud.
These magic seven notes: up, re, mi, fa, salt, la, si - like a rainbow, and every note has its own color: up - red, re - orange, Mi - Yellow, Fa - green, salt - blue, la - blue, si - purple. Learning to learn notes and write them using a visuality in the form of a large note mill with multicolored notes.
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In India, for example, to this day, the Schrutti switched system, containing 22 sounds in Oktave, and in the Middle East - arab-Persian bulk system containing 17 sounds in Oktave. But we do not devote small musicians in it.
Here is relevant song from the world masterpiece, the musical "sounds of music", Composer Rogers - " Motor Azbuka" You can learn it and sing looking into a visual benefit. Children like.
To - Polarichko nest
Re - Trees in the yard
Mi - kitten feed
Fa - in the forest shouts owl
Salt - Playing a Devora
La - Popped All Earth
Si - we sing in order
To return to before.
Even later, recording notes in the usual motor notebook, we apart them. Children remember the sheet music at first, after the location on the tinny mill. And learning process notice litera It happens joyfully and imperceptibly. By the same system, we study the notes of the bass key in the second half of the year. Very helps the allowance E. Korolev "Music in fairy tales, verses and pictures."
Also, helps to build an intonation of a hearing analysis. From the first lessons through the auditory sensations, we learn to determine the "number of birds on the branch" (the number of sounds of the note). To determine the very ringing bird - the upper voice, as well as the most wise, old - low voice. We are also "walking" by a large notnoy mill with multi-colored notes from to up and down. You can cut the girl from the cardboard, the children will gladly smoke it and give a name. And then the student's finger from the note is not going on, but real character - Girl of light. Children carefully and carefully "walk" her, better feeling the direction of motion of notes: up or down the gamma. Thus, children have a feeling of soundness.
As for vocal solfigration, children are happy to study through the game "Orchestra" game, as well as sing notes. I use the first part of the collection "Solfeggio" B. Kalmykova, Friedkin. I studied on him and me. I find it very convenient. There are many examples of folk music. Although other benefits can be used, for example N. Ladukhin.
In parallel with the work on the coordination of hearing and voices, there is a huge work on the rhythm. Rift in a small person the right sense of rhythm and time, this, I think the key to his continued success in life. And these are not empty words. As often we see capable and talented people, but often unsuitable for modern realities Life. This invisibility arises due to the lack of a sense of rhythm, tempo, and meters. Live in the rhythm that you dictate life circumstancesThis is the basis of harmony, happiness. Hubbart: "Living in the world of high speeds with low-kindled people is unsafe." On the music examples (I basically give topics from popular musical creativity, I will later explain why) children learn to play on the famous instruments of the Orph: spoons, cracks, drums, xylophones and many others. Failing to the tact of music and coinciding with her on rhythm, on their instruments, children entering ecstatic state musical unity, they have a sense of significance, the feeling of their creative start. By the way, even with the most minor victories, I ask the child to stroke my head, praise myself. This is important - from childhood to encourage their work and result to support the desire to do on. And, of course, the teacher makes encouragement in the form of a five.
It is also important that the child remember that the grandmother music we calculate up to four. It is very well helped to read the Rhythm "Two Baratt": TI and TA. We are small, nimble, fast, and we indicate it like this (Fig. And):
And the big and important brother, we denote it like this (Fig. B):
Ti-ta sits inside as an alarm clock and works in the rhythm of music. And it's great.
Education of the feelings of rhythm and tempo helps writing rhythmic dictations. Teacher on one note loses the rhythmic scheme. The child records it in a notebook, having previously lost it on a shock tool and spoke out loud words aloud. It is very important that he felt like a small composer. To the rhythmic scheme, it can attribute multi-colored notes at its discretion, try to play your work, give him a name. Often, the children of the house with parents compose words to their music, it turns out a song of his own essay. It develops a huge interest in his work, the child understands that he can compose music and about the mouse itself, and about autumn, and, of course, about mom.
Interest in the game on the piano is growing from the lesson in the lesson. Since until a complete study of the preparatory notional course, I do not plant them for the tool at once, as in a music school, and they themselves are sitting, when they are already well oriented in finding notes in any Octave, singing Solfeggio. The children themselves ask for playing, it happens with great joy and pleasure. You need to do the exercise with them. Peer, we hang on the hook, on the third finger of the "Film" or "Sea". With a relaxed hand, children should feel their third finger and support.
Then the free hand with a sensitive third finger is transferred to the keyboard.
It is necessary to do the exercise with them for different fingers, the main thing is that they moved in a mirror reflection from each other. Each teacher has his tricks, most importantly, to be comfortable, easy to take sound. The process of sound recovery is reasonable to be natural and comfortable. At the end of the year, they calmly play the range of D Major in direct and divergent movement, chromatic gamut, arpeggio (it is most difficult, so I have a practitioner singing at every lesson) and chords. Chords are loved, since this is the easiest kind of accompaniment to their songs. At the end of the first year of study, children sing songs under their own accompaniment in the tonality of D Major.
The collections of the Corolkova "Cross-musician" 1 and 2 parts are now very in demand and popular.
Bright illustrations and consistently competently outlined musical material give their amazing results. When studying the bass key, the plays from the collection of the Leschinsky "Baby on Royal" help me
It is also very useful to give children to rewrite numbers on solfigi from a violin key to the bass, while not forgetting to color notes in the colors of the rainbow. Helps visual visuality in the form of a large note mill and multicolored music is already in the bass key. Here we help to love bass clef Fabulous characters such as bear, wolf, Baba Yaga, Deadmorz, etc.
Appeal to folk creativity, folklore is not accidental. In connection with computerization, urbanization and very small communication with wildlife, there is a loss of communication with the past. Children know little folk fairy tales, proverbs, sayings, lullaby. Unfortunately, modern parents read little or do not read fairy tales at night, do not sing lullabies. But this is so favorably affects the psyche of the child. The fact is that in each of us there is genetic memory - the memory of the ancestors. She gives us strength, nourishes us with their juice. Feeling the genus, we are an integral part of our people. This is important for a person, so you must feed it with folk creativity, it's like nourishing the mother's milk at the spiritual level. Because I use as music illustrations folk music: Russian, Bashkir, Tatar, Georgian, Ukrainian. In order for children to be clearer, the archaic sound of folk music, my concertmaster stylists, seems to see him. All negative phonograms sound people, but in the context of modernpop -culture. Children sing such folk songsas "walked infants", "grapes", "Oh early, on Ivan", "funny geese", "Kolyada"; Bashkir - "Ai, Ural", Popourry on the themes of the famous Bashkir folk songs, Tatar "Round Lake", Georgian "Michit Aragwe Vdal" and so on. The practice of working with microphones in the studio and on stage is very helpful. Children at first get used to the timbre of their voice, after being started to love him, find their colors, "highlights". And listening to your vocal records teach them to analyze your voice and transform it for the better.
During the year, a novice musician mastering common musical concepts and knowledge, as well as initial basic skills. He can:
Sing and conducting on notes on the collection of Kalmykov-Friedkin from 1 to 30 rooms
Writing rhythmic and intonational dictations in the amount of 2/4 in the tonality of the D Major on 8 clocks
Making an analysis of the musical work, knows how to tell what Grandma Music is sad or funny, fast or slow. I know how to calculate and stroll it.
Play gamma di-major
Play accompaniment to 1 - 2 children's simplest songs of the tonality of D Major using a full functional turnoverT - S - D - T.
Play any of the plays of the collection "Cross-Musican" Kolorkova in 1 part and the first half of 2 parts. (The most advanced from students reach the end of the second part).
Sing under a minus phonogram with a microphone.
Compose your melodies and record them in a notebook.
Introduction process B. huge world Musical art is very creative and diverse. And built on love becomes an unforgettable and efficient child!
Municipal budgetary educational institution
additional education of children
"Children's Music and Choral School" Dream "
Nizhnekamsky municipal district of the Republic of Tatarstan
Considered and accepted claim
at the meeting of the Methodological Association Director of MBOU DOD "DMHSH
teachers Music - "Dream" NMR RT
theoretical disciplines
protocol number ________________ _________ V.Vigina
"____" __________ 08_____ 2015__g. «____" _______________ 20__
Working programm educational discipline
Solfeggio
(Preparatory Group)
Approved by the Pedagogical School Council
"____" ___ 08____________ 2015__
Compiler:
Mobinkina Olga Pavlovna,
teacher of the highest qualifying category.
nizhnekamsk
Explanatory note
The program is drawn up for students of the preparatory group " Solar races"(7-8 years) for one academic year based on typical Solfeggio and Rhythm GEF programs.
Solfeggio classes in the preparatory group are aimed at developing musical and creative abilities, artistic thinking, sustainable interest in classes, mastering the basics of musical letters.
The classrooms are used in rhythm tasks, practical Moizitization (singing, playing musical instruments, improvisation), listening and execution of various musical works. Music listening tasks: Development of memory, deepening emotional responsiveness to music, formation in children's ideas about the content of musical works (form, genre, expressive means). Detailed work on the development of vocal-intonation skills will contribute to the purity of intonation, expanding the singing range of children, consolidating certain intonation revolutions in their consciousness, which will help the formation of a lade feeling.
Learning notion literacy and acquaintance with theoretical concepts occurs in a game form.
Much attention is paid to musical and creative self-expression, learning to adopt improvisation as a means of developing musicality in children, as a method of active mastering music.
To develop a sense of rhythm in classes, musical instruments are used: metal products, tambourines, drums. Children perform a rhythmic pattern learned on them or just heard songs, speakers, emphasize metric accents of the melody, dynamic shades.
Thus, the application of this program contributes to the implementation of the main task: awakening in the child of the artist's musician, the development of his desire to listen to music and reflect on it.
The program is based on the Solfegio program for DMS, approved by the Methodological Cabinet of the Ministry of Culture.
purpose To achieve creative activity and the interest of each child, to develop the ability to think with musical images in it, as well as form a base for the integrated development of musical hearing and vocal intonation skills.
Tasks - Development of melodic and harmonic hearing
Education of the feelings of metrortma
Acquaintance with theoretical concepts
Awakening in a child creative thinking
General Characteristics of the Training Course
Contents of the program It is that the theoretical knowledge obtained in the process of occupation should be associated with practical skills. Knowledge of the theoretical foundations contributes to the upbringing of musical thinking of students, produces conscious attitude towards studied musical phenomena. But any phenomenon in music cannot be meaninglessly with its specific sound expression. Therefore, one of the most important tasks of the Solfeggio teacher is the development of students' auditory ideas. All theoretical work It should rely on internal auditory views, the presence of which plays a huge role in the process of learning music. They are necessary for the successful executive practice of the student, as well as for further activitieslike a musician professional and amateur.
Selection criteria musical material Solfegio lessons are quite multifaceted and complicated. The teacher has to be guided by a number of heterogeneous criteria, such as compliance with software requirements, the expediency of its use for processing the necessary technical skills, style diversity, performing opportunities study group. the main task It is that targeted selection of material for various forms of operation on solfeggio (singing, auditory analysis, dictation, intonation exercises, creative tasks) As a result, gave a student living and concrete understanding of the diversity of musical and expressive funds, about the most important manifestations different styles And epochs.
Basic methodical principles Programs are:
The principle of increasing the complexity of the material being studied ("from simple to complex");
Principle of development cognitive interests each student;
Principle of development of creative abilities of students;
The integrity principle is to build activities based on the unity of development processes, training and education of students;
Principle of interdisciplinary integration;
The principle of systemism is the continuity of knowledge, that is, the "related" relations of repetition and teaching at all levels of education.
Types of musical activityat the lesson, the solfeggio includes the following sections:
Hearing music
Movement to music
Musical instruments game
Creative exercises (selection of hearing, improvisation)
Place of training subject in curriculum
The Solfeggio program is compiled in accordance with the number of hours specified in curriculum MBOU DOD "Children's Music-Choir School" Dream "NMR RT. The subject is studied in the amount of 58 hours, 2 classes a week of 30 minutes.
Value Detention Landmarks
The subject "Solfeggio" plays a huge role in the development of musical abilities (rumor, rhythm, memory), introduces theoretical foundations Music art contributes to the formation of practical skills of practical muscy.
Solfedzhio knowledge and skills obtained in the lessons should help the learning in his instrument in the instrument, Horu, music literature.
Personal, MetaPered and Subsection Items
Personal results Reflected in the individual qualitative properties of students, which they must acquire in the process of studying the subject of Solfeggio:
Knowledge of the basics of music certificates;
The ability to literately listen and analyze music;
Development of an emotionally sensual sphere, artistic and artistic and creative thinking.
MetaPered resultscharacterizes the formation level of universal academic action students manifested in cognitive and practical activities:
Formation of the skill of individual and collective creative activities;
Self-expression ability;
Formation creative approach to any type of activity.
Subject resultsreflect the experience of students in musical and creative activities:
Mastering practical creative skills;
Familiarization with musical and theoretical foundations;
Ability to analyze and reflect on the content and nature of music.
Planned results
Children will learn to recognize the nature of the music, the way, the direction of the melody, the repetition, etc., sing songs and speakers with tacting and conducting, write them with notes, playing the piano.
In the process of elementary improvisation, the child will learn to think with sound images, will develop an imagination, the ability to create new images on the basis of musical and auditory stock.
Thematic planning
Discern consonances and dissonances in listened music and separately taken consonents.
Heading and selection on the tool of small speakers.
Play and sing speakers from repeating sounds on different keys in the first octave.
Night mill. Treble clef. Note.
Scale.
Be able to determine on a notice record and on the rumor direction of the melody, to distinguish between ascending, descending and repeating sounds in the melody, play them from a given sound.
Write a musical dictation, play and sing one of the intended songs from a given sound.
Share pulse. Music Temp.
Mark the equity ripple, determine the difference in the speed of alternation of shares in the listened works, determine the fast, moderate and slow pace.
Quantity. Duration half and fourth. Rhythm.
Spelling of calm.
Marking the rhythm by flashing durations against the background of uniform steps by the fourth durations (pulse).
Understand the rhythm just listened to an unfamiliar melody,
share rhythm rhythmic cards.
Strong and weak shares. Size 2/4.
Tact, clock features. Take.
Mark strong and weak stakes with tact, write ringtones notes in rhythmic design.
Interval fairy tale. Oktava-Ch.8 and Prima-Part intervals.
Play, sing, determine the intervals of Part 8 and Part 1
Fastening the material passed.
The second half of the year 31
3. Thursday 17ch
Repeat material passed.
Perform orally and writing practical tasks on the topics passed.
Interval fairy tale. Interval Qwinta-Ch.5.
Play, sing, determine the interval Part 5 hearing
Pause. Pause fourth.
Rhythmic exercises.
Exercises on rhythmic cards, catch up with a recorded rhythm, come up with and execute a rhythmic accompaniment, with the help of noise or percussion instruments to mention the ripple, strong shares of solo or in the ensemble.
Improvisation of the rhythm for shared pulsation, rhythmic accompaniment.
Eighth durations.
Perform written and oral rhythmic exercises in different combinations Durations passed.
Interval fairy tale. Interval of Quarta - Part 4.
Play, sing, determine the interval Part 4.
Tone and halftone.
Expressively execute the speakers on the tone and halftone, intonate from the specified audio.
Find tone and halftone on the keyboard.
Alteration signs - Bemole and Diez.
Find when selecting entered tunes for rumor increases and lower sounds, be able to explain signs.
To be able to correctly record alteration signs on a notonic one in front of notes.
Interval fairy tale. Sing interval - M.2 and B.2.
Play, sing, determine the intervals B.2 and M.2.
Major and Minor. Major and Minor Sound.
Discern a rumor of the way, to accurately intonate the speakers and melodies in Major and Minor.
Interval fairy tale. The interval of the policy is B.3 and M.3.
Play, sing, determine the intervals of B.3 and M.3
Fastening the material passed.
Perform verbally and writing practical tasks on the topics covered.
4 quarter 14ч
Repetitions covered topics.
Sing and playing from sound to songs of all characters interval fairy tale.
Music genres: Polka, Waltz, march. Means of expressive music.
Dynamic shades.
Define genre affiliation
music, move to the music, noting strong shares.
Analyze the heard work.
Size 3/4
Improvise movements to the music of 2x and 3x - dollar pulsation, determine the size of the listened works. Perform a given rhythmic accompaniment. Lay out the cards of the rhythm familiar or just heard melodies. Sing melodies with tact on ¾. Understand the recorded rhythm.
Size 4/4.
(familiarization)
Determine the size of the listened works. Perform a given rhythmic accompaniment. Lay out the cards of the rhythm familiar melody. Sing melodies with tact on 4/4. Understand the recorded rhythm.
Interval fairy tale. Interval sext - B.6 and M.6.
Play, sing, determine the intervals of B.6 and M.6
Interval fairy tale. Interval septim - B.7 and M.7.
Play, sing, determine the intervals of B.7 and M.7.
Solfed exercise with tact.
Improvisation of the melody for text. Question and answer in the melody.
Sing notes with tacting previously defaming songs.
Improvise melodies to the specified text.
Fastening the material passed.
Solfed one of the intended melodies, lay out its rhythm cards, stroll it.
Determine in the listened product of the way, tempo, dynamic shades.
Play passed intervals.
Final exercise "Holiday of Knowledge".
Use the acquired knowledge and skills in practice.
Educational and Methodical Provision
Tutorials:
Baeva N., Zebryak T. Solfeggio for 1-2 classes of DMSH. - M., 1975.
Pupil manuals:
P. Kalinina. Workbook. Solfeggio class 1
P. Kalinina. Musical recipes
Manuals for teachers:
Moskalkova I. Reinish M. Solfeggio lessons in preschool groups DMSH
Andreeva M. From Round to Octave. - M., 1976.
Andreeva M. "From the rejo. to octave", h. II. - M., 1978.
Antoshina M. and Nadezhna N. N. Solfeggio. Grade 1 DMSH. - M., 1970.
Baraboshkin A. Methodshex allowance for Solfeggio textbook for 1 class DMSH. - M., 1 Vetroga N. Children's orchestra. - M., 1976.
Davydova E. Methodology of teaching Solfeggio. - M., 1975
Material and technical support
Disputes of age from which you can start learning to music have been carried out for a long time, but by and large in these disputes were never born the unequivocal truth. Right and supporters of early (as well as very early) development - after all small child absorbs any available information As a sponge, laying a powerful foundation for further development.
Convincing arguments also lead opponents of too early learning. These are emotional overloads, and the psychological unaware of kids to systematic classes, and the physiological immaturity of their gaming apparatus. Who is right?
Educational classes for the smallest children are not at all modern know-how. Back in the middle of the last century, the Japanese professor of Siniti Suzuki successfully taught three-year-old violin guys. He did not believed without reason that each child is potentially talented, it is important to develop its abilities from the very early age.
Sovetskaya music pedagogy Regulated music learning in this way: from 7 years old, the child could (in total there were seven classes). For younger children, at a music school, a preparatory group existed, in which they took from 6 years (in exceptional cases - from five). Such a system existed for a very long time, surviving both the Soviet system, and numerous reforms in secondary schools.
But "nothing is eternally under the moon." New standards came to music school, which is now seen as prefigation. There are many innovations, including they affect the age of starting learning.
In the first class, the child can flow from 6.5 to 9 years, and studying music school lasts 8 years. Preparatory groups with budget seats are now abolished, so those who want to teach children from earlier age will be forced to pay rather impressive money.
Such is the official position in terms of commenced by music. In reality, there are now a lot of alternative options (private lessons, studios, educational centers). The parent, if desired, can attach his child to music from any age.
When to start learning a child with music - the question is very individual, but in any case it is necessary to decide from the position "the earlier, the better." After all, music learning does not necessarily imply the game on the instrument, at an early age it is possible to wait.
Music - This kind of art that children can perceive from the first days of life, and even before birth. Mamina Lullaby, palm clothes and other folk booms, as well as sounding background classical music - This is all the "harbingers" of learning music.
Children visiting kindergartens twice a week engaged in music there. Let it be not a professional level, but the benefit is undoubtedly. And if lucky with music leaderYou can not worry about additional classes. It will be necessary to simply wait for the right age and go to the music school.
Typically, parents think, at what age began to occupy music, implying - how soon it is possible to do it. But there is also the upper border of age. Of course, it is never too late to learn, but also looking about what kind of musical education is to speak.
For general development, you can begin to comprehend musical art And on pensions. But if we talk about professional possession of the instrument, then even at 9 years old, it is already late to begin, at least for such complex tools as piano and violin.
So, the optimal (average) age of the beginning of the music learning is 6.5-7 years. Of course, every child is unique, and the decision must be taken individually, given its ability, desire, the pace of development, readiness for classes and even the state of health. And yet it is better to start the droplet earlier than to be late. Attentive and sensitive parent will always be able to bring the child to a music school on time.
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