Meeting at the music lounge. Music lounge

Lilia Diveeva
Music lounge like innovative form musical and artistic development of preschoolers

If you try to define main task music education in preschool childhood then it may sound So: make children fall in love with a good music... Intonation nature music, its lively process, agitated or calm, intermittent or flowing narration, peculiar questions and answers - all this brings together musical and verbal speech ... Solving the problem development of musicality of children, the ability to emotionally perceive music subordinate the tasks of teaching children to various types musical and artistic activities and initiation musical art(listening, singing, songwriting, musically-rhythmic movements, musically- play and dance creativity, play for children musical instruments ).

Modern preschool pedagogy is aimed at finding innovative methods and forms education and training of children preschool age ... In our work, we use such an unconventional shape organization educational activities on development of musical and creativity at preschoolers as« Music lounge» .

Creative findings by organization « Music living room» that we use in our work, allow us to create in musical hall, the atmosphere of a kind of magic, a sacrament inherent in the communication of children with music... A lighted candle is an invariable attribute of all meetings. This gives the activity a special flavor. The same invariable attribute is the portrait of the composer, whose work will be discussed in the lesson. For this, the kindergarten created a collection of portraits of both the classics of domestic and world music and contemporary children's composers. The composer A. Vivaldi, for example, appears before us in the form young man with curled locks and traditional dress an Italian city dweller of the 18th century. And the composer P.I.Tchaikovsky - in the image of the Russian intellectual of the 19th century.

In addition, when organizing and conducting « Music living room» there was a need to create a library of biographical data and stages creative path composers.

For a more complete perception musical works , we try to select and suitable for the semantic structure literary material... If this "Nutcracker" Tchaikovsky, it is impossible to introduce children to music without using fragments of Hoffmann's tale. This is an elegant Christmas tree, gifts and, of course, the Nutcracker doll. And acquaintance with music M... I. Glinka implies reading excerpts from the poem by A.S. Pushkin "Ruslan and Ludmila".

For example, « Music lounge» "V visiting Ak-tirme(white yurt)"Is held in the form of a quiz. Children respond to questions: “What do the colors on national flag?» , "What is the name of the capital of our republic?", "What trees grow in Bashkortostan?", "What birds have you heard?", "What nationalities people live in our republic?"... Naturally, these questions alternate with listening to Bashkir, Russian, Tatar, Mari folk melodies, which allows not only develop the musical ability of children but also to attach to folk culture, educate moral and patriotic feelings, tolerance towards people of different nationalities.

Taking into account the peculiarities of children's perception, we try to create holistic image piece of music, including auditory, visual, and motor perception. Costumes of heroes, attributes and decorations, created by the hands of educators, children and parents, help in this. For example, with musical cycle"Seasons" A. Vivaldi children meet on the basis of a fairy tale "Twelve months"... The costumes and attributes for the presentation of this fairy tale were made by parents together with their children. Original ideas prompted colorful illustrations of books, photographs of magazines and, of course, the imagination of teachers.

But most importantly, in the organization « Music living room» - itself music... In kindergarten, we have created and are constantly replenishing the music library of classical, modern and folk music.

To solve problems musical and creative development preschoolers the new methodological manual developed by us also helps « Musical calendar» ... The manual is a dodecagon divided into four sectors different colors symbolizing the seasons. They, in turn, are divided into sectors-months. Each month of the year corresponds to a calendar, state or folk holidays traditionally celebrated in kindergarten. In the middle there is an arrow showing the month of the year and the holiday for which preparations are underway in this moment... Photos of the holidays reflect the traditions and customs of the celebration. In addition, this tutorial helps you solve problems artistic and aesthetic, cognitive, moral and patriotic education of children of younger, middle and older preschool age.

Perspective plan of the « Music living room» developed by us on academic year includes classes in junior, middle, senior and preparatory groups kindergarten once a month. Among them: "The image of Salavat Yulaev in music Bashkir composers ", "Calico Rus", dedicated to creativity poet S. Yesenin, "Clowns and clowns", dedicated to the holiday humor on April 1, « Kind wizard» dedicated to the work of the composer V. Ya. Shainsky, "Fabulous music by Rimsky-Korsakov» other.

Hearing music - a unique kind musical activities ... Listening to music, the child learns the world in all its diversity. In perception and analysis music the child develops thinking and imagination, arbitrariness and cognitive activity.

In the process of talking about music and its analysis, the preschooler develops speech, which becomes meaningful, imaginative and expressive.

Hearing music – universal look activities. In the program for preschoolers it is separated into an independent section, but without listening it is impossible to imagine other types musical activities: Before you learn a song, dance, orchestral piece, or start working on a dramatization game, you must listen to them.

By organizing classes in « Music living room» , we are solving an important task - to teach children to listen music, to form the basis for the development of musical culture.

In such work, close contact between musical the leader and the educator, since the educator carries out continuity between musical classes and other links of the complex process musical education and development of children... It is the educator who encourages all types of musical activities outside the classroom, consolidates the skills and abilities of expressive performance, stimulates creative manifestations in independent activities.

Integral part musical development children is working with parents. We work in form of consultation("Meaning musical classes in raising children ", « Music v Everyday life DOE ", "How to arrange a party" other, joint holidays and entertainment, inviting the parents of pupils to « Musical living room» ... Of course, not all parents can be actively involved in its preparation and implementation, but this is not necessary. There are always enthusiasts among parents who gladly respond to an offer to take part in the preparation and conduct of such an event.

One more form interaction with parents on musical education of preschoolers are colorful hand-made posters music directors, with tips and tricks to visit art exhibition , concert or performance by students of the school of arts; joint creation of albums with parents about composers, family artistic creative projects ... Projects have become a real discovery « Far Far Away kingdom» , "A smile lights a star", in which children and parents of senior and preparatory groups took part.

We are in constant search of new and interesting methods and techniques of work. We try to organize our work in such a way that the life of a child in kindergarten is joyful and exciting. If, after listening music After dancing, the child remembers this for a long time, which means that our work was not in vain.

Musical kindergarten upbringing does not imply professional musical, choral or dance education. Our task is much broader, and therefore harder: open the door to the world for the child music, to acquaint with the sound of the surrounding world and its inner "I AM", give the opportunity to realize yourself with the help music, feel harmony and beauty.

Ministry of Education and Science of the Russian Federation

Department of Education and Youth Policy

municipality

Administration of Usolye - Siberian

Municipal preschool educational institution

"Kindergarten of general developmental type No. 1"

Adaptive, combinatorial, radical

"Musical living room" as a means of optimizing the interaction between the music director and preschool educators.

Kharitonova Irina Vladimirovna

musical director of the VKK

MBDOU "D / S OV No. 1"

Usolye - Siberian,

Explanatory note Relevance: in the course of passing the MDOU “D / S OV No. 1 of the accreditation procedure, an expert in musical education was asked to summarize the experience of a music director with teachers.

In our opinion, one of the most pressing problems facing

modern society - the threat of spiritual impoverishment of the individual, the danger

loss of moral guidelines.

A turn to vital values, opposition, lack of spirituality, consumerism is needed. The role of the teacher is paramount in this regard. The great Russian writer L.N. Tolstoy said that science proves the truth, and art infects him. The teacher must not only know the methods and techniques of teaching and upbringing, but also be an artist who "infects" children, filling them with aesthetic joy.

The musical director must help the teacher enter the world of musical images, develop musicality and artistic taste, creative aspirations. The end result of such work will be the musical and aesthetic development of the preschooler's child.

Based on the foregoing, it became necessary to create an author's pedagogical development: "Musical living room", as a means of optimizing the interaction between the music director and the preschool educational institution.

Novelty: the author's pedagogical development "Musical Living Room" presents a system of measures to optimize interaction in the "Musical Director - Educator" dyad, which includes author's seminars, classes - trainings, musical - poetry hours.

Methodological framework

The basis of the author's pedagogical development was formed by the ideas of N.A.Vetlugina, A.V. Keneman, who note that the success of the joint work of a teacher-musician and educators depends on mutual interest in a common business for them and the results of musical education of children.

GOAL

Identification and development of the musical and creative potential of teachers, as a result - improving the quality of work with preschool children in musical education.

1. Ensuring the musical development of teachers;

2. Implementation of interaction between the music director and teachers;

3. Raising the level of musical development of children.

Implementation period: 1 year.

Expected results:

Mastering by teachers of modern musical educational programs and technologies that ensure the harmony and integrity of their musical development;

High-quality interaction between the music director and preschool teachers;

Development of the creative potential of the music director and teachers;

Improving the quality of musical education of children in preschool educational institutions.

Author's pedagogical development includes three sections. The first section describes the method of work. The second section presents the contents of the "Music Room" - long-term plan work. The third section contains a diagnostic technique for identifying the level of musical and artistic abilities of teachers. An appendix and a list of references are completed by the author.

Section 1. Method of work Methodological recommendations were drawn up for one year of purposeful, systematic and consistent work with teachers to develop their musicality and creative potential.

The work must be carried out on the basis of the following principles:

1. Principle comprehensive development... Communication with art is a powerful educational and developmental factor, and in the learning process, it is important to select a meaningful, highly artistic repertoire (music, poetry, painting, etc.) that spiritually uplifts and enriches each teacher;

2. The principle of systematicity and consistency is manifested in the gradual complication of the repertoire;

3. The principle of predictability - reflects in the goals and actions of the current and future requirements for musically - aesthetic development teachers and children;

4. The principle of rationality - allows you to define goals and ways to achieve them to ensure maximum results;

5. The principle of realism - helps to determine the final and intermediate results.

2. Theatrical stage;

4. Musical game.

Depending on the volume program material the duration of the study of the topic varies - from two to three months.

Each topic is revealed through a variety of different shapes learning.

Learning stages

Stage 1 - preparatory, includes self-analysis "Activity

educator at music lesson"; questionnaire "Analysis of work

music director preschool educators"; input diagnostics

in the sections: "Music perception", " Song creativity»,

"Elementary music making", "Theatrical - play creativity".

Stage 2 - the main one, includes the following forms of work:

1. Introductory consultation;

2. Music workshop;

3. Seminar - workshop;

4. Classes - trainings;

5. Master classes;

6. Competitions;

7. Musical KVny;

8. Release of the sound newspaper "Rattle" and "ROSTOK";

9. Musical and poetry evenings;

10. Musically - theatrical performances.

The forms of study under the Musical Lounge program are divided into active and passive.

Passive - basically, they are intended to transfer knowledge in the sense of information: consultations - obtaining information on a specific issue from a specialist; seminars - training in the process of processing, systematization and reproduction of information.

Active - forms of education (workshops, competitions, music workshops, games, trainings, etc.) are guided not only by the assimilation of knowledge, but also by the methods of obtaining it, the development of the creative potential of teachers; characterized by high degree involvement of educators in

in the educational process, with an increased degree of motivation, emotionality, focus on mastering the material as soon as possible.

Stage 3 is the final one. The purpose of the work at this stage is to obtain the final diagnostic data for the sections: "Music Perception", "Song Creativity", "Elementary Music Making", "Theater - Game Creativity", analysis of the teacher's activities in a music lesson.

The long-term work plan of the "Music Room" is recommended for use for an academic year with a group of teachers in the amount of 12-16 people.

The frequency of meetings in the Musical Lounge is once a week.

The planning is allowed to make additions, changes depending on individual characteristics group and creativity of educators.

Diagnostic tasks Musical and artistic abilities of teachers.

1 section "Music perception" Purpose: To determine the level of the teacher's emotional responsiveness to music of different nature, the ability to determine the genre and form of a piece of music.

Task number 1

Material: Card Set different colors and shades, audio cassettes with music of different genres.

Musical repertoire: Classical music, jazz, rock and roll, waltz, folk music.

Methodology: Each teacher has an envelope with a set of cards.

Music director: Listen to a piece of music.

Questions: What mood does this music convey?

What color would you paint this music?

(The teacher shows cards of a certain color and explains their choice)

Task number 2

Material: Audio cassette with instrumental and vocal music(march, song, dance)

Methodology: Teachers listen to musical excerpts from works, identify and correlate illustrations with the music they listened to.

Musical repertoire: R. Schumann "Soldier's March", P. Tchaikovsky "Waltz", b. bunk bed chalk. "I walk with a loach."

3 points - high emotional responsiveness to music of a different nature, the teacher independently and correctly determines musical genres and the form of the piece of music.

2 points - shows interest in musical activity, but finds it difficult to complete tasks.

1 point - low musical responsiveness, the teacher is not able to independently determine musical genres.

2. Section "Singing" Task number 1

Purpose: Determine the ability to purely intonate a melody with musical accompaniment and accoppel.

Methodology: Offer the teacher to sing any song at will, with or without musical accompaniment.

Task number 2

Purpose: Determine the level of expressive performance of a familiar

songs, the ability to stage the content of the song.

Material: Beanies, masks, theater props (basket, tools, toys, etc., a set of cards conveying the content of the song.

Methodology: For a group of teachers (4-5 people), it is proposed to choose a card that illustrates the content of the song. Remembering the lyrics of the song, teachers think over the options for playing out the content of the song. Putting on caps-masks, taking attributes, teachers stage songs.

Musical repertoire: Songs "Antoshka", "Two cheerful geese", "Song of a grasshopper", etc.

Task number 3

Purpose: Determine the level of purity of the melody intonation, the ability to sing in a natural sound, the ability to compose your own melody for a given text.

Methodology: Teachers are offered small quatrains, thinking over options, teachers compose their own melody, find the right intonation.

Note: The character of the invented melody must correspond to the character of the text.

3 points - high level singing data, purely intones the melodies of songs, emotionally conveys their content, shows creative activity.

2 points - average level singing data, does not always intonate purely, but shows interest in singing, is emotional.

1 point - low level of singing skills, inactive, little emotional

3. Section "Elementary Musical Performance" Task number 1

Purpose: To reveal the ability to deliver rhythmic pulsation and rhythmic pattern.

Material: Metallophone, triangles, tambourines, bells, etc.

Methodology: Musical director invites teachers to listen to muses. an excerpt of Russian folk melody. Further, he invites teachers to decorate the melody by playing the instruments, rhythmically tapping out the melody of the piece.

Note: The rhythm of the performance, the correctness of sound production are noted.

Task number 2

Purpose: To reveal the teacher's ability to independently come up with a melody on musical instruments.

Material: A set of musical instruments (metallophone, xylophone, a set of noise instruments)

Methodology: The music director invites the teacher to compose a song for the toy and come up with a name for it.

Example: "Bear is sad", "Little white bunny", "A song about a cat".

3 points - a high level of elementary music-making, accurate transfer of the rhythmic pattern.

2 points - the average level of elementary music-making, not always accurate rhythmic sound production.

1 point - a low level of elementary music-making, a sense of rhythm is not developed.

4. Section "Basic skills of theatrical art" Task number 1

Purpose: Will reveal the ability to convey the expressiveness of the image in sketches, dramatization games.

Material: phonograms with diverse music, caps-masks.

Methodology: The music director invites the teacher to listen to a piece of music. The teacher needs to correlate the music he heard with the corresponding mask of the animal and, with the help of facial expressions and plastics, depict this animal to the music.

Task number 2

Purpose: To determine the level of expressiveness of the teacher's speech, the ability to understand the emotional state of the character, expressing it with speech, facial expressions and gestures.

Material: Small fragments of a poem.

Methodology: The music director invites teachers to read small excerpts of poems on behalf of different characters I use facial expressions, gestures, intonation speech.

Example: "Cowardly Hare", "Sly Fox", "Angry Wolf", "Scary Bear", etc.

3 points - a high level of acting, accurate and creative transfer of images using facial expressions, gestures, and expressiveness of speech. High emotionality and initiative.

2 points - an average level of acting, emotional responsiveness, a desire to get involved in an activity, not a sufficient level of skills in creating images.

1 point - a low level of acting, "tightness", the teacher is not emotional, the speech is monotonous, not expressive, he has no interest in performing tasks for creating images.

For each section of the program, tables of results analysis are compiled at the beginning and end of the academic year.

The examination of teachers is carried out in subgroups and individually.

The pivot table shows the level of skills and abilities of teachers according to a 3-point system (3 points - high; 2 points - medium; 1 point - low).

Then the results are analyzed:

1. Ranking and distribution of the frequency of points.

2. Distribution of grouped frequencies:

1 action - determining the range R = (max-min) +1

2 action - selection of the section interval (if max is more than 100, then R: 12; if less than 50, then R: 4);

3. determination of the number of teachers with high, medium and low levels of musical and artistic abilities.

Used Books

Artzemendi AL, "Preschool Music Education" translated from Spanish. Toolkit. M.; Progress, 1989

Burenina A. And "Kuklyandiya". Educational - methodological guide for theatrical activities - SPB; publishing house "Musical palette" 2008

Vetlugina N. A., Keneman A. V. "Theory and methodology of musical education in kindergarten." Tutorial: "Preschool Pedagogy and Psychology". M.; "Education", 1983

Gogoleva M. Yu. "Logo rhythm in kindergarten." Toolkit. - Yaroslavl; Development Academy. 2006 year

Davydova M. A. "Musical education in kindergarten". Benefit - M.; Waco, 2006

Devyatova T. N. "Sound is a magician". Materials of the educational program for the musical education of children of senior preschool age. M.; Linko - Press, 2006

L. N. Komissarova; E. P. Kostina "Visual aids in musical education preschoolers ". A guide for kindergarten educators and music directors. - Moscow "Education" 1986

N. Kononova “Teaching preschoolers to play children's musical instruments; A book from work experience. M.; Education, 1990

Metlov N. A. "Music for Children"; A guide for kindergarten educators and music directors. M.; Education, 1985

L. V. Kutsakova; S. I. Merzlyakova "Upbringing of a preschooler's child"; Program - methodical manual "Rosinka". M.; - Humanist. Vlados Publishing Center, 2004

O. P. Radynova Musical development children. - Tutorial. M.; Humanities ed. Center Vlados. 1997 year

Root Z. Ya. "Musically didactic games for preschool children "; A guide for music directors. M.; Iris - press, 2004

Suvorova T. I. "Dance baby". Toolkit. ; SPB; 2007 year

Sauko T.N .; Burenina A. I. "Top - clap, kids". The program of musical and rhythmic education of children 2-3 years old - St. Petersburg; 2001 year

T. Tyutyunnikova "Elementary Musicizing", Program "Elementary Musicizing with Preschoolers"; SPB; Loiro, 2003

“Creativity is a direct unity of thought and deed, it is carried out only in continuous activities, in creation.

Creativity is a triumph with creation, for outside creation there is no creativity.

At the formation of the foundations of the musical, artistic and aesthetic culture of preschoolers the teacher should focus on such a form of interaction with children as "Musical Lounge".
it cycle of literary and musical studies, in the process of which the complex use of various arts is carried out, the interconnection of musical, artistic-speech, visual and theatrical activities.
It is within the framework of the "Music Room" that you can realize main goals educational area ».
More specific tasks, which are solved in the process of interaction, can be formulated as follows:
1. Formation cognitive interest and love for art in the process of familiarizing with music, painting, poetry, artistic word and movement.
2. Development of musicality in children, emotional responsiveness to music, i.e. the ability to experience a piece of music in accordance with its figurative content.
3. Development musical perception and musical ability, providing an opportunity for a more subtle listening to music, distinguishing its main components in the sound fabric of a piece.
4. Enrichment musical impressions children in the process of their acquaintance with the works of world musical culture different eras and styles.
5. Formation of the musical taste of children, an evaluative attitude towards the listened works, towards their own creative self-expression.
The tasks are quite complex, and the very form of the "Musical Drawing Room" implies the high professionalism of the teacher.

How does the formation of artistic and musical perception take place?
At the first stage(at the first acquaintance, listening) - holistic perception, awareness of the general nature of the work.
In the second stage(with repeated listening) - differentiated perception, clarification of the presentation, distinction of individual episodes in the work.
In the third stage(upon completion of work on a work) - awareness expressive role separate funds due to development musical image and holistic re-perception.

Methods, techniques and forms of organization of the "Music room"
The formation of the perception of music in preschoolers involves teaching attentive hearing musical works, their elementary analysis(determining the nature of the available funds musical expressiveness), recognition repeatedly listened to pieces or fragments from them.
Various methods - visual-auditory method, visual-visual, verbal, practical. In addition to traditional methods, it is advisable to apply the methods developed by the author of the program « Musical masterpieces»O.P. Radynova, — the method of contrasting comparisons of works and the method of assimilating the character of the sound of music. By the way, this program fully complies with the tasks and requirements of the Federal State Educational Standard of DO.

Visual and auditory. Contrast comparison method consists in the use of high-quality audio (video) recording and "live" performance of the work by the teacher. This method greatly enriches the perception of music and sharpens the children's attention to the difference in sound.
Conscious assimilation and consolidation of knowledge are promoted musical and didactic games using the visual-auditory method. For example "Music Quiz", "Guess the melody", etc.
Usage techniques of comparisons, contrast comparisons different types(contrast of styles, genres, contrast within a genre, contrast of moods, etc.) will interest children and make learning a problematic one.

Visual-visual. To enhance children's music experience, conjure up visual images or to illustrate unfamiliar phenomena, it is necessary to use the following visual visibility:
- display of reproductions of paintings, illustrations, drawings, photographs, toys, images of instruments, portraits of composers;
- the use of color cards (color-mood technique), which will help children to apply the new word in game form to speak about the nature of the music;
- illustrating fairy tales using table theater on the flannelgraph;
- the use of maps, modeling techniques (arrangement of sounds in height, determination of parts of the work and their number, etc.).

Verbal. One of the important methodological techniques of working in the music living room is teacher's word... It should be emotional, laconic, appropriate to the level speech development children. The teacher's explanations should reveal, first of all, the musical image. This comment helps children to tune in to the music. For example, O.P. Radynov in the program "Musical Masterpieces" allows for the accompaniment of the sound of music with quiet, expressive explanations.
Poetic word(riddles, poems, sonnets, etc.) can precede listening to a piece of music, if it is in tune with it in mood. If the teacher wants to compare the poem with music, it is better to read it after the children understand its character. For the same purpose, you can use the reading of poetry by children learned in advance.
Literary image of fairy tales prepares children to perceive the musical image. Playing out fabulous plot with toys or figurines on the flannelgraph promotes a deeper understanding storyline a piece of music.
The educator can use the form of short descriptive stories, conversations, posing questions and assignments, enhancing the perception of music.

Practical. The method of assimilating the character of the music. In order for a child to feel the nature of music, to actively experience his impressions, it is necessary to combine the perception of music with practical and creative actions. This method includes the following tricks:
- modeling of elements of music of movement (artistic movement, conducting, transformation games);
- vocalization (intonation of a melody, performance of songs by children);
- expression of the figurative content of the character of music by facial expressions;
- orchestration of musical works (selection and use of the most expressive timbres of instruments corresponding to the nature of the sound of music, distinguishing between its individual parts);
- dramatization of songs, outdoor games;
- the expression of the perception of music through productive activities (drawing, application, etc.).

Organization of classes
To make the lessons in the "Music Room" more productive, varied and memorable, it is necessary to use different forms of organization these activities. These forms include:
- conversation lessons;
- travel activities (in time, in space, according to fairy tales, etc.);
- lessons built on the basis of the content of a particular fairy tale;
- conversation-concert (about the work of the composer, about genres in music, etc.);
- plot lessons (we go to visit, meet the guest).

Dear teachers! If you have questions on the topic of the article or have difficulties in working in this direction, then write to

Hall decoration: portraits of P.I. Tchaikovsky, M.I. Glinka, N.A. Rimsky-Korsakov, A.S. Pushkin, an illustration depicting a large Symphony Orchestra.

Musical instruments: triangles, bells, tambourines, metallophones, rumba.

(Sounds "Waltz" from " Children's album"P.I. Tchaikovsky. Children enter the hall preparatory groups s and sit down.)

Musical director: Quiet, quietly sit next to me. Music enters our house. In an amazing outfit, colorful, painted. Children, do you like fairy tales?

(Answers of children.)

What kind of fairy tales do you like? (Various, Russian folk, magic.) I am glad that you answered that way, because I also really love fairy tales, moreover, I will tell you a secret ... I am a sorceress! I will take you to fairy world with the help of music.

(A fragment from PI Tchaikovsky's ballet "The Nutcracker", duet of Mary and the Prince is played.)

Children who wrote this amazing music? Yes, this music by P.I. Tchaikovsky, the great Russian composer. He lived more than a hundred years ago, but his music still sounds today! This was what Pyotr Ilyich dreamed of. He really wanted his music to be listened to as much as possible. more people: both large and small. He wanted his music to be consolation, joy, help.

(A fragment from the overture to Mikhail Glinka's opera "Ruslan and Lyudmila" is played.)

So we found ourselves in the realm of music. Are you surprised? It sounds so festive and bright. The musicians played too much, and only ...

Children: Conductor.

Musical director: This wonderful music is performed by the orchestra. Let's get closer.

(They come to the place where the illustration hangs, which depicts a large symphony orchestra, examine it, name familiar instruments. The musical director complements the children's answers (violins, cellos, harps, wood and brass, percussion).)

It's like a holiday on stage:

Silver and copper.

How many pipes and violins are different -

Difficult to see.

Someone suddenly from the twilight

He walked out slowly into the light.

Conductor, he is in a black dress coat,

He is dressed like a swallow.

Everything shines in the radiance of light

No vacancies found.

We guys know this ...

Children: Symphony Orchestra!

Musical director: In my kingdom, you can not only listen to music, but also perform it.

(He asks the children to play musical instruments, asks what they would like to perform. Children list familiar works, stop at the "Waltz of the Flowers" by PI Tchaikovsky. An audio recording of "Waltz of the Flowers" sounds. Children play musical instruments.)

Musical director: What is the nature of this waltz? How will you perform it? (Smoothly, lightly, gently.) The music of the waltz is full of joy and beauty, the harp sounds gentle, the French horns invitingly, the violins are gentle, smooth.

(Children go to the tables, where instruments are laid out, choose triangles, bells, tambourines, metallophones, rumba at will. They play music using familiar playing techniques (tremolo, glissando).)

Well done! You performed the waltz very expressively. Now get to know magic cat who lives in my kingdom.

(Turns on the overhead projector. close-up cat from the film strip "Lukomorye".)

Educator (reads):“By the side of the sea, a green oak; a golden chain on that oak: Day and night, the scientist cat walks around the chain ... ".

Musical director: That's right, my cat is really a scientist. In everything related to fairy tales, singing and music, he has no equal.

Educator(comes closer to the screen, addresses the cat): What is your name? Isn't he talking? He's magical!

Musical director: Why is that? Of course, he talks, but not everyone can hear him.

Educator: Will you help us hear your magic cat?

(Sounds in audio recordings of fragments of musical works ("March of Chernomor" by M.I. Glinka, "Baba Yaga" from "Children's Album" by P.I. Tsar Saltan. ”The children call them, continue to watch the filmstrip.)

Musical director: You were attentive and heard what the cat was talking about. How else can I surprise you? Fairies live in my kingdom, do you hear they fly?

(A fragment of "Waltz of Snow Flakes" from PI Tchaikovsky's ballet "The Nutcracker" is played. Two girls run out.)

1st girl: I'm a dance fairy.

2nd girl: And I am a melody fairy, and we are glad to meet you. What kind of tunes do you know?

(The teacher and the children list melodious, thoughtful, excited, drawn-out, flowing.)

Musical director: There are many beautiful melodies in the realm of music, and in order to hear them, we will fly after the fairies.

(Sounds in the recording of "Waltz of Snowflakes." Children move easily around the hall. The theme "Swans" sounds. Children answer the questions of the music director.)

The melody is very beautiful and expressive .. Why does it sound so quivering, sad, alarming?

(Answers of children.)

Here are the swans dancing. How does the music sound? (Joyfully, easily.) What kind of dance is this? (Waltz.)

(Children listen to the recording "Dance of the Little Swans".)

How does the dance sound? (Easy, abrupt, graceful.)

(Children listen to Tchaikovsky's "Waltz" performed by the musical director.)

Hear how festively, solemnly this waltz sounds. We flew to the ball and can dance too!

(Children improvise waltz movements.)

Educator: What kind interesting fairy tales music can tell! (Refers to music director.) You are the most important sorceress, your music has led us to this kingdom.

Musical director: No, I'm not the main sorceress. Here they are, the wizards: storytellers and composers. (Indicates portraits of PI Tchaikovsky, MI Glinka, NA Rimsky-Korsakov, AS Pushkin). Remember them, because they created wonderful music and fairy tales!

I'm glad that you really enjoyed our realm of music. Please come to us more often here, in Magic world sounds and fairy tales.

"Music room in kindergarten" Working group for project preparation: senior educator GBOU d / s 1641 Popovich E.I. senior educator GBOU d / s 2570 Grigorieva G.Yu. senior educator GBOU d / s combined type 685 Kopeiko K.A. "Enlightened Parenting". Moscow 2012

Purpose: To involve the family in musical classics in a highly artistic performance, contributing to the musical and general cultural development of children through concerts (15), leisure activities (music lounge) (20) for children and parents for one year from January 11, 2012 to January 11, 2013. Tasks: Integration of formal and informal forms preschool education ensuring the attraction of the resources of the urban environment and the Moscow family to educational process in preschool educational institutions... Enrichment of educational systems implemented in preschool educational institutions by introducing personified cultural events into the life of each child. Development of an emotional attitude and interest in culture and music in preschool children.

Summary of the project The project is aimed at: Encouraging children and parents to musical culture, to foster interest and love for classical music; To foster artistic taste, a conscious attitude towards the national musical heritage and contemporary music; For the acquisition of the system by children basic knowledge, skills and methods of musical activity, providing a basis for subsequent independent acquaintance with music; To strengthen family traditions, family relations.

Justification of the need for the project: Becoming creative personality child through the development of his musical abilities through listening to classical and folk music, strengthening family relations, identifying gifted children. Expected learning outcomes: As a result of the project, the musical and rhythmic level of development of children will increase, creative potential, which will be useful to them in later life... Activation of parents to familiarize children with musical culture.

Components Content of activity Result Creation of a subject-developing environment on the territory DOE Organization development centers: the game center "Visiting Notka"; music lounge " Merry carousel"; educational and research platform "Clever and clever men"; __ Public awareness. Conclusion of agreements on cooperation with parents. Project plan. Creation slide presentation Business card of the project Booklets for parents Creation of funds visual information The weekly newspaper of the kindergarten "", DOW Brochure. Banner Informing the public. Creation of press releases for parents Photo materials Cooperation in mass media Internet Issue of a quarterly newspaper DOE "" Press publications: in the newspaper ""; magazine "", "" Placing information on the official website of the preschool educational institution Informing the public. Positioning of the preschool educational institution. Image promotion. MAIN COMPONENTS OF THE IMAGE PROMOTION PROJECT