MAGAZINE Preschooler.RF
“LET’S DISCOVER THE MUSIC IN YOURSELF: creative research PROJECT “EVERYONE CAN BECOME A MUSICIAN!”for children of senior preschool age
STATE BUDGETARY EDUCATIONAL INSTITUTION OF THE SAMARA REGION SECONDARY SCHOOL VILLAGE. PROSVET (GBOU SOSH village Prosvet) VOLZHSKY DISTRICT OF SAMARA REGION – STRUCTURAL DIVISION “KINDERGARTEN “MISHUTKA”
The project was prepared and implemented by: music director Svetlana Ivanovna Adut. Roshchinsky 2016
BRIEF DESCRIPTION OF THE PROJECT
The project is aimed at developing the musical abilities of preschool children. The project promotes the development of communication, encourages children to make discoveries and original self-expression in everyday life.
PROJECT TYPE:
- By number of participants – group
- Focus: research, creative
- Duration: short-term
PROJECT PARTICIPANTS:
- children of senior group No. 5;
- musical director;
- educators;
- parents.
DURATION: 6 weeks (July 15 – August 26, 2016)
RELEVANCE:
Musical instruments attract children's attention very much, and they want to play themselves. Children learn about the world through play, and that is why the task of organizing independent children's play activities is so urgent today.
Recently, observing children in groups, I noticed that independent musical activity has lost its novelty, children practically do not play musical instruments in groups - for them they have become ordinary, familiar, and therefore boring. It was necessary to attract children's attention to this type of activity, and for this purpose, to update and replenish the musical corners with new homemade musical and noise instruments and thus create conditions for active experimentation with sounds in order to accumulate initial musical experience.
Our ideas about the world around us are largely formed as a result of our own experience. Likewise, musical and auditory perceptions are individual in nature and depend on personal musical experience. Children's exploration of sound will help the child understand through his own touch what the sound of hitting, stroking, shaking objects can be. This is very important for the development of musical ear.
By experimenting with sounds, the child will begin to perceive the world around him differently, learn to understand the properties and quality of sounds, select a soundtrack to convey an image, and will be able to use the acquired knowledge in improvisation on children's musical and noise instruments, developing his creative abilities.
OBJECTIVE OF THE PROJECT:
- Develop musical and creative abilities based on the integration of different types of artistic and aesthetic activities through the creation of homemade musical instruments in partnership between adults and children;
- To increase children's interest in sounding objects and instruments through exercises, games, and fairy tales;
- Involve parents in joint musical and gaming activities.
PROJECT OBJECTIVES:
- Expand children's horizons through familiarization with noise and musical instruments;
- Encourage children to experiment with sound in order to establish the dependence of sound quality on the properties of the materials used. To develop children's ear for music, musical abilities (sense of rhythm, mode, tempo, pitch, harmonic, timbre hearing), tactile sensations;
- To promote the creation of conditions for the child’s creative self-expression in various types of artistic and aesthetic activities, taking into account his individual capabilities.
- Support children's initiative and desire to improvise when playing homemade toy instruments.
- Cultivate curiosity and interest in musical activities,
the ability to interact in collective music-making.
EXPECTED RESULT:
As a result of the project:
- Children will get acquainted with wooden, rustling, glass sounds, learn to play music and improvise on homemade instruments.
- Children will develop an interest in independent musical and playful activities, and their communication skills will develop: the ability to get along and negotiate with each other.
- Children will learn to experiment with sounds and develop an interest in discovery and original self-expression in everyday life.
EDUCATIONAL AREAS OF PROJECT IMPLEMENTATION:
- “Artistic and aesthetic development”;
- "Social and communicative development";
- "Cognitive Development";
- "Speech development";
- "Physical development".
MAIN FORMS OF PROJECT ORGANIZATION:
Conversation, children's experimental activities, classes, making musical instruments with your own hands, consultation for parents.
PRODUCT OF JOINT ACTIVITY BY CHILDREN:
- Mini-exhibition of children's musical instruments, made by hand from waste material, created together with parents, teachers and music director;
- Musical entertainment “Let's discover the music within ourselves” with the participation of children and parents.
PROJECT ORGANIZATION:
Creating conditions for active independent musical activity of children in groups; individual and group work with children; organization of conversations and joint musical play activities of the music director and teacher with students.
PROJECT SUPPORT
Logistics:
- Music Center;
- Children's musical instruments;
- Experiment kits:
- cups (plastic, wooden, metal and glass), spoon;
- children's guitar and ruler;
- candy wrappers, pebbles, coins, beads.
Interactive kit:
- Presentation “Ocean-sea blue”
- Presentation . ”
Didactic material:
- Musical and didactic games:
- “Seven-flowered flower” (Children are asked to use noise instruments to depict the sound of thunder, rain, rustling leaves, the sound of a hammer, a drum, the sound of a sea wave, the creaking of snow (other options can be used).
- “Orchestra” (You need to run in a circle to the music, and when it ends, take only musical instruments (or only noise instruments).
- “Loud and quiet bells” (improvisation on musical instruments)
- “What is extra” (Children are given cards. They must determine which type of activity on the card is extra, that is, different from the other two on the card).
- "Musical and noise sounds"
- Music games:
- “What does it sound like?” (The music director invites the children to close their eyes, and he plays phonograms of sounds: sea, wind, rain, clock striking, birdsong. Children guess what sounds.)
- “One, two, three, four, five - we’re going to look for sounds.”
Plastic, wood, metal and glass.
(Children walk around the hall, look for various sounds, talk about them)
3. "Drummers"
4. "Find your instrument"
5. “Clap-slap” musical-motor game
6. “Who went out for a walk” musical-motor game (Children are divided into 4 groups. Each occupies its own house - a bear, a fox, a bunny, a wolf. Each corresponds to music of different registers. Whose music sounds, moves around the hall in accordance with the image ( motor improvisation)).
- Songs:
- “Merry notes” (Yu Chichkov, Y. Khaletsky)
- “Merry musicians” (b.n.m., lyrics by G. Oleinik)
- “The Good Master” by I. Kostina
- “Hymn to Music” A. Ermolov, S. Pärnyanen
- “The sun is shining for everyone” A. Ermolov, V. Orlov
- Classical music:
- E. Grieg “Morning”
- R. Schumann “Trout”
- M.P. Mussorgsky “Overture from the opera “Sadko”
- V.A. Mozart "Bells" from the opera "The Magic Flute"
- F. J. Gossec "Gavotte"
- P.I. Tchaikovsky "March of the Wooden Soldiers"
- Illustrative material: image of children's noise musical instruments.
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Short-term music project “Country of Kukland”
Short term music project
"Country of Kukland"
MDOU "Novokruchinsky kindergarten "Rostok"
Musical director: Selezneva Valentina Ilyinichna
2017
Short-term music project “Country of Kukland”
"Dance music "
is a program that enhances, predetermines the movement and play of each child.
J. J. Nover
Project type
:
short-term
, creative and informational.
Duration: 30 minutes.
Project participants
: middle group children, music director, teacher.
Relevance:
The interaction of society with music and movement shapes the improvement of musical and rhythmic movements in children.
Target:
Teach children musical and rhythmic movements, take into account the level of physical and aesthetic development.
Tasks:
1. Learn to convey a musical image in plastic, using various types of dance movements.
2. Develop an ear for music, creative freedom, and the ability to coordinate movements with music.
3. Strengthen the ability to independently rearrange in space (become scattered, in a common circle, observing intervals)
.
4. Train the child’s auditory and visual attention and voluntary movements.
5. Develop communication skills and the ability to cooperate in a group.
6. Increase the physical activity of children in class for the purpose of prevention.
Equipment:
Music Center
,
musical instruments
, movement patterns, cap.
Musical material
:
1. T. Suvorova. "Dance baby"
,
"Rhythmics for Children"
.
2. K. Novoskoltseva, I. Kaplunova. " Music and Miracles "
.
3. I. Matvienko “ Doll Masha ”
(gr.
“Ivanushki”
).
Expected result:
Children's knowledge of musical and rhythmic movements is consolidated;
Children learn to work with visual material and navigate in space.
Forms of working with children:
1. Introductory part (greeting)
2. Main part ( conversation :
“Favorite toys”
).
3. Musical and speech game “The locomotive is coming, going”
.
4. Rhythm game “Clock”
.
5. Rhythmic gymnastics to relax muscles “Bugs”
.
6. Draw a toy ( musical-rhythmic game )
.
7. Final part “Blue Car”
.
Tasks:
Creating an emotional mood. Activation of children.
Maintain mental performance, provide short-term rest.
Change of activity. Restoration of the nervous system, improvement of visual memory
Prevention of fatigue. Cultivate a love of toys, caring and goodwill. To develop in children the ability to repeat musical and rhythmic movements.
Introductory part
The song “ Doll Masha ”
performed by the group
"Ivanushki"
. Children from the middle group enter the hall.
Main part
Musical director
: Do you guys like to play? What do you need for this?
Children's answers: (toys)
.
Musical director
: Girls love to play with dolls.
What toys do boys like to play with?
Children's answers: (into cars)
.
Musical director
: But there are not only
dolls and cars
, but also other toys. Let's see what toys you drew.
(look at the drawings)
.
Both children and adults love toys, children play with them, and adults collect them.
It is absolutely impossible to live without toys.
I invite you to a magical land
, where toys live, and the
country “ Kukland ”
.
Attention, attention, the toy train is leaving, everyone takes their seats (children build a circle)
.
One, two, three, four five, we begin to count.
We begin to count and choose a driver.
One, two, three, you will be the driver.
So they chose the driver. And so that everyone knows that he is a driver, let’s put a cap on him
(children stand one after another)
.
Musical director
:
We are standing on the platform, waiting for our cars, the driver, hurry up, take us faster.
(performed by the musical and rhythmic composition “The locomotive is riding, the locomotive is riding”
). T. Suvorova.
Musical director
:
There is a magic clock hanging on the main square of the toy town. The clock did not break for a long time, it kept ticking and ticking until the mice tore off the weights.
There was a clock hanging on the wall (clapping for every syllable)
Tick-tock, tick-tock, (wooden sticks)
The cockroaches ate the arrows (clapping for each syllable)
.
Crum-tack, crunch-tack (wooden sticks, triangle)
.
The mice tore off the weights and clap for each syllable).
Bom-bom, bom-bom (triangle, maracas)
.
And the clock stopped ticking (clapping for every syllable)
.
Ding-dong, ding-dong (triangle, maracas)
.
Musical director
:
Let's try to wind our clock (children line up in a checkerboard pattern)
.
Game gymnastics “Clock”
Musical director
:
The clock started working, and all the toys in the doll country began to come to life and move.
(children improvise)
.
Musical director
:
He is with a bell in his hand, wearing a blue red cap.
He is a funny toy, and his name is... (parsley)
.
Gray flannelette animal, cross-eyed long-eared,
Give him a carrot, he’ll be happy... (bunny)
.
He is not offended, but they will find him and lead him along the floor.
And if they hit you, there’s no point in chasing after... (with a sword)
.
This fat toy cannot be placed on a pillow.
The poor thing stands day and night, doesn’t want to sleep... (tumbler)
.
The brain itself is metal, the brain is electric.
a (robot) is walking towards us
.
Musical director
:
And now, guys, you and I will turn into little bugs and slowly descend into a flower meadow.
( A musical is performed to relax the muscles).
Musical director
:
Ding-ding, ding-ding, let's open the store.
Come in, come in, choose what you want.
The game “Toy Store”
One of the children becomes a buyer, the steel children pretend to be toys.
Everyone says the words: Ding - ding, ding - ding, let's open the store.
Come in, come in, choose what you want.
(children, moving to the music, depict “Dolls”
- convey the image of the toy through movements and plasticity).
At the end, everyone freezes in a figurative pose, the buyer makes a choice ( buys “ Doll ” ).
The selected child becomes the next buyer.
(children take turns portraying “Bear”
,
“Parsley”
,
“Ball”
).
Final part
Musical director
:
So our fabulous journey through the land of toys has ended.
Train from the country of " Kukland "
goes back to kindergarten.
( “Blue Car” sounds - the children leave the hall one after another).
References:
1. Sample general education program for preschool education “From birth to school”
edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva.
2. Burenina A. I. “Rhythmic mosaic” (Rhythmic plasticity program for children of preschool and primary school age)
Project technology in the work of a music director in a kindergarten.
Project technology in the work of a music director in the conditions of the Federal State Educational Standard of preschool education
Semenova Tatyana Alekseevna
Project technology in the work of a music director in the conditions of the Federal State Educational Standard of preschool education
None of the arts has such an effective educational power as music
, which is a means of human spiritual self-awareness.
Preschool
age is the initial stage at which a child becomes acquainted with the elementary fundamentals
of musical art
, his personal attitude towards
musical images
for musical taste
are laid .
The main task of the teacher is to introduce the child to the amazing and wonderful world of music
, to teach to understand this world and enjoy it, to develop
the musical
and creative abilities of children, to help, through the artistic perception
of musical images, to realize the connection of musical
art with the outside world, to form a moral and aesthetic attitude towards it, the desire to actively, creatively empathize with what is perceived.
Work in GEF mode
requires teachers to search for innovative means, methods and techniques aimed at developing the child’s personality, his cognitive and creative abilities.
These tasks are successfully solved through the use of the project
method in the activities of preschool educational institutions - innovative and relevant, as it affects the quality of
education
, professionalism and competence of teachers, promotes the development of creativity, and combines the knowledge acquired by teachers during the methodological activities of the preschool educational institution.
There is a lot of methodological literature, by studying which you can be convinced of the effectiveness of this technology
: educational and methodological manual compiled by N. A. Polyakova
“ Project technology in working with preschool children ”
, publication in the magazine
“Child in kindergarten”
by L. D. Morozova
“Pedagogical design in preschool educational institutions ”
,
project method in musical
and rhythmic activities
of the work of I
. Yu. Zhuikova.
The effectiveness of project activities is determined by
special interpenetration of different sections
the educational
program into each other.
In solving the assigned tasks, teachers and the music director
work closely together in the preparation and implementation
of projects
.
For example, when working on the “Seasons” the music director
includes in different sections of the GCD works that give children a complete understanding of the corresponding time of year, and in educational GCD and artistic creativity, educators introduce children to
images
of the seasons using examples from the works of writers, poets and artists.
Such “ project-based ”
management
of the music-educational
process in kindergarten contributes to the further improvement of
music-educational work with preschool children
in the modern
education
.
topics can be varied
.
Hence the variety of activities
, methods and forms
of working with children - conversations
, reading poetry and fiction, learning moving, finger, didactic games, collective and individual
work on appliqué
, drawing, modeling, physical education, sports activities, collecting and examining various natural materials on a walk (for sensory play, looking at reproductions and making up a story based on a picture, learning songs, rhythmic movements, dancing, round dances, rhythmic exercises, listening to
music
, visiting a museum, excursions to the park, etc.
In general, the project method can be represented
, as a way of special organization of the pedagogical process, based on equal interaction between teacher and student in step-by-step practical activities.
Having summarized the experience of developing the project method
, we can determine the following stages of
project
:
TECHNOLOGICAL
— AGE DETERMINATION,
- FORMULATION OF THE PROBLEM,
— CLEAR FORMULATION OF GOALS AND OBJECTIVES,
— DEFINITION OF MAIN STEPS (Stages)
UPON ACHIEVING THE SET GOAL,
— COMPOSITION OF PARTICIPANTS (children, teachers, parents, specialist teachers,
- VIEW
creative: after the project
the result is formalized in the form of a celebration,
research: children conduct experiments, after which the results are presented in the form of newspapers, books, albums, exhibitions,
playful: with elements of creative play, when children take on the role of fairy tale characters
solving problems and tasks in our own way,
informational: children collect information and implement it, based on their own social interests (forming a group, corners, etc.,
CLASSIFICATION
by the nature of contacts: within one group, in contact with another group, within a preschool educational institution, in contact with family, cultural institutions, public organizations (open project
,
by nature of content: child and family, child and nature, child and the man-made world
, child, society and its cultural values,
by the nature of participation: child-customer, child-expert, child-executor, child-participant from the inception of the idea to the receipt of the result,
by implementation period: short-term, long-term, medium duration
— RESPONSIBLE,
— DRAFTING A PLAN – PROJECT
RESEARCH
— IMPROVING SKILLS IN COLLECTING AND PROCESSING INFORMATION
,
— DEVELOPMENT OF EXPERT ANALYTICAL SKILLS,
— DEVELOPMENT OF PREDICTION SKILLS,
— SELECTION OF MEANS, METHODS, TECHNIQUES.
FINAL
— PROJECT
,
— ANALYSIS OF ACHIEVEMENT OF THE SET GOAL AND THE RESULTS OBTAINED,
— PROVISION OF PROJECT ACTIVITY
,
— ASSESSMENT OF PROJECT
,
— MAKING A DECISION ABOUT ITS DISTRIBUTION OR CLOSURE.
Parents play an important role in the preparation and implementation
who receive information from teachers in the form:
— individual conversations in order to create interest in the educational process
,
— printed consultations on the project
Involving parents in the production of attributes and implementation of the project
.
At every stage of the project
The teacher is required to have certain knowledge and skills (the teacher leads children to pose a problem, proposes a topic, distributes responsibilities, helps, clarifies, checks, summarizes, controls, evaluates the results of
the project
).
Children, in accordance with their age capabilities, are also active participants in the project
(children analyze, compare, select, research, study, formulate, define, create, fulfill the requirements and rules, draw up, participate in the evaluation of
the project
).
Thus
, the main goal of using
the project method in the musical education of preschoolers
in kindergarten is the development of the child’s free creative personality, which is determined by the tasks of general development and the tasks of developing
musical abilities
.
Development objectives:
1. Ensuring the psychological well-being and health of children;
2. Development of cognitive abilities;
3. Development of creative thinking;
4. Development of communication skills.
Tasks for the development of musical abilities
:
1. Development of emotional responsiveness to music
;
2. Development of basic musical abilities (sense of rhythm, pitch ear, timbre and dynamic ear)
;
3. Development of musical memory
,
musical thinking
;
4. Development of coordination of hearing and voice;
5. Development of coordination of movements.
Using the project method in preschool education
as one of the methods of integrated education
for preschoolers
, it can significantly increase children’s independent activity, develop creative thinking, children’s ability to independently find information about a subject or phenomenon of interest in different ways and use this knowledge.
It also makes the educational
system of preschool educational institutions open to the active participation of parents.
