Learning to play dmi in dhow. Experience on the topic: musicality in children of primary preschool age in the process of playing children's musical instruments

Generalization of work experience on the topic:

Content

Teaching children preschool age

Game on musical instruments.

1. Introduction………………………………………………………………………………..3

2. Relevance of experience……………………………………………………...3

3. Range of experience………………………………………………………..4

4. Technology of experience………………………………………………………...5

5. Development of a system for teaching children to play

On musical instruments…………………………………………………….6

6. Planning and methodology

Lessons on learning to play musical instruments

Tools……………………………………………………………...7

7.Usage didactic games in teaching

Preschoolers playing musical instruments………………….13

8. Analysis of the work performed……………………………………………20

9. Effectiveness of experience……………………………………………..20

Teaching preschool children to play

on musical instruments.

Introduction.

The process of comprehensive personal development includes an entire system of education and training, starting from preschool age. It is in childhood that the makings of the character traits, abilities and interests of an adult appear.

Musical development has an irreplaceable impact on overall development: it forms emotional sphere, thinking improves, the child becomes sensitive to beauty in art and life. Only by developing a child’s emotions, interests, and tastes can he be introduced to musical culture and lay its foundations.

Preschool age is extremely important for further mastery of musical culture. If in the process of musical activity a musical-aesthetic consciousness is formed, this will not pass without leaving a mark on the subsequent development of a person, his general spiritual formation.

Of all types of art, music is the most difficult to understand: melody is devoid of immediate visibility, as in sculpture or painting, and it is also devoid of concreteness, but despite this, music should become an accessible means for children to express feelings, moods, and thoughts.

Relevance of experience.

Every year more and more children receive kindergarten systematic musical development.

By looking at pictures, children learn to understand painting, by listening to stories they perceive artistic expression, and by listening to songs or plays played on any musical instrument, they learn to love, understand and appreciate music.

Musical activity includes not only the perception of music, but also performance that is feasible for children, based on the experience of perception - singing, playing musical instruments, musical-rhythmic movements. With the help of singing and playing musical instruments, you can develop another musical ability - the ability to imagine and reproduce the pitch of musical sounds in a melody. The development of this ability involves mental operations: comparison, analysis, juxtaposition, memorization - and thus affects not only the musical, but also the general development of the child.

The task of the music director is to teach children to understand music, and for this, first of all, it is necessary to develop an ear for music.

One of the means of perceiving music and developing hearing is children’s own music-playing. Playing musical instruments is one of the types of children's performance. The use of children's musical instruments and musical toys (both in the classroom and in Everyday life) enriches the musical experiences of preschool children and develops their musical abilities. It is important to note that instrumental music playing prevents the emergence of an “inferiority barrier” in children. Not all children can move correctly and well to music, sing, and explain their impressions of the music they listened to, so playing in an orchestra on musical instruments available to children to some extent compensates for their forced inactivity and increases the interest of preschoolers in music lessons.

The work of teaching children to play musical instruments is relevant and will help music directors expand the process of mastering the child’s musical activity

The whole range of techniques for introducing children to entertaining and complex musical performance prepares them well for future studies at school. In addition, playing musical instruments develops will, desire to achieve goals, and imagination.

Range of experience.

The work of teaching children to play musical instruments is included in all types of musical activities, as well as in all regime moments. Experience technology includes development long-term plan, notes on specially organized activities of the music director with children, parents of students and teachers of the institution.

The implementation of the content of the work experience involves the activity of a music director with children of preschool age, starting with the youngest, for three years.

Technology of experience.

The main goalexperience is developing children's skills in playing musical instruments. Formed in accordance with the purpose main objectives of the experience.

In the area of knowledge:

· expanding the musical horizons of children;

· formation of musical abilities: sense of rhythm,

Pitch and timbre hearing.

· development of creative activity;

· introduction to instrumental music and independent,

Meaningful music-making;

· familiarizing children with the names of instruments;

· determining the nature of the sound of instruments;

· mastering the techniques of playing them.

In the area of skills:

· master the simplest techniques of playing various instruments;

· develop a sense of ensemble, coherence of sound in the orchestra;

· play individually the simplest songs and melodies;

· be able to hear and perform your part in a polyphonic texture;

· be able to select well-known songs by ear;

Tools to solve the problem:

· scientific and methodological literature.

· learning from best practices.

· diagnostics of children.

· games, exercises.

· frontal, subgroup and individual lessons.

· creation of musical corners.

· working with parents.

Development of a system for teaching children to play musical instruments.

Target: solving the problems of teaching preschoolers to play musical instruments in a kindergarten.

The following tasks were set:

· enriching the experience of music perception;

· nurturing interest in children's musical instruments;

· developing a sense of rhythm;

· the ability to distinguish musical instruments by timbre and appearance;

· learning the correct techniques of sound production;

· learning to play individually and in an ensemble, independently organizing a small orchestra.

· increasing the level of competence of teachers in teaching children to play musical instruments.

· increasing the level of knowledge among parents in teaching children to play musical instruments.

To successfully solve these problems, many factors must be present:

· qualified training of a music director (must know methodological techniques in working with children to teach them to play children's musical instruments);

· the ability to organize a lesson correctly and effectively;
choosing the right tools and keeping them in working order.

Based on the results of the diagnostics, a work plan for educational educational process(Annex 1).

In order to identify the interests, needs, requests of parents, and the level of their competence in teaching children to play musical instruments, a survey was conducted (Appendix 4).

Various forms were used in working with parents,
generalized by the topic “Teaching preschoolers to play musical instruments”: consultations, workshops, information sheets, reminders, participation in joint entertainment.

Teaching preschoolers to play musical instruments was carried out through various forms of work:

· frontal and subgroup classes;

· thematic classes;

· entertainment, holidays;

· theatrical games with musical accompaniment;

· musical and didactic games;

· individual work with children;

· creation of musical zones in groups.

All groups have created musical corners for the development of children. To help with my work, I made a thematic selection of articles from magazines “ Preschool pedagogy», « Preschool education", "Musical Director", "Musical Palette", containing ideas for decorating a corner. This gave impetus to the manifestation of imagination and creativity in composing musical corners.

Planning and methods of conducting classes on learning to play musical instruments.

Planning is one of the important conditions for organizing the pedagogical process.

The tasks of musical education of children require careful planning in order to establish connections between all types musical activity, ensure consistency and success in the development of each child.

The tasks of music education in kindergarten are subordinated to the general goal of the comprehensive development of the child’s personality. The focus is on the task of nurturing children's interest and love for music, developing children's musical abilities (development of emotional responsiveness to music, sense of rhythm, ear for music, etc.), developing simple skills in various types of musical activities. These tasks are carried out in all types of children's musical activities.

The work plan for teaching playing musical instruments is drawn up on the basis of general guidelines and provisions for planning musical education in kindergarten.

At first, the simplest tasks of learning to play instruments are set, which become more complex as the child grows. When working with children, various musical instruments and toys are used. They arouse great interest in the child. The initiator of teaching children to play musical instruments already in the 20s was the musical figure and teacher N.A. Metlov. He also came up with the idea of organizing a children's orchestra (first a noise orchestra, then a mixed one). He spent great job on the creation and improvement of children's musical instruments that have a scale - metallophone and xylophone. A repertoire was selected, including folk songs and other works convenient for performance on children's musical instruments, and some rules for their instrumentation were developed. In his publications N.A. Metlov gives detailed guidelines on the use, setting up of instruments, the sequence of teaching children to play musical instruments, a description of the techniques of playing each of them.

The use of children's musical instruments and toys enriches the musical experiences of preschoolers and develops their musical abilities. Playing musical instruments that do not have a scale helps develop a sense of rhythm and expands children's timbre perceptions. Melodic musical instruments develop all three basic musical abilities: modal sense, musical-auditory perception and sense of rhythm. To play a melody by ear, you need to have musical-auditory ideas about the arrangement of sounds in height and rhythmic ideas. When selecting a melody, it is also necessary to feel the gravitational pull towards stable sounds, to distinguish and reproduce the emotional coloring of the music

It is important to attract children's attention to the expressiveness of the timbre of each instrument, to use figurative comparisons and characteristics. The tambourine makes sounds of a different nature depending on whether its membrane is struck with fingers, the soft part of the palm, or one thumb. If you change the location of the blow - closer to the wooden frame (where the resonance is stronger), towards the middle, hit the frame itself, or alternate these blows, then you can achieve an interesting timbre comparison of sounds.

When a child feels differences in sound quality, when he himself begins to navigate various playing techniques, he will develop auditory control and the ability to correct inaccuracies in his performance.

Thus, musical responsiveness to music develops - the basis of musicality.

I get acquainted with the tools as music lessons, devoting 7-10 minutes to training, and during individual work with kids. I try to carry out the work of teaching children to play musical instruments in an organized and consistent manner.

In the process of teaching children to play children's musical

On instruments I use songs from the “Musical Primer” by N. A. Vetlugina, as well as famous Russian folk songs and songs arranged by E. Tilicheeva. Singing helps develop children's ear for melody, sense of rhythm, voice, and the ability to compare and distinguish sounds by pitch and timbre.

The method of teaching children to play musical instruments by ear is based on a gradual expansion of the range of songs performed. First, the child plays a melody based on one sound. Before playing a melody, he listens to my performance of it. When a child plays a melody on one sound, he must accurately reproduce the rhythmic pattern. To do this, I use the technique of clapping the rhythmic pattern of the melody, as well as singing the melody with words. By singing a melody with words, you can focus on the rhythm of the poems. Singing chants allows children to better imagine the direction of movement of the melody and develops musical and auditory perceptions. It is best to learn the chant by heart.
In order to find out how the children remember the song, I ask them to close their eyes and sing it using hand movements (in the form of a ladder). After this, I show the children where on the metallophone there is a new note that appeared in this lesson.

Children sing the song by touching the desired plate of the metallophone or “nemophone” with their fingers. Only after the child correctly demonstrates the song on the metallophone, do I allow him to pick up the hammer. When learning a song, children perform it many times, making changes to each new performance. It can be a game of rows; a game when only boys or girls participate (“who is better”); accompaniment to a group of solo singers, etc.

I constantly monitor the correct techniques for playing the metallophone and remind the children that we play instruments because the ringing sound of the metallophone allows us to sing better and more clearly.

It is very important to teach children the correct techniques for making sounds. When playing the metallophone, the hammer must be held so that it lies on the index finger, and the thumb holds it on top. The blow should fall in the middle of the plate and, most importantly, be light. The brush should be free. If the child holds the hammer clenched in his fist, strikes loudly, and holds it on the record, the sound will be dull and unpleasant. When long notes are played, the hammer should bounce higher, short notes should bounce lower.

To understand the relationship between the durations of melody sounds, they are modeled using long and short sticks or notations accepted in musical notation (quarter notes, eighth notes). In order for children to understand the rhythmic pattern of the melody well, you can, using the accepted notations, lay it out on a flannelgraph. In this case, the method of subtexting durations adopted in the relative system is effective: quarters are indicated by the syllable “ta”, and shorter eighths - by the syllable “ti”. After the children have learned to convey the rhythmic pattern of different melodies built on one sound, and have mastered the techniques of playing the metallophone, we move on to playing chants using two adjacent sounds.

To make it easier for children to understand the location of sounds in height, I use the following techniques: laying out circle sounds at different heights on a flannelgraph, singing, showing the movement of the melody with your hand, teaching aids and games. In addition, we use a “silent” (drawn) metallophone keyboard: the child shows on it the location of sounds and “reproduces” the melody while singing. In the senior and preparatory school groups, the range of singing expands. Children are already better oriented in the location of the sounds of a melody and act more independently. In order to gradually develop vocal and instrumental skills, I consistently study musical material with children, systematized into the following complexes, each of which includes several exercises.

First complex - singing and playing on the same level (note G): “We are coming with flags”, “The sky is blue” (middle group) /

Second complex- singing and playing on two steps (G notes) “Accordion”, “Rain” (middle group).

Third complex - I - II - III degrees of the major scale (notes G-B): “At the cat”, “A bunny is walking” (senior group).

Fourth complex - V - VI - VII - I steps (notes G- la-si-do): “Trumpet”, “Cornflower”, Skok-skok-skok” (senior group.)

Fifth complex - III - IV - V degrees of the major scale (notes mi-fa-sol): Romanian folk song “Rain” (senior group)
Sixth complex - I - II - III - IV - V degrees of the minor scale (notes remi-fa-sol): “There was a birch tree in the field”
Seventh complex - I - II - III - IV - V degrees of a major pentachord (notes Do-re-mi-bean-sol): “Fipe”, “Shadow-shadow”.

Eighth complex - I - II - III - IV - V - VI - VII - I degrees of the major scale (notes do-re-mi-fa-sol-las-si-do): “Circus dogs”,

Starting from the sixth complex, I conduct training in

preparatory group.

I devote my time to learning to play musical instruments in a pre-school group. Special attention. By this time, children are proficient in such instruments as metallophones, rattles, rattles, bells, mallets, triangles, tambourines, drums, boxes, etc.

In the preparatory group, new tasks are set: to teach children to play alone and in an orchestra, to enter and finish their part in a timely manner,
play with dynamic shades.

I first teach children how to play musical instruments in combination with chanting, which I devote 5-6 minutes to. at every lesson. Using musical instruments, children seem to complement the simplest melodies, which are performed as chants. In my work, I make sure to use various aids that help children learn to play musical instruments more effectively. For example, musical ladders and a flannelgraph, which help consolidate children's knowledge of the movement of a melody. I strive to develop in children the desire to play musical instruments, first individually and then in groups.

In the pre-school group I introduce children to the accordion. Not every child can play the accordion. Of all the musical instruments, this is the most complex. Therefore, during music lessons I only introduce children to the accordion, and teach them how to play during individual lessons.

Before teaching the accordion, children should be shown how to sit and hold the instrument correctly. The child sits on a chair, occupying approximately half of the seat, with his feet on the floor. One accordion strap is placed on the middle of the right forearm, the other - on the middle of the left. The right strap is longer, the short strap on the left forearm gives the instrument stability. The accordion is placed on the knee so that the left side of the accordion body and the bellows are supported by the left hand while playing. Having mastered the game while sitting, the child will be able to play while standing.

In kindergarten I teach to play only with my right hand, since it is difficult for preschoolers to play with both hands. Right hand lies freely on the keyboard. While playing, children touch the keys with their fingertips. The elbow is lowered, the fingers are bent, as if holding an apple. We must ensure that children do not play with one finger. For each melody, a convenient location of the fingers (fingering) is indicated.

I begin mastering a new instrument with already familiar chants (on one, two, three sounds), which children select by ear after becoming familiar with playing techniques and methods of sound production.

It is important that children feel the expressive capabilities of new instruments and learn to use a variety of timbre colors. In older preschool age, children already realize that with the help of each instrument, even one that does not have a scale, it is possible to convey a certain mood. Thus, learning to play musical instruments includes three stages:

on the first– children listen and remember melodies, sing them, become familiar with choruses,

on the second- select songs,on the third- perform them at will.

Learning to play instruments can develop successfully only if a number of conditions are met: - systematic lessons throughout the year and at each music lesson; - consistent study of singing vocal-instrumental complexes;
- each child has their own metallophones in classes, as well as in home music-making, which will allow all children, without exception, to engage in instrumental music-making.

I use the following methods to teach children to play musical instruments:

· "Me and mom",

· "Teacher and child"

· verbal,

· visual,

· practical,

· gaming.

Method “Me and Mom” used during educational games at home. Parents were offered educational games to take home for joint activities with a child at home.

Method "Teacher and child" used for joint activities between a teacher and a child in a preschool educational institution.

I use the verbal method during:

· looking at a musical instrument

· questions from the teacher and answers from the children,

· experimentation.

I use a visual method during:

· conducting musical and didactic games

· experimentation,

· reviewing demonstration and handout material;

I use the practical method when necessary. :

· organize productive activity;

· hold games.

Game methodI use it in organizing educational and gaming activities

The use of didactic games in teaching preschoolers to play musical instruments.

The use of musical and didactic games in classes makes it possible to conduct them in the most meaningful way. Sometimes musical and didactic games are carried out in class as a separate activity. Such games are educational in nature. In this case, children develop musical abilities in an accessible playful way. All musical and didactic games are selected by age. To use them, there must be aesthetically and colorfully designed manuals and musical instruments.

Musical and didactic games develop a sense of rhythm, help to correctly convey the rhythmic pattern of well-known melodies and songs, and also work on new ones. For this purpose, various teaching aids are used: spoons, cubes, sticks, rattles, mallets, bells, triangles, hammers.

When working with children, I try to use simple, accessible and interesting musical and didactic games. Only then do they encourage children to play various musical instruments.

In the process of musical and didactic games, preschoolers develop a sense of camaraderie and responsibility. The use of musical and didactic games should begin already in the second younger group.

For younger preschool age.

Games for the development of pitch hearing and consolidation of program material.

"Bear Cubs"

The teacher gives each child a bell and explains: “You

“All the bear cubs sleep in their houses, and I’ll be a mother bear, I’ll sleep too.” A lullaby sounds, the cubs sleep on chairs with their eyes closed. To the cheerful melody, the mother bear rings a large bell and wakes up the cubs. They wake up and ring her back with their little bells.

“Which bird is singing?”

There are toy birds on the table - large and small. The music director shows how a big bird sings (plays the metallophone up to the first octave) and how a small bird sings (up to the second octave). Then the teacher fences off the metallophone with a screen and alternately takes the “do” of the first and “do” of the second octave, asking the children to guess which bird is singing.

This game can be repeated in middle group, but I involve children in playing the metallophone. At the same time, I teach not only how to determine the location of low and high sounds on a metallophone, but also how to extract them on the instrument.

"Pinocchio"

Game material . A box with Pinocchio drawn on it. The box opens from the side, and cards with colorful illustrations for various program songs and plays (Christmas tree, locomotive, car, sleigh, doll, flag, etc.) familiar to children are inserted there.

Progress of the game.The teacher explains to the children that Pinocchio came to visit them and brought songs with him, and which ones the children must guess themselves.

The music director plays the piece, the guys guess and take the corresponding picture out of the box. For example, the song “Christmas Tree” by M. Krasev is performed - the child takes out a card with a picture of a New Year tree; The melody of the song "Steam Locomotive" sounds

3. Sociable - takes out a picture of a steam locomotive, etc.

"Steps"

Game material. A ladder of five steps, toys (matryoshka, bear, bunny), metallophone.

Progress of the game. The leading child plays the instrument, and the other child determines where the melody is moving - up, down, or sounds on one sound, and accordingly moves the toy up, down, or taps it on one step along the steps of the ladder. The next child uses a different toy. This game helps to consolidate children's knowledge of the location of sounds on various instruments.

“Identify by rhythm.”

Game material : Tambourine, musical ladder.

Progress of the game. The teacher performs various rhythmic patterns on the tambourine, conveying the movements of a clumsy bear, a fast bunny and a swift bird. Children guess the riddles given to them and place the corresponding toy on a certain step of the musical ladder (a bear on the bottom, a bunny on the middle, a bird on the top). Then, with slow strokes of the palm of the right hand on the tambourine, the rhythmic pattern of the bear’s melody is conveyed, the image of a bunny is conveyed by quickly tapping the index finger, and the image of a bird is conveyed by lightly shaking the tambourine above the head.

"Tambourine"

Game material . Tambourine.

Progress of the game. The music director shows the tambourine, the children listen to how it can sound when shaken or when it is struck with the palm of the hand. Then, the teacher takes a tambourine and, picking it up, runs around the room with the children (for the first part of the music G. Fried. Tambourine), for the second part he stops and knocks on it, the children clap their hands. After performing the exercise twice, the kids perform the exercise one at a time. The teacher reminds that you first need to run around the chair, and then stop and hit the tambourine with your palm.

“They brought us toys”

Game material . A pipe, a bell, a musical hammer, a cat ( soft toy), box.

Progress of the game. The teacher takes a box tied with a ribbon, takes out a cat from there and sings the song “Grey Kitty” by V. Vitlin. Then he says that in the box there are also musical toys that the cat will give to the children if they recognize them by their sound.

Behind a small screen, the teacher plays musical toys. Children recognize them. The cat gives the toy to the child, who rings the bell (tapping with a musical hammer, playing the pipe). Then the cat passes the toy to another (the same pipe is not passed on, it is advisable to have several of them). This game encourages children to engage in independent activities with musical toys and instruments.

"Caps."

Game material . Three colorful paper caps, children's musical instruments: tambourine, drum, metallophone, bell.

Progress of the game. A subgroup of children sits in a semicircle, in front of them is a table, on which musical instruments lie under caps. The teacher calls the child to the table, invites him to turn around and guess what he will play on. To check the answer, you are allowed to look under the cap.

"Our orchestra"

Game material . Children's musical toys and instruments (bells, tambourines, triangles, etc.), large box.

Progress of the game. The teacher informs the children that a package has arrived at the kindergarten, shows it, takes out musical instruments and distributes them to the children (preliminary acquaintance with each instrument was given in a music lesson). Everyone takes turns playing these musical instruments the way they want.

For older preschool age.

Games to develop a sense of rhythm.

"We have guests."

Game material. Bibabo toys (bear, bunny, horse, bird), tambourine, metallophone, musical hammer, bell.

Progress of the game. The teacher addresses the children: “Children, toys should come to visit us today.” A knock is heard, the teacher approaches the door and quietly puts a bear on his hand: “Hello, children, I came to visit you to play and dance with you. Lena, play the tambourine for me, I’ll dance.” The girl slowly hits the tambourine, the teacher (with a bear in his hands) rhythmically steps from foot to foot, like a bear. Children clap. In a similar way, the teacher plays up the arrival of other toys. A bunny jumps to the rapid blows of a hammer on a metallophone, a horse gallops to the clear rhythmic blows of a musical hammer, a bird flies to the ringing of a bell.

"Our trip"

Game material . Metallophone, tambourine, triangle, spoons, musical hammer, drum.

Progress of the game. The teacher invites the children to come up with a short story about their journey and depict it on some musical instrument.

“Listen first to what I came up with,” says the teacher. “Olya went out into the street, went down the stairs (plays a melody on the metallophone from top to bottom). I saw a friend jumping rope. Like this (beats the drum rhythmically). Olya also wanted to jump, she ran home to get a skipping rope, jumping over the steps (plays a melody on the metallophone, one sound at a time). You can continue my story or come up with your own.”

"Complete the task"

Game material . Flannelograph, cards depicting short and long sounds, children's musical instruments (metallophone, tambourine, box).

Progress of the game. The teacher (or child) plays a rhythmic pattern on one of the instruments. The child lays it out with cards on a flannelgraph. The number of cards can be increased. In this case, each player will lay out a rhythmic pattern on the table.

Games for developing timbre hearing.

"What do I play on"

Game material . Cards according to the number of players, one half depicts children's musical instruments, the other half is empty; chips and children's musical instruments.

Progress of the game.Children are given three or four cards. The child leader plays a melody or rhythmic pattern on some instrument (there is a small screen in front of the leader). Children determine the sound of the instrument and cover the second half of the card with a chip.

“Define the instrument.”

Game material . Accordion, metallophone, bell, wooden spoons.

Progress of the game. Two children sit with their backs to each other
The same instruments lie on the tables in front of them.

One of the players performs a rhythmic pattern on any instrument, the other repeats it on the same instrument. If a child completes a musical task correctly, then all children clap. After the correct answer, the player has the right to guess the next riddle.

The game is played during free time from classes.

Games for developing pitch hearing.

"Musical Lotto"

Game material . Cards, according to the number of players, on which five lines are drawn, a metallophone.

Progress of the game. The child leader plays a scale on the metallophone up, down, or repeats one sound. Children must place circles on the card from the first line to the fifth, or from the fifth to the first,
or on one line.

“We listen carefully.”

Game material . Cards according to the number of players, on one half of which children's musical instruments are depicted, the other half is empty; chips and children's musical instruments.

Progress of the game.Children are given three or four cards. The presenter plays a melody or rhythmic pattern on some instrument (there is a small screen in front of the presenter). Children determine which instrument sounds and cover the second half of the card with a chip.

The game can be played like a lotto. On one large card, divided into four to six squares, various tools are depicted. These squares are covered with small cards with the same tools. Each child is given one large card and four to six small ones. The game is played the same way, but only the children cover the corresponding image on the large one with a small card. The game is carried out in older groups during music classes in order to consolidate knowledge about musical instruments, as well as during leisure hours.

"Musical riddles."

Game material . Metallophone, accordion.

Progress of the game. Children sit in a semicircle in front of a screen, behind which there are musical instruments on the table. The child leader plays a melody or rhythmic pattern on an instrument. Children guess. A chip is given for the correct answer. The one with the most chips wins.

Games for developing memory and harmonic hearing.

“How many of us are singing?”

Game material . A tablet with insert pockets or a flannelgraph, three large-sized matryoshka picture dolls (for a flannelograph, the back of the matryoshka dolls are covered with flannel), cards (according to the number of players) with slots, three matryoshka picture dolls (for each player), musical instruments.

You can use other gaming material in the game - three cards with images of singing children (on the first there is one child, on the second there are two children, on the third there are three).

Progress of the game. The child leader plays one, two or three different sounds on one of the instruments. Children determine the number of sounds and insert the corresponding number of nesting dolls into the slots of their cards. The called child places the nesting dolls on a flannelgraph or inserts them into the pockets of the tablet. Children must be reminded that they must take as many nesting dolls as different sounds they hear.

In a musical-didactic game with another game material children pick up cards with the image of one, two or three singing girls in accordance with the number of sounds.

"Guess the song."

Game material . Cards according to the number of players with the image on each of several pictures, the plot of which corresponds to the songs and chants the children have studied, chips, children's musical instruments.

Progress of the game. The child plays a melody on any musical instrument. Children determine the song and, depending on the melody they hear, cover the picture with chips.

"Magic top"

Game material. On the tablet there are illustrations for program works on listening or singing, with an arrow rotating in the center.

Progress of the game. Option 1. A piece familiar to children is performed on a record or on the piano. The called child points with an arrow to the corresponding illustration and names the composer.

Option 2. The presenter plays the melody of the program song on the metallophone. The child points with an arrow to a picture that matches the content of the given melody.

Option 3. The child leading the arrow points to a picture. The rest of the children sing a song corresponding to the content of this picture, or play in an ensemble on various instruments.

“What song is Petya playing?”

Game material . The tablet depicts a grand piano with an insert pocket, and a boy playing the instrument. On the table are illustrations of familiar songs and children's instruments.

Progress of the game. The called child performs on one of the instruments a familiar song learned in musical or individual lessons. Another child finds the corresponding picture and inserts it into the pocket of the piano. If the answer is correct, everyone claps and that child plays the next tune on one of the instruments.

“What instrument does Katya have?”

Game material . Tablet with a picture of a girl. She is holding a case in her hands, the lid of which opens and there is an insert pocket. Pictures depicting various children's musical instruments.

Progress of the game. The presenter shows the children the tablet and explains that the girl Katya is going to music school and is carrying an instrument, and which one the children will have to determine by ear.

Analysis of the work performed.

Work carried out on learning to play musical instruments:
- enriched children with the experience of perceiving music;

Developed an interest in children's musical instruments;
- contributed to the development of a sense of rhythm;

Taught to distinguish musical instruments by timbre and appearance;

Contributed to learning the correct techniques of sound production;

She helped me play alone and in an ensemble, and independently organize a small orchestra.

The effectiveness of the experience.

An analysis of the work carried out showed that systematic and systematic work on this problem, as well as the use of musical and didactic games, effectively helps develop musical abilities and enriches the musical impressions of children; increases the responsibility of each child for the correct performance of his part; helps overcome uncertainty and timidity; unites the children's team.

The presented system of work is aimed not only at teaching children to play musical instruments, but also at creating the prerequisites educational activities, since in the process of playing children's musical instruments, the individual characteristics of each child clearly manifest themselves. Based on the use of musical and didactic games and exercises, preschoolers develop attention, endurance, memory, imagination, determination, a sense of teamwork, responsibility, and discipline are formed.

· acquaintance with musical instruments should be carried out taking into account the age characteristics of preschoolers;

· At each stage of education, children should be offered only one new game to develop musical abilities;

· don’t try to show many games at once, offer different variants one game. Only after a week can you move on to new games.

· learning should take place in a playful way.

· The duration of the game should not exceed 5-10 minutes

List of used literature:

1. Methods of music education in kindergarten, ed. ON THE.

Vetlugina. M., 1982.

2. P. Govorushko. Basics of playing the button accordion. M., ed. Music, 1966.

Kindergarten, ed. M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova.

M., Publishing House "Education of Preschool Children", 2005.

4. N. Vetlugina. Musical primer M., Education, 1990

5. N. Metlov. Musical lessons in kindergarten. M., Education, 1984.

6. Musical education of younger preschoolers. M., Education, 1985.

7. N. Kononova. Musical and didactic games. M., Education, 1982.

8. Artistic creativity in kindergarten M. Education 1974

9. N. Metlov. Music for children. M., Education, 1985.

10. S. Bekina. Music and movement. M., Education, 1984.

11. M .B.Zatsepina. Musical education in kindergarten. M., Mosaic-

Synthesis, 2005.

12. M .B.Zatsepina. Cultural and leisure activities in kindergarten. M.,

Mosaic-Synthesis, 2005.

13. O.P. Radynova. Musical education of preschool children. M., Vlados, 1994.

14. Folklore - music - theater. Ed. S.I.Merzlyakova, M., Vlados, 1999.

15. Magazine “Preschool Education”:
No. 2, No. 3, No. 9/88;

No. 4, No. 8/89

Municipal preschool educational institution
"Kindergarten No. 11 "Cherry"

Individual work plan for self-education
music director
Andreeva Irina Alexandrovna
For the 2015-2017 academic year
“Development of the Sense of Rhythm in Preschool Children in the Process of Playing Musical Instruments”

Start of work on the topic - 2015
Estimated completion date: 2017

Volsk, 2015

Applications No. 1
Consultations for parents “Importance and objectives early initiation children to play at the DMI".

Appendix No. 2
Consultation for educators “Playing for children’s musical activities to develop a sense of rhythm in musical activities.”

Appendix No. 3
A system for teaching children to play musical instruments in kindergarten.

Appendix No. 4

Appendix No. 5
Disc “Presentation for educators and parents “Children’s musical instruments.”

Appendix No. 6
Disc “Presentation for preschool children “Musical Instruments”.

I believe the relevance of my work is that training in an orchestra of noise and percussion instruments and the development of musical and rhythmic abilities contributes to overall development; mental abilities, mental processes- thinking, memory, attention, auditory perception, associative fantasy, development fine motor skills, motor reaction, which is very important for preschool children.
Target:
Educational:
- develop a sense of rhythm;
- train your inner hearing;
- promote the development of cognitive interest;
- learn to highlight the strong beat of a beat;
Tasks:
- carry out a theoretical and musical-methodological analysis of psychological and pedagogical literature on the problem under study;
- identify criteria and indicators of the level of formation of a sense of rhythm in children;
- develop a system of music lessons using children's musical instruments, aimed at developing a sense of rhythm.
- use theoretical and practical material in your work on teaching preschool children a sense of rhythm, taking into account the physical and mental development of preschool children.
The object of the study is the process of developing a sense of rhythm in preschool children;
The subject of the study is pedagogical conditions development of a sense of rhythm in preschool children in the process of learning to play musical instruments.
The research hypothesis is that the effectiveness of the process of developing a sense of rhythm in children while playing children's musical instruments can be ensured provided that:
- if a system of working with children is developed, including block III:
Block I – introductory (rhythmic exercises; thematic music lessons);
Block II – main (training lessons on playing the DMI);
Block III – final (playing in a children’s orchestra).
Expected Result:
A sense of rhythm, a sense of musical rhythm is the fundamental basis of musical performing literacy. Developing a sense of rhythm for modern music pedagogy is an extremely difficult task. Developing a sense of rhythm while playing the musical instrument brings together the capabilities of all students and turns the group at a certain stage into a single musical group. By creating favorable opportunities for analyzing the elements of musical language, playing musical instruments becomes important and a necessary condition for the development of children's full perception of music.

Month year
Subject
The content of the work
Practical solution

September
2015
Acquisition of musical repertoire and literature. Development of a system for teaching children at VMI.
Studying theoretical material on this topic.
Systematic use in individual lessons.

October
Consultations for parents “The importance and objectives of early introduction of children to the game of children’s play.
We develop children's sense of rhythm when perceiving music and playing musical instruments.
Distribution of consultations to parents, conversation.

November
Consultation for educators: “Playing a musical instrument to develop a sense of rhythm in musical activities.”
We develop a sense of rhythm in children: playing the musical instrument as one of the types of musical activities for children.
Seminars for educators.

December-
February
"Percussion noise musical instruments"
All types of percussion noise musical instruments are being studied. Based on the children’s acquired knowledge, conversations are held about the musical instruments that are available in kindergarten. Such as: drum, maracas, rattle, bell, triangle, tambourine, spoons.

January
2017
Consultation for parents “Making noise instruments at home.”
Examples and demonstration of tool making, use of ICT.
Distributing consultations, speaking at parent meetings.

February
Innovative methods of working with children, parents and educators.
Ability Improvement pedagogical system educational
Systematic use in music classes, matinees, meetings, seminars.

May
Collaborative work of children and parents to develop a sense of rhythm while playing the DMI.
Achieve emotional fulfillment from children.
Shown at matinees and concerts.

June August
Studying new literature on this topic, acquiring new musical instruments and repertoire.
Acquaintance with different methods of teaching the game at DMI. Continue to enrich the knowledge of the development of a sense of rhythm in children.
Use in music classes and various events.

October December
Report “Development of a sense of rhythm in children using DMI.”
Using accumulated experience and material on the topic of self-education. Results and analysis.
Speech at the pedagogical council.

March, April
2016
"Percussion melodic musical instruments."
All types of percussion melodic instruments are studied. Based on the children’s acquired knowledge, conversations are held about the musical instruments that are available in kindergarten.
Such as: metallophone, xylophone, whistles.
Systematic use in music classes.

May
Open music lesson “Sounds of Nature”.
Children show their knowledge of the game at the DMI, repeating the material. Using a system for teaching children to play DMI.
Speech at the KMO (cluster methodological association).

October
Competition between groups of children “Best Ensemble”.
Children demonstrate the technique of playing instruments and emotional performance.
Performing at matinees, holidays and various entertainments.

November December
Participation with this topic in competitions on various Internet sites.
New Year's matinees using ICT (info-communication technologies) and the use of DMI.
Publishing material on Internet sites.

Municipal autonomous institution

additional education

"Center children's creativity"Rhythm"

Methodological development

"Teaching children to play children's musical instruments"

Additional education teacher

Syutkina Oksana Petrovna

Perm 2016

Introduction

Modern scientific research indicates that the development of musical abilities and the formation of the foundations of musical culture should begin in preschool age.

Musical development has an irreplaceable effect on overall development: the emotional sphere is formed, thinking is improved, the child becomes sensitive to beauty in art and life. Only by developing a child’s emotions, interests, and tastes can he be introduced to musical culture and lay its foundations. Preschool age is extremely important for further mastery of musical culture. If in the process of musical activity a musical-aesthetic consciousness is formed, this will not pass without leaving a mark on the subsequent development of a person, his general spiritual formation.

The initiator of teaching children to play musical instruments already in the 20s. became a famous musical figure and teacher N. A. Metlov. He also came up with the idea of organizing a children's orchestra. N.A. Metlov did a lot of work to create and improve the design of children's musical instruments that have a scale - the metallophone and the xylophone.

Playing musical instruments is one of the types of children's performance. The use of children's musical instruments and toys (both in classes and in everyday life) enriches the musical experiences of preschoolers and develops their musical abilities.

In addition, playing musical instruments develops will, desire to achieve goals, and imagination.

Teaching children to play children's musical instruments

Children's acquaintance with musical instruments begins at an early age. Early music training plays a significant role in the musical development of a child, but it must be presented in forms that are accessible and interesting for young children. It is impossible not to take into account the degree of readiness for such activities as learning to play instruments, which require significant attention, concentration, awareness and physical maturity from children. The teacher strives to give the children their first musical impressions in an entertaining way. Training begins with a group of percussion instruments that do not have a scale. Classes are conducted with small groups of children and individually. It is advisable to use musical instruments in everyday life in order to strengthen the children’s emerging sense of the rhythm of music.

In the second younger group, children can already play a tambourine, wooden spoons, cubes, rattles, musical hammers, drums, and bells. At this age they become familiar with the metallophone.

Before starting to learn a melody on the metallophone with the children, the adult himself must competently perform this melody on the metallophone several times, the children listen. Then they show those who want it which plates they need to hit and how many times. It is difficult to remember the entire melody at once; it is better to learn it in parts, for example, learn the chorus of a song, and when the child learns it, show how to play the chorus or the first part of the melody, then the second. You can alternate the teacher’s playing with the children’s performance: the teacher plays the chorus, and the child plays the chorus on another metallophone, or vice versa. It is advisable that the child, having mastered part or all of a piece of music, perform it with the teacher (on two metallophones).

Lessons on learning to play the metallophone are conducted with children individually.

To perform on a metallophone, first simple melodies that are well known to children are taken. In this case, they do not hit the records mechanically, but constantly regulate their performance by ear. Having hit the wrong record, the child hears the mistake and tries to correct it.

Other important condition when choosing works - the structure of the melody. The sounds of the melody should be located close to each other; large intervals for playing are difficult for children. Playing melodies based on one sound is impractical and uninteresting for children.

In the middle group, for the first time, children begin to teach children to play musical instruments that have a scale. The metallophone is most convenient for this. It is quite easy to use and does not require constant tuning, like stringed instruments. Children are already familiar with the timbre of this instrument and playing techniques.

There are several ways to learn to play melodic musical instruments: by notes, by color and number symbols, by ear.

Teaching children to play from notes is very labor-intensive, although it is sometimes used in practice. Not all preschoolers master musical notation unless constant individual work is carried out. It is important that children understand the connection between the location of notes on the staff and their sound in the melody, eliminating the mechanical reproduction of musical notes.

The color system, widespread abroad, is convenient for children to quickly master playing instruments. A specific color designation (colored keys, metallophone plates) is assigned to each sound. The child has a color-coded recording of the melody: colored circles or color image notes, with and without rhythmic notation. It is very easy to play using this system, but with this method of playing (I see a green note symbol - I press the green key), the ear does not participate in reproducing the melody, the child plays mechanically.

In a similar way, children are taught to play according to the numbers pasted near each plate of the metallophone, and to write down the melody in digital notation. Duration designation can also be modeled (long and short sticks, etc.)

Digital system proposed in the 30s. N.A. Metlov, at that time, may have been justified, but later it began to be used less frequently, since it leads to mechanical reproduction of the melody.

Both methods of teaching children (using color and number symbols0 allow you to easily and quickly obtain the desired result, but do not have a developmental effect6; in these methods the share of mechanical reproduction of the melody is too large.

The greatest developmental effect of learning is achieved only by playing by ear. This method requires constant hearing development and serious auditory training. Starting from a young age, it is important to encourage children to listen to the sounds of a melody, compare them, and distinguish them by pitch. To accumulate auditory experience and develop children's auditory attention, didactic aids are used that model the movement of a melody up, down, and in place. This is a musical ladder, moving from flower to flower (notes), butterfly, etc. At the same time, the sounds of the melody are sung, corresponding in height to the simulated ratios of sounds. You can also show with your hand the movement of the sounds of a melody while simultaneously playing it (with your voice or on an instrument).

The method of teaching children to play musical instruments by ear is based on a gradual expansion of the range of songs performed. First, the child plays a melody based on one sound. Before playing the melody, he listens to it performed by the music director, who first sings it, drawing attention to the fact that the sounds of the melody do not differ in pitch, then plays the metallophone and sings at the same time. Singing chants allows children to better imagine the direction of movement of the melody and develops musical and auditory perceptions.

Children are taught sound production techniques: hold the hammer correctly (it should lie freely on the index finger, it is only slightly held with the thumb), direct the blow to the middle of the metallophone plate, do not hold the hammer on the plate, but quickly remove it (like a bouncing ball). When long notes are played. The hammer should bounce higher, short notes should bounce lower.

When a child plays a melody on one sound, he must accurately reproduce the rhythmic pattern. To do this, when singing a melody with words, you can focus on the rhythm of the poems.

To understand the relationship between the durations of melody sounds, they are modeled using long and short sticks or notations accepted in musical notation (quarter notes, eighth notes). In order for children to understand the rhythmic pattern of the melody well, you can, using the accepted notations, lay it out on a flannelgraph. In this case, the technique of subtexting durations adopted in the relative system is effective: quarters are indicated by the syllable that, and shorter eighths - a syllable you. The technique of clapping the rhythmic pattern of a melody or playing it on musical instruments is widely used.

After children have learned to convey the rhythmic pattern of different melodies built on one sound, and have mastered the techniques of playing the metallophone, they can move on to playing chants using two adjacent sounds. To make it easier for children to understand the location of sounds in height, the following techniques are used: laying out sounds in circles at different heights on a flannelgraph, singing, showing the movement of the melody with the hand, teaching aids and games.

In addition, you can use the “dumb” (drawn) keyboard of a metallophone: the child shows on it the location of the sounds and “reproduces” the melody while singing.

In the senior and preparatory school groups, the range of singing expands. Children are already better oriented in the location of the sounds of a melody and act more independently.

When teaching how to play musical instruments, the teacher must take into account the individual capabilities of each child. Some children select songs quite easily, while others require more detailed preparatory work.

After the metallophone has been mastered, children in the senior and preparatory school groups learn to play other melodic instruments - strings, wind instruments, keyboards and reeds. Each child can gradually master playing several musical instruments. It is useful to combine individual work with children and work in subgroups, as well as with the whole group.

As children learn to play metallophones, you can show them how to use zithers.

To make it easier for children to navigate the arrangement of strings, we also use a digital system - we place a paper strip with numbers under the strings at the bottom of the zither, with number 1 corresponding to the sound before 1 etc. The zither is played with a pick - a plastic plate with a pointed end. You need to hold the mediator with three fingers - thumb, index and middle, moving your hand to the right. For ease of playing the zither and better resonance, the instrument is placed on a wooden table. With their left hand, children slightly lift the upper corner of the zither, keeping their elbow on the table. This is done so that the child does not tilt his head too low and so that he can see the numerical designation of the strings.

Sometimes zithers do not stay in tune and the pegs become weak. In this case, you need to secure the pegs with pieces of plywood. Broken strings are replaced with thin balalaika strings.

To teach preschoolers to play the accordion, it is best to use the Belarus children's chromatic accordion. It has 20 range keys on the right side before 1 - salt 2 , on the left are four chords.

Before teaching the accordion, children should be shown how to sit and hold the instrument correctly. The child sits on a chair, occupying approximately half of the seat, with his feet on the floor. One accordion strap is placed on the middle of the right forearm, the other - on the middle of the left. The first strap is longer, the short strap on the left forearm gives the instrument stability. The accordion is placed on the knee so that the left side of the accordion body and the bellows are supported by the left hand while playing. Having mastered the game while sitting, the child will be able to play while standing.

In kindergarten we teach you to play only with your right hand, which rests freely on the keyboard. While playing, children touch the keys with their fingertips. The elbow is lowered, the fingers are bent. We must ensure that children do not play with one finger. For each melody, a convenient location of the fingers (fingering) is indicated. It is difficult for preschoolers to play with two hands.

If it is difficult for a child to play with the five fingers of his right hand, at first you can use a four-finger playing system: the thumb under the keyboard in a natural position, like on a button accordion.

When learning to play the accordion, we use numbers, just like on the metallophone and zither. The numbers are printed on the top of the white keys. Gradually, children stop looking at numbers and play without looking, using muscle sensation. Not all children can play the accordion; Some guys find it difficult to play a melody with the fingers of their right hand and fan the bellows of their left hand at the same time.

Once children learn to play the accordion, more capable children can be taught to play a wind instrument.

For wind instruments, it is recommended to take the Melodiya-26 wind harmonica. A wind harmonica with a piano keyboard has 26 keys with a range si small octave - before 3 . The instrument is held with the left hand, four fingers wrap around the handle, the thumb rests on the instrument from the back side from below. The mouthpiece is placed in the mouth. The tool should be held slightly downwards. Left hand and elbow are raised. The right hand takes the same position, the fingers are slightly bent and move freely across the keyboard.

Play with five fingers, like a piano. At first, you can use a four-finger system, like an accordion. Numbers are printed on the top of the white keys. Once children are comfortable with the keyboard, the numbers can be removed. The sound produced during playing depends on the air flow. You need to blow without tension. At the end of the game, accumulated moisture should be removed. To do this, use a special valve: press the button on the back of the instrument and blow lightly into the mouthpiece.

Thus, learning to play musical instruments includes three stages: on the first - children listen and memorize melodies, sing them, get acquainted with the techniques of playing, on the second - they select chants, on the third That is, they fulfill them at will.

Literature

Metlov N. A. Music for children. – M.: Education, 1985.

Radynova O. P., Katinene A. I., Palavandishvili M. L. Musical education of preschool children. – M.: Education: Vlados, 1994.

Artistic creativity in kindergarten / Ed. N. A. Vetlugina. – M.: Education, 1974.

Initiator of teaching children to play musical instruments in the 20s. became a famous teacher and musician N. A. Metlov. He also came up with the idea of organizing a children's orchestra. Together with N. A. Metlov, T. S. Babajan, Yu. A. Dvoskina, M. A. Rumer, N. A. Vetlugina, and later O. P. Radynova, A. N. Zimina and others worked on this problem .

According to the classification of N.A. Vetlugina, all children's musical instruments are divided into two types: silent and sounding. Silent musical instruments include toys that represent musical instruments: a piano with a mute keyboard, balalaikas with non-playing strings, violins with drawn strings, etc. They are used to create in children an idea of different musical instruments, and children can use them in role-playing games, dramatizations.

Sounding musical instruments are divided into noise instruments, those emitting sounds of uncertain pitch, on which you can only perform rhythm (tambourine, triangle, spoons, music boxes, etc.) and pitch (melodic): with diatonic and chromatic scales(metallophones, xylophones, button accordions, accordions, etc.), making one sound(pipes, pipes, horns, etc.), with fixed melody(music boxes, barrel organs, etc.).

Sounding musical instruments are also divided into 1) strings - zithers, domras, balalaikas, harps, etc.; 2) winds - flutes, saxophones, clarinets, triplets, etc.; 3) keyboard-tongue - button accordions, accordions, harmonicas; 4) percussion keyboards - grand pianos, upright pianos; drums- metallophones, xylophones, tambourines, triangles, cymbals, drums, etc.

Children are taught to play noise musical instruments from the 2nd junior group: on wooden sticks, spoons, tambourines, rattles, musical hammers, boxes, etc. At this age they become familiar with the metallophone. It is important to draw their attention to the expressiveness of the timbre of each instrument, use figurative characteristics: gentle (bell), ringing (metallophone), clear, knocking (drum), etc., discuss with the children which instrument is better to play along with walking, running, dancing.

In the middle group, for the first time, children begin to teach children to play musical instruments that have a scale. The metallophone is most convenient for this. First, they master the techniques of playing it: staccato, glissando.

There are several ways to learn to play melodic instruments: by notes, by color or digital symbols, by ear. Teaching preschoolers to play notes very labor-intensive and rarely used in practice. color system, widespread abroad, it is convenient for children to quickly master playing instruments, but their ear for music does not develop, since children mainly activate visual perception and visual memory. Digital system proposed in the 30s. N.A. Metlov, also leads to mechanical reproduction of the melody. The greatest developmental effect of learning is achieved only through play by ear. Starting from a young age, it is important to encourage children to listen to the sounds of a melody, compare them, and distinguish them by pitch. For this purpose, teaching aids are used that model the movement of the melody up, down, and in place. This is a musical ladder, moving from flower to flower (notes), butterfly, etc. You can also show with your hand the movement of the melody while singing it at the same time.

The method of teaching how to play instruments is based on the principle of gradually increasing the complexity of the chants and songs being performed. First, the child plays melodies built on one sound, then on two or three adjacent sounds, and only then learns to perform melodies at intervals. It is necessary for the child to play only a melody that is well known to him on the instrument. He can sing along only if he can intone the melody clearly.

Children are taught the techniques of sound production: hold the hammer correctly (it rests freely on the index finger, it is lightly held with the thumb), the blow should be directed to the middle of the metallophone plate, do not hold the hammer on the plate, but quickly remove it (like a bouncing ball). When long notes are played, the hammer should bounce higher, short notes should bounce lower.

After the metallophone has been mastered, children in the senior and preparatory school groups learn to play other melodic instruments - strings, wind instruments, keyboards and reeds.

Teaching children to play musical instruments includes three stages: on the first - children listen to and remember melodies, sing them, get acquainted with playing techniques, on the second - select songs, on the third - perform them at will.

Children's orchestra- one of the types of collective music-making. There are several types of children's orchestra: noise(including different types percussion instruments that do not have a scale), ensemble(consisting of identical or similar instruments), mixed orchestra(including different groups of instruments).

Noise orchestra can be organized with younger children if they can rhythmically reproduce strong beats by clapping and mark the meter of music. Ensemble of Spoonmen can be organized starting from the middle group. It can include several other percussion instruments (tambourine, triangle, etc.). Mixed orchestra organized in older preschool age.

Before children can play music collectively in an orchestra, it is necessary to spend a lot of individual and subgroup classes, which organizes and musical director and teacher. You can play musical instruments with children both during music classes and in the everyday life of the kindergarten, so the group should have a sufficient number of noise and melodic instruments. By playing musical instruments, children develop musical and communication abilities, hard work and creativity.

The role of musical and didactic games in the development of children's musical abilities(using the example of specific games)

N.A. Vetlugina proposed a classification of musical and didactic games, characterized their structure and content, and didactic requirements for the design of visual aids. This work was later continued by A. N. Zimina and E. P. Kostina.

The purpose of musical and didactic games is to develop children's musical and sensory abilities. These games contain game actions and rules, the implementation of which helps develop the sense of harmony, ear for music and sense of rhythm. In addition, musical and didactic exercises and games, especially with the use of board-printed material, allow children to independently practice mastering the methods of sensory actions; the child learns to distinguish the properties and qualities of sensory perceived phenomena.

Depending on the didactic task and the deployment of game actions A. N. Zimina divides musical and didactic games into three types: 1) quiet music playing, which children often play at tables with visual aids (pictures, flashcards, musical instruments) ; 2) outdoor games with elements of competition in which children move, focusing on the peculiarities of the sound of music: quiet or loud, fast or slow, cheerful or sad, its mood; 3) games built like round dances, in them, the children’s movements are calm, most children move in a circle, and the leaders move in a circle. Musical and didactic games always require auditory concentration, which contributes to the development of auditory perception. So, while playing, the child must always listen to the change in sounds and respond to this with movement or action. For example, In games of the first type, children learn to distinguish the timbre of musical instruments: drum, pipe, tambourine, metallophone, etc. (“Guess what I’m playing?”), determine the mood of the music(“Sunshine and Rain”), distinguish musical genres(“What can you do to this music: sleep when the lullaby plays, march to the march, or sing when the song plays”). Games of the second type are often competitive in nature, for example, “Merry Orchestra”, under the 1st part of the music, children run around musical instruments laid out in a circle, under the 2nd part, with a change in the nature of the music, they play them; whoever lacks an instrument is the conductor.

IN younger age Children most easily perceive pitch relationships: high, middle, low sounds. With them you can play the games “Bird and Chicks”, “Which bell sounds?”, “Musical Ladder” from the “Musical ABC Book” by N. A. Vetlugina. For example, high on a tree, chicks sit in a nest and sing: “Chick-chirp, chik-chirk” in thin, high voices (the teacher raises his hand up), and the mother bird sits under a tree on the ground and sings her song in a low voice: “Chick -chik, chik-chirk” (the teacher lowers his hand low, then shows a picture from the “Musical ABC Book”. The kids cannot play on their own yet.

With middle school children conduct all types of games. Middle-aged children successfully play “quiet music-making” games under the guidance of a teacher and independently in the music corner. Active musical and didactic games cause difficulties for some children; additional lessons are given to them individually or in small subgroups. For example, the teacher says: “When the dance melody sounds, Kolya will dance, and when it’s quiet, Natasha will dance.” From the middle group onwards, an environment should be created for independent conduct children musical and didactic exercises - board-printed and game musical and didactic material in the music corner: music boxes, musical lotto, dominoes, sets of pictures depicting musical instruments, noise musical instruments and a metallophone, musical audio recordings.

In older preschool age children play independently, and the most gifted of them play with each other or with a group of children. Older children have access to all three types of games; they are played in music classes, in the daily life of the kindergarten, and on walks. Game for older children: “Horses”. Children are divided into two teams: white and black horses. When the music is quiet, white horses gallop, and when the music is loud, black horses gallop. A more complicated version: the third team of children plays rhythmic music on noise instruments for the horses. Older children need to be taught creative games: “Walk”, “Our Journey” and others.

Thus, the teacher should create a musical corner in the group containing musical instruments, visual aids for musical and didactic games, learn games with children in the classroom and in the daily life of the kindergarten, thereby promoting the development of their musical and sensory abilities.

Directly organized activities for musical development children, its types. Create a music lesson plan for any age group

The content, organization and methodology of conducting music classes with preschool children were developed by N. A. Vetlugina, I. N. Komisarova, O. P. Radynova, A. N. Zimina and others. According to O. P. Radynova, music classes are the main a form of organization in which children are trained, their abilities are developed and the foundations of musical culture are formed.

In accordance with the requirements of the Federal State Educational Standard preschool education direct educational activities on the musical development of children in preschool educational institutions are carried out in all age groups 2 once a week, their duration: in junior groups - 20 minutes, in middle groups - 25 minutes, for seniors - 30-35 minutes.

Structure and content directly educational activities on musical development of children (CHD) - music classes:

Part 1 - introductory. It consists of musical and rhythmic movements (children entering the hall to music, different types of walking and running, dance and imitation movements).

Part 2 is the main one. It includes listening to music (1-2 pieces), singing (chanting, singing improvisations, learning songs), dancing and playing music.

Part 3 - final Her task is to bring the children’s bodies into a calm state. Children perform marching and relaxation exercises, and the lesson is summarized. According to the content, all musical classes (GLC) are divided into different types.

Typical direct educational activities on the musical development of children (GCD) is traditional. During this activity, children listen to music, sing, dance, play musical instruments and play musical educational games.

GCD thematic. The topics of such musical classes can be gaming (“Favorite toys”, “A trip to visit grandma”), educational (“Musical genres”, “What music tells us about”), etc.

GCD for listening to music are carried out with middle-aged and older children, since they already have experience in perceiving music and a certain stock of musical terminology. The duration of such a lesson in the middle group is 10 minutes, in the older group - 20-25 minutes.

GCD for the development of musical creativity carried out with older children. In these classes, children compose melodies to a given text, compose improvised dances, and compose melodies on a metallophone.

GCD for teaching children to play instruments first conducted by the teacher in individual lessons, then the music director organizes classes in subgroups and frontal classes for teaching children in ensembles and orchestras.

Complex classes - GCDs, where music, visual arts and literature are equally represented.

Integrated classes - GCD, in which to reveal one topic using different types children's musical activities.

GCD with dominance of one type of activity, in which one type of musical activity predominates: singing or playing musical instruments, musical rhythmic movements or listening.

The teacher must be an active assistant to the music director in the classroom: singing songs, pronouncing words in a song, dancing with the children, monitoring the children’s posture, demonstrating musical-rhythmic movements and playing musical instruments.

Plan of thematic educational activities for the musical development of childrenin the middle group:

“Autumn has come to us again”

1. Musical and rhythmic exercises. Walking and running to the music of M. Krasev. Dance exercises with leaves: they fly, spin, fall to the ground, fly again.

2. Listening. "Leaves are falling" music. M. Kraseva.

3. Singing. "Autumn" music. I. Kishko, “Harvest” music. A. Filippenko, “Falling Leaves” by T. Popatenko.

4. Game. “Find your vegetable” p. n. m. “Like under an apple tree.”

Thus, when organizing and conducting direct educational activities for children on musical development, the teacher must use different types of classes: standard, thematic, dominant, complex, integrated, etc., as well as different types of organization of children: frontal, and in joint activities: subgroup and individual.

Why do we pay so much attention to playing at DMI? Yes, because children's music-making expands the scope of musical activity of preschoolers, increases interest in musical activities, promotes the development of musical memory and attention, helps overcome excessive shyness and constraint, and expands the child's musical education. In the process of playing, the individual traits of each performer clearly manifest themselves: the presence of will, emotionality, concentration, and musical abilities develop and improve. By learning to play the DMI, children discover the world of musical sounds and are aware of the beauty of the sound of various instruments. The quality of their singing improves, they sing clearer, the quality of musical and rhythmic movements improves, children reproduce the rhythm more clearly.

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Methodological development

A system for teaching children to play musical instruments in kindergarten.

(from the experience of MBU kindergarten No. 49

"Merry notes" g.o. Tolyatti)

PLAN.

Relevance of the problem.
ON THE. Metlov - as the initiator of teaching preschoolers to play musical instruments.
Playing DMI is a useful and interesting activity.
Introduction to musical toys and instruments in 1 ml. To the group.
Second junior group.

Playing percussion instruments.
Development of dynamic perception and timbre hearing.
Introduction to the metallophone.

Playing the metallophone - the new kind musical activity in the middle group.

Mastering technical techniques for playing the metallophone.
Playing chants on one sound and two adjacent ones.
Using musical toys when performing program songs.

Senior group.

New tasks when playing the glockenspiel.
Acquaintance with new instruments, mastering the technique of playing them.
Playing in an ensemble.
The role of musical and didactic games in teaching preschoolers to play the musical instrument.
Getting to know the notes.

Preparatory group.

Introduction to xylophone and accordion.
Playing extended melodies on a metallophone.
Teaching music notation.

The creation of an orchestra is the main stage of our work.
The meaning of collective music making.

Musical education is not the education of a musician, but, first of all, the education of a person.

V.A. Sukhomlinsky.

One of the most pressing and “big” problems facing modern society is the threat of spiritual impoverishment of the individual, the danger of loss of moral guidelines. Therefore, our education needs a turn to vitally important problems. modern society, provision moral education, opposition to lack of spirituality, consumerism, the revival in children of the desire and need for active intellectual activity. For many years we have been discussing: among the specialists there are teachers who are well versed in the musical education of preschoolers; This is on the one hand, on the other - there are specialists in the musical education of children at school. School teachers say: “It’s difficult to work with first-graders, because sometimes they can’t name a single composer and don’t know the songs they learned in kindergarten.” The teachers, in turn, believe: “Our children learned to sing and dance, but at school there was only one music lesson.” Unfortunately, we have to admit: both are right. It is a rare coincidence when a child, having received a full musical education in kindergarten, finds himself in an equally favorable musical environment at school. Moreover, the practical worker sees the interaction between the music director of the kindergarten and the music teacher at school in the continuity of the work of everything that has been accumulated in the musical education of the child at the previous stage.

Objectives of music education.

Music has the potential to influence not only adults, but also very young children. Moreover, and this has been proven, even the prenatal period is extremely important for the subsequent development of a person: the music one listens to expectant mother, has a positive impact on the well-being of a developing child (maybe it shapes his tastes and preferences). From the above, we can conclude how important it is to create conditions for the formation of the foundations of the musical culture of preschool children.

The main objectives of music education can be considered:

Develop musical and creative abilities (taking into account the capabilities of each) through various types musical activity;
To form the beginning of musical culture, to contribute to the formation of a common spiritual culture.

The successful solution of the listed tasks depends on the content of musical education, primarily on the importance of the repertoire used, methods and techniques of teaching, forms of organizing musical activity, etc.

It is important to develop in a child all the best that is inherent in him by nature; taking into account the propensity for certain types of musical activity, on the basis of various natural inclinations, to form special musical abilities, to promote general development.

Each child's musical abilities manifest themselves differently. For some, already in the first year of life, all three basic abilities - a sense of harmony, musical-auditory perception and a sense of rhythm - are expressed quite clearly, develop quickly and easily, this indicates musicality; For others it’s later, more difficult. The most difficult to develop are musical and auditory concepts - the ability to reproduce the melody of a voice, accurately, intoning it, or select it by ear on a musical instrument. In most children, this ability does not appear until the age of five. But the absence of early manifestation of abilities, emphasizes musician-psychologist B.M. Teplov, is not an indicator of weakness, or even less a lack of abilities. The environment in which a child grows up (especially in the first years of life) is of great importance. Early manifestation musical abilities are observed, as a rule, in children who receive fairly rich musical impressions.

The main form of musical activity in kindergarten are classes that involve not only listening to musical works that children can understand, teaching them to sing, move in musical games and dances, but also teaching them to play the musical instrument. There was great interest in the orchestra of children's musical instruments as a means of musical education. Outstanding musicians and educators B. Asafiev, B. Yavorsky, and the Austrian K. Orff emphasized the importance of active forms of musical activity in the children's orchestra as the basis for elementary music-making and the development of children. The creators of our current system of musical education for preschool children also attached great importance to the orchestra of children's instruments.

Back in the 20s, N. Metlov and L. Mikhailov spoke about the need to organize a children's orchestra as an effective means of developing musical perception and hearing in children. In the 30s and 40s, N. Metlov organized orchestras in kindergartens and created new sound-pitch musical instruments. Having started in the 20s with teaching children to play percussion instruments (tambourine, triangle, bells, castanets, etc.), N.A. Metlov soon reserved for them the right only to accompany, giving a certain coloring to the work. He searches, designs and improves melodic instruments on which children could perform any melodies and play music independently. The first instruments for children were the xylophone and metallophone. When teaching children to play these instruments, they used a system of notation. In alliance with master craftsmen V. Rachmaninov, V. Bodrov and others, N. Metlov in 1941-1942 created a metallophone with precise and stable tuning, a clear and pleasant sound. Modern xylophones and metallophones depict the names of sounds and their location on the staff. By playing such instruments, children practically acquire the elements of musical literacy. Metlov introduced a children's zither, button accordion, flute, and oboe into the group of melodic instruments. He organized an orchestra in the kindergarten consisting of 30-40 children playing musical instruments. For each work, N.A. Metlov created instrumentation taking into account the genre and structure of the work, and the specifics of the instrument. He assigned a special role in the instrumentation to the piano part, which was performed by the music director. He decorated the piano part with additional harmonic and variational means of expression. The instrumentation of pieces for the percussion orchestra was considered very important. Based on folk melodies and songs, Metlov created a repertoire for a children's orchestra, convenient for performance on children's instruments; later the repertoire included works by Soviet composers.

Together with N.A. Metlov in 20-40, famous teachers T.S.Babadzhan, Yu.A.Dvoskina, M.A.Fumer and others worked. And subsequently N.A.Vetlugina and her students were involved in the development of these methods ( K. Linkevichus, V. V. Ishchuk).

Why do we pay great attention to playing the musical instrument when conducting music classes? Yes, because children's music-making expands the scope of musical activity of preschoolers, increases interest in musical activities, promotes the development of musical memory and attention, helps overcome excessive shyness and constraint, and expands the child's musical education. In the process of playing, the individual traits of each performer clearly manifest themselves: the presence of will, emotionality, concentration, and musical abilities develop and improve. By learning to play the musical instrument, children discover the world of musical sounds and more consciously distinguish the beauty of the sound of various instruments. The quality of their singing improves, they sing clearer, the quality of musical and rhythmic movements improves, children reproduce the rhythm more clearly.

For many children, playing the DMI helps convey a feeling, an inner spiritual world. This is an excellent means of not only individual development, but also the development of thinking, creative initiative, and conscious relationships between children. And therefore, much attention is paid to this work in our preschool educational institution and it is not carried out formally from time to time, but there is a whole training system, which I will try to reveal in this work.

The work is carried out in an organized and consistent manner, a variety of methods and techniques are used: showing illustrations, toys, using musical and didactic games, and there is a large database of children's musical instruments. The systematic use of musical toys and instruments in music classes arouses children's interest in such activities, expands their musical impressions, and promotes creative activity.

We begin our acquaintance with musical instruments in the 1st junior group. We teach children to distinguish sounds by pitch (high and low sounds of a bell, metallophone, piano), to recognize and distinguish the sounds of a tambourine, rattle, drum, pipe.

We introduce each musical toy, creating a game situation. For example, a dog brought interesting things in a basket; they turned out to be rattles. Children look at them with enthusiasm, touch them, learn to communicate with them and make sounds. Then the dog plays “Rattles” music game with the children. M. Rauchwerger. A musical piece is played, and the children perform movements together with the teacher; When listening to quiet music, they play the rattle in front of them, and when listening to loud music, they lift it up and shake it with greater force. This game brings joy to kids and teaches them to distinguish between loud and quiet sounds. Each lesson creates an atmosphere of joyful communication with music. At the next lesson, the children meet the bear. He brings a tambourine, he wants to dance. But he dances slowly with the waddle of the muses. M Rauchwerger, and the teacher hits the tambourine. One of active children is invited to dance with the bear (the bear dances on the table so that everyone can see it clearly). At the next lesson, all the children turn into bears, slowly waddling from foot to foot, they dance along with the bear (the boy plays the tambourine). Then the bear invites the children to play the tambourine, first with the help of the teacher. and then on your own. Of course, not everyone can hit rhythmically, but everyone can hit. Often the Katya doll comes to children and joins them in their games. Children love to play with Katya. Here Katya walks through the hall, occasionally hitting the tambourine, but Katya runs and the children hear the frequent sound. At the same time, attention is drawn to the different sounds of the tambourine. Thus, children learn to feel the rhythm (to distinguish between the rhythm of walking and running), and to respond to changing music. The game “Walk-Run” helps to develop a sense of rhythm, as well as to hear the change of two parts of the play, the ability to perform the appropriate movements that characterize the melody. E. Telicheeva and the dance “Tambourine” by R. Fried. For the development of timbre hearing as early as 1 ml. We conduct a musical and didactic game “Guess what I’m playing?”. Children recognize a drum, a pipe, a tambourine, a bell. At first, only 2 instruments with contrasting sounds are given, and then their number increases to 4. Children are not asked to give names to these instruments, they point to those that lie in front of the screen (those that are played by everyone lie behind the screen). At first, not all children correctly identify the sounding instruments, but after several lessons the children successfully complete the task. Using the piano's metallophone, we also teach kids to distinguish between high and low sounds (the game "Bird and Chicks" by music. Telicheyeva.)

In the 2nd junior group, we consolidate children's knowledge about musical instruments and toys, which they learned about in the 1st junior group. gr., we continue to introduce new ones - we add a musical hammer and a metallophone. We have noticed that children this age enjoy performing different movements with tools. To develop rhythm, we offer children this exercise. We hand out 2 cubes to all children and invite them to take a seat in the chair trailers. The train picks up speed; the children slowly hit the blocks. The pace accelerates, the children, together with the teacher, try to convey the rhythm faster. The train stops and, along with the melody, the cubes also fall silent. Children always eagerly perform exercises to develop rhythmic perception. A nesting doll comes to visit children and brings with it cubes and rattles. She wants to dance, but there is no music. Then the teacher asks the children to play with the matryoshka doll, and it will dance. Children enjoy hitting rattles and blocks to dance music. In the game "The Bear Comes to Visit" music. Rauchverger (the melody is familiar to them from the 1st junior group) is invited to play the drum. The boy leads the bear, and the child slowly beats the drum. In the game "Who walks in the forest?" the task becomes more difficult. Here children learn to compare and transfer slow beats on one instrument - a bear, an elephant walks, and fast ones - a bunny jumps, a hedgehog runs. Practice shows that children of this age, without any particular difficulty, distinguish between the sound of 2 different bells (high and low sounding); in the games “Big and Small Droplets”, “Which Bird is Singing?”, children distinguish up to 1 and up to 2 octaves. Continuing to develop dynamic perception, we use games such as “Quiet and Loud Palms”, “Quiet and Loud Bells” of music. Rustamov, where children first ring bells, either quietly or loudly, in accordance with the change in the strength of sound in the music, and then, complicating the tasks: the children are divided into 2 subgroups. The girls in the first row are quiet bells, and the boys in the second are loud, and they should only ring their music, endurance and attention develop. In the game "Walk-Sleep" music. Krasev children respond to quiet and loud sounds by playing bells, performing an exercise related to the two-part form of music. Next, we begin to introduce the children to a new musical instrument, the metallophone. We try to ensure that acquaintance with the instrument takes place in an atmosphere of great interest, using a variety of materials, in a playful way.

"The Tale of the Frog KVAK." (on flannelgraph)

"The frog Kwak went for a walk. Suddenly a drop of rain fell on him (I hit the metallophone plate once). A cloud covered the sun, it became dark, and a few more drops fell on the little frog (I hit him several times). At the beginning, the droplets dropped rarely (rare hits) , and then the rain began to fall in earnest and the droplets began to fall one after another more and more often. The rain intensified (frequent blows). The frog jumped into the lake and began to wait for the rain to stop. Soon the rain stopped, and the sun came out again.

Questions for the children: what kind of rain was it? Strong, weak, rare, frequent. And here is the tool that helped me depict real rain. Thus, the name of the instrument is fixed, it is suggested to look and touch again and listen to the sound. In the next lesson, the game “Cheerful Rain” reinforces the ability to distinguish a rhythmic pattern, and the kids determine which one it is raining. If in 1 ml. gr. children, recognizing the instrument by its sound, just pointed at it, then 2 ml. gr. We ask you to give a name to the instrument, and then, having learned it, name and play it. Problem situations In the classroom they allow children to develop creativity and imagination.

1 lesson. A bear and a bunny come to visit the children. A package arrives for them. Children guess the instruments by sound, and then distribute what they sent to whom. Then we play on the drum how the bear walks slowly and heavily, and on the tambourine how the hare jumps merrily.

Lesson 2. The animals lost their drum and tambourine instruments in the forest. Children remember that this is a bear and a hare. It is suggested to play the instrument, the animals dance to the music.

Lesson 3. Children wear hare and bear hats, choose their instruments and play them accompanied by the piano.

When teaching children to play musical instruments, a sense of rhythm and the ability to convey a simple rhythmic pattern are of great importance. That's why in this group we use various percussion instruments, and we try to orchestrate some of the songs that we sing in class. Musical toys are also used at holidays. So on New Year We give the children bells or rattles - this is how they wake up the Snow Maiden, who is sleeping in her house. Sometimes they dance with rattles, and Petrushka, who came to the holiday, shows them the movements. Gradually, children’s experience of perceiving music is enriched, emotional responsiveness to familiar children’s musical instruments is developed, and a desire to act independently with them appears.

In the middle group, a new type of children's musical activity is provided - playing the metallophone. Playing this instrument helps children develop their melodic ear, rhythm and musical memory. Initial training is carried out in class, and then during individual work with children. Great importance is attached to the correct seating of children during play. Freedom of the body and hands is ensured. The demonstration is accompanied by an explanation. While playing the instrument, the children independently imitated a large and small bell, the jumping of a sparrow and the blows of a woodpecker. After the children have felt that the sounds of a metallophone can be low and high, loud and quiet, long and short and express various images, we begin playing simple songs on one sound from Vetlugina’s musical primer. First, we introduce the children to the song, showing an enlarged illustration, then we sing as a whole group and individually. From the very beginning we teach how to accurately reproduce the rhythm. To do this, we suggest clapping the rhythmic pattern of the song using various percussion instruments. Children convey rhythm using a tambourine, cubes, and musical hammers. At the same time, we learn to coordinate our movements with the movements of our comrades, so that we do not overtake or get ahead, and do not fall behind.

Exercise "DUCKS"

Our ducks in the morning: quack-quack-quack (instrument sounds) quack-quack-quack (children singing)

Our geese by the pond: ga-ga-ga (tool) ga-ga-ga (children)

Our chickens through the window: ko-ko-ko (tool) ko-ko-ko (children).

After such exercises, children play more friendly and harmonious. Continuing to develop the chosen song in the next lesson, I set the children the task of recognizing it by the melody, singing it, clapping the rhythm. Then the drawing is laid out on a flannelgraph with large or small Christmas trees, nesting dolls, and stars. At the next lesson, children determine the song according to the rhythm laid out on the flannelgraph. And only after all the children have mastered the rhythm well, we move on to playing this song on the instrument. Metallophone plates are indicated by colored circles. Gradually, children master the skill of playing the glockenspiel: they play familiar songs on one sound, convey a rhythmic pattern on a group of drums, and learn to listen to each other. They often play with a whole orchestra of various instruments, which causes joy and a desire to play more.

Using musical instruments while singing familiar songs develops children's creativity and encourages them to apply knowledge in everyday life. During music lessons we offer children individual tasks. The child on the instrument must convey the rhythmic pattern of his name while pronouncing it at the same time. Children really like this task.

In the older group, we introduce children to a new instrument - the zither. First, we listen to the sound of the instrument, paying attention to the fact that it can be played with a pick, touching the strings. Comparing the sound of the zither with other instruments, we find a difference in sound. Since this instrument is difficult to master, training on it takes place mainly in individual lessons. In older groups, when teaching how to play the musical instrument, we give an important place to musical and didactic games. So, to develop timbre hearing, we play “Identify the instrument”, games with handouts “Identify by rhythm”. Musical and didactic games play a very important role, they help develop in children certain skills and abilities that are so necessary when mastering a particular instrument, instill an interest and desire to play them independently, and develop their musical and sensory abilities. Music has its own secrets, many of which children learn in music classes. In the second half of the year senior group We introduce children to the staff and the names of notes. Children learn to read music through play, through fairy tales, and through the development of children's imagination. For each child we have a house made of velvet paper with a staff, circles - notes. When getting acquainted with notes, we use short verses from the "Note ABC". Children remember notes more easily and the poem brings animation and evokes an emotional response in children. At each subsequent lesson, we reinforce the material from the previous one and teach new ones.

In the preparatory group we introduce children to the accordion. Let's look at it. Children listen to familiar melodies performed by the leader and listen to his sound performed by professional musicians. Not every child can play the accordion. Of all the children's instruments, this is the hardest one for children to use. From a group of children there are 5-6 children who want to learn to play the accordion. This work is carried out individually. We teach children not to stretch their fingers, to keep them above the keyboard, we teach them correct fingering, to move the accordion calmly without jerking, and to watch their posture when playing.

By working on simple songs, we develop children’s skills in playing in an ensemble and teach them to listen to themselves and others. Thus, by carrying out systematic work on the development of musical hearing during the entire time they were in kindergarten, we were able to approach the main stage of our work - creating an orchestra and consciously learning the simplest melodies on musical instruments in it. Creating an orchestra for preschoolers is a very difficult task, but very necessary and necessary.

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Learning to play dmi in dhow. Experience on the topic: musicality in children of primary preschool age in the process of playing children's musical instruments

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