Musical literacy in a playful way. Work program on the topic: Program "Teaching music reading to preschool children." Using the right hemisphere of the brain when learning notes

Those who decide to learn at least something serious about music cannot avoid getting acquainted with various musical notations. From this article you will learn how to learn to read notes without memorizing them, but only by understanding the logical principles on which it is based. musical notation.

What is included in the concept of musical notation? This is all that relates, one way or another, to writing and reading notes; This is a unique language that is understandable to all musicians in Europe and America. As you know, every musical sound is determined by 4 physical properties: pitch, duration, volume and timbre(coloring). And with the help of musical notation, the musician receives information about all these four properties of the sound that he is going to sing or play on a musical instrument.

I propose to understand how each of the properties of musical sound is displayed in musical notation.

Pitch

The entire range of musical sounds is built into a single system - scale, that is, a series in which all sounds follow each other in order, from the lowest to the highest sounds, or vice versa. The scale is divided into octaves s – segments of a musical scale, each of which contains a set of notes with the same name – do, re, mi, fa, sol, la, si.

Used to write and read notes stave- this is a line for writing notes in the form of five parallel lines (it would be more correct to say - rulers). Any notes of the scale are written on stave: on the rulers, under the rulers or above them (and, of course, between the rulers with equal success). Rulers are usually numbered from bottom to top:

The notes themselves are indicated by oval-shaped heads. If the main five lines are not enough to record a note, then special additional lines are introduced for them. The higher the note sounds, the higher it is located on the rulers:

An idea of ​​the exact pitch of the sound is given by musical keys, of which the two most well known are violin And bass. Music notation for beginners is based on studying treble clef in the first octave. They are written like this:

Read about ways to quickly memorize all notes in the article, complete the practical exercises suggested there and you will not notice how the problem will disappear by itself.

Note durations

The duration of each note belongs to the area of ​​musical time, which is a continuous movement at the same speed of equal fractions, comparable to the measured beat of the pulse. Usually one such beat is associated with a quarter note. Look at the picture, you will see graphic image notes of different durations and their names:

Of course, music also uses smaller durations. And you already understood that each new, smaller duration is obtained by dividing the whole note by the number 2 to the nth power: 2, 4, 8, 16, 32, etc. Thus, we can divide a whole note not only into 4 quarter notes, but with equal success into 8 eighth notes or 16 sixteenth notes.

Musical time is very well organized, and in its organization, in addition to shares, larger units participate - measures, that is, segments that contain exactly given number shares Measures are distinguished visually by separating one from another by a vertical bar line. The number of beats in measures, and the duration of each of them is reflected in notes using a numerical size.

Both sizes, durations, and beats are closely related to such an area in music as rhythm. Music notation for beginners usually operates with the simplest meters, for example, 2/4, 3/4, etc. See how they can be organized musical rhythm.

Volume

How to play this or that motive - loudly or quietly - is also indicated in the notes. Everything is simple here. Here are the icons you will see:

Timbre

The timbre of sounds is an area that is almost completely untouched by musical notation for beginners. However, as a rule, the notes have different instructions on this matter. The simplest thing is the name of the instrument or voice for which the composition is intended. The most difficult part is related to playing technique (for example, turning the pedals on and off on a piano) or with techniques for producing sound (for example, harmonics on a violin).

We should stop here: on the one hand, you have already learned a lot about what can be read in sheet music, on the other hand, there is still a lot to learn. Follow the updates on the website. If you liked this material, recommend it to your friends using the buttons at the bottom of the page.

Ekaterina Nikulina

Target: Introduction to the Elements musical literacy.

Teaching musical literacy to older children preschool age. Familiarity with musical notation and rhythm. Learn to pronounce rhythmic patterns.

Tasks: Development musical ear, sense of rhythm, musical memory and singing skills.

The game form of learning helps the child to easily, without stress, master the graphic representation of notes, the basic elements of musical literacy.

Understanding musical notation helps you to more accurately intonate the melody of songs.

The first stage of training is familiarization with notes

I introduce children to the name and location of notes on the staff through an educational video about musical notation. I'm telling you interesting stories about notes, Sergeeva V.D. “Where do notes live,” and also make riddles. To better assimilate the material by children.

Second stage of training – familiarization with note durations.

At this stage I introduce the children to note values. They learn that "ti" is a short duration and "ta" is a long duration. For the best assimilation of the material, I give examples in steps: a slow step “ta-ta...” and a fast step “ti-ti...”. Next, I use magnets to lay out various rhythmic patterns that the children pronounce, clap and play on musical instruments.

For this I use games:“Repeat like me” “Stomp - Clap.”

The third stage of training (final) is playing by notes.

Having consolidated their knowledge of musical notation, children can easily play musical instruments with the help of my illustrative material “Musical Ladder”.

Each key is indicated by a specific picture and name:

BEFORE – house (rain). RE – turnip, MI-bear (head, FA – apron, SALT – sun. LA – frog, SI – lilac.

With the help of cards: “Ladder”, “Scientist Cat”, “Sleep Dolls”, “Bells” children play musical instruments.

“Domisolka” circle program

According to musical literacy

MBDOU "Kindergarten No. 28"

Troitsk, Chelyabinsk region.

Implementation period: 1 year

Age: 6-7 years.

Quantity: 8 people

Music director Revtsova L.M.

Explanatory note

The program of the Domisolka circle - teaching musical literacy, is designed for children 6-7 years old. Additional work educational activities planned taking into account the age characteristics of children.

Music has an amazing power to influence a person, and therefore it is one of the wonderful and very powerful means for the internal development of a child. An encounter with music is like an intimate, very open communication with another person. The child experiences music as he might experience real events in your life, and getting to know music is an opportunity to gain positive life experience. In addition, it is through music that a child learns to express his feelings.

Friendship with music should begin as early as possible, when children are still open to any knowledge. And the adult who is nearby must do everything possible to ensure that the child loves what he does, so that he admires and enjoys it. And therefore, the relevance of this educational activity is aimed at organizing the child’s musical ear and its development, nurturing musicality, artistic taste and creativity. Means for the correct organization of hearing are: educating children in a clear, precise orientation in the modal connections of melody, harmonic accompaniment, in the ratio of voices of polyphonic music; development of a keen and precise sense of rhythm; teaching lively and meaningful perception and intonation of a musical phrase, period, form as a whole; education and development of a sense of style.

The goal of the program is to activate inner hearing and ensure the right direction musical taste child and enriching their memory with a sufficient supply of valuable artistic images life.

Learning to read notes from a sheet and pure intonation cannot be considered the only goal of musical literacy. Defining tasks in this way would be just as wrong as if we, when defining the task of learning to play the piano, limited it only to the ability to clearly and at the right tempo convey the indicated notes on the keyboard.

Tasks:

1.Develop musical abilities: modal hearing, sense of rhythm.

2.Give an idea about music, its expressive possibilities, about the diversity of the range of feelings and moods.

3.Teach and master a number of musical terms: tempo, rhythm, pause, reprise, dynamic shades etc.

4. Promote the development of mental, independent and creative activity.

5. Education of musical culture.

One of priority tasks musical literacy is the task of arousing a child’s interest in classes. Making music lessons fun is an absolutely necessary condition for achieving positive results. At the same time, it is necessary to ensure the correct direction of the process of training musical ear, so that it gives living, practical, effective skills, and does not teach how to perform formal tasks that are needed for an exam, but cannot be used in musical practice.

The sections of musical literacy that determine the planning of the teaching process and its prospects are: modal education; rhythmic education; development of internal hearing and musical memory; development of “melodic”, “harmonic” and “polyphonic” hearing.

Forms of training:

Group classes

Individual work.

Teaching methods:

Verbal

Visual

Practical

Expected results:

As a result of additional educational activities, the child will learn to understand musical terms, purely intonate, convey the rhythmic pattern of the melody, understand and talk about the content of music, which is a necessary basis for learning, an indispensable condition for achieving deeper goals.

The musical material does not coincide with the program material, but expands and deepens knowledge in the work of mastering musical literacy.

Summing up form:

Generalizing open lesson.

Material support:

Music center, discs, noise musical instruments.

The “Domisolka” circle is held once a week for 25 minutes.

References:

“Music” N.B. Ulashenko

“Solfeggio” - M. Kotlyarevskaya.

“A Tale of Music” - L.V. Svetlichnaya.

“Musical literacy” - E. Davydova.

“Note ABC” - N. Konchalovskaya.

"New music primer" - O. Ivanova.

Educational and thematic plan - 34 weeks per year

Calendar and thematic planning of additional educational activities

For 2016-2017

Didactic and lecture material

Lesson planning

09.13.2016

Subject: "Musical and noise sounds"

Program tasks: Development of melodic and harmonic hearing. Development of internal hearing. Introduction to the terms: composer, performer, noise and musical sounds.

Introducing musical and noise sounds.

Lesson form: Conversation.

Methods : Story, explanation, visual, auditory.

Move

1. Entrance to the march.

2.musical greeting.

3. Conversation “Musical and noise sounds”: we learn to distinguish sounds, what sounds and what is silent.

4.Musically didactic games: “Who lives in the house”, “We are going to look for sounds”

5. Physical education minute.

6.Getting to know musical sounds, demonstration of musical instruments.

Expand the concepts: composer, performer.

7. Generalization.

Bring children to the concepts: musical and noise sounds.

Draw them at the request of the children.

Exit to the march.

20.09.

Subject : Musical and noise sounds.

Program tasks: Development of melodic and harmonic hearing. Development of internal hearing. Consolidation of terms: “musical”, “noise” sounds.

Lesson form: Conversation.

Methods : Story, conversation, visual, auditory.

Move

1. Entrance to the march.

2.Musical greeting.

3. Consolidation of concepts: composer, performer, musical and noise sounds.

4. Musical and didactic games: “Listen carefully, repeat carefully,” “We’ll go look for sounds.”

5. Physical education minute.

6.Playing children's musical noise instruments.

D\Z make noise instruments with your parents.

Entrance from the hall under the march.

27.09.

Subject: "High and Low Sounds"

Program tasks: Introduce children to high and low sounds. Expand the concepts: high and low sounds.

Form classes: Conversation.

Methods: story, conversation, visual, auditory.

Move

1. Entrance to the march.

2.Musical greeting.

3.Checking D\Z. Reinforcing the concepts of musical, noise sounds, composer, performer. Musical and didactic game “Noisy Table”.

4. Conversation about high and low sounds. "A fairy tale about the girl Nina, the cat Murka and the piano."

Exit from the hall to the march.

04.10.

Subject : "High and low sounds"

Program tasks: Development of melodic and harmonic hearing. Reinforcing the concepts of high and low sounds.

Lesson form: Conversation.

Methods : story, conversation, visual, practical.

Move

1. Entrance to the march.

2.Musical greeting.

3. Reinforcing the concepts of high and low sounds.

Fairy tale "The Wolf and the Little Goats"

4. Musical and didactic game “Voice your voice” p.64

5.Playing children's musical noise instruments.

6. Exit to the march.

11.10.

Topic: “Loud-quiet”

Program tasks: Introduce children to the concepts: loud, quiet.

Lesson form: Conversation.

Methods

Move

1. Entrance to the march.

2.Musical greeting.

3. Conversation about loud and quiet sounds.

"A Tale about a Cat"

4.Musical and didactic game “Loud - Quiet.”

5.Playing musical noise instruments.

6. Exit to the march.

18.10.

Topic: “Loud - Quiet”

Program tasks: Development of melodic and harmonic hearing. Development of internal hearing. Reinforcing concepts: loud, quiet.

Lesson form: Conversation.

Methods

Move

1. Entrance to the hall under the march.

2.Musical greeting.

3. Consolidation, conversation about loud and quiet sounds.

Musical and didactic game “Loud - Quiet”.

4. Consolidation: high and low sounds.

Musical and didactic game “Guess who’s calling you.”

6. Exit to the march.

25.10.

Subject : "Major and minor"

Program tasks: Development of melodic and harmonic hearing. Development of internal hearing. Introduction to the concepts: major and minor.

Lesson form: Conversation.

Methods: Conversation, explanation, visual, practical.

Move

1. Entrance to the hall under the march.

2.Musical greeting.

3. Conversation: major and minor p.97.

Fairy tale “Signor Major and Signor Minor” p.98.

4. Musical and didactic game “Harlequin and Pierrot” p.97.

5.Reinforce the concepts: loud, quiet.

7. Exit to the march.

01.11.

Subject : "Major and minor"

Program tasks: Development of melodic and harmonic hearing. Development of internal hearing. Reinforcing the concepts of major and minor. Definition of dry major and minor sound.

Lesson form: Conversation.

Methods : Conversation, explanation, visual, practical.

Move

1.Children’s entry to the march.

2.Musical greeting.

3. Consolidation of concepts: major and minor. Remember the fairy tale “Senor Major and Senor Minor”.

4. Musical and didactic game “Harlequin and Pierrot”.

5.Reinforce the concept: loud, quiet.

Musical and didactic game “Loud - Quiet”.

6.Playing musical instruments.

7. Exit to the march.

08.11.

Subject

Program tasks: Introduce children to the ascending and descending movement of the melody. Develop musical memory, melodic and harmonic hearing.

Lesson handicap: Conversation, game.

Methods : Conversation, explanation, visual, practical.

Move

1.Children’s entrance to the march.

2.Musical greeting.

3.consolidation of concepts: major and minor.

4. Conversation: ascending and descending movement of the melody.

Fairy tale "Musical steps".

6. Playing musical instruments.

7. Exit to the march.

15.11.

Subject : "Ascending and descending movement of the melody"

Program tasks: Development of melodic and harmonic hearing. Development of internal hearing and musical memory.

Lesson form: Conversation, game.

Methods: conversation, explanation, visual, practical.

Move

1. Children enter with music.

2. Musical greeting.

3. Consolidation of concepts: ascending and descending movement of the melody.

4.Remember the fairy tale “Musical Steps”.

5. Musical and didactic game “Listen to the scale” p.162.

6.Playing musical instruments.

7. Exit to the march.

22.11.

Subject : “Long and short sounds.”

Program tasks

Lesson form: Conversation.

Methods : conversation, explanation, visual, practical.

Move

1. The children march.

2.Musical greeting.

3. Conversation. The poem “Grandma Note is walking through the park” p.185.

4. Musical and didactic game “Long and Short” p.182.

6. Exit to the march.

29.11.

Subject : “Long and short sounds”

Program tasks

Lesson form: Conversation.

Methods : Conversation, explanation, visual, practical.

Move

1.Children’s entrance to the march.

2.Musical greeting.

3. Conversation. Remember the poem “Grandma Nota Walks Through the Park”

4. Musical and didactic game “Clock with alarm clock”.

5.Playing musical instruments.

6. Exit to the march.

06.12.

Subject : “Long and short sounds.”

Program tasks: Development of melodic and harmonic hearing. Development of inner hearing and sense of rhythm.

Lesson form: Conversation.

Methods : Conversation, explanation, visual, practical.

Move

1. Entrance to the march.

2.Musical greeting.

3.Remember the poem “Grandma Nota is walking through the park.”

4. Introduce note durations: quarter, eighth.

5. Musical and didactic game “Clock with alarm clock”.

6.Playing musical instruments.

7. Marching out

13.12

Subject : “Long and short sounds”

Program tasks: Development of melodic and harmonic hearing. Development of inner hearing, musical memory and sense of rhythm.

Lesson form: Conversation.

Methods : Conversation, explanation, visual, practical.

Move

1.Children’s entrance to the march.

2.Musical greeting.

3. Conversation about the durations of notes, remember the poem “Grandma The note is walking through the park.”

4. Musical and didactic games: “Who can get it”, “Long and short”.

5.Playing musical instruments.

6. Exit to the march.

20.12.

Subject : “Tempo in music.”

Program tasks: Development of melodic and harmonic hearing. Development of inner hearing, musical memory and sense of rhythm.

Lesson form: Conversation.

Methods : conversation, explanation, visual, practical.

Move

1.Children’s entrance to the march.

2.Musical greeting.

3. Conversation about tempo in music. Game "Carousel".

4. Musical and didactic game “Young Blackbird”.

5.Playing musical instruments.

6. Exit floor march.

27.12.

Subject : “Tempo in music.”

Program tasks

Lesson form: Conversation.

Methods : Conversation, explanation, visual, practical.

Move

1. Children enter the hall accompanied by music.

2.Musical greeting.

3. Talk about tempo, remember the game “Carousel”.

4. Remember and play musical and didactic games: “Harlequin and Pierrot”, “Guess who’s calling you”, “Let’s listen to the scale”.

5.Playing musical instruments.

6. Exit to the march.

01/10/2017

Subject : “Forte and piano”

Program tasks: Development of melodic and harmonic hearing. Development of inner hearing and sense of rhythm.

Lesson form: Conversation.

Methods : Conversation, explanation, visual, practical.

Move

1.Children’s entrance to the march.

2.Musical greeting.

3. Conversation about forte and piano. The Tale of Forte and the Piano. Remember the game "Carousel".

4.Musically - didactic game “What it sounds like.”

5.Playing musical instruments.

6. Exit to the march.

17.01.

Subject : “Forte and piano.”

Program tasks: Development of melodic and harmonic hearing. Development of inner hearing, musical memory and sense of rhythm.

Lesson form: Conversation.

Methods : conversation, explanation, visual, practical.

Move

1.Children’s entrance to the march.

2.Musical greeting.

3. Continue the conversation about forte and piano.

4. Musical and didactic games “What does it sound like”, “Right, wrong”.

5.Playing musical instruments.

6. Exit to the march.

24.01.

Subject: "Strong share - weak share"

Program tasks

Form of work: Conversation.

Methods : Conversation, explanation, visual, practical.

Move

1.Children’s entrance to the march.

2.Musical greeting.

3. Conversation about strong and weak parts. Fairy tale - game “How the pears were divided into shares.”

4. Musical and didactic games “What does it sound like”, “The beats sit once and twice”.

5.Playing musical instruments

6. Exit to the march.

31.01.

Subject: "Strong share - weak share."

Program tasks: Development of melodic and harmonic hearing. Development of internal hearing. Musical memory and sense of rhythm.

Lesson form: Conversation.

Methods : conversation, explanation, visual. practical.

Move

1. Entrance to the march.

2.Musical greeting.

3. Continue the conversation about strong and weak parts.

4.Remember the musical and didactic games “What does it sound like”, “Counting game”, “Right, wrong”.

5.Playing musical instruments.

6. Exit to the march.

07.02.

Topic: " Strong share - weak share"

Program tasks: Development of melodic and harmonic hearing. Development of inner hearing, sense of rhythm.

Form of work: Conversation.

Methods : Conversation, explanation, visual, practical.

Move

1.Children’s entrance to the march.

2.Musical greeting.

3. Continue the conversation about strong and weak shares, consolidate these concepts.

4.Musical and didactic games: “Right, wrong”, “What it sounds like”, “Counting game”

5. Playing musical instruments.

6. Exit to the march.

14.02.

Topic: " Treble Clef", "Introduction to Music Notation".

Program tasks: Development of melodic and harmonic hearing. Development of inner hearing, musical memory, sense of rhythm.

Lesson form: Conversation.

Methods: Explanation, conversation, visual, practical.

Move

1.Children’s entrance to the march.

2.Musical greeting.

3. Conversation about the treble clef, staff. Tale of wise owl. Poems about notes and stave. Treble clef spelling.

5. Playing musical instruments.

6. Exit to the march.

21.02.

Topic: " Treble clef." "Introduction to musical notation."

Lesson form: Conversation.

Methods

Move

1.Children’s entrance to the march.

2.Musical greeting.

3. Continue the conversation with the children about the treble clef, notes and staff. Remember the fairy tale about the wise owl, poems about notes and the staff. Treble clef spelling.

4. Musical and didactic game “Each step has a name.”

5. Playing musical instruments

6. Exit to the march.

28.02.

Subject: “Treble Clef” “Introduction to Music Notation”

Program tasks: Development of melodic and harmonic hearing. Development of inner hearing, musical memory, sense of rhythm.

Lesson form: Conversation.

Methods : Explanation, conversation, visual, practical.

Move

1.Children’s entry into the march.

2.Musical greeting.

3.Remember the fairy tale about the wise owl, poems about notes, the staff.

Treble clef spelling. The Tale of the Cockerel.

4. Musical and didactic game “Musical Ladder”.

5. Playing musical instruments.

6. Exit to the march.

07.03.

Topic: "Treble Clef". Introducing the note DO.

Lesson form: Conversation.

Move

1. Entrance to the march.

2.Musical greeting.

3.Continue to talk with children about the treble clef and its spelling. Remember the fairy tale about the wise owl.

4. Introduce children to the note DO, its location on the staff. The Tale of the Cockerel.

5. Musical and didactic game “Musical Ladder”.

6.Playing musical instruments.

7. Exit to the march.

14.03.

Topic: "Treble Clef". Acquaintance with the note RE, consolidation of the note DO.

Lesson form: Conversation.

Methods: Explanation, conversation, visual, practical.

Move

1. Entrance to the march.

2.Musical greeting.

3. Conversation about the treble clef, staff.

4.Acquaintance with the note RE, the location of the note on the staff and its spelling.

5. Fixing the note DO on the staff, its spelling. Remember the fairy tale about the wise owl, poems about notes and the staff.

6.Musical and didactic game “Musical Ladder”.

7. Playing musical instruments.

8. Exit to the march.

21.03.

Topic: “Treble clef”, “Introduction to musical notation”

Program objectives: Development of melodic and harmonic hearing. Development of inner hearing, musical memory, sense of rhythm.

Lesson form: Conversation.

Methods: Conversation, explanation. visual, practical.

Move

1.Children’s entrance to the march

2.Musical greeting.

3. Familiarity with the MI note, the location of the note on the staff and its spelling.

4.Remember the poems about notes, fix the locations of the notes DO and RE on the staff. Spelling of notes.

5.”Musical and didactic games “Each step has a name”, “Musical staircase”.

6.Playing musical instruments.

7. Exit to the march.

28.03.

Topic: "Notation".

Program objectives: Development of melodic and harmonic hearing. Development of inner hearing, musical memory and sense of rhythm.

Lesson form: Conversation.

Methods: Explanation, conversation, visual, practical.

Move

1. Entrance to the march.

2.musical greeting.

3. Familiarity with the note FA, location on the staff, spelling.

4.Fix the note DO, RE, MI. Remember the fairy tale about the owl.

5. Musical and didactic game “Musical Ladder”.

6.Playing musical instruments.

7. Exit to the march.

04.04.

Topic: “Notation”

Program objectives: Development of melodic and harmonic hearing. Development of internal hearing, musical memory. Feelings of rhythm.

Lesson form: Conversation.

Methods: Explanation, conversation, visual, practical.

Move

1. Entrance to the march.

2.Musical greeting.

3. Acquaintance with the note SA, its location on the staff, spelling.

4. Musical and didactic game “Learn a musical instrument”, “Loud - quiet”, “Dance of the rose”

5. Rhythmic minute: Clap, play the rhythm of any song.

6.Playing musical instruments. The main types of musical instruments: wind, strings, percussion.

7. Exit to the march.

11.04.

Program objectives: Development of melodic and harmonic hearing. Development of inner hearing, musical memory and sense of rhythm.

Lesson form: Conversation.

Methods: Playful, practical, visual, conversation, explanation.

Move

1. Entrance to the march.

2.Musical greeting.

3. Familiarity with the note A, its location on the staff, spelling.

4. Consolidating knowledge about the treble clef, the musical staff, about the passed notes: DO, RE, MI, FA, SOL, as well as consolidating knowledge about long and short sounds.

5.Games: “At the mirror”, “Guess who we are”, “The fox is eavesdropping”.

6.Remember the name of musical instruments and the main types. Playing musical instruments.

7. Exit to the march.

18 .04.

Topic: “Notation”, “Position of notes on the staff.”

Program objectives: Development of melodic and harmonic hearing. Development of inner hearing, musical memory and sense of rhythm.

Lesson form: Conversation.

Methods: Explanation, conversation, visual, practical.

Move

1. Entrance to the march.

2.Musical greeting.

3. Familiarity with the SI note, its location on the staff, spelling.

4. Fairy tale - game “Matryoshka”, consolidation of knowledge about notes: DO, RE, MI, FA, sol, la. Give concepts about the role of music.

5.Creativity in playing musical instruments.

6. Games: “Corrections”, “We went to a concert”, “The shares walk once or twice.”

7. Exit to the march.

25.04.

Topic: “Repetition and consolidation of the material covered.”

1Topic: “Musical and noise sounds.”

2. Topic: “High and low sounds.”

Program objectives: Development of melodic and harmonic hearing. Development of inner hearing, musical memory, sense of rhythm..

Lesson form: Conversation.

Methods: Explanation, conversation, practical, visual.

Move

1. Entrance to the march.

2.Musical greeting.

3. Conversation about musical and noise sounds, “What makes noise, what sounds.” Remember the fairy tale “About the girl Nina, the cat Murka and the piano.”

4. Physical education minute.

5. Musical and didactic games: “Who lives in the house”, “Guess who’s calling you.”

6.Remember and consolidate the concepts: composer, performer, conductor.

7. Exit to the march.

16.05.

Topic: "Loud and Quiet."

Topic: “Major and minor”

Lesson form: Conversation.

Methods: Conversation, explanation, practical, visual.

Move

1. Entrance to the march.

2. Musical greeting.

3. Conversation about loud and quiet sounds, remember the fairy tale “Senor Major and Senor Minor.”

4. Physical education minute.

5.Musical and didactic games “Loud-quiet”, “Harlequin and Pierrot”,

6.Remember musical instruments, their main types, read the poem “There are different instruments - they are all beautiful.”

7. Exit to the march.

23.05.

Repetition and consolidation of the material covered.

Topic: “Ascending and descending movement of melody.”

Topic: “Tempo in music.”

Topic: “Forte and piano.”

Program objectives: Develop melodic and harmonic hearing. Develop inner hearing, musical memory, sense of rhythm.

Contents of the work: To consolidate children's knowledge about the ascending and descending movement of music, about tempo in music. Remember the fairy tale about Faure and the piano. Review the main genres in music.

Lesson form: Conversation.

Methods: Explanation, conversation, visual, practical.

Move

1.Children’s entrance to the march.

2.Musical greeting.

3. Conversation about the scale, remember the fairy tale about musical steps.

4.Read the poem “Grandma Note is Walking Through the Park,” give the children the opportunity to explore the concept of “tempo in music,” and play the game “Carousel.”

5. Musical and didactic games: “Clock with an alarm clock”, “Long is short”, “How does it sound”, “Right is wrong”, “Young blackbird”.

6.Review the main genres in music with children, listen and identify the musical genre by ear.

7. Exit to the march.

The basics of musical notation are where serious music studies begin. In this short article There will be nothing superfluous, just simple basics of musical notation.

There are only seven notes, their names are familiar to everyone from childhood: do re mi fa sol la si . This series of seven basic notes can be continued by repeating them in any direction - forward or backward. Each new repetition of this series will be called octave.

The two most important dimensions in which music exists are: space and time. This is exactly what is reflected in the musical notation: the space component – pitch, time component – rhythm.

Notes are written with special symbols in the form of ellipses (ovals). To display the pitch, it is used: the higher the note sounds, the higher its location on the lines (or between the lines) of the staff. The staff consists of five lines, which are calculated from bottom to top.

To record the exact pitch of a sound, notes are used keys– special signs that indicate landmarks on the staff. For example:

Treble clef means that the reference point is the G note of the first octave, which occupies the second line.

Bass clef means that the note F of the small octave, which is written on the fourth line, becomes the reference point.

Alto clef means that the note up to the first octave is written on the third line.

Tenor clef indicates that the note up to the first octave is written on the fourth line.

These are the most commonly used clefs in musical practice - not every musician can read notes fluently in all of these clefs; most often, the average musician knows two or three keys. You can learn more about how to remember notes in the treble and bass clef from a special training that gives tangible results after working through all the exercises. Click to view.

As a rule, the basics of musical notation are explained using the example of a treble clef. See what it looks like and let's move on.

Time in music is measured not in seconds, but in shares, however, by the way they evenly alternate in their movement, they can be compared to the passage of seconds, to the uniform beats of a pulse or a bell. The speed or slowness of beat changes is determined by the overall speed of the music, called pace. The duration of each beat per second can be calculated empirically using an hourglass or stopwatch and a special device that gives the exact number of identical beats per minute.

To record rhythm in notes, duration every note. The graphic expression of duration refers to changes in the appearance of the icon - it can be painted over or not, have a stem (stick) or a tail. Each duration occupies a certain number of shares or their parts:

As already mentioned, shares organize musical time, but not all shares play the same role in this process. In a broad sense, shares are divided into strong(heavy) and weak(lungs). Strong beats can be compared to stress in words, and weak beats, respectively, to unstressed syllables. And that's what's interesting! In music, stressed and unstressed syllables (beats) alternate in the same way as in poetic meters. And even this alternation itself is called nothing less than size, Only in versification the size cell is called a foot, and in music - tact.

So, tact– this is the time from one downbeat to the next downbeat. The size of a measure has a numerical expression that resembles a fraction, in which the “numerator” and “denominator” will indicate the parameters of the measure: the numerator is how many beats, the denominator is what note in duration this beat can be measured.

The measure of the measure is indicated once at the beginning of the piece after the keys. Sizes available simple and complex. Naturally, those who have begun to study the basics of musical literacy first of all become familiar with simple meters. Simple sizes are those with two and three beats, complex sizes are those that are composed (folded) of two or more simple ones (for example, four or six beats).

What is important to understand? It is important to understand that the size determines the exact “portion” of music that can be “stuffed” into one bar (no more and no less). If the measure is 2/4, then this means that only two quarter notes will fit in the measure. Another thing is that these quarter notes can either be split into eighth notes and sixteenth notes, or combined into half durations (and then one half note will take up the entire measure).

Well, that's enough for today. This is not all musical notation, but really good basis. In the following articles you will learn a lot of new things, for example, what sharp and flat are, what is the difference between recordings of vocal and instrumental music, how the “famous” chords Am and Em are deciphered, etc. In general, follow the updates, write your questions in the comments, share the material with your friends via contact (use the social buttons at the bottom of the page).

Many parents enjoy conducting educational musical activities with their children: singing together, playing instruments, listening to music. And I must say that it is very cool when a child becomes familiar with beauty while still in the family.

One of the directions music lessons may be mastering the basics of musical notation. But there are many different methods; one of the fun and interesting ways to study, suitable for the youngest children, is to work on the musical alphabet.

Where can I get the musical alphabet?

Well, first of all, let’s say right away that you can download a couple of versions of the musical alphabet from our website. Links to these files will be posted below. Secondly, you can, of course, buy a sheet music alphabet, you can find it on the Internet, but it’s much more interesting to make it yourself. Or you can even do it with your child and it will be even more useful.

MUSICAL ABC (OPTION 1) –

MUSICAL ABC (OPTION 2) –

IMPORTANT! Please note that the files we offer are in pdf format. This is a very popular format, we hope everything has opened up for you. And if not, then this means that you first need to install a program (application) to view such files on your computer or phone. A good, small and absolutely free program for this purpose is Adobe Reader. You can download it from the official website (if for a computer) or through the Google Play service (if for a phone). After installing a program or application, you will no longer have problems opening such files.

What is the alphabet of music?

The simplest music alphabet that you can make at home is cards with pictures and inscriptions. For each of the seven notes, a separate card, or a separate album sheet, is created. On the card you can beautifully write the name of the note, its position on the staff next to the treble clef. And then simply complement what happened with beautiful thematic drawings, pictures, as well as poems, sayings, refrains, or just words that contain the name of the note being studied.

An example of such a card

On this card we see, in addition to the written note and its name, a refrain about the note DO, similar to a line of a poem. Moreover, the last syllable of this line is DO, which coincides with the name of the note. Nearby we also see a picture about a sparrow. All elements turned out to be interconnected.

Example of another sheet music

Another card is taken from our other musical alphabet - the principle is the same. Only here, a whole poem is told about the note, and in addition, the words in which the name of the note appears are written out separately.

By the way, you can come up with some other way of placing information on the card and a completely different style of filling it out. All this is not important. Another thing is important: each note needs to be worked out with the child in different ways: write it in a notebook or in an album, play it on various instruments(at least on a virtual piano), sing this note several times (that is, know it by ear).

The child will make his own version of the musical alphabet

When a child has learned to draw a treble clef and has mastered the notes of the first octave a little, he may well be able to compose his own musical alphabet. You can make it using the appliqué technique - that is, picking and gluing the necessary drawings on the card. The parent's help here is to prepare everyone necessary materials– paper, glue, magazines from which you can cut out designs and images of notes.

You can simply draw images of notes, or you can also use ready-made materials for cutting - music cards. We are also ready to provide you with these cut sheet music cards. They can be used not only for creativity, but also as riddle cards when the child learns the notes of a treble clef or.

CUT MUSIC CARDS –

At this point we will pause our conversation. Looks like it's time to get creative! Send us photos of your musical alphabet, we will be very glad! You can leave your questions and suggestions in the comments.

And now... a musical surprise. You need to listen to music every day. And for today we have prepared very famous and beautiful music for you - March P.I. Tchaikovsky from the ballet “The Nutcracker”. The conductor is a young musician. Enjoy watching and listening! See you again!