Methods of learning songs with preschool children

Methods of learning songs with preschool children

Methods of learning songs with preschool children.

It is necessary to start working on learning a song from the preparatory stage. Which involves familiarization and analysis of the song, identification of artistic value, educational tasks, technical difficulties, and identification of methodological techniques to overcome them.

Singing abilities vary in each age group. Until the age of 3, children accumulate experience in perceiving music, sensory-auditory and rhythmic concepts, and intonating a melody with their voice. From 3 to 5 years, coordination of hearing and voice, music and movements, and the combination of knowledge and skills occurs. From 5 to 6 years of age, practical actions are supported by knowledge about music, enriched by it, and elements of an aesthetic attitude towards singing and music in general are formed.

In classes with the youngest children, chants and small songs of an imitative nature are used (voices of birds, animals, sounds of the surrounding reality, repeated intonations); it is desirable that the text contains the sounds zh, h, shch.

melodies should be simple, built on 2-4 sounds in the range: re1-sol1.

In children 3-4 years old, the range is: re1-la1, breathing is not yet uniform, short, not everyone has developed articulation and diction. At 4-5 years old, the range expands: re1-si1, breathing is more stable, phrases are drawn out, words are pronounced better. At 5-6 years old the range is from C(re)1 octave to C(re)2 octave. Children have better control of singing breathing and can sing phrases of up to 2 measures at a slow tempo. A more varied repertoire is used, at any tempo and any dynamics.

The work can be roughly divided into three stages.

Stage 1. Emergence of an impression of the song (1-2 lessons).

Introduce children to the song, create emotional interest in its image, reveal the content of the song.

Conversation on the content of the song, viewing a toy or drawing. The title of the song is given and then performed expressively. If the text is difficult to understand, then you need to read it and explain the meaning of unclear words. To give a complete artistic image, the song is performed several times.

2. Stage. Learning a song (3-5 lessons).

— first, the song is taught without musical accompaniment (with an adult’s voice and playing along with the melody), so that children better learn intervalics;

- singing without and with music;

- heavy melodic and rhythmic moves need to be taught separately (children listen to an adult sing and then repeat after him);

- the text must be studied with the melody;

— an individual approach is widely used: children sing together, and then take turns: boys and girls, sitting and standing.

3. Stage. Reinforcing the learned song (from lesson 6).

Work on recreating the musical image of the song, on emotional and expressive performance.

— repetition of songs from the repertoire of one’s own or a previous group in a different key;

- work on the expressiveness of performance (tempo, dynamics, character, singing with soloists, using children's musical instruments);

- performance accompanied by movements, playing musical instruments, staging songs.

QUESTIONS

1. The importance of singing activity in musical and personal development

preschooler.

2. Goals and objectives of children’s singing activities.

3. Age characteristics of the development of voice and hearing in preschool children. Oh at the child's voice.

4. Types of singing activities for children. Characteristics of the repertoire

5. Contents of vocal and choral education in kindergarten.

6. Stages of teaching children to sing. Specifics of teaching methods at each stage of song learning.

LITERATURE

1. Brygina G. Russian folk song as a means of teaching expressive singing // Doshk. upbringing. - 1980. - No. 7. - P. 87.

2. Vetlugina N.A., Keneman A.V. Theory and methods of music education in kindergarten. - M., 1983. - P. 147-157.

3. Vetlugina N.A. Musical ABC book. - M., 1989.

4. Voinova A.D. Development of purity of intonation in the singing of preschool children. - M., 1960. Metlov N.A. Music for children. - M., 1985. - P. 18-50.

5. Methods of music education in kindergarten / Ed. N. Vetlugina. - M., 1989.-S. 76-89.

6. Rada nova O.P. and others. Musical education of preschool children. - M., 1998. - P. 93-98.

7. Stulova G.P. Development of a child's voice in the process of learning to sing. - M., 1992. - P. 111-119, 147 -151, 170-174.

8. Teach children to sing: Songs and exercises for voice development in children 3-5 years old / Comp. T.M. Orlova, S.I. Bekina. - M., 1986.

9. Teach children to sing: Songs and exercises for voice development in children 5-6 years old / Comp. T.M. Orlova, S.I. Bekina. - M., 1987.

MAGAZINE Preschooler.RF

Music is one of the most effective means of educating a person, and singing belongs to the type of art that can be called the most widespread and accessible. Singing is one of the main means of musical education. It is closest and most accessible to children. Children love to sing and sing willingly. By participating in singing, children themselves perform musical works, while they express their experiences, feelings and perceive music more deeply. The words in the song help children understand the content of the music and make it easier for them to learn the melody. Children perceive a melody from a voice more easily than when performed on some musical instrument.

Singing develops in children:

• ear for music
• sense of rhythm
• ability to reproduce melodies by voice from memory
• correct, clear pronunciation of individual sounds and words
• speech, because it is necessary to pronounce the words drawlingly, in a sing-song manner

Singing unites children with a common mood. When performing songs, children learn to work in a team. They hear that those who are in a hurry or lagging behind disrupt the harmony of the singing. Singing promotes the development and strengthening of the lungs and the entire vocal apparatus. According to doctors, singing is the best form of breathing exercises.

Learning a song is one of the most important sections of a musical lesson. At the same time, all the work often comes down to learning the text and mechanically repeating the song. This leads to the fact that children quickly get bored with the song, often remaining unlearned. To prevent this from happening, the teacher needs to clearly understand that learning a song is a long and interesting process. The music director (teacher) must clearly understand what he wants to achieve from children at the moment, be able to clearly set a specific task for the children and try to select techniques that are not only appropriate, but also interesting for the children.

The process of working on a song repertoire consists of several stages:

1. Selection of song material

Songs should be selected taking into account the age characteristics of the students. It is necessary to select song material for preschoolers based on accessibility and easy-to-memorize text and vocal melody with a narrow range within the sixth of the first octave.

2. Processing of song material:

A) If we see that the melody of the song is written too high, for a child’s voice, then we can simply change the key, i.e. transpose a song to a different key.

B) If you liked the found song material in terms of the semantic content of the text and the beauty of the melody, but it is clear that it will be difficult for children to reproduce the vocal part of the song, then you can adjust the melody based on the children’s capabilities while maintaining the harmonic structure of the work:

C) If there are not enough verses to reveal the plot of the song or for some reason it is necessary to change the words in these verses, then you can complete and add your own words to the song:

Kiss

Sl. and music E.V. Gorbina

In the morning I get up and kiss you. In the evening I go to bed and kiss you. If you're tired, I'll kiss you. If you scold me, I’ll kiss you.

If I'm naughty, I'll kiss you. If I spill milk, I’ll kiss you. Only you better have pity on me - On the cheek, mommy, kiss me quickly.

1. 1. Demonstration of song material

And so, we come to the practical part of working on new song material. Before you start learning a song, it must be demonstrated to the children in the form in which it will be heard in their performance. To do this, the teacher performs the song in the form in which it will be performed (with a piano or a musical soundtrack). Next, the children answer the question: “What or who is this song about?”

1. 2.Work on the words of the song

It is necessary to learn the words of a song in verses line by line (this makes it easier for children to remember) according to the “echo” principle: the teacher pronounces the line and the children repeat it. Next, the teacher asks to repeat the entire verse with him, and then the children pronounce the verse on their own. And we are also working on the chorus. To prevent the work from being mechanical, you can pronounce words with different intonations. In order for the next stage to proceed without any particular difficulties, it is necessary to learn the lyrics to the rhythm of the melody, because it will be very difficult to retrain.

1. 3. Connecting words and melody

First, we connect the melody and the words of the first verse. The teacher independently shows how it should sound, for this he plays a melody on the instrument and at the same time sings the first verse. Then he repeats this verse, but this time together with the children and for reinforcement, the children sing independently to the accompaniment of the teacher. The same algorithm of actions applies to the chorus.

1. 4. Consolidate the song and work on the quality of performance

Only repeated repetition gives strength to the assimilation of a song. At this stage, variability of tasks is required when repeated due to the method of sound engineering, timbre, dynamics, and emotional expressiveness. The stage of work on quality of execution is the most difficult and lengthy. This stage represents work to achieve an ensemble - intonation, rhythm, diction. To do this, it is necessary to instill in children the skill of LISTENING and HEARING each other.

1. 5. Concert performance

It should be noted that working on a song requires great tact and patience from the teacher. The main method of influencing children should be praise. If we are not satisfied with something in the children’s singing, it is better to invite them to repeat the song again or use another technique. Concert performance is the most important moment for children. Each song requires its own stage implementation, therefore it is the nature of the song that determines the statics or dynamics of the stage solution. It is this stage that allows children to understand and, most importantly, to feel why and for what purpose we sing.

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Summary of a music lesson in a senior group using singing technology.

Summary of a music lesson in a senior group using singing technology.

Topic : "Magic apple tree."

Educational field : “Artistic and aesthetic development.”

Target:

Development of vocal and choral technique in children of senior preschool age.

Tasks:

v Master vocal and choral skills

: singing attitude, correct sound production, breathing, diction and articulation, purity of intonation, harmonious, coordinated singing.

v Develop the vocal apparatus, musical memory

, attention, imagination, artistic qualities.

v Develop the ability to independently come up with melodies on a given topic using and without a model.

v Develop hearing, the ability to listen, directing

attention to a more subtle discrimination of the qualities of what is heard.

v To consolidate the ability to sing independently, individually and collectively, with musical

with or without accompaniment.

v To develop children’s dance and play creativity, the ability to move expressively and rhythmically in accordance with the diverse nature of music

.

v Enrich children's musical experiences

, causing a vivid emotional response when perceiving
music
.

v Improve speech, express your thoughts clearly for others, expand the active vocabulary of children.

v To develop the ability to perform special breathing exercises that help improve the health of the respiratory system and strengthen the nervous system.

v Form the habit of maintaining correct posture while singing.

v To cultivate aesthetic taste, performing and listening culture of children.

v Foster a sense of friendship, mutual assistance, and a desire to help.

Material and equipment:

visual aids -
“Baba Yaga”
,
“Apple tree with false apples”
, a ball, Alyonushka doll, cardboard candles with
“light”
- for each child, magnetic board, phonogram of the play
“Baba Yaga”
by P. I. Tchaikovsky, phonogram songs
“Grandma Ezhka”
music and lyrics by T. Morozova, phonogram
“sounds of nature”.
Progress of the lesson:

Introductory part : (5 min).

Children enter the hall to the music, and a musical greeting is held.

Musical director

: guys, today we will go to the fairy forest, and in order not to get lost, a ball will help us. But he will only help us if we sing and not talk.

There is a vocal and communicative game “Hello!”

Children stand in a circle and sing a phrase one by one, calling the name of the child to whom they pass the ball: “Hello Seryozha!”

etc.

Musical director

: Oh, something has gone dark.
How can we find our way? Our magic ball has rolled off somewhere... Let's light the candles. Candle lights will light our way. Just try to blow evenly so that the candle light does not go out. (forest music sounds)
Children take cardboard candles with “lights”

made of organza and blow on them so that the light deflects smoothly and not sharply. Then they sit down, putting the candles on a tray.

Main part (18 min.)

Musical director

: We came to a forest clearing. Let's sit down and relax. But what do we hear? Noise, thunder, whistle. What is it?

Children listen to the play "Baba Yaga"

from
“Children's Album”
by P. I. Tchaikovsky.

What strange music did we just hear, what did it sound like (children’s answers)

Was the music melodious, slow, calm, or something else? What fairy-tale hero or character from a fairy tale do you imagine when listening to such music? Yes you are right. This is Baba Yaga flying in her mortar. In the music you can hear how Baba Yaga hobbles, leaning on a stick, and then flies in a mortar, driving a broom, she threatens, gets angry, casts a spell, spins and suddenly disappears, falls through the ground.

Let's tell a scary tale about Baba Yaga. It starts something like this:

Musical director

shows the “Baba Yaga” manual, the children make a wave with their voices, gliding the vowels up and down.

The next moment Baba Yaga (character) enters the hall.

Baba Yaga:

Well, guys, hello, you were telling a scary tale about me here, you’re teasing me, so you didn’t expect me to come to you myself? But I hid Alyonushka from your favorite fairy tale, yes... and you will no longer have any fairy tales and she will not return to you until the apples on the apple tree are ripe, ha-ha-ha,

Musical director

: Oh guys, what should we do?
And I think I know what Baba Yaga was talking about. I have a magic apple tree. Just look, there's something missing on it. (children's answers)
. Of course, apples. But this magical apple tree will bear fruit only if we sing beautifully.

Do you like to sing? (children's answers)

then let's start. First, let's sit down nicely.

A game is played to develop correct posture when singing “Baba Yaga”

Music and lyrics by M. Kartushina.

Here sits Baba Yaga, The children sit hunched over, lowering their

She's very scary. shoulders, legs apart, arms hanging down.

We don’t want to be like that – They quickly straighten up and put their feet down

We sit very straight. nearby.

Well done boys! Correct posture helps your voice sound bright and clear. The first apple appears on the apple tree.

Did I hear a cuckoo singing in the forest? She sings like this: (teacher demonstration)

A vocal exercise is performed on the sounds of a major triad, transposed up and down, to the syllable “ku”

.

Now let’s sing differently, listen (teacher demonstration)

A vocal exercise is performed using a labial vibrant - progressive movement of the melody up and down.

Well done, they sang well, another apple appears on the apple tree.

Musical director

: Do you guys like our apple tree?
(children's answers.)
Come up with beautiful words for her, describe her, what she is like.
(slender, beautiful, green, curly, plump, ripe sweet apples) Let's come up with a song about her. You can sing to a familiar tune, or come up with your own. (vocal improvisation of children)
. Well done, we have another apple!

Guys, in difficult times, who comes to the rescue? of course a friend, are you guys friendly? (children's answers)

I even know a song about you, it’s called
“Song of Friendly Guys
,” listen carefully to how it sounds.

Performed “Song of Friendly Guys”

music by S. Sosnin, lyrics by I. Chernitskaya.

Musical director

: Guys, what is friendship for?
And how do the words about friendship sound in the song, in what character (children’s answers, the melody is melodious, leisurely or bright, ringing, cheerful (children’s answers)
. Well, let’s learn this wonderful song and another juicy apple will appear on our
apple tree
.

Learning a song by phrases.

The teacher praises the children and apples appear on the apple tree.

Final part (7 min.)

Musical director

: we just have to hang the last apple on the apple tree and our Alyonushka will be freed from Baba Yaga’s witchcraft.
What do you think Baba Yaga is afraid
of ?

Children repeat dance movements after the music director.

The last apple appears on the apple tree, Baba Yaga returns Alyonushka.

Summing up. The children sing “Goodbye” and go to the group.