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A musical journey to italy. Presentation on the topic: Musical journey. My homeland is Russia

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Presentation on the topic: Musical journey. My homeland is Russia!

Slide No. 1

Slide Description:

Ministry of Education of the Russian Federation GOU DPO NIZHEGOD INSTITUTE OF EDUCATION DEVELOPMENT Department of Literature and Culturology COMPUTER PRESENTATION OF THE METHODOLOGICAL DEVELOPMENT OF THE SECTION OF THE EDUCATIONAL PROGRAM “Musical journey. My homeland is Russia! " Completed by: music teacher, secondary school № 11, Vyksa, Nizhny Novgorod region. S.V. Koroleva 2009/2010 academic year

Slide No. 2

Slide Description:

EXPLANATORY NOTE, AIMS AND OBJECTIVES Explanatory note: Suggested section on “Musical Journey. My homeland is Russia! " focused on the education of the student as a citizen and patriot of Russia, the development of his spiritual and moral world and national consciousness. This topic takes place in primary school and has a continuation in the middle and senior level. To acquaint students with the diverse and multifaceted culture of Russian musical art, to form the foundations of musical culture. Develop skills to listen, reflect and empathize, discern means artistic expression, develop creativity in various activities, develop mental operations: figurative and associative thinking, creative imagination. To foster a steady interest in musical studies, to foster the musical taste of students, performing culture, respect for the history of Russia and the traditions of our people.

Slide No. 3

Slide Description:

PSYCHOLOGICAL AND PEDAGOGICAL EXPLANATION OF THE SPECIFICITY OF PERCEPTION AND ASSEMBLY OF LEARNING MATERIAL BY STUDENTS As a result of testing and observation of students, it is possible to draw a conclusion about a fairly good level of development of voluntary, stable, concentrated attention. Of the 22 students in the class, 19 people are able to hold attention throughout the lesson. And only 3 people can hardly maintain perseverance during the lesson. The intellectual development of students is consistent with age development. Most - 15 people are able to assimilate the material without much difficulty, of which - 8 people are able to withstand a more serious load. Based on the results of diagnostics of the level of development and training, class students can be divided into 3 groups: Group 1 - 8 people (36%). Children with a high level of development, group 2 - 10 people (46%). Children with an average level of development. Group 3 - 4 people (18%). Children with a low level of development.

Slide No. 4

Slide Description:

EXPECTED RESULTS OF LEARNING MATERIALS As a result of studying the section, the student should learn: musical works as a way of expressing the feelings and thoughts of a person, to emotionally respond to art, expressing your attitude towards it in different types musical and creative activity; to navigate in musical and poetic creativity, in the diversity of musical folklore of Russia, to distinguish samples of folk and professional music, to appreciate domestic folk musical traditions; to embody the artistic and imaginative content and intonational and melodic features of the professional (in singing, word, movement, etc. etc.) and folk art(in songs, games, actions). Pupils are able to solve the following life-practical tasks: perception artistic images folk, classical and modern music; performing familiar songs, participating in collective singing; playing music on elementary musical instruments, transferring musical impressions by plastic, visual means.

Slide No. 5

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Slide No. 6

Slide Description:

FORMS OF LEARNING: An informative way of transferring knowledge in the learning process, referring to motivating learning; the scripts of the lessons are built according to the scheme: to feel - to realize - to reveal their attitude; an active creative search for the teacher and students; conversation - dialogue, role play, collective forms of creative work, a combination of collective and individual work (play, singing, improvisation, creative notebooks, composing ditties, fairy tales, tales, creating drawings, plastic improvisations, etc.); complex use different types art (music, literature, painting);

Slide No. 7

Slide Description:

INFORMATION TECHNOLOGIES IN MUSIC LESSONS: The use of modern information technologies in music lessons makes learning bright, memorable, forms an emotionally positive attitude towards the subject. Demonstration in music lessons of presentations contributes to the solution educational objectives, achieving a new quality of education. The use of ICT enriches the methodological possibilities of a music lesson, giving it a modern level. VCR, interactive whiteboard, computer are very convenient not only for mastering teaching material, but also for enhancing cognitive activity, realizing the child's creative potential, fostering interest in musical culture forming the spiritual world.

Slide No. 8

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Slide No. 9

Slide Description:

DEVELOPMENT OF A LESSON ON THE TOPIC "RUSSIA IS OUR FAVORITE POWER!" 4 A grade 1 quarter / 09/10/2009 / Type: Excursion lesson The purpose of the lesson: to acquaint students with the poetic and state symbols of Russia. symbolism; - to form the ability to listen, remember, reflect; - to acquaint students with the music of S.V. Rachmaninov; developing: - to develop the cognitive processes of students: thinking, attention, memory; - to stimulate interest in studying the history of their Motherland, its state symbols - to enrich the vocabulary and musical stock of students, educational: - to bring up a feeling of love and pride for their Fatherland through music, poetry; - foster mutual respect for each other, an adequate assessment of oneself and one's comrade. - foster positive motivation for learning.

Slide No. 10

Slide Description:

Equipment and materials for the lesson: Exhibition of books. "To me Russia is a mother, a native home, a holy land" (Bokov). A portrait gallery of Russian poets and musicians. An exhibition of paintings by Russian artists. Epigraph on the blackboard: Oh, Russia! A country with a difficult fate ... I have you, Russia, As one heart, I will tell a friend too, I will tell the enemy as well - Without you, as without a heart, I cannot live. (Julia Drunina) piano and tape recorder Music. 4 cl. 1h .: study for educational institutions / V.V. Aleev.-2nd ed., Stereotype. M .: "Bustard", 2008 ICT Lesson plan: Organizational moment - 2 minutes. Preparation for the perception of new material - 3 minutes. Learning new material - 25 minutes. Consolidation of new knowledge - 5 minutes. Summing up the results of the lesson - 3 minutes. house - 2 min.

Slide No. 11

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Slide No. 12

Slide Description:

Flag of Russia The Tsar issues a Decree of April 9, 1667 to send flags to Russian ships with “chervona, white and azure” fabrics. This decree approved the colors of the Russian flag - red, white and blue. In Russia, three colors had the following symbolic meaning: white - nobility, blue - loyalty, honesty; red - courage, loyalty.

Music lesson in grade 3

Lesson topic: "Musical journey to the village

"Harmonic""

Lesson type: travel lesson

The purpose of the lesson:

    Educational:

    • To consolidate the ability to distinguish the intonation features of Russian folk music;

      To consolidate the concepts: folk and composer music;

      Learn to distinguish between folk and composer music by ear;

      Learn to distinguish the sound of Russians by ear folk instruments;

      Organize the process of analyzing familiar folk and composer music;

      Teach children to sing in an ensemble with friends, to the accompaniment of a teacher and a capella.

    Developing:

    Develop the skills of musical perception by enriching them with different intonations;

    In the process of listening to music, develop a timbre, dynamic hearing;

    Develop the ability to analyze, compare, generalize;

    In the process of vocal and choral work, develop singing skills;

    To develop the creative abilities of children, the ability to sing folk texts;

    To develop the creative initiative and independence of children.

    Educational:

    Based on the emotional perception of Russian folk art, to cultivate a love of music, the need for communication with art;

    To instill love for the Motherland, for Russian nature;

    Form positive habits;

    To cultivate a benevolent attitude towards comrades;

    To enrich the spiritual world of children.

During the classes.

Children enter the class to the sounds of Russian folk songs.

Hello guys! Today our lesson is dedicated to Russian folk song.

But today's lesson will be very unusual;

In the morning, an amazing letter came to school, I will read it, and you listen.

Hello kids!

Mischievous and playful

I am Timoshka

From the village of Accordion.

I am calling you to visit,

I am waiting for you all in my hut,

Near the forest at the edge.

To make you hurry

So that you don't get lost in the forest

I am sending the card to you

I made it myself.

Guys, let's go to visit the Samovar - Timoshka?

But since our lesson is musical, the trip to the village "Accordion" will also be musical. Do you agree?

Then we hit the road, and Timoshkino's letter will help us on the road, what awaits us ahead:

There is a river ahead of you

Wide and deep.

You float on it,

Don't drown.

Guys, what song we know about the river is mentioned?

"Down the Mother Volga" - hearing (slide)

------- (Remember to breathe correctly when singing this song.)

Tell me why we immediately determine that it is Russian folk song?

(the Russian song has a distinctive feature - its rapidity)

Please list the genres of Russian songs.

    Lingering, dance, calendar, soldier, ditties.

What genre do we refer this song to?

? - Why do we learn folk songs.

Thanks for the interesting answer.

Guys, I suggest you learn a new song that says …(slide)

"You tell me, tell us the forest river." -learning

And now a musical mystery: listen to the music and tell me where you heard it before.

("Waltz" from the ballet "The Nutcracker")

In whose performance this music sounds.

You have coped with a difficult riddle, and our journey continues. Let's read Timosha's letter where to go next?

They overcame the river -

And go bolder.

On a hillock village

Under the name "Veselushka".

The cheerful people in her

He sings Russian songs.

And you sing along

Walk into that village,

To make it easier for you to walk

To this village

Sing along the children together

The song "Soldier ..."

_________ "Soldiers, brave children." (hearing) (slide)

We sang a song. Now answer my question:

Is this a folk song or a composer's one?

? - What genre do we refer this song to?

? - What are the old words in this song.

(Vostry. Power) - explanation of the meaning of words ( slide)

My questions were answered correctly, well done, and our journey continues. What awaits us ahead and where to go now?

Left, see? - mountain,

You should go just there.

Under this mountain

The wolf lives.

Hush go

Don't wake the wolf.

_____________ "Lullaby" (performed by a capella.)

_____________ "Lullaby" (hearing) N.I. Rimsky-Korsakov

Why is this song called a lullaby (from the word cradle).

Who sang lullabies.

In the old days, such songs were called “lulling”, from the word “lull”, that is. "Rocking".

Well done boys! We coped with this task. The wolf was put to sleep.

Half of the village, half of the way

We were able to get through quickly.

Now we will rest

And again let's go forward.

The song "St. John's Carp" is being performed in motion (physical minute).

The journey continues, but in which direction we will go - we will read Timoshkin's letter.

On the right is a bear

He loves to sing

Sings loudly

Does not pass.

I'll tell you a secret:

I am friends with this Bear.

You give him a lot of ditties,

He will make way for you.

Mishka loves a ditty very much.

? - What is a ditty.? ( slide)

? - What instrument can you sing ditties with?

Guys, there is another way of singing ditties, which was widely used in Russia in the 19th century - it is called “under the tongue.” ( execution)

? - Do you like to perform ditties.

Execution of ditties (tambourine and spoons)

Our journey continues, we must hurry. Timosha's letter will help us again.

And now - obliquely,

Through the path into the woods.

Here guys, this is my home.

Okay, cozy in it.

If you want, jump

Do you want - stop,

If you want - even sing a song.

Guys, how warm Timosha is! Let's sing a song for him.

____________________________ "If you went out with a friend" (execution)

Guys, our musical journey has come to an end.

Answer my last question.

? - What is the Russian folk song about?

(about folk life)

Quite right, a folk song is a mirror of the life of the people, with its sorrows and joys, but we must remember that every nation has both folk and composer music. We will talk about this in the next lessons.

And now - homework:

Crossword "Music of my people"

Thank you all for your work. The lesson is over.

Dance tunes sound ……………

Slide 1

Completed by: music teacher, secondary school № 11, Vyksa, Nizhny Novgorod region. S.V. Koroleva Ministry of Education of the Russian Federation GOU DPO NIZHEGOD INSTITUTE OF EDUCATION DEVELOPMENT Department of Literature and Culturology 2009/2010 academic year COMPUTER PRESENTATION OF METHODOLOGICAL DEVELOPMENT OF THE SECTION OF THE EDUCATIONAL PROGRAM “Musical journey. My homeland is Russia! "

Slide 2

Explanatory note: Proposed section on “Musical Journey. My homeland is Russia! " focused on the education of the student as a citizen and patriot of Russia, the development of his spiritual and moral world and national identity. This topic takes place in elementary school and continues in the middle and senior levels. * EXPLANATORY NOTE, PURPOSES AND OBJECTIVES Cognitive Developing Educational To acquaint students with the diverse and multifaceted culture of Russian musical art, to form the foundations of musical culture. To develop the ability to listen, reflect and empathize, to distinguish means of artistic expression, to develop creative abilities in various types of activity, to develop mental operations: figurative and associative thinking, creative imagination. To foster a steady interest in musical studies, to foster the musical taste of students, performing culture, respect for the history of Russia and the traditions of our people. Aims and objectives of the section:

Slide 3

As a result of testing and observation of students, we can conclude that there is a fairly good level of development of voluntary, stable, concentrated attention. Of the 22 students in the class, 19 people are able to hold attention throughout the lesson. And only 3 people can hardly maintain perseverance during the lesson. The intellectual development of students is consistent with age development. Most - 15 people are able to assimilate the material without any particular difficulties, of which - 8 people are able to withstand a more serious load. Based on the results of diagnostics of the level of development and training, class students can be divided into 3 groups: Group 1 - 8 people (36%). Children with a high level of development, group 2 - 10 people (46%). Children with an average level of development. Group 3 - 4 people (18%). Children with a low level of development. * PSYCHOLOGICAL AND PEDAGOGICAL EXPLANATION OF THE SPECIFIC PERCEPTION AND ASSEMBLY OF EDUCATIONAL MATERIAL BY STUDENTS

Slide 4

As a result of studying the section, the student must learn: to perceive music of various genres, to think about musical works as a way of expressing the feelings and thoughts of a person, to emotionally respond to art, expressing his attitude towards it in various types of musical and creative activities; to orient oneself in musical and poetic creativity, in the diversity of musical folklore of Russia, to distinguish between samples of folk and professional music, to appreciate domestic folk musical traditions; to embody the artistic - figurative content and intonational and melodic features of professional (in singing, word, movement, etc.) and folk art (in songs, games, actions). Pupils are able to solve the following life-practical tasks: perception of artistic images of folk, classical and modern music; performing familiar songs, participating in collective singing; playing music on elementary musical instruments; transmission of musical impressions by plastic, pictorial means. * EXPECTED RESULTS OF LEARNING MATERIALS

Slide 5

Method of interdisciplinary interactions Verbal method Method of observation Method of control and self-control Method of emotional drama Game technologies Problem methods USED TECHNOLOGIES, METHODS, FORMS OF ORGANIZATION OF ACTIVITY Creative method

Slide 6

An informative way of transferring knowledge in the learning process, referring to motivating learning; the scripts of the lessons are built according to the scheme: to feel - to realize - to reveal your attitude; active creative search for teachers and students; conversation - dialogue, role play, collective forms of creative work, a combination of collective and individual work (play, singing, improvisation, creative notebooks, composing ditties, fairy tales, tales, creating drawings, plastic improvisations, etc.); complex use of different types of art (music, literature, painting); FORMS OF TRAINING:

Slide 7

The use of modern information technologies in music lessons makes teaching bright, memorable, forms an emotionally positive attitude towards the subject. Demonstration of presentations at music lessons contributes to the solution of educational problems, the achievement of a new quality of teaching. The use of ICT enriches the methodological possibilities of a music lesson, giving it a modern level. A video recorder, an interactive whiteboard, a computer are very convenient not only for mastering educational material, but also for enhancing cognitive activity, realizing the child's creative potential, fostering interest in musical culture, and shaping the spiritual world. INFORMATION TECHNOLOGIES IN MUSIC LESSONS:

Slide 8

* LESSON-LESS PLANNING FOR THE SECTION “MUSICAL TRAVEL. MY HOMELAND - RUSSIA! " Lesson topic Musical material Basic concepts Methodological aids 1 2 3 4 5 Lesson 1 Russia is our beloved country! S.V. Rachmaninov (second piano concert); Anthem of the Russian Federation (listening, singing) Acquaintance with the musical symbols of the country Textbook 1 part of the illustration; CD, sheet music, ICT Lesson 2 Lullabies are the soul of our people Folk lullabies; PI Tchaikovsky "Lullaby in a Storm" Lullaby, cradle, shake, rolling, bike. Illustrations; disk, notes. IKT Lesson 3 The history of the origin of Russian folk instruments Russian folk songs "And I walked in the meadow", "You are a garden, you are my garden" (listening, singing) Whistle, pity, horn, pipe. Slides, disc, sheet music. Lesson 4 Russian folk wind instruments“The shepherd plays well” (listening, singing), Lel's song from the fairy-tale opera The Snow Maiden) Horn, military trumpets, buffoons, fairy-tale opera. Piano, video player, tape recorder; Sheet music, disk. Lesson 5 Wedding ritual songs Wedding songs "Yablonka", "Dubravushka". (listening, singing, acting out " Wedding ceremony, ditties, ritual songs. Illustrations, costumes. disks, notes. Lessons 6-7 The Great Commonwealth of Russian Composers MP Mussorgsky "Khavanshchina" introduction to the opera; MP Mussorgsky with Nanny from the vocal cycle "Children's"; "Evening song" "Balakirevsky circle", "Kuchkists", evangelism, opera. Repetition and consolidation of the passed. Disc, sheet music, textbook, illustration. ICT Lesson 8 Theme of the East in the works of Russian composers N. Rimsky Korsakov symphonic suite "Scheherazade"; A. Borodin excerpts from the opera "Prince Igor" Suite, symphony orchestra, theme, aria, Cumans. Disc, sheet music, textbook, ICT. Lesson 9 My land is my homeland! (lesson-concert) "Where the Motherland Begins" (listening, singing), ditties. Songs and music of the students' choice. G. Struve "My Russia" Generalization of the studied material Sheet music, disk, ICT, tape recorder

Slide 9

DEVELOPMENT OF A LESSON ON THE TOPIC "RUSSIA IS OUR FAVORITE POWER!" 4 A grade 1 quarter / 09/10/2009 / Type: Excursion lesson The purpose of the lesson: to acquaint students with the poetic and state symbols of Russia. Tasks: cognitive: - to form an idea of ​​the culture of Russia; - to introduce into the cognitive activity and vocabulary of students the term - hymn, symbolism; - to form the ability to listen, remember, reflect; - to acquaint students with the music of S.V. Rachmaninov; developing: - to develop the cognitive processes of students: thinking, attention, memory; - to stimulate interest in the study of the history of their homeland, its state symbols; - to enrich the vocabulary and musical stock of students, educational: - to foster a feeling of love and pride for their Fatherland through music, poetry; - to cultivate mutual respect for each other, an adequate assessment of oneself and one's comrade. -to cultivate positive motivation for learning.

Slide 10

Equipment and materials for the lesson: Exhibition of books. “To me Russia is my mother, my home, the holy land” (Bokov). Portrait gallery of Russian poets and musicians. Exhibition of paintings by Russian artists. Epigraph on the blackboard: Oh, Russia! With a difficult fate, the country ... I have you, Russia, As one heart, I will tell a friend, I will tell the enemy - Without you, as without a heart, I can not live. (Julia Drunina) piano tape recorder textbook Music. 4 cl. 1h .: study for educational institutions / V.V. Aleev.-2nd ed., Stereotype. M .: "Bustard", 2008 ICT Lesson plan: Organizational moment - 2 min. Preparation for the perception of new material - 3 min. Learning new material - 25 min. Consolidation of new knowledge - 5 min. Summing up the lesson - 3 min. Assignment at home - 2 min.

Slide 11

Russian birch Russian birch is a symbol of Russian nature, a favorite tree of Russian people. Slender, curly, white-trunked, she has always been compared in Russia with a gentle and beautiful girl, the bride. They dedicated their best works our poets and artists.

Slide 12

Flag of Russia The first mention of the state flag of Russia is attributed to the reign of Alexei Mikhailovich. The Tsar issues a Decree of April 9, 1667 to send flags to Russian ships with “chervona, white and azure” fabrics. This decree approved the colors of the Russian flag - red, white and blue. In Russia, three colors had the following symbolic meaning: white - nobility, blue - loyalty, honesty; red - courage, loyalty.

Slide 13

Coat of arms of Russia When did the Russian coat of arms appear? Researchers of heraldry unanimously attribute its appearance to the times of the reign of Prince Ivan III, who finally chose the two-headed eagle as a symbol of state power. But only in the 17th century his images began to be called the State Emblem of Russia.

Slide 14

Anthem of Russia "Patriotic Song" as the Anthem of Russia existed, without words, for more than ten years. After a ten-year break, the music of A.V. Alexandrova began to sound again like the national anthem - the anthem Russian Federation... December 8, 2000 The State Federal Law on the Anthem of the Russian Federation was approved by the State Duma, on December 20 - by the Federation Council, and on December 25, 2000, it was signed by the President of the Russian Federation V.V. Putin. The words of the anthem were written by the well-known S.V. Mikhalkov. The return of the music of the Soviet anthem in society was perceived ambiguously, but the melody is quite familiar "by ear" and is easily reproduced, which is important for the anthem. As V.Ya. Bryusov, the main thing is that any person living in our country can sing the anthem.

Slide 15

Lesson progress: 1.Org. Moment (2 min) 2. Preparation for the perception of educational material. Communication of the topic and the purpose of the lesson (3min) 3. Learning new material (10 min) -The bell rang, the lesson began. They looked at each other, smiled, sat down quietly. Today in the lesson we will take an excursion into the depths of the centuries in order to once again remember our ancestors - the Slavs, where the name of our state came from - Russia. We learn how poets, musicians and artists sang our Motherland in their work. Let's talk about the symbols of our Fatherland, both poetic and state). (Gusli music sounds.) Teacher. - It was a long time ago, in the country where we live, there were no huge cities, no stone houses, no villages, no villages. There were only fields and dense forests in which wild animals lived. Poor buildings stood far apart along the banks of the rivers. Our distant ancestors, the Slavs, lived in them. This name comes from the word "glory", i.e. "praise". They built houses along the banks of rivers and lakes. The place was chosen meticulously, it was built so that the melt water would not wash away the hut. Listen, memorize Emotional perception, Listen and memorize Development of listening skills, attention Mobilization of attention learning Verbal method. Activation of cognitive activity in studies, mobilization of attention. Using ICT in the classroom. Visual and auditory method. Emotional attitude of students. The method of drama of a music lesson is like a lesson of art. Development of musical memory Frontal form of work. The verbal method is aimed at creating a figurative-psychological mood, at spiritual communication. Interdisciplinary communication. Development of cognitive activity, interest in history and cultural traditions of the Russian people. Frontal form of work.

Slide 16

Russian historian Nikolai Mikhailovich Karamzin wrote that in those days the Slavs were portrayed as kind, strong, tireless. Light-haired, broad-shouldered, hardy, beautiful people... The Greek historian Herodotus wrote with surprise that winter among the Slavs lasted 8 months, white feathers were flying in the air at that time, i.e. snow. The Slavs were warming themselves in the bath, and there was a bath in every house. The bread-salting, hospitable, there were no locks or bolts in the huts. Our ancestors highly revered such concepts as the word of honor, nobility, courage. There was no such thing that the Slav did not keep his word. (A fragment of the matchmaking rite is demonstrated ...) The Pechenegs and the Polovtsians did not give rest to the Slavs, they could not calmly look at the flourishing, fertile Russian land. And there was one more misfortune, even more insidious than the raids of neighbors - it was quarrels and enmity. And now the elders were assembled; thought, thought, and decided to send ambassadors across the seas to a distant country where a people called the Varangians lives. Since then, the land is Slavic named after the Russian princes and received the name Rus. Teacher. Match the word "Rus" - synonyms. (Rus - Russia - Motherland - Fatherland ") (The word" Russia "is written on the board.) Cognitive activity Acquaintance with the folk ritual Problem activity. Learning to listen, observe and remember. Video method (ICT) The method of emotional drama, visual and auditory. Concentration of attention, the formation of cognitive activity. Frontal form of work. Acquaintance with Russian ritual traditions. Verbal method, observation method Promote the development of cognitive activity, interest in the study of Russian culture among students. The development of associative thinking occurs with the help of association, which contributes to a better assimilation of the material. Heuristic method. The creation of a problematic situation contributes to the revitalization of the student's activity.

Slide 17

Singing 4. Initial consolidation of the acquired knowledge (10 min) A melody is played, accompanied by a piano Teacher. Rusichi is a musically gifted nation. It is with great pride that we pronounce the names of Russian composers. Children call synonyms for the word "Rus" (Russia - Motherland - Fatherland) Children read poetry and demonstrate their drawings for the lesson. (Appendix # 1) 1 student: “Motherland”, - we say, worrying, We see Dal without an edge before us, This is our childhood, our youth, Motherland! Holy Fatherland! 2nd student: Woods. Groves. Shores. Field, from wheat golden, Blue from the moon stacks. The sweet smell of mown hay, 3 student: Conversation in the village in a chant, Where the star sat down on the shutter, Almost reaching the ground. Homeland! The land of fathers and grandfathers! 4 student: We fell in love with these clovers, having tasted Spring freshness From the edge of the ringing bucket. It will hardly be forgotten And will remain a saint forever ... The land that was called the Motherland, If we have to, we will protect it with our hearts. Children perform the song "My Russia" G. Struve Work in the choir. Listen and memorize Enrichment of vocabulary. Development of children's creativity based on the synthesis of arts. Creative reading Verbal-visual method. Individual form of work in order to activate learning. Development of speech, students. Enrichment of vocabulary. Differentiated approach. The verbal method, visual and auditory, contribute to the development of students' speech. Concentration of attention. Enhancing the auditory experience of learning. Feedback. The reproductive method, practically-inductive method, contributes to the ability to apply the acquired knowledge in practice. Development of the skill of two-part performance.

Slide 18

Working with the textbook Acquaintance with the music of S.V. Rachmaninov. This (children list): A.S. Dargomyzhsky, M.A. Balakirev, M.P. Mussorgsky, A.P. Borodin, N.A. Rimsky-Korsakov and others. M.I.Glinka was called the Sun of Russian music. Selfless love for his homeland prompted him to collect a huge number of folk songs, tunes, rituals. “The people create music, and we, the composers, arrange it,” said M. Glinka. He is rightfully considered the founder of the Russian classical music, because his contribution to the formation of Russian musical art is so great. The unbearable homesickness was grievously experienced by S.V. Rachmaninov in a foreign land. Wherever he lived, wherever the composer traveled, Russia was in his heart. (Sounds "Concerto No. 2" for piano and orchestra (1 hour), the music dies down, sounds only in the background.) Teacher. - And now we will talk about poetic symbols. When we say the word "orchid", an associative array is built in our minds - Corsica. Conversely, we say "Japan" and imagine the cherry blossoms. Does our Motherland have a poetic image? -Yes you are right. This is a birch. The names of Russian classical composers are named. Meet new names. They listen and remember. Learn to work with a textbook Creative work(Against the background of Rachmaninoff's music, a group of children is working with a textbook, while another is analyzing a piece of music). Upon completion, they analyze, reflect. Listen, memorize. Children answer the question posed by the teacher. (Birch) Collective form of work. Emotional uplift. The verbal method, promotes the development of speech, enriches vocabulary. Visual and auditory. Partial search method, promotes the development of thinking. Using ICT, enhancing the cognitive activity of students. A practical method. Promotes the development of speech, observation, thinking. Vocabulary is enriched. Frontal form of work. Differentiated approach. Reflection, search thinking Activity. The creation of a problematic situation contributes to the revitalization of the activities of the student. Observation. Partial search method. Differentiated approach, Group form of work. The method of emotional drama. Development of interest in the cultural traditions of the Russian people. The creative method.

Slide 19

Musical pause. 5. Work to further deepen knowledge and skills (10 min) "Russian birch" - a symbol of Russian nature. Since ancient times, with the approach of spring, the girls praised the sun god, the Slavs called him Lel or Lyul. These words - names are used in many Slavic songs. Girls decorated birch trees with ribbons, all sorts of handicrafts, tied birch branches with rings. Vesnyanka sang, danced around the birches, glorifying their mighty gods Perun, Dazhd - God, Lelia and others .. Birch is a favorite tree of Russian people. Slender, curly, white-trunked, she has always been compared in Russia with a gentle and beautiful girl, a bride. Our poets and artists dedicated their best works to her. The Russian birch was captured in their paintings by the artists Plastov and Levitan, Kuindzhi and Savrasov. Writer V.M. Garshin, looking at the painting by A.K.Savrasov "The Rooks Have Arrived", said: "I would call this painting" Feeling of the Motherland. " And spring ringing drops, and haze, and thin birches - all this is so familiar and so dear. This amazing picture gives rise to love for Russia, the Motherland. Creative task (Girls perform a round dance “There was a birch in the field”, the rest of the students sing a song) Listen, memorize. Cognitive activity. (Children are invited to look at the exposition of paintings of Russian nature. The teacher stops at 2-3 paintings.) They listen, remember the paintings, the names of the artists. Working with the observation diary. The development of listening and performing culture learns their imagination, the desire for self-expression, the ability to reincarnate and create plastic images. Verbal method combined with visual and auditory. Increased attention. Formation of cognitive activity. Interdisciplinary communication. Observation method. Development of cognitive activity, interest in Russian art culture, history and cultural traditions of the Russian people. Problematic activity, reflection of knowledge. Partial search method. Verbal-visual method Development of the listener's culture of learning, their imagination. Verbal-visual method

Slide 20

Before us is II Levitan's painting "Birch Grove". White-barked birches covered with young, bright green foliage, a thick carpet of emerald grass, the sun's rays cannot leave anyone indifferent. The picture enchants with its freshness and play of colors, the thrill of life itself. Teacher. Now listen to the song “White Birch” (music by A. Novikov). What is it about? Teacher. Wherever the birch grows - everywhere it brings people joy and light. Birch is a symbol of Russia, our Motherland. And she will be in our open spaces forever, because our people are eternal. The bread that a person feeds on. The land on which a person lives. The mother who gives life ... Without all this, it is simply impossible for a person to live, but among the most cherished a person has a Motherland. Homeland is the land, city and village where you were born and live, your friends, close neighbors. Teacher. What else is the Motherland called? "Fatherland" - comes from the word "father", the Greek word ratria (patriot). They listen, remember the picture, the artist. Working with the observation diary (After listening, the guys speak about the content of the song.) This song is about the warriors of the Great Patriotic War... In their mouths the words “We will not give up the Russian birch in offense” sound like an oath - the oath of the defenders of the Motherland. Birches stand quietly near the soldiers' graves. How much they could tell about the tragedy of the Great Patriotic War. Reading a poem Again about them, curly and whitish ... And what is there to do if in Russia All roads have birches, At least a day, at least a year, at least forever wheels. “Russia” - the birches whisper to me, “Russia” - the reeds whisper, “Russia” - the key Answering the teacher's question (Motherland is often called Fatherland, stepfather's home)) Heuristic method. The creation of a problematic situation contributes to the revitalization of activity, the auditory experience of learning. Frontal form of work. Development of the desire for self-expression. Cognitive interest in the subject develops. The modeling method develops the ability to creative and abstract-logical thinking, speech, learning. Verbal method. Development of speech. Enrichment of vocabulary. Creative reading. An individual form of work with students, contributes to the development of speech and memory. Education of the listening culture of learning. The verbal method, promotes the development of speech, enriches vocabulary. Frontal form of work. The creation of a problematic situation contributes to the revitalization of the activities of the student. Partial search method Development of speech, thinking, memory Evaluation method.

Slide 21

Each state has official symbols. This is the coat of arms, flag, anthem. Every true patriot of his country should know them. The new national anthem was written by A.V. Aleksandrov to the words of S.V. Mikhalkov and sounded on the night of January 1, 1944. Subsequently, the text of the anthem was revised. In 1977, the most significant changes were made to it. Teacher: - A hymn is a solemn song, a symbol of state or social unity. The origins of the hymns are hidden in the depths of history. For the first time, the need for a hymn in court-military use arose under Peter I. The idea of ​​creating a Russian anthem arose in 1990. Work with a textbook, with a creative notebook. (Research activities of students) 1 Student. A story about the history of the modern Russian flag .. In Russia, three colors had the following symbolic meaning: white - nobility, blue - loyalty, honesty; red - courage, loyalty. This color combination has been preserved in the Russian flag to this day. 2 Disciple. Tells about the science of studying coats of arms. The science of studying coats of arms is called heraldry. Children listen to the report and memorize. The modeling method develops the ability to creative and abstract logical thinking. Reproductive method. The verbal method, promotes the development of speech, enriches vocabulary. Frontal form of work. Interdisciplinary communication. Research method. Self search work develops the creativity of children. Develops the ability to independently reproduce knowledge, to carry out an independent search. Individual work with students. Verbal method, Speech development. Enrichment of vocabulary. Reproductive method. Individual help for students. The ability to work with additional literature and search skills are developed. Enhances the activity of students. Purposeful cognitive activity for the assimilation of the material is organized. Visual method Estimated method. Individual work with students.

Slide 22

Singing. 6. Summing up the lesson. (3 min) 7. Assignment for home (2 min) The “Patriotic Song” by MI Glinka was approved as the music for the future anthem. But this song did not have a poetic basis and was not legally approved as the national anthem. Deputies of the State Duma and members of the Federation Council made a decision: to approve the national anthem of Russia to the words of S.V. Mikhalkov and music of A.V. Aleksandrov. The law “On the National Anthem of the Russian Federation was adopted on December 8, 2000 by the State Duma, approved on December 20 by the Federation Council and signed on December 25, 2000 by the President of the Russian Federation. Teacher. - I ask everyone to stand up to sing the National Anthem of Russia. Teacher: What was the theme of the lesson? What have we met? What composers and artists did you get acquainted with? What did you like the most in the lesson? Performing the National Anthem of Russia Students answer the teacher's questions. They write down an assignment in a diary (draw pictures, compose poems, ditties on the theme "My Motherland is Russia!" Enhances the activity of students. Development of a listening culture. Children learn to understand the practical value of the material. Interdisciplinary communication. Observation method. Development of cognitive activity, Interest in the subject. Verbal method, Development of speech and memory. Enrichment of vocabulary. ICT Reproductive method. Promotes the development of a performing culture. Enrichment with an emotional-figurative reaction. Estimated method. The search for the correct answer allows you to master the material in many ways. Partial search method. The form of work is frontal. Motivation for independent work at home. Differentiation by the degree of complexity, by volume. Encyclopedia of Classical Music (Composers, Performers, Works, Instruments, Genres and Styles, Guided Tours, Animation, Chronology, Glossary and Quiz); Cyril and Methodius Encyclopedia; Internet resources. * RECOMMENDED STUDENTS

Slide 25

1. Aleev V.V., Kichak T.N. Music. 1-4 grades, a program for educational institutions M .: "Bustard", 2009.-90s. 2. Arsenina E.N. Music. Grades 1-7: thematic conversations, theatrical concerts, musical games library. - Volgograd: "Teacher", 2009.-205 p. 3. Bezborodova L.A., Aliev Yu.B. Methods of teaching music in educational institutions. - M .: Publishing Center "Academy", 2002.-416s. 4. Davydova MA Music lessons: 1-4 grades.- M .: VAKO, 2008.-288p .- (Teacher's workshop). 5. Zatyamina T.A. Modern music lesson: design methodology, scenarios, test control - M .: "Globus", 2008.- 170s. 6. Kurushina T.A. Music. 1-6 grades: creative development of students - Volgograd: "Teacher", 2009.-87s. 7. Kupriyanova LL Russian folklore: a guide for a music teacher of a general educational institution - M .: "Mnemosyne", 2003.- 48 p. 8. Clarin M.V. Innovation in global pedagogy: learning through research, play and discussion. - Riga, SPC "Experiment", 1995.- 176p. 9. Lerner I. Ya. Problem learning.- M., 1974. 10. Makhmutov M.I. Modern lesson.- M., 1985.-49p. 11. Obraztsova, T.N. Music games for children.- M .: "Bustard", 2006.- 160s. 12. Ryabchikova E.P. - N.Novgorod: Printing House Povolzhye LLC, 2009-194s. * BIBLIOGRAPHY

Music lesson summary for grade 3 1 quarter. The topic of the lesson "Russia is my Motherland" The purpose of the lesson is to introduce the concept of melody, to show the versatility of music, to introduce you to a textbook on music, to foster feelings of patriotism and love for your homeland and beauty native land... The Russian people have created a huge number of songs that our composers studied and knew well. Melody is a beautiful word in itself, soft, noble (from the Greek. Melody, melos, ie melody, song). Just as human speech consists of sounds conjugated in meaning, so a melody consists of sounds conjugated in meaning. Melodic thought forms melodiousness, musical coherence, completeness. "Melody is the soul of music." Children learn to listen, analyze the musical fragment of the 4th symphony by P. Tchaikovsky; develop vocal and choral skills, form singing skills (sound science, breathing, articulation.); develop creative thinking, independently solve creative problems, reason. Music lesson summary 3 grade 1 quarter The topic of the lesson "Russia is my Motherland" Homeland and beauty of the native land. The Russian people have created a huge number of songs that our composers studied and knew well. Melody is a beautiful word in itself, soft, noble (from the Greek. Melody, melos, ie melody, song). Just as human speech consists of sounds conjugated in meaning, so a melody consists of sounds conjugated in meaning. Melodic thought forms melodiousness, musical coherence, completeness. “Melody is the soul of music”. Children learn to listen, analyze the musical fragment of the 4th symphony by P. Tchaikovsky; develop vocal and choral skills, form singing skills (sound science, breathing, articulation.); develop creative thinking, independently solve creative problems, reason.

Pictures

Music lesson 3rd grade I quarter Lesson topic: "Russia is my Motherland"

The goals of the teacher's activity are to acquaint one with the concept of melody, to show the versatility of music, to acquaint one with a textbook on music, to foster feelings of patriotism and love for one's Motherland and the beauty of one's native land. Expected results - Subject: learn to listen, analyze a musical fragment of the 4th symphony by P. Tchaikovsky; develop vocal-choral skills, form singing skills (sound science, breathing, articulation.) Metasubject:  Cognitive: develop creative thinking, pay attention to the melodic lines, independently solve a creative problem, reason.  Communicative people master the dialogue form of communication. Regulatory ones organize their activities and accept goals and objectives. Personal: development of motives learning activities, evaluate the results of activities. Visibility and equipment: portrait of the composer P. Tchaikovsky, grade 3 textbook, reader, workbook, computer, projector, musical instrument. Lesson type: gaining new knowledge Lesson form: dialogue lesson 1. Organization of students in the lesson. Musical greeting. Lesson flow 2. Statement of the educational problem. What kind of music do you guys like to listen to? What is music for? (Children's answers) What can music tell about? What is the most important thing in music? (melody). Are we going to talk to you about melody today? Find out what a melody is? 3. Actualization of basic knowledge. Learning new material. You already know many songs with different melodies, simple and complex. Let's remember the simplest “There was a birch in the field.” What is this melody? (simple) So it is quickly remembered. And there are complex melodies, they need to be learned. ("The land in which you live"). When we like a piece, we can say that it has a beautiful melody. Because melody is the main means of expression. The melody combines the pitch of sounds, and their rhythm, and register, tempo.

List the means of musical expression. 4. Acquaintance with the concept of "song" You already know that the Russian people created a huge number of songs that our composers studied and knew well. Melody is a beautiful word in itself, soft, noble (from the Greek. Melody, melos, i.e. (melody, song). The word "melody" began to denote a sound line. If a line in space consists of different lines, then the line is graphic, it can be energetic, simple, complex. As human speech consists of sounds conjugated in meaning, so the melody consists of of sounds conjugated in meaning. Melodic thought forms melodiousness, musical coherence, completeness. "Melody is the soul of music." From the works, one can guess in which country the composer was born and raised, because they reflect folk music. ) read out the statement of P. Tchaikovsky (p. 6 kn. 3 grades) b) listen In the works of Russian composers there is such a feature: in them you can hear melodies reminiscent of folk songs. Russian composers are often singing. You can sing it. What kind of character do Russian songs have? (they list) But the most important thing that unites is the melodious motive. 6. The game "Guess the melody" (listen to and sing along to the melodies) "Kalinka", "Ah, you canopy", "Is it in the garden in the city", "The month is shining." 7.Hearing: Today you will hear a work by the well-known composer (portrait) P. Tchaikovsky Symphony IV Melody - the soul of music

Tchaikovsky P.I. (1840-1893) Symphony 4 Symphony is a large work in 4 movements. how did the melody sound? what feelings is this music filled with? what do you know about this composer? what is this musical idea connected with, to answer the questions (p. 7 in the textbook of grade 3). Conclusion: The main property of Russian music is melody, songfulness, it can be sung. The melody appears to the students as a person's love for life, for nature, for other people. The symphony is a large work in 4 movements.

8. Hearing: Anthem of Russia Anthem is a solemn song 9. Dynamic pause. Fizminutka 10. Execution: "My Russia" muses. G. Struve a) perform in character, remember words, melody. b) in what character does it sound? c) what image does the music convey? d) work on sound science, breathing, articulation. 11. Read poems about the Motherland Oh, you, our Russian freedom, The land has no meadows or fields! You are our wide expanse, You are the dear mother of the earth! I see a wonderful freedom, I see rivers and forests - This is Russian expanse, This is my Motherland! 12. Lesson summary. Reflection of educational activities.  What was the theme of our lesson?  What is the main property of Russian music?  What is a symphony?  what does Greek translation melody mean?  Who is the author of the 4th symphony?  What Russian song was used in the symphony?  What did you like the most in our lesson?  With what mood do you leave the lesson? 7. D \ W Anthem of Russia to learn

Musical journey to Italy

  1. Italy is a country that is the custodian of the greatest cultural and historical values ​​(a short artistic and historical excursion).
  2. Italy is the birthplace of opera, the birthplace of bel canto.
  3. Wonderful city of Venice.
  4. Musical dedication by M. Glinka - the romance "Venetian Night".
  5. Acquaintance with the genre of barcarole.

Musical material:

  1. M. Glinka, poems by I. Kozlov. Venetian Night (hearing);
  2. N. Paganini. Caprice No. 24 (in A minor);
  3. P. Tchaikovsky. "Italian Capriccio" (at the request of the teacher);
  4. "Santa Lucia". Italian folk song (singing).

Description of activities:

  1. To perceive professional and folk musical creativity on an emotional-figurative level different countries the world.
  2. Analyze the artistic and imaginative content, the musical language of works of world musical art.
  3. Embody the artistic and imaginative content of folk music in singing.

Today we will take a musical journey to beautiful Italy - a country of southern seas and mountains, sun-drenched valleys, gardens and vineyards.

Ancient Italy is rightfully considered the custodian of the greatest historical and artistic treasures.

In almost every city in the country, we can see magnificent palaces and temples, fountains and parks, museums and monuments.

The names of the geniuses of the world are associated with Italy artistic culture... Among them are Petrarch and Dante (literature), Leonardo da Vinci and Raphael ( art), Verdi and Paganini (music).

Many foreign composers strove to visit Italy - the homeland of opera, the homeland of beautiful singing - bel canto (bel canto in Italian means beautiful singing).

You are familiar with the work of the Russian composer, the founder of Russian classical music. MI Glinka created the foundations of the Russian musical language.

The composer Glinka was born near the city of Smolensk. There is a legend that at the time of the birth of the boy, a nightingale sang in the garden, and this seemed to determine life path child - to be his musician.

The music of M. Glinka is full of nationality, the musicologist V. Stasov explained where this trait came from in the composer's work: elements of a musical nation. Which, not existing in our cities, have survived only in the heart of Russia. " M. Glinka was the first Russian composer to compose operas, ballet music and symphonies that became classical, that is, exemplary. That is why M. Glinka is considered the first Russian composer.

But Mikhail Ivanovich Glinka studied music professionally in Italy, then in Russia there were no educational institutions for musicians. And Glinka studied so diligently and well that he soon overtook his teachers, and they themselves respectfully began to call him "maestro", which means "teacher." In memory of his stay in Italy, Glinka composed a wonderful romance called "Venetian Night".

Look at the picture - it shows the Italian city of Venice. This is a very unusual city, instead of the usual streets there are water canals along which long gondolas glide slowly and smoothly (a gondola is a Venetian boat). And in Venice it is customary for gondoliers (boat rowers) to sing songs. These songs are called "barcarole". The word "barcarole" is translated into Russian and means "boatman's song". The word "boat" in Italian is pronounced "barca".

The barcarole's melody is gentle, lyrical, the tempo is calm. The monotonous rhythmic pattern evokes a slight swaying sensation.

A gentle, dreamy romance by M. Glinka "The Venetian Night" was also written in the barcarole style. In the music of the romance, you will hear the play of waves, the sounds of water flowing from the oars.

And Venice is also famous for its carnivals, which last several days and nights in a row. It is about such a Venetian carnival that M. Glinka's romance will be discussed.

Listen to the beginning of this romance.

The night sorceress breathed
Light southern beauty
Quietly Brenta flowed,
Silver by the moon.
Surrounded by a wave of fire
Shine of transparent clouds
And fragrant steam rises
From the green shores

(Words by I. Kozlov)

Listen to the music of the romance, to its words.

Hearing: M. Glinka. Romance "Venetian Night".

  1. What is the character of the romance? (Graceful, refined, sophisticated, delicate.)
  2. In what genre did the composer write this romance?
  3. How is the word "Barcarole" translated?
  4. In what genres did Mikhail Glinka create music?
  5. What music of M. I. Glinka do you remember the most?
  6. What does the accompanying romance draw?

Today we will get acquainted with the work of the famous Italian composer, the author of works for violin by the name of Niccolo Paganini.

Paganini was famous as a virtuoso master of playing the violin and composed many different pieces for her. His works seemed so complex that only he himself could play them. The name of Paganini was covered with legends. People who happened to listen to his play did not believe such skill, they said that the devil himself was driving Paganini's bow. Paganini had many envious people, more than once before the concert they tried to harm him - they cut the strings of the violin. But the skill of this violinist was so great that he managed to perform his compositions even on one string.

Meet one of the most famous works N. Paganini, it is called "Caprice". Pay attention to the form of the music and its development.

Hearing: N. Paganini. Caprice.

  1. Try to sing the leitmotif "Caprice" by N. Paganini.
  2. Was the leitmotif repeated throughout the play? (Yes.)
  3. Has it changed in its design? (Yes.)
  4. What is the name of this musical form? (Variations.)
  5. Name the author of this work.
  6. Paganini was not only a great composer, but also a great performer. Which musical instrument he played?
  7. What is the name of a musician who plays a musical instrument brilliantly? (Virtuoso.)
  8. Do you have to be a virtuoso to perform the works of N. Paganini? (Yes.)
  9. In what country was N. Paganini born and lived? (In Italy.)

Remember!
Barcarole

Questions and tasks:

  1. What do you remember the most about your musical journey through Italy? Why?
  2. What is barcarole? What are its features?
  3. What pictures appear while listening to M. Glinka's romance "Venetian Night"?
  4. What do you think represents the rhythm in this romance?

Additional material

Pyotr Ilyich Tchaikovsky lived in Italy in 1879-1880.

The composer listened attentively to the Italian folk music sung by street singers. I especially remembered the many-day bright, colorful carnival (although it tired a lot with its noise, "madness"). Under his impression, Tchaikovsky decided to write a fantasy in folk themes for symphony orchestra- "Italian Capriccio". He wanted a cheerful, light play to excite the thirst for life, the desire to dance and have fun.

Hearing: P. Tchaikovsky. "Italian Capriccio".

This one-part play opens with the sounds of fanfare - a signal that Pyotr Ilyich heard every day in Rome from the military barracks located next to his hotel. The slow introduction is followed, replacing one another, by episodes, contrasting in mood: now sad, sad, then festively uplifted, light, then song, then dance.

The work consists of several dances, one after the other without interruption, each of which is based on a melody heard by the composer in Italy, starting with an imitation of a military brass band and the famous Neapolitan song - to the exciting tarantella in the finale.

The presentation used photos of sights of Italy, reproductions of paintings by artists Leonardo da Vinci, Raphael Santi, Rubens Santoro, Ivan Aivazovsky, William Turner, Emilio Fossati, etc.

Presentation

Included:
1. Presentation, ppsx;
2. Sounds of music:
Glinka. Venetian night
Paganini. Caprice for Violin No. 24
Tchaikovsky. Italian capriccio, mp3;
3. Accompanying article, docx.