, Extracurricular work , Speech therapy, Correctional pedagogy

What are the sounds?

Sounds - this is all that we hear around us.
There are many of them and they are all different.
Even when it is very quiet, they are still around us, you just need to listen well. We can recognize familiar sounds by closing our eyes, or we can remember and imagine them without even hearing. This is due to the fact that we have auditory memory.

Sounds are speech, non-verbaland musical.

Speech sounds - these are the sounds of human speech, what we are talking about.
(say your name, then sing it on one note, down the triad from G to E, for example: Misha, Mi-shen-ka)

Non-verbal or noisy is the noise of rain outside the window, clapping, coughing, buzzing of a bumblebee, squeak of a mosquito, rustling of leaves and other sounds of nature, human labor. buzz like a bee, etc.)

The game "Recognize by voice"

Vanya, you are in the forest now.
We call you "ay"!
Close your eyes, don't be shy

Noise sounds are used in music to create sound effects.
In order to depict how a stream flows or thunder roars, noise instruments are used:
Ratchets, drums, cymbals, spoons.
The rustling of trees can represent maracas (give an example of playing these musical noise instruments)

Musical sounds

Musical sounds differ from noise sounds in that they can be played or sung.
They have a melody.
Musical sounds differ in timbre - the color of the sound.
Loudness
Duration
Height
The human voice is also a musical instrument
By height sounds are:
High and low
By loudness :
Loud and quiet
By duration:
Long and short
By timbre:
Sharp and soft, melodious and hoarse and others. (Examples to play on the button accordion).
Unlike musical sounds, noise cannot be determined
their height.

Music is unthinkable without melody.
Musical instruments are capable of conveying many different shades in music.

The human voice is a magical instrument

He can sing high and low sounds. Children have thin, high voices. Men are booming and low, while women are gentle and melodic. (examples of listening to a high female voice - soprano, a male low voice - bass)

Changing seasons is the rhythm of the planet

In any music, except for melody, rhythm is important. Everything in the world has a rhythm.
Our heart is the heart rate, there is the rhythm of the brain, there is a daily rhythm - morning, day, evening and night.
Rhythm in translation from Greek means "dimension" - it is a uniform alternation, repetition of short and long sounds.
Play examples of different rhythms (lullaby, march, waltz)
The smooth rhythm gives the music a lyricism.
Intermittent rhythm - creates a feeling of anxiety, excitement

Metronome - the source of rhythm in music

Music without rhythm is perceived as a set of sounds and not a melody.
Metronome - this is a device with which you can set a rhythm, and he will tap it off like a "loud clock".
It helps the musician to keep a certain rhythm for a long time.
If the musician does not fall into the rhythm, then the listener has a feeling of discomfort. (Listening to the metronome)

Means of Musical Expression in Music

In addition to melody and rhythm, it is important in music timbre, harmony, dynamics, pace and the size.
Timbre Is the color of the sound.
Every human voice has its own timbre of voice. Thanks to the timbre, we can distinguish the voice of a person or a musical instrument without seeing it, but only hearing.
Dynamics Is the power of the sound of music.
A piece of music can be played loudly "Forte", or softly "piano"

Children stand in a circle, choose the driver, he stands in a circle, everyone walks in a circle holding hands with the words:

Vanya, you are in the forest now,
We call you: Ay
Well, close your eyes, don't be shy,
Who called you, find out soon!

The teacher points to one of the child, he says "Vanya!", The one who is in the circle must, opening his eyes, recognize the child by the timbre of his voice, calling him by name.

Fret: major, minor

Pace: fast, slow

There are two contrasting modes in music - major and minor.
Major music is perceived by listeners as light, clear, joyful.
Minor - as sad and dreamy. Sing the Sun in a major triad, show the picture of the sun,
Sing a cloud - show a picture of rain or clouds.
Sing the song "Chizhik-fawn" (hand out cards according to the number of children where a cloud is drawn - meaning a minor, and a card with a sun that draws a major)

Chizhik-fawn, where have you been?
I lived in a cage all winter
Where did you soak your beak?
In the cage I drank some water.
Why have you lost weight?
I've been ill all winter
Why is the cell bad?
After all, bondage is so bitter.
Chizhik, do you want to come here?
Oh yes yes yes yes yes yes!
Come on, siskin, fly out!
Ay-yay-yay-yay-yay-yay!

Tempo is the speed at which a piece of music is played. The pace is slow, moderate and fast.
To indicate tempo, Italian words are used that are understandable to all musicians in the world.
Fast paced - allegro, presto; moderate pace - andante; slow adagio.

Play Carousel game (consolidation of the concept of tempo)

Barely, barely, barely, barely,
the carousel spun
and then, then, then.
Everybody run, run, run
Hush hush, don't rush
Stop the carousel.
One, two, one two.
So the game is over.

What are the sounds?

This development is proposed for conducting music lessons on the topic "elements of musical speech" both in a special school and in secondary, as well as for extracurricular activities. You can use the elements of this presentation to conduct game warm-ups in the classroom, like a physical education minute. The topic is very extensive, so it can be used in speech therapy classes on the correct pronunciation of syllables and sounds.

What are the sounds?

Sounds are all that we hear around us.

There are many of them and they are all different.

Even when it is very quiet, they are still around us, you just need to listen well. We can recognize familiar sounds by closing our eyes, or we can remember and imagine them without even hearing. This is due to the fact that we have auditory memory.

Sounds are speech, non-speech and musical.

Speech sounds are the sounds of human speech, what we are talking about.

(pronounce your name, then sing it on one note, down the triad from G to E, example: Misha, Mi-shen-ka)

Non-verbal or noisy is the noise of rain outside the window, clapping, coughing, buzzing of a bumblebee, squeak of a mosquito, rustling of leaves and other sounds of nature, human labor. buzz like a bee, etc.)

Vanya, you are in the forest now. We call you "ay"!

Close your eyes, don't be shy

Who called you, find out soon!

Noise sounds are used in music to create sound effects.

In order to depict how a stream flows or thunder roars, noise instruments are used:

Ratchets, drums, cymbals, spoons.

The rustling of trees can represent maracas (give an example of playing these musical noise instruments)

Musical sounds.

Musical sounds differ from noise sounds in that they can be played or sung.

They have a melody.

Musical sounds differ in timbre - color of sound.

Loudness

By height sounds are:

High and low

By loudness :

Loud and quiet

By duration:

Long and short

By timbre:

Sharp and soft, melodious and hoarse and others. (Examples to play on the button accordion).

Unlike musical sounds, noise cannot be determined

their height.

Music is unthinkable without melody.

Musical instruments are capable of conveying many different shades in music.

The human voice is a magic instrument.

He can sing high and low sounds. Children have thin, high voices. Men are booming and low, while women are gentle and melodic. (examples of listening to a high female soprano voice, a male low voice - bass)

The change of seasons is the rhythm of the planet.

In any music, except for melody, rhythm is important. Everything in the world has a rhythm.

Our heart is the heart rate, there is the rhythm of the brain, there is a daily rhythm - morning, day, evening and night.

Rhythm in translation from Greek means "dimension" - it is a uniform alternation, repetition of short and long sounds.

Play examples of different rhythms (lullaby, march, waltz)

The smooth rhythm gives the music a lyricism.

Intermittent rhythm - creates a feeling of anxiety, excitement

Metronome –and a source of rhythm in music.

Music without rhythm is perceived as a set of sounds and not a melody.

A metronome is a device with which you can set a rhythm, and it will tap it off like a “loud clock”.

It helps the musician to keep a certain rhythm for a long time.

If the musician does not fall into the rhythm, then the listener has a feeling of discomfort. (listening to the metronome)

Means of musical expression in music.

In addition to melody and rhythm in music, timbre, mode, dynamics, tempo and timing are important.

Timbre is the coloration of a sound.

Dynamics is the power of music sounding.

A piece of music can be played loudly "Forte", or softly "piano"

Conduct a game "Recognize by voice"

Children stand in a circle, choose the driver, he stands in a circle, everyone walks in a circle holding hands with the words

Vanya, you are in the forest now,

we call you Ay,

well, close your eyes, don't be shy,

who called you, find out soon!

the teacher points to one of the child, he says "Vanya!", the one who is in the circle must, opening his eyes, recognize the child by the timbre of the child's voice, calling him by name.

Lad, Major, Minor

The pace is fast. slowly

There are two contrasting modes in music - major and minor.

Major music is perceived by listeners as light, clear, joyful.

Minor - as sad and dreamy. Sing the Sun in a major triad, show the picture of the sun,

Sing a cloud - show a picture of rain or clouds.

Sing the song "Chizhik-fawn" (hand out cards according to the number of children where a cloud is drawn, meaning a minor, and a card with a sun that draws a major)

Chizhik - fawn, where have you been?

I lived in a cage all winter

Where did you soak your beak?

In the cage I drank some water.

Why have you lost weight?

I've been ill all winter

Why is the cell bad?

After all, bondage is so bitter.

Chizhik, do you want to come here?

Oh yes yes yes yes yes yes!

Come on fly out the siskin!

Ay yay yay yay yay yay!

Tempo is the speed of execution piece of music... The pace is slow, moderate and fast.

To indicate tempo, Italian words are used that are understandable to all musicians in the world.

Fast paced - allegro, presto; moderate pace - andante; slow adagio.

Play Carousel game (consolidation of the concept of tempo)

Barely, barely, barely, barely,

the carousel spun

and then, then, then.

Everybody run, run, run

Hush hush, don't rush

Stop the carousel.

One, two, one two.

So the game is over.

Municipal government (correctional) educational institution for students with disabilities - Gorkovskaya special (correctional) general education boarding school.

We will begin to study the sound in music from the simplest and most accessible - from the sounds that surround us. By its physical nature, sound is vibrations of an elastic body that form sound waves in the air. Having reached the ear, the air sound wave acts on the eardrum, from which vibrations are transmitted to the inner ear and further to the auditory nerve. This is how we hear sounds.

If everything is not clear yet, it doesn't matter. Because music lessons are not about that as we hear. Our task is to understand what we hear and distinguish from the whole variety of audible sounds in music.

All sounds can be divided into musical and noise. In musical sounds, the human ear can pick out a certain frequency that sounds louder than others. Noise sounds contain many different frequencies, of which we cannot distinguish a separate frequency by volume. The noise merges sounds of different frequencies with approximately the same or floating volume.

Listen to noise and music sounds:

• noise sounds

Some noise sounds are used in music. Of the three presented noise sounds, the first two are the sounds of musical instruments. First the big drum sounds, then the triangle.

The third noise sound is the so-called "white noise". It has a lot of components that change randomly. In the picture, the white noise would look like this:

We will not study noise sounds, but proceed immediately to musical sounds.

• musical sounds:

If we select the loudest component from the musical sound and draw it, we get something like this:

In real sound, the picture would be more complicated, but, nevertheless, the main thing is that the loudest sound with one (certain) frequency is present in the musical sound. Melodies can be composed of such sounds.

Music lessons. So, in musical sounds, you can select a certain frequency. What are we talking about? Imagine a taut string. Let's hit it with a hammer. The string will begin to vibrate:

The frequency with which the string vibrates determines the frequency of the audible sound.
The frequency is measured in hertz: one hertz (1 Hz) is equal to one oscillation per second. A person is able to hear sound in the range from 16 Hz to 20 thousand Hz (kHz) when transmitting vibrations through the air. With age, hearing deteriorates and the range of sound decreases. The upper limit of sounds heard by an adult is about 14 thousand Hz. In addition, a person hears an even narrower sound range most accurately and clearly: from about 16 to 4.200 Hz. In this range, and musical instruments.

Sound in music. Sound pitch.

Depending on the frequency of the sound, we distinguish between low and high sounds. Actually, any adjectives could be used here, for example, fat and skinny. However, the designation of sounds by pitch was not chosen by chance. It turns out to be so very convenient to draw musical sounds on paper. This is described on the page "musical notation".

The lower the frequency of the sound, the lower it seems. So, a sound with a frequency of 200 vibrations per second (200 Hz) seems low:

Higher frequency sounds appear high.
Sound with a frequency of 4000 vibrations per second (4000 Hz) seems to be high:

Pitch is one of the characteristics of sound in music. Each sound in music has its own pitch (frequency) and its own name. Sounds in music have been selected in terms of height empirically for centuries. Have different nations there are different systems of musical sounds and their names. We will consider only the European system, which is the most widespread in the world and is used in Russia. The scale of the European system will be discussed on the next page, but now let's move on to one more sound characteristic.

Sound in music. The duration of the sound.

Duration refers to the amount of time the sound lasts.

For example, sound at 440 Hz for 6 seconds:

The same sound for 2 seconds:

I hope the duration is clear. Let me clarify that in music, duration is not measured in seconds or minutes. Duration in music is measured in rhythmic units that can be expressed by counting, for example, one, two, three, four. This is described in detail on the page about tempo, meter and rhythm of music.

Sound in music. The amplitude of the sound.

Amplitude is the swing of a sound source (such as a string). The greater the range of fluctuations, the greater, they say, their amplitude. Its volume is directly dependent on the amplitude of the sound - the larger the amplitude, the higher the volume. Less amplitude means less volume. In addition to the amplitude, the volume is influenced by the distance for the sound source - the closer the sound source, the louder (with the same amplitude) it sounds. The sound volume is also influenced by the peculiarity of human hearing - so with the same amplitude and distance to the sound source, sounds in the middle register will be heard loudest.

Here are two examples, the same tone. Louder and quieter:

The sound volume is also influenced by such a factor as the mode of vibration. Vibrations can be damped (hitting a guitar string). In this case, along with the extinction of vibrations, the sound of the string will also fade. There can also be undamped vibrations - in this case, the vibrations are supported artificially, for example, by moving the bow along a string or singing. For sustained vibrations, the volume can be changed (reduced, increased or left unchanged) depending on the artistic goals and objectives.

Sound in music. Sound timbre.

All of the latter examples used sound from a sound generator with a frequency of 440 Hz. This frequency in the examples was not chosen by chance. 440 Hz is the frequency of the A note of the first octave. Octaves are described on the scale page, but here it is important to note the following - although the note A of real musical instruments has the same frequency as the one set for the generator, the note A and the generator sound differently. Moreover, the note A does not sound exactly the same for different musical instruments. That is why we can accurately tell which instrument sounds:

this is a sound generator:

and this is the piano:

this is the fiddle:

and this is a flute:

Why does the same note sound differently even though the pitch is the same? The fact is that when a real musical instrument sounds, additional oscillations are superimposed on the main frequency of the note. When a string sounds, for example, several vibrations are generated at once:

• the main tone (loudest) along the entire length of the string and
• overtones - a series of vibrations in half, third, quarter, and so on strings. The amplitude (loudness) of the overtone oscillations decreases with an increase in the degree of "division" of the string.

In addition, the sounds of vibrations of parts of the body of a musical instrument are added to the fundamental tone and overtones. All this gives the sound a special individual coloring, which is called the sound timbre. The timbre allows you to distinguish by ear between different musical instruments.

Timbre is inherent in the sounds not only of musical instruments, but also in the human voice. Therefore, we can easily distinguish the voices of different people.

The human ear picks up the loudest (fundamental) tone in a musical sound best. Partial tones (overtones) are not perceived as separate sounds, they give the main sound a certain flavor, merging with it. The overtones that make up a complex sound are called harmonics or harmonic components. The distribution of loudness between harmonics for different instruments is not always as linear as in theory. For example, in an oboe (wind musical instrument), the second harmonic is louder than the main tone, and the third is louder than the second, and only for subsequent harmonics the volume decreases.

On electronic musical instruments (synthesizers), by changing the ratio of harmonics in a complex sound, you can compose any volume of overtones and select them so as to imitate the sound of any musical instruments. If you select the first, third and fifth harmonics, the clarinet will sound 🙂

So, we examined the nature of sound in music and its characteristics: pitch, amplitude, duration and timbre.

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For learning to play wind musical instruments, we recommend the "Pistol" program, which can be obtained here.

1. Acquaintance with the student.

2. Talking to your child about meaning literature, music and painting in people's lives.

The teacher explains to the student how uninteresting it would be for him to live if he had never heard beautiful music, had not seen paintings by artists and had no books. Then the teacher reveals the expressive possibilities of the three types of art, what is common and what is the difference between them. It is suggested to do this as follows:

The teacher shows reproductions from the paintings of I. Levitan "Golden Autumn", I. Ostroukhov "Golden Autumn", reads A. Pushkin's poem "A sad time! and performs a fragment of "Autumn Song" by P. Tchaikovsky, After that, you should tell the child that the poet, the writer use the word in his work, the artist - colors, and the composer - sounds, but all of them, using their own artistic means and techniques, talk about someone or something.

3. Explanation of the concepts of "musical and noise sounds". In the poem given to this topic, noise sounds are explained, and musical sounds are intentionally only mentioned at the end.

4. Task 1. When performing the task, it is important to bring the child to an independent understanding of what a musical sound is.

Turn. Hearing of the play "Clowns" by D. Kabalevsky. The play is performed by the teacher. In the 1st and 3rd parts, the child makes a loud clap for each strong beat, and in the 2nd part, he notes the strong beats with soft claps. You can use children's musical instruments (metallophone, maracas, rumba, rattle, etc.).

It's a sad time! Charm of the eyes!
Your farewell beauty is pleasant to me -
I love the lush wilting of nature,
Crimson and gold clad forests,
There is noise and fresh breath in their canopy,
And the heavens are covered with a wavy mist,
And a rare sunbeam, and the first frosts,
And distant gray winters are threats.
A. Pushkin

Musical and noise sounds

All children in the world know
Sounds are different.
Crane farewell scream
Aircraft loud roar.

The hum of a car in the yard
The barking of the dog in the kennel
The clatter of wheels and the noise of the machine
The quiet rustle of the breeze.

These are sounds - noise.
Only there are others:
No rustling, no knocking -
There are musical sounds.

Exercise 1
Consider the pictures. Name when noise sounds are heard and when musical sounds.

HOMEWORK
1. Come up with examples of music and noise sounds.
2. Memorize any poem about autumn, or A. Pushkin's poem "Dull time! The eyes are charming!", Be able to read it expressively and draw a picture for it.
3. Bring the playing cards to the next lesson, make them with your parents.

Assignment for parents
Cut out the animal cards (see Lesson 2). Stick them onto cardboard or heavy paper. Cut along the contour lines. Perform the task with your child.

© All rights reserved

Natalia Chabanova
Abstract of a musical lesson "Sounds are different"

Music lesson summary

goal: the formation of the idea of \u200b\u200bpreschoolers about those around us sounds.

Tasks: 1) Teach children to distinguish between noise and musical sounds, to promote the assimilation of these concepts, using game techniques.

2) Develop natural musicality of children, create prerequisites for the formation of creative thinking.

3) educate musical culture, benevolence and mutual respect.

Methodological support lessons:

Piano;

Noise recordings sounds;

Recording fragments of sound musical instruments;

Game cards "Differentiate the sounds»

Plan lessons

I. Organizational stage

- musical vocalized greeting music director: "Hello guys!" and the answer pupils: "Hello!"

Post subject, purpose lessons.

Guys! Today we will get to know various the soundsthat surround us. Do you know what is « sound» ?

(Children's answers)

« Sound» is what we hear.

II. The main stage

Sound is vibration, which affects any object, living organism, including the human.

In physics such experience: sand is poured on a sheet of iron and affected different sounds - the sand starts to take different forms, for everyone sound - their... Why? Yes, because everyone sound has its ownfeatures inherent only to him, by them we can distinguish one sound from another and, if necessary, learn from the set sounds thatthat we need.

Let's now listen to what sounds surround us... To do this, close our eyes and sit for a while in silence.

Have you heard any the soundscoming from the next room, from the street? What exactly did you hear?

(Children's answers)

Now I will read you a poem by E. Koroleva about different sounds... After listening carefully, you will tell me which groups you can divide all the sounds.

All children in the world know

Sounds are different.

Crane farewell scream

Airplane loud murmur,

The hum of a car in the yard

The barking of the dog in the kennel

The clatter of wheels and the noise of the machine

Light rustle of the breeze.

it noise sounds.

Only there are others:

No rustling, no knocking -

Musical there are sounds.

What groups can all be divided into the sounds?

(Answers of children. "Noise" and « Musical» )

Give examples "Noise" sounds.

Examples of « Musical» sounds.

A game "Differentiate the sounds»

Children are given 2 cards with a picture of a treble clef and a picture of cubes.

Now different the sounds... If you hear musical sound, then raise the card with the image of the treble clef, and if you hear a noise sound - pick up the card with the picture of cubes.

III. Work on the song repertoire

Chanting

"Snow fell asleep all the way"

Hearing a song "Sleigh"

Music and lyrics B... Shestakova.

Learning verse 1, chorus

Execution (group, individual)

IV. A game "Collect snowflakes"

1. What's new about those around us sounds we learned today?

2. Play "Noise" sound.

3. Play « musical» sound.

4.What new song did we meet today?

Well done boys! Our the lesson is over... On the next occupations we will continue to get to know those around us the sounds and we will dwell on « musical» sounds.

Literature

1. Maslennikova, T. P. In the world sounds [Text]: / T.P. Maslennikova // Musical director... - 2011. - No. 8. - S. 19-20

2. Matvienko, E. Yu. Chants-calendars [Notes]: / E. Yu. Matvienko // Musical director... -2011. - No. 2. - P. 9

3. Mikhailova, M. A. Development musical children's abilities [Text]: a popular guide for parents and teachers / M. A. Mikhailova. Yaroslavl: Academy of Development, 1997 .-- 240 p.

4. Shestakova, V. Sanochki [Sheet music]: / V. Shestakova // Musical director... - 2010. - No. 8. - P. 52