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 "Dull time! Eyes charm!" 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 their work, the artist - colors, and the composer - sounds, but all of them, using their artistic means and techniques, tell about whom something 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 deliberately only mentioned at the end.

4. Task 1. When completing 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, for each strong beat, the child makes a loud clap, 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. Tell me when you hear noise sounds, and when you hear musical ones.

HOMEWORK
1. Come up with examples of music and noise sounds.
2. Learn by heart 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 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. Complete the task with your child.

© All rights reserved

, Extracurricular work , Speech therapy, Correctional pedagogy

What are the sounds?

Sounds Is all that we hear around us.
There are a lot of them and they are all different.
Even when it is very quiet, they are still present 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-verbal and musical.

Speech sounds - these 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 E to 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. (Give examples of non-verbal sounds (cuckoo cuckoo, wind blows, leaves rustle, clap hands, buzz like a bee, etc.)

The game "Recognize by voice"

Vanya, you are in the woods 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, etc. (examples to play on the button accordion).
In contrast to musical sounds, in noise it is impossible to determine
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)

The 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 a heart rate, there is a brain rhythm, there is a circadian 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 the melody and rhythm in music, it is important 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!"

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 a 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?
I drank some water in the cage.
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-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, which 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 pace)

Barely, barely, barely, barely,
the merry-go-rounds 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.

Musical art grade 1
Lesson notes

Lesson 3

What are musical sounds?

The purpose of the lesson: to acquaint students with the varieties of musical sounds, to give the concept of "rhythm". To develop singing skills, a sense of rhythm, the creativity of schoolchildren. Support the desire to participate in collective creativity.

Expected results: students distinguish between long and short, high and low, loud and quiet musical sounds; explain the difference between the rhythm and pulse of music; express their impressions of the works they listened to.

Equipment:

Lesson type: deepening the topic, assimilating new knowledge.

Lesson dominants:

Musical sounds: long and short, high and low, loud and quiet;

Rhythm. The rhythm and pulse of music.

1. Organizational stage

1.1. Entering the classroom with music.

1.2. Checking the presence of students:

listed quantity _____,

the number of those present at the lesson _____,

absent _____.

1.3. Checking the readiness of students for the lesson.

1.4. Checking the readiness of the classroom for the lesson.

2. Indicative lesson plan

2.1. Entrance to the classroom to the sound of M. Shutya's song "Merry Notes".

2.2. Musical greeting "Hello!"

2.3. Chanting. Sports "Bom-bim".

2.4. Rhythmic exercise "Echo rhythm".

2.5. Hearing of plays by E. Orina "Bird" (or "Bird" by V. Sokalsky) and M. Dremlyuga "Bear in the Forest" (or "Songs of the Bear" by L. Kolodub).

2.6. Learning "Songs about Exercising" (music by O. Yanushkevich).

2.7. Generalization of the lesson material.

2.8. Leaving the class to the sound of O. Yanushkevich's "Song of Exercise" (or at the discretion of the teacher).

BOM-BIM

Pospivka

3. Updating basic knowledge

3.1. Musical congratulation.

3.2. Chanting.

3.3. Repetition of the material from the previous lesson. What is the difference between music and noise sounds? Where can you hear them?

4. Motivation for learning activities

4.1. Lesson topic message.

4.2. Motivational conversation. Why do we study the features of musical art? Familiarity with the varieties of musical sounds will help you to better understand the language of music.

5. Stage of assimilation of new knowledge

5.1. Spivka.

5.2. Long and short sounds. Explanation of the term "rhythm". Find out the differences between the rhythm and pulse of music.

Advice to the teacher.

Using handouts from the game "Musical Lotto" (see electronic disk) on the topic "Pulse and Rhythm".

5.3. Game "Moon-rhythm".

Rhythmic exercises. Pupils repeat the rhythm after the teacher, clapping their hands.

Students suggest their own rhythm to the game.

5.4. Creative task "Conversation of a bird and a bear."

5.5. Hearing of the plays "Bird" by E. Orina and "Bear in the Forest" by M. Dremlyuga.

Determination of the features of music.

High and low sounds.

Using the method of "destruction of the image" ("Bear cub in the forest". What will the music be about a big, adult bear?).

5.6. Learning the 1st verse "Song of Exercise" (music by O. Yanushkevich).

Execution in motion.

Comparison of "Song of Charge" with a lullaby. Loud and quiet music sounds.

BEAR'S SONG

Music by L. Kolodub

BEAR

Music by V. Rebikov

6. Generalization and consolidation of knowledge

What did the students learn about music?

What are musical sounds?

Optionally - assignments in the "Music Art Workbook".

7. Lesson summary

Studying the peculiarities of music will help to become attentive listeners, to better understand its content.

8. Homework

Listen to music.

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 school, 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 a lot of them and they are all different.

Even when it is very quiet, they are still present 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.

(say your name, then sing it on one note, down the triad from G E to 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. (Give examples of non-verbal sounds (cuckoo cuckoo, wind blows, leaves rustle, clap hands, buzz like a bee, etc.)

Vanya, you are in the woods 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, etc. (examples to play on the button accordion).

In contrast to musical sounds, in noise it is impossible to determine

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 listen 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, timbre, mode, dynamics, tempo and time signature are important in music.

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 a 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?

I drank some water in the cage.

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 at which a piece of music is played. The pace is slow, moderate and fast.

To indicate tempo, Italian words are used, which 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 pace)

Barely, barely, barely, barely,

the carousels 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.