Methodology for preparing and conducting musical games in the senior group of kindergarten

The beneficial effect of music on the all-round harmonious development of children is the basis for the mandatory inclusion of music classes in the educational process of preschool educational institutions (preschool educational institutions). Comprehension of the aesthetics of the art of sounds most productively occurs in the form of a game, which has been defined as a musical game, which can be carried out in classes of any educational orientation. Let us dwell on the methodology for conducting musical games in the older group (children 5–6 years old).

• 2 Classification of musical games for children 5–6 years old
  2.1 Table: types of musical games for pupils of the senior group

Goals and objectives of conducting musical games in the senior group of kindergarten

According to the Federal State Educational Standard (FSES), the mission of conducting musical games in the senior group is:

• creating favorable conditions for memorizing educational material (in games with musical accompaniment, children more easily perceive material, the content of which becomes more complex in the older group);
• development of speech, logical thinking, memory, attention;
• stimulation of motor activity;
• education of aesthetic taste.

Music lessons develop aesthetic taste in preschoolers and foster a sense of camaraderie

The objectives of conducting musical games in preschool educational institutions are:

• practicing singing and rhythm skills (unlike middle group students, children 5–6 years old have already formed speech, that is, they are better at vocal parts, in addition, children have a basic understanding of rhythm, so they can reproduce more complex rhythmic drawings);
• supplementing existing knowledge about musical instruments (in the senior group, children learn the basics of classifying instruments into stringed and folk instruments);
• development of reaction speed (due to an increase in the number of active musical games, including as a physical education break in classes), imagination, imagery of perception of the world;
• creating an emotionally positive atmosphere in the group (for example, children who are not particularly sociable become more relaxed in musical games);
• improving the health of the baby’s body (vocal exercises in games strengthen the respiratory and cardiovascular systems, improve the articulation of sounds, and dance elements help relieve muscle tension).

This is interesting. Musical games can be carried out both as an element of a musical lesson, and in free time.

Games and music help children relax

Didactic games for children during music lessons

Musical games to develop a sense of rhythm in children of the preparatory department and the first year of art school
Author: Vera Olegovna Sedova, piano teacher, accompanist of the MDUDO Children's School of Children's Art School, branch in the city of Dmitrov, Moscow region Description. I offer game material for developing a sense of rhythm in children of the preparatory department and the first year of art school. This material can be used by teachers and music directors of preschool institutions, teachers of general education and music schools, parents and children themselves from five to seven years old. Goal: developing a sense of rhythm through musical creativity. Objectives: 1) teach children to listen and hear the rhythm of music, distinguishing between long and short sounds; 2) develop the child’s curiosity, ingenuity, thinking, memory, attention, imagination; 3) cultivate interest in creativity through children writing original assignments. The game is an integral part of the educational process. It helps to understand and consolidate knowledge about the material received, arouses interest, develops imagination in children and adults, turning students and teachers into co-authors of a single creative process. I offer games that I often use in the educational process at the first stage of education (preparatory and 1st grades of a children's art school), and I use them at concerts for parents so that they can see the growth of their child and can help him if he has difficulty completing his homework. I. Game “Repeat the rhythmic pattern” 1 version of the game Purpose: development of a sense of rhythm, hearing, memory, imagination, speech; give a simple idea of ​​the length of sounds (long, short). Description. The teacher taps the rhythmic pattern of the melody with his hands or a pencil on the table, and the child repeats. Then the child comes up with a rhythm, the teacher repeats, and the student checks whether the task is completed correctly. Example.
The teacher recites the poem: Ta, ta, two cats... The child beats out the rhythm of the poem with his palms (or a finger on a key, a pencil on the table, a hand on the instrument cover, a hand on a tambourine, a stick on the key of a metallophone):

Questions for task
1. How many sounds do you hear? 2. Where are the short sounds: in the middle, at the beginning or at the end? 3. Where are the long sounds: in the middle, at the beginning or at the end? 4. How many long and short sounds did you hear? 5. Choose the correct scheme from those proposed:

2 version of the game
Purpose: development of a sense of rhythm, hearing, memory, imagination, speech; give a simple idea of ​​the length of sounds (long, short). Description. The teacher suggests tapping the rhythm according to the table:

Questions for the task
1. Tap the rhythm on your hands and say the text.
Distinguish between long and short sounds in your voice: draw out long ones, pronounce short ones quickly. 2. Draw a diagram of notes for any verse (child or teacher’s choice). Example.
Ding, dong, ding, dong, There's an elephant walking around the zoo. The child a) recites the verse and beats out the rhythm with his hands; b) determines by ear the number of long and short sounds; c) determines their location (at the beginning, in the middle, at the end); d) writes down the outline of the verse in notes - circles.

3rd version of the game
Purpose: development of a sense of rhythm, hearing, memory, imagination, speech; give a simple idea of ​​the length of sounds (long, short), types of sounds (noise and musical). Description. In this task, notes are written in black and white circles, as an option for first grade children. The task contains a riddle. In this task, you can repeat the questions from the second version of the game, or you can experiment with noise and musical sounds: the child knocks the rhythm in an invented way (For example, he beats long sounds with his foot, short sounds with his hands, the teacher guesses whether these are noise or musical sounds, repeats after the child task, the child checks the completion of the task, then the teacher suggests the task.)

4 version of the game Musical game “Colored Keys” Purpose: developing a sense of rhythm, hearing, memory, imagination, speech, obtaining a simple idea of ​​the length of sounds. Opsaniye. For this game, your child will need a color keyboard,

based on which he will be able to play independently,

and also come up with your own unforgettable melodies with original poems, in the composition of which a teacher, parents, and older comrades can help. You can process the material created by your child in the Adode Photoshop program, create a personal instrumental album in paper or electronic form, and also prepare a presentation of this album with pictures and sounding melodies, record works performed by a young author on a disc, which is a nice gift to give to your mother, grandmother, friends. II. Game "Let's go!" Goal: development of a sense of rhythm, hearing, memory, imagination, speech, consolidation of knowledge about the duration of notes. Description. Game "Let's go!" - to consolidate the material when studying note durations. Children enjoy “riding” on trains. You can make carriages from colored cardboard, use different sizes in the game (2/4, 3\4, 4/4/, 3/8, 6/8, 9/8), smaller durations (sixteenth, thirty-second), give it to your child try to fill the trailers yourself with durations in accordance with the proposed size.

III. Game “Songs on Stairs” Purpose: to develop a sense of rhythm, hearing, memory, imagination, speech. Description. The game “Songs on Ladders” is another version of a rhythmic exercise with changing the pitch of sounds. Here the child learns to navigate the keyboard by changing the pitch of sounds in accordance with the picture. There are many options with a diagram. Example:
a) you can ask the child to look at the diagram in red and determine the direction of the melody (first up, then down); b) determine how many short sounds and long ones (two short, 3 long), where they go: up or down (3 sounds up, then two down); c) play a melody on the instrument from sound to (options: from D, from F, from B); d) clap the rhythm of the melody and choose words for it (I'm going for a walk); e) come up with your own ladder, draw it in an album, and compose words.

I use the games proposed in the development during the pre-notation period of teaching musical notation, which takes from a month to three, depending on the age and abilities of the child, his interest and activity. Games help to captivate the child in learning, and give the teacher room to develop his own imagination and the opportunity to use the reserves of his creative talent, implementing the slogan “Teach while playing!”

We recommend watching:

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Classification of musical games for children 5–6 years old

There are several approaches to the classification of musical games depending on the basic principle underlying their division into types.

Table: types of musical games for students in the senior group

Didactic games on music themes are carried out not only by the music worker in class, but also by the teacher, for example, to organize independent activities for children

Game “Find out what instrument sounds” (for children 4-6 years old)

Program content. Teach children to distinguish the timbre of musical instruments.

Musical and didactic material. Square, tambourine, metallophone.

Game aids. Cards with the image of a square, a tambourine, a metallophone according to the number of children playing.

I type. Children sit at tables in pairs. In front of each pair - the oldest and youngest child - is a set of cards. The teacher sits in front of the children. The tools are blocked by a small screen. The coal sounds - you need to pick up a card with its image, a tambourine - with the image of a tambourine, a metallophone - with an image of a metallophone. The teacher marks the children who made fewer mistakes than others and, at their request, performs the piece for listening.

II VIEW. Children line up in 3 columns. The guys in the first column run around the room to the sound of the square, the second to the sound of the tambourine, and the third to the sound of the metallophone. The teacher varies the order in which the instruments are played. At the end of the game there is a competition to see who can line up in a column the fastest. The older children help the younger ones run in the right direction and line up.

III type. Children line up in 3 circles. Each circle is formed by children of the same age. The guys in the first circle move at a light jog to the sound of a square and freeze in place to the sound of other instruments, the guys in the second circle move to the sound of a tambourine, the third - to the sound of a glockenspiel. The order in which the instruments are played varies. At the end of the game, the winning circle is celebrated, and at the request of the children of this circle, a round dance game or dance is performed.

Game “Sea and Stream” (Llya Leten for a small group)

Software content. Teach children to distinguish between long and short sounds.

Musical and didactic material. Tambourine.

I type. Children sit on chairs arranged in two semicircles (one after the other). Ahead are the younger children. When long sounds are heard, the younger ones smoothly raise and lower their arms up and down. When short sounds are heard, older children wave their hands. Long and short sounds alternate repeatedly in random order. At the end of the game, the most attentive children are celebrated and encouraged to fulfill their wishes. Naturally, all children participate in “reward” activities, not just the winners.

II type. Children are divided into two teams: “Sea” and “Stream”. The composition of the teams is mixed by age. When long sounds are heard, the children of the "Sea" group move around the room, performing smooth movements with their hands back and forth. When short sounds are heard, the children of the “Rucheek” team move at a light jog. Long and short sounds alternate several times in random order. At the end of the game, the children of the “Rucheek” team run away (while the older ones help the younger ones). The children of the “Sea” team are trying to catch them.

Ill view. Children stand in dehu circles or form a circle and a column. In the “Sea” circle are the younger ones, in the “Stream” circle are the older ones. When long sounds are heard, the children of the “Sea” team raise and lower their clasped hands (waves move across the sea). When short sounds are heard, the children of the “Stream” team, holding hands, run (a stream flows). Short and long sounds alternate repeatedly. At the end of the game, the teacher evaluates the speed and accuracy of the children’s reactions. At the request of the winners, a song is performed with all children.

Musical and didactic exercise

"Attentive little animals"

Program content. Teach children to distinguish the timbre of musical instruments.

Game aids Plane images of hares, bears, foxes, one set for each child in the group.

Musical and didactic material. Tambourine, maracas, rumba rattle.

Description of the exercise. Children sit at tables arranged in rows or in a semicircle. In front of each child there is a set of flat animal figures. The teacher says: “Children, now your animals will go for a walk in the forest, but not all at once, but one by one. To do this, you need to listen carefully to what instrument is sounding. If there is a tambourine, the bears will go for a walk, maracas, the foxes will go for a walk, and if a rumba rattle sounds, then the bunnies will go for a walk.” The teacher plays the indicated instruments several times. In accordance with the task, children select from their set either a bear, a dog, or a hare and imitate their movements with the help of figures.

Musical and didactic exercise “Butterflies*

Program content. Teach children to distinguish and convey the tempo of musical sound in their movements.

Game aids. Emblem headbands with butterfly tendrils according to the number of players.

Musical and didactic material. Glockenspiel.

Description of the exercise. The teacher invites the “butterflies” to learn how to fly easily across the clearing and spin in place, flapping their wings. He says that the sounds on the metallophone will sound either fast or slow. “Butterflies” need to fly to fast music, and to spin around to slow music (shows how to do this). The exercise is performed several times with a sequential change in the tempo of the sound. Then the teacher says; that he would always ask musical riddles to the butterflies: sometimes he would play quickly several times, then several times slowly, then once quickly, and then many times slowly. And the “butterflies” will have to solve musical riddles. But this can be done if you listen to the music carefully. The exercise is carried out several more times with an arbitrary change in the tempo of the sound.

Game exercise “Drum and rattle”

Contain software. Teach children to distinguish the timbre of musical instruments.

Game aids. Drums and rattles according to the number of children participating.

Musical and didactic material. Piano: plays “Drum”, “Rattle” music by F. Gershova.

Description of the exercise. Children sit in a semicircle. The younger ones have rattles in their hands, and the older ones have drums! The teacher performs the play “Drum” on the piano and invites older preschoolers to play the drum. Young children, after listening to the play “The Rattle,” are asked to accompany the repeated performance of the play with the ringing of a rattle. Then the teacher offers to guess musical riddles: “Whose music will sound, that instrument will play.”

Section I. FORMS OF CHILDREN'S MUSICAL ACTIVITY

Chapter JJ MUSIC CLASSES

VALUE, OBJECTIVES

MUSICAL CLASSES AND REQUIREMENTS FOR THEIR CONDUCT

The main form of musical education and training of a child in a preschool institution is music classes. In the process of classes, children acquire knowledge, skills, and abilities in listening to music, singing, musical-rhythmic movements, and playing musical instruments. Musical classes are an artistic and pedagogical process that contributes to the development of a child’s musicality, the formation of his personality and the mastery of reality through musical images. Thanks to targeted training, the knowledge acquired by children is systematized and deepened, their general and musical horizons expand, and their creative abilities are formed. Musical classes play an important role in the development of endurance, will, attention, memory, and in nurturing collectivism, which contributes to preparation for school. They carry out the systematic education of each child, taking into account his individual characteristics. The content of classes is focused on tasks that meet the general goal of musical education: teaching children skills in the field of musical activity and implementing this process in unity with education. They are carried out in accordance with the requirements of the “Musical Education” section of the program.

The content of music classes is: singing songs, vocal and instrumental music for listening, musical and rhythmic movements in the form of exercises, games, and dancing. The use of these types of activities in each lesson should correspond to the nature of attention and concentration of preschoolers.

The content of the repertoire musical material reflects the events of the past and present of our country, natural phenomena and objects close to children’s environment. By introducing children to works of various emotional and figurative content, teachers encourage them to empathize, thereby forming the moral and ethical qualities of the individual, laying the initial foundations of culture.

The content of the classes includes new and repeated material. A new song can be a song, a game or a dance, a work for servants and analysis, an exercise-composition. Repeated material means learning them and improving them through various vocal and motor exercises. Classes are also conducted that are entirely based on repeated material, where it is advisable to introduce variants of familiar games and dances, and creative tasks. It is known that the more often the process of perceiving one or another musical material is repeated, the easier and better is the acquisition of musical skills. However, mechanical repetition of what has been learned is unacceptable. Not only does it not help learning, but on the contrary, it worsens the quality of performance and perpetuates mistakes if they have occurred. In the learning process, guided by the principles of didactics, teachers must gradually complicate tasks, take a creative approach to introducing this or that repertoire, and pay attention to their emotional intensity.

The central figure in the complex pedagogical process carried out in the classroom is the music director. The teacher is his active assistant. Since each type of musical activity has its own characteristics, the music director needs to have a large arsenal of means of psychological and pedagogical influence on children, modified depending on the level of their age development, the specifics of the activity being performed and the program objectives of a particular lesson. Overall, sticking to the program; the music director has the right to select material at his own discretion, combine types of activities, and teaching methods.

MUSIC CLASSES

Music pedagogy defines three main types of musical activities that ensure the optimal development of each preschooler.

Frontal exercises. Filled with various types of musical activities, carried out with all children of the group.

In small subgroups, where the learning of material continues, the assimilation of which requires great effort from certain children and the expenditure of additional time. During these classes we learn surprise numbers for holidays and entertainment.

Individual lessons where the skills of more gifted children and their performing skills are improved; Surprise moments are being prepared, songs, dances, and playing roles are also being learned with shy, inactive children or those who, for one reason or another, have not attended kindergarten for a long time. Here the level of musical abilities and the degree of mastery of skills are checked.

Depending on the content and structure, these classes are divided into pathetic, thematic, listening to music, developing creativity, learning to play instruments, complex, with the dominance of one type of activity.

The most common is the standard lesson. It consists of three parts. The first part carries out the tasks of activating attention, focusing it on the sound of music, bringing organization to work, and creating a working mood. This part of the lesson begins with children walking, which must be consistent with the character, form and means of expressiveness of the musical work. Usually, vigorous marches are used to carry it out. As the lesson progresses, tasks are given to improve basic movements: walking, running, jumping, jumping and various changes. (Under no circumstances should children be introduced to the sound of a march from behind the door, because in this case many children do not begin to move simultaneously with the sound of music.) Since the basis of the life of the body is movement, the first part of the lesson involves teaching musical-rhythmic and motor skills in the process of any one type of exercise: figurative, preparatory, compositional.

In the second part of the lesson, the teacher moves on to singing or listening (depending on the intensity of the movements of the first part), taking into account the stages of learning the piece. In younger groups, children sing two or three songs, before performing which musical and didactic exercises are conducted to distinguish pitch, timbre, strength, and duration of sounds. In the middle and senior groups there are three songs, before which ear development exercises are carried out in the form of singing specially selected songs, performed in subgroups or individually. To listen to music, children are offered a special repertoire, specified in the program or additional. It could also be musical

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material for songs, games, dances, which will be learned in the future with children. Typically, children listen to and analyze one piece, but they can, for comparison by similarity or contrast, perform two already familiar pieces. After singing or listening, when the level of attention drops, the children are given a well-learned game or dance (in younger groups it is possible to combine them.) Musical and rhythmic skills are improved, and work is done on the expressiveness of performance. By repeating a game or dance many times, children begin to perform it at ease, to come up with variants of figurative movements in games, figures in dances.

After playing or dancing (without a break), the third part of the lesson begins, one of the tasks of which is to bring the excited body to a normal state and reduce physical activity. The music director plays a march of a calm nature, the children walk, gradually lining up in a column, stopping when the sound of the march ends. The lesson is being assessed. The older children are asked, and the younger ones are told what they did and how, in order to consolidate the knowledge they have acquired. After this, the teacher makes the necessary comments about the children’s participation in the lesson and their behavior (if necessary).

The methodology for conducting standard classes has been developed quite comprehensively, however, to increase the effectiveness of teaching, the teacher must be creative in their construction. Depending on the complexity of the repertoire, the degree of its assimilation, the characteristics of the children’s behavior, the music director can, for example, exclude listening to music or rhythmic exercises, dancing, playing, focus on more in-depth learning of only one song, etc.

A thematic activity evokes a deeper emotional response in children due to the unification of its content by one topic. In such classes, integrity and interconnection of all types of children's musical activities are achieved. The topics of the lessons can be very diverse: from gaming (“Our train”, “Favorite toys”, “A trip to visit grandma”) to educational (“Musical genres”, “What music tells us about”, “Dances of different nations” ”, “What and how music depicts”, etc.). The beginning, progress, and end of thematic lessons are free from any settings. They depend on the program requirements put forward by the teacher, the developmental characteristics of children in this group, the musical material used, and the logic of the development of the topic.

Jam while listening to music. It is usually carried out with children who already have experience in musical activity and have a certain stock of musical terminology, i.e. in the middle and older age groups. But even here it is shortened in time, since it does not include any activity, and the children’s attention is dulled. A lesson on listening to music usually lasts 10 (in the middle group) and 20-25 (in the older groups) minutes, it can also be carried out in the evening. But this is not entertainment, not a concert, because there are elements of education here: after listening to each piece in a recording or performed by a teacher with children, it is analyzed. The nature and means of expression of the work, its genre and form are noted. In such classes, it is advisable to listen to works performed by an orchestra, various musical instruments, singers, and compare vocal and instrumental works, program and non-program. To facilitate the perception of works as a whole, the lesson includes the figurative and poetic word of the teacher, the singing of the children themselves, illustrative material - pictures, details of folk costumes, figurative toys, objects of applied art, etc. Children come to the lesson as usual (without marching). ), listen to 4-5 works (of which 1-2 are unfamiliar), analyze them and calmly leave so as not to disturb the march of impressions from what they heard with the sound.

Classes for the development of creativity are also conducted in older preschool age, when children already have a certain amount of knowledge, skills and abilities in the field of singing, musical-rhythmic movements, playing instruments, when they have sufficiently developed self-criticism, self-control, and value judgments. , musical taste. In younger groups, creative tasks are included in one activity or another in standard, thematic, and comprehensive classes. Practice has established that the content of creative activities can include three elements from the following: composing short melodies or small songs based on a given text: performing figurative exercises; composing an improvisation dance; composing dance, march or lullaby melodies on a metallophone; conducting story games and inventing their variants; plot and non-plot sketches; dramatization of unfamiliar songs performed by a teacher. Of course, the components of the lesson should not be of the same type and deeply affect the emotional sphere of the child. Therefore, the teacher himself should be an “actor” and “director” in the classroom, use playful techniques to influence children, organize their active search mental activity, support initiative and independence, treat all creative, even the most elementary manifestations of children with goodwill and attention. It is necessary to arouse in the child a desire to be not only a performer, but also the author of certain game situations, dances, melodies, that is, to develop the performing and productive sides of creativity in preschoolers.

Learning to play instruments is first carried out by education. telecom in individual lessons. As children progress in this area, the music director organizes classes in subgroups and frontal classes on learning to play in an ensemble and orchestra. They usually consist of three parts: an introduction to a new work, a demonstration of how to produce a melody and its rhythmic accompaniment with percussion instruments; improving the performance of familiar works; selecting melodies by ear or composing them.

Complex classes. They feature music, visual arts and literature equally. Such classes are usually held infrequently and serve as an indicator of the level of aesthetic development of children in this group. They require coordinated preliminary work by the music director and teachers. Complex classes, as a rule, do not pursue the objectives of teaching anything new, but include material that consolidates children’s skills in the field of artistic activity, expanding their knowledge about various types, genres, and means of expressiveness of works of art. For example, children are shown reproductions of paintings with autumn landscapes, those who wish to are invited to read poems about autumn, then they perform a fragment of a play by P.I. Tchaikovsky's "October", they talk about the nature of the music, its mood and ask them to depict their impressions in drawings.

Classes with dominance of one type of activity. They are usually carried out when the music director considers it necessary to devote more time to developing the skills of a particular musical activity. The exception is singing, since it is known that the singing voice is formed in children only at the age of 9-12 years and until this period, to protect it, they should be kept from prolonged singing. It is recommended to perform 2-3 songs in one lesson, and 4-5 at leisure evenings and holidays. Such classes allow you to catch up on lost time in learning skills, contribute to a more in-depth study of material in the sections of musical-rhythmic movements, playing instruments, and musical-didactic games. For example, children perform a preparatory exercise for a non-story game, then a composition exercise, listen to some vocal work, learn a song, and then conduct a story game: In this case, musical-rhythmic activity dominates the lesson.

How to make a card index of musical games for the older group

When compiling a card index of games, the teacher is guided by the themes of individual segments of the educational process, and also proceeds from current tasks for students in a particular group. At the same time, the teacher strives to include different types of games in the card index.

In the senior group, the emphasis is on:

• development of creative abilities, therefore creative musical games are actively used;
• improving physical development, therefore moving ones are included;
• patriotic education, therefore, in the context of instilling respect for the traditions of their people, children are introduced to round dance games.

From my own experience, I was convinced that it is convenient to systematize a card index of musical games under the general theme of the educational process. For example, under the themes “Autumn”, “Winter. New Year", "Mother's Day", etc.

Table: card index of musical games on the theme “Winter” for the older group (fragment)

Musical games in kindergarten can be an element of matinees

Table: card index of musical and didactic games in the senior group (fragment)

Table: card index of musical outdoor games in the senior group (fragment)

Table: card index of musical round dance games in the senior group (fragment)

This is interesting. These games are accompanied by folk tunes, which have variations in performance depending on the region. You can learn more about them from our article - Round dance games in kindergarten.

Round dance games are often held during holidays and entertainment in preschool educational institutions.

Musical and didactic games in the development of musical creativity in preschool children.

Autonomous non-profit educational organization of preschool education Child Development Center "Malysh"

MUSICAL AND DIDACTICAL GAMES IN THE DEVELOPMENT OF MUSICAL CREATIVITY OF PRESCHOOL CHILDREN.

Author-compiler: Varzina M.Yu.

Childhood is a special world that remains in a person’s soul for the rest of his life if happiness and the joy of being oneself reign in it. The world of fantasy and fiction in children is associated with play. Throughout historical times, children of different nations have played and continue to play, imitating adults, realizing their desires and creative needs.

The game, according to psychologist G.S. Teplova, is the emotional spontaneity of motives, striving for a goal, evaluating the results of activities, and learning new things. The child’s personality is born in it. Interest in the process of action, the “conventionality” of actions, situations, and “language” introduce children to the world around them. Making this entry desirable, entertaining, and meaningful is the task of adults.

The most useful games for a preschool child are those that are aimed at developing cognitive abilities, attention, memory, thinking, and creative imagination. The level of curiosity, mental and active activity of preschoolers is manifested in the game.

The main purpose of musical and didactic games is to develop children’s musical abilities in an accessible playful way. Musical and didactic games enrich children with new impressions, develop initiative, independence, the ability to think creatively, help children understand the relationship of sounds in height, develop singing skills, a sense of rhythm, timbre and dynamic hearing.

The use of musical and didactic games in the lesson makes it possible to conduct it in the most meaningful way. In the game, children quickly assimilate the requirements of the program for the development of singing skills, perception of music and musical-rhythmic movements.

Musical and didactic games should be simple and accessible, colorfully designed, interesting and attractive; such games make children want to play, sing, listen to music, and dance. Musical and didactic games that develop the perception of music, with the help of classical and folk musical works, arouse the child’s interest in music and form an emotionally positive attitude towards it. Developed auditory perception has a positive effect on the formation of prerequisites for engaging in various types of musical activities, which is why the help of musical and didactic games is necessary.

Musical and didactic games stimulate singing activity and contribute to the development of sound interaction between an adult and a child. The singing of an adult has a beneficial effect on the child’s melodic ear, and the alternation of singing and music in audio recordings gives games a special emotional richness, allows you to concentrate the child’s attention, and maintain his interest in musical and gaming activities longer.

When organizing musical and didactic games, children need to be given more independence. Practice shows that the more you trust children, the more conscientious, responsive, and conscientious they are about assignments. We offer you some musical and didactic games to develop children's singing skills, music perception and the development of musical hearing.

IMPACT OF MUSIC IN GAME ACTIVITIES ON THE CHILD'S BODY.

Game is an optimal psychological and pedagogical tool that allows you to comprehensively influence the development of children. This is confirmed by D.B. Elkoni: “...the game influences the formation of all basic processes, from the most elementary to the most complex.”

According to O. S. Gazman, children have three goals in play. The first goal is the pleasure of the game - “I want.” The second goal is to follow the rules of the game - “Must”. The third goal is the creative fulfillment of the game task - “I can”. Thus, the main mechanism of the game “I want!” is formed. Necessary! I can!”, influencing the child’s personality and the process of developing his functions of self-regulation and self-control.

In the context of a music lesson, games are developmental in nature and are aimed at children mastering motor and intellectual skills, sensory abilities, developing cooperation skills, and effective interaction based on cognitive interests.

THE IMPACT OF MUSICAL ACCOMPANIMENT AND GAMES ON A CHILD'S BODY CAN BE CONSIDERED IN THREE ASPECTS.

The first aspect is

physiological, is associated with the studies of V.M. Bekhterev, I.M. Dogel, I.M. Sechenov, I.R. Tarkhanov and others, which revealed the positive influence of music on various human systems. The relationship between music and rhythmic movements increases overall vitality, regulates the activity of the cardiovascular, respiratory, and musculoskeletal systems, and forms the arbitrariness of mental functions.

Second aspect -

psychological. Music, influencing the emotional and personal sphere of the child, corrects cognitive, mental, and communication disorders.

Third aspect -

pedagogical. Through music, a child develops the ability to aesthetically perceive reality and acquire social experience for creative, constructive life.

In musical play, as in singing and rhythmic movements, children master the means of artistic expression characteristic of music and speech - rhythm, dynamics, tempo, pitch.

Music helps to establish contact between children and adults, between peers when playing games. By creating the prerequisites for further pedagogical influences, music directs children's auditory attention to fulfilling the conditions and rules of the game. Desires, impulses, feelings of joy, revitalization, high spirits activate the child’s imagination, his creative manifestations and accompany him in every game.

GOALS AND OBJECTIVES OF THE MUSICAL-DIDACTICAL GAME.

The stages of development of musical play led to the search for a classification of children's games. At different times and by different authors, approaches to pedagogical management of the game process were implemented. Diverse approaches also reflected diverse principles of classification.

ON THE. Vetlugina's scientific research in the field of development of musical-sensory abilities showed the primary role of musical-didactic games as the basis for the sensory perception of music. Subsequently, the development of this group of games was continued by A.N. Zimina, E.P. Kostina and found practical application by the practical teacher N.G. Kononova, who determined the main goal and purpose of musical didactic games - to form musical and creative skills in children. ability to open up the way for the child to apply the acquired knowledge in life practice.

In accordance with this, musical didactic games have the following tasks:

• Development of pitch hearing
• Development of a sense of rhythm
• Development of timbre and dynamic hearing
• Developing initiative, independence, and ability to perceive
• Development of creative activity
• Formation of moral qualities of the individual (sense of camaraderie, responsibility, etc.)
• Enrichment with new impressions.

A musical didactic game should include the development of game actions. The game action should help the child to hear, distinguish, compare some properties of music in an interesting way, and then act with them.

Musical and didactic games should be simple and accessible, interesting and attractive. Only in this case do they become a kind of stimulator of children’s desire to sing, listen, play and dance.

Musical and didactic games should be colorful and interestingly designed. Cards depicting musical images are bright, artistic, and exactly match the content of the game.

Children can take part in making games themselves, which makes the games more desirable, interesting and loved for them.

Musical and didactic games can be used in music and other classes, in independent activities in free time, as well as at holidays and entertainment.

In my work, I use musical and didactic games in accordance with the general objectives of musical and aesthetic education and carry them out according to a pre-planned plan. The use of such games in a lesson makes it possible to conduct it more meaningfully and interestingly, since in the game children quickly assimilate the requirements of the program for the development of singing and musical-rhythmic movements, as well as in the field of music perception. Sometimes I devote a lesson entirely or partially in the second half to musical and didactic games, as a separate type of activity. I also provide entertainment using musical and educational games. These games are educational in nature and, in an accessible playful form, children form and develop musical and creative abilities.

Didactic games in our kindergarten are held in all age groups, starting with the first and youngest.

USE OF MUSICAL AND DIDACTICAL GAMES IN THE PROCESS OF SINGING AND DEVELOPMENT OF SONGS.

Songs and music are heard in many regime moments of the preschool educational institution. Song is one of the main moments of creative expression in children. While playing, the child hums a simple melody. Games used in the singing process help teach children to sing expressively, naturally, take their breath between musical phrases, and hold it until the end of the phrase. When working on the development of children's song creativity, I use several types of exercises and games:

• Distinguish between high and low sounds; (“Where are my kids?”, “Wave of Sounds”)
• Distinguish between the direction of movement of the melody up and down; (“Musical stairs”)
• Sing a major and minor triad (“I’m coming!”, “Where are you?”)
• Conduct a singing roll call (“What’s your name?”)
• Sing your names;
• Improvise a melody to a given text (“Musical Lotto”)
• Imitate the rhythmic sound of instruments;
• Musical questions and answers (“How are you, children?”, “Where are you going?”, “What do you want, kitty?”)
• Composing a melody of a contrasting nature.

During the learning process, children willingly include song improvisations in their independent activities, especially in role-playing games. The formation of song creativity in children has a direct impact on the development of imagination, independent activity, necessary moral qualities: goodwill, attention to each other, as well as musicality in general.

USE OF MUSICAL AND DIDACTICAL GAMES IN THE PROCESS OF MUSIC PERCEPTION.

In order for a child to better understand a piece of music and be able to compare images, I also often turn to musical didactic games. In addition, the use of these games allows children to listen to the same piece several times in an unobtrusive form.

While listening to music with children of primary preschool age, various toys are used that can “talk” and “move” with the kids. I use a “wonderful bag” where toys that come to visit the children for a lesson can be hidden. For older children I use the games “Whom did the bun meet”, “In the forest”, “Song-dance-march”, “Find the right picture”, “Who is bigger?”, “What music?”, “Compose a song”.

The use of musical and didactic games while listening to music promotes better perception of the material, its comprehension and memorization.

USE OF MUSICAL AND DIDACTICAL GAMES IN THE PROCESS OF RHYTHMIC MOVEMENTS.

During the lesson, a significant part of the time is devoted to learning various movements to music. In the process of systematic movement classes, children develop musical and auditory perception, which is necessary for them in independent musical activity and the development of dance and play creativity.

Young children are characterized by imitative movements. Therefore, for children, I use various toys in musical and didactic games, with the help of which you can encourage children to perform simple actions to the music. With bibabo toys, it is more interesting for children to perform the movements in the exercise “Walk and Relax”, “Three Little Bears”, “We Jumped”.

The activities of older preschoolers are characterized by an active perception of music and a good sense of rhythm, which allows them to perform movements quite expressively. I pay a lot of attention to the ability to act independently to music: to come up with individual movements or a dance using familiar dance movements. I combine creative tasks with playful moments. (“Oh you, Vanya-Vanechka”). A playful form of learning movements helps the child correctly perform a rhythmic pattern, which is simple at first and then more complex. From the first lessons, it is necessary to develop in children the desire to move independently to music with creative elements of expressiveness.

Thus, musical and didactic games provide great assistance in the development of children’s motor activity. The games “Learn to dance”, “Who walks like this?”, “Define the dance”, “Create a dance”, etc. require children to have a creative approach to completing the task. Children's musical and rhythmic activity is more successful if learning the elements of dance movements is carried out in combination with musical and didactic games.

MUSICAL AND DIDACTICAL GAMES IN INDEPENDENT ACTIVITIES OF PRESCHOOL CHILDREN.

In the educational field “Music”, great importance is given to the development of children’s musical and creative abilities. Therefore, it is necessary to constantly replenish and develop the musical subject environment, both in the music hall and in group rooms. Musical and didactic games are used in classes and in independent activities of preschoolers.

In each age group of our preschool educational institution there are musical corners with children's musical instruments, portraits of composers, albums of children's letters and games made by parents and teachers with their children. Games in the corners change periodically in accordance with comprehensive thematic planning in the preschool educational institution. There are also information advisory stands where parents can find out what musical games they can play with their children at home, or get an answer to any question regarding the musical education of children in the family.

TYPES OF MUSICAL AND DIDACTICAL GAMES

AND THE METHOD OF THEIR CARRYING OUT

There are different types of classification of musical and didactic games. E.P. Kostina has developed musical and didactic board games that are used to develop musical and sensory abilities. She divides them into 4 types:

1. Games that help develop the pitch hearing of preschoolers. These are games such as “Swing”, “Chickens”, “Funny Accordions”, “Circus Dogs”, etc.
2. Games that allow children to develop their rhythmic sense, for example: “Ri”, “Forest Guests”, etc.
3. Games for developing timbre hearing: “Musical Instruments”, “Guess What I’m Playing”, etc.
4. Games that develop dynamic hearing: “Loud-quiet”, “Who is the most attentive”, “Find out the sound of your accordion”, etc.
5. Board music-didactic games are presented in a certain sequence with a gradual complication of musical-sensory tasks for each age group. So, for example, in the middle group, children learn to distinguish between the expressive capabilities of two dynamic shades (loud - quiet), in the senior group - three (loud, moderately loud, quiet), and in the preparatory group they already distinguish four dynamic shades (loud, moderately loud, moderately quiet, quiet).

N.A. Vetlugina divides all musical and didactic games into three types:

1. Calm music playing. (desktop)
2. Games such as moving ones, where the element of competition in evasiveness and dexterity is delayed in time from the moment of performing musical tasks (moving ones).
3. Games built like round dances.
4. Games of the first type involve static behavior of children divided into subgroups. The competitive element lies in the ability to quickly and accurately identify a piece of music by ear.

These games are often played with aids. For the best completion of the task, a subgroup of children or a child, if the game is played with 2 - 3 children, is awarded a chip or a flag. During the game, children follow its rules, showing this or that picture, raising flags of different colors in accordance with the sound of the work, etc.

The second type of didactic games is characterized by the dynamics of actions. The game is similar to an outdoor one. Children, divided into subgroups, listening to the sound of music, react to it with movements. Loud sounds are heard - one subgroup of children moves in the space of the group room, quiet sounds - another, and the first one stops. After repeated changes in sound, the final moment of the game comes - a physical education competition: one subgroup of children catches up with the other or each gathers at a pre-designated place, etc.

In didactic games of the third type, children's motor activity is limited. Two or three circles of children or a group (circle) and a soloist compete among themselves. For example, children of the first circle respond to high sounds, and children of the third circle react to sounds of the middle register - the second, and children of the third circle respond to sounds of a low register. The winners are the children of the circle who responded more accurately to the change in sound. The winners are rewarded with their wish fulfilled.

Musical and didactic games always require significant auditory concentration, which leads to an improvement in the development of auditory perception. Consequently, during the game, the child must always listen to the change in sounds and respond to this with movement or action, and not automatically complete the task. That is, a musical-didactic game should not include a stage of developing a skill, otherwise it will not achieve its goal.

Simultaneously with conducting musical-didactic game exercises, musical-didactic tasks can be introduced to distinguish not only the basic properties of sound and means of musical expressiveness. In this case, you should use board-printed gaming material created by the hands of educators, puppet theater characters, flannel and voiced musical toys. For example, to distinguish between the cheerful and calm nature of music, you can lay out cards with images of marching and sleeping children on the table. The teacher suggests that when the march will sound, choose a picture depicting marching children, and when the lullaby of sleeping children will sound. Each child should have 3 different pictures, then the teacher can make sure that the task is completed correctly. If, when conducting musical-dadactic exercises, even by the end of the year, children are still making mistakes; then by the middle of the school year they all complete the tasks correctly.

Children play games they come up with on their own with special pleasure.

It should be noted that musical works, on the basis of which game actions unfold, should be perceived by children holistically, and at the same time, they should be allocated certain means of musical expressiveness, depending on the rules of the game. For such games, teachers use folk melodies, fragments of original works, and compose simple plays themselves. Musical and didactic games can also be carried out without the use of a piano - accompanied by singing, sounds of various musical instruments: rattles, drums, pipes, etc.

The musical and didactic material of the games is:

• songs, instrumental works;
• a set of musical instruments;
• sets of musical toys.

It should be noted that in addition to musical and didactic games, musical and didactic aids are also used in practice. Musical-didactic games differ from manuals in that they have certain rules, game actions or a plot. They can be used by children both in class and in independent activities. Musical didactic aids are mainly used in classes to visually illustrate the relationships of sounds in pitch and duration, to train children in distinguishing dynamics, timbre, register, tempo and other means of expression.

Musical and didactic aids include visual clarity (various pictures, cards, mobile devices, etc.), and musical and didactic games may not use visual aids.

Due to their diversity, musical and didactic games and aids are of great importance in the education of preschoolers.

The main purpose of musical didactic games and aids is to develop children’s musical abilities; in an accessible playful way, help them understand the relationship of sounds in height; develop their sense of rhythm, timbre and dynamic hearing; encourage independent action using the knowledge gained in music classes.

Musical-didactic games and manuals enrich children with new impressions, develop their initiative, independence, ability to perceive, and distinguish the basic properties of musical sound.

The pedagogical value of musical and didactic games and aids is that they open up a way for the child to apply the acquired knowledge in life practice.

The didactic material is based on the tasks of developing musical perception in children; playful action helps the child to hear, distinguish, compare some properties of music in an interesting way, and then act with them.

Musical and didactic games should be simple and accessible, interesting and attractive. Only in this case do they become a kind of stimulant of children’s desire to sing, listen, play, and dance.

Appendix No. 1

MUSICAL AND DIDACTICAL GAMES

1.“BIG AND SMALL”

Program content:

Teach children to distinguish between short and long sounds, to be able to clap the rhythm.

Progress of the game:

The teacher invites the children to listen to who is walking along the path and repeat how the steps sound with their clapping. When children learn to distinguish between short and long claps, the teacher offers to identify “big and small” legs by ear, performing claps behind a screen or behind their back.

– Big legs walked along the road: (long claps)

Top, top, top, top!

Little legs ran along the path: (short claps)

Top, top, top, top, top, top, top, top!

Program content:

Using auditory perception, teach children to distinguish between short and long sounds, thereby developing rhythmic memory, the ability to correlate their actions with music - the ability to clap the rhythmic pattern of a melody with their hands, develop musical-rhythmic perception.

Game rules:

Listen to sounds of different durations, do not disturb others.

Game actions:

Guess the duration of the sounds and clap them accordingly.

Game goal:

Guess first.

2. “IN THE FOREST”

Program content:

To develop children's hearing for sounds and pitches, to teach them to distinguish between high, low and medium sounds. Develop a sense of rhythm, learn to distinguish between short and long sounds.

Progress of the game:

The teacher introduces the children to high and medium sounds; after the children have mastered this well enough, they are asked to play and guess who lives in the forest. To do this, the teacher performs the melody “Bear” in a low register, or “Bunny” in a medium register, or “Bird” in a high register. Children guess and cover the corresponding picture with a chip.

In another version of the game, the teacher draws the children's attention to the rhythm of the steps of various animals: Long sounds when the bear walks and short sounds when the bunny jumps. In this version of the game, children must determine by the rhythm of their steps who is walking through the forest, or, conversely, be able to clap the rhythm of the steps of a bear or a hare.

-Like we have neighbors in the forest - And there’s a bird on a branch,

The bunny is jumping now. Brown bears. The bird is not big!

Program content:

(For the middle group) Develop rhythmic memory, teach children to distinguish between short and long sounds by auditory perception, develop sound-pitch hearing in children, teach children to distinguish between high and low sounds, develop timbre perception.

Game rules:

Listen to a piece of music, do not interfere with others’ responses and do not give hints,

Game actions:

Riddle and guess a musical fragment.

Game goal:

Be the first to guess to see the corresponding picture.

3. "PINTER"

Program content:

To develop children's ideas about the visual possibilities of music.

Progress of the game

: The teacher invites the children to look at the musical turntable, rotate it, look through the window on the turntable and perform a familiar song that corresponds to the image that appears in the turntable window; the child must explain why he chose this particular song, what other songs can be correlated with this image, and determine the nature of the music.

Program content:

To develop musical memory, children’s understanding of the visual possibilities of music, through the ability to correlate musical and artistic images by visual and auditory perception. Develop imagination, the ability to imagine pictures of reality conveyed through music.

Game rules:

Answer individually, and sing in chorus.

Game actions:

Spin the turntable, guess familiar melodies.

Game goal:

Remember as many songs as possible.

4. “PLAY A MELODY”

Program content:

Develop rhythmic hearing, exercise children in determining the rhythmic pattern of a melody.

Progress of the game:

The teacher performs songs familiar to the children with different rhythmic patterns and invites the children to clap them. Then he shows the children how to conventionally depict a rhythmic pattern using squares representing long sounds.

During the game, the teacher performs songs familiar to the children and invites them to lay out their rhythmic pattern. And vice versa, he asks the children to remember the song according to the conventional image of the rhythmic pattern of the melody proposed by the teacher.

Program content:

Develop rhythmic and associative memory. Based on auditory perception, teach children to distinguish the duration of sounds: short and long, to be able to convey a rhythmic pattern using associative elements:

squares and rectangles, thus correlating the melody with the graphic image.

Game rules:

Listen to familiar melodies, do not disturb or suggest to others.

Game actions:

Guess songs, clap their rhythmic pattern, lay out its graphic image and vice versa.

Game goal:

Be the first to post a drawing of the melody.

5. “DO, RE, MI”

Program content:

Teach children to distinguish the figurative nature of music, to correlate an artistic image with a musical image that reflects the phenomena of reality.

Progress of the game:

The teacher performs a song and invites the child to choose a picture that matches it in terms of the content of the artistic image, and the child must explain why he chose this particular picture, what is depicted in it and what is said in the song. Another time, the teacher offers the children a picture and asks them to sing a song they know that matches the image in the picture.

Program content:

To develop visual and auditory perception, to teach children to distinguish the nature of music by image, to correlate an artistic image with a musical image that reflects the phenomena of reality, while developing musical-analytical activity.

Game rules:

Answer individually, and sing in chorus.

Game actions:

Select the appropriate image and cover with a chip.

Game goal:

Remember as many songs as possible.

6. "HARES"

Program content:

To train children in perceiving and distinguishing the nature of music: cheerful, dancing and calm, lullaby.

Progress of the game:

The teacher tells the kids that there were hares in the same house. They were very cheerful and loved to dance (shows the picture “Hares are dancing”). And when they were tired, they went to bed, and their mother sang them a lullaby (picture “Hares are sleeping”). Next, the teacher asks the children to guess from the picture what the hares are doing? And depict this with your actions (children “sleep”, children dance), to music of the appropriate nature.

Program content:

To develop auditory perception, elementary musical-analytical thinking - the ability to listen and compare music of different types (cheerful, dance and calm, lullaby). Develop musical memory, an understanding of the different nature of music.

Game rules:

Listen to the melody to the end, do not interfere with others’ responses.

Game actions:

Guessing the nature of the music, choosing the corresponding image or showing the corresponding actions.

Game goal:

Be the first to show what the hares do.

7. “WHO DID KOLOBOK MET?”

Program content:

To develop children's understanding of registers (high, medium, low).

Progress of the game:

The teacher invites the children to remember the fairy tale “Kolobok” and its characters (wolf, fox, hare, bear), while he performs the corresponding melodies, for example: “By the Bear in the Forest” in the lower register, “Bunny” in the high register, etc. . When children have mastered the sound of what register corresponds to the artistic image of each animal, they are invited to play and determine by ear which character is depicted in the music and select the corresponding picture

Program content:

Develop musical memory, teach children to recognize familiar melodies of a figurative nature, performed in different registers: high, low, medium, while forming a pitch perception of music and the ability to correlate a musical image with an artistic one in auditory and visual perception.

Game rules:

Listen to the melody to the end, do not interfere with others’ responses, select the appropriate card.

Game actions:

Riddle and guess a musical fragment, select the appropriate image, you can independently perform the melody in a given register.

Game goal:

Guess first.

8. “WHO LIVES IN THE HOUSE?”

Program content:

To develop musical memory, teach children to recognize familiar melodies of a visual nature, and to correlate musical and artistic images by auditory and visual perception. Develop pitch perception of music - the ability to distinguish between high and low sounds

Progress of the game:

The teacher introduces children to the sound of the same melody in different registers (low register and high register), for example, “Cat” by Alexandrov. When children learn to distinguish between high and low sounds, which respectively convey the images of the baby and the mother, they are invited to play. At the same time, the teacher says that in a large house, mothers live on the first floor, and their children live on the second (with small windows). One day everyone went for a walk in the forest, and when they returned, they got confused about who lived where. We will help everyone find their rooms. After this, the teacher plays the melody “Bear” by Levkodimov in different registers and asks the children to guess who it is: a bear or a bear cub. If the answer is correct, the corresponding image is inserted into the window, etc.

Game rules:

Listen to a piece of music without prompting others.

Game actions:

Guess the melody, choose the corresponding image.

Game goal:

Guess first.

9. "LADDER"

Program content:

Develop musical memory and musical-analytical thinking - the ability to distinguish between the progressive movement of a melody up and down. Teach children to correlate their actions with music (hand movements) using auditory perception.

To develop an ear for music - the ability to distinguish the melodious sound of a melody from the abrupt one. Develop an understanding of the visual possibilities of music

Progress of the game:

The teacher performs the song “Ladder” by E. Tilicheeva. When performing it again, he invites the children to play: show with their hand where the girl (doll, etc.) is moving - up the stairs or down. Then the teacher performs the chant, but he does not finish singing the last word, first in the first and then in the second part of the chant, and invites the children to finish it themselves.

For middle, senior and preparatory groups, a ladder of 5 steps is used, for the latter, perhaps 7. For juniors - 3.

For 7 steps: For 5 steps: For 3 steps:

-Do, re, mi, fa, Here I go up, I go up,

salt, la, si. And I go down. I'm going down.

(on triad).

Progress of the game:

The teacher invites the children to listen to how a little boy and an old grandmother, or a big bear and a little bunny climb up a musical ladder and compare the musical fragments.

Game rules:

Listen carefully and do not disturb others.

Game actions:

Showing with your hand.

Game goal:

Complete a musical phrase on your own.

10. "SEA"

Program content:

To develop in children an understanding of the visual possibilities of music, its ability to reflect natural phenomena. Strengthen the ability to distinguish dynamic shades in music: quiet, loud, not too loud, very loud, etc. Through the ability to correlate musical and artistic images, to develop imagination, the ability to imagine pictures of reality, conveyed through the means of musical expressiveness.

Progress of the game:

The teacher performs the play “The Sea” by N. Rimsky-Korsakov, the children share their impressions about the nature of the music. The teacher draws attention to the fact that the composer painted a vivid picture of the sea, showing its very different states: it is now agitated, now raging, now calming down. One child uses cards to show the changing nature of the music throughout the play.

Game rules:

Listen to a piece of music without prompting others.

Game actions:

Guess the melody, choose the corresponding image.

Game goal:

Guess first.

6

Techniques for conducting musical games with children 5–6 years old

To successfully organize a musical game, it is important for the teacher to choose the appropriate combination of methodological techniques.

Table: basic techniques for organizing musical games in the senior group

Video: presentation reception - musical outdoor game “Fish and Net”

Attributes for music games

Visual material for musical games is an important part of the subject-development environment of the group. The filling of the music corner in the senior group, in addition to the already existing attributes (rattles, tambourines, triangles, metallophone), is supplemented by:

• portraits of composers (Tchaikovsky, Vivaldi, Bach);
• an updated set of illustrations on the theme “Seasons”;
• props for musical didactic (lotto, dominoes, etc.) and outdoor, round dance games (costumes of fairy-tale characters for the driver, hats with animal faces, etc.);
• homemade toys (for example, rattles from Kinder surprise containers, tambourines from disposable plates with fishing bells, etc.);
• children's drawings on game themes;
• audio and video materials for games.

Photo gallery: examples of homemade musical toys

The ratchet is made from ordinary wooden rulers

Using a tambourine from a disposable plate, you can create a musical picture of a winter forest, a troika with bells

The sound of such a discophone differs from a regular wooden rattle.

Various materials can be poured into containers for Kinder Surprises, and accordingly, the sound will be different.

Musical and didactic games in music classes at preschool educational institutions in accordance with the requirements of the Federal State Educational Standard

Kosmach Elena

Musical and didactic games in music classes at preschool educational institutions in accordance with the requirements of the Federal State Educational Standard

Musical and didactic games in music classes at preschool educational institutions in accordance with the requirements of the Federal State Educational Standard.

In accordance with the Federal Law “On Education in the Russian Federation”

No. 273-FZ of December 29, 2012, which came into force on September 1, 2013, preschool education for the first time became an independent level of general education
(Article 4, paragraph 10)
.
Also, for the first time in Russian history, on August 29, 2013, the Council of the Ministry of Education and Science of the Russian Federation for Federal State Educational Standards (
FSES ) approved the federal state standard for preschool education.

The adopted Federal State for preschool education does not allow the transfer of the educational and disciplinary model of education to the life of a preschool child. A preschool child is a person who plays, therefore the standard stipulates that learning enters a child’s life through the gates of children’s play .

Musical - didactic games in the system

musical development of children.

One of the important tasks of the comprehensive development of a child is the education of musical culture . Its foundations are laid in childhood. In this regard, a large place is given to music in kindergartens - it is heard both in music classes , and in independent musical activities , and during holidays and entertainment.

Perception of music is a complex process that requires attention, memory, developed thinking, and a variety of knowledge from a person. Preschoolers don’t have all this yet. Therefore, it is necessary to teach the child to understand the features of music as an art form , to consciously focus his attention on the means of musical expressiveness (tempo, dynamics, to distinguish musical works by genre, character.

It is for this purpose that such aids as musical and didactic games , which, influencing the child in a complex manner, cause visual, auditory and motor activity in him, thereby expanding musical perception as a whole .

Like any other game, a musical-didactic game should include the development of game actions. The didactic material is based on the tasks of developing musical perception of music in an interesting way for him , and then act with them. For example, " Musical Phone " games

,
“Which song are we from?”
help children to intonate clearly, determine whether a song is sung correctly, hear changes in tempo, and the strength of the sound.
Musical and didactic games should be simple and accessible, interesting and attractive. Only in this case do they become a kind of stimulator of children’s desire to sing, listen, play and dance. Also, Musical and didactic games should be interesting and colorfully designed. For example, cards depicting musical images are bright , artistic, and exactly match the content of the game . Games in which children themselves take an active part in their production become the most beloved and desired.
In the process of playing, children not only acquire special musical knowledge , they develop the necessary personality traits, and, first of all, a sense of camaraderie and responsibility.

Musical and didactic games always contain the development of action, which combines elements of entertainment, competition with sensory tasks. The purpose of the play activities is to help the child hear, distinguish, compare some properties of musical sounds , namely: their height, strength, duration, timbre. Game rules and actions of musical-didactic games help the planned and systematic development of musical hearing , develop the ability not just to hear musical works , but to listen to them, to distinguish between changes in register, dynamics, and rhythm in the same work. In addition, musical and didactic exercises and games , especially with the use of board-printed material, allow children to independently practice mastering the methods of sensory actions. It is known that the improvement of musical ear is directly dependent on the systematicity of the exercises. In preschool institutions they are included in work with very young children. For example, exercises “Where does it sound”, “High and low sounds”, “Where are my kids?”, “Who lives in the house?”, “Who came?” etc.

Types of musical and didactic games and methods of their implementation

There are different types of classification of musical and didactic games . E. P. Kostina developed board musical and didactic games that are used to develop musical and sensory abilities :

1. Games with the help of which the pitch hearing of preschoolers develops. These are games like "Swing"

,
“Chickens”
,
“Merry accordions”
,
“Circus dogs”
, etc.

2. Games that allow children to develop their rhythmic sense, for example: “Rhythmic Lotto”

,
“Merry Pipes”
,
“Forest Guests”
, etc.

3. Games for the development of timbre hearing: “ Musical instruments ”

,
“Guess what I’m playing,”
etc.

4. Games that develop dynamic hearing: “Loud-quiet”

,
“Who is the most attentive”
,
“Find out the sound of your accordion”
, etc.

Board music-didactic games are presented in a certain sequence with a gradual complication of musical-sensory tasks for each age group. So, for example, in the middle group, children learn to distinguish between the expressive capabilities of two dynamic shades (loud-quiet), in the older group - three (loud, moderately loud, quietly, and in the preparatory group four dynamic shades are already distinguished (loud, moderately loud, moderately quiet , quiet)

.

N. A. Vetlugina divides all musical and didactic games into three types :

• Calm music playing. (desktop)

• Games such as outdoor games , where the element of competition in evasiveness and dexterity is delayed in time from the moment of performing musical tasks . (movable)

• Games built like round dances.

Games of the first type involve static behavior of children divided into subgroups. The competitive element lies in the ability to quickly and accurately identify a piece of music .

These games are often played with aids. For the best completion of the task, a subgroup of children or a child, if the game is played with 2 - 3 children, is awarded a chip or a flag. During the game, children follow its rules, showing this or that picture, raising flags of different colors in accordance with the sound of the work, etc.

The second type of didactic games is characterized by the dynamics of actions. The game is similar to an outdoor one. Children, divided into subgroups, listening to the sound of music , react to it with movements. Loud sounds are heard - one subgroup of children moves in the space of the group room, quiet sounds - another, and the first one stops. After repeated changes in sound, the final moment of the game - a physical education competition: one subgroup of children catches up with the other or each gathers at a pre-designated place, etc.

In didactic games of the third type, children's motor activity is limited. (circle) compete with each other.

and soloist. For example, children of the first circle respond to high sounds, and children of the third circle react to sounds of the middle register - the second, and children of the third circle respond to sounds of a low register. The winners are the children of the circle who responded more accurately to the change in sound. The winners are rewarded with their wish fulfilled.

Musical and didactic games always require significant auditory concentration, which leads to an improvement in the development of auditory perception. Consequently, during the game , the child must always listen to the change in sounds and respond to this with movement or action, and not automatically complete the task. That is, a musical-didactic game should not include a stage of developing a skill, otherwise it will not achieve its goal.

Simultaneously with conducting musical-didactic , musical-didactic can be introduced to distinguish not only the basic properties of sound and means of musical expressiveness . In this case, you should use board-printed gaming material created by the hands of educators, puppet theater characters, flannelgraph, and voiced musical toys . For example, to distinguish between the cheerful and calm nature of music , you can lay out cards with images of marching and sleeping children on the table. The teacher suggests that when the march will sound, choose a picture depicting marching children, and when the lullaby of sleeping children will sound. Each child should have 3 different pictures, then the teacher can make sure that the task is completed correctly. If, when conducting musical-dadactic exercises, even by the end of the year, children are still making mistakes; then by the middle of the school year they all complete the tasks correctly.

games they come up with on their own with special pleasure.

It should be noted that musical works , on the basis of which game actions unfold, should be perceived by children holistically, and at the same time, they should be allocated certain means of musical expressiveness , depending on the rules of the game . For such games, teachers use folk melodies, fragments of original works, and compose simple plays themselves. Musical and didactic games can also be carried out without the use of a piano - accompanied by singing, sounds of various musical instruments : rattles, drums, pipes, etc.

The musical and didactic material of the games is:

songs, instrumental works;

set of musical instruments ;

sets of musical toys .

It should be noted that in addition to musical and didactic musical and didactic aids are also used in practice . Musical-didactic games differ from manuals in that they have certain rules, game actions or a plot. They can be used by children both in class and in independent activities. Musical didactic aids are mainly used in classes to visually illustrate the relationships of sounds in pitch and duration, to train children in distinguishing dynamics, timbre, register, tempo and other means of expression.

Musical and didactic aids include visual clarity (various pictures, cards, mobile devices, etc., and musical and didactic games may not use visual aids.

Due to their diversity, musical and didactic games and aids are of great importance in the education of preschoolers.

The main purpose of musical and didactic games and aids is to develop children's musical abilities ; in an accessible playful way, help them understand the relationship of sounds in height ; develop their sense of rhythm, timbre and dynamic hearing; encourage independent action using the knowledge gained in music classes .

Musical-didactic games and manuals enrich children with new impressions, develop their initiative, independence, ability to perceive, and distinguish the basic properties of musical sound .

The pedagogical value of musical and didactic games and aids is that they open up a way for the child to apply the acquired knowledge in life practice.

The didactic material is based on the tasks of developing musical perception of music in an interesting way for him , and then act with them.

Musical and didactic games should be simple and accessible, interesting and attractive. Only in this case do they become a kind of stimulant of children’s desire to sing, listen, play, and dance.

How to conduct a musical game in the senior group of a preschool educational institution

Up to 7 minutes are allotted for a musical game in the older group. This time is distributed between three stages of developing the game content:

1. Introduction (up to 1 minute) to motivate children to play activities and update basic knowledge, for example, defining what an orchestra is.
2. The main part (up to 5 minutes), in which children become familiar with the rules, watch a sample of how to perform actions (if necessary) and play themselves.
3. The final stage (up to 1 minute), which involves an assessment of the children’s work by the teacher, as well as repetition of game actions, subject to the availability of time and desire of the students.

The time allotted for a musical game is distributed between three stages of its implementation

Table: example of a summary of the musical-didactic game “Identify the instrument” in the senior group (fragment)

Video: musical and didactic game “Cheerful Tambourine”

Musical - didactic games and teaching aids on music

Municipal preschool educational autonomous institution

child development center – kindergarten “Scarlet Flower”

Methodological development

A set of musical and didactic games for the older age group.

Prepared by: music director:

Legostaeva T.I.

Pyt-Yakh

Games for developing a sense of harmony

Listening to music

Goal: To develop children’s ability to distinguish musical works.

Game material: 4-5 pictures illustrating the content of musical works familiar to children (these can also be instrumental pieces), player.

How to play: Children sit in a semicircle, pictures are placed on the table in front of them so that they are clearly visible to everyone playing. Play a piece of music. The called child must find the corresponding picture, name the work and the composer who wrote this music. If the answer is correct, everyone claps.

The game is played during music classes and during free time.

What music?

Goal: To improve children’s ability to distinguish the nature of music and identify types of dances.

Game material: Player, recordings of waltz, dance, polka; cards with images of waltz, folk dance and polka dancers.

How to play: Children are given cards. The music director performs musical pieces on the piano (recorded) that correspond to the content of the pictures on the cards. Children recognize the work and pick up the correct card.

Major - minor

Goal: To improve children’s ability to distinguish the nature of music, to consolidate the concepts of “major - minor”.

Game material: Player, recordings of works, yellow cards with a smiling face, black cards with a sad face (corresponding to major and minor).

Progress of the game: The teacher first introduces the children to the terms “major - minor”. The children are given cards. The music director offers to “play, find out the mood”, performs musical pieces on the piano (recorded). Children, depending on the nature of the works, raise conventionally designated cards.

Song - dance - march Goal: To develop an understanding of the main genres of music, the ability to distinguish between a song, dance, and march. Game material: 1st option: Long white cards, divided into three squares. Small cards depict a flute, tambourine, drum (song, dance, march). 2nd option: The squares of a large card depict: a singing girl, a dancing girl, a marching boy with a drum. Progress of the game: Children listen in turn to three plays of different genres. After listening, take a square with a picture (corresponding to the genre) and place it on one of the empty squares of a rectangular card or cover the corresponding picture with a chip. Musical material: “Trumpet” by Tilicheeva or “Two Grouse” by R.N.P., “Under the Green Apple Tree” by R.N.M., “March” of your choice.

steps

Purpose: To teach children to distinguish between the movement of sounds up and down.

Game material: A ladder of five steps, toys (matryoshka, bear, bunny), children's musical instruments (accordion, metallophone, harmonica).

Progress of the game: First, the teacher, and then the child leader, performs a melody on any instrument, the other child determines the movement of the melody up, down, or on one sound and, accordingly, moves the toy (for example, a bunny) along the steps of the ladder up, down, or taps on one step . The next child uses a different toy.

Several children participate in the game.

How many of us are singing?

Goal: To teach children to distinguish the number of sounds in a chord.

Game material: Card with three cells depicting singing children (in the first there is one girl, in the second there are two children, in the third there are three).

Progress of the game: The teacher or child leader plays one, two or three different sounds on one of the instruments. The called child determines the number of sounds and places the corresponding number of nesting dolls on the card in the desired cell. It is imperative to remind children that they should take as many nesting dolls as different sounds they hear.

The game is played with a small subgroup of children in their free time. It is necessary that the teacher first act as a leader.

Who sings? Goal: To develop in children the ability to distinguish registers (high, low, middle). Game material: Three cards made of cardboard with the image of mom, dad, son. Progress of the game: The teacher talks about a musical family, shows pictures and says that everything This family loves music, but they sing in different voices. Dad is short, mom is average, son is thin and tall. The teacher performs three plays and explains that the play, sounding in a low register, is called “The Pope's Story” (about a military campaign); the piece, sounding in the middle register, is called “Lullaby” (mother sings to her son); in a high register - “Little March” (the boy hums and marches). After performing each piece again, the children guess whose music was played, select the desired picture and show it, explaining their choice. Musical material: “Papa's Story”, “Lullaby”, “Little March” by G. Levkodimov.

Trumpet Purpose: To train children in the difference between the sounds of fourths (sol 1 to 2). Game material: 8 lotto type cards with a colored stripe at the bottom (2 with red, 2 with blue, 2 with green, 2 with yellow). Each card has 5 cells, 3 of them have an image of a pipe tilted down or raised up. All cards have two empty cells; they are interspersed differently with those with a picture. A pipe down means a low sound, and up means a high sound. Cards with colored images of pipes. Progress of the game: The presenter gives the children two long cards with stripes of the same color. Small cards are stacked one on top of the other with the pictures facing down. The teacher sits behind the screen with small cards and a metallophone. Invites the children to sing the song “Trumpet” and says that the sound “sol” is a lowered trumpet, and the sound “do” of the 2nd octave is a raised trumpet. The presenter takes the top card with the picture facing him and plays a sound corresponding to the image of the pipe. The child who has such a pipe on his map answers. If he answers correctly, he receives a card and covers the picture on his card with it.

Games to develop a sense of rhythm

Walk

Goal: To teach children to mark long and short sounds.

Game material: Musical hammers according to the number of players; magnetic board and cards with images of large and small objects (suns, mushrooms, berries), indicating short and long sounds.

Progress of the game: The content of the game corresponds to a similar game played in the younger group, but, in addition, children must convey a rhythmic pattern - lay out cards on a magnetic board. For example: “Tanya took the ball,” the teacher says. The child slowly knocks a musical hammer on his palm and lays out images with large objects. “It began to rain frequently, heavily,” continues the music director. The child quickly knocks with a hammer and lays out cards with images of small objects.

The game is played during class and during free time.

Learn to dance

Goal: To train children in conveying different rhythmic patterns.

Game material: Large matryoshka and small ones (according to the number of players).

Progress of the game: The game is played with a subgroup of children. Everyone is sitting around the table. The teacher has a large nesting doll, the children have small ones. “The big matryoshka teaches the little ones to dance,” says the music director and taps a simple rhythmic pattern on the table with his matryoshka. All children simultaneously repeat this rhythm with their nesting dolls.

When repeating the game, the child who has completed the task correctly can become the leader.

Cockerel, hen and chick Purpose: to train children in the perception of three rhythmic patterns. Game material: 8 long lotto-type cards with a colored stripe at the bottom and a non-colored outline image of a cockerel, hen and chicken; 32 colorful little cards showing a rooster, a hen and a chick. Metallophone, screen. Progress of the game: The leader of the game is a teacher - musician. He invites children to learn to play the game “Rooster, Hen and Chick.” He invites 4 children and places 2 cards on the table for each player. He places a stack of small cards and a metallophone behind the screen. Everyone sings the opening song. The teacher takes the small top card in the stack with the picture facing him. Taps the corresponding rhythmic pattern. Explains to the children that they need to listen and then look at the presenter’s colored cards, and then carefully at the picture of grains. If it coincides with the rhythmic task, then you need to answer the question of the game leader. Then the teacher shows how to place the card on the corresponding cell of your card. The teacher picks up another card, plays a rhythmic pattern and asks: “Who pecks the grains?” The child whose cards have the same color as the small card raised by the teacher answers. If the child answered correctly, he receives a card. If the answer was incorrect, the teacher places the card at the bottom of the foot. He asks the child one time at a time and suggests finishing the game in a group.

Musical material: “The Cockerel, the Hen and the Chick” by N. Murycheva.

Legs and palms

Goal: To train children to reproduce rhythmic chains of short and long sounds. Metallophone, musical sticks, spoons, hammers, drum.

Game material: Cards with rhythmic chains.

Progress of the game: Children play rhythmic chains on various musical instruments using cards. The game is played during class and during free time.

Rhythmic Lotto-1

Purpose: To train children in the distinction and perception of the rhythmic patterns of E. Tilicheeva’s songs “We are going with flags”, “The sky is blue”, “The month of May”, “Brave pilot” (the song is the beginning of “RiKamerton” by E.P. Kostina)

6. Cockerel, hen, chicken - a board musical and didactic game for children of the senior group of preschool educational institutions (according to the Tuning Fork program). Nizhny Novgorod, 2015. (according to the “Tuning Fork” program by E.P. Kostina)

7. Rhythmic Lotto - a board musical and didactic game for children of senior preschool age (according to the Tuning Fork program). Nizhny Novgorod, 2015. (according to the “Tuning Fork” program by E.P. Kostina)