Sense of rhythm, musical abilities. Exercises to develop a sense of rhythm. Exercises to develop a child’s sense of rhythm

Game exercises to develop a sense of rhythm are not only educational in nature, but also have a certain therapeutic effect (they are aimed at relieving emotional stress and developing volitional efforts in a preschooler).

We play with children in speech games, which contribute to the rhythmic sensation of speech and music: (with clapping).

The cricket sat on the pole,
Cockroach - in the corner.
We sat down and sat.
They sang a song.
Heard the spoons -
legs stretched out.
We heard the rolls -
Yes, they jumped from the stove,
Yes, let's sing along,
Sing along and dance!

Like without a pipe, without a pipe,
My legs are walking in the wrong direction.
And when they smell the pipe,
The little feet themselves are dancing.
The cranes went to dance
Debts to show your legs.
Bang, bang, bang.

We tap the rhythm with elbows and bent finger joints on the table.

Ay, knock, knock, knock,
The hammers started pounding.
The hammers started pounding
Played with elbows:
Knock-knock, knock-knock,
Vanechka will soon be one year old.

We constantly alternate between clapping our hands and striking our palms against our partner’s palms, saying:

Oh, oh, oh, oh, oh,
Ochurechechki,
Spoons, bowls,
ladle,
Changelings!

When the word “Turnover” is said, the players jump around themselves and, no matter where they stop, must repeat the game chorus, also alternating clapping and hitting palms against palms. Rotate until they reach their original position.

We learn funny rhymes and jokes, thereby developing children's memory and attention, which contributes to better memorization of song lyrics and their rhythmic performance.

It is raining,
It is raining,
And when will He pass?
That's when you get tired of walking,
Then it will stop.
Soap and washcloth - Songs begin.
Lamp and picture - Half of the song. Bread and cucumber - The songs are over!
I. Mikhailova.

Exercise “Autumn scale” model T. Borovik

Before. Empty swallows nest.
Re. Autumn is in the yard.
Mi. The wind is crying outside the doors.
F. The rain is a quiet stanza.
Salt. He has his own role.
La. The whole earth is quiet.
Si. The rain will take away the boredom!
Before. Empty swallows nest.

“Rhythmic mastery of words”

Pronounce words at a moderate pace in two, three and four syllable measures. Pronounce words expressively, emphasizing the stressed syllable. Draw children's attention to the fact that some syllables in words sound longer, while others sound shorter. For example:

2/4 ma-ma, pa-pa, cat, ka-sha, Da-sha, daughter, cloud, flower.
3/4 ma-moch-ka, sun-ko, pe-sen-ka, de-voch-ka
4/4 che-re-pa-ha, po-gre-mush-ka, ve-lo-si-ped.

Invite the children to come up with similar words themselves. Replace words with claps.

"Say Your Name"

Children stand in a circle and take turns clapping and “tacting” their names.

"Who's on the right?"

Children stand in a circle. They take turns clapping and “tacting” the names of their neighbor on the right.

Rhythmic improvisations

Children sit in a semicircle. The teacher sets the rhythm by clapping. On a signal, all children clap their hands in a given rhythm, and stop on a signal.

Change of rhythm

When given a signal, children clap in the same rhythm, then the rhythm changes to a faster or slower one.

To each his own rhythm

The group is divided into two teams. Each team is given a certain rhythm. Teams take turns repeating their task several times. After which both teams complete their tasks simultaneously.

One, two, three, repeat!

The adult sets a rhythmic phrase with clapping, which the children repeat with “sounding gestures”: clapping, stamping, slapping, clicking, etc.

Rhythmic patterns

Children are divided into two groups. Each group of children performs their own rhythmic pattern.

1 group 2 group
Once upon a time there were three ducklings - clapping eighth notes Pik, Pak, Pok - stomping
We lived well and amicably - clapping eighths Peak, Pak, Pok - stomping
One morning we were going fishing - claps of eighths Peak, Pak, Pok - stomps
They waddled - clapping eighth notes Pik, Pak, Pok - stamping
We caught a lot of fish - eighth claps Pik, Pak, Pok - stomps
And they could have caught it - clapping eighths Peak, Pak, Pook - stomps
We ate everything to the crumbs together - clapping eighth notes Pik, Pak, Pok - stamping
In addition to the little fish - eighth claps Pik, Pak, Pok - stomps
V. Orlov

Then the children change roles

Using musical instruments while singing familiar songs develops children's creativity and encourages them to apply knowledge in everyday life.

Exercise "Goat"

Little gray kid, small horns,
Please play spoons for the guys.
Will you play goat?
And we will repeat.
Will you play goat?
and we will repeat!

(the goat child plays a rhythmic pattern on the spoons, and then the children clap the given rhythm with their palms). Then the goat child chooses a child, hands him the spoons and says: Now you will be a little goat, Play loudly on the spoons!

Exercise “Musical hammers”

A woodpecker sits on a twig:
Knock-knock-knock, knock-knock-knock!
The woodpecker looks where the bug is: Knock-knock-knock, knock-knock-knock!
Heavy hail over the oak grove:

Acorns fly from the oak tree:
Knock-knock-knock, knock-knock-knock!
Two beavers are building a hut: Knock, knock, knock, knock, knock, knock!
Without nails, without an axe: Knock, knock, knock, knock, knock, knock!

When singing the words “knock-knock,” the child must repeat the rhythmic pattern performed by the music director. Musical director plays the metallophone, the child plays the musical hammer. Rhythmic exercises allow you to develop auditory and visual attention, work on emotions, and educate children Creative skills and imagination, as well as develop strong-willed qualities.

Exercise “Listen to the downbeat”

After listening to music, the teacher draws the children’s attention to the fact that strong and weak sounds alternate evenly. Children clap their hands on the strong beat of the beat, and stamp their feet on the weak beat. Then they are divided into two groups: the drum beats on the strong beat, and the rattle sounds on the weak beat.

Exercise "Uncle"

Two children of different heights are selected. The first is “Uncle Styopa”, and the second is “a little boy”; he stands behind “Uncle Styopa” at a distance of two steps. The rest of the children, sitting on chairs, say:

This game exercise repeated several times. When repeating, children are divided into two teams.

Option 1: one team claps in quarter notes, the other in eighth notes.

Option 2: one team has diamonds in their hands, the other has spoons. Children with tambourines in their hands beat out the rhythm in quarter notes, those with spoons in eighth notes.

Exercise “Balls” (L. Schitte. Study)

Children stand in a circle, hands on their belts.
1st phrase. Claps.
2nd phrase. Floods.
3rd phrase. Claps.
4th phrase. Slaps on the knees.

Exercise "Merry Fours"

I.P.: children are divided into groups of four and stand in their foursome, forming a diamond shape. The leader of the four stands with his back to his group, and the rest of its members are turned to face the back of the leader.
As soon as the sound begins, the presenter begins to reproduce a rhythmic pattern on spoons to the music of a cheerful fast dance, and the rest of the four members repeat the rhythm with clapping after their leader. When the leader gets tired of his role, he turns to the right or left and gives the role of leader to his neighbor. The four are being rebuilt under a new leader.

Exercise “Question and answer”

IP: children stand in pairs opposite each other in random order. One will “ask a question” by tapping a rhythm on a musical instrument, and the other will answer it in the same way. The solo of each pair is limited to the framework of the musical phrase. The beginning of the next phrase is a signal for a change of soloist.

Exercise “Find a pair”

I.P.: children stand in pairs opposite each other in random order; they agree which of them will be the leader and which will be the follower.

When the music starts, the follower closes his eyes and stretches his hands forward. The presenter takes the partner by the hands and leads him in different directions to the music.

At the teacher’s signal, the presenters change their partners. The followers stand still with their eyes closed and wait for new partners to find them and lead them to the music. When repeating the game, partners in a pair change roles.

Exercise “Sunshine and Rain” using a metallophone

In musical-motor exercises, the child simultaneously performs and creates, as he comes up with movements based on the character, tempo, rhythm, and timbre of the music offered to him. The child begins to become aware of music through movement.

Game to develop a sense of rhythm

Game material: musical hammers according to the number of players, flannelgraph and cards depicting short and long sounds (with reverse side flannel is glued to the cards).

Progress of the game. At the teacher’s command, the child knocks with a musical hammer and lays out cards on a flannelgraph. Wide cards correspond to rare hammer strikes, narrow cards correspond to frequent strikes. For example, the teacher says: “Here is an elephant walking: stomp, stomp, stomp.” The child slowly taps the hammer on his palm and lays out wide cards on the flannelgraph. “It began to rain heavily, frequently: drip-drip-drip,” continues the teacher. The child quickly knocks with a hammer and lays out narrow cards on the flannelgraph.

Rhythms are with us everywhere and everywhere. Our life is saturated with rhythms. It is impossible to imagine a sphere of activity where a person does not discover rhythms. Scientists have even provided evidence that a mother's heart rhythm calms her baby during pregnancy. Thus, rhythm comes into a person’s life even before he is born! In the world it would be less people suffering from a complex of “rhythmic” incompetence, if this sense of rhythm were considered as a feeling that, like smell or touch, a person has always had. After all, a sense of rhythm is a feeling! However, not all so simple. There are so many people who have obvious problems with their sense of rhythm. It seems that such a person hears the rhythm, but he just can’t repeat it. And how do you need to develop a sense of rhythm? Just like the rest. We just feel it. We feel and analyze. We analyze and reproduce.

What will improve the sense of rhythm through special training give us?

1. Balance, coherence of all movements during any type of activity: walking, monotonous boring work, more complex actions - bending, turning the body, carrying loads, dance moves, game on musical instruments. A trained sense of rhythm allows a person to better feel, understand and feel his body and, as a result, control it better. Increases endurance and reduces the time for physical recovery after significant exertion.
2. Speech and singing become more controlled, expressive, and correctly accented. This gives a person the opportunity to consciously correctly operate with the semantic shades of speech or singing. And this helps to open up artistic image for singers and speech artists. IN ordinary life Such skills enrich a person’s speech with additional intonation and emotional colors.
3. A trained, balanced sense of rhythm creates the preconditions for good blood flow throughout the body and eliminates mental and physical tension. And this is an improvement in tissue metabolism and nutrition. Naturally, all this strengthens the body as a whole, increases resistance to infections, and improves ability to work. At the same time, your well-being and mood improves.

Here one could list many more positive aspects of a well-developed sense of rhythm. However, that is not the purpose of this article.

CONNECTION OF RHYTHM WITH HEARING.

The main difference between the sense of rhythm and others is that it is closely and directly related to hearing. This is, in fact, part of what we hear. Therefore, all exercises to develop a sense of rhythm also develop hearing. Musicians have the concept of “innate ear”, which implies a musical gift - absolute pitch a person who helps distinguish the pitch and timbre of sounds with one hundred percent accuracy.

But is there, by analogy, an “innate rhythm”? Without a doubt. After all, many children early age They can freely repeat quite complex rhythmic patterns after you without any preliminary training. Working with children of the “nursery group” in kindergarten, I have the opportunity to watch how it evolves ear for music and sense of rhythm in young children. Kids react to music simply: the button accordion plays - their arms and legs begin to move. Cheerful music - stomping, clapping. Slow music– rocking the body from side to side, etc.

If rhythm accompanies us even before birth, then everyone has a sense of rhythm, only to varying degrees of development. Of course, it is more difficult for an adult to develop it than for a child, but it is still possible.

DEVELOPMENT OF THE SENSE OF RHYTHM IN CHILDREN

Rhymes, songs, alternation of sounds in a certain rhythmic sequence - all this can be the content of the concept of “developing a sense of rhythm.” There are quite a lot of exercises for developing a sense of rhythm in children. younger age. You can easily find them on the Internet. But here’s what I wanted to emphasize: don’t waste time, introduce exercises to develop a sense of rhythm into the comprehensive education of your children as early as possible. Remember that at an older age it will be more difficult to begin rhythmic development.

Older children - preschoolers and primary schoolchildren - are offered the following:

-While reading poetry, clap or stamp on the strong and weak beats alternately, or march.

-Play in a shock-noise orchestra.

-Perform basic rhythmic dance movements to music.

Children's toys like drums, rattles, and bells are very good for developing a sense of rhythm. If you bought something like this for your child and want to practice with him on your own, then ask him to repeat after you a sequence of simple identical blows, or vice versa - several blows in some unpretentious rhythm.

DEVELOPMENT OF THE SENSE OF RHYTHM IN ADULTS

The most important principle of developing a sense of rhythm is unchanged for all ages. “Listen - analyze - repeat.” It's just that adults need a more complex version. There are a few simple rules:

1. Listen to a lot of music, and then reproduce what you hear using your voice. Moreover, you should not listen to music automatically while chewing gum, as the vast majority of teenagers and young people do. Listening to music to develop a sense of rhythm should be purposeful. The goal is to develop a sense of rhythm, the task to achieve the goal is to track the rhythmic sections of the compositions being listened to. Listening to works with complex, frequently changing rhythms develops a good sense of rhythm. This is a classic. Yes, symphonic music is rich in a wide variety of rhythmic patterns and can be a good school for developing your sense of rhythm.

2.Play musical instruments with a metronome. Any tool will do. Block flute, harmonica, tambourine, bell, etc. And if you know the button accordion, guitar, piano, that’s great.

3.Reproduce rhythms using clapping and tapping, constantly complicating the rhythmic patterns. You can do this anytime, anywhere: on public transport, at a boring lecture, at home on the couch, etc.

4.Dance or learn to dance. Dance is very good for developing a sense of rhythm.

5.Work in a group or in pairs. This applies to singing, playing instruments, and dancing. If you can attend orchestra or ensemble classes, then participate, play with them, or sing in the choir, or dance with a partner!

It should be noted that the sense of rhythm must be developed purposefully. This set of video exercises is designed specifically for training the rhythmic data of students. With the proper approach, the results will not take long to arrive - literally after mastering several exercises you will feel changes in better side. Don't be afraid of the apparent complexity of the rhythms. They are all simple and understandable enough to be understood, although at first glance they seem cumbersome and impossible to implement.

An example of a rhythmic exercise for beginner accordion and button accordion players

An example of audio exercises to improve rhythmic data from the kit:

The concept of “sense of rhythm” in musically very simple definition. The sense of rhythm is the ability to feel Musical time and capture events that occur during this time.

What is musical time? This is a uniform beat of the pulse, a uniform alternation of strong and weak beats in it. Many have never even thought about the fact that the music of any piece for an instrument or song is permeated through and through by some single movement. Meanwhile, it is from this single movement, from the frequency of the pulse beats that the tempo of the music depends, that is, its speed - whether it will be fast or slow.

MORE ABOUT MUSICAL PULSE AND METER –

What are the events of musical time? This is what is called rhythm - a sequence of sounds that vary in duration - long or short. Rhythm always obeys the pulse. Therefore, a good sense of rhythm is always based on the feeling of a living “musical heartbeat”.

MORE ABOUT LENGTHS OF NOTES –

In general, the sense of rhythm is not a purely musical concept, it is something that is born of nature itself. After all, everything in the world is rhythmic: the change of day and night, seasons, etc. And look at the flowers! Why do daisies have such beautiful white petals? These are all phenomena of rhythm, and they are familiar to everyone and everyone feels them.

How to check the sense of rhythm in a child or adult?

First, a few introductory words, and then we will talk about traditional and non-traditional verification methods, their pros and cons. It is best to check the sense of rhythm not alone, but in pairs (a child and an adult or an adult and his friend). Why? Because it is difficult for us to give an objective assessment of ourselves: we can either underestimate or overestimate ourselves. Therefore, it is better if there is someone checking, preferably musically educated.

What if we don’t want to call anyone to listen to us? How then can you check your sense of rhythm? In this case, you can record the exercises on a voice recorder and then evaluate yourself as if from the outside based on the recording.

Traditional methods of testing the sense of rhythm

Such checks are widely practiced in entrance exams V music schools and are considered universal. At first glance, they are very simple and objective, but, in our opinion, they are still not suitable for all adults and children without exception.

METHOD 1 “TAP THE RHYTHM.” The child, the future student, is asked to listen and then repeat the rhythmic pattern, which is tapped with a pen or clapping his hands. We suggest you do the same. Listen to several rhythms performed on different percussion instruments, and then tap them or clap your hands, you can simply sing on syllables like “there ta-ta there there there.”

Examples of rhythmic patterns for listening:

This method of identifying rhythmic hearing cannot be called ideal. The fact is that many children fail to complete the task. And not because they do not have a developed sense of rhythm, but because they are simply confused: after all, they are asked to demonstrate something that they have never done in their lives, sometimes they do not even understand what they want to hear from them. It turns out that they haven’t taught anything yet, but they ask. Is this the case?

Therefore, if a child or adult being tested coped with the task, this is good, but if not, then this does not mean anything. Other methods are needed.

METHOD 2 “SING A SONG.” The child is asked to sing any familiar song, the simplest one. The song most often heard at auditions is “A Christmas Tree Was Born in the Forest.” So you try to sing your favorite song into the recorder, and then compare it with the original sound - are there many discrepancies?

Of course, when you are asked to sing something, the purpose of testing is, first of all, melodic hearing, that is, pitch. But since melody is unthinkable without rhythm, the sense of rhythm, therefore, can be checked by singing.

However, this method does not always work. Why? The fact is that not all children can immediately start singing like that. Some are shy, others do not yet have coordination between voice and hearing. And again the same story turns out: they ask what has not yet been taught.

New methods for checking your sense of rhythm

Since common methods for diagnosing the sense of rhythm cannot always provide material for analysis, and, therefore, in certain situations they turn out to be unsuitable for testing hearing, we offer several more “spare” ones, unconventional methods checks, at least one of them should suit you.

METHOD 3 “TELL A POEM.” This way of testing the sense of rhythm is perhaps the most accessible for children. You need to ask your child to read short excerpt(2-4 lines) of any poem (preferably simple, for children). For example, let it be the famous “Our Tanya is crying loudly” by Agnia Barto.

It is better to read the poem measuredly - not very quickly, but not slowly, that is, at an average pace. In this case, the child is given the task: to mark each syllable of the poem by clapping his hands: tell and clap his hands in the rhythm of the verse.

After reading aloud, you can give more difficult task: read mentally to yourself and just clap your hands. This is where it should become clear how developed the rhythmic sense is.

If the result of the exercise is positive, you can make the task even more difficult: take the child to the piano, point out some two adjacent keys on it in the middle register and ask him to “compose a song,” that is, recite a rhyme and select a melody on two notes so that the melody retains rhythm of the verse.

METHOD 4 “BY DRAWING”. The next method characterizes mental understanding, awareness of rhythm phenomena in life in general. You need to ask the child to draw a picture, just be sure to indicate what exactly to draw: for example, a house and a fence.

After the subject completes the drawing, we analyze it. You need to evaluate according to the following criteria: a sense of proportion and a sense of symmetry. If the child is okay with this, then the sense of rhythm can be developed in any case, even if it is in this moment did not manifest itself at all or in general, it seems that it is completely absent.

METHOD 5 “CHIEF OF THE REGIMENT”. IN in this case the sense of rhythm is assessed by how the child commands marching or any simple physical exercise from charging. First, you can ask the child to march, and then invite him to lead the marching in a “formation” of parents and members of the examination committee.

Thus, we have looked at five ways to check your sense of rhythm. If they are used in combination, the result can be good picture according to the degree of development of this feeling. We will talk about how to develop a sense of rhythm in the next issue. See you again!

Every person who wants to master it must have a sense of rhythm.
Rhythms underlie human life and natural phenomena. Rhythm is the basis of any musical or poetic work. The development of a sense of rhythm is included in the mandatory training program for musicians, dancers and actors.
A little theory: the concepts of “rhythm” and “meter”.
Under musical rhythm understand an ordered sequence of sounds of different durations (whole note, half note, quarter note, eighth note).
Rhythm should not be confused with meter - a sequence of beats of equal duration that can be strong or weak.

How to develop a sense of rhythm in an adult and a child?

There is a view that the sense of rhythm is an innate ability and cannot be developed. However, practice proves this opinion wrong: a sense of rhythm can be cultivated and trained by regularly performing.
It should be noted that exercises are most effective for children under 5 years of age. But adults can also significantly improve their performance.
So.

1. We clock with our feet: we march to the count of 1 – 4. The first and third beats are strong. Let's highlight them more with a strong blow legs. We change the strong beats to the second and fourth. We leave only one strong beat, in a word, we change the rhythmic pattern.
2. Marching under different music: We highlight strong beats in the same way.
3. We clock with our hands to count. We highlight the strong beats with a more active and strong clap; on the weak beats, the palms barely touch each other.
4. We beat our hands (clap) to the music.
5. We clap or stamp a nursery rhyme, for example, “The Cat’s House.”
6. We “march” the quarters, saying “step-step-step-step”, after which we practice the eighths: running on the toes with the words “be-gom-be-gom”. If the lesson is group, after practicing each measure, you can divide the group into 2 parts, one of which walks in quarters, the other runs in eighths.
7. Stomp and run through the poem (quarter beats – we walk, eighth beats – we run).
8. We learn to distinguish between meter and rhythm: half of the group “steps back” the meter (its strong and weak beats) while reciting a verse, the other half - rhythm (syllable by syllable). This can be slammed, tapped on the seat of a chair or on a drum.

How to develop a sense of rhythm for beginning musicians

1. Playing with a metronome should become a habit. At first, the metronome will distract from the rhythmic pattern of the melody, but over time, with such playing, the rhythm will noticeably improve. You can change your settings over time by experimenting with different tempos.
2. It is better to start training with slow rhythms, increasing the speed gradually.
3. You need to train different rhythmic patterns, without focusing on a single rhythm.
4. Listen to music with complex rhythms.
5. When playing anything, record and listen to your performance, and note any mistakes.

Music is the movement of sounds in time. Understanding time in music is one of the main factors for a beginning guitarist. Indeed, in many ways, the degree of accuracy in the sense of time determines the level and class of skill of both the musician and the listener. It follows that to develop an understanding of time in music, it is necessary to practice.

Step 1 is understanding music theory in terms of time itself. Measure, time signature, tempo, note durations, etc. To put it simply, you need to understand the organization of notes in time. ()

Step 2 - learn to hear and clearly perform everything that is discussed in step No. 1. In other words, you need to move from theory to practice.

Step 3 – bring all practical skills to automaticity, which means confident and free.

To complete the first two steps, you will need metronome. ()

Practicing with a metronome should be clear and precise for the musician. If you simply stupidly play with a metronome, it will not bring the desired results. Therefore, it is imperative to go through step 1, namely, to fully understand the entire theory. This will save your time in the future, because it will build the correct theoretical structure in your head.

How to play (practice) with a metronome correctly?

From a rhythmic point of view playing under fast pace metronome has the same difficulty as playing at a slow pace. Therefore, to begin with, it would be best to set a certain tempo, namely 40 BPM (beats per minute). To better assimilate the rhythm, first play only with your right hand.

EXERCISES:

Having turned on the metronome, we first play on the open first string along with each blow, trying to hit it perfectly accurately:

And now 4 sounds:

This is a rather difficult moment - to combine 3 beats with 2, but it gives a certain rhythmic freedom, so you involuntarily begin to feel like you’re dancing.

Now let’s play it all together – different rhythmic options:

This third beat is difficult to grasp, but important. This is very often used at faster tempos in rock (example):

Common mistakes during exercise:

Internal constraint when playing due to excessive concentration on the process. As a result, the rhythm gets lost. You need to learn to be as relaxed as possible.