Diagnostics of the sense of rhythm and motor abilities. Diagnosis of children's musical abilities. Vocal group tasks

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Diagnostics of musical development

The problem of diagnosing musical abilities remains the most relevant for modern psychological and pedagogical science, despite the fact that the first attempt to solve it dates back to 1883 and belongs to K. Stumpfon, the founder of musical psychology. Why is this problem still relevant today?

Firstly , because the musical abilities themselves, the structure of a person’s musicality, still remain a problem.

Secondly , musical abilities are a complex combination of natural (innate), social and individual.

Third , because the manifestation of abilities is always individual, which should be reflected in the diagnosis and interpretation of its results.

Fourth , existing diagnostics require clarification in some cases, and in others, the search for new adequate diagnostic methods.

First of all, let’s clarify the role of diagnosing musical abilities, i.e., answer the question: what is it for?

The study of musical abilities will allow us to holistically and synthetically study the uniqueness of a child’s musicality and determine the individual path of its formation in kindergarten.

The purpose of diagnosing the musical abilities of preschoolers is associated with the study of the child’s musicality and the study of its individual structure. The diagnostic results will allow teachers to competently develop the child’s musical abilities in the logic of his individual development, his individual capabilities.

In modern scientific and pedagogical literature, the fundamental characteristic features of pedagogical diagnostics are highlighted

1. Pedagogical diagnostics takes into account those changes in personality traits that occur under the influence of a purposeful educational process.

2. Pedagogical diagnostics approaches research not only for the sake of study, but also for the sake of transformation. Thus, the teacher acts simultaneously as a diagnostician and as an executor of his recommendations.

3. Pedagogical diagnostics are always personal.

Taking into account the highlighted principles, the main tasks of diagnosing musical education and development of preschool children are:

1. studying the subjective characteristics and capabilities of preschool children in musical activities;

2. studying the uniqueness of a child’s musical experience and musical subculture, which implies research into the characteristics of children’s musical interests and preferences in the child’s musical activities in kindergarten and at home; studying general and special musical-performing, musical-creative skills of preschool children;

3. studying the uniqueness of musicality of preschoolers of a certain age;

4. studying the characteristics of a child’s self-expression and self-display through music;

5. studying the characteristics of the attitude of a preschool teacher to the art of music and children's musical activities; studying the characteristics of professional competence;

6. studying the effectiveness of pedagogical conditions promoting musical education and development of preschool children, and individual children in the real pedagogical process.

The presence of such diagnostics will allow the teacher to competently carry out the process of musical education and development, making it as effective as possible, based on:

on the results of self-analysis of the teacher’s musical culture and his professional competence;
on ideas about the uniqueness of the child as a subject of children's musical activity;
on ideas about the characteristics of the musical experience of children of a certain preschool age and a specific child;
on ideas about musicality and the musical capabilities and abilities of each preschooler;
on information about the conditions of the pedagogical process;
on the forecast of the development of musical activity of children and the development of the individuality of each child through the means of this activity in the pedagogical process of a preschool educational institution.

Thus, diagnostics will allow the educator, music director, and parents to design a holistic, but at the same time variable process of musical education and development of a preschool child in an educational institution in which pedagogical conditions will be created that allow each child to express himself, open up, and, therefore, develop to the maximum.

All diagnostic tasks in preschool age are carried out in a playful way.

In the diagnosis of musical education and development of preschool children, two main areas can be distinguished:diagnostics of children's musical abilities and diagnostics of children's musical activity.

Diagnostics of musical abilities

Musical ability- this is a set (system) of psychomotor, sensory-emotional and rational functional properties of an individual, manifested in his emotional responsiveness to music and the successful implementation of musical activities.

In the study of musical abilities, it is necessary to use not only specific (actually musical) methods, but also general psychological tools for studying personality traits.

Diagnostics of musical abilities includes diagnostics:

sense of tempo and rhythm
modal feeling
pitch sense (melodic and harmonic hearing)
sense of timbre
dynamic feeling
feelings of musical form
emotional responsiveness to music
cognitive, operational and motivational components of children's musical and aesthetic tastes

How is the musical abilities of a preschooler diagnosed in kindergarten?

In the diagnostics proposed by N.A. Vetlugina in the fifties of the last century, there are many ideas that require revival and return to modern kindergarten practice. For example, in the study of musical abilities, special attention was paid to the behavior of children, descriptions of their individual characteristics, manifestations of musicality, which were compiled by the teacher, observing the child in everyday life and in the process of musical lessons.

For diagnosis, the researcher used musical games and game tasks, organized in the form of classes with a small subgroup of children (3 - 4 people). Later, special musical instruments and manuals were created to diagnose the musical abilities of children, which, of course, should include the “Musical Primer” (M., 1989), which deserves high pedagogical praise. We recommend this manual to be used primarily by preschool teachers and parents who want to study their child’s musicality and understand its characteristics.

Among the methods of examining musical phenomena N.A. Vetlugina includes: listening, recognizing the properties of musical sounds; comparing them by similarity and contrast; distinguishing their expressive meaning; their reproduction with simultaneous auditory control in singing intonations, playing instruments, expressive rhythmic movements; combining sound combinations; comparison with accepted standards.

Indicators of the manifestation of children’s musical abilities in the process of musical games according to N. A. Vetlugina are as follows.

1. The ability to perceive music, feel its rhythmic expressiveness, directly and emotionally respond to it, expressed by:

in interested, attentive listening to music, which can be judged by observing the external behavior of children;
in distinguishing changes in music, alternating its expressive means;
in capturing the line of development of artistic images, the sequence of the “musical story”.

2. The ability to move expressively, naturally, rhythmically to music, manifested by:

in passion for movement to music, in readiness to perform assigned tasks related to music and movement;
in the direct, sincere transmission of the game image, in attempts to embody this image, in the search for truthful, natural movements that correspond to the nature of the music and the plot of the game;
in the arbitrariness of movements (the ability to subordinate them to the rhythm of music, “place” them in time and space, while showing quick reaction, initiative, resourcefulness);
in the rhythm of movements, indicating the correct sensations of metro-rhythmic pulsation, rhythmic pattern, accents, strong fractions of the meter, musical form; in the manifestation of creative initiative, invention, expressed in inventing, “composing” individual elements of the game.

3. The ability to appreciate the beautiful in music and movement, rhythmic expressiveness, to show musical taste within the limits possible for a given age, which is expressed by:

in freely distinguishing the nature of music and its connection with the nature of movement;
in the correct distinction of the form of the work, the most striking means of its expressiveness in combination with similar features of movement;

To a greater extent, I would like to draw attention to the diagnosis of the musical experience of preschool children, which includes the study of:

experience of a child’s emotional and value-based attitude to music, i.e. interest in music, children's musical preferences and tastes of a preschooler, personal involvement in musical culture;
experience in knowledge of music, i.e., the child’s musical horizons (orientation in musical works) and elementary musical erudition;
experience of skills to interact with music, namely generalized methods of musical activity of children necessary in any type of musical activity (adequately respond to the nature of music; carry out artistic and emotional perception of a musical image; understand - decode a musical image; actively express an emotional attitude to a musical image; interpret musical images in different types of artistic and gaming activities); this also includes special (technical) skills of children - singing, instrumental, dancing, the study of which is carried out in the process of diagnosing the musical abilities of preschoolers and with targeted observation by the music director of the kindergarten during the school year;
experience of creative activity or creative inclusion in musical activity, which accumulates in the process of the child’s active participation in various types of musical activities; This also includes interpretations of musical images in accessible and interesting activities, and attempts at musical composition.

Sample tasks for diagnosing musical abilities

Diagnosis of the metric sense

"Steps of a Giant, Sasha and a Dwarf"

Target: identifying the level of development of the sense of meter.

Stimulating material:an alarm clock (metronome) and marks on the floor indicating the direction of the track. The distance between them corresponds to the child’s free step (15-20cm). There are 16 footprints in total. The path is laid out with turns after every 4th step (for example, along the perimeter of a square). Music in 4/4 time at a moderate tempo.

Musical director:Let's play fairy steps with you. In the Land of Clocks, all the inhabitants walk like clockwork (the child is given an alarm clock, the sound of which “Tick-tock” is clearly heard, or a metronome is placed nearby) Boy Sasha walks calmly (the teacher demonstrates: step - to the sound of the clock “tick” and an additional step to the sound of the clock “tak”), the steps of his little gnome friend are agile and playful (to the sound of the clock “tick” - a step and an additional step, to the sound of the clock “tak” - the same). The giant walks sedately and importantly (one step per tick-tock clock tick and one additional step at the next tick-tock tick-tock clock tick).

The music is played in 4/4 time at a moderate tempo. The child walks four beats like Sasha, four beats like a gnome, and four beats like a giant.

Criteria for evaluation:

3 points – exact designation of the steps of the “giant, Sasha and the gnome” throughout all 4 “beats” (a beat is equal to four steps, a total of 16 additional steps);

2 points – reproduction of steps with two or three violations of metric coordination. (acceptable limits of violations – from 2 to 8 untimely steps out of 16);

1 point – inconsistent metric execution of steps (from 9 to 12 mismatches).

Diagnosis of the sense of rhythm

Target: identify the level of development of the sense of rhythm.

Musical director: Please clap (or tap) the rhythm of the melodies played on the instrument. (First, a sample of the rhythm is shown to ensure that the child correctly understands the meaning of the task).

Criteria for evaluation:

1 point – weak level of rhythmic regulation. An even row of half durations, an even row of quarter durations.

2 points – average level of rhythmic regulation. Ability to use half, quarter, eighth notes and notes with a dot, i.e. elements of dotted rhythm.

3 points – high level of rhythmic regulation. Use of dotted, syncopated rhythm and pauses.

Diagnostics of pitch hearing

"Cat and Kitten"

Target: identify the level of formation of the pitch sense of pitch relationships.

Musical director:The cat and the kitten were lost in the dark forest. Listen, this is how a cat meows (performed to the first octave), and a tka is a kitten (performed to the G of the first octave). Help them find each other. Tell me when a cat meows and when a kitten meows.

Sounds are performed sequentially.

Job No.	Presented sounds	Point awarded	Correct answer
1.1.	Mi1 – salt2		Cat - kitten
1.2.	Sol2 – fa1		Kitten - cat
1.3.	Fa1 – Fa2		Cat - kitten
2.1.	Fa2 – salt1		Kitten - cat
2.2.	Mi2 – salt1		Kitten - cat
2.3.	A1 – mi2		Cat - kitten
3.1.	A1 – re2		Cat - kitten
3.2.	Re2 – si1		Kitten - cat
3.3.	Do2 – si1		Kitten - cat

Algorithm for presenting the test and assessment criteria: first, task 1.3 is given. Next, if the answer is correct - task 2.3, then task 3.3. If the child’s answer turns out to be incorrect, the task is simplified - 1.2. (where 2 points are awarded for each correct answer), if this task is also performed incorrectly, task 1.1 is given. (1 point) and so on for each block.

Diagnosis of dynamic feeling

The sense of dynamics is determined by the individual’s adequate auditory-motor response to the strength of the influencing sound, both in its contrasting presentation and in the gradual strengthening (crescendo) or weakening (diminuendo) of sound dynamics.

Target: determination of the ability of an adequate auditory-motor reaction to dynamic changes in instrumental and vocal-instrumental stimuli.

Musical director:Let's play loud and quiet with you. I will play the piano, and you will play the drum. Play like me: I am loud and you are loud, I am quiet and you are quiet (A. Alexandrov’s play “Drum” is performed). Adequate performance of contrasting dynamics “forte - piano” is assessed as 1 point.

And now the music will gradually increase or decrease. You will also need to perform it on the drum. (E. Parlov’s play “March” is performed). Adequate execution of the 1st phrase in the dynamics of “crescendo” is estimated at 2 points and the 2nd phrase – “diminuendo” is estimated at 2 points.

Criteria for evaluation:

1 point scored – a weak level of development of the dynamic sense, is assessed as 1 point.

2 – 3 points scored - the average level of development of the dynamic sense, assessed as 2 points.

4 – 5 points scored - a high level of development of the dynamic sense, assessed as 3 points.

Diagnostics of modal-melodic feeling

"Chorus Girls"

Target: identify the level of development of the modal-melodic sense, the reflexive ability to distinguish the modal functions of a melody.

Musical director:I will play the songs of the cheerful and sad girls, and you listen carefully and tell me which song the cheerful girl sang and which the sad girl.

The songs are composed according to the principle of contrast and comparison of modal functions of the melody. Three singing melodies are presented. For each correct answer, 1 point is awarded.

Criteria for evaluation:

1 point – low level of development of modal and melodic sense. The child identified all the melodies incorrectly or identified only one correctly.

2 points – average level of development of modal and melodic sense. The child gave two correct answers.

3 points – high level of development of modal and melodic sense. The child gave all the correct answers.

Diagnostics of musical activity

It includes diagnostics of skills and abilities in all areas of musical activity:

Perception
Development of musical ear and voice
Singing
Musical and rhythmic movements
Music playing
Musical creativity

Sample tasks for diagnosing musical activity

I Junior group

Indicator under study	Tasks	Grade	Repertoire
			Beginning of the year	The end of the year
1.Perception	1.1.Listen to a piece of music (song)	3 points – the child expresses his emotions in accordance with the nature of the work	"The Bear is Coming" E. Tilicheeva	“Squirrel” by M. Krasev
2.Singing	2.1.Singing along to a familiar song accompanied by	3 points – sings along, correctly intonating 1.2 sounds 2 points – pronounces the words of the song in rhythm 1 point – doesn’t sing along	"Cockerel" r.n.p. arr. Kraseva	“White Geese” by M. Krasev
3. Sense of rhythm		2 points – reproduces the meter	P/n “Let’s hit the palms”	P/n “Repeat after me”
	3.1. Correspondence of movements to the nature of the music	3 points - correspond 1 point – do not correspond	“Legs and Legs” by V. Agafonnikova	“We walk and run” by E. Tilicheeva

Low level 1 – 1.7

Average level 1.8 – 2.4

High level 2.5 – 3

II Junior group

Indicator under study	Tasks	Grade	Repertoire
			Beginning of the year	The end of the year
1.Perception	1.1. Listen to a piece of music (song), respond emotionally to the music	3 points – listens carefully, expresses his emotions in accordance with the nature of the work 2 points – slightly expresses emotions, distracted 1 point - indifferent to the music playing	"Bunny" r.n.m. Arr. Alexandrova	"The cat is sick" "The cat has recovered" Grechaninov
	1.2. Recognizing a familiar song	3 points – by melody 2 points – according to words 1 point – didn’t recognize	"Cockerel" r.n.p. arr. M. Kraseva	“Winter has passed” N. Metlova
2.Singing	2.1.Singing a familiar song accompanied	3 points – intonates the entire melody 2 points – partially intonates the melody 1 point – does not intonate	“Lullaby of the Bunny” by Karaseva	“Sun” by Gomonova
3. Sense of rhythm	3.1. Play the simplest rhythmic pattern of a melody by clapping (3-5 sounds)	3 points – reproduces the rhythm accurately 2 points – reproduces the meter 1 point – random claps	D/i “Repeat after me”	D/i "Three Bears"
	3.2. Correspondence of movements to the nature of the music	3 points - correspond 2 points – partially correspond 1 point – do not correspond	"The Bears" E. Tilicheeva “March” by E. Parlov	“Dance with handkerchiefs” by T. Lomova “Running” by T. Lomova
	3.3. Matching movements to the rhythm of the music	3 points – corresponds 1 – does not correspond	"Boots" r.n.m.	Rauchwerger's "Stomping Step"

Low level 1 – 1.7

Average level 1.8 – 2.4

High level 2.5 – 3

Middle group

Indicator under study	Tasks	Grade	Repertoire
			Beginning of the year	The end of the year
1. Perception		2 points – feels only general character, mood 1 point - does not feel the character of the music	P.I. Tchaikovsky “Game of Horses” (“Children’s Album”)	Tchaikovsky "Snowdrop"
	1.2. Recognizing a familiar melody from a fragment	3 points – found out on my own 2 points – with the help 1 point – didn’t recognize	“Sleep, my joy, sleep” W.A. Mozart	“Sun” by E. Gomonova
	1.3. Availability of favorite works	3 points – have favorite tunes 2 points – one favorite melody 1 point no favorite tunes
2. Pitch hearing		2 points – 1.2 errors 1 point – does not feel	"Cornflower" R.n.p.	"Horse" by Tilicheeva
	2.2. Register Definition	1 point not determined	D/i “Who sings?”	D/i "Funny beeps"
	2.3. Determining the direction of the melody	3 points – identified correctly (independently) 2 points – identified correctly (with help) 1 point not determined	D/i "Lesenka"	D/i "Lesenka"
3. Singing			“Leaves” by Gomonova	“Vesnyanka” by E. Shalamonova (M/n 3/2008)
	3.2. Singing a little familiar song with accompaniment	1 point – does not intonate	“Chicken” by Tilicheeva	“Drum” by Tilicheeva
4. Sense of rhythm	4.1. Reproduce the rhythmic pattern of the song on percussion instruments	3 points – reproduces the rhythm accurately 2 points – reproduces the meter	"Cornflower" R.n.p.	“Trumpet” by Tilicheeva
		3 points - correspond 2 points – partially correspond 1 point – do not correspond	“Couples Dance” T. Behrens	“Step with high leg lifts and jumps) Lomovoy
		3 points – corresponds 2 points – partially compliant 1 – does not correspond	“Let’s Jump” by T. Lomova	“Let’s run, let’s jump” Sosnin
5. Musical creativity	5.1. Expressiveness of movements in a familiar dance		“Dance with leaves” T. Behrens	"Polka" Stahlbaum
	5. 2. Improvisation	2 points – with the help 1 point – failed	P/i "Sparrows and the cat"	P/i "Cat and Mice"

Low level 1 – 1.7

Average level 1.8 – 2.4

High level 2.5 – 3

Senior group

Indicator under study	Tasks	Grade	Repertoire
			Beginning of the year	The end of the year
1. Perception	1.1. Listen to a piece of music, determine the nature of the music	3 points – feels the character of the music, associations with the image 2 points – feels only the general character, mood, speaks out with difficulty 1 point - does not feel the character of the music, does not express itself	P.I.Tchaikovsky "Doll Disease"	G. Sviridov "Guy with an Accordion"
	1.2. Determine the genre of a piece of music	3 points – independently 2 points – with the help 1 point – not determined	D/i "Musical traffic light"	D/i "Three Whales"
	1.3. Choose from several illustrations one that suits the work	3 points – chose correctly independently 2 points – chose correctly using 1 point – chose incorrectly	P.I.Tchaikovsky "New Doll"	P.I. Chaikovsky ballet "Swan Lake" "Dance of the Swans"
2. Pitch hearing	2.1. Sensation of tonic (whether the melody is finished) 5 melodies	3 points – correctly senses the tonic 2 points – 1.2 errors 1 point – does not feel	“Circus Dogs” by Tilicheeva	"Woodpecker" N. Levi
	2.2. Definition of pure and mixed registers	3 points – identified correctly (independently) 2 points – identified correctly (with help) 1 point - not determined	D/i “Who sings?”	D/i "Funny beeps"
		3 points – identified correctly (independently) 2 points – identified correctly (with help) 1 point - not determined	D/i “How many of us?”	D/i “How many of us?”
3. Singing	3.1. Singing a familiar song accompanied	3 points – cleanly intonates the entire melody 2 points – intones only segments purely 1 point – intonates only the general direction of the melody	“Rain” by A. Ponamareva	“Winter is passing” r.n.p. (M/r 1/2008)
		3 points – cleanly intonates the entire melody	“And the sparrows chirp” by T. Tryapitsyna (M/P No. 4 2008)	“Spring” by I. Menshikh (M/r2/2008)
		3 points – cleanly intonates the entire melody or sections 2 points – intonates only the general direction of the melody 1 point – does not intonate	“The Brave Pilot” by Tilicheeva	"Artist" Kabalevsky
4. Sense of rhythm		3 points – reproduces the rhythm accurately 2 points – reproduces the meter 1 point – acts erratically	D/i "Cheerful Girlfriends"	D/i “Pass the Rhythm”
	4.2. Matching movements to the character of the music with contrasting parts	3 points - correspond 2 points – partially correspond 1 point – do not correspond	“Step with high leg lifts and jumps” by T. Lomova	"Let's drown and circle" T. Lomovoy
	4.3. Matching movements to the rhythm of the music (using rhythm changes)	3 points – corresponds 2 points – partially compliant 1 – does not correspond	“On a Horse” by V. Vitlin	"Vesnyanka" (u.n.m)
5. Musical creativity		3 points – performs movements expressively, emotionally 2 points – performs movements less expressively and not emotionally 1 point – performs movements without expressiveness or emotion	“Oh, you canopy” r.n.m.	“Whether in the garden or in the vegetable garden” r.n.p.
	5. 2. Improvisation	3 points – expressive, original, emotional, independent 2 points – with the help 1 point – failed	P/n “Zainka, come out”	P/i "Cat and Mouse"

Low level 1 – 1.7

Average level 1.8 – 2.4

High level 2.5 – 3

Preparatory group

Indicator under study	Tasks	Grade	Repertoire
			Beginning of the year	The end of the year
1. Perception	1.1. Listen to a piece of music, analyze it (character, genre, rhythm, tempo, dynamics)	3 points – the child analyzed the music. work on your own 2 points – the child analyzed the music. work with the help of an adult 1 point - the child could not characterize the work	P.I. Tchaikovsky “Sleeping Beauty” "Waltz"	P.I. Tchaikovsky "Nutcracker" "Waltz of the Flowers"
	1.2. From the two sounded works, choose one that matches the picture.	3 points – chose correctly and justified your choice 2 points – chose correctly, but did not justify it 1 point – couldn’t choose correctly	D. Kabalevsky “Stubborn Brother”, “Sad Story” (op. 27)	P.I. Tchaikovsky "The Nutcracker" "March", "Dance of the Sugar Plum Fairy"
	1.3. Of several works performed, name those that are close in genre (form, rhythm)	3 points – named independently 2 points – named using 1 point – did not name	D/i "Amazing traffic light"	P/i "Three whales"
2. Pitch hearing	2.1. Determine the direction and nature of the movement of the melody (smooth, legato, staccato)	3 points – correctly senses the tonic 2 points – 1.2 errors 1 point – does not feel	D/i “Tiny House”	D/i "Musical chicks"
	2.2. Pick up familiar melodies on a melodic instrument	3 points – scored independently 2 points – picked up using 1 point - didn’t pick it up	“Pea” by Karaseva	P/i "Orchestra"
	2.3. Determining the number of simultaneously sounding sounds	3 points – identified correctly (independently) 2 points – identified correctly (with help) 1 point - not determined	D/i “How many of us are singing?”	D/i “How many of us are singing”
3. Singing	3.1. Singing a familiar song accompanied	3 points – cleanly intonates the entire melody 2 points – intones only segments purely 1 point – intonates only the general direction of the melody	“Round dance at Kalinushka” by Yu. Mikhailenko	“About me and the ant” by V. Stepanov
	3.2. Singing a familiar song without accompaniment (a capella)	3 points – cleanly intonates the entire melody 2 points – intonates the direction of the melody 1 point – pronounces words in rhythm	“Lark” by Eremeeva (M/r No. 5 2006)	“Stubborn ducklings” by E. Krylatov
	3.3. Singing a little familiar song with accompaniment	3 points – cleanly intonates the entire melody or sections 2 points – intonates only the general direction of the melody 1 point – does not intonate	“Like under our gates” r.n.p.	“Blacksmith” by Arseeva
4. Sense of rhythm	4.1. Reproduce the rhythmic pattern of the melody in claps and percussion instruments	3 points – reproduces the rhythm accurately 2 points – reproduces the meter 1 point – acts erratically	"To school" music. Tilicheeva	“On a green meadow” r.n.m.
	4.2. Matching movements to the character of the music with contrasting parts	3 points - correspond 2 points – partially correspond 1 point – do not correspond	“Leaps and springy step” by S. Zateplinsky	“Polka” by T. Lomova
	4.3. Matching movements to the rhythm of the music (using rhythm changes)	3 points – corresponds 2 points – partially compliant 1 – does not correspond	“Running and Jumping” by I. Gummel	“Speed up and slow down” by T. Lomova
5. Musical creativity	5.1. Performing free dance movements	3 points – performs movements expressively, emotionally 2 points – performs movements less expressively and not emotionally 1 point – performs movements without expressiveness or emotion	“I’m sitting on a pebble” r.n.p.	“Like thin ice” r.n.p.
	5. 2. Improvisation	3 points – expressive, original, emotional, independent 2 points – with the help 1 point – failed	P/n “Scarecrow” T.Bokach	"Quadrille" (audio),

Low level 1 – 1.7

Average level 1.8 – 2.4

High level 2.5 – 3

http://www. domisolka. nm. ru/Diagnostika/Tarasova. html

Diagnostics of musical abilities of children

(according to Tarasova)

Second junior group.

Development of modal sense.

1. Emotional responsiveness to music. D. Kabalevsky “Clowns”.

2 points – listens carefully, expresses his emotions in accordance with

the nature of the work

1 point – slightly expresses emotions, distracted

0 points – indifferent to the music playing

2. Availability of favorite works.

3. Recognizing a familiar song.

2 points – recognized by the melody

1 point – learned with words

0 points – didn’t recognize

5-4 points – high level

3-2 points – average level

1-0 points – low level

1. .

0 points – refusal

5 points – high level

4-3 points – average level

2-0 points – low level

Development of a sense of rhythm.

1. Reproduction of the rhythmic pattern of the melody in clapping(3-5 sounds).

2 points – reproduces the rhythm exactly

1 point – reproduces the meter

0 points – random claps

2. Matching the movement to the character of the music. R. Gliere "Waltz".

1 point – movement matches the character of the music

0 points – movement does not correspond to the nature of the music, refusal

3. Matching the movement to the rhythm of the music. P. Tchaikovsky “March of the Wooden

soldiers."

4 - 3 points – high level

2 – 1 point – average level

0 points – low level

Level of development of musical thinking.

1. Reproductive thinking.

Determine the genre of the work (use of pictures). (What can be done under this

make music?)

R. Schumann “March”, P. Tchaikovsky “Song of the Lark”,

M. Glinka “Polka”.

3 points – high (no errors)

2 points – average (1 mistake, chose the picture correctly; identified

no errors, I chose the wrong picture).

1 – 0 points – low (2 errors, not identified).

2.Productive thinking.

Play, compose your own music (3 compositions). What was he playing about?

5 points – musical idea, complete melodic phrase.

4 points – the composition includes elements of melody and original rhythm.

3 points – melodic and rhythmic monotony in all three works.

2 points – just sorts out records and keys.

1- 0 points - lack of melody and rhythm, refusal.

5 – 4 – high level

3 – 2 – average level

1 – 0 – low level

19 – 15 points – high level

14 – 7 points – average level

6 – 0 points – low level

Middle group.

Development of modal sense.

1. Showing interest in musical instruments.

2 points – shows interest in the sound of the instrument, desire to play

1 point – does not show interest independently, acts upon request

0 points – refusal

2. Availability of favorite works.

1 point – have favorite works

0 points – no favorite works

3. Statement about the nature of music. (2-part form)

2 points – feels the character of the music, association with the image

1 point – feels the general character, mood

0 points – refusal or inconsistency between the music and the child’s statements

4. .

1 point – found out

0 points – didn’t recognize

5. Tonic feeling

3 points - one mistake

2 points - two mistakes

1 point - more than two errors

0 points - does not feel tonic

6. Comparison of the melody with the original(1st, 3rd play – ending on tonic,

2nd, 4th – on the dominant).

3 points – correctly identifies

2 points – with one mistake

1 point – with two errors

0 points – more than two errors

13 – 11 points – high level

10 – 5 points – average level

Musical and auditory performances.

1. Singing a familiar song with accompaniment.

2. Singing an unfamiliar song with accompaniment(after 2-3 listenings).

5 points – cleanly intonates the entire melody

4 points – cleanly intonates individual sections of the melody

3 points – intones the general direction of the melody

2 points – intones 1-2 sounds

1 point - pronounces the words of the song in rhythm

0 points – refusal

3. Selection of a well-known song on a metallophone(3-4 sounds).

2 points – did it myself

10 – 8 points – high level

7 – 4 points – average level

4 – 0 points – low level

Development of a sense of rhythm.

instruments. V. Maykapar “In the kindergarten.”

1 point – reproduces the meter

2. Matching movements to the character of the music with contrasting parts.

3. (using rhythm changes).

F. Ober March from the opera Fenella.

1 point – movement matches the rhythm of the music

0 points – movement does not correspond to the rhythm of the music, refusal

General level of musical development:

28 – 21 points – high level

20 – 10 points – average level

9 – 0 points – low level

Senior group.

Development of modal sense.

1. Availability of favorite works.

1 point – have favorite works

0 points – no favorite works

2. Statement about music(contrasting parts).

2 points – feels the character of each part, connects with the image

1 point – distinguishes the nature of contrasting parts, does not connect with the image

0 points – refusal or discrepancy between image and music

3. Recognizing a familiar melody from a fragment.

1 point – found out

0 points – didn’t recognize

4. Tonic feeling(determine whether the melody is finished), 5 melodies.

4 points - correctly senses the tonic

3 points - one mistake

2 points - two mistakes

1 point - more than two errors

0 points - does not feel tonic

5. Finish the started melody on the tonic.

1 point – done it

0 points – failed

9 – 7 points – high level

6 – 4 points – average level

3 – 0 points – low level

Musical and auditory performances.

1. Singing a familiar song with accompaniment.

3 points – cleanly intonates the entire melody

2 points – intonates individual sections of the melody

1 point – intones the general direction of the melody

0 points – pronounces the words of the song in rhythm, refusal

2. Singing a familiar song without accompaniment.

3 points – cleanly intonates the entire melody

2 points – intonates the direction of the melody

1 point – pronounces the words of the song in rhythm

3. Singing an unfamiliar song with accompaniment.

4 points – cleanly intonates individual sections of the melody

3 points – intones the general direction of the melody

2 points – intones 1-2 sounds

1 point - pronounces the words of the song in rhythm

0 points – refusal

4. Singing an unfamiliar song without accompaniment.

5 points – cleanly intones the melody

4 points – cleanly intonates individual sections of the melody

3 points – intones the general direction of the melody

2 points – intones 1-2 sounds

1 point - pronounces the words of the song in rhythm

0 points – refusal

5. Selecting a well-known song by ear.

2 points – did it myself

1 point – coped with the help of an adult

0 points – failed, refusal

6. Selecting an unfamiliar song by ear.

3 points – did it myself

2 points – coped with the help of an adult

1 point – partially coped with the help of an adult

0 points – failed, refusal

21 – 18 points – high level

17 -8 points – average level

7 – 0 points – low level

Development of a sense of rhythm.

1. Reproducing the rhythmic pattern of a melody in claps, on drums

instruments. D. Shostakovich “Gavotte”.

3 points – correctly reproduces the rhythm

2 points – reproduces either rhythm or meter

1 point – reproduces the meter

0 points – acts erratically

2. Matching movements to the character of the music with low contrast parts.

D. Shostakovich “Lyrical Waltz”.

1 point – movements correspond to the nature of the music

0 points – movements do not correspond to the nature of the music, refusal

3. Matching movements to the rhythm of the music(using rhythm change)

1 point – movement matches the rhythm of the music

0 points – movement does not correspond to the rhythm of the music, refusal

5 – 4 points – high level

3 – 2 points – average level

1 – 0 points – low level

General level of musical development:

35 – 27 points – high level

26 - 12 points – average level

11 – 0 points – low level

Test tasks for diagnosing the musical abilities of preschool children

Prepared by:

Yarysh Nadezhda Nikolaevna

musical director of MADOU

"Kindergarten No. 87 "Buratino"

general developmental type"

highest qualification

Veliky Novgorod 2013

The development of tasks and tables to determine the level of musical abilities of children of each age group in kindergarten is based on Olga Radynova’s diagnostic methodology, taking into account the knowledge and skills requirements of the traditional program, intended for preschool educational institutions using the “Childhood” education and training program

I believe that the diagnostic method developed by O. Radynova, as well as the assessment criteria, is the most objective and convenient in practical work with preschoolers; I just divided it into areas of activity and added tasks to the tests that correspond to Vasilyeva’s program.

in the second junior group

Beginning of the year

F.I. baby

Ladovoe

feeling

Musical and auditory performance.

Feeling

rhythm

Total

General level

High level 18 points

closer to high 14-17

Average level 12 points

closer to low 7-10

Low level 8 points

The end of the year

F.I. baby

Ladovoe

feeling

Musical and auditory performance.

Feeling

rhythm

Total

General level

High level 18 points

closer to high 14-17

Average level 12 points

closer to low 7-10

Low level 8 points

younger group.

Beginning of the year

Fret feeling

Task No. 1:

"3"

motor reaction.

There are children who listen attentively, but do not outwardly

show their emotions.

"2"

Almost all children do not know how to listen to music. Emotional

There is no reaction to the music.

"1"

Task No. 2:

"3"

"2" .

"1"- no interest, almost does not react to music.

The end of the year

Fret feeling

Task No. 1: Listen to two different works and, based on the children’s reactions, select the appropriate score.

Kabalevsky “Sad Rain”, M. Glinka “Children’s Polka”.

"3"- listens carefully to the work from beginning to end, bright

external impressions, emotional responsiveness and

motor reaction.

"2"- listens inattentively, gets distracted. Manifestation of emotional

"1"- no interest, almost does not react to music.

Task No. 2: Listen to the song “Zainka” by M. Kartushina

"3"- listens to the song carefully, understands the lyrics and can say what it is about.

"2"- listens inattentively, is distracted, but can tell the content of the song. .

"1"- no interest, almost does not react to the song.

Beginning of the year

Task No. 1: Sing along with the teacher to a familiar song with musical accompaniment.

"3"

"2"

"1"

singing along.

Task No. 2: Sing the song “Ladushki”, performing the singing movements at the end, saying “Yes”, to everyone at the same time.i.

"3"

"2"

"1"- no intonation, no emotional reaction

singing along.

The end of the year

Musical and auditory performance.

Task No. 1: Sing a familiar song with musical accompaniment together with the teacher (3-4 people each).

"3"- singing the entire phrase or motive.

"2"- singing along with individual words or endings of words, 1-2 sounds.

"1"- no intonation, no emotional reaction

singing along.

Task No. 2:

"3"- singing the entire phrase, performing the task correctly.

"2"- singing along with individual words or endings of words, 1-2 sounds, but completing the task.

"1"- no intonation, no emotional reaction

singing along.

Beginning of the year

Sense of rhythm.

Task No. 1:

melodies of 3-5 sounds. R.n.song “Cockerel”

"3"

"2"- not entirely accurate.

"1"-failed to complete the task

Task No. 2:

“Cheerful Legs” R.N.Melody,

“March” by E. Telicheeva,

"3"

"2"

"1"

The end of the year

Sense of rhythm.

Task No. 1:

"3"- precise execution of the rhythmic pattern.

"2"- not entirely accurate.

"1"-failed to complete the task

Task No. 2:

Excerpts from three works are played. The correspondence of the emotional coloring of movements to the nature of the music, the correspondence of the rhythm of movements to the rhythm of the music is assessed.

a) Lomov “Melody”,

b) “March”,

c) Grechaninov “My Horse”.

"3"

"2"

changing movements to music.

"1"

DIAGNOSTICS OF MUSICAL ABILITIES

in the middle group

beginning of the year

F.I. baby

Ladovoe

feeling

Musical and auditory performance.

Feeling

rhythm

Total

General level

High level 21 points

closer to high 17-20

Average level 15 points

closer to low 7-10

Low level 8 points

The end of the year

F.I. baby

Ladovoe

feeling

Musical and auditory performance.

Feeling

rhythm

Total

General level

Tasks for diagnosing children's musical abilities

In the middle group.

Beginning of the year

Fret feeling

Task No. 1: Listen and distinguish between two plays, different in genre. (march, dance), using the manual, show the corresponding picture.

"3"- listens carefully to the work from beginning to end, bright

external impressions, emotional responsiveness, correct choice of card.

"2"- listens inattentively, gets distracted, but chooses cards correctly.

"1"

Task No. 2: Listen to an unfamiliar song, determine its character and content.

"3"- listens carefully, can determine the character, tell what the song is about.

"2"- listens inattentively, cannot talk about the content, but can determine the character.

"1"

The end of the year

Fret feeling

Task No. 1: Listen to the play “The Cheerful Clown” by Kabalevsky, and clap to mark the change of parts in a two-part work.

"3"- listens carefully to the work from beginning to end, can complete the task correctly.

"2"- listens inattentively, is distracted, can determine the end of a phrase with the help of a teacher.

"1"- no interest, almost do not react to music.

Task No. 2: Using the didactic game “Bear, Hare and Sparrow”, determine the register and lay out the corresponding card.

"3"- listens attentively to the music. fragments, detects register, performs the task correctly.

"2"- listens inattentively, is distracted, but can complete the task. .

"1"- no interest, does not complete the task or does it incorrectly

Beginning of the year

Musical and auditory performance.

Exercise: Sing a familiar song yourself with musical accompaniment.

"3"- sings the entire phrase, the diction is clear, the intonation is close to correct.

"2"- singing along with individual words, diction is not legible.

"1"

Task No. 2: Sing an unfamiliar song, with the support of a teacher and accompaniment, performing the singing movements.

"3"- singing the entire phrase, performing the task correctly.

"2"- singing along with individual words or endings of words, but completing the task.

"1"- no intonation, no emotional reaction

singing along.

Task No. 3: The child is given a task - to name the proposed instruments and play a song on the metallophone.

"3"

"2"

"1"- shows no interest in the task, does not complete the task

The end of the year

Musical and auditory performance.

Task No. 1: Name your favorite song, motivate the choice, perform it with musical accompaniment in an ensemble. (3-4 people each).

"3"- sings a song, hears a neighbor singing, tries to sing in an ensemble.

"2"- doesn’t sing the whole song, forgets the words, but tries to sing along with everyone.

"1"- no intonation, emotional reaction without singing along.

Task No. 2: Sing the song “Silent and Loud Bells”, performing dynamic shades in singing.

"3"- singing the entire phrase, performing the task correctly.

"2"- singing along with individual words or endings of words, 1-2 sounds, but completing the task.

"1"- no intonation, emotional reaction without singing along.

Task No. 3: The child is offered a task - from the proposed instruments, choose the most favorite one, perform a familiar song.

"3"- can name instruments, plays a song on a metallophone with the help of a teacher.

"2"- there is a desire to play instruments, not everyone can name them, the game is chaotic, disorderly.

"1"- shows no interest in the task, does not complete the task.

Beginning of the year

Sense of rhythm.

Task No. 1: Clap the simplest rhythmic pattern,

melodies of 3-5 sounds. R.n.song “We are coming”

"3"- precise execution of the rhythmic pattern.

"2"- not entirely accurate.

"1"-failed to complete the task

Task No. 2: The child is given the task of moving according to the musical fragment. The child's ability to respond in time to a change in musical phrase is assessed. Fragments of two works are played.

“Cheerful Legs” R.N.Melody,

“March” by E. Telicheeva,

"3"- changing movements to music, movements of the head, hands, feeling the pulse.

"2"- there is a desire to move to the music, there are no emotional

movements, there is no change of movements to the music.

"1"- small motor reaction to music.

The end of the year

Sense of rhythm.

Task No. 1: Play a simple rhythmic pattern on a metallophone, melodies of 3-5 sounds.

"3"- precise execution of the rhythmic pattern.

"2"- not entirely accurate.

"1"-failed to complete the task

Task No. 2: The child is given a task - to dance to music.

The performance of dance movements is assessed (springing, jumping, moving in pairs in a circle, circling alone and in pairs)

"3"- expressive pantomime, changing movements to music, performing all given movements.

"2"- there is a desire to move to the music, there are no emotional movements, no

changing movements to music, not performing all movements correctly.

"1"- little motor reaction to music

DIAGNOSTICS OF MUSICAL ABILITIES

in the older group

beginning of the year

F.I. baby

Ladovoe

feeling

Musical and auditory performance.

Feeling

rhythm

Total

General level

High level 36 points

closer to high 27-34

Average level 24 points

closer to low 13-20

Low level 12 points

the end of the year.

F.I. baby

Ladovoe

feeling

Musical and auditory performance.

Feeling

rhythm

Total

General level

Tasks for diagnosing children's musical abilities

In the older group.

Beginning of the year.

Fret feeling

Task No. 1: Listen to the work by L.V. Beethoven “Finale of Concerto No. 5 (fragment), determine the nature of the work, expressing your thoughts in complete phrases..

"3"- listens carefully to the work from beginning to end, bright

external impressions, emotional responsiveness, clear expression of thoughts. "2"- listens inattentively, is distracted, but can determine the character.

"1"

Task No. 2: Listen to the song “We are Bandito”, determine the nature and content of the song.

"3"- listens carefully to the song, understands the text and can say what it is about, determine the nature of the music.

"2"- does not listen carefully, is distracted, but can tell the content of the song and determine the character .

"1"- no interest, almost no reaction to the song.

Task No. 3: Using the didactic game “Bird Concert”, identify registers in mixed and pure sound.

"3"- listens attentively to the music. fragments, understands register, lays out cards correctly.

"2"- listens inattentively, is distracted, but can identify the upper, middle and lower register. .

"1"

Task No. 4: Listen and distinguish three plays of different genres (march, dance, lullaby), using a didactic game, lay out cards according to the genre of the work being performed.

"3"- listens attentively to the music. fragments, determines the genre and completes the task without prompting.

"2"- listens inattentively, is distracted, but can determine the genre of a piece of music and lay out cards. .

"1"- no interest, performs the task incorrectly.

The end of the year.

Fret feeling

Task No. 1: Listen to and distinguish three plays of different genres (march, dance melody, lullaby), show the corresponding movement. Knowledge of genres in music and independence in changing movements in accordance with the three-part form of musical phrases are assessed.

"3"- listens carefully to the work from beginning to end, bright

external impressions, can name genres, performs the task correctly.

"2"- listens inattentively, is distracted, but completes the task correctly

"1"- no interest, does not complete the task correctly.

Task No. 2: Listen to the work “In the Cave of the Mountain King” by Grieg, determine which instruments are performing, the character and content. The children's ability to hear the sound of various instruments and the ability to express their thoughts in detail are assessed.

"3"- listens carefully to the work, understands the content, identifies the instruments, can say what it is about, and determine the nature of the music.

"2"- listens inattentively, is distracted, but can talk about the nature and content of the work, name the instruments, although not all.

"1"- no interest, almost no reaction to the song.

Task No. 3: Using the didactic game “Bird and Chicks”, identify high and low sounds within a fifth.

"3"- listens attentively to the music. fragments, identifies high, medium and low sounds, lays out cards correctly.

"2"- listens inattentively, is distracted, but can identify high and low sounds .

"1"- no interest, performs the task incorrectly.

Task No. 4: Invite children to compose a story or fairy tale after listening to Mozart’s “Little Flute”, enriching their story with movements to the music.

"3"- listens carefully to the work, can come up with a story, depict with movements the characteristic features of the main character.

"2"- listens attentively, but comes up with a story with the help of an adult, depicts it with movements according to the prompt. .

"1"- no interest, does not want to complete the task.

Beginning of the year

Musical and auditory performance.

Task No. 1:

"3"

"2"

"1"

Task No. 2: Perform a short song without accompaniment, in a comfortable range.

"3"- he sings, purely intoning the movement of the melody.

"2"

"1"

Task No. 3:

"3"

"2"

Task No. 4:

"3"

"2"

"1"

The end of the year

Musical and auditory performance.

Task No. 1: Name your favorite song, motivate the choice, perform it exactly after the introduction to musical accompaniment.

"3"- he sings, purely intoning the movement of the melody.

"2"- sings, not exactly, gets distracted, but hears the end of the introduction.

"1"- no intonation, inaccurate text.

Task No. 2:

"3"

"2"

"1"- no intonation, inaccurate text, many pauses.

Task No. 3: Determine the number of simultaneously sounding sounds “How many of us are singing?” Behind the screen I play two instruments at once and perform a familiar song with my voice.

"3"- names correctly, identifies instruments by sound, sings, purely intoning the movement of the melody.

"2"- he names it correctly, but the song doesn’t work out.

“1” - cannot name the instruments, hits the hammer chaotically, randomly.

Task No. 4: Name the proposed instruments (metallophone, tambourine, drum, etc.), show techniques for playing various instruments, offer to independently choose a familiar song on the metallophone.

"3"

"2"- names correctly, knows how to play, but the song doesn’t work out.

“1” - cannot name the instruments, hits the hammer chaotically, randomly.

Beginning of the year

Sense of rhythm.

Task No. 1: Clap the simplest rhythmic pattern, melodies of 5-7 sounds. R.n. song “Burn, burn clearly”

"3"- precise execution of the rhythmic pattern.

"2"- not entirely accurate.

"1" -

Task No. 2: The child is given the task of moving in accordance with the three-part form of a piece of music. The child's ability to respond in time to a change in musical phrase is assessed.

"3"- changing movements to music, movements of the head, hands, feeling the pulse.

"2"

"1"- small motor reaction to music.

Task No. 3: Stage the song “About Me and the Ant” on your own. The diversity of the chosen movements is assessed, without imitating each other. Change movements in accordance with the lyrics of the song.

"3"

"2"

"1"

Task No. 4: Perform dance movements (alternately throwing legs forward in a jump, half-squats with the foot on the heel, stepping in place, moving forward and twirling .

"3"

"2"

"1"- the motor reaction to music is small, there is no desire to complete the task.

The end of the year

Sense of rhythm.

Task No. 1: Clap the simplest rhythmic pattern, melodies of 5-7 sounds. R.n. song “Burn, burn clearly”

"3"- precise execution of the rhythmic pattern.

"2"- not entirely accurate.

"1" - not completing the task, no interest.

Task No. 2: The child is given the task of moving in accordance with the three-part form of a piece of music. The child’s ability to respond in time to a change in musical phrase, to move correctly, perform the movement, emotionally, clearly is assessed.

"3"

"2"- there is a desire to move to the music, there are no emotional movements, there is no change of movements to the music.

"1"- small motor reaction to music.

Task No. 3: Dramatize the song “About Me and the Ant” on your own. The diversity of the chosen movements, not imitating each other, changing movements in accordance with the text of the song is assessed.

"3"- performs movements expressively, feels the change of movements to the music, performs various elements.

"2"- there is a desire to move to the music, there is no variety of elements performed, there is no change of movements in accordance with the lyrics of the song.

"1"- the motor reaction to music is small, there is no desire to complete the task.

Task No. 4: Invite the child to dance to a Russian dance song, performing familiar dance movements (alternately throwing the legs forward in a jump, half-squats with the foot on the heel, stepping in place, moving forward and twirling) . The correct execution of all elements, the variety of selected movements, and improvisation based on music are assessed.

"3"- performs movements expressively, performs all elements correctly, and can invent his own.

"2"- there is a desire to move to the music, not all movements are performed correctly, he cannot come up with his own.

"1"- the motor reaction to music is small, there is no desire to complete the task.

DIAGNOSTICS OF MUSICAL ABILITIES

in the preparatory group

beginning of the year

F.I. baby

Ladovoe

feeling

Musical and auditory performance.

Feeling

rhythm

Total

General level

High level 36 points

closer to high 27-34

Average level 24 points

closer to low 13-20

Low level 12 points

The end of the year.

F.I. baby

Ladovoe

feeling

Musical and auditory performance.

Feeling

rhythm

Total

General level

Tasks for diagnosing children's musical abilities

In the preparatory group.

Beginning of the year.

Fret feeling

Task No. 1: Listen to the anthem of the Russian Federation, determine the general mood, the nature of the work, highlight individual means of expression: tempo, dynamics, timbre, determine the instrumental accompaniment.

"3"- listens carefully to the work from beginning to end, bright

external impressions, clearly expresses his thoughts, can identify means of expression and hears accompaniment instruments.

"2"- listens inattentively, is distracted, but can determine character and highlight means of expression.

"1"- no interest, cannot cope with the task.

Task No. 2: Listen to the plays “The Doll’s Disease”, “The New Doll” by P.I. Tchaikovsky, invite the child to choose a picture from the proposed ones that are most suitable for the sound of the pieces, and motivate his choice. The ability to hear visual moments in music and relate them to a visual image is assessed.

"3"- listens carefully to plays, can identify visual means and selects the picture most accurately.

"2"- does not listen carefully, is distracted, but can tell about the character and chooses the right picture.

"1"- no interest, almost no reaction to plays.

Task No. 3:

"3"

"2" .

"1"- no interest, performs the task incorrectly.

Task No. 4:

"3"

"2"

"1"- no interest, performs the task incorrectly.

The end of the year

Fret feeling

Task No. 1: Recognize the anthem of the Russian Federation from the introduction, determine the general mood, the nature of the work, highlight individual means of expression: tempo, dynamics, timbre, determine instrumental accompaniment.

"3"- recognized the hymn from the introduction, listens carefully to the work from beginning to end, vivid external impressions, clearly expresses his thoughts, can determine the means of expression and hears the accompanying instruments.

"2"- listens inattentively, learned from a hint, but can determine the character and identify means of expression.

"1"- no interest, cannot cope with the task.

Task No. 2: Listen to “Summer” by A. Vivaldi, invite the child to choose a picture from those proposed that is most suitable for the sound of the work and come up with a fairy tale, based on the visual image and the musical one. The ability to hear visual moments in music and relate them to a visual image is assessed.

"3"- listens carefully to plays, can identify visual means and most accurately selects a picture, easily comes up with the plot of a fairy tale.

"2"- does not listen carefully, is distracted, but can tell about the character and correctly selects the picture, invents a fairy tale with the help of an adult.

"1"- no interest, almost no reaction to the work.

Task No. 3: Using the didactic game “Ringing Bells”, identify the parts of a musical work..

"3"- listens attentively to the music. fragments, identifies parts correctly, lays out cards correctly.

"2"- listens inattentively, is distracted, but can identify parts of the play. .

"1"- no interest, performs the task incorrectly.

Task No. 4: Listen and determine to which genre the listened piece belongs (march, dance, lullaby in orchestral arrangement), and on what instrument it is performed.

"3"- listens carefully to fragments of orchestral works, determines the genre and identifies the instruments.

"2"- listens inattentively, but can determine the genre of a piece of music and name selective instruments.

"1"- no interest, performs the task incorrectly.

Beginning of the year.

Musical and auditory performance.

Task No. 1: Name your favorite song, motivate the choice, perform it exactly after the introduction to musical accompaniment. Identify parts of a song

"3"

"2"- sings, not exactly, gets distracted, but hears the end of the introduction, doesn’t identify the parts.

"1"- no intonation, inaccurate text.

Task No. 2: Perform a short song without accompaniment, in a comfortable range.

"3"- he sings, purely intoning the movement of the melody.

"2"- sings, not accurately, gets distracted, needs help from an adult.

"1"- no intonation, inaccurate text, many pauses.

Task No. 3: Determine the number of simultaneously sounding sounds “How many of us are singing?” Behind the screen I play two instruments at once and perform a familiar song with my voice.

"3"- names correctly, identifies instruments by sound, sings, purely intoning the movement of the melody.

"2"- he names it correctly, but the song doesn’t work out.

"1"- cannot name the instruments, beats with a hammer chaotically, randomly.

Task No. 4: Name the proposed instruments (metallophone, tambourine, drum, etc.), show techniques for playing various instruments, play the song “The Blue Sky” in small groups and one at a time..

"3"- names correctly, masters playing techniques, performs a popevka along with singing. sings, purely intoning the movement of the melody.

"2"- names correctly, knows how to play, but the song doesn’t work out.

"1"- cannot name the instruments, beats with a hammer chaotically, randomly.

The end of the year

Musical and auditory performance.

Task No. 1: Name your favorite song, motivate the choice, perform it exactly after the introduction to musical accompaniment, and use the manual to lay out a diagram of the song.

"3"- sings, purely intoning the movement of the melody, performs the task correctly.

"2"- sings, not accurately, gets distracted, but hears the end of the introduction, cannot complete the task.

"1"- no intonation, inaccurate text.

Task No. 2: Repeat individual sounds of a short, familiar song from the teacher’s voice, and come up with a new ending for it.

"3"- he sings, purely intoning the movement of the melody, and completes the task with pleasure.

"2"- he sings, not exactly, he can’t come up with an ending without the help of an adult.

"1"- no intonation, inaccurate text, many pauses.

Task No. 3: Determine the number of simultaneously sounding sounds “How many of us are singing?” Behind the screen I play two instruments at once and perform a familiar song with my voice.

"3"- names correctly, identifies instruments by sound, sings, purely intoning the movement of the melody.

"2"- he names it correctly, but the song doesn’t work out.

"1"- cannot name the instruments, beats with a hammer chaotically, randomly.

"3"- names correctly, knows the techniques of the game, completes the task, with the support of an adult.

"2"- names correctly, knows how to play, but the song doesn’t work out.

“1” - cannot name the instruments, hits the hammer chaotically, randomly.

Beginning of the year

Sense of rhythm.

Task No. 1: Play a simple rhythmic pattern on a drum, melodies of 5-7 sounds. R.n. song “Burn, burn clearly”

"3"- precise execution of the rhythmic pattern.

"2"- not entirely accurate.

"1" - not completing the task, no interest.

Task No. 2: The child is given the task of moving in accordance with the three-part form of a piece of music. The child’s ability to respond in time to a change in musical phrase and expressive performance of all movements are assessed.

"3"- changing movements to music, movements of the head, hands, feeling the pulse.

"2"- there is a desire to move to the music, there are no emotional movements, there is no change of movements to the music.

"1"- small motor reaction to music.

Task No. 3: Dramatize the song “Chick and Chicky-Brick” on your own. The diversity of the chosen movements is assessed, without imitating each other. changing movements in accordance with the lyrics of the song.

"3"- performs movements expressively, feels the change of movements to the music, performs various elements.

"2"- there is a desire to move to the music, there is no variety of elements performed, there is no change of movements in accordance with the lyrics of the song.

"1"- the motor reaction to music is small, there is no desire to complete the task.

Task No. 4: Perform dance movements (step with stomp, side step with squat, spring step, side gallop, variable step). The correct execution of all elements, the variety of selected movements, and improvisation based on music are assessed.

"3"- performs movements expressively, performs all elements correctly, and can invent his own.

"2"- there is a desire to move to the music, not all movements are performed correctly, he cannot come up with his own.

"1"- the motor reaction to music is small, there is no desire to complete the task.

The end of the year

Sense of rhythm.

Task No. 1: Play a simple rhythmic pattern on a metallophone, melodies of 5-7 sounds. R.n. song “Burn, burn clearly”

"3"- precise execution of the rhythmic pattern.

"2"- not entirely accurate.

"1" - not completing the task, no interest.

"3"- changing movements to music, the movements are performed correctly, there is a feeling of the pulse.

"2"- there is a desire to move to the music, there are no emotional movements, there is no change of movements to the music.

"1"- small motor reaction to music.

Task No. 3: Invite your child to use a didactic game to determine the strong and weak parts. The correct implementation of the rules of the game is assessed.

"3"- listens carefully to the play and completes the task correctly.

"2"- does not listen carefully to the piece, does not always highlight strong beats.

"1"- completes the task without desire, does not show interest.

Task No. 4: Improvise to the given melody “Dance of the Bear and Cubs.” The variety of selected movements, the expressiveness of movements, and the ability to convey the image of the hero through movement are assessed.

"3"- performs movements expressively, feels the change of movements to the music, performs various elements.

"2"- there is a desire to move to the music, there is no variety of elements performed, there is no change of movements in accordance with the lyrics of the song.

"1"- the motor reaction to music is small, there is no desire to complete the task.

Tasks for diagnosing children's musical abilities

In the early age group

Beginning of the year

Fret feeling

Task No. 1: Listen to two different works and, based on the children’s reactions, select the appropriate score.

D. Kabalevsky “Sad Rain”, M. Glinka “Children’s Polka”.

"3"- listens carefully to the work from beginning to end, bright

external impressions, emotional responsiveness and

motor reaction.

"2"- listens inattentively, gets distracted. Manifestation of emotional

"1"- no interest, almost do not react to music.

The end of the year

Fret feeling

Task No. 1: While listening to the lullaby and dance melody, show the corresponding movements with the doll.

"3"- listens carefully, understands musical fragments what needs to be done, and completes the task correctly.

"2"- listens inattentively, is distracted, but completes the task correctly. .

"1"- no interest, almost do not react to music

Beginning of the year

Musical and auditory performance.

Task No. 1: Sing along familiar phrases with the teacher

"3"- singing the entire phrase or motive.

"2"- singing along with individual words or endings of words, 1-2 sounds.

"1"- no intonation, no emotional reaction

singing along.

The end of the year

Musical and auditory performance.

Task No. 1: Sing the song “Ladushki”, performing the singing movements and saying “Yes” at the end.

"3"- singing the entire phrase, performing the task correctly.

"2"- singing along with individual words or endings of words, 1-2 sounds, but completing the task.

"1"- no intonation, no emotional reaction

singing along

Beginning of the year

Sense of rhythm.

Task No. 1: Clap your hands to the sound of a dance song.

"3"- precise execution of the rhythmic pattern.

"2"- not entirely accurate.

"1"-failed to complete the task

Task No. 2: The child is given the task of moving according to the musical fragment. With the help of a teacher, perform simple dance movements.

"3"- change of movements to music, according to the show.

"2"- there is a desire to move to the music, there are no emotional

movements, there is no change of movements to the music.

"1"- small motor reaction to music.

The end of the year

Sense of rhythm.

Task No. 1: Play the game on the metallophone after showing an adult.

"3"- precise execution of the rhythmic pattern.

"2"- not entirely accurate.

"1"-failed to complete the task

Task No. 2: The child is given a task - to dance to music, together with the teacher. Fragments from three works are played. The correspondence of the emotional coloring of movements to the nature of the music, the correspondence of the rhythm of movements to the rhythm of the music is assessed.

a) Lomov “Melody”,

b) "March"

c) Grechaninov “My Horse”.

"3"- expressive pantomime, changing movements to music,

movements of the head, hands, feeling of pulse.

"2"- there is a desire to move to the music, there are no emotional movements, no

changing movements to music.

"1"- little motor reaction to music.

Used Books

O.P. Radynova “Musical education of preschoolers”

N.A. Vetlugina “Musical education in kindergarten”

M.A. Vasilyeva: Education and training program in kindergarten

Assessment of the musical development of preschool children as part of the implementation of an educational program is part of monitoring. The monitoring system carried out in preschool educational institutions in accordance with the Federal State Educational Standard is of a prognostic nature, that is, it allows us to identify promising lines of development of a preschooler, as well as a preventive nature, since it allows us to notice risk factors in the development of the child. The obtained monitoring data creates an information base for individualizing the educational process, based on the individual educational needs of each preschool student.

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MAOU Progymnasium No. 108

Monitoring children's musical abilities

Musical director

Dianova Elena Alekseevna

Explanatory note

As a result of the analysis of individual diagnostic data, the teacher can study a group of children much faster than in the process of ordinary collective classes, draw up a “portrait” of it, and also identify the degree of progress of children in this group at the end of each year of classes, both in terms of development of abilities and level achievements in one or another type of musical activity.

To provide diagnostics, I use the technique of K.V. Tarasova. Diagnostics are divided into input and output: input diagnostics are carried out at the beginning of the academic year (September, October), and exit diagnostics are carried out at the end of the academic year (April, May).

Monitoring should be carried out in a familiar environment for the child. These are subgroup or individual tasks for children - short test tasks, didactic games, conversations, sketches, experimental situations (samples of tasks are given in the toolkit). It is important for a teacher to be friendly when communicating with a preschooler, to help him orient himself in the task through simple and understandable questions, to listen to the child until the end, without interrupting or correcting answers. During diagnosis, it is necessary to widely use visual material.

Purpose of monitoring:

individual control of the development of musical abilities of preschool children;
identifying children with a low level of development of musical abilities and planning further correctional work with them;
identifying children with an average level of development of musical abilities and planning work with them to promote their further musical development;
identification by the music director of strengths and weaknesses in his own work and correcting it accordingly.

The date of the:input monitoring September - October

Output monitoring April - May

EMOTIONAL RESPONSE TO MUSIC

Low level: the child hardly listens to music, is indifferent to it, is distracted all the time, and participates in musical movements and playing children’s musical instruments without mood.

Average level:The child listens to the music quite attentively, but calmly. He does not show himself clearly in musical movement and playing instruments.

High level:The child listens to music with interest and attention and reacts to it emotionally. This is evidenced by the expressions of his eyes, facial expressions, and body position. The child wants to listen to music and asks to repeat it. He is very emotional in the musical movement, clearly manifests himself in playing children's musical instruments.

SENSE OF MUSICAL RHYTHM

Low level: the child solves the proposed rhythmic problem in a disorderly manner, when even metric pulsation is not reproduced, and the claps follow randomly, in fact, outside the music.

This type of problem solving is typical for most children of the younger group and is an indicator of the “average age” level for them, so if a child of this age solves a problem in a disorderly manner, we classify him as having an average level of development of a sense of musical rhythm. If one of the kids performs the task more rhythmically, then we classify it as a high level.

At the same time, if one of the children of the three subsequent ages solves this problem in a disorderly manner, we say that this is an indicator of a low level of development of this ability.

Average level:the child solves a rhythmic problem by reproducing only metric pulsation (children clap their hands in uniform quarters, less often in uniform eighths or halves). This type of decision is typical for most children in the middle group and is for them an indicator of the “average age” level of development of a sense of musical rhythm. If a child of this age solves problems according to a disorderly or adequate type, he is classified as low and high level.

High level.The child solves the proposed problem according to an adequate type (reproduces a rhythmic pattern, i.e. the ratio of the durations of sounds and pauses) without errors or 1-2 errors.

SOUND PITCH HEARING

Low level: there is no intonation of the melody with the voice at all, and the child reproduces only the words of the song in its rhythm. Or intonation has appeared, but the child sings the entire song using one or two sounds.

This intonation is typical for most children of the younger group and is for them an indicator of the “average age” level of development of melody intonation in the voice. We classify children who find themselves at this stage as the average level. Other children of this age who do not intonate at all or who intonate at a higher level are classified as low and high levels.

Average level:the child intones the general direction of movement of the melody. Most children in the middle group are at this level.

If children of this age intonate only one or two sounds, we classify them as a low level; if a child sings clearly against the background of the general direction, he will be classified as a high level.

High level:the child intones the general direction of movement of the melody and, against this background, purely sings its individual passages or the entire melody.

LEVEL OF DEVELOPMENT OF MUSICAL PERCEPTION - THINKING

Low level: the child does not determine at all or does not correctly determine the general mood of the music. Can't talk about her. Can't concentrate on its sound. Some of the children in the younger group are at this level, and the children in the younger group who reacted emotionally to the music, listened carefully to at least part of the play, and correctly, but monosyllabically, determined its general character, we are assigned to the middle and high level.

Average level.The child correctly determines the mood of a piece that is quite simple in content, focusing on a complex of means of musical expressiveness, analyzing the music more subtly. Thanks to this, the perception of a musical artistic image becomes more adequate, the child can almost accurately determine the program - the name of an unfamiliar piece.

High level.When perceiving a musical artistic image, children become oriented towards the most informationally vivid means of musical expressiveness - the melody and its constituent intonations. Thanks to this, the possibility of error when determining the mood of simple music becomes minimal, the child can easily determine the name of the piece, can grasp the process of development of the musical image, and compare pieces with each other.

(creative thinking)

Low level. At the earliest stage of development, the process of improvisation has a testing character. If it is a musical instrument, then children simply study it, listen to its sound. More often they “walk” along the keys from bottom to top and from top to bottom. The rhythmic structure of the samples is disordered. Children at this level cannot come up with a simple melody to familiar rhymes, or perform dance moves to music.

For children in the younger group, these indicators are average.

Average level . In the child’s improvisations, rhythm prevails and most often there is no familiar melody. In song creativity, the child is more active; he can compose a simple melody to a familiar poem, come up with a small dance (2-3 repeating movements) to a familiar melody. Children of the younger group who cope with this type of task can be considered an average or high level of musical ability.

High level.In improvisations on musical instruments and in the child’s songwriting, a fairly developed and complete melody appears, most often presented in the form of a period consisting of two sentences. Children's improvisations are more original than the average level, and contain, along with smooth melodic flows, wide interesting leaps. In dance creativity, the child also shows originality and can compose a dance from 3 or more repeated movements, performing rhythmically and expressively.

Junior group

Emotional responsiveness

Offer to listen to the musical play “The Kitten Got Sick”, “The Kitty Got Well” by A. Grichaninov.

Sense of musical rhythm

Offer to reproduce the rhythm of the same duration in clapping, as shown by the music director.
Offer to perform simple dance movements together with the music director and focus on whether the child starts and finishes the movement on time.

Ear for music.

Invite the child to perform any familiar song together with the music director. “Cockerel”, “Ladushki”, “Bunny”
Invite your child to learn the song. (from the covered musical material)

(based on verbal characteristics)

Offer to listen to music and talk about how it sounded, character, mood. “My horse” A. Grechaninov,

“Sad Song” by V. Kalinnikov.

Productive component of musical thinking

(creative thinking)

1. Invite the child to come up with and play a melody on the piano or metallophone.

Tests to identify the presence of musical abilities during monitoring.

Middle group

Emotional responsiveness

1. Offer to listen to the musical piece “Bear Cubs”

M. Krasev, “Lullaby” by A. Grechaninov.

2. Offer to perform any familiar song together with

Musical director.

3. Offer to perform musical movements together with

Musical director.

Sense of musical rhythm

1. Offer to reproduce the rhythm of one or two durations in clapping as shown by the music director.

4. Lay out a rhythmic pattern of one or two durations on a flannelgraph.

Ear for music.

1. Invite the child to perform any familiar song together with the music director. “Grey Kitty” V. Vitlin, Autumn I. Kishko, “Herringbone” M. Krasev.

3. Offer to listen to musical works of contrasting nature, “The cat got sick”, “The cat got well” by A. Grichaninov.

4. Invite the child to identify high and low sounds in the game

"Bird and Chick"

Level of development of musical thinking - perception

(based on verbal characteristics)

Offer to listen to music and talk about how it sounded, character, mood, dynamics, pitch.

Productive component of musical thinking

(creative thinking)

Or a metallophone.

2. Offer to come up with your own dance to cheerful music.

3. Invite the child to portray a bunny, bear, or bird.

Tests to identify the presence of musical abilities during monitoring.

Senior group

Emotional responsiveness

Offer to listen to the musical work “The Doll’s Disease”, “New Doll” by P.I. Tchaikovsky, “March” by R. Schumann
Offer to perform any familiar song together with the music director.
Offer to perform musical movements together with the music director.
Invite the child to draw a picture for the listened musical play “The First Loss” by R. Schumann, “Children’s Polka” by M. Glinka

Sense of musical rhythm

2. Offer to perform simple dance movements together with the music director and focus on whether the child starts and finishes the movement on time.

3. Offer to perform a simple rhythmic pattern on a metallophone.

Ear for music.

1. Invite the child to perform any familiar song together with the music director.

2. Invite the child to learn a song (from the musical material covered)

3. Invite the child to identify high and low sounds in the game

"Swing", "Clock"

4. Offer to identify a musical instrument by timbre

sound

Level of development of musical thinking - perception

(based on verbal characteristics)

1. Offer to listen to music and talk about how it sounded, character, mood, dynamics, pitch, timbre. If this is a song, tell me what it is sung about. “Father Frost” by R. Schumann, “Morning” by E. Grieg, “Kitten and Puppy” by T. Popotenko

Productive component of musical thinking

(creative thinking)

1. Invite the child to come up with and play a melody on the piano

or metallophone.

3. Invite the child to portray the “Terrible Wolf”, “Cowardly”

hare", "lazy cat"

4. Offer to compose a song based on the poem “Teddy bear”, “Our Tanya” by A. Barto

Tests to identify the presence of musical abilities during monitoring.

Preparatory group for school.

Emotional responsiveness

1. Offer to listen to the musical piece “Autumn”

G. Sviridov, “Kamarinskaya”, “Baba Yaga”, “Sweet Dream”

P.I. Tchaikovsky,

2. Offer to perform any familiar song yourself

3. Offer to perform musical movements yourself

4. Invite the child to draw a picture for the listened musical play “Autumn Song” by P.I. Tchaikovsky, “clowns” by D.B. Kabalevsky.

Sense of musical rhythm

1. Offer to reproduce the rhythm by clapping for two or three durations as shown by the music director.

2. Offer to watch and repeat the rhythm in the dance movements.

3. Offer to perform a simple rhythmic pattern on a metallophone.

4. Lay out a rhythmic pattern of two or three durations on a flannelgraph.

Ear for music.

1. Invite the child to sing any familiar song with or without musical accompaniment.

2. Invite the child to use his hand to depict the movement of sound in the game “Pea”

3. Offer to identify a musical instrument by timbre

Sounds

Level of development of musical thinking - perception

(based on verbal characteristics)

1. Offer to listen to music and talk about how it sounded, character, mood, dynamics, pitch, timbre. If this is a song, tell me what it is sung about. “Why does the bear sleep in winter” by L. Knipper, “March of the Wooden Soldiers”, “Sweet Dream” by P.I. Tchaikovsky.

Productive component of musical thinking

(creative thinking)

1. Invite the child to come up with and play a melody on the piano

or metallophone.

2. Offer to come up with your own dance to happy, sad music.

3. Offer the child a plastic sketch “Wooden and rag dolls”, “Rose”, “Good and evil boy”

4. Offer to compose a song based on the poem “The Bunny Was Abandoned by the Mistress”, “Bull”, “Horse” by A. Barto

Table for monitoring the musical abilities of children in the preparatory group for the 2016-17 school year. year(example)

F.I. baby	Emotional response	Sense of rhythm	Ear for music	Level of perception-thinking	Creative perception
F.I. baby	Sep. May	Sep. May	Sep. May	Sep. May	Sep. May
Andrey
Kostya
Ardan
Maksim
Vika
Gosha
Vania
Narana
Vasilisa
Pauline
Maksim
Lenya
Nastya
Timofey
Dasha.
Egor
Sasha
Darina
Nastya
Nastya
Saryuna
Darina
Dasha
Aldar
Peter
Sayan
Naran
Kirill
Alyosha
Anfisa

5 b high
4 b Medium
3 b Low

Summary chart based on the results of monitoring children's musical abilities

Incoming monitoring (September-October)

High – 26.4%

Average – 55.2%

Low – 18.4%

Output monitoring (April-May)

High – 44.0%

Average – 51.2%

Low – 4.8%

Differentiated pedagogical approach– this is taking into account the biological, physiological and psychological characteristics of children.

Individual lessons are conducted for low-level children, where children, together with the teacher, work on developing a sense of rhythm using the simplest musical didactic exercises; “Three Bears”, “Cheerful Girlfriends”, “Katyusha Teaches How to Dance”, “Listen, Remember, Repeat”, etc. Children also develop a sense of rhythm by performing simple chants, songs, musical-rhythmic and dance exercises.

Children with an average and high level consolidate their abilities in more complex musical activities; playing in a children's musical orchestra, performing more complex parts, performing more complex musical and rhythmic movements and dances. Maybe they are even soloists.

Literature:

Anisimov V.P. Diagnostics of musical abilities of children

M. "Vlados" 1004

Vetlugina N.A., Keneman A.V. Theory and methodology of musical development in kindergarten. M. "Enlightenment" 1983

Vetlugina N.A., Dzerzhinskaya I.L. Music classes in kindergarten

M. "Enlightenment" 1984

Radynova O.P., Katinene A.I. Musical education of preschool children

M. “Enlightenment” “Vlados” 1994

Tarasova K.V. Diagnostics of musical abilities of preschool children.

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