Class: 2 G

Lesson type: combined.

Lesson topic: “Musical globe: Traveling around Russia?”

Target: Reveal the features of the genre diversity of Russian folk songs

Tasks:

Educational: to captivate students with the music of the Russian people, promote the development and love of music, develop the ability to appreciate its beauty, evoke a musical and aesthetic response to works of the folk genre, and develop the emotional sphere of students.

Educational:

develop creative musical abilities, practical skills in the process of performing Russian folk songs, moving to music and its plastic intonation.

Educational:

to cultivate musical and aesthetic taste and the need to communicate with folk artistic culture, love for the folk songs of their native land.

Forms of educational activities: individual, group.

Planned results:

Personal:

Respect for the musical heritage of Russia;

Understanding the value of a multinational Russian society. Cultural diversity of Russia.

Metasubjects:

Perform musical works independently.

Subject:

Reproduce the words and melodies of several folk lullabies.

Equipment: presentation on the topic, Textbook on music of the educational educational complex “Planet of Knowledge” by T.I. Baklanov.

Structure:

Organizational moment.(1 min)

New material.(20-25 min)

Stage of consolidation of the studied material. (10 min)

Lesson summary. Reflection (5 min)

During the classes:

Organizing time.

Hello guys, sit down.

How are you feeling?

Is everyone ready for class?

2.New material.

(The topic of the lesson and words are written on the board). “Where are you from, Russian, did music originate?”

Determining the topic of the lesson:

Where did Russian music originate? ( children's answers) - Of course in Rus'.

Teacher's word:

Where are you from. Russian, where music was born?

Either in a clean field, or in a hazy forest

Are you happy? In pain? Or in a bird whistle?

Tell me, where does your sadness and daring come from?

Whose heart beat from the very beginning?

How did you come to be? How did you sound?

Well, what about the song? We were born with a song in Rus'.

Today we will talk about genres of folk songs. We will learn to move correctly and beautifully to different types of music. Let's get acquainted with new games.

But today's lesson will be unusual. Let's imagine that we are back in the old days...

A long time ago, almost two thousand years ago. Russian people lived in tribes and communities, and they were then called the ancient Slavs.

1. In one community there lived a young family. Their names were Ivan and Marya. They had a child...

The daughter lies and does not want to sleep,

Wrinkles bed linen.

Her mother is busy around her

With a song …. (lullaby) .

What lullabies do you know?

Let's watch the video for the song “Tired Toys Sleep”

2. While the child is sleeping, Maryushka has a lot of things to do around the house...

If there is a lot to do,

Sing the song boldly.

They knit, weave, spin and reap,

These songs love work. …. (labor) .

Let's listen to the song "Spinning"

3.And when the baby wakes up, you need to play with him.

Guys, let’s remember how we played “Kozushka” in the old days.

(Children play the game “The goat went through the forest”).

The goat went through the forest, through the forest, through the forest,

Look for a princess, a princess, a princess.

Let's jump, jump, jump,

And we kick our legs, we kick, we kick.

And let's clap our hands, clap our hands, clap our hands,

And we stomp our feet, we stomp, we stomp,

And we move our eyes, we move, we move,

We walk here and there, we walk, we walk,

Let's shake our heads, shake them, shake them,

And let's start all over again, all over again, all over again.

4. They live cheerfully and amicably, they don’t know grief, they invite guests:

At a party, at a party,

Both under the hill and on the hill

People gather

He dances and sings.

The songs are upbeat and lively.

These songs …. (dancing) .

Watching an excerpt from the cartoon (2.50) - Russian folk dance - Kamarinskaya

In the meadow or at the edge

Girlfriends gathered together.

People are surprised:

What kind of round dance is this?

And now they are unfashionable

Songs …. (round dance) .

Song “There was a birch tree in the field...”

5. And to cheer each other up,

They're always singing …. (ditties) .

What ditties do you know?

Let's listen to ditties...

6. Night is coming - it's time to rest. And the image of this song helps to gain new strength from “Dark Night” and “Clear Stars.”

Listening to the song “At dawn, at dawn.”

Genre of lyrical song

(Sincerity, warmth, chants, lyricism, tenderness, beautiful phrases.

7. About the love in them and about friendship,

About the war in them and about the service,

Clutching the machine guns,

They are always sung …. (soldiers, soldiers) .

But life goes on as usual and the time has come for Ivan to serve in the army.

And Maryushka is waiting for him and humming a song...

Listening and marching to the song “Soldiers, brave boys...”

3. Stage of consolidation of the studied material.

Guys, what did you do in class?

They sang, listened to music, danced, danced, played……..

Guys, what genre of musical art did we talk about today in class?

(about Russian folk song)

Tell me, why is there an ellipsis in the title of the topic of our lesson?

(because the genres of Russian folk songs are very diverse)

Name the works that you remember, for whom they were written and by whom?

(the guys list: game songs, lyrical songs, round dance songs, soldier-recruit songs, work songs and ditties).

Written by the people and for the people.

Were the works the same?

Different in character, movement, meaning, mood.

Right. This type or type of song is called in one word genre.

(word on the board).

Lesson summary. Reflection.

Did you like the lesson?

Was there anything difficult for you?

Open music lesson

Theme: “Russia – My Motherland.”

3rd grade.

Artistic and pedagogical idea of ​​the lesson: In the interrelation of related arts - history, music, painting, cinematography, create the image of a hero, defender of the Fatherland - Prince Alexander Nevsky, a peasant - Ivan Susanin.

Lesson objectives:

Educational :

introduce and learn new terms: “cantata”, “contrast”, “expressiveness and figurativeness”;

evaluate the significance of the work of the great Russian composers S. Prokofiev and M. Glinka in embodying the holistic image of the Russian people as defenders of the Motherland;

analyze the musical form using the expressive means of music: tempo, register, timbre, melody, mode, intonation, dynamics.

Developmental :

to develop the skills and creative skills of each student;

instill a caring attitude towards the history of your people;

show the multidimensionality and harmony of various types of art to create the image of Alexander Nevsky;

show the desire of composers to convey nationality in their works.

Educational :

awaken and educate children’s patriotic feelings, pride in the heroes of the Fatherland;

foster a sense of mutual assistance and responsibility among students.

Results of mastering educational material

Personal results:

A feeling of pride in one’s Motherland, the Russian people and the history of Russia, awareness of one’s ethnicity and nationality based on studying the best examples of folklore, masterpieces of the musical heritage of Russian composers;

A holistic, socially oriented view of the world;

Development of motives for educational activities and personal meaning of learning; mastering the skills of cooperation with the teacher and peers;

Formation of ethical feelings of goodwill, emotional and moral responsiveness, understanding and empathy for the feelings of other people;

The development of a musical and aesthetic sense, which manifests itself in an emotional and value-based attitude towards art, an understanding of its functions in human life and society.

Meta-subject results:

Mastering the ability to accept and maintain the goals and objectives of educational activity, searching for means of its implementation in various forms and types of musical activity;

Mastering ways to solve problems of a creative and search nature in the process of perception, performance, and evaluation of musical compositions;

Productive collaboration (communication, interaction) with peers when solving various musical and creative problems;

Mastering the initial forms of cognitive and personal reflection; positive self-esteem of one’s musical and creative capabilities;

Mastering the skills of semantic reading of the content of “texts” in accordance with the goals and objectives of the activity;

Acquiring the ability to consciously construct a speech statement about the content, character, and language features of musical works in accordance with the objectives of communication;

Formation in primary schoolchildren of the ability to compose texts related to reflections on music and a personal assessment of its content, orally;

Mastering the logical actions of comparison, analysis, in the process of intonation-figurative analysis of musical compositions;

The ability to carry out information, educational and practical activities using various media and communications (including manuals on electronic media, training programs, digital educational resources, etc.);

Subject results:

Formation of an idea about the role of music in a person’s life, in his spiritual and moral development;

Knowledge of the basic laws of musical art using the example of the works being studied;

Formation of a sustainable interest in music and various types of musical and creative activities;

Formation of the foundations of musical culture, including on the material of the musical culture of the native land, development of artistic taste and interest in musical art and musical activity;

The ability to perceive music and express one’s attitude towards musical works;

The ability to relate emotionally and consciously to music of various styles: folklore, classical; understand the content, intonation and figurative meaning of works of different genres and styles;

The ability to embody musical images when creating musical and plastic compositions, performing vocal and choral works, playing children's musical instruments.

Means of education:

Textbook “Music. 3rd grade” E.D. Kritskaya, G.P. Sergeeva, T.S. Shmagina, (Moscow, Education, 2012)

Music Center.

Piano.

Computer, DVD, CD, projector, presentation.

Reproductions of paintings and icons by Russian artists.

Children's instruments.

Masks for a creative task.

Types of activities in the lesson:

Performing folk and composer songs - with an instrument and a capella, singing in a canon, singing with playing children's instruments, singing with rhythmic movements.

Perception of music.

Musical analysis of the work.

Working with the textbook.

Watching a video clip.

Creative assignment for acting.

Reinforcing key concepts – cantata, aria, contrast.

Conversation about the role of Russian heroes in the modern world.

LESSON SCRIPT

Entering the classroom in a round dance step while singing the song “Ural Round Dance”. Rebuilding.

Performance - "Anthem of the Russian Federation".

1 slide.

Teacher:

Every nation has its own national heroes who are loved, honored and remembered.

What Russian heroes do you know? Who have we already talked about in music lesson?

Their names remain for centuries, and their moral character is not only not erased in the memory of their descendants, but, on the contrary, becomes brighter and lighter over time. This fully applies to Alexander Nevsky and Ivan Susanin. These names in Rus' are still pronounced with special pride and respect.

For more than eight centuries, the people's memory of the Holy Blessed Grand Duke Alexander Nevsky, a national hero and people's intercessor, has lived on. The Orthodox Church canonized the blessed Prince Alexander, and this circumstance gives a new meaning to the interpretation of the image.
Alexander Nevsky is not a mythological hero, but a real person. His image is represented not only by church music, but also by composer’s music, not only by icons, but also by artists’ paintings; novels, poems, poems were written, monuments were erected, films were made.

2 slide.

Alexander Nevsky was the great-great-grandson of Alexander the Great; at the age of five he knew several languages ​​and prepared himself for military affairs. All of A. Nevsky's ancestors were military leaders.
U: Did he receive the surname Nevsky at birth?
D: No, the people gave him this last name.
U: Why did people start calling it Nevsky?
D: At the age of 20 he defeated the Swedes on the Neva River.

Artists - Mikhail Nesterov and Pyotr Korin, using the language of painting (palette, color scheme, color scheme) conveyed to us the artistic image of A. Nevsky, and each artist conveyed his own image of Nevsky. Compare these pictures.
D: Similarities - in both paintings A. Nevsky has weapons, holy images, a church in the distance, as a symbol of faith; The difference is that the paintings have a contrasting palette, the hero’s mood is different, the images on the icons are also different.
U: These artists created bright and, in their own way, contrasting images of the Russian commander, and which of the Russian composers created the unforgettable image of Alexander Nevsky?
D: Sergei Sergeevich Prokofiev.

3 slide.

Working with the textbook.

(“Music” by E.D. Kritskaya, G.P. Sergeeva, T.S. Shmagina, 3rd grade, p. 16)

What is a cantata?

Teacher: We studied the chorus “Rise up, Russian people” from S. Prokofiev’s cantata “Alexander Nevsky”. Now we will watch a fragment from Eisenstein’s feature film “Alexander Nevsky”, where this choir sounds.

Watching a fragment of the film “Alexander Nevsky”.

U: What means of expression does the film director use to convey the picture of the entire people gathering for war?

D: Crowd scenes. People are coming from all directions to the call. People are arming themselves.

U: What means of expression does the composer use to convey that everyone is going to war?

D: Alarm bell ringing, marching character, percussion instruments come to the fore.

Performance of the choir “Rise up, Russian people” (themes 1 and 2).

U: Let's compare these two topics, based on the basic means of musical expression - tempo, register, timbre, melody, mode, intonation, dynamics. When making comparisons, we will use the expressions “topic 1” (“Rise up, Russian people...”) and “topic 2” (“Native in Rus'...”).

Children are divided into 2 groups and select means of musical expression that correspond to their song.

Analysis of musical form.

Facilities
musical

Expressiveness 1 topic 2 topic

Tempo: fast slow Register: medium high
Timbre: piercing soft
Melody: abrupt smooth
Mode: minor major
Intonation: anxious march folk song
Dynamics: forte piano

U: Artists P. Korin and M. Nesterov created opposing images of the same person – A. Nevsky – using the means of fine art. And the composer S. Prokofiev created different musical themes by means of expressiveness, which are very different from each other. This will be called contrast.

Creative task:

U: Someone, perhaps, in the future will become a famous director and make his own film about Alexander Nevsky. And who already wants to try themselves in this?
D:(raise their hands, the teacher chooses one who was not particularly active in the lesson)
U: Imagine that you are a director, and you need to choose one actor from several for the main role. If you were making a film, who from your class would you cast as the lead?

The student selects several boys from the class.

U: To compare acting data, everyone needs to pronounce the words of the main character from the film Alexander Nevsky with the appropriate intonation:

1. “Whoever comes to us with a sword will die by the sword!”
2. “Die from your native land, don’t leave!”
3. “On this the Russian land stood, stands and will stand!”

The student director conducts a casting and selects one actor for the main role.

Teacher:

A dense forest covered with snow. Susanin brought the Poles here. The Poles are falling asleep, only Susanin is awake. He reflects on his impending death, remembers his loved ones and mentally says goodbye to them.

What work is this excerpt from?

D: M. Glinka’s opera “A Life for the Tsar”.

4 slide.

Execution of a phrase from Susanin's Aria.

5 slide.

The Poles, waking up, are convinced that Susanin has led them into an impenetrable wilderness.

“Where have you taken us?” - the old Lyakh cried out.
“Where you need it! - Susanin said. –

Kill! torture me! - my grave is here!
But know and strive: I saved Mikhail!
You thought you found a traitor in me;
They are not and will not be on Russian land!
In it, everyone loves their homeland from infancy
And he will not destroy his soul by betrayal.”

6 slide.

Ivan Susanin, a simple peasant, died defending his country from invaders.

Teacher: M.I. Glinka ends the opera “A Life for the Tsar” with the chorus “Glory!”, glorifying the feat not only of Ivan Susanin, a simple peasant, but the feat of the entire Russian people in the struggle for their land, their country, their Motherland.

Listening to the choir "Hail!"

What type of bell ringing sounds at the end of the piece, and why?

D: Celebratory bells ringing because we defeated the enemy.

Composers S. Prokofiev and M. Glinka in their works, each in their own way, convey Russian culture, Russian history. This is the melodiousness of a Russian song, folk intonations, the ringing of bells - in one case an alarm bell, in another a festive peal. They also reveal the image of a Russian hero: in one case - a commander, in another - a simple peasant.

You and I taught R.N. song “I walk with the vine.”

- Give a musical description of this song.

D: This song is sung by a choir, a capella, canon, melodious.

Execution of r.n.p. “I Walk with the Loach” canon with children’s instruments.

Performance of “Ural Cossack” with rhythmic movements.

Result:

U: What did we talk about today?

D: About the feat of Russian heroes. About how artists, writers, composers glorify our country in their works, people who dedicated their lives to defending the Fatherland.

Music teacher of Municipal Educational Institution “Secondary School No. 40” - Platitsina Larisa Aleksandrovna Page 7

"A musical journey into Russian folk culture"

Summary of educational activities

in the preparatory group

Mamtseva O.G.

Educational objectives:

Continue to introduce children to musical culture and cultivate artistic taste. Continue to enrich children's musical experiences. To promote the further formation of the singing voice and the development of movement skills to music. Learn to play noise musical instruments.

Hearing:

Singing: Improve your singing voice and vocal-auditory coordination. Learn to take your breath and hold it until the end of the phrase, pay attention to articulation (diction).

Musical and rhythmic movements:

Playing children's musical instruments: Introduce folk works in orchestral arrangement. Perform Russian folk melody on noise musical instruments. Develop a sense of rhythm.

Tasks in the integration of educational areas:

Cognitive development:

Speech development :

Practice diction: teach children to clearly and distinctly pronounce words and phrases with different intonations. Improve phonemic awareness. Add the words “travel” and “tourists” to your dictionary.

Social and communicative development:

Develop the ability to act together, form a positive attitude towards peers and adults. To foster patriotic and international feelings, love for the Motherland. Deepen and clarify ideas about the Motherland - Russia.

Physical development:

Targets of the Federal State Educational Standard for Educational Education, which the OD is aimed at achieving:

Has basic knowledge about the world in which he lives;

Has a positive attitude towards the world;

Masters the basic cultural ways of activity;

Has a developed imagination, which is realized in different forms

activities;

Has a fairly good command of oral speech and can use speech to

expressing your thoughts, feelings, desires.

Activity

teacher

Activity

Solving educational problems

Introductory part

Offers to form a circle and greet each other.

Guys, tell me, what is the topic of the week in your group right now?

Tell us what travel is?

Why do people travel?

Are you familiar with the word “tourists”? Who are tourists?

Yes, guys, there are many interesting, amazing countries in the world. I think when you grow up, you will definitely get to know them. But our country is also very interesting and rich. Tourists from all over the world also come to us to see how we live, what we have that they don’t have. Today we have two foreign tourists visiting us. Let's help them learn more about our country?

Then we invite guests on a musical journey through Russian folk culture.

Children enter the hall to the music. Greeting children.

Children go to their chairs.

Theme: Travel.

Traveling is going somewhere you have never been before.

People travel to learn something new, see something new, meet new people.

Tourists are people who travel to different interesting places, different countries.

Develop a positive attitude towards peers and adults.

To give an idea of ​​such a form of travel as imaginary (virtual), in particular, a musical journey.

Improve speech as a means of communication.

Add the words “travel” and “tourists” to your dictionary.

Main part

- Hearing

- Singing

- Musical and rhythmic movements

Final part

Guys, let's read this beautiful word: Russia.

What does it mean?

How can we tell our guests about Russia during a music lesson?

Guys, there are many wonderful songs about our country, about Russia.

I suggest we all listen to one of them.

What is this song about? What is Russia like in it?

What is the character of this song?

Yes, guys, this song has very beautiful words, probably the author who composed this song loves Russia very much. And our foreign guests probably understood this too. And what a beautiful voice the performer sings.

But you and I also began to learn a wonderful song about our Motherland. Who remembers its name?

This song is also very tender and must be sung with beautiful voices. Therefore, we need to sing well. I offer a chant on syllables from the word Russia: ro-ro, si-si, ya-ya (up and down). And now the whole word: Russia (up and down).

Singing the first verse of the song “Native Land.”

Reinforcing the words of the second verse.

Guys, in the next lesson we will continue to learn this wonderful song.

But how can you understand our Russia if you don’t see its Russian folk dances! Every nation has its own favorite dances. Beautiful folk costumes are sewn to perform them. You already know what Russian folk costume looks like. It was no coincidence that I asked you to dress up for our lesson today. Tell us, what is this Russian costume like? What did girls dress up in in Rus'?

What does a men's suit consist of?

These are the smart girls and boys who came out to dance. Shall we watch a Russian folk dance?

Guys, what can you say about Russian folk dances? What are they like in character?

What movements from the girls’ dance do you remember?

The girls loved to dance in circles and there is a special round dance step. He is already familiar to you (show). In a round dance, the girls showed themselves how slim and beautiful they were.

Another interesting element is the “Star”. You and I have already used it too. Let's remember.

In fast, mischievous dances they often did a “pick” (show: toe, heel, one-two-three). This is a new element for us - let's try it.

Now let's add scarves and connect these elements.

And at the end of the Russian folk dance there is always a bow. It is done like this: heart, sun, earth. This is how we thank the audience for their attention.

What do the boys remember?

In Russian folk dance, guys show their prowess and dexterity. So they do a squat (display).

Another interesting movement is “boasting”: hands in a horizontal position and forward with a stomp. That's how young and daring we are!

Boys, I invite you to do your dance.

Now let's all do a common dance together.

Amazing. I think our foreign tourists saw how beautifully they dance in Russia. In the next lesson we will add more elements and we will get a very interesting Russian dance.

Let's continue our musical journey.

Guys, we have already told our foreign guests about the songs we sing about Russia, about Russian folk dances. And at the end of our trip, let's show the guests the Russian folk orchestra. Let's see what instruments sound in it.

Guys, what instruments did you see in this orchestra?

Come on, we will also create a Russian folk orchestra. We have tambourines and spoons. Think about which instrument is better for girls and which for boys?

Let's listen to the rhythmic pattern first. Let's tap our palms, and now on the instruments.

And don’t forget – bow.

Guys, it seems to me that today, together with you, we tried very hard to tell our foreign tourists about the musical culture of Russia, its folk traditions. Did you enjoy our musical journey yourself?

Thank you very much.

This is the name of our country - Russia.

We can sing about Russia, we can dance, listen to songs about our homeland.

Listening to the song “Russia” (lyrics by I. Shaferan, music by P. Aedonitsky).

This song is about how much we love our country.

It has a lot of birch trees, rivers, and a blue sky.

Russia looks like a beautiful girl - Alyonushka.

She is gentle, smooth, beautiful.

The song is called “Native Land” (lyrics and music by E. Gomonova).

The girls wore red sundresses and kokoshniks.

Men wore shirts, especially red ones. They were girded with a sash - a wide colored belt.

Watch a video of Russian folk dance.

These dances are cheerful, mischievous, fast or smooth, calm.

The girls show their memorable movements.

Girls: dance with handkerchiefs.

The boys show their memorable movements.

Boys: dance.

General dance “Like ours at the gate.”

Watching a video of the Russian folk orchestra “Russian Style”.

The Russian folk orchestra has balalaikas, an accordion or button accordion, a tambourine, and spoons.

Selection of tools.

Orchestra to the song “Russian Quadrille”

Promote the development of thinking, imagination, memory, hearing.

To consolidate and enrich children’s ideas about their country - Russia, its musical culture, musical folk traditions. Foster respect for the traditions and culture of the Russian people.

Improve speech as a means of communication.

Practice diction: teach children to clearly and distinctly pronounce words and phrases with different intonations. Improve phonemic awareness.

To foster patriotic and international feelings, love for the Motherland. Deepen and clarify ideas about the Motherland - Russia.

To promote the development of the ability to move expressively and rhythmically in accordance with the diverse nature of the music, conveying emotional and figurative content in dance. Introduce elements of Russian folk dance. Develop dance creativity.

To develop the ability to maintain correct posture in various activities. Continue to train children in static and dynamic balance, develop coordination of movements.

Introduce folk works in orchestral arrangement. Perform Russian folk melody on noise musical instruments.

Develop a sense of rhythm and an ear for music.

Develop the ability to act together.

Municipal autonomous preschool educational institution

"Child Development Center - Kindergarten No. 14"

Kolpashevo, Tomsk region

Summary of educational activities in the preparatory group

Mamtseva Olga Gennadievna

music director

Mamtseva

Olga Gennadievna

Music lesson in 3rd grade

Lesson topic: “Musical journey to the village

"Harmonic""

Lesson type: travel lesson

The purpose of the lesson:

Educational:

• Strengthen the ability to distinguish intonation features of Russian folk music;

  Reinforce the concepts: folk and composer music;

  Learn to distinguish between folk and composer music by ear;

  Learn to distinguish by ear the sound of Russian folk instruments;

  Organize the process of analyzing familiar folk and composer’s music;

  Teach children to sing in an ensemble with friends, to the accompaniment of a teacher and a capella.

Educational:

Develop musical perception skills by enriching them with different intonations;

In the process of listening to music, develop timbre, dynamic hearing;

Develop the ability to analyze, compare, generalize;

In the process of vocal and choral work, develop singing skills;

Develop children's creative abilities, the ability to sing folk texts;

Develop children's creative initiative and independence.

Educational:

Based on the emotional perception of Russian folk art, cultivate a love of music, the need for communication with art;

Instill love for the Motherland, for Russian nature;

Form positive habits;

Cultivate a friendly attitude towards comrades;

Enrich the spiritual world of children.

During the classes.

Children enter the classroom to the sounds of a Russian folk song.

Hello guys! Today our lesson is dedicated to Russian folk song.

But today's activity will be completely unusual;

This morning an amazing letter came to school, I will read it, and you listen.

Hello, kids!

Mischief makers and naughty girls

I am Timoshka

From the village of Garmoshka.

I invite you to visit me,

I'm waiting for you all in my hut,

Near the forest on the edge.

So that you hurry up

So that you don't get lost in the forest

I'm sending you a map

I compiled it myself.

Guys, let's go visit Samovar - Timoshka?

But since our lesson is musical, the trip to the village “Accordion” will also be musical. Do you agree?

Then we hit the road, and Timoshkin’s letter will help us along the way, telling us what awaits us ahead:

There is a river ahead of you

Wide and deep.

You are floating on it

Don't drown.

Guys, what song we know mentions the river?

“Down along Mother Volga” - hearing (slide)

-------(As you sing this song, remember to breathe properly.)

Tell me, why do we immediately determine that this is a Russian folk song?

(Russian song has a distinctive feature - its rapturousness)

Please list the genres of Russian song.

Lingering, dance, calendar, soldier, ditties.

What genre do we classify this song into?

? – Why do we learn folk songs?

Thanks for the interesting answer.

Guys, I suggest you learn a new song that says …(slide)

“Tell me, tell us, forest river.” -learning

And now a musical riddle: listen to the music and tell me where you have already heard it.

("Waltz" from the ballet "The Nutcracker")

Who performs this music?

You have solved the difficult riddle, and our journey continues. Let's read in Timosha's letter where to go next?

The river was overcome -

And forward boldly.

Village on the hill

Under the name "Veselushka".

The people there are cheerful

Sings Russian songs.

And you start singing

Go to that village,

To make it easier for you to walk

To this village

Children sing along together

The song "Soldiers..."

_________ “Soldiers, brave boys.” (hearing) (slide)

Sang a song. Now answer my question:

Is this a folk song or a composer's song?

? – What genre do we classify this song into?

? – What old words are there in this song?

(Vostry. Power) - explanation of the meaning of words ( slide)

My questions were answered correctly, well done, and our journey continues. What lies ahead for us and where to go now?

On the left, see? – mountain,

That's where you should go.

Under this mountain

There lives an angry wolf.

Go quietly

Don't wake the wolf.

_____________ “Lullaby” (performed a capella.)

_____________ “Lullaby” (listening) N.I. Rimsky-Korsakov

Why is this song called a lullaby (from the word cradle).

Who sang lullabies.

In the old days, such songs were called “lulling”, from the word “lull”, i.e. "rock to sleep"

Well done boys! We completed this task. The wolf was put down.

Half the village, half the way

We were able to get through quickly.

And now we will rest

And let's move forward again.

The song “Zverobika” is performed in motion (physical minute).

The journey continues, but we’ll read in Timoshkin’s letter which direction we’ll go.

On the right is a bear

He loves to sing

Sings loudly

Doesn't let me get through.

I'll tell you a secret:

I'm friends with this Mishka.

You tell him a lot of ditties,

He will make way for you.

Mishka loves the ditty very much.

? -What is a ditty? ( slide)

? – What instrument can you use to sing ditties?

Guys, there is another way of singing ditties, which was widely used in Russia in the 19th century - it is called “under the tongue.”( execution)

? – And you like to perform ditties.

Playing ditties (tambourine and spoons)

Our journey continues, we must hurry. Timoshina's letter will help us again.

And now - obliquely,

Through the path into the woods.

This is my home, guys.

Okay, it's cozy in there.

If you want, jump

If you want, stop

If you want, even sing a song.

Guys, Timosha is so warm! Let's sing a song for him.

____________________________ “If you went on a journey with a friend” (performance)

Guys, our musical journey has come to an end.

Answer my last question.

? – What is the Russian folk song about?

(about folk life)

It’s absolutely true that a folk song is a mirror of the life of a people, with its sorrows and joys, but we must remember that every nation has both folk and composer’s music. We will talk about this in the next lessons.

And now - homework:

Crossword “Music of my people”

Thank you all for your work. The lesson is over.

Dance tunes sound……………

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Presentation on the topic: Musical journey. My homeland is Russia!

Slide no. 1

Slide description:

Ministry of Education of the Russian Federation GOU DPO NIZHYGOD INSTITUTE FOR EDUCATIONAL DEVELOPMENT Department of Literature and Cultural Studies COMPUTER PRESENTATION OF METHODOLOGICAL DEVELOPMENT OF A SECTION OF THE EDUCATIONAL PROGRAM “Musical Journey. My homeland is Russia!” Completed by: music teacher of Municipal Educational Institution Secondary School No. 11 in Vyksa, Nizhny Novgorod Region. Koroleva S.V. 2009/2010 academic year

Slide no. 2

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EXPLANATORY NOTE, GOALS AND OBJECTIVES Explanatory note: Proposed section on the topic “Musical journey. My homeland is Russia!” is focused on educating the student as a citizen and patriot of Russia, the development of his spiritual and moral world and national identity. This topic takes place in elementary school and continues in middle and high school. To acquaint students with the diverse and multifaceted culture of Russian musical art, to form the foundations of musical culture. Develop the ability to listen, think and empathize, distinguish between means of artistic expression, develop creative abilities in various types of activities, develop mental operations: figurative and associative thinking, creative imagination. To foster a sustainable interest in musical studies, to cultivate students’ musical taste, performing culture, respect for the history of Russia and the traditions of their people.

Slide no. 3

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PSYCHOLOGICAL AND PEDAGOGICAL EXPLANATION OF THE SPECIFICITY OF PERCEPTION AND MASTERING OF LEARNING MATERIAL BY STUDENTS As a result of testing and observation of students, we can conclude that there is a fairly good level of development of voluntary, stable, concentrated attention. Of the 22 students in the class, 19 are able to maintain attention throughout the entire lesson. And only 3 people have difficulty maintaining perseverance during the lesson. The intellectual development of students corresponds to age development. Most - 15 people are able to absorb the material without much difficulty, of which 8 people are able to withstand a more serious load. Based on the results of diagnosing the level of development and training of students, the class can be divided into 3 groups: Group 1 – 8 people (36%). Children with a high level of development Group 2 – 10 people (46%). Children with an average level of development. Group 3 – 4 people (18%). Children with a low level of development.

Slide no. 4

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EXPECTED RESULTS OF MASTERING STUDYING MATERIAL As a result of studying this section, the student should learn to: perceive music of various genres, reflect on musical works as a way of expressing feelings and thoughts of a person, respond emotionally to art, expressing his attitude towards it in various types of musical and creative activities; navigate in musical and poetic creativity, in the diversity of Russian musical folklore, to distinguish between examples of folk and professional music, to appreciate domestic folk musical traditions; to embody the artistic and figurative content and intonation and melodic features of professional (in singing, words, movement, etc.) and folk art ( in songs, games, actions). Students are able to solve the following vital and practical problems: perception of artistic images of folk, classical and modern music; performing familiar songs, participating in group singing; playing music on elementary musical instruments; transmitting musical impressions through plastic and visual means.

Slide no. 5

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Slide no. 6

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FORMS OF TRAINING: An informative way of transferring knowledge in the learning process, appealing to motivating learning; Lesson scenarios are built according to the following scheme: feel - realize - reveal your attitude; active creative search of the teacher and students; conversation - dialogue, role-playing game, collective forms of creative work, a combination of collective and individual work (games, singing, improvisation, creative notebooks, writing ditties, fairy tales, tales, creating drawings, plastic improvisations, etc.); integrated use of different types art (music, literature, painting);

Slide no. 7

Slide description:

INFORMATION TECHNOLOGY IN MUSIC LESSONS: The use of modern information technologies in music lessons makes learning bright, memorable, and forms an emotionally positive attitude towards the subject. Demonstration of presentations in music lessons helps to solve educational problems and achieve a new quality of teaching. The use of ICT enriches the methodological capabilities of a music lesson and gives it a modern level. A video recorder, an interactive whiteboard, and a computer are very convenient not only for mastering educational material, but also for activating cognitive activity, realizing the child’s creative potential, cultivating interest in musical culture, and shaping the spiritual world.

Slide no. 8

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Slide no. 9

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DEVELOPMENT OF A LESSON ON THE TOPIC “RUSSIA IS OUR FAVORITE POWER!” 4 A grade 1st quarter /09/10/2009/ Type: Lesson-excursion Purpose of the lesson: to introduce students to the poetic and state symbols of Russia. Objectives: educational: - to form an idea of ​​the culture of Russia; - to introduce the term - anthem - into the cognitive activity and vocabulary of students, symbolism; - to develop the ability to listen, remember, think; - to introduce students to the music of S.V. Rachmaninov; developmental: - to develop the cognitive processes of students: thinking, attention, memory; - to stimulate interest in studying the history of their Motherland, its state symbols ;-enrich the vocabulary and musical stock of students; educational: - cultivate a sense of love and pride for one’s Fatherland through music and poetry; - cultivate mutual respect for each other, an adequate assessment of yourself and your friend. - cultivate positive motivation for learning.

Slide no. 10

Slide description:

Equipment and materials for the lesson: Exhibition of books. “Russia is my dear mother, My dear home, holy land” (Bokov). Portrait gallery of Russian poets and musicians. Exhibition of paintings by Russian artists. Epigraph on the board: Oh, Russia! A country with a difficult fate ...I have you, Russia, like one heart, I will tell a friend, I will tell an enemy - Without you, as without a heart, I cannot live. (Yulia Drunina) piano-recorder textbook Music. 4th grade. 1 hour: textbook for general educational institutions / V.V. Aleev - 2nd ed., stereotype. M.: "Drofa", 2008 ICT Lesson plan: Organizational moment - 2 min. Preparation for the perception of new material - 3 min. Study of new material - 25 min. Consolidation of new knowledge - 5 min. Summing up the lesson - 3 min. Assignment for house – 2 min.

Slide no. 11

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Slide no. 12

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Flag of Russia The first mention of the state flag of Russia dates back to the reign of Alexei Mikhailovich. The Tsar issues a Decree of April 9, 1667, to send fabrics of “red, white and azure” for flags on Russian ships. This Decree approved the colors of the Russian flag - red, white and blue. In Rus', three colors had the following symbolic meaning: white - nobility, blue - fidelity, honesty; red – courage, loyalty.