Vocal lesson plan. Synopsis on vocals "magic rules of singing"

Municipal Budgetary Educational Institution

"Gymnasium No. 2"

Tver region Ostashkov

Open Lesson Plan

vocal group "Impulse"

1-2 class

The initial stage of work on a new song.

teacher

additional education:

Pylnikova

Angelica Vladimirovna

2015

Conduct form: Learning a new song.

Lesson type : Combined.

The purpose of the lesson : Introduction to the song. Formation of students' interest in vocal creativity.

Tasks:

Educational:

 to achieve pure unison as the basis for the development of harmonic hearing.

Educational :

 continuation of the formation of vocal and choral skills and abilities;

 development of harmonic hearing;

 development of musical susceptibility, that is, the ability to hear and listen, the ability to analyze, compare;

 expanding the musical horizons of students through the repertoire;

 development of imagination, thinking, memory.

Educational :

 to cultivate emotional responsiveness to music, the content of the text,

 to cultivate the desire to perform songs in independent activities,

 to cultivate a love for music, the need to communicate with art,

 fostering a respectful attitude to creative activity.

Formation of UUD

(universal learning activities)

Personal Skills:

The manifestation of educational and cognitive interest in the performance of tasks;

- the desire to realize their creative potential;

Orientation to the position of other people, different from one's own, respect for a different point of view.

Regulatory Skills:

The ability to learn and the ability to organize their activities;

Purposefulness and perseverance in achieving the goal;

Ability to control the process and results of their activities;

Evaluation of partnership results.

Cognitive Skills:

The ability to consciously and voluntarily build a speech statement;

Reflection of methods and conditions of action, control and evaluation of the process and results of activities;

Transferring the content and mood of musical material with the help of stage exposure, auditory control;

Selection of grounds and criteria for comparison, classification of objects;

Generalization of knowledge on the worked out repertoire.

Communication skills:

Ability to express one's thoughts, justify one's own opinion;

Ability to negotiate, find a common solution;

Ability to argue your proposal, convince and yield;

Ability to maintain a friendly attitude towards each other in a situation of conflict of interest;

Mutual control and mutual assistance in the course of the task:

- mastering the methods and principles of collective musical, creative and gaming activities.

Teaching methods:

 visual (auditory and visual);

 verbal (discussion of the nature of music, figurative comparisons, verbal evaluation of performance);

 practical - exercises, assignments;

 explanatory - illustrative in combination with reproductive (vocal illustrations in the voice of the teacher and reproduction of what the children heard).

Methodological techniques :

 creative tasks and questions that stimulate mental activity and create search situations;

 application of an individual approach, monitoring the development of students, group and individual survey;

 encouraging children to self-control and self-esteem in the process of singing;

 variability of tasks when repeating exercises and song material;

 representation "in the mind" of the first sound already on the breath;

 humor, approval, encouragement of students' success in order to stimulate their interest in classes, as a way to evoke positive emotions that increase children's performance.

Technology:

developmental education, interdisciplinary relations, art technology, health saving (breathing exercises according to the method of A.N. Strelnikova, hygienic and vibrational massages, speech therapy exercises (patter tongue twisters), articulatory gymnastics).

elements of problem-based learning, simulation-game modeling of professional activities;

performing technologies: the formation of singing culture, the formation of associative-figurative thinking.

Psychological conditions in the lesson:

 psychologically comfortable atmosphere. emotional satisfaction;

 personality-oriented communication, taking into account the level of musical development;

 taking into account individual characteristics;

 differentiated approach.

Equipment : piano (synthesizer), computer, sheet music, notes of exercises and chants, words of the songs being learned, presentation.

1. Organizational moment

Hello guys! I am glad to see you. Today we have guests, let's say hello to them.(Children greet)

So, are you ready to go?

We got into a circle.

Hug the neighbor on the right (left) ... They turned and smiled at each other.

What is the mood?

-In!

2. Setting the goal and objectives of the lesson.

Guys, have you noticed the changes in our class?

What is shown here? (forest, house, sun, water….railroad )

What would that mean? What is the road for? (To ride on it .)

What are we going to eat on it?(By train.)

Glue the steam locomotive on the board

It seems to me that something is missing here ... Caravans!(We glue trailers)

Do you know any songs about the railway, about wagons? (The blue wagon, The locomotive hummed and the wagons drove.)

I want to introduce you to one very interesting song.

(First, let's sit on the chairs.)

Your task is to determine the mood of the song. But, most importantly, come up with a name for it.

Listening to the video song

Song analysis:

What is the nature of the song? (Cheerful, kind )

What is the song about? (About miracles, about friendship )

What will we name our song?(White lambs, Choo-choo-choo, Locomotive Insect)

Why?

Let's compare our song and the picture on the board. (What common? Similar?)

Did you like the song? (Yes ) Do you want to learn it? (Yes )

So, what are we going to do today? (Learn a song)

But in order to sing it beautifully, what is needed for this?(You have to do a lot. Chanting, exercises, tongue twisters.)

- Those. we today….

3. Acquaintance with the features of singing breathing. Technique of art pedagogy.

And we are going to the meadow. How do you imagine the meadow?

(There are many herbs, beautiful flowers, no trees, many insects, butterflies, bees, bumblebees fly, bees buzz and grasshoppers chirp.)

What will we ride?(By train.)

How is the locomotive going? (Choo-choo, tu-tu)

Who wants to be a steam locomotive?

Wagons hooked up? Go!

(Choo-choo-choo. Tu-tu!!!)

We've arrived!

Exercises:

1.

Close your eyes. Imagine a bright sun, a green meadow, wildflowers. Breathe in the scent of this meadow. Take a deep breath, and now exhale slowly. (This exercise stimulates the lungs.

Are you doing the exercise correctly?

( Singing position: The back is straight, the shoulders do not rise. When inhaling through the nose, the stomach expands; when exhaling through the mouth, the stomach shrinks. .)

To learn how to sing, you need to breathe correctly while singing.

(Show where it is, check with a friend) Work in pairs

"Our shoulders are motionless,

We breathe through our noses barely audibly.

Inhale - hold your breath

And take a deep breath."

2. "Palms"

Put your hands up to the sun. (Palms facing forward )

(Slowly at first!)

A short noisy breath through the nose - clench your palms into a fist. Immediately exhale freely through the nose or mouth. Unclench your fists.

3. « Catch a mosquito"

Here flew mosquito.

What sound does a mosquito make - "z-z"

Inhale deeply, silently, while exhaling with the sound z-z, we slowly join our hands to “catch a mosquito”, which annoyingly rings in front of you z-z (children practice the skill of exhalation).

But a breeze came up and the mosquitoes disappeared.

4. Listen, who is this? (cow, calf )

With a closed mouth, the sound "mm" on a triad. Let's sing.

5. Passed along the roadcar. What is the sound of the car? (“tr-r”, in high tessitura - “the car is going uphill”). Let's sing.

6. And in the distance you can see the forest. Already at the edge of the forest we hear how it spreads through the forest"ay" (an exercise for a wide interval of an octave - from the chest resonance to the head one - we sing in several keys).

7. Somewhere sings his songcuckoo

("ku-ku" - we sing in several keys ).

Interested in the meadow?

8. And now we'll play"Mirror" showing each other different facial expressions (sad - lower lip forwardoffended - upper lip upfunny - the upper lip stretched in a smile, exposing the upper teeth, evil).

9. Let's remember patter : "From behind the forest, from behind the mountains, grandfather Yegor is coming."

And now with different emotional overtones: joy, sadness, admiration, surprise, etc.

10. Grandpa left on horseback. How does a horse chirp?"Clicked" tongue (high - low), depictinghorse.

Did you enjoy walking in our musical meadow?....

Then it's time to return to our song! Go!

(They cling to trailers, go and sit on chairs)

4. Learning a song. ( return method)

"Steam locomotive Bukashka"

Let's go back to our song. What is it called?

Listen to the words of the first verse and chorus.

Song learning. Work on dynamic shades in the song.

Children, what should be the diction in singing? (legible, understandable.)

How to pronounce the words in singing? (Clearly, clearly.)

What determines a clear, clear pronunciation? (From the active work of the articulatory organs (lips, tongue, soft palate, lower jaw, pharynx)

Performance of the song in its entirety to the soundtrack.

5. Conclusions. Reflection.

Our lesson has come to an end. Did you enjoy the activity? (Yes )

Finish the sentence:I especially enjoyed today...

- If you liked everything in the lesson, then put a smiling emoticon in our trailers.

If you think that something did not work out for you and you are not very satisfied with yourself - a sad emoticon.

6. Homework

Learn the lyrics by heart.

For a good mood candy!

Budget educational institution

Additional education for children

Center for Extracurricular Activities

Municipal formation Dinskoy district

Abstract of an open lesson

in the vocal studio

2nd year of study

"Where Music Lives"

Prepared

Teacher of additional education

Korzh Tatyana Alexandrovna

Village Dinskaya 2012

Explanatory note

to an open lesson in the vocal studio "Mood"

3rd year of study

My teaching experience is 16 years. 12 of them I work in the system of additional education. I think that during this time I have gained a lot of experience. The modern teacher of additional education faces tasks not only in the educational process. Today, a teacher of additional education should be an active participant in teachers' councils, a skilled organizer of a creative team, be able to work with parents, and be a propagandist of pedagogical ideas.

Of the many open classes I conducted, this lesson was not chosen by chance.

Firstly: this lesson was held within the framework of the methodical week. Date April 20210, i.e. the lesson was held relatively recently in the group of the 3rd year of study. These guys continue to do interesting and favorite things.

Secondly, for example, in this lesson, I tried to present the possibilities of choral singing classes as a means of implementing health-saving technologies.

In my pedagogical practice, the method of art pedagogy is widely represented, which allows me to reveal my pupils' creative abilities.

And my program has several directions and sections. The most voluminous is the vocal and choral work. Here, of course, the staging of the voice, its protection is paramount. And you can't do without a creative approach. When learning training exercises, I use the method of vocal therapy. This lesson clearly presents breathing exercises according to the system of A.N. Strelnikova.

One of the stages of the lesson is exercises aimed at training and stimulating the physiological processes of the children's body. Music is the rhythmic stimulus here. It is important to note that this is a wonderful tool for correcting children with problems of rhythm and coordination of movements. Such elements in the lesson enable the children to become confident and independent.

The purpose of this lesson is to teach how to reveal the emotional mood in the performed works.

Since modern children are inactive, they are often deprived of communication with their peers, they are passionate about computer games, watching TV. And the consequence of all this is slurred speech, lack of coordination of movements, isolation, vulnerability. All these negative facts cannot have a positive effect on the formation of a healthy, happy, enthusiastic child!

I believe that the open lesson I presented is a vivid example of promoting a healthy lifestyle. And well-structured stages of the lesson allow students to create and reveal a musical image through movements.

To achieve this goal, I have identified the main objectives of the lesson:

The educational task is to instill a sense of responsibility, empathy for the common cause.

The teaching task is to teach new stage movements to create an image.

The developing task is to develop and deepen knowledge in the field of art.

All goals and objectives set during the lesson were achieved.

OPEN CLASS

The date: 12.04.2012

Topic:"Where Music Lives"

"Non-traditional forms of education in the vocal-choir studio" Mood "

Target: Testing and consolidation of knowledge. Practical use of musical literacy, skills, vocal and choral singing, knowledge of world artistic culture.

Tasks: educational - expanding and consolidating knowledge about the national

and world culture, stimulating interest in art, literature

developing - development of creative abilities: the ability to evaluate, reflect, analyze musical works

educational - the formation of artistic taste, love for the art of music, education of the listener.

Lesson form: - travel.

Lesson progress:

Teacher: Guys! Today we have an unusual lesson, we will go on an interesting journey! Do you want to travel?

Teacher: Then go ahead, we are waiting for interesting meetings with the art of music. So, go where the music lives! Our journey will not be easy, in order to get into all sections you need to have a stock of knowledge with you, because. we will meet encrypted words on the way, guessing and explaining is our main task. Only then can we continue on our journey. Can you handle it?

Teacher: Well, then go ahead!

The guys approach the instrument. There is an encrypted word on the piano cover, you need to enter the missing letters. The oldest musical instrument

Teacher: Well done! I think we can move on. (Children approach the stage). I suggest you go by car! The song “Dad bought a car” sounds. Music by A. Pugacheva, lyrics by Y. Entin

(There is a corner of the old master on the stage. On the table among the chips are musical instruments - a violin and a flute)

Teacher: Guys! What kind of place looks like a workshop where musical instruments are made. We can hear how one of them sounds only by solving the riddle: (what instrument did the legendary Orpheus play?, and you need to remember the ancient name of this instrument)

As soon as the children have guessed the name, a musician appears on the stage. He is holding a flute in his hands. Hearing

Teacher: Let's listen to what melody Orpheus played for his beloved. Listen and tell me what feelings this music awakens in your heart? What does the music say?

(Sounds Z.V. Gluck "Melody") piano - Korzh T.A., flute - Dubovik L.P.

Teacher: I'm ready to hear your impressions.

Children: This music is very exciting, sensitive, smooth, but at the same time very sad.

Teacher: Right, do you all remember how this story ended?

Children: When Orpheus began to lead Eurydice from the kingdom of darkness, he did not fulfill the main condition - not to look back. Orpheus's heart was overwhelmed with feelings, he looked back and Eurydice melted away for him forever ... But the music that the composer Z.V. Gluck brought to us remained, he wrote the first opera "Orpheus".

Teacher: I want to draw your attention to the fact that human hands can create wonderful instruments, but do you think that only hands are involved in creating music? How is music born?

Children: Of course, a musician creates sounds in his heart, and then transfers them to a sheet of music, and then performs them on a musical instrument.

Teacher: That's right, I ask you all to remember the expression "Music born from the heart."

(the teacher leads the children to a new stand).

On the stand there are paintings in 3 colors: red, blue, yellow.

Teacher: Guys! Have we turned off the path? What is the connection between music and painting? After all, the picture can neither sing nor talk? Let's guess the word: What does the artist use to convey the mood in his work, picture? /Paints/

Teacher: Let's look at our exhibition and analyze the colors of artists. What colors do artists use when they want to depict the sea? /blue, blue/ And tell me, is the sea yellow, golden? / It happens if it reflects the moon path /

And what color will be more if we draw autumn? /yellow/

Teacher: That's right, the choice of one color or another depends on the perception of a person, on the mood, the inner world of the artist.

Singing the work.

Teacher: And now I ask you to go to your places, we will try to work on our work: music. R. Pauls sl. Aspasia "Lullaby". It was not in vain that we were talking now about paintings, paints, and what the musician uses to convey the mood of the work.

Children: Sound.

Teacher: Right. The musician can also give the sound different shades.

The guys perform according to the score

VOCAL-CHORAL WORK:

1. Working with scores

Perform only violas up to the number 4.

The teacher uses musical terms in dealing with children: unison, piano, forte, sound science.

Teacher: Now tell me, if you were artists, and you would have paints now, what colors were most present in your work?

Children: Blue, gold.

Teacher: Now we will perform these works, but we will give the sound exactly these color shades.

Children rise to the stage and perform the piece in its entirety

Teacher: Thank you, today our trip has confirmed that without the knowledge of musical literacy, respect for art, we would simply not be interested. But our journey and meetings with music did not end. I think that we can safely continue to travel through this wonderful country. It is always sad to say goodbye, in memory of this day I give you these little notes, let them merge with the sounds of your heart and fill it with kindness and love. We visited with you, in the workshop of the old master, listened to how a real flute sounds, talked about paintings, colors and of course performed our works. I'm very satisfied, and you?

Teacher: I say goodbye to you!

List of used literature

1. Selevko G.K. Modern educational technologies / G.K. Selevko. - M., 2007.

2. Slastenin V.A. Pedagogy: Proc. allowance for students. higher ped. textbook institutions / V.A. Slastenin, I.F. Isaev, E.N. Shiyanov. – M.: Academy, 2009.

Breathing exercises - an introductory part of an open lesson

"Where Music Lives"

Creative tasks - draw music!

Saranskaya Daria Antonovna
Educational institution: MOU Lyceum No. 11 of the Voroshilovsky district of Volgograd
Brief job description:
Publication date: 2017-08-07 Synopsis of a vocal lesson (guidelines for a teacher) Saranskaya Daria Antonovna This outline of the lesson is intended to help the teacher in organizing the lesson.

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The lesson is conducted according to the Vocaletto educational program of the 1st year of study. This lesson is intended for the consistent formation of singing and performing skills.

The training session is designed for 2 academic hours with the Vocaletto vocal ensemble (10 people) of the 1st year of study. The age of students is 7-17 years old. Recruitment to the association is carried out on the basis of desire.

Lesson objectives:

1. the formation of students performing vocal skills and abilities.

2.creating an environment in which the student experiences feeling

performance freedom and creative comfort.

Tasks:

1. development of singing skills (meaning sustainable singing

breath on support, evenness of sound throughout the entire range of the voice,accurate intonation, melodiousness, melodiousness of voice, clear and distinct diction, correct articulation).

1. stable intonation of monophonic singing

4.sound recording and microphone skills

Teaching methods: explanatory-illustrative, reproductive, practical

Form of organization of the training session: individual, group

Equipment: piano, music center, microphone, piano, CDs, phonograms minus, plus performance "About Jam", "Three Wishes", "Lyceum", handout - lyrics

Stages and timing of the lesson

1 lesson - 1 hour 30 minutes

I.Organizational stage . Checking readiness for work. Correct singing position - 2 min;

II.Preparatory stage : gymnastics of the articulatory apparatus, phonetic exercises, breathing exercises, vocal-intonation exercises - 14 min

III.Stage of learning new knowledge - learning the chant of the canon - 12 min

IV.Main stage— work on the repertoire (work on

sound formation, sound science, over the purity of intonation, over expressive singing, over two-voice).

1. Singing songs "About jam", "Three wishes" accompanied by

piano and a capella - 8 min

2. Work with soloists.- 4 min

3. Singing songs to the soundtrack "minus" - 8 minutes

4. Singing songs with a microphone - 8 min.

Dynamic pause - between songs 10 minutes for rest-relaxation,

Physical education minute

5. Work on the movements in the song "About jam" - 5 minutes

6. Repetition of the song "Lyceum" - 5 minutes

V . Reflective stage: self-assessment of children about their performance,

Emotional state - 2 min

VI. Final stage: singing songs from beginning to end under

Phonogram with movements. Summing up, mistakes and successes

Each student - 10 minutes

VII. The final stage: homework, message about the next

Classes – 2 min

I. Organizational stage :

- meeting children;

- checking attendees;

- Correct singing position: stand straight, chest is free, shoulders are deployed and lowered down, good emphasis on both legs, hands are free. Keep your head straight. A strong lifting of the head leads to tension in the anterior muscles of the neck and binds the larynx. The face must be free from grimaces. A smile on your face creates a feeling of elation, necessary for the lesson.

preparatory exercises.

II . Preparatory stage: Before singing, prepare your vocal apparatus. We start each lesson with articulation and breathing exercises, intonation and phonetic exercises. What is the articulatory apparatus? ( tongue, lips, hard and soft palate, lower jaw.)

Articulation gymnastics

Gymnastics of the tongue

— Lightly bite the tip of your tongue with your teeth four times. Stick out your tongue to failure, lightly biting the tip of the tongue in succession.

— Bite your tongue alternately with your right and left sides with my teeth, as if chewing it.

— Make a circular motion with your tonguebetween lips and teeth with closed mouth. The same in oppositionpositive direction.

- Put your tongue on your upper lip, lower lip, right on the left cheek, on the left cheek, trying, as it were, to pierce them through.

Lip gymnastics:

Bite your lower lip, upper lip, pull your cheeks in andbite their inner surface with your side teeth.

Intonation and phonetic exercises.

1. Starting position: the mouth is open as much as possible with jaw movements forward down. The exercise consists in a strong, active pronunciation of consonants in the following sequence: W, S, F, K, T. P, B, D, G. V, Z, Zh. Each sound is pronounced four times.

2. The sequence of vowels: A, E, I, O, U.

3. The starting position is the same as in exercise 1.
The main element of the exercise is a sliding ascending and descending intonation with a sharp transition from the chest to the falsetto register and from the falsetto to the chest with a characteristic fracture of the voice.

U~u, u~o, o~u.

Tongue Twisters:

1. The bull is stupid, the bull is stupid, the bull’s white lip was stupid.

2. How 22 Egorki lived on a hill on a hill. One Yegorka, two Yegorkas, etc.

Breathing exercises.

- How does the process of singing begin? ( with inhalation)

Where do we send air when we inhale? in the stomach). The body is free, the shoulders are lowered.

1. Inflate the balloon (inhale through the nose, fix the breath, exhale to the CCC, the air comes out, the balloon remains.)

2. A short breath into the stomach, a short exhalation to “shoo”, “quiet”.

3. Riding a motorcycle (arms extended forward, inhalation - counter-moving hands, bartack, exhalation on RRRRRRR).

4. Feet shoulder-width apart, arms at shoulder level, bent at the elbow parallel to each other. We connect the elbows inhale, elbows to the sides, bartack, body down. Exhale on "Ha".

5. Exercise to activate the work of the anterior wall of the abdomen to the sounds "k" and "g".

The attention of the teacher should be directed to:

-muscle freedom

-correct posture;

- the ability to take a breath and expediently distribute the exhalation;

— operation of the resonator system;

- general intelligibility of speech;

rhythmic precision.

Vocal and intonation exercises.

Goals of vocal-intonation exercises:

To form the skill of maintaining a tone at the same height with the same volume or with different nuances, which trains singing breathing
form the correct articulation of a particular vowel sound
achieve certainty in the attack of the sound
clarify intonation at the moment of sound attack
line up in unison

All exercises are performed in ascending and descending chromatic sequence (in the range la m - fa 2)

1. Singing with your mouth closed contributes to the alignment of timbre sound, auditory tuning. The exercise is sung with slightly open teeth (the mouth is closed), a high palate, a feeling of sound in the upper resonator, to the sonorous consonant sound "M". (ex. 1) When there is a slight vibration and a slight tickling of the lips.

2. Smoothing registers. (Lip vibrate, then RRRR)

Follow the freedom of the lips and smooth filled sound when moving to

head register. The slower the vibration speed, the better.

3. Practicing a soft but accurate sound attack. This will

contribute to the performance of legato exercises on one note.

4. Exercise based on triad sounds. Breath support.

Purpose: to expand the sound range in order to equalize the register sounding of voices and to activate the work of the anterior abdominal wall.

2. Exercise for the development of voice mobility and work on diction.

Follow the clear pronunciation of syllables, the jerky work of the diaphragm, the larynx remains in the middle position and does not rise with the sound. The tip of the tongue touches the two upper front teeth.

III. The stage of assimilation of new knowledge - learning the chant of the canon "In the field of a birch"

The first acquaintance with the two-voice should begin with the singing of the canons. This is the most interesting and accessible form of polyphony for children. What is canon? Canon in Greek means "rule, order". A musical canon is a song performed in a particular way. All performers of the canon sing the same melody with the same text, entering in turn. The one who started singing first and finishes first. Canon singing became very popular in the 16th and 17th centuries, and now the canon is gaining a new run of popularity among young performers due to the fact that it clearly demonstrates the performer's singing technique.

Stages of work on the canon:

1) speech declamation. Invite the children to recite the first

line all together. Recite again, and the teacher recites the canon. Divide the ensemble into two groups, the second group is now in place of the teacher.

2) Having mastered the performance of the rhythmic canon, you can begin to sing.

To begin with, sing the melody of the canon to everyone together with the teacher:

Bring to a clean unison a-cappella. After the melody is learned, the children perform the 1st voice, and the teacher - the 2nd.

Then divide the children into 2 groups. All sing a-cappella, in r dynamics, listen to each other, vertical. Remind children: “First I listen, then I sing.” Pay attention to the exact introduction of voices, the ability to keep the pace from beginning to end.

Appendix No. 1

Main part.

Work on the repertoire.

Work on the songs "Three Wishes" and "About Jam".

Stage 1 . Singing songs with piano accompaniment and a capella. Work on the purity of intonation, clear pronunciation of words, endings, on the correct sound science, on unison.

The song "Three Wishes" has a complex dotted rhythm, it is important that each of the students learn it. Simultaneous removal and entry of votes on the hand of the teacher. Consonant sounds are pronounced easily, clearly, clearly and energetically. Pay attention to singing narrow vowels, avoid flat sounds. Needed whenteach students to clearly pronounce consonants at the end of words, follow the clear pronunciation of consonants in the middle of words at a fast pace.

Particular attention is paid to the work on two-voice in the song "About jam" - pure intonation. The main task is to teach students to listen to each other, to hear both voices, and not just their own. First, each party is worked out separately, then the votes are combined.

Stage 2. Work with soloists in the song "Carousel of Melodies". This song contains solo episodes.

Much attention is paid to work on intonation and work on sound formation, since each student has his own voice timbre and his own shortcomings. This applies to the vowels "A" and "E".

The basis of any singing is vowel sounds. From the correct sound formation of vowelssits the beauty of timbre. For students of the 1st and 2nd year of school age, the timbre is uneven, which causescaught mainly by the "variegation" of vowels. Sound quality is achievedthrough maintaining a high sound (position) on all sounds of the singing range on the.

The condition for competent sound production is a correctly open mouth, a freely lowering jaw, active lips that clearly articulate eachsound. At the initial stage, you should mainly pay attention to the fact thatthe student inhaled correctly, distributing the exhalation to the end of the word or a smallphrases, did not take a breath in the middle of a word.

10 minutes rest

Facial massage

- Go all over your face with a tapping cone massagebent fingers. The blows must be strong enoughnym, so that the face "lights up".

- Massage your jaw-temporal joints with your fingers.Make a downward circular motion with the lower jaw.: Make a circular motion forward with the lower jaw - right-back-left-forward.

Back massage.

Free time

Stage 3. Singing songs to the soundtrack. The songs are sung at a faster pace, in a clear rhythm.

Stage 4. Singing songs with a microphone.

Stage 5. Work on the movements in the song "Slush"

stage 6. Repeat of the song "New Day"

IV. Reflective stage: self-assessment of children about their performance, emotional state

- What did you especially remember in the lesson and what did you like ...

V. Final stage: Sing songs from beginning to end to a soundtrack with movements. Summing up the results, mistakes and successes of each student

What new concepts did you learn in class?

— Meanings of the concept of canon.

VI. The final stage: homework, message about the next lesson

Bibliography

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Gontarenko N.B. Solo singing. Secrets of vocal mastery. —

Rostov-on-Don, 2006

Methodical development. Samara, 1997

Dmitriev L.B. Fundamentals of vocal pedagogy. M., 1968.

Erokhin I.A. Working with aspiring singers Methodical development. - Samara, 1999

I.Isaeva"Variety singing. Express course for the development of vocal abilities "

Ogorodnikov D.E.. Musical and singing education of children in a secondary school. - M .: Muzyka, 1972

Romanova L.V. School of pop vocals. - St. Petersburg: Publishing House "Lan"; Publishing house "PLANET OF MUSIC" 2007.

Stulova G.P. Theory and practice of working with children's choir. Moscow 2002

Seth Riggs How to become a star. -M, 2004.

, . .

Theme of the lesson: "SINGING PLEASANTLY AND CONVENIENTLY"

GOAL - the formation of the ability to correctly pronounce vowels and consonants in words, the ability to breathe correctly when performing a song.

Tasks - teach to clearly and actively pronounce and sing the words in the song,

Development of collective creativity,

Education of aesthetic taste

Equipment and musical material:

piano

Synthesizer

Notes of the song "Kindness"

Illustration of Kustodiev's painting "Merchant"

Lesson progress

1. Organizing time.Musical greeting "Good afternoon". Specifying the purpose of the lesson.
2. Updating of basic knowledge. Conversation about the voice apparatus. What is involved in the appearance of the voice? What are vocal cords? What happens to them while singing? How should you take care of your "musical instrument"? How should one breathe and sit in order to sing pleasantly and comfortably?

The teacher reads the poem "It is pleasant and convenient to sing."

3. Execution gymnastics for the correct pronunciation of vowels and consonants sounds (a.o.u.i; m, n, p, t, k, l, r). Children, together with the teacher, make sounds, while hand movements help.

Performance exercises to activate facial expressions(lips, tongue, cheeks):

- "Duck nose"

- "Piglet"

- "Eight"

- "A circle"

- "Football"

- "Smile"

Children with the help of facial expressions depict the tasks of the teacher, while the hands are not involved.

Performance exercises "Dinosaur"for pitch intonation.Children, together with the teacher, draw with their hands and the voice of a dinosaur, changing the pitch of the voice.

1. Breath work.

- "Flower". Students imagine a flower in their hands and calmly inhale its aroma through their nose, while the teacher makes sure that the shoulders of the children do not rise up, but remain in place. Exhale through your mouth.

- "Saucer with tea." Children calmly inhale through the nose, and exhale carefully "on a saucer of hot tea." At the same time, the teacher monitors the long exhalation of the students.

5. What is kindness? (talk about kindness)

Vocal and choral work on the song "Kindness".Repeating the lyrics of the song and singing the melody with the correct intonation.

Performance of the song "Kindness"under musical accompaniment.

6. Summing up the lesson.

On the topic: methodological developments, presentations and notes

Synopsis of an open lesson on vocals "Using elements of art pedagogical technologies in working with children of primary school age."

The college hosted a regional seminar "The Use of Art Pedagogical Technologies in Music Classes with School-Age Children", during which an open vocal lesson "Using...

Development of outlines of vocal lessons

Vocal notes developed by me help to follow the dynamics of the student's development. Abstracts in three parts: breathing exercises, work on the voice and work with the song....

Purpose of the lesson: Show the use of health-saving technologies within the framework of the lesson on the subject "Vocal".

Lesson objectives:

Solving the issues of developing professional singing skills (breathing and freedom of the speech apparatus, correct articulation and clear diction, varied intonation and modal hearing), to strengthen the general and psychological health of students.

As an option:

Goals and objectives of the lesson: show the use of health-saving technologies as part of a vocal lesson; to educate a thinking and feeling, active person, ready for creative activity; activate the thought process and cognitive interest; master the skills of communication and collective creativity; develop breathing and freedom of the speech apparatus; develop coherent, figurative speech; be able to master the correct articulation, clear diction, varied intonation; to strengthen the general and psychological health of students.

Lesson progress:

I.Organizing time. (2 minutes)

Greeting: "Let's give each other a smile."

Pay attention to the specifics of the lesson.

II.Main part. (39 min)

The phonogram of the song "Temper if you want to be healthy!"

Splashing with cold water is great, but not for everyone ...

Today I propose to dream up and invent other ways of "hardening" that we can use in vocal classes and improve our health . Lesson topic message.

What do we usually start with?

With a warming facial massage.

1. HEALTH MASSAGE biologically active points,

do with children combining it with a slang. (4 min)

Who wants to talk He must speak	Smooth movements From bridge of nose to ears
Everything is correct and clear To make everything clear.	Press your fingers on the points at the wings of the nose
We will talk And we will speak	Massage points at the inner ends of the eyebrows
So right and clear To make everything clear.	Press with fingers points at the base at the earlobe
Who wants to talk He must speak	Massaging point Between thumb and forefinger
Everything is correct and clear To make everything clear.	The same movements on the other hand.

2. WORK ON THE BREATH . (7 min)

Today I will introduce you to an unusual set of breathing exercises by A.N. Strelnikova ( designed to restore and expand the vocal range of professional singers; gives good results in bronchial asthma, chronic pneumonia, chronic bronchitis, chronic runny nose and sinusitis, influenza and many other diseases)

A noisy, short, sharp (like clapping) breath should be done as if you are sniffing the smell of smoke, burning or sniffing. The breath should be "emotional" - put surprise, admiration or horror into it. The lips are closed at the moment of inhalation, but without tension - it is also impossible to help inhalation due to the muscles of the face or other muscles that are usually involved in the act of breathing: you can not protrude your stomach (“breathe with your stomach”), raise your shoulders and straighten your chest. You can not "take" too much air during inhalation - this is a gross mistake. If you inhale too much air, you may feel dizzy or just feel “uncomfortable”.

Exhalation is made through the mouth, naturally and voluntarily, as if the air "quietly leaves" the lungs. At the same time, the lips slightly - themselves - are unclenched. Nothing should interfere with exhalation - let as much air come out as it comes out. To prevent exhalation is the second gross mistake.

BREATHE AND HEAL

"Palms"	We grab an imaginary candy. The palms look at each other, a short noisy breath through the nose - clench your palms into a fist. Immediately exhale freely through the nose or mouth. Unclench your fists.
"Fragrance"	Bend over and inhale the aroma of the "fruit": scent - inhale. Slightly tilt the body to the floor, legs straight, arms down, back rounded. At the point of inclination, a short noisy breath, straighten up - exhale. (Contraindication - myopia greater than -5.)
« Grab your shoulders"	At the moment of the hug, a short noisy breath. Hands diverge - free exhalation.
"Pendulum"	Slight tilt to the floor - inhale, without stopping, lean back slightly, hugging your shoulders - a short breath. Exhalation is free after each breath "from the floor and from the ceiling."
"Rock'n'roll"	We stand straight, arms along the body. We pull the leg bent at the knee to the stomach, slightly crouching on the other leg - inhale. Exhale free.

During the exercise, make sure that the children breathe properly.

Guys, which exercise that we learned earlier is the best fit for the topic of our lesson?

- "Musical exercise".

3. "MUSICAL CHARGING" - we perform, accompanying semantic movements (4 min)

Let's recharge now.

Left, right - turn.

And now - on the contrary.

I squat, I rise

I bend, I bend.

I take out the floor with my hands,

But I speak fluently.

And now jumping in place.

I will jump at least a hundred times, at least two hundred.

And two feet at once.

Both on the left and on the right.

On one and on the other:

There is no shortness of breath!

What do we train by doing this exercise?

Diction, breathing, the ability to control your voice, motor activity, coordination of movements.

Any exercise, especially music, will be good for your health!

4. And now I suggest you go to the carpet and remember the exercise "FUNNY PAINTERS» (4min)

This is an exercise to develop the ability to control your voice, where instead of a brush your voice.

We begin to “paint the fence”: the “brush” moves up - the voice becomes thinner, rises; "brush" moves down - the voice "goes down", goes down; if the "brush" draws a horizontal line - we sing at the same height. At the top you can squeal a little, at the bottom you can sing.

Guys, I propose to complicate our game a little: you can “draw” diagonals, circles, squares, “eights” (vertical and horizontal), and now not only your voice, but also your eyes will be a “brush”!

What did we get? This is the real gymnastics for the eyes! If you do it regularly, your vision will be good, and your eyes will not get tired for a long time.

5.Look what a surprise your parents have prepared for you at my request! ( individual rugs, on which buttons of different diameters, different heights are sewn ). They look like little islands! I will tell you a secret - these are "islands of health"! If you take off your shoes and stand on them with your feet, then the biologically active points that are located there will be stimulated. They are responsible for the health of our entire body! I think that on these “islands of health” you will be especially good at the exercise, which is called that ... .. (children in chorus : « ISLANDS").(5 minutes)

One, two. Islands.	Performed on the fifth degree of the scale	Two claps, a semicircle with one, then with the other hand.
Three four. We have sailed	7th degree of the scale	Two claps, wave-like movements of the hands away from you.
Five six. Let's get down here.	II degree of the scale	Two claps, with the right hand "beat the ball", with the left hand "toss the ball."
Seven eight, How many pines	IV degree of the scale	Two claps, right hand up, then left.
Nine ten. We are on our way.	V-VII scale steps II-IV steps of the scale	Two claps, middle and index fingers "take steps."
Do-count-thai To ten!	D7 chord - by voices	One movement for each syllable: Right hand on head; Left hand under the chin; The right hand touches the right cheek; The left hand touches the left cheek; Right hand forward; Left hand forward; Cotton.

What helps develop this exercise?

Coordination of movements, the ability to coordinate actions, diction, pure intonation, a sense of harmony.

And now you will know how to make it also beneficial to health.

6. In order to stay healthy and beautiful, it is very important to take care of your posture from childhood. And we will train it with the help of walking with an object on the head, using the previously learned tongue-twister "THREE JAPANESES". (8 min)

It is necessary to follow a clear pronunciation. The pace gradually increases. It is recommended to move around the hall with items on your head:

-round,

- in any direction,

- in the given direction.

Follow the correct posture, movements of the arms, legs.

At the end, you can hold a competition for the best "geisha".

THREE JAPANESES

Once upon a time there were three Japanese:

Yak, Yak-tsidrak, Yak-tsidrak-tsidrak-tsidroni.

Once upon a time there were three Japanese women:

Tsipa, Tsipa-dripa, Tsipa-dripa-drimpamponi.

They all got married:

Yak on Tzip,

Yak-tsidrak on Tsipe-drip,

Yak-tsidrak-tsidrak-tsidroni

On zip-drip-drimpamponi.

And they had children:

Yak and Tsipa have Shah,

Yak-tsidrak with Tsipoy-dripa -

Shah-balls.

Yak-cidraka-cidraka-cidroni

With Tsipoy-dripoy-drimpamponi -

Shah-balls-balls-sharoni!

7. It would seem that we have taken care of everything to stay healthy, but what else has escaped our attention? A song with such a strange name will help us answer this question. "GARBAGE".

Remind: performance is expressive, diction is clear, dotted rhythm is sharper, listen to each other. (7 min)

"GARBAGE" SONG

Sl. A. Usachev Muz. A. Pinegin

Never throw peels, skins, sticks.

Soon our cities will turn into dumps.

If you litter now, then pretty soon

Garbage mountains can grow in our country!

Yes-yes, yes-yes-yes, yes-yes-yes-yes, yes-yes

Garbage mountains!

But when they start flying to school on a rocket,

More terrible troubles will happen on the planet.

How they will go to throw at the top into space from a rocket

Banks, bottles, husks, torn packages!

Yes-yes, yes-yes-yes, yes-yes-yes-yes, yes-yes,

Ripped packages!

That's when snowflakes will not fly on New Year's Eve,

And the old shoes will fall like hail.

And when it rains from empty bottles, -

Don't go for a walk, take care of the back of your head!

Take care of the back!

What will grow in the garden or in the garden,

How will the garbage cycle go in nature?

And although we do not fly to the school class in a rocket,

Better to litter now wean, children!

Yes-yes, yes-yes-yes, yes-yes-yes-yes, yes-yes!

Get out, kids!

After the performance of the song, the question is repeated. The children answer.

It is necessary to protect nature, not to litter, then both the air and water will be clean. And this is very important for our health!

You made the right decision! The environment must also be healthy! Our task is to actively participate in this.

Well done boys! You did a very good job today!

Let's summarize.

III. SUMMARY OF THE LESSON: (4 min)

Children argue, find confirmation of the correctness of the statement: “If you want to be healthy, SING!” Using well-known music. material (vocal exercises, singing, games, songs), the children learned to use them for the purpose of recovery.

HOMEWORK:

Introduce parents to the "new" ways of hardening (optional).

TRADITIONAL RITUAL OF FAREWELL.

Class equipment:

piano,

audio equipment,

rugs,

Items to wear on the head while walking (you can books).

Compliance with the rules of sanitation and hygiene.

The room must be ventilated before class. The musical instrument is tuned. Children come to class in a change of shoes.

LITERATURE:

1. Zimina A.N. Fundamentals of musical education and development of young children: Proc. for stud. higher textbook establishments. – M.: Humanit. ed. center VLADOS, 2000, - 304С.

2. Andreeva G.M. Social Psychology. M.: Aspect Press, 1999, - 375 S.

3. Dmitrieva L. G., Chernoivanenko N. M. Methods of musical education at school: Textbook. For studentsped. Uch-sch on special. 03.05.00. "Music. Education”, 03.07.00 “Teaching at the beginning. general education classes. school". – M.: Enlightenment, 1989, – 207 p.

4. The world of vocal art. 1-4 classes. Program, development of classes, methodological recommendations / ed.- comp. G.A. Suyazova. - Volgograd: Teacher, 2008, - 138 p.

5. Children's musical theater: programs, development of classes, recommendations / ed.- comp. E.Kh. Afanasenko and others - Volgograd: Teacher, 2009, - 190 p.

6. Yudina E. I. My first textbook on music and creativity / ABC of musical and creative self-development / Series: You will succeed: / - M .: Aquarium, 1997, - 272 S.