Preparing children for music school. The eternal debate: at what age should you start teaching a child music

Music school is special educational institution, which, in its essence, is in many ways not similar to the general education that is familiar to everyone.

They also attend classes there, put marks, conduct lessons, exams, tests, but at the same time, music education is impossible without a creative component, the presence of certain abilities that are either given by nature or not.

The preparatory class of the music school is necessary to solve the main task, which is the most relevant for this stage: weed out children who are simply not able to meet even the minimum criteria. Its main goal is always to identify truly gifted children from the general flow, who will be able to successfully study in the future and achieve certain results in this area. In addition, studying at a music school is always inextricably linked with the need to prepare for its general education program.

In any music school, each student throughout the entire period of study must study such disciplines as solfeggio and choral singing. Children are preparing for them. They take special preparatory courses, where they study musical notation, without which it is impossible to start mastering musical instrument, as well as singing in the choir, which develops not only the student's voice data, but also his sense of rhythm, tempo, and music.

Most often, only children under the age of 7 are admitted to the preparatory classes of music schools. Older children who are already in school and studying one of the compulsory disciplines there "music" in most cases have residual knowledge and skills to quickly navigate new area. On the initial stage learning a musical instrument long time only the basics are included, for the development of which a minimum is required that is accessible to everyone.

After the end of the preparatory class, there is still no guarantee that the child will enter music school. Before the beginning school year upon admission to grade 1, entrance exams are held, where, along with children who were trained in the preparatory class, there will be a competitive selection and those who did not attend it.

Each music school has a certain number of places for which students are recruited in grade 1. Therefore, according to the results of entrance examinations, a strictly defined number of children is recruited. At the same time, applicants who were trained in the preparatory class participate in the selection on a general basis. But at the same time, in most cases, they still have a little more chance of admission.

Selection in grade 1 is carried out exclusively if the child has talent and abilities, but preparatory class music school in many cases helps to reveal and identify them in preschool children.

Municipal budgetary educational institution

additional education children

"Children's music and choir school "Dream"

Nizhnekamsk municipal district of the Republic of Tatarstan

Considered and accepted I approve

at a meeting of the methodological association Director of MBOU DOD "DMHSH

music teachers - "Dream" NMR RT

theoretical disciplines

Protocol No. ________________ _________ V.V. Igoshina

"____" __________08_____ 2015__ "____" _______________ 20__

Working programm academic discipline

SOLFEGIO

(preparatory group)

APPROVED by the School Board of Education

"____" ___08 ____________ 2015__

COMPILED:

Bylinkina Olga Pavlovna,

teacher of the highest qualification category.

Nizhnekamsk

EXPLANATORY NOTE

The program is designed for students of the preparatory group " sunbeams» (7-8 years old) for one academic year based on standard programs of solfeggio and rhythmics of the Federal State Educational Standard.

Solfeggio classes in preparatory group are aimed at developing musical and creative abilities, figurative and artistic thinking, sustainable interest in classes, mastering the basics musical literacy.

In the classroom, tasks are used in rhythm, practical music making (singing, playing musical instruments, improvisation), listening and performing various musical works. Music listening tasks: memory development, deepening of emotional responsiveness to music, the formation of children's ideas about the content of musical works (form, genre, means of expression). Detailed work on the development of vocal and intonation skills will contribute to the purity of intonation, the expansion of the singing range of children, the consolidation of certain intonation turns in their minds, which will help form a modal feeling.

Education musical notation and acquaintance with theoretical concepts takes place in a playful way.

Much attention is paid to musical and creative self-expression, teaching improvisation techniques as a means of developing musicality in children, as a way of actively mastering musical language.

To develop a sense of rhythm in the classroom, musical instruments are used: metallophones, tambourines, drums. Children perform on them the rhythmic pattern of a song they have learned or just heard, chants, emphasize the metrical accents of the melody, dynamic shades.

Thus, the use of this program contributes to the implementation of the main task: the awakening of a musician-artist in a child, the development of his desire to listen to music and think about it.

The program is based on the solfeggio program for music schools, approved by the methodological office of the Ministry of Culture.

Target achieve creative activity and interest of each child, develop in him the ability to think musical images, as well as form the basis for the integrated development musical ear and vocal intonation skills.

Tasks- development of melodic and harmonic hearing

Cultivating a sense of rhythm

Introduction to theoretical concepts

Awakening creative thinking in a child

GENERAL CHARACTERISTICS OF THE TRAINING COURSE

Program content is that the theoretical knowledge gained in the course of classes should be associated with practical skills. Knowledge of the theoretical foundations contributes to the education musical thinking students, develops a conscious attitude to the studied musical phenomena. But any phenomenon in music cannot be comprehended apart from its concrete sound expression. Therefore, one of the most important tasks of a solfeggio teacher is to develop auditory ideas in students. All theoretical work should be based on internal auditory representations, the presence of which plays a huge role in the process of learning music. They are necessary for the student's successful performing practice, as well as for further activities, both as a professional musician and as an amateur.

Selection criteria musical material in solfeggio lessons is quite multifaceted and complex. The teacher has to be guided by a number of heterogeneous criteria, such as compliance with program requirements, the expediency of using it to process the necessary technical skills, style diversity, and the performance capabilities of the training group. The main task is to purposefully select material for various forms of work on solfeggio (singing, auditory analysis, dictation, intonation exercises, creative tasks) as a result gave the student a lively and concrete idea of ​​the variety of musical and expressive means, of the most important manifestations various styles and epochs.

Main methodological principles programs are:

The principle of increasing the complexity of the studied material (“from simple to complex”);

Development Principle cognitive interests each student;

The principle of developing the creative abilities of students;

The principle of integrity - the construction of activities on the basis of the unity of the processes of development, training and education of students;

The principle of interdisciplinary integration;

The principle of consistency is the continuity of knowledge, that is, "kindred" relations of repetition and learning at all levels of education.

Kinds musical activity the solfeggio lesson includes the following sections:

listening to music

Movement to music

Playing musical instruments

Creative exercises (listening by ear, improvisation)

THE PLACE OF THE SUBJECT IN THE CURRICULUM

The program for the subject of solfeggio is compiled in accordance with the number of hours indicated in curriculum MBOU DOD "Children's music and choir school "Dream" NMR RT. The subject is studied in the amount of 58 hours, 2 lessons per week for 30 minutes.

VALUE GUIDELINES FOR THE CONTENT OF THE SUBJECT

The subject "Solfeggio" plays a huge role in the development of musical abilities (ear, rhythm, memory), introduces theoretical foundations musical art, contributes to the formation of practical skills of practical music making.

The knowledge and skills gained in solfeggio lessons should help the student in his lessons on the instrument, choir, and musical literature.

PERSONAL, META-SUBJECT AND SUBJECT RESULTS OF MASTERING A SUBJECT

Personal Outcomes are reflected in the individual qualitative properties of students, which they must acquire in the process of studying the subject of solfeggio:

Knowledge of the basics of musical literacy;

Ability to listen and analyze music competently;

The development of the emotional-sensual sphere, artistic-figurative and creative thinking.

Metasubject Results characterizes the level of formation of universal educational actions of students, manifested in cognitive and practical activities:

Formation of the skill of individual and collective creative activity;

The ability of self-expression;

Formation of a creative approach to any kind of activity.

Subject Results reflect the experience of students in musical and creative activities:

Mastering practical creative skills;

Familiarization with the musical-theoretical foundations;

The ability to analyze and reflect on the content and character of music.

PLANNED RESULTS

Children will learn to recognize by ear the nature of music, mode, direction of the melody, repetition, etc., sing songs and chants with timing and conducting, record them with notes, play the piano.

In the process of elementary improvisation, the child will learn to think in sound images, develop imagination, the ability to create new images based on the musical and auditory reserve.

THEMATIC PLANNING

Distinguish between consonances and dissonances in the listened music and separately taken consonances.

Learning and selecting small tunes on the instrument.

Play and sing chants from repeated sounds on different keys in the first octave.

Note staff. Treble clef. Note.

Scale.

To be able to determine the direction of the melody by musical notation and by ear, to distinguish between ascending, descending and repeating sounds in the melody, to play them from a given sound.

write down musical dictation, play and sing one of the learned songs from a given sound.

Share-pulse. Music tempo.

To note the share pulsation, to determine the difference in the speed of the alternation of shares in the listened works, to determine the fast, moderate and slow tempos.

Quantity. Half and quarter duration. Rhythm.

Spelling of calms.

Mark the rhythm by clapping durations against the background of uniform steps with quarter durations (pulse).

To clap the rhythm of an unfamiliar tune you just heard

lay out the rhythm with rhythm cards.

Strong and weak parts. Size 2/4.

Tact, tact line. Clocking.

Mark strong and weak beats with timing, record melodies with notes in rhythmic design.

Interval tale. Intervals octave-ch.8 and prima-ch.1.

Play, sing, determine by ear the intervals of part 8 and part 1

Consolidation of the material covered.

Second semester 31h

3 quarter 17h

Repetition of the material covered.

Perform verbally and in writing practical tasks on topics covered.

Interval tale. Fifth-hour interval.5.

Play, sing, determine the interval by ear, part 5

Pause. Pause four.

rhythmic exercises.

Perform exercises on rhythm cards, tap the recorded rhythm, come up with and perform rhythmic accompaniment, using noise or percussion instruments note the pulsation, strong beats solo or in an ensemble.

Rhythm improvisation under lobar pulsation, rhythmic accompaniment.

Eighth duration.

Perform written and oral rhythmic exercises in various combinations of the passed durations.

Interval tale. Quarter interval - part 4.

Play, sing, determine by ear the interval, part 4.

Tone and semitone.

Expressively perform chants on a tone and a semitone, intotone from a given sound.

Find tone and semitone on the keyboard.

Accidentals are flat and sharp.

When selecting progressive melodies by ear, to find the rise and fall of sounds, be able to explain the signs.

Be able to correctly write accidentals on the staff in front of the notes.

Interval tale. Interval second - m.2 and b.2.

Play, sing, determine by ear the intervals b.2 and m.2.

Major and minor. Major and minor scale.

Distinguish the tune by ear, accurately intotone the tunes and melodies in major and minor.

Interval tale. Third interval - b.3 and m.3.

Play, sing, determine by ear intervals b.3 and m.3

Consolidation of the material covered.

Perform oral and written practical tasks on the topics covered.

4 quarter 14h

Repetition of previous topics.

Sing and play from sound to song of all the characters of the interval fairy tale.

Musical genres: polka, waltz, march. Means of expressiveness of music.

Dynamic shades.

Define genre affiliation

music, move to the music, noting the strong beats.

Analyze what you hear.

Size 3/4

Improvise movements to the music of 2x and 3x - beat pulsation, determine the size of the listened works. Play the given rhythmic accompaniment. Lay out with cards the rhythm of a familiar or just heard melody. Sing melodies in ¾ time. Clap the recorded rhythm.

Size 4/4

(introduction)

Determine the size of the listened works. Play the given rhythmic accompaniment. Lay out the rhythm of a familiar melody with cards. Sing melodies in 4/4 time. Clap the recorded rhythm.

Interval tale. The interval of the sixth is b.6 and m.6.

Play, sing, determine by ear intervals b.6 and m.6

Interval tale. Septim interval - b.7 and m.7.

Play, sing, determine by ear intervals b.7 and m.7.

Solfegging exercises with clocking.

Improvisation of the melody to the text. Question and answer in melody.

Sing the previously learned songs with notes with timing.

Improvise melodies on the given text.

Consolidation of the material covered.

Solfegge one of the melodies learned, lay out its rhythm with cards, clap it.

Determine the mode, tempo, dynamic shades in the listened work.

Play completed intervals.

Final lesson"The Feast of Knowledge"

Use the acquired knowledge and skills in practice.

EDUCATIONAL AND METHODOLOGICAL SUPPORT

Tutorials:

Baeva N., Zebryak T. Solfeggio for grades 1-2 of music school. - M., 1975.

Student aids:

G.F. Kalinin. Workbook. Solfeggio 1 class

G.F. Kalinin. Musical prescriptions

Manuals for teachers:

Moskalkova I. Reinish M. Solfeggio lessons in preschool groups of music school

Andreeva M. From prima to octave. - M., 1976.

Andreeva M. "From prima to octave", part II. - M., 1978.

Antoshina M. and Nadezhina N. Solfeggio. 1st class children's music school. - M., 1970.

Baraboshkina A. Methodical manual for the solfeggio textbook for grade 1 children's music school. - M., 1 Vetlugina N. Children's Orchestra. - M., 1976.

Davydova E. Methods of teaching solfeggio. - M., 1975

LOGISTICS

Abstract music class in the preschool group.

Author: Gerashchenko Anzhelina Viktorovna. Musical director.
Place of work: MADO Kindergarten supervision and rehabilitation No. 31 "Fairy Tale", Yelets, Lipetsk Region.

Synopsis of the OD "The World of Wonderful Music"

Educational area "Artistic and aesthetic development" ("Music"). School prep group.
Target: contribute to the development creative possibilities children in various types musical activity.
Program content:
to teach children to sing a song in three or four nearest keys, purely intoning the descending stepwise movement of the melody;
introduce children to a new song
/E. Ptichkin "Silver Bouquet"/;
continue to form singing skills: diction, breathing, sound production, purity of vocal intonation, harmonious continuous singing - ensemble;
to teach to perform a familiar song expressively, emotionally, consolidating vocal skills;
developing tasks
develop songwriting and music playing on musical instruments;
develop plasticity, rhythm and expressiveness of movements, their consistency with the form and nature of the dance;
enrich the musical terminology of children (treble clef, genre of a piece of music, orchestra);
vocabulary work
enrich and activate children's vocabulary ( musical genres, orchestra, treble clef, silver, sparkling, magician, potholes)
educational tasks
cultivate love and interest in music, musical taste.
Equipment:
Tape recorder, audio recordings: "Polka" by I. Strauss, the song "If there was no winter" by E. Krylatov, "The Nutcracker" by P. I. Tchaikovsky (variation II - dance of the dragee fairy); music Box; musical instruments: bells, maracas, tambourines, metallophones, beater, rubel, wooden spoons; stand with stave and treble clef, a portrait of the composer D. Shostakovich, a paper snowflake on a string, a figurine of a ballerina, a “snowy” twig, a CD with children's songs for a gift.

Course progress.

Under the "Polka" by I. Strauss, children easily run into the hall, line up near the central wall.
Muses. hands
We rise with the sun
We sing with the birds.
Good morning,
Happy clear day
That's how nice we sing!
1. Musical greeting.
/ “Hello, guys.” / (Transpose in three keys)
Muses. hands(goes out to the kids)
Let's meet my friends!
I am a music fairy
I welcome everyone!
I want to call you today
In the world of wonderful music.
We will sing and dance.
Everyone will be interested.
I brought you as a gift music box, there is a surprise hidden in it. But the box will open when you guess the mystery of the composer
D. Shostakovich and determine the genre and nature of the work that will now sound.
2.Listening to music./D. Shostakovich "Waltz Joke" /
Muses. hands
So guys, what was the music?
Children: Dance.
Muses. hands
That's right, it's a dance.
Now define the nature of the music, what it is.
- Light, light.
- Fast, loud.
- Playful, jerky.
- Spinning, flying.
- Ringing like a bell.
Muses. hands
That's right, the nature of this dance easy, playful.
D.M. Shostakovich called it "Joke Waltz" and performed this waltz, who, guys?
- Orchestra.
Muses. hands
Well done! And you want to become musicians and play musical instruments all together, like in a real orchestra.
- Then choose the instruments that sound appropriate for this waltz, and take a place in the orchestra.
Ready?
3. Music making.
/Playing children's musical instruments.
D. Shostakovich "Waltz Joke" /
Muses. hands
Well done, take the tools to the place and come to me. Guys, you played beautifully, together in the orchestra, guessed the secret of the composer and learned the waltz genre.
It's time to open the box.
You box, open up
Open quickly.
Please try very hard
To make it more fun!
/Open. The Music Fairy took out the treble clef./
Muses. hands
And here is the surprise. Who knows what it is? Guys, it's a treble clef.
This is a difficult key
The musical alphabet is king!
(Attaches to the stave).
The treble clef is my excellent assistant.
It opens the door to the world of music, to the world of melodies and songs.
Do you like to sing?
Before we learn the song let's prepare our voices
Let's warm it up and set it up.
/Music. P.I. Tchaikovsky "The Nutcracker"/
4. Breathing exercises.
/"Game with a snowflake"/
Muses. hands
look,
The snowflake is spinning
white fluff,
Smells fresh, cool
Breathe in the scent guys!
/ Inhale quickly through the nose, exhale slowly through the mouth, say "Ah, aroma!" on exhalation /
Muses. hands
We continue to work
Let's start singing!
Sit comfortably.
5. Chanting.
/ Singing "The sun is shining" /
Muses. hands
Today we will learn the Russian folk song “The sun is shining”, listen to it.
/Singing chants/
Sing softly, slowly.
- Individual survey;
- Choral singing in 3-4 keys.
Work on articulation, diction, purity of intonation, emotional mood /sing joyfully, lightly/.
Muses. hands
This song was written by the people. Are you good at composing music?
Try to come up with a melody for the verses yourself:
- Snow, snow spreads,
White blizzard.
- On the trees on the meadow
snow falls softly.
6. Song creativity.
/Individual singing/
Muses. hands
Well done! Your voices warmed up, tuned in,
and ready to learn new song, it is called "Silver Bouquet".
It was written by the composer Yevgeny Ptichkin and the poetess Natalia Prostorova.
7. Singing.
/ Acquaintance with the song of E. Ptichkin "Silver Bouquet" /
Muses. hands
Did you like this song? What is it about?
What kind of music is in character, in mood?
/Light, bright, tender/
- Today we will learn the chorus. We sing in phrases like an echo:
I sing, you repeat.
/Work on diction, rhythm, intonation, individual and choral singing/.
/Singing in groups. Sing while standing./
- Performance of the sing-along (Music hands) and chorus - (by all children).
Muses. hands
Well done, you are trying, I like the way you sing - together, joyfully, affectionately.
And now a musical puzzle.
Guess it guys!
(Listen to an excerpt from the song by E. Winged “If there was no winter!”)
What song is this? Did you know?
- Answers.
Muses. hands
- Listen to how it is performed by the singer V. Tolkunova (1 verse).
8. Singing.
/E. Krylatov "If there was no winter" /
Try to sing as expressively, loudly and easily with me.
Muses. hands
You, friends, sang wonderfully.
Very fun, beautiful
It's time for the box to open again.
It's time for a surprise.
Ballerina is a dancer.
Deftly jumping, spinning.
Everyone is invited to have fun.
You are now not just a song,
The song-dance will call.
And I confess, this polka,
Doesn't let the kids get bored.
They boldly gave a hand to a friend,
They became couples in a circle.
(line up)
9. "Polka" music. D. Lvov-Companion.
(A jump is performed for the chorus).
The words of the chorus will tell you the movement.

(Work on dance elements).
And now more fun
Let's dance faster.
(After the dance, they remain in a circle).
Muses. hands
(Goes out to them with a box.)
Dear guys, I really liked you, you are so good singers, dancers, musicians.
What do you like most about our lesson?
Muses. hands
I want you to continue making music.
In parting, I give you a CD with children's songs.
Listen to them, sing, remember our meeting.
Listen, the whole world sings
Rustle, whistle and twitter!
Music lives everywhere
Her world is magical.
10. "Goodbye" (sing)
(To the "Polka" and Strauss, the children run out of the hall).

Synopsis of organized and educational activities.
Artistic and aesthetic development. Musical education.

"In the park musical riddles» (in the preparatory group for school)

Author: Garipova Zulfiya Raisovna, music director, MBDOU No. 13 "Ryabinka", the city of Aznakayevo, Republic of Tatarstan.
Description: summary of music lessons. This development will be of interest to preschool teachers.

Target: Develop Creative skills children in all kinds of musical activities.
Instill a love for music in children.

Tasks:
Educational:
- to consolidate the knowledge of children about winter, through listening to music, singing.
- enrich vocabulary, to teach children to express their feelings, thoughts about the listened work.
- exercise children in distinguishing rhythmic patterns.
Educational:
- to develop in children a sense of rhythm and hearing.
-form singing voice.
- develop creative abilities: fantasy, imagination.
- develop memory, attention, thinking.
Educational:
- educate love and interest in music.
- educate independence, activity, benevolent attitude towards each other.
- make children want to listen instrumental music.

Methods and techniques:
Verbal: questions, verbal explanation.
Visual: showing illustrations, a portrait of the composer.
Practical: musical games, creative tasks.

Preliminary work:
- talk about winter changes in nature
-consideration of illustrations with a winter landscape.
- learning songs, games, poems on a winter theme.
Equipment: paintings of winter, a portrait of A. Vivaldi, small and large snowflakes, illustration of a violin, notes cut out of cardboard, musical instruments: bells, triangles for each child, sultans for each child.
Plan
-Organizing time
-greetings

Exercise "Sled"
- songwriting "Sing your name"
- listening to "Winter" by A. Vivaldi from the seasons cycle
- chanting "Snowstorm"
- musical game "Tap the rhythm"
- singing "Under New Year» Zarnitskaya, Shumlin.
- music. rhythm. movement "Dance of snowflakes"
- the result of the lesson

Course progress.

Musical director: Hello guys. Guys I am very glad to see you in music hall. I see you today good mood and I want to invite you to the park of musical mysteries. In the magical park, for the correct answers you will receive magical notes.
Musical director: Guys, what season is it now?
Children: Winter.
Musical director: That's right, winter has come, white snow has fallen, snowdrifts are all around. How can we guys get to the park faster?
Children: Skiing, ice skating, driving, sledding.
Musical director: That’s right, the guys can get there in different ways, but today we’ll go on the “sleigh”. Guys, look at how to make the sled correctly (we show it together with the teacher). The boys stretch their arms back, and the girls hold on to them. This is how sleds are made. We keep the back straight, the heads are raised.

Exercise: "Sled"

Musical director: We change the direction of movement along the cotton, the girls will take it further. (Perform the exercise to the music).
Musical director: So we got to the park. But you can enter the park only through these magical gates. Guys, what do you think we should do to get through.
Children: Sing a song, dance, recite a poem.
Musical director: There is a magic note here, now I will drop in and read the assignment. "Guys, sing your beautiful names and the magic gates will let you through.

Songwriting "Sing your name"

: To develop the creative abilities of children, the ability to improvise.
(the guys sing names and go through the gate).
Musical director: And now sit down on the chairs, rest from the road. Everyone sat down comfortably.
Musical director: Oh, guys, here is another magical note. Let's see what it says?
“Dear guys, we are glad to see you in the park, but sitting on the chairs, we invite you to listen musical composition to determine its nature.
Musical director: Guys, let's listen to a piece of music foreign composer Antonio Vivaldi from the cycle of the seasons - "Winter". Listen carefully, you can close your eyes to concentrate. And then tell me your impressions that you presented when you listened to this work.

Listening: "Winter" by A. Vivaldi

: To develop the ability to determine the character, means of musical expression.
Musical director: Guys, what kind of winter did the composer want to portray in his work?
Children: harsh ......
Musical director: At first, we heard even jerky chords - probably the composer depicted sharp gusts of wind that sweeps snow. Nature seems to be bound by a cold. Guys, what was the nature of the music?
Children: Excited, anxious, restless, formidable, blizzard.
Musical director: Guys, you correctly identified the character, but what do you think this work was performed by one instrument or many?
Children: Lots of tools.
Musical director: Right, but what is the name of the simultaneous sounding of several instruments?
Children: Orchestra.
Musical director: Well done! what instrument was the soloist? (if they don't guess, I guess a riddle)
Smooth bow movements
Thrill the strings
The motive sounds from afar
Sings about the lunar wind
How clear is the overflow of sounds
They have joy and smiles
Sounds dreamy tune
He is played by ……….
Children: violin.
Musical director: Guys, blew cold wind, the blizzard blew. Imagine how the wind howls?
Children - wow
Musical director: Guys, everyone got up, now let's remember together how to stand correctly while singing.
If you want to sing standing up
Don't turn your head
Get up nice, pull yourself up
And smile calmly
Once! Inhale! And sang
Sound flew like a bird
Arms, shoulders - everything is free
Sing nice and comfortable.

Chanting: "Snowstorm".

Musical director: Another note flew with the wind, now let's see what's on it. Guys here are snowflakes. We are invited to play musical game"Slap the rhythm." Be careful, big snowflakes will be long sounds, and small ones .......

Musical and didactic game "Slap the rhythm."

develop rhythmic awareness.
Musical director: And now a musical riddle. (An excerpt of the song sounds). What is the name of this song?
Children: New Year's Eve.
Musical director: What is the nature of this song?
Children - Cheerful, joyful, perky.
Musical director: Now we will be artists and sing together, fun this song.

Singing "Under the New Year".

work on the purity of intonation, articulation.
Music Director: The last note invites us to the dance floor. There are snowdrifts everywhere, so let's go to the site at a walk.
We're walking on snowdrifts
Through steep snowdrifts
Raise your leg up
Pave the way for others.
Musical director: How nice to look at the falling snowflakes. As if they are doing their dance, spinning in the air. So I suggest the girls turn into a snowball for a while. And let each of you come up with and perform your own dance, take the sultans.
In the meantime, the girls are getting ready to dance, the boys should take musical instruments. And what instruments are more suitable for the dance of snowflakes. (if the boys find it difficult to answer by guessing a riddle).
He sits under the hat
Do not disturb him - silent
Just gotta take it in hand
And rock a little
A call will be heard
Ding dong dong.
We will accompany the girls with you.

The dance of the snowflakes.

Musical director: Well done boys! You have completed the task. This is the end of our trip to the park. Now remember what we did in the park?
Guys, look, almost everyone got magical notes. Those guys who do not have notes, do not be discouraged. In the next classes, you will be more active and also get notes. It's time for us to go back, let's say goodbye

At all times musical education played one of the main roles in the life of every person. After all, sometimes children have the opportunity to learn the world only through an indifferent deaf technique, while not realizing how much of the unknown exists around in the spiritual sphere. A person is not only a bodily shell, but also what kind of spirit is inside him. It has long been known that the surrounding beauty is difficult to understand and comprehend for those people who, in childhood, were not shown all the beauty of the world around them, were not helped to reveal all the manifestations of beauty. And it is music that helps to reveal all the hidden depths human soul, it is music that fills the soul with a feeling of happiness, regardless of what material benefits this person has achieved. In addition, what can music give a child in terms of spirituality and general development, it should be noted that directly playing any musical instrument also gives a lot - at least even in physiological development. Playing a musical instrument strengthens the brain, improves memory and develops mental capacity child, promotes interaction and coordination between hands and brain, and develops fine motor skills hands Among other things, the child begins to think figuratively, he has his own, non-standard look and everything that surrounds him, he begins to see the world as colorful, bright, joyful and attractive.

It is quite natural that music lessons require a lot of diligence, perseverance and patience. In addition, regular home workouts play an important role in this. It takes a lot of time and effort. But a huge plus at the same time is that children who from childhood are accustomed to daily hard training for a certain amount of time retain this quality of their character for life. Of course, such children have little time for the street and entertainment, but at the same time they develop a sense of time, and they know how to count every minute in order to spend it with maximum benefit. This contributes to the development of his sense of responsibility and organization.

The fate of the child may turn out differently, it is possible that he will not famous musician, but he will definitely learn order and accuracy, which will greatly facilitate his adulthood.

That is why the answer to the question of whether a child should study music should be unambiguously in the affirmative. It depends only on the parents what future awaits his child, and how prepared he will enter adulthood. If you have already decided on the choice of a musical instrument, you can safely record on preparatory classes. State music schools begin admission to the first grade of children from the age of seven.