Work program in music according to the program of the Cretan school of Russia. Work program on music according to the program of the Cretan school of Russia Priority forms and methods of work with students
Explanatory note
Working training program based onFederal component of the state educational standard for basic education in the arts.An exemplary curriculum for basic education, approved by the Ministry of Education of the Russian Federation, in accordance with the federal component of the state standard for basic general education and is designed for 2 years of study. Developed on the basis of the author's program"Art grades 8-9" , program authorsG. P. Sergeeva, I. E. Kashekova, E. D. Kritskaya.Collection: "Programs for general educational institutions: “Music grades 1-7. Art grades 8-9 » Moscow, Education, 2010.The program was developed on the basis of federal state standards of general education, is intended for the main school of general education institutions and is designed for two years of study - in grades 8 and 9. This program developed in accordance with the curriculum of the educational institution within the framework of the integrated subject "Art for Grades 8-9". Innings educational material given to the music teacher and visual arts topics according to the thematic plan. The creation of this program is caused by the relevance of integrating school education into modern culture and due to the need to introduce a teenager into the modern information, socio-cultural space. The content of the program provides students with an understanding of the meaning of art in the life of a person and society, the impact on its spiritual world, the formation of value and moral orientations.Purpose of the program - development of the experience of emotional and value attitude to art as a socio-cultural form of mastering the world, influencing a person and society.
Peculiarities work program by subject
The content of the program is based on extensive material covering various types of arts, which enables students to master the spiritual experience of generations, the moral and aesthetic values of the world artistic culture. Culture appears to schoolchildren as a history of development human memory, the greatest moral significance of which, according to academician D.S. Likhachev, "is in overcoming time."
The attitude to the monuments of any of the arts is an indicator of the culture of the whole society as a whole and of each person individually. Preservation cultural environment, creative life in this environment they will ensure attachment to their native places, moral discipline and socialization of the personality of students.
The working art curriculum for the 8th grade was developed on the basis of the State Educational Standard of the Program"Art grades 8-9", authors: G.P. Sergeeva, E.D. Kritskoy M., Enlightenment, 2007. This program is certified as “Recommended by the Ministry of Education and Science of the Russian Federation”.The program is part of an educational and methodological kit for grades 8 - 9 of educational institutions of various types, which will include a textbook, a phono reader of musical and literary material(on MP3) and teacher's guide.General objectives of the subject
goals of art education and aesthetic education in basic school:
- development
emotional and aesthetic perception of reality, artistic creativity students, figurative and associative thinking, fantasy, visual memory, taste, artistic needs; upbringing
culture of perception of works of fine, decorative and applied arts, architecture and design, literature, music, cinema, theater; mastering the figurative language of these arts on the basis of the creative experience of schoolchildren; formation
sustained interest in art, the ability to perceive its historical and national characteristics;
acquisition
knowledge about art as a way of emotional and practical development of the surrounding world and its transformation; about means of expression ah and social functions music, literature, painting, graphics, arts and crafts, sculpture, design, architecture, cinema, theater; mastery
skills and abilities of various artistic activity; providing an opportunity for creative self-expression and self-affirmation, as well as psychological relief and relaxation by means of art.
The objectives of the implementation of this course :
- actualization of students' experience of communication with art; cultural adaptation of schoolchildren in the modern information space filled with various phenomena of mass culture; formation of a holistic view of the role of art in the cultural and historical process of human development; deepening of artistic and cognitive interests and development of intellectual and creative abilities of adolescents; education of artistic taste; acquisition of cultural-cognitive, communicative and social-aesthetic competence; formation of skills and abilities of artistic self-education.
Priority forms and methods of work with students
Types of organization of educational activities:- independent work
creative work competition quiz
- level differentiation. collective ways of learning,
theatrical activity,
developing and design technologies, etc.
P priority types and forms of control
Main types of control- introductory current final individual writing teacher control
- observation independent work test
Terms of the program implementation
The implementation period of the Music program Grade 8 - 1 yearGeneral characteristics of the subject
Developed on the basis of the author's program "Art Grades 8-9", the authors of the program are G. P. Sergeeva, I. E. Kashekova, E. D. Kritskaya. Collection: "Programs for educational institutions: “Music grades 1-7. Art grades 8-9 "Moscow, Education, 2010. Methodological basis programs are modern concepts in the field of aesthetics (Yu.B. Borev, N.I. Kiyashchenko, L.N. Stolpovich, B.A. Erengross and others), culturologists (A.I. Arnoldov, M.M. Bakhtin, V.S. Bibler, Yu.M. Lotman, A.F. Losev and others), psychology artistic creativity(L.S. Vygotsky, D.K. Kirnarskaya, A.A. Melik-Pashaev, V.G. Razhnikov, S.L. Rubinstein and others), developmental education (V.V. Davydov, D.B. Elkonin and others), art education (D.B. Kabalevsky, B.M. Nemensky, L.M. Predtechenskaya, B.P. Yusov and others). Information and computer technologies, audio and video materials should acquire particular importance in the organization of classroom and extracurricular forms of work with students.intersubject communications With lessons of literature, history, biology, mathematics, physics, technology, computer science. Students' knowledge of the main types and genres of music, spatial (plastic), screen arts, their role in the cultural development of mankind and the significance for the life of an individual will help to navigate the main phenomena of the national and foreign art to recognize the most significant works; to aesthetically evaluate the phenomena of the surrounding world, works of art and express judgments about them; analyze the content, figurative language of works of different types and genres of art; use artistic means various arts in his workSample art material , recommended by the program, involves its variable use in the educational process, makes it possible to update knowledge, skills, methods creative activity acquired by students at previous stages of education in the subjects of the artistic and aesthetic cycle.When selecting artistic material the authors of the program relied on such criteria as its artistic value, educational significance, pedagogical expediency, being in demand by modern schoolchildren, and the plurality of its interpretation by the teacher and students.In the structuring of the artistic material of the program is reflectedconcentricity principle , i.e. repeated appeal to the most significant phenomena culture and works of various types and genres of art in the subjects "Literature", "Music", "Fine Arts". The implementation of this principle makes it possible to form stable links with the previous artistic and aesthetic experience of schoolchildren.The content of the program introduces students to the modern socio-cultural space, helps to master it, understand the nature of the many-sided phenomena of mass culture and evaluate them. The interest and appeal of schoolchildren to art and artistic activity is motivated by the installation of a personal search and discovery of the values of art.The program is based on understanding the idea of multi-functionality of art, its significance in the life of a person and society, therefore the core of its content is the identification of the functions of art: cognitive-heuristic, communicative-semiotic, aesthetic, value-oriented, socially organizing, practical, educational, spectacular, inspiring , hedonistic, etc. The disclosure of these functions is carried out in research and artistic and creative activities when referring to cultural phenomena on the material of the main types of art, taking into account the fact that the same content can be expressed by different means.On specific works of art(musical, visual arts, theater, literature, cinema) the program reveals the role of art in the life of society and the individual, the commonality of expressive means and the specifics of each of them.Artistic and creative activity at the level of a competent reader, viewer, listener, adequately perceiving and evaluating various artistic / anti-artistic phenomena modern life, causes the desire to realize their own ideas in art form(visual, literary, musical, theatrical, etc.).
Target settings for the class
- have an idea about the genres and styles of classical and contemporary music, features of the musical language and musical dramaturgy;
determine the affiliation of musical works to one of the genres on the basis of the characteristic means of musical expression;
know the names of prominent domestic and foreign composers and learn the most significant of their works;
reflect on a familiar piece of music;
give a personal assessment of music;
perform folk and modern songs, familiar melodies of studied classical works;
fulfill creative tasks, participate in research projects;
use the knowledge about music and musicians gained in the lessons when compiling a home music library, video library, etc.
Number of hours per year - - 34 hours
Number of hours per week -1 hour
Number of hours in the 1st half of the year -16h
Number of hours in the 2nd half of the year - 18h
Description of the value orientations of the content of the subject
Systematization and deepening of the acquired knowledge
Expanding the experience of musical and creative activities
Acquaintance with the genre and style diversity of composers
A variety of types of musical and creative activities
Enriching the sphere of artistic interests of students
Active development of musical self-education
Formation of sustainable interest in domestic and world cultural traditions
Personal, meta-subject and subject results of mastering a particular academic subject
When studying individual topics of the program great importance has an establishmentintersubject communications with lessons in literature, history, biology, mathematics, physics, technology, computer science.personal results mastering by graduates of the basic school program in music are:
- formation of a holistic view of the multicultural picture of modern music world;
the development of a musical and aesthetic feeling, manifested in an emotionally valuable, interested attitude towards music in all its diversity of styles, forms and genres; improvement of artistic taste, sustainable preferences in the field of aesthetically valuable works musical art;
mastering artistic skills and abilities in the process of productive musical and creative activity; the presence of a certain level of development of common musical ability, including figurative and associative thinking, creative imagination;
the acquisition of stable skills of independent, purposeful and meaningful musical and educational activities; cooperation during the implementation of collective creative projects, solving various musical and creative tasks.
- the ability to independently set new learning objectives based on the development of cognitive motives and interests; the ability to independently plan ways to achieve goals, consciously choose the most effective ways to solve educational and cognitive problems; ability to analyze one's own learning activities adequately assess the correctness or error of the educational task and their own ability to solve it, make the necessary adjustments to achieve the planned results; possession of the basics of self-control, self-assessment, decision-making and the implementation of informed choice in the educational and cognitive activity;
the ability to define concepts, generalize, establish analogies, classify, independently choose the grounds and criteria for classification; the ability to establish causal relationships; think, reason and draw conclusions; semantic reading of texts of various styles and genres; the ability to create, apply and transform the signs and symbols of the model and scheme to solve educational and cognitive problems; the ability to organize educational cooperation and joint activities with the teacher and peers: determine goals, distribute the functions and roles of participants, for example, in art project, interact and work in a group; formation and development of competence in the use of information and communication technologies; the desire for independent communication with art and artistic self-education
- general idea about the role of musical art in the life of society and each individual person; conscious perception of specific musical works and various events in the world of music; a steady interest in music, the artistic traditions of their people, various types of musical and creative activities; understanding of the intonational-figurative nature of musical art, means artistic expressiveness;
comprehension of the main genres of musical and poetic folk art, domestic and foreign musical heritage; reasoning about the specifics of music, features of the musical language, individual works and styles of musical art in general; the use of special terminology for the classification of various phenomena of musical culture; understanding of music and cultural traditions his people and different peoples of the world; expansion and enrichment of experience in various types of musical and creative activities, including information and communication technologies; mastering knowledge about music, mastering practical skills and abilities to realize their own creative potential.
- use the possibilities of ICT in creative activities related to art use sound and music editors;
use recording software and microphones. arrange messages in a linear or link-based view for self-browsing through a browser; use internal and external links when perceiving messages; formulate questions to the message, create short description messages; quote fragments of the message; selectively treat information in the surrounding information space, refuse to consume unnecessary information.
- perform with audio-video support, including speaking in front of a remote audience; to carry out educational interaction in the information space of an educational institution (receiving and completing tasks, receiving comments, improving one's work, creating a portfolio, presentations); comply with the rules information culture, ethics and law; respect the private information and information rights of others.
- use various methods of searching for information on the Internet, search services, build queries to search for information and analyze search results; use the methods of searching for information on a personal computer, in information environment institutions and in the educational space; use various library, including electronic, catalogs to find the necessary books; search for information in various databases, create and fill in databases, in particular, use various determinants; form their own information space: create folder systems and place the necessary information sources in them, post information on the Internet.
- create and fill in various determinants; use various methods of searching for information on the Internet in the course of educational activities.
Theme of the year: Types of musical art
№ p/p
- ,
2014
- Collection of normative documents. Art”, M., Bustard, 2008
Basic academic plan educational institutions of the Russian Federation, approved by order of the Ministry of Education of the Russian Federation No. 1312 of 09. 03. 2004;
The federal component of the state educational standard, approved by the Order of the Ministry of Education of the Russian Federation dated 05. 03. 2004 No. 1089;
Literature
Criteria for assessing the artistic and creative activity of students in grade 8:
emotional perception of various phenomena of culture and art, the desire for their knowledge, interest in the content of lessons and extracurricular forms of work;
awareness of the attitude to the studied phenomena, facts of culture and art (assimilation of the basic laws, categories and concepts of art, its styles, types, genres, language features, integration of artistic and aesthetic ideas);
reproduction of acquired knowledge in vigorous activity, the formation of practical skills, ways of artistic activity;
personal-evaluative judgments about the role and place of culture and art in life, about their moral values and ideals, modernity of sounding masterpieces of the past
(assimilation of the experience of generations) in our days;
the transfer of knowledge, skills and abilities acquired in the process of aesthetic education and art education into the study of others school subjects; their representation in interpersonal communication and creating an aesthetic environment school life, leisure, etc.
Criteria and norms for evaluating results
According to the five-point system for assessing knowledge, the following is assessed:
Demonstration of interest in music, immediate emotional response to it.
A statement about a listened or performed work, the ability to use, first of all, key knowledge in the process of live perception of music.
The growth of performing skills, which are evaluated taking into account the initial level of training of the student and his activity in the classroom.
The following activities of students are also evaluated:
Work on cards (knowledge of the musical dictionary).
Crosswords.
Abstracts and creative work on specific topics or at the student's choice.
Blitz-answers (in writing and orally) on the teacher's questions for repetition and consolidation of the topic.
"Guess the melody" (a fragmentary kaleidoscope of works that sounded in the classroom or are quite popular).
The use of a wide range of the child's creative abilities in the transfer of musical images through the music he listened to or performed by the child himself (drawings, crafts, etc.)
Keeping a creative notebook on music.
Project activity.
Points
Note.
The teacher has the right to give the student a grade higher than that provided for by the norms, if the student originally completed the work.
Assessments with analysis are brought to the attention of students, as a rule, in the next lesson, work on errors and gaps is provided.
Criteria for scoring assessment tests.
1. Test consisting of 10 questions. Time to complete the work: 10-15 minutes. Grade "5" - 10 correct answers "4" - 7-9, "3" - 5-6, "2" - less than 5 correct answers . 2. A test consisting of 20 questions. Time to complete the work: 30-40 minutes. Grade "5" - 18-20 correct answers "4" - 14-17, "3" - 10-13, "2" - less than 10 correct answers (Source: A.E. Fromberg - Practical and verification work in geography: 10th grade / Book. for the teacher - M .: Education, 2003.)
Description of educational, methodological and logistical support educational process
List of literature for the teacher and students
Regulations
Constitution of the Russian Federation
Education Act"
Convention on the Rights of the Child
Declaration of the Rights of the Child.
Convention on the Rights of the Child.
Law "On Basic Guarantees of the Rights of the Child in the Russian Federation".
The concept of modernization of Russian education
The federal component of the state standard for basic and secondary (complete) general education in music.
Exemplary music programs based on the federal component of the state standard for basic and secondary (complete) general education
Educational and methodical set "Music grades 8" authors G.P. Sergeeva,I.E. KashekovaE.D. Kritskoy:
G.P. Sergeeva, I.E. Kashekova, E.D. CretanTextbook for students in grades 8-9 of educational institutions "Art" Moscow "Enlightenment, 2014
G.P. Sergeeva, I.E. Kashekova, E.D. Kritskaya Teacher's Manual "Art" Grade 8-9 Moscow "Enlightenment 2011
G.P. Sergeeva, I.E. Kashekova, E.D. Cretan Reader musical material"Art" grade 8-9 Moscow "Enlightenment2011
Literature
Aksenov Yu. G. Color and line. / Yu. G. Aksenov, M. M. Levidova. - M., 1986.
Bore Yu. B. Aesthetics / Yu. B. Borev. - M., 2005.
Kashekova I.E. from antiquity to modernity / I.E. Kashekova. - M., 2000.
Kiyashchenko N.I. Aesthetics is a philosophical science / N.I. Kiyashchenko. - M., St. Petersburg; Kyiv, 2005.
Lotman Yu. M. About art / Yu. M. Lotman. - St. Petersburg, 1998.
Mirimanov V. B. Art and myth: central image pictures of the world / V. B. Mirimanov. - M., 1997.
Nazaikinskiy E. V. Style and genres in music / E. V. Nazaikinskiy. - M., 2003.
Florensky P. A. Temple action as a synthesis of arts. // Selected works on art / P. A. Florensky. - M., 1996.
Rychkova Yu. V. Encyclopedia of modernism / Yu. V. Rychkova. - M., 2002
Literature for students
textbook "Music. Grade 8-9”, M., Enlightenment, 2014
Gulyants E.I. " Musical alphabet for children "M .:" Aquarium "1997
Vladimirov. V.N. "Musical Literature"
Razumovskaya O.K. Russian composers. Biographies, quizzes, crosswords. - M .: Iris-press, 2007 - 176s.
printed manuals
Composer portraits.
Tables of signs of the nature of the sound
Duration table
Funds table musical expressiveness
Scheme: arrangement of instruments and orchestral groups in various types orchestras.
Albums with demonstration material compiled in accordance with the thematic lines of the curriculum.
Banner "Symphonic Orchestra"
Banner " Magic world operas"
Screen and audio aids
Audio recordings and phonographies on music.
Video films, dedicated to creativity outstanding domestic and foreign composers.
Video films with the recording of fragments from opera performances.
Video films with recording of fragments from ballet performances.
Video films with the recording of famous orchestral groups.
Video films with recording of fragments from musicals.
Musical and poetic text songs.
Images of musicians playing various instruments.
Photographs and reproductions of paintings of the largest centers of world musical culture.
Technical training aids
Music Center
A computer
multimedia projector
Microphones
Internet resources
Wikipedia.The Free Encyclopedia - Access Mode: http :// en . wikipedia / org . Wik
Classical Music - Access Mode: http :// classic .With hubrik . en
Music Dictionary – Access Mode: http :// dic . academic . en
Multimedia program "History of musical instruments"
Single collection -
Russian educational portal -
Baby electronic books and presentations -
Calendar-thematic planning
Explanatory note
Program in the subject "Music" for grades 1-4 of the four-year elementary school educational institutions is compiled in accordance with the main provisions of the artistic and pedagogical concept of D. B. Kabalevsky and “ Sample Programs elementary general education”. This program reflects the changed socio-cultural conditions of the activities of modern educational institutions, the needs of music teachers to update the content and new technologies of mass music education.
The goal of mass music education and
modern society in the development of the spiritual potential of the younger generation.
1 The program "Music" for grades 1-4 of a four-year elementary school is provided with educational and methodological kits (authors: E. D. Kritskaya, G. P. Sergeeva, T. S. Shmagina)
for each class. Teaching kits include a textbook, workbook, an anthology of musical material and a phono reader of musical material for each class, as well as guidelines on work with teaching materials for elementary school (M.: Prosveshchenie, 1998-2001).
Objectives of music education junior schoolchildren are formulated on the basis of the target setting:
- fostering interest and love for the art of music, artistic taste, a sense of music as the basis of musical literacy;
- development of an active, felt and conscious perception by schoolchildren of the best examples of the world musical culture of the past and present and the accumulation of the thesaurus-inton on its basis figurative dictionary, baggage of musical impressions, initial knowledge about music, experience of playing music, choral performance, necessary for the orientation of the child in complex world musical art.
Program content is based on the artistic-figurative, moral-aesthetic comprehension by junior schoolchildren of the main layers of world musical art: folklore, sacred music, works of classical composers (“golden fund”), works of modern composers. The priority in this program is the introduction of the child into the world of music through intonations, themes and images of Russian musical culture - "from the native threshold", in the words of the people's artist of Russia B. M. Nemensky. At the same time, works of domestic musical art are considered in the context of world artistic culture.
Mastering samples musical folklore as a syncretic art of different peoples of the world (in which the facts of history are reflected, the attitude of a person to his native land, its nature, the work of people) involves the study of the main genres of folklore compositions, folk rituals, customs and traditions, oral and written forms the existence of music as the origins of the work of classical composers. The inclusion of works of sacred music in the program is based on a culturological approach, which
which enables students to master spiritual and moral values as an integral part of world musical culture.
The program is aimed at comprehending the regularities of the emergence and development of musical art in its relationship with life, the diversity of forms of its manifestation and existence in the surrounding world, the specifics of the impact on the human spiritual world on the basis of penetration into the intonational and temporal nature of music, its genre and stylistic features. Through the experience of communicating with music as “the art of intoned meaning” (B. V. Asafiev), with a specific piece of music, children form the experience of creative activity and an emotional and value attitude to music and life; mastering the main areas of musical art, types of musical activity (performing, composing, listening), intonation as a carrier figurative meaning piece of music; principles of music development (repetition, variability, contrast), features of the form of musical compositions (one-part, two-part, three-part, couplet, rondo, variations), genres of music (song, dance, march, suite, opera, ballet, symphony, instrumental concert, cantata, sonata, operetta, musical, etc.), the main means of musical expression and their originality, the specificity of their refraction in musical speech composer in a particular work.
The criteria for selecting musical material for this program are borrowed from the concept of D. B. Ka
grams are: dedication; the trinity of activity of the composer - performer - listener; "identity and contrast"; intonation; reliance on domestic musical culture.
The principle of passion, according to which music lessons lies the emotional perception of music, involves the development of the child's personal attitude to the phenomena of musical art, its active inclusion in the process of artistic and figurative music-making and creative self-expression.
The principle of the trinity of the activities of the composer - performer - listener orients the teacher to the development musical thinking students in all forms of communication with music. It is important that in the minds of students the perception of music is always associated with the idea of who composed it and how, who performed it and how; equally, the performance of music should always be associated with its conscious perception and understanding of how they themselves performed it.
The principle of "identity and contrast" is realized in the process of identifying intonational, genre, stylistic connections of musical works and mastering the musical language. This principle is the most important not only for the development of the musical culture of students, but also for their entire culture of perception of life and awareness of their life impressions.
Intonation acts as a leading principle that regulates the process of development of the musical culture of schoolchildren and links the specifically musical with the general spiritual. A piece of music opens before the child as a process of becoming artistic sense through various forms of embodiment of the artistic image (literary, musical-auditory, visual) based on the identification of vital connections of music.
Mastering the musical material included in the program from these positions forms the musical culture of younger students, educates their musical taste, the need to communicate with highly artistic
feminine music in modern conditions widespread dissemination of pop culture samples in the media.
Types of musical activity in music lessons under this program are diverse and are aimed at implementing the principles of developmental education (D. B. Elkonin - V. V. Davydov) in mass music education and upbringing. The comprehension of one and the same piece of music implies different forms of the child's communication with music. The sphere of performing activity of students includes: choral and ensemble singing; plastic intonation and musical-rhythmic movement; playing musical instruments; staging (acting out) songs, plots of fairy tales, musical plays of a program nature; mastering the elements musical literacy as a means of recording musical speech.
Besides, creativity children show in reflections on music, improvisations (speech, vocal, rhythmic, plastic), in drawings on the themes of their favorite musical works, sketches of costumes and scenery for operas, ballets, musical performances, in compiling art collages, poetic diaries, concert programs , the selection of musical "collections" in the home music library, in the "creation" of cartoon films sounded by familiar music, small literary writings about music, musicians, musical instruments, etc.
The music lesson in this program is interpreted as an art lesson, the moral and aesthetic core of which is an artistic and pedagogical idea. It reveals the most significant for the formation personal qualities baby" eternal themes» art: good and evil, love and hate, life and death, motherhood, defense of the Fatherland, etc., captured in artistic images. Artistic
The vein-pedagogical idea allows the teacher and the child to comprehend music through the Shchrism of universal values, to conduct a constant search for answers to the question: what is truth, goodness and beauty in the world around us?
Methods of musical education and upbringing younger students reflect the purpose, objectives and content of this program:
artistic method, moral and aesthetic knowledge of music;
method of intonation-style comprehension of music;
method of emotional playwrights;
method of concentricity of organization of musical material;
the method of “running ahead and returning to the past” (perspectives and retrospectives in learning);
method of creating "compositions" (% dialog form, musical ensembles and etc.);
game method;
method of artistic context (going beyond music).
Program structure make up sections in which the main content lines are indicated, musical works are indicated. The titles of the sections are an expression of the artistic and pedagogical idea of a block of lessons, a quarter, a year. Classes in the 1st grade are of a propaedeutic, introductory nature and involve children getting to know music in a broad life context. The program of this class has two sections: “Music around us” and “Music and you”. There are seven sections in the program of grades 2-4: “Russia is my Motherland”, “A day full of events”, “Singing about Russia - what to strive for * frames”, “Burn, burn clearly so that it does not go out!”, “In musical theater”, “In concert hall” and “To be a musician, you need skill ...”.
A distinctive feature of this program and the entire WCU as a whole is the coverage of a wide cultural
of the musical space, which implies constant going beyond the scope of musical art and the inclusion in the context of music lessons of information from history, works of literature (poetic and prose) and fine art. The visual range performs the function of an emotional and aesthetic background that enhances children's understanding of the content of a musical work. The basis for the development of musical thinking in children is the ambiguity of their perception, the multiplicity of individual interpretations, various options for “hearing”, “seeing” specific musical compositions, reflected, for example, in drawings that are similar in their figurative essence to musical works. All this contributes to the development of associative thinking of children, their "inner hearing" and "inner vision".
In textbooks and workbooks, problematic questions and assignments aim students at independent work in the classroom and at home, performing songs and the main themes of compositions of major genres, conducting, music games and etc.
Basic concepts and musical terms(general and private) are introduced on the pages of textbooks and notebooks, students gradually begin to master them and use them in their musical activities.
This program does not imply a strictly regulated, prescription division of musical material into educational topics, lessons. Creative planning of art material within the lesson, its distribution within the quarter, school year depending on the teacher's interpretation of one or another artistic and pedagogical idea, features and level musical development students of each specific class will contribute to the variability of music lessons. The creative approach of a music teacher to this program is the key to the success of his musical and pedagogical activities.
1st class (30 hours)
Section 1. "Music around us"
Music and its role in Everyday life person. Songs, dances and marches are the basis of children's diverse life-musical impressions. Musical instruments.
"The Nutcracker", fragments from the ballet. P. Tchaikovsky.
Pieces from " children's album". P. Tchaikovsky. "October" ("Autumn Song") from the cycle "Times
of the year". P. Tchaikovsky.
"Lullaby of the Volkhova", Sadko's Song ("Play those, my guselki") from the opera "Sadko". N. Rimsky Korsakov.
"Peter and the Wolf", excerpts from a symphonic tale |
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ki. S. Prokofiev. | ||||
The third song of Lelya | "Snow Maiden". |
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Rimsky-Korsakov. | ||||
"Guslyar Sadko". V. picta. | ||||
"Frescoes of St. Sophia of Kyiv", a fragment of part I from |
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concert symphony | with an orchestra. |
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V. Kikta.
"The star rolled." V. Kikta, words by V. Tatarinov.
"Melody" from the opera "Orpheus and Eurydice".
K. V. Gluck.
"Joke" from Suite No. 2 for orchestra. J. S. Bach. "Autumn" from musical illustrations for the story
BUT. Pushkin "Snowstorm". G. Sviridov.
"Shepherd's Song" on a theme from the V movement of the Symphony
№ 6 ("Pastoral"). L. Beethoven, lyricsK. Alema-
"Drops". V. Pavlenko, lyrics by E. Bogdanova.189
Skvorushka | forgives." | T. Popatenko, lyrics |
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M. Evensen; | "Autumn", Russian folk song. |
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"ABC". A. Ostrovsky, words by 3. Petrova; "Al |
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favorite." R. Pauls, | words by I. Reznik; | "Domisolka". |
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O. Yudakhina, | words by V. Klyuchnikov; "Seven Friends" |
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B. Drotsevich, | words by V. Sergeev; | "Song of the School" |
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D. Kabalevsky, lyrics by V. Viktorov | ||||
"Dudochka", Russian folk song; "Dudochka", Belarusian folk song; "Shepherd's", French folk song; "Reed-dud point". V. Poplyanov, lyrics by V. Tatarinov; "Merry Shepherd", Finnish folk song, Russian textV. Guryan.
Why does a bear sleep in winter? L. Knipper, lyrics by A. Kovalenkov; "Winter's Tale". Poems and musicC. Krylov. Christmas carols and Christmas songs of the peoples of the world.
Section 2. "Music and you"
Music in a child's life. The originality of a piece of music in expressing the feelings of a person and the world around him. Intonation-meaningful reproduction of various musical images. Musical instruments.
Pieces from the "Children's Album". P. Tchaikovsky. "Morning" from the suite "Peer Gynt".E. Grieg.
"Good afternoon". I am Dubravin, words of V. Suslova. Morning". A.Partskhaladze, lyrics by Yu. Polukhin.
"Sun", Georgian folk song, arrangement
D. Arakishvili.
"Pastoral" from the Suite in the old style.
A. Schnittke.
"Gain". A. Schnittke.
"Morning". E. Denisov.
"Good Morning" from the cantata "Songs of Morning, Spring and Peace" D. Kabalevsky, Slovak Solodar.
"Minuet". L. Mozart.
"Chatterbox". S. Prokofiev, words by A. Barto? "Baba Yaga". Children's folk game^.
"Everyone has their own musical instrument”, an Estonian folk song. Processed by X. Kyrvyte, pe
"Soldiers, brave children", Russian folk song.
"Song of the Little Trumpeter". S. Nikitin, lyrics
S. Krylova.
Suvorov taught. A. Novikov, words^M. Levashova. "Bagpipe".I. S. Bach.
"Lullaby". M. Kazhlaev; "Lullaby".
G. Gladkov.
"Goldfish" from the ballet "K<шек-Горбунок».
R. Shchedrin.
I. Dunayevsky.
"Clowns". D. Kabalevsky.
"Seven Kids", the final chorus from the opera "The Wolf and the Seven Kids". M. Koval, words E. Manucha-
191 The final chorus from the opera "The Fly-Tsokotuha".
M. Krasev, lyrics by K. Chukovsky.
"Good Elephants" A. Zhurbin, words by V. Shlensky.
"We're riding ponies." G. Krylov, words by M. Sadovsky.
"The Elephant and the Violin". V. Kikta, words by V. Tatarinov.
"Jingle Bells", American folk song, Russian text by Y. Khazanov.
Where are you from, music? Ya. Dubravin, lyrics by V. Sus lova.
"The Bremen Town Musicians". From a musical fantasy on the fairy tales of the Brothers Grimm. G. Gladkova,
verses by Y. Entin.
2nd class (34 hours)
Musical images of the native land. Song as a distinctive feature of Russian music. Song. Melody and accompaniment. Melody.
“Dawn on the Moscow River”, introduction to the opera “Khovanshchina”.M. Mussorgsky.
The world of the child in musical intonations, images. Children's plays by P. Tchaikovsky and S. Prokofiev. Musical instrument: piano.
Pieces from the "Children's Album". P. Tchaikovsky. Pieces from "Children's Music". S. Prokofiev. "Walk" from the suite "Pictures at an Exhibition".
M. Mussorgsky.
"Let's start the dance." S. Sosnin, lyrics by P. Sinyavsky.
"Sleep song". R. Pauls, wordsI. Lasmanis. "Tired toys are sleeping". A. Ostrovsky, words
3. Petrova.
“Ai-ya, zhu-zhu”, Latvian folk song. "Lullaby of the Bear".E. Winged, words
Y. Yakovleva.
Russian bells. Holy Lands of Russia. Holidays of the Orthodox Church: Christmas. Prayer. Chorale.
"The Great Bell Ringing" from the opera "Boris Godunov". M. Mussorgsky.
Cantata "Alexander Nevsky", fragments: "Song about Alexander Nevsky", "Get up, Russian people!". S. Prokofiev.
Folk hymns about Sergius of Radonezh. "Morning Prayer", "In the Church". P. Tchaikovsky. "Evening song" .A. Tom, wordsK. Ushinsky. Folk Slavic chants: “Good to you
evening”, “Christmas Miracle”.
"Christmas song". Words and music by P. Sinyavsky.
Motive, tune, tune. Orchestra of Russian folk instruments. Variations in Russian folk music. Music in folk style. Rites and holidays of the Russian people: seeing off winter, meeting spring. Experiences in composing melody to the texts of folk songs, chants, nursery rhymes.
Dance tunes: “The moon is shining”, “Kamarinskaya”.
"Gain". A. Schnittke.
Russian folk songs: “The red maidens came out”, “Boyars, and we came to you”.
"The moon walks over the meadows." S. Prokofiev. "Kamarinskaya".P. Chaikovsky. "Jests". V. Komrakov, folk words.
Pancake week. Shrovetide songs.
Spring meeting. Songs-chants, games, round dances.
Opera and ballet. Song, dance, marching in opera and ballet. Symphony Orchestra. The role of a conductor, director, artist in creating a musical performance. Topics - characteristics of actors. Children's musical theater.
"The Wolf and the Seven Kids", excerpts from a children's fairy tale opera. M. Koval.
"Cinderella", fragments from the ballet. S. Prokofiev. "March" from the opera "Love for Three Oranges".
S. Prokofiev.
"March" from the ballet "The Nutcracker". P. Tchaikovsky. "Ruslan and Lyudmila", excerpts from the opera.
M. Glinka.
"Song-argument". G. Gladkov, words by V. Lugovoi.
Section 6. "In the concert hall"
Musical portraits and images in symphonic and piano music. The development of music. Interaction of topics. Contrast. Timbres of instruments and groups of instruments of a symphony orchestra. Steam titura.
Symphonic fairy tale "Peter and the wolf". S. Prokofiev.
"Pictures at an Exhibition". Pieces from the piano suite. M. Mussorgsky.
Symphony N° 40, exposition of the first movement. V. A. Mozart.
Overture to the opera Le nozze di Figaro. W. A. Mozart. Overture to the opera "Ruslan and Lyudmila". M. Glinka. "The song about the pictures" G. Gladkov, words by Yu. Entin.
Composer - performer - listener. Musical speech and musical language. Expressiveness and figurativeness of music. Music genres. international competitions.
"Bagpipe", "Minuet" from "Music Notebook *Anna Magdalena Bach", "Minuet" from suite No. 2, "Toccata" in D minor for organ, "Aria" from suite No. 3, song "Old House Beyond the River", Russian text by D. Tonsky.
J. S. Bach.
"Spring". W. A. Mozart, lyrics by Overbeck, translation
T. Sikorskaya.
"Lullaby". B. Flis - W. A, Mozart, Russian text by S. Sviridenko.
"Passing", "Lark". M. Glinka, words
N. Puppeteer.
"Song of the Lark". P. Tchaikovsky.
Concerto for Piano and Orchestra No. 1, fragments of the I movement. P. Tchaikovsky.
"Troika", "Spring. Autumn” from musical illustrations for A. Pushkin's story “The Snowstorm”. G. Sviridov.
"Cavalry", "Clowns", "Carousel". D. Kabalevsky.
"Musician". E. Zaritskaya, Slovak. Orlova. "May there always be sunshine." A. Ostrovsky, words
L, Oshanina.
"Big round dance". B. Saveliev, lyrics Lena Zhigalkinoi A. Chaita.
3 CLASS (34 hours)
Section 1. "Russia is my Motherland"
Melody is the soul of music. Songs of the music of Russian composers. Lyrical images in romances and paintings by Russian composers and artists. Form-
zy Motherland, defenders of the Fatherland in various genres of music.
Symphony No. 4, main melody of movement II. P. Chaikovsky.
"Lark". M. Glinka, lyrics by N. Kukolnik.
"Bless you woods." P. Tchaikovsky, lyrics
A. Tolstoy.
"Sound of the lark singing." N. Rimsky-Korsakov,
words by A. Tolstoy.
"Romance" from musical illustrations for A. Pushkin's story "The Snowstorm". G. Sviridov.
Viva kanty: “Rejoice, Rossko land”, “Russian Eagle”.
Russian folk songs: “Our grandfathers were glorious”, “Remember, brothers, Russia and glory!”.
S. Prokofiev.
Section 2. "A day full of events"
Expressiveness and figurativeness in music of different genres and styles. Portrait in music.
"Lullaby". P. Tchaikovsky, lyrics by A. Maikov. "Morning" from the suite "Peer Gynt".E. Grieg.
"Sunset". E. Grieg, words by A. Munch, translation
S. Sviridenko.
"Evening Song" M. Mussorgsky, lyrics by A. Pleshcheev.
"Chatterbox". S. Prokofiev, lyrics by A. Barto. "Cinderella", fragments from the ballet. S. Prokofiev. Juliet Girl from Romeo and Juliet
ta." S. Prokofiev.
"With a nanny", "With a doll" from the series "Children's". Words and music by M. Mussorgsky.
"Walk", "Tuileries Garden" from the suite "Pictures at an Exhibition". M. Mussorgsky.
Pieces from the "Children's Album". P. Tchaikovsky.
Section 3. "Singing about Russia - what to strive for in the temple"
An ancient song of motherhood. The image of mother in music, poetry, fine arts. The image of the holiday in art. Palm Sunday. Holy Lands of Russia.
Rejoice, Virgin Mother of God, No. 6 from Vespers. S. Rachmaninov. +
Troparion to the Icon of the Vladimir Mother of God. "Ave Maria". F. Schubert, words by V. Scott, pe
translation by A. Pleshcheev.
Prelude No. 1 (C Major) from the Well-Tempered Clavier Volume I. J. S. Bach.
"Mom" from the vocal-instrumental cycle "Earth". V. Gavrilin, lyrics by V. Shulgina.
"Hosanna", chorus from the rock opera "Jesus Christ - superstar".L. Webber.
"Willows". A. Grechaninov, lyrics by A. Blok. "Verbochki" R. Gliere, poems by A. Blok. Magnification to Prince Vladimir and Princess Olga.
"The Ballad of Prince Vladimir". Words by A. Tolstoy.
Section 4. "Burn, burn brightly so that it does not go out!"
Epic genre. Singers-guslars. Images of epic storytellers, folk traditions and rituals in the music of Russian composers.
"Epic about Dobrynya Nikitich". Treatment
N. Rimsky-Korsakov.
"Sadko and the Sea King". Russian epic (Pechor
sky antiquity).
Bayan's songs from the opera "Ruslan and Lyudmila".
M. Glinka.
Sadko's songs, chorus "Is it height, height" from the opera "Sadko". N. Rimsky-Korsakov.
"Lel's Third Song", "Seeing Off Maslenitsa", chorus from the prologue of the opera "The Snow Maiden". N. Rimsky-Korsakov.
Stoneflies. Russian, Ukrainian folk songs. 197
Y. Dubravin, words 199
Section 5. "In the musical theater"
Musical themes - the characteristics of the main characters. Intonation-figurative development in opera and ballet. Contrast. Musical as a genre of "light" music: features of content, musical language, performance.
"Ruslan and Lyudmila", excerpts from the opera
M. Glinka.
"Orpheus and Eurydice", excerpts from the opera.
K. V. Gluck.
"The Snow Maiden", excerpts from the opera. N. Rimsky Korsakov.
“Ocean-Sea is Blue”, introduction to the opera “The Garden of Ko”, if. Rimsky-Korsakov.
"Sleeping Beauty", fragments from the ballet.
P. Tchaikovsky.
The Sound of Music, fragment from the musical R. Rogers, Russian textM. Zeitlina.
Wolf and seven kids in a new way”, a fragment from the musical. A. Rybnikov, script by Yu. Entin.
Section 6. "In the concert hall"
Genre instrumental concerto. Mastery of composers and performers. Expressive possibilities of the flute, violin. Outstanding violin makers and performers. Contrasting images of suites, symphonies. Musical form (three-part, variation). The variety of themes, plots and images of Beethoven's music.
Concerto No. 1 for piano and orchestra, fragment of movement III. P. Tchaikovsky.
Joke" from Suite No. 2 for orchestra. J. S. Bach.
Melody" from the opera Orpheus and Eurydice.
K. V. Gluck.
Melody". L. Tchaikovsky.
Caprice No. 24". N. Paganini.
Peer Gynt”, fragments from suites. E. Grieg.
Symphony No. 3 (Heroic), fragments.
L. Beethoven.
Sonata No. 14 (Moonlight), fragment of the I part. L. Beth
Country dance”, To Elise”, Fun. Sad".
L. Beethoven.
Marmot". L. Beethoven, Russian text by N. Raisky.
"Magic Bow", Norwegian folk song. "Violin". R. Boyko, words I. Mikhailov.
Section 7. “To be a musician, you need skill ...”
The role of the composer, performer, listener in the creation and existence of musical compositions. Similarities and differences in the musical speech of different composers. Jazz is the music of the 20th century. Features of rhythm and melody. Improvisation. Famous jazz musicians-performers. Music is a source of inspiration and joy.
"Melody". P. Tchaikovsky.
"Morning" from the suite "Peer Gynt". E. Grieg.
"Procession of the Sun" from the suite "Ala and Lolly".
S. Prokofiev.
"Spring. Autumn”, “Troika” from musical illustrations for A. Pushkin's story “Snowstorm”. G. Sviridov.
"It's snowing" from "Little Cantata" G. Sviridov,
poems by B. Pasternak.
"Singing". G. Sviridov, poems by I. Severyanin.
Glory to the sun, glory to the world! Canon. W. A. Mozart. Symphony N° 40, fragment of the finale.V. A. Mozart. Symphony No. 9, fragment of the finale.L. Beethoven.
We are friends with music." I. Haydn, Russian text
P. Sinyavsky.
Miracle Music. D. Kabalevsky, lyrics by 3. Alec
sandra.
Music is everywhere."
V. Suslova.
"Musicians", German folk song. "Tuning fork", Norwegian folk song.
"Acute Rhythm" J. Gershwin, words by AGershwin,
Russian text by V. Strukov.
Clara's Lullaby from Porgy and Bess.
J. Gershwin.
4 CLASS (34 hours)
Section 1. "Russia is my Motherland"
The commonality of intonations of folk music and the music of Russian composers. Genres of folk songs, their intonational and figurative features. Lyrical and patriotic themes in Russian classics.
Concerto No. 3 for piano and orchestra, main melody of movement I. S. Rachmaninov.
"Vocalise". S. Rachmaninov.
“You, my river, river”, Russian folk song.
"Song about Russia". V. Loktev, lyrics by O. Vysotskaya.
Russian folk songs: “Lullaby” in the processing of A. Lyadov, “At the dawn, at the dawn”, “Soldiers, brave children”, “My dear round dance”, “And we sowed millet” (arranged M. Balakireva, N. Rim- sky-Korsakov).
"Alexander Nevsky", excerpts from a cantata.
S. Prokofiev.
"Ivan Susanin", excerpts from the opera. M. Glinka.
"Native places". Yu. Antonov, lyrics by M. Plyatskovsky.
Section 2. "A day full of events"
"In the land of great inspirations..." One day with
A. S. Pushkin. Musical and poetic images. "In the village". M. Mussorgsky.
"Autumn Song" (October) from the cycle "Four Seasons". P. Tchaikovsky.
"Pastoral" from musical illustrations for the story "The Snowstorm" by A. Pushkin. G. Sviridov.
"Winter Morning" from "Children's Album". P. Tchaikovsky.
"At the Fireside" (January) from the cycle "The Seasons".
P. Tchaikovsky.
Russian folk songs: "Through the Wavy Mist", "Winter Evening".
"Winter road". V. Shebalin, poems by A. Pushkin. "Winter Road" Cui, poems by A. Pushkin.
"Winter evening". M. Yakovlev, poems by A + Pushkin.
"Three Miracles", introduction to Act II of the opera "The Tale of Tsar Saltan". N. Rimsky-Korsakov.
“Beauty Girls”, “Just like on a bridge”, choruses from the opera “Eugene Onegin”. P. Tchaikovsky.
Introduction and "The Great Bell Ringing" from the opera "Boris Godunov". M. Mussorgsky.
"Venetian night". M. Glinka, words by I. Goat fishing.
Section 3. "Singing about Russia - what to strive for in the temple"
Holy Lands of Russia. Holidays of the Russian Right Glorious Church - Easter. Church hymns: stichera, troparion, prayer, magnification.
"Russian Land". Stichira.
"Epic about Ilya Muromets", an epic melody of the storytellers Ryabinins.
Symphony No. 2 (“Bogatyrskaya”), fragment of the I part.
A. Borodin.
"Bogatyr Gates" from the suite "Pictures from the Exhibition". M. Mussorgsky.
Magnification of Saints Cyril and Methodius. Everyday chant.
"Hymn to Cyril and Methodius". P. Pipkov, lyrics
S. Mikhailovsky.
Magnification to Prince Vladimir and Princess Olga. "The Ballad of Prince Vladimir", words by A. Tolstoy. Troparion for the feast of Easter.
Candidate of Pedagogical Sciences, Associate Professor, Head of the Musical Art Laboratory of the Institute of Art Education of the Russian Academy of Education, Deputy editor-in-chief of the magazine Art at School, member of the Council for Musical and Aesthetic Education of the Russian Academy of Education.
Work experience in the education system is about 50 years (since 1961). She worked as a music teacher in general education schools in Moscow, since 1971 as a methodologist and head (since 1972) of the singing and music room at the Moscow Institute for the Improvement of Teachers, since 1975 as a senior researcher at the music teaching laboratory of the Scientific Research Institute of Schools of the Ministry of Education of the RSFSR, where, under the direction of D. B. Kabalevsky with the development of a new program and its implementation through advanced training courses for teachers in Russia at the Central Institute for the Improvement of Teachers, as well as at IUU in the years. Votkinsk (Udmurtia), Samara. Krasnodar and on courses in the process of holding International conferences (Vladimir, Chelyabinsk, Sumy, Baku, etc.)
Since 1989, she moved to work at the Institute of Artistic Education of the APN (now the Institute of Art Education of the Russian Academy of Education) as a senior researcher, since 2000 - head. music laboratory.
Under the guidance of E.D. Kritskaya, dissertations for the degree of Candidate of Pedagogical Sciences were defended by 4 graduate students and applicants for IHO RAO.
The results of the research work of E.D. Kritskaya, related to the problems of developing musical perception of children on the basis of intonation, intonational and stylistic comprehension of music, the formation of the musical and auditory experience of schoolchildren, are reflected in articles and scientific, methodological and teaching aids (“Theory and methods of musical education of children", 1999, "Music education at school", 2001; "Music education", M. 2014). In 1994-1996 participated in the development of the state educational standards of the first generation, in the 2000s. - in the development of the Federal State Educational Standard of the second generation of general education.
Since 1998, work has begun on the creation of educational and methodological sets for music. In co-authorship (Sergeeva G.P., T.S. Shmagina) created teaching materials for grades 1-4, with Sergeeva - teaching materials for grades 5-7. They include a textbook, a work / creative notebook, a phono-reader (on CD), a musical reader, teaching aids "Music Lessons" - grades 1-4, grades 5-6, grade 7). In addition, a textbook, phono-chrestomathies and a methodological manual on the subject "Art" were developed and published. Grades 8–9 (co-authored with Kashekova I.E. and Sergeeva G.P.). Textbooks are presented in the Federal List of the Ministry of Education and Science. At present, many schools in Russia are engaged in educational and methodological sets.
He has more than 100 publications on the problems of mass music education, including author's programs ("Music", "Art"), textbooks, work/creative notebooks for general education schools, teaching aids for teachers: lesson developments, music collections, phono-chrestomathies of musical material,
Kritskaya E.D. is a representative of the scientific school of D.B. Kabalevsky, develops the ideas of his musical and pedagogical concept. With her active participation, International scientific and practical conferences dedicated to the 90th, 95th, 100th and 110th anniversary of the birth of D.B. Kabalevsky, as a result of which collections of materials were published (he is the compiler and scientific editor of the articles of its participants). The last of them “Music Education in the Modern Cultural Space” was released in 2015.
Awarded with certificates of the Ministry of Education of the RSFSR; International Society for the Musical Education of Children ISME (2004), President of the Russian Academy of Education (2009) and many others. etc. "Excellent worker in public education" (1979), "Excellent worker in education of the USSR" (1982), medal "In memory of the 850th anniversary of Moscow" (1997), has the title "Veteran of Labor" (2000).
MUNICIPAL BUDGET GENERAL EDUCATIONAL INSTITUTION
"BUKHOLOVSKAYA SECONDARY EDUCATIONAL SCHOOL"
APPROVED:
Director of MBOU "Bukholovskaya secondary school"
L.B. Bolotina
"____" ______________________ 2015
Working programm
in music
4th grade
Compiled by:
Mitrofanova Tatyana Alexandrovna,
primary school teacher,
2015
Explanatory note
The work program for music is based on:
Federal State Educational Standard of Primary General Education, the Concept of Spiritual and Moral Development and Education of the Personality of a Russian Citizen;
Author's program Music. 1-4 classes. "Work Programs. The subject line of Sergeeva G.P., E.D. Kritskaya, T.S. Shmagina: a manual for a teacher of educational institutions "Moscow, publishing house" Prosveshchenie ", 2011;
The main educational program of primary general education MBOU "Bukholovskaya secondary school";
Curriculum of MBOU "Bukholovskaya secondary school" for the 2016-2017 academic year;
Textbook: Kritskaya E.D., Sergeeva G.P., Shmagina T.S. "Music": Grade 1 - M. Enlightenment, 2013
The work program plans to conduct lessons using Netbook, the introduction of information technology at different stages of the lesson.
Target: the formation of the foundation of the musical culture of students as part of their general and spiritual culture, as well as the introduction of children into the diverse world of musical culture through acquaintance with musical works that are accessible to their perception.
Target installation of the program is achieved by introducing the child into the diverse world of musical culture through intonations, themes, musical compositions that are accessible to his perception. The program provides for the formation of general educational skills and abilities, universal methods of activity and key competencies provided for by the standard. The principles of selection of the main and additional content are connected with the continuity of the goals of education at various levels and levels of education by the logic of intra-subject connections, as well as with the age characteristics of the development of students.
In the course of achieving the goals, the following tasks are solved:
To instill love and respect for music as a subject of art; to instill the basics of artistic taste, interest in music and musical activity, figurative and associative thinking and imagination, musical memory and hearing, singing
To teach to perceive music as an important part of every person's life; to teach to see the relationship between music and other art forms;
Contribute to the formation of an emotionally holistic attitude to art, artistic taste, moral and aesthetic feelings: love for one's neighbor, for one's people, for the Motherland; respect for the history, traditions, musical culture of different peoples of the world. responsiveness, love for the world around;
To teach the basics of musical literacy: singing, listening and analyzing musical works, playing elementary musical instruments,
The implementation of tasks is carried out through various types of musical activities, the main of which are choral singing, listening to music and thinking about it, playing children's musical instruments, as well as musical and rhythmic
movements, plastic intonation, improvisation and musical and dramatic theatricalization.
Item Description implements the Federal State Educational Standard for Primary General Education and relies on developing music education and active learning of art. Therefore, the program and program and methodological support of the subject (textbook-notebook, music reader and audio recordings) meet the requirements laid down in the Standard of Primary General Education:
- general goals of education- orientation to the development of the personality of the student based on the assimilation of universal educational activities, knowledge and development of the world, recognition of the decisive role of the content of education, ways of organizing educational activities and interaction of participants in the educational process;
- objectives of education– development of abilities for artistic-figurative, emotional-valuable perception of music as an art form, expression in creative activity of one’s attitude to the world around, reliance on subject, meta-subject and personal learning outcomes.
Program specifics
The musical basis of the program is the works of classical composers, from the Baroque era to the present day, folk music of Russia and the countries of near and far abroad, samples of sacred music, as well as a significantly updated repertoire of songwriters.
The work program takes into account the national-regional component, which provides for the acquaintance of first-graders with the musical traditions of the national Cossack spiritual culture and makes up 10% of the curriculum.
The selection of musical works was carried out taking into account their accessibility, artistic expressiveness, obvious educational and educational orientation.
The program and lesson planning define principles, on which the content and pedagogical technologies of teaching the subject "Music" are built, taking into account its interaction with other academic subjects, such as "Literary reading", "The world around us", "Fine arts", "Physical culture". The wide culturological space of the subject “Music”, the use of various forms and activities of students in music classes allows integrating the content of the subject and methods of music teaching into the space of other educational areas without violating their logic of study, the specifics of teaching other school subjects, and the characteristics of the age development of children.
The 1st grade textbook introduces children's musical folklore (lullaby, riddles, proverbs. Folk games). This allows you to naturally introduce students to more complex artistic phenomena, for example, epic, fabulous fragments of operas (“Ruslan and Lyudmila”, M.I. Glinka).
The proposed planning of lessons in the 1st grade describes some of the most significant methods and techniques for teaching music for an art lesson, which take into account the characteristics of the musical material, its content basis, and the characteristics of the age and musical development of first graders.
Method of artistic, moral and aesthetic knowledge of music;
Method of emotional dramaturgy;
The method of creating "compositions", the method of playing, the method of artistic context;
The method of concentricity of the organization of musical material.
The program and didactic material of music textbooks are based on the following principles:
Teaching music as a living figurative art;
The generalizing nature of knowledge;
Thematic construction of the content of education, arising from the nature of art and its laws.
An idea of the musical culture of multinational Russia is given. Here, especially at the initial stage of learning at school, it is important to develop in children the ability to observe, see and hear the world around them, to express their impressions in drawing, singing, playing elementary musical instruments, and artistic movement.
Accompanying health-saving technologies is used at every stage of the lesson.
II . SUBJECT CONTENT
Section 1. "Music around us" -16 hours.
Music and its role in everyday life. Composer - performer - listener. Songs, dances and marches are the basis of children's diverse life-musical impressions. Muses lead a round dance. Melody is the soul of music. Images of autumn nature in music. Dictionary of emotions. Musical alphabet. Musical instruments: pipe, flute, horn, harp, flute, harp. Sound pictures. Russian epic tale about the gusli Sadko. Music in the celebration of the Nativity of Christ. Musical theatre: ballet.
The first experiences of vocal, rhythmic and plastic improvisations. Expressive performance of compositions of different genres and styles. Fulfillment of creative tasks presented in workbooks.
And the Muse is eternal with me!
Composer - performer - listener. The birth of music as a natural manifestation of the human condition.
Muse is a sorceress, a good fairy, revealing to schoolchildren the wonderful world of sounds that fill everything around. Composer - performer - listener.
Music round dance
Musical speech as a way of communication between people, its emotional impact on listeners. The sound of the surrounding life, nature, moods, feelings and character of a person.
Music that sounds in various life situations. Characteristic features of songs and dances of different peoples of the world. Round dance, choir. Round dance is the oldest form of art that every nation has. Similarities and differences between Russian round dance, Greek sirtaki, Moldavian choir.
Music is heard everywhere.
The sound of the surrounding life, nature, moods, feelings and character of a person. Origins of music.
Music and its role in everyday life. To show that every circumstance of life resonates in music. Introduction to folk songs. Determination of the character, mood of songs, genre basis. Role-playing game "Playing composer".
The soul of music is the melody.
Song, dance, march. The main means of musical expression (melody).
Songs, dances and marches are the basis of children's diverse life-musical impressions. Melody is the main idea of any piece of music. Identification of the characteristic features of genres: song, dance, march on the example of pieces from the "Children's Album" by P.I. Tchaikovsky. In the march - gait, intonations and rhythms of step, movement. The song is melodiousness, wide breathing, smoothness of the lines of the melodic pattern. Dance - movement and rhythm, smoothness and roundness of the melody, a recognizable triple time signature in the waltz, mobility, clear accents, short “steps” in polka. In the song, students play an imaginary violin. In the march, the “soldiers” fingers march on the table, play an imaginary drum. In the waltz, students depict soft swaying of the body.
Autumn music.
The intonational-figurative nature of musical art. Expressiveness and figurativeness in music.
To connect the life impressions of schoolchildren about autumn with the artistic images of poetry, the artist's drawings, the musical works of P.I. Tchaikovsky and G.V. Sviridov, children's songs. The sound of music in the surrounding life and within the person himself. Couplet form of songs.
Compose a melody.
Musical and speech intonations. Similarity and difference. Intonation is the source of the elements of musical speech. Regional musical and poetic traditions.
The development of the theme of nature in music. Mastering the elements of the algorithm for composing a melody. Vocal improvisations for children. Role-playing game "Playing composer". The concepts of "melody" and "accompaniment".
"ABC, everyone needs an alphabet ...".
Music notation as a way of fixing musical speech. Elements of musical notation. A system of graphic signs for recording music.
The role of music in reflecting various phenomena of life, including school life. A fascinating journey to the school country and musical literacy.
Musical alphabet.
Music notation as a way of fixing musical speech. Elements of musical notation. A system of graphic signs for recording music. Recording notes - signs for designating musical sounds.
The musical alphabet is the relationship of all school lessons with each other. The role of music in reflecting various phenomena of life, including school life. A fascinating journey to the school country and musical literacy. Elements of musical literacy: notes, staff, treble clef.
General lesson.
Music and its role in everyday life.
The game "Guess the melody" to identify musical works and the composers who wrote these works. Generalization of musical impressions of first-graders for the 1st quarter.
Musical instruments.
Folk musical traditions of the Fatherland. Regional musical traditions.
Musical instruments of the Russian people - flutes, pipes, horn, harp. Appearance, your voice, craftsmen-performers and craftsmen-makers of folk instruments. Acquaintance with the concept of "timbre".
"Sadko". From a Russian epic tale.
Observation of folk art.
Acquaintance with the folk epic tale "Sadko". Acquaintance with the genres of music, their emotional and figurative content, with the sound of the folk instrument - the harp. Acquaintance with varieties of folk songs - lullabies, dance. On the example of the music of N.A. Rimsky-Korsakov, give concepts "composer's music".
Musical instruments.
Folk musical traditions of the Fatherland. Musical instruments. Folk and professional music.
Comparison of the sound of folk instruments with the sound of professional instruments: pipe-flute, harp-harp-piano.
Sound pictures.
Musical instruments . Folk and professional music.
Expansion of artistic impressions of students, development of their associative-figurative thinking on the example of reproductions of famous works of painting, sculpture from different eras. Direction to instill in students a sense of style - in which pictures folk music “sounds”, and in which - professional, composed by composers.
Play a song.
Polysemy of musical speech, expressiveness and meaning. Comprehension of the general patterns of music: the development of music - the movement of music. Development of music in performance.
Development of skills and abilities of expressive performance by children of L. Knipper's song "Why the bear sleeps in winter." Identification of the stages of development of plots. Approach the conscious division of the melody into phrases, the meaningful execution of the phrasing. Fundamentals of understanding the development of music.
Christmas has come, the celebration begins. Native custom of antiquity.
Folk musical traditions of the Fatherland. Folk musical creativity of different countries of the world. Spiritual music in the work of composers. Observation of folk art.
Introduction of children to the world of spiritual life of people. Acquaintance with religious holidays, traditions, songs. Acquaintance with the story of the birth of Jesus Christ and the folk customs of celebrating a church holiday - the Nativity of Christ. Awareness of the images of Christmas songs, folk carols.
Generalizing lesson. Good holiday in the middle of winter.
A generalized idea of the main figurative-emotional spheres of music and the musical genre is ballet.
The lesson is dedicated to one of the most favorite holidays of the children - the New Year. Acquaintance with the fairy tale of T. Hoffmann and the music of P. I. Tchaikovsky's ballet "The Nutcracker", which leads children into the world of miracles, magic, pleasant surprises.
Section 2. "Music and you" -17 hours
Music in a child's life. Images of the native land. The role of the poet, artist, composer in depicting pictures of nature (words-colors-sounds). Images of morning and evening nature in music. musical portraits. Playing out a musical story. Images of defenders of the Fatherland in music. Mother's holiday and musical compositions. The peculiarity of a musical work in expressing the feelings of a person and the world around him. Intonation-meaningful reproduction of various musical images. Musical instruments: lute, harpsichord, piano, guitar. Music in the circus. Musical theatre: opera. Music in cinema. Musical performance poster, concert program for parents. Musical dictionary.
Expressive, intonationally meaningful performance of compositions of different genres and styles. Fulfillment of creative tasks presented in workbooks.
The region where you live.
Compositions of domestic composers about the Motherland.
Russia is my motherland. Attitude to the Motherland, its nature, people, culture, traditions and customs. The idea of patriotic education. The concept of "Motherland" - through an emotionally open, positively respectful attitude to the eternal problems of life and art. Native places, parental home, admiration for the beauty of motherhood, worship of workers and defenders of their native land. Pride for your homeland. Music about the native land, comforting in moments of grief and despair, giving strength in days of trials and difficulties, instilling faith, hope, love in the heart of a person ... Art, be it music, literature, painting, has a common basis - life itself. However, each type of art has its own language, its own expressive means in order to convey a variety of life phenomena, capturing them in bright, memorable artistic images for listeners, readers, viewers.
Artist, poet, composer.
The sound of the surrounding life, nature, moods, feelings and character of a person. The birth of music as a natural manifestation of the human condition.
Art, be it music, literature, painting, has a common basis - life itself. However, each type of art has its own language, its own expressive means in order to convey a variety of life phenomena, capturing them in bright, memorable artistic images for listeners, readers, viewers. Appeal to the genre of landscape, sketches of nature in different types of art. Musical landscapes are the reverent attitude of composers to the nature they saw, “heard with the heart”, which fascinated them. A logical continuation of the theme of the relationship between different types of art, an appeal to the song genre as a unity of music and words.
Morning music.
Intonation-figurative nature of musical art. Expressiveness and figurativeness in music.
The story of music about the life of nature. The significance of the principle of similarity and difference as the leading one in organizing the perception of music by children. The contrast of musical pieces that paint a picture of the morning. Music has an amazing property - without words to convey feelings, thoughts, a person's character, the state of nature. The nature of the music is especially clearly revealed precisely when the pieces are compared. Identification of the features of the melodic pattern, rhythmic movement, tempo, timbre colors of instruments, harmony, principles of form development. Expression of one's impressions from music to drawing.
Music of the evening.
Intonation as an internal voiced state, expression of emotions and reflection of thoughts. Intonation is the source of the elements of musical speech.
Entry into the theme through the genre - lullaby. Features of lullaby music. The peculiarity of the vocal and instrumental music of the evening (character, melodiousness, mood). Performing a melody using plastic intonation: imitation of a melody on an imaginary violin. Designation of dynamics, tempo, which emphasize the character and mood of the music.
musical portraits.
Expressiveness and figurativeness in music. Musical and speech intonations. Similarity and difference.
The similarity and difference between music and colloquial speech on the example of the vocal miniature "Chatterbox" by S. Prokofiev to the verses by A. Barto. Intonation-meaningful reproduction of various musical images. The secret of the composer's intention is in the title of a piece of music. The attitude of the authors of the works of poets and composers to the main characters of musical portraits.
Play out the story. Baba Yaga is a Russian folk tale.
Observation of folk art. Musical and poetic folklore of Russia: games - dramatizations.
Acquaintance with the fairy tale and folk game "Baba Yaga". Meeting with images of Russian folklore.
The music was not silent.
A generalized representation of the historical past in musical images. The theme of the defense of the Fatherland.
The theme of the defense of the Fatherland. Feats of the people in the works of artists, poets, composers. Memory and monument are a commonality in related words. The memory of generals, Russian warriors, soldiers, the events of difficult days of trials and anxieties, preserved in folk songs, images created by composers. Musical monuments to the defenders of the Fatherland.
Mom's holiday.
Intonation as an internal voiced state, expression of emotions and reflection of thoughts.
The lesson is dedicated to the dearest person - mom. The comprehension of the content is built on the comparison of poetry and music. Spring mood in music and works of fine art. Melodiousness, cantilena in lullabies that can convey a feeling of peace, tenderness, kindness, affection.
General lesson.
Generalization of musical impressions of first-graders for the 3rd quarter.
Musical instruments. Everyone has their own musical instrument.
Musical instruments.
Instrumentation and staging of songs. Game songs, with a pronounced dance character. The sound of folk musical instruments.
Musical instruments.
Musical instruments.
Meeting with musical instruments - harp and flute . Appearance, timbre of these instruments, expressive possibilities. Acquaintance with the appearance, timbres, expressive possibilities of musical instruments - lute, claves Comparison of the sound of works performed on the harpsichord and piano. The skill of the performer - musician.
"Wonderful lute" (based on an Algerian tale). Sound pictures.
Musical speech as a way of communication between people, its emotional impact on listeners.
Acquaintance with musical instruments through the Algerian fairy tale “The Miraculous Lute”. Reflection on the limitless possibilities of music in conveying feelings, thoughts of a person, the power of its influence. A generalized characteristic of music, giving an idea of the peculiarities of the Russian folk lingering, lyrical song of the daring dance. Completing the task and identifying the main question: what kind of music can help a foreign guest to get to know another country better? Artistic image. Consolidation of ideas about musical instruments and performers. The nature of the music and its correspondence to the mood of the picture.
Music in the circus.
A generalized idea of the main figurative-emotional spheres of music and the diversity of musical genres. Song, dance, march and their varieties.
The peculiarity of a musical work in expressing the feelings of a person and the world around him. Circus performance with music that creates a festive mood. The music that sounds in the circus and helps the artists to perform complex numbers, and the audience is prompted by the appearance of certain characters of the circus performance.
House that sounds.
A generalized idea of the main figurative-emotional spheres of music and the diversity of musical genres. Opera, ballet. Song, dance, marching.
Introduction of first-graders to the world of musical theatre. Travel to musical countries like opera and ballet. Opera characters sing, ballet characters dance. Singing and dancing are united by music. Famous folk tales become the plots of operas and ballets. In operas and ballets, song, dance and march music “meet”.
Opera fairy tale.
Opera. Song, dance, marching. Various types of music: vocal, instrumental; solo, choral, orchestral.
Detailed acquaintance with choirs from children's operas. The characters of operas have their own bright musical characteristics - melodies-themes. Heroes of operas can sing one at a time - a soloist and together - in chorus accompanied by piano or orchestra. There may be episodes in operas when only instrumental music is played.
"There is nothing better in the world."
Music for children: cartoons.
Favorite cartoons and music that sounds everyday in our lives. Acquaintance with songwriters who create musical images.
General lesson. (Lesson-concert.)
Generalization of musical impressions of first-graders for the 4th quarter and year.
Performance of learned songs throughout the year. Compilation of the poster and program of the concert.
Section 1. "Music around us"
"The Nutcracker", fragments from the ballet. P. Tchaikovsky.
"October" ("Autumn Song") from the cycle "Seasons". P. Tchaikovsky.
"Lullaby of the Volkhova", Sadko's song ("Play, my guselki") from the opera "Sadko". N. Rimsky - Korsakov.
"Peter and the Wolf", excerpts from a symphonic tale. S. Prokofiev.
Lel's third song from the opera "The Snow Maiden". N. Rimsky-Korsakov.
"Guslyar Sadko". V. Kikta.
"Frescoes of St. Sophia of Kyiv", a fragment of the 1st movement of the Concert Symphony for harp and orchestra. V. Kikta.
"The star rolled." V. Kikta, lyrics by V. Tatarinov.
"Melody" from the opera "Orpheus and Eurydice". K. Gluck.
"Joke" from Suite No. 2 for orchestra. I.-S. Bach.
"Autumn" from Musical illustrations to A. Pushkin's story "Snowstorm". G. Sviridov.
"Shepherd's Song" on a theme from the 5th movement of Symphony No. 6 ("Pastoral"). L. Beethoven, words by K. Alemasova.
"Drops". V. Pavlenko, lyrics by E. Bogdanova; "Squirrel says goodbye." T. Popatenko, lyrics by M. Ivensen; "Autumn", Russian folk song, etc.
"ABC". A. Ostrovsky, lyrics by Z. Petrova; "Alphabet". R. Pauls, lyrics by I. Reznik; "Domisolka". O. Yudakhin, lyrics by V. Klyuchnikov; "Seven Friends" V. Drotsevich, lyrics by V. Sergeev; "Song of the School" D. Kabalevsky, words by V. Viktorov and others.
"Dudochka", Russian folk song; "Dudochka", Belarusian folk song.
"Shepherd's", French folk song; "Dudariki-Dudari", Belarusian folk song, Russian text by S. Leshkevich; "Merry Shepherd", Finnish folk song, Russian text by V. Guryan.
Why does a bear sleep in winter? L. Knipper, lyrics by A. Kovalenkov.
"Winter's Tale". Music and words by S. Krylov.
Christmas carols and Christmas songs of the peoples of the world.
Section 2. "Music and you"
Pieces from the "Children's Album". P. Tchaikovsky.
"Morning" from the suite "Peer Gynt". E. Grieg.
"Good afternoon". Ya. Dubravin, lyrics by V. Suslov.
"Morning". A. Partskhaladze, lyrics by Y. Polukhin.
"The Sun", Georgian folk song, arr. D. Arakishvili.
"Pastoral" from Musical illustrations to A. Pushkin's story "Snowstorm". G. Sviridov.
"Pastoral" from the Suite in the old style. A. Schnittke.
"Gain". A. Schnittke.
"Morning". E. Denisov.
"Good Morning" from the cantata "Songs of Morning, Spring and Peace" D. Kabalevsky, lyrics by Ts. Solodar.
"Evening" from the Symphony-action "Chimes" (according to V. Shukshin). V. Gavrilin.
"Evening" from "Children's Music". S. Prokofiev.
"Evening". V. Salmanov.
"Evening Tale" A. Khachaturian.
"Minuet". L. Mozart.
"Chatterbox". S. Prokofiev, lyrics by A. Barto.
"Baba Yaga". Children's folk game.
“Everyone has their own musical instrument”, Estonian folk song. Processed X. Kirvite, trans. M. Evensen.
Main melody from Symphony No. 2 ("Bogatyrskaya"). A. Borodin.
"Soldiers, brave kids", Russian folk song.
"Song of the Little Trumpeter". S. Nikitin, lyrics by S. Krylov.
Suvorov taught. A. Novikov, lyrics by M. Levashov.
"Bagpipes". J. S. Bach.
"Lullaby". M. Kazhlaev.
"Lullaby". G. Gladkov.
"Goldfish" from the ballet "The Little Humpbacked Horse". R. Shchedrin.
lute music. Francesco da Milano.
"Cuckoo". K. Daken.
"Thanks". I. Arseev, lyrics by Z. Petrova.
"Feast of grandmothers and mothers." M. Slavkin, lyrics by E. Karganova.
"Clowns". D. Kabalevsky.
"Seven Kids", the final chorus from the opera "The Wolf and the Seven Kids". M. Koval, lyrics by E. Manucharova.
The final chorus from the opera "The Tsokotukha Fly". M. Krasev, lyrics by K. Chukovsky.
"Good Elephants" A. Zhurbin, words by V. Shlensky.
"We're riding ponies." G. Krylov, lyrics by M. Sadovsky.
"The Elephant and the Violin". V. Kikta, lyrics by V. Tatarinov.
"Jingle Bells", American folk song, Russian text by Y. Khazanov.
Where are you from, music? Ya. Dubravin, lyrics by V. Suslov.
"The Bremen Town Musicians" from the Musical Fantasy on the fairy tales of the Brothers Grimm. G. Gladkov, lyrics by Y. Entin.
Scope and terms of study
1 hour per week is allotted for studying music, 33 hours in total:
The scope of the program in accordance with SanPiNami and with the Basic Curriculum in the 1st grade, 33 hours are allotted for the subject "Music" (at the rate of 1 hour per week) and is designed for 1 year of study.
Preferred forms and types of organization of the educational process in the lesson are:
- frontal, group, individual, collective, classroom and extracurricular, excursion, travel, exhibition joint with the teacher, educational and cognitive activity, lesson - concert, generalizing lesson.
Forms and types of organization of the educational process:
Students learn to cooperate when performing tasks in pairs and in a group (project activity); to control one's own and other people's activities, to carry out step-by-step and final control using a variety of techniques; to establish associative links between the heard music and life situations.
Also provided non-traditional forms conducting lessons: travel lessons, game lessons, excursion lesson, concert lessons.
Elementary concepts from the field of musical literacy are acquired by children in the process of various types of musical activity: perception of music and reflections on it, singing, plastic intonation and musical-rhythmic movements, instrumental music-making, various kinds of improvisations (speech, vocal, rhythmic, plastic, artistic), "acting out" and dramatization of works of a program nature, performing creative tasks.
The scope of student performance includes:
Choral and ensemble singing;
Plastic intonation and musical-rhythmic movements;
Playing musical instruments;
Staging (acting out) songs, plots of fairy tales, musical plays of a program nature;
Mastering the elements of musical literacy as a means of fixing musical speech.
In addition, children show creativity in thinking about music:
Improvisations (speech, vocal, rhythmic, plastic);
In drawings on the themes of favorite pieces of music, in drawing up the program of the final concert.
Forms and types of control:
Types of control:
Current, thematic, final.
Frontal, combined, oral.
Forms (methods) of control: oral questioning; observation, independent work, testing
III . PRACTICAL TASKS ON THE SUBJECT "MUSIC" 1 CLASS.
Intermediate certification is carried out in accordance with the requirements for the level of preparation of students in the 1st grade of primary school in the form of final tests at the end of each section. At the end of the academic year in the form of the final lesson-concert (lesson 33).
IV . REQUIREMENTS OF THE FEDERAL STATE EDUCATIONAL STANDARD TO THE EDUCATIONAL PROCESS.
Formation of general educational skills and abilities.
The development of initial skills and abilities is planned:
Musical-instrumental, musical-speech, musical-game, musical-motor and musical-figurative improvisation;
Skills and skills of expressive performance of children's folklore, as well as the songs of composers included in the program - classics and contemporary authors for children.
The program includes: dramatization of musical works, plastic movements to music, acquaintance with the musical folklore of the peoples of Russia, with the centers of national musical culture.
Results requirement:
Subject Results:
The formation of initial ideas about the role of music in a person's life, in his spiritual and moral development.
The formation of the foundations of musical culture, including on the material of the musical culture of the native land, the development of artistic taste and interest in musical art and musical activity.
Native roots, native speech, native musical language - this is the basis on which love for Russian and Khakass culture is brought up.
Personal results:
The ability of students to self-development, the formation of motivation for learning and cognition, the value-semantic attitudes of students, reflecting their individual and personal positions, social competencies, personal qualities; formation of the foundations of civic identity.
Meta-subject results:
The use of sign-symbolic and speech means for solving communicative and cognitive tasks.
Participation in joint activities based on cooperation, search for compromises, distribution of functions and roles.
By the end of the course, students will have:
PERSONAL
students will have:
Positive attitude and interest in learning music;
Experience in musical performance;
Initial skills of searching and analyzing information about the art of music;
Ability to listen to music
The system of spiritual and moral values.
can be formed:
Perception of music as part of the general culture of the individual;
The need for independent musical and creative activity;
Adequate self-esteem;
A sense of responsibility for doing one's part of the work in a group (vocal ensemble);
Positive educational and cognitive motivation for learning.
SUBJECT
Students will learn:
Master the basics of musical knowledge;
Possess initial singing skills and abilities;
Expressively perform folk and composer songs;
Distinguish between percussion, wind and string musical instruments;
Possess the initial skills of playing noise musical instruments;
Recognize by ear the main part of musical works;
Express your attitude to music in words, plastic, gesture, facial expressions;
Associate the artistic and figurative content of musical works with specific phenomena of the surrounding world;
Evaluate the musical images of people and fairy-tale characters according to the criteria of beauty, kindness, justice, etc.;
Coordinate movement and singing, reflecting the mood of the music
Emotionally respond to music of a different nature with the help of simple movements; plastic intonation;
Possess the skills of "free conducting";
Understand the elements of musical literacy as a means of understanding musical speech;
Emotionally and consciously relate to music of various directions: folklore, religious music, classical and modern;
Understand the content, intonational and figurative meaning of the simplest works (song, dance, march) and works of more complex genres (opera, ballet);
Express personal impressions from communication with music of different genres, styles, national and composer schools;
Improvise (speech, vocal, rhythmic, instrumental, plastic, artistic improvisations);
Analyze the content, form, musical language of different genres;
Use the means of musical expressiveness in different types and forms of children's music making;
Know the leading musicians-performers and performing groups;
Recognize the creative style of Russian and foreign composers;
Learn music of various genres (simple and complex);
Understand the features of the interaction of music with other types of art (literature, fine arts, cinema, theater);
Personally evaluate the music played in the classroom and outside the school;
To acquire the skills of artistic, musical and aesthetic self-education.
META-SUBJECT
Regulatory universal learning activities
The student will learn:
Accept a learning task;
Understand the position of the listener, including when perceiving the images of the heroes of musical fairy tales and musical sketches from the life of children;
To carry out initial control of his participation in the types of musical activity that are interesting to him;
Respond appropriately to the teacher's suggestions.
Accept a musical and performing task;
To perceive the opinion (about the listened work) and suggestions (regarding the performance of music) of peers, parents;
Take the position of a performer of musical works.
Cognitive universal learning activities
The student will learn:
Navigate in the information material of the textbook, search for the necessary information (Music Dictionary);
Find different parts in the musical text;
Understand the content of the drawings and correlate it with musical impressions;
Use pictorial and simple symbolic versions of musical notation.
The student will have the opportunity to learn:
Correlate different works by mood, form, by some means of musical expression (tempo, dynamics);
Use rhythm cards;
understand musical notation;
Build reasoning about the available visually perceived properties of music;
Correlate the content of the drawings with musical impressions.
Communicative universal learning activities
The student will learn:
Perceive a piece of music and other people's opinions about music;
Take into account the mood of other people, their emotions from the perception of music;
Take part in group music-making, in collective dramatizations;
Understand the importance of performing in groups (boys clapping, girls stomping, the teacher accompanies, children sing, etc.);
Control your teamwork
The student will have the opportunity to learn:
Perform musical works with peers, while performing different functions;
Use simple speech means to convey your impression of music;
Monitor the actions of other participants in the process of choral singing and other types of joint musical activities.
V .REQUIREMENT FOR THE LEVEL OF PREPARING STUDENTS:
Mastering musical knowledge:
Master the basics of musical knowledge.
Possess initial, singing skills.
Expressively perform folk and composer songs included in the program.
Distinguish between types of musical instruments.
Possess the initial skills of playing noise musical instruments.
Learn by ear the main part of musical works, determine their names.
Be able to express your musical impressions in words.
Be able to evaluate the musical images of people and fairy-tale characters according to the criteria of beauty, kindness, justice.
Get basic knowledge in the field of musical notation.
To be able to respond to music with the help of simple movements and plastic intonation, dramatization of plays of a programmatic nature.
Should solve educational and practical tasks:
Show interest in listening to folk and classical music;
Gain experience in musical and performing culture (choral, ensemble and solo singing), as well as skills in playing musical and noise instruments;
Distinguish the nature of music, its dynamic register, timbre, metro-rhythmic, intonation features;
Distinguish music of different genres;
Distinguish musical instruments by name and performance.
Perceive musical works with a pronounced vital content, determine their character and mood;
To form the skill of expressing one's attitude to music in a word (emotional dictionary), plasticity, as well as facial expressions;
Develop singing skills and abilities (coordination between hearing and voice, development of unison, cantilena, calm breathing), expressive performance of songs.
Upon completion of the Grade 1 program, students should
know/understand:
Distinctive features of musical and theatrical genres - opera and ballet;
Fundamentals of music theory and musical literacy: major and minor scales, melody, note names, tempos (fast-slow), dynamics (loud-quiet);
be able to:
Recognize from the images some musical instruments (piano, piano, violin, flute, harp), as well as folk instruments (accordion, button accordion, balalaika)
Determine the nature and mood of music, taking into account the terms and figurative definitions that are presented in the 2nd grade textbook;
Find the simplest associations between musical, pictorial and poetic works (common theme, mood);
To convey the mood of the music and its change: in singing (perform leqato, non leqato, correctly distribute the breath in the phrase, make a climax), musical and plastic movement, playing children's musical instruments;
Start and end singing on time, be able to sing in phrases, listen to pauses. Pronounce words clearly and distinctly when performing. Understand the conductor's gesture.
Perform vocal works with and without accompaniment.
Use the acquired knowledge and skills in practical activities and everyday life for:
Performances of familiar songs;
Participation in collective singing;
Playing music on children's musical instruments;
Transfer of musical impressions by plastic, visual means.
Creatively studying the art of music, by the end of grade 1
students will learn:
Perceive music of various genres;
Aesthetically respond to art, expressing one's attitude towards it in various types of musical creative activity;
Determine the types of music, compare musical images in the sound of various musical instruments, including modern electronic ones;
Chat and to interact in the process of ensemble, collective (choral and instrumental) embodiments of various artistic images.
Demonstrate an understanding of the intonational-figurative nature of musical art, the relationship of expressiveness and figurativeness in music, the ambiguity of musical speech in a situation of comparing works of different types of art;
Recognize studied musical compositions, name their authors;
Perform musical works of certain forms and genres (singing, dramatization, musical-plastic movement, instrumental music-making, improvisation, etc.).
Evaluation of the results of educational activities of students in the course "Music"
1 class
Grade musical and practical activities of 1st grade students in music lessons is only encouraging, stimulating. It should take into account the individual initial level of general and musical development of the student, the intensity of the formation of musical and auditory ideas, practical skills, and the accumulation of primary knowledge about music.
Thus, the assessment of the level of musical development of students, proposed below, is conditional:
Emotional responsiveness as an indicator of the development of interest, desire to listen to music;
The manifestation of any creative activity, independence;
The level of development of musical thinking (figurativeness, associativity);
Ability to apply "key knowledge" about music;
The level of performing culture (creativity, emotionality).
A music lesson requires a great creative potential from the teacher, the ability to create conditions for the child's self-expression; to arouse interest, taste, need, ideas about beauty with their own activity, emotional expressiveness.
An indicator of the level of formation of the musical culture of schoolchildren can be the experience of perceiving music, internal hearing of the masterpieces of world musical art and a personal interest in music in general and in individual favorite compositions of the past and our days.
Inclusion of the national-regional component in the content of the course "Music"
At present, a music teacher will not be able to fully develop the musical abilities of students without resorting to the best examples of national art. Replacing and expanding the music given in the program, it is important to acquaint students with the original folk music of professional and amateur components. The development of national musical material at school will contribute to the expansion of the musical horizons of students, the formation of a respectful attitude towards the music of other peoples, and the identification of the processes of interrelationships and interactions of cultures. In the process of music lessons, the student gets acquainted with the fact that there are numerous connections between folk and composer music, that the formation and development of national musical culture is influenced by the art of other countries and peoples. The main task at this stage is to reveal to children the beauty of the music of different peoples, to identify the characteristic features of folk composers' works, to reveal the originality and commonality of musical cultures.
Thematic planning
sectionStudent activities
the date of the
Section 1:
« Music around us" -16 hours
Music and its role in everyday life. Composer - performer - listener. Songs, dances and marches are the basis of children's diverse life-musical impressions. Images of autumn nature in music. Musical notation as a way of fixing musical speech. Elements of musical notation.
Intonation as a voiced state, expression of emotions and thoughts. Music in the celebration of the Nativity of Christ. Musical theatre: ballet.
Sample musical material
Nutcracker. Ballet (fragments). P. Tchaikovsky.
Children's album. P. Tchaikovsky.
October (Autumn song). From the cycle "Seasons". P. Tchaikovsky.
Volkhova's lullaby, Sadko's song "Play, my guselki". From the opera "Sadko". N. Rimsky-Korsakov.
Lel's third song from the opera "The Snow Maiden". N. Rimsky-Korsakov.
Guslyar Sadko. V. Kikta.
Frescoes of St. Sophia of Kyiv. concert symphony for harp and orchestra (I-I movement "Ornament"). V. Kikta
The star rolled. V. Kikta. words by V. Tatarinov.
Melody. From the opera Orpheus and Eurydice. K.-W. glitch.
Joke. From suite No. 2 for orchestra. I.-S. Bach.
Autumn. From Musical illustrations to A. Pushkin's story "The Snowstorm". G. Sviridov.
Shepherd song. On a theme from the 5th movement of Symphony No. 6 ("Pastoral"). L. Beethoven, words by K. Alemasova; Droplets V. Pavlenko. words by E. Bogdanova; The squirrel says goodbye. T. Potapenko. elephant M. Ivensen; Autumn, Russian folk song, etc.
Alphabet L. Ostrovsky, words 3. Petrova: Alphabet. R. Pauls, lyrics by I. Reznik; Domisolka. O. Yudakhina. words by V. Klyuchnikov; Seven girlfriends.
Observe for music in human life.
Making a difference moods, feelings and character of a person expressed in music.
manifest emotional responsiveness, personal attitude in the perception and performance of musical works. Dictionary of emotions.
Execute songs (solo, ensemble, chorus), play children's elementary musical instruments (and ensemble, in an orchestra).
Compare musical and speech intonations determine their similarities and differences.
Realize the first experiences of improvisation and composing and singing, playing, plastic.
stage for school holidays, musical images of songs, plays of program content, folk tales.
Participate in joint activities (in a group, in a pair) in the embodiment of various musical images.
Meet with musical notation elements. Identify the similarities and distinguish between musical and pictorial images.
pick up poems and stories that correspond to the mood of musical plays and songs.
Simulate in the graphics features of the song, dance, march.
2.09.-30.12.
Section 2:
« Music and you" -17 hours
Music in a child's life. Images of the native land. The role of the poet, artist, composer in depicting pictures of nature (words - colors - sounds). Images of the defenders of the Fatherland inmusic. Musical congratulations. Musical instruments: lute, harpsichord, piano, guitar. Epics and fairy tales about the influencing power of music.
Music in the circus. Musical theatre: opera.Music in cinema. musical performance poster,aboutgramsconcert for parents
Sample musical material.
Children's albom.Plays. P. Tchaikovsky.
Morning.From the suite- Peer Gynt. E. Grieg.
Good afternoon.M. Dubravin. elephant V. Suslov:Morning.A. Partskhaladze, words by Yu Polukhin:Sun.Georgian folk song, arr. L. Arakishvili.
Pacmopal.From musical illustrations to A. Pushkin's story "The Snowstorm" by G.Sviridov: NaigryshA. Schnittke:Morning in the forest.V. Salmanov.Good morning.From the cantata "Songs of Morning, Spring and Peace". D. Kabalevsky, lyrics by Ts. Solodar.
Evening.FromSymphonies-actions "Chimes" (after reading by V. Shukshin) V. Gavrilin: Evening. From "Children's Music". S. Prokofiev.Evening.V. Salmanov.Evening tale.A. Khachaturian.
Minuet.V-A. Mozart.
chatterboxS. Prokofiev, lyrics by A. Barto.
Baba Yaga.Children's folk game.
Everyone has their own musical instrumentEstonian folk song. Processed X. Kirvite. per. M. Evensen.
Symphony № 2 ("Bogatyrskaya").1 -th part (fragment). And Borodin.
Soldiers,bravadoyou guys,Russian folk song;A song about a little trumpeter.S. Nikitin, words by S. Krylov:Taught by SuvorovA. Novikov, lyrics by M. Levashov.
Bagpipes.AND.-FROM. BOh.
Lullaby.M. Kazhlaev;Lullaby.Gene. Gladkov.
Goldfish.From the ballet The Little Humpbacked Horse by R. Shchedrin.
Cuckoo.K. Daken.
Thank you.I. Arseev, lyrics3. Petrova;Holiday of grandmothers and mothers.M. Slavkin, lyrics by E. Karganova.
exit march; Lullaby(elephant V. Lebedev - Kumach). From the music to the film "The Circus". I. Dunayevsky:.
Clowns.D. Kabalevsky.
Seven goats.Final chorus from the opera "The Wolf and the Seven Kids". M. Koval, lyrics by E. Manucharova.
Final chorus.From the opera "Fly-Tsokotuha". M. Krasev. words by K. Chukovsky
Good elephants.BUT. Zhurbin, words by V. Shlensky;We ride ponies.G. Krylov, lyrics by M. Sadovsky;Elephant and violin.V. Kikta, elephant V. Tatarinov: Bells. American folk song, Russian text by Y. Khazanov;Where are you from, music?Ya. Dubravin, lyrics by V. Suslov.
The Bremen Town Musicians.From the Musical Fantasy on the fairy tales of the Brothers Grimm. Gene. Gladkov, lyrics by Y. Entin.
Compare musical works of different genres.
Execute musical compositions of different nature.
Compare speech and musical intonations,reveal their belonging to various genres of folk and professional music.
Improvise (vocal, instrumental, dance improvisation) in the nature of the main genres of music.
Learn and perform samples of musical and poetic creativity (tongue twisters, round dances, games, poems).
Play a trick folk songs, participate in collective games-dramatizations.
pick up images of familiar musical instruments to the corresponding music
Incarnate in the drawings, images of beloved heroes of musical works andintroduce them at exhibitions of children's art.
stage songs, dances, marches from children's operas and from film scores and show them at concerts for parents, school holidays, etc.
Compose poster and program of a concert, musical performance, school holiday.
Participate in the preparation and conduct of the final lesson-concert.
13.01.-19.05.
Total
33 hours
Calendar - thematic planning
music grade 1
skorrektypified date of the lesson
Music around us – 16 hours
And the muse is eternal with me!
pp.8-9
Understand : rules of conduct in the music lesson. Singing rules. The meaning of the concepts "Composer - performer - listener", muse. Determine the mood of the music, observe the singing setting. Possess basic singing skills. Participate in group singing. Emotionally respond to a piece of music and express your impression in singing, playing or plastic.
2.09.
Music round dance
p.10-11
Recognize by ear the main part of musical works. Convey the mood of the music through singing. Select individual features of the subject and combine them according to a common feature.
9.09.
Music is heard everywhere.
pp.12-13
Determine the character, mood, genre basis of songs-chants. Take part in elementary improvisation and performing activities.
16.09.
The soul of music is the melody.
pp.14-15
identify characteristic features of genres: song, dance, march. Respond to the character of music with the plasticity of hands, rhythmic claps. Determine and compare the character, mood in musical works.
23.09.
Autumn music.
pp.16-17
Volitional self-regulation, control in the form of comparing the method of action and its result with a given standard
30.09.
Compose a melody.
pp.18-19
Master the elements of the algorithm for composing a melody. Do exercises on your own.
To show a personal attitude in the perception of musical works, emotional responsiveness.
7.10
Alphabet, everyone needs an alphabet ... Musical alphabet.
pp.20-23
Recognize the studied works. Participate in the collective performance of the rhythm, the image of the pitch of the melody with the movement of the hands. Correctly convey the melody of the song.
21.10.
Musical instruments (pipe, horn, harp, flute)
pp.24-25
Compare the sound of folk and professional instruments. Select individual features of the subject and combine them according to a common feature. To convey the mood of music in plastic movement, singing. Define the general character of music.
28.10.
Play familiar songs.
4.11.
"Sadko" (from the Russian epic tale).
pp.26-27
Listen attentively musical fragments and find the characteristic features of music in the sounded literary fragments.
Identify by ear the sound of folk instruments.
11.11.
Musical instruments (flute, harp).
pp.28-29
Recognize wind and string instruments.
Isolate and show (imitation of the game) during the sound of folk instruments.
Perform vocal works without musical accompaniment.
Find similarities and differences in the instruments of different nations.
18.11.
Sound pictures.
pp.30-31
Musical instruments. Folk and professional music.
Recognize musical instruments from pictures.
Participate in collective singing, start and end singing on time, listen to pauses, understand conductor's gestures.
2 .12.
Play the song.
pp.32-33
Plan your activities, expressively perform a song and draw up a performance plan for a vocal composition based on the storyline of the poetic text.
Find the right sound character.
Improvise "musical conversations" of a different nature.
9.12.
Christmas has come, the celebration begins.
pp.34-35
Observe while singing singing installation, to sing expressively, to hear yourself and your comrades.
Start and end singing on time.
Understand conductor's gestures.
16.12.
Native custom of antiquity. Good holiday in the middle of winter.
pp.36-37
Recognize mastered musical works.
Define the general character of music.
Take part in games, dances, songs.
23.12.
Music around us (generalization).
pp.38-41
Express your attitude to various musical compositions, phenomena.
Create your own interpretations.
Play familiar songs.
30.12.
Music and you - 17 hours
1(17)
The region where you live.
pp.42-43
Express what feelings arise, when you sing songs Motherland.
Distinguish expressive possibilities - violins.
13.01.
2(18)
Poet, artist, composer.
pp.44-45
Define the general character of music.
Rhythmic and intonational accuracy during the introduction to the song.
20.01.
3(19)
Morning music. Music of the evening.
pp.46-49
According to the sounded fragment define a piece of music, imbued with a sense of empathy for nature.
Find the right words to convey the mood. To be able to compare, compare, different genres of music.
27.01.
4(20)
musical portraits.
pp.50-51
Listen to the musical fabric of the work.
To determine the character and mood of the music by ear.
Connect children's auditory impressions with visual impressions.
3.02.
5(21)
Play a fairy tale (Baba Yaga. Russian fairy tale).
pp.52-53
Highlight characteristic intonation musical features of a musical composition: visual and expressive.
10.02.
6(22)
Everyone has their own musical instrument.
pp.54-55
Highlight characteristic
17.02.
7(23)
The music was not silent.
pp.56-57
Determine the nature of the music and convey its mood.
Describe the image of Russian soldiers.
Empathize with the musical image, listen carefully.
3.03.
8(24)
Musical instruments.
pp.58-63
Compare the sound of musical instruments.
Recognize musical instruments by their appearance and sound.
Demonstrate playing musical instruments with imitative movements.
10.03.
9(25)
Mom's holiday.
pp.60-61
To transmit emotionally during the choral performance of songs of different nature, to improvise.
17.03.
10(26)
A wonderful lute (according to an Algerian tale).
pp.64-65
Think about the possibilities of music in conveying feelings, thoughts of a person, the strength of its influence.
Summarize the characteristics of musical works.
Perceive artistic images of classical music.
Expand words knowledge.
To convey the mood of music in plastic movement, singing.
24 .03.
11(27)
Sound pictures. Generalization of the material.
pp.66-67
31.03.
12(28)
Music in the circus.
Pages 68-69
Recognize the studied musical works and name their authors;
To convey the mood of music and its change: in singing, musical and plastic movement.
14.04.
13(29)
House that sounds.
pp.70-71
Listen to the sound of music and determine the nature of the work.
Highlight characteristic intonation musical features of a musical composition.
Emotionally respond to a piece of music and express your impression in singing, playing or plastic.
21.04.
14(30)
Opera fairy tale.
pp.72-73
Name your favorite piece and describe it.
To be able to compare, compare, different genres of music.
28.04.
15(31)
There is nothing better in the world...
pp.74-75
Through various forms of activity to systematize the vocabulary of children.
5.05.
16(32)
Poster. Program. Your musical dictionary.
pp.76-77
Draw up a poster and program for a concert, musical performance, school holiday
12.05.
17(33)
Music and you. Generalization of the material.
pp.78-79
Express your own attitude to various musical phenomena, compositions.
Create your own performance interpretations.
19.05.
Total 33 hours
Educational and methodological support
For the teacher:
1. Kritskaya E.D. Music. Grade 1: textbook. for general education institutions / E.D. Kritskaya, G.P. Sergeeva, T.S. Shmagin. - M. : Enlightenment, 2015
2.Music. Anthology of musical material. Grade 1: teacher's guide / comp. E.D. Cretan. - M. : Enlightenment, 2011
For students:
Kritskaya E.D. Music. Grade 1: textbook. for general education institutions / E.D. Kritskaya, G.P. Sergeeva, T.S. Shmagin. - M .: Education, 2015
Agreed Agreed Moshnenko
______________ / E.N. Bondina /
Protocol No. dated 2016 "____" ____________ 2016
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