"Sorceress-winter in the work of artists, composers and poets." A joint project

The change of seasons is a topic that has attracted the attention of artists from time immemorial, creating in various art forms. Meanwhile, musicians, as well as poets, often interpret it in a philosophical vein, drawing a parallel between objective weather changes and a subjective sense of the transience of human life.

They pay special attention to winter, depicting it as final stage existence before disappearing into oblivion. In their imagination, along with the onset of winter, the earth falls under the power of destructive elements, and black forces of universal loneliness creep out from the depths of the human subconscious. However, there are authors who perceive winter cheerfully, finding in it a source of such pleasures as sleigh rides, masquerades, celebrating the New Year, celebrating Maslenitsa ...

Let's try to trace the path along which the composers of the 18th-20th centuries moved, depicting winter in their instrumental opuses. Dominance in these writings pure music” in most cases forces the authors to direct the associative thinking of performers and listeners in the right direction with the help of preliminary texts. For these purposes, they often use poetic epigraphs or titles, occasionally pointing out the connection of their music with any particular plot (libretto, script).

18th century

“Winter is hard, but moments of joy

Sometimes they soften her stern face ...

How happy is the one whom warmth and light

Native hearth sheltered from the winter cold, -

Let the snow and the wind be angry there, outside ... ”- these lines are included in the sonnet, which is prefaced by one of the most famous writings classical music dedicated to winter. They are the program for the fourth violin concerto by Antonio Vivaldi, which completes his four-movement cycle "The Seasons".

A. Vivaldi (1678-1741) - the largest representative of Italian music of the high baroque era. In his instrumental concerts, in particular in "Winter", the principles of program symphonism are brilliantly anticipated, which a hundred years later will be embodied in " Pastoral symphony» Beethoven. In the 19th century they were developed by Romantic composers, and in the 20th century by the Impressionists.

The themes of the three-part violin concerto "Winter" by A. Vivaldi are unusually embossed, specific, emotional and melodic in Italian. Anxiety and sublime enlightenment, dramatic tension and the charm of peace are replaced in this work so talentedly that even after the end of listening they continue to excite the imagination. It is also important that the musical language of this work echoes the language of the best works of the authors of the 20th century, created in line with neoclassical music. That is why any of the violin concertos, united by A. Vivaldi in the cycle "The Seasons", is currently in demand by listeners.

19th century

“I no longer live in myself, I am part of what I see,” these lines from a poem by J. Byron, which were often quoted by the greatest romantic composer Franz Liszt (1811–1886), can be an epigraph to many of his works created by during a creative period. The final edition of the Etudes of the Highest Performing Mastery, a cycle of 12 virtuoso pieces, the final of which is Snowstorm, also belongs to this time. This work brings to mind the composer's amazing confession: "...some kind of indefinite, but quite real relationship, an inexplicable but true relationship has been established between me and the phenomena of nature."

In the aforementioned sketch, the author vividly embodies the romantic idea of ​​a proud and suffering person who finds an echo of his own throwing in natural phenomena. Compositionally, this is expressed quite definitely: in the work one can clearly hear the interdependence of the melody-declamation, which bears the imprint of a personal tragedy, and the texture, depicting the world covered in snow whirl. All this is done with such skill and talent that gives reason to consider "The Snowstorm" one of the most striking musical sketches of the romantic era.

In Russian music of the 19th century, perhaps the most interesting pages, dedicated to winter, belong to the pen of Pyotr Ilyich Tchaikovsky (1840-1893). His attitude to this time of the year was already manifested in the first symphony, created at the age of 26. Two parts of this work have programmatic titles: "Dreams of the winter road" and "Gloomy land, foggy land." In none of the next five symphonies, Tchaikovsky would dare to resort to words, since even without this his inner life would be in full view. Meanwhile, the very first fragment of the author's first symphony indicates that we have before us a composer of the lyrical direction. In this regard, it is significant that, being already a recognized master, Tchaikovsky wrote: “The symphony ... is the most lyrical of all musical forms... Shouldn't it express everything for which there are no words, but what asks from the soul and what it wants to be expressed.

Many researchers of P. Tchaikovsky's work associate the images of his first symphony with the canvases of I. Levitan. It is known that the second part of the symphony was created by the composer under the impression of his trip along Lake Ladoga to the island of Valaam and the trip to the Imatra waterfall in the summer of 1860. It is significant that in both parts of this work the image of a winter road running along a gloomy edge merges with the hero's lyrical reflections. The art historian G. Sherikhova writes about this work: “Tchaikovsky begins his first symphony with the most delicate watercolor, supplementing it with thin strokes of the pen ... Through this unsteady drawing of nature, the unprotected beauty of living things shines through human soul for which every gross intrusion is as destructive as it is for the natural world.

No less vivid pictures of winter are created by P. Tchaikovsky and in piano cycle"The Seasons", where each month is dedicated to a play with a literary epigraph. So January (“At the Fireplace”) is preceded by A. Pushkin’s lines from the poem “The Dreamer” (1815):

And peaceful bliss corner

Cloaked the night in darkness,

The fire goes out in the fireplace,

And the candle was lit.

February - "Shrovetide" - lines by P. Vyazemsky from the poem "Shrovetide on a Foreign Side" (1853):

Shrovetide is coming soon

A wide feast will boil.

December - "Christmas" - words from the ballad by V. Zhukovsky "Svetlana" (1811):

Once a Epiphany Eve

The girls guessed:

Shoe behind the gate

Taking it off their feet, they threw it.

These plays are a kind of catalog musical language author. “At the stove” is an essay in which confidential intonations are characteristic opera arias composer. "Maslenitsa" bears the imprint of the author's symphonic scherzos, and "Svyatki" is one of the most captivating waltzes for which P. Tchaikovsky is so famous.

Another instrumental waltz that has become in the last decade calling card Russian genius, is the Waltz of the Snowflakes from the ballet The Nutcracker. A new surge of interest in this work was facilitated by the talent outstanding artist Andrei Shemyakin (b.1943): together with conductor Valery Gergiev, in 2001 he performed at the Mariinsky Theater new production"The Nutcracker". In it, A. Shemyakin not only immersed the audience in the bizarrely terrible world of images of Hoffmann’s fairy tale, but also confronted the fact of outright “sacrilege” - he released “snowflakes” dressed in black tights, dotted with dazzling white circles, onto the stage. As a result, the artist achieved an incredible visual effect: against the dark background of the scenery, the outlines of the figures of the dancers seemed to dissolve, and the “snowballs” scattered over their robes sparkled and swirled, creating the illusion of a blizzard of unimaginable beauty. Shemyakin said that the image of black snowflakes was born to him after he saw a snow whirlwind through the window against the background of the night sky.

Composers of the Russian school have always been close to the images of the fatal element that rules over human life, and in the pictures of winter they found a worthy embodiment of them. In the list of works related to this topic, one can fully include Rachmaninoff's etude-picture in E flat minor op. 33, etude by Scriabin in F sharp major, op. 42, a blizzard scene from Rimsky-Korsakov's opera Kashchei the Immortal.

Meanwhile, there is a work dedicated to the seasons, in which winter has found its devoted admirer. We are talking about Alexander Glazunov (1865-1936) and his ballet The Four Seasons (1900), conceived in the spirit of performances at the French court of the 16th-17th centuries. Glazunov's talent as a "musical painter" brightly illuminated this entire work, but it was revealed with particular force when describing the images of winter. It is known that N. L. Rimsky-Korsakov, the author of the operas The Snow Maiden and The Night Before Christmas, after rehearsing the first picture of The Four Seasons, Glazunov said: “This is one of the best winters in Russian music!” In this regard, I would like to quote the words of A. Glazunov, written by him in Paris shortly before his death: “There was no snow ...”, “I miss the northern winter, you won’t get snow here ...”, “It’s a pity that I won’t see the northern winter anymore and the sleigh, which I missed very much!

The founder of impressionism in European music was Claude Debussy (1862–1918) - French composer and musical critic. A convinced pantheist, he repeatedly voiced his creative credo: "the beauty of nature is able to excite the artistic imagination of the composer."

Debussy's need to convey in sounds the changing state of nature and magic colors her elusive beauty pushed the composer to search for new means of expression. This affected not only the musical language in the narrow sense of the word, but also the images themselves, which in his compositions are full of various symbolism. The purpose of the author is to excite the imagination of listeners, directing it into the sphere of all kinds of associations. A clear illustration of this is his prelude "Steps in the Snow". The theme of the play is “a step frozen, as if “frozen” in the texture, which hypnotizes the listener, does not let go of his attention, forcing him to continuously follow how the trajectory of the mournful path along the snowy plain is drawn and lost in the distance” (E. Denisov). Many researchers believe that such a degree of concentration of expressiveness raises the motive of "Steps" to the level of "an allegory of Time and Fate".

Unlike "Steps in the Snow", which is considered perhaps the most mysterious and strange prelude by C. Debussy, his play "The Snow is Dancing" from the suite "Children's Corner" is clear and understandable. Complementing the author's series of various toccatas, it is notable for its unusual impressionistic coloring, which "allows it to be attributed to the most interesting and innovative pages of the cycle." The piano writing of the piece "The Snow is Dancing" is transparent and elegant, which is most likely due to the "childish" nature of this music. In style, it is close to clavier works by composers of the 17th century, in particular, miniatures by L. Couperin (1626–1661).

20th century

The music of the outstanding Russian composer Georgy Sviridov (1915–1998), created for the film based on Pushkin's story The Snowstorm, is also connected with images of winter. The orchestral suite, compiled by the author in 1974 from the music for this film, brought national love to its author. Of this work, "Waltz" is the most popular - it is the most consistent with the spirit of Pushkin's story, revealing the innocence of its heroes, who are characterized by a whole, harmonious perception of life.

NATURE AND MUSIC: WINTER

Caesar Cui. Winter
Robert Schumann. in winter
Antonio Vivaldi. Seasons - Winter

1st lesson

Software content. To educate in children a sense of the beauty of nature, music.

Lesson progress:

P e da g o g. In winter, nature is so beautiful! Everything around is white and silver. Trees dress up in fluffy white snow clothes:

Here is the north, catching up the clouds,
He breathed, howled - and here she is
The magical winter is coming.
Came, crumbled; shreds
Hung on the branches of oaks;
She lay down with wavy carpets
Among the fields, around the hills;
A shore with a motionless river
Leveled with a plump veil;
Frost flashed. And we are glad
I'll tell mother winter's leprosy.
(A. S. Pushkin)

The remarkable Italian composer Antonio Vivaldi has four concertos for violin and orchestra called "The Seasons". These concerts have names: "Spring", "Summer", "Autumn", "Winter". Each concert consists of three parts. Let's listen to one of the parts of another concert - "Winter". What kind of winter do you see with the sounds of this music? (The second part of the concert sounds.)

Children. Beautiful, sparkling snowflakes.

P e d a g o g. And what kind of music is it in character?

Children. Delicate, light.

P e d a g o g. Yes. In the orchestra, jerky sounds are heard that flicker, glow, like a magical winter outfit of nature. Against this background, the violins sing warmly, gently, sincerely. (A fragment sounds.) The Russian poet Sergei Yesenin has a poem in which he speaks of the Russian birch in winter with tenderness, love, and admiration. When you listen to this part of A. Vivaldi's concerto, you remember the lines:

Birch
White birch
under my window
covered with snow
Exactly silver.
On fluffy branches
snow border
Brushes blossomed
White fringe.
And there is a birch
In sleepy silence
And the snowflakes are burning
In golden fire
A dawn, lazy
Walking around,
Sprinkles branches
New silver.

2nd lesson

Software content. To teach children to distinguish the nature of musical works that have similar names.

Lesson progress:

Educator: You listened to one of the parts of A. Vivaldi's concert “Winter”. What kind of music is in the mood? (Snippet sounds.)

Children. Tender, light, beautiful, like snowflakes flash in the sun.

Educator This music was written for orchestra and solo violin. Now you will hear two pieces with similar titles. One of them is for pianoforte. This is R. Schumann's play "In Winter". The other is for voice and piano. This is a song by the Russian composer C. Cui to the verses of the poet E. Baratynsky "Winter". What mood is conveyed in these works? (Both works are performed.) How does C. Cui's song sound?

Children. Sad, mournful, mournful.

Educator The picture of a harsh winter causes despondency, regret about the summer: the stream froze under the ice, an evil wind blows, nature is numb. (The song is performed.) And what is R. Schumann's play? (Performs it.)

Children. Also sad and plaintive.

Educator Yes, these works are very similar in mood. One is vocal, the other is piano. In R. Schumann's play, the mood brightens only in the middle part. It seems that the sun is peeping through or snowflakes are flashing, shimmering. (Performs a fragment.) But now sad, plaintive intonations return again (a fragment sounds). How consonant with this music is the poem of the poet Afanasy Afanasyevich Fet!

Just yesterday, in the sun,
The last forest trembled with a leaf,
And winter, lush green,
She lay on a velvet carpet.
Summer suddenly disappeared today;
White, lifeless circle,
Earth and sky - all dressed up
Some dull silver.
Fields without herds, forests are dull,
No meager leaves, no grass.
I don't recognize the growing power
In the diamond ghosts of the foliage.
As if in a gray puff of smoke
From the kingdom of cereals by the will of the fairies
Moved incomprehensibly
We are in the kingdom of rock crystals.

Draw at home a picture of the winter that you imagined when you listened to the music of C. Cui, R. Schumann and A. Vivaldi.

3rd lesson

Software content. To teach children to distinguish shades of moods, a change in the nature of music in works.

Lesson progress:

P e d a g o g. You listened various works about winter - a bright, tender concerto by A. Vivaldi, its second part (a fragment sounds), a sad, mournful play by R. Schumann “In Winter” (performs a fragment) and a sad, mournful song similar to it by C. Cui (performs a fragment) . Sometimes in winter it blows in bad weather strong wind, the blizzard howls:

The storm covers the sky with mist,
Whirlwinds of snow twisting;
Like a beast, she will howl
It will cry like a child
That on a dilapidated roof
Suddenly the straw will rustle,
Like a belated traveler
There will be a knock on our window.
(A. S. Pushkin)

Or Sergei Yesenin has these lines:

The blizzard sweeps the white path.
Wants to drown in soft snow.
The frisky wind fell asleep on the way;
Or go to the forest
Neither pass.

In the first part of A. Vivaldi's concert "Winter", which you will now get acquainted with, a picture of a harsh winter, rainy, blizzard, is depicted. (The first part sounds.)
You heard at the beginning uniform, abrupt chords, annoying sounds of a blizzard, sharp short gusts of wind; snow is sweeping, sharp snowflakes are falling. Nature, bound by cold, froze in a daze (a fragment sounds).

Against this mysterious background, the violin sings piercingly, anxiously, confusedly, plaintively (a fragment sounds). Gusts of wind, blizzard suddenly swoop in. The music sounds persistently, excitedly and furiously (a fragment and the entire part are performed).

Antonio Vivaldi himself wrote the following verses to this music:

Freezing over the fresh snows,
Under the sharp wind blowing in the dudu,
Run with your boots on.
And shivering and shivering in the cold.

(Reproductions of paintings can be used, consonant and contrasting in mood with the music.)

Presentation

Included:
1. Presentation - 15 slides, ppsx;
2. Sounds of music:
A. Vivaldi. Seasons - Winter. 1st part, mp3;
A. Vivaldi. Seasons - Winter. 2nd part, mp3;
C. Cui. Winter (performed by the children's choir "Harmony"), mp3;
C. Cui. Winter. Solo, mp3;
R. Schuman. Winter (piano performance), mp3;
R. Schuman. Winter (symphonic performance), mp3;
3. Accompanying article - abstract of the lesson, docx;
4. Notes for independent performance by the teacher, jpg.

creative work

• We are writing the script for the holiday "First Snow".
  Read the possible options for the holiday plan.

• Make up your plan. Write it down.

PLAN:

1. The teacher announces the beginning of the holiday;
2. Pupils read poems about the first snow;
3. Musical fragment by P.I. Tchaikovsky "The Seasons" (December).
4. Game "Don't let the snowflake fall";
5. Riddles about snow;
6. "Dance of the Snowflakes";
7. The song "Hello, winter guest!";
8. Final word.
9. The song "If there was no winter."

• Before writing a holiday script, you need to:
• write down the names of the poems to be used;

S. Zaichik's poem “Early in the morning, with my mother”; N. Voronov's poem “First Snow”; the poem “The First Snow” by I. Melnichuk; poem by S. Gorodetsky “The First Snow”; I. Bunin's poem “The First Snow”; I. Bursov's poem “The First Snow”; poem by G. Galin “Hoarfrost”; poem by S. Mikhalkov “White verses”; poem by Martynas Vainilaitis “Near the house a snowy grandfather”.

• determine the musical fragments that will sound;

Musical fragment of the Strauss Waltz " Spring voices", musical fragment P.I. Tchaikovsky "The Seasons" (December).

• find additional material in the library or the Internet ( fun tasks, games, songs about winter);

The game “Do not let the snowflake fall”, riddles about snow; "Dance of snowflakes"; Russian folk song arranged by Y. Rimsky-Korsakov “Hello, winter guest!”; song "If there was no winter."

• write an introductory word;

• assign roles;

The host is the class teacher, the participants are students of our class.

• come up with dialogues.

Scenario of the holiday "First snow"

Teacher:- Hello guys! Hello our dear guests! We have finally completed creative work writing a holiday script about the first snow and gathered today to present our joint work to you. So, the holiday begins!

(Children go on stage and stand in two rows. In the first row - readers, in the second row - children with confetti in their hands, with which they shower the stage under sounding verses).

1. Pupils read in roles the poem by S. Zaichik “Early in the Morning, Together with Mom”.

Early in the morning with mom
Mashenka went out for a walk.
Looked around - very strange,
The city is simply unrecognizable.
Everything is covered in white
Slightly sparkling carpet
Trees stand in silver
And under the white hat house.
-Mother! Mother! This is a fairytale?
For me or for everyone?
Maybe paint escaped into the forest?
-This, Masha, is the first snow.

2. The student reads N. Voronov's poem "The First Snow".

The first snow was very generous,
I just didn't calculate the strength.
He came to the city at night,
And in the morning he fell asleep, tired.
All the trees in the old park
Protected the first dream.
And it seemed that for good reason
He chose this place.
Even the wind did not dare
Break the silence here
Looked around, turned around
And sped off to the top.

3. The student reads a poem by I. Melnichuk “The First Snow”.

On the trees, on the alleys
Snow flies flour whiter,
Light-light, clean-clean,
Soft, fragile and fluffy.
Squeeze snow in hand
And we throw snowballs.
The first snow is light snow,
How happy he is for everyone.

4. The student reads a poem by S. Gorodetsky “The First Snow”.

The month began to be considered with the Sun,
Who gets up first
One, two, three, four, five,
The wind came out to fly
He sent winged birds,
A cloud of gray and shaggy.
The sky has fluffed up
Day and night it snows
And between the clouds, under the window,
Weep bitterly Month with the Sun:
One, two, three, four, five.
Who to disperse the clouds?

5. The student reads I. Bunin's poem "The First Snow".

Smell of winter cold
In fields and forests.
Lit up with bright purple
Heaven before sunset.
The storm blew through the night
And with the dawn on the village,
To the ponds, to the deserted garden
The first snow fell.
And today over the wide
white tablecloth fields
We said goodbye to the belated
A string of geese.

6. A student reads a poem by I. Bursov “The First Snow”.

Look guys
All around covered with cotton wool!
And in response there was laughter:
- It was the first snow.
Only Lyuba disagrees:
- It's not snow at all -
Santa Claus brushed his teeth
And scattered the powder.

Teacher:- All people perceive and even experience the arrival of winter in different ways, but the first snow cannot leave anyone indifferent, because everything around immediately changes, becomes bright, clean, festive. Applause to our guys.
And now we will listen to Tchaikovsky's play from the cycle "The Seasons". "December". Listening to this work, try to remember the picture that you mentally see.

Teacher:- Now, let's play a little.

7. Game "Don't let the snowflake fall".
Rules: The player takes a piece of cotton, throws it up and tries to keep it from falling by blowing on it. (under Strauss' Waltz "Voices of Spring")

8. Teacher:– Winter is often called “Witch-winter”. Why? What's magical about winter? (Children's answers are heard). Listen to the riddles and guess them:

The blizzard will calm the blizzard with a long song,
And he will cover the earth with a white tablecloth. (Snow)

On the trees, on the bushes
Flowers fall from the sky.
white, fluffy,
Just not fragrant. (Snow.)

white sugar,
white chalk,
He is also known to be white.
It will fly like fluff in winter,
Do not catch him sometimes. (Snow)

Curled, twisted white swarm,
He sat down on the ground and became a mountain. (Snow.)

How white will cover everything,
We will see with you
Will fill up all the tracks,
Houses, benches, sills. (Snow)

Winter has come, a miracle happened
The white fluff appeared out of nowhere. (Snow)

He came unexpectedly, surprised us all,
And for the guys, the desired white, tender ... (Snow.)

From the sky bag
Suddenly the flour began to fall!
Fall asleep all around -
Forest, fields, houses and meadow...
And once you take
Yes, you will gain that flour ...
Look, she's gone!
Only a wet trail remains.
What kind of weird flour is this?!
We can't see the pie! (Snow)

What is the master
Put on glass
Both leaves and herbs
And bushes of roses? (E. Blaginina. "Frost".)

9. Teacher:

- What kind of stars through
On a coat and on a scarf?
All through-cut,
And you take it - water in your hand

Guys: Snowflakes.

Teacher: The girls prepared a real "Snowflake Dance" for us. Meet!

10. A student reads a poem by G. Galin “Hoarfrost”.

Silver through the trees
The veil was thrown -
Snow-white, fluffy,
Lace beauty!
And the sad birch itself
I couldn't find out myself
So skillfully adorned
Winter tree branches...

11. The student reads a poem by S. Mikhalkov “White verses”.

The snow is spinning
Snow falls -
Snow! Snow! Snow!
Happy snow beast and bird
And, of course, the man!
Happy gray titmouse:
Birds freeze in the cold
Snow fell - frost fell!
The cat washes its nose with snow.
Have a puppy on a black back
White snowflakes are melting.
The sidewalks are covered
Everything around is white-white:
Snow-snow-snowfall!
Enough business for shovels,
For shovels and scrapers,
For big trucks.
The snow is spinning
Snow falls -
Snow! Snow! Snow!
Happy snow beast and bird
And, of course, the man!
Only the janitor
only janitor
He speaks:
I am this Tuesday
I will never forget!
Snowfall is a disaster for us!
All day the scraper scrapes,
The broom sweeps all day long.
A hundred sweats have left me
And the circle is white again!
Snow! Snow! Snow!

12. A student reads a poem by Martynas Vainilaitis “Snow grandfather near the house”.

Near the house snow grandfather
Dressed in a snow coat.
He groans all over the district,
He calls his girlfriend.
We became at full speed
Sculpt a snow woman.
And she said: - Boredom!
No granddaughter, no grandson!
We blinded and grandchildren -
Little snowmen.

13. Children perform Russian folk song in the processing of Y. Rimsky-Korsakov “Hello winter guest!”

Hello winter guest!
We ask for mercy on us -
Sing the songs of the North
Through forests and fields.
We have space!
Anywhere, walk
Build bridges across rivers
And lay out the carpets.
We won't get used to it,4 (79.45%) of 73 voters

"Winter in Music"

Purpose: To bring students to the realization that music has visual possibilities, you can hear "cold and warm" in it.

Tasks: Disclosure of visual possibilities musical art and understanding that music can depict pictures of nature.

Development of musical and auditory representations, musical and creative thinking, timbre hearing, creative abilities.

Upbringing careful attitude and love for nature, the ability to enjoy and admire it.

Music material:

P.I. Tchaikovsky. "At the Fireside" (From the cycle "The Seasons")

A. Vivaldi. "Winter" (From the cycle "Seasons")

E. Poplyanova. "Snowball"

N. Perunov. "Santa Claus" (singing)

Equipment:

piano,

Music Center

Portraits of composers (Tchaikovsky, Vivaldi)

Reproduction of I. Shishkin's painting "Winter"

Methods: observation, comparison, comparison, verbal drawing and description, dialogue, comparison

Lesson type: deepening into the topic

During the classes

Musical greeting

U .: (I read an excerpt from the poem by I.Z. Surikov "Winter")

White snow, fluffy

Spinning in the air

And the earth is quiet

Falling, laying down.

And in the morning with snow

The field is white

Like a veil

All dressed him up.

Dark forest with a hat

Covered up wonderful

And fell asleep under her

Strongly, imperceptibly:

God's days are short

The sun shines a little -

Here comes the frost

And winter has come.(:)

Q: What season is the poem talking about?

D.: About winter

DW: How does a Russian poet describe winter? (children's answers)

U .: Guys, please look at the painting by I. Shishkin "Winter". What do you see? What do you hear?

D .: Crack of branches, creaking of snow, etc.

DW: Do you think the winter is very cold? (children's answers)

DW: If you were a composer, what sounds would you use to paint cold?

(The teacher plays sounds in different registers, and the children choose them. You can invite several students to independently find these sounds on the instrument). pictorial music art thinking

DW: Poets have written many poems about nature, painters have written many pictures of nature, and composers have written a lot of music depicting pictures of nature. The composer whose music we met in the last lesson (Tchaikovsky) wrote music album, which he called "The Seasons". There are 12 pieces in the album, each of which is dedicated to a certain month of the year. For each of them, several lines from poems by Russian poets A. Pushkin, A. Maikov, A. Fet and others have been selected. In addition to the name of the month, all plays have a subtitle that explains the content of the musical picture. Listen to the first piece of the album - "Ukamelka" (January).

Hearing. P. Tchaikovsky "Ukamelka"

DW: How does the composer convey the mood of winter in music? (children's answers)

U .: Does it look like the winter depicted in the painting by I. Shishkin?

U .: In the performance of what instrument does the piece sound?

D: piano

U: Right. Well done!

U .: The same name was given to his work by Antonio Vivaldi, an Italian composer, violinist, conductor, and teacher. (Showing a portrait). There are 4 musical pictures in his work, each of which is dedicated to a certain season ("Winter", "Spring", "Summer", "Autumn"). Listen please musical picture"Winter".

Hearing. A. Vivaldi. "Winter"

DW: How does the composer convey the mood of winter in music?

D: The music is quiet, calm, smooth, gentle, kind, a little sad, etc.

U .: Does it look like the winter depicted in the painting by I. Shishkin? (children's answers)

U .: In the performance of what instrument does the work sound?

D: Violin.

U .: (I show and tell about the instrument). Vivaldi was very fond of this instrument and was a master of playing it, therefore most of his works were written specifically for the violin.

U .: That's how Russian and italian composers in their music depict pictures of nature. Do they convey the mood of winter in the same way or differently? (children's answers)

U .: And now imagine - there is white snow around us. (Together with the children we read):

white fluff,

Snow fluff -

Everything-everything-everything is in fluff around.

Fluff on hats

Fluff on coats

Fluff on the eyebrows

Fluff on the lips.

How ticklish, wow!

Who tickles?

• - Pooh! (N. Perunov)
• - We are cold. We warm the hands, we warm the legs!

The performance of the song "Santa Claus" with movements (claps, stomps) can be performed by improvising and staging according to the text.

U .: Guys, what song did we meet in the last lesson: "Snowball".

U .: So, we sing the song easily, cheerfully, provocatively, do not forget about the rules of singing.

Execution. "Snowball"

U: Well done! They sang the song merrily.

U .: Guys, today at the lesson we listened carefully and performed music. What did she draw for us?

D: Cold, snowy, frosty winter, etc.

U .: With the works of which composers did we meet?

D.: With works by P. Tchaikovsky and A. Vivaldi

U .: Yes, many composers in their compositions conveyed the beauty of the nature around us, expressed their love for it, their admiration.

Homework: Please draw the winter you heard today.

Didactic material consisting of 7 masks-bands of notes, 7 colored laminated notes on Velcro, a poster with stave and painted colored notes on it, a cape and a mask-rim for a “treble clef”, 7 cards with images of notes in pictures, pieces of 20 medium treble clefs to encourage and raise self-esteem of the child’s work in the lesson.

Musical material, including the phonogram of the song "To learn to sing" by Z. Petrova, the notes of this song for her own performance, the accompaniment of the musical chant "To-Sparrow's Nest ...".

The soundtrack of the song “To learn to sing” by 3. Petrova and A. Ostrovsky sounds. Children under the march - peppy music go into the classroom and sit down. Suddenly the music stops...

Me: Hello guys! How good of you to come! When you entered the classroom, did the music sound?

Children: March! Cheerful and joyful!

Me: Yes, you're right, but something happened to our music - it doesn't sound anymore.... The fact is that musical notes went for a walk, and when they returned, they forgot where they live! How to be guys, how to sing? What do we do?

Children: We need to find notes! Show them their house!

Choose 7 kids, put them on hoops with the same black notes with the words: “Guys, imagine that you are lost notes, very sad ...”. Open board doors.

Me: Notes! And here is your house! It's called STATE! Only it is empty….. I know who will help us!

I call Treble clef - a child dressed in a cape and a key hoop. He opens the circles on the black notes of the hoops, and the names of our notes appear to us. The treble clef points to the first note of the “DO” camp and the child with the “DO” mask gets up first and “presents” his note to us, naming a few words with her participation (house, road, hem, etc.); it is followed by the rest of the "notes".

So, the notes have found their places, and together, rejoicing at this event, we will sing a song:

DO - sparrow nest.

RE - trees in the yard.

MI - feed the kitten.

FA - an owl screams in the forest.

SALT - children play.

LA - the whole earth sang.

SI - we sing in order

To return to DO again

During the song, each "note" takes a step forward and bows. At the last phrase, the “notes” from their row make a circle and, when performed again, lead a round dance, after which all the children return to their places.

Guys, how we comfortably arranged the notes! I invite you to visit!

We are watching the presentation "Note Steps", which presents the scale in the form of steps. We sing the scale in a row and at random. Then, we play the game - "Name the note." I briefly point to the note, and the guys must name and sing it without error, taking into account the pitch of the note relative to each other.

Me: What good fellows, guys - you will not confuse them! Well, tell me a note above the "fa"? And under "si"? And who is higher - "mi" or "re"? What is the name of the seventh note?

Me: Well done! Everyone has been guessed!

For those guys who didn’t have time to show themselves or it’s clear that they didn’t understand the topic very well, I recommend doing the following blitz task: distribute 7 multi-colored notes to everyone and ask them to attach them to the corresponding note on the aforementioned camp on the board.

Me: Well, guys, we returned all the notes to their place at home. And for today's lesson, I hope they remember their places very well with your help! Let us sing for them the song "To learn to sing."

The guys stand behind their chairs, and vocal work begins on phrases. The chorus, where a pure scale is performed, can be sung acapella according to the table with a musical staff.

Farewell to the guys and a promise to each other to firmly remember the place of each note, so that, if necessary, help her find it again

tatiana skorodko

PROJECT PASSPORT

1. Project theme:

"Sorceress - winter in the work of artists, composers and poets"

2 . Relevance:

Preschool age - milestone development and education personalities, the most favorable for the formation of artistic and aesthetic culture. It is at this age that positive emotions predominate in a child, a special sensitivity to linguistic and cultural manifestations, personal activity appear, and qualitative changes occur in creative activity.

Emotionally creative The development of a child's personality is one of the main components pedagogical process. Only emotionally colored, deeply spiritual experienced child knowledge can become an effective regulator of his development. In this regard, it is also understandable to pay attention to the emotional and spiritual sphere of a person who is just entering into great life. Modern parents pay attention mainly to cognitive, intellectual development of his child, which cannot but go to damage his emotional and personal development. Already in early age the baby may show interest in music, works visual arts, poetry, theatrical performances able to perceive the beauty of the surrounding world. Namely, these early impressions enrich the emotional sphere of the child with special experiences, form the basis of his aesthetic worldview, contribute to the formation of moral guidelines.

The most important a task adult - to help the child enter the world of art, to introduce him to beautiful. Special meaning in the aesthetic education of children has their acquaintance with works of art. And the sooner the child meets this world, the better. It is very important to pay attention to the child beauty nature in all its manifestations (beautiful autumn leaves, sparkling frost in winter, multi-colored rainbow, etc., teach the child to feel nature to see its various shades.

Combination three types of art, music, painting and poetry, allows children to form an aesthetic attitude to the world and promote artistic development child by means of art based on works about winter. The interaction of colors and sounds, music and painting has existed for a long time both in nature and in art. Even Aristotle wrote that colors in terms of beauty and harmony can correlate with each other like musical harmonies.

Poetry is expands ideas about the environment, develops the ability to subtly feel the artistic form, melody and rhythm mother tongue. Poetry evokes emotions in children. response. Reading and memorizing poems allows children to catch the consonance, melodiousness of speech, and also solves the problem of forming sound culture of speech: helps to master the means of sound expressiveness (tone, timbre of voice, tempo, voice power, intonation, contributes to the development of clear diction.).

In such a combination World of Art, its imagery can be most fully and easily conveyed to preschoolers using modern techniques, technology, ICT in the context of the implementation of the Federal State Educational Standard: in poems, musical works, pictorial illustrations of poets, composers, artists. This combination is especially valuable when conducting themed leisure activities and holidays associated with the seasons with children.

In this regard, we considered it appropriate to conduct a joint project with children middle group, their parents, caregivers and music director, and, as a result of the project, evenings music and poetry "Zimushka-winter".

3. Purpose of the project: call in preschoolers cognitive interest to different types of art, to introduce children to the basics of poetic, pictorial and musical culture, awaken creative initiative.

4. Tasks:

Use elements of interpenetration (integration) in different types artistic and aesthetic activities;

Encourage children to listen musical works, learn to see the image in picturesque picture, in music and poetry;

Develop the artistic abilities of the child: musical, literary, visual, theatrical;

Interact with the family to ensure the artistic and aesthetic creativity of the child.

Expected results:

1 . Children expand their horizons about art: painting, music, poetry, and an artistic and aesthetic taste is formed;

2 . In children, the vocabulary is enriched, the vocabulary is activated lexical topic: "Winter"; the skill of memorizing poems by heart is improved;

3 . Children will get the skill of public speaking;

4. Parents will receive information about aesthetic education in preschool age and experience of joint practical activities.

6. Type of project

* by dominant activity: artistic and creative;

* by the nature of contacts: joint;

* by the nature of the content: complex, integrated;

* by the number of participants: group;

* by duration: medium duration (3 weeks)

7. Terms of implementation:(01/11/2018 – 01/31/2018) (3 weeks)

8. Project participants: children of the middle group (age 4-5 years old, parents, educator, music director.

9. Form of holding: cognitive activities, integrated and complex classes, conversations, looking at pictures on a winter theme, leisure, entertainment, didactic thematic games, independent activity children, working with parents.

10. Working with parents:

1) Conversation on parent meeting about artistic and aesthetic education in the life of a child " Aesthetic development child in the family";

2) Consultation for parents "The influence of classical music on the development of the child";

3) Consultation "How to learn a poem for a holiday";

4) Exhibition of joint parent-child works on the theme "Walk in the winter park";

Preparatory work: talk about characteristics and signs of winter; selection and learning of songs and poems about winter; acquaintance with the work of composers and poets who wrote works about winter; listening to fragments of musical works on the winter theme, conducting integrated and comprehensive classes, selecting reproductions of paintings by artists on winter theme, learning poems by Russian poets about winter by children, photographs with winter landscapes, designing an exhibition of drawings and crafts about winter, decorating a music room; writing a script and holding a joint evening of music and poetry, etc.

12. Routing project:

Type of children's activity

Reading (perception) of fiction Reading (perception) of fiction

Examination of the painting "Winter" by I. Shishkin; compiling a story - a description based on the painting "Winter" by I. Shishkin; - Reading the story of N. Nosov "On the hill";

Compilation of the story "Why do I like winter?";

Conversation "How forest animals spend the winter in the forest";

Reading and free retelling of the story "Snow Gingerbread Man" by N. Kalinina.

Winter poetry competition.

Type of children's activity

Integration of educational areas

Productive, cognitive and research activities, social and communicative development, cognitive and speech development, artistic and aesthetic development

Manual labor "Herringbone" (from eyelets);

Drawing "Spruce branch";

Application "Christmas trees-beauties";

Drawing "Who lives in winter forest»;

Manual labor " Complimentary ticket on the Christmas tree";

Sculpting, making paper toys for the role-playing game "Shop Christmas decorations»;

Drawings "Snowman" for gifts for kids.

- "Creative workshop" drawing, modeling according to the idea of ​​children.

Role-playing games: "Christmas decorations store", "We have guests."

Type of children's activity

Integration of educational areas

Musical and artistic. Speech development cognitive development Socio-communicative development

Tasks:

1. To introduce children to the work of the great composer P. I. Tchaikovsky.

2. Contribute to the development of children's dance creativity;

3. Enrich children's auditory and visual experience.

4. To cultivate emotional responsiveness to musical works of a different nature;

5. Write a script for a joint evening of music and poetry "Zimushka-winter"

Listening to works: “January. At the Fireside by P. I. Tchaikovsky, December.

Conversations about the nature of the music heard,

Repetition winter songs and games: (song "Hello, Santa Claus", game "Snowball")

Development of dance creativity: "Waltz of snow flakes" by P. I. Tchaikovsky - dance sketch;

Repetition of previously learned musical material: "Dance of the stars and the moon", "Game with a snowball".

Viewing pictures about winter:

“Winter in the Yard” by A. Averin, “Bullfinches” by N. Rogulin, “Winter has come. Childhood"

S. A. Tutunova,

By the Fireside by Lisey Martin

Type of children's activity

Integration of educational areas

Motor. Speech development, Physical development, Cognitive development

Dance of the stars and the moon;

Song "Hello Santa Claus"

Game, Speech development, Physical development, Cognitive development, social and communicative development.

Outdoor games: "In the snowballs", "Snowflakes and wind"

Didactic game: "What happens or does not happen in winter",

13. The result of the project.

As a result of the project, children developed a steady interest in the perception of works of poetic, artistic and musical genres, a desire to expand their horizons on this topic, a desire to identify and understand the connections and relationships existing in nature. In the process of getting to know music, painting and literary works, the children have replenished vocabulary, they began to express themselves more competently, with great pleasure to participate in a collective conversation; there was a desire to independently engage in creativity, to express their feelings, a positive attitude towards the world. All this contributes to the development of the aesthetic consciousness of children, the formation of their worldview.

One of the important components this project is artistic and aesthetic education: instilling in children a good aesthetic taste, the desire to listen, contemplate, learn, emotionally respond, understand, develop creatively. Children got acquainted with works of art on this subject various kinds arts - music, painting, poetry. They learned to get aesthetic pleasure from communicating with the beautiful, they became more receptive, sensitive, emotional. Children can more skillfully convey their feelings: facial expressions, gestures in their stories, drawings, musical and rhythmic movements.

14. Project final product

Joint evening of music and poetry "Zimushka - winter"

Master Class " Winter evening". See Attachment

Evening of music and poetry "Zimushka - winter"

Joint leisure with parents and children of the middle group

Target: revealing to children through the synthesis of the arts of the unique fabulous image winters.

Tasks:

1. Generalize children's knowledge about winter, consolidate the names of the winter months, broaden their horizons, enrich the auditory and visual experience of preschoolers, improve aesthetic perception works of art help children feel the beauty winter nature;

2. Continue to develop speech, thinking, perception, musical memory, children's interest in fiction and classical music;

3. Form a skill expressive readings and public speaking;

4. Arouse interest in joint communication between children and parents, develop skills for joint activities.

Equipment:

Projector, screen, music center,

Glowing stars for dancing (6 pcs.)

Costumes for performers of the dance "Dance of the month and stars",

Snowball (large inflatable ball covered with cotton,

Presentation "Winter" (paintings: "Winter in the yard" by A. Averin, "Bullfinches" by N. Rogulin, "Winter has come. Childhood" by S. A. Tutunov, "By the fireplace" by Lizi Martin)

Musical fragments: Waltz “Snowstorm” by G. Sviridov, “January. At the Fireside” by P. I. Tchaikovsky, “December. Christmas time” by P. I. Tchaikovsky, “Waltz of snow flakes” from the ballet “The Nutcracker” by P. I. Tchaikovsky.

The song "Hello, Santa Claus" by V. Semenov,

Cartoon "Once in a frosty winter"

- "Dance of the Moon and the Stars" (overture to the musical "Because winter is great"

Shaidulova)

- material for application:

oilcloth, PVA glue, brush, scissors, semolina, templates (Christmas trees, a window, a frame, for a window, a square, a triangle, A5 blue cardboard, colored paper(green, brown, silver, black, shiny stars.

Preliminary work: learning poems about winter, reading "winter" fairy tales "Frost", "Two frosts", "Lady Blizzard", listening to classical and contemporary music about winter, etc.

Event progress.

Part 1 - introductory

P. I. Tchaikovsky’s “Svyatki” sounds, children and parents enter the music room, sit down on the seats prepared in advance. slide 1.

LEADING Good evening guys! Good evening, dear adults! For the first time we gathered in the music hall in such a composition in the new year. The holidays are noisy, we met New Year, Christmas, Epiphany, but winter continues and many more winter days are ahead of us. Guys, do you like winter? (Children answer) Me too. It is mine favorite time of the year. After all, nature is unusually beautiful in winter. Everything is white and sparkling. Trees dress up in fluffy snow-white clothes. Everything around seems to be covered with a white veil, and winter draws on the glass whimsical patterns. Many poets sang the beauty and magic of winter.

part 2 - main

Our guys also did not stand aside and learned poems about winter for our today's meeting. Let's welcome the first reader.

POETRY:“Winter has come” V. Fetisov, “Winter is winter” T. Bokov, “Winter” I. Surikov, “Winter” I. Tokmakova, “Winter is not far” T. Dmitriev, “Snowstorm sweeps” S. Yesenin.

LEADING Please look at the screen. Slide 2. This is a painting by the artist S. A. Tutunov “Winter has come” Who do we see? Correctly, little boy who stands thoughtfully by the window. And outside the window it just opens extraordinary picture, since last night the whole courtyard of the house was a nondescript dark black color, and today the same courtyard looks like snow-white down scarf because all around is covered with snow-white snow. White snow swirls in large flakes and in a slow and very quiet dance.

Let's listen with you to the verses about snow and snowfall that we have learned (names of children-readers).

POETRY:“Snowfall” V., “Merry winter has come” I. Chernitskaya.

Our guys talked about the snowfall, and a real snowstorm began outside the window. Let's hear how she sweeps everything around.

Sounds "Snowstorm" by G. Sviridov, children and parents listen to a musical fragment t.

LEADING I know you want to turn white yourself light snowflakes and spin in beautiful dance. Come out guys and do the Snowflake Waltz.

"Waltz of Snow Flakes" by P. I. Tchaikovsky from the ballet "The Nutcracker" dance - improvisation

slide 3

LEADING In this weather, I want to sit in country house next to the fireplace and dream. Imagine a quiet winter evening. The crackle of wood in the fireplace is barely audible. Heat spreads throughout the room. Illustration "By the fireplace". A fragment of "At the Fireplace" by P. Tchaikovsky sounds.

The host speaks in the background of music. And snowflakes are falling outside the window. So white! So beautiful! And you can watch the snowflakes fall. They are so beautiful! Let's imagine ourselves in this room and listen to poems about snowflakes.

POETRY "We are snowflakes, we are fluffs." M. Lesna-Raunio; "Snowflakes" I. Bursov.

Sly d 4

LEADING Guys, look, while we were sitting and warming ourselves by the fire, these birds flew to us. Are you familiar with them? Correctly! These are snowmen. In winter, when everything is covered with snow, it is hard not to notice such a beautiful songbird. Let's listen to (the name of the child, he will tell about winter and bullfinches.

POETRY: "Snow Everywhere" A. Bordovs cue

LEADING Guys, do you know what the months of winter are called?

Children December, January, February.

LEADING What is the name of the first month of winter? December. (Child's name) will tell us about this month

VERSE: "December" S. Ya. Marsh ak.

LEADING And about February, we will listen to a poem that will tell us (name of the child)

VERSE: "February" (from the cycle "All the Year Round") S. Ya. Marsh ak.

LEADING February is the snowiest month of winter, with blizzards and blizzards. But it is this month that you can play snowballs from the heart, go sledding, skiing, skating.

Slide 5.

Examination of the painting "Winter in the courtyard" by A. Averin.

LEADING Let's take a look at this picture. What do you think the guys are doing? That's right, make a snowman. We will not sculpt a snowman, but we will play with a snowball. Get out all in a circle.

SNOW GAME(a / record s)

LEADING Guys and respected adults, please listen to my riddle.

Our windows with a white brush

He painted at night.

He dressed the field with snow,

Snow covered the garden.

Can't we get used to the snow

Can we hide our nose in a fur coat?

How will we go out and how will we shout:

Hello,. !

About the frost, a poem was prepared for us (children's names)

POETRY: “Frost” by V. Orlov, “Walking the Street” by S. Drozhzhin, an excerpt from the poem “Frost, Red Nose” by N. Nekrasov.

LEADING Let's guys remember how we met Santa Claus and sing a song about him.

SONG-DANCE "Hello, Santa Claus"

LEADING Would you guys like to be in the winter forest now? Admire the snow-covered edges and fluffy spruce paws? Are you afraid to meet a bear? That's right, in winter, bears sleep in a den. But here's what happened in the same forest.... Please look at the screen.

CARTOON "Once in a frosty winter"

LEADING That's how miracles happen sometimes. And I would like to invite you to listen to (the name of the child, because she prepared a poem about the winter forest.

slide 6.

POETRY: "Birch" S. Yesenin, "The Enchanting Winter" F. Tyutchev.

LEADING: Yes, it is extremely beautiful in winter! See what beautiful stars lit up in the sky! Come out, moon, stars, show us your beautiful dance!

DANCE OF THE STARS AND THE MONTH

Part 3 - final

LEADING Thank you Moon, thank you Stars! Thank you guys for such wonderful poems about winter. Thank you, dear parents, for helping the children prepare for today's poetry evening. Today, with the help of music, poetry and beautiful pictures could feel the beauty of winter nature. Did you like our musical lounge. What do you remember the most? (Answers of children and adults)

LEADING But our evening does not end, and we invite you to take part in the creation of a joint work called "Winter Evening". You can show your imagination and depict your impressions of what you see in joint work.

MASTER CLASS together with parents on the production of work using non-traditional materials "Winter Evening".

LEADING gives detailed instructions on making collaboration, shows possible variant performance, at the end of the event praises and invites everyone to go to the center of the music hall and demonstrate their work.

LEADING I hope that you enjoyed tonight, from communicating with children, from seeing wonderful paintings and classical music. Thank you for your attention! Come to us again. Goodbye! Until new creative meetings!