The use of the project method in the work of a music director, as one of the methods of integrated teaching of preschool children in accordance with the Federal State Educational Standard for Education.

MAGAZINE Preschooler.RF

for children of senior preschool age

STATE BUDGETARY EDUCATIONAL INSTITUTION OF THE SAMARA REGION SECONDARY SCHOOL VILLAGE. PROSVET (GBOU SOSH village Prosvet) VOLZHSKY DISTRICT OF SAMARA REGION – STRUCTURAL DIVISION “KINDERGARTEN “MISHUTKA”

The project was prepared and implemented by: music director Svetlana Ivanovna Adut. Roshchinsky 2016

BRIEF DESCRIPTION OF THE PROJECT

The project is aimed at developing the musical abilities of preschool children. The project promotes the development of communication, encourages children to make discoveries and original self-expression in everyday life.

PROJECT TYPE:

• By number of participants – group
• Focus: research, creative
• Duration: short-term

PROJECT PARTICIPANTS:

• children of senior group No. 5;
• musical director;
• educators;
• parents.

DURATION: 6 weeks (July 15 – August 26, 2016)

RELEVANCE:

Musical instruments attract children's attention very much, and they want to play themselves. Children learn about the world through play, and that is why the task of organizing independent children's play activities is so urgent today.

Recently, observing children in groups, I noticed that independent musical activity has lost its novelty, children practically do not play musical instruments in groups - for them they have become ordinary, familiar, and therefore boring. It was necessary to attract children's attention to this type of activity, and for this purpose, to update and replenish the musical corners with new homemade musical and noise instruments and thus create conditions for active experimentation with sounds in order to accumulate initial musical experience.

Our ideas about the world around us are largely formed as a result of our own experience. Likewise, musical and auditory perceptions are individual in nature and depend on personal musical experience. Children's exploration of sound will help the child understand through his own touch what the sound of hitting, stroking, shaking objects can be. This is very important for the development of musical ear.

By experimenting with sounds, the child will begin to perceive the world around him differently, learn to understand the properties and quality of sounds, select a soundtrack to convey an image, and will be able to use the acquired knowledge in improvisation on children's musical and noise instruments, developing his creative abilities.

OBJECTIVE OF THE PROJECT:

• Develop musical and creative abilities based on the integration of different types of artistic and aesthetic activities through the creation of homemade musical instruments in partnership between adults and children;
• To increase children's interest in sounding objects and instruments through exercises, games, and fairy tales;
• Involve parents in joint musical and gaming activities.

PROJECT OBJECTIVES:

• Expand children's horizons through familiarization with noise and musical instruments;
• Encourage children to experiment with sound in order to establish the dependence of sound quality on the properties of the materials used. To develop children's ear for music, musical abilities (sense of rhythm, mode, tempo, pitch, harmonic, timbre hearing), tactile sensations;
• To promote the creation of conditions for the child’s creative self-expression in various types of artistic and aesthetic activities, taking into account his individual capabilities.
• Support children's initiative and desire to improvise when playing homemade toy instruments.
• Cultivate curiosity and interest in musical activities,

the ability to interact in collective music-making.

EXPECTED RESULT:

As a result of the project:

1. Children will get acquainted with wooden, rustling, glass sounds, learn to play music and improvise on homemade instruments.
2. Children will develop an interest in independent musical and playful activities, and their communication skills will develop: the ability to get along and negotiate with each other.
3. Children will learn to experiment with sounds and develop an interest in discovery and original self-expression in everyday life.

EDUCATIONAL AREAS OF PROJECT IMPLEMENTATION:

• “Artistic and aesthetic development”;
• "Social and communicative development";
• "Cognitive Development";
• "Speech development";
• "Physical development".

MAIN FORMS OF PROJECT ORGANIZATION:

Conversation, children's experimental activities, classes, making musical instruments with your own hands, consultation for parents.

PRODUCT OF JOINT ACTIVITY BY CHILDREN:

• Mini-exhibition of children's musical instruments, made by hand from waste material, created together with parents, teachers and music director;
• Musical entertainment “Let's discover the music within ourselves” with the participation of children and parents.

PROJECT ORGANIZATION:

Creating conditions for active independent musical activity of children in groups; individual and group work with children; organization of conversations and joint musical play activities of the music director and teacher with students.

PROJECT SUPPORT

Logistics:

• Music Center;
• Children's musical instruments;
• Experiment kits:

1. cups (plastic, wooden, metal and glass), spoon;
2. children's guitar and ruler;
3. candy wrappers, pebbles, coins, beads.

Interactive kit:

• Presentation “Ocean-sea blue”
• Presentation . ”

Didactic material:

• Musical and didactic games:

1. “Seven-flowered flower” (Children are asked to use noise instruments to depict the sound of thunder, rain, rustling leaves, the sound of a hammer, a drum, the sound of a sea wave, the creaking of snow (other options can be used).
2. “Orchestra” (You need to run in a circle to the music, and when it ends, take only musical instruments (or only noise instruments).
3. “Loud and quiet bells” (improvisation on musical instruments)
4. “What is extra” (Children are given cards. They must determine which type of activity on the card is extra, that is, different from the other two on the card).
5. "Musical and noise sounds"

• Music games:

1. “What does it sound like?” (The music director invites the children to close their eyes, and he plays phonograms of sounds: sea, wind, rain, clock striking, birdsong. Children guess what sounds.)
2. “One, two, three, four, five - we’re going to look for sounds.”

Plastic, wood, metal and glass.

(Children walk around the hall, look for various sounds, talk about them)

3. "Drummers"

4. "Find your instrument"

5. “Clap-slap” musical-motor game

6. “Who went out for a walk” musical-motor game (Children are divided into 4 groups. Each occupies its own house - a bear, a fox, a bunny, a wolf. Each corresponds to music of different registers. Whose music sounds, moves around the hall in accordance with the image ( motor improvisation)).

• Songs:

1. “Merry notes” (Yu Chichkov, Y. Khaletsky)
2. “Merry musicians” (b.n.m., lyrics by G. Oleinik)
3. “The Good Master” by I. Kostina
4. “Hymn to Music” A. Ermolov, S. Pärnyanen
5. “The sun is shining for everyone” A. Ermolov, V. Orlov

• Classical music:

1. E. Grieg “Morning”
2. R. Schumann “Trout”
3. M.P. Mussorgsky “Overture from the opera “Sadko”
4. V.A. Mozart "Bells" from the opera "The Magic Flute"
5. F. J. Gossec "Gavotte"
6. P.I. Tchaikovsky "March of the Wooden Soldiers"

• Illustrative material: image of children's noise musical instruments.

Project “Classical Music in Kindergarten”

Full name

Melnikova O.Yu.

Job title

musical director

highest qualification category

Place of work

Municipal budgetary preschool educational institution

kindergarten No. 33 “Pearl” of a combined type

Russia, city of Staraya Kupavna, Noginsk district, Moscow region.

CONTENT

Introduction

“You shouldn’t think that old music is outdated.

Like a beautiful true word

Beautiful, truthful music cannot become obsolete.”

R. Schumann

This statement sounds like the opinion of a 19th century musician. The question arises: how is classical music perceived now? Is it clear enough in the modern world? In different countries and among different peoples, it has always been believed that music has a strong impact on the inner world of a person. It can bring pleasure or, on the contrary, cause strong emotional excitement; is able to encourage the listener to think and open up previously unknown aspects of life. It is music that is given the ability to express deep feelings that sometimes cannot be described in words.

The most difficult area of ​​musical art is classical music. Word

“classical” implies that the work contains serious content and addresses eternal questions of human existence. Such music allows you to realize them not only with your mind, but also with your heart, not only to reflect, but also to empathize. When we hear the phrase “classical music,” the names of classical composers come to mind, such as:

J.S. Bach and V.A. Mozart, A. Vivaldi and J. Haydn, M. Glinka and P. Tchaikovsky, N. Rimsky-Korsakov, S. Prokofiev and D. Shostakovich, G. Sviridov, V. Gavrilin and others. Classical music is an integral part of our lives. Currently, at modern conferences and presentations, it is considered good form to listen to classical music, which indicates the increasing popularity of classical music. Teacher-musicians of our kindergarten believe that classical music, like no other, has the most beneficial effect on a child, contributing not only to his musical, but also to his general cultural development.

The project “Classical Music in Kindergarten” involves organizing meetings between children and professional musicians, as well as visiting children’s musical theaters, subscriptions and classical music concerts for parents with preschool children. The project is being implemented in three stages: preparatory, main, final. During its implementation, educational conversations and concerts are held using multimedia presentations, consultations for parents and educators. As a result of the project, children’s understanding of musical classics, composers, and musical instruments will expand, an interest in music and the ability to listen to it will be formed, and the quality of methodological support in the practice of kindergarten work on this topic will improve.

PROJECT PASSPORT

RELEVANCE OF THE PROJECT

“I would like with all the strength of my soul for my music to spread, so that the number of people who love it and find solace and support in it increases.”

The use of project activities in the work of the music director of the preschool educational institution

The use of project activities in the work of the music director of a preschool educational institution.

“It’s hard to imagine a person’s life without music. Without the sounds of music it would be incomplete, deaf, poor..."

“Musical education is education

not a musician, but above all the education of a person"

Sukhomlinsky

None of the arts has such an effective educational power as music, which is a means of human spiritual self-awareness.

Preschool age is the initial stage at which the child becomes acquainted with the elementary fundamentals of musical art, his personal attitude towards musical images begins to form, and the prerequisites for musical taste are laid.

The main task of the teacher is to introduce the child to the amazing and wonderful world of music, to teach him to understand this world and enjoy it, to develop the musical and creative abilities of children, to help, through the artistic perception of musical images, to realize the connection of musical art with the world around him, to form a moral and aesthetic attitude towards it, the desire to actively, creatively empathize with what is perceived.

In kindergarten, a child receives and gradually accumulates the emotional experience that allows him to navigate the perception of musical works and receives the first moral and aesthetic ideas about the environment, about relationships between people. Thanks to this experience, the child develops the ability for emotional empathy, approval of the beautiful and rejection of the ugly in life and art, and the first moral and aesthetic concepts and value orientations begin to form.

But, unfortunately, pedagogical research shows that the main problem of education is the loss of vitality and attractiveness of the learning process; less attention is paid to introducing the child to the world of art. A child is a researcher by nature and the task of adults is to create conditions for the development and formation of the best personality traits.

Having studied methodological literature: “Educational projects in kindergarten”, “Design technology in preschool educational institutions”; Project method in the activities of preschool institutions, work, TA. Danilina, I determined for myself that the use of project activities will solve this problem.

The first experience in this direction was the project “In the World of Sounds”. The topic of the project was suggested by a diagnostic examination of children's musical abilities. A diagnosis carried out at the beginning of the school year showed that children of senior preschool age have insufficiently developed musical perception, namely: the ability to listen to musical works, understand their content, and express their judgment about what they listened to. Therefore, the goal of the educational and creative project “In the World of Sounds” was to develop children’s interest and need for the ability to listen and perceive the sounds of the surrounding world, including musical ones.

Continuing work on the topic “Project activities in the musical and aesthetic education of preschool children” in the 2009/10 school year. year I developed the project “Fiery Years of War”, dedicated to the 65th anniversary of the Great Victory. I did not choose this topic by chance. Historically, love for the Motherland and patriotism have always been a national character trait in the Russian state. But due to recent changes, the loss of traditional Russian patriotic consciousness in our society has become increasingly noticeable.

In this regard, the urgency of solving the most pressing problems of instilling patriotism in working with preschool children is obvious. One of the most effective methods of patriotic education is project activity, which allows you to create a natural situation of communication and practical interaction between children and adults. The implementation of the “Fiery Years of War” project made it possible to involve various types of children's activities: cognitive, artistic and speech, games, theatrical, musical, productive. During the project, a series of thematic music classes were held: “The Long Road of War”, “Songs of Stormy Days”, a musical and educational lesson “Sounding War Monuments”, an integrated “Orders and Medals”, a musical and literary composition “Victory Day” was developed together with the teacher . This holiday has tears in our eyes.” A traveling folder “Songs with which we won” and a stand “To the 65th anniversary of the Victory” were designed. The project implied the unity of children and adults, so parents also became full participants. They decorated the corner “Heroes-fellow villagers of the Second World War”.

During the implementation of projects, I came to the conclusion that the use of the project method in preschool education as one of the methods of integrated teaching of preschoolers can significantly increase the independent activity of children, develop creative thinking, the ability of children to independently find information about an object or phenomenon of interest in different ways and use this knowledge. It also makes the educational system of preschool educational institutions open to the active participation of parents.

Work experience on the topic “Project activity in the musical and aesthetic education of preschool children” was presented at a teaching hour on the topic “Project activity in the musical development of older preschool children”, at the regional methodological association on the topic “New approaches to musical and aesthetic education of preschool age”.

Materials with work experience are posted on the website of the education department and sent to the magazine “Creativity in Kindergarten”.

Effective use of the project method involves close interaction with all participants in the pedagogical process: children, parents, teachers, speech therapist, psychologist, music director, etc. Therefore, in the future I plan to continue working on the creation and implementation of projects involving interdisciplinary connections.

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Project "Fairy Tale in Music"

Relevance

The preschool period of childhood is generally recognized as the initial stage in the development of the child’s inner world, his spirituality, and the formation of universal human values.

Introducing a child to art introduces a child to a world of exciting and joyful experiences and opens up the path to the aesthetic development of life. Art is a core component of the modern preschool educational process.

Art influences the formation of a holistic, comprehensively and harmoniously developed personality, the formation of his culture, needs, interests, abilities, motivations necessary for further successful learning, development, and socialization.

Art is the most important component of spiritual culture, which includes literature, painting, and music. All these species are connected and intertwined with each other by special bonds, deeply internal, having the same basis - the diverse manifestations of nature.

In order to form a holistic picture of the world in children, it is necessary to synthesize as much as possible the types of art that allow you to “voice” and “revive” a picture, music, and awaken a whole range of feelings and associations.

Goal: Introducing children of senior preschool age to musical culture and fine arts through organizing joint artistic and creative activities of children, parents and teachers.

Tasks:

1. To improve the conditions in preschool educational institutions for introducing children to musical culture and the fine arts.
2. Develop and systematize work to introduce children to musical culture and fine arts through the organization of joint artistic and creative activities.
3. Strengthen cooperation and interaction of preschool educational institutions with families of pupils.
4. Continue to form emotional and aesthetic orientations, bring children to an understanding of the value of art, promote the development and use of various aesthetic assessments, judgments regarding the manifestations of beauty in the world around them, artistic images, and their own creative works.

Project type: long-term, creative.

Dates: from October 2013 to January 2014

Project participants:

- children of senior preschool age,

- parents of students,

- project leaders: teacher - Muravyova M.A., music director - Enoktaeva O.A.

Description of activities during the project

Basic principles:

• developmental education;
• combination of scientific validity and practical applicability;
• compliance with the criteria of completeness, necessity and sufficiency;
• ensuring the unity of educational, developmental and training goals and objectives of the education process for preschool children;
• ensuring the integration of educational areas in accordance with the age capabilities and characteristics of students, the specifics and capabilities of educational areas;
• solving program educational problems during joint activities of adults and children, in independent activities of children, within the framework of direct educational activities and in interaction with children’s families;
• building educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes the subject of preschool education;
• assistance and cooperation of children and adults, recognition of the child as a full participant (subject) of educational relations;
• supporting children's initiative in various activities;
• formation of cognitive interests and cognitive actions of the child in various types of activities;
• age adequacy of preschool education (compliance of conditions, requirements, methods with age and developmental characteristics).

Stages of work:

1. Preparatory:

— study of scientific and methodological literature, analysis of Internet resources on this topic;

— selection of necessary materials: reproductions and musical works;

— updating the center for artistic and aesthetic activities in groups.

This project requires the active participation of parents:

— surveying parents on the topic of the project;

- meetings with parents;

— joint creation of a music library, video library;

— participation in the creation of a “mini-gallery” (paintings, portraits of the great composer, artists);

— participation in the collection of fiction on this topic (outstanding musicians, artists);

— joint meetings in the musical and creative living room.

2. Basic – practical:

During the implementation of the project with preschool children, it is planned to organize a musical and creative living room once a week

Perspective plan of a musical and creative living room in the preparatory group

Theme: "Ballet of the Unhatched Chicks"

Perception of music: M.P. Mussorgsky's "Ballet of the Unhatched Chicks".

Rhythmoplasty: M.P. Mussorgsky's "Ballet of the Unhatched Chicks".

Fiction: E. Mikhalenko “Chicken”, T. Zavadskaya “The Tale of the Chicken”.

Artistic and creative activity: “Ballet of unhatched chicks” (applique made of corrugated paper).

Multimedia presentations: “Pictures from an Exhibition” Soyuzmultfilm, 1984, “Chicken” Soyuzmultfilm, 1973.

Visual aids: Victor Gar, illustrations, reproduction of A. Kuznetsova’s painting “Kittens and Chicks.”

Theme: "Gnome"

Perception of music: M.P. Mussorgsky "Gnome".

Rhythmoplasty: M.P. Mussorgsky "Gnome".

Fiction: M. Lipskerov “The Little Dwarf Vasya”, the fairy tale of the Brothers Grimm “Snow White and the Seven Dwarfs”, T. Minchenko “The Deciduous Dwarf”.

Artistic and creative activity: “Gnome” (applique, origami).

Multimedia presentations: “The smallest gnome.” Soyuzmultfilm, 1977 -83, “Snow White and the Seven Dwarfs” (Disney), 1939, “Dwarf” https://yadi.sk/d/GtXzHemjTmrwh.

Visual aids: Victor Gar , illustrations

Topic: “Old Castle”

Perception of music: M.P. Mussorgsky "The Old Castle".

Rhythmoplasty: M.P. Mussorgsky "The Old Castle".

Fiction: Charles Perrault "Sleeping Beauty".

Artistic and creative activity: “Old Castle” (paper making, painting, appliqué).

Multimedia presentations: “Sleeping Beauty”, 1959Country: USA “Old Castle” https://yadi.sk/d/hMGe4PzETmpyu.

Visual aids: Illustrations , pictures “Castles”, reproduction of a painting by G.P. Kondratenko “Ruins of an old castle”.

Topic: “The Hut on Chicken Legs”

Perception of music: M.P. Mussorgsky "The Hut on Chicken Legs"

Rhythmoplasty: M.P. Mussorgsky "The Hut on Chicken Legs"

Fiction: Russian folk tales.

Artistic and creative activity: “Baba Yaga” (plasticineography).

Multimedia presentations: “Pictures from an Exhibition” Soyuzmultfilm, 1984 , “Ivashka from the Palace of Pioneers” Soyuzmultfilm, 1981

Visual aids: Victor Gar, illustrations, reproduction of a painting by I.I. Shishkin “Dark Forest”, I. Levitan “Birch Grove”.

Topic: “Bogatyr Gate. In the capital city of Kyiv"

Perception of music: M.P. Mussorgsky “The Bogatyr Gate. In the capital city of Kiev .

Rhythmoplasty: M.P. Mussorgsky “The Bogatyr Gate. In the capital city of Kyiv."

Fiction: Russian folk epics.

Artistic and creative activity: “Bogatyr Gate” (painting, applique).

Multimedia presentations: “Pictures from an Exhibition” Soyuzmultfilm, 1984, “Vasilisa Mikulishna” Soyuzmultfilm, 1975, “Two Heroes” Soyuzmultfilm, 1989.

Visual aids: Victor Gar, illustrations, reproductions of paintings by V.M. Vasnetsov “Three Heroes”, “The Knight at the Crossroads”.

Topic: “Limoges market”

Perception of music: M.P. Mussorgsky "Limoges Market".

Rhythmoplasty: M.P. Mussorgsky "Limoges Market".

Fiction: A. Barto “Who needs what? (At the bird market)”, E. Uspensky “Bird market”.

Artistic and creative activity: “Limoges market” (creative task for parents).

Multimedia presentations: “Bird market” TO “Ekran”, 1974, “How an old man sold a cow” TO “Ekran”, 1980, “Limoges. Market" https://yadi.sk/d/mpMjh8xsTmt2t.

Visual aids: Illustrations, reproduction of F.V. Sychkov’s painting “Collective Farm Bazaar”.

Topic: “Tuileries Garden”

Perception of music: M.P. Mussorgsky "Tuileries Garden".

Rhythmoplasty: M.P. Mussorgsky "Tuileries Garden".

Fiction: Tales about toys and children's fun.

Artistic and creative activity: “Tuileries Garden” (creative task for parents).

Multimedia presentations: “Tuileries Garden” “Pictures from an Exhibition” Soyuzmultfilm, 1984, “Tuileries” https://yadi.sk/d/AzkhZvlrTmtBy.

Visual aids: Illustrations, pictures, reproductions of paintings by K. E. Makovsky.

Topic: “Catacombs. Roman tomb"

Perception of music: M.P. Mussorgsky "Catacombs. Roman tomb."

Rhythmoplasty: M.P. Mussorgsky "Catacombs. Roman tomb."

Fiction: Myths of Ancient Rome for preschool children.

Artistic and creative activity: “Catacombs. Roman tomb" (applique).

Multimedia presentations: Presentation “Roman Tombs”.

Visual aids: Illustrations, Victor Gar.

Characteristic features of organizing a musical and creative living room to introduce children to art:

• community of arts;
• diversity of artistic and information space;
• cognition through experience, creativity;
• joint activities of adults and children;
• success, achievements, discoveries of children;
• the child's individuality as a value.

3. Final

1. Exhibition of creative works of children and parents “Pictures from an Exhibition”.
2. Making attributes and costumes by parents for the “Living Pictures” holiday.
3. Holding a holiday for children and parents of the kindergarten “Living Pictures”.
4. Presentation of the project “Fairy Tale in Music” at the pedagogical council, city conference.

Bibliography:

1. N. Basina “With a brush and music in the palm” / M., 1997.
2. I. Shtanko “Education with art in kindergarten” / M. 2007.
3. V. Stasov “Collected articles about Mussorgsky and his works” / M., 1987.
4. N. Novikov “The sound of the native string...” / Moscow AST 2006.
5. M. Karotkova “Problems of musical classics” / M., 1998.
6. M. Yuryev “M.P. Mussorgsky. Biography" / JSC "Prosveshchenie", 2005.
7. P. Solomonov “Archive of classical music” / “Music” St. Petersburg, 2001.
8. R. Petrov “Artistic trends in the musical art of the 19th century” / Moscow AST, 2006.
9. E. Fried “M.P. Mussorgsky"/"Music" St. Petersburg 2003.