Education of vocal and choral skills at the initial stage of training. Open lesson with senior choir "Kamerton"
Development of an open lesson on the subject of the choir with students in grades 1-7 (groups 1-2)
Topic: "Work on singing breath in the choir."
Lecturer: Utegenov Marat Sergeevich
Concertmaster: Andreeva S.N.
year 2013
Development of an open lesson on the subject of the choir
with students in grades 1-7 (groups 1-2)
Teacher- Utegenov M.S.
TOPIC: "Work on singing breath in the choir."
Target: Instill student skills children's choir breathe properly while singing.
Tasks:
Educational. To acquaint students with the process of singing breathing in the lesson. To give an idea of the correct singing on the breath. To teach the basic techniques of the vocal cords during inhalation and exhalation.
Developing. Enrichment and assimilation of rhythmic-melodic tongue twisters, saturated with the most difficult consonants to pronounce. Development of skills to analyze, compare the correct performance in the choir.
Educational. Raising a sense of patriotism and love for their homeland. Upbringing moral qualities students and the formation of a comprehensively developed personality.
Forms of organization of the lesson: Group, couples.
Didactic support for the lesson: TSO.
Plan:
Sun. word
Chants, exercises
Work on the repertoire of choral parts
Lesson summary
Introspection of the open lesson
Course progress.
1. Organizational moment.
Chanting: A large place in the system of choral work with children is occupied by vocal and choral exercises.
The task of the preliminary exercises is to prepare the vocal apparatus, i.e. warming up the child's vocal cords for learning and performing choral works. In the process of chanting, there is a corresponding emotional adjustment of the singers, their gradual inclusion in the choral work. The systematic and purposeful use of exercises contributes very well to strengthening and developing the voice, improving its flexibility and endurance. Singing is allotted (10 - 15 minutes).
Exercise:
Breathing is the soft attack of sound. First, inhale then, hold the breath and inhale should be active, but calm (for example: as if smelling flowers). Exhalation - should be smooth, long;
Diction, articulation - the correct formation of vowels. Consonants when singing should be pronounced as briefly as possible. Vowels should sound full, wide (for example: vowels are a river, and consonants are banks). Active work of all organs in the oral cavity. The tongue should move freely when singing.;
An exercise to expand the range (using mainly the primary sound zone from “re” of the 1st octave to “re” of the 2nd octave).
2. The mechanism of singing breathing.
In the human body, the processes necessary for its vital activity are continuously going on. The work performed by human organs - the heart, nervous system, muscles, requires nutrition. The product of such nutrition is primarily oxygen, which a person receives from the air surrounding him.
The process of taking in oxygen and giving out carbon dioxide is a continuous process. "Man begins life with the first breath and ends it with the last breath."
Chants:“Savka and Grishka made a pipe!”, “You are a cuckoo, where have you been ...”, “Chick-chirp ...”, “Kobelek”.
Breathing process during singing. The air taken during inhalation thickens under closed ligaments. Air pressure separates the bundles, some of the air escapes, and they close again. Closing of the ligaments again causes an increase in pressure in the trachea and bronchi, a new attack of air from the opening ligament occurs.
Exercises: On the consonants "C, Ch, K, G, F, X"; and on alternating syllables “ma-me-mi-mo-mu” Inhalation is made more calmly and fully. When expending breath, it is necessary to ensure that the expenditure of air is uniform and on all syllables. The articulation of syllables should be light and active. (5 minutes)
3. Work on the song " Kazakhstan-kyran dalam»
First, the children are invited to listen to the song performed by the teacher. To help children learn the melody, it should be performed in slow motion, without accompaniment, then they should be asked to sing on the syllable “la - la”, “ku - ku”, achieving a light, bright sound in performance.
To teach children to sing, conveying the cheerful, joyful nature of the song. Pay attention to the vowel "u" in the word "kuanam", and the consonant "r" "tandarymen". Vowels "ұ" "munaysan" 2nd low "d2 flat", “Munayam”, which needs to be pronounced longer. Timely enter after the musical introduction. Pure intonation of the abrupt movement of the melody - an octave up (do1 - do2) and a pure fourth down-up (si-fa-si), etc.
(10-15 minutes)
4. Repeat and reinforce the song "I'm learning English"
Work on the character of the work. Meaningfully and expressively pronounce the lyrics:
Attention
Breath
Beginning and end of singing.
To be able to merge into pure unison, listen to yourself while singing, as well as the whole choir, merging in the overall sound with the instrument and not standing out. (10 minutes)
The result of the lesson: Learned to breathe correctly, pronounce words clearly. Due to tongue twisters and chants. Thank you all for your attention!
Introspection of the open lesson
Public lesson on the topic "Work on singing breath in the choir"
I consider the choice of this topic relevant. so that students understand the process of singing breathing.
According to the declared topic, the goal was set: "To instill the skills of children's choir students, to breathe correctly while singing." decided this problem through the following tasks:
Educational:
To acquaint students with the process of singing breathing in the lesson.
To give an idea of the correct singing on the breath. To teach the basic techniques of the vocal cords during inhalation and exhalation.
Developing:
Enrichment and assimilation of rhythmic-melodic tongue twisters, saturated with the most difficult consonants to pronounce. Development of skills to analyze, compare the correct performance in the choir.
Educational:
Raising a sense of patriotism and love for their homeland. Education of moral qualities of students and the formation of a comprehensively developed personality.
The following teaching methods were used:
The method of updating the previous knowledge (to make the previous knowledge relevant at the moment).
There was a constant change in activities, which made it possible to make the lesson more voluminous, productive and constantly keep the attention of students.
The aims and objectives of the lesson have been achieved.
Plan - summary of the Open Lesson in Choir
teacher Tulina Tatyana Vladimirovna
Lecturer: Tulina T.V.
Concertmaster: Tulina T.V.
Subject: collective music making (choir)
Lesson topic: The meaning of singing in the junior choir
Form of holding: collective
Type of lesson: lesson - repetition, consolidation of skills
The purpose of the lesson: the formation of students' basic singing skills
Tasks:
Educational: the formation of students' basic singing skills. Among them we can include:
singing installation;
singing breath and support of sound;
High vocal position;
Accurate intonation;
Evenness of sound throughout the entire range of the voice;
Usage various kinds sound science;
Dictionary: articulatory and orthoepic skills
Developing:
Continuation of the formation of vocal and choral skills and abilities;
Continued development of harmonic hearing;
Development of musical susceptibility, that is, the ability to hear and listen, the ability to analyze, compare;
Educational:
Education of vocal ear important factor singing in a single singing manner;
Education of organization;
Attention, naturalness at the moment of collective music-making.
Teaching methods:
Visual (auditory and visual);
Verbal (figurative comparisons, verbal assessment of performance);
Inductive;
Deductive;
Problematic - search;
Explanatory - illustrative in combination with reproductive (vocal illustrations in the voice of the teacher and reproduction of what the children heard).
Methodical methods:
Creative tasks and questions that stimulate mental activity and create search situations;
Application of an individual approach, monitoring the development of students, group individual survey;
Encouraging children to self-control and self-esteem in the process of singing;
Variability of tasks when repeating exercises;
The representation "in the mind" of the first sound is already on the breath;
Humor, approval, encouragement of student success in order to stimulate their interest in classes, as a way to cause positive emotions that improve children's performance.
Psychological conditions in the lesson:
Creating a health-saving environment in the team
Psychologically comfortable atmosphere. emotional satisfaction;
Person-centered communication, level accounting musical development;
Accounting for individual characteristics;
Equipment: piano, chairs, sheet music for exercises and chants, choir parts, visual aids for solfegging
Lesson plan
| I. Organizational stage. | Greetings, psychological mood of students | |
| Message about the topic of the lesson and its tasks |
||
| II. Main part. | Breathing warm-up | |
| vocal exercises | ||
| Work on the work | ||
| III. Final part | Summing up (assessing the effectiveness of the lesson) | |
| Homework |
Explanatory note to the lesson summary
All vocal skills are closely related, so work on them is carried out in parallel. Naturally, each vocal exercise has the goal of developing some specific skills, but when performing it, it is impossible to ignore the rest. This is the main difficulty for little singer- to learn that in order to achieve a sustainable result, it is necessary to use absolutely all the knowledge, skills and abilities acquired in the classroom.
At the initial stage, it is necessary to cultivate these skills in their elementary form, without seeking the subtleties of this or that technique. In the future, there is a constant consolidation, development and improvement of singing skills, in-depth work on the culture and correctness of sound, the beauty of timbre, subtle and varied nuances on a more complex musical material.
You need to work gradually, without haste.
Under no circumstances should forced sounding be allowed.
You should sing in a moderate tone (not loud and not quiet).
The greatest attention should be paid to the quality of sound and freedom when singing.
Great importance has work on the evenness of the strength of sound (on one, on different sounds, on a whole phrase). It is advisable to carry out this work in an even more limited range.
It is necessary to equalize all sounds in terms of sound quality.
The systematic development of vocal and technical techniques in special exercises leads to a valuable skill - the "automatism" of their application. This principle consists in the repeated performance of the simplest operations, during which the vocal apparatus, as a self-regulating system, automatically finds the optimum, while simultaneously training the corresponding muscle systems. The skillful use of a differentiated age range, the selection of a repertoire in a convenient tessitura, the exclusion of forced sound provide natural sound, the harmonious development of voice-forming organs, and the identification of the individual timbre of students.
One of key features is the formation of the skill of "automatism" in the performance of vocal exercises, so they are always sung in a certain sequence, in a certain range, based on the primary zone of the child. After some time, even singing a cappella, the children themselves begin to sing from the usual notes, which, of course, indicates the formation of their auditory sensations.
DURING THE CLASSES
IOrganizing time.
Greeting students preparing for breathing exercises and chants.
Setting goals and objectives for the lesson.
Today we will introduce you to a new work. Is a song children's composer Alexander Vladimirovich Kudryashov to poems by Irina Yarovskaya "Funny notes". But our knowledge and skills will help us to perform the work. What should we do first of all?
The suggested answer is to sing.
Our task is to continue the formation of basic singing skills, so we carefully listen to the teacher, each other, as we sing in a team and the piano, which gives us a clear tone. Let's move on to the first step -
II Breathing exercises. (Performance of breathing exercises of therapeutic gymnastics by A. Strelnikova)
Inhale through the nose, exhale through the mouth. The shoulders should not rise, and the stomach should inflate like a balloon when inhaling, and stick to the back when exhaling.
1 inhale through the nose, 2 exhale through the mouth. The shoulders should not rise, and the stomach should inflate like a balloon when inhaling, and stick to the back when exhaling.
Hold your hand in front of your lips, palm up, parallel to the floor, fingers forward. Blow on the palm of your hand, exhale to the sound “s”, as if dosing a candle, exhaling.
The task is also only for the sound "z". Monitor the evenness of the sound so that there are no shocks and dips.
- "Hedgehog". Diaphragm exercise. Children repeatedly pronounce the sound "f", pushing each pronunciation with the stomach.
- “we warm our palms” (we breathe, as if letting off steam);
- "warm" and sing the sound "a";
Stroh bass;
Shtro-bass - howl;
Shtro-bass - the cry of a seagull;
- "brontosaurus";
Score per crescendo from 1 to 10;
Count from 1 to 10, three times "A! A! A!";
- « scary tale»;
- "brrr" (imitation of driving a car).
Chanting:
On two sounds of mormorando (singing with closed mouth); - tone equalization.
On three sounds in semitones up; - development of the same sound formation.
Singing an arpeggio triad up and down on the syllable "mi-i-ya"; - raise the palate
- "I sing, I sing, I sing" - up in semitones
- “sing loudly, sing loudly; no need to sing loudly ”; - contrast of nuances (forte and piano).
- “leli, li, le”, “bra-du, bra-do” - five sounds step by step up and down; activate the articulatory apparatus, form the position of a “yawn”, develop the ability to sing legato (connected) and staccato (jerky).
Singing the C-major scale with different durations;- development of breath length, clear diction.
The purpose of all exercises- prepare the vocal apparatus for active work and bring the basic vocal and choral skills to automatism. Each exercise has its own, specific task that children must understand. It is advisable to start the exercises with the sounds of the primary zone, moving gradually up and down in semitones through all the sounds of the range.
Children's song "Funny notes":
Conversation about the character, mood of the song;
Clapping the rhythm of the verse
Solfeggio part 1 verse (game moment) - catch up with the notes
Work on unison, clear diction, length of breath;
Pronunciation of the text, put agogic stress
Working out a rounded sound;
Your task, guys, is not only to get acquainted with the melody of the verse, but to apply singing skills:
- execution of phrases in one breath;
- singing on good footing, active, but not loud;
- combining phrases into sentences;
- take the sound “without an entrance” to it, but immediately, “from above”, intoning the given tone;
-
- to perform from beginning to end as at a concert: collected and meaningful (standing, the body is pulled up).
IIISumming up (assessing the effectiveness of the lesson):
Today we met with the song A.V. Kudryashov "Funny notes" How did we get them? (Children answer by describing the nature of the notes)
So, the notes, stepping one after another, live in the same family, in the key of C-major. We met both eighths and quarters in the text. You need to sing them very amicably, clearly pronouncing the words, intonation cleanly, listen to the volume of your voice, control your singing so that it turns into a skill.
Homework:
Learn the lyrics of the song (literary and musical). Purely intonate steps to C major.
The plan is a summary of an open lesson in the choir.
Teacher : Pozdeeva Maria Olegovna
Concertmaster Bychkova Oksana Vladimirovna
the date of the : March 1, 2017
Class : 1p.class MBU DO "Primorskaya DShI"
Item : choral class.
Lesson topic: "Game forms of work in the junior choir"
Conduct form : collective.
Lesson type : lesson - repetition, consolidation of skills and abilities.
The purpose of the lesson : the formation of students' basic singing skills through game forms of work.
Tasks:
Educational: the formation of students' basic singing skills. Among them we can include:
singing installation;
Singing breath and support of sound;
High vocal position;
Accurate intonation;
Evenness of sound throughout the entire range of the voice;
The use of various types of sound science;
Dictionary: articulatory and orthoepic skills.
Developing:
Continuation of the formation of vocal and choral skills and abilities;
Continued development of harmonic hearing;
Development of musical susceptibility, that is, the ability to hear and listen, the ability to analyze, compare;
Educational :
Education of vocal ear as an important factor in singing in a single singing manner;
Education of organization;
Attention, naturalness at the moment of collective music-making.
Teaching methods:
Visual (auditory and visual);
Verbal (figurative comparisons, verbal assessment of performance);
Explanatory - illustrative in combination with reproductive (vocal illustrations in the voice of the teacher and reproduction of what the children heard).
Methodical methods:
Creative tasks and questions that stimulate mental activity and create search situations;
Encouraging children to self-control and self-esteem in the process of singing;
Variability of tasks when repeating exercises;
Humor, approval, encouraging the success of students in order to stimulate their interest in classes, as a way to evoke positive emotions that increase the performance of children.
Psychological conditions in the lesson:
Psychologically comfortable atmosphere. emotional satisfaction;
Person-oriented communication, taking into account the level of musical development;
Accounting for individual characteristics;
Differentiated approach.
Equipment :
Piano, chairs, repertoire collection of songs, methodological guide "Game as a method of developing vocal and choral skills in 1st grade choir lessons", " Toolkit for the choir. Chants."
Lesson plan.
organizational stage.
a) greeting, psychological mood of students;
b) the message of the topic of the lesson and its tasks;
II. Main part.
1.Games.
2. Vocal exercises
3. Work on the repertoire:
"My puppy" music. Yu. Chichkova, sl. P. Sinyavsky;
"Morning" music. S. Smirnova, sl. G. Ladonshchikova;
"Dear Mama" Music. and sl. S. Smirnova;
"My Russia" music. G. Struve, lyrics. N. Solovieva
III. Final part: Summing up the lesson.
DURING THE CLASSES.
1. We start the lesson with the "Emotionally-shaped game" for breathing .
"Cake with candles" - the exercise is aimed at developing a short breath through the nose, holding the breath and a long exhalation through the lips folded in a tube, as if we were blowing out candles on a cake. The main condition is not to change your breath and “blow out” as many “candles” as possible.
"Hedgehog out of breath" - a long breath, holding the breath and a quick active exhalation on “fff...”
"The balloon burst"!
Stand up straight, in your hands (between your palms) hold an imaginary ball. Then a small hole is formed in the ball. At the sound "s-s-s-s" the balloon slowly deflates. The task of the pupils is to save exhalation as much as possible, gradually bringing their palms closer to each other (the ball decreases).
"Scuba divers!"
Imagine yourself in a pool. “Dive under the water” (inhale through the nose, and immediately pinch it with your fingers, squat down), and slowly exhale, whose breath is over - “pops up” (gets to its feet)
2. We continue the lesson: Chants:
On one sound we hold the letter "U"
"Blizzard" uuu loud and quiet
Names (sing the names of each child) (by semitones)
“Hill” (prr) with lips ... with hands we show what a high hill ...
"Growling" in the aisles of the fifth (r-r-r)) do-sol-do)
"Ha-ha" "Ho-ho" "Pro-pro" "Pri-pri" from top to bottom
yes-and-yes and-yes, zo-and-zo-and-zo, li-do-li-do ..
Dariki-dariki mosquitoes flew, sat on their heads and flew again
On two cheeks, forehead, nose, …….
3. For the development of diction and articulation
tongue twisters help us a lot. But saying them is just so boring and uninteresting. Therefore, we suggest using the following game techniques:
We speak tongue twisters with the voice of the heroes of fairy tales (Pinocchio, Karabas, Malvina, Pierrot, Artemon. Carlson and others).
We speak tongue twisters with different pitches : sometimes “sitting on the moon” - high, then “being underground” - low, then gradually “rising or descending in the elevator” - we raise the pitch.
We speak tongue twisters soft or loud by turning the volume up or down. At the same time, you can also form the skill of working on the conductor’s hand: the children react to your gestures and complete the task.
4. Dialog games
The game "Vanya-Vanya
"(we speak with different pitches)
- Vanya, Vanya?
-What, Dad?
- Have you eaten sugar?
- No, dad!
- Are you lying?
- No, Dad!
- Show your mouth!
"I'm driving a tank"
I'm riding a tank
In a hat with earflaps
I see a cow
hello cow
How are you doing?
Do you speak English
What are you calling.
“Tsygali-bugali” (different pitch, plus rhythm)
Gypsy - Gypsy
Tsa-tsa
boogali boogali
Tsa-tsa
Gypsy
Boogali-tsa
Tsygali-bugali-tsa
5. The second part of the lesson (work with song material)
Consolidation of the concepts of setting the body while singing
If you want to sing standing up -
Doesn't turn his head
Get up nice, pull yourself up
And calmly smile
If you want to sit and sing
Don't sit like a bear
Straighten your back quickly
Put your feet on the floor bolder.
Repertoire:
1. "Echo" of muses and others. O.Yurgenstein
Practicing intonation
2. "Sweet mother" Muz. and sl. S. Smirnova;
rhythmic difficulties.
6. Do not forget also about the skill of tearing off the mouth:
"The car drives into the garage"
- The mouth - the "garage" should open so that a car "drives" from the fingers into it, while not scratching the body against the walls of the garage.
- The mouth opens so that "a two-chamber refrigerator or a giraffe" can enter it.
"Walk" (author - O. Yu. Kheruvimova).
The teacher tells the story, the children perform the necessary actions.
This game helps to activate the speech apparatus, develops diction and breathing.
Once upon a time there was a little horse. She loved to run. Like this.(Children quickly “click” their tongues in a half smile (high).
The horse lived with her mother - a kind and beautiful Horse. She walked like this.
(Children slowly “click” their tongue, stretching their lips (low).
And very often the Horse loved to run with her mother in a race.(Alternately high - low, fast - slowly "click" the tongue).
But one day a strong wind blew.(Active long exhalation through the mouth 4 times). The horse approached her mother and asked: “Can I take a walk?”("Click" high from the lower sound "y" to the upper "o" - "u - o"?).
“Yes, where are you going? - Mom answered, - there is a strong wind outside.(From the top "o" to the bottom "y" "o - y".)
But the horse did not obey and ran("Click" high).
Suddenly she saw in the clearing beautiful flower. “Oh, what a charm,” thought the Horse, ran up to the flower and began to smell it. (Inhale through the nose - light, silent, exhale - through the mouth with the sound "a", slowly 4 times). Only it was not a flower, but beautiful butterfly. She fluttered and flew away. And the horse galloped on.("Click" high).
Suddenly the Horse heard a strange sound.(Long sound "shhhh").
“I’ll come closer, ”the Horse decided(“Click” high).
It was a big snake that crawled up a tree, it scared the Horse very much.(The sound "sh" is short 4 times).
During the walk, the Horse heard many unusual sounds. Here ran a hedgehog (sound "f" 4 times), the grasshopper chirped(sound "c" 4 times), flying beetle(the sound "zh" is long), behind him is a mosquito(the sound "z" is long). And the wind blew stronger and strongerprolonged exhalation ).
The horse is frozen(sound "brr" 4 times) and ran home("click" high). Her kind mother came out to meet the Horse("Click" low slowly), she began to warm the Horse(silent exhalation on the palms through the open mouth 4 times).
The task for the children: listen carefully to the introduction, tune in to an expressive performance, try to correctly intonate the melody, take a breath only after the end of the phrase.
3. "Morning" music. S. Smirnova, sl. G. Ladonshchikova;
1. work on smooth sounding, chain breathing, intonation.
4 "My puppy" music. Yu. Chichkova, sl. P. Sinyavsky;
1. Work on intonation, good articulation
2. The main task is to perform, without delaying the pace, to sing every word clearly.
Perform both works artistically, in character.
Game "Rhythm Word-Vegetables"
Ba-nan - yab-lo-ko
A-na-us - ki-wee
We pronounce a chain of two or three fruits in a clear rhythm
Tutti-frutti (spoons)
Ti-ti-taaa-ti-ti (noise makers)
Children come up with rhythmic patterns and hand movements themselves.
The monkeys woke up in the morning, stretched, smiled, yawned, made faces in the mirror, waved to each other. We decided to brush our teeth. They plucked a banana, chewed it, and suddenly the Chi-Chi monkey took the banana from the Chu-Chu monkey. Chi-chi became fun(happy lips)
and Chu-chu became sad(sad lips).
Then the monkeys began to click nuts, hid them behind one cheek, then behind the other. Then they saw a hedgehog and began to breathe like him. The hedgehog gave them a flower, and they wanted to smell it. Then a mole drove up in a car and offered them a ride. With joy, the monkeys began to kiss their nose, cheeks, chin, forehead and everything around. The monkeys began to blow bubbles. Then the monkeys began to swing on a swing (in a glissando voice) and shook the old baobab tree (groan in a voice).
10. The final part of the lesson. I thank the children for their work in the lesson. I invite the children to vote with emoticons, evaluate the lesson. After voting and summing up the results, we thank each other for the work with applause in a certain rhythmic pattern.
MOU DOD "Central Children's School of Music No. 1", Kemerovo
Development of an open lesson with the boys' choir
Explanatory note to an open lesson on the topic: “Techniques vocal and choral work in the boys' choir of grades 1-2.
…“The boys’ choir is a specific creative organism, very complex, which requires the leader of the choir to special approach and to organizational, and to educational, and to educational work in a team.
(G. Struve)
The initial stage of introducing boys to the choir is very important. For girls, singing is a natural, "feminine" occupation, they are very willing to attend choir lessons. Boys are much closer to activities related to movement, they are more interested in games, sports, and technology than girls. For the most part, boys are less disciplined, more excitable, so it is rather difficult to keep their attention during rehearsals, and the need to constantly move pushes young choristers to violate discipline. Using movement techniques in the lesson, such as: articulatory warm-up, the game "The Best Conductor", the performance of works with visual movements, the teacher allows the boys to direct all their mobility and restlessness to the development of musical material.
The main role at the initial stage of teaching vocal and choral skills is played by the repertoire. Sports, game, military songs touch the souls of the boys, which causes a lively, expressive performance of the works. For example, such a performance detail as a football whistle (the song "Unusual Football") helps the teacher to focus the attention of the choristers on the material being studied and consolidate it. Learning a piece with the help of certain movements (marching like football players, depicting the movement of a train or airplane wings with your hands, etc.) develops musical memory well and helps maintain interest in choral singing. And when there is interest, a habit is acquired for classes.
Having learned to work and get satisfaction from it, the boys treat their choir with great devotion. This solves the problem of attendance.
The skillful use of the psychological and physical characteristics of the participants in such a peculiar group as the boys' choir, with all the complexity of working with them, brings excellent results. The specific sound that the singing boys possess creates the sound of the choir, incomparable in its beauty.
Open lesson in the choir of the teacher MOUDOD "TsDMSH No. 1"
Lesson topic:"Techniques of vocal and choral work in the boys' choir of grades 1-2".
Lesson type: Combined lesson, including: learning new material, consolidating knowledge, generalization.
Target: On the example of articulation exercises, singing and working on musical works, show the methods of vocal and choral work with boys in grades 1-2.
Tasks:
Educational:
Learn a new piece using special techniques;
Consolidate the material covered;
Practice singing with movement.
Developing:
To form concepts among students: singing installation, breathing, sound science, articulation;
Develop the need for creative self-expression.
Work form: Group.
Teaching methods:
2.Practical
3.Explanation
4.Exercise
6.Competition
Lesson structure:
1. Organizational moment
2. Articulation and breathing exercises
3.Singing
5. Summing up
6. Homework.
Lesson stages
Actions of the teacher and students
Teacher questions, student responses
Time
1. Organizational moment
1.1.- Hello guys. Today in the lesson we will show the techniques of vocal and choral work: how we learn new song how we make it interesting to perform an already learned piece. Let's start the lesson as usual - with a warm-up.
What is a warm-up for? (to prepare the vocal apparatus for singing).
What is the first exercise? (for lips).
2. Articulation and breathing exercises
2.1.Articulation exercises:
Lips: “tube-thread” (pull forward and stretch to the sides, mouth closed);
Tongue: click your tongue, "watch" (take turns pushing your cheeks with your tongue);
Cheeks: inflate in turn and retract at the same time;
For the muscles of the lower jaw: open your mouth wide - count to yourself to five - close;
The same exercise, but press from below with a fist, adding a load to the jaw;
2.2.Exercises for the development of singing breathing:
- "hedgehogs" - come up with names that begin with deaf consonants, pronounce in a whisper, releasing air with force;
- "Bumblebee" - take in air in two stages, hold for 3 seconds, release slowly to the sound "z". The teacher keeps score.
What muscles have we trained? (face, mouth).
What is the name of the work of these muscles? (articulation).
What is diction? (correct, clear pronunciation).
What muscles do we train breathing exercises? (lips, belly).
3. Chanting
3.1.Exercises for the development of range and high singing position:- - "Car" - grumbling up and down along the major scale within hours 5, move along m. 2 up to the limit. (See Attachment).
- "Train" - on the vowel "y" sing b.2, non legato, start slowly, gradually speeding up. (See Attachment).
3.2.Exercises for the development of modal hearing, strokes of sound science:
Singing major scales- up with a stroke of legato, down with a staccato. (See appendix).
3.1.-Everyone imagined the car they would drive. (ferrari, ford, honda, etc.).
We imagine that the train departs from the station and picks up speed.
3.2.- What are legato and staccato?
What are the signs in the keys of D, F major?
4. Work on musical works
4.1. Work for learning: "Extraordinary Football", music. and sl. I. Reznikova.
a) showing the work by the teacher, talking about the content;
b) a competition for memorizing the words of the first verse; (who will be the first to remember the words after the teacher sings 2-4 lines);
c) repetition of words by the whole group;
d) the "echo" technique (the teacher sings a phrase - the children repeat it);
e) rhythm clapping; e) singing by hand; g) final singing of the first verse.
4.2. "We played papo-cart"
sl. A. Usacheva, music. A. Pinegina.
a) Say the words of the 1st verse;
b) Remember what words the movements are performed on;
c) Sing with movements, achieving synchronous performance.
e) Do the same tasks in each verse.
e) Complete the piece from beginning to end. Reception of the game, selection of the best conductor.
4.1. Come up with a song title; remember that it should be brief and reflect the content of the work.
Who are the main characters? (mice and kittens).
What is the nature of the song? (cheerful, humorous).
4.2.-Let's remember the words and movements that we came up with.
(to make the song brighter, more interesting, liked by the audience).
Let's choose the best conductor. I invite three participants to perform (each with a verse).
5. Summing up
Today at the lesson we learned a new song; showed the techniques that we use in working on works: "echo", tapping rhythm, singing on the hand, performance with movements, competition of conductors. Everyone gets a five.
6. Homework
Draw a picture for the song "Unusual Football".
