Outline of an open lesson on pop vocals. Education Portal Exercises to train singing breathing
Municipal budgetary educational institution
Additional education for children "Center for Children's and Youth Creativity"
municipality urban district Krasnoperekopsk
Republic of Crimea
methodicaldevelopmentopenclasses
« Development vocally - singing skills pop
performance V ensemble »
(using combined technologies:
gaming and technology collective creative activity)
for students of the middle group (9-12 years old) of the vocal ensemble "Magnolia"
MBOU DOD "Center for Children's and Youth Creativity"
Prepared by Belkina Natalia Victorovna,
teacher additional education
first qualification category
vocal ensemble "Magnolia"
Krasnoperekopsk
Explanatory note
Lesson topic:"Development of vocal and singing skills of pop performance in the ensemble"
The lesson is held in the vocal class at the MBOU DOD "Center for Children's and Youth Creativity" under the program "I want to sing beautifully", in middle group ensemble (9-12 years old).
Lesson type: educational and practical, complex.
Form: conversation, game training.
Technologies and methods
Technologies:
health-saving.
communicative;
cooperation;
Methods:
pedagogical methods: dialogue, explanatory and illustrative, game, theatricalization, conversation;
organizational methods: group, work in pairs.
Target: development of ensemble singing skills and artistic taste, teamwork skills and the formation of self-organization and creative activity skills.
Tasks:
to form a steady interest in the training material;
develop special musical abilities;
to form performing skills, develop independence, initiative and improvisational abilities;
promote a strong desire to work in a team;
educate the ability to take care of their health.
Methodological base
This lesson is based on the concept of N. E. Shchurkova of a personality-oriented orientation and technology of the game, communication and cooperation (founded by the teacher - innovator Shalva Aleksandrovich Amonashvili), the training of speech singing by the American teacher Sett Rigz and educational program additional education for children "I want to sing beautifully."
Distinctive features this lesson
positive emotional impact music and an atmosphere of goodwill for the child, which contributes to the creation of a favorable psychological climate;
the time of children's activity is comparable to the activity of the teacher;
communication style is interactive;
the lesson is built on the principle of consistency and complexity;
summing up is carried out in the form of reflection;
is aimed at developing social and communicative competence, and in particular: accepting the value of each other as a person, developing partnerships
Benefits of this development
With the help of this development of the lesson, the selection of training vocal exercises, you can effectively influence the group of children, developing unison performance, correct incorrect extraction of sounds when singing, help children relax and communicate freely in a group of peers.
Necessary equipment and materials
The lesson uses audio and video equipment, visual aids, notes. Sunbeams for distribution to children, cardboard sunbeam, balloons, markers.
Expected Result
Creation of a friendly atmosphere;
correct execution of breathing and articulation exercises;
clear unison sound in the ensemble;
strengthening the skills of correct singing through exercises and game training;
accepting any child as a partner;
Lesson plan:
Greetings, music screensaver.
II. goal setting
Repetition of the material covered, announcement of the goal, motivation.
III. main stage
1. Educational training:
warm-up;
chants;
gamerhythm.
2. Practical part of the lesson
conversation, acquaintance with the basic concept of "ensemble";
analysis of the song, work with the text;
IV
Reflection "Sunny Bunny".
Summarizing.
Optimization and encouragement from the teacher.
Lesson progress:
I.Organizing time
Hello children. I am very glad to see you in class today. It’s spring outside our window, the sun is warming up warmer, and in our class today it should also become warmer and brighter from your smiles. The sun's rays shine not only through the window, but will be a reward to everyone for your efforts.
II. goal setting
In the last lesson, we sang vowel sounds. Tell me, please, what is a "shutter" and how does it work when singing in a pop manner? (children's answer is “curtain”, this is the position of the lips when singing, position is maintained throughout the entire process of singing). How are vowels sung, what other vowel sounds do they approach in the manner of singing? (and - a, and - oh, a - and,
a - o, y - o, y - a, o - a, o - and, e - a, e - and).
Today we will do exercises that will help us sing in an ensemble. We continue to improve our vocal skills, so that later we can please ourselves and others with the right singing.
Teacher: Why should we please others?
Children's answer.
Teacher: Can you be happy alone? There will be more in the world happy people if you make someone else happy?
Children's answer.
Today your joy is a ray of sunshine. If the sun has one ray, will it shine brightly? What if we give joy to others? Will the sun shine brighter? (the sun will have more rays, it will be able to shine very brightly).
III.Main stage
1. Warm up
Chinese breathing exercises (Chinese slow music).
Facial muscle training, articulatory warm-up ( fast music).
Exercises for training singing breathing.
2.Chanting
During the chanting, the teacher pays attention to correct setting lips. "Shtorochka" should work with any sound.
How are the lips positioned while singing the sound "A"? ( children's answers) Maintain position while singing all the vowels. While singing the highest sounds, imagine that you need to pronounce the sound while standing on the roof of a multi-story building so that the sound goes down. If you want to sing a very low sound, you need to imagine that you are singing from a well in order to direct the sound upwards.
1. - A - I - U - IU - IU - A - singing on a major triad.
The teacher monitors the situation speech apparatus while singing vowels.
2. - BRA - BRE - BRI - BRABREBRIBROBRU.
work with the sound P, change the first sounds STRA, GRA, BRA.
3. - I SUMMER - A - Yu - octave, jump.
The upper note sounds soft and imperceptible, the lower sounds are taken correctly and brightly.
4. - Vibration of the lips, relaxation, singing to an extended triad The exercise is done in order to relax the lips, to prepare for the execution of tongue twisters.
5. Singing the tongue twister “The bull is stupid, the bull’s white lip was stupid ».
Work in pairs, convey the tongue twister first in a whisper, then sing, speak only with your lips, without sound.
Teacher: Why do we pay so much attention to chants in class? ( to freely take the most high notes in a song to hear each other, then to sing harmoniously and speak the lyrics well).
3. Igrorhythm
Now we will do exercises that will help us keep the rhythm of any work together. They must be carried out clearly and amicably,
1. ON THE PO-LA-NOT AT THE RE-KI / VERY EVIL-E-KO-MA-RY,
we walk we clap
ONE, TWO, DON'T YAY, / FAST-RE-U-BE-GUY.
We step we clap
2. Work in pairs "Mirror", improvisation.
On a given account, come up with a rhythmic pattern. The one standing opposite must repeat it after the other.
3. And now let's sit down and listen to the birds singing (cuckoo, flycatcher, owl, warbler), (1 -2 min) ( audio recording of birds)
Bird trills are also music, they have their own melodies and their own rhythm. Try to say with the help of rhythmic claps, which bird song did you like the most? ( improvised children's answers)
Turn.
2.Practical part of the lesson
1. Conversation
Tell me, please, why do we sing and do breathing exercises at the beginning of our lesson? ( the teacher summarizes the answers)
That's right, in order to train the diaphragm so that there is enough breath to finish and start a phrase in a song together in order to sing correctly. Why do we have to do everything together? ( because we are an ensemble, a collective).
Ensemble (French) -
mutual consistency, harmonious unity of parts;
artistic consistency of performance;
a group of performers acting as a single artistic group.
What bands do you know?
What is the difference between ensemble singing and solo singing?
What is the difficulty of ensemble singing?
We just need to sing everything correctly, do everything together and amicably, because we are a team!
2. Analysis of the song, work with the text
The teacher distributes to the children the words of the song "Balaganchik" by V. Ososhnik, see Appendix No. 2). The children know the song.
Questions for the lyrics:
Why is the song called "Balaganchik"?
What picture comes up when you listen to the song?
How many verses are in the song? How many choruses?
What is the nature of the song? (children's answers).
What is the tempo of the song? ( children's answers).
Show, please, with the help of claps the rhythm of the verse and chorus.
Look at the lyrics. Read the first sentence. What is the most important word in the first sentence? Maybe it's just a few words? ( children's answers) Children can name several key words in a phrase. Help children make logical stresses in a sentence.
“When the BLOWING SINGS outside the windows, the old HOUSE opens the doors for us”
Sing a phrase with logical stress. In order not to make unnecessary stresses in a phrase, it is better to mix vowels in keywords. The phrase should look like this:
When outside the windows a snowstorm sings winds the door of an old house - consonants and vowels are highlighted, clearly pronounced when singing.
The applause of the mix does not, here EchoskAzokChildhood you no longer live.
We will get a creaky chest, and lift the lid on the NAME of the STUK.
preludijuv yugis Play The Musician Ant,
on thin ropes
Give markers to highlight stressed vowels and clearly distinguishable consonants. The work is carried out jointly with the teacher, in the future it is homework.
ensemble singing
Teacher: - Let's try to perform a song taking into account stressed words, vowels, highlighting consonants at the end of phrases.
Teacher: - Well done! You are doing everything right, and most importantly - together. Now get into pairs and sing the song as if you were telling each other the story. Remember expressive performance. Do not forget about the position of the lips while singing, listen to each other, try to keep the ensemble.
Children sing to each other, at the end those whose friend sang correctly raise their hands. If there are children who were not praised by friends, the teacher finds positive moments in their performance, and also gives an assessment.
Let's learn the chorus parts.
First, we sing the first part with accompaniment, then we learn the part of the second voice.
We connect the parties first without music, carefully listening to each other.
And now you need to sing a song, as if you are performing at a spring concert - together, harmoniously, all together as an ensemble! If it doesn't work, sing again.
Well done boys. I see that you have tried very hard, and you have a wonderful ensemble!
IV. The final stage of the lesson
Now we will stand in a circle, I will pass a sunbeam around in a circle, and you will say what you liked most about the lesson, tell us what feelings you had during the lesson, how you feel, and how you think it turned out Are you an ensemble today or do you need to try harder ( children's answers)
It is very important for us to work TOGETHER in class, because each of us individually is a ray, and together we are the sun. The teacher distributes sunlight to all children. The beams stick to sunny bunny, it turns out the SUN. ( Sounds recording of the song performed by the ensemble "Barbariki")
"If a friend does not laugh,
You turn on the sun for him
You turn on the stars for him - it's simple.
And when it is necessary, all friends will be there,
To turn on the sun or the stars for you"
Goodbye, children.
Literature:
A. N. Petrova "Stage speech", M., "Art" 1981
I. P. Kozlyaninova "Stage speech" M., "Art" 1976
E. S. Zenovich “Dictionary foreign words and expressions "M.," AST Publishing House "2003.
E. O Yaremenko “Programmatically - teaching materials. Music "M.," Bustard "2001.
O. Daletsky, Literary and musical almanac "Youth stage", "The art of teaching singing", No. 5 - 6, 2007.
http://alekseev.numi.ru songs and music for children's groups
http://proekt-obrazovanie.ru (EOR in various areas. A piggy bank of presentations on the subjects of Art, traffic rules, Music, etc.)
APPENDIX №1
Chinese breathing exercises.
Promotes concentration on your feelings, develops imagination, adjusts attention, relaxes muscles, creates positive attitude. Can be done lying down if conditions permit.
Inhalation counts as one, two, three. The exhalation is twice as long, i.e. 1.2.3.4.5.6. Inhalation and exhalation occur calmly, without straining.
"Spring"
inhale - We imagine that our body is a spring. It stretches all the way to the sky.
Exhale - The spring is compressed as tightly as possible. In this case, the body does not move, everything happens only in the imagination.
"Stone, Cloud"
inhale - the body turns into a light weightless. cloud,
Exhalation We turn to stone. The stone is very heavy, the whole mass presses on the floor.
"Point, Universe"
inhale - we are spreading all over the universe, as long as the imagination is enough.
Exhale - the body "shrinks" into a small point.
"Jug"
Our body is a jug, it is filled with clean cool water, and muddy water pours out.
Inhale - a pitcher is filled with water,
Exhale - water pours out.
At the end of the gymnastics, inflate balloon Hic, exhaling all the air into it.
Articulation workout.
Work in pairs.
Smiled at each other, showed piglet. ( repeat several times)
Pigs are very fond of frolicking, pronouncing the sounds "U - I". At the same time, the lips work like a sign language interpreter.
Exercise "Horse" - clattering tongue.
The lips resist the tongue.
Exercises for training singing breathing
"Inflate the Ball"
Standing straight, back straight, take a short intense breath through the nose, “into the stomach”, while the stomach should protrude forward like a ball. The exhalation with the sound “s” is long, as long as the breath is enough (feel how the breath rests on the diaphragm).
"Swing the tummy»
Work with the abdominal muscles, regardless of breathing. The abdomen protrudes, collapses.
« Shooting Sounds»
Without sound, with force, pronounce the sounds P, T, F, S. PPPP - TTTT - FFFF - SSSS. The exercise is performed with acceleration. After the effective implementation of the exercise, the throat “colds”.
« Raise your feather"
Imagine that a feather is flying above you. Blow up so it doesn't fall.
"Blow out the candle"
The teacher stands in front of the children.
Imagine that my hand is a candle. Having taken in air, you need to send it in such a way as to blow out this candle.
Application №2
"Balaganchik"
music and sl. V. Ososhnik
When a snowstorm sings outside the windows,
We open doors an old house.
He calls with applause,
Here is the echo of childhood fairy tales
Doesn't live anymore.
Get a squeaky chest
And let's lift the lid.
Musician play the prelude of the blizzard,
But Pierrot cries
Pierrot is crying
Fun, fun in the booth.
Let's throw coals in a cold fireplace,
Let's sit by the fire and talk.
Let's get a dusty album
As before, a noisy holiday will meet the old house.
Get a squeaky chest
And let's lift the lid.
Play the prelude of the blizzard, musician,
On thin strings, all the dolls will line up.
But Pierrot cries
Cold, cold little fingers.
Pierrot is crying
Fun, fun in the booth
Application №3
Singing vowel sounds
I (A) O (A)
I (O) O (I)
A (I) E (A)
Goals:
- to acquaint with the concepts in singing - ensemble and system;
- to achieve stable intonation of monophonic singing;
- introduce the types of two-voice singing: the opposite movement of voices, the movement in parallel intervals canon;
- to achieve stable intonation of two-voice singing;
Tasks:
educational:
teach: correct singing breathing; singing a song in unison; singing a word on a yawn; clear chanting of consonants and vowels. developing:
formation of correct academic performance; development of a sense of rhythm, attention, imagination; development of auditory musical memory, singing emotionality, expressiveness, vocal articulation, singing breathing. educational:
foster a culture of behavior; cultivate the ability to work in a team.
Teaching methods: conversation, comparison.
Equipment:
recording of the song "The Lion and the Barber";
cards with the words: choir - good, C-PART-E, combining parts into a single one;
score of the song "Children of the Sun" music. E. Krylatova sl. Yu.Entina;
DVD player;
minus phonogram of the song "Lunatics" muses. L. Rubalskaya, sl. B. Saveliev.
Course progress.
1. Organizational moment.
- Greetings.
- Checking readiness for the lesson.
2. Chanting.
We begin each lesson by rubbing our fingers. Why are we doing this? (there are points on the fingertips that are responsible for the work of all organs, we do this so that our whole body helps our ligaments when singing.)
And now let's move on to articulation gymnastics. What is the articulatory apparatus? (tongue, lips, hard and soft palate, lower jaw.)
Exercises:
- Football (tip of tongue moves from right cheek to left)
- We brush our teeth from the outside, from the inside.
- The tongue draws a path across the sky inward.
- Movement of the lips from side to side, circular movements.
Where does the singing process begin? (with breath)
Where do we send air when we inhale? (in the stomach). The body is free, the shoulders are lowered.
Exercises:
- Inflate the balloon (inhale through the nose, fix the breath, exhale to the CCC, the air comes out, the balloon remains.)
- A short breath into the stomach, a short exhalation to “shoo”, “quiet”.
- Riding a motorcycle (arms outstretched forward, inhale - counter-stroke brushes, bartack, exhale on RRRRRRR).
- Feet shoulder-width apart, arms at shoulder level, bent at the elbow parallel to each other. We connect the elbows inhale, elbows to the sides, bartack, body down. Exhale on "Ha".
Tongue Twisters:
- The bull is stupid, stupid bull, the bull's white lip was stupid.
- The ships tacked, tacked, but did not catch.
- Duck vostrohvostachka dived and emerged, emerged and dived.
- There is a priest on a shock, a cap on the priest, a shock under the priest, a priest under the cap.
- As on a hill on a hillock lived 22 Yegorka. One Yegorka, two Yegorkas, etc.
The attention of the teacher should be directed to:
- muscle freedom;
- correct posture;
- active work of the muscles of the respiratory-voice support;
- the ability to take a breath and expediently distribute the exhalation;
- operation of the resonator system;
- general intelligibility of speech;
- rhythmic precision.
Text pronunciation options:
- active exhalation at the end of the phrase (patter "Bull");
- pronunciation with different intonation (surprise, joy, indignation), a change in the semantic center ("Duck");
- use of verbal action ("Pop").
1. Singing with your mouth closed. During singing to a closed sound, the development of resonators occurs.
Rising up the sounds, follow the unchanged position of the larynx.
3. Development of the correct attack.
Follow the freedom of the lips and an even filled sound when moving to the head register. The slower the vibration speed, the better.
5. Development of jaw mobility.
7. High larynx training.
 |
You should not pinch the sound of "her" in the nose. It will be quite “nasal” due to the exaggeration of the “n” sound.
3. Actualization of knowledge.
Hearing
Now we will listen to the song "The Lion and the Barber" performed by the Remake group. Pay attention to how this work is performed. Accompanied by a musical instrument or unaccompanied? Is it one-voiced or will there be several voices? What do the performers represent (imitate) with their voice? Whether there is a main voice Or are all voices equal in sound to each other?
The song "The Lion and the Barber" sounds
So, was the work with accompaniment or a cappella? (a cappella) Is it monophonic or did it have several voices? (several votes) Are all voices equal or are there solo parts? (one voice - solo part) What was the escort role? (the role of accompaniment was performed by other voices) What they tried to portray, imitate the rest of the voices (sound of various musical instruments)
4. Motivation and goal setting
Voice unique musical instrument, they can portray a lot. Now we know that a lot can be portrayed with a voice. Even how many small streams flow into one river. One voice - the main one - leads the melody, the rest will have to "pour" their voice into the overall sound. But at the same time, without interrupting each other and listening to the main one. With such a harmonious, harmonious singing, you get a "full-flowing, full-sounding river." Therefore, the theme of our lesson "Sounds Living in Unity" .
Do you like to sing along? Why is it better to sing in chorus? (Hoor-good!)
What is good? When is a person good? (Then, when a person is surrounded by friends, when there is mutual understanding between people, they are connected good relations taking care of each other. When peace and friendship reign in society, then everyone is happy.)
Read the word that is written here (C-PART-E. C-connection of PARTS in E-one).
5. Primary assimilation of educational material.
The choir consists of different voices, parties. When the group is large, it is called a choir, and when the composition of the singers is small, it is called ensemble. What is the name of singing when all members of the ensemble sing in one voice? (unison) Do we always sing in unison? (No) Each party can have its own voice, its own role. Everyone in the ensemble listens, complements and enriches each other. The voices of the singers are different, but they do not stand out. They affirm not themselves, but the whole. When everything is interconnected, everything is in time and in place, then harmony and beauty are born. When there is agreement between sounds, they complement each other and thus give rise to harmony. This harmony will also be called an ensemble. Vocal ensemble is the combination of all vocal elements into a single whole. So, what meanings of the word ensemble did we meet today?
8. Summing up the lesson and reflection.
- What new concepts did you learn in class?
- Meanings of the concept of ensemble.
- What did you remember most about the lesson and what did you like?
- Performance of the song "Lunatics" by the muses of L. Rubalskaya, lyrics. B. Saveliev.
List of used literature.
- Dubrovskaya SV The famous breathing exercises of Strelnikova. – M.: RIPOL classic, 2008.
- Emelyanov VV Voice development. Coordination and training. - St. Petersburg: Publishing house "Lan"; Publishing house "PLANET OF MUSIC", 2007.
- Box V.I. "Vocal in popular music" M., 1989.
- World vocal art. Grades 1-4: program, lesson development, guidelines/ aut.-stat. G. A. Suyazova. - Volgograd: Teacher, 2009.
- Teaching methodology pop vocals « clear voice» / Comp. T.V. Okhomush
- Morozov V.P. Art of resonant singing. Fundamentals of resonance theory and technology. - M., 2002.
- Romanova L.V. School of pop vocals. - St. Petersburg: Publishing house "Lan"; Publishing house "PLANET OF MUSIC" 2007.
Hello, friends!
The school year is coming to an end. And this means that soon we will plan work again - competitions, events, methodological reports and open lessons. I am often asked what topic to choose for methodological report or open class. You can answer, of course, the one that interests you, which is more important for work.
But today I have prepared examples, and you can choose a suitable topic from this list.
The list, of course, does not claim to complete collection essays. I just remembered the topics and methodological reports that were discussed at a meeting of the vocal and choral department at our school.
Topics of vocal lessons and methodological reports
— The main forms of education in the Moscow School
- singing installation
- The structure of the organs of voice formation
— Determining the type of voice
- Work on sound production
– Development of high-quality intonation among students
- Singing in a high position
- The structure of the vocal apparatus
— Sound generation
- Correct formation of vowels in combination with consonants
— Articulation gymnastics
- Development of a "round" sound
— Development of voice range
- Singing and speech breathing
– Development of singing breathing with the help of exercises
- Development musical ear
- Developing a sense of rhythm
- Analysis of the work
— Development of vocal and technical skills
– Development of attention and memory
- Work on strokes
— Work on cantilena
- Work on in an artistic way works
— Digital poetry. Development of emotionality and artistry of children
— Interdisciplinary connections: a lesson in the specialty and musical-theoretical subjects
— Formation of performing skills
— The concept of resonators
— The concept of vibrato
— Security children's voice
- Removal of muscle clamps
- Singing on a pole and sound attack
- Vocal orthoepy
— Performing language of music
— Independent work Houses
– Work on the mobility and flexibility of the voice
- Working on dynamic shades
– Formation of vocal and stage skills
- Strong-willed qualities of the vocalist
— Preparing for the performance
- Facilities artistic expressiveness
— Work on the concert repertoire
– Development and education of the voice of children
- Work on smoothing registers
— Semantic unity of vocal text and music
- Working on technique
– Activation of the educational process
– Innovative teaching methods
– Methodology for conducting a lesson in music school(topic for a methodological report)
— Public lesson at a music school (topic for a methodical report)
SAINT PETERSBURG STATE BUDGET EDUCATIONAL INSTITUTION
ADDITIONAL EDUCATION FOR CHILDREN
"St. Petersburg Children's Art School No. 19"
OPEN LESSON ON SOLO SINGING
«WORK ON VOCAL BREATHING AND CORRECT SOUND PRODUCTION IN THE JUNIOR GRADES OF THE VOCAL-CHORAL DEPARTMENT AS A NECESSARY CONDITION FOR THE FORMATION OF SINGING SKILLS»
Teacher - Elizaveta Borisovna Bokova
Concertmaster - Anastasia Alexandrovna Klimanova
Saint Petersburg
November 26, 2012
Introduction
This open lesson is dedicated to working on correct breathing while singing, as well as how to correctly explain and show the child the right way to sing, so that the voice always sounds loud and not strained, regardless of the registers and nuances in the vocal work.
Often, during classes, teachers forget about the importance of proper breathing, and yet it is the basis of a long and harmless use of his vocal apparatus for the singer.
It is very important to explain to the child that “breathing deeply” is a myth, because the most correct, useful and natural breathing, which, by the way, all newborns and small children breathe, is not chest, but is performed with the movement of the abdomen (diaphragm), as well as small (i.e., with it you don’t need to “inflate” much). It is also important to explain to the child that breathing is, first of all, relaxation, so that he does not pinch when taking air from effort (as often happens), to explain that with proper breathing, there is a feeling that you take air with the stomach, and not with the lungs, and all the air goes as if immediately upon inhalation into the tummy according to sensations.
It is very important to explain to the child why such breathing is so important. You need to tell him, of course, in simplified form that with improper, chest breathing, we take air with that part of the lungs (the upper part, in which the shoulders also rise), around which there are no muscles, and when exhaling, the air does not receive the necessary pressure to go immediately to the resonators. At the same time, our vocal cords and the muscles around them do double work - not only do they create a pitch, they also hold back and push air (because of this, vulture and frequent fatigue of the ligaments in both young and adult singers) . When we take air correctly, the diaphragm, which is one of the strongest muscles in our body, gives the air the necessary “message”, and it immediately goes to the chest and head resonators, where it is already easier to control them, and there it sounds, filling our body with sound. At the same time, the ligaments quietly do their job, creating the sound we need the height. There were cases when, while a person sang, while incorrectly gaining air, he sharply turned his head - and his ligaments were torn from tension. From this example, we see how important it is to ensure that the child breathes correctly while singing, because it is very important to protect, preserve and develop this fragile instrument.
Also in our lesson we will discuss and show how to correctly direct the sound into our resonators - chest and head, and so that the sound everywhere sounds even, loud and beautiful.
At the same time, it is very important that the child sings in “his own” voice, without copying anyone, otherwise his sound may deepen and go back into the throat, which often happens when children begin to copy opera singers or their adult teachers. He will only need to copy the correct sensations, the muscle memory of the teacher, who, in turn, must understand how to explain to the children standing in front of him these sensations, correct breathing and sound production so that everyone, even the most restless and inattentive child, understands and repeats it. This is where the game comes into play. interesting images, as well as - works that the teacher will give to the student in order to interest and not lose attention, to touch on the participation of the child's feelings and consciousness, which are so important during the lessons. All this will contribute to the fact that the student, using his voice correctly, will not only join the artistic culture through music, but will also create something new in music himself, will bring his own artistic value.
