Examples of musical portraits in the works of composers. Musical portrait - every person sounds! Questions and tasks
Lesson summary
TeacherArkhipovaNS
Item Music
Class 5
Theme: Musical portrait. Can music express a person's character?
Lesson Objectives: To be able to compare works of painting and music; respond emotionally to a piece of music and be able to address the inner world of a person through musical and visual images.
Lesson objectives:
Cultivate interest and love for musical and visual arts.
To introduce the genre of musical portrait.
Compare works of music and painting.
Show how different types of art - literature, music and painting - in their own way and independently of each other embodied the same life content.
Expected Results (PLE)
subject
The development of inner hearing and inner vision as the basis for the development of creative imagination;
Deepening students' ideas about the visual properties of music with the help of a comparative analysis of a piece of music - "The Song of Varlaam" by M. Mussorgsky and fine art - Repin's painting "Prototyakon";
Metasubject
Regulatory
. own the ability to set goals in setting learning objectives in the process of perception, performance and evaluation of musical compositions.
.to plan own actions in the process of perception, performance of music.
cognitive
. reveal expressive possibilities of music.
. find
. assimilate dictionary of musical terms and concepts in the process of musical
activities
communicative
transmit own impressions of music, other art didas in speech and writing
.perform songs with a group of classmates
Personal
. to express their emotional attitude to musical images in singing, while listening to musical works.
. be able to comprehend the interaction of arts as a means of expanding ideas about the content of musical images, their influence on the spiritual and moral development of the individual;
understand life content of a piece of music.
subject
Developing the ability to reveal the properties of "picturesque music" through the masterful use by composers and performers of the colors of musical speech(register, timbre, dynamic, tempo-rhythmic, modal)
Metasubject
. find community of music and other arts
Personal
.be able to comprehend interaction of arts as a means of expanding ideas about the content of musical images, their influence on the spiritual and moral development of the individual
Lesson type: combined - learning a new topic using ICT.
Lesson Form: dialogue.
Music material of the lesson:
M. Mussorgsky. Song of Varlaam. From the opera "Boris Godunov" (hearing).
M. Mussorgsky. Dwarf. From the piano cycle "Pictures at an Exhibition" (listening).
G. Gladkov, poetry Y. Entina. Song about pictures (singing).
Additional material: portraits of composers, reproductions of paintings, textbook 5th grade "Art. Music" T.I. Naumenko, V.V. Aleev
During the classes:
Organizing time.
The goal to be achieved by the student:
Prepare for productive work in the classroom.
The goal the teacher wants to achieve is:
Help prepare students for productive work.
Tasks
Create a positive emotional mood;
Help to take the correct working posture;
Sit properly. Well done! Let's start the lesson!
Entering the topic of the lesson and creating conditions for the conscious perception of new material
Communicative UUD:
Ability to listen and reflect.
Personal UUD:
Formation of interest in music lessons.
- Read the epigraph to the lesson. How do you understand it?
Board writing:
"Let the moods remain the main essence of musical impressions, but they are also full of thoughts and images."
(N.A. Rimsky-Korsakov)
Determining the topic of the lesson and setting the learning task.
Purpose: readiness and awareness of the need to build a new way of doing things
What do you think the lesson will be about today?
- What do you guys think, can music express a person's character, can it do it? This is the question we will try to answer today.
– Today you will get acquainted with the genre - the genre of musical portrait (Slide).
Stage of primary fixation
Cognitive UUD:
Introduction to new music:
Regular UUD:
Ability to listen and analyze the nature of a piece of music;
The ability to compare, see the common and difference;
The ability to see the problem and the desire to find answers to the questions posed.
Communicative UUD:
The ability to listen to the opinion of comrades and express their own opinions.
Personal UUD:
Recognize and respond emotionally to the expressive features of music;
Looking at the picture, we include all our senses, and not just vision. And we hear, not only see what is happening on the canvas.
A portrait in literature is one of the means of artistic characterization, consisting in the fact that the writer reveals the typical character of his heroes and expresses his ideological attitude towards them through the image of the appearance of the heroes: their figures, faces, clothes, movements, gestures and manners.
In the visual arts, a portrait is a genre in which someone's appearance is recreated. Together with the external similarity, the portrait captures the spiritual world of the depicted person.
Do you think music can paint a portrait and express the character of a person, his spiritual world, his experiences? (Composers, creating a musical portrait, convey the thoughts and feelings of their characters with the help of musical intonation, melody, and the nature of the music.).
Musical portrait - This is a portrait of the character of the hero. It inextricably merges the expressiveness and pictorial power of the intonations of the musical language. (Slide).
Pushkin's work was also to the liking of the 19th century Russian composer Modest Petrovich Mussorgsky
Biography of the composer
Modest Mussorgsky was born on March 21, 1839 in the village of Karevo, Toropetsky district, on the estate of his father, a poor landowner Peter Alekseevich. Mom, Yulia Ivanovna, was the first to teach him to play the piano. At the age of ten, he, along with his older brother, came to St. Petersburg: to enter the School of Guards Ensigns. After graduating from the School, Mussorgsky was assigned to the Preobrazhensky Guards Regiment. Modest was seventeen years old. One of the comrades-transformers, who knew Dargomyzhsky, brought Mussorgsky to him. The young man immediately captivated the musician not only with his piano playing, but also with free improvisations, where he met Balakirev and Cui. Thus began a new life for the young musician, in which Balakirev and the Mighty Handful circle occupied the main place. Soon, the period of accumulation of knowledge was replaced by a period of active creative activity. The composer decided to write an opera in which his passion for large folk scenes and for depicting a strong-willed personality would be embodied.
While visiting Lyudmila Ivanovna Shestakova, Glinka's sister, Mussorgsky met Vladimir Vasilyevich Nikolsky from her. He was a philologist, literary critic, specialist in the history of Russian literature. It was he who drew Mussorgsky's attention to the tragedy Boris Godunov. Nikolsky expressed the idea that this tragedy could become a wonderful material for an opera libretto. These words made Mussorgsky think deeply. He plunged into reading Boris Godunov. The composer felt that an opera based on "Boris Godunov" could become a surprisingly multifaceted work.
By the end of 1869 the opera was completed. Mussorgsky dedicated his brainchild to his circle comrades. In the dedication, he expressed the main idea of the opera in an unusually vivid way: "I understand the people as a great personality, animated by a single idea. This is my task. I tried to solve it in the opera."
Then there were many more works that are worthy of attention. On March 28, 1881, Mussorgsky died. He was barely 42 years old. World fame came to him posthumously.
The opera "Boris Godunov" turned out to be the first work in the history of world opera, in which the fate of the people is shown with such depth, insight and truthfulness.
The opera tells about the reign of Boris Godunov, a boyar who was accused of murdering the rightful heir to the throne, the little prince Dmitry.
Our attention in today's lesson will be riveted to the most interesting character of the opera - Varlaam.
Varlaam sings a song about the siege of Kazan by the troops of Ivan the Terrible.
Now let's see how the composer described this person in music. Listen to the musical speech of the hero in such a way as to imagine his appearance and his character.
- Let's listen to how Varlaam sings his famous song "How it was in Kazan in the city."
Listening to Varlaam's song from the opera Boris Godunov by MP Mussorgsky. (Slide).
The sound of the Song of Varlaam recorded by F. I. Chaliapin (in passing we perform the task: listen to the musical speech of the hero so as to imagine both his appearance and his character, pay attention to the voice of the actor).
– How do you imagine Varlaam singing such a song?
How does the character of the performance and the character of the musical language betray the character and even the appearance of this person? (violent, loud music...)
Now open the textbook, paragraph 23, p. 133 and look at Ilya Repin's painting "Protodeacon"
Guys, look carefully at the picture of Ilya Repin "Protodeacon", who you see in front of you, describe. ( Before us is a portrait of the protodeacon - this is such a spiritual rank in the Orthodox Church. We see an elderly man, with a long gray beard, overweight, he has an angry expression / which is given to him by arched eyebrows. He has a large nose, large hands - in general, a gloomy portrait. He probably has a low voice, maybe even a bass.)
You correctly saw everything and even heard his low voice. So, guys, when this picture appeared at the exhibition of the Wanderers, the famous music critic V. Stasov saw on it a character from Pushkin's poem "Boris Godunov" - Varlaam. Modest Petrovich Mussorgsky reacted in the same way, when he saw the "Protodeacon" he exclaimed: "So this is my Varlaamishche!"
What is common between Varlaam and Protodeacon? (These are images of imperious, tough people, monks and priests, typical of Ancient Rus').
Comparative table of expressive means.
I. Repin painting "Protodeacon"
M. P. Mussorgsky "The Song of Varlaam"
A huge figure, holding a hand on his stomach, a gray beard, eyebrows shifted, a red face. Dark colors. The character is haughty and domineering.
Dynamics: loud music, melody - jumps up, timbre - brass. Singing voice - bass. The nature of the performance - cries at the end, a rough manner of performance.
One important feature is inherent in the painting and opera: it is the ability to show the character of a person with a word, music, image.
What do a painting and a song have in common?
D - What is common between the picture and the song is that they show unbridled temper, rudeness, a tendency to gluttony and revelry.
You are right, because this is a collective image. There was such a type of people in Rus' at that time. Common is not only external similarity, but also certain character traits. The main thing between them is the unbridled temper, the rudeness of nature, the tendency to gluttony and revelry.
What helped the composer and artist, independently of each other, to create such similar images? (Such people were in Rus'.)
In the portrait of the “Protodeacon”, I. E. Repin immortalized the image of deacon Ivan Ulanov, from his native village of Chuguevo, about whom he wrote: “... nothing spiritual - he is all flesh and blood, pop-eyed, yawning and roaring ...”.
With what colors did the artist paint this portrait? (An artist using saturated colors, where darker colors predominate.)
Despite the different means of expression, in fine arts - these are colors, in literature - the word, in music - sounds. All of them told, showed about one person. But all the same, the music emphasized and prompted those aspects that would not have been immediately paid attention to.
Vocal choral work
Cognitive UUD
Acquaintance with the melody and words of the new song
Communicative UUD
Interaction with the teacher in the process of musical and creative activity;
Participation in the choral performance of a piece of music.
Personal UUD:
Formation of performing skills;
The embodiment of the nature of the song in his performance through singing, word, intonation.
chanting.
Phrase learning
Singing difficult melodic turns.
Work on the text.
The song that will help us remember the names of the genres of art is called "Song of Pictures" by composer Gennady Gladkov.
Listening to a song.
What genres of painting are sung about in the song?
In music, what are the genres?
Singing in chorus.
Think and say, each of you could become the hero of a portrait?
Many of you acted as artists and drew portraits of your friends
What form is the song in?
What way?
What pace?
Give the name of this song. (children's answers)
Why does the song have this title?
3. Musical images
- We got acquainted with two completely different vocal portraits, and the next musical image will sound without words. This is the work "Gnome" from the piano cycle of M.P. Mussorgsky's "Pictures at an Exhibition" is a musical portrait of a small fairy-tale creature, executed with extraordinary artistic power. It was written under the impression of a painting by V. Hartmann, a close friend of the composer.
Mussorgsky remembered a sketch of a Christmas decoration - a gnome, a small clumsy freak with crooked legs. This is how the artist depicted the nutcracker. ---Listen to this play and think about the mood of the gnome, what is his character, what do you imagine to this music?
Sounds like "Gnome" by M.P. Mussorgsky. (children's answers)
- Guys, how did the gnome appear to you? ( In the music one can hear both a limping gait and some sharp, angular jumps. It is felt that this dwarf is lonely, he suffers.)
· The play by MP Mussorgsky is very picturesque. Listening to her, we clearly imagine how a little man, waddling, ran a little and stopped - it's hard to run on such short and thin legs. Then he got tired, walked more slowly and still as diligently and clumsily. It looks like he's even angry with himself for it. The music broke off. Fell, probably.
Guys, if you were artists, then after listening to this music, what colors would you depict this gnome with?
That's right, it moves really angularly, in jumps. The funny gnome is turned by the composer into a deeply suffering person. You could hear him moaning, complaining about fate. He was pulled out of his native fairy-tale element and given to people for fun. The dwarf tries to protest, fight, but a desperate cry is heard ... Guys, how does the music end? ( It does not end as usual, it kind of breaks off.)
You see, guys, "Gnome" is not just an illustration of the picture, it is a deeper image created by the composer.
Independent work
Cognitive UUD
Developing the ability to comprehend the information received.
Regular UUD:
Awareness of what has already been learned and what needs to be further learned
Evaluation of the quality of assimilation.
Communicative oud:
Interaction in the process of checking the results of work.
Personal UUD
Formation of a positive attitude and interest in musical activities
And now you have to take the test, and then evaluate your work yourself
Who evaluates their work on "5" and "4"?
Homework
CognitiveUUD
Music Search
Regulatory UUD
Goal setting.
What musical genres are most capable of conveying the portrait features of the hero?
Listen to homework.
"Diary of Musical Observations" - pp. 26-27.
LIST OF USED LITERATURE 1. Abyzova E.N. "Pictures at an Exhibition". Mussorgsky - M.: Music, 1987. 47s. 2. Abyzova E.N. "Modest Petrovich Mussorgsky" - 2nd edition M .: Muzyka, 1986. 157 p. 3. Vershinina G.B. "... Free to talk about music" - M .: "New School" 1996 p.192 4. Frid E.L. "Modest Petrovich Mussorgsky": Popular monograph - 4th ed.-L.: Music, 1987. p.110 5. Feinberg S.E. "Pianism as an art" - M.: Music, 1965 p.185 6. Shlifshtein S.I. "Mussorgsky. Artist. Time. Fate". M.: Music. 1975
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learning goals(goals of the LE of students):
To master the knowledge of the concept of “portrait” in a piece of music;
To master the knowledge of the concept of "expressiveness" and "figurativeness";
To develop the ability to determine by ear what kind of musical “portrait” the composer created using the example of S. S. Prokofiev’s work;
The student correctly reproduces the definition of the concept of “portrait” in music;
The student correctly reproduces the definition of the concept of “expressiveness” and “pictoriality”;
He will be able to determine by ear what kind of portrait, image the music has drawn for us.
Pedagogical goals:
learning:
1. Organize the UD of students:
By mastering the concept of “portrait” in music;
By mastering the concepts of “expressiveness” and “pictoriality”;
By mastering various expressive means used by composers to create “portraits” in music;
By developing the skills to hear various musical images of heroes in specific musical works;
2. Development: to promote the development of the imagination and fantasy of students when they realize “portraits” in music;
3. Education: to create conditions for the formation of an emotional and value attitude to works of art based on the perception and analysis of musical and literary images.
Pedagogical tasks.
Organize:
- familiarization of students with the definition of the concept of “portrait” in music;
- understanding the features of the musical image;
- the activity of students in developing the ability to identify a musical image by ear;
- discussion with students about what feelings, emotions, impressions they have when listening to certain pieces of music;
- reflective assessment of the results of students' learning activities
Lesson type: combined
Lesson equipment: a audio and video equipment; presentation.
During the classes
Children enter the office to the music “Morning” from the suite “Peer Gynt” by E. Grieg (slide No. 1 - background)
| Teacher | students | |
| - Hello guys! Today we continue to talk with you about how many interesting things await us every day. Let's listen and sing one wonderful melody ... (slide number 1) Melody is ...? Well done boys! Chanting: performance of E. Grieg's melody “Morning” on the instrument. |
- Good afternoon! Soul of Music (chorus) |
|
| - What was the melody? Have you heard it before? Let's sing to the syllable "la" (F major). And now we sing with the words: (slide number 2) The sun is rising and the sky is brightening. Nature woke up and the morning came |
Yes, last lesson. This is "Morning" by Edvard Grieg. | |
| - What picture did the composer paint for us in this work? | - a picture of the morning, painted how the sun rises, dawn, the day comes ... | |
| - Well done! Music can really draw pictures of nature for us - this is musical depiction. Let's sing the song that I asked you to learn at home. What is she telling us? |
- she depicts us a picture of nature | |
| Performance of the song “Morning Begins” (minus on slide No. 2) (text - Annex 1) What else do you think music can tell us? So what do you think the topic of our lesson today will be? What are we going to talk about today? |
- children's answers About how music can portray a person .... Draw his portrait |
|
| - You are great fellows! The topic of our lesson today sounds like this: “Portrait in Music” (slide No. 3). Very often in musical works we seem to meet with different characters - funny and... mischievous and... boastful and... It can be both adults and children, men or women, girls or boys, as well as animals or birds. According to the musical theme, we can imagine what kind of character they have and even what appearance sometimes, how they walk, how they say, what their mood is. Music can express the feelings, thoughts and characters of a person, i.e. she is able to tell us about them - this is musical expressiveness. Open your textbook to page 26-27. Below on page 26 we see the concepts of “expressiveness” and “pictoriality”. (The same on the board - slide number 4). How did you understand what “Depictiveness” is? expressiveness"? You are great fellows! Let's listen with you to an excerpt from a piece of music by the well-known composer S. S. Prokofiev (slide No. 5) |
- sad Calm modest |
|
| We listen to music and choose which character it belongs to (slide 6). Why did you decide that this is this character? What is a portrait in music? How do you think? |
- children's answers Children's answers A portrait in music is an image of a person, his character with the help of sounds, melodies |
|
| - That's right, guys! (slide number 7) Today we will observe how composers create musical portraits with the help of melodies and expressive intonations. Now I will read you a poem by A.L. Barto "Chatterbox" (slide number 8). Listen carefully and tell about the features of this poem after listening (I read). What are the features? Choose a portrait of a girl from the illustrations presented (slide number 9). Why this particular picture? For what? How did you determine? Guys, such a fast pace of reading, speaking is called PATTER (slide number 10) |
- fast... | |
| Why do you think the author used a tongue twister in his poem? Imagine that you were asked to write the music for this poem. What would she be? Do you like this girl? Let's hear how S. S. Prokofiev painted a portrait of this girl. Listen to the song "Chatter" |
- children's answers... to show that the girl likes to talk Fast... |
|
| So, was the composer able to paint us a portrait of a talker? With the help of what? |
- Yes! Fast paced, fun... |
|
| - Do you think the composer likes Lida? Scenes from the ballet "Romeo and Juliet" and a portrait of G. Ulanova as Juliet are on the screen. I talk about this to children (slide number 11). |
- Like!!! | |
| - Think about who is hidden behind this intonation? Playing the beginning of Juliet Girl What is her character? What is she doing? This intonation is built on the scale of C major, which quickly rises up. We sing the scale to major, gradually speed up the syllable “la” (slide 12) Watch the video “Juliet-girl” (Appendix 2, 21 min.) |
Juliet! Naughty, she runs |
|
| - Tell me, did only one theme sound in the portrait of Juliet? Right. Why do you think? |
- some Children's answers. |
|
| - Let's try, while listening to music, to depict her mood and actions with facial expressions and movements. Tell me, do you like Juliet? |
The children get up and show Juliet with plastic movements to the music. She is light, dreamy, in love |
|
| So, tell us, what did we talk about today? What is a portrait in music? (slide number 13) You are right, music is an expressive art. It expresses the feelings, thoughts, and characters of people. Through them we can see animals, and a girl chattering incessantly, and a light and dreamy Juliet. Did you enjoy our lesson today? (slide number 14) Homework for the next lesson |
||
Mikheeva Margarita Eduardovna, teacher of the highest qualification category, "Novouralsk secondary school No. 59", Novouralsk
Art lesson (music) in the 5th grade III quarter.
Lesson topic: Musical portrait.
Lesson type: Learning new material.
The purpose of the lesson: to show the relationship between music and painting through the figurative perception of the world.
Tasks:
- teaching:
- to form thinking skills - generalization, the ability to listen and prove;
- development of the ability to compare, contrast;
- the formation of the skill of integrating various types of art;
- to consolidate the concept - means of musical expressiveness: character, intonation, melody, mode, tempo, dynamics, image, form;
- learn to compare works of music and painting;
- to acquaint with the work of M.P. Mussorgsky;
- to teach children to feel the poetry, musicality and picturesqueness of artistic images;
- developing: to develop emotions, fantasy, imagination of students with a comparative perception of musical, artistic and literary works;
- corrective:
- creating conditions for optimizing the creative abilities of students;
- educational: to teach children to feel the poetry of musical and pictorial artistic images.
- verbal-inductive (conversation, dialogue);
- visual-deductive (comparison);
- partial search (improvisation);
Equipment: Audio and video equipment. ICT. Portrait of M.P. Mussorgsky, reference cards, POWER POINT presentation.
Music material:
"Baba Yaga" M.P. Mussorgsky, the song "Captain Nemo" music. Ya. Dubravina, sl. V. Suslova.
Presentation on the work of M. Mussorgsky, cartoon "Pictures at an Exhibition".
Form of work: group, individual.
DURING THE CLASSES:
Organizing time.
Musical greeting.
Students are offered an associative series: a portrait of "Alenushka" Vasnetsov, a portrait of Mussorgsky, a fragment of the song "Captain Nemo" music. Ya. Dubravina, sl. V. Suslova.
Students must formulate the topic of the lesson on the basis of the associations they see.
W.: Our topic today is "Portrait in Music". What is a "portrait" in fine art?
D .: a full-length image of a person; to portray several people, if you depict people to the shoulders - this is a portrait.
U .: what can we see in the portrait?
D.: suit; hairstyle character; mood; young or old; rich or poor.
DW: How does a musical portrait differ from a portrait in painting?
D: You can't see it all at once, you have to listen to all the music to see it in your imagination. It lasts in time; conveys movement, mood; the picture can be viewed slowly, and the piece of music continues for some time and ends; in the picture everything is visible at once, but when you listen to music, you have to imagine something; and different people can imagine each his own ...
DW: Remind me what means of expression the artist uses to create his paintings?
D: palette, color, stroke, stroke, etc.
Q: What means of expression does the composer use to create a musical image?
D: dynamics, tempo, register, timbre, intonation.
U .: in front of you on the board (cards) are written means of musical expression. Choose those that will help you understand the musical portrait. Explain their purpose.
(Recorded: form, tempo, rhythm, mode, dynamics, melody)
D: tempo is the speed of the music, it allows you to determine how the hero moved; allows you to learn something about the character of the hero.
Fret - major or minor - creates the mood of the hero. Major is usually a joyful mood, minor is sad, thoughtful.
Dynamics is loudness: the closer the hero is to us, the louder the music sounds.
Melody is the image of the hero, his thoughts; these are our thoughts on it.
U .: All this knowledge will help us understand how the composer creates musical portraits and what helps him in this.
M.P. Mussorgsky created many nationally vivid musical images, in which he reveals the uniqueness of the Russian character.
"My music should be an artistic transmission of the human language in all the subtlest nuances" MP Mussorgsky.
Mussorgsky is the creator of various musical portraits.
We will talk about such images - musical portraits - in our lesson. Let's remember what a musical portrait is?
A musical portrait is a portrait of the hero's character. It inextricably combines the expressive and pictorial power of the intonations of the musical language.
Today we will get acquainted with a musical portrait, only fabulous.
We will have two creative teams of music experts who will try to understand the portrait created by M.P. Mussorgsky.
The class is divided into two creative groups.
Tasks:
- follow the evolution of music
- analyze the means of musical expression, their use,
- give a name to the image in the portrait.
Hearing: MP Mussorgsky "Baba Yaga" from the series "Pictures at an Exhibition".
The analysis of the listened work is carried out by representatives of two creative groups.
U: guys, let's see how the film director I. Kovalevskaya imagined the image of Baba Yaga, who created the cartoon based on the musical work "Baba Yaga" from the piano cycle "Pictures at an Exhibition". Does the image of Baba Yaga from the cartoon match your presented images?
Summary of the lesson.
What did we talk about in class today?
Music is visual. With the help of inner vision, imagination, we can imagine what the composer tells us about.
Teacher: So you managed to express your feelings, emotions, fantasy in word drawings.
Summary of the lesson.
U .: The topic of our today's lesson was called "Portrait in Music." Whose portrait did we meet today?
D: Baba Yaga!
DW: Music is visual. With the help of inner vision, imagination, we can imagine what the composer tells us about. It means that you managed to express your feelings, emotions, fantasy in word drawings.
U .: And now - homework: 1) draw Baba Yaga the way you presented it from Mussorgsky's work. 2) compose a song or ditty about Baba Yaga.
Reflection.
T: Guys, what new did you learn at the lesson today?
(Students are offered to fill out self-assessment sheets).
T: Our lesson is over, thank you guys, you did a very good job.
>>Musical portrait
Musical portrait
It is interesting to compare the features of recreating the appearance of a person in literature, fine arts, and music.
In music, there can be no resemblance to a specific person, but at the same time, it is not by chance that it is said that "a person is hidden in intonation." Since music is a temporary art (it unfolds, develops in time), it, like lyric poetry, is subject to the embodiment of emotional states, human experiences with all their changes.
The word "portrait" in relation to musical art, especially instrumental non-program music, is a metaphor. At the same time, sound recording, as well as the synthesis of music with the word, stage action and extra-musical associations, expand its possibilities. Expressing the feelings, moods of a person, embodying his various states, the nature of the movement, music can cause visual analogies that allow us to imagine what kind of person is in front of us.
Character, lyrical hero, narrator, narrator - these concepts are important not only in a literary work, but also in a musical one. They are necessary for understanding the content of program music, music for the theater - opera, ballet, as well as instrumental symphony.
The intonation of the character more vividly reproduces external signs, manifestations of a person in life: age, gender, temperament, character, unique manner of speaking, moving, national characteristics. All this is embodied in music, and we kind of see a person.
Music can help you meet people from another era. Instrumental works create images of various characters. F. Haydn admitted that he always composed music, referring to the characteristic types of a person. “Mozart's themes are like an expressive face… You can write a whole book about female images in Mozart's instrumental music” (V. Medushevsky).
Listen to excerpts from the works of various composers: V.-A. Mozart and S. Prokofiev, A. Borodin and B. Tishchenko, J. Bizet and R. Shchedrin, A. Schnittke and V. Kikta. What kind of people did you “see” in music? What means of expression give you the opportunity to present the features of the characters of the heroes and characters?
Artistic and creative task
Make sketches of portraits of characters in musical compositions you like, give them a verbal description.
Portrait in music and painting
Target: Children's awareness of the relationship between the two types of art, music and painting through a portrait.
Tasks:
- To acquaint with the “musical portraits” created by M.P. Mussorgsky and S.S. Prokofiev and portraits created by artists I.E. Repin and R.M. Volkov.
- Continue work on developing the skill of analyzing a musical work and a work of fine art.
- Contribute to the formation of interest in the history of their Fatherland.
Vocal and choral work:
- When learning musical fragments, achieve the image of the character of the hero by voice.
- Work on clear pronunciation of the text.
Lesson equipment:
Computer (disk, presentation with reproductions of paintings).
Lesson structure
- Hearing: Song of Varlaam from the opera by M.P. Mussorgsky "Boris Godunov".
- Discussion of the “musical portrait”.
- Learning an excerpt from "The Song of Varlaam".
- Comparison of the “musical portrait” and the portrait of I. Repin “Protodeacon”.
- Learning an excerpt from "Kutuzov's Aria".
- Acquaintance with the portrait of R.M. Volkov “Kutuzov”.
- Comparison of two "portraits".
- Song learning
- Conclusion.
Work form
- Frontal
- group
During the classes
Teacher
Musical portrait. Mikhail Yavorsky.
We have a lot of strange things in life,
For example, I dreamed for many years
Even tried more than once
Write a musical portrait.
For nature, I found a person -
The standard of nobility and honor,
A contemporary from our century
Lived a life without lies and without flattery.
And today, I'm painting a portrait,
Not an easy job, believe me
The music stand will replace my easel
Instead of paints, brushes - only notes.
The stave will be better than the canvas,
I will write everything on it and play it,
This drawing will not be simple,
But I don't lose my hope.
To make the features look softer,
There will be more minor sounds,
And the opportunities here are great.
Not to the detriment of musical science.
The score will not be simple,
Only I will not break the musical law,
And this portrait will be like this -
Everyone will hear his heart and soul in him.
It won't hang on the wall
He is not afraid of moisture and light,
And, of course, I would like
May he live for many years.
Continuing the topic “Can we see music”, today in the lesson we will talk, as you might have guessed from the poem, about portraiture in music and painting. What is a portrait?
Students.
A portrait is an image of a bottom man.
Teacher.
And so, we listen to the first portrait.
Hearing: Varlaam's song from M.P. Mussorgsky "Boris Godunov".
Teacher.
Based on the nature of the musical work, what can be said about this character? What qualities does he have?
Students.
This hero is cheerful, you can feel the strength in him.
Re-listening.
Fragment learning.
Teacher.
Is the force good or evil?
Students.
The power is still evil. The music is powerful, which means that the hero is very powerful, at the same time rampant, cruel, everyone is afraid of him.
Teacher.
What means of musical expression does the composer use when depicting this “hero”?
Students.
Teacher.
And the intonation of which song is used by the composer to portray this character?
Students.
Russian folk dance
Teacher.
Based on the means of musical expression you have listed, what do you think this person looks like outwardly?
Students.
This man is elderly, with a beard, the look is angry and domineering.
A portrait of I. Repin "Protodeacon" is shown.
Teacher.
Let's think, is there any similarity between our “musical hero” and the person depicted in this picture? And if there is, then which one?
Students.
There is a resemblance. The man depicted in the picture is also elderly, with a beard.
Teacher.
Guys, pay attention to the look of this man. Try to portray this look. What is he?
Students.
The look is sharp, predatory, evil. Eyebrows are thick, black, wide apart, which makes the look heavy and domineering. The picture, as in music, is in dark colors.
Teacher.
We have compared two portraits - musical and artistic. The musical portrait belongs to the pen of the Russian composer M.P. Mussorgsky (Varlaam's song from the opera "Boris Godunov"), the second portrait belongs to the brilliant Russian portrait painter I. Repin (the portrait is called "Protodeacon"). Moreover, these portraits were created independently of each other.
Viewing an excerpt from the opera “Boris Godunov” (“Song of Varlaam”).
Teacher.
Guys, why do you think such portraits as Varlaam, the archdeacon, appeared?
Students.
The composer and the artist saw such people and portrayed them.
Teacher.
Listening to the “Song of Varlaam” and looking at the painting “Protodeacon”, what do you think, how do the artist and composer treat such people, equally or differently. Justify your answer.
Students.
Both the composer and the artist do not like such people.
Teacher.
Indeed, when Mussorgsky saw the “Protodeacon,” he exclaimed: “Yes, this is my Varlaamishche! This is a whole fire-breathing mountain!”
I.E. Repin in the portrait of “Protodeacon” immortalized the image of deacon Ivan Ulanov, from his native village of Chuguevo, about whom he wrote: “... nothing spiritual - he is all flesh and blood, pop-eyed, yawning and roaring ...”.
Teacher.
Tell me, did we get the attitude of the authors towards their characters?
Students.
Kon
Teacher.
Have you met such portraits in our time?
Students.
No.
Teacher.
And why don't they create such portraits in our time?
Students.
Because there are no such people today. There were many such “heroes” in past centuries. Such priests were typical for that time. Today there are no such priests.
Teacher.
That is, art reflects the reality around us.
Now we will get acquainted with one more musical portrait.
Listening to Kutuzov's aria from S.S. Prokofiev "War and Peace".
Learning an aria.
The class is divided into three groups and receives the following tasks:
1st group - gives a verbal portrait of the character (external and “internal”);
2nd group - selects one portrait corresponding to the given piece of music from the proposed video sequence, substantiates the answer;
3rd group - compares the resulting portrait with the given piece of music.
Students justify their answers based on the means of musical and artistic expression used by the composer and artist.
Teacher.
You and I met with another portrait, directly opposite to Varlaam. Kutuzov's aria from the opera by S.S. Prokofiev's "War and Peace" and before us is the painting by Roman Maksimovich Volkov "Kutuzov".
Who is Kutuzov.
Students.
General who defeated Napoleon in the War of 1812.
Teacher.
What character traits of the hero are emphasized by the composer, and which ones by the artist?
Students.
The composer emphasizes majesty, strength, nobility, feeling for the Motherland. The artist emphasizes his services to the Motherland, nobility, mind.
Teacher.
And how do both the composer and the artist relate to this hero?
Students.
They respect him, are proud that he is their compatriot.
Teacher.
Students.
Certainly
Teacher.
To what previously studied piece of music is this aria close in spirit?
Hearing or singing an excerpt from an aria.
Students.
To the “Bogatyr Symphony” by A.P. Borodin.
Teacher.
Listening to the aria and looking at the picture, can Kutuzov be called a hero. Justify your answer.
Students.
Yes, because it combines all three qualities - Strength, Mind, Good.
Teacher.
Can Varlaam be called a hero?
Students.
No, it has Strength, Mind, but no Good.
(Both portraits on the board)
Teacher.
And why were the portrait of Kutuzov created by Prokofiev and Volkov and Borodin's "Bogatyr" symphony and Vasnetsov's painting "Bogatyrs"?
Students.
Because such people, heroes really existed.
Teacher.
Today we will learn a song, the heroes of which have Strength, Mind, Goodness. And their main strength is friendship. Song from the movie "Midshipmen, forward!" "Song of Friendship"
Song learning.
Conclusion:
- What portraits and their authors did we meet in the lesson?
- How are the same characters portrayed in music and painting?
- What makes us understand such a "kinship" between music and painting?
