home/ Communication

Games to develop musical abilities. Musical and didactic game as a means of developing the musical abilities of children of senior preschool age. games to develop rhythmic hearing

Scroll

musical and didactic games for children

older

1. Walked, ran, galloped
2. Guess what I'm doing
3. Who has a toy?
4. What does it sound like, listen
5. Cat and mice
6. Prince and Princess
7. Loudly - quietly binge drinking
8. Hunters and hares
9. How many of us are singing?

11. Conductors
12. Write a song
13. The toys are dancing
14. The song came to visit
15. Find a match
16. Guess what I'm playing on
17. Create a dance
18. Sun and cloud
19. Play like me
20. Hush, play louder
21. Echo
22. Three orchestras
23. Musical package
24. Listen and clap
25. Obedient tambourine
26. Take a walk - relax
27. Our orchestra
28. Sovushka - owl
29. Musical ladder
30. Merry pipe
31. Sun and cloud

Walked, ran, galloped

Target:

Progress of the game:Children sit on chairs. The teacher invites one of the children to run, skip and walk. Then the teacher invites another child and invites him to walk, run or gallop behind the children’s back, so that they do not see, but only hear, at his own discretion. Children must guess what exactly the child did. The game continues as long as the children enjoy the process.

Guess what I'm doing

Game to develop auditory attention

Target: Develop auditory attention and memory.

Game material: Tea cup and spoon, ball, five wooden cubes, scissors and paper, tumbler.

Progress of the game:First, children are introduced to the sounds made various items. The adult invites the children to perform various actions: first, one of the children stirs the tea with a spoon, the second plays with a tumbler, the third builds a tower of cubes, lightly tapping them against each other, the fourth cuts paper, the fifth hits the ball.

Then all the children sit with their backs to the teacher and he begins to manipulate the same objects. The one of the children who guessed what made the noise raises his hand and, without turning around, says what he heard. After answering, children turn around and check the correctness of the answer. Then each child takes turns making noise riddles, choosing the items described above.

Who has a toy

Game to develop auditory attention

Target: Develop auditory attention and memory.

Game material: any musical instrument: bell, tambourine, rattle, maracas, etc.

Progress of the game: option 1 Children stand in a circle. The child who is driving is selected by the reader, he stands in the center of the circle and is blindfolded. Children pass the toy around in a circle to the music. As soon as the music stops, the one who has the toy in his hands makes several sounds on it. The driver must guess in which direction the sound was heard and approach it.

Option 2Children are given several tools (3-5) They stand at different ends group room. The driver is blindfolded and stands in the center of the group room. To the music, the children change places. As soon as the music stopped, the children froze on the meth. They take turns playing instruments. Then the teacher gives the command which instrument the driver should find. In case of difficulty, the named instrument sounds again.

What does it sound like, listen

Target: Develop timbre hearing and auditory attention.

Game material: musical instruments various groups: maracas, xylophone, box, spoons, rhythmic sticks, cubes; metallophone, bells, bell, triangle, tambourine; small screen.

Progress of the game:Children sit on chairs placed in a row. The teacher shows the instruments one by one, forgive me to name them, reminding them how they sound. Then he invites the children to guess what instrument it sounds. The teacher plays instruments behind a screen, and the children guess. After the answer has been given, the teacher shows the instrument and plays it again. Then the children guess musical riddles one by one, approaching the teacher and playing the instrument they like, and the rest of the children guess.

Note:To play, instruments of the same group are taken: wood, wind, strings, metal, etc.

Cat and mice

Target:

Game material: rattles

Progress of the game:Children with rattles in their hands sit on chairs. Their task is to play the rattles when they hear the words “Quiet”, “Loud”, “A little quieter”, “A little louder”. And you need to play as the poem says. The teacher reads poetry:

There lived a cat Vasily. The cat was lazy!

Sharp teeth and a fat belly.

Very quiet he always walked.

Loud insistently asked to eat.

Yes a little quieter snored on the stove.

That's all he knew how to do.

The cat once had a dream like this

It was as if he had started a fight with mice.

Loud screaming, he scratched them all

With your teeth, your clawed paw.

There are mice in fear here quiet prayed:

Oh, have pity, have mercy, do me a favor!

And they scattered.

While the cat was sleeping, this is what happened:

Mice quiet came out of the hole

Loud crunching, ate bread crusts,

After a little quieter laughed at the cat

They tied his tail with a bow.

Vasily woke up and loud sneezed;

He turned to the wall and fell asleep again.

And the mice climbed onto the back of the lazy man,

Until the evening loud they made fun of him.

Prince and Princess

Dynamic hearing development game

Target: To develop children's dynamic hearing and skills in playing children's musical instruments.

Game material:Music in audio recording.

Progress of the game: Children sit on the mat facing the center of the circle, with their hands behind their backs. A prince is chosen, who closes his eyes, and at this time a beautiful bow is placed in the palms of one of the girls. She's a princess. The prince must recognize the princess by the loud music.

“Waltz” by G. Sviridov sounds, the prince slowly walks to the music in a circle next to the children, the teacher adjusts the dynamics: from quiet to loud. Hearing loud music playing, the prince points to the princess. The girl opens her palms and shows a bow.

Loudly - quietly binge drinking

Dynamic hearing development game

Target: Develop dynamic hearing in children.

Game material: A small ball.

Progress of the game:Children sit on chairs. One of the children is asked to leave the room, while the teacher hides the ball. Then they invite the child back to the group and say the words: The ball galloped away from us

Find the ball, Seryozha.

If we drink quietly, it means far away

If we start singing loudly,

So there is a ball nearby.

Next, the children sing any song on the syllable A, either strengthening or weakening the sound depending on the approach or distance of the driver to the hidden ball. The singing continues until the ball is found. After this, another driver is chosen. Game continues.

Hunters and hares

Game to develop dynamic perception

Target: Develop dynamic perception in children.

Progress of the game:Children line up in two lines, one after the other. The first rank is “Hunters”, the second is “Hares”. The hunters walk forward with a decisive step and sing loudly: We are going to hunt, we sing a song loudly

Where are you, gray hares, where, where, where?

The bunnies follow the hunters on their toes, sing quietly, the hunters stand still:

We walk quietly, we sing quietly

You won't catch us, no, no, no!

Hunters: Now, now, now, we will catch you, hares.

You will never hide from us!

Hares: We walk quietly, we sing quietly

And we will keep it from you: yes, yes, yes!

Hunters catch hares. The teams change places and the game is repeated.

How many of us are singing?

Game to develop musical ear

Target: Develop children's ear for music.

Progress of the game:The teacher says that he will be the conductor and will show who will sing the song, and the driver’s task is to guess how many children are singing at the same time: one, two or three. The children agree on what song they will sing. The presenter turns away, and the teacher silently points to the children who must sing. The driver guesses several times, then they change.

Notes: Once the children have mastered the game, one of the children can act as conductor.

Game to develop timbre perception

Target: Develop timbre hearing, auditory attention and memory.

Progress of the game:One child “Vanya” stands in front. The rest of the children go to him and sing a song. With the end of the song, “Vanya” closes his eyes, turns away from the children, and the teacher, unnoticed by him, points to one of the children and he sings: “Vanya! Ay! “Vanya” must recognize by his voice who called him.

Children sing:Vanya, you are in the forest now

We call you, Au!

Come on, close your eyes, don’t be shy!

Who is calling you, find out quickly.

Conductors

Progress of the game:The teacher tells the children that he will be the conductor and will show with his hands how to perform the song: if the hands are at face level, we speak with a high sound, if at chest level, with a medium sound, if at the stomach level, with a low sound. The song is sung on one syllable: mu-mu-mu, the calf sings with a low sound, ga-ga-ga, the gosling sings with a medium sound, pi-pi-pi, the mouse sings with a high sound.

Write a song

Game for developing song creativity

Game material: A set of story pictures.

Progress of the game:Children are invited to choose a picture, look at it and sing a song about what is depicted on it. The melody can consist of one, two, three sounds, depending on the capabilities and imagination of the child. The main condition is that the text must be Prop. Rhyme is not required.

The toys are dancing

Target:

Game material: a set of small toys according to the number of children playing.

Progress of the game: 1 option

The teacher and children sit around the table or on the floor.

Educator:The toys gathered to dance,

But they don’t know how, where to start.

The bunny came forward

He sets an example for everyone

The teacher sets a simple rhythmic pattern by knocking the toy on the table. The children's task is to repeat the given drawing.

The game is repeated several times. The task can be given to the whole group of children playing, as well as individually. When the children have mastered the game well enough, one of the children takes on the role of leader.

Option 2

Option 3

Children stand in a circle. Educator: The kids gathered to dance

But they don’t know how, where to start!

I'll stomp once! I'll slam you once!

Look at me,

Together, do as I do!

The teacher claps his hands or performs footsteps. Children repeat the given rhythm.

When the children have mastered the game well enough, one of the children takes on the role of leader.

Option 4

The teacher plays with a subgroup of children, but sets the rhythmic pattern to each individual, in turn, asking the rest of the children to evaluate the correctness of the task.

Notes:For the game, small toys from Kinder Surprises, counting material can be used: mushrooms, nesting dolls, ducklings, etc. any plastic and wooden toys, as well as nesting dolls of various sizes.

The song came to visit

A game to develop musical ear, memory and performance abilities

Target: Develop musical memory, ability to sing without musical accompaniment choir, ensemble and individually.

Game material: Magic bag and toys, heroes of children's songs.

Progress of the game:The teacher brings a magic bag to the group, examines it, and makes assumptions about what it could be.

Educator:The song came to visit

And she brought a gift.

Come on, Tanya, come over,

What's in the bag, look!

The child takes a toy out of the bag. The teacher suggests remembering the song in which this character appears: cat, mouse, horse, bunny. A car, a bird, etc. The teacher invites the children to sing a song individually, in choir or in an ensemble.

Note:The song is not necessarily about a toy. The hero may simply be mentioned in a song.

Find a match

A game to develop timbre hearing and attention

Target: Learn to compare the sound of instruments, find the same sound.

Game material: Homemade noisemakers with various fillings, two each sounding the same: ice cream molds, capsules from Kinder surprises, jars of coffee or vitamins.

Progress of the game:1 option Noisemakers in a magic bag. The presenter invites one of the players to find two noisemakers that sound the same. The remaining players evaluate the correctness of the task. The child is allowed to compare each sample with a standard (noisemaker used to select a pair)

Option 2The teacher invites two children to participate in the game: one of them takes out a noisemaker and “makes a sound,” and the second looks for a pair based on the sound. The difficulty is that the second child does not have the opportunity to constantly compare his choice with the standard. And the first evaluates his choice also from memory.

Option 3The teacher invites the children to choose one noisemaker from the bag, listen to it and find a pair among the children. The game is fun with noise and running from one participant to another. Children also develop communication skills through play.

Guess what I'm playing on

Target: Develop the ability to distinguish the timbre of the sound of various children's musical instruments.

Game material: A set of musical instruments according to the number of children, a small screen.

Progress of the game:The teacher shows the children musical instruments and asks them to remember their names. He then demonstrates ways to play the instruments. Children are asked to determine by ear what kind of instrument it sounds. The teacher plays an instrument behind a screen - the children guess. To confirm the correctness of the answer, the teacher shows the children what he was playing at the moment, and invites one of the children to play the same instrument independently.

1 Complication: The teacher invites the children to guess which familiar character can characterize the sound of a particular musical instrument. The child is invited to invent and play as the supposed character walks, runs, flies, or jumps.

2 Complication: When children become comfortable with the game, you can invite them to voice the conversation between two proposed characters on instruments, for example, a bear talking to a mouse. Clarify that they speak in turns, which means that the instruments also sound in turns.

3 Complication: After the children have guessed all the instruments, everyone is invited to play together to the music in the audio recording. Progress of the game: The teacher announces that they have gathered for a fairytale ball fairy-tale heroes, and which ones - the children must guess by the way they dance. The teacher turns on the music and shows one of the children a card with a picture of a character. A child improvises a dance. Children guess. The teacher confirms the correct answer by showing a card.

Sun and cloud

Target:

Progress of the game: Educator:

Play like me

Game to develop a sense of rhythm

Target: To develop children’s understanding of rhythm, teach them to remember and convey a given rhythmic pattern. To develop children’s understanding of rhythm, teach them to remember and convey a given rhythmic pattern. Target: To develop children’s understanding of rhythm, teach them to remember and convey a given rhythmic pattern.

Game material: tambourine, drum, musical hammer, cubes, rhythm sticks, etc.

Progress of the game:The teacher tells the children what an echo is, that it happens in the forest, in the mountains, etc. The word or sound is repeated several times. The teacher suggests depicting an echo using musical instruments. Children sit on chairs with tools in their hands. The teacher has any instrument in his hand. The teacher plays a simple rhythmic pattern. Children must play in a chain, passing the given rhythm

Three orchestras

Note:The game is played after children have become acquainted with all types of orchestras in music classes.

Musical package A

Game to develop timbre hearing

Target: Develop the ability to distinguish the timbre of the sound of various children's musical instruments. Learn to sing to the accompaniment of noise instruments.

Game material: A set of musical instruments familiar to children.

Progress of the game:The teacher informs the children that the postman brought a parcel to the kindergarten and offers to see what is in it. Then the children take musical instruments out of the box one by one, name them and show how to play them. When all the instruments have been named, the teacher offers to sing any song the children wish, accompanying themselves on the instruments sent in the package. As the game progresses, children can change instruments and sing several songs. The game continues as long as the children are interested. Children stand on the carpet, facing the teacher. Children clap their palms on the carpet to loud music. To quiet music, lightly clap your hands in front of you or on your knees.

Note:A complication in this game will be the change in musical accompaniment. At the initial stage, the game is played to the music of “March of the Wooden Soldiers” by P. Tchaikovsky. The second stage uses Brahms' Hungarian Dance. It changes not only the strength of the sound, but also the tempo. A complication is introduced for children of the older age group.

Obedient tambourine

A game to develop dynamic hearing and sense of rhythm

Goal: Sings a song quietly Game material: Music center, cassettes, discs with musical works

Progress of the game:The teacher invites the children to listen carefully to the music. “Sleep” to a lullaby (sit down, put your hands under your cheeks), march to a march, dance to a dance song, run to light, fast music. The teacher includes musical excerpts in audio recordings. Children perform actions in accordance with the nature of the music.

Recommended music material: G. Sviridov “March”, A. Petrov “March”, S. Prokofiev “March”, Gavrilin “Tarantella”, I. Strauss “Perpetual Motion”, R. N.m. “The Smolensk Gander”, “The Lady”, “Oh, You Birch”, Gluck “Song without Words”, P. Tchaikovsky “Morning Reflection”

Our orchestra

A game to develop timbre hearing and performance skills

Target: Teach children various techniques of playing instruments individually and in an ensemble. Reinforce the names of instruments and the ability to distinguish their sounds by ear.

Game material: A set of musical instruments according to the number of children.

Progress of the game:The teacher invites the children to play various musical instruments in the orchestra. To do this, children must correctly name the presented musical instruments. Then the children orchestrate a piece of recorded music. They can play simultaneously or with soloists. The teacher acts as a conductor. When the game is mastered by the children, one of the children can be selected for this role. Then he shows the toy and leads it up the stairs, singing: “Climb up the steps!” Then he leads the toy down, singing: “Then go back down!” Then he offers to take the toy to one of the children. The teacher sings, the child leads the toy. Then an excerpt of the song is performed on a metallophone without words. The child must understand where to lead the toy, up or down. The rest of the children evaluate the correctness of the task. You can play the melody quickly, with the character “running down the stairs,” or abruptly, with the character “jumping up the stairs.”

Complication:After the children have mastered the game, one of the children can lead the game.

Merry pipe

A game to develop musical ear, singing breathing and creativity

Target: Improve the ability to take and distribute breathing, its direction and strength. Intonate simple melodies without words.

Game material: Vitamin bottles according to the number of children playing.

Progress of the game:The teacher hands out vitamin bottles to the children and asks them to imagine that they are pipes. Shows how you can buzz in them. In order to achieve a buzzing sound, the lower lip must lightly touch the edge of the neck of the bottle, and the air stream must be strong enough. For training, children are offered an exercise: to sound like a large steamboat (low sound) and like a small steamboat (high sound). Then you can try to hum or play a simple song on the pipe, for example, “Jolly Geese.” Invite the children to come up with their own song (one at a time, if desired).

Notes:You can play the game starting from middle age and in older groups. It will become more complex as children perform it. musical material. As a complication and as one of the game options, you can invite children to play along with a piece of music in an audio recording.

Sun and cloud

Game to develop musical ideas

Target: To develop children’s modal perception, to teach them to hear the ending and beginning of parts of a musical work, to develop children’s associative-figurative and musical perception.

Game material: Hoops, colored rings, flat silhouettes of flowers.

Progress of the game: Educator:“This is our clearing: look how many flowers there are! And you and I are butterflies. The sun is shining, we are having fun flying through the meadow! When a cloud appears, we will hide in the flowers and sit quietly! And when the sun comes out, we will fly and have fun again. And when the music ends, everyone will sit on the flowers again - the day is over, the sun has set.” Music sounds, children carry out the teacher’s instructions.

Didactic musical games for development creativity.

Musical hide and seek (age 4-5 years)

The purpose of the game: to teach children to listen and hear music, to determine its intonation and, depending on this, to perform the necessary movements, to instill interest in musical games.

Equipment: small children's toy (bear cub), musical accompaniment.

Progress of the game: the teacher invites the children to play together in a very interesting game and begins to explain the rules, which are that you need to find your favorite bear cub.

The guys stand in a row, turn to the wall and close their eyes, and at this time the leader hides the bear cub in a secluded place. When children turn around, it is quite difficult for them to immediately determine which side to start searching from. Here music comes to their aid, telling them where to go and where not to go.

This happens as follows: the guys begin to walk around the room. If they go in the right direction, then the music director plays smooth and melodic music. But if they are looking in the wrong place, then the melody changes to a sadder one. If the children are already close to the answer, then the leader can play a cheerful march or other similar melody.

This is how children learn to listen, distinguish between minor and major music, and begin to perform certain actions depending on what melody is in this moment sounds.

Bubble.

The purpose of the game: to teach children to perform movements to the music and try to ensure that they correspond to its tempo, to develop fantasy and imagination.

Equipment: musical accompaniment.

Progress of the game: the leader gathers all the children together and explains the rules of the “Bubble” game, which are that you need to perform various actions while the music is playing, but stop when it stops sounding. And at the same time, you need to refrain from laughing when the driver passes by and make everyone laugh with your actions.

After this, the guys choose their driver. This can be done either with the help of a counting rhyme or at the request of the children.

When the music starts playing, all the children try to move slowly or quickly (depending on the tempo of the melody) around the playroom. We must not forget that their cheeks must be constantly puffed up, because they are “bubbles.”

As soon as the music stops, all players must freeze in place in the position in which they find themselves, and stand as long as possible, without moving or laughing, so that their cheeks remain puffed out.

The driver approaches everyone and looks into their eyes, makes faces, in general, tries to make them laugh in any way. As soon as the child deflates his cheeks, i.e. “burst”, he leaves the game.

The kid who lasts the longest wins. He becomes the driver in the next round.

Carousel (age 4-5 years).

Purpose of the game: to develop a sense of rhythm in children, the ability to move in accordance with the tempo of the melody, and to cultivate an emotional response to music.

Equipment: a circle with a diameter of 50-60 cm with small holes along the edge, a well-installed pole about 1.5 m high, 2 ribbons of different colors about 1 m long, attached to the circle, which in turn rotates freely on the pole. The composition should resemble a carousel that the children themselves will set in motion. Musical accompaniment.

Progress of the game: the teacher gathers the children together and says that today they will ride on the carousel, but first they need to be made from a small circle and multi-colored ribbons.

First, children tie colorful ribbons to the holes in the circle. Then the circle must be secured to a pole so that it can rotate.

Then the leader explains the rules of the game, which are that you need to “ride” on the carousel (walks in a circle, holding on to colorful ribbons) either quickly or slowly, depending on the music. If a slow melody is playing at the moment, then the guys slowly walk one after another, if the cheerful music starts playing, then everyone starts jumping, but if the melody stops, then all participants must stop.

During the game, the teacher helps the children orient themselves and tells them at what pace they need to move. This game develops in children not only a sense of rhythm, but also attentiveness.

Round dance (5-6 years)

The purpose of the game6 is to develop children's creative abilities, ear for music, train musical memory, teach children to move in accordance with the proposed instructions, not forgetting the rhythm.

Equipment: tape recording of a melody familiar to children, or piano accompaniment.

Progress of the game: the leader gathers the children together and invites them to stand in a large circle, holding hands. Then the guys begin to dance in a circle to a song they know (for example, “A Christmas tree was born in the forest” or “Smile”) and sing its words.

After the children sing the first verse, the teacher says that everyone can walk just like that, and suggests holding on to the knees of their friends rather than their hands. The guys squat down and try to grab their neighbors’ knees and continue moving, but in the opposite direction.

Everyone sings the second verse of the song.

During the third verse, the leader changes the task: now you need to hold on to the ears of your friends rather than your knees. The movement of the round dance changes in the opposite direction. The teacher can offer the following tasks while moving in a round dance:

holding your neighbor's nose;
hug your neighbor by the shoulders;
walk on legs bent at the knees, like ducklings, etc.

Cap.

The purpose of the game: to teach children to perform the actions they sing about, to develop children’s imagination and imagination, as well as creative abilities.

Equipment: drawings depicted on album sheets (cap, triangle); musical accompaniment.

Progress of the game: the teacher invites the children to play a very interesting game, the rules of which are that it is necessary to show certain gestures instead of some words in the song.

The words of the song are as follows:

My cap is triangular,

My triangular cap.

And if not triangular,

This is not my cap.

As a rule, kids remember words very easily, but while singing, you can show pictures prepared in advance.

The next step is to learn gestures, which will then replace certain words. There are only four of them:

“cap” - the guys put their hand on their heads;

“my” - they bring their palm to their chest;

“triangular” - with their hands they draw a triangle in the air;

“no” - they wave their head in denial.

So the song, after it is sung for the fourth time, becomes silent, and the children really like this.

MicrosoftInternetExplorer4

/* Style Definitions */

table.MsoNormalTable

(mso-style-name:"Regular table";

mso-tstyle-rowband-size:0;

mso-tstyle-colband-size:0;

mso-style-noshow:yes;

mso-style-priority:99;

mso-style-parent:"";

mso-padding-alt:0cm 5.4pt 0cm 5.4pt;

mso-para-margin:0cm;

mso-para-margin-bottom:.0001pt;

mso-pagination:widow-orphan;

font-size:10.0pt;

font-family:"Times New Roman","serif";)

Musical games as the main factor in the development of creative abilities in children of primary school age.

Methodological development on organization extracurricular activities children of additional education teacher Khristofovich Elena Evgenievna.

Everyone knows that in order to develop children’s sense of rhythm, tact, ear for music and memory, it is necessary to closely familiarize them with musical games from an early age. (Games are the main activity of primary schoolchildren). The music that accompanies games should have an incendiary, cheerful rhythm, thanks to which children quickly lift their spirits and increase their motor activity. Musical accompaniment of various outdoor games brings only positive results, as it forms the basis for the harmonious development and promotion of children's health.

Using musical games, the teacher has an excellent opportunity to identify and develop the child’s musical abilities: hearing, voice, sense of rhythm, etc.

If you organize musical games for children back in early age, in the future you can avoid such cases when the child is in big company is shy and therefore cannot read a short poem, sing a song or dance in front of strangers.

The game introduces the child to life, to communication with others, with nature, and contributes to the acquisition of knowledge. It always has a specific purpose. IN music games This goal is the development of intelligence, a sense of rhythm and tact, memory, ear for music, voice, and the child’s most creative activity. Musical games promote quick memorization of studied material, intensity of learning, emancipation of children, and getting rid of inhibitions. Music introduces a child to beauty, to a sense of harmony; in a word, it enriches his spiritual world.

Music games

"EIGHT"

Children stand in a circle, the teacher is with them. At his signal, all players take a deep breath so that the stomach becomes “inflated”, bend one leg, lean forward a little and begin to count to eight until the stomach “goes down” - exhale. The air must be consumed gradually.

The count (one, two, three, four, five, six, seven, eight) is repeated until the breath runs out. The child may run out of energy on the count of five in the second repetition. In this case, as soon as he feels that his stomach has “descended,” he lowers his leg and waits for the others to finish counting.

The leader makes sure that the children count clearly.

The game allows you to practice breathing before chanting.

"CALL"

Children stand in a semicircle, facing the window. It is better to play this game outdoors, in an open space or in a room with good acoustics.

At the leader’s signal, the children take in air, inhale, and begin to shout out the words “river”, “stove”, slightly stretching the vowel: re-e-chka-a, pe-e-chka-a. The words are spoken loudly and clearly. It sounds like a call. With your voice you need to send the word somewhere into the distance (over the roof, into the sky).

The game continues until all the children begin to pronounce words loudly and cheerfully, in a chant, taking their breath correctly.

"MUSICAL PHONE"

Attached to the tablet is a rotating phone dial with an arrow. Five music lines are drawn around the disk, on which the notes (from “C” to “B”) are placed in a circle.

The children sit in a semicircle, in front of them is the teacher-leader, he shows the game, explains that this is a music phone and children can use it to order a song from any sound. Popevka music director selects in advance. This can be not only a song, but also a melody from some piece of music that the teacher plays on a musical instrument. The telephone dial rotates to the right (clockwise), the arrow stops, for example, against the note “D”. Everyone sings a song from this sound. Then the child comes out, spins the disk, and the same song or melody is performed, but only with a different sound, which is sung by all the children or individually by one or another participant in the game.

"COMPLETE THE TASK"

The goal of the game is to correctly convey the rhythmic pattern of the melody on the instrument, clean performance, and the ability to correctly produce sound. A flannelgraph and cards depicting short and long sounds are used. The teacher taps the rhythmic pattern, and the child lays it out with cards on a flannelgraph. You can increase the number of cards and then each player has the opportunity to lay out a drawing on the table.

"FOREST VOICES"

Children are divided into groups of 5-6 people, one of them is appointed as a “forester”. Each child chooses what animal or bird he wants to be. For each voice, the leader selects a sound or melody that the child must sing, imitating the voices of animals or birds.

In the cuckoo's voice, two sounds can be played, representing some kind of musical interval, for example a fourth. The sounds are pressed alternately, first the upper one, then the lower one, which will correspond to “ku-ku”.

Children run around the room, playing the role of their animal. Someone is sitting, someone is walking or lying down, someone is hiding “in the thickets.”

At a sign from the leader, the “forester” begins to walk between different animals and listen to them. They begin to sing in a predetermined order. The one whom the “forester” touches stops singing. When the leader sets the tonic or plays a melody, another player begins to sing.

It is very important in this game to correctly reproduce the melody or sing the sound, conveying the voice of an animal or bird.

"JOURNEY"

The teacher invites the game participants to come up with a story about their journey, which can be depicted using their voice.

“Listen, first I’ll tell you,” says the teacher. – Masha went out into the street, went down the stairs (sings a scale going down, in C major). I saw a friend who was very good at jumping rope. Masha also wanted to jump, and she ran home to get some skipping ropes, jumping over the steps (singing an extended major triad from bottom to top). You can continue my story or come up with your own story.”

The leader can help by playing along on a musical instrument (setting the tonic, changing a major scale to a minor one, moving to another key).

"SOUNDS AROUND US"

Children stand in a circle. “Listen to how many different sounds there are around us,” says the teacher. “Let’s try to sing them.” He begins to ask one by one: “What sound do you hear? Try to reproduce it in your voice." Children can name any sounds, regardless of whether they can hear them at the moment or not.

For example, a child says that he hears the roar of a flying plane. The leader gives the tonic (up to the first octave). The child sings with one sound: ooo-oo-oo-oo. The teacher asks how to depict an approaching plane and suggests doing it in chorus. Children sing in one sound, gradually increasing the sound (from piano to forte). “Now let’s show that the plane has taken off,” says the leader. Children sing on one sound, gradually weakening the sound (from forte to piano).

"RECITATIVE"

Recitative is the performance of a melody in a tongue. To practice this musical technique, various children's tongue twisters can be used.

The teacher pronounces a tongue twister, and the children sing it (either using one sound, or reproducing a played melody). For example:

Greek rode across the river,

Sees the Greek: there is a cancer in the river.

The Greek put his hand in the river -

Cancer by the hand of the Greek!

Children sing a tongue twister on one sound “do” or step by step: do-do-re-re-mi-mi-fa-fa, fa-fa-mi-mi-re-re-do (pause - take a breath). The word “cancer” stretches out a little on the “do” sound (quarter note). The second phrase is similar to the first.

Words are pronounced clearly, “staccato” (shortly), at a fast pace (agile).

"STAND THE SOUND"

The musical director gives one sound. Children listen to how it sounds on a musical instrument. Then the teacher asks you to reproduce it with your voice and sing on one sound as long as you can breathe.

Then the leader gives another sound, higher or lower at a certain interval. Children sing all or each individually.

"MUSIC BOX"

To play you will need a casket (box) where various rhythmic melodies are hidden. The rhythm is recorded with durations on separate cards.

Children take turns taking cards out of the box and clapping the rhythmic pattern that is written there.

“GIVE NAMES FOR THE NOTES”

Seven people take part in the game. Children come up with words containing combinations corresponding to seven notes. The leader distributes notes among the guys in advance - and everyone comes up with a name for themselves, saying it out loud. The result should be a series of words. For example:

road – river – bear – beans – salt – frog – sieve

"GUESS THE MELODY"

The essence of this game is similar to the television one, known to everyone. Those who wish can divide into teams or compete individually. The presenter gives everyone present an excerpt from a song or popular melody to listen to, and the players must name this piece of music.

The player or team that guesses the most tunes wins. The players agree among themselves on the duration of the game.

"WALKING CIRCLE"

The participants of the game, holding hands, form a circle. The driver becomes inside him. Slowly moving to the right or left in a circle, the players sing a song in which the name of the driver is mentioned:

We walk in circles, one after another.

Hey guys, don't yawn!

Everything that Kolya (Sasha, Ira or others) will show us,

Let's repeat it together!

The circle stops, and the driver shows some movements (jumps like a frog, rotates his arms, spins in place, or takes some funny pose). All players must exactly repeat his movements. After this, the driver approaches one of the guys in the circle and bows low. The one who is bowed becomes the leader.

The game is repeated, the round dance moves in the other direction.

"LADOSHKI-LADOSHKI"

The game develops hearing, erudition, and attention.

The presenter claps the motive of the intended song, and the players must guess it and perform it.

If several people guessed the song at once, the presenter guesses a more complex melody or chooses the player who performed the song best. In any case, you cannot drive more than three times. The exception is the case when the song is not guessed by any player for the third time. With this option, you can repeat it again and only then guess the next one.

The song can be clapping your hands, stamping your feet, or tapping a pencil or other object on the table. Only those songs are guessed that all or almost all participants in the game know. It is better not to take old, unfamiliar songs, as they are very difficult to guess.

"ONE-TWO"

The main task of this game is to teach children to breathe correctly, which is so important when singing. At the teacher’s command, children must take a breath together (one “one”) and, most importantly, hold their breath, and then slowly, in a thin stream, gradually release the air (one “two”). The winner is the one who can hold air in his lungs the longest.

The game can be continued by inviting children to sing any well-known children's melody on the syllable “la” or “a”. Break the whole song into phrases. But before each phrase, don’t forget to breathe. You need to try to have enough breath for the entire musical sentence.

"CAT AND MICE"

Thanks to this game, children's emotional reaction to sudden dynamic contrasts intensifies. Children learn to convey images in the nature of their movements. By conveying the image of mice, they learn to move silently and quickly run away. The rules of the game - “do not touch the cat and do not run away ahead of time” - require children to show restraint and control over their emotions.

One of the children plays the role of a cat. The “cat” is squatting or curled up on a chair against one of the short walls of the room. The cat's eyes are closed. The rest of the children act as mice, positioned against the opposite wall, in the “hole” (beyond the line delimiting the territory safe for the “mice”).

Music sounds: measures 1 to 12 are performed quietly. The “mice” quietly emerge from the “hole” and silently move around the room in different directions (“looking for food”). The “cat” pretends to be asleep. Touching the “cat” is prohibited.

Measures 13-16 sound. The “cat” opens its eyes to loud music, jumps up and catches the “mice”, which quickly run back into their “hole”. The caught “mice” sit on chairs to the side. The game repeats itself. At the end of the game, the “mice” that were not caught go to the rescue of those who were caught.

Children - “mice” - can walk on their toes or run, imitating the silent, fussy movement of mice. The loud sound of the last bars is conveyed by the speed of the run. When learning the game “cat”, an adult performs it. Measures 1-8 can be repeated occasionally so that children do not get used to the same length of music.

« MUSICAL RIDDLES"

This game helps to reinforce a new song by singing on various musical instruments. The guys sit in a semicircle in front of a screen, behind which there are musical instruments on the table. The presenter plays a melody or rhythmic pattern on an instrument. Children guess. A chip is awarded for the correct answer. The one who collects the most chips wins.

"APPLAUSE"

One of the simplest music games is to remember a missed rhythm. The first participant comes up with a simple rhythm and claps it. The next one must repeat it exactly, without error, and come up with the next rhythm, which is transmitted in the same way further. And so on in a circle.

Rhythms can be gradually made more complex. If someone cannot repeat the missed rhythm the first time, the presenter should ask the person who came up with this rhythm to repeat it as many times as it takes to guess. There is a certain difficulty in this for the one who proposes, sets an example - he should not forget and get confused when repeating, that is, the initial rhythmic passage should be as complex as the “author” himself can accurately remember and reproduce it.

The game can be gradually complicated by introducing simple exclamations or words into the rhythmic pattern, for example: “And one!”, “Ole-ole-ole,” “One, two, three,” etc. You can use some funny sayings or sayings, pronouncing them in a rhythmic, organized manner.

Scroll

musical and didactic games for children

older

1. Walked, ran, galloped
2. Guess what I'm doing
3. Who has a toy?
4. What does it sound like, listen
5. Cat and mice
6. Prince and Princess
7. Loudly - quietly binge drinking
8. Hunters and hares
9. How many of us are singing?

11. Conductors
12. Write a song
13. The toys are dancing
14. The song came to visit
15. Find a match
16. Guess what I'm playing on
17. Create a dance
18. Sun and cloud
19. Play like me
20. Hush, play louder
21. Echo
22. Three orchestras
23. Musical package
24. Listen and clap
25. Obedient tambourine
26. Take a walk - relax
27. Our orchestra
28. Sovushka - owl
29. Musical ladder
30. Merry pipe
31. Sun and cloud

Walked, ran, galloped

Target:

Guess what I'm doing

Game to develop auditory attention

Target: Develop auditory attention and memory.

Game material: Tea cup and spoon, ball, five wooden cubes, scissors and paper, tumbler.

Progress of the game:First, children are introduced to the sounds made by various objects. The adult invites the children to perform various actions: first, one of the children stirs the tea with a spoon, the second plays with a tumbler, the third builds a tower of cubes, lightly tapping them against each other, the fourth cuts paper, the fifth hits the ball.

Who has a toy

Game to develop auditory attention

Target: Develop auditory attention and memory.

Game material: any musical instrument: bell, tambourine, rattle, maracas, etc.

Option 2Children are given several instruments (3-5) They stand at different ends of the group room. The driver is blindfolded and stands in the center of the group room. To the music, the children change places. As soon as the music stopped, the children froze on the meth. They take turns playing instruments. Then the teacher gives the command which instrument the driver should find. In case of difficulty, the named instrument sounds again.

What does it sound like, listen

Target: Develop timbre hearing and auditory attention.

Game material: musical instruments of various groups: maracas, xylophone, box, spoons, rhythmic sticks, cubes; metallophone, bells, bell, triangle, tambourine; small screen.

Note:To play, instruments of the same group are taken: wood, wind, strings, metal, etc.

Cat and mice

Target:

Game material: rattles

There lived a cat Vasily. The cat was lazy!

Sharp teeth and a fat belly.

Very quiet he always walked.

Loud insistently asked to eat.

Yes a little quieter snored on the stove.

That's all he knew how to do.

The cat once had a dream like this

It was as if he had started a fight with mice.

Loud screaming, he scratched them all

With your teeth, your clawed paw.

There are mice in fear here quiet prayed:

Oh, have pity, have mercy, do me a favor!

And they scattered.

While the cat was sleeping, this is what happened:

Mice quiet came out of the hole

Loud crunching, ate bread crusts,

After a little quieter laughed at the cat

They tied his tail with a bow.

Vasily woke up and loud sneezed;

He turned to the wall and fell asleep again.

And the mice climbed onto the back of the lazy man,

Until the evening loud they made fun of him.

Prince and Princess

Dynamic hearing development game

Target: To develop children's dynamic hearing and skills in playing children's musical instruments.

Game material:Music in audio recording.

Loudly - quietly binge drinking

Dynamic hearing development game

Target: Develop dynamic hearing in children.

Game material: A small ball.

Find the ball, Seryozha.

If we drink quietly, it means far away

If we start singing loudly,

So there is a ball nearby.

Hunters and hares

Game to develop dynamic perception

Target: Develop dynamic perception in children.

Where are you, gray hares, where, where, where?

The bunnies follow the hunters on their toes, sing quietly, the hunters stand still:

We walk quietly, we sing quietly

You won't catch us, no, no, no!

Hunters: Now, now, now, we will catch you, hares.

You will never hide from us!

Hares: We walk quietly, we sing quietly

And we will keep it from you: yes, yes, yes!

Hunters catch hares. The teams change places and the game is repeated.

How many of us are singing?

Game to develop musical ear

Target: Develop children's ear for music.

Notes: Once the children have mastered the game, one of the children can act as conductor.

Game to develop timbre perception

Target: Develop timbre hearing, auditory attention and memory.

Children sing:Vanya, you are in the forest now

We call you, Au!

Come on, close your eyes, don’t be shy!

Who is calling you, find out quickly.

Conductors

Write a song

Game for developing song creativity

Game material: A set of story pictures.

The toys are dancing

Target:

Game material: a set of small toys according to the number of children playing.

Progress of the game: 1 option

The teacher and children sit around the table or on the floor.

Educator:The toys gathered to dance,

But they don’t know how, where to start.

The bunny came forward

He sets an example for everyone

The teacher sets a simple rhythmic pattern by knocking the toy on the table. The children's task is to repeat the given drawing.

Option 2

Option 3

Children stand in a circle. Educator: The kids gathered to dance

But they don’t know how, where to start!

I'll stomp once! I'll slam you once!

Look at me,

Together, do as I do!

The teacher claps his hands or performs footsteps. Children repeat the given rhythm.

When the children have mastered the game well enough, one of the children takes on the role of leader.

Option 4

The teacher plays with a subgroup of children, but sets the rhythmic pattern to each individual, in turn, asking the rest of the children to evaluate the correctness of the task.

The song came to visit

A game to develop musical ear, memory and performance abilities

Target: Develop musical memory, the ability to sing without musical accompaniment in choirs, ensembles and individually.

Game material: Magic bag and toys, heroes of children's songs.

Progress of the game:The teacher brings a magic bag to the group, examines it, and makes assumptions about what it could be.

Educator:The song came to visit

And she brought a gift.

Come on, Tanya, come over,

What's in the bag, look!

Note:The song is not necessarily about a toy. The hero may simply be mentioned in a song.

Find a match

A game to develop timbre hearing and attention

Target: Learn to compare the sound of instruments, find the same sound.

Game material: Homemade noisemakers with various fillings, two each sounding the same: ice cream molds, capsules from Kinder surprises, jars of coffee or vitamins.

Guess what I'm playing on

Target: Develop the ability to distinguish the timbre of the sound of various children's musical instruments.

Game material: A set of musical instruments according to the number of children, a small screen.

3 Complication: After the children have guessed all the instruments, everyone is invited to play together to the music in the audio recording. Progress of the game: The teacher announces that fairy-tale characters have come to the fairy-tale ball, and the children must guess which ones by the way they dance. The teacher turns on the music and shows one of the children a card with a picture of a character. A child improvises a dance. Children guess. The teacher confirms the correct answer by showing a card.

Sun and cloud

Target:

Progress of the game: Educator:

Play like me

Game to develop a sense of rhythm

Game material: tambourine, drum, musical hammer, cubes, rhythm sticks, etc.

Three orchestras

Note:The game is played after children have become acquainted with all types of orchestras in music classes.

Musical package A

Game to develop timbre hearing

Target: Develop the ability to distinguish the timbre of the sound of various children's musical instruments. Learn to sing to the accompaniment of noise instruments.

Game material: A set of musical instruments familiar to children.

Obedient tambourine

A game to develop dynamic hearing and sense of rhythm

Goal: Sings a song quietly Game material: Music center, cassettes, discs with musical works

Our orchestra

A game to develop timbre hearing and performance skills

Target: Teach children various techniques of playing instruments individually and in an ensemble. Reinforce the names of instruments and the ability to distinguish their sounds by ear.

Game material: A set of musical instruments according to the number of children.

Complication:After the children have mastered the game, one of the children can lead the game.

Merry pipe

A game to develop musical ear, singing breathing and creativity

Target: Improve the ability to take and distribute breathing, its direction and strength. Intonate simple melodies without words.

Game material: Vitamin bottles according to the number of children playing.

Notes:You can play the game starting from middle age and in older groups. It will become more complex along with the musical material performed by the children. As a complication and as one of the game options, you can invite children to play along with a piece of music in an audio recording.

Sun and cloud

Game to develop musical ideas

Game material: Hoops, colored rings, flat silhouettes of flowers.

A child perceives music even before it is born. This is confirmed by numerous studies. Obviously, nature itself gives the baby the ability to hear and feel melody and musical rhythm. How can these inclinations not be revealed if the child’s real talent may be hidden behind them? Development of musical abilities in children preschool age helps you learn to hear the beauty of melody and see the grace of dance. All this shapes aesthetic perception and helps older children determine the place of music in their lives.

Children's musicality and the influence of music on children's development

According to scientists, children have musical abilities from the very beginning. It’s just that in some they manifest themselves more clearly, and with some children you should work to identify a predisposition to this type of creativity.

The child involuntarily shows his natural musicality. If you play a smooth melody for playful preschoolers, they quickly calm down. If the baby is lethargic and uncollected, you can cheer him up and organize a cheerful march. In this case, you do not need to pay attention to the sounding melody. The child's body itself responds to sound waves.

Music lessons, learning songs and movements have a positive effect on the development of a preschooler. They promote sensory development: auditory and motor attention is sharpened, a wider range of sound is perceived, and the perception of rhythm improves.

Musical activity of preschool children creates conditions for the development of arbitrariness of mental processes. It is formed as the child is directed what to listen to, what to look at. The arbitrariness of perception increases and children listen to the sound of notes and relate them to the sounds of nature and fantasy pictures.

Memory also improves due to the fact that it is necessary to learn the words of the song, and the vocabulary expands significantly.

Let us note that education with music creates responsiveness and makes preschoolers more sensitive towards adults and each other.

Musical abilities of preschoolers

Decades of research show that preschool children's musical abilities come in a variety of forms, but one talent is likely to show up in everyone. Some children are more interested in playing instruments, others like to sing songs. Still others immediately begin to dance when they hear rhythmic sounds.

However, when setting a goal to develop a child, it is important to take into account his preferences. The main characteristic of successful learning is involvement in the process. Studying under duress only produces negative results.

It happens that a sharply negative attitude towards an instrument or choreography classes persists until adulthood.

Therefore, the singer should be sent to the choir, the musician should be taught to play the instrument that is really interesting to him, and the dancer should be taken to a dance studio for little ones.

Types of abilities

The classification of musical abilities created by experts includes two main types:

Ear for music;
The ability to feel the rhythm.

Musical hearing - perception of sound movement and reproduction of melody.

This ability may be innate, but even if a child does not have absolute pitch for music from birth, it can be developed through training, especially if you start practicing from an early age.

The presence or absence of a sense of rhythm can be noticed as soon as the baby begins to move to the sounds. This is not just a uniform repetition of the movement at regular intervals. A person who senses rhythm subtly senses pauses and musical accents, during which the movement should be sharp, bright, and colorful.

Components of musical hearing

The components of such hearing are modal feeling And musical and auditory performance. The first touches the emotional sphere and provides subtle performance. A preschooler who has a similar skill is able to not only recognize a melody from memory. He will immediately say that this composition is sad, another is cheerful, the third is thoughtful. This component means the perception of melody through the senses.

Musical-auditory perception is the ability to track the movement of musical sounds, the alternation of high and low notes, remember a passage and understand how to reproduce it. A well-developed skill is a prerequisite for a possible singing career. It is he who helps the child repeat the music he hears with his voice and sing it.

Development of musical abilities in preschool age

Each component uses its own methods to develop. At the initial stages, games should be played to develop a sense of rhythm and the ability to hear a melody. Later, with expressed interest and success, you can focus on a specialized school or dance classes with an experienced teacher.

Development of modal sense and musical-auditory perceptions

The main way to develop the components of musical ear is singing. Regular classes help improve your sense of harmony and ability to reproduce melodies. By performing songs, the child trains his vocal abilities and learns to “hit” the notes accurately.

Features of children's musical abilities include more frequent breathing and a small singing range. That is why songs for preschoolers are distinguished by short phrases - the baby has time to gain a new portion of the air necessary for clean, correct singing.

Also, the development of musical and auditory performance includes training in the correct position of the body, the use of the diaphragm, and wide opening of the mouth. An effective exercise for preschoolers is blowing out a candle or blowing fluff off a dandelion.

Classes begin with a chant to warm up your voice. In the future, in addition to learning songs, didactic games: guessing the song sung by the rest of the group, playing the same melody by everyone. In addition to increasing the accuracy of repetition of the original, a competitive effect is activated, motivating children to improve their skills.

Understanding the emotional component of a melody, the ability to sing it with the correct intonation and feelings intended by the author is a more complex component. Development should begin in older preschool age, when the child is better acquainted with the diverse palette of human sensations and experiences.

The exercises involve using your voice to depict emotional ideas and feelings: resentment, joy, anger, fear. When a preschooler has mastered the basics of playing any instrument, the same exercise is carried out using a piano, xylophone, and drum.

Such activities prepare children not just for the pure reproduction of a song, but for the ability to “read” the mood conveyed by the melody.

Formation of a sense of rhythm in dance and exercises

It is possible to form a sense of rhythm in different ways. The basis is dance, or rather the basics of rhythm. Children learn to march and perform simple dance elements in accordance with a given rhythm. As success is achieved, the drawing becomes more complex, and preschoolers learn to hear pauses and strong beats.

In addition, to develop the ability to feel rhythm, it is useful to use drums and timpani. The exercise consists of beating sounds at regular intervals.

Speech and musical-didactic games also contribute to the development of a sense of rhythm.

Reciting with a metronome helps you feel the required speed of pronouncing each word and syllable. The device can be replaced with claps or accompaniment, which forms an understanding of rhythm based on the relationship between music and speech.

How to identify whether a child has an ear for music and a sense of rhythm

Parents themselves can assume that their baby has hearing or a sense of rhythm if they have the appropriate skills. However, accurate diagnostics of the musical abilities of preschoolers is carried out by specialists.

Typically, when identifying a propensity for such creativity, three main methods are used:

Conversation with a preschooler;
Observing his leisure time;
Specialized testing.

The conversation must be structured so that the child feels comfortable and protected. You can talk while walking, while playing, or after watching a cartoon. General issues will help you imagine how interested a child is in the creative field.

During the conversation, three aspects are revealed: a penchant for artistry, manifestation of emotions, interest in one or another type of creative activity.

It is recommended to ask to recite the poem. Expressiveness, accents, pauses speak of the beginnings of artistry. However, if a child “mumbles” a quatrain, this does not mean he is untalented. You should choose a different time: perhaps the child simply does not understand how to express emotions through poetic stanzas.

Questions about music in general, favorite songs and instruments will help you understand what exactly you are interested in. Perhaps your preschooler likes to pretend to be a drummer, strum his mother’s piano, or sing along to songs from cartoons. It is important to clarify whether there is a favorite song, ask to sing quietly.

Through observation, attentive parents can recognize a penchant for music. Predisposition to this area is identified by the following characteristics:

Positive reaction to the sound of any melody;
Increased curiosity about everything related to music;
Expressed joy, dancing when your favorite song comes on;
Love of music in different styles;
Easy memorization and playback of the melody;
The desire to speak in public.

During the audition, specialists identify the presence of an ear for music and a sense of rhythm. The first skill is determined by the ability of preschoolers to recognize lower sounds, the number of sounds played on the piano. The child must also use his voice to reproduce the notes and short melodic phrases sung by the teacher. Finally, the child is asked to sing his favorite song.

The definition of rhythmic is to repeat the sequence that the teacher taps on the soundboard, marching, clapping your hands so that the rhythmic pattern is accurately reproduced.

Even if the test results reveal weak musical abilities, but the preschooler’s interest in the lessons is high, you should start practicing. Persistence will help develop missing skills and achieve success in children's creativity.

When studying with a child, it is important to constantly alternate methods so that the lessons do not get boring. By using a variety of ways to develop musical abilities in preschoolers, significant gains can be made and an understanding of the diverse culture associated with melody and movement can be created.

Popular materials

Where to find a Daedra heart in Skyrim Where to get a Daedra heart in Skyrim
Skyrim: At the Top of Apocrypha - final quest, walkthrough
Last Empire War Z - secrets and rules for passing the game
Walkthrough of the game Sword Coast Legends Night on the Highway
How to cheat like a "fool"?