Lipneva, Borisova: Rhythmic sketches. Creative tasks for young musicians. Expressive means of music: In the beginning there was rhythm. What note to start and end the song with?
State educational institution
"Kozlovshchina Secondary School"
Dyatlovsky district, Grodno region
Lesson notes on music in 2nd grade
“Rhythm is the “golden key” of music”
Prepared
Music teacher
Kavtsevich Natalia Nikolaevna
village Kozlovschina
year 2012
RHYTHM IS THE GOLDEN KEY OF MUSIC
The purpose of the lesson: form a holistic idea of rhythm. Lesson objectives: 1) updating of ideas about pulsation, strong and weak beats; 2) introduction of concepts rhythm, rhythmic pattern;3) training in modeling a rhythmic pattern in the process of rhythmic recitations; 4) development of a sense of rhythm. Equipment: button accordion, synthesizer, laptop, multimedia installation. Musical material:
- “Music, hello - musical greeting Sound effect: ticking of a clock - listening to “Different Guys” D. Kabalevsky - singing “March of the Colored Soldiers”, L. Murashko - listening to “The Squirrel Flies Away”, I. Smirnova - working on a song
Hello music!
Hello music!
Music, music!
Beautiful holiday
A wonderful holiday!
Music gives us.
Hello girls!
Hello!
Hello boys!
Hello!
Hello Hello,
Hello!
Hello, hello, everyone!
- Guys, tell me, what is the name of the theme of the first quarter? - Means of musical expression (musical colors). - What do we call the queen of music? - Melody. - What kind of melody is there? - Smooth, spasmodic, progressive, ascending, descending. - What does the melody consist of? - From sounds. - What sounds are there?
High low Long Musical sounds short Loud quiet - One of the important means of musical expression is rhythm. It is found not only in music. All nature is filled with it. Nature and life have their own rhythm - the alternation of different phenomena (morning - evening, day - night, winter - summer, cloud - sun, joy - sadness, etc.); human movements, swings (up - down), bells (ding - bom), pendulum (tick - tock), etc.
Everything around us is familiar,
Every sound is not new to us.
But listen how rhythmic
The clock pendulum moves:
Tick - tock! Tick - tock!
Tick - tock! Tick - tock!
(clock sound - listening)
In music, rhythm is also an alternation, only of sounds of different durations - long and short. For example:
This recording is called a rhythmic pattern.
Listen, listen, discern
The sound is short and drawn out,
Develop a sense of rhythm
Rhythm in music is the “golden key”. With its help you can enter different musical genres (“whales”). He is able to convey the characters of people and animals.
The song “Different Guys” (music by D. Kabalevsky) makes it possible to feel and convey the characters of children. Listen to two melodies. What is the difference? What character of a person can the first melody convey? Which one is the other one? Which melody can be compared to steps, which to running? Compare the notation graphics (pulse steps) of two melodies (from different guys):
Now let’s sing and show the pulse steps on the table and perform them with clapping. (It is important that children feel that the different characters of children are conveyed by the different nature of the performance). Performing the song in rows (one row sings about calm children, the other about restless children) and together, in two voices.
Physical Education Minute Physical Education Minute “Autumn”
The birch trees unbraided their braids,
The maples clapped their hands,
The cold winds have come
And the poplars were flooded.
The willows have drooped by the pond,
The aspen trees began to tremble,
Oak trees, always huge,
It's like they've become smaller.
Everything became quiet.
Shrunk
It has drooped and turned yellow.
Only the Christmas tree is beautiful
By winter she looked better.
And now we will rhythmically recite the poem. We read and clap the rhythm:
Flocks of birds fly away
Away beyond the blue sea.
All the trees are shining
In a multi-colored dress.
We write it down in notes in our notebooks:
Hundred and birds at - le - ta - yut
Away beyond the sea.
All the trees are getting closer
In multi-colored u-bo-re.
We read by rhythmic syllables: ti-ti ta, ti-ti, ti-ti. Next we play short durations on the triangle, and long durations we highlight with maracas.
“Rhythmic dictation”
Who wants to play the role of a music teacher and clap out their musical rhythm so that the whole class repeats it?
(The guys take turns acting as a music teacher, demonstrating their rhythmic patterns).
Guys, what marches do you know and who are they written for? And who could walk to this march?
“March of the Colored Soldiers” – hearing. While listening, students should feel a small, light step, hear slight changes in tempo (slowing down, returning to the original tempo), a change in step, as if someone is stopping the soldiers from walking smoothly, as well as a change in the nature of the sound, this means a change musical parts.
Continuation of work on the song “The squirrel flies away”, lyrics by T. Propisnova, music by I. Smirnova.
Let's clap the rhythm of the second part of the verse:
I can see the distance through the pupil, and today at the window
I've heard a song about farewell to us since the morning
Performing a song requires expressive articulation and clear intonation.
Reflection:
What was the most interesting?
What was the most difficult thing for you?
What discoveries have you made in your knowledge of music?
N.I. Bracado, A.B. Kozhenevskaya, V.A. Mistyuk.Music in 2nd grade. Minsk "Belarus" 2010.
M.A. Davydova. Music lessons. Moscow. "WAKO" 2008
N.N. Grishanovich. Music at school. Minsk. Private Unitary Enterprise "Unipress Publishing House" 2006.
This methodological development is a description of the lesson notes on the topic “Working on rhythm with the help of rhythmic exercises and musical instruments.” The methodological development will be useful to teachers of choral studios and vocal ensembles.
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State budgetary institution
Additional education
House of children's creativity "SOYUZ"
Vyborg district of St. Petersburg
METHODOLOGICAL DEVELOPMENT
OPEN CLASSES
Additional education teacher Moskvina O.S.
Subject:
“Working on rhythm using rhythmic exercises and musical instruments”
Saint Petersburg
2016
Explanatory note
This methodological development is a description of the lesson notes on the topic “Working on rhythm with the help of rhythmic exercises and musical instruments.”
The methodological development will be useful to teachers of choral studios and vocal ensembles. It is a range of rhythmic exercises for developing a sense of rhythm in children from 7 to 12 years old. The proposed rhythmic exercises will be most effective for children who are already familiar with the basic basics of musical notation: treble clef, staff, simple meters (2/4,3/4,4/4), durations (eighths, quarters).
Rhythmic tasks are one of the most interesting sections in working with a choir or vocal ensemble. They are of interest to children and always evoke collective positive emotions. This is primarily due to the fact that the exercises are carried out in a playful way and include exercises for attention, reaction, and speed. The tasks allow you to work with all children at the same time and divide children into teams and subgroups. This includes exercises of the canonical principle or exercises on the metro rhythm with alternating emphasis on strong and weak beats.
The main principle in practicing rhythmic exercises is to achieve synchronized execution of the rhythmic pattern in each specific task.
To achieve synchronized performance of rhythmic tasks during the lesson, various options for rhythmic exercises are offered using:
Hand clapping (in sitting, standing, moving positions)
Beating a rhythm with your feet (sitting, standing, moving)
Use of rhythmic and verbal canons
Tongue twisters, phrases, phrases
Musical instruments: shaker, spoons, mallet, triangle, etc.
Target.
Development of a sense of rhythm in children.
Tasks.
Educational:
Learn technically meaningful performance of a piece;
- learn to determine the time signature by ear;
Study identify the simplest rhythmic combinations by ear;
Develop a sense of musical form;
It is easier to learn a piece from notes and by heart.
Educational:
- develop attention, imagination, musical memory;
Develop the emotional sphere of children;
- develop creative activity in search of new rhythmic patterns;
- develop motivation for musical activity;
Develop children's communication skills;
Educational:
Bring up goodwill, respect for each other;
Improve communicative competencies in the process of group learning;
Fostering a conscious approach to learning.
Teaching methods:
Visual (auditory and visual);
Verbal (story, explanation, dialogue);
Illustrative combined with reproductive (showing by the teacher and reproducing what the students heard).
Empirical method (method of practical, experimental search for words understandable to a child, definitions for describing rhythmic tasks).
Methodical techniques:
Creative tasks and questions that stimulate thinking;
Encouraging self-control;
Encouragement (to stimulate their interest in activities) as a way to evoke positive emotions.
Modern educational technologies:
Technology of developmental education;
Health-saving technologies (breathing exercises, combinatorial exercises);
Gaming technologies: educational, developmental, communication.
Type of lesson: combined lesson.
Children's age: 7-10 years.
Forms of organization of cognitive activity:individual, group, frontal.
Means of education:
Visual aids: Tongue twisters, cards of words, phrases, phrases, cards “rhythmic figures”, cards with word pairs, musical instruments.
Equipment: piano, chairs.
Lesson plan:
1. Organizational moment. 2 minutes.
2. Questions for children. What do they know about “Rhythm” 3 min.
3. Teacher’s explanation of the topic “Rhythm” 3 min.
4. Showing simple rhythmic combinations - joint analysis. 3 min.
5. Game “Funny Tacts” 3 min.
6. Game “Collect the word”. 4 min.
7. Creative tasks for rhythm - “Tell someone else.” 3 min.
8. “Take the word away” 4 min.
9. Canonical Tic-Tac Game 3 min.
10. Live orchestra 15 min.
11. Summing up, reflection 5 min.
Progress of the lesson:
1. Organizational moment.
Hello guys! Today we are beginning to get acquainted with an interesting topic that we encounter every day when we hear music, this is “Rhythm”! In our lesson today you will learn: what a sense of rhythm is, how it can be developed, you yourself will become teachers for each other for a short time, and in the end we will turn into a real live orchestra!
I wish everyone a good mood, new impressions, discoveries and acquired knowledge.
2. Questions for children. What do they know about Rhythm?
So, Rhythm! What is Rhythm? (children answer the teacher’s question)
Teacher, summing up: Rhythm is the organization of music in time. Each piece of music has its own rhythmic structure. The rhythmic structure of a musical composition is formed by a sequence of durations - sounds and pauses.
3 . The teacher explains the topic “Rhythm”.
Each piece of music is filled with different rhythms. Several rhythmic figures can occur in one musical phrase.Let's try to figure out where we need to start in order to learn to find logic and feel the structure of music in the general influx of various sounds.
Rhythm specifica musical composition is extremely diverse and is never formed by durations of the same length. Temporal relationships arise between durations of different sizes. By combining, durations and pauses can form a rhythmic pattern of a musical work.
4. Showing simple rhythmic combinations - joint analysis.
The structure of musical works is determined by musical meters. The meter defines a coordinate grid of strong and weak beats with equal distances between the beats. It is the size of the beat that helps us navigate the strong and weak beats. Let's try to identify strong and weak beats using simple words as an example. For example: Ho-ro-vod, Ba-boch-ka. We denote a stressed syllable by the syllable “ta,” and an unstressed syllable by the syllable “ti.” A stressed syllable is always slightly longer than an unstressed one. Let's add clapping to the pronunciation of words. And then we clap the word “Ho-ro-vod”: “ti-ti-Ta” - two short and one long clap, the word “Ba-boch-ka” - “Ta-ti-ti” - one long and two short . Thus, we get two rhythmic patterns. In the first: the first two beats are short, the third is long. In the second, the first beat is long, the second and third are short. We write down both schemes in the music notebook. (Children are shown cards with rhythm:A quarter, two eighths. Two eighths, a quarter. The quarters are signed “Ta”, the eighths are signed “Ti”).
5. Game “Funny Tacts”
So, we already know how to distinguish between long and short sounds and now let's place them in bars. In 2/4 time we place our patterns: “Ta-ti-ti”, “ti-ti-Ta”. Now I will name the words, and you will write them down in a music book under the staff and put an emphasis on each word. Then on the staff we will write the durations corresponding to the long and short sounds. What should we get? (Children answer: a long sound is a quarter, a short sound is an eighth)
6. Game "Collect the word."
Now let's try it ourselves. Everyone comes up with a word, taps its rhythm and names which beat is long and which beat(s) is short. Guys, now who has already succeeded, let’s make up small phrases. For example: “It’s a beautiful day.” We also divide into syllables, place stress and clap the rhythm, taking into account long and short beats. (Beautiful day - ti-ta-ti-ta.)
7. Creative tasks for rhythm - “Tell someone else.”
The next task is called “Tell someone else!” We are counting on the first or second. The first will have their own rhythmic combination, the second will have their own. Now I will offer you a rhythm for everyone. So, the first ones make one long clap (teacher demonstrates, children repeat). Then the second ones make two short claps (teacher demonstrates, children repeat). When clapping, the first ones say “Ta”, the second ones say “ti”. We should get the following rhythm: “Ta-ti-ti-Ta-ti-ti-Ta-ti-ti-Ta...” And now in a circle, in turn, we begin to clap, each with its own rhythm. (At the end, when synchronized performance is achieved, you can put on a fragment of the song “We will rock you” by Queen and clap along to it).
8. Game “Take the Word Out”
And now I suggest you and I try to play a game in which the words will gradually decrease. (Cards with words are offered in pairs).
1. Home | 2.Gnome |
3. Cat | 4. Mole |
We will perform this task while standing. On 4 counts we pronounce words in a row and clap our hands for each word. Then we will remove one word at a time in random order, and instead we will stomp our feet. Who can guess what the place in a musical phrase during which the sound is interrupted will be called in musical language? (Children's answer).
That's right, pause. There is no sound during pause. We will mark the pause with our feet.
(During the game, different words are closed in random order, thus turning into pauses).
9. Canonical Tic-Tac Game
To complete the next task, let's split into two teams. Let's remember the song “Sleep, little angel, sleep.” The first team will clap the rhythm of the first phrase, the second - the rhythm of the second, then again - the first and then again - the second. Thus, we clap the rhythm of the entire piece one by one, observing all durations and pauses.
10. Live orchestra.
To perform the song “The Last Poem” we will use musical instruments. Mallet - will beat the rhythm in small durations (eighth notes). Spoons – large lengths (quarters). Shaker – denotes strong and weak beats. Triangle – fills pauses. Now we will distribute sections and phrases throughout the score during which certain instruments should sound. Each musician with an instrument will have his own instrumental part. (The tools are distributed among the children. Each one receives a specific task, then the tools are passed on to other children).
11. Summing up. Reflection.
So, let's summarize our lesson.
What new knowledge did you discover during the lesson?
What did you enjoy doing most today?
What from today's lesson would you like to tell your parents?
Literature:
1. “Music for children”, Metlov N., M., Education, 1985.
2. “Language, music, mathematics”, B. Varga, Y. Dimen, E. Loparits.
3. “The Golden Proportion”, N. Vasyutkin.
Greetings to all drumming fans! This article shows rhythmic patterns for drums in various styles. Of course, here we have highlighted only the main rhythms, because there are a huge number of them. The drawings indicated in this article should definitely be included in the arsenal of any drummer. Study them slowly, carefully, use a metronome.
Rhythm on 12/8
The 12/8 triplet pulse is the basis of the shuffle rhythm.
Shuffle
A shuffle is a triplet pattern in which only the first and third triplet are present on each beat.
Jazz/Swing
It is believed that in jazz (swing) the drummer leads the rhythm mainly on the cymbal, and the snare and bass drums improvise. Below is an example of the basic design on the cymbal and hi-hat.
Brazilian rhythms
Samba
Samba is the most popular form of African-American music.
Bossa Nova
Essentially bossa nova is a slower and more relaxed version of samba.
reggae/ska
ska
This style appeared in the early 50s in Jamaica. It is a hybrid of swing, rhythm and blues and mento. This style makes extensive use of the brass section, with the guitar playing on every weak eighth beat. Nowadays a style called “ska-punk” is popular in the USA.
Reggae
Reggae music is played in a cut key with even eighth notes or in a shuffle rhythm.
Boogie
Boogie style (boogie-woogie) is a solo piano performance that combines elements of jazz, blues and ragtime.
Funk
Funk is dance music with accents on the weak beats.
Motown
Motown style can be defined as a cocktail of such trends as gospel, blues, soul and pop.
Hip-hop
The rhythmic component of hip-hop is a triplet pulsation with elements of swing, gospel, soul and funk.
Surf
The surf style emerged in the early 50s thanks to Dick Dale and his band the Deltones. Surf was formed under the influence of blues, rock, and South American musical movements. A distinctive feature of this style is the guitar sound with echo and reverb.
Disco
This is a dance style, the characteristic feature of which is the playing of a kick drum on every quarter beat at a tempo of 120-128 bpm.
If you own a synthesizer, you'll probably want to get the most out of its features. It is not difficult to learn this: knowing how to choose the right melody on a synthesizer, you can independently, almost one-to-one, reproduce the sound of any group of musical instruments.
