Games for a summer holiday with musical accompaniment. Musical games and competitions for any holiday. Music games for adults at the table
"SUN"
Tasks : To consolidate the skills of performing simultaneously “springs” and claps, jumps and claps.
Game progress:
\ Sun, \ sun,
/ Look in \window:
\ Your children \ cry,
/ They jump over pebbles.
Game progress
On the 1st and 2nd lines of the test, an adult, together with the children, performs frequent half-squats - “springs” - and at the same time claps his hands.
Under the text of the 3rd and 4th lines, jumps are performed with simultaneous clapping.
The text is pronounced at a slow pace, in a singsong voice, with a brightpronounced metric pulsation, without stops, accelerations and decelerations.
\ Sun, \ sun, / Look out the \ window, etc.
"POSKOK"
Tasks : to develop the expressiveness of performing light jumps, a soft spring step.
Jump, jump - jumpmoving forward
young thrush, jumping
Went to the watergo soft spring
Found a young lady. step
Young lady, narrow the circle
small,
/ Itself with inches, sit down
Head with a pot. put palms on cheeks
They shake their heads.
Game progress
Children stand in a circle, bending their arms at the elbows, fists pressed to their shoulders - imitate wings. In the center of the circle is a bird (toy)
"CLAPS - SPLANTS"
SL. FOLK
Tasks: development of a sense of rhythm, coordination of movements in accordance with the tempo of the music.
Game progress: starting position - legs wide apart, the children sit on the floor.
/ clap \ times, clap on the word "clap"
/ Again hand strike on the knees
On the word "once"
/ We FSUs \ burst \ now repetition of movements
And then hurry, hurryrhythmic hand strokes
Slap, spank more fun. floor
The first three lines are pronounced with a pronounced rhythmic pulsation, the descending intonation of the voice falls on each strong beat.
The last two lines are sentenced at an accelerated pace
"CLAP YOUR HANDS"
Tasks: Development of a sense of rhythm, coordination, the ability to coordinate movements with the text.
Game progress:
Shadow-\shadow, sweat\shadow.Rhythmic clapping
Sela \ cat under the plait \ shadow. knees
The sparrows flewWaving the hands
"wings"
\ Clap their hands. clapping
Fly away sparrows!They threaten with a finger
Beware of the cat!
"PUSSY, SHUT!" SL. FOLK
Tasks: Improve your walking skills
the ability to end the movement with the end of the text.
Game progress:
Pussy, pussy, pussy, come on!children wag their fingers
Don't sit on the path
Our baby will go walking in place
Through the pussy will fall!
Bach! squat
Guidelines.When walking, you should pay attention to the posture of children, to improve which you need to put your hands on your belt. The end of the pronunciation of the text should be clearly fixed - the children squat.
"TRA-TA-TA"
RUSS. PEOPLE'S JOY
Tasks: Development of gross motor skills, coordination of movements.
Tra-ta-ta! Tra-ta-ta!Children clap their hands
A cat married a cat!
For the cat Kotovichdo two knee slaps
hands at the same time
For the cat Petrovich!Do two knee slaps
two hands alternately
"Cucumber"
Tasks: To consolidate the skills of performing light jumps with forward movement, a soft springy step and an easy fast run.
Cucumber, cucumber,
Don't go to that end
The mouse lives there
Your tail will bite off.
A "trap" is chosen for the game. It can be one of the adults or a child. "Trap" goes to the other end of the hall. The hands of the players are on the belt.
Game progress
“The trap sits on a chair against one of the walls of the room, the children gather in a flock against the other wall. On the text of the 1st and 2nd lines, the children move in the direction of the "trap". Under the text of the 3rd line, the children continue to move with a soft springy step, shaking their finger at the “trap”. The last phrase is pronounced by children. Standing still, and is a signal to run. The "trap" catches up with the children running away from him.
The text is pronounced expressively, in a singsong voice, at the end of the 3rd line there should be a slight pause, while the voice “climbs up”: there is a mouse
live / wet. The last line is pronounced tongue twister.
"LOCOMOTIVE"
Tasks: consolidate the skill of a fractional step with moving forward. Development of imagination and creativity of children
Choo, choo, chug,
I puff, I grumble.
stand still
I do not want.
I knock with wheels, I turn,
Sit down soon
I'll ride: chug, chug!
Game progress:
Children stand one after another, arms bent at the elbows, fingers tightly clenched into fists. The legs are comfortably slightly bent at the knees.
An adult offers to go on a trip. For the entire text, a rhythmic movement of a fractional step is performed with an acceleration of the tempo of its implementation by the end of the game.
Guidelines.The text is pronounced very easily, rhythmically, with acceleration. You should pay attention to the good straight posture of children, as well as follow. To keep the step short, not shuffling. The game can be continued by inviting the children to get out of the cars and walk through the forest, picking flowers, berries, or picking up bouquets of colorful autumn leaves. At the signal “Tu-tu!
finger game"CAT ON THE OVEN"
M.Yu. Kartushna
Tasks: The development of fine motor skills, a sense of rhythm.
cat on the stove banging fist on fist
crackers pounding
cat on the bench show how to sew with a needle
He sews a shirt.
small kittens raise bent at the elbows
Sitting on the stove arms at chest level
They sit on the stove, shake their heads, brushes down, and
right left
Yes, they look at the catpoint to the eyes.Everyone looks at the cat
and thumbs ("glasses")
Yes, they eat crackers. Clicking their teeth
GuidelinesThe text is pronounced in chant On the 1st two lines, the movements are rhythmic. On the 2nd two lines - smooth movements "pull the thread." The words "small kittens are sitting on the stove" should be pronounced at an accelerated pace.
"TAMBOURINE"
M.Yu. Kartushina
(to the motive of Russian folk song
"Like ours at the gate")
Tasks: Development of a sense of rhythm. Emotional responsiveness to music.
Tambourine, tambourine, call.
The leader walks in front
Children have fun
children, shakes
tambourine
The kids are playing
They hit the tambourine.
Clap - once and
holding a tambourine in front
Clap two!
baby, baby
Interesting game.
At gives a hand.
Tanechka (Vanechka,...) is playing,
It hits the tambourine.
The game is repeated with another participant
"SUN AND RAIN"
M.Yu. Kartushina
Tasks: Develop the expressiveness of movements, improve the skill of easy running (on toes), the ability to coordinate movements with the text of the song.
Game progress:
The sun shines in the morning rotate their hands
So it's time for us to walk. " flashlights"
good under the sunrunning loose
Run and play, around the hall
good under the sun
Walk in the yard.
Cap-cap-cap! - along the pathtapping a finger on the palm
"CAT AND MICE" by M.Yu. Kartushina
(to Russian folk melody
"In the garden or in the garden")
Tasks: To form the skill of moving in a circle, the ability to coordinate movements
with text. Develop coordination and speed of reaction. Cultivate endurance.
Game progress Children form a circle holding hands. There is a cat in the center of the circle.
Mice dance.children walk in a circle around the cat
A cat is napping on a couch
Hush, mice, don't make noiseThey threaten each other with a finger
Don't wake the cat Vaska.
How will Vaska the cat wake uppull forward
Will break the whole round dance.Hands palms up
The cat moved his earsput palms to the head - "ears"
And the whole round dance disappeared.run away to places
GuidelinesThe text is sung at a measured pace, the penultimate phrase - in slow motion, stretching the words. And the last one is short. Necessary. So that the children scatter at the end of the last phrase.
"STORK AND FROG"
(To the motive of the Belarusian folk polka "Yanka")
Tasks: Improving the jumping movement with moving forward.
Game progress:
Jumping, jumping frogsfrog children jump
Jump-jump, jump-jump.on two legs in any direction
Jumping brisk guys -
Jump on a bump, under a leaf.
The stork went out into the swamp"frogs" perform "springs", the stork walks
Take a walk, take a walk. around
Hide alive, frogs,frogs squat and do not move
To not be able to find you!, the stork walks between them, touching his hand
stirred
"BALL"
\ This is what, \ this is whatthe children are seated
\ The ball is motley, \ mischievous.and look like a leader
\ Never \ cries,hits the ball to the song
\ On the track \ jumps.on the floor and catches it.
I will hold the ball in my hands.holds the ball and walks in front
And I'll show the kids.children showing it to kids
To whom to give? To whom to give?
Who will throw the ball?
I will give the ball to Kolenka.gives the ball to the child
Kolya will throw the ball himself.the child throws the ball back to the leader
The hit of the ball falls on each strong beat.
The child returns the ball after the words "throw himself ..."
"FROG AND GUYS"
A task : developing a sense of rhythm.
Game progress:
Frogs are all in the puddles
Slap-slap-slap, kids making flip flops
Slap-slap-slap! on the knees
And the guys on the track -
Top-top-top, top-top-top!Footsteps.
They walk around merrily
Together they sing a song:
La la la la la la!Clap your hands
Speech exercises
"FUN RAIN"
A task: Development of a sense of rhythm.
Children take instruments (bell, sticks, etc.) and rhythmically note the rhythmic pulsation.
The rain dripped on the palm -
Drip-drip, drip-drip-drip!
On the flower and on the path -
Drip-drip, drip-drip-drip!
He pounded on the roof
Drip-drip, drip-drip-drip!
And there was a clear call -
Drip-drip, drip-drip-drip!
And what is this bump?
stretch palms forward
I don't know, the bear whispers.
shrug
One two three four five.children bend their fingers and count them
A task: The development of emotions, expressiveness of movements, fine motor skills.
Game progress:
The bear is walking in the forest
children stomp their feet
He collects cones in a basket.
P swaying from side to side
Bump one, bump two
assemble with one hand
I'll put them here.
Fold into the palm another
"HEDGEHOG"
A task: The development of rhythmic coordination, expressiveness of movements, the ability to coordinate movements with music and text, the development of attention.
Game progress: Children stand in a circle, holding hands. Hedgehog sits in the center of the circle.
There lived a prickly hedgehog in the forest, yes, yes, yes. go in circles
Was a ball and without legs, yes, yes, yes.
He couldn't clap shake their heads
Clap-clap-clap. Claps.
He couldn't stomp shake their heads
top top top. floods
He couldn't jump shake their heads
Jump-jump-jump. jumping on two legs
Only sniffed his nose - shake their heads
Sniff-sniff-sniff. Ppoint the nose
The guys came to the forest, yes, yes, yes. the same movements
And the hedgehog was taught to dance, yes, yes, yes.
Taught to clap - clap, clap, clap.
Taught to stomp - top, top, top.
Taught to jump - jump, jump, jump
And he .. sniffs them, sniffs, sniffs, sniffs.
"RAIN, LEY!"
(Russian people. call)
A task : development of the emotional sphere, coordination of movements.
Rain, lei, lei, lei.
Waving their hands
For me and people.
Hands to chest and bred to the sides
On people by the spoon,
palms folded into "spoons" - grooves
Little by little on me
hands to chest and fingers folded in a pinch
And on b-a-boo Yagu
Grab your head with your handsshake your head
Lei for a whole \ bucket.
Throw arms down with torso tilt
"START A DANCE"
Tasks: Cultivate a sense of rhythm, consolidating the skill of moving in a circle.
Game progress:
Start a round dance
In the center of the circle is a child playing
Around the accordion -
on the harmonica. Children holding hands
go around him
above the handle,
stop, raise their hands
up
Clap your hands
clap your hands once.
Top - top, legs!
stomp their feet 4 times.
The exercises are repeated, the harmonica is played by another child.
Tasks: Development of dance creativity, expressiveness of movements in accordance with the game image, a sense of rhythm.
Game progress: The leader puts on hats of pets and birds, invites the kids to stand in a circle.
Chorus:
Knock-knock-knock, open upchildren clap their hands 3 times
3 times slapping with palms
knees
Let's visit soon!Alternately stomp their feet
Come to us roosterclap, in the center of the circle
Dance for us, my friend.baby comes out
We have a lot of funcockerel in a hat
There will be a merry dance.randomly dances
Chorus:
We ask the dog to come out:
Come visit us dog.
We have a lot of fun
There will be a merry dance.
Chorus: do the same movements
A goat jumped to us
He stamped his feetruns to the center of the circle
We have a lot of fungoat and dancing
There will be a merry dance.
Chorus:
The gray cat came running
He waved his tail.
We have a lot of fun
There will be a merry dance.
three flowers
Didactic game to determine the nature of music.
game material
Demonstration: three flowers made of cardboard (a “face” is drawn in the middle of the flower -
Sleeping, crying or cheerful), depicting three types of music character:
1. Kind, affectionate, lulling (lullaby)
2. Sad, plaintive.
3. Cheerful, joyful, dancing, perky.
You can make not flowers, but three suns, three clouds, etc.
Handout: each child has one flower, reflecting the nature of the music.
PROGRESS OF THE GAME
1 option. The music director performs the piece.
The called child takes a flower corresponding to the nature of the music and shows it. All children are actively involved in determining the nature of the music. If the work is known to children, then the called child says its name and the name of the composer.
Option 2. In front of each child lies one of the three flowers. The music director performs the piece, and the children whose flowers match the character of the music pick them up.
Sweet cap.
Didactic game to consolidate the material covered.
game material
Demonstration: caps of different colors according to the number of musical numbers and one more for sweets, cards with a task (sing a familiar song, dance, round dance) on the cards - drawings on the plot of the work or text that an adult reads. Candy for every child.
PROGRESS OF THE GAME
Children sit in a semicircle. Caps are placed throughout the hall. Sad Petrushka comes. He prepared a sweet treat for the children, put it under the cap. And under what - forgot. I need to find this cap! The music director invites Petrushka to go to any cap (except where the surprise lies), and the children complete the task found under it. Under the last cap is a treat. A cap with treats can be not only in the field of view of children, but also be hidden somewhere.
Birthday
Didactic game to determine the nature of music.
game material
Demonstration material: soft small toys (hare, bird, dog, horse, cat, chickens, etc.). A small doll table with chairs, tea utensils, small bright boxes are gifts for the Bunny.
Muses. Hands: Look, guys, what an unusual Bunny today, even tied a festive bow. (The Bunny is busy with the housework. Putting toy dishes on the table. I guessed that it’s Bunny’s birthday today, and he invited guests. Someone is already coming! I’ll play music for you, and you guess. Who is the first to go?
Muses. The leader performs the work, the children express their opinion about the nature of the music, recognize the musical image.
After that, a “guest” toy appears with a gift and gives it to the bunny. Then the toy is put on the table. Thus, all works are performed sequentially. At the end of the music game. The leader asks the children. What will the children give the bunny. It can be a song or dance familiar to children.
Fun gymnastics
Rain: wow!
Rhythmic speech game for middle - senior groups
Developing a sense of rhythm
Children sit on chairs and clearly pronounce the text with the rhythmic movement of arms and legs.
1. Bird: car. Kar, Kar!
Wind: clap, clap, clap! (children clap rhythmically)
Rain cap, cap. Cap 1 (clap hands on knees)
Legs slap, slap, slap! (stomp feet alternately)
2. Children: ha, ha, ha! (stretch arms forward, palms up)
Mom: ah, ah, ah! (shake head, holding hands)
Rain drip, drip, drip, (clap hands on knees)
Cloud: bang. Bah, bang! (stomp feet)
Centipede
The children line up. They put their hands on each other's shoulders, depicting a centipede.
They learn to clearly pronounce the text, to perform movements in the rhythm of the poem.
Performed without music.
1. There was a centipede
On a dry path (children walk in a rhythmic step, slightly springy)
2. Suddenly it started to rain: drip!
-Oh, forty paws will get wet! (Children stop, squat slightly)
3. I don't need a runny nose
I'll go around the puddles! (they walk high raising their knees, as if walking through puddles)
4. I won’t bring dirt into the house
Shake with each paw (stop. Shake with one leg0
5. And then I will stomp
Oh, what a thunder from the paws! (children stomp their feet)
BOMB
the main objective
Developing the ability to listen and find the source of sound.
Additional goals
Development of cooperation in the group
What you need
Alarm clock (can be replaced with a metronome).
Number of participants
From 3 to 10.
Basic option
One of the participants leaves the room, and one of the remaining hides the alarm clock. When everything is ready, the driver is invited into the room and asked to find an alarm clock.
Remarks
The group can be reminded not to make noise and tell the driver where the alarm clock is.
Other options
The driver can be blindfolded.
You can add an element of competition by choosing two drivers at the same time.
The whole group can search for the source of the sound at the same time. In this case, the players should try to move silently around the room.
The alarm clock can be set to ring in 1-2 minutes. The driver should try to find him before he rings.
QUIET AND LOUD
the main objective
Developing patience and listening skills.
Additional goals
Development of the ability to predict events.
Development of the ability to concentrate.
What you need
Number of participants
From 6 to 10.
Basic option
The participants are divided into two groups according to the types of instruments, sit opposite each other and prepare to play in turn. The facilitator explains that the group with bells should play quietly, and the group with tambourines should play loudly. Music is playing and the bands are playing accordingly.
Remarks
Each group may have a "leader" or "conductor".
At first, you can take a break between musical fragments of different styles.
Some participants may need help listening and waiting for their turn when another group is playing.
Other options You can use contrasting music - both energetic and
and calm. Each group can have its own song or theme song
BELLS AND DIAMONDS
the main objective
Development of cooperation in the group and the ability to concentrate
Additional goals
Developing the ability to observe.
The development of listening skills.
What you need
An equal number of bells and tambourines with cymbals - one instrument for each participant. Portable synthesizer or music audio recording.
Number of participants
From 6 to 10.
Basic option
Participants are divided into groups according to the types of instruments: in one group - with tambourines, in the other - with bells. When the music starts, everyone dances, moving freely around the room. When the music stops, the participants with bells form one group, and the participants with tambourines form another. The music starts again, the groups mix and everyone dances. The game continues in the same way
Remarks
At the beginning, adults can take part in the game to help group together at the right time.
Other options Other suitable tools can also be used
use not two, but three types of tools.
MOTORCYCLIST
the main objective | The development of listening skills. |
Additional goals | Formation of control over movements and an increase in the speed of reaction. |
What you need | One harmonica |
Number of participants | From 3 to 6. |
Basic option | The group is located in a room, leaving enough space for running. One of the participants is chosen to be a motorcyclist who will circle the room on an imaginary motorcycle. The host or one of the participants imitates the sounds of a motorcycle on the kaza: the moment of starting, acceleration, deceleration, turning the throttle. |
Remarks | It is useful to practice imitating sounds before the motorcyclist starts moving. |
Other options | The facilitator can arrange chairs in the room so that the "motorcyclist" moves in a circle, etc. |
IN THE DIRECTION?
the main objective | Developing the ability to listen and concentrate |
Additional goals | Develop awareness of one's belonging to a group. |
What you need | Bells and portable synthesizer |
Number of participants | From 4 to 10. |
Basic option | The group sits in a circle. When the music starts (in the middle register of the synthesizer), the players begin to pass the bells clockwise. Suddenly, the leader strikes the two highest notes on the synthesizer, and the group reverses the direction of the bells, passing them counterclockwise. The music continues to play, and every time two high notes are heard, the direction of the movement of the bells changes. |
Remarks | There is no need for a synthesizer player to be proficient in the instrument. However, he must be able to make sure that the direction of the movement of the bells changes in time and remains unchanged until two high notes are sounded. |
Other options | Other small instruments, such as the maraca and cababa, can also be transferred. |
Catch the Rhythm!
the main objective | Developing Listening Skills |
Additional goals | Increasing the ability to concentrate. |
Number of participants | From 3 to 8. |
Basic option | The group sits in a circle. The facilitator claps his hands, using an uncomplicated rhythm that is easy to repeat (for example). Whenever possible, the participants join the facilitator and eventually clap all together. Then the leader can stop and set a different rhythm. |
Remarks | The facilitator may need to encourage participants to listen carefully and not to clap their hands indiscriminately. |
Other options | You can tap the rhythm on different parts of the body. |
MOUSE
the main objective | Development of tactile sensations. |
What you need | A toy mouse (or soft doll), a tambourine with cymbals, a scarf. |
Additional goals | Developing a tolerant attitude towards physical contact with other people. |
Number of participants | From 3 to 6. |
Basic option | Two participants sit on chairs opposite each other. One of them is blindfolded, and the other is given a tambourine. The leader becomes next to the one who is blindfolded, in the hands of the leading mouse. The second participant sits quietly and watches. When he starts playing the tambourine, the host "releases" the mouse, which "runs", "jumps", "climbs" (according to the nature and pace of the sound of the tambourine) all over the body of the blindfolded person. After a while, the participants change places. |
Remarks | The participant on whom the mouse “runs” should not try to catch it with his hands. He should concentrate as much as possible on his feelings. |
Other options | One of the participants can control the mouse. |
WHERE WILL I PLAY?
the main objective | Development of the initiative. |
Additional targets | The development of listening skills. |
What you need | Tambourine with cymbals for each participant. Portable synthesizer or dance music audio recording. |
Number of participants | From 3 to 6. |
Basic option | Participants dance in a free manner and play the tambourines. After a few minutes, the facilitator turns down the music and invites the participants to play the tambourines, showing the different places they will hit with the tambourine. This could be another participant's back, the floor or wall of a room, your own knee, etc. |
Remarks | Calm, melodic music helps the participants not to hit each other with tambourines too vigorously. |
Other options | Participants can themselves suggest a variety of places to play the tambourines. |
SCARECROW
the main objective | |
Additional targets | Endurance development. |
What you need | Small colored patches (approximately 20 cm2), one for each participant |
Number of participants | 3 to 10 |
Basic option | The group sits in a circle. Each participant chooses a flap. One of the participants stands in the center of the circle, spreading his arms to the sides. The rest come up to him and hang their patches on his head, arms, shoulders, legs. Then everyone but the "scarecrow" returns to their seats and sings some kind of calm song, for example, one of the versions of "She is a lassie from Lancashire" (see below). The "Scarecrow" is spinning very carefully so that the patches do not fall off it. Gradually, the singers increase the pace, the “scarecrow” spins faster and faster and finally shakes off all the patches. |
Remarks | Singing can be accompanied by clapping, and when the "scarecrow" throws off all the flaps, applaud him. |
Other options | "Scarecrows" can be several participants - they are spinning, holding hands. |
GROWING FLOWERS
the main objective | Developing leadership skills and building self-confidence. |
Additional targets | Increasing the interest of participants to be active in the game. |
What you need | One musical instrument for each participant, two or three large paper flowers on sticks |
Number of participants | 3 to 4. |
Basic option | One of the group plays a musical instrument while the others listen. Along with the sounds of the instrument, a flower (which is held on a long stick by one of the adults, not visible to the players) appears from behind a piano or other piece of furniture. If the music stops, the flower stops "growing". If the music is fast and loud, the flower "grows" faster. When the flower can no longer "grow", everyone starts dancing or imitating the "withering" of the flower - it depends on the nature of the music. |
Remarks | If possible, the lesson is best done in a room with high ceilings so that the flower can “grow” for a long time. |
Other options | Two participants can play different instruments at the same time, "leading" two flowers. |
CREATE YOUR DANCE!
the main objective | Increasing confidence when performing solo on musical instruments. |
Additional targets | Encourage creativity. |
What you need | Approximately twenty multi-colored patches, approx. |
Number of participants | From 3 to 6. |
Basic option | One of the participants performs a solo, and the rest are spectators. The soloist lays out the patches on the floor as he likes and chooses the music. After that, he dances, improvising with the flaps: jumping over them, as if over bumps, or circling around them. When the dance is completed, the soloist is applauded, and he passes the patches to the next participant. |
Remarks | If the audience gets tired, they can be invited to join the dance by clapping their hands. |
Other options | Spectators can accompany the dancer on their instruments. |
SWINGING HOOPS
the main objective | Development of the ability to distribute roles and objects. |
Additional targets | Improving the control of movements and the ability to maintain balance in a sitting position. |
What you need | Hoops for each pair of participants. Portable synthesizer or audio recording of rocking dance music |
Number of participants | From 4 to 10. |
Basic option | Participants, divided into pairs, sit on the floor facing each other. |
Remarks | You can choose different sitting positions, and each participant should be helped to find the most comfortable for him. |
Other options | The tempo of music and swing can be changed. |
ROLL OR THROW!
the main objective | Development of the ability to cooperate in a group. |
Additional targets | Development of the ability to distinguish sounds. |
What you need | Two contrasting musical instruments. One ball. |
Number of participants | 6 to 10 |
Basic option | The group sits in a circle, and one participant is asked to take the tools and sit outside the circle. Someone sitting in a circle takes the ball. The group decides which of the instruments will be signaled to throw the ball, and which to roll it. Participants throw or roll the ball to each other, depending on which instrument is played by the person sitting outside the circle. During the pause, the ball remains with someone from the group. |
Remarks | The facilitator may need to remind the participant playing musical instruments that he should pause during the change of instrument. |
Other options | The player behind the circle can sing songs that are contrasting in sound. |
HATS DANCE
the main objective |
|
Additional targets | Development of the ability to concentrate. |
What you need | Hat. Portable synthesizer or music audio recording. |
Number of participants | 4 to 8 |
Basic option | The group sits in a circle. When the music starts, the participants pass the hat around, taking turns putting it on their neighbor's head. When the sound of the music is interrupted, the host asks the participant, who at that moment had a hat, to show some kind of movement - so that everyone else repeats it. The music starts up again and the game continues |
Remarks | The host needs to ensure that the transfer of the hat occurs precisely through putting on, and not pulling it off a neighbor. |
Other options | You can transfer other items, such as a scarf, gloves, jacket, watch. |
GROUP IN HOOP
the main objective | Development of cooperation in the group. |
Additional targets | Formation of control over movements. |
What you need | Hoops, one for each participant. Portable synthesizer or audio recording with slow marching music. |
Number of participants | 4 to 10 |
Basic option | Everyone takes a hoop and with its help “clings” to another participant - and so on until the whole group is linked by hoops. Having connected in this way, the participants stand quietly while waiting for the music to play and then try to move in such a way as to maintain the chain. |
Remarks | The facilitator can tell the participants different ways of gripping: by the shoulders, arms, legs, head, torso, etc. |
Other options | Participants can huddle together to form a very small "group in hoops" or, dispersing as far as possible from each other, a long chain. They can also get creative and give the group a pointed or rounded shape. |
RED HAND
the main objective | Development of endurance and cooperation skills. |
Additional targets | The development of a conscious relationship with other people. |
What you need | One large drum on a stand. Stickers or paints suitable for hands or nails. |
Number of participants | 3 to 4. |
Basic option | Each participant calmly puts his hand on the drum. The back of the hand is painted with multi-colored paints or stickers of different colors are glued to it. One of the participants leads the game, naming the hands by color, for example: "Red hand" - and the hand hits the drum once. Then another hand is called and the game continues. |
Remarks | Perhaps the participants should all play the drum together for a while so as not to lose interest in playing while waiting for their turn. |
Other options | It can be played with two hands painted the same color or different colors. |
SLAP AND ROLL!
the main objective |
|
Additional targets | Development of the ability to concentrate. |
Number of participants | From 3 to 10. |
Basic option | The participants clap their hands while the host sings the appropriate words to the melody of the song "We are not afraid of the gray wolf." For example, such: “Well, everyone clap your hands ...” (see below). Having finished the phrase, the host continues to sing at a different pace, much slower, |
Remarks | Participants will be more attentive if there is a short pause between parts of the song. |
Other options | After several repetitions, the melody may sound without words, |
COLORED HATS
the main objective | Formation of control over movements. |
Additional targets | Improving listening skills. |
What you need | Small colored patches (approximately 20 cm2) - at least one for each participant. |
Number of participants | From 3 to 10. |
Basic option | Each participant chooses a patch for himself and puts it on his head like a hat. The leader begins to sing: “We have hats, hats of all colors!”, repeating this line several times, and then at the end: “One, two, three - shake it off!” (see melody below) - while the presenter shakes his head, throwing off the flap. At the same time, repeating after the leader, all participants take off their imaginary hats. |
Remarks | Participants should not, throwing off the flap from the head, help themselves with their hands. |
Other options | You can also throw off the flaps from the arms, feet, neck, palms, etc. |
"SLEEPING" DRAMA
the main objective | Formation of control over movements and development of the ability to concentrate. |
Additional targets | Development of cooperation in the group. |
What you need | One tambourine with cymbals. |
Number of participants | From 3 to 10. |
Basic option | The group sits in a circle. The host very carefully takes the tambourine and silently passes it to his neighbor. So the participants pass the “sleeping” tambourine in a circle, trying to do it as quietly as possible. |
Remarks | The facilitator can encourage participants to follow the movement of the tambourine, and not just wait for their turn. |
Other options | The direction in which the tambourine is passed can be changed at any time. |
MUSICAL HOOPS
the main objective | Developing listening skills | |
Additional targets | Increasing the reaction rate. | |
What you need | Hoops, one for each participant. Portable synthesizer or music audio recording | |
Number of participants | From 3 to 10. | |
Basic option | The host lays out hoops on the floor in a large room. As soon as the music begins to play, the participants begin to walk, dance or jump around the hoops. As soon as the music stops, everyone finds a hoop and stands in it. | |
Remarks | Competitors should not stand in the hoop while the music is playing. | |
Other options | You can not lay out the hoops throughout the room, but place them in its center. |
JOURNEY BY TRAIN
the main objective | Preverbal vocalization.. |
Additional targets | Development of cooperation in the group. |
What you need | One railway whistle.. |
Number of participants | From 4 to 10. |
Basic option | The group sits in a circle. One of the participants has a whistle. The facilitator begins the “train journey”, beating the characteristic rhythm “thump-thum-thum” with his palms. The group joins him - at first at a slow pace and rhythmically, and then evenly speeding up the movement. When "the train reaches its maximum speed", the participant blows a signal with a whistle. The whistle means that the train must slow down evenly and eventually stop. |
Remarks | The slower the “train movement” begins, the more interesting |
Other options | If there is no whistle, the signal can be given by voice. |
LISTEN AND RUN!
the main objective |
|
Additional targets | Increasing the reaction rate. |
What you need | Several large percussion instruments, such as drums or cymbals, one at a time. |
Number of participants | 3 to 4. |
Basic option | The host places the percussion instruments as far apart as possible in different corners of the spacious room. When the music starts, each participant finds an instrument for himself and starts playing it. At the onset of silence, all participants scatter and take their places near the new instruments in anticipation that the music will sound again and they will continue the game. |
Remarks | Before running away from the instrument, the participants should leave the sticks near it. |
Other options | You can use smaller musical instruments by spreading them out on a table or on chairs. |
Flip over and say hello!
the main objective | Development of the ability to turn lying down. |
Additional targets | Encouragement for social contacts. |
What you need | Large mat or thick carpet to lie on |
Number of participants | From 4 to 10. |
Basic option | Participants lie down on mats. Lying on their back, form a circle so that their hands are in the center. Everyone sings the song together (see below) and each member rolls onto their side (or is helped to do so) and reaches for their neighbor, who also turns around, and they greet each other with a touch. After that, everyone rolls over to the other side to "say hello" to another neighbor. Having finished singing the song, the participants change places, and the game continues with new partners. |
Remarks | In some groups, it is necessary to agree on the direction of the turn for each participant before the game begins. |
Other options | Participants can, turning to a neighbor, immediately touch his face, hands, palms. |
REPEAT MY DANCE!
the main objective | Developing the ability to observe and imitate. |
Additional targets | Improved coordination of movements. |
What you need | Portable synthesizer or music audio recording. |
Number of participants | From 6 to 10. |
Basic option | Participants dance freely to the music. The facilitator watches the group for a few minutes and then stops the music. He invites everyone to dance, copying the dance of one of the participants. This member shows his dance and the group starts to dance, imitating his manner. The facilitator then selects a participant dancing in a different manner and the group imitates again. The game continues until everyone who wants to show their dance. |
Remarks | The facilitator can introduce the participants to this game by offering to copy his own dance to the music. |
Other options | Participants can try certain types of movements: sharp, flowing, angular or "round". The accompaniment must be selected in accordance with the nature of the movements. |
CONCERT
the main objective | Formation of control over movements. |
Additional targets | Development of self-confidence. |
What you need | A tambourine (with or without cymbals) for each participant, except for the driver. Portable synthesizer or music audio recording. |
Number of participants | From 4 to 10.. |
Basic option | One participant is offered to be a soloist and stand in the center of the circle. The rest take tambourines. Music is playing and everyone is dancing around the soloist, playing their instruments. All this time the soloist stands without moving. Suddenly the music stops and the dancers freeze like statues, holding the instruments at arm's length in any position convenient for them. Then the soloist comes up to everyone and plays all the instruments in turn. |
Remarks | The new soloist can be chosen by the previous one. |
Other options | Soloists can be two participants at the same time. |
BEHIND THE SOUND BARRIER
the main objective | Development of the ability to coordinate auditory perception with motor activity. |
Additional targets | Providing an opportunity to release energy. |
What you need | Plate on a stand. |
Number of participants | From 4 to 6. |
Basic option | The host puts a chair against the wall of the hall. The group is located near the plate on the opposite wall. One participant prepares to run, the other - to hit the plate (once, loudly). At the moment of impact, the "runner" rushes to the chair, runs around it and returns to the group. Out of breath, he sits up and listens to the fading sound of the cymbal. |
Remarks | All participants should listen to the sound fade without touching the cymbal. |
Other options | You can use other instruments that have a continuous sound, such as chordal zither, metallophone, or lamellar bells. On plate bells, the presenter should choose the lowest sound in order to increase the duration of the sound. |
RAINBOW
the main objective | Formation of control over movements. |
Additional targets | Development of cooperation in the group. |
What you need | Small patches of yellow, red, blue and green colors - each about 20 cm2. Portable synthesizer or music audio recording. |
Number of participants | From 4 to 10. |
Basic option | Each participant chooses a yellow, red, blue or green patch and puts it on his head. The facilitator lays out patches of different colors in all corners of the room. When the music starts, everyone starts dancing, making sure that the patches do not fall. When the music stops, the participants disperse to different corners of the room according to the color of the patches. Then the participants can exchange patches and continue the game. |
Remarks | The facilitator may need to remind the participants what color their patches are. |
Other options | Participants can balance by trying to keep the flaps on their arms, shoulders, hands, etc. |
LEAD THE LEADER!
the main objective | Formation of control over movements. |
Additional targets | Increasing confidence when performing solo on musical instruments. |
What you need | Bells, a drum, a cymbal on a stand and a few sticks. A table on which you can lay out musical instruments and sticks. |
Number of participants | From 3 to 6. |
Basic option | The host lays out musical instruments on the table close to each other - so that the bells and sticks can be easily reached. He then explains to the participants that each instrument has a corresponding movement. For example, head shaking is associated with bells, raising hands with a cymbal, jumping with |
Remarks | It may be helpful to experiment with different moves before the game starts. See, for example, "Repeat my dance!". |
Other options | One of the participants can perform the movements, and the whole group can play the instruments. |
WALKING CHAIRS
the main objective | Development of the ability to coordinate movements with the process of listening. |
Additional targets | Increasing the rate of reactions. |
What you need | Several sturdy yet lightweight chairs, one for each participant. Portable synthesizer or music audio recording.. |
Number of participants | 3 to 4. |
Basic option | Participants sit in a row on chairs in a large open room. When the music starts, the participants begin to move forward, holding on to the seat of their chair with both hands. When the music stops, they stop and sit down. |
Remarks | Competitors should listen to the music and move quickly or slowly depending on the tempo of the music. |
Other options | Each time the music stops, the facilitator can give brief instructions to the participants on how to move: back, sideways, etc. |
MIRROR REFLECTION
the main objective | Improving movement control. |
Additional targets | Development of the ability to concentrate. |
What you need | Two marks. Portable synthesizer or music audio recording. |
Number of participants | From 4 to 10. |
Basic option | Two participants stand facing each other, each holding his own maraca - one in the left and the other in the right hand. The rest are watching and listening. The soloists decide which of them will be the leader in the pair. When the music starts, the lead soloist makes a maraca movement, and his partner tries to repeat the movement exactly. The music stops and the soloists stop. When the music starts again, they continue the game, switching roles, or two other participants take their place. |
Remarks | It may be necessary to help the facilitator in pairs start with slow movements. |
Other options | You can use other small instruments, such as cymbal tambourine or castanets. |
"GLUED" FOOT
the main objective | Formation of control over movements. |
Additional targets | Development of cooperation in the group. |
What you need | Small patches of different colors, each approx. |
Number of participants | From 4 to 10. |
Basic option | Each participant chooses a flap and a place for it on the floor. Putting one foot on the flap, the participant, as it were, glues it to the floor. Music sounds, and everyone dances in a free manner, without tearing off, however, the "glued" leg from the floor. The leader watches the dancers and invites one of them to dance for the whole group so that the group imitates his manner. The game continues and the participants present different dances. |
Remarks | The facilitator may need to remind the participants of their "glued" leg. |
Other options | You can “glue” different parts of the body to the floor, for example, knees or palms. |
The development of auditory perception.
WHAT'S THAT NOISE.
MATERIAL: audio recording with a variety of noises, such as a telephone ringing, the hiss of a boiling kettle, the sound of breaking glass, the sound of water flowing from a tap, the sound of chalk writing on a blackboard, etc.
The host shows the children the noise, they must guess it. If the noises are voiced by voice or improvised means, you can arrange a competition, who will reproduce them more accurately and guess.
WELL - KA, LISTEN!
PURPOSE: development of auditory perception.
One of the players goes behind the screen and, with the help of objects located there, makes some kind of sound: throws objects on the floor, hits an object, rubs one object against another, etc. The rest of the players must determine which items he used to make the sound. If the item is indicated correctly, the player comes out from behind the screen and makes the same sound in front of everyone, and the one who guessed it becomes the leader.
WHAT DO WE PLAY?
PURPOSE: development of auditory perception.
MATERIAL: a set of “sounding” objects: a bell, a tambourine, a metronome, a rattle, a whistle, wooden and metal spoons, etc.
For the first game, a set of the simplest sounds familiar to children is used. During the subsequent game, it is necessary to add the sound of new objects, and children should be introduced to each new sound in advance.
From among the players, a driver is chosen, who becomes his back to the players at a distance of two to three meters. Several players (three - four), at the signal of the host, come closer to him with the words “What are we playing with?” start making sounds. The driver must determine which objects make sounds. If he guessed correctly, he can go to the group of players, and the players choose a new driver. If not, then he continues to drive until he gives the correct answer.
MUSICAL INSTRUMENTS.
PURPOSE: development of auditory perception.
MATERIAL: audio recording of musical instruments, or musical instruments themselves. Pictures with their image. The name of the tool is written on each picture.
Children are given to listen to a musical passage performed by one of the musical instruments, guess which sound they heard, show it in the picture.
If the children are familiar with the instruments (they have heard them repeatedly), then another, slightly comical version of the game can be played. One player voices (in his own voice) the musical instrument he has conceived, while the others guess it. The players then switch roles and the game continues.
LEARN THE SONG FROM MULTIPLE SOUNDS.
PURPOSE: development of auditory perception.
The presenter turns on the tape recorder with the most popular songs and turns it off after three to five seconds. Children must name the work. If it is not guessed, the tape recorder turns on again for a few seconds.
NOISY BOXES.
PURPOSE: development of auditory perception.
MATERIAL: 10 - 12 Kinder Surprise boxes filled with various loose, rattling, knocking and rustling materials, such as peas, buckwheat, river sand, beans, small pebbles, etc.
The participants in the game must find among all the boxes two that sound the same. The main principle of filling the boxes is that the material in paired boxes should not only be identical, but also approximately the same in weight and quantity, only then they will sound the same.
IDENTIFY BY SOUND.
PURPOSE: development of auditory perception.
MATERIAL: 3 - 5 glasses or some other container into which water is poured. The water level in each container is different: a quarter, half, more than half, full (or just empty, without water).
An adult - the organizer of the game - knocks on the containers several times, demonstrating how each of them sounds. Then the driver is selected - a child who turns away, and an adult or one of the children at this time knocks on one or another container. The child must determine which container was tapped. If the answer is correct, the driver changes and the game continues. The one who gives the most correct answers in the game wins.
PTITSELOV.
PURPOSE: development of auditory perception.
Each player chooses for himself the role of a bird whose cry he can imitate. The birder stands in the center of the playground blindfolded, and the players circle around him and chant in chorus:
In the forest in the woods
On a green oak tree
The birds are singing merrily.
Ay! The birder is coming!
He will take us into captivity!
Birds, fly away!
Birds run across the site. The birder claps his hands - the birds freeze in their places, and he begins (blindfolded) to look for them. As soon as the birder has touched a bird, it emits its characteristic cry. The birder must guess the name of the bird and the name of the player. If he guessed correctly, the recognized one becomes a birder, if not, the game is repeated with the same birder.
GUESS WHO I WILL CALL.
PURPOSE: development of auditory perception.
The teacher offers to stand up those children whose names consist of as many syllables as he makes claps.
For example, the teacher claps three times, the children count (to themselves) the number of claps, after which Se-re-zha, Ma-ri-na, Ok-sa-na should stand up. Ta-ma-ra and others
WHAT IS PLANT IN THE GARDEN.
PURPOSE: development of attention, mental operation of concretization.
An adult asks children:
- Do you know what is planted in the garden? Let's play this game: I will name different objects, and you listen carefully - if I name what is planted in the garden, you sing “do”, and if what does not grow in the garden, you sing “mi”. Whoever makes a mistake loses. Carrots, beets, plums…
The games “Let's set a table for guests”, “Let's plant a garden”, “Clothes”, etc. can be built according to the same principle.
On this page you will find the rules of the game Merry Musicians, you will definitely need this information for your overall development.
Great music game.
Game description
This game is designed for a large number of children: from 5 to 20 people can participate in it. You will need 2 sets of children's musical instruments: 2 tambourines, 2 maracas, 2 rattles, 2 bells, 2 noise boxes.
Ten participants are given one of the musical instruments in their hands. Cheerful music sounds. Children should pass these tools around to each other, they should not linger in anyone's hands.
Children who have paired instruments remain to continue the game, the rest sit down.
Rules of the game
1. This game is designed for a large number of children: from 5 to 20 people can participate in it.
2. Ten participants are given one of the musical instruments in their hands. Cheerful music sounds.
3. Children should pass these tools around to each other, they should not linger in anyone's hands.
4. Children who have paired instruments remain to continue the game, the rest sit down.
5. The last one remaining wins.
Moskaleva Yulia Mikhailovna
Music games summer for big and small. Advice for parents
The sun is shining more and more often outside the window, the air is getting warmer and warmer, and you already want to leave the apartment that has bothered you for the winter as soon as possible. It draws to go out into nature, to walk barefoot on the ground, to breathe fresh air filled with the smells of young greenery. And, of course, when going out of town, you will take your child with you. He will rediscover for himself forgotten during the winter, and somewhere even new world. If the baby’s birthday or name day falls on the warm season, then the celebration can be transferred to nature, but even without a proper reason, such a trip will be received with enthusiasm.
We bring to your attention some interesting, exciting games, which you, your child and his friends will like to play both outdoors and at home ...
The game "Favorite Song"
Teaches listening skills
Any song develops language skills and listening skills.
Choose a song that the child is familiar with and sing it a couple of times to make sure the child knows the words and come up with the actions that accompany them.
Explain to the child that you intend to sing this song with him, performing the same movements, but replacing the words with different sounds, for example, "la-la-la" or "oh-oh-oh-oh", simply by whistling, or the entire line by humming its initial letter.
Don't sing at all, just do the actions. You won't believe how quiet kids can be!
The game "Let's Ride"
Gives information about vehicles
Talk to your child about different ways movement and different means of transport.
Try to pick up and sing songs with your child dedicated to each mode of transportation. It can also be poems that you will sing with him to famous melodies or simply recite ( example: A. Barto "Mushroom Train")
The game « Musical ups and downs»
Teaches the scale
Sing the main scale. It turns out you know her very well! Well, of course: do, re, mi, fa, salt, la, si, do.
Start singing with your body low to the ground, and then gradually straighten up as the sounds rise.
When you reach high "before", you should stand on tiptoe with your arms extended high up.
Now start high "before" and move down the scale in the same way.
Another version of the gamma is as follows: go up the scale slowly, and go down very quickly.
The game "Songs about the Sun"
Develops memory
Paint a round paper plate yellow and glue it to the stick
Talk to the children about the sun and how it makes them feel.
Sing a few songs about the sun or learn a few poems.
Let the children use twists, squats, and stretches to recreate the different movements of the sun that you hear in the songs you sing.
Among the songs about the sun can be called:
Solar circle, the sky around,
This is a drawing of a boy...
Repeat this game, but with songs or poems about the moon or stars.
The game "Mysterious music»
Teaches listening skills
Take the melody of a familiar song and purr it, sing it with your mouth closed, or sing it on "la-la-la".
Let the child recognize this song.
Repeat the song from the beginning, stopping at a word.
See if the child can recognize this word.
Ask him what the next word of the song should be.
Also, we offer games for the little ones:
dramatization
Russian folk song "Hare"
Bunny, bunny!
little bunny!
(the child turns the arms bent at the elbows to the right and left, freely lowering the hands)
long ears,
(puts open palms to head, "ears")
Fast legs.
(claps hands on knees)
Bunny, bunny!
little bunny!
(turns arms bent at the elbows from side to side.)
Are you afraid of children
Bunny coward.
(shakes hands down, "bunny trembles")
A song that many people know from childhood
"Pies" (music by A. Filippenko)
I bake, I bake, I bake
All the kids have a pie
And for the sweet mother
I'll bake two gingerbread.
(children bake pies - then one hand on top, then the other)
Eat, eat, mommy,
Delicious two gingerbread.
(stretch arms forward with palms up)
And I'll call the guys -
I'll treat you to pies.
(They beckon with their hands. They bow, stretching their hands forward)
…Summer is such a time when your child, running and jumping, develops physically, in addition to this, he learns a lot of new things. Let the warm season leave a bright mark in the memory of your child!
Related publications:
Advice for parents "What are music lessons for?" Musical education is a multifaceted process, which is the formation of a child's personality through exposure to music. Kinds.
Advice for parents "Observation of nature in summer" The long-awaited summer is here. The days are warm, sunny and long. “The dawn converges with the dawn,” they say among the people, because the bright short night.
Advice for parents "Holidays with a child in the summer" Summer beautiful time of the year. A long-awaited vacation is a well-deserved reward for long days of work, life, and care. Family vacation is the best.
Advice for parents "We have a rest in the summer" Advice for parents "Let's rest in the summer" Summer is a delicious time, And it is always watermelon. And in winter - mezzanine, It's just a disgrace.
Advice for parents "Dining etiquette for young children" The system of work on the formation of norms and rules of cultural behavior of the child at the table must be organized from early childhood. They are being developed.
MUSICAL GAMES WITH THE HALL
Right and left everywhere she lies:
Igrolya, Igrolochka is a wonderful country.
Everyone has been here many times
Who ever played.
And let the boys and girls -
All the mischievous kids - today they will say loudly - loudly:
"Welcome game!"
"Games with the hall" - symbol games that are held with a large number of children during mass holidays and programs (in halls, on playgrounds and stadiums).
I am faced with difficult tasks: to arouse interest, hold attention, cheer up. In a word, to control the mood of children, to regulate it. To do this, one must not only know the content of the games, but also be able to correctly intonate them, have an ear for music, and a well-trained voice. It is very important for me to feel the hall, to distinguish the shades of its mood, to be able to motivate children to play. The success of the whole program depends on how I can "have" children.
Thus, the main purpose of games with the audience is to create an upbeat, festive atmosphere, to tune in to the perception of the subsequent action.
In addition, such games relieve muscle stiffness, develop the ability to concentrate.
It should be noted that most games are characterized by a mixture of various forms, that is, a game can be at the same time a game - a chant and a game with movements or a game - a tongue twister, etc.
Children really like musical games with the audience.The peculiarity of these games is that all children remain in place and repeat words, stage movements for the leader on stage. The game is repeated several times (acceleration of the pace of the game is allowed), the hall actively responds to the request. Such games are designed to "warm up" the hall before a detachment, camp event or as a pause between the stages of the event. I offer several such games:
At the deer the house is big
The deer has a big house. ( Hands represent the roof ).
He looks out his window. ( Hands bent at the elbows, first we put vertically, then we lower one hand horizontally, like a student who raised his hand to answer ).
Bunny runs through the forest. ( Improvising running ).
There is a knock on his door: (knock)
"Knock, knock! Open the door!" (turn to the right, improvise a knock on the door and as if opening the door)
There in the forest (pointing with the thumb behind the back)
hunter (we imitate as if we were holding a gun)
evil!" (we make evil eyes)
"Bunny, bunny, run in! (show the ears of the hare)
Give me a paw!" (stretch out the right hand, clap the left hand on the right).
The music gets faster every time.
The deer has a big house,
He looks out his window.
Bunny runs through the forest
At the door to himWith clouding.
-"Knock, knock! Open the door!
There, in the forest, an evil hunter
- “Bunny, bunny, run!
Give me a paw!”
AT recent times the cartoon "Fixies" became popular among children.And the camp dance game "Dryts-tyts helper" turns out to be very funny and fun.
Dryts-tyts Helper
Description of the game: DRYTS-TYTS - vertical claps up and down (nothing more difficult is needed, because it is repeated too often and if someone does not have time, then he just leaves and loses interest, and children love to clap, so more song is obtained AT ATTENTION)
TWO FIXICS INSIDE - shake over your head with 2 fingers of both hands,
REFRIGERATOR - show cold,
COFFEE GRINDER - twist both hands
FAN - turn the motors in front of the chest with your hands
CALCULATOR - with the fingers of the right hand, type on the left palm (the left palm is spread out in front of you)
TRANSFORMER - clench fists and show boxing
SYNTHESIZER - with two hands we play an imaginary piano
EXCAVATOR - imagine how we wave and drip with a shovel
NO-E-ET! - shrug your shoulders and shake your head negatively
ASSISTANT - greet each other
WITH TOOLS INSIDE - hugging
Television,
Television,
TV, TV,
Te-te-te-te-tv.
Chorus: Dryts-tyts TV,
Dryts-tyts TV,
Dryts-tyts TV
And two fixies inside.
Fridge!
Fridge,
Fridge,
refrigerator, refrigerator,
Ho-ho-ho-ho-fridge.
Chorus:
Coffee grinder!
coffee grinder,
coffee grinder,
coffee grinder, coffee grinder,
Ko-ko-ko-ko-coffee grinder.
Chorus:
Fan!
Fan,
Fan,
fan, fan,
Ve-ve-ve-ve-fan.
Chorus:
– Calculator!
- No-no.
- Transformer!
- No-o-o!
- Synthesizer?
- No, you didn't guess!
– Excavator?!
- No!
5. Helper,
Helper,
Helper, helper
Po-po-po-po-helper!
Chorus:
Helper!
Soku Bachi Vira - Italian words (faith, hope, love)
Game description: To the words of juice, juice - we beat with fists (edge)
To the words of Bachi, Bachi - clap your hands
On the words of Vira, Vira - hands cross - lay crosswise on the shoulders
Soku soku - two times hit with fists
Bachi, bachi - clap twice
Juice, juice - hit fists twice
Vira, vira - clap twice on the shoulders (hands cross - crosswise)
juice - clap your fists once, bachi - one clap,
juice - once with fists,
vira - once hands cross - crosswise
juice - cams,
bachi - cotton,
vira - hands cross - crosswise.
The music speeds up every time.
Soku-soku, bachi-bachi,
Soku-soku, vira-vira,
Soku-bachi, soku-vira,
Soku, bachi, vira.
Chu-cha - cha-cha
There should be a selection of incendiary dance music. 7 tracks
I say thumbs up. And I make this move. Children repeat words and movements. I say: Chucha. Children shout: Chacha. Incendiary music is included. Children jump up and wave their hands up and down.I say: Fingers forward, elbows bent. Children repeat. I say: Chucha. Children - Chacha. Other incendiary music is included. We dance, pointing fingers back.I say: Fingers forward, elbows bent. Backs bent. Children repeat everything. Chucha-chacha. We move our elbows and twist the booty. Excellent.Fingers forward, elbows bent. Backs bent. Shoulders straightened. Chucha-chacha. I make a movement, as if we are pushing off with two fists.Fingers forward, elbows bent. Backs bent. Shoulders straightened. The knees were apart. Chucha-chacha. We raise our knees.Fingers forward. Elbows bent. Backs bent. Shoulders straightened. The knees were apart. Heads were thrown. Chucha-chacha. We push our hands up.Fingers forward. Elbows bent. Backs bent. Shoulders straightened. The knees were apart. Heads were thrown. Tongues out. Chucha chacha. And now everything is in a row.
Music always and everywhere accompanies us, reflecting our mood like no other art form. There are few people among people who do not sing at least mentally favorite melodies.
It is impossible to imagine a holiday without music. Of course, competitions that require encyclopedic knowledge and musical education are not suitable for an ordinary company of friends, relatives, and colleagues having fun: why put someone in an awkward position? Musical games for adults should be fun, take place at ease, focus solely on the love of singing and music.
National music game karaoke
In recent decades, the musical fun of karaoke has become truly popular. In the park, on the coast, on the square on the day of the fairs, at the celebration of a birthday, at a wedding, a microphone and a ticker screen attract crowds of people who want to try their hand at vocals, support performers or just have fun. There are even television projects in which all passers-by are invited to participate.
Guess the melody
At corporate parties, men and women willingly participate in the game, which also became popular thanks to the well-known TV show “Guess the Melody”. Two participants or two teams tell the host how many first notes they can guess a well-known melody. If players manage to do this, they receive points. If the melody is not guessed from the first three or five notes (it must be said that three is not enough even for a connoisseur), the opponent makes his application.
The tour lasts until the melody is called or until 10-12 notes, when the host, having not received an answer, calls the piece himself. Then it is performed by players to the phonogram or professional vocalists, which decorates the event.
A simpler version of the game is to guess the artist or. To do this, the toastmaster chooses fragments of not the most famous hits. The age of the participants must be taken into account. Those who are 30-40 are not fond of the music of teenagers, just as they will not know the songs of the 60s, 70s.
Music Casino
4-5 players are invited to participate. From the equipment you will need a familiar top with an arrow, as in “What? Where? When? ”, And a table with sectors for tasks. Tasks are two or three clues contained in abstracts or questions that will help players guess the name of a singer or singer.
The trick is that the questions should not be too serious, rather with humor. For example: “He thinks that it’s better in no way instead of somehow” (A. Buinov), “For his outrageous appearance and hoarseness in his voice, this singer scares naughty kids” (N. Dzhigurda), “He is the only one in the whole country” (N .Basque).
If the player guesses correctly, a snippet of the song plays. The winner will be rewarded with the right to order the next musical composition of the evening.
Song in pantomime
One of the players must, solely with the help of gestures, depict the content of some lines of the song. His teammates have to guess what song is trying to “voice” with his pantomime “toiling”. In order to “mock” the writhing pantomimer, you can persuade the guessing participants in advance not to give the correct answer under any circumstances, but, on the contrary, to simplify the task, you can simply call the name of the performer or. Two or three teams play, 2 songs are offered for each team. The reward for the victory is the honorable right to sing karaoke together.
Music games for adults at the table
Board music games for adults keep the audience as long as it's entertaining. Therefore, to the well-known competition "Who will sing whom" need to be creative. These should not be just songs, the text of which contains female or male names, names of flowers, dishes, cities ...
It’s more interesting when the toastmaster suggests the beginning: “What! ..” The players sing “What are you standing, swaying, thin mountain ash ...” or another song with such a word at the beginning. In the meantime, the maestro, as if by chance, can play several notes from different songs - sometimes this hint helps to avoid unwanted pauses.
By the way, a video example of such a game is the scene of a wolf with a choir of bunny boys from the famous cartoon series “Well, you wait!”. Let's look and be touched!
Another fun music game just for fun is "Additional". Tamada offers everyone a familiar song. As he explains the terms, the melody plays softly. While performing the song, the participants add funny phrases at the end of each line, for example, "with socks", "without socks", alternating them. (With a tail, without a tail, under the table, on the table, under the pine, on the pine ...). It will turn out like this: “In the field, a birch stood ... in socks. In the field curly stood ... without socks ... ". You can invite one team to prepare phrases for the “add-on”, and the other team to choose a song, and then sing together.
Musical games for adult parties are good because they quickly cheer up the whole company and help to relax, leaving only pleasant emotions and vivid impressions of a cool holiday spent in the company of friends.
