Musical didactic games for kids. Card file of musical and didactic games according to the Curriculum of preschool education (senior group). Who lives in the house

Games for independent activity in the musical corner.

"List of games for independent activities of children in the music corner."

1. "Merry tambourine" - game (old age)

"You will take it in your hands,

You hit it, you shake it

He never gets bored

Guess which one is playing?

2. "Don't yawn" - game (middle, older age)

“One, two, three, the child performs on the music. rhythm instrument

Show me!”

Rules of the game: children sit on the carpet, the teacher gives a musical instrument to one of the children. Under the text, the children perform tasks, whoever has a musical instrument left comes up with their own rhythmic pattern, and the children repeat it with claps.

3. "Mysteries about musical instruments"

Show how it is played;

4. "Cheerful Orchestra"

5. "Melodic bells" (average, younger age)

"Music has special sounds -

Singing, clear, pure,

Radiant and velvety,

Melodic and musical.

Equipment: bells.

6. "Guests came to us"

Similarly, the teacher plays with the arrival of other toys. The bunny jumps to the fast beats of the hammer on the metallophone, the horse jumps to the clear rhythmic beats of the musical hammer, the bird flies to the sound of the bell.

7. “They brought us toys” (younger age)

8. "Caps" (middle, younger age)

9. "Our Orchestra"

ten." Music Lotto»

The game is played during free time.

11. "Steps"

12. "Find the right bell"

The game is played during free time.

13. "Repeat sounds"

Any number of children participate in the game (depending on the game material). But at the same time, it must be remembered that each participant will receive a small card only when he sings the corresponding sound or plays it on the metallophone.

14. "Guess the bell"

15. "Define the tool"

The game is played during free time.

16. "Listen carefully"

17. "Musical riddles"

The game is played during free time.

18. "What do I play?"

Musical and didactic rhythm games, senior group

Senior group.

Musical and didactic games for the development of a sense of rhythm.

"Listen and repeat."

Game progress: Children are freely located on the carpet, each has a musical instrument in their hands. The teacher plays a simple rhythmic pattern on spoons or on a xylophone, invites the children to repeat it. The leader can be a child.

"Song of the Mushroom"

Game progress: The teacher invites the children to play the game "Echo" and gives the installation to memorize the rhythm and sing the words in the text. Each child has a musical instrument in their hands.

Lyrics: It's raining... it's raining

Mushroom rain... mushroom rain.

I'm growing... I'm growing

Under the pine tree... under the pine tree.

The forest is quiet... The forest is silent

In the rain... in the rain.

Hedgehog sits ... hedgehog sits

Under the bush ... under the bush.

“What subject am I knocking on? »

Purpose: To teach to distinguish and correlate musical and noise sounds, to develop timbre and rhythmic hearing.

When listening to musical pieces repeatedly, children accompany their sound with rhythmic tapping of sticks, shaking boxes, and hitting triangles. Noise sound corresponds to the nature of musical works.

"Pass the rhythm."

"Musical Chairs"

Purpose: To develop the creative activity of children, their auditory memory, to teach accurately, to reproduce the rhythmic pattern.

Game progress: Chairs stand in a circle, on each - a noise or musical instrument. To the music, the children walk in a circle around the chairs, and with the end of the melody, they pick up the instrument that lies in front of them on the chair. The leader beats out a rhythmic pattern that the children repeat.

"Drummers".

Purpose: To develop the creative activity of children, auditory memory, a sense of rhythm.

Game progress: Children line up one after another in a column. To the sounds of the march they go through the hall. As soon as the rhythmic pattern changes, they stop and turn to face the center. In turn, they imitate playing the drum or simply clap the given rhythm with their hands. The one who more accurately conveys the rhythmic pattern is given a drum. He walks ahead of the column and plays the drum.

“Who is the bunny friends with? »

"What is the winter."

"Rhythmic Orchestra"

Goal: Formation in children of the ability to combine various activities (singing and playing musical instruments). Based on prior knowledge.

Game progress: The teacher divides the children into 4 equal subgroups (4-6 people each, each of which forms a side of the square. Each group has homogeneous percussion instruments in the hands (1st - tambourines, 2nd - spoons, 3rd - maracas , 4th - rattles) In the center of the square of subgroups is the conductor.

All children sing the song "Andrey the Sparrow". At the direction of the conductor, addressed to any subgroup of children, she performs a given phrase of the song and plays musical instruments. You can complicate the game by speeding up the tempo, as well as using the simultaneous sound of the entire orchestra.

The teacher should pay attention to the fact that the children's singing is drawn out, calm. When combining singing with playing, the playing should not drown out the singing. First, the teacher acts as a conductor, and then any child at will.

"Step and run".

Purpose: To give children the idea of ​​long and short sounds.

Game progress: The teacher gives the children to listen to the march and offers to determine what is most convenient to do to this music. After the children answer, the teacher invites them to listen to the same music, pronouncing the word “step-step-step”. Children are invited to repeat the same thing, replacing the "step" with a more convenient syllable "ta". Next, the teacher shows the children a graphic representation of the syllable “ta”.

An audio recording with music for easy running sounds, and the teacher invites the children to determine what is most convenient to do to the music. After the answer, the teacher invites the children to run on their toes, saying the word “run-run-run”. Children are invited to repeat the same thing, replacing the uncomfortable word “running” with short syllables “ti-ti”. Then the teacher shows the children a graphic representation of the syllable "ti-ti".

Note: Graphic designations of sounds by duration are at the discretion of the teacher. Musical fragments in the audio recording should sound no more than 30 seconds. Walking and running movements can be replaced with claps, slaps or stomp.

"Names and Rhythms".

Purpose: To develop a sense of rhythm in children.

Game progress: The teacher invites the children to play, trying to do everything that is offered. Teacher: “How many syllables are in the name Klim? (How many times the mouth opens, so many syllables, right) If syllables are replaced with claps, how many claps will be in the name Klim? Of course, one. And how many syllables are in the name Olya? That's right, two. Which syllable in the name Olya is stressed, and which is unstressed? (In order to determine the stress, sing the name, you will immediately guess, because the stressed syllable will always be longer drawn out.) Of course, the stressed syllable in the word Olya is the first. What clap should be stronger if the first syllable is stressed? Yes, the first clap corresponds to the stressed syllable and therefore should be stronger than the second.

Let's replace the claps in the recording with dashes like this (shows the designation of long and short sounds).

The teacher invites the children to clap and sing the name Olya, Natasha. Then the children are invited to sing and clap their name, find graphic designation befitting his name.

"Walk".

Purpose: Development of a sense of rhythm.

Game progress: Children are seated around an adult, each of them has muses. hammers.

“Now, children, let's go for a walk with you, but it is unusual. We will walk in the room, and musical hammers will help us. Here we are going down the stairs, ”the adult slowly hits his palm with a hammer. Children repeat the same rhythmic pattern. “Now we went out into the street,” the teacher continues. The sun is shining, everyone was happy and ran. Like this! » Run passes with frequent blows. Children repeat. “Tanya took the ball and began to slowly hit it on the ground,” the teacher again slowly hits with a hammer. Children repeat. “The rest of the children began to jump quickly: lope, lope. But suddenly a cloud appeared in the sky, covered the sun, and it began to rain. At first it was small rare droplets, and then a heavy downpour began ”- the teacher gradually speeds up the rhythm of hammer blows. "The guys were scared, they ran home."

Note: Instead of a mallet, you can use a tambourine, wooden spoons, glockenspiel or xylophone.

"Merry Train".

Purpose: to consolidate children's knowledge about the duration of sounds.

Demonstration material: a locomotive with wagons, a child is depicted in each window. The windows are cut along the contour on the right, left, below and are bent upwards along the upper fold. The image of the note by duration (whole, half, quarter, eighth) opens.

Game progress: Teacher: Here - look at the steam locomotive, he drove trailers.

He has a long way, because the train is musical.

The called child opens any window, shows a note, calls it and sings it. All children repeat the task. Or everyone sings a song, calling the name of the child who will perform the task. “Katenka is lucky with a note, she sings her song.” The named child opens the window chosen by him, determines and names by duration. Everyone slaps and sings to the syllables "la" of the duration of the notes.

"Sweet Tree"

Purpose: To consolidate children's knowledge of the duration of sound.

Demonstration material: Flannelgraph; a playing field with an image of a tree, “candies” are attached to the branches on strings, on the reverse side of which notes of various durations are depicted.

Game progress: Teacher: On a large green branch - musical sweets.

As you turn the candy, you will sing a wonderful sound.

The called child turns the “candy” and names the duration of the note, then everyone sings it into the syllables “la”.

Teacher: Look, our children are sweet candies.

Dkti slap the rhythmic pattern of the song, tap out on the metallophone and lay it out in stripes on the cards.

"Icicles".

Purpose: To develop auditory memory, timbre, rhythmic hearing.

Game progress: Children are divided into three groups of 4-5 people in each.

The first group performs movements counting in quarters: tilting the head to the right-left, up-down, accompanied by the words “cap-cap”.

The second group - at the expense of eighths: movements with the hands up and down, accompanied by the words "drip-drip-drip-drip".

The third group - at the expense of sixteenths: moving your fingers up and down, pronounce the words "drip-drip-drip-drip".

First, the game is played alternately with each group of children. The groups are then connected.

Note: Musical accompaniment can be used.

Related posts:

middle group, an open lesson for teachers "Development of rhythmic hearing in children"

Musical and didactic rhythm games, middle group

Game "Funny Matryoshkas".

Game aids: Nesting dolls of three sizes: high - in green sundresses and scarves, medium - in blue, low - in red.

Quantity - according to the number of players.

Musically didactic material: glockenspiel.

Game progress.

1 option. Children sit at tables set with the letter P. The teacher is in front of them. Performs sounds on the metallophone. In the hands of the children nesting dolls: those sitting on the left - high, those sitting on the right - low, in the center - of medium size.

Option 2. There are three flowers on stands in different places in the room. Children with nesting dolls in their hands are grouped into three teams according to the color of nesting dolls sundresses. The teacher invites the children to respond to the sound of the dance, moving within the group. Children with high nesting dolls - for high sound, with medium-sized nesting dolls - for medium sounds, with low ones - for low sound. When changing sounds, only one subgroup of children always dances. The rest stop where they are caught by a change in sound. Sounds of different heights are performed with a change in the sequence of sound. At the end of the sound, each group of children should gather at their flower. Those who gather first win.

3 option. Children with nesting dolls in their hands stand in three circles around the flowers on stands. When low sounds are heard, children with low matryoshkas walk in a circle. When sounding medium - children with medium-sized nesting dolls, high - children with high nesting dolls in their hands.

The game "Find out what instrument sounds."

Game progress.

1 option. The children are sitting at the tables. Each has a set of cards in front of them.

Option 2. Children are built in three columns. At the sound of the triangle, the children of the first column run around the room. To the sound of a tambourine - the second, to the sound of a metallophone - the third. Performance on the teacher's instruments varies. At the end, a sports competition is held: who will build the column faster.

3 option. Children sit in three circles. The children of the first circle move with a light run to the sound of a triangle and freeze in place to the sound of other instruments, the children of the second circle go to the sound of a tambourine, the third - perform jumps to the sound of a metallophone. The sound varies. At the end of the game, the winner circle is celebrated and, at the request of the children of this circle, dance game or dance.

Game "Bells".

Game progress.

1 option. Children sit in three rows. Small bells are given to the first row, medium-sized bells to the second, and large bells to the third. For a loud sound, you need to raise large bells, for a moderately loud sound - medium-sized, for a quiet one - small ones. The teacher plays, changing the sequence of sounds of different strengths. The glad-winner is called, and at the request of the children of this row, their favorite song is performed.

Option 2. Children are divided into three teams. Each team stands in a circle near its attribute - a large, medium or small bell. When loud sounds are heard, the children standing near the large bell stomp their way around the room, when the sounds are not very loud, the children standing near the middle bell march. When performing quiet sounds, children standing near a small bell move easily on their toes. The teacher performs the sounds repeatedly in different sequences. At the end of the sound, the children should line up in three circles near their attributes.

3 option. Children stand in three circles around their attributes, holding hands. Children of one circle move to loud sounds with a stomping step, children of another circle move to sounds of medium volume, and children standing in the third circle easily walk on their toes. The teacher performs sounds repeatedly in different sequences. The winner circle is highlighted. The desire of the children of this circle is fulfilled.

Game "Three Bears".

Game progress.

1 option. Children sit at tables. They are given pictures of bears. When the work sounds in a high register, the cubs go for a walk (children move them in front of them on the table), when on average the bears are bigger, and when in the low register they are big.

Option 2. Children are divided into teams and depict bears to the appropriate music. At the end, Mikhail Ivanychi catch the rest of the bears.

Option 3 is carried out according to the type of game "Whose circle will gather sooner." At the end of the game, the teacher and the winners ask riddles about animals to the vanquished.

The game "Sea and brook".

Program content:

Game progress.

1 option. Children sit on chairs arranged in two semicircles. In the hands of children of one semicircle - pictures depicting a stream. When a fast tempo piece is played, the children should raise pictures with the image of a stream, when slow - with the image of the sea. The pieces are performed several times in different sequences. At the end of the game, children are noted and encouraged to listen more attentively to the music.

Option 2. Children are divided into two teams: "sea" and "stream". When sounding a piece of slow tempo, the “sea” command moves by performing smooth movements of the arms back and forth. When a piece of fast tempo is played, the “streamlet” team moves with a light run. The pieces are performed inconsistently several times. At the end of the sound, the children of the “brook” team run away, and the children of the “sea” team try to catch them.

3 option. Children stand in two circles. The first circle is the "sea". The second is the "brook". With a slow sound, the children of the first circle raise and lower their clasped hands. (Waves move across the sea.) With a fast sound, the children of the second circle run (a stream flows). Musical works are performed several times in different sequences. At the end of the game, the correctness of the children's reaction is evaluated. At the request of the winners, the song is staged.

The Guess Game.

Program content:

Teach children to distinguish the duration of sounds.

Game progress:

1 option. Two teams of children sit in front of the teacher. In the hands of the first team, circles white color, the second one is black. It is proposed to raise large white circles when performing long sounds, and small black circles when performing short sounds. The teacher repeatedly changes the sound without stopping and monitors the correct reaction of the children. At the end of the game, he marks the winning team, fulfills the desire of the children of the winning team.

Option 2. Children are divided into two teams and are located in ranks at opposite walls of the room. Children of the first team are invited to walk in different directions in accordance with the long sound. When performing sounds opposite to those given, the children of each of the teams remain in the places where they were caught by the change in sound. At the end of the sound, each of the teams should line up. The one that builds up the fastest wins.

3 option. Children stand in two circles, holding hands. When long sounds are heard, children standing in the first circle walk. When short sounds are heard, the children of the second circle run easily. The sounds are played in different order. The teacher monitors the correct reaction of the children. At the end, the winners are encouraged and, to the music of the march or singing, they pass the circle of honor.

Tasks: development of timbre hearing, attention and sense of rhythm.

"You will take it in your hands,

You hit it, you shake it

He never gets bored

Guess which one is playing?

Equipment: tambourines of several types (small, medium, large).

Rules of the game: children stand with their backs in a circle, in the center of the circle is a child with different tambourines. The children sing, and the leader moves in a round dance, at the end of the song he stops and plays the tambourine. The child behind whom he stopped should find out and say which of the tambourines sounded. If he answered correctly, he becomes the leader.

"Do not yawn" - game (middle, older age)

Tasks: to teach children to perceive and correctly convey a simple rhythmic pattern, develop memory, improve the ability to distinguish the structure of a musical work.

"One, two, three, a child plays a rhythm on a musical instrument

Do not snooze! passes the music to the neighbor. tool

Played - perform the actions of the first line

Pass it on! passed to next neighbor

One, two, three, perform the actions of the first line

Do not rush! passed to next neighbor

How to play - perform the actions of the first line

Show me!”

Equipment: any musical instrument.

Rules of the game: children sit on the carpet, the teacher gives a musical instrument to one of the children. Under the text, children perform tasks, whoever has a musical instrument left comes up with their own rhythmic pattern, and the children repeat it with claps

Tasks: expanding the musical horizons, developing a cognitive interest in music, as well as timbre hearing, the ability to express themselves.

Tasks: - show the musical instrument in the picture;

Guess the riddle about the musical instrument;

Name a musical instrument;

Show how it is played;

- “play”, sing your melody.

Equipment: pictures with musical instruments, various musical instruments, riddles.

"Jolly Orchestra"

Tasks: to recognize musical instruments by hearing and sight, to tell about this musical instrument.

Equipment: musical poster with images of musical instruments.

in independent activities of preschoolers

Musical and didactic games and manuals accelerate the musical and sensory development of the child. There is much in common between them. With their help, children learn to distinguish sounds by pitch, timbre, mark a rhythmic pattern, follow the direction of a melody, etc.

However, there is a significant difference between musical didactic aids and games. It consists in the fact that a musical didactic game (like any other) has its own game plot, game action, rules that must be observed. A feature of musical didactic games is that they can be used by children in independent activities, while musical didactic aids are used as training aids in organized musical activities.

The classification of musical didactic games is based on the tasks of forming the perception of four important properties of musical sounds (pitch, rhythmic relationships, timbre coloring and dynamic shades).

1. Games that develop pitch hearing - the development of the ability to perceive and reproduce the pitch of a musical sound.

2. Games that develop a rhythmic sense - the development of the ability to perceive the relationship between sounds of different duration and reproduce them.

3. Games that develop timbre hearing give children an idea of ​​timbre diversity and its significance in music.

4. Games that develop dynamic hearing - the development of the ability to distinguish the strength of sound, to associate dynamics with the mood and character of musical images.

Musical didactic games for each age group are presented in a certain sequence of gradually becoming more complex musical sensory tasks. The main game action - guessing and guessing - is present in every game. Each game requires independent actions from children in the perception and discrimination of musical sounds. The ability to listen, to distinguish one or another musical sound is an indicator of a certain level of musical and sensory development in children. preschool age. And this, in turn, gives children the opportunity to use games inindependent musical activity.

Musical and didactic games are organized andduring classes and in free timetaking into account the individual characteristics of children under the guidance of a teacher. The effectiveness of learning in a musical didactic game increases when the teacher himself actively participates in the game, becomes its full participant. Leading the game, the teacher makes sure that the children follow the rules, accurately complete the tasks related to the content of the game.

In order for the game to be fun, interesting and at a good pace, children should quite easily and quickly learn the various expressive properties of musical sounds. The creation of strong skills of musical and sensory perception is facilitated by the four-stage development of musical and didactic games.

First stage: acquaintance with the musical work that forms the basis of the game, with the visual images of the game.

Second phase: familiarity with the content, rules, game tasks and actions. In parallel, there is an assimilation of musical-sensory skills and skills necessary for the game.

Third stage: transfer of acquired musical and sensory skills and game actions in the independent activity of children, improving skills under the indirect guidance of the educator.

Fourth stage: children independently use musical and didactic games.

During the school year, children are introduced to different games. When a game turns into an independent activity of children, the next game is immediately mastered in the lesson, etc. First of all, it is necessary to master games for the development of pitch and rhythmic perception. This is due to the fact that pitch and duration, the main components of the melody, require more exercise from children. Acquaintance with games that form timbre and dynamic perception should be carried out at the end of the school year, as they require less effort from preschoolers.

The game "Musical Ladder".

Target: to give children an idea of ​​the gradual ascending and descending movement of the melody.

Game progress:

 The teacher talks with the children about the steps and ladders known to them in the life around them.

 Based on the experience of the children, the teacher tells them about a special musical ladder, which cannot be seen or touched with hands, because. its steps - musical sounds - can only be heard.

 Children are invited to listen to the movement of the melody up and down the steps of the musical ladder. The teacher sings a song, accompanying his singing with the movement of his palm along imaginary steps.

Steps-stumps - sounds up and blow, then they bring us down.

 The exercise is repeated several times with the children.

 To consolidate the children's ideas about the stepwise movement of the melody up and down, the teacher uses visualization (an 8-step ladder and a figure that moves along it).

Game "Naughty echo".

Target: development of pitch hearing in combination with a sense of harmony.

Game progress:

Children stand in a circle, in the center is a teacher with a ball. The ball is an echo, painted with a symbolic image of an echo - on the one hand, a cheerful grimace surrounded by words, for example: “Ay”, “Sun”, “Hello”, on the other, a sad grimace, surrounded by the words: “Rain”, “Cloud”, “Donkey ".

Throwing a ball - an echo to one of the children, the teacher sings his name or the word mood. The child must return the ball, repeating the musical phrase exactly intonation.

Game "Draw a melody".

Purpose of the game: development of pitch hearing.

Game progress:

 The teacher distributes individual cards to the children, on the back of which an envelope with notes-circles is glued.

 The teacher sings a song and gives the children the task to determine how many steps of the musical ladder it consists of.

 Children are invited to sing this song together with the teacher, moving their palms up the stairs.

 The teacher sings a song in phrases, inviting the children to “draw a melody” on a card using circle notes.

 Children, together with the teacher, sing a song, looking at the graphic image of the melody on the card.

For example:

Aunt is rich, 0 0 0 0 0

Sew me a shirt. 0 0 0 0 0

I want to dress up: 0 0 0 0 0 0

I'm going to have fun. 0 0 0 0 0 0

The game "Bells - bells."

Target: development of vocal timbre hearing.

Game progress:

Children, holding hands, dance in a circle, singing a song. songs are performed by a child, to whom the teacher hands a bell. The child standing in the center of the circle should recognize the singer by his voice. If recognition occurs, the singing child, ringing a bell, runs inside the circle, and the driver tries to catch him. If recognition does not occur, the game is repeated with a new soloist.

Game "Guess the instrument".

Purpose of the game: development of timbre hearing in combination with concentration of attention.

Game progress:

 Children sitting in a semicircle in front of a table on which there are pictures with images of various tools.

 The teacher invites them to listen to various instrumental works and determine which instrument or instruments participated in the performance of each piece of music and select cards with their image.

The game "Game with a handkerchief".

Purpose of the game: to develop in children a reaction to a change in dynamic shades.

Game progress:

 Children sit or stand at a short distance from each other, they have colored handkerchiefs in their hands.

 To the loud sound of music, children wave their handkerchiefs over their heads, to the quiet sound of music they hide their handkerchiefs behind their backs (an audio recording of Mozart's variations from the opera The Magic Flute).

 Children who are inattentive to the change in dynamics drop out of the game.

Walk and run game.

Target: give children an idea of ​​long and short sounds.

Game progress:

 The teacher gives the children to listen to the march and offers to determine what is most convenient to do to this music.

 After the children answer, the teacher invites them to walk to the same music, saying the word “step - step - step”.

 Children are invited to repeat the same thing, replacing the uncomfortable word "step" with a more convenient syllable "ta".

 The teacher shows the children a graphic representation of the syllable "ta" - |.

 An audio recording with music for easy running sounds, and the teacher suggests determining what is most convenient to do to this music.

 After the answer, the teacher invites them to run on their toes, saying the word run - run - run.

 Children are invited to repeat the same thing, replacing the uncomfortable word “running” with short syllables “ti-ti”.

 The teacher shows the children a graphic representation of the syllables "ti-ti" - [[.

 To conclude this game it is necessary by the joint conclusion of the children and the teacher that the symbol of the long sound "ta" contains two shorter symbols "ti-ti" - | = [[.

 Walking and running movements can be replaced with claps, slaps or stomps, that is, the whole game can be mastered without leaving the spot.

Game "Read the card".

Target: to develop in children the idea of ​​​​long and short sounds in combination with a graphic image.

Game progress:

 The teacher invites the children to “read” successive rhythmic cards with the help of claps, slaps or stomps.

 You can complicate the game by using competitions between subgroups.

 The teacher must announce the desired way of “reading” (claps, spanks, stomps) in a short pause between changing cards.

 Rhythmic groupings on the cards should be concise, varied and have a logical conclusion (do not cut off the “rhythmic thought”).

Rhythmic echo game.

Target: development of a sense of rhythm.

Game progress:

The teacher offers to turn into an echo, only not an ordinary echo, but a rhythmic one, and discusses with them the rules of the game, which consist in the fact that the echo exactly repeats the example proposed by the teacher, namely:

Accurate reproduction of the rhythmic pattern, tempo, method of expression (clapping, slapping, stomping);

The echo is colored by quiet dynamics.

The teacher reproduces a rhythmic pattern, and the children repeat it, following the rules of the game.

Game "Translator".

Target: consolidation of the acquired knowledge in the process of developing a sense of rhythm.

Game progress:

 The teacher invites the children to “translate” phrases from familiar songs into rhythmic language using the symbols ta and ti-ti.

 Children reproduce the phrase proposed by the teacher, replacing the text with rhythmic symbols.

 The teacher invites one of the children to draw the rhythmic graph of this phrase on the board or choose from several graphic cards the one needed for this exercise.

Game "Guess the melody".

Target: development of a sense of rhythm and rhythmic memory.

Game progress:

 The teacher slams the rhythmic pattern of a phrase from any song familiar to the children.

 Children repeat and guess the name of the song it is part of.

 To maintain interest in the game, you can use percussion instruments that are offered to soloist children to perform the rhythmic pattern of a particular phrase.

 You can complicate the game by using competitions between subgroups

Rhythmic orchestra game.

Target: the formation in children of the ability to combine various types of activities (singing and playing musical instruments), based on previously acquired knowledge.

Game progress:

 The teacher divides the children into four equal subgroups, each of which forms a side of the square. In the hands of each group are homogeneous percussion instruments.

 The conductor stands in the center of the square.

 All children sing a song.

 At the direction of the conductor, addressed to any subgroup of children, she performs a given phrase of the song and plays musical instruments.

 You can complicate the game by speeding up the tempo, as well as using the simultaneous sound of the entire orchestra.

Game "Gate".

Target: to teach children the perception of rhythmic diversity (long and short sounds) through movements to music.

Game progress:

 The teacher divides the children into first and second numbers.

 Children with the same number become pairs, forming a circle. Pairs under the first numbers alternate with pairs under the second numbers.

 To the sound of the march, all the children walk in pairs in a circle with vigorous steps, raising their knees high.

 With the end of the music, the teacher gives a command, for example: “First numbers!” - and this means that the children standing under these numbers must quickly raise their clasped hands up, forming "collars".

 To the sound of the polka, unnamed numbers run through the “collars” with a light run.

During the game, the teacher focuses the attention of children on the connection of their movements with the nature of the music. Before playing, it is necessary to consolidate with the children the previously acquired knowledge about long and short sounds.

Game "Pass the ball".

Target: to teach children the perception of contrasting dynamic shades in motion.

Game progress:

 Children stand in a circle.

 The teacher negotiates the conditions of the game with them: under the loud sound of music, the ball is passed to the right, under the quiet sound of music - to the left.

 If the music is loud, the hand movements with the ball can be more energetic and strong-willed, and if the music is quiet, they can be smoother and more gentle.

The game "Zhmurka".

Target: teach children to perceive the change of tempo in music and accurately respond to it through movement.

Game progress:

 The teacher chooses a "blind man's blind man" among the children, and sets the rest of the children to certain movements. Under the slow performance of music, they should sit on one knee with a straight back, the blind man's blind man walks between the children, under the fast performance of music - move around the hall with a light run around the "sleeping" blind man's blind man.

 With the end of the music, the blind man's blind man catches the children.

The game "Star Relay".

Target: to teach children the perception of diverse music through the appropriate change of movements.

Game progress:

 The teacher divides the children into two teams, in each of which the guide holds a silver star.

 To the music of J.S. Bach's aria, the guides move with a simple step from the toe to a certain line at the opposite end of the hall, where they change the silver star to a gold one.

 To the music of “Jokes” by J.S. Bach, with a light run on toes, the guides return to their team and pass the star to the next participant, while they themselves stand behind their team.

 The game is won by the team that reacted without errors to the change in the nature of the music, accurately and expressively performed the movements. It is unacceptable that, moving at an easy run, children fight for superiority due to the quality of movements.

Game "True Friends".

Target: to teach children the perception of a multi-part piece of music and coordinate their movements with the music of each part.

Game progress:

 The song “Oh, you canopy ....” sounds, under which the children walk in a circle with a simple step, holding hands.

 The song “Oh, it’s not evening ...” sounds, under which he is looking for a mate and, having found it, circles with her.

 The song “Oh, you canopy ....” sounds, under which the children go in a circle, but already in pairs.

 Under ditties, the children stop, turn around in pairs to face each other and perform a dance according to the show, that is, at the direction of the teacher, the outer circle demonstrates some kind of movement, and the inner circle repeats it.

 To the sound of the song “Whether in the garden, in the garden ...”, the children scatter in different directions with light jumps.

 The song “Oh, you canopy ...” sounds, under which each child is looking for his pair, then the couples raise their clasped hands up.

 The couple that does it first wins.

The game "Circle and Circles".

Target: the formation in children of the idea of ​​\u200b\u200bthe waltz based on some of its elements.

Game progress:

 The teacher divides the children into 3-4 equal subgroups of 5-6 people, making calculations in each of them in numerical order.

 Children stand in a circle, facing the center.

 To the music of the waltz, at the direction of the teacher, the children alternate the following movements:

Smooth movement of the hands up and down in front of you;

Smooth movement of the arms to the side - up - down with the movement

heads followed by hands;

Waltz step: back and forth (to the center of the circle and back).

 At the signal of the educator (for example: “First numbers!” Or “Third numbers!”), The named numbers are rearranged into small circles. The movement continues with a waltz step with clasped hands.

Game "Snake".

Target: the formation of children's ideas about polka and waltz based on some of their elements.

Game progress:

 The teacher divides the children into three subgroups and lines them up in columns in the indicated places of the hall.

 To the sound of the polka, all the children move around the hall like a snake.

 To the sounds of a waltz, standing still, children perform: 1. Smooth movements with their hands up and down in front of them; 2. Waltz step back and forth or side to side - back.

 When the music ends, all the children run to their places. The column that is built first wins.

Game "Colored Stars"

Target: the formation of children's ideas about the elements of Russian folk dances.

Game progress:

 The teacher in the center of the hall arranges two rows of chairs parallel to each other. Children sit on chairs opposite each other.

 At the beginning of the formed corridor, the teacher stands and holds multi-colored stars in his hands.

 The children sitting last in each row from the teacher get up and move towards the teacher with a variable step.

 For the second part of the music, the children who have reached the teacher begin to run around their row in jumps.

 The educator gives a colored star to the winner. If both children run at the same time, the teacher gives an asterisk to each of them.

 The game continues with the participation of other children.

 The team with the most colored stars wins. Not only speed is evaluated, but also the quality of movements, which is one of the basic rules of the game.

Game "Musical riddles".

Target: strengthening children's ideas about the genre diversity of dance music through the appropriate elements of dance movements.

Game progress:

 The teacher divides the children into 3-4 subgroups of 5 people each.

 The children of each subgroup are built, forming parallel columns. At the other end of the room is a teacher.

 To the sound of music, the children standing first in each column move towards the teacher with a step corresponding to the nature of the music.

 If the child performs movements corresponding to the music, that is, he guessed the musical riddle, the teacher gives him a symbolic note.

GAME "Steps"

Target: develop auditory hearing.

Game material: a ladder of five steps, toys (matryoshka, bear, bunny), children's musical instruments (accordion, metallophone, harmonica).

Game progress: the leading child performs a melody on any musical instrument, the other child determines the movement of the melody up - down or on one sound and, accordingly, moves the toy up and down the stairs or taps on one step. The next child acts with another toy. Several children are involved in the game.

The game is played in class and in free time.

GAME "Walk"

Target: develop a sense of rhythm.

Game material: musical hammers according to the number of players, flannelograph and cards depicting short and long sounds (with reverse side flannel glued).

Game progress: The game corresponds to a similar one held in junior group, but besides this, the children must convey a rhythmic pattern - lay out cards on the flannelograph. Wide cards correspond to rare hits, narrow cards correspond to low ones.

For example: “Tana took the ball, the teacher says, and began to slowly hit it on the ground.” The child slowly taps the musical mallet on his palm and lays out wide cards. “It began to rain frequently, heavily,” says the teacher. The child quickly knocks with a hammer and lays out narrow cards.

GAME "Our Journey"

Target: develop a sense of rhythm.

Game material: metallophone, tambourine, square, spoons, musical hammer, drum.

Game progress: the teacher invites the children to come up with a short story about their journey, which can be depicted on any musical instrument. “Listen first to what I will tell you,” the teacher says. - Olya went out into the street, went down the stairs (plays the metallophone).

I saw a friend - she jumped rope very well. Like this. (Rhythmically beats the drum.) Olya also wanted to jump, and she ran home for the rope, jumping over the steps. (Plays on the metallophone.) You can continue my story or come up with your own story.

The game is played in the afternoon.

GAME "Complete the task"

Target: develop a sense of rhythm.

Game material: flannelograph; cards with the image of short and long sounds (the game "Walk"); children's musical instruments (metallophone, harp, button accordion, triola).

Game progress: the educator-leader plays a rhythmic pattern on one of the instruments. The child should lay out the cards on the flannelgraph. The number of cards can be increased. In this case, each player lays out a rhythmic pattern on the table.

GAME "Identify the tool!"

Target: develop timbre.

Game material: accordion, metallophone, harp (two of each instrument), bell, wooden spoons - 4.

Game progress: two children sit with their backs to each other. In front of them on the tables are the same musical instruments. One of the players performs a rhythmic pattern on any instrument, the other repeats it on the same instrument. If the child correctly performs the musical task, then all the children clap. After the correct answer, the player has the right to guess a riddle. If the child made a mistake, then he listens to the task.

GAME "Musical riddles"

Target: develop timbre.

Game material: Metallophone, triangle, bells, tambourine, harp, cymbals.

Game progress: children sit in a semicircle in front of a screen behind which there are musical instruments and toys on the table. The leading child plays a melody or rhythmic pattern on an instrument. Children guess. For the correct answer, the child receives a token. The one who has more chips.

The game is played during free time.

GAME "Loudly - quietly sing along!"

Target: develop diatonic hearing.

Game material: any toy.

Game progress: children choose the driver. He leaves the room. Everyone agrees where to hide the toy. The driver must find it, guided by the volume of the sound of the song that all the children sing: the sound intensifies as it approaches the place where the toy is located, or weakens as it moves away from it. If the child successfully coped with the task, when repeating the game, he has the right to hide the toy.

The game is played as entertainment.

GAME "Pass the Rhythm"

Target:

Game progress: Children stand one after another and put their hands on the shoulders of the person in front of them. The leader (the last one in the chain) taps the rhythm on the shoulder of the person behind him. And he passes the rhythm to the next child. The last participant (standing in front of everyone) “transmits” the rhythm by clapping his hands.

Note. The leader can be a music director, educator, child.

Children stand like a train or sit one after another on chairs, on a bench.

GAME "Musical chairs"

Target: develop rhythmic perception and musical memory.

Game progress: Chairs stand in a circle, each with a noise or musical instrument. To the music, the children walk in a circle around the chairs, and with the end of the melody, they pick up the instrument that lies in front of them on the chair. The leader beats out a rhythmic pattern that the children repeat.

Note. The teacher can accompany the game of children with musical accompaniment. With the start of a new round, one chair is removed.

GAME "Drummers"

Target: develop rhythmic perception and musical memory .

Game progress: Children are built one after another in a column. To the sounds of the march they go through the hall. As soon as the rhythmic pattern changes, they stop and turn to face the center. They take turns imitating playing the drum or simply clapping their hands to the given rhythm. The one who more accurately conveys the rhythmic pattern is given a real drum. He walks ahead of the column and plays the drum.

GAME "Freeze"

Target: learn to identify major and minor modes.

Game progress: Children move freely around the hall to a certain (for example, major) melody. As soon as a minor key sounds, they instantly freeze.

GAME "Icicles"

Target: develop a sense of rhythm.

Game progress: Children are divided into three groups of 4-5 people each.

The first group performs movements counting in quarters: tilting the head to the right and left, up and down, accompanied by the words “cap, cap”.

The second group - at the expense of eighths: movements with the hands up and down, accompanied by the words "drip-drip, drip-drip."

The third group - at the expense of sixteenths: movements with fingers up and down, the words "drip-drip-drip-drip" are pronounced.

First, the game is played alternately with each group of children. The groups are then connected.

Note. You can use background music.

GAME "Chizh".

Target: musical and didactic game based on folk material.

Game progress: Children go around the circle one by one and sing:

You knock on the oak tree -

A motley siskin flies out.

At the siskin, at the siskin -

Red-haired crest.

Chizh, siskin, fly out,

Choose a couple (troika, etc.) for yourself!

Children become in pairs (triples, etc.), go in a circle and sing again.

GAME "Choose an instrument".

GOAL: to develop in children an idea of ​​the visual possibilities of music.

Game progress:

The teacher talks to the children about music, explaining that it can not only convey different feelings, but also tell with its expressive means about what is encountered in life.

Two plays are performed for children, in which the characteristic features of the sound of different musical instruments are conveyed. the first piece (“Squirrel” by N. Rimsky-Korsakov) sounds gentle, in a high register, reminiscent of the sound of a metallophone or bells; the second (“The guy plays the harmonica” by G. Sviridov) resembles the character of the sound of the harmonica.

After listening, the children should choose the appropriate instrument.

GAME "Fun Train".

GOAL: to consolidate the ability to distinguish between changes in the tempo of music.

Game progress:

The teacher performs a piece of music in which the image of a moving train is conveyed: at first it moves slowly, then faster and faster, and at the end of the piece, the train gradually slows down and it stops.

When the piece is repeated, the teacher invites those who wish to move the toy train, listening carefully to the music in order to accurately convey the change in tempo.

GAME "Piggy bank".

GOAL: to fix the words of the artistic dictionary that characterize the mood of the musical work and the musical image.

Game progress:

After listening to a piece of music, the teacher asks the children to cup their hands, then turns to the children: “What a capacious piggy bank you each have! Let's collect beautiful words in a piggy bank that will correctly tell about the music we listened to. If the word suits us, we will close it in the piggy bank, if the word that I name does not match the mood of the music, you spread your palms apart so that it does not fall into the piggy bank.

The game ends with the repetition of all the words from the piggy bank.

"Music Ladder"

L.N.Komissarova, E.P.Kostina "Visual aids in the musical education of preschoolers", p.56.

Age: 5 to 6 years old

Target: to give children an idea of ​​the gradual ascending and descending movement of the melody.

Equipment 8-step ladder and a figurine that moves along it).

Game progress: The teacher talks with the children about the steps and ladders known to them in the life around them. Based on the experience of the children, the teacher tells them about a special musical ladder that cannot be seen or touched, because its steps - musical sounds - can only be heard. Children are invited to listen to the movement of the melody up and down the steps of the musical. The teacher sings a song, accompanying his singing with the movement of his palm along imaginary steps.

“Steps-stumps - sounds up and blow, then they will bring us down.”

The exercise is repeated several times with the children.

Musical didactic game

"Draw a Melody"

L.N.Komissarova, E.P.Kostina "Visual aids in the musical education of preschoolers."

Age: 5 to 6 years old

Purpose of the game

Equipment: Individual cards with notes in circles.

Game progress: The teacher distributes individual cards to the children, on the back of which an envelope with notes-circles is glued. The teacher sings a song and gives the children the task to determine how many steps of the musical ladder it consists of. Children are invited to sing this song together with the teacher, moving their palms up the stairs. The teacher sings a song in phrases, inviting the children to “draw a melody” on a card using circle notes. Children, together with the teacher, sing a song, looking at the graphic image of the melody on the card.

For example:

Aunt is rich

Sew me a shirt.

I want to dress up

Musical didactic game

"Three pigs"

N.G. Kononova "Musical and didactic games for preschoolers", p.35.

Age: 5 to 6 years old

Target: development of pitch hearing.

Equipment: The tablet depicts a forest and a fairy-tale house. One window is cut out in it, in which a rotating disk with the image of three piglets: Nuf-Nuf in a blue cap, Naf-Naf in red, Nif-Nif in yellow. At the top of the playing field are attached three records from the metallophone. Under the F plate of the first octave, a muzzle of a pig in a blue cap Nuf-Nuf is drawn, under the plate la of the first octave - a pig in a red cap - Naf-Naf, under a plate up to the second octave - a pig in a yellow cap - Nif-Nif. A hammer from a metallophone is also attached here, 8-12 large cards (according to the number of players), each is divided into three parts (three windows) with the image of caps of three pigs.

Game progress: Children take turns spinning the disk. A piglet appears in the window of the house, for example, in a yellow cap. The child must sing “I am Nif-Nif” - on a sound up to the second octave, and if he sang correctly, he receives a card with the image of a yellow cap and closes it with the corresponding image on his card. if the child finds it difficult to sing, he plays the record. The winner is the one who closes all three parts of his card first.

Musical didactic game

"Walk"

N.G. Kononova "Musical and didactic games for preschoolers", p.38.

Age: 5 to 6 years old

Target: development of a sense of rhythm.

Equipment: Musical hammers according to the number of players.

Game progress: Music. hands: “Now we will go for a walk, but it is unusual, musical hammers will help us. Here we are going down the stairs ”- the music director slowly hits his palm with a hammer, the children repeat the same rhythmic pattern. “And now we went out into the street, the sun is shining, everyone was delighted and ran. Like this!" - frequent blows conveys running. Everyone repeats. “Tanya took the ball and began to slowly hit it on the ground” - slowly hits with a hammer. Children repeat. “But suddenly a cloud appeared in the sky, closed the sun, and it began to rain. At first it was rare drops, and then a heavy downpour began, ”music director. gradually accelerates the rhythm of hammer blows. Children repeat. “The children were frightened and ran to the kindergarten”, = quickly and rhythmically strikes with a hammer.

Story didactic game

"Singer - Parrot"

L.S. Hodonovich “Journey into the world of music”, p.25.

Age: 5 to 6 years old

Target: To teach children to quickly recall familiar songs on their own: sing acapella individually and in a chain.

Equipment: Multicolored ball.

Game progress: Children stand in a circle, in the center of which lies a multi-colored ball. According to the rhyme, the driver is chosen:

One two Three!

One two Three!

Get out of the circle quickly.

Take the ball, sing along

Play with the parrot!

The selected driver runs out to the center of the circle, takes the ball in his hands and says:

You, "singer-parrot",

Repeat after me exactly

Repeat, don't yawn

And sing beautifully!

Then the leader sings a verse or chorus of any song. Having finished singing, he throws the ball to one of the children, while he himself remains in place. The child who caught the ball now becomes a “singer-musician.” He repeats the fragment of the song sung by the leader and sings the next verse. The “singer-parrot” takes the place of the leader, and he becomes in a circle to the players. When the game is repeated, the next song is played.

A.V. Borgul Games 22 Mar 2017

Musical education in preschool institutions mainly carried out in music classes, where children listen to music, sing, perform different kinds musical rhythmic movements. Effective musical and sensory education is facilitated by the visibility of learning, the emergence in the minds of children of natural associations of musical sounds with the sounds of the life around them.

FUNNY FROGES.

Game progress: Children stand in a circle and sing the text:

At the edge of the swamp we are laughing frogs.

We will play spoons, sing songs loudly.

Kwa-kva, kva-kva. Kwa-kva, kva-kva!

The teacher on the spoons plays a simple rhythm, the children repeat it while playing on the spoons.

For musical accompaniment any cheerful melody in two-beat time signature is used.

Merry matryoshkas.

Game progress: Several players take part in the game. An adult has a large bright nesting doll in his hands, children have small ones. “The big matryoshka teaches the little ones to dance,” says the adult. He taps a simple rhythmic pattern on the table with his matryoshka. The participants in the game repeat this rhythmic pattern with their nesting dolls. When the game is repeated, the child who correctly completed the task can become the leader.

THREE BEARS.

Game material: flat figures of bears made of cardboard, painted in the Russian style. Children have cards with the image of three bears and circles.

Game progress:

Teacher: Do you guys remember the fairy tale "Three Bears"? In the last room Mashenka lay down for a minute in her bed and fell asleep. And at this time the bears returned home. Do you remember what they were called? (Children answer). Listen, who went into the hut first? (He taps out a rhythmic pattern on the instrument on one or two sounds. The children call who came.)

Teacher (brings out a figure): How is the bear going? Slow, hard. Clap the rhythm with your hands, how does it go? Now find where to put the chip. (Children put circles on the corresponding image.)

JUMP, JUMP, SKOK.

Target: Develop rhythmic memory, metric sense.

Game progress: The child, chosen by the bunny, sits in a circle with a drum in his hands. Children, holding hands, calmly walk with a song in a circle for 1-2 sentences. On the third - they stop and clap their hands on the accents, to which the "bunny" jumps as they move forward, a simple rhythm beats on the drum, the children must repeat it by clapping their hands. After that, a new "bunny" is selected.

Lyrics of the song: Why are you sitting, hare? What are you, bunny, silent?

One jump, two jump! Jump, jump, jump!

Bunny, don't be silent, bunny, you knock on the drum!

PUPPET LOVES TO DANCE.

Target: Develop a sense of rhythm.

Game progress: Any Russian folk melody sounds.

Teacher: Today, guys, I will introduce you to the amazing Glashenka doll. Oh, and she is a master at dancing! She can and will teach you! As she stomps, so do you repeat.

Children repeat the rhythmic pattern with claps, stomps. You can pick up spoons, sticks, tambourines .. if you divide the children into subgroups and give different musical instruments, you get an orchestra.

ON THE PATH.

Target: To fix the methods of sound extraction on tambourines, maracas, spoons. Develop children's rhythmic ear.

Lesson progress: Children with a song move in a chain to sing, to lose they tap out a rhythmic pattern that the teacher sets.

Lyrics: 1. We go along the path to the forest, we go to the forest, we go to the forest.

We will find a hedgehog in the forest, we will find a hedgehog! (play maracas)

2. Let's go along the path to the forest, let's go to the forest, let's go to the forest.

We will find a bunny in the forest, we will find a bunny. (play on spoons)

3. We go along the path to the forest, we go into the forest, we go into the forest.

We will find a bear in the forest, We will find a bear. (play tambourines)

Merry BELL.

Target: To develop the rhythmic hearing of children, the ability to correctly extract the sound on the bell.

Game progress: Children are given two bells each. The teacher sings odd phrases with words, and the children sing even phrases with onomatopoeia, playing along with the bells.

1. Cheerful bell - Ding, ding, ding.

Laughing and laughing - ding, ding, ding.

2. He sang barely audibly in winter - ding, ding, ding.

But again the sun came out - ding, ding, ding.

3. And ringing drops - ding, ding, ding.

In response, they sang to him - ding, ding, ding. (see note appendix)

DO NOT SNOOZE.

Target: to teach children to perceive and rhythmically reproduce a simple rhythmic pattern, to improve the ability to distinguish the structure of a musical work.

Game progress: The game is played with children sitting on a carpet in a circle. Children sing the text and pass musical instruments around. The teacher can set different tasks for the children:

Accurately reproduce the ostinato rhythmic formula, and then pass the musical instrument to the neighbor;

Alternate loud and quiet performance;

Change alternately the techniques of performance on musical instruments.

Lyrics: One, two, three, don't yawn! Played - pass!

One - two or three, do not rush, teach how to play!

BIG AND SMALL

Program content: To teach children to distinguish between short and long sounds, to be able to clap the rhythm.

Game progress: The teacher invites the children to listen to who is walking along the path and repeat how the steps sound with their claps. When the children learn to distinguish between short and long claps, the teacher offers to identify “big and small” legs by ear, performing claps behind the screen or behind the back.

Big feet walked along the road: (long claps)

Top, top, top, top!

Little feet ran along the path: (short pops)

Top, top, top, top, top, top, top, top!

Program content: By auditory perception, teach children to distinguish between short and long sounds, thereby developing rhythmic memory, the ability to correlate their actions with music - the ability to clap the rhythmic pattern of a melody with their hands, develop musical and rhythmic perception.

Game rules: Listen to sounds of different duration, do not disturb others.

Game actions: Guess the duration of the sounds, clap them accordingly. Game goal: Guess first.

IN THE FOREST

Program content: To develop sound-altitude hearing in children, to learn to distinguish between high, low and medium sounds. Develop a sense of rhythm, learn to distinguish between short and long sounds.

Game progress: The teacher introduces children to high and medium sounds, after the children have mastered this well enough, they are offered to play and guess who lives in the forest. To do this, the teacher performs the melody "Bear" in a low register, or "Bunny" in the middle, or "Bird" in a high register. Children guess and cover the corresponding picture with a chip.

In another version of the game, the teacher draws the attention of children to the rhythm of the steps of various animals: Long sounds when a bear walks and short sounds when a hare jumps. In this version of the game, the children must determine by the rhythm of the steps who is walking through the forest, or, conversely, be able to clap the rhythm of the steps of a bear or a hare.

Like in the forest with us

Bunny is jumping now.

He has neighbors

brown bears

And on the branch a bird

The bird is small!

PIVOT

Program content: To develop in children ideas about the visual possibilities of music.

Game progress: The teacher invites the children to look at the musical turntable, rotate it, look into the window on the turntable and perform a familiar song corresponding to the image that appears in the turntable window; the child must explain why he chose this particular song, what other songs can be correlated with this image, determine the nature of the music.

Program content: To develop musical memory, children's understanding of the visual possibilities of music, through the ability to correlate musical and artistic images by visual and auditory perception. Develop imagination, the ability to present pictures of reality, transmitted through music.

Game rules:

Game actions: Rotate the turntable, guess familiar melodies.

game goal: Remember as many songs as possible.

POST THE MELODY.

Program content: Develop rhythmic ear, exercise children in determining the rhythmic pattern of a melody.

Game progress: The teacher performs songs familiar to children with a different rhythmic pattern, invites the children to clap it. Then he shows the children how to symbolize a rhythmic pattern using squares representing long sounds.

During the game, the teacher performs songs familiar to the children and invites them to lay out their rhythmic pattern. And vice versa, he asks the children to remember the song according to the conditional image of the rhythmic pattern of the melody proposed by the teacher.

Game rules: Listen to familiar melodies, do not interfere or prompt others.

Game actions: Guess the songs, slam their rhythmic pattern, lay out its graphic image and vice versa.

Game Purpose: Post the melody first.

DO, RE, MI.

Program content: To teach children to distinguish the figurative nature of music, to correlate the artistic image with the musical image, reflecting the phenomena of reality.

Game progress: The teacher performs a song and invites the child to choose a picture that matches it in terms of the content of the artistic image, while the child must explain why he chose this particular picture, what is shown on it and what the song says. Another time, the teacher offers the children a picture and asks them to sing a song they know that matches the picture in the picture.

Program content: To develop visual and auditory perception, to teach children to distinguish the nature of music in an image, to correlate an artistic image with a musical image that reflects the phenomena of reality, while developing musical and analytical activity.

Game rules: Answer individually, but sing in chorus.

Game actions: Select the appropriate image, cover with a chip.

Game Purpose: Remember as many songs as possible.

HARES.

Program content: Exercise children in perceiving and distinguishing the nature of music: cheerful, dancing and calm, lullaby.

Game progress: The teacher tells the kids that hares lived in the same house. They were very cheerful and loved to dance (shows the picture "Hares are dancing"). And when they got tired, they went to bed, and their mother sang a lullaby to them (the picture “Hares are sleeping”). Next, the teacher invites the children to guess from the picture what the hares are doing? And portray it with your actions (the children are “sleeping”, the children are dancing), to the music of the appropriate nature.

Program content: Develop auditory perception, elementary musical and analytical thinking - the ability to listen and compare music of a different nature (cheerful, dancing and calm, lullaby). Develop musical memory, an idea of ​​the different nature of music.

Game rules: Listen to the end of the melody, do not interfere with the response of others.

Game actions: Guessing the nature of the music, choosing the corresponding image or showing the corresponding actions.

Game Purpose: Be the first to show what the hares are doing.

WHO DID THE KOLOBOK MEET?

Program content: To develop in children an idea of ​​​​registers (high, medium, low).

Game progress: The teacher invites the children to remember the fairy tale "Gingerbread Man" and its characters (wolf, fox, hare, bear), while he performs the appropriate melodies, for example: "At the bear in the forest" in lower register, "Bunny" in high register, etc. . When the children learn the sound of which register corresponds to the artistic image of each animal, they are invited to play and determine by ear which character is depicted in the music and select the appropriate picture

Program content: Develop musical memory, teach children to recognize familiar pictorial melodies performed in different registers: high, low, medium, while forming a sound-altitude perception of music and the ability to correlate a musical image with an artistic one in terms of auditory and visual perception.

Game rules: Listen to the melody to the end, do not interfere with others to answer, choose the appropriate card.

Game actions: Guessing and guessing a musical fragment, choosing the appropriate image, you can independently perform a melody in a given register.

Game Purpose: Guess first.

LISTEN CAREFULLY.

Program content: Conduct a musical analysis of the main genres of music by auditory perception, develop musical memory, the ability to distinguish between a song, dance, march,

develop song and dance creativity in the genres of music.

Game progress: When children have learned to distinguish music by genre, offer them creative tasks: independently come up with a melody of a certain genre or remember a song in this genre; the one who copes faster and better is given the right to assign the next genre.

In addition to the tasks for song creativity, you can use tasks for dance creativity, i.e. invite children to come up with and perform movements corresponding to the genre of the musical work. When summing up the results of the game, the children themselves choose the performance they like the most and repeat it all together.

Game rules

Game actions:

Game Purpose: Guess first.

WHO LIVES IN THE HOUSE?

Program content: To teach children to distinguish between high and low sounds, recognize familiar melodies.

Game progress: The teacher introduces children to the sound of the same melody in different registers (low register and high register), for example, Alexandrov's "Cat". When the children learn to distinguish between high and low sounds, conveying the images of the cub and the mother, respectively, they are invited to play. At the same time, the teacher says that mothers live in a big house on the first floor, and their children live on the second (with small windows). Once everyone went for a walk in the forest, and when they returned, they confused who lives where. Let's help everyone find their rooms. After that, the teacher plays the melody “Bear” by Levkodimov in different registers and asks the children to guess who it is: a bear or a cub. If the answer is correct, the corresponding image is inserted into the box, and so on.

Program content: Develop musical memory, teach children to recognize familiar melodies of a visual nature, correlate musical and artistic images by auditory and visual perception. To develop the sound-pitch perception of music - the ability to distinguish between high and low sounds.

Game rules:

Game actions: Guess the melody, choose the corresponding image.

Game Purpose: Guess first.

LADDER.

Program content: Distinguish the gradual movement of the melody up and down, marking it with the position of the hand.

Game progress: The teacher performs the song "Ladder" by E. Tilicheeva. When repeated, he invites the children to play: show with his hand where the girl (doll, etc.) is moving - up the stairs or down. Then the teacher sings a chant, while he does not sing the last word, first in the first, and then in the second part of the chant, and invites the children to finish it themselves.

For middle, senior and preparatory groups a ladder of 5 steps is used, for the latter it is possible from 7. For the younger ones - from 3.

For 7 steps: For 5 steps: For 3 steps:

Do, re, mi, fa, Here I go up, I go up,

salt, la, si. And I go down. I'm going down. (on a triad).

Program content: Develop musical memory and musical-analytical thinking - the ability to distinguish between the progressive movement of a melody up and down. To teach children to correlate their actions with music (hand movements) by auditory perception.

Develop an ear for music - the ability to distinguish a melodious sound of a melody from a jerky one. Develop an understanding of the visual possibilities of music.

Game progress: The teacher invites the children to listen to how a little boy and an old grandmother, or a big bear and a little bunny, climb up the musical ladder and compare musical fragments.

Game rules: Listen carefully, do not disturb others.

Game actions: Hand showing.

Game Purpose: Complete a musical phrase on your own.

SEA.

Program content: To develop in children an idea of ​​the visual possibilities of music, its ability to reflect the phenomena of the surrounding nature.

Game progress: The teacher performs the play "The Sea" by N. Rimsky-Korsakov, the children share their impressions about the nature of the music. The teacher draws attention to the fact that the composer painted a vivid picture of the sea, showing its various states: it is either agitated, or raging, or calming down. One child, using cards, shows the change in the nature of the music throughout the play.

Program content: Strengthen the ability to distinguish between dynamic shades in music: soft (p), loud (), not too loud (), very loud (), etc. Through the ability to correlate musical and artistic images, to develop the imagination, the ability to present pictures of reality, transmitted using the means of musical expression.

Game rules: Listen to a piece of music, do not prompt others.

Game actions: Guess the melody, choose the image corresponding to it.

Game Purpose: Guess first.

MUSIC CAROUSEL

Program content: To teach children to recognize the change in tempo in music.

Game progress: The teacher performs the song "Carousels", asks the children how they moved, is it always the same? Invites children to depict a change in tempo in music with their actions and answer questions: when the music played quickly, when slowly, etc.

Barely, barely, barely (children start moving)

The carousels started spinning.

And then, then, then (run)

Everyone run, run, run.

Hush, hush, don't rush! (slow down)

Stop the carousel! (stop).

Program content: Develop musical memory through tempo ear. To teach children by auditory perception to distinguish a change in tempo in music and correlate it with their actions, movements.

Game rules: Listen carefully to the melody, do not disturb others.

Game actions: Movements in a round dance with a change in tempo.

Game Purpose: Take part in the round dance.

MUSICAL LOTO.

Program content: To teach children to distinguish between the form of a musical work (singal and chorus in a song), to convey the structure of the song, consisting of repeating elements in the form of a conditional image.

Game progress: The teacher performs a song and invites one child to lay out its conditional image from multi-colored circles (singing songs) and solid squares (chorus). The rest of the kids check

whether the task was completed correctly. Another time, the teacher himself lays out a conditional image of a song from circles and squares and asks the children to perform songs corresponding to the image.

Program content: To develop the musical and analytical activity of children - the ability to distinguish between the form of a musical work (singal, chorus) by auditory perception through comparison, comparison, develop associative thinking - the ability to convey the form of a musical work using various graphic images.

Game rules: Listen to the melody to the end, do not prompt each other.

Game actions: Guessing the melody and laying out its conditional image from circles and squares and vice versa.

Game Purpose: Be the first to guess and post the melody.

FIND AND SHOW.

Program content: Exercise children in distinguishing sounds in height (re - la).

Game progress: The teacher introduces children to high and low sounds, using onomatopoeia familiar to children, draws attention to the fact that mothers sing in low voices, and children in high, thin ones; to do this, he tells the children that a duck lived in the same yard with ducklings (shows pictures), a goose with goslings, a chicken with chickens, and a bird with chicks on a tree, etc. One day, a strong wind blew, it began to rain, and everyone hid. Mother birds began to look for their children. The mother duck was the first to call her children:

Where are my ducklings, dear guys? Quack quack!

And the ducklings answer her:

Quack, we're here!

The duck was delighted that she had found her ducklings. Mother chicken came out, etc.

Program content: Through auditory perception, develop sound-altitude hearing in children: the ability to listen and distinguish between high and low sounds. (re-la).

Game rules: Listen to a musical question, answer it with a chant that is opposite in pitch.

Game actions: Guess who is called, sing the appropriate onomatopoeia.

game goal: Help the birds find their chicks

IDENTIFY BY RHYTHM.

Program content: To convey the rhythmic pattern of familiar chants and recognize them from the image of the rhythmic pattern.

Game progress: Learning the song with the teacher, the children slap its rhythm, having learned this, they learn to recognize familiar songs from the proposed drawing.

"Cockerel" rus.n.m.

“We are walking with flags” E. Tilicheeva Rus.n.m.

"Rain"

Cockerel, cockerel, rain, rain

Golden comb! Have fun!

That you get up early, drip, drip,

Children do not sleep Do not be sorry!

We go with flags

Red balls.

In rhythmic patterns, squares represent short sounds, rectangles represent long sounds.

Program content: Listen to the song to the end, do not interfere, answer others.

Game actions: Guess familiar chants, choose the corresponding graphic images, clap the rhythm of the chants.

Game Purpose: Guess first.

LISTEN CAREFULLY.

Program content: Develop an understanding of the main genres of music, the ability to distinguish between a song, dance, march.

Game progress: The teacher performs musical works of different genres: lullaby, polka, march. Draws the attention of children to their features, offers to find distinctive features. One child is asked to determine the genre of the given melody by ear and select the appropriate picture, the rest of the children indicate their answer on the playing canvases with the image corresponding to different genres of music.

Game progress: The teacher performs musical works of different genres: lullaby, polka, march. Draws the attention of children to their features, offers to find distinctive features. Children are invited to play - determine by ear the genre of a given melody, select a picture with the corresponding image on the playing canvas and cover it with a chip. At the same time, the child must explain the name of this genre of music and what can be done to such music.

Game rules: Listen to the melody to the end, do not disturb others.

Game actions: Guessing the genre, performing the appropriate movements.

Game Purpose: Guess first.

THE SUN AND THE CLOUD.

Program content: To develop in children an idea of ​​\u200b\u200bthe different nature of music (cheerful, calm, sad).

Game progress: Children are given playing canvases depicting the sun, a cloud and the sun behind a cloud, which correspond to cheerful, sad and calm music. The teacher performs alternately songs of a different nature (dance, lullaby, calm), and invites the children to play - cover with a chip an image that matches the mood of the character of the music. In the younger group, only joyful and sad melodies are offered that contrast in sound.

Program content: Develop musical memory, children's ideas about the different nature of music (cheerful, calm, sad). Develop auditory perception, elementary musical and analytical thinking - the ability to compare, contrast music of a different nature.

Game rules: Listen to the melody to the end, do not disturb others.

Game actions: Guessing the nature of the music, choosing the appropriate image.

Game Purpose: Guess first.

QUIET - LOUD.

Program content: To consolidate the ability of children to distinguish between dynamic shades of music: quiet (p), loud (), not too loud ().

Game progress: Children are given playing canvases with cards of the same color, but of different tone saturation, explaining that blue corresponds to quiet music, dark blue to loud music, and blue to not too loud. Next, the teacher performs a song with alternating dynamic shades. Children are invited to cover with a chip a card that matches the color of the dynamic shade of the music.

For older groups: for younger groups:

Blue - blue

Dark blue cyan - blue

pink - red pink - red

– burgundy yellow – brown

Pale yellow -

orange - brown

Music can sound different.

Learn to distinguish its shades.

Loud and soft I will sing

Listen carefully to guess.

Program content: Develop musical memory for dynamic perception of music, consolidate children's ability to distinguish between shades of music: soft (p), loud (), not too loud ().

Program content: Listen to the melody, do not disturb others, do not prompt.

Game actions: Guess the strength of the sound of music, choose the appropriate color tone.

Game Purpose: Guess first.

THREE PIGS.

Program content: To teach children to distinguish the sounds of a major triad (do-la-fa) by pitch.

Game progress: The teacher invites the children to remember the fairy tale "Three Little Pigs" and its characters. He says that the piglets now live in the same house and are very fond of singing, only they are all called differently and they sing in different voices. Nif-nif has the highest voice, Nuf-nuf has the lowest, and Naf-naf has a medium one. The piglets hid in the house and will appear only when the children guess which of them sings in such a voice and repeats his song. When these conditions are met, the children are shown a picture of a pig.

Program content: To develop musical memory and pitch hearing, the ability to distinguish high, low and medium sounds within a major triad: do-la-fa by auditory perception.

Game rules: Listen to the chant, do not interfere with others and do not prompt.

Game actions: Guess the pitch of the sound, show it with the position of the hand or sing it yourself.

Game Purpose: Guess first to see the image.

Program content: To teach children to perceive and distinguish by ear various onomatopoeia.

Game progress: The teacher shows the children pictures on which animals are drawn: a cat, a dog, a chicken, a cow, a cockerel, etc. and says that they all speak in different voices. For example, a cat sings "Meow", a dog - "Woof", a chicken - "Ko-ko-ko", etc. When the children learn this, the teacher invites them to play. He says that Masha's doll has many different animals: both a cat and a dog, etc. It's time to feed them all, but they fled. Listen to who Masha is calling:

Ko-ko-ko!

Children repeat the repeated onomatopoeia after the teacher, name the animal and choose the appropriate picture until they have collected everything.

Program content: To develop the elementary musical and analytical activity of children - to learn to distinguish between the simplest onomatopoeia by auditory perception and to correlate the musical image with the image in the picture.

Game rules: First, listen to onomatopoeia, then repeat them after the teacher.

Game actions: Choose pictures that match the onomatopoeia.

Game Purpose: Collect all pictures

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.

RAINBOW: KAP!!

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)

"Who lives in the house?"

N.G. Kononova "Musical and didactic games for preschoolers", p.25.

Age: 4 to 5 years

Target: exercise in the perception and discrimination of sounds in height.

Game material: the card shows a colorful tower on two floors: the lower windows are large, the upper windows are smaller. At the bottom, under each window, there are drawings: a cat, a bear, a bird. Each window opens and closes. Inside it are inserted pockets, where pictures of the listed animals are inserted, as well as pictures depicting the cubs of these animals.

Game progress: The music director seats the children in a semicircle and shows the house-teremok, in which a cat with a kitten, a bird with a chick and a bear with a cub live. “On the first floor,” says the music director, “mothers live, on the second floor (with small windows) their children live. Once everyone went for a walk in the forest, and when they returned home, they confused who lives where. Let's help them find their rooms." Give each person one card. A familiar melody is played in various registers. For example, the melody of the song "The Gray Cat" by V. Vitlin sounds. The child who has the corresponding card inserts it into the window on the first floor opposite the picture depicted on the house. The same melody sounds, but an octave higher. A child gets up with a kitten card and places it in the window on the second floor.

There is also a game with music about a bird and a bear (“Bird” by M. Krasev, “Bear” by V. Rebikov). It continues until all the cards are inserted into the pockets.

At the end of the game, the teacher encourages the correct answers. If one of the children made a mistake, he explains that the bear will not fit in the kitty's bed and will not be able to sit at her table when he suddenly gets into the wrong room, etc.

Musical didactic game

"Hen and Chicks"

N.G. Kononova "Musical and didactic games for preschoolers", p.24.

Age: 4 to 5 years

Target: to exercise children in the perception and distinction of two sounds (re 2 - re 1).

Game material: house, Masha doll, metallophone. Everything is laid out on the table. Children have toy birds (chicken and chickens) in their hands.

Game progress: The children are seated around the table. The teacher takes the doll and says: “Masha's doll lives in this house, she has many chickens and chickens. It's time to feed them, but they fled. Masha, call your chickens. Listen, guys, who is Masha calling? ”, Plays the second octave re on the metallophone. Children with chickens in their hands stand up and put them in front of Masha. The doll feeds the birds. The teacher asks the children to sing in a thin voice, like chickens, "wee-wee-wee." Then the puppet Masha calls the chickens - the teacher plays the first octave D metallophone. Children put figures of chickens on the table in front of Masha and sing on the same sound “ko-ko-ko”.