Tasks for diagnosing modal feeling. Monitoring children's musical abilities (methodology)
Assessment of children's musical development preschool age As part of the implementation of the educational program, it is part of monitoring. The monitoring system carried out in preschool educational institutions in accordance with the Federal State Educational Standard is of a prognostic nature, that is, it allows us to identify promising lines of development of a preschooler, as well as a preventive nature, since it allows us to notice risk factors in the development of the child. The obtained monitoring data creates an information base for individualizing the educational process, based on the individual educational needs of each preschool student.
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MAOU Progymnasium No. 108
Monitoring children's musical abilities
Musical director
Dianova Elena Alekseevna
Explanatory note
Assessment of the musical development of preschool children as part of the implementation of an educational program is part of monitoring. The monitoring system carried out in preschool educational institutions in accordance with the Federal State Educational Standard is of a prognostic nature, that is, it allows us to identify promising lines of development of a preschooler, as well as a preventive nature, since it allows us to notice risk factors in the development of the child. The obtained monitoring data creates an information base for individualizing the educational process, based on the individual educational needs of each preschool student.
As a result of the analysis of individual diagnostic data, the teacher can study a group of children much faster than in the process of ordinary collective classes, draw up a “portrait” of it, and also identify the degree of progress of children in this group at the end of each year of classes, both in terms of development of abilities and level achievements in one form or another musical activity.
To provide diagnostics, I use the technique of K.V. Tarasova. Diagnostics is divided into input and output: input diagnostics are carried out at the beginning school year(September, October), and a day off at the end of the school year (April, May).
Monitoring should be carried out in a familiar environment for the child. These are subgroup or individual tasks for children - short test tasks, didactic games, conversations, sketches, experimental situations (samples of tasks are given in the toolkit). It is important for a teacher to be friendly when communicating with a preschooler, to help him navigate the task through simple and understandable questions, to listen to the child until the end, without interrupting or correcting answers. During diagnosis, it is necessary to widely use visual material.
Purpose of monitoring:
- individual control of the development of musical abilities of preschool children;
- identifying children with a low level of development of musical abilities and planning further correctional work with them;
- identifying children with an average level of development of musical abilities and planning work with them to promote their further musical development;
- identification by the music director of strengths and weaknesses in his own work and correcting it accordingly.
The date of the:input monitoring September - October
Output monitoring April - May
EMOTIONAL RESPONSE TO MUSIC
Low level: the child hardly listens to music, is indifferent to it, is distracted all the time, and participates in musical movements and playing children's instruments without mood. musical instruments.
Average level:The child listens to the music quite attentively, but calmly. He does not show himself clearly in musical movement and playing instruments.
High level:The child listens to music with interest and attention and reacts to it emotionally. This is evidenced by the expressions of his eyes, facial expressions, and body position. The child wants to listen to music and asks to repeat it. He is very emotional in the musical movement, clearly manifests himself in playing children's musical instruments.
SENSE OF MUSICAL RHYTHM
Low level: the child solves the proposed rhythmic problem in a disorderly manner, when even metric pulsation is not reproduced, and the claps follow randomly, in fact, outside the music.
This type of problem solving is typical for most children of the younger group and is an indicator of the “average age” level for them, so if a child of this age solves a problem in a disorderly manner, we classify him as having an average level of development of a sense of musical rhythm. If one of the kids performs the task more rhythmically, then we classify it as a high level.
At the same time, if one of the children of the three subsequent ages solves this problem in a disorderly manner, we say that this is an indicator of a low level of development of this ability.
Average level:the child solves a rhythmic problem by reproducing only metric pulsation (children clap their hands in uniform quarters, less often in uniform eighths or halves). This type of decision is typical for most children in the middle group and is for them an indicator of the “average age” level of development of a sense of musical rhythm. If a child of this age solves problems according to a disorderly or adequate type, he is classified as low and high level.
High level.The child solves the proposed problem according to an adequate type (reproduces a rhythmic pattern, i.e. the ratio of the durations of sounds and pauses) without errors or 1-2 errors.
SOUND PITCH HEARING
Low level: there is no intonation of the melody with the voice at all, and the child reproduces only the words of the song in its rhythm. Or intonation has appeared, but the child sings the entire song using one or two sounds.
This intonation is typical for most children of the younger group and is for them an indicator of the “average age” level of development of melody intonation in the voice. We classify children who find themselves at this stage as the average level. Other children of this age who do not intonate at all or who intonate at a higher level are classified as low and high levels.
Average level:the child intones the general direction of movement of the melody. Most children in the middle group are at this level.
If children of this age intonate only one or two sounds, we classify them as a low level; if a child sings clearly against the background of the general direction, he will be classified as a high level.
High level:the child intones the general direction of movement of the melody and, against this background, purely sings its individual passages or the entire melody.
LEVEL OF DEVELOPMENT OF MUSICAL PERCEPTION - THINKING
Low level: the child does not identify at all or does not identify correctly general mood music. Can't talk about her. Can't concentrate on its sound. Some of the children in the younger group are at this level, and the children in the younger group who reacted emotionally to the music, listened carefully to at least part of the play, and correctly, but monosyllabically, determined its general character, we are assigned to the middle and high level.
Average level.The child correctly determines the mood of a piece that is quite simple in content, focusing on a complex of means of musical expressiveness, analyzing the music more subtly. Thanks to this, the perception of musical artistic image becomes more adequate, the child can almost accurately determine the program - the name of an unfamiliar play.
High level.When perceiving a musical artistic image, children become oriented towards the most informationally vivid means of musical expressiveness - the melody and its constituent intonations. Thanks to this, the possibility of error when determining the mood of simple music becomes minimal, the child can easily determine the name of the piece, can grasp the process of development of the musical image, and compare pieces with each other.
(creative thinking)
Low level. At the earliest stage of development, the process of improvisation has a testing character. If it is a musical instrument, then children simply study it, listen to its sound. More often they “walk” along the keys from bottom to top and from top to bottom. The rhythmic structure of the samples is disordered. Children at this level cannot come up with a simple melody to familiar rhymes, or perform dance moves to music.
For children in the younger group, these indicators are average.
Average level . In the child’s improvisations, rhythm prevails and most often there is no familiar melody. In song creativity, the child is more active; he can compose a simple melody to a familiar poem, come up with a small dance (2-3 repeating movements) to a familiar melody. Children of the younger group who cope with this type of task can be considered an average or high level of musical ability.
High level.In improvisations on musical instruments and in the child’s songwriting, a fairly developed and complete melody appears, most often presented in the form of a period consisting of two sentences. Children's improvisations are more original than the average level, and contain, along with smooth melodic flows, wide interesting leaps. In dance creativity, the child also shows originality and can compose a dance from 3 or more repeated movements, performing rhythmically and expressively.
Junior group
Emotional responsiveness
- Offer to listen to the musical play “The Kitten Got Sick”, “The Kitty Got Well” by A. Grichaninov.
Sense of musical rhythm
- Offer to reproduce the rhythm of the same duration in clapping, as shown by the music director.
- Offer to perform simple dance movements together with the music director and focus on whether the child starts and finishes the movement on time.
Ear for music.
- Invite the child to perform any familiar song together with the music director. “Cockerel”, “Ladushki”, “Bunny”
- Invite your child to learn the song. (from the covered musical material)
(based on verbal characteristics)
- Offer to listen to music and talk about how it sounded, character, mood. “My horse” A. Grechaninov,
“Sad Song” by V. Kalinnikov.
Productive component of musical thinking
(creative thinking)
1. Invite the child to come up with and play a melody on the piano or metallophone.
Tests to identify the presence of musical abilities during monitoring.
Middle group
Emotional responsiveness
1. Offer to listen to the musical piece “Bear Cubs”
M. Krasev, “Lullaby” by A. Grechaninov.
2. Offer to perform any familiar song together with
Musical director.
3. Offer to perform musical movements together with
Musical director.
Sense of musical rhythm
1. Offer to reproduce the rhythm of one or two durations in clapping as shown by the music director.
4. Lay out a rhythmic pattern of one or two durations on a flannelgraph.
Ear for music.
1. Invite the child to perform any familiar song together with the music director. “Grey Kitty” V. Vitlin, Autumn I. Kishko, “Herringbone” M. Krasev.
3. Offer to listen to musical works of contrasting nature, “The cat got sick”, “The cat got well” by A. Grichaninov.
4. Invite the child to identify high and low sounds in the game
"Bird and Chick"
Level of development of musical thinking - perception
(based on verbal characteristics)
- Offer to listen to music and talk about how it sounded, character, mood, dynamics, pitch.
Productive component of musical thinking
(creative thinking)
Or a metallophone.
2. Offer to come up with your own dance to cheerful music.
3. Invite the child to portray a bunny, bear, or bird.
Tests to identify the presence of musical abilities during monitoring.
Senior group
Emotional responsiveness
- Offer to listen to the musical work “The Doll’s Disease”, “New Doll” by P.I. Tchaikovsky, “March” by R. Schumann
- Offer to perform any familiar song together with the music director.
- Offer to perform musical movements together with the music director.
- Invite the child to draw a picture for the listened musical play “The First Loss” by R. Schumann, “Children’s Polka” by M. Glinka
Sense of musical rhythm
2. Offer to perform simple dance movements together with the music director and focus on whether the child starts and finishes the movement on time.
3. Offer to perform a simple rhythmic pattern on a metallophone.
Ear for music.
1. Invite the child to perform any familiar song together with the music director.
2. Invite the child to learn a song (from the musical material covered)
3. Invite the child to identify high and low sounds in the game
"Swing", "Clock"
4. Offer to identify a musical instrument by timbre
sound
Level of development of musical thinking - perception
(based on verbal characteristics)
1. Offer to listen to music and talk about how it sounded, character, mood, dynamics, pitch, timbre. If this is a song, tell me what it is sung about. “Father Frost” by R. Schumann, “Morning” by E. Grieg, “Kitten and Puppy” by T. Popotenko
Productive component of musical thinking
(creative thinking)
1. Invite the child to come up with and play a melody on the piano
or metallophone.
3. Invite the child to portray the “Terrible Wolf”, “Cowardly”
hare", "lazy cat"
4. Offer to compose a song based on the poem “Teddy bear”, “Our Tanya” by A. Barto
Tests to identify the presence of musical abilities during monitoring.
Preparatory group for school.
Emotional responsiveness
1. Offer to listen to the musical piece “Autumn”
G. Sviridov, “Kamarinskaya”, “Baba Yaga”, “Sweet Dream”
P.I. Tchaikovsky,
2. Offer to perform any familiar song yourself
3. Offer to perform musical movements yourself
4. Invite the child to draw a picture for the listened musical play “Autumn Song” by P.I. Tchaikovsky, “clowns” by D.B. Kabalevsky.
Sense of musical rhythm
1. Offer to reproduce the rhythm by clapping for two or three durations as shown by the music director.
2. Offer to watch and repeat the rhythm in the dance movements.
3. Offer to perform a simple rhythmic pattern on a metallophone.
4. Lay out a rhythmic pattern of two or three durations on a flannelgraph.
Ear for music.
1. Invite the child to sing any familiar song with or without musical accompaniment.
2. Invite the child to use his hand to depict the movement of sound in the game “Pea”
3. Offer to identify a musical instrument by timbre
Sounds
Level of development of musical thinking - perception
(based on verbal characteristics)
1. Offer to listen to music and talk about how it sounded, character, mood, dynamics, pitch, timbre. If this is a song, tell me what it is sung about. “Why does the bear sleep in winter” by L. Knipper, “March of the Wooden Soldiers”, “Sweet Dream” by P.I. Tchaikovsky.
Productive component of musical thinking
(creative thinking)
1. Invite the child to come up with and play a melody on the piano
or metallophone.
2. Offer to come up with your own dance to happy, sad music.
3. Offer the child a plastic sketch “Wooden and rag dolls”, “Rose”, “Good and evil boy”
4. Offer to compose a song based on the poem “The Bunny Was Abandoned by the Mistress”, “Bull”, “Horse” by A. Barto
Table for monitoring the musical abilities of children in the preparatory group for the 2016-17 school year. year(example)
F.I. baby | Emotional response | Sense of rhythm | Ear for music | Level of perception-thinking | Creative perception |
||||||
Sep. May | Sep. May | Sep. May | Sep. May | Sep. May |
|||||||
Andrey | |||||||||||
Kostya | |||||||||||
Ardan | |||||||||||
Maksim | |||||||||||
Vika | |||||||||||
Gosha | |||||||||||
Vania | |||||||||||
Narana | |||||||||||
Vasilisa | |||||||||||
Pauline | |||||||||||
Maksim | |||||||||||
Lenya | |||||||||||
Nastya | |||||||||||
Timofey | |||||||||||
Dasha. | |||||||||||
Egor | |||||||||||
Sasha | |||||||||||
Darina | |||||||||||
Nastya | |||||||||||
Nastya | |||||||||||
Saryuna | |||||||||||
Darina | |||||||||||
Dasha | |||||||||||
Aldar | |||||||||||
Peter | |||||||||||
Sayan | |||||||||||
Naran | |||||||||||
Kirill | |||||||||||
Alyosha | |||||||||||
Anfisa | |||||||||||
5 b high | |||||||||||
4 b Medium | |||||||||||
3 b Low |
Summary chart based on the results of monitoring children's musical abilities
Incoming monitoring (September-October)
High – 26.4%
Average – 55.2%
Low – 18.4%
Output monitoring (April-May)
High – 44.0%
Average – 51.2%
Low – 4.8%
Differentiated pedagogical approach– this is taking into account the biological, physiological and psychological characteristics of children.
With children of low level are carried out individual sessions, where children together with the teacher work on developing a sense of rhythm using the simplest musical didactic exercises; “Three Bears”, “Cheerful Girlfriends”, “Katyusha Teaches How to Dance”, “Listen, Remember, Repeat”, etc. Children also develop a sense of rhythm by performing simple chants, songs, musical-rhythmic and dance exercises.
Children with an average and high level consolidate their abilities in more complex musical activities; game in children's musical orchestra performing more complex parts, they perform more complex musical and rhythmic movements and dances. Maybe they are even soloists.
Literature:
Anisimov V.P. Diagnostics of musical abilities of children
M. "Vlados" 1004
Vetlugina N.A., Keneman A.V. Theory and methodology of musical development in kindergarten. M. "Enlightenment" 1983
Vetlugina N.A., Dzerzhinskaya I.L. Music classes in kindergarten
M. "Enlightenment" 1984
Radynova O.P., Katinene A.I. Musical education of preschool children
M. “Enlightenment” “Vlados” 1994
Tarasova K.V. Diagnostics of musical abilities of preschool children.
Musical abilities are a set (system) of psychomotor, sensory-emotional and rational functional properties of an individual, manifested in his emotional responsiveness to music and the successful implementation of musical activities.
In the study of musicality, it is necessary to use not only specific (actually musical) methods, but also general psychological tools for studying personality properties.
The proposed methodological recommendations for diagnosing children's musical abilities are a system of play tests aimed at studying the structural components of musicality: pitch, tempo-metro-rhythmic, timbre, dynamic, harmonic (modal), formative feelings; emotional responsiveness to music as the main component of musicality, as well as cognitive, operational and motivational components of children’s musical and aesthetic tastes.
The advantages of the proposed tests are that they:
1) rely not only on assessing knowledge, but also on studying cognitive activity in general (in our case, the specifics of musical and mental activity);
2) applicable for mass research;
3) give comparable results.
The motivating aspect of organizing the implementation of test tasks is game uniform their presentation.
Before presenting musical game-tests, the teacher must establish a trusting relationship with the child, using “neutral-entertaining” game material and, only then, involve the child in a diagnostic situation. It must be remembered that the teacher must make sure that the child understands the essence of the task.
Regardless of the result of performing diagnostic tasks, the teacher must avoid value judgments, reinforcing the child’s desire to play the musical game offered to him with his interest in his actions.
When examining children in a group, the teacher will need the help of an assistant. Here it should be noted once again that the atmosphere during testing should be calm, extremely friendly, and psychologically comfortable.
Practical diagnostic tests
1. Diagnostics of the sense of tempo and metrhythm
Game-test to identify the level of development of the sense of meter "Real musician"
The test allows you to determine reactive metric abilities. All tasks are presented in 4/4 time at a moderate tempo in the amount of four measures.
The game involves involving the child in playing a simple melody on a musical instrument, for example on a piano (possibly on a metallophone).
Goal: identifying the level of development sense of tempo and metric motor regulation in accordance with changing tempo.
If the child agrees to play the instrument (it is necessary to create a friendly atmosphere), he is offered the following instructions: “Let’s first choose what kind of music we will play (a series of simple children’s songs are called).” After the child identifies the piece he likes (for example, “A grasshopper sat in the grass” in A minor), the child evenly alternates playing sounds with both hands mi third and mi fourth octave. After trying out his “part,” the child plays an “introduction” (two measures), and then the teacher joins the game (he performs a melody with accompaniment). The teacher is recommended to complete the melody, even if the child stops or makes a mistake. You should definitely praise your child for singing the song.
If the melody is performed correctly at a moderate tempo, the child is then asked to play about the “playful grasshopper” in fast pace(80-90 beats per minute), and about the “lazy grasshopper” in at a slow pace(50-60 beats).
After successful execution, you need to “put the grasshopper on the train” and ride it with acceleration And slowdown.
Criteria for evaluation:
- adequate performance by the child of his part in moderate, fast And slow pace, and with acceleration And slowdown fixed as high level of tempometric regulation;
- adequate performance of all eight measures in only two tempos (for example, moderate and fast or moderate and slow) corresponds average, normative level of development of the sense of tempo;
- situationally confusing, but completed execution songs only at a moderate tempo (ametric errors in 2-4 bars are allowed) show weak level of motor experience of motor regulation;
- confused and unfinished performance by the child is a low level.
2. Test - a game to study the sense of rhythm
"Palms"
Goal: identifying the level of formation of metrorhythmic ability.
Stimulating material
1. Children's song "Ding-dong"
2. Children's song "Cockerel"
3. M. Krasev “Christmas tree”
The teacher invites the child to sing a song and at the same time clap its metrical drawing with his hands. Then the child is asked to “hide” his voice and “sing” with only his palms.
Criteria for evaluation:
- accurate, error-free reproduction of the metrical pattern with just the palms of the hands throughout all 8 measures - high level;
- reproduction of meter with one or two metrical violations and with some help of the voice (singing in a whisper) - average level;
- adequate metrical performance with singing 4-5 bars - weak level
- uneven, confused metrical performance and with the help of voice - short level.
3. Diagnostics of pitch sense (melodic and harmonic hearing)
"Harmonic Riddles"
Purpose: to identify the degree of development of harmonic hearing, i.e. the ability to determine the number of sounds in intervals and chords, as well as the nature of sound in modal harmonies.
The teacher performs a consonance (interval or chord) and then asks the child to guess how many sounds are “hidden” in it, and also determine how the consonance sounds: happy or sad. You should perform 10 consonances.
Criteria for evaluation:
- weak level - 1-3 consonances guessed by the child
- intermediate level - 4-7 consonances guessed by the child
- high level - 8-10 consonances guessed by the child
"Repeat the melody"
- determine the level of development of voluntary auditory-motor representations:
- vocal type, i.e. the ability to control the muscles of the vocal cords in accordance with the auditory representations of the intonation standard of the melody;
- instrumental type, i.e. the ability to select a melodic sample by ear on an instrument (piano).
Stimulating material can consist of simple chants or songs.
The child is offered:
- sing any song he knows;
- repeat with your voice the melody played by the teacher on the instrument;
- select the proposed melody by ear on the instrument.
Criteria for evaluation:
- weak level - sequential execution of sounds up or down towards the tonic sound in the third range;
- intermediate level - singing the tonic and sequential execution of the tetrachord (up and down towards the tonic) in a range convenient for the child;
- high level - singing, consistent and spasmodic (fourth, fifth, minor or major sixth) performance of melodic lines over a range of an octave or more.
4. Diagnosis of the sense of timbre
Test - game "Timbre hide and seek"
Purpose: to identify the level of development of timbre hearing in terms of adequately differentiated determination of the instrumental or vocal sound of the same melody.
The stimulating material is an audio recording of a musical fragment performed by:
- children's voice;
- female voice;
- male voice;
- choir;
- stringed bowed instruments;
- woodwind instruments;
- brass instruments;
- piano;
- orchestra.
The child is asked to listen to an audio recording of a musical fragment in various performances and determine the timbre sound of the music.
Criteria for evaluation:
- low level of development of timbre sense - adequate determination of only homogeneous timbres;
- medium level - adequate definition of homogeneous timbres and mixed timbres;
- high level - adequate determination of various timbre relationships in the performance of the presented musical fragment.
5. Diagnosis of dynamic feeling
Test - game "We will go to "Loud and Quiet""
Goal: determining the ability of an adequate auditory-motor reaction to dynamic changes (strength of expression) of instrumental and vocal-instrumental stimuli.
Stimulating material:
- Drum or tambourine;
- fragments of musical plays: H. Wohlfarth "The Little Drummer Boy"; K. Longchamp-Drushkevichova "March of preschoolers."
The child is invited to play “loud-quiet”. The teacher plays the piano, and the child plays the tambourine or drum. The child is invited to play as the teacher plays: loudly or quietly. Adequate performance of contrasting piano-piano dynamics is assessed as 1 point.
Then the teacher performs a musical fragment so that the sound of the music either intensifies or weakens; The child is asked to repeat the dynamics of the sound on a drum or tambourine. Adequate dynamic performance of “crescendo” and “diminuendo” is scored 2 points; total - 4 points.
Criteria for evaluation:
- weak level of dynamic feeling - 1 point;
- average level - 2-3 points;
- high level - 4-5 points.
6. Diagnosis of the sense of musical form
Test game "Unfinished Melody"
Goal: to identify the level of development of the sense of completeness (integrity) of musical thought.
Stimulating material is selected by the teacher independently.
The child is asked to listen to several melodies and determine which of them were heard in full and which were “hidden” ahead of time.
Stimulating material is constructed in the following order:
1st melody - the last measure is not played;
2nd melody - played to the end;
3rd melody - the last phrase of the melody is not played;
4th melody - interrupted in the middle of the second phrase (out of four);
5th melody - played to the end.
Criteria for evaluation:
- weak level - 1-2 points are correctly identified;
- average level - 3-4 points are correctly identified;
- high level - all 5 points are correctly identified.
7. Diagnosis of emotional responsiveness to music
Test "Musical palette"
Purpose: to study the ability for emotional responsiveness to music, i.e. congruent experience and semantic reflection of the content of music.
Stimulating material: musical pieces from "Children's Album" by P.I. Tchaikovsky:
1. "Morning Reflection"
2. "Sweet Dream"
3. "Baba Yaga"
4. "Doll Disease"
5. "Game of Horses"
The child is invited to listen to these musical pieces and try to determine what mood each of them evokes in him, what images are presented while the music is playing.
1st (verbal) assignment option: choose words suitable for the child to express his experience of music;
2nd (non-verbal-artistic) variant of the task: the child is asked to draw images, pictures that appear to him while listening to music;
3rd (non-verbal-motor) variant of the task: the child is asked to move to the music as he imagines it while the musical fragment is playing.
Criteria for evaluation:
- a low level of emotional-figurative comprehension is characterized by evasion ( actual refusal) of the child from the projection of his states or his inability in a situation of musical influence to even the simplest self-expression of his impressions, mental images, moods in a non-verbal-artistic, motor or verbal form. This level also includes incongruent forms of self-expression of a child in a situation of musical stimulation of his emotional experience;
- The average (normative) level of development of emotional responsiveness is characterized by the ability to congruent with reproductive the form of displaying existing experience of experiences, states, mental images caused by the influence of a musical fragment; the child’s appropriate visual and verbal characterization of his experiences and mental images of the main content of the music (without special details of his display);
- a high level of emotional responsiveness is characterized congruent characteristic of understanding the emotional and figurative content of music. The creativity of a child’s self-expression in visual, motor and verbal form is manifested in the following features of the form of self-expression:
- originality (unusuality, novelty) display of a mental image, idea;
- detailing (development) of your idea or image;
- fluency generating ideas, i.e. the ability to generate a large number of new, but adequate to the musical impact of mental images;
- flexibility, those. difference in types, types, categories of ideas and mental images for one musical material.
8. Diagnostics of the cognitive, operational and motivational components of the musical and aesthetic tastes of children
The level of the cognitive component of a child’s musical and aesthetic orientations can be identified using a short conversation-questionnaire.
Sample survey questions.
- Do you like music?
- Do you like singing? If so, then what exactly, what songs?
- Where do you like to sing more - in kindergarten, school, music school or at home?
- Do your parents sing (at home or away)?
- What songs do you like to sing and what songs do you like to listen to?
- Where do you listen to music more often - in a concert hall or at home on television and radio?
- What do you like more - singing, drawing or dancing to music?
- Have you ever played music on any instrument? Which one?
- Do you like TV music programs? If so, which ones?
- Do you listen to any music radio program?
- Which performers (singers, musicians) do you especially like and why?
Criteria for assessing the level of the cognitive component of the musical and aesthetic orientation of the child’s responses:
- a low level of development of the cognitive component of musical preferences and tastes is characterized by the absence or weakly expressed interest in musical activities;
- average level - expressed in the presence of interest in music, but with a clear preference for the entertainment orientation of musical genres (specific works), without focusing on highly artistic, classical standards of music;
- high level - clearly demonstrated interest in musical activities and multi-genre orientation (according to the works named by the child - both pop-entertainment and classical genres).
Music Store Test
Purpose: to study practice-oriented preferences, the real choice of musical orientations that characterize the musical tastes (behavioral reactions) of an individual.
Stimulating material: fragments of audio recordings of musical works of various genres and directions:
- folk vocal and choral music;
- folk instrumental music;
- folk vocal and instrumental music;
- classical vocal and choral music;
- classical instrumental symphonic music;
- classical vocal and instrumental music;
- modern classics of the avant-garde direction;
- modern entertainment music;
- spiritual music.
The child is asked to choose the music he likes in the music store. You can select any number of music recordings.
Criteria for evaluation:
- a low level of musical and aesthetic tastes is characterized by the choice of only entertaining examples of musical art;
- intermediate level - selection of two samples of different directions of musical creativity;
- high level - showing interest in three (or more) different musical directions(genres) with a preference for classical works.
9. Study of the motivational component of a child’s musical tastes
Test "I want to listen to the end"
This test assumes a natural situation of listening to music during music lessons with children. A set of different fragments of musical works is offered as stimulating material. This situation becomes diagnostic if the teacher deliberately interrupts the music at the climax of its sound. The situation of incompleteness of the musical form (image) causes in children with a high motivational orientation towards musical activity a pronounced reaction - a request to complete the music being listened to.
Therefore, after the music stops at the climax, the teacher turns to the children with the question: will we listen to the music to the end or will what has already been heard be enough?
The signs by which the level of motivational orientation is assessed are as follows:
- the demonstrated need to complete a musical fragment is assessed as motivational readiness child to develop their musical abilities;
- an indifferent or negative attitude (i.e. refusal to complete listening) is interpreted as unformed motivation musical activity
It is advisable to enter the final indicators of the levels of development of the structural components of musical abilities into a special individual card “Diagnostic Constructor” (Annex 1), with the help of which the teacher can not only visually imagine both the weak sides of the child’s musicality and personal orientation (which should later be the basis for specifying pedagogical tasks in the musical and aesthetic development of the child), as well as the “strong” structural characteristics of his musicality, capable serve as a support in building effective pedagogical work in the development of the child’s personality.
The work program was adopted by the small pedagogical council of the preschool educational institution, protocol No. 4, dated 12.05. 2010
PEDAGOGICAL DIAGNOSTICS
To identify and objectively assess the level of development of preschoolers’ musical abilities (development of modal sense, musical-auditory concepts, sense of rhythm), I use O.P.’s methodology. Radynova “Assessment of a child’s musical development.”
Diagnostics of musical abilities of children
Groups | Fret feeling: | Musical and auditory performances: | Sense of rhythm: |
Junior group | Attention, Please repeat, External manifestations (emotional and motor activity of the child while music is playing), Recognizing a familiar melody. | Singing along to a familiar melody with accompaniment. | Reproduction of the simplest rhythmic pattern in clapping, a melody of 3-5 sounds, Correspondence of the emotional coloring of movements to the nature of the music, Match the rhythm of movements to the rhythm of the music. |
Middle group | Attention, Please repeat, Presence of favorite works, Statements about the nature of music (two-part form), Determining if the melody has ended, Determining the correct intonation in singing for yourself and others. | Singing an unfamiliar song (after listening to it several times) with accompaniment, Playing a well-known song of 3-4 sounds on a metallophone. | Reproduction of a rhythmic pattern of melody in clapping, stamping, and on musical instruments, Correspondence of the emotional coloring of movements to the nature of the music with contrasting parts, Matching the rhythm of movements to the rhythm of the music (using rhythm changes), Attention. |
Senior, preparatory group | Attention, Please repeat, Presence of favorite works, External manifestations (emotional), Statements about music with contrasting parts, Recognizing a familiar melody from a fragment, Determining if the melody has ended, Ending on the tonic of the started melody. | Singing a familiar melody with accompaniment, Singing a familiar melody without accompaniment, Singing an unfamiliar melody without accompaniment. | Reproduction of a rhythmic pattern of melody in clapping, stamping, and on musical instruments, Correspondence of the emotional coloring of movements to the nature of music with low-contrast parts, Matching the rhythm of movements to the rhythm of the music (using rhythm changes). |
Criteria for evaluation:
High level: listens to music attentively and enthusiastically; uses figurative speech; defines the shape piece of music; shows a desire to express the character of the music through plasticity (expressive movements that correspond to the character of the music); presence of favorite works; accurate execution of tasks.
Average level: listens to music, sometimes gets distracted, does not express any particular emotions; when determining the nature of music, uses one or two definitions; with little help from the teacher, determines the form of music; moves, combining familiar figurative dance movements, but monotonous plasticity predominates; inaccurate completion of tasks, sometimes refusal to complete them.
Types of musical and didactic games
Children's age | Development of pitch hearing | Development of a sense of rhythm | Development of dynamic perception | Development of timbre perception | Development of modal tonal and harmonic hearing |
3 years | “Birds and chicks” by E. Tilicheeva p.22, (2) | “Who walks in the forest?”, “Pipes and drum” E. Tilicheeva (2) | “Quiet and loud bells” by R. Rustamov, “Who lives in the house?” | “Guess what I’m playing?” E. Tilicheeva | “Hen and Chicks” by N. Kononova p.24 (2) |
4 years | “Ladder” by E. Tilicheeva (1) | “Play like me”, “Learn to dance” by N. Kononova (2) | “Be quiet and louder on the tambourine” by E. Tilicheva | "Sun and Rain" |
|
5 years | “Swing”, “Sleep dolls” by E. Tilicheeva p.88 (4) | “Come up with a rhythm” by N. Kononova (5) | “We’ll binge loudly and quietly” by N. Kononova p.42 (2) | “Guess the musical instrument”, “Guess who’s singing?” E. Tilicheeva | “How many of us are singing?” |
6-7 years | “Jingle Bells” by E. Tilicheeva p.107 (1) | “Play like me”, “Learn to dance” by N. Kononova | “Hunters and Hares” by E. Tilicheeva | “Magic package” (it contains 5 musical instruments); “Guess who’s singing?” E. Tilicheeva | "The Learned Grasshopper" |
Diagnostic card of children's musical abilities
_______________________________ group
№ p/p | Child's full name | Fret feeling | Musically auditory representations | Sense of rhythm |
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Beginning of the school year | End of the school year | Beginning of the school year | End of the school year | Beginning of the school year | End of the school year |
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Methodological literature
(basic diagnostic tools)
Anisimova G.I. One hundred musical games for the development of preschoolers. Senior and preparatory groups. – Yaroslavl: Academy of Development, 2005. – 96 p., ill. – (Kindergarten: day by day).
Belyaeva L.S., Trudkov A.M. Musical and pedagogical diagnostics. Educational and methodological manual. – Murmansk: MGPI, 2000.
Kononova N.G. Musical and didactic games for preschoolers: From the experience of a music director. – M.: Education, 1982.
Radynova O.P. and others. Musical education of preschool children: A manual for students of pedagogical institutes, students of pedagogical schools and colleges, music directors and kindergarten teachers / O.P. Radynova, A.I. Katinene, M.L. Palavandishvili; Ed. O.P. Radynova. – M.: Education: Vlados, 1994. – 223 p.
Diagnostic results for the last 5 years:
Level | 2006-07 academic year | 2007-08 academic year | 2008–09 academic year | 2009-10 academic year | 2010-11 academic year |
and above average | |||||
Musical and educational technologies of musical development
Realizing goals and objectives educational field"Music", I use various forms specially organized educational and musical-leisure activities for preschool children, where I widely use modern methods developmental education:
Specially organized musical and educational activities | Musical and leisure activities |
||||
By structure | Musical and educational | Educational and entertainment | Creative | Entertaining |
|
Frontal Subgroups Individual | Thematic Integrated Complex Dominant | Musical conversations (conversations about music), musical and literary compositions (evenings), mystery concerts, music museum | Music festival, concerts with the participation of music school students, music competitions and quizzes | Puppet theater "Petrushka", orchestra of children's musical instruments, musical and theatrical games, musical and didactic games, dramatizations, staging. | Holidays, entertainment, matinees, musical games, theatrical entertainment, folklore and national holidays |
In specially organized musical and educational activities, an exciting atmosphere of exploration and exploration is created for preschoolers. problem situations which encourages creative independence, requires active musical thinking, auditory attention, quick orientation, and promotes the development of children's independence in all types of activities.
For the full development of each child, strengthening his mental and physical health, forming the habit of healthy image life, musical and recreational work was organized at the preschool educational institution. The use of health-saving technologies is effective when taking into account the individual and age characteristics of each child and his interests. The success of musical and recreational work is impossible without the joint work of the music director and the teacher, who actively helps and organizes independent music-making in the group.
Types used in musical activities health-saving technologies are presented in the table:
Types of health-saving technologies | Tasks | Examples |
Valeological chants | Everything starts with them music lessons. They lift your spirits, set a positive tone for the perception of the world around you, improve the emotional climate in class, and prepare your voice for singing. | Good morning! Good morning! (turn to each other) |
Breathing exercises | Positively affects metabolic processes that play an important role in blood supply, including pulmonary tissue; helps restore central nervous system; improves the drainage function of the bronchi; restores impaired nasal breathing; corrects various deformations of the chest and spine that have developed during the course of illness. | "Flower". (the exercise is aimed at achieving respiratory relaxation due to a physiological reflex, as a result of which, when inhaling through the nose, the smooth muscles of the bronchi relax). I.P. - standing. Hands down. Eyes closed. A slow breath is taken, as if inhaling the scent of a flower. It is recommended to perform this exercise early in the morning, facing the sun. |
Articulation gymnastics | Exercises help train the muscles of the speech apparatus, orientate oneself in space, and teach one to imitate the movements of animals. As a result of this work, the level of development of children's speech and singing skills increases, musical memory and attention improve. | "Toad Kwak" (a set of exercises for the muscles of the soft palate and pharynx) Toad Kwak rose with the sun, (stretch, arms to the sides) with yawned sweetly. (children yawn) |
Health and phonopedic exercises | Developments by V. Emelyanov and M. Kartushina help strengthen the fragile vocal cords of children, are carried out to prepare them for singing, prevent diseases of the upper respiratory tract, and correct the pronunciation of sounds. | "Dinosaur" Four dinosaurs, hurray, hurray, hurray! |
Play massage | The use of play massage increases the protective properties of the upper respiratory tract and the entire body, normalizes vegetative-vascular tone, the activity of the vestibular apparatus and endocrine glands. The incidence of upper respiratory tract diseases is decreasing. | 1st point: “We came to visit the edges, found them with our fingers” 2nd point: “With our finger we found a bridge, we hopped and hopped along it” 3rd point: “Let’s drop a little lower and breathe on our toes”...etc. |
Finger games | Games allow you to stretch and massage your fingers and palms, having a beneficial effect on all internal organs. They develop the child’s speech and motor qualities, increase the coordination abilities of the fingers (preparation for drawing, writing), connect the finger plate with expressive melodic and speech intonation, and form figurative and associative thinking based on oral Russian folk art. | "Cat" We looked out the window (using the fingers of both hands to make a “window”) |
Speech games | Allow children to strengthen the vocal apparatus and master all expressive means music. Musical instruments, sounding gestures, movement, sonorous and coloristic means are added to the sound. Effectively influence the development of emotional expressiveness of children's speech and motor activity. | "Rain" Rain, rain, rain in the morning. (claps alternate with slaps on the knees) |
Music in Everyday life preschooler | Listening to properly selected music improves children's immunity, relieves tension and irritability, headaches and muscle pain, and restores calm breathing. Music therapy is carried out by preschool teachers throughout the day - children are greeted, put to bed, raised after a nap to appropriate music, and used as a background for classes and free activities. | Music for meeting children and their free activities(J.S. Bach. “Joke”, I. Brahms. “Waltz”, A. Vivaldi “The Seasons”, "Antoshka" by V. Shainsky, "Merry Travelers" by M. Starokadomsky, etc.) Music to wake up after a nap(E. Grieg “Morning”, A. Dvorak “Slavic Dance”, C. Saint-Saens “Aquarium”, etc.) Music for relaxation(T. Albioni "Adagio", L. Beethoven "Moonlight Sonata", K. Gluck “Melody”, K. Saint-Saens “Swan”, etc.) |
The use of text, sound, graphic and video information in the musical and educational activities of preschoolers enriches the methodological capabilities of classes and gives them a modern level; serve as a means of activating the cognitive activity of pupils; a means of realizing their creative potential; help foster interest in musical art, formation spiritual world children; stimulate students' desire for self-study subject; develop the ability to navigate a wide range of information, analyze it, highlighting the essential.
activities, as well as his moral position. V.A. Slastenin considers professionalcompetence ...
Pedagogical conditions for providing personally and professionally oriented training
DocumentAND efficiency use of each technology. But For in order to determine the level professionalcompetence in real professionalactivities ...
Methodological material for preparing for the exam in pedagogy
Law... professionalcompetence" as a specialist’s readiness and ability to accept effective decisions in implementation professionalactivities . Professionalcompetence ... portfolio makes it possible to turn on mechanisms self-esteem ...
Development of children's musical abilities
You can determine whether a child has musical abilities using methods such as:
Conversation with the child;
Child monitoring;
Testing to determine musical ear and sense of rhythm.
Conversation
The conversation with the child should take place in natural conditions, during a game, a walk, or after watching a film or performance where music was played. It helps to determine the artistry, emotionality of the child and his interest in music.
1. To determine emotionality and artistry, ask the child to tell his favorite poem. If he loves and easily remembers poetry, reads them with expression, tries to convey the mood, he already has a certain artistry and emotionality.
If a child is shy, reads poetry dryly and inexpressively, do not immediately draw negative conclusions! Perhaps your child does not yet know how to express his emotions and feelings. There cannot be a single approach here; each child will have his own characteristics. But if you see that the child is bored, he does not like not only to tell, but also to listen to poetry, it is difficult for him to remember them, then perhaps in this case it is better for you to take up chess or sports.
2. To identify an interest in music, ask your child what he knows about music and whether he would like to study it. What does he like more - singing or playing an instrument? Find out from your child what kind of music he likes best (or more specifically: from which cartoon or movie). Does he have any favorite songs? Ask him to hum one of them.
This way you can determine the child’s inclination towards music, and also find out what interests him in life, understand whether he needs to study music more seriously, go to a music school, or is it enough to attend a music and dance club.
Observation
By observing your child (or remembering some episodes), you can easily determine whether he has musical abilities or not.
In early childhood, under the age of 3, the following may indicate that a child has a penchant for music and developed musical abilities:
Increased attention of the child to any musical background;
A clear demonstration of interest in music;
A vivid emotional manifestation of the baby’s joy while his favorite music is playing (some children begin to dance, without even learning to walk, sitting in their crib);
The baby loves to listen to different music, not only children's songs and lullabies performed by his mother.
At the age of 3-7 years and older, indicators of musicality and abilities in children are:
Maintaining an interest in music shown in early childhood (the child stops what he’s doing and listens to music that suddenly starts playing, he likes to listen to various music, not necessarily only children’s songs, but also good pop music, classics, tries to sing along or starts dancing to the music) ;
The ability to easily and for a long time remember the songs he likes (the child sings more or less “purely”, likes to come up with some of his own songs, combining words and melodies from popular musical works he has previously heard, and sometimes composes his own poems and songs on the go);
The desire to perform in public (the child loves to take an active part in matinees and holidays, loves to engage in creativity in any form - singing, dancing, reading poetry, playing musical instruments).
Determination of musical ear
1. Ask your child to approach the piano and turn away. Play two sounds in turn in different registers (upper and lower) and ask him which sound was lower and which was higher.
2. Press one key on the piano and ask your child how many sounds are heard. Then press two keys at the same time (preferably far apart) and ask how many sounds he hears now. If the child finds it difficult to answer, press the same keys in turn.
The first two points test the activity of hearing, the ability to “orient in sound space”, to isolate individual elements from the general sound of music (at the simplest level). They allow you to determine whether the child understands the difference in pitch of sounds, as well as the difference between a single sound and several sounds heard at the same time. If a child finds it difficult, don’t worry, it’s not so easy to understand; this is usually taught at an early stage of education (preparatory or first grade of music school).
3. Sing on the syllable A of the note E of the first octave (for those who do not know musical notation, sing any note) and ask the child to repeat. Then sing another note (A of the first octave) and ask him to repeat it again. If you hear that your child has difficulty singing in this range, choose a different one. Offer different notes to determine the range of your child's voice. It is important that you sing on your own, without accompaniment: the fact is that the sound of the piano, as a rule, “confuses” children; it is more difficult to adapt to it than to the human voice they are accustomed to.
4. Sing a simple, short melodic phrase and ask your child to repeat.
5. Ask your child to sing his favorite song.
Thus, points 3-5 allow you to check the child’s musical ear, musical memory, “reproductive” musical ear (can the child repeat the sounded note and melodic phrase), the range of the child’s voice, whether the child can intonate (sing “clearly”). Remember, if a child shows an average result, if he can at least catch the melody without hitting the exact note, then he has an ear for music, albeit a poorly developed one. There are quite a lot of such children, but in music schools they know how to work with them and, ultimately, develop their abilities to a certain level.
Definition of a sense of rhythm
Here are a few techniques for determining a sense of rhythm, which are also used in music schools when listening to children.
Tap (not quickly) a simple rhythmic pattern and ask your child to repeat. Repeat the technique 2-4 times, depending on the child’s progress, using different rhythmic sequences.
Ask your child to march in place to the music. Perform or record a recording of any popular marching music. For example, the song “It’s fun to walk together...”.
Ask your child to clap their hands to the music (as they do at concerts when the audience likes a song). Play or record any rhythmic music. If a child has a weak sense of rhythm, this does not mean that it cannot be developed.
Summarizing the results of testing, it is important to understand that the presence of musical abilities, such as an ear for music or a sense of rhythm, does not yet mean that a child has a penchant for music. It is interest and the desire to study music that play a decisive role in whether a child achieves success in music or not. The absence of pronounced abilities and a clear desire to study music does not yet give the right to consider a child “incapable” or “non-musical”. Perhaps it is in the process of learning that the child will reveal his abilities, and he will develop an interest in music (as they say, appetite comes with eating). Thus, until you start playing music with your child, you cannot be completely sure that he does not have the ability and inclination for music.
Test tasks for diagnosing the musical abilities of preschool children
Prepared by:
Yarysh Nadezhda Nikolaevna
musical director MADOU
"Kindergarten No. 87 "Buratino"
general developmental type"
highest qualification
Veliky Novgorod 2013
Development of tasks and tables to determine the level of musical abilities of children of each age group kindergarten, based on Olga Radynova’s diagnostic methodology, taking into account the knowledge and skills requirements of the traditional program, intended for institutions preschool education using the “Childhood” education and training program
I believe that the diagnostic method developed by O. Radynova, as well as the assessment criteria, is the most objective and convenient in practical work with preschoolers; I just divided it into areas of activity and added tasks to the tests that correspond to Vasilyeva’s program.
in the second younger group
Beginning of the year
F.I. baby | Ladovoe feeling | Musical and auditory performance. | Feeling rhythm | Total | General level |
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High level 18 points
closer to high 14-17
Average level 12 points
closer to low 7-10
Low level 8 points
The end of the year
F.I. baby | Ladovoe feeling | Musical and auditory performance. | Feeling rhythm | Total | General level |
||||
High level 18 points
closer to high 14-17
Average level 12 points
closer to low 7-10
Low level 8 points
younger group.
Beginning of the year
Fret feeling
Task No. 1:
"3"
motor reaction.
There are children who listen attentively, but do not outwardly
show their emotions.
"2"
Almost all children do not know how to listen to music. Emotional
There is no reaction to the music.
"1"
Task No. 2:
"3"
"2" .
"1"- no interest, almost does not react to music.
The end of the year
Fret feeling
Task No. 1: Listen to two different works and, based on the children’s reactions, select the appropriate score.
Kabalevsky “Sad Rain”, M. Glinka “Children’s Polka”.
"3"- listens carefully to the work from beginning to end, bright
external impressions, emotional responsiveness and
motor reaction.
"2"- listens inattentively, gets distracted. Manifestation of emotional
"1"- no interest, almost does not react to music.
Task No. 2: Listen to the song “Zainka” by M. Kartushina
"3"- listens to the song carefully, understands the lyrics and can say what it is about.
"2"- listens inattentively, is distracted, but can tell the content of the song. .
"1"- no interest, almost does not react to the song.
Beginning of the year
Task No. 1: Sing along with the teacher to a familiar song with musical accompaniment.
"3"
"2"
"1"
singing along.
Task No. 2: Sing the song “Ladushki”, performing the singing movements at the end, saying “Yes”, to everyone at the same time.i.
"3"
"2"
"1"- no intonation, no emotional reaction
singing along.
The end of the year
Musical and auditory performance.
Task No. 1: Sing a familiar song with musical accompaniment together with the teacher (3-4 people each).
"3"- singing the entire phrase or motive.
"2"- singing along with individual words or endings of words, 1-2 sounds.
"1"- no intonation, no emotional reaction
singing along.
Task No. 2:
"3"- singing the entire phrase, performing the task correctly.
"2"- singing along with individual words or endings of words, 1-2 sounds, but completing the task.
"1"- no intonation, no emotional reaction
singing along.
Beginning of the year
Sense of rhythm.
Task No. 1:
melodies of 3-5 sounds. R.n.song “Cockerel”
"3"
"2"- not entirely accurate.
"1"-failed to complete the task
Task No. 2:
“Cheerful Legs” R.N.Melody,
“March” by E. Telicheeva,
"3"
"2"
"1"
The end of the year
Sense of rhythm.
Task No. 1:
"3"- precise execution of the rhythmic pattern.
"2"- not entirely accurate.
"1"-failed to complete the task
Task No. 2:
Excerpts from three works are played. The correspondence of the emotional coloring of movements to the nature of the music, the correspondence of the rhythm of movements to the rhythm of the music is assessed.
a) Lomov “Melody”,
b) “March”,
c) Grechaninov “My Horse”.
"3"
"2"
changing movements to music.
"1"
DIAGNOSTICS OF MUSICAL ABILITIES
beginning of the year
F.I. baby | Ladovoe feeling | Musical and auditory performance. | Feeling rhythm | Total | General level |
|||||
High level 21 points
closer to high 17-20
Average level 15 points
closer to low 7-10
Low level 8 points
The end of the year
F.I. baby | Ladovoe feeling | Musical and auditory performance. | Feeling rhythm | Total | General level |
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Tasks for diagnosing children's musical abilities
In the middle group.
Beginning of the year
Fret feeling
Task No. 1: Listen and distinguish between two plays, different in genre. (march, dance), using the manual, show the corresponding picture.
"3"- listens carefully to the work from beginning to end, bright
external impressions, emotional responsiveness, correct choice of card.
"2"- listens inattentively, gets distracted, but chooses cards correctly.
"1"
Task No. 2: Listen to an unfamiliar song, determine its character and content.
"3"- listens carefully, can determine the character, tell what the song is about.
"2"- listens inattentively, cannot talk about the content, but can determine the character.
"1"
The end of the year
Fret feeling
Task No. 1: Listen to the play “The Cheerful Clown” by Kabalevsky, and clap to mark the change of parts in a two-part work.
"3"- listens carefully to the work from beginning to end, can complete the task correctly.
"2"- listens inattentively, is distracted, can determine the end of a phrase with the help of a teacher.
"1"- no interest, almost do not react to music.
Task No. 2: By using didactic game“Bear, Hare and Sparrow”, determine the register, lay out the corresponding card.
"3"- listens attentively to the music. fragments, detects register, performs the task correctly.
"2"- listens inattentively, is distracted, but can complete the task. .
"1"- no interest, does not complete the task or does it incorrectly
Beginning of the year
Musical and auditory performance.
Exercise: Sing a familiar song yourself with musical accompaniment.
"3"- sings the entire phrase, the diction is clear, the intonation is close to correct.
"2"- singing along with individual words, diction is not legible.
"1"
Task No. 2: Sing an unfamiliar song, with the support of a teacher and accompaniment, performing the singing movements.
"3"- singing the entire phrase, performing the task correctly.
"2"- singing along with individual words or endings of words, but completing the task.
"1"- no intonation, no emotional reaction
singing along.
Task No. 3: The child is given a task - to name the proposed instruments and play a song on the metallophone.
"3"
"2"
"1"- shows no interest in the task, does not complete the task
The end of the year
Musical and auditory performance.
Task No. 1: Name your favorite song, motivate the choice, perform it with musical accompaniment in an ensemble. (3-4 people each).
"3"- sings a song, hears a neighbor singing, tries to sing in an ensemble.
"2"- doesn’t sing the whole song, forgets the words, but tries to sing along with everyone.
"1"- no intonation, emotional reaction without singing along.
Task No. 2: Sing the song “Silent and Loud Bells”, performing dynamic shades in singing.
"3"- singing the entire phrase, performing the task correctly.
"2"- singing along with individual words or endings of words, 1-2 sounds, but completing the task.
"1"- no intonation, emotional reaction without singing along.
Task No. 3: The child is offered a task - from the proposed instruments, choose the most favorite one, perform a familiar song.
"3"- can name instruments, plays a song on a metallophone with the help of a teacher.
"2"- there is a desire to play instruments, not everyone can name them, the game is chaotic, disorderly.
"1"- shows no interest in the task, does not complete the task.
Beginning of the year
Sense of rhythm.
Task No. 1: Clap the simplest rhythmic pattern,
melodies of 3-5 sounds. R.n.song “We are coming”
"3"- precise execution of the rhythmic pattern.
"2"- not entirely accurate.
"1"-failed to complete the task
Task No. 2: The child is given the task of moving according to the musical fragment. The child's ability to respond in time to a change in musical phrase is assessed. Fragments of two works are played.
“Cheerful Legs” R.N.Melody,
“March” by E. Telicheeva,
"3"- changing movements to music, movements of the head, hands, feeling the pulse.
"2"- there is a desire to move to the music, there are no emotional
movements, there is no change of movements to the music.
"1"- small motor reaction to music.
The end of the year
Sense of rhythm.
Task No. 1: Play a simple rhythmic pattern on a metallophone, melodies of 3-5 sounds.
"3"- precise execution of the rhythmic pattern.
"2"- not entirely accurate.
"1"-failed to complete the task
Task No. 2: The child is given a task - to dance to music.
The performance of dance movements is assessed (springing, jumping, moving in pairs in a circle, circling alone and in pairs)
"3"- expressive pantomime, changing movements to music, performing all given movements.
"2"- there is a desire to move to the music, there are no emotional movements, no
changing movements to music, not performing all movements correctly.
"1"- little motor reaction to music
DIAGNOSTICS OF MUSICAL ABILITIES
in the senior group
beginning of the year
F.I. baby | Ladovoe feeling | Musical and auditory performance. | Feeling rhythm | Total | General level |
||||||||||
High level 36 points
closer to high 27-34
Average level 24 points
closer to low 13-20
Low level 12 points
the end of the year.
F.I. baby | Ladovoe feeling | Musical and auditory performance. | Feeling rhythm | Total | General level |
||||||||||
Tasks for diagnosing children's musical abilities
In the older group.
Beginning of the year.
Fret feeling
Task No. 1: Listen to the work by L.V. Beethoven “Finale of Concerto No. 5 (fragment), determine the nature of the work, expressing your thoughts in complete phrases..
"3"- listens carefully to the work from beginning to end, bright
external impressions, emotional responsiveness, clear expression of thoughts. "2"- listens inattentively, is distracted, but can determine the character.
"1"
Task No. 2: Listen to the song “We are Bandito”, determine the nature and content of the song.
"3"- listens carefully to the song, understands the text and can say what it is about, determine the nature of the music.
"2"- does not listen carefully, is distracted, but can tell the content of the song and determine the character .
"1"- no interest, almost no reaction to the song.
Task No. 3: Using the didactic game “Bird Concert”, identify registers in mixed and pure sound.
"3"- listens attentively to the music. fragments, understands register, lays out cards correctly.
"2"- listens inattentively, is distracted, but can identify the upper, middle and lower register. .
"1"
Task No. 4: Listen and distinguish three plays of different genres (march, dance, lullaby), using a didactic game, lay out cards according to the genre of the work being performed.
"3"- listens attentively to the music. fragments, determines the genre and completes the task without prompting.
"2"- listens inattentively, is distracted, but can determine the genre of a piece of music and lay out cards. .
"1"- no interest, performs the task incorrectly.
The end of the year.
Fret feeling
Task No. 1: Listen to and distinguish three plays of different genres (march, dance melody, lullaby), show the corresponding movement. Knowledge of genres in music and independence in changing movements in accordance with the three-part form of musical phrases are assessed.
"3"- listens carefully to the work from beginning to end, bright
external impressions, can name genres, performs the task correctly.
"2"- listens inattentively, is distracted, but completes the task correctly
"1"- no interest, does not complete the task correctly.
Task No. 2: Listen to the piece “In the Cave” mountain king» Grieg, determine what instruments perform, character and content. The children's ability to hear the sound of various instruments and the ability to express their thoughts in detail are assessed.
"3"- listens carefully to the work, understands the content, identifies the instruments, can say what it is about, and determine the nature of the music.
"2"- listens inattentively, is distracted, but can talk about the nature and content of the work, name the instruments, although not all.
"1"- no interest, almost no reaction to the song.
Task No. 3: Using the didactic game “Bird and Chicks”, identify high and low sounds within a fifth.
"3"- listens attentively to the music. fragments, identifies high, medium and low sounds, lays out cards correctly.
"2"- listens inattentively, is distracted, but can identify high and low sounds .
"1"- no interest, performs the task incorrectly.
Task No. 4: Invite children to compose a story or fairy tale after listening to Mozart’s “Little Flute”, enriching their story with movements to the music.
"3"- listens carefully to the work, can come up with a story, depict it with movements character traits Main character.
"2"- listens attentively, but comes up with a story with the help of an adult, depicts it with movements according to the prompt. .
"1"- no interest, does not want to complete the task.
Beginning of the year
Musical and auditory performance.
Task No. 1:
"3"
"2"
"1"
Task No. 2: Perform a short song without accompaniment, in a comfortable range.
"3"- he sings, purely intoning the movement of the melody.
"2"
"1"
Task No. 3:
"3"
"2"
Task No. 4:
"3"
"2"
"1"
The end of the year
Musical and auditory performance.
Task No. 1: Name your favorite song, motivate the choice, perform it exactly after the introduction to musical accompaniment.
"3"- he sings, purely intoning the movement of the melody.
"2"- sings, not exactly, gets distracted, but hears the end of the introduction.
"1"- no intonation, inaccurate text.
Task No. 2:
"3"
"2"
"1"- no intonation, inaccurate text, many pauses.
Task No. 3: Determine the number of simultaneously sounding sounds “How many of us are singing?” Behind the screen I play two instruments at once and perform a familiar song with my voice.
"3"- names correctly, identifies instruments by sound, sings, purely intoning the movement of the melody.
"2"- he names it correctly, but the song doesn’t work out.
“1” - cannot name the instruments, hits the hammer chaotically, randomly.
Task No. 4: Name the proposed instruments (metallophone, tambourine, drum, etc.), show techniques for playing various instruments, offer to independently choose a familiar song on the metallophone.
"3"
"2"- names correctly, knows how to play, but the song doesn’t work out.
“1” - cannot name the instruments, hits the hammer chaotically, randomly.
Beginning of the year
Sense of rhythm.
Task No. 1: Clap the simplest rhythmic pattern, melodies of 5-7 sounds. R.n. song “Burn, burn clearly”
"3"- precise execution of the rhythmic pattern.
"2"- not entirely accurate.
"1" -
Task No. 2: The child is given the task of moving in accordance with the three-part form of a piece of music. The child's ability to respond in time to a change in musical phrase is assessed.
"3"- changing movements to music, movements of the head, hands, feeling the pulse.
"2"
"1"- small motor reaction to music.
Task No. 3: Stage the song “About Me and the Ant” on your own. The diversity of the chosen movements is assessed, without imitating each other. Change movements in accordance with the lyrics of the song.
"3"
"2"
"1"
Task No. 4: Perform dance movements (alternately throwing legs forward in a jump, half-squats with the foot on the heel, stepping in place, moving forward and twirling .
"3"
"2"
"1"- the motor reaction to music is small, there is no desire to complete the task.
The end of the year
Sense of rhythm.
Task No. 1: Clap the simplest rhythmic pattern, melodies of 5-7 sounds. R.n. song “Burn, burn clearly”
"3"- precise execution of the rhythmic pattern.
"2"- not entirely accurate.
"1" - not completing the task, no interest.
Task No. 2: The child is given the task of moving in accordance with the three-part form of a piece of music. The child’s ability to respond in time to a change in musical phrase, to move correctly, perform the movement, emotionally, clearly is assessed.
"3"
"2"- there is a desire to move to the music, there are no emotional movements, there is no change of movements to the music.
"1"- small motor reaction to music.
Task No. 3: Dramatize the song “About Me and the Ant” on your own. The diversity of the chosen movements, not imitating each other, changing movements in accordance with the text of the song is assessed.
"3"- performs movements expressively, feels the change of movements to the music, performs various elements.
"2"- there is a desire to move to the music, there is no variety of elements performed, there is no change of movements in accordance with the lyrics of the song.
"1"- the motor reaction to music is small, there is no desire to complete the task.
Task No. 4: Invite the child to dance to a Russian dance song, performing familiar dance movements (alternately throwing the legs forward in a jump, half-squats with the foot on the heel, stepping in place, moving forward and twirling) . The correct execution of all elements, the variety of selected movements, and improvisation based on music are assessed.
"3"- performs movements expressively, performs all elements correctly, and can invent his own.
"2"- there is a desire to move to the music, not all movements are performed correctly, he cannot come up with his own.
"1"- the motor reaction to music is small, there is no desire to complete the task.
DIAGNOSTICS OF MUSICAL ABILITIES
in the preparatory group
beginning of the year
F.I. baby | Ladovoe feeling | Musical and auditory performance. | Feeling rhythm | Total | General level |
||||||||||
High level 36 points
closer to high 27-34
Average level 24 points
closer to low 13-20
Low level 12 points
The end of the year.
F.I. baby | Ladovoe feeling | Musical and auditory performance. | Feeling rhythm | Total | General level |
||||||||||
Tasks for diagnosing children's musical abilities
In the preparatory group.
Beginning of the year.
Fret feeling
Task No. 1: Listen to the anthem Russian Federation, determine the general mood, the nature of the work, highlight individual means of expression: tempo, dynamics, timbre, determine instrumental accompaniment.
"3"- listens carefully to the work from beginning to end, bright
external impressions, clearly expresses his thoughts, can identify means of expression and hears accompaniment instruments.
"2"- listens inattentively, is distracted, but can determine character and highlight means of expression.
"1"- no interest, cannot cope with the task.
Task No. 2: Listen to the plays “The Doll’s Disease”, “The New Doll” by P.I. Tchaikovsky, invite the child to choose a picture from the proposed ones that are most suitable for the sound of the pieces, and motivate his choice. The ability to hear visual moments in music and relate them to a visual image is assessed.
"3"- listens carefully to plays, can identify visual means and selects the picture most accurately.
"2"- does not listen carefully, is distracted, but can tell about the character and chooses the right picture.
"1"- no interest, almost no reaction to plays.
Task No. 3:
"3"
"2" .
"1"- no interest, performs the task incorrectly.
Task No. 4:
"3"
"2"
"1"- no interest, performs the task incorrectly.
The end of the year
Fret feeling
Task No. 1: Recognize the anthem of the Russian Federation from the introduction, determine the general mood, the nature of the work, highlight individual means of expression: tempo, dynamics, timbre, determine instrumental accompaniment.
"3"- recognized the hymn from the introduction, listens carefully to the work from beginning to end, vivid external impressions, clearly expresses his thoughts, can determine the means of expression and hears the accompanying instruments.
"2"- listens inattentively, learned from a hint, but can determine the character and identify means of expression.
"1"- no interest, cannot cope with the task.
Task No. 2: Listen to “Summer” by A. Vivaldi, invite the child to choose a picture from those proposed that is most suitable for the sound of the work and come up with a fairy tale, based on the visual image and the musical one. The ability to hear visual moments in music and relate them to a visual image is assessed.
"3"- listens carefully to plays, can identify visual means and most accurately selects a picture, easily comes up with the plot of a fairy tale.
"2"- does not listen carefully, is distracted, but can tell about the character and correctly selects the picture, invents a fairy tale with the help of an adult.
"1"- no interest, almost no reaction to the work.
Task No. 3: Using the didactic game “Ringing Bells”, identify the parts of a musical work..
"3"- listens attentively to the music. fragments, identifies parts correctly, lays out cards correctly.
"2"- listens inattentively, is distracted, but can identify parts of the play. .
"1"- no interest, performs the task incorrectly.
Task No. 4: Listen and determine to which genre the listened piece belongs (march, dance, lullaby in orchestral arrangement), and on what instrument it is performed.
"3"- listens carefully to fragments of orchestral works, determines the genre and identifies the instruments.
"2"- listens inattentively, but can determine the genre of a piece of music and name selective instruments.
"1"- no interest, performs the task incorrectly.
Beginning of the year.
Musical and auditory performance.
Task No. 1: Name your favorite song, motivate the choice, perform it exactly after the introduction to musical accompaniment. Identify parts of a song
"3"
"2"- sings, not exactly, gets distracted, but hears the end of the introduction, doesn’t identify the parts.
"1"- no intonation, inaccurate text.
Task No. 2: Perform a short song without accompaniment, in a comfortable range.
"3"- he sings, purely intoning the movement of the melody.
"2"- sings, not accurately, gets distracted, needs help from an adult.
"1"- no intonation, inaccurate text, many pauses.
Task No. 3: Determine the number of simultaneously sounding sounds “How many of us are singing?” Behind the screen I play two instruments at once and perform a familiar song with my voice.
"3"- names correctly, identifies instruments by sound, sings, purely intoning the movement of the melody.
"2"- he names it correctly, but the song doesn’t work out.
"1"- cannot name the instruments, beats with a hammer chaotically, randomly.
Task No. 4: Name the proposed instruments (metallophone, tambourine, drum, etc.), show techniques for playing various instruments, play the song “The Blue Sky” in small groups and one at a time..
"3"- names correctly, masters playing techniques, performs a popevka along with singing. sings, purely intoning the movement of the melody.
"2"- names correctly, knows how to play, but the song doesn’t work out.
"1"- cannot name the instruments, beats with a hammer chaotically, randomly.
The end of the year
Musical and auditory performance.
Task No. 1: Name your favorite song, motivate the choice, perform it exactly after the introduction to musical accompaniment, and use the manual to lay out a diagram of the song.
"3"- sings, purely intoning the movement of the melody, performs the task correctly.
"2"- sings, not accurately, gets distracted, but hears the end of the introduction, cannot complete the task.
"1"- no intonation, inaccurate text.
Task No. 2: Repeat individual sounds of a short, familiar song from the teacher’s voice, and come up with a new ending for it.
"3"- he sings, purely intoning the movement of the melody, and completes the task with pleasure.
"2"- he sings, not exactly, he can’t come up with an ending without the help of an adult.
"1"- no intonation, inaccurate text, many pauses.
Task No. 3: Determine the number of simultaneously sounding sounds “How many of us are singing?” Behind the screen I play two instruments at once and perform a familiar song with my voice.
"3"- names correctly, identifies instruments by sound, sings, purely intoning the movement of the melody.
"2"- he names it correctly, but the song doesn’t work out.
"1"- cannot name the instruments, beats with a hammer chaotically, randomly.
Task No. 4: Name the proposed instruments (metallophone, tambourine, drum, etc.), show techniques for playing various instruments, offer to independently choose a familiar song on the metallophone. Perform simple songs solo and in an ensemble on children's musical instruments.
"3"- names correctly, knows the techniques of the game, completes the task, with the support of an adult.
"2"- names correctly, knows how to play, but the song doesn’t work out.
“1” - cannot name the instruments, hits the hammer chaotically, randomly.
Beginning of the year
Sense of rhythm.
Task No. 1: Play a simple rhythmic pattern on a drum, melodies of 5-7 sounds. R.n. song “Burn, burn clearly”
"3"- precise execution of the rhythmic pattern.
"2"- not entirely accurate.
"1" - not completing the task, no interest.
Task No. 2: The child is given the task of moving in accordance with the three-part form of a piece of music. The child’s ability to respond in time to a change in musical phrase and expressive performance of all movements are assessed.
"3"- changing movements to music, movements of the head, hands, feeling the pulse.
"2"- there is a desire to move to the music, there are no emotional movements, there is no change of movements to the music.
"1"- small motor reaction to music.
Task No. 3: Dramatize the song “Chick and Chicky-Brick” on your own. The diversity of the chosen movements is assessed, without imitating each other. changing movements in accordance with the lyrics of the song.
"3"- performs movements expressively, feels the change of movements to the music, performs various elements.
"2"- there is a desire to move to the music, there is no variety of elements performed, there is no change of movements in accordance with the lyrics of the song.
"1"- the motor reaction to music is small, there is no desire to complete the task.
Task No. 4: Perform dance movements (step with stomp, side step with squat, spring step, side gallop, variable step). The correct execution of all elements, the variety of selected movements, and improvisation based on music are assessed.
"3"- performs movements expressively, performs all elements correctly, and can invent his own.
"2"- there is a desire to move to the music, not all movements are performed correctly, he cannot come up with his own.
"1"- the motor reaction to music is small, there is no desire to complete the task.
The end of the year
Sense of rhythm.
Task No. 1: Play a simple rhythmic pattern on a metallophone, melodies of 5-7 sounds. R.n. song “Burn, burn clearly”
"3"- precise execution of the rhythmic pattern.
"2"- not entirely accurate.
"1" - not completing the task, no interest.
Task No. 2: The child is given the task of moving in accordance with the three-part form of a piece of music. The child’s ability to respond in time to a change in musical phrase, to move correctly, performing the movement, emotionally, clearly is assessed.
"3"- changing movements to music, the movements are performed correctly, there is a feeling of the pulse.
"2"- there is a desire to move to the music, there are no emotional movements, there is no change of movements to the music.
"1"- small motor reaction to music.
Task No. 3: Invite your child to use a didactic game to determine the strong and weak parts. The correct implementation of the rules of the game is assessed.
"3"- listens carefully to the play and completes the task correctly.
"2"- does not listen carefully to the piece, does not always highlight strong beats.
"1"- completes the task without desire, does not show interest.
Task No. 4: Improvise to the given melody “Dance of the Bear and Cubs.” The variety of selected movements, the expressiveness of movements, and the ability to convey the image of the hero through movement are assessed.
"3"- performs movements expressively, feels the change of movements to the music, performs various elements.
"2"- there is a desire to move to the music, there is no variety of elements performed, there is no change of movements in accordance with the lyrics of the song.
"1"- the motor reaction to music is small, there is no desire to complete the task.
Tasks for diagnosing children's musical abilities
In the early age group
Beginning of the year
Fret feeling
Task No. 1: Listen to two different works and, based on the children’s reactions, select the appropriate score.
D. Kabalevsky “Sad Rain”, M. Glinka “Children’s Polka”.
"3"- listens carefully to the work from beginning to end, bright
external impressions, emotional responsiveness and
motor reaction.
"2"- listens inattentively, gets distracted. Manifestation of emotional
"1"- no interest, almost do not react to music.
The end of the year
Fret feeling
Task No. 1: While listening to the lullaby and dance melody, show the corresponding movements with the doll.
"3"- listens carefully, understands musical fragments what needs to be done, and completes the task correctly.
"2"- listens inattentively, is distracted, but completes the task correctly. .
"1"- no interest, almost do not react to music
Beginning of the year
Musical and auditory performance.
Task No. 1: Sing along familiar phrases with the teacher
"3"- singing the entire phrase or motive.
"2"- singing along with individual words or endings of words, 1-2 sounds.
"1"- no intonation, no emotional reaction
singing along.
The end of the year
Musical and auditory performance.
Task No. 1: Sing the song “Ladushki”, performing the singing movements and saying “Yes” at the end.
"3"- singing the entire phrase, performing the task correctly.
"2"- singing along with individual words or endings of words, 1-2 sounds, but completing the task.
"1"- no intonation, no emotional reaction
singing along
Beginning of the year
Sense of rhythm.
Task No. 1: Clap your hands to the sound of a dance song.
"3"- precise execution of the rhythmic pattern.
"2"- not entirely accurate.
"1"-failed to complete the task
Task No. 2: The child is given the task of moving according to the musical fragment. With the help of a teacher, perform simple dance movements.
"3"- change of movements to music, according to the show.
"2"- there is a desire to move to the music, there are no emotional
movements, there is no change of movements to the music.
"1"- small motor reaction to music.
The end of the year
Sense of rhythm.
Task No. 1: Play the game on the metallophone after showing an adult.
"3"- precise execution of the rhythmic pattern.
"2"- not entirely accurate.
"1"-failed to complete the task
Task No. 2: The child is given a task - to dance to music, together with the teacher. Fragments from three works are played. The correspondence of the emotional coloring of movements to the nature of the music, the correspondence of the rhythm of movements to the rhythm of the music is assessed.
a) Lomov “Melody”,
b) "March"
c) Grechaninov “My Horse”.
"3"- expressive pantomime, changing movements to music,
movements of the head, hands, feeling of the pulse.
"2"- there is a desire to move to the music, there are no emotional movements, no
changing movements to music.
"1"- little motor reaction to music.
Used Books
O.P. Radynova “Musical education of preschoolers”
N.A. Vetlugina “Musical education in kindergarten”
M.A. Vasilyeva: Education and training program in kindergarten