Children's folklore in music classes at preschool educational institutions
Children's folklore for preschoolers
Methodological development: Musical education of younger preschoolers through the perception of works of children's folklore.
Author: Miklyaeva Rezeda Sirenevna, music director Place of work: Secondary school No. 1231, preschool department, st. Pogodinskaya 20/3 building 1 Goals of musical education: to form motor and cognitive activity in children through familiarity with the elements of musical folklore. Objectives: - establishing good relationships, emotional contact with children - nurturing artistic taste - developing children's creative abilities - developing coordination of movements - nurturing in children interest and love for folk art This work will be useful to music directors of preschool educational institutions, teachers of additional education, and educators.
Children's folklore is a special area of folk art. It includes a whole system of poetic and musical-poetic genres of folklore. For many centuries, jokes, nursery rhymes, sayings, and chants lovingly and wisely teach a child, introducing him to the high moral culture of his people, to the origins of his native, true Russian folk art. When working with young children, I actively use small folklore forms: pestushki, nursery rhymes, jokes. They not only emotionally color the lesson, but also help solve many musical problems. When kids enter a music room for the first time, they may get confused. They need to be collected, forced to love themselves, to establish contact with him. The famous song “Palm” helps me with this (to the tune of the Russian folk song “I walked up the hill”) 1. Give me your palm, my little one, I will stroke your palm. An adult, humming a song, strokes the child’s palm.
2. Here is your little palm, my little one, stroke my little palm.
An adult, humming a song, extends his palm to the child;
a child strokes the palm of an adult. It is important from the very first lessons to teach children to understand the teacher, to repeat simple movements after him: clapping your hands, patting your knees with your palms, covering your eyes with your palms.
Therefore, in the first lessons with young children, I use nursery rhymes that mention body parts. Speaking or singing them to any tune, the music director shows the movements, and the children imitate (show their mouth, nose, hands, etc.) 1. My mouth can eat, my nose can breathe, and my ears can listen, my little eyes can blink and blink, my hands can do everything. grab-grab. 2. The bunny began to wash himself, apparently he was going to visit. I washed my mouth, washed my nose, washed my ear, and now it’s dry. 3. Where are our ears? The pestles are listening! Where are the eyes? Watching fairy tales! Where are the teeth? They're hiding their lips! Well, keep your mouth shut! 4. Pull-ups: Grabs in your hands, Walkers in your legs, a talker in your mouth, and a mind in your head! 5. Water, water, Wash my face, So that my little eyes shine, So that my cheeks blush, So that my mouth laughs, So that my teeth bite. 6. In our legs there are walkers, In our arms there are grippers. There is a mind in a small head. There is a talk in a nice mouth. There are nursery rhymes that create a positive mood. Simple, short, they encourage children to take action and set them up for an activity. These nursery rhymes are performed standing, at the beginning of the lesson, accompanied by clapping, jumping, and “springing” as shown by an adult. 1.- We woke up, we woke up. Children raise their arms up and stretch.
- Sweet, sweet stretch.
- Mom and Dad smiled. 2. Pull-ups - stretchers, Children stand scattered,
From their toes to the top of their heads.
Raise your arms up and stretch.
We are stretching - we will stretch
Jumping in place
We will not remain small We are already growing, growing.
They clap their hands
and sing songs in the morning. Some nursery rhymes can be used in accordance with the time of year, with natural phenomena: whether the sun is shining or whether it is raining or snowing.
1. The sun looks out the window,
the children clap their hands
and shines into our room.
We will clap our hands - We are very happy about the sun. 2. Together with the sun I rise, Raise my hands up
Together with the birds I sing.
Good morning! They lower their hands and clap their hands.
Happy clear day!
That's how nice we sing! 3.Sunshine, sunshine, Children are jumping on the spot or clapping their hands
. Look out the window, Shine a little light, I’ll give you some peas!
4. Sunshine, sunshine, clap your hands.
Look out the window!
Sunny, dress up, Red, show yourself! The children are waiting for you, the youngsters are waiting for you. 5. Rain, rain, harder - They jump on the spot.
The grass will be greener, Flowers will grow,
They will perform a spring
on our lawn.
6. Rain, rain, tapping your finger on your palm,
drip-drip-drip!
Wet paths. We can’t go for a walk - They put out their legs one by one.
We’ll get our legs wet.
7. You, frost, frost, frost, are threatening with your finger.
Don’t show your nose!
Go home quickly, They stomp on the spot,
Take the cold with you.
And we’ll take the sled, Raise our hands up
, We’ll go outside, Let’s sit in the sled,
lower their hands
.
In the younger group, the task is to master the simplest elements of folk dance plasticity: stamping one and two feet, tapping with a heel, turning the hands (“flashlights”), dashing, “springing,” jumping, and using these elements independently in free dancing.
Some nursery rhymes contain a rhyming hint for movements. Their texts help the child to more clearly imagine and more expressively convey in his movements the meaning of what he heard. 1. Get up, baby, one more time, Take a small step. Top-top! Our boy walks with difficulty, He walks around the house for the first time. Top-top! Children, as shown by adults, walk scattered around the hall (learning to navigate in space)
2. What kind of legs are they?
What kind of legs? They pat you on the knees
, our little one!
We will not give your legs to either a dog or a cat. These legs, these legs will perform “stomps”
and will run along the path.
3. I’m on my way to see my woman, to my grandfather They walk “stomp”
on a horse in a red hat, On a flat path
They stomp with one foot
On one leg, In an old bast shoe
They stomp with the other foot
Over potholes, over bumps Everything is straight and straight,
They walk “stomp”
And then... into the hole!
Bang! Squat
4. Let's go, let's go
They walk in one direction
for mushrooms, for nuts.
We've arrived, we've arrived, they're walking in the opposite direction
with mushrooms and nuts.
Thump into the hole! Squat
5. The cat walked along the path,
Tapping the heel with his right foot
, Bought boots for Mashenka, The cat went to the market,
Tapping the heel with his left foot
, The cat bought a pie, The cat went to the street,
“Spring”
The cat bought a bun.
the “Lanterns”
yourself or should Mashenka take it down?
I’ll bite myself, “Spring”
, and I’ll blow Mashenka away too.
6. Ay, tata, tata, tata, Children perform “stomps” on the spot
. Please sieve - sow flour, start pies.
And for our sweetie, they clap their hands
, let's make pancakes, bake a pancake - feed our son!
7.Oh, you rainbow-arc, They clap their hands
, both tight and high!
Don't give us some rain, They're shaking their fingers.
Give us a bucket.
So that the kids can take a walk, They jump on the spot,
So that the calves can jump, They need the sun,
They clap their hands
, Bell!
8. Ay, chick-chick-chuck, They perform the “heel” with the right foot,
We bought shoes!
then with your left leg
you step once,
They walk in place
Another step you take, And then, and then You go dancing!
9. Along the path, on the threshold Children walk in a circle, holding hands.
Two feet stomp together. Get out of the way cat, our girl is coming! The following exercises are intended for children 4-5 years old, as they help them master movements such as jumping and side steps.
1. From behind the forest, from behind the mountains
Children walk with high steps, “holding the reins”
Grandfather Egor is riding.
Himself on a horse, Wife on a cow, Baby on calves, And grandchildren on kids. Gop-gop, gop - gop Perform a straight gallop
Gop-gop, gop-gop Tprru...
Stop, “pull the reins”
2. A cockerel is walking,
Children walk one after another, raising their legs high
Red comb, Tail with patterns, Boots with spurs, Double beard, frequent gait, gets up early in the morning, sings beautiful songs!
3. -Where are you running, legs? Children hold hands, walk in a circle
- along the summer path, from hillock to hillock.
They stop, crouch, then walk with side steps
to get berries into the forest.
In the green forest I will pick for you Black blueberries, Scarlet strawberries. 4. Jump and hop, They move in leaps
The young blackbird walked along the water, found the young one.
Young - Perform a “spring” with turns
Small: Herself from an inch, Head from a pot.
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Bibliographic description:
Kupalnaya, E.V. Folklore in the musical education of preschool children / E.V. Kupalnaya, E.I. Shkatula. — Text: immediate // Education: past, present and future: materials of the V International. scientific conf. (Krasnodar, November 2020). — Krasnodar: Novation, 2018. — pp. 26-28. — URL: https://moluch.ru/conf/ped/archive/309/14553/ (access date: 10.10.2020).
Art is called a “school of feelings,” but depending on the content of its works, it can evoke various feelings, valuable and flawed, leading to spiritual growth or impoverishing a person, forms and educates a holistic, comprehensive and harmoniously developed person. And folklore is not just our heritage, but, along with Orthodoxy, it is also the foundation on which morality rests. And if this foundation disappears, then national identity will collapse.
Any nation prolongs itself in children, therefore spirituality must be cultivated from early childhood - the main means of a child’s moral, cognitive and aesthetic development. People say: “There is no tree without roots, no house without a foundation.” This foundation is folklore, on which the child as a personality is built and revealed. It is the native culture that must find the way to the heart and soul of the child and lie at the basis of her personality.
It is more convenient and easier to build the work of instilling a love for musical education in preschoolers for accessibility on the basis of the folk calendar. The main feature of this approach is tracing the seasonal work of adults in songs (game, comic, lyrical), dances, round dances, and playing musical folk instruments. Preschoolers especially like games with simple rules and text, where they can show their individuality. In this way, children are happy to get acquainted with the ethnic values of their native culture in an accessible form, vivid images are created in their minds, taste, interest in life, the art of their ancestors, and the desire to understand and become closer to their people are cultivated. As a result, preschool children are left with a childhood filled with beauty, joy, genuine fun and a positive emotional background.
Work on introducing preschool children to folklore determines the solution of the following tasks:
‒ To acquaint children with the diversity and characteristics of Russian folklore and develop interest in it;
‒ Accumulation of aesthetic experience of emotional experiences, feelings and moods;
‒ Expanding children’s knowledge and ideas about the national culture and traditions of the people;
‒ Development of all musical abilities of students.
The content of this system of work is based on the formation of the foundations of folklore in the musical activities of children. These are emotional, cognitive and social-personal activities.
Emotional - due to the specifics of folk art, its brightness, emotional expressiveness and presupposes the child’s awareness of one of the important functions of folklore, which is associated with the transmission of various shades of feelings, moods expressed by means of musical language, musical speech.
Cognitive activity is associated with expanding children’s knowledge and ideas about musical and poetic folklore, with elementary concepts of folklore, within a framework that is understandable to preschoolers. Based on the information received, students develop activity, interest in music, artistic expression, playing folk instruments, and personal preferences arise related to the perception of certain musical works. The process of a child’s musical development occurs in a variety of musical activities: perception-listening, singing, musical-rhythmic, playing children’s musical instruments, where each type of activity has its own meaning. Pupils master the necessary skills to successfully demonstrate their abilities in singing, moving to music, and playing children's musical instruments.
The social and personal component presupposes the development in children of interest in folklore, the desire to listen to it, empathize with the mood, recognize national traditions, songs, dances, and the ability to give their own assessment of the perceived works. Children are happy to be involved in the process of musical activity, in classes, and folklore festivals, which in the future will serve as the basis for establishing positive relationships for each child with peers and adults in kindergarten and family.
Through play and dance songs, children master playing and singing skills, learn to coordinate speech and movement, and acquire initial acting skills. By getting acquainted with round dances, children acquire dance and theatrical skills. Learning to play folk musical instruments develops in children a sense of rhythm, an ear for music, and the ability to play harmoniously in an ensemble. Understanding the figurative content, the ability to perform movements with a change in the nature of the music, change the rhythm, tempo come during the performance of folk dances.
And together with the teachers and children, we paint elements of the costumes, including kokoshniks cut out of cardboard, belts made of fabric, outfits for favorite dolls who come to our classes, as well as various instruments of the noise orchestra, made together with parents at home (after conducted master class). And how nice it is for the children to perform at concerts, knowing that they also participated in the making of folk costumes.
National holidays are always associated with the game. But folk games, unfortunately, have almost disappeared from childhood today. Apparently, we must remember that folk games, as a genre of oral folk art, are a national treasure, and we, together with teachers, try to reinforce the learned games during walks, because in most cases they do not require musical accompaniment, and how much joy the participation of younger pupils in them brings . And then the children vying with each other to tell the rules of the game and help the kids learn them.
Not a single ritual holiday is complete without playing musical instruments. It is possible to learn to play spoons, whistles, and bells from a very early age. We introduce older children to other folk instruments, such as the pipe, gusli, and balalaika.
We definitely use musical instruments made in the group and at home with our parents. How not to show off in front of your friends!
The connection between times and generations must not be interrupted, lest the soul of the people disappear and dissolve in the universe. Just like in the old days, our children should be participants in traditional holidays. Sing songs, dance in circles, play people’s favorite games. This has always been the case, even in very distant times, when our great-grandmothers and great-grandfathers gathered for noisy conversations and gatherings, when, dressed as mummers, they walked around the courtyards and praised the owners, wishing them good health and plentiful bread, when they organized merry games and amusements.
I would like to once again emphasize the enormous importance of folk music in the education and development of spirituality. But success comes only as a result of deeply thought-out and purposeful work, introducing children to folk culture, to enduring universal human values and is a means of developing patriotic feelings in them.
Thus, in today’s social situation in our country, when state policy is aimed at reviving spiritual values, introducing children to folk culture becomes an urgent task. And even if in the future not all of our students will be able to devote themselves to music, but everything that was instilled in them in preschool age, what they learned in kindergarten, will help them become thoughtful, extraordinary and creative people.
We believe that the main thing for every teacher is to have a great desire not only to teach and educate, but also to help the child become happy, to become a person with a capital “P”, that is, a worthy citizen of his country.
Literature:
- Kartushina M. Yu. Russian folk holidays in kindergarten. M. 2006.
- Knyazeva O. L., Makhaneva M. D. Introducing children to the origins of Russian folk culture. St. Petersburg, 1998.
- Ostroukh G. A. Musical folklore as a means of developing children’s musical abilities. Preschool education No. 9, 1994.
- Poltavskaya O. M. Program of spiritual and moral education of preschoolers School press, 2009.
Key terms
(automatically generated)
: game, child, instrument, kindergarten, folk culture, children's performance, children's involvement, expansion of knowledge, native culture, folklore.
