Public presentation of a music teacher’s own innovative pedagogical experience

Public presentation of one's own innovative teaching experience.

Taking into account all the features, I started working in this direction. And in 2007, our school hosted the first scientific and practical conference “First Steps into Science” for primary school students

At the first stage, you need to decide on the topic of the upcoming work. The desire to explore something arises when an object attracts, surprises, or arouses interest. A topic “imposed” on a child, no matter how important it may seem to us adults, will not give the desired effect. Naturally, in order to choose a topic that interests a child, one must first identify his inclinations. To be able to hear, understand, and feel his interests is a difficult, but completely solvable task. It is necessary to determine the rules for choosing a research topic:

- the topic should be interesting to the child and captivate him;

- must be feasible, its solution must bring real benefits to the study participants;

- must be original, it requires an element of surprise and unusualness;

- must be such that the work can be completed relatively quickly.

When choosing a problem, you need to consider whether there are the tools and materials necessary to solve it.

Once the topic has been determined, it is necessary to plan the sequence of the work to be done.

Sequence of work on the project:

Preparation
Work planning
Study. Collection of information
Registration of work results
Presentation (defense) of the project
Evaluation of results and process of activity

1. Determining the topic and goals of the project. It is better to choose topics for children’s work from content in related and interesting areas. At this stage, both the teacher and the parents can guide the child and help him in choosing a topic that interests him.

2. Determining sources of information, methods of collecting and analyzing information, determining how to present the result of your work (project form).

3. The teacher will need special tact so as not to “impose” information on students, but to direct them to an independent search. Recommend sources of information (Internet, reference books, fiction, textbooks, etc.)

4. The stage of presenting the work done requires special attention in elementary school.

The result of the work is the defense of the research work at the scientific and practical conference “First Steps into Science”, and the winners participate in the regional research competition “Small Academy”.

“By teaching others, you learn yourself” - this exact thought of A.Ya. Komensky came to us from time immemorial. Intuitively understanding this pattern, a child who has learned something often strives to tell others about what he has learned. Therefore, the stage of protecting the completed research work cannot be skipped. Without it, the research cannot be considered complete. Defense is the crown of research and one of the main stages of training for a novice researcher.

You don’t just need to talk about the work done. It, like any real research, must be protected. Naturally, the defense of projects should be public, with the involvement of both the authors of other projects and spectators. During the defense, the child learns to present the information obtained, learns to prove his point of view.

The purpose of the conference: search and support the most capable students for creative and research activities; formation in younger schoolchildren of the need for self-development, the ability to listen to their comrades.

Students in grades 1-4 take part in the conference.

During the presentation, the guys reveal the goals of their work, tell what materials they used, what sources of information they used, what equipment they used, who helped, draw conclusions and present directions for further research.

For example, a speech plan could look like this:

Why did you start developing this particular project?
What is the main idea of the project?
What requirements for the project were you guided by?
What materials were used? Did you have sufficient knowledge and skills or did you have to learn something? How long did it take you? What equipment did you use? Who helped you?
What were the stages of the project? What were they?
What are the directions for further research?

A very important issue is the evaluation of work performed, which should be stimulating. The quality of creative works is assessed by an expert council - the jury. Each member of the council is given evaluation sheets that record the results of the participants’ performances. (Appendix No. 2)

As our experience has shown, it is advisable to limit the time for presenting the project to 5-7 minutes. It is also necessary to limit the time for questions and answers.

Based on the results of the defense, it is necessary to encourage not only those who reported well on the results of their own research work, but also those who asked smart, interesting questions.

We tested two options for assessing children's research papers. The first is a simple ranking, based on the results of which diplomas of the first, second, and third degrees were awarded. Subsequently, we came to the conclusion that in this work it is better to summarize the results not according to the ranking principle, but to mark the works according to nominations.

We try to make sure that each work “wins” in “some” nomination.

Works are evaluated in the following categories:

Novelty of the material
Deep understanding of the material
Brilliant answers to questions
Bright stand design
Interest in the topic
"Friendly Project"
"Fun project"
"Original Project"
"For the most original topic"
“For the most logical report”
"For the best historical research"

At the end of the conference, all children's works are presented at the exhibition. Each child could view the projects of their comrades and share their experience. The exhibition is of great interest. It is also visited by parents and all interested school students. Based on where more children crowd, one can judge the preferences of children. Most often these are works that can be touched, touched, the so-called working models.

After defending the project, the work can be donated to people whose needs the children have studied, to members of the students’ families, or to a kindergarten. It is important that children feel the need for the works that they have made and feel the holiday atmosphere because they brought joy to people. It has become a good tradition to publish collections of research projects.

By completing a creative project and defending it at a conference, the student acquires skills that will help him in the future both in his studies and in his creative endeavors.

mental activity: putting forward ideas (“brainstorming”); putting forward a hypothesis; statement of a question; choice of method and method; ways of activity;
presentational: preparing an oral report on the work done;
communicative: fluency in information; the ability to clearly answer questions and express your thoughts;
search: information search;
informational: highlighting the main thing; receiving and transmitting information, presenting it in various forms;
conducting an instrumental experiment: organizing the workplace; conducting an experiment; understanding the result obtained.

It can be concluded that the scientific-practical conference shows the ability of primary school students to conduct research activities. And a broad presentation of the results of children’s work helps to increase motivation for this form of work.

Based on the natural curiosity of younger schoolchildren, we should not forget that maintaining the research behavior of students is a means of developing cognitive interest, developing motivation for educational activities and successful socialization of the child’s personality in the modern world. In conclusion, it can be noted that the work completed by our students is not only valuable in itself. They foster a responsible attitude towards people and the environment, towards their health, education, social circle, teach them to independently research their chosen topics, and work with sources of information.

Public presentation of a music teacher’s own innovative pedagogical experience

Experience as a music teacher.
Topic: “Formation of musical culture of schoolchildren, good musical taste, as part of their entire spiritual culture.” Only music has the power to shape character... With the help of music you can teach yourself to develop the right feelings. Aristotle 1. Relevance and prospects of experience. The educational process at school is aimed at personal development and the acquisition, in the process of mastering basic general education programs, of knowledge, abilities, skills and the formation of competencies necessary for human life in society. It is important that school graduates go into big life as independent, socially adapted, successful, diversified citizens with an active life position, capable of making responsible choices in their lives. For several years I have been working on the problem of Forming the musical culture of schoolchildren, good musical taste, as part of their entire spiritual culture. Music is an art, and any art develops and educates a child’s personality, allows him to understand life, find and know himself, forming his self-esteem. The relevance and promise of the experience is due to the significant changes taking place recently in the social and economic space of the education system, modern requirements for school education and the directions indicated in the presidential initiative “Our New School”. At the present stage, the most acute social need is to educate a person with a free spirit, independence and personal responsibility. Being a conductor of musical culture, I, as a music teacher, feel responsible for the musical education of students. The process of a child’s personal development should not be reduced to the development of individual qualities of the child (intellectual, physical and others), therefore my pedagogical concept is based on developmental education that contributes to the formation of musical culture in students, good musical taste, as part of their entire spiritual culture and harmoniously developed personality . All children come into contact with the world of beauty, and ideally, every school subject should educate aesthetically, revealing the beauty and purposefulness of the world around them. In the education of spiritual culture and moral character of students, the role of music lessons is especially great, as they have the greatest impact on the emotional world of the student and ennoble his soul. Music is the art of direct and strong emotional impact, which provides incomparable opportunities for the development of human creativity. Like painting, theater, poetry, it is an artistic reflection of life. Music serves to mutual understanding between people, awakens and supports feelings of kinship in them, embodies social ideals, and helps everyone find the meaning of life. First of all, its amazing ability to reflect people’s experiences at different moments in life. People rejoice - this results in the solemn joyful sounds of music; a person is grieving - sad sounds help express grief. Music accompanies and shapes a child’s personality throughout his life. Modern scientific research indicates that musical development has an irreplaceable effect on overall development: - the emotional sphere is formed; — imaginative thinking is improved; - the child becomes receptive to beauty in art and in life. The tasks that every music teacher faces are introducing children to the world of music, introducing them to art and, in connection with this, expanding their spiritual sphere and cultivating feelings. Music lessons shape the spirituality of a person, his moral core, which is based on the desire for beauty, goodness, truth, and that which elevates a person. The richness of emotional life is a condition for moral growth. 2. Formation of the leading idea of the experience. I am confident that by developing the creative abilities of students, we will be able to achieve such results when students can make decisions not only within the framework of a given educational process, but also in various life situations. Therefore, for myself, I defined the goal and objectives of my teaching activity as follows: - to promote the formation of a creative personality ready to self-develop, enhance public culture, and contribute to the construction of a new society. — identify, take into account and develop the creative abilities of students; - create a creative, artistic and educational environment with the inclusion in its content of various types of musical activities for the development of creative abilities in combination with various types of art (visual activities, plastic intonation, etc.) based on the use of active forms, methods, technologies of teaching and education. — to involve students in a variety of creative activities with access to a specific product. The trend in modern pedagogy is to intensify the processes of teaching and upbringing through the creativity of a schoolchild is due to objective factors: the high role of creativity in understanding the world; the need for comprehensive personal development; natural activity of the child, requiring creative activity, close and familiar to him from childhood. Musical education at school is most effectively carried out through a combination of classroom and extracurricular activities. On the one hand, a lesson is the main form of education, where the experience accumulated by humanity in the form of material and spiritual culture is transmitted to the younger generation. The originality and novelty of the proposed experience lies in the fact that the use of modern types of lessons makes it possible to increase students’ interest in educational activities, provides for different forms of presentation and assimilation of program material, and contains great educational, developmental and educational potential. The practical significance of this problem lies in the fact that the use of different types of lessons meets the modern requirements facing the school. On the other hand, extracurricular work, which, being an optional, additional form of education, is still an effective part of the work aimed at the formation of a comprehensively developed personality. Extracurricular work opens up the opportunity for students to engage in depth with what interests them. The teacher has the opportunity to introduce them more to music, to form independence and creative activity. Stimulating interest in musical activity is facilitated by creating a situation of success. This is especially necessary when the child is trying hard, but is experiencing difficulties. By encouraging children, the teacher creates a situation of success, and the experience of joy gives them strength, confidence in overcoming difficulties, and helps to raise their emotional tone. Success and the joy of achieving a goal helps many students to believe in themselves and gain confidence in their own eyes and the opinions of their comrades. The wisdom of creativity lies in the fact that there is no need to “rush” feelings with thought, you need to trust the unconscious area of the child’s soul. 3. Theoretical basis of experience. Each of us perceives and experiences music in our own way. It depends on the level of our education and upbringing. Unfortunately, the reality of our life is such that in our time the concept of an intelligent person, alas, is not always associated with the level of his culture. And I see my purpose in creating a cultured person through music. For me, the questions still remain relevant: how to make sure that art is not alienated from the child, but becomes part of his soul, so that in music lessons not verbal-informative, but actively creative and problem-based methods prevail? How to turn a music lesson into an art lesson, where there is no place for routine and schematism? And I, as a music teacher, need to create conditions when children have a desire to study music, when children begin to “want” to listen to it and try to comprehend the “secret” of creativity. Musical education and upbringing of schoolchildren is in my hands from 1st to 7th grade. During this time, they must comprehend the spiritual experience of humanity, reveal the mechanism for transforming life phenomena into musical images in the unity of content, form and means of expression. I have been working on the problem of “Forming the musical culture of schoolchildren, good musical taste, as part of their entire spiritual culture” since 2014. During this time, I have accumulated sufficient theoretical and practical material, which I use in preparation for lessons and extracurricular activities. But of all the diversity, in my opinion, the most effective form of work to develop the creative abilities of students is the use of the following types of musical and practical activities of schoolchildren: - listening to music and thinking about it (oral and written); — vocal performing activities (choral, ensemble, solo singing); — playing musical instruments (playing music) is the most favorite activity; - plastic intonation; — improvisation (speech, sound, singing, motor); - musical and rhythmic movements; — modeling of the artistic and creative process (staging and dramatization of musical works, identifying associative and figurative connections between music and other types of arts). I also pay great attention to the repertoire, which has high spiritual and moral potential. I consider introducing children to the variety of classical, sacred, folk and modern music, as well as introducing them to the beauty of these works, one of the most important tasks of music lessons. I try to build music lessons and extracurricular activities on artistic and didactic approaches, because approach is the technology for implementing the principles of music education in the educational process. But in my practice, I primarily rely on person-oriented and activity-based approaches. Because live interaction in the process of specially organized personal creative activity is the basis for the formation of a creative personality capable of realizing itself in society. Helping a child awaken, give impetus and develop creative abilities is my main goal when teaching every child. And for myself, I have identified those methods that are the most relevant today. The leading place in the work is occupied by: -The musical and pedagogical concept of D.B. Kabalevsky, which is the basic basis of the program of E.D. Kritskaya, G.P. Sergeeva, T.S. Shmagina, the leading principle of which is the connection between music (and art in in general) with life. - L.S. Vygotsky’s psychological concept of the integrity and unity of a child’s artistic activity; -Psychological concept of abilities, research in the field of perception and representation by B.M. Teplov. In addition, the works of famous domestic scientists in the field of pedagogy, psychology, theory and practice of musical and theater education and upbringing (Abdullina E.B., Aliev Yu.B., Stanislavsky K.S., Nemov R.S., Asafiev B. V., Petrushina V.I., Elkonina B.D.). 4. Experience technology. The system of specific pedagogical actions, content, methods, techniques of education and training. An important role in the acquisition of deep and lasting knowledge by students is played by the organization of educational activities of schoolchildren in lessons and in extracurricular activities, and the correct choice by the teacher of methods, techniques and teaching aids. For several years now I have been actively using ICT in my lessons. Therefore, I try to keep up with the times and use all the modern technologies that our society offers us: this is the use of a personal computer, a multimedia projector, a music-acoustic system, etc. in lessons. The introduction of ICT in music lessons helped me realize the idea of developmental education, increase the pace lesson, reduce lost working time to a minimum, increase the amount of independent work, both in class and when preparing homework, make the lesson more vibrant and exciting. It was ICT that allowed me and my students to immerse themselves in another world, to see musical processes with different eyes, and to become participants in them. The computer has quite a wide range of capabilities to create favorable working conditions. For me, a computer in the classroom is a tool with wide capabilities that allows you to present the material in a colorful and interesting way, prepare didactic materials to accompany the lesson, and develop written assignments and tests for students. Information and communication technologies make it possible to satisfy many cognitive needs and the availability of dialogic communication in an interactive mode. I use a variety of technologies and music programs in my music lessons and extracurricular activities. For example, the use of computer presentations saves time on explaining new material, consolidating what has been learned, and increases the effectiveness of the impact of educational material on teachers. Helps increase interest in the subject being studied. For singing various songs or composing, I use programs such as VocalJam or KarMaker. These programs are built on the same principle - a “minus” is played, and the words of the song are displayed on the screen, all this contributes to great interest among students. Music encyclopedias are a huge help in music lessons. The “Encyclopedia of Popular Music of Cyril and Methodius” is very interesting, which provides information about almost all modern groups and performers, music albums. Children are interested in tracing the history of the development of a particular group, learning about the development of rock, jazz, pop music in Russia and abroad, listening to a recording or watching a video clip. To test your knowledge, I use the Quiz section, where you can test your knowledge on various musical topics. To study classical composers, I use the Encyclopedia of Classical Music program in my work. It presents biographies of composers, the history of the creation of famous works, comments on them, audio and video fragments. There is also a glossary of various terms and musical instruments, making it easier to work in the classroom. Students like to gain knowledge on their own and search for information in this program. It is simple and interesting to use. For younger schoolchildren, I use the “Music Class” program, where they have the opportunity to study music. Students can independently acquire knowledge, consolidate it with the help of test tasks, analyze their mistakes, and play various musical games. To make it easier for children to cope with assigned creative tasks, I use various teaching methods and techniques in the lessons: for example, - The formation of musical knowledge, skills and abilities is carried out using the method of comparative analysis: comparison of various musical incarnations of phenomena in the surrounding world; — Determination of a particular character by the nature of the music, creation of his verbal and pictorial portraits; — Awareness of the elementary principles of pitch and rhythmic organization of music, high and low, long and short sounds; - Composing simple musical songs that characterize mood and state; — To cultivate moral and aesthetic responsiveness, emotional culture of students, develop fantasy, imagination when perceiving works of art in their dialectical relationship with the outside world, I use the method of emotional dramaturgy; — I identify the artistic and creative aspirations of students on the basis of problem-search methods of teaching: conversation, play improvisation, dialogue, observation, comparison, analysis of life situations, as well as knowledge of the relevant type; — To create new educational results for students (ideas, works, essays, research, definitions), I use methods and techniques of heuristic learning: “getting into character,” imaginative vision, inventing, heuristic questions (Who? What? Why? Where? What? How ? When?); — To motivate educational activities, to correct the knowledge and skills of students necessary for creative solution of assigned tasks in the lesson, to generalize existing knowledge, I use the technique of updating knowledge and skills. — For the active collaboration of students in different learning situations, I use the technique of working in small groups, when the student is responsible not only for the result of his work, but also for the result of the entire group. — To overcome difficulties in the lesson, to motivate confidence, I use techniques of novelty, surprise and success. — For younger schoolchildren I often use gaming methods (theatricalization, etc.). 5. Performance analysis As a result of using the above-described approaches in studying music, I was able to: - reveal the comprehensive abilities of students; - involve children in extracurricular activities; - teach students to be brave, artistic, self-confident; — teach students to use the acquired knowledge in various situations; — improve the quality of students’ knowledge; - use the knowledge, skills gained in the process of extracurricular activities, in practical life; - Students began to take prizes; Place the stage year of the name of the participant Name of the competition II Municipal 2020 Ananieva Valentina Competition with the Passes of the song “Silver Music” I municipal 2020 Ananieva Valeria competition of folk song “Live, folk soul!” II Municipal 2020 Ananyeva Valentina contest of folk song “Live, folk soul!” II Municipal 2020 Oshkina Anastasia contest of folk song “Live, folk soul!” III municipal 2020 Nesterova Olesya contest of folk song “Live, folk soul!” III municipal 2020 Pichugina Anastasia contest of folk song “Live, folk soul!” III municipal 2017 Ananieva Valeria competition of folk song “Live, folk soul!” In addition, school students received letters for active participation in other competitions: the contest of the patriotic song “I Love You, Russia!”, And at the Easter Blagovest epiarchal festival “Easter Blagovest” became laureates of the 11th grade student Ananyev Valentina, Oshkin Anastasia, Pichugina Anastasia. The combination of traditional and new techniques, forms and tools for learning allows you to create a working atmosphere in lessons and in extracurricular time, develops the creative abilities of students. I think that many of my students will remember our amazing holidays, concerts and lessons. For many, this will become an interesting page in school life. I, as a teacher, never had the task - to make professional musicians out of my pupils. For me, the main thing is to have a beneficial effect both on the development of the child’s personality and on increasing his self -esteem. To educate an active, interesting, indifferent and purposeful personality. Music in the modern world is not just a subject of entertainment, but a powerful means of education and self -improvement of personality. Much is laid precisely at school age. Therefore, the formation of interest in music, the search for an effective methodology of musical work at school is very relevant. 6. Difficulties and problems when using this experience at the moment in Russian society actualize the need for the education of an independent person with responsibility with its point of view on a particular social phenomenon. In addition, the modern variety of musical styles determines the widest possibilities in choosing individual paths for self -actualization and self -affirmation. In this regard, it is necessary to change both goals, objectives, content of musical education, and methods of forming a musical culture of a modern person, which are laid in childhood. In modern conditions, thanks to the development of the musical industry, the orientations of schoolchildren in the field of music are formed mainly under the influence of mass communication and communication with peers. This leads to the consumption of musical samples of a dubious aesthetic quality, designed for an unwanted taste due to the ease of perception (unworthy melody, dance rhythm, elementary simplicity of the harmonic language, the proximity of the theme of the content of texts). Such varieties of modern music as a pop song, “rap”, “disco” and other, purely entertainment directions that perform not so much aesthetic as communicative and background functions are widely popular in the children's and teenage environment, while classical, folk And modern academic music, carrying a certain semantic load, remain outside the attention of schoolchildren. The primary school age is characterized by the desire for growing up, for self -affirmation, the search for its own place in life, for self -esteem. It is at this age that certain value orientations are becoming, artistic and aesthetic preferences are formed, in particular, musical tastes and addictions are formed. If we carefully look at how the music includes in the life of our students, then we will notice the variety of ways, forms and at the same time often the lack of their relationship, sequence, leading to serious problems in the musical development and education of the younger generation. It would seem that modern life thanks to cinema, radio and television programs, the widespread use of modern audio-video technology is so rich in music that there is no need to worry about the musical culture of children. And spontaneously, through the “amateur” satisfaction of personal tastes and interests, and systematically, since many organizations know musical propaganda, music constantly accompanies a modern schoolchild (man). But nevertheless, nothing causes anxiety in this area of spiritual culture. Now, when real soil has been created to improve the problem of aesthetic education of the child, it is especially important to understand well how, when and how to “sow” this soil. The number of “sowers” of musical culture in schools is now not limited to music teachers, they are class teachers, and organizers of extracurricular activities, and various cultural and educational institutions. Many institutions are dealing with issues of musical and aesthetic education, the public began to pay considerable attention to these issues. But such a multifaceted activity sometimes does not have a single orientation, integrity, not everything that is done is done at the proper art and pedagogical level. For the correct construction of a system of musical education, it is important to correctly understand its goals, essence. And experience shows that there is no unity in understanding the goals and objectives of musical education. Often he is reduced to narrow -technical training in skills, then by students to acquire knowledge about music without sufficient familiarization with the music itself. Thus, a contradiction between the objective need for the formation of the musical culture of schoolchildren and the insufficient development of the practice of musical and educational activities (in this area) was revealed. Music, being a form of spiritual development of reality, through the reflection of the diversity of life phenomena in sound images fulfills a special task of artistic cognition of the world, therefore it occupies a significant place in the system of general musical education, the purpose of which is to educate a versatile personality, which has not only diverse knowledge, skills and skills but also a rich inner world. The implementation of this goal is possible only if the personality of sustainable spiritual needs, including the need to communicate with musical culture, an important role in the formation of which various musical cultural institutions play. 7. Address recommendations on the use of experience Summarizing your own pedagogical experience.
What did I, as a teacher, have reached in my work? - a steady interest in the subject; - work without subsidiaries; - prizes at competitions; - Authority among students, their parents, work colleagues. And let my students be better than me! The presentation of your own innovative pedagogical experience is presented on the school website. Download public representation of your own innovative pedagogical experience

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