Summary of a music lesson on the topic “Symphonic development” (2nd grade)

Concertkoor Haarlem performing in the Philharmonie Haarlem
Symphonic music

- a concept that characterizes and unites a wide range of musical forms and genres that have specific features, attributive properties and the most important internal qualities of symphony [
source not specified 2062 days
].

Eligibility Criteria

Although in most cases symphonic music is intended to be performed by a symphony orchestra, nevertheless, musical works written for any other compositions of performers (up to the smallest ensembles), as well as for individual solo instruments (for example, in the case of organ symphonies) or (in the case of vocal symphonies) a cappella choirs.

On the other hand, not all music written or arranged for performance by a symphony orchestra is, in its internal properties and qualities, obviously symphonic music. [ source not specified 1934 days

]

Some atypical forms of symphonic music

In addition to musical works intended for performance by a symphony orchestra, as well as organ and vocal symphonies, some other forms of symphonic music are known:

Jean Baptiste Cardon

• Two concert symphonies for harp and string quartet (Op. 18, 1787)

Alan Hovaness:

• Symphonies for brass band: No. 4 (Op. 165, 1958), No. 7 - Nanga Parvat (Op. 178, 1959), No. 14 - Ararat (Op. 194, 1960), No. 20 - Three Journeys to a Holy Mountain (Op. 223, 1968), No. 53 - Star Dawn (Op. 377, 1983)
• Symphonies for string orchestra: No. 31 (Op. 294, 1977), No. 49 - Christmas Symphony (Op. 356, 1981)
• Symphonies for trumpet and string orchestra: No. 51 (Op. 364, 1982), No. 64 - Agiochook (Op. 422, 1989-1990)
• Symphony no. 16 - Kayagum, (Op. 202, 1962), for six Korean instruments and chamber orchestra
• Symphony no. 17 — Symphony for Metal Orchestra (Op. 203, 1963), for six flutes, three trombones and five percussion
• Symphony no. 23 — Ani (Op. 249, 1972), for large brass band and brass ensemble ad libitum
• Symphony no. 24 — Majnun (Op. 273, 1973), for solo tenor, violin, choir and chamber orchestra
• Symphony no. 34 (Op. 310, 1977), for bass trombone and string orchestra
• Symphony no. 38 (Op. 314, 1978), for coloratura soprano and chamber orchestra
• Symphony no. 39 — Lament (Op. 321, 1978), for guitar and orchestra
• Symphony no. 43 (Op. 334, 1979), for oboe, trumpet, timpani and string orchestra
• Symphony no. 57 - Cold Mountain (Op. 381, 1983), for solo soprano or tenor, clarinet and string orchestra
• Symphony no. 58 — Symphony Sacra (Op. 389, 1985), for soprano and baritone solo, choir and chamber orchestra
• Symphony no. 62 — Oh Let Man Not get These Words Divine (Op. 402, 1987-88), for solo baritone, trumpet and string orchestra

Avet Terteryan

• Symphony no. 1 for organ, brass, drums, and bass (1969)
• Symphony no. 3 for orchestra, duduk and zurna (1975)
• Symphony no. 5 for orchestra, kamancha and bells (1978)

Valery Gavrilin

• “Chimes” (According to V. M. Shukshin), choral symphony-action for soloists, mixed choir, oboe, percussion and reader (1978-1982).

Alexander Rabinovich-Barakovsky

• "In illo tempore", concert symphony for two pianos and chamber orchestra (1989).

Open lesson on the topic “Symphony Orchestra”.

Open lesson on the topic “Symphony Orchestra”. Date: 05/16/15 Class: 4 "A"

Target:

To introduce students to the concept of “symphony orchestra” and its structure.

Learning Objectives:

Didactic:

1. Repeat groups of instruments of a symphony orchestra;
2. Replenish the dictionary of terms with the concept of “symphony orchestra”;

Developmental:

1. Develop the ability to use speech means to solve communicative and cognitive problems,
2. Develop the ability to analyze and systematize studied material;

Educational:

5) To develop the ability to plan educational cooperation with classmates in the process of educational activities;

6) Foster a love of music using the best examples

musical art.

Equipment and materials:

1. Textbook “Music. 4th grade. Part 2”, authors V.V. Aleev, T.N. Kichak.
2. Phonochrestomathy. 4th grade.
3. Synthesizer.
4. Multimedia installation, laptop, speakers.
5. Handouts for groups: notes for evaluating work; pictures of tools for homework; names of instruments, divided into mixed syllables and pictures for them; cardboard gates of the “palace”; cards of key terms; magnets.

Lesson type:

lesson of learning new material.

Lesson type:

lesson - travel.

Pedagogical technologies:

Technology of “Critical Thinking”:

1. Technology “Key Terms” (stage of familiarization with new concepts)
2. Sinkwine technology (reflection stage)

DURING THE CLASSES:

When the bell rings, the children enter the classroom. A fragment of symphonic music is played - “Waltz of the Flowers” ​​from the ballet “The Nutcracker”, P. I. Tchaikovsky.

1.Organizational moment: musical greeting:

Teacher: - Hello guys, We met again. Children: - Listen to music and sing. We are ready. Teacher: - Guys, you entered the class to the music, is it familiar to you? - This work is called “Waltz of the Flowers”, and in order to find out who wrote it, I want to ask you a riddle: He was born in the Urals, they called him a child prodigy. He played the piano, performed and composed. For nature lovers there is an album like “Seasons”. For children - “Children's Album”. We know both The Nutcracker and Odette from ballets. He composed nine operas, That’s why he is dear to people. Everywhere - in the Rostov region, and in the Pskov region, and in the Moscow region

They know... - This is P.I. Chaikovsky.

— Guys, who performed this piece? Children: - Performed by an orchestra. Teacher: - Nowadays, it is perhaps difficult to find a person who has never heard the sound of an orchestra. Guys, who will answer what an orchestra is? Children: – An orchestra is a group of musicians playing various musical instruments. Teacher: – Which orchestra performed the piece “Waltz of the Flowers” ​​by P.I. Tchaikovsky. Children: - Performed by a symphony orchestra Teacher: - What kind of orchestra is called a symphony orchestra? Guys: - A symphony orchestra is a large group of 40 to 100 musicians performing symphonic musical works. Teacher: - Correct. And today in the lesson we will continue to discover the secrets of the symphony orchestra, the next secret will be the topic of our lesson and we need to find out it as soon as possible.

We know many musical instruments, each one has a special, unique voice. The musicians thought for a long time: “What should we do?” And they decided to divide everyone into groups. So that they never get confused in the orchestra and sit down straight to their seats.

Teacher: — On your desks are the tasks “Changes.” Put the syllables correctly and read the names of the instruments, turn the pictures over, remember what the instruments you guessed look like.

What can you say about them and into what groups can instruments in a symphony orchestra be divided?
Children: - Woodwind, Brass, Percussion.
PRESENTATION

Woodwind group: Teacher-

What instruments are included in this group? Children: – Flute and clarinet; bassoon and oboe; How is sound produced on these instruments?

Brass group:

Teacher - What instruments are included in this group? Children: – Trombone and tuba; trumpet and horn; saxophone. Teacher: - What are these instruments made of? What do the sounds of these instruments remind you of? (about campaigns, about military marches) Strike group. What instruments of this group do you know? Children: - Timpani, cymbals, tambourine and drum.

TALE Teacher - But imagine, something suddenly happened, the instruments learned to speak! (roles are played) let's eavesdrop on the conversation, maybe we can find out some other secret Teacher: Musical fairy tale “Invitation to a Concert”

Teacher - The instruments received an invitation to the concert. They immediately decided to find out whether everyone would go or not. And a dispute arose between them, who is more musical, who is more talented, more worthy and more original. The brass entered into the argument, and Flute's voice began to sound: Flute: I consider wind instruments made of metal. At the top I'm in the score, I'm very proud of that. Of course, I definitely need to be at the concert. And conquer the kingdom with a divine game. And of course, the Oboe and Clarinet and Bassoon in the symphony orchestra have no sound without me. Teacher: Tuba played low in bass: Tuba: Let me say About my friends, about the brass ones, I sincerely love them. And Trumpet, Trombone, Horn are an inseparable family, In the symphony orchestra, well, it’s completely impossible without us, And that’s why we all need to go together, friends! Teacher: Suddenly there was a strong roar, knocking and ringing and chattering. It was the entire shock family that immediately entered into the argument. Then the Timpani realized: Timpani: Drum, Cymbals, Tambourine, We shouldn’t knock like that! Calm down for a minute, nothing can be understood

Teacher: And in the midst of such disputes, the voice of the Violin began to sound, All the drums fell silent and forgot about the scandal. How inspiring the violin is! The strings sing angelically. It’s not for nothing that they call her the queen in the orchestra! Violin: Don’t forget about bow players, we are a huge family. In a symphony orchestra, only I thrive. And everyone has strings, and they are bowed along them, That’s why in the orchestra we are called bowed Teacher - The viola hums soulfully. Viola – The violin is a little bigger and I sound like a woman’s voice, that’s my sister. Teacher - The sounds of the mother began to sing. Cello - My cello voice is close and dear to all of you. I will convey any feelings through expressive acting. Teacher: Double bass father tensed. He endured for a very long time. I listened silently to everyone on the sidelines, but there is a limit to patience! Double bass_ I am the last in the group of strings - a large, prominent double bass. The bass is the lowest of the bowed instruments and sounds like a choir. Teacher: Before they had time to say anything to the double bass, the conductor came out to the orchestra to begin the rehearsal. Conductor: Everyone in the orchestra is dear to me - both the “soldier” and the “general”. And now I ask your attention, the Teacher tapped with his wand: Everyone took their place and began to tune in. A hum appeared in the orchestra - as if a beehive was buzzing... The conductor, with a familiar gesture, takes the baton in his hands, opens the score and gives an introduction...

Teacher: - Who can tell us what group of instruments we heard about in the fairy tale, which was previously unknown to us, and what instruments are included in it. Children: – Stringed group of instruments, violin, alto violin, cello and double bass. Teacher: — What did the instruments tell you about themselves and what interested you in their story? Children: - The violin in the orchestra is the queen of sound and is the sister of the alto violin, the cello is their mother, and the double bass is their father and the largest of their composition is strings. When playing, their sound is produced using a bow. The orchestra is led by a CONDUCTOR, who conducts with a baton according to the orchestral score.

Write down the topic of the lesson. Teacher - so we have guessed the next secret of the symphony orchestra - “Stringed and bowed instruments”, which is the topic of our lesson.

We wrote down in a notebook the topic of the lesson and the next group of “Stringed and bowed instruments” - violin, violin-viola, cello, double bass.

3.Music quiz-. Teacher: -Now you will listen to musical fragments of works, your task is to guess what “Stringed and bowed instruments” sounds like. Ready?

4.Testing students' knowledge

.
Game "Third Man".
Phys. minute Teacher: - You are given the names of 3 musical instruments: only 2 of them have common characteristics. Which of the three names is the odd one out? Explain your decision.

Violin, double bass, (iron) - clap your hands

Oboe, clarinet, (tomato) – stomp our feet

Flute, horn, (pie) - clap your hands

Trombone, bassoon, (harp) - clap our feet

4. Well, now let's check your ear for music.

Game “Imagine a musical instrument”

Teacher: - Our lesson has come to an end. The world of musical instruments is very wide: and today in class we were just getting acquainted with the instruments of a symphony orchestra. For several centuries, the symphony orchestra was created as a single organism. How many joyful, unforgettable minutes remain in our memory if we manage to listen to a good orchestra in a concert hall! Summing up and grading

for students' creative work in class.
Homework:
Determine the timbre of mom and dad’s voice and compare it with the sound of an instrument you know.

Literature

• Nikolaeva N. S.
  Symphony // Musical Encyclopedia / ed. Yu. V. Keldysh. - M.: Soviet Encyclopedia, Soviet Composer, 1981. - T. 5.
• Stupel A.
  , Conversation about symphonic music, Leningrad, 1961
• Popova T.
  , Symphonic music, M., 1963
• Bobrovsky V.
  , Symphonic music, in the book: Music of the 20th century, part 1, book. 1, M., 1976
• Simakova N. A.
  , On the question of the varieties of the symphony genre Text. / N.A. Simakova // Questions of musical form M.: Muzyka, 1972. Vol. 2.-S. 261-285.
• Kyuregyan T. S.
  , On the systematization of forms in the music of the 20th century // Music of the 20th century. Moscow Forum / Materials of the international. scientific conferences. M., 1999
• Asafiev B.V.
  , Construction of a modern symphony, “Modern Music”, 1925, No. 8
• Asafiev B.V.
  , Symphony as a problem of modern musicology
  , Leningrad, 1926.
• Asafiev B.V.
  , Symphony, in the book: Essays on Soviet musical creativity, vol. 1, M.-L., 1947
• Alshvang A. A.
  , Soviet symphonism. Music univ. Soviet music. Vol. 4. M., 1945.
• Kholopov Yu. N.
  , On the concept of “symphonism”
  , in the book: B. V. Asafiev and sovrem. music culture, M., 1986.
• Sollertinsky I.
  , Historical types of symphonic dramaturgy, in his book: Musical-historical studies, Leningrad, 1956
• Vatielli P.
  , Primizie del sinfonismo, "RMI", 1943, v. 47, p. 117-140
• Ulrich H.
  , Symphonic music, NY, 1952

“Complex of Music Lessons, Grade 7”

Number of folders: 27 Number of files: 421 Total size: 2,145,610 KB

additional literature

• Asafiev B.V.
  , Paths to the future
  , in: Melos, vol. 2, St. Petersburg, 1918.
• Asafiev B.V.
  , Musical form as a process
  , M., 1947.
• Aranovsky M. G.
  , Symphonic quests. L., 1979
• Serov A.N.
  , Beethoven’s Ninth Symphony, its contribution and meaning, “Modern Chronicle”, 1868, May 12, also in the edition: Izbr. articles, vol. 1, M.-L., 1950
• Konen V.
  Theater and symphony. M., 1975
• Popova T.
  , Symphony, M.-L., 1951
• Brenet M.
  , Histoire de la symphonie and orchestra depuis ses origines jusqu'a Beethoven, P., 1882