Classics Classics (from lat. сlassicus - perfect, exemplary, first-class) - these are works of art that, regardless of when they were written, are the best, continue to excite many generations of people. What does the word "classic" mean?
Who was a good contemporary of his era, he has the greatest chance of being a contemporary of many eras of the future. A.V. Lunacharsky Anatoly Vasilievich Lunacharsky () Russian Soviet writer, public and political figure, translator, publicist, critic, art critic.
Sergei Prokofiev () Alfred Schnittke () Rodion Shchedrin (b. 1932)
Achievements The song "Yesterday" by Paul McCartney from the album "Help!", in two years was recorded more than a thousand times, which is a Guinness record. The group has made an invaluable contribution to the development of rock music. The ensemble not only changed it, but also achieved unprecedented popularity, thanks to which The Beatles became one of the most striking phenomena of world culture of the 20th century, having sold more than 1 billion records worldwide. The Beatles are considered the greatest band of all time. Ed Sullivan's television show with The Beatles (1964) attracted viewers. The Beatles received a star on the Hollywood Walk of Fame for their achievements and contributions to music.
No, even the most inspired words about music can give an idea of all its inexhaustible richness. No words can have on the soul of the listener the impact that music itself produces ... To know and love music, it is not enough to read about it. We must listen to her. D.D. Shostakovich Dmitry Dmitrievich Shostakovich () Soviet composer, pianist, teacher and public figure. National artist USSR (1954), Hero of Socialist Labor (1966). Laureate of five Stalin Prizes and one State Prize of the USSR.
Internet resources:
Theme of the lesson: "Classic and Modern".
The purpose of the lesson: to update the life and musical experience of students; to show students' interest in music as a value of national and world culture.
Lesson objectives:
- educational: familiarization of students with the concepts of classical and classical music, classics of the genre, style (epoch, national, individual); updating the life and musical experience of students, expression personal relationship to the music systematization of knowledge about music;
developing: enrich the worldview, expand its spectrum; artistic taste of students, musical outlook and lexicon students, the ability to express their emotions and feelings according to what they heard; communication skills; development of vocal and choral skills; listening culture;
- educational: respect for music different eras and composers cultivate the ability to work in a team.
Problem question:
Expected Result:
1. Know the concepts: classics, classical music, classics of the genre, style.
2. Express your own opinion about the artistic merits of individual musical styles.
3. Perceive and compare samples of light and serious music.
4. Learn the works of domestic and foreign composers.
5. Ability to work with a textbook.
6. Be able to work in a group.
7. Expressively, emotionally perceive and perform music (vocalization of instrumental themes, performance of songs).
Lesson type: introductory.
Lesson methods: generalization; verbal; visual-auditory; analysis; stimulation of musical and creative activity through the creation of problem-search situations.
Metasubject links: Russian language, literature, history, English language, photography.
Forms of organization learning activities: group, individual, collective.
Didactic material: textbook "Music. Grade 7 "G.P. Sergeeva, E.D. Kritskaya: - M .: Education, 2013; Anthology of musical material. Grade 5
Music material:
Introduction "Dawn on the Moscow River" (fragment) to the opera "Khovanshchina" by MP Mussorgsky;
Ballet "Romeo and Juliet" (fragment "Montagues and Capulets") S.S. Prokofiev;
Overture "Egmont" (fragment). L. Beethoven;
Aria "Memory" from the musical "Cats". E.-L. Webber;
The Beatles - "Yesterday"
Equipment:interactive whiteboard, piano, projector, computer.
Multimedia support: presentation on the topic of the lesson.
During the classes.
I. Organization of students for the lesson.
Greetings.
Checking readiness for the lesson (regulatory UUD: volitional qualities)
II. Introduction to the topic ( slide number 2).
Brief conversation about summer meetings with music.
Teacher: - Hello guys! I am glad to see you after the holidays healthy, rested and cheerful. Have you met with music during this time? What kind of music did you listen to and play? (Student answers.)
III . The topic of the lesson.
Teacher: - Of course, you paid attention to the words that are on the board today - CLASSICS and MODERNITY. They are the topic of our today's lesson.
IV. The main stage of the lesson.
1. Discussion on the question "What is a classic", "classical"?
Teacher: - What do you think the word "classic" means? What kind of music is referred to as "classical"? (Individual statements of the guys.)
2. Work with the textbook.
Teacher:- Let's clarify. Open the textbook. Find and read information about what a "classic" is.
3. Generalization of knowledge.
Teacher: - And so, the classic is ... (the guys continue the answer). Right!
4. Listening to musical fragments familiar to the children (overture "Dawn on the Moscow River" to the opera "Khovanshchina" by M. Mussorgsky, "Montagues and Capulets" from the ballet "Romeo and Juliet" by S. Prokofiev, overture "Egmont" by L. Beethoven and aria cats "Memory" from the musical "Cats" by E.-L. Webber), with their subsequent analysis. (Group form of work.) Problem task.
Teacher:- I suggest listening to fragments musical works, sing them and fill out such a table (slide number 2), working in a group. ( Music sounds. The guys are doing the job.)
5. Discussion on the question “What is style?»
Teacher:- Now, listening to music and filling in the table, you independently determined the style of the era, the national style, the style of the author. Explain what "style" is. (Student answers.)
6. Work with the textbook.
Teacher:- Let's clarify. Open the tutorial. Find and read information about what "style" is. (Individual work guys.)
7. Generalization.
Teacher:- And so, style is ... (the guys continue the answer). Right!
8. "Classic" (slide number 3).
Teacher:- Think about which of the sounded fragments can be attributed to the classics? Let's sing these tunes. (Choral vocalization of musical fragments.)
Teacher:- Let's hear your answers. ( Each group gives answers.)
(If the opinions of the guys are divided, then it is necessary to introduce the concept of "classic of the genre".)
9. Acquaintance with the concept of "classics of the genre." Work with the textbook.
Teacher:- Read the information about what a "classic of the genre" is in the textbook. (Individual work of the guys.)
10. Generalization
Teacher:- Now you know that not only the best examples of serious music, but also the best examples of light music can be called classical. An example of this is the aria Memory from the musical "Cats" by an English composer of the 20th century. E.-L. Webber. Do you want to learn it? (Yes.)
11. Vocal and choral work on the aria "Memory" (slide No. 4).
12. Work with an illustrative row of the textbook (p. 7) - the Beatles group. short info about the group. Purpose: to deepen the knowledge of students that modern music can also be called "classics".
Teacher: Let's go back to the textbook. in front of you Britishrock band The Beatles from Liverpool founded in 1960, in which they playedJohn Lennon, Paul McCartney, George Harrison, Ringo Starr. It began the worldwide recognition of the "Liverpool" sound of rock music. The musicians of the group and their producer and sound engineer George Martin own innovative developments in the field of sound recording, combining various styles, including symphonic music, as well as filming video clips. This rock band is still on the 1st place in the list of the greatest performers of all time. The songs of this group are considered classics - an example of rock music.
13. Listening and performing the song "The Beatles" - "Yesterday" (slide number 5).
Teacher:- You probably know their songs. Listen to one of them. (The song “Yesterday” sounds. On the board, the text of the song on English language. Children can sing along if they wish.)
V. Generalization of the topic of the lesson.
"Brainstorm"
Teacher:- Is it possible to call the music played today at the lesson modern? (Student answers.)
Teacher: - Can classical, classical music be modern, and modern classical?
VI . Reflection.
Teacher: - Do you need this music? Justify your answer. (Student answers.)
Teacher: - At the end of the lesson, I ask you to compose a syncwine of your choice: "Classic". "Modernity". (After completing the assignment, the students hand over the sheets with syncwine to the teacher.)
VII . Summary of the lesson.
Homework(slide number 6): creative notebook, p. 6. Task number 3 (Write the names of musical works by contemporary composers that have become classics. Explain your choice and discuss it with classmates.)
Announcement of grades.
Exit class.
Application No. 1
On a desert alley
Following the flash of light
There will be a streak of darkness.
So it is in life...
I remember everything, because the past again
What is given only once
In the hustle and bustle we lose
We drink to the bottom ...
But I'm not sorry
Now that life has been lived -
The life that I knew alone.
Don't look back now
Suddenly my heart screamed.
Everything that is in the past must remain in it,
And the night is just the beginning of the day.
Let the morning find me
Without a single breath
No beating in the chest.
Sorry it's late
But still I know that I'm happy.
All suffering is behind.
An endless masquerade
Light streams through the branches.
The sun will rise - and the memory will fade -
How the ghost will dissolve.
Give me a hand!
How easy it was in the past -
You loved then...
Shadow of light
I go into the night, and my memory
Fall asleep forever.
Application No. 2
Yesterday
Yesterday ,
Oh, I believe in yesterday.
suddenly,
Oh, yesterday came today.
Why she
I said
yesterday,
Oh, I believe in yesterday.
Why she
Had to go I don't know, she wouldn't say.
I said
Something wrong, now I long for yesterday.
yesterday,
Love was such an easy game to play
Now I need a place to hide away
Oh, I believe in yesterday.
Mm-mm-mm-mm.
View presentation content
"Classic and modern"
Classic and modern
Completed by: music teacher MBOU secondary school with in-depth study
individual items No. 78 of Voronezh
Pchelintseva L.P.
"Classic and modern"
Era style
(last name of the composer)
"Classic and modern"
Era style
(old or modern music)
Introduction "Dawn on the Moscow River"
National style (Russian or foreign)
"Montagues and Capulets" from the ballet "Romeo and Juliet"
(last name of the composer)
M.P. Mussorgsky
Egmont Overture
foreign
Aria "Memory" from the musical "Cats"
S. Prokofiev
L. Beethoven
foreign
E.-L. Webber
At night On a desert alley Following a flash of light There will be a streak of darkness. So it is in life... I remember everything, because the voices of the past come to life again.
Happiness, What is given only once, In the hustle and bustle we lose, We drink to the bottom ... But I do not regret Now that life has been lived - The life that I knew alone.
Do not look back now - Suddenly the heart screamed. Everything that is in the past must remain in it, And the night is only the beginning of the day.
Morning - Let the morning find me Without a single breath, Without a beating in the chest. It's a pity that it's late, But I still know that I'm happy. All suffering is behind.
An endless masquerade Light streams through the branches. The sun will rise - and the memory will fade - How the ghost will dissolve.
Hand - Give me your hand! How easy it was in the past - You loved then ... As a shadow of light I go into the night, and my memory Falls asleep forever.
Yesterday
yesterday,
Love was such an easy game to play
Now I need a place to hide away
Oh, I believe in yesterday.
Had to go I don't know, she wouldn't say.
Something wrong, now I long for yesterday.
yesterday,
Love was such an easy game to play
Now I need a place to hide away
Oh, I believe in yesterday.
Mm-mm-mm-mm.
Yesterday ,
All my troubles seemed so far away
Now it looks like though they're here to stay,
Oh, I believe in yesterday.
suddenly,
I "m not half the man I used to be,
There's a shadow hanging over me,
Oh, yesterday came today.
Had to go I don't know, she wouldn't say.
Something wrong, now I long for yesterday.
homework
creative notebook, p. 6., task number 3
Theme of the year:
Theme of the quarter: About modernity in music.
Lesson topic : Classic and modern.
Lesson type: combined .
Target :
Tasks:
educational
developing
educational :
Methods and techniques
Equipment :
During the classes.
Teacher
Teacher
Teacher
Sounds. (Appendix 1.1)
The children answer.
Student. Musicians in black
They took violins and violas.
Conductor with a familiar wave
Resurrected my dreams.
Baritone cello
Souls cut into pieces
And swing like a swing
Amazed bows.
Teacher.
Sounds "Joke", J.S. Bach.(Appendix 1.2)
Teacher
Student: The mischievous wind knocks on the window,
The room is warm and quiet.
The sound of music filled her
Music beautiful and great!
Teacher
Your unique music...
And we sit holding our breath
Listening to a beautiful melody.
Sounds like « Moonlight Sonata”, L. Beethoven. (Appendix 1.3)
Teacher
The kids are in charge.
Student. Bewitched by the music of the sonata
And a warm, quiet summer evening,
Teacher
Sounds like "Symphony No. 40" by W. A. Mozart(Appendix 1.4) / children answer /.
.
Student. Music.
She hides behind herself
All thoughts, feelings and lessons
She hides those desires
What in life we can not convey,
It also hides suffering
Their people do not want to understand.
You learn her language
And everything will become clear immediately.
Or listen for a moment
And learn just one phrase.
Talk to her, but could not.
The world of music has opened up to you
After all, music is your God.
Teacher.
Teacher
"Toccata and Fugue", J.S. Bach
Listening and viewingDVD. (Appendix 4)
Teacher
//
Children
Teacher
Children.
"Storm".
(Appendix 6).
Teacher
/ discussion between children
Children
Teacher
- Teacher
/
Teacher
4 . chanting.
5 . Hearing and analysis (Appendix 8).
Teacher
Children
The accuracy of the melody;
Phrasing;
- . Teacher.
- Homework
Explanatory note
The direction is humanitarian.
The steps of the lesson are:
- "Symphony No. 40", W. Mozart.
- "Joke", I. Bach.
Listening and analyzing:
- "Toccata and Fugue";
- Storm.
Literature used:
"Music", Yu.B.Aleev.
Theme of the year: Tradition and modernity in music.
Theme of the quarter: About modernity in music.
Lesson topic : Classic and modern.
Lesson type: combined .
Target : Introduce children to the works of musicians working in the NewAge style.
Learn to compare classical and classical music in a modern arrangement. Students must master the concept of NewAge style, the meaning of the term arrangement.
Tasks:
educational : through comparison with classical music, to teach to analyze the music of a new style.
developing : develop musical perception examples of contemporary music.
educational : spiritual perception of progressive style music through works of classical music.
Methods and techniques . The heuristic technology of the lesson was used. An element of theatricalization has been introduced when repeating previously covered material. The retrospective method is applied, i.e. repetition of knowledge, classical techniques, which are the basis for the assimilation of new material. An interactive method is included, as well as a method comparative analysis classical and modern works.
Equipment : interactive whiteboard, DVD and CD discs, piano, sheet music, tokens, notes - emoticons.
During the classes.
1. Repetition of previously familiar material using theatrical element. Teacher. Today in the lesson we will talk about classical and modern music. What does the word classic mean?
Children: exemplary, ideal, the best.
Teacher. Yes, a modern musician, brought up on classical music, can create wonderful music with good sense. I wonder if the composers of previous centuries could have imagined that their music would not only be listened to in the following centuries, but some works would sound in a modern interpretation.
I think that we also modern world I would also like to meet those famous composers, is not it? /children agree/.
Teacher. Now listen to a piece of music and tell which composer it belongs to?
Sounds like "First Concerto for Piano and Orchestra", P.I. Tchaikovsky. (Appendix 1.1)
The children answer.
A student enters and acts as Tchaikovsky. Show slide No. 1 (Appendix 2) depicting a portrait of P. Tchaikovsky.
Student. Musicians in black
They took violins and violas.
Conductor with a familiar wave
Resurrected my dreams.
Baritone cello
Souls cut into pieces
And swing like a swing
Amazed bows.
Teacher. Tchaikovsky's music, It heals our souls with sound. Whirl waltz us a little, Peace, bliss will provide. Let this art live, Passed down from century to century, A genius left a huge legacy, So that a person would be happy.
Sounds "Joke", J.S. Bach.(Appendix 1.2)
Teacher. You probably guessed who will come to us now? /students answer/.
A student in the image of J.S. Bach enters.
Show slide No. 2 (Appendix 2) with a portrait of J.S. Bach.
Student: The mischievous wind knocks on the window,
The room is warm and quiet.
The sound of music filled her
Music beautiful and great!
Teacher: Bach seems to be playing here
Your unique music...
And we sit holding our breath
Listening to a beautiful melody.
The piano is bored in stingy solitude,
The strings were covered with past and oblivion.
Waltzes by Chopin, sonatas by Beethoven,
Notes, chords long forgotten...
Sounds like « Moonlight Sonata, L. Beethoven. (Appendix 1.3)
Teacher. Which composer are we looking forward to meeting?
The kids are in charge.
A student dressed as Beethoven enters the class.
Show slide No. 3 (Appendix 2) with a portrait of L. Beethoven.
Student. Bewitched by the music of the sonata
And the star-lunar landscape outside the window.
And a warm, quiet summer evening,
And the dim light through the iridescent stained glass.
Teacher. Beethoven! Ludwig van Beethoven! Talent! And the genius of magic! You gave wonderful music to people! So that she always bloomed in the soul.
Sounds like "Symphony No. 40" by W. A. Mozart(Appendix 1.4) / children answer /.
A student enters the class, dressed in a suit and wig, acts as Mozart.
Show slide No. 4 (Appendix 2) depicting a portrait of W.A. Mozart.
Student. Music.
What is in this word? - so many.
She hides behind herself
All thoughts, feelings and lessons
That life gave only you and me.
She hides those desires
What in life we can not convey,
It also hides suffering
Their people do not want to understand.
You learn her language
And everything will become clear immediately.
Or listen for a moment
And learn just one phrase.
After all, you will understand, you tried so hard
Talk to her, but could not.
The world of music has opened up to you
After all, music is your God.
Teacher. Eternal and beautiful is the music of the classics, both foreign and Russian composers.
Now I suggest you pay attention to the interactive whiteboard. Let's play an intellectual game "Connoisseurs of classical music". Whose team copes with the task faster - receives tokens in the form of notes, which affects the assessment at the end of the lesson.
FROM right side portraits of composers Beethoven, Mozart, Bach, Tchaikovsky are depicted.
On the left - randomly given the names of the works.
The class is divided into four teams. Your task is to match the titles of the works with the corresponding composer.
At the end of the game, "composers" - students sum up.
Teacher. Modern musicians also turn to the classics. Today we will meet two famous composers, performers of classical and contemporary music.
This is Vanessa Mae and Yanni Chrysomallis. It is no coincidence that I am talking about them at the same time, since Vanessa is part of the orchestra led by Yanni.
V. Mei - Chinese by mother and Thai - by father studied in Beijing in Russian music school. She gave her first concerts in early age, experimented with many musical styles, has never been limited to classical or only popular music. She always wanted to bring something new.
Showing a presentation about Vanessa Mae. (Annex 3)
Today, a new word for you is ARRANGEMENT (from the French word arranger - to put in order).
Arrangement - an arrangement of a piece of music on another instrument or by a different composition of instruments and voices. In pop music, this is the harmonization and instrumentation of a new or well-known melody.
The works that we will listen to are familiar to you in the original.
"Toccata and Fugue", J.S. Bach reinterpreted by Vanessa May.
Listening and viewingDVD. (Appendix 4)
Teacher. What changes did you hear in this arrangement?
What was special about you compared to the original?
/there is a discussion between students/
Children. Throughout the work, preserved main topic, its polyphonic construction, its conduction in different registers is well audible.
The violin solos as in the original. Only here we hear the sound of an electric violin. The tempo and rhythm are also sustained.
Teacher. What other instruments did you hear in the new version?
Children. The percussion group of instruments complements the rhythm of the piece.
The sound of the electric violin gives a special flavor to the sound.
Teacher. In her works, Vanessa May demonstrates a specific understanding of the instrument, the manner of playing, the ability to synthesize acoustic sounds with electric ones. This is an experiment in styles that can be called technoacoustics.
The next composer and conductor of the variety - symphony orchestra- Yanni Chrysomallis.
Showing a presentation about Yanni Chrysomallis. (Appendix 5).
He became known all over the world thanks to the amazing melodies of the synthesized piano and various instruments. This is a musician working in the style of New Age, a new direction of time, which translates as " new century"," a new era. This movement, which reached public prominence in the West in 1970 - 1980, stands for the revival of spirituality, the revision of established views.
I suggest listening to what you previously knew in classic version work A. Vivaldi from the cycle "The Seasons" "Summer". It will be performed in an arrangement by Yanni Chrysomallis called "Storm".
(Appendix 6).
Teacher. What can you say about the work?
/ discussion between children
Children. In this arrangement, the main melody is clearly heard, its meaning remains the same. The psychological mood has completely changed under the influence of others added during the arrangement musical instruments. A special mood, a feeling of flight gives the sound of a harp and a pipe.
Teacher. I can add that of particular interest is the well-coordinated duet of electric violins performed by Vanessa May and Samvel Varvinyan. Their performance in combination with other instruments gives inspiration and expression. And also it is necessary to note the emotionality of the performance of all the members of the orchestra.
- Teacher. And now I want to inform you that our school will host the event "In the world of classical instrumental music." The task is this: to design a poster, you need to compile a list of musical numbers for a concert, consisting of two parts. We will divide our class into two groups. The first will compile a list of classical works (foreign and Russian) of composers familiar to you. The second group will write classical works in a modern arrangement.
/independent work of students in groups /.
Checking for correspondence between the names of works and the names of composers.
Teacher. It does not matter in what century this or that music was written, if it is beautiful, then it is pleasant to listen to and perform it. Before you start learning new song, I suggest you sing.
4 . chanting. When selecting chants, exercises were taken into account, corresponding to age characteristics children and band songs.
5 . Hearing and analysis songs "Guardian Angel" by I. Krutoy (Appendix 8).
Teacher. What are your impressions of the piece you listened to?
Children. Beautiful, light melody songs where music acts as a guardian angel. The lyrical gently - excited nature of the music is created by the melodious sound of the melody, the unhurried pace of performance. The range of the song is quite wide. major scale displays joy, kindness and a sense of upliftment.
- In the verse, it is differentiated: a separate part for boys (lower sounding of notes) and, accordingly, a part for girls in a high register. There is a sequence in the chorus, when it is repeated, the part of the boys is replaced by the part for the girls.
When learning a song, the teacher should pay attention to:
The accuracy of the melody;
Withstand half durations;
It is correct to take breath and only during pauses;
Phrasing;
- . Teacher. Today you got acquainted with a new direction in music for you - NewAge, with its outstanding representatives-arrangers who live and create beautiful things at the present time. In their music, you recognized the fundamental works of the classics, which were familiar to you even earlier. The music of these wonderful people makes our life richer and more interesting.
“Life is like a play. It is not important whether it is long, but whether it is well played.
And now, leaving the walls of our office, I would like you to express your attitude to what we talked about. There are notes on your desks - emoticons. Red color means that you have learned a lot of new and interesting things, blue - you have taken note of the information, gray - it was boring and uninteresting. Place them on the corresponding color staves.
- Homework. Design a poster for the event "In the world of classical music."
Explanatory note
Music lesson compiled for grade 8 secondary school program based
The theme of the year "Tradition and Modernity in Music" is addressed to the embodiment in music of the eternal connection of times.
The topic of the quarter is “On the Modernity in Music”. According to the program, she is given 5 hours.
Lesson topic: Classics and modernity.
The direction is humanitarian.
The steps of the lesson are:
1. Repetition of previously familiar material using theatrical element.
- "Symphony No. 40", W. Mozart.
- "Joke", I. Bach.
- "Moonlight Sonata", L. Beethoven.
- "First concerto for piano and orchestra", P. Tchaikovsky.
Listening and analyzing:
- "Toccata and Fugue";
- Storm.
Methods and techniques. The reception of the element of theatricalization is used when repeating the previously covered material. The retrospective method is applied, i.e. repetition of knowledge, classical techniques, which are the basis for the assimilation of new material. An interactive method is included, as well as a method of comparative analysis of classical and modern works.
In the vocal part of the lesson, both a group form of training and an individual one are used. This form creates the conditions for effective development singing voice, vocal hearing. When singing, a set of vocal training exercises has been developed to activate the voice-forming function of students.
Equipment: interactive whiteboard, DVD and CD discs, piano, sheet music, tokens, notes - emoticons ..
Literature used:
"Pedagogical technologies", T.P. Salnikova.
"Education with music", T.E. Vendrova.
"Music", Yu.B.Aleev.
The lesson was held in an ordinary class with average abilities of students. Children - "composers" artistically coped with their role. During intellectual games All participants were actively involved in the lesson. When getting acquainted with the main topic of the lesson, the students showed their previously accumulated knowledge well in the classical approach to analyzing works. Most of the children received excellent marks. An important stage of the lesson is reflection, which allows you to identify the response of students to pedagogical impact. (Appendix 9).
Theme of the year: Tradition and modernity in music.
Theme of the quarter: About modernity in music.
Lesson topic : Classic and modern.
Lesson type: combined .
Target : Introduce children to the works of musicians working in the NewAge style.
Learn to compare classical and classical music in a modern arrangement. Students must master the concept of NewAge style, the meaning of the term arrangement.
Tasks:
educational : through comparison with classical music, to teach to analyze the music of a new style.
developing : to develop musical perception of modern music samples.
educational : spiritual perception of progressive style music through the production
Technological map of the lesson Art (Music) in grade 7 _____._____. 20___
Classic and modernLesson type: A lesson in studying and consolidating new knowledge
The purpose of the lesson
introduce students to the concepts of classical and classical music
Lesson objectives:
Educational: Meaning of the word "classic". The concept of "classical music", classics of the genre, style.
Developing: to develop the desire to consciously perceive a piece of music
Educational: Cultivate the skill of listening culture, emotional responsiveness
Planned results
subject
"classics", "classical music", classics of the genre, style.
Personal
Active involvement in communication and interaction with peers on the principles of respect and goodwill. Expressing your own point of view on the topic of the lesson. Emotional and conscious understanding of the vital nature of music.
Metasubject
Communicative
plan educational cooperation with the teacher and peers, master the monologue and dialogic forms of speech in accordance with the norms mother tongue to express their thoughts with sufficient completeness and accuracy.
Regulatory
perform tasks in accordance with the goal, anticipate the results and levels of assimilation; answer the questions posed.
cognitive
identify and formulate a cognitive goal; independently determine the style of music, learn to apply musical knowledge and extract new ones from various sources
Intersubject communications
History, literature, Russian language, fine arts.
Lesson resources
Introduction "Dawn on the Moscow River" to the opera "Khovanshchina" by MP Mussorgsky. The beginning of the overture "Egmont" by L. Beethoven. Aria "Memory" from the musical "Cats" by E.-L. Webber. Fragment of "Montagues and Capulets" from the ballet by S.S. Prokofiev
Song by the Beatles. "There is only a moment" Lube.
Lesson Forms
Frontal, individual, group.
WMC
Music. Grade 7: G.P. Sergeeva, E.D. Crete Textbook - M .: Education, 2012
During the classes
Didactic
lesson structure, with time
Activity
teachers
Activity
students
Tasks for students, the implementation of which will lead to the achievement of planned results
Planned results
Subject UUD
Metasubject UUD
Organizational stage, 3 min
Entrance to the class.
Greetings
Greetings
Full readiness of the class and equipment, the quick inclusion of students in the business rhythm
self-organization, the ability to regulate their actions.
Reproduction and correction of the basic knowledge of students,
3 min
Organizes a survey
Answer questions
Guys, from a conversation with you about summer musical impressions, I realized that music is always with you. Music is different, everyone likes their own. And this diversity of music makes us wonder what attracts us to it. (Student's statements).
Use speech to regulate your actions
Setting goals and objectives for the lesson. Motivation of students' learning activities, 5 min
Organizes a problem situation that helps to formulate goals and objectives for the lesson
Take part in the conversation, formulate tasks
What is eternal music? (Student answers) Eternal music is the one that has received general recognition, has an enduring value for national and world culture.
And today we will talk about musical works that are the best, continue to excite many generations of people. Such music is called classical. (slide 1)
Determine the topic and objectives of a particular lesson.
Updating knowledge, 3 min
Organizes a conversation, directs the activity of students to an independent search for information.
express opinions
Answer the teacher's questions
What does the word "classic" mean?Classics are such works of art that are the best, have received general recognition and have enduring value for national and world culture. . These works meet the highest artistic standards, they combine the depth of content with the perfection of form. (slide 2)
Finding and highlighting the necessary information
Primary assimilation of new knowledge, 15 min
Organize a listening conversation
Answer the teacher's questions
They call it classic antique art, classical music applied to creativity the greatest composers of the world, works created in the distant past and modern works can be called classical.
There is also a conceptclassics of the genre, in this case, works of light music are called classical: jazz, pop, rock music. (slide 3)
But if this music does not have high artistic merit, then its popularity is short-lived.
Have you had such a thing that music quickly stops liking, why do you think? (answers)
Classics are often opposed to new trends in art; contemporaries can often make mistakes in assessing musical works. There are many examples of how works that did not receive recognition during the lifetime of the authors later became classics and entered the fund of the world musical art. Let's remember examples of composers. (student answers). essays.
In order to learn to understand all the diversity of music, one must strive to understand the content of the work, its figurative structure, belonging to a certain style.
Style - means handwriting, including the author's, a feature of creativity. In our time, there is a growing interest of musicians in the classical music of the past. Just recently in the 20th century, our moms and dads were contemporaries popular group The Beatles, and now it is popular. (slide 4).
extracting necessary information from a piece of music
laying the foundations respectful attitude to Russian culture, awareness of national identity.
Creative application and acquisition of knowledge in a new situation.
Organizes the hearing
Perception and analysis of the work
Music Quiz(slides 5-9) Determine which of the compositions was written by modern composers, composers of the past, foreign or Russian. Which of them belong to the genre of serious, and which - to the genre of light music?
Listening (slide 5).
1. Introduction "Dawn on the Moscow River" to the opera "Khovanshchina" by MP Mussorgsky.
2. The beginning of the overture "Egmont" by L. Beethoven.
3. Aria "Memory" from the musical "Cats" by E.-L. Webber.
4. A fragment of "Montagues and Capulets" from the ballet by S.S. Prokofiev
5. The song of the Beatles.
Self-assessment of one's abilities and abilities
Initial check of understanding, 3min
Organizes a survey.
Answer questions
Let's remember the classical pieces that you think you will always like, and the modern music that you liked at first, and then you stopped listening to it and why. (student answers).
Guys, today we talked about a lot of things. And tell me, do we need to navigate the music, for what? What brings us to music different styles, what kind of music lives for centuries in the souls of people? (student answers)
Formulate your own opinion and position.
Finding and highlighting the necessary information
Information about homework, briefing on its implementation, 2 min
Explains the essence of homework. Provides a selection of multi-level tasks using a textbook and additional sources of information.
Fixing d / z in the diaries.Choose your own level for homework
And for the next lesson I will ask
Learn the lyrics
Finding and highlighting the necessary information
Work on vocal choral skills
15 minutes
Organizes vocal and choral work,
Perform gymnastics and learn a song.
What mood does this song evoke in you?
Can we see the music in this song?
Show emotional responsiveness when perceived.
speech utterances about the nature of the song, mood
Reflection, summarizing the lesson 2 min
It offers to determine the level of their achievements and answer the questions: what interesting things did they learn, what did they like, what remained incomprehensible, where the acquired knowledge and skills will be useful.
Analysis of your activities.
What impression did our lesson make on you today?
Let's try to complete the sentences at the end of our lesson:
1. I found out
2. I saw
3. I was surprised
4. I want to know
Use speech to regulate your actions.
Implementation complex analysis its activities
Theme of the lesson: "Classic and Modern".The purpose of the lesson:
To update the life-musical experience of students;
To show students' interest in music as a value of national and world culture.
Lesson objectives:
Educational:
Introducing students to the concepts of classical and classical music,
classics of the genre, style (epoch, national, individual);
Actualization of life-musical experience of students,
Expression of personal attitude to music,
Systematization of knowledge about music.
Correction-developing:
To develop the desire to consciously perceive a piece of music,
Develop students' musical horizons and vocabulary,
Develop ideas, memory, recreating imagination,
Develop visual and auditory perception.
Develop the ability to express your emotions and feelings according to what you hear.
Educational:
To cultivate respect for the music of different eras and composers,
Develop the ability to work in a team.
Cultivate the artistic taste of students.
Expected Result:
Know the concepts:
1. Classics, classical music, genre classics, style.
2. Express your own opinion about the artistic merits of individual musical styles.
3. Perceive and compare samples of light and serious music.
4. Learn the works of domestic and foreign composers.
5. Recognize and talk about the influence of music on a person.
Lesson type: introductory.
Lesson methods: Explanatory and illustrative.
Forms of organization of educational activities: group, individual, collective.
UMC:
G.P. Sergeeva, E.D. Kritskaya: "Music Grade 7" - M.: Education, 2011.
G.P. Sergeeva, E.D. Kritskaya, music lessons - lesson development - grade 7. M: Enlightenment, 2013.
Phonochrestomathy of musical material (mp3) Grade 7.
Music material:
M.P. Mussorgsky "Dawn on the Moscow River".
S.S. Prokofiev "Montagues and Capulets" fragment from the ballet "Romeo and Juliet".
L. Beethoven beginning of the Egmont Overture.
E.-L. Webber aria "Memory" from the musical "Cats".
The Beatles - "Yesterday"
K. Kelmi "Closing the Circle".
Equipment: music center, piano, projector, computer.
Multimedia support: presentation on the topic of the lesson.
Lesson structure:
Organization of the beginning of the lesson.
Knowledge update.
The main stage of the lesson.
Conversation
Continuation of the conversation.
Listening to music.
Breathing exercises.
Vocal and choral work.
chanting
Song work.
Summing up the lesson.
During the classes.
I. Organization of students for the lesson.
Greetings. A conversation about summer musical impressions.
II. Knowledge update.
Guys, from a conversation with you about summer musical impressions, I realized that music is always with you. Music is different, everyone likes their own. And this diversity of music makes us think.
What attracts us to it.
What is eternal music?
Eternal music is the one that has received general recognition, has an enduring value for national and world culture. And today we will talk about musical works that are the best, continue to excite many generations of people. Such music is called classical. The topic of our lesson is "Classic and Modern". Slide number 1.
III. The main stage of the lesson.
Conversation.
What does the word "classic" mean? Classics are such works of art that are the best, have received general recognition and have enduring value for national and world culture. Slide number 2.
These works meet the highest artistic standards, they combine the depth of content with the perfection of form. Ancient art is called classical, classical music is applied to the work of the greatest composers of the world, works created in the distant past and modern compositions can be called classical.
The most important and profound processes of the time, the spirit and character of the people are reflected in classical works. Slide number 3.
Obviously, therefore, the musical classic, regardless of the time of its composition, remains consonant with our thoughts and feelings, since it speaks of eternal problems life. Classics are often opposed to new trends in art. Contemporaries can often make mistakes in assessing musical works. There are many examples of how works that did not receive recognition during the lifetime of the authors later became classics and entered the golden fund of world musical art. Let's look at some examples.
Slide number 4.
Let's remember the classics that you think you will always like?
Now let's remember the modern music that you liked at first, and then you stopped listening to it, and why?
Let's listen to fragments from the musical works we already know.
Which of these compositions were written by modern composers, composers of the past, foreign or Russian
Which of these works can be classified as a classic?
Which of them belong to the genre of serious, and which - to the genre of light music? Slides #5-8.
Listening and analysis of musical works.
(Fragments from the works of M. Mussorgsky, S. Prokofiev, L. V. Beethoven, E.-L. Webber sound.)
After listening to each of the fragments, there is a discussion and justification of the opinion of each of the students.
Continuation of the conversation.
There is also the concept of a classic of the genre, in this case, works of light music are called classical: jazz, pop, rock music. Slide number 9.
But if this music does not have high artistic merit, then its popularity is short-lived.
Have you had such a thing that music quickly stops liking?
Why do you think?
But if this music does not have high artistic merit, then its popularity is short-lived. In order to learn to understand all the diversity of music, one must strive to understand the content of the work, its figurative structure, belonging to a certain style.
Style - means handwriting, including the author's, a feature of creativity. Slides #10-11. In art, the style of the era (historical), national style, individual style-style composer and even a particular performer.
In our time, there is a growing interest of musicians in the classical music of the past. Just recently in the 20th century, our mothers and fathers were contemporaries of the popular group The Beatles, and now it is popular. Slides #12-16.
Listening to music.
The song of the group "The Beatles" - "Yesterday" sounds.
Did you like the music?
Can we attribute it to the classics, or to the classics of the genre?
IV.Vocal and choral work.
Singing up and down the scale with a closed mouth, with the name of the notes, on the vowels "y", "o", "and",
using the syllables "da-de-di-do-du", "mi-ya-ma".
chanting.
Song work.
Music is always bottomless
This means -
Praise or denigrate -
Everyone finds what they want in it ... ( L.Martynov).
When do you need music?
When did music help you in difficult and happy moments of your life?
Now I will sing for you the song “Closing the Circle”. She first sounded in the New Year's program of the New 1988. Music by K. Kelmi, lyrics by M. Pushkina. A simple melody, wonderful words, going from heart to heart, influenced the love of performers and listeners for this song.
Song display.
What impression did the song make on you?
Is this song up to date?
Why?
What is it about? What is her the main idea?
Learning the first verse of the song. When learning, pay attention to:
The accuracy of the melody;
Phrasing;
Diction.
V. Summing up the lesson.
Did you enjoy thinking about music?
F. Liszt said: “There is music that comes to us, and another that requires us to go to it”
How do you understand this statement?
What kind of art do we call classical?
What kind of music do you need modern man?
Why are Beethoven, Mussorgsky, Prokofiev considered great by our contemporaries?
What other composers would you name among them?
Can modern music be classical, and do we have the right to call classics modern?
By musical tastes, by what he likes or rejects, one can judge a person, his taste, the level of culture. “What meets the requirements of high taste, if not eternal, then, in any case, is durable. What is born of fashion is unsteady, short-lived and tends to quickly give way to a new, even more fashionable one, ”said D.B. Kabalevsky.
I recall the well-known saying: "Tell me who your friend is and I will tell you who you are ...". I would like to end the lesson with the words of the composer D. D. Shostakovich. Slide number 17.
I hope to always be by your side good music: both mild and serious. I think that you will feel more than once from your own experience how great the influence of music on a person is. Slide number 18.
Homework: Students are offered a choice of:
message about the Beatles,
find interesting sites about music.
Thank you all for your active work and interesting opinions. Individual activity of students is noted.
Internet resources:
1.http://classic-music.ru
2.http://ru.wikipedia.org