What are the means of musical expression? Means of musical expression.
Lesson of musical literature in grade 6
Target: to acquaint students with the principle of interpenetration of related arts, through collective heuristic activity to identify a complex means of expression and artistic techniques various types of art.
Tasks:
a) educational - to form stable knowledge on the topic, to develop the ability to find intersubject communications and conduct comparative analysis on problematic issues, as well as to consolidate the skill of a critical approach to the studied works.
b) developing - expanding the general cultural outlook through musical and illustrative material.
c) educating - instilling a sense of respect for the world cultural heritage, the formation of a culture of interpersonal cooperation in the classroom.
Writer(L)- Guys, in front of you are pictures of the sea ˂slide No. 2, No. 3˃ Have you ever seen the sea? What is it?
Children (D)- it has some mystery and great power.
L.- mystery and power sea element has long attracted the eyes of poets, artists, musicians ˂slide №4˃. The topic of our lesson is “Images of the sea in literature, painting and music” (write the topic in a notebook)
˂slide №5˃The sea was sung by Goethe, Byron, Hugo, Zhukovsky, Pushkin, Lermontov, Fet and other poets. The sea attracted them with its variability and dynamism of appearance. Quiet and transparent in calm, raging during a storm, mysteriously flickering in the night - these different states the seas are reflected in fiction. ˂slide No. 6˃ “And the shine, and the shadow, and the sound of the waves” also attracted A.S. Pushkin. These words will be the epigraph to our lesson (write down in a notebook).
How the poet addresses a living interlocutor in the poem "To the Sea". Listen to how musical these words are (reads a poem).
Open textbooks. Mark the words and phrases that helped create the image of the sea in your imagination (group 1 works with stanzas 1-3, group 2 with stanzas 4-6, group 3 with stanzas 12, 14, 15). The named words are written down on the blackboard - free elements, blue waves, proud beauty, mournful murmur, sad noise, inviting noise, muffled sounds, abyss voice, wayward impulses, irresistible, mighty, deep and gloomy, indomitable, solemn beauty, rumble in the evening watch). Thanks to these words, we seem to see the sea and hear its voice. What are these images called?
D.- Visual and sound (writing on the board)
L. What phrase do you think will be the key in this list?
D.- Free element
L.-˂slide number 7˃You know that poets and writers use certain funds. Which?
D.- Epithets, metaphors, comparisons ˂slide №8˃
L.-The poet speaks to the sea as to a person. How does is called?
D.– The personification of ˂slide #9˃
L.- In the words of the poet "I was bound ..." what kind of fetters are we talking about?
D.- About the years of exile in Odessa. The poet says goodbye to the sea, but it is also a farewell to freedom, the triumph of which is not destined to be seen by people of his generation.
L.-˂slide number 10˃What is the name of the direction in art, which is characterized by the desire of the hero for freedom, independence, sublime mentality, daydreaming?
D.- Romanticism. ˂slide number 11˃ And the hero of our poem is also a romantic.
L. -Studying piece of art, we emphasize every time that every detail matters. The landscape can perform certain functions. ˂slide #12˃ Name them
D.- Visual, allegorical, emotional-psychological, symbolic ˂slide No. 13˃
L. What role does the landscape play in our case?
D.- Emotional-psychological and symbolic.
L. -For example poems by A.S. Pushkin, we got acquainted with how the romantic poet uses the image of the sea in his work. And how the theme of the sea is presented in the works of music and painting, you have to find out now.
Artist (H.)- As for the fine arts, the artist not only sees beauty seascapes, but also conveys it on the canvas with the help of paints. The sea was painted by many artists. ˂slide number 14˃ The word "marine" in Latin sounds like "marina". Therefore, the artists were called ...
D- marine painters.
X.- Can you name the names of marine painters?
D.- this is the artist Aivazovsky.
X.- ˂slide №15˃ Aivazovsky was an outstanding painter. His works were known in England, France, Italy. Russian nobles vied with each other to order paintings from him. Acquaintance and friendship with Pushkin left their mark on the artist's work. All his life he sought to comprehend the sea through poetry. Aivazovsky played the violin superbly and impressed Glinka himself. Probably, the combination of poetry and music splashed out in the painting of the great artist. Drawing inspiration from the pictures of nature, admiring the beauty of the surrounding world and passing it through the prism of his own perception, the artist tries to embody his impressions in his work. We will now get acquainted with his works and analyze them. But painting has its own language of expressive means, its own specific terms. Name them.
D. - Line, rhythm, dynamics, color spot, color scale ˂slide No. 16˃
X. - Let's try to analyze together - how in different works these means reveal the artist's intention and create the "mood" of the picture.
(The following is a discussion of the work: “ Moonlight night on Capri” ˂slide No. 17˃, “The Ninth Wave” ˂slide No. 18˃, “Sea Coast. Farewell" ˂slide No. 19˃, " Caucasian mountains from the sea "˂slide No. 20˃).
X.- if we summarize everything that you said during the discussion of the paintings, then we can conclude that the artist wanted to convey on all his canvases: the motive of confrontation, the rivalry between man and the elements, the dream of freedom, love for nature. And you made sure that the landscape in painting has, just like in literature, an emotional-psychological and symbolic meaning.
Musicologist (M.) - (questions to students): what kind of art does the poem belong to?
Children (D.)- to literature
M. What about a painting?
D.- to fine arts
M. - symphonic work?
D.- to music
M.- Of these types of art, which is the most accurate and specific?
D.- the most specific language of expression is literature, in second place is painting, and in last place is music.
M.- Yes, indeed, the music of the three named arts is less specific, but it affects our emotions more than others.
In music, there are many examples of the embodiment of the theme of the sea, but we will only talk about one of them - this symphonic suite Russian composer N.A. Rimsky-Korsakov "Scheherazade". ˂slide No. 21˃Nikolai Andreevich Rimsky-Korsakov studied in the Naval Corps in his youth, after graduating from it, being a midshipman, he committed trip around the world. It lasted 2 years 8 months. And, of course, the impressions of swimming were very vivid and unforgettable. They are reflected in the suite "Scheherazade".
M.- Scheherazade - the heroine of what fairy tales?
D.- Eastern
M. What is the name of the collection of Arabic tales? ˂slide №22˃
D.- "1001 Nights"
M.- ˂slide #23˃ (briefly outlines storyline fairy tales). Sheherazade is the wife of Sultan Shahriar, and in the East the ruler is not just the first person in the state, he is "great and omnipotent", his power over his subjects is unlimited, therefore the expression "oriental despot" has come into use. What is another name for such a person?
D.- tyrant.
M. - Listen musical theme Shakhriar (the teacher plays the piano theme Sh.).
What impression did she make on you? What kind of person did you introduce?
D.- with an arrogant, heavy look, imperious, cruel, selfish.
M.- Pay attention to funds musical expressiveness- there are no chords in the theme, only unisons. What does it say?
D.- a chord is a harmonious sounding of several voices, and a unison is, in fact, monophony. This speaks of the character of the Sultan, who does not recognize compromises and is confident in his innocence.
M.- I played you the theme of the Sultan so that you
a) compared it with the theme of the sea in the musical fragment that will now sound;
b) analyzed the means of musical expression, i.e. would perform the same actions as in the literature lesson when getting acquainted with the poem. But first, let's turn on the mechanism critical thinking and try to guess what kind of music awaits us: what should be the dynamics?
D.- powerful sound
M.- solo or orchestral tutti?
D.- tutti
M.- preferred timbres - strings, woodwinds or brass?
D.- brass
M. - topic register
D. - low and medium
˂slide №24˃Students listen to musical fragment("The Baghdad Feast and the Ship Crashing on the Rock with the bronze horseman"- 4th part of the suite) and along the way they analyze the means of expression, noting the coincidence of the intended and real results.
If we summarize everything you have said, then we get such a table ˂slide No. 25˃, from which it is clear that the images of the Sea and the Sultan are characterized by almost similar means.
M.- Yes, Rimsky-Korsakov paints a stunningly realistic picture of the raging sea. But every great artist because he is great because he does not just "photograph" reality, but through art conveys to us his generalizations and reflections.
-What does the similarity of themes of the Sultan and the sea mean?
D.- about the closeness of characters
M.-Moreover, the composer places the themes of the sea and the sultan side by side for what - to contrast or equate?
D.- to indicate their identity
M.-Why? What idea does the composer want to express with his music?
D.- just as the sea plays with the fate of people, so the sultan willfully decides the fate of his subjects.
M.– what role does the seascape play in the suite?
D.- allegorical, emotional-psychological and symbolic.
L.- Find similar lines in Pushkin's poem:
D.- The humble sail of the fishermen,
kept by your whim,
Glides bravely among the swells:
But you jumped, irresistible, -
And a flock of sinking ships.
L.- Remember, when analyzing Pushkin's poem, we talked about personification - a technique when a person's features are transferred to the sea. In the suite "Scheherazade" - the same technique, in works of fine art - similarly. So, we have come to what conclusion?
D.- Any theme in art is given by the artist through the prism of human perception.
Reflection (L) - Guys, today you read a poem about the sea. We carefully analyzed reproductions, listened to a piece of music. Each of you has your own idea of what you saw and heard. Now you will begin the next task: you need to compose a five-verse, in which the key word is “sea” (3 minutes).
Students read their poems at the end of the work.
Homework: memorize a poem by A.S. Pushkin "To the sea". Prepare a slide presentation on seascapes.
Used materials
1. Sat. articles ed. Korovina T. A fairy tale in the work of N.A. Rimsky-Korsakov. - Moscow: Music, 1987.
2. Uch. manual for grade 8 secondary school, ed. Gromova N.I. Russian literature. - Moscow: Education, 1973.
3. Album Rimsky-Korsakov N.A. - Moscow: Music, 1988.
4. Kandinsky A.I., Orlova E.M. Russian musical literature, issue 3. - Leningrad: Music, 1981.
5. Solovtsov A.N. Nikolai Andreevich Rimsky-Korsakov. - Moscow: Music, 1984.
Internet resources
http://www.peoples.ru/art/painter/aivazovskiy/aivazovskiy_ivan.jpg
http://img.labirint.ru/images/news/5541_1281090358.jpg
http://900igr.net/datai/literatura/Lermontov-Mtsyri/0002-002-Skhodstvo-M.JU.-Lermontova-i-ego-geroja-Mtsyri.png
http://www.stihi.ru/pics/2012/12/01/9948.jpg
http://www.online-utility.org/image/ImageCache?file=3/38/Zhukovsky_1815.jpg/800px-Zhukovsky_1815.jpg
http://img0.liveinternet.ru/images/attach/c/0/48/187/48187205_GYUGO.jpg
http://bookerslive.ru/wp-content/uploads/-182878_35036337.jpg
http://www.livejournal.ru/static/files/themes/quote/11880_g01.jpg
http://img0.liveinternet.ru/images/attach/b/2/24/474/24474617_photo64.jpg
http://gorodlip.ru/client/ecology/31o1+.jpg
http://www.proza.ru/pics/2009/03/11/431.jpg
http://img1.liveinternet.ru/images/attach/c/0/46/673/46673951_1248380293_00044149.jpg
http://ajvazovskyj.ucoz.com/_ph/1/914766058.jpg
http://vse-skazki.ru/images/stories/Izobradzeniya_iz_skazok/Narodnie_skazki/a/arabskie/Racckaz_ob_Ync-al_2.jpg
http://newshot.ru/uploads/posts/2012-02/1329830650_noch.jpg
http://100oper.ru/wp-content/uploads/2012/07/rimsky-korsakov.jpg
http://900igr.net/datai/geografija/Iskusstvo-Armenii/0006-005-ZHivopis-i-skulptura.jpg
http://www.tarihnotlari.com/wp-content/uploads/2011/10/Dokuzuncu-Dalga.jpg
http://www.artrussia.ru/pic_w/w079_400.jpg
http://cs4409.userapi.com/u67083590/-7/x_6883ebfb.jpg
http://im6-tub-kz.yandex.net/i?id=83091257-12-72&n=21
Rakhimova Rimma Rashidovna,
literature teacher,
Kovaleva Svetlana Anatolyevna,
art teacher,
Kuznetsova Marina Gennadievna,
music theory teacher.
Karaganda
2013
Theme of the quarter: "Can we see the music?"
Lesson topic: "Drawing ... music?"
During the classes.
Org. moment.
Conversation.
Guys, do you like fairy tales?
Which of them do you like the most?
Are you familiar with fairy tales English writer Lewis Carroll? Name them.
In one of the tales of Lewis Carroll "Alice in Wonderland" there is a funny heroine Sonya and such strange lines:
“And they also drew all sorts of things, everything started with the letter “M”.
What do you think?
That's right, music!
Think about what I should write on the board after the word topic?
Drawing music? (sl.1)
Draw music? It's like drawing a thought: is this even possible? If possible, how?
Today, in answering this question, we will try not only to hear fluttering sounds music, but also to see them and even draw them. (W.2)
The music is full of colors
And she lives in everyone.
Who draws everything in himself,
Who paints on canvas
But everywhere let your brush
Feelings govern
Both inside and outside.
Music! What is music? Can we see her? Schoolgirl Ira Isakova tried to answer this question in the song "Music". (W.3)
Performance: "Music" by G. Struve, I. Isakov.
Did the song have a sense of completion? Usually there is always a period at the end of the song. Why isn't she here? Think.
What kind means of musical expression help us understand and see the content piece of music?
(melody, mode, tempo, timbre, dynamics, register)
Turns out between music and fine arts there is a close relationship. (W.4)
Let's compare the works of painting and music in terms of dynamics.
What do you think sounds louder
What element of musical expressiveness can be compared (likened) to the contrast of colors in painting? (lad).
What is timbre responsible for? (sound color). Timbre is able to express not only a variety of sounds, but also a variety of colors and shades.
What colors suit sad music? (cold, dim). For fun? (bright, warm).
What is the graphic representation of the melody?
People of art have always been concerned about the problem of synthesis of music and painting. The creativity of the classic of Lithuanian music, composer and artistM.Ciurlionis (1875-1911) (Sk.5)
His paintings are independent paintings, which have all the musical elements. But they are conveyed graphically, by means of drawing, space, colors.
Looking at the paintings of "Sonata of the Sea" by Čiurlionis, let's compare the melody with the lines in the drawing.
(Sk.6,7,8,9,10,11,12,13,14,15)
"Sonata of the Sea" (Andante) "Sonata of the Sea" (final). (W.16, listening)
What graphic representation of "melody" do you see here?
In what way does the picture "sound"?
What is the "dynamics" of the work?
What can you say about "tempo"?
What shades does “register” give to the work? (Sl.17,18,19,20)
Pay attention to the name of the reproduction "Sonata of the Sea". Following this name, we can assume that this is a piece of music, and only then - painting.
How could M. Čiurlionis see the music?
Can we see the music? How? (Introduce)
So music can be imagined and drawn. Therefore, I delete the question mark after the topic "Draw Music" and put a full stop.
We draw music. (W.21)
Physical education minute. (Sk.22)
Often in our imagination we turn into heroes of fairy tales, films. Let's now try to turn into a bird. One of the most beautiful birds- swan: white as snow, with a long flexible neck, a golden beak.
Raise your chin up, straighten your back, straighten your shoulders. You are beautiful. Close your eyes.
The music of E. Grieg "Morning" sounds.
Let's breathe like swans - inhale, exhale. After inhaling, say to yourself: "I am a swan." Then exhale. Inhale. “I am a swan,” exhale. Inhale. "I am a swan" - exhale. The neck of the swan is extended, the back is straight, proud. Spread your arms wide.
And now bend your knees a little, and ... straighten up sharply ... inhale and, oh, a miracle. We flew.
You can flap your wings freely. Inhale, exhale. The body is like a feather, light, we do not feel it at all. (Rise on toes up, down). How happy and free.
Clear, blue sky around, pleasant soft coolness, silence, peace. Inhale, exhale. Below us, like a mirror, the lake shines. You can look and see yourself. What a beautiful, proud bird. Inhale, exhale.
We are flying smoothly. Let's go down lower, lower, even lower ... now the forest, field, houses, people are close.
And then his feet lightly touched the ground. Stretch the neck, straighten the shoulders, lower the wings.
It was a wonderful flight! (Sit down).
Conversation.
The free play of the imagination was resorted to by the French Impressionist painters and composers(“impression”, translated from French, impression).
Impressionist artists used pure color, trying not to mix colors on the palette and not to add black and gray tones. Due to the peculiar pictorial manner, the surface of the paintings of the Impressionists seems to be trembling, unsteady, thanks to which they managed to convey the brilliance of sunlight, ripples on the water, a smile that flashed on a person’s lips.
(W.23) There is a picture in front of you Auguste Renoir"Bay Moulin Gue" ("Seine near Aner (Boat)", "Bath on the river" ( Sl.24). In his paintings, the artist set himself the task of making human figures part of the landscape, enveloping them with air and color. Many musical paintings belong to Claude Debussy (D.25), French impressionist composer. Picturesqueness is already present in the titles of the works: “Steps in the snow”, “Girl with flax-colored hair”, “ Moonlight»
The music of C. Debussy does not evoke such concrete ideas, nevertheless it gives the impression of vivid musical pictures.
Differentiated creative tasks.
While listening to music:
Draw a musical landscape.
Write a miniature essay.
Solve the crossword.
Claude Debussy Moonlight on the Terrace (listening). Sl.26,27,28,29,30
Arrange an exhibition of drawings.
Answer crossword questions.
Conversation.
The desire to "see music", "associate color and music" and "hear color" is as ancient as the desire of man to fly into the sky or gain eternal youth.
Can sound even have color? One of the first Russian artist V. Kandinsky (Sk.31,32,33,34,35,36) understands that "color" in the variety of its manifestations, lines, folding into various geometric figures, in itself gives rise to emotions, creates a mood. V. Kandinsky insisted: “Yellow, included in geometric shapes unbearable, like the sharp sound of a trumpet; in the red lies boiling and heat, a huge power, reminiscent of fanfares and trumpets. Like a composer in music, Kandinsky sought to acquire the ability to freely express feelings. He created a watercolor - a random arrangement of colorful spots and lines that do not depict or designate anything. But, looking after, the spots seem to come to life.
And even if these pictures are not clear to everyone and even mysterious, but in fact, in the unsolved art lies a huge all-consuming power.
After the above, I can confidently erase the dot after the title of the topic “Drawing Music” and put an exclamation point. ( Sl.37) I propose perform the song “Pick up the paints” (Sl.38)
We draw music! (W.39)
What new did you learn in the lesson?
What are the names of the artists and composers you met today.
LESSON PLAN
"Drawing ... music?"
(Lesson topic)
| Full name (full name) | Arzhaeva Alexandra Alexandrovna |
|
| Place of work | MOU "Secondary school p. Krasny Tekstilshchik Saratov region Saratov region» |
|
| Job title | ||
| Subject | ||
| Class | ||
| Theme of the quarter Lesson topic | "Can we see the music?" "Drawing ... music?" |
|
| Basic Tutorial | Program edited by D.B.Kabalevsky for 1-8 cells. |
The purpose of the lesson : identifying the relationship between fine arts and music, continue to develop students' artistic communication with various types art, contributing to the formation of a holistic view of the fine arts; to bring students to a conscious understanding of the role of music for the emergence of a beautiful painting.
Tasks:
Formation of students' initial idea of the relationship between music and fine arts; reveal the expressive possibilities of color and the visual possibilities of sound; developing the ability to apply the acquired knowledge in the classroom and in life;
Enriching students' vocabulary with new terms; continue to develop the ability of logical thinking in the game, creative fantasy, musical-figurative thinking.
To cultivate the desire and strong-willed qualities for knowledge; the ability to listen educational material; feeling of goodwill towards classmates.
Lesson type : learning new material (deepening into the topic).
Forms of student work: problematic, differentiated, partially search methods, use of ICT, creative tasks, game are used.
Required technical equipment: Phonochrestomathy.M.Ciurlionis " Symphonic poem”, K. Debussy “Moonlight”, “Girl with Flax-colored Hair”, E. Grieg “Morning”, the song “Music” by G. Struve, I. Isakov, the song “Pick up the paints” by T. Mukhametshina; presentation.
Structure and course of the lesson
STRUCTURE AND PROCESS OF THE LESSON
| Lesson stage | Teacher activity (indicating actions with ESM, for example, demonstration) | Student activities | Time (in minutes) |
|
| Activation of attention | Epigraph of the lesson on the board | |||
| Statement of the problem, updating knowledge | Do you love fairy tales? Which of them do you like the most? Lewis Carroll's "Alice in Wonderland" | Answer the teacher's questions. | ||
| Introduction to the topic of the lesson | Think about what I should write after the word topic? Formulate the topic of the lesson Draw music? Is this even possible? If possible, how? Performance of the song "Music". | Activation of mental activity, reflection, utterances, song performance. | ||
| Co-discovery of new knowledge | Creativity Churlionis, Renoir, Debussy. | The development of creative imagination, imagination physical education | ||
| Reflection | Creative tasks. The work of Kandinsky. | Perform tasks. Meditate. | ||
| Summarizing. | There is great power hidden in the unsolved art. We put a point. Performance of the song. What new did you learn in the lesson? Names of artists and composers. | They sing the song "Take the colors in your hands." They answer questions. | ||
| Homework | Draw pictures for any music heard in the lesson. | Choose your favorite piece of music |
Horizontally:
The coloring of sound in music is one of the means for creating musical pictures.
A combination of sounds, chords.
means of musical expression.
Alternating long and short sounds.
Movement speed in music.
Large group of musicians and instrumentalists.
The organization of sounds in music around the main sound - the tonic.
Vertically:
That's what they call musical picture created symphonic orchestra.
Means of musical expression.
Music, according to the ancient Greek philosopher Plato, gives life and fun to everything that exists in the world, is the embodiment of that beautiful and sublime that is on earth.
Like any other art form, music has its specific features and expressive means. For example, music is not capable of depicting various phenomena, like painting, but it can very accurately and subtly convey the experiences of a person, his emotional state. Its content lies in the artistic and intonational images formed in the mind of a musician, whether he is a composer, performer or listener.
Each art form has its own language. In music, the language of sounds acts as such a language.
So, what are the main means of musical expression that reveal the secret of how music is born?
The basis of any piece of music, its leading beginning is the melody. Melody represents a developed and complete musical thought, expressed in one voice. It can be very different - both smooth and jerky, calm and cheerful, etc.
In music, the melody is always inseparable from another means of expression - rhythm without which it cannot exist. Translated from Greek rhythm is "measurement"; this is the ratio of the durations of sounds (notes) in their sequence. It is the rhythm that has the ability to influence the character of the music. For example, lyricism is given to a piece of music using a smooth rhythm, some excitement - an intermittent rhythm.
Lad- a system that connects sounds of different heights, based on stable sounds - tonic. There are two types of it: major and minor. Their difference from each other is that major music evokes clear, joyful feelings in listeners, while minor music a little sad and dreamy.
Timbre(French "bell", "distinguishing mark") - coloristic (overtone) coloring of sound.
Pace is the speed of metric counting units. It can be fast (allegro), slow (adagio) or moderate (andante). For accurate tempo measurement metronome.
A special means of musical expressiveness is timbre. It is a sound coloring characteristic of any voice and instrument. It is thanks to the timbre that one can distinguish the human voice or the "voice" of a musical instrument.
Texture- this is a device, organization, structure of the musical fabric, a set of its elements. And the texture elements are what it consists of - melody, accompaniment, bass, middle voices and undertones.
Stroke - a way (reception and method) of playing notes, a group of notes that form a sound - (translated from German - “line”, “line”). Types of strokes: Legato - connected, Staccato - jerky, Nonlegato - not connected.
Dynamics- varying degrees of sound strength, loudness and their changes. Designations: Forte - loud, Piano - quiet, mf - not very loud, mp - not very quiet.
Thanks to the harmonious combination of all the above expressive means or part of them, music appears that accompanies us in life almost everywhere.
musical sound.
Music is built from musical sounds. They have a certain pitch (the pitch of the main tone is usually from before subcontract to before - re fifth octave (from 16 to 4000 - 4500 Hz). Timbre musical sound determined by the presence of overtones and depends on the sound source. The volume of the musical sound does not exceed the pain threshold. Musical sound has a certain duration. The physical feature of musical sound is that the sound pressure in it is periodic function time.
Musical sounds are organized into a musical system. The basis for building music is the scale. Dynamic shades are subject to a volume scale that does not have absolute values. In the most common duration scale, neighboring sounds are in the ratio 1:2 (eighths are related to quarters as quarters are to halves, etc.).
musical scale.
A musical system is a system of relations of sounds in height, adopted in a particular practice of tuning musical instruments, which is characterized by setting the frequencies of the sounds of notes. There are many different musical scales, such as Pythagorean or midtone. Modern fixed-pitched musical instruments generally use equal temperament.
Consonance and harmonyI. The vast majority of modern musical trends make extensive use of the simultaneous sounding of tones, which is called consonance. The consonance of two sounds is called a musical interval, and of three or more sounds - a chord, while the regularity of the combination of tones in consonance is called harmony. The term "harmony" can refer to both a single consonance and the general patterns of their use. The branch of musicology that studies these regularities is also called harmony.
Many musical cultures have developed their own systems for fixing music with the help of written signs. The predominance of seven-step diatonic modes in European music was the reason that in the process of evolution seven notes were singled out, the names of which come from the Latin hymn of St. John - before, re, mi, F, salt, la, si. These notes form a seven-step diatonic scale, the sounds of which can be arranged in fifths, and the intervals between adjacent steps are a major or minor second. Note names apply to all octaves of the scale.
Development of a music lesson
“We draw music. Impressionism in music and
painting".
Lesson topic: Draw ... music! Impressionism in music and painting.
1. Full name – Khamueva E.V.
2. Place of work - MBOU secondary school No. 42
3. Position - music teacher
4. Subject - Music
5. Class - 5
6. Topic and lesson number in the topic - lesson number 29.
We draw ... music! Impressionism in music and painting.
Section: “Music and visual arts”, lesson number in section 14
7. Basic textbook Textbook Music Grade 5, G.P. Sergeeva, E.D. Cretan,
ed. "Education"
8. Equipment projector, laptop, screen, slide presentation,
musical instrument piano.
9. Purpose of the lesson: to form understanding stylistic features impressionism, to teach to highlight artistic connections
between music and painting
10. Planned results:
Subject: get the opportunity to learn: work with a textbook, organize workplace. Enrich musical vocabulary
students
Metasubject:
regulative to evaluate their achievements in the lesson
communicative - to master the ability to listen to the interlocutor and conduct a dialogue, to be able to enter into verbal communication.
cognitive - answer questions, summarize their own ideas, use a textbook., development of the integrity of perception, development
imagination and creativity, musical ear, the ability of students to various forms writing, and collaboration.
Personal: be motivated learning activities readiness for self-education, self-education.
11. Tasks:
educational (formation of cognitive UUD):
To teach the ability to express and defend one's point of view. To teach students to identify the style of impressionism in painting and music. form
the need to find answers to emerging questions.
educational (formation of communicative and personal UUD):
To educate an open personality capable of knowledge, active action.
developing (formation of regulatory UUD)
Enrich the musical vocabulary of students, develop the integrity of perception, develop imagination and creativity, ear for music,
to develop the ability of students to various forms of writing, as well as cooperation.
12. Type of lesson: a lesson in obtaining new knowledge. Type of lesson: creativity lesson. Keywords: impressionism, musical painting, picturesque
music.
13. Methods:
method of artistic, moral and aesthetic knowledge of music;
by sources of knowledge: verbal, visual;
according to the degree of interaction teacher-student: heuristic conversation;
regarding didactic tasks: preparation for perception; own "I".
regarding the nature of cognitive activity: immersion, comparison
14. Organization of students' activities in the lesson:
independently determine the topic, objectives of the lesson;
answer questions;
solve problems independently;
evaluate themselves and each other;
reflect.
tricks musical activity students singing, active listening, analysis.
Musical material by C.Debussy "Girl with Linen Hair", "Moonlight", M.Ciurlionis "Symphonic Poem", E.Grieg "Morning",
the song "Music" by G. Struve, I. Isakov, the song "Pick up the colors" by T. Mukhametshina;
15. Necessary technical equipment: dispensing reference material on the work of C. Debussy, impressionism,
Presentation with reproductions of paintings by Auguste Renoir "Bay Moulin Hue" ("Seine near Aner (Boat)", "Bath on the river",
V.Kandinsky, M.Ciurlionis.
Auxiliary materials paint, brush, sheets with a dense glossy surface, absorbent paper.
16. Structure and course of the lesson.
Routing music lesson in grade 5 according to the textbook Music grade 5, G.P. Sergeeva, E.D. Cretan, ed. "Education".
During the classes.
Theme of the quarter: "Can we see the music?"
Lesson topic: “Drawing ... music? Impressionism in music and painting»
Guys, do you like fairy tales?
Which of them do you like the most?
Do you know the fairy tales of the English writer Lewis Carroll? Name them.
In one of the tales of Lewis Carroll "Alice in Wonderland" there is a funny heroine Sonya and such strange lines:
“They also drew all sorts of things that started with the letter M.
What do you think?
That's right, music!
Think about what I should write on the board after the word topic?
Drawing music? (sl.1)
Draw music? It's like drawing a thought: is this even possible? If possible, how?
Today, answering this question, we will try with you not only to hear the quivering sounds of music, but also to see them and even draw them. (W.2)
On the board (read out):
The music is full of colors
And she lives in everyone.
Who draws everything in himself,
Who paints on canvas
But everywhere let your brush
Feelings govern
Both inside and outside.
Music! What is music? Can we see her? Schoolgirl Ira Isakova tried to answer this question in the song "Music". (W.3)
Performance: "Music" by G. Struve, I. Isakov.
Did the song have a sense of completion? Usually there is always a period at the end of the song. Why isn't she here? Think.
What means of musical expression help us understand and see the content of a musical work?
(melody, mode, tempo, timbre, dynamics, register)
It turns out that there is a close relationship between music and visual arts. (W.4)
Let's compare the works of painting and music in terms of dynamics.
What do you think sounds louder<) объект, изображенный на переднем плане или то, что составляет его фон?
What element of musical expressiveness can be compared (likened) to the contrast of colors in painting? (lad).
What is timbre responsible for? (sound color). Timbre is able to express not only a variety of sounds, but also a variety of colors and shades.
What colors suit sad music? (cold, dim). For fun? (bright, warm).
What is the graphic representation of the melody?
People of art have always been concerned about the problem of synthesis of music and painting. The creativity of the classic of Lithuanian music, composer and
artist M.Chiurlionis (1875-1911) (Sk.5)
His paintings are independent paintings, which have all the musical elements. But they are conveyed graphically, by means
drawing, space, colors.
Looking at the paintings of "Sonata of the Sea" by Čiurlionis, let's compare the melody with the lines in the drawing.
(Sk.6,7,8,9,10,11,12,13,14,15)
"Sonata of the Sea" (Andante) "Sonata of the Sea" (final). (W.16, listening)
What graphic representation of "melody" do you see here?
What is the "dynamics" of the work?
What shades does “register” give to the work? (Sl.17,18,19,20)
Pay attention to the name of the reproduction "Sonata of the Sea". Following this name, one can assume that this is a piece of music, and even
then painting.
How could M. Čiurlionis see the music?
Can we see the music? How? (Introduce)
I know a very interesting story. It's called The Mystery of the London Fog.
One day, the French artist Claude Monet came to England, who was very
I wanted to get to know this country better, and, of course, capture it on canvas
beauty, cultural masterpieces and nature at different times of the day. In London
he saw the beautiful building of the famous St. Peter's Cathedral, in which
many famous scientists and writers. Struck by its beauty, the artist decided
draw a cathedral To do this, he chose a convenient place, as it seemed to him, and began
work. And it all happened on a foggy day, because London is known around the world as
fog city. At that moment, when the artist was working, the fog was very thick, which
one could barely see the outlines of the buildings. Monet in his picture tried
convey this phenomenon. When the painting was finished, he showed it at an exhibition.
Residents of London, seeing the picture, began to laugh. "Just think, they said, came
what a Frenchie and draws all sorts of nonsense! Every child knows that the fog is gray"
What color do you think fog is? (Slide 21)
Can music be imagined and drawn?
Physical education minute. (Sk.22)
Often in our imagination we turn into heroes of fairy tales, films. Let's now try to turn into a bird. One of the most beautiful
birds - a swan: white as snow, with a long flexible neck, a golden beak.
Raise your chin up, straighten your back, straighten your shoulders. You are beautiful. Close your eyes.
The music of E. Grieg "Morning" sounds.
Let's breathe like swans - inhale, exhale. After inhaling, say to yourself: "I am a swan." Then exhale. Inhale. "I am a swan," exhale. Inhale. "I
swan" exhale. The neck of the swan is extended, the back is straight, proud. Spread your arms wide.
And now bend your knees a little, and ... straighten up sharply ... inhale and, oh, a miracle. We flew.
You can flap your wings freely. Inhale, exhale. The body is like a feather, light, we do not feel it at all. (Rise on toes up, down).
How happy and free.
Clear, blue sky around, pleasant soft coolness, silence, peace. Inhale, exhale. Below us, like a mirror, the lake shines. You can take a look and
see yourself. What a beautiful, proud bird. Inhale, exhale.
We are flying smoothly. Let's go down lower, lower, even lower ... now the forest, field, houses, people are close.
And then his feet lightly touched the ground. Stretch the neck, straighten the shoulders, lower the wings.
It was a wonderful flight! (Sit down).
In 1874 a group of young French artists organized an exhibition of their work. Look at some paintings by these artists: Claude
Monet, Camille Pizarro, Alfred Sisley. (Slides 23,24,25,26,27,28) What, in your opinion, are the characteristic features of Impressionist painting. For
convenience, I suggest you answer a few questions.
1) What writing technique prevails in these paintings: clear lines or brush strokes?
2) Are there clear contours?
3) What is the main color palette?
5) The theme of the paintings?
Put the answers to all these questions in a notebook in the form of a diagram, in the center of which, like the Sun, draw a circle, in the center of which do not write anything yet.
By the name of one of the paintings you saw, the artists began to be called the Impressionists. What do you think this picture is? Why are you so
decided?
The desire to "see music", "associate color and music" and "hear color" is as ancient as the desire of man to fly into the sky or gain
eternal youth.
Can sound even have color? One of the first Russian artist V. Kandinsky (Sl.29,30,31,32,33,34) understands that "color" in
the variety of its manifestations, the lines that develop into various geometric shapes, in itself gives rise to emotions, creates a mood.
V. Kandinsky insisted: “Yellow, included in geometric shapes, is unbearable, like the sharp sound of a trumpet; in red lies boiling and heat,
great power, reminiscent of fanfares and trumpets." Like a composer in music, Kandinsky sought to acquire the ability to freely
expressions of feelings. He created a watercolor - a random arrangement of colorful spots and lines that do not depict or designate anything. But,
looked after, the spots seem to come to life.
And even if these pictures are not clear to everyone and even mysterious, but in fact, in the unsolved art lies a huge all-consuming power.
And now, I propose to describe your impressions in syncwine. Memo of his writing on the screen (Slide 35). SubjectImpressionism. Reminds me of the rules
writing syncwine. Listens and evaluates the results of writing.
And now we move on to the next stage of our work. (Work in rows) Pictures of many impressionists are called musical. And we are now
Let's try to hear the music of Auguste Renoir's paintings. The 1st row “voices” the picture “Moulin Hue Bay”, and the 2nd row “Bath on the River”. (Slides 36,37).
The third row will try to solve the crossword puzzle (handout).
And now try to define the concept of musical painting.
Let's change our occupation and try to act as artists. Now we will listen to the musical works of Claude Debussy. I advance
I will not say the name, try to find your options.
In front of you are paints, a brush and a tile. As you listen to the piece, choose colors that reflect the essence and character of the music. Apply
paint splattered on the tile (audition "The Girl with the Flaxen Hair")
Now pick up some paper and blot your tile. You've got the color palette of your auditory impressions.
Musical impressionism arose somewhat later on the ground prepared by painting. In the work you listened to, Claude Debussy achieved
the effect of transfusion of colors without mixing timbres. (Slide 38)
The main theme of the Impressionists' work was pictures of nature, and its momentary perception. It was important to show the movement of air,
splash of water, the play of light and shadow.
Impressionist artists used pure color, trying not to mix colors on the palette and not to add black and gray tones. Izza
peculiar pictorial manner, the surface of the paintings of the Impressionists seems to be quivering, unsteady, thanks to which they managed to convey
the gleam of sunlight, the ripples on the water, the smile that flickered on the lips of a man.
Many musical canvases belong to Claude Debussy (Sk.39), a French impressionist composer. Picturesqueness is present
already in the titles of the works: “Steps in the Snow”, “Girl with Flaxen Hair”, “Moonlight”
The music of C. Debussy does not evoke such concrete ideas, nevertheless it gives the impression of vivid musical pictures.
Claude Debussy Moonlight on the Terrace (listening). Sl.40,41,42,43,44
And now, based on the reference material and your impressions, conclude what is common between the Impressionists: artists and
composers.
Suggested answer: for composers, harmony, and not melody, becomes the main means of expression, just as artists do.
paint dominates the line.
What kind of music can be called picturesque?
Let's go back to the beginning of our lesson. After viewing the Impressionist paintings, we learned that the fog was pink. Now listen to the clue
London fog. When excited Londoners went out into the street to make sure they were right and take another look at the fog, it turned out that
it was actually pink. London city of old brick buildings. Red brick dust hangs in the air and when mixed with mist,
gives it a red color.
Now let's remember the expressive means of painting
What are the expressive means of music?
Compare: expressive means in painting and music. In the paintings of the Impressionists, the main means of expression is not line, but color,
coloring. And what is most often the main means of expression in the music of the Impressionists?
In conclusion, let's sing T. Mukhametshina's song “Pick up the colors” (sl. 45) Composer Nikolai Myaskovsky said this about Claude
Debussy "... And isn't the artist who recreates wildlife in sounds a great artist, an exceptional poet?" I think you will agree with
these words
After the above, I can confidently erase the dot after the title of the topic “Drawing Music” and put an exclamation point.
Summing up the lesson. Message grades for the lesson.
Homework: choose a literary work that is consonant with the music of Debussy "Moonlight".
We draw music! (W.46)
Technological map of the music lesson
Lesson stage
Stage tasks
Teacher activity
Stage 1
motivation
Create
favorable
psychological
mood for work
2. Verification
homemade
tasks.
Examination
learned
material
last lesson
3.Stage
updating
and
fixation
difficulties
Update
basic knowledge and
ways of doing things
4. Stage
identifying
places and
the reasons
difficulties
Security
learning motivation
children, adoption
lesson objectives
Greetings, attitude. Can we
we hear the painting or see
music? Reading on the board
epigraph. To these questions we
Let's try to find answers today
but first, let's remember
the song you learned at home.
Did the song feel
completeness? Usually always in
there is a dot at the end of the song. Why
she is not here? Think.
What means of musical
expressions help us
understand and see the content
piece of music?
What do you know about M. Čiurlionis?
What is the relationship between music
fine arts and
literature on the example of creativity
Lithuanian artist composer
M.Ciurlionis?
What graphic
Do you see "melodies" here?
In what way does the picture "sound"?
What is the "dynamic"
works?
What can you say about "tempo"?
What shades gives the work
"register"?
Recall the meaning of the terms portrait,
landscape, still life.
What unites these concepts?
We remember what they are called
main genres of painting,
but I know very interesting
history. Talking about writing
paintings by artist Claude Monet
"Mystery of the London Fog".
What color do you think fog is?
Formed UUD
cognizant
nye
Regulator
nye
communi
cationic
Personality
nye
Time
in min.
2
Activity
students
welcome
teachers.
Customize to
work in class.
Perform a song
"Music" G. Struve,
I.Isakova
5
5
4
Reply to
questions.
Listening to the Sonata
sea" final
Install
associative
Communication between
artistic
images of music and
works
literature,
pictorial
art
Perceive and
analyze
musical
work for
their comprehension
artistic
content
nominate
versions
Analyze
information
Reply to
delivered
question
allocate
significant
characteristics
object
Consciously
use
speech
funds in
corresponding
Wii with
situation
be aware
their
emotions
Development
emotional
but
moral
oh
responsive
ti
be aware
their
emotions
be aware
integrity
o peace and
expound
your opinion
Corrections
make your own
opinion
expound
your opinion
Corrections
make your own
opinion
Understand
position
another
participate
in dialogue
are learning
meditate,
listen
questions and
Answer to
them.
nominate
versions
Learning new
material on
comparison basis,
analysis, synthesis
information
4.
Introduction
to the point
lesson
5.Joint
oh
opening
new
knowledge
What kind,
In 1874 a group of young French
artists organized an exhibition
their works. Look at some
paintings by these artists: Claude
Monet, Camille Pizarro, Alfreda
In your opinion,
Sisley.
characteristic
painting features
impressionists.
1) What writing technique prevails on
these paintings: clear lines or
smearing?
2) Are there clear contours?
3) What color palette is
basic?
4) Where do all the pictures take place?
5) The theme of the paintings?
By the name of one of the ones you've seen
paintings, artists began to be called
impressionists. What do you think,
what is this picture? Why are you so
decided?
One of the first Russian artists
Impressionist was W. Kandinsky.
Tells about the artist.
And now, I propose to describe your
impressions in syncwine. memo him
screen writing)
SubjectImpressionism. Reminds
rules for writing syncwine.
Listens and evaluates results
writing.
Let's move on to the next step in our
work. (Work in rows) Paintings
many impressionists are called
musical. And we are now
let's try to hear the music of the pictures
August Renoir. 1st and 2nd row
"Voicing" the painting "Moulin Bay
Gue "", and 3 row "Bath on the river".
be aware
integrity
world
development
skills
comprehend
received
information
Formed
other skills
competently
build
speech
statements
I
Having worked out
at
respectfully
about
benevolent
body
attitude
to
classmate
iqam
Define
goal,
problem
17
Build
logical
reasoning with
establishing
causally
investigative
connections
Learn to listen and
emotionally
respond to
music
are learning
meditate on
content
musical
works,
determine
funds
musical
expressiveness
express
judgments about
music
Install
associative
Communication between
artistic
images of music and
works
pictorial
art
Drafting
cluster in a notebook,
exchange of views in
steam, checking for
screen, correction with
taking into account the study
reference
material
Formulate the topic
and lesson objectives.
Writing
syncwine.
Individual
Job.
Presentation
syncwines.
Group work.
Sound
analysis
canvases.
Presentation of works and
opinion exchange.
Try to solve the crossword.
And now, based on your creativity
work, try to define
concepts of musical painting.
Let's change our occupation and
let's try to play
artists. Now we will listen
musical works by Claude
Debussy. I won't speak in advance
name try to find yours
options. There are colors in front of you
brush, sheet of paper. As
listening to a piece,
choose colors that reflect the essence and
the nature of the music. Apply paint
strokes on the sheet.
Audition "Girl with Hair"
linen colors"
Musical impressionism arose
a little later on the ground,
prepared painting. AT
piece you listened to
Claude Debussy made an impact
transfusion of colors without mixing
timbres. Talking about pictures
C. Debussy. Video sketching of paintings
nature to the music of Claude Debussy
"Moonlight".
Auditory
music perception,
implementation in color
your impressions
Presentation of their
works and opinions about
name.
Analyze
paintings looking for
manifestation
impressionism in
video sketch
Stage 68
primary
anchoring
Security
perception,
understanding and
primary
memorization
studied by children
Topics
And now, based on the reference
material and your impressions,
conclude what is common between
impressionists: painters and
composers.
What kind of music can be called
5
Work with
reference
material, make
conclusions about the main
means
expressiveness
impressionism in
painting and music
Analyze
Build
logical
reasoning with
establishing
causally
investigative
connections
expound
your opinion
Corrections
make your own
opinion
Understand
position
another
Evaluate
degree and
ways
achievements
goals
be aware
their
emotions
Having worked out
at
respectfully
about
picturesque?
Let's go back to the beginning of our lesson. After
viewing impressionist paintings
learned that the fog was pink.
Listen to the clue of London
fog. Tells.
Let's remember expressive means
painting?
What are the means of expression
music?
Compare: expressive means in
painting and music.
Let's sing a song at the end
T. Mukhametshina “Pick up
paints
Summing up the lesson.
Message grades for the lesson.
9. Stage
reflections
Initiate
children's reflection on
about
psycho-emotional
states,
their motivation
own
activities and
interactions with
teacher and others
children in the classroom.
10.Results
lesson. Ratings
per lesson
Self-esteem
results of its
activities and
the whole class
11. Homemade
exercise
Homework: choose
literary work, consonant
with music by Debussy "Moonlight".
3
2
2
Analyze
classify
Compare
Summarize
received
representation,
meet
teacher questions
on the
Compare traits
impressionism in
painting with music
draw conclusions
Performed in chorus
song.
participate
in dialogue
expound
your opinion
Corrections
make your own
opinion
benevolent
body
Arguments
exactly
evaluate
their own and
others
opinion
Development
skills
comprehend
received
information
forming 7. The organization of sounds in music around the main sound - the tonic.
Vertically:
This is the name of a musical picture created by a symphony orchestra.
The sea fascinates, the sea kills, excites, frightens, and also makes laugh, sometimes disappears, on occasion it disguises itself as a lake or piles up storms, devours ships, bestows riches, does not give answers; it is wise, and gentle, and strong, and unpredictable. But most importantly, the sea is calling.
Alessandro Baricco “Sea-ocean”
It is difficult to find in nature anything more beautiful and majestic than the sea element. Constantly changing, boundless, alluring into the distance, shimmering with different colors, sounding - it attracts and fascinates, it is gratifying to contemplate it. The image of the sea was sung by poets, the sea was painted by artists, the melodies and rhythms of its waves formed the musical lines of the works of many composers.
The symphonic poem "The Sea" was written by C. Debussy almost from nature - under the impression of the contemplation of the Mediterranean Sea and the ocean, as the composer himself admitted.
The sea wakes up (part 1 - “From dawn to noon on the sea”), sea waves gently splash, gradually accelerating their run, the sun's rays make the sea shimmer with bright colors. This is followed by "Games of the Waves" - serene and joyful. The contrasting finale of the poem - "Dialogue of the Wind and the Sea" draws a dramatic atmosphere in which both raging elements rule.
Seascape in creativity M.K. Čiurlionis - Lithuanian composer and artist, presented in sounds and colors.
In his symphonic poem "Sea" the bizarre changes in the sea element are flexibly reflected, sometimes majestic and calm, sometimes gloomy and frantic. And in the cycle of his paintings “Sonata of the Sea”, each of the 3 art canvases has the name of parts of the sonata form. Moreover, the artist transferred not only the names to painting, but also built the logic of the development of artistic material in accordance with the laws of the dramaturgy of the sonata form.
The painting "Allegro" is full of dynamics: raging waves, sparkling pearl and amber splashes, a seagull flying over the sea. The mysterious "Andante" shows a mysterious city frozen at the bottom of the sea, a slowly sinking sailboat that has stopped in the hand of an imaginary colossus. The majestic finale represents a harsh, huge and impetuous wave hanging over small boats.
The seascape is present in all existing musical genres. Displaying the sea element in music is an integral part of creativity ON THE. Rimsky-Korsakov. His symphonic picture "Scheherazade", opera "Sadko", full of beautifully crafted seascapes.
Each of the three guests in the opera "Sadko" sings about his own sea, and it seems either cold and formidable - among the Varangians, then splashes mysteriously and gently in the story of a guest from India, then plays with shining highlights off the coast of Venice.
It is interesting that the characters of the presented heroes of the opera surprisingly correspond to the pictures of the sea they painted, and the seascape created in the music is intertwined with the complex world of human experiences.
Andrey Petrov- the famous master of cinematic music. More than one generation of moviegoers fell in love with the film "Amphibian Man". In many respects, he owes his success to the music that sounds behind the scenes. The composer found juicy means of musical expression to create a picture of the mysterious underwater life with all its bright colors, smooth movements of marine life. Rebellious terrestrial sounds sharply contrast with the sea idyll.
(from 0.01 to 2.53)
The beautiful boundless sea sings its eternal wondrous song, and, picked up by the creative genius of the composer, it acquires new facets of being in music.
Only to a person who is deeply indifferent to nature, the sea can seem monotonous.
Jules Verne
paintings by artist Vladimir Fedorov
