Examples of phonograms
How to Teach Phonograms (+ 3 FREE Printable Games!)
by Marie Rippel
Understanding phonograms is vital to your child’s success in reading and spelling—but the thought of teaching them may seem intimidating. Fear not! Phonograms are actually very simple to understand and easy to teach.
Let’s start with a quick definition.
What Are Phonograms?
A phonogram is a letter or combination of letters that represent a sound. For example:
- CK is a phonogram that says /k/ as in clock.
- S is a phonogram that says /s/ as in sat or /z/ as in has.
- OY is a phonogram that says /oi/ as in boy.
The word phonogram comes from Greek and is literally translated as the “written symbol for a sound.”
Why Should You Teach Phonograms?
Simply put, phonograms make learning to read and spell much easier!
Take a look at the word past. If you pronounce the word slowly to hear the individual sounds, you will hear four different sounds: /p/–/ă/–/s/–/t/. For each sound, we can write down a phonogram. This 10-second video shows exactly how this is done.
That was an easy example, but the same principle also applies to multisyllable words. Here’s the word winter.
As you can see, your child doesn’t need to remember w-i-n-t-e-r as a random string of letters. Instead, he can just segment the word and represent each sound with a phonogram.
Listen to the Phonograms with Our Free App
Just click a button below to hear the correct pronunciation of the phonograms.
(If you are on a slow internet connection, there may be a slight delay. The downloaded version of the app will not experience this delay.)
You can download the free app on your computer, tablet, or phone here.
The button colors match the colors of our letter tiles to reinforce learning, and the phonograms are arranged in logical groupings, matching the labels provided with the letter tiles.
Phonograms Are Like Building Blocks
Phonograms are the building blocks of almost every English word. In fact, a study of 17,000 words showed that the vast majority of words follow the regular phonogram sounds. Only 3% of the words are completely irregular (such as said and of).1 This means that there are very few words that must be learned through repetition and rote memorization.
Since phonograms represent sounds, the number of letters in a word doesn’t necessarily correspond to the number of phonograms.
Here are some examples:
How to Teach Phonograms
If you’ve been hanging around our blog for a while, you know by now that we teach everything very incrementally, step-by-step. It would overwhelm most kids to have to learn all the phonograms at once, so we teach just a few phonograms at a time. Once your child has mastered those, we introduce a few more.
Flashcards (known as Phonogram Cards) are an efficient way to teach and review the phonograms, and we include them right in the All About Reading and All About Spelling programs.
The front of the card shows the phonogram. This is the side you show your student.
The back of the card has information for you, the teacher. It shows the sound of the phonogram, along with a key word.
If you are using All About Reading or All About Spelling, these steps are included right in the lesson plans.
- Show the Phonogram Card.
- Demonstrate the sound.
- Have your student repeat the sound.
- After several repetitions, see if the student can say the sound without your prompting.
The goal is to flip through the flashcards and have your student say the phonograms without pausing to think.
Organizing Your Phonogram Review Cards
To stay organized, sort the Phonogram Cards behind three dividers:
- “Review” divider: Cards that your child is currently learning go here.
- “Mastered” divider: This is where you’ll put the Phonogram Cards that your child knows inside and out.
- “Future Lessons” divider: This is the parking spot for cards that haven’t been presented yet.
And this is important: after your child knows the phonograms, don’t forget to review! Quickly flip through a handful of cards at the beginning of every lesson to keep them fresh in your child’s mind.
Download These 4 Free Printable Games to Practice Phonograms
There’s no better way to review phonograms than by playing a game! Choose one of these games (or all four!) to make practice time go by more quickly.
Try Not to Moo
Try Not to Moo is an effective and super silly new way to practice phonograms that makes review time extra me-moo-rable! Designed to be used in conjunction with All About Reading or All About Spelling, this activity can also be used independently.
Get instant access to Try Not to Moo!
Swatting Phonograms
If your phonograms review and practice sessions are falling a little flat, here’s a great hands-on activity that you can slip in whenever you have a few extra minutes. It’s so much fun your child might not even realize he’s practicing!
Check out our super fun (and kind of gross) Swatting Phonograms activity!
Fun with Phonograms
Playing games is a great way to reinforce learning with children, and our easy-to-assemble printable game boards give you five different ways to have fun with phonograms! It’s as easy as 1-2-3—just download, print, and play!
Get instant access to Fun with Phonograms!
Phonogram Jungle Bingo
It’s easy to review phonograms when you have a great game to play! And who doesn’t love a good game of Bingo? Just print our jungle-themed bingo boards and grab your phonogram cards.
You’re ready to go!
Download the PDF for Phonogram Jungle Bingo!
The Bottom Line for Teaching Phonograms
With phonograms, reading and spelling are much easier! Here are a few things to keep in mind:
- An understanding of phonograms is vital to your child’s success in reading and spelling.
- Phonograms are simple to understand and easy to teach.
- Tools like the Phonogram Cards, the Phonogram Sounds App, and simple games are a great way to help your child master the phonograms.
- Review is essential!
Was this post on phonograms helpful to you? Let me know in the comments below! And then download our “20 Best Tips for Teaching Reading and Spelling” for even more great information!
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1. Hanna, P.R., Hanna, J.S., Hodges, R.E., & Rudorf, H. (1966). Phoneme-grapheme correspondences as cues to spelling improvement. Washington, DC: United States Office of Education Cooperative Research.
A Helpful Guide For Parents
Phonograms are the foundation of your child’s reading and spelling success. But what resources do you need to teach them to your child?
While phonograms sound like an intimidating literary concept, they are actually relatively easy to teach and for kids to understand. All you need is a clear plan to get started, and that’s what we’ll help you with in this article.
However, before sharing our effective learning tips with you, let’s start by evaluating what a phonogram is.
What Are Phonograms?
Phonograms are the letters or combinations of letters that represent a sound. Think of letter combinations such as oy, ck, th, and ch. These are common phonograms that you’ll often come across in the English language.
When a child doesn’t know these letter combinations and the sounds they make, it becomes challenging to write or spell correctly. But when they understand them, they know that “oy” makes an /oi/ sound (e.g., boy), “ck” makes a /k/ sound (e.
g., pack), and so forth.
There are also letters that give different sounds depending on the word. For instance, “s” is a phonogram with an /s/ sound in some words (e.g., sing) and a /z/ sound in other words (e.g., has).
The Importance Of Learning Phonograms
Phonograms are an important pre-literacy skill. They are the building blocks of words because they help make reading and spelling much easier.
Let’s take the word cat as an example. For a child learning to spell, they will usually pronounce the individual sounds (i.e., phonemes) of the word: /c/-/a/-/t/.
This is fairly easy. So, let’s take things up a notch with the word talk. A child who understands phonograms doesn’t need to separate each letter of the word. Instead, they will pick up on the /alk/ sound and then be able to spell the word correctly: /t/-/alk/.
This is an essential skill because many words, especially longer ones, can be formed more quickly by remembering that certain letter combinations make certain sounds.
For example, we don’t pronounce the word holiday by going /h/-/o/-/l/-/i/-/d/-/a/-/y/. Sure, you can, but there are 26 letters in the English language. Imagine how much time you’d spend sounding out each letter of every word you want to spell.
A much better strategy is to focus on segmenting the word by phonograms: /h/-/o/-/li/-/day/. Understanding phonograms makes spelling and reading fluently much easier and more efficient.
And a child who understands phonograms may have a better chance of correctly spelling words they are unfamiliar with. For example, when a child can spell winter, they have a better chance of spelling sister, mister, enter, after, etc.
Phonogram Vs. Phoneme
When many people think of phonograms, they often mistake them for phonemes. They both involve the individual sounds that make up a word, so they must be pretty much the same, right?
While their concepts may be closely related, there are fundamental differences between the two. Let’s take a look.
What Is A Phoneme?
A phoneme is the smallest unit of sound in our spoken language. We have 44 phonemes in the English language, and we combine these individual units of sound to make words.
For example, from the five-letter word light, we only hear or pronounce three individual sounds: /l/-/i/-/t/.
How’s This Different From A Phonogram?
A phonogram, on the other hand, is a visual symbol that represents a speech sound. So, from the above example, the /igh/ part of the word has the /i/ phonogram.
In total, there are 75 basic phonograms in the English language. We commonly use around 49 of them, some of which include /igh/, /dge/, /oo/, /dger/, /th/, /sh/, /ch/, and /ph/.
As highlighted above, these are the building blocks of reading and spelling, so the more familiar children are with these sounds and letter combinations, the more comfortable they will be when reading and spelling.
Here are a few tips to help your young learner grasp these concepts at home.
Tips For Teaching Phonograms At Home
1) Start Simple
There is no perfect pace for teaching phonograms. Some children may master the concepts and skills very quickly, while others may need a little more time.
No matter where your child is on their learning journey, the best approach is to start with a few and build from there.
For example, introducing three to five phonograms at a time could be a great starting point. Once your child gets comfortable with those, you can then move on to the next three to five, and so forth.
Since there are so many, it’s OK to set the goal of introducing a certain amount each week. However, if your young learner hasn’t mastered the ones you taught them last week, give them as many days as they need before progressing to new phonograms.
This will keep them excited about learning and prevent them from becoming overwhelmed. Don’t worry about a specific timeline; they will eventually get the hang of it!
2) Read Together Regularly
Here at HOMER, we’re huge fans of early childhood reading. Not only do books expose children to incredible worlds and help with cognitive and language development (and so much more!), but reading also plays an essential role in helping children get more familiar with phonograms.
Whenever your child is reading and comes across a word they’re unfamiliar with, remember to pause and go back to the basics of phonemes and phonograms. Help them sound out the letters and letter combinations.
You can also reinforce a phonogram by highlighting other similar words your child might know. For example, if they’re learning the /ch/ sound, remind them of words they may know, such as chair, chips, chat, child, etc.
With the above tips in mind, here are a couple of activities to make learning phonograms at home fun.
Phonogram Activities
1) Phonogram Simon Says
What You’ll Need:
- 8 Index cards
- Marker
- 8 single-letter phonograms
- Crayons
What To Do:
Start by writing down eight phonograms (one on each card) with your child. As you’re writing, say the sound the letter or letter group makes. Then, have your child decorate each card in fun ways.
Once you’re done making your cards, stand on one side of the room and have your child stand on the other side. Then, hold up a card and say, “Simon says make the sound!”
If your child pronounces the phonogram correctly, they take a jump toward you. If they don’t, they have to jump backward. (Note: If there’s no room for them to go backward, they can stay put.)
The goal is for your child to reach you before the deck is done!
Tip: If your child is still mastering individual letter sounds, you can play this game with single-letter phonograms instead of letter groups.
2) 52 PickUp, With A Twist
What You’ll Need:
- The same index cards from Sound-Letter Simon Says (and more if your child is ready).
What To Do:
To start playing, toss the cards in the air. Then, have your child go around the room and say the sound for every letter or phonogram that is facing up.
If they can make the sound correctly, they get to keep that card. Any cards they cannot pronounce go back to the deck. Then, it’s your turn (feel free to fake it a bit here).
Take turns going back and forth until all the cards are picked up. The person with the most cards wins!
3) Feel The Letter
What You’ll Need:
- Magnetic or foam letters
What To Do:
Start by asking your child to put their hands behind their back. Then, place a magnetic or foam letter in one of their hands and have them feel its shape.
To get a point, your child needs to tell you the letter. And to get a bonus point, they need to tell you the sound that letter makes. You and your child can take turns guessing to make it a fun competition!
Remember to keep things fun. For example, if your young learner gets a phonogram wrong, simply correct them and move on without stressing too much. The point of this game is to practice, and repetition is a great way to solidify phonogram knowledge.
One Phonogram At A Time
Working with your child to master phonograms can be a fun journey!
When practicing, remember to start simple by introducing just a few phonograms at a time before moving on to more. In addition, reading regularly together will also help reinforce all the language rules your child is learning.
While there are many phonograms to master, try not to focus on how quickly your child is grasping them. Instead, build their confidence around each set you introduce, and they will make a little progress each day.
Armed with all these skills, they’ll soon be able to spell accurately (most of the time) and read fluently. Just wait and see!
For more on helping develop your child’s reading and spelling skills, check out our Learn & Grow app.
Author
PHONOGRAM - What is a PHONOGRAM?
The word consists of 10 letters: first f, the second o third n, the fourth o fifth g, sixth p, seventh a, eighth m, ninth m last a,
The word phonogram in English letters (transliteration) - fonogramma
- The letter f occurs 1 time.
Words with 1 letter f
- The letter o occurs 2 times. Words with 2 letters o
- The letter n occurs 1 time. Words with 1 letter n
- The letter d occurs 1 time. Words with 1 letter g
- The letter р occurs 1 time. Words with 1 letter p
- The letter a occurs 2 times. Words with 2 letters a
- The letter m occurs 2 times. Words with 2 letters m
Meanings of the word phonogram. What is a phonogram?
Phonogram
Phonogram (from the Greek φωνή - sound and γράμμα - record) - a record stored on an audio medium. The general definition of a phonogram should be distinguished from the definition in copyright and related rights law, where a phonogram is any...
en.wikipedia.org
Phonogram (from the Greek. phone - sound and ... gram), signalogram obtained as a result of sound recording.
TSB. — 1969—1978F. classification is carried out mainly according to the following criteria: physical phenomena, on the basis of which the recording is carried out ...
PHONOGRAM (from the Greek phone - sound and ... gram), a recording medium with sound vibrations recorded on it. Depending on the method of sound recording, a phonogram is distinguished: mechanical (on a plastic disk), magnetic (on magnetic tape) ...
Modern encyclopedia. - 2000
Passion phonogram
"Phonogram of Passion" is a romantic thriller directed by Nikolai Lebedev. Prize "Nika" in the nomination "Best work of a sound engineer" (2010) Special prize to Nikolai Lebedev and Evgeny Mironov for the best producer debut - "Cut!" (2010)...
en.wikipedia.org
Phonogram (linguistics)
Phonogram (sound mark) - a grapheme corresponding to a phoneme or a combination of phonemes, for example, as letters of the Latin alphabet or Japanese kana.
en.wikipedia.orgContrasted with the logogram. Phonetic writing (phonography) consists of phonograms.
Phonogram copy
A copy of a phonogram is a copy of a phonogram on any material medium, made directly or. indirectly from a phonogram and including all or part of the sounds ...
Levonensky V. Law of Belarus. - 2002
A copy of a phonogram - according to the legislation of the Russian Federation - a copy of a phonogram on any material carrier, made directly or indirectly from a phonogram and including all sounds or part of the sounds recorded in this phonogram.
Dictionary of financial terms
A copy of a phonogram - according to the legislation of the Russian Federation - a copy of a phonogram on any material carrier, made directly or indirectly from a phonogram and including all sounds or part of the sounds recorded in this phonogram.
glossary.ru![]()
Phonogram producer
Producer of a phonogram - a person who has taken the initiative and responsibility for the first recording of the sounds of a performance or other sounds or representations of these sounds. In the absence of evidence to the contrary, a person is recognized as the producer of a phonogram...
en.wikipedia.org
Phonogram producer
PHONOGRAM MANUFACTURER - a natural or legal person who takes the initiative and responsibility for the first sound recording of a performance or other sounds ...
Director's guide. — 2004
Phonogram producer - a natural or legal person who takes the initiative and responsibility for the first sound recording of the performer or other sounds .
Copyright Law Dictionary..
Producer of a phonogram - a natural or legal person who has taken the initiative and responsibility for the first sound recording of a performance or other sounds...
Dictionary of communication terms
PHONOGRAM MANUFACTURERS
PRODUCERS OF PHONOGRAMS - in accordance with the legislation of the Russian Federation, individuals or legal entities that made or ordered the first sound recording of any work.
Dictionary of legal terms. - 2000
PHONOGRAM MANUFACTURER
PHONOGRAM PRODUCER - in accordance with the legislation of the Russian Federation on copyright and related rights - an individual or legal entity that has made or ordered a new sound recording of k.
Dictionary of Economics and Law. - 2005-l. works.
Sound recording
Soundtracking is a technique in which sound recorded separately (phonogram) is synchronized with the movements of the performers on stage. In music, a “backing track” (slang. “backing track”) is distinguished - recording a separate accompaniment ...
en.wikipedia.org
Russian
Phonogram, -s.
Spelling dictionary. — 2004
Examples of the use of the word phonogram
According to the diplomat, the information that the singer allegedly used a phonogram is "quite symptomatic."
Let's say how not to break the heel on the stage or what to do if the light suddenly turns off, the phonogram ends or not on time.
The phonogram is dying, because now the CD has actually died.
- Words from the word "phonogram"
- Words starting with "f"
- Words that start with pho
- Words ending in "a"
- Words with "ma" at the end
- Words starting with fon
- Words that start with phono
- Words ending with "mma"
- Words ending with "amma"
- phonic
- phonasthenia
- background
- phonogram
- phonographic
- phonography
- phonograph
Article: Methods of using phonograms in the educational process
Many teachers of music schools of various specialties faced the same problem - the student attends the lesson, fulfilling all the requirements of the teacher, and when he comes home, he forgets about all the nuances associated with the work, and performs on it a completely useless work from a musical point of view. This problem arises for the reason that during independent studies there is no control over the student in the person of a professional who could direct his work activities in a more correct direction. And parents are often not experts in the musical field, so they cannot help their child in this area. In this case, phonograms carry the role of a kind of "controller" for the student's educational activities. Listening to the accompaniment, the child has the opportunity to approach the lessons in a more artistic way, along the way remembering all the comments of his teacher and immediately correcting all the necessary nuances.
In the age of modern technology, when almost every person, regardless of age and occupation, has a smartphone, tablet, laptop and other mobile devices with which you can easily play an audio recording, the introduction of "backing tracks" into the educational process is not so difficult . Playing music with accompaniment to the "minus" performs the following tasks:
- use for practical purposes of the knowledge and skills that were acquired during classes in the specialty;
- improving the musical taste of students;
- development of musical ear and sense of rhythm;
- work on performance discipline;
- increasing the level of attention;
- observance of clarity and accuracy in the field of rhythm, tempo, strokes, dynamics, etc. ;
- the formation of a sense of performance responsibility, which is expressed in the best learning of one's own part in the work.
Before proceeding to this performing method, it is necessary to begin direct work on a piece of music, the first stage of which is the theoretical and practical analysis of the composition (character, structure).
Further, it must be remembered that when preparing to play to a phonogram, the student must have a good idea and, most importantly, know his composition in all details. While playing to the phonogram, the student should not get confused in the musical text, must perform dynamic shades as accurately as possible, use all the indicated strokes, keep the desired tempo, etc. a piece in a lesson with an accompanist, that is, to use a more traditional form of training in a specialty.
An important means of expression when referring to this technology is the strict observance of the metro-rhythmic tendencies of the composition. Thanks to the metrorhythm, the student has the opportunity to perform his solo part in sync with the phonogram. The slightest discrepancy with the recording will immediately reveal the nuances associated with non-observance of the meter-rhythmic features of the work and with the imperfection of the student's technique in this area. Therefore, when learning a composition, one should dwell in more detail on the issues of meter and rhythm.
Due to the fact that young musicians have some difficulties with the feeling of a strong beat in a measure, I propose a technique for the vocal performance of the part, which the student will have to play in the future. For the successful completion of this kind of task, an accompaniment is taken, under which students can sing their instrumental parts. The result of the application of this vocal technique in the framework of the lessons on the instrument is the development of a sense of rhythm and a strong metric beat.
Various methods of vocal performance can be used. For example, the technique of solfegging one's own instrumental part acquires useful properties when a student sings a melody with note names. This technique allows the student to better understand the material with which he will work in the future. The second important stage will be the singing of the main part with the help of traditional vocalization on any chosen syllable or with a closed mouth. This technique will also help the student work out the musical material, better analyze and remember it.
At the first stage of working with a piece, the importance of tempo organization should be emphasized. A correctly chosen tempo will be able to most accurately convey all the shades of the musical character and figurative sphere. The student must understand what tempo is best for him to choose for this particular work and use his performing powers to achieve professional sounding at this particular tempo. While playing to the backing track, the student learns the art of self-control, since at such moments it is most important to hit the recording in a single beat. An important moment of performing technique in any musical ensemble has always been a joint, synchronous and so-called "played" sound, when all the members of the team hit all the beats as accurately as possible. By tradition, in the ensemble, the musician responsible for the performance of the main parts unobtrusively shows the rest of the performers the beginning of the work, all the necessary slowdowns, accelerations, withdrawals and final sounds of the composition. While playing to the “backing track”, the student should focus primarily on his feelings, “catch” in the recording every moment that goes beyond the boundaries of a clear metro-rhythmic and tempo format. To do this, it is advisable for the student to listen to the phonogram several times, which will later become his accompaniment, and note for himself the various nuances that arise in the course of the work.
When the work is fully learned, all the elements and means of musical expression have been worked out in detail, it is possible to proceed to the stage at which the teacher gradually introduces audio recordings into the training sessions. First, if you have the necessary resource, you can turn on the “plus” phonogram, where the main voice of the musical instrument has already been recorded. The following performing practice is being worked out - playing under the recording in unison. When performing a work in the specified format, it is necessary to observe the very synchronicity of sound, already mentioned earlier. Playing in unison with another performer requires great skill from the student, and if his part is also recorded on audio media, then the complexity doubles. However, this form of work on a work, in my opinion, is also productive, because, firstly, the student is guided by the exemplary performance of his part and, secondly, he develops the performing technique, learning the art of "teamwork" not only with accompaniment, but and with a solo timbre. To achieve a positive effect, the teacher must select records with high-quality and professional performance to show to his students. This type of work helps students develop performing independence, as they have the opportunity to fully engage not only in the classroom with an accompanist and a teacher in their specialty, but also at home.
You can arrange a kind of home concert by performing your part to the accompaniment of an accompanying piano. In addition, performing to the soundtrack can become an interesting concert number at events where it is not possible to use the piano, let alone the “live” composition of an ensemble or orchestra.
The project "Brassbook.ru" involves the production of a soundtrack for the educational process - recording in the studio under a metronome. Users of the site, in turn, can speed up or slow down the accompaniment, raise or lower the soundtrack using a special player. Such a "backing track" will be relevant primarily during homework, since in this case various changes in tempo are avoided, which ensembles and orchestras allow in a "live" sound as part of the performance of a piece of academic tradition. On the one hand, classical compositions - both chamber and orchestral formats - often go in different tempo notations, and this shows the "liveness" of the performance, all the emotional expressiveness of the musicians involved in the instrumental group. However, for students who are just starting their musical journey, that emotionality and sensuality that leads to constant tempo shifts can become an obstacle to learning such a form of work as playing to a phonogram. In addition, do not forget about such an important aspect as instrumental losses. When a young musician learns his own part, the center of his increased attention is located only within the framework of his melody. Often, students do not even have the slightest idea what the accompanist is performing. Working with phonograms allows you to achieve the effect of maximum listening, when the student listens to the accompaniment parts, which helps him to get to know the work in more detail, not only from the side of the soloist.
Another major development of the Brassbook.ru project is not just recording a soundtrack in its entirety - from beginning to end, but dividing the recording into many separate fragments or segments. This technology allows the student to work out a certain moment in the work, without spending time searching for the necessary fragment, scrolling through the entire backing track. In this aspect, there is also a positive feature of the method of creating phonograms within the framework of the project. However, the method of using phonograms in the conditions of the project is implemented only within the framework of homework. It is better not to introduce "backing tracks" as a stage performance of the work. The fact is that during the performance, the student experiences some emotional discomfort caused by excitement, and all his thoughts and fears will be connected with not going beyond the sound and tempo set by the phonogram. In this case, the artistic component of the composition is lost, and the work acquires the features of a constructive, “dry” composition, the main purpose of which is “not to fly out” from the phonogram. The “backing track” is already pre-recorded blanks, and if suddenly during the performance the student gets excited and at some point makes a mistake, the automated phonogram will simply follow on, leaving the student alone with his performing nuances.
When performing a work with an accompanist, such difficulties can be avoided, since a competent and professional accompanist will be able to support the student, no matter what mistake he makes. This point is an indicator of the negative side of working with phonograms. In addition, the teacher must remember that one should not overdo it with playing to the "backing track", otherwise the student's ability to perform works with "live" accompaniment may atrophy. Since the phonogram clearly regulates all the means of musical expressiveness - tempo, rhythm, dynamics - and always sounds the same, the student, with repeated repetition of his part exactly to the phonogram, can get used to such a mechanized sound of his program. And at the moment when a student needs to perform a composition together with an accompanist, he can simply get confused, because the accompanist will not be an automatic repetition of accompaniment, his performance will be more musical and expressive. Therefore, it is better not to abuse this method in the framework of educational activities in music schools.
Phonograms should become an assistant during homework, and not a complete substitute for "live" accompaniment.
Our project seeks to increase students' learning motivation in the following ways: firstly, it is an update of the forms of work on a work. The phonogram is perceived by the young generation of students as a more modern “product” of musical activity, which means that the working capacity and emotional responsiveness of musicians increase during classes. Secondly, our project helps young talents to better prepare for professional public activities, which include a large number of performances on stage. Constant and close work with the phonogram format gives the student the opportunity to feel like a real artist. In addition, learning musical works to the "backing track" speeds up the work process, which means that you can quickly compile material for the musician's concert repertoire.
In order to work with phonograms to be really effective, I propose to follow a number of stages: - carrying out a theoretical and practical analysis of the work in the lesson, which the student has taken “to armament” in terms of learning;
- the process of learning a composition and performing a work should take place in a lesson with an accompanist - that is, use more traditional forms of work during lessons in a specialty;
- singing the solo part before its direct execution on the instrument. This stage is due to the fact that many students are not always properly oriented in the meter-rhythmic features of the piece. To facilitate the process of understanding these expressive means in music, the student is invited to solfegge the melody;
- the process of introducing phonograms during classes should occur gradually. It is better to start with a recording in the “plus” format, where there is already a recorded part of the solo instrument. Thus, the student will be able to listen to an exemplary example of the performance of the same composition, and also during the first playbacks under the record, he will have the opportunity to focus on a more standard version of the performance;
- for successful self-study of a student to a phonogram, it is useful to divide the recording into many separate fragments or segments. So the student will be able to work out those sections of the work that require adjustment.
Conclusion
In today's educational space, such a form of representation of a musical work as a phonogram is gaining more and more attention from both teaching staff and students. A phonogram in the plus track format can be used as a demonstration of a sample of the solo part, and a teacher can actively introduce a back track during training sessions in the process of working on a work. Since phonograms are becoming an effective means of making music in the field of educational disciplines, the question arises of the need to create a large number of “backing tracks” of various works specifically for such a solo musical instrument as a trumpet. If for vocalists there is a fairly wide range of "backing tracks" of compositions of any style and genre categories, then for wind instruments in quantitative terms it loses to vocals in many respects. And those presented phonograms for wind instruments, which can be found in the public domain in various Internet communities, amaze teachers with the low quality of recording and arrangements. Therefore, the Brassbook.ru project, which sets as its main task the creation of a large number of phonograms for brass instruments, and at the same time of high quality, is currently gaining more and more scope in the sphere of the “client base”.
