M. Rakhmanova

Oh, V. Dybin,

N.P. Rakhmanov,

V.V. Shchetinina
Unknown near

Entertaining experiences and experiments

for preschoolers

Creative Center "Sphere"

Moscow 2002
Content

SEARCH AND RECOGNITION ACTIVITY IN THE YOUNGER GROUP

INANIMATE NATURE
WATER
Find out what kind of water

Tasks: Reveal the properties of water: transparent, odorless, pouring, some substances dissolve in it, has a weight.

Materials and equipment: Three identical containers, closed with lids: one empty; the second with clean water poured under the lid, i.e. full; the third - with water colored with liquid dye (herbal tea) and with added flavoring (vanilla sugar); cups for children.

Stroke: An adult shows three closed containers and offers to guess what is in them. Children examine them and determine that one of them is light, and two are heavy, in one of the heavy containers there is a colored liquid. Then the vessels are opened, and the children are convinced that there is nothing in the first container, water in the second, and tea in the third. The adult asks the children to explain how they guessed what was in the containers. Together they reveal the properties of water: pour it into glasses, add sugar, watch the sugar dissolve, smell it, taste it, pour it over, compare the weight of an empty and full glass.

Making colored pieces of ice

Tasks: To acquaint with the fact that water freezes in the cold, that paint dissolves in it.

Materials and equipment: Cups, paint, shelves for placement, molds, strings.

Stroke: An adult shows colored pieces of ice and asks the children to think about how they are made. Together with the children, he mixes paint in water, pours water into molds, lowers strings in them, puts them on a tray, takes them out into the street, and monitors the freezing process during a walk. Then the children take the ice out of the molds and decorate the area with them.

AIR
What's in the package?

Tasks: Detect air in the surrounding area.

Materials and equipment: Plastic bags.

Stroke: Children examine an empty plastic bag. An adult asks what is in the package. Turning away from the children, he draws air into the bag and twists the open end so that the bag becomes elastic. Then he shows the closed bag filled with air and again asks what is in the bag. Opens the package and shows that there is nothing in it. An adult pays attention to the fact that when the package was opened, it ceased to be elastic. Explains that there was air in it. Asks why the bag seems to be empty (air is transparent, invisible, light).

Straw games

Tasks:

Materials and equipment: Cocktail tubes (or lollipops), a container of water.

Stroke: Children examine the tubes, the holes in them and find out what the holes are for (something is blown in and out through them). An adult invites the children to blow into the tube, placing their palm under the stream of air, and then asks what they felt when they blew, where the breeze came from (exhaled the air that they had inhaled before). An adult says that a person needs air to breathe, that it gets inside a person when inhaling through the mouth or nose, that you can not only feel it, but also see it. To do this, you need to blow into a tube, the end of which is dipped into the water. Asks what the children saw, where did the bubbles come from and where they disappeared (this is the air coming out of the tube; it is light, it rises up through the water; when it’s all out, the bubbles will also stop coming out).

Balloon and straw games

Tasks: To acquaint with the fact that there is air inside a person, and to discover it.

Materials and equipment: Balloons, a container with water, two balloons (one inflated weakly - soft, the other strongly inflated - elastic).

Stroke: An adult looks at two balloons with children. Children play with both and find out which one is more convenient to play with and why (with the one that is more inflated, since it easily fights back, “flies”, descends smoothly, etc.). The reason for the difference in properties is discussed: one is elastic, because it is strongly inflated, and the other is soft. The adult suggests thinking about what needs to be done with the second balloon so that it is also good to play with it (inflate more); what is inside the ball (air); where the air comes from (it is exhaled).

An adult shows how a person inhales and exhales air by placing his hand under the stream of air. Finds out where the air inside a person comes from (it is inhaled).

An adult organizes games with the second balloon: he inflates it to make it elastic, lowers the balloon with a hole in the water so that the children watch the balloon deflate and air out through the bubbles. At the end of the game, the adult invites the children to repeat the experience themselves.

Blowing up soap bubbles

Tasks: Teach how to blow bubbles; to acquaint with the fact that when air enters a drop of soapy water, a bubble forms.

Materials and equipment: Plate (tray), glass funnel, straw, sticks with rings at the end, soap solution in a container (do not use toilet soap).

Stroke: An adult pours 0.5 cups of soap solution into a plate or tray, places an object (such as a flower) in the middle of the plate, and covers it with a glass funnel. Then it blows into the funnel tube and, after a soap bubble has formed, tilts the funnel and releases the bubble from under it. An object should remain on the plate under a soap cap (you can blow a few small bubbles with a straw into a large bubble). The adult explains to the children how a bubble is made, and invites them to inflate the soap bubbles themselves. Together they consider and discuss; why the bubble has increased in size (air has penetrated there); where did the air come from (we exhaled it from ourselves); why some bubbles are small, while others are large (different amounts of air).

The wind walks on the sea

Tasks: Detect air.

Materials and equipment: A basin of water, a model of a sailboat.

Stroke: An adult lowers the sailboat into the water, blows on the sail with varying strength. Children watch the movement of the sailboat. Find out why the boat is sailing, what is pushing it (breeze); where does the wind-air come from (we exhale it). Then the competition "Whose sailboat will swim faster to the other end" is held. An adult discusses with children how to blow in order for the sailboat to swim faster or longer (take in more air and exhale it strongly or longer). Then the adult asks the children why there are no air bubbles when we blow on the sail (bubbles are formed if air is “blown” into the water, and then it rises from the water to the surface).
LIGHT, COLOR
What is in the box?

Tasks: To acquaint with the meaning of light, with light sources (sun, flashlight, candle, lamp); show that light does not pass through opaque objects.

Materials and equipment: A box with a lid in which a slot is made; flashlight, lamp.

Stroke: The adult invites the children to find out what is in the box (unknown) and how to find what is in it (look through the slot). Children look through the slot and notice that the box is darker than the room. An adult asks what needs to be done to make the box lighter (open the slot completely "or remove the lid so that the light enters the box and illuminates the objects inside it). The adult opens the slot, and after the children are convinced that the box is light, talks about other sources of light - a flashlight and a lamp, which he lights up in turn and puts inside the box so that the children can see the light through the slit.He compares with the children when it is better to see, and draws a conclusion about the meaning of the light.

Magic brush

Tasks: To acquaint with obtaining intermediate colors by mixing two (red and yellow - orange, blue and red - violet, blue and yellow - green).

Materials and equipment: Red, blue and yellow paints; palette; brush; pictograms with the image of two color spots; sheets with three drawn outlines of balloons; a sample for painting, in which there are three triplets of balloons (in each triplet two balloons are painted over - red and yellow, red and blue, blue and yellow, and one is not).

Stroke: An adult acquaints children with a magic brush and invites them to paint over two balls on the sheets with contours, as in the sample. The adult tells how the paints argued about which of them is more beautiful, who to paint over the remaining balloon, and how a magic brush made them friends, suggesting that the paints should paint the remaining balloon together. Then the adult asks the children to mix paints on a palette (in accordance with the pictogram), paint over the third ball with new paint and name the resulting color. Children work sequentially (mix, paint over) on each color.

WEIGHT, ATTRACTION
Light heavy

Tasks: Show that objects are light and heavy. To teach how to determine the weight of objects and group objects by weight (light - heavy).

Materials and equipment: Cheburashka and Crocodile Gena, various objects and toys; opaque containers with sand and leaves, pebbles and fluff, water and grass; selection of a character ("heavy", "light").

Stroke: Crocodile Gena and Cheburashka choose toys that each of them wants to take with them to their friends. There are several options for choosing toys:

Toys are made from the same material, but different in size. The adult asks why Gena will take larger toys and checks the children's answers by weighing the toys in their hands;

Toys are made of the same material, but some are hollow inside, while others are filled with sand. An adult asks what toys Cheburashka will take and why;

Toys of the same size and different materials. An adult finds out who will carry which toy and why.

Then the adult invites the children to choose a "treat" in buckets that Cheburashka and Gena can deliver, and finds out: how to find out which bucket Cheburashka will be able to deliver, and which - Gena? The adult tests the children's assumptions by looking at the contents of the buckets with them.

Then it turns out that Crocodile Gena and Chebrashka are moving to a new apartment. Children determine which of them will carry which objects: they group objects on the basis of "light - heavy", taking into account the size and material.

SOUND
What does it sound like?

Tasks: To teach to identify an object by the sound being emitted.

Materials and equipment: A board, a pencil, paper, a metal plate, a container of water, a glass.

Stroke: Various sounds are heard behind the screen. An adult finds out from children what they heard and what the sounds are like (rustling of leaves, howling of the wind, a horse galloping, etc.). Then the adult removes the screen, and the children examine the objects that were behind it. Asks what items should be taken and what should be done with them in order to hear the rustle of leaves (rustle with paper). Similar actions are carried out with other objects: objects are selected that emit different sounds (the noise of a stream, the clatter of hooves, the sound of rain, etc.).

Music or noise?

Tasks: To teach how to determine the origin of sound and distinguish between musical and noise sounds.

Materials and equipment: Metallophone, balalaika, tube, xylophone, wooden spoons, metal plates, cubes, boxes with "sounds" (filled with buttons, peas, millet, feathers, cotton wool, paper, etc.).

Stroke: Children examine objects (music and noise). The adult finds out with the children which of them can publish music. Children name objects, make one or two sounds, listening to them. An adult plays a simple melody on one of the instruments and asks which song it is. Then he finds out if the song will work if you just knock on the pipe (no); what to call what will turn out (noise). Children examine boxes with “sounds”, looking into them, and determine whether the sounds will be the same and why (no, since different objects “make noise” in different ways). Then a sound is extracted from each box, trying to remember the noise of different boxes. One of the children is blindfolded, the others take turns making sounds from objects. A blindfolded child must guess the name of a musical instrument or sounding object.
HEAT
Hot - cold

Tasks: To teach to determine the temperature qualities of substances and objects.

Materials and equipment: Containers with water of different temperatures, a bath.

Stroke: Children examine containers of water. An adult offers to choose water for washing the doll, finds out what kind of water can be (hot, cold, warm); what water is needed for washing (washing with cold water is unpleasant, hot - you can get burned, you must choose warm); how to determine what kind of water is in the buckets (touch not the water, but the containers; carefully, not putting your hand on the bucket for a long time so as not to burn yourself). Together with the children, the adult finds out why the containers have different temperatures (the water in them is of different temperatures, so they are heated in different ways). Children pour warm water into the tub and bathe the doll. An adult asks the children where to get more warm water if there is not enough (pour cold water into a basin and add hot water). Children bathe dolls, observing the changes in the water. After bathing, the temperature of the containers in which there was water is checked: it is the same, since the containers quickly cooled down without water. The adult discusses this with the children.

Wonderful pouch

Tasks: To teach to determine the temperature of substances and objects.

Materials and equipment: Small objects made of wood, metal, glass (cubes, plates, balls).

Stroke: Children examine small objects made of wood, metal, glass (mirror), name them, identify materials and put the Objects in a wonderful bag. The adult invites the children to take the items out of the bag one at a time. "Cold" objects are put together and find out what they are made of (iron). Similarly, children take out objects made of wood and glass from the bag. An adult invites children to hold metal objects in their hands and determine how the objects have become (warm, they warmed up in their hands). Children exchange objects, compare them in warmth. An adult specifies what will happen to objects if they lie on a cold windowsill (they become cold). Then the children put objects made of different materials on the windowsill and check (after 5-10 minutes) how their temperature has changed (become cool, cooled down). An adult invites children to touch objects with their hands to determine if they are all equally cold. Children conclude that metal objects are the coldest; wooden - warmer.

HUMAN
Cheerful little men are playing

Tasks: To acquaint with the structure of the human body: trunk, legs, arms, feet, fingers, neck, head, ears; face - nose, eyes, eyebrows, mouth; hair.

Materials and equipment: A set of toys (naked doll, fish, any animal, bird), "wonderful bag", mirror, dummies of human body parts (torso, legs, arms, feet, neck, head).

Stroke: An adult invites children to play the game "Wonderful Bag": to find a man (naked doll) in the bag by touch. The children take turns completing the task and explain to the adult how each of them knew that it was a man (he has a torso, two arms, a head, etc.), and why he did not choose another toy (it has a tail, wings, etc.) etc.).

For emotional living and activating the examination of the body, you can conduct a musical game "Where, where are our ..." (name of body parts) and "Measuring", when children measure themselves and find out who has longer or shorter legs, arms, who is taller) ... You can also suggest the game "Show (do) what I say" (jump on one leg, show your ear, etc.).

Let's draw our own portrait

Tasks: To acquaint with the structure of the human body and the spatial arrangement of its parts.

Materials and equipment: Markers, sponges, mirrors (one large, for example in a choreography hall, and small ones), napkins, brushes, glue.

Stroke: Adult, remember the color of the eyes, hair, draw a marker around the contours of your body and its parts, face and its parts, i.e. draw your portrait on the mirror.

Fix the toy

Tasks: To acquaint with the structure of the human body and the spatial arrangement of its parts. To acquaint with the signs of gender (hairstyle, clothes, name, etc.), with the fact that a face can reflect a person's feelings (his mood).

Materials and equipment: Samples of the contour of the human body, parts of the arm, leg, foot, torso of different sizes, neck, head (with ears); images of a person's emotional states (different facial expressions); images of hairstyles; clothes for girls and boys.

Stroke: An adult asks children to fix toys that are broken; at the same time explains the need to select all parts in size, as in the sample in the form of a contour. When all the parts are selected and applied to the outline, the adult invites the children to glue them onto the sample. When choosing a head, he draws the attention of children to the fact that all faces are not the same, and finds out from them how they differ (by different moods), and how the children guessed it (along the lines of the mouth, eyebrows, etc.). The adult asks the children to choose a face, for example, funny or sad; think whether it is a boy or a girl; stick on a suitable hairstyle; pick up clothes. Give them names.

Note : leave all the dolls for further games (cut them along the contour and sign the proposed names on the back), make two wardrobes (for boys and for girls). In the future, for the development of the game, you can add furniture, dishes, etc.

Our assistants

Tasks: To acquaint with the senses and their purpose (eyes - to look, ears - to hear, nose - to detect smell, tongue - to determine taste, fingers - to determine the shape, structure of the surface), with the protection of the sense organs.

Materials and equipment: "Wonderful box" (with holes to catch the smell), which contains a lemon; box with a tambourine; "Wonderful bag" with an apple; a bag of sugar; opaque kettle with water.

Stroke: An adult invites children to recognize objects (lemon, tambourine, apple, etc.) with the help of different senses. Children say that they caught the smell of a lemon hidden in a box with their nose; they heard the sound of a tambourine in a box with their ears; they felt a round apple in a bag with their hands; They saw the opaque kettle of water with their eyes. Then the children pour the water into a transparent container and taste it with their tongue. Children do the same with sugar. An adult leads children to the conclusion that sugar can only be learned by taste, suggests putting it in water, dissolving it, and then trying the water. Children compare the taste of water with and without sugar. An adult asks how the taste will change if lemon is added to the water (it becomes sour, sweet and sour). Children add lemon, stir and taste.

An adult talks with children about the fact that people have helpers who allow a person to learn about everything in the world. Together with the children, he reflects on what would have happened if there were no assistants (sense organs), and how to preserve them (dangerous situations, rules for the protection of the sense organs).

HUMAN. MANUAL WORLD
PROPERTIES OF MATERIALS
Paper, its qualities and properties

Tasks: To teach to recognize things made of paper, to isolate its qualities (color, whiteness, smoothness, degree of strength, thickness, absorbency) and properties (crumpled, torn, cut, burned).

Materials and equipment: Writing paper, scissors, spirit lamp, matches, water containers, an algorithm for describing the properties of the material.

Stroke: Children look at paper, an adult encourages them to highlight the quality characteristics of the material by asking questions about what kind of paper it is; how to tell if it is smooth or rough, thick or thin. Children iron sheets of paper with their palm, feel it, answering questions. Then the adult invites the children to crumple a sheet of paper (crumpled); break it into several pieces (breaks); pull the edges in different directions (the integrity of the sheet is broken; therefore, the material is fragile); cut the sheet with scissors (cut well); put paper in a container with water (it gets wet). An adult demonstrates burning paper using a spirit lamp and matches. At the end of the lesson, the children together with the adult compose an algorithm for describing the properties of the material.

Wood, its qualities and properties

Tasks: Teach to recognize things made of wood; to isolate its qualities (hardness, surface structure - smooth, rough; degree of strength; thickness) and properties (cut, burns, does not break, does not sink in water).

Materials and equipment: Wooden objects, containers with water, small boards and bars, an alcohol lamp, matches, a boot knife, an algorithm for describing the properties of the material.

Stroke: An adult shows several wooden objects and asks the children what they are and what the objects are made of. Suggests to determine the quality of the material. To do this, each child receives a plate and a block, feels them, makes a conclusion about the surface structure and thickness. To reveal the properties, lowers the bar into water (does not sink); tries to break it (it does not work - it means that it is durable); drops to the floor (does not beat). An adult cuts a small figure out of a bar and draws the children’s attention to making great efforts to do this work. Demonstrates burning wood. Together with the children, he compiles an algorithm for describing the properties of the material.

Fabric, its qualities and properties

Tasks: To teach how to recognize things from fabric, to determine its quality (thickness, surface structure, degree of strength, softness) and properties (crumpled, cut, torn, wet, burned).

Materials and equipment: Samples of cotton fabric of two or three colors, scissors, spirit lamp, matches, containers with water, an algorithm for describing the properties of the material.

Stroke: Children play with dolls dressed in cotton dresses. An adult invites children to think about what the dresses are made of; what color is the fabric; what else do they know about this stuff. Suggests to determine the qualities and properties of the fabric. Each child takes a piece of fabric of the color he likes, feels it, reveals the surface structure and thickness. Crumples the fabric in his hands (crumples), pulls on two opposite edges (stretches); cuts a piece into two parts with scissors (cut); puts a piece of cloth in a container of water (gets wet); compares changes in fabric in water to wet paper (fabric retains its integrity better than paper). An adult demonstrates how the fabric burns and tears under strong tension. Together with the children, he compiles an algorithm for describing the properties of the material.

Clay, its qualities and properties

Tasks: To teach how to recognize things from clay, to determine its qualities (softness, plasticity, degree of strength) and properties (wrinkles, beats, soaks).

Materials and equipment: Clay objects, pieces of clay, water, work stands, containers, an algorithm for describing material properties.

Stroke: An adult organizes an exhibition of clay toys. After examining it by the children, he finds out what all the toys are made of; what material was used in this case; what else the kids would like to know about him. Then he offers them coasters with pieces of clay lying on them and asks what can be sculpted out of them and why. Children roll a ball (clay is soft, plastic, you can crush it: make a cake from the ball, etc.). Put a small piece of clay in a container with water and watch it soak. An adult demonstrates how a clay toy breaks easily. Together with the children, he compiles an algorithm for describing the properties of the material.

Leading Researcher. Has been working at the Institute since 1986 in the Sector (Department) of Music. Doctor of Arts, since 1997

Research interests - Russian music of different eras, from the Middle Ages to the XX century, mainly Russian music of the classical period, Russian Diaspora; Russian sacred music.

Participant of the federal project "History of Russian Art" in 22 volumes.

Awards:

Three times she received diplomas of the Institute in the competition for the best publications of the year, in particular in 2012 for the Athonite volume in the series "Russian sacred music ..."

In the past:

• Head department of the magazine "Soviet Music" / "Music Academy"
• Scientific Secretary of the Glinka State Museum of Musical Culture, 1998-2010; curator of a number of exhibitions at the Museum; editor of museum publications, including three issues dedicated to S.S.Prokofiev, two to D.D.Shostakovich, as well as M.I. Glinka, S.I. Taneev, and others.
• Editor of the "Russian Musical Newspaper" (1996-2008)
• Member of the Expert Council of the Russian Humanitarian Science Foundation (until 2011)
• An employee of the radio channel "Orpheus"

Education:

• Moscow State Tchaikovsky Conservatory (1964-1969)
• Postgraduate study at Moscow Conservatory (1969-1972)
• Thesis defense for the degree of Candidate of Science. art history "The origins of the operatic concepts of M. P. Mussorgsky", 1987
• Defense of the thesis for the degree of Doctor of Art Studies "Creativity of N. A. Rimsky-Korsakov: the experience of modern comprehension", 1997

Main publications

Monographs:

Nikolai Andreevich Rimsky-Korsakova. Moscow: Gnessin Academy, 1995.

Head of the project "Russian sacred music in documents and materials"; the project started in 1998; to date, 7 volumes in 11 books have been published.

Latest editions:

• Volume 6 (in two books): Correspondence of S. V. Smolensky with figures of Russian culture. M., 2008 and M., 2009 (67 and 45 pp.).
• Volume 7 (in two books): Athonite Expedition of the Society of Lovers of Ancient Writing. M., 2012 (68 and 41 pp.).

At present, the VIII volume of the series "Literary and Musical Heritage" by A. V. Nikolsky (directed by A. V. Lebedev-Emelin) is being prepared; work is underway on volume IX "Orthodox Church Singing of the Soviet Era".

Conference materials:

Plenary reports at the Brazhnikov Readings (St. Petersburg Conservatory and the National Library of Russia, annually, since 2000), with publication in booklets and collections of Readings.

Conferences of the Library-Fund "Russian Abroad"; report at the conference "Russian Musical Abroad" (2011) "Maxim Kovalevsky: a special way" (in print) - 2 pp.

Participation in conferences of the Pushkin House (St. Petersburg).

Lecture at the conference "Russian music: rethinking and rediscovering" (University of Darham, 2011): "Achievements and problems of Russian musical science over the past two decades" (in press).

Organizer (together with M. G. Raku) of a conference dedicated to the 100th anniversary of the death of N. A. Rimsky-Korsakov (within the framework of the "Keldyshev Readings" of the State Institute of the Arts); as a result of the conference, the collection “Rimsky-Korsakov's legacy in Russian culture” was prepared and published (21 pp. M., 2009).

Collective works:

Composer's creativity // History of Russian art in 22 volumes. T. 17: 1880-1890s M .: Northern Pilgrim. - 4 A.L. (in the press)

Church Singing of Russia from 1825 to 1880 // History of Russian Art in 22 volumes. T. 16.M .: Northern Pilgrim. - 4 A.L. (volume in preparation)

Sacred Music: A New Direction // History of Russian Art in XX Volumes. T. 18: 1900-1917 - 3 a.s. (volume in preparation)

Russian sacred music in the twentieth century; Sergei Diaghilev and the “expansion of Russian art” // Russian music and the 20th century / Ed.-comp. M.G. Aranovsky. M., 1997. - 6 A.L.

A. T. Grechaninov // History of Russian music in 10 volumes. T. 10a. M., 1997. - 6 A.L.

N. A. Rimsky-Korsakov // History of Russian music in 10 volumes. T. 7 and 8.M., 1994. - 8 p. L.

Music // Russian artistic culture of the second half of the 19th century. Picture of the world / ed. G. Yu. Sternina. M., 1991 .-- 4 p. L.

Author of programs on Radio Russia in the series Images of Russia and Paradise Lost (Russian classical and sacred music); the cycle of transmissions at the radio station "Radonezh", etc .; took part in the filming of several documentaries and television films (in particular, about S. Prokofiev, A. T. Grechaninov and the Synodal Choir).

[Bogatenkov] Yakov Alekseevich (1875, Kazan - 10.10.1941, Saratov), ​​Old Believer restorer-icon painter, director and regent, researcher of znamenny singing, publicist. B.'s family came from the Kazan Old Believers; his father, Alexei Porfirevich (future Old Believer Bishops of Ryazan and Egoryevsky Alexander), is mentioned with gratitude in the preface to S. V. Smolensky's edition "The Alphabet of Znamenny Singing (Notice of the Most Agreeable Marks) of Elder Alexander Mezents" (Kaz., 1888) for provision for work of the "excellent" znamenny manuscript of the "Joseph's text". B. graduated in 1898 from the Stroganov School of painting, in 1912 from the Archaeological Institute, under the direction of. prot. V. Metallova wrote the work "Russian spiritual poems, cants and psalms from oral tradition, handwritten sources and hook books" (a fragment of published in the Collection of works of the Ethnographic section of the State Institute of Musical Science (Moscow, 1926. Issue 1. Pp. 91-103), the location of the full text is unknown). In the 1900-1910s. B. kept an icon-painting and restoration workshop in Moscow (on Taganka, in Durny per.), Edges was awarded a large silver medal at the 1st All-Russian exhibition of icons in St. Petersburg in April. 1904 The icons painted in the workshop were kept in Old Believer churches throughout Russia; under the arms. B., wall paintings were made in Moscow Old Believer churches in the Intercession-Assumption community, in Gavrikov Lane, and in Pokrovskaya, on Novokuznetskaya Street. (paintings are partially preserved). At the State Center for Metallurgy and Metallurgy them. Glinka, the icon of St. John Damascene, holding a scroll with Russian. singing banners, written by B. as a gift to Smolensky from the Moscow Old Believers; the paintings and graphic works of B.

In the pre-revolutionary period, B. served as an instructor in Moscow Old Believer churches, including in the Intercession Cathedral at the Rogozhsky cemetery. In the 10s. XX century He was the leader of the choir at the Old Believers' Honest and Life-giving Cross of the Lord's brotherhood and organized public educational concerts with special historical programs in Moscow (including in the auditorium of the Polytechnic Museum, in the hall of the Synodal School) and in the provinces. As a rule, these concerts were accompanied by explanations of B. He wrote articles on public and church singer. problems for Old Believers publications, most often for the magazines "Church" and "Old Believers Thought", published stories from the life of Old Believers. In 1915 he wrote a review of the first performance of SV Rachmaninoff's Vespers. B. was one of the organizers of the Old Believers Cultural and Educational Society (1915), the program of which spoke of the meeting of "new Russian philosophy and Old Believer thought." He taught at the Old Believers Institute at the Rogozh community (founded in 1911) and was the head of the choir at the Institute.

After 1918, Mr .. B. participated in the restoration of the cathedrals of the Moscow Kremlin, collaborated with the Ethnographic Section of the State. in-that musical science, where he tried to create a seminar on the study of hook singing. He was repeatedly arrested (in 1919 and several times in the 1920s), including together with his father. After. served as a draftsman in various Moscow institutions and worked on the study "Materials for the study of the melodic structure of znamenny hook singing" (RSL OR; not published), cut to the present. time retains scientific value. In July 1941, Mr .. B. was arrested on charges of anti-Soviet activities, convoyed to Saratov, where he died in a prison hospital. Rehabilitated in 1956

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Komech, Alexey Ilyich \ ed. ideas \; Laschenko, Svetlana Konstantinovna \ otv. ed. \; Komarov, Alexander Viktorovich (musicologist); Felzer S. \ ed. ph. \; Fedorovsky, Fedor Fedorovich (theater artist; 14 (26) .12.1883-07.09.1955) \ author. silt. \; Vasnetsov, Viktor Mikhailovich (artist; 03/15/1848 - 07/23/1926) \ author. silt. \; Fedotov, Ivan Sergeevich (theater artist; 1881-1951) \ author. silt. \; Vrubel, Mikhail Alexandrovich (theater artist, painter, graphic artist, sculptor; 05 (17) .03.1856-01 (14) .04.1910) \ author. silt. \; Egorov, E. E. \ ed. silt. \; Tavastsherna, K. (artist) \ author. silt. \; Rimsky-Korsakov, Nikolai Andreevich (comp.; 6 (18) .03.1844-8 (21) .06.1908); Tchaikovsky, Pyotr Ilyich (comp.; 25.04 (07.05) .1840-25.10 (06.11) .1893); Glazunov, Alexander Konstantinovich (comp., Conductor, teacher; 08/10/1865-21/03/1936); Taneev, Sergei Ivanovich (comp., Pianist, music scientist, teacher; 11/25/1856-19.06.1915); Lyadov, Anatoly Konstantinovich (comp., Conductor; 29.04 (11.05) .1855-15 (28) .08.1914); Arensky, Anton (Anthony) Stepanovich (comp., Pianist, conductor, teacher; June 30 (July 12) .1861–12 (25) .02.1906); Belyaev, Mitrofan Petrovich (philanthropist; 02.22.1836-04.01.1904); Wagner, Richard (German comp., Conductor, music writer, theater worker; 05/22/1813 - 02/13/1883); Balakirev, Miliy Alekseevich (comp.; 12.21.1836-16.05.1910); Lyapunov, Sergei Mikhailovich (comp.; 18 (30) .11.1859–08.11.1924); Ippolitov-Ivanov, Mikhail Mikhailovich (comp.; 11/19/1859 - 01/28/1935); Kalinnikov, Vasily Sergeevich (comp.; 1866-1900); Mussorgsky, Modest Petrovich (comp.; 09 (21) .03.1839-16 (28) .03.1881); Grechaninov, Alexander Tikhonovich (comp.; 10.25.1864-03.01.1956); Safonov, Vasily Ilyich (conductor, comp.; 25.01 (06.02) .1852-14 (27) .02.1918); Zabela-Vrubel, Nadezhda Ivanovna (opera singer; 20.03 (1.04) .1868-21.06 (4.07) .1913); State Institute of Art Studies (Moscow); Moscow Private Russian Opera (Moscow) (1885-1904)
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