The history of the development of musical computer technologies. "Modern technologies in the work of the musical director of a preschool institution"

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Atlasova Elena Andreevna, musical director of ANO DO "Planet of Childhood" Lada " kindergarten №194 "Kapitoshka" Tolyatti

Music occupies a special, unique place in the education of preschool children. This is due to the specifics of this type of art, and the psychological characteristics of preschoolers. Music is called "mirror of the human soul" , "emotional awareness" (B. M. Teplov), "model of human emotions" (V. V. Medushevsky): it reflects the attitude of a person to the whole world, to everything that happens around and in the person himself. Primary musical education is designed to play a very important role in a person's life. important role. "Early emotional reaction allows children to be introduced to music from the first months of life, to make it an active assistant aesthetic education» - wrote N.A. Vetlugin.

Musical education in the understanding of society has ceased to fulfill only a narrowly specialized role: learning to play musical instruments and acquiring musical knowledge. Its main and most important goal is the development of personality and thinking through music lessons, the education of a professionally oriented music lover. “Whoever the child becomes in the future - a musician or a doctor, a scientist or a worker,” writes the famous Austrian composer and teacher K. Orff in his methodological guide called "Schulwerk" , - the task of the teacher is to educate in him creativity, creative thinking. In the industrial world, man instinctively wants to create, and this must be helped. But the instilled desire and ability to create will affect any area of ​​the child's future activities.

"The program of education and training in kindergarten» edited by M.A. Vasilyeva, V.V. Gerbovoy, T.S. Komarova provides for the development of children in the process of various activities: musical ear, singing voice, dancing skills, playing children's musical instruments. Along with the existing goals and objectives, there are others that meet the urgent needs of the child. The most significant of them can be defined as follows:

• the creation by the music director of conditions that provide opportunities for each child to express their individual abilities when interacting with music;
• creative development of the natural musicality of the child;
• release of primary creativity, creation of conditions for spontaneous creative manifestations;
• assistance in the formation inner world and self-knowledge (emotional and mental development and psychocorrection).

A person has an aesthetic need for emotional-motor self-expression, the most adequate way to satisfy it psychological science considers musical and creative activity. Understanding the essence and meaning of musical education in modern world under the influence of various sciences about man, it gradually shifts towards understanding it not as additional, but as necessary. Today we are talking about the fact that the musical and creative education of a person, the development of his natural musicality is not only a path to aesthetic education or a way of familiarizing with the values ​​of culture, but very effective method most different abilities people, the path to their self-realization as individuals.

New approaches to music education also require the use of completely different, most effective pedagogical technologies in the development of children's musicality. Acting as a specific type of human thinking, music has the main function - the function human communication. In this perspective, the true role and purpose of music lies, as L. S. Vygotsky writes, in "balancing the body with the environment." In this context, the main thesis of the pedagogy of music education in recent decades looks justified: "A music lesson is an art lesson." This implies the dominance of the spiritual-practical, creative, individual attitude of a person to the world in such lessons, which makes the authoritarian approach and the teaching methods corresponding to it unacceptable. The formation of such an attitude is possible in the conditions of upbringing by creativity, i.e., organization artistic activity children as a trinity of listening to music, performing and creating it. Thus, turning to music as a means of educating a growing person is based on an understanding of the essence of this type of art, called by B. V. Asafiev "the art of intoned meaning." The main purpose of music, which organically combines everything social functions with a leading communicative function, is to organize the artistic communication of children. And musical creativity, in fact, should be a joyful, exciting activity, open up the possibilities for children to communicate through music. As M. Montaigne wrote: “Where there is benefit for children, there should be pleasure for them” .

The fundamental issue of the pedagogy of music education, which is relevant to different stages its development - how to interest and captivate a child with music, requires bringing to the fore those teaching methods that allow children to understand and feel that music is an integral part of their life, a phenomenon of the world created by man. This justifies the predominance of integrated teaching methods, which are a specific fusion of general pedagogical and special methods of musical education and upbringing. Introduction to art musical training- a very individual occupation associated with a unique self-determination of the individual. Therefore, the path to music must be justified from the point of view of a person, and proceed from him. In this regard, choosing the forms and methods of work of musical and artistic activity, it seems necessary to direct them to the development of children:

• ability to sense perception of the world, its observation
• associativity of artistic thinking
• expressiveness of intonation: speech, vocal, plastic, instrumental sense of rhythm: temporal, spatial, plastic, musical;
• the ability to distinguish and reflect by artistic means large - small, high - low, approximation - removal, light - dark, bright - dim, light - heavy, warm - cold, loud - quiet, fast - slow, smooth - jerky, simultaneous - sequential, good - evil
• palettes of expressive movements, sounding gestures, onomatopoeia, colors own voice, ways of elementary music-making, artistic and visual activity
• joyful, complicit, playful attitude.

The constant search for answers to questions that arise in the course of work on the musical education of children pushed me to get acquainted with various methods and practices of colleagues and researchers. Methods and developments of T. Borovik, A. Burenina and T. Sauko, T. Tyutyunnikova, O. Radynova, M. Kartushina, constant reading and study of professional periodicals "Music Director" , "Hoop" , "Preschool Education" - all this, of course, turned out to be very interesting and useful for me, expanded my professional horizons and was reflected in practical activities. In the technologies of these methods, the following are obvious:

• close relationship between age-related child psychology of development and educational and musical activities
• developed by T. Borovik practice of the theory of the intonation nature of music
• ideas of elementary music-making by K. Orff
• techniques for developing contemplation, participation, compassion in children
• giving the music director the opportunity to look for his own style work, modify methodological preferences, experiment in musical pedagogy and delight yourself with communication with children and music.

“The system of formation and development of perception and intonation, created by T. Borovik, can rightfully be called universal. Techniques for activating artistic and associative representations related to the integrity of speech, musical and sound images and expressive movements are equally useful for music teachers of all specialties to know and use, since their common goal is the development of musical (intonational) thinking of a student,” wrote M. M. Berlyanchik, Professor, Doctor of Art History, Honored Art Worker of Russia, his impression.

The innovative technologies of musical education of children are based on collective activities that combine: singing, rhythmic speech, playing children's musical instruments, dance, impromptu movement to music, voicing poems and fairy tales, pantomime, impromptu theatricalization.

The forms of development of musicality that I use in practice are:

Communicative dances

The involvement of the child in the process of making music lies through the creation of an atmosphere of acceptance of each other and emotional and mental liberation. Here, communicative dances are indispensable assistants, the use of which solves the following problems:

• development of communication skills
• work on the sense of form
• development of motor coordination
• developing a sense of rhythm.

Coordination outdoor games (musical and speech)

Such games on a large scale (through the whole body) give a sense of musical dynamics, tempo, performance stroke, speech and plastic intonation, which is their musical content.

These games are permeated with the idea of ​​coordination, which acts in them as a motor "accompaniment" , stimulates the development of dexterity, accuracy, reaction, brings up ensemble coherence.

finger games (musical and speech)

The value of finger games in the context of the development of children's musicality lies in the fact that they are the first experiences of performing artistry, in which the nature of the performance is actually intoned, enriched with rhythmic and sound modulations. colloquial speech. Work on texts with gesture drawings also contributes to the activation of abstract and figurative-associative thinking. Finger games are original and interesting because they are a miniature theater where the actors are fingers. The text is not literal reflected here: a certain gestural and semantic symbolism "calling" to its interpretation and interpretation. finger games

• develop muscles, fine motor skills, tactile sensitivity
• anticipate consciousness, its reactivity (due to the speed of change of movements)
• increase the overall level of organization of the child.
• aimed at developing a sense of rhythm, dictional motor skills of speech, expressive speech intonation, coordination of movements.

Rhythm declamation to music

Rhythmic declamation is a synthesis of music and poetry. It can be defined as a musical and pedagogical model in which the text is not sung, but is rhythmically recited. However, the performance of rhythmic recitation is distinguished by a clearer pronunciation and exaggerated intonation. At the same time, the poetic sound fabric interacts with the patterns of musical durations and pauses, which greatly enhances the emotional effect of listening and, undoubtedly, is an important developmental factor for the child. The removal from singing in rhythmic recitation is connected, on the one hand, with the simplification of the intonation process (easier and more natural for a child to speak), and on the other hand, it is aimed at developing the mechanisms of intonational thinking, where musical ear interacts with speech. Until the child hears how he speaks and learns to control his speech, it is difficult to hope that he will be able to sing correctly and expressively.

Sound games

In working with games with sounds, I conditionally single out the following areas:

• sounding gestures and music of my body
• noise instruments (traditional and homemade) and music born from noise.

Type games "Listen to yourself" allow children to feel the joy of discovering that nature has endowed man with a huge variety of sounds. They can be reproduced using the capabilities of one's own body. (voice, hands, feet, lips) as a unique and original instrument. The child's understanding of the close connection between himself and nature is the main goal of the game.

Elementary music making

In musical activities with children, I consider it necessary to use children's musical instruments, primarily noise instruments, since these instruments are simple and most accessible to children. given age. In addition, they constitute the most attractive thing for young children in music. But this form of work on the development of musicality is not limited to the use of traditional noise instruments. In modern musical technique it is the study of sound and the knowledge of the World by children through sound, the creation of a different image of a wide variety of everyday objects that are being developed more and more. They are the members of an amazing orchestra!

Communication of children with primary instruments develops:

• musicality
• timbre hearing
• subtlety of perception
• associativity
• artistry.

All of the above forms can be combined to one degree or another and be present in one model. They can be discarded or supplemented by the teacher, depending on the goals and objectives. The model, being transformed, modified, enriched, remains in the repertoire for a long time. Such methodical modeling of the material is very valuable: for children it is "familiar person" (song, rhythmic recitation, game), which is pleasant to repeat, but in a new, unfamiliar version. Such variation prolongs the life of not only the model, but also the method, expanding its boundaries and opening up new opportunities for pedagogical creativity. The existence of models allows for many solutions, depending on the musical and pedagogical fantasy of the music director, the level of musical and general development of children, their artistic preferences. Important and necessary is the ability of the teacher to inspire children to play, to create a playful atmosphere of fairy tales, riddles, adventures, secrets, magic. This requires artistry, intonation-speech, plastic, mimic expressiveness, the ability to immerse children in different emotional states.

Use of these innovative technologies and methodical forms in practice, it allows to achieve the following results:

• manages to create an atmosphere of joyful communication, high spirits and harmonious self-awareness at music lessons, holidays
• children are active and liberated, fear and uncertainty gradually disappear in their actions
• manages to interest children, does not have to resort to coercion
• children learn elementary musical knowledge, develop musical and creative abilities, learn about themselves and the world in the process of playful, joyful and natural communication with music, without unnecessary "coaching" and tedious memorization; learning tasks are carried out along the way, the tasks of education and development are predominant
• the music director is in constant creative search; the process of creating new variants of models and the joyful response of children bring pleasure and feeling "recoil" .

LITERATURE

1. Vetlugina N.A., Keneman A.V. Theory and methodology of musical education in kindergarten. - M: Enlightenment. 1983
2. Barenboim L.A. The system of musical education K.Orff. M.-L., 1970
3. Borovik T.A. Ways of pedagogical creativity. Musical director. - M.: LLC Publishing House "Educating a Preschooler" . 2004 #1 p.9-25, #2 p.18-33, #4 p.29-41, #5 p. 23-28, No. 6 p. 9-14.
4. Tyutyunnikova T. Elementary music making - "familiar stranger" . Preschool education. 1997 No. 8 p.116-120, 2000 No. 5 p.133-141.
5. Burenina A. Communicative dance games for children. - St.P.: Leningrad Regional Institute for the Development of Education. 2004
6. Bogodyazh O. Innovative technologies in the development of musicality of preschoolers.

The modern world is constantly changing, and our children are changing with it. Today, there is no doubt that modern children are very different not only from those described in their writings by Ya.A. Kamensky and V.A. Sukhomlinsky, but also from their peers in recent decades. And this happened not because the nature of the child himself has changed - life itself has fundamentally changed.

Informatization of the education system makes new demands on the teacher and his professional competence. The teacher should not only be able to use a computer and modern multimedia equipment, but also create their own educational resources, widely use them in their pedagogical activities, taking into account the individual and age characteristics of children.

Education can be productive only when the needs of modern children are incorporated into its content, and the process of education and upbringing is carried out taking into account their characteristics, potential and capabilities. And for this, the teacher must be modern. Based on the characteristics of modern children, the teacher should be able to develop and use innovative technologies of upbringing and education in his professional activities, create conditions in which the child will show cognitive initiative, develop his imagination and creative abilities, and satisfy his need for self-realization.

A combination of traditional teaching methods and modern information technologies, including computer ones, can help the teacher in solving these problems. Use of information and communication technologies, development of own multimedia projects, educational, methodological, gaming aids and their implementation in practical activities allows the teacher to improve the quality of the organization of the educational process, make the learning process interesting, and the development of the child effective, opens up new educational opportunities not only for the child, but also for the teacher himself.

In the practice of a musician-teacher, the use of information and communication technologies opens up huge opportunities. Colorful educational presentations, videos, multimedia aids help to diversify the process of introducing children to the art of music, to make the meeting with music more vivid and exciting. Classes using information technology not only expand and consolidate the acquired knowledge, but also significantly increase the creative and intellectual potential of students.

As the main goal of using information and communication technologies in music classes, one can consider the activation of the cognitive and creative activity of students.

The use of information and communication technologies in music education and upbringing of children also solves a number of important tasks:

• increasing students' motivation for learning;
• development of students' interest in independent creative activity; activation of the creative potential of students;
• increasing students' interest in musical culture;
• enrichment of methodological possibilities of the organization joint activities teacher and students, giving it a modern level.

The use of information and communication technologies in the process of music education and upbringing stimulates the development of thinking, perception, and memory of students; allows you to make educational material more accessible for perception; expand the conceptual range of the covered musical topics; contributes to the improvement of the assimilation of educational material. The use of information and communication technologies in music education helps to form the skills of active perception of music, enrich the musical experience of children, instill in them knowledge, which in general is an important prerequisite for enriching the musical culture of students.

Information and communication technologies can be included in all types of musical activities of students. There are many forms of modern didactic materials that a teacher-musician can create with the help of information and communication technologies. These didactic materials contribute to the optimization of the educational process, make classes rich, interesting and informative. So, let's consider these forms of didactic materials in more detail.

multimedia presentation

Presentations allow you to enrich the process of emotional-figurative cognition, make you want to repeatedly listen to a piece of music, help you remember the piece of music offered for listening for a long time, visual perception studied objects allows you to quickly and deeply perceive the material presented. Presentations are indispensable when introducing students to the work of composers, in this case, bright portraits, photographs attract the attention of children, develop cognitive activity, and diversify the impressions of children.

At the end of the presentation, test or creative tasks are possible, which are performed both in writing and orally. In the case of oral assignments, discussions, discussions, comparison of different points of view are possible, which will lead to the main conclusion on the topic, that is, to the children's awareness of the artistic and pedagogical idea of ​​the lesson.

• Demonstration of video fragments of operas, ballets, musicals, documentaries, etc.
• The video fragment should be extremely short in time, and the teacher needs to take care of providing feedback to the students. That is, video information should be accompanied by a number of developmental questions that cause the guys to have a dialogue, comment on what is happening. In no case should students be allowed to become passive contemplatives.
• Virtual Tours museums of musical instruments, museums-apartments of composers.
• For development musical ability For students, the teacher can use special multimedia musical and didactic games. They in an accessible, attractive form contribute to the development of modal, timbre, dynamic hearing, a sense of rhythm.
• When mastering theoretical information, it is appropriate to use multimedia projects, teaching aids, demonstration materials created using information and communication technologies, for example, a poster-illustration, a poster-diagram. Transferred to digital format, they will undoubtedly be convenient for frequent use. They can be demonstrated in the course of explaining the material; can be printed and distributed to students as a handout visual material.
• Such a type of musical activity as singing also involves the use of information and communication technologies. Thus, the condition for expressive singing is the students' understanding of the musical image of the song, understanding the meaning of its text. Assistance in solving this problem can be provided by the creation of a file cabinet of electronic illustrations and presentations for various songs. When working on the quality of song performance, sound extraction, diction and other elements of vocal and choral sonority, you can use videos With participation of children: the performance of a song by children is recorded on a video camera, then this recording is viewed and discussed with students together.
• When teaching a child to play a musical instrument, presentations-concerts can be used to get acquainted with a musical instrument and the specifics of its sound.
• It is also possible to use Internet resources for students to complete homework, development and application of new test items taking into account the technologies of student-centered learning, as well as the implementation by students creative tasks using information and communication technologies.

In conclusion, I would like to note the importance and necessity of using information technologies by a teacher-musician. This helps to increase students' interest in learning, increase the effectiveness of learning, develops the child comprehensively, activates parents in matters of musical education and development of children.

For a teacher, Internet resources significantly expand the information base in preparation for classes, connected not only with the world of music, but also with the world of art in general. And the ability to use a computer allows you to develop modern didactic materials and effectively apply them.

The use of information and communication technologies is not the influence of fashion, but a necessity dictated by the requirements for modern education.

The use of computer technology makes it possible to make a musical lesson attractive and truly modern, to individualize learning, to objectively and timely monitor and summarize learning.

List of used literature

1. Beloborodova V. Methods of musical education. - M.: Academy, 2010.
2. Dmitrieva A., Chernoivanenko N. Methods of musical education at school. - M.: Academy, 2011.
3. Zakharova I. Information technologies in education. Tutorial for higher textbook Institutions. - M.: "Academy", 2008.
4. Klarin M. Pedagogical technology in the educational process. - M.: Education, 2009.
5. Selevko P. Modern teaching technologies. – M.: Enlightenment, 2010.
6. Shtepa V. Computer training programs in music lessons. – M.: Enlightenment, 2011.

Internet resources

"Modern technologies in the work of the musical director of a preschool institution."

Prepared by: Alyokhina E.V., musical director of the SP GBOU secondary school, Novodevichye village, Shigonsky municipal district, Samara region

On present stage development, there are changes in educational processes: the content of education becomes more complicated, focusing the attention of preschool teachers on the development of creative and intellectual abilities of children, correction of emotional-volitional and motor spheres; for changing traditional methods come active methods training and education aimed at activating cognitive development child. In these changing conditions, a preschool teacher needs to be able to navigate the variety of integrative approaches to the development of children, in a wide range of modern technologies.

New approaches to music education require the use of the most effective modern technologies in musical development preschooler.

The work of a music director in a preschool educational institution at the present stage is filled with new content - to raise a person capable of independent creative work, an active, searching person. Music is a source of special children's joy, and the use of various pedagogical methods solves the most important task of early musical education of children - the formation of the leading component of musicality - development of emotional responsiveness to music. In order to solve the main task of developing the musical education of preschoolers, I use new programs and technologies in my work in various types of musical activities.

What's happened pedagogical technology? This is a tool that allows a teacher, a musical director of a kindergarten, to effectively (with a high probability of receiving desired result) solve the problems of their professional activities.

The use of a computer in the preschool allowed me to significantly revive the joint educational activities with kids. Computer technologies expand the possibilities of a musical director in presenting musical and didactic material provided for by the educational program of a preschool institution. It is very important that the music director, using ICT, has the additional possibility of transferring to children visual information. Music lessons with the use of ICT enhance the cognitive interest of preschoolers in music, activate children's attention, as new motives for mastering the proposed material appear. In such classes, children are more active in the joint discussion of a piece of music. The musical lesson becomes more meaningful, harmonious and productive.

The tasks of musical education are carried out through several types of musical activities: listening to music, singing, musical and rhythmic movements, musical and didactic games, playing children's musical instruments.

I include the means of new information technologies in all types of musical activity.

So, in the “Listening to Music” section, I use computer presentations that I either create myself or find on the Internet. They allow you to enrich the process of emotional-figurative cognition, cause a desire to repeatedly listen to musical composition, help to remember the piece of music proposed for listening for a long time. Presentations are indispensable when introducing children to the work of composers, in this case, bright portraits, photographs attract the attention of children, develop cognitive activity, and diversify children's impressions.

Singing occupies a leading place in the system of musical and aesthetic education of preschool children. This type of activity also involves the use of new information technologies. So, the condition for good diction, expressive singing is understanding the meaning of the words, the musical image of the song, so I created electronic illustrations for various songs that require explanations for the text. For example, in the song “Winter has passed”, the children do not understand the meaning of the words “groove”, “ravines”, in the song “Solnechnaya drops” we clarify the concept of “drops”, so I suggest looking at the illustrations for the song, which help to understand the meaning of words.

The use of ICT when performing musical and rhythmic exercises, various dances helps children to accurately follow the instructions of the teacher, expressively perform movements.

Quality execution dance compositions promotes viewing of special video discs, for example, "Dance School for Children + Children's Multidisco" for children from 2 years old. The process of learning dances using instructional videos becomes exciting and takes less time than with verbal explanation of dance movements and exercises. I widely use the CD for the computer: Programs. Planning. Abstracts of classes. Music in DOW.

I also conduct musical and didactic games using colorful voiced presentations, such as “Guess the sound of a musical instrument”, “Who came to visit us? "Music House", "Guess the Melody", etc. The principle of constructing such presentations: the first slide is the task, the next one is to check the correctness of the proposed task.

When learning to play children's musical instruments, I use video recordings of concerts of a symphony orchestra, a Russian orchestra folk instruments, solo sound of various instruments; I explain what an orchestra, a group of instruments is, introduce the profession of a conductor. After watching the videos, children have an interest in the harmonious performance of music on children's musical instruments, the correct sound extraction.

Videos make it interesting, bright and understandable for preschoolers with different types arts such as theater, ballet, opera.

The practice of working with preschoolers in a preschool educational institution shows that the use of computer technology contributes to the disclosure, development and realization of the musical abilities of a preschool child.

We introduce health-saving technologies in our garden. Musical education in our preschool educational institution simultaneously solves the problems of maintaining the health of children.

In kindergarten we use such types of rehabilitation as:

breathing exercises;

articulation gymnastics;

speech with movement or word games.

Breathing exercises:

Corrects violations of speech breathing, helps to develop diaphragmatic breathing, helps to develop strength and proper distribution of exhalation.

At the beginning of training, the main task is to learn how to breathe correctly. I devoted special attention to this section, moving forward, periodically returning to it, repeating breathing exercises, as a warm-up exercise before singing. In the classroom, a set of exercises for setting breathing should be used:

Respiratory gymnastics contribute not only to the normal development of the voice, but also serves to protect it from diseases.

Examples of breathing exercises:

"Fluffs" - light exhalation, as if blowing off a fluff;

"fly" or "bee" - a sharp exhalation.

"little hamster" - puff out your cheeks, open your teeth and quickly roll the air;

“Tprunyushki” - we exhale air with force, copying the snorting of horses.

Examples of articulation gymnastics:

work with the tongue (bite the tip of the tongue, chew the tongue alternately with the left and right lateral teeth, click the tongue in different positions, stretch out the tongue, roll into a tube, etc.);

with lips (bite the bottom and upper lip, protrude the lower lip, giving the face an offended expression, raise the upper lip, opening the upper teeth, giving the face a smile expression), massage the face from the roots of the hair to the neck with your own fingers.

· Protrusion of the tongue to failure with successive biting of the tongue from the tip to an increasingly distant surface.

Biting the tongue with the side teeth;

Biting the inner surface of the cheeks;

Circular movements of the tongue between the teeth and cheeks;

· Tsokonye and clicking tongue and many others.

"Yawn". Yawning is easy to artificially induce. So call several times in a row as gymnastics for the throat. Yawn with your mouth closed, as if hiding your yawn from others.

"Tube". Pull out the lips with a tube. Rotate them clockwise and counterclockwise, stretch your lips to your nose, then to your chin. Repeat 6-8 times.

"Laughter". While laughing, put your hand on your throat, feel how tense your muscles are. Similar tension can be felt during all the previous exercises. Laughter can also be artificially caused, because from the point of view of muscle work, it does not matter if you are laughing for real or just saying "ha-ha-ha". Artificial laughter will quickly awaken high spirits.

Exercise "Toad Kwak"

Exercise for the muscles of the soft palate and pharynx

Kvaka's toad has risen with the sun - they stretch, arms to the sides

Yawned sweetly. - children yawn

Chewed juicy grass - imitate chewing movements,

Yes, I ate some water. - swallow

She sat on a water lily

She sang a song:

"Kwa-ah-ah-ah!" - pronounce sounds abruptly and loudly

Quee-ee!

Qua-a-a-a!

Kwaki's life is good!

Speech with movement or games with the word:

stimulates the development of speech;

develops spatial thinking;

develops attention, imagination;

Develops speed of reaction and emotional expressiveness.

Game-exercise "The bear has a big house"

Goal: development of imitative movements

The bear has a big house - the children rise on their toes, their hands pull

up.

The bunny has a small house. - children squat down, hands

lowered to the floor.

Our bear went home - they walk like bears, waddling.

And behind him is a hare. - jump on two legs - "bunnies".

Musical and recreational work:

raises the level of development of musical and creativity children;

stabilizes emotional well-being every child;

raises the level speech development;

reduces the level of morbidity;

stabilizes physical and mental performance in all seasons of the year, regardless of the weather.

Music for a child is a world of joyful experiences. I open the door to this world for him, help him develop his abilities, and above all emotional responsiveness. The use of advanced technologies and methods in the complex of music lessons by me ensures the versatile development of the child's personality due to the close relationship between aesthetic education and moral, mental, and physical education. When using all kinds of musical activities available preschool age, the creative possibilities of the child, the harmony of musical and aesthetic education is achieved, and, consequently, the decision The main goal of my work as a music director is to teach children to love and understand music.

Pedagogicaltechnologies in music education

Bayzhaeva Umit Mukhamyrkyzy

Music teacher

KSU School No. 181 of the city of Almaty, Kazakhstan

Modern society in the context of socio-cultural transformations and global informatization imposes fundamentally new requirements on the quality of school education in general and on the professional training of teachers in particular. Requires a specialist high level development of intellectual and creative potential, with scientific culture thinking, with the formed competence in the field of information and communication technologies. Expanded informatization and computerization educational process forces a modern teacher to be ready to use information and computer technologies in teaching his subject.

But the success and effectiveness of their application in teaching can only be guaranteed if the teacher has a broad outlook and owns software tools, both general and educational, is able to determine the place of ICT in the methodological system of teaching the subject.

We bring to your attention a pedagogically new approach to teaching children musical literacy, focused on modern child, brought up heavily influenced by computer logic and aesthetics and television. The basis of the perception of such a child is visual information, visual impressions, and the motivation for learning is interest, not necessity. It became possible to offer new technologies for teaching music in general education school is a music computer. Computerization of music education can become, on the one hand, the necessary motivation of a modern child to various types of learning activities On the other hand, such training allows you to expand your understanding of the possibilities of information and computer technologies and be both a means of learning and a means for revealing and educating creative abilities, for satisfaction and self-realization through the art of music. The educational music computer program can be used in various ways. Such a program for a musical computer in a general education school makes it possible to attract the maximum number of children to the field of music, regardless of their level of musical abilities, to become the leading method of musical activity, a public way of playing music.

Music should teach you to freely and directly express your feelings in sounds and sympathize with all the voices and all the calls that only sound in the world ... Art should approach each age in a form corresponding to its understanding and skill, for everyone should become his own property, his in his own language... Having become accustomed to speak freely, move, hear, see, act, the child in his life will be without embarrassment, it will be easy to use these skills to fulfill his creative will, he will know the way to give an outlet to this will... Through art must to bring up the creative will of children, their will to action; where, listening, watching or performing works of art made by others, children should, as it were, create them again, internally experience that strong will and that strong feeling that this work created ... This direction of aesthetic education is not at all like teaching art in the old school , where children were taught only to listen, look and fulfill what was planned, to agree with what was done before them, to accustom their taste to old, conventional models ... ". Theoretical knowledge and methods that characterize new technologies in music education, using the example of modeling the artistic and creative process, allow the music director to achieve the main goal - to form the student's idea of ​​​​the activities of the Musician - composer, performer, listener - as a high manifestation of human creativity, as a great work souls as the highest need for the transformation of man and the world.

Each class has children with different personalities. nervous system: some are balanced, but with a faster or slower reaction to the environment, others are easily excitable, impulsive, others are especially sensitive, shy, with a reduced reaction, requiring great attention and a careful gentle approach.

the main task music teachers - careful education of the voice of each student, enrichment of his natural timbre, teaching aesthetically beautiful vocals, and as a result, the complex development of the musical abilities inherent in a person (listening to music; writing essays; vocal and choral work, which involves various methods of work in the lesson: staging a song, singing "karaoke";

game moments).

A personality-oriented approach to teaching at music lessons contributes to the disclosure of the child's individuality, which finds its expression in the nature of thought processes, memorization, attention, in the manifestation of initiative, creativity. When learning new material, each child discovers different interests and uses his knowledge in different ways.

At the present stage of development of pedagogical thought, the personality-oriented way of teaching is innovative and increases the efficiency of the educational process.

In addition, today the school faces an important task is to create conditions for maintaining the health of students, i.e. development of measures for health saving, introduction of health saving technologies in the educational process.

History has left many facts testifying to the successful use of the therapeutic possibilities of musical art since ancient times.

Health-saving technologies include pedagogical techniques, methods, technologies, the use of which in the educational process benefits the health of students and which do not cause direct or indirect harm.

Music exists in our life as a living knowledge and representation of a person about himself, as a means of self-knowledge and self-expression. The perception and understanding of music lies in the sensation of its ligaments, muscles, movement, breathing. The main emphasis is placed on introducing children to the works of high musical art.

The perception of music, its performance and creation are the main forms of not only musical perception, but also musical psychotherapy. In essence, every music teacher is a natural psychotherapist who changes the mood and worldview of his students with the help of musical art.

For example, some melodies really have a strong therapeutic effect. Singing cheerful songs helps with heart ailments, promotes longevity. Doctors have found that stringed instruments are most effective for heart disease. The clarinet improves the functioning of blood vessels, the flute has a positive effect on the lungs and bronchi. But Mozart's melodies have the greatest effect on a person.

Music therapy can be an effective method of treating school neuroses, which today are increasingly affecting students, both in the process of obtaining education and in modern life at all. current school must help society by all possible means to solve these problems. In this regard, the possibility of a music lesson as a means of implementing health-saving technologies seems to be unique.

Thus, each music teacher, using modern innovative technologies in teaching in the conditions of modernization, discovers new interesting opportunities in professional activities, thanks to which the teacher will have a job, and for his students, learning will become more joyful and exciting.

Methodological development "The use of music and computer technologies in the activities of a music director"

A modern educational institution needs a teacher who owns all the capabilities of a modern computer sound “canvas”. A music director who knows information technology in the same way as a piano keyboard is able to captivate children with various forms of working with the musical repertoire, not only thanks to their vocal abilities, academic knowledge, but also computer technology. Obviously, the technical principle should not suppress either the teacher or the pupil of the artist-creator with a delicate ear for music and uncontrollable imagination.
Not every teacher who uses ready-made multimedia tools in his practice is satisfied with their quality, construction, management, level of content, etc. educational process is in high degree individual, requiring differentiated approach depending on a large number of variables.
Therefore, a preschool teacher, a music director, who thinks quite freely and creatively, should be able to independently prepare multimedia material for classes, holidays, etc.
Along with the traditional musical instruments that music education is focused on, music-computer technologies (MCT) with a wide range of possibilities are becoming more widespread. A musical computer becomes indispensable in the activities of a composer, arranger, musical designer, music editor and is increasingly used in teaching. These technologies open up new opportunities for creative experimentation, expanding the musical horizons, the artistic thesaurus of students, and this makes learning to master them especially relevant.
New information technologies focused on modern music education create conditions for the training of a musical figure who, in addition to traditional musical disciplines, owns a musical computer as a new musical instrument.
The most important areas of application and development of ICT today are:
MCT in professional music education (as a means to expand creative possibilities);
MKT in general education(as one of the learning tools);
ICT as a means of rehabilitation of people with disabilities;
ICT as a section of the discipline "Computer Science", "Information Technology";
MCT as a new direction in the education of technical specialists, associated, in particular, with the modeling of elements of musical creativity, sound-timbral programming, which leads to the emergence of new creative technical specialties.

Use of MCT in music education preschool organization solves the following tasks:
1. Significantly intensify the development of musical ear and thinking, which is due to their intensive learning capabilities based on the integration of logical-perceptual forms of activity. Understanding the Elements musical language occurs with the help of sensations and visual representations, which complements the possibilities of verbal communication. Non-creative forms of teacher's work are transferred to the computer, which makes it possible to demonstrate
2. expressive possibilities of harmony (primarily constructive logic), observe the patterns of musical morphology and syntax, simplifies the acquisition of orientation skills in the intonation-semantic plane, hearing and understanding the content-figurative plan, contributes to the convergence of educational material with artistic practice, and finally enriches the timbre the hearing of pupils, their ideas about the colorful and multidimensional quality of sound;
3. Musical training programs can be widely used in those cases when intensive restoration of skills is required after a long break in training or when it is necessary to quickly and firmly form special musical skills.

USE OF MULTIMEDIA PROGRAMS IN THE EDUCATIONAL PROCESS

When creating a multimedia program, it is necessary to clearly imagine for whom and for what it is being created. The content of information slides can be compiled on any topic curriculum subject, or be of a developmental nature for lesson and / or extracurricular activities.
A multimedia program is a combination of dynamics with reasonable amounts of transmitted information. This is a synthesis of computer technologies that combines sound, video clips, information, still and moving images. Unlike video films, they need a much smaller amount of information to be transmitted.
The creation of multimedia programs, telecommunications projects involves the development of a script, concept, directing, editing, editing, sound design (if necessary).
To create a multimedia program, first of all, a script is developed and the sequence of presentation of the material is determined, taking into account the percentage of use of the text, visual and sound range. It is quite obvious that it is not practical to create a multimedia program including only textual information. Such material can be prepared within the framework of the program Microsoft Word. When searching for information, you can use links to collections of educational sites, sites with a selection of images.
When selecting material for a multimedia program, it must be remembered that we are talking about the creation of such information that will flow and grow in dynamics as the student progresses in the proposed material. This is especially important when individual training, when the user can stop, write down the main thing for him, go back to clarify concepts and move on (such options are provided).
It must be remembered that the presented material is a capacious presentation of the accumulated material, where the textual presentation is often replaced by symbols, tables, diagrams, drawings, photographs, reproductions.
Selected video and sound for your program.
All this provides the user with the most comfortable conditions for the perception of the material. Multimedia elements create additional psychological structures that contribute to the perception and memorization of the material.
Benefits of music lessons using multimedia presentations in the Power Point program:
- the use of animation and surprise moments makes the cognitive process interesting and expressive;
- children receive approval not only from the teacher, but also from the computer in the form of pictures-prizes, accompanied by sound design;
- a harmonious combination of traditional means with the use of presentations in the Power Point program can significantly increase the motivation of children to study.

Designing classes using multimedia technologies is a completely new direction in the activities of a teacher, and it is here that you can apply all the accumulated experience, knowledge and skills, creativity. Classes conducted in schools using electronic publications educational direction, will be remembered by children for a long time. At the same time, of course, the role of the teacher, which cannot be replaced by any computer, remains the most important in the education of musical taste.
Summarizing all of the above, we can conclude that the creation and use of multimedia lesson scenarios is one of the promising areas for the use of information and communication technologies in schools. However, it is necessary not to forget about the scientific nature, expediency, logic of presentation of multimedia information.

Educational interactive games with triggers

What is a trigger? A trigger is an animation tool that allows you to set an action on the selected element, the animation starts on click.
It is the use of triggers in educational presentation games that makes them interactive.
Consider the algorithm for recording animation time using a trigger.
1. We will select the necessary pictures and think over the questions, if any. It is better to rename the names of the pictures to convenient ones before placing them in the presentation. The object of animation and triggers can be both pictures and text objects with which, according to the plan, the action will take place.
2. On the slide, place the objects to which the animation and trigger will be applied. Think about the content of the use of animation, for example:
Selection: Rotate or Resize;
Travel paths: Direction of travel or Draw custom path. (Fig.1)
Important: Do not take animation Entrance

3. Bind the animation effect to the object so that it starts on the slide on click. We want the object to disappear when clicking on incorrect answers, for example, and when clicking on the correct answer, it will increase with a sound signal. To do this, select the object or “click” the arrow next to the effect in the task pane (circled rectangle) to open the drop-down menu and select the Time command (Fig. 2).

In the open window, activate the Switches button, it is responsible for the operation of the trigger. Select - Start effect on click. Attention! Select from the list on the right required an element from the proposed options for animation effects created by us. (Fig.3).
After this action, we will see the word “trigger” above the object in the Animation settings task area (Fig. 4). The trigger has been created.

When showing a presentation, the arrow cursor on the object with the trigger turns into a palm cursor.
4. Repeat all actions with the remaining objects.
5. You can check yourself in the Animation Settings: each object with the same name has an animation, a trigger and a music file (if any).
6. Now let's set up the objects for the appearance of sound. Attention! The sound file must be small! Insert a sound (applause, etc.) through the menu Insert - Sound - select the desired file (from a file, from the organizer of clips, own recording) and play the sound on click (Fig. 5).

Drag the sound to the desired object. We set the microphone icon to invisible mode (Fig. 2) (Effects parameters - Sounds parameters - Hide the icon during the show, set V).
7. Adjust the sound: select the "sound" object or "click" the arrow next to the sound in the animation area (circled rectangle) to open the drop-down menu, and select the Time command (Fig. 2).
8. Attention! (Fig.6)

Beginning - After the previous one.
Start effect on click - find the object with which the music will sound.
9. Add a button to go to the next slide. We select in the menu Insert - Shapes - Control buttons (Fig. 7). We draw below (the cursor became +) the selected figure. The Action Settings window opens.

10. Perform the Action settings (Fig. 8): On mouse click - Follow the hyperlink - Select the slide to go to in the window that opens - OK.
11. When the presentation is shown, the arrow cursor on the Control button turns into a palm cursor, just like on the object with a trigger.
Applying triggers is not always convenient, for example, to WordArt objects. In them, only the surface of the letters is active and it is difficult to get into it with the cursor. In such cases, the method of transparent triggers is used, when the trigger is assigned not to the object itself, but to a transparent figure superimposed on this object.
1. Insert menu - Shapes - select, for example, a rectangle and draw it on the WordArt object. Select it, right-click and select the "Shape Format" line: Fill - Color white, transparency 100%; Line color - No lines.
2. We apply animation to the WordArt object, and in it - a trigger to the object. The surface of the rectangle is active, which means it is easier to hit it with the cursor.
For some games, it is convenient to use moving triggers, for example, “shooting” at a moving target, “Bubble Pop”, etc.
- Objects start moving automatically when changing slides: Animation Paths of movement - Start of the first object On click, subsequent ones - With the previous one.
- Add animation to objects. The speed of the object movement in Animation is set (Fig.3) in the Time tab.
- To prevent unintended slide transitions when you accidentally click past during the game, uncheck the “On click” slide change and set a control button or an object with a hyperlink to the next slide.

A hyperlink is a highlighted object (text or picture) that is linked to another document or location within that document and responds to a mouse click.
First, we create the required number of slides: we recommend using themes or layouts "Title Only" or "Blank Slide".
To create one level of an interactive game, we need three slides (one - with a task; the second - with the value of an incorrect answer and returning to the slide with the task; the third - with the value of the correct answer and moving to the next level) (Fig. 9).

On the slide with the task we place objects that we will link with a hyperlink to another slide (place in the document)
Select the object, go to the "Insert" tab, select the "Hyperlink" command (Fig. 10)

In the window that appears (Fig. 11), in the "Link to" field, select "Place in the document". In the "Select a place in the document" field, click "Slide Title", find the slide that you want to use as the target of the hyperlink (you can see it in the "View Slide" window). Click "OK".

If there is a need to remove a hyperlink, in the same window (Fig. 11) there is a button "Delete hyperlink", click "OK".
We connect each object on the slide with the task with a hyperlink to the slide that is necessary in meaning.
In order to return to the slide with the task or go to the next level of the game, you can create a text hyperlink, as in Fig. 9, or you can use the Control buttons. Select the menu Insert - Shapes - Control buttons (Fig. 12).

We draw below (the cursor became +) the selected figure. The Action Settings window opens. We perform the Action Settings (Fig. 13): By clicking on the mouse - Go to the hyperlink - Select the slide to go to in the window that opens (we recommend SLIDE) - a window will open where you can see the slide you are going to - OK.

We can drag the control button to any place on the slide, reduce or increase its size, use the Drawing Tools to change the color, fill, write text, etc.
We create the number of game levels we need in a similar way and we can start the game. Additionally, you can attach sound files.

RECORDING AND CUTTING AUDIO

You can record and edit an audio file in a professional studio with special programs, or you can use improvised tools - standard programs and utilities of the Windows operating system. In addition to this, we need ready-made files with different resolutions, a microphone for voice recording and some skills.

sound recording

You can record a small sound file using the Sound Recorder program, which is a Windows system program designed for recording, mixing, playing and editing sound recordings. In addition, the Sound Recorder program allows you to link sounds to another document or insert them into it. Sound source - microphone, CD-ROM drive or external device.
Open the program: Start Menu - All Programs - Accessories - Entertainment - Sound Recorder. To record audio, select the New command from the File menu. To start recording, click the Record button. To stop recording, click the Stop button. We get a file with WAV resolution, the sound duration is no more than 60 seconds.

To mount several sound files into one or paste one file into another, choose File - Open. Find the file you want to edit, move the slider to the location where you want to paste the other file. On the Edit menu, choose Insert File and double-click the file you want to open. The duration of the sound can be increased in this way.
The file can be played in reverse order, for this we enter the Effects menu - Invert and click the Play button, in the Effects menu, change the file - the Add echo command.
You can overwrite a music file using a karaoke player. The KAR or midi file is adjusted at the desired tempo and key, then turn on Playback of the entire file or its fragment on the player and at the same time Record in the Sound Recorder program. We get the output and save the file with WAV resolution.

Windows Movie Maker

Another option for recording and editing files (sound and video) using Windows programs movie maker.

Audio recorded with a microphone is saved as a Windows Media format audio file with a .wma extension. By default, the audio memo file is saved in the "Comment" folder located in the "My Videos" folder on your hard drive. The program allows you to add sound effects: the volume of the sound gradually increases to the final playback level or gradually decreases until the sound disappears completely.
To edit the sound, open the file through Record video - Import sound or music, a note will appear in the central field, which we drag to the timeline below.
On the right in the window, turn on Play, use the Split clip into parts button (Fig. 3) when listening. Unnecessary fragments remove Del on the keyboard, pull up the remaining fragments and end up with a potpourri, which we then save on the computer in the Windows Media Audio File format.

The same thing happens with a video file, only through Import Video.

Trim mp3 file online

Your attention is presented to the online cutting of music on the Internet. (http://mp3cut.foxcom.su/) . In the past, we have been looking for sophisticated audio file editing programs. With the free service of the site mp3cut.ru, cutting has become easier, faster and more convenient (Fig. 4).

Step 1. Click the "Download mp3" button, select the required file from your computer and wait for it to load. As soon as the file becomes editable, the track will be colored in pink color, and the play button will turn red.
Step 2.Now you can cut the mp3 file. Runners-scissors expose the desired segment of the composition.
Step 3. Click the "Crop" button, the download will start instantly.

Features of the on-line program for cutting music

The music cutter supports most audio formats: mp3, wav, wma, flac, ogg, aac, ac3, ra, gsm, al, ul, voc, vox, allowing you to use online service as a converter of audio files to mp3: wav to mp3, wma to mp3, ogg to mp3, flac to mp3, etc.
The presence of the function of amplifying / attenuating the sound at the beginning and at the end of the selected segment. Thanks to this option, you can create a ringtone yourself that will not scare you with a sudden start or suddenly end at the end.
Double the cut volume. The function allows you to increase the volume of cutting, which is often necessary, especially when creating a ringtone.
The duration of cutting has no limit. And the segment is selected exactly to the milliseconds. Using the keyboard (left / right arrows), you can set very precisely the beginning and end of the musical segment.
Possibility of multiple trimming of one audio file without additional download. those. from one song, melody, musical composition It is possible to create multiple ringtones.
File size is almost unlimited

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