Music is a means aesthetic education child
Aesthetic education is aimed at developing the abilities of preschoolers to perceive, feel and understand the beautiful, notice good and bad, act creatively on their own, thereby joining various types artistic activity.
One of the brightest means of aesthetic education is music. In order for it to fulfill this important function, it is necessary to develop general musicality in the child. What are the main features of general musicality?
The first sign of musicality - ability to feel character, the mood of a piece of music, to empathize with what was heard, to show an emotional attitude, to understand the musical image.
Music excites the little listener, evokes responses, introduces life phenomena, gives rise to associations. The rhythmic sound of the march causes him joy, enthusiasm, the play about the sick doll makes him sad. Hearing a sad song performed by an adult on the radio, the boy said: "Uncle sings about his grief." This means that the child felt the mood of the song that conveys state of mind person.
The second sign of musicality is ability to listen, compare, evaluate the most striking and understandable musical phenomena. This requires an elementary musical and auditory culture, arbitrary auditory attention directed to certain means of expression. For example, children map the simplest properties musical sounds(high and low, timbre sound of the piano and violin, etc.), distinguish the simplest structure of a musical work (song of a song and chorus, three parts in a play, etc.), note the expressiveness of contrasting artistic images(gentle, lingering character of the sing-along and energetic, mobile - of the refrain). Gradually, a stock of favorite works is accumulated, which the guys listen to and perform with great desire, the initial foundations of musical taste are laid.
The third sign of musicality is manifestation creative attitude to music. Listening to her, the child in his own way represents an artistic image, conveying it in singing, playing, dancing. For example, everyone is looking for expressive movements characteristic of the briskly marching pioneers, the heavily stepping bear, the agile bunnies, etc. Familiar dance movements are used in new combinations and variations.
With the development of general musicality, the children develop an emotional attitude to music, their hearing improves, creative imagination. The experiences of children acquire a peculiar aesthetic coloring.
Music is a means of shaping the moral character of a child
Music, directly affecting the feelings of the child, forms his moral character. The influence of music is sometimes stronger than persuasion or instructions. By acquainting children with works of various emotional and figurative various emotional and figurative content, we encourage them to empathize.
Songs about Lenin, about the Kremlin chimes, about Moscow evoke a feeling of love for our Soviet Motherland. Round dance songs dances different peoples arouse interest in their customs, bring up international feelings. Genre richness of music helps to perceive heroic images and lyrical mood, cheerful humor and perky dance melodies. A variety of feelings arising from the perception of music enrich the experiences of children, their spiritual world.
The collective penis, dances, games, when children are covered by common experiences, contribute to the solution of educational problems in many respects. Singing requires united efforts from the participants. Singing inaccurately interferes with good sounding, performance, and this is perceived by everyone as a failure. Shared experiences create fertile ground for individual development. The example of comrades, the general enthusiasm, the joy of performance activate the timid, indecisive. For the spoiled by attention, overly self-confident successful performance other children serves as a known brake on negative manifestations. Such a child can be offered to help his comrades, thereby cultivating modesty and at the same time developing his individual abilities.
Music lessons influence the general culture of preschooler's behavior. The alternation of various tasks, activities (singing, listening to music, playing children's instruments, moving to music) requires children to pay attention, ingenuity, quick response, organization, manifestation of volitional efforts: when performing a song, start and finish it on time; in dances, games, be able to act, obeying the music, restraining from an impulsive desire to run faster, overtake someone. All this improves inhibitory processes, educates the will.
Thus, musical activity creates the necessary conditions for the formation moral qualities personality of the child, lays the initial foundations common culture future person.
Music is a means of activation mental abilities
The perception of music is closely connected with mental processes, that is, it requires attention, observation, quick wits. Children listen to the sound, compare similar and different sounds, get acquainted with their expressive meaning, note the characteristic semantic features of artistic images, learn to understand the structure of the work. Answering the questions of the educator, after the work has finished, the child makes the first generalizations and comparisons: determines the general nature of the play, notices that the literary text of the song is pronounced musical means. These first attempts at aesthetic appreciation require active mental activity and directed by the teacher.
Like other art forms, music has cognitive value. It reflects life phenomena that enrich preschoolers with new ideas. Listening, for example, to the song "This is our Motherland" by E. Tilicheeva, they feel the solemnity, upliftment, jubilation of the people glorifying our Soviet Motherland! Developing the child aesthetically and mentally, it is necessary to support in every possible way, even if insignificant creative manifestations, which activate perception and representation, awaken fantasy and imagination.
When an adult puts before a child creative tasks, then there is search activity requiring mental activity. For example, in singing, the child improvises, creates his own version of the melody, tries to find a match literary text expressive intonation.
In musical-rhythmic activity, children with great pleasure invent, combine dance movements, singing and moving to the music. Dance, folk dance, pantomime, and especially musical dramatization encourage children to depict a picture of life, to characterize a character using expressive movements, facial expressions, and words. At the same time, a certain sequence is observed: the guys listen to music, discuss the topic, distribute roles, and then act. At each stage, new tasks arise that make you think, fantasize, and create.
Music is a means physical education
Music perceived by the auditory receptor affects general state Total human body, causes reactions associated with changes in blood circulation, respiration. V. M. Bekhterev, emphasizing this feature, proved that if you establish the mechanisms of the influence of music on the body, then you can cause or weaken excitation. P. N. Anokhin, who studied the influence of major and minor scale on the state of the body, concludes that the skillful use of melodic, rhythmic and other components of music helps a person during work and rest. Scientific data on physiological features musical perception give a materialistic justification for the role of music in the upbringing of a child.
Singing develops the vocal apparatus, strengthens the vocal cords, improves speech (speech therapists use singing in the treatment of stuttering), and contributes to the development of vocal-auditory coordination. The correct posture of the chanters regulates and deepens breathing.
Rhythm classes, based on the relationship of music and movement, improve the child's posture, coordination, develop clarity of walking and ease of running. The dynamics and tempo of a piece of music require, in movements, to change the speed, degree of tension, amplitude, and direction accordingly.
Music lessons help common development child's personality. The relationship between all aspects of education develops in the process various kinds and forms of musical activity. Emotional responsiveness and developed ear for music will allow children to respond in accessible forms to good feelings and actions, will help to activate mental activity and, constantly improving movements, will develop preschoolers physically.
Methods of musical education in kindergarten: “Doshk. education "/ N.A. Vetlugin, I.L. Dzerzhinskaya, L.N. Komissarov and others; Ed. ON THE. Vetlugina. - 3rd ed., Rev. and additional - M.: Enlightenment, 1989. - 270 p.: notes.
AGE FEATURES
MUSICAL DEVELOPMENT CHILD
A child's abilities develop in the process of active musical activity.
The most significant features musical development are:
- Auditory sensation, musical ear;
- The quality and level of emotional responsiveness to music of a different nature;
- The simplest skills, actions in singing and musical-rhythmic performance.
First year of life. From the first months, a normally developing child responds to the nature of the music with the so-called revitalization complex, rejoices or calms down. By the end of the first year of life, the baby listens to the singing of an adult, adapts to his intonation with cooing, babble.
second year of life. The child distinguishes between high and low sounds, loud and quiet sounds, and even timbre coloring. The first singing intonations are born; singing along with an adult, the child repeats after him the endings of the musical phrases of the song. He masters the simplest movements: clapping, stamping, spinning to the sound of music.
third and fourth years of life. This period of development is characterized by a desire for independence. Speech becomes coherent, the musculoskeletal system is strengthened. The child has a desire to make music, to be active. By the age of 4, children can sing a little song on their own, with little help from an adult. They have many movements that allow them to dance and play on their own.
fifth year of life. It is characterized by active curiosity of children. This is a period of questions: “why?”, “why?”. The child begins to comprehend the connection between phenomena and events, can make the simplest generalizations. He is observant, able to determine: the music is cheerful, joyful, calm; sounds high, low, loud, quiet; in the part of the piece (one is fast and the other is slow), on which instrument the melody is played (piano, violin, button accordion). The child understands the requirements: how to sing a song, how to move in a calm round dance and how to move in a dance.
Mastering the basic types of movement - walking, running, jumping - enables children to use them more widely in games and dances. Some seek, without imitating each other, to play a role in their own way (for example, in story game). Others show interest in only one type of activity, depending on the individual inclinations and abilities of each.
sixth and seventh years of life. This is the period of preparation of children for school. On the basis of the acquired knowledge and impressions about music, children can not only answer the question, but also independently characterize musical composition to understand its expressive means. Feel the various shades of mood conveyed by music.
The child is capable of holistic perception musical image, which is very important for the education of an aesthetic attitude to the environment. But does this mean that analytic activity can be detrimental to holistic perception? Studies conducted in the field of sensory abilities and musical perception of children have shown an interesting pattern. Holistic perception music is not reduced if the task is to listen, to highlight. Distinguish the most striking means " musical language". The child can allocate these funds and, given them, act in accordance with a certain way when listening to music, singing songs and dance moves. This contributes to musical and auditory development, assimilation of the necessary skills to prepare for singing from notes.
In children of 6-7 years old, the vocal apparatus becomes even stronger, the range expands and levels out, greater melodiousness and sonority appear. Songs, dances, games are performed independently, expressively and to some extent creatively. Individual musical interests and abilities are more pronounced.
Thus, musical education fulfills the task of comprehensive and harmonious development of children up to school age.
CHARACTERISTICS OF THE COURSE "THEORY AND METHODS OF MUSICAL EDUCATION OF PRESCHOOL CHILDREN"
COURSE SUBJECT
The theory and methodology of musical education of children is one of the academic disciplines at the faculties of preschool education of pedagogical institutes that train specialists in the field of preschool pedagogy and psychology. This course is primarily based on aesthetics (one of the areas of study of which is the artistic activity of people), musicology (the science of music, considering it in theoretical and historical terms, as special form artistic knowledge), musical psychology (studying the development of musicality, musical talent), musical sociology (investigating specific forms of existence of music in society). It is closely connected with general and preschool pedagogy, psychophysiology. All these sciences are the theoretical foundations of musical education, which are considered in the subjects that make up the general course and its electives.
In this chapter, we will focus on the subject of the very methodology of musical education of children. preschool age.
The methodology of musical education as a pedagogical science studies the patterns of introducing a child to musical culture, the development of musical abilities in the process of teaching various types of musical activity (perception, performance, creativity, musical and educational activity). In this regard, the purpose of this course is to master students on the basis of personal musical culture with professional musical knowledge, skills, various methods and techniques of musical education and training of children of early and preschool age.
The 3rd day of the course are as follows:
To give students an idea of the possibilities of musical education of a child from birth to school entry;
To reveal the patterns of development of musical abilities and the foundations of the musical culture of children in a preschool institution and family;
Determine the methods and techniques, organizational forms of musical education and training of children in various types of musical activities in kindergarten;
Describe the functions of the teaching staff
kindergarten on the organization of musical education of preschool children.
The methodology of this course, like other private methods studied at the preschool faculty, is designed to answer the question: how and on what material to educate a child in kindergarten in accordance with the goal of developing his personality?
The content of musical education in kindergarten is reflected in the relevant programs in the form of requirements for the development of musical abilities, the formation of musical knowledge, skills and abilities in children and a recommendatory list of repertoire for all types of musical activities in various age groups of a preschool institution. Program requirements are the most stable part of the content of musical education, but they are also being adjusted in connection with new approaches to raising a child and taking into account the results of research conducted in this area. So, for example, on the basis of new concepts of organizing the educational process in kindergarten, the educational and disciplinary model of education is being replaced with a personality-oriented one, which should also become decisive when drawing up program requirements for the musical development of children. "Based on existing programs, the teacher should make wider use of works of folk and classical music, take into account specific conditions when selecting repertoire age group children, the "individuality factor" of pupils (B. M. Teplov), the material and technical base of the institution, their musical and pedagogical abilities, etc. But the main thing is the teacher, knowing about the ability of music to reveal the best in a person, to sing the beauty of the world around , must always remember the importance of the formation of the aesthetic principle in the child, understanding the beautiful and the formation of the spirituality of his personality
One of the main tasks of the methodology is to combine the student's theoretical knowledge with practical skills and abilities, the application of theory to the "case".
Thus, the content of the course includes, on the one hand, the mastering of special musical knowledge, skills and abilities by students in the process of classroom theoretical and practical classes, on the other hand, their verification in kindergarten during laboratory classes and pedagogical practice in order to ensure full-fledged musical and professional training of preschool education specialists.
It is important for a future teacher to understand that the effectiveness of musical training is largely determined by his personal example and culture. When organizing listening to music, learning a song, etc., he must not only ensure the artistic performance of the work (in a “live” performance or recording), vividly tell about its content, character, but also show personal interest, enthusiasm, and to a certain extent artistry , without which pupils will not be able to feel the appropriate mood, emotionally empathize with musical images. The personal attitude of the teacher to music, his taste, performing abilities largely influence the level of musical development of his pupils. That is why the music director, the educator must constantly improve their musical culture. In many ways, this is facilitated by the study of musical disciplines ( elementary theory music and solfeggio, musical literature, choral singing, rhythm, playing musical instruments). But this is not enough. In order to maintain a good professional shape, including the musical one, you need to take care of it systematically, actively engaged in your improvement. Only a teacher with a high level of general and musical culture can become a role model for his pupils. Only under this condition will children be able to acquire spirituality, which is so necessary for the development of personality.
Disclosure of the subject of this course requires consideration of the concepts of upbringing, education, training and development in the context of its specificity.
Musical education in kindergarten is an organized pedagogical process aimed at educating musical culture, developing children's musical abilities in order to develop a child's creative personality.
Under music education in kindergarten they mean "first steps" in this area, which reveal to children the content of elementary information and knowledge about music, types, methods of musical activity.
Education is considered as the main way and means of musical education of children, ensuring effectiveness in the development of their musicality, musical and aesthetic ideas, musical culture, artistic and creative abilities, in order to form a full-fledged personality of the child.
Musical development is the process of formation and development of musical abilities based on natural inclinations, the formation of the foundations of musical culture, creative activity from the simplest forms to the more complex ones.
All these concepts are closely related. Their connection is also expressed in the fact that the effectiveness of the musical development of a preschool child depends on the organization of musical education, including training. Education should have a developmental character based on a deep study of the child, his age and individual features and knowledge of the patterns of musical and aesthetic development of children of early and preschool age.
The Importance of Music as an Art Form
How can one explain the enormous power of the influence of music on the spiritual world of man?
First of all, its amazing ability to display the experiences of people at different moments of life. The people rejoice - this translates into solemn and joyful sounds of music; a soldier sings on a campaign - the song gives a special cheerful mood, organizes a step; mother mourns for her dead son - sad sounds help to express grief. Music accompanies a person all his life.
“What interesting stuff! ... After all, on this material one could write an excellent study about the aspirations and expectations of the people, ”said V. I. Lenin about the collection of Russian peasant songs.
Folk musical creativity N.V. Gogol figuratively called it “sounding history”, “ringing living chronicles”.
Musical works reflect the pages of history. During the Great Patriotic War, one of the best songs of that time was born - "Holy War" by A. Alexandrov. It united the Soviet people in their stern, adamant determination to fight until complete victory. IN besieged Leningrad D. Shostakovich creates the famous Seventh Symphony. It condemns the greatest evil that fascism brings. “I don’t like to say such words to myself, but it was my most inspired work,”2 the composer recalled. The following words also belong to him: “In sorrow and in joy, in work and at rest, music is always with a person. It has entered life so completely and organically that it is taken for granted, like the air that one breathes without thinking, without noticing... How much poorer the world would become if it were deprived of a beautiful, peculiar language that helps people to understand each other better”3.
This is another feature of music - to unite people in a single experience, to become a means of communication between them. It is perceived as a miracle that a piece of music created
one person evokes a certain response in the soul of another. The great Russian composer P. I. Tchaikovsky said: “I would like with all the strength of my soul that my music spread, that the number of people who love it, find comfort and support in it” increases.
Vibrant artwork that expresses the world big thoughts and deep feelings of a person, capable of evoking an emotional response, influencing the aesthetic side of the soul, become a source and means of education.
The third feature of music, in the words of D. Shostakovich, is "a wonderful original language." Combining an expressive, bright melody, harmony, a kind of rhythm, the composer expresses his worldview, his attitude to the environment. All those who perceive them are enriched by such works.
Is music capable of affecting all listeners with the same force? Of course no. And this is another feature of it. Each person in his own way shows interest and passion for music, prefers any musical genre, favorite composer, individual work, having a certain listening experience. Just as one learns to read, write, count, draw, one must learn to recognize and appreciate music, to listen attentively, noting the dynamic development of images, the clash and struggle of contrasting themes and their completion. The perception of the listener must follow the whole course of the development of music. We must learn to comprehend this "beautiful peculiar language." Musical taste is gradually developed, there is a need for constant communication with music, artistic experiences become more subtle and diverse.
Another feature of music that interests us is to influence a person from the very first days of his life. Hearing the gentle melody of a lullaby, the child concentrates, calms down. But now a cheerful march is heard, and the expression immediately changes baby face, the movements come to life! An early emotional reaction makes it possible to introduce children to music from the first months of life, to make it an active assistant in aesthetic education.
§ 2. Music and the comprehensive development of the child's personality
A harmonious combination of mental and physical development, moral purity and an aesthetic attitude to life and art are the necessary conditions for the formation of a holistic personality. The correct organization of the musical education of children also contributes in many ways to the achievement of this lofty goal.
Music is a means of aesthetic education
Aesthetic education is aimed at developing the abilities of preschoolers to perceive, feel and understand the beautiful, notice good and bad, act creatively on their own, thereby joining various types of artistic activity.
One of the brightest means of aesthetic education is music. In order for it to fulfill this important function, it is necessary to develop general musicality in the child. What are the main features of general musicality?
The first sign of musicality is the ability to feel the character, mood of a piece of music, empathize with what is heard, show an emotional attitude, understand the musical image.
Music excites the little listener, evokes responses, introduces life phenomena, gives rise to associations. The rhythmic sound of the march causes him joy, enthusiasm, the play about the sick doll makes him sad. Hearing a sad song performed by an adult on the radio, the boy said: "Uncle sings about his grief." This means that the child felt the mood of the song, which conveys the state of mind of a person.
The second sign of musicality is the ability to listen, compare, evaluate the most vivid and understandable musical phenomena. This requires an elementary musical and auditory culture, arbitrary auditory attention directed to certain means of expression. For example, children compare the simplest properties of musical sounds (high and low, the timbre sound of a piano and violin, etc.), distinguish the simplest structure of a musical work (song of a song and chorus, three parts in a play, etc.), note the expressiveness of contrasting artistic images (affectionate, lingering character of the sing-along and energetic, mobile - of the refrain). Gradually, a stock of favorite works is accumulated, which the guys listen to and perform with great desire, the initial foundations of musical taste are laid.
The third sign of musicality is the manifestation of a creative attitude to music. Listening to her, the child in his own way represents an artistic image, conveying it in singing, playing, dancing. For example, everyone is looking for expressive movements characteristic of briskly marching pioneers, heavily stepping bears, moving bunnies, etc. Familiar dance movements are used in new combinations and variations.
With the development of general musicality, the children develop an emotional attitude to music, their hearing improves, and creative imagination is born. The experiences of children acquire a peculiar aesthetic coloring.
Music is a means of shaping the moral character of a child
Music, directly affecting the feelings of the child, forms his moral character. The influence of music is sometimes stronger than the appearance of persuasion or instructions. By introducing children to works of various emotional and figurative content, we encourage them to empathize.
Round dances, songs, dances of different nations arouse interest in their customs, bring up international feelings. Genre richness of music helps to perceive heroic images and lyrical mood, cheerful humor and perky dance melodies. A variety of feelings arising from the perception of music enrich the experiences of children, their spiritual world.
The solution of educational problems is largely facilitated by collective singing, dancing, games, when children are covered by common experiences. Singing requires united efforts from the participants. Singing inaccurately interferes with a good sound, performance, and this is perceived by everyone as a failure. Shared experiences create fertile ground for individual development. The example of comrades, the general enthusiasm, the joy of performance activate the timid, indecisive. For someone spoiled by attention, overly self-confident, the successful performance of other children serves as a well-known brake on negative manifestations. Such a child can be offered to help his comrades, thereby cultivating modesty and at the same time developing his individual abilities.
Music lessons influence the general culture of preschooler's behavior. The alternation of various tasks, activities (singing, listening to music, playing children's instruments, moving to music) requires children to pay attention, ingenuity, quick response, organization, manifestation of volitional efforts: when performing a song, start and finish it on time; in dances, games, be able to act, obeying the music, restraining from an impulsive desire to run faster, overtake someone. All this improves inhibitory processes, educates the will.
Thus, musical activity creates the necessary conditions for the formation of the moral qualities of the child's personality, lays the initial foundations for the general culture of the future person.
Music - a means of activating mental abilities
The perception of music is closely connected with mental processes, i.e. it requires attention, observation, quick wits. Children listen to the sound, compare similar and different sounds, get acquainted with their expressive meaning, note the characteristic semantic features of artistic images, learn to understand the structure of the work. Answering the questions of the educator, after the work has finished, the child makes the first generalizations and comparisons: determines the general nature of the play, notices that the literary text of the song is clearly expressed by musical means. These first attempts at aesthetic appreciation require active mental activity and are directed by the educator.
Like other art forms, music has an educational value. It reflects life phenomena that enrich preschoolers with new ideas. Listening, for example, to the song "This is our Motherland" by E. Tilicheeva, they feel the solemnity, upliftment, jubilation of the people glorifying our Soviet Motherland. Developing the child aesthetically and mentally, it is necessary to support in every possible way even if insignificant creative manifestations that activate perception and representation, awaken fantasy and imagination.
When an adult sets creative tasks for a child, a search activity arises that requires mental activity. For example, in singing, the child improvises, creates his own version of the melody, tries to match the literary text with expressive intonations.
In musical-rhythmic activity, children with great pleasure invent, combine dance movements, singing and moving to the music. Dance, folk dance, pantomime, and especially musical dramatization encourage children to depict a picture of life, to characterize a character using expressive movements, facial expressions, and words. At the same time, a certain sequence is observed: the guys listen to music, discuss the topic, distribute roles, and then act. At each stage, new tasks arise that make you think, fantasize, and create.
Music is a means of physical development
Music, perceived by the auditory receptor, affects the general condition of the entire human body, causes reactions associated with changes in blood circulation and respiration. V. M. Bekhterev, emphasizing this feature, proved that if you establish the mechanisms of the influence of music on the body, then you can cause or weaken excitation. P. N. Anokhin, who studied the influence of major and minor modes on the state of the body, concludes that the skillful use of melodic, rhythmic and other components of music helps a person during work and rest. Scientific data on the physiological characteristics of musical perception provide a materialistic justification for the role of music in the upbringing of a child.
Singing develops the vocal apparatus, strengthens the vocal cords, improves speech (speech therapists use singing in the treatment of stuttering), and contributes to the development of vocal-auditory coordination. The correct posture of the chanters regulates and deepens breathing.
Rhythm classes, based on the relationship of music and movement, improve the child's posture, coordination, develop clarity of walking and ease of running. The dynamics and tempo of a piece of music require, in movements, to change the speed, degree of tension, amplitude, and direction accordingly.
Music lessons contribute to the overall development of the child's personality. The relationship between all aspects of education develops in the process of various types and forms of musical activity. Emotional responsiveness and a developed musical ear will allow children to respond to good feelings and deeds in accessible forms, help to activate mental activity and, constantly improving movements, will develop preschoolers physically.
§ 3. Age features musical development of the child
A child's abilities develop in the process of active musical activity. Correctly organize and direct it from the very early childhood, taking into account changes in age levels, is the task of the teacher. Otherwise, sometimes there is a lag in development. For example, if children are not taught to distinguish musical sounds by pitch, then by the age of 7 a child will not be able to cope with a task that is easily performed by a younger one.
The most significant features of musical development are:
auditory sensation, musical ear;
the quality and level of emotional responsiveness to music of various nature;
the simplest skills, actions in singing and musical-rhythmic performance.
Note general trends age development.
First year of life. Psychologists note that children develop hearing sensitivity early. According to A. A. Lyublinskaya, on the 10-12th day of life, the baby has reactions to sounds. In the second month, the child stops moving and calms down, listening to the voice, to the sound of the violin. At 4-5 months, there is a tendency to some differentiation of musical sounds: the child begins to react to the source from which the sounds are heard, to listen to the intonations of the singing voice. From the first months, a normally developing child responds to the nature of the music with the so-called revitalization complex, rejoices or calms down. By the end of the first year of life, the baby, listening to the singing of an adult, adjusts to his intonation with a buzz, babble.
Manifestations of emotional responsiveness to music, the development of auditory sensations allow for musical education from the very beginning. early age.
second year of life. When perceiving music, children show brightly contrasting emotions: cheerful animation or a calm mood. Auditory sensations are more differentiated: the child distinguishes between high and low sounds, loud and soft sounds, and even timbre coloration (a metallophone or a drum is playing). The first, consciously reproduced singing intonations are born; singing along with an adult, the child repeats after him the endings of the musical phrases of the song. He masters the simplest movements: clapping, stamping, spinning to the sound of music.
third and fourth years of life. Children have increased sensitivity, the ability to more accurately distinguish the properties of objects and phenomena, including musical ones. There are also individual differences in hearing sensitivity. For example, some babies can accurately reproduce a simple melody. This period of development is characterized by a desire for independence. There is a transition from situational speech to coherent, from visual-effective thinking to visual-figurative, the musculoskeletal system is noticeably strengthened. The child has a desire to make music, to be active. By the age of 4, children can sing a little song on their own, with little help from an adult. They possess many movements that allow, to a certain extent, to dance and play independently.
fifth year of life. It is characterized by the active curiosity of children. This is a period of questions: “why?”, “why?”. The child begins to comprehend the connection between phenomena and events, can make the simplest generalizations. He is observant, able to determine: the music is cheerful, joyful, calm; sounds high, low, loud, quiet; in the part of the piece (one is fast and the other is slow), on which instrument the melody is played (piano, violin, button accordion). The child understands the requirements: how to sing a song, how to move in a calm round dance and how to move in a dance.
Mastering the basic types of movement - walking, running, jumping - enables children to use them more widely in games and dances. Some seek, without imitating each other, to play a role in their own way (for example, in a story game), others show interest in only one type of activity, depending on the individual inclinations and abilities of each.
sixth and seventh years of life. This is the period of preparation of children for school. On the basis of the acquired knowledge and impressions about music, children can not only answer the question, but also independently characterize the piece of music, understand its expressive means, and feel the various shades of mood conveyed by music.
The child is capable of a holistic perception of the musical image, which is very important for the education of an aesthetic attitude to the environment. But does this mean that analytic activity can be detrimental to holistic perception? Studies conducted in the field of sensory abilities and musical perception of children have shown an interesting pattern. The holistic perception of music is not reduced if the task is to listen, highlight, distinguish the most striking means of the "musical language". The child can allocate these funds and, given them, act in accordance with a certain way when listening to music, performing songs and dance movements. This contributes to musical and auditory development, assimilation of the necessary skills to prepare for singing from notes.
In children of 6-7 years old, the vocal apparatus is even more strengthened, the range expands and levels out, greater melodiousness and sonority appear. Songs, dances, games are performed independently, expressively and to some extent creatively. Individual musical interests and abilities are more pronounced.
Understanding the age characteristics of musical development allows the teacher to clarify the sequence of tasks and content of musical education of children at each age stage.
The tasks of musical education
The main task of communist education in kindergarten is the all-round and harmonious development of the child. This task is performed by music. N. K. Krupskaya characterizes the importance of art in educating a personality in the following way: “It is necessary to help a child through art to become more aware of his thoughts and feelings, to think more clearly and feel more deeply ...”1. Pedagogy, based on these provisions, defines the concept of musical education and development.
Musical education and development
Musical education is the purposeful formation of a child's personality through the influence of musical art - the formation of interests, needs, abilities, and an aesthetic attitude to music.
In this case, the child successfully learns various types of musical activity, if his individual characteristics and age capabilities are taken into account.
- 1. MUSIC AS A MEANS OF PHYSICAL DEVELOPMENT OF PRESCHOOL CHILDREN CONSULTATION FOR PARENTS Music has always claimed a special role in society. Even the ancients knew that art has a healing effect! In ancient times, music and medical centers treated people for longing, nervous disorders, diseases of the cardiovascular system. Music influenced intellectual development, accelerating the growth of cells responsible for human intelligence. Music can change development: accelerate the growth of some cells, slow down the growth of others. But, most importantly, music can influence the emotional well-being of a person. The immortal musical works of Mozart, Beethoven, Schubert, Tchaikovsky are able to activate the energy processes of the body and direct them to its physical recovery. Music has a positive effect on the child both before birth and in the subsequent period. Music calms the child. Helps physical and mental development. Therefore, it is important that mothers sing to their children, especially melodic songs. It has long been observed that children fall asleep well to lullabies or reading a book. Sounds, especially those that are melodious, soothe and lull children. Music also contributes to the rapid development of speech in preschool children. And it helps school-age children learn faster foreign languages. After all, it is known that even small children easily memorize songs in another language, even without knowing the meaning of the words. But this is their first step towards learning this language. Children are much more likely to memorize and reproduce songs rather than individual words and texts. Since it is easier for children to sing than to speak, music is considered effective tool treatment of stuttering in children. Music helps improve speech, and what children cannot say can be easily sung. According to US researchers, healing power music is needed to normalize blood pressure, helps activate brain activity and strengthens the immune system. Rhythmic and energetic march-style music tones many muscles, which is extremely beneficial for the physical development of children. Therefore, many do exercises to bravura music. For some children, music is a means of focus. It makes children focused, helps to focus their thinking on a specific topic, and at the same time relieves stress and fatigue. If your child falls asleep and wakes up with music, he will be much happier and healthier. However, instead of listening to music, it is much more beneficial to sing yourself. Australian doctors even practice singing sessions for medicinal purposes.
- 2. Humming the simplest tune is enough to make you feel better. Therefore, singing or music lessons are very useful for the physical development of children. She teaches the love of life. Therefore, children who are passionate about music become more educated, attentive, honest in their relationships with other people, radiate calm and positive mood. "Musical" children develop in intellectual development faster than their peers. Music develops Creative skills children, aesthetics, culture of behavior, helps to build trusting relationships and make new friends. Early musical experience, as well as musical activities (singing, moving to music, playing music, listening to music, etc.) open access to innate mechanisms responsible for the perception, understanding of music and expands the use of these mechanisms for the formation of other higher brain functions. The recently coined term "music therapy" can act as an additional stimulus for the development of children. It is based on several fundamental definitions: listening to music develops visual-figurative thinking - the ability to analyze the image and then synthesize it. This kind of thinking is at the core of mathematics, engineering, and other disciplines; than earlier child join the music, the more chances he has to fall in love and master it for real; music games combine talking and singing with rhythmic movements. The areas of the brain responsible for these actions also control motor impulses, thanks to which the child learns more and more to control his body. Music games help the child simultaneously use many skills at work, which develops multilateral neural connections. A child who from an early age listens to "live" music and plays with musical instruments, is more likely to realize his innate musical potential when he gets older; when the child listens classical music, while strengthening the brain connections responsible for his mathematical abilities; contact with music is extremely important for speech and emotional development, as well as to strengthen motor skills; rhythmic songs that you sing to your baby contribute to the development of his brain. Therefore, music, by virtue of its inner nature, should be an integral part of any education.
- 3. In the "Methods of musical education" N. Vetlugina writes that singing develops the vocal apparatus, speech, strengthens the vocal cords, and regulates breathing. Rhythm classes contribute to the physical development of children, improve coordination of movements, improve posture, increase vitality, which creates a cheerful, joyful mood in the child and favorably affects the state of the body as a whole. Thus, music is one of the means of physical development of children. MUSIC DIRECTOR MBDOU DS No. 99 GORYUCHKO G.O. Municipal preschool educational institution kindergarten No. 4 "Firefly"
- 4. Consultation for educators of Muses. leader: S.A. Bityutskaya R.p. Chistoozernoe 2010
Oksana Kudashova
From the experience of work "Music - as one of the means of the effectiveness of the physical development of preschoolers"
From work experience
musical Head of MDOU Kindergarten No. 4 "Rainbow" Urazovo settlement, Valuysky district, Belgorod region, Kudashova Oksana Gennadievna
« Music - as one of the means of increasing the efficiency of the physical
development of preschoolers in accordance with GEF"
Introducing children to musical art begins from early childhood and therefore development of children's musical-artistic creativity, the implementation of independent creative activity children, we find satisfaction in self-expression in one from educational regions: "Artistic and aesthetic development» . Which suggests development prerequisites for value-semantic perception and understanding of the world music, its perception and connection with other activities.
Singing develops the vocal apparatus, strengthens the vocal cords, improves speech, (speech therapists use singing for stuttering, promotes development vocal-auditory coordination. Correct singing posture regulates and deepens breathing.
Rhythm studies based on relationship music and movement, improve the child's posture, coordination, develop clarity of walking and ease of running. Dynamics and pace musical works require in movements to change the speed, degree of tension, amplitude, direction accordingly. It is known that sound musical works enhances performance cardio - vascular, muscular, motor, respiratory systems of the body.
When exercising with musical accompaniment improves ventilation of the lungs, increases the amplitude of respiratory movements. At the same time, one can speak of development of musicality in children(emotional responsiveness, hearing).
Children learn to perceive music, move according to her character, means of expression.
Tasks physical development are closely related to all sections of education in kindergarten. Educational program kindergarten provides work on the development of movements and in musical development.
Musical games and dances are built mainly on the main movements: walking, running, jumping, jumping.
Their improvement is in progress musically- artistic activity, and in motor activity.
For example, the transmission of a cheerful character by movements music promotes the development of correct posture, coordination of movements of arms and legs, ease of step, and teaching the correct step and run to the nodes according to physical education , strengthens the muscles of the legs and thus contributes to an easier mastering of dance movements.
At the heart of movements is a certain rhythm, correlated with the rhythm musical sound . Music increases interest in games and exercises, giving them a special emotionality. Between music and movement at the same time performance, close ties are established.
Plays a decisive role music. Accompanying music, movements express its figurative content.
Accents, simple rhythmic patterns are easily reproduced in running, steps, claps, tempo changes, dynamics musical works entail changes in the speed, and the degree of intensity of the execution of the movement. Between music and movements easily set the desired interconnections: movements make you more intense, more fully perceive musical composition, A music controls the rhythm of movements, gives them special expressiveness, facilitates their implementation.
Music helps kids at the same time start and end a particular movement or the entire exercise, perform it at a certain pace. Pairs well with music walking, running on toes in a column, alone in place, loose running and some outdoor games, mainly round dance, Where musical accompaniment - a change of topics, parts - determines the transition to another action, the beginning or end of a certain sequence of actions. For example: in Game "Who is faster" children run around the hall to the sound music, and at the end of it quickly sit on chairs.
In the organisation physical development work I take an active part. Together with the instructor physical culture we hold various exercises: in walking, running, building and rebuilding, which ensures the speed and accuracy of their implementation.
Not accompanied music such exercises: climbing, long and high jumps from a place and from a running start, throwing, outdoor games containing competitive elements. Each child completes them at their own pace.
IN directly-educational activities I use music in a set of exercises previously learned without musical accompaniment.
IN development work movements great place takes morning exercises. Its main meaning is wellness: the musculoskeletal system is strengthened, all functions and systems of the body are improved. In addition, morning exercises allow you to organize a children's team.
An important task of gymnastics with music- creating a cheerful mood in children, which contributes to their activity in work, games, classes. Music causes positive emotions in children and thereby facilitates the execution of movements.
Used during gymnastics musical composition, you can not distort - emphasize individual rhythmic figures, make arbitrary pauses in order to adapt it for more convenient performance of a particular movement.
Gymnastics is also important daytime sleep. Children in the bedroom music perform arbitrary musically-rhythmic exercises, exercises for the prevention of flat feet and postural disorders. Complex ends breathing exercises. Throughout the year we use various options gymnastics.
IN directly-organized activities physical education music sounds episodic: while walking, running, jumping, changing lanes, some general developmental exercises. The main part of the lesson, as a rule, is carried out without music, however, individual outdoor games include musical accompaniment.
Application musical support in the learning process physical exercises depends on the stages of their learning. When getting acquainted with the movement, showing it music facilitates perception. After showing the exercise, a description is given. For example: Svetlana Alexandrovna, physical education instructor, shows an exercise with a hoop, accompanied by "Waltz" S. Asafyeva, then speaks: « The music is calm, melodious, quiet and movements should be light, unhurried, smooth.
Learning the individual elements of the movement is carried out without music, since its perception at this stage reduces the conscious control of motor skills and can lead to their mechanical reproduction.
As musical accompaniment of exercises in the main types of movements using folk, classical music, essays contemporary composers. I accompany the exercises music then when they are taught in advance with a physical education instructor.
Our task as musical leaders to teach educators to show all the movements of the exercises in accordance with the character, means expressiveness and form piece of music.
Learning the exercise should begin with the teacher explaining the rules for performing it and the first one or two times it should be done without music.
Familiar exercises are immediately performed with musical accompaniment . The teacher must ensure that there is a clear balance music and movements. Function music is not limited to the accompaniment or background of performing movements, it, first of all, should help children to become emotionally aware of their movements.
Together with the instructor physical culture we plan work on the development of movements, trying to avoid too much variety of material, to establish a certain sequence in its passage. It promotes interaction musical and physical development of preschoolers.
Raising a child by means of music, we must understand its significance for a comprehensive development personality and be its active guide in the lives of children.
