Introduction
The role of the musical education of children of preschool and primary school age is very important, because during these years the foundation is laid on which knowledge of a person’s artistic preferences, his ideas and tastes will later be made. Music plays an important role in the upbringing of a child. Children come into contact with this art from birth, and they receive purposeful musical education in kindergarten - and later at school. After all, musical education is one of the means of shaping the personality of a child. Giving knowledge, developing skills and abilities is not an end in itself, it is much more important to arouse children's interest in knowledge.
The value of musical education for the comprehensive development of personality
The tasks of musical education
Musical education, musical activity, one of the central components of aesthetic education, plays a special role in the comprehensive development of a preschooler, which is determined by the specifics of music as an art form, on the one hand, and the specifics of childhood, on the other.
For all-round development, it is especially important to form a spiritually rich, aesthetically and musically developed personality, sensitive to beauty in art and life, creatively active, developed intellectually and physically.
Music has one of the strongest emotional impacts on a person: it makes you rejoice and suffer, dream and be sad, think, teaches you to understand the world around you, people, their relationships. It can lead to a dream world, turn out to be hostile, but it can also have a positive educational effect even in cases where all other means are not effective.
Emotional responsiveness to music is one of the most important musical abilities. It is associated with the development of emotional responsiveness in life, with the development of such personality traits as kindness, the ability to sympathize with another person.
Music helps and develops the ability to recognize emotions. The technique of selecting rhythmic, timbre and melodic characteristics for fairy-tale characters, and then transferring this technique to each other's emotional characteristics successfully serves to develop the imagination of children.
Music, having a strong emotional impact on children, also contributes to the intellectual development of the child. Listening and performing musical works, the child acquires knowledge and ideas about the world. When systematically listening to music, children begin to highlight its mood, emotional coloring: joy, sadness. They help to understand the emotional direction of music and special games and exercises conducted with children.
Musical education is a unique means of forming this unity, since it has a huge impact not only on the emotional, but also on the cognitive development of the child, because music carries not only emotions, but also a huge world of ideas, thoughts, images. However, this content becomes the property of the child under the condition of a special organization of musical and artistic and aesthetic activities. This requires special musical classes, the purpose of which is the education of aesthetic feelings, musical and aesthetic consciousness, the formation of elements of musical culture in them.
The formation of musical thinking contributes to the overall intellectual development of the child. For example, a child correlates movements with a melody, an image, and this requires an analysis of the melody, an understanding of its nature, the relationship between movement and music, which, in turn, contributes to the development of thinking. The performance of folk dance requires knowledge of the nature of the movements of folk dance, its constituent elements, and this is associated with the acquisition of certain knowledge, relevant experience, memorization of movements and their sequence, which contributes to the intellectual development of children.
In the process of musical education, children learn music of a different nature (cheerful, sad, slow, fast, etc.), and not only learn, but perceive and assimilate the specifics of different works (author's or folk song; two-three-part form, etc. .d.; lullaby, dance, polka, waltz, march, etc.), i.e. their ideas about music of a different nature are enriched. Listening to music, the child analyzes it (mentally), refers to a particular genre. The performance of the song's melody is also based on the processes of analysis, comparison of what is obtained with the composer's intention, assimilation of the sounds of the voice to the musical material.
Intellectual development is carried out in different types of musical activity. So, in singing, children have the opportunity to improvise, create their own version of the melody. Trying to find a correspondence between the literary text and expressive intonations, they adjust the voice, its sound to a certain melody. In musical-rhythmic activity, children are happy to invent, combine dance movements, singing and moving to the music.
Other types of musical activity also contribute to intellectual development. Dance, folk dance, pantomime, and especially musical dramatization encourage children to portray a picture of life, to characterize a character using expressive movements, facial expressions, words, and the nature of the melody. At the same time, a certain sequence is observed: children listen to music, discuss the topic, distribute roles, then act. At each stage, new tasks arise that encourage thinking, fantasizing, and creating.
Raising children by means of music created on a folk basis develops their interest in songs, games, round dances of other peoples. Suffice it to recall how children are happy to dance Russian round dances around a birch, dance fervent Ukrainian and Belarusian dances, sing Lithuanian songs, etc. Round dances, games, songs, dances, as well as elegant costumes arouse interest in the work of their people and other peoples.
Music develops the child mentally. It reflects many life processes that enrich children's ideas about society, nature, life and traditions. The teacher supports, forms even still insignificant creative manifestations that activate perception and representation, awaken fantasy and imagination, give the child's activity a search character, and search always requires mental activity.
The perception of a musical form presupposes the activity of such mental operations as comparison, juxtaposition, highlighting the features of common and different, etc. One of the main advantages of musical education is the possibility of forming the creative potential of the individual in the process of its implementation.
The upbringing of the musical culture of preschool children is impossible without the development of their musical abilities in the process of musical activity. The more active and diverse it is, the more efficiently the process of musical development proceeds and, consequently, the more successfully the goal of musical education is achieved. Thus, the development of musical abilities is an essential prerequisite for the successful formation of musical culture.
The content of both copyright and folk songs carries a moral charge. Children from songs learn how people live, how they care about each other. Through the content of musical works, children get acquainted with relationships, customs, rituals, with the work of adults, etc. So, for example, in the song "And I walked on the water ..." it is sung about the work of a girl, and in the song "Blue Sledge" - about the friendship of the boy Vanya and the girl Marina, who quickly ride down the mountain on a sled made by an old grandfather for little Vanya. The upbringing of love, care, good, kind relationships, common activities unite children, introduce the child to a moral and aesthetic culture. It is through the Russian folk song that a small person receives the first ideas about the culture of the Russian people. Vivid artistic images, clear composition, visual means of the language of folk songs contribute to the deep perception of moral and aesthetic ideas by children, reflecting the people's ideas about spiritual beauty. With amazing speed, preschoolers master the musical heritage of the Russian people, which is manifested both in their cognitive and emotional development. After all, art expresses all the aspirations and impulses of the human soul. Folk songs are associated with various aspects of the life of the people. They convey his dreams, thoughts and hopes, which are embodied in the artistic images of Russian folk songs.
The significance of musical activity for moral and aesthetic education lies in the fact that music lessons are held in a team of children, and this corresponds to the characteristics of children's performing activities. In conditions of joint singing, movements to music, insecure children also feel good. This creates optimal conditions for the development of each
In the process of practicing musical activities, children are brought up with moral and volitional qualities: to engage purposefully, the ability and need to complete what they have begun, to overcome difficulties. In collective games, dancing round dances, in entertainment, in independent musical activities, in performances at holidays, in the puppet theater, children are brought up the ability to unite for a common cause, agree on the implementation of common work, the desire to help each other, the ability to distribute roles, prepare attributes for musical game, musical performance, beautiful scenery for the design of a musical fairy tale, i.e. there are all conditions for the implementation of both moral and labor education. In addition, creating attributes, decorations, preparing colorful materials for a lesson, a performance, a game, and cleaning your workplace require labor efforts.
Music has an impact on the process of physical improvement of the child. It is known that it also affects the vitality of a person, causes changes in blood circulation, in breathing.
Musical movements are of particular interest. As a means of musical education, they contribute to the development of musical susceptibility and physical development (movement to music). Rhythmic movements are varied: walking, running, jumping, gymnastic exercises for the development of the shoulder girdle, legs, body and various rearrangements. All these movements, thanks to musical accompaniment, acquire rhythm, clarity, plasticity. Movements to music create a cheerful, cheerful mood, which helps to improve posture, coordination of movements of arms and legs, and the ease of running and jumping is developed. The dynamics, tempo, rhythm of musical accompaniment encourage children to change the speed of movement. Special attention is paid to facial expressions, pantomime, expressive gesture, which allows creating plastic sketches. A special and very important task is associated with the development of orientation in space, with rebuilding to the music. Children learn to build a "chain", a circle, master movements in pairs, in threes, fours, in a snake, i.e. acquire freedom of movement in the space of the hall. A change in musical parts, phrases organizes a change in direction, a restructuring of movements.
Singing is also related to the physical development of the child. Influencing the formation of a singing voice, singing, in turn, activates the functions of the vocal and respiratory apparatus. There is a so-called “singing” attitude: the child is constantly reminded that in order to sing, one must sit upright, without hunching over. This is very essential for developing the correct posture, and the game as the leading type of activity of the child, the transformation into the image of one or another character, characteristic of the game, turn this type of activity into one of the most beloved by children. As a rule, children are superbly included in the game: they “enter the image”, transfer the elements of the musical performance into independent play activity, continuing to “live in the image”.
Connections are also being established between musical-aesthetic and physical education.
For all-round development, it is especially important to form a personality in an aesthetic, ideological and moral direction, creatively active, musically cultured.
The importance of musical activity in solving the problems of aesthetic education is great, since by its nature it is an artistic and aesthetic activity. It is important for children to educate the ability to see and feel the beautiful, the ability for aesthetic appreciation, artistic taste and creativity.
Musical activity plays a big role in the education of the aesthetic feelings of a preschooler. The specificity of music classes provides ample opportunities for the knowledge of beauty, for the development of an emotional and aesthetic attitude to reality in children. Musical art shows a person the world of real-life beauty, forms his beliefs, influences behavior.
For the successful development of aesthetic feelings in preschoolers, it is necessary that the teacher, when preparing for the lesson, take into account the extent to which the task meets the interests of the children, their inclinations, captures them emotionally.
To solve the problems of musical education, the teacher needs to know the entire system of musical development of children of preschool and primary school age. This contributes to the vision of the prospects for their musical development throughout all the years of study, the establishment of relationships between various types of activities in the classroom and music lessons, the skillful selection of musical material for the consistent solution of developmental tasks.
The development of children's musical abilities is carried out in a complex and in close connection with the solution of educational problems. Let's look at this as an example of developing a sense of rhythm. So, at the first music lessons, the child develops general ideas about the genre of the march. At the same time, they activate the feeling of a uniform pulsation of metric beats, for example, during marching or playing accompaniment to a march on the simplest rhythmic instruments.
In addition, children form ideas about the characteristic feature of march music - its sharp, dotted rhythm. Expressive performance allows you to feel it, for example, using rhythmic instruments in the introduction. Playing the simplest musical instruments activates the sense of rhythm and promotes the awareness of rhythm as an important means of musical expression in marching music. Ideas about the characteristic rhythmic motifs of marching music, the alternation of strong and weak beats, it is advisable to consolidate at the following stages, for example, when teaching children about the simplest musical forms.
The next stage in the development of rhythmic feeling in children is associated with the distinction between long and short sounds, familiarity with two rhythmic units: a quarter and an eighth. Further, the children master the simplest rhythmic motifs, the formulas that underlie the musical material, which they are familiar with in music lessons.
Musical development has an irreplaceable effect on general development: the emotional sphere is formed, thinking is improved, the child becomes sensitive to beauty in art and life.
It is important to use artistically complete music, especially classical and folk works, in working with children. But for this, the teacher himself must know it well, love it, be able to present it to children, it is interesting to talk about it.
It is very important during the explanation of the task to specifically reveal the aesthetic content of the musical work. Moreover, the teacher should talk about the elements of beauty in music in an emotional, expressive form. If a music teacher analyzes them in an ordinary, even voice and does not find words expressing the brightness, brilliance of the work, then the emotions of the children will not be affected: they will listen calmly, not showing much interest in the song, dance, game, round dance. To consolidate aesthetic feelings, deepen aesthetic experiences, it is necessary to create a certain emotional mood during the lesson. For example, when listening to a song on the theme “Autumn”, it is good to use a poem about autumn, listen to P.I. Tchaikovsky "The Seasons"
Musical activity contributes to the development of creative abilities, which is possible only in the process of assimilation by children and their practical application of knowledge, skills and abilities. Each type of musical activity, in addition to the general aesthetic influence, has its own specific impact on the child. Listening to music affects the development of feelings, teaches you to see beauty.
musical education preschooler personality
Musical development is very important for any child. And this does not mean at all that it is necessary to raise a brilliant musician from a baby from the cradle, but it is in our power to teach him to listen, understand music, and enjoy it. When is it worth starting musical development and what should it consist of?
Musical development contributes to the holistic formation of the child's personality. While listening to music, the development of the central nervous system, the muscular apparatus occurs, the process of socialization is facilitated, artistic thinking and a sense of beauty develop.
From birth to 2 years
As you know, auditory perception (unlike visual perception) is very well formed by the time the baby is born. While still in the mother's tummy, the baby hears her voice. The child repeats the speech of people, the sounds of animals. Inanimate nature (the knock of a door, for example) does not interest him at all. The researchers noted that the babbling of all the children of the world is the same, regardless of what language sounds around. Turning to rattles, it is worth noting that they produce a variety of sounds - deaf, crackling, like maracas, or sonorous, like a bell. When buying them, try to select as wide a range of sounds as possible. Invite the baby to compare the sounds of different rattles. Currently, electronic musical toys (mobiles, music mats, electronic pianos, etc.) occupy a large niche in the children's goods market. It is important that the music played is recognizable and of good quality. It is also valuable that in order to extract a sound (melody), the baby will need to perform an action - hit the key, turn the lever, touch the toy, etc. This will contribute to the formation of cause-and-effect relationships at the “reaction-stimulus” level, thereby developing the cerebral cortex.
To a very small child, you intuitively offer calm lullabies before going to bed, perky and rhythmic songs during wakefulness. A two-year-old baby can be offered to choose for himself which version of the proposed musical passages is more suitable, for example, for charging. Explain what is meant by the expression "to do with music." Children will perfectly understand its meaning, if they do not hesitate to exaggerate seriously depict marching movements to the music of Grieg. It turns out? No. To this music, movements should be smooth and measured. Of course, you can use recordings of songs from cartoons. But don't be afraid to add variety. Children perceive "soft" jazz compositions very well (with an easily traceable main theme). It is a good idea to offer them before going to bed. For example, works such as "Summertime" by J. Gershwin, "Hosanna", almost any work by Weber are suitable. From the repertoire of classical music, one can stop at Beethoven's Für Elise and the 14th Sonata (Moonlight), Griboedov's waltzes, Glinka's nok-turnes, Grieg's Peer Gynt, Massenet's Elegy.
For an active pastime, take the Italian polka and Rachmaninov's 14th concerto, Mozart's Turkish rondo, Khachaturian's waltz for the drama Masquerade, a joke from Bach's orchestral suite. Now there are a great many thematic CDs with recordings of musical works arranged for kids. These are variants of popular works without chords and second themes that are difficult for a child's ear. Almost one melody sounds. At any age, it is pleasant and useful for a person to listen to recordings of the sounds of nature - a babbling stream, a raging sea, rustling rain ... But do not forget the immutable rule - talk to your child about what he heard. Ask the kid if he liked what he thought while listening, what feelings he experienced. After all, it may turn out that he has unpleasant associations. Discuss everything that is heard for the first time, paying attention to the emotional side (what feelings, images arise).
2-3 years - the first tools
We have already become adept at listening to music, and real musical instruments are replacing the good old, but already boring rattles. In this age range, it is best to pay attention to familiarization baby with musical instruments.
Drum , you can be sure, will be perceived with a bang. Invite the young drummer to slap the drum with his palm, then tap with his finger, the surface can be stroked. Beat the drum roll; although the baby is not yet capable of such exercises, by doing this you will expand the range of reproduced sounds for him and arouse interest in further manipulations. Sticks should be put aside for now to avoid injury.
Then we offer tambourine - in fact, a complicated version of the drum - you can beat and ring. Show your baby how to accompany any melodies. There are many accompaniment options. The simplest is hitting the downbeat, places that sound stronger and clearer. For example, in tra ve sid ate body Not chick, owl sem How O gu re chik ”and the trembling of bells for long vowels. The “Song of the Waterman” is perfect, in particular the phrase “And I want to fly-a-hunt” or “Winged swing”, that is, slow melodies. On these musical instruments, it is best to show what tempo and rhythm are. Toddlers perceive the association with steps well. Top ... Top ... Top ... (we pause for 2-3 seconds). Top. Top. Top (at a normal pace, without pauses). Top-top-top run (quickly). Now also fingers on the drum / tambourine. Check if the baby understood you by listening to children's songs. They tend to show a clearly fast or slow tempo. In the first case, “Maybe a crow”, “Little Little Red Riding Hood”, “Dance of little ducklings” will do. The slow pace is perfectly illustrated by "The Song of the Water Man", "The Song of the Turtle and the Lion Cub", "Lullaby of the Bear". It is also important that listening to children's songs initiates the baby's singing activity, contributes to the development of speech, and enriches the passive vocabulary. Attempts to sing along will contribute to the development of the articulatory apparatus, and the correlation of the musical theme with your favorite cartoon will create a positive mood, improve your emotional state. Children usually do not hesitate to sing out loud, unless "kind" adults once said something unflattering about such singing. Do not allow this, otherwise you will have to correct the mistakes made - fearlessly demonstrate your love for singing by personal example. The next step is to show the different duration of the sound and rhythm. So, with your left hand slowly and rhythmically (every two seconds) beat the drum, then add your right hand (every second). We get one hit with the left - two hits with the right. Now invite the baby to “replace” your left hand - first let him put his palm on top and feel the rhythm, then quietly remove your palm. And before us is a tandem of drummers! Then you change “scores”, speed up or slow down the tempo, change the ratio of beats (1:4), etc.
And now - spoons . You don't even have to buy them. Probably, there are a couple of wooden spoons in the household. Fold them with the back sides, fasten the ends for convenience with an elastic band. Enough for an initial introduction. Hold the spoons by the fastened tips, without squeezing too tightly, otherwise, when squeezed, they will not make a knock. It is not so easy for children to take spoons correctly, it is much more customary to grab them stronger, like a rattle. You will need to achieve some relaxation. The sound of spoons is traditionally combined with folk songs and chants, but almost any rhythmic melody will do (Dance of the Little Ducklings, Antoshka, If there was no winter).
If you find it on sale ratchet , it can also be offered to the child. Just like spoons, this instrument requires a certain amount of coordination in order to produce sound. Here the coordinated work of the muscles of the hand and forearm is necessary. Playing the ratchet is convenient to accompany chants, ditties (you can use "Chatushki attendants hedgehogs").
After 3 years you can offer the baby glockenspiel . Melodious scales are able to inspire children's creativity - the likes of which their little ears have not yet heard. In this case, it should be taken into account that the stick should be held lightly, without squeezing, otherwise the sound will not turn out clear. The kids do not “catch” this moment right away, but over time everything will start to work out.
4 years listening to music
A four-year-old listener is already quite experienced, still inquisitive, restless and impatient. Right now, most of the time should be spent listening to music. Listening to a piece of music, the baby will easily figure out the tempo and isolate the instruments known to him. It's time to expand his horizons, introduce him to new musical instruments. This will allow, when listening to music, to use an important mental function - analysis, which is necessary for the mental development of the crumbs. With new knowledge, the child is ready to visit the conservatory. You can anticipate a cultural trip by watching videos of concerts, analyze and discuss what you hear. Music, it turns out, can tell a lot about itself. Not only about tempo, rhythm and composition of instruments. Let's get acquainted with the words "major" and "minor". Antonyms fun - sad will help to make them accessible to the understanding of the child. And offer to determine which product is suitable. For minor, you can take Tchaikovsky's The Doll's Disease, and for major, Mozart's Turkish Rondo. Major - always confident, joyful, flaunting, minor - sad, It's even easier for kids to define the nature of music as follows: major - I want to laugh, minor - I want to cry. The kid needs to choose what is best to do to the sound of music, and "make a diagnosis." To consolidate this material, it is good to practice on the following pieces of music. Minor - "First Loss" by Schumann, "Dance of the Little Swans" by Tchaikovsky, Russian folk song "There was a birch in the field." Major - "Italian Polka" by Rachmaninov, "Clowns" by Kabalevsky, "Chunga-changa". Now even more strange-sounding words, but to explain them even easier: staccato - sharply, abruptly and legato - smoothly, slowly. When performing staccato, each sound “speaks” separately, waiting for its turn, and in the case of legato, the sounds “flow” one into another. For example, “There was a birch in the field” is an obvious legato, the song “Smile” is an indisputable staccato.
And, of course, it is worth organizing acquaintance with a wider range of musical instruments. The kid already knows the drums well. From the group keyboards it is quite possible to show the piano, mention the organ, harpsichord (the kid will see them at the conservatory). group brass flute, trumpet. It would be nice if, together with the sound, it would be possible to show an image of the instrument. Tell the kid before going to the conservatory about the rules of conduct in this place. Explain that during the performance it is not customary to talk, get up, make noise. For beginners, subscriptions to concerts are offered, which are short in time. You can visit the concert hall of the Russian Academy of Music. Gnesins. It hosts Sunday afternoon concerts; among other works, Liszt's etudes are performed (for example, "Round Dance of the Dwarves"), Grieg's music for Ibsen's play "Peer Gynt", Saint-Sanet's "Carnival of the Animals". It will be very nice if during the first visit to the conservatory the kid will hear already familiar works - this will allow you to more clearly appreciate the difference between playback from a disc and “live” sound. For the first visits, you can choose a cycle of plays by Kabalevsky, works of small forms by Mozart, folk songs. Next, choose the musical fairy tale "The Wolf and the Seven Kids", the operas "The Tale of the Dead Princess and the Seven Bogatyrs", "Rikki-Tikki-Tavi", "Flint". No less interesting for the baby will be a visit to the Russian Center for Museum Pedagogy of Children's Creativity in the State Russian Museum. You can go there with a two-year-old child, for example, to the subscription "At the Art Museum with Mom", "Games with Sounds and Colors". For 4-year-old kids, the subscription "Meetings with the beautiful" is offered. At the Moscow International House of Music, the attention of kids and their mothers will be offered a fabulous concert "The Little Humpbacked Horse" and "The Tale of Tsar Saltan" based on the opera of the same name by Rimsky-Korsakov. At the Moscow theater Novaya Opera im. E. V. Kolobova will present the opera "Cat's House" to the attention of young listeners. You can also visit the children's musical theater. N. Sats with a rich repertoire of performances for kids. Interesting performances can be seen in the musical theater "Experiment Kommersant". The productions of "Kitten named Woof", "Flying ship", "The cat that walked by itself" enjoy the greatest success.
At the age of 4, it is useful to get acquainted with such a technique as meditation to music. Most recently, the crisis of three years has been passed (or you are still in the process), the baby is aware of himself in the world around him separately from you, he feels like an independent person, but this is not so simple. Try meditation with your child. An important condition is a balanced, calm emotional state of the parents. Choose calm, transparent music, without disturbing sounds. Recommended works: Kitaro's compositions, Steve Halpern's "Spectral Suite", Schubert's "Evening Serenade", Grieg's "Solveig's Song". You will also need soft pastel or oil pencils, a sheet of paper. Meditation time is 20-30 minutes. Lay your baby in a cozy, warm place, dim the lights, turn on the music of your choice and start telling the story. Something like this: “It was a long time ago (or very recently). In a distant land lived the Sun and the Light. They loved each other very much. And when they got Luchik, they were happy. Ray grew very quickly, warmed everyone with his warmth and gave joy to those around him. He was taught by the best sages, and he began to understand the language of animals and birds, the language of wind and waves. .. When Luchik grew up, he decided to go traveling to help everyone else. And during the wanderings I saw a wonderful house, music sounded in it. He went there and saw what he needed so much ... "Now invite the kid to draw what Luchik saw. What he really needs. If the child does not want to draw, let him tell. In this exercise, the music helps the baby to relax, identify with the hero of the fairy tale, and therefore feel loved and happy. This image of the family has a positive impact, the journey illustrates reasonable independence.
5-6 years old - everything is "in an adult way"
At the age of 5-6 years, the creative streak in children is literally in full swing, but at the same time it is already much more disciplined than a year or two ago. Making and making noise is an essential need for a preschooler. That is the most time to move from listening to reproduction. We suggest you organize a musical noise orchestra. This is a rather noisy event, which will require background music that will create the necessary mood and set the rhythm. African or Japanese drums, maracas will do. No less fascinating is the process of making tools. Banks of water, glass and plastic bottles with peas, beans, buckwheat, tambourines, spoons, comb, buckets, rubber balls, even abacus will come in handy. Anything with which you can extract at least some sound will do. Having put on a piece of music, we listen to it, delve into it, create a mood. After that, we try to supplement the sound on our own. It is better to try all the instruments, then distribute preferences. Perhaps at first the baby will not get any melody. If he just hits with tools, do not interrupt the action. This is a great way to get rid of negative emotions, discharge. Next time the process of synthesis, creation will begin. The lesson will be more effective if two or three children take part in it. The work becomes more difficult, but the number of tasks to be solved also increases. We'll have to learn to listen to each other. For you, this is an opportunity to assess the emotional state of your child and give him the opportunity to improvise. At this age, we continue to expand the repertoire of musical works that can be offered to the child for listening. You need to select musical works according to the mood of the baby, you can positively influence his emotional state. For 5-6 year olds Children are encouraged to use the following repertoire:
- in case of overwork - “Morning” by Grieg, “Polonaise” by Oginsky;
- in a bad mood - "To Joy" by Beethoven, "Ave Maria" by Schubert.
- with pronounced irritability - Wagner's Pilgrim Chorus, Tchaikovsky's Sentimental Waltz.
- with a decrease in attention - "The Seasons" by Tchaikovsky, "Moonlight" by Debussy, "Dreams" by Schumann.
Based on this list, you can supplement it, taking into account the tastes and needs of your baby.
Municipal budget institution
additional education "Children's Music School. K. N. Igumnova
G. Lebedyan. Lipetsk region of the Russian Federation
MBU DO "Children's Music School named after K. N. Igumnov"
Report
On the topic "Music as a means of comprehensive development of the child."
Prepared by: teacher
Yakovleva M.V.
Lebedyan, 2016
The main task of shaping the personality of the child is the comprehensive and harmonious development of the child. This task is performed by musical education. N.K. Krupskaya characterizes the importance of art in the upbringing of a child’s personality in this way: “We must help the child, through art, to become more aware of his thoughts and feelings, to think more clearly and feel more deeply ...”. Pedagogy, based on these provisions, defines the concept of musical education and development.
Musical education for a child is the purposeful formation of a child's personality through the influence of musical art, the formation of interests, needs, and an aesthetic attitude to music.
Musical development in a child is the result of the formation of a child's personality in the process of active musical activity. Many scientists and teachers believe that the sense of musical rhythm is not amenable to education and development (L.A. Brenboim, K. Sishor, N.A. Vetlugina, etc.).
The tasks of musical education in the formation of the child's personality are subordinated to the general goal of a comprehensive and harmonious education of the child's personality and are built taking into account the originality of musical art and the age characteristics of preschoolers.
1. Cultivate a love for music. This problem is solved by developing receptivity, musical ear, which help the child to feel and comprehend the content of the heard musical works more sharply.
2. To generalize the musical impressions of children, to acquaint them with a variety of musical works.
3. To introduce children to the elements of musical concepts, to teach the simplest practical skills in all types of musical activity, the sincerity of the performance of musical works.
4. Develop emotional responsiveness. Sensory abilities, sense of rhythm, form a singing voice and expressiveness of movements.
5. Promote the emergence and initial manifestation of musical taste based on the impressions and ideas about music, first forming a visual, and then an evaluative attitude to musical works.
6. To develop creative activity in all types of musical activity available to children: the transfer of characteristic images in games and round dances, the use of learned dance movements, improvisation of small songs, chants, initiative and the desire to apply the learned material in everyday life, to play music. Sing and dance.
Musical education is important in the aesthetic and moral formation and formation of the child's personality. By means of musicality, children join cultural life, get acquainted with important social events. In the process of perceiving music, children develop cognitive interest, aesthetic taste, and broaden their horizons.
Children who play musical instruments are usually more literate than others. Music gives both imaginative thinking, and spatial representation, and the habit of daily painstaking work.
It is worth starting to engage with children from the age of four. Regular music lessons improve memory and stimulate the mental development of children, Canadian scientists say. They managed to obtain the first evidence of the existence of a connection between music lessons and the ability to concentrate.
But, despite all the inconveniences that the initial stage of teaching children to play musical instruments brings, previous generations of parents tried to give their children a musical education. Since music lessons require not only incessant work and strong-willed efforts of children, but also unshakable parental patience, few of them became professionals, but they still taught everyone or almost everyone and considered it necessary.
It is already known that musical abilities are revealed before many other human abilities. The two main indicators of musicality, emotional responsiveness and ear for music, appear in the very first months of a child's life. The baby is able to emotionally respond to cheerful or calm music. He concentrates, calms down, if he hears the sounds of a lullaby. When a cheerful, dancing melody is heard, the expression of his face changes, is enlivened by movement.
Research has established that a child is able to distinguish sounds by their pitch already in the first months of his life. This fact is especially obvious for those who have become professional musicians. Mozart showed amazing abilities at the age of four, he played the organ, violin, at the age of five, created his first compositions.
The purpose of the influence of music on the upbringing of children is to introduce them to the musical culture as a whole. The influence of music on the formation of a child's personality in the development of children's creative activity is very great. Music, like any art, is able to influence the comprehensive development of the child's personality, induce moral and aesthetic experiences, lead to the transformation of the environment, to active thinking. General musical education must meet the basic requirements: to be universal, covering all children and comprehensive, harmoniously developing all aspects of the formation of the child's personality.
The musical experience of children is still very simple, but it can be quite varied. Almost all types of musical activity in the most basic foundations are available to children and the correct formulation of education ensures the versatility of their musical, their musical and general development on the personality of the child. Through the upbringing of an aesthetic attitude to the surrounding life, through the development of abilities, to empathize emotionally, through a variety of feelings and thoughts expressed in works, the child enters the image, believes and acts in an imaginary situation. The influence of music prompts him to "wonderful ability to rejoice for others, to worry about someone else's fate, as for his own."
The child, communicating with music, develops comprehensively, the physical appearance of the child improves, harmonic connections are established. In the process of singing, not only musical ear develops, but also the singing voice, and, consequently, the vocal motor apparatus. Musical and rhythmic movements encourage correct posture, coordination of movements, their flexibility and plasticity.
The child is able to feel the character, mood of a piece of music, empathize with what he hears, show an emotional attitude, understand the musical image, notice good and bad, thereby joining various types of artistic activity. Children are also able to listen, compare, evaluate the most vivid and understandable musical phenomena.
The influence of music directly affects the child's feelings, forms his moral character. The influence of music is sometimes stronger than persuasion or instructions. By acquainting children with works of various emotional educational content, we encourage them to empathize. The song about the native land induces a feeling of love for the Motherland. Round dances, songs, dances of different nations arouse interest in their customs, bring up international feelings. The genre richness of the music helps to perceive heroic images and lyrical mood, cheerful humor and fervent dances. 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. Shared experiences create fertile ground for individual development. An example of comrades. General enthusiasm, the joy of performance activate timid, indecisive children. For those spoiled by attention, changing the self-confident, 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 individual abilities. Music lessons influence the general culture of preschooler's behavior. The alternation of various activities, activities (singing, listening to music, playing children's musical instruments, moving to music, etc.) requires children to pay attention, quick wits, quick response, organization, manifestation of volitional efforts: when performing a song, start and finish on time her; in dances, games, be able to act, obeying the music, restraining from an impulsive desire to run faster, to overtake someone. All this improves the inhibitory processes, affects the will of the child.
That is why music and art, by virtue of their inner nature, must be an integral part of any education, and for this they must become part of the education of each individual.
In connection with the identification of the important role of music in shaping the personality of a child, it becomes obvious the expediency of using music in education and training for the harmonious development of the child and as an aid for the development of memory, imaginative thinking and concentration. In order to identify the features of the influence of music on the development of children with hearing impairments, it is necessary to first study the influence of music on the development of children with normal hearing in order to identify differences.
Bibliography:
Vetlugina N.A. Musical development of the child. - M .: Education, 1968.
Vygotsky L.S. Imagination and creativity in childhood. - M., 1991.
Goryunova A.V. Children's musical education as a means of aesthetic education // Art and aesthetic education. - M., 1973.
Kabalevsky D. B. The beautiful awakens the good. - M., 1973.
Krupskaya N.K. Ped. soch., v. 5. - M., 1959.
Music is a means of aesthetic education of a 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 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 - 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, which conveys the state of mind of a 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 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, moving character 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 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 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 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 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 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, 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 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 education
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.
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.
Page 1
The great Soviet composer D.D. Shostakovich noted “In grief and joy, in work and at rest, music is always with a person. It entered life so fully and hugely that it is taken for granted, like the air that one breathes without hesitation, without noticing ... How much poorer the world would become if it were deprived of a beautiful peculiar language that helps people to better understand each other. Music lovers and connoisseurs are not born, the composer stressed, but become. These are the words of D. Shostakovich about the great importance of educating a person in love for music, the ability to perceive it. And the sooner music enters a person's life, the deeper and more precisely this art will take its place in his soul. Everything that a child receives during preschool childhood largely determines what he brings to society in the future. It is at this early time of life that the foundations of various qualities and properties are laid in the formation of the child's personality, its interests and abilities. Psychologists note that most of what was acquired during this period is absorbed extremely quickly and is remembered for many years, sometimes until the end of life.
It is already known that musical abilities are revealed before many other human abilities. The two main indicators of musicality, emotional responsiveness and ear for music, appear in the very first months of a child's life. The baby is able to emotionally respond to cheerful or calm music. He concentrates, calms down, if he hears the sounds of a lullaby. The cook even hears a cheerful, dancing melody, the expression of his face changes, his movements come to life.
Research has established that a child is able to distinguish sounds by their pitch already in the first months of his life. This fact is especially obvious for those who have become professional musicians. Mozart showed amazing abilities at the age of four, he played the organ, violin, at the age of five, created his first compositions.
The goal of the influence of music on the upbringing of children is to introduce musical culture as a whole. The influence of music on the formation of a child's personality in the development of children's creativity and activity is very great. Music, like any art, can influence the comprehensive development of a child's personality, encourage moral and aesthetic experiences, and lead to the transformation of the environment to active thinking. General musical education must meet the basic requirements: to be universal, covering all children and comprehensive, harmoniously developing all aspects of the formation of the child's personality.
Often adults ask the question: “Do you want to introduce a child to music if he does not have a bright manifestation?” Answer: positive. A conclusion about the musicality of a child can only be made after he receives the correct and appropriate musical education and training.
The comprehensiveness of musical education acts as one of the effective ways of moral enrichment, the formation of a child's personality. Activation of his mental activity, increase in vitality. The influence of music unites children in a single experience, becomes a means of communication between children.
The musical experience of children is still very simple, but it can be quite varied. Almost all types of musical activity in the most basic foundations are available to children and the correct formulation of education ensures the versatility of their musical, their musical and general development on the personality of the child. Through the upbringing of an aesthetic attitude to the surrounding life, through the development of abilities, to emotionally empathize with the feelings and thoughts expressed in the works, the child enters the image, believes and acts in an imaginary situation. The influence of music prompts him to "a wondrous ability to rejoice for others, to worry about someone else's fate, as if it were his own."
