Music therapy for children. "Music therapy as a method of regulating the emotional well-being of preschoolers"

Galina Makarova
Music Therapy - Children

The beginning of the 21st century is a time of brilliant discoveries and great achievements in science and technology. But, unfortunately, this is also a time of aggression, isolation. To a greater extent, this affects the behavior, the psyche of our children.

Modern Computer techologies for many hours they chain curious kids to the screen. The guys lost the need to communicate with their peers - computer games replaced them with live communication. As a result, children it can be difficult to adapt, find your place in the children's team. The child closes in on himself.

Today, television plays a special role in shaping the consciousness of preschoolers, sometimes, unfortunately, in a negative direction. Busy parents don't resist bad media influences. And children from morning to evening, without disturbing their parents, watch films about violence and murders, reports "from the scene", cartoons radiating aggression. As a result, children carry these emotions into society, becoming violent, aggressive.

Alcoholism and drug addiction are diseases of modern Russia. Drinking, constantly conflicting parents cause a deep sense of fear, insecurity in little man. Such a child cannot join the children's team. He is not confident in himself and is afraid of being rejected in advance.

Our country occupies one of the first places in the number of divorces. Breaking up a family is a major stress for a child. He feels abandoned, alone. Often such a child develops a sense of guilt - “Maybe it happened because of me…”. The idea that you are not needed, that no one understands you, is deeply deposited in the fragile child psyche. Of course, this affects relationships with other children.

In kindergartens, psychologists, educators and other specialists are working on this problem. Many people are looking for new unconventional methods pedagogical assistance children. In turn I like music director, also decided not to stand aside, and turned to such a little-studied correctional method as music therapy.

Music therapy is a method using music as a means of correcting emotional deviations, fears, motor and speech disorders, deviations in behavior, with communication difficulties, as well as for the treatment of various somatic and psychosomatic diseases.

Modern research has shown that the possibilities of application music therapy both in psychological and pedagogical correction and in preventive medicine are quite wide and can include a variety of programs. After studying these materials, I decided to direct the creative energy music to correct the emotional behavior of preschoolers.

In my work, I used the following forms music therapy:

Receptive music therapy(passive) is different in that the child is in the process music therapy session does not take an active part in it, taking the position of a simple listener. He is offered to listen to various musical compositions or listen to various sounds that correspond to the state of his mental health and the stage of treatment. Classes are aimed at modeling positive emotional state, relaxation - exit, through music from a traumatic situation. Options holding:

a) musical pictures: the perception of music is carried out by the child together with music director, which in the process of listening helps the preschooler to mentally step out of real life in to the world musical images, focus on musical picture and within 5-10 minutes to visit the world musical sounds, melodies, communication with which has a beneficial effect on the child. Classical instrumental works, not used in the educational process; sounds of wildlife.

b) musical modeling: a program is used, made up of fragments of different nature musical works: 1. Corresponding to the state of mind of the child in this moment (compassion for his feelings). 2. Opposing the action of the previous musical fragment and neutralizing it. 3. Possessing the greatest power of emotional impact necessary for recovery (dynamic, life-affirming music) . c) Minirelaxation under music aimed at activating the muscle tone of the child. It is important to let the child feel his body, muscle tone Learn to relax when stressed.

Active Methods music therapy based on active work With musical material: instrumental playing, singing. a) Vocal therapy is aimed at forming an optimistic mood with the help of the child's vocal activity. Songs and formulas are used to help harmonize the inner world of the child - "I'm good - you're good".

b) Instrumental music therapy aims to create an optimistic mood by playing on musical instruments .

in) Kinesitherapy- various forms and means of movements change the general reactivity of the body, destroy pathological stereotypes that arise during illness and create new ones that provide the necessary adaptation. Children learn the technique of expressing emotions with the help of expressive body movements, relaxation skills. Much attention is paid to the correction of communicative, psychological functions. Kinesitherapy includes: psycho-gymnastics, correctional rhythmics, rhythmoplasty, plot-game kinesitherapy.

Psycho-gymnastics is a set of exercises, games, studies, the purpose of which is to preserve the mental health of children.

Story-game kinesitherapy- motor variant therapy, where all the exercises are united by one plot and are carried out in a playful way with a subgroup or group of children. The basis is game improvisation. The lesson includes exercises that provide relaxation, correction of motor skills. live music - movement to the music the child expresses his emotional state.

Integrative music therapy along with music exploits the possibilities of other types art: draw under music, musical outdoor games, pantomime, plastic dramatization under music, creating poems, drawings, stories after listening music and others. creative forms.

Examples therapeutic games and exercises(exercises marked with an asterisk are developed by me, the rest are collected from various sources. music I selected the exercises according to my inner feeling).

Aggression

"Cruise"*

musical modeling

states: We are on a ship. Has begun storm: the sails are torn by the wind, huge waves are tossing the ship like a chip ”(Vivaldi "Storm")

security: “The wind has died down, the sea is smooth and transparent, like glass. The ship glides easily on the water. (Chaikovsky "Barcarolla")

states: "Land ahead! Finally we are at home. How joyfully our friends and relatives greet us! (Shostakovich "Celebration Overture")

"Go away, anger, go away"

therapy game

The players lie down on the carpet in a circle. There are pillows between them. Closing their eyes, they begin to kick the floor with all their might, and with their hands on the pillows with cry: "Go away, anger, go away!"(Chaikovsky "Baba Yaga"). The exercise lasts 3 minutes, then the participants, at the command of an adult, lie down in a pose "stars", arms and legs spread wide, and lie calmly, listening to the calm music 3 minutes. (Chopin "Nocturne in F Major").

"The lion hunts, the lion rests"

Role gymnastics

A phonogram sounds (K. Saint-Saens, "Animal Carnival" part 1 "Royal March of the Lion"). children it is proposed to depict lions in every possible way ways: you can move around the floor on all fours (lions go hunting, lie on benches or chairs (lions rest on a hot afternoon, growl loudly when the appropriate music - show hands like a lion opens its mouth.

When the fragment is heard, the following is given exercise: “Tired, well-fed lions, their cubs lie down to rest (on the floor, or "climb a tree"- a bench, hanging paws, tails)

Then a calm quiet sounds music(Mozart "Lullaby"). "The Lions Fall Asleep".

Goals: The first part of the exercise releases the energy accumulated during the lesson, develops activity, general motor skills. By creating the image of an animal, the child has the opportunity to express himself creatively. Second part: relaxation, the transition from active to calm. In general, this exercise increases children's interest in classes. It is always expected and performed with special enthusiasm.

"Sparrow Fights" (removal of physical aggression).

therapy game

Children choose a couple and turn into pugnacious "Sparrows" (squat down with hands on knees). "Sparrows" bouncing sideways to each other, pushing. Which of the children falls or removes his hands from his knees, he is out of the game (treat "wings" and paws of Dr. Aibolit). "Fights" begin and end at the signal of an adult.

"Good - evil cats" (removal of general aggression).

therapy game

children proposed to form big circle, in the center of which lies a hoop. it "magic circle", in which "transformations". The child goes inside the hoop and at the signal of the presenter (clap hands, bell sound, whistle sound) turns into ugly cat: hisses and scratches. At the same time, from "magic circle" you can't go out. Children standing around the hoop repeat in chorus after leading: "Stronger, stronger, stronger...", - and the child depicting a cat makes everything more "evil" movement. (Khachaturian "Toccata"). At the repeat signal of the leader "transformations" end, after which another child enters the hoop and the game is repeated. When all the children have been to « magic circle» , the hoop is removed, the children are divided into pairs and again turn into angry cats at the signal of an adult. (If someone did not have enough pair, then the leader himself can participate in the game.) categorical rule: do not touch each other! If it is violated, the game stops immediately, the host shows an example of possible actions, and then continues the game. On repeat signal "cats" stop and can exchange pairs. On the final stage game host offers « angry cats» become kind and gentle. On a signal, children turn into kind cats that caress each other (Debussy "Moon light").

"Winter's Tale"*

musical modeling

1. Experience your emotional states: "Winter came. It's bitter cold outside. Furious with furious!”(Shuman "Father Frost")

2. Formation of a state of rest, security: “Light snowflakes are flying from the night sky. They sparkle in the light of the lantern."(Debussy "Dance of the Snowflakes")

3. Formation of the final emotional states: "The blizzard swirled in a gentle waltz". (Sviridov Waltz "Blizzard")

"Stubborn Pillow" (removal of general tension, stubbornness)

therapy game

adults prepare "magic, stubborn pillow" (in a dark pillowcase) and introduce the child to the game - fairy tale: “The fairy sorceress gave us a pillow. This pillow is not simple, but magical. Children's stubbornness lives inside her. It is they who make you capricious and stubborn. Let's get rid of the stubbornness." The child beats the pillow with his fists with all his might, and the adult sentences: "Stronger, stronger, stronger!"(Tchaikovsky Overture "Storm") When the baby's movements become slower, the game gradually stops. An adult offers to listen to "stubbornness in pillow: “Have all the stubborn ones come out and what are they doing?” The child puts his ear to the pillow and listens. "The stubborn people got scared and are silent in the pillow", - the adult answers (this technique calms the child after arousal). The pillow is good. Let's lie on it and listen to the beautiful music(Chopin "Nocturne No. 20").

"Visiting the Sea King"*

Plot-game improvisation

The inhabitants of the underwater kingdom arrive at the ball to Neptune. children proposed to move how: a formidable shark, a relaxed jellyfish, a frisky seahorse, a prickly sea urchin and others. d. (C. Saint-Saens Aquarium)

"Little Ghost"

therapy game

The host speaks: “We will play good little ghosts. We wanted to have a little mischief and scare each other a little. On my clap, you will make such a movement with your hands (adult raises arms bent at the elbows, fingers spread out) and pronounce scary voice sound "U" if I clap loudly, you will scare loudly. But remember that we are kind ghosts and only want to joke. The adult claps his hands. (Rimsky-Korsakov "Flight of the Bumblebee") At the end of the game, the ghosts turn into children.

"Clowns fight" (withdrawal of verbal aggression).

therapy game

The host speaks: "The clowns showed performance for children, amused them, and then began to teach children to swear. Angrily swear at each other with vegetables and fruits. Attention is drawn to adequate, angry intonation. Children can choose couples, change partners, "swear" together or in turn "scold" all children. An adult directs the game, announces the beginning and end of the game with a signal, stops if other words or physical aggression are used (Kabalevsky "Clowns"). The game then continues, changing emotional mood children. Leading He speaks: “When clowns taught children to swear, parents didn’t like it”. Clowns, continuing the game, teach children not only to swear by vegetables and fruits, but also to affectionately call each other flowers. The intonation must be appropriate. Children again break into pairs and affectionately call each other flowers.

"Spring came"*

musical modeling

1. Experience your emotional states: “The long-awaited spring has come. The warm sun warmed up. The river began to ice. Huge ice floes move through the water, crash into each other with noise and crash, break, spin in a whirlpool. (Shuman "Rush")

2. Formation of a state of rest, security: "The formation of a state of rest, security: "The sun's warm ray looked into the snow-covered forest glade, melted the snowdrift and warmed the first spring flower - the snowdrop." (Chaikovsky "Snowdrop")

3. Formation of the final emotional states: "From distant countries migratory birds returned to their native lands and sang their most cheerful songs. (Vivaldi "Spring")

"Night Terrors"*

musical modeling.

1. Experience your emotional states: “The moon has risen over the village. A slippery sticky fog crawled from the mountains onto the houses and gardens. And in this fog, ancient sinister spirits flashed like obscure shadows. They have a holiday today - Walpurgis Night. Until the morning, witches, ghosts, goblins and trolls will spin in a wild dance on Bald Mountain. (Mussorgsky "Night on Bald Mountain")

2. Formation of a state of rest, security: “Is there really no one who can handle this sinister power? No one will save the frightened villagers?. But now, among the distant stars, a magical song filled with tenderness and kindness sounded. The song gets louder and louder. A soft light streamed through the mist, dispersing it, dispersing it. It was the angels who descended to earth and sang a song of praise to the holy virgin Mary, the protector of mankind. And retreated dark forces". (Schubert "Ave Maria")

3. Formation of the final emotional states: “Walpurgis Night is over. The edge of the sky was painted with pink, gold, crimson colors. Slowly, calmly, the good sun rose. (Shostakovich "Celebration Overture")

"Let's put fear in a box"

Isotherapy game.

The child is invited to draw his fear. (G. Puccini "Cloak"). And now that fear "came out" from a baby to paper, you can do something with him whatever: draw him something funny, plant "behind bars" etc. (Chopin "Prelude 1 opus 28") After that, you can fold the drawing, hide the fear in a box and give it to the child. Now the baby can manage his fear himself and at any time see if the fear has climbed back into him.

"Baba Yaga"

Musical mobile game

A circle is drawn on the site. The children are standing in a circle. The driver - Baba Yaga becomes blindfolded in the center of the circle. Children go round and round sing:

There is a hut in the dark forest

Standing back to front (turn the other way)

And in that hut the old woman

Grandmother Yaga lives.

She has big eyes

Like fires are burning. (showing with hands)

Wow, what an angry! (squat scared)

Hair stands on end! (jump up, raise hands up, fingers outstretched)

Children jump on one foot into the circle and jump out of it, and Baba Yaga tries to catch them. (Chaikovsky "Baba Yaga")

"Dr. Aibolit"*

Plot-game improvisation.

(Sounds like "Viennese waltz" Sviridova - "Aibolit" lays out his medicines on a stump) “Good doctor Aibolit. He sits under a tree. Come to him, and a cow, and a she-wolf, and a bug, and a worm, and a bear are being treated. The good doctor Aibolit will heal everyone, heal everyone. (Levkodimov's play sounds "Bear"- goes "sick bear") Here comes a bear to Aibolit. He was bitten by bees. Oh, how it hurts the poor fellow! Help, doctor! (Sounds like "Viennese waltz" Sviridova - the doctor treats the bear) Oh, thank you! (Sounds like "Joke" Baha - the bear is dancing). Here is a fox running. (Levkodimov's play sounds "Fox"- runs "sick fox") She has a toothache. Oh, how bad the fox! Help, doctor! (Sounds like "Viennese waltz" Sviridova - the doctor treats the fox) Thank you, doctor! (Sounds like "Joke" Baha - the fox is dancing). Why is the bush shaking? This bunny is shaking! He drove a big splinter into his paw. The paw hurts, and it's scary to go to the doctor. Let's persuade the bunny (children persuade the bunny to go to the doctor). Doctor hare cured. “Glory, glory to Aibolit, glory good doctors!» (Sounds "Kamarinskaya Tchaikovsky, child actors are dancing).

"Snowman"

Psychogymnastics. (aimed at relaxation, stress relief)

Parent and child become snowmen: get up, spread your arms to the sides, puff out your cheeks and hold the given position for 10 seconds.

adult speaks: "And now the sun came out, its hot rays touched the snowman, and he began to melt." The players gradually relax, lower their hands, squat down and lie down on the floor. (Chopin Waltz "Winter's Tale").

"In the woods"*

musical modeling.

1 Experiencing your emotional states: “We are in a dense forest, it is dark, wolves howl, we make our way through thorny bushes, we run (sounds music "Francesca da Rimini" on the topic "Ada", the child moves in accordance with the plot)”.

2 Formation of a state of rest, security: “We ran out into the clearing. It is protected from all sides by good magic. No one but us can get in here. It's very Beautiful: a small waterfall flows into a clear lake, tender green grass and amazing beautiful flowers on the ground (F. Chopin's nocturne sounds, the child lies or sits on the rug)».

3 Becoming the ultimate emotional states: “The waterfall is ringing with its droplets so joyfully! It becomes so easy for us, so much fun! We also want to sing along with the waterfall! (sounds "Little Night Serenade" W. A. ​​Mozart, the child plays along on the metallophone or dances)”.

"Magic Sand"

Sandy therapy

The child is invited to play sandbox: sifting, digging with a spatula, making small pieces ... A toy is imperceptibly buried in the sand, symbolizing the fear of this baby (Baba Yaga, dog, monster, etc.) When a child accidentally digs out a toy, she starts with him. "speak" good askers voice: “I am so lonely, I am very kind, but everyone is afraid of me. Please play with me. Build me a sand house, etc. If the child is scared, you can bury the toy again in the sand, but after a while remind her that she is scared there. Offer to help the toy. Sprinkling sand, the child feels calmer. (Sounds like "Romance" Sviridov)

"Clouds"*

Rhythmoplasty

Let's go on a trip! We will turn into clouds, because they fly around the world, not knowing barriers. Look how light and beautiful they are. (slide). Have you ever watched clouds? Each cloud is unique. It looks like a snow-white horse, then it looks like an amazing sea ​​monster. But then the wind blew, and the clouds changed shape - a magical sparkling castle appeared in front of us (slide). Hear it sounds magical music. (Chaikovsky "Sentimental Waltz") One, two, three, cloud fly! Now you are clouds. Fly softly, smoothly, change shape with the breath of the wind. Whose cloud is the most beautiful?

"Brave bun"*

fairy tale therapy

(Children play the role of a kolobok; animals are bi-ba-bo dolls on the leader’s hand). There lived a bun. One day he went for a walk. (Sounds like "Minuet" Baccherini, children run on tiptoes) A ​​bun rolls, rolls, and a hare meets it. ( sounds: Bel Bartok Duke Bluebeard's Castle). Let's invite the bunny to eat candy and dance with us (Sounds "Minuet" Baccherini, children dance with a hare). The bun rolled further, and the wolf met him (sounds music Pyotr Ilyich Tchaikovsky - orchestral fantasy "Francesca da Rimini" on the topic "Ada") "Gingerbread Man, Gingerbread Man, I'll Eat You!" And Kolobok has a black belt in karate, and he is a great boxer. Let's show it to the wolf! (Sounds like "Saber Dance" Khachaturian, children "fight"). The wolf killed, and the bun rolled on. Who came out to meet him from the dark thicket?) Bear! (Sounds like "Dwarf" Mussorgsky) Kolobok, I'll eat you! Let's scare the bear. (Sounds like "Storm" Vivaldi, children scare the bear like little ghosts. The bear runs away.) And here comes the fox. (Sounds like "Nocturne No. 20" Chopin) “What a beautiful gingerbread man you are! Come with me, I'll treat you to a cake". Shall we go with the fox?) Of course not! She's lying. We, the fox, are not afraid of you, you will not deceive us! What will we do? (Children's suggestions) Let's call the police. Do you know the phone number? (children "take out cell phones" and they call 020, the fox is running). The bun walked well, he was not afraid of anyone!

"Burners"

Outdoor games

The driver is tightly blindfolded. Players sing: “Burn, burn brightly so that it does not go out. Look at the sky - the birds are flying, the bells are ringing. The players scatter, freeze in place and ring the bells, and the blindfolded driver looks for them.

(Rimsky-Korsakov sounds "Spanish Capriccio")

"Bee in a flower"

Psychotherapy game

The adult pronounces the text, and the child performs actions: "The bee flew from flower to flower (chairs and sofas are used as flowers). When the bee swooped in, ate nectar, she fell asleep in beautiful flower (under a chair or table). The night came and the petals of the flower began to close (a chair or table is covered with a dark cloth). The sun has risen (the material is removed, and the bee again began to have fun, flying from flower to flower. ”The game can be repeated by increasing the density of matter, that is, the degree of darkness.

(Rimsky-Korsakov "Flight of the Bumblebee"- the bee is flying

Brahms "Lullaby"- the bee sleeps

"Magic Scissors"*

Application

(The work of Shostakovich sounds "Leningrad Symphony") The child is offered to draw himself. Then the leader sticks black blots around the image, symbolizing the child's fears. The leader together with the baby names these fears (fear of heights, darkness, loneliness, etc.). (Sounds like "Symphony No. 40" Mozart) The child cuts out his image and pastes on Blank sheet. Around him, the child himself sticks multi-colored circles, calling them (parents, friends, toys, etc.). Cut off fear blots can be torn, buried, closed in a box.

"Brave Cop"*

Plot-game improvisation.

Once upon a time there lived a brave policeman, a brave Misha Ivanov (full name of the child- actor) . (Sounds like "March" Dunayevsky from the movie "The circus"). Here comes Tanya from the garden, carrying a doll in her bag. (Sounds like "Joke" Bach). Hooligans ran up, began to offend Tanya, began to pull the pigtails, began to take away the doll! (Sounds like "Storm" Vivaldi). Who, who will help us, protect us from trouble? A brave, dexterous policeman will rush to our aid! (Sounds like "Ride of the Valkyries" Wagner) he scattered the hooligans and dragged them to prison. (Sounds like "Symphony No. 40" Mozart) He took our little Tanya home.

"Hare Hero"*

Musical theatricality

There lived a cowardly bunny. He sat under a bush and was afraid of everything. A leaf falls from a tree - a hare trembles with fear, an owl flies by - a hare faints. (Music sounds: Schumann "Father Frost". Children show how the bunny is afraid). A day was afraid of a bunny, a week, a year. But now, he is tired of being afraid. Tired and that's it. He climbed onto a stump, waved his paws and shouted: "I'm not afraid of anyone!"(Music sounds: Beethoven "Ode to Joy" Children show themselves to be brave) Suddenly a wolf came out into the clearing! (doll bi-ba-bo) All the courage of the hare immediately disappeared somewhere. He shook, jumped, and out of fright, the wolf landed on his back. Bunny ran away ( Sounds like: Saint-Saens "Hare", the children run, and when there was no more strength to run, he fell under a bush. But the wolf was also frightened of this strange hare,

that he himself attacked him, and left this forest. The animals of our hare found and became to praise: “How brave you are, you drove the wolf away!” And the hare himself believed that he was a brave man and ceased to be afraid. ( Sounds like: Beethoven "Ode to Joy")

Closure

"Visiting a squirrel"

Psycho-gymnastics

(Children repeat the movements of the leader in the text of the poem)

Purely in the squirrel's house.

The children washed the dishes

Garbage swept into the yard,

The carpet was beaten with a stick.

The postman knocked

Noble old elephant.

He wiped his feet on the mat:

"Sign for "Murzilka."

Who is knocking on the door?

These are midges, birds, animals.

Wipe your feet, dear babies.

We won't get bored here

We will dance with you! (Sounds like "Kamarinskaya")

Here we stomp one leg: top-top-top,

And now the other leg.

And we'll sit down, and we'll get up,

Let's repeat one more time.

Stomp your right heel twice

And forward - on the toe.

We'll all jump together

And we'll circle around.

"Buka Bear"*

Musical theatricality

There lived a bear cub. He didn't want to be friends with anyone. He sat on a stump and folded the cones into a pyramid. A hare ran up to him (Saint-Saens "Hare", said hello: "Hi Mishka". The little bear turned away silently, furrowed his eyebrows, and pouted. A squirrel ran up (Rimsky-Korsakov "Squirrel", foot held out: "Hi"- He speaks - "Let's be friends!". Misha turned away. "I don't need friends" he muttered. A hedgehog crawled past, wanted to treat a bear cub with a berry. ….) Misha took the berry and turned away. Even "Thanks" didn't say. “What, after all, he is a beech!”- the animals were surprised. But here he blew strong wind. (Wagner "Ride of the Valkyries") The squirrel jumped into the hollow, the hedgehog climbed into the mink, the bunny hid under the bush. And the wind is blowing stronger and stronger. A hurricane has risen! The wind picked up the bear cub, whirled it and carried it somewhere. Scary mouse. He screamed, he cried. I wanted to call for help, but who should I call? He has no friends. And suddenly a hare jumped out of the bush, grabbed the bear cub by the paws. The hedgehog got out of the mink, grabbed the hare. The squirrel jumped out, grabbed the hedgehog (child actors run "engine"). And the wind gave up, lowered the animals to the ground. "It's good to have friends!"- thought the teddy bear. And out loud said: "Thanks!". Now the teddy bear has changed. He is the first to greet the animals, always says "Thanks", "please" and loves to frolic with friends in a forest clearing).

"Rain"*

musical modeling.

1. It's gray, sad rain outside. We sit at home and look out the window. Drops, like tears, flow down the wet glass. (Beethoven "Melody of Tears").

2. Drops knock on the iron roof, ring in a puddle in the yard. And suddenly everything changed - we heard a light, sonorous rain music. (Mozart "Little Night Serenade")

3. We got so much fun! I wanted to play, dance with the rain. We put on boots, took umbrellas and ran outside to jump in the puddles. (Strauss "Backgammon" polka)

"Magic Threads"*

Isotherapy game

Sounds like music by Tchaikovsky"Waltz of the Flowers". The child is invited to draw himself in the middle of the sheet, and around him to depict those whom the baby would like to see next to him always (parents, relatives, friends, pets, toys, etc.). Give the child a blue marker (magic wand) and ask to connect yourself with the surrounding characters with lines - these are magic threads. Through them, as through wires, good things are now coming from loved ones to the baby. strength: care, warmth, help. But the same force must come from the child. The threads forever connected the baby with those who are dear to him. Now, if mom has gone to work or a friend has gone to grandma's, there is no need to worry. Magic threads will surely draw them back to the child.

"Little Sculptor"

The exercise is performed in pairs. The task is given to start sculpting some figure from plasticine, something fantastic is better. Through certain time the children change figures, and now everyone must complete the partner's figure. After completing the task, the children exchange comments on whether their intention is correctly understood, what they themselves would like to mold.

This game develops and consolidates the skill of understanding and developing the idea of ​​another person.

Picture "I'm in the future"

isotherapy

The child is given the task to draw himself as he sees himself in the future. Discussing the drawing with him, ask how he will look, how he will feel, what will be his relationship with his parents, brother or sister, classmates, friends.

The exercise allows you to realize the possibility of overcoming isolation, give the child a perspective on the future and self-confidence.

"At Grandpa Tryphon's"

Children stand in a circle, the leader is in the center. Children sing: “Grandfather Tryphon had seven children, seven sons. They didn’t sleep, they didn’t eat, they looked at each other, they did this together.” The host demonstrates any dance movement, the rest copy it. The one who repeated the movement better becomes the leader.

"Doll"*

musical modeling.

1. The little girl had a doll. They were the best girlfriends: walked together, played, fell asleep. But the doll got sick - it broke. The girl was very sad. She chewed on her sick friend—weeping, sighing over her bed. (Chaikovsky « children's album» : "Doll Disease")

2. Finally, my mother came home from work. The girl was waiting for her! She asked her mother to cure the doll. Mom took out scissors, a needle, glue and began to repair the toy. The girl circled around. She was very worried, but she believed that her mother would help her friend recover. (Chaikovsky "Children's Album": "Waltz")

3. The doll has become just like new! What happiness! (Chaikovsky "Children's Album": "New Doll").

"Teremok"

Musical mobile game

For the game between the children are distributed roles: mouse, hare, frog, etc. Children wear appropriate masks. A hoop is placed - a teremok. Children go around the hoop and sing:

“There is a teremok in the field, a teremok,

He is not low, not high, not high.

Here on the field, the field is a mouse (frog, hare, etc.) running,

The door stopped and knocks.

The named character goes to "Teremochka" and sings:

“Who, who lives in the little house?

Who, who lives in a low place?

When a bear comes up to the tower and He speaks: "I am a bear, a trap for everyone", - all the animals scatter, and the bear catches them.

"Animal Carnival"*

Psycho-gymnastics

Children are invited to become actors - facial expressions, with gestures to portray those who will be discussed now. Sounds like "Symphony No. 40" W. A. ​​Mozart. “The animals have a holiday today - a carnival! Come! Come! Do not miss! The first to come was the king of animals himself - a brave, proud lion. (Saint-Saens "Royal March of the Lions"). Elegant, fat elephants in bright ballet skirts came. (Saint-Saens "Elephant") A swift-footed coward hare (Saint-Saens "Hare"). Fussy chickens showed up, accompanied by important roosters (Saint-Saens "Hen and Rooster") And here is the stubborn donkey. (Saint-Saens "A donkey"). Just look how beautiful the white swan is! (Saint-Saens "Swan"). We are glad to have guests! Let's Dance! (Mozart "Symphony No. 40")

Pinocchio

therapy game.

The parent speaks the text and performs the movements along with child:

1. Imagine that you have turned into a Pinocchio doll.

2. Stand up straight and freeze in doll pose. The whole body became hard, like Pinocchio.

And now we turn from dolls into people, relax and soften.

"Singing bird"*

musical modeling.

1. They caught a small bird, put it in a cage. Bitter little, sad. Not sung to a bird in captivity. The bird dies. (Mozart "Lacrimosa")

2. The boy took pity on the bird and set it free. She spread her wings and took off into the blue sky. It became easy for the bird, free. (Beethoven "To Elise")

3. The bird sang its very cheerful song. She sang for the good boy. (Mozart "Turkish March")

Anastasia Lomovtseva
Practical application of music therapy in work with children up to school age

The success of the classes is positively influenced by the positive personality of the teacher, his possession of methods musical expressions - playing on musical instruments and the ability to sing, as well as the inclusion in the preventive and corrective process of the factor of group dynamics, mutual psycho-emotional positive infection, empathy and sympathy between participants in group music lessons.

It is necessary to determine an individual course of correction for children with certain disorders and tactics after its completion. The number and duration of sessions matter music therapy(10-12 minutes, multiplicity applications per week - 1-7 times.

To music had an effect on the child, it must be specially adjusted and prepared for this. This setting is to sit in a comfortable position, relax and focus on the sounds. music. Perception music is to learn to recognize emotions. Any music- it is always feelings, emotions, experiences. For listening in class music therapy and relaxation, the following Topics: "Meditation" S. Maykopara and "First Loss" R. Schuman, "In the church" P. Tchaikovsky, "Ave Maria" F. Schubert, "Rush" R. Schuman, "Parting" M. Glinka, « morning prayer» P. Tchaikovsky, "Joke" I. Bach, "Humoresque" P. Tchaikovsky. The titles of these works reflect the mood conveyed in music. Children learn to understand feelings, to distinguish shades of mood, learn to empathize, rejoice, recharge with positive emotions.

It should also be remembered that corrective musical sessions should not be carried out on an empty stomach and not earlier than 2 hours after eating.

strength or loudness music need to be carefully adjusted. Low volume should be chosen not only for soothing, but also for stimulating music. High volume tires and shocks the nervous system.

After listening music need to rest for a while. This favors its full, not violating mental balance, action on the unconscious.

It is known that the unconscious is most active during sleep, while it is also susceptible to external impulses. Therefore, it is especially recommended for aggressive, restless, hyperactive children to use therapeutic music while sleeping.

It is advisable to use instrumental classical and special therapeutic music, but not vocal and not the most popular, because they carry unnecessary semantic load. Choice musical works should be well thought out. It is much more complicated than it might seem at first glance. It would seem obvious that the use of a calming, stimulating or cheerful music. However, everything is not so simple. A child in a state of excitement and confusion is unlikely to be deeply impressed by the solemn adagio, from which he will become even more restless. On the other hand, when a depressed child hears a sad music, it can cheer him up .

Within a session musical therapy, you can and should use various active techniques, exercises and methods described by me above.

2.2. Practical exercises music therapy with preschool children

All classes are held in the form of a game, the duration of classes does not exceed 10-12 minutes. The effectiveness of the perception and assimilation of the material is ensured by a single storyline each lesson and frequent changes in activities. The following exercises are used in the classes:

An exercise "Play Your Mood" is a collective form of active music-making on noise instruments. During it, children learn to voice poetry, play in an ensemble, and also improvise their own small pieces, embodying their mood and sound performances in them.

An exercise "Scarf with magical stories» It is intended primarily for children with severe hyperactivity, attention deficit disorder. These children require individual work during which they learn to calm down and focus.

To do the exercise musical head includes music, moves a large bright scarf over the child, at the same time telling a fantasy story ( for example, about the child himself, with whom he conducts the exercise). Wherein musical the leader invites the child to move arbitrarily when the scarf "takes off" up or sway from side to side, and stop when the scarf comes down.

During the exercise, the teacher needs to synchronize moving and calm episodes in the movements of the scarf, in music and history.

Properly matched in terms of sound intensity and rhythm music will help the child to streamline the movements, enhancing the impression of the movements of the scarf and words music director.

Relaxation exercise "Sea bottom" Designed primarily for older children. Musical material for the exercise - an audio recording of the play "Moonlight" Claude Debussy (Claude Debussy).

Children are randomly placed in music hall . The teacher pronounces the text, coordinating it with the movement music: “Children, now we will plunge into the depths of the sea.

First, let's check works whether our breathing equipment is under water: inhale calmly, without tension, now exhale. Everything is in order with the equipment, so we dive!

Take a calm deep breath, and with the exhalation sink to the very bottom. Around you - only clear blue water. And now feel that you are the waves of the sea, which are easily swaying along with music. Colorful inhabitants of the sea swim around you - feel their presence, consider carefully.

Suddenly the current has changed! All the waves began to stir, began to move, travel through the depths of the sea, meet new marine inhabitants ... And now the night has come. In complete darkness, sea water shone - these are luminous microscopic algae, crustaceans, amazing jellyfish. The waves gradually calm down and go to the bottom.

After the exercise, children should be offered under the same music draw images that arose in their minds. Thereafter musical the leader should analyze children's drawings - colors, saturation, pencil pressure, and the like.

Thus, it is possible to identify hidden emotional tension, discontent, aggression in children and direct efforts to eliminate them during sessions. music therapy.

The purpose of the exercise is relaxation and development of singing breathing. Musical material for exercise - Prelude in C major from "Well-Tempered Clavier" Johann Sebastian Bach (Johann Sebastian Bach).

Musical the leader invites the children to plant an imaginary seed on palm. Children perform the task, accompanying "landing" while saying the words "ding!", then take care that the grain sprouted:

warm by the sun - sing high sound "a".

Musical the leader continues to direct the actions of the children, gradually continuing story:

the grain began to grow - the children sing the sound "a" to the crescendo;

a large, beautiful flower has grown and opened beautiful petals - children, imagining a flower in their palms, smile, admire it;

the flower has a great aroma - children inhale slowly, deeply through their nose, and exhale through their mouths with a sound "Ha".

The value of this exercise is that it evens out the emotional state of all children in the group, helps pupils with a weak nervous system to get rid of emotional imbalance due to the fact that their psychophysical reactions lag behind the general rhythm of the group's life.

An exercise "Colored music» it is advisable to carry out when there is a need to cause a certain mood in children.

The exercise contains elements of color therapy, namely, it involves the use of various objects of a certain color.

musical the accompaniment of the exercise and the color of the objects will depend on the mood to be created. So, to calm the children, musical the leader may suggest that they create dance improvisation under waltz music, using silk scarves in blue, light blue or green. Instead of encouraging children, you should include a rhythmic music at a brisk pace, but as a prop, offer children ribbons or handkerchiefs in yellow or red.

The purpose of this exercise is:

normalize breathing;

relax your throat muscles.

How musical material for the exercise, you can use the audio recording "Morning" from the suite "Peer Gynt" Edvard Grieg (Edward Grieg) or other calm music(tempo - no more than 60-65 beats per minute, forest noise, birdsong and the like.

This exercise is best done with children after physical activity. Musical head includes music and invites children to sit comfortably on the floor, close their eyes, imagine a sunny day and green Forest. The main element of the exercise - "forest" air, in which children should calmly, with pleasure, inhale and exhale air, imagining that they are in the forest and enjoy the clean forest air.

Motor exercises

1. "Walk in the Fairy Forest"(N. Rimsky-Korsakov, Fevronia's aria from the opera "The Legend of the Invisible City of Kitezh").

Steps at a slow pace, imagining around you beautiful landscape and showing gestures to other children the magnificence of nature.

2. "Celebration March"(N. Rimsky-Korsakov, introduction to the opera "The Tale of Tsar Saltan"). Imagine yourself going to a party. Walk confidently and decisively.

3. "Crouching Cat"(D. Puccini, "Waltz" from the opera "Bohemia"). Movement in a circle, stepping on "once", each measure. The movements are smooth, the weight of the body is transferred gradually from one leg to another.

4. "Fluttering Butterfly"(A. Dvorak, "Humoresque"). Light springy steps, with a wave of hands depicting a butterfly.

5. "Admiring a flower" (N. Chopin, Waltz No. 7) Children pass a flower in a circle for each measure of the waltz, admiring it.

Musical relaxation

These exercises are aimed at correcting the psycho-emotional sphere of the child, at acquiring relaxation skills.

When performing these exercises, it is important to distract the child from traumatic experiences and help him with music to see all the beauty of the world. All exercises are commented by the teacher under a certain music evoking different emotions.

For example:

1. Exercise for activation vitality "Energy"(for hypoactive children, music by M. Ravel. Pavan; Bolero.

2. Exercise for relaxation, relieving irritability (for hyperactive children, music by D. Shostakovich from the film "Gadfly".

3. An optimistic mood exercise "The joy of life" music J. Bizet. Youth symphony, dance music from operettas. Strauss, And Kalman, F. Lehar.

4. An exercise that forms an attitude towards the world "Beloved Mom" music F. Chopin. Nocturne.

5. Exercise to overcome feelings of shame and shyness. "I can do everything" music I. Brahms. IV symphony. F. List. Prelude. Etc.

CONCLUSION

Music therapy is a set of techniques and methods aimed at expanding and enriching the spectrum of experiences and the formation of a worldview that helps a person to be healthy and happy. Rich feelings and high thoughts are the main components of this type of psychotherapy. The formation of a rich emotional sphere of the child is achieved by involving him in wide circle musical artistic experiences, the formation of a high system of thoughts.

When a child listens music, his body absorbs musical energy, and it normalizes work vital systems and organs. Therefore, a properly selected melody has a beneficial effect on the child and his health.

A child is able to successfully develop and maintain health if traditional forms, methods and means of education and upbringing are combined with music therapy.

BIBLIOGRAPHY

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“Music is not only an ennobling, educational factor. Music is the healer of health."

(V.M. Bekhterev)

It's no secret that the musical impact stimulates the development of the child, develops and enhances his intelligence. Scholars believe that music literally words, has a magical effect on the human brain. beneficial effect music on the human soul was noticed in antiquity. In the Middle Ages, music was used to treat psychological disorders and was used as an anesthetic. Scientists are currently proving positive influence classical music and lullabies for the development and health of children.

You can help your child with music therapy. Music therapy is a psychotherapeutic method for correcting emotional states. This method allows you to quickly remove mental stress, calm down. AT childhood music therapy will successfully cope with a child's behavioral problems, emotional anxiety, and will also help to survive related to child development. In the modern world, our kids spend more and more time watching TV screens and playing computer games. Parents are not against such leisure of children, since the child is busy and does not bother mom and dad. Parents are free to mind their own business. It is a pity that they underestimate the harm that frequent communication with the TV and computer does to the baby. After all, more and more often cartoons openly radiate aggression, and films are stuffed with murders and violence. As a result, the fragile psyche of the child suffers. And if not everything goes well in the family, then a real mental trauma is inflicted on the child, he becomes withdrawn, insecure, he develops a feeling of guilt, fear, he feels insecure and unnecessary to anyone, the child appears. All this affects the relationship of the child with peers, which is extremely important in childhood. great importance. The child is difficult to enter the team, he is not confident in himself and is afraid that he will not be accepted.

What forms of music therapy can be used when working with children

Passive music therapy-when the child is a listener. Available for listening musical works close to the mental state of the child. This method is aimed at forming a positive emotional state of the child and at the child's way out of a problem situation with the help of music. The method of passive music therapy can be used in several ways: it is a musical picture and musical modeling. In the first case, the child, listening musical composition, focuses on the musical picture that it presents thanks to musical sounds, melodies, which has a beneficial effect on his emotional, mental state.

In the case of musical modeling, the composition is composed of different musical fragments. The first fragment corresponds to the state of mind of the child, i.e. similar in character to his experiences. The second piece of music should be opposite to the previous one and neutralize it. The third fragment contains dynamic music that can increase the emotional state of the child. And finally, music for relaxation.

Active music therapy

This is vacalotherapy - increasing a positive emotional state with the help of singing;

Instrumental music therapy - the formation of optimism by playing musical instruments.

Kinesitherapy, which includes psycho-gymnastics, rhythmoplasty, corrective rhythm, plot-game kinesitherapy. Kinesitherapy teaches to express emotions with the help of body movements. With the help of this technique, the child acquires relaxation skills.

Music therapy exercises

In the woods.(Elements of musical modeling and kinesitherapy)

Experience an emotional state. (disturbing music) We got lost in the forest, around tall trees, thorny bushes, stumps. We walk, raising our legs high, stepping over tall grass, hummocks.

The stage of getting out of a difficult situation, calming down. (joyful music) But here we see a sunny meadow ahead. It has soft green grass, a clear lake in the middle. Flowers of extraordinary beauty grow in the grass, birds sit on the trees, grasshoppers chirp in the grass. The child sits on the floor and looks around.

Emotional relaxation. (Calm music for relaxation) Water splashes quietly in the lake, you can hear a stream murmuring somewhere, birds chirping, bees buzzing. We are blown by a light warm breeze. The child lies on the floor in a comfortable position with his eyes closed.

cloud(rhythmoplasty)

Exercise is good to do in the air.

Look at the clouds floating across the sky. This cloud looks like a giant, and this one looks like a horse. And come on, you and I will turn into white fluffy clouds. Here a light breeze blew, and we swim, spin around the sky with it. (light music by Tchaikovsky) The shape of the cloud changes from the breath of the wind. You should move smoothly, easily, making various movements.

bee in a flower(kinesitherapy)

The bee flies across the field. (Rimsky-Korsakov "Flight of the Bumblebee") He sits on one flower, then on another. The child imitates the flight of a bee, flaps its wings, sits on flowers (on a sofa, armchair, chair). But then the bee flew in, got tired and fell asleep on a beautiful flower. The night has come. (Brahms "Lullaby") We throw a thick scarf over the child. Morning came, the sun rose, the bee woke up and again flew from flower to flower. (We remove the scarf, we change the music)

The brave daredevil.(kinesitherapy)

Once upon a time there lived a cowardly bunny in the forest. I was afraid of everything around. He sits under a bush and shakes. (The child imitates the behavior of a hare.) The wind blows, the hare trembles, the branch crunches - the hare shakes even more. (Schumann's music "Santa Claus") But the hare is tired of being afraid. He climbed onto a stump and shouts: “I am a brave man, I am not afraid of anyone!” (music by Beethoven "Ode to Joy")

Suddenly, a wolf came into the clearing. (Toy from puppet theater) Yes, so suddenly that the hare lost all his courage. He trembled like an aspen leaf, jumped off the stump, and so awkwardly that he landed right on the wolf's back. And the hare took off running. (Saint-Saens "Hare") The child shows how the hare runs away.

And the wolf was actually frightened of the hare, which so unexpectedly attacked him and ran away forever from this forest. (music by Beethoven “Ode to Joy”) The animals began to praise the hare: “Well done, Brave, daring, drove the wolf away, was not afraid!” Since then, the hare is not afraid of anything.

Pinocchio– Stress relief game

An adult says to a child: “Now you will turn into Pinocchio”

Stand up straight, the body becomes wooden, like Pinocchio.

Tighten your shoulders, arms, fingers, they become wooden.

Legs tense up, toes become wooden.

The face and neck, forehead are tense, the jaws are compressed.

And now from Pinocchio you are again turning into a boy (girl).

All muscles are relaxed.

Magic scissors

The music of Shestakovich "Leningrad Symphony" sounds.

The adult invites the child to draw himself. Then he sticks or draws black blots around this portrait. These are the child's fears. An adult and a child designate each fear: “This is darkness, this is Baba Yaga, this is loneliness” (Mozart's music) After that, the child is offered to cut out his portrait and stick it on a blank sheet of paper. An adult gives the child pre-prepared colored circles that indicate parents, people close to the child, friends. He should stick them next to the portrait as he sees fit, naming each one. And the child tears the cut blots into small pieces and throws them away.

snowmen.(Psycho-gymnastics to relieve stressful situations)

An adult invites a child to turn into a snowman. Stand up straight, arms to the sides, puff out your cheeks, freeze and remain in this position for 10 seconds.

(music by Chopin "Winter's Tale") But then the sun came out, sun rays reached out to the Snowman and he began to melt. The child lowers his hands, crouches, lies on the floor, relaxes.

Crystal water

The child crouches, clasps his hands like a ladle and, as it were, scoops up water from a stream, then raises his hands up and pours the water over himself, then, jumping on one leg, utters a long “ee-ee-ee” for as long as he can. At the same time, the bell rings, the child listens and follows the sound until it subsides.

How does it sound.

The child is invited to show how he will beat the drum, glockenspiel or use another musical instrument if he is sad, cheerful, scared.

Toning.

Invite the child to sing the sound “mmm”, in time for as long as he can stretch. Exercise promotes stress relief and relaxation.

Stretching out the sound “ah-ah-ah” helps to quickly relax.

Extend the sound "and-and-and" - in a few minutes it stimulates the working capacity of the brain, activates the work of all body systems. These exercises also contribute to the development and will be useful for.

To neutralize the child's feelings such as uncertainty, anxiety, fear, invite him to listen to the works of Rubinstein, Chopin, Strauss waltzes. The music of Beethoven, Brahms, Schubert will help to calm down. To relieve tension in a relationship, listen to Bach. The music of Tchaikovsky or Beethoven will help to improve your mood. And the music of Khachaturian, Liszt, Mozart contributes to raising vitality. To concentrate, use the works of Mendelssohn, Debussy, Tchaikovsky. Listen to music with your child, it will help you improve your emotional state.

Music therapy with children

At present, for teachers of modern society, there is an acute problem of an increase in the number of children of preschool and school age with behavioral disorders, as well as in mental and personal development. In kindergartens and schools, psychologists, educators and other specialists are working on this problem. Many are looking for new non-traditional methods of pedagogical assistance to children. One of these methods is music therapy.

The history of the relationship between music and man is rooted in the distant past, to the origins of mankind. The use of music for healing purposes also has a long history. In the past, music was widely used in medical practice. The impact of music on our lives is all-encompassing.

Music therapy is a method that uses music as a means of correcting emotional deviations, fears, movement and speech disorders, behavioral deviations, communication difficulties, as well as for the treatment of various somatic and psychosomatic diseases.

In working with children, music therapy is used to correct emotional deviations, fears, movement and speech disorders, psychosomatic diseases, and behavioral deviations. Music therapyallows you to overcome the psychological protection of the child - to calm or, conversely, activate, adjust, interest; helps to establish contact between the psychologist and the child; helps develop communication and creative possibilities child; increases self-esteem based on self-actualization; develops empathic abilities; helps to strengthen relationships with a psychologist and other people, promotes the establishment and development of interpersonal relationships; forms valuable practical skills - playing musical instruments; helps keep the child entertained musical games, singing, dancing, moving to music, improvising on musical instruments; short music playing at each lesson is well absorbed by children who do not tolerate training loads; captivates and has a strong calming effect on most hyperactive children; withdrawn, constrained children become more spontaneous and develop skills to interact with other people. Improves speech function. Music therapy is very effective in correcting communication disorders that have arisen in children for various reasons. Music therapy sessions allow you to create conditions for an emotional dialogue, often even when other methods have been exhausted. Contact through music is safe, unobtrusive, individualized, relieves fears and tension. Variation in the classroom of familiar and unfamiliar works, their volume, speed makes it possible to work with different children..

For children with disabilities, the usefulness of music therapy is obvious, because.

Helps to strengthen trust, mutual understanding between the participants in the process;

Helps to accelerate the progress of therapy, since inner feelings are more easily expressed through music than through conversation;

Music enhances attention to feelings, serves as a material that enhances awareness;

Indirectly increases musical competence, there is a sense of internal control and order.

The sooner treatment begins, the greater the chance of success. Therefore, already from the age of two, children with disabilities can be treated and developed with the help of music therapy.

Currently, music therapy is an independent psycho-corrective direction, which is based on two aspects of the impact:

1) psychosomatic (during which a therapeutic effect on body functions is carried out);

2) psychotherapeutic (during which, with the help of music, deviations in personal development, psycho-emotional state are corrected).

The cathartic (cleansing) effect of music makes it possible to use it in corrective work with children who have developmental problems.

For example In order to correct fears in children with autism, it is advisable to use individual music therapy. Traditionally, there are three levels of individual music therapy:

Communicative,

Reactive

Regulatory

On the communicative level, the teacher's efforts are aimed at establishing emotional contact with the child. At this stage, melodic works of the classics are used. The child plays or dances to the music, the teacher watches him and encourages him. It is important that by the end of the lesson, he can approach the child, take his hand, stroke his back, etc.

On a jet level, the purpose of which is catharsis, the child plays to the music with an object that frightens him. For example, a child is offered a horror doll. First he must give her a name. Then, to the sounds of rhythmic music, he begins to interact with her in accordance with the psychologist's instructions: "The Scarecrow begins to run away from us, we catch it, throw it, drive it away, it leaves us."

On the regulatory psychologist offers various situations, in which there may be a "horror story" and a child. The child is asked to choose the music to which the "horror story" communicates with him: slow, relaxing or fast, activating. The choice of music emphasizes the peculiarities of the child's emotional state and his attitude to frightening objects.

Music therapy is used both individually and in groups. Each of these forms can be represented in three types music therapy:

Receptive;

active;

Integrative.

Receptive Music Therapy Classes by means of receptive music therapy are aimed at modeling a positive emotional state.

The child's perception of music helps to “step” from real life into another, imaginary world, a world of bizarre images, moods. In a long pre-hearing story, the psychologist tunes in to the perception of a certain figurative musical picture, then the melody, as it were, takes the listeners away from negative experiences, reveals to him the beauty of nature and the world.

After listening in a conversation with the "patient", the psychologist finds out what he "saw", "felt", "did" in an imaginary journey, what picture he can draw, describe with words. This perception of music provides stress relief, improves the psycho-emotional state of a person.

In psychocorrectional work, psychologists useintegrative music therapy. An example is the synthesis of musical and visual-visual perception. Classes are built in such a way that the perception of music is accompanied by watching videos of various pictures of nature. At the same time, the child is invited, as it were, to "step" deep into the image - to a ringing cool stream or to a sunny lawn, mentally catch butterflies or relax, lying on the green soft grass.The organic combination of the two ways of perception gives a stronger psycho-corrective effect.

Active music therapy in work with children it is used in different versions: vocal therapy, dance therapy, with the aim of correcting psycho-emotional states in children and adults who have low self-esteem, a low degree of self-acceptance, and reduced emotional tone.

What kind of music has the greatest therapeutic effect?

According to the observations optimal results gives listening to classical music and sounds of nature. For autogenic training, musical works are selected in accordance with the impact on certain functions, while options may be provided aimed at calming or mobilizing.

In the table you see a list of works that can affect the emotional state of both a child and an adult. I use these works both in music lessons and in extracurricular activities..

Ways of influence of music on the emotional state

Way

impact

Name

works

Time

Mood modeling (with overwork and nervous exhaustion)

"Morning",

"Polonaise"

E. Grieg,

Oginsky

2-3 min.

3-4 min.

When depressed, melancholic mood

"For joy"

"Ave Maria"

L. Van Beethoven,

F. Schubert

4 min.

4-5 min.

With severe irritability, anger

"Chorus of the Pilgrims"

"Sentimental Waltz"

R. Wagner,

P. Tchaikovsky

2-4 min.

3-4 min.

With a decrease in concentration, attention

"Seasons",

"Moonlight",

"Dreams"

P. Tchaikovsky,

C. Debussy,

R. Debussy

2-3 min.

2-3 min.

3 min.

Relaxing effect

"Barcarolle"

"Pastoral",

"Sonata in C major" (ch 3),

"Swan",

"Sentimental Waltz"

romance from the movie "The Gadfly",

« Love story»,

"Evening",

"Elegy",

"Prelude No. 1",

"Prelude No. 3",

choir,

"Prelude No. 4",

"Prelude No. 13",

"Prelude No. 15",

"Melody",

"Prelude No. 17"

P. Tchaikovsky,

Bizet

Lekana,

saint sans,

P. Tchaikovsky,

D. Shostakovich,

F. Lay,

D. Lennon,

Faure,

J. S. Bach,

J. S. Bach,

J. S. Bach,

F. Chopin,

F. Chopin,

F. Chopin,

K. Gluck,

F. Chopin

2-3 min.

3 min.

3-4 min.

2-3 min.

3-4 min.

3-4 min.

4 min.

3-4 min.

3-4 min.

2 minutes.

4 min.

3 min.

2 minutes.

4 min.

1-2 min.

4 min.

2-3 min.

Tonic action

"Czardas",

"Kumparsita"

"Adelita"

"Umbrellas of Cherbourg"

Monty,

Rodriguez

purcelo,

Legrand

2-3 min.

3 min.

2-3 min.

3-4 min.

In addition to the usual listening to music (passive form of music therapy), you can and should use many active techniques, tasks and exercises used in correctional and therapeutic pedagogy. These are different methods. I would like to talk about the methods that I use constantly in my work.

Great response from childrenelements of fairy tale therapy. So, under a certain character of music, children get into a fairy tale, portray the heroes of their favorite fairy tales and compose their own fairy tales themselves. Each hero of the fairy tale has his own melody, and it can change depending on the mood of the child.

I also actively use the methodvocal therapy In working with children, vocal therapy classes are aimed at forming an optimistic mood: the performance of life-affirming formula songs, optimistic children's songs that can be sung to a phonogram or accompanied by accompaniment.I noticed that children who sing become more emotionally responsive, more liberated in an unfamiliar environment, muscle clamps are also removed, the child becomes more plastic articulatory, which also has a beneficial effect on the general emotional state, as a rule, children after vocal lessons arrive in positive mood. And of course I would like to say about the reception of playing music on children's noise instruments. And for several years now there has been an ensemble of spoon-carriers in our school. For me, it was a surprise with what great desire the children began to practice on spoons, overcoming pain in their fingers, sacrificing change. There are unbalanced children in the ensemble, often reacting aggressively even to the most harmless remarks. So, both I and the teaching staff noticed that with the beginning of learning to play on spoons, the children began to respond more adequately and calmly to comments addressed to them. The ensemble began to be invited to various festivals and concerts. How much pride, joy was in the children's eyes. Because our school is mainly involved in activities among correctional institutions. Summing up, I can say that playing with spoons increased the self-esteem of children. After all, this is a rather difficult task and not everyone can do it. And this realization by the child of the fact that “I can” elevates him in his own eyes and gives confidence in his abilities in everyday life.

In this way , music therapy will have a beneficial effect on the general emotional state of children, increase the emotional status of children if they:

Favorable conditions have been created for practicing music therapy with children;

Thought out methodological techniques: special musical exercises, games, tasks;

Selected special pieces of music;

all the senses in children are involved;

The integration of musical influence with other activities has been established.

Bibliography:

1) Zhavinina O., Zats L. Musical education: searches and finds // Art at school. - 2003. - No. 5. Kiseleva P. In the key of C-major // Teacher's newspaper.

2) Markus L. I., Nikologorodskaya O A. Heals anger and fills time Do it yourself. - 1990. - № 3. Ovchinnikova T. Music for health. - St. Petersburg.

3) Union of Artists, 2004. Shanskikh G. Music as a means of correctional work // Art at school. - 2003.

5) http://nsportal.ru/detskii-sad/raznoe/muzykalnaya-terapiya

6) http://darmuz.ucoz.ru/

Music therapy

Music therapy - as one of the most important methodological tools that affect the mental health of the child.

Researches of famous scientists, teachers prove the possibility and necessity of forming a child's memory, thinking, imagination from a very early age.

The possibility is no exception early development in children musical ability. There is evidence that confirms the facts of the influence of music on the fetus that is formed during the pregnancy of a woman and its positive effect on the entire human body in the future.

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.

For real music nothing is impossible! You just need to be willing to listen and know how to listen.

The emotional impact of harmonious sound combinations is amplified many times if a person has a fine auditory sensitivity.

A developed ear for music makes higher demands on what is offered to him. Heightened auditory perception paints emotional experiences in bright and deep tones. It is difficult to imagine a more favorable period for the development of musical abilities than childhood.

Development musical taste, emotional responsiveness in childhood creates the foundation musical culture man as part of his general spiritual culture in the future.

AT last years there is an active reform of the system preschool education: the network of alternative institutions is growing, new programs of preschool education are emerging, original methods are being developed. Against the background of these progressive changes, the development of the emotional sphere of the child is not always given sufficient attention.

Any teacher, having worked in the education system, notices a sharp increase in children with various forms of behavioral disorders, with various deviations in the psyche. Simply put, the number of unhealthy children, children with psycho-emotional disorders is increasing every year. All this is facilitated by all kinds of programs that have an educational and disciplinary orientation, “desensitization” is facilitated by the technologization of life in which the child participates.

Closing themselves on TVs, computers, children began to communicate less with adults and peers, and yet communication greatly enriches the sensual sphere.

Modern children have become less responsive to the feelings of others. All in kindergartens more kids with pronounced hyperactivity, children with psychosomatic diseases. Any inappropriate behavior: laziness, negativism, aggression, isolation - all this is a defense against dislike. A child is able to successfully develop, maintain health only in conditions of psychological comfort, emotional well-being

Already in the works of the first generally recognized music theorist - ancient Greek philosopher Pythagoras - we find a description of how music can affect the emotional state of a person. One of the most important concepts in the ethics of Pythagoras there was "eurythmy" - the ability to find the right rhythm in all manifestations of life - singing, playing, dancing, speech, gestures, thoughts, deeds, in birth and death. Through finding this correct rhythm, a person, considered as a kind of microcosm, could harmoniously enter first into the rhythm of pole harmony, and then connect to the cosmic rhythm of the world whole. From Pythagoras, a tradition began to compare social life, both with a musical mode and with a musical instrument.

Following Pythagoras, Aristotle believed that the ability of music to influence the state of mind of listeners is associated with the imitation of a particular character. musical modes differ significantly from each other, so that when we listen to them, we get a different mood, and we are far from having the same attitude towards each of them; so, for example, listening to other, less strict modes, we soften in our mood: other modes cause a balanced mood in us.

When working in a kindergarten, one can observe a large number of children who cannot cope with the neuropsychic stress and overload that they receive both in kindergarten and at home on their own. This is what leads many children to various forms of deviant behavior. And teachers should solve these problems by all possible means. One such tool is music therapy.

Music therapy is a method that uses music as a means of normalizing the emotional state, eliminating fears, movement and speech disorders, psychosomatic diseases, behavioral disorders, and communication difficulties.

The main and main tasks that determine music therapy are the formation and development of musical and creative abilities, the expansion and development of the emotional sphere, teaching auto-relaxation by means of music, and the development of moral and communicative qualities.

The organization of music therapy classes requires a teacher and musical director to have special psychological education, knowledge of the basics of general and clinical psychology, and the presence of musical pedagogical education.

Music therapy focuses the teacher on cooperation with the child, on the integration of various types of artistic activity.

Therefore, music therapy, as a method of correction, is recommended to be used not only in music, but also in physical education classes, morning exercises, invigorating gymnastics after daytime sleep, at leisure evenings, in speech development classes, visual activity, in daily activities, independent games etc.

Thus, each teacher can use these exercises in combination with other games and exercises, “construct” the necessary form of classes from separate compositions.

All elements of music therapy exercises make it possible to use them not only as a means of developing the musical and motor abilities of children in rhythm classes, but also as game training mental processes: attention, memory, will, creative imagination and fantasy, as well as a means of relaxation, switching attention or increasing psychophysical tone, etc., in various forms of organizing the pedagogical process in kindergarten.

If the teacher has a certain skill, he can relieve mental fatigue in a matter of minutes, invigorate, liberate, improve mood, and concentrate attention.

For example, in classes with a high mental load and low mobility, you should use dance compositions as a physical activity. The use of compositions based on fast, cheerful music allows you to cheer up children, activate their attention.

Music therapy classes are built according to a certain scheme:

1. Warm up. Motor and rhythmic exercises.

2. The main part. Music perception.

3. Musical relaxation. Autotraining.

I include various types of musical activities of children in the lesson: singing, listening, musical and rhythmic movements, playing musical instruments and, of course, elements of theatricalization.

Material used in class

in music therapy.

Dance, facial expressions, gesture, as well as music, is one of the oldest ways of expressing feelings and experiences. In addition to the fact that they relieve nervous and mental stress, they help the child quickly and easily establish friendly relations with other children in the group, the teacher, and this also gives a certain psychotherapeutic effect.

Movement exercises.

1. “A walk through the fairy forest” (N. Rimsky-Korsakov, Fevronia’s aria from the opera “The Legend of the Invisible City of Pitezh”).

Steps at a slow pace, imagining a beautiful landscape around him and showing other children the magnificence of nature with gestures.

2. "Festive March" (N. Rimsky-Korsakov, introduction to the opera "The Tale of Tsar Saltan"). Imagine yourself going to a party. Walk confidently and decisively.

3. Crouching Cat (D. Puchinni, Musetta's Waltz from the opera La bohème). Movement in a circle, stepping on the "time" of each measure. The movements are smooth, the weight of the body is transferred gradually from one leg to another.

4. "Flitting Butterfly" (A. Dvorak, humoresque). Light springy steps, with a wave of hands depicting a butterfly.

5. “Admiration of a flower” (N. Chopin, Waltz No. 7) Children pass, in a circle for each measure of the waltz, a flower, admiring it.

6. "Driving by the nose"

rhythmic exercises.

The main feature of musical-rhythmic exercises is the focus not so much on the external side of learning rhythmic movements, but on the analysis of internal processes: sensory, mental, emotional. On the development and training of mental processes, the development of perception, attention, thinking, the ability to express various emotions in facial expressions and pantonemia, Burenin's rhythmic plastic program was built. Children learn to control their own body, non-standard thinking, psychological freedom. Musical and rhythmic compositions from "Rhythmic Mosaic", "Three Little Pigs", "Circus Horses", "Children and Nature", "Two Sheep", "Dance Sitting" can be recommended for music therapy.

Music perception.

In order for the music to have an effect on the child, it must be specially adjusted and prepared for this. This setting is to sit in a comfortable position, relax and focus on the sounds of the music. Music perception is about learning to recognize emotions. Any music is always feelings, emotions, experiences.

The theme "Mood, feelings in music", which is included in the program "Musical Masterpieces" by O.P. Radynova, is very important for children's understanding of music as an art form that conveys moods and feelings.

For listening to music therapy and relaxation classes, we offer the following topics: "Meditation" by S. Maykopov and "The First Loss" by R. Schumann, "In the Church" by P. Tchaikovsky, "Ave Maria" by I. Schubert, "Impulse" by R. Schumann, " Separation” by M. Glinka, “Morning Prayer” by P. Tchaikovsky, “Joke” by S.I. Bach, "Humoresque" by P. Tchaikovsky.

The titles of these works reflect the mood conveyed in the music. Children learn to understand feelings, to distinguish shades of mood, learn to empathize, rejoice, recharge with positive emotions.

It is no coincidence that physiologists put an equal sign between physical and mental health, provided that the child is immersed in an atmosphere of spiritual uplift that is necessarily associated with positive emotions. And music is always only positive emotions.

Breathing exercises.

Any experience, and especially in children, whether it is joy, a burst of anger, eventually ends with tension in any muscle group, and with the help of breathing exercises, this muscle tension can be relieved.

Breathing exercises help relieve psycho-emotional stress, quickly and easily establish interpersonal relationships among children in a group. We give these exercises a figurative name, which improves the quality of the idea of ​​how they should be performed.

1. "Hello to the sun" - tonic breath.

I. Slowly inhale into the stomach, chest and bronchi, the elbows gradually rise, the hands hang freely.

II. A strong exhalation to the syllable "ha", the hands turn around from the level of the face and are thrown up, then the hands slowly lower.

2. "Not a milking cow" - removes the muscle clamp at the level of the throat and neck.

Inhale simultaneously through the nose and mouth, then sing, mumble any melody as you exhale through the nose, while the lower jaw is lowered.

Finally, exhalation can be accentuated by expelling the remaining air with the abdominal muscles.

3. "A well-fed horse" - relaxation of the muscles of the face and head.

The exercise is based on imitation of a horse's long snort. When exhaling through the mouth, try to relax all the muscles of the face so that they vibrate freely under the influence of freely passing air.

4. "Aroma of roses" - relaxing breath.

Imagine a large and beautiful bouquet of roses in front of you and inhale the imaginary scent of flowers.

5. "Sleeping flower" - soothing breath in the proportion of 1 + 3. One quarter inhale, three quarters exhale. Mentally imagine yourself as a flower closing its petals into a bud at night.

6. "Parade of troops" - a staging for the purpose of emotional discharge and activation of the tone in the cry.

Children line up pretending to be soldiers in a parade. Learn to respond to a greeting with a strong triple "Hurrah!"

Musical relaxation.

These exercises are aimed at correcting the psycho-emotional sphere of the child, at acquiring relaxation skills.

When performing these exercises, it is important to distract the child from traumatic experiences and help him, with the help of music, see all the beauty of the world. All exercises are commented by the teacher under certain music, causing various emotions.

For example:

1. Exercise to activate the vitality "Energy" (for hypoactive children), music. M. Ravel. Pavan; Bolero.

2. Exercise for relaxation, relieving irritability (for hyperactive children), music. D. Shostakovich from the film "The Gadfly".

3. Exercise that forms an optimistic mood "Joy of life"music J. Bizet. youth symphony, dance music from operettas by R. Strauss, I Kalman, F. Lehar.

4. An exercise that forms an attitude to the world "Beloved mother" muses. F. Chopin.Nocturne.

5. Exercise to overcome feelings of shame and shyness. "I can do everything" music. I. Brahms. IV symphony. F. List. Prelude. Etc.

Kolesova Irina Vasilievna

music director