CHARACTERISTICS OF THE COURSE "THEORY AND METHODS OF MUSICAL EDUCATION OF PRESCHOOL CHILDREN"
COURSE SUBJECT
Theory and methodology musical education children is one of academic disciplines at the faculties preschool education pedagogical institutes that train specialists in the field of preschool pedagogy and psychology. This course is primarily based on aesthetics (one of the areas of study of which is the artistic activity of people), musicology (the science of music, considering it in theoretical and historical terms, as special form artistic knowledge), musical psychology (studying the development of musicality, musical talent), musical sociology (investigating specific forms of existence of music in society). It is closely connected with general and preschool pedagogy, psychophysiology. All these sciences are the theoretical foundations of musical education, which are considered in the subjects that make up the general course and its electives.
In this chapter, we will focus on the subject of the very methodology of musical education of children. preschool age.
The methodology of musical education as a pedagogical science studies the patterns of introducing a child to musical culture, the development of musical abilities in the process of teaching various types of music. musical activity(perception, performance, creativity, musical and educational activity). In this regard, the purpose of this course is to master students on the basis of personal musical culture with professional musical knowledge, skills, various methods and techniques of musical education and training of children of early and preschool age.
The 3rd day of the course are as follows:
To give students an idea of the possibilities of musical education of a child from birth to school entry;
To reveal the patterns of development of musical abilities and fundamentals musical culture children in preschool and family conditions;
Determine the methods and techniques, organizational forms of musical education and training of children in various types of musical activities in kindergarten;
Describe the functions of the teaching staff
kindergarten on the organization of musical education of preschool children.
The methodology of this course, like other private methods studied at the preschool faculty, is designed to answer the question: how and on what material to educate a child in kindergarten in accordance with the goal of developing his personality?
The content of musical education in kindergarten is reflected in the relevant programs in the form of requirements for the development of musical abilities, the formation of musical knowledge, skills and abilities in children and a recommendatory list of repertoire for all types of musical activities in various age groups of a preschool institution. Program requirements are the most stable part of the content of musical education, but they are also being adjusted in connection with new approaches to raising a child and taking into account the results of research conducted in this area. So, for example, on the basis of new concepts of organizing the educational process in kindergarten, the educational and disciplinary model of education is being replaced with a personality-oriented one, which should also become decisive when drawing up program requirements for the musical development of children. "Based on existing programs, the teacher should make wider use of works of folk and classical music, take into account specific conditions when selecting repertoire age group children, the "individuality factor" of pupils (B. M. Teplov), the material and technical base of the institution, their musical and pedagogical abilities, etc. But the main thing is the teacher, knowing about the ability of music to reveal the best in a person, to sing the beauty of the world around , must always remember the importance of the formation of the aesthetic principle in the child, understanding the beautiful and the formation of the spirituality of his personality
One of the main tasks of the methodology is to combine the student's theoretical knowledge with practical skills and abilities, the application of theory to the "case".
Thus, the content of the course includes, on the one hand, the mastering of special musical knowledge, skills and abilities by students in the process of classroom theoretical and practical classes, on the other hand, their verification in kindergarten during laboratory classes and pedagogical practice in order to ensure full-fledged musical and professional training of preschool education specialists.
It is important for a future teacher to understand that the effectiveness of musical training is largely determined by his personal example and culture. By organizing listening to music, learning a song, etc., he must not only ensure the artistic performance of the work (in a “live” performance or recording), vividly tell about its content, character, but also show personal interest, enthusiasm, and to a certain extent artistry , without which pupils will not be able to feel the appropriate mood, emotionally empathize with musical images. The personal attitude of the teacher to music, his taste, performance capabilities largely affect the level musical development his pupils. That is why the music director, the educator must constantly improve their musical culture. In many ways, this is facilitated by the study of musical disciplines (elementary theory of music and solfeggio, musical literature, choral singing, rhythm, playing musical instruments). But this is not enough. In order to maintain a good professional shape, including the musical one, you need to take care of it systematically, actively engaged in your improvement. Only a teacher with a high level of general and musical culture can become a role model for his pupils. Only under this condition will children be able to acquire spirituality, which is so necessary for the development of personality.
Disclosure of the subject of this course requires consideration of the concepts of upbringing, education, training and development in the context of its specificity.
Musical education in kindergarten is an organized pedagogical process aimed at educating musical culture, developing the musical abilities of children in order to develop the creative personality of the child.
Under music education in kindergarten they mean "first steps" in this area, which reveal to children the content of elementary information and knowledge about music, types, methods of musical activity.
Education is considered as the main way and means of musical education of children, ensuring efficiency in the development of their musicality, musical and aesthetic ideas, musical culture, artistic and creative abilities, in order to form a full-fledged personality of the child.
Musical development is the process of formation and development of musical abilities based on natural inclinations, the formation of the foundations of musical culture, creative activity from the simplest forms to more complex ones.
All these concepts are closely related. Their connection is also expressed in the fact that the effectiveness of the musical development of a preschool child depends on the organization of musical education, including training. Education should have a developmental character based on a deep study of the child, his age and individual characteristics and knowledge of the patterns of musical and aesthetic development of children of early and preschool age.
The Importance of Music as an Art Form
How can one explain the enormous power of the influence of music on the spiritual world of man?
First of all, its amazing ability to display the experiences of people at different moments of life. The people rejoice - this translates into solemn and joyful sounds of music; a soldier sings on a campaign - the song gives a special cheerful mood, organizes a step; mother mourns for her dead son - sad sounds help to express grief. Music accompanies a person all his life.
“What interesting stuff! ... After all, on this material one could write an excellent study about the aspirations and expectations of the people, ”said V. I. Lenin about the collection of Russian peasant songs.
N.V. Gogol figuratively called folk musical creativity “sounding history”, “sonorous living chronicles”.
Musical works reflect the pages of history. During the Great Patriotic War, one of the best songs of that time was born - "Holy War" by A. Alexandrov. It united the Soviet people in their stern, adamant determination to fight until complete victory. AT besieged Leningrad D. Shostakovich creates the famous Seventh Symphony. It condemns the greatest evil that fascism brings. “I don’t like to say such words to myself, but it was my most inspired work,”2 the composer recalled. The following words also belong to him: “In sorrow and in joy, in work and at rest, music is always with a person. It has entered life so completely and organically that it is taken for granted, like the air that one breathes without thinking, without noticing... How much poorer the world would become if it were deprived of a beautiful, peculiar language that helps people to understand each other better”3.
This is another feature of music - to unite people in a single experience, to become a means of communication between them. It is perceived as a miracle that a piece of music created
one person evokes a certain response in the soul of another. The great Russian composer P. I. Tchaikovsky said: “I would like with all the strength of my soul that my music spread, that the number of people who love it, find comfort and support in it” increases.
Vibrant artwork that expresses the world big thoughts and deep feelings of a person, capable of evoking an emotional response, influencing the aesthetic side of the soul, become a source and means of education.
The third feature of music, in the words of D. Shostakovich, is "a wonderful original language." Combining an expressive, bright melody, harmony, a kind of rhythm, the composer expresses his worldview, his attitude to the environment. All those who perceive them are enriched by such works.
Is music capable of affecting all listeners with the same force? Of course no. And this is another feature of it. Each person in his own way shows interest and passion for music, prefers any musical genre, favorite composer, individual work, having a certain listening experience. Just as one learns to read, write, count, draw, so one must learn to recognize and appreciate music, to listen attentively, noting the dynamic development of images, the clash and struggle of contrasting themes and their completion. The perception of the listener must follow the whole course of the development of music. We must learn to comprehend this "beautiful peculiar language." Musical taste is gradually developed, there is a need for constant communication with music, artistic experiences become more subtle and diverse.
Another feature of music that interests us is to influence a person from the very first days of his life. Hearing the gentle melody of a lullaby, the child concentrates, calms down. But then a cheerful march is heard, and the expression of the child's face immediately changes, the movements come to life! An early emotional reaction makes it possible to introduce children to music from the first months of life, to make it an active assistant in aesthetic education.
§ 2. Music and the comprehensive development of the child's personality
Harmonious combination of mental and physical development, moral purity and aesthetic attitude to life and art - the necessary conditions formation of a holistic personality. Achieving this high purpose The correct organization of the musical education of children also contributes in many ways.
Music is a means of aesthetic education
Aesthetic education is aimed at developing the abilities of preschoolers to perceive, feel and understand the beautiful, notice good and bad, act creatively independently, thereby becoming familiar with various types of artistic activity.
One of the brightest means of aesthetic education is music. In order for it to fulfill this important function, it is necessary to develop general musicality in the child. What are the main features of general musicality?
The first sign of musicality is the ability to feel the character, mood of a piece of music, empathize with what is heard, show an emotional attitude, understand the musical image.
Music excites the little listener, evokes responses, introduces life phenomena, gives rise to associations. The rhythmic sound of the march causes him joy, enthusiasm, the play about the sick doll makes him sad. Hearing a sad song performed by an adult on the radio, the boy said: "Uncle sings about his grief." This means that the child felt the mood of the song, which conveys the state of mind of a person.
The second sign of musicality is the ability to listen, compare, evaluate the most vivid and understandable musical phenomena. This requires an elementary musical and auditory culture, arbitrary auditory attention directed to certain means of expression. For example, children compare the simplest properties of musical sounds (high and low, the timbre sound of a piano and violin, etc.), distinguish the simplest structure of a musical work (song of a song and chorus, three parts in a play, etc.), note the expressiveness of contrasting artistic images (affectionate, lingering character of the sing-along and energetic, mobile - of the refrain). Gradually, a stock of favorite works is accumulated, which the guys listen to and perform with great desire, the initial foundations of musical taste are laid.
The third sign of musicality is the manifestation of a creative attitude to music. Listening to her, the child in his own way represents an artistic image, conveying it in singing, playing, dancing. For example, everyone is looking for expressive movements characteristic of briskly marching pioneers, heavily stepping bears, moving bunnies, etc. Familiar dance movements are used in new combinations and variations.
With the development of general musicality, the children develop an emotional attitude to music, their hearing improves, and creative imagination is born. The experiences of children acquire a peculiar aesthetic coloring.
Music is a means of shaping the moral character of a child
Music, directly affecting the feelings of the child, forms his moral character. The influence of music is sometimes stronger than the appearance of persuasion or instructions. By introducing children to works of various emotional and figurative content, we encourage them to empathize.
Round dances, songs, dances of different nations arouse interest in their customs, bring up international feelings. Genre richness of music helps to perceive heroic images and lyrical mood, cheerful humor and perky dance melodies. A variety of feelings arising from the perception of music enrich the experiences of children, their spiritual world.
The solution of educational problems is largely facilitated by collective singing, dancing, games, when children are covered by common experiences. Singing requires united efforts from the participants. Singing inaccurately interferes with a good sound, performance, and this is perceived by everyone as a failure. Shared experiences create fertile ground for individual development. The example of comrades, the general enthusiasm, the joy of performance activate the timid, indecisive. For someone spoiled by attention, overly self-confident, the successful performance of other children serves as a well-known brake on negative manifestations. Such a child can be offered to help his comrades, thereby cultivating modesty and at the same time developing his individual abilities.
Music lessons influence the general culture of preschooler's behavior. The alternation of various tasks, activities (singing, listening to music, playing children's instruments, moving to music) requires children to pay attention, ingenuity, quick response, organization, manifestation of volitional efforts: when performing a song, start and finish it on time; in dances, games, be able to act, obeying the music, restraining from an impulsive desire to run faster, overtake someone. All this improves inhibitory processes, educates the will.
Thus, musical activity creates the necessary conditions for the formation of the moral qualities of the child's personality, lays the initial foundations for the general culture of the future person.
Music - a means of activating mental abilities
The perception of music is closely connected with mental processes, i.e. it requires attention, observation, quick wits. Children listen to the sound, compare similar and different sounds, get acquainted with their expressive meaning, note the characteristic semantic features of artistic images, learn to understand the structure of the work. Answering the questions of the educator, after the work has finished, the child makes the first generalizations and comparisons: he 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 directed by the teacher.
Like other art forms, music has cognitive value. It reflects life phenomena that enrich preschoolers with new ideas. Listening, for example, to the song "This is our Motherland" by E. Tilicheeva, they feel the solemnity, upliftment, jubilation of the people glorifying our Soviet Motherland. Developing the child aesthetically and mentally, it is necessary to support in every possible way even if insignificant creative manifestations that activate perception and representation, awaken fantasy and imagination.
When an adult sets creative tasks for a child, a search activity arises that requires mental activity. For example, in singing, the child improvises, creates his own version of the melody, tries to match the literary text with expressive intonations.
In musical-rhythmic activity, children with great pleasure invent, combine dance movements, singing and moving to the music. Dance, folk dance, pantomime, and especially musical dramatization encourage children to depict a picture of life, to characterize a character using expressive movements, facial expressions, and words. At the same time, a certain sequence is observed: the guys listen to music, discuss the topic, distribute roles, and then act. At each stage, new tasks arise that make you think, fantasize, and create.
Music is a means of physical development
Music perceived by the auditory receptor affects the general state of everything human body, causes reactions associated with changes in blood circulation, respiration. V. M. Bekhterev, emphasizing this feature, proved that if you establish the mechanisms of the influence of music on the body, then you can cause or weaken excitation. P. N. Anokhin, who studied the influence of major and minor scale on the state of the body, concludes that the skillful use of melodic, rhythmic and other components of music helps a person during work and rest. Scientific data on physiological features musical perception give a materialistic justification for the role of music in the upbringing of a child.
Singing develops the vocal apparatus, strengthens the vocal cords, improves speech (speech therapists use singing in the treatment of stuttering), and contributes to the development of vocal-auditory coordination. The correct posture of the chanters regulates and deepens breathing.
Rhythm classes, based on the relationship of music and movement, improve the child's posture, coordination, develop clarity of walking and ease of running. The dynamics and tempo of a piece of music require, in movements, to change the speed, degree of tension, amplitude, and direction accordingly.
Music lessons contribute to the overall development of the child's personality. The relationship between all aspects of education develops in the process of various types and forms of musical activity. Emotional responsiveness and a developed musical ear will allow children to respond to good feelings and deeds in accessible forms, help to activate mental activity and, constantly improving movements, will develop preschoolers physically.
§ 3. Age features musical development of the child
A child's abilities develop in the process of active musical activity. To properly organize and direct it from early childhood, taking into account changes in age levels, is the task of the teacher. Otherwise, sometimes there is a lag in development. For example, if children are not taught to distinguish musical sounds by pitch, then by the age of 7 a child will not be able to cope with a task that is easily performed by a younger one.
The most significant features of musical development are:
auditory sensation, musical ear;
the quality and level of emotional responsiveness to music of various nature;
the simplest skills, actions in singing and musical-rhythmic performance.
We note the general trends of age development.
First year of life. Psychologists note that children develop auditory sensitivity early. According to A. A. Lyublinskaya, on the 10-12th day of life, the baby has reactions to sounds. In the second month, the child stops moving and calms down, listening to the voice, to the sound of the violin. At 4-5 months, there is a tendency to some differentiation of musical sounds: the child begins to react to the source from which sounds are heard, to listen to intonations singing voice. From the first months, a normally developing child responds to the nature of the music with the so-called revitalization complex, rejoices or calms down. By the end of the first year of life, the baby, listening to the singing of an adult, adjusts to his intonation with a buzz, babble.
Manifestations of emotional responsiveness to music, the development of auditory sensations allow for musical education from an early age.
second year of life. When perceiving music, children show brightly contrasting emotions: cheerful animation or a calm mood. Auditory sensations are more differentiated: the child distinguishes between high and low sounds, loud and soft sounds, and even timbre coloration (a metallophone or a drum is playing). The first, consciously reproduced singing intonations are born; singing along with an adult, the child repeats after him the endings of the musical phrases of the song. He masters the simplest movements: clapping, stamping, spinning to the sound of music.
third and fourth years of life. Children have increased sensitivity, the ability to more accurately distinguish the properties of objects and phenomena, including musical ones. There are also individual differences in hearing sensitivity. For example, some babies can accurately reproduce a simple melody. This period of development is characterized by a desire for independence. There is a transition from situational speech to coherent, from visual-effective thinking to visual-figurative, the musculoskeletal system is noticeably strengthened. The child has a desire to make music, to be active. By the age of 4, children can sing a little song on their own, with little help from an adult. They possess many movements that allow, to a certain extent, to dance and play independently.
fifth year of life. It is characterized by the active curiosity of children. This is a period of questions: “why?”, “why?”. The child begins to comprehend the connection between phenomena and events, can make the simplest generalizations. He is observant, able to determine: the music is cheerful, joyful, calm; sounds high, low, loud, quiet; in the part of the piece (one is fast and the other is slow), on which instrument the melody is played (piano, violin, button accordion). The child understands the requirements: how to sing a song, how to move in a calm round dance and how to move in a dance.
Mastering the basic types of movement - walking, running, jumping - enables children to use them more widely in games and dances. Some seek, without imitating each other, to play a role in their own way (for example, in story game), others are interested in only one type of activity, depending on the individual inclinations and abilities of each.
sixth and seventh years of life. This is the period of preparation of children for school. On the basis of the acquired knowledge and impressions about music, children can not only answer the question, but also independently characterize the piece of music, understand its expressive means, and feel the various shades of mood conveyed by music.
The child is capable of a holistic perception of the musical image, which is very important for the education of an aesthetic attitude to the environment. But does this mean that analytic activity can be detrimental to holistic perception? Studies conducted in the field of sensory abilities and musical perception of children have shown an interesting pattern. The holistic perception of music is not reduced if the task is to listen, highlight, distinguish the most striking means of the "musical language". The child can allocate these funds and, given them, act in accordance with a certain way when listening to music, performing songs and dance movements. This contributes to musical and auditory development, assimilation of the necessary skills to prepare for singing from notes.
In children of 6-7 years old, the vocal apparatus is even more strengthened, the range expands and levels out, greater melodiousness and sonority appear. Songs, dances, games are performed independently, expressively and to some extent creatively. Individual musical interests and abilities are more pronounced.
Understanding the age characteristics of musical development allows the teacher to clarify the sequence of tasks and content of musical education of children at each age stage.
The tasks of musical education
The main task of communist education in kindergarten is the all-round and harmonious development of the child. This task is performed by music. N. K. Krupskaya characterizes the importance of art in educating a personality in the following way: “It is necessary to help a child through art to become more aware of his thoughts and feelings, to think more clearly and feel more deeply ...”1. Pedagogy, based on these provisions, defines the concept of musical education and development.
Musical education and development
Musical education is the purposeful formation of a child's personality through the influence of musical art - the formation of interests, needs, abilities, and an aesthetic attitude to music.
In this case, the child successfully learns various types of musical activity, if his individual characteristics are taken into account, age possibilities.
Age levels musical development of children
Knowing the age characteristics of children makes it possible to find more effective ways to manage the mental processes of the child, including musical development.
Preschool (3-7 years old)) the child shows a great desire for independence, for a variety of actions, including musical activity (if the necessary pedagogical conditions are created for this). Children have musical interests, sometimes to some kind of musical activity or even to a separate piece of music. At this time, the formation of all the main types of musical activity takes place: the perception of music, singing, movement, and in older groups - playing children's musical instruments, musical creativity. In the preschool period, children of different ages differ significantly in their development.
Children 3-4 years old are situated in transition period from early to preschool. The features characteristic of the previous age are still preserved. But there is already a transition from situational speech to coherent, from visual-effective thinking to visual-figurative, the body is strengthened, the functions of the musculoskeletal system are improving. Children have a desire to make music and be active. They master the basic skills of singing and by the age of four they can sing a little song on their own or with the help of an adult. The ability to perform simple movements to music gives the child the opportunity to move more independently in musical games, dances.
Children 4-5 years old show greater independence and active curiosity. This is the question period. The child begins to comprehend the connection between phenomena, events, to make the simplest generalizations, including in relation to music. He understands that the lullaby must be sung quietly, slowly. A child of this age is observant, he is already able to determine what kind of music is being played: cheerful, joyful, calm; sounds high, low, loud, quiet; what instrument they play (piano, violin, button accordion). He understands the requirements, how to sing a song, how to move in a dance. The voice apparatus of the child is strengthened, so the voice acquires some sonority, mobility. The singing range is approximately within the re-si of the first octave. Improved vocal-auditory coordination. The motor apparatus is significantly strengthened. Mastering the basic types of movements (walking, running, jumping) in the process of physical education makes it possible to use them more widely in musical and rhythmic games and dances. Children are able to remember the sequence of movements by listening to music. At this age, interests in different types musical activity.
Children 5-6 years old against the backdrop of their general development achieve new quality results. They are able to single out and compare the signs of individual phenomena, including musical ones, and establish connections between them. Perception is more purposeful: interests are more clearly manifested, the ability even to motivate one's musical preferences, one's assessment of works. At this age, children not only prefer one or another type of musical activity, but also selectively treat its various aspects. For example, they like to dance more than dance, they have favorite songs, games, round dances, dances. They can explain how a (for example, lyrical) song is performed: “You need to sing beautifully, lingeringly, affectionately, gently.” Based on the experience of listening to music, children are capable of some generalizations of simple musical phenomena. So, about the musical introduction, the child says: "This is played at the beginning, when we have not yet begun to sing." The vocal cords of the child are significantly strengthened, vocal-auditory coordination is being established, auditory sensations are differentiated. Most children are able to distinguish between high and low sounds in intervals of fifths, fourths, thirds. In some five-year-old children, the voice acquires a sonorous, high-pitched sound, a more definite timbre appears. The range of voices sounds better within the re-si of the first octave, although some children sound more high sounds- do, re - the second octave.
Children 5-6 years old show dexterity, speed, the ability to move in space, to navigate in a team in movement. The guys pay more attention to the sound of music, better coordinate movements with its character, form, dynamics. Thanks to the increased opportunities, children better learn all types of musical activities: listening to music, singing, rhythmic movements. Gradually, they master the skills of playing instruments. Learn basic information about musical literacy. All this is the basis for the versatile musical development of children.
Children 6-7 years old brought up in a preparatory school group. The very name of the group, as it were, determines its social purpose. The mental abilities of children develop, enriched by their musical thinking. Here are some answers from 6-7 year olds to the question of why they like music: “When music plays, we have fun” (feel the emotional nature of music); "Music tells something"; “She tells you how to dance” (they note her vital and practical function); “I love music when it sounds gentle”, “I love waltz - smooth music” (they feel and appreciate the nature of the music). Children are able to note not only the general character of the music, but also its mood (cheerful, sad, affectionate, etc.). They already attribute works to a certain genre: cheerfully, clearly, menacingly, joyfully (about a march); affectionately, quietly, a little sadly (about a lullaby). Of course, there are individual differences here as well. If some children (including six-year-olds) give only brief answers (such as “loud-quiet”, “fun-sad”), then others feel, understand more essential signs of musical art: music can express various feelings, human experience. Consequently, individual manifestations often “overtake” age-related possibilities. There are distinct differences in the level of musical development of those children who mastered the program of musical education in kindergarten, and those who did not have such training (some come to preparatory group from family).
Voice apparatus in a child 6-7 years old strengthens, however, singing sound formation occurs due to the tension of the edges of the ligaments, so the protection of the singing voice should be the most active. It is necessary to ensure that the children sing without tension, quietly, and the range should gradually expand (re of the first octave to the second). This range is most comfortable for many children, but there may be individual differences. In the singing range of children given age deviations are significant. The voices manifest melodiousness, sonority, although a specifically childish, somewhat open sound is preserved. In general, the chorus of children 6-7 years old does not sound stable and harmonious enough. Physical development is improved in various directions and is primarily expressed in the mastery of the main types of movements, in their coordination. There is an even greater opportunity to use movement as a means and way of developing musical perception. Using the movement, the child is able to express himself creatively, quickly navigate in search activities. The performance of songs, dances, games sometimes becomes quite expressive and testifies to attempts to convey one's attitude to music. In addition to singing, listening to music, musical and rhythmic movements, great attention devoted to playing children's musical instruments. Children master the simplest methods of playing the drums (drum, tambourines, triangles, etc.); they memorize their structure, distinguish sounds by timbre. A short review of the age-related features of the musical development of children can be completed by emphasizing them. character traits. Firstly, the level of musical development depends on the overall development of the child, on the formation of his body at each age stage. At the same time, to reveal the relationship between the level of children's aesthetic attitude to music (to musical activity) and the level of development of musical abilities. Secondly, the level of musical development of children different ages depends on active learning musical activities in accordance with the content of the program. (However, the musical information received by the child at home is wider than that planned in the program). Not all children of the same age are the same in terms of musical development. There are significant deviations due to their individual characteristics. If we compare overall structure musicality with manifestations of musicality in individual children, we will see that some of them are musical in all respects, while others are distinguished by a peculiar combination of individual musical abilities, so, with very high-quality musical perception, some children manifest themselves weaker in singing, dancing or good development musical ear is not always accompanied by a penchant for creativity. Therefore, it is necessary to take into account both age and individual characteristics of children.
Tips for parents about musical education of a child
Music will create the necessary energetic background for the child, help the child feel the rhythm. Turn on calm, smooth music, without words, while the child is drawing, sculpting, and even when the child is learning to write. Psychologists have found that when in the first grade teachers turned on classical music, at the time when the children were learning to write, the movements of the children became smoother and they were better focused on completing tasks. Let the nanny or parents turn on music and dance with the child more often. This is great for raising a child.
The child will learn to dance, move well to the music, feel the rhythm of each melody, in addition, the child communicates with the nanny or parents through dance without words, which is important for the best mutual understanding. You can invite a professional music teacher to your child and check whether the child has an ear for music, the ability to learn to play a musical instrument. If there is, and, more importantly, the desire to play, then you can teach your child music with a teacher.
If the child has no interest in playing a musical instrument, then do not insist, because, otherwise, this may cause a backlash and the child will remember for the rest of his life how he was forced to play the piano, scolded and may relate to music with disgust. Musical ability + voluntary desire of the child to play! It is not necessary to teach a child to play only the piano, you can try the gentle flute, romantic guitar, energetic drums, violin, etc. Try different things to get a feel for which musical instrument the child likes best.
Sing lullabies to your child, sing them yourself before going to bed, and also put him to listen to them professionally performed. Sing with your child various songs that are easy to remember, the song "Crocodile Gena", "Winnie the Pooh", other songs from cartoons. If you have a karaoke system at home, great, then the nanny or parents can sing a wide variety of songs to the music. If not, you can sing along to an audio CD. Play with your child music games, for example, spin with a small child in the rhythm of a waltz, or play to the music in: “Ladushki - patties - where they were - with your grandmother” or play the game “we baked a loaf - this is such a width - this is such a height” or “ We are going, we are going, we are going to distant lands - good neighbors are good friends "or" The sea worries once - the sea worries two - freeze the figure, etc.
You can turn on certain melodies to maintain the daily routine, for example, lullabies - a signal for the child that it's time to go to bed, Winnie the Pooh's funny song - it's time to go for a walk, the song "Antoshka - prepare a spoon for dinner" - it's time to eat, another melody is play time etc. This is especially important for small child who cannot speak or speaks poorly. If a child often suffers from colds, coughs or has asthma, then the child should definitely sing or learn to play the flute more often. This helps children cope with breathing problems, keep a certain rhythm of breathing. Music helps if the child has speech defects. In this case, it is best for the child to sing more often, this can help to cope with stuttering, with speech problems.
If the child is hyperactive, he should often listen to calm music. If something hurts a child, then you can let him listen to a beautiful melody without words, and stroking the sore spot, say “my son (daughter) does not have pain, pain - leave soon.” This old way of talking about pain distracts, calms the child, gives a “pain-relieving effect”, and older children themselves will “talk about pain” like this. Buying musical toys for a child, melodic rattles for the smallest, then musical tumbler dolls, musical baby dolls, older children - musical toys are more difficult.
More often listen to different music with children: classical; ethnic, folk songs; music of nature; melodic singing; romantic music without words; jazz; blues. It's good when a nanny or parents listen to music with the children, but you can periodically leave the child alone with the music. Tell your child about various composers, about their interesting destinies, and then put the child to listen to the music of this composer.
Talk about different musical instruments, be sure to accompany your story with musical comments. Teach your child to feel the music, tell him that the music reflects the mood, let him choose the music that matches his different feelings and different moods. This will help the child learn to quickly and correctly understand their feelings and correctly hear the music of their soul. Music can help to cope with grief, with the misfortune of a child. Cheerful, energetic melodies help children cope with feelings of fear.
Use music to educate the child's imagination, for example, ask the child to imagine something to a given melody or draw those images, colors that a child has when listening to a melody. Watch various musical films with your child on TV or on DVD, where they also sing and dance a lot. For example, "Mary Poppins, goodbye", "Mom", " Blue bird”, “The Sound of Music”, “Singing in the Rain”, “Sun Valley Serenade”, Walt Disney cartoons “Fantasy”, “Cinderella”, “Sleeping Beauty”, “The Little Mermaid”, “Beauty and the Beast”, etc., musical cartoons "A wolf and seven kids on new way”, “Plasticine Crow”, “Pencil Box”, “Nutcracker”, “Contact”, etc.
Explain to your child that music is diverse and there is music for every occasion: for joy and for sadness, for communication and for fun, for relaxation and for work, and that it is important to be able to select music according to the situation and mood. In addition, the child must be explained that loud music can disturb others and that the melody that the child likes will not necessarily be liked by others. And yet, even if the child really likes music, you should not let the music sound in the house all day long, otherwise it will quickly become commonplace from a source of joy and peace and will no longer be noticed.
The influence of musical creativity on the psycho-emotional state of the child
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 children have musical abilities. 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 has always claimed a special role in society. In ancient times, music and medical centers treated people for longing, nervous disorders, diseases of the cardiovascular system. Music influenced intellectual development, accelerating the growth of cells responsible for human intelligence. It is no coincidence that mathematics classes in the Pythagorean school were held to the sounds of music, which increases the efficiency and mental activity of the brain. 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. Nothing is impossible for real music! 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 of the musical culture of a person, as part of his general spiritual culture in the future.
In recent years, there has been an active reform of the system of preschool education: the network of alternative institutions is growing, new programs of preschool education are emerging, and 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. In kindergartens, there are more and more children 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 - the ancient Greek philosopher Pythagoras - we find a description of how music can influence the emotional state of a person. One of the most important concepts in the ethics of Pythagoras 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, the tradition went, to compare public life, both with a musical mode and with a musical instrument. Following Pythagoras, Aristotle believed that the ability of music to influence state of mind listeners, is associated with 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. In ancient sources, we find a lot of evidence that speaks of miraculous healings achieved through music. According to the views of the ancients, this or that disease corresponded to the rhythm of the pulse, and these rhythms were arranged in the order of musical numbers. In the medieval Italian music theorist Joseph Tsarlino, we find evidence of how a certain Senocrates restored the insane to their former health with the sounds of trumpets, and Talet from Candia expelled the plague with the sounds of Kifara. The prophet David, with his singing and playing the cithara, cured the biblical king Saul from bouts of severe depression. According to legend, the stern king Lacedaemonian approved and even composed music himself, and his troops never went into battle unless they were first inspired and warmed up by the sounds of military pipes and pipes.
The famous orator Gaius Gracchus always, when speaking to the people, kept behind him a slave musician who, with the sounds of a flute, gave him the right tone and rhythm of speech, moderating or exciting the spirit of eloquence of his master. The singer Orpheus could soften the souls of not only people, but even wild animals and birds with his singing. The doctor Asklepiad pacified discord with the sounds of music, and restored the hearing of the deaf with the sounds of the trumpet. The Pythagorean Damon, with his singing, turned young men devoted to wine and voluptuousness to a moderate and honest life. Listening to music played on the miter, according to the ancient Greeks and Romans, contributed to the process of digestion. The Roman physician Galen recommended the use of music as an antidote for snake bites. Democritus recommended listening to the flute for fatal infections. Plato offered a remedy for headaches, consisting of a set of herbs. The treatment was accompanied by singing of a magical nature. It was believed that without singing and musical accompaniment, the medicine would lose its medicinal properties. In the middle of the century, the practice of musical psychotherapy was closely associated with the theory of affects, which was widespread at that time, which studied the effect of various rhythms, melodies and harmonies on the emotional state of a person. Various relationships were established between the patient's temperament and his preference for one or another character of music. According to A. Kircher, a German scientist-musician, the psychotherapeutic possibilities of music consisted in its mediation between the music of the spheres and that which lies in the movement of physiological processes in the body. Bringing the latter into line with the former, music has a healing effect.
The beginning of the current stage in the development of musical psychotherapy takes from the end of the 40s, when in many countries Western Europe and the United States, music and psychotherapy centers and schools began to be organized in Sweden, Austria, Switzerland, and Germany. Working in kindergarten, you can observe a large number of children who cannot cope with the neuropsychic stress and overload, received 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. Music therapy is a combination of techniques and methods that contribute to the formation of a rich emotional sphere, and practical exercises and exercises that contribute to the normalization of the child's mental life. Music therapy provides for both the holistic and isolated use of music as the main and leading factor of influence (musical works), and the addition of musical accompaniment to other corrective techniques (psychogymnastics, logorhythmics). 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 from the teacher and musical director a special psychological education, knowledge of the basics of general and clinical psychology, the presence of musical teacher 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, in morning exercises, invigorating exercises after daytime sleep, in leisure evenings, in speech development classes, visual activity, in everyday activities, independent games, etc. Thus, each teacher can use these exercises in combination with other games and exercises, “design” 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 the most various forms organization of 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.
FEATURES OF MUSIC PERCEPTION IN PRESCHOOL CHILDREN
Musical art plays a huge role in the process of educating spirituality, the culture of feelings, the development of the emotional and cognitive spheres of a person's personality. According to: "The ability to listen and perceive music is one of the elementary signs of aesthetic culture, without this it is impossible to imagine a full-fledged education." When organizing the musical education of a child, it is important to develop in him the need to communicate with music, the ability to feel its beauty, intonation originality and deep personal meaning. In this regard, the problem of educating the listener from preschool age is acute, since it is this age that is sensitive to the development of musical perception.
Musical perception is a kind of aesthetic perception, its particular form. On the one hand, it has properties inherent in the perception of art in general, and on the other hand, it has its own characteristics, which are due to the specifics of musical art.
The problem of music perception is quite complicated due to the subjectivity of this process, and, despite the many special studies covering it, it has not yet been solved in many respects. A significant contribution to the study of issues of musical perception was made by,,. The works of these authors collected a large scientific, theoretical material relating to various facets of musical perception, its psychological mechanisms and pedagogical methods its development in children.
Studies have shown that the quality of musical perception is associated with the natural properties of the nervous organization and is not limited to the emotional response to music, but manifests itself in more general characteristics human personality, among which an important place is occupied by the subtlety of emotional experiences, creative imagination, fantasy, artistic perception of the world.
The perception of music as a complex multi-level process is quite difficult for preschoolers along with the perception of works of other types of art. This is due both to the complexity of the musical artistic image, and to the age characteristics of the preschool child. Therefore, in preschool childhood, at the very beginning of musical development, the child needs to be helped to hear and understand music, to enter the world of its images.
The psychological and age feature of preschool children is that they are extremely responsive to everything emotional, vivid, figurative. They are able to show interest in accessible works of art, admire the beauty in nature, everyday life, in the phenomena of the surrounding reality and social life.
Musical perception in preschool age and its features are big interest for musical theory and aesthetics. The study of the psychology of musical perception of children of this age provides the most important material for clarifying the specifics musical language and the nature of music as an art to explore its relationship with speech, thinking, emotions, with various types and forms of human activity and communication.
The perception of music in preschoolers occurs, as a rule, on the basis of practical interest in developmental activities. At the same time, the elements of artistic experience are realized in active participation, and not in a simple contemplation of musical reality. The basis of creative activity here is the complex activity of “feeling”, when from the external impressions presented, the child, who perceives a piece of music, builds and creates an artistic image himself, determines it. artistic value for yourself and those around you.
A number of research scientists (,) note the following main features of musical perception, the knowledge of which is necessary for its development in children: integrity, emotionality, awareness, imagery.
Having conducted a study of the level of development of music perception in children 4-6 years old, I found that the perception of music at this age stage occurs in the unity and interaction of two main lines: 1-the actual intonation perception and awareness of music; 2 - awareness of music and its individual interpretation, mediated by the life and musical experience of the child. In general, the development of musical perception is uneven, with significant qualitative leaps in the 5th and 7th years of life.
Musical perception, being a complex, multifaceted psychological process, largely depends on the individual characteristics of the child, primarily on the type of his nervous system, general and musical abilities. Children with pronounced general and musical ability, display skill with unusual intensity long time concentrate on the perception of musical works, showing stability of attention and liveliness of emotional response.
Thus, the peculiarities of music perception in preschool children often overlap with the peculiarities of the perception of the surrounding world and consist in increased emotional responsiveness; the depth of artistic impressions due to novelty; brightness, colorfulness of perceived and created images; striving for practical active developmental activity. Knowing the patterns of development of musical perception, the teacher can manage the process of musical education of children, form their aesthetic tastes and needs.
ATthe influence of music on a child in the womb.
According to a number of studies, even before birth, the child hears sounds and feels vibrations from the outside world. When parents sing and talk to an unborn child, it is believed that he also communicates with them and with the outside world. Children may respond to sounds, most often in the form of jolts. Some studies have found that babies, even while in the womb, have their own musical preferences. If you listen to lyrical classical music, chances are your child will calm down and stop kicking. And music in the style of rock or metal can provoke real dances in the mother's stomach.
Scientists involved in scientific research on the influence of music on the physical development of children believe that listening to Mozart contributes to the development of children's mental activity. Scientists call this phenomenon the "Mozart effect". To feel beneficial effect music on a child, doctors often advise mothers to listen to lyrical music (especially classical) more often. Music is considered as part of human nature, which slowly but effectively restores harmony in life and contributes to the further physical development of the child.
The effect of music on newborns.
Due to the calming effect of music, many scientists believe that it speeds up the development of premature babies. Music has a positive effect on the normalization of breathing and heart rate, reduces pain and accelerates the growth of newborns. Israeli scientists claim that the "Mozart effect" normalizes the metabolism of premature babies, which helps to quickly reach the required weight.
The influence of music on older children.
It has long been noticed that children fall asleep well to lullabies or reading a book. Sounds, especially those that are melodious, soothe and lull children. Music also contributes to the rapid development of speech in preschool children. And it helps school-age children learn faster foreign languages. After all, it is known that even small children easily memorize songs in another language, even without knowing the meaning of the words. But this is their first step towards learning this language. Children are much more likely to memorize and reproduce songs rather than individual words and texts. Since it is easier for children to sing than to speak, music is considered effective tool treatment of stuttering in children. Music helps improve speech, and what children cannot say can be easily sung.
Music therapy.
According to US researchers, healing power music is needed to normalize blood pressure, helps activate brain activity and strengthens the immune system. Rhythmic and energetic march-style music tones many muscles, which is extremely beneficial for the physical development of children. Therefore, many do exercises to bravura music. For some children, music is a means of focus. It makes children focused, helps to focus their thinking on a specific topic, and at the same time relieves stress and fatigue. If your child falls asleep and wakes up with music, he will be much happier and healthier.
However, instead of listening to music, it is much more beneficial to sing yourself. Australian doctors even practice singing sessions for medicinal purposes. It is enough to hum the simplest melody to make you feel better. Therefore, singing or music lessons are very useful for the physical development of children. She teaches the love of life. Therefore, children who are passionate about music become more educated, attentive, honest in their relationships with other people, radiate calmness and positive mood. "Musical" children develop in intellectual development faster than their peers. Music develops children's creative abilities, aesthetics, culture of behavior, helps to build trusting relationships and make new friends.
Music can be expressed not only through musical instruments and audio devices. Music is encoded in the sounds of nature - the sound of waves and the rustle of leaves in the wind, the singing of birds and crickets, the rustle of rain, and so on. Therefore, more often be outside the city, in nature. Find exactly the music that your child likes the most and try to listen to it as often as possible.
Oksana Kudashova
From the experience of work "Music - as one of the means of the effectiveness of the physical development of preschoolers"
From work experience
musical Head of MDOU Kindergarten No. 4 "Rainbow" Urazovo settlement, Valuysky district, Belgorod region, Kudashova Oksana Gennadievna
« Music - as one of the means of increasing the efficiency of the physical
development of preschoolers in accordance with GEF"
Introducing children to musical art begins from early childhood and therefore development of children's musical-artistic creativity, the implementation of independent creative activity children, we find satisfaction in self-expression in one from educational regions: "Artistic and aesthetic development» . Which suggests development prerequisites for value-semantic perception and understanding of the world music, its perception and connection with other activities.
Singing develops the vocal apparatus, strengthens the vocal cords, improves speech, (speech therapists use singing for stuttering, promotes development vocal-auditory coordination. Correct singing posture regulates and deepens breathing.
Rhythm studies based on relationship music and movement, improve the child's posture, coordination, develop clarity of walking and ease of running. Dynamics and pace musical works require in movements to change the speed, degree of tension, amplitude, direction accordingly. It is known that sound musical works enhances performance cardio - vascular, muscular, motor, respiratory systems of the body.
When exercising with musical accompaniment improves ventilation of the lungs, increases the amplitude of respiratory movements. At the same time, one can speak of development of musicality in children(emotional responsiveness, hearing).
Children learn to perceive music, move according to her character, means of expression.
Tasks physical development are closely related to all sections of education in kindergarten. Educational program kindergarten provides work on the development of movements and in musical development.
Musical games and dances are built mainly on the main movements: walking, running, jumping, jumping.
Their improvement is in progress musically- artistic activity, and in motor activity.
For example, the transmission of a cheerful character by movements music promotes the development of correct posture, coordination of movements of arms and legs, ease of step, and teaching the correct step and run to the nodes according to physical culture, strengthens the muscles of the legs and thus contributes to an easier mastering of dance movements.
At the heart of movements is a certain rhythm, correlated with the rhythm musical sound. Music increases interest in games and exercises, giving them a special emotionality. Between music and movement at the same time performance, close ties are established.
Plays a decisive role music. Accompanying music, movements express its figurative content.
Accents, simple rhythmic patterns are easily reproduced in running, steps, claps, tempo changes, dynamics musical works entail changes in the speed, and the degree of intensity of the execution of the movement. Between music and movements easily set the desired interconnections: movements make you more intense, more fully perceive musical composition, a music controls the rhythm of movements, gives them special expressiveness, facilitates their implementation.
Music helps kids at the same time start and end a particular movement or the entire exercise, perform it at a certain pace. Pairs well with music walking, running on toes in a column, alone in place, loose running and some outdoor games, mainly round dance, where musical accompaniment - a change of topics, parts - determines the transition to another action, the beginning or end of a certain sequence of actions. For example: in Game "Who is faster" children run around the hall to the sound music, and at the end of it quickly sit on chairs.
In the organisation physical development work I take an active part. Together with the instructor physical culture we hold various exercises: in walking, running, building and rebuilding, which ensures the speed and accuracy of their implementation.
Not accompanied music such exercises: climbing, long and high jumps from a place and from a running start, throwing, outdoor games containing competitive elements. Each child completes them at their own pace.
AT directly-educational activities I use music in a set of exercises previously learned without musical accompaniment.
AT development work movements great place doing morning exercises. Its main meaning is wellness: the musculoskeletal system is strengthened, all functions and systems of the body are improved. In addition, morning exercises allow you to organize a children's team.
An important task of gymnastics with music- creating a cheerful mood in children, which contributes to their activity in work, games, classes. Music causes positive emotions in children and thereby facilitates the execution of movements.
Used during gymnastics musical composition, you can not distort - emphasize individual rhythmic figures, make arbitrary pauses in order to adapt it for more convenient performance of a particular movement.
Equally important is the gymnastics after daytime sleep. Children in the bedroom music perform arbitrary musically-rhythmic exercises, exercises for the prevention of flat feet and postural disorders. Complex ends breathing exercises. Throughout the year we use various options gymnastics.
AT directly-organized activities physical education music sounds episodic: while walking, running, jumping, changing lanes, some general developmental exercises. The main part of the lesson, as a rule, is carried out without music, however, individual outdoor games include musical accompaniment.
Application musical support in the learning process physical exercises depends on the stages of their learning. When getting acquainted with the movement, showing it music facilitates perception. After showing the exercise, a description is given. For example: Svetlana Alexandrovna, physical education instructor, shows an exercise with a hoop, accompanied by "Waltz" S. Asafyeva, then He speaks: « The music is calm, melodious, quiet and movements should be light, unhurried, smooth.
Learning the individual elements of the movement is carried out without music, since its perception at this stage reduces the conscious control of motor skills and can lead to their mechanical reproduction.
As musical accompaniment of exercises in the main types of movements using folk, classical music, essays contemporary composers. I accompany the exercises music then when they are taught in advance with a physical education instructor.
Our task as musical leaders to teach educators to show all the movements of the exercises in accordance with the character, means expressiveness and form piece of music.
Learning the exercise should begin with the teacher explaining the rules for performing it and the first one or two times it should be done without music.
Familiar exercises are immediately performed with musical accompaniment. The teacher must ensure that there is a clear balance music and movements. Function music is not limited to the accompaniment or background of performing movements, it, first of all, should help children to become emotionally aware of their movements.
Together with the instructor physical culture we plan work on the development of movements, trying to avoid too much variety of material, to establish a certain sequence in its passage. It promotes interaction musical and physical development of preschoolers.
Raising a child by means of music, we must understand its significance for a comprehensive development personality and be its active guide in the lives of children.
