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Importance of teaching music for the personal development of a child (on the example of piano lessons). The Importance of Music in Raising Children

Importance of teaching music for the personal development of a child (on the example of piano lessons). The Importance of Music in Raising Children

11.04.2019

Vozniak Olga Ivanovna
Job title: music director
Educational institution: ChDOU No. 178 JSC "Russian Railways"
Locality: city of Kemerovo, Kemerovo region
Material name: article
Subject:"The value of music lessons for children"
Publication date: 15.02.2018
Chapter: preschool education

"The importance of music lessons for children"

confessed

indispensable

means

formation

personal

human,

spiritual

feature is that it can with immediacy and force

convey the emotional state of a person, all the richness of feelings and their

shades that exist in real life. Music shapes attitude

a person to the world around him, to himself, his assessment of reality,

assigned

education

child. Modern scientific research indicates that

musical education should begin at preschool age. Absence

full-fledged musical impressions in childhood are very difficult to replenish

afterwards.

Musical development has a positive effect on the overall development of children. At

the child's thinking is improved, the emotional sphere is enriched, and

worry

feel

helps

bring up

beauty in general, sensitivity in life. Music lessons have always been

integrated in their essence: listening to music, singing, musically -

rhythmic

movement,

musical

tools,

creation

musical

activities.

give music lessons to the child?

Musical

comprehensively

develop

help

the beauty of the surrounding world, form an idea of the arts,

teach to perceive folklore and classics, develop creative imagination,

prepare for schooling. The organization of classes requires children

certain

ability to work

manifestations

mental

music classes in children expands their horizons, actively enriches

vocabulary

remember

pronounce

titles

musical works, songs, games, surnames and names of composers,

characterization of music. In addition to various information about music,

huge

cognitive

meaning,

enrich

child's vocabulary

characteristics

feelings that are conveyed

Preschoolers have little experience in understanding human feelings,

that exist in real life. Music conveys the whole spectrum to the child

emotions and shades that can be infinitely expanded. musical

education is essential for the formation of aesthetic feelings

children: acquaintance with the cultural heritage of music, the child learns to understand

standards

cultural

generations.

Opportunity

comparing the sound and the pitch of the sound itself develops such skills in the child

how: comparison and analysis, which also contributes common development child.

In music lessons, the speech of children develops, since such concepts as

tempo, rhythm, dynamics are inherent in both speech and music.

Singing has long been used as one of the means of rehabilitation for various

speech disorders: slurred pronunciation, swallowing the endings of words,

even when stuttering. The elimination of these speech disorders is helped by the inclusion in

exercises for the development of singing breathing, diction, finger

and Mr. R. Classes

develop

ability

expressive

intonation

successful

expressive

articulation

a necessary condition for confident answers in the lessons. ability to correctly and

speak

helps

communicate

adults

with embarrassment

s t e c n e n and i.

Emotional responsiveness to music is one of the most important

musical ability. Music develops emotional responsiveness

educates

personal

quality,

ability

empathize with another person. The emotional realm itself is not

develops. All of this should be taught to children. Children in music lessons

learn to express their emotions and feelings in words (in the process of listening to

music, singing), movements (in dance, in the game, in dramatizations and

round dances).

Music is one of the means of physical development of children.

physical

education

musically

rhythmic

movement. They improve motor skills, develop the ability to

strengthen

salutary

affect

circulation,

improves

coordination

movements.

For the most part, all people feel the need to listen to music,

constantly

present

causes

spiritual

pleasure,

capable

calm down

mental

voltage,

helps

becomes

sources

health

human

preventive

means

treatment of various diseases. The effect of music on health

people have been interested in human since ancient times. Today musical

therapy is used to reduce pain, fear, tension, increase

body tone, treatment of depression, for medical rehabilitation and for

accompanying physical activities.

Proper breathing is the key to health. Deep breathing favorably

affects our general state organism. The faster the rhythm of the melody, the

our breathing becomes faster, and vice versa. Music affects the heart

arterial

pressure.

increase

cardiac

abbreviations - listen to the melody quickly, turn up the volume. Want to

restore a stable heart rate - listen to music with a slow

relax.

Pleasant

salutary

valid

causes

increase

lymphocytes,

o rg a n i z m u

s t a n o v i t s i

b o r o t s i

ill.

Disputes about the influence of music on human intellectual abilities

and on his psyche are being conducted for a long time.

Music has been proven to affect

intellectual

human abilities.

promotes

raising

emotional

activity

person.

activity,

really

rising

mental

capabilities.

concerns

musical directions, it depends specific person. Which

music he was brought up, what he listened to throughout his life. Therefore, on some

one music acts, and another - another.

develops

communicative

capabilities

interpersonal communication. It is known that music is international

able

bring people together

nationalities,

ages

professions.

loosen up

activates

interpersonal

communication,

"communication

simultaneously

contributing

overcoming

communication

barriers.

provide

unique

opportunity

Playing musical instruments brings great joy to children.

If you teach children systematically and consistently, then in the preparatory

group, all children will be able to play different musical instruments. Job

forms a team in the orchestra, children learn to experience, rejoice together

success. For many kids, playing an instrument helps express their

feelings, mood. This activity opens up a new world for children.

Positive therapeutic effect have arbitrary, free

movements

emotional and muscular tension, develop coordination in movements,

navigate

space

to satisfy

the child's need for movement, for play.

Dancing games

partners

artificial

labels, creating equal conditions for communication for everyone. A child with low

self-esteem

feels

full

team. The child who leads the group and is used to being neglected

"quiet" and "badass", discovers that they are not bad at all, but

the same as everyone else. In joint musical activity, the children of the older

preschool

age

master

skills

individual

collective

action,

benevolent attitude towards the world around, that is, acquire

fundamental

installations,

defining

further

opportunity

s a m o r e a l i z a t i

success

The child, taking part in concerts, festive matinees, begins

understand that, speaking, he brings joy to the audience. By doing good, we

we become better ourselves. Rejoicing in the music, feeling the beauty of their movements,

emotionally

enriched

experiencing

cheerfulness.

Thus, music lessons, having a versatile influence on

children, contribute to the education of a harmoniously developed personality.

L G Parinova.

music director

MB preschool educational institution "Kindergarten No. 47 - CRR"

The value of musical education of preschoolers

At present, a change in established traditions and mental characteristics, lifestyle, style and interaction of people is taking place in society.

How can we, preschool teachers and young parents, preserve our spirituality in this very difficult time, understand everything and choose the necessary guidelines for the musical education of children.

Many contemporary concepts of humanization preschool education recognize the irreplaceable influence musical art on the upbringing of universal human values in a child: goodness, beauty. Historically, post-revolutionary Russia (later Soviet Union) became the only country in the world where preschools were staffed by professional educators- musicians. Based on them, they were built government programs not only musical, but also aesthetic education in general. The music director led all the music-related activities of the children: listening to music, musical movement, singing, orchestra, play-dramatization.

Solving a huge amount of problems of the artistic and general development of the child, the music director became a unique and one-of-a-kind specialist.

How to explain the enormous power of the influence of music on spiritual world human? First of all, its amazing ability to display the experiences of people at different moments of life. “In sorrow and in joy, in work and at rest, music is always with a person,” said D. Shostakovich. Music also has the ability to influence not only adults, but also children themselves. early age. Moreover, and this has been proven, even the intrauterine period is extremely important for the subsequent development of a person: the music that the expectant mother listens to positive influence for well-being developing child(maybe even shapes his taste and preferences). Musical abilities of children manifest themselves in different ways. For some, already in the first year of life, all three basic abilities - modal feeling, musical and auditory representations and a sense of rhythm - are expressed quite clearly, develop quickly and easily. This is indicative of musicality; others later, more difficult. But the absence early manifestation abilities, emphasizes

musician - psychologist BM "Teplov, is not an indicator of weakness or even lack of ability. Great importance has the environment in which the child grows up (especially in the first years of life). For example, a baby, having heard the gentle melody of a lullaby, concentrates, calms down. But, if a peppy march is heard, then the expression immediately changes baby face, the movements come to life! An early emotional reaction makes it possible to introduce children to music from the first months of life, to make it an active assistant in aesthetic education.

From my own experience, I can say that musical skills are more effectively formed in an atmosphere in which the feelings and experiences of children resonate, so I do everything so that the music “lives” for the child, and not the child for the music.

It is known that children of 2.5 - 3 years old are already focused on the perception of the peculiarities of human relationships, they are able to show empathy, sympathy, care. With a purposeful pedagogical influence, the expression of moral and value relations becomes more stable and active (N. Newcomb).

A child of 2-3 years old does not speak very well, his actions are limited, but he sometimes experiences more emotions than some adults. This is where music can be of invaluable help. Its strength lies in the fact that it is able to convey the change of moods, experiences - the dynamics of the emotional and mental states of a person.

Content music lessons for younger children preschool age should be varied and rich: not only singing songs and doing round dances, but also playing instruments, finger games, drawing (there are excellent exercises for developing intonation through drawing), listening (recorded) to a popular classical music, studying the basics of elementary musical literacy, etc.

And so, the beginning of the lesson, they sang a greeting all together, no one was left aside, the feeling of the beginning of the holiday reigns in the air, the anticipation of something mysterious (this is a game, after all!). Indeed, in preschool age, the leading activity is the game. In my music lessons I use:

Finger games that allow you to develop fine motor skills hands (I select games according to the topic of the lesson)

Music games - dances that give you the opportunity to discharge

182

Games on children's musical instruments that allow you to increase your self-esteem, form and develop skills for solo performance and performance of a joint game

Singing nursery rhymes and simple songs, it is important to play out the plot of the song. For example, when I get acquainted with the words of the song “Rabbit” (music and lyrics by I. Convenant), I don’t just sing and show a toy rabbit - I play with children. In a joint musical gaming creativity children easily and quickly memorize the words and motive of the song. Music liberates them, helps them find ways to constructively interact with each other.

The study of classical music. According to studies, classical music has a beneficial effect on the physiological processes of our body, promotes the development of memory, recording, imagination, develops the spiritual and spiritual qualities of a person.

In our preschool, each group has audio tape recorders. The children who come to us fall asleep at a quiet hour to the sounds of calm classical music. But I want to note that passive listening to the classics will not make it possible to talk about the direct impact of music on the moral development of a person.

In the process of musical and gaming activity, one should use specially organized and naturally occurring moral situations, the resolution of which requires the direct participation of the children themselves. So, for example, I invite children to listen to Lyadov's "Music Box". First, I create a playful mood in them that will allow them to perceive music. Naming the composer, I show the children his portrait (two channels work: visual and auditory), then I take out the “Music Box” (this can be an ordinary beautiful little box, which becomes something magical for children when playing). To the sound of music, I give the box to the children, who pass it around in a circle, the latter closes it when the music stops. General emotional mood, beautiful melody let little child commit good deed: to want to give another kid a beautiful box. Actively listening to others classical works, you need to adhere to this technique, i.e. beat them.

From my own experience, I can say that musical skills are more effectively formed in an atmosphere in which the feelings and experiences of children resonate. The main thing is that children should not lose the feeling that this game is interesting, entertaining and curious.

183

Each age has its own way of entering the art of music, which requires special methodological techniques, conditions, and atmosphere.

In the fourth or fifth year of life, some elements of the child's musical and aesthetic consciousness begin to come to light more clearly: interest in certain types of musical activity, emotional reactions, experience of music, deeper appreciation. The child can play music more consciously.

From the sixth year of life, the ability to motivated assessment is formed, the beginning musical taste. Children can already more consciously control their performance, talk about the means of musical expression, using some musical and aesthetic terms. This creates the prerequisites for the conscious perception of music.

What elements of musical and aesthetic consciousness are most characteristic of preschoolers?

This is, firstly, the need for music. The need as a stimulator of human activity is necessary for any of his activities. This is the starting point for the formation of a child's aesthetic attitude to music. As the child matures, the need for music may increase, but only if the right conditions are provided. With the right pedagogical guidance - the use of game techniques, short figurative stories, visual aids, playing problem situations, expressive, bright performance of the work, i.e. versatile organization of musical activity - by the age of six, a child can form a stable interest in music.

Secondly, aesthetic experience. Psychologist V.M. Teplov, exploring artistic ability established: the basis of the perception of all arts is the aesthetic experience of the content of the work. To understand a piece of music, it is important to "experience it emotionally and reflect on it on this basis." When listening to music, a child has positive and negative emotions that reflect his specific mental state.

For example, when listening to a song, for the first time “To Mom on the Day of March 8” by M.E. Tilicheeva, lyrics. M. Ivensen, - Arseny began to cry. To the question: "What happened?" - Arseniy replied that he wanted to see his mother, because she had been in the hospital for a long time.

The experience of a work is individual for each child and can have different emotional connotations, positive or negative. Aesthetic feelings are inherent in everyone

184

man, but differ in aesthetic activity. “Only against the background of experiencing music,” emphasizes N.A. Vetlugina, “a child develops love, interest, a need for it.” Therefore, musical directors really need artistry, the ability to “infect” children with their own passion for music, the brightness of performance, the profession of nalism, the ability to captivate with a figurative word, and then our children are able to achieve high level musical development, others are perhaps more modest. It is important that with early childhood children learned to treat music not only as a means of entertainment, but also as an important phenomenon of spiritual culture.

Behind last years many programs have been published on the musical education of a preschooler: “Harmony”, “Synthesis”, “Baby”, “We play and the orchestra by ear”, “Top, clap - kids”. In them, there are necessarily general age patterns. The difficulty for musical directors is the very large individual differences between children, which must also be taken into account in the process of musical education.

So, what is the significance of musical education for preschoolers? The value is very huge, because music plays the role of a key that opens the world, uniting the visible and audible, expanding the boundaries of intellect and feeling. One of the brightest means of aesthetic education is music. And with the development of general musicality, preschool children develop an emotional attitude to music, their hearing improves, and creative imagination is born. Music, directly affecting the feelings of the child, forms his moral character. Music lessons affect the general culture of the behavior of a preschooler, create the necessary conditions for the formation of the moral qualities of the child's personality. The perception of music is closely related to mental processes, i.e. requires attention, observation, ingenuity, and if music is considered as an art form, then it has cognitive value, sh she

also has educational value. For example, when listening to nei nu "Po.........

Homeland ”E. Tilicheeva they feel! proud sp., shhmm, the screeching of the people glorifying our Russia. 11edpp>| they need to support musicians in every possible way in preschoolers, even if they are chivalrous creative manifestations, which I advising and imagining, awakening fantasy and imagination II and Shlyuchenin, I want to say that music is a means physical development, because it causes reactions associated with a change in blood circulation, lihania. V.M. Bekhterev, emphasizing this feature, proved that it was considered to establish the mechanisms of the influence of music on the body, then it is possible to 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.

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 relationship between all aspects of education develops in the process of various types and forms of musical activity.

LITERATURE:

1. Katinene A. Preschool age: tasks of musical education // Preschool education. - 1998. - No. 2.

2. Papkova R. On the role and responsibilities of a music director in the organization of children's musical activities. // Preschool education. - 1994 . - No. 4.

3. Radynova O. Methods and techniques of musical education. // Preschool education. - 1997. - No. 11.

4. Semynina V. Music: education // Preschool education. 2007 - No. 1.

5. Tarasova K. Profession - music director. //Preschool education. - 2002. - No. 11.

6. Shkolyar L. Child in music and music in a child - / / Preschool education. - 1992, - No. 9-10.

Olga Cherenkova
The value of music lessons, their originality

Music has a special gift - it is understandable and close to people of any nationality. From birth and throughout life, it affects a person and reflects the experiences of people at different moments of his life. Listening to a lullaby, a crying child calms down, tears well up in the eyes from the melodies of past years, from the dashing dancing legs they themselves ask to dance, marches make them beat the rhythm, even with their fingers.

Music is able to calm and comfort people, relieve mental stress, help, relax, overcome stress, becomes one of the sources of human health and a preventive tool for the treatment of mental illness. Most people feel the need to listen music love her, she is present in their lives.

Musical works reflect the pages of history and unite people in a single experience, they are like a means of communication between them. It accompanies a person all his life.

Even before birth, you can and should introduce children to music to make it an active assistant to aesthetic education. Music play a special role in the upbringing of the child.

child highlights music of all sounds and focuses on it your attention. That is, if music positively affects the child already in the first years of his life, then it is simply necessary to use it as a means of pedagogical influence.

After all music It provides great opportunities for communication between an adult and a child; it is the basis for emotional contact between them. A child from early childhood recognizes familiar melodies and distinguishes between the height and strength of sounds (high - low, loud - quiet, can move according to the character music able to perform simple movements: stamps his foot, claps his hands, turns his hands

Data of modern scientific research testify that musical Education should begin at preschool age. If in childhood the child does not have music, then make up for the lack of full-fledged musical impressions afterwards is problematic.

Children come into contact with this art from birth, in kindergarten they receive targeted musical education. musical education is one of the means of shaping the personality of a child from an early age.

Preschool age is the most optimal for introducing a child to the world of beauty. Therefore, it is very important that the educator be fully developed and attached to the world. musical art. Like any other art music is able to influence the comprehensive development of the child, induce moral and aesthetic experiences. It is important not only to understand and love music, learn to sing expressively, harmoniously in the choir, move rhythmically and play the instrument to the best of your ability. The most important thing is to be able to apply your musical experience in raising children.

Music lessons is the main form musical upbringing and education of the child in a preschool institution. On music lessons children acquire knowledge, skills, listening skills music, singing, musically- rhythmic movements musical instruments. Music lessons contribute to the development musicality of the child, the formation of his personality.

Music lesson is the most difficult his construction in kindergarten, since the alternation of different types musical activity requires attention, concentration, strong-willed efforts from children.

Music this is a means of aesthetic education, which is aimed at developing the abilities of preschoolers to perceive, feel and understand the beautiful, notice good and bad, act creatively on their own, thereby joining various types artistic activity.

Music lessons unite children by joint actions, joyful, aesthetic experiences, teach a culture of behavior, contribute to the manifestation of mental efforts, initiative, and creativity. Music lessons contribute to the overall development of the personality of the child. The relationship between all aspects of education develops in the process of various types and forms. musical activity. Emotional responsiveness and developed musical hearing will allow children to respond in accessible forms to good feelings and actions, will help to activate mental activity and, constantly improving movements, will develop preschoolers physically.

And in Everyday life kindergarten is also influenced music for preschoolers. Important to use musical works during the hours of reception of children, leisure, for a walk, for classes before bed and after sleep. Music enriches children with new experiences, which contributes to the development of independent creative initiative.

The life of children in a group must be organized in such a way that it becomes brighter and more diverse. So that the knowledge gained by children in the process of learning at music lessons each child could apply independently. To this end, the educator needs to think in advance possible options use music in the daily life of children, seeking its natural inclusion in children's activities.

If morning exercises or physical education Music accompanies classes, then the quality of the exercises they perform increases significantly better organized team.

It has been scientifically proven that sound musical products affect the performance of the cardiovascular, muscular, respiratory systems of the body. If you do exercises with musical accompaniment improves pulmonary ventilation, increases the amplitude of respiratory movements. The child is here to learn to perceive music, move in accordance with its character, means of expression.

When introducing children to Russians folk tales, the teacher can accompany his story with the performance of small songs of the heroes of fairy tales. A fairy tale is perceived by children faster and more interesting if, when retelling it, they use musical works, baby musical instruments. This will allow children to understand the nature of the characters, the features of the characters of fairy tales.

Music also enriches children's impressions. For example, children senior group draw autumn landscape as they fall slowly, whirling autumn leaves. And turning on the children musical composition"Autumn Song" by P. Tchaikovsky, or any other, the teacher creates a certain mood for work.

Children love to listen music not only during music lessons. With great pleasure they will listen to songs from familiar cartoons, musical compositions in contemporary style.

During leisure hours, children like to arrange impromptu "dances", they sing familiar songs together with the teacher. IN free time, children often play "concert", " music lessons"," birthday ", they can remember and sing already known musical works, dances, round dances, improvise, compose their own songs, trying to play on different musical instruments.

If use music and during the walks of children, then she will also here his educational influence and will stimulate their activity, independence, create a good mood.

Summer is usually the best time of the year for musical manifestations of children on walks, when interesting games are organized at the sites. Children can dance on their own or together with the teacher. Children love outdoor games with singing ("At the bear in the forest", "Teremok"). The success of all this work largely depends on the educator, on establishing close contact in the work of the educator and music director.

The entertainment provided in the kindergarten also enriches the child's life. The performance of songs, festive round dances, dances unites everyone in a single impulse. Even when performing small group, the rest of the children rejoice in the success of their comrades.

Entertainment in kindergarten can be varied according to his subject matter and organization. These are concerts, performances, competition games, quizzes, carnival theatrical performances. Thus, entertainment is a very interesting, educational form of organization. musical activity, because they make the children want to express themselves independently and creatively, create fun, joy,. Happy birthday greetings are also organized. All this not only develops children's musical ability but also teaches them to take care of each other.

welcome and use musically didactic games who develop musical ear, the creative abilities of the child, help in a playful way to learn the elements musical notation. For example, musical didactic game"Song, dance, march", where children must determine the genre musical works with the help of pictures of characters. Children enthusiastically listen to a cheerful, cheerful, mobile, energetic music, clearly and rhythmically walk under it.

Good to play to distinguish the nature of the dance music. listening music, children determine that it is a polka, waltz or Russian dance.

Character music sometimes you can understand by the movements under it. Moving under music, children can check whether they named the dance correctly, whether their movements are suitable for this music.

musical education is one of the means of shaping the personality of the child. It is important to give children bright colors at an early age. musical impressions, induce empathy music. 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 lessons play develop endurance, will, attention, memory, bring up a sense of collectivism, which contributes to the preparation for schooling.

Music lessons

Various forms of organizing music lessons enrich and diversify the content of the activity and methods of managing it.

A special role in solving the problems of musical and aesthetic education of children belongs to classes. This is a special form of organization of the pedagogical process. They are mandatory, are carried out under the guidance of adults and provide for the systematic coverage of the pedagogical influence of all the children of the group. All this makes it possible to build aesthetic education children in the program.

Classes are the main form of organization in which children are taught, their abilities are developed, personality traits are nurtured, and the foundations of musical and general culture are formed. Classes involve active mutual activity of the teacher and children.

The main task facing the teacher in the classroom is to arouse the children's interest in music and musical activity, to enrich their feelings. The development of children's emotional responsiveness to music throughout the lesson should be the focus of the teacher. When it is carried out, other tasks are also more successfully solved - to develop musical abilities, form the foundations of taste, teach children the necessary skills and abilities, which they can then apply in independent activities in kindergarten and family. In singing, playing musical instruments in children develops a sound pitch hearing, in musical and rhythmic movements, singing, playing musical instruments - a sense of rhythm.

Classes contribute to the education of many positive qualities child's personality.

In music classes, a versatile education of children is carried out (mental, aesthetic, physical)

Mental: Children gain knowledge about various aspects and phenomena surrounding reality, i.e. knowledge about the seasons, holidays and working days of people. Life experience is systematized.

Moral - volitional: A feeling of love for the mother, the Motherland is brought up, skills are formed cultural behavior(in organizational moments), the ability to listen, sing, dance in a team is brought up. Purposefully engaged, the ability to bring the work started to the end, to overcome difficulties

Physical: Dancing and games form certain motor skills that develop certain muscle groups.

Aesthetic: To be able to listen and understand music, you need to feel it, to know the beautiful.

Singing skills: Purity of intonation, breathing, diction, coherence of singing intonations

Types of musical activity:

1. Listening is the main type of musical activity. This activity, being independent, is at the same time mandatory. integral part any form of music-making, any kind of musical activity. For the aesthetic development of preschoolers, mainly 2 types of music are used: vocal, instrumental music. For the early and younger age, the vocal form of sound is more accessible. Older children listen to instrumental music ("Clowns", "Horse"). It is necessary not only to teach the child to listen to music, but also to speak emotionally about it (character), give some names (dance, march, lullaby), introduce the means of expression (tempo, dynamics, register) and the names of composers. Listening to a work repeatedly, children gradually memorize it, they develop a taste and a certain attitude to a particular work, favorite works appear.

2. Singing and songwriting is one of the most favorite types of music for children. activities. Choral singing unites children, creates conditions for their emotional communication. at the first stage, children can only sing along and reproduce onomatopoeia (a cat meows, a dog barks, a bird sings)

3. Musical and rhythmic movements include dances, dance creativity, musical games, round dances, exercises. Children learn to move in accordance with the nature of the music, with the means of musical expression. Develop a sense of rhythm, develop artistic and creative abilities. At the initial stage, when learning dances. Movements, the teacher needs to show. In the future, only verbal instructions are given in the course of execution, errors are corrected. Children learn to communicate various images(birds fly, horses jump, bunnies jump). The educator verbally helps to more accurately convey the resemblance to the characters. In older groups, we seek from children a conscious attitude to their role and high-quality performance in performing movements. Therefore develops creative activity children through purposeful learning, expanding musical experience, activating feelings, imagination, thinking. Simple creative tasks include staging songs.

4. Learning to play children's musical instruments (acquaintance with the sound of instruments performed by an adult, selection of familiar melodies on various instruments. In this type of activity, sensory musical abilities, a sense of rhythm, musical ear, musical thinking. Playing in an orchestra contributes to the development of attention, independence, initiative, the ability to distinguish the sound of instruments

Music lesson consists of several sections:

1. Introductory part: movements in various constructions(columns, lines, links, couples, in a circle), walking, running, dance steps (jumping, straight, lateral gallop, fractional, round dance, etc.). Movements to music create a cheerful, cheerful mood, improve posture, coordination of arms and legs.

2. Listening to music

3. Singing and songwriting -

4. Learning to play children's musical instruments (acquaintance with the sound of instruments performed by an adult, selection of familiar melodies on various instruments

Classes unite children with common joyful, aesthetic experiences, joint actions, teach a culture of behavior, require a certain concentration, manifestation of mental effort, initiative and creativity. They have an undoubted influence on other forms of organization of children. The independent musical activity of the children will be more active on the basis of knowledge, skills and abilities acquired in the classroom. Holidays, entertainment will be more successful, more interesting if the songs, dances, round dances learned in the classroom are performed expressively and naturally.

Types of musical activities in the classroom can sometimes have a different sequence. Starting from the middle group, teaching to play children's musical instruments is introduced.

At each lesson, the teacher must carry out general educational tasks. It is very important that the child experiences joy from communication with music, learns something new every time.

In teaching preschoolers, a variety of methods and techniques are used, taking into account the age of the children and the content of the classes.

Children should be introduced to new musical and didactic games in class. The music director then uses them in individual work with pupils.

What is distinctive is that the children are taught several types of musical activity at once, which is not the case in drawing, modeling, etc. classes.

The difficulty of building a lesson lies in the fact that the teacher needs to skillfully switch the attention of children from one type of activity to another, without reducing the emotional upsurge when works that differ in subject matter and mood are heard.

Another difficulty is the sequence of learning the educational material: initial acquaintance, mastering skills in the learning process, repetition, consolidation, and implementation of what has been learned. In one lesson, the stages of learning a particular work may not coincide. For example, out of three songs that are being worked on, one is learned well and is performed expressively, the other is being listened to for the first time, the third is just being learned.

At a musical lesson, formal memorization of the repertoire, multiple, monotonous repetitions, coaching and drill are unacceptable.

Teaching children in the classroom should be supported by a variety of impressions of music received in other forms of organizing activities.

It should always be remembered that it is difficult to achieve desired results V musical development children.

When compiling a musical lesson, the teacher must take into account the following requirements: mental, physical, emotional stress of children; consistent distribution of activities, learning repertoire; continuity in the development of musical abilities, mastering skills, knowledge, learning musical repertoire; variability and consistency age opportunities children13.

Thus, a musical lesson in preschool educational institution is the main form of musical education and development of preschoolers. In the classroom, the process of cognition of musical art in all its forms takes place.

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Music classes as the leading form of education,upbringing and development of children

Introduction

Questions music education worried mankind for a very long time. Distant ancient Eastern civilizations - India, Egypt, China - have left us myths and unique documents that capture the understanding of the ancient peoples of musical art, its divine purpose and the need to teach music.

The solution of the problems of musical education continues in the Middle Ages, the Renaissance turns us to music as an art of emotional and sensory knowledge of the world, elevates it to the rank of an independent art, and considers the composer as an artist, creator.

The 20th century becomes decisive for the development of professional music pedagogy and methods of musical education of preschoolers. The main directions of scientific and practical research are related to the development of ideas of musical education, the development of musical taste and the culture of listening to music; defining the logic and content of human musical education at all levels of education; determination of the totality of means of musical education of the child in the family and in educational institutions.

The 20th century is a key one for the methodology of musical education of preschoolers. There are studies related to the musical activities of children from birth to 7 years.

In the 20th century, independent national programs and author's systems of musical education of preschool children.

In 1930-1940 years go by active scientific and practical search for solutions to the problems of musical education of children of early and preschool age.

In the 1930s, the music educator and methodologist T.S. Babajan creates unique games, a variety of game scenes accompanied by music.

N.V. Metlov is one of the first creators of the system of domestic musical education in kindergarten. Much attention to N.A. Metlov devoted to the study of the child, his requests, interests, abilities.

The founder of the domestic system of artistic and aesthetic education of preschool children, the methodology of musical education of preschoolers, recognized in the world, N.A. Vetlugina proved the unique value of musical activity in holistic development preschooler, a holistic pedagogical process of kindergarten.

In his works, N.A. Vetlugina has repeatedly turned to the problem of the relationship between learning and creativity of preschoolers, considering it the most interesting and complex in methodology, to the problem of developing a child’s musicality in the context of the pedagogical process in kindergarten, becoming musical culture from early years of life. These questions have not lost their relevance today.

Glinka, Tchaikovsky, Mozart, Beethoven... Famous names known to everyone. Who chose the path of geniuses for them? Who determined the glory of musicians-composers? Nature? Parents? Teachers? Teachers and musicians came to the conclusion that everyone has the makings of a musical activity. They form the basis for the development of musical abilities. The concept of "non-developing ability", according to scientists, experts in the field of musicality research, is absurd in itself. It is considered proven that if the necessary conditions are created for the musical development of a child from birth, then this has a significant effect in shaping his musicality.

The musical development of children depends on the forms of organization of musical activity, each of which has its own capabilities.

The main form of organization of musical education in kindergarten is a musical lesson. The issues of the musical development of preschoolers and the organization of learning in the classroom are discussed in the works of such researchers as N.A. Vetlugin, I.L. Dzerzhinskaya, L.N. Komisarova, M.A., Medvedeva, N.A. Chicherina and others. The problem of organizing music lessons was also touched upon in the studies of A.I. Katichene, M.Yu. Vikat, L.I. Vaychen, A.N. Zinich and others.

It is in the classroom that the interaction between the teacher and the child takes place.

Purpose of the study: determine the importance of music lessons for the learning and development of preschoolers.

Object of study: the process of organizing musical activity in a preschool educational institution.

Subject of study- music classes as the leading form of education and development of children of senior preschool age.

Hypothesis- if music classes are used in work with children and children of older preschool age, then the formation of abilities will occur faster and more efficiently.

To achieve this goal, the following tasks are formulated:

1. Analyze the psychological, methodological and historical literature on this topic.

2. Study the process of developing abilities

3. Study the music lessons of older preschool children

4. Carry out experimental work. confirming the influence of music lessons on the development of the abilities of children of senior preschool age.

Research methods: analysis of psychological, pedagogical, methodological, and other scientific literature, observation of the productivity of children's activities, questioning. These methods are used in a certain system, which is characterized by an increase in the role of certain methods at certain stages of research. A. Vetlugina, O.P. Radynova, E.A. Medvedeva, B.P. Nikitina, V.G. Petrova.

1. Meaning and tasksmusical education of preschool children

1.1 The meaning of music

Faculty of Preschool Musical Learning

Music is the art of a special, artistically figurative reflection of the life and inner world of a person.

Music has the ability to reflect the experiences of people in different moments of life. It accompanies a person all his life.

Musical works reflect the pages of history. They unite people in a single experience, become a means of communication between them.

Another feature of music is that each person in his own way shows interest and passion for music, gives preference to any musical genre, beloved composer, individual work having some listening experience.

Most interesting us the peculiarity of music is to influence a person from the very first days of his 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.

1.2 Tasks of musical education of preschool children

The main tasks of musical education can be considered:

1. Cultivate love and interest in music. Only the development of emotional responsiveness and receptivity makes it possible to widely use the educational impact of music.

2. To enrich the impressions of children by introducing them in a specifically organized system to a variety of musical works and the means of expression used.

3. Introduce children to various types of musical activities, forming the perception of music and the simplest performing skills in the field of singing, rhythm, playing children's instruments. To acquaint with the initial elements of musical literacy. All this will allow them to act consciously, naturally, expressively.

4. To develop the general musicality of children (sensory abilities, pitch hearing, a sense of rhythm), to form singing voice and expression of movement. If at this age a child is taught and involved in active practical activity, then all his abilities are formed and developed.

5. Promote the initial development of musical taste. On the basis of the impressions and ideas about music received, first a selective and then an evaluative attitude towards the performed works is manifested.

6. Develop creative attitude to music, primarily in such activities accessible to children as the transfer of images in musical games and round dances, the use of new combinations of familiar dance moves, improvisation of chants.

2. Content, types and forms of musical activity of children in a preschool educational institution

The organization of work on musical education implies the implementation of targeted musical education of children in various types of musical activities. These include: classes, holidays and entertainment, independent musical activities.

The musical director of the preschool educational institution is responsible for the general organization of musical education in kindergarten: he conducts systematic work with children, using various forms of its organization, works with educators, raising them musical level, organizes consultations, promotes issues of musical and aesthetic education among parents. The theory and practice of preschool pedagogy determines the following forms of organization of musical activity: classes, the use of music at holidays and in entertainment, in play, independent and other activities.

A game- the main activity of preschool children, in which round dances, role-playing songs, and outdoor games can take place.

Musically-independent activity arises on the initiative of children in the process of games and fills their lives with interesting content.

The source of the emergence of children's music-making is, first of all, music lessons. Here children learn the repertoire of songs, games, dances. They are systematically encouraged to act independently. Children transfer the knowledge gained in the classroom into independent activities. For example, in the classroom, children often sing accompanied by an instrument. But if they are taught to sing without accompaniment, then they will be able to sing at will without the support of the piano.

Many guys like to dance, march to the music.

But if they learn to sing a dance melody, a march, they will already be able to accompany the movements with their singing without the help of an adult.

In the life of a kindergarten, the child uses the types of performing and acting that are closest to him. creative activity. The participation of the teacher is indirect. The quality of independent children's performance, as a rule, is somewhat worse than in class, but the value of such performance is great, as it indicates the formation of interest in music. The use of music in everyday life is the responsibility of the educator .

Holidays and entertainment include a wide variety of types and genres of art music, which, with the creative initiative of educators and the activity of children, solves the big problems of musical and aesthetic education.

As O.P. Radynova, the holiday performs important functions only if systematic work is carried out in the kindergarten on the musical education of children.

Tasks of cultural and leisure activities in kindergarten A.N. Zimina sees in the following:

Give children joy and encourage them to be active;

Give vivid artistic musical impressions;

To instill interest and love for music, develop musical susceptibility and musical activity of the child.

Organization of a children's holiday, as Yu.I. Bratchikov, includes the following preliminary work:

1) careful selection of the script and actors;

2) choice of musical and literary material according to the theme of the holiday and the age characteristics of children;

3) learning musical and speech material with children and teachers;

4) conducting rehearsals;

5) making costumes and scenery;

6) selection of phonograms, special light and sound special effects;

7) cooking treats.

Entertainment reinforces and deepens the musical impressions received in the classroom, spiritually enriches children, develops the foundations of children's musical culture and gives children pleasure. The role and place of music in entertainment is not the same. Music can play a leading role (conversation-concert) or a role musical arrangement(play).

The holiday brings together different types art, therefore, first of all, it develops aesthetic feelings in children, an aesthetic attitude to the surrounding reality

Music lessons are based on mandatory program requirements, compiled taking into account the age characteristics of preschoolers.

2.2 Music lessons

Various forms of organizing music lessons enrich and diversify the content of the activity and methods of managing it.

Classes contribute to the education of many positive qualities of the child's personality.

In music classes, a versatile education of children is carried out (mental, aesthetic, physical)

Mental: Children gain knowledge about various aspects and phenomena of the surrounding reality, i.e. knowledge about the seasons, holidays and working days of people. Life experience is systematized.

Moral - inleft: The feeling of love for the mother, the Motherland is brought up, the skills of cultural behavior are formed (in organizational moments), the ability to listen, sing, dance in a team is brought up. Purposefully engaged, the ability to bring the work started to the end, to overcome difficulties

Physical: Dancing and games form certain motor skills that develop certain muscle groups.

Aesthetic: To be able to listen and understand music, you need to feel it, to know the beautiful.

Singing skills: Purity of intonation, breathing, diction, coherence of singing intonations

Types of musical activity:

1. Listening is the main type of musical activity. This activity, being independent, at the same time is an obligatory component of any form of music-making, any kind of musical activity. For the aesthetic development of preschoolers, mainly 2 types of music are used: vocal, instrumental music. For the early and younger age, the vocal form of sound is more accessible. Older children listen to instrumental music ("Clowns", "Horse"). It is necessary not only to teach the child to listen to music, but also to speak emotionally about it (character), give some names (dance, march, lullaby), introduce the means of expression (tempo, dynamics, register) and the names of composers. Listening to a work repeatedly, children gradually memorize it, they develop a taste and a certain attitude to a particular work, favorite works appear.

3. Musical and rhythmic movements include dances, dance creativity, musical games, round dances, exercises. Children learn to move in accordance with the nature of the music, with the means of musical expression. Develop a sense of rhythm, develop artistic and creative abilities. At the initial stage, when learning dances. Movements, the teacher needs to show. In the future, only verbal instructions are given in the course of execution, errors are corrected. Children learn to convey various images (birds fly, horses jump, bunnies jump). The educator verbally helps to more accurately convey the resemblance to the characters. In older groups, we seek from children a conscious attitude to their role and high-quality performance in performing movements. Consequently, the creative activity of children develops through purposeful learning, expanding musical experience, activating feelings, imagination, and thinking. Simple creative tasks include staging songs.

4. Learning to play children's musical instruments (acquaintance with the sound of instruments performed by an adult, selection of familiar melodies on various instruments. In this type of activity, sensory musical abilities, a sense of rhythm, ear for music, musical thinking are developed. Playing in an orchestra contributes to the development of attention, independence , initiative, the ability to distinguish the sound of instruments

Music lesson consists of several sections:

2. Listening to music

3. Singing and songwriting -

4. Learning to play children's musical instruments (acquaintance with the sound of instruments performed by an adult, selection of familiar melodies on various instruments

Types of musical activities in the classroom can sometimes have a different sequence. Starting from the middle group, teaching to play children's musical instruments is introduced.

At each lesson, the teacher must carry out general educational tasks. It is very important that the child experiences joy from communication with music, learns something new every time.

In teaching preschoolers, a variety of methods and techniques are used, taking into account the age of the children and the content of the classes.

Children should be introduced to new musical and didactic games in class. Then the music director uses them in individual work with pupils.

What is distinctive is that the children are taught several types of musical activity at once, which is not the case in drawing, modeling, etc. classes.

At a musical lesson, formal memorization of the repertoire, multiple, monotonous repetitions, coaching and drill are unacceptable.

Teaching children in the classroom should be supported by a variety of impressions of music received in other forms of organizing activities.

It should always be remembered that it is difficult to achieve the desired results in the musical development of children through the efforts of the music director alone in the classroom without the support of educators and parents.

When compiling a musical lesson, the teacher must take into account the following requirements: mental, physical, emotional stress of children; consistent distribution of activities, learning repertoire; continuity in the development of musical abilities, mastering skills, knowledge, learning the musical repertoire; variability and compliance with the age capabilities of children13.

Thus, a musical lesson in a preschool educational institution is the main form of musical education and development of preschoolers. In the classroom, the process of cognition of musical art in all its forms takes place.

2.3 Types and types of music lessons

A typical lesson includes all types of musical activities.

In dominant any kind of musical activity prevails. A variant of the dominant occupation is the alignment of its content for the development of the musical ability lagging behind in the child. In such a case, those activities that can develop it dominate. This type of training is used in frontal, individual and subgroup classes.

At the thematic lesson, one topic is selected that unites all types of musical activity. Thematic lesson can also be frontal, individual and subgroups.

A complex lesson contains various types of art, types of artistic activity. It is frontal, carried out with the entire group of children.

The teacher needs to vary the types of classes depending on the age of the children, the level of their musical development.

Types of Music Activities

Classes are divided into individual, subgroups and frontal, depending on the number of children participating in them.

Individual sessions and in subgroups are carried out with children of early and younger preschool age, when kids cannot yet complete tasks collectively. This type of activity is used in other groups to pay attention to the development of each child.

Frontal classes are held with the entire group of children. They represent all types of musical activity: perception, performance, creativity, musical and educational form.

Individual and group lessons

Children are accepted into preschool institutions from a year and a half. At this age, the child needs special attention from an adult. He is not yet able to coordinate his actions with the actions of others; Therefore, music lessons are held in individual form twice a week, the duration of the lesson is 5-10 minutes.

At 1.5-2 years old, babies already walk freely, run, begin to master speech, but they still do not have the experience of communicating with other children.

A feature of a typical lesson in early age groups is the unity of all sections, the unification of various types of musical activity (listening, singing, musical and rhythmic movements).

The child listens to music and reacts to its character with movements, at the same time he can sing along to an adult without words, waving a toy to the beat of the music.

The repertoire contains folk song and dance melodies, works by contemporary composers (songs, games, dances).

It is important to arouse in the child the joy of communicating with music, corresponding to its character. emotional manifestations, attention, interest. The repetition of the repertoire helps this, as familiar melodies are perceived with great pleasure. To strengthen emotional reaction children, a comparison of contrasting works is used (for example, lullaby - dance).

To form a stable positive attitude towards music at this age, playing techniques, toys, paraphernalia are widely used.

The leading type of musical activity that unites the lesson is the perception of music, which includes the simplest movements, children's play actions, singing along.

As already mentioned, individual lessons are held not only with young children, but also in all age groups. This is due, on the one hand, to the fact that children develop differently, their musical manifestations are individual; on the other hand, the specifics of teaching certain types of musical activity, involving contact with each child individually (playing musical instruments, some types of musical rhythmic movements).

Front lessons

At a younger age, classes in subgroups gradually acquire a clearer structure. Separate types musical activities begin to stand out in independent sections. In terms of content, classes are close to frontal. In the second younger group, they are already held with the entire group of children and have all types of frontal exercises. Individual and subgroup sessions continue to be held as needed. In middle and older preschool age, the main ones are frontal exercises. They are divided into typical, dominant, thematic and complex.

Typical lessons. The variability of their structure. Typical frontal lessons include all types of musical activities: perception (section of the lesson "Listening to music" and perception of works in the course of the lesson), performance (singing, musical and rhythmic movements, playing children's musical instruments), creativity (singing, dancing and playing, playing music on instruments), musical and educational type (information about music and methods of its performance).

The settings that the teacher gives before listening to the works lead the children to understand the content of the music. They acquire the experience of listening to classical music, learn to speak about its character, express their preferences, which educates taste and forms the general foundations of musical culture.

Listening develops the most important musical ability - emotional responsiveness to music, which is necessary for successful learning in all types of musical activities.

Frontal classes have a structure that has traditionally developed in the practice of work, but it is necessary to constantly vary it.

3. Pedagogical experiment and its results

School prep group.

The following are planned on a calendar basis: frontal classes (in the first half of the day), musical and didactic games, exercises for the development of musical ear and voice, games with singing (“in the afternoon). When planning classes (2 times a week), the program content for teaching singing is determined, taking into account the stage of learning a song, tasks and methodological techniques for exercises and creative tasks are noted.

When planning to learn the song “Pipe”, music by V. Karaseva, words by N. Frenkel, the teacher conducts exercises with children to develop voice and hearing, which reveal the features of this song. In accordance with this, the music director distributes educational material for each lesson and also fixes program tasks for each lesson.

1st lesson

The development of musical ear. To form in children a stable palmotonal hearing. Introduce the name of the steps (5-3 - .1) of the musical ladder. Exercise in the pure singing of these steps on the sounds of si - sol - mi (fifth, third, first).

chanting. To consistently expand the range and correct voice formation, the teacher invites children to sing the familiar song "Pipe", music by V. Karaseva, words by N. Frenkel. Children should sing melodiously, at a moderate pace, with a light sound, without tension.

Song learning. Listen to a cheerful song playful character, emotionally respond to it, speak about it. When performing again, learn the first verse of the song, correctly conveying the melody. Distinguish between musical introduction and conclusion. Pay attention to the clarity of pronunciation of words. In the word "green" emphasize the last syllable.

2nd lesson

The development of musical ear. To form in children a stable palmotonal hearing. To consolidate knowledge about the steps of the musical ladder, sing them in different sequences. Introduce the song "Jingles", music by E. Tilicheeva, lyrics by M. Dolinov. Perceive and compare sounds in height, determining by ear (high, medium, low), show their height position with a movement of the hand.

chanting. Perform the song "Pipe" by V. Karaseva, cleanly intonate the melody, clearly pronounce the words. Sing, performing logical stresses in words. Sing in 2-3 nearest keys, adjusting to the tone set by the teacher.

Song learning. Listen to the song; to speak independently about its character, content, to determine the musical introduction, conclusion, to distinguish between the chorus and chorus of the song. Continue learning the melody, start singing immediately after the introduction, accurately intoning the melody of the first measure, built on one sound. Purely sing three-tone (si sol - mi), as well as jumps up a fourth (fa - si). Correctly pronounce vowel sounds in the words: “green”, “plays”, “small”, “beginning”. Sing long sounds (half), do not cut them off, but gently end.

3rd lesson

The development of musical ear. Continue to form a stable ladotonal hearing in children, identify by ear three sounds that are different in height (triad), perform the song “Jingle Bells”, showing with your hand the position of the sounds being sung. Sing at a moderate pace, with a light sound, without tension, clearly pronounce the words, pure intonation of the triad.

chanting. Perform the song "Dudochka", distinguishing musical phrases, sing them in one breath. Sing in different keys, transposing the song up in semitones (from the sound of fa to la). The teacher gives the tone.

Song learning. Repeat the song, consolidate the skills of pure intonation of the melody, paying attention to the exact singing of the triad and the purity of intonation on one si sound in the 1st measure. Learn to take a breath between musical phrases and before singing. Clearly pronounce words, performing logical stresses in musical phrases.

The development of musical ear. Strengthen the children's stable palmotonal hearing. Exercise in pure singing of triad sounds (up to la-fa), calling them ding - tribute - dong.

Sing in different order. Play these sounds on the metallophone (individually).

chanting. Sing the song "Dudochka" without accompaniment with the help of a musical director. Correct impure intonation in singing. Perform the song "Bells" with musical accompaniment, then without accompaniment with the help of a teacher.

Song learning. Continue to learn the song, work on the harmony of the sound of the song in the ensemble: at the same time everyone starts and ends singing. The teacher should use the conductor's gesture (show the intro, accents, end of the song). Learn to sing by performing dynamics. Sing moderately loudly, without tension, amplifying the sound in the 4th and 5th verses, but do not force the sound.

5th lesson

The development of musical ear. To consolidate in children the knowledge of the steps of the triad, the ability to find any of the triad sounds on the metallophone (do - la fa), playing them individually and as a subgroup at the same time. Be able to sing these sounds without musical accompaniment.

chanting. Sing the song "Dudochka" in different keys without musical accompaniment with the help of a musical director, maintaining a moderate pace of performance. Pay attention to the clarity and expressiveness of the text, to the melodiousness and ease of sounding of children's voices.

Song learning. Repeat the song, performing it with musical accompaniment without the help of a musical director. Sing expressively, conveying the character of the song. Transpose it up a semitone. Invite children to perform a song without musical accompaniment, but with the support of the teacher's voice.

In later lessons, you can act out this song.

6th lesson

The development of musical ear. To consolidate children's ideas about the ability to convey the movement of a melody using a game technique, a figurative comparison, by offering children a musical and didactic game "Birds on a Wire". Develop the activity of auditory attention, musical memory.

chanting. To expand and strengthen the range, smoothness and melodiousness of the sound, invite the children to sing the familiar song "Jest" (r. n. m.), Arr. V. Karaseva. Teaching children to hit accurately alt melodies, consciously distinguish the height ratio separate parts melodies.

Song learning. Start learning the song "Light House", music by T. Popatenko, lyrics by A. Kuznetsova. Listen and perceive the song of a cheerful joyful character. Express your feelings towards her. Distinguish between the chorus, chorus, musical introduction. Learn the first verse of the song with the exact transmission of the melody.

Song repetition. Find out the song "Pipe" by V. Karaseva by the musical introduction. Have a conversation with the children about how to sing this song. Achieve expressive performance in the transfer of musical shades. Offer to sing in a chain according to musical phrases and all together (standing in chorus).

The “Kindergarten Education and Training Program” defines the following tasks for the senior group in the field of singing: “To teach children to sing expressively, without tension, smoothly, with a light sound in the re-do range, take a breath before the start of the song, between musical phrases, pronounce clearly words, timely start and end the song. Continue to learn how to correctly convey the melody, sing mezzo forte (moderately loudly) and piano (quietly) in different paces independently (accompanied by a musical instrument, with a teacher without musical accompaniment). To teach solo performance of previously learned songs.

By the end of the year, children of 6-7 years old should independently distinguish sounds in duration and in height within fifths. Distinguish between right and wrong singing.

In addition, the "Program ..." involves a purposeful solution to the problem of developing the creative initiative of children in independent searches for singing intonation.

Therefore, music directors in their work with children should systematically use exercises for the development of ear for music and voice. These exercise songs contribute to the development of separate automated actions of the vocal apparatus, as they are built on short, repetitive melodies and chants. By mastering the exercises, children learn to correctly reproduce in singing various types of melodic movement and the most characteristic intonational turns found in the song repertoire for children of this age. And this, in turn, will further facilitate the assimilation of more complex songs by children.

Given the peculiarities of the perception of preschool children, it is necessary to focus on exercises in the form of short songs with game content. Such exercises are small songs, selected by teachers V.K. Kolosova, N.Ya. Frenkel, N.A. Metlov. Among the exercises there are many songs written by composers E. Tilicheeva, V. Karaseva, folk songs-chants.

The exercises are distinguished by a variety of harmonic coloring, melodic turns, and vivid musical images.

Conclusion

Music lessons are an important stage in the musical education of children. This form of organization of children's musical activity is the most effective. Music lessons have a clear structure, which is veiled into a game for easy perception by children. In the classroom, you do not need to impose your decision and opinion on the child, you need to encourage him to think independently, creatively.

A preschooler does not know how to independently express his feelings, emotional experiences without special training and education, since the ability to arbitrarily control his actions and emotions develops throughout preschool childhood. The child learns to understand not only his own feelings, but also the experiences of other people. He begins to discern emotional states according to them outward manifestation, through facial expressions and pantomime, can empathize, sympathize, play, convey various emotional states of the characters.

Music lessons most deeply capture the child and organize his emotional perception. In communicating with her, the child easily finds an outlet for his emotional activity and creative initiative. The activity of the emotional sphere of a preschooler is a condition for his successful musical - creative development. It is emotional activity that gives the child the opportunity to realize his musical abilities, becomes a means of emotional communication.

Feelings and moods caused by music lessons give movement, emotional coloring, affecting the plasticity and expressiveness of gestures. According to the researchers, musical-motor exercises for the hands, including turning the head, stretching the neck, make it possible to improve the quality of vocal and choral skills. The musical impressions received from the movement to music in the classroom remain for life.

So, the more active the child's communication with music, the more musical he becomes, the more musical he becomes, the more joyful and desirable new meetings with her for kids in kindergarten.

Let child grows healthy, cheerful, and music accompanies him all his life!

Bibliography

1. Gogoberidze A.G., Solntseva O.V. Preschool pedagogy with the basics of methods of education and training: Proc. allowance for students. higher textbook Institutions: Peter, 2014. - 464 p.

2. Gogoberidze A.G. Theory and methods of musical education of preschool children: Proc. allowance for students. higher textbook institutions / A.G. Gogoberidze V.A. Derkunskaya. M.: Academy Publishing Center 2005. 320 p.

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Importance of teaching music for the personal development of a child (on the example of piano lessons). The Importance of Music in Raising Children

Music lessons

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