Importance of learning music for personal development child
(on the example of piano lessons)
In our time, a person's education is determined not so much by special (subject) knowledge, but by his diversified development as a person who is oriented in the traditions of domestic and world culture, in the modern system of values, capable of active social adaptation in society and independent life choice, to self-education and self-improvement.
Therefore, the learning process should be aimed not only at the transfer of certain knowledge, skills and abilities, but also at the diverse development of the child, the disclosure of his creative possibilities, abilities and such personality traits as initiative, initiative, fantasy, originality, that is, everything that relates to the individuality of a person.
Unfortunately, today's sociological research data state the displacement of aesthetic needs, values into last places in the hierarchy of the main content components of the younger generation. The reasons for this phenomenon are noted by many teachers - practitioners on the pages of pedagogical journals. These are pragmatism, rationality and soullessness that are beneficial today, inattention to one’s neighbor and to a person in general, disregard for moral values.
You can often hear teachers complain about the lack of cognitive needs in children, their passivity in learning activities, unwillingness to read, etc. To this can be added a number of social and psychological problems: lack of skills and abilities of gaming activities, as well as those that are necessary to establish and maintain socially positive relationships in the children's environment, lack of communication of different ages.
There are some reasons for this:
1. The passive position of the child is due to the reproductive level of education, because of which the child does not have the opportunity to bring something of his own, to do something new;
2. lack of opportunity to apply knowledge in real life, creates in the child an idea of their uselessness, which does not contribute to the formation of cognitive motivation;
3. the lack of opportunities in real life for meaningful communication of children of different ages.
Peculiarity musical training lies in the fact that his methodology is aimed at stimulating the comprehensive development of the child, expanding ideas about the unlimitedness of his abilities, maintaining interest in the chosen species creative activity.
A special place in the musical education of a child is occupied by learning to play the piano.
“Playing the piano is the movement of the fingers; piano performance - the movement of the soul. Usually we hear only the first”, wrote A. Rubinshtein. Cognition of the world through the sounds of music, especially at an early age, makes it possible to reveal the child's creative abilities, which are still limited by social limits, and helps to form his aesthetic preferences. Mastering the piano technique does not require significant efforts from a novice pianist; in many respects, learning seems to him like a new, interesting game.
Meanwhile, learning to play the piano is a complex and multifaceted process. It includes not only the pianistic development of the student. Required element development is also extended educational work. Its main directions are: education of worldview and moral qualities, will and character, aesthetic tastes and love for music, interest in work and ability to work.
In my practical work as a piano teacher, I encountered such a phenomenon as a decrease in motivation for homework in most students and, as a result, a decrease in the speed of passing musical material in the classroom.
The problem, in my opinion, is that we as piano teachers do not always manage to move away from the model music education adopted earlier, and on which many of us were brought up. Namely, from the model when the sign successful work The teacher was considered to be able to go through as much musical material as possible in a short period of time, which sometimes had its own negative consequences. At present, in order to achieve positive results, it is necessary to pay much more attention to the development of the student's personality, using a wide range of means and forms. pedagogical activity.
The musical experience of children is still very simple, but it can be quite varied. Almost all types musical activity in the most original fundamentals are accessible to children and provide versatility for their musical and general development. Through the upbringing of an aesthetic attitude to the surrounding life, through the development of the ability to emotionally perceive the structure of feelings and thoughts expressed in works, the child enters the image, believes and acts in an imaginary situation. The influence of music prompts him to "wonderful ability to rejoice for others, to worry about someone else's fate, as for his own."
Through training, other abilities that were not noticed before can be revealed in the child. The acquisition of additional skills allows the child to stand out among other children, attract their interested attention, and therefore feel interest in themselves from others, achieve success and receive recognition, which is also a significant incentive in personal development and overcoming the difficulties and difficulties that may arise during life path.
The teacher, educating the student, strives for his artistic and technical improvement within the limits of the possible, not allowing negligence either in preliminary work or in execution.
technical work, the initial period of learning works, when direct artistic tasks are temporarily relegated to the background and persistent, often tedious work is required, on separate parts works, concentration of efforts of the will, discipline are of particular importance. By developing the purposeful will of the student, the teacher helps to form his personality, instills patience, love for work. All these qualities are necessary in the complex but wonderful work of a musician. The manifestation of will in work can be considered not only as a condition of labor, but also as a quality of performance. The volitional beginning in performance gives rise to brightness, rhythmic organization. On the stage, for some students, the slightest trouble causes a panic that they are not able to overcome. The strong-willed disciple, on the other hand, shows excellent self-control in such cases.
Not all teachers are able to solve the problems associated with the education of the will, diligence of the student. You can often hear from teachers that most of their students do little, are lazy, amorphous, they lack will and initiative. The reasons for this may be different. After all, for a six-seven-year-old child, mastering the piano is an extremely difficult task. It is necessary not only to read notes like a primer, but also to find them on the keyboard, to know and feel their temporal organization, while controlling the most complex motor processes. Such a psychophysical and intellectual load can quickly discourage a student from making music. Therefore, the factor of motivation for music lessons is so important, especially in the initial period of study.
The influence of music is sometimes stronger than persuasion or instructions. Introducing children to the works of various emotional educational content we encourage them to empathize. Song about native land inspires a feeling of love for the motherland. Round dances, songs, dances different peoples arouse interest in their customs, bring up international feelings. The genre richness of music helps to perceive heroic images and lyrical mood, cheerful humor and fervent dances. A variety of feelings arising from the perception of music enrich the experiences of children, their spiritual world.
Modern pedagogy places high demands on the teaching profession. A sensitive teacher is, first of all, an excellent connoisseur of the complex psychology of a child. It is he who lays the foundation for everything that in the personality of the child will determine what position he will take in relation to music. The strength of the influence of the teacher on the child is an extremely important factor in learning. The teacher, as an already established personality, is given a responsible role, since very often this is the first teacher in a child's life. The piano teacher must have high culture communication, rich imagination, find words and methods of influence that would support the student's interest in work and playing the piano, the desire to overcome difficulties and achieve the goal.
Psychological basis teaching music is the development of observation, reliance on the life experience of children, the development of auditory imagination, the accumulation of musical experience. harmony musical influence on the formation of the personality of the child is achieved when all forms of organizing the musical activity of children are used.
Particularly noteworthy is such a form as the organization and holding of concerts by students and their parents.
In the lives of children holiday concert occupies a special place. Children are emotional and impressionable. Distinctive feature their psyches - increased sharpness of perception, the desire for self-expression. Organizing a concert requires a lot of effort and serious attitude. At the same time, it should be taken into account that the concert itself is only one side of the multifaceted work with children. Therefore, the plan and organization of the concert itself are included in common system educational process. The interests and psychological features children. This is very important in the selection of repertoire and distribution individual assignments. Such tasks are needed to involve all children in the process of preparing for the concert. Independence and initiative are encouraged.
The work of preparing and holding a concert is divided into several stages. The first is talking to children. Having become interested in the upcoming work, a situation of "tomorrow's joy" is created. During the conversation, the theme of the concert is born, the program is discussed. The next stage is the organization of preparatory work. The guys independently think over what their participation in the concert will be. At the same stage, it is planned to create quizzes, competitions , ensembles, work is being done on the design of the premises, invitation cards.
Considering that the main form of piano lessons is individual shape training, collective activity in preparation for the concert is effective tool cohesion children's team. Parents, grandparents should participate in the life of children. These activities bring children and adults together. Children see that collective efforts give good results, that things are going well if you are supported, they believe in your success. After the concert, children should be given the opportunity to exchange views and express their impressions. Such an analysis will help in further work with children.
Shared experiences create fertile ground for individual development. The example of comrades, the general enthusiasm, the joy of performance activate timid, indecisive children. For an overly self-confident, successful child spoiled by attention, the performance of other children serves as a well-known brake on negative manifestations. Such a child can be offered to help his comrades, thereby cultivating modesty and at the same time developing individual abilities.
The choice of repertoire is largely determined by the nature of the nervous organization of the student. A typical mistake is the tendency to "move" the student at an accelerated pace without taking into account his capabilities, which can lead to psychological trauma. In psychology, there is a term - "time factor" - in no case should you force the process, do not cripple the child's psyche if he is not ready to perform the works increased complexity. To overcome inhibition, phlegm in the nature of children, plays with active action will be important. Students with increased impulsivity can be recommended plays of a contemplative nature to cultivate thoughtfulness and the ability to listen to executable work.
The development of students' creative abilities is stimulated not only by interesting material, but also by the teacher's conviction in the child's potential creative gift. In an atmosphere of benevolence and empathy, respect for the individual, the student easily perceives any tasks. The teacher should not forget about maintaining the student's faith in own forces.
With a new approach to the learning process, it should be remembered that central figure it is the student, not the music, because its values have long been defined. If we change these landmarks, then there will be a bias, and the personality of the student will be out of our field of vision. And then the goal - "the harmonious development of the student's personality through music" - will remain on the sidelines. The teacher needs to remember that the subject to which the learning process is directed is the child. At the beginning of learning to play the piano, we have before us a personality that has not yet taken shape. The task of the teacher is to create optimal conditions for the development of all the innate abilities of the child. The end goal of this process should be to nurture creative personality able to prove himself in any field of activity.
Personal qualities for a student when learning to play the piano - this is the will, attention, independence and critical thinking, accuracy in achieving the goal or task, systematic work. These qualities stimulate the systematic development of the necessary skills.
The prerequisites for the development of the will is interest, which causes the need for activity. This is achieved by various methods that enrich the lesson, in which the student feels himself an accomplice of what is happening and feels the joy of creativity, which has a beneficial effect on his will. The teacher should pay attention to instilling the ability to work. Indeed, in order to spend one hour at the instrument, you need to make an effort on yourself. The child must resist the temptation to sit at the computer or watch their favorite series. Giving it up requires a certain amount of willpower.
Attention - next important factor learning to play the piano. In children, the ability to concentrate depends on age. It is important from the first steps to teach the child to properly distribute their attention. Efficient children perform well and work productively. There are types of children who quickly learn the material, but just as quickly get tired, others show slowness in work, and others - both slowness and carelessness. The teacher should look for individual approach: to accustom some to careful and detailed work, for others to encourage independence and activity.
Learning to play the piano involves an increased workload on nervous system students. Playing by heart, rehearsals, performances in concerts require effort and tension, exposing students to nervous tension, which should be compensated by the joy of playing, the possibility of self-expression at the instrument.
Independent thinking is another important component in teaching children. When a child makes something with his own hands, he sees the result of his work immediately. IN music school he is faced with the fact that the results will have long-term consequences: until he learns the play and, perhaps, performs with it in a concert or at a competition, that is, here the subject of labor for him has an abstract outline. For these reasons, the child should be led to independent thinking. Usually, the more gifted the student, the more clearly his passions in music are manifested. Students who are less capable should be helped to develop their attitude towards music. To do this, it is important to create conditions conducive to more wide choice works he liked. Encouragement of independence in this area stimulates a lively attitude to music and to work on the chosen work. It is not necessary to forbid the child to play the piece he likes, even if it does not correspond to the level of his musical development. If he wants to play it, then it corresponds to his psychological state or emotional experiences.
Another requirement is connected with the education of independent thinking: the student must self-critically evaluate his game, suggest ways to eliminate mistakes. This method will be very productive at home. At the same time, the teacher leads the child to accuracy in completing tasks. If the student understands his task and knows how to accomplish it, he will avoid wasting time on relearning incorrectly consolidated skills.
At each stage, new tasks arise that make you think, fantasize, and create.
Thus, learning to play the piano makes a person's personality multifaceted, optimizes his creative abilities, develops fantasy and imagination, artistry, intelligence, i.e. forms universal abilities that are important for any field of activity
Bibliography:
1. Alekseev A.D. "Methods of teaching to play the piano" - M., 1978.
2. Alekseev A.D. "History of piano art" - M., 1988.
3. Bochkarev "Psychology of musical activity" - M., 1978.
4. Vetlugina N.A. "Musical development of the child" - M., 1978.
5. Kalacheva S.V. "Verse and Rhythm" - M., 1978.
6. Konchalovskaya N. "Music alphabet" - M., 1997.
7. Lyakhovitskaya S. "Tasks for the development of independent skills in teaching piano playing" - L., 1970.
8. Milic B. "Education of a student - a pianist" - K., 1997
9. Neuhaus G.G. "On the art of piano playing" - M., 1982
10. Perfil'eva I.D. "Method of playing with parallel recitation" - manuscript..
11. "A child at the piano" edited by Jan Dostal - M., 1981.
12. Teplov B.M. "Psychology musical ability” - M., 1978.
13. Kholopova V.N. " musical rhythm” - M., 1980.
The meaning and tasks of musical education of children preschool age
The meaning of music
Faculty of Preschool Musical Learning
Music is the art of a special, artistic and figurative reflection of life and inner world 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 from the first months of life to introduce children to music, to make it active assistant aesthetic education.
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. Get to know the basics 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 initial development 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.
The content, types and forms of musical activity of children in 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.
Musical head of preschool educational institution responsible for the general setting of musical education in kindergarten: conducts systematic work with children, using various forms of its organization, deals with educators, raising their 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 everyday life of the kindergarten, the child uses the types of performing and creative activities that are closest to him. 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 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 the role of musical arrangement (performance).
The holiday brings together different types art, therefore, he, first of all, develops aesthetic feelings in children, an aesthetic attitude to surrounding reality
Music lessons are based on mandatory program requirements, compiled taking into account the age characteristics of preschoolers.
Music lessons are the main form of organization of children's musical activities, where children are taught, their abilities are developed, personality traits are nurtured, the foundations of musical and common culture
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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 the 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 already receive purposefulmusical education. musical education is one of the means of shaping the personality of the child from the very 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 capable of influencing comprehensive development child, encourage 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 lessonsis the main form musical upbringing and education of the child preschool. Onmusic lessonschildren acquire knowledge, skills, listening skills music, singing, musically - rhythmic movementsmusical instruments . Music lessonscontribute to the developmentmusicality of the child, the formation of his personality.
Music lessonis 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 of artistic activity.
Music lessonsunite 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 various kinds and formsmusical activity. Emotional responsiveness and developed musical hearing will allow children to respond to good feelings and deeds in accessible forms, help to activate mental activity and, constantly improving the movements, they will develop the preschoolers physically.
And in Everyday life kindergarten is also influencedmusic 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 atmusic lessonseach child could apply independently. To this end, the educator needs to think in advance about possible options for using music in the daily life of children, seeking its natural inclusion in children's activities.
If morning exercises or physical educationMusic accompanies classes, then the quality of the exercises they performincreases significantlybetter 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 usemusical 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 how fall slowly, spinning autumn leaves. And turning on the childrenmusical composition"Autumn Song" by P. Tchaikovsky, or any other, the teacher creates a certain mood for work.
Children love to listenmusic 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 their spare time, children often play "concert"music lessons"," birthday ", they can remember and sing already knownmusical works, dances, round dances, improvise, compose their own songs, trying to play on differentmusical 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 the sites are organized Interesting games. 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 andmusic 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 developschildren's musical abilitybut also teaches them to take care of each other.
welcome and usemusical didactic gameswho developmusical ear, the creative abilities of the child, help in a playful way to learn the elements of 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 to music , children determine that it is a polka, waltz or Russian dance.
The nature of the 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, the musical activity creates the necessary conditions for the formation of the moral qualities of the personality of the child, lays the initial foundations for the general culture of the future person.
Music lessonsplay develop endurance, will, attention, memory, bring up a sense of collectivism, which contributes to the preparation for schooling.
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Children's interest in music can be seen from an early age. At the same time, often questions related to the development of the baby's world practically do not concern their parents. In fact, it is very important for preschool children to develop musicality and love for music. On this issue, adults should put a lot of emphasis. When children are forced to memorize notes, learn different scales and etudes, they quickly get tired and do not understand what can be interesting in these activities. Sometimes it happens that the baby learns to play a particular instrument, but at the same time he does not know how to play those children's songs that they sing in the kindergarten. He does not quite understand the music that he is forced to learn, and for this reason such activities become boring and uninteresting for him. He doesn't see them as creative occupation. A little later, such classes turn into real hard labor. Music lessons for these children should be based on their interests and preferences. A huge imprint on the tastes of a preschooler has environment. Parents also play an important role here.
The development of musicality of preschoolers
Music occupies a special place not only in the lives of adults, but also in the lives of children. Introducing the younger generation to musical culture, you can open a world filled with new sensations and joyful experiences for a preschooler, and at the same time help him develop aesthetically and emotionally.
In order for the musical development of children to be successful, it is necessary with early years instill in your child a love of music. The main components of the development of musicality are hearing and emotional responsiveness. Without these musical abilities, it becomes impossible to introduce a preschool child to the world of music. In turn, this can adversely affect the holistic education of the individual.
Emotional perception of music is considered one of the main indicators of musicality. Thanks to the simplest sensory abilities, a basis is formed for the development of a sense of rhythm and pitch hearing. These abilities are manifested not only during the perception of music, but also during its performance.
There is currently a large number of questions about the relationship between music and child development. Music is able to influence the one who listens to it, change his mood, creating images through various means of expression. Some are bright and dynamic, others make you think. In any case, only being in a complex interaction, they are able to influence the listener.
While listening to music, not only the formation of musical abilities takes place, but also emotional development, because, listening to music, children learn to distinguish images and empathize with the characters. The language of music cannot be expressed in words, it is able to evoke such emotions and feelings that have no verbal descriptions.
Why is musical development necessary?
It has long been proven that the baby begins to perceive music while still inside the womb. When listening to music with future mother there is a musical and emotional development, the formation of his tastes and preferences.
The main period in which the formation of musical abilities and familiarization with musical culture takes place is preschool age. The expansion of the musical and aesthetic consciousness of children at this stage will positively affect the subsequent development of the personality.
Music also influences the mental development of children and provides a lot of information about the life of composers. Parsing the content of the works, children expand their horizons, new words appear in the dictionary, with the help of which a preschooler can convey the mood expressed in music. The expansion of mental abilities in preschool children occurs as a result of the fact that musical works must be analyzed, compared and contrasted with each other, memorized, and so on.
IN modern pedagogy music is presented as a means without which emotional development is impossible, which is necessary in order to instill in a child a love for the good and the beautiful.
Types of musical activity
Musical education of preschoolers includes the following activities:
- perception of music;
- its execution;
- manifestation of creativity;
- educational activity.
Each of these species has its own varieties, which can exist both independently and in combination with each other. The formation of the musical abilities of children occurs under the influence of each of these types. By excluding any activity, one can violate the holistic education of the individual.
The emotional perception of music by older children is more conscious. They are able to single out not only the main images, but also determine by what means they are depicted by the composer.
The performing activity of seven-year-old children also differs from performing activities kids. They can not only sing or dance, but perform movements to their own singing.
Older preschoolers are more independent in the manifestation of creativity. Children can not only perform ready-made exercises, but also come up with their own elements.
It is impossible to develop the musical abilities of children without educational activities, which exists in close alliance with other species.
Musical development of toddlers
When a child is three years old, he already has a sufficient set of skills, without which the development of musical abilities is impossible. given age correspond to some features of the perception of types of music. Three-year-old children are quite well versed in this area, they know that music can be listened to, sung, danced and played to.
Thanks to this knowledge, not only the development of musical abilities, but also emotional enrichment occurs. Adults can set tasks for children that require precise execution.
The leading role in the formation of musicality is still occupied by perception. If children are allowed to listen to two contrasting works, for example, a quiet lullaby and a peppy march, then the reaction to them will be completely different.
At this age, it is common for children to be interested in highlights works, usually this is an introduction or conclusion, less often an expressive intonation of a melody. While listening, memory is trained, allowing you to remember the moment you like and recognize it when you listen again. The perception of music can also be formed when listening to small pieces with bright expressed images: "Bear", "Train", "Bird", "Machine" and so on.
The formation of hearing in children is carried out during the performance of musical and didactic tasks or games, the main task which is the development of musical and sensory abilities that are directly related to the perception of such properties of sound as pitch, timbre, strength and duration.
The next stage in the development of the musicality of preschool children is the imitation of the voice of an adult. In children, the voice apparatus is formed, their speech becomes more active. Of course, kids can’t immediately give out whole verses and lines, first they pick up the endings of phrases for adults, then individual words, and then they can easily sing along with an adult. When repeating words after an adult, the baby develops phonemic hearing, the violation of which can affect further academic performance.
In order for the baby to catch the rhythm, it is necessary to slowly, in a singsong voice, pronounce the words of the song, besides, this allows you to control your breathing.
The musical activity of children includes the following sections:
- hearing;
- musical and rhythmic exercises;
- singing;
- musical and didactic games;
- mobile music games;
- playing children's musical instruments;
- dancing.
Only with an integrated approach is it possible to qualitatively develop the musical abilities of preschool children. By attending music classes in kindergarten, a preschooler takes part in each of the listed activities. As the baby grows and develops, the workload and time for classes increases.
Musical development of older preschoolers
At the older preschool age, musical activity consists of the same sections as in the younger one. But they are no longer so simple and pose more complex tasks for children.
The development of musical abilities of children occurs mainly in the classroom. The task of the teacher is to select the repertoire taking into account the age characteristics of the children. In addition, the lesson can be built on the basis of one topic, combining all types of musical activities with a single plot.
Children really like such activities, they get more emotions, open up, thanks to which they can freely show their creativity.
Listening is of great importance in the development of the musicality of older preschoolers. This type of activity is found both in an independent version and during singing training, in rhythmic exercises and didactic games, as well as while playing various instruments and learning dance compositions.
When a preschooler is 6 years old, he can already show his artistic taste, as well as evaluate the works and their performance. During singing, the voice of a preschooler sounds louder than that of younger children. In addition, a six-year-old child can play a smooth melody. The range becomes much wider, and the intonation is more stable.
At music lessons, the child receives not only musical, but also aesthetic, mental and physical education. Thanks to this, the harmonious development of the personality occurs, while the teacher sets himself the following tasks:
- To instill in your child a love of music, to teach him to respond emotionally to it.
- Expand children's impressions and increase the circle of interests. This happens while getting to know new works and composers.
- Enrich lexicon children, to learn to use new words during the characterization of the image of the work.
- Introduce children to the types of musical activities that are used in the classroom.
- Develop children's musical ability and voice ability, and improve motor skills.
- Learn to express your opinion about the work and express your thoughts.
- Develop creative independence, learn to convey images during games and dance movements.
Forming the musical abilities of preschool children, it is necessary to remember the influence that music has on the development of a full-fledged personality. She teaches him to be kind, sympathetic and at the same time develops his musicality and other positive qualities.
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 the aesthetic education of children according to 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 of the 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, 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 early and younger age more accessible vocal form of sound. 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 according to the nature of the music, with the means musical expressiveness. 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, 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:
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 middle group learning to play musical instruments for children 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 educational material: initial acquaintance, assimilation of skills in the learning process, repetition, consolidation, execution 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 in the musical development of 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 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.
