The specificity and relationship of various types of musical activities of preschool children - abstract. Age levels of musical development of children
A harmonious combination of mental and physical development, moral purity and an aesthetic attitude to life and art are the necessary conditions for the formation of a holistic personality. Achieving this lofty goal is greatly facilitated by proper organization musical education children.Music is a means of aesthetic education of a child
Aesthetic education is aimed at developing the abilities of preschoolers to perceive, feel and understand the beautiful, notice good and bad, act creatively on their own, thereby joining various types of artistic activity.
One of the brightest means of aesthetic education is music. In order for it to fulfill this important function, it is necessary to develop general musicality in the child. What are the main features of general musicality?
The first sign of musicality - ability to feel character, the mood of a piece of music, to empathize with what was heard, to show emotional attitude understand the musical image.
Music excites the little listener, evokes responses, introduces life phenomena, gives rise to associations. The rhythmic sound of the march causes him joy, enthusiasm, the play about the sick doll makes him sad. Hearing a sad song performed by an adult on the radio, the boy said: "Uncle sings about his grief." This means that the child felt the mood of the song that conveys state of mind person.
The second sign of musicality is ability to listen, compare, evaluate the most striking and understandable musical phenomena. This requires an elementary musical and auditory culture, arbitrary auditory attention directed to certain means of expression. For example, children compare the simplest properties of musical sounds (high and low, the timbre sound of a piano and violin, etc.), distinguish the simplest structure of a musical work (song of a song and chorus, three parts in a play, etc.), note the expressiveness of contrasting artistic images(gentle, lingering character of the sing-along and energetic, mobile - of the refrain). Gradually, a stock of favorite works is accumulated, which the guys listen to and perform with great desire, the initial foundations of musical taste are laid.
The third sign of musicality is manifestation creative attitude to music. Listening to her, the child in his own way represents an artistic image, conveying it in singing, playing, dancing. For example, everyone is looking for expressive movements characteristic of the briskly marching pioneers, the heavily stepping bear, the agile bunnies, etc. Familiar dance movements are used in new combinations and variations.
With the development of general musicality, the children develop an emotional attitude to music, their hearing improves, creative imagination. The experiences of children acquire a peculiar aesthetic coloring.
Music is a means of shaping the moral character of a child
Music, directly affecting the feelings of the child, forms his moral character. The influence of music is sometimes stronger than persuasion or instructions. By acquainting children with works of various emotional and figurative various emotional and figurative content, we encourage them to empathize.
Songs about Lenin, about the Kremlin chimes, about Moscow evoke a feeling of love for our Soviet Motherland. Round dance songs dances different peoples arouse interest in their customs, bring up international feelings. Genre richness of music helps to perceive heroic images and lyrical mood, cheerful humor and perky dance melodies. A variety of feelings arising from the perception of music enrich the experiences of children, their spiritual world.
The collective penis, dances, games, when children are covered by common experiences, contribute to the solution of educational problems in many respects. Singing requires united efforts from the participants. Singing inaccurately interferes with good sounding, performance, and this is perceived by everyone as a failure. Shared experiences create fertile ground for individual development. The example of comrades, the general enthusiasm, the joy of performance activate the timid, indecisive. For someone spoiled by attention, overly self-confident, the successful performance of other children serves as a well-known brake on negative manifestations. Such a child can be offered to help his comrades, thereby cultivating modesty and at the same time developing his individual abilities.
Music lessons influence the general culture of preschooler's behavior. The alternation of various tasks, activities (singing, listening to music, playing children's instruments, moving to music) requires children to pay attention, ingenuity, quick response, organization, manifestation of volitional efforts: when performing a song, start and finish it on time; in dances, games, be able to act, obeying the music, restraining from an impulsive desire to run faster, overtake someone. All this improves inhibitory processes, educates the will.
Thus, musical activity creates the necessary conditions for the formation moral qualities personality of the child, lays the initial foundations common culture future person.
Music - a means of activating mental abilities
The perception of music is closely connected with mental processes, that is, it requires attention, observation, quick wits. Children listen to the sound, compare similar and different sounds, get acquainted with their expressive meaning, note the characteristic semantic features artistic images, learn to understand the structure of the work. Answering the questions of the educator, after the work has finished, the child makes the first generalizations and comparisons: determines the general nature of the play, notices that the literary text of the song is pronounced musical means. These first attempts at aesthetic appreciation require active mental activity and are directed by the educator.
Like other art forms, music has cognitive value. It reflects life phenomena that enrich preschoolers with new ideas. Listening, for example, to the song "This is our Motherland" by E. Tilicheeva, they feel the solemnity, upliftment, jubilation of the people glorifying our Soviet Motherland! Developing the child aesthetically and mentally, it is necessary to support in every possible way, even if insignificant creative manifestations, which activate perception and representation, awaken fantasy and imagination.
When an adult sets creative tasks for a child, a search activity arises that requires mental activity. For example, in singing, the child improvises, creates his own version of the melody, tries to find a match literary text expressive intonation.
In musical-rhythmic activity, children with great pleasure invent, combine dance movements, singing and moving to the music. Dance, folk dance, pantomime and especially musical dramatization encourage children to depict a picture of life, to characterize a character using expressive movements, facial expressions, words. At the same time, a certain sequence is observed: the guys listen to music, discuss the topic, distribute roles, and then act. At each stage, new tasks arise that make you think, fantasize, and create.
Music is a means of physical education
Music, perceived by the auditory receptor, affects the general condition of the entire human body, causes reactions associated with changes in blood circulation and respiration. V. M. Bekhterev, emphasizing this feature, proved that if you establish the mechanisms of the influence of music on the body, then you can cause or weaken excitation. P. N. Anokhin, who studied the influence of major and minor modes on the state of the body, concludes that the skillful use of melodic, rhythmic and other components of music helps a person during work and rest. Scientific data on physiological features musical perception give a materialistic justification for the role of music in the upbringing of a child.
Singing develops the vocal apparatus, strengthens the vocal cords, improves speech (speech therapists use singing in the treatment of stuttering), and contributes to the development of vocal-auditory coordination. The correct posture of the chanters regulates and deepens breathing.
Rhythm classes, based on the relationship of music and movement, improve the child's posture, coordination, develop clarity of walking and ease of running. The dynamics and tempo of a piece of music require, in movements, to change the speed, degree of tension, amplitude, and direction accordingly.
Music lessons contribute to the overall development of the child's personality. The relationship between all aspects of education develops in the process of various types and forms. musical activity. Emotional responsiveness and a developed ear for music will allow children to respond to good feelings and actions, will help to activate mental activity and, constantly improving movements, will develop preschoolers physically.
Methods of musical education in kindergarten: “Doshk. education "/ N.A. Vetlugin, I.L. Dzerzhinskaya, L.N. Komissarov and others; Ed. ON THE. Vetlugina. - 3rd ed., Rev. and additional - M.: Enlightenment, 1989. - 270 p.: notes.
AGE FEATURES
MUSICAL DEVELOPMENT CHILD
A child's abilities develop in the process of active musical activity.
Most essential features musical development are:
- Auditory sensation, musical ear;
- The quality and level of emotional responsiveness to music of a different nature;
- The simplest skills, actions in singing and musical-rhythmic performance.
First year of life. From the first months, a normally developing child responds to the nature of the music with the so-called revitalization complex, rejoices or calms down. By the end of the first year of life, the baby listens to the singing of an adult, adapts to his intonation with cooing, babble.
second year of life. The child distinguishes between high and low sounds, loud and quiet sounds, and even timbre coloring. The first singing intonations are born; singing along with an adult, the child repeats after him the endings of the musical phrases of the song. He masters the simplest movements: clapping, stamping, spinning to the sound of music.
third and fourth years of life. This period of development is characterized by a desire for independence. Speech becomes coherent, muscle strengthening locomotor system. The child has a desire to make music, to be active. By the age of 4, children can sing a little song on their own, with little help from an adult. They have many movements that allow them to dance and play on their own.
fifth year of life. It is characterized by active curiosity of children. This is a period of questions: “why?”, “why?”. The child begins to comprehend the connection between phenomena and events, can make the simplest generalizations. He is observant, able to determine: the music is cheerful, joyful, calm; sounds high, low, loud, quiet; in the part of the piece (one is fast and the other is slow), on which instrument the melody is played (piano, violin, button accordion). The child understands the requirements: how to sing a song, how to move in a calm round dance and how to move in a dance.
Mastering the basic types of movement - walking, running, jumping - enables children to use them more widely in games and dances. Some strive, without imitating each other, to fulfill the role in their own way (for example, in a story game). Others show interest in only one type of activity, depending on the individual inclinations and abilities of each.
sixth and seventh years of life. This is the period of preparation of children for school. On the basis of the acquired knowledge and impressions about music, children can not only answer the question, but also independently characterize the musical work, understand its expressive means. Feel the various shades of mood conveyed by music.
The child is capable of holistic perception musical image, which is very important for the education of an aesthetic attitude to the environment. But does this mean that analytic activity can be detrimental to holistic perception? Studies conducted in the field of sensory abilities and musical perception of children have shown an interesting pattern. The holistic perception of music is not reduced if the task is to listen, to highlight. Distinguish the most striking means of "musical language". The child can allocate these funds and, given them, act in accordance with a certain way when listening to music, singing songs and dance moves. This contributes to musical and auditory development, assimilation of the necessary skills to prepare for singing from notes.
In children of 6-7 years old, the vocal apparatus becomes even stronger, the range expands and levels out, greater melodiousness and sonority appear. Songs, dances, games are performed independently, expressively and to some extent creatively. Individual musical interests and abilities are more pronounced.
Thus, musical education fulfills the task of comprehensive and harmonious development of preschool children.
Researchers in the field of psychology have made a significant contribution to the study of age-related changes in the human psyche, especially the psyche of preschool children. Ideas fundamental research A. N. Leontiev, A. V. Zaporozhets, A. A. Markosyan, V. V. Davydov and other scientists underlie the organization of the educational and educational process at school and preschool institutions. Physiologist A.A. Markosyan, for example, developed a detailed age classification, including eleven age periods. According to the researcher, it is they that create only a prerequisite for certain changes in the mental organization of the child; these changes are influenced social factors, which can no longer be identified with the help of psychophysiology alone.
Thus, age is not only a physiological concept, but also a social one. This interpretation is contained in the very name of some age periods: “preschool”, “school”, etc. Certain functions are associated with each age in society, for age groups one status or another. The socio-psychological meaning of age division cannot be overlooked when we are talking about age-related features that manifest themselves in the sphere of human contact with art. Therefore, speaking of best age for the development of musicality, we have in mind many conditions.
It is necessary to name one more essential pattern - mental functions develop unevenly. This idea was expressed by L. S. Vygotsky, B. G. Ananiev, L. I. Bozhovich. So, L. S. Vygotsky notes: “... the development of the imagination and the development of reason are very different in childhood". Developing this idea, L. I. Bozhovich points out that the boundaries of age can shift depending on the activity of the child and the specific conditions in which he is.
Structure can become a practical guide when used with children's musical development in mind. different ages and their personalities.
But for this you need to know the age and individual characteristics musical development of children. Knowledge of the age characteristics of preschool children enables the teacher to find more effective ways management mental processes child, including his musical development.
The concepts of "age" and "age stage of development" are interpreted in different ways. Some consider the age stage only as a natural biological process. Hence the conclusion about the immutability of these stages. Others generally reject the concept of "age" and believe that at any stage of development, a child can be taught anything. Hence the complete disregard for consideration of age opportunities.
The early and bright successes of children in performing musical activity every time allow us to think that we are dealing with a rare, exceptional phenomenon. But there is reason to believe that the ability to perceive a musical work is also not always directly dependent on age.
The opinion that there is no direct reason for the relationship between musical ability and age has two sides: negative and positive. Its negative side lies in the fact that the legitimacy of the development of musical abilities as a person grows up is denied. In other words, a child can grow, but his ability to musical activity does not progress (may even regress, on the contrary), if you do not provide optimal opportunities for its development. Positive - lies in the fact that already at an early age a child can develop musical susceptibility.
The idea of the existence of the best age period for the development of musical abilities, it echoes the position of L. S. Vygotsky on the leading types of activities for children of different ages. But in the field of musical perception, such a period has yet to be found. When we say “best”, we mean not so much that it is the only one (for example, the age of up to three years is the only time when a person can learn to speak), but that, having missed this age, we create additional difficulties in musical development. .
It should be emphasized that although age to a large extent characterizes the formation of an individual, his neuropsychic maturation is determined mainly by all his life experience. A person at any stage of his development has a completely unique, single property. In this sense individual properties as if overlapping its age characteristics, which makes the age boundaries of perception extremely unstable, dynamic, changeable and at the same time very differentiated, subject to external influences.
What is the basis for establishing the boundaries of the age stages of children's development?
Soviet psychologists believe that these boundaries determine the child's attitude to the world around him, his interests and needs for certain types of activity. And in accordance with this, the following age stages of the entire preschool period can be noted:
infancy (first year of life);
early childhood (from 1 year to 3 years);
preschool childhood (from 3 to 7 years).
The timing of the beginning of musical development and education must be sought in the prerequisites for the emergence of a certain attitude to music, the appearance of emotional and auditory responsiveness.
In Soviet psychology and pedagogy, data have been obtained on early dates manifestations of musicality. According to A. A. Lyublinskaya, on the 10-12th day of life, babies have reactions to sounds.
At the beginning of the first months of life (the first age stage - infancy), musical sound affects the child purely impulsively, causing a reaction of revival or peace. So, children sitting quietly in the arena, at unexpected sounds of the piano, turn, rejoice and begin to crawl towards the sounding source.
This confirms the need for early musical education, and primarily the development of perception, since children are not yet ready for other types of musical activity. In accordance with this, a program of musical education in preschool institutions is being built, which outlines certain tasks for the musical development of children, starting from two months of life. Gradually, with age and with purposeful upbringing, children begin to perceive music according to the emotional and semantic content, rejoicing or sad, depending on the nature of the music, and only later perceive the expressiveness of the image.
The next age stage is early childhood (1-3 years). During this period, the child most clearly manifests the need to communicate not only with adults, but also with peers. He masters orienting actions with surrounding objects. The child has a desire for musical activity, the baby is interested in moving to the music, in singing. All this acts as a prerequisite for musical activity.
When perceiving music, children show emotional responsiveness: they rejoice or calmly listen to music. Auditory sensations are more differentiated: the child distinguishes high and low sounds, loud and soft sounds, the most contrasting timbres of children's musical instruments. There are also individual differences in auditory sensitivity, which allows some babies to accurately reproduce a simple and short melody.
The first consciously reproduced singing intonations appear. And if in the second year of life a child, singing along with an adult, repeats the endings of musical phrases, then by the end of the third year he himself can reproduce the melody of a small song (with the help of a teacher). During this period, children often sing of their own free will, improvising some intonations they like. They willingly move to the music: they clap, stomp, spin. The child's musculoskeletal system is noticeably strengthened, and movement to the music helps him express his mood.
The next age stage is actually preschool childhood (3-7 years). The child shows a great desire for independence, for a variety of actions, including musical activity (if the necessary pedagogical conditions are created for this). Children have musical interests, sometimes to some kind of musical activity or even to a separate piece of music. At this time, the formation of all the main types of musical activity takes place: the perception of music, singing, movement, and in older groups - playing children's musical instruments, musical creativity. In the preschool period, children of different ages differ significantly in their development. Children 3-4 years old are in transition period from early to preschool. The features characteristic of the previous age are still preserved. But there is already a transition from situational speech to coherent, from visual-effective thinking to visual-figurative, the body is strengthened, the functions of the musculoskeletal system are improving. Children have a desire to make music and be active. They master the basic skills of singing and by the age of four they can sing a little song on their own or with the help of an adult. The ability to perform simple movements to music gives the child the opportunity to move more independently in music games, dancing.
Children of middle preschool age already show greater independence and active curiosity. This is the question period. The child begins to comprehend the connection between phenomena, events, to make the simplest generalizations, including in relation to music. He understands that the lullaby should be sung quietly, "slowly. A child of this age is observant, he is already able to determine what kind of music is being played: cheerful, joyful, calm; high, low, loud, quiet sounds; what instrument they play (piano, violin , button accordion) He understands the requirements, how to sing a song, how to move in a dance.
The voice apparatus of a child of middle preschool age is strengthened, so the voice acquires some sonority, mobility. The singing range is approximately within the re-si of the first octave. Improved vocal-auditory coordination.
The motor apparatus is significantly strengthened. Mastering the basic types of movements (walking, running, jumping) in the process of physical education makes it possible to use them more widely in musical and rhythmic games and dances. Children are able to remember the sequence of movements by listening to music. At this age, interests in different types of musical activity are more clearly revealed.
Children 5-6 years old, against the background of their general development, achieve new results in terms of quality. They are able to single out and compare the signs of individual phenomena, including musical ones, and establish connections between them. Perception is more purposeful: interests are more clearly manifested, the ability to even motivate one's own musical preferences, their assessment of the works. So, after listening to two marches by S. S. Prokofiev and E. Parlov, the children were asked to say which of the marches they like and why. Most of the children chose "March" by S. S. Prokofiev. But their motivations were very peculiar: “Strict music”, “This march is better, there are such brave soldiers”, “Music has a character”. About E. Parlov's march, the boy said: "I liked it better, we know him, he is softer." In these statements, a desire was manifested to find life prototypes expressed by musical means, to evaluate its general character (“strict music”, “music has a character”, “it is softer”), an attempt is visible to compare it with one’s own experience (“we know it”). At this age, children not only prefer one or another type of musical activity, but also selectively treat its various aspects. For example, they like to dance more than dance, they have favorite songs, games, round dances, dances. They can explain how a (for example, lyrical) song is performed: “You need to sing beautifully, lingeringly, affectionately, gently.” Based on the experience of listening to music, children are capable of some generalizations of simple musical phenomena. So, about the musical introduction, the child says: "This is played at the beginning, when we have not yet begun to sing."
The vocal cords of the child are significantly strengthened, vocal-auditory coordination is being established, auditory sensations are differentiated. Most children are able to distinguish between high and low sounds in intervals of fifths, fourths, thirds. In some five-year-old children, the voice acquires a sonorous, high-pitched sound, a more definite timbre appears. The range of voices sounds better within the re-si of the first octave, although some children sound more high sounds- do, re - the second octave.
Children 5-6 years old show dexterity, speed, the ability to move in space, to navigate in a team in movement. The guys pay more attention to the sound of music, better coordinate movements with its character, form, dynamics. Thanks to the increased opportunities, children better learn all types of musical activities: listening to music, singing, rhythmic movements. Gradually, they master the skills of playing instruments. Learn basic information about musical literacy. All this is the basis for the versatile musical development of children.
Children 6-7 years old are brought up in a preparatory group for school. The very name of the group, as it were, determines its social purpose. The mental abilities of children develop, their musical thinking is enriched. Here are some answers from 6-7 year olds to the question of why they like music: “When music plays, we have fun” (feel the emotional nature of music); "Music tells something"; “She tells you how to dance” (they note her vital and practical function); “I love music when it sounds gentle”, “I love waltz - smooth music” (they feel and appreciate the nature of the music). Children are able to note not only the general character of the music, but also its mood (cheerful, sad, affectionate, etc.). They already attribute works to a certain genre: cheerfully, clearly, menacingly, joyfully (about a march); affectionately, quietly a little sad (about a lullaby).
Of course, there are individual differences here as well. If some children (including six-year-olds) give only brief answers (such as “loud-quiet”, “happy-sad”), then others feel, understand more significant signs musical art: music can express a variety of feelings, experiences of a person. Consequently, individual manifestations often “overtake” age-related possibilities.
There are distinct differences in the level of musical development of those children who mastered the program of musical education in kindergarten, and those who did not have such training (some come to preparatory group from family). The vocal apparatus of a child of 6-7 years old is strengthened, however, singing sound formation occurs due to the tension of the edges of the ligaments, so the protection of the singing voice should be the most active. It is necessary to ensure that the children sing without tension, quietly, and the range should gradually expand (re of the first octave to the second). This range is most comfortable for many children, but there may be individual differences. In the singing range of children of this age, deviations are significant. The voices manifest melodiousness, sonority, although a specifically childish, somewhat open sound is preserved. In general, the choir of children aged 6-7 does not sound stable and harmonious enough, although master teachers, studying with children of this age, achieve good success.
Physical development is improved in various directions and is primarily expressed in the mastery of the main types of movements, in their coordination. There is an even greater opportunity to use movement as a means and way of developing musical perception. Using the movement, the child is able to express himself creatively, quickly navigate in search activities. The performance of songs, dances, games sometimes becomes quite expressive and testifies to attempts to convey one's attitude to music.
In addition to singing, listening to music, musical and rhythmic movements, great attention is given to playing children's musical instruments (individually and in an ensemble). Children master the simplest methods of playing drums (drums, tambourines, triangles, etc.), strings (zithers), wind instruments (triola, Melodiya-26); they memorize their structure, distinguish sounds by timbre.
A short review of the age-related features of the musical development of children can be completed by emphasizing their characteristic features.
Firstly, the level of musical development depends on the overall development of the child, on the formation of his body at each age stage. At the same time, it is important to identify the links between the level of children's aesthetic attitude to music (to musical activity) and the level of development of musical abilities.
Secondly, the level of musical development of children different ages depends on the active learning of musical activities in accordance with the content of the program. (However music information received by the child at home, wider than planned in the program.)
The main thing, and this is emphasized in the program of musical education, children get the experience of listening.
Not all children of the same age are the same in terms of musical development. There are significant deviations due to their individual characteristics. If we compare the general structure of musicality with the manifestations of musicality in individual children, we will see that some of them are musical in all respects, while others are distinguished by a peculiar combination of individual musical abilities. So, with a very high-quality musical perception, some children show themselves weaker in singing, dancing or good development. musical ear not always accompanied by a penchant for creativity. Therefore, it is necessary to take into account both] age and individual characteristics of children.
In general, it is possible to formulate the level of development of musicality, which should be strived for in the practice of musical education in kindergarten.
Let us give examples of the desired level of musical development of a child of middle, senior and preparatory school groups.
IN middle group children should:
respond emotionally to music, recognize all familiar works, mark favorites, recognize a melody, speak about works, distinguish between the contrasting nature of music, sounds in height within a sixth;
determine various dynamic shades: forte [f] -I loud, mezzo-forte - moderately loud, piano [p] - quiet: sound;
sing simple songs without accompaniment and with accompaniment;
move to unfamiliar music, conveying its basic mood, perform dance movements accurately and with pleasure, perceive a simple rhythmic pattern on percussion instruments clearly.
Thus, it can be concluded that the identification of the supposedly existing musical abilities of preschool children is possible only when their development can already be diagnosed, that is, the level achieved is already noticeable.
FEDERAL AGENCY FOR EDUCATION
STATE EDUCATIONAL INSTITUTION
HIGHER PROFESSIONAL EDUCATION
Vladimir State University for the Humanities
Department of preschool education
Test
subject: theory and methodology
musical development of children
on the topic: "Specificity and relationship various kinds musical activity of preschool children"
Completed by: a student of the group - DO-41
behind full-time education
Faculty of Pedagogy and Methods of Primary Education
Zavyalova O. Yu.
Lecturer: Mikhailova N.V.
Vladimir - 2010
Introduction 3
Chapter 1. Musical activities of preschoolers 5
1.1 Importance of musical education of children 5
1.2. The structure and types of musical activities of preschoolers 8
Chapter 2. The specifics of the musical activity of preschoolers 12
2. 1. Development of musical perception of preschoolers 12
2.2. musical performance, musical creativity,
musical and educational activities of preschool children 16
Conclusion 25
References 26
Introduction
In modern pedagogy, attention is focused on the opposition of traditional pedagogy and the pedagogy of creativity, for which the main thing is the development of the student's activity, regardless of his age. It is art that is aimed at the emotional-sensual sphere of a person, which is more receptive and responsive than abstract-logical structures.
Among all types of art, according to many researchers, music is the most emotional in nature (B.V. Asafiev, N.A. Vetlugina, G.A. Ermakova, V.V. Medushevsky, E.V. Nazaykinsky, O. P. Radynova, A. N. Sokhor, B. M. Teplov, G. S. Tarasov, K. V. Tarasov, V. S. Tsukerman and others.), since it has the ability to directly embody the world of human spiritual experiences, diverse range of feelings and moods. B.V. Asafiev characterizes music as "a reflection of the logic of changing emotional states"; B.M. Teplov - "as emotional knowledge". Thus, music is considered as a creative way of mastering the knowledge of the emotional and cultural aspect of society by a preschool child, which forms the creative attitude of a person to the world around him and to himself, their assessment of reality, their views, ideals and is one of the most powerful means of forming a creative culture of the personality of a preschooler.
The process of formation of the creative culture of the personality of preschoolers has its own characteristics, which are associated with the age characteristics of preschool age. Creative musical activity, according to O.P. Radynova, is various ways, means of children's knowledge of musical art (and through it, the surrounding life and themselves), with the help of which the formation of the creative culture of a preschooler is carried out. 1
The purpose of my work is to show the specificity and interconnection of various types of musical activities of preschool children.
To achieve this goal, the following tasks were identified:
To reveal the essence of the musical activity of children;
Show the specifics of the musical activity of preschoolers.
Chapter 1
The Importance of Musical Education for Children
Different types of art have specific means of influencing a person. Music, on the other hand, has the ability to influence the child at the earliest stages. It has been proven that even the prenatal period is extremely important for the subsequent development of a person: the music that the expectant mother listens to affects the well-being of the child.
Music is one of the richest and most effective means of aesthetic education, it has great strength emotional impact, educates a person's feelings, forms tastes.
Modern scientific research indicates that the development of musical abilities, the formation of the foundations musical culture– i.e. musical education should begin at preschool age. Music has an intonational nature similar to speech. Like the process of mastering speech, which requires a speech environment in order to fall in love with music, a child must have experience of listening to musical works. different eras and styles, get used to her intonations, empathize with her moods. The well-known folklorist G.M. Naumenko wrote: “... a child who falls into social isolation experiences mental retardation, he learns the skills and language of the one who brings him up, communicates with him. And what sound information will he absorb into himself in early childhood, which will be the main supporting poetic and musical language in its future conscious speech and musical intonation. It becomes clear why those children who were rocked to lullabies, brought up on pestles, entertained with jokes and fairy tales, with whom they played, performing nursery rhymes, according to numerous observations, the most creative children, with developed musical thinking ... "2
Musical development has an irreplaceable impact on the overall development: the emotional sphere is formed, thinking is improved, sensitivity to beauty in art and life is brought up. “Only by developing the emotions, interests, tastes of the child, you can introduce him to the musical culture, lay its foundations. Preschool age is extremely important for further mastery of musical culture. If musical and aesthetic consciousness is formed in the process of musical activity, this will not pass without a trace for the subsequent development of a person, his general spiritual development» 3
When pursuing musical education, it is important to remember about general development children. Preschoolers have little experience of ideas about human feelings that exist in real life. Music that conveys the whole gamut of feelings and their shades can expand these ideas. In addition to the moral aspect, musical education has great importance for the formation of aesthetic feelings in children: by joining the cultural musical heritage, the child learns the standards of beauty, appropriates the valuable cultural experience of generations. Music develops the child mentally as well. In addition to a variety of information about music that has cognitive significance, a conversation about it includes a description of the emotional and figurative content, therefore, the vocabulary of children is enriched with figurative words and expressions that characterize the feelings conveyed in music. The ability to imagine and reproduce the pitch of sounds in a melody also involves mental operations: comparison, analysis, juxtaposition, memorization, which also affects not only the musical, but also the overall development of the child.
As already mentioned, music develops the emotional sphere. Emotional responsiveness to music is one of the most important musical abilities. It is associated with the development of emotional responsiveness in life, with the development of such personality traits as kindness, the ability to sympathize with another person.
So, the meaning of musical education of children is as follows. Music affects the overall development: the emotional sphere is formed, thinking, aesthetic feelings are improved, and it develops the child mentally.
The structure and types of musical activities of preschoolers
Activity is an active process of mastering social experience, cultural achievements. Throughout his life, a person masters various types of activities, as a result of which his mental qualities and personality traits are formed. Some of them acquire special significance and proceed most successfully. In electoral relations, inclinations to certain types of activity, personal qualities of a person are manifested. In activity, perception, memory, thinking, imagination, sensations are improved. In the process of any activity, the child masters certain actions that lead to a certain external result, and internal, mental actions that form the basis of the content of mental development (perception, thinking, imagination, memory). Likewise, musical activity consists of numerous actions. For example, when mastering a song, the child carefully listens to the introduction to the song, tries to start it on time, catches the given tempo, reflects simple shades when it is performed, and finishes the performance at the same time as his peers. As you can see, actions can be external, objective: the child sings, moves, conducts, plays an instrument, etc., as well as internal: perceiving music, he is imbued with its emotional mood, compares solo and choral sound, listens to his own singing . If an action is repeated many times, it is gradually acquired and becomes a skill. The combination of these skills allows the child to then cope with new, more complex actions. "The musical activity of preschoolers is a variety of ways, means of children's knowledge of musical art (and through it, the surrounding life, and themselves), with the help of which general development is also carried out" 4.
In the musical education of children, the following types of musical activity are distinguished: perception, performance, creativity, musical and educational activities. All of them have their own varieties. Thus, the perception of music can exist as an independent type of activity, or it can precede and accompany other types. Performance and creativity is carried out in singing, musical and rhythmic movements and playing musical instruments. Musical educational activities include general information about music as an art form, musical genres, composers, musical instruments, etc., as well as special knowledge about the methods of performance. Each type of musical activity, having its own characteristics, involves the mastery of those methods of activity by children, without which it is not feasible, and has a specific impact on the musical development of preschoolers. That is why it is so important to use all kinds of musical activities. Visually, the structure, types of musical activity and their interaction are reflected in the scheme, which was compiled by O.P. Radynova based on the scheme of N.A. Vetlugina.
MUSIC PERCEPTION
Perception of music specially created for listening Perception of music in connection with its performance Musical didactic games
PERFORMANCE
Singing Musical and rhythmic movements Playing musical instruments
CREATION
Song creativity Musical - game and dance creativity Playing musical instruments
MUSIC EDUCATIONAL ACTIVITIES
General knowledge Specific knowledge related to various types of musical activities
As can be seen from the above diagram, all activities are interconnected and interact with each other. Each type of activity serves as a means of developing some musical ability. With the help of the perception of music, the distinction of emotional coloring, a modal feeling is formed. Hearing for pitch (musical and auditory representations) develops with the help of those activities in which this ability is manifested, namely, in two types of performance - singing and playing musical instruments by ear. Rhythmic feeling finds expression primarily in musical-rhythmic movements, the reproduction of a rhythmic pattern in claps, on musical instruments, in singing. Emotional responsiveness to music develops in the process of all types of musical activity. At the same time, in the development of musical abilities, various activities can interchange each other. For example, pitch hearing can be developed in singing or playing musical instruments; sense of rhythm - in musical-rhythmic movements, etc.
Thus, the types of musical activity are: the perception of music specially created for listening; perception of music in connection with its performance; musical and didactic games; singing; musical and rhythmic movements; playing musical instruments; song creativity; musical - game and dance creativity; a game for the perception of music specially created for listening; perception of music in connection with its performance; musical and didactic games; singing; musical and rhythmic movements; playing musical instruments; song creativity; musical - game and dance creativity; game on. All types are means of musical education and development of children.
So, the essence of the musical activity of children is as follows. Music affects the overall development: the emotional sphere is formed, thinking, aesthetic feelings are improved. The musical activity of children is made up of musical and didactic games; singing; musical and rhythmic movements; playing musical instruments; song creativity; musical - game and dance creativity; a game for the perception of music specially created for listening; perception of music in connection with its performance; musical and didactic games; singing; musical and rhythmic movements; playing musical instruments.
Chapter 2
2.1. Development of musical perception of preschoolers
Perception is a reflection in the cerebral cortex of objects and phenomena that affect human analyzers. Perception is not just a mechanical, mirror reflection by the human brain of what is in front of his eyes or what his ear hears. Perception is always an active process, an active activity. It is the first stage of the thought process, therefore, it precedes and accompanies all types of musical activity.
The perception of music is carried out already when the child cannot be included in other types of musical activity, when he is not yet able to perceive other types of art. The perception of music is the leading type of musical activity in all age periods of preschool childhood. Hearing, perceiving music means to distinguish its character, to follow the development of the image: a change in intonation, moods. The well-known musician-psychologist E.V. Nazaykinsky proposes to distinguish between two terms: the perception of music and musical perception, depending on whether it took place. Musical perception he calls the perception that has taken place - felt and meaningful. “Musical perception is a perception aimed at comprehending and comprehending the meanings that music has as an art, as a special form of reflection of reality, as an aesthetic artistic phenomenon” 5 . In the opposite case, music is perceived as sound signals, as something audible and acting on the organ of hearing. It is important to form a musical perception.
The perception of a child and an adult, due to different musical and life experiences, is not the same. Perception of music by children early age characterized by an involuntary character, emotionality. Gradually, with the acquisition of some experience, as he masters speech, the child can perceive music more meaningfully, correlate musical sounds with life phenomena, and determine the nature of the work. In children of older preschool age, with the enrichment of their life experience, the experience of listening to music, the perception of music gives rise to more diverse impressions.
The perception of music by an adult differs from that of a child in that music is able to evoke richer life associations, feelings, as well as the ability to comprehend the heard music on a different level than children.
However, the quality of perception of music is not associated only with age. Undeveloped perception is superficial. It can also be in an adult. The quality of perception largely depends on tastes and interests. If a person grew up in a "non-musical" environment, he often develops a negative attitude towards "serious" music. Such music does not evoke an emotional response if a person is not accustomed to empathize with the feelings expressed in it from childhood. N.A. Vetlugina writes: “The development of musical susceptibility is not a consequence of a person’s age-related maturation, but is a consequence of purposeful education” 6 .
Thus, perception depends on the level of musical and general development of a person, on purposeful education.
Both emotions and thinking are involved in the perception of works of art. When listening to music, the role of the emotional component is especially great. If a person has a developed perception, then he comprehends the meaning of a piece of music even with one listening. With repeated listening, the perceived musical image deepens, the work opens up with new facets. Therefore, in childhood, when the experience of perceiving music is still small, as a rule, several listenings are required in order for the perception of the work to become more meaningful, felt. Therefore, it is so necessary to develop the musical perception of preschoolers, to train it.
The difference in the nuances of music develops in children from an early age. At each age stage, the child distinguishes the most vivid expressive means with the help of the possibilities that he possesses - movement, word, game, etc. Therefore, the development of musical perception should be carried out through all types of activities. Listening to music comes first. Before performing a song or dance, the child listens to music. Receiving various musical impressions from childhood, the child gets used to the intonation language of folk classical and modern music, accumulates experience in perceiving music that is different in style, comprehends the “intonation dictionary” of different eras. The famous violinist S. Stadler once remarked: “In order to understand a beautiful fairy tale in Japanese, you need to know it at least a little.” As mentioned above, the acquisition of any language begins in early childhood. The musical language is no exception. Observations indicate that young children enjoy listening to the ancient music of J.S. Bach, A. Vivaldi, W. A. Mozart, F. Schubert and other composers - calm, cheerful, affectionate, playful, joyful. They react to rhythmic music with involuntary movements. Throughout preschool childhood, the circle of familiar intonations expands, consolidates, preferences are revealed, the beginnings of musical taste and musical culture as a whole are formed.
The perception of music is carried out not only through listening, but also through musical performance - singing, musical and rhythmic movements, playing musical instruments.
Thus, the development of musical perception of preschool children is as follows. As already mentioned, all types of musical activity interact with each other. A child's musical perception will not fully develop and improve if it is based only on listening to music. It is important for the development of musical perception to use all types of musical performance.
2.2. musical performance, musical creativity,
musical and educational activities of preschool children
musical performance is carried out in singing, musical and rhythmic movements, playing musical instruments. To master various types of performing activities, it is necessary to form certain skills and abilities in children. Some of them are easy to master, others are difficult. In order for children's performance and creativity to be successful, the child needs to accumulate musical impressions (through the perception of music). If children distinguish between the change in the nature of music, they can correlate musical images with life phenomena, they are well versed in the means of musical expression, they use the experience of perceiving music when performing musical works and in creative improvisations. Without a developed perception, the performing activity of children is reduced to imitation and does not fulfill a developing function.
Often children's performance does not carry value for other people, but it is necessary for the children themselves for further musical development. It is hardly possible to apply the requirement of artistry to children's performance, rather elementary expressiveness. Through it, children convey their feelings, thoughts, experiences.
Children's performance requires certain training actions, repetitions, exercises. Intonation errors in children's singing are overcome with the help of exercises for the development of pitch hearing, the establishment of auditory-vocal coordination.
Consider the types of musical activity in order.
Singing. Singing is the most popular and accessible type of performance. In singing, the whole complex of musical abilities is successfully formed: emotional responsiveness to music, modal feeling, musical and auditory representations, a sense of rhythm. In addition, children receive various information about music, acquire skills and abilities. In singing, the musical needs of the child are realized, so-called familiar and favorite songs, he can perform at will at any time. Singing is the closest and most accessible to children.
The impact of singing on the physical development of children is obvious: it contributes to the development and strengthening of the lungs; developing coordination of voice and hearing, improves children's speech; affects the general condition of the child's body; causes reactions associated with changes in blood circulation, respiration. According to doctors, singing is the best form of breathing exercises.
Musical-rhythmic movements. Rhythm is one of the types of musical activity in which the content of music, its character, is conveyed in movements. The basis of rhythm is music, and a variety of physical exercises, dances, plot-figurative movements are used as a means of deeper perception and understanding.
Since ancient times, movements to music have been used in the upbringing of children (Ancient India, China, Greece). But for the first time, the Swiss teacher and composer Emile Jacques-Dalcroze considered rhythm and substantiated it as a method of musical education. Before rhythm, he first of all set the task of developing musical abilities, as well as the plasticity and expressiveness of movements. The special value and viability of his system of musical and rhythmic education lies in its humane nature. E. Jacques-Dalcroze was convinced that it is necessary to teach rhythm to all children. He developed in them a deep "feeling", penetration into music, creative imagination, formed the ability to express themselves in movements.
BM Teplov proved the fact that the perception of music is accompanied by motor reactions (vocalizations, small finger movements, etc.). Therefore, movements are successfully used as techniques that activate children's awareness of the nature of the melody, the quality of sound science (smooth, clear, abrupt), means of musical expression (accents, dynamics, ups and downs of the melody, tempo, rhythmic pattern, etc.). These properties of music can be modeled using hand movements, dance and figurative movements.
When doing rhythm, it is important that the center of the lesson is music. B.M. Teplov writes: “As soon as they (rhythm lessons) turn into lessons in the education of rhythmic movements in general, as soon as music retreats to the position of accompaniment to movements, the whole meaning, in any case the whole musical meaning, of these lessons disappears” 7 . In order for the children themselves not to focus only on the performance of movements during the lesson, the classes must be carefully prepared by the teacher, the elements of dance movements must be learned. It is important that the training be of a developmental nature, and not be reduced to "training".
Playing children's musical instruments. In work with children, various musical instruments and toys are used. They are of great interest to the child. The initiator of teaching children to play musical instruments already in the 20s was the musical figure and teacher N.A. Metlov. He owns the idea of organizing children's orchestra(first noise, then mixed). He did a lot of work on the creation and improvement of children's musical instruments with a scale - metallophone and xylophone. A repertoire was selected, including folk songs and other works suitable for playing on children's musical instruments, and some rules for their instrumentation were developed. In his publications, N.A. Metlov gives detailed methodological recommendations on the use, tuning of instruments, the sequence of teaching children to play musical instruments, and a description of the methods of playing each of them.
The use of children's musical instruments and toys enriches the musical experience for schoolchildren, develops them musical ability. Playing musical instruments that do not have a scale helps develop a sense of rhythm, expands children's timbre representations. Melodic musical instruments all three basic musical abilities: modal sense, musical-auditory representations and a sense of rhythm. To play a melody by ear, you need to have musical and auditory ideas about the location of sounds in height and rhythmic ideas. When choosing a melody, it is also necessary to feel the attraction to stable sounds, to distinguish and reproduce the emotional coloring of the music. In addition, playing musical instruments develops the will, the desire to achieve a goal, and imagination.
It is important to draw the attention of children to the expressiveness of the timbre of each instrument, to use figurative comparisons and characteristics. Children should feel the expressive possibilities of the instruments, learn to use a variety of timbre colors. Thus, musical responsiveness to music develops - the basis of musicality.
When teaching to play musical instruments, the teacher must take into account the individual capabilities of each child. Some children pick up tunes easily, while others require more detailed preparatory work.
At the musical lesson of preschoolers, all types of children's musical performance should be present.
CHILDREN'S MUSICAL CREATIVITY. N.A. Vetlugina in her research comprehensively analyzed the possibilities of children in performing creative tasks, the origins of children's creativity, the ways of its development, substantiated the idea of interconnection, interdependence of learning and creativity of children, theoretically and experimentally proving in her works that these processes do not oppose, but are closely connected and mutually enrich each other. It was found that the necessary condition for the emergence of children's creativity is the accumulation of impressions from the perception of art, which is a model for creativity, its source. Other baby condition musical creativity- Accumulation of performance experience. In improvisations, the child emotionally, directly applies everything that he has learned in the learning process. In turn, learning is enriched by the creative manifestations of children, acquires a developing character.
Children's musical creativity, like children's performance, usually does not have artistic value for the people around. It is important for the child himself. The criteria for its success is not the artistic value of the musical image created by the child, but the presence of emotional content, the expressiveness of the image itself and its embodiment, variability, and originality.
In order for a child to compose and sing a melody, he needs to develop basic musical abilities. In addition, the manifestation of creativity requires imagination, fantasy, free orientation in unusual situations.
Children's musical creativity is by its nature a synthetic activity. It can manifest itself in all types of musical activity: in singing, rhythm, playing children's musical instruments. It is important to form song creativity from the early preschool age, using creative tasks that are feasible for children. The success of children's creative manifestations depends on the strength of singing skills, the ability to express certain feelings, moods in singing, to sing clearly and expressively. In order to orient preschoolers in songwriting, N.A. Vetlugina offers exercises for the accumulation of auditory experience, the development of musical and auditory representations. It is important to draw children's attention to the expressiveness of their improvisation even in the simplest exercises. In addition to singing, children's creativity can manifest itself in rhythm and playing musical instruments. The creative activity of children in rhythm largely depends on the organization of teaching musical and rhythmic movements. The full-fledged creativity of a child in rhythm is possible only if his life experience, in particular musical and aesthetic ideas, is constantly enriched, if there is an opportunity to show independence.
Increased attention should be paid to the selection of musical works that serve as a scenario for independent actions of children. Program music occupies a leading position in creative tasks, since a poetic text, a figurative word helps the child to better understand its content.
Instrumental creativity of children, as a rule, manifests itself in improvisations, i.e. composing while playing an instrument, direct, momentary expression of impressions. It also arises on the basis of children's life and musical experience.
One of the conditions for successful instrumental creativity- possession of elementary skills in playing musical instruments, various methods of sound extraction, which allow you to convey the simplest musical images (clatter of hooves, magical falling snowflakes). It is important that children understand that when creating any image, it is necessary to express the mood, the nature of the music. Depending on the nature of the image to be conveyed, children choose certain expressive means, this helps children to feel and understand the features of the expressive language of music more deeply, encourages independent improvisation.
MUSIC EDUCATIONAL ACTIVITIES
It was mentioned above that in kindergarten preschoolers not only learn practical musical skills and abilities, but also receive the necessary theoretical knowledge about music.
To develop musical abilities, children need certain knowledge. The development of modal feeling (distinguishing the emotional coloring of music - the nature of the whole work) implies the knowledge that the content of music is feelings, moods, their change, that the image in music of any phenomena of the surrounding world always has a specific emotional coloring, that the means of musical expression (major or minor mode, different timbre, dynamics, etc.) create a certain mood, gentle or formidable, cheerful or solemn, that the musical form (number of parts in a work) is determined by a change in the emotional coloring of music, a change in the nature of intonation in individual parts, etc. .
For the formation of musical and auditory representations, it is important to know that musical sounds have different pitches, that a melody is made up of sounds that move up, down or repeat at the same pitch. The development of a sense of rhythm requires the knowledge that musical sounds have different lengths - they are long and short, that they move and their alternation can be dimensional or more active, that rhythm affects the character of music, its emotional coloring, makes different genres more recognizable. The formation of a motivated assessment of musical works, in addition to the accumulation of auditory experience, requires certain knowledge about music, its types, composers, musical instruments, means of musical expression, musical genres, forms, mastery of some musical terms (register, tempo, phrase, part, etc.)
Musical educational activities do not exist in isolation from other types. Knowledge, information about music is given to children not by itself, but in the process of perception of music, performance, creativity, along the way, to the place. Each type of musical activity requires certain knowledge. For the development of performance, creativity, special knowledge is needed about the methods, techniques of performance, means of expression. While learning to sing, children acquire the knowledge necessary to master singing skills (sound formation, breathing, diction, etc.). In musical and rhythmic activities, preschoolers master various movements and methods of their performance, which also requires special knowledge: about the fusion of the nature of music and movements, about the expressiveness of the game image and its dependence on the nature of music, on the means of musical expression (tempo, dynamics, accents, register , pauses). Children learn the names of dance steps, learn the names of dances, round dances. Learning to play musical instruments, children also gain certain knowledge about the timbres, methods, techniques of playing different instruments.
Children show inclinations towards certain types of musical activities. It is important to notice and develop in each child the desire to communicate with music in the type of musical activity in which he shows the greatest interest, in which his abilities are most fully realized. This does not mean that other types of musical activity should not be mastered by him. However, it is impossible not to take into account the position of psychology on the leading types of activities that influence the development of the individual. If these leading types of activity appeared in preschool childhood, it is necessary to take into account the characteristics of each child and, accordingly, orient the process of musical education towards the development of precisely his abilities, inclinations, and interests. Otherwise, as we have already noted, the learning process is reduced to "training". If training is carried out without an individually differentiated approach, it ceases to be developmental.
So, musical performance is carried out in singing, musical and rhythmic movements, playing musical instruments. The main condition for the emergence of children's musical creativity is the accumulation of impressions from the perception of art, which is a model for creativity, its source. Another condition for children's musical creativity is the accumulation of performing experience. To develop musical abilities, children need certain knowledge.
Thus, the specificity of the musical activity of preschoolers is as follows. A child's musical perception will not fully develop and improve if it is based only on listening to music. It is important for the development of musical perception to use all types of musical performance. It is carried out in singing, musical and rhythmic movements, playing musical instruments. The conditions for the emergence of children's musical creativity are the accumulation of impressions from the perception of art and the accumulation of performance experience, and for the development of musical abilities, children need certain knowledge.
Conclusion
The purpose of my work was to show the specificity and interconnection of various types of musical activities of preschool children.
To achieve this goal, I solved the following tasks:
She revealed the essence of children's musical activity: all types of musical activity interact with each other. A child's musical perception will not fully develop and improve if it is based only on listening to music. It is important for the development of musical perception to use all types of musical performance.
She showed the specifics of the musical activity of preschoolers. It is important for the development of musical perception to use all types of musical performance. It is carried out in singing, musical and rhythmic movements, playing musical instruments. The conditions for the emergence of children's musical creativity are the accumulation of impressions from the perception of art and the accumulation of performance experience, and for the development of musical abilities, children need certain knowledge.
Bibliography:
1. Radynova O.P. Musical education of preschoolers / O.P. Radynov. - M.: VLADOS, 1994
2. Nazaikinsky E.V. Musical perception as a problem of musicology // Perception of music - M., 1980
3. Petrushin V.I. Musical psychology M., 1997
4. Nazaikinsky E.V. On the psychology of musical perception. - M.: 1972
5. Vetlugina N.A. Musical education in kindergarten - M .: Education, 1981
6. Tarasov G.S. Pedagogy in the system of music education - M., 1986
1 Radynova O.P. Musical education of preschoolers / O.P. Radynov. - M.: VLADOS, 1994
2 Nazaikinsky E.V. Musical perception as a problem of musicology // Perception of music - M., 1980
3 Petrushin V.I. Musical psychology M., 1997
4 Petrushin V.I. Musical psychology M., 1997
5 Nazaikinsky E.V. On the psychology of musical perception. - M.: 1972
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An excursion into history.
Music has always claimed a special role in society. Even the ancients knew that art has a healing effect! IN Ancient Greece Pythagoras, at his university in Crotona, began and ended the day with singing: in the morning - to clear the mind of sleep and excite activity, in the evening - to calm down and tune in to rest.
In ancient times, music and medical centers treated people for longing, nervous disorders, diseases of the cardiovascular system. Music influenced intellectual development, accelerating the growth of cells responsible for human intelligence. It is no coincidence that mathematics classes in the Pythagorean school were held to the sounds of music, which increases the efficiency and mental activity of the brain.
Music can change development: accelerate the growth of some cells, slow down the growth of others. But, most importantly, music can influence the emotional well-being of a person. Immortals musical works Mozart, Beethoven, Schubert, Tchaikovsky are able to activate the energy processes of the body and direct them to its physical recovery.
But all these experiments were carried out with adults. The influence of music on the condition of children was the first in our country to be studied by the outstanding psychoneurologist V. M. Bekhterev at the beginning of the 20th century. Even then it was clear that it is useful for children to listen to the classics and lullabies, that music not only develops children, but also heals them. Twelve - fifteen years ago, scientists from the Institute of Pediatrics of the Russian Academy of Medical Sciences decided to find a scientific justification for the method of music therapy. And the very first patients who received music treatment were newborns from the premature babies department.
What research has shown.
In children affected by a lack of oxygen during fetal development, whether they are full-term or premature, as a rule, the activity of cell enzymes is reduced. After the babies were allowed to listen classical music, the activity of cell enzymes increased in them. This was shown by cytochemical analysis. Infants also measured blood pressure, pulse, breathing rhythm. And everywhere they saw the classic reaction of adaptation: the body adapted to the environment and felt better.
Or maybe children react this way to any sound stimulus - the ticking of an alarm clock, a conversation? Maybe harmony and melody have nothing to do with it? The researchers played the infants with a metronome, which beat out a slow rhythm to the tempo of calm music. Outwardly, the newborns behaved well: they calmed down, fell asleep. But the cytochemical analysis dispassionately noted: against the background of a working metronome, inhibition of enzymes occurs in the cells. This, by the way, is proof that rock music with a pronounced pulsating rhythm is harmful to young children.
When the newborns left the hospital, doctors recommended their parents to continue music therapy sessions along with massage, special gymnastics and water exercises at home. Parents had different attitudes to such advice, someone then let their child listen to music, someone didn’t ...
But when a year later all these children were examined at the Institute of Pediatrics, interesting things turned out. Babies who constantly listened to classical music coped better with neurological disorders than those whose parents did not believe in the healing power of music therapy. This is how reliable statistics came about.
What kind of music should babies listen to?
Excitable, restless children benefit from melodies in slow pace- "adagio", "andante". These are usually the second parts of classical sonatas, instrumental concerts. Since at the beginning of their research, our doctors relied on the experience of the Germans in this area - in Germany there was the most literature on this issue, German and German prevailed in their programs. Viennese classics: Mozart, Schubert, Haydn ... Then Vivaldi, Tchaikovsky were added ... It can be, for example: the 2nd part of Mozart's "Little Night Serenade", "Winter" from Vivaldi's "Four Seasons", a duet of Lisa and Polina from Tchaikovsky's operas Queen of Spades, lullaby songs.
Listening to the 2nd part of "Little Night Serenade" by W. Mozart.
Moreover, a melody with words affects children more than a melody without words. And live singing is stronger than an instrumental performance recorded on a disc or cassette. And no matter what language they sing in, newborns listen perfectly to, for example, Brahms' lullaby or Christmas carols in German.
And for babies with the syndrome of oppression, who suck badly, sometimes even breathe irregularly, works in the tempo of "allegro" and "allegro moderato" by Mozart, Schubert, Haydn are useful ... For example: waltzes from Tchaikovsky's ballets, "On the troika" from his own "Seasons", "Spring" from Vivaldi's "Seasons", as well as marching melodies.
Listening to the "Big Waltz" P.I. Tchaikovsky from the ballet "Swan Lake".
Music therapy sessions also have a good effect on healthy, normally developing babies. After all, they sometimes need to calm down or, conversely, cheer up. So you can do this with the help of relaxing or activating music. In no case should children be allowed to listen to music through headphones. Our ears are naturally adapted to diffuse sound. Directional sound can cause acoustic trauma to the immature brain.
Relaxation at the cellular level.Now the parents big choice- they can buy audio cassettes and CDs with traditional classical music. Or cassettes of classics arranged especially for kids. There, bells were introduced into the ensemble of instruments. And they also sell recordings of classical music against the background of sounds of nature - the noise of a stream, the surf, the sounds of a forest ... Audio cassettes are called: "Baby in the Forest", "Baby by the Sea", "Baby by the River" ... Also a pleasant medicine. Listen to music with your baby and relax, because mothers of restless babies just need a good rest, at the cellular level.
Any art develops, educates the child's personality, allows you to understand life, find and know yourself, form self-esteem. Specially selected music can generally optimize brain activity. When it comes to the developing brain small child, then musical influences can act as constructing the brain. Therefore, it is very important that a child from birth (and even earlier) has the opportunity to hear beautiful and “rich” music. Children of mothers who listened to music at the twenty-eighth - thirty-sixth weeks of pregnancy begin to react to sounds faster than others, to recognize melodies. They have a better memory.
The influence of music on the development of the fetus also lies in the fact that children who listened to music in the womb begin to sit, walk and talk faster.
The conducted experiments show that, for example, the fetus reacts to the sound of Beethoven's Fifth Symphony - the child begins to move, the rhythm of his heartbeat accelerates.
Listening to an excerpt from the 5th symphony by L.V. Beethoven.
The baby reacts differently to melodic, smooth music - the heart beats at a slower pace. Therefore, sounds contribute to the development of fetal motor activity. In addition, the music coming from the outside world - so far the only way get some information about this world.
Music has a positive effect on the child both before birth and in the subsequent period. Music calms the child. Helps physical and mental development. Therefore, it is important that mothers sing to their children, especially melodic songs.
The influence of music on the physical development of children is being actively studied by scientists. According to a number of studies, even before birth, the child hears sounds and feels vibrations from the outside world. When parents sing and talk to an unborn child, it is believed that he also communicates with them and with the outside world. Children may respond to sounds, most often in the form of jolts. Some studies have found that babies, even while in the womb, have their own musical preferences. If you listen to lyrical classical music, chances are your child will calm down and stop kicking. And music in the style of rock or metal can provoke real dances in the mother's stomach.
Scientists involved in scientific research about the influence of music on the physical development of children, they believe that listening to Mozart contributes to the development of the mental activity of children. Scientists call this phenomenon the "Mozart effect". To feel the beneficial effects of music on the child, doctors often advise mothers to listen to lyrical music (especially classical) more often. Music is seen as part of human nature, which slowly but effectively restores harmony in life and contributes to further physical development child.
It has long been observed that children fall asleep well to lullabies or reading a book. Sounds, especially those that are melodious, soothe and lull children. Music also contributes to the rapid development of speech in preschool children. And it helps school-age children learn foreign languages faster. After all, it is known that even small children easily memorize songs in another language, even without knowing the meaning of the words. But this is their first step towards learning this language. Children are much more likely to memorize and reproduce songs rather than individual words and texts. Since it is easier for children to sing than to speak, music is considered an effective treatment for stuttering in children. Music helps improve speech, and what children cannot say can be easily sung.
According to US researchers, healing power music is needed to normalize blood pressure, helps activate brain activity and strengthens the immune system. Rhythmic and energetic march-style music tones many muscles, which is extremely beneficial for the physical development of children. Therefore, many do exercises to bravura music. For some children, music is a means of focus. It makes children focused, helps to focus their thinking on a specific topic, and at the same time relieves stress and fatigue. If your child falls asleep and wakes up with music, he will be much happier and healthier.
However, instead of listening to music, it is much more beneficial to sing yourself. Australian doctors even practice in medicinal purposes singing sessions. It is enough to hum the simplest melody to make you feel better. Therefore, singing or music lessons are very useful for the physical development of children. She teaches the love of life. Therefore, children who are passionate about music become more educated, attentive, honest in their relationships with other people, radiate calmness and positive mood. "Musical" children develop in intellectual development faster than their peers. Music develops Creative skills children, aesthetics, culture of behavior, helps to build trusting relationships and make new friends.
Music can be expressed not only through musical instruments and sound-reproducing devices. Music is encoded in the sounds of nature - the sound of waves and the rustle of leaves in the wind, the singing of birds and crickets, the rustle of rain, and so on. Therefore, be in nature more often. Find exactly the music that your child likes the most and try to listen to it as often as possible.
Early musical experience, as well as musical activities (singing, moving to music, playing music, listening to music, etc.).open access to the innate mechanisms responsible for the perception, understanding of music and expand the use of these mechanisms for the formation of other higher brain functions.
The recently coined term "music therapy" can act as an additional stimulus for the development of children. It is based on several fundamental definitions: listening to music develops visual-figurative thinking- the ability to analyze the image, and then synthesize it. This kind of thinking is at the core of mathematics, engineering, and other disciplines;
the sooner the child joins the music, the more chances he has to fall in love and master it for real;
musical games combine talking and singing with rhythmic movements. The areas of the brain responsible for these actions also control motor impulses, thanks to which the child learns more and more to control his body.
Musical games help the child to use many skills at work at the same time, which develops multilateral neural connections..
A child who from an early age listens to "live" music and plays with musical instruments, is more likely to realize his innate musical potential when he gets older;
when a child listens to classical music, the brain connections that are responsible for his mathematical abilities are strengthened;
contact with music is extremely important for speech and emotional development, as well as to strengthen motor skills;
rhythmic songs that you sing to your baby contribute to the development of his brain.
Therefore, music, by virtue of its inner nature, must be integral part any upbringing.
In the "Methods of musical education" N. Vetlugina writes that singing develops the vocal apparatus, speech, strengthens the vocal cords, and regulates breathing. Rhythm classes contribute to the physical development of children, improve coordination of movements, improve posture, increase vitality, which creates a cheerful, joyful mood in the child and favorably affects the state of the body as a whole.
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