Age levels of children's musical development. From work experience “Music as one of the means of effective physical development of preschool children

FEDERAL AGENCY FOR EDUCATION

STATE EDUCATIONAL INSTITUTION

HIGHER PROFESSIONAL EDUCATION

Vladimir State Humanitarian University

Department of Preschool Education

Test

subject: theory and methodology

musical development of children

on the topic: “Specificity and relationship various types children's musical activities before school age»

Completed by: student group – DO-41

behind full-time education

Faculty of Pedagogy and Methods of Primary Education

Zavyalova O. Yu.

Teacher: Mikhailova N.V.

Vladimir – 2010

Introduction 3

Chapter 1. Musical activity of preschoolers 5

1.1 The importance of musical education of children 5

1.2. Structure and types of musical activities of preschoolers 8

Chapter 2. Specifics of musical activity of preschool children 12

2. 1. Development of musical perception of preschoolers 12

2.2. Musical performance, musical creativity,

musical and educational activities for preschool children 16

Conclusion 25

References 26

Introduction

In modern pedagogy, attention is focused on the contrast between traditional pedagogy and creativity pedagogy, 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 and sensory sphere of a person, which is more receptive and responsive than abstract and logical structures.

Among all types of arts, according to many researchers, the most emotional by nature is music (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 she has the ability to directly embody the world of human emotional 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 cognition.” Thus, music is considered as a creative way of mastering a preschool child’s cognition of the emotional and cultural aspect of society, which forms a person’s creative attitude towards the world around them and towards themselves, their assessment of reality, their views, ideals and is one of the most powerful means of developing creative preschooler's personality culture.

The process of forming the creative culture of the personality of preschool children 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, children's means of cognition musical art(and through him, the surrounding life and himself), 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 interrelation of various types of musical activities of preschool children.

To achieve this goal, I identified the following tasks:

Reveal the essence of children's musical activity;

Show the specifics of musical activity of preschool children.

Chapter 1. Musical activity of preschoolers

The importance of musical education of children

Different types of art have specific means of influencing a person. Music has the ability to influence a 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 has an impact on the child’s well-being.

Music is one of the richest and most effective means aesthetic education, she has great strength emotional impact, educates a person’s feelings, shapes tastes.

Modern scientific research indicates that the development of musical abilities, the formation of the foundations musical culture– i.e. Musical education should begin in preschool age. Music has an intonation nature similar to speech. Similar to the process of mastering speech, which requires a speech environment, in order to fall in love with music, a child must have experience in perceiving musical works different eras and styles, get used to her intonations, empathize with her moods. The famous folklorist G.M. Naumenko wrote: “... a child who finds himself in social isolation experiences mental retardation, he acquires the skills and language of the one who raises him and communicates with him. And what kind of sound information will it absorb into itself? early childhood, it will be the main supporting poetic and musical language in his future conscious speech and musical intonation. It becomes clear why those children who were rocked to sleep with lullabies, brought up on nurseries, entertained with jokes and fairy tales, with whom they played while performing nursery rhymes, according to numerous observations, are the most creative children, with developed musical thinking...” 2

Musical development has an irreplaceable impact on overall development: the emotional sphere is formed, thinking is improved, sensitivity to beauty in art and life is cultivated. “Only by developing a child’s emotions, interests, and tastes can he be introduced to musical culture and lay its foundations. Preschool age is extremely important for further mastery of musical culture. If in the process of musical activity a musical-aesthetic consciousness is formed, this will not pass without a trace for the subsequent development of man, his general spiritual formation» 3

When engaging in musical education, it is important to remember general development children. Preschoolers have little experience in understanding human feelings that exist in real life. Music that conveys the full range of feelings and their shades can expand these ideas. Besides moral aspect, musical education has great importance for the formation of aesthetic feelings in children: by becoming familiar with the cultural musical heritage, the child learns the standards of beauty and appropriates the valuable cultural experience of generations. Music develops a child mentally as well. In addition to a variety of information about music having educational value, a conversation about it includes a description of emotional and figurative content, therefore, the children’s vocabulary 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 general 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 cultivation of such personality qualities as kindness and the ability to sympathize with another person.

So, the importance of musical education of children is as follows. Music affects overall development: the emotional sphere is formed, thinking and aesthetic feelings are improved, and the child develops mentally.

Structure and types of musical activities of preschool children

Activity is an active process of mastering social experience and 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. A person’s personal qualities are revealed in selective relationships and inclinations towards certain types of activities. The activity improves perception, memory, thinking, imagination, and sensations. 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). Also musical activity consists of numerous actions. For example, when mastering a song, a child carefully listens to the introduction to the song, tries to start it on time, catches the given tempo, reflects simple shades when performing it, and finishes the performance at the same time as his peers. As we 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 learned and becomes a skill. The combination of these skills then allows the child to cope with new, more complex actions. “Musical activity of preschool children is a variety of ways, means for children to learn the art of music (and through it both the life around them and themselves), with the help of which their general development is carried out” 4.

IN musical education children stand out the following types musical activity: perception, performance, creativity, musical and educational activities. They all 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 are carried out in singing, musical-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 performance methods. Each type of musical activity, having its own characteristics, presupposes that children master those methods of activity without which it is not feasible, and has a specific impact on the musical development of preschool children. This is why it is so important to use all types of musical activities. The structure, types of musical activity and their interaction are clearly reflected in the diagram, which was compiled by O.P. Radynova based on the scheme by N.A. Vetlugina.

PERCEPTION OF MUSIC

Perception of music specially created for listening Perception of music in connection with its performance Musical didactic games

EXECUTION

Singing Musical and rhythmic movements Playing musical instruments

CREATION

Song creativity Musical, gaming and dance creativity Playing musical instruments

MUSICAL AND EDUCATIONAL ACTIVITIES

General knowledge Specific knowledge related to various types of musical activities

As can be seen from the above diagram, all types of activities are interconnected and interact with each other. Each type of activity serves as a means of developing some musical ability. By perceiving music and distinguishing emotional coloring, a modal feeling is formed. Pitch hearing (musical and auditory perceptions) develops with the help of those types of activities in which this ability is manifested, namely in two types of performance - singing and playing musical instruments by ear. The rhythmic feeling finds expression primarily in musical-rhythmic movements, reproduction of a rhythmic pattern in clapping, on musical instruments, and 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 types of activities can replace 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: 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, gaming and dance creativity; a game of 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, gaming and dance creativity; game on. All types are means of musical education and development of children.

So, the essence of children's musical activity is as follows. Music affects overall development: the emotional sphere is formed, thinking and aesthetic feelings are improved. Children's musical activities consist of musical and didactic games; singing; musical and rhythmic movements; playing musical instruments; song creativity; musical, gaming and dance creativity; a game of 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. Specifics of musical activity of preschool children

2.1. Development of musical perception of preschoolers

Perception is the 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 thinking process, therefore, it precedes and accompanies all types of musical activity.

The perception of music occurs already when the child cannot engage in other types of musical activities, when he is not yet able to perceive other types of art. Perception of music is the leading type of musical activity in all age periods of preschool childhood. Hearing and perceiving music means distinguishing its character, monitoring the development of the image: changes in intonation, moods. The famous musician-psychologist E.V. Nazaikinsky proposes to distinguish between two terms: perception of music and musical perception - depending on whether it took place. He calls musical perception an accomplished perception - felt and meaningful. “Musical perception is a perception aimed at comprehending and understanding the meanings that music has as 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 musical perception.

Due to different musical and life experiences, the perception of a child and an adult is not the same. Children's perception of music early age characterized by involuntary character and 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 senior preschool age, with the enrichment of their life experience and 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 can evoke richer life associations, feelings, as well as the ability to comprehend the music they hear on a different level than children.

At the same time, the quality of music perception is not related only to age. Undeveloped perception is superficial. It can also occur in an adult. The quality of perception largely depends on tastes and interests. If a person grows 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 has not been accustomed to empathizing with the feelings expressed in it since childhood. N.A. Vetlugina writes: “The development of musical sensitivity 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 upbringing.

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 developed perception, then he comprehends the meaning of a piece of music even after just 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 so that the perception of the work becomes more meaningful and felt. Therefore, it is so necessary to develop the musical perception of preschoolers and train it.

The nuances of music develop in children from an early age. At each age stage, the child distinguishes the most vivid means of expression with the help of the capabilities that he has - movement, speech, play, etc. Therefore, the development of musical perception should be carried out through all types of activities. Listening to music can be put in first place here. 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 of different styles, and comprehends the “intonation vocabulary” of different eras. The famous violinist S. Stadler once remarked: “To understand a wonderful 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. Musical language is no exception. Observations indicate that young children enjoy listening to ancient music by 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, and 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-rhythmic movements, playing musical instruments.

Thus, the development of musical perception of preschool children is as follows. As already mentioned, all types of musical activities interact with each other. A child's musical perception will not develop and improve fully if it is based only on listening to musical works. Important for development musical perception use all types of musical performance.

2.2. Musical performance, musical creativity,

musical and educational activities for preschool children

Musical performance carried out in singing, musical-rhythmic movements, and playing musical instruments. To master various types of performing activities, it is necessary to develop 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 manifest themselves successfully, the child needs to accumulate musical impressions (through the perception of music). If children distinguish the changing nature of music, can correlate musical images with life phenomena, 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 developed perception, children's performing activity is reduced to imitation and does not perform a developmental function.

Often children's performance does not carry value for other people, but the children themselves need it for further musical development. The requirement of artistry, rather of elementary expressiveness, can hardly be applied to children's performance. Through it, children convey their feelings, thoughts, experiences.

Children's performance requires certain training actions, repetitions, and exercises. Intonation errors in children's singing are overcome with the help of exercises to develop pitch hearing and establish auditory-vocal coordination.

Let's consider the types of musical activities in order.

Singing. Singing is the most widespread and accessible form of performance. In singing, the entire complex of musical abilities is successfully formed: emotional responsiveness to music, modal sense, musical-auditory perception, sense of rhythm. In addition, children receive various information about music, acquire skills and abilities. Singing fulfills the child’s musical needs; he can perform the so-called familiar and favorite songs at will at any time. Singing is closest and most accessible to children.

The impact of singing on the physical development of children is obvious: it promotes the development and strengthening of the lungs; by developing coordination of voice and hearing, it improves children's speech; affects the general condition of the child’s body; causes reactions associated with changes in blood circulation and breathing. According to doctors, singing is the best form of breathing exercises.

Musical and rhythmic movements. Rhythmics is one of the types of musical activity in which the content of music and its character are conveyed in movements. The basis of rhythm is music, and various physical exercises, dances, and plot-shaped movements are used as a means of deeper perception and understanding of it.

Movements to music have been used in raising children since ancient times (Ancient India, China, Greece). But it was the Swiss teacher and composer Emile Jacques-Dalcroze who first 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 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 was necessary to teach rhythm to all children. He developed in them a deep “feeling”, insight into music, creative imagination, and formed the ability to express themselves in movements.

B.M. 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 production (smooth, clear, abrupt), means of musical expressiveness (accents, dynamics, ups and downs of the melody, tempo, rhythmic pattern, etc.). These properties of music can be modeled through hand movements, dance movements, and imagery.

When practicing rhythmics, it is important that the center of the lesson is music. B.M. Teplov writes: “As soon as they (rhythm classes) turn into classes for the education of rhythmic movements in general, as soon as music retreats to the position of accompaniment to movements, the whole meaning, at least the whole musical meaning, of these classes disappears” 7 . To ensure that the children themselves do not focus only on performing movements during the lesson, the lessons must be carefully prepared by the teacher, the elements must be learned dance moves. It is important that the training is developmental in nature, and not reduced to “coaching”.

Playing children's musical instruments. When working with children, various musical instruments and toys are used. They arouse great interest in 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 also came up with the idea of ​​organizing children's orchestra(first noise, then mixed). He did a lot of work to create and improve children's musical instruments that have a scale - the metallophone and the xylophone. A repertoire was selected, including folk songs and other works convenient for performance 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 and tuning of instruments, the sequence of teaching children to play musical instruments, and a description of the techniques of playing each of them.

The use of children's musical instruments and toys enriches the musical experience for schoolchildren and develops them musical abilities. Playing musical instruments that do not have a scale helps develop a sense of rhythm and expands children's timbre perceptions. Melodic musical instruments are all three basic musical abilities: modal sense, musical-auditory perception and sense of rhythm. To play a melody by ear, you need to have musical-auditory ideas about the location of sounds in height and rhythmic ideas. When selecting 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 will, desire to achieve goals, and imagination.

It is important to attract children's attention to the expressiveness of the timbre of each instrument, to use figurative comparisons and characteristics. Children should feel the expressive capabilities of instruments and learn to use a variety of timbre colors. Thus, musical responsiveness to music develops - the basis of musicality.

When teaching how to play musical instruments, the teacher must take into account the individual capabilities of each child. Some children easily select songs, while others require more detailed preparatory work.

All types of children's musical performance should be present at a music lesson for preschoolers.

CHILDREN'S MUSICAL CREATIVITY. N.A. Vetlugina, in her research, comprehensively analyzed the capabilities of children in performing creative tasks, the origins of children's creativity, the ways of its development, substantiated the idea of ​​​​the relationship, interdependence of children's learning and creativity, theoretically and experimentally proving in her works that these processes are not opposed, but are in close contact and mutually enrich each other. It was found that a 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. Another condition for children's musical creativity is the accumulation of performing experience. In improvisations, the child emotionally and directly applies everything that he has learned during the learning process. In turn, learning is enriched by the creative manifestations of children and acquires a developmental character.

Children's musical creativity, like children's performance, usually does not have artistic value for the people around you. It is important for the child himself. The criteria for its success are not artistic value musical image created by a child, but the presence of emotional content, expressiveness of the image itself and its embodiment, variability, originality.

In order for a child to compose and sing a melody, he needs to develop basic musical abilities. In addition, creativity requires imagination, imagination, and 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 activities: singing, rhythm, playing children's musical instruments. It is important to develop song creativity starting from early preschool age, using creative tasks that are feasible for children. The success of children's creative expressions depends on the strength of their singing skills, the ability to express certain feelings and moods in singing, and to sing clearly and expressively. In order to orient preschoolers in song creativity, N.A. Vetlugina offers exercises for accumulating auditory experience and developing musical and auditory concepts. 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 be manifested in rhythm and playing musical instruments. The creative activity of children in rhythm largely depends on the organization of training in musical and rhythmic movements. 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 kind of scenario for children’s independent actions. Program music occupies a leading place in creative tasks, since poetic text and figurative words help the child better understand its content.

Children's instrumental creativity usually 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 ensuring successful instrumental creativity– possession of basic skills in playing musical instruments, various methods of sound production, 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 and character of the music. Depending on the nature of the image that is to be conveyed, children choose certain means of expression; this helps children to deeply feel and understand the features of the expressive language of music, and encourages independent improvisation.

MUSICAL AND EDUCATIONAL ACTIVITIES

It was said above that in kindergarten preschoolers not only learn practical musical skills, 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 character of the entire work) presupposes knowledge that the content of music is feelings, moods, their changes, that the image in music of any phenomena of the surrounding world always has a specific emotional coloring, that the means of musical expressiveness (major or minor scale, different timbre, dynamics, etc.) create a certain mood, gentle or menacing, cheerful or solemn, that the musical form (the number of parts in the work) is determined by a change in the emotional coloring of the music, a change in the nature of intonation in individual parts, etc. .

For the formation of musical-auditory concepts, it is important to know that musical sounds have different pitches, so that the melody is made up of sounds that move up, down, or repeat at the same pitch. The development of a sense of rhythm requires knowledge that musical sounds have different lengths - they can be long and short, that they move and their alternation can be measured or more active, that rhythm affects the character of the music, its emotional coloring, and makes various 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 certain musical terms (register, tempo, phrase, part, etc.)

Musical educational activities do not exist in isolation from other types. Knowledge and information about music are not given to children on their own, but in the process of perceiving music, performance, creativity, along the way, to the point. Each type of musical activity requires certain knowledge. To develop performance and creativity, special knowledge about the methods, techniques of performance, and means of expression is needed. By learning to sing, children acquire the knowledge necessary to master singing skills (sound production, breathing, diction, etc.). In musical-rhythmic activities, preschoolers master various movements and methods of their execution, which also requires special knowledge: about the unity of the nature of music and movements, about the expressiveness of the playing image and its dependence on the nature of the music, on the means of musical expressiveness (tempo, dynamics, accents, register , pauses). Children learn the names of dance steps, learn the names of dances and round dances. While learning to play musical instruments, children also gain certain knowledge about the timbres, methods, and techniques of playing different instruments.

Children show inclinations towards certain types of musical activities. It is important to notice and develop in every 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, one cannot ignore the position of psychology on the leading types of activities that influence the development of personality. If these leading types of activity appear 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 his abilities, inclinations, and interests. Otherwise, as we have already noted, the learning process comes down to “coaching.” If training is carried out without an individually differentiated approach, it ceases to be developmental.

So, musical performance is carried out in singing, musical-rhythmic movements, and 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 specifics of the musical activity of preschoolers are as follows. A child's musical perception will not develop and improve fully if it is based only on listening to musical works. It is important to use all types of musical performance to develop musical perception. It is carried out in singing, musical and rhythmic movements, and 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 interrelation 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 develop and improve fully if it is based only on listening to musical works. It is important to use all types of musical performance to develop musical perception.

She showed the specifics of musical activity of preschoolers. It is important to use all types of musical performance to develop musical perception. It is carried out in singing, musical and rhythmic movements, and 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 preschool children / O.P. Radynova. – M.: VLADOS, 1994

2. Nazaykinsky E.V. Musical perception as a problem of musicology // Perception of music - M., 1980

3. Petrushin V.I. Musical psychology M., 1997

4. Nazaykinsky 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 preschool children / O.P. Radynova. – M.: VLADOS, 1994

2 Nazaykinsky 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 Nazaykinsky E.V. On the psychology of musical perception. – M.: 1972

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AGE FEATURES

MUSICAL DEVELOPMENT CHILD

The child’s abilities develop in the process of active musical activity.

Most essential features musical development are:

• Auditory sensation, musical ear;
• Quality and level of emotional responsiveness to music of various types;
• 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 music with the so-called revival complex, rejoicing or calming down. By the end of the first year of life, the baby listens to the singing of an adult and adapts to his intonation by humming and babbling.

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 the 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 year of life. This period of development is characterized by the desire for independence. Speech becomes coherent and the musculoskeletal system is strengthened. The child develops a desire to play music and be active. By the age of 4, children can sing a little song on their own, with a little help from an adult. They master many movements that allow them to dance and play independently.

Fifth year of life. Characterized by the active curiosity of children. This is a period of questions: “why?”, “why?”. The child begins to comprehend the connection between phenomena and events and can make simple generalizations. He is observant, able to determine: the music is cheerful, joyful, calm; sounds high, low, loud, quiet; in the piece there are parts (one fast and the other slow), on what 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 moving dance.

Mastering the basic types of movement - walking, running, jumping - enables children to use them more widely in games and dancing. Some strive, without imitating each other, to play the role in their own way (for example, in a story game). Others show interest in only one type of activity, depending on each individual's inclinations and abilities.

Sixth and seventh years of life. This is the period of preparation of children for school. Based on the acquired knowledge and impressions about music, children can not only answer the question, but also independently characterize a piece of music and understand its means of expression. Feel the various shades of mood conveyed by music.

The child is capable of a holistic perception of a musical image, which is very important for developing an aesthetic attitude towards the environment. But does this mean that analytical activity can harm holistic perception? Research conducted in the field of sensory abilities and musical perception of children has shown an interesting pattern. The holistic perception of music is not reduced if the task is to listen and isolate. Distinguish between the most striking means " musical language" The child can identify these means and, taking them into account, act in accordance with a certain way when listening to music, performing songs and dance movements. This promotes musical and auditory development, mastering the necessary skills to prepare for singing from notes.

In children 6-7 years old, the vocal apparatus is further strengthened, the range expands and equalizes, and greater melodiousness and sonority appear. Songs, dances, and games are performed independently, expressively and to some extent creatively. Individual musical interests and abilities are revealed more clearly.

Thus, musical education fulfills the task of comprehensive and harmonious development of preschool children.

CHARACTERISTICS OF THE COURSE “THEORY AND METHODS OF MUSICAL EDUCATION OF PRESCHOOL CHILDREN”

COURSE SUBJECT

The theory and methodology of musical education of children is one of academic disciplines at the faculties of preschool education of pedagogical institutes that train specialists in the field of preschool pedagogy and psychology. This course is primarily based on aesthetics (one of the areas of study of which is the artistic activity of people), musicology (the science of music, considering it theoretically and historically, as a special form of artistic knowledge), music psychology (studying the development of musicality, musical talent) , musical sociology (exploring specific forms of existence of music in society). It is closely related to general and preschool pedagogy, psychophysiology. All these sciences are the theoretical foundations of music education, which are discussed in the subjects that make up the general course and its electives.

In this chapter we will dwell on the subject of the methodology of musical education of preschool children.

The methodology of music education as a pedagogical science studies the patterns of introducing a child to musical culture, the development of musical abilities in the process of teaching various types of musical activities (perception, performance, creativity, musical educational activity). In this regard, the goal of this course is to equip students, on the basis of personal musical culture, with professional musical knowledge, skills, and various methods and techniques of musical education and training of early and preschool children.

The 3 courses are as follows:

To give students an idea of ​​the possibilities of musical education of a child from birth to entry into school;

To reveal the patterns of development of musical abilities and the foundations of musical culture of children in a preschool institution and family;

Determine methods and techniques, organizational forms of musical education and training of children in various types of musical activities in kindergarten;

Describe the functions of the teaching staff

kindergarten for organizing musical education of preschoolers.

The methodology of this course, like other private methods studied at the preschool faculty, is designed to answer the question: how and on what material to raise a child in kindergarten in accordance with the set goal of developing his personality?

The content of musical education in kindergarten is reflected in the relevant programs in the form of requirements for the development of musical abilities, the formation of musical knowledge, skills and abilities in children and a recommended list of repertoire for all types of musical activities in various age groups of a preschool institution. Program requirements are the most stable part of the content of music education, but they are also adjusted in connection with new approaches to child education and taking into account the results of research conducted in this area. For example, on the basis of new concepts for organizing the educational process in kindergarten, the educational and disciplinary model of education is being replaced with a personality-oriented one, which should become decisive in drawing up program requirements for the musical development of children." Based on existing programs, the teacher should make wider use of works of folk and classical music, taking into account specific conditions when selecting a repertoire age group children, the “individuality factor” of pupils (B. M. Teplov), the material and technical base of the institution, their musical and pedagogical abilities, etc., But the main thing is the teacher, knowing about the ability of music to reveal the best in a person, to glorify the beauty of the world around him , must always remember the importance of forming an aesthetic principle in a child, understanding beauty and developing the spirituality of his personality

One of the main objectives of the methodology is to combine the student’s theoretical knowledge with practical skills and abilities, applying theory to “action”.

Thus, the content of the course includes, on the one hand, the mastery by students of special musical knowledge, skills and abilities in the process of classroom theoretical and practical classes, on the other hand, their testing in kindergarten during laboratory classes and pedagogical practice in order to ensure complete musical and professional training of preschool education specialists.

It is important for the future teacher to understand that the effectiveness of musical training is largely determined by his personal example and culture. When organizing listening to music, learning a song, etc., he must not only ensure the artistic performance of the work (in a “live” performance or recording), vividly talk about its content and character, but also show personal interest, passion, and, to a certain extent, artistry , without which students will not be able to feel the appropriate mood and emotionally empathize with musical images. The teacher’s personal attitude to music, his taste, and performing abilities largely influence the level of musical development of his students. That is why the music director and teacher must constantly improve their musical culture. This is largely facilitated by the study of musical disciplines (elementary music theory and solfeggio, musical literature, choral singing, rhythm, playing musical instruments). But this is not enough. To maintain good professional shape, including musical shape, you need to take care of it systematically, actively engaging in your improvement. Only a teacher with a high level of general and musical culture can become a role model for his students. Only under this condition will children be able to acquire the spirituality that is so necessary for personal development.

Disclosure of the subject of this course requires consideration of the concepts of upbringing, education, training and development in the context of its specifics.

Musical education in kindergarten is an organized pedagogical process aimed at nurturing musical culture, developing children's musical abilities with the goal of developing the child's creative personality.

Under musical education in kindergarten they mean the “first steps” in this area, which reveal to children the content of basic information and knowledge about music, types, and methods of musical activity.

Education is considered as the main way and means of musical education of children, ensuring effectiveness in the development of their musicality, musical and aesthetic ideas, musical culture, artistic and creative abilities, with the aim of forming a full-fledged personality of the child.

Musical development is the process of formation and development of musical abilities based on natural inclinations, the formation of the foundations of musical culture, creative activity from the simplest forms to more complex ones.

All these concepts are closely interrelated. Their connection is also expressed in the fact that the effectiveness of the musical development of a preschool child depends on the organization of musical education, including training. Education should be developmental in nature based on an in-depth study of the child, his age and individual characteristics and knowledge of the patterns of musical and aesthetic development of children of early and preschool age.

The importance of music as an art form

How to explain enormous power the impact of music on spiritual world person?

First of all, its amazing ability to reflect people’s experiences at different moments in life. The people rejoice - this results in the solemn and joyful sounds of music; a soldier sings on a march - the song gives a special cheerful mood and organizes the step; a mother grieves for her dead son - sad sounds help express grief. Music accompanies a person throughout his life.

"Which interesting material! ...After all, this material could be used to write an excellent study about the aspirations and expectations of the people,” said V.I. Lenin about the collection of Russian peasant songs.

N.V. Gogol figuratively called folk music “sounding history”, “resonant living chronicles”.

Musical works reflect the pages of history. During the days of the Great Patriotic War, one of the best songs of that time was born - “The Holy War” by A. Alexandrov. It united the Soviet people in their stern, unyielding determination to fight until complete victory. In besieged Leningrad, D. Shostakovich creates the famous Seventh Symphony. It condemns the greatest evil that fascism brings. “I don’t like to say such words to myself, but this was my most inspired work,”2 recalled the composer. The following words belong to him: “In sorrow and in joy, in work and in rest - music is always with a person. It has entered into life so fully and organically that it is taken for granted, like the air one breathes without thinking or noticing... How much poorer the world would become if it were deprived of a beautiful, unique language that helps people understand each other better.”3

This is another feature of music - to unite people in a single experience, to become a means of communication between them. It is perceived as a miracle that a piece of music created

by one person evokes a certain response in the soul of another. The great Russian composer P. I. Tchaikovsky said: “I would like with all the strength of my soul for my music to spread, so that the number of people who love it, who find consolation and support in it, increases.”

Vivid works of art that express the world of great thoughts and deep feelings of a person, capable of evoking an emotional response, influencing the aesthetic side of the soul, become a source and means of education.

The third feature of music, in the words of D. Shostakovich, is “a beautiful, unique language.” Combining an expressive, bright melody, harmony, and a unique rhythm, the composer expresses his worldview, his attitude towards the environment. All those who perceive them are enriched by such works.

Is music capable of affecting all listeners equally? Of course no. And this is another feature of it. Each person in his own way shows interest and passion for music, gives preference to a particular musical genre, favorite composer, individual work, having a certain listening experience. Just as one learns to read, write, count, and draw, so one must learn to recognize, appreciate music, listen carefully, noting the dynamic development of images, the clash and struggle of contrasting themes and their completion. The listener's perception must follow the entire development of the music. We must learn to comprehend this “beautiful, unique language.” Musical taste gradually develops, the need for constant communication with music arises, artistic experiences become more subtle and varied.

Another feature of music that interests us is that it influences a person from the very first days of his life. Hearing the gentle melody of a lullaby, the child concentrates and becomes quiet. But then a vigorous march is heard, and the expression immediately changes baby face, movements are revived! An early emotional reaction makes it possible to introduce children to music from the first months of life, making it an active assistant in aesthetic education.

§ 2. Music and the comprehensive development of a child’s personality

A harmonious combination of mental and physical development, moral purity and aesthetic attitude to life and art - the necessary conditions formation of a holistic personality. The achievement of this lofty goal is greatly facilitated by the correct organization of musical education of children.

Music is a means of aesthetic education

Aesthetic education is aimed at developing the abilities of preschool children to perceive, feel and understand the beautiful, notice the good and the bad, act creatively independently, thereby becoming involved in various types of artistic activities.

One of the brightest means of aesthetic education is music. For her to do this important function, it is necessary to develop the child’s general musicality. What are the main signs of general musicality?

The first sign of musicality is the ability to feel the character, mood of a musical piece, empathize with what is heard, express emotional attitude, understand the musical image.

Music excites the little listener, evokes responses, introduces life phenomena, and gives rise to associations. The rhythmic sound of the march makes him happy and uplifted, while the play about a sick doll makes him sad. Hearing a sad song on the radio performed by an adult, the boy said: “My uncle is singing about his grief.” This means that the child felt the mood of the song, conveying the person’s state of mind.

The second sign of musicality is the ability to listen, compare, and evaluate the most striking and understandable musical phenomena. This requires elementary musical-auditory culture, voluntary auditory attention aimed at 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 lead and chorus, three parts in a play, etc.), note the expressiveness of contrasting artistic images (the affectionate, drawn-out nature of the chorus and the energetic, moving nature of the chorus). Gradually, a stock of favorite works accumulates, which the children listen to and perform with great desire, and the initial foundations of musical taste are laid.

The third sign of musicality is the manifestation of a creative attitude towards music. Listening to it, the child imagines the artistic image in his own way, conveying it in singing, playing, and dancing. For example, everyone is looking for expressive movements characteristic of cheerfully marching pioneers, heavily walking bears, moving bunnies, etc. Familiar dance movements are used in new combinations and variations.

With the development of general musicality, children develop an emotional attitude towards music, their hearing improves, and their creative imagination is born. Children's experiences acquire a unique aesthetic coloring.

Music is a means of shaping a child’s moral character

Music, directly influencing a child’s feelings, shapes his moral character. The influence of music is sometimes stronger in appearance than persuasion or instructions. By introducing children to works of various emotional and figurative content, we encourage them to empathize.

Round dances, songs, and dances of different peoples arouse interest in their customs and foster international feelings. The genre wealth of music helps to perceive heroic images and lyrical mood, funny humor and playful dance melodies. The variety of feelings that arise when perceiving music enriches children’s experiences and their spiritual world.

Solving educational problems is greatly facilitated by collective singing, dancing, and games, when children are overwhelmed by common experiences. Singing requires a united effort from the participants. Someone who sings inaccurately interferes with good sound and performance, and this is perceived by everyone as a failure. Common experiences create fertile ground for individual development. The example of comrades, general inspiration, and the joy of fulfillment activate the timid and indecisive. For someone spoiled by attention and overly self-confident, the successful performance of other children serves as a known inhibitor of negative manifestations. Such a child can be asked to help his comrades, thereby instilling modesty and at the same time developing his individual abilities.

Music lessons influence the general culture of behavior of a preschooler. The alternation of various tasks and activities (singing, listening to music, playing children's instruments, moving to music) requires children's attention, intelligence, speed of reaction, organization, and manifestation of volitional efforts: when performing a song, start and finish it on time; in dancing, games, be able to act, obeying the music, refraining from the impulsive desire to run faster, to overtake someone. All this improves inhibitory processes and develops will.

Thus, musical activity creates the necessary conditions for the formation of the moral qualities of a child’s personality and lays the initial foundations for the general culture of the future person.

Music is a means of activating mental abilities

The perception of music is closely related to mental processes, i.e. it requires attention, observation, and intelligence. Children listen to the sound, compare similar and different sounds, become familiar with their expressive meaning, note the characteristic semantic features of artistic images, and learn to understand the structure of the work. Answering the teacher’s questions, after the work has finished, the child makes the first generalizations and comparisons: he determines the general character of the play, and notices that the literary text of the song is clearly expressed through musical means. These first attempts at aesthetic appreciation require active mental activity and are guided by the teacher.

Like other forms of art, music has educational 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, uplift, and jubilation of the people glorifying our Soviet Motherland. When developing a child aesthetically and mentally, it is necessary in every possible way to support even minor creative manifestations that activate perception and presentation, awaken fantasy and imagination.

When an adult sets creative tasks for a child, a search activity arises that requires mental activity. For example, when singing, a child improvises, creates his own version of the melody, and tries to find a correspondence between the literary text and expressive intonations.

In musical-rhythmic activities, children with great pleasure invent and combine dance movements, singing and moving to the music. Dance, folk dance, pantomime and especially musical and playful dramatization encourage children to depict a picture of life, to characterize a character using expressive movements, facial expressions, and words. In this case, a certain sequence is observed: the guys listen to the music, discuss the topic, assign roles, and then act. At each stage, new tasks arise that force you to think, fantasize, and create.

Music is a means of physical development

Music perceived by the auditory receptor affects the general condition of everything human body, causes reactions associated with changes in blood circulation and breathing. V. M. Bekhterev, emphasizing this feature, proved that if you establish the mechanisms of the influence of music on the body, 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 the physiological characteristics of musical perception provide a materialistic justification for the role of music in raising a child.

Singing develops the vocal apparatus, strengthens vocal cords, improves speech (speech therapists use singing in the treatment of stuttering), promotes the development of vocal-auditory coordination. The correct posture of singers regulates and deepens breathing.

Rhythmic classes, based on the relationship between music and movement, improve the child’s posture, coordination, and develop clarity in walking and ease of running. The dynamics and tempo of a musical work require movements to change speed, degree of tension, amplitude, and direction accordingly.

Music lessons contribute to the overall development of a child’s personality. The relationship between all aspects of education develops in the process of various types and forms of musical activity. Emotional responsiveness and a developed ear for music will allow children to respond to good feelings and actions in accessible forms, help to activate mental activity and, constantly improving movements, will develop preschoolers physically.

§ 3. Age characteristics child's musical development

The child’s abilities develop in the process of active musical activity. Correctly organizing and directing it from early childhood, taking into account changes in age levels, is the task of the teacher. Otherwise, developmental delays are sometimes observed. For example, if you do not teach children to distinguish musical sounds by pitch, then by the age of 7 a child will not be able to cope with a task that a younger child can easily complete.

The most significant features of musical development are:

auditory sensation, musical ear;

quality and level of emotional responsiveness to music of various types;

simple skills, actions in singing and musical-rhythmic performance.

Note general trends age development.

First year of life. Psychologists note that children develop hearing sensitivity early. According to A. A. Lyublinskaya, on the 10-12th day of life, the baby begins to react to sounds. In the second month, the child stops moving and becomes quiet, listening to the voice, to the sound of the violin. At 4-5 months, there is a tendency to some differentiation of musical sounds: the child begins to react to the source from which the sounds are heard, to listen to the intonations of the singing voice. From the first months, a normally developing child responds to the nature of music with the so-called revival complex, rejoicing or calming down. By the end of the first year of life, the baby, listening to the singing of an adult, adapts to his intonation by humming and babbling.

Manifestations of emotional responsiveness to music and the development of auditory sensations make it possible to carry out musical education from a very early age.

Second year of life. When perceiving music, children show brightly contrasting emotions: cheerful animation or a calm mood. Auditory sensations are more differentiated: the child distinguishes between high and low sounds, loud and quiet sound and even timbre coloring (a metallophone or drum is playing). The first, consciously reproduced singing intonations are born; Singing along with the adult, the child repeats after him the endings of the musical phrases of the song. He masters the simplest movements: clapping, stamping, spinning to the sound of music.

Third and fourth years of life. Children have increased sensitivity and the ability to more accurately distinguish the properties of objects and phenomena, including musical ones. Individual differences in hearing sensitivity are also noted. For example, some kids can accurately reproduce a simple melody. This period of development is characterized by the desire for independence. There is a transition from situational speech to coherent speech, from visual-effective thinking to visual-figurative thinking, and the muscular-motor system is noticeably strengthened. The child develops a desire to play music and be active. By the age of 4, children can sing a little song on their own, with a little help from an adult. They master many movements that allow them to dance and play independently to a certain extent.

Fifth year of life. It is characterized by the active curiosity of children. This is a period of questions: “why?”, “why?”. The child begins to comprehend the connection between phenomena and events and can make simple generalizations. He is observant, able to determine: the music is cheerful, joyful, calm; sounds high, low, loud, quiet; in the piece there are parts (one fast and the other slow), on what 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 moving dance.

Mastering the basic types of movement - walking, running, jumping - enables children to use them more widely in games and dancing. Some strive, without imitating each other, to play a 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. Based on the acquired knowledge and impressions about music, children can not only answer the question, but also independently characterize a piece of music, understand its means of expression, and feel the various shades of mood conveyed by the music.

The child is capable of a holistic perception of a musical image, which is very important for developing an aesthetic attitude towards the environment. But does this mean that analytical activity can harm holistic perception? Research conducted in the field of sensory abilities and musical perception of children has shown an interesting pattern. The holistic perception of music is not reduced if the task is to listen attentively, highlight, and distinguish the most striking means of “musical language.” The child can identify these means and, taking them into account, act in accordance with a certain way when listening to music, performing songs and dance movements. This promotes musical and auditory development, mastering the necessary skills to prepare for singing from notes.

In children 6-7 years old, the vocal apparatus is further strengthened, the range expands and equalizes, and greater melodiousness and sonority appear. Songs, dances, and games are performed independently, expressively and to some extent creatively. Individual musical interests and abilities are revealed more clearly.

Understanding the age-related characteristics of musical development allows the teacher to clarify the sequence of tasks and content of musical education of children at each age stage.

Objectives of music education

The main task of communist education in kindergarten is the comprehensive and harmonious development of the child. Music also performs this task. N.K. Krupskaya characterizes the importance of art in the education of the individual: “We must help the child through art to become more deeply aware of his thoughts and feelings, to think more clearly and feel more deeply...”1. Pedagogy, based on these provisions, defines the concept of musical education and development.

Musical education and development

Musical education is the purposeful formation of a child’s personality through the influence of musical art - the formation of interests, needs, abilities, and an aesthetic attitude towards music.

In this case, the child successfully masters various types of musical activities, if his individual characteristics and age capabilities are taken into account.

INthe flow of music on a child in the womb.

According to a number of studies, even before birth, the child hears sounds and feels vibrations from the outside world. When parents sing and talk to their unborn child, it is believed that the child is also communicating with them and with the outside world. Children may respond to sounds, most often in the form of kicks. Some studies have found that children, even while in the womb, have their own preferences in music. If you listen to the lyric classical music Most likely, the child will calm down and stop kicking. And rock or metal music can provoke real dancing in the mother’s stomach.

Scientists studying scientific research about the influence of music on the physical development of children, they believe that listening to Mozart contributes to the development of children’s mental activity. Scientists call this phenomenon the “Mozart effect.” To experience the beneficial effects of music on a child, doctors often advise mothers to listen to lyrical music (especially classical) more often. Music is seen as a part of human nature, which slowly but effectively restores harmony in life and contributes to the further physical development of the child.

The influence of music on newborns.

Due to the calming effects of music, many scientists believe that it speeds up the development of premature babies. Music has a positive effect on normalizing breathing and heart rate, reducing pain and accelerating the growth of newborns. Israeli scientists claim that the “Mozart effect” normalizes the metabolism of premature babies, which helps them quickly reach the required weight.

The influence of music on older children.

It has long been observed that children fall asleep well listening to lullabies or reading a book. Sounds, especially those that are melodic, calm and put children to sleep. Music also helps rapid development speech in preschool children. And helps school-age children learn faster foreign languages. After all, it is known that even small children easily remember songs in another language, even without knowing the meaning of the words. But this is their first step towards learning this language. Children remember and reproduce songs much more easily, rather than individual words and lyrics. Since singing is easier for children than talking, music is considered an effective treatment for stuttering in children. Music helps improve speech, and what children cannot say can be easily sung.

Music therapy.

According to US researchers, healing power Music is needed to normalize blood pressure, helps activate brain activity and strengthens the immune system. Rhythmic and energetic march-style music tones many muscles, which is extremely beneficial for the physical development of children. That's why many people do exercises accompanied by bravura music. For some children, music is a means of focusing. It makes children focused, helps them focus their thinking on a specific topic, and at the same time relieves stress and fatigue. If your baby 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. Humming the simplest tune is enough to make you feel better. Therefore, singing or music lessons are very useful for the physical development of children. She teaches love for life. Therefore, children who are passionate about music become more educated, attentive, honest in their relationships with other people, radiate calm 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. The music is encoded in the sounds of nature - the sound of waves and the rustling of leaves in the wind, the singing of birds and crickets, the rustle of rain, and so on. Therefore, spend more time outside the city, in nature. Find the music that your child likes best and try to listen to it as often as possible.

municipal budgetary preschool educational institution

Kindergarten No. 152

Consultation for educators

Music supervisor:

L.A. Belova

Ulyanovsk, 2014.

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 At his university in Croton, Pythagoras began and ended the day with singing: in the morning - to clear the mind of sleep and stimulate activity, in the evening - to calm down and tune in to rest.

In ancient times, music and medical centers treated people from melancholy, nervous disorders, and 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 increased the performance 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 a person’s emotional well-being. 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 conducted with adults. The first in our country to study the influence of music on the condition of children was the outstanding psychoneurologist V. M. Bekhterev at the beginning of the 20th century. Even then it was clear: it is useful for children to listen to classics and lullabies, that music not only develops children, but also makes them healthier. Twelve to fifteen years ago, scientists from the Institute of Pediatrics of the Russian Academy of Medical Sciences decided to find a scientific basis for the method of music therapy. And the very first patients who received music treatment were newborns in the premature wards.

What research has shown. In children who suffer from 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 infants were exposed to classical music, their cell enzyme activity increased. This was shown by cytochemical analysis. The infants also had their blood pressure, pulse, and breathing rhythm measured. And everywhere we saw the classic reaction of adaptation: the body adapted to 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 a metronome for the infants, which played a slow rhythm to the tempo of calm music. Outwardly, the newborns behaved well: they calmed down and fell asleep. But cytochemical analysis dispassionately noted: against the background of a working metronome, enzymes are inhibited 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 that their parents continue music therapy sessions at home, along with massage, special gymnastics and exercises in water. Parents had different attitudes to this advice; some then let their child listen to music, others did not...

But when a year later all these children were examined at the Institute of Pediatrics, interesting things became clear. 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 appeared.

What kind of music should babies listen to?

Melodies are useful for excitable and restless children. at a slow pace- "adagio", "andante". The second movements of classical sonatas are usually like this, instrumental concerts. Since at the beginning of their research our doctors relied on the experience of the Germans in this area - Germany had the most literature on this issue, German and Viennese classics: Mozart, Schubert, Haydn... Then Vivaldi, Tchaikovsky were added... This could be, for example: the 2nd part of Mozart's "Little Night Serenade", "Winter" from Vivaldi's "The Four Seasons", the duet of Lisa and Polina from operas by Tchaikovsky Queen of Spades", lullabies.

Listening to the 2nd part of “A Little Night Serenade” by W. Mozart.

Moreover, a melody with words affects children more strongly than a melody without words. And live singing is stronger than instrumental performance recorded on a disc or tape. And no matter what language they sing in, newborns listen well to, for example, a Brahms lullaby or Christmas carols in German.

And for babies with depression syndrome, who suck poorly and 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 Troika” from his own “The Four Seasons”, “Spring” from Vivaldi’s “The Four Seasons”, as well as marching melodies.

Listening to “The Great Waltz” by P.I. Tchaikovsky from the ballet “Swan Lake”.

Music therapy sessions also have a good effect on healthy, normally developing children. After all, sometimes they need to be calmed down or, conversely, cheered up. So you can do this with the help of relaxing or energizing music. Under no circumstances should young children be allowed to listen to music through headphones. Our ears are naturally designed for diffuse sound. Directed sound can cause acoustic trauma to an immature brain.

Rest at the cellular level.

Now with parents big choice- they can buy audio cassettes and CDs with traditional classical music. Or cassettes with classics arranged especially for children. There, bells were introduced into the ensemble of instruments. They also sell recordings of classical music against the background of the sounds of nature - the sound of a stream, the surf, the sounds of the forest... The 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 simply need good vacation, at the cellular level.

Any art develops and educates a child’s personality, allows him to understand life, find and know himself, and 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 constructors of 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 during the twenty-eighth to thirty-sixth weeks of pregnancy begin to respond to sounds and recognize melodies faster than others. They have better developed memory.

The influence of music on fetal development also lies in the fact that children who listened to music in the womb begin to sit, walk and talk faster.

Experiments have shown 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 L. V. Beethoven's 5th symphony.

The baby reacts differently to melodic, smooth music - the heart beats at a slower rhythm. Consequently, sounds contribute to the development of fetal motor activity. In addition, the music coming from the outside world - for now 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 for mothers to sing to their children, especially melodious 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 their unborn child, it is believed that the child is also communicating with them and with the outside world. Children may respond to sounds, most often in the form of kicks. Some studies have found that children, even while in the womb, have their own preferences in music. If you listen to lyrical classical music, your child will likely calm down and stop kicking. And rock or metal music can provoke real dancing in the mother’s stomach.

Scientists involved in scientific research on the influence of music on the physical development of children believe that listening to Mozart contributes to the development of children's mental activity. Scientists call this phenomenon the “Mozart effect.” To experience the beneficial effects of music on a child, doctors often advise mothers to listen to lyrical music (especially classical) more often. Music is seen as a part of human nature, which slowly but effectively restores harmony in life and contributes to the further physical development of the child.

It has long been observed that children fall asleep well listening to lullabies or reading a book. Sounds, especially those that are melodic, calm and put children to sleep. Music also promotes rapid speech development in preschool children. And it helps school-age children learn foreign languages ​​faster. After all, it is known that even small children easily remember songs in another language, even without knowing the meaning of the words. But this is their first step towards learning this language. Children remember and reproduce songs much more easily, rather than individual words and lyrics. Since singing is easier for children than talking, 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, the healing power of music is needed to normalize blood pressure, help activate brain activity and strengthen the immune system. Rhythmic and energetic march-style music tones many muscles, which is extremely beneficial for the physical development of children. That's why many people do exercises accompanied by bravura music. For some children, music is a means of focusing. It makes children focused, helps them focus their thinking on a specific topic, and at the same time relieves stress and fatigue. If your baby falls asleep and wakes up with music, he will be much happier and healthier.

However, instead of listening to music, it is much more beneficial to sing yourself. Australian doctors even practice singing sessions for medicinal purposes. Humming the simplest tune is enough to make you feel better. Therefore, singing or music lessons are very useful for the physical development of children. She teaches love for life. Therefore, children who are passionate about music become more educated, attentive, honest in their relationships with other people, and radiate calmness and a positive mood. “Musical” children develop intellectual development faster than their peers. Music develops children's creative abilities, aesthetics, culture of behavior, helps to build trusting relationships and make new friends.

Music can be expressed not only through musical instruments and sound-reproducing devices. The music is encoded in the sounds of nature - the sound of waves and the rustling of leaves in the wind, the singing of birds and crickets, the rustle of rain, and so on. Therefore, spend more time in nature. Find the music that your child likes best 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.) provide access to the innate mechanisms responsible for the perception and understanding of music and expands the use of these mechanisms for the formation of other higher functions of the brain.

The recently coined term “music therapy” can act as an additional stimulus for children’s development. It is based on several fundamental definitions: listening to music develops visual-figurative thinking- the ability to analyze an image and then synthesize it. This kind of thinking underlies mathematics, engineering and other disciplines;

• the sooner a child gets acquainted with music, the more chances he has to love and truly master it;
• 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 increasingly learns to control his body.
• Musical games help a child use many skills at the same time, which develops multilateral nerve connections.

A child who listens to “live” music from an early age and plays with musical instruments are more likely to realize their innate musical potential as they get older;

• when a child listens to classical music, the brain connections 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;
• The rhythmic songs you sing to your baby help develop their brain.

Therefore, music, by virtue of its internal nature, must be integral part any upbringing.

In “Methods of Musical Education” N. Vetlugina writes that singing develops the vocal apparatus, speech, strengthens the vocal cords, and regulates breathing. Rhythmic classes contribute to the physical development of children, coordination of movements improves, posture improves, vitality increases, which creates a cheerful, joyful mood in the child and has a beneficial effect on the condition of the body as a whole. Thus, music is one of the means of children’s physical development.

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