"The role of the teacher in the process of musical education of preschool children." “The role of the teacher in the development of independent musical activity of children. Musical-rhythmic movements and games

In organizing the process of musical education, the main role is traditionally assigned to the music director - a teacher with special musical training. The music director is responsible for the proper organization of children's musical education. He is engaged in musical and pedagogical education of his colleagues, contributes to the organization of the musical and artistic environment in which the teaching staff works, and carries out work to ensure that music is constantly present in the daily life of the kindergarten. The musician-teacher interacts with parents:

■ provides assistance in organizing a home music library;

At the same time, organizing the process of musical education of preschoolers is impossible without active participation in this, a teacher who knows his students well, the characteristics of their family upbringing, can give a psychological and pedagogical characteristics to each child and the group as a whole, which allows him to put forward general developmental goals and objectives. Therefore, the music director must focus on teachers in matters of education and development of children, listen to their assessment of the child’s abilities, and the description of individual children’s musical manifestations.

In connection with what has been said, what is currently being said (T. Toryanik and others) is not about the subordinate position of the teacher in matters of the child’s musical development, but about a personally equal position, which puts forward a number of requirements for him.

First of all, the teacher must be prepared for the musical development of preschool children, which presupposes possession of solid skills in elementary musical performance (singing children's songs, musical rhythmic movements, playing children's musical instruments) and the ability to organize musical and didactic games.

In this situation, the music director does not need to teach the teacher (which, however, is impossible to do in the short time allotted for consultation), but only needs to update his musical experience (otherwise it is easier for the musician-teacher to do everything himself and involve the teacher only to support

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disciplines). Only in this case will the music director and teacher complement each other’s efforts, and their functions and areas of activity will be distributed.

The role of the teacher in the process of music education varies depending on the age of the children, the type of musical activity and the form of its organization.

The teacher is an active assistant to the music director in organizing holidays, conducting games and entertainment. But first of all he is responsible for the production musical education in your group. It largely depends on him that music enters the lives of children and becomes their need.

The teacher plays a particularly important role in guiding independent children's musical activities in their daily life.

He creates conditions conducive to the emergence of musical activity of children on their own initiative - a musical zone in the group, attributes, benefits, etc., organizes and supports songs and games that arise on the initiative of children, introduces music in morning exercises and other classes. This also allows consolidate skills and abilities, received by children in classes and implement continuity between musical classes and other parts of the complex process of musical education and development of children.

The teacher helps the music director in conducting classes. Moreover, its functions in each age group are different, and the degree of its activity in the lesson is determined by the age of the children and the specific tasks that are faced in this lesson (E.A. Dubrovskaya and others).

The teacher plays the largest role in those sections of the lesson that are associated with musical and rhythmic activities (exercises, dancing, games), and a smaller role in the “Listening to Music” section.

Junior The teacher is an active participant
group of pedagogical process in a music lesson: he

sings with the children, monitors the children’s correct posture, and helps them perform various actions. The younger the children, the more active the teacher has to be - to provide assistance to each child, to observe who and how they express themselves in class.

Average Children's independence and functions increase
the teacher's group becomes different. It only acts

if necessary, often in an indirect form, reminds, shows individual fragments of songs, dances, evaluates the children’s activities

Elder Children are given more independence,

and prepared, but still the help of the teacher is necessary. He

The accusative exercises mainly control over the behavior of children

groups and quality of performance

Thus, only close pedagogical contact between the music director and the teacher can give a positive result in organizing the musical education of preschool children.

For the successful implementation of the tasks of musical education of children and the qualified organization of musical activities in a group the teacher must(E.A. Dubrovskaya, G.A. Praslova, etc.):

■ know the theory and methodology of musical education of children;

■ know the program requirements in the field of musical education of children;

■ know the musical repertoire of your group;

■ know methods for diagnosing the musical development of children and be able to assist the music director in its implementation;

■ have a developed musical culture, have general knowledge of musical literacy and musical literature;

■ possess musical and performing skills (in the field
rhythms, singing, playing children's musical instruments) and
methodology for conducting games.

Organizing work on music education on these grounds will ensure the competence of pedagogical influence on children (Diagram 33).

WORK PLANNING

The influence of music in the development of children's creative activity is very great. Success in children's musical development is closely related to the work of the teacher. It is the teacher who introduces music into the daily life of the kindergarten.

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The role of the teacher in the musical development of preschool children.

The influence of music in the development of children's creative activity is very great. Music evokes an emotional response in children before other forms of art. Musical education promotes the development of speech, emotions, movements, gives children joy, encourages activity, and enriches them with vivid artistic impressions.
Preschool childhood is the most optimal time for introducing a child to the world of beauty. In this regard, the personality of the teacher becomes of great importance. The final result of raising a preschooler depends on his moral character, level of knowledge, professional skills and experience.
It is important for a teacher not only to understand and love music, to be able to sing expressively, move rhythmically, play musical instruments, but most importantly, to be able to apply their musical experience in raising children.
Success in children's musical development and their emotional perception of music are closely related to the work of the teacher. It is the teacher, who has a broad outlook, a certain musical culture, and understands the tasks of musical education of children, who is the conductor of music in the everyday life of the kindergarten. Good business relationships between the music director and the teacher have a beneficial effect on children and create a healthy, friendly atmosphere, which is so necessary for both adults and children.
The main form of teaching and raising children is music classes. In the process of classes, children acquire knowledge, skills, and abilities in listening to music, singing, musical-rhythmic movements, and playing children's musical instruments.
The teacher’s participation in a music lesson depends on the age group, the musical preparedness of the children and the specific objectives of the lesson. It is especially important for the teacher to participate in working with younger groups, where he plays the main role in games, dances, and songs. The younger the children, the more active the teacher has to be - to provide assistance to each child, to ensure that the children are not distracted and are attentive. In the senior and preparatory groups, children are given more independence, but the help of a teacher is still necessary. He shows the movements of the exercises together with the music director, performs the dance with a child who does not have a partner, monitors the children’s behavior and the quality of execution of all program material. The teacher must be able to sing songs, demonstrate any exercise, game or dance, and know music to listen to from the children's repertoire. The role of the teacher changes depending on the content of the music lesson. When introducing a new song in class, the teacher can sing it (having previously learned it with the music director). There may be another option: the music director sings it the first time, and the teacher sings it again. The teacher monitors whether all the children are actively singing, pronouncing the words correctly, conveying the melody... if the lesson is devoted to listening to music, the teacher can talk about the content of the musical piece that the music director will perform. In older groups, he monitors whether the children perform the movements correctly and which of them needs help.
The skills acquired in classes must be consolidated and developed outside of them. In a variety of games, on walks, and during the hours allotted for independent activity, children, on their own initiative, can sing songs, dance in circles, listen to music, and select a melody on a metallophone. Thus, music enters into the child’s everyday life, musical activity becomes a favorite pastime.
Music can be used in children's role-playing creative games, morning exercises, during walks, evening entertainment, and before bed. It is allowed to include music for different types of activities: visual arts, physical education, familiarization with nature and speech development.

Consultation for educators

“ROLE OF THE TEACHER

IN THE PROCESS OF MUSICAL EDUCATION

PRESCHOOL CHILDREN"

How actively do kindergarten teachers participate in the musical education of children? Do they all understand the importance of such participation?

Often, a teacher considers it his duty only to be present at a music lesson - in order to maintain discipline. Meanwhile, without the active help of a teacher, the productivity of music lessons turns out to be much lower than possible. Carrying out the process of musical education requires great activity from the teacher. When raising a child through the means of music, preschool teachers must clearly understand its importance in the harmonious development of the individual. To do this, you need to clearly and distinctly understand by what means and methodological techniques you can establish the correct perception of music.

The teacher-educator needs:

Know all program requirements for music education.

Know the musical material of your group, be an active assistant to the music director in music classes.

Provide assistance to the music director in children’s mastery of the program musical repertoire, and show examples of precise execution of movements.

Conduct regular music lessons with children in the group in the absence of a music director.

Learn movements with lagging children.

Deepen children's musical impressions by listening to musical works in a group using technical means.

Develop children's musical skills (ear for melody, sense of rhythm) in the process of conducting didactic games.

Possess basic skills in playing children's musical instruments (metallophone, bells, tambourine, spoons, etc.).

Carry out the musical development of children using all sections of work: singing, listening to music, musical-rhythmic movements, playing children's musical instruments, musical and didactic games.

Take into account the individual capabilities and abilities of each child.

To develop children's independence and initiative in using familiar songs, round dances, musical games in classes, walks, morning exercises, and in independent artistic activities.

Create problematic situations that activate children for independent creative expression.

Involve children in creative games, including familiar songs, movements, and dances.

Use children’s musical skills and abilities in classes for other activities.

Include musical accompaniment in the organization of classes and routine moments.

Take direct part in the diagnostic examination of your students to identify musical abilities and skills, the individual capabilities of each child.

Take an active part in celebrations, entertainment, musical leisure, and puppet shows.

Prepare poetic selections of poetic material for entertainment and musical festivals.

Provide assistance in the manufacture of attributes and decoration of the music hall for celebrations and entertainment.

The role of the teacher in a music lesson

The role of the teacher, the alternation of his passive and active participation, is different, depending on the parts of the lesson and tasks.

Listening to music:

By personal example, he develops in children the ability to listen carefully to a piece of music and expresses interest;

Maintains discipline;

Assists the music director in the use of visual aids and other teaching materials.

Chanting, singing:

Does not participate in chanting

Sings with children while learning a new song, showing correct articulation

Supports singing when performing familiar songs, using means of facial and pantomimic expressiveness.

When improving the song he is learning, he sings along in “difficult places.”

Does not sing with children when singing independently, emotionally and expressively (with the exception of singing with infants and toddlers)

Musical and rhythmic movements and games:

Participates in the showall types of movements , giving appropriate recommendations to children.

Provides clear, precise, aesthetic standards of movements (with the exception of exercises to develop children’s creative activity).

Takes direct part in the performance of dances, dances, and round dances. At older preschool age, children perform familiar dances independently.

Corrects the execution of movements by individual children during dance, exercise, and games.

Explains and monitors compliance with the terms of the game, promoting the formation of behavioral skills during its implementation.

Takes one of the roles in the story game.

Observes discipline throughout the entire music lesson.

THE ROLE OF THE TEACHER IN THE PROCESS OF MUSICAL EDUCATION OF PRESCHOOL CHILDREN

How actively do kindergarten teachers participate in the musical education of children? And do they all understand the importance of such participation? Alas, often the teacher considers it his duty to simply be present at the music lesson - in order to maintain discipline. And some don’t even consider it necessary to be present - they say, during this time they will be able to do some things in the group... Meanwhile, without the active help of a teacher, the productivity of musical classes turns out to be much lower than possible. Carrying out the process of musical education requires great activity from the teacher. When raising a child through the means of music, teachers - “preschoolers” must well understand its importance in the harmonious development of the individual. To do this, you need to clearly and distinctly understand by what means and methodological techniques you can lay the foundations for the correct perception of music.

The teacher-educator needs:
1 Know all program requirements for music education.
2 Know the musical repertoire of your group, be an active assistant to the music director in music classes.
3 Assist the music director in children’s mastery of the program musical repertoire, show examples of precise execution of movements.
4 Conduct regular music lessons with children in the group in the absence of a music director.
5 Learn movements with lagging children.
6 Deepen children’s musical impressions by listening to musical works in a group using technical means.
7 Develop children’s musical skills (ear for melody, sense of rhythm) in the process of conducting didactic games.
8 Have basic skills in playing children's musical instruments (metallophone, timbre bells, wooden spoons, etc.).
9 To carry out the musical development of children, using all sections of work: singing, listening to music, musical and rhythmic movements, playing children's musical instruments, musical and didactic games.
10 Take into account the individual capabilities and abilities of each child.
11 Develop children’s independence and initiative in using familiar songs, round dances, musical games in classes, walks, morning exercises, and in independent artistic activities.
12 Create problem situations that activate children for independent creative expression.
13 Involve children in creative games, including familiar songs, movements, and dances.
14 Use children’s musical skills and abilities in classes for other types of activities.
15 Include musical accompaniment in the organization of classes and routine moments.
16 Take direct part in the diagnostic examination of your students to identify musical abilities and skills, the individual capabilities of each child.
17 Take an active part in the preparation and holding of holidays, entertainment, musical leisure, puppet shows.
18 Prepare thematic selections of poetic material for entertainment and musical matinees.
19 Provide assistance in the manufacture of attributes, design of musical
hall for celebrations and entertainment.
20 Be artistic, inventive, emotionally mobile.

In a music lesson, the role of the teacher, alternating his active and passive participation, varies depending on the parts of the lesson and their tasks.
Listening to music:
1 By personal example, he develops in children the ability to listen carefully to a piece of music and expresses interest;
2 Maintains discipline;
3 Assists the music director in the use of visual aids and other teaching materials.
Chanting, singing:
1 Does not participate during quick survey exercises;
2 Does not participate in chanting, so as not to confuse the children;
3 Sings with children, learning a new song, showing correct articulation;
4 Supports singing when performing familiar songs, using means of facial and pantomimic expressiveness;
5 When improving song learning, he sings along in difficult places;
6 Does not sing with children when expressing emotions independently
singing (with the exception of singing with young and young children);
Musical-rhythmic movements and games:
1 Participates in demonstrating all types of movements, giving appropriate recommendations to children;
2 Gives accurate, clear, aesthetic standards of movements (exception -
exercises to develop children's creative activity);
3 Takes direct part in the performance of dances, dances, and round dances. In older preschool age, children perform familiar dances and dances independently;
4 Corrects the execution of movements by individual children during dance
or dancing;
5 Explains and monitors compliance with the conditions of the game, promoting the formation of behavioral skills during its implementation;
6 Takes one of the roles in the story game;
7 Observes discipline throughout the entire music lesson

The teacher carries out basically all the pedagogical work in kindergarten - therefore, he cannot remain aloof from the music-pedagogical process.

The presence in kindergarten of two teachers - music. leader and educator, does not always lead to the desired results. If all musical education comes down only to conducting musical classes, and the teacher considers himself free from the musical development of children, then in this case, musical education is not an organic part of the entire life of children: dancing and musical playing are not included in the child’s life. The teacher, underestimating the importance of musical education in pedagogical work, does not show interest in it and does not know how to arouse interest in children.

The leading role in music classes belongs to the muses. to the manager, because he can convey to children the features of musical works.

Failure to understand the educational tasks of music by a teacher can nullify all the efforts of the music director. Where the teacher loves music, loves to sing, and the children take great interest in music lessons. In addition, in the “Movement” section, music. the leader is constrained by the instrument and the teacher must demonstrate the movements.

The leading role of the music director in no way reduces the activity of the teacher.

Teachers often make the following mistakes in the classroom:

1. The teacher sits with an indifferent look

2. The teacher interrupts the performance

3. Give verbal instructions along with musical instructions. leader (although there cannot be two centers of attention)

4. Disturbs the course of the lesson (enters and leaves the hall)

Teacher and music director: issues of cooperation and co-creation

The commonality of professional and pedagogical tasks as the basis for cooperation and co-creation of the music director and preschool teacher.

The role of the teacher in the musical education of children.

Success in children's musical development and their emotional perception of music are closely related to the work of the teacher. It is the teacher, who has a broad outlook, a certain musical culture, and understands the tasks of musical education of children, who is the conductor of music in the everyday life of the kindergarten. Good business relationships between the music director and the teacher have a beneficial effect on children and create a healthy, friendly atmosphere, equally necessary for both adults and children.

The main form of musical education and training of a child in a preschool institution is music classes. In the process of classes, children acquire knowledge, skills, and abilities in listening to music, singing, musical-rhythmic movements, and playing the musical instrument. Music classes - This is an artistic and pedagogical process that contributes to the development of a child’s musicality, the formation of his personality and the mastery of reality through musical images. Musical classes play an important role in the development of endurance, will, attention, memory, and in nurturing collectivism, which contributes to preparation for school. They carry out the systematic education of each child, taking into account his individual characteristics.

Conducting music classes is not a monopoly of the music director, but forms part of the pedagogical work conducted by the teacher.

The teacher’s participation in a music lesson depends on the age group, the musical preparedness of the children and the specific objectives of the lesson. It is especially important for the teacher to participate in working with younger groups, where he plays the main role in games, dances, and songs. The younger the children, the more active the teacher has to be - to provide assistance to each child, to make sure that the children are not distracted, to be attentive, to observe who and how they show themselves in class. In the senior and preparatory groups, children are given more independence, but the help of a teacher is still necessary. He shows the movements of the exercises together with the music director, performs the dance with a child who does not have a partner, monitors the children’s behavior and the quality of execution of all program material. The teacher must be able to sing songs, demonstrate any exercise, game or dance, and know music to listen to from the children's repertoire. During music lessons, the teacher monitors the children’s posture, pronunciation of words in the song, and the quality of learning the material. The role of the teacher changes depending on the content of the music lesson. If the lesson plan involves introducing a new song, the teacher can sing it if he first learns it with the music director. The following option is also allowed: the music director performs the song for the first time, and the teacher performs it again. The teacher monitors whether all the children are actively singing, whether they convey the melody of the song correctly, and pronounce the words. Since the music director is near the instrument, he is not always able to notice which of the children sang this or that word incorrectly. If the lesson is devoted to listening to music, the teacher can talk about the content of the musical piece that the music director will perform, and during the performance, monitor how the children perceive the music. When children do not speak out much about what they hear, the teacher helps them with leading questions. When conducting musical-rhythmic movements with children of younger groups, the teacher plays with them, shows dance and imitation figures. In older groups, he carefully monitors whether the children perform the movements correctly and which of them needs help. By being present at classes and actively participating in them, the teacher not only helps the children, but also learns the material himself. It is necessary that both educators alternately attend classes. Knowing the repertoire, they can include certain songs and games in children’s daily lives.

A child’s life becomes more colorful, fuller, and more joyful if conditions are created not only in music classes, but also in the rest of the time in kindergarten for the manifestation of his musical inclinations, interests, and abilities. The skills acquired in classes must be consolidated and developed outside of them. In a variety of games, on walks, and during the hours allotted for independent activity, children, on their own initiative, can sing songs, dance in circles, listen to music, and select simple melodies on a metallophone. Thus, music enters into the child’s everyday life, musical activity becomes a favorite pastime.

In music classes, new information about musical works is provided, singing and musical-rhythmic skills are formed, and the consistent musical development of all children according to a certain system is ensured. In the daily life of the kindergarten, the emphasis is on individual work with children - developing their musical abilities, forming pure intonation, teaching children to play the musical instrument. The leading role here is given to the teacher. Taking into account the age of the children, he determines the forms of including music in the daily routine. Many aspects of kindergarten life allow a connection with music and gain greater emotional fulfillment from this.

Music can be used in children's role-playing creative games, morning exercises, during some water procedures, while walking (in the summer), evening entertainment, and before bed. It is allowed to include music in classes for various types of activities: fine arts, physical education, familiarization with nature and speech development.

Play is, of course, a child’s main activity outside of class. Including music in a game makes it more emotional, interesting, and attractive. There are various options for using music in games. In some cases, it is like an illustration of the actions of the game. For example, while playing, children sing a lullaby, celebrate housewarming, and dance. In other cases, children reflect in games the impressions gained during music classes and holidays. Conducting role-playing games with music requires very careful and flexible guidance from the teacher. He, watching the progress of the game, encourages children to sing, dance, and play the DMI. Many role-playing games arise only when children are given a toy TV, a piano, or a theater screen. Children begin to play “music classes”, “theater”, and perform concerts on “television”.

Music can be included as a component in different activities. The aesthetic perception of nature generates love for the Motherland in children. Music helps them to more deeply emotionally perceive images of nature and its individual phenomena. At the same time, observing nature deepens the perception of music. It becomes more understandable and accessible. For example, if, while going for a walk in a park or forest, children pay attention to a beautiful slender birch tree, then the teacher should invite the children to look at it carefully, remember a poem about it, or even better, sing a song or dance in a circle. Thus, the teacher consolidates children's impressions received from direct observation of nature with the help of a piece of music. In addition, the teacher can play singing games during walks during the summer. This gives the walks substance. Musical material related to the theme of nature, learned in advance in music classes, allows children to be more attentive when making observations. Children begin to understand that every natural phenomenon, every season is beautiful in its own way. Music, depending on the tasks set by the teacher, either precedes observation or reinforces children's impressions.

The more actively the teacher does this work, the more new things children can learn in music classes, otherwise music classes turn into an endless repetition of the same thing, i.e. "treading water"

The success of the teacher largely depends on the intensity of the music director’s work with him. The less prepared the teacher, the more the music director has to work directly with the children.

There are 2 forms of work between a music director and a teacher

1. Individual consultations: conducted once every 2 weeks

è Introduction to the tasks of the upcoming classes

è Mastering the repertoire (checked how the teacher performs children's songs and dances)

è Thinking through forms of individual work with children

è Thinking through the introduction of music into everyday life

è Conversations about the activity of the teacher in music. classes

2. Group consultations:

è Acquaintance with new methodological issues (song creativity, motor creativity, learning to play instruments)

è Composing holiday scenes

è Thinking about surprises

è Discussion of various issues

è Open music classes (for young teachers)

è Learning songs for listening or for performing them at holidays (paying attention to the purity of intonation and diction)

è Increasing the culture of movement (in addition to children's games, dances, exercises, teachers make more complex movements that contribute to the development of coordination of their movements and general musical development)

è Performing independent tasks (composing a dance or exercise to certain music)

è Training teachers to use a record player, tape recorder, improve knowledge in the field of musical literacy, so that he can perform a children's song on musical instruments from the notes, and sing it

Perception of music is the leading type of musical activity.

Perception of music (listening) is the leading type of musical activity in children. Musical perception is a perception aimed at comprehending and understanding the meanings that music has as an art, as a special form of reflection of reality. Perception occurs in the process of all types of musical activity. At the same time, perception is also an independent activity in the classroom. The musical repertoire used for listening must simultaneously satisfy two requirements - artistry and accessibility. Artistry – highly artistic examples of musical art: classical music of different times and styles, folk music, modern. The formation of intonational musical experience occurs through the accumulation of various musical impressions. Accessibility is manifested in two aspects: 1) accessibility of the artistic and figurative content of music (perception of programmatic and visual images that are close to children - nature, play, images of animals; the ability to perceive emotional content, correspondence with the feelings that children are able to experience at the moment - sadness, tenderness , joy); 2) accessibility related to the child’s volume of perception (it is advisable to select small works or bright fragments lasting 1-2 minutes).

Age-related characteristics of musical perception of preschool children (analysis of preschool education programs).

Stages of development of musical perception in preschool age: 1) introductory speech by the teacher; 2) full display of the work; 3) analysis of a musical work; 4) repeat full show. The purpose of the first stage: to arouse interest in music through a figurative story about the composer, the genre (type) of a musical work, and its content. Full display of the work - the performance of the music, the quality of its sound.

It is proposed to analyze a piece of music based on the following sequence of questions: “What feelings does the music convey?” (characteristic of the emotional and figurative content of music), “What does the music tell about?” (highlighting programmatic and visual features if present), “How does music tell the story?” (characteristics of means of musical expression). Determining the emotional and figurative content of a work (mood, character) is the most important part of the analysis. Methods and techniques for activating musical perception, used during repeated listening: orchestration of musical works; conveying the character of music in motion; comparison of works of the same genre, plays that have the same names or similar themes, different versions of performances of the same work, comparison with works of various types of art (paintings, reproductions, poems); reflection of the nature of music in the drawing, in the color scheme, musical and didactic games.

Musical perception is developed not only in music classes. It is important to use various forms of organizing children’s musical activities - holding themed concerts, including listening to music in the script of holiday matinees, listening to musical works in a group in the afternoon. You can also use music during quiet games, free drawing, while walking, and include it in other (non-musical) activities. In this case, there is no conversation about music.

When choosing musical works, the teacher listens to a lot of music, thereby expanding his own horizons.

The role of the teacher in the musical education of children.

The goal of musical education in a preschool educational institution is to form the foundations of a child’s musical culture as part of the general spiritual culture. The main work in this direction is carried out by the music director. The teacher acts as an active assistant, having great opportunities to introduce children to music.

1. The teacher actively participates in the process of teaching children in music classes. In younger groups, the teacher sings along with the children. Helps in learning songs in middle and high school groups. When teaching children musical and rhythmic movements in younger groups, she participates in all types of movements, thereby activating the kids. In the middle, senior and preparatory groups, the role of the teacher is different: he acts as needed, showing any movement, giving children individual instructions in dancing, playing, etc. The teacher helps the music director prepare and conduct various types of classes. Its role is especially important in complex classes (including various types of artistic activities).

2. The most important task of a teacher in the musical education of preschoolers is to include music in the daily lives of children, so that their stay in the group is brighter and more varied. To this end, the teacher thinks in advance about possible options for using music in children’s everyday lives, achieving its easy inclusion in children’s activities. Possibility of using music: during leisure hours, in role-playing games, in various classes, while walking, in other routine moments (before bed, while receiving children, etc. .). In free time The teacher, maintaining interest in music, consolidating the knowledge acquired in music classes, listens to musical works with the children, sings familiar and new songs, helps children master playing the musical instrument and dance elements. It is useful to organize viewings of musical films, cartoons, and celebrating children's birthdays (with music included).

Including music in the game makes her more emotional, interesting, attractive. In games such as “concert” and “musical activity”, music is the main content. In other cases, an illustration of the actions of the game (in the game “mother and children”, the participants sing a lullaby, celebrating a housewarming, sing and dance; boys, playing soldiers, march to the sound of a drum; a theater in which puppet characters sing songs).

On a walk turning on music is most appropriate in the summer. It is possible to sing and dramatize songs (related to nature, the time of year), round dances (“We went to the meadow”, “Chernozem Earthling”), conduct outdoor games using musical instruments, TSO. Music may be included as an integral part in classes on speech development, introducing children to nature, visual arts. Depending on the tasks set by the teacher, music either precedes observation or reinforces children's impressions (puts an emotional point in the lesson). In a natural history lesson, after watching the fish, the teacher can sing the song “Fish” or listen to the play “Aquarium” by C. Saint-Saens with the children. In a lesson on speech development, music can be turned on when telling a fairy tale (when telling the fairy tale “Kolobok”, it is advisable to sing Kolobok’s song, when reading A. Pushkin’s fairy tale “The Tale of Tsar Saltan” - listen to fragments of the opera of the same name), singing chanting songs helps correct certain speech deficiencies . Singing fast, clear songs helps develop articulation. The theme of drawings, modeling, appliqué can be the content of a familiar song (during the lesson “My Favorite Song”, it is proposed to draw (blind, make an applique) what is sung about in his favorite song). Music helps to convey the characteristic features of an artistic image in artistic work (before drawing a clown, children listen to D. Kabalevsky’s play “Clowns”). Music during morning exercises and physical education, accompanying physical exercises, creates a certain emotional mood, activates children’s attention, and increases the expressiveness of movements. It is advisable to perform basic, general developmental, drill exercises while listening to music. Running jumps, throwing, and climbing to music are not recommended, since they require a free rhythm of movements that corresponds to the capabilities of each child. Each type of exercise requires careful selection of musical pieces.

3. The teacher conducts some musical leisure and entertainment independently or under the guidance of a music director.

4. The teacher directs the independent musical activity of children, maintaining interest in musical activity, creates problem situations that activate creative manifestations, taking into account the interests and inclinations of the students. Guidance on independent activity is indirect: the teacher tries to influence the child’s musical impressions. The teacher organizes a subject-spatial environment that promotes the emergence of independent musical activity. The “Music Corner” should contain manuals, materials, a set of musical instruments, portraits of composers, filmstrips, records, tape recordings, musical and didactic games, sets of various types of theater, costume elements, attributes, etc.

5. The teacher works with parents, recommending visiting musical theaters, concerts, watching TV shows, cartoons, and involving them in organizing joint events.

To guide the musical and aesthetic activities of children, the teacher must constantly improve his musical culture, improve his performing skills, and keep abreast of the latest musical and methodological literature.