Musical subject-spatial developing environment as a means of musical education and development of preschoolers. "organization of a developing educational environment for musical education with children of preschool age in the context of the implementation of the Federal State Educational Standard" Poso

Musical subject-developing environment of the preschool educational institution.

Everyone knows and has been proven by scientists that music enriches the spiritual world of a child, has an impact on the development of his creative abilities. The development of musical abilities depends on the psychological and pedagogical conditions and, of course, on a well-organized subject-spatial environment.

The musical subject environment in groups should be focused on the material covered in the classes and the individual abilities of children. No type of musical activity can fully develop on a pure verbal level, outside the subject-spatial environment.

The musical subject-developing environment in the groups of preschool educational institutions is organized in three main blocks:

music perception

music playback

musical and creative activity.

Each block, in turn, provides for an orientation towards the integrity of a certain type of children's musical activity.

The design of mini-music centers in groups of younger preschool age has a plot basis, in the older one it is didactic.

The structure of musical mini-centers is designed in the form of modules that have integrity and at the same time - transforming details that arouse keen interest in children. The musical subject environment is commensurate with the eye, the actions of the hand, the growth of the child. The benefits of the developing environment are good, aesthetic, attractive, easy to use, and cause a desire to act with them.

Junior group

Picture albums for songs learned in music classes (or wonderful cubes)

Flannelgraph, figurines for flannelgraph (large and small animals, birds, musical instruments, vehicles)

Music library with a recording of children's songs (tape recordings of songs learned and taught with children performed by a music leader, children, educator, sounds of nature)

Record player

Attributes for musical and didactic exercises for the development of pitch, dynamic and rhythmic hearing in children. For example, on the development of sound-altitude hearing - "Bird and chicks"; timbre hearing - “Guests have come to us”, rhythmic hearing - “Who is walking”, dynamic hearing “Bells”.

Non-sounding instruments: balalaika, silent keyboard with stand, harmonica.

Sounding: harmonica, drum, tambourine, spoons, rattles, rhythm cubes. bells, singing tops.

Ladder of 3 steps, hand signs.

Any toys (2 ducks, 2 nesting dolls - large and small), scarves, masks, ribbons, sultans, dressing elements.

Noise instruments - jars, mittens with buttons, bottles with different fillers: peas, acorns, pebbles.

Tree and 2 birds (top and bottom)

middle group

An album with pictures for songs learned in music lessons in previous groups (several albums are possible: according to the seasons, about animals)

Children's drawings made at home for their favorite songs;

Flannelgraph with figurines of animals, birds, images of musical instruments, transport;

Figures for singing, jokes, to lay out rhythmic drawings with their help on a flannelograph. For example: large and small cockerels for the song "Cockerel", suns for r.n.p. "Sun", balls, flags, Christmas trees, planes, etc. (6 small and 4 large)

A music library of songs learned by children in this age group in previous groups currently being learned (in a recording performed by teachers, children).

Record player

Musical and didactic games for the development of emotional responsiveness, musical memory, musical thinking and games that help solve problems of the previous age group. For example, for the development of pitch hearing - “Swing”, for the development of rhythmic hearing - “Who walks how” (complication due to the introduction of different types of games); on the development of dynamic hearing - "Bells"; on the development of musical memory - "Sing a song from the picture."

Silent player with records, balalaikas, violins, pipes, harmonicas, silent keyboard with stand.

Instrument toys: rattles, spoons, drum, tambourine, metallophone, rhythm cubes, bells, maracas, whistles.

Cards with tools, handkerchiefs, masks, dressing elements.

Ladder of 4 steps (2 toys B and M)

Five removable rubber bands, stave.

Hand signs (4 st.)

Senior group.

flannelgraph, chips (long and short stripes, large and small circles, flowers, Christmas trees - 6 small and 4 large), pictures for flannelgraph to create the plot of a song, dance (modeling)

Albums with drawings for songs ("Music primer")

Albums with drawings for songs that children loved (possibly copyrighted, with drawings by one child)

Attributes to music. fairy tales (pictures for flannelgraph), for staging (“Turnip”, “Teremok”)

Pictures for the development of poetic and song creativity in children (for example, to the poems of A. Barto) see p. ”, “Airplane” p. 115 “Magic Pictures”

Toy microphone.

Music library with recording songs: sounds of nature, music. fairy tales.

Record player.

Music-did. games: for the development of pitch hearing “Three Bears” or “Merry Matryoshkas” p. 76, for the development of dynamic hearing “Bells”, for the development of the ability to distinguish the duration of sounds (long, short sounds, dotted rhythm) “Rooster, chicken, chicken” p. .90; to distinguish genres of music. works: song, dance, march "Three Whales" p.93.

Unvoiced instruments 6 balalaika, silent keyboard with stand, harmonica - 3 pieces of different sizes).

On the picture: pipe, violin, saxophone, button accordion, accordion, accordion, flute, whistles, triol.

Instruments: rattles, spoons, drum, tambourine, metallophone, bells, maracas, rumba, triangle, rattles, xylophone, music. hammers, various home-made noise instruments: on a hanger, luchi, bottles, felt-tip pens, mittens with buttons. Kinder jars with different fillings, somewhat identical (Hoop No. 3 2006, Musical Handbook No. 3 2007)

Plastic cubes (on the verge of sticking pictures by songs)

Ladder -5 steps (toy B. and M.)

Scarves, masks, ribbons, dressing elements

Music staff, notes.

Hand signs (5st.)

Portrait of composers D. Kabalevsky ("The Bunny Teases the Bear Cub"), P. Tchaikovsky ("The Doll's Disease"), R. Schumann ("The Soldier's March")

preparatory group

Flanelegschraff, sheet music.

A manual for teaching children the ability to determine the form of the work.

Pictures to create plots for familiar songs: to encourage poetic and song creativity.

Rebuses with the names of notes in words

Drawings with texts of nursery rhymes for which you can come up with a song.

Pictures from music. genres (song, dance, march) to encourage songwriting.

Illustrations for music. fairy tales

Attributes to fairy tales and songs for their staging

Music library (cassettes with recordings of songs performed by adults, children, individual cassettes for self-recording of their musical poetic creativity)

Record player.

Albums with drawings for songs learned with KA children this year, as well as in groups of previous ages.

Albums with children's drawings for favorite songs.

Narrative pictures that encourage songwriting.

Music-did games (the same as in the older group, but with more complicated tasks)

Unsound player with records, balalaikas, violins, pipes, saxophones, harmonicas.

Instruments: rattles, spoons, drum, tambourine, metallophone, rhythm. cubes, bells, maracas, castanets, rattles, xylophone, button accordion, accordion, noise on a hanger (see in the senior group)

Ladder 7 steps, hand signs

Song notes (large), stave, stripes (6 small and 4 large)

Scarves, masks, ribbons, kokoshniks.

Composer portraits.

(from work experience)

In our time, the problem of the versatile education of a person at the very beginning of his path, in childhood, the education of a Person in which the emotional and rational principles would harmoniously develop, is very relevant. Losses in aesthetic education impoverish the inner world of a person. Not knowing true values, children easily accept false, imaginary values.

The main purpose of education is to prepare the younger generation for the future. Creativity is the way that can effectively realize this goal.

An integrated approach to the education of a creative personality covers a wide range of issues related to the problems of general aesthetic and moral education. The inseparable unity of the ideological, worldview, spiritual and artistic is an indispensable condition for the personality of a growing person, the versatility and harmony of its development.

The value of creativity, its functions, lie not only in the productive side, but also in the very process of creativity.

An indicator of the creative development of an individual is creativity. Creativity in psychological research refers to a complex of intellectual and personal characteristics of an individual that contribute to the independent advancement of problems, the generation of a large number of original ideas and their unconventional solution. It is necessary to consider creativity as a process and a complex of intellectual and personal characteristics of an individual, inherent in many personalities.

A lot of talent, intelligence and energy have been invested in the development of pedagogical problems related to the creative development of the individual, primarily the personality of the child, by such outstanding researchers as L.S. Vygotsky, B.M. Teplov, K. Rogers, P. Edwards.

Currently, G.V. Kovaleva, N.F. Vishnyakova, L. Dorfman, N.A. Terentyeva, A. Melik-Pashaev, L. Futlik.

Since ancient times, music has been recognized as an important means of shaping the personal qualities of a person, his spiritual world. Modern scientific research shows that musical development has an irreplaceable impact on the overall development of children: the emotional sphere is formed, thinking is improved, the child becomes sensitive to beauty in art and in life. The lack of full-fledged musical and aesthetic impressions in childhood can hardly be replenished later.

The most important indicators of a child's creativity include:

• creative activity , i.e. readiness and high level of motivation to create a new product;
• expression,otherwise - the child's free choice of the type of musical activity, the way of embodying his plan;
• intelligence, "intellectual ability",
• "musical intelligence" - the ability to perform, compose and perceive music;
• knowledge and skills.

Factors contributing to the development of children's creativity include:

• informational, allowing to develop intelligence;
• social,providing support for children in the process of their creativity, giving the opportunity to communicate and exchange impressions;
• emotionalproviding psychological comfort and safety.

The modern approach to education as a cultural phenomenon allows us to talk about the cultural development of the individual in the process of mastering various types of artistic activity in a specially organized environment (R.M. Chumicheva).

Considering musical education as a process of organized introduction of children to musical culture, we can talk about the musical environment as a means of introducing a child to musical culture.

Thus, the musical environment becomes one of the components of the pedagogical system and represents the musical arrangement of the life of children.

The most general concept of the environment as a pedagogical tool is given in the works of Yu.S. Manuylov, the developer of the theory of the ordinary approach in education. He defines the environment "as that in which the subject resides, through which the way of life is formed and what mediates its development and averages the personality." From this we can conclude that the environment provides each child with equal opportunities to acquire certain personality traits. The environmental approach ensures the creation of a single musical and aesthetic space in the life of children and involves mutually influencing and interrelated forms of music existence in the preschool educational institution, family and society.

The accumulation of knowledge in pedagogy about the components of the environment has led to an understanding of the need to identify zones in the environment that have a variety of possibilities.

For a preschool child, the musical environment can be represented as a combination of several main functional areas: the environment of a preschool institution, the environment of the family, the environment of society.

In accordance with this, in our kindergarten we single out the musical environment of preschool educational institutions, families and cultural and educational institutions.

1. Musical educational environment of preschool educational institution

Block of organized (regulated) musical activities: music lessons and entertainment holidays and other activities using music (for all children).

A block of unregulated (jointly with a teacher and independent) musical activity of children in a group outside of class (in warm weather - in the fresh air):

Joint with the educator (in role-playing games using the musical repertoire, round dance, musical and didactic, musical and creative, etc.)

Independent musical activity of children outside of classes (arises on the initiative of children, represented by songs, musical games, exercises, dances, as well as song, musical-rhythmic, instrumental children's creativity).

2. The musical and educational environment of the family, where unregulated musical activity is carried out by children.

Joint with parents (in terms of content, it is adequate to the similar activities of a teacher with children in a preschool educational institution);

Independent (similar to the independent musical activity of children in a preschool educational institution).

3. The musical and educational environment of cultural and educational institutions aimed at musical education of children attending preschool institutions (concerts, music school or art school, opera and ballet theater performances, etc.).

This is how, integrating the musical environment and the environmental approach in our kindergarten, close and successful interaction of children, educators and parents, as well as three levels of organization of musical education of children and their constituent blocks, is ensured.

How does the musical environment affect the development of a child's creativity in our preschool?

The development of the child's creative personality is a problem that the entire staff of our kindergarten is constantly working on. Analyzing the results of my work on musical education, I came to the conclusion that it is necessary to use the musical environment to develop creativity in preschoolers.

The environment for organized musical and creative activity in our preschool educational institution is created at music classes, holidays that take place in the music hall, which is bright, spacious, and aesthetically designed.

Part of the hall is separated by a curtain - this is a stage where children play musical performances, concerts for parents. The music hall is equipped with technical means: there are 2 music centers, a TV, DVD player.

Musical instruments, toys, manuals, musical and didactic material are stored in the hall, in a specially designated place. A music library (cassettes, disks) with children's songs, modern, folk and classical music has been collected.

Music lessons are one of the forms of work with children. I attach great importance to them. It is here that the systematic and systematic development of the musical abilities of children of all age groups is carried out, the musical culture of each child is formed. This happens through the following activities:

• perception,
• performance,
• creation
• musical and educational activities.

It is very important that children feel comfortable during the music lesson. I try to build relationships with children on the basis of cooperation, respect for the personality of the child, giving freedom of development in accordance with his individual abilities. The knowledge and skills acquired in the learning process allow children to actively express themselves at holidays, entertainment and in independent activities.

The ability to transfer the experience gained in music lessons to other conditions helps to establish a sense of self-confidence, activity and initiative.

Most of the time the child spends in the kindergarten group, so the musical environment of the group is of great importance for musical education and the development of his creativity.

The organization of unregulated activities requires compliance with the following conditions. A musical corner has been created in each group, where musical instruments and didactic games are placed, as well as a tape recorder and cassettes, on which a new musical repertoire is recorded especially for educators; cassettes with recordings of instrumental music, children's songs and musical fairy tales.

Unregulated musical activity of children is carried out together with the teacher in the group and in circles of musical creativity organized by me. In joint activities, friendly relations are formed between children, their creative ideas are realized. Here we do not teach children, but try to get them interested in listening to familiar music, express our attitude towards it, involve children in musical games and exercises familiar to them, conduct musical warm-ups and traditions (morning song-greeting a new day, holding a song evening once a week etc.).

We select the musical repertoire for listening with children in our free time together with educators. Musical accompaniment of various events, listening to music, fairy tales, etc. allow children to be introduced to a variety of musical works available to them in style.

In consultations with educators, we work on issues of organizing independent musical activities for children. Together with the teachers, a monthly plan is drawn up for organizing independent musical activities of children in groups. This enables the educator to consolidate with the children the skills and abilities acquired by children in music classes in various activities.

Independent musical creative activity of children has the greatest potential for the development of creativity in preschoolers.

Independent musical activity of children outside of classes arises at the initiative of children, represented by songs, musical games, exercises, dances, as well as song, musical-rhythmic, instrumental children's creativity.

In our work we use various forms of organization of independent musical activity. One of the forms is role-playing game, when children choose a topic for various musical tasks (“looking for talents”, “concert”, “musical and literary quizzes”, “musical classes”, “playing in the orchestra”, “playing in the theater”, etc.), assign roles and the plot develops.

Another form is exercise games, in which the child trains by playing an instrument or learning dance moves.

Independent activity is clearly manifested in music-making. Children's music-making includes singing, rhythmic movements, and playing musical instruments. Watching children, you can see how they are looking for melodies for their fun and entertainment: marches, dances, folk and didactic games, puppet shows, often improvise their melodies. The educator carefully directs independent musical activity at the request and according to the interests of the children, helps everyone to express themselves, to interest inactive children.

Independent musical activity brings up artistic taste, enthusiasm, creative imagination, forms the inner spiritual world of the child, encourages creativity.

2. Musical and educational environment of the family

The relevance of working with parents is determined by the fact that kindergarten is the first non-family social institution in which systematic pedagogical education of parents begins. The further development of the child depends on the effectiveness of our joint work with parents.

The main problem in interaction with the family is the lack of understanding by parents of the importance of musical education of children, therefore, together with the teachers of our kindergarten, I set myself the following tasks:

• to form in parents a strong belief in the importance and necessity of the early musical development of the child;
• to teach how to create a musical environment, methods of musical education of children in the family;
• contribute to the musical education of parents.

It is in the family that the child receives his very first life lessons, therefore, from the first days of the child’s visit to a preschool institution, it is important to establish contact with parents so that in the family, and not only in kindergarten, favorable conditions are created for the child to communicate with music.

In our kindergarten, parents are annually surveyed in order to obtain the necessary information about their musical culture (their musical preferences), their awareness of the musical development of children, their attitude to cooperation with preschool teachers.

I have developed various forms of interaction with the family, such as consultations, seminars, parent-teacher meetings, joint celebrations and entertainment, etc. All of them have a certain effect. However, I was convinced that this is not enough, it is not enough to convince parents of the need for musical education of a child in the family, I realized that it is also important to teach them the most accessible methods for organizing this work (for example, tell them how to create a musical environment, at what age and how to start listen to music with children, what kind of music is preferable to listen to, what musical toys and instruments to buy or make with your own hands, how to organize a children's party, how to create a musical "museum" at home, etc.)

With the aim of music education for parents we organizeholding parent meetings (round tables), open days, individual consultations, as well as organizing feedback, questioning, informing parents through the “Corner for Parents”, creating photo albums “My Family”, holding exhibitions of books on musical and aesthetic education (selections of pedagogical and psychological literature).

To involve parents in joint musical activities, we with educators hold open music classes for parents, holidays and entertainment for parents with children, an exhibition of the work of the child and his parents on the theme “Draw music”, the best home-made children's musical instrument.

Experience shows that thanks to the combined efforts of our kindergarten teachers and parents, their personal participation in some aspects of the pedagogical process, their use of methodological materials and pedagogical recommendations, audio and video recordings available in kindergarten, work on the musical education of children in general and the development of their creativity becomes more successful.

3. Musical and educational environment of cultural and educational institutions.

The environment of society differs significantly from the environment of the preschool educational institution and the family. Therefore, we strictly observe the principle of integrity when organizing this environment. The musical educational environment of cultural and educational institutions is aimed at the musical education of children attending preschool institutions. In our preschool educational institution, concerts of pupils of the music school and art school, performances of puppet and drama theaters, etc. are often organized.

Information factor provides for the coordination by teachers and parents of the possibilities of using society in the musical education of children. So, the musical works that our children meet in the philharmonic, theater, etc., should be familiar to them - they have already listened to them in preschool and family. This gives children the opportunity to enjoy meeting familiar works and more actively and completely consciously strive to visit concert halls (large society) and music school (small society).

Peculiarity social factor is that children get acquainted with professional musicians, with people interested in the musical education of children. This is different and emotional factor. The enthusiasm of professionals infects children and allows us to consider it as a powerful factor in stimulating the creative activity of children. Using the possibilities of the social environment contributes to the personal growth of children - the development of their musicality in general, artistic and general culture, and creative imagination.

In this way, the musical environment as a means of introducing the child to musical culture and the environmental approach are an integral means of ensuring close and successful interaction between children, educators and parents, as well as three levels of organization of musical education of children and their constituent blocks.

When organizing the musical environment, I, as a music director, take on a leading role, performing various pedagogical functions:

• to diagnose the environment and personal qualities of children (musicality, creativity, empathy);
• organize the musical and educational process;
• advise teachers and parents on musical education.

For the musical education of children in our preschool institution, a properly organized musical environment has become a means of developing the child's personality.

Bibliography

1. Novosyolova L.V. - "Developing subject environment", M. Education, 1997

2. Kostina E.P. - "The program of musical education for children of early and preschool age", M., Kamerton,

3. Kostina E. "Musical environment as a means of developing a child's creativity" // "Preschool education" No. 11-12, 2006

TOE integration

Interaction with parents

Requirements for musical education in the preschool educational institution according to the Federal State Educational Standard

On January 1, 2014, the Federal State Educational Standard for Preschool Education (FSES DO), approved by order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155, entered into force. Read our article for the leader.

The first thing you should pay attention to, having familiarized yourself with the program of musical education according to the Federal State Educational Standard in the preschool educational institution, is the focus of the document on the socialization and individualization of the development of the child's personality, starting from 2 months and ending at 8 years.

Musical activity is a means and a condition for a child to enter the world of social relations, to discover and present his "I" to society. This is the main guideline for specialists and educators in the interpretation of the content of the program of musical education in preschool educational institutions according to the Federal State Educational Standard.

The main content of the educational field "Music", to which we have become accustomed in the logic of the Federal state requirements for the structure of the main educational program in the preschool educational institution according to the Federal State Educational Standard, is now presented in another educational field "Artistic and aesthetic development" within the framework of musical education according to the Standard, along with two types of art : pictorial and literary.

This is a big plus in terms of facilitating the integration of multiple art forms. The most important thing in the musical development of preschoolers according to the Federal State Educational Standard is the communication of children with works of art, the development of artistic perception, the sensual sphere, the ability to interpret artistic images, in this all types of art are the same. The purpose of any of them is to reflect reality in images, and therefore the task of each specialist, educator is to teach the child to perceive, think, decorate the ideas of an artist, director, writer.

The goals of musical education in the preschool educational institution according to the Federal State Educational Standard of Education are the formation of conditions for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; development of an aesthetic attitude to the surrounding world; the formation of elementary ideas about the types of art through projects on musical education in preschool educational institutions according to the Federal State Educational Standard; perception of folklore, music, fiction; encouragement to empathize with literary characters; implementation of independent creativity of children (fine, constructive-model, musical, etc.).

Tasks of musical education in the preschool educational institution according to the Federal State Educational Standard of DO Implementation of the goal involves the solution of a number of tasks:
acquaintance of the child with the wonderful world of music;
development of musical erudition and culture among preschoolers; color and musical development of children in preschool educational institutions;
formation of a sense of respect for music as an independent art form, holidays and traditions;
development of perception, empathy with musical works and images, development of children's skills - sound sensory and intonation, where music acts as a language, one of many, acquaintance of children with the world of man, his emotions, the world around him, the world of objects.

Types of activities in the musical development of preschoolers according to the Federal State Educational Standard In infancy (2 months - 1 year) - emotional communication with parents in a relaxed form, perception of children's music, poems, songs, tactile-motor games. At an early age (1 year - 3 years) - this is the perception of the meaning of music, fairy tales, poems, looking at pictures, physical activity.

For preschoolers, musical development according to the Federal State Educational Standard (3 years - 8 years) takes place in the form of various games, including a role-playing game as the main activity of preschoolers (perception and understanding of the meaning of musical works, singing, musical and rhythmic movements, playing children's instruments) and motor (mastery of basic movements) forms of activity of the child.

Programs and technologies for the musical development of preschoolers according to the Federal State Educational Standard In accordance with the Standard, musical education according to the Federal State Educational Standard in a preschool educational institution is carried out on the basis of a program developed by a music director, and in addition to the main general educational program, it may include copyright developments and technologies.

The program of musical education according to the Federal State Educational Standard in the preschool educational institution is aimed at kindergarten students, their needs, interests, as well as the capabilities of the children's institution.
In accordance with the standard, the time for the part formed by the participants in educational relations is 40% of the time the child spends in kindergarten, which provides opportunities for the creativity of the music director.

Psychological and pedagogical support for preschoolers in musical development according to the Federal State Educational Standard

Respect for children by adults, participation in the formation of positive self-esteem of preschoolers, confidence in their own strengths and abilities;
The use of forms and methods in musical education in preschool educational institutions according to the Federal State Educational Standard that are appropriate for the age of children and their individual abilities (it is forbidden to artificially accelerate or slow down the developmental processes of children).

Building an educational process based on the cooperation of adults with children, focused on the opportunities and interests of each child and taking into account the social situation of his development.

Assistance of adults in the friendly attitude of pupils to each other and their interaction in various types of children's activities according to the Federal State Educational Standard;
Support for the interest, initiative of preschool children in specific activities for them within the framework of musical education in the preschool educational institution according to the Federal State Educational Standard;
Providing pupils with the opportunity to choose - materials, forms of activity, participants in common activities and communication; Protecting children from all forms of violence - physical and psychological.

What are the goals of the standard in the framework of musical education in the preschool educational institution according to the Federal State Educational Standard
Ensuring by the state equally equal opportunities for each child to receive high-quality preschool education Ensuring state guarantees of the level and quality of education based on the unity of mandatory requirements for the conditions for the implementation of the EEP, their structure and the results of their development
Preservation of the unity of the educational space of the Russian Federation regarding the level of preschool education.

Musical subject-developing environment of the preschool educational institution

It is known that the musical development of a child is determined not only by classes with a teacher, but also by the ability to play independently, experiment with musical toys, and freely engage in creative music-making. Independent creative activity of the child is possible under the conditioncreation of a special subject-developing environment. A well-organized musical environment contributes to the maintenance of the emotional well-being of children and their aesthetic development. Of great importance for the development of independence in children, initiative in musical activity are equipment, aids that are successfully used by children in their independent and specially organized musical and creative manifestations. The subject environment should be maximally provided with a variety of musical and didactic materials. When creating a subject-developing environment, it is necessary to take into account the gender and age characteristics of preschoolers. It is desirable that children take part in the design and transformation of the subject-developing environment in the group, and the educator would imperceptibly and wisely direct the activity of his pupils.

The development of children's creativity largely depends on the equipment and its attractiveness. Originality, simplicity, attractiveness, accessibility, as well as a sufficient range of tools, didactic aids, demonstration material, attributes, etc. are needed.

It is desirable to have a variety of musical toys and aids that children can carry to play in other places (for example, in the locker room or bedroom). And for independent musical activity on a walk, it is advisable to make "pyramids" and "cubes".

Musical pyramids are made of thick cardboard and pasted over with self-adhesive colored paper, a hole is cut out on one side, noise instruments (maracas, wooden sticks, etc.) are located inside the pyramid, and plastic hooks are glued on the sides, on which they hold: a small metallophone , bells, bells, tambourine, etc. Musical cubes are made in a similar way.

Forstorage of a noise orchestra, you can use "musical baskets" or "musical baskets". They are very comfortable for walking. They can carry noise instruments and handkerchiefs, ribbons for impromptu dances on the site. Baskets are made depending on the season (spring basket, winter, summer or autumn).

One of the conditions for the successful musical development of a preschooler is the presence of a variety of didactic material in group musical corners. With its help, it is possible to solve various developmental, educational tasks in a playful form accessible to a preschooler (for example, the development of a sense of rhythm, timbre, dynamic hearing, etc.). The pedagogical value of musical and didactic games lies in the fact that they open the way for the child toapplication of acquired knowledge and skills in everyday life. Musical and didactic games should be diverse in content and colorfully designed, then they will attract the attention of children, cause a desire to sing and listen to music.

In order for children to constantly maintain an interest in independent musical activity, it is necessary from time to time (1-2 times a month) to update the manuals in the musical corner, to bring in new equipment.

The environment created “according to the laws of beauty” contributes to the understanding of beauty by children, the education of their artistic taste and aesthetic attitude to the environment, and the development of creative abilities. Such an environment evokes a feeling of joy and delight in children, creates an emotionally positive attitude towards children, a children's institution, and a desire to attend it.

The development of children's musical creativity requires a large number of visual aids, attributes and equipment. Parents of our pupils help us to make them. Children experience the pleasure of joint creativity with their parents, gain confidence incebe. So the kindergarten becomes a kind of "bridge of creativity", a cultural center for both children and their families.

When creating music zones inDOWrecommended to consider:

1. The expediency of placing the zone, the availability of equipment for children, storage.

2. Variety of equipment.

3. Accounting for the age characteristics of children.

4. Aesthetic design of the music area and the benefits located there.

5. Possibility of moving the equipment to other places.

Classification of equipment for music areas:

1. Material for creative role-playing games - soft toys, illustrations, fake musical instruments, bingo-type manuals, etc.(fake musical toys are intended to create a game situation in which children, fantasizing, imagine themselves as musicians.

2. Children's musical toys and tools for creative music making:

· with a chromatic series, a diatonic pentatonic series (piano, metallophone, accordion, flute, etc.);

· with a fixed melody (hurdy-gurdy, organs);

· with one fixed sound (pipes):

· noise (tambourines, rattles, drums, maracas, etc.)

3.Musical and didactic games and manuals:
musical lotto, stave, ladder, geomet-
rical figures for the symbolic designation of parts of the work, etc. These manuals are used to develop sensory musical abilities, to get acquainted with the elements of the note of the letter (most often according to the manual of N. A. Vetlugina "Musical Primer").

4. Audiovisual aids: transparencies, compact discs, phonograms, audio and video cassettes, video discs).

Approximate content of music zones by age groups

List of materials for children from 2.5 to 4 years old (1st and 2nd junior groups):

left-handed dolls;

figurative musical "singing" or "dancing" toys (cockerel, cat, bunny, etc.);

fixed sound instrument toys- Organs, barrel-organs;

Toy-instruments with a sound of indefinite height: rattles, bells, tambourine, drum;

A set of unvoiced figurative instruments (harmonicas, pipes, balalaikas, etc.);

attributes for musical outdoor games;

flags, sultans, scarves, bright ribbons with rings, rattles, autumn leaves, snowflakes, etc. for children's dance creativity (according to seasons);

desktop screen with glove toys;

a tape recorder and a set of program audio recordings;

singing and moving toys;

musical pictures for songsmo-gutbe made on a cube and in the form of a large album or separate colorful illustrations.

List of materials for children 4-5 years old (middle group of kindergarten):

In the musical area for independent activities of children 4-5 years old, it is advisable to have benefits for the younger group (listed above), as well as additionally:

glockenspiel;

noise instruments for children's orchestra;

little books “We sing” (they contain bright illustrations for familiar songs);

flannelgraph or magnetic board;

musical and didactic games: “Three bear-bears”, “Recognize and name”, “In the forest”, “Our orchestra”, “Flower-semitsvetik" , "Guess the bell" and others;

aributs to mobile musical games: "Cat and Kittens", "Hen and Cockerel". "Hares and the Bear", "Pilots" and others;

musical ladders (three-step and five-step), on which there are small and large birds or small and large nesting dolls;

ribbons, colored handkerchiefs, bright plumes, etc. (attributes todancewedding improvisations according to the season;

desktop screen and a set of toys;

musical toys (sounding and noise) for creative music making:

A tape recorder and a set of program audio recordings.

List of materials for children 5-6 years old (senior group of kindergarten):

In addition to the materials of the middle group, the following is used:

Rattles, tambourines, drums, triangles, etc.;

musical instrument toys with diatonic and chromatic sound(metal background, piano, button accordion, accordion, flute);

homemade musical toys (noise orchestra);

portraits of composers;

illustrations from the "Musical primer";

musical and didactic games: "Bee". “Musical Lotto”, “Recognized and Name”, “Steps”, “Repeat Sounds”, “Three Little Pigs”, “Magic Spinning Top”, “Musical Steam Engine”, “Guess what sounds andothers;

attributes for outdoor games (“Round dance in the forest”, “Raven”, “Cat and Mice”, etc.);

Children's drawings for songs and familiar musical works;

screens: desktop and screen for the growth of children;

musical ladders of three, five and seven steps - voiced;

Attributes for children's dance creativity: elements of costumes for familiar folk dances;

multi-colored feathers, multi-colored gloves for musical improvisations behind a screen and other attributes;

attributes for dance improvisations according to the season - leaves, snowflakes, flowers, etc.):

a tape recorder and a set of program audio recordings or discs.

List of materials for children 6-7 years old (preparatory group of kindergarten):

musical instruments (maracas, tambourines, harp, children's piano, metallophone, bells, triangles, flutes, drums, etc.);

portraits of composers;

illustrations on the theme "Seasons";

pictures for the manual "Musical book-var";

albums: "We draw a song" or "We draw and sing" with children's drawings in which they reflect their emotions and feelings about listened to musical works and favorite songs;

graphic aid "Emotions" (cards depicting faces with different emotional moods) to determine the nature of the melody when listening to works;

albums for viewing: "Symphony Orchestra", "Folk Instruments", "Dances of the Peoples of the World", etc.;

musical ladders (three-, five- and seven-step - voiced);

a set of homemade instruments for a noise orchestra;

musical and didactic games: “Three Little Pigs”, “Three Flowers”, “Musical Umbrella”, “Rhythmic Lotto”, “Find Strawberries”, “Rhythmic Cubes”, “Name the Composer of Music”, “Funny Record”, "Musical chicks", etc.;

attributes for outdoor games (for example, "Hello, autumn", "Cosmonauts", etc.);

attributes for children's dance creativity, costume elements for familiar folk dances (kerchiefs, wreaths, hats) and attributes for seasonal dance improvisations (leaves, snowflakes, flowers, etc.); multi-colored gloves, sultans, gas handkerchiefs or scarves, multi-colored ribbons, multi-colored feathers for musical and dance improvisations;

a tape recorder and a set of program audio recordings or discs.