The influence of music on the physical development of children. From the experience of work "Music - as one of the means of the effectiveness of the physical development of preschoolers

FEDERAL AGENCY FOR EDUCATION

STATE EDUCATIONAL INSTITUTION

HIGHER PROFESSIONAL EDUCATION

Vladimir State University for the Humanities

Department of preschool education

Test

subject: theory and methodology

musical development of children

on the topic: "The specificity and relationship of various types of musical activities of children before school age»

Completed by: a student of the group - DO-41

per full-time education

Faculty of Pedagogy and Methods of Primary Education

Zavyalova O. Yu.

Lecturer: Mikhailova N.V.

Vladimir - 2010

Introduction 3

Chapter 1. Musical activities of preschoolers 5

1.1 Importance of musical education of children 5

1.2. The structure and types of musical activities of preschoolers 8

Chapter 2 musical activity preschoolers 12

2. 1. Development of musical perception of preschoolers 12

2.2. musical performance, musical creativity,

musical and educational activities of preschool children 16

Conclusion 25

References 26

Introduction

In modern pedagogy, attention is focused on the opposition of traditional pedagogy and the pedagogy of creativity, for which the main thing is the development of the student's activity, regardless of his age. It is art that is aimed at the emotional-sensual sphere of a person, which is more receptive and responsive than abstract-logical structures.

Among all types of art, according to many researchers, the most emotional in 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 it has the ability to directly embody the world of human spiritual experiences, range of feelings and moods. B.V. Asafiev characterizes music as "a reflection of the logic of changing emotional states"; B.M. Teplov - "as emotional knowledge". Thus, music is considered as a creative way of mastering the knowledge of the emotional and cultural aspect of society by a preschool child, which forms a person’s creative attitude to the world around him and to himself, their assessment of reality, their views, ideals and is one of the most powerful means of forming a creative preschooler's personality culture.

The process of formation of the creative culture of the personality of preschoolers has its own characteristics, which are associated with the age characteristics of preschool age. Creative musical activity, according to O.P. Radynova, is various ways, means of cognition by children musical art(and through him and the surrounding life and himself), with the help of which the formation of the creative culture of the preschooler is carried out. one

The purpose of my work is to show the specificity and relationship of various types of musical activities of preschool children.

To achieve this goal, the following tasks were identified:

To reveal the essence of the musical activity of children;

Show the specifics of the musical activity of preschoolers.

Chapter 1

The Importance of Musical Education for Children

Different types of art have specific means of influencing a person. Music, on the other hand, has the ability to influence the child at the earliest stages. It has been proven that even the intrauterine period is extremely important for the subsequent development of a person: the music that he listens to future mother influences the well-being of the child.

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

Modern scientific research indicates that the development musical ability, the formation of the foundations musical culture– i.e. musical education should begin at preschool age. Music has an intonational nature similar to speech. Like the process of mastering speech, which requires a speech environment, in order to love music, a child must have the experience of perceiving musical works different eras and styles, get used to its intonations, empathize with the mood. The well-known folklorist G.M. Naumenko wrote: “... a child who falls into social isolation experiences mental retardation, he learns the skills and language of the one who brings him up, communicates with him. And what sound information will he absorb into himself in early childhood, which will be the main supporting poetic and musical language in its future conscious speech and musical intonation. It becomes clear why those children who were rocked to lullabies, brought up on pestles, entertained with jokes and fairy tales, with whom they played, performing nursery rhymes, according to numerous observations, the most creative children, with developed musical thinking ... "2

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

Being engaged in musical education, it is important to remember the general development of children. Preschoolers have little experience of representing human feelings that exist in real life. Music that conveys the whole gamut of feelings and their shades can expand these ideas. In addition to the moral aspect, musical education has great importance for the formation of aesthetic feelings in children: by joining the cultural musical heritage, the child learns the standards of beauty, appropriates the valuable cultural experience of generations. Music develops the child and mentally. In addition to a variety of information about the music of those cognitive value, the conversation about it includes a description of the emotional-figurative content, therefore, the vocabulary of children is enriched with figurative words and expressions that characterize the feelings conveyed in music. The ability to imagine and reproduce the pitch of sounds in a melody also involves mental operations: comparison, analysis, comparison, 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 development of such personality traits as kindness, the ability to sympathize with another person.

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

The structure and types of musical activities of preschoolers

Activity is an active process of mastering social experience, cultural achievements. Throughout his life, a person masters various types of activities, as a result of which his mental qualities and personality traits are formed. Some of them acquire special significance and proceed most successfully. In electoral relations, inclinations to certain types of activity, personal qualities of a person are manifested. In activity, perception, memory, thinking, imagination, sensations are improved. In the process of any activity, the child masters certain actions that lead to a certain external result, and internal, mental actions that form the basis of the content of mental development (perception, thinking, imagination, memory). Likewise, musical activity consists of numerous actions. For example, when mastering a song, the child carefully listens to the introduction to the song, tries to start it on time, catches the given tempo, reflects simple shades when it is performed, and finishes the performance at the same time as his peers. As you can see, actions can be external, objective: the child sings, moves, conducts, plays an instrument, etc., as well as internal: perceiving music, he is imbued with its emotional mood, compares solo and choral sound, listens to his own singing . If an action is repeated many times, it is gradually acquired and becomes a skill. The combination of these skills allows the child to then cope with new, more complex actions. "The musical activity of preschoolers is a variety of ways, means of children's knowledge of musical art (and through it, the surrounding life, and themselves), with the help of which general development is also carried out" 4.

In the musical education of children, the following types of musical activity are distinguished: perception, performance, creativity, musical and educational activities. All of them have their own varieties. Thus, the perception of music can exist as an independent type of activity, or it can precede and accompany other types. Performance and creativity is carried out in singing, musical and rhythmic movements and playing musical instruments. Musical educational activity includes information of a general nature in music as an art form, musical genres, composers, musical instruments, etc., as well as special knowledge about the methods of performance. Each type of musical activity, having its own characteristics, involves mastering by children those methods of activity, without which it is not feasible, and has a specific impact on the musical development of preschoolers. That is why it is so important to use all kinds of musical activities. Visually, the structure, types of musical activity and their interaction are reflected in the scheme, which was compiled by O.P. Radynova based on the scheme of N.A. Vetlugina.

MUSIC PERCEPTION

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

PERFORMANCE

Singing Musical and rhythmic movements Playing musical instruments

CREATION

Song creativity Musical - game and dance creativity Playing musical instruments

MUSIC EDUCATIONAL ACTIVITIES

General knowledge Specific knowledge related to various types of musical activities

As can be seen from the above diagram, all activities are interconnected and interact with each other. Each type of activity serves as a means of developing some kind of musical ability. With the help of the perception of music, the distinction of emotional coloring, a modal feeling is formed. Hearing for pitch (musical and auditory representations) develops with the help of those activities in which this ability is manifested, namely, in two types of performance - singing and playing musical instruments by ear. Rhythmic feeling finds expression primarily in musical-rhythmic movements, the reproduction of a rhythmic pattern in clapping, on musical instruments, in singing. Emotional responsiveness to music develops in the process of all types of musical activity. At the same time, in the development of musical abilities, various activities can interchange each other. For example, pitch hearing can be developed in singing or playing musical instruments; sense of rhythm - in musical-rhythmic movements, etc.

Thus, the types of musical activity are: the perception of music specially created for listening; perception of music in connection with its performance; musical and didactic games; singing; musical and rhythmic movements; playing musical instruments; song creativity; musical - game and dance creativity; a game for the perception of music specially created for listening; perception of music in connection with its performance; musical and didactic games; singing; musical and rhythmic movements; playing musical instruments; song creativity; musical - game and dance creativity; game on. All types are means of musical education and development of children.

So, the essence of the musical activity of children is as follows. Music affects the overall development: the emotional sphere is formed, thinking, aesthetic feelings are improved. The musical activity of children is made up of musical and didactic games; singing; musical and rhythmic movements; playing musical instruments; song creativity; musical - game and dance creativity; a game for the perception of music specially created for listening; perception of music in connection with its performance; musical and didactic games; singing; musical and rhythmic movements; playing musical instruments.

Chapter 2

2.1. Development of musical perception of preschoolers

Perception is a reflection in the cerebral cortex of objects and phenomena that affect human analyzers. Perception is not just a mechanical, mirror reflection by the human brain of what is in front of his eyes or what his ear hears. Perception is always an active process, an active activity. It is the first stage of the thought process, therefore, it precedes and accompanies all types of musical activity.

The perception of music is carried out already when the child cannot be included in other types of musical activity, when he is not yet able to perceive other types of art. The perception of music is the leading type of musical activity in all age periods of preschool childhood. Hearing, perceiving music means to distinguish its character, to follow the development of the image: a change in intonation, moods. The well-known musician-psychologist E.V. Nazaikinsky proposes to distinguish between two terms: the perception of music and musical perception, depending on whether it took place. Musical perception he calls the perception that has taken place - felt and meaningful. “Musical perception is a perception aimed at comprehending and comprehending the meanings that music has as an art, as a special form of reflection of reality, as an aesthetic artistic phenomenon” 5 . In the opposite case, music is perceived as sound signals, as something audible and acting on the organ of hearing. It is important to form a musical perception.

The perception of a child and an adult, due to different musical and life experiences, is not the same. The perception of music by young children is characterized by an involuntary character, emotionality. Gradually, with the acquisition of some experience, as he masters speech, the child can perceive music more meaningfully, correlate musical sounds with life phenomena, and determine the nature of the work. In children of older preschool age, with the enrichment of their life experience, the experience of listening to music, the perception of music gives rise to more diverse impressions.

The perception of music by an adult differs from that of a child in that music is able to evoke richer life associations, feelings, as well as the ability to comprehend the heard music on a different level than children.

However, the quality of perception of music is not associated only with age. Undeveloped perception is superficial. It can also be in an adult. The quality of perception largely depends on tastes and interests. If a person grew up in a "non-musical" environment, he often develops a negative attitude towards "serious" music. Such music does not evoke an emotional response if a person is not accustomed to empathize with the feelings expressed in it from childhood. N.A. Vetlugina writes: “The development of musical susceptibility is not a consequence of a person’s age-related maturation, but is a consequence of purposeful education” 6 .

Thus, perception depends on the level of musical and general development of a person, on purposeful education.

Both emotions and thinking are involved in the perception of works of art. When listening to music, the role of the emotional component is especially great. If a person has a developed perception, then he comprehends the meaning of a piece of music even with one listening. With repeated listening, the perceived musical image deepens, the work opens up with new facets. Therefore, in childhood, when the experience of perceiving music is still small, as a rule, several listenings are required in order for the perception of the work to become more meaningful and felt. Therefore, it is so necessary to develop the musical perception of preschoolers, to train it.

The difference in the nuances of music develops in children from an early age. At each age stage, the child distinguishes the most vivid expressive means with the help of the possibilities that he possesses - movement, word, game, etc. Therefore, the development of musical perception should be carried out through all types of activities. Listening to music comes first. Before performing a song or dance, the child listens to music. Receiving a variety of musical impressions from childhood, the child gets used to the intonation language of folk classical and modern music, accumulates experience in perceiving music that is different in style, comprehends the “intonation dictionary” of different eras. The famous violinist S. Stadler once remarked: “In order to understand a beautiful fairy tale in Japanese, you need to know it at least a little.” As mentioned above, the acquisition of any language begins in early childhood. The musical language is no exception. Observations indicate that young children enjoy listening to the ancient music of J.S. Bach, A. Vivaldi, W. A. ​​Mozart, F. Schubert and other composers - calm, cheerful, affectionate, playful, joyful. They react to rhythmic music with involuntary movements. Throughout preschool childhood, the circle of familiar intonations expands, consolidates, preferences are revealed, the beginnings of musical taste and musical culture as a whole are formed.

The perception of music is carried out not only through listening, but also through musical performance - singing, musical and rhythmic movements, playing musical instruments.

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

2.2. musical performance, musical creativity,

musical and educational activities of preschool children

musical performance is carried out in singing, musical and rhythmic movements, playing musical instruments. To master various types of performing activities, it is necessary to form certain skills and abilities in children. Some of them are easy to master, others are difficult. In order for children's performance and creativity to be successful, the child needs to accumulate musical impressions (through the perception of music). If children distinguish between the change in the nature of music, they can correlate musical images with life phenomena, they are well versed in the means of musical expression, they use the experience of perceiving music when performing musical works and in creative improvisations. Without a developed perception, the performing activity of children is reduced to imitation and does not fulfill a developing function.

Often, children's performance does not carry value for other people, but it is necessary for the children themselves for further development. musical development. It is hardly possible to apply the requirement of artistry to children's performance, rather elementary expressiveness. Through it, children convey their feelings, thoughts, experiences.

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

Consider the types of musical activity in order.

Singing. Singing is the most popular and accessible type of performance. In singing, the whole complex of musical abilities is successfully formed: emotional responsiveness to music, modal feeling, musical and auditory representations, a sense of rhythm. In addition, children receive various information about music, acquire skills and abilities. In singing, the musical needs of the child are realized, so-called familiar and favorite songs, he can perform at will at any time. Singing is the closest and most accessible to children.

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

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

Since ancient times, movements to music have been used in the upbringing of children (Ancient India, China, Greece). But for the first time, the Swiss teacher and composer Emile Jacques-Dalcroze considered rhythm and substantiated it as a method of musical education. Before rhythm, he first of all set the task of developing musical abilities, as well as the plasticity and expressiveness of movements. The special value and viability of his system of musical and rhythmic education lies in its humane nature. E. Jacques-Dalcroze was convinced that it is necessary to teach rhythm to all children. He developed in them a deep "feeling", penetration into music, creative imagination, formed the ability to express themselves in movements.

BM Teplov proved the fact that the perception of music is accompanied by motor reactions (vocalizations, small finger movements, etc.). Therefore, movements are successfully used as techniques that activate children's awareness of the nature of the melody, the quality of sound science (smooth, clear, abrupt), means of musical expression (accents, dynamics, ups and downs of the melody, tempo, rhythmic pattern, etc.). These properties of music can be modeled using hand movements, dance and figurative movements.

When doing rhythm, it is important that the center of the lesson is music. B.M. Teplov writes: “As soon as they (rhythm lessons) turn into lessons in the education of rhythmic movements in general, as soon as music retreats to the position of accompaniment to movements, the whole meaning, in any case the whole musical meaning, of these lessons disappears” 7 . In order for the children themselves not to focus only on the performance of movements during the lesson, the classes must be carefully prepared by the teacher, the elements of dance movements must be learned. It is important that the training be of a developmental nature, and not be reduced to "training".

Playing children's musical instruments. In work with children, various musical instruments and toys are used. They are of great interest to the child. The initiator of teaching children to play musical instruments already in the 20s was the musical figure and teacher N.A. Metlov. He also owns the idea of ​​organizing a children's orchestra (first noise, then mixed). He did a lot of work on the creation and improvement of children's musical instruments with a scale - metallophone and xylophone. A repertoire was selected, including folk songs and other works suitable for playing on children's musical instruments, and some rules for their instrumentation were developed. In his publications, N.A. Metlov gives detailed methodological recommendations on the use, tuning of instruments, the sequence of teaching children to play musical instruments, and a description of the methods of playing each of them.

The use of children's musical instruments and toys enriches the musical experience for schoolchildren, develops their musical abilities. Playing musical instruments that do not have a scale helps develop a sense of rhythm, expands children's timbre representations. Melodic musical instruments all three basic musical abilities: modal sense, musical-auditory representations and a sense of rhythm. To play a melody by ear, you need to have musical and auditory ideas about the location of sounds in height and rhythmic ideas. When choosing a melody, it is also necessary to feel the attraction to stable sounds, to distinguish and reproduce the emotional coloring of the music. In addition, playing musical instruments develops the will, the desire to achieve a goal, and imagination.

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

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

At the musical lesson of preschoolers, all types of children's musical performance should be present.

CHILDREN'S MUSICAL CREATIVITY. N.A. Vetlugina in her research comprehensively analyzed the possibilities of children in performing creative tasks, the origins of children's creativity, the ways of its development, substantiated the idea of ​​interconnection, interdependence of learning and creativity of children, theoretically and experimentally proving in her works that these processes do not oppose, but are closely connected and mutually enrich each other. It was found that 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. Other baby condition musical creativity- Accumulation of performance experience. In improvisations, the child emotionally, directly applies everything that he has learned in the learning process. In turn, learning is enriched by the creative manifestations of children, acquires a developing character.

Children's musical creativity, like children's performance, usually has no artistic value for the people around them. It is important for the child himself. The criteria for its success is not the artistic value of the musical image created by the child, but the presence of emotional content, the expressiveness of the image itself and its embodiment, variability, and originality.

In order for a child to compose and sing a melody, he needs to develop basic musical abilities. In addition, the manifestation of creativity requires imagination, fantasy, free orientation in unusual situations.

Children's musical creativity is by its nature a synthetic activity. It can manifest itself in all types of musical activity: in singing, rhythm, playing children's musical instruments. It is important to form song creativity from the early preschool age, using creative tasks that are feasible for children. The success of children's creative manifestations depends on the strength of singing skills, the ability to express certain feelings, moods in singing, to sing clearly and expressively. In order to orient preschoolers in songwriting, N.A. Vetlugina offers exercises for the accumulation of auditory experience, the development of musical and auditory representations. It is important to draw children's attention to the expressiveness of their improvisation even in the simplest exercises. In addition to singing, children's creativity can manifest itself in rhythm and playing musical instruments. The creative activity of children in rhythm largely depends on the organization of teaching musical and rhythmic movements. The full-fledged creativity of a child in rhythm is possible only if his life experience, in particular musical and aesthetic ideas, is constantly enriched, if there is an opportunity to show independence.

Increased attention should be paid to the selection of musical works that serve as a scenario for independent actions of children. Program music occupies a leading place in creative tasks, since a poetic text and a figurative word help the child to better understand its content.

Instrumental creativity of children, as a rule, manifests itself in improvisations, i.e. composing while playing an instrument, direct, momentary expression of impressions. It also arises on the basis of children's life and musical experience.

One of the conditions for successful instrumental creativity is the possession of elementary skills in playing musical instruments, various methods of sound production that allow you to convey the simplest musical images (clatter of hooves, magical falling snowflakes). It is important that children understand that when creating any image, it is necessary to express the mood, the nature of the music. Depending on the nature of the image to be conveyed, children choose certain expressive means, this helps children to feel and understand the features of the expressive language of music more deeply, encourages independent improvisation.

MUSIC EDUCATIONAL ACTIVITIES

It was said above that in kindergarten preschoolers not only learn practical musical skills and abilities, but also receive the necessary theoretical knowledge about music.

To develop musical abilities, children need certain knowledge. The development of modal feeling (distinguishing the emotional coloring of music - the nature of the whole work) involves the knowledge that the content of music is feelings, moods, their change, that the image in music of any phenomena of the surrounding world always has a specific emotional coloring, that the means of musical expression (major or minor mode, different timbre, dynamics, etc.) create a certain mood, gentle or formidable, cheerful or solemn, that the musical form (number of parts in a work) is determined by a change in the emotional coloring of music, a change in the nature of intonation in individual parts, etc. .

For the formation of musical and auditory representations, it is important to know that musical sounds have different pitches, that 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 the knowledge that musical sounds have different lengths - they are long and short, that they move and their alternation can be dimensional or more active, that rhythm affects the nature of music, its emotional coloring, makes different genres more recognizable. The formation of a motivated assessment of musical works, in addition to the accumulation of auditory experience, requires certain knowledge about music, its types, composers, musical instruments, means of musical expression, musical genres, forms, mastery of some musical terms (register, tempo, phrase, part, etc.)

Musical educational activities do not exist in isolation from other types. Knowledge, information about music is given to children not by itself, but in the process of perception of music, performance, creativity, along the way, to the place. Each type of musical activity requires certain knowledge. For the development of performance, creativity, special knowledge is needed about the methods, techniques of performance, means of expression. While learning to sing, children acquire the knowledge necessary to master singing skills (sound formation, breathing, diction, etc.). In musical and rhythmic activity, preschoolers master various movements and methods of their performance, which also requires special knowledge: about the fusion of the nature of music and movements, about the expressiveness of the game image and its dependence on the nature of the music, on the means of musical expression (tempo, dynamics, accents, register , pauses). Children learn the names of dance steps, learn the names of dances, round dances. 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 each child the desire to communicate with music in the type of musical activity in which he shows the greatest interest, in which his abilities are most fully realized. This does not mean that other types of musical activity should not be mastered by him. However, it is impossible not to take into account the position of psychology on the leading types of activities that influence the development of the individual. If these leading types of activity appeared in preschool childhood, it is necessary to take into account the characteristics of each child and, accordingly, orient the process of musical education towards the development of precisely his abilities, inclinations, and interests. Otherwise, as we have already noted, the learning process is reduced to "training". If training is carried out without an individually differentiated approach, it ceases to be developmental.

So, musical performance is carried out in singing, musical and rhythmic movements, playing musical instruments. The main condition for the emergence of children's musical creativity is the accumulation of impressions from the perception of art, which is a model for creativity, its source. Another condition for children's musical creativity is the accumulation of performing experience. To develop musical abilities, children need certain knowledge.

Thus, the specificity of the musical activity of preschoolers is as follows. A child's musical perception will not fully develop and improve if it is based only on listening to music. It is important for the development of musical perception to use all types of musical performance. It is carried out in singing, musical and rhythmic movements, playing musical instruments. The conditions for the emergence of children's musical creativity are the accumulation of impressions from the perception of art and the accumulation of experience in performing, and for the development of musical abilities, children need certain knowledge.

Conclusion

The purpose of my work was to show the specificity and interconnection of various types of musical activities of preschool children.

To achieve this goal, I solved the following tasks:

She revealed the essence of children's musical activity: all types of musical activity interact with each other. A child's musical perception will not fully develop and improve if it is based only on listening to music. It is important for the development of musical perception to use all types of musical performance.

She showed the specifics of the musical activity of preschoolers. It is important for the development of musical perception to use all types of musical performance. It is carried out in singing, musical and rhythmic movements, playing musical instruments. The conditions for the emergence of children's musical creativity are the accumulation of impressions from the perception of art and the accumulation of experience in performing, and for the development of musical abilities, children need certain knowledge.

Bibliography:

1. Radynova O.P. Musical education preschoolers / O.P. Radynov. - M.: VLADOS, 1994

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

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

4. Nazaikinsky E.V. On the psychology of musical perception. - M.: 1972

5. Vetlugina N.A. Musical education in kindergarten - M .: Education, 1981

6. Tarasov G.S. Pedagogy in the system music education- M., 1986

1 Radynova O.P. Musical education of preschoolers / O.P. Radynov. - M.: VLADOS, 1994

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

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

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

5 Nazaikinsky E.V. On the psychology of musical perception. - M.: 1972

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CHARACTERISTICS OF THE COURSE "THEORY AND METHODS OF MUSICAL EDUCATION OF PRESCHOOL CHILDREN"

COURSE SUBJECT

Theory and methodology of musical education of children is one of the academic disciplines at the faculties preschool education 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 in theoretical and historical terms, as a special form of artistic knowledge), musical psychology (studying the development of musicality, musical talent) , musical sociology (exploring specific forms of existence of music in society). It is closely connected with general and preschool pedagogy, psychophysiology. All these sciences are the theoretical foundations of musical education, which are considered in the subjects that make up the general course and its electives.

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

The methodology of musical 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 activity (perception, performance, creativity, musical and educational activity). In this regard, the purpose of this course is to master students on the basis of personal musical culture with professional musical knowledge, skills, various methods and techniques of musical education and teaching of children of early and preschool age.

The 3rd day of the course are as follows:

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

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

Determine the 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 the organization of 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 educate a child in kindergarten in accordance with the 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 recommendatory 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 musical education, but they are also being adjusted in connection with new approaches to raising a child and taking into account the results of research conducted in this area. So, for example, on the basis of new concepts of organizing the educational process in kindergarten, the educational and disciplinary model of education is being replaced with a personality-oriented one, which should also become decisive when 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, take into account specific conditions when selecting 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 sing the beauty of the world around , must always remember the importance of the formation of the aesthetic principle in the child, understanding the beautiful and the formation of the spirituality of his personality

One of the main tasks of the methodology is to combine the student's theoretical knowledge with practical skills and abilities, the application of theory to the "case".

Thus, the content of the course includes, on the one hand, the mastering of special musical knowledge, skills and abilities by students in the process of classroom theoretical and practical exercises, on the other hand, their verification in kindergarten during laboratory classes and teaching practice in order to ensure full-fledged musical and professional training of preschool education specialists.

It is important for a future teacher to understand that the effectiveness of musical training is largely determined by his personal example and culture. By 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 tell about its content, character, but also show personal interest, enthusiasm, and, to a certain extent, artistry , without which pupils will not be able to feel the appropriate mood, emotionally empathize with musical images. The personal attitude of the teacher to music, his taste, performing abilities largely influence the level of musical development of his pupils. That is why the music director, the educator must constantly improve their musical culture. In many ways, this is facilitated by the study of musical disciplines (elementary theory of music and solfeggio, musical literature, choral singing, rhythm, playing musical instruments). But this is not enough. In order to maintain a good professional shape, including the musical one, you need to take care of it systematically, actively engaged in your improvement. Only a teacher with a high level of general and musical culture can become a role model for his pupils. Only under this condition will children be able to acquire spirituality, which is so necessary for the development of personality.

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

Musical education in kindergarten is an organized pedagogical process aimed at educating musical culture, developing the musical abilities of children in order to develop the creative personality of the child.

Musical education in kindergarten means the “first steps” in this area, which reveal to children the content of elementary information and knowledge about music, types, methods of musical activity.

Education is considered as the main way and means of musical education of children, ensuring efficiency in the development of their musicality, musical and aesthetic ideas, musical culture, artistic and creative abilities, in order to form 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 related. 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 have a developmental character based on a deep 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 can one explain the enormous power of the influence of music on the spiritual world of man?

First of all, its amazing ability to display the experiences of people at different moments of life. The people rejoice - this translates into solemn and joyful sounds of music; a soldier sings on a campaign - the song gives a special cheerful mood, organizes a step; mother mourns for her dead son - sad sounds help to express grief. Music accompanies a person all his life.

“What interesting stuff! ... After all, on this material one could 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 musical creativity “sounding history”, “sonorous living chronicles”.

Musical works reflect the pages of history. During 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, adamant determination to fight until complete victory. In besieged Leningrad, D. Shostakovich created the famous Seventh Symphony. It condemns the greatest evil that fascism brings. “I don’t like to say such words to myself, but it was my most inspired work,”2 the composer recalled. The following words also belong to him: “In sorrow and in joy, in work and at rest, music is always with a person. It has entered life so fully and organically that it is taken for granted, like the air that one breathes without thinking, without noticing... How much poorer the world would become if it were deprived of a beautiful, peculiar language that helps people to 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

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 that my music spread, that the number of people who love it, find comfort and support in it” increases.

Vivid works of art, expressing 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 wonderful original language." Combining an expressive, bright melody, harmony, a kind of rhythm, the composer expresses his worldview, his attitude to the environment. All those who perceive them are enriched by such works.

Can music affect all listeners with the same force? Of course no. And this is another feature of it. Each person in his own way shows interest and passion for music, prefers any musical genre, favorite composer, individual work, having a certain listening experience. Just as one learns to read, write, count, draw, so one must learn to recognize and evaluate music, to listen attentively, noting the dynamic development of images, the clash and struggle of contrasting themes and their completion. The perception of the listener must follow the whole course of the development of music. We must learn to comprehend this "beautiful peculiar language." Musical taste is gradually developed, there is a need for constant communication with music, artistic experiences become more subtle and diverse.

Another feature of music that interests us is to influence a person from the very first days of his life. Hearing the gentle melody of a lullaby, the child concentrates, calms down. But now a cheerful march is heard, and the expression immediately changes baby face, the movements come to life! An early emotional reaction makes it possible to introduce children to music from the first months of life, to make it an active assistant in aesthetic education.

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

Harmonious combination of mental and physical development, moral purity and aesthetic attitude to life and art - the necessary conditions for the formation of a holistic personality. The correct organization of the musical education of children also contributes in many ways to the achievement of this lofty goal.

Music is a means of aesthetic education

Aesthetic education is aimed at developing the abilities of preschoolers to perceive, feel and understand the beautiful, notice good and bad, act creatively on their own, thereby becoming familiar with various types of artistic activity.

One of the brightest means of aesthetic education is music. In order for it to fulfill this important function, it is necessary to develop general musicality in the child. What are the main features of general musicality?

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

Music excites the little listener, evokes responses, introduces life phenomena, gives rise to associations. The rhythmic sound of the march causes him joy, enthusiasm, the play about the sick doll makes him sad. Hearing a sad song performed by an adult on the radio, the boy said: "Uncle sings about his grief." This means that the child felt the mood of the song, which conveys the state of mind of a person.

The second sign of musicality is the ability to listen, compare, evaluate the most vivid and understandable musical phenomena. This requires an elementary musical and auditory culture, arbitrary auditory attention directed to certain means of expression. For example, children compare the simplest properties of musical sounds (high and low, the timbre sound of a piano and violin, etc.), distinguish the simplest structure of a musical work (song of a song and chorus, three parts in a play, etc.), note the expressiveness of contrasting artistic images (affectionate, lingering character of the sing-along and energetic, mobile - of the refrain). Gradually, a stock of favorite works is accumulated, which the guys listen to and perform with great desire, the initial foundations of musical taste are laid.

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

With the development of general musicality, the children develop an emotional attitude to music, their hearing improves, and creative imagination is born. The experiences of children acquire a peculiar aesthetic coloring.

Music is a means of shaping the moral character of a child

Music, directly affecting the feelings of the child, forms his moral character. The influence of music is sometimes stronger than the appearance of persuasion or instructions. By introducing children to works of various emotional and figurative content, we encourage them to empathize.

Round dances, songs, dances of different nations arouse interest in their customs, bring up international feelings. Genre richness of music helps to perceive heroic images and lyrical mood, cheerful humor and perky dance melodies. A variety of feelings arising from the perception of music enrich the experiences of children, their spiritual world.

The solution of educational problems is largely facilitated by collective singing, dancing, games, when children are covered by common experiences. Singing requires united efforts from the participants. Singing inaccurately interferes with a good sound, performance, and this is perceived by everyone as a failure. Shared experiences create fertile ground for individual development. The example of comrades, the general enthusiasm, the joy of performance activate the timid, indecisive. For someone spoiled by attention, overly self-confident, the successful performance of other children serves as a well-known brake on negative manifestations. Such a child can be offered to help his comrades, thereby cultivating modesty and at the same time developing his individual abilities.

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

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

Music - a means of activating mental abilities

The perception of music is closely connected with mental processes, i.e. it requires attention, observation, quick wits. Children listen to the sound, compare similar and different sounds, get acquainted with their expressive meaning, note the characteristic semantic features of artistic images, learn to understand the structure of the work. Answering the questions of the educator, after the work has finished, the child makes the first generalizations and comparisons: determines general character plays, notices that the literary text of the song is clearly expressed by musical means. These first attempts at aesthetic appreciation require active mental activity and directed by the teacher.

Like other art forms, music has an 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, jubilation of the people glorifying our Soviet Motherland. Developing the child aesthetically and mentally, it is necessary to support in every possible way even if insignificant creative manifestations that activate perception and representation, awaken fantasy and imagination.

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

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

Music is a means of physical development

Music, perceived by the auditory receptor, affects the general condition of the entire human body, causes reactions associated with changes in blood circulation and respiration. V. M. Bekhterev, emphasizing this feature, proved that if you establish the mechanisms of the influence of music on the body, then you can cause or weaken excitation. P. N. Anokhin, who studied the influence of major and minor modes on the state of the body, concludes that the skillful use of melodic, rhythmic and other components of music helps a person during work and rest. Scientific data on the physiological characteristics of musical perception provide a materialistic justification for the role of music in the upbringing of a child.

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

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

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

§ 3. Age features of the musical development of the child

A child's abilities develop in the process of active musical activity. To properly organize and direct it from early childhood, taking into account changes in age levels, is the task of the teacher. Otherwise, sometimes there is a lag in development. For example, if children are not taught to distinguish musical sounds by pitch, then by the age of 7 a child will not be able to cope with a task that is easily performed by a younger one.

The most significant features of musical development are:

auditory sensation, musical ear;

the quality and level of emotional responsiveness to music of various nature;

the simplest skills, actions in singing and musical-rhythmic performance.

We note the general trends of age development.

First year of life. Psychologists note that children develop auditory sensitivity early. According to A. A. Lyublinskaya, on the 10-12th day of life, the baby has reactions to sounds. In the second month, the child stops moving and calms down, 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 sounds are heard, to listen to intonations singing voice. From the first months, a normally developing child responds to the nature of the music with the so-called revitalization complex, rejoices or calms down. By the end of the first year of life, the baby, listening to the singing of an adult, adjusts to his intonation with a buzz, babble.

Manifestations of emotional responsiveness to music, the development of auditory sensations allow for musical education from an 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 soft sounds, and even timbre coloration (a metallophone or a drum is playing). The first, consciously reproduced singing intonations are born; singing along with an adult, the child repeats after him the endings of the musical phrases of the song. He masters the simplest movements: clapping, stamping, spinning to the sound of music.

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

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, can make the simplest generalizations. He is observant, able to determine: the music is cheerful, joyful, calm; sounds high, low, loud, quiet; in the part of the piece (one is fast and the other is slow), on which instrument the melody is played (piano, violin, button accordion). The child understands the requirements: how to sing a song, how to move in a calm round dance and how to move in a dance.

Mastering the basic types of movement - walking, running, jumping - enables children to use them more widely in games and dances. Some seek, 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. On the basis of the acquired knowledge and impressions about music, children can not only answer the question, but also independently characterize the piece of music, understand its expressive means, and feel the various shades of mood conveyed by music.

The child is capable of a holistic perception of the musical image, which is very important for the education of an aesthetic attitude to the environment. But does this mean that analytic activity can be detrimental to holistic perception? Studies conducted in the field of sensory abilities and musical perception of children have shown an interesting pattern. The holistic perception of music is not reduced if the task is to listen, highlight, distinguish the most striking means of the "musical language". The child can allocate these funds and, given them, act in accordance with a certain way when listening to music, performing songs and dancing movements. This contributes to musical and auditory development, assimilation of the necessary skills to prepare for singing from notes.

In children of 6-7 years old, the vocal apparatus is even more strengthened, the range is expanded and leveled, greater melodiousness and sonority appear. Songs, dances, games are performed independently, expressively and to some extent creatively. Individual musical interests and abilities are more pronounced.

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

Tasks of musical education

The main task of communist education in kindergarten is the all-round and harmonious development of the child. This task is performed by music. N. K. Krupskaya characterizes the importance of art in educating a personality in the following way: “It is necessary to help a child through art to become more 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 to music.

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

1. 1. MUSIC AS A MEANS OF PHYSICAL DEVELOPMENT OF PRESCHOOL CHILDREN CONSULTATION FOR PARENTS Music has always claimed a special role in society. Even the ancients knew that art has a healing effect! In ancient times, music and medical centers treated people for longing, nervous disorders, diseases of the cardiovascular system. Music influenced intellectual development, accelerating the growth of cells responsible for human intelligence. Music can change development: accelerate the growth of some cells, slow down the growth of others. But, most importantly, music can influence the emotional well-being of a person. The immortal musical works of Mozart, Beethoven, Schubert, Tchaikovsky are able to activate the energy processes of the body and direct them to its physical recovery. Music has a positive effect on the child both before birth and in the subsequent period. Music calms the child. Helps physical and mental development. Therefore, it is important that mothers sing to their children, especially melodic songs. It has long been observed that children fall asleep well to lullabies or reading a book. Sounds, especially those that are melodious, soothe and lull children. Music also contributes to the rapid development of speech in preschool children. And it helps school-age children learn foreign languages ​​faster. After all, it is known that even small children easily memorize songs in another language, even without knowing the meaning of the words. But this is their first step towards learning this language. Children are much more likely to memorize and reproduce songs rather than individual words and texts. Since it is easier for children to sing than to speak, music is considered an effective treatment for stuttering in children. Music helps improve speech, and what children cannot say can be easily sung. According to US researchers, healing power music is needed to normalize blood pressure, helps activate brain activity and strengthens the immune system. Rhythmic and energetic march-style music tones many muscles, which is extremely beneficial for the physical development of children. Therefore, many do exercises to bravura music. For some children, music is a means of focus. It makes children focused, helps to focus their thinking on a specific topic, and at the same time relieves stress and fatigue. If your child falls asleep and wakes up with music, he will be much happier and healthier. However, instead of listening to music, it is much more beneficial to sing yourself. Australian doctors even practice singing sessions for medicinal purposes.
2. 2. 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 the love of 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 children's creative abilities, aesthetics, culture of behavior, helps to build trusting relationships and make new friends. Early musical experience, as well as musical activities (singing, moving to music, playing music, listening to music, etc.) open access to innate mechanisms responsible for the perception and understanding of music and expands the use of these mechanisms for the formation of other higher brain functions. The recently coined term "music therapy" can act as an additional stimulus for the development of children. It is based on several fundamental definitions: listening to music develops visual-figurative thinking - the ability to analyze the image and then synthesize it. This kind of thinking is at the core of mathematics, engineering, and other disciplines;  than earlier child join the music, the more chances he has to fall in love and master it for real;  music games combine talking and singing with rhythmic movements. The areas of the brain responsible for these actions also control motor impulses, thanks to which the child learns more and more to control his body.  Musical games help the child to simultaneously use many skills at work, which develops multilateral neural connections. A child who listens to live music and plays musical instruments from an early age is more likely to realize his innate musical potential when he gets older;  when a child listens to classical music, the brain connections that are responsible for his mathematical abilities are strengthened;  contact with music is extremely important for speech and emotional development, as well as for strengthening motor skills;  rhythmic songs that you sing to your baby contribute to the development of his brain. Therefore, music, by virtue of its inner nature, should be an integral part of any education.
3. 3. In the "Methods of musical education" N. Vetlugina writes that singing develops the vocal apparatus, speech, strengthens the vocal cords, and regulates breathing. Rhythm classes contribute to the physical development of children, improve coordination of movements, improve posture, increase vitality, which creates a cheerful, joyful mood in the child and favorably affects the state of the body as a whole. Thus, music is one of the means of physical development of children. MUSIC DIRECTOR MBDOU DS No. 99 GORYUCHKO G.O. Municipal preschool educational institution kindergarten No. 4 "Firefly"
4. 4. Consultation for educators of Muses. leader: S.A. Bityutskaya R.p. Chistoozernoe 2010

Age levels of musical development of children

Knowing the age characteristics of children makes it possible to find more effective ways to manage the mental processes of the child, including musical development.

Preschool (3-7 years old)) the child shows a great desire for independence, for a variety of actions, including musical activity (if the necessary pedagogical conditions are created for this). Children have musical interests, sometimes to some kind of musical activity or even to a separate piece of music. At this time, the formation of all the main types of musical activity takes place: the perception of music, singing, movement, and in older groups - playing children's musical instruments, musical creativity. In the preschool period, children of different ages differ significantly in their development.

Children 3-4 years old are in a transitional period - from early to preschool. The features characteristic of the previous age are still preserved. But there is already a transition from situational speech to coherent, from visual-effective thinking to visual-figurative, the body is strengthened, the functions of the musculoskeletal system are improving. Children have a desire to make music and be active. They master the simplest skills of singing and by the age of four they can sing a little song on their own or with the help of an adult. The ability to perform simple movements to music gives the child the opportunity to move more independently in musical games, dances.

Children 4-5 years old show greater independence and active curiosity. This is the question period. The child begins to comprehend the connection between phenomena, events, to make the simplest generalizations, including in relation to music. He understands that the lullaby must be sung quietly, slowly. A child of this age is observant, he is already able to determine what kind of music is being played: cheerful, joyful, calm; sounds high, low, loud, quiet; what instrument they play (piano, violin, button accordion). He understands the requirements, how to sing a song, how to move in a dance. The voice apparatus of the child is strengthened, so the voice acquires some sonority, mobility. The singing range is approximately within the re-si of the first octave. Improved vocal-auditory coordination. The motor apparatus is significantly strengthened. Mastering the basic types of movements (walking, running, jumping) in the process of physical education makes it possible to use them more widely in musical and rhythmic games and dances. Children are able to remember the sequence of movements by listening to music. At this age, interests in different types of musical activity are more clearly revealed.

Children 5-6 years old against the background of their general development, they achieve new results in terms of quality. They are able to single out and compare the signs of individual phenomena, including musical ones, and establish connections between them. Perception is more purposeful: interests are more clearly manifested, the ability even to motivate one's musical preferences, one's assessment of works. At this age, children not only prefer one or another type of musical activity, but also selectively treat its various aspects. For example, they like to dance more than dance, they have favorite songs, games, round dances, dances. They can explain how a (for example, lyrical) song is performed: “You need to sing beautifully, lingeringly, affectionately, gently.” Based on the experience of listening to music, children are capable of some generalizations of simple musical phenomena. So, about the musical introduction, the child says: "This is played at the beginning, when we have not yet begun to sing." The vocal cords of the child are significantly strengthened, vocal-auditory coordination is being established, auditory sensations are differentiated. Most children are able to distinguish between high and low sounds in intervals of fifths, fourths, thirds. In some five-year-old children, the voice acquires a sonorous, high-pitched sound, a more definite timbre appears. The range of voices sounds better within the re-si of the first octave, although some children also have higher sounds - to, re - the second octave.

Children 5-6 years old show dexterity, speed, the ability to move in space, to navigate in a team in movement. The guys pay more attention to the sound of music, better coordinate movements with its character, form, dynamics. Thanks to the increased opportunities, children better learn all types of musical activities: listening to music, singing, rhythmic movements. Gradually, they master the skills of playing instruments. Learn basic information about musical literacy. All this is the basis for the versatile musical development of children.

Children 6-7 years old brought up in a preparatory school group. The very name of the group, as it were, defines social purpose her. Develop mental capacity children, their musical thinking is enriched. Here are some answers from 6-7 year olds to the question of why they like music: “When music plays, we have fun” (feel the emotional nature of music); "Music tells something"; “She tells you how to dance” (they note her vital and practical function); “I love music when it sounds gentle”, “I love waltz - smooth music” (they feel and appreciate the nature of the music). Children are able to note not only the general character of the music, but also its mood (cheerful, sad, affectionate, etc.). They already refer works to certain genre: cheerfully, clearly, menacingly, joyfully (about the march); affectionately, quietly, a little sadly (about a lullaby). Of course, here too, individual characteristics come into play. If some children (including six-year-olds) give only brief answers (such as “loud-quiet”, “fun-sad”), then others feel, understand more essential signs of musical art: music can express various feelings, human experience. Consequently, individual manifestations often “overtake” age-related possibilities. There are distinct differences in the level of musical development of those children who mastered the program of musical education in kindergarten, and those who did not have such training (some come to the preparatory group from the family).

Voice apparatus in a child 6-7 years old strengthens, however, singing sound formation occurs due to the tension of the edges of the ligaments, so the protection of the singing voice should be the most active. It is necessary to ensure that the children sing without tension, quietly, and the range should gradually expand (re of the first octave to the second). This range is most comfortable for many children, but there may be individual differences. In the singing range of children of this age, deviations are significant. The voices manifest melodiousness, sonority, although a specifically childish, somewhat open sound is preserved. In general, the chorus of children 6-7 years old does not sound stable and harmonious enough. Physical development is improved in various directions and is primarily expressed in the mastery of the main types of movements, in their coordination. There is an even greater opportunity to use movement as a means and way of developing musical perception. Using the movement, the child is able to express himself creatively, quickly navigate in search activities. The performance of songs, dances, games sometimes becomes quite expressive and testifies to attempts to convey one's attitude to music. In addition to singing, listening to music, musical and rhythmic movements, much attention is paid to playing children's musical instruments. Children master the simplest methods of playing the drums (drum, tambourines, triangles, etc.); they memorize their structure, distinguish sounds by timbre. A short review of the age-related features of the musical development of children can be completed by emphasizing them. character traits. Firstly, the level of musical development depends on the overall development of the child, on the formation of his body at each age stage. At the same time, to reveal the relationship between the level of children's aesthetic attitude to music (to musical activity) and the level of development of musical abilities. Secondly, the level of musical development of children of different ages depends on active learning musical activities in accordance with the content of the program. (However, the musical information received by the child at home is wider than that planned in the program). Not all children of the same age are the same in terms of musical development. There are significant deviations due to their individual characteristics. If we compare overall structure musicality with manifestations of musicality in individual children, we will see that some of them are musical in all respects, while others differ in a peculiar combination of individual musical abilities, so, with very high-quality musical perception, some children show themselves weaker in singing, dancing or good development of musical ear not always accompanied by a penchant for creativity. Therefore, it is necessary to take into account both age and individual characteristics of children.

Tips for parents about musical education of a child

Music will create the necessary energetic background for the child, help the child feel the rhythm. Turn on calm, smooth music, without words, while the child is drawing, sculpting, and even when the child is learning to write. Psychologists have found that when first-grade teachers turned on classical music while the children were learning to write, the children's movements became smoother and they were better focused on completing tasks. Let the nanny or parents turn on music and dance with the child more often. This is great for raising a child.

The child will learn to dance, move well to the music, feel the rhythm of each melody, in addition, the child communicates with the nanny or parents through dance without words, which is important for the best mutual understanding. You can invite a professional music teacher to your child and check whether the child has an ear for music, the ability to learn to play a musical instrument. If there is, and, more importantly, the desire to play, then you can teach your child music with a teacher.

If the child has no interest in playing a musical instrument, then do not insist, because, otherwise, this may cause a backlash and the child will remember for the rest of his life how he was forced to play the piano, scolded and may relate to music with disgust. Musical ability + voluntary desire of the child to play! It is not necessary to teach a child to play only the piano, you can try the gentle flute, romantic guitar, energetic drums, violin, etc. Try different things to get a feel for which musical instrument the child likes best.

Sing lullabies to your child, sing them yourself before going to bed, and also put him to listen to them professionally performed. Sing with your child various songs that are easy to remember, the song "Crocodile Gena", "Winnie the Pooh", other songs from cartoons. If you have a karaoke system at home, great, then the nanny or parents can sing a wide variety of songs to the music. If not, you can sing along to an audio CD. Play musical games with your child, for example, spin with a small child in the rhythm of a waltz, or play to the music: “Ladushki - patties - where they were - with your grandmother” or play the game “We baked a loaf - this is such a width - to energetic music - such a height ”or“ We are going, we are going, we are going to distant lands - good neighbors are good friends ”or“ The sea worries once - the sea worries two - freeze the figure, ”etc.

You can turn on certain melodies to maintain the daily routine, for example, lullabies - a signal for the child that it's time to go to bed, Winnie the Pooh's funny song - it's time to go for a walk, the song "Antoshka - prepare a spoon for dinner" - it's time to eat, another melody is play time etc. This is especially important for small child who cannot speak or speaks poorly. If a child often suffers from colds, coughs or has asthma, then the child should definitely sing or learn to play the flute more often. This helps children cope with breathing problems, keep a certain rhythm of breathing. Music helps if the child has speech defects. In this case, it is best for the child to sing more often, this can help to cope with stuttering, with speech problems.

If the child is hyperactive, he should often listen to calm music. If something hurts a child, then you can let him listen to a beautiful melody without words, and stroking the sore spot, say “my son (daughter) does not have pain, pain - leave soon.” This old way of talking about pain distracts, calms the child, gives a “pain-relieving effect”, and older children themselves will “talk about pain” like this. Buying musical toys for a child, melodic rattles for the smallest, then musical tumbler dolls, musical baby dolls, older children - musical toys are more difficult.

More often listen to different music with children: classical; ethnic, folk songs; music of nature; melodic singing; romantic music without words; jazz; blues. It's good when a nanny or parents listen to music with the children, but you can periodically leave the child alone with the music. Tell your child about different composers, about their interesting destinies, and then put the child to listen to the music of this composer.

Talk about different musical instruments, be sure to accompany your story musical commentary. Teach your child to feel the music, tell him that the music reflects the mood, let him choose the music that matches his different feelings and different moods. This will help the child learn to quickly and correctly understand their feelings and correctly hear the music of their soul. Music can help to cope with grief, with the misfortune of a child. Cheerful, energetic melodies help children cope with feelings of fear.

Use music to educate the child's imagination, for example, ask the child to imagine something to a given melody or draw those images, colors that a child has when listening to a melody. See different things with your child musical films on TV or on DVD, where they also sing and dance a lot. For example, "Mary Poppins, Goodbye", "Mom", "Blue Bird", "The Sound of Music", "Singing in the Rain", "Sun Valley Serenade", Walt Disney cartoons "Fantasy", "Cinderella", "Sleeping Beauty" ”, “The Little Mermaid”, “Beauty and the Beast”, etc., musical cartoons “The Wolf and the Seven Kids on new way”, “Plasticine Crow”, “Pencil Box”, “Nutcracker”, “Contact”, etc.

Explain to your child that music is diverse and there is music for every occasion: for joy and for sadness, for communication and for fun, for relaxation and for work, and that it is important to be able to select music according to the situation and mood. In addition, the child must be explained that loud music can disturb others and that the melody that the child likes will not necessarily be liked by others. And yet, even if the child really likes music, you should not let music sound in the house all day long, otherwise it will quickly become commonplace from a source of joy and peace and will no longer be noticed.

The influence of musical creativity on the psycho-emotional state of the child

Music therapy - as one of the most important methodological tools that affect the mental health of the child. Researches of famous scientists, teachers prove the possibility and necessity of forming a child's memory, thinking, imagination from a very early age. The possibility of early development of musical abilities in children is no exception. There is evidence that confirms the facts of the influence of music on the fetus that is formed during the pregnancy of a woman and its positive effect on the entire human body in the future. Music has always claimed a special role in society. In ancient times, music and medical centers treated people for longing, nervous disorders, diseases of the cardiovascular system. Music influenced intellectual development, accelerating the growth of cells responsible for human intelligence. It is no coincidence that mathematics classes in the Pythagorean school were held to the sounds of music, which increases the efficiency and mental activity of the brain. Music can change development: accelerate the growth of some cells, slow down the growth of others. But, most importantly, music can influence the emotional well-being of a person. The immortal musical works of Mozart, Beethoven, Schubert, Tchaikovsky are able to activate the energy processes of the body and direct them to its physical recovery. Nothing is impossible for real music! You just need to be willing to listen and know how to listen. The emotional impact of harmonious sound combinations is amplified many times if a person has a fine auditory sensitivity.

A developed ear for music makes higher demands on what is offered to him. Heightened auditory perception paints emotional experiences in bright and deep tones. It is difficult to imagine a more favorable period for the development of musical abilities than childhood. Development of musical taste, emotional responsiveness in childhood creates the foundation of the musical culture of a person, as part of his general spiritual culture in the future.

AT last years the system of preschool education is being actively reformed: the network of alternative institutions is growing, new programs of preschool education are emerging, and original methods are being developed. Against the backdrop of these progressive developments emotional sphere The child is not always given sufficient attention. Any teacher, having worked in the education system, notices a sharp increase in children with various forms of behavioral disorders, with various deviations in the psyche. Simply put, the number of unhealthy children, children with psycho-emotional disorders is increasing every year. All this is facilitated by all kinds of programs that have an educational and disciplinary orientation, “desensitization” is facilitated by the technologization of life in which the child participates. Closing themselves on TVs, computers, children began to communicate less with adults and peers, and yet communication greatly enriches the sensual sphere. Modern children have become less responsive to the feelings of others. In kindergartens, there are more and more children with pronounced hyperactivity, children with psychosomatic diseases. Any inappropriate behavior: laziness, negativism, aggression, isolation - all this is a defense against dislike. A child is able to successfully develop, maintain health only in conditions of psychological comfort, emotional well-being Already in the works of the first generally recognized music theorist - ancient Greek philosopher Pythagoras - we find a description of how music can affect the emotional state of a person. One of the most important concepts in the ethics of Pythagoras was "eurythmy" - the ability to find the right rhythm in all manifestations of life - singing, playing, dancing, speech, gestures, thoughts, deeds, in birth and death. Through finding this correct rhythm, a person, considered as a kind of microcosm, could harmoniously enter first into the rhythm of pole harmony, and then connect to the cosmic rhythm of the world whole. From Pythagoras, the tradition went, to compare public life, both with a musical mode and with a musical instrument. Following Pythagoras, Aristotle believed that the ability of music to influence the state of mind of listeners is associated with the imitation of a particular character. Musical modes differ essentially from each other, so that when we hear them, we get a different mood, and we are far from being equally related to each of them; so, for example, listening to other, less strict modes, we soften in our mood: other modes cause a balanced mood in us. In ancient sources, we find a lot of evidence that speaks of miraculous healings achieved through music. According to the views of the ancients, this or that disease corresponded to the rhythm of the pulse, and these rhythms were arranged in the order of musical numbers. In the medieval Italian music theorist Joseph Tsarlino, we find evidence of how a certain Senocrates restored the insane to their former health with the sounds of trumpets, and Talet from Candia expelled the plague with the sounds of Kifara. The prophet David, with his singing and playing the cithara, cured the biblical king Saul from bouts of severe depression. According to legend, the stern king Lacedaemonian approved and even composed music himself, and his troops never went into battle unless they were first inspired and warmed up by the sounds of military pipes and pipes.

The famous orator Gaius Gracchus always, when speaking to the people, kept behind him a slave musician who, with the sounds of a flute, gave him the right tone and rhythm of speech, moderating or exciting the spirit of eloquence of his master. The singer Orpheus could soften the souls of not only people, but even wild animals and birds with his singing. The doctor Asklepiad pacified discord with the sounds of music, and restored the hearing of the deaf with the sounds of the trumpet. The Pythagorean Damon, with his singing, turned young men devoted to wine and voluptuousness to a moderate and honest life. Listening to music played on the miter, according to the ancient Greeks and Romans, contributed to the process of digestion. The Roman physician Galen recommended the use of music as an antidote for snake bites. Democritus recommended listening to the flute for fatal infections. Plato offered a remedy for headaches, consisting of a set of herbs. The treatment was accompanied by singing of a magical nature. It was believed that without singing and musical accompaniment, the medicine would lose its medicinal properties. In the middle of the century, the practice of musical psychotherapy was closely associated with the theory of affects, which was widespread at that time, which studied the effect of various rhythms, melodies and harmonies on the emotional state of a person. Installed various relationships between the patient's temperament and his preference for one or another character of music. According to A. Kircher, a German scientist-musician, the psychotherapeutic possibilities of music consisted in its mediation between the music of the spheres and that which lies in the movement of physiological processes in the body. Bringing the latter into line with the former, music has a healing effect.

The beginning of the current stage in the development of musical psychotherapy takes from the end of the 40s, when in many countries Western Europe and the United States, music and psychotherapy centers and schools began to be organized in Sweden, Austria, Switzerland, and Germany. Working in kindergarten, you can observe a large number of children who are unable to cope with neuropsychic stress and overload, received both in kindergarten and at home. This is what leads many children to various forms of deviant behavior. And teachers should solve these problems by all possible means. One such tool is music therapy.

Music therapy is a method that uses music as a means of normalizing the emotional state, eliminating fears, movement and speech disorders, psychosomatic diseases, behavioral disorders, and communication difficulties. Music therapy is a combination of techniques and methods that contribute to the formation of a rich emotional sphere, and practical exercises and exercises that contribute to the normalization of the child's mental life. Music therapy provides for both the holistic and isolated use of music as the main and leading factor of influence (musical works), and the addition musical accompaniment other corrective techniques (psychogymnastics, logarithmics). The main and main tasks that determine music therapy are the formation and development of musical and creativity, expansion and development of the emotional sphere, learning by means of music of autorelaxation, development of moral and communicative qualities.

The organization of music therapy classes requires the teacher and music director special psychological education, knowledge of the basics of general and clinical psychology, the availability of musical pedagogical education. Music therapy focuses the teacher on cooperation with the child, on the integration of various types of artistic activity. Therefore, music therapy, as a method of correction, is recommended to be used not only in music, but also in physical education classes, morning exercises, invigorating gymnastics after daytime sleep, at leisure evenings, in speech development classes, visual activity, in daily activities, independent games etc. Thus, each teacher can use these exercises in combination with other games and exercises, “construct” the necessary form of classes from separate compositions.

All elements of music therapy exercises make it possible to use them not only as a means of developing the musical and motor abilities of children in rhythm classes, but also as a game training of mental processes: attention, memory, will, creative imagination and fantasy, as well as a means of relaxation, switching attention or increasing psychophysical tone, etc., in various forms of organizing the pedagogical process in kindergarten. If the teacher has a certain skill, he can relieve mental fatigue in a matter of minutes, invigorate, liberate, improve mood, and concentrate attention. For example, in classes with a high mental load and low mobility dance compositions should be used as physical exercises. Using compositions based on fast, fun music allows you to cheer up children, activate their attention.

FEATURES OF MUSIC PERCEPTION IN PRESCHOOL CHILDREN

Musical art plays a huge role in the process of educating spirituality, the culture of feelings, the development of the emotional and cognitive spheres of a person's personality. According to: "The ability to listen and perceive music is one of the elementary signs of aesthetic culture, without this it is impossible to imagine a full-fledged education." When organizing the musical education of a child, it is important to develop in him the need to communicate with music, the ability to feel its beauty, intonation originality and deep personal meaning. In this regard, the problem of educating the listener from preschool age is acute, since it is this age that is sensitive to the development of musical perception.

Musical perception is a kind aesthetic perception, its private view. On the one hand, it has properties inherent in the perception of art in general, and on the other hand, it has its own characteristics, which are due to the specifics of musical art.

The problem of music perception is quite complicated due to the subjectivity of this process, and, despite the many special studies covering it, it has not yet been solved in many respects. A significant contribution to the study of issues of musical perception was made by,,. In the works of these authors, a large amount of scientific, theoretical material has been collected concerning various facets of musical perception, its psychological mechanisms and pedagogical methods for its development in children.

Studies have shown that the quality of musical perception is associated with the natural properties of the nervous organization and is not limited to the emotional response to music, but manifests itself in more general characteristics human personality, including important place occupy the subtlety of emotional experiences, creative imagination, fantasy, artistic perception of the world.

The perception of music as a complex multi-level process is quite difficult for preschoolers along with the perception of works of other types of art. This is due both to the complexity of the musical artistic image, and to the age characteristics of the preschool child. Therefore, in preschool childhood, at the very beginning of musical development, the child needs to be helped to hear and understand music, to enter the world of its images.

Psychological and age feature children of preschool age is that they are extremely responsive to everything emotional, vivid, figurative. They are able to show interest in accessible works of art, admire the beauty in nature, everyday life, in the phenomena of the surrounding reality and social life.

Musical perception in preschool age and its features are of great interest for musical theory and aesthetics. The study of the psychology of musical perception of children of this age provides the most important material for clarifying the specifics musical language and the nature of music as an art to explore its relationship with speech, thinking, emotions, with various types and forms of human activity and communication.

The perception of music in preschoolers occurs, as a rule, on the basis of practical interest in developmental activities. At the same time, the elements of artistic experience are realized in active participation, and not in a simple contemplation of musical reality. The basis of creative activity here is the complex activity of “feeling”, when from the external impressions presented, the child, who perceives a piece of music, builds and creates an artistic image himself, determines its artistic value for himself and those around him.

A number of researchers (,) note the following main features of musical perception, the knowledge of which is necessary for its development in children: integrity, emotionality, awareness, imagery.

Having conducted a study of the level of development of music perception in children 4-6 years old, I found that the perception of music at this age stage occurs in the unity and interaction of two main lines: 1-the actual intonation perception and awareness of music; 2 - awareness of music and its individual interpretation, mediated by the life and musical experience of the child. In general, the development of musical perception is uneven, with significant qualitative leaps in the 5th and 7th years of life.

Musical perception, being a complex, multifaceted psychological process, largely depends on the individual characteristics of the child, primarily on the type of his nervous system, general and musical abilities. Children with pronounced general and musical abilities show the ability to concentrate with unusual intensity for a long time on the perception of musical works, showing stability of attention and liveliness of emotional response.

Thus, the peculiarities of the perception of music in preschool children often echo the peculiarities of the perception of the surrounding world and consist in increased emotional responsiveness; the depth of artistic impressions due to novelty; brightness, colorfulness of perceived and created images; striving for practical active developmental activity. Knowing the patterns of development of musical perception, the teacher can manage the process of musical education of children, form their aesthetic tastes and needs.

Upbringing, training, education - basic pedagogical processes. Their interpretation differs according to whether these processes are understood as formation or as development. How are they different?

To form - to give a certain, desired form, that is, to bring in from the outside. Formation mechanisms include conscious (or unconscious, spontaneous) influence on the child with the help of factors and means that did not initially determine his natural course of development. Development is the outward unfolding of the properties initially present in the structure of a human being in accordance with the natural laws of their growth. It is impossible to develop what is not yet inside, what has not become a component of the structure of a human being.

The tradition of understanding upbringing as an impact on a child is becoming obsolete. A. S. Makarenko in the “Book for Parents” gave an illustration of such education, brilliant in its irony: “We take a child, fix him three meters away from us and ... we begin to educate.” The humanitarian pedagogical tradition is always focused on the education of morality. The specificity of education lies in the reproduction, development, support of a truly human in

a person, in the formation of the Image of a Man, the development of his vocation to be a Man, understanding of education as “care for the spiritual life of a child” (M. Montessori).

Respectively, musical education - the nutrition of music - is directed, in the words of V.A. Sukhomlinsky, not at the education of a musician, but first of all at the education of a Person, at "the education of a good mind and a wise heart."

musical training, as a formation, it is aimed at mastering the child with knowledge, skills, and skills in the field of musical art. Musical training, as a development, is aimed at creating conditions for the formation musical thinking, musical consciousness, etc.

Musical education is one of the traditional cultural values ​​that determine the development of society and each individual. The development of a child in human culture is a process that is organized by an adult, since the child does not know how to use cultural means. It is the adult who reveals to the child how to use them. Education in the Law of the Russian Federation is interpreted as “a purposeful process of education and training in the interests of a person, society, state, accompanied by a statement of the achievement by a citizen (student) of the educational levels established by the state” (Scheme 1).

Scheme 1

Musical education

It is education and training that create the content-semantic basis of development, becoming its factors and means.

Education in the arts, especially music education, has great potential.

Since ancient times, science has accumulated a huge amount of information about this. There are three main directions of musical influence on the human body: on the physical body; on spiritual essence; on intellect.

By the 20th century scientific data have accumulated confirming the knowledge of the ancients that music is the source of the most powerful influence on

person. For antiquity, for example, the deep connection between music and medicine is indicative. So, Aristotle emphasized not only the pedagogical, but also the therapeutic significance of music, believing that music, through catharsis, relieves difficult mental experiences. Hippocrates used in his medical practice the impact of music on patients. Great healer of antiquity Avicenna called the melody a "non-drug" method of treatment (along with diet, smells and laughter) and the strongest means of preventing neuropsychiatric disorders.

Since the 19th century science has accumulated a lot of information about the impact of music on humans and living organisms. In the XX century. interest in the influence of music on the formation spiritual world and on the human psyche has risen all over the world. Doctors, psychologists, teachers are trying to convey to people the importance of music education for cultural life generally.

It has been proven that even the prenatal period is very important for the subsequent development of a person: the music that the expectant mother listens to affects child's well-being. Most medical and psychological research confirms the positive impact of musical activity on respiratory and circulatory functions, immune processes, brain function and interaction of the hemispheres, mental performance, psychomotor, speech development, computing skills. As a result of musical influence:

■ increases the sensitivity of not only auditory, but also visual analyzers;

■ mental processes of attention, perception, memorization improve;

■ exchange processes are regulated;

■ the level of anxiety decreases.

Thanks to researchers who have studied the psychophysiological aspect of the effects of music, the following facts can be considered established: music has a noticeable effect on minute blood volume, pulse rate, blood pressure, blood sugar levels, as well as changes in muscle tone and the appearance of emotions.

Researchers formulate the "intellectual benefits" of music:

■ increasing the level of reading, speech skills;

■ improving skills in solving temporal and spatial problems;

■ improving verbal and arithmetic abilities; improvement of concentration of attention, memory; improved motor coordination.

Together with these "benefits" from music lessons, the main direction of methodological searches in musical education is still associated, as L. V. Shkolyar defines, with the approach of music to the child and the living of childhood in music.

ADDITIONAL LITERATURE

Anisimov V.P. Diagnosis of musical abilities of children: textbook. allowance for students. higher

textbook establishments. — M.: Vlados 2004.

Theory and methodology of musical education for children: scientific method. allowance / L. V. Shkolyar, M. S. Krasilnikova, E. D. Kritskaya et al. - M .: Flinta: Nauka, 1998.

QUESTIONS AND TASKS

1. Describe the sources of setting the goals of music education for preschoolers.

2. What is the ratio of musical development, musical training, upbringing and education?

3. Describe the potential of music education for the development of the personality of a preschooler.

4. Answer the question of Y. B. Aliyev: “Why do you need music, preschooler?”

5. Using the material of this textbook (parts II and III), make a table of tasks for the musical development of a preschooler at different age stages in one of the types of musical activity or in the development of his abilities.

6. Study the proposed literature. Write down the goals and objectives of music education, find something in common that is typical for various authors.

Aliev Yu.B. Methods of musical education of children (from kindergarten to elementary school). — Voronezh; NPO "MODEK", 1998.

Vetlugina N.A., Keneman A.V. Theory and methodology of musical education in kindergarten. - M .: Education, 1983.

Gogoberidze A. G., Derkunskaya V. A. Theory and methods of musical education of preschool children: textbook. allowance for students. higher textbook establishments. — M.: Academy, 2005.

Zimina A.N. Fundamentals of musical education and development of children younger age. — M.: Vlados, 2000.

Praslova G. A. Theory and methods of musical education for preschool children. - St. Petersburg: Detstvo-Press, 2005.

Radynova O.P. etc. Musical education of preschool children. — M.: Academy, 1998.