Harmonious combination of mental and physical development, moral purity and aesthetic attitude to life and art - the necessary conditions Formation of a holistic personality. The correct organization contributes to this high purpose. musical Education Children.

Music is a tool aesthetic education child

Aesthetic education is aimed at developing the abilities of preschoolers to perceive, feel and understand the wonderful, notice good and bad, creatively to act, communicating with various kinds artistic activities.
One of the bright aesthetic education agents is music. So that it fulfill this important function, you need to develop general musicality in a child. What are the main signs of general musicality?
The first sign of musicality - ability to feel the character, the mood of the musical work, to empathize with the heard, exercise emotional attitude, understand the musical image.
Music worries a small listener, causes responses, introduces life phenomena, gives rise to associations. The rhythmic sound of the march causes his joy, the rise, the play about the sick doll makes sadness. Hearing a sad song in the performance of an adult, the boy said: "My uncle sings." So, the child felt the mood of the song that transmits man's mental state.
The second sign of musicality - ability to listen, compare, evaluate the most vivid and understandable musical phenomena. It requires elementary musical and hearing culture, arbitrary auditory attentionaimed at certain means of expressiveness. For example, children compare the simplest properties musical sounds (High and low, timbre sound of piano and violin, etc.), distinguish the simplest structure of the musical work (singing songs and chorus, three parts in the play, etc.), the expressiveness of contrast artistic images (affectionate, extent and energetic, movable - chorus). Gradually accumulates the supply of favorite works that guys with great desire listen and execute, the initial foundations of the musical taste are laid.
Third sign of musicality - manifestation of creative attitude to music. Listening to her, the child in his own way is an artistic image, passing it in singing, game, dance. For example, everyone is looking for expressive movements characteristic of cheerfully marching pioneers, a serious stepping bear, moving bunnies, etc. Familiar dance moves are used in new combinations and options.
With the development of general musicality, the guys appears an emotional attitude to music, hearing is improved, creative imagination is born. The experiences of children acquire a peculiar aesthetic pain.

Music is a means of forming a moral appearance of a child

Music, directly affecting a child's feeling, forms his moral appearance. The impact of music is sometimes stronger than persuasion or instructions. Introducing children with works of various emotional-shaped different emotional-shaped contents, we encourage them to empathy.
Songs about Lenin, about the Kremlin Kurats, about Moscow awaken a sense of love for our Soviet Motherland. Horics Dance Dances of different nations are of interest to their customs, bring up international feelings. Genre wealth 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 enriches the experiences of children, their spiritual world.
The solution of educational tasks is largely promoted by collective penis, dancing, games, when children are covered by common experiences. Singing requires participants in uniform efforts. Singing inaccurately prevents. Good sound, execution, and it is perceived by all as a failure. Common experiences create beneficial grounds for individual development. An example of comrades, general inspiration, the joy of execution is activated by timid, indecisive. For spoiled attention, unnecessary self-confident successful performance of other children serves as a certain brake of negative manifestations. Such a child can offer to assist comrades, thus raising modesty and at the same time developing its individual abilities.
Music classes affect the total culture of the behavior of the preschooler. Alternation of various tasks, activities (singing, listening to music, games on children's instruments, movement for music) requires children attention, intelligence, speed of reaction, organization, manifestations of volitional effort: to start and finish it in time; In dancing, to be able to act, obeying the music, keeping the impulsive desire to run faster, to overtake someone. All this improves the brake processes, raises the will.
Thus, the musical activity creates the necessary conditions for the formation moral qualities Child Personality, Laying Initial Fundamentals common culture Future man.

Music - Activation Means mental abilities

Music perception is closely related to mental processes, i.e., requires attention, observation, intelligence. Children listen to sound, compare the similar and various sounds get acquainted with their expressive meaning, celebrate the characteristic semantic features of artistic images, learn to understand the structure of the work. Answering the Questions of the teacher, after the work was withdrawn, the child makes the first generalizations and comparisons: determines the overall character of the play, notes that the literary text of the song is pronounced with musical means. These first attempts of aesthetic assessment require active mental activity and are sent to the teacher.
Like other arts, music has a cognitive value. It reflects the vital phenomena enriching preschoolers with new ideas. Listening, for example, the song "This is our homeland" by E. Tilicheeva, they feel solemnity, licking, the education of the people glorifying our Soviet Motherland! Developing a child aesthetically and mentally, it is necessary to continue to maintain even minor creative manifestations that activate perception and performance will be fantasy and imagination.
When the adult puts creative tasks in front of the child, it arises search activityrequiring mental activity. For example, in singing, the child improvises, creates its version of the melody, trying to find the compliance of the literary text to expressive intonation.
In musical and rhythmic activities, children are enjoyed with great pleasure, combine the movements of dance, singing and moving to the music. Dance, folk dance, pantomime and especially musical and game dramatization encourage children to portray the picture of life, characterize any character using expressive movements, facial expressions, word. At the same time, there is a certain sequence: the guys listen to music, discuss the topic, distribute roles, then already act. At each stage, new tasks arise, forcing it to think, fantasize, create.

Music - Tool of Physical Education

Music perceived by an auditory receptor affects the general condition of everything human organism, causes reactions associated with changing blood circulation, breathing. V. M. Bekhterev, emphasizing this feature, proved that if establishing the mechanisms of the influence of music on the body, then you can call or weaken the excitement. P. N. Anokhin, who studied the influence of major and minor labor on the body's condition, concludes that the skillful use of melodic, rhythmic and other music components helps a person while working and leisure. Scientific data on the physiological features of musical perception give the materialistic substantiation of the role of music in the raising of the child.
Singing develops the voice apparatus, strengthens voice ligaments, improves speech (doctors-speech therapists use singing in the treatment of stuttering), contributes to the development of vocal hearing coordination. The correct pose of singing regulates and deepens the breath.
Classes of rhythm, based on the relationship between music and movement, improve the posture of the child, coordination, produce clarity of walking and ease of running. The dynamics and the tempo of the musical work require and in movements accordingly change the speed, the degree of voltage, amplitude, direction.
Music classes contribute to the overall development of the child's personality. The relationship between all sides of the upbringing is in the process of various types and forms of musical activity. Emotional responsiveness and developed ear for music Let children B. affordable forms To respond to good feelings and actions will help to intensify mental activity and, constantly improving the movement, will be physically represented by preschoolers.

Method of musical education in children's garden: "Doszhek. Education "/ N.A. Vetlugin, I.L. Dzerzhinskaya, L.N. Commissar and others; Ed. ON THE. Vetlogian. - 3rd ed., Act. and add. - M.: Enlightenment, 1989. - 270 p.: Notes.

Music has the possibilities of exposure not only on adults, but also on young children.

Moreover, it is also proven, even the intrauterine period is extremely important for the subsequent development of a person: the music that the future mother listens is to have a positive effect on the well-being of a developing child (maybe forms its tastes and preferences). Only developing emotions, interests, tastes of children can be attached to the musical culture, lay its foundations. Preschool age is important for subsequent mastery of musical culture. If their musical and aesthetic consciousness will be developed in the process of musical activity of children, it will not pass without a trace for the subsequent development of a person, its common spiritual formation.

Music develops a child and mentally. In addition to a variety of information about music that have cognitive importance, the conversation about it includes the characteristic of emotional-shaped content. The dictionary of children is enriched with shaped words and expressions characterizing moods, feelings transmitted in music. Music activity implies mental operations: comparison, analysis, comparison, memorization, and thus contributes not only to the musical, but also to the overall development of the child.

It is very important to create conditions for the formation of the foundations musical culture Preschool children. In preschool pedagogy, music is considered as a non-replaceable means of development in children of emotional responsiveness to all the kind and beautiful, with whom they are found in life.

Music for the child is a world of joyful experiences. To open the door to this world in front of him, it is necessary to develop his abilities from him, and above all the musical hearing and emotional responsiveness. Otherwise, the music will not fulfill its educational functions.

In very early age The kid allocates music from the surrounding sounds, noise. He focuses his attention on the heard melodies, freezes for a while, listening, reacts with a smile, humming, separate movements, shows a "auxiliary complex". Older children have already increased mental abilities. They comprehend some ties between phenomena, capable of making the simplest generalizations - to determine, for example, the nature of the music, to call, for which signs of the playful play of cheerful, joyful, calm or sad. They are clear and requirements: how to sing a different song in character, how to move in a calm dance or in a movable dance. Musical interests are also consisted: it is preferred to this or another activity, the genre of music.

For the six-seven years, the initial manifestations of the artistic taste are observed - the ability to evaluate works and their execution. Singing voices at this age are acquired by the bellivity, observance, mobility. Range aligned, vocal intonation becomes more stable. If four-year children still need constant support for an adult, then with systematic training, most six-year-old children sings without instrumental support.

The actions of children at musical classes are aimed at fulfilling educational and creative tasks. They assimilate the performing skills and improvise their own unpaid melodies, and in the performance of various dances, they seek to convey various dance movements in their own way, musical and gaming images.

The versatile development of the identity of the child is ensured due to the close relationship between aesthetic education with moral, mental, physical. The implementation of ideological and moral impact helps a properly developed program and selected in accordance with the age capabilities of children. But the most important thing is the "School of Sensities", which are formed due to the special property of music - to arrange empathy.

Cognitive and mental activity is also activated at musical classes. Children know many things, carefully listening to the work. However, they only perceive the most common features, the most vivid images. At the same time, emotional responsiveness does not lose its meaning if the task will be delivered to the child to listen, to distinguish, compare, allocate expressive means. These mental actions enrich and expand the sphere of feelings and experiences of the child, give them meaningfulness.

The harmony of musical and aesthetic education is achieved only when all types of musical activity available to preschool age are used, all the creative possibilities of a growing person. At the same time, complicating pedagogical tasks, one cannot abuse special child susceptibility. Musical art itself, its features are put forward to the teacher the need to solve a number of specific tasks:

1. Rail love and interest in music. Only the development of emotional responsiveness and susceptibility makes it possible to widely use the educational impact of music.

2. Enrich the impressions of children, familiar them in a definitely organized system with a variety of musical works and used expressive means.

3. To acquire children to a variety of musical activities, forming the perception of music and the simplest performing skills in the field of singing, rhythm, games in children's instruments. To acquaint with the initial elements of musical letters. All this will allow them to act consciously, at ease, expressive.

4. Develop the overall musicality of children (sensory abilities, ladscent hearing, a sense of rhythm), form a singing voice and expressive movements. If at this age the child is trained and attached to active practical activity, then the formation and development of all its abilities occurs.

5. Promote the initial development of the musical taste. Based on the impressions and ideas about music, it first is manifested first selective, and then the estimated attitude to the executable works.

6. Develop a creative attitude to music primarily in such an affordable activity as the transfer of images in music games and dances, the use of new combinations of familiar dance movements, improvisation of the speakers. It helps identify independence, initiatives, desire to use in everyday life A learned repertoire, musitizing on tools, sing, dance. Of course, such manifestations are more characteristic of middle and senior preschool children.

Music - art that affects the child in the first months of his life. The direct influence of it on the emotional sphere contributes to the emergence of initial responses, in which the prerequisites for the formation in the future of major musical abilities can be seen.

In order for the development of children in this direction successfully, it is necessary to organize work on musical education, taking into account the peculiarities of the music and age possibilities of children.

Already in the first year of life, the teacher organizes the communication of children with music, accumulating the experience of hearing the simplest melodies (spat or filled with children's musical instruments), encourages to respond to them with voice or movement, creates prerequisites for the active musical activity of the child at the next development stages.
Everything musical abilities Combined with a single concept - musicality. "Music is a complex of abilities developed on the basis of congenital deposits in the musical activity necessary for its successful implementation" (Radyov O.P. "Musical Development of Children").

The core of musicality is the three main abilities that are necessary for the successful implementation of all kinds of musical activity: emotional responsiveness, musical hearing, a sense of rhythm.

Emotional responsiveness to music is the center of the child's musicality, the basis of his musical activity necessary to feel and understand the musical content and its expression in performing and creative activity.

Musical hearing is necessary for pure intonation when singing, a sense of rhythm - for movement, dances and playing musical instruments.

Modern researchers have proven that to form the foundations of musical culture, develop musical abilities to begin as early as possible. Poverty musical impressions of childhood, their absence can hardly be filled later, being an adult. For the formation of the foundations of culture, an appropriate environment is needed, which will give him the opportunity to get acquainted with a variety of music, learn to perceive and experience it.

Music activities of preschoolers are various ways, means of knowledge of the children of musical art (and through it and the surrounding life, and itself), with the help of which general development is carried out.

The following types of musical activity are distinguished in the musical education of children: perception, execution, creativity, musical and educational activities. They all have their own varieties. So, the perception of music can exist as an independent activity, and may precede and accompany other types. Performance and creativity is carried out in singing, musical and rhythmic movements and playing musical instruments. Music-educational activities include general information in music as the form of art, musical genres, composers, musical instruments, etc., as well as special knowledge about the ways of execution. Each type of musical activity, having its own characteristics, assumes the mastery of children by the methods of activity, without which it is not feasible, and has a specific impact on the musical development of preschoolers. This is important to use all kinds of musical activities.

Music and educational activity does not exist isolated from other species. Knowledge, information about music is given to children by themselves, but in the process of perception of music, execution, creativity, along the way, to the place. Each type of musical activity requires certain knowledge. For the development of the execution, creativity, special knowledge of the methods, receptions of the execution, means of expressiveness are needed. Studying singing, the guys acquire the knowledge necessary for the mastery of singing skills (sound formation, breathing, diction, etc.). In musical and rhythmic activities, preschoolers are mastering various movements and methods for their execution, which also requires special knowledge: about the mercy of the nature of music and movements, about the expressiveness of the game image and its dependence on the nature of the music, from the means of musical expressiveness (tempo, speakers, accents, register , pause). Children learn the names of dance steps, assimilate the names of the dance, dance. Studying on the game on musical instruments, children also receive certain knowledge about the timbres, ways, game receptions on different tools.

Thus, it is necessary to remember that musical development has a positive effect on the overall development of children. The child is improving thinking, enriched with an emotional sphere, and the ability to worry and feel the music helps to raise love for the beautiful in general, sensitivity in life. Independent operations, language, memory are developing. Therefore, developing a child musically, we contribute to becoming harmonious developed personalityWhat is very important. Music activities of preschoolers are various ways, means of knowledge of the children of musical art (and through it and the surrounding life, and itself), with the help of which general development is carried out.

Bibliography:

1. Vetlugin N.A. Music education in kindergarten. -M.; Education, 1981.
2. Method of musical education in kindergarten / ed. Vietlogina N.A. - M, 1982.
3. Mentils N.A. Music - Children.; Education, 1985
4. Nazaykin E.V. On the psychology of musical education. - M.: 1972.
5. Tarasov GS Pedagogy in the system of musical education. - m.; 1986
6. Teplov B.M. Psychology of musical abilities - M., L., 1977.
7. Khalaubusar P., Popov V., Dobrovolskaya N. Methodology of musical education - M., 1989.

Features musical work With preschool children.

Nowadays, the vocal education of preschool children is carried out in municipal budgetary preschool educational institutions. It is very interesting that baby singing It also contributes to research for medicine, psychology, acoustics, pedagogy, etc. So arises the theory and system of musical education of children. The problem of aesthetic education by means of art requires an in-depth study of issues related to the musical education and development of preschoolers. Despite all the difficulties and peripetias in Russia of this time, children's singing does not lose its relevance .. It has withstanding rivalry with the media, where new types of creativity are emerging at the present time. And although no one denies the meaning of the educational role of art, but no one tracks the impact of pop culture. Does not put a barrier against low-grade artistic products in the field of culture, in the field of aesthetic education. Thus, the concepts of artistic (positive) and anti-death (negative) are not included in the standards of artistic and aesthetic education.

It is known that joint choral singing has a huge educational meaning and beneficially affects the general development of preschoolers. Music classes B. preschool institution affect the formation of a harmoniously developed personality of the pupil.

Such qualities are formed as:

Emotionic

Communicability

Initiative

A responsibility

Organizations

Collectivism

Goodworking

Creativity

Cognitive processes are developing:

Feeling, perception

Attention, memory

Imagination, thinking

Special skills and skills are developing:

Stage culture

Aesthetic taste

Creative skills

Singing skills

Speech phondematic pronunciation

In the first stages of training, the pupil uses the method of copying "Sing, as I", but gradually need to seek an informed attitude to the implementation vocal exercise. The initial period of organization of skills. Memory, like all other mental processes successfully trained during music classes. Muscular memory is well evolving on special technical exercises, which contributes to the production of mechanical memory. The semantic memory is also needed in grinding, and when mastering technical techniques of singing. Group singing is the best way to develop memory in all its kinds. Verbal logical memory manifests itself when working with poetic texts. In the matter of education of memory, attention is also important and focusing, and focusing attention stimulates memory. Therefore, one-time work on a musical lesson with a maximum concentration of attention can bring more benefits than a few hours of semi-graded, inattentive activities. During occupation, singing is actively developing focusing, without which the creative process is impossible. Concentrated attention is fixed in systematic classes. The development of attention is inextricably linked to the will. Against the background of focused attention, the imagination is developing, the peculiarity of which is that it connects various impressions in images and pictures, transforming reality. Inspiration, in my opinion, this is a special state, expressing in full concentration of all mental strength, abilities and feelings on the subject of creativity.

An important side in the singing process is thinking. During singing, the mental process develops intensively through the development of the logic of literary texts. Therefore, group singing is a mix of thought and feelings, reasoning and inspiration, consciousness and creative intuition. The most directly singing affects those areas of psyche that are associated with figurative and emotional susceptibility. Therefore, musical classes related to vocal work - are the school of perception, imagination and feelings. Speech and singing - the two amazing functions of the voice apparatus of a person who were awarded by nature. Music classes are closely interrelated with other integrative areas.

Singing is a psychophysiological process, and therefore, kids learn from their voice on the basis of conscious muscle sensations. Soundwork efficiency directly depends on knowledge anatomical structure respiratory system, human voice apparatus, etc. When singing, it is necessary to take into account the acoustic laws of sound wave for finding a better sound singing vote. When familiarizing with musical works, it is necessary to take into account the historical period in which it was written.

The era, style is to interpret the musical work. All this, taken together, leads to the formation of artistic - aesthetic taste. Following the interpersonal relationship between pupils and the music director, it should be said that such integration should affect the beneficial only on high-quality parties to the personality of pupils, but also to affect the increase in the general musicality of the individual as a whole. Detection of children's relationships to musical and aesthetic development occurs through the use of various diagnostic methods. Group musical classes have special meaning t. K. are collective forms of classes. Thanks collective work And the personal communication of children is obtained by a versatile expression: the position of the subject of communication is formed, in which its "I" is approved, the world opens social relationship, the mental life of children is regulated. The collective form of creativity acts as an important side in spiritual and in the moral education of preschoolers.

Baby voices have their own peculiarity. Children's voices "bright" on the timbre, narrow range. In children, a specific voice apparatus, short and thin voice ligaments, small capacities are lung. It is characteristic of a high head sound, the characteristic lightness of the timbre, but there is no timbral saturation.

For children's votes, 3-4-year-olds are characteristic of the folding sound, a small power of the sound from PP-MF. And there is no significant difference between boys and girls. In such an initial stage, the ability of collective singing is laid. In 5 years of age, the ability to intonation, lade-metric skills and ensemble singing are laid. In 6-7 years of age, it is possible to identify individual characteristics of the host of the initial skills of vocal techniques. Interest in the phhematic formation of sound.

Organization of the rehearsal process at musical classes.

By choosing a piece, the music director must first examine him carefully. To do this, it is necessary to schedule a general plan of execution, analyze difficult places. The selection of musical material is a very important process.

Let us give the basic principles of the recording of the repertoire:

Availability of perception performed;

Aims to form the formation of the moral qualities of the personality, the accounting of age-related features;

Aims to form musical-treatment skills;

Diverse on topics, genres, stylistic features, means of a music language;

From simple to complex;

Before proceeding with the musical material, the head holds a conversation about its content and character, reports brief information About composer and authors of literary text. Forms of familiarization are different. It is better to organize it listening (audio recording and d. R.) In the performance of highly qualified choral collective. If there is no possibility to listen to the record, then the music manager itself must reproduce this work: play or melting the main rods under the accompaniment. It will help pupils to master music texture And give the opportunity to hear the harmonic environment of the melody. This contributes to the musical development of children, and contributes to the process of activity and consciousness. It is very useful to learn the works of A Capella, as it makes it possible to develop independence in creativity. It can be noted that highly professional possession of the tool orient children in the right sense musical form, style, content. If the work causes difficulty in learning, it is better to divide it into separate phrases, which can be repeated repeated several times.

Thus, it can be argued that the work process music executive With preschoolers, it is impossible to strictly limit the phases with a clearly defined circle of technical or artistic tasks for each of the phases. It will be formal, and can only be accepted as a scheme, following which the head in terms of his experience, skills and abilities will take certain methods of work.

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Features of the musical development of children of senior preschool age (5-7 years)

Senior preschool children are distinguished by life and musical experience in comparison with the younger preschoolers. They listen to music with interest, they react emotionally to her.

When determining the general nature, the mood of the musical work, children of this age are not focused on one, but for two or more means of musical expressiveness (tempo and timbre, pace and dynamics, tempo, timbre and dynamics at the same time)

The perception of the musical image becomes more adequate, which is associated with a fairly high level of development of the system of musical abilities, thinking, imagination.

Children assume the concept of "genre" - the concept of both musical and any other

art (instrumental and vocal music, march, song, dance, "Russian dance",

waltz ...). The ideas about the form of a musical work (one-, two-, three-part form) are summarized. The easiest kids define it, engaged in a musical movement and playing in the orchestra.

Senior preschool children have a fairly large and diverse experience of musical expressive movement. They hear in music and can transmit in motion not only its common mood, but also the pace, dynamics, bright rhythmic pattern, shape.

Plots that are available to children for playing in musical etudes are becoming

more complex. They have not only visual moments, but also an expressive start, reflection of a certain mood ("offended", "Flower is blown"). Children are already owned by the main types of major movements: step, running, jumping, and can perform them quite coordinated, rhythmically and expressive.

However, they lack lightness, spring, agility, the technique of some is not worked out.

main movements (Jacks) and dance movements.

On 6-7 years of life, children are available more complex dances and fairly detailed creative compositions.

In the senior preschool age, the singing apparatus is begins to form, vocal ligaments and voice acquires new, but still modest possibilities. Melody intonating the ringtone becomes increasingly clean. Most

children on the 6th year of life can reproduce with the accompaniment of the overall direction of the movement of the melody, and some of them in this background are purely intronged by its individual segments.

In the 7th year of life, about a third of children cleanly intrudes the melody as a whole with the accompaniment and only individual children purely sing it without it. Children begin to sing a ringtone, flight, easily and expressive.

Children by 5 years place the receptions of the game on impact and sound children's musical instruments, which gives them the opportunity to pronounce themselves in elementary musication.

Senior pre-school age is the age of the heyday of the plot and director's game.

Older children are already quite independent, curious and creatively active.

On this topic:

Age Features of the Musical Development of the Child - Dow "Kindergarten №232" Pearl "

The abilities of the child develop in the process of active musical activity. Properly organize and send it from early childhood, given the changes in the age steps - the task of the teacher. Otherwise, there is sometimes a lag in development.

For example, if you do not teach children to distinguish musical sounds in height, then the child by 7 years will not be able to cope with the task that the youngest easily performs.

The most essential features of musical development are:

• auditory feeling, musical hearing;
• the quality and level of emotional responsiveness to the music of various character;
• the simplest skills, actions in the singing and musical and rhythmic battlefield.

We note the general trends of age development.

The first year of life.

Psychologists note that hearing sensitivity appears in children early. According to A. And Lublin, the kid for the 10-12th day of life there are reactions to sounds. On the second month, the child stops moving and quiet, listening to the voice, to the sound of the violin.

In 4-5 months, a slope to some differentiation of musical sounds is noted: the child begins to respond to the source, where the sounds come from, listening to the intonacy of the singing voice. From the first months, a normally developing child responds to the nature of the music of the so-called reciprocal complex, rejoices or calms down.

By the end of the first year of life, the kid, listening to the singing of an adult, adjusts to its intonation by humming, pushe. Manifestations of emotional responsiveness to music, the development of auditory sensations allows music education from the very early age.

The second year of life:

When perceiving music, children show bright contrasting emotions: funny, revival or calm mood. Hearing sensations of more differential bath: The child distinguishes high and low sounds, loud and quiet sound and even timbre color / plays a metalphone or drum. The first, consciously reproducible singers intonations are born; The infinity of the adult, the child repeats the end of the song of musical phrases.

He sends the simplest movements: clap, it sneaks, spinning under the sounds of music.

The third and fourth year of life.

Children increases sensitivity, the possibility of more accurate varia of the properties of objects and phenomena, including musical. Individual differences in the auditory sensitivity are also noted. For example, some kids can accurately reproduce a simple melody.

This period of development is characterized by the desire for independence. There is a transition from situational speech to a coherent, from visual-effective thinking to a clear-shaped, muscular and propellers are noticeably strengthened. The child appears a desire to make music, actively act.

By 4 years, children can independently, with a slight help of an adult, sing a small song. They own many movements that allow you to dance and play to a certain extent.

Fifth year of life

Characterized by the active curiosity of children. This is a period of questions: "Why?", "Why?". The child begins to comprehend the connection between the phenomena and events, can make the simplest generalizations.

It is observed, able to determine: Music fun, joyful, calm; sounds high, low, loud, quiet; In the pieces of the part / one fast, and the other slow /, on which tool play a melody / piano, violin, bayan /. Requirements are clear the child: how to sing a song how to move in a calm dance and as in a movable dance. .

Mastering the main types of movement - walk, run, jumps - gives the opportunity to children wider use them in games and dance. Some strive without imitating each other, in their own way to fulfill the role / for example, in scene game/. Others show interest only to one type of activity depending on the individual inclinations and the abilities of each.

Sixth year of life

This is the period of training guys to school. Based on the acquired knowledge and VPE music about music, children can not only answer the question, but also independently characterize the musical work, understand expressive means, feel a variety of mood shades.

Methodological manuals developed, opposite and published MBDOU CRR kindergarten № 232

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Children 3-4 years old

The children of the fourth year of life are directly and emotional, love music and with great joy are responding with merry and moving musical works. At this age, children have individual differences in the pace of psychophysiological development, which is manifested in mastering speech, movements, as well as in behavior.

Teacher is important in classes with children of this age to start using an integrative approach, since the necessary prerequisites for active creative muscy are beginning to be formed in children of the fourth year of life. If, in early childhood, the kids still could not sing themselves and only squeezed adult, and their movements were imitated and spontaneous character, then in the period from 3 to 4 years old, children gradually begin to master their independent singing and more consciously perform simple dances and play exercises.

Teacher must be taken into account the following age features of children 3-4 years old for the right organization of an integrative approach at musical classes:

The predominance of involuntaryness in perception, attention, memory and behavior (it is necessary to maintain attention to game objects, to select the music of a short sound);

Most often, modern children prevail the processes of excitation over braking (it is important to correctly alternate the types and forms of activity, their duration);

Clearly effective, visual-shaped thinking (it is necessary to use bright illustrative material, small musical works of an appearance);

Limited vocabulary, age-related obliqueness, limited life experience (pay attention to the development of diction and the expansion of the dictionary in the process of singing, select music, understandable children in mood and content);

A pronounced imitation ability (teacher must be artistic, emotional, capable of accurately and expressively show children a way to perform movement or songs, should be able to involve children in joint musical and creative activities);

The above and other age features of the children of the fourth year of life must be taken into account both in the organization of work on musical development and in the selection of musical works for hearing, execution and other types of musical activity.

Children 4-5 years old

The children of the fifth year of life have already acquired some experience in various types of musical activity. They already have their own individual preferences: someone loves to sing more, someone - dance, play on tools. That is why the teacher must be wider use an integrative approach in classes.

At this age, children are very moving, energetic, emotional. However, attention, memory is even distinguished by insoluctivity. Children are still extremely important display, support for adults.

In the fifth year of life, motor skills and quality continue to develop. On the one hand, children have flexibility, plasticity, they can easily perform some acrobatic exercises. On the other hand, they have not yet formed coordination of movements, which is manifested in walking, as well as in the performance of many types of movements.

The predominance of involuntaryness in perception, attention, memory and behavior requires the teacher of the need to maintain the interest of children with game techniques, select the music of a short sound.

Children 5-6 years old

In the older preschool age in children there are ripening of such important qualitylike arbitrariness mental processes (attention, memory, thinking), which is an important prerequisite for a more in-depth and advanced use of an integrative approach.

The child 5-6 years is more independent, desire for self-expression in various types of artistic and creative activities, he has pronounced the need for communicating with peers, which requires the teacher of compulsory introduction to the educational process of music and communicative games and exercises. To this age, children develop dexterity, accuracy, coordination of movements, which largely expands their performing opportunities. These features of the teacher must be taken into account when dragging, theatricalization of the song, when teaching children, playing musical instruments of the children's orchestra.

In children of this age, the speech is more perfect: an active and passive dictionary is expanding, sound-proof, the grammatical system of speech, the voice becomes ringing and strong. These features provide the possibility of further development. singing activities, use a more diverse and complex musical repertoire.

However, all listed features are manifested individually, and in general, children 5-6 years still require a very careful and attentive relationship: they are quickly tired, tired of monotony. These age characteristics need to be considered when planning and organizing musical educational situations.

Children of the sixth year of life:

Begin to control hearing performance of music in various types of musical activity;

Can participate in musical games with singing, movement, follow the development of the plot;

Can remember familiar songs on the entry or melody;

Can combine singing with the game on children's musical instruments, by groups by performing different parts;

The elementary vocal choral skills are beginning to master: they sing a natural voice, clearly articulate all the words, hold a small phrase (up to 5-6 seconds) to breathe (up to 5-6 seconds), they transmit intonations of simple melodies, they sing it simultaneously, while starting and ending with the execution of the work;

Perform movements with different attributes (colors, handkerchiefs, toys, ribbons, umbrellas, hoops);

Thus, in the older preschool age, the main indicators in all forms of activity are the desire of children to be musitizing, singing, dance, communicate with music, joy and pleasure that they receive from joint executive activities. That is why integitivity should be the basic principle of organizing music classes with children of this age.

Children 6-7 years old

Age 6-7 years is the middle of childhood. Movable, energetic children are active in all kinds of musical and artistic activities. The integrative approach becomes the leading way to organize music.

During this period, psychophysiological capabilities change in children qualitatively: the voice becomes ringing, movements - even more coordinated, increases the amount of memory and attention, is improved. In children, the arbitrariness of behavior increases, a conscious interest in music is being formed, the musical horizon is significantly expanding.

New qualities allow to implement more complex tasks of the musical development of children. At the same time, children are characterized by emotional instability and psychological fatigue, which must be taken into account when planning and organizing musical educational situations.

The use of an integrative approach to musical classes with children of this age allows you to achieve the following results. Children 6-7 years old:

Can take part in musication with an impromptant, adjust sounding music, find your way to play on the instrument;

Can independently organize musication of plays in a two-part form, distribute roles and batch tools;

Children have vocal-choir skills: children sing a natural voice, clearly articulate all words, hold onto the phrase of 6-8 seconds, cleanly intonate simple melodies within "to" the first - "re" ("Mi") of the second octave harmoniously and expressly, transmitting the meaning of executable works;

Can use noise and sound tools for voicing poems and fairy tales, interpret and vary the execution;

Capable to coordinate movements with the metro line and the form of a musical work, to perform more complex coordination (asymmetric, multidirectional) musical and rhythmic movements. Teacher must use this ability to include motor movements in the performance of a musical product, when dragging a song;

In the pre-school period, the relevance of the idea of \u200b\u200bthe holistic development of the child's personality by means of music is increasing, since the tasks of achieving school maturity become priorities, mastering them with prerequisites learning activities, successful socialization of the child, forming moral and communicative skills.

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Music education and development of children 5-6 years.

Characteristic of the musicality of children 5-6 years

The most important indicators of musical development that are intensively manifested in the senior preschool age include:

Developed musical memory, increased memorization, arbitrariness;

Ability to operate with musical ideas;

Ability to arbitrarily manage musical activities;

* Qualitative differences in children's proceedings that appear on the basis of a conscious goal;

Increased creative activity in its individual manifestations.

At this age, the individuality of the child is clearly detected, its initiative, attempts by their own interpretation in the execution, emotionally informed perception.

Occurs further development Hearing sensations for perception, distinction, memorization and reproduction of musical sounds of various heights, timbre coloring, organized in temporary and lade.

The melodic hearing of six-year children is manifested in the exact reproduction of complex intonation ropes of the melody (ascending sext, small and large seconds, quinting intonations), distinguishing and playing intervals from a second to octave. Singing intonation becomes more accurate. Children of this age are capable of distinguishing the steady and unstable sounds of Lada, to memorizing and distinguishing tonic, which indicates the perception of lade gravity.

The developed sense of rhythm is characterized by sensitively catching meter, accents, ripples, rhythmic pattern, musical form, pace of work.

Educational tasks

It should be given to children the opportunity for independent perception of music and penetration into its figurative essence, to encourage the organization of music games, theatricalization of games and fairy tales. At the same time, it is important to support the desire of children to manifest modesty and naturalness, the need for cooperation.

As in previous age groups, paramount importance in working with the children of the sixth year of life is attached to the education of the music of such qualities as kindness, honesty, compassion, attention.

It is necessary to satisfy children's curiosity when listening to musical works (acquaintance with our country, her story, modern events, musical traditions of their own and other nations). It is important to draw the attention of children to the fact that the music is a language of interethnic communication, it will help to solve the objectives of international education.

Music activities of preschoolers and its tasks

Hearing - perception

Continue to comply with musical art in all its varieties, to form a steady interest in the hearing of the people and classical music. (Big Stock musical impressions, good memory allow children to call favorite works.)

To teach children to give the detailed characteristics of the emotional-shaped content of works of various genres ("What kind of music transmits?"), Allocate the program and image in music ("What does music talk about?"), Give the characteristics of the Music Expressiveness ("How does music say?" ).

Disclose the causes of causal relationships between musical phenomena: Quick melody (short, ripped sounds), anxious music (mobile pace, low register). Discuss with children different variants performing interpretation of the musical work.

Music and educational activities

To try to encourage the child to find new knowledge about the world of beautiful: show the connection of music and fiction, music and cinema, music and theater, music and painting.

To give children sustainable knowledge about composers (foreign, domestic). Expand ideas about vocal - song, romance; Instrumental solo, ensemble, orchestral. Children need to know and call dancing (polka, waltz; folk - dance, Kamarinskaya, Kadril, Hopak, etc.), musical genres (play, opera, ballet, song, suite).

Teach children to consciously select the desired complex characteristics to music images: cheerful, joyful, playful, frisky, etc., use musical terms: pace (slow, movable), the nature of the melody playback (singing, erupt, broken), sound dynamics (loud, Quiet, gradually reinforcing, slowing down).

Sugic activity

Sinking. Teach children to drink vowels (a, o, y, e, and), clearly, but naturally pronounce consistent (D, T, P, P). Learning to distribute breathing in singing of lengthy phrases. Expressively transfer the poetic meaning of the text in the singular intonation.

Thought and execution of songs. To seek songs from children with emotional setting: to sing with love, pride, joyfully, with regret, etc. Consider the skills of expressive performance.

To form in children the skills of a hearing self-control. To accustom children to conditioned conductor gestures - the beginning and end of the song, the movement of the hand corresponding to the movement of the sounds of the melody.

Acquire a child to assess the quality of their own singing and singing other children.

Song creativity. Teach ways of song improvisations: imitation of various sounds; answers to musical questions, transmission of expressive intonations (leech, miserable, angry, demanding); singing improvisations to the specified text.

Musical and rhythmic activity

Exercises. Fasten the ability of children in transmission musical foundations means of expressive movements: transmit characteristic images, rhythmic pattern, pace and dynamics of the work. Independently starting and finishing movements in accordance with the musical form.

Dancing, dance, dance. Diversify vocabulary of dance movements: a conception of a different character, a step with a perspective, anxious step with squatting, side gallop, variable step.

Teach children to master the dances (Russian and other peoples), introduce elements of ballet and modern mass dance. Diversify traditional movements: swings with various fine movements, semi-mans with opening and closing hands.

Dance-gaming creativity. Encourage the desire of children to independent improvisations in free dances. Teach the plastic expression of theatrical gaming images.

Continue to form the ability to combine pantomime, dance, plastic.

Learn to reflect in dance improvisations of changes in the music image.

Acquisition for playing musical instruments

Develop the interest of children to musitizing on instruments - both children's and piano.

Teach children with the rules for handling tools (wind). Stimulate a variety of techniques for a figurative game - glissando, accurate and strong movement of the brush.

Learn the performance of songs and speakers, creative improvisations (individually and in the ensemble) on the tools using a convenient application.

Organization and holding of music

The organization of music and rhythm is maintained by structure and type, but becomes markedly complicated. The formation of musical abilities in developing type classes with children of the fifth year of life was based on the material of musical and didactic games and exercises. The musical development of the children of the sixth year of life can significantly complicate the content and methodology for organizing educational activities.

The main task of classes in the first half of the year school year (September - December) - familiarization with the means of musical expressiveness through practical muscy.

From the means of musical expressiveness, children are most easily allocated and digested by rhythm, which is confirmed by scientists (V. Bekhterev, B. Heat, K. Tarasova). That is why to work with preschoolers it is recommended to use the tools of the shock group having a folk origin - Wooden Spoons, boxes, tambourine, Rubel. They usually perform a pulse, focus, weak and strong shares, the beginning and end of phrases, rhythmophormlas, roll calls.

Metric ripple, or pulse, presented to children like smooth, measuring steps that are heard in music. Metric ripples The children begin to realize from the moment they will learn to march to the music,

in the tact of music to clap his hands, pouring into the foot. Depending on the nature of the music, the pulse can be executed on spoons (in the Russian song), drums (march), maratasa (in modern dance).

Emphasis in music is a forceful or semantic release of a separate sound in a musical material. Teacher should be available to explain this to children: carry out an analogy with strokes into separate words in spoken Speech, with the selection of a separate word in the phrase, pick up bright artistic examples.

Depending on the nature of the work, the emphasis may sound on various percussion instruments, but it must be a tool that differs on the timbre on which the pulse is executed. For example, in the dance, the pulse perform spoons, and accent - tambourine, plates or triangles.

Rhythmic pattern (rhythm in the narrow sense of the word) is the ratio of the durations of a sequential row of sounds, i.e. the rhythmic base of the melody. Explaining what a rhythmic melody pattern is an analogy with a picture contour in painting. Changing the line of the contour changes the drawing - in the same way in music, the change in the rhythm changes the melody. Teacher should pay attention to the fact that in the rhythmic figure we hear short and long sounds. (Useful duration to show on flannelhemph.)

In the score, the rhythmic pattern can be executed simultaneously with the pulse, accent and other metrolamic means, but necessarily on another instrument. The rhythmic pattern will sound in the orchestra clearly and purely in the plays of a leisurely character, a quiet sound. It should be reproduced for a small period of time.

When meeting with strong and weak lobes, the teacher draws the attention of children to the fact that when they move under the march, the steps are different - first a heavy, strong step (a strong share), then a lightweight, weak (weak fraction). With the explanation, the strong share of the clock can be designated by cotton in your hands, weak-finger about the finger.

Special attention should be paid to an osted drawing. Ostinent pattern is the same rhythmic sequence, constantly or for a long time repeated in the music work.

Unlike the remaining elements of the rhythmic texture, which are mandatory in the tissue of the musical material, the osted pattern is created in the process of creative execution. To reproduce an osted rhythm, you can use two groups of tools that alternately (in the form of a roll ring) perform a rhythmic pattern.

Rhythmic roll calls are used in the form of echo, cuckoo calls and other visual and imitative means. At the same time, it is better to use different tools on the timbre: a box - a triangle, tambourine - spoons.

The phrase is more or less completed content melodic construction. Initially, children are aware of the contrast between individual parts of the musical work, then between phrases and, finally, distinguish phrases not only in contrast, but also in similarity.

When meeting preschoolers with a rhythm as a means of musical expressiveness, the teacher must take into account the individual musical abilities of the child, select tasks differentiated. It should be noted that any element of rhythmic relationships in music explained to children, but not enshrined in instrumental musication, will not be sufficiently understood and recognized them.

We described the content of the work of the teacher-musician in the study of the developing type. Mustulate the content of dominant classes. If for children 4-5 years old the dominant activity was performed by performing activities (singing), moving, then in the older preschool age this is a hearing. The remaining types of artistic activities help their activation, but at the same time they are selected for each occupation not by chance, but from the point of view of pedagogical expediency.

Complex type classes retain their attractiveness for senior preschoolers. Acquired previously artistic experience helps them create an expressive image (musical, poetic, plastic, pictorial). Joint actions of the teacher and children, communicating with peers create on comprehensive occupations Required conditions for creativity, for the formation of moral and aesthetic feelings.

The leading direction in working with the six-year-old children is the education of the music of the moral qualities of the child's personality. At first glance, life and musical emotions are very similar and equally greatly experienced by the individual.

But in fact, the feelings embodied in music are not always identical to life. They are always "indirect art ideal, the system of value representations is not associated with random, but with a sustainable social and significant, socio-historical content "(V.

Medushevsky). Aesthetic experience enrich the child's experience, including developing the ability to emotionally respond to what is happening around it. This means that he will not remain indifferent to the joy and the grief of other people will show compassion, pity, sympathy, or, on the contrary, indignation, condemnation.

In a promising plan (see further) proposed musical repertoire, according to mine artistic significance capable of solving problems of moral and aesthetic education. The plan of "emotional cooling" in the play by A. Khachaturian "Today is forbidden to walk" aims to form emotional assistance (not to regret itself in another, and the other, like himself).

The musical development of the children of the sixth year of life should be focused on continuity with the school. The system of musical education at school, developed by D. Kabalevsky, is based on the principle of thematism.

The teacher-musician is based on topics of musical art in the uniqueness of its content and form. Having put forward one after another topic, he introduces children to music in a certain sequence. In groups of senior preschool age, it is quite possible to implement the basic principle of developing children with the help of music and musical activity: to show that the music reflects the life content and expresses its musical means.

A promising plan for the phased learning of material on music, rhythm, dance will help in the implementation of the principle of thematism:

"What feelings give music?", "What does music express?";

"What does music tell about?";

"How (what means) tells music?".

Approximate distribution of musical material

Characteristic of the course "Theory and Methodology of Music Education of Preschorschikov"

Course object

The theory and methods of musical education of children - one of academic disciplines At the faculties of pre-school education of pedagogical institutions preparing specialists in the field of pre-school pedagogy and psychology. This course is primarily based on aesthetics (one of the spheres of studying the artistic activities of people), music recognition (music science, considering it in theoretical and historical plan, as special form Artistic knowledge), musical psychology (learning the development of musicality, musical gifting), musical sociology (exploring specific forms of the existence of music in society). It is closely connected with the general and preschool pedagogy, psychophysiology. All these sciences are theoretical foundations of musical education, which are considered in subjects that make up the overall course and its electives.

In this chapter, we will stop at the subject of the Methodology of Music Education of Pigeons of Preschool.

Methods of musical education as pedagogical science is studied by the patterns of attoring a child to musical culture, the development of musical abilities in the process of learning 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 by professional musical knowledge, skills and skills, various methods and techniques of musical education and learning children of early and preschool age.

3 A d and h and courses are as follows:

Give students an idea of \u200b\u200bthe possibilities of musical education of a child from birth to school admission;

Disclose the patterns of the development of musical abilities and the foundations of children's musical culture in pre-school institutions and families;

Identify methods and techniques, organizational forms of musical education and teaching children in various types of musical activity in kindergarten;

Characterize the functions of the pedagogical team

kindergarten for the organization of musical education of preschoolers.

The technique of this course, like other private techniques studied at the Preschool Faculty, is designed to answer the question: how and on what material to educate the child in kindergarten in accordance with the goal of the development of 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 skills in children and advisory list of the repertoire in all types of musical activity in various age groups of preschool institution. Software requirements are the most stable part of the maintenance of musical education, but also they are adjusted in connection with new approaches in the education of the child and taking into account the results of studies conducted in this area. For example, on the basis of new concepts of the organization of the educational process in kindergarten, there is a replacement of an educational and disciplinary education model for personal-oriented, which should be decisive and in drawing up program requirements for the musical development of children. "Relying on existing programs, teacher must Wider use the works of folk and classical music, when selecting the repertoire, consider specific conditions age group children, "individuality factor" of pupils (B. M. Heat), the material and technical base of the institution, their musical and pedagogical abilities, etc., but the main thing is the teacher, knowing about the possibility of music to disclose the best in man, sing the beauty of the world around must always remember the importance of the formation of aesthetic start in the child, understanding the beautiful and formation of the spirituality of his personality

One of the main tasks of the technique is the compound of the theoretical knowledge of a student with practical skills and skills, an application of theory to the "case".

Thus, the content of the course is included, on the one hand - mastering students with special musical knowledge, skills and skills in the process of auditing theoretical and practical classes, on the other - their checker in kindergarten during laboratory classes and pedagogical practice in order to ensure the full musical and professional training of pre-school education professionals.

The future teacher is important to understand that the effectiveness of musical training is largely determined by his personal example, culture. By organizing listening to music, learning the song, etc., it should not only provide artistic performance of the work (in the "live" execution or recording), to brightly talk about its content, character, but also to show personal interest, enthusiasm, in a certain extent artistism With which pupils will not be able to penetrate the appropriate mood, emotionally empathize with musical images. The personal attitude of the teacher to music, his taste, the performing opportunities greatly affect the level of musical development of his pupils. That is why the musical leader, the educator must constantly improve their musical culture. In many ways, this contributes to the study of musical disciplines (elementary theory of music and solfeggio, music literature, choral singing, rhythm, playing musical instruments). But this is not enough. To maintain a good professional form, including musical, 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 be a reference to the imitation for their pupils. Only on this condition, children will be able to gain spirituality, so necessary for the development of the person.

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

Music education in kindergarten is an organized pedagogical process aimed at raising musical culture, the development of children's musical abilities in order to form the creative identity of the child.

Under musical education The kindergarten means "first steps" in this area, which reveal to children the content of elementary information and knowledge of music, species, methods of musical activity.

Training is considered as the main way and a 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 person.

Music development is the process of becoming the development and development of musical abilities based on natural deposits, the formation of the basics of musical culture, creative activity from the simplest forms to more complex.

All these concepts are closely interrelated. Their connection is also expressed in the fact that the effectiveness of the musical development of a child of preschool age depends on the organization of musical education, including training. Training should have a developing nature on the basis of a deep study of a child, its age and individual characteristics and knowledge of the patterns of musical and aesthetic development of children of early and preschool age.

Music value as a type of art

How to explain the vast power of the impact of music on the spiritual world of man?

First of all, it is an amazing opportunity to display the experiences of people in different moments of life. Reach people - it is poured into the solemn and joyful sounds of music; Sings the soldier in the campaign - the song gives a special vigorous mood, organizes a step; Mother grieves about the deceased son - sad sounds help express grief. Music accompanies man all his life.

"What interesting material! ... After all, on this material it would be possible to write a wonderful study on the aspirations and expectations of folk "," V. I. Lenin said about the collection of Russian peasant songs.

People's Musical Creativity N. V. Gogol figuratively called the "sounding history", "ringing alive chronicles."

Music works reflect the story pages. In the days of the Great Patriotic War, one of the best songs of that time was born - "Sacred War" A. Alexandrov. She united Soviet people in their harsh, inflexible determination to fight until the complete victory. In besieged Leningrad, D. Shostakovich creates the famous seventh symphony. It condemns the greatest evil that fascism carries. "I do not like such words to speak about myself, but it was my most inspirational work" 2, "the composer recalled. It also owns such words: "In the mountain and in joy, in labor and on vacation - music is always with a person. It is so fully and organically joined that she is taken as something due, as the air that breathe, without thinking, without noticing ... how much the world would be, having lost the beautiful peculiar language, helping people better understand each other. "3

In this another feature of music - to combine people in a single experience, to become a means of communication between them. Perceived as a miracle that a musical work created

one person, causes a certain response in the soul of another. The great Russian composer P. I. Tchaikovsky said: "I would wish with all the power of the soul so that my music spreads to the number of people who love her, which are consolation and subeauge in it."

Bright artworks expressing the world of great thoughts and deep senses of a person who can cause an emotional response, affecting the aesthetic side of the soul, become a source and means of education.

The third feature of music, according to D. Shostakovich, "Beautiful peculiar language". Combining an expressive, bright melody, harmony, a kind of rhythm, the composer expresses his globility, his attitude towards the surrounding. Such works and are enriched with all those who perceive them.

Does music be able to influence all listeners with the same force? Of course no. And this is another one of her feature. Each person actually shows interest and passion for the music, prefers to any musical genre, a beloved composer, a separate work, having some hearing experience. As learn to read, write, count, draw, you need to learn to learn, to evaluate the music, carefully listen, noting the dynamic development of images, a clash and the struggle of contrast topics and their completion. The perception of the listener should follow the entire course of the development of music. We must learn to comprehend this "beautiful peculiar language". The musical taste is gradually produced, the need for constant communication with music, artistic experiences become thinner and varied.

Another interesting feature of music is to influence a person from the very first days of his life. Hearing the gentle entanglement of a lullaby, the child focuses, subsides. But there is a vigorous march, and the expression of a kindergarter is immediately changing, the movements are revived! An early emotional reaction allows you to bring children to music from the first months of life to make it an active assistant aesthetic education.

§ 2. Music and comprehensive child education

The harmonious combination of mental and physical development, moral purity and aesthetic attitude towards life and art is the necessary conditions for the formation of a holistic personality. Achieving this high goal in many people contributes to the correct organization of musical institution of children.

Music - asthetic education agent

Aesthetic education is aimed at developing the abilities of preschoolers to perceive, feel and understand the beautiful, notice the good and bad, creatively to act, having accessing various types of artistic activities.

One of the bright aesthetic education agents is music. So that it fulfill this important function, you need to develop general musicality in the child. What are the main signs of general musicality?

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

Music worries a small listener, causes responses, introduces life phenomena, gives rise to associations. The rhythmic sound of the march causes his joy, the rise, the play about the sick doll makes sadness. Hearing a sad song in the performance of an adult, the boy said: "My uncle sings." So, the child felt the mood of the song that transmits man's mental state.

The second sign of musicality is the ability to listen, compare, evaluate the most vivid and understandable musical phenomena. This requires elementary musical and hearing culture, arbitrary hearing attention aimed at certain means of expressiveness. For example, children compare the simplest properties of musical sounds (high and low, timbre sound of piano and violin, etc.), distinguish the simplest structure of the musical work (singing songs and chorus, three parts in the play, etc.), the expressiveness of contrasting Artistic images (affectionate, extensive nature of severity and energetic, mobile - chorus). Gradually accumulates the supply of favorite works that guys with great desire listen and execute, the initial foundations of the musical taste are laid.

The third sign of musicality is a manifestation of a creative attitude to music. Listening to her, the child in his own way is an artistic image, passing it in singing, game, dance. For example, everyone is looking for expressive movements characteristic of cheerfully marching pioneers, a serious stepping bear, moving bunnies, etc. Familiar dance moves are used in new combinations and options.

With the development of general musicality, the guys appears an emotional attitude to music, hearing is improved, creative imagination is born. The experiences of children acquire a peculiar aesthetic pain.

Music is a means of forming a moral appearance of a child

Music, directly affecting the feelings of the child, forms its moral appearance. The impact of music is sometimes stronger, appearance than persuasion or directions. Introducing children with works of various emotionally-shaped contents, we encourage them to empathy.

Horics, songs, dances of different nations are of interest to their customs, bring up international feelings. The genre wealth 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 enriches the experiences of children, their spiritual world.

The solution of educational tasks largely contributes collective singing, dancing, games, when children are covered by common experiences. Singing requires participants in uniform efforts. Singing inaccurately prevents good sound, execution, and it is perceived by everyone as a failure. Common experiences create beneficial grounds for individual development. An example of comrades, general inspiration, the joy of execution is activated by timid, indecisive. For spoiled attention, unnecessary self-confident successful performance of other children serves as a certain brake of negative manifestations. Such a child can offer to assist comrades, thus raising modesty and at the same time developing its individual abilities.

Music classes affect the total culture of the behavior of the preschooler. Alternation of various tasks, activities (singing, listening to music, games on children's instruments, movement for music) requires children attention, intelligence, speed of reaction, organization, manifestations of volitional effort: to start and finish it in time; In dancing, to be able to act, obeying the music, keeping the impulsive desire to run faster, to overtake someone. All this improves the brake processes, raises the will.

Thus, the musical activity creates the necessary conditions for the formation of the moral qualities of the identity of the child, lays the initial foundations of the total culture of the future person.

Music - means of activating mental abilities

Music perception is closely related to mental processes, i.e. pays for attention, observation, intelligence. Children listen to 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 teacher, after the work was withdrawn, the child makes the first generalizations and comparisons: determines the overall character of the play, notes that the literary text of the song is pronounced with musical means. These first attempts of aesthetic assessment require active mental activity and are sent to the teacher.

Like other arts, music has a cognitive value. It reflects the vital phenomena enriching preschoolers with new ideas. Listening, for example, the song "This is our homeland" by E. Tilicheeva, they feel solemnity, lift, education of the people glorifying our Soviet homeland. Developing a child aesthetically and mentally, it is necessary to continue to maintain even minor creative manifestations that activate perception and performance will be fantasy and imagination.

When an adult puts creative tasks before the child, then search engines, requiring mental activity. For example, in singing, the child improvises, creates its version of the melody, trying to find the compliance of the literary text to expressive intonation.

In musical and rhythmic activities, children are enjoyed with great pleasure, combine the movements of dance, singing and moving to the music. Dance, folk dance, pantomime and especially musical and game dramatization encourage children to portray the picture of life, characterize any character using expressive movements, facial expressions, word. At the same time, there is a certain sequence: the guys listen to music, discuss the topic, distribute roles, then already act. At each stage, new tasks arise, forcing it to think, fantasize, create.

Music - a means of physical development

The music perceived by an auditory receptor affects the overall condition of the entire body of the person, causes reactions associated with changing blood circulation, breathing. V. M. Bekhterev, emphasizing this feature, proved that if establishing the mechanisms of the influence of music on the body, then you can call or weaken the excitement. P. N. Anokhin, who studied the influence of major and minor labor on the body's condition, concludes that the skillful use of melodic, rhythmic and other music components helps a person while working and leisure. Scientific data on the physiological features of musical perception give the materialistic substantiation of the role of music in the raising of the child.

Singing develops the voice apparatus, strengthens voice ligaments, improves speech (doctors-speech therapists use singing in the treatment of stuttering), contributes to the development of vocal hearing coordination. The correct pose of singing regulates and deepens the breath.

Classes of rhythm, based on the relationship between music and movement, improve the posture of the child, coordination, produce clarity of walking and ease of running. The dynamics and the tempo of the musical work require and in movements accordingly change the speed, the degree of voltage, amplitude, direction.

Music classes contribute to the overall development of the child's personality. The relationship between all sides of the upbringing is in the process of various types and forms of musical activity. Emotional responsiveness and developed musical ear will allow children in affordable forms to respond to good feelings and actions will help to intensify mental activities and, constantly improving the movement, will be physically replenished.

§ 3. Age peculiarities Child's musical development

The ability of the child is developing in the process of active musical activity. Properly organize and send it from the earliest childhood, given the changes in the age steps, is the task of the teacher. Otherwise, there is sometimes a lag in development. For example, if you do not teach children to distinguish musical sounds in height, then the child by 7 years is not able to cope with the task that easily performs the younger.

The most essential features of musical development are:

auditory feeling, musical hearing;

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

the simplest skills, action in singing and musical and rhythmic performance.

We note the general trends of age development.

The first year of life. Psychologists note that hearing sensitivity appears in children early. According to A. A. Lublin, the kid for the 10-12th day of life there are reactions to sounds. On the second month, the child stops moving and quiet, listening to the voice, to the sound of the violin. In 4-5 months, a tendency to some differentiation of musical sounds is noted: the child begins to respond to the source where sounds come from, listening to the intonations of the singing voice. From the first months, a normally developing child responds to the nature of the music of the so-called reciprocal complex, rejoices or calms down. By the end of the first year of life, the kid, listening to the singing of an adult, adjusts to his intonation by the buzz, sheep.

Manifestations of emotional responsiveness to music, the development of auditory sensations allow musical education from the ever after an early age.

The second year of life. With the perception of music, children show bright contrasting emotions: cheerful revival or calm mood. Hearing sensations are more differentiated: the child distinguishes high and low sounds, a loud and quiet sound and even a timber painting (plays a metallophone or drum). The first, consciously reproducible singers intonations are born; The infelining adult, the child repeats behind him the end of musical phrases of the song. He sends the simplest movements: clap, it sneaks, spinning under the sounds of music.

The third and fourth year of life. Children increases sensitivity, the possibility of more accurate distinction between the properties of objects and phenomena, including musical. Individual differences in the auditory sensitivity are also noted. For example, some kids can accurately reproduce a simple melody. This period of development is characterized by the desire for independence. There is a transition from situational speech to a coherent, from visual-effective thinking to a clear-shaped, muscular and propellers are noticeably strengthened. The child appears a desire to make music, actively act. By 4 years, children can independently, with a slight help of an adult, sing a small song. They own many movements that allow you to dance and play to a certain extent.

Fifth year of life. It is characterized by active curiosity of children. This is a period of questions: "Why?", "Why?". The child begins to comprehend the connection between phenomena and events, can make the simplest generalizations. It is observed, capable of determining: Music music, joyful, calm; sounds high, low, loud, quiet; In the pieces of the part (one fast, and the other slow), on which tool play a melody (piano, violin, bayan). Requirements are clear to the child: how to sing a song, how to move in a calm round dance and as in a movable dance.

Mastering the main types of movement - walking, running, jumps - makes it possible for children wider use them in games and dance. Some strive, without imitating each other, in their own way to fulfill the role (for example, in the story play), others are of interest only to one type of activity depending on the individual inclinations and the abilities of each.

Sixth and seventh year of life. This is the period of training guys to school. Based on the knowledge gained and impressions of music, children can not only answer the question, but also independently characterize the musical work, understand its expressive means, feel a variety of moods transferred to music.

The child is capable of a holistic perception of the musical image, which is very important for the upbringing of aesthetic attitude towards the surrounding. But does this mean that analytical activity can harm the holistic perception? Studies conducted in the field of sensory abilities and musical perception of children showed an interesting pattern. The holistic perception of music is not reduced if the task is to listen, allocate, distinguish the most vivid means of the "music language". The child can highlight these means and, given them, act in accordance with a certain way when listening to music, the performance of songs and dance movements. This contributes to musical and auditory development, assimilating the necessary skills to prepare for singing on notes.

For 6-7 years, the voice apparatus is even more strengthened, the range expands and aligns the range, a large association appears, the bellier. Songs, dances, games are performed independently, expressively and in some extent creatively. Individual musical interests and abilities are shown brighter.

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

Tasks of musical education

The main task of communist education in kindergarten is the comprehensive and harmonious development of the child. Music is performed by this task. N. K. Krupskaya so characterizes the importance of art in the education of the person: "It is necessary to help the child through art deeper to realize their thoughts and feelings, clearly think and deeper ..." 1. Pedagogy, relying on these provisions, determines the concept of musical education and development.

Music education and development

Music education is a targeted formation of a child's personality by exposure to musical art - the formation of interests, needs, abilities, aesthetic attitude to music.

The child in the case successfully assists the various types of musical activity, if its individual features are taken into account, age capabilities.