Music therapy for the development of preschool children. Music therapy in kindergarten: tasks and goals, choice of music, development methods, features of conducting classes and positive impact on the child
Music therapy in working with children
Currently, for teachers of modern society, the problem of increasing the number of preschool and school-age children with behavioral disorders, as well as mental and personal development, has become acute. Psychologists, educators and other specialists work on this problem in kindergartens and schools. Many are looking for new non-traditional methods of pedagogical assistance to children. One such method is music therapy.
The history of the relationship between music and people goes back to the distant past, to the origins of humanity. The use of music for medicinal purposes also has a long history. In the past, music was widely used in medical practice. The impact of music on our lives is pervasive.
Music therapy is a method that uses music as a means of correcting emotional abnormalities, fears, movement and speech disorders, behavioral abnormalities, communication difficulties, as well as for the treatment of various somatic and psychosomatic diseases.
When working with children, music therapy is used to correct emotional deviations, fears, motor and speech disorders, psychosomatic diseases, and behavioral deviations. Music therapyallows you to overcome the child’s psychological defense - calm or, conversely, activate, tune in, interest; helps establish contact between the psychologist and the child; helps develop the child’s communication and creative abilities; increases self-esteem based on self-actualization; develops empathic abilities; helps strengthen relationships with a psychologist and other people, promotes the establishment and development of interpersonal relationships; forms valuable practical skills - playing musical instruments; helps to keep the child busy with exciting activities - musical games, singing, dancing, moving to music, improvising on musical instruments; short music playing at each lesson is well absorbed by children who do not tolerate academic loads well; captivates and has a strong calming effect on most hyperactive children; withdrawn, inhibited children become more spontaneous and develop skills for interacting with other people. Speech function improves. Music therapy is very effective in correcting communication disorders that arise in children for various reasons. Music therapy sessions allow you to create conditions for emotional dialogue, often even in cases where other methods have been exhausted. Contact through music is safe, unobtrusive, individualized, relieves fears and tension. Varying familiar and unfamiliar works, their volume, and speed in the classroom makes it possible to work with different children in a targeted manner..
For children with disabilities, the usefulness of music therapy is obvious, because...
Helps strengthen trust and mutual understanding between participants in the process;
Helps speed up the progress of therapy, since internal experiences are more easily expressed through music than through conversation;
Music enhances attention to the senses and serves as a material that enhances awareness;
Musical competence indirectly increases, and a sense of internal control and order arises.
The earlier treatment begins, the greater the chance of success. Therefore, from the age of two, children with disabilities can be treated and developed with the help of music therapy.
Currently, music therapy is an independent psychocorrectional direction, based on two aspects of influence:
1) psychosomatic (during which a therapeutic effect on body functions is carried out);
2) psychotherapeutic (during which, with the help of music, deviations in personal development and psycho-emotional state are corrected).
The cathartic (cleansing) effect of music allows it to be used in correctional work with children who have developmental problems.
For example In order to correct fears in children with autism, it is advisable to use individual music therapy. Traditionally, there are three levels of individual music therapy:
Communicative,
Reactive
Regulatory
On communicative level, the teacher’s efforts are aimed at establishing emotional contact with the child. At this stage, melodic works of classics are used. The child plays or dances to music, the teacher watches him and encourages him. It is important that by the end of the lesson he can approach the child, take his hand, stroke his back, etc.
On a jet level, the goal of which is catharsis, the child plays with an object that frightens him to music. For example, a child is offered a scary doll. First he must give her a name. Then, to the sounds of rhythmic music, he begins to interact with her in accordance with the psychologist’s instructions: “The “horror story” begins to run away from us, we catch it, throw it, drive it away, it leaves us.”
At the regulatory level, the psychologist offers various situations in which the “horror story” and the child may find themselves. The child is asked to choose the music with which the “horror story” communicates with him: slow, relaxing or fast, activating. The choice of music emphasizes the characteristics of the child’s emotional state and his attitude towards frightening objects.
Music therapy is used both individually and in group form. Each of these forms can be represented in three types of music therapy:
Receptive;
Active;
Integrative.
Receptive music therapy Receptive music therapy classes are aimed at modeling a positive emotional state.
A child’s perception of music helps to “step” from real life into another, imaginary world, a world of bizarre images and moods. In a large pre-listening story, the psychologist sets up the perception of a certain figurative musical picture, then the melody seems to take the listener away from negative experiences, revealing to him the beauty of nature and the world.
After listening in a conversation with the “patient”, the psychologist finds out what he “saw”, “felt”, “did” on an imaginary journey, what picture he can draw and describe in words. This perception of music provides stress relief and improves a person’s psycho-emotional state.
In psychocorrectional work, psychologists useintegrative music therapy. An example would be the synthesis of musical and visual perception. The classes are structured in such a way that the perception of music is accompanied by watching video recordings of various pictures of nature. In this case, the child is invited to “step” deep into the image - to a cool ringing stream or onto a sunny lawn, mentally catch butterflies or relax, lying on the green soft grass.An organic combination of two methods of perception gives a stronger psychocorrection effect.
Active music therapy when working with children, it is used in different ways: vocal therapy, dance therapy, with the aim of correcting psycho-emotional states in children and adults who have low self-esteem, a low degree of self-acceptance, and reduced emotional tone.
What kind of music has the greatest therapeutic effect?
According to observations, optimal results are obtained by listening to classical music and sounds of nature. For autogenic training, musical pieces are selected in accordance with the impact on certain functions, and options aimed at calming or mobilizing can be provided.
In the table you see a list of works that can influence the emotional state of both a child and an adult. I use these works both in music lessons and in extracurricular activities..
Ways music can influence your emotional state
Wayimpact
Name
works
Time
Mood modeling (for fatigue and nervous exhaustion)
"Morning",
"Polonaise"
E. Grieg,
Oginsky
2-3 min.
3-4 min.
In a depressed, melancholy mood
"To joy"
"Ave Maria"
L. Van Beethoven,
F. Schubert
4 min.
4-5 min.
With severe irritability, anger
"Pilgrim Choir"
"Sentimental Waltz"
R. Wagner,
P. Tchaikovsky
2-4 min.
3-4 min.
With decreased concentration and attention
"Seasons",
"Moonlight",
"Dreams"
P. Tchaikovsky,
K. Debussy,
R. Debussy
2-3 min.
2-3 min.
3 min.
Relaxing effect
"Barcarolle"
"Pastoral",
“Sonata in C Major” (Part 3),
"Swan",
"Sentimental Waltz"
romance from the movie “Gadfly”,
"Love story",
"Evening",
"Elegy",
"Prelude No. 1"
"Prelude No. 3"
Choir,
"Prelude No. 4"
"Prelude No. 13"
"Prelude No. 15"
"Melody",
"Prelude No. 17"
P. Tchaikovsky,
Bizet,
Lekana,
Saint-Saens,
P. Tchaikovsky,
D. Shostakovich,
F. Ley,
D. Lennon,
Fore,
J. S. Bach,
J. S. Bach,
J. S. Bach,
F. Chopin,
F. Chopin,
F. Chopin,
K. Gluck,
F. Chopin
2-3 min.
3 min.
3-4 min.
2-3 min.
3-4 min.
3-4 min.
4 min.
3-4 min.
3-4 min.
2 minutes.
4 min.
3 min.
2 minutes.
4 min.
1-2 min.
4 min.
2-3 min.
Tonic effect
"Czardas",
"Kumparsita"
"Adelita"
"Umbrellas of Cherbourg"
Monty,
Rodriguez,
Purcelo,
Legran
2-3 min.
3 min.
2-3 min.
3-4 min.
In addition to the usual listening to music (a passive form of music therapy), you can and should use many active techniques, tasks and exercises used in correctional and therapeutic pedagogy. These are different methods. I would like to talk about the methods that I constantly use in my work.
Causes a great response from childrenelements of fairy tale therapy. Thus, under a certain character of music, children find themselves in a fairy tale, portray the heroes of their favorite fairy tales and compose their own fairy tales. Each fairy tale hero has his own melody, and it can change depending on the child’s mood.
I also very actively use the methodvocal therapy When working with children, vocal therapy classes are aimed at creating an optimistic mood: singing life-affirming formula songs, optimistic children's songs that can be sung to a soundtrack or accompanied by accompaniment.I noticed that children who sing become more emotionally responsive, more relaxed in an unfamiliar environment. Muscle tension is also removed, the child’s articulation becomes more plastic, which also has a beneficial effect on the general emotional state, as a rule, children are in a positive mood after singing lessons. And of course I would like to talk about the technique of playing music on children's noise instruments. And for several years now there has been an ensemble of spoon players in our school. What was surprising to me was the great desire with which the children began to practice on spoons, overcoming the pain in their fingers, sacrificing the change. There are unbalanced children in the ensemble, often reacting aggressively to even the most harmless remarks. So, both I and the teaching staff noticed that with the beginning of learning to play with spoons, the children began to react more adequately and calmly to comments addressed to them. The ensemble began to be invited to various festivals and concerts. There was so much pride and joy in the children's eyes. Because our school mainly participates in events among correctional institutions. To sum it up, I can say that playing with spoons increased the children's self-esteem. After all, this is a rather difficult task and not everyone can do it. And this awareness by the child that “I can” elevates him in his own eyes and gives him confidence in his abilities in everyday life.
Thus , Music therapy will have a beneficial effect on the general emotional state of children and will increase the emotional status of children if they:
Favorable conditions have been created for music therapy classes with children;
Methodological techniques have been thought out: special musical exercises, games, tasks;
Special musical works were selected;
all senses in children are involved;
The integration of musical influence with other types of activities has been established.
Bibliography:
1) Zhavinina O., Zats L. Musical education: searches and finds // Art at school. - 2003. - No. 5. Kiseleva P. In the key of C major // Teacher's newspaper.
2) Marcus L. I., Nikologorodskaya O A. Heals anger and fills time Do it yourself. - 1990. - No. 3. Ovchinnikova T. Music for health. - St. Petersburg.
3) Union of Artists, 2004. Shanskikh G. Music as a means of correctional work // Art at school. - 2003.
5) http://nsportal.ru/detskii-sad/raznoe/muzykalnaya-terapiya
6) http://darmuz.ucoz.ru/
Music therapy for preschoolers
Music has accompanied humanity, perhaps since the very beginning of its existence. Lullabies lull babies to sleep, marches and drumming add courage, singing prayers puts one in a high spiritual mood... Much has been said about the influence of a harmonious combination of sounds, but not everyone knows that music can very well act as a healing agent.
What is music therapy
Music therapy is one of the methods of psychotherapeutic influence. As a rule, music therapy is not used in isolation, but in combination with other methods of treatment, and nevertheless, according to many psychologists and psychotherapists, in some cases, thanks to the competent use of the therapeutic effect of music, very good results can be achieved.
Music therapy began its march back in the 19th century, but only in the 20th century did this technique become widespread. In many European countries, music therapy is used in leading psychiatric clinics; there are even specialized music treatment centers. Music therapy in these countries has also gone beyond helping with mental illnesses - it has found its application in surgery, the treatment of cardiovascular diseases, pathologies of the respiratory, digestive, hematopoietic systems and the musculoskeletal system.
What is the mechanism of action of music therapy? There is no definite answer to this question - everything that concerns the higher nervous activity of man is still beyond the precise explanation of modern science. According to the Swedish school of music psychotherapy, the healing effect of music is achieved through the phenomenon of psychoresonance. According to this direction, music can open the way to the depths of consciousness. Certain music resonates with a particular experience, allowing it to be identified, analyzed and neutralized.
American psychotherapists use music therapy in traditional psychoanalysis. During the session, the doctor selects music that can reveal traumatic memories and help defuse emotional feelings about this. The singing of the patient himself during active music therapy, according to some researchers, has an additional therapeutic effect of vibration of the vocal cords, which is transmitted to other organs of the body.
1. In seriously ill patients, music opens up reserves of strength and will to recover.
2. Properly selected musical accompaniment helps the patient increase the level of confidence in the doctor and believe in a speedy recovery.
3. Therapeutic exercise with music allows you to achieve the desired rhythm and stimulate the patient to overcome discomfort when performing exercises.
4. Music becomes a good prophylactic tool to prevent adaptation disorder in conditions of high exposure to stress.
5. In elderly patients with memory impairment, pleasant happy memories may emerge under the influence of music, so in geriatrics music is used as a means of treating positive memories.
6. Music therapy is even used to treat newborns and unconscious patients.
Patients, as a rule, willingly attend music therapy sessions. The fact is that here no one will torment them with questions about the past and present, no one will painfully “dig” for deposits of memories. The music therapist achieves contact with the patient with the help of music: focusing on his emotional response, the specialist selects a piece that would allow the patient to independently understand himself, get relief, and even sometimes find a way out of a difficult situation.
Types of music therapy
There are two main types of music therapy - active and passive, and a great many additional subtypes that involve a combination of music treatment with other physical and mental methods of influence.
Passive music therapy involves listening to musical compositions. The goal of such treatment is to achieve an experience that can cause release or the discovery of deep-seated memories and feelings. In addition to passive music therapy, movement is often used, including breathing exercises, hypnotic influence, auto-training, and drawing.
Active psychotherapy involves the direct participation of the patient himself in the process of playing music. The patient himself plays a musical instrument, sings, claps, taps... Singing is an effective method of treating logoneuroses, including stuttering. At the same time, articulation improves, spastic contractions of the speech muscles disappear, and the person learns to control his breathing.
Music therapy goes well with physical activity. And here music is important not only as a rhythmic instrument that regulates the alternation of movements. Many techniques imply not so much physical activity, but rather the internal unity of the body and music. The patient moves to the music as he feels it. There is no need to think about the external beauty of movements - only the harmony of sounds and body.
Classical music is usually used for music therapy. In the arsenal of music therapists there are collections of relaxing, aggressive music that evokes various emotions - joy, fear, sadness, anxiety. Compositions that promote the emergence of negative emotions serve to release aggressive energy and express one’s feelings, after which music is usually played that resolves, calms, or, conversely, encourages productive activity.
Music therapy at home
Music therapy can also be used at home. Of course, one should not expect a miraculous effect from such treatment, however, as a preventative measure, such procedures can be quite effective.
Rules for conducting music therapy at home
A. You need to listen to music in a comfortable position. First, relax your whole body, try to get everyday problems out of your head. Follow this rule even if you want to achieve a stimulating effect.
b. The duration of the session is no more than 10-15 minutes. Excessive exposure tires the brain and can trigger unnecessary defensive reactions.
V. Play music at low volume so as not to deplete the nervous system.
d. When listening to emotional music, allow your body to express how you feel. You can stomp your feet to aggressive music, conduct... The main thing is to feel the music and give vent to your feelings.
d. After the session, rest for a few minutes - let the music penetrate the sphere of the unconscious.
e. You can try music therapy during sleep. It is in this state that the subconscious is especially sensitive to external and internal influences, so nighttime music therapy can be the most effective - this applies primarily to children, psychiatric patients and patients with an overly excitable psyche.
It is necessary to select musical compositions individually, focusing on your condition. To relieve aggression, aggressive music is first used, then neutral and at the very end - calming.
If your current state is determined by a feeling of fear, disturbing music should be played first - this will give you the opportunity to more fully respond to your experience. To improve your well-being and relieve anxiety, end the session with soothing music.
Home music therapy is not always traditional singing, playing music or passively listening to compositions. You can try a technique that allows you to feel the unity of music and your entire body, including both its mental and somatic components. To do this you will need a tambourine or a small drum.
Followers of this type of music therapy recommend first being silent and calming down. Now sing in low tones without words to the sound of the drum - you will feel the vibration that spreads to all tissues and organs of the body. Take a break from listening to yourself - try not to hear the sounds being reproduced with your ears, feel them with your body. If you do everything right, you will feel the need to move, like dancing. Release your inner music and inner dance. Concentrate only on enjoying the action. In this way, discharge all your accumulated emotions, and you will feel mental balance and peace. From the outside, of course, all this will look like shamanism, so make sure that no one is near you.
Music is your pleasant companion on the path of life. Use it wisely, allow yourself to respond to its calls - and you will be able to maintain your mental health and resist daily debilitating stress.
Essentially everyone music director is involved to some extent music therapy, changing the mood and attitude of their students with the help of musical art. It is important that children acquire certain skills, knowledge and skills in the field of music. But the most valuable thing for a teacher is not so much the level of aesthetic training as the nature of the child’s emotional state.
The main task in music therapy is to teach the child a “musical” vision and perception of the world.
Show the child that his every experience, be it joy or sadness, can and should be expressed in vocal and dance improvisations, i.e. in creativity.
Here, for example, are several creative tasks that can be given to children, encouraging them to express themselves vocally:
- “Sing your name.”
- “Sing to your doll how you love her” (or a lullaby).
- “Sing what mood you’re in right now.”
- “Say hello with a song.”
You can also invite your child to come up with and sing a song answer to your song question. For example:
What do you want, bear?
Honey gingerbread.
What do you want, kitty?
A little milk.
All vocal creative tasks are performed individually. As a result, emotional stiffness and tension are reduced and eliminated.
But dance creativity, moreover, also helps children quickly and easily establish friendly connections with other children, which also gives a certain therapeutic effect.
Here are a few more creative tasks that encourage children to express themselves in dance:
- You can invite children to go for a walk in a fairytale forest while listening to music.
- Offer to march around the square in a festive march.
- Admire a beautiful flower.
- Show how it moves
sneaking cat,
A butterfly flutters
The mouse is running
There's a crocodile coming, etc.
Creative expression therapy is one of the most fruitful psychotherapeutic techniques.
By observing each other and adults in the creative process, children acquire new movements, which at the same time means acquiring a new degree of internal freedom.
By working with children to develop musical rhythm, we also contribute to the harmonization of the child’s spiritual life. Even K. Stanislavsky pointed out that every human feeling has its own tempo and rhythm, and suggested exercises to reproduce the rhythm. For example, such as:
"Okay." This is a well-known and very popular song-game that develops not only a sense of rhythm, but also voluntary attention and coordination of movements.
Rhythmization of human movements - a calm step, running, imitation of chopping wood, driving a nail into a wall.
Rhythmization of animal movements- listen to how a sedate cow walks, how an agile hare runs, a wild horse gallops, a frog jumps, etc.
After performing rhythmic exercises, the palms become warm, and the children are ready for contact massage. The massage will be more effective if performed to cheerful music. This will create a strong surge of energy and enthusiasm in children.
Singing while making sounds with your mouth closed is also medically beneficial. Here it is important to feel the vibration waves in the throat and chest. This exercise relieves muscle tension at the level of the throat and neck, at the base of which is the “Vishuddha chakra”; in yogi practice, it is considered responsible for the emotional state of the body.
Now a little about the so-called formulas of musical self-hypnosis. To put it simply, these are songs whose lyrics are composed in the form of suggestion.
These formulas are aimed at awakening in a person resilience in the face of failures, the ability to enjoy life, and maintain an optimistic mood. If a child has low self-esteem, if he is not self-confident and timid, the formula of musical self-hypnosis “I am good, you are good” will help him. But if a child is in a bad mood for some reason, then it’s time to learn with him the formula of joy “I’m in a good mood” or “Oh, how fun I am!”
By the way, lullabies are also formulas for musical self-hypnosis and guide children towards relaxation and calm. Remember the songs that were very popular in their time - “I love you, life” by E. Kolmanovsky, “Let’s exclaim and admire each other!” B. Okudzhava, “Holy War” by V. Lebedev-Kumach. They are also formulas for musical self-hypnosis.
All of the above applies to the active version of music therapy, when children actively express themselves in music.
But there is also the simplest, passive form of music therapy, when children are only asked to listen to music. But such music that at the moment is most suitable for their state of mind, which can switch the child from negative emotions to positive ones. Listening to music discharges accumulated negative emotions.
For example, if a child is in a depressed mood, quiet, melodic music is effective. But when excited, melodies with emphasized rhythm have a healing effect on the psyche. In order for music to have the greatest effect on a child, he must be specially prepared and tuned for this. This setup involves sitting or lying down in a comfortable position, closing your eyes, relaxing and focusing on the sounds of the music. Essentially, listening to music in this way is a form of meditation.
The meaning of musical meditation is to combine sounding music, images, and a special formula of suggestion.
In the process of musical meditation, suppressed experiences are released. Even from the practice of yoga exercises, it was recommended to listen to music in such a way that you perceive it not only with your ears, but also, as it were, “inhale the aroma of sound, feel it on your tongue, feel it with your skin, become sound yourself, so that the music penetrates from the tips of your toes to the roots.” hair". Also, to relieve internal tension and calm children, you need to teach them to mentally “fly” to music.
According to scientists, the ability to “fly” to music helps a child completely get rid of allergies. Why? Allergy is the body's increased sensitivity to the effects of allergens. And flying to music seems to pull a person out of this environment, washes him, and clears his respiratory tract. Even in medicinal preparations for the treatment of allergies, dandelion (“flying flower”) turns out to be very effective.
Music will always help to reveal the unlimited powers of a person, you just need to try to always hear music in everything.
Let it be the live music of raindrops, the solemn song of the ocean, the quiet rustle of grass, the hum of mighty pine trees. And let this music of nature merge with the music created by man.
The consultation is accompanied by a card index of games and exercises in kindergarten and at home.
Music therapy in the life of a preschooler.
- What is music therapy................................................... ..................................1
- Recommendations for parents and teachers for use
music therapy in joint activities with children..................................3
- List of recommended music pieces
for music therapy................................................................... .......................5
Music therapy. Games and exercises in kindergarten and at home.
- Aggression................................................. ........................................................ ...............7
- Fear................................................. ........................................................ ..................eleven
- Closedness......................................................... ........................................................ .....17
Music therapy - one of the promising directions in the life of a preschool educational institution. It helps to correct the psychophysical health of children in the process of their life. There are active (motor improvisations accompanied by verbal commentary corresponding to the nature of the music) and passive (listening to stimulating, soothing or stabilizing music specifically or as a background) forms of music therapy. Listening to correctly selected music and performing psycho-gymnastic exercises increases children's immunity, relieves tension and irritability, headaches and muscle pain, and restores calm breathing.
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Consultation for parents and teachers
MUSIC THERAPY in the life of a preschooler
Music therapy - one of the promising directions in the life of a preschool educational institution. It helps to correct the psychophysical health of children in the process of their life. There are active (motor improvisations accompanied by verbal commentary corresponding to the nature of the music) and passive (listening to stimulating, soothing or stabilizing music specifically or as a background) forms of music therapy. Listening to correctly selected music and performing psycho-gymnastic exercises increases children's immunity, relieves tension and irritability, headaches and muscle pain, and restores calm breathing.
Music therapy is a medicine that is listened to. The fact that music can change a person’s mental and physical state was known back in ancient Greece and other countries.
However, not only natural, but also artificially created ordered sounds heal. Specially selected melodies relieve anger, frustration, and improve your mood. Melodies that bring joy to a person have a beneficial effect on his body: they slow down the pulse, increase the strength of heart contractions, promote vasodilation, normalize blood pressure, stimulate digestion, and increase appetite.
Music acts selectively: depending on the nature of the work, on the instrument on which it is performed. For example, the violin and piano calm the nervous system, and the flute has a relaxing effect. According to biblical legend, King Saul was saved from attacks of madness by playing the harp.
However, excessively loud music with emphasized rhythms of percussion instruments is harmful not only to hearing, but also to the nervous system. Modern rhythms increase the level of adrenaline in the blood, which can cause stress. Interestingly, the music of Bach, Mozart, and Beethoven has an amazing anti-stress effect.
In Japan, music therapy is widely used to normalize the physical and psychological state of a person at work, at school, in universities, and now music has become one of the elements of obstetric care.
Special studies have shown that the music of Wagner, Offenbach's operettas, Ravel's Bolero, and Stravinsky's The Rite of Spring with their increasing rhythm have the most stimulating effect. These works have the greatest effect when working with lethargic, pathetic children. True, music education is very individual and requires a lot of effort and knowledge to expertly select melodies.
"Caprice No. 24" by Paganini in modern processing, on the contrary, improves the tone of the body and mood. Music that distracts attention from unpleasant images promotes the concept of attention. Forest phonograms, birdsong, plays from Tchaikovsky’s “The Seasons” cycle, and Beethoven’s “Moonlight Sonata” contributed to balancing the nervous system.
Science has established that a noiseless environment negatively affects the human psyche, since absolute silence is not a familiar background for him.
While healthcare and educational institutions have not turned their attention to the problem of music therapy to the proper extent, enthusiastic teachers, doctors, and parents have to select a “sounding” medicine on their own.
The purpose of classes using music therapy: creating a positive emotional background for rehabilitation (removing the anxiety factor); stimulation of motor functions; development and correction of motor processes (sensations, perceptions, ideas) and sensory abilities; disinhibition of speech function.
At school age, a sedative or activating effect is achieved by musical accompaniment of various games, special correctional orientation of traditional activities with children.
Musical rhythm is widely used in the treatment of motor and speech disorders, correction of insufficient psychomotor development, sense of rhythm, and speech breathing. Music can be used during independent work when verbal communication is excluded. The exception is small reading - reading to music, a combination of music and activities.
Thus, experience in using music therapy in correctional work with children with speech pathology leads to the following conclusions:
1. Use for listening only the work that children like;
2. It is better to use musical pieces that are familiar to children. They should not attract their attention with their novelty, or distract them from the main thing;
3. Listening time should be no more than 10 minutes during the entire lesson. As a rule, this is only one piece of music.
1. The success of the lesson is influenced by the positive personality of the teacher, his knowledge of methods of musical expression - playing musical instruments and the ability to sing, as well as the inclusion in the preventive and correctional process of the factor of group dynamics, mutual psycho-emotional positive contagion, empathy and sympathy between participants in group music classes.
2. It is necessary to determine an individual course of correction for children with certain disorders and tactics after its completion. What matters is the number and duration of music therapy sessions (from 15 minutes to 45 minutes), and the frequency of use per week, 1-7 times.
3. The room for music therapy should have the most comfortable chairs, armchairs or rugs, and artificial lighting in order to achieve distraction from the real passage of time (daylight hours) and enhance the emotional effect of the session.
4. It should also be remembered that corrective music sessions should not be carried out on an empty stomach and not earlier than 2 hours after eating.
5. Before taking a music therapy session, children must be tuned in. They should relax - this will help them “open the doors of the unconscious” and accept the full effect of the music. It does not matter what effect music has - calming, stimulating or uplifting.
6. It is important to choose the right pose. Treatment with music should be short enough so as not to cause fatigue and possible defensive reactions.
7. The strength and volume of the music must be carefully adjusted. Low volume should be chosen not only for soothing, but also for stimulating music. High volume tires and shocks the nervous system.
8. After listening to healing music, you need to rest for a while. This favors its complete effect on the unconscious, which does not disturb mental balance.
9. It is known that the unconscious is most active during sleep, while it is also susceptible to external impulses. Therefore, it is especially recommended for aggressive, restless, hyperactive children to use therapeutic music during sleep.
10. It is advisable to use instrumental classical and specially therapeutic music, but not vocal and not the most popular music. they carry unnecessary semantic load. The choice of music should be well thought out. It is much more complex than it can get on the nerves of a person burdened with grief. A person in a state of excitement and confusion is unlikely to be deeply impressed by a solemn adagio; it will make him even more restless. On the other hand, when a depressed person hears sad music, it can lift his spirits.
11. As part of a music therapy session, you can and should use various active techniques, exercises and methods described above, such as movement exercises and dancing, rhythmic and breathing exercises, dramatization of therapeutic performances - games, activation of visual images and ideas, music playing, game therapy, vocal therapy, art therapy, color therapy, fairy tale therapy and other methods.
LIST OF MUSICAL WORKS,
Music for children's free activities:
Bach I. “Prelude in Domajor”, “Joke”
Brahms I. "Waltz"
Vivaldi A. “The Seasons”
Kabalevsky D. “Clowns”, “Peter and the Wolf”
Mozart V. “Little Night Serenade”, “Turkish Rondo”
Mussorgsky M. “Pictures at an Exhibition”
Tchaikovsky P. “Children’s Album”, “Seasons”, “The Nutcracker” (excerpts from the ballet)
Chopin F. “Waltzes”, Strauss I. “Waltzes”
Songs for children:
“Antoshka” (Yu. Entin, V. Shainsky)
“Bu-ra-ti-no” (Yu. Entin, A. Rybnikov)
“Be kind” (A. Sanin, A. Flyarkovsky)
“Cheerful Travelers” (S. Mikhalkov, M. Starokadomsky)
“We divide everything in half” (M. Plyatskovsky, V. Shainsky)
“Where Wizards Are Found” “Long Live the Surprise” (from the film “Dunno from Our Yard” by Yu. Entin, M. Minkov)
“If you are kind” (from the film “The Adventures of Leopold the Cat” M. Plyatskovsky, B. Savelyev)
“Bells”, “Winged Swing” (from the film “Adventures of Electronics”, Yu. Entin, G. Gladkov)
“True Friend” (from the film “Timka and Dimka”, M. Plyatskovsky, B. Savelyev)
“Song of the Bremen Town Musicians” (Yu. Entin, G. Gladkov)
“The Beautiful is Far Away” (from the film “Guest from the Future” by Yu. Entin, E. Krylatov)
"Dance of the Little Ducklings" (French folk song)
Music for waking up after a nap:
BoccheriniL. "Minuet"
Grig E. “Morning”
Lute music of the 18th century
Mendelssohn F. “Song without words”
Mozart V. "Sonatas"
Mussorgsky M. “Dawn on the Moscow River”
Sens-sans K. “Aquarium”
Tchaikovsky P.I. "Waltz of the Flowers", "Winter Morning", "Song of the Lark"
Music for relaxation:
Albioni T. “Adagio”
Beethoven L. “Moonlight Sonata”
Gluck K. “Melody”
Grieg E. “Solveig’s Song”
Debussy K. “Moonlight”
Rimsky-Korsakov N. “Sea”
Saint-Saens K. "Swan"
Tchaikovsky P.I. "Autumn Song", "Sentimental Waltz"
Chopin F. “Nocturne in G minor”
Schubert F. “Ave Maria”, “Serenade”
Music therapy. Games and exercises in kindergarten and at home.
Aggression
"Cruise"
Musical modeling
1. Experiencing your emotional state: “We are on a ship. A storm has begun: the sails are torn by the wind, huge waves are tossing the ship like a piece of wood" (Vivaldi's "The Storm")
2. Forming a state of peace and security: “The wind has died down, the sea is smooth and transparent, like glass. The ship glides easily through the water. "(Tchaikovsky "Barcarolle")
3. Formation of the final emotional state: “The earth is ahead! Finally we are home. How joyfully our friends and family greet us! " (Shostakovich “Festive Overture”)
"Go away, anger, go away"
Therapy game
The players lie down on the carpet in a circle. There are pillows between them. Closing their eyes, they begin to kick the floor with all their might and kick the pillows with their hands, shouting: “Go away, anger, go away! "(Tchaikovsky "Baba Yaga"). The exercise lasts 3 minutes, then the participants, at the command of an adult, lie down in the “star” position, arms and legs spread wide, and lie quietly, listening to calm music for 3 minutes. (Chopin “Nocturne in F major”).
"The lion hunts, the lion rests"
Role-playing gymnastics
The soundtrack plays (C. Saint-Saens, “Carnival of the Animals”, part 1 “Royal March of the Lion”). Children are invited to portray lions in all possible ways: you can move on the floor on all fours (lions go hunting), lie on benches or chairs (lions rest on a hot afternoon, roar loudly when the appropriate music sounds - we show with our hands how the lion opens its mouth.
When the fragment is played, the following task is given: “Tired, well-fed lions, their cubs lie down to rest (on the floor, or “climb a tree” - a bench, hanging their paws and tails)
Then calm, quiet music sounds (Mozart’s “Lullaby”). "Lions fall asleep."
Goals: The first part of the exercise provides an outlet for the energy accumulated during the lesson, develops activity and general motor skills. By creating the image of an animal, the child has the opportunity to express himself creatively. The second part: relaxation, the transition from active actions to calm. In general, this exercise increases children's interest in classes. It is always expected and performed with special enthusiasm.
“Sparrow fights” (removing physical aggression).
Therapy game
Children choose a pair and turn into pugnacious “sparrows” (they squat, clasping their knees with their hands). The “sparrows” jump sideways towards each other and jostle. Whichever child falls or removes his hands from his knees is eliminated from the game (the “wings” and paws are treated by Dr. Aibolit). “Fights” begin and end at a signal from an adult.
“Good - evil cats” (removing general aggression).
Therapy game
Children are asked to form a large circle with a hoop in the center. This is a “magic circle” in which “transformations” will take place. The child goes inside the hoop and, at the leader’s signal (clap of hands, sound of a bell, sound of a whistle), turns into a feisty, despising cat: hissing and scratching. At the same time, you cannot leave the “magic circle”. Children standing around the hoop repeat in unison after the leader: “Stronger, stronger, stronger...”, and the child pretending to be a cat makes increasingly “evil” movements. (Khachaturian “Toccata”). At the leader’s repeated signal, the “transformations” end, after which another child enters the hoop and the game is repeated. When all the children have been in the “magic circle”, the hoop is removed, the children are divided into pairs and again turn into angry cats at the adult’s signal. (If someone does not have enough pairs, then the host himself can participate in the game.) A categorical rule: do not touch each other! If it is violated, the game stops immediately, the presenter shows an example of possible actions, and then continues the game. Upon a second signal, the cats stop and can exchange pairs. At the final stage of the game, the host invites the “evil cats” to become kind and affectionate. At a signal, children turn into kind cats that caress each other (Debussy “Light of the Moon”).
"Winter's Tale"
Musical modeling
1. Experiencing your emotional state: “Winter has come. It's bitterly cold outside. Feisty and furious! "(Schumann "Father Frost")
2. Forming a state of peace and security: “Light snowflakes are flying from the night sky. They sparkle in the light of the lantern. "(Debussy's "Dance of the Snowflakes")
3. Formation of the final emotional state: “The blizzard swirled in a gentle waltz.” (Sviridov Waltz “Blizzard”)
“Stubborn pillow” (relieving general tension, stubbornness)
Therapy game
Adults prepare a “magical, stubborn pillow” (in a dark pillowcase) and introduce the child to a fairy tale game: “The fairy sorceress gave us a pillow. This pillow is not simple, but magical. Childish stubbornness lives inside her. It is they who make you capricious and stubborn. Let's drive away the stubborn ones." The child punches the pillow with all his might, and the adult says: “Harder, stronger, stronger! "(Tchaikovsky Overture "The Storm") When the child's movements become slower, the game gradually stops. An adult offers to listen to the “stubborn ones in the pillow: “Have all the stubborn ones come out and what are they doing? » The child puts his ear to the pillow and listens. “The stubborn ones are scared and are silent in the pillow,” the adult answers (this technique calms the child after excitement). The pillow became good. Let's lie on it and listen to beautiful music (Chopin "Nocturne No. 20").
"Visiting the Sea King"
Plot-game improvisation
Residents of the underwater kingdom arrive at Neptune's ball. Children are encouraged to move like: a menacing shark, a relaxed jellyfish, a frisky seahorse, a prickly sea urchin, etc. d. (C. Saint-Saens Aquarium)
"Little Ghost"
Therapy game
The presenter says: “We’ll play good little ghosts. We wanted to misbehave a little and scare each other a little. When I clap, you will make this movement with your hands (the adult raises his arms bent at the elbows, fingers spread out) and pronounce the sound “U” in a scary voice; if I clap loudly, you will scare loudly. But remember that we are kind ghosts and only want to joke. » The adult claps his hands. (Rimsky-Korsakov “Flight of the Bumblebee”) At the end of the game, the ghosts turn into children.
“Clowns are swearing” (removing verbal aggression).
Therapy game
The presenter says: “The clowns showed the children a show, made them laugh, and then began to teach the children to swear. Angrily swearing at each other with vegetables and fruits.” Attention is drawn to adequate, angry intonation. Children can choose pairs, change partners, “scold” together, or take turns “scold” all the children. An adult directs the game, announces the beginning and end of the game with a signal, and stops it if other words or physical aggression are used (Kabalevsky “Clowns”). Then the game continues, changing the emotional mood of the children. The presenter says: “When clowns taught children to swear, parents didn’t like it.” The clowns, continuing the game, teach children not only to swear with vegetables and fruits, but also to affectionately call each other flowers. Intonation must be adequate. The children again break into pairs and affectionately call each other flowers.
"Spring came"
Musical modeling
1. Experiencing your emotional state: “The long-awaited spring has arrived. The warm sun came out. Ice drift began on the river. Huge ice floes move through the water, fly into each other with noise and crash, break, and swirl in a whirlpool.” (Schumann "Rush")
2. Formation of a state of peace, security: “Formation of a state of peace, security: “A warm ray of sunshine looked into a snow-covered forest clearing, melted a snowdrift and warmed the first spring flower - a snowdrop.” (Tchaikovsky "Snowdrop")
3. Formation of the final emotional state: “From distant lands, migratory birds returned to their native lands and sang their most cheerful songs.” (Vivaldi "Spring")
Fear
"Night Terrors"
Musical modeling.
1. Experiencing your emotional state: “The moon has risen over the village. A slippery sticky fog began to creep from the mountains onto houses and gardens. And in this fog, ancient ominous spirits flashed like vague shadows. They have a holiday today - Walpurgis Night. Until the morning, witches, ghosts, goblins and trolls will dance wildly on the bald mountain.” (Mussorgsky “Night on Bald Mountain”)
2. Forming a state of peace and security: “Can’t anyone cope with this ominous force? No one will save the frightened villagers?. But then, among the distant stars, a magical song filled with tenderness and kindness began to sound. The song is getting louder and stronger. A soft light streamed among the fog, dispersing and dispersing it. It was the angels who descended to earth and sang a song of praise to the Holy Virgin Mary, the protector of humanity. And the dark forces retreated.” (Schubert "Ave Maria")
3. Formation of the final emotional state: “Walpurgis Night is over. The edge of the sky was painted with pink, gold, and crimson colors. Slowly, calmly, the good sun rose.” (Shostakovich “Festive Overture”)
“Let’s put fear in a box”
Isotherapy game.
The child is asked to draw his fear. (G. Puccini “Cloak”). And now that the fear has “come out” of the baby onto paper, you can do whatever you want with him: finish drawing him something funny, put him “in jail,” etc. (Chopin “Prelude 1 opus 28”) After this, you can fold drawing, hide the fear in a box and give it to the child. Now the baby can manage his fear himself and at any moment see if fear has crept back into him.
"Baba Yaga"
Musical outdoor game
A circle is drawn on the site. Children stand in a circle. The driver, Baba Yaga, stands in the center of the circle, blindfolded. Children walk in a circle and sing:
There is a hut in the dark forest
Stands backwards and forwards (turn the other way)
And in that hut there is an old woman
Grandmother Yaga lives.
Her eyes are big
Like lights are burning. (show with hands)
Wow, how angry! (crouches in fear)
Your hair is standing on end! (jump up, raise their hands up, fingers spread)
Children jump on one leg into the circle and jump out of it, and Baba Yaga tries to catch them. (Tchaikovsky "Baba Yaga")
"Dr. Aibolit"
(Sviridov’s “Viennese Waltz” sounds - “Aibolit” lays out his medicines on the stump) “Good Doctor Aibolit. He is sitting under a tree. Come to him and treat a cow, a she-wolf, a bug, a worm, or a she-bear. The good doctor Aibolit will heal everyone.” (Levkodimov’s play “The Bear” is playing - a “sick bear” is coming) Here is a bear coming to Aibolit. He was stung by bees. Oh, how it hurts the poor thing! Help, doctor! (Sviridov’s “Viennese Waltz” sounds - the doctor is treating a bear) Oh, thank you! (Bach's "Joke" sounds - the bear dances). Here the fox is running. (Levkodimov’s play “The Fox” is playing - the “sick fox” is running) She has a toothache. Oh, how bad the little fox is! Help, doctor! (Sviridov’s “Viennese Waltz” sounds - the doctor is treating a fox) Thank you, doctor! (Bach's "Joke" sounds - the fox dances). Why is the bush shaking? This bunny is shaking! He drove a big splinter into his paw. My paw hurts, and I’m scared to go to the doctor. Let's persuade the bunny (children persuade the bunny to go to the doctor). The doctor cured the bunny. “Glory, glory to Aibolit, glory to the good doctors! "(The sound is Tchaikovsky's Kamarinskaya, child actors are dancing).
"Snowman"
Psycho-gymnastics. (aimed at relaxation, stress relief)
Parent and child turn into snowmen: stand up, spread their arms to the sides, puff out their cheeks and hold the given pose for 10 seconds.
The adult says: “And now the sun came out, its hot rays touched the snowman, and he began to melt.” The players gradually relax, lower their arms, squat down and lie down on the floor. (Chopin Waltz “Winter's Tale”).
"In the forest"
Musical modeling.
1 Experiencing your emotional state: “We are in a dense forest, it’s dark, wolves are howling, we are making our way through thorny bushes, running (music by Pyotr Ilyich Tchaikovsky is playing - orchestral fantasy “Francesca da Rimini” on the theme of “Hell”, the child moves in accordance with the plot )".
2 Forming a state of peace and security: “We ran out into the clearing. She is protected on all sides by good magic. No one else can get here except us. It’s very beautiful here: a small waterfall flows into a clear lake, there is delicate green grass on the ground and amazing beautiful flowers (F. Chopin’s nocturne sounds, a child lies or sits on a rug).”
3 Formation of the final emotional state: “The waterfall rings so joyfully with its droplets! It becomes so easy for us, so much fun! We also want to sing along with the waterfall! ("Little Night Serenade" by W. A. Mozart plays, the child plays along on the metallophone or dances).
"Magic Sand"
Sand therapy
The child is invited to play in the sandbox: sifting, digging with a shovel, making beads... A toy symbolizing the child’s fear (Baba Yaga, dog, monster, etc.) is imperceptibly buried in the sand. When the child accidentally digs up the toy, it begins to “talk” to him. in a kind, pleading voice: “I’m so lonely, I’m very kind, but everyone is afraid of me. Please play with me. Build me a sand house, etc. If the child is scared, you can bury the toy again in the sand, but after a while remind her that she is scared there. Offer to help the toy. Sprinkling sand makes the child feel calmer. (Sounds “Romance” by Sviridov)
"Clouds"
Rhythmoplasty
Let's go on a trip! We will turn into clouds, because they fly around the world without knowing any obstacles. Look how light and beautiful they are (slide). Have you ever watched the clouds? Each cloud is unique. This looks like a snow-white horse, then it looks like an amazing sea monster. But then the wind blew, and the clouds changed shape - a magical sparkling castle appeared in front of us (slide). Hear, magical music sounds. (Tchaikovsky “Sentimental Waltz”) One, two, three, cloud fly! Now you are clouds. Fly softly, smoothly, change shape as the wind blows. Whose cloud is the most beautiful?
"Brave Bun"
Fairytaletherapy
(Children play the role of a bun; animals - bi-ba-bo dolls on the leader’s hand). Once upon a time there lived a bun. One day he went for a walk. (Baccherini’s “Minuet” sounds, children run on their tiptoes) The bun rolls, rolls, and a hare meets it. (sounds: Bel Bartok “Duke Bluebeard’s Castle”). “Kolobok, Kolobok, I’ll eat you!” "Let's invite the bunny to eat candy and dance with us (Baccherini's "Minuet" plays, children dance with the hare). The bun rolled further, and a wolf met him (music by Pyotr Ilyich Tchaikovsky sounds - orchestral fantasy “Francesca da Rimini” on the theme of “Hell”) “Kolobok, bun, I’ll eat you!” “And the little guy has a black belt in karate, and he’s a great boxer. Let's show this to the wolf! (Khachaturian’s “Sabre Dance” plays, the children “fight”). The wolf killed, and the bun rolled on. Who came out of the dark thicket to meet him?) A bear! (Mussorgsky's "Gnome" sounds) Kolobok, I'll eat you! "Let's scare the bear. (Vivaldi’s “Storm” plays, the children scare the bear like little ghosts. The bear runs away.) And here comes the fox. (Sounds “Nocturne No. 20” by Chopin) “What a beautiful bun you are! Come with me, I’ll treat you to some cake.” Shall we go with the fox?) Of course not! She's lying all the time. We, fox, are not afraid of you, you cannot deceive us! What will we do? (Children's suggestions) Let's call the police. Do you know the phone number? (children “take out their cell phones” and call 020, the fox is running). The little bun had a good walk, he wasn't scared of anyone!
"Burners"
Outdoor games
The driver is tightly blindfolded. The players sing: “Burn, burn clearly, so that it doesn’t go out. Look at the sky – the birds are flying, the bells are ringing.” The players scatter, freeze in place and ring the bells, and the blindfolded driver looks for them.
(Sounds of Rimsky-Korsakov “Capriccio Espagnol”)
"Bee in a Flower"
Psychotherapy game
The adult says the text, and the child performs the actions: “The bee flew from flower to flower (chairs and sofas are used as flowers). When the bee swooped in, ate some nectar, she fell asleep in a beautiful flower (under a chair or table). Night fell, and the petals of the flower began to close (the chair or table was covered with dark matter). The sun rose (the material was removed, and the bee began to have fun again, flying from flower to flower. "The game can be repeated, increasing the density of matter, i.e., the degree of darkness.
(Rimsky-Korsakov “Flight of the Bumblebee” - a bee flies,
Brahms "Lullaby" - the bee sleeps)
"Magic Scissors"
Application
(Shostakovich’s “Leningrad Symphony” plays) The child is asked to draw himself. Then the leader sticks black blots around the image, symbolizing the child’s fears. The leader, together with the child, names these fears (fear of heights, darkness, loneliness, etc.). (Symphony No. 40 by Mozart plays) The child cuts out his image and pastes it onto a blank sheet of paper. The child himself sticks colorful circles around it, naming them (parents, friends, toys, etc.). The cut-off fear blots can be torn, buried, or closed in a box.
"Brave Policeman"
Plot-game improvisation.
Once upon a time there lived a brave policeman, the brave Misha Ivanov (full name of the child actor). (Dunaevsky’s “March” from the film “Circus” sounds). Here comes Tanya from the garden, carrying a doll in her bag. (Bach's "Joke" sounds). The hooligans ran up, began to offend Tanya, began to pull her pigtails, and began to take away the doll! (Vivaldi's "Storm" sounds). Who, who will help us, protect us from harm? A brave, clever policeman will rush to our aid! (Wagner’s “Ride of the Valkyries” plays) He scattered the hooligans and dragged them to prison. (Mozart’s “Symphony No. 40” plays) He walked our little Tanya home.
"Hero Hare"
Musical theater
Once upon a time there lived a cowardly bunny. He sat under a bush and was afraid of everything. A leaf falls from a tree - the bunny shakes with fear, an owl flies by - the hare faints. (Music sounds: Schumann “Father Frost”. Children show how afraid the bunny is). I was afraid of the bunny for a day, a week, a year. But now, he’s tired of being afraid. I'm tired, that's all. He climbed onto a stump, waved his paws and shouted: “I’m not afraid of anyone! "(Music sounds: Beethoven's "Ode to Joy." Children show themselves to be brave) Suddenly a wolf came out into the clearing! (bi-ba-bo doll) All the bunny’s courage immediately disappeared somewhere. He shook, jumped, and out of fright the wolf landed straight on his back. The bunny ran away (Sounds: Saint-Saëns “The Hare”, the children are running, and when he had no more strength to run, he fell under a bush. But the wolf was also scared of this strange hare,
That he attacked him himself and left this forest. The animals found our hare and began to praise: “How brave you are, you drove away the wolf! “And the hare himself believed that he was brave and stopped being afraid. (Sounds: Beethoven “Ode to Joy”)
Closedness
"Visiting the squirrel"
Psycho-gymnastics
(Children repeat the movements after the leader according to the text of the poem)
The squirrel's house is clean.
The children washed the dishes
The trash was swept into the yard,
They knocked out the carpet with a stick.
The postman knocked -
Noble old elephant.
He wiped his feet on the mat:
“Sign for Murzilka. »
Who's that knocking on the door?
These are midges, birds, animals.
Wipe your feet, dear little ones.
We won't get bored here
We will dance with you! (Sounds “Kamarinskaya”)
Here we stomp with one foot: stomp, stomp, stomp,
And now with the other leg.
And we’ll sit down and we’ll stand up,
Let's repeat it one more time.
Stomp your right heel twice
And forward - on your toes.
We'll all jump together
And we'll spin around in place.
"Bear Bear"
Musical theater
Once upon a time there lived a bear cub. He didn't want to be friends with anyone. He sat on a stump and stacked the cones in a pyramid. A little bunny ran up to him (Saint-Saëns “Hare”, greeted him: “Hello, Mishka.” The little bear turned away silently, frowned, pouted. A squirrel ran up (Rimsky-Korsakov “Squirrel”), extended his paw: “Hello,” he said, “Come on.” be friends!" Misha turned away. “I don’t need friends,” he muttered. A hedgehog crawled past, wanted to treat the bear cub with a berry. ... .) Misha took the berry and turned away. He didn’t even say “thank you.” “What, after all, he's a beech!" - the animals were surprised. But then a strong wind blew. (Wagner "Ride of the Valkyries") The squirrel jumped into the hollow, the hedgehog climbed into the hole, the bunny hid under a bush. And the wind blew stronger and stronger. A hurricane rose up! The wind caught it the bear cub, spun him around and carried him somewhere. The bear was scared. He screamed and cried. He wanted to call for help, but who to call? He had no friends. And suddenly a bunny jumped out of the bush, grabbed the bear cub by the paws. The hedgehog crawled out of the hole, grabbed the bunny. The squirrel jumped out, grabbed the hedgehog (child actors run like a train). And the wind gave in and lowered the animals to the ground. “It’s so good to have friends! “- thought the little bear. And he said out loud: “Thank you! " Now the little bear has changed. He is the first to greet the animals, always says “thank you”, “please” and loves to frolic with friends in a forest clearing).
"Rain"
Musical modeling.
1. It’s gray, sad rain outside. We are sitting at home and looking out the window. Drops, like tears, flow down wet glass. (Beethoven "Melody of Tears").
2. Drops knock on the iron roof, ring in the puddle in the yard. And suddenly everything changed - we heard the light, ringing music of rain. (Mozart "Little Night Serenade")
3. We had so much fun! I wanted to play and dance with the rain. We put on boots, took umbrellas and ran outside to jump in puddles. (Strauss "Trick-Truck" polka)
"Magic Threads"
Isotherapy game
Tchaikovsky's "Waltz of the Flowers" music plays. The child is asked to draw himself in the middle of the sheet, and around him to draw those whom the child would like to see next to him always (parents, relatives, friends, pets, toys, etc.). Give your child a blue marker (magic wand) and ask him to connect himself with the lines around the characters - these are magic threads. Through them, like through wires, good power now flows from loved ones to the baby: care, warmth, help. But the same strength should come from the child. The threads forever connected the baby with those who are dear to him. Now, if your mother has gone to work or a friend has gone to visit his grandmother, there is no need to worry. Magic threads will definitely draw them back to the child.
"Little Sculptor"
Modeling
The exercise is performed in pairs. The task is given to start sculpting some figure out of plasticine, preferably something fantastic. After a certain time, the children change figures, and now everyone must complete the partner’s figure. After completing the task, the children exchange comments on whether their idea is understood correctly, what they themselves would like to create.
This game develops and consolidates the skill of understanding and developing another person's plan.
Drawing “Me in the future”
Isotherapy
The child is given the task to draw himself as he sees himself in the future. When discussing the drawing with him, ask him how he will look, how he will feel, what his relationship will be with his parents, brother or sister, with classmates, with friends.
The exercise allows you to realize the possibility of overcoming isolation, giving the child a perspective for the future and confidence in their abilities.
"At Grandfather Trifon's"
Children stand in a circle, the leader is in the center. The children sing: “Grandfather Tryphon had seven children, seven sons. They didn’t sleep, didn’t eat, looked at each other, did things like this together.” The leader demonstrates a dance move, and the others copy it. The one who repeated the movement better becomes the leader.
"Doll"
Musical modeling.
1. The little girl had a doll. They were best friends: they walked together, played, fell asleep. But the doll got sick and broke. The girl was very sad. She chewed for her sick friend - she cried, sighed over her crib. (Tchaikovsky "Children's Album": "The Doll's Disease")
Anastasia Lomovtseva
Practical application of music therapy in working with preschool children
The success of classes is positively influenced by the positive personality of the teacher, his knowledge of methods musical expressions - playing on musical instruments and the ability to sing, as well as the inclusion in the preventive and correctional process of the factor of group dynamics, mutual psycho-emotional positive contagion, empathy and sympathy between group participants music lessons.
It is necessary to determine an individual course of correction for children with certain disorders and tactics after its completion. The number and duration of sessions matter music therapy(10-12 minutes, multiplicity application per week – 1-7 times.
In order to music effect on the child, he needs to be specially configured and prepared for this. This setting consists of sitting in a comfortable position, relaxing and focusing on the sounds. music. Perception music is about learning to recognize emotions. Any music– these are always feelings, emotions, experiences. For listening in class music therapy and relaxation, the following are offered Topics: "Meditation" S. Maykopara and "First Loss" R. Schumann, "In the church" P. Tchaikovsky, "Ave Maria" F. Schubert, "Rush" R. Schumann, "Parting" M. Glinka, "Morning Prayer" P. Tchaikovsky, "Joke" I. Bach, "Humoresque" P. Tchaikovsky. The titles of these works reflect the mood conveyed in music. Children learn to understand feelings, distinguish shades of mood, learn to empathize, rejoice, and be charged with positive emotions.
It should also be remembered that correctional musical Sessions should not be carried out on an empty stomach and no earlier than 2 hours after eating.
Strength or volume music needs to be adjusted carefully. Low volume should be chosen not only for soothing, but also for stimulating music. High volume tires and shocks the nervous system.
After listening music need to rest for a while. This favors its complete effect on the unconscious, which does not disturb mental balance.
It is known that the unconscious is most active during sleep, while it is also susceptible to external impulses. Therefore, it is especially recommended for aggressive, restless, hyperactive children to use therapeutic music while sleeping.
It is advisable to use instrumental classical and special therapeutic music, but not vocal and not the most popular, because they carry an unnecessary semantic load. Choice musical works must be well thought out. It is much more complex than it might seem at first glance. It would seem obvious to use a calming, stimulating or cheerful music. However, everything is not so simple. A child in a state of excitement and confusion is unlikely to be deeply impressed by a solemn adagio; it will make him even more restless. On the other hand, when a depressed child hears a sad music, this can lift his mood.
Within a session musical therapy, you can and should use various active techniques, exercises and methods described above.
2.2. Practical music therapy exercises with preschool children
All classes are conducted in a playful way, the duration of classes does not exceed 10-12 minutes. The effectiveness of perception and assimilation of material is ensured by a single storyline for each lesson and frequent changes in types of activities. The following exercises are used in the classes:
Exercise "Play your mood" is a collective form of active music-making on noise instruments. During it, children learn to recite poetry, play in an ensemble, and also improvise their own small plays, embodying their mood and sound ideas in them.
Exercise "Scarf with magical stories" intended primarily for children with severe hyperactivity and attention deficit disorder. Such children require individual work, during which they learn to calm down and concentrate.
To carry out the exercise musical the manager turns on music, moves a large bright scarf over the child, while simultaneously telling a fantasy story ( For example, about the child with whom he is conducting the exercise). Wherein musical the leader invites the child to move voluntarily when the scarf "takes off" up or sway from side to side, and stop when the scarf goes down.
During the exercise, the teacher needs to synchronize moving and quiet episodes in the movements of the scarf, in music and history.
Correctly selected in terms of sound intensity and rhythm music will help the child organize his movements, enhancing the impression of the movements of the scarf and words music director.
Relaxation exercise "Sea bottom" intended primarily for older children. Musical material for the exercise - audio recording of the play "Moonlight" Claude Debussy (Claude Debussy).
Children are randomly placed in music hall. The teacher pronounces the text, coordinating it with the movement music: “Children, now we will plunge into the depths of the sea.
First let's check works is our breathing equipment under water: Inhale calmly, without tension, now exhale. Everything is in order with the equipment, so let's dive!
Take a calm, deep breath, and as you exhale, lower yourself to the very bottom. There is only clear blue water around you. Now feel that you are sea waves that easily sway along with music. Multi-colored sea inhabitants are swimming around you - feel their presence, look carefully.
Suddenly the current changed! All the waves began to move, began to move, travel through the depths of the sea, meet new sea inhabitants... And now night has come. In complete darkness, the sea water began to shine - these are luminous microscopic algae, crustaceans, and amazing jellyfish. The waves gradually calm down and settle to the bottom.”
After the exercise, children should be offered the same music draw images that arose in their imagination. After that musical the manager should analyze the children's drawings - colors, saturation, pencil pressure, and the like.
In this way, it is possible to identify hidden emotional tension, dissatisfaction, aggression in children and direct efforts to eliminate them during sessions music therapy.
The purpose of the exercise is relaxation and development of singing breathing. Musical material for exercise - Prelude in C major from "The Well-Tempered Clavier" Johann Sebastian Bach (Johann Sebastian Bach).
Musical The leader invites the children to plant an imaginary seed on palm. Children complete the task, accompanying "landing", saying the words "ding!", then take care that the grain sprouted:
warmed by the sun - the sound sings high "A".
Musical the leader continues to direct the children’s actions, gradually continuing story:
the grain began to grow - the children sing the sound "A" to a crescendo;
a large, beautiful flower grew and opened beautiful petals - children, imagining the flower in their palms, smile and admire it;
the flower has a magnificent aroma - children slowly, deeply inhale through their noses and exhale through their mouths with a sound "Ha".
The value of this exercise is that it equalizes the emotional state of all children in the group, helps students with weak nervous systems get rid of the emotional imbalance caused by the fact that their psychophysical reactions lag behind the general rhythm of life of the group.
Exercise "Colored music» It is advisable to carry out when there is a need to evoke a certain mood in children.
The exercise contains elements of color therapy, namely, it involves the use of various objects of a certain color.
Musical the accompaniment of the exercise and the color of the objects will depend on the mood that needs to be created. So, to calm the children down, musical the leader may invite them to create a dance improvisation to waltz music, using silk scarves in blue, light blue or green. Instead of encouraging children, you should include a rhythmic music at a lively pace, and as a prop, offer children ribbons or scarves in yellow or red.
The purpose of this exercise is:
normalize breathing;
relax your throat muscles.
How musical material for the exercise, you can use an audio recording "Morning" from the suite "Peer Gynt" Edvard Grieg (Edvard Grieg) or another calm one music(tempo - no more than 60-65 beats per minute, noise of the forest, birdsong, etc.
This exercise is best done with children after physical activity. Musical the manager turns on music and invites children to sit comfortably on the floor, close their eyes, imagine a sunny day and a green forest. The main element of the exercise is "forest" air in which children should calmly, with pleasure inhale and exhale air, imagining that they are in the forest and enjoying the clean forest air.
Movement exercises
1. "Walk through a fairytale forest"(N. Rimsky-Korsakov, Fevronia’s aria from the opera "The Tale of the Invisible City of Kitezh").
Walk at a slow pace, imagining the beautiful landscape around you and showing other children the splendor of nature with gestures.
2. "Holiday March"(N. Rimsky-Korsakov, introduction to the opera "The Tale of Tsar Saltan"). Imagine yourself going to a holiday. Walk with a confident, decisive step.
3. "Crouching Cat"(D. Pucini, "Waltz" from the opera "Bohemia"). Moving in a circle, walking on "once", every beat. The movements are smooth, the weight of the body is gradually transferred from one leg to the other.
4. "Fluttering Butterfly"(A. Dvorak, "Humoresque"). Light springy steps, with a wave of the arms depicting a butterfly.
5. "Admiring a Flower" (N. Chopin, Waltz No. 7) Children pass a flower in a circle for each measure of the waltz, admiring it.
Musical relaxation
These exercises are aimed at correcting the child’s psycho-emotional sphere and acquiring relaxation skills.
When performing these exercises, it is important to distract the child from traumatic experiences and help him with music to see all the beauty of the world. All exercises are commented by the teacher for a specific music, causing various emotions.
For example:
1. Exercise to activate vitality "Energy"(for hypoactive children, music by M. Ravel. Pavan; Bolero.
2. Exercise for relaxation, relieving irritability (for hyperactive children, music by D. Shostakovich from the film "Gadfly".
3. Exercise that creates an optimistic mood "The joy of life" music J. Bizet. Youth Symphony, dance music from operettas R. Strauss, I Kalman, F. Lehar.
4. Exercise that shapes your attitude towards the world "Beloved Mother" music F. Chopin. Nocturne.
5. Exercise to overcome feelings of shame and shyness. "I can do everything" music I. Brahms. IV Symphony. F. Leaf. Prelude. Etc.
CONCLUSION
Music therapy is a set of techniques and methods aimed at expanding and enriching the range of experiences and forming a worldview that helps a person to be healthy and happy. Rich feelings and high thoughts are the main components of this type of psychotherapy. The formation of a child’s rich emotional sphere is achieved by involving him in a wide circle musical artistic experiences, the formation of a high order of thoughts.
When a child listens music, his body absorbs musical energy, and she normalizes work vital systems and organs. Therefore, a correctly selected melody has a beneficial effect on the child and his health.
A child is able to develop successfully and maintain health if traditional forms, methods and means of teaching and upbringing are combined with music therapy.
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