Age levels of children's musical development. Specificity and relationship between various types of musical activities of preschool children - abstract

An excursion into history.

Music has always claimed special role in society. Even the ancients knew that art has a healing effect! IN Ancient Greece At his university in Croton, Pythagoras began and ended the day with singing: in the morning - to clear the mind of sleep and stimulate activity, in the evening - to calm down and tune in to rest.

In ancient times, music and medical centers treated people from melancholy, nervous disorders, and diseases of cardio-vascular system. Music influenced intellectual development, accelerating the growth of cells responsible for human intelligence. It is no coincidence that mathematics classes in the Pythagorean school were held to the sounds of music, which increased the performance and mental activity of the brain.

Music can change development: accelerate the growth of some cells, slow down the growth of others. But, most importantly, music can influence a person’s emotional well-being. Immortal musical works of Mozart, Beethoven, Schubert, Tchaikovsky are capable of activating the body’s energy processes and directing them towards its physical recovery.

But all these experiments were conducted with adults. The first in our country to study the influence of music on the condition of children was the outstanding psychoneurologist V. M. Bekhterev at the beginning of the 20th century. Even then it was clear: it is useful for children to listen to classics and lullabies, that music not only develops children, but also makes them healthier. Twelve to fifteen years ago, scientists at the Institute of Pediatrics of the Russian Academy of Medical Sciences decided to find scientific basis music therapy method. And the very first patients who received music treatment were newborns in the premature wards.

What research has shown.

In children who suffer from a lack of oxygen during fetal development, whether they are full-term or premature, as a rule, the activity of cell enzymes is reduced. After infants were exposed to classical music, their cell enzyme activity increased. This was shown by cytochemical analysis. The infants also had their blood pressure, pulse, and breathing rhythm measured. And everywhere we saw the classic reaction of adaptation: the body adapted to the environment and felt better.

Or maybe children react this way to any sound stimulus - the ticking of an alarm clock, a conversation? Maybe harmony and melody have nothing to do with it? The researchers played a metronome for the infants, which played a slow rhythm to the tempo of calm music. Outwardly, the newborns behaved well: they calmed down and fell asleep. But cytochemical analysis dispassionately noted: against the background of a working metronome, enzymes are inhibited in the cells. This, by the way, is proof that rock music with a pronounced pulsating rhythm is harmful to young children.

When the newborns left the hospital, doctors recommended that their parents continue music therapy sessions at home, along with massage, special gymnastics and exercises in water. Parents had different attitudes to this advice; some then let their child listen to music, others did not...

But when a year later all these children were examined at the Institute of Pediatrics, interesting things became clear. Babies who constantly listened to classical music coped better with neurological disorders than those whose parents did not believe in the healing power of music therapy. This is how reliable statistics appeared.

What kind of music should babies listen to?

Melodies at a slow tempo - “adagio”, “andante” - are useful for excitable and restless children. These are usually the second parts of classical sonatas and instrumental concertos. Since at the beginning of their research our doctors relied on the experience of the Germans in this area - Germany had the most literature on this issue, German and Viennese classics: Mozart, Schubert, Haydn... Then Vivaldi, Tchaikovsky were added... This could be, for example: the 2nd part of Mozart's "Little Night Serenade", "Winter" from Vivaldi's "The Four Seasons", the duet of Lisa and Polina from operas by Tchaikovsky Queen of Spades", lullabies.

Listening to the 2nd part of “A Little Night Serenade” by W. Mozart.

Moreover, a melody with words affects children more strongly than a melody without words. And live singing is stronger than instrumental performance recorded on a disc or tape. And no matter what language they sing in, newborns listen well to, for example, a Brahms lullaby or Christmas carols in German.

And for babies with depression syndrome, who suck poorly and sometimes even breathe irregularly, works in the tempo of “allegro” and “allegro moderato” by Mozart, Schubert, Haydn are useful... For example: waltzes from Tchaikovsky’s ballets, “On Troika” from his own “The Four Seasons”, “Spring” from Vivaldi’s “The Four Seasons”, as well as marching melodies.

Listening to “The Great Waltz” by P.I. Tchaikovsky from the ballet “Swan Lake”.

Music therapy sessions also have a good effect on healthy, normally developing children. After all, sometimes they need to be calmed down or, conversely, cheered up. So you can do this with the help of relaxing or energizing music. Under no circumstances should young children be allowed to listen to music through headphones. Our ears are naturally designed for diffuse sound. Directed sound can cause acoustic trauma to an immature brain.

Rest at the cellular level.Now with parents big choice- they can buy audio cassettes and CDs with traditional classical music. Or cassettes with classics arranged especially for children. There, bells were introduced into the ensemble of instruments. They also sell recordings of classical music against the background of the sounds of nature - the sound of a stream, the surf, the sounds of the forest... The audio cassettes are called: “Baby in the Forest”, “Baby by the Sea”, “Baby by the River”... Also a pleasant medicine. Listen to music with your baby and relax, because mothers of restless babies simply need good vacation, at the cellular level.

Any art develops and educates a child’s personality, allows him to understand life, find and know himself, and form self-esteem. Specially selected music can generally optimize brain activity. When we are talking about the developing brain of a small child, musical influences can act as constructors of the brain. Therefore, it is very important that a child from birth (and even earlier) has the opportunity to hear beautiful and “rich” music. Children of mothers who listened to music during the twenty-eighth to thirty-sixth weeks of pregnancy begin to respond to sounds and recognize melodies faster than others. They have better developed memory.

The influence of music on fetal development also lies in the fact that children who listened to music in the womb begin to sit, walk and talk faster.

Experiments show that, for example, the fetus reacts to the sound of Beethoven's Fifth Symphony - the child begins to move, the rhythm of his heartbeat accelerates.

Listening to an excerpt from L. V. Beethoven's 5th symphony.

The baby reacts differently to melodic, smooth music - the heart beats at a slower rhythm. Consequently, sounds contribute to the development of fetal motor activity. In addition, the music coming from the outside world - for now the only way get some information about this world.

Music has a positive effect on the child both before birth and in the subsequent period. Music calms the child. Helps physical and mental development. Therefore, it is important for mothers to sing to their children, especially melodious songs.

The influence of music on the physical development of children is being actively studied by scientists. According to a number of studies, even before birth, the child hears sounds and feels vibrations from the outside world. When parents sing and talk to their unborn child, it is believed that the child is also communicating with them and with the outside world. Children may respond to sounds, most often in the form of kicks. Some studies have found that children, even while in the womb, have their own preferences in music. If you listen to lyrical classical music, your child will likely calm down and stop kicking. And rock or metal music can provoke real dancing in the mother’s stomach.

Scientists studying scientific research about the influence of music on the physical development of children, they believe that listening to Mozart contributes to the development of children’s mental activity. Scientists call this phenomenon the “Mozart effect.” To experience the beneficial effects of music on a child, doctors often advise mothers to listen to lyrical music (especially classical) more often. Music is seen as a part of human nature, which slowly but effectively restores harmony in life and contributes to the further physical development of the child.

It has long been observed that children fall asleep well listening to lullabies or reading a book. Sounds, especially those that are melodic, calm and put children to sleep. Music also helps rapid development speech in preschool children. And it helps school-age children learn foreign languages ​​faster. After all, it is known that even small children easily remember songs in another language, even without knowing the meaning of the words. But this is their first step towards learning this language. Children remember and reproduce songs much more easily, rather than individual words and lyrics. Since singing is easier for children than talking, music is considered an effective treatment for stuttering in children. Music helps improve speech, and what children cannot say can be easily sung.

According to US researchers, healing power music is needed to normalize blood pressure, helps activate brain activity and strengthens the immune system. Rhythmic and energetic march music tones many muscles, which is extremely beneficial for physical development children. That's why many people do exercises accompanied by bravura music. For some children, music is a means of focusing. It makes children focused, helps them focus their thinking on a specific topic, and at the same time relieves stress and fatigue. If your baby falls asleep and wakes up with music, he will be much happier and healthier.

However, instead of listening to music, it is much more beneficial to sing yourself. Australian doctors even practice singing sessions for medicinal purposes. Humming the simplest tune is enough to make you feel better. Therefore, singing or music lessons are very useful for the physical development of children. She teaches love for life. Therefore, children who are passionate about music become more educated, attentive, honest in their relationships with other people, and radiate calmness and a positive mood. "Musical" children develop in intellectual development faster than their peers. Music develops children's creative abilities, aesthetics, culture of behavior, helps to build trusting relationships and make new friends.

Music can be expressed not only through musical instruments and sound-reproducing devices. The music is encoded in the sounds of nature - the sound of waves and the rustling of leaves in the wind, the singing of birds and crickets, the rustle of rain, and so on. Therefore, spend more time in nature. Find the music that your child likes best and try to listen to it as often as possible.

Early musical experience, as well as musical activities (singing, moving to music, playing music, listening to music, etc.)d.) open access to the innate mechanisms responsible for the perception and understanding of music and expands the use of these mechanisms for the formation of other higher functions of the brain.

The recently coined term “music therapy” can act as an additional stimulus for children’s development. It is based on several fundamental definitions: listening to music develops visual-figurative thinking - the ability to analyze an image and then synthesize it. This kind of thinking underlies mathematics, engineering and other disciplines;

the sooner a child gets acquainted with music, the more chances he has to love and truly master it;

Musical games combine talking and singing with rhythmic movements. The areas of the brain responsible for these actions also control motor impulses, thanks to which the child increasingly learns to control his body.

Musical games help a child simultaneously use many skills at work, which develops multilateral neural connections.

A child who listens to “live” music and plays with musical instruments from an early age is more likely to realize his innate abilities in the future. musical potential when he gets older;

when a child listens to classical music, the brain connections responsible for his mathematical abilities are strengthened;

contact with music is extremely important for speech and emotional development, as well as for strengthening motor skills;

The rhythmic songs you sing to your baby help develop their brain.

Therefore, music, by virtue of its internal nature, must be integral part any upbringing.

In "Methodology musical education"N. Vetlugina writes that singing develops the vocal apparatus, speech, strengthens vocal cords, regulates breathing. Rhythmic classes contribute to the physical development of children, coordination of movements improves, posture improves, vitality increases, which creates a cheerful, joyful mood in the child and has a beneficial effect on the condition of the body as a whole.

Music has the potential to influence not only adults, but also very young children.

Moreover, and this has been proven, even the prenatal period is extremely important for the subsequent development of a person: the music that the expectant mother listens to has an impact on positive influence on the well-being of a developing child (maybe it shapes his tastes and preferences). Only by developing children’s emotions, interests, and tastes can they be introduced to musical culture and lay its foundations. Preschool age is important for a person’s subsequent mastery of musical culture. If in the process of children’s musical activity their musical and aesthetic consciousness is developed, this will not pass without leaving a mark on the subsequent development of a person, his general spiritual formation.

Music develops a child mentally as well. In addition to various information about music that has cognitive significance, a conversation about it includes a description of the emotional and figurative content. Children's vocabulary is enriched with figurative words and expressions that characterize moods and feelings conveyed in music. Musical activity involves mental operations: comparison, analysis, juxtaposition, memorization, and thus contributes not only to the musical, but also to the general development of the child.

It is very important to create conditions for the formation of foundations musical culture preschool children. In preschool pedagogy, music is considered as an irreplaceable means of developing children's emotional responsiveness to everything good and beautiful that they encounter in life.

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

In the very early age The baby distinguishes music from the sounds and noises around him. He focuses his attention on the melody he hears, freezes for a while, listens, reacts with a smile, humming, individual movements, and exhibits a “revival complex.” Older children already have increased mental abilities. They comprehend certain connections between phenomena and are able to make the simplest generalizations - to determine, for example, the nature of the music, to name the characteristics of a played piece as cheerful, joyful, calm or sad. They also understand the requirements: how to sing a song of different character, how to move in a calm round dance or in an active dance. Musical interests also develop: there is a preference for one or another type of activity, genre of music.

By the age of six or seven, initial manifestations of artistic taste are observed - the ability to evaluate works and their execution. Singing voices at this age acquire sonority, melodiousness, and mobility. The range is leveled out, vocal intonation becomes more stable. If four-year-old children still need constant support from an adult, then with systematic training, most six-year-old children sing without instrumental accompaniment.

Children's actions on music lessons aimed at completing educational and creative tasks. They learn performing skills and improvise their own simple melodies, and when performing various dances they strive to convey various dance movements and musical and game images in their own way.

The diversified development of a child’s personality is ensured due to the close relationship between aesthetic education and moral, mental, and physical education. A properly developed program and works selected in accordance with the age capabilities of children help to implement ideological and moral influence. But the most important thing is the “school of feelings”, which are formed thanks to the special property of music - to evoke the empathy of listeners.

During music lessons, cognitive and mental activity is also activated. Children learn a lot by listening carefully to a piece. However, they perceive only its most general features, its most vivid images. At the same time, emotional responsiveness does not lose its significance if the child is given the task of listening, distinguishing, comparing, and identifying expressive means. These mental actions enrich and expand the child’s sphere of feelings and experiences and give them meaning.

The harmony of musical and aesthetic education is achieved only when all types of musical activities available to preschool age and all the creative capabilities of a growing person are used. At the same time, complicating pedagogical tasks, one should not abuse the special sensitivity of children. Self musical art, its features confront the teacher with the need to solve a number of specific problems:

1. Foster a love and interest in music. Only the development of emotional responsiveness and sensitivity makes it possible to widely use the educational influence of music.

2. Enrich children's impressions by introducing them, in a clearly organized system, to a variety of musical works and the means of expression used.

3. Introduce children to various types of musical activities, developing the perception of music and simple performing skills in the field of singing, rhythm, and playing children's instruments. Introduce the basic elements of musical literacy. All this will allow them to act consciously, naturally, and expressively.

4. To develop the general musicality of children (sensory abilities, pitch hearing, sense of rhythm), to form a singing voice and expressiveness of movements. If at this age a child is taught and introduced to active practical activities, then the formation and development of all his abilities occurs.

5. Promote the initial development of musical taste. Based on the impressions received and ideas about music, first a selective and then an evaluative attitude towards the performed works is manifested.

6. Develop a creative attitude towards music, primarily in such activities accessible to children as the transfer of images in musical games and round dances, the use of new combinations of familiar dance moves, improvisation of singing songs. This helps to identify independence, initiative, and the desire to use Everyday life learned repertoire, play instruments, sing, dance. Of course, such manifestations are more typical for children of middle and older preschool age.

Music is an art that affects a child already in the first months of his life. Its direct influence on the emotional sphere contributes to the emergence of initial response actions, in which one can see the prerequisites for the further formation of basic musical abilities.

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

Already in the first year of life, the teacher organizes children’s communication with music, accumulating their experience of listening to the simplest melodies (sung or performed on children’s musical instruments), encourages them to respond to them with their voice or movement, and creates the prerequisites for the child’s active musical activity at subsequent stages of development.
All musical abilities are united by a single concept - musicality. “Musicality is a complex of abilities developed on the basis of innate inclinations in musical activity, necessary for its successful implementation” (Radynova O.P. “Musical development of children”).

The core of musicality is three basic abilities that are necessary for the successful implementation of all types of musical activities: emotional responsiveness, ear for music, sense of rhythm.

Emotional responsiveness to music is the center of a child’s musicality, the basis of his musical activity, necessary for feeling and understanding the musical content and its expression in performing and creative activities.

An ear for music is necessary for clear intonation when singing, a sense of rhythm is necessary for movement, dancing and playing musical instruments.

Modern researchers have proven that forming the foundations of musical culture and developing musical abilities should begin as early as possible. The poverty of childhood musical impressions, their absence can hardly be made up for later, as an adult. To form the foundations of culture, an appropriate environment is necessary, which will give him the opportunity to get acquainted with a variety of music, learn to perceive and experience it.

The musical activity of preschoolers is a variety of ways and means for children to learn the art of music (and through it both the life around them and themselves), with the help of which their general development is carried out.

In the musical education of children, the following types of musical activities are distinguished: perception, performance, creativity, musical and educational activities. They all have their own varieties. Thus, the perception of music can exist as an independent type of activity, or it can precede and accompany other types. Performance and creativity are carried out in singing, musical-rhythmic movements and playing musical instruments. Musical educational activities include general information about music as an art form, musical genres, composers, musical instruments, etc., as well as special knowledge about performance methods. Each type of musical activity, having its own characteristics, presupposes that children master those methods of activity without which it is not feasible, and has a specific impact on the musical development of preschool children. For this reason, it is important to use all types of musical activities.

Musical and educational activities do not exist in isolation from other types. Knowledge and information about music are not given to children on their own, but in the process of perceiving music, performance, creativity, along the way, to the point. Each type of musical activity requires certain knowledge. To develop performance and creativity, special knowledge about the methods, techniques of performance, and means of expression is needed. By learning to sing, children acquire the knowledge necessary to master singing skills (sound production, breathing, diction, etc.). In musical-rhythmic activities, preschoolers master various movements and methods of their execution, which also requires special knowledge: about the unity of the nature of music and movements, about the expressiveness of the game image and its dependence on the nature of the music, on the means musical expressiveness(tempo, dynamics, accents, register, pauses). Children learn the names of dance steps, learn the names of dances and round dances. While learning to play musical instruments, children also gain certain knowledge about the timbres, methods, and techniques of playing different instruments.

Thus, it must be remembered that musical development has a positive effect on the overall development of children. The child’s thinking improves, the emotional sphere is enriched, and the ability to experience and feel music helps to cultivate a love of beauty in general, and sensitivity in life. Mental operations, language, and memory also develop. Therefore, by developing a child musically, we contribute to the formation of a harmoniously developed personality, which is very important. The musical activity of preschoolers is a variety of ways and means for children to learn the art of music (and through it both the life around them and themselves), with the help of which their general development is carried out.

Bibliography:

1. Vetlugina N.A. Musical education in kindergarten. –M.; Enlightenment, 1981
2. Methods of music education in kindergarten / ed. Vetlugina N.A. – M, 1982
3. Metlov N.A. Music for children - M.; Enlightenment, 1985
4. Nazaykinsky E.V. On the psychology of musical education. – M.: 1972
5. Tarasov G.S. Pedagogy in the system of music education. – M.; 1986
6. Teplov B.M. Psychology of musical abilities - M., Leningrad, 1977.
7. Khalabuzar P., Popov V., Dobrovolskaya N. Methods of musical education - M., 1989.

AGE FEATURES

MUSICAL DEVELOPMENT CHILD

The child’s abilities develop in the process of active musical activity.

The most significant features of musical development are:

• Auditory sensation, musical ear;
• Quality and level of emotional responsiveness to music of various types;
• The simplest skills, actions in singing and musical-rhythmic performance.

First year of life. From the first months, a normally developing child responds to the nature of music with the so-called revival complex, rejoicing or calming down. By the end of the first year of life, the baby listens to the singing of an adult and adapts to his intonation by humming and babbling.

Second year of life. The child distinguishes between high and low sounds, loud and quiet sounds, and even timbre coloring. The first singing intonations are born; singing along with the adult, the child repeats the endings after him musical phrases songs. He masters the simplest movements: clapping, stamping, spinning to the sound of music.

Third and fourth year of life. This period of development is characterized by the desire for independence. Speech becomes coherent and the musculoskeletal system is strengthened. The child develops a desire to play music and be active. By the age of 4, children can sing a little song on their own, with a little help from an adult. They master many movements that allow them to dance and play independently.

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

Mastering the basic types of movement - walking, running, jumping - enables children to use them more widely in games and dancing. Some strive, without imitating each other, to play the role in their own way (for example, in a story game). Others show interest in only one type of activity, depending on each individual's inclinations and abilities.

Sixth and seventh years of life. This is the period of preparation of children for school. Based on the acquired knowledge and impressions about music, children can not only answer the question, but also independently characterize a piece of music and understand its means of expression. Feel the various shades of mood conveyed by music.

The child is capable of a holistic perception of a musical image, which is very important for developing an aesthetic attitude towards the environment. But does this mean that analytical activity can harm holistic perception? Research conducted in the field of sensory abilities and musical perception of children has shown an interesting pattern. The holistic perception of music is not reduced if the task is to listen and isolate. Distinguish between the most striking means of “musical language”. The child can identify these means and, taking them into account, act in accordance with a certain way when listening to music, performing songs and dance movements. This promotes musical and auditory development, mastering the necessary skills to prepare for singing from notes.

In children 6-7 years old, the vocal apparatus is further strengthened, the range expands and equalizes, and greater melodiousness and sonority appear. Songs, dances, and games are performed independently, expressively and to some extent creatively. Individual musical interests and abilities are revealed more clearly.

Thus, musical education fulfills the task of comprehensive and harmonious development of preschool children.

INthe flow of music on a child in the womb.

According to a number of studies, even before birth, the child hears sounds and feels vibrations from the outside world. When parents sing and talk to their unborn child, it is believed that the child is also communicating with them and with the outside world. Children may respond to sounds, most often in the form of kicks. Some studies have found that children, even while in the womb, have their own preferences in music. If you listen to lyrical classical music, your child will likely calm down and stop kicking. And rock or metal music can provoke real dancing in the mother’s stomach.

Scientists involved in scientific research on the influence of music on the physical development of children believe that listening to Mozart contributes to the development of children's mental activity. Scientists call this phenomenon the “Mozart effect.” To experience the beneficial effects of music on a child, doctors often advise mothers to listen to lyrical music (especially classical) more often. Music is seen as a part of human nature, which slowly but effectively restores harmony in life and contributes to the further physical development of the child.

The influence of music on newborns.

Due to the calming effects of music, many scientists believe that it speeds up the development of premature babies. Music has a positive effect on normalizing breathing and heart rate, reducing pain and accelerating the growth of newborns. Israeli scientists claim that the “Mozart effect” normalizes the metabolism of premature babies, which helps them quickly reach the required weight.

The influence of music on older children.

It has long been observed that children fall asleep well listening to lullabies or reading a book. Sounds, especially those that are melodic, calm and put children to sleep. Music also promotes rapid speech development in preschool children. And it helps school-age children learn foreign languages ​​faster. After all, it is known that even small children easily remember songs in another language, even without knowing the meaning of the words. But this is their first step towards learning this language. Children remember and reproduce songs much more easily, rather than individual words and lyrics. Since singing is easier for children than talking, music is considered an effective treatment for stuttering in children. Music helps improve speech, and what children cannot say can be easily sung.

Music therapy.

According to US researchers, the healing power of music is needed to normalize blood pressure, help activate brain activity and strengthen the immune system. Rhythmic and energetic march-style music tones many muscles, which is extremely beneficial for the physical development of children. That's why many people do exercises accompanied by bravura music. For some children, music is a means of focusing. It makes children focused, helps them focus their thinking on a specific topic, and at the same time relieves stress and fatigue. If your baby falls asleep and wakes up with music, he will be much happier and healthier.

However, instead of listening to music, it is much more beneficial to sing yourself. Australian doctors even practice singing sessions for medicinal purposes. Humming the simplest tune is enough to make you feel better. Therefore, singing or music lessons are very useful for the physical development of children. She teaches love for life. Therefore, children who are passionate about music become more educated, attentive, honest in their relationships with other people, and radiate calmness and a positive mood. “Musical” children develop intellectual development faster than their peers. Music develops children's creative abilities, aesthetics, culture of behavior, helps to build trusting relationships and make new friends.

Music can be expressed not only through musical instruments and sound-reproducing devices. The music is encoded in the sounds of nature - the sound of waves and the rustling of leaves in the wind, the singing of birds and crickets, the rustle of rain, and so on. Therefore, spend more time outside the city, in nature. Find the music that your child likes best and try to listen to it as often as possible.

Features of musical work with preschool children.

Nowadays, vocal education of preschool children is carried out in Municipal budget preschools educational institutions. It is very interesting that children's singing also contributes to research for medicine, psychology, acoustics, pedagogy, etc. This is how the theory and system of musical education of children arises. The problem of aesthetic education through art requires an in-depth study of issues related to musical education and development of preschool children. Despite all the difficulties and vicissitudes in Russia today, children's singing does not lose its relevance. It has withstood competition with the means mass media, where new types of creativity are currently emerging. And although no one denies the meaning educational role art, but no one tracks the impact of pop culture. Does not put a barrier against low-quality artistic production in the field of culture, in the field of aesthetic education. Thus, the concepts of artistic (positive) and anti-artistic (negative) are not included in the standards of artistic and aesthetic education.

It is known that joint choral singing has enormous educational value and has a beneficial effect on general development preschoolers. Musical classes in a preschool institution influence the formation of a harmoniously developed personality of the pupil.

The following qualities are formed:

Emotionality

Communication skills

Initiative

Responsibility

Organization

Collectivism

Hard work

Creativity

Cognitive processes develop:

Sensation, perception

Attention, memory

Imagination, thinking

Special skills and abilities are developed:

Stage culture

Aesthetic taste

Creative skills

Singing skills

Speech phonemic pronunciation

At the first stages of training, the student uses the “Sing Like Me” copying method, but gradually it is necessary to achieve a conscious attitude towards performing vocal exercises. The initial period of organizing skills. Memory, like all other mental processes, is successfully trained during music lessons. Muscle memory - develops well in special technical exercises, which contributes to the development of mechanical memory. Semantic memory is necessary both in chanting and when mastering singing techniques. Group singing is the best way to develop memory in all its forms. Verbally - logical memory manifests itself when working with poetic texts. On the issue of memory education important role plays attention and concentration, and focused attention stimulates memory. Therefore, half an hour of work in a music lesson with maximum concentration can bring more benefits than several hours of semi-passive, inattentive study. During singing lessons, concentrated attention actively develops, without which it is impossible to creative process. Focused attention is strengthened through systematic exercise. The development of attention is inextricably linked with will. Against the background of concentrated attention, imagination develops, the peculiarity of which is that it combines various impressions into images and pictures, transforming reality. Inspiration, in my opinion, is a special state, expressed in the complete concentration of all mental powers, abilities and feelings on the subject of creativity.

An important aspect in the singing process is thinking. While singing, the thought process develops intensively through mastering the logic of literary texts. Therefore, group singing is a combination of thought and feeling, reason and inspiration, consciousness and creative intuition. Singing most directly affects those areas of the psyche that are associated with imaginative and emotional sensitivity. Therefore, musical classes related to vocal work are a school of perception, imagination and feelings. Speech and singing are two amazing functions of the human vocal apparatus that nature has endowed him with. Music studies are closely interconnected with other integrative areas.

Singing is a psychophysiological process, and therefore children learn to control their voice based on conscious muscle sensations. The effectiveness of sound production directly depends on knowledge of the anatomical structure of the respiratory system, the human vocal apparatus, etc. When singing, it is necessary to take into account acoustic laws sound wave to find the best sounding singing voice. When getting acquainted with a piece of music, it is necessary to take into account the historical period in which it was written.

Era, style - important for interpretation piece of music. All this taken together leads to the formation of artistic and aesthetic taste. Having traced interpersonal relationships between the students and the musical director, it should be said that such integration should have a beneficial effect only on the qualitative aspects of the students’ personality, but also certainly influence the increase in the overall musicality of the individual as a whole. Identification of children's attitude to musical and aesthetic development occurs through the use of various diagnostic methods. Group music classes have special meaning because they are collective forms of occupation. Thanks to collective work and the personal communication of children receives a versatile expression: the position of the subject of communication is formed, in which one’s “I” is affirmed, the world opens up social relations, the mental life of children is regulated. The collective form of creativity is an important aspect in both the spiritual and moral education preschoolers.

Children's voices have their own peculiarity. Children's voices are “light” in timbre and have a narrow range. Children have a specific vocal apparatus, short and thin vocal cords, and small lung capacity. Characteristic high head sound, characteristic lightness of timbre, but no timbre richness.

For children's voices of 3-4 years old, falsetto sound production is typical, with a small sound strength from pp-mf. And there is no significant difference between boys and girls. At this initial stage, the skill of collective singing is laid. At the age of 5, the ability to intonate, modal-metrical skills and ensemble singing is developed. At 6-7 years of age it can be detected individual characteristics timbre - basic vocal technique skills. Interest in phonemic sound formation.

Organization of the rehearsal process in music classes.

Having chosen a piece, the music director must first study it carefully. To do this, you need to outline a general execution plan and analyze difficult areas. Selection musical material a very important process.

Here are the basic principles for selecting the repertoire:

Accessibility of perception in execution;

Aimed at the formation of moral qualities of the individual, taking into account age characteristics;

Aimed at developing musical and singing skills;

Diverse in themes, genres, stylistic features, means of musical language;

From simple to complex;

Before starting to learn musical material, the leader conducts a conversation about its content and nature, reports brief information about the composer and author of the literary text. The forms of familiarization are different. It is better to organize it by auditioning (audio recording, etc.) performed by a highly qualified choral group. If it is not possible to listen to the recording, then the music director himself must reproduce this work: play or sing the main melodies to the accompaniment. This will help students master the musical texture and provide an opportunity to hear the harmonic surroundings of the melody. This promotes children's musical development and brings activity and awareness into the process. It is very useful to learn pieces a capella, as this makes it possible to develop independence in creativity. It can be noted that highly professional use of the instrument orients children in the correct feeling musical form, style, content. If a piece is difficult to learn, then it is better to divide it into separate phrases that can be practiced several times.

Thus, it can be argued that the process of a music director’s work with preschoolers cannot be strictly limited to phases with a clearly defined range of technical or artistic tasks for each phase. This will be formal and can only be accepted as a scheme, following which the manager, to the extent of his experience, skills and abilities, will accept certain methods of work.

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

Children of older preschool age are distinguished by richer younger preschoolers life and musical experience. They listen to music with interest and react to it emotionally.

When determining the general character and mood of a musical work, children of this age are no longer guided by one, but by two or more means of musical expression (tempo and timbre, tempo and dynamics, tempo, timbre and dynamics simultaneously)

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

Children learn the concept of “genre” - a key concept of both musical and any other

arts (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 generalized. The easiest way for children to determine it is by doing musical movement and playing in an orchestra.

Children of senior preschool age have a fairly large and varied experience of musical expressive movement. They hear in music and can convey in movement not only its general mood, but also tempo, dynamics, bright rhythmic pattern, and form.

Plots that are available for children to reproduce in musical sketches become

more complex. They contain not only graphic moments, but also an expressive beginning, a reflection of a certain mood (“Offended”, “A flower is blooming”). Children already master the main types of basic movements: stepping, running, jumping - and can perform them quite coordinatedly, rhythmically and expressively.

However, they lack lightness, springiness, dexterity, the technique of some

basic movements (jumping) and dance movements.

At 6-7 years of age, children have access to more complex dances and fairly developed creative compositions.

In older preschool age, the singing apparatus of the larynx begins to form; vocal cords appear and the voice acquires new, but still modest, capabilities. The intonation of the melody with the voice becomes more and more pure. Majority

children in the 6th year of life can reproduce with accompaniment general direction the movements of the melody, and some of them, against this background, purely intonate its individual segments.

At the 7th year of life, approximately a third of children clearly intonate the melody as a whole with accompaniment, and only a few children sing it clearly without it. Children begin to sing loudly, flyingly, easily and expressively.

By the age of 5, children master the techniques of playing percussion and high-pitched children's musical instruments, which gives them the opportunity to clearly express themselves in elementary music-making.

Senior preschool age - age the flourishing of plot-role-playing and director's play.

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

On this topic:

Age-related characteristics of a child’s musical development - preschool educational institution “Kindergarten No. 232 “Zhemchuzhinka”

The child’s abilities develop in the process of active musical activity. Correctly organizing and directing it from early childhood, taking into account changes in age levels, is the task of the teacher. Otherwise, developmental delays are sometimes observed.

For example, if you do not teach children to distinguish musical sounds by pitch, then by the age of 7 a child will not be able to cope with a task that a younger one can easily complete.

The most significant features of musical development are:

• auditory sensation, musical ear;
• quality and level of emotional responsiveness to music of various types;
• simple skills, actions in singing and musical-rhythmic performance.

Note general trends age development.

FIRST YEAR OF LIFE.

Psychologists note that children develop hearing sensitivity early. According to A. A Lyublinskaya, on the 10-12th day of life, a baby develops reactions to sounds. In the second month, the child stops moving and becomes quiet, listening to the voice, to the sound of the violin.

At 4-5 months, there is a tendency to some differentiation of musical sounds: the child begins to react to the source from which sounds are heard, to listen to the intonations of the singing voice. From the first months, a normally developing child responds to the nature of music with the so-called revival complex, rejoicing or calming down.

By the end of the first year of life, the baby, listening to the singing of an adult, adapts to his intonation by humming and babbling. Manifestations of emotional responsiveness to music and the development of auditory sensations allow for musical education from a very early age.

SECOND YEAR OF LIFE:

When perceiving music, children show brightly contrasting emotions: cheerful, lively or calm. Auditory sensations are more differentiated: the child distinguishes between high and low sounds, loud and quiet sound and even timbre coloring (a metallophone or drum is playing). The first, consciously reproduced singing intonations are born; Singing along with the adult, the child repeats after him the endings of the musical phrases of the song.

He masters the simplest movements: clapping, stamping, spinning to the sound of music.

THIRD AND FOUR YEARS OF LIFE.

Children have increased sensitivity and the ability to more accurately distinguish the properties of objects and phenomena, including musical ones. Individual differences in hearing 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 coherent speech, from visual-effective thinking to visual-figurative thinking, and the muscular-motor system is noticeably strengthened. The child develops a desire to play music and be active.

By the age of 4, children can sing a little song on their own, with a little help from an adult. They master many movements that allow them to dance and play independently to a certain extent.

FIFTH YEAR OF LIFE

They are characterized by the active curiosity of children. This is a period of questions: “why?”, “why?”. The child begins to comprehend the connection between phenomena and events and can make simple generalizations.

He is observant, able to determine: the music is cheerful, joyful, calm; sounds high, low, loud, quiet; in the play there are parts /one fast and the other slow/, on what instrument the melody is played /piano, violin, button accordion/. The child understands the requirements: how to sing a song, how to move in a calm round dance and how to move in a moving dance. .

Mastering the basic types of movement - walking, running, jumping - gives children the opportunity to use them more widely in games and dancing. Some strive, without imitating each other, to play the role in their own way (for example, in a plot game). Others show interest in only one type of activity, depending on each individual's inclinations and abilities.

SIXTH YEAR OF LIFE

This is the period of preparation of children for school. Based on the acquired knowledge and impressions about music, children can not only answer the question, but also independently characterize a piece of music, understand its means of expression, and feel various shades of mood.

Methodological manuals developed, tested and published by MBDOU TsRR kindergarten No. 232

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We invite you to take part in an independent assessment of the activities and quality of education of our kindergarten.

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Children 3-4 years old

Children of the fourth year of life are spontaneous and emotional, love music and great joy respond to cheerful and active musical works. At this age, children exhibit individual differences in the rate of psychophysiological development, which is manifested in their mastery of speech, movements, and behavior.

It is important for a teacher to begin using an integrative approach in classes with children of this age, since children in their fourth year of life begin to develop the necessary prerequisites for active creative music-making. If in early childhood children could not sing independently and only sang along with an adult, and their movements were imitative and spontaneous, then in the period from 3 to 4 years old children gradually begin to master independent singing and more consciously perform simple dances and play exercises.

The teacher needs to consider the following age characteristics children 3-4 years old for the correct organization of an integrative approach to music classes:

The predominance of involuntariness in perception, attention, memory and behavior (it is necessary to maintain attention with game objects, select music of short duration);

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

Visually effective, visually imaginative thinking (it is necessary to use bright illustrative material, small musical works of a visual nature);

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

A pronounced ability to imitate (the teacher must be artistic, emotional, able to accurately and expressively show children how to perform a movement or song, must be able to involve children in joint musical and creative activities);

The above and other age characteristics of children of the fourth year of life must be taken into account both in organizing work on musical development and in selecting musical works for listening, performing and other types of musical activities.

Children 4-5 years old

Children of the fifth year of life have already acquired some experience in various types of musical activities. They already have their own individual preferences: some like to sing more, others like to dance, play instruments. That is why the teacher needs to use an integrative approach more widely in the classroom.

At this age, children are very active, energetic, and emotional. However, attention and memory are still characterized by involuntariness. Showing and support from adults is also extremely important for children.

In the fifth year of life, motor skills and qualities 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 developed coordination of movements, which is manifested in walking, as well as when performing many types of movements.

The predominance of involuntariness in perception, attention, memory and behavior requires the teacher to maintain the interest of children with play techniques and select short-sounding music.

Children 5-6 years old

In older preschool age, children experience the maturation of such important quality, as the arbitrariness of mental processes (attention, memory, thinking), which is an important prerequisite for a more in-depth and expanded use of the integrative approach.

A 5-6 year old child is distinguished by greater independence, a desire for self-expression in various types of artistic and creative activities, he has a pronounced need to communicate with peers, which requires the teacher to introduce mandatory educational process musical and communicative games and exercises. By this age, children develop dexterity, accuracy, and coordination of movements, which greatly expands their performing capabilities. The teacher must take these features into account when staging, theatricalizing songs, and when teaching children to play musical instruments in a children's orchestra.

Children of this age have more perfect speech: active and passive vocabulary expands, sound pronunciation and grammatical structure of speech improve significantly, the voice becomes clear and strong. These features provide an opportunity for further development of singing activity and the use of a more diverse and complex musical repertoire.

However, all of the listed features manifest themselves individually, and in general, children 5-6 years old still require very careful and attentive attitude: they get tired quickly, tired of monotony. These age characteristics must be taken into account when planning and organizing music educational situations.

Children of the sixth year of life:

They begin to control the performance of music by ear in various types of musical activities;

They can participate in musical games with singing, movement, and follow the development of the plot;

Can remember familiar songs based on the intro or melody;

They can combine singing with playing children’s musical instruments, performing different parts in groups;

They begin to master basic vocal and choral skills: they sing in a natural voice, clearly articulating all the words, hold a short phrase while breathing (up to 5-6 seconds), convey the intonations of simple melodies, sing harmoniously, simultaneously starting and ending the performance of the piece;

Perform movements with various attributes (flowers, scarves, toys, ribbons, umbrellas, hoops);

Thus, in older preschool age, the main indicators for all forms of activity are the children’s desire to play music, sing, dance, communicate with music, the joy and pleasure they receive from joint performing activities. That is why integrability should be the main principle of organizing music classes with children of this age.

Children 6-7 years old

The age of 6-7 years is the middle of childhood. Active, energetic children are active in all types of musical and artistic activities. The integrative approach is becoming the leading way to organize a music lesson.

During this period, children's psychophysiological capabilities change qualitatively: the voice becomes clear, movements become even more coordinated, the volume of memory and attention increases, and speech improves. Children's voluntary behavior increases, a conscious interest in music is formed, and their musical horizons significantly expand.

New qualities make it possible to implement more complex tasks in 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 in music classes with children of this age makes it possible to achieve following results. Children 6-7 years old:

They can take part in playing music impromptu, adapt to sounding music, find your own way of playing the instrument;

They can independently organize the playing of plays in two-part form, distribute roles and parts of instruments;

Children have developed vocal and choral skills: children sing in a natural voice, clearly articulating all the words, hold a phrase while breathing for 6-8 seconds, clearly intone simple melodies within the “do” of the first - “re” (“mi”) of the second octave, sing coherently and expressively, conveying the meaning of the performed works;

Can use noise and pitch instruments to recite poems and fairy tales, interpret and vary the performance;

They are able to coordinate movements with the meter rhythm and form of a musical work, and perform more complex in coordination (asymmetrical, multidirectional) musical rhythmic movements. The teacher needs to use this ability to include motor movements in the performance of a musical work, when staging songs;

In the preschool period, the relevance of the idea of ​​the holistic development of a child’s personality through music increases, since the priorities become the tasks of achieving school maturity, mastering the prerequisites for educational activities, successful socialization of the child, and the formation of moral and communication skills.

On this topic:

Source nsportal.ru

MUSICAL EDUCATION AND DEVELOPMENT OF CHILDREN AGED 5-6 YEARS OLD.

Characteristics of musicality of children 5-6 years old

The most important indicators of musical development, intensively manifested in older preschool age, include:

Developed musical memory, increased level of memorization, arbitrariness of attention;

Ability to operate musical performances;

Ability to voluntarily control musical activity;

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

Increased creative activity in its individual manifestations.

At this age, the child’s individuality, his initiative, attempts at his own interpretation during performance, and emotionally conscious perception are clearly revealed.

There is a further development of auditory sensations for the perception, discrimination, memorization and reproduction of musical sounds of various pitches, timbre colors, organized in time and mode.

The melodic ear of six-year-old children is manifested in the accurate reproduction of complex intonation turns of a melody (ascending sixth, minor and major seconds, fifth intonations), distinguishing and reproducing intervals from second to octave. Singing intonation becomes more accurate. Children of this age are capable of distinguishing stable and unstable sounds of a mode, of memorizing and distinguishing tonics, which indicates the perception of mode gravity.

A developed sense of rhythm is characterized by a sensitive grasp of meter, accents, pulsation, rhythmic pattern, musical form, and tempo of the work.

Educational tasks

Children should be given the opportunity to independently perceive music and penetrate into its figurative essence, encourage the organization of musical games, the theatricalization of games and fairy tales. At the same time, it is important to support children’s desire to show modesty and naturalness, and the need for cooperation.

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

It is necessary to satisfy children's curiosity when listening to musical works (acquaintance with our country, its history, modern events, musical traditions of one's own and other peoples). It is important to draw children’s attention to the fact that music is the language of international communication - this will help solve the problems of international education.

Musical activity of preschool children and its tasks

Listening - perception

Continue familiarization with the art of music in all its varieties, develop a sustainable interest in listening to folk and classical music. (A large stock of musical impressions, good memory allow children to name their favorite works.)

Teach children to give detailed characteristics of the emotional and figurative content of works of various genres (“What feelings does music convey?”), to highlight programmatic and visual features in music (“What does music tell?”), to characterize the means of musical expressiveness (“How does music tell?” ) .

Reveal to children the cause-and-effect relationships between musical phenomena: fast melody (short, abrupt sounds), disturbing music (fast tempo, low register). Discuss with children different variants performing interpretation of a musical work.

Musical and educational activities

Try to encourage the child to search for new knowledge about the world of beauty: show the connection between music and fiction, music and cinema, music and theater, music and painting.

Give children stable knowledge about composers (foreign, domestic). Expand your understanding of vocal music - song, romance; instrumental - solo, ensemble, orchestral. Children should know and name dances (polka, waltz; folk dances - round dance, Kamarinskaya, square dance, hopak, etc.), musical genres(play, opera, ballet, song, suite).

Teach children to consciously select the necessary complex characteristics of musical images: cheerful, joyful, playful, frisky, etc., to use musical terms: tempo (slow, agile), nature of melody playback (singing, abrupt, drawn-out), sound dynamics (loud, quiet, gradually increasing, slowing down).

Singing activity

Chanting. Teach children to sing vowels (a, o, u, e, i), and clearly but naturally pronounce consonants (d, t, p, r). Learn to distribute your breathing when singing drawn-out phrases. Expressively convey the poetic meaning of the text in singing intonation.

Learning and performing songs. Encourage children to sing songs with an emotional attitude: sing with love, pride, joy, with regret, etc. Strengthen expressive performance skills.

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

To teach your child to evaluate the quality of his own singing and the singing of other children.

Song creativity. Teach methods of song improvisation: imitation of various sounds; answers to musical questions, conveying expressive intonations (pleading, plaintive, angry, demanding); singing improvisations to a given text.

Musical and rhythmic activity

Exercises. Strengthen children's skills in transmission musical fundamentals means of expressive movements: convey characteristic images, rhythmic pattern, tempo and dynamics of the work. Independently begin and end movements in accordance with the musical form.

Dancing, dances, round dances. Diversify the vocabulary of dance movements: round dance step of different nature, step with a stomp, side step with a squat, side canter, variable step.

Teach children to master dance (Russian and other nations), introduce elements of ballet and modern mass dance. Diversify traditional movements: swings with various figurative movements of the arms, half-squats with opening and closing of the arms.

Dance and gaming creativity. Encourage children to strive for independent improvisation in free dancing. Teach the plastic expression of theatrical and play images.

Continue to develop the ability to combine pantomime, dance, and plastic arts.

Learn to reflect changes in the musical image in dance improvisations.

Introduction to playing musical instruments

To develop children's interest in playing music on instruments - both children's and piano.

Teach children the rules of handling instruments (wind instruments). Stimulate various techniques of figurative play - glissando, precise and strong movement of the brush.

Learn to perform songs and chants, creative improvisations (individually and in an ensemble) on instruments, using convenient fingering.

Organization and conduct of music classes

The organization of music and rhythm classes remains the same in structure and type, but becomes noticeably more complex in content. The formation of musical abilities in developmental classes with children of the fifth year of life was based on the material of musical didactic games and exercises. The musical development of children of the sixth year of life makes it possible to significantly complicate the content and methods of organizing developmental activities.

The main goal of classes in the first half of the academic year (September - December) is to become familiar with the means of musical expression through practical music-making.

Of the means of musical expression, children most easily distinguish and assimilate rhythm, which is confirmed by scientists (V. Bekhterev, B. Teplov, K. Tarasova). That is why, when working with preschoolers, it is recommended to use percussion instruments of folk origin - wooden spoons, boxes, tambourine, ruble. They usually perform pulse, accent, weak and strong beats, beginning and ending of phrases, rhythmic formulas, roll calls.

Metric pulsation, or pulse, is presented to children as smooth, measured steps that are heard in music. Children begin to understand metric pulsation from the moment they learn to march to music,

clap your hands and tap your feet to the beat of the music. Depending on the nature of the music, the pulse can be performed on spoons (in Russian song), drum (in march), maracas (in modern dance) .

Accent in music is the forceful or semantic emphasis of a separate sound in the musical material. The teacher should explain this to children in a clear way: draw an analogy with the emphasis on individual words in colloquial speech, highlighting a single word in a phrase, select vivid artistic examples.

Depending on the nature of the work, the emphasis may be on different percussion instruments, but it must be an instrument that differs in timbre from the one on which the pulse is performed. For example, in a dance the pulse is performed by spoons, and the accent is a tambourine, cymbals or a triangle.

Rhythmic pattern (rhythm in in the narrow sense words) is the ratio of the durations of a sequential series of sounds, i.e. the rhythmic basis of the melody. Explaining what a rhythmic pattern of a melody is, we can draw an analogy with the outline of a pattern in painting. Changing the contour line changes the pattern, just as in music changing the rhythm changes the melody. The teacher should pay attention to the fact that in the rhythmic pattern we hear short and long sounds. (It is useful to show the duration on a flannelgraph.)

In the score, the rhythmic pattern can be performed simultaneously with the pulse, accent and other metro-rhythmic means, but always on a different instrument. The rhythmic pattern will sound clearly and cleanly in the orchestra in pieces of a leisurely nature and quiet sound. It should be reproduced within a short period of time.

When introducing strong and weak beats, the teacher draws the children’s attention to the fact that when they move to the march, the steps are different - first a heavy, strong step (strong beat), then a light, weak one ( weak share) . When explaining, the strong beat of a beat can be indicated by clapping your hands, and the weak beat by finger-to-finger.

Particular attention should be paid to the ostinant pattern. An ostinant pattern is the same rhythmic sequence repeated constantly or over a long period of time in a piece of music.

Unlike other elements of rhythmic texture, which are mandatory in the fabric of musical material, the ostinant pattern is created in the process of creative performance. To reproduce an ostensible rhythm, you can use two groups of instruments, which alternately (in the form of a roll call) perform a rhythmic pattern.

Rhythmic roll calls are used in the form of echo, cuckoo call and other figurative and imitative means. In this case, it is better to use instruments of different timbres: a box - a triangle, a tambourine - spoons.

A phrase is a melodic structure that is more or less complete in content. First, children recognize the contrast between individual parts of a musical work, then between phrases, and finally, they distinguish phrases not only by contrast, but also by similarity.

When introducing preschoolers to rhythm as a means of musical expression, the teacher must take into account the child’s individual musical abilities and select tasks in a differentiated manner. It should be taken into account that any element of rhythmic relationships in music, explained to children, but not fixed in instrumental music playing, will not be sufficiently understood and realized by them.

We have described the content of the work of a music teacher in developmental classes. The content of dominant classes becomes more complex. If for children 4-5 years old the dominant type of activity was performing (singing), motor activity, then in older preschool age it was listening. Other types of artistic activity help to activate it, however, they are selected for each lesson not by chance, but from the point of view of pedagogical expediency.

Complex classes remain attractive for older preschoolers. Previously purchased artistic experience helps them create an expressive image (musical, poetic, plastic, visual). Joint actions of the teacher and children, communication with peers create comprehensive classes the necessary conditions for creativity, for the formation of moral and aesthetic feelings.

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

But in fact, the feelings embodied in music are not always identical to life. They are always "mediated" artistic ideal, a system of value ideas, are associated not with random, but with stable socially significant, socio-historical content" (V.

Medushevsky). Experiences of an aesthetic nature enrich the child’s experience, including developing the ability to react emotionally to what is happening around him. This means that he will not remain indifferent to the joys and sorrows of other people, and will show, in appropriate cases, compassion, pity, sympathy, or, conversely, indignation and condemnation.

IN long-term plan(see below) a musical repertoire is proposed that, in its artistic significance, is capable of solving the problems of moral and aesthetic education. The plan for “emotional adaptation” to A. Khachaturian’s play “Today it is forbidden to walk” is aimed at the formation of emotional assistance (to feel sorry not for oneself in another, but for another as oneself).

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

The teacher-musician bases his topics on the art of music itself in the uniqueness of its content and form. Putting forward one topic after another, 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 children’s development with the help of music and musical activities: to show that music reflects life content and expresses it through musical means.

A long-term plan for step-by-step learning of material in music, rhythm, and dance will help in implementing the thematic principle:

“What feelings does music convey?”, “What does music express?”;

“What does the music tell about?”;

“How (by what means) does music tell?”

Approximate distribution of musical material