Music therapy for the development of preschool children. Consultation on speech therapy on the topic: consultation with a music director for parents and teachers, music therapy in the life of a preschooler with a card index of games and exercises

In the forest. (Elements of musical modeling and kinesitherapy)

Experiencing an emotional state. (disturbing music) We got lost in the forest, surrounded by tall trees, thorny bushes, stumps. We walk, raising our legs high, stepping over tall grass and hummocks.

The stage of getting out of a difficult situation, calming down. (joyful music) But now we see a sunny clearing ahead. There is soft green grass on it, a clear lake in the middle. Flowers of extraordinary beauty grow in the grass, birds sit on the trees, and grasshoppers chirp in the grass. The child sits on the floor and looks around.

Emotional relaxation. (calm music for relaxation) Water splashes quietly in the lake, you can hear a stream babbling somewhere, birds chirping, bees buzzing. A light warm breeze blows over us. The child lies on the floor in a comfortable position with his eyes closed.

Cloud (rhythmoplasty)

The exercise is good to do outdoors.

Look at the clouds floating across the sky. This cloud looks like a giant, and this one looks like a horse. Come on, you and I will turn into white fluffy clouds. Now a light breeze has blown, and we are floating, spinning across the sky with it. (light music by Tchaikovsky) The shape of the cloud changes as the wind blows. You should move smoothly, easily, making various movements.

Bee in a flower (Kinesitherapy)

A bee flies across a clearing. (Rimsky-Korsakov “Flight of the Bumblebee”) Sits first on one flower, then on another. The child imitates the flight of a bee, flaps its wings, sits on flowers (on a sofa, armchair, chair). But then the bee swooped in, got tired and fell asleep on a beautiful flower. Night has come. (Brahms “Lullaby”) We throw a thick scarf over the child. Morning came, the sun rose, the bee woke up and again flew from flower to flower. (We remove the scarf, change the music)

Brave daredevil .(Kinesitherapy)

Once upon a time there lived a little cowardly bunny in the forest. I was afraid of everything around me. He sits under a bush and shakes. (The child imitates the behavior of a hare.) The wind blows - the bunny trembles, a branch crunches - the hare shakes even more. (music by Schumann “Father Frost”) But the bunny is tired of being afraid. He climbed onto a tree stump and shouted: “I am a brave and daring man, I am not afraid of anyone!” (music by Beethoven “Ode to Joy”)

Suddenly a wolf came out into the clearing. (Toy from a puppet theater) So suddenly that the little bunny lost all his courage. He trembled like an aspen leaf, jumped off the stump, and so awkwardly that he landed right on the wolf’s back. And the little hare ran away. (Saint-Saëns “The Hare”) The child shows how the hare runs away.

And the wolf was actually afraid of the hare, who so unexpectedly attacked him and ran away from this forest forever. (music Beethoven “Ode to Joy”) The animals began to praise the hare: “Well done, brave daring, drove away the wolf, was not afraid!” Since then the hare has not been afraid of anything.

Pinocchio – Game to relieve stress

An adult says to a child: “Now you will turn into Pinocchio.”

Stand up straight, your body becomes wooden, like Pinocchio’s.

Tighten your shoulders, arms, fingers, they become wooden.

The legs and toes become tense and become wooden.

The face and neck, forehead tense, and the jaw clenches.

And now from Buratino you again turn into a boy (girl).

All muscles relax.

Magic scissors

Shestakovich's music "Leningrad Symphony" is playing.

The adult invites the child to draw himself. Then black blots are glued or drawn around this portrait. These are the fears of a child. An adult and a child identify each fear: “This is darkness, this is Baba Yaga, this is loneliness” (music by Mozart) After this, the child is asked to cut out his portrait and paste it on a blank sheet of paper. The adult gives the child pre-prepared colored circles, which represent parents, people close to the child, and friends. He must paste them next to the portrait at his discretion, naming each one. And the child tears the cut-off blots into small pieces and throws them away.

Snowmen .(Psycho-gymnastics to relieve stressful situations)

An adult invites the child to turn into a Snowman. Stand up straight, arms to the sides, cheeks puffed out, freeze and remain in this position for 10 seconds.

(music by Chopin “The Winter's Tale”) But then the sun came out, the sun's rays reached the Snowman and he began to melt. The child lowers his hands, squats, lies on the floor, and relaxes.

Crystal water

The child squats, folds his hands into a ladle and, as if scooping up water from a stream, then raises his hands up and pours the water on himself, then, bouncing on one leg, pronounces a drawn-out “and-and-and” for as long as he can. At the same time, the bell rings, the child listens and follows the sound until it subsides.

How does it sound?

The child is asked to show how he would bang a drum, a metallophone, or use another musical instrument if he is sad, happy, or scared.

Toning.

Invite your child to sing the sound “mm-mm” for as long as he can stand it. Exercise helps relieve stress and relaxation.

Prolonging the sound “ah-ah-ah” helps you quickly relax.

Stretching out the sound “and-and-and” for a few minutes stimulates the functioning of the brain and activates the work of all body systems. These exercises also help develop and will be useful for .

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.

BIBLIOGRAPHY

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Fundamentals of musical psychology Fedorovich Elena Narimanovna

10.3. Music therapy techniques in the treatment of children

10.3. Music therapy techniques in the treatment of children

Music therapy uses a wide variety of methods therapeutic and educational impact on patients. Methods of other psychotherapeutic approaches are also used: elements of psychoanalysis, gestalt therapy, group psychotherapy, dance therapy, meditation, breathing exercises, autogenic training, improvisation, rhythmic classes.

Distinguish passive and active form of music therapy.

Passive form comes down to the perception of musical works that correspond to the emotional state of a person. This form of music therapy is used in combination with breathing exercises, rhythm, and is accompanied by the display of works of painting. The impact of music can be expressed in two ways: on the one hand, it causes relaxation, on the other, it produces a stimulating effect, an ethical and aesthetic effect, and the formation of a positive attitude towards new life values, new psychological attitudes.

An active form of music therapy characterized by the direct participation of the patient himself in the performance of works. The active form is expressed by a variety of vocal, instrumental, speech, dramatic, motor, visual manifestations, which include clapping, rhythmic tapping, singing in a choir, playing musical instruments, simple improvisation with a voice, etc. The active form works well on communication skills and self-control , endurance, is widely used in therapeutic and special pedagogy, in musical and pedagogical correction of educational activities and behavior of students.

The issues of treating children with music therapy are studied by Z. Matejova, S. Mashura. They described the following methods of working in treating children for stuttering, which have shown to be effective.

These methods, according to our observations, can be successfully used in the art education of children for the purpose of creative self-expression:

1) motor relaxation and merging with the rhythm of the music;

2) musical motor games and exercises;

3) psychosomatic relaxation with the help of music;

5) playing children's musical instruments and rhythmic recitation;

6) receptive perception of music;

7) music drawing;

8) pantomime;

9) motor dramatization to music;

10) musical stories;

11) games with a bibabo doll (rag doll);

12) breathing exercises to music.

Let's look at them in more detail.

1. Motor relaxation and merging with the rhythm of music used for relaxation purposes. A person’s ability to obey rhythm manifests itself spontaneously, causing a feeling of eurythmy, the syntony of bodily movement with musical rhythm. The experience of rhythm uniformity provides complete mental relaxation and has a calming, harmonizing effect. Positive emotions caused by the fusion of the rhythm of movement and the rhythm of music affect breathing and pulse. Motor relaxation can be achieved in a relaxed position while sitting or lying on mats (for example, during choreography classes) to relieve muscle tension. To get out of the state of motor relaxation, contrasting works are selected: at a moving tempo, with an elastic rhythm and bright dynamics.

2. Musical motor games and exercises stimulate and concentrate attention, prepare for unexpected changes in movements based on sound signals. Sudden sound signals can change the process of the game, the behavior of the leader or the group. To conduct musical motor games and exercises, the simplest musical instruments, toys, sports equipment, and costume props are widely used. Games ensure the development of fine motor skills and coordination of movements of students, create conditions for the development of communication skills, become a source of new impressions and experiences, and form adaptation mechanisms.

The content of musical-motor games is selected in accordance with the age and interests of the children: these can be group outdoor games, rhythmic riddles, etc. The music most preferred for the game has a clear rhythm, moving tempo, and a memorable melody: classical, folklore, and dance pieces are suitable . It is better if the music is performed by a teacher who can arbitrarily change the tempo and dynamics depending on the game situation.

Musical-motor games activate the creative self-expression of students, and due to the variety of forms, they are one of their most favorite activities.

3. Psychosomatic relaxation with music(musical relaxation). This technique is good to use in group music therapy. Music is imagined as a “sound field” with a flow of free associations. Music has a calming, harmonizing effect with its regular meter, moderate tempo, and calm melody. Classical music and music of the Baroque and Classical eras are suitable for this technique: works by A. Vivaldi, J. S. Bach, W. A. Mozart. To achieve relaxation, it is recommended to close your eyes and take a comfortable position. At the end of the session, which lasts 10-20 minutes, the music becomes louder, the eyes open, and several breathing exercises are performed. Musical relaxation can be used in combination with autogenic training in the treatment of anxiety, relieving the effects of stressful situations, combined with the display of paintings, artistic slides or with poetic works that are in tune with the content of the music.

4. Singing evokes a musical experience, develops children's emotionality, and promotes group communication. Singing can be combined with dancing, dramatic action, and musical stories.

The songs are selected in accordance with the age and range of the child’s voice, i.e., they are easy to understand and evoke an emotional response. Students can compose their own song: the teacher comes up with the first sentence of the melody and poetic text, and then the students continue. Songs of one's own composition are performed with joy and cause pleasure.

5. Playing children's musical instruments and rhythmic recitation complements musical motor games and exercises. Two main methods are used: 1) the method of “bodily play”: clapping, clicking, light tapping, etc.; 2) a method of simple musical improvisation on musical instruments by K. Orff.

The first method develops a sense of rhythm, enhances motor, vocal and speech activity, and coordinates movements. “Body play” can be used as rhythmic accompaniment when singing, as a way of communication in group games, musical stories, dramatization games, as preparation for music drawing.

The second method of playing children's musical instruments by K. Orff allows children to compose elementary music and simple improvisation. “Improvisation on musical instruments means in psychotherapy the opportunity to get rid of something that torments us in order to find something better. A man plays on his instrument what he cannot say. Using the instrument as a means of self-expression, he voices and then verbalizes what reflects the inner world of his soul,” points out G. G. DeckerVoigt.

Children easily master playing drums, tympani, wooden mallets, bells, cymbals, triangles, tambourines, castanets, metallophones, etc. Playing these instruments does not require special training, but replaces the verbal expression of feelings and releases suppressed emotions. The simplest improvisation begins with nursery rhymes, rhythmic recitation, and singing. With the help of instrumental play, you can create a situation of “conversation” or “quarrel” between different musical instruments, or play “echo”.

6. Receptive perception of music used for the purpose of relaxation and positive stimulation in a state of physical rest. B. Schwabe points out the great possibilities of this therapeutic method: it stimulates cognitive functions, the experience of catharsis with a subsequent therapeutic effect. Musical experiences of the individual, aimed at realizing one’s own inner world, distract from negative states.

G. G. Decker-Voigt advises performing the following exercises in the process of receptive perception of music:

1) Take a comfortable position and listen to the music of “your own body”: the rhythm of breathing, the pulse.

2) Imagine an imaginary picture: time of year, landscape, time of day, etc. Think about whether music makes you daydream? If so, what about?

3) Is music a “mirror” of your mood?

4) What music is associated with warmth, affection, intimacy?

5) What musical instruments resonate with your mood?

6) Do you remember events, situations or people while listening to music? What do they look like now? What feelings are you experiencing?

7) What music depresses you?

8) Is there such a thing as “too much” music? What music do you want to turn off right away?

9) What do you know about the composer, his life? How does the music tell this?

10) Can music that gives rise to sadness or brings joy be called “our own”?

The receptive perception of music is well used in combination with color or multi-colored lighting. Plato also spoke about the deep relationship between music and color. “Music is not visible, and painting is not audible. But associatively one can “see” music and “hear” painting. Musical experience evokes visual ideas, while painting evokes auditory ones. These ideas are based on real connections of our life experience, where the sound is inseparable from the visible and from other sensations with a holistic coverage and perception of reality,” writes N.V. Serov. And further: “Color associations are Plato’s original “rememberings,” which bring sensory images or emotions into the intellect, while stimulating other senses” [ibid.].

Both sound and color have unconscious expressiveness. When a person talks about the unconscious attributes of art, he uses the so-called synesthesia effect. Translated from Greek “synesthesia” ( sunaisthesis) is a simultaneous sensation, a joint feeling; These are intersensory associations that arise on the basis of the similarity or contiguity of multimodal impressions, mainly auditory, tactile, and visual.

Synesthesia is due to such familiar expressions as “sharp sound”, “velvety timbre”, “melodic line”, “light tone”, etc. Synaesthetic impressions evoke real images of space, movement, color, gesture, plasticity or mental tone. In music therapy, the color display of music is most often used, i.e. the timbre of sound is associated with color.

Children spontaneously associate the sounds of musical instruments with colors. Sound and color have a hypnotic effect on a person, that is, they have the properties of suggestion and hypnosis. Color and music carry information for the unconscious: for example, green and blue colors have a calming effect; yellow – excites; red – activates. The influence of music on children can be assessed using the M. Luchard test and its numerous modifications (see Chapter 8, paragraph 8.4). This diagnostic allows us to assess the emotional impact of music on students.

So, the receptive perception of music is:

– as an emotional stimulus for liberation, achieving relaxation;

– as a means of developing thinking, imagination, fantasy;

– as a means of activating biological rhythms with the rhythm of music;

– as a form of musical experience that eliminates psychological barriers and ensures the development of communicative qualities;

- as a factor in activating children's creativity.

7. Music drawing is a means of self-expression and a means of awareness of internal conflicts. Music drawing or graphic recording is carried out directly to the music. The idea of combining drawing with music arose while learning rhythmic drawing from the Czech art teacher K. Peters. He developed a technique that combines spontaneous drawing with music. The stimulus for musical drawing is the movement of two hands to the music, gradually turning into free “conducting”. Such spontaneous movements with crayons or paints in both hands are transferred to a board or paper in the form of lines, circles, triangles, diamonds, knots, etc. “Finger painting” with colored and glue paints with all ten fingers is allowed. Children love to knead and “squash” paints. As a result, your own “picture” appears, causing a feeling of joy.

Let us note that each child has his own symbolism in the drawings: the more acute the conflict, the less clear the symbols.

It is better if the child explains the symbolism of the drawing himself. In the process of music drawing, you can use music of various types and genres: song, dance, marching. It is better to start with a march at a moderate tempo, then move on to song and dance music and alternate them. Musical drawing leads the child to calm activity, a balanced state, and provides the opportunity for creative self-expression.

8. Pantomime- it is, rather, a game, a stage dance, in which movement and gestures replace words and are complemented by facial expressions. Short stories or musical sketches are accompanied by musical improvisation and pantomime by group members. Another option is also possible: the teacher conveys the content of the story through musical improvisation without words, and the children come up with a story, plot and express it through pantomime. For such tasks, you can use images of animals, symbolic and fantastic images, and sketches of moods. Pantomime relieves motor stress, develops the emotional sphere and its plastic expression, and awakens children's imagination.

9. Motor dramatization to music combines music and movement. It is intended to depict the plot of a work or musical space (for example: using gestures to convey musical space - “wide, far” or “slow, deep”, or “easy - hard”). Active perception of music, transferred to the area of motor expression, creates conditions for relaxation.

10. Musical stories represent the composition of a plot, plot for a musical work in combination with plastic and dance movements. The narration of the story can be alternated with playing musical instruments; and students can act as the heroes of the story. Other options for musical stories: read the beginning, and let students fantasize and come up with an ending; You can, on the contrary, come up with a beginning and plot for a story with a given ending. One example of musical stories is S. Prokofiev’s symphonic fairy tale “Peter and the Wolf”.

11. Games with a bibabo doll(a rag doll that is put on the hand). The game leads to the experience of catharsis, relieves negative states and internal conflicts, balances the emotional state, develops independence and volitional qualities of the individual. It is believed that each child has his own way of playing with a doll. The doll completely “submits” to the child’s wishes, his ideas, fantasies, and personifies his immediate environment or a fictional character. When playing with dolls, the illusion of human communication arises. Game situations provide an outlet for a variety of feelings: joy, sympathy, empathy, as well as the outlet of affects and aggression. Based on the characteristics of children's games, it is possible to determine what exactly in the immediate environment has a positive or negative effect on the child.

12. Breathing exercises to music used to harmonize the internal state and relieve tension in the vocal cords. Breathing exercises have long been recommended for treating illness and maintaining health: they received great attention in the rhetoric of the ancient Romans.

Breathing exercises to music are used for various vowels: “o”, “u”, “i”, “e”, etc.; they can be sung separately or sequentially as a melody, and performed in a sitting or lying position. You can sing sonorant and hissing consonants, imitate the voices of animals, etc.

Thus, the described methods of music therapy give a good effect in the treatment of children, serve as a means of relaxation when providing individual psychological assistance, provide musical and pedagogical correction of the activities and behavior of students, as well as their personal development and creative self-expression in artistic activities.

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9. Shushurdzhan S. V. Guide to music therapy. M., 2005.

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Music therapy as a means of promoting the health of preschool children

“A light melody is the best comforter for

excited fantasy and medicine for the brain."

W.Shakespeare

Childhood is a unique period in a person’s life, during which health is formed and personality develops. A child takes away from childhood something that remains for the rest of his life. At the beginning of the journey, next to every child are the most important people in his life - his parents. Thanks to their love, care, and emotional closeness, the child grows and develops, he develops a sense of trust in the world and the adults around him.

In recent years, there has been an active reform of the preschool education system: the network of alternative institutions is growing, new preschool education programs are appearing, and original methods are being developed. Against the background of these progressive changes, the development of the child’s emotional sphere is not always given enough attention.

Working in the education system, a teacher notices a sharp increase in children with various forms of behavioral disorders and various mental disorders. Simply put, the number of unhealthy children and children with psycho-emotional disorders increases every year. Being confined to televisions and computers, children began to communicate less with adults and peers, but communication greatly enriches the sensory sphere.

Modern children have become less responsive to the feelings of others. In kindergartens there are more and more children with pronounced hyperactivity and children with psychosomatic diseases. Any inappropriate behavior: laziness, negativism, aggression, isolation - all this is a defense against dislike. A child is able to develop successfully and maintain health only in conditions of psychological comfort and emotional well-being.

The most important task of musical education of young children is the formation of the leading component of musicality - the development of emotional responsiveness to music. On vivid musical impressions and images, I build the development of activity in children's musical performance and children's creativity. Young children do not speak very well, their actions are limited, but they are able to express emotions. And this is where music provides invaluable help. Its strength lies in the fact that it conveys changes in moods, experiences - the dynamics of a person’s emotional and mental states. Children do not need a long explanation of how a person feels when he is sad; All you have to do is play a sad melody, and kids begin to understand the state of sadness from the first bars. Music helps them master the world of human feelings, emotions, and experiences. Music is a source of special children's joy. At an early age, a child discovers the beauty of music, its magical power, and in various musical activities he reveals himself and his creative potential. Early communication with music and practicing basic types of musical activities contribute to the full mental, physical and personal development of the baby. It has been established that music affects many areas of human life through three main factors: vibrational, physiological and mental. Sound vibrations are a stimulator of metabolic processes in the body at the cellular level. These vibrations can change various functions of the body (respiratory, motor, cardiovascular). Thanks to the associative connections that arise in the process of perceiving and performing music, the child’s mental state also changes. It is at a younger age, when the child’s psyche is very flexible and plastic, that the psychological component of the music director’s work is most effective. Analyzing the basics of psycho-correctional work with children, many scientists note that in preschool age one of the most effective methods is m music therapy.

Music therapy– a method that uses music as a means of normalizing the emotional state, eliminating fears, motor and speech disorders, and behavioral deviations.

Music therapy is based on the selection of the necessary melodies and sounds, with the help of which you can have a positive effect on the human body. This contributes to overall health, improved well-being, improved mood, and improved performance.

This method makes it possible to use music as a means of ensuring the harmonization of the child’s condition: relieving tension, fatigue, increasing emotional tone, correcting deviations in the child’s personal development and his psycho-emotional state, and can also relieve mental fatigue in a matter of minutes, invigorate, liberate , improve mood, concentrate attention. In preschool age, emotions play perhaps the most important role in personality development.

Music therapy classes are structured according to a specific pattern:

1. Warm up. Motor and rhythmic exercises.

2. Main part. Various types of musical activities: singing, listening, musical-rhythmic movements, playing musical instruments and, of course, elements of theatrical performance.

3. Musical relaxation. Autotraining.

Music therapy focuses the teacher on cooperation with the child, on the integration of various types of artistic activities.

Therefore, music therapyas a methodIt is recommended to use not only in music classes, but also in physical education classes, in morning exercises, invigorating exercises after a nap, in leisure evenings, in speech development classes, visual arts, in everyday activities, independent games, etc. THOSE.music accompanies children and adults throughout the day in the group.

Thus, each teacher can use the exercises in combination with other games and exercises, and “construct” the necessary form of classes from individual compositions.

All elements of music therapy exercises make it possible to use them not only as a means of developing the musical and motor abilities of children in rhythm classes, but also as a game training of mental processes: attention, memory, will, creative imagination and fantasy, as well as a means of relaxation, switching attention or increasing psychophysical tone, etc., in a variety of forms of organizing the pedagogical process in kindergarten.

For example, in activities with high mental load and low mobility, you should usedance compositions as physical education minutes. The use of compositions based on fast, cheerful music allows you to cheer up children and activate their attention.

The use of music solves health-prophylactic problems and helps create comfortable conditions for a child to stay in kindergarten:

morning time period: during the reception of children, major-key classical music, a sunny song with good lyrics are offered, which will relieve the psychological stress created by the need to part with their mother;

daytime nap: the beneficial influence of melodic classical and modern relaxing music filled with the sounds of nature (the rustling of leaves, the voices of birds, the chirping of insects, the sound of sea waves and the cry of dolphins, the babbling of a brook). This type of music relaxes, relieves emotional and physical stress;

waking up after a nap: Quiet, gentle, light, joyful music (a short piece or fragment of a piece of music is used for one month so that the child develops a reflex of waking up to a familiar melody) helps babies move from a state of complete rest to active activity. Gymnastics are performed to music.

With the help of music therapy, you can model emotions and help balance the child’s psycho-emotional state and behavior. Music therapy classes provide a rich communication experience and fill life with joyful and vivid impressions.

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Music therapy as a means of improving children's health

Introduction

In modern society, music is one of the types of artistic activity. Even ancient Greek philosophers noted the role of musical art in the aesthetic education of an individual and its positive therapeutic effect on the individual. Plato argued that, on the one hand, the “musical ally” sent to the world puts the individual’s harmony in order, and on the other hand, removes the disharmony of his mind. Music therapy is treatment through music and creative self-expression.

Music therapy is widely used in many countries around the world for the treatment and prevention of a wide range of disorders, including developmental disorders, emotional instability, behavioral disorders, sensory deficits, physical and combined disorders, spinal cord injuries, psychosomatic diseases, internal diseases, mental disorders, aphasia , autism.

As an integrative method, music therapy includes medical, pedagogical and psychotherapeutic methods in its arsenal.

Relevance of the topic: this topic has become very popular at the present time, but has not yet been studied enough in Russia. A more in-depth study of the influence of music therapy on the development and health of children is necessary, since in modern conditions there is a sharp deterioration in the health of children, requiring the development of more effective measures.

According to research by experts, 75% of adult diseases originate in childhood. Only 10% of children come to school completely healthy, and many end up falling behind not because of laziness, but due to poor health. Doctors, parents and teachers everywhere note lags, delays, violations, deviations, non-compliance with norms in the development of children, and the inferiority of their health.

The purpose of the work is to study music therapy from literary sources as one of the independent directions in therapy for working with children.

In this regard, the main tasks can be formulated:

1. study the research literature on music therapy;

2.identify the types of musical activities used in music therapy;

3. find out the importance of music therapy as a health-saving process for children;

4. get acquainted with various types of music therapy activities (choral singing, playing musical instruments, dancing).

During the writing of the abstract, various types of literary sources and sites were studied, which are presented in the form of a list of references.

1. Brief history of the development and use of music therapy

music therapy correctional psychological child

How powerful is your enchanting sound!

Mozart. magical flute

The history of the relationship between music and people goes back to the distant past, to the origins of humanity.

Scientific and historical evidence shows that dancing and song appeared before articulate speech. This indicates that music is the primitive language of mankind.

The use of music for medicinal purposes also has a long history. In the past, music was widely used in medical practice. This is known from the works of Plato, from the biography of King David, mentioned in the myths about Apollo, etc.

The term “music therapy” is of Greek-Latin origin and translated means “treatment with music.” There are many definitions of the concept “music therapy”. A significant part of scientists consider music therapy to be an auxiliary means of psychotherapy, a means of specifically preparing patients for the use of complex therapeutic methods. Other authors define music therapy as: - the controlled use of music in the treatment, rehabilitation, education and upbringing of children and adults suffering from somatic and mental illnesses; - systematic use of music to treat physiological and psychosocial aspects of illness or disorder; - a means of optimizing creative forces and pedagogical and educational work.

A thousand years ago, the outstanding physician of all times and peoples, Avicenna, treated patients with nervous and mental illnesses with music. In Europe, mention of this dates back to the beginning of the 19th century, when the French psychiatrist Esquirol began to introduce music therapy into psychiatric institutions. It is characteristic that the use of music in medicine was predominantly empirical in nature.

Music therapy gained further popularity after the First World War. In the 1930s, the experience of military doctors was used by German therapists in the treatment of stomach ulcers, and Swiss ones in the treatment of mild forms of tuberculosis. Austrian obstetricians used music to relieve pain during childbirth. The use of music and sound as an anesthetic began to be used in dental and surgical practice. All this practice became the basis for the development of music therapy after the Second World War.

In the second half of the 20th century, technical capabilities in the study of physiological reactions that occur in the body during the process of musical perception increased significantly. It has been shown that music actively influences the functions of all vital physiological systems, the intensity of various physiological processes, breathing and the cardiovascular system, blood circulation, and even leads to certain hormonal and biochemical changes.

2.Music therapy: directions, tasks, functions

The role of music in people's lives is increasing over time. Scientists, composers, teachers, musicians have developed problems of children's music education and upbringing. Many researchers note the therapeutic effect of musical rhythm on all systems and functions of the child’s body, including the development of thinking, attention, and motor skills. The psychophysical direction of musical activity is associated with the positive influence of music on various systems of the child’s body.

There are four main directions of corrective action of music therapy:

1. Emotional activation during verbal psychotherapy.

2. Development of interpersonal skills, communication functions and abilities.

3. Regulatory influence on psycho-vegetative processes.

4. Increasing aesthetic needs.

The following are indicated as psychological mechanisms of the corrective effects of music therapy: * catharsis - emotional release, regulation of the emotional state; * facilitating awareness of one’s own experiences; * confrontation with life problems; * increasing social activity; * acquisition of new means of emotional expression; * facilitating the formation of new relationships and attitudes.

Objectives of music therapy:

Strengthen children's health through music;

Teach children to recognize emotions and feelings conveyed by music;

Develop a sense of rhythm, give the child the opportunity to fantasize and come up with movements.

Music therapy is a special type of musical activity aimed at the prevention, improvement and correction of various psycho-emotional and behavioral abnormalities, and at the rehabilitation of the individual through the means of musical art. Music performs sedative (relaxation), stimulating and cathartic functions.

The sedative (relaxation) function is associated with the fact that as a result of specially organized musical activity, muscular and emotional tension is relieved, a person calms down, and restores physical and emotional strength.

The stimulating function, on the contrary, is aimed at mobilizing and activating all the physical and emotional capabilities of a person: it tones the muscles, vital systems of the body, fills with positive, bright emotions and gives good mood. In this case, major, rhythmic, dance music is used.

The cathartic function of music is opposed to the sedative and stimulating. Its essence is not in replenishing missing emotions, but in ridding a person of feelings that oppress him. “Catharsis - from Greek - purification - originally: emotional shock, a state of internal purification caused in the viewer of an ancient tragedy as a result of a special experience for the fate of the hero, which, as a rule, ends with his death.”

3. Mechanisms of the influence of music on humans

Music therapy includes:

Listening to music;

Singing songs;

Rhythmic movements to music;

A combination of music and visual arts.

Goals of classes using music therapy:

Creation of a long-term emotional background of rehabilitation (removal of the anxiety factor that arises in this group of children due to a sharp change in social and personal status);

Stimulation of motor functions;

Development and correction of sensory processes (sensations, perceptions,

ideas) and sensory abilities, disinhibition of speech function.

Music therapy uses various therapeutic mechanisms:

Allows you to overcome the child’s psychological defense - calm or, conversely, activate, set up interest.

Helps establish contact.

Promotes the development of communication and creativity

preschooler.

Increases self-esteem based on self-actualization.

Promotes the response of feelings.

Develops empathy.

Provides assistance in establishing and developing interpersonal relationships.

Forms valuable practical skills: playing musical

instruments, singing, listening to music, etc.

Helps to keep the child busy with exciting activities - musical games, singing, dancing, moving to music, improvisation.

4.Use of music therapy techniques in working with children

The following music therapy techniques are distinguished when working with children:

1.Method of directed visualization K.O. Connor (music and relaxation). Children need to be taught how to relax just as much as adults. Sometimes children can be very stressed physically and emotionally. This leads to irritation and irrational behavior. They need help to relax. This often allows you to identify the source of irritation. When relaxing, children can lie on the floor or take any comfortable position; bending and stretching the body is very useful. You can use special yoga exercises. Music serves as background.

Having relaxed, the child builds pleasant images, revives pleasant memories that will help him cope with existing phobias or stress.

2.Music and meditation. Meditation is an excellent way of learning to relax - relaxation. Specially selected music serves as the background for music therapy. After meditation exercises, children can draw or move to music. There are two types of meditation: directive and non-directive. Directive meditation - accompanied by a story, may include elements of suggestion that set children up in a certain way. Non-directive meditation occurs when the listener freely surrenders to the images and associations that arise in him in the process of observing the development of musical content. At the same time, the child is immersed in his own inner world and imagines everything he wants.

3.Method of directed fantasies V. Aucklander (music and fantasies). Fantasies are extremely valuable for children's development. They are used as a therapeutic agent. Music is used as a background, as an illustration, and can be organically woven into the task. This method helps children express repressed feelings, needs, aspirations and thoughts in a safe, gentle way. A child reacts much more easily to a metaphorical representation of his life than to crude realistic images. The metaphorical power of music helps him do this.

4.Listening to music. It is very important for activities related to listening to music: to specifically select the musical repertoire and methods of working with it; use in classes of other types of musical activities of children: musical movement, singing, playing in an orchestra, conducting; use of works of other types of art in the classroom, primarily fine art and fiction.

5. Vocal therapy is especially indicated for depressed, inhibited, self-centered children. The advantage of group vocal therapy is that each participant is involved in the process. At the same time, the moment of “anonymity” of feelings, “shelter” in the general mass is also of great importance, which creates the precondition for overcoming contact disorders, for the affirmation of one’s own feelings and the healthy experience of one’s bodily sensations.

Songs are selected in accordance with the mood of the group. Placing a group is a vicious circle. The leader sings along with everyone. When a certain state of the group is reached, each participant is given the opportunity to propose a song and nominate a lead singer. The lead singer is associated for many with overcoming shyness, as the lead singer becomes the center of attention.

6. Choral singing is the most effective means of nurturing not only aesthetic taste, but also initiative, imagination, and creative abilities of children; it best promotes the development of musical abilities (singing voice, sense of rhythm, musical memory), the development of singing skills, and promotes the growth of interest in music , increases emotional and vocal-choral culture. Choral singing helps children understand the role of the collective in human activity, thus contributing to the formation of children's worldview, has an organizing and disciplinary effect on children, and fosters a sense of collectivism and friendship.

7.Playing musical instruments. Along with listening to music, it is important to use active music playing, which helps to increase self-esteem and overcome ambivalent behavior. Most often, music therapy associated with performing activities is group. Active music therapy includes playing musical instruments.

To perform simple pieces, you can use even simple instruments such as a drum, a triangle, or a xylophone. Classes are limited to the search for the simplest melodic, rhythmic, harmonic forms and are an improvised game. Dynamic adaptability and the ability to listen to each other develop. Since this is group music therapy, the game is structured in such a way that the participants actively communicate with each other, communicative and emotional relationships arise between them, so that this process is quite dynamic. The most important thing is that the child expresses himself through playing a musical instrument.

8.Dance movement therapy can serve as a bridge between the world of consciousness and the unconscious. With the help of dance movement therapy, a child can use movement to express themselves more fully and to maintain their individuality in contact with other children. Dance movement therapy is the only type of therapy that uses a lot of free space. Motor behavior expands in dance, helping to understand conflicts, desires, and can help to experience negative feelings and get rid of them.

5. Basic mechanisms of psychological correction influence

Music therapy can be used both as a main method and as one of the auxiliary methods. There are two main mechanisms of psychological correction that are characteristic of the music therapy method.

The first mechanism is that the art of music allows one to reconstruct a traumatic conflict situation in a special symbolic form and thereby find its resolution.

The second mechanism is related to the nature of the aesthetic reaction, which allows one to change the effect of “affect from painful to bringing pleasure.”

Typically, a distinction is made between retrospective and prospective phases of music therapy. The retrospective phase has the task of prompting the participant to experience the need for active disclosure of internal conflict. Listening to music should bring a person into confrontation with his inner life. Experiences that previously remained unconscious or only partially conscious are transformed into concrete ideas. During this phase, music with deep emotional content should be used, such as symphonic music from the 19th century. In the prospective phase, two approaches are possible. The first is the release of mental tension, the expression of which can be muscle tension. The second is the development of the need for listening to music, expanding the range of experiences, and stabilizing well-being.

There are individual and group music therapy. Individual music therapy is carried out in three versions: with distinctive communicative, reactive and regulatory action. In the first case, the teacher and the child listen to a piece of music; here music helps to improve these relationships. In the second, purification is achieved. In the third, neuropsychic tension is relieved. All three forms can be used independently or in combination. They represent, in a certain sense, passive music therapy. Along with this, there is also active individual music therapy, the goal of which is to overcome communication disorders. It is carried out in the form of music lessons between the teacher and the child.

Group music therapy is structured in such a way that the participants actively communicate with each other, communicative and emotional relationships arise between them, so that this process is quite dynamic.

Music therapy helps to establish relationships between teacher and child, develops a sense of internal control, discovers new abilities, and increases self-esteem.

6.Positive influence of music therapy.

Experts highlight the following positive effects of using music therapy:

*Music has a strong calming effect on hyperactive children;

*Closed, constrained children become more spontaneous, they develop skills of interaction with other people;

*Speech function improves;

*Improves sensorimotor function;

*Music therapy is very effective in correcting communication disorders; it helps establish emotional dialogue, often even in cases where other methods have been exhausted;

*The child experiences a positive experience of achieved success when mastering various methods of playing music, his interests develop;

*Music has a beneficial effect through the physical level on the emotional state of a preschooler;

*Music has enormous healing potential and the ability to influence the spiritual development of a child;

*Music, as a rhythmic stimulus, stimulates physiological processes that occur rhythmically in the motor and autonomic spheres.

Conclusion

Currently, music therapy is considered an independent direction, a unique section of psychotherapy; it is entrusted with a number of tasks for psychocorrection. Despite the fact that the use of music for therapeutic purposes is now becoming increasingly widespread, the theoretical aspects of music therapy have not been fully developed.

The purpose of classes using music is to create a positive emotional background, rehabilitation, stimulation of motor function, development and correction of sensory processes and sensory abilities, disinhibition of speech function.

The most important thing for children to do is train observation, develop a sense of tempo, rhythm, time, mental abilities and fantasies, verbal and non-verbal communication skills, cultivate strong-willed qualities and the ability to restrain emotions, and develop general fine and articulatory motor skills.

To accomplish these tasks, the organizing principle of musical rhythm and its emotional influence on the child’s behavior are used.

Practical material consists of a variety of tasks, organically related to music and arranged according to a specific lesson plan, providing for the correct alternation of physical and mental stress. Musical accompaniment regulates the tempo and nature of movements, sometimes slow, sometimes fast, sometimes smooth, sometimes jerky. From the very beginning, music should guide the child’s behavior, restrain excessive excitability in some and activate passivity and inertia in others. The child himself must feel the leading role of music.

The direct therapeutic effect of music on the neuropsychic sphere of children occurs through its passive or active perception. Music therapy contains a system of various differentiated methods, some of which are, of course, traditional, others are modified in a certain way in accordance with the specifics of speech disorders. Music therapy includes listening to music, singing songs, rhythmic movements to music, a combination of music and art activities, etc.

Musical rhythm is used in the treatment of disorders of motor and speech functions, correction of delayed development of psychomotor skills, impaired sense of rhythm, and abnormalities in speech breathing. With preschoolers, it is carried out in the form of activities combined with rhythmic games and breathing exercises. Music therapy is used for speech pathologies of organic origin, has a beneficial effect on intellectual activity, music has a positive effect on educational activities, increases motivation to study, and increases satisfaction with learning.

Bibliography

1.Burno M.E. A practical guide to creative expression therapy. M., 2002, p.214.

2.Vorozhtsova O.A. Music and play in child psychotherapy. Publishing house of the Institute of Psychotherapy. M., 2004, p.90.

3. Vygotsky L.S. psychology of art. Minsk, 1998, p. 356.

4. Music therapy in music education: Materials of the first All-Russian scientific and practical conference / Ed. A.S. Klyueva. St. Petersburg, 2008, p. 254.

5.Nazaikinsky E.O. Psychology of musical perception. M.: Muzyka, 1974, p.378.

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