Municipal budget institution

additional education"Children's Music School. K. N. Igumnova

G. Lebedyan. Lipetsk region of the Russian Federation

MBU DO "Children's Music School named after K. N. Igumnov"

Report

On the topic "Music as a means of comprehensive development of the child."

Prepared by: teacher

Yakovleva M.V.

Lebedyan, 2016

The main task of shaping the personality of the child is the comprehensive and harmonious development of the child. This task is performed by musical education. N.K. Krupskaya characterizes the importance of art in the upbringing of a child’s personality in this way: “We must help the child through art to become more deeply aware of his thoughts and feelings, to think more clearly and feel more deeply ...”. Pedagogy, based on these provisions, defines the concept of musical education and development.

Musical education for a child is the purposeful formation of a child's personality by influencing musical art, the formation of interests, needs, aesthetic attitude to music.

Musical development in a child is the result of the formation of a child's personality in the process of active musical activity. Many scientists and teachers believe that the sense of musical rhythm is not amenable to education and development (L.A. Brenboim, K. Sishor, N.A. Vetlugina, etc.).

The tasks of musical education in the formation of the child's personality are subordinated to the general goal of a comprehensive and harmonious education of the child's personality and are built taking into account the originality of musical art and the age characteristics of preschoolers.

1. Cultivate a love for music. This problem is solved by developing susceptibility, musical ear, which help the child to feel and comprehend the content of what he hears more sharply. musical works.

2. To generalize the musical impressions of children, to acquaint them with a variety of musical works.

3. To introduce children to the elements of musical concepts, to teach the simplest practical skills in all types of musical activity, the sincerity of the performance of musical works.

4. Develop emotional responsiveness. Sensory abilities, sense of rhythm, form a singing voice and expressiveness of movements.

5. Promote the emergence and initial manifestation of musical taste based on the impressions and ideas about music, first forming a pictorial, and then an evaluative attitude to musical works.

6. To develop creative activity in all types of musical activity available to children: the transfer of characteristic images in games and round dances, the use of learned dance movements, improvisation of small songs, chants, initiative and the desire to apply the learned material in Everyday life, play music. Sing and dance.

Musical education is important in the aesthetic and moral formation and formation of the child's personality. By means of musicality, children join cultural life, get acquainted with important social events. In the process of perceiving music, children develop cognitive interest, aesthetic taste, and broaden their horizons.

Children who play musical instruments usually smarter than others. Music gives both imaginative thinking, and spatial representation, and the habit of daily painstaking work.

It is worth starting to engage with children from the age of four. Regular music lessons improve memory and stimulate the mental development of children, Canadian scientists say. They managed to obtain the first evidence of the existence of a connection between music lessons and the ability to concentrate.

But, despite all the inconveniences that the initial stage of teaching children to play musical instruments brings, previous generations of parents tried to give their children a musical education. Since music lessons require not only unceasing work and strong-willed efforts of children, but also unshakable parental patience, few of them became professionals, but they still taught everyone or almost everyone and considered it necessary.

It is already known that musical abilities are revealed before many other human abilities. The two main indicators of musicality, emotional responsiveness and ear for music, appear in the very first months of a child's life. The baby is able to emotionally respond to cheerful or calm music. He concentrates, calms down, if he hears the sounds of a lullaby. When a cheerful, dancing melody is heard, the expression of his face changes, is enlivened by movement.

Research has established that a child is able to distinguish sounds by their pitch already in the first months of his life. This fact is especially obvious for those who have become professional musicians. Mozart showed amazing abilities at the age of four, he played the organ, violin, at the age of five, created his first compositions.

The purpose of the influence of music on the upbringing of children is to introduce them to the musical culture as a whole. The influence of music on the formation of a child's personality in development creative activity children are very large. Music, like any art, is able to influence the comprehensive development of the child's personality, induce moral and aesthetic experiences, lead to the transformation of the environment, to active thinking. General musical education must meet the basic requirements: to be universal, covering all children and comprehensive, harmoniously developing all aspects of the formation of the child's personality.

Musical experience children is still very simple, but it can be quite varied. Almost all types of musical activity in the most basic foundations are available to children and the correct formulation of education ensures the versatility of their musical, their musical and general development on the personality of the child. Through the upbringing of an aesthetic attitude to the surrounding life, through the development of abilities, to empathize emotionally, through a variety of feelings and thoughts expressed in works, the child enters the image, believes and acts in an imaginary situation. The influence of music prompts him to "wonderful ability to rejoice for others, to worry about someone else's fate, as for his own."

The child, communicating with music, develops comprehensively, the physical appearance of the child improves, harmonic connections are established. In the process of singing, not only musical ear develops, but also the singing voice, and, consequently, the vocal motor apparatus. Musical and rhythmic movements encourage correct posture, coordination of movements, their flexibility and plasticity.

The child is able to feel the character, mood of a piece of music, empathize with what he hears, show an emotional attitude, understand the musical image, notice good and bad, thereby joining various types of artistic activity. Children are also able to listen, compare, evaluate the most vivid and understandable musical phenomena.

The influence of music directly affects the child's feelings, forms his moral character. The influence of music is sometimes stronger than persuasion or instructions. By acquainting children with works of various emotional educational content, we encourage them to empathize. The song about the native land induces a feeling of love for the Motherland. Round dances, songs, dances different peoples arouse interest in their customs, bring up international feelings. The genre richness of the music helps to perceive heroic images and lyrical mood, cheerful humor and fervent dances. A variety of feelings arising from the perception of music enrich the experiences of children, their spiritual world.

decision educational tasks in many ways contribute to collective singing, dancing, games, when children are covered by common experiences. Singing requires united efforts from the participants. Shared experiences create fertile ground for individual development. An example of comrades. General enthusiasm, the joy of performance activate timid, indecisive children. For those spoiled by attention, changing the self-confident, successful performance of other children serves as a well-known brake on negative manifestations. Such a child can be offered to help his comrades, thereby cultivating modesty and at the same time developing individual abilities. Music lessons influence the general culture of preschooler's behavior. The alternation of various activities, activities (singing, listening to music, playing children's musical instruments, moving to music, etc.) requires children to pay attention, ingenuity, quick response, organization, manifestation of volitional efforts: when performing a song, start and finish on time her; in dances, games, be able to act, obeying the music, restraining from an impulsive desire to run faster, to overtake someone. All this improves the inhibitory processes, affects the will of the child.

That is why music and art, by virtue of their inner nature, must be an integral part of any education, and for this they must become part of the education of each individual.

In connection with the identification of the important role of music in shaping the child's personality, it becomes obvious the expediency of using music in education and training for the harmonious development of the child and as an aid for the development of memory, imaginative thinking and concentration. In order to identify the features of the influence of music on the development of children with hearing impairments, it is necessary to first study the influence of music on the development of children with normal hearing in order to identify differences.

Bibliography:

Vetlugina N.A. Musical development of the child. - M .: Education, 1968.

Vygotsky L.S. Imagination and creativity in childhood. - M., 1991.

Goryunova A.V. Children's musical education as a means of aesthetic education // Art and aesthetic education. - M., 1973.

Kabalevsky D. B. The beautiful awakens the good. - M., 1973.

Krupskaya N.K. Ped. soch., v. 5. - M., 1959.

Introduction

The role of the musical education of children of preschool and primary school age is very important, because during these years the foundation is laid, on which knowledge of a person’s artistic preferences, his ideas and tastes will later be made. Music plays an important role in the upbringing of a child. Children come into contact with this art from birth, and they receive purposeful musical education in kindergarten- and later at school. After all, musical education is one of the means of shaping the personality of a child. Giving knowledge, developing skills and abilities is not an end in itself, it is much more important to arouse children's interest in knowledge.

The value of musical education for the comprehensive development of personality

The tasks of musical education

Musical education, musical activity, one of the central components of aesthetic education, plays a special role in the comprehensive development of a preschooler, which is determined by the specifics of music as an art form, on the one hand, and the specifics of childhood, on the other.

For all-round development, it is especially important to form a spiritually rich, aesthetically and musically developed personality, sensitive to beauty in art and life, creatively active, intellectually and physically developed.

Music has one of the strongest emotional impacts on a person: it makes you rejoice and suffer, dream and be sad, think, teaches you to understand the world around you, people, their relationships. It can lead to a world of dreams, turn out to be hostile, but it can also have a positive educational effect even in cases where all other means are not effective.

Emotional responsiveness to music is one of the most important musical abilities. It is associated with the development of emotional responsiveness in life, with the development of such personality traits as kindness, the ability to sympathize with another person.

Music helps and develops the ability to recognize emotions. The technique of selecting rhythmic, timbre and melodic characteristics for fairy-tale characters, and then transferring this technique to each other's emotional characteristics successfully serves to develop the imagination of children.

Music, having a strong emotional impact on children, also contributes to the intellectual development of the child. Listening and performing musical works, the child acquires knowledge and ideas about the world. When systematically listening to music, children begin to highlight its mood, emotional coloring: joy, sadness. They help to understand the emotional direction of music and special games and exercises conducted with children.

Musical education is a unique means of forming this unity, since it has a huge impact not only on the emotional, but also on the cognitive development of the child, because music carries not only emotions, but also a huge world of ideas, thoughts, images. However, this content becomes the property of the child under the condition of a special organization of musical and artistic and aesthetic activities. This requires special musical classes, the purpose of which is the education of aesthetic feelings, musical and aesthetic consciousness, the formation of elements of musical culture in them.

The formation of musical thinking contributes to the overall intellectual development of the child. For example, a child correlates movements with a melody, an image, and this requires an analysis of the melody, an understanding of its nature, the relationship between movement and music, which, in turn, contributes to the development of thinking. The performance of folk dance requires knowledge of the nature of the movements folk dance, its constituent elements, and this is associated with the acquisition of certain knowledge, relevant experience, memorization of movements and their sequence, which contributes to the intellectual development of children.

In the process of musical education, children learn music of a different nature (cheerful, sad, slow, fast, etc.), and not only learn, but perceive and assimilate the specifics of different works (author's or folk song; two-three-part form, etc. .d.; lullaby, dance, polka, waltz, march, etc.), i.e. their ideas about music of a different nature are enriched. Listening to music, the child analyzes it (mentally), refers to a particular genre. The performance of the song's melody is also based on the processes of analysis, comparison of what is obtained with the composer's intention, assimilation of the sounds of the voice to the musical material.

Intellectual development is carried out in different types musical activity. So, in singing, children have the opportunity to improvise, create their own version of the melody. Trying to find a correspondence between the literary text and expressive intonations, they adjust the voice, its sound to a certain melody. In musical-rhythmic activity, children are happy to invent, combine dance movements, singing and moving to the music.

Other types of musical activity also contribute to intellectual development. Dance, folk dance, pantomime, and especially musical dramatization encourage children to depict a picture of life, to characterize a character using expressive movements, facial expressions, words, and the nature of the melody. At the same time, a certain sequence is observed: children listen to music, discuss the topic, distribute roles, then act. At each stage, new tasks arise that encourage thinking, fantasizing, and creating.

Raising children by means of music created on a folk basis develops their interest in songs, games, round dances of other peoples. Suffice it to recall how children are happy to dance Russian round dances around a birch, dance fervent Ukrainian and Belarusian dances, sing Lithuanian songs, etc. Round dances, games, songs, dances, as well as elegant costumes arouse interest in the work of their people and other peoples.

Music develops the child mentally. It reflects many life processes that enrich children's ideas about society, nature, life and traditions. The teacher supports, forms even still insignificant creative manifestations that activate perception and representation, awaken fantasy and imagination, give the child's activity a search character, and search always requires mental activity.

The perception of a musical form presupposes the activity of such mental operations as comparison, juxtaposition, highlighting the features of common and different, etc. One of the main advantages of musical education is the possibility of forming the creative potential of the individual in the process of its implementation.

Education of the musical culture of children preschool age impossible without the development of their musical abilities in the process of musical activity. The more active and diverse it is, the more efficient the process is. musical development and, consequently, the goal of musical education is more successfully achieved. Thus, the development of musical abilities is an essential prerequisite for the successful formation of musical culture.

The content of both copyright and folk songs carries a moral charge. Children from songs learn how people live, how they care about each other. Through the content of musical works, children get acquainted with relationships, customs, rituals, with the work of adults, etc. So, for example, in the song "And I walked on the water ..." it is sung about the work of a girl, and in the song "Blue Sledge" - about the friendship of the boy Vanya and the girl Marina, who quickly ride down the mountain on a sled made by an old grandfather for little Vanya. The upbringing of love, care, good, kind relationships, common activities unite children, introduce the child to a moral and aesthetic culture. It is through the Russian folk song small man receives the first ideas about the culture of the Russian people. Vivid artistic images, clear composition, visual means of the language of folk songs contribute to the deep perception of moral and aesthetic ideas by children, reflecting the people's ideas about spiritual beauty. With amazing speed, preschoolers master the musical heritage of the Russian people, which is manifested both in their cognitive and emotional development. After all, art expresses all the aspirations and impulses human soul. Folk songs associated with various aspects of people's lives. They convey his dreams, thoughts and hopes, which are embodied in the artistic images of Russian folk songs.

The significance of musical activity for moral and aesthetic education lies in the fact that music lessons are held in a team of children, and this corresponds to the characteristics of children's performing activities. In conditions of joint singing, movements to music, insecure children also feel good. This creates optimal conditions for the development of each

In the process of practicing musical activities, children develop moral and volitional qualities: purposefully engage in, the ability and need to complete what they have begun, to overcome difficulties. In collective games, dancing round dances, in entertainment, in independent musical activities, in performances at holidays, in puppet theater children are brought up the ability to unite for a common cause, to agree on the implementation of a common work, the desire to help each other, the ability to distribute roles, prepare attributes for a musical game, a musical performance, beautiful scenery for decorating a musical fairy tale, i.e. there are all conditions for the implementation of both moral and labor education. In addition, creating attributes, decorations, preparing colorful materials for a lesson, a performance, a game, and cleaning your workplace require labor efforts.

Music has an impact on the process of physical improvement of the child. It is known that it also affects the vitality of a person, causes changes in blood circulation, in breathing.

Musical movements are of particular interest. As a means of musical education, they contribute to the development of musical susceptibility and physical development (movement to music). Rhythmic movements are varied: walking, running, jumping, gymnastic exercises for the development of the shoulder girdle, legs, body and various rearrangements. All these movements, thanks to musical accompaniment, acquire rhythm, clarity, plasticity. Movements to music create a cheerful, cheerful mood, which helps to improve posture, coordination of movements of arms and legs, and the ease of running and jumping is developed. The dynamics, tempo, rhythm of musical accompaniment encourage children to change the speed of movement. Special attention is paid to facial expressions, pantomime, expressive gesture, which allows creating plastic sketches. A special and very important task is associated with the development of orientation in space, with rebuilding to the music. Children learn to build a "chain", a circle, master movements in pairs, in threes, fours, in a snake, i.e. acquire freedom of movement in the space of the hall. A change in musical parts, phrases organizes a change in direction, a restructuring of movements.

Singing is also related to the physical development of the child. Influencing the formation of a singing voice, singing, in turn, activates the functions of the vocal and respiratory apparatus. There is a so-called “singing” attitude: the child is constantly reminded that in order to sing, one must sit upright, without hunching over. This is very important for developing the correct posture, and the game as the leading type of activity of the child, the transformation into the image of one or another character, characteristic of the game, turn this type of activity into one of the most beloved by children. As a rule, children are superbly included in the game: they “enter the image”, transfer the elements of the musical performance into independent play activity, continuing to “live in the image”.

Connections are also being established between musical-aesthetic and physical education.

For all-round development, it is especially important to form a personality in an aesthetic, ideological and moral direction, creatively active, musically cultured.

The importance of musical activity in solving the problems of aesthetic education is great, since by its nature it is an artistic and aesthetic activity. It is important for children to educate the ability to see and feel the beautiful, the ability for aesthetic appreciation, artistic taste and creativity.

Musical activity plays a big role in the education of the aesthetic feelings of a preschooler. The specificity of music classes provides ample opportunities for the knowledge of beauty, for the development of an emotional and aesthetic attitude to reality in children. Musical art shows a person the world of real-life beauty, forms his beliefs, influences behavior.

For the successful development of aesthetic feelings in preschoolers, it is necessary that the teacher, when preparing for the lesson, take into account the extent to which the task meets the interests of the children, their inclinations, captures them emotionally.

To solve the problems of musical education, the teacher needs to know the entire system of musical development of children of preschool and primary school age. This contributes to the vision of the prospects for their musical development throughout the years of study, the establishment of relationships between various activities in the classroom and music lessons, the skillful selection of musical material for the consistent solution of developmental tasks.

The development of children's musical abilities is carried out in a complex and in close connection with the solution of educational problems. Let's look at this as an example of developing a sense of rhythm. So, at the first music lessons, the child develops general ideas about the genre of the march. At the same time, they activate the feeling of a uniform pulsation of metric beats, for example, during marching or playing accompaniment to a march on the simplest rhythmic instruments.

In addition, children form ideas about the characteristic feature of march music - its sharp, dotted rhythm. Expressive performance allows you to feel it, for example, using rhythmic instruments in the introduction. Playing the simplest musical instruments activates the sense of rhythm and promotes the awareness of rhythm as an important means of musical expression in marching music. Ideas about the characteristic rhythmic motifs of marching music, the alternation of strong and weak beats, it is advisable to consolidate at the following stages, for example, when teaching children about the simplest musical forms.

The next stage in the development of rhythmic feeling in children is associated with the distinction between long and short sounds, acquaintance with two rhythmic units: a quarter and an eighth. Next, the guys master the simplest rhythmic motifs, the formulas that underlie the musical material, which they are familiar with in music lessons.

Musical development has an irreplaceable effect on general development: the emotional sphere is formed, thinking is improved, the child becomes sensitive to beauty in art and life.

It is important to use in working with children a full-fledged artistically music, especially classical and folk art. But for this, the teacher himself must know it well, love it, be able to present it to children, it is interesting to talk about it.

It is very important during the explanation of the task to specifically reveal the aesthetic content of the musical work. Moreover, the teacher should talk about the elements of beauty in music in an emotional, expressive form. If a music teacher analyzes them in a normal, even voice and does not find words expressing the brightness, brilliance of the work, then the emotions of the children will not be affected: they will listen calmly, not showing much interest in the song, dance, game, round dance. In order to consolidate aesthetic feelings, deepen aesthetic experiences, it is necessary to create a certain emotional mood during the lesson. For example, when listening to a song on the theme “Autumn”, it is good to use a poem about autumn, listen to P.I. Tchaikovsky "The Seasons"

Musical activity contributes to the development of creative abilities, which is possible only in the process of assimilation by children and their practical application of knowledge, skills and abilities. Each type of musical activity, in addition to the general aesthetic influence, has its own specific impact on the child. Listening to music affects the development of feelings, teaches you to see beauty.

musical education preschooler personality

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“Only music has the power to shape character… Through music, one can teach oneself to develop the right feelings.” through the centuries, the truth of the ancient Greek philosopher and scientist, the student of Plato and the teacher of Alexander the Great - Aristotle, is true. Music is one of the most effective and richest means of aesthetic education, educates taste, forms feelings. Music has an incredible creative power of emotional impact, everything that is not subject to the word, does not find its expression in it - is reflected in music. It has long been noticed that constant communication with music awakens in a person a keen observation not only to the sound of nature, but also develops the ability to associate various phenomena of the surrounding world.

Important! Childhood is a period when a child is especially strongly attached to home, family, and the values ​​​​recognized by his parents become the most important in his life. Which means, first of all, we ourselves should be interested in the all-round development of the child, including his musical inclinations. It is necessary to develop and form in the child a culture of perception of music, creative activity and emotional responsiveness. It is the preschool period that is the most sensitive, and if you do not engage in development, then the natural inclinations will remain unrealized.

How to develop musical abilities?

To solve this problem, not so much is required of us parents - just to help develop the baby's innate ability to listen and hear, using all kinds of methods and developmental programs for this.

1. Zheleznov's technique. Father and daughter - Sergei Stanislavovich Zheleznov and Ekaterina Sergeevna are the authors of the program and methodological developments early musical development "Music with Mom". They have released a lot of various audio and video CDs with cheerful music, beautiful melodies, simple songs, bright performance, aimed at developing musical abilities and absolute hearing of kids almost from their very birth. The “Music with Mom” technique is popular in many countries of the world.

It originated in the early 90s of the last century. Its primary goal was to identify and develop the musical abilities of children aged 3-5, with further preparation for music schools. Classes were organized in which the children sang and at the same time played the notes on keyboards. And then there was an urgent need for thematic materials on which it would be possible to conduct classes with children of an earlier age. Zheleznovs - Sergey Stanislavovich - a teacher with a conservatory education and his daughter Ekaterina Sergeevna - a conductor by profession, a music director then - then they themselves began to compose playful funny songs, develop musical exercises, as a result of which the technique known to us all to this day "" .

2. Game for the development of hearing - "Guess what it sounds." For this game, you will need items used in everyday life, such as: a plate, a saucepan, a china cup and even an ordinary glass. Prepare a regular pencil. All right, you can get started! Take the pencil by the very tip - it is important not to drown out the sound, and tap on each object in turn, and let the baby observe. Next, ask the child to turn away, and tap on any item from the above: “come on, guess what it sounds!”.

3. Use periodic creative tasks such as Torrance's creativity tests.- acts as one of the indicators of giftedness, it can characterize the personality as a whole or its individual capabilities. Paul Torrens began researching creativity in 1958, he defined creativity as the process of developing sensitivity to a lack of knowledge - a natural process that is generated by a strong human need for stress relief that occurs in a situation of uncertainty. Consideration of creativity as a process makes it possible to identify not only the ability to be creative, but also the conditions that stimulate this process.

Test 1 Draw a picture. An oval spot cut out of colored paper is taken as the basis of the drawing. Your task is to name your drawing.

Test 2.

The test aims to identify the most important indicator of creativity - originality, which determines the degree of creative thinking of the tested person. And then try to find a child of a peer with the same abilities - it is very important for a child to have a friend of the same age and gender, who has not only similar interests, but also undoubtedly abilities.

4. Record your baby's performances on audio or video. Support him, praise him, encourage him.

5. Share with your baby a variety of information about music, thus, you will enrich his vocabulary with figurative words and expressions that characterize feelings. But while engaging in musical education, “do not abandon” the overall development.

6. Playing children's musical instruments. Musical toys and instruments are of great interest to children. Do you know that the initiator of this type of education was - Nikolai Afanasyevich Metlov - teacher, musical figure, one of the founders of preschool musical education in our country. He developed a technique for listening to music. He also carried out work on the selection of highly artistic instrumental and vocal works of outstanding composers of the past. It was he who emphasized the need to involve children in the perception of the expressiveness of the timbre of each instrument, firmly insisting that over time the child will develop musical responsiveness. And I invite you to fun notes (online video), where young musicians master the skills of playing metallophone and melody, spoons and maracas, synthesizer and triangle, learn the basics of musical notation and create a small orchestra.

The program of musical education for preschoolers N.A. Vetlugina

Purpose of the program- the development of a child's general musicality, through his musical activity. Vetlugina identifies 4 types of activities:

1. music perception
2. performance
3. creation
4. musical and educational activities.

Certainly with the inclusion of elements of song, game and dance creativity.

The repertoire of the program of N.A. Vetlugina was selected on the basis of the works of the classics. This technique also involves teaching children to sing from notes.

Musical didactic games

Games requirement- its interesting and colorful design is important. Cut out bright, funny circles - notes, and sing them one and all with the baby.

Then arrange music store game: the child is the seller, and his main task: when selling the disc to the buyer, reproduce the melody in his own voice. It depends on his hit whether they buy a disk or ask for another one. The goal of the game is to work out the purity of sound and the transmission of shades of performance. Such games are very captivating for children, and you playfully reveal the talents of the baby.

Game "Where are my kids?"- will develop the ability to distinguish sounds of different pitch. Children will be happy to answer in a thin voice to their mother - a cat, a bird or a duck. At the same time, be sure to combine musical and didactic games with elements of dance movements.

Educate a real, sensual, thinking Man! Wish you luck!

Ekaterina Spirina
The influence of music on the comprehensive development of personality

Introduction to music- one of the most important ways of aesthetic education of a child, because music It has a particularly strong effect on the senses, and through the senses on the attitude to surrounding phenomena. D. Shostakovich in a conversation with young people said: "Love and respect the great feeling music. It opens up to us a whole world of great feelings, passions, thoughts. It will make you spiritually richer, purer, more perfect. Thanks to music you will find new, previously unknown strengths in yourself. You will see life in new colors and colors.”

Really, music calls to life still unconscious thoughts and feelings, cleanses them of everything petty and random, strengthens the dignity of a person, his faith in his inner strength, in his vocation.

Musical art, reflecting life, affirms the moral beauty of a person, the value of friendship, fidelity to duty, reveals the richness of the spiritual world.

Under musical education implies the process of transferring social and historical experience to children musical activities in order to prepare them for the upcoming work in any areas of life.

In the process of transferring this experience, a system of purposeful and organized influences on the child is applied, shaping him. personality. N. A. Vetlugina writes: "The relationship involves the ratio of objective, social, public musical environment with the subjective experience of a child attached to music».

In our society, the preconditions for comprehensive development of the child's personality by means of musical art.

Children very keenly feel the beautiful I reach out to him. Perception of works musical art presents unlimited possibilities. In the process of systematic work, children acquire the ability to listen music, remember and recognize it, begin to enjoy it; they are imbued with the content of the work, the beauty of its form and images. In children developing interest in music and then love for her. Across musical images the child learns the beautiful in the surrounding reality.

The beauty of the art form, the content understandable to the child musical works evoke a certain relation to artistic image and through it to life, affect for the development of artistic taste.

The tasks of aesthetic education require an attitude to any piece of music, even the simplest, as a work of art. Therefore, each song, dance should be performed by children emotionally - expressively, cause them joy. A carelessly performed song or dance loses its aesthetic value and negatively affect the process of musical development. Expressive performance makes children want to repeatedly repeat songs, dances, games, and also introduce something new into them - they contribute to development children's creativity . In addition, the child's knowledge of beauty music, its richest figurativeness, means of expression introduces him to the world of beauty, causes the need to bring music in your life. Music develops aesthetic properties child's personality.

The child's empathy for feelings expressed in music, - the way to the formation of his morality. Addressing the child's feelings music sometimes has a stronger effect on him than persuasion and punishment.

Domestic composers S. Prokofiev, D. Shostakovich, D. Kobalevsky, M. Krasev, V. Gerchik, M. Rauchweger, E. Tilicheeva, A. Fillipenko and many others created a golden fund musical works for children, diverse in genres and themes, musical imagery.

Kobalevsky D. B.: students of primary school age have access to the highest samples of serious music. The appeal to the classics is not accidental. In the works selected by time and history, the fundamental moral and aesthetic problems of life are touched upon. And if we are talking about replacing them, then it should be borne in mind that the most significant works require a long, if I may say so, "germination", which will contribute to the maturation in the soul of the child of understanding, feeling imprinted in music life problems and relationship with them.

Musical works evoke in children a certain attitude towards social phenomena. Through their content, children learn about the life and work of their people, getting acquainted with the characters of national history, the concept of the Motherland, i.e. music contributes to the development of a sense of patriotism. In the course of communication with music the child is required to submit to the interests of the team - coordination of actions, feelings of friendship and camaraderie are brought up, such properties personalities like self-control, endurance, discipline, develop responsiveness and initiative.

joint singing, musically Rhythmic movements cover children with common experiences and require them to make common efforts. The failure of one is perceived as a total failure. An example of comrades, general enthusiasm, joy from the performance is positive influence the timid, insecure children, create a fertile atmosphere for individual development. At the same time, the obvious achievements of comrades serve as a brake on overly self-confident, spoiled children.

On the musical In the classroom, children acquire the skills of a culture of behavior.

Constant change in the nature of tasks, alternation various types of activity require from them a quick reaction, organization, strong-willed efforts.

Talking about raising a child by means music, we must not forget that we are dealing with a growing organism. On the music lessons develop dexterity, coordination and beauty of children's movements. Under influence music movements become more precise, rhythmic. The quality of walking, running improves, the correct posture is developed. Dynamic and tempo changes in music also cause changes in movement, affecting their speed, the degree of stress.

Singing improves pronunciation develops coordination of voice and hearing, strengthens the vocal apparatus - is a kind of breathing exercises. Music evokes positive emotions in children that have a beneficial effect on their nervous system. Music affects not only on the auditory analyzer, but also on the general condition of the whole organism, it strengthens or weakens the state of excitation due to reactions associated with changes in breathing and blood circulation. Consequently, musical education promotes physical child development. And finally music has a beneficial influence on their mental development. In the process of mastering new knowledge in children thinking develops, memory, a system of concepts is being formed. Direct and intimate relationship music with the surrounding reality makes it possible to educate in children the ability to compare and contrast phenomena, and, therefore, contributes to development their educational interests.

Variety of content musical works determines development of curiosity, imagination, fantasies of the child. Upbringing music requires observation, ingenuity. Listening to music, the child compares sounds by similarity and contrast, learns their expressive meaning, follows development of musical images, has a general idea of ​​the structure of the work, draws attention to the connection of the text of the song, the title of the play with the content music defines its character. It forms primary aesthetic assessments. In the process of creative tasks, children are involved in search activities that require mental activity: operate with sounds, combine dance movements, look for means of expression to convey game images. Based on their experience, children plan a course music game, the behavior of the character in the study. They have value judgments about their actions and the actions of their comrades.

Music is art"intonated meaning"(B. V. Asafiev, which determines the richness of emotional and semantic content musical works. Thanks to music the child awakens the idea of ​​the sublime, the beautiful not only in the world around, but also in himself. Music helps children to understand the world, educates not only their artistic taste and creative imagination, but also love for life, attention to another person, nature, interest in the peoples of their homeland and other countries. Thus, a complete personality, a person capable of feeling and compassion.

SOISOK OF LITERATURE

1. Zimina A. N. Fundamentals musical education and development younger children age: Proc. For stud. higher Uchkb. establishments. – M.: Humanit. ed. Center VLADOS, 2000

2. The program of education and training in kindergarten / Under. ed. M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova. - M .: Publishing house "Educating a Preschooler", 2004

3. Tyutyunnikova T. Program "Elementary Music Making by Preschoolers"/ Preschool education №5. 2000

4. Shkolyar L., Kadobnova I., Usacheva V. Program musical education. / Preschool education No. 6.1993

5. Aesthetic education and development preschool children age: Proc. allowance for students. higher ped. textbook institutions / E. A. Dubrovskaya, T. G. Kazakova, N. N. Yurina and others; Ed. E. A. Dubrovskaya, S. A. Kozlova. - M.: Publishing Center "Academy", 2002

From time immemorial, mothers sang lullabies to their children, and it didn’t matter if the mother had a voice, hearing, musical education - the very essence of the melodic “purring” of the mother is important to the child, even if he still does not understand the words, but about such a concept as music and not at all did not hear. However, we hear the sounds themselves even when our mother carries us under her heart, because babies still in the womb hear how they are spoken to, in one way or another they react to loud and unpleasant or quiet and melodic music. Based on all this, during pregnancy, a mother needs to think about what kind of music she listens to and how it can affect the further development of the child's personality.

At what age can a child listen to music?

We all know that the first 1.5 weeks the baby is under nature protection, that is, he still hears and sees poorly, so as not to be afraid of the noise and brightness of this world. However, he perfectly feels kindness and tenderness, affectionate words, slow melodies are pleasant to him. Therefore, a child can listen to music from the first days of his life, but the most important thing is not to overdo it.

The baby's brain receives such a colossal amount of information every day that you need to help him also to absorb it correctly. In order for a child to develop both hemispheres of the brain equally well, it is necessary to listen to music, because it is the melody that is perceived by both hemispheres, improving interhemispheric and intrahemispheric connections.

What kind of music can children play?

Music for newborns should be melodic and quiet. Children can turn on pleasant classics (Beethoven, Mozart, Vivaldi), modern instrumental calm music, or purchase special melodies for children, which have already been remade by sound masters into compositions that are pleasant to the ear. Hearing melodic music, the baby immediately calms down and calms down, listens to the rhythm he likes. If the music is cheerful, then the movements of the baby will be more lively, he will begin to smile.

The more calm and melodic music a child hears from the first days of life, the more balanced he will be in the future. When you put your baby to bed, sing lullabies to him or just talk to him, and turn on the music softly in the background - this will calm the baby, and he will fall asleep faster. In addition, it has been proven that digestion is faster and better with pleasant, calm music, which is extremely important for the well-being and good sleep of our crumbs.

When you choose music for your baby, refrain from melodies that sound percussion instruments. On the child, they will have a zombie effect (however, as well as on the psyche of an adult), so the baby can be capricious, nervous, restless.

Remember that children also love fun, and when they are in a good mood, they like rhythmic foot music that makes you want to dance. Toddlers who have just learned to stand on their little legs are already trying to bend their knees to the beat of the music, or laugh out loud at the unusual sounds they hear, which can now be downloaded from the Internet. To rhythmic music, the child wants to move, play, and this brings up a cheerful and mobile personality in him. Toddlers who listen to music from childhood develop much faster and learn about the world. However, music should be diverse - both classical, and pop, and jazz, and in folk performance - with a variety in music, the child absorbs the diversity in life, develops comprehensively.

musical tales

In addition to just music (classical or pop), the child needs to listen to musical fairy tales, cartoons in which they sing and play musical instruments. After all, a child learns all the wisdom of life, the whole world through fairy tales, through cartoon characters - they occupy him and bring more words to understanding than you can imagine. So, for example, the cartoon “How the Turtle and the Lion Cub Sang a Song” teaches the child friendship, and the kids are happy to repeat the song about how the lion cub “lies in the sun”. No less instructive is the “Tale of Tsar Saltan”, which is easily remembered for its poems, and especially for the song of the squirrel, which “nibbles everything”. Good songs, combined with interesting fairy tales, bring up a sympathetic and pleasant personality in a child.

The influence of classical music on a child

The opinions of adults are divided into two camps - some say that classical music is too complicated for little children, while others insist that it is the classics that brings up aesthetic taste in children. However, it doesn't matter to children how you feel about this music - every kid is intuitively drawn to one or another sound, regardless of your personal preferences. So, for example, many kids calm down when they hear the melodies of Tchaikovsky, Beethoven, Vivaldi, but children treat Bach with his somewhat heavy organ music for perception, because such a deep sound causes them anxiety.

The positive effect of classical music on children has been proven by scientists, and they say that it is a certain frequency of acoustic waves classical works affects the pleasure centers of the child, promotes the development of brain activity. So, for example, Mozart's music facilitates the perception of everything new for the baby and stimulates memory, so his works can be turned on for the baby in between cognitive games.

With the help of classical works, you can even correct the emotional state of the baby. So, for example, to calm the child, you can turn on the works of Beethoven, Brahms, Schubert, to improve his mood, turn on Tchaikovsky, to increase activity, let the baby listen to Liszt, Mozart, Khachaturian, and to reduce feelings of uncertainty and anxiety, it is recommended to turn on the waltzes of Strauss, Rubinstein , works by Chopin.

Forcibly forcing a child to listen to classical music is not worth it, because not even every adult is able to master 10 minutes of listening to classical music. Try to include the baby every day various works and see how he reacts to them. Surely he will calm down from some, while others, on the contrary, will encourage him to inexplicable capricious acts. After a while, you will already be able to pick up a list of works that have the most beneficial effect on the baby.

Should I send my child to a music school?

If at least one of the child's relatives has a good voice and hearing, then the fact that the child is not deprived of musical abilities is quite natural. You can verify this by sending your child to a music school. Today it is much more prestigious to teach a child English, fast reading and writing than musical literacy, but music plays an important role in the development of a child's personality. Perhaps the kid will like the choice of the instrument that you offer him, or maybe he himself has looked after himself a piano or violin. Often, children tend to imitate their idols, and if your child’s favorite actor in a movie is sitting in a black tailcoat at the piano and playing a beautiful melody, then the kid may be inspired by this instrument and ask you to teach him how to play it.

What will the child get music school? First of all, it is musical literacy, aesthetic taste and the concept of beauty. Few children at an early age understand the true meaning of the works of the classics, but they do their best to convey them to the listeners in their own way. The child learns to hear the subtlest changes in music, to understand its shades, in mood, and over time, he will learn to hear these changes in human speech - to notice the slightest changes in the mother’s intonation or the teacher’s unnoticeable displeasure. With the help of music, a child learns to communicate with people, to capture the mood of the interlocutor, his emotional state. In addition, the influence of music on the development of the child is undeniable in the development of perseverance, patience, and systematic work.

However, it would be a delusion to think that if you send your child to a music school, he will immediately become diligent and sensual. Many children do not survive even a year at a music school, because they are bored there, they need to learn a lot of terms they do not understand, understand them, repeat the same melodies at home day after day. So if your kid opposes such teachings - do not scold him, because not everyone grows up to be famous musicians, for many, musical education gives just one more page of diversity in life, and nothing more.

Not all music is the same

If the music for your child is chosen correctly, then you will ensure the improvement of your child's motor coordination, short-term memory, and the formation of a good mood.

But what will happen to the child's feelings if you turn on rock or other heavy music for him? Like any living plant, animal, a person reacts to hard rock with a complete misunderstanding of what is happening. From loud and gloomy performance, plants do not want to grow, cows do not want to give milk, and snowflakes turn into a real disgrace, losing their ideal symmetrical shape. People are part of nature, and the influence of heavy music on the development of a child is also detrimental, because when listening to such rock compositions, a stress hormone is released that can erase information from the brain.

How does music influence the development of a child's personality?

• Cultivates a sense of musical taste;
• Instills emotional responsiveness;
• The child with great pleasure will do physical exercises with music than without it. Rhythmic exercises to music improve the coordination of movements, the child's posture, the clarity of movements and walking;
• Singing to music strengthens the vocal cords, develops speech, the correct posture of the singer deepens his breathing;
• Playing musical instruments, singing, dancing develop children's attention, organization, speed of reactions, fine motor skills of fingers;
• Musical fairy tales are perceived by children much easier than those simply read by their mother, since they are faster to memorize. They expand the horizons of kids;
• Excitable children are advised to listen to calm music in order to balance their inner world;
• Music lessons in a group they cheer up the child, under the influence of correctly selected rhythmic music, various games and activities, children learn to play and communicate with each other, the fear of “new people” disappears;
• Boys and girls who have a musical education, who know how to play musical instruments, sing, are less likely to get into bad company than those children who are far from music. Music brings up a disciplined and responsible personality in a child, distracts the cognitive brain from dangerous hobbies and gives him a positive, right direction in life.

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