Musical education of preschool children in preschool educational institutions

Musical education is one of the priority areas of development in kindergartens. It forms an aesthetic attitude to the world, develops the sensory sphere, teaches you to hear and correctly perceive sounds. A person who has been familiar with music since childhood is distinguished by a broad outlook and a more sensitive attitude to the world. In addition, it is with the help of notes that analytical and synthetic thinking is perfectly trained, and in a very easy form even for children.

Perhaps it is not an exaggeration to say that musical art is the very first of all others that a child encounters from birth or even earlier. Scientists have proven that, while still in the mother’s womb, we hear voices perfectly and respond to sounds. But music, and most often classical, is especially exciting. When born, the baby hears lullabies addressed to him or soothing, light melodies.

Throughout life, music goes next to a person. That is why it is important to teach her to correctly perceive, understand and interpret.

This is exactly what music directors do in preschool and school institutions. And on the website you can find various modern equipment for organizing such activities in kindergartens: .

Purpose of music education in preschool educational institutions

Definition 1
Musical education is a specially organized process of influence through the means of musical art, through which the aesthetic development of a child is realized, the foundations of his general culture are formed, and value guidelines are developed.

Musical education has a positive impact on personal development.

Music influences the formation of the creative component of the individual and contributes to the development of the creative foundations of his activity. and this, in turn, leads to the harmonious development of the child and the formation of all his qualities necessary for successful social life.

The main purpose of music education is the comprehensive harmonious development of the child’s personality. A number of subgoals of music education can be distinguished:

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1. Introducing a preschooler to the art of music. The child learns the basics of musical creativity, learns the aesthetic perception of music, and develops musical taste.
2. Mastering the fundamentals of musical culture. Through it, the child learns the basics of general culture and forms his own views, attitude towards art, and develops his own line of cultural behavior.
3. Development of musical abilities of a preschooler. Through musical education, a sense of rhythm, musical memory, auditory attention and perception are formed, which ultimately contributes to the formation of musical taste.
4. Formation of the need for music. The need for musical creativity leads to the creative development of a preschooler.
5. Implementation of different types of musical and artistic creativity of preschool children. In this way, the child can assert himself and realize himself in a creative direction, satisfy his creative needs.

Music classes in preschool educational institutions are aimed at developing in preschoolers a love of music, an interest in art, and the development of adequate musical taste and orientation skills in musical information.

Finished works on a similar topic

Course work Musical education of preschool children in preschool educational institutions 410 ₽ Abstract Musical education of preschool children in preschool educational institutions 260 ₽ Test work Musical education of preschool children in preschool educational institutions 190 ₽

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Music education program according to the Federal State Educational Standard

Let's start with the fact that now there are various programs designed to develop musical performances and built on the basis of the Federal State Educational Standard. There is no single recognized author here, so the teacher is free to choose what suits him best or combine several options.

It is important! FSES – Federal State Educational Standard. Defines all those abilities, skills, knowledge that a student should receive at a certain stage of his development and in a specific subject or direction. In this case, preschool music education and training. It is developed at the state level, approved by the federal executive body and is mandatory and implementable.

The main thing is that the selected benefit fully complies with the requirements of the Federal State Educational Standard. The program will be different for each age group. The material gradually becomes more complex, becoming more capacious and at the same time voluminous. Children systematically and harmoniously receive the necessary ZUNs, learning to understand music.

Selection of lesson topics

The topics of music classes are determined by the current period of study. It should not be separated from the outside world, otherwise the principle of correspondence between the information received and what directly surrounds the child at the moment will be violated.

Topics may be related to:

• time of year or current month,
• state or national holiday,
• significant event in social life,
• a specific work;
• biography of the composer and his creations;
• some tool or new concept, etc.

This approach allows you to connect each lesson with the surrounding reality, expand the child’s understanding of the world, and implement the principle of relevance and practicality of learning. After all, “dead” knowledge is of no interest to anyone. They can only be brought to life by being included in the context of what is happening.

What tools to use?

In general, visualization and sensory perception play a huge role in children’s learning. As teachers and psychologists say, if the hand works, then the brain works. This means that the more real tools you can use, the better and more productive your learning will be.

One of the central things in the hall is, of course, the piano. An instrument that allows you to listen to the subtlest modulations of sounds and is excellent in solo performance. It has a truly magical power of influence on little listeners.

Very often tambourines, maracas, drums, and wooden spoons are used in classes. Firstly, they are accessible to children. Even a three-year-old child can try to play something on such an instrument. Secondly, they set the rhythm perfectly. And children really like this, it captures their entire being and takes them somewhere far away! Boys and girls are ready for various rhythmic exercises, perhaps, from birth.

Metallophones, bells, and triangles are suitable for organizing spring and autumn orchestras, in which the sound of rain and the ringing of drops will be heard. They sound very interesting, creating the effect of living nature. They also rightfully deserve special love from children.

Acquaintance with string instruments occurs through the balalaika or guitar. They are great for themed evenings, as well as musical accompaniment of performances. Finally, for variety, you can also use wind instruments, such as a trumpet or flute. The kids will be interested in them and try to make melodic sounds.

Do not forget that technology does not stand still. Today it is quite advisable to use synthesizers to create a more spacious, unusual sound. In addition, tape recorders and music centers are allowed in the garden so that children can listen to professional recordings and arrangements.

Recently, very often musical classes are combined with drawing with light or sand. This captivates the kids and expands the scope for creativity. You can choose a light tablet or table in the psychologist’s gaming tables section: light tablets for drawing with sand. Here you will also find a lot of additional equipment and stencils.

Examples of games and exercises for music classes

Music lessons are structured depending on the age of the child. The less, the simpler, more fun and shorter. Children of the younger group only have enough attention for 8-10, maximum 15 minutes. If you drag out activities, even constantly changing them, the child will get tired, and the teacher will not get any useful results.

The children in the middle group are already more disciplined and diligent. For them, the lesson plan becomes more complicated and the duration increases. Recommended time is 20 minutes. Moreover, it is already possible to include calmer, directly educational activities, to introduce them to the terminology and features of the subject.

Children of the older group are already fully adapted to being in kindergarten and can play according to strict rules. A musical lesson for them lasts no more than 25 minutes, the exercises become more complex and multifaceted. Preparators already have sufficiently developed voluntary attention. They can concentrate and complete complex tasks. In preparatory groups, the duration of any lesson is 30 minutes.

What activities should be included for each age?

Games for the younger group

In the younger group, all training takes place only in the form of games. You will never seat children of two or three years old at tables and force them to simply listen. No, the more active, the more fruitful. That is why classes are fun, relaxed, more like games. The child should perceive them as entertainment.

Story-based games with choruses work very well. For example, the very famous “Rain”. The music director and the children sing:

Rain, rain, more fun,

Drip, drip, don't regret it.

Sprinkle more in the field, the grass will become thicker.

Just don’t kill us, don’t knock on the window in vain.

After these words, the whole group runs away from the child pretending to be Rain. His task is to “wet the guys”, that is, to hurt them.

Games that require a lot of actions and imitation, for example, of animals or adults, not only appeal to children, but also bring great benefits, developing precision coordination and teaching kids to control their bodies.

For example, “The Bunnies and the Fox.”

Children, together with the teacher, sing together and perform the appropriate actions:

– Bunnies scattered across the forest lawn (they run in all directions, trying not to hit anyone). These are the bunnies, the running bunnies!

– The bunnies sat in a circle, digging a root with their paw (they squatted down, pretending to dig the ground). These are the bunnies, the running bunnies!

Here only the teacher comes in:

- Suddenly a fox runs, sly little sister! (“the little fox” runs flirtatiously between the “bunnies”).

- He’s looking for where the bunnies are, the running bunnies! (“the fox” rushes after the “bunnies”, who run away from her in all directions).

With younger children, it is advisable to learn funny folk dances, and only a few elements. For example, “let’s portray Petrushka” with characteristic dance movements or “let’s dance like nesting dolls”, also with an appropriate rhythmic pattern.

Moving, active musical numbers are more suitable for kids. Dances or dances in which the rhythm is clearly felt. Plus, with them you can learn short nursery rhymes like: “Andrew the Sparrow, don’t chase the pigeons!” Chase the ticks out from under the sticks!”

Exercises for the middle group

Children in the middle group have already developed more skills and abilities, their attention is more focused, although not as long as that of preschoolers. Jokes and nursery rhymes amuse such children, but are not particularly interested. The teacher should introduce more serious exercises, leaving a play element in each.

For example, the active game “Sun and Cloud” not only entertains children, but also teaches them to perceive musical tonality and determine whether the melody is set to a sad or cheerful one.

The gameplay is simple. The teacher explains that the weather outside is variable, and when it’s sunny, the children go for walks, and when it’s cloudy, they sit at home. Then he gives a task: to determine by the nature of the sounding music whether the sun or clouds have appeared in the sky? In accordance with the decision made, either “go for a walk”, i.e., run around the hall, or “stay at home”, i.e. sit on chairs. Next, different melodies are turned on, and the children follow the terms of the game.

At this age, it is especially fruitful to work with the integration of all senses and develop sensory skills. Children are taught to connect colors and sounds they hear. For example, the didactic game “Three Flowers” ​​will be very useful (there may be more of them, depending on the level of training of the children.

The leader places three flowers in front of the group. These can be geometric shapes or any other images. The main thing is that they differ in color: red, green, blue. Then the teacher explains the condition. Music will be played, children should listen to it carefully, completely immersing themselves. The main task is to imagine which color corresponds to the melody and tell why this is so.

With an average group you can already learn complex, story-based songs. For example, “Katyusha”, “Winged swing”, “Three white horses”, etc. The children are captivated not only by the rhythmic patterns of the works, but also by the pictures that appear in the imagination. This is why it is better to choose songs in which something happens. And which are well known to children from the same cartoons or literature. And after the first listening, give the task to draw what was heard. Children love these exercises!

Lessons for the senior group

The older group is almost getting ready for school. With such guys, you can leave all the exercises as with the average one, only complicating them. The repertoire includes longer, melodic songs. Children learn to control their voices and try to hit difficult notes. At this age, it is advisable to give solo performances: songs, dances, instrumental performances. Playing in an orchestra is very suitable for team unity, when each child is responsible for a certain sound. And together everything merges not into cacophony, but into melody. Both boys and girls really like such activities. There is a pronounced playful element in them: the guys feel like real musicians!

What remains of the exercise is chanting, memorizing songs and dance numbers. You can include theatrical performances with musical accompaniment. Such performances look especially bright at matinees and cause sincere delight among parents. Plus, educational games are also in demand. For example, “fun gymnastics” with accelerated movements.

Crow: Kar, Kar, Kar! (children wave their arms and shout)

Wind: clap, clap, clap! (clap their hands in a certain rhythm)

Rain: drip, drip, drip! (slap their knees together)

Legs: slap, slap, slap! (pretends to be splashing through puddles)

Children: ha, ha, ha! (depict joy in the rain, wave their hands)

Moms: ah, ah, ah! (prop their heads with their hands and rock from side to side)

Rain: drip, drip, drip (slap their knees)

Cloud: bang, bang, bang (they stomp their feet loudly, imitating thunder).

There are a lot of movements in this exercise, and they gradually speed up, which amuses the children and also forces them to concentrate so as not to make mistakes and not lose their rhythm.

Forms of organizing music education in preschool educational institutions

Musical education in preschool educational institutions is implemented in the following forms:

1. Musical lessons. They are educational musical activities. During music lessons, the child’s intellectual, moral, aesthetic and cultural development is carried out. Musical classes include different types and areas of musical activity: singing, playing instruments, dancing, listening to music of different genres, getting acquainted with the work of great composers, mastering musical literacy.
2. Independent musical activity of preschool children. It is associated with children demonstrating their creative abilities. They need to be encouraged to do this. Children apply their musical knowledge and focus it on their interests and needs.
3. Music in everyday life. Music is becoming an important component of all types of preschool activities. It permeates all routine moments of the day. For example, music turns on when children are charging, it accompanies the gameplay. Getting ready for a walk can be accompanied by singing, etc. In addition, the preschool educational institution organizes holidays that are accompanied by musical performances.
4. Musical education in the family. It is important to establish interactions with parents and form a unified direction of musical education. If music accompanies all the routine moments of a preschooler in a preschool educational institution, then at home it should also accompany the child. For example, a mother can find out what music the teacher plays during exercise and use it. At night you can sing a lullaby, etc. It is important that music be a constant component of a child’s life. An episodic nature will not give the desired educational effect.

The purpose and objective of educational activities

The goal and task of educational activities is to instill in preschoolers an interest in art, the ability to understand musical information , genres, musical forms , and to contribute to the formation of artistic taste in children.

Educational activity is the main form of educational activity in kindergarten and the educational process is carried out through direct instruction. In everyday life, the indirect guidance of the music director , teacher , and parents in the musical education of children .

Direct teaching in everyday life is not completely excluded, but it should be limited. Any musical communication with a child should be built on joint activity, partnership, encouraging his initiative in every possible way, which is especially important when children exhibit independent musical expressions . Music in the everyday life of a kindergarten combines all forms of musical activity : holidays, entertainment, morning exercises.

So, the form of organizing music education in the everyday life of a kindergarten provides for two types of guidance from the teacher , music director , and parents: direct and indirect. During games, educational exercises, and walks, music can be played at the request of both children and adults.

But in entertainment, holidays, morning exercises, this happens, as a rule, on the initiative of the teacher; at the same time, he must, of course, take into account the capabilities, interests and passions of the children. The interaction of the entire teaching staff is one of the signs of a highly effective organization of the educational process.

The music director creates conditions for children to acquire knowledge, skills and abilities in various types of musical activities , and the teacher helps to consolidate them.

In order for music to become firmly established in children’s lives, the music director needs to build interaction not only with the team of teachers, but also with parents. To do this, certain work is carried out with parents, during which it is necessary to ensure that they become conductors of the child’s cultural formation. Children and adults love general forms of interaction , and these are holidays, entertainment, competitions, quizzes.

Club work also contributes to the emergence of independent musical activity in children, both in a group and at home with their parents. the accumulated musical experience into everyday life in accordance with his interests and desires.

The emergence of independent musical activity in kindergarten is one of the indicators of a high level of development of children, characterized by certain musical skills and abilities , the ability to transfer a variety of musical activities into everyday life.

The child must be able to apply the accumulated musical experience , developed musical skills and abilities in new conditions, in independent musical activities according to his interests and desires.

The structure of a music lesson in a preschool educational institution

Music classes at preschool educational institutions consist of the following components:

1. Introductory part. It is aimed at preparing preschoolers to become familiar with music. In the introductory part of the lesson, you can include physical education components: performing movements to music, performing dance steps. This stimulates the preschooler’s musical activity and makes music lessons more productive.
2. Listening to music. This part is focused on developing preschoolers’ skills in aesthetic perception of musical creativity and the formation of musical perception.
3. Singing and song creativity. Children sing songs of different genres and also learn to compose songs on their own. Independent composing of a song motivates a preschooler’s interest in the art of music and helps to reveal his creative potential.
4. Learning to play musical instruments. Typically, instruments are selected that are accessible to a specific age group. The teacher demonstrates their sound and shows the basics of playing melodies. Then the children themselves try to master playing this or that instrument.
5. Dance activity. Dancing promotes the development of musical rhythm and creates a positive attitude towards music, because dancing is fun.
6. Game activity. It is not a component of every music lesson, but may be included periodically. The game helps to absorb musical information more productively.

Types of musical activities

The standard defines age-appropriate activities, including musical activities for children.

In infancy (2 months - 1 year) - this is direct emotional communication with an adult, manipulation with objects and cognitive research activities, perception of music, children's songs and poems, motor activity and tactile-motor games.

At an early age (1 year - 3 years) - these are object-based activities and games with composite and dynamic toys, experimenting with materials and substances (sand, water, dough, etc.), communication with an adult and joint games with peers under the guidance of an adult, self-service and actions with household tools (spoon, scoop, spatula, etc.), perception of the meaning of music, fairy tales, poems, looking at pictures, motor activity.

For preschool children (3 years - 8 years) - this is a gaming activity, including role-playing games as the leading activity of preschool children, as well as games with rules and other types of games, communicative (communication and interaction with adults and peers), cognitive - research (studying objects of the surrounding world and experimenting with them), perception of fiction and folklore, self-service and basic household work (indoors and outdoors), construction from various materials, including construction sets, modules, paper, natural and other materials, visual arts (drawing, modeling, appliqué), musical (perception and understanding of the meaning of musical works, singing, musically rhythmic movements, playing children's musical instruments) and motor (mastery of basic movements) forms of activity of the child.

Based on the age-appropriate types of activities proposed by the Standard, it becomes possible to specify the forms of musical activity with children of early and preschool age (table). Please note that the proposed forms of a practice-oriented nature primarily grow out of the child’s cultural practices.

Conditions for the effective organization of music education in preschool educational institutions

In order for musical education to be productive, a number of conditions for its organization must be observed:

1. Taking into account the age and individual characteristics of preschool children when planning a music lesson;
2. Focus on the musical development of preschool children not only during music lessons, but in everyday life;
3. The content of music classes should reflect the purpose of music education;
4. The results of a preschooler’s musical development should be noticeable in the child’s daily activities - he transfers his knowledge and skills into his life activities;
5. The teacher does not have an active educational influence on the musical development of the preschooler. The teacher identifies himself as an equal partner in joint musical activities, giving the child maximum independence in musical knowledge and development.

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What are the benefits of music as an educational tool?

Songs and melodies are practically the only art form that children can properly appreciate at such a young age. Even in the first months of life, babies react to melodies and can express their feelings about what they hear with their emotions. Through a lullaby, an attitude towards loved ones and art is formed.

Important

It is important to make music accessible to such a young age. For preschoolers, it is very difficult to listen to, understand and evaluate a piece of music with a duration of more than 5-7 minutes. Children simply will not be able to sit for more time in attention; this must be taken into account when planning lessons.

To solve the problem, you need to select short fragments for listening with maximum ease of comprehension. It is better to take those parts and passages that are used on television for intros to programs, in films, and in theatrical productions. Their impact on the subconscious has already been tested for years and is highly likely to cause a strong emotional response, as well as maximum results in the musical education of preschoolers.

More diagrams on the topic “Music in kindergarten”.

Musical activity of preschool children The importance of musical education of children

Musical activities for preschoolers

The importance of musical education of children

Different types of art have specific means of influencing a person. Music has the ability to influence a child at the earliest stages. It has been proven that even the prenatal period is extremely important for the subsequent development of a person: the music that the expectant mother listens to has an impact on the child’s well-being.

Modern scientific research indicates that the development of musical abilities, the formation of the foundations of musical culture - i.e. Musical education should begin in preschool age. Music has an intonation nature similar to speech. Similar to the process of mastering speech, a child must have experience in perceiving musical works of different eras and styles, get used to its intonations, and empathize with the mood. The famous folklorist G.M. Naumenko wrote: “... a child who finds himself in social isolation experiences mental retardation, he acquires the skills and language of the one who raises him and communicates with him. And what sound information he absorbs in early childhood will be the main supporting poetic and musical language in his future conscious speech and musical intonation. It becomes clear why those children with whom we played, performing nursery rhymes, according to numerous observations, are the most creative children, with developed musical thinking...” 1

Musical development has an irreplaceable impact on overall development: the emotional sphere is formed, thinking is improved, sensitivity to beauty in art and life is cultivated. “Only by developing a child’s emotions, interests, and tastes can he be introduced to musical culture and lay its foundations. Preschool age is extremely important for further mastery of musical culture.

When engaging in musical education, it is important to remember about the general development of children. Preschoolers have little experience in understanding human feelings that exist in real life. Music that conveys the full range of feelings and their shades can expand these ideas. In addition to the moral aspect, musical education is of great importance for the formation of aesthetic feelings in children: by becoming familiar with the cultural musical heritage, the child learns the standards of beauty and appropriates the valuable cultural experience of generations. Music develops a child mentally as well. In addition to various information about music that has cognitive significance, a conversation about it includes a description of emotional and figurative content, therefore, children’s vocabulary is enriched with figurative words and expressions that characterize the feelings conveyed in music. The ability to imagine and reproduce the pitch of sounds in a melody also involves mental operations: comparison, analysis, juxtaposition, memorization, which also affects not only the musical, but also the general development of the child.

So, the importance of musical education of children is as follows. Music affects overall development: the emotional sphere is formed, thinking and aesthetic feelings are improved, and the child develops mentally.

Structure and types of musical activities of preschool children

Activity is an active process of mastering social experience and cultural achievements. Throughout his life, a person masters various types of activities, as a result of which his mental qualities and personality traits are formed. Some of them acquire special significance and proceed most successfully. A person’s personal qualities are revealed in selective relationships and inclinations towards certain types of activities. The activity improves perception, memory, thinking, imagination, and sensations. In the process of any activity, the child masters certain actions that lead to a certain external result, and internal, mental actions that form the basis of the content of mental development (perception, thinking, imagination, memory). Likewise, musical activity consists of numerous actions. For example, when mastering a song, a child carefully listens to the introduction to the song, tries to start it on time, catches the given tempo, reflects simple shades when performing it, and finishes the performance at the same time as his peers. As we see, actions can be external, objective: the child sings, moves, conducts, plays an instrument, etc., as well as internal: perceiving music, he is imbued with its emotional mood, compares solo and choral sound, listens to his own singing . If an action is repeated many times, it is gradually learned and becomes a skill. The combination of these skills then allows the child to cope with new, more complex actions. “Musical activity of preschool children is various ways, means of children’s knowledge of musical art (and through it both the surrounding life and themselves), with the help of which general development is carried out” 2.

In the musical education of children, the following types of musical activities are distinguished: perception, performance, creativity, musical and educational activities. They all have their own varieties. Thus, the perception of music can exist as an independent type of activity, or it can precede and accompany other types. Performance and creativity are carried out in singing, musical-rhythmic movements and playing musical instruments. Musical educational activities include general information about music as an art form, musical genres, composers, musical instruments, etc., as well as special knowledge about performance methods. Each type of musical activity, having its own characteristics, presupposes that children master those methods of activity without which it is not feasible, and has a specific impact on the musical development of preschool children. This is why it is so important to use all types of musical activities. The structure, types of musical activity and their interaction are clearly reflected in the diagram, which was compiled by O.P. Radynova based on the scheme by N.A. Vetlugina.

PERCEPTION OF MUSIC

Perception of music specially created for listening. Perception of music in connection with its performance. Musically educational games

EXECUTION

Singing Musical and rhythmic movements Playing musical instruments

CREATION

Song creativity Musical, gaming and dance creativity Playing musical instruments

MUSICAL AND EDUCATIONAL ACTIVITIES

General knowledge Specific knowledge related to various types of musical activities

As can be seen from the above diagram, all types of activities are interconnected and interact with each other. Each type of activity serves as a means of developing some musical ability. By perceiving music and distinguishing emotional coloring, a modal feeling is formed. Pitch hearing (musical and auditory perceptions) develops with the help of those types of activities in which this ability is manifested, namely in two types of performance - singing and playing musical instruments by ear. The rhythmic feeling finds expression primarily in musical-rhythmic movements, reproduction of a rhythmic pattern in clapping, on musical instruments, and in singing. Emotional responsiveness to music develops in the process of all types of musical activity. At the same time, in the development of musical abilities, various types of activities can replace each other. For example, pitch hearing can be developed in singing or playing musical instruments; sense of rhythm - in musical-rhythmic movements, etc.

Thus, the types of musical activity are: perception of music specially created for listening; perception of music in connection with its performance; musical and didactic games; singing; musical and rhythmic movements; playing musical instruments; song creativity; musical, gaming and dance creativity; a game on the perception of music specially created for listening; perception of music in connection with its performance; musical and didactic games; singing; musical and rhythmic movements; playing musical instruments; song creativity; musical, gaming and dance creativity; game on. All types are means of musical education and development of children.

So, the essence of children's musical activity is as follows. Music affects overall development: the emotional sphere is formed, thinking and aesthetic feelings are improved. Children's musical activities consist of musical and didactic games; singing; musical and rhythmic movements; playing musical instruments; song creativity; musical, gaming and dance creativity; a game of perception of music specially created for listening; perception of music in connection with its performance; musical and didactic games; singing; musical and rhythmic movements; playing musical instruments.

Specifics of musical activity of preschool children

Development of musical perception of preschoolers

Perception is the reflection in the cerebral cortex of objects and phenomena that affect human analyzers. Perception is not just a mechanical, mirror reflection by the human brain of what is in front of his eyes or what his ear hears. Perception is always an active process, an active activity. It is the first stage of the thinking process, therefore, it precedes and accompanies all types of musical activity.

The perception of music occurs already when the child cannot engage in other types of musical activities, when he is not yet able to perceive other types of art. Perception of music is the leading type of musical activity in all age periods of preschool childhood. Hearing and perceiving music means distinguishing its character, monitoring the development of the image: changes in intonation, moods. The famous musician-psychologist E.V. Nazaikinsky proposes to distinguish between two terms: perception of music and musical perception - depending on whether it took place. He calls musical perception an accomplished perception—felt and meaningful. “Musical perception is a perception aimed at comprehending and understanding the meanings that music has as art, as a special form of reflection of reality, as an aesthetic artistic phenomenon”3. In the opposite case, music is perceived as sound signals, as something audible and acting on the organ of hearing. It is important to form musical perception.

The perception of music by young children is characterized by its involuntary nature and emotionality. Gradually, with the acquisition of some experience, as he masters speech, the child can perceive music more meaningfully, correlate musical sounds with life phenomena, and determine the nature of the work. In children of senior preschool age, with the enrichment of their life experience and experience of listening to music, the perception of music gives rise to more diverse impressions.

At the same time, the quality of music perception is not related only to age. Undeveloped perception is superficial. It can also occur in an adult. The quality of perception largely depends on tastes and interests. If a person grows up in a “non-musical” environment, he often develops a negative attitude towards “serious” music. Such music does not evoke an emotional response if a person has not been accustomed to empathizing with the feelings expressed in it since childhood. N.A. Vetlugina writes: “The development of musical sensitivity is not a consequence of a person’s age-related maturation, but is a consequence of purposeful upbringing.”4

Thus, perception depends on the level of musical and general development of a person, on purposeful upbringing.

Both emotions and thinking are involved in the perception of works of art. When listening to music, the role of the emotional component is especially great. If a person has developed perception, then he comprehends the meaning of a piece of music even after just one listening. With repeated listening, the perceived musical image deepens, the work opens up with new facets. In childhood, when the experience of perceiving music is still small, as a rule, several listenings are required for the perception of the work to become more meaningful and felt. Therefore, it is so necessary to develop the musical perception of preschoolers and train it.

The nuances of music develop in children from an early age. At each age stage, the child distinguishes the most vivid means of expression with the help of the capabilities that he has - movement, speech, play, etc. Therefore, the development of musical perception should be carried out through all types of activities. Listening to music can be put in first place here. Before performing a song or dance, the child listens to music. Receiving various musical impressions from childhood, the child gets used to the intonation language of folk classical and modern music, accumulates experience in perceiving music of different styles, and comprehends the “intonation vocabulary” of different eras. The famous violinist S. Stadler once remarked: “To understand a wonderful fairy tale in Japanese, you need to know it at least a little.” As mentioned above, the acquisition of any language begins in early childhood. Musical language is no exception. Observations indicate that young children enjoy listening to ancient music by J. S. Bach, A. Vivaldi, W. A. ​​Mozart, F. Schubert and other composers - calm, cheerful, affectionate, playful, joyful. They react to rhythmic music with involuntary movements. Throughout preschool childhood, the circle of familiar intonations expands, consolidates, preferences are revealed, and the beginnings of musical taste and musical culture as a whole are formed.

The perception of music is carried out not only through listening, but also through musical performance - singing, musical-rhythmic movements, playing musical instruments.

Thus, the development of musical perception of preschool children is as follows. As already mentioned, all types of musical activities interact with each other. A child's musical perception will not develop and improve fully if it is based only on listening to musical works. It is important for the development of musical perception to use all types of musical performance.

Musical performance, musical creativity,

musical and educational activities for preschool children

Musical performance

carried out in singing, musical-rhythmic movements, and playing musical instruments. To master various types of performing activities, it is necessary to develop certain skills and abilities in children. Some of them are easy to master, others are difficult. In order for children's performance and creativity to manifest themselves successfully, the child needs to accumulate musical impressions (through the perception of music). If children distinguish the changing nature of music, can correlate musical images with life phenomena, are well versed in the means of musical expression, they use the experience of perceiving music when performing musical works and in creative improvisations. Without developed perception, children's performing activity is reduced to imitation and does not perform a developmental function.

Often, children's performance does not carry value for other people, but it is necessary for the children themselves for further musical development. The requirement of artistry, rather of elementary expressiveness, can hardly be applied to children's performance. Through it, children convey their feelings, thoughts, experiences.

Children's performance requires certain training actions, repetitions, and exercises. Intonation errors in children's singing are overcome with the help of exercises to develop pitch hearing and establish auditory-vocal coordination.

Let's consider the types of musical activities in order.

Singing. Singing is the most widespread and accessible form of performance. In singing, the entire complex of musical abilities is successfully formed: emotional responsiveness to music, modal sense, musical-auditory perception, sense of rhythm. In addition, children receive various information about music, acquire skills and abilities. Singing fulfills the child’s musical needs; he can perform the so-called familiar and favorite songs at will at any time. Singing is closest and most accessible to children.

The impact of singing on the physical development of children is obvious: it promotes the development and strengthening of the lungs; by developing coordination of voice and hearing, it improves children's speech; affects the general condition of the child’s body; causes reactions associated with changes in blood circulation and breathing. According to doctors, singing is the best form of breathing exercises.

The methodology for working with children's voices was given in detail by N.A. Metlov.

Musical and rhythmic movements.

Rhythmics is one of the types of musical activity in which the content of music and its character are conveyed in movements. The basis of rhythm is music, and various physical exercises, dances, and plot-shaped movements are used as a means of deeper perception and understanding of it.

Movements to music have been used in raising children since ancient times (Ancient India, China, Greece). But it was the Swiss teacher and composer Emile Jacques-Dalcroze who first considered rhythm and substantiated it as a method of musical education. Before rhythm, he first of all set the task of developing musical abilities, as well as plasticity and expressiveness of movements. The special value and viability of his system of musical and rhythmic education lies in its humane nature. E. Jacques-Dalcroze was convinced that it was necessary to teach rhythm to all children. He developed in them a deep “feeling”, insight into music, creative imagination, and formed the ability to express themselves in movements.

B.M. Teplov proved the fact that the perception of music is accompanied by motor reactions (vocalizations, small finger movements, etc.). Therefore, movements are successfully used as techniques that activate children’s awareness of the nature of the melody and the quality of sound.

When practicing rhythmics, it is important that the center of the lesson is music. B.M. Teplov writes: “As soon as they (rhythm classes) turn into classes for the education of rhythmic movements in general, as soon as music retreats to the position of accompaniment to movements, the whole meaning, at least the whole musical meaning, of these classes disappears”5. To ensure that the children themselves do not focus only on performing movements during the lesson, the lessons must be carefully prepared by the teacher and the elements of dance movements must be learned. It is important that the training is developmental in nature, and not reduced to “coaching”.

Playing children's musical instruments. When working with children, various musical instruments and toys are used. They arouse great interest in the child. The initiator of teaching children to play musical instruments already in the 20s was the musical figure and teacher N.A. Metlov. He also came up with the idea of ​​organizing a children's orchestra (first a noise orchestra, then a mixed one). He did a lot of work to create and improve children's musical instruments that have a scale - the metallophone and the xylophone. A repertoire was selected, including folk songs and other works.

The use of children's musical instruments and toys enriches musical experiences for schoolchildren and develops their musical abilities. Playing musical instruments that do not have a scale helps develop a sense of rhythm and expands children's timbre perceptions. Melodic musical instruments are all three basic musical abilities: modal sense, musical-auditory perception and sense of rhythm. To play a melody by ear, you need to have musical-auditory ideas about the arrangement of sounds in height and rhythmic ideas. When selecting a melody, it is also necessary to feel the attraction to stable sounds, to distinguish and reproduce the emotional coloring of the music. In addition, playing musical instruments develops will, desire to achieve goals, and imagination.

It is important to attract children's attention to the expressiveness of the timbre of each instrument, to use figurative comparisons and characteristics. Children should feel the expressive capabilities of instruments and learn to use a variety of timbre colors. Thus, musical responsiveness to music develops - the basis of musicality.

When teaching how to play musical instruments, the teacher must take into account the individual capabilities of each child. Some children easily select songs, while others require more detailed preparatory work.

All types of children's musical performance should be present at a music lesson for preschoolers.

CHILDREN'S MUSICAL CREATIVITY.

N.A. Vetlugina, in her research, comprehensively analyzed the capabilities of children in performing creative tasks, the origins of children's creativity, the ways of its development, substantiated the idea of ​​​​the relationship, interdependence of children's learning and creativity, theoretically and experimentally proving in her works that these processes are not opposed, but are in close contact and mutually enrich each other. It was found that a necessary condition for the emergence of children's creativity is the accumulation of impressions from the perception of art, which is a model for creativity, its source. Another condition for children's musical creativity is the accumulation of performing experience. In improvisations, the child emotionally and directly applies everything that he has learned during the learning process.

Children's musical creativity, like children's performance, usually has no artistic value for the people around them. It is important for the child himself. The criteria for its success are not the artistic value of the musical image created by the child, but the presence of emotional content, expressiveness of the image itself and its embodiment, variability, and originality.

In order for a child to compose and sing a melody, he needs to develop basic musical abilities.

Children's musical creativity is by its nature a synthetic activity. It can manifest itself in all types of musical activities: singing, rhythm, playing children's musical instruments. It is important to develop song creativity starting from early preschool age, using creative tasks that are feasible for children. The success of children's creative expressions depends on the strength of their singing skills, the ability to express certain feelings and moods in singing, and to sing clearly and expressively. It is important to draw children's attention to the expressiveness of their improvisation even in the simplest exercises. In addition to singing, children's creativity can be manifested in rhythm and playing musical instruments. The creative activity of children in rhythm largely depends on the organization of training in musical and rhythmic movements. Full-fledged creativity of a child in rhythm is possible only if his life experience, in particular musical and aesthetic ideas, is constantly enriched, if there is an opportunity to show independence.

Increased attention should be paid to the selection of musical works that serve as a kind of scenario for children’s independent actions. Program music occupies a leading place.

Children's instrumental creativity usually manifests itself in improvisations, i.e. composing while playing the instrument. It also arises on the basis of children’s life and musical experience.

One of the conditions for successful instrumental creativity is the possession of basic skills in playing musical instruments, various methods of sound production, which allow you to convey the simplest musical images (clatter of hooves, magical falling snowflakes). It is important that children understand that when creating any image, it is necessary to express the mood and character of the music.

MUSICAL AND EDUCATIONAL ACTIVITIES

It was said above that in kindergarten, preschoolers not only learn practical musical skills, but also receive the necessary theoretical knowledge about music.

To develop musical abilities, children need certain knowledge. The development of modal feeling (distinguishing the emotional coloring of music - the character of the entire work) presupposes knowledge that the content of music is feelings, moods, their changes, that the image in music of any phenomena of the surrounding world always has a specific emotional coloring, that the means of musical expressiveness (major or minor scale, different timbre, dynamics, etc.) create a certain mood, gentle or menacing, cheerful or solemn, that the musical form (the number of parts in the work) is determined by the change in the emotional coloring of the music.

For the formation of musical-auditory concepts, it is important to know that musical sounds have different pitches, that a melody is made up of sounds that move up, down, or repeat at the same pitch. The development of a sense of rhythm requires knowledge that musical sounds have different lengths - they can be long and short, that they move and their alternation can be measured or more active, that rhythm affects the character of the music, its emotional coloring, and makes various genres more recognizable. The formation of a motivated assessment of musical works, in addition to the accumulation of auditory experience, requires certain knowledge about music, its types, composers, musical instruments, means of musical expression, musical genres, forms, mastery of certain musical terms (register, tempo, phrase, part, etc.)

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

Children show inclinations towards certain types of musical activities. It is important to notice and develop in every child the desire to communicate with music in the type of musical activity in which he shows the greatest interest, in which his abilities are most fully realized. This does not mean that other types of musical activity should not be mastered by him. However, one cannot ignore the position of psychology on the leading types of activities that influence the development of personality. If these leading types of activity appear in preschool childhood, it is necessary to take into account the characteristics of each child and, accordingly, orient the process of musical education towards the development of his abilities, inclinations, and interests. Otherwise, as we have already noted, the learning process comes down to “coaching.” If training is carried out without an individually differentiated approach, it ceases to be developmental.

So, musical performance is carried out in singing, musical-rhythmic movements, and playing musical instruments. The main condition for the emergence of children's musical creativity is the accumulation of impressions from the perception of art, which is a model for creativity, its source. Another condition for children's musical creativity is the accumulation of performing experience. To develop musical abilities, children need certain knowledge.

Thus, the specifics of the musical activity of preschoolers are as follows. A child's musical perception will not develop and improve fully if it is based only on listening to musical works. It is important to use all types of musical performance to develop musical perception. It is carried out in singing, musical and rhythmic movements, and playing musical instruments. The conditions for the emergence of children's musical creativity are the accumulation of impressions from the perception of art and the accumulation of performance experience, and for the development of musical abilities, children need certain knowledge.

Bibliography:

1. Radynova O.P. Musical education of preschool children / O.P. Radynova. – M.: VLADOS, 1994

2. Nazaykinsky E.V. Musical perception as a problem of musicology // Perception of music - M., 1980

3. Petrushin V.I. Musical psychology M., 1997

4. Nazaykinsky E.V. On the psychology of musical perception. – M.: 1972

5. Vetlugina N.A. Musical education in kindergarten - M.: Education, 1981

6. Tarasov G.S. Pedagogy in the system of music education - M., 1986

7. M.L. Lazarev Program for the formation of children's health “Hello” - M.., 1997, Academy of Health.

Educator: Anikina Yu.A.

Zelenodolsk, 2015.

Modern technologies in musical education of preschool children

A special approach in this area of ​​education requires the use of innovative methods and technologies. Modern inventions facilitate and determine the variety of activities of a teacher.

Thus, when listening to melodic compositions, presentations and videos are widely used. Such visibility and expanded capabilities allow you to better perceive and understand information conveyed through music.

When learning dance movements and rhythmic exercises, videos on relevant topics are used.

These methods arouse greater interest in children and contribute to better development of musicality.

The accumulation of musical experience and culture is facilitated by the technology of development of music perception by O. P. Radynova.