Fitness and healthy lifestyle 

Work experience as a kindergarten music director. An integrative approach in musical education of a preschooler. Personality education through integrative musical activity

Svetlana Stepanovna Ufimskaya
Integration as a means of musical and creative education of preschoolers.

In the system of modern preschool education, innovative processes are taking place, characterized by changes in the outlook of the teacher and the ideology of education.

In connection with the requirements of the Federal State Educational Standard preschool education (FSES) there is a need to identify the essence and meaning musical development preschool children age within the educational field "Artistic aesthetic development» .

Targets that represent age characteristics possible achievements of the child in artistic and aesthetic development, are associated with the solution of such important issues as the definition of the nature, specificity and structure of the complex musicality, opportunities and patterns of development, the ratio of innate, individual and social. If the child does not develop the ability to be aware of the process of creation musically- artistic images, the meaning of creativity, its connection with the diverse phenomena of the surrounding world, then the individual susceptibility to musical art and artistic vision of the world. Therefore, it is so important to allow every child to realize himself in the field musical art.

T.S.Komarova, a researcher in the field of pedagogy and psychology, considers integration as a deeper form of interconnection and interpenetration of different content upbringing and education of children covering all types of artistic and creative activities, while the author emphasizes that “... in integration one type of art is pivotal, the other helps a broader and deeper understanding of images and their creation in various expressive by means».

Important are the conclusions of psychologists that the child's cognition process takes place with the participation of all analyzers in the process of activity. Cognition carried out through the visual perception, is only a part of the whole process of the child's cognition of reality. Integration different types of arts in the educational process makes it possible to obtain deeper and more versatile ideas about the world around us. This is precisely the goal that modern education before teachers - creating a holistic image of the world for a child.

Main in education and is the development of the child's perception of the world, awareness of the diversity of the world around him, his feelings, mental processes, imagination and fantasy.

Summarizing the views of scientists involved in the study of the problem integration defining the principle integration as a means of musical and creative education of preschoolers, we assume that the process integration will be more successful with the following pedagogical conditions:

synthesis of arts(going beyond one art);

Communication with the immediate environment (nature, culture, family,

traditions;

Co-creation (interaction with each other);

learning in action: I hear - I feel - I do (shift of emphasis from perception for creative self-expression);

Active organizational forms (research, modeling, joint creative projects, experiments, leisure, holidays).

Organization feature integrated processes are characterized by four aspect: integration(synthesis) types of arts (literature, poetry, music, painting, theater, choreography, architecture, integration educational areas, integration types of children's artistic and creative activities (playing music, singing, active listening music, games with sound, speech communication games, stick games, finger games, rhythm games, dance miniatures, elementary dances, elementary theater, movement improvisation, drawing, modeling, etc., integration of personality traits, which act as targets for the child's possible achievements.

Integration-this is A New Look for education, education and development of children... It, Firstly, a change in the pedagogical worldview, a change in consciousness, Secondly, it is self-education, self-education, self-improvement of the teacher. Thirdly, it is an orientation towards development preschoolers rather than teaching them certain skills and abilities. Emphasis in education transferred to the creative manifestation of the child, to the formation of the child's desire to develop a creator in himself. Integration how modern pedagogical technology reveals to teachers ample opportunities "Construction" educational process based on the educational objectives and capabilities of children.

Musically- aesthetic activity differs from other types aesthetic activities emotional-sensual and artistic-figurative nature of the development of value content music, disclosing her personal meaning with the aim creative self-realization personality.

Children strive to communicate with art that cannot be seen and touched, but which at the same time has the most on them strong influence expanding the boundaries of children's consciousness to infinity.

What does music so close and understandable to a child? What makes a growing person, free in their manifestations, with enviable constancy choose the activity associated with it?

music is self-expression... Baby is kind of ready musical instrument open to the transmission of melodies and rhythms of life in music.

music is mutual understanding. By using music the child not only has the opportunity to tell about himself, his the inner world but also can be understood by another person.

Diversity music provides its organic inclusion in any event in the life of the child.

music is the child himself... Manifold music equal to the diversity of a growing person.

Music contains the whole world of the child, becomes the language of his soul.

Musical activity of a preschooler is syncretic... He is not just a participant in all its types, he often implements them at the same time!

The norm musically-aesthetic activities in our kindergarten have become integrated lessons who helped give children an idea of ​​the specifics of various types of art ( music, painting, theater, choreography, poetry, expressive features of their artistic funds, the ability to convey thoughts and moods in different types of artistic activities of children in their original language. Integration different types of art allows for classes interesting and exciting... Therefore, it is important not formally, but thoughtfully to combine different types of artistic activity, alternate them, find features of proximity and differences in works, means expressiveness of each art form, in its own way conveying musical image... Through comparison, juxtaposition of artistic images, children will more deeply feel the individuality of the work, come closer to understanding the specifics of each type of art. For example, in a lesson on "Fairy Tale Heroes" interesting not only to trace how differently or similarly the same image is transmitted in different types of art, but also to compare several musical works for the same theme: "Baba Yaga" Tchaikovsky, Mussorgsky, Lyadov.

A general creative atmosphere reigns in such classes. Children and the teacher become partners. The logical, natural transition from one type of artistic activity to another makes these activities very dynamic and exciting for children of all ages. The constant change of activity does not allow children to get tired. In the course of my integrated lessons, the child's own creation, his creativity, the product of which are drawings, plastic movements, and verbal creativity, is included in the creative process. When choosing content, I focus on the child, on what is close to him and expensive: the natural world, loved ones, games, Russian folklore and different types of art.

Features of age and experience preschooler require differentiation of tasks. Therefore, tasks in all age groups are oriented strictly according to the principle of complication, which allows the child to move from perception to empathy, from empathy to imagination, from imagination to creativity. At the beginning of my creative search, the classes were seasonal. character: « Spring drops» , "Winter - winter", "Autumn round dance" and others. K musical works from"Typical program" She herself selected the poetic lines that are most accessible children: "Under blue skies.", "Winter is coming sorceress", A. Pushkin or "Bewitched by the Invisibility", "White birch" S. Yesenin "Snowstorms, blizzards and blizzards, Valentina Berestova and others. With the advent of new programs on musical education there was an opportunity to teach children to hear highly artistic music... Convey her character in dance and figurative movements, pantomime, playing on musical instruments, in figures using comparisons musical works with poems, reproductions of paintings and acquaintance with music composers - classics, that is, use integrated approach to the organization of classes. First of all, it is an opportunity to find your own unique path to the heart of a child, through classical music... The proposed selection of the program's repertoire allows you to build classes around a topic, combine them with a plot, a fairy tale, a game, and facilitates the variation of their types. Integrated classes relax children, contribute to the manifestation of their creativity in different forms musical and artistic activities. It is especially important to use music by composers, which are a true example of the world musical culture... Receiving from childhood artistic and full-fledged musical experience, the child gets used to the language of the intonation of folk, classical and modern music, comprehends "Intonation dictionary" music different eras and styles.

I want to highlight some integrated classes, compiled by me, differ in various structure: "Kolobok"-includes integration theatrical activities of children in Russian folk tale and Russian musical folklore - song, ditty, round dance game, dancing, playing music.

Children, in the course of a theatrical action based on a fairy tale, showed their creativity in a Russian song (playing with it, they performed ditties, danced round dances with pleasure, danced Russian dances, played musical instruments.

Integrated lesson for older children preschool age "Colors of Autumn" united music, cognition, artistic activity... During the lesson, children expressively sang songs about autumn, conveyed their perception"Autumn song" P. I. Tchaikovsky. We listened to wonderful poems by Russian poets. And at the end of the lesson, we completed creative work using the watercolor wash technique. "My color-musical mood» .

"Winter mood" also united music, cognition and artistic creation. Children read poems by A. Pushkin, S. Yesenin, V. Berestov with pleasure, listened and emotionally responded to music A... Vivaldi, P.I. Tchaikovsky. Enriched the knowledge of children about winter, its signs by watching video slides "Winter"(paintings by Russian artists Shishkin, Surikov, Savrasov and many others). The end of the lesson was creative work "Winter mood".

Older preschool age integrated occupation These days will not cease glory " integration educational areas "Artistic and aesthetic development", the form Gcd: musical and artistic reading fiction, communicative, cognitive.

Younger age "Who walks in the snow?" integration music, cognition, reading of fiction, artistic creation. Children listen music and present, who could move around like that? They find out that a bunny jumps easily, they find it in pictures from the series "wild animals"... But someone else is coming. Determine that it is a bear ( heavy music, slow, find in pictures of a bear. Then children draw footprints on paper. (bunny tracks with the tip of a brush, bear tracks - with the whole pile)... With age, I have complicated the content of the classes. Children really like the classes for the following themes: « New Year's miracles» , "Who lives in the little house?", « Music of the forest» ... Your impressions of perception of various musical children convey images in rhythmoplastics, verbal creativity, in drawings.

In my work I use pedagogical innovative technologies: T. I. Petrova, E. P. Sergeeva, 2000, "Theatrical games in kindergarten" M. D. Makhaneva, 2001, « Musical and theatrical activities in the preschool educational institution " (integrated lessons) L.A. Gorokhova, T.N. Makarova, 2005 Theater reveals the spiritual, emotional and creative potential child. Technologies for theatrical activities are theatrical activities and games developed by the authors. Integrated activities free up time for spontaneous play. Integration of music and theatrical activity helps to minimize traditional forms of organization educational activities at a preschool educational institution and serves as the key to successful development and effective learning preschoolers.

Tsyplyaeva Alla Viktorovna,

postgraduate student of Moscow State University for the Humanities M. A. Sholokhova
Lecturer at the Children's Art School, Lukhovitsy
[email protected]

The period of childhood is characterized by the objective manifestation of talents, which are often hidden due to the prevailing general notoriousness of children. Revealing the individual giftedness of a child in various areas of social activity is one of the priority tasks additional education.
Thanks to the system of additional education, we received a unique opportunity to familiarize almost every child with artistic creativity. Children from disadvantaged, large and low-income families who are unable to pay for tuition in paid educational institutions.
Musical education can be understood in a narrow and broad sense. In a broad sense, musical education is the formation of a person's spiritual needs, his moral ideas, intelligence, the development of ideological and emotional perception and an aesthetic assessment of life phenomena. In this understanding, musical education is the education of a Human.
In a narrower sense, musical education is the development of the ability to perceive music. It is carried out in various forms of musical activity, which set as their goal the development musical ability human, education of emotional responsiveness to music, understanding and deep experience of its content. In this understanding, musical education is the formation of a person's musical culture.
The functions of musical, and in particular choral, classes are diverse: educational, cognitive, artistic and aesthetic, the functions of communication and recreation. The main task of the teacher is to interest children, instill in them a love of music. The most important thing to keep in mind is the need for high energy efficiency on the part of the teacher and in educational process, and in communication. It is much easier to tune children into a joke, a game, or an emotional outburst than for serious exhausting work. Their emotional outbursts are much more difficult to calm down. Their grievances, justified and without foundation, flare up instantly, just like the reaction to these grievances. Their attention is short-lived, their restlessness is known. But all these and many other difficulties of working with children are compensated for by their great spontaneity, openness, amazing outbursts of revelations in thinking and the very special beauty of the sounds of children's voices.
Musical education influences not only the emotional and aesthetic structure of the child, but also his mental development taking into account developmental psychology. The upbringing of hearing and voice affects the formation of speech, the upbringing of a modal feeling is associated with the development of the ability of the nervous system to inhibit and excite processes and other processes occurring in the body.
This ability underlies human behavior and affects the physical health of children:

  • develops respiratory muscles;
  • strengthens the nervous system;
  • helps to eliminate speech defects (stuttering, burr, nasal).

The main form of teaching music and musical education is choral singing, as it has an organizing and disciplining effect on children, fosters a sense of collectivism, friendship and cohesion, forming social personality... Choral singing has a great power of emotional impact and is the most effective means of educating the aesthetic, artistic taste, initiative, imagination, creativity, thus determining the moral character of the individual.
However, despite the importance and relevance of musical education and, in particular, choral singing as an integral part of the student's personality development complex, our pedagogy has far from exhausted all forms and methods of working with children, especially in modern tipping point development of the country. Therefore, it becomes necessary to research, develop and improve new promising and more effective methods upbringing of the socially creative personality of the student in the conditions of additional music education.
The perestroika period brings us both positive and negative aspects. So, in the current conditions, it became possible to expand the network of new music educational institutions. different types on the basis of self-sufficiency (cost accounting), to change the content of curricula, programs, taking into account the increasing needs for specialists, to develop by ourselves educational institutions new curricula, introduce new subjects into curricula.
But at the same time a large number of young people rushed into commercial activities. The psychology of children is changing. Parents are more worried about financial well-being children than a ghostly musical future. In this regard, there was an outflow of a part of talented children from institutions of additional music education (children's music schools, art schools, centers for the development of creativity, etc.). The financial support of the state structures for children's music schools has decreased.
In these conditions, the problem of interest, passion of children for music as a fundamental problem of institutions of additional education is manifested with particular acuteness. Society needs active, creative people. How can you do it in order to awaken in children interest in themselves? How to find an explanation that the most interesting is hidden in themselves, and not in newfangled toys and computers? How to make creative activity need, and art - natural, necessary part life?
Psychologists define creativity as a powerful factor in the development of a person, determining his willingness to change, to abandon stereotypes, which leads to new ways of solving a problem or a new way of expressing.
Special pedagogical conditions contributing to a more effective and high-quality development of a socially creative personality. Such conditions should be an integrated approach, expressed through: ensuring the unity of goals, objectives, content and teaching methods; organization of influence on all spheres of the child's personality. When learning with integrated approach the child gets the opportunity to perceive the world as a field of activity for creativity, where singing is seen as a means of realizing his creativity.
The formation of interest in music and, in particular, in choral singing at the present time, is seen in integrative musical activity. “The integrative attraction of different types of art, which has some relationship with the ideas of K. Orff, contributes to the implementation of the synthesis of multiple intersubject connections, the identification of common artistic patterns. Poetry and artistic composition, plastic movement and musical improvisation, theatrical performance and research work - all this is included in the stream children's creativity».
Musical activity is realized, as I.M. Sechenov, feelings, that is, a certain kind of sensations and perceptions. I.P. Pavlov said that it is the sensory part of any reflex act that is active, creative, and the motor part is service, performing. Accordingly, we can assume that critical importance in musical activity have sensory processes, first of all, the processes of development of musical ear. In the 20s of the XX century. S. T. Shatsky spoke about the priority of labor, play and art in organizing activities in the process of raising children.
At the present time, ways of realizing urgent and intractable problems are needed. E. I. Yudina noted such as:

  • the idea of ​​a developing personality in the developing world;
  • self-movement, self-development, self-construction of a person, his spirituality in the light of the restoration of the culture-forming and personality-developing functions of education;
  • formation of the foundations of the humanitarian culture of the individual;
  • formation of the foundations of children's creativity in the spectrum of composer, choreographic, literary, visual, practical work, research species activities.

Any activity should start with setting a goal. What are choral lessons for? the main objective- these are not reporting concerts, not participation in competitions, festivals, shows, but the development of the creative abilities of children, aesthetic, emotional feelings, moral position, human morality and active life position... And it is precisely choral singing, as the most accessible for children, that is the main, leading way of children's musical activity. To do this, you need to make the educational process interesting, exciting, show children the beauty of the sound of a singing voice. And the approach to the development of a child's personality should be complex; learning is inextricably linked with education, classroom and extracurricular work must be subordinated to one goal - a comprehensive education of the individual.
The teacher's motto is to bring children the joy of communicating with music, the joy of learning, the joy of work, concert performances, overcoming difficulties, the joy of success, etc.
If the child is interested in the classroom, he will not be distracted and engage in activities not related to musical activity. To achieve this goal, the following factors must be considered:

  • the main age features children;
  • knowledge of versatile features in the presentation of the material; in the understanding of what the teacher wants to give and take, in the ability to captivate the child with his idea;
  • construction, planning, form music lessons;
  • the ability to choose a visual and didactic material, development of a script for each lesson;
  • ability to choose the right one methodological program for each type of activity and use it correctly, correctly apply it in work.

Musical activities can be quite varied. It is not at all necessary that each lesson follows the same pattern. It is possible that one time more time will be devoted to singing, the next - listening, then - discussing musical material, etc. The main thing is to give everyone the opportunity to "be" a composer, musician - performer, actor, choreographer, researcher, etc. In this case, it will be possible to observe how much more the creative possibilities of children become, the richer their imagination. The content of such classes should be figurative, visual and exciting.
According to the testimony of scientists, people who have experienced the joy of creativity live and work in a completely different way, become more talented in many other areas.
It doesn't matter what our students will have to do in the future: build houses, heal people, teach children, etc. What matters is that they will do it creatively, with fantasy, love, invention. A creative, socially adapted person will definitely work better, it will be more interesting to communicate with him.
Here are some of the activities in brief.
Speech exercises: searching for rhyme, composing poetry, searching for expressive speech intonations, etc. Movement: coordination of movements in connection with rhythm, coordination of movements in connection with pitch and strokes, etc. Theatrical, creative play: role-playing game according to a given song, improvisation to a piece of music without text, etc. Improvisation: selection of a classical piece of music for a certain poem, compose a concert program from works of classics, etc. Singing: solo, choral, ensemble, etc. Listening to works Russian and foreign classics and contemporary composers. Mastering the concepts of musical, theatrical and artistic views art. In addition to such assignments, it is also necessary to include assignments for independent listening to the music of the great masters in the class time, followed by a discussion of what was heard.
One of the main criteria for assignments in the classroom should be their content side, aimed at personal significance for each pupil, at finding personal meaning.
Due to the propensity of children to active physical activity, their attention during rehearsal is difficult to concentrate on long term... This obliges the teacher to be very creative. He must find ways of intensive influence on children, often change teaching methods, not lose the pace of work. During classes, it is good to carry out moderately mobile music games with obligatory rest before singing.
Thus, the educational material can be arranged according to the following scheme:

  • creative activity - speech, plastic, theatrical, musical, other;
  • creative self-study of dancing, singing, playing musical instruments, conducting, including by means of auto-modeling and motor-visual visualization;
  • improvisation - vocal, instrumental, plastic;
  • assimilation of general artistic laws through adequate creative activity;
  • assimilation of the concepts of musical art through adequate creative activity with the systematization of the range of musical preferences.

Relevant in pedagogical process is the ability to evoke an emotional response to music, to awaken interest in art, to cultivate the ability to feel the reflection of human spirituality in the beauty of musical intonation. Involvement in it through mechanisms musical perception creates the necessary prerequisites for aesthetic education child by means of music.
It is important to actively visit excursions, concert halls and theaters. Introduction to both classical and modern music is a means of forming an artistic and aesthetic culture. Participation in various competitions and concerts is required. The collective creative work of children not only contributes to their comprehensive development but also forms them moral qualities, ideological convictions, and the consciousness that a choir member is a part of one large collective has a beneficial effect on the education of collectivism, friendship and kindness, which remain with children for their entire conscious subsequent life.
An important role is also played by conversations with the parents of pupils about the importance of music lessons for general education child. Achieving parental respect for singing is just as important as instilling affection in the children themselves. Children in their hobbies are sometimes inconsistent, therefore, the firm interest of parents in attending their child's choir classes often determines the student's long-term work in the team. It is important for parents to ensure that positive impact music lessons for the development of their child.
All obstacles in working with children are surmountable if the teacher loves his pupils, constantly improves in the profession and has a quality that is irreplaceable for the teacher, about which the great teacher V. A. Sukhomlinsky said: “The most important virtue of the teacher was, is and will be - patience”.

Literature

1. Arsenina E.N. Music. 1-7 grades. - Volgograd: "Teacher", 2009.
2. Vygotsky L.S. Psychology of art. - M., 1987.
3. Oleinik M.A. Formation of personality-oriented professional thinking of future music teachers. Abstract. - Volgograd, 1996.
4. Smolina E.A. Modern music lesson: creative techniques and tasks. - Yaroslavl: "Development Academy", 2007.
5. Sukhomlinsky V.A. I give my heart to the children. - Kiev, 1974.
6. Shatskiy S.T. What is a club? // Favorite pedagogues. in 2 vols., vol. 1 - M., 1980.
7. Yudina E.I. The first lessons of music and creativity - M .: "Aquarium LTD", 1999.
8. Development of a child's voice. Ed. V.N. Shatskaya. Publishing house "Academy of Pedagogical Sciences of the RSFSR". - M .: 1963.

Chekaldina Veronika Ivanovna

Educator MBDOU "CRR - kindergarten" Rainbow "

S. Amga, Amginsky ulus, Republic of Sakha (Yakutia)

The use of the integrative method in the musical education of preschool children.

Art plays huge role in the formation of a spiritually developed personality, in the improvement of human feelings, in the humanization of the phenomena of life and nature. Communication with works of art, reflecting reality, including the entire sphere of human feelings, not only contributes to the formation of the sense organs established on the perception of certain types of art, without which the very existence of art is impossible, but also contributes to the active growth of aesthetic consciousness, i.e. allows a person to move from a psychophysical relationship to a work of art to an analytical relationship to it.

The integrated teaching method is aimed at developing the child's personality, cognitive and creative abilities. The term "integration" has appeared on the pages of the pedagogical press since the end of the 1980s. If you look into Ozhegov's dictionary, then the essence of the definition is as follows: "combine into one whole."

Integration is not just an addition, but the interpenetration of two or more objects. One of them needs to make room, having absorbed the second, and, illuminated by it, reveal himself in a new way.

The variability of using the integrative method is quite diverse:

    Full integration (one of the priority sections is integrated with all other sections of the program);

    Partial integration (one of the directions is integrated into the other);

    Integration of additional education and educational process;

    Integration based on a single project based on the problem;

    Integration of various types of art within the artistic and aesthetic direction.

Conducting integrated activities can save children time for communication, self-creation and play activities... In such classes, various parts of knowledge are combined, the content of which the teacher selects based on a specific topic. The main task of the teacher is to correctly select the content of knowledge for their further integration. Here it is important to take into account that knowledge should expand and enrich the existing ideas of children, be necessary in subsequent education at school, accessible to the child, rely on his personal experience and be connected with his daily life. In addition, they must:

    Involve children in solving problem-search tasks formulated on the basis of personal experience the child and activate his cognitive interests, the desire to assimilate new knowledge;

    Stimulate mental activity (the process of analysis, synthesis, comparison, generalization and classification);

    Increase the level of self-control, self-organization, self-esteem.

The topics of integrated lessons can be expanded and supplemented, taking into account the personal experience of children, their individual capabilities. A variety of topics encourages children to emotional experiences, turning to their thoughts and feelings, the emergence of a need for verbal communication as a means of self-expression. When conducting integrated sessions, consider the following:

    Positive emotional style of relationship between adults and children.

    The expressiveness and emotionality of the teacher's speech.

    Age, individual psychological characteristics children of the group.

    Formulation of problematic tasks, tasks of increased difficulty.

    Mandatory use of clarity.

    Constant change of methods and techniques of working with children, forms of their organization.

    Incorporating moments of self-control and self-esteem.

Of all types of art, music has the greatest power to influence a person, directly addressing his soul, the world of his experiences, moods. It is called the language of feelings, a model of human emotions. Musical art plays a huge role in the process of upbringing spirituality, a culture of feelings, the development of the emotional and cognitive sides of a person's personality. Music can sound not only on special classes, but also in classes in drawing, mathematics, speech development, in physical education and others. Music is selected in conjunction with the theme, its purpose is to awaken the child's imagination, to create a certain mood. Using musical works in the educational process, it is necessary to take into account not only whether they are good in themselves, but also the correspondence musical form the content that the teacher puts into it, because the melody in this case is not an end in itself, but a means of transmission teaching material... Therefore, when choosing a melody, you must strive to ensure that it:

    Made up a harmonious unity with verbal (and other) information;

    It was desirable for reproduction by children from the point of view of their age (and individual) characteristics, and was also suitable for a teacher from the point of view of his methodological views.

All types of art included in the interacting complex are a model of a new system of aesthetic education and serve common goal, therefore, their interaction and interpenetration are objectively necessary.

References:

    Lapteva V.A. Mathematics ... This is a song that is always with you // Primary School plus Before and After. No. 7 2002, C 22-28.

    Fundamentals of the system of musical education, // Preschool education №11 2001., pp. 63-69.

    Petrenko L.A., Dubrovskaya O.M. Integration lesson and methodology for its implementation, 176 p.

    Pavlenko I.N. Pedagogy of preschoolers Integrated approach in teaching preschoolers, pp. 89-92.

    The project method in the activities of a preschool institution. Moscow, 2005, 94 p.

    Rachina B.S. Integration of various types of musical activity as a stimulus for the creativity of children // musical education and training of a music teacher. M. 1996, S. 49-52.

    Yudina E.M. first lessons in music and creativity. M., 1999.268 p.

"Music is called the mirror of the human soul",

"Emotional cognition" (), "model

human emotions "(),

it reflects attitude man to the world, to everything,

what happens in him and in the person himself. "

And our relationship - it is, as you know, our emotions.

Means emotions are the main content of the music,

which makes it one of the most effective remedies

the formation emotional sphere child "

INTEGRATIVE APPROACHES

IN MUSIC EDUCATION OF PRESCHOOLERS

The role of music in the emotional and creative development of preschoolers

The emotional sphere is the leading sphere of the psyche in preschool childhood. It plays a decisive role in the formation of the child's personality, the regulation of his higher and mental functions, as well as behavior in general. Only full formation the emotional sphere of the child makes it possible to achieve harmony of the personality, "the unity of intellect and affect" (). We can say that a child at preschool age is EMOTION itself, and therefore, the importance of his encounter with highly artistic music can hardly be overestimated. Music, in addition, contributes to the formation of the cognitive and moral spheres, forms "creativity" as a quality of the personality.

Influence of modern environment on the development of the child's personality

However, our children live and develop in difficult conditions of the musical society. Modern rock music, which sounds everywhere and is cultivated by the media (whether we want it or not), is also listened to by our children. Its shamanic rhythms, ultra-high and ultra-low frequencies, unbearable volume, bypassing consciousness, fall into the subconscious, thus, exerting a strong negative impact on emotional condition child, destroying his soul, intellect, personality.

Many parents, due to their workload or simply because of unwillingness, do not work with own child: I don't want to answer it endless questions, read books; easier to buy computer game or put on a video tape with a foreign cartoon. After sitting for this lesson for several hours, the child not only loses his health, but also adopts the stereotypes of behavior of rather primitive heroes, becomes callous, withdrawn or, conversely, aggressive, unable to communicate with his peers, to play with them. We can say that his mental and socio-moral development is under threat. Childhood is the most favorable, sensitive period for the development of musicality and musical abilities. The omission of this period is irreparable.

Therefore, parents and teachers should do everything possible to protect children from such music, to give them the opportunity to learn and love another - real music. It is up to us, teachers, to develop the ability of preschoolers to perceive, feel, understand the beautiful in life, in art, strive to participate in the transformation of the world around them according to the laws of beauty, to join artistic and creative activities.

Therefore, I set myself one of the main tasks: the formation of musicality in children, that is, the system of musical abilities, the creation of conditions for a broad orientation in music, primarily classical, and for the accumulation of a stock of highly artistic musical impressions.

This year I decided to introduce the children to S. Prokofiev's ballet "Cinderella". Familiarization takes place in 8-10 lessons. I wanted to see if our children, who do not have the opportunity to visit theaters and museums, will understand the language of music and the performing arts of dance. In order to make it easier for children to get to know each other and to introduce children to the atmosphere of the ballet itself, I have developed a lesson "At Cinderella's Ball" < Appendix 3 >.

In this lesson, children not only watched a scene from the ballet "Ball", but also learned a lot about balls from Cinderella herself. And from the Prince of Waltz oh ballroom dancing Minuet, waltz, mazurka, polka. They also performed these dances with pleasure and expressed their impressions in drawings.

The role of the developmental environment in organizing music lessons

Based on the specifics of the integrated lessons, I conduct them in the music hall, which my children and I call the “music living room”. In our "Music Room" all conditions are created for carrying out various types of activity: there is a piano, a music center, a video double, carpet, easels, chairs. An important role plays an aesthetic design. The hall is designed depending on the theme of the lesson, the season, etc. The music hall is decorated with an organza lambrequin, on the central wall wooden frame panels are hung (in accordance with the theme) painted on the fabric by our designer.

Provides flexible zoning, including a variety of visual, didactic and game material... When conducting integrated lessons, the emergence of surprises is envisaged, which allows you to get as close as possible to the construction of the intended action (a hut on chicken legs, a stove, a Christmas tree, a river, etc.), as well as the appearance fairytale heroes(Cinderella, Prince Waltz, Baba Yaga, etc.).

Non-traditional methods used in integrated lessons

To achieve the developmental effect of learning, in the classroom I use the following non-traditional methods:

The "apprentice" method: the whole process is viewed not as an impact, but as an interaction, a close co-creation of a teacher and a child;

Dialogue techniques that stimulate creativity at a communicative level by promoting interpersonal interactions... They are focused on stimulating independent knowledge, initiative, freedom of choice;

Game methods carry an emotional charge in the transfer of information and therefore take important place in the organization of artistic and creative activities, stimulate the creative process, the activity of children, contribute to the development of communicative qualities.

In the course of artistic and creative activities, close contact between an adult and a child is necessary, it is important to see the emotional well-being of each child, his emotional attitude... Throughout the lesson, I focus on the child, which allows you to release a lot of creativity, help the child take a creative position towards surrounding reality through the prism of art.

Theatrical art in the emotional and creative development of the child's personality.

Theatrical performance is an important part of my work. It is difficult to overestimate the role of theatrical art in the emotional and creative development of a child. Children's theater, organized by me - musical theater. All performances are accompanied by music, there are many movements, actions. I believe that the earlier and more different roles the child "tries" on the stage of the theater kindergarten, the easier it will be for him to feel on the stage of life. The theater's repertoire includes: children's operas "The Turnip", "The Wolf and the Seven Kids"; musical fairy tales: "Thumbelina", "Autumn in the Forest"; performances of poetry and prose, theatrical games: "Teremok", concert programs, meetings in the "Music Room", performances: "The Frog Princess".

Music in our preschool educational institution is in a special position. We set a goal to instill in the child good taste giving priority to classical music... It is also combined with folk, modern, children's music.

Korzh Ilona Robertovna,
musical director of GBDOU number 4
Krasnogvardeisky district of St. Petersburg

V practical work musical director with children in preschool institutions are used various constructions musical activity of children. One of them is an integrated lesson.

The theme is embodied in it through various activities. It is based on one thematic image, which is revealed in various fields of art and creativity of children.

The main integrated lessons are the integrity of artistic perception. The importance of this is especially relevant for preschool children, since they experience syncretism of perception. Thanks to integrated studies, a unified artistic and imaginative comprehension of the world becomes possible.

Music, literature and visual activity cover the entire human world. Therefore, the unity of perception of all types of arts is important for the child. Jan Amos Kamensky wrote: "Everything that is interconnected should be taught in the same interconnection."

The use of integrated lessons opens up great opportunities for the educator and music director. In such classes, not only highly specialized tasks are solved, but also more general ones. Such, for example, as the formation of the integrity of knowledge about the connection between art and human life, the tasks of moral and aesthetic education of preschoolers.

It should be especially noted that integrated classes give a great impetus to the development of children's creative abilities. These lessons offer them great opportunities for improvisation, both musical and artistic.

In integrated lessons like the rule goes consolidation of the acquired knowledge, skills and abilities. Based on the already existing knowledge, the music director presents the familiar musical repertoire in a new perspective, in a new environment, thereby enriching the child's artistic experience. Such classes are a generalization of the previously acquired knowledge on various occupations and in different types activities, therefore it is advisable to carry out them no more than once a month.

An integrated lesson is preceded by a lot of preparatory work. Important role here is the joint creative work music director, educator, teacher visual activity, speech therapist. Integrated classes must necessarily be planned in advance in a promising and calendar plans each of the specialists, the topics, goals and objectives must be specified this lesson... Work is negotiated and planned, which will be carried out by each teacher according to his type of activity, so that the integrated lesson is a harmonious completion of it.

An important role is played by the creation of a developing environment: the use of visualization, various musical instruments, costumes, decoration elements, and surprise moments. All this creates a positive emotional background and turns into a small holiday for the child.

Integrated classes can be conducted in any age group... The main criterion for choosing a topic and material is accessibility, amusement, purposefulness and consistency. For younger preschoolers such activities should be associated with some specific way (bunny, pussy, chick, etc.), accessible to their understanding. Older preschoolers can be offered abstract themes (seasons, space, my homeland).

The use of integrated lessons in the musical education of preschoolers opens up great opportunities for working in the conditions of new educational standards (FSES). The possibility of using modern pedagogical technologies makes this type of activity very effective view musical education of preschoolers.

Literature:

1. Metlov N. "Music for children", Moscow "Education" 1985.

2. "Methods of musical education in kindergarten", Moscow, "Education" 1989.

3. Rogalskaya L. " Unconventional forms work ", the magazine" Preschool education "No. 2 1995.

4. Terentyeva N.A. Lectures at the Department of Music of the Russian State Pedagogical University named after Herzen