Youth and beauty 

The role of the educator in organizing music lessons in my group. Control work the role of the educator in the musical development of a preschooler

The influence of music in the development of children's creative activity is very great. Music evokes an emotional response in children before other forms of art. Musical education contributes to the development of speech, emotions, movements, gives children joy, encourages activity, enriches with vivid artistic impressions. Music gives pleasure even to a 3-4-month-old baby: singing, the sounds of a metallophone cause the baby to first concentrate, and then smile. The older the children, the brighter and richer the positive emotions caused by music.

Preschool childhood is the best time to introduce a child to the world of beauty. In this regard, the personality of the educator is of great importance. The final result of the upbringing of a preschooler depends on his moral character, level of knowledge, professional skills and experience.

It is important for a teacher-educator not only to understand and love music, to be able to sing expressively, move rhythmically and play musical instruments to the best of their ability. The most important thing is to be able to apply your musical experience in raising children.

Raising a child by means of music, the teacher must understand its significance for the comprehensive development of the personality and be its active guide in the life of children. It is very good when children dance in their free hours and sing songs. Select melodies on the metallophone. Music should permeate many aspects of a child's life. Directing the process of musical education in the right direction can only be the one who works inseparably with children, namely, the educator. But for this, the teacher must have the necessary knowledge in the field of music. In preschool secondary and higher educational institutions, future educators receive extensive musical training: they learn to play an instrument, sing, dance, master the methodology of musical education. In kindergarten, the music director conducts work to improve the level of musical knowledge, develop the musical experience of a team of teachers.

Meanwhile, the responsibility for conducting musical education in the group with which he works is not removed from the teacher, even if there is a very experienced music director in the kindergarten.

The educator must:

  • To develop independence, initiative of children in the performance of familiar songs, round dances in various conditions (during a walk, morning exercises, classes), to help children express their musical impressions in creative games.
  • To develop an ear for music, a sense of rhythm in children in the process of conducting musical and didactic games.
  • Deepen the musical experience of children by listening to music in audio recordings.
  • Know all the program requirements for musical education, the entire repertoire of your group and be an active assistant to the music director in music classes.
  • Conduct regular music lessons with the children of your group in the absence of the music director (due to vacation or illness).

The teacher should carry out musical education using all forms of work: singing, listening, musical and rhythmic movements, playing musical instruments. The educator receives the skills for such work during special training in educational institutions and through communication with the music director at various consultations, seminars and workshops.

Working with the teacher, the music director reveals to him the content of the upcoming music lessons. Learn practical material. Of course, the music director introduces the educators to the immediate tasks that he sets in the process of working on the content of the training program. This helps them to observe the progress of each child together. Identify those children who need additional help, outline the ways of this help.

Besides. Such work allows the music director, taking into account the capabilities of each teacher, to skillfully use it in the process of music lessons. It happens that one moves well, but sings out of tune. The other has a good voice, but is not rhythmic. Excuses of educators from participating in music classes with reference to the inability to move or undeveloped hearing are not at all convincing. If the teacher has weak auditory representations. Insufficiently pure intonation, he can, knowing the program material and repertoire, constantly involve children who sing well in the performance of songs, and he himself can only sing along with them. To listen to music, he can use an audio recording.

The participation of the educator in a musical lesson depends on the age of the group, the musical preparedness of the children and the specific tasks of this lesson. It is especially important for the teacher to participate in work with younger groups, where he plays the main role in the game, dance, song. The younger the children, the more active the educator has to be - to help the child, to make sure that the children are attentive, to observe who and how manifests himself in class.

In the senior and preparatory groups, children are given more independence, but still, the help of a teacher is needed.

No matter how high the pedagogical qualifications of the music director, none of the main tasks of music education can be satisfactorily resolved if it is carried out without the participation of the teacher, and also if music sounds for children only on those days when the music director comes, if with children sing, play and dance only in music classes.

What exactly should the teacher do during a typical frontal lesson?

In the first part of the lesson, his role in the process of learning new movements is great. He participates in the demonstration of all kinds of exercises along with the music director, which allows children to develop their visual and auditory perception at the same time. The teacher, since he does not sit at the instrument, sees all the children, can give appropriate instructions and make comments in the course of the action. The teacher must offer accurate, clear and beautiful patterns of movements in all types of exercises, with the exception of figurative ones. In figurative exercises, the teacher gives exemplary samples, since these exercises are aimed at developing the creative activity of children.

In the second part of the lesson, when listening to music, the teacher is mostly passive. The music director performs a piece of music and conducts a conversation on it. The teacher can help children in analyzing music with leading questions, figurative comparisons, if the children themselves find it difficult to answer. Mostly, the educator, by personal example, shows the children how to listen to music when necessary, makes comments and monitors discipline.

While learning a new song, the teacher sings with the children, showing the correct articulation and pronunciation.

To introduce children to a new song, a teacher who has good musical data - voice, pure intonation, can perform the song solo. As a rule, such an acquaintance with a new work causes a lively emotional response in children. The ability of a music director to sing, dance, play an instrument for children is natural, while such skills of a teacher arouse great interest and a desire to imitate.

At the second stage of learning the song, the teacher sings with the children, at the same time checking whether all the children are active, whether they correctly convey the melody, pronounce the words.

Outside of music lessons, when fixing a song, you can’t teach children words without a melody. Musical accents do not always coincide with textual ones. When singing a song in a lesson with accompaniment, children will experience difficulties. Such nuances are worked out by the music director in group or individual lessons with educators.

At the third stage of learning (at 5-6 lessons), when the children are already expressively singing the song, the teacher does not sing with the children, since the task of this stage is independent emotionally expressive singing without the support of an adult's voice. Children must begin the song on their own with or without an introduction, perform all dynamic shades, and finish singing in a timely manner. The exception is singing songs with children of younger groups, where the experience of choral activity has not been formed and adult assistance is needed.

When learning non-plot games with children, the teacher gives explanations, instructions, comments during the game, can join the game at its first performance or when the game requires an equal number of pairs of children. The teacher plays with the kids at all stages of learning the game.

In story games, the teacher is either only an observer, gives instructions, or (in a complex game, as well as in younger groups) takes on one of the roles. Children's play should not be interrupted. After the game is over, the teacher gives the necessary explanations, instructions and the children play again. The teacher, watching the children play, helps the music director with advice - suggests that it still doesn’t work, what movements should be learned in exercises for further improvement.

The teacher acts in the same way during the performance of dances. A new dance - a pair dance, in threes, the elements of which the children learned during the exercises, the teacher shows together with the musician or with the child, if the dance is performed to the accompaniment of the music director. In the process of learning, the teacher gives instructions, helps to perform movements correctly, suggests a change of movement, paying attention to changes in music, dances with children who do not have a partner. At the final stage of learning, children dance on their own. In dances - improvisations conducted with older children, the teacher does not participate, since they are held in order to develop the creative initiative of children. He can write down the sequence of movements composed by the children and at the end of the dance he can approve or make comments if the children did not show their individuality in solving the task, the movements were all the same or monotonous. But usually these remarks are made by the music director. The teacher can, in agreement with him, improvise the dance, and offer the children to perform it in their own way.

In dances with the participation of an adult, where the actions are fixed by the author of the movements, the teacher always dances with the children in all age groups.

In the final part of the lesson, the educator usually does not actively participate (with the exception of younger groups), since the music director gives an assessment of the lesson. The teacher helps the children in rebuilding, monitors discipline.

In classes of a different structure, the role of the educator depends on the types of children's activities and corresponds to the methodology for its implementation.

In addition, the main role in musical education is assigned to the educator in the independent activities of children. This type of activity requires the creation of external conditions, a certain material environment. It is important for children to have their own musical corner - with a small number of musical instruments, musical and didactic games.

When planning an independent musical activity, the teacher will take a closer look at the children at the beginning of the school year. Who is interested in anything (singing, dancing, playing an instrument), are there any children who do not take part in music making?

Sometimes the leading roles go to the same children. This is partly due to the child's desire to be a leader rather than his interest in music. Other children are drawn to music, but they are timid, indecisive. The teacher must create optimal conditions for each child.

The highest quality of work can be ensured where educators, constantly improving their musical and pedagogical qualifications, become active and skillful assistants to the music director, use musical material in their daily work with children, are able to independently conduct simple music classes if necessary - in the absence of a music director .

When the educator already has some experience in observing and analyzing music lessons, as well as the experience of conducting them independently, he will make his proposals when discussing the methodological methods of conducting classes, stimulate the creativity of children, suggest a topic, distribute roles, outline the development of the plot in games and dramatizations.

Such a qualification is constantly acquired by the educator, as a result of a systematic analysis of the work of a specialist with children, his instructive sessions with the staff, and the performance by the educator of the increasingly difficult tasks of the music director.

Bearing in mind the constant and comprehensive improvement of the musical and pedagogical qualifications of the staff, the musician must not only teach educators singing, movements, the correct method of presenting musical material, but also improve the general culture of educators, teach them to understand the elementary features of music - in the nature of the work, in musical form ( chant, refrain, phrase). It is advisable to inform the team about significant musical dates, news in the musical education of children and other issues of musical life.

Consider another important form of musical and aesthetic education of children - a festive matinee, which includes almost all types of creative activities of children and the teaching staff.

The matinee is part of all educational work carried out in kindergarten. Here the tasks of moral, mental, physical and aesthetic education are carried out. Therefore, preparation for the holiday, holding it and consolidating the impressions received by children can be considered as links in a single pedagogical process.

The activities of the educator at matinees are very diverse. The leading role is the most responsible. His emotionality, liveliness, ability to communicate directly with children, expressive performance of poetic texts largely determine the general mood and pace of the celebration. The facilitator must not only know the program, but also be able to quickly respond to unexpected random changes.

Great pleasure is given to children by solo and group performances of educators. They can show various dances, sing songs, play the role of a character.

Educators who do not play any roles are with the children of their group. They carefully monitor how the children perceive this or that performance. They sing along with them, prepare attributes, details of costumes, change children's clothes on time, help them, if necessary, during the game and dance.

After the holiday, children remember the performances they liked for a long time. The educator should strive to consolidate these impressions by linking them with the topics of their classes. He invites children to draw or sculpt a character they like, come up with a new plot with the characters of the matinee, conduct conversations, repeat their favorite songs, games, and dances in a group and on a walk.

The teacher can independently learn the game with the children, put on a small theatrical performance, which can then be included in a musical lesson or in the program of a festive matinee.

The quality of the musical work of the educator, the development of his activity depend not only on his abilities and experience in this area. An important role here is played by the ability of the music director to take into account the character traits of each educator: to approve the shy, to inspire them with confidence in their abilities, to find a form of criticism that does not hurt pride and causes a desire to correct the mistakes made. It is necessary to accustom to punctuality those who are frivolous in their duties, to encourage further improvement of those who are satisfied with what has been achieved.

There is no doubt about the role of the educator in the musical activity of children. He, along with the musician, is of great importance in the matter of musical and aesthetic education. As for duties, there is no need to draw a clear line - this should be done by the educator, and this is the responsibility of the music director. Only joint activity, a joint creative approach to this issue will be able to bear fruit. It is important for the educator to be interested and captivated by musical activity in the same way as we carry children into the world of music. You need to arouse in him a desire to study music, to engage in it, then the teacher will be your best assistant.

The activities of the educator at the festive matinees are very diverse.

The leading role is the most responsible. His emotionality, liveliness, ability to communicate directly with children, expressive performance of poetic texts largely determine the general mood and pace of the celebration. The facilitator must not only know the program well, but also be able to quickly respond to unexpected random changes.

Great pleasure is given to children by solo and group performances of educators. They can show various folk dances, play the role of a character, sing songs. Educators who do not play any roles are with the children of their group. They carefully monitor how the children perceive this or that performance, sing along with them, prepare attributes, costume details, change the children's clothes on time, help them, if necessary, during the game or dance. The matinee should be held at a good pace. Prolongation of performances, too many of them, unjustified pauses - all this tires, discourages the guys, violates a single line of emotional and physiological stress.

To avoid this, first of all, the active participation of adults at the holiday will allow. When discussing the script at the teachers' council, it is necessary to determine the role of each teacher, his duties, appoint those responsible for dressing up children, for regulating lighting effects, for the exact appearance of individual characters, assistance in holding surprise moments, etc.

After the holiday, children remember the performances they liked for a long time. The teacher seeks to consolidate the most meaningful, colorful impressions, linking them with the theme of the holiday. They are imprinted in drawings, modeling, stories and conversations. Children repeat their favorite dances, songs, actions of individual characters.

The educator participates in these conversations, summing up the impressions of the children, highlighting the main, most important, explains the incomprehensible.

In some kindergartens, there is a good tradition of consolidating holiday impressions in a music lesson. Children come to the hall where the decoration of the holiday is left, there are details of costumes, attributes for games. The teacher invites the children to remember what they liked at the matinee, exchange impressions and perform songs, poems, games, dances, dramatizations at will. Some performances can be repeated two or three times with a change of performers. All this helps to feel the content of the holiday more deeply, to keep good memories of it.

Holidays in kindergarten are an important part of the educational process. They actively influence the formation of the personality of a preschooler, allow him to show his skills, abilities, creative initiative, sum up a certain result of pedagogical work.

Bibliography:

  1. N. A. Vetlugina "Methods of musical education in kindergarten"
  2. A. N. Zimina "Fundamentals of musical education in preschool"
  3. T. S. Babadzhan "Musical education of young children"
  4. E. I. Yudina "The first lessons of music and creativity"
  5. S. I. Bekina, T. P. Lomova, E. N. Sokovnina "Music and movement"
  6. Journal "Handbook of Music Director"
  7. M. B. Zatsepina "Musical education in kindergarten"
  8. M. B. Zatsepina "Cultural and leisure activities in kindergarten"

Anastasia Vladimirovna
The role of the educator in the musical education of children

The role of the educator in the musical education of children.

Success in musical development of children, emotional their perception of music closely related to work educator. Exactly educator is a conductor music in the day-to-day life of the kindergarten. good business relationship music director and educator beneficial effect on children, create a healthy, friendly atmosphere, equally necessary for both adults and children.

caregiver carries out basically all the pedagogical work in kindergarten - therefore, he cannot remain aloof from musically- the pedagogical process.

Raising a child through music, the teacher must understand its significance for the comprehensive development of the personality and be its active guide to life children. It is very good when children dance in their free hours and sing songs. Select melodies on the metallophone. Guide the process musical education in the right direction can only be one who works inseparably with children, namely - educator.

main form musical education and education of the child in a preschool institution is music lessons. Musical classes are an artistic and pedagogical process that contributes to the development musicality of the child, the formation of his personality and the development of reality through musical images. On musical classes are carried out systematically upbringing each child, taking into account their individual characteristics.

presenter role in musical classes belongs music director, because he can convey to children features of musical works.

presenter the role of the musical the leader does not in any way reduce the activity educator, but is part of the pedagogical work that educator.

No matter how high the teaching qualifications music director, none of the main tasks musical education cannot be satisfactorily resolved if it is carried out without the participation educator, and also if music sounds for children only in those days when it comes music director if children sing, play and dance only on music lessons.

The teacher is obliged:

Develop independence and initiative children in the performance of familiar songs, round dances in various conditions (for a walk, morning exercises, classes, to help children express their musical impressions in creative games.

Develop ear for music, sense of rhythm children in progress musical and didactic games.

Deepen musical impressions of children by listening to music in an audio recording.

Know all software requirements musical education, the entire repertoire of your group and be an active assistant music director at music lessons.

Conduct regular musical activities with the children of your group in case of absence music director(due to vacation or illness).

OFTEN TEACHER ALLOW THE FOLLOWING ERRORS ON CLASSES:

caregiver sits blankly.

caregiver interrupts execution.

They give verbal instructions on a par with music. leader (although there cannot be two centers of attention).

Disrupts the course (enters and exits the room).

Educator MUST PRESENT AT EACH MUSICAL LESSONS AND ACTIVELY PARTICIPATE IN THE LEARNING PROCESS CHILDREN:

Singing with children (not drowning out children's singing). When singing educator sits on a chair in front of the children to show, if necessary, movements, the pitch of sounds, clap the rhythm, etc.

When learning children musically- rhythmic movements (especially in younger groups)- participates in all types of movements, thereby activating the kids. In older groups - as needed (showing this or that movement, reminding the formation or giving separate instructions in the dance, game)

Directs independent musical activity, including music in games, walks, labor process, using learned music. leader material.

caregiver should be able to play all the instruments that are used by children on music lessons to be able to correctly show children how to produce sound on each instrument.

Repeats the movements of dances, songs.

The more active the teacher does the work the more new children can learn on music lessons, otherwise musical classes turn into an endless repetition of the same thing, i.e. "trampling in place".

excuses educators from participating in musical classes with reference to the inability to move or undeveloped hearing are completely unconvincing.

Participation educator in music class depends on the age group. The younger the children, the more active you have to be educator- to provide assistance to each child, to ensure that the children are not distracted, to be attentive, to observe who and how manifests himself in the classroom. In the younger group The educator has the main role in the game, dance, song. In the senior and preparatory groups, children are given more independence, but still help caregiver needed. It shows the movements of the exercises along with music director, performs a dance with a child who does not have a partner, performs control over children's behavior, for the quality of the implementation of all program material. caregiver must be able to sing songs, show any exercise, game or dance, know music to listen to from the children's repertoire. During music classes, the teacher monitors the posture of children, the pronunciation of words in the song, the quality of assimilation of the material. If the lesson plan includes an introduction to a new song, you can sing it educator, if he first learns it with musical manager and if the teacher has good musical data - voice, pure intonation. As a rule, such an acquaintance with a new work causes a lively emotional response in children. Skill music director sing, dance, play an instrument for children is natural, while such skills educator cause great interest and desire to imitate. This is also allowed option: sings the song for the first time music director, again - educator. The teacher is watching whether all the children actively sing, whether they convey the melody of the song correctly, pronounce the words. When musical the leader is near the tool, he is not always able to notice which of the children sang this or that word incorrectly. The repetition of words in a group must be accompanied by a melody, because musical accents do not always match the text. When the children have already learned the song, they must begin the song on their own with or without an introduction, perform all the dynamic shades, and finish singing in a timely manner. So here educator can only help children if they fail to do so.

If the lesson is about listening music, educator can talk about the content piece of music which will be performed music director, during the performance, watch how the children perceive music. When children say little about what they hear, educator helps them with leading questions. When conducting musically-rhythmic movements with children of younger groups, teacher plays with them, shows dance and imitation figures. In older groups, he carefully monitors whether the children perform the movements correctly and which of them needs help. By attending classes, actively participating in them, educator not only helps children, but also learns the material himself. It is necessary that both educator. Knowing the repertoire, they can include certain songs, games in everyday life children.

The life of a child becomes more colorful, fuller, happier, if not only on music lessons, but the rest of the time in kindergarten, conditions are created for the manifestation of it musical inclinations, interests, abilities.

Skills acquired in the classroom must be consolidated and developed outside of them as well. In a variety of games, on walks, during the hours allotted for independent activities, children, on their own initiative, can sing songs, dance, listen music, pick up the simplest melodies on the metallophone. Thus, music enters the life of the child, musical activity becomes a hobby.

On musical classes provide new information about musical works, singing and musical rhythm skills, consistent musical development of all children according to a certain system. In the daily life of the kindergarten, the emphasis is on individual work with children - the development of their musical ability, the formation of pure intonation, learning children playing on dmi. presenter the role is given to the educator. Given the age children, it defines the inclusion forms music during the day.

Music can be used in role-playing creative games children, morning exercises, when carrying out some water procedures, during a walk (in the summer, evenings of entertainment, before going to bed. And also music may be included in these activities: pictorial, physical education, familiarization with nature and development of speech.

Inclusion music into the game makes it more emotional, interesting, attractive.

In some cases, it is, as it were, an illustration of the actions of the game. For example, while playing, children sing a lullaby, celebrate housewarming, dance. In other cases, children reflect in games the impressions received on music lessons, holidays. Conducting role-playing games music requires very careful and flexible leadership educator. He, observing the course of the game, encourages children to sing, dancing, playing on DMI. Many role-playing games arise only when children are given a toy TV, a piano, a theater screen. Children start playing « music lessons» , "theater" to perform concerts "television".

Music can be included as an integral part and in different classes. aesthetic perception nature gives rise to children's love for the motherland. Music helps to go deeper emotionally perceive images of nature, its individual phenomena. At the same time, observations of nature deepen music perception. Besides, educator can spend the summer on walks playing with singing. This adds value to the walk. pre-learned for music lessons musical material associated with the theme of nature, allows children to be more attentive when observing. Children begin to understand that every natural phenomenon, every season is beautiful in its own way. Music, depending on the tasks that educator, or precedes observation, or reinforces childhood impressions.

music it is advisable to include in speech development classes, for example, when telling a fairy tale. However, care must be taken to music did not violate the integrity of the fabulous image, but rather complemented it. Convenient to enter music in such fairy tales, on the text of which operas or children's music games. ("The Tale of Tsar Saltan", "Teremok", "Swan geese"). The performance of songs in the course of fairy tales gives them a special emotionality.

Music It can also be used in conversations on various topics. (About the seasons, the upcoming holiday, about the Motherland, etc.)

In close connection with musical education there is work on speech. Singing improves the pronunciation of words and helps to eliminate speech defects.

It is easy to find the relationship between visual activity and music - music deepens the impressions that the children expressed in the drawing or modeling. On the other hand, it provides material for its implementation. The theme of drawings, modeling, appliqués can be the content of a well-known song or software instrumental work. Thus the union musical and visual activity helps the child in perception every kind of art.

The highest quality of work can be achieved where caregivers, become active and skillful assistants music director, use musical material in everyday work with children, are able to independently carry out the simplest musical classes if necessary - in the absence music director.

Music, included educator at various times in daily life children, causes them positive emotions, joyful feelings, creates high spirits. It is recommended to use folk songs and jokes more often. Their subtle humor, vivid imagery have a much greater impact on the child's behavior than moralizing or direct instruction.

Consider another important form musical and aesthetic education of children- a festive matinee, which includes almost all types of creative activities children and the teaching staff.

The matinee is part of everything educational work held in kindergarten. Here the tasks of moral, mental, physical and aesthetic education. Therefore, preparation for the holiday, holding it and consolidating the impressions received by children can be considered as links in a single pedagogical process.

Activity educator at matinees is very diverse. The most responsible is leading role. His emotionality, liveliness, ability to communicate directly with children, expressive performance of poetic texts largely determine the general mood and pace of the celebration. The facilitator must not only know the program, but also be able to quickly respond to unexpected random changes.

Children enjoy solo and group performances educators. They can show various dances, sing songs, perform character role.

educators, who do not play any roles, are with the children of their group. They watch closely as children perceive one speech or another. They sing along with them, prepare attributes, costume details, change clothes on time children, help them, if necessary, in the conduct of the game and the performance of the dance.

After the holiday, children remember the performances they liked for a long time. caregiver should strive to consolidate these impressions, linking them to the subject of their studies. He invites children to draw or sculpt a character they like, come up with a new plot with the characters of the matinee, conduct conversations, repeat their favorite songs, games, and dances in a group and on a walk.

caregiver can independently learn the game with children, put on a small theatrical performance, which can then be included in musical lesson or in the program of the festive matinee.

Quality musical work of the educator, the development of his activity depends not only on his abilities and experience in this area. Big role skill plays here musical leader to take into account the characteristics of the character of each educator: to approve the shy, instill in them confidence in their abilities, find a form of criticism that does not hurt pride and causes a desire to correct the mistakes made. It is necessary to accustom to punctuality those who are frivolous in their duties, to encourage further improvement of those who are satisfied with what has been achieved.

On the issue of the role educator in the musical activity of children there is no doubt. He along with musician is of great importance in musical and aesthetic education. As for duties, there is no need to draw a clear line - this should be done educator, and this is a duty music director. Only joint activity, a joint creative approach to this issue will be able to bear fruit. educator it is important to interest and captivate musical activities in the same way that we carry into the world children's music. You have to make him want to learn. music, deal with it, then educator will be your best assistant.

LIST OF USED LITERATURE:

1. N. A. Vetlugina "Method musical education in kindergarten»

2. A. N. Zimina “Fundamentals musical education in a preschool"

3. T. S. Babajan « Musical education of young children»

4. E. I. Yudina "First lessons music and creativity»

5. S. I. Bekina, T. P. Lomova, E. N. Sokovnina « Music and movement»

6. Journal "Directory music director»

7. M. B. Zatsepina « Musical education in kindergarten»

8. M. B. Zatsepina "Cultural and leisure activities in kindergarten"

Municipal preschool educational institution

"Kindergarten No. 55"

The role of the educator in organizing the musical activities of preschoolers

Consultation for educators

Musical director:

Kudaeva I.E.

Saransk 2013

Preschool childhood is the time for the most optimal introduction of the child to the world of beauty.

In this regard, the personality of the educator is of great importance. The final result of the upbringing of a preschooler depends on his moral character, level of knowledge, professional skills and experience.

That is why the comprehensive training of the teacher, his familiarization with the world of musical art is of great importance.

It is important for the educator not only to understand and love music, to learn expressively, sing, move rhythmically and play instruments to the best of their ability. And the most important thing is to be able to apply your musical experience in raising children.

Musical education in kindergarten is carried out by the music director.

An educator who has general musical training at a pedagogical school plays an equally important role. The role of teachers (musician and educator) is complex, diverse and should be carried out in close contact.

The teacher has great opportunities to introduce children to music. The teacher should actively participate in the process of teaching children in music classes.

In younger groups, he should sing along with the children (without drowning out the children's singing).

In the middle and senior groups, he helps to learn songs and, together with the music director, evaluates the learned material. And also can perform a new song with musical accompaniment.

When teaching children musical and rhythmic movements in younger groups, the teacher participates in all types of movements, thereby activating the kids.

In the middle, senior, and especially in the preparatory groups, the role of the educator is different: he acts as necessary, shows movements, recalls constructions, gives oral instructions in songs, dances, games and round dances.

The teacher develops the musical creativity of children: suggests a theme, distributes and learns roles in musical fairy tales, games, dramatizations. The teacher directs the independent musical activities of children, includes music in games, walks, and the labor process. The teacher repeats and consolidates the material learned in music lessons. Participates in the selection of musical material, using it in other classes.

The teacher must observe the regimen of music lessons and bring the children to the hall for classes in lightweight, non-restrictive clothing and light comfortable shoes.

The teacher should pay special attention to the independent musical activity of children, create appropriate conditions: allocate a place for classes, arrange a kind of musical corner and equip it with furniture and manuals. In the corner there should be: musical instruments, musical didactic games that contribute to children playing music.

The teacher takes care of equipping the corner with children's games and manuals, and many of them are homemade, individual attributes, costume elements used by children in musical games, dramatizations, and dances.

The teacher makes sure that the children carefully handle toys and tools, after the game they put them away. It is advisable for each group to have a player and a set of children's records with recordings of children's songs, elegant dances, melodies of musical fairy tales, dramatizations. The teacher can satisfy the desire of children to listen to music, dance, play. In independent activity, the child chooses an occupation for himself, realizes his plans, but the child should not be left to himself, the educator directs, but indirectly:

1. The teacher influences the musical impressions of the child received by him in kindergarten or at home.

2.organizes conditions conducive to musical activity on the initiative of the children themselves.

3. The educator must be tactful, become an accomplice in their game.

At the beginning of the school year, the teacher looks at the children: who is interested in what (singing, playing instruments, dancing), based on these observations, the teacher creates optimal, most prosperous conditions for everyone.

The main line of the educator in the management of musical activity is his active participation in it.

So, the educator is responsible for the general staging of musical activity.

Daily work with each child, knowledge of his interests, abilities, enable the educator, together with the music director, to carry out the artistic development of all children. The music director advises teachers, gives advice, and provides practical assistance.

Literature

  1. Vetlugina N.A. Musical education in kindergarten. – M.: Enlightenment, 1981. – 240 p.
  2. Belkina V.N., Vasilyeva N.N., Elkina N.V. et al. Preschooler: learning and development. Educators and parents. - Yaroslavl: "Academy of Development", "Academy K", 1998. - 256 p.
  3. Bugaeva ZN Musical lessons in kindergarten. – M.: AST; Donetsk: Stalker, 2005. - 301 p.
  4. Mikhailova M.A. Development of children's musical abilities. A popular guide for parents and educators. - Yaroslavl: Academy of Development, 1997. - 240 p.
  5. Davydova M.A. Musical education in kindergarten: middle, senior and preparatory groups. - M,; VAKO, 2006. - 240 p.

THE ROLE OF THE EDUCATOR IN THE PROCESS OF MUSICAL EDUCATION OF PRESCHOOL CHILDREN

How actively do kindergarten teachers participate in the musical education of children? And do they all realize the importance of such participation? Alas, often the educator considers it his duty to just be present at the music lesson - in order to maintain discipline. And some do not even consider it necessary to be present - as if during this time they will be able to do some things in the group ... Meanwhile, without the active help of the educator, the productivity of music lessons is much lower than possible. The implementation of the process of musical education requires a lot of activity from the teacher. Raising a child by means of music, teachers - "preschoolers" should understand well its significance in the harmonious development of the individual. To do this, one must clearly and distinctly imagine by what means, methodological techniques one can lay the foundations for the correct perception of music.

The educator needs to:

ü Know all program requirements for musical education.

ü Know the musical repertoire of your group, be an active assistant to the music director in music classes.

ü To assist the musical director in mastering the program musical repertoire by children, to show examples of the exact execution of movements.

ü Learn movements with lagging children.

ü Deepen the musical experience of children by listening to music in a group using technical means.

ü Possess elementary skills in playing children's musical instruments (metallophone, timbre bells, wooden spoons, etc.).

ü Take into account the individual abilities and abilities of each child.

ü To develop independence, initiative of children in using familiar songs, round dances, musical games in the classroom, walking, morning exercises, in independent artistic activities.

ü Create problem situations that activate children for independent creative manifestations.

ü Involve children in creative games that include familiar songs, movements, dances.

ü Include musical accompaniment in the organization of classes and regime moments.

ü Take an active part in the preparation and holding of holidays, entertainment, musical leisure, puppet shows.

ü Prepare thematic collections of poetic material for entertainment and musical matinees.

ü To assist in the manufacture of attributes, musical design
hall for holidays and entertainment.

At a music lesson, the role of the educator, the alternation of his active and passive participation, are different depending on the parts of the lesson and their tasks.

Listening to music:

ü Personal example brings up in children the ability to listen carefully to a piece of music, expresses interest;

ü Assists the music director in the use of visual aids and other methodological material.

Singing, singing:

ü Does not participate during quick interrogation exercises;

ü Does not participate in chanting, so as not to knock down children;

ü Sings with children, learning a new song, showing the correct articulation;

ü Supports singing while performing familiar songs, using the means of mimic and pantomimic expressiveness;

ü While improving the learning of a song, he sings along in difficult places;

ü Does not sing with children with independent emotional and expressive
singing (exception - singing with children of early and younger age);

Musical-rhythmic movements and games:

ü Participates in showing all types of movements, giving appropriate recommendations to children;

ü Gives accurate, clear, aesthetic standards of movements (exception -
exercises for the development of children's creative activity);

ü Takes a direct part in the performance of dances, dances, round dances. In older preschool age, familiar dances and dances are performed by children on their own;

ü Corrects the performance of movements by individual children during the dance
or dancing;

ü Explains and controls the fulfillment of the conditions of the game, contributing to the formation of behavioral skills during the game;

ü Takes one of the roles in the story game;

The leading role in music lessons belongs to the music director, because he can convey to the children the features of musical works.

Misunderstanding of the educational tasks of music by the educator can nullify all the efforts of the music director. Where the educator loves music, loves to sing, and children are very interested in music lessons. In addition, in the section "Musical and rhythmic movements", the music director is bound by the instrument and the teacher must show the movements.

The leading role of the music director in no way reduces the activity of the educator.

Teachers often make the following mistakes in class:

The teacher sits with a blank look

The teacher interrupts the performance

Give verbal directions on a par with the music director (although there cannot be two centers of attention)

Violates the course of the lesson (enters and leaves the hall)

The activity of the educator depends on three factors:

ü From the age of the children: the smaller the children, the more the teacher sings, dances and listens on an equal basis with the children.

ü From the section of musical education: the greatest activity is manifested in the process of learning movements, somewhat less in singing, the lowest - when listening.

ü From the program material: depending on the new or old material.

The teacher must be present at every music lesson and actively participate in the process of teaching children:

Sings with children (without drowning out children's singing). When singing, the teacher sits on a chair in front of the children in order to show, if necessary, movements, the pitch of sounds, clap the rhythm, etc.

When teaching children musical and rhythmic movements (especially in younger groups) - participates in all types of movements, thereby activating the kids. In older groups - as needed (showing this or that movement, reminding the formation or giving separate instructions in the dance, game)

Directs independent musical activity, including music in games, walks, work process, using the material learned with the music director.

The teacher must be able to play all the instruments that are used by children in music classes in order to be able to correctly show the children how to produce sound on each instrument.

He repeats the words of songs with children, and does not memorize them like poetry, but sings with children.

Repeats the movements of dances, having previously recorded the music on an audio medium.

Knows the tricks of puppetry.

The more actively the educator does this work, the more new children can learn in music lessons, otherwise music lessons turn into an endless repetition of the same thing, i.e. "marking time"

The success of the educator largely depends on the intensity of the work of the music director with him. The less prepared the educator is, the more the music director has to work directly with the children.

The role of the educator in the musical education of children.

Successes in the musical development of children, their emotional perception of music are closely related to the work of the educator. It is the educator who has a broad outlook, a certain musical culture, who understands the tasks of musical education of children, is the conductor of music in the daily life of the kindergarten. A good business relationship between a music director and an educator has a beneficial effect on children, creates a healthy, friendly atmosphere, equally necessary for both adults and children.

The main form of musical education and training of a child in a preschool institution is music lessons. In the process of classes, children acquire knowledge, skills in listening to music, singing, musical and rhythmic movements, playing the DMI.

Music lessons -

this is an artistic and pedagogical process that contributes to the development of the child's musicality, the formation of his personality and the development of reality through musical images. Music lessons play an important role in the development of endurance, will, attention, memory, in the education of collectivism, which contributes to the preparation for schooling. They carry out systematic education of each child, taking into account his individual characteristics.

Conducting music lessons is not the monopoly of the music director, but is part of the pedagogical work that the teacher is doing.

The participation of the educator in a musical lesson depends on the age group, the musical preparedness of the children and the specific tasks of this lesson. It is especially important for the teacher to participate in work with younger groups, where he plays the main role in the game, dance, song. The younger the children, the more active the educator has to be - to help each child, to make sure that the children are not distracted, to be attentive, to observe who and how manifests himself in class. In the senior and preparatory groups, children are given more independence, but the help of a teacher is still needed. He shows the movements of the exercises together with the music director, performs a dance with a child who does not have a partner, monitors the behavior of children, the quality of the performance of all program material. The teacher should be able to sing songs, show any exercise, game or dance, know the music for listening from the children's repertoire. During music lessons, the teacher monitors the posture of children, the pronunciation of words in the song, the quality of assimilation of the material. The role of the educator varies depending on the content of the music lesson. If the lesson plan outlines an acquaintance with a new song, the teacher can sing it if he first learns it with the music director. This option is also allowed: the music director performs the song for the first time, and the educator again. The teacher monitors whether all the children actively sing, whether they convey the melody of the song correctly, pronounce the words. Since the music director is near the instrument, he is not always able to notice which of the children sang this or that word incorrectly. If the lesson is devoted to listening to music, the teacher can talk about the content of the piece of music that the music director will perform, during the performance, monitor how the children perceive the music. When children speak little about what they hear, the teacher helps them with leading questions. When conducting musical and rhythmic movements with children of younger groups, the teacher plays with them, shows dance and imitation figures. In older groups, he carefully monitors whether the children perform the movements correctly and which of them needs help. Being present at the lessons, actively participating in them, the educator not only helps the children, but also learns the material himself. It is necessary that both teachers take turns attending the classes. Knowing the repertoire, they can include certain songs, games in the daily life of children.

The life of a child becomes more colorful, fuller, happier, if not only in music lessons, but also in the rest of the time in kindergarten, conditions are created for the manifestation of his musical inclinations, interests, abilities.

Skills acquired in the classroom must be consolidated and developed outside of them as well. In various games, on walks, during the hours allotted for independent activity, children, on their own initiative, can sing songs, dance, listen to music, pick up the simplest melodies on the metallophone. Thus, music enters the child's life, musical activity becomes a favorite pastime.

At music lessons, new information about musical works is communicated, singing and musical-rhythmic skills are formed, and consistent musical development of all children is ensured according to a certain system. In the daily life of the kindergarten, the emphasis is on individual work with children - the development of their musical abilities, the formation of pure intonation, teaching children to play DMI. The leading role here belongs to the educator. Taking into account the age of children, he determines the forms of including music in the daily routine. Many aspects of kindergarten life allow a connection with music and acquire great emotional fullness from this.

Music can be used in plot-role-playing creative games for children, morning exercises, during some water procedures, during a walk (in summer), entertainment evenings, before going to bed. It is allowed to include music in classes for various types of activities: fine arts, physical education, familiarization with nature and speech development.

The game, of course, is the main activity of the child outside of classes. The inclusion of music in the game makes it more emotional, interesting, attractive. There are various options for using music in games.

In some cases, it is, as it were, an illustration of the actions of the game. For example, while playing, children sing a lullaby, celebrate housewarming, dance. In other cases, children reflect in games the impressions received at music lessons, holidays. Conducting role-playing games with music requires a very careful and flexible guidance of the educator. He, watching the course of the game, encourages children to sing, dance, play on DMI. Many role-playing games arise only when children are given a toy TV, a piano, a theater screen. Children begin to play "musical classes", "theater", perform concerts on "television".

Music can be included as an integral part and in different activities. The aesthetic perception of nature gives rise to love for the motherland in children. Music also helps them to more deeply emotionally perceive the images of nature, its individual phenomena. At the same time, observing nature deepens the perception of music. It becomes more understandable and accessible. For example, if, going for a walk in a park or forest, children pay attention to a beautiful slender birch, then the teacher should invite the children to carefully consider it, remember a poem about it, and even better, sing a song or dance. Thus, the educator consolidates children's impressions received from direct observation of nature with the help of a piece of music. In addition, the teacher can play games with singing during summer walks. This adds value to the walk. Musical material related to the theme of nature, learned in advance in music classes, allows children to be more attentive when observing. Children begin to understand that every natural phenomenon, every season is beautiful in its own way. Music, depending on the tasks set by the educator, either precedes observation or reinforces children's impressions.

It is advisable to include music in speech development classes, for example, when telling a fairy tale. But at the same time, care must be taken that the music does not violate the integrity of the fairy-tale image, but rather complements it. It is convenient to introduce music into such fairy tales, on the text of which operas or children's musical games are written. ("The Tale of Tsar Saltan",

"Teremok", "Geese-swans"). The performance of songs in the course of fairy tales gives them a special emotionality.

Music can also be used in conversations on various topics. (About the seasons, the upcoming holiday, about the Motherland, etc.)

In close connection with musical education is the work on speech. Singing improves the pronunciation of words and helps to eliminate speech defects.

It is also easy to establish a relationship between musical education and visual activity. On the one hand, music deepens the impressions that children expressed in drawing or modeling. On the other hand, it provides material for its implementation. The theme of drawings, modeling, appliqués can be the content of a well-known song or software instrumental work. Thus, the combination of musical and visual activities helps the child in the perception of each type of art.

Music, included by the educator at various moments in the daily life of children, causes them positive emotions, joyful feelings, creates an upbeat mood. It is recommended to use folk songs and jokes more often. Their subtle humor, vivid imagery have a much greater impact on the child's behavior than moralizing or direct instruction.

Forms of work of a music director and educator

1. Individual consultations:

Acquaintance with the tasks of the upcoming classes

Assimilation of the repertoire (it is checked how the teacher performs children's songs, dances)

Thinking through the forms of individual work with children

Thinking about bringing music into everyday life

Conversations about the activity of the educator at the music. classes

2. Group consultations:

Acquaintance with new methodological issues (song creativity, motor creativity, learning to play instruments)

Composition of the scenes of the holiday

Thinking about surprises

Open music lessons (for young teachers)

Learning songs to listen to or to sing at parties (paying attention to purity of intonation and diction)

Performing independent tasks (compose a dance or exercise to a certain music)

Teaching educators to use TCO, improve knowledge in the field of musical literacy, so that he can perform a children's song on musical instruments from notes, sing it

Training in puppetry.

The role of the host at the children's party

The role of leader is very important . The presenter is the person who manages the festive matinee, unites all the elements of the holiday into an organic whole, explains to the children what is happening, and is the link between the audience and the performers. The mood of the children at the holiday, the interest of the program being performed depends to a large extent on the presenter.

The main task of the leader is to carefully prepare for the performance of his duties. The host should know the program of the matinee well, should know the songs, dances, games of children and, if necessary, help the children perform a dance or dramatization.

Before the matinee, the host must lay out all the attributes necessary according to the scenario, check their number, put the required number of chairs.

At the matinee, the leader should be free, naturally. It shouldn't be verbose. What needs to be communicated to children should be stated simply and clearly. An appropriate joke, a question for children, teachers, guests (for example: “Have you seen how our kids dance with handkerchiefs?”)

At the matinee, you need to speak loudly enough, clearly and expressively. The leader not only informs what songs, dances will be performed, but also explains what is happening. The matinee should be held at a good pace. The protracted speech and pauses tire the guys.

The leader must be resourceful! Unforeseen moments may arise at the matinee (the children did not have time to change clothes, the composition of the performers changed, the character appeared out of time, they missed the musical number, etc.). In such cases, the presenter must quickly find a way out of a difficult situation (jokes, riddles, involving the audience in resolving difficulties).

It is necessary for the host to learn how to finish the holiday in an organized way! After the treat - thank the guest (adult character), say goodbye to him, be sure to remind everyone on what occasion they gathered in the hall (once again congratulate everyone on the holiday), invite the children to leave the hall in an organized manner (if the script does not provide another option) i.e. stand one after another or in pairs and go out to the music, and not run to your parents

A teacher who does not play any roles is with the children of his group . He sings and dances with the children. The teacher should also know the program and the entire course of the holiday well and be responsible for the area of ​​\u200b\u200bwork assigned to him (prepare attributes, details of costumes, change clothes for children in time, adjust costumes if necessary).

Great pleasure gives children solo and group performances of educators (songs, dance, character). Adult characters also participate in games and dances (pair up with children)

Costumes for the holiday are taken by educators in advance so that you can check everything: wash, hem, make the missing parts. If parents are instructed to sew or decorate a costume, prepare attributes, parents must bring them in advance so that educators can check them, otherwise it may happen at the holiday that the elastic bands on the parsley caps will break, the attributes will break, etc.

The holiday is over, but the holiday impressions live in the memory of children for a long time. They share them with their comrades, educators, parents, reflect them in their games, drawings, modeling. The teacher strives to consolidate the most colorful impressions related to the theme of the holiday. Children repeat their favorite dances, songs, actions of individual characters. You can also conduct a reinforcing music lesson (leave the decoration of the holiday, costume details, attributes for games and invite them to remember what they liked, exchange impressions. Some performances can be repeated 2-3 times with a change of performers). You can perform festive numbers in front of children of younger groups.

Parents can also take part in the preparation of the holidays: help in decorating the room, making costumes, playing small roles or reading poetry, performing musical numbers with their children.

Parents are welcome guests at the celebration. Parents must be warned that they need to bring a change of shoes. After the matinee, educators can invite parents to write down their impressions in the Guestbook.

"The role of the educator in the process of musical education of preschoolers"

The implementation of the process of musical education requires a lot of activity from the teacher. Are kindergarten teachers always involved in the musical education of children? Are they aware of the importance of such participation? Most often, the educator considers it his duty only to be present at the music lesson - to maintain discipline. Meanwhile, without the active help of the educator, the productivity of music lessons turns out to be much lower than possible. We, music directors, would like to see the interest of educators in the process of music lessons. When a child sees that the educator performs all the tasks with interest, he himself is included in the process with even greater inspiration. After all, the teacher is an absolute authority for him, and no matter what happens in the classroom, the child will constantly focus on the teacher.

How is the interest of the educator in the music lesson manifested? First of all, the educator needs to understand that in a music lesson he is the same participant as the children, and not the warden. Imagine that you are a child, you are interested in everything and you and your children sing songs cheerfully, dance fervently, listen to music thoughtfully ... And you do it not as a duty, but with your soul, but do not forget that there is a pedagogical process that needs to be controlled.

Now let's move on from aesthetics to organizational issues.

SO:

1. At a music lesson, children should be smartly dressed, comfortable shoes on their feet, girls must wear skirts.

2. Starting from the middle group of children, it is necessary to build, alternating a boy and a girl.

3. You should come to the lesson 2-3 minutes before the start in order to line up and set up the children for the lesson.

4. The teacher brings with him a hardcover notebook with spirals and a pen to write down the words of songs, games, dance movements, recommendations, etc.

5. During the lesson, it is advisable not to leave the hall, so as not to miss any material.

6. Perform exercises with children, dance movements, games, sing songs, etc.

7. Monitor the correct performance of movements by children

8.Before class, it is necessary to observe musical silence: do not turn on the tape recorder, as children have impaired auditory perception and concentration.

9. In free activity, consolidate the material received in the lesson.

Educators should be well aware that the education of a harmoniously developed personality goes primarily through music. To do this, one must clearly and distinctly imagine by what means, methodological methods one can lay the foundation for the correct perception of music.

The teacher needs to know :

All program requirements for musical education,

The musical repertoire taught by the group

Be an active assistant to the music director in music classes;

To be able to show examples of the exact execution of dance movements, to have the skills of song performance;

To be able to conduct music lessons with the children of the group, in the absence of a musical director,

Learn the song and dance repertoire with lagging behind children;

To consolidate children's musical impressions by listening to music in a group using TCO tools.

Use musical and didactic games for the development of musical ear, memory, rhythm in the independent activities of children;

To develop independence, initiative of children in the use of familiar songs, round dances, musical games in the classroom, a walk, morning exercises, in independent artistic activities;

Engage children in creative games, including songs, dances, music games,

Use musical accompaniment in the organization of classes and regime moments,

Take an active part in musical celebrations, entertainment, leisure activities, puppet shows;

Prepare collections of poetic material for holidays and entertainment;

To assist in the manufacture of attributes, the design of the music hall for the holidays.

During a music lesson, the role of the educator differs, depending on the parts of the lesson and tasks, from alternating his active participation or passive.

So, for example, during listening to music :

1. By personal example, he brings up in children the ability to listen carefully to a piece of music, expresses interest;

2. Monitors discipline;

3. Assists the music director in the use of visual aids and other methodological material.

When singing, singing :

1. Does not participate in singing.

2. Sings with children, learning a new song, showing the correct articulation

3. Supports by singing while performing familiar songs, using the means of mimic and pantomimic expressiveness.

4. When improving the song being learned, sings along in “difficult places”.

5. Does not sing with children during independent emotional and expressive singing (exception - singing with children of early and younger age)

Learning and reinforcing musical rhythmic movements and games:

1. Participates in showing all kinds of movements, giving appropriate recommendations to children.

2. Gives clear, precise, aesthetic standards of movements (with the exception of exercises for the development of children's creative activity).

3. Takes a direct part in the performance of dances, dances, round dances. In older preschool age, familiar dances and dances are performed by children on their own.

4. Corrects the performance of movements by individual children during dance, exercise, play.

5. Explains and controls the fulfillment of the conditions of the game, contributing to the formation of behavioral skills during the game.

6. Takes one of the roles in the story game.

7. Monitors discipline throughout the entire music session.