Musical education in the preschool educational institution: tasks, forms of organization. Musical education in kindergarten

The main form of directly educational activity with children is music lessons, during which a systematic, purposeful and comprehensive education of preschoolers is carried out, the musical abilities of each child are formed.

Classes include the alternation of various activities (singing, musical movement (dance), listening to music, playing children's instruments, musical and educational activities, musical creativity) and thus ensure the versatile development of children's musical abilities. Classes contribute to the education of many positive qualities of the child's personality. They unite children with common joyful, aesthetic experiences, joint actions, teach a culture of behavior, require a certain concentration, manifestation of mental effort, initiative and creativity.

Classes have an undoubted influence on other forms of organization of children. The independent musical activity of the children will be more active on the basis of knowledge, skills and abilities acquired in the classroom. Holidays, entertainment will be more successful, more interesting if the songs, dances, round dances learned in the classroom are performed by children expressively and naturally.

Music lessons are held simultaneously with the whole group. The scope of knowledge for all types of musical activity is determined by the program and tasks of musical education for each age group of the kindergarten.

I will dwell on some general questions that reveal the content of the classes. In music, as in other classes, general educational work is carried out, special abilities are developed, a creative, proactive attitude to educational material is formed. The requirements for the quality of acquired skills become more complex and increase from group to group. It is distinctive that children are taught several types of musical activity at once (singing, movement, etc.), which is not, say, in drawing, modeling, mathematics, etc. classes. Note that physical education classes also include various children's activities - gymnastic exercises type, games of rebuilding, but they are aimed only at the development of movements. The difficulty of building a music lesson lies in the fact that the teacher needs to skillfully switch the attention of children from one type of activity to another, without reducing the emotional upsurge when works that differ in subject matter and mood are heard.

Another difficulty is the sequence of learning the educational material: initial acquaintance, mastering skills in the learning process, repetition, consolidation, and implementation of what has been learned. In one lesson, the stages of learning a particular work may not coincide. For example, out of three songs that are being worked on, one is learned well and is expressively performed, the other is being listened to for the first time, the third is just being learned.

The process of learning musical movements is similar - in a new dance, children gradually learn its individual elements, and repeat the familiar musical game. When compiling a musical lesson, the teacher must take into account the following requirements: mental, physical, emotional stress of children; consistent distribution of activities, learning repertoire.

The structure of the lesson usually varies. The lesson can be based on any specific topic, for example, acquaintance with the genre of march, dance, or with elements of musical expressiveness, for example, with tempo, registers. Then, when listening to music, in singing, in movement, the teacher uses such techniques that emphasize the elements of music that are significant for the chosen topic, and this introduces children to this topic. This type of training can be called thematic.

And finally, one more type of classes, the so-called complex, in which the theme is embodied not only in music, but also in the visual and literary arts. It is based on an artistic image, the characteristic features of which are present in music, poetry, drawing, and theatrical action. The lesson is also united by a common educational task (“acquaintance with space”, “seeing off winter”, “feelings and moods”, etc.). Such options for building classes enrich the artistic experience of the child.

The structure of the lesson should be flexible and depending on the age of the children, the content and the tasks set, it can be modified. In groups of early and younger preschool age, classes are more free, relaxed, playful. The structure of a music lesson includes the alternation of various types of children's activities, which is determined by the program and general educational tasks of each age group.

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"MUSICAL EDUCATION IN KINDERGARTEN"

MUSIC AND ALL-ROUND CHILD DEVELOPMENT

A harmonious combination of mental and physical development, moral purity and aesthetic attitude to life and art are the necessary conditions for the formation of a holistic personality. The achievement of this goal is largely facilitated by the correct organization of the musical education of children.

Music is a means of aesthetic education of a child.

Aesthetic education is aimed at developing the abilities of preschoolers to perceive, feel and understand the beautiful, notice good and bad, act creatively on their own, thereby joining various types of artistic activity.

One of the brightest means of aesthetic education is music. In order for it to fulfill this important function, it is necessary to develop general musicality in the child. What are the main features of general musicality?

The first sign of musicality -ability to feel character, the mood of a piece of music, to empathize with what was heard, to show an emotional attitude, to understand the musical image.

Music excites the little listener, evokes responses, introduces life phenomena, gives rise to associations. The rhythmic sound of the march causes him joy, enthusiasm, the play about the sick doll makes him sad.

The second sign of musicality isability to listen, compare, evaluate the most striking and understandable musical phenomena. This requires an elementary musical and auditory culture, arbitrary auditory attention directed to certain means of expression. For example, children compare the simplest properties of musical sounds (high and low, the timbre sound of a piano and violin, etc.), distinguish the simplest structure of a musical work (verse of a song and chorus, three parts in a play, etc.), note the expressiveness of contrasting artistic images (affectionate, lingering nature of the verse and energetic, mobile - refrain). Gradually, a stock of favorite works is accumulated, which the guys listen to and perform with great desire, the initial foundations of musical taste are laid.

The third sign of musicality ismanifestation of a creative attitude to music. Listening to her, the child in his own way represents an artistic image, conveying it in singing, playing, dancing. For example, everyone is looking for expressive movements that are characteristic of briskly marching soldiers, a bear stepping heavily, moving bunnies, etc. Familiar dance moves are used in new combinations and variations.

With the development of general musicality, children develop an emotional attitude to music, their hearing improves, and creative imagination is born. The experiences of children acquire a peculiar aesthetic coloring.

Music is a means of shaping the moral character of a child.

Music, directly affecting the feelings of the child, forms his moral character. The influence of music is sometimes stronger than persuasion or instructions. By introducing children to works of various emotional and figurative content, we encourage them to empathize.

Round dances, songs, dances of different nations arouse interest in their customs. Genre richness of music helps to perceive heroic images and lyrical mood, cheerful humor and perky dance melodies. A variety of feelings arising from the perception of music enrich the experiences of children, their spiritual world.

The solution of educational problems is largely facilitated by collective singing, dancing, games, when children are covered by common experiences. Singing requires united efforts from the participants. Singing inaccurately interferes with a good sound, performance, and this is perceived by everyone as a failure. Shared experiences create fertile ground for individual development. The example of peers, the general enthusiasm, the joy of performance activate the timid, indecisive. For someone spoiled by attention, overly self-confident, the successful performance of other children serves as a well-known brake on negative manifestations. Such a child can be offered to help his comrades, thereby cultivating modesty and at the same time developing his individual abilities.

Music lessons influence the general culture of preschooler's behavior. The alternation of various tasks, activities (singing, listening to music, playing children's musical instruments, moving to music) requires children to pay attention, ingenuity, quick response, organization, manifestation of volitional efforts: when performing a song, start and finish it on time; in dances, games, be able to act, obeying the music, restraining from an impulsive desire to run faster, overtake someone. All this improves inhibitory processes, educates the will.

Thus, musical activity creates the necessary conditions for the formation of the moral qualities of the child's personality, lays the initial foundations for the general culture of the future person.

Music is a means of activating mental abilities.

The perception of music is closely related to mental processes, i.e. require attention, observation, ingenuity. Children listen to the sound, compare similar and different sounds, get acquainted with their expressive meaning, note the characteristic semantic features of artistic images, learn to understand the structure of the work. Answering the questions of the music director, after the work has finished, the child makes the first generalizations and comparisons: he determines the general nature of the play, notices that the literary text of the song is clearly expressed by musical means. These first attempts at aesthetic appreciation require active mental activity and are directed by the educator.

Developing the child aesthetically and mentally, it is necessary to support in every possible way even if insignificant creative manifestations that activate perception and representation, awaken fantasy and imagination.

When an adult sets creative tasks for a child, a search activity arises that requires mental activity. For example, in singing, the child creates his own version of the melody, tries to match the literary text with expressive intonations.

In musical-rhythmic activity, children with great pleasure invent, combine dance movements, singing and moving to the music. Dance, dance, pantomime, and especially musical dramatization encourage children to depict a picture of life, to characterize a character using expressive movements, facial expressions, and words. At the same time, a certain sequence is observed: the guys listen to music, discuss the topic, distribute roles, and then act. At each stage, new tasks arise that make you think, fantasize, and create.

Music is a means of physical development.

Music, perceived by the auditory receptor, affects the general condition of the entire human body, causes reactions associated with changes in blood circulation and respiration. V.M. Bekhterev, emphasizing this ability, proved that if the mechanisms of the influence of music on the body are established, then it is possible to cause or weaken excitation. P.N. Anokhin, who studied the influence of major and minor modes on the state of the body, concludes that the skillful use of melodic, rhythmic and other components of music helps a person during work and rest. Scientific data about physiological features musical perception provide a materialistic justification for the role of music in the upbringing of a child.

Singing develops the vocal apparatus, strengthens the vocal cords, improves speech (speech therapists use singing in the treatment of stuttering), and contributes to the development of vocal-auditory coordination. The correct posture of the chanters regulates and deepens breathing.

Rhythm classes, based on the relationship of music and movement, improve the child's posture, coordination, develop clarity of walking and ease of running. The dynamics and tempo of a piece of music require, in movements, to change the speed, degree of tension, amplitude, and direction accordingly.

Music lessons contribute to the overall development of the child's personality. The relationship between all aspects of education develops in the process of various types and forms of musical activity. Emotional responsiveness and a developed ear for music allows children to respond to good feelings and deeds in accessible forms, help to activate mental activity and, constantly improving movements, will develop the preschooler physically.

AGE FEATURES OF THE MUSICAL DEVELOPMENT OF THE CHILD

A child's abilities develop in the process of active musical activity. To properly organize and direct it from early childhood, taking into account changes in age levels, is the task of the teacher. Otherwise, sometimes there is a lag in development. For example, if children are not taught to distinguish musical sounds by pitch, then by the age of 7 a child will not be able to cope with a task that is easily performed by a younger one.

The most significant features of musical development are: auditory sensation, musical ear; the quality and level of emotional responsiveness to music of various nature; the simplest skills, actions in singing and musical-rhythmic performance.

We note the general trends of age development.

First year of life. Psychologists note that children develop auditory sensitivity early. In a baby on the 10-12th day of life, the second month, the child stops moving and calms down, listening to the voice, to the sound of the violin. At 4-5 months, there is a tendency to some differentiation of musical sounds: the child begins to react to the source from which the sounds are heard, to listen to the intonations of the singing voice. From the first months, a normally developing child responds to the nature of the music with the so-called revitalization complex, rejoices or calms down. By the end of the first year of life, the baby, listening to the singing of an adult, adjusts to his intonation with cooing, babble.

Manifestations of emotional responsiveness to music, the development of auditory sensations allow for musical education from an early age.

second year of life. When perceiving music, children show brightly contrasting emotions: cheerful animation or a calm mood. Auditory sensations are more differentiated: the child distinguishes between high and low sounds, loud and soft sounds, and even timbre coloration (a metallophone or a drum is playing). The first, consciously reproduced singing intonations are born; singing along with an adult, the child repeats after him the endings of the musical phrases of the song. He masters the simplest movements: clapping, stamping, spinning to the sound of music.

Third and fourth year of life. Children have increased sensitivity, the ability to more accurately distinguish the properties of objects and phenomena, including musical ones. There are also individual differences in auditory sensitivity. For example, some babies can accurately reproduce a simple melody.

This period of development is characterized by a desire for independence. There is a transition from situational speech to coherent, from visual-effective thinking to visual-figurative, the musculoskeletal system is noticeably strengthened. The child has a desire to make music, to be active. By the age of 4, children can sing a little song on their own, with little help from an adult. They have many movements that allow them to dance and play on their own to a certain extent.

fifth year of life . It is characterized by the active curiosity of children. This is a period of questions: “why?”, “why?”. The child begins to comprehend the connection between phenomena and events, can make the simplest generalizations. He is observant, able to determine: the music is cheerful, joyful, calm; sounds high, low, loud, quiet; in the part of the piece (one is fast and the other is slow), on which instrument the melody is played (piano, violin, button accordion). The child understands the requirements: how to sing a song, how to move in a calm round dance and how to move in a dance.

Mastering the basic types of movement - walking, running, jumping - enables children to use them more widely in games and dances. Some strive, without imitating each other, to play a role in their own way (for example, in a story game), others show interest in only one type of activity, depending on the individual inclinations and abilities of each.

Sixth and seventh year of life. This is the period of preparation of children for school. On the basis of the acquired knowledge and impressions about music, children can not only answer the question, but also independently characterize the piece of music, understand its expressive means, and feel the various shades of mood conveyed by music.

The child is capable of a holistic perception of the musical image, which is very important for the education of an aesthetic attitude to the environment. But does this mean that analytic activity can be detrimental to holistic perception? Studies conducted in the field of sensory abilities and musical perception of children have shown an interesting pattern. The holistic perception of music is not reduced if the task is to listen, highlight, distinguish the most striking means of the "musical language". The child can allocate these funds and, given them, act in accordance with a certain way when listening to music, performing songs and dance movements. This contributes to musical and auditory development, assimilation of the necessary skills to prepare for singing from notes.

In children of 6-7 years old, the vocal apparatus is even more strengthened, the range expands and levels out, greater melodiousness and sonority appear. Songs, dances, games are performed independently, expressively and to some extent creatively. Individual musical interests and abilities are more pronounced.

Understanding the age characteristics of musical development allows the teacher to clarify the sequence of tasks and content of musical education of children at each age stage.

MUSICAL DEVELOPMENT AND EDUCATION

Musical education is the purposeful formation of a child's personality through the influence of musical art - the formation of interests, needs, abilities, and an aesthetic attitude to music.

In this case, the child successfully learns various types of musical activity, if his individual characteristics and age capabilities are taken into account.

Musical development is the result of the formation of a child in the process of active musical activity. The individual characteristics of each child are of particular importance.

Development occurs: in the field of emotions - from impulsive responses to the simplest musical phenomena to more pronounced and diverse emotional reactions; in the field of sensation, perception and hearing - from individual distinctions of musical sounds to a holistic, conscious and active perception of music, to the differentiation of pitch, rhythm, timbre, dynamics; in the field of manifestation of relationships - from an unstable hobby to more stable interests, needs, to the first manifestations of musical taste; in the field of performing activity - from actions to show, imitation to independent expressive and creative manifestations in singing and musical-rhythmic movement.

Musical education and development require proper organization and targeted training.

Teaching music is an educative process in which the teacher helps to accumulate musical experience, to acquire elementary information. In turn, the child actively learns this.

TYPES AND FORMS OF MUSICAL ACTIVITY

Types of musical activity.

One of the leading types of musical activity islistening-perception. Listening to music precedes learning songs, dances, scores for a children's orchestra.

The development of musical perception is based on the expressive performance of a musical work and the skillful use by the teacher of various methods and techniques that help to understand the content of the musical image.

Another type of musical activity ischildren's performance. It manifests itself in singing, musical-rhythmic movements, playing children's musical instruments and implies the child's ability to expressively, directly and sincerely convey the mood, character of music and his own attitude towards it.

The next type of musical activity is children's musical creativity. At preschool age, one can observe only its most initial manifestations, which are expressed in the ability to create the simplest song improvisations; combine familiar dance movements, creating new dance options, find expressive game movements to convey various images; play music on children's musical instruments.

Forms of organization of musical activity.

Music lesson- the main form of organization of musical activity. Classes are based on mandatory program requirements, tailored to the age characteristics of preschoolers. This is a form of educational process in which all children of one age or another participate at the same time. They collectively sing, play, dance. This form of organization of children's musical activity is the most effective.

The musical abilities of a preschool child are manifested in joint activities with an adult and other children. The teacher with the right approach, the sequence of methodological techniques affects the individual development of each indirectly through the entire children's team. At the same time, a positive example of peers is used to help the lagging behind overcome difficulties faster.

Classes are held in accordance with the program systematically for all types of musical activities. In the classroom there is a different change of activity: children sing, dance, play, listen to music. The organization of classes is determined by the age characteristics of children. Taking into account the tasks that arise in the course of work, the teacher can apply the form of individual lessons. Sometimes a child, after a long absence, gets lost, does not understand how to behave in a given situation, is turned off from the general collective rhythm of actions. In this case, short-term individual lessons are advisable, which are held after the general one. There may be classes with a small group when it is necessary to help children master one or another technique of playing musical instruments, learn a piece for its subsequent performance at a holiday “in secret” from others, etc. Classes in small groups and individual are episodic, held as needed, when there are appropriate conditions.

Holidays and entertainment.As a form of organizing children's musical activities, holidays and entertainment are combined with other types - theatrical and gaming, artistic and verbal, visual, which help to solve the problems of musical education.

The following matinees are held in kindergarten: autumn holiday, New Year's Eve, March 8, graduation of children to school. The performance of songs, festive rebuilding, round dances, dances unites everyone in a single impulse. Even when a small group performs, the rest of the children are blown away by the success of their friends.

Entertainment in kindergarten is diverse in its subject matter and organization. In some types of entertainment where the performers are adults, children act as spectators. In others, they themselves dance, sing, read poetry, stage fairy tales, etc. sometimes both children and adults perform together.

Music in the daily life of the kindergarten.Accompanying outdoor games, various activities, walks, morning exercises, music creates a certain mood, unites with common experiences, and disciplines children. Such an organization requires great skill, ingenuity, and creativity from the educator in order to be able to promptly invite the children to sing a song suitable for this moment, listen to several recorded pieces, or dance with the children.

Music in morning exercises is used more systematically. Here you can hear songs, marches and other works recorded or performed on the piano.

In addition, a tambourine is widely used in practice as a musical instrument, on which peculiar rhythms sound well (by shaking, sliding blows, blows with a “free” brush, fingers, etc.). all this helps the development of walking and running, improves posture, coordination and range of motion of children.

Independent activity of children. Independent musical activity arises directly at the initiative of children. Each child tries in his own way to express what he met in a musical lesson, he persistently, with interest, repeats the dance element or selects a melody on a musical instrument, etc. Such exercises become, as it were, a continuation of classes; they can be considered as elements of self-learning. A connection with the lessons is established, especially if, while teaching the child, the teacher develops the skill of independent action. For example, children are offered to sing a song without musical accompaniment in a key that is convenient for them, or to compose a variant of some kind of rebuilding, round dance, etc. by themselves.

Children can express themselves in a particularly diverse way in role-playing games based on vivid impressions after the holiday, entertainment, music lessons, watching TV shows, etc. this includes games of "concert", "musical lessons", "riddles".

Independent musical activity is the result of learning in the classroom, acquired musical impressions at holidays and entertainment, and arises on the basis of the experience accumulated by the child.

Music has the potential to influence not only adults, but also young children. Moreover, and this has been proven, even the intrauterine period is extremely important for the subsequent development of a person: the music that the expectant mother listens to positive influence on the well-being of a developing child (maybe it forms his tastes and preferences). From the foregoing, we can conclude how important it is to create conditions for the formation of the foundations of the musical culture of preschool children.

Main tasks musical education can be considered:

1. Cultivate love and interest in music. Only the development of emotional responsiveness and receptivity makes it possible to widely use the educational impact of music.
2. To enrich the impressions of children by introducing them in a specifically organized system to a variety of musical works and the means of expression used.
3. Introduce children to various types of musical activities, forming the perception of music and the simplest performing skills in the field of singing, rhythm, playing children's instruments. To acquaint with the initial elements of musical literacy. All this will allow them to act consciously, naturally, expressively.
4. To develop the general musicality of children (sensory abilities, pitch hearing, a sense of rhythm), to form a singing voice and expressiveness of movements. If at this age a child is taught and involved in active practical activity, then all his abilities are formed and developed.
5. Promote the initial development of musical taste. On the basis of the impressions and ideas about music received, first a selective and then an evaluative attitude towards the performed works is manifested.
6. To develop a creative attitude to music, primarily in such activities accessible to children as the transfer of images in musical games and round dances, the use of new combinations of familiar dance movements, improvisation of chants.

This helps to identify independence, initiative, the desire to use the learned repertoire in everyday life, play music on instruments, sing, dance. Of course, such manifestations are more typical for children of middle and older preschool age.

The successful solution of these tasks depends on the content of musical education, primarily on the significance of the repertoire used, teaching methods and techniques, forms of organizing musical activity, etc. It is important for a child to develop all the best that is inherent in him by nature; taking into account the inclination to certain types of musical activity, on the basis of various natural inclinations, to form special musical abilities, to promote overall development.

Musical abilities of children manifest themselves in different ways. For some, already in the first year of life, all three basic abilities - modal feeling, musical and auditory representations and a sense of rhythm - are expressed quite clearly, develop quickly and easily, this indicates musicality; others later, more difficult. The most difficult to develop is musical - auditory representations - the ability to reproduce the melody of the voice, precisely by intoning it, or pick it up by ear on a musical instrument. In most children, this ability does not appear until the age of five. But the lack of early manifestation of abilities, emphasizes the musician-psychologist B.M. Teplov, is not an indicator of weakness, or even less ability. Of great importance is the environment in which the child grows up (especially in the first years of life). The early manifestation of musical abilities is observed, as a rule, in children who receive sufficiently rich musical impressions.

In kindergarten we do music activities every day. We are working on the development of musical abilities, instilling aesthetic taste. The kindergarten and the family are the two main teams responsible for the development and upbringing of the child. Musical art is of great importance in mental, moral, aesthetic and physical education. We start working with children from the age of one and a half years and accompany them to school. At this stage of the journey, lasting six years, the guys are systematically, consistently engaged in all types of musical activities. We teach children to sing, dance, listen, play musical instruments. In the process of learning, singing, children develop memory, vocal cords become stronger, the ability to breathe correctly. There is a constant work on diction, the child learns to sing sounds, words, sentences correctly. We teach children to dance expressively, rhythmically, beautifully. Express your feelings and emotions through dance. Children learn to invite each other to dance and see each other off after the dance. Dancing is very good for health, the child develops the correct posture, in the future he will feel confident in any situation. We also instill a love for classical music, broadening our horizons. With systematic listening to music, children develop perseverance, attention is already preparation for school and later life. We see talents and abilities in every child and help develop them in the future.

Music- a means of education, when it is consciously perceived by the child. A person who has opened a window to the world of beauty in childhood knows how to perceive life more fully and joyfully, to see the world in many ways. And we, adults, help children to see the beauty in nature, in work, teach them to worry and rejoice. Every parent needs to remember that there are no children immune to music. By teaching music, we influence the overall development and spiritual world of the child.

Music lessons with children comprehensively develop and prepare them for schooling. For this, progressive methods are used that allow developing memory, thinking and imagination from an early age. Music classes affect intellectual development, accelerate the growth of cells responsible for human intelligence, affect the emotional well-being of the child. Under the influence of music, the energy processes of the body are activated, aimed at physical recovery. Therefore, in music lessons, we carefully select musical material.

Development of musicality each child has his own, so there is no need to be upset if the baby does not immediately succeed, sing and dance, this takes time. In music lessons, we develop each child and approach each child individually. Much attention is paid to such an instrument as the voice, it is the voice that can become the basis of the musical culture of a person in the future. Here we use the principle “from simple to complex”. The kid sings along, but very carefully, as the vocal cords are thin and fragile. When teaching singing, we take into account the physiological characteristics of the child, the method of working on breathing, tempo, and diction. The song and dance repertoire is selected according to the age group. Training involves an individual approach and knowledge of the physiology of each age. By teaching the skills and abilities to play musical instruments, we develop hearing and emotional responsiveness. In younger groups, children sing along with adults, listen, clap, stomp. In the older groups, we teach children to sing in a choir, in groups, to dance in circles, to dance in pairs, the boys learn how to invite girls to dance correctly. At music lessons we teach children: to love to sing songs, to be able to listen to music of different genres, to move correctly, beautifully and aesthetically. I would also like to wish parents that at home, on vacation, while walking with their children, they pay attention to musical education. And we adults help to really perceive reality without destroying the wonderful world of the child.

Overview of Partial Programs

on musical education of preschoolers

PROGRAM "HARMONY"
K. L. Tarasova, T. V. Nesterenko, T. G. Ruban

The goal of the program is the general musical development of children, the formation of their musical abilities in all types of activities available to them. The content of the program is determined by the logic of the formation of musical abilities in preschool childhood at each stage. It includes all the main types of musical activities available to preschool children: listening to music, musical movement, singing, playing children's musical instruments, musical dramatization games. The central place in the program is given to the formation of musical creativity in children and the improvisational nature of the classes. The musical repertoire of the program is selected on the basis of a combination of highly artistic and accessible to children works of classical, modern and folk music of different eras and styles and is organized into blocks of topics accessible and interesting to children. He is fully represented in the anthologies of the musical repertoire and partially in the recordings on audio cassettes.

PROGRAM "SOUND - WIZARD"

T.N. Devyatova

The program is designed for older preschoolers. The purpose of the program: to develop interest in the aesthetic side of reality, the need for children in creative self-expression, initiative and independence in the embodiment of an artistic concept. The course of the program is designed for 1 year with classes once a week and is divided into four stages, consisting of several topics.

First stagebegins with the study of non-musical environmental sounds. Second phase contributes to the creation by children of the simplest instruments according to the model, the reproduction of the rhythmic pattern of songs, chants, nursery rhymes. At the third stage children independently choose and make an instrument for the musical work offered by the teacher. The fourth stage - repeating the names of musical instruments created by children and consolidating their playing skills.

PROGRAM "WE PLAY IN THE ORCHESTRA BY HEARING"
M. A. Trubnikova

The purpose of the program is to teach children three to six years old how to select melodies by ear and play children's musical instruments (in an ensemble, orchestra). The program is distinguished by a fundamentally new method of teaching children to play musical instruments, based on the selection of melodies by ear. Along with the development of an ear for music (timbre, sound, melodic) and a sense of musical rhythm, the program comprehensively addresses the issues of the overall development of the child as a person. The musical repertoire of the program consists of works of classical, modern and folk music, including new ones specially written for this program.

PROGRAM FORKING FORK »

E. P. Kostina

The purpose of the program is a versatile and full-fledged musical education (development, upbringing, training) for children from birth to seven years, corresponding to their age capabilities. The program was developed on the basis of the theoretical provisions of the national school of musical education for preschoolers, the founder of which is recognized in Russia as N. A. Vetlugina.

A new component is an analysis of the quality of the child's mastering of the program, which allows the musical director to timely identify his difficulties and provide corrective assistance. Fundamentally new tasks that are not typical for the program of musical education of children; in conclusion, each stage outlines the guidelines for the upbringing and development of the child, which are successfully implemented in the process of mastering musical activity: the tasks of educating the moral sphere of the child, developing abilities, cognitive processes, personal neoplasms.

PROGRAM "LADUSHKI"

I. Kaplunova, I. Novooskoltseva

The program is aimed at children from 3 to 7 years old. The purpose of the program is the musical and creative development of children in the process of various types of musical activities: musical and rhythmic movements, instrumental music-making, singing, listening to music, musical and gaming activities (dances, games, round dances).

The main objective of the program is to introduce the child to the world of music with joy and a smile. The main methodological principles are the creation of a relaxed atmosphere, the integrity of the approach to solving pedagogical problems, the correlation of musical material with the natural, folk, secular and partly historical calendar.

The program includes the development of music lessons for each month, as well as lesson notes. The presence of written musical material and audio recordings eliminates the problem of finding musical and audio material. The musical material given in the program is not obligatory for the teacher. You can use any works, as long as they are accessible to children for perception. Many interesting ideas are offered. The authors also provide parameters for diagnosing children under the program "Ladushki".

PROGRAM "BABY"
V. A. Petrova

This is a new program for the musical education of young children (the third year of life). The program provides for the development of musical abilities in children of the third year of life in all types of musical activities available to them, contributes to their familiarization with the world of musical culture, high spiritual values. The basis of the program is the works of the classical repertoire, the rich range of which implies the freedom of the teacher to choose one or another piece of music, taking into account the level of preparation and development of a particular child. The program has significantly updated the repertoire of musical games.

The program provides materials for working with educators and parents.

PROGRAM "WORLD MUSIC AND CHILDREN"

A.V. Shumakova

The purpose of the program: to develop musical and aesthetic empathy as the basis of the musical culture of older preschool children. The meaning of the program is that the leading value of music is the emotional world of a person.

PROGRAM "MOSCOW CITCH"

L.V. Kutsakova, S.I. Merzlyakova

The program reveals the tasks and content of the work on the artistic and aesthetic education of preschoolers from 3 to 7 years old. The purpose of the program: to educate aesthetic culture and develop children's artistic creativity. The program provides for the use of a synthesis of arts and activities, which allows children to be led to a holistic, meaningful perception of specific phenomena, events, and feelings. The methodology of the program is built in such a way that in the process of mastering it, the child acquires new knowledge and skills through his own experience.

PROGRAM "MUSIC, MOVEMENT, HEALTH"

T.F.Koreneva

The program is designed for additional classes in rhythm with children of senior preschool age. Highly artistic music (classical Russian and foreign) is used to successfully solve problems in rhythm. The repertoire is selected by sections:

I.The nature of music, the means of musical expression.

II . musical form.

III . Complexes of rhythmic gymnastics.

IV . Historical, everyday and modern dances, paired compositions, elements of Russian classics.

V . Dance compositions, games, exercises with objects.

VI . Hand exercises.

VII . Game creativity, staging of songs.

PROGRAM "MUSIC AND MUSICAL ACTIVITIES"

S.I. Merzlyakova

The program is a modular pedagogical system for the education and development of preschool children from 3 to 7 years old. It consists of a set of modular programs for physical culture, health, artistic, aesthetic, intellectual, social and environmental development of preschoolers.

The program provides an application with long-term planning, class notes, entertaining games and exercises, and other methodological and didactic support. All forms of organizing artistic and aesthetic activities involve the active use of modern audiovisual teaching aids and new information technologies.

"THE BEAUTY. JOY. CREATION"

AESTHETIC EDUCATION PROGRAM FOR CHILDREN FROM 2 TO 7 YEARS
T. S. Komarova, A. V. Antonova, M. B. Zatsepina

Section "Musical activity" (M.B. Zatsepina)

The program is holistically integrated in all areas of aesthetic education, based on different types of art (musical, visual, literary - both classical and folk, theatrical).

The program is built on the basis of education, which is developing in nature, which contributes to the aesthetic, moral and intellectual development of children. Another important principle of the program is the integration of different types of art and various types of artistic and creative activities of children.

The program has a clear structure and takes into account the growth of the creative abilities of children from two to seven years old. Includes all sections of work on aesthetic education in kindergarten. Along with the traditional, the program also widely uses non-traditional educational means for aesthetic education - leisure and entertainment.

PROGRAM "MUSICAL FOLK CULTURE"

D.A. Rytov

The main idea of ​​the program is the education of the child through familiarization with the best traditions of Russian folk culture. The program is intended for the initial musical education of children from 4 to 10 years old, includes 6 steps and is designed for a 6-year period of study. The cognitive value of the program is in the study of the history of Russian culture in rituals and holidays, in the consideration of folk instruments as works of applied art. The acquired knowledge is realized in the musical activity of children. The program includes a number of methods: musical education of children on folk traditions, teaching to play folk instruments, their production and application in practice, organization of heuristic, developing gaming musical and applied activities.

The program is included in the manual "Traditions of folk culture in the musical education of children", approved by the Ministry of Education of the Russian Federation.

INITIAL

MUSICAL AND ARTISTIC DEVELOPMENT OF A CHILD

RUSSIAN TRADITIONAL CONCEPTS ABOUT THE WORLD AND ABOUT YOURSELF

M.L. Kosmovskaya

The program is aimed at introducing preschool children to the origins of Russian folk culture. The peculiarity of its content is the inseparable connection between pagan and Christian ideas about the world around. The program is based on the calendar-thematic principle of planning, based on a combination of regular calendar (New Year, Christmas) and transitional (Maslenitsa, Palm Sunday, Easter, Trinity) holidays. The program is designed for 3 years.

PROGRAM "MUSICAL MASTERPIECES"
O. P. Radynova

The program contains a scientifically based and methodically built system for the formation of the foundations of the musical culture of preschool children (three to seven years old), taking into account the individual and psychophysiological characteristics of children and interconnected with all the educational work of the kindergarten. At the center of the program is the development of children's creative hearing of music, which involves encouraging children to manifest various forms of creative activity - musical, musical-motor, artistic.

The leading activity of the program is musical perception, which unites performance, creativity, musical and educational activities. The program is based on the use of works of high art, authentic examples of world music classics. The fundamental principles of the program (thematic, contrasting comparison of works, concentric, principles of adaptability and syncretism) make it possible to systematize the repertoire of musical classics and folk music in order to accumulate intonational experience of music perception, develop creative abilities in various types of musical activity, flexible application of forms, methods and techniques of pedagogical work depending on age and individual features children. The program interrelates the cognitive and creative activities of children in the process of forming the foundations of their musical culture.
Recommended by the Ministry of Education of the Russian Federation.

PROGRAM "MUSIC - GUARDIAN OF EMOTIONS"

A.V. Shuvalova

All types of artistic activity in the perception of musical works are preceded by ethical and aesthetic conversations about emotions on the topics: “The language of emotions”, “How do emotions arise?”, “Emotions and a person’s face”, “Emotions and gestures”, “Emotions and body movements”, "Emotions and Words".

PROGRAM "ORCHESTRA IN KINDERGARTEN"

L.R. Merkulova

The program is designed for circle work with children of the older and preparatory groups.

1 section. “What should a child know about instruments and an orchestra?”

2 section. Preparatory exercises for learning to play the xylophone, metallophone, bell.

3 section. Work with the orchestra.

4 section. Orchestral accompaniment of musical and rhythmic movements, singing, games.

PROGRAM "JOURNEY TO THE COUNTRY" CHOREOGRAPHY "

A.A. Matyashina

The program is designed for additional education in the middle, senior, preparatory groups. Preschoolers get acquainted with the history of dance, some genres, types, styles of choreography from classic to modern. The ability to dance improvisation develops. The ability to express the heard musical image in a drawing, plasticine is formed. A final lesson is expected with the presence and direct participation of parents. Training is based on the following sections:

I.Exercise at the support and in the middle of the hall.

II.Parterre gymnastics.

III.Dance image.

IV.We listen and imagine.

v. Dancing.

The first 3 sections have a teaching purpose, the last two are aimed at developing creative abilities.

RHYTHMIC MOSAIC PROGRAM

A.I. Burenina

The purpose of the program: to develop a child aged 3 to 9 years, forming various skills, abilities, personality traits by means of music and rhythmic movements.

Tasks:

1. Development of musicality;

2. Development of motor qualities and skills;

3. Development of creative abilities;

4. Development and training of mental processes;

5. Development of moral and communicative qualities of a person.

The system of work involves variable game forms of organizing the pedagogical process based on the cooperation of a child and an adult. The author offers methodological recommendations, practical material - 100 various musical and rhythmic compositions and audio recordings for them. The musical material used ranges from children's songs to symphonic works by classical composers.

PROGRAM "SYNTHESIS"
K. V. Tarasova, M. L. Petrova, T. G. Ruban

This program aims to develop the musical perception of children from four to seven years old. It has a broad educational aspect. Its content introduces the child not only to the world of musical art, but also to artistic culture in general. The program is based on the principle of an integrated approach, in which musical works are considered in a single complex with works of fine art and fiction. At the same time, the core art form in the program is music. The program included works of classical art and folklore accessible to children. For the first time, along with chamber and symphonic music, synthetic genres of musical art - opera and ballet - are used in training.

Along with the program, the package of materials includes: "Anthology" of the musical repertoire, "Methodological recommendations", audio recordings and a set of slides.

PROGRAM "STEPS OF MUSICAL DEVELOPMENT"

E.A.Dubrovskaya

The program is addressed to teachers working under the program "From Childhood to Adolescence". The main thing in the program is the development of the sensory-emotional sphere of the child in conjunction with the moral-intellectual sphere. A new one has been added to the traditional types of musical activity - musical and educational activities (starting from the fifth year of life). The section "Listening - perception" has been significantly expanded, the content of which is aimed at the development of cognitive activity in children.

PROGRAM "TOP COTTON, KIDS"

T. N. Sauko, A. I. Burenina

This program involves the musical and rhythmic development of children 2-3 years old.

The purpose of the program is to foster interest in musical and rhythmic movements, the development of emotional responsiveness to music. The program is interesting for the presence of a variety of musical and rhythmic compositions, which are combined into cycles according to the principle of complication of tasks and diversity of movement. All game exercises are systematized in strict sequence and adapted specifically for young children. The underlying repertoire is dances, songs with movement or games with movement by Soviet authors E. Tilicheeva, T. Babadzhan, E. Makshantseva and others. In addition, author's dances with lyrics to popular folk melodies are offered. The novelty of the program is that it brings together game exercises, systematized in a strict methodological sequence and adapted for working with children 2-3 years old.

The program consists of three parts:

the content of the work during the year;

a detailed description of all game exercises with written musical and verbal texts;

scenarios of entertainment and holiday matinees with parents, based on the studied material.

PROGRAM "ELEMENTARY MUSIC MAKING WITH PRESCHOOL CHILDREN" » T.E. Tyutyunnikova

The program was developed on the basis of a combination of the principles of creative improvisational music-making by the Austrian composer K. Orffwith the achievements of domestic children's musical pedagogy. It is designed for 2 years of systematic classes with children of the senior and preparatory groups for school. The variability of the program allows you to adapt it to work with younger and older children.

Work with children on the development of elementary music-making skills in accordance with the requirements of the program is carried out in three interrelated areas: educational, creative and concert. For each of them, the program contains specific recommendations for teachers.

The program is equipped with a teaching kit.

Additional programs of preschool education:

The program "In the world of ballroom dancing"

Gorenka program

Program "Music with Mom"

Program "Charm"

Methodological assistance to the music director,. You can receive messages by subscribing to the feed. You can

Mukhina Evgenia Yurievna
Musical education in the preschool educational institution: tasks, forms of organization

Musical education in the preschool educational institution

Musical education in kindergarten has a complex impact on the development of children. Preschool age is a period when the basic abilities of the child are laid, his talents begin to appear, and the personality develops actively.

For a short time in the system musical education preschoolers have changed a lot much: a large number of programs, educational technologies have appeared, children and parents have changed. And most importantly, the requirements for their content and have changed. At the present stage, pedagogical activity requires the appeal musical leader to new forms that would allow preschoolers to be educated without them even knowing it. The reference point in this direction is the requirements of the Federal State Educational Standards for Education, which define a new idea of ​​the content and organization of musical education:

Region « Music» is included in the set of educational areas of the program. The implementation of its content is aimed at formation common culture of children through development musicality, attachment to musical art.

Music opens the way for the child to creativity, promotes harmonious personal development. Music influences not only the development musical ability but also contributes to the socialization of the child, as well as shapes his spiritual culture.

Main tasks of musical education in accordance with GEF BEFORE:

Introduction to musical art; formation of the foundations of musical culture, familiarization with elementary musical concepts, genres; upbringing emotional responsiveness to perception of musical works.

Development musical ability: poetic and musical ear, sense of rhythm, musical memory; song formation, musical taste.

Cultivating an interest in music- artistic activity, improvement of skills in this type of activity.

Child development musically-artistic creativity, the implementation of independent creative activity of children; satisfaction of the need for self-expression.

Traditionally in kindergarten, it is customary to distinguish four forms of organization of musical activity: Educational activity, independent children's musical activities, music in everyday life and on holidays and music in the family.

Educational activities - the main form of work with children, during which a systematic, targeted and comprehensive education and formation of musical abilities of each child. Educational activities include the alternation of various activities (singing, rhythms, listening music, games on children's instruments, familiarization with the elements musical literacy) and thus ensure the diversified development children's musical ability. It unites children with common, joyful, aesthetic experiences, joint actions, teaches a culture of behavior, requires a certain concentration, manifestation of mental effort, initiative and creativity. Independent musical the activities of the children will be more active, based on the knowledge, skills and abilities acquired in direct educational activities. Holidays, entertainment will be more successful, more interesting if the learned songs, dances, round dances are performed by children expressively and naturally. Their structure and content depend on educational tasks and age of children. The content of the classes includes learning to sing, listen music, rhythm, elements musical literacy playing children's instruments. The scope of knowledge for these activities is determined by the program and tasks of musical education for each age group of kindergarten.

Purpose and a task educational activity is to instill in preschoolers an interest in art, the ability to understand music information, genres, musical forms, promote formation children of artistic taste.

Educational activity is the main form educational activities in kindergarten and educational- the educational process is carried out by direct teaching. In everyday life, indirect guidance becomes a priority music director, educator, parents musical education of children. Direct learning in everyday life is not completely excluded, but it should be limited. Any musical communication with the child should be built on joint activities, partnership, in every possible way encouraging his initiative, which is especially important when independent musical manifestations of children. Music in the daily life of the kindergarten unites all forms of musical activity: holidays, entertainment, morning exercises.

So, form of organization of musical education in the daily life of the kindergarten provides for two types of leadership from educator, music director, parents: direct and indirect. During games, educational exercises, walks music can sound at the request of both children and adults. But in entertainment, holidays, morning exercises, this happens, as a rule, at the initiative of the teacher; while he must, of course, take into account the possibilities, interests and passions of children. The interaction of the entire teaching staff is one of the signs of a highly effective educational organizations- the educational process. Musical the leader creates conditions for children to acquire knowledge, skills and abilities in various forms musical activity, a educator contributes to their consolidation.

To music firmly entered the lives of children, musical the leader needs to build interaction not only with the team of teachers, but also with parents. To do this, certain work is carried out with parents, in the process of which it is necessary to ensure that they become conductors of the cultural development of the child. Children and adults love common forms of interaction, and these are holidays, entertainment, contests, quizzes.

Circle work also contributes to the emergence of independent musical activities of children both in a group and at home with their parents. Accumulated musical The child transfers the experience into everyday life in accordance with his interests and desires.

The emergence of an independent musical activity in kindergarten is one of the indicators of a high level of development of children, characterized by certain musical skills and knowledge, the ability to tolerate a variety of musical actions in everyday life. The child must be able to apply the accumulated musical experience, formed musical skills and abilities in new conditions, in independent musical activities according to their interests and desires.

Based on many years of research in the laboratory of aesthetic Education Research Institute of Preschool Education conducted under the guidance of N. A. Vetlugina, we can conclude that an independent musical the activity of preschoolers successfully develops with the correct setting musical education in kindergarten, and in the family. In his organizations it is recommended to adhere to the following provisions:

Learning is a means musical education aimed at the development of the personality of the child, in particular his musicality taking into account his age and individual characteristics;

- music classes - the main form of organizing children's education; however, learning should be carried out using all suitable life situations, both in kindergarten and in the family;

Management musical education children on the part of the teacher should be in the nature of a joint activity (to be near, together, and not above, on top, in which the adult remains the leader, but sees the child as an equal participant, partner.

Music in the daily life of the kindergarten, it often sounds during games, entertainment and holidays.