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

At what age can a child listen to music?

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

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

What kind of music can children play?

Music for newborns should be melodic and quiet. Children can play pleasant classics (Beethoven, Mozart, Vivaldi), modern instrumental calm music, or purchase special melodies for children, which have already been converted into ear-pleasing compositions by sound masters. Hearing melodic music, the baby immediately calms down and becomes quiet, listening to the rhythm he likes. If the music is cheerful, then the baby’s movements will be more animated, and he will begin to smile.

The more calm and melodic music a child hears from the first days of life, the more balanced he will be in the future. When you put your baby to bed, sing him lullabies or just talk to him, and play music quietly in the background - this will calm the baby down, and he will quickly fall asleep in a sweet dream. In addition, it has been proven that while listening to pleasant, calm music, digestion occurs faster and better, which is extremely important for the well-being and good sleep of our little ones.

When you choose music for your baby, avoid tunes that feature percussion instruments. They will have a zombie-like effect on the child (as well as on the psyche of an adult), so the baby can be capricious, nervous, and restless.

Remember that children also love fun, and when they are in a good mood, they like rhythmic music “for their feet”, to which they want to dance. Kids who have just learned to stand on their little legs are already trying to bend their knees to the beat of the music, or laugh loudly when they hear unusual sounds that can now be downloaded from the Internet. To rhythmic music, a child wants to move and play, and this develops a cheerful and active personality in him. Children who listen to music from childhood develop and learn about the world much faster. However, music should be varied - classical, pop, jazz, and folk music - with diversity in music, the child absorbs diversity in life and develops comprehensively.

Musical tales

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

The influence of classical music on a child

The opinions of adults are divided into two camps - some say that classical music is too difficult for young children, while others insist that it is classical music that cultivates aesthetic taste in children. However, it doesn’t matter to children how you feel about this music - every child is intuitively drawn to one sound or another, regardless of your personal preferences. For example, many children calm down when they hear the melodies of Tchaikovsky, Beethoven, Vivaldi, but children are wary of Bach, with his organ music that is somewhat difficult to perceive, because such a deep sound causes anxiety in them.

The positive influence of classical music on children has been proven by scientists, and they say that it is a certain frequency of acoustic waves of classical works that affects the child’s pleasure centers and promotes the development of brain activity. For example, Mozart’s music makes it easier for the baby to perceive everything new and stimulates memory, so his works can be played for the baby in between educational games.

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

You should not force a child to listen to classical music, because not even every adult is able to cope with 10 minutes of listening to classical music. Try to play different works for your child every day and take a closer look at how he reacts to them. Surely some will calm him down, while others, on the contrary, will encourage him to inexplicably capricious actions. After a while, you will be able to select a list of works that have the most beneficial effect on the baby.

Should I send my child to a music school?

If at least one of the child’s relatives has a good voice and hearing, then it is quite natural that the child is not deprived of musical abilities. You can verify this by sending your child to a music school. Today it is much more prestigious to teach a child English, rapid reading and writing than to learn music, but music plays an important role in the development of a child’s personality. Perhaps your child will like the choice of instrument that you offer him, or maybe he himself has his eye on a piano or violin. Children often strive to imitate their idols, and if your child’s favorite actor in some movie sits in a black tailcoat at the piano and plays a beautiful melody, then the child may become attracted to this instrument and ask you to teach him to play it.

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

However, it would be a mistake to think that if you send your child to a music school, he will immediately become diligent and sensual. Many children don’t even last a year in music school because they are bored there, they need to learn a lot of terms they don’t understand, understand them, and repeat the same melodies at home day after day. So if your child resists such teachings, do not scold him, because not everyone grows up to be famous musicians; for many, musical education simply gives another page of variety in life, and nothing more.

Not all music is created equal

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

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

How does music influence a child's personality development?

• Develops a sense of musical taste;
• Instills emotional responsiveness;
• A child will be more happy to do physical exercises with music than without it. Rhythmic exercises accompanied by music improve coordination of movements, the child’s posture, clarity of movements and walking;
• Singing to music strengthens the vocal cords, develops speech, the correct posture of the singer deepens his breathing;
• Playing musical instruments, singing, and dancing develop children's attention, organization, speed of reactions, and fine motor skills of the fingers;
• Children perceive musical fairy tales much easier than those simply read by their mother, since they are easier to remember. They broaden the kids' horizons;
• Easily excitable children are advised to listen to calm music to balance their inner world;
• Musical classes in a group lift the child’s mood; under the influence of properly selected rhythmic music, various games and activities, children learn to play and communicate with each other, the fear of “new people” goes away;
• Boys and girls who have a musical education, know how to play musical instruments, sing, are less likely to end up in bad company than those children who are far from music. Music develops a disciplined and responsible personality in a child, distracts the cognitive brain from dangerous hobbies and gives him a positive, right direction in life.

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MUSIC AND COMPLETE DEVELOPMENT OF A CHILD'S PERSONALITY

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

Aesthetic education is aimed at developing the abilities of preschool children to perceive, feel and understand the beautiful, to notice the good and the bad, to act creatively independently, thereby becoming involved in various types of artistic activities.

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

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

The second sign of musicality – ability to listen compare and evaluate the most striking and understandable musical phenomena.

The third sign of musicality – manifestation of a creative attitude towards music. Listening to it, the child imagines the artistic image in his own way, conveying it in singing, playing, and dancing.

With the development of general musicality, children develop an emotional attitude towards music, their hearing improves, and their creative imagination is born.

Music, directly influencing a child’s feelings, shapes him moral character. The influence of music is sometimes stronger than persuasion or instructions. The genre richness of the music helps to perceive heroic images and lyrical mood, cheerful humor and playful dance melodies. The variety of feelings that arise when perceiving music enriches children’s experiences and their spiritual world.

The solution of educational problems is facilitated by collective singing, dancing, and games, when children are overwhelmed by a common experience. Music lessons influence the general culture of behavior of a preschooler. The alternation of various tasks and activities (singing, listening to music, playing children's musical instruments, moving to music) requires children's attention, intelligence, speed of reaction, organization, and strong-willed efforts. All this improves inhibitory processes and develops will.

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

The perception of music is closely related with mental processes, i.e. requires attention, observation, and intelligence. Children listen to the sound, compare similar and different sounds, become familiar with their expressive meaning, note the characteristic semantic features of artistic images, and learn to understand the structure of the work. Like other types of art, music has educational value, activates perception and presentation, awakens fantasy and imagination, makes you think and create.

Music perceived by the auditory receptor affects the general condition of the entire human body, causing reactions associated with changes in blood circulation and breathing. V. M. Bekhterev, emphasizing this feature, proved that if you establish the mechanisms of the influence of music on the body, you can cause or weaken excitation. Skillful use of the melodic and rhythmic components of music helps a person during work and rest.

Singing develops the vocal apparatus, strengthens the vocal cords, improves speech (speech therapists use singing in the treatment of stuttering), and promotes the development of vocal-auditory coordination. The correct posture of singers regulates and deepens breathing. Rhythmic classes, based on the relationship between music and movement, improve the child’s posture, coordination, and develop clarity in walking and ease of running.

Music lessons contribute to the overall development of a 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 will allow children to respond to good feelings and actions in accessible forms, help to activate mental activity and, constantly improving movements, will develop preschoolers physically.

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The great Soviet composer D.D. Shostakovich noted “In sorrow and joy, in work and in play, music is always with a person. It has entered into life so completely and enormously that it is taken for granted, like the air that one breathes without thinking, without noticing... How much poorer the world would become if it were deprived of a beautiful, unique language that helps people understand each other better.” The composer emphasized that lovers and connoisseurs of music are not born, but rather become. These words of D. Shostakovich are about the enormous importance of cultivating in a person a love for music and the ability to perceive it. And the sooner music enters a person’s life, the deeper and more precise this art will take its place in his soul. Everything that a child receives during preschool childhood largely determines what he brings to society in the future. It is in this early period of life that the foundations of various qualities and properties are laid in the formation of the child’s personality, her interests and abilities. Psychologists note that most of what is acquired during this period is absorbed extremely quickly and is remembered for many years, sometimes until the end of life.

It is already known that musical abilities are revealed earlier than many other human abilities. Two main indicators of musicality, emotional responsiveness and ear for music, appear in the very first months of a child’s life. The baby is able to respond emotionally to cheerful or calm music. He concentrates, calms down if he hears the sounds of a lullaby. The cook even hears a cheerful, dancing melody, the expression on his face changes, and his movements become more animated.

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

The goal of the influence of music on the upbringing of children is to introduce musical culture as a whole. The influence of music on the formation of a child’s personality and the development of children’s creativity is very great. Music, like any art, can influence the comprehensive development of a child’s personality, induce moral and aesthetic experiences, and lead to the transformation of the environment to active thinking. General musical education must meet the basic requirements: to be universal, covering all children and comprehensive, harmoniously developing all aspects of the formation of the child’s personality.

Adults often ask the question: “Why should we introduce a child to music if he doesn’t have strong manifestations?” Answer: positive. Conclusions about a child’s musicality can be made only after he receives correct and appropriate musical education and training.

The comprehensiveness of musical education acts as one of the effective ways of moral enrichment and the formation of a child’s personality. Activation of his mental activity, increase in vitality. The influence of music unites children in a single experience and becomes a means of communication between children.

Children's musical experience is still very simple, but it can be quite varied. Almost all types of musical activities are available to children in their very basics, and proper education ensures the versatility of their musical and general development on the child’s personality. Through the cultivation of an aesthetic attitude towards the surrounding life, through the development of abilities to emotionally empathize with the feelings and thoughts expressed in works, the child enters into the image, believes and acts in an imaginary situation. The influence of music encourages him to have a “wonderful ability to rejoice for others, to worry about someone else’s fate as if it were his own.”

Musical development is very important for any child. And this does not mean at all that it is necessary to raise a brilliant musician from a baby from the cradle, but it is within our power to teach him to listen, understand music, and enjoy it. When should musical development begin and what should it consist of?

Musical development contributes to the holistic formation of a child’s personality. While listening to music, the central nervous system and muscular system develop, the process of socialization is facilitated, artistic thinking and a sense of beauty develop.

From birth to 2 years

As you know, auditory perception (unlike visual perception) is very well formed by the time the baby is born. While still in the mother's tummy, the baby hears her voice. The child repeats human speech and animal sounds. Inanimate nature (the knock of a door, for example) does not interest him at all. Researchers have noted that the babble of all children in the world is the same, regardless of what language is spoken around them. Turning to rattles, it is worth noting that they produce a wide variety of sounds - dull, crackling, like maracas, or ringing, like a bell. When purchasing them, try to select as wide a range of sounds as possible. Invite your baby to compare the sounds of different rattles. Currently, electronic musical toys (mobiles, musical mats, electronic pianos, etc.) occupy a large niche in the children's goods market. It is important that the music played is recognizable and of good quality. It is also valuable that in order to extract a sound (melody), the baby will need to perform an action - hit a key, turn a lever, touch a toy, etc. This will contribute to the formation of cause-and-effect relationships at the “reaction-stimulus” level, thereby developing the cerebral cortex.

For a very young child, you intuitively offer calm lullabies before bedtime, and playful and rhythmic songs while awake. A two-year-old child can be asked to choose for himself which option from the proposed musical excerpts is most suitable, for example, for charging. Explain what the expression “to do to music” means. Children will understand its meaning perfectly if they do not hesitate to exaggerately seriously depict marching movements to Grieg’s music. It turns out? No. Movements to this music should be smooth and measured. Of course, you can use recordings of songs from cartoons. But don’t be lazy to add variety. Children respond very well to “soft” jazz compositions (with an easily discernible main theme). It is good to offer them before going to bed. For example, works such as “Summertime” by J. Gershwin, “Hosanna,” and almost any work by Weber are suitable. From the repertoire of classical music, you can stop at Beethoven’s “Fur Elise” and the 14th Sonata (Lunar), Griboyedov’s waltzes, Glinka’s nocturnes, Grieg’s “Peer Gynt”, Massenet’s “Elegy”.

For an active pastime, take the Italian polka and Rachmaninov's 14th concerto, Mozart's Turkish rondo, Khachaturian's waltz to the drama "Masquerade", a joke from Bach's orchestral suite. Nowadays there are a great variety of thematic CDs with recordings of musical works arranged for children. These are variants of popular works without chords and second themes that are difficult for a child’s ear. Almost the same melody sounds. At any age, it is pleasant and useful for a person to listen to recordings of the sounds of nature - a babbling stream, a raging sea, rustling rain... But do not forget the immutable rule - talk to your child about what he heard. Ask your child if he liked it, what he thought about while listening, what feelings he experienced. After all, it may turn out that he has unpleasant associations. Discuss everything you heard for the first time, paying attention to the emotional side (what feelings, images arise).

2-3 years - first instruments

We have already become proficient in listening to music, and the good old, but already boring rattles are being replaced by real musical instruments. In this age range, it would be most optimal to pay attention to familiarization baby with musical instruments.

Drum , you can be sure it will be received with a bang. Invite the young drummer to slap the drum with his palm, then tap with his finger; the surface can be stroked. Beat the drums; Although the baby is not yet able to do such exercises, by doing this you will expand the range of sounds produced for him and stimulate interest in further manipulations. The chopsticks should be put aside for now to avoid injury.

Then we offer tambourine - in fact, a complicated version of the drum - you can beat and ring. Show your baby how to accompany any melodies. There are many accompaniment options. The simplest one is hitting the downbeat—places that sound stronger and clearer. For example, in tra ve seed ate body Not chick, owl seven How O gu re chik" and the trembling of bells on long vowels. “The Waterman’s Song” is perfect, in particular the phrase “I’m dying to fly” or “Winged swing”, that is, slow melodies. These musical instruments are the best way to show what tempo and rhythm are. Kids perceive the association with steps well. Top... Top... Top... (pause for 2-3 seconds). Top. Top. Top (at normal pace, without pauses). Top-top-top they ran (quickly). Now also with your fingers on the drum/tambourine. Check if your baby understands you by listening to children's songs. They tend to exhibit a distinctly fast or slow tempo. In the first case, “Or maybe a crow”, “Little Red Riding Hood’s Song”, “Dance of the Little Ducklings” are suitable. The slow pace is perfectly illustrated by “The Waterman’s Song,” “The Turtle and the Lion Cub’s Song,” and “The Bear’s Lullaby.” It is important that listening to children's songs initiates the baby's singing activity, promotes speech development, and enriches the passive vocabulary. Attempts to sing along will contribute to the development of the articulatory apparatus, and correlating the musical theme with your favorite cartoon will create a positive mood and improve your emotional state. Children usually do not hesitate to sing out loud, unless “kind” adults once said something unflattering about such singing. Do not allow this to happen, otherwise you will have to correct the mistakes you have made - fearlessly demonstrate your love of singing by personal example. The next step is to show different sound durations and rhythms. So, with your left hand, beat the drum slowly and rhythmically (every two seconds), then add your right hand (every second). We get one blow with the left - two blows with the right. Now invite your baby to “replace” your left hand - first let him put his palm on top and feel the rhythm, then quietly remove your palm. And before us is a tandem of drummers! Then you change “scores”, speed up or slow down the tempo, change the beat ratio (1:4), etc.

And now - spoons . You don't even need to buy them. There are probably a couple of wooden spoons around the house. Fold them with the back sides, fasten the ends for convenience with an elastic band. It is quite enough for initial acquaintance. You need to hold the spoons by their fastened tips, without squeezing them too tightly, otherwise, when squeezed, they will not make a knock. It is not so easy for children to grasp spoons correctly; it is much more common to grasp them more tightly, like a rattle. You will need to achieve some relaxation. The sound of spoons is traditionally combined with folk songs and chants, but almost any rhythmic melody will do (“Dance of the Little Ducklings”, “Antoshka”, “If only there were no winter”).

If you suddenly find it on sale ratchet , you can also offer it to your child. Just like spoons, this instrument requires some coordination of movements to produce sound. This requires coordinated work of the muscles of the hand and forearm. Playing the rattle is convenient to accompany chants and ditties (you can use “Ditties of grandmothers of hedgehogs”).

After 3 years can be offered to the baby glockenspiel . Melodic scales can inspire children's creativity - their little ears have never heard anything like this. It should be taken into account that the stick should be held lightly, without squeezing, otherwise the sound will not be clear. Kids don’t “catch” this moment right away, but over time everything will start to work out.

4 years - listening to music

The four-year-old listener is already quite experienced, still inquisitive, restless and impatient. Now is the time to spend most of your time listening to music. While listening to a piece of music, your child will easily understand the tempo and identify the instruments he knows. It's time to expand his horizons and introduce him to new musical instruments. This will allow you to use an important mental function when listening to music - analysis, which is necessary for the mental development of the baby. With new knowledge, the child is ready to attend the conservatory. You can anticipate your cultural journey by watching videos of concerts, analyze and discuss what you hear. Music, it turns out, can tell a lot about itself. Not only about tempo, rhythm and composition of instruments. Let's get acquainted with the words "major" and "minor". The antonyms fun - sad will help make them accessible to the child’s understanding. And offer to determine which work is suitable for what. For a minor, you can take Tchaikovsky’s “The Doll’s Disease,” and for a major, Mozart’s “Turkish Rondo.” Major is always confident, joyful, flaunting, minor is sad. It is even easier for children to determine the nature of music as follows: major - you want to laugh, minor - you want to cry. The baby needs to choose what is best to do while listening to the music and “make a diagnosis.” To consolidate this material, it is good to practice on the following pieces of music. Minor - “The First Loss” by Schumann, “Dance of the Little Swans” by Tchaikovsky, Russian folk song “A Birch Tree Stood in the Field.” Major - “Italian Polka” by Rachmaninov, “Clowns” by Kabalevsky, “Chunga-Changa”. Now there are even more strange-sounding words, but they are even easier to explain: staccato - sharp, jerky and legato - smooth, slow. When performing staccato, each sound “speaks” separately, waits its turn, and in the case of legato, the sounds “flow” into one another. For example, “There was a birch tree in the field” is an obvious legato, the song “Smile” is an undeniable staccato.

And, of course, it is worth organizing acquaintance with a wider range of musical instruments. The kid is already familiar with the drums. From the group keyboards It is quite possible to show a piano, mention the organ, harpsichord (the child will see them at the conservatory). group brass Flute and trumpet will be presented. It would be good if, along with the sound, you could show an image of the instrument. Before going to the conservatory, tell your child about the rules of behavior in this place. Explain that it is not customary to talk, get up, or make noise during a performance. For beginners, subscriptions to short-term concerts are offered. You can visit the concert hall of the Russian Academy of Music. Gnesins. It hosts Sunday afternoon concerts; Among other works, sketches by Liszt (for example, “Round Dance of the Dwarves”), Grieg’s music for Ibsen’s play “Peer Gynt”, and Saint-Sane’s “Carnival of the Animals” are performed. It will be very nice if, during the first visit to the conservatory, the child hears already familiar works - this will make it possible to more clearly appreciate the difference between playback from a disk and “live” sound. For your first visits, you can choose a cycle of plays by Kabalevsky, works of small forms by Mozart, and folk songs. Next, choose the musical fairy tale “The Wolf and the Seven Little Goats”, the operas “The Tale of the Dead Princess and the Seven Knights”, “Rikki-Tikki-Tavi”, “Flint”. No less interesting for your child will be a visit to the Russian Center for Museum Pedagogy of Children's Creativity at the State Russian Museum. You can go there with a two-year-old child, for example, for the “At the Art Museum with Mom” or “Games with Sounds and Colors” subscription. For 4-year-old children we offer the “Meetings with the Beautiful” subscription. At the Moscow International House of Music, children and their mothers will be offered a fabulous concert “The Little Humpbacked Horse” and “The Tale of Tsar Saltan” based on the opera of the same name by Rimsky-Korsakov. At the Moscow New Opera Theater named after. E. V. Kolobova will present the opera “Cat’s House” to the attention of young listeners. You can also visit the children's musical theater named after. N. Sats with a rich repertoire of performances for children. Interesting performances can be watched in the musical theater “Experiment Kommersant”. The most successful productions are “A Kitten Named Woof”, “The Flying Ship”, “The Cat Who Walked By Itself”.

At the age of 4 years, it is useful to become acquainted with such a technique as meditation to music. Quite recently, the crisis of three years has passed (or you are still in the process), the baby is aware of himself in the world around him separately from you, feels like an independent person, but this is not so simple. Try meditating with your child. An important condition is a balanced, calm emotional state of the parents. Choose calm, transparent music, without disturbing sounds. Recommended works: compositions by Kitaro, Spectral Suite by Steve Halpern, Evening Serenade by Schubert, Song of Solveig by Grieg. You will also need soft pastel or oil pencils and a sheet of paper. Meditation time is 20-30 minutes. Place your baby in a cozy, warm place, dim the lights, turn on your chosen music and start telling a story. Something like this: “It was a long time ago (or just recently). In a distant country lived the Sun and Light. They loved each other very much. And when they had Ray, they were happy. The little ray grew very quickly, warmed everyone with its warmth and gave joy to those around it. He was taught by the best sages, and he began to understand the language of animals and birds, the language of wind and waves. .. When Luchik grew up, he decided to go traveling to help everyone else. And while wandering, I saw a wonderful house with music playing in it. He went there and saw what he needed so much...” Now invite the child to draw what Ray saw. What he really needs himself. If the child doesn't want to draw, let him tell. In this exercise, music helps the child relax, identify himself with the hero of the fairy tale, and therefore feel loved and happy. This image of family has a positive impact, the journey illustrates reasonable independence.

5-6 years old - everything is “grown-up”

At the age of 5-6 years, the creative spirit in children is literally in full swing, but at the same time they are already much more disciplined than a year or two ago. Creating and making noise is an urgent need for a preschooler. That is the most time to move from listening to reproduction. We invite you to organize a musical noise orchestra. This is a fairly noisy event, which will require background music, which will create the necessary mood and set the rhythm. African or Japanese drums and maracas are suitable. The process of making instruments is no less fascinating. Cans of water, glass and plastic bottles with peas, beans, buckwheat, tambourines, spoons, a comb, buckets, rubber balls, even an abacus will come in handy. Anything that can be used to produce at least some sound will do. Having staged a piece of music, we listen to it, delve into it, and create the mood. After that, we try to complement the sound on our own. It’s better to try all the instruments, then give out preferences. Perhaps at first the baby will not get any melody. If he's just hitting with tools, don't interrupt the action. This is a great way to get rid of negative emotions and unwind. Next time the process of synthesis and creation will begin. The lesson will be more effective if two or three children take part in it. The work becomes more complicated, but the number of tasks to be solved also increases. We'll have to learn to listen to each other. For you, this is an opportunity to assess the emotional state of your child and give him the opportunity to improvise. At this age, we continue to expand the repertoire of musical works that can be offered to the child for listening. You need to select musical pieces according to the baby’s mood; you can positively influence his emotional state. For 5-6 year olds Children are recommended to use the following repertoire:

• when overworked - “Morning” by Grieg, “Polonaise” by Oginsky;
• in a bad mood - “To Joy” by Beethoven, “Ave Maria” by Schubert.
• for severe irritability - “Pilgrim Choir” by Wagner, “Sentimental Waltz” by Tchaikovsky.
• with decreased attention - “The Seasons” by Tchaikovsky, “Moonlight” by Debussy, “Reverie” by Schumann.

Based on this list, you can supplement it, taking into account the tastes and needs of your baby.

Introduction

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

The importance of music education for the comprehensive development of personality

Objectives of music education

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

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

Music has one of the most powerful emotional effects on a person: it makes you rejoice and suffer, dream and be sad, think, and teaches you to understand the world around you, people, and their relationships. It can lead you into a dream world and turn out to be hostile, but it can also have a positive educational effect even in cases where all other means are ineffective.

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

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

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

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

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

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

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

Other types of musical activities also contribute to intellectual development. Dance, folk dance, pantomime and especially musical dramatization encourage children to depict a picture of life, to characterize a character using expressive movements, facial expressions, words, and the nature of the melody. In this case, a certain sequence is observed: children listen to music, discuss the topic, assign roles, then act. At each stage, new tasks arise that encourage you to think, fantasize, and create.

Raising children through folk music develops their interest in songs, games, and round dances of other peoples. Suffice it to remember how children happily dance Russian round dances around a birch tree, dance provocative Ukrainian and Belarusian dances, sing Lithuanian songs, etc. Round dances, games, songs, dances, as well as elegant costumes arouse interest in the creativity of their people and other peoples.

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

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

Nurturing the musical culture of preschool children is impossible without developing their musical abilities in the process of musical activity. The more active and varied it is, the more efficiently the process of musical development proceeds and, therefore, the more successfully the goal of musical education is achieved. Thus, the development of musical abilities is an essential prerequisite for the successful formation of a musical culture.

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

The importance of musical activity for moral and aesthetic education lies in the fact that music classes take place in a group of children, and this corresponds to the characteristics of children's performing activities. In conditions of joint singing and movements to music, even insecure children feel good. This creates optimal conditions for the development of everyone

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

Music influences the process of physical improvement of a child. It is known that it also affects a person’s vitality, causing changes in blood circulation and breathing.

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

Singing is also associated with a child's physical development. By influencing the formation of the singing voice, singing, in turn, activates the functions of the vocal and respiratory apparatus. There is a so-called “singing” attitude: the child is constantly reminded that to sing he must sit straight, without hunching over. This is very important for developing correct posture, and the game as a child’s leading activity, the transformation into the image of a particular character characteristic of the game, turns this type of activity into one of the most beloved by children. As a rule, children are great at getting involved in the game: “entering the character,” transferring elements of the musical performance into independent play activities, continuing to “live in character.”

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

For comprehensive development, it is especially important to form a personality in an aesthetic, ideological and moral direction, creatively active, musically cultural.

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

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

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

To solve the problems of musical education, the teacher needs to know the entire system of musical development of children of preschool and primary school age. This contributes to seeing the prospects for their musical development throughout all years of study, establishing relationships between various types of activities in classes and music lessons, and skillfully selecting musical material for consistent solution of developmental tasks.

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

In addition, children develop ideas about the characteristic feature of march music - its sharp, dotted rhythm. You can feel it through expressive performance, for example using rhythmic instruments in the introduction. Playing the simplest musical instruments activates the sense of rhythm and promotes awareness of rhythm as an important means of musical expressiveness of marching music. It is advisable to consolidate ideas about the characteristic rhythmic motifs of march music and the alternation of strong and weak beats at the next stages, for example, when teaching children knowledge about the simplest musical forms.

The next stage in the development of a rhythmic sense in children is associated with the distinction between long and short sounds, familiarization with two rhythmic units: a quarter and an eighth. Next, the children master the simplest rhythmic motifs, formulas that underlie the musical material that is well known to them from music classes.

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

It is important to use artistically valuable music when working with children, especially classical and folk works. But for this, the teacher himself must know it well, love it, be able to present it to children, and talk about it in an interesting way.

It is very important when explaining the task to specifically reveal the aesthetic content of the musical work. Moreover, the teacher should talk about the elements of beauty in music in an emotional, expressive form. If a music teacher analyzes them in an ordinary, even voice and does not find words expressing the brightness and colorfulness of the work, then the children’s emotions will not be affected: they will listen calmly, without showing much interest in the song, dance, game, round dance. To consolidate aesthetic feelings and deepen aesthetic experiences, it is necessary to create a certain emotional mood during the lesson. For example, when listening to a song on the theme “Autumn,” it is good to use a poem about autumn, listen to plays by P.I. Tchaikovsky "Seasons".

Musical activity promotes the development of creative abilities, which is possible only in the process of children’s assimilation and practical application of knowledge, skills and abilities. Each type of musical activity, in addition to the general aesthetic influence, has its own specific effect on the child. Listening to music influences the development of feelings and teaches us to see beauty.

musical education preschooler personality