"Musical education of preschoolers", O. P. Radynova, A. I. Katinene, M. L. Palavandishvili, is the legacy of N. A. Vetlugina. That is why the work follows the basic principles of the technology proposed earlier by Vetlugina.
Short description
The textbook by O. P. Radynova “Musical education of preschoolers” is structured in such a way that numerous types of musical activities are in close connection and complement each other. Under musical education in kindergarten, auto means a well-thought-out pedagogical process, which is aimed at developing the creative personality of the baby through the development of creative abilities, the education of musical culture.
How does O. P. Radynova plan to achieve her goal? The musical education of preschoolers, according to the author, should be carried out through the perceptionchildren of various music.
Specific benefits
The textbook by Radynova, Katinene "Musical education of preschoolers" is designed so that the acquisition of skills, abilities, knowledge is not an end in itself, but a means of shaping the tastes, interests, needs, preferences of children. This course is aimed at developing the components of musical and aesthetic consciousness.
What is the musical education of preschoolers based on? Radynova, A. I. Katinene are convinced that when singing, listening to compositions, playing instruments, the basic personal abilities of children are formed and developed. They offer the work that was offered to preschoolers for listening, orchestrate, supplement with dance movements.
What does O. P. Radynova emphasize in her program? The musical education of preschoolers, according to the author, is not only the inculcation of playing skills on various instruments, but also the formation of the child's ability to feel each instrument.
The authors of the program introduced the concept of "dictionary of emotions".
What does Olga Petrovna Radynova put into the meaning of these words? The musical education of preschoolers is accompanied by the accumulation of those words that characterize the mood, feelings, character, betrayed in music.
Comprehension of the "sensuality" of the composition heard by the author of the program connects with mental operations: comparison, synthesis, analysis. Creating a "dictionary of emotions" in a preschooler allows you to expand your understanding of those feelings thatexpressed in music.
Activity Techniques
What are the required methods of work for the musical education of preschoolers? Radynova O. P., Katinene A. I. suggest using cards during classes, as well as other didactic aids that contribute to the formation of visual-figurative perception in children. They distinguish several forms of music lessons: frontal, individual, group.
What content do Radynova, Katinene, Palavandishvili fill them with? They propose to implement the musical education of preschoolers through thematic, dominant, typical, complex classes.
Relevance of the methodology
Different types of art have specific means of influencing a person. Why is the musical education of preschoolers so important? Radynova, Katinene, Palavandishvili proved the impact of this type of art on a child from early childhood. When developing a methodology, they were based on information that the music that a mother listens to affects the subsequent development of a baby in the prenatal period.
Musical education of preschoolers Radynov, Katinene, Palavandishvili is called the most effective means of shaping the aesthetic taste of the younger generation of Russians. It has a great power of emotional action, forms the tastes, feelings of a small person.
The results of modern scientific research indicate thatthat the development of artistic abilities, the formation of the foundations of culture, must begin in early childhood. O. P. Radynova was based on these conclusions. The theory and methodology of musical education of preschoolers, proposed by the author, fully takes into account the age and individual characteristics of children.
Music has an intonational nature similar to speech. Similarly to the procedure for mastering communication skills for a child, acquaintance with musical works of various styles and eras should also take place. The child must get used to the intonation transmitted by the composer, learn to empathize with the mood of the work.
What does O. P. Radynova note in her methodology? The method of musical education of preschoolers, proposed by the author, is based on the acquisition of emotional experience. It will positively affect the improvement of thinking, the development of sensitivity to art, beauty.
What gives the musical education of preschoolers? Radynova O. P. and her co-authors are convinced that only with the development of emotions, interests, tastes of the child, one can count on introducing him to musical culture. Preschool age is especially important for the child's subsequent mastery of the basics of musical culture.
If an aesthetic consciousness is created in the process of musical activity, this will become an excellent basis for subsequent spiritual development. That is why the correct musical education of preschoolers is so important. Radynova O. P. notes that during a music lesson it is important to remember the general development of the younger generation.
Preschoolers havesome experience and knowledge of human feelings present in everyday life. It is on their basis that the musical education of preschoolers should take place. Radynova O. P., together with two co-authors, proposes to expand the social experience of kids through music.
Individuality of the technique
In addition to the moral aspect, musical education has great potential for the formation of aesthetic feelings in kids. By joining the musical cultural heritage, the child gets acquainted with various information about music, which allows him to absorb the cultural heritage of his ancestors.
Music also influences the intellectual development of the younger generation. In addition to obtaining various information about music, which have a cognitive value, as part of the conversation, the communication skills of preschoolers are improved. The ability of figurative representation and reproduction of a melody is associated with certain mental operations: comparison, comparison, analysis, memorization. This has a positive effect on the overall development of the baby.
One of the most important musical abilities is emotional responsiveness to the heard melody. This allows you to develop certain personality traits in the younger generation: kindness, sympathy, empathy.
Creative activity of preschoolers
One of the main tasks of aesthetic development and education is the formation of their musical abilities.
Activity involves an active process of mastering culturalachievements and social experience. A person during his life gets acquainted with different types of activities, due to which certain personal qualities are formed in him.
In the activities of preschoolers, supposed in the framework of music lessons, there is an improvement in imagination, thinking, memory, perception of art.
The child learns some actions that will help him get an external result. For example, when getting acquainted with a song, kids listen to the introduction, try to remember the moment when they should sing. Listening involves capturing the tempo, reflecting the emotionality of the performance of the verses and chorus.
Actions can be objective, external: the baby moves, sings, conducts, plays the simplest musical instrument. In addition, as part of a music lesson, a preschooler learns to perceive music, feel its mood, compare choral and solo performances, listen to his own voice.
With repeated repetition of such a technique, gradual assimilation and development of skills occurs. Their combination gives the child the opportunity to cope with new actions, allows him to improve his personal qualities.
Specificity of musical education in preschool educational institutions
Currently, there are several types of musical activities for kids: perception, performing arts, creativity, education.
They have their own varieties, described in the author's program Radynova O. P., Katinene A. I., Palavandishvili M. L. KFor example, the perception of music is allowed through independent work, as well as as a result of a preliminary other activity. Creativity and performance are realized in singing, playing simple musical instruments, rhythmic movements.
Music and educational activity implies general information about music as a separate art form, as well as certain knowledge about musical genres, instruments, composers. Any kind of musical activity, having specific features, presupposes the mastery of preschoolers by those methods of activity, without which it is impossible. Music contributes to the formation of a harmoniously developed personality of a preschooler. That is why it is important to apply all types of musical activities in order to fully satisfy the order of the state according to the second generation of the Federal State Educational Standard.
Interrelation of activities according to Radynova O. P
Based on the material of N. A. Vetlugina, O. P. Radynova, a diagram was created showing the relationship between the components of musical education for preschoolers.
When perceiving music that has a different emotional coloring, a modal feeling develops.
Musical and auditory representations at preschool age are developed using those activities that allow them to be shown: playing musical instruments by ear, singing. Rhythmic feeling is reflected in rhythmic movements, reproduction of the rhythm of the melody with the help of claps, in singing. Developing an emotional response to certain musicis formed in preschoolers in the process of any kind of musical activity.
How to shape the musical perception of preschoolers
Perception is a process of reflection of phenomena and objects in the cerebral cortex that have an effect on human analyzers. It is not a mechanical, mirror image by the brain of what it sees and hears. This is an active process, which can be considered the first stage of mental activity.
The perception of music begins from the moment when the child has not yet become involved in other types of musical activity, cannot perceive other areas of art.
Perception of music is the leading variant of musical activity in any age within the preschool period. To perceive, to listen to music means to distinguish its character, to follow the change of moods. Musician-psychologist E. V. Nazaikinsky, who is referred to in his methodology by O. P. Radynova, proposes to distinguish between two terms: musical perception and perception of music. By the first term, he means the completed perception of music - meaningful and heartfelt.
Otherwise, the child begins to perceive the music as ordinary sounds that irritate the organ of hearing. An adult and a child have different life experiences, and therefore their perception of music is different. In babies, it is emotional, involuntary. As he grows up, mastering speech skills, the child begins to correlate musical sounds with phenomena familiar to him from life, to reveal the nature of the piece he heard.
Children of senior preschool agehave sufficient life experience, therefore, when perceiving music, their impressions are much more diverse than those of 2-3-year-old kids.
Conclusion
The quality of perception depends not only on age, but also on interests and tastes. If a child develops in a "non-musical" environment, he often develops a negative attitude towards classical music. She does not find an emotional response in him, since the baby from childhood is not used to empathy, an open expression of his feelings. The program of Radynova O. P., Katinene A. I., Palavandishvili M. L. allows you to include not only emotions, but also logical thinking in the educational process.
During the initial listening to a piece of music, the child comprehends its meaning. With repeated sounding, the image deepens, becomes more heartfelt, meaningful. Repeated listening to the same piece of music contributes to the development of creativity and musicality in preschool children.
That's why you need to develop the skills to identify differences in music from early childhood. Each age stage is characterized by certain expressive means that help the child to distinguish between different musical styles: this is a game, a word, a movement. The program involves getting different musical impressions from early childhood, the accumulation of experience in the perception of art.
The authors of the program are convinced that education through the world of art in kindergarten is an organized pedagogical process that is aimed ateducation of musical culture, the formation of creative abilities of preschoolers in order to develop a creative, highly moral personality.
The simplicity and logic of this technique have been noted by many educators who have tested it in their work. In practice, they confirmed the effectiveness of the program, as well as its versatility.
