Innovative technologies in musical education of preschool children

Music plays an important role in the education of preschoolers. This type of art has special properties that have a beneficial effect on the psychology of children. It is not for nothing that musicologist and teacher Vyacheslav Vyacheslavovich Medushevsky calls music the mirror of the human soul: a person’s feelings, experiences, and his vision of the world around him resonate in it. Therefore, primary music education is of great importance in the formation of a person’s character.

The role of music education has long been not limited to teaching how to play musical instruments and the basics of singing. Its key task is to develop a creative personality in the child, receptive to beauty and having taste. No matter what profession a person chooses in the future, creative, lively thinking will be a reliable help in any activity.

For example, “Program of education and training in kindergarten” edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova includes the development of preschoolers’ ear for music, singing voice, ability to dance, and play children’s musical instruments. In addition to generally accepted goals, the program targets the child’s urgent needs, such as the manifestation of individual abilities in contact with music, demonstration of primary creativity and creative abilities, assistance in self-knowledge and work with the inner world.

Music education to develop abilities

It is no secret that a person has a need to express himself through emotions and movements. The optimal way to satisfy it is musical and creative activity. More and more experts are inclined to believe that music training in the modern world is regarded not as additional, but as necessary. Gradually, it becomes not only an opportunity for cultural enrichment and familiarization with aesthetics, but also an effective way to develop various abilities in a person and their implementation in life.

New approaches to music education entail other, more effective, pedagogical technologies. It is important to understand that the main function of music is for people to communicate with each other. In this case, the authoritarian approach and the corresponding teaching methods are not suitable; the creative, spiritual and practical principle should prevail. This is possible by organizing artistic activities for preschoolers through listening to music, performing it and creating it. According to the writer Michel de Montaigne, “where there is benefit for children, there should also be pleasure for them.” Thus, musical creativity should turn into a pleasant, joyful activity for children, opening up opportunities for communication.

How to get kids interested in music

The key question that arises among music education teachers is how to captivate preschoolers with music. This can be done by instilling in children an understanding and feeling that music is an integral part of their lives. Therefore, integrated methods that combine general pedagogical and social aspects predominate in teaching. Introducing to art requires an individual approach and is closely connected with the self-determination of the individual. Therefore, when choosing forms of work, the musical and artistic director should focus on developing the following qualities and abilities in children:

sensory perception of the world;
associative thinking;
expressive abilities: speech, vocal, plastic, instrumental;
sense of rhythm: temporal, spatial, plastic, musical;
the ability to distinguish and express various concepts using artistic means: big-small, good-evil, quiet-loud, etc.
ways of expression: movements, gestures, onomatopoeia, etc.;
joyful, lively, playful feeling of the surrounding reality.

To help develop the practice of musical interaction with preschoolers, it is effective to use the methods and developments of such teachers and researchers as T. Borovik, K. Tarasova, T. Tyutyunnikova, O. Radynova, T. Deberdeeva, etc.

One of the premises outlined in the works of these authors is that the basis of innovative approaches in music education is collective activity. It may include singing, improvised dance movements, pantomime, narration, and small theatrical performances.

Innovative forms of music education in practice

There are various types of innovative methods used in musical and artistic work with preschool children. I will give the most popular and effective of them.

Communicative dances

The use of dance in the process of getting to know and learning about music allows children to develop communication skills, work on their sense of form, develop coordination and a sense of rhythm.

Musical and speech outdoor games

Such games are based on the relationship between speech, music and movement. This is their particular benefit for the development of a child, since the formation of movement in a person occurs with the participation of speech, and speech with the participation of movement. Musical and speech games allow you to develop dexterity, precision of movements, and reaction.

Finger games

Finger games are the first experiments in performing artistry, in which the performance is complemented by rhythmic and sound modulations of spoken language. They represent a theater in miniature, where the “actors” are the fingers. The text is not interpreted literally, but in the form of certain gestures and symbolism. This improves the functioning of the muscular system, fine motor skills, diction, tactile sensitivity, anticipates consciousness (due to the rapid change of movements), and increases the level of organization of children. Also, working on texts with gesture drawings contributes to the development of abstract thinking, imagery and associativity.

Rhythmic recitation to music

Rhythmic declamation represents the unity of music and poetry. Within the framework of this technique, the text is not sung, but rhythmically recited - clearly, with intonation, pronounced. Refusal to sing is justified, on the one hand, by simplifying the process - it is easier for a child to speak than to sing. On the other hand, it develops intonational thinking, within the framework of which hearing and speech interact. To learn to sing, children need to hear their speech and learn to control it.

Games with sounds

In working with sounds, the following areas are conventionally distinguished:

“sounding gestures” and body music;
noise instruments: both homemade and professional.

For example, the game “Listen to Yourself” allows children to understand that the human body is also a musical instrument in its own way. With its help - with your voice, hands, feet, lips - you can reproduce many sounds. The purpose of such a game is to understand that man and nature are closely connected.

Elementary music playing

Musical instruments, primarily noise instruments, are often used to teach children music. They are ideal for preschoolers due to their ease of handling and attractiveness. However, modern techniques suggest using, in addition to specialized tools, homemade ones, as well as a variety of household appliances. In this way, children learn to understand the world through sound and relate these concepts to each other.

Elementary music playing allows you to develop:

musicality;
timbre hearing;
subtlety of perception;
associativity;
artistry.

All these forms can be combined and present within one lesson. Depending on the goals and objectives, the teacher can supplement them with various elements. This methodological modeling of the material has a certain benefit: the techniques are familiar to children, but are repeated in a new, unfamiliar version.

During teaching, it is important that the teacher’s ability to involve children in the game, to create a fascinating atmosphere of fairy tales, riddles, and magic. To do this, he needs to have well-developed speech, well-developed intonations, artistry, good plasticity and expressive facial expressions.

Results of application of innovative technologies

The practical use of these technologies makes it possible to obtain the following results:

creating a positive atmosphere in music classes and events;
creating a good mood in children and relaxation in classes, the gradual disappearance of uncertainty and fear;
children's interest in the material being studied, lack of coercion;
successful acquisition by children of initial musical knowledge, development of musical and creative abilities, knowledge of themselves and the world around them in the course of natural “communication” with music;
finding the music director in constant creative search, the process of creating new teaching methods. Children's response and interest bring pleasure and a feeling of “giving back.”

Literature:

Vetlugina N.A., Keneman A.V. Theory and methods of music education in kindergarten. – M: Enlightenment. 1983
Deberdeeva T.Kh. New values of education in the information society / T. Kh. Deberdeeva // Innovations in education. - 2010. - No. 3.
Barenboim L.A. System of musical education by K. Orff. M.-L., 1970
Borovik T.A. Paths of pedagogical creativity. Musical director. — M.: LLC Publishing House “Education of Preschool Children”. 2004 No. 1 p.9-25, No. 2 p. 18-33, No. 4 p. 29-41, No. 5 p. 23-28, No. 6 p. 9-14.
Radynova O.P. “Preschool age: how to form the foundations of musical culture” // “Musical Director” 2005.-No. 1
Tyutyunnikova T. Elementary music-making - “familiar stranger”. Preschool education. 1997 No. 8 p.116-120, 2000 No. 5 p.133-141.
Burenina A. Communicative dance games for children. – SP: Leningrad Regional Institute for Educational Development. 2004

Modern technologies for musical education of children

Dear friends, we are pleased to once again introduce you to Ananyeva Lyudmila Aleksandrovna, musical director of the joint venture “Kindergarten “Alyonushka” of State Budgetary Educational Institution Secondary School No. 2 named after. V. Maskina Art. Klyavlino, Samara region. Today Lyudmila Aleksandrovna shares with us useful material about modern technologies for musical education of children. The article will be useful to preschool teachers.

A short commentary on the article from Lyudmila Alexandrovna:

“At the present stage of development of society, there is a need for special conditions for the organization of preschool education, in connection with a change in the educational paradigm: new pedagogical technologies are being intensively introduced, original methods are being developed. The development of the child’s emotional sphere, against the background of these progressive changes, should be given sufficient attention to the harmonization of his personality. To ensure the creative development of the personality of a preschool child, the search for innovative pedagogical technologies becomes relevant.”

Creative reading...

Modern technologies for musical education of children

Currently, there are a huge number of technologies for musical education of children.

The essence of pedagogical technology is to allow the teacher and music director of a kindergarten to put the content of their professional activities into an optimal form for its implementation, which helps to build professional actions in a consistent logical chain.

“The desire for manufacturability, or, in other words, for predictable, conscious activity, is a kind of practical reflection of the search for reliable logical foundations of professional life” - the point of view of I.A. Kolesnikova.

Pedagogical technology is a tool that allows a teacher or music director of a kindergarten to effectively solve the problems of their professional activities (with a high probability of obtaining the desired result).

Pedagogical technology is distinguished by: sequence of professional actions, clarity of purpose, prediction of intermediate and final results.

An important feature of educational technology is reproducibility.

According to V.A. Slastenin: “pedagogical technology is a philosophy of pedagogical action.” Any technology is based on psychological-pedagogical and philosophical-pedagogical principles. Technologies for musical education of children of early and preschool age are no exception, the foundations of which are:

— the principle of humanization, which involves taking into account the characteristics of the child’s personality, the individual logic of his development in the process of musical and artistic activity;

— the principle of taking into account the individual and age characteristics of the child, which explains the need to use diagnostics of children’s musicality;

— the principle of taking into account and developing the child’s subjective qualities and properties in the organization of musical and artistic activities, which means taking into account interests in music and focusing on a specific type of musical activity;

- the principle of subject-subject interaction in the process of musical and artistic activity, meaning freedom of expression and reactions of children, joint expression of assessments and judgments by a child and an adult, appeal to life experience;

— the principle of pedagogical support, aimed at providing assistance to a child by a teacher who is experiencing difficulties in the process of musical and artistic activities;

— the principle of professional cooperation and co-creation, meaning mandatory professional interaction between the music director and the teacher in organizing the process of musical education and development of preschool children;

— the principle of purposefulness of the process of music perception by preschoolers, which presupposes a purposeful process, the success of which affects performance and children's creativity;

- the principle of selection of musical works - the need for criteria-based selection of children's music;

- the principle of systematicity and consistency in the organization of musical and artistic activities, which involves systematic work with children with a gradual complication of the musical content of the tasks of education and development, a cross-cutting connection between the proposed forms, means, content and methods of work;

— the principle of productivity of musical and artistic activity in preschool childhood, meaning that the processes of perception-performance-creativity are expressed in a certain product (an image embodied in a game, a word, a melody, etc.);

— the principle of syncretism, which implies the combination of various methods of activating children's musical activity within the framework of pedagogical technology.

Let's consider the most interesting and acceptable, in my opinion, modern technologies for the musical development of children.

Eurythmy. Based on the laws of speech and music, eurythmy is one of the ways of expressing musical movement in space; it develops the creative and musical abilities of children, moral and communicative qualities, the emotional sphere, and the mental potential of preschoolers, which has a beneficial effect on the culture of children's movement.

The purpose of eurythmy is to develop a culture of movement in preschool children. Play is the leading activity of a preschooler, and it is this type of activity that became the basis for the development of special eurythmy exercises. Focusing on teaching musical and rhythmic movements, on the analysis of mental and emotional processes is the main feature of eurythmy exercises.

Eurythmy includes blocks that can be arranged in any order:

- rhythm games;

— block for the development of fine motor skills;

— block for the development of gross motor skills (an exercise to develop balance, coordination, and dexterity of the foot);

— orientation in space;

— movement-improvisation compositions with musical accompaniment; — igroplasty — exercises for the development of muscle flexibility, strength in play and figurative motor tasks;

— game dances — dance steps aimed at developing and improving dance movements.

Learned musical-rhythmic etudes and compositions are widely used in direct educational activities in music, physical education, as well as in all regime moments of a preschool educational organization.

Design technology. This technology is a modern method of integrating activities, allowing you to solve a set of problems subordinated to one topic, using a variety of techniques and methods, gradually and in a system. This is a very effective and relevant technology that allows the child to develop creative abilities and communication skills, and the opportunity to synthesize acquired knowledge. In addition, project-based activities allow children to develop research skills and cognitive interest.

Pedagogical technology “Sounding world”. The purpose of this technology is to develop the musicality of children of early and junior-middle preschool age. The technology is built on the theories of: sensory education M. Montessori, L. A. Wenger; formation of perceptual actions (the concept of sensory standards) by A.V. Zaporozhets; ideas about sensory development by E.I. Tikheeva, A.P. Usova, N.P. Sakulina and N.N. Poddyakov.

The primary task for the teacher is to introduce the child to the world of sounds. Music should become for the child the content and means of communication between the teacher and the child, not only in specially organized classes, but primarily in a natural setting.

The most important condition within the framework of technology is the organization in a group of a sounding musical environment that encourages the child to engage in active sound activity, first under the guidance of a teacher, then in independent activity.

Pedagogical technology for developing the creative imagination of middle preschool children in the process of listening to music.

Goal: development of the creative imagination of preschoolers of the fifth year of life in the process of perceiving music.

An activity during which children create new ideas that were previously absent, relying on images that are stored in their memory - creative imagination. This activity is associated with the transformation of the child’s accumulated ideas about the phenomena and objects of the world around him, its change, addition, assignment of new meaning or meaning. Creative imagination, as an independent concretization of musical images in different types of musical activities, manifests itself when listening to music. The technology offers to develop the creative imagination of children of the fifth year of life, starting with listening to program works containing specific images: “The Game of Horses”, “New Doll” by P.I. Tchaikovsky or “Bird” by E. Grieg, etc.

Teachers take part in the implementation of the technology with the active support of the music director and educational psychologist. An important condition is the arrangement of a musical zone in the group for listening to music, which includes: a tape recorder or player, cassettes or records with recorded musical works, musicological books for adults and children, portraits of musicians, reproductions of paintings, albums and much more.

Classes on the development of creative imagination are held in the afternoon 2-3 times a week and are built according to the logic of the process of musical perception.

Pedagogical technology for the development of play activity in children of middle and senior preschool age in the process of listening to music.

Goal: development of playing skills of children of middle and senior preschool age through the perception of musical works.

Musical art is the most effective pedagogical means of enriching and developing the plots of children's games. Music develops creative thinking and imagination, which is necessary for creating game plots. Game and music represent a figurative representation of reality, in which a musical image easily turns into a game one. First of all, the following types of music will enrich the plots of children's games: activating the child's creative imagination and fantasy, programmatic, with a developed plot, artistic, imaginative, encouraging independent play and playful action, guiding (suggesting how to use certain expressive movements, gestures , facial expressions).

The implementation of this technology is ensured by organizational conditions: active interaction between the music director and the teacher; creation of an integrative musical and gaming environment (external condition), initiating the processes of enrichment and development of preschool children’s gaming skills.

The music and play area is a space for interaction between children and a music director or teacher.

Pedagogical technology for designing a music-enriched environment in a kindergarten group.

Goal: designing a musically enriched group environment, taking into account the musical interests, preferences of children, and the characteristics of the children's musical subculture.

A musically enriched environment is a subject-developmental group environment, enriched with song and musical repertoire, allowing the child to accumulate musical experience. The strategy and tactics for building an environment are determined by the characteristics of the personality-oriented developmental model of education and are subject to the following principles:

— positions during interaction, distances;

- activity, creativity, independence;

— stability-dynamism;

— complexity and flexible zoning;

— emotiogenicity of the environment, emotional well-being and individual comfort of each child and adult;

- combinations of conventional and extraordinary elements and aesthetic organization of the environment;

- openness-closedness;

— taking into account gender and age differences in children.

The technology is implemented in the course of joint activities of the music director and teacher. Time and place of technology implementation: the use of music during directly organized activities; organizing routine moments with music; creating a musically enriched environment for children’s independent activities.

Currently, there are a great variety of different technologies for music education; we have looked at the most appropriate modern technologies for working with children in kindergarten.

Thus, modern music technologies are aimed at creating:

— the process of professional co-creation and cooperation of the kindergarten teaching staff in solving the problems of musical education and development of preschool children;

— a holistic educational process that promotes the holistic musical development of a healthy preschool child in kindergarten;

- developing musical and educational environment of the kindergarten, initiating the processes of holistic musical (artistic) development and upbringing of the child;

- cultural-educational musical-aesthetic space in the teaching staff of an educational institution - in kindergarten and the student’s family, in kindergarten and cultural institutions;

— the process of personal and professional development and self-development, education and self-education, increasing the professional competence of all employees of the teaching staff through the enrichment of general cultural, basic, and special competencies.

List of sources used:

Kuznetsova G. Federal State Educational Standards of Additional Education: new approaches in the work of a music director // Musical director 2014. - No. 8
Kuznetsova G. Fragments of musical and gaming activities. Games. Singing. // Musical director 2014. - No. 2
Morozova L. D. Pedagogical design in preschool educational institutions: from theory to practice. - M.: 2010.
Burenina A.I. Rhythmic mosaic. – St. Petersburg, 2000.
Gogoberidze A.G., Derkunskaya V.A. Library of the “Childhood” program. St. Petersburg: Childhood-Press, 2013.
Tyutyunnikova T.E. “Simple, fun, easy” // “Musical Director” 2009.- No. 5.-p.4
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