Music therapy program in kindergarten. Music therapy in kindergarten

Music education can be understood in a broader or narrower sense.

In a broad sense, musical education is the formation of a person’s spiritual needs, his moral ideas, intellect, the development of ideological and emotional perception and aesthetic assessment of life phenomena. In this sense, this is the upbringing of a Human.

In a narrower sense, musical education is the development of the ability to perceive music. It is carried out in various forms of musical activity, which aim to develop musical ability human, education of emotional responsiveness to music, understanding and deep experience of its content. In this sense, musical education is the formation of a person's musical culture.

Musical education is considered in musical pedagogy as an integral part of moral education the younger generation, the result of which is the formation common culture personality. In our country, musical education is considered not as a sphere accessible only to selected especially gifted children, but as component the general development of the entire rising generation.

In addition to the educative factor of music, our preschool educational institution uses the healing effect of music on preschoolers in the educational process.

Music is not only an ennobling factor,
educational. Music is the healer of health.
(V.M. Bekhterev)

Music therapy - this is a special form of work with children using music in any form (recording on a tape recorder, listening to records, playing musical instruments, singing, etc.) Music therapy makes it possible to activate a child, overcome unfavorable attitudes and relationships, improve emotional state.

Music therapy can be used both as the main method and as one of the auxiliary methods. There are two main mechanisms of psychological corrective influence, characteristic of the method of music therapy.

The first mechanism is that the art of music makes it possible to reconstruct a traumatic conflict situation in a special symbolic form and thereby find its resolution.

Second mechanism associated with the nature of the aesthetic reaction, which allows you to change the effect of "affect from painful to pleasurable".

A distinction is usually made between retrospective and prospective phases of music therapy. The retrospective phase has the task of prompting the participant to experience the need for active disclosure internal conflict. Listening to music should bring a person into confrontation with their own inner life. Experiences that until then remained unconscious or only partially conscious are transformed into concrete representations. In this phase, music with a deep emotional content, such as symphonic music, should be used.

19th century. In the prospective phase, two approaches are possible. The first is the discharge of mental tension, the expression of which can be muscle tension. The second is the development of the need to listen to music, the expansion of the range of experiences, the stabilization of well-being.

There are individual and group music therapy. Individual music therapy is carried out in three versions: with a distinctive communicative, reactive and regulatory action. In the first case, the teacher and the child listen to the piece of music, here the music helps to improve these relationships. In the second, purification is achieved. In the third, neuropsychic stress is relieved. All three forms can be used independently or in combination. They represent, in a certain sense, passive music therapy. Along with this, there is an active individual music therapy, the purpose of which is to overcome communication disorders. It is carried out in the form of a teacher's music lessons together with a child.

Group music therapy is built in such a way that the participants actively communicate with each other, communicative and emotional relationships arise between them, so that this process is quite dynamic.

Creative activity is the most powerful stress reliever. This is especially important for those who cannot "speak out"; it is much easier to express your fantasies in creativity than to talk about them. Fantasies, which are depicted on paper or in sounds, often speed up and facilitate the verbalization of experiences. Creativity opens the way to the expression of unconscious ideas and fantasies, which manifest themselves in a form that is significant for the child and unusual for everyone else.

Music therapy helps to improve the relationship between the teacher and the child, develops a sense of inner control, opens up new abilities, and increases self-esteem.

The harmonizing effect of music on mental processes can, and sometimes should be used in working with children.

The number of methods that make it easier for children to express their feelings when using music therapy is endless. Regardless of what the child and the teacher choose for their classes, the main goal of the teacher is always the same: to help the child become aware of himself and existence in his world. We must not forget the main commandment of the teacher - do no harm.

Music is an art, and like any art, it is known by the soul. You can perceive music by listening to it or participating in its creation.

The main directions in music therapy are listening to music And performance.

Listening to music includes:

• Conversations or classes with music playing in the background;
• Special Audition musical works or their fragments with an analysis of what they heard;
• Inner listening exercises.

The success of conducting classes, as rightly indicated in many manuals, is positively influenced by the positive personality of a music teacher, his mastery of the ways of musical expression - playing a musical instrument and the ability to sing, as well as the inclusion in the treatment and preventive process of the factor of group dynamics, mutual psycho-emotional positive infection, empathy and sympathy between participants in group music lessons.

In the period of time from 1.5 years, the formation of the first relationship between the child and the adults who care for him takes place. The formation of the child's temperament begins, new emotions appear.

One of the most common problems in a preschool institution, which requires music therapy, is the adaptation of the child to the conditions of the kindergarten.

You need at least 20 minutes in a calm environment to play a little. The props for the game are varied: a house made of large cubes; a teremok in which various animals live; Christmas trees imitating the forest; drum, tank, robot; rag dolls worn on the hand, ordinary dolls depicting people, animals and fairy-tale characters. All this takes place to calm music (E. Grieg “Morning” from the suite “Peer Gynt”, M. Mussorgsky “Dawn on the Moscow River”, etc.) The teacher is next to the player, possibly squatting down. In a conversation, they try not to exceed the voice, not to make emotional or semantic accents in pronunciation. You should play with the child and the parent in outdoor games such as throwing the ball, tags, playing skittles, the music should have a pronounced positive start (“Little Night Serenade” by W. Mozart, “Trepak” from “The Nutcracker” by P.I. Tchaikovsky, etc. .d.) All this creates a cheerful atmosphere that opposes the emotionally negative state of the child.

Music, by combining its expressive means, creates an artistic image that evokes associations with the phenomena of life, with human experiences. The combination of expressive means in music with a poetic word (for example, in a song, opera), with a plot (in a program play), with action (in performances) makes the musical image more specific and understandable.

At one of the classes during the practice, hyperactive children (4–5 years old) were gathered, and they were asked to listen to the play “Mother” from P. Tchaikovsky’s “Children’s Album”, a conversation immediately took place about the nature of the work. During the next few lessons, various works were listened to in order of increasing duration of sound, including the mentioned “Morning” by E. Grieg. During this time, children have learned to feel and understand music more deeply, to maintain attention longer, to suppress manifestations of aggression; after listening, they behave more calmly than usual.

Very important for activities related to listening to music:

• Specially select musical repertoire and methods of working with it;
• Use in the classroom of other types of musical activities of children: musical movement, singing, playing in the orchestra, conducting;
• The use in the classroom of works of other types of art, especially fine and fiction.

Such techniques raise musical perception to a higher level, they are a way of actively analyzing music.

When selecting a piece for listening, we rely on the fact that the music meets two leading principles - high artistry and accessibility. Then music arouses interest and positive emotions in children.

Along with listening to music, it is important to use active music playing., which helps to increase self-esteem - to overcome the ambivalence of behavior. Most often, music therapy associated with performing activities is group therapy. Music therapy in active form includes playing musical instruments, singing therapy (vocal therapy, choral singing), and dancing (choreotherapy).

Even simple instruments such as drum, triangle, xylophone can be used to perform simple pieces. Classes are limited to the search for the simplest melodic, rhythmic, harmonic forms and represent an impromptu game. Dynamic adaptability develops, the ability to listen to each other. Since this is a group music therapy, the game is built in such a way that the participants actively communicate with each other, communicative and emotional relationships arise between them, so that this process is quite dynamic. The most important thing is that a child expresses himself through playing a musical instrument.

Vocal therapy is especially indicated for depressed, inhibited, egocentric children. Mostly group vocal therapy is that each participant is involved in the process. At the same time here great importance it also has a moment of “anonymity” of feelings, “hiddenness” in the general mass, which creates a prerequisite for overcoming contact disorders, for affirming one’s own feelings and a healthy experience of one’s bodily sensations.

Singing should be focused on folk songs. Being engaged in Russian folk art for 5 years, we noticed that children had an increased interest in Russian folk art, children became liberated, emotional, they began to form moral and personal qualities for the works of Russian folk art, his songs, dances and round dances, playing children's musical instruments. We use songs of an optimistic nature, as well as those that encourage reflection and deep feelings. Songs are selected according to the mood of the group. Group placement is a vicious circle. The leader sings along with everyone. When a certain state of the group is reached, each participant is given the opportunity to propose a song, to nominate a leader. The sing-along is associated for many with overcoming shyness, as the sing-along gets into the spotlight.

To guide this work requires musical knowledge and skills, if the educator is not a musician himself, he works in conjunction with the music director, who provides the necessary advice.

Choral singing is the most effective means of educating not only aesthetic taste, but also initiative, fantasy, creativity children, it best contributes to the development of musical abilities (singing voice, sense of rhythm, musical memory), the development of singing skills, promotes the growth of interest in music, enhances emotional and vocal-choral culture. Choral singing helps children understand the role of the team in human activity, thus contributing to the formation of the worldview of children, has an organizing and disciplined effect on children, and fosters a sense of collectivism and friendship.

Along with the song, elementary melodic and rhythmic improvisations are used, which come down to exercises in tension and relaxation.

Of particular value is the combination of singing with dance movements, as well as improvisation of free dance to the sounds classical music. Dance is a form of social contact; through dance, the ability to communicate and understand each other is improved. Rhythmic, oscillatory movements to music in three measures are of therapeutic value.

Dance movement therapy can serve as a bridge between the world of consciousness and the unconscious. With dance movement therapy, a child can use movement to express himself more fully and to keep his identity in contact with other children. Dance movement therapy is the only type of therapy that uses a lot of free space. Movement behavior expands in dance, helping to recognize conflicts, desires, and can help to experience negative feelings and release them.

There are two branches of music therapy:

The first is perceiving activity, when the baby is sung, played an instrument, and he listens;

The second is based on the method of “liberation of creative forces”, thanks to which the child creates in music, dances, improvises melodies with his voice or on a musical instrument.

Music therapy can become an effective method of treating childhood neuroses, which are increasingly affecting more and more children today. Therefore, today children should gradually master not only good skills in the field of intellectual operations, but also the skills and habits of life in modern society, know how to cope with its requirements and overcome the subjective difficulties that inevitably arise on life path each person. One of these means is music therapy.

With the help of music therapy, you can create optimal conditions for the development of children, educating them of aesthetic feelings and taste, getting rid of complexes, revealing new abilities.

Music therapy contributes to the formation of character, norms of behavior, enriches the inner world of the child with vivid experiences, simultaneously cultivating a love for the art of music and, forms the moral qualities of the individual and the aesthetic attitude to the environment. Children should develop through the knowledge of cultural heritage, brought up in such a way as to be able to increase it.

The level of development of children in preschool institutions will be higher if traditional forms, methods and means of education and upbringing are combined with music therapy. We offer schemes for the use of music therapy in various activities and in sensitive moments (Annex 1) .

Bibliography.

1. Vetlugina N.A. Music lessons in kindergarten. M.: "Enlightenment" 1984.
2. Mikhailova M.A. Development of children's musical abilities. - Yaroslavl "Academy of Development", 1997.
3. Musical education in the first public kindergartens in Russia. - Preschool education, 1996, No. 11.
4. Khalabuzar P., Popov V., Dobrovolskaya N., Methods of musical education, M .: - “Music”, 1990, art. "Musical art is a means of educating children."
5. Shatskaya V.N. Education of musical taste. - M., 1947

Music is a powerful source of thought. Without musical education, full-fledged mental development is impossible.
Vasily Sukhomlinsky

Music unites the moral, emotional and aesthetic spheres of a person.

Music is the language of feelings

V. Sukhomlinsky

Music is the poetry of the air.

Music is not only an ennobling factor,
educator, but also a healer of health.
V.M. Bekhterev

Music ennobles morals.

Aristotle

Explanatory letter

Music therapy is recognized as one of the promising integrative methods of restoring, strengthening and maintaining the physical and mental health of children. Throughout the world, music therapy is one of the simplest, but at the same time highly effective therapeutic methods. Since April 8, 2003, it has become the official method of healthcare in Russia as well.

Music therapy in many countries of the world is widely used for the prevention and treatment of a large number of disorders, such as psychosomatic diseases, etc. The uniqueness of this technology lies in its ease of use, low cost and high efficiency, which makes it possible to include in the program and cover a wide target group .

The corrective effect of music therapy is symptomatic. reducing to a certain extent mental manifestations, but not eliminating the source of their occurrence. This method is complementary to other methods of corrective action. Music therapy for correctional purposes, the most acceptable in the educational process of a general education school, is designed to solve the problems of normalizing the psycho-emotional state, provide a person with a way out of negative experiences, fill him with positive emotions, and reconstruct his emotional sphere.

In modern psychology there is a separate direction -music therapy . It is a method that uses music as a means of correcting disorders in the emotional sphere, behavior, communication problems, fears, as well as developmental disabilities, speech disorders . Music therapy is based on the selection of the necessary melodies and sounds, with which you can have a positive effect on the human body. This contributes to the overall improvement, improvement of well-being, raising the mood, increasing efficiency. This method makes it possible to use music as a means of harmonizing the child's condition: relieving stress, fatigue, increasing emotional tone, correcting deviations in the child's personal development and his psycho-emotional state.

Music therapy can serve auxiliary means facilitating emotional response in the process of corrective work.

There are four main areas of therapeutic action of music therapy:

Emotional activation during verbal psychotherapy;

Development of interpersonal communication skills (communicative functions and abilities);

Regulatory influence on psycho-vegetative processes;

Increasing aesthetic needs.

The influence of music on the body is very wide. It can stimulate intellectual activity, support inspiration, develop the aesthetic qualities of the child. Harmonious music is able to focus the attention of schoolchildren and helps to quickly memorize new material.

Program goals:creating conditions that ensure the protection and strengthening of the physical and mental health of students in the classroom; development and correction of sensory processes (sensations, perceptions, ideas) and sensory abilities; disinhibition of speech function.

Tasks: to activate the activity of students;

to optimize the psycho-emotional state of schoolchildren with developmental disabilities during mental stress in the classroom.

The use of "background" music is one of the available effective methods of psychological and pedagogical influence on a child in a correctional school.

"Background" music in the classroom can help with the following tasks:

- creation of a favorable emotional background, which leads to the removal of neuro-emotional stress and the preservation of the health of children;

- development of imagination in the process of creative activity, which helps to increase creative activity;

- activation of mental activity, which leads to an increase in the quality of knowledge acquisition;

- switching attention during the study of difficult educational material, which prevents fatigue and fatigue;

- psychological and physical relaxation after a training load - during psychological pauses, physical culture minutes.

Music therapy in correctional work with children with developmental disabilities is the choir.

With choral singing, the voice develops - one of the important means of communication. Singing lessons with proper work play a healing role, in particular, improve breathing and blood circulation.

Choral singing especially brings together all the singers. In conditions of joint singing, insecure children also feel good. They are encouraged by a common example. And singing makes moving children more balanced.

In the classroom with schoolchildren, it is important to create a positive attitude towards the perception of a piece of music. Schoolchildren should listen to music in an atmosphere close to the “atmosphere of a concert hall” (“like at a real concert”). The process of perception and performance arises from silence and ends with silence. You can anticipate listening to music with a precisely formulated question - a problem, or offer a number of verbal characteristics of music, from which you need to choose the most appropriate image of a given composition, etc.

In schools, it is recommended to turn on music very quietly during lessons, this helps to better absorb the material. It is desirable that the music sound unobtrusively; it is necessary to pay attention to the reactions of children when choosing the volume of music. Even quiet, "background" music already has an effect on the child. Therefore, there is no need to turn it on loudly. The main thing is that she just plays without distracting a lot of the attention of the child.

Principles of inclusion of elements of music therapy

in the educational process

The principle of formation of social activity of the individual ( is carried out through the inclusion of each student in the active musical activity that is feasible for him in the community of peers).

The principle of mandatory success introduction of elements of music therapy(determined professional competence teacher).

The principle of succession in the process of organizing humanitarian studies(implemented in order to create psychological balance and confidence in the vital necessity, as training sessions and extracurricular activities).

The principle of an individual-personal approach ( involves a versatile study of the personal qualities of students).

Principle of optimism (implemented through the creation of psychologically comfortable conditions for students in the educational process).

In the music library of a teacher involved in music therapy, there should be a selection of phonograms of classical, folk, children's musical works, noise phonograms and sounds of nature, which are widely used in classes as independent therapeutic techniques and as musical accompaniments that enhance the emotional response of children and visual images created by children.

Areas of work on the program

1. Expansion and enrichment of ideas about the world around in the process of musical performances.
2. Development of the emotional sphere in the process of listening to music.
3. Development of speech in the process of singing-along.
4. Development of musical and auditory representations.
5. Exercises for the development of large and fine motor skills.
6. Prevention and correction of neuropsychiatric disorders, establishment of balance in the activity of the nervous system.

List of classical music works for the regulation of the psycho-emotional state of children

To reduce feelings of anxiety and uncertainty - Chopin's "Mazurka", Strauss's "Waltzes", Rubinstein's "Melodies".

To reduce irritability, frustration, increase a sense of belonging to beautiful world nature - "Cantata No. 2" by Bach, " Moonlight Sonata"Beethoven.

For general reassurance - Beethoven's Symphony No. 6, part 2, Brahms' "Lullaby", Schubert's "Ave Maria".

To relieve symptoms of hypertension and tension in relationships with other people - "Concert in D Minor" for Bach's violin.

To reduce the headache associated with emotional stress - "Don Giovanni" by Mozart, "Hungarian Rhapsody No. 1" by Liszt, "Suite Masquerade" by Khachaturian.

To raise the general vitality, improve well-being, activity, mood - "Sixth Symphony", Tchaikovsky, part 3, "Edmond Overture" by Beethoven.

To reduce malice, envy of the successes of other people - Bach's "Italian Concerto", Haydn's "Symphony".

To increase the concentration of attention, concentration - "The Seasons" by Tchaikovsky, "Moonlight" by Debussy, "Symphony No. 5" by Mendelssohn

List of works instrumental music

Sergei Sirotin. Collection of instrumental music for relaxation.

S. Shabutin. Music therapy.

Children's soothing music.

Kid in the forest.

Nightingale singing.

Healing music.

Relaxation. Light breeze.

Relaxation. Romantic sea.

Relaxation. Music for the soul.

Healing music.

Expected Result

As a result of systematic music therapy

the understanding of the teacher of the students will improve, since the perception of all children is different;

the psychological discomfort of misunderstanding of the studied material will decrease;

physical and psychological fatigue will be removed.

Music therapy aids common development child's personality. Emotional responsiveness and a developed ear for music will allow children with developmental disabilities to respond to good feelings and actions will help to activate mental activity.

Music therapy contributes to the acquisition of skills of cooperation with other people, with the outside world, the perception of the world in its entirety of colors and sounds, helps to appreciate one's life and others, everything that exists on Earth; provide conditions for the development of intelligence, feelings and relationships, the formation of a high level of social responsibility in children and the education of high moral principles, a positive attitude to the world, allowing you to understand the world and find your place in it. Thanks to this, a graduate of a correctional school gains self-confidence. and successfully adapts to modern society.

List of used literature

1. Fadeeva S.A. Music education. N. Novgorod, 2005.

   Petrushina V. Integration of music therapy with leading areas of psychology [Text] / V. Petrushina // Music at school. - 2001. - No. 4.

   Shanskikh, G. Music as a means of correctional work. Art at school. - 2003.- No. 5.

   Semyachkina G. A. Music therapy as a means of developing the abilities of schoolchildren / Primary school. - 2008. - No. 1

   Bitova, A. L. The place of music therapy in the system of helping a child with developmental disorders [Text] / A. L. Bitova, I. S. Konstantinova, A. A. Tsyganok // Education and training of children with developmental disorders. - 2007. - No. 6.

   Health-saving technologies in general education school: methodology of analysis, forms, methods, application experience: Guidelines / Ed. MM. Bezrukikh, V.D. Sonkin. M.: "Triada-farm", 2002. 114 p.

Master class for parents of preschool children "Music therapy in the system of health saving"

Author: Gulyaeva Tatyana Anatolyevna, musical director of the GBOU secondary school No. 19 of the joint venture "Kindergarten "Korablik"
Novokuibyshevsk, Samara Region
The material is relevant for teachers of kindergartens and schools.
Target: reveal the possibilities of music therapy in the prevention of diseases and health improvement of children and adults.
Tasks:
- to teach methods of vocal therapy based on diaphragmatic breathing;
-offer practical musical material for use at home;
- Teach techniques for relaxing muscles and expressing emotions.
Hello dear parents! There is no need to convince anyone that music can create a certain mood and evoke corresponding emotions. But the fact that she is also an excellent doctor is not known to everyone. Meanwhile, the ability of sounds to heal a long time ago was noticed by ancient healers. Music therapy is not limited to psycho-emotional impact, it is able to penetrate the body not only through the hearing organs, but also through the skin, as it has a wave nature, and in the skin there are vibroreceptors that perceive sound waves, which, acting at a certain frequency, trigger an analgesic system. That is, in the mechanism of musical influence there is a phenomenon
bioresonance. It is known that each cell of our body oscillates with a certain frequency, and if these vibrations fall into resonance with sound vibrations, the cell reacts to sound in a certain way. Cancer cells react very violently to music, and from one music they begin to actively grow and multiply, and from another, on the contrary, their growth slows down. The therapeutic effect of music therapy also gives in diseases of the nervous, cardiovascular system, gastrointestinal tract, broncho-pulmonary pathologies.
Listening to what kind of music gives a healing effect? It's basically classical works performed symphony orchestra : "Ave Maria" by Schubert, "Moonlight Sonata" by Beethoven, "The Swan" by Saint-Saens relieve tension; "Waltz of the Flowers" by Tchaikovsky is capable of curing stomach ulcers; the creative impulse is stimulated by Dunaevsky's "March" from the movie "Circus", "Bolero" by Ravel, "Saber Dance" by Khachaturian; to prevent fatigue, it is necessary to listen to "Morning" by Grieg, "The Seasons" by Tchaikovsky; complete relaxation can be obtained after listening to "Waltz" by Shostakovich from the movie "Gadfly", "Snowstorms" by Sviridov; normalizes blood pressure and cardiac activity "Wedding March" Mendelssohn; relieves headache and neurosis listening to "Polonaise" Oginsky; the suite "Peer Gynt" by Grieg normalizes sleep and brain function; Beethoven's Sonata No. 7 cures gastritis, and Mozart's music contributes to the development of children's mental abilities. Do not abuse listening to rock, too loud aggressive music, as this is fraught with accumulation negative emotions, nervous tension and excitement.
Besides, the sound of individual instruments((clarinet, cello, violin, flute, piano, organ, etc.) at a moderate pace and volume of sound affects different organs and parts of the body. The clarinet activates the circulatory system; violin and piano soothe; the flute has a positive effect on the bronchi and lungs; cello - on the genitourinary system; harp harmonizes the work of the heart, relieves heart pain, relieves arrhythmia; the body leads to a state of spiritual harmony; trombone has a positive effect on the skeletal system, relieves clamps in the spine; percussion clear energy channels.
In order to correct the psycho-emotional states of children, I offer all parents a selection of "healing" musical works both performed by a symphony orchestra and in the sound of individual instruments.
With the help of children's songs, you can also correct the condition of children. A major, cheerful, dynamic melody is able to cheer up, speed up the work of the heart, raising blood pressure and speeding up the pulse, and minor melodic, calm music is appropriate when, as they say, it is necessary, as they say, “to moderate the ardor”, relieve overexcitation, for relaxation.
With the onset of the winter period, with exacerbation of broncho-pulmonary diseases, it is especially important to use vocal therapy. The impact of vowel sounds on the body is different, since each vowel has its own amplitude of vibration of the vocal cords. Singing some vowels energizes, others calms, relaxes, relieves tension, which is an excellent prevention against stress. In addition, each sound affects a specific organ. For example, "A" positively affects the functioning of the heart, large intestine, stimulates energy;
"ABOUT" stimulates the liver;
"U" helps to stabilize emotions, affects the psyche;
"E" acts at the cellular level, stimulates cell regeneration;
"E" helps to overcome an inferiority complex;
"AND" improves brain function;
"I" activates the internal forces of the body, the immune system;
"YU" the sound of youth, renewal, has a beneficial effect on the kidneys, skin.
The most important sounds are "A" and "O", these are donors that give the body energy.
The use of full breathing contributes to the achievement of the desired healing effect.
SINGING METHOD:
Before singing vowel sounds, you need to take the pose of a ballerina, take a deep breath (“belly”), hold your breath and then use the energy of a full exhalation, imagining how the sound goes up like a golden thread. Such diaphragmatic breathing strengthens the respiratory system, which helps to increase resistance to colds and other diseases, and is also an effective means of removing toxins and cleansing the body, massage the internal organs. The pitch of the voice should be comfortable for the singer, the duration should be until full exhalation, the time of singing one vowel should be several minutes.
Very effective for healing sound games with consonants. Games with sound "IN" useful to perform with the onset of a runny nose. “Close your eyes, spread your arms and sound like a plane that is far away, then it is approaching (the sound gets louder), then it sounds very loud, then the plane is moving away.” Or the sound game “Wind” when “B” sounds, imitating the howling of the wind. You can also play with sound. "AND"("Beetles"), with which you can relieve a cough, or with a sound "Z"- if you have a sore throat. Playing with sounds will help relieve fatigue "Tr-tr-tr"("We start the engine"), "SH", which relaxes, relieves tension ("Blow off the ball"). Games can be accompanied by movements, which is very popular with children.
Exercises and etudes from "Psycho-gymnastics" by M. Chistyakova will help to create a calm mood, a relaxed state of masculature, relieve tension.
During the training with parents exercises for muscle relaxation"Old Mushroom", "Icicle", "Rod" and sketches for the expression of various emotions"Sour and sweet", "The chanterelle overhears".
An important factor in achieving mental, and hence physical health and psychological stability are the Formulas of musical self-hypnosis:
1. Formulas of psychological stability: “I go firmly through life”, “Just laugh” and others.
Example: "Just laugh!"
Just laugh and smile, but don't give up, don't let go.
And get up and straighten up, hold on tight and laugh again!
2. Formulas for accepting misfortune: “Whatever happens to me” (smile in case of failures), “I forgot about my failures” (forgetting failures) and others.
Example: "I forgot about my failures"
I forgot my defeats, I forgot my sorrows,
I forgot what weighed on me, everything that weighed heavily on my heart.
I don’t remember anything bad, and I don’t need another happiness,
I don’t call, I don’t regret, I don’t cry, I forgot my failures.
3. The formula for relaxation and calm: "Oh peace, silence"(lullaby to myself)
Oh, the peace, the silence and the anticipation of sleep.
Sweet to me in silence, soft light pours into my soul to me.
Take a break from worries, fall asleep, dear friend,
And rather in silence, forget everything that was around.
4. Worry and Bad Thought Protection Formula: "Do not stress yourself in any work"
In any work, do not strain, and if you strain, quickly relax.
Tense muscles are a source of anxiety, from which fatigue goes to the mind and brain.
And if you relax them, you will not get tired for a long time, you will be healthy, fresh, like a bright May day!
5. Positive Thought Formula: "My life is what I think about it"
My life is what I think about it, my strength is what I think about it.
My will is what I think about it, my health is what I think about it.
I think that my life is beautiful, I think that I am very happy.
I believe that I do not live and think in vain, and my fate will bestow happiness on me!
6. Formula for increasing self-esteem and positive perception of others "I am good, you are good"
I am, I am good. I, I, I am calm. I, I, I am healthy. I, I, I'm funny.
Me, I'm very smart. I am very kind. I am very strong. I am very brave.
I, I, I love you. I, I, I love you. I, I, I love you. I love you.
You, you, you are the smartest. You, you, you are the kindest. You, you, you are the most gentle. You, you, you are the best.
You, you, you are just amazing. You, you, you are amazing. You, you, you are just an angel. You, you, you are a gift of fate.
Those who wish are also offered Fasting Formulas, Health Formulas for cardiovascular diseases, diseases of internal organs, bronchial asthma, and pain in the legs.
(Formulas with musical accompaniment contained in the book by V. Petrushin "Musical Psychotherapy")
What is their effectiveness? They are aimed at forming in a person such principles in relation to the life around him that would contribute to harmony of his inner world. Persistence in case of failures, protection from negative thoughts, the ability to enjoy life and thank fate are the main content of these formulas. They are aimed at cultivating faith in life and searching for those reference points that give it meaning. Orientations to meaning and deeds are an important factor mental health and psychological stability.

Music is magical and

It can subdue a savage, soften a stone, or bend a thick oak.

W. Kongreve

Music therapy is one of the most important methodological tools that affect the mental health of the child.

Dzgoeva E.A.

Musical director of MKDOU No. 7

The project "Music therapy as one of the means of healing preschoolers."

At present, for us, teachers of modern society, there is an acute problem of increasing the number of children of preschool and primary education. school age with behavioral disorders, as well as in mental and personal development. Psychologists, educators and other specialists are working on this problem. Many are looking for new unconventional methods pedagogical assistance children. As a music director, I turned to such a little-studied remedial method as music therapy.

Modern studies have shown that the possibilities of using music therapy both in psychological and pedagogical correction and in preventive medicine are quite wide and can include a variety of programs. Having studied these materials, I decided to direct the creative energy of music to correct the emotional behavior of older preschoolers and developed my own concept "Music therapy as a method of regulating the emotional well-being of a child."

My goal was to investigate the impact of music therapy on children with emotional and other behavioral disorders.

The object of my research was: the general emotional state of the children of the group.

I have set myself the following tasks:

• To study the experience of specialists in this problem.
• Conduct a diagnostic study to determine the emotional well-being of older children preschool age.
• To investigate the process of the impact of music therapy techniques on the general emotional state of children and confirm the hypothesis of its positive effect.
• Give practical advice teachers and parents on the use of music therapy in joint activities with kids.

Hypothesis : Music therapy will have a beneficial effect on the general emotional state of children, will increase the status of the group if:

In the 1st stage, favorable conditions were created for practicing music therapy with children:

• Tools
• Material and technical base
• Selection methodical literature on the problem.

In the 2nd stage, the development of methodological techniques : special musical exercises, games, tasks;

A selection of special musical works.

Stage 3 integration of musical influence with other activities : art therapy, fairy tale therapy, choreography, theatrical activity.

I used the following methods: observation, experiment, conversation, fairy tale therapy.

PROJECT IMPLEMENTATION MODEL

DIAGNOSTICS

METHODOLOGICAL WORK

WORK WITH CHILDREN

INTERACTION WITH PARENTS

WORK AS TEACHER

Types of musical activity

Health saving technologies

introductory walking

Breathing exercises

Musical and motor exercises

Articulation gymnastics

listening to music

finger games

chanting

Music therapy (active)

Music therapy passive

Singing, songwriting

Games, round dances, dramatizations

speech games

Dances, dance art

Interaction with teachers

Collaboration with kindergarten teachers The repertoire is being compiled. Script writing and discussion. We conduct joint preparations for various events.

Working with parents

Conducted educational work with parents.

Attracting the attention of parents to new forms of work of a preschool educational institution for the comprehensive development of the child's personality.

Parent survey

Parents answer questions, according to which I determine how things are with musical education in the family.

1. Do you listen to music with your children at home?

2. Do you exchange impressions about the music you listen to?

3. Do you sing with children?

4. Are there musical instruments?

5. Do you play musical instruments?

6. Do you like serious music?

listening to music

The use of music will help reduce the intensity of emotional reactions, isolation, inappropriate behavior, so it is so important to choose the right melody, taking into account the emotional state of the child.

If the child is experiencing sadness, then you can turn on slow minor music:

• Tchaikovsky-introduction of the V and finale of the IV symphonies;
• Bach - second movement of the Concerto No. 5 in D minor.

At irritation, anger, excitement and anxiety, it is good to turn on fast minor music: for example,

• Schumann - "Impulse";
• Chopin-Scherzo No. 1;
• Debussy - "Steps in the Snow", "Sirens".

Calm mood will create slow major music:

• Schubert - "Ave Maria";
• Borodin-nocturne from the "String Quartet";
• Ravel - "Pavane".

Joy, fun, celebration Express fast major melodies:

• List-finals of rhapsodies No. 6,12;
• Ravel - "Bolero"

Musical and motor exercises

• Basic movements . Visual movements and gestures.

Starting from the younger groups, they master the "Gymnastics of Gestures" -

Specially selected game exercises-etudes, in which children learn elementary sign language: affection, joy, anger, crying, requests, fright, consent, etc.

• Musical-motor etudes.

The main technique for musical movement is a figurative musical-motor etude.

Musical-motor etudes are small mini-performances that develop not only the musicality and imagination of children, but also contribute to the correction of the child's personality, its emancipation.

Singing and health

The human vocal apparatus is an unusual musical instrument, nothing can compare with it in terms of richness of timbre and subtlety of expression of musical shades. But the main thing is a "talking" musical instrument. If the word is addressed to the consciousness of a person, then the timbre of the voice - directly to his feelings.

The sound generated during singing goes only 15-20% into the outer space. The rest of the sound wave is absorbed by the internal organs, bringing them into a state of vibration. This kind of vibrational massage of the internal organs can stimulate and improve their work.

In addition, systematic singing develops economical breathing, has a beneficial effect not only on the functions of the respiratory apparatus, but also on the walls of blood vessels, strengthening them.

As for the importance of singing as a means of self-expression, it is difficult to overestimate it. It has a very good effect on the psycho-emotional state of a person.

Perhaps that is why there are many centenarians among singers.

Another important advantage of singing is that it helps to relax, relieves stress, and facilitates communication. These properties of singing are especially valuable for modern children.

So singing, mastering the techniques of classical and all forms of folk singing art is one of the ways to health and a very important component. healthy lifestyle life.

Games, dramatizations and round dances

Musical dramatization games should be accessible to children in terms of the images and content of the activity.

An important role is occupied by musical perception, because it is an active creative process. If children distinguish between the change in the nature of music, they know how to connect musical images with life phenomena, they will be able to use the experience of perceiving music in creative improvisations.

Diagnostics of the development of musical activity

May 2012

Diagnostics of the affective-emotional sphere

May 2012

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1 Music therapy in kindergarten. "The use of music in correction psycho-emotional sphere child." Music surrounds us always and everywhere. We love to listen to it (some classical, some folk, some modern), sing, dance, sometimes even just whistle. But, probably, few of us think about its benefits. But since ancient times it has been known that music has a mental and physical effect on any organism. The luminaries of ancient civilization Pythagoras, Aristotle, Plato drew the attention of contemporaries to the healing power of the influence of music, which, in their opinion, establishes a proportional order and harmony in the entire Universe, including disturbed harmony in human body. “Music enhances any joy, calms any sadness, banishes diseases, alleviates any pain, and therefore the Sages of Antiquity worshiped the Single Power of the Soul, Melody and Song.” In the Middle Ages, the method of music therapy was used to treat the epidemic of the disease, the so-called St. Vitus dance. At the same time in Italy, treatment with music of Tarentism (severe mental illness caused by the bite of a poisonous tarantula spider). The first attempts at a scientific explanation of this phenomenon date back to the 17th century, and extensive experimental studies date back to the 19th century. Great importance was attached to music in the system of treatment of mental patients by S.S. Korsakov, V.M. Bekhterev and other famous Russian scientists. Music therapy is a psychotherapeutic method that uses music as a remedy, as well as the controlled use of music in the correction of the child's psycho-emotional sphere. The direct therapeutic effect of music on the neuropsychic sphere of children occurs with its passive or active perception. Music therapy allows you to solve a number of problems: to overcome the psychological defense of the child, to calm down or, conversely, to set up, activate, interest, establish contact between an adult and

2 child, helps to develop communicative and creative possibilities the child, to occupy him with an exciting business of musical games, singing, dancing, moving to music, improvisation on musical instruments. At preschool age, the activating effect of music is achieved musical arrangement various games, special correctional activities with children. Music therapy is carried out in the form of subgroup sessions with rhythmic games, breathing exercises, reproduction of a given rhythm with a gradual slowdown in pace. The volume of music should be strictly metered. Music affects the breath. The unhurried pace of a piece of music slows down breathing, makes it deeper. The fast and rhythmic pulsation of the dance subordinates the breath to its pace, forcing us to breathe faster. The same with the heartbeat: the slower and quieter the calmer the rhythm of heart contractions. Music also relieves muscle tension and improves body mobility and coordination. Through the autonomic nervous system, auditory nerves connect the inner ear to the muscles of the body. Therefore, strength, flexibility and muscle tone depend on sound and vibrations. In Norway, in the mid-1980s, teacher Olav Skille began to use music as a therapeutic tool in the treatment of children with severe physical and mental disabilities. He developed the so-called "musical bath" - a special environment where children, as if in water, were immersed in sound. The scientist concluded that modern orchestration, folk, classical and popular music can reduce muscle tension and calm children. The Skill method, which was called "vibroacoustic therapy", was used in many European countries. In a study of patients suffering from severe seizures, researchers found that vibroacoustic exercises contributed to greater mobility of the patients' back, arms, hips, and legs. Who can avoid stress? Perhaps someone who will regularly listen to calm, relaxing music. These sounds regulate the release of stress-reducing hormones. Therefore, teachers who are constantly in tension just need to devote a couple of minutes to listening to pleasant melodies.

3 Music can improve memory and learning. Using the works of medieval composers as a background in the classroom helps children concentrate, better perceive new educational material, and memorize poems. Lozanov found that “baroque music brings the brain into a state of harmony. In particular, it provides an emotional key to super-memory: it opens the limbic system of the brain. This system not only processes emotions, but is also the connecting link between the conscious and subconscious parts of the brain.” In Accelerated Learning with Music: A Teacher's Guide, T. Wyler and W. Douglas say, "Music is a fast track to memory." Musical and aesthetic impressions contribute to the development of the emotional centers of the brain, activating mental activity, which is important for the intellectual development of a preschool child. Psychophysiological studies of the influence of music on the activity of the nervous and respiratory systems, the circulatory system, and the electrical activity of the brain were begun by such well-known Russian scientists as V. Bekhterev, I. R. Tarkhanov, I. M. Dogel and others. It has been scientifically proven that music , acting on a person, heals him. Teachers, studying the features of the development of musical perception, came to the conclusion that not only training is of great importance, but also the spontaneous accumulation of experience in the perception of music, intonation reserve. Every child has a favorite music that acts on his soul most effectively. It is surrounded by a huge number of different genres, styles, directions. How to deal with this abundance musical material, select the most useful for the child's body? Musical compositions The effect of music on the child's body 1 2 Gregorian songs Reduce stress, relax and soothe. Marching music Increases muscle performance. Works by W. Mozart J. Haydn Memory and attention improve, a favorable atmosphere is created, the mood rises. Music of Romantic composers Activates the feeling of love for (R. Schumann, F. Chopin, F. Liszt, F. neighbor. Schubert) Humoresques by A. Dvorak and J. Help with migraines. Gershwin, "Spring Song" by F.

4 Mendelssohn Symphonic music Russian composers of the 19th century (P. Tchaikovsky, M. Glinka). vocal music Music of Impressionist composers (C. Debussy, M. Ravel) Affects the heart. String instruments, especially violins, cellos and guitars, develop a sense of compassion in the child. Affects the whole body, but most of all on the throat. Causes pleasant images, as in dreams, awakens creative impulses. Pairs well with stretching exercises. dance rhythms They cheer up, inspire, dispel sadness, exacerbate the feeling of joy, increase the sociability of the child. Rock music Stimulates motor activity, relieves pain; at the same time creates tension, can cause stress. Scientists have found that our brain is biologically receptive to certain music. They believe that listening to music in the first 3 years of a person's life helps the brain form an idea of ​​the world around us. The brain adapts easily early years Therefore, it is necessary to expand the musical repertoire. Children's songs: - "Antoshka" (Yu. Entin, V. Shainsky) - "Bu-ra-ti-no" (Yu. Entin, A. Rybnikov) - "Be kind" (A. Sanin, A. Flyarkovsky) - "Merry Travelers" (S. Mikhalkov, M. Starokadomsky) - "We divide everything in half" (M. Plyatskovsky, V. Shainsky) - "Where Wizards Live" "Long live the surprise" (from the movie "Dunno from our yard » Y. Entin, M. Minkov) - “If you are kind” (from the film “The Adventures of Leopold the Cat” M. Plyatskovsky, B. Savelyev) - “Bells”, “Winged Swings” (from the film “Adventures of Electronics ”, Y. Entin, G. Gladkov) - “A True Friend” (from the film “Timka and Dimka”, M. Plyatskovsky, B. Savelyev) - “Song Bremen Town Musicians» (Y. Entin, G. Gladkov)

5 - “Beautiful far away” (from the movie “Guest from the Future” Y. Entin, E. Krylatov) - “Dance of the Little Ducklings” (French folk song). One of the ways to use the potential musical art is background music that sounds like a “second plan”, without setting for conscious perception in the classroom. The use of background music is one of the available and effective methods of psychological and pedagogical influence on a child in an educational institution and helps to solve many problems of the educational process. What? 1. Creating a favorable emotional background, eliminating nervous tension and maintaining the health of children. 2. Development of imagination in the process of creative activity, increased activity. 3. Activation of mental activity, improving the quality of knowledge assimilation. 4. Switching attention during the study of labor educational material, preventing fatigue, fatigue. 5. Psychological and physical relaxation after a training load, during psychological breaks, physical culture minutes. Using music in classes for the development of speech, mathematical development, manual labor, design, drawing, the teacher should focus on the possibilities of active and passive perception of it by children. With active perception, the teacher deliberately draws the attention of children to the sound of music, its figurative and emotional content, means of expression. With passive perception, music acts as a background to the main activity. So, in a lesson on the formation of mathematical representations in order to enhance intellectual activity, increase concentration, concentration of attention, sounding music is background. In kindergarten, children need music throughout the day. This does not mean that it should sound continuously and loudly. Music should be listened to by children in doses, depending on the time of day, type of activity, even the mood of the children.

6 It is good if the children in the group are met in the morning by a friendly teacher who prudently turns on sunny major classical music, good songs with good lyrics. In this case, music will act as a therapeutic tool, correcting the psychophysical state of children. After all, every day the child is inflicted, albeit imperceptibly, but the trauma is the situation of separation from home and parents. Kindergarten is their second home. And music in this regard provides an invaluable service. Music therapy includes: listening to music, singing songs, rhythmic movements to music, musical pauses in classes, a combination of music and visual activities, playing children's musical instruments, musical exercises, etc. Recommendations for the use of music therapy in correctional work with children: 1) use you can listen to only the work that absolutely all children like; 2) it is better to listen to musical pieces that are familiar to children; 3) the duration of listening should be no more than 10 minutes during the entire lesson. To relax, relieve emotional and physical stress, for a pleasant immersion in daytime sleep, you need to take advantage of the beneficial effect of melodic classical and modern relaxing music filled with the sounds of nature (the rustle of leaves, the voices of birds, the chirping of insects, the sound of sea waves and the cry of dolphins, the murmur of a stream). Children on a subconscious level calm down, relax; - Albioni T. "Adagio" - Beethoven L. "Moonlight Sonata" - Gluck K. "Melody" - Grieg E. "Song of Solveig" - Debussy K. "Moonlight" - Rimsky-Korsakov N. "Sea" - Saint- Sans K. "Swan" Relaxation Music:

7 - Tchaikovsky P.I. "Autumn Song", "Sentimental Waltz" - Chopin F. "Nocturne in G Minor" - Schubert F. "Ave Maria", "Serenade" This technique was developed by N. Efimenko as opposed to the standard awakening of children at the loud command of the educator: "rise!" This option of lifting babies causes a certain mental trauma to the child, especially the slow type of the nervous system. For awakening, you need to use quiet, gentle, light, joyful music. The ten-minute composition should be constant for about a month, so that the child develops a wake-up reflex. Hearing the sound of familiar music, the kids will be easier and calmer to move from a state of complete rest to vigorous activity. In addition, you can carry out sets of exercises to music without lifting children from the bed. Music for awakening after a daytime sleep: - Boccherini L. "Minuet" - Grieg E. "Morning" - Lute music of the 17th century - Mendelssohn F. "Song without words" - Mozart V. "Sonatas" - Mussorgsky M. "Dawn on Moscow -river" - Sens-sans K. "Aquarium" - Tchaikovsky P.I. “Waltz of the Flowers”, “Winter Morning”, “Song of the Lark” Approximate schedule of background music in the daily mode children’s reception sounds joyful, calm music breakfast, preparation for the lesson confident, active tempo of music lunch, preparation for sleep peaceful, gentle background wake up children optimistic, enlightened, calm character of the music. Music for the free activity of children: - Bach I. "Prelude in C", "Joke" - Brahms I. "Waltz" - Vivaldi A. "The Seasons"

8 - Kabalevsky D. "Clowns", "Peter and the Wolf" - Mozart V. "Little Night Serenade", "Turkish Rondo" - Mussorgsky M. "Pictures at an Exhibition" - Tchaikovsky P. "Children's Album", "Seasons" , "The Nutcracker" (excerpts from the ballet) - Chopin F. "Waltzes" - Strauss I. "Waltzes" However, it should be remembered that music therapy is contraindicated: for children in serious condition, which is accompanied by intoxication of the body; patients with otitis media; children who have a sharp increase in intracranial pressure; infants with a predisposition to seizures. In no case should children be allowed to listen to music through headphones. Our ears are naturally adapted to diffuse sound. Directional sound can cause acoustic trauma to the immature brain. Influencing moral, aesthetic, intellectual and physical development, music is the basis educational system in the conditions of a preschool educational institution. Kindergarten teachers need to use more widely in their work the huge positive potential that music contains. Music is a sorceress, it is able to unite the efforts of all preschool teachers to help give a sense of psychological comfort, which is so necessary for the harmonious development of the child's personality.

9 Relaxation gymnastics. In addition to traditional (morning exercises, physical education, outdoor games and physical education) and additional (gymnastics for the eyes, massage, individual work on correction of posture disorders) types of work on the organization of children's motor activity, I would recommend to carry out sets of exercises according to the method of Professor E. Jacobson (USA): relaxation stretching, exercises for relaxation and tension of individual muscle groups, muscle relaxation by presentation, breathing exercises of relaxation. These exercises have a positive effect on the physical condition of children and on the emotional atmosphere in the group. They can be carried out not only in specialized, but also in ordinary kindergartens. Parents should know which muscle groups work during each exercise, monitor the condition of children during and after class. The correct use of relaxation techniques is evidenced by the appearance of the child: a calm facial expression, even, rhythmic breathing, sluggish obedient hands, drowsiness. Classes are effective only when they are enjoyable for children. The child should be taught to distinguish not only the large muscles of the arms and legs, but also the state of relaxation and tension of certain muscle groups during each exercise. Instructions should be clearly articulated and figurative. This will help to attract and keep the interest of children, to ensure that when performing exercises, they automatically include certain muscle groups in the work. For example: "Hands hang like rags, hands are sluggish, heavy, etc." It should be remembered: during one session it is recommended to train no more than three muscle groups; relaxation should be longer than tension; some instructions, taking into account the individual characteristics and emotional state of the children, must be repeated more or less times than indicated in the abstract. The room in which the exercises are carried out must be ventilated, the air temperature is degrees. Relaxation stretching Provides optimal work of muscles, unloading of the spine, removal of dynamic tension. It is carried out between classes of a cognitive and productive type, to quiet, calm music, in subdued light.

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