"Musical education of preschoolers", O. P. Radynova, A. I. Katinene, M. L. Palavandishvili, are the legacy of N. A. Vetlugina. That is why the basic principles of technology proposed earlier by Vetlugina are observed in the work.
a brief description of
The textbook of O. P. Radynova “Musical education of preschool children” is structured so that numerous types of musical activity are in close connection, complement each other. By musical education in a kindergarten, a car means a clearly thought-out pedagogical process, which is aimed at creating the creative personality of the baby through the development of creative abilities, the education of musical culture.
How does he plan to achieve the set task of O. P. Radynov? The musical education of preschoolers, according to the author, should be carried out through the perception by children of various music.
Benefit specifics
The textbook of Radynova, Katinene “Musical education of preschool children” is designed so that the acquisition of skills does not become an end in itself, but a means of shaping the tastes, interests, needs, and preferences of children. This course is aimed at developing the components of musical and aesthetic consciousness.
What is the basis for preschool music education? Radynova, A. Katinene are convinced that when singing, listening to songs, playing instruments, the formation and development of the basic personal abilities of children occurs. They offer the work that was offered to preschoolers to listen, orchestrate, complement with dance movements.
What does O.P. Radynova emphasize in his 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.
The author of the program connects the understanding of the “sensuality” of the heard composition with mental operations: comparison, synthesis, analysis. The creation of a “dictionary of emotions” in a preschooler allows you to expand ideas about those feelings that are expressed in music.
Receptions
What are the required work methods for preschool music education? Radynova O. P., Katinene A. I. offer to use 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 conducting musical studies: 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.
The relevance of the methodology
Different types of art have specific means of influencing a person. Why is the musical education of preschoolers so relevant? Radynova, Katinene, Palavandishvili proved the impact of this type of art on a child from an early childhood. When developing the methodology, they were based on information that the music that the mother listens to influences the subsequent development of the baby in the prenatal period.
The musical education of preschool children Radynov, Katinene, Palavandishvili is called the most effective means of creating an aesthetic taste among the younger generation of Russians. She has a great power of emotional action, forms the tastes, feelings of a small person.
The results of modern scientific research suggest that the development of artistic abilities, the formation of the foundations of culture should begin in early childhood. O. P. Radynova was based on these conclusions. The theory and methodology of musical education of preschool children, proposed by the author, fully takes into account the age and individual characteristics of babies.
Music has an intonational nature similar to speech. Similar to the procedure for mastering communication skills by a child, acquaintance with musical works of various styles and eras should also take place. The child must get used to the intonation conveyed by the composer and learn to empathize with the mood of the work.
What does O.P. Radynova note in his methodology? The method of musical education of preschool children, proposed by the author, is based on the acquisition of emotional experience. It will positively affect the improvement of thinking, the cultivation of sensitivity to art, beauty.
What gives musical education to preschoolers? Radynova O. P. and her co-authors are convinced that only with the development of emotions, interests, and tastes of a child can one count on introducing him to musical culture. Preschool age is especially important for the child to master 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 musical lesson it is important to remember the general development of the younger generation.
Preschoolers have some experience and knowledge about the 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 children through music.
The individuality of the technique
In addition to the moral aspect, musical education has great potential for the formation of aesthetic feelings in babies. By joining the musical cultural heritage, the child gets acquainted with different information about music, which allows him to absorb the cultural heritage of his ancestors.
Music also affects the intellectual development of the younger generation. In addition to obtaining various information about music, which have cognitive value, in the framework of the conversation, the communication skills of preschool children are improved. The skill of figurative representation and reproduction of a melody is associated with certain mental operations: comparison, juxtaposition, 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 melody heard. This allows us to develop in the younger generation certain personality traits: kindness, sympathy, empathy.
Creative activities of preschoolers
One of the main tasks of aesthetic development and education is the formation of their musical abilities.
The activity involves an active process of mastering cultural achievements and social experience. Throughout his life, a person gets acquainted with various types of activities, due to which certain personal qualities are formed.
In the activities of preschoolers, supposed in the framework of musical studies, there is an improvement in imagination, thinking, memory, perception of art.
The child masters certain actions that will help him get an external result. For example, when getting to know the song, the kids listen to the introduction, try to remember the moment when they should sing. Listening involves catching the pace, reflecting the emotional performance of the verses and the chorus.
Actions can be objective, external: the baby moves, sings, conducts, plays the simplest musical instrument. In addition, as part of a musical lesson, a preschooler learns to perceive music, feel its mood, compare choral and solo performance, listen to his own voice.
With repeated repetition of such a technique, a 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.
The specificity of musical education in a preschool educational institution
Currently, there are several types of musical activity of children: 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. For example, the perception of music is allowed through independent work, as well as as a result of other preliminary activities. Creativity and performance are realized in singing, playing simple musical instruments, rhythmic movements.
Musical 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, possessing 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 activity in order to fully satisfy the state’s order for the second generation of GEF.
The relationship of activities on Radynova O. P.
Based on the material of N. A. Vetlugina and O. P. Radynova, a diagram was created showing the interconnection of the components of the musical education of preschool children.
With the perception of music, which has a different emotional connotation, the development of a good feeling occurs.
Musical-auditory performances in preschool age are developed using those types of activities that allow them to be shown: hearing games on musical instruments, singing. The rhythmic feeling is reflected in rhythmic movements, reproduction of the rhythm of the melody with the help of pops, in singing. The development of an emotional response to a certain music is formed among preschoolers in the process of any kind of musical activity.
How to shape the musical perception of preschoolers
Perception is a process of reflecting phenomena and objects in the cerebral cortex that affect human analyzers. This is not a mechanical, mirror image of the brain of what he 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 entered into other types of musical activity, cannot perceive other areas of art.
The perception of music is a leading version of musical activity in any age limits of the preschool period. To perceive, to listen to music means to distinguish its character, to monitor the change of moods. Musician-psychologist E.V. Nazaikinsky, referred to in his method by O. P. Radynov, proposes to distinguish two terms: musical perception and music perception. By the first term, he means the perception of music that has taken place - meaningful and felt.
Otherwise, the child begins to perceive music as ordinary sounds that irritate the organ of hearing. An adult and a child have different life experiences, therefore their perception of music is different. In kids, it is distinguished by emotionality, involuntaryness. As he grows up, mastering the skills of speech, the child begins to correlate musical sounds with phenomena familiar to him from life, to reveal the nature of the heard work.
Children of older preschool age have sufficient life experience, therefore, when perceiving music, their impressions are much more diverse than in 2-3-year-old kids.
Conclusion
The quality of perception depends not only on age, but also on interests and tastes. If the baby develops in a “non-musical” environment, he often forms a negative attitude towards classical music. She does not find an emotional response in him, since the baby from childhood was not used to empathy, an open expression of her feelings. The program of Radynova O. P., Katinene A. I., Palavandishvili M. L. allows us to include not only emotions, but also logical thinking in the educational process.
During the initial listening to a musical work, the child comprehends its meaning. With repeated sounding, the image deepens, becomes more felt, meaningful. Repeated listening to one piece of music helps to foster creativity and musicality in preschool children.
That is why it is necessary to develop skills for identifying differences in music from early childhood. Each age stage is characterized by certain expressive means that help the child distinguish between different musical styles: a game, a word, a movement. The program involves obtaining various musical impressions from early childhood, accumulating experience in the perception of art.
The authors of the program are convinced that upbringing through the world of art in kindergarten is an organized pedagogical process, which is aimed at the upbringing of musical culture, the formation of creative abilities of preschool children with the aim of developing a creative, moral personality.
The simplicity and logic of this technique are noted by many educators who have tested it in their work. They in practice confirmed the effectiveness of the program, as well as its versatility.