Formation in children perception of musical images. III. Music perception is a leading type of musical activity. Meaning, tasks, features of the perception of music by children of different age groups

Perception is a reflection in the cerebral cortex of objects and phenomena affecting human analyzers. Perception is not just mechanical, the mirror reflection of the human brain of what is in front of his eyes or what he hears his ear. Perception is always an active process, active activity. It is the first stage of the thought process, therefore precedes and accompanies all types. musical activity.

The perception of music is already carried out when a child cannot engage in other types of musical activity when he is not yet able to perceive other art types. Music perception - the leading type of musical activity in all age period preschool childhood.Hear, perceive music - it means to distinguish her character, follow the development of the image: change of intonation, sentiment. The famous musician psychologist E.V.Nazaykinsky proposes to distinguish between the two terms: the perception of music and musical perception - depending on whether it took place. He calls the musical perception of the consistent perception - felt and meaningful. "Musical perception is a perception aimed at comprehending and understanding those values \u200b\u200bthat the music possesses as an art, as a special form of reflection of reality, as aesthetic art phenomenon." In the opposite case, the music is perceived as sound signals as something hearing and acting on the hearing body. It is important to form exactly musical perception.

The perception of the child and in an adult is not the same in virtue of various musical and life experience. Perception of music by children early age Different with involuntary character, emotionality. Gradually, with the acquisition of some experience, as we own a speech, a child can perceive music more meaningfully, correlate musical sounds with life phenomena, to determine the nature of the work. In children of senior before school age With enriching their life experience, the experience of listening to music, the perception of music gives rise to more varied impressions.

The perception of music by an adult is different from the kindergarten the fact that music is able to cause richest life associations, feelings, as well as the possibility of other than children, to comprehend the heard music.

At the same time, the quality of music perception is not connected only with age. Undeveloped perception is characterized by superficiality. It can be in an adult. The quality of perception is largely dependent on tastes, interests. If a person grew up in a "non-music" environment, he often forms a negative attitude towards "serious" music. Such music does not cause an emotional response, if a person is not used to emphasize the feelings expressed in it since childhood. N.А.V.Vlugina writes: "The development of musical susceptibility is not a consequence of the age ripening of man, but is a consequence of targeted education."

Thus, perception depends on the level of musical and common development man, from targeted education.

In the perception of works of art, they participate as emotions and thinking. When listening to music, the role of the emotional component is especially great. If a person has a developed perception, he comprehends the meaning of the musical work even with one listening. With repeated auditions, a perceived musical image is deepened, the product opens with new faces. Therefore, in childhood, when the experience of the perception of music is still small, as a rule, several auditions are required, so that the perception of the work has become more meaningful, felt. Therefore, it is necessary to develop the musical perception of preschoolers, to train it.

The difference in music nuances is developing in children from early age. At every age stage, the most vivid expressive agents distinguishes with the help of the opportunities he possesses - movement, word, game, etc. Consequently, the development of musical perception should be carried out through all types of activity. First place here you can put a listening of music. Before you play a song or dance, the child listens to music. Having received a variety of musical impressions from childhood, the child gets used to the language of intonations of folk classical and modern music, accumulates the experience of the perception of music, various styles, comprehends the "intonational dictionary" of different eras. The famous violinist S. Stadler once remarked: "To understand a beautiful fairy tale in Japanese, you must at least know it a little." As mentioned above, the assimilation of any language begins in early childhood. Music language is no exception. Observations show that early children with pleasure listen to the old music of I.S. Bach, A. Visaldi, V.A. Motzart, F. Scheubert and other composers - calm, vigorous, affectionate, joking, joyful. On rhythmic music, they react involuntary movements. Throughout the preschool childhood, the circle of familiar intonations expands, enshrines, preferences are detected, the beginning of the musical taste and musical culture are formed in general.

The perception of music is carried out not only through the hearing, but also through the musical performance - singing, musical and rhythmic movements, the game on musical instruments.

Spectative clarity must be used to strengthen the impressions of children from listening to music, to cause visual images, close music in their imagination, or illustrate unfamiliar phenomena.

The use of musical and didactic games to determine the genres of music ("Three Whale", "Amazing Traffic Lighting"), on the development of musical and figurative memory ("ballet in pictures", "Magic Dudge") will help children in the analysis of musical works. In addition to the generally accepted methods and techniques (visual, verbal, gaming, practical), methods can be used methods for the formation of musical and aesthetic consciousness and the foundations of musical culture considered in the program O.P. Radinova "Music masterpieces":

1. The method of contrast comparison of works and images;
2. Method of liketing the nature of the sound of music (motor-motor likeness, tactile likelihood, verbal likeness, faithful approach, timbre-instrumental approach).

At first, children with sufficient ease will distinguish between individual expressive means of music (tempo, dynamics, register), but it is necessary to ensure that they do not simply stated expressive funds, but they revealed their role in creating a musical image. The characteristic of the emotionally-shaped content of music is the most vulnerable point in working with preschoolers. Children easily determine the moments of the pictusivity ("as if leaflets are falling," "murmurs the rods", "dripping a rain"), isolated individual means of expressiveness (tempo, dynamics, register, form). However, their statements about the nature of the musical work, feelings, sentiments, expressed in it, are not distinguished by a variety. Love for music, the need for it is formed in a child primarily in the process of its hearing, thanks to which children develop musical perception, the foundations of musical culture are laid. And the figurative characteristics (epithets, comparisons, metaphors) cause an emotional-aesthetic response, which is a succession of musical and aesthetic consciousness. Therefore, in the process of conversation about the work it is necessary to intensify the statements of children, which contributes to a deeper and conscious perception. It is also possible to use the "mood color". It will allow children to apply new words and speaks about the nature of the music. Its essence consists in binding a certain color with the mood of music: pastel, light tones - with a gentle, calm character of music; Dark, thick tones - with a grim, anxious character; Intense, bright tones - with decisive solemn. With this reception, children will get acquainted with new characteristics words, as well as learn to transfer them from one music product to another, similar in mood. Every time a new word - the characteristic may be recorded in the music dictionary. This will significantly help children in the preparation of aesthetic assessment of the musical work. Aesthetic estimate is an artistic form of reflection, designed to determine the value properties of things and phenomena, their utility, beauty from the point of view of art. In this case, a conscious attitude towards its musical requests, experiences, installations, taste, reasoning.

As already mentioned, all types of musical activity interact with each other. The musical perception of the child will not develop and improve fully if it is based only on the hearing of musical works. It is important for the development of musical perception to use all types of musical execution.

Selection of musical works for hearing.

Music works for children must be artistic, melodic, deliver pleasure to their beauty. In addition, they must transmit feelings, moods, thoughts available to children.

Children's attention is small. Therefore, for the hearing, they are picking small in terms of volume with a bright melody, simple harmony, a clear form, a quiet power of sound and uncomfortable by tempo. Loud sound excites children, and too fast tempo makes the perception of the melody.

For the hearing of vocal music, more difficult songs are selected than those who fulfill the children themselves. After listening to these songs, children often begin to sing them, and transmit the melody incorrectly. It destroys the skill of proper transmission of the melody, which is given in singing. In this case, you must not allow children to sing, and offer them only to listen. In the songs performed by preschoolers, as a rule, there is a piano entry and conclusion that reveal the content of the work and summarize children to the perception of more complex tool music.

The most accessible from the works of instrumental software music from the "Children's albums" A. Grechaninova, P. Tchaikovsky, S. Maikapara.

Children listen to dance music that is not used in motion, for example, Kamarinskaya P. Tchaikovsky, Waltz A. Grechaninova, Polaka S. Maikapara.

For kids, little created uncomplicated artworks. Therefore, the hearing of instrumental music by children 3-4 years is applied by the advantage as a methodological technique.

With repeated listening, it is sometimes possible to take a larger fragment, depending on the reactions of children, their interest. At the same time, you need to try to respect the sense of measure, focus on the desire of children and the manifestations of their interest. In class, you can use audio recordings (in symphonic execution), which will significantly enrich the perception of music. They will be especially effective in conjunction with the "live" performance, children can listen to a musical work in piano execution and compare with audio recordings. A familiar melody will be transformed, interested in children, will encourage and celebrate various execution. Children will be able to mention changes in the nature of music, the difference of sound. Meeting with "live music" will cause a bright emotional response, and listening in symphonic execution will allow you to introduce children with the tools of the symphony orchestra, the role of which in creating a musical image is most significant.

1. Any musical work must be placed, without being distracted by anything else. The main thing, of course, want to listen! You need to really try to closely monitor what is happening in music, from the very beginning to its very complete, covering the sound of sound for sound, I'm not losing out of sight! Music will always reward a listener for this, giving him a new feeling, a new mood, perhaps not previously tested in life.

2. Small works for listening.At first, one should not listen to major musical writings, as it is possible to fail. After all, the skill of tracking hearing behind the sounds has not yet been developed and attention is not disciplined enough.

3. Sludge the sounds, try to hear and distinguish the dynamic shades of musical speech. It may be vocal music (music for voice) or instrumental (which is performed on various musical instruments)., Determine whether they make expressive performance of the music work.

the musical play is "riding a horse", and "unusual journey", perhaps someone even slightly frightened. And the works of the composer C. Maikapara "in the kindergarten", "shepherd", "small commander" will be close and understood even the smallest.

5. In time, it is necessary to return to listening to the same works. You can mentally represent their sound to be easily and quickly recognized. The more often the familiar works are listening, the more and more like more and more. But always listen to music carefully without distracting, thoughtfully. It is important to monitor not only the change in dynamic shades, and behind the height of sounds, the speed of their shift. We must learn to enjoy a colorful musical waterfall and be able to finely distinguish each crystal jet. Learn to compare them, admire them. Feel what orderly exists in music: sounds can not sound "as it fell, as you think."

7. It is very useful to listen to the same essays performed by different soloists and teams, watch performances with various composition of performers. All this will help expand the knowledge of music, will not only think clearly, but also to feel deeper.

Excerpt from work

Course work

According to the method of pre-school education

"The development of musical perception in the process of listening to classical music in children of senior preschool age"

Introduction

Chapter 1. Theoretical foundations of the development of musical perception of children of senior preschool age in the process of listening to classical music

1.1 Music perception as the main type of children's musical activity

1.2 Features of musical perception in children of senior preschool age

1.3 The role of classical music in the development of musical perception of children of senior preschool age

Chapter 2. Ways to form the formation of musical perception of children of senior preschool age when listening to classical music

2.1 Detection of musical perception skills in educational process preschool institution

2.2 Methods and techniques of work on the development of musical perception with children of senior preschool age in pre-school institutions

2.3 Comparative analysis Results of the statement and control stages of the study

Conclusion

Bibliography

Applications

Introduction

Musical art has a huge educational value for the formation of the spiritual sphere of a person, its aesthetic tastes and needs. Outstanding teacher V. And Sukhomlinsky in his book "Heart I give to children" on this occasion notes: "Music, melody, the beauty of musical sounds is an important means of moral and mental education of a person, the source of the nobility of the heart and purity of the soul. Music opens up eyes to the beauty of nature, moral relations, labor. Thanks to the music in a person, an idea is awakened about the elevated, majestic, beautiful not only in the outside world, but also in itself. "

According to its emotional impact, music exceeds any kind of art. The depth of this impact depends on the preparedness of the listener to communicate with this art, on how much music is close to him. Music has the greatest power of affecting a person, directly referring to his soul, the world of his experiences, moods. It is called the language of feelings, a model of human emotions. Music art plays a huge role in the process of upbringing spirituality, culture of feelings, the development of the emotional and informative parties to the personality of man. Sukhomlinsky called music with a powerful means of aesthetic education. "The ability to listen and perceive music is one of the elementary signs of aesthetic culture, without this it is impossible to present full-fledged education," he wrote. By organizing the musical education of the child, it is important to develop a need for communicating with music, the ability to feel its beauty, intonational originality and a deep personal meaning. Therefore, it is so acute in our time the problem of raising a listener since preschool age, since this age is the time of intensive development of musical susceptibility.

The perception of music is a complex multi-level phenomenon - represents greater difficulty for preschoolers than the perception of works of other types of art, which is connected, on the one hand, with the specifics and complexity of the musical artistic image, on the other, with the age characteristics of the child-preschooler. In this regard, in preschool childhood, initial stage The development of musical perception, the child should help hear and understand the music, enter the world of her images. This is explained relevance The chosen theme.

The problem of the perception of music is one of the most difficult due to the subjectivity of this process, and, despite the significant amount illuminating it (observations, special studies), has not yet been solved.

The problem of the development of the perception of music at the present stage is becoming increasingly important. Unfortunately, a significant part of modern youth has no interest in the so-called "serious music". One of the reasons for this circumstance is undeveloped musical perception, and as a result, the non-formation of the musical culture of young people. The reason for this is the disadvantages of the musical culture of children, serious omissions in the formation of the perception of music primarily in kindergarten and elementary school.

The problem of the development of musical perception is one of the most difficult and not sufficiently studied in pedagogy. B. V. Asafyev, B. M. Teplova, B. L. Yavorsky, V. N. Shatskaya, N. L. Groznenskaya, D. B. Kabalevsky, V. D. Ostomnsky, V. V. Medushevsky, E. V. Nazaykin, N. A. Vetlugin. In the works of these authors, a large scientific, theoretical material concerned about various faces of musical perception, his psychological mechanisms and pedagogical methods of developing it in children.

In recent years, Belarusian scientists have made a great contribution to the study of the development of musical perception in children of preschool and school age, V. P. Roe, G. A. Nikhashev, B. O. Golenevich, V. Savelyev. In the scientific and methodological developments of these authors, a variety of pedagogical ways of forming the ability to perceive music in children of preschool age at musical classes in kindergarten are disclosed.

Due to the relevance of the problem of my topic term paper It is the development of musical perception in children of senior preschool age in the process of listening to classical music in classes.

Purpose of work: Determine the optimal conditions for the development of musical perception in children of senior preschool age when listening to classical music in classes in preschool institution.

Tasks:

1. To study psychological and pedagogical literature on the topic.

2. To identify how the hearing of classical works is affected by the development of musical perception in children of senior preschool age.

3. Promote the development of musical and aesthetic education of children.

Object of study: Music education of children of senior pre-school age.

Subject of research: The development of musical perception in children of senior preschool age in occupations in a preschool institution.

Research methods:

· Theoretical: analysis of scientific and methodological literature on the issue of research;

· Empirical: targeted observations of the process of developing children, experimental research, statistical processing of research results.

Research base: GOO "I / C number 98" G. Minsk.

Chapter 1. Theoretical foundations of the development of musical perception of children of senior preschool age in the process cE Hearing Classical Music

1. 1 Music perception as the main type ofeTA musical activity

The development of musical perception is the most important task. musical Education Children. By introducing a child to musical art, we must solve an important pedagogical task, according to V. A. Sukhomlinsky, "I will not grow by whom, and what a child will grow." Thus, the music is a kind of bridge in a children's soul that helps the moral formation of a person.

Knowing the patterns of the development of musical perception, the teacher can manage the process of musical education of children, form their aesthetic tastes and needs. Considering this question, it should be borne in mind that any perception is a complex process in which many of the senses are involved, a variety of comprehensive conventional reflex connections are formed. In psychology, the concept of "perception" is understood as "reflection in human consciousness of objects or phenomena in their immediate effects on the senses, during which ordering and combining individual sensations into holistic images and events". In other words, it is a reflection of objects or reality phenomena. In the aggregate of their individual properties (forms, values, colors, etc.), currently operating on the senses. Perception can not be identified with the feeling. The feeling is reflected in the individual properties of objects and the phenomena of the surrounding world acting on our analyzers.

Summarizing said, it is possible to conclude that perception is the type of active activity related to other psychological processes, thinking, imagination, memory, and includes previous experience.

At the heart of the perception of art lies a realistic aesthetic object - an artistic work (sculpture, painting, a musical work), which awakens aesthetic feelings. Aesthetic perception It is possible to determine how a particular human ability to feel the beauty of the objects around it (harmony of their forms, light gamut, the beauty of musical sounds, etc.), the ability to distinguish the elevated and lowland, beautiful and ugly, perfect and primitive. B. M. Teplov noted that for aesthetic perception, there is no so much the importance of a perceived object, but its kind is pleasant or unpleasant, that is, the sensual side prevails in aesthetic perception.

Musical perception - A variety of aesthetic perception, its private species. It possesses the properties inherent in the perception of art as a whole, but at the same time has its own characteristics that are due to the specifics of musical art. Perceiving music, a person should feel her beauty and perfection.

Many researchers, such as V. V. Medushevsky, V. K. Beloborodova, V. D. Ostomsky, celebrate the following main features of musical perception, the knowledge of which is necessary for the development of it in children: integrity, emotionality, awareness, imagery. Based on these features of musical perception, it is possible to define this concept.

Musical perception (perception of music) - This is a process holistic, emotional, conscious, figurative knowledge of the musical work. Briefly describe each of the four most important properties of this type of perception (see Appendix 1).

Integrity. This is the characteristic property of any perception. A person perceives any item - a house, a tree, a table, a wardrobe, etc. - as something uniform, inseparable. Each such is characterized by the perception of individual properties of this item: shape, volume, colors. Music perception is also characterized by integrity. The musical work is also perceived by a person primarily as an integer, but this is carried out on the basis of the perception of expressiveness of individual elements of musical speech: melodies, harmony, rhythm, timbre.

Emotionality. The main property of a full-fledged musical perception is its aesthetic emotionality, which is understood as the experience of the beauty of the musical image, feelings and moods awakened by the music. Aesthetic perception of music is always emotionally. Everyone is well known to the ability of music to influence the emotional sphere of man. Children of preschool age feel great and understand that different musical frets have a special effect on the mood of man. Music, written in Majer, is usually cheerful, joyful, perky, and in Minor - sad, sad, gloomy. Thus, emotionality is the property of musical perception. Often the aesthetic experience of music is so strong and bright that a person is experiencing genuine happiness. The outstanding composer D. D. Shostakovich noted that "this feeling arises because in a person under the influence of music, the dormant forces of the soul still awaken and he knows them." Music is really able to awaken in people sublime thoughts and feelings, to educate the beauty of human attitude.

Awareness. Perception is closely related to thinking. By definition, S. L. Rubinstein, "Thinking is an increasingly complete and multilateral mental restoration of an object, reality, reality, based on sensual data arising from the impact of the object."

Perception is impossible without awareness and understanding of what is perceived. Famous scientist - musicologist, teacher V. N. Shatskaya noted that "under the active perception of the musical work, the perception associated with its aesthetic assessment and awareness of the content of music, its ideas, the nature of experiences and all the expressive means forming the musical image" is implied. Many outstanding composers and musicians spoke about the need for awareness of the semantic content of perceived music. N. A. Rimsky-Korsakov believed that love for music is different: the love "without understanding", which he called "hearing tickness", the love of "lowland, spontaneous", and the love "understanding", which implies an assessment of the expressive means of music: rhythm, melodies, harmony, timbre, etc. The unity of emotional and conscious in the perception of music is one of the basic principles musical pedagogy. B. V. Asafiev noted: "Many are listening to music, but hear a few, especially instrumental ... to the instrumental music is nice to dream. I hear so to appreciate art, it is already intense attention, it means that mental work. "

Imagery. Music perception is characterized by the image. The musical image is a combination of various means of musical expressiveness used by the composer to transmit the content of the work. Perceiving a musical work, the listener creates its way based on his ideas about music in general and about its individual expressive means. The depth and subtleness of the perception of music depends on the clarity and wealth of the resulting image. According to B. V. Asafieva, "The process of perception of music is the process of becoming a musical image." A low-boiled listener, including the preschooler, is difficult to perceive the entire system of funds that create a musical image, as it can make a prepared listener. Developing the musical perception of preschoolers, you can teach them to perceive the holistic image of the musical work - mood, character, means of expressiveness.

Based on the characteristics of each of the features, it can be concluded: a musical perception is a complex process, which is based on the ability to hear, experience a musical product as an artistic and figurative reflection of reality. The need for the development of different sides of perception has repeatedly drawn the attention of music-designed methods who worked with children.

On the basis of experimental studies and practical observations, five structural components of musical perception are distinguished:

· Emotional responsiveness to music

· ear for music

· Thinking

· Creativity to creativity

All of them, along with the notion of perception, represent individual independent sections of general psychology. At the same time, as already noted emotions, thinking and other components are included in the concept of musical perception as the necessary components.

Creativity to creativity The psychological mechanism of musical perception plays the role of the host component. The prepared listener perceives creative music. This means empathy and recreation by the listener of the content of the musical work, which is enriched with the activities of imagination, feelings and life associations. As a result of the creative perception of the musical work, the listener receives aesthetic pleasure.

Each of the above components is the necessary effective part of the musical perception, and no one can be excluded from it without prejudice to the entire process.

A large influence on the quality of musical perception is provided by the type of human nervous activity. After all, even adults formed listeners are distinguished by the types of perception. Outstanding conductor L. Строе claimed that "music can be perceived in different ways. Some simply enjoy the physical beauty of the sound, others react to music only emotionally. Other react, mostly, the intellectual side of the music is consciously followed by the deployment of the musical form. "

As already noted, the development of musical perception is of paramount importance in the musical development of children and is the basis for the formation of their musical culture. Back in the 70s, D. B. Kabalevsky most accurately and multifacetedly determined the significance of the perception of music in his concept of musical education of children. "The active perception of music is the basis of musical education as a whole, all his links," he pointed out. - Only then, the music can fulfill its aesthetic, cognitive and educational role when children will learn to truly hear and reflect on it ... Present, felt and thoughtful perception of music is one of the most active forms of admission to music, because the inner spiritual is activated The world of students, their feelings and thoughts. Out of hearing music as art does not exist at all. It is pointless to talk about any impact of music on the spiritual world of children and adolescents, if they did not learn to hear music as a meaningful art carrying the feeling and thoughts of man, vital ideas and images. " Thus, the essence of the perception of music lies in the ability to listen to it, worry or emotionally respond.

Music perception develops in all types of children's musical activity: singing, musical and rhythmic movements, playing musical instruments, etc. At the same time, it is also an independent type of musical activity that is organized by listening to music at the lesson in the preschool institution. Usually in the methodical literature, this type of activity is defined as "listening to music", during which children get acquainted with the musical work.

Hearing music - one of the most efficient and educational types of musical activity, in the course of which children learn listen And hear music, emotionally perceive and analyze it. Listening to music, they receive significantly more impressions than in other types of musical activity. A large scientist and musicologist V. V. Medushevsky noted that in the process of hearing "the musical perception is developing - thinking" is a universal musical ability necessary for any kind of musitization. Methodically properly organized listening of music in a preschool institution, a variety of techniques intensifying musical perception contribute to the development of interests, musical abilities and creative manifestations of children, which, ultimately, brings up their musical culture.

Outstanding musicians - enlighteners, theorists of musical education B. V. Asafyev, B. L. Yavorsky, B. M. Thermalov considered the listening of music the basis of the system of musical education. B. V. Asafiev talked about the need for universal learning children to listen to music and pedagogical leadership of this activity, B. L. Yavorsky stressed the need for a wide familiarization of children with classical music, their upbringing of good taste and love for genuine art. He rejected the view that "children will not understand adult music," connecting the solution to this problem with the availability of musical work and the power of its emotional impact.

The outstanding composer of the 20th century D. D. Shostakovich, noting the importance of the listening of music for the musical development of children and its beneficial effect on the formation of high moral qualities and the spiritual sphere of the child, emphasized: "lovers and connoisseurs of music are not born, but become ... to love music, it is necessary First of all, listen to her ... Love the music and study the great art of music. It will open you a whole world of high feelings, passions, thoughts. It will make spiritually richer, cleaner, perfect. Thanks to music, you will find new, unknown forces before. You will see life in new colors and paints. "

The process of formation of a full-fledged musical perception of each musical product for its psychophysical basis can be conditionally divided into several stages, highly different from each other. These stages are especially clearly detected in the musical perception of unprepared listeners, in particular in children, but their presence is characteristic and for the perception of music is quite prepared by the listener.

First stage musical perception occurs when the first (and sometimes followed) listening to the musical work and is different integrity, confusion, absent impressions. A low-boiled listener, including a preschooler, receives only the overall impression of a musical image, catches individual bright music details. In children of this age, at the first acquaintance with the musical work there is a direct emotional response to music. Quite often, the emotional reaction is positive. Music worries a small listener, gives rise to certain associations. For example, a rhythmic "march of wooden soldiers", from the "Children's album" P. I. Tchaikovsky, causes joy in children, good mood, an emotional rise, and the play "Doll disease", from the same album, makes sadness, worry, sorry. However, it happens that because of the infallible first perception, the child remains indifferent to the musical work.

The image arising from preschoolers when the first listening can be different in its depth. The main thing is that children feel the nature and mood of music, showed an emotional attitude towards her, understood the musical image. At this stage of musical perception, children can definitely define the nature of the listened music in gestures, facial expressions, motor-motor manifestations, as well as in verbal estimates. The lesson for listening to music should be built in such a way that children can hear this musical work for at least two times, which allows you to deepen his perception, in some cases it is possible to build an occupation so that this music sounds more and more times. The depth of the perception of music in the first stage depends on different reasons: attractiveness for children of musical work, their common development and individual features. The task of the teacher here is to help the child find their attitude towards a musical work, to understand what feelings it causes this music.

Second stage It is a process of deepening into the content of the work, which is characterized by the ability to listen, allocate the most vivid and interesting features, to realize the expressiveness of individual elements of musical speech. This process can occur when a musical product is re-perceived. At the same time, new positive impressions of music are fixed and enjoyed. The re-hearing usually causes the pre-school "addictive" to the musical work and sometimes changes the attitude to the heard in a positive direction. This circumstance of teachers should take into account when organizing listening to music by preschoolers, for example, a musical work that children have already listened to, one more or two lessons can be devoted.

In the second stage, a holistic perception characteristic of the first stage is inferior to the differentiated and meaningful. Teachers can offer children to find the answer to the question: "With the help of expressiveness, the composer transmits the content of the work?" Children note the contrast of musical images (gentle, soft or solemn, energetic sound of music), distinguish the simplest structure of the work (singing songs and chorus, two or three parts of the instrumental work, the timbre sound of musical instruments: piano, bayan, violin, flute, clarinet, and t . d.). Gradually accumulates the supply of favorite musical works that children listen with great pleasure. All this lays the prerequisites for further formation of the musical! taste.

Third stage - This is the subsequent perception of the already well-studied and assimilated musical work, enriched with new musical unisputations. At this stage of perception, the holistic emotional impression of the musical work and the meaningful perception associated with the analysis of the means of musical expressiveness is involved. It creates a special and very valuable opportunity. creative perception music. Listening to a familiar work, the child has a musical image in its own way, passing it in the game, singing, dance. For example, everyone is looking for expressive movements, which characterize a serious stepping bear, a cunning fox, mobile hares, etc. In connection with these teachers, it is advisable to conduct final lessons on listening to music, using those works that children listened throughout the entire period of time (half a year or year). In such classes, you need to give children the opportunity to show elements of creativity in the process of listening to familiar musical works. One of the effective forms of repetition passed are musical quiz, games like "musical riddles", etc.

So, the perception of musical images occurs as a result of a certain creative activity of the listener, since it includes his musical and auditory and life experience. Based on this musicologist, they argue that listening to music in such a way to truly hear her, it is the intense work of the mind and hearts and special creativity. By affecting the listener, music is able to cause joy and sadness, hope and disappointment, happiness and suffering. All this gamut of human feelings that music reports, the teacher should help children hear, realize and survive. It creates proper conditions for the emergence of the child's emotional response to it. Then he brings to awareness of the content of the musical work, which has a strong impact on the feelings and thoughts of children. They have a skill of listening to music (focused from beginning to end, in complete silence), the ability to argue about it, giving an emotional assessment of its content.

The proposed division of the process of musical perception in the stage is a certain scheme for the formation of an image of perception. Different characteristics of children can be different schemes. However, this sequence is the most common.

The formation of the image in the process of perception of the work is based on recognition of music. It can be held on any of the three perception stages. A child can learn a musical work that heard only once. Learning music is a qualitatively new process, when not a new one is perceived, and a familiar work. The main element on which it is usually recognized is its melody. In addition to her, the harmony, characteristic features of the accompaniment, the location of the votes and the overall nature of their movement, are also important for the full perception of the musical work. Music affects children thanks to a whole complex of expressive agents. it ladogarmonic warehouse, timbre, pace, dynamics, rhythm, Which convey the mood, the main nature of the work, cause associations with the experiences of the child.

1. 2 Features of musical perception in senior children preschool age

The development of the musical perception of children of preschool age, especially in the period from the beginning of the 4th to the end of the 7th year of life, occurs in the unity and interaction of two main lines: the actual intonation perception and awareness of music and its individual interpretation, mediated by the life and musical experience of the child.

On average, especially in the older preschool age, as they enrich the life and musical experience, the development of the psyche of the child is produced by arbitrary attention in the process of the perception of music, the ability to focus on thinking of the peculiarities of musical intonation and its changes, develops the ability to individual interpretation of music. , mediated by the past experience, images of experienced earlier psychological situations. The interpretation of extremisical images and associations can rely on bright paintings and scene storiesincluding images memories and imaging images. At this age, the child perceives music more intelligently, and the unity of emotional and intellectual components in the process of perception of music is manifested much brighter.

The perception of music is a complex multifaceted process: the sensory sensations of musical sounds are intertwined (height, timbre, power, etc.), understanding of previous experience, associations with what is happening at present, following the development of musical images, their experience and evaluation.

It is necessary to draw attention to the fact that the quality of musical perception depends not only on the age of the child, but also on the level of its musical and general development, due to the social environment. If, since childhood, the child grows in a "non-music" environment, he can form a negative attitude towards "serious" music, which will further adversely affect his musical preferences, musical taste, and felt, meaningful perception of music can give way to its surface hearing.

Musical perception, being a complex, multifaceted psychological process, largely depends on the individual characteristics of the child, primarily on the type of it nervous system, general and musical abilities. Children with pronounced common and musical abilities, show skill with unusual intensity for a long time Concentrate on the perception of musical works, showing stability of attention and abilities of the emotional response.

Research B. M. Teplova showed that the quality of musical perception is associated with the natural properties of the nervous organization and is not exhausted only by emotional response to music, and manifests itself in more common characteristics of the person's personality, among which the subtlety of emotional experiences, creative imagination, fantasy occupies an important place. Art perception of the world.

In a senior preschool age, children affect us with their discoveries, fiction, fantasy. They are the highest in kindergarten. During this period there is an active anatomy-physiological restructuring of the whole organism. The functionality of the body at this age create conditions for more intensive health promotion compared to the younger preschool. Senior preschoolers want to be strong and healthy, their motor activity rises. At the same time, psychological readiness for training in school is formed, the desire to join this new step. The behavior of our pupils changes noticeably. They want to fulfill the tasks of an educational nature. The game still occupies a leading position, but its content changes. This is no longer so much reproduction of actions with objects, how much is a relationship with people, compliance with the rules arising from the role that the child performs in the game. At this age, the visual activities of preschoolers are intensively developing.

In the older preschool age, children love to listen to the classical music of different eras and directions. The skills of listening to music continue to develop (listen to the end, in full silence). With the consistent development of musical perception, the guys are formed steady interest in music, artistic taste is laid.

To the first class, children should have a fairly developed and conscious musical perception. Dievesteen educated musician and famous scientist B. j1. Jaworsky noted that "the ability to think of music is based on the ability to think, perceive music as a self-partition." In this regard, the ability to give a verbal assessment of music is very important. Already by six years in children, the ability to make a motivable to evaluate the musical work. At this age, the vocabulary of children is large enough, so they can be argued to tell what emotions and moods cause them sounds of music. Children can not only distinguish between the overall emotional color of the melody, but also to determine her means of expressiveness (intonation, character, tempo, timbre, dynamics), contrast images (sad - fun, quickly - slowly, loudly - quiet).

In the perception of music, the leading role is assigned emotional responsiveness to it, which can be an indicator of the whole aesthetic culture of the child. Exploring the artistic abilities of children, B. M. Teplov noted that "at the heart of the perception of all arts lies aesthetic experience of the content of the work. To understand the musical work, it is important to survive it emotionally and already on this basis to think over it. "

By the beginning of school, children should own the main musical terms (Composer, conductor, choir, orchestra, etc.), be able to explain their meaning, call two or three surnames of the most famous classic composers and their musical works, distinguish between vocal and instrumental music. Of great importance in the preparatory for school the period is attached to the development of the singers of senior preschoolers. They form performing skills: the purity of the intonation of the song melody and articulation is improved, singing breathing. Children have already accumulated a great experience of musical and rhythmic movements, can pass in motion the overall nature of music, pace, dynamics, rhythmic pattern. They also captured the main techniques of the game on musical instruments. Creativity takes an increasingly visible place in the musical activity of senior preschoolers. It is manifested in songs, instrumental and dance improvisations and becomes an important means Music education of children and the development of their personal qualities.

1. 3 Role classic music in the development of musical perception of children of senior preschoolage

musical perception Classic composer

In a preschool institution, children should not only learn practical musical skills, including listening to music, but also to receive the necessary knowledge of music, interesting information about the life and creativity of outstanding composers of the past and present, as well as the most striking features of musical works offered to preschoolers for Hearing. One of the important directions in the development of musical perception is related to the admission of children to classical music.

Children have an intuitive sense of music. This is the positive response of the child on her sound from an early age. Very early, they begin to perceive classical music.

Classic (from lat. Classikus - "exemplary") - exemplary classic works, a golden fund of the national musical art of every people and world musical culture as a whole. Music classics include the creations of outstanding composers of past centuries. Classical music harmoniously combines truthful and emotional content with perfection of the form, the greatest skill with simplicity and accessibility. It covers not only the professional creativity of classic composers, but also exemplary works of folk creativity.

Developing musical art, advanced composers reflect, creatively develop and enrich musical traditions of their predecessors. For example, in the outstanding creations of the greatest in the history of Western European, music of the composer-symphonist L. Van Beethoven, the continuity of the symphony principles of J. Gaidna and V. L. Mozart is noticeable. And in the early Beethoven symphones, intonations are felt characteristic of the Vienna Music of the XVIII century.

The traditions of the founder of Russian classical music M. I. Glinka found their continuation not only in composers of the "mighty bunch", but also in the work of their contemporary - P. I. Tchaikovsky.

Creativity D. D. Shostakovich is largely related to the traditions of Russian classics, which are primarily attributable to their close interest in their era, human personality, and these features were largely inherent in the cylindowns of the Russian musical culture of the XIX century: P. I. Tchaikovsky and M. P. Mussorgsky.

To form a good musical taste of a child, it is very important to create a system for the development of cognitive interest and love for musical classics. After all, classical music is truly the standard Beauty, harmony and Perfection. That is why the admission of children to classical music should be the leading direction of their musical development.

Music and aesthetic education of children will be much more fully and multifaceted, if you consistently acquaint them with folk musical art, and with high samples of musical classics. The perception of classical music has a beneficial effect on the development of high moral qualities and the creative abilities of the child.

V. Sukhomlinsky attached great importance to classical music in matters of moral education. In his book, Pavlysh Central School, Vasily Alexandrovich reveals a whole system of attaching children to the world of classical music, which is based on the world of big ideas reflected in the music: the ideas of the fraternity and friendship of people (ninth Symphony of Beethoven), the ideas of the struggle against the ruthless rock (the sixth symphony of Tchaikovsky), the struggle of the forces of progress and reason against the dark forces of fascism (the seventh symphony of Shostakovich). " At first glance, it may seem that some large symphonic works included in the recorder for hearing in kindergarten are difficult to perceive older preschool children. However, if a systemic purposeful and consistent work on the development of children's musical perception is organized in a preschool institution by listening to music, starting from an early age, children already have a sufficiently prepared for hearing are quite difficult to perceive the works of musical classics. Moreover, they are already able to give an emotional and verbal assessment by these works.

To make the communication of children with music joyful and fascinating, you need to be demandingly approach to the selection of a musical repertoire for a hearing. This music should attract children and cause them an emotional response. Given the different level of musical and general development of children, their natural opportunities, teacher special attention Must pay the selection of material to work with children - music for hearing. Individual work Through the game, a fabulous game image should constantly carry the preschooler charge of joyful, kind emotions and energy for its normal development and active creative activity. Only with this condition can be achieved the maximum pedagogical effect in the development of musical perception of children.

So for successful development Music perception of preschoolers is paramount import musical repertoire. Currently, the urgent need for its update, the development of new pedagogical techniques and technologies for the development of musical perception, based on the achievements of modern musical psychology and music recognition.

The repertoire for the hearing must meet two important requirements - art and accessibility. A serious and thoughtful approach to the use of highly artistic musical works allows the formation of intonational musical experience in children, creating beauty standards in the child's presentation. The famous musicologist V. N. Shatskaya spoke about the importance of the high artisticity of the considered children of the repertoire: "From the very beginning we must, working with children, deal with art, and not with miserable surrogates."

"Musical Activities" of the Presska program allows you to highlight directions to the use of the repertoire for the development of the child's musical perception, which must meet the requirements of the artisticity.

The direction that can be considered the leading principle of the development of the musical perception of children is the introduction of preschoolers to the world of classical music. In the former traditional programs of musical development in kindergarten, the world of classical music was extremely narrow. In general, children turned out to be immersed in a peculiar subculture, characterized by certain primitivism and simplistic. It is very important to form a musical perception of children, relying on highly artistic samples of world musical classics, expanding their knowledge of musical styles of different eras. Observations suggest that children are glad to listen to the ancient music of I. S. Baha, A. Vivaldi, beautiful works of composers of the Vienna Classical School - J. Gaidna, V. A. Mozart, L. Van Beethoven, music the largest representatives Romanticism - F. Schubert, R. Shuman, F. Chopin, etc.

Developing a musical perception, forming beauty benchmarks, it is important to listen to the works of Russian composers-classics of the XIX century - M. I. Glinka, P. 1 I. Tchaikovsky, M. P. Mussorgsky, N. A. Rimsky-Korsakov, the largest composers XX century - S. S. Prokofiev, D. D. Shostakovich, A. I. Khachaturian, D. B. Kabalevsky, G. V. Sviridova, etc.

There is a musical education of preschoolers, it is easier to focus on folk music. This opinion is not justified. Indeed, folk music is an excellent material for the formation of aesthetic tastes of children, but we are much despairing the musical development of the child, if you have not familiar with the music classics from an early age. Music and aesthetic education will be much fuller and multifaceted, if you consistently acquaint children with folk musical art and the best examples of musical classics. The perception of classical music has a beneficial effect on the development of high moral qualities and the creative abilities of the child. In accordance with the program Presska, children must listen to highly artistic samples that are tested by time and represent greater educational value.

The second requirement that is presented to the musical repertoire for children is accessibility. It can be viewed in two aspects: availability of content musical works and accessibility for the execution of their children.

An important criterion for accessibility are musical genres familiar to children. Updinking the genre features of music should be based on "Three China" - a song, dance and march, using the concept of musical education of children D. B. Kabalevsky. These genres preschoolers determine without much difficulty. Giving examples of various musical genres, the teacher must strive for children not only felt their character, but also realized the features of every genre.

Easily accessible to preschoolers dance and marching music. These genres can be used for listening to children, constantly connecting them with movements. The idea of \u200b\u200busing movements to the possibility of the development of musical perception and feelings of rhythm was nominated and confirmed in practice by the Swiss composer and teacher E. Jacques-Dalcross. To expressively convey the musical image in dance, game, pantomime, children must learn music - rhythmic Skills and dance movements. For this purpose, the repertoire of classical music is selected (see Appendix 2).

The main goal of musical and rhythmic movements in working with children is the development of musical perception, the feelings of the rhythm and the introduction of them to musical culture. In this type of activity there are great opportunities for the use of highly artistic works of classical music of all eras. To work with children to develop musical and rhythmic movements, you can include the most diverse dance musical classic: dance places I. G. Bach and V. A. Mozart (Gavota, Menuets, Bure, Ecoles, Polonaisa), Valtza F. Schubert, F. Chopin, I. Strauss, Balt Music P. I. Tchaikovsky.

It is necessary to emphasize again that, giving examples of marching music, Teachers should strive to ensure that children not only felt in nature, but also realized the features of each of the marches. For example, it is possible to offer for a hearing "Turkish march" from Overture "Athenian ruins" L. Van Beethoven, "Military March" F. Schubert, "Soldier Marsh" R. Shuman, "Marsh" from the Opera "Aida" J\u003e Verdi, " Mark of Chernomor "from the opera" Ruslan and Lyudmila "M. I. Glinka," March "from the ballet" Nutcracker "P. I. Tchaikovsky," Marsh "from the Opera" Love for Three Oranges "S. S. Prokofiev. It is important that the children understand that although all the listed marches differ in their mood and are associated with different genres of musical art (Overture, Opera, ballet), they all are equally transmitted a clear rhythmic pulsation and the measured movement of the step. By offering marching music to preschoolers to deepen its perception, it is necessary to tie it with the movement. Children should be able to walk to the music of the march, listening to the pattern of melodies, rhythm and transmitting the character of the work. In classroom in kindergarten, Rhythm Marsha can also be shown with cotton or tributaries.

Consider the following music availability criterion for perception of preschoolers, which is based on the use of software and image images, close to children (images of nature, fabulous characters, images of animals and birds, etc.). Software and image Music "draws" specific images that are particularly close to real life surrounding children. In this regard, this type of music is very attractive for children and is available for perception. Preschoolers are clear music embodulating images of nature. The very name of the play reveals their content. Listening to such music, the children feel perfectly well, he wanted to express the composer in it, draw in his imagination pictures Nature (Concert Cycle A. Vivaldi "Seasons", "Morning" from Suite "Per Gunt" E. Grieg, "Snowdrop" (April), "White Nights" (May), "Barcarol" (June), "Autumn Song "(October) from the piano cycle of p. I. Tchaikovsky" Time of the Year "," Ocean-Sea Blue "- Entry to Opera" Sadko "N. A. Rimsky-Korsakov, etc.).

Perfectly perceive children musical works, drawing fabulous Characters ("In the Cave of the Mountain King" and "Procession of Dwarves" from the Suite "Per Gunt" E. Grieg, the music characteristics of the squirrel, the thirty-three heroes and printed swans from the opera "Tale of the Tsar Sultane" N. A. Rimsky-Korsakov, "Gnome" and "Hut on the Courish Legs" "Baba Yaga" from the cycle "Pictures from the exhibition" M. P. Mussorgsky, "Kimikor" A. K. Lyadov, etc.).

Children easily perceive music drawing images of animals and birds (Plays from the Carnival Carnival Carnival K. Saint-Sansa, "The Song and Dance of Birds" from the Opera "Snow Maiden" and "Bumblebee" from the Opera "Tale of the Tsar Sultane", "Lark song" (March) from the piano cycle P . I. Tchaikovsky "Seasons", etc.). It is important that children, listening to program music, learned to disclose her expressive opportunities, distinguished emotions and moods expressed in the work. At the same time, the emotional experience of preschoolers is very important - the ability to empathize the feelings that are expressed in the work. For the perception of children, music expresses the mood, for example, a funny ("Merry Peasant" R. Shuman, "Polka" M. I. Glinka), sad ("First Loss" R. Shuman, "Complaint" A. T. Grechaninova) , solemn ("Wedding March" F. Mendelssohn, "Song about Motherland" I. O. Dunaevsky).

The availability of the musical repertoire is directly related to the age-related features of children and the volume of their auditory attention. In the older preschool age, the repertoire for listening to music can include bright works of classical music - fragments from operas and ballets, famous piano and symphonic works. With due preparation of children, fragments from the works of classical music of large forms can be recommended. Music sound time - from one to three minutes. With a re-listening, you can increase the duration of the sound of musical works. At the same time, it is necessary to focus on the desire of children, their interest, observe the feeling of measure. Children of this age category should be acquainted with the sound of various musical instruments - representatives of different types of orchestras (symphonic, brass, orchestra of folk instruments). It is also important to also draw the attention of children to the expressive possibilities of each musical instrument.

Chapter 2. Ways to form the formation of musical perception of children of senior preschool age when listening to classical music

2. 1 Identifying the skills of musical perception in the educational process of preschool institution

In order to identify musical perception in children of senior preschool age on the basis of DDU No. 98, I conducted a study.

Children were distributed in 2 groups: 1 group - control (which was engaged in the program kindergarten) - 11Beys; 2 Group - Experimental (with which the forming work was carried out) - 11 children. In total, 22 children took part in the study.

During the experimental work, the following tasks were solved:

· Reselect the level of musical perception in children in two groups when listening to classical music;

· To form musical thinking, memory, imagination, meaningful perception of music in the experimental group.

· Observation, comparison and analysis of data in two groups.

Experimental work was composed of three stages:

1. Stage Stage

2. Forming stage

3. Control stage.

Research methods were used: observation, conversation, experiment, analysis of research results.

At the first stating stage of the pedagogical experiment in the control and experimental group, I offered children to fulfill certain tasks (listened to classical music, answered questions, etc.), as a result of which the level of musical perception in children in two groups was revealed.

At the initial stage, I determined the attention of children to various intonations of music. Detected whether children can distinguish between musical expressiveness: pace, dynamics, register, harmonization. Whether children are able to transfer the emotional color of music by expressive means of execution: sad, lyrical - affectionate, singing and moderately, in moderate pace; Cheerful, perky - light sound, in a lively pace. To do this, children were invited to listen to Piece Piece Ilyich Tchaikovsky "Doll disease" from the "Children's album" (see Appendix 3).

Answer: Perception - This is a reflection in the cerebral cortex of objects and phenomena affecting human analyzers. Perception is not just mechanical, the mirror reflection of the human brain of what is in front of his eyes or what he hears his ear. Perception is always an active process, active activity. It is the first stage of the thought process, therefore, precedes and accompanies all types of musical activity.

The definition of musical perception includes the ability to experience the mood and feelings expressed by the composer in the musical work, and receive aesthetic pleasure from this. The perception of music is already carried out when the child is still small and cannot engage in other types of musical activity when he is not yet able to perceive other art types. Music's perception is a leading type of musical activity in all age-related periods of preschool childhood.

Age peculiarities of musical perception of preschoolers
The development of musical perception occurs on every year of the life of the preschooler. TO two years The child is actively developing an emotional response to music. At this age, children are able to emotionally respond to the perception of a contrasting music, so you can observe a cheerful revival when perceiving with a child of funny dancing music or a calm reaction when you perceive a calm music, such as a lullaby. Children develop auditory sensations: the child can distinguish high and low sounds, quiet and loud sound. For children at this age characteristic imprivitation: They actively imitate the actions of an adult, which contributes to the initial development of performance methods. At this age, there is still no clear separation of species of musical activity, but still, it can be noted that children appear the first successes in singing and in the development of movements. Begin to develop movements to music, becoming more coordinated walking. The child is able to master the simplest movements, such as, for example, cotton in your hands, patch, springs, stealing, swinging from foot to foot, can perform elementary movements with attributes (handkerchiefs, rattles, etc.).
TO third year Life accumulates a certain supply of musical impressions, the child can recognize well-known musical works and emotionally respond to them, manifests interest in new works. However, stability of attention, by virtue age features, insignificant: Children are able to listen to music continuously for 3-4 minutes, so the rapid change of activities, game actions allows you to keep the child's attention, directing it into the right direction. Researchers note that children have prerequisites for creative manifestations in musical activity based on the imitation of an adult. Most often, these manifestations can be observed in dances and musical games where children independently use familiar movements.
On the fourth The year of life continues the development of the foundations of the child's musicality. There is an active emotional response to the music of a contrast. Children live and directly react to musical works, expressing a variety of feelings - revival, joy, delight, tenderness, soothing. They develop musical thinking and memory, the speech is actively developing. It becomes more connected. There is a desire to manifest itself in different kinds of musical activity. Children are happy to listen to music and move under it, remember and recognize familiar musical works, asking them to repeat; More active in the singing of an adult: the ends of phrases sneak, can sing short songs built on repeating intonational circulation together with adults. The basis of the activities of children is imitated by an adult. Move movements are gradually being improved: they become more natural and more confident, but not sufficiently agreed with music. In the process musical training Children seize with simple dance movements, learn to coordinate movements with the nature of music. Children love to participate in musical story games, performing certain roles (chickens, bunnies, kittens, etc.) and are involved in tie their movements with those changes that occur in music (moving quietly, if the music sounds quietly, faster, if the music rate sounds becomes moving). At this age, creative manifestations of children become more visible. They have an interest in the knowledge of musical and non-music sounds, they gladly play noise musical instruments (spoons, chopsticks, etc.). Gradually expands the presentations of children about other musical instruments and the possibilities of playing them: drum, tambourine, rattle, bell, metallophone, etc. They distinguish them in appearance, sound the timbre, can independently voice them using in games.
Children of the fifth year of life show emotional responsiveness Music, distinguish the contrasting mood of music, learn to understand the content of the musical work. They accumulate, albeit a small, listener experience, there are musical preferences, the foundations of musical and audience culture are laid. In the process of perception, children may not be distracted, listen to the musical work from beginning to end. Differentiation of perception is developing: children allocate individual expressive tools (tempo, dynamics, registers), begin to distinguish the simplest genres - march, dance, lullaby. In the process of musical activity, the main musical abilities (Warm feeling, whose manifestation is an emotional responsiveness to music, a sense of rhythm). The development of musical and sensory abilities continues: children distinguish contrast sounds in height, dynamics, duration, timbre (when comparing familiar musical instruments). The experience of performing musical activity accumulates. All types of musical executing begin to develop more actively. Children gradually mastered the skills of acting in singing, rhythm, the game on elementary musical instruments. Growing and improved voice and breathing apparatus. Children listen to the songs in the performance of adults and with the desire they sing songs together with adults and independently, passing their emotional attitude. They develop and become more resistant singing skills, appear favorite songs. Thanks to the development of the musculoskeletal system, the motion of the music becomes more rhythmic and coordinated. Children are better oriented in space, moving more confidently and more expressively, adequately character and expressive features of the musical work. Using movements, children are able to transmit changes in dynamics, pace, registers. Presentations of children about dance genres are expanding, the supply of dance movements increases. Figy-gaming movements used in scene games and when playing songs, become more expressive and plastic. There are also creative manifestations of children in singing, games, free dances. Interest in playing for children's musical instruments is becoming more stable. The stock of ideas about elementary musical instruments increases, the skills of the game on them are improved. Children are happy to participate in various types and forms of musical activity (in independent musical activity, holidays, entertainment).
Children of senior preschool age It may distinguish not only the overall emotional color of music, but also expressive intonations, if we compare them with speech: questionnaire, affirmative, asking, formidable, etc. Children can define expressive accents, the nature of the melody, accompaniment. Have the idea that the nature of the music is transmitted by a certain combination of expressive means: tender, light, calm melody, as a rule, sounds slow, in the middle or upper case, quietly, smoothly; joyful, the cheerful nature of the music is often created by a bright calf, a rapid pace, sending or hoppy melody; Anxiety is transmitted using a low, gloomy register, rippled sound. Children embody in motion not only the mood of music, but also features of the melody, rhythm, timbre, the process of the development of the musical image. In the sixth seventh year of life, they can generalize their impressions, operate with such terms as joining, coupled, sewers, part, pace, etc. They perceive the nature and means of expressiveness of the musical work, even without support for game images and teaching techniques.
Thus, we can draw the following conclusion: the development of musical perception of preschoolers goes at all stages of physical and mental Development Child. But the child's musical perception will not develop and improve fully if it is based only on the hearing of musical works. It is important for the development of musical perception to use all types of musical execution.

The program "Music masterpieces" O. P. Radinova

Focused on the age of children from three to seven years. We will look at it in more detail, since currently this is the only music listening program. The purpose of the program is the formation of the foundations of the musical culture of preschool children. The program contains a scientifically based and methodically built system for the formation of the foundations of musical culture of preschool children (from three to seven years), which takes into account the individual and psychophysiological features of children and interconnected with the entire educational and educational work of the kindergarten. The program is focused on two age groups: from three to five years and from six to seven years. The repertoire is based on the use of the works of "high art", genuine samples of world musical classics.