The role of musical and rhythmic activities in the aesthetic development of preschoolers. Development of children's musical abilities by means of musical and rhythmic activities

The question of abilities is considered by many scientists. "Human abilities that distinguish a person from other living beings make up its nature, but the nature of man itself is a product of history," S.L. wrote Rubinstein. The nature of a person is formed and varies in the process of historical development as a result of human labor activities. Intellectual abilities were formed as, changing nature, a person learned her, artistic, musical, etc. Formed with the development of various types of art. "

Any ability is the ability to something, to some kind of activity. The presence of a person has a certain ability means its suitability to a certain activity. The ability should include various mental properties and quality necessary due to the nature of this activity and the requirements that it places.

The abilities have organic, hereditary prerequisites for their development in the form of deposit. People from birth are endowed with various deposits. Differences between people in Macrolo are, above all, in the inborn features of their neuropsychiatric apparatus - in the anatomo-physiological, functional features. There is a very large distance between the deposits and abilities. The depositors are only the background of the development of abilities. Developing on the basis of the deposit, into which the deposits are included as the initial moment as the background.

It should not be thought that each ability corresponds to a special deposit. The depositors are meaningful and can be implemented in various types of abilities, various abilities can be produced based on them, depending on how the life of a person will be held, what he learns what is the inclination. The depositors may more or less determine the originality of human development, the style of its intellectual or other activities.

According to V.V. Theological, the ability - the synthesis of the properties of the human person who meets the requirements of the activity and ensuring high achievements in it. Also V.V. Theological highlights the types of abilities in their direction, or specialization. In this regard, special abilities usually distinguish in psychology.

Under the general abilities, such a system of individual-volitional properties of the individual, which provides relative ease and productivity in mastering the knowledge and implementation of various activities, general abilities are a consequence of both rich natural dating and the comprehensive development of the individual.

Under special abilities, they understand such a system of personality properties that helps to achieve high results in any special area of \u200b\u200bactivity, for example, literary, visual, musical. Special abilities should be attributed to the ability of practical activity, namely: constructive technical, organizational, pedagogical and other abilities 26.

Special abilities have developed during the development of human society. The development of special abilities is a complex and long-term process. For different special abilities, it is characterized by the unequal time to identify them. Previously, donations in the field of art man appear, and above all in music. It has been established that under the age of 5 years, the development of musical abilities is most favorable, since it is at that time a musical hearing and a child's musical memory is being formed.

Thus, each activity imposes certain requirements and to the general, and to special abilities.

IN tutorial E.I. Rogova "General Psychology" This question is considered in the way. The abilities are only the possibility of a certain assimilation of knowledge, skills, skills, and whether it will become activities depends on various conditions. For example, mathematical abilities revealed in a child in no way guarantee that the child will become a great mathematician.

However, knowledge, skills and skills remain external in relation to the abilities only until they are mastered. Revealing in the activity as they are mastered by the personality, the abilities are developing further, forming the structure of the structure and originality.

Thus, mono say that the abilities are not manifested in the knowledge and skills itself, skills, but in the dynamics of their consumption, in how quickly and easily a person is developing concrete activities. The quality of performance, its success and level of achievements depends on the abilities, and also, as this activity is performed.

A significant contribution to the development of the general theory of abilities was made by our domestic scientist Teplov B.M. He allocated the following three main signs "ability".

"First, under the abilities are the individual psychological features that distinguish one person from the other; No one will talk about the abilities where it is about the properties for which everyone is equal.

Secondly, the abilities are not called anyone at all individual characteristics, but only those related to the success of any activity or many activities.

Thirdly, the concept of "ability" does not boil down to those knowledge, skills or skills that have already been developed from this person. "

Abilities, considered heat B.M., cannot exist otherwise as in a constant development process. The ability that does not develop, which in practice a person ceases to use, is lost over time.

Only due to constant exercises associated with systematic classes complex species human activity, like music, technical and artistic creativity, mathematics, sport, etc., we support and develop further appropriate abilities.

Author of the modern concept of human abilities V.D. Shadrikov determines the ability of both the properties of functional systems that implement individual mental functions that have an individual expression of severity, manifested in the success and qualitative originality of mastering and implementing activities. Indicators of the ability of abilities are the performance, quality and reliability of the person being performed 50.

The scientist managed to allocate common cognitive and psychomotor abilities of the individual and the criteria for the productivity of mental processes defining them.

All types of activity are based on these abilities, as a person is endowed with them from nature. A concrete person notes Shadrikov, each ability has its own grater of severity in accordance with the criteria for which it is possible to determine the features of the development of one or another ability. Therefore, a person whose abilities are pronounced and allow him to work efficiently, high quality and reliably, i.e. Solve the tasks of specific activities, can be called capable.

Shadrikov proposed the structure of abilities, which includes functional and operating components that are formed during the life of a person in the process of communication and activity.

The functional component of the abilities is more stable, it is in a certain extent inherited. In contrast to it, the operating component of abilities is changed and variable, as it depends on the type and nature of human activity and is an individual acquisition of personality.

Thus, special abilities are the options for manifestation of common abilities, their operational form is formed under the influence of the requirements of activity. So, for example, for musical activity The features of the efficiency acquire such common cognition abilities as perception, memory, performance, imagination, thinking and psychomotor abilities.

V.V. Theological God argued that the nature of human abilities still causes rather stormy spores among scientists, and one of the dominant points of view, leading its history from Plato, argues that the abilities are biochealed and their manifestation depends entirely on the inherited Fund.

A kind of combination of abilities, which provides a person with the possibility of successful implementation of any activity on

High level of development of abilities is called talent. According to V.V. Theological, talent is a certain combination of abilities, their aggregate. Separate isolated ability, even very highly developed, cannot be called talent.

The highest level of development of abilities is genius. However, it is impossible to say that all the individual qualities of the genius are developed to the same extent. The genius has its own "profile", some side dominates, some abilities are manifested in his work.

Formation I. development of abilities The person is impossible without mastering them the products of human culture, without the assimilation of the abilities of many generations, which are fixed in the cultural heritage. Mastering the achievements of social development, "translation" of them in "their" abilities through other people, i.e. In the process of communication, which is by its function, the education process.

However, it would be misinterpreted that the individual assisters the entire content of human culture. The achieved level of cultural development of the country, although affects the development of abilities, but directly and directly does not determine them. Moreover, the development of abilities is determined not so much by the products of human culture, as the human activity on their assignment. Human abilities are developing in activities.

From the foregoing, it is possible to make input: the more different types of activity in a person's life, the more its individual abilities are developed.

this is one of the types of musical activity in which the content of music, its character, images are transmitted in movements. The main is music, and a variety of exercise, dances, plot-shaped movements are used as a means of deeper perception and understanding.

The system of musical and rhythmic movements has a positive effect on the functional activity of the body. THEM. Sechenov, characterizing the relationship of auditory and muscle sensations, emphasized its value for ontogenesis. And the system of musical and rhythmic education created by the Swiss musician and teacher, which was widespread at the beginning of the twentieth century. In Europe, confirmed the statement by I.M. Sechenov. E. Jacques-Dalcrose Method, used and currently based on the relationship between music and movement that have a positive impact on each other. This connection ensures the formation of children as musical and rhythmic skills (rhythmic, dynamic, timbre musical hearing, the ability to distinguish between the form, the nature of the musical work), musical memory, attention and motor skills, which ensure the coordination of the means of musical expressiveness and transmit them in various Movements in games, dances, exercises.

The special value and viability of his system of musical and rhythmic education - in her humane character. E. Jacques-Dalconry was convinced that he needs to teach rhythmic. He developed in them a deep "feeling", penetration into music, creative imagination, formed the ability to express himself in movements.

E. Jacques-Dalconry created a system of rhythmic exercises, on which he taught his students for decades; In it, musical and rhythmic tasks were combined with rhythmic exercises (with a ball, ribbon) and games.

The development of musical abilities is carried out in the process of improving hearing and the ability to coordinate their movements with music. It is necessary to begin to begin to develop these skills in an affordable and interesting preschool age form: rhythmic exercises, music games, dances, dancers.

Domestic psychology also argues that the impact of music on the general activity of the child causes motor reactions in it. According to the psychologist B.M. Teplova, the perception of music "is completely directly accompanied by those or other motor reactions, more or less exactly transmitting the temporary course of the musical motion ...". By selecting the appropriate musical works, you can cause certain motor reactions, organize and influence their quality.

In our country, the system of musical and rhythmic education was developed by N.G. Aleksandova, M.A. Rumer, E.V. Konorova, V.A. Grinner et al. In relation to preschool age Special studies conducted by N.A. Vetlogina, A.V. Keneman and their students M.L. Palavandishvili, A.N. Zimina. MA MA participated in the development of rhythmics Rumer, TS Babajan, N.A. Mentils, Yu.A. Bvoskina. How later A.N. took part in the work. Zagolpskaya, S.G. Tobin.

IN children's garden Instead of the term "rhythm" first used the terms "Rhythmic movements", "Music and Motive Education", then "Move Music", "Music Movement", "Music and Rhythmic Movements", "Music and Rhythmic Activity". Over the years, there has been a discussion about the most accurate wording. However, between all these terms, there is no fundamental difference, since most of the musical and rhythmic education professionals in preschool institutions Fairly considered the music of the "original moment" in the rhythm, and the movement - the means of assimilation.

TS Babajan determines the rhythm of the "musical rod", the movement considers as identifying emotions associated with musical way.

The question of the ratio of music and movement in the rhythm was solved unequivocally: the music is given a leading role, the movement is secondary. At the same time, experts made an important conclusion: only the organic connection of music and movement provides a full-fledged musical and rhythmic education of children.

Musical and rhythmic activity -this is a type of musical activity, the basis of which is the interaction of music and rhythmic movement. In the process of movements to the music, preschoolers seize the culture of the body, the "language of movements", the movements are improved, their expressiveness appears.

The practice of using musical and rhythmic activity shows that the earlier it is used in developing work with children (in the form of rhythmic exercises, music games, dance, dance), the higher the results in the development of a child of speech function, arbitrary activities, motility, plasticity, expressiveness movements, non-verbal communication, as well as in the development of musical abilities.

Movement to the music as a type of musical activity is made up of two components.

Music and Rhythmic Skills (ability to transmit the means of musical expressiveness: rhythm, pace, dynamics, form, nature of the musical work)

Skills of expressive movements (basic, gymnastic with objects and without them, plot-shaped, dance).

These components are in close relationship, and the mastery of them is carried out by means of games, dancing and exercises. In the process of forming movements to music in children with problems, tasks are solved:

Development music perception, ability to transfer various means of musical expressiveness (rhythm, pace, dynamics, shape, nature of the music work), in free movements reflect the genres of music (march, dance, song);

Mastering the "language of movements", the ability with the help of gestures, facial expressions, pantomimics, in dance, game to transfer the musical image;

The development of creative manifestations in movements to the music, the formation of musical and motor improvisation in plot-gaming compositions, etudes, plot dancing;

Implementation by means of movements of the development of cognitive, emotional-volitional, motor, personal fields of the child.

The solution of these tasks occurs through the main types of movements to the music used in pre-school educational institutions.

Of the physical exercises in musical and rhythmic activities, the main movements are applied (walking, running, bouncing, jacks), generalizing (without items and with objects) and construction exercises (construction, rebuilding and movement). In musical and rhythmic activities, simple elements of folk dances, dance, ballroom dancing are used, which make up the basis of modern children's compositions. Plot-shaped movements include the imitation of the hagging of animals and birds, movement of a variety of transport, actions characteristic of any professions, etc.

Music game - the most active creative activity aimed at expressing the emotional content of music is carried out in figurative movements. L.S. Vygotsky considered the game with a genetic basis, the source, the root of all creativity, his preparatory ground and saw the manifestations of children's creativity with the game in the syncreticity of his primary forms, his improvisational character, close connection with personal experiences. The game has a specific plot, rules, musical and learning tasks.

The subject of musical games is under the influence of other sections of education - dating with social environment, with nature, etc., it is also worth noting the influence of children's folk games that determine the subject of its fabulous characters and the form of musical games.

The difference in music games in the method of musical education can be represented as a scheme. It should be noted that plot games are kind of activitywhere certain characters act, the action is deployed and the main task is solved - to transfer the playing image of the character. Navaluble - games whose rules are associated with music, and the task is solved - move in accordance with the content, character and form of the musical work. The construction of games depends on their content. In general, it can be noted that the musical games in their tasks belong to the didactic, in nature - to mobile. Their content is in full compliance with the music.

Often for the development of a feeling of rhythm, expressiveness of movement, fantasy, imagination use musical games with drain. A feature is that all these games can be carried out without musical accompaniment, meloded text, which to a certain extent replaces melodic entanglements.

The majority of such games is the folk texts. They are especially convenient for the sowing expressive pronunciation (intonation).

The presence of melodic and rhythmic principle allows you to perform movements on the content of text in the desired rhythm and pace.

The text of any game can be used to develop a child's sense of rhythm. It is also important that the text is not necessary to memorize with the child. It is remembered in the process of gaming action. The main condition is an expressive, as if by the rate, the rhythmic utterance of the text.

A peculiar form of musical and rhythmic movements are children, dance, dances, including elements of folk and classic dance movements. Allocate the following types of children's dances, dance, dancing:

Dance with fixed movements. Their construction always depends on the structure of the musical work. A two-party play corresponds to a two-party dance.

Dance Combined, having fixed movements and free improvisation. For them, two-part works are selected with a pronounced contrast construction or two independent plays of various character, but similar to style.

Free dances. We are creative and executed under folk dance melodies. Children use familiar elements of dancing, constructions, exercises, combine them in their own way, come up with "their" dance.

Dance dance character. They are more often associated with folk songs. By fulfilling them, the children stage the plot, accompanying his dance movements. For example, you can call a widely known former dance "Caparage", as well as other related functions, holidays, for example with the Christmas tree (New Year's dances).

Children's "ballroom" dance. Includes a variety of polka, hairs, roller movements. A light animated animal's character is accompanied by repeating dance movements. The simplest elements of modern dance, available to children of preschool age, are used.

"Characteristic" dance. In it, dance moves performs any character in his characteristic manner (parsley dance, snowflake dance, bears, bunnies, etc.).

Exercises.Most musical and rhythmic skills with ease are absorbed during the learning of games, dancing, dance. Nevertheless, some of them require greater workout, additional effort. Pedagogue, lifting a task in an interesting form, helps the guys to cope with him. Exercises, mainly gaming nature, are easy to build, develop children's motor skills: running and steaming with "sultachiki" in hand, running in pairs, podding, whipping, etc.

Thus, the basis of musical and rhythmic activities is the interaction of music and movement. Musical education rhythmic movements It is carried out in games, dances, dances, exercises available and interesting children.