Musical and correctional activities for the comprehensive development of a child with disabilities using the Carl Orff methodology. Inclusive practice with children with special health needs in musical and educational activities
Game forms of work with children with disabilities in music classes at preschool educational institutions
Musical education are integral part common system education and upbringing of children with disabilities. Correction of impaired functions through music helps to involve the child in various activities, form attention, interest in music, and develop musical abilities. Music organizes children, infects them with its mood. Musical education is aimed directly at the development of basic movements, sensory functions (visual and auditory perception), and speech activity.
Target- to help children with disabilities actively enter the world of music, stimulate the development of musical abilities, form communication skills through the main types of musical activities and elements of logorhythmics based on the consolidation of lexical topics.
Tasks:
1. Development of musical, creativity preschoolers, the formation of their experience of interaction with musical works.
2. Development of free communication about music with adults and children.
3. Development in theatrical activities in the classroom of all components of oral speech.
4. Education of the ability to move rhythmically, accompanying the movements with speech.
5. Development of auditory attention and memory.
6. Formation of prosodic components of speech: speech breathing, correct articulation, diction on the material of phonopedic exercises, chimes, speech therapy chants, folk chants.
7. Expansion and activation vocabulary, the development of the grammatical structure of speech.
8. The development of speech as a means of communication, the practical mastery of children's age standards of speech.
9. Development of mental processes: perception, imagination, attention, memory, thinking.
Among the problems are:
involuntary movements;
fear of a new place, communication with strangers;
speech disorders or lack of speech;
isolation, not activity of children;
unstable attention and memory in preschoolers.
The peculiarities of working with such children are:
not in finding ways to master different dance movements, but in stimulating elementary activity in a child;
not in the improvement of pronunciation, but in the development of elementary vocalizations, the simplest onomatopoeia;
not in learning dances, but in finding ways to encourage a child to dance creativity.
The main and most important thing in the classroom is the atmosphere that is created by the special quality of communication of equal partners - children and the teacher. This communication can rightly be called a game. The ability to be accepted by others without any conditions allows the child to express his individuality. In this play form, not all children have to do the same as the rest, but each ... with his own personal experience can participate in the game. A kind of ritualization (a repetitive structure of the lesson) helps children quickly navigate new material, be confident, create images, create, help others and enjoy their successes and successful finds. We believe in such children, love and support.
We are all born with different abilities. Sometimes restrictions are imposed by nature itself. But this does not mean that children with disabilities are less likely to be happy. And there is a solution to this - music therapy.
Music therapy is a psychotherapeutic method based on the healing effect of music on psychological condition person.
The usefulness of music therapy in working with children with disabilities is that it:
helps to strengthen trust, mutual understanding between the participants in the process;
helps to accelerate the progress of therapy, since inner feelings are more easily expressed through music than through conversation;
music enhances attention to feelings, serves as a material that enhances awareness;
indirectly increases musical competence, there is a sense of internal control and order.
In order to more successfully solve the problem of developing basic mental functions necessary for the overall development and adaptation of children, the following types of music and movement therapy are used:
psycho-gymnastics - training, activating psychomotor studies, exercises, games aimed at developing and correcting various deviations in mental processes;
logorhythmic classes (with a subgroup or group of children) - a variant of motor therapy used in work with preschoolers, a system of musical-motor, speech-motor and musical-speech games, united by one common plot and game form;
a system of musical and didactic games that are effective in working with children with certain developmental problems.
All these areas of work are based on the most accessible type of activity for children - the game. Solving correctional tasks in a playful way allows you to create a benevolent, emotionally rich atmosphere of joint creativity of children and adults, encourages each child to accept Active participation in the educational process, supports cognitive interest and attention Preference is given to active forms. Let's consider them in more detail.
PSYCHO-GYMNASTICS
Including psycho-gymnastics in working with children (book by M.I. Chistyakova, which teaches how to help children with disabilities):
games for the development of attention:
memory games:
games to overcome motor automatism:
outdoor games:
calming and organizing games:
games for the expression of various emotions:
A feature of these games is that they are all accompanied by music. I believe that with the help of musical rhythm it is possible to establish a balance in the activity of the nervous system of a child, to moderate overly excited temperaments and to disinhibit inhibited children, to regulate incorrect and unnecessary movements.
LOGORHYTHMIC LESSONS
The next type of music and movement therapy in corrective work with children with various disabilities is logarithmic classes, each of which is a plot. Used: game motivation, pantomime, musical stories and improvisations.
Music in these classes is the organizing beginning of movements. Each musical signal evokes an immediate motor response. This allows you to develop attention, auditory perception, spatial orientation, contributes to the correction of speech disorders, for example, phonemic hearing. Children can easily cope with all the tasks of logorhythmics, as they are fascinated by the game form.
Classes are built according to a certain sequence:
rhythmic workout;
exercise for the development of attention;
exercise that regulates muscle tone;
an exercise to develop a sense of tempo and rhythm;
an exercise to develop word coordination with movement;
hearing;
exercise for the development of small muscles of the fingers;
exercise for the development of speech and facial movements;
final exercise on relaxation, its purpose is to calm the children, switch their attention to other activities.
MUSICAL AND DIDACTIC GAMES
A special place in the work is given to musical and didactic games. They are an important means of sensory development, in particular auditory sensations and perceptions. Working with preschoolers with reduced intelligence has its own characteristics, due to the nature of the disorders present in children. Classes with the use of psycho-gymnastics, logorhythmics and musical didactic games give their results. The combination of music and games evokes a lot of emotions, many children are happy to get involved in activities, in this form they are ready to perform even those actions that they are not capable of in other classes. It is obvious that children have a desire to interact with each other and with adults, to imitate the actions of others. The development of arbitrariness of movements is observed, i.e. the child does not just play a musical instrument, but only when the music sounds, fulfills requests, refusing to immediately fulfill his own desires, and most importantly - the activity of the kids increases. Movements become more coordinated, rhythmic. The child learns to make sound from a musical instrument, moves next to other children without colliding with them, general and fine motor skills develop. Children master more and more complex instruments that require the active participation of two hands: spoons, a triangle, etc. Many children independently try to change movements in accordance with the musical sound.
Development tasks are also solved cognitive sphere: children recognize familiar melodies, determine the sound of various instruments by ear, i.e. noticeable positive dynamics in the formation of auditory perception, memory, attention. It is with the help of musical games and singing that many children begin to sing and pronounce simple words in while in ordinary life they experience difficulties in mastering active speech. A song repertoire appears, which expands further. Children are able not only to passively listen to music (all these children are very musical), but also to create it - to sing, dance, play musical instruments. But the most important thing is that they want and interact with each other and with the adults around them.
A special place in the system of educating children with disabilities is occupied by matinees and entertainment. High emotional upsurge, expectation of a solemn event sharpen the feelings of children, they better perceive and assimilate the content of songs, poems, which makes correctional educational work more efficient. Planning and selection of materials for matinees and entertainment is carried out jointly by the music director, speech therapist and educators. This takes into account the age of the children. The level of speech development and the individual characteristics of each child. Holidays for children have their own specifics. On the early stages adults are the main performers of training at the matinee, children take only a feasible part. Children take part in dances, games with simple movements, round dances. Children participate in small scenes, where their actions are accompanied by comments from the teacher. To activate speech, choral monosyllabic answers of children are possible when guessing riddles, answers to questions from heroes of fairy tales. We give each child the opportunity to perform at the celebration and demonstrate their success. Scenarios of matinees and entertainment are entertaining in form, with the obligatory presence surprise moments short in time (from 20 to 30 minutes).
When preparing holidays and entertainment: Speech therapist, music director and educator jointly select poems, songs, dramatizations and other speech material; The speech therapist initially works out the texts, achieving the correct sound pronunciation; The teacher conducts vocabulary work, consolidates speech material in his free time; The musical director learns songs, dances, round dances. Holidays spiritually enrich the child, expand his understanding of the world around him, help to consolidate the knowledge and skills gained at school. various types classes, encourage the child to be creative and communicate.
Thus, we can talk about the beneficial role of musical games in positive changes in the child's condition. There is a positive trend in all children: there is an increase in mental activity, creativity, the level of self-regulation, the development of the emotional and personal sphere, and the expansion of communication skills.
A program for music lessons for children with disabilities in the "Special Child" group (with intellectual disabilities) per one academic year.
The implementation of the program is ensured through the use in the classroom special methods and techniques, creation special conditions, the distribution of the content of the program, based on the psychophysiological characteristics of the child: this is listening to musical works of an appropriate nature, listening to children's songs, acoustic imitation of sounds, words, tempo, rhythm of a musical work in an accessible way, breathing exercises, logarithmics, movements in accordance with the text and music with the help of a teacher, playing techniques on elementary musical instruments, development of auditory perception and orientation in the main basic musical characteristics.
Download:
Preview:
State Budget Society educational institution boarding school № 16
Pushkinsky district St. Petersburg
(structural subdivision: Preschool)
WORKING PROGRAMM
ON THE SUBJECT: "MUSIC"
for kids preschool age
with disabilities groups "Special child"
37 years
for 2017 – 2018 academic year
Program developer: music director
Lyalene Nadezhda Anatolievna
St. Petersburg
2017
EXPLANATORY NOTE
Music lessons in the OR group are held twice a week.
Weekly private lessons are scheduled.
Music and rhythm classes are of great importance for children with disabilities in physical and mental development. This is due to the fact that their characteristic features of the neuropsychic warehouse, emotional-volitional and personal immaturity, the originality of activity and behavior, the features of the motor and mental spheres lend themselves well to correction by specific means of influencing the child, characteristic of rhythm. The essence of corrective rhythm is the correction and development of higher mental functions, by means of music and special motor and psycho-corrective exercises.
main goal musical and correctional work with children with disabilities is to create optimal conditions for the development of emotional-volitional, cognitive, motor spheres, positive qualities of the child's personality and is aimed at overcoming developmental disorders, as well as at forming a certain range of knowledge and skills necessary for successful preparation to life in society.
The structure of musical and correctional classes
To achieve optimal results, musical and correctional classes are built, evenly distributing the psychophysical load and are carried out according to the following scheme:
Greetings.
Mandatory ritual throughout all classes, it contributes
development of coordination of movements, articulation, brings up rhythmic
hearing and is of great importance for the emotional and mental
children's well-being.
Musical-rhythmic exercises(rhythm-plasticity, logorhythmics) - have a corrective effect on children, develop attention, memory, orientation in space, coordination of movements.
Games and breathing exercises.
Various types of games and breathing exercises contribute to the development of intensive exhalation, joint action skills. The role of breathing exercises in the prevention of colds is extremely large.
Noise musical instrument games- a fascinating and useful activity with children, developing attention, memory, fine motor skills, speech, a sense of rhythm.
Music story games- give joy and the opportunity to show their emotions, contribute to the development of children's cognitive interests and emotional sphere, the education of strong-willed and moral character traits, coordination of movements, speed of reaction, dexterity.
Parting. Mandatory ritual, similar to the “Greeting” section.
Calendar - thematic plan of music lessons in the group OZ -1 and OR-2
Subject | Number of lessons | Lesson type | Main Content Elements | Tasks |
|
September | “Moods and Feelings in Music” | Finger A game Rhythmoplasty dance movements | "Pallets-palms" of Jordanian "Where are our pens?" Lomovoi "Yes-yes-yes" Tilicheeva "Pussy" by D. Kostraba | Encourage children to share the rhythm of walking and running with the teacher.Teach children to perform simple dance movements as shown by the teacher. Encourage children to pass on simple play activities. |
|
October | "Gold autumn" | Rhythmoplasty Finger gymnastics Dance moves autumn festival | « Tanechka, bye-bye" arr. Agafonnikova "Oh, you canopy" r.n.m. “Walk-Run” by Tilicheev, “Run” by Tilicheeva “Rattles” by Rauchverger "Sun and Rain" by Rauchverger | Continue to form the ability to perceive and reproduce the movements shown by adults. Teach children to start movements with the beginning of music and finish with its end. Encourage children to communicate playful images |
|
November | "Nature in Music" | Noise music games Tools logarithmic Exercises. Holiday "Mom's Day" | Quiet-loud" Tilicheeva "Gopachok" arr. Rauchverger "Little round dance" arr. Rauchverger "Mice and a cat" T. Babadzhan | Games and breathing exercises finger games Logarithmic exercises |
|
December | "Hello New Year!" | Musical story games Rhythmoplasty New Year's celebration | "New Year's dance" Dance-game "With snowballs" "Little round dance" arr. Rauchverger "Winter" Krasev, "Our Christmas Tree" Krasev "Santa Claus" Filippenko | Perform dance movements in a circle. Learn to perform footsteps, “flashlights”, “springs”. Encourage to convey game images, navigate in space. Develop the ability to sing along with repeated phrases. To develop the emotional responsiveness of children. Get the kids involved in the celebration. |
|
January | "Snow Fairy" | finger game | “We are going” Rustamov "Squat" arr. Roomer "Ball game" Krasev. "Machine" by Volkov, "My Horse" by Grechaninov "Our Christmas tree" Krasev "Like on a tree at the guys" muses. Petrova "Santa Claus" Filippenko | Encourage kids to listen to funny, moving songs, understand their content. At the musical conclusion, click your tongue and imitate the car horn |
|
February | "Song, Dance, March" | Musical story games Rhythmoplasty Playing with musical instruments | ."That's it, good!" Popatenko, "Pie" Tilicheev. "Mom dear" Tilicheeva | Encourage children to start the movement with the beginning of the music and finish with its end, rhythmically hit the tambourine and move with it, noting the two-part form of the piece. To convey the different character of music with figurative and game movements. To develop the ability of children to follow the actions of game characters, empathize, actively respond to their suggestions |
|
March | "Musical Instruments and Toys" | finger game musical-rhythmic exercises | The sun "Popatenko" Mom congratulates the kids "Yu. Slonova "Legs and legs" Agafonnikov, "A bird has flown" Tilicheeva. "Cat and Kittens" by V. Vitlin | Teach children to change movements with a change in the nature of the music or the content of the song. Encourage children to take an active part in the play situation. Emotionally respond to contrasting works, get acquainted with a song of an affectionate nature. |
|
April | "Nature and Music" | Musical-rhythmic and dance movements breathing exercises articulation exercises open thematic lesson | "Rain" arr. Fere, "Birch" Rustamov "Hide and Seek" arr. Rustamov. "Washing" AN. Alexandrova, “Tsap-scratch” by S. Gavrilov | Move in accordance with the nature and lyrics of the song, start moving after the musical introduction. Perform simple movements with a handkerchief. Transmit game actions by changing the movements to the second part of the music. |
|
May | "Funny Lessons" | Musical story games Rhythmoplasty Playing with musical instruments | “Walking and dancing” Raukhverger, “Beetle” Karaseva, “Good in the forest”, “Teremok”. "Steam locomotive" A. Filippenko | Encourage children to listen and distinguish contrasting pieces by character, Sing onomatopoeia of the song with the teacher. Teach children to move in accordance with the nature of the music, changing movements with the change of parts. |
|
Total | |||||
*Depending on the goals, objectives and capabilities of the students, the musical content of the classes may vary at the discretion of the music director(see plans for music lessons). |
|||||
Size: px
Start impression from page:
transcript
1 Thematic planning of music lessons for children with disabilities (Down syndrome and ZPR) Training time September 3-4 weeks October Theme The content of the work of the music director Individual work V.Agafonnikova) Fruits. - Cultivate children's ability to move according to the nature of the music. 2. Dance “Yes, yes, yes.” (lyrics by Yu. Ostrovsky, music by E. Tilicheeva) - To develop the attention of children, to form the skills of simple dance movements. 3. Listening to “Bayu-bayu” (music by m.kraseva, s.m.charnoy) -Activate auditory attention, perceive music of a calm nature. 4. Finger game "Like our Zina has fruits in a basket" (author's) -Develop fine motor skills of the hands. 5. Music game"Game of hide and seek" (r.n.m. in the arr. R. Rustamov) - Activate the motor activity of children, encourage them to play actions. 1.M.R.D "Good kids." (Author's) -Develop the skill of rhythmic walking to the beat of Vegetables. poem.
2 1-2 weeks 2. Dance "Fingers - handles." (Author's) - Activate the imitative actions of children; 3. Listening, singing "Round dance of vegetables" (sl.n. Lukonina, muz.l.chadova) -Activate the auditory attention of children, encourage them to sing along to individual words. 4. Finger game "Salad" (author's) - Develop coordination of movements, fine motor skills of hands. 5. Musical outdoor game "Scarecrow", "Turnip" (author's) - To activate the motor activity of children, the ability to act on a signal. October 3-4 weeks Autumn. 1.M.R.D. "Who wants to run?" (lit.nar.mel.arr. L.Vishkareva) - To develop the skill of easy running, the ability to change the direction of movement. 2. Dance "Boots" (word and muz.m.kartushina) - Encourage children to perform dance movements in accordance with the text; 3. Listening, singing "Autumn" (words and plakida, music by I. Kishko) -Activate auditory attention, encourage children to sing along. 4. Finger game "Mushroom fungus" (muses and lyrics by M. Kartushina) - Develop fine motor skills, the ability to coordinate
3 November 1-2 weeks November 3-4 weeks Toys. Pets. movements according to the text. 5. Musical game "Sun and rain" - Develop auditory attention, orientation in space. 1. Musical-game gymnastics "We are funny toys." (G. Pogorelova) -Develop arbitrary movements, coordination, the ability to move at a given pace; 2. M.R.D. "We walk on tiptoe." (Author's) - Develop a sense of balance, coordination; 3. Dance “The bear with the doll is briskly stomping” (muses and lyrics by M. Kachurbina) - Encourage children to perform movements in accordance with the text; 4. Musical and didactic game "Find a toy" (sl.n. Kononova, music Z. Root) - Develop auditory attention, dynamic hearing; 5. Musical game "Orchestra" (lyrics and music by M. Kartushina) - Encourage children to play musical instruments (rattles, tambourine, drum, spoons) 1.M.R.D "March" (music by E. Tilicheeva) -Teach children to react to the beginning and end of music; 2. Dance "Geese on a walk" (words and music by M. Kartushina) - Activate imitative actions; 3. Game head massage "Lamb" (author's). - Promote muscle relaxation and relieve nervous
4 December 1-2 weeks December Poultry. wild emotional tension. 4. Finger game "Cats" (author's) -Develop fine motor skills. 5. Round dance game "Have fun kids!" (sl and muz.i.chernitskaya) -Activate imitative actions in the transfer of the game image of pets. 1. Exercise "Legs walked." (lyrics by N. Frenkel, music by E. Tilicheeva) - To develop the skill of walking, orientation in space; 2. "Dance with a rattle." (words and music by M. Kartushina) - Encourage children to perform dance movements with an object; 3. Musical didactic game "Birds and Chicks". (author's) - Activate auditory attention, develop pitch hearing; 4. Singing, singing "Who woke up early?" (music G. Grinevich) - Encourage children to sing along with individual syllables; 5. Mobile musical game "Birds and a cat". - To promote the development of skills of expressive and emotional transmission of game images. 1.M.R.D. "Exercise" Heron "(author's) - Train the sense of balance, standing on one leg. 2. Dance "Brown Bear" (lyrics and music by M. Kartushina) - Encourage children to perform dance movements in
5 3-4 week old animals. accordance with the text; 3. Singing "Zainka" (r.n.p. lyrics T. Babadzhan, arr. G. Lobacheva) - Encourage children to sing along with individual syllables. 4. Musical didactic game "Did you ride or come?" (author's) -Develop auditory attention, timbre hearing; 5. Mobile musical game "Hares and Fox". (word and music by M. Kartushina) - To activate the motor activity of children in the transfer of game images. January 3-4 weeks Winter. 1.M.R.D. “This is how we can” (word and music by E. Tilicheeva) - Develop walking skills and orientation in space. 2. Dance "Winter Dance" (music by M. Starokadomsky, lyrics by O. Vysotskaya) - Encourage children to perform dance movements in accordance with the text; 3. Listening, singing along “A little white snow fell” (music and lyrics by M. Kartushina) -Activate auditory attention, encourage children to sing along words. 4. Finger game "Snowball" (author's) -Develop fine motor skills of hands, coordination of movements. 5. The outdoor game "Game of snowballs" (Polka mus.g.Stalbaum)
6 February 1-2 weeks February 3-4 weeks Home. Family. -Activate motor activity, the ability to manipulate the object. 1.M.R.D. “Warm-up” (music by E. Makshantseva) -Activate imitative actions (clapping, rotating with hands, etc.) Encourage children to perform simple dance movements, change movements according to the nature of the music. 3. Listening, singing along New house"(music by R. Boyko, lyrics by Derbenev) -Activate auditory attention, encourage children to sing along with individual words. 4. Musical didactic game "Guests came to us" (author's) - Develop auditory attention, a sense of rhythm 5. Musical outdoor game "Cunning cat" (r.n.p.) - Activate the motor activity of children in the transfer of game images. 1.M.R.D. “Ran - stomped” (music by Beethoven) - Develop easy running skills, learn to change movements with the change of music. 2. Dance "Cheerful dance" (music by M. Satulin) - Encourage children to perform dance movements, claps, rotation of the hands, turns, easy running. 3. Musically didactic game "What do children do."
7 March 1-2 weeks March Man. Clothing. (author's) - Develop auditory attention, a sense of rhythm. 4. Finger gymnastics "Family" (author's) - Develop fine motor skills of the hands. 5. Musical outdoor game "Traps" (music by J. Haydn) - To activate the motor activity of children, to learn to act on a signal. 1. M.R.D. "March and Run" (music by E. Tilicheeva) - Develop the ability to move in accordance with the music; 2. Dance "Waltz" (music a.zhilina) - To develop the ability of children to perform smooth movements with their hands, switch to easy running, learn to hear the change of parts in music. 3. Listening to "Caprizul", "Rezvushka" (music by V.Volkov) -Activate auditory attention, learn to listen to music of a different nature. 4. Game gymnastics "This is me." (author's) -Develop the ability to coordinate their actions in accordance with the text; 5. Musical game "Where are our pens?" (muz.t.lomovy, s.i.plakidy) - To activate the motor activity of children, to encourage them to play actions. 1.M.R.D "We are going." (Author's) -Develop the ability of children to move at a given pace, train a sense of balance when walking and
8 3-4 weeks of stepping over obstacles; 2. Dance "Shoes" (lyrics and music by M. Kartushina) - Encourage children to perform dance movements in accordance with the text; 3. Listening, “Dress” (lyrics by L. Gavrishev, music by N. Nishcheva) - To activate auditory attention, to induce to perform actions corresponding to the text of the song. 4. Game self-massage "Washer" (L. Gavrisheva) - To develop coordination, the ability to perform actions in accordance with the text. 5. Musical outdoor game "Hide and seek with a handkerchief" (r.n.m. arr. V. Gerchik) - To activate the motor activity of children, develop the skills of manipulating the object, hear the beginning and end of music. April 1-2 weeks Spring. 1.M.R.D. “We march together” (lyrics by O. Korobko, music by M. Rauchverger) - Develop the ability to hear the beginning and end of music, the ability to move at a given pace; 2. Dance "Dance with sultans" (Croatian Nar. Mel.) - Encourage children to perform dance movements with an object. 3. Musical and didactic game "Magic Bag" (author's) - Activate auditory attention, encourage children to play D.M.I. 4. Listening, singing along "Cap - cap" (words and music.
9 April 3-4 weeks May Crockery and groceries. Transport F.Finkelstein) - Activate auditory attention, encourage children to sing along to individual words. 5. The mobile musical game "Birds and a Cat" (words and muses by M. Kartushina) - To activate the motor activity of children, encourage expressive transmission of the game image 1.M.R.D. “We walk - we run” (sl. n. frenlel, music by E. Tilicheeva) - Develop the skills of clear vigorous walking and easy running 2. Dance “Dance in a circle” (Finnish folk mel. arr. I. Kaplunova) - Encourage children perform dance moves according to the text. 3. Listening to "Pot - cunning" (lyrics by E. Poplyanova) - To activate auditory attention, the ability to listen to a song of a cheerful nature. 4. Finger game "Porridge" (author's) - Develop fine motor skills, the ability to perform movements in the text. 5. The mobile musical game "Transformers" (author's) - To activate the motor activity of children in the transfer of the game image. 1.M.R.D "Steam locomotive Bukashka with stops." (Music A. Ermolov, lyrics A. Morozov.)
10 1-2 weeks - To develop the ability of children to move at a given pace, learn to respond to a change in music, encourage them to perform dance movements; 2. Listening to the "Bus" (words by Volkina, music by A. Filippenko) -Activate auditory attention, encourage children to sing along with individual syllables; 3. Musical and didactic game "Machine". (Author's) - Develop the ability to distinguish between quiet and loud sounds. 4. Dance "That's it." (Bel.nar.mel. Arr. G. Frida) - Encourage children to perform dance movements in accordance with a given text; 5. The mobile musical game "Sparrows and the car" (music by M. Rauchverger) - To activate the motor activity of children, the ability to act with the subject.
Independent activity Regime moments Holidays, entertainments Sub-group classes A long-term plan for the implementation of the tasks of musical development. Educational field "Artistic and aesthetic
I approve: Head of the MKDOU "Kindergarten" Golden Key "Perspective plan for music lessons for group 2 early age based on the program "FROM BIRTH TO SCHOOL", ed. NOT. Veraksy, T.S. Komarova,
Musical education It is carried out according to the program “From Birth to School” by N.E. Veraksa, and the partial program Ladushki, edited by I. Kaplunova and I. Novoskoltseva and the audio program by E. Zheleznova “Music
Approve Head of MKDO Peskovsky kindergarten "Sun" Music director Grigoryeva L.M. Peskovsky kindergarten "Solnyshko" Comprehensive - thematic planning in the educational field
Assist in the design of the music corner. Group of general developmental orientation of young children 1.5-3 years of the week Type of activity 1 Musical - rhythmic. movement-i: control-i Listening Singing Dances-round dances
Adapted work program on Rhythm for children with disabilities (UO) grades 1-4 Developer: Balakhonova V.I. teacher physical culture village Kalininskoe 2015 2016 academic year Explanatory note Teaching rhythm
Weeks Musical repertoire Goals, tasks of the lesson 1. 1 week 1 2 2. 2 week 3 4 3. 3 week 5 6 4. 4 week 7 8 5. 5 week 9 10 6 6 week 11 12 September October 1. Learn to perceive and transmit in
CONTENTS 1. Explanatory note.. 3 2. Subject results of mastering the subject "Music and Movement". 3 3. The content of the subject "Music and movement" .. 4 4. Calendar-thematic planning .....
WORKING PROGRAM OF THE TEACHER on the subject "Music movement" "class 1b teacher: Vasenko Nikolai Stepanovich, first qualification category 2017/2018 academic year MUSIC AND MOVEMENT EXPLANATORY NOTE Pedagogical
A gree d : A n o t a t i o n o f the m u s ic k a l n o m u s u c h a n y to
What should a child learn in music lessons. Music lesson in preschool age groups has several sections. 1. Greeting The importance of greeting in class is very important. teacher,
CONTENTS 1. Explanatory note.. 3 2. Planned results of development extracurricular activities"Music Therapy". 3 3. The content of extracurricular activities "Music therapy" .. 4 4. Calendar-thematic
Municipal budgetary preschool educational institution "Kindergarten of a combined type 6" Forget-me-not "Perspective plan for OOD in music for summer period 2017 Musical director of Povorov
Partial program Sauko T.N. Top-clap, kids: The program of musical and rhythmic education of children 2 3 years old / T.N. Sauko, A.I. Burenina. - St. Petersburg: Leningrad region. inst. Development of Education, 2001. Program
Working programm subject: "Music" educational area: art class: 7 B (Minigaleeva Amina) Developed by: teacher Agzyamova Marina Alexandrovna 2016-2017 academic year Ufa 2016 CONTENTS 1.
Musical and rhythmic classes are conducted by Karaush Tatyana Evgenievna, musical director of the 1st qualification category TOP-CLOP, KIDS In recent years, caring parents are increasingly sending their children to classes
Consultation for parents Musical directors: Drygina L.B., Luchkina O.V. Freedom of movement is ease and joy. "Dance - develop the mind" It's no secret that people love to move to music, but
Purpose: Introduction to musical art, development of the prerequisites for value perception and understanding of musical art. Tasks: Development of musical abilities in children (hearing, voice, feelings
I. Target section of the work program 1.1. Explanatory note Purpose Tasks Principles and approaches to the formation of the work program Implementation of the content Main educational program preschool education
Musical lesson in the younger group "Musical Teremok" Program content: Maintain interest in musical and theatrical - gaming activities. Develop children's attention, memory, ability
MUNICIAL BUDGET PRESCHOOL EDUCATIONAL INSTITUTION KINDERGARTEN "FIREFLY" PGT. NOGLIKI Considered at a meeting of the Pedagogical Council Protocol 1 dated 09/08/2017, 2017 Approved by Order
Municipal budgetary preschool educational institution general developmental kindergarten 15 "Brook" PROGRAM Additional general educational services in rhythm "Tip Top" Teacher: music
Planning lessons in rhythmoplasty (5-7 years) Weeks Musical repertoire Goals, tasks of the lesson September 1. 1 week 1 2 2. 2 weeks 3 4 3. 3 weeks 5 6 4. 4 weeks 7 8 5. 5 weeks 9 10 1. Exercise
Work program (option 2) in the general cultural direction of extracurricular activities "Entertaining logorhythm" class: 1B Developed by: teacher Agzyamova Marina Aleksandrovna 2016-2017 academic year Ufa 2016
"Game with tambourines" Game progress: Children stand in a circle. In the center of the circle 3 5 people. With tambourines in hand. A. All the children walk in a circle, holding hands. Children with tambourines move with a calm step in a circle. B. Everyone stops
Contents 1. Explanatory note 2 2. Thematic plan 4 3. Content of the program 5 4. Methodological support.13 5. Literature.. 15 1. Explanatory note 1.1. Regulatory documents documentation:
1 Explanatory note The work program on rhythm is compiled on the basis of the exemplary program of A.A. Aidarbekova "Rhythm" for special (correctional) educational institutions of the VIII type 1-4 cells. under
Agreed: by the pedagogical council protocol dated 0.09.0 Approved by: head of the MBDOU L.N. Savchenko order dated 0.09.0 WORKING PROGRAM for the implementation of the HARMONY program Tarasova K. L., Nesterenko T. V.,
Type of activity 1. Movement: 2 YOUNGER GROUP Sphere of knowledge Task Art tools Does it move with children. observation. “Let's take a walk” by T. Lomova *Does it move rhythmically. -Perform * "Cheerful dance"
Explanatory note The work program of the music director of the municipal budgetary preschool educational institution kindergarten of the combined type 91 Lipetsk for each age
Independent activity Regime moments Holidays, entertainment Individual Group A long-term plan for the implementation of the tasks of the educational field "Artistic and aesthetic development" (MUSIC)
State budgetary preschool educational institution kindergarten 22 of the Pushkinsky district of St. Petersburg ACCEPTED: by the Pedagogical Council of GBDOU 22 Protocol of 20 APPROVED: Head of GBDOU
MUSIC STARTS IN THE FAMILY. Dear moms and dads! Help children fall in love with music, and a true friend will enter your home and make your life and the life of your child bright and interesting. Interested in what
MUSIC IN THE DAILY LIFE OF THE BABY Consultation for parents and preschool educators Prepared by the music director of MBDOU 11 "Mashenka" Shepeleva O.Ya. Surgut 2014 Music in Everyday life child Modern
Municipal Autonomous Preschool Educational Institution of the Beloyarsky District "Kindergarten" Semitsvetik "Beloyarsky" Appendix 0 to the Educational Program of MADOU
Musically didactic games for children 2 3 years old 1. Game for the development of timbre and dynamic hearing "What do I play?" (2-3 years) Purpose: To train children in the perception of two sounds (up to 1 to 2). Need knowledge
September To learn to react to the beginning and end of music, to distinguish the character of music and to convey it in motion. 2. Expressive skills Clap your hands, stomp
Analytical report Music director Kulikova T.S. MBDOU "Ryabinushka" 2012-2013 academic year. Analytical report of the musical director Kulikova T.S. 1. Analysis of educational activities by groups.
1.1. Explanatory note The curriculum of the musical director was developed taking into account the “Program of education and training in kindergarten”, ed. Shevchenko, Morozova, Baryaeva, Nishcheva. Program
Municipal budgetary preschool educational institution Kindergarten 47 (MBDOU 47) 4606, Udmurt Republic, Izhevsk, st. Gorokhovaya, 0 tel.
Content Name Page 1. Explanatory note 3 2. Content of the curriculum 5 3. forward planning classes 10 4. Long-term planning of holidays 38 5. Pedagogical monitoring
Implementation period: 1 year. Explanatory note. Educational program of early musical development for children 2-3 years old. The period of preschool childhood is favorable for the aesthetic development of the child. World
Explanatory note Musical education is not the education of a musician, but, above all, the education of a person. V. A. Sukhomlinsky This program is an original development of a system of musical
DIAGNOSTICS OF MUSICAL ABILITIES in middle group September F.I. child Fret Musical-auditory Sense sense of presentation. Rhythm 1 2 1 2 3 2 3 Total General level High level 21 points closer
Samarina Yuliya Anatolyevna Municipal state-financed organization"Complex Center social service population" Krasnoyarsk region, Sharypovo city EARLY DEVELOPMENT PROGRAM FOR CHILDREN FROM 6 MONTHS TO 3
CHARACTERISTICS OF THE AGE POSSIBILITIES OF CHILDREN OF THE THIRD Visual and auditory orientations are improved, which allows children to accurately perform a number of tasks: distinguish melodies; sing. Continues to develop
“What a child should learn in music lessons” A music class in preschool age groups has several sections. 1. Greeting The value of greeting in class is very important and methodical.
Dance studio "Karamelka" Explanatory note. The program is designed for preschool children from 3 to 7 years old. The work program for additional education is drawn up taking into account the Federal
STATE BUDGET PRESCHOOL EDUCATIONAL INSTITUTION KINDERGARTEN 13 OF THE COMPENSATING TYPE OF THE KIROV DISTRICT OF SAINT PETERSBURG "APPROVED" by the Pedagogical Council of the State Budgetary Preschool
Musical development of children from 3 to 7 years Children's abilities by the end of the 3rd year of life Recognize familiar melodies and distinguish the pitch of sounds (high low). Together with the teacher, sing along in the song musical
The role of musical and didactic games in improving the musical development of children Knyazeva N.A. Musical director of GBOU Kindergarten 880 "Semitsvetik" Moscow, Russia Abstract: The main purpose of the musical
The tasks of the musical director, educator, parents in organizing the musical activities of children The teacher-musician uses various forms of organizing the musical activities of children, provides
Musical and speech development of young children. Musical games, singing and movements to music occupy a special place in the development and education of young children. This is due to the fact that music affects
BUDGET PRESCHOOL EDUCATIONAL INSTITUTION OF THE CITY OF OMSK "KINDERGARTEN 165" Individual educational route Educational area "Music" 2016 2017 Individual educational route
Academic plan n / p Title of section, topic Number of hours Total Theory Practice Forms of attestation / control. Introductory lesson. Conducting safety briefings in the classroom. 2. Theoretical
Perspective-calendar plan of work of the circle SEPTEMBER: Monitoring of knowledge and skills of children in the field of "Music". Date Week 1 "Let's Get Acquainted" Sing Your Name Introduction to the Microphone Year 1 OCTOBER
1 Contents: Target section 1. Explanatory note. Pages 3,4. 2. Goals and objectives of the program. Page 4. 3. Methodological principles of the program. Page 5 4. Organization of GCD. Page 5 Content section 1. Age
Goals and objectives of musical activity. Formation of interest in the aesthetic side of the surrounding reality, aesthetic attitude to objects and phenomena of the surrounding world, works of art,
SEPTEMBER OCTOBER 3. Long-term thematic planning ( junior group). 1-2 lesson Ι h. Warm-up: Dance warm-up. Positions of arms, legs Choreographic exercises: "Butterfly" "Soldier" "Rolls"
Long-term planning of work on musical education in the 2nd junior group. September dance game exercises 1. Musical-rhythmic skills: Learn to react to the beginning and end of music, move
Table of contents Explanatory note... 3 Calendar study schedule... 5 Thematic curriculum... 7 References:... 19 Explanatory note Additional general education program - additional
Summary programs rapid development speech and musicality, forms a positive emotional mood, teaches communication with peers.
Municipal budgetary preschool educational institution kindergarten 23 ABSTRACT OF DIRECTLY EDUCATIONAL ACTIVITIES IN MUSIC IN THE SECOND JUNIOR GROUP "JOURNEY TO THE WINTER FOREST" Musical
Contents Contents of the section 1. OBJECTIVE 1.1. Explanatory note - Goals and objectives of the Program implementation - Principles and approaches to the formation of the Program - Significant characteristics for the development and implementation of the Program
Description of monitoring. To determine the level of musical abilities of children of each age group kindergarten is based on the diagnostic methodology of Olga Radynova, taking into account the requirements of knowledge and skills
The first junior group (from 2 to 3 years old) To develop interest in music, the desire to listen to folk and classical music, sing along, perform simple dance movements. Develop the ability to listen carefully
Why does a child need a sense of rhythm and how to develop it? At first glance, it may seem that no one needs a sense of rhythm, except for musicians and dancers. However, this is a big misconception. Baby for normal
"Musical game as a spiritual and practical action aimed at meeting the needs of the child in the knowledge of the world around" Musical director of MBDOU 182 Vinogradova M.S. Musical director
Musical activity as a means of developing children with disabilities
T.V. Lopatina, music director of the 1st category of MBDOU kindergarten No. 28 "Malyshok", Reftinsky city district
Preschool age is the most important in human development, as it is filled with essential physiological, psychological and social change. This period of life, which is considered in pedagogy and psychology as an intrinsically valuable phenomenon with its own laws, is subjectively experienced in most cases as a happy, carefree life full of adventures and discoveries. Preschool childhood plays a decisive role in the formation of personality, determining the course of its development at subsequent stages. life path person.
Behind Last year the legal, economic and administrative conditions for the existence of the system of preschool educational institutions have changed.
Educational program of preschool educational organization is formed as a program of psychological and pedagogical support for positive socialization and individualization of the development of the personality of preschool children. In this regard, the entire educational content of the program, including the musical content, becomes the condition and means of this process. In other words, music and children's musical activity is a means and condition for the child to enter the world. social relations, discovery and presentation of one's "I" to society. This is the main reference point for specialists and educators in interpreting the musical content of the program in accordance with the Standard.
Currently, the percentage of preschool children with disabilities is increasing, which is manifested in a decrease in muscle tone, imperfection of the general and fine motor skills, lack of coordination of movements, lack of formation in the work of the voice-forming system. Passion for computer games, unlimited viewing television programs leads to a decrease motor activity children, communication problems. A separate category is made up of children with various speech disorders.
Children with speech disorders are brought up in our kindergarten.
The purpose of the educational program of the kindergarten of the combined type No. 28 "Baby" - creation of conditions for the social situation of the development of preschoolers, opening up the possibility of positive socialization of the child, his comprehensive personal moral and moral and cognitive development, development of initiative and creative abilities on the basis of activities appropriate for preschool age (games, visual activity, construction, perception of a fairy tale, etc.), cooperation with adults and peers in the zone of its proximal development.
I carry out an integrated approach, accompanied by children with speech disorders in the conditions of a preschool educational institution of a compensating type. I work closely with a speech therapist and educator, we came to the conclusion that the more diverse the forms of work with a child of preschool age, the more successfully deviations in his development are overcome.
In our kindergarten educational activities is carried out on the basis of complex thematic planning, a part of which is the section on the musical development of children, using logorhythmic exercises, taking into account the capabilities and needs of children with various speech disorders.
The purpose of my work is to help children with mental retardation actively enter the world of music, stimulate the development of musical abilities, form communication skills through the main types of musical activities and elements of logorhythmics based on the consolidation of lexical topics.
The main task of my correctional and pedagogical work is to create conditions for the comprehensive development of a child with mental retardation in order to enrich his social experience and harmonious inclusion in a team of peers. I will characterize the main directions of the work of musical activity.
Musical education of preschool children with disabilities is carried out in the process of mastering various types of musical activities:
perception of music - a complex sensory process filled with inner experiences. It is intertwined with musical sensations and perceptions, where previous experience is combined with living associations experienced by the child in this moment, and following the development of musical images is expressed in vivid responses. The perception of music is independent view musical activity, as well as a methodical technique that precedes children's performance (singing, moving to music, playing children's musical instruments).
To listen to music, I use vocal and instrumental works. (software and non-software), different in subject matter;
children's performance, which involves the visual and activity manifestation of children in singing, moving to music, playing a musical instrument;
musical and educational activities, manifested in the assimilation by children of elementary information about the art of music, its expressive features, as well as providing
development of skills and abilities in various types of musical activity;
children's musical creative activity, expressed in elementary manifestations in different types musical activity.
The musical education of children is carried out by me through various forms musical activity:
music lessons,
musical activities outside of class,
artistic and leisure activities.
Musical occupation - the main form of organization musical education, training and correction of deviations in the development of children with problems by means of musical art. It is based on program requirements, drawn up taking into account clinical and psychological, age features such children. The musical abilities of preschoolers with problems are manifested in joint activities with adults. I and the teacher with the right approach, consistency methodological techniques affect the individual development of each preschooler. It uses positive example peers who help a child experiencing difficulties to overcome them faster.
Musical activity outside of classes is a form of musical activity, the organization and conduct of which is carried out by a teacher in a group, where, on the one hand, he consolidates the skills acquired by children in music classes and teaches them to use them in their play activities, in everyday life, and on the other hand, provides individual correctional work with the child through musical activity. This work is carried out by the teacher in the process:
musical and gaming activities (musical and didactic games, singing games, the inclusion of familiar songs in story games, in routine processes, in free activities in a group);
musical and theatrical activities (staging of songs by adults and children on a flannelograph, in a table theater, on a screen, by roles, holding pantomime games with hands to music, etc.).
Artistic and leisure activities are a form of musical activity for preschoolers, including holidays and entertainment. It unites children and adults with a common experience, enables the child to gain the experience of communication,
creates a sense of celebration. The colorful decoration of the room where the celebration is held, music, bright children's costumes, the presence of spectator parents - all this provides a strong, unforgettable experience for a child with developmental problems. Holidays and entertainment - important tool artistic development, the formation of artistic culture.
Thus, in accordance with the Federal State Educational Standard, through musical activity, the special educational needs of children with disabilities are met, namely:
- development of prerequisites for value-semantic perception and understanding of works of art (verbal, musical, visual), the world of nature, the formation of an aesthetic attitude to the world around;
- formation elementary representations about the types of art;
- perception of music, fiction, folklore;
- stimulation of empathy for the characters of works of art;
- implementation of independent creative activity of children (fine,
constructive-model, musical, etc.).