MUSIC THERAPY Music therapy is a method that uses music as a means of correcting emotional deviations, fears, motor and speech disorders, behavioral deviations, communication difficulties, as well as for the treatment of various somatic and psychosomatic diseases.
MUSIC THERAPY AND THE PSYCHO-EMOTIONAL STATE OF THE CHILD Two aspects of the impact of music therapy: 1) psychosomatic (during which a therapeutic effect on body functions is carried out); 2) psychotherapeutic (during which, with the help of music, deviations in personal development, psycho-emotional state are corrected). Music therapy is used both individually and in groups. Each of these forms can be represented in three types of music therapy: receptive active integrative
WAYS OF INFLUENCE OF MUSIC ON EMOTIONAL STATE Method of influence Title of the work AuthorTime Modeling of mood (with overwork and nervous exhaustion) "Morning", "Polonaise" E. Grig, Oginsky 2-3 min. 3-4 min. With an oppressed, melancholic mood “To Joy”, “Ave Maria” L. Van Beethoven, F. Schubert 4 min. 4-5 min. With pronounced irritability, anger "Chorus of Pilgrims", "Sentimental Waltz" R. Wagner, P. Tchaikovsky 2-4 min. 3-4 min. With a decrease in concentration, attention "Seasons", "Moonlight", "Dreams" P. Tchaikovsky, C. Debussy, R. Debussy 2-3 min. 3 min. Relaxing effect "Barcarolle", "Pastoral", "Sonata in C" (ch 3), "Swan", "Sentimental Waltz" romance from the film "The Gadfly", "Love Story", "Evening", "Elegy", "Prelude 1", "Prelude 3", Choir, P. Tchaikovsky, Bizet, Lecanat, Saint-Saens, P. Tchaikovsky, D. Shostakovich, F. Lay, D. Lennon, Fauré, J. S. Bach, 2-3 min . 3 min. 3-4 min. 2-3 min. 3-4 min. 4 min. 3-4 min. 2 minutes. 4 min. 3 min. Tonic effect "Czardas", "Cumparsita", "Adelita", "Umbrellas of Cherbourg" Monti, Rodriguez, Purcelo, Legrana 2-3 min. 3 min. 2-3 min. 3-4 min.
ACTIVE METHODS AND TECHNIQUES OF MUSIC THERAPY In addition to the usual listening to music (passive form of music therapy), experts recommend using a variety of active methods, techniques, tasks and exercises used in correctional and therapeutic pedagogy: children's noise and Russian folk musical instruments
ART THERAPY Children really like the method of art therapy, where they collectively create their own creative products that express children's feelings, emotions and experiences. In the classroom, children draw general pictures, glue applications, sculpt sculptures from clay and plasticine, build structures from cubes, etc., which contributes to emotional and motor self-expression, actualization of positive emotions, development of creative imagination and rapprochement of children.
COLOR THERAPY This method involves the use of various attributes of a specific healing color. For example, in dance compositions, in psychomuscular etudes and, simply, in musical and rhythmic movements, children can be invited to use silk scarves, ribbons, scarves of green, blue, red and yellow colors, because. these color schemes contribute to the creation of a good, benevolent mood, soothe, give a charge of positive energy and have a beneficial effect on the human body as a whole. When drawing music, it is also recommended to use these colors.
PSYCHO-GYMNASTIC STUDIES AND EXERCISES In music therapy classes, you can use psycho-gymnastic studies and exercises that help not only relax children and relieve psycho-emotional stress, teach you to control your mood and emotions, express your emotional state, children learn the norms and rules of behavior, as well as children develop and various mental functions develop (attention, memory, motor skills).
GAME THERAPY Also, to a large extent, the method of game therapy contributes to the correction and regulation of aggressiveness and other behavioral disorders in children. It is recommended to use both contact, unifying games, as well as cognitive games, games for the development of basic mental functions, and, of course, therapeutic games. All these games contribute to muscle relaxation, removal of physical aggression, psychological relief, removal of stubbornness and negativism, and also develop emotional and cognitive spheres.
VOCAL THERAPY The method of vocal therapy is also very popular. In working with children, vocal therapy classes are aimed at forming an optimistic mood: the performance of life-affirming formula songs, optimistic children's songs that can be sung to a phonogram or accompaniment. So, for example, the songs “Believe in miracles”, “Be kind!”, “With us, friend!”, “If you are kind…”, etc.
MUSIC-MAKING ON CHILDREN'S NOISE AND RUSSIAN FOLK MUSICAL INSTRUMENTS Using the technique of playing music on children's noise and Russian folk musical instruments teaches children not only to voice poems with the help of musical instruments, not only to accompany this or that piece of music, but also to improvise their own mini-plays, in which they reflect their inner world, feelings and experiences, enliven the music with their performance.
RECOMMENDATIONS FOR THE APPLICATION OF MUSIC THERAPY IN THE DAILY LIFE OF KINDERGARTEN 1. Morning reception in kindergarten to the music of Mozart. This music encourages close contact between an adult and a child, creates an atmosphere of comfort, warmth, love and ensures psychological well-being. The following works can also be options for music for the morning reception: “Morning” (Grig’s music from the Peer Gynt suite) Musical compositions (Paul Mauriat orchestra) Arrangements for Russian folk orchestra (“Lady”, “Kamarinskaya”, “Kalinka”) Sen -Sans "Carnival of the Animals" (symphony orchestra)
2. A music therapy lesson (a health lesson, a five-minute health break, a wellness break) consists of 3 phases: Establishing contact (forming a certain atmosphere, establishing contact between an adult and children, preparing for further listening. Relieving stress (a piece of music is tense, dynamic in nature , which shows the general mood of children, bears the main burden, stimulates intense emotions, gives emotional relief). energy and optimism).Accordingly, each of these stages includes characteristic pieces of music, games, etudes and exercises.
3. Daytime sleep passes under quiet, calm music. It is known that sleep is considered as a manifestation of complexly organized activity of a number of brain structures. Hence its most important role in ensuring the neuropsychic health of children. Daytime sleep can be accompanied by the following pieces of music: Piano solo (Kleiderman and symphony orchestra) P.I. Tchaikovsky "The Four Seasons" Beethoven, sonata 14 "Moonlight" Bach - Gounod "Ave Maria" Lullabies Voices of the ocean RECOMMENDATIONS FOR THE APPLICATION OF MUSIC THERAPY IN THE DAILY LIFE OF KINDERGARTEN
4. Music for the evening helps to relieve accumulated fatigue, stressful situations during the day. It calms, relaxes, normalizes blood pressure and the functioning of the nervous system of the child's body. To do this, you can use the following melodies: "Classical Melodies for Children and Their Parents" Mendelssohn "Concerto for Violin and Orchestra" Bach "Organ Works" A. Vivaldi "The Seasons" Voices of Nature
CONCLUSION Music therapy will have a beneficial effect on the general emotional state of children, will increase their emotional status, if: favorable conditions are created for practicing music therapy with children; methodological techniques are thought out: special musical exercises, games, tasks; selected special pieces of music; all the senses in children are involved; the integration of musical influence with other activities has been established.
SOURCES OF MATERIALS: 1. Georgiev Yu. Music of health: Dr. med. Sciences S. Shushardzhan about music therapy// Club. – Gotsdiner A.L. Musical Psychology.- M.: NB MAGISTR, Campbell D. The Mozart Effect // The oldest and most modern methods of using the mysterious power of music to heal the body and mind. - Minsk Medvedeva I.Ya. Smile of fate. Roles and characters / I.Ya. Medvedev, T.L. Shishova; artist B.L. Akim. - M .: "LINKA-PRESS", Petrushin V.I. Musical psychology: Textbook for students and teachers. – M.: Humanit. publisher VLADOS Center, Petrushin VI Musical Psychotherapy: Theory and Practice: A Textbook for Students of Higher Educational Institutions. – M.: Humanit. publisher center VLADOS, Tarasova K.V., Ruban T.G. Children listening to music: Methodological recommendations for classes with preschoolers on listening to music. - M .: Mosaic-Synthesis Teplov B.M. Psychology of musical abilities. - M .: Pedagogy, 1985.
Music - this is a great art, which since ancient times has been a natural form of expression of a person's emotional states.
V.A. Sukhomlinsky (a teacher and psychologist) considered music a means of moral and mental education of a person: “Musical education is not the education of a musician, but, above all, the education of a person.”
Music therapy - Music therapy.
Music therapy - this is a controlled use of music in the correction of the psycho-emotional sphere of the child.
Music is a medicine that is listened to.
The amazing power of the impact of music on people has been known since ancient times. Suffice it to recall the sound accompaniment of various religious rites, from shamanism to world religions. But, as science has established, music can not only help the soul, but also heal the body.
Principle of action: The fact is that the human nervous system and its muscles are able to feel the rhythm. The musical rhythmic pattern acts as an irritant, stimulating the physiological processes in the body. Music can also harmonize the rhythms of individual human organs, producing a kind of tuning of their frequencies.
The sound of each instrument has an individual effect on the body. The organ has the strongest and most complex effect. The sounds of the clarinet are most useful for the liver, the sounds of the saxophone are for the genitourinary system, string instruments have a beneficial effect on the heart.
From the point of view of the purposes of application, music therapy is divided into the following groups:
Clinical - necessary in the treatment and prevention;
Experimental - explores various musical effects on the human body;
Integrative - combined with other therapies that use art (art therapy): dance, drawing to music, etc.
Background - needed as a background when conducting psychotherapeutic activities,
Thematic - implies the presence of a plot, a lecture on a selected topic (for example, the work of a certain composer).
The history of music therapy goes back several thousand years. So even Pythagoras, Aristotle and Plato in antiquity pointed to the healing effect of music. The greatest physician Avicenna used music therapy in the treatment of nervous and mental diseases. If we talk about modern European medicine, the first mention of the use of music therapy dates back to the beginning of the 19th century - the French doctor Esquirol used such treatment in psychiatric institutions.
Initially, the appointment of music therapy to patients was entirely empirical in nature and relied on the intuition of the doctor. Later, a serious scientific basis was laid for this method. Now many music therapists actively use computer technologies in their work.
What diseases can be cured with music therapy? The list of such diseases is very wide: neurosis, neurasthenia, fatigue, insomnia, schizophrenia, psychosis. There are more positive results in the treatment of hypertension, coronary heart disease, gastritis, spastic colitis, peptic ulcer, chronic bronchitis, bronchial asthma, diseases of the genitourinary system. Music treatment is especially valuable for patients suffering from allergies to drugs, as well as for psychosomatic disorders.
Unlike most other healing methods, music therapy accepts self-treatment. There are even special music collections: they combine works that contribute to the treatment of a particular disease. Of course, music therapy cannot replace the usual medical procedures, but it can reduce the required doses of drugs taken, and is also especially effective in pain relief.
How does music heal? The average duration of a session ranges from 30 to 45 minutes. The total number of sessions depends on the diagnosis, the individual condition of the patient and other factors. It usually takes 10 to 20 visits to the music therapy room. This room should have good sound insulation, comfortable furniture so that the patient can feel comfortable during the session. It is preferable to conduct sessions without headphones. During the treatment, micro-earphones can be used, which are attached to acupuncture points and have oscillatory effects.
Music therapy classes contribute to the development of attention, imagination, and communication skills. Music helps the child develop harmoniously, enriching his inner world, strengthening his "I".
All this forms a successful, self-confident and strong person. In the context of our work with you, we can use the harmonizing power of music for the development of a child and, if necessary, correct emotional and personality disorders through musical accompaniment.
Music therapy is a method that uses music as a means of psychological correction of the child's condition in the desired direction of development. Numerous methods of music therapy provide for both the holistic use of music as the main and leading factors of influence (listening to musical works, playing music), and the addition of musical accompaniment to other corrective techniques to enhance their impact. Today, this method is actively used in the correction of emotional deviations in young children. They concern their fears, movement and speech disorders, psychosomatic illnesses, behavioral deviations, etc.
Let's take a look at the goals of music therapy:
Allows you to overcome the psychological protection of the child - to calm down or, conversely, to activate, adjust, interest.
Helps develop children's communication and creativity
Increases self-esteem
Promotes the establishment and development of interpersonal relationships
Forms valuable practical skills - playing musical instruments, the ability to sing.
And today you and I have the opportunity to touch the magical world of music, to plunge into it, to feel its healing effect on ourselves.
The power of music lies in the fact that it conveys the change of moods, experiences - the dynamics of emotional and mental states. Children do not need to explain for a long time what a person feels when he is sad or happy; it is enough just to play a melody, and the kids begin to understand the state of sadness or joy from the first measures. And one of the most striking musical instruments that affect the psyche is violin .
Psychologists have found that with the help of well-known children's songs with kind words, as well as folk music that is accessible in perception, it is easier to establish contact between children. Such music gives children a sense of security.
Music carries the child along, evokes strong feelings in him, awakens rich inner visual images. Touching the music, the child begins to perceive the world in one more language - the language of sensual images.
PROGRAM course of correctional and developmental music therapy classes
GOAL: Formation of a positive emotional background of rehabilitation and positive self-esteem in children with disabilities.
The program is designed to teach the basics of musical art in elementary grades in the mode of additional education, designed for one academic year. This program provides for systematic and consistent training. Adhering to the content of the program, the teacher can be creative in conducting classes. It depends on the level of general and musical development of children, the skill of the teacher, and working conditions.
The program of musical and therapeutic classes is based on the principle of contrast, taking into account the physiological laws of comparing sounding music and causes the best “charge” with positive emotions. The juxtaposition and alternation of quiet and loud, fast and slow, major and minor music (with the relative predominance of one or the other depending on the type and degree of emotional disorder, deviation in behavior and stage of correction) follows the same law of contrast. In the sequence of motor exercises, the alternation and comparison of movements opposite in nature are also observed, which reflexively affects the harmonization of the mental activity of the brain: its mental and motor activity is streamlined, mood improves, inertia of well-being is relieved, which is very important for children with disabilities.
The main form of educational work with children: music classes, during which a systematic, purposeful and comprehensive education and formation of the emotional-volitional sphere of students is carried out. Classes include the alternation of various activities: listening to music, musical and rhythmic exercises, singing, musical games, playing music, creative tasks. The program provides for classes in theoretical disciplines: musical literacy, talks about musical and visual arts. Conversations held in the classroom, children have conversations - dialogues, discussions that correspond to the age and degree of development of children help develop the ability to think logically.
Main methods: Ø communication games;
Ø psycho-gymnastic exercises;
Ø singing songs of various nature;
Ø finger gymnastics;
Ø elements of relaxation;
Ø conversations and discussions;
Ø drawing;
Ø musical and didactic games;
Ø exercises for the development of figurative perception and imagination.
Interesting facts about music therapy
The famous French actor Gerard Depardieu stuttered badly in his youth. This disease put an end to his just beginning career. But the doctor advised him to devote at least two hours a day to listening to Mozart. After two months, Gerard completely got rid of stuttering. So music therapy allowed numerous fans to enjoy the talent of an outstanding actor.
It is possible that soon medicine will be able to fight infectious diseases with the help of music therapy. Some experts argue that the custom that existed in Russia to ring church bells incessantly during epidemics also had therapeutic grounds.
Studies have shown that the composers of military marches intuitively determined the nature of their impact on a person. The rhythms of the marches that sounded during long campaigns were slightly slower than the rhythm of the calm work of the human heart. Such music increased the stamina of the soldiers, relieved fatigue. But the parade marches had a faster rhythm, which had an invigorating and mobilizing effect.
Music education can be understood in a broader or narrower sense.
In a broad sense, musical education is the formation of a person’s spiritual needs, his moral ideas, intellect, the development of ideological and emotional perception and aesthetic assessment of life phenomena. In this sense, this is the upbringing of a Human.
In a narrower sense, musical education is the development of the ability to perceive music. It is carried out in various forms of musical activity, which aim at developing the musical abilities of a person, educating emotional responsiveness to music, understanding and deeply experiencing its content. In this sense, musical education is the formation of a person's musical culture.
Musical education is considered in musical pedagogy as an integral part of the moral education of the younger generation, the result of which is the formation of a common culture of the individual. In our country, musical education is considered not as a sphere accessible only to selected especially gifted children, but as an integral part of the overall development of the entire rising generation.
In addition to the educative factor of music, our preschool educational institution uses the healing effect of music on preschoolers in the educational process.
Music is not only an ennobling factor,
educational. Music is the healer of health.
(V.M. Bekhterev)
Music therapy - this is a special form of work with children using music in any form (recording on a tape recorder, listening to records, playing musical instruments, singing, etc.) Music therapy makes it possible to activate a child, overcome unfavorable attitudes and relationships, improve emotional state.
Music therapy can be used both as the main method and as one of the auxiliary methods. There are two main mechanisms of psychological corrective influence, characteristic of the method of music therapy.
The first mechanism is that the art of music makes it possible to reconstruct a traumatic conflict situation in a special symbolic form and thereby find its resolution.
Second mechanism associated with the nature of the aesthetic reaction, which allows you to change the effect of "affect from painful to pleasurable".
A distinction is usually made between retrospective and prospective phases of music therapy. The retrospective phase has the task of prompting the participant to experience the need to actively disclose the internal conflict. Listening to music should bring a person into confrontation with his inner life. Experiences that until then remained unconscious or only partially conscious are transformed into concrete representations. In this phase, music with a deep emotional content, such as symphonic music, should be used.
19th century. In the prospective phase, two approaches are possible. The first is the discharge of mental tension, the expression of which can be muscle tension. The second is the development of the need to listen to music, the expansion of the range of experiences, the stabilization of well-being.
There are individual and group music therapy. Individual music therapy is carried out in three versions: with a distinctive communicative, reactive and regulatory action. In the first case, the teacher and the child listen to the piece of music, here the music helps to improve these relationships. In the second, purification is achieved. In the third, neuropsychic stress is relieved. All three forms can be used independently or in combination. They represent, in a certain sense, passive music therapy. Along with this, there is an active individual music therapy, the purpose of which is to overcome communication disorders. It is carried out in the form of a teacher's music lessons together with a child.
Group music therapy is built in such a way that the participants actively communicate with each other, communicative and emotional relationships arise between them, so that this process is quite dynamic.
Creative activity is the most powerful stress reliever. This is especially important for those who cannot "speak out"; it is much easier to express your fantasies in creativity than to talk about them. Fantasies, which are depicted on paper or in sounds, often speed up and facilitate the verbalization of experiences. Creativity opens the way to the expression of unconscious ideas and fantasies, which manifest themselves in a form that is significant for the child and unusual for everyone else.
Music therapy helps to improve the relationship between the teacher and the child, develops a sense of inner control, opens up new abilities, and increases self-esteem.
The harmonizing effect of music on mental processes can, and sometimes must be used in work with children.
The number of methods that make it easier for children to express their feelings when using music therapy is endless. Regardless of what the child and the teacher choose for their classes, the main goal of the teacher is always the same: to help the child become aware of himself and existence in his world. We must not forget the main commandment of the teacher - do no harm.
Music is an art, and like any art, it is known by the soul. You can perceive music by listening to it or participating in its creation.
The main directions in music therapy are listening to music And performance.
Listening to music includes:
- Conversations or classes with music playing in the background;
- Special listening to musical works or their fragments with an analysis of what was heard;
- Inner listening exercises.
The success of conducting classes, as rightly indicated in many manuals, is positively influenced by the positive personality of a music teacher, his mastery of the ways of musical expression - playing a musical instrument and the ability to sing, as well as the inclusion in the treatment and preventive process of the factor of group dynamics, mutual psycho-emotional positive infection, empathy and sympathy between participants in group music lessons.
In the period of time from 1.5 years, the formation of the first relationship between the child and the adults who care for him takes place. The formation of the child's temperament begins, new emotions appear.
One of the most common problems in a preschool institution, which requires music therapy, is the adaptation of the child to the conditions of the kindergarten.
You need at least 20 minutes in a calm environment to play a little. The props for the game are varied: a house made of large cubes; a teremok in which various animals live; Christmas trees imitating the forest; drum, tank, robot; rag dolls worn on the hand, ordinary dolls depicting people, animals and fairy-tale characters. All this takes place to calm music (E. Grieg “Morning” from the suite “Peer Gynt”, M. Mussorgsky “Dawn on the Moscow River”, etc.) The teacher is next to the player, possibly squatting down. In a conversation, they try not to exceed the voice, not to make emotional or semantic accents in pronunciation. You should play with the child and the parent in outdoor games such as throwing the ball, tags, skittles, the music should have a pronounced positive start (“Little Night Serenade” by W. Mozart, “Trepak” from “The Nutcracker” by P.I. Tchaikovsky, etc. .d.) All this creates a cheerful atmosphere that opposes the emotionally negative state of the child.
Music, by combining its expressive means, creates an artistic image that evokes associations with the phenomena of life, with human experiences. The combination of expressive means in music with a poetic word (for example, in a song, opera), with a plot (in a program play), with action (in performances) makes the musical image more concrete, understandable.
At one of the classes during the practice, hyperactive children (4–5 years old) were gathered, and they were asked to listen to the play “Mother” from P. Tchaikovsky’s “Children’s Album”, a conversation immediately took place about the nature of the work. During the next few lessons, various works were listened to in order of increasing duration of sound, including the mentioned “Morning” by E. Grieg. During this time, children have learned to feel and understand music more deeply, to maintain attention longer, to suppress manifestations of aggression; after listening, they behave more calmly than usual.
Very important for activities related to listening to music:
- Specially select the musical repertoire and methods of working with it;
- Use in the classroom of other types of musical activities of children: musical movement, singing, playing in the orchestra, conducting;
- The use in the classroom of works of other types of art, especially fine and fiction.
Such techniques raise musical perception to a higher level, they are a way of actively analyzing music.
When selecting a piece for listening, we rely on the fact that the music meets two leading principles - high artistry and accessibility. Then music arouses interest and positive emotions in children.
Along with listening to music, it is important to use active music playing., which helps to increase self-esteem - to overcome the ambivalence of behavior. Most often, music therapy associated with performing activities is group therapy. Music therapy in its active form includes playing musical instruments, singing therapy (vocal therapy, choral singing), and dancing (choreotherapy).
Even simple instruments such as drum, triangle, xylophone can be used to perform simple pieces. Classes are limited to the search for the simplest melodic, rhythmic, harmonic forms and represent an impromptu game. Dynamic adaptability develops, the ability to listen to each other. Since this is a group music therapy, the game is built in such a way that the participants actively communicate with each other, communicative and emotional relationships arise between them, so that this process is quite dynamic. The most important thing is that a child expresses himself through playing a musical instrument.
Vocal therapy is especially indicated for depressed, inhibited, egocentric children. Mostly group vocal therapy is that each participant is involved in the process. At the same time, the moment of “anonymity” of feelings, “hiddenness” in the general mass is of great importance here, which creates a prerequisite for overcoming contact disorders, for affirming one’s own feelings and a healthy experience of one’s bodily sensations.
Singing should be focused on folk songs. Being engaged in Russian folk art for 5 years, we noticed that the children's interest in Russian folk art increased, the children became liberated, emotional, they began to form moral and personal qualities for the works of Russian folk art, its songs, dances and round dances, the game on children's musical instruments. We use songs of an optimistic nature, as well as those that encourage reflection and deep feelings. Songs are selected according to the mood of the group. Group placement is a vicious circle. The leader sings along with everyone. When a certain state of the group is reached, each participant is given the opportunity to propose a song, to nominate a leader. The sing-along is associated for many with overcoming shyness, as the sing-along gets into the spotlight.
To guide this work requires musical knowledge and skills, if the educator is not a musician himself, he works in conjunction with the music director, who provides the necessary advice.
Choral singing is the most effective means of educating not only aesthetic taste, but also initiative, imagination, creative abilities of children, it best contributes to the development of musical abilities (singing voice, sense of rhythm, musical memory), the development of singing skills, promotes the growth of interest in music, increases emotional and vocal-choral culture. Choral singing helps children understand the role of the team in human activity, thus contributing to the formation of the worldview of children, has an organizing and disciplined effect on children, and fosters a sense of collectivism and friendship.
Along with the song, elementary melodic and rhythmic improvisations are used, which come down to exercises in tension and relaxation.
Of particular value is the combination of singing with dance movements, as well as improvisation of free dance to the sounds of classical music. Dance is a form of social contact; through dance, the ability to communicate and understand each other is improved. Rhythmic, oscillatory movements to music in three measures are of therapeutic value.
Dance movement therapy can serve as a bridge between the world of consciousness and the unconscious. With dance movement therapy, a child can use movement to express himself more fully and to keep his identity in contact with other children. Dance movement therapy is the only type of therapy that uses a lot of free space. Movement behavior expands in dance, helping to recognize conflicts, desires, and can help to experience negative feelings and release them.
There are two branches of music therapy:
The first is perceiving activity, when the baby is sung, played an instrument, and he listens;
The second is based on the method of “liberation of creative forces”, thanks to which the child creates in music, dances, improvises melodies with his voice or on a musical instrument.
Music therapy can become an effective method of treating childhood neuroses, which are increasingly affecting more and more children today. Therefore, today children should gradually master not only good skills in the field of intellectual operations, but also the skills and habits of life in modern society, know how to cope with its requirements and overcome the subjective difficulties that inevitably arise on the life path of every person. One of these means is music therapy.
With the help of music therapy, you can create optimal conditions for the development of children, educating them of aesthetic feelings and taste, getting rid of complexes, revealing new abilities.
Music therapy contributes to the formation of character, norms of behavior, enriches the inner world of the child with vivid experiences, simultaneously cultivating a love for the art of music and, forms the moral qualities of the individual and the aesthetic attitude to the environment. Children should develop through the knowledge of cultural heritage, brought up in such a way as to be able to increase it.
The level of development of children in preschool institutions will be higher if traditional forms, methods and means of education and upbringing are combined with music therapy. We offer schemes for the use of music therapy in various activities and in sensitive moments (Attachment 1) .
Bibliography.
- Vetlugina N.A. Music lessons in kindergarten. M.: "Enlightenment" 1984.
- Mikhailova M.A. Development of children's musical abilities. - Yaroslavl "Academy of Development", 1997.
- Musical education in the first public kindergartens in Russia. - Preschool education, 1996, No. 11.
- Khalabuzar P., Popov V., Dobrovolskaya N., Methods of musical education, M .: - “Music”, 1990, art. "Musical art is a means of educating children."
- Shatskaya V.N. Education of musical taste. - M., 1947
Municipal Preschool Educational Institution
"Kindergarten of supervision and improvement No. 41"
Adaptive Music Therapy Program
for children from 1, 6 to 3 years
Developed by:
musical director of MDOU No. 41,
Totskaya Oksana Viktorovna
Cheremkhovo
2010
Content:
1. Explanatory note
2. Purpose, objectives of the program, expected result.
3. Plan for a phased listening to works.
5. Literature.
“Music is the spirit, the soul, which means
our life, which must be lived in harmony
with nature, of which we are a part,
people, and the music we create."
(S. Shushardzhan, Doctor of Medical Sciences,
Professor, President of the International
Academy of Integrative Medicine).
Explanatory note.
At present, for us, teachers of modern society, the problem of an increase in the incidence of children of primary preschool age has become acute. An analysis of the behavior of children in the first days of their stay in a children's institution shows that the process of adaptation, i.e. adaptation to new social conditions is not always easy and fast for all children. In many children, the process of adaptation is accompanied by a number of, albeit temporary, but serious violations of behavior and general condition. Such violations include:
1. violation of appetite (refusal to eat or malnutrition)
2. sleep disturbance (children cannot fall asleep, sleep is short, intermittent),
3. and also the emotional state changes (children cry a lot, get irritated).
Today, psychologists, teachers and other specialists are working on this problem in preschool institutions. Many are looking for innovative methods and models of psychological and pedagogical assistance to children. In turn, as a musical director of young children, I decided not to stand aside, and turned to such a little-studied corrective method as music therapy. Music therapy is a method that uses music as a means of correcting emotional deviations, fears, movement and speech disorders, behavioral deviations, communication difficulties, as well as for the treatment of various somatic and psychosomatic diseases.
Prominent psychoneurologist Academician V.M. Bekhterev believed that music has a positive effect on breathing, blood circulation, eliminates growing fatigue and gives physical vigor. He also believed that with the help of musical rhythm, it is possible to establish a balance in the activity of the child's nervous system, moderate too excited temperaments and disinhibit inhibited children, and regulate incorrect and unnecessary movements.
In turn, having studied various literature, the experience of specialists, teachers, I decided to create an adaptive program on the influence of music on the psycho-emotional state of young children, which I named.
The methodological basis of my work was the theoretical developments in music therapy by such scientists as V. I. Petrushina, A. I. Popov, K. Rueger and others. Doctor of Medical Sciences, Professor, President of the International Academy of Integrative Medicine.
The Adagio program is designed for children from 1, 6 to 3 years old. It organically fits into the section of the work of the music director and the entire pedagogical process.
Music therapy is organized in individual and group forms. Each of these forms can be represented in three forms:
o Active (vocal therapy, instrumental music therapy);
o Integrative (music color therapy, music isotherapy).
Music affects some children more acutely than words.
Perception of music does not require training and is available to children from an early age.
Program goal: creation of favorable conditions for the stay of children in the preschool educational institution through the gradual listening to classical and instrumental works.
Tasks:
create optimal conditions for newly arrived children in the adaptation period,
promote a positive psycho-emotional state of young children by means of music therapy;
integrate musical impact with other activities.
Expected result: the beneficial effect of music on the general emotional state of young children (the removal of anxiety, fears, the passage of adaptation in a mild form).
Conditions for the implementation of the program:
1. creation of favorable conditions for listening to musical works;
2. formation of software and methodological support;
3. integration with other educational areas.
The main principles of the program:
1. The principle of scientific character is the reinforcement of all ongoing activities aimed at promoting health with evidence-based and practically tested methods.
2. The principle of activity and consciousness - the participation of the entire team of teachers in the search for new, effective methods and purposeful activities for the improvement of children.
3. The principle of complexity and integrativity - the solution of health problems in the system of the entire educational process and all types of activities.
4. The principle of addressing and continuity - taking into account the multi-level development and health status.
5. The principle of effectiveness and assurance - a guarantee of a positive result, regardless of the age and level of development of children.
Sections of the program include listening to classical and instrumental music in:
1. adaptation period;
2. morning exercises;
3. sleep. hour;
4. joint activities of the music director with children;
5. independent activity.
The program involves various forms of organization of young children:
Music use:
- in gaming activities;
- in the morning exercises;
- in the joint activities of the music director and children;
- during regime processes;
- in other educational areas (acquaintance with the outside world, development of speech, fine arts);
- during a walk (in warm weather);
- on holidays and entertainment.
Music in everyday life:
- theatrical activities;
- listening to music in a group;
- stroll;
- children's games;
- looking at pictures, illustrations in children's books, reproductions, objects of the surrounding reality.
See the full text of the material in the download file !
Bibliography:
1. S. Shushardzhan / Based on the materials of my scientific research in 2005 - FANCY_men./< www.liveinternet.ru/users/fancy_men/profile/ >
2. V.I. Petrushin "Musical Psychotherapy: Theory and Practice" (Textbook for students of higher educational institutions. - M .: Humanit. Publishing Center VLADOS, 2000)
3. N. Korshunova “The intellect of a child can be developed even in the mother’s womb” (“Irkutsk newspaper”, No. 6, 2006)
4. "MUSICAL PSYCHOLOGY AND PSYCHOTHERAPY" No. 1 / 2007
5. T. Abramova "The Treble Clef to Health" (Journal "Irkutsk Culture", No. 15, 1997)
6. “Behind the secret of music is the energy of health” (“Library newspaper”, No. 20, 2003)
7. O. Zhavina “Musical education: searches and finds” (“Enlightenment”, Moscow, 1985)
8. L.Markus, O.Nikologorodskaya “Heals anger and fills time” (Yandex.ru)
9. Magazines "Music in School" (No. 5, No. 3, No. 6 - 2005; No. 3, No. 6 - 2006)
10. Teplov B.M. Psychology of musical abilities. - M .: Pedagogy, 1985.
11. Yandex.ru
Full text of the material Adaptive music therapy program for children from 1, 6 to 3 years old. see the download file.
The page contains a snippet.
History of music therapy is several thousand years old. So even Pythagoras, Aristotle and Plato in antiquity pointed to the healing effect of music. The greatest physician Avicenna used music therapy in the treatment of nervous and mental diseases. If we talk about modern European medicine, the first mention of the use of music therapy dates back to the beginning of the 19th century - the French doctor Esquirol used such treatment in psychiatric institutions.
Initially, the appointment of music therapy patients was entirely empirical character and based on intuition doctor. Later, this method was subjected to serious scientific base . Now many music therapists actively use in their workComputer techologies.
Who can benefit from music therapy?
Music therapy is used for rehabilitation after heart attacks, cranial injuries, to relieve pain. In psychiatry, neuroses and some forms of schizophrenia are treated with music. Music therapy helps people with physical disabilities – blind and dumb – adapt, and is also an indispensable tool for shy people. With the help of music therapy, they learn self-control, communication with others.
Music therapy is a very popular form of treatment.children with autism. For such children, everything that happens in the world around them is not interesting, they are only concerned about their own inner world. Such children have difficulty communicating with their own parents, so for their treatment, you need to choose ways through which you can evoke emotions in them. Music therapy for such children helps to improve contact with the outside world.
Music therapy also helps with family problems. Spouses are invited to choose several pieces of music that both of them like. In this case, music therapy helps to organize joint activities.
Music therapy is gaining more and more popularity. No one argues with the fact that music helps in overcoming pain, relieves psycho-emotional and muscle tension. Therefore, music therapy is increasingly and with continued success being used in various fields of medicine.
There are no such pieces of music that would help all people. However, Mozart's music helps most people relax. Next in popularity are Tchaikovsky and Chopin.
Here are some tips for using musical compositions on different occasions.
How to reduce feelings of anxiety and insecurity?
Major melodies, below average tempo, will help you with this. Folk and children's music gives a sense of security. Ethnic compositions and classics can have a good impact: "Mazurkas" and "Preludes" by F. Chopin, "Waltzes" by Strauss, "Melodies" by Rubinstein.
