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OPPORTUNITIES FOR THE DEVELOPMENT OF MUSICAL PERCEPTION IN CHILDREN FROM 2 TO 3 YEARS OLD AS PART OF A SPECIALLY ORGANIZED ACTIVITY OF THE EDUCATIONAL PROCESS OF A PRESCHOOL EDUCATION
INSTITUTION
ANTSYPIROVICH OLGA NIKOLAEVNA
Candidate of pedagogical science, docent, dean of the faculty of preschool education of the Belarusian state pedagogical university named after Maxim Tank
SKURATOVICH YULIA IGOREVNA
Master's degree, lecturer at the faculty of preschool education of the Belarusian state pedagogical university named after Maxim Tank Minsk, Belarus
Annotation: The article highlights the relevance of the development of musical perception in children from 2 to 3 years old. The possibilities of developing musical perception in children from 2 to 3 years old within the framework of a specially organized activity of the educational process of an institution of preschool education are analyzed. Examples of the use of musical accompaniment in conducting classes in the educational areas of the curriculum of preschool education of the Republic of Belarus are given. The conclusion is made about the possibilities of using musical accompaniment in the framework of the organization of specially organized activities.
Key words: musical perception, musical accompaniment, specially organized activities, educational areas, early age.
In the age period from 2 to 3 years, based on the development of musical perception, the foundations are laid for the holistic musical development of the child, the development of basic cognitive processes, the formation of interest and need for music and musical activity, which allows solving issues of both musical and general development of the child.
There are different views on the definition of the concept of «musical perception». So, according to B. M. Teplov, «musical perception is a holistic reflection of the means of expression, images, the nature of music, the ability to feel their beauty» [7]. E. V. Nazaikinsky defines musical perception as «perception aimed at comprehending and comprehending the meanings that music has as an art, as a special form of reflection of reality, as an aesthetic artistic phenomenon» [5, p. 91]. It is possible to develop musical perception in children from 2 to 3 years old as part of the educational process of a preschool education institution.
The educational process in an institution of preschool education includes specially organized and unregulated activities. Specially organized activities of pupils are a game, an activity regulated by the standard curriculum of preschool education, organized taking into account the patterns of their development at an early and preschool age [6].
The possibilities for developing musical perception in children from 2 to 3 years old as part of the educational process of a preschool education institution are wide. This can be promoted in the classroom in all educational areas [8].
In the classroom, a teacher can organize musical perception according to the degree of activity of the child: active or passive perception. With active perception, the teacher purposefully draws the attention of pupils to the music, its content. During passive perception, music sounds softly in the background, being the background when performing various tasks. The degree of activity is chosen by the teacher, determines it depending on the educational area, the purpose and objectives of the lesson. For example, if pupils in a visual arts class draw according to ideas, then passive perception is used, when they draw according to a model - active (in order to enrich ideas about the object to be
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drawn). Active perception emotionally enriches the pupils, due to this, the drawings are more expressive. Also, active perception contributes to the development of interest in visual activity. In particular, when listening to the song «Our Christmas Tree» (music by M. Krasev, lyrics by M. Klokova) in the introductory part of the lesson, children will have an interest and desire to draw the very Christmas tree that they listened to the song about. This will contribute to the effective formation of visual skills and abilities. When conducting classes in fiction, the use of musical instruments by a teacher is effective. So, while getting acquainted with the fairy tale «Gingerbread Man», a preschool teacher can perform on a metallophone how «a bun rolls along the road», on a drum - how a bear moves, which is an active perception. Passive perception of music is possible with expressive narration by a pedagogical worker of works of art.
Classes in the educational field «Musical Art», of course, provide the greatest number of opportunities for the development of musical perception. They are actually aiming for it. In addition, this area includes the subsection «Listening to music». In music classes, all types of musical activities available to young children are used with a gradual complication of the content. Listening to music in music classes can be carried out as part of the lesson, accompanied by musical and rhythmic exercises, games and singing.
Music is closely related to mathematics, so its use in the classroom in the educational area «Elementary Mathematical Representations» is advisable. Music is mathematical and mathematics is musical. The use of music contributes to the formation of elementary mathematical concepts: it develops the ability to determine the size of objects (large, small), their height (high, low), the quantitative characteristics of objects (one and many), contributes to the formation of knowledge about the geometric shapes and forms of objects, the spatial arrangement of objects, elementary time representations. This happens due to the synthesis of the emotional and intellectual components of the psyche.
To conduct classes in the educational field «Elementary Mathematical Representations» with musical accompaniment, it is recommended to put various counting rhymes to music, use music libraries that include mathematical knowledge in their content. The most difficult thing for young children is the perception of time. When working aimed at the formation of elementary ideas about the parts of the day, the seasons, you can use fragments from such musical works as the piano cycle of P. M. Tchaikovsky «The Seasons», the works of S. M. Maykapar «Spring», «Autumn», E. H. Grieg «Morning», S. S. Prokofiev «Evening», etc.
In the classrooms in the educational area «Development of speech and culture of speech communication», musical perception contributes to the development of vocabulary, forms the grammatical structure of speech, develops coherent speech, interest in the sound culture of speech. In the presence of speech disorders in children, general motor insufficiency expressed to varying degrees is observed, as well as deviations in the development of finger movements, since the kinesthetic function is closely related to speech function [9]. Musical finger games have a tremendous qualitative impact on the motor skills of the hands, and, accordingly, on the development of children's speech.
Harmonious use of music in the classroom in the educational field «Fine Arts». The educational area «Fine Arts» includes the following activities: drawing, modeling, application, design [8]. The use of music in these cases contributes to the emotional perception of the content of the images, maintaining psychological comfort during the lesson. Musical accompaniment should be combined with the theme of the lesson and have the same image. So, when drawing such a natural phenomenon as rain, you can use the musical work «Sad Rain» (music by D. B. Kabalevsky).
When conducting classes in the educational field «Fiction», the inclusion of music in the content contributes to the perception of works of art, improves the quality of dramatizations. It is desirable to accompany the reading of various fairy tales with short songs of heroes for their more emotional perception by children.
The curriculum of preschool education includes Belarusian folk songs and nursery rhymes recommended for children of the first junior group, Russian folk songs and nursery rhymes, songs
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and nursery rhymes of the peoples of the world, which can be used in the implementation of program content in this educational area [8]. Singing can also be included in fiction classes (singing lines from fairy tales, performing short improvisations based on onomatopoeia). All this is recommended to be carried out with musical accompaniment. Various works of art have their own musical interpretations. Some folk tales include the singing of characters («Gingerbread Man», «Cat, Rooster and Fox», etc.), the playing of heroes on various musical instruments: a pipe, a violin, a harp, etc. [2]. In these cases, you can use musical works that reflect the image of the characters and the sounds of musical instruments, which can convey certain actions of the characters. After acquaintance with a literary work, dramatizations, dramatizations are carried out, which include musical accompaniment.
The educational area «Child and Society» implies the formation of knowledge about oneself and other people, society, the rules of personal hygiene, safe life, interaction with peers and adults, the man-made world, the development of gaming and labor skills [8]. Music makes it easier to assimilate this knowledge and skills, to know the world around us in all its diversity. For example, when developing the ability to recognize and name objects of the close environment, you can invite children to listen to musical works «Doll» (music by M. L. Starokadomsky, lyrics by O. N. Vysotskaya), «Ball», «Drum» (music by G. S. Frida) and others. Talking with pupils about problem situations on the basis of musical works, children can form ideas about the elementary rules of conflict-free interaction with peers and adults, personal hygiene rules, behavioral skills that contribute to the preservation of life and health, develop a desire to work.
The use of music is also effective in classes in the educational area «Child and nature», since there is also a strong connection between music and nature. Previously, musical instruments were made from natural materials. The most popular materials were wood and plants such as reed, bamboo, reeds (antique whistles, flutes, syringas), cherry, rosewood (lute, chitarron). Even the fruits of trees were used. So, the percussion instrument of the castanets was made from two halves of the chestnut shell. In addition to plants, musical instruments were made from materials of the animal world: leather (drums, tambourines), bones (avlos - from deer bones), horns (trumpet, lyre), tortoise shell (lyre), veins and horse tail (for stringed instruments) [1].
Many composers of the past and present give the theme of nature a significant place in their work. In these works, the authors, with the help of musical means, reveal the beauty and diversity of nature. As a result, the pupils form an emotionally positive responsiveness to the objects and natural phenomena of the immediate environment. It is advisable to use plot music in the lessons in the educational area «Child and Nature», for example, Concerto No. 4 in F minor «Winter» by A. L. Vivaldi (cycle «The Seasons»), where there is a fragment to which the author gave the name «Strong wind - they run from the cold and stomp their feet». In the musical work by E. Kh. Grieg «Morning» it sounds like the sun rises and illuminates the tops of the trees with light, and if you listen intently, you can hear the sounds of a stream [4].
The role of music in conducting classes in the educational area «Physical Education» is great. Music that accompanies physical exercises creates a certain emotional mood, activates the attention of pupils, and helps to avoid monotony. Influencing the physiological processes of the child's body, it increases the amplitude of breathing, pulmonary ventilation. N.N. Aksenova argues that music helps sedentary pupils to set the desired pace and rhythm of exercise, increase motor activity. For pupils with a high level of physical activity, turning on music helps to reduce physical activity [3].
You can use music in the classroom in the educational area «Physical Education» in the introductory, main and final parts. In the introductory part, walking, running, drill and general developmental exercises are usually carried out. Walking, for example, is best done accompanied by marching music. When conducting general developmental exercises in the main part of the lesson, the use of music will depend on the level of knowledge of the technique of performance by the pupils. If the children have never performed the exercise before and they just have to learn it, then music is not used, because she will distract. When the pupils are already familiar with the exercise, consolidate the skills of its implementation, music can be included in the course of the lesson. Physical exercises
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that require a high power load («Boat», «Scissors», etc.) do not require musical accompaniment. In the first younger group, preference should be given to music at a slower pace than in older groups, and musical works should not change often, have a contrasting character. In the final part of the lesson, it is recommended to use calm music to normalize the pulse and breathing.
It is advisable for pedagogical workers to collect a music library in all educational areas and, depending on the lesson, its topic, use musical works. Individual works from the music library can be applied in different educational areas.
Thus, in the process of specially organized activities, musical accompaniment can be harmoniously included in classes in all educational areas, taking into account the theme, purpose and objectives of the classes.
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