Development of musical and rhythmic movements in preschool children in kindergarten

Development of musical and rhythmic movements in preschool children in kindergarten

 The article examines trends in the development of musical and rhythmic movements of preschool children. The author of the article presents practical experience in developing musical and rhythmic movements.

Musical-rhythmic movement or, in other words, dance is a form of learning that is comfortable, interesting, and gives the opportunity for self-expression.

Key words: musical-rhythmic development, musical-rhythmic ear, movement to music.

The article examines trends in the development of musical rhythmic movements of the preschoolers.

The author of the article presents the practical work experience.

The musical rhythmic movements or dance is an interesting, comfortable and fascinating form of education which enables to express yourself.

Key words : musical rhythmic movements, musical rhythmic hearing, movements to musical.

He was one of the first to develop a system of musical-rhythmic education at the end of the 19th century. Swiss teacher and musician Emile Jacques-Dalcroze. Many musicians, teachers, psychologists, methodologists, and music directors of preschool institutions worked on the creation of a modern system of musical and rhythmic education. The leading place among them belongs to N. G. Alexandrova, as well as her students and followers - E. V. Konorova, N. P. Zbrueva, V. I. Griner, N. E. Kiesevalter, M. A. Rumer. Taking into account the child’s need for movement caused by the growth of the body, they sought to form his motor skills and, most importantly, to comprehensive development through an organic combination of movements with musical sound.

By gaining experience in the plastic interpretation of music, the child masters not only a variety of motor skills, but also the experience of creative understanding of music, its emotional and physical expression. It is this experience and skills that will help the child successfully master other types of artistic, creative and sports activities in the future: this could be subsequent training in choreography, gymnastics, as well as classes in music schools, sections, theater studios, etc. Therefore, we We consider preschool age as a kind of “pre-notation period” in the process of musical-motor education of children, which helps to “tune the instrument” (body), teach him to hear music and express his “vision” of a musical work in plastic improvisation.

“Movement to music turns out to be one of the most effective methods for developing musicality - a method based on the natural reaction to music characteristic of any child” (L. Kulakovsky).

Musical-rhythmic movements are a type of musical activity for children (meaning, tasks, types of rhythm, content of the program). Musical-rhythmic movements are a synthetic activity. Therefore, any movements to music develop an ear for music, motor abilities, and the mental processes that underlie them and contribute to the emotional and psychophysical development of children.

Musical-rhythmic movements are active activities that reflect the nature of music in movement. Musical-rhythmic movements include musical games, dancing and exercises. The basis of musical-rhythmic education is the development in children of the ability to perceive musical images and the ability to reflect them in movement.

Musical-rhythmic movements are a synthetic type of activity - this is one of the types in which the content of music , its character, and images are conveyed in movements . Therefore, any movements to music develop an ear for music , motor abilities, and the mental processes that underlie them and contribute to the emotional and psychophysical development of children.

In preschool age, indicators of the development of rhythmic hearing include the expressiveness of movements, their correspondence to the character and rhythm of the music. By instilling in children a sense of rhythm, the teacher increases the rational organization of movements, their performance in quickly mastering motor skills and abilities, which are an integral part of physical improvement. In the process of practicing musical and rhythmic movements, children develop an ear for music, memory, and attention; moral and volitional qualities are cultivated - dexterity, accuracy, speed, determination; such properties of movement as softness, springiness, energy, plasticity are developed; The child’s body is strengthened and posture improves. Musical rhythm helps to organize movements and facilitates their mastery. With proper selection, musical and rhythmic movements strengthen the heart muscles, improve blood circulation, respiratory processes, and develop muscles.

Preschool children in their statements try to note some connections between music and movement. While listening to a piece, they can recall in their memory the sequence of movements in games, round dances, and dances. Children feel and convey repeated, contrasting parts of music, sentences, phrases in movements, if they are clearly defined, symmetrical and long. Motor expressiveness in the transmission of musical and game images, accuracy and grace in dance appear. Children of this age are characterized by creative manifestations of the composition of familiar dance movements in new combinations. There is also a more developed sense of rhythm - the ability to reproduce a constant rhythm, highlight an accent, a strong beat, and change tempo.

Children who come to kindergarten have different musical experiences, different inclinations and different musical sensitivities. As a starting point, we must assume that any child’s ear for music (including rhythmic) can be developed. Indicators of the development of rhythmic hearing include the expressiveness of movements, their correspondence to the character and rhythm of the music. Children 5 years old can already perform tasks to reproduce the rhythmic pattern of a melody in clapping, stamping, and playing musical instruments.

Seeing the beauty of movement in games, dances, dances, round dances, striving to perform movements as beautifully and gracefully as possible, to coordinate them with music, the child develops aesthetically, learns to see and create beauty.

When starting to work on the problem of the development of musical-rhythmic movements in preschool children, I proceeded from the goal of giving children more in-depth knowledge in the section of musical-rhythmic education. Develop the positive qualities of the child so that they can show activity, initiative, resourcefulness, and determination.

Educational objectives for the development of musical and rhythmic movements in kindergarten:

– To develop the ability to listen to music, understand its mood and character;

– To develop the ability to navigate in space;

– To develop skills in basic dance movements:

Educational:

– To foster communication skills in children, activity and independence.

– Create an atmosphere of joy in children’s creativity in collaboration.

Educational:

– Develop imagination, imagination, the ability to independently find your own original movements,

– Develop an ear for music and a sense of rhythm;

– Encourage children to be creative.

Musical and rhythmic skills are acquired mainly through learning games, dances, and round dances. However, some of them require additional effort, training, and exercise. For example, children need to be trained in precise execution of rhythmic patterns and accents.

Therefore, I developed and produced manuals:

– “musical cube”, includes 3 games:

1 game - for orientation in the space of the hall

The game promotes the development of attention, reaction speed, the ability to navigate in space, consistency in movements,

Task: quickly and clearly navigate the diagram.

On each side of the cube there are construction diagrams attached for children in the music room. The presenter (child) tosses the cube, shows everyone the side that came up, and the children line up around the room according to the diagram.

Game 2 - for the development of rhythmic hearing

The game promotes the development of rhythmic hearing and attention.

Task: clearly reproduce the rhythm with steps and clapping.

On each side of the cube there is a rhythm in the form of legs and palms. The leader (child) tosses the cube, shows everyone the side that came up, plays the rhythm with steps and clapping, then the rhythm is played by all the children together.

Game 3 - characteristically shaped movements of animals

The game promotes the development of the ability to move in accordance with the image, and trains children in distinguishing music of different types.

Task: based on the dropped picture, imagine the corresponding image and convey it in motion to the music.

Animal images are attached to each side of the cube. The presenter (child) tosses the cube, shows everyone the side that fell out, and to the music, the children reproduce the image of the animal (by their habits, by walking)

The effectiveness of the didactic game is confirmed by the development in children:

orientation in the space of the hall, rhythmic hearing, characteristic-shaped movements.

– “rhythmic locomotive”, helps develop rhythmic hearing and attention.

“A steam locomotive came to us.

What did you bring in the trailers?

How do you put everything together in trailers?

You can clap the rhythm yourself!”

- I picked up a card index of didactic games for the development of rhythmic hearing: “Identify by ri”, “Funny beeps”, “Our journey”, “Rhythmic stripes”, etc. The children really like to write fairy tales during didactic games, come up with different stories about travel, accompanying stories with rhythmic patterns.

The result of the use of gaming techniques in the development of musical and rhythmic movement skills is children’s ability to improvise. Children improve their performance of dance movements, they become expressive and flexible.

Mastering dance compositions, children memorize certain combinations of alternating movements , while striving to interact with each other, navigate in space, and improvise. For more successful (faster) memorization of dance compositions I use:

– dance diagrams (ICT).

While improvising, the children themselves lay out dance patterns on a flannelgraph.

Children's musical and rhythmic activity is more successful if the elements of dance movements are taught in combination with musical games and creative tasks. The systematic use of gaming techniques arouses in children an active interest in music, in the tasks themselves, and contributes to the rapid mastery of musical material by children.

Thus, in music lessons I use the following gaming techniques:

- “Boots.” The reception is performed sequentially. The teacher puts the boots on his hands and places them on the floor, accompanying the actions with a story. Interest and desire to play encourage children to diligently perform the movement.

– “Chick and Brick” I use “pencils” to achieve alternate kicking of the legs during a jump. The kids really like to draw on the floor with their feet, like using pencils. Put bows on your feet and imagine that they are birds.

– when learning an extension step, the “Scissors” technique helps

– The carousel game helps children move in a circle. Develops the ability to ensure that the circle is always even and the distances between pairs are the same.

The main conditions for the development of children in the classroom are:

– support of interest and desire to engage;

– a combination of playful and creative moments

- friendly environment.

Thus, thanks to regular classes on the development of musical and rhythmic movements in children, indicators of the development of motor qualities and skills, general developmental movements, imitative movements, spatial orientation, creative abilities, and moral and communicative qualities of the individual have increased.

Literature:

1. A. I. Burenina “Rhythmic mosaic”. Rhythmic plasticity program for children of preschool and primary school age - M.: St. Petersburg: LOIRO, 2000.
2. A. I. Burenina “Communicative Games” - 2007.
3. E. V. Gorshkova “From gesture to dance” - M.: Gnom i D, 2002.
4. N. A. Vetlugina “Musical education in kindergarten” - M.: Education, 1981.
5. A. A. Evdotyeva methodological and practical guide to teaching preschoolers to sing and move in a playful way “Learning to sing and dance while playing!” Kaluga, 2007

MAGAZINE Preschooler.RF

“Like a song, you compose your light dance” by A. Akhmatova.

The connection between music and space is especially clearly revealed in the art of dance. In the movements of the dancers, the sculpture seems to come to life. The language of choreography is the beauty and expressiveness of the human body. History is silent about the time when exactly dancing appeared. Since ancient times, dance has accompanied various labor processes and folk holidays; it is believed that rhythmic movements during religious rituals became the ancestors of dance.

Dance lessons, along with mathematics, philosophy, astronomy, natural science, logic, languages, etc., entered the education system back in Antiquity. Even then, the ability to dance well was a sign of good education and high position in society, because only wealthy people could afford to receive an education. It should be noted that pedagogical thought at all times and in many works of thinkers constantly turned to the fact that, along with mental development and education, physical development is also necessary. Psychologists add: physical activity contributes to the mental development of children. And dance, as one of the tools for physical development, will come in handy. The word “dance” is translated from the ancient Indian language as “body language” . And our body really has something to say...

Musical-rhythmic activity, which combines music, dramatization, pantomime, plastic arts and dance into a single complex, is one of the most effective types of aesthetic activity for the formation of artistic and creative abilities in children of senior preschool age. This type of activity is based on the motor-plastic elaboration of musical material, which corresponds to the visually active nature of the imagination of preschoolers. The strength and advantage of musical-rhythmic activity is that it arises and is based on familiar, exciting play activities in musical games, dramatizations of songs, plot dances, and in the process of this activity, the creative imagination of children develops especially clearly, and their creative manifestations are activated.

Movement for children is a natural process similar to the development of speech. The child’s endless need for movement is caused by the growth of the body. It is known that with the help of movement a child learns about the world and checks the readings of other analyzers. All this confirms the importance and necessity of such a section in preschool education as musical and rhythmic movements.

Nature has endowed children in early preschool age with a remarkable ability that facilitates the process of mastering both movements and speech - the ability to imitate. Imitating an adult, the child masters various types of movements and gradually begins to use them in independent activities, and then combines previously learned exercises and mastered new movements in his own way.

Musical-rhythmic movements are one of the most productive types of musical activity from the point of view of developing the musicality of preschool children and the formation of their creative personality traits. Rhythm is the transmission of the content of music, its character, images through movements; it is an emotional response to music. New life dictates a new rhythm in everything, and interest in all “bodily” techniques allows us to look at musical and rhythmic movements in preschool education from new positions. Musical-rhythmic movements provide an outlet for the child’s increased motor energy, contribute to the organization of a rational motor mode of the preschooler and the development of his musicality. They learn to control their body, and music brings its characteristic harmony to this process. After all, all musical and rhythmic movements fulfill a common task: to achieve the unity of the nature of movements and music.

Rhythmic exercises provide physical activity and promote the child’s physical development and strengthen the child’s body. In the process of musical-rhythmic education and performing movements to music, children develop a general outlook, artistic taste is formed, and their creative abilities develop. Thus, we can say that musical-rhythmic movements are an important means of forming a child’s bodily-motor experience, and, consequently, the development of his personality.

In the context of the modernization of physical education, the problem of developing new effective methods of physical education for preschool children and searching for such combinations of means, methods, and forms that would increase children’s interest in physical education, create a positive emotional background for them, intensify motor activity, and promote comprehensive development of motor qualities.

The traditional approach to the use of means and methods of physical education is not always sufficient to increase the functional capabilities of children's bodies and the effective development of basic motor qualities. The use of an unconventional technique - rhythmic gymnastics, helps to captivate the child and develop the need to engage in physical education. And subsequently, the habit of doing physical exercise on your own, thereby attracting children to a healthy lifestyle. Insufficient motor mode is one of the reasons for the weakening of the child’s body. Regular rhythmic gymnastics will help compensate for the lack of physical activity, as well as make up for additional physical activity in hyperactive children who need it.

Currently, rhythmic gymnastics is one of the most popular forms of physical education. The positive effect of rhythmic gymnastics on the body is confirmed by a number of domestic and foreign researchers. It promotes a rapid transition of the body from sleep to wakefulness, adjusts the central nervous system to the working rhythm, and prepares the body for upcoming vigorous activity. Rhythmic gymnastics is a set of physical exercises (walking, running, jumping, etc.) performed to music. Rhythmic gymnastics (also known as aerobics) is used for health purposes. The rhythmic gymnastics complex itself consists of a set of general developmental exercises for a variety of muscle groups. And almost every movement can be considered as a movement to develop coordination. And since the age of 4-7 years, in terms of the functional capabilities of children, the nature of the genetic development of motor function, is favorable for the development of many motor manifestations, including coordination ones, it is during this period that work on the formation of coordination movements must be carried out more intensively. In addition, senior preschool age plays a special role in the development of the child: during this period of life, new psychological mechanisms of activity and behavior begin to form. The age of 5-7 years is characterized by an intensification of the growth process: in a year a child can grow by 7–10 cm. Body proportions change. Movements are improved, children's motor experience expands, and motor abilities actively develop. Coordination and balance stability, which are so necessary when performing most movements, are noticeably improved. In children, large muscles of the trunk and limbs actively develop, but small muscles, especially the hands, still remain weak. Particular attention should be paid to the development of fine motor skills. An older preschooler performs most physical exercises technically correctly. Children show interest in their health. The child does not get tired so quickly and becomes more resilient. Thus, a complex of rhythmic gymnastics must be selected not only useful, but also entertaining, otherwise the desired result may not be achieved.

The set of rhythmic exercises is selected according to the principle from simple to complex, so children’s performance of coordination movements does not encounter any obstacles. Having learned a simple movement, various elements are added involving the arms, shoulders, and head. This is what contributes to the development of the ability to control the movements of your body. The structure of the exercises is unusual, so children like to do them with musical accompaniment. Under the influence of music, movements become clearer, rhythmic, and coordinated. Musical and rhythmic movements help the child learn to control his body, coordinate movements, coordinating them with the movements of other children, teach him to navigate in space, strengthens the basic types of movements, and promotes the development of dance and dance elements. The content of rhythmic gymnastics consists of general developmental exercises, so it is permissible to conduct it with preschool children. However, the age characteristics of children, motor mode, and rapid fatigue from performing the same exercises are observed.

All movements of rhythmic gymnastics can be conditionally classified as follows:

exercises for the arms and shoulder girdle. exercises for the muscles of the neck and torso. exercises for the legs and muscles of the whole body. Taking this into account, the content of rhythmic gymnastics classes for preschoolers includes exercises familiar to them: running, jumping, various types of walking; rhythmic movements combined with half-squats, side steps, expressive hand movements. Small wave-like movements of the body complement the exercises, turning them into a kind of sports dance. General developmental exercises in rhythmic gymnastics are performed from different starting positions: standing, sitting on the floor, lying on the stomach, back, side, in various supports.

Rhythmic gymnastics with children can be done in various ways:

In the form of physical exercises of a health-improving and training nature (a complex of rhythmic gymnastics is offered to children of senior preschool age, lasts 20-25 minutes). In the form of “rhythm blocks” used as part of physical education classes (lasting 10-30 minutes). When carrying out morning exercises, which enhances its healing and emotional effect. In children's demonstration performances at sports festivals (elements). Rhythmic gymnastics is carried out in the hall, in which wet cleaning and ventilation are first done. Classes are carried out with open windows or transoms, which provides ample access to fresh air. Children's clothing is lightweight, with cloth slippers or terry cloth, woolen socks, and leg warmers on their feet so that the child's feet do not get cold. The teacher is dressed in sportswear - this makes it more convenient to demonstrate exercises, especially from the starting positions sitting and lying down.

Each rhythmic gymnastics complex is used for 1 month. We learn exercises during morning exercises, in physical education classes, and individual elements in music classes, walks, and during outdoor games.

The structure of rhythmic gymnastics

Rhythmic gymnastics complexes include 3 parts.

Introductory - takes 7 - 10% of the class time, movements are performed at a moderate pace with a gradual increase in tempo. The introductory part consists of exercises that directly affect the child’s entire body. These are movements of a dynamic nature: walking, running, jumping. Rhythmic gymnastics complexes can begin with a wide variety of walking and running options. There are no more than four such options. Then follow general developmental exercises. Here the main goal of gymnastics is achieved - training large muscle groups, improving coordination of movements, and the ability to clearly and rhythmically perform exercises to music.

The main one takes 75-80% of the time, the exercises are carried out at a fast pace. At the beginning of the main part, a series of warm-up exercises follows: raising your arms up to the sides; exercises for the neck muscles: various head tilts, accompanied by a springy squat or walking in place without lifting the toes off the floor. Some exercises may have several variations in which the movements become gradually more complex. These exercises are performed from the same starting position. The next series of exercises is loading. Intensive exercises are used here: various bends, body swings, lunges, squats. For example, exercises “Bumblebee”, “Butterfly”, “Crane”, etc. this series of exercises takes place at a fast pace. When children perform exercises, special attention is paid to posture. This is followed by a ground floor series of exercises from starting positions sitting and lying down. This group of exercises is designed to develop spinal flexibility, strengthen the back muscles, abdominal muscles, and develop leg muscles. Here I use such exercises as “Tumbler”, “Breeze”, “Cradle”, “Frog”, “Basket”, etc. All exercises are performed at a moderate pace, as they require the most energy. The main part ends with a series of dance and running exercises. It takes place at an intense pace, with one exercise quickly followed by another. Various types of running and jumping are also used. Particular attention should be paid to the breathing of children.

Final – takes 10-15% of the time, includes relaxation exercises with deep breathing with a gradual decrease in the pace of their implementation in order to restore the body after stress and bring it to a state close to the original one. The exercises have their own name, this helps children correctly understand the nature of their implementation. The individual abilities of the children in the group and the conditions of the kindergarten should be taken into account. It is important to be gradual when increasing the load.

Rhythmic gymnastics helps develop coordination in preschool children.

Coordination is the ability to coordinate the movements of different parts of the body. The individual elements of movement are combined into a single motor action, which is performed economically, not tensely, plastically, clearly. Movements of the torso, head, arms and legs are made in three planes in relation to the body: facial, lateral, horizontal.

Movements of the arms and legs in relation to each other in space can be:

same name - movements coincide in direction (for example, the right arm and leg are moved to the right); opposite - performed in different directions (for example, during jumps, the right arm and left leg are raised and vice versa). Movements performed with arms or legs can be:

unidirectional (for example, both arms are raised up), multidirectional (for example, one arm is raised up, the other is moved to the side). simultaneous (for example, lying on your back, raising and lowering both legs); alternately (for example, standing, hands on the belt, first one leg is put on the toe, then the other); sequential - movements of the arms or legs follow one after another with a lag of half the amplitude (for example, standing, rotational movements of straight arms: while the right one is at the top, the left one is below, they seem to catch up with each other). It is easiest to coordinate movements if they are simultaneous and unidirectional; The greatest difficulty for preschoolers is caused by alternating movements. The most complex movements, accessible only to children of senior preschool age, are opposite and multidirectional movements.

Coordination of movements is impossible without spatial orientation; it is a necessary component of any motor action. In general developmental exercises, spatial orientation develops quickly, since visual and musculocutaneous sensations are simultaneously involved here, at the same time, the exercises are accompanied by explanations, instructions, and commands from the teacher.

The development of dexterity is directly related to the improvement of coordination abilities, spatial and temporal orientation, since dexterity is determined by the ability to quickly rearrange motor activity in accordance with a suddenly changing environment. These exercises place increased demands on attention, intelligence, and speed of reaction, since conditions can change quickly and unexpectedly.

Of the general developmental exercises, the greatest influence on the development of dexterity is exerted by general developmental exercises in which there is a quick change of posture (for example, from a sitting position with legs outstretched, lie on your stomach (back), roll around yourself in one direction, the other, sit down again); requiring coordinated actions of two or more children (for example, exercises in pairs, sitting opposite each other, exercises in subgroups with large gymnastic hoops, with long sticks, in a column - when passing the ball, etc.); with some objects (balls, jump rope, etc.). Agility exercises depend on the presence of motor experience, on the level of coordination in performing simple, isolated, as well as complex combinations of movements.

Coordination and dexterity of movements are impossible without the development of the balance function; for children, the more preferable combinations are symmetrical movements of the arms and unidirectional movements of the arms and legs. These coordination relationships are performed by children without special training and more accurately and coordinated. Teaching children to voluntarily perform coordinated actions increases the ability to regulate and balance their own actions, improves voluntary tension and relaxation of muscles, teaches the child to regulate and balance their movements, perform them with the greatest economy of force, and is a means of learning the capabilities of their motor system.

The correct selection of musical accompaniment not only improves the quality of movements, but also gives them special expressiveness, therefore the music accompanying rhythmic gymnastics should have a positive effect on the emotional state of children, the development of coordination of movements, hearing, and musical memory. The choice of music is determined by the nature of each exercise, as well as the level of aesthetic preparedness of the child. Music should have a positive effect on the emotional state of children.

The task of rhythmic gymnastics is not only to give a load and then bring it back to normal. It is important that children leave the hall in high spirits. This will be greatly facilitated by the music playing after the final part. She should be cheerful and cheerful. It is advisable to begin and end a rhythmic gymnastics lesson with the same, always cheerful and intense piece of music.

The coordinated actions of the physical education instructor and the teacher contribute to the effective implementation of rhythmic gymnastics in kindergarten. When introducing children to new general developmental exercises, the physical education instructor shows how to perform the exercise correctly, and the teacher monitors the correct execution of the exercises and helps the child with action - guides, supports.

Following the recommendations of the physical education instructor, the teacher organizes individual work with children who are lagging behind in mastering the program material, activates sedentary and weakened preschoolers, while taking into account the age characteristics of the children and their interests.

Thus, rhythmic gymnastics is an excellent means of versatile physical development and aesthetic education of a child, which originates far in the depths of history, which not only has a beneficial effect on all systems of the body (cardiovascular, respiratory, excretory, etc.), but also relieves mental stress, increases mental and physical performance, and improves well-being. And since the structure of rhythmic gymnastics is quite flexible, it is widely used in preschool institutions.

Kuznetsova M.N. System of comprehensive measures for improving the health of children in preschool educational institutions: A manual for health workers and educators. – M.: Arkti, 2002. Menkhin Yu.V., Menkhin A.V. Health-improving gymnastics: theory and methodology. Rostov n/d: Phoenix, 2002. Osokina T.I. Physical education in kindergarten: A manual for kindergarten teachers. – M.: Education, 1978. Penzulaeva L.I. Physical education classes with children 5-6 years old: A manual for kindergarten teachers. – M.: Education, 1988. Utrobina K.K. Entertaining physical education in kindergarten for children 5-7 years old: Notes on non-traditional activities and entertainment in the gym; notes on breathing exercises and acupressure; fun training, sports, didactic and outdoor games. – M.: GNOMiD, 2004.