Programs based on the synthesis of the arts. Program for the development of musical perception in children "synthesis"

EDUCATIONAL PROGRAM

ARTISTIC AND AESTHETIC DEVELOPMENT OF CHILDREN

PRESCHOOL AGE (3 TO 7(8) YEARS)

"JOURNEY TO THE BEAUTIFUL"

("SYNTHESIS OF ARTS")

O.A. Kurevina

EXPLANATORY NOTE

Conceptual foundations of the program

Art plays a huge role in the formation of a spiritually developed personality, in the improvement of human feelings, in understanding the phenomena of life and nature.

Communication with works of art reflects reality in all the range of its manifestations. This not only contributes to the formation of sensory organs, set to perceive certain types of art, but also activates the aesthetic consciousness, i.e. allows a person to move from a psychophysical attitude to works of art to an analytical attitude towards them.

Communication with art improves aesthetic taste, allows you to adjust your aesthetic ideal, correlate the value orientations of different eras and peoples.

The task of aesthetic education in education should be reduced to the constant development of the intellectual and sensual principles in a person. Through familiarization with art, a person's creative potential is activated, and the earlier the foundations of this potential are laid, the more active will be its manifestation in familiarization with the artistic values of world culture.

What is fundamental in this program for preschoolers?

First of all, understanding of art as a holistic spiritual world, giving the child an idea of reality, of its laws, of himself. Art is not only a means by which the purposeful development of the child's personality is carried out, but also a spiritual experience of pleasure, an object in which the child seeks and finds for himself correspondences and inconsistencies, harmony and disharmony, truth and plausibility.

Secondly, art, given to us in the system of art forms that specifically reflect reality through sign symbols that make up their language, is a unity of these types, because a single material world, due to its versatility, can only be reflected through a single spiritual image, which is art.

Thirdly, by its very nature, art came from the game, from imitation. Consequently, art is close to the child as a form of adaptation in life with its playful nature, when reality and unreality are very relative for the child, and faith in fiction is defensive reaction from the aggression of the surrounding reality.

Thus, the paradigm of thinking, which is the basis of the relationship between life and art, reality and play, becomes the core on which the child's knowledge about the world, about art, about himself is strung. If the division of art into separate types is a metaphysical process that helps to understand the features of literature, music, painting, theater and other types of art, then the reverse process - synthesis (combining knowledge about individual types of art into a single alloy) will help create in the child an idea of the image of the world in its eternity and infinity, in its indivisibility.

Purpose and objectives of the program

The aim of the program"Journey to the beautiful" is the creation of a holistic picture of the world based on the integration of the inner image underlying the child's imagination, and the artistic image, which is the form and content of art, reflecting the world and the person in it. The way of knowing the world in this context is from the surrounding world to a person, from a person and his inner world to art as an image outside world. Thus, the child is the center of the universe, revealing the beauty of the world and art through his inner self.

Course objectives:

- to form the skills of perception of works of various types of art;

– stimulate creative activity, freedom, emotional looseness;

- develop imagination and associative thinking.

Tasks are implemented taking into account age features children, the level of their mental, intellectual and physical development. Reliance in the practical implementation of the program "Journey to the Beautiful" - on the child, his direct reaction to the work of art.

Methodological bases of the course.

The main approach recommended in the training under the "Synthesis of Arts" program and implemented in the educational and methodological set of the "Journey to the Beautiful" course is personality-oriented, i.e. taking into account the specific features of the development of children of this age group, and the psychophysiological characteristics of each child.

When implementing the course, it is necessary to take into account its developing - teaching nature, which determines the leading methodological principles.

The principle of activity. In class, the child is in ongoing process discovery of new knowledge. Action (game) is a way of cognition, experience, participation, both on the part of the child and the teacher.

The principle of variability. Each teacher has the right to offer in the classroom similar empirical material that does not contradict the position of the authors. In turn, the child is provided with opportunities for optimal self-expression through the exercise of the right to choose solutions to problem situations. The main methodological rule is that a child is always right if he can explain his point of view.

The principle of creativity(organizations creative activity). The teacher provokes and encourages the creative activity of children, creating situations in which each child becomes an artist, poet, artist, and realizes his creativity through collective and individual activities.

The principle of continuity. The process of aesthetic development does not end at art synthesis classes, but continues in a group, on a walk, in a family, in the system of additional education. The development of a personal position and the goal-setting of its actions are the key to optimizing the learning of preschoolers.

The principle of humanity. Love for life, love for art, love for a child! Without this trinity, it is impossible to form a personality, it is impossible to create a creative atmosphere in the classroom, each of which should become the only and unique for the child.

The course "Journey to the Beautiful" is built taking into account the constant complication of the material, its development and enrichment. The architectonics of the course is a spiral along which the child ascends to knowledge from simple to complex, from knowledge about the aesthetic originality of the surrounding world to knowledge about the features of works of various types of art.

The most important tool for organizing learning activities is a collective dialogue, in which the teacher includes each child in the conversation-communication. Any training example is mastered not through re productive activity, but through a productive one, because the child himself makes a choice, based on his aesthetic ideas and life experience.

Each lesson retains an element of unpredictability, surprise, novelty for children. Improvisation is necessary for both the teacher and the child, because only it makes it possible to repeatedly play the situation in search of truth, and this search must be carried out jointly.

Planned results of mastering the educational program - the formation of a holistic, self-sufficient personality with a broad outlook, a stock of necessary value orientations, without which the limited existence of a person in the world around us is impossible.

The program is provided with the following benefits.

1. Kurevina O.A., Linnik O.A. Doll Tanya: A guide to artistic and aesthetic development for children 3-4 years old. – M.: Balass. – 64 p.

2. Kurevina O.A., Selezneva G.E. Journey to the beautiful: A guide to artistic and aesthetic development for children. Part 1 (4–5 years). – M.: Balass. – 64 p.

3. Kurevina O.A., Selezneva G.E. Journey to the beautiful: A guide to artistic and aesthetic development for children. Part 2 (5–6 years). – M.: Balass. – 64 p.

4. Kurevina O.A., Selezneva G.E. Journey to the beautiful: A guide to artistic and aesthetic development for children. Part 3 (6–7(8) years). – M.: Balass. – 64 p.

5. The main educational program of preschool education "Kindergarten 2100". Collection of materials in 3 parts. Part 2 school age. / Under scientific. ed. O.V. Chindilova. – M.: Balass, 2014. – 240 p. (Educational system "School 2100").

Technical training aids to ensure the implementation of the work program:

multimedia projector.

The Journey to Beauty program for children aged 4-7 (8) years complies with the following provisions:

4-5 years - the formation of ideas about the specifics of the perception of various types of art (32 hours);

5-6 years - the formation of skills for perceiving the content of works of various types of art. Acquaintance with the genre diversity of art (32 hours);

6-7 (8) years - the formation of skills in the analysis of works of art based on the means artistic expressiveness(32 hours).

The following tables present the main areas of work for the implementation of the program, based on the idea of integrating different art forms.

6–7(8) years

In the group preparatory to school, the main task of the teacher is to develop in children the skills of analyzing works of art based on the means of artistic expression.

Speech development

Music

art

plastic, rhythm,

theatrical forms

1. Fundamentals of perceiving the mood of works of art

Give an idea of the expressiveness of the word in literature.

Learn to select synonyms and antonyms for words, use words with epithets

To give an understanding of the modal originality of a musical work.

Learn to perceive major and minor sounds.

To reveal the features of the picturesque color.

Talk about cold and warm tones; reveal the features of the texture of natural material.

Learn to distinguish between warm and cold tones, find them in the picture.

To give an idea of the possibilities of plasticity in the transfer of various emotional states.

Learn to use facial expressions and gestures to express various emotional states.

Learn to speak emotionally, ask questions, answer them, using the richness of voice intonation.

Give an idea of the pitch correlation of sounds.

Learn to distinguish the sounds of the lower, middle and upper registers.

Talk about the meaning of color saturation (texture) of the picture.

To learn to identify the dominant colors, their emotional meaning in the picture, to compose compositions from natural material based on the color dominant.

To give an idea of the plasticity of "living pictures".

Learn to make "living pictures" on a given topic.

2. Fundamentals of perception of the tempo-rhythm of works of art.

Give an idea of the rhythmic organization of poetic speech.

Learn to convey it clearly when performing.

Describe the rhythmic organization of music.

To learn to repeat a given rhythmic pattern and various rhythmic correlations, the rhythmic pattern of learned songs, pieces of music, durations and combine them

Tell about the rhythmic organization of picturesque and sculptural images.

Learn to highlight the rhythm of lines, color spots, spatial relationships of the picture, volumetric forms in sculpture.

Give an idea of the rhythmic organization of movement.

Learn to perform movements of various rhythmic patterns.

Tell about the features

sound dynamics and speech tempo.

Show the possibilities of tempo in creating a musical image.

Learn by ear to identify fast, slow, moderate tempos.

Give an idea of musical dynamics. Learn to distinguish between F, P, mf

To give an idea of the possibility of conveying movement in painting and sculpture.

Learn to define movement in painting, sculpture and its character.

Give an idea of the nature and pace of the movement.

Learn to move at a given character and pace.

3. Fundamentals of the compositional structure of works of art

Describe the structure of speech.

Learn to distinguish phrases and sentences in oral speech.

Provide an understanding of music

phrases and sentences.

Learn to highlight musical phrases and sentences in songs.

To give an idea of the different nature of the picture, the ratio of the image of objects in a linear perspective.

Learn to determine the location of objects on the canvas of the picture.

Learn to place natural material on the plane of the sheet.

Talk about the spatial correlation of the surrounding world.

Learn to navigate in space, rebuild in it.

Give an idea of the structure of a poetic and prose work.

Learn to identify a poetic stanza.

Give an idea of the melody and accompaniment.

Learn to identify the melody and accompaniment in a piece of music.

Tell about the features of the structure of the picture according to the plans.

Learn to define those plans.

To give an idea of the main and secondary characters in plastic sketches and dramatizations.

To teach meaningfully, to fulfill their role in plastic sketches and dramatizations.

Talk about the plot sequence when compiling oral stories.

Learn to compose short stories according to predetermined plot lines.

Describe the composition of a piece of music.

Learn to perceive compositional construction by ear.

To give an idea of the role of details in works of painting and sculpture.

Learn to identify them.

Tell about the elements of stage composition (mise-en-scene, phenomenon, stage, action).

Learn to act according to a given plot scheme in the intended circumstances.

Approximate thematic planning classes on the manual "Journey to the beautiful", part 3

(6–7(8) years)

In accordance with the federal basic curriculum and sample programs for preschool education, the Journey to the Beautiful course is studied for 32 hours. According to thematic planning - 28 hours. In accordance with the curriculum, classes are held once a week.

	Section topic	Topic of the lesson
	Waiting hall	Together again!
		On the excursion
	Mood Hall	Human mood in art
		Word-mode-color
		The mood of nature in art
		Play the mood!
	Hall of contrasts	High - low
		Loud quiet
		Fast slow
		Playing a fairy tale
	Recreation hall
	Hall of alternations	Word-sound-spot
		Word-sound-spot-gesture
		line-melody-movement
		Pause in art
		Rhythm in life and art
		Merry Christmas!
	Hall of compositions	Part and whole
		Ensemble
		Development
		Main and secondary
	Recreation hall
	Hall of Images	Reality and image
		The world of folk images
		Fantasy and image
		Associations
		Image-perception
		Score
	Theater Hall	Theater Journey
	familiar hall	Repetition
		Repetition
		Repetition

Planned substantive results on the organization of artistic and aesthetic activities.

Emotionally reacts to works visual arts, musical and works of art, the natural world;

Able to establish a connection between the action and the emotional state of children and adults depicted in the plot pictures;

Selective in preferring different mood music;

Changes the nature of the movement in accordance with the mood and character of the music;

Creatively reflects the impressions of children, adults, characters of works of art in the drawing;

Adjusts his movements to the rhythm, beat and tempo of a piece of music;

In joint projects with adults and in partner children's projects, he creates attributes for the theatricalization of episodes of his favorite works of art and his own fairy tales;

Unfolds game plots based on musical works;

Able to compare his impressions of different pieces of music;

Expresses his preferences when choosing music;

Independently determines various means of musical expression, distinguishes between correct and incorrect intonation of a melody;

Elementary analyzes musical forms, different genres and styles of music.

Personal, meta-subject and subject results of mastering the course

Personal UUD:

Improvise, convey character in musical and creative activity.

Setting on a healthy lifestyle, creating your own movements, taking into account proper breathing, conveying emotions through facial expressions, movements.

Understanding social functions music (cognitive, communicative, aesthetic, etc.) in the lives of people, society, in their lives.

About the understanding of the interaction of arts as a means of expanding ideas about the content of musical images, their influence on the spiritual and moral development of the individual.

Understanding the vital content of folk, religious classical and modern music, identifying the associative links of music with literature, fine arts, cinema, theater in the process of mastering musical culture their region, Russia, the world, various forms of music-making, participation in research projects.

And the use of the methods of musical and artistic development of the world obtained in music lessons in extracurricular (out-of-class and out-of-school), leisure activities, in the process of self-education.

Cognitive UUD:

Distinguish and analyze moods, feelings, character expressed in music.

Make a preliminary selection of sources of information: navigate in the textbook (on the spread, in the table of contents, in the dictionary).

Get new knowledge: find answers to questions using a textbook, your own life experience and information received in the lesson.

Process the information received: draw conclusions as a result of the joint work of the whole class.

Compare and group works of fine art (according to visual means, genres, etc.).

Transform information from one form to another based on the algorithms specified in the textbook and workbook to independently perform creative tasks.

Navigate in your system of knowledge: to distinguish the new from the already known with the help of a teacher.

Regulatory UUD:

Speak the sequence of actions in the lesson.

Learn to distinguish the right task from the wrong one.

To learn together with the teacher and other students to give an emotional assessment of the activities of the class in the lesson.

Learn to work according to the plan proposed by the teacher.

Perceive study task, choose a sequence of actions, evaluate the progress and result of execution.

Build logical reasoning, draw analogies, use generalized methods of action.

Understand the learning task of the lesson and implement its solution under the guidance of the teacher in the process of performing learning activities.

Learn the rules of working in a group.

Communicative UUD:

Participate in choral, ensemble performance, work in pairs, groups.

Be able to use the language of fine arts.

Be able to convey your position to the interlocutor.

Express your thoughts orally and in writing (at the level of one sentence or a short text).

Be able to listen and understand the statements of interlocutors.

Jointly agree on the rules of communication and behavior at school and in art classes and follow them.

Learn to work cooperatively in a group.

Learn to distribute work between project participants; understand the overall objective of the project and accurately perform their part of the work.

Understand the overall goal of the project and do your part of the job accurately.

Be able to perform various roles in the group (leader, performer, critic).

Synthesis of Arts Program edited by O.A. Kurevina, G.E. Selezneva for children aged 3-7 is an integral part of the School-2100 Educational System preschool. This program is developing - educational and is aimed at the formation of an aesthetically developed personality, at the awakening of creative potential based on an integrated approach to various types of art: music, painting, literature, plastic arts, theater; combining knowledge about individual types of art into a single alloy; integration of the inner image underlying the child's imagination, and the artistic image, which is the form and content of art, reflecting the world and the person in it. Thus, music lessons outgrow in art classes .

The Synthesis of Arts program is one of a kind. Such a deep integration of objects of the aesthetic cycle is not present in existing programs on musical education preschoolers. In the Synthesis of Arts program, the musical material for listening becomes more complicated, various classical works by Russian and foreign composers are presented in a wide range.

In modern conditions of the development of society, the modernization of the educational process in Russia, work is becoming especially relevant not only in schools, but also in the initial links of the system. The process of teaching children who are in home education is not amenable to a clear description and analysis, so we will consider the process of education and upbringing in preschool institutions: kindergarten where there are strict regulations and standards.

The kindergarten has a certain number of groups for children, usually from three to seven years old. Kindergartens that have one or more early age groups are called "nurseries-kindergartens", others that are fully focused on children up to three years old are called nurseries. Since we are interested educational process children of early age, in the future we will consider all preschool educational institutions where there are groups of early age, denoting them with the abbreviation DOW.

There is a certain standard and requirements for preschool education. Until 1989, all preschool institutions in Russia worked according to a single standard program, but now there is wide selection a variety of programs, innovative technologies, since social changes have affected all levels of education. More attention was paid to folklore, local traditions and customs, the development of logical thinking, environmental education and aesthetic development involving all types of arts: theater, choreography, music, painting. In 1999, and then in 2002, 2004, catalogs were published - lists of programs and educational publications recommended by the Ministry of Education of the Russian Federation.

Currently, any preschool institution is independent in choosing from a set of recommended programs, as well as in developing its own, so a number of programs can be used in each preschool educational institution.

The choice of programs, as a rule, often depends on the type preschool:

Kindergarten;
Kindergarten with a priority direction (intellectual, aesthetic, physical, etc.);
Kindergarten of a compensating type with the implementation of the correction of physical and mental abnormalities;
Kindergarten of a combined type, consisting of a different combination of groups: compensatory, general developmental, etc.);
Child Development Center - a garden with the implementation of physical and psychological development, correction and improvement of all pupils.

If an ordinary kindergarten (DOE) implements one standard integrated program, then in a kindergarten with a priority direction, in addition to the integrated one, one of the specialized (partial) programs is used, and several such programs are used in the child development center.

The comprehensive programs provide for a system of measures to protect and improve the health of children, and the pedagogical process covers all the main areas of child development: physical, social, cognitive, speech, aesthetic.

Thus: complex or general developmental programs are programs that include all the main areas of educational and educational work of the preschool educational institution.

Partial (specialized) programs have a certain priority direction: social, cognitive, aesthetic, environmental, and are designed to implement individual tasks.

There are also a number of programs and teaching aids for musical education, which, in turn, can also be divided into broader and narrower programs according to their focus. These programs will be discussed in this article.

A number of programs is a kind of complex of several programs. Rosinka can be considered such a complex. It is aimed at the versatile aesthetic development of children, involving not only music, but also painting, ecology and physical education. "Beauty - joy - creativity", "Synthesis" - these are complexes of several programs for aesthetic development. A number of programs prioritize the study of folklore. They are complex in content, since they combine musical folklore, folk choreography, and the study of the traditions and way of life of the people. There are a number partial programs, which can be safely called "narrowly" musical, moreover, they consider only certain types musical activity: listening to music "Musical masterpieces" by O. Radynova, playing musical instruments "Orchestra in kindergarten" by L. Merkulova, musical and rhythmic movements "Rhythmic mosaic" by A. Burenina. This is how we divided all the existing and currently used specialized programs for aesthetic development in general and musical development in particular. The most fully analyzed are those programs that are addressed to young children.

During the existence of the USSR, most of the country's preschool institutions worked according to program of musical education in kindergarten N. A. Vetlugina published in 1981.

The goal of the program is to develop a child's general musicality. This is achieved through the musical activities of children. N. Vetlugina distinguishes 4 types of activity: perception of music, performance, creativity, musical - educational activities. The program highlights 3 forms of classes - frontal (with the whole group), small subgroups and individual. In each form of classes, all types of performance should be present: singing, musical and rhythmic movements, playing children's musical instruments. The scope of the main types of performance is expanding due to the inclusion of elements of song, game, dance creativity.

In working with children of age groups, the same tasks are solved, which are successively more complicated, i.e. the concentric method of constructing the program is used.

The main goal of the program is to master actions, skills and abilities in the field of music perception, singing, movement and playing musical instruments.

The repertoire for listening to music in the program of N. A. Vetlugina is based on the works of Soviet classical composers. For a more complete perception of the work by children, the author recommends using various visual aids – literary text, symbols, cards corresponding to the nature of the play, the movement of the melody. It is recommended to listen to one work for several classes in a row, with each listening focusing on the form of the work, means of expression, rhythm, etc., but the repertoire for listening is not written out and is not precisely defined.

In the section "Singing on music lessons»Attention is focused on the use of chants - exercises, the repeated repetition of which develops the correctness and purity of intonation. N. A. Vetlugina believes that for a full perception of music, it is necessary to teach preschoolers to sing from notes. The technique of teaching singing from notes is set out in the "Musical Primer".

Musical-rhythmic movements help children most fully perceive a piece of music, a musical image. It is important to follow the expressive execution of movements in the classroom. For rhythmic lessons, mainly folk music and music written for children by Soviet composers are used.

For performance by the orchestra, N. A. Vetlugina recommends using works previously learned from the program for singing, listening or rhythm. In the process of playing musical instruments, elementary performance skills are formed through which the child could express his mood, his feeling of music.

N. Vetlugina's methodical manual "Musical education in kindergarten" was also published. The manual consists of three sections, which sequentially cover the following issues:

general characteristics of musical education;
definition of tasks and content of musical education;
types of musical activity;
development of musicality in a child;
forms of organization of children's musical activity;
music lessons;
independent musical activity of children;
music in the daily life of the kindergarten;
holidays and entertainment;
methods of musical education in different age groups.
- Early and junior groups preschool age;
- Middle group;
- Senior group;
- Preparatory group for school;

Very indicative in N. Vetlugina's manual is the presence of the "Planning the musical repertoire" scheme, which clearly shows the distribution educational material in one block (from September to November). The scheme presents the material, but not the construction of the lesson, it is assumed that the teacher independently chooses the option that is more suitable for him for a particular period of study. At the same time, the forms of classes are limited to only three types: frontal, by subgroups, individual, since they have a strict structure - all types of musical activities of children should be used in one lesson: singing, movement, playing instruments, listening to music.

There are certain shortcomings that emerged in the process of implementing this program: the inexpediency of teaching absolute notation, the limited musical repertoire for listening to music. This is probably why this program is currently little used, either being considered “outdated”, or under the onslaught of new, more narrowly focused modern programs.

Currently, there are many programs for the musical education of preschoolers, for teachers there is an opportunity to choose the program that seems to him the most appropriate for the musical education and aesthetic development of children.

In a number of programs, special attention is paid to intellectual, creative, artistic and aesthetic education. These are: “Dewdrop” (from 3 to 7 years old), “Beauty - joy - creativity” (from 2 to 7 years old), “With a brush and music in the palm of your hand” (from 3 to 10 years old), “Synthesis of arts in aesthetic education”, “In the world ballroom dance"(from 5 to 7 years old), "Journey to the country of choreography" (from 4 to 7 years old), "In the world of musical dramaturgy" (from 3 to 7 years old), " Magic world theatre” (from 5 to 7 years old), “ Theater - creativity- children".

Despite the fact that the program of general aesthetic development of preschool education ROSINKA by the authors Kutsakova L. V. and Merzlyakova S. I. is designed for children from three years old, it is of particular interest to us. The main provisions of the program are: “the disclosure of the child’s personality, his individuality, the development of his creative potential, free, without pressure from an adult, based on the child’s self-expression, his self-development, on cooperation and co-creation, using only humane methods and techniques, without prohibitions and categorical appeals ", should be actively used from an early age.

The name is made up of the first letters of definitions that characterize the qualities of the child: developed, educated, independent, initiative, unique, cultural, actively creative. ROSINKA is a pedagogical system for the upbringing and development of preschool children from 3 to 7 years old. This is a set of programs for the physical culture, health, artistic, aesthetic, intellectual, social and environmental development of preschoolers. A rather voluminous section is devoted to musical activity, where the main tasks for musical activities in the garden are written out.

The program aims teachers at organizing children's search activities, since it is children's creativity that manifests itself in the search process, since this is how "children's natural curiosity develops, an active attitude to the environment is formed, their life experience is enriched" . It is appropriate to attribute these provisions to an early age, since it is experiment and search that are the basis of children's activity (N. Poddyakov).

So music, the artistic word helps to develop in children the ability to compare, contrast the various emotional and figurative content of works of fine art and the mood of wildlife. The nature of music encourages children to look for ways to convey the emotional state on their own, through plasticity, intonation, dance, and then display it in their artistic and practical activities - in drawing, modeling, artistic work. "All this makes it possible to bring children to a holistic meaningful perception of specific phenomena, events, range of feelings." The program draws attention to the abundance of cyclograms and diagrams, reflecting the forms of musical activity, types of musical activities; the appendix contains exemplary summaries of various activities and holidays, entertainment. In each age group the sections devoted to the types of musical activity are highlighted, the tasks of musical development are defined and general recommendations are given. The musical repertoire is not written out, since the authors emphasize that it is easier for the teacher to independently take the initiative in the selection of the repertoire. Unfortunately, this program does not consider early age.

The second edition of the aesthetic education program for children from 2 to 7 years old “Beauty. Joy. Creativity” by T.S. Komarova, A.V. Antonova, M.B. Zatsepina, revised and supplemented, published in 2002.

The name of the program contains its focus. Through the perception of the beauty of the surrounding world, the child, experiencing positive emotions, on the basis of which feelings of admiration and joy are formed. All this causes the desire of children to convey and capture phenomena and objects through their creativity. Thus, the main goal of this program is the implementation of targeted aesthetic education, which ensures full-fledged mental development, the development of such processes, without which it is impossible to know the beauty of the surrounding life (and art) and reflect it in a variety of artistic and creative activities.

Art in a child's life.
Aesthetic developmental environment.
Beauty of nature.
Introduction to architecture.
Literature.
Visual activity.
Musical activity.
Leisure and creativity.
Creation.

These sections are divided into parts, according to each year of the child's life.

The authors emphasize their basic principles such as “the principles of nationality, cultural conformity, the relationship of aesthetic education with intellectual and moral, the principle of an individual approach (personally oriented approach), continuity in the aesthetic education of children of preschool and primary school age” (p. 4).

In the section "Musical activity" tasks are written out music education and parenting, which include:

development of musical perception; formation of musical culture and musical and aesthetic taste; the acquisition by children of a system of basic knowledge, skills and methods of musical activity, providing a basis for subsequent independent acquaintance with music, musical self-education and self-education;
development of musical abilities (modal feeling, the formation of a sense of rhythm, harmony).
education of musical and aesthetic taste, interest and love for highly artistic music, the desire to listen and perform it;
development of interest and love for the music of one's own people and for national music in order to get acquainted with the spiritual culture of other peoples;
introducing the child to folk, classical and modern songs, the formation of interest and love for singing, choral performance;
formation of the ability to use the acquired knowledge and skills in everyday life and at leisure

At the end of each section, information is provided on the expected results in the learning process for this program.

By the end of the preschool stay, the child:

reacts emotionally to music, while experiencing joy;
listens to her attentively;
can determine the general mood, the nature of the musical work as a whole and its parts; highlight individual means of expression: tempo, dynamics, timbre; in some cases - intonational melodic features of a piece of music;
hears pictorial moments in music corresponding to the title of the play; recognizes its characteristic images;
determines to which genre the listened work belongs (march, song, dance) and on which of the known instruments it is performed;
can express his impressions of music in movement or drawing;
engages in musical movements with great desire, moves rhythmically according to the nature of the music, actively participates in the performance of creative tasks;
sings with pleasure simple songs in a convenient range, performing them expressively and musically;
is able to reproduce and sing cleanly the general direction of the melody and its individual segments with accompaniment;
keeps the correct position of the body when singing, articulates relatively freely; knows how to properly distribute breathing;
masters various ways of playing percussion and high-pitched children's musical instruments: will be able to play in a percussion orchestra, reproduce the general character of a piece of music, its timbre and dynamic colors, as well as rhythm. .

Note that these results are quite achievable, in contrast to those defined in the comprehensive program "Childhood".

Some programs introduce kids to Russian national culture and history. These include programs such as "Amulet" (from 2 to 7 years), "Introducing children to the origins of Russian folk culture, "Musical folk culture" (from 4 to 10 years old), "Gorenka" (from 4 to 7 years old).

Program "Amulet" by E. G. Boronina 2003 is intended for a comprehensive study of folklore in a preschool institution, taking into account familiarization with musical folk art because the study musical folklore in unified system not planned at all. The content of the program is considered in two sections: ethnology and musical folklore. The section "Ethnology" contains three topics: folk calendar, customs and rituals; life and way of life; genres of literary folklore. The section "Musical folklore" reflects various types of musical activities: listening, singing, folk choreography, musical and folklore games, playing folk instruments, folk theater.

Gulenki (from 2 to 3 years old) - an introduction to the world of folklore, where the main activities are listening-perception, games (musical and verbal) and singing (singing along with adults).
Teremok (from 3 to 5 years old) - acquaintance with the basics of folk culture: the study of the folk calendar. The practical material of the program has four sections in accordance with the calendar and has four sections - for each season. Also studied: the theme of home and home comfort, folk costume, elementary round dances and dances, playing children's musical instruments.
Besedushka (from 5 to 7 years old) contains extensive ethnographic and musical material and is aimed at intensive development folk traditions. Serious attention is paid to children's singing and mastering the ability to improvise on folk musical instruments.

This program is currently very actively used by many preschool educational institutions, as well as various teams and circles of additional education. But since folklore is not our goal, we will not analyze these programs in more detail.

A special place is currently occupied by special programs of musical development: "Harmony", "Synthesis" (from 4 to 7 years old), "Tuning Fork" (from 0 to 7 years old), "Baby" (from 2 to 3 years old), "Ladushki" (from 3 to 7 years).

Two programs: "Harmony" and "Synthesis" are focused on middle and senior preschool age, and therefore the only wish to the authors is to continue developing programs for all ages so that the integrity and continuity of education is not violated, so that by the age of 4, the children are prepared for the perception music, and the ability to display its character through plasticity, vocal improvisation or speech.

The program "Harmony" for senior preschool age K. L. Tarasova, T. V. Nesterenko, T. G. Ruban, under the general editorship of K. L. Tarasova.

The program implements a comprehensive holistic approach to the musical development of a child in preschool childhood.

The purpose of the program is the general musical development of children, the formation of their musical abilities in all types of activities available to them. The content of the program is determined by the logic of the formation of musical abilities in preschool childhood at each stage. It includes all the main types of musical activities available to preschool children: listening to music, musical movement, singing, playing children's musical instruments, musical dramatization games. The central place in the program is given to the formation musical creativity in children and the improvisational nature of the classes. The musical repertoire of the program is selected on the basis of a combination of highly artistic and accessible to children works of classical, modern and folk music different eras and styles and is organized into blocks of topics that are accessible and interesting to children. He is fully represented in the anthologies of the musical repertoire and partially in the recordings on audio cassettes.

The program "Synthesis" by K. V. Tarasova, M. L. Petrova, T. G. Ruban and others. is interesting in that it aims to develop the musical perception of children from four to seven years old. It has a broad educational aspect. Its content introduces the child not only into the world musical art but also artistic culture in general. The program is based on the principle of an integrated approach, in which musical works are considered in a single complex with works of fine art and fiction. At the same time, the core art form in the program is music. The program included works accessible to children classical art and folklore. For the first time, along with the chamber and symphonic music the training uses synthetic genres of musical art - opera and ballet.

Program "Tuning fork" by E. P. Kostina 2004, is of greater interest to us, since it covers an early age, and is also closely intertwined with the comprehensive development program "Krokh".

The purpose of the program is a versatile and full-fledged musical education (development, upbringing, training) for children from birth to seven years, corresponding to their age capabilities.

It was developed on the basis of the theoretical principles of the national school of musical education for preschoolers, the founder of which is recognized in Russia as N. A. Vetlugina. These are theoretical provisions on the artistic and figurative basis of the musical activity of preschool children; on the relationship between learning and creativity in musical education.

The program takes into account and presents "modern requirements for educational program, namely:

it has a developing character, is focused on the logical and systemic development of the musicality of each child;
the possibility of developing corrective work with children is laid;
health-improving component is taken into account; the content of the program is focused on creating psychological comfort and emotional well-being of each child.

This program is presented in the form of seven sections - stages of development, covering the entire preschool period from birth to seven years.

In each age step, the main sections are highlighted: characteristics of age opportunities, with a division into general and musical development, tasks and indicators of development. In addition, recommendations addressed to parents are given when using the program at home. The author, writing out a certain repertoire for children to master, at the same time speaks of the right to choose a repertoire. A systematic approach in choosing the studied repertoire makes it possible to logically and consistently complicate musical and artistic images in works for listening. It is noteworthy that the author writes out the repertoire at each stage of development, classifying it by topic. In the third year of development (the third stage of education), the following topics are highlighted: the world of the child; the natural world; the world of animals and birds; world of toys. E. P. Kostina relies on big choice children's repertoire Soviet composers, and composers of the 19th century, partly using arrangements of folk melodies. A large number of pieces of music, selected according to the type of identity and contrast, allows the children, with the help of a teacher, to listen more and more attentively to the differences in pieces similar in mood.

From the fourth stage, such topics as: the objective world, the man-made world, the world of peers and adults are added. As for the implementation of this program, the author refers us to the textbook by O. P. Radynova, A. I. Katinene, M. A. Palavandishvili “Methods of musical education” (M., 1994).

Perhaps it is precisely the lack of developed lesson plans or exemplary lesson notes does not allow educators to more widely apply this program in practice. As for the proposed repertoire, then, of course, a limited number of classical music with an extensive repertoire of children's music by Soviet composers. A certain difficulty for the teacher will be the search for this musical material, since the author is not limited to the works used in all programs.

Program "Baby" by V. A. Petrova provides for the development of musical abilities in children of only an early age in all types of musical activities available to them, contributing to the familiarization of children with the world of musical culture. The basis of the program is the works of the classical repertoire, the rich range of which implies the freedom of the teacher to choose one or another piece of music, taking into account the level of training and development of a particular child. The repertoire has been significantly updated in the program music games. A methodical manual "Music for kids" has also been published. The manual has three sections, each of which is devoted to the musical education of children of a certain age. The first is for infants (the first year of life), the second and third are for the musical education of children in the second and third years of life.

Each section defines:

Characteristics of age features;
Development objectives;
Content and conditions of pedagogical work;
Exemplary musical repertoire.

The musical material of the first two sections includes listening to music, songs, musical and motor demonstrations, dances and games. The author of most of them is T. Babajan. . Her work on the musical education of young children is especially valuable, as it was carried out jointly with leading specialists (psychologists, doctors, methodologists, teachers, a group of active music leaders) and is a model for all subsequent musical material developed and proposed by other music leaders, more

In the third section, devoted to the musical education of children of the third year of life, all aspects of the musical education of children are covered in more detail and the musical material is presented more widely, methodological advice and recommendations are given to music directors. At the end of the third section there is a subsection "Note to the music director" about common mistakes in the work.

This manual includes musical material by Soviet composers, built on the principle of identity and contrast, for example: “Bunny” by G. Frida, “Bunny” by E. Tilicheeva, “Bunnies run through the forest” by A. Grechaninov; "Hares" by E. Tilicheeva. The author has developed 24 additional lessons on listening to classical music for the program "Kid" and made a selection of 54 pieces. It is very important that the works are selected according to the principle of thematic contrast, both program and non-program compositions of various composers are used: from J.-F. Ramo and I.S. Bach to D. Shostakovich and G. Sviridov.

This "Kid" program is used as an additional one by gardens operating under the "Origin" complex program.

Program "Ladushki" in 1998 by St. Petersburg authors I. Kaplunova, I. Novooskoltseva Designed for ages three and up. The purpose of the program is the musical and creative development of children in the process of various types of musical activities: musical and rhythmic movements, instrumental music-making, singing, listening to music, musical and gaming activities (dances, games, round dances). The main objective of the program is to introduce the child to the world of music with joy and a smile. The main methodological principles: the creation of a relaxed atmosphere, the integrity of the approach in solving pedagogical problems, the correlation of musical material with the natural, folk, secular and partly historical calendar.

The program focuses on four age period: younger preschool age (from 3 to 4 years old), middle (from 4 to 5 years old), senior (from 5 to 6 years old) and preparatory (from 6 to 7 years old).

Each musical lesson has a clear structure:

musical-rhythmic movement;
development of a sense of rhythm, playing music;
finger gymnastics;
listening to music;
chanting, singing;
dances, games, round dances.

Holidays in kindergarten;
Games, attractions, surprises;
Top-top, heel (dancing in kindergarten),
Music and miracles (development of musical fantasy);
“Like ours at the gates” (Russian songs in kindergarten);
"Left-right!" (marches in kindergarten);
Development of a sense of rhythm;
Ensemble of spoons in kindergarten;
Orchestra in kindergarten;
Entertainment evenings;
Listening to music in kindergarten;
Complex classes;
Sports entertainment evenings in kindergarten;
We play theater
Holidays in kindergarten;
Lullaby songs.

The program includes the development of music lessons for each month, as well as lesson notes for junior and middle groups, released in 2007. The presence of written musical material and audio recordings eliminates the problem of finding musical and audio material. The development of classes is made taking into account the physical and mental capabilities of children, that is, one lesson in the younger group lasts 15 minutes. The authors also provide parameters for diagnosing children under the program "Ladushki".

In the list of used literature, we find the most used collections of past years, which at present can only be obtained in the personal libraries of teachers. That is why it is important that the authors, when publishing the notes, published the complete musical material, moreover, audio recordings of all the musical material were made, which makes it possible for the music director to dance with the children, alternating "live" performance on the piano with listening to the recording. Unfortunately, a program for early childhood has not yet been published, but most of the exercises in all sections from the program for the younger group are appropriate to use when working with kids.

The following programs are devoted to certain types of children's musical activities: "Elementary Music Making with Preschoolers" (from 5 to 7 years old), "Playing in an Orchestra by Ear" (from 5 to 7 years old), "Orchestra in Kindergarten" (from 4 to 7 years old), "Rhythmic mosaic" (from 3 to 9 years old), "Top clap, kids" (from 2 to 3 years old), "Musical masterpieces" (from 3 to 7 years old).

Program "Musical Masterpieces" by O. P. Radynov, 1999 Designed for children ages three to seven. We'll take a closer look at it because it's currently the only music listening software available.

The purpose of the program is to form the foundations of the musical culture of preschool children. The program contains a scientifically based and methodically built system for the formation of the foundations of the musical culture of preschool children (from three to seven years old), taking into account the individual and psychophysiological characteristics of children and interconnected with all educational and educational work of the kindergarten. The program is aimed at two age groups: from three to five years old and from six to seven years old. The repertoire is based on the use of works of "high art", authentic examples of world musical classics. Fundamental principles of the program (thematic, contrasting comparison of works, concentric, principles of adaptability and syncretism). The content is written out in 6 topics, each of which is studied for one to two months, and then repeated in each age group on new material:

music expresses the mood, feelings, character of people;
song, dance, march;
music tells about animals and birds;
nature and music;
fairy tale in music;
musical instruments and toys

The program interrelates the cognitive, value-oriented and creative activities of children in the process of forming the foundations of their musical culture.

According to these topics, the author collected and systematized the brightest samples musical classics "masterpieces", that's why the program got its name "Musical masterpieces". In the section of methodological recommendations, the author considers many general provisions about musicality in general. About the musical thinking of a preschooler, about musical and speech intonation, about perception. The methods of forming the foundations of children's musical culture are also analyzed: verbal, visual, practical. The peculiarity of the selection of certain methods depends largely on the age of the children, because at an early age, mainly through practical and visual-visual, and then visual-auditory methods, one can show a certain character of music. O. Radynova also considers the forms of organizing the musical activity of children, since the process of listening (perceiving music) can be used in thematic classes, theater performances or, for example, concerts. The author also wrote out the criteria for assessing the level of "formation of the musical culture of children". We see it as quite possible to adapt this program for early childhood as well. The main positive quality of this program, of course, is a large number of studied works. The author herself speaks of over 350 samples! It is advisable to listen more, because the richer the inner experience, the brighter the emotional response of the child. The easier it is for a child to express their emotions about music, the more they will feel the need to express themselves through music.

Another one program of Petersburgers T. N. Sauko and A. I. Burenina "Top, clap, kids". This program involves the musical and rhythmic development of children 2-3 years old.

The purpose of the program is to foster interest in musical and rhythmic movements, the development of emotional responsiveness to music. The program is interesting for the presence of a variety of musical and rhythmic compositions, which are combined into cycles according to the principle of complication of tasks and diversity of movement. All game exercises are systematized in strict sequence and adapted specifically for young children. The underlying repertoire is dances, songs with movement or games with movement Soviet authors E. Tilicheeva, T. Babadzhan, E. Makshantseva and others. The program consists of three parts: the content of the work during the year; detailed description of all game exercises with written musical and verbal texts; and scenarios of entertainment and holiday matinees with parents, based on the material studied. The main method of musical and rhythmic education of children is “involving display” (S.D. Rudneva). But the disadvantage that affects the overall impression is the incorrect recording of music on an audio CD. It is unacceptable to teach young children to artificial sound, with hard beats of the rhythm section and heavy basses. It spoils the hearing, it irritates the nervous system.

Perhaps the most interesting innovation is the involvement of parents in children's parties, so the program can be a great help for children. music director.

In general, the Top, Clap, Kids program is a revised program adapted to an early age based on the program of N. A. Vetlugina. We did not find any radically new material in the content of the program.

So, all specialized programs, one way or another covering the problems of musical development, can now be divided according to the age criterion. We draw attention to the fact that only 4 programs address the early age: N. A. Vetlugina’s program, E. P. Kostina’s “Tuning Fork”, V. A. Petrova’s “Kid” and the program that considers only one type of musical-rhythmic activity "Top, clap, kids" by T. N. Sauko and A. I. Burenina.

All programs intersect in defining the repertoire for young children in singing and singing along, in musical and rhythmic movements, dancing and games. Greater freedom is observed in the selection of repertoire by listening to music. Unfortunately, only in the program "Baby" listening to classical music is separated into an independent section, the author separates this listening from listening to songs and stories with illustrations. Of all the partial programs, only "Kid" and "Tuning Fork" have a written repertoire for listening to music. Of the complex, we will name the programs edited by M. Vasilyeva and "Origins".

In general, it appears that the main gaps in the musical education of children are not due to poor quality and formality of the programs, but to the formalism of teachers, the unwillingness to deeply and fully work out the proposed material. Naturally, 10-minute lessons, and that is how long a lesson lasts in the first junior group at the request of the SES, does not fill the need for children in musical communication. Sometimes there is a bias in the classes themselves, when the emphasis is on those types of musical activities that the music director likes, which are needed to decorate the holiday: singing, singing along and musical rhythmic exercises, dancing. The neglect by teachers of the recommendations of programs for the musical education of preschoolers significantly reduces the quality and effectiveness of music lessons. It is important not to deviate from the musical education program and use all types of children's musical activities in the classroom. Only if all the requirements for classes according to the programs are observed, as well as the introduction of additional classes, will children manifest and develop basic musical abilities, form an aesthetic taste and sensitivity to beauty in art and in life.

It seems that at the moment, it is necessary to improve the musical education of preschoolers not by creating new programs, methods, but by adhering to existing material, as much as possible immersed in it.

Used Books:

Boronina, E. G. "Charm". Program for the comprehensive study of musical folklore in kindergarten. – M.: Vlados, 1999.
Vetlugina N.A. Musical education in kindergarten. - M .: Education, 1981. - 240 p., notes. - (B-ka kindergarten teacher).
Dzerzhinskaya, I. L., Musical education of younger preschoolers: A guide for the educator and music. head of children garden. (from work experience) - M .: Education, 1985 - 160c., Notes.
Tuning fork: a program of musical education for children of early and preschool age / E. P. Kostina. - M .: Education, 2004,. - 223s. - ISBN 5-09-014666-7.
Tuning fork: a program of musical education for children of early and preschool age / E. P. Kostina. - 2nd ed. - M .: Education, 2006. - 223 pp. - ISBN 5-09-014666-7
Kaplunova, I., Novoskoltseva, I. A holiday every day. The program of musical education for preschool children "Ladushki", junior group. St. Petersburg: Composer Publishing House, 1999, - 60s.
Knyazeva O. L., Makhaneva, M. D., Introducing children to the origins of Russian folk culture. -
Koreneva, T. F. "In the world of musical drama". - M., "Vlados", 1999.
Koreneva, T. F., “Musical and rhythmic movements for children of preschool and primary school age” in 2 parts. – Teaching method. Benefit. – (Upbringing and additional education of children). - (B-ka music director and music teacher). - M.: Humanit. ed. Center "VLADOS", 2001. - Part 1. - 112p.: notes.
The beauty. Joy. Creation. Program / comp. [Komarova, T. S., Antonova, A. V., Zatsepina, M. B.], corr. and additional M., 2002.
Kutsakova L. V., Merzlyakova S. I. Raising a child - a preschooler: developed, educated, independent, initiative, unique, cultural, actively creative: In the world of beauty: Programming method. allowance. – M.: Humanit. ed. center VLADOS, 2004. - 368s.: ill. - ("Dewdrop"). ISBN 5-691-00920-6
Basic and additional programs of preschool educational institutions: method. Allowance / O. A. Solomennikova. - M .: Iris-press, 2006. - 192 p. – (Preschool education and development).
Petrova, V. A. Music for kids. - M .: Mosaic-Synthesis, 2001.-144 p.
Petrova, V.A., We dance and sing. – M.: Karapuz, 2003.
Praslova G. A. Theory and methods of musical education of preschool children: a textbook for students of higher pedagogical educational institutions. - St. Petersburg: CHILDHOOD-PRESS, 2005. - 384 p.
Programs of preschool educational institutions: Guidelines for employees of preschool educational institutions. / Comp. O. A. Solomennikova. – M.: ARKTI, 2000. – 48 p. (Development and education of a preschooler).
Radynova O. P. Musical masterpieces. Author's program and methodical recommendations. - M .: "Publishing house GNOM and D", 2000. - 80 p. (Music for preschoolers and younger students.) ISBN 5-296-00136-2, ISBN 5-296-00007-2
Sauko T. N., Burenina A. I. Top-clap, kids: a program of musical and rhythmic education for children 2-3 years old. - St. Petersburg, 2001. - 120 p.
Tarasova, K. V., Ruban, T. G., Children listen to music / guidelines for classes with preschoolers on listening to music /. M .: Mosaic-synthesis, 2001, - 128s.
Folklore - music - theater: Programs and notes for additional education teachers working with preschoolers: Programming method. allowance / ed. S. I. Merzlyakova. – M.: Humanit. Ed. center VLADOS, 2003 - 216 p.: ill. – (upbringing and additional education of children)

List of specialized (partial) programs recommended by the Ministry of Education of the Russian Federation

Priority programs for musical development

Boronina E. G. "Charm". The program for the comprehensive study of musical folklore in kindergarten. - M .: "Vlados", 1999.
Vorobieva D. I. "Harmony of Development". The program of intellectual and artistic and creative development. - SPb.: LGOU, 1996, 1997.
Koreneva T. F. "In the world of musical drama". - M .: "Vlados", 1999.
Okay. I. Kaplunova, I. Novooskoltseva. Holiday every day / musical education program for children. - St. Petersburg: Composer, 1999.
Matyashina A. A. «Journey to the country «choreography». Development Program creativity children by means of choreographic art. - M .: "Vlados", 1999.
Merzlyakova S. I. "The Magical World of the Theatre". The program for the development of children's stage creativity by means of theatrical games and game performances. - M .: "Vlados", 1999.
L. R. Merkulova "Orchestra in kindergarten." The program for the formation of emotional empathy and awareness of music through music-making, - M., 1999.
Petrova V. A. "Baby". Program for the development of musicality in young children (third year of life). - M .: "Violanta", 1998.
Radynova O.P. "Musical masterpieces". - M .: "Gnom-Press", 1999.
Sorokina N. F., Milanovich L. G. "Theater - creativity - children." Program for the development of creative abilities by means theatrical art. – M.: MIPKRO, 1995.
Tarasova K. V., Nesterenko T. V., Ruban T. G. "Harmony". Program for the development of musicality in children. - M .: Center "Harmony", 1993.
Tarasova K. V., Petrova M. L., Ruban T. G. "Synthesis". The program for the development of musical perception based on the three types of arts. - M .: "Violanta", 1999.
Trubnikova M. A. "We play in the orchestra by ear." - M .: Center "Harmony", 1994.
Khazova M.V. "Gorenka". The program of complex study of musical folklore. - M .: "Vlados", 1999
Tsirkova N. P. "In the world of ballroom dancing." Program for the development of children's creative abilities by means of dance art. - M .: "Vlados", 1999.

Methodological support of the program of T. F. Koreneva "In the world of musical dramaturgy":

T. F. Koreneva "Musical and rhythmic movements for children of preschool and primary school age" in 2 parts. – Teaching method. Benefit. – (Upbringing and additional education of children). - (B-ka music director and music teacher). - M.: Humanit. ed. Center "VLADOS", 2001. - Part 1. - 112p.: notes.

Methodological support of the program "Baby" by V. A. Petrova.

V. A. Petrova MUSIC FOR KIDS. - M .: Mosaic-Synthesis, 2001.-144 p.
V. A. Petrova "We dance and sing." - M .: "Karapuz", 1998.
"Anthology of the musical repertoire" (compiled by V. A. Petrov). - M .: Center "Harmony", 1995.

Manuals for educators

Audio cassettes with recordings of musical works (compiled by V. A. Petrov). – M.: GDRZ, 1995.

Methodological support of the program by O.P. Radynova "Musical masterpieces"

O. P. Radynova " Musical development children" in two parts. - M .: "Vlados", 1997.
"Baiushki bye". Toolkit. - M .: "Vlados", 1995.

Manuals for educators

O. P. Radynova "Conversations about musical instruments". A set of 3 audio cassettes with a didactic album. - M., 1997.

"We listen to music." Tutorial. A set of 6 audio cassettes with methodological recommendations (compiled by O. P. Radynova). – M.: 1997.

Methodological support of the program of K. V. Tarasova "Synthesis"

"Anthology of musical repertoire". fifth year of life. - M .: Center "Harmony", 1993.
"Anthology of musical repertoire". sixth year of life. - M .: "Violanta", 1998.

Manuals for educators

Audio cassettes with recordings of chamber and opera music. fifth year of life. - M .: Center "Harmony", 1993.
Audio cassettes with recordings of chamber and opera music. sixth year of life. - M .: "Violanta", 1998.

Technology

Tyutyunnikova T. E., "Elementary music-making with preschoolers."

Methodological support of the technology of T. E. Tyutyunnikova "Elementary music making"

Alekseeva L. N., Tyutyunnikova T. E. "Music". Educational and visual aid "Music". – M.: AST, 1998.

Studies by art historians show that in the early stages of human development, art was of a syncretic nature (from the Greek. synthesis- connection, combination), including the beginnings of verbal and musical art, early forms of choreography, etc.

The subsequent division of art into types did not exclude its synthetic forms. Thus, synthetic arts arose - dramatic and Musical Theatre, cinema, etc.

The need to unite different types of arts is caused by the fact that none of them, by its own means, can give a sufficiently complete picture of the world. Complementing each other, different types of art create the most complete artistic image, provide a greater range of emotions.

It is especially effective to carry out education using the synthesis of the arts, according to scientists, in childhood, since art came from the game (K.V. Tarasova, R.M. Chumicheva, etc.). Obviously, therefore, the child perceives the world syncretically and his artistic and creative activity has a syncretic character(the child usually sings, dances and rings something at the same time).

At the same time, the complexity of the child's perception of the musical image is noted to a greater extent than the images of paintings and literary works due to its abstractness, dependence on life experience, which is very small for a preschooler. Therefore, in the early stages of the development of musicality, it is necessary to help the child in "deciphering" the content of music and in mastering its language.

The rich possibilities for the synthesis of arts in the musical education of preschoolers led to the emergence of a large number of relevant educational programs.

Synthesis program 1

The program for the development of musical perception in children based on the synthesis of three arts: music, literature, fine arts.

Program goal:

■ introduce a preschool child into the world of music;

■ form its artistic culture;

■ develop skills in the perception of works of various types of art.

The program is presented in four age groups: 4th, 5th, 6th and 7th years of life.

The program includes both folklore and author's works of composers, artists, poets, prose writers of different eras and styles, which meet the principles of high artistry and accessibility.

Synthesis of the Arts It is used both in music classes in general and in music listening classes. In particular, the following components are included in the process of music perception (Scheme 11).

Scheme 11

Program work involves creative approach of the teacher

to conduct classes, their variability. The package of materials for each age group includes:

■ repertoire program for three types of art;

■ reader of the musical repertoire;

■ a cassette with a recording of musical works;

■ set of slides.

The methodological recommendations, many of which are in the form of class notes, contain works of fiction, annotations to works of musical and visual arts, containing historical and art history data.

Beauty. Joy. Creativity» 1

The program of aesthetic education, education and development of children from 2 to 7 years old, based on different types art.

The program is designed taking into account principles of general didactics and didactics of particular methods and is built on the basis of learning, which leads to aesthetic, moral and intellectual development children by means of nature, aesthetic developmental environment, artistic and creative activities.

The leader of the program is principle of integration different types of art and various artistic and creative activities:

■ pictorial;

■ musical;

■ theatrical;

■ artistic and speech activity.

The leading role is most often played by fiction, nature and play.

An important direction mental development children is the formation of their various abilities - both artistic and intellectual.

Work on the musical education of children includes:

■ development of musical abilities and musical perception;

■ formation of a musical culture and a system of knowledge and methods of musical activity that provide a basis for subsequent independent self-education;

■ education of aesthetic taste, love for music, desire to listen and perform it;

■ formation of the ability to use the acquired knowledge and skills in everyday life, etc.

At the same time, acquaintance with music is built on the basis of pedagogical cooperation, which makes communication and learning active and creative.

The program has teaching aids for teachers and educational aids for children, guidelines for organizing

Antonova, M. B. Zatsepina.

musical activity, the subjects of complex and integrated classes and an exemplary repertoire for each type of musical activity are offered.

The program highlights the requirements for knowledge and skills in all types of art, including in the field of musical education.

Program "In the world of beauty" 1

Module of the program "Rosinka" (modular pedagogical system of education and development of preschoolers in all areas of development). It is a program and methodological manual on artistic and aesthetic education preschool children from 3 to 7 years old, which implements modern ideas of the complex impact on the child of various types of art and artistic activity.

The purpose of the program: to assist teachers of preschool institutions in combining all types of artistic activities of children into a holistic pedagogical process of forming their aesthetic culture, spirituality, artistic creativity. All kinds of arts and artistic activities are presented in the program module.

Program objectives:

■ reveal individuality, cultivate aesthetic perception;

■ introduce children to the world of art;

■ develop the ability to develop and transform the surrounding cultural space;

■ develop children's creativity in visual, musical, artistic and speech and theatrical activities;

■ to form bright positive emotions in children in the process of creative interaction with adults.

The method of working with children is based on self-expression and self-development of the child, on cooperation with him; on the emotional impact of works of art. Particular attention is paid to familiarizing children with folk arts and crafts, Russian musical culture.

The block "Music and musical activity" has six sections:

■ "Musical alphabet" (musical and educational activities),

■ "Perception of music",

■ "Singing",

■ "Music and movement",

■ "Music making",

■ "Musical creativity".

The software module contains a detailed pedagogical technology for every kind of art and artistic activity.

■ a detailed description of the forms of organization of classes;

■ forward planning options and lesson plans;

■ teaching kits;

■ diagnostic tasks for all types of artistic activity;

■ applications with questionnaires for self-analysis by the educator of their activities.

The program is approved by the Ministry of Education and Science of the Russian Federation as a program and methodological manual.

Program "Synthesis of Arts" 1

Part of the set of programs of the educational system "School 2100". The program is educational in nature. It is aimed at the formation of an aesthetically developed personality of a child of preschool and school age, at the awakening of creative activity and artistic thinking, to develop skills in the perception of works of various types of art, as well as self-expression through various forms of children's creativity, starting from an early age.

The program material is based on identifying the principles of the relationship between literature, music (including plastics, rhythms), fine arts and theatre.

"Journey to Beauty". The educational and methodological set for the program is a manual for children aged 3-6, built taking into account the complication of the material, its development and enrichment.

The main approach to teaching is student-centered. The organization of activities is carried out on the basis collective dialogue, in which the teacher includes each child in the conversation-communication.

At the same time, the educational task is mastered through productive activity: children themselves make a choice based on their aesthetic ideas and life experience.

The course is for three years.

A set of textbooks "Journey to the Beautiful" consists of three parts, which give a detailed description of the scenarios for classes with children, built on a problem-thematic basis. The methodological recommendations are accompanied by a terminological dictionary on various types of art and a musical appendix.

Program "Live World of Images" 2

The program of the artistic and aesthetic cycle for children aged 3 - 7, aimed at developing a harmonious, creative personality of the child, his basic culture by means of art. The program involves a combination of different types of artistic activities:

■ music;

■ native language;

■ literature;

■ artistic movement;

■ theater.

The purpose of the program is the harmonious development of the personality and the formation of a universal aesthetic perception in the child, which allows him to artistically perceive both individual types of art and art as a whole.

Program objectives:

■ develop curiosity as the basis for the cognitive activity of the future student;

■ develop abilities as ways of independent solution of creative (mental, artistic, etc.) tasks, as a means to be successful in various activities, the formation of creative imagination, as a direction for the intellectual and personal development of the child;

■ develop communication skills.

The program is designed for three years of study and includes topics in three areas, repeating every year with a change in the depth of the knowledge taught:

■ familiarization with Russian traditions, study of the culture of the Russian people, acquaintance with holidays and everyday life;

■ familiarization with the history of the Russian people, prominent figures of Russian culture;

■ study historical sources and classical works of Russian literature.

For each year of study, the program presents the levels of aesthetic development of children and recommended works of art.

Program "Spring" 1

The program of creative and aesthetic development of preschoolers, using the following means of aesthetic education:

■ art in all forms;

■ surrounding life, including nature;

■ artistic and creative activity.

The main goal of the program is to reveal the physical, intellectual, creative and moral potential of children through the organization of theatrical, creative and aesthetic activities, integrating their individual experience and skills obtained by us in various activities (classes, games, excursions, etc.).

■ a single psychological space;

■ "think for yourself";

■ helping communication;

■ aesthetic developmental environment;

■ cooperation with the family.

The program has blocks that cover all aspects of life, activities, development and upbringing of children. In the block of creative and aesthetic development "Arlekino", the authors set the following tasks:

■ enrichment of the spiritual world by various artistic means;

■ formation of an aesthetic attitude to the world around: nature, another person, the history of one's people, cultural values;

■ development of imagination and sensory perception of the surrounding world;

■ formation of an emotionally positive attitude towards objects of aesthetic perception: paintings, dances, songs, performances, etc.;

■ development of large and fine motor skills;

■ development of plastic and mimic expressiveness.

These tasks are realized through the aesthetic cycle classes (art, choreography, music), theatrical and gaming activities, etc.

The program highlights the tasks of training and education for each age group (3 - 4, 4 - 5, 5 - 6, 6 - 7 years), a plan of educational work is given, including the organization [bots with parents, plans for complex classes, thematic planning, etc., notes of classes have been developed.

Program "With a brush and music in the palm of your hand" 1

The program is based on the integration of different types of art: music, visual arts, architecture and literature and is designed to work with children 3-10 years old. The authors focus on the problems of the psychology of perception of art, the psychology of children's creativity.

The program presents detailed content course, based on the age characteristics of children 3-10 years old. All topics of the course are interconnected with each other. Interaction is both a fundamental method of mastering all sections of the course, and a topic included in it.

The main principles of the program:

* interaction;

■ comparison;

* analysis of educational material;

■ game principle introduction to artistic material, taking into account the age-related characteristics of the psychology of the child;

* the principle of "metaphor", the animation of the inanimate;

■ the principle of using works of art of different styles
and epochs.

Program "Co-creation" 2

The program for children of senior preschool age is built on the principles of integrating the three main arts: fine arts, music and fiction.

The purpose of the program is to create conditions for the development of a child's aesthetic attitude to the world, in which the qualities of morality, aesthetic and emotional principles, his imaginative thinking, and creative abilities are intertwined.

For this, it is proposed to use game methods and techniques, integrated forms of organizing artistic and creative activity, artistic and aesthetic spatial and object environment, the developing effect of which depends on the nature of the teacher's communication with the child.

experiences positive emotions, on the basis of which thinking, imagination and the desire to convey the perceived beauty (in drawings, dance, verbal form) are formed (Scheme 12).

Scheme 12

According to the program, a system of integrative classes, a methodology of work, methods of a teacher's activity have been developed, providing a deeper immersion of the child in the world of color, sound, words and awareness of the world of culture.

According to the results of mastering the program, diagnostics is provided that reveals the levels of aesthetic attitude to the world, it is also described as the expected result of the implementation of the program, a complex of knowledge, skills, personal neoplasms that the child must acquire.

Program for artistic and aesthetic development

for children 6-7 years old.

“Educating children to love the classical heritage

through the synthesis of the arts: painting, poetry, music.

Implementation period - 1 year.

Compiled by:

Zhukova Elena Vladimirovna

Musical director

MDOU d / s 26 "Rechenka"

Stupino, Moscow region

Explanatory note

special classes in listening to music, which are based on

integration of various types of art and various types of artistic activities of children.

2. Reasons for creating an educational program.

The child must be taught to see the beauty around him - in nature,

in human life and activity, in relations between people,

their actions, attitudes and opinions.

Art speaks in figurative language, it is visual, which is close

preschool child. But it's best to combine the various arts to include all at the same time.

analyzers - visual. auditory, tactile, tactile-motor

3 Novelty.

Art contributes to the education of various feelings. Tall

The cognitive level of older preschoolers determines

the formation in children of an aesthetic evaluative attitude to the perceived, the ability to see in it the beautiful or the ugly. The child gradually develops aesthetic ideas and feelings, on the basis of which the creative imagination of independent creative activity is formed / game, visual, speech, etc. /

4 Relevance.

Through the perception of literature, music, painting, the child's personality is humanized. Understanding humane relations,

he tries to transfer them to his own relationships with peers and adults. The child acquires the ability to peer into the faces of people, to understand their sorrows and joys,

but most importantly, he learns empathy.

Raising a creative perception of nature in children awakens in them the ability to feel harmony and beauty.

Children are sensitive to beauty, they are not always aware of what they see, they cannot distinguish what is characteristic. Literary and musical works can help them. How important it is that children's perception of beauty is preserved for life!

Practice has shown that the success of the artistic education of children, the introduction to the world of great art depends on the selection of works. What the artist will tell on the canvas, the composer in his work, the writer or the poet - and what the preschooler will come into contact with for the first time, what he will be surprised and admire -

all this will become the basis for the formation of aesthetic taste, a steady interest in art as a source of knowledge of the world.

5 Speech development

A special place is given to the development of speech. After all, the speech of the child is an indicator of how much he understood the content of the work.

Introducing a child to art that reflects the real world, it is necessary to take into account the peculiarities of the development of the dictionary, coherent

the child's speech, sensitivity to linguistic phenomena and orientation to the semantic significance of the language. Children of the sixth year of life pay attention to the semantic side of the language, so they have

like a decline in the expressiveness of speech. Speech, devoid of intonational coloring, does not evoke emotional responsiveness in the child, it reflects his knowledge of the art of only rational logical thinking. In the classroom, I widely use the means of expressiveness of the poetic language: figurative comparisons, words denoting the moral qualities of people: kind, humane, humane,. courageous, courageous, etc.

It is necessary to develop inner speech. It helps the child to plan and express his judgments, correlate the conclusions. Inner speech, in addition, contributes to the manifestation of one's own intellectual and emotional associations, as if laying the initial foundations for the creative perception of art.

6 Purpose of the educational program.

The program "SYNTHESIS" aims to develop children's musical perception and has a broad educational aspect.

Its content introduces the child not only to the world of musical art, but also to artistic culture in general. Musical works are considered in a single complex with works of fine art and fiction. At the same time, the core art form in the program is music. Works of fine art and fiction, selected taking into account the style and content of the studied music, help children understand and experience the musical image.

7. Objectives of the educational program

1. Create conditions for the development of the child's personality and implementation

2. Attach it to the universal values of culture, reflected in the works of various types of art.

3. Help the child understand the originality and unity of the "language"

different types of arts.

4.Develop the intelligence and speech of the child.

5. To develop his emotional sphere and culture of feelings, to teach

understand the emotions of others and respond appropriately to them.

6. Form the need to communicate with adults and peers and cultivate a culture of communication.

8. Basic principles of work construction

1. Carefully select art material, due to the age capabilities of children.

2. On the basis of acquaintance with art, solve various educational tasks, develop mental processes, speech, memory, attention, thinking, imagination.

3. Actively include children in a variety of artistic and creative activities: musical, visual, gaming. Speech.

4. Individually approach each child, take into account his inclinations, level of development.

5. Carefully and respectfully treat children's creativity.

9. Age of children

The program is designed for children of senior preschool age 6-7 years old.

10. Terms of the program implementation

The program is designed for one year. The total number of classes is 36.

Classes are held once a week. The exception is the weeks

when festive matinees are held and during the winter holidays.

11. Predicted results.

Children more meaningfully listen to and analyze musical works, works of art, compare, find common ground. Children have knowledge about outstanding composers, artists, writers, poets, whose work is available to them.

12. Forms of summarizing the results of the implementation of the educational program.

Methods for conducting verification - control and diagnostic tasks, which are carried out 3 times a year: September,. January, May..

Calendar-thematic plan.

	Methodological techniques	Number of lessons
Autumn colors	*September* Excursion to the park. Observations of natural phenomena. Reading poetry. F. Tyutchev "There is in the autumn of the original ..."	1 lesson
	Examination of a reproduction of the painting by I. Ostroukhov " gold autumn» Perception of music "Autumn Song" by P.I. Tchaikovsky, conversation. Reading verse. A.S. Pushkin "Already the sky was breathing in autumn."	1 lesson
	Consideration of repr. paintings I. Levitan "Golden Autumn" Poems by F. Tyutchev, A. S. Pushkin, Perception of the music "Autumn Song" P.I. Tchaikovsky in orchestral and piano performance.	1 lesson
	Examination of a reproduction of the painting by V. Polenov "Golden Autumn", Reading verse. A. Pushkin, F. Tyutchev, M.Isakovsky. Perception of music S. Prokofiev "Autumn Fairy" from the ballet "Cinderella" Dance sketch.	1 lesson
	*October* Excursion to art gallery"Nika"	1 lesson
	Examination of 3 reproductions "Golden Autumn" by Levitan, Ostroukhov, "Flowers and Fruits" by Khrutsky, conversation. Perception of music: the cycle "The Seasons" by Vivaldi - "Autumn"; Tchaikovsky "Autumn Song"; Performance of the song by O. Devochkina “Who said that autumn is a sad time?”; T. Popatenko "Leaf fall".	1 lesson
	Perception of music cycle "The Seasons" - Tchaikovsky, Vivaldi Drawing on the theme "Colors of autumn"	1 lesson

	Autumn holiday "Kings of colors"	1 lesson
	Integrated lesson "Tragic plot in literature, music, poetry"	1 lesson
P.I. Tchaikovsky	*November* Nature is eternal and infinite "Children's Album" - "Morning Reflection"; Consideration of repr. kart. I. Shishkina "Morning in a pine forest" St. A. Usacheva "Morning in a pine forest"	1 lesson
	"Music of the peoples of the world" P.I. Tchaikovsky "Italian song"; "Old French Song" "Neapolitan song" Consideration of repr. paintings by I. Aivazovsky: "Italian landscape. In the evening" Bay of Naples in the Morning.	1 lesson
	"Once upon a time there was a puppeteer" Lesson on the works of "Children's Album" by P.I. Tchaikovsky	1 lesson
	"Tchaikovsky is known everywhere" A holiday for older children with an invitation from students of the Children's Music School.	1 lesson
	*December* Excursion. Observing changes in nature. Reading "Moroz-voivode" by Nekrasov	1 lesson
	Getting ready for the holiday painting by I. Shishkin “In the wild north”; Perception of music "Santa Claus" by R. Schumann "Frost-voivode" N. Nekrasov	1 lesson

	Musical arrangement of the Russian folk tale "Morozko"	1 lesson
	Christmas tree	1 lesson
	*January* P.I. Tchaikovsky. "Nutcracker" Watching a video.	1 lesson
	Music perception. Cycle "Seasons" - winter - Vivaldi; Tchaikovsky "January. By the fireside" Reading poems about winter. Songs about winter.	1 lesson
	Looking at a reproduction of a painting B.M. Kustodiev "Pancake week". Reading poems about winter Children's Orchestra musical instruments"Kamarinskaya" by P.I. Tchaikovsky	1 lesson
Portrait painting	Reviewing reproductions. paintings by V. Borovikovsky "Countess Lopukhina", St. Y. Polonsky Perception of music "Sweet Dream" by P. Tchaikovsky	1 lesson
	*February* Examination of a reproduction of the painting by I. Kramskoy "Unknown" St. L. Rubalskaya "The Beautiful Lady" Perception of music - A. Griboyedov "Waltz".	1 lesson
Fairy tale in music	The tale is a lie, but there is a hint in it Examination of a reproduction of the painting by V. Vasnetsov "Ivan Tsarevich and the Gray Wolf" "Nanny's Tale" by P. Tchaikovsky "In the cave of the mountain king" E. Grieg	1 lesson
	Reproduction of the painting by V. Vasnetsov "Three Heroes"; viewing, conversation. "Dawn on the Moscow River" by Mussorgsky - perception, Reading an excerpt from the fairy tale "About Tsar Saltan" by A. Pushkin	1 lesson
	Defender of the Fatherland Day.	1 lesson
Orphanhood	*March* Examination of a reproduction of the painting "Alyonushka" by V. Vasnetsov. Reading the fairy tale by S. Yesenia "The Orphan"	1 lesson
	Examination of a reproduction of Makovsky's painting "Date"; Reading an excerpt from the story "Vanka" by A. Chekhov; Perception of R. Schumann's "Poor Orphan" Drawing "Gift for an orphan"	1 lesson
	Excursion, observation of seasonal changes. Familiar poems about spring, singing favorite songs about spring. Perception "Song of the Lark" P.I. Tchaikovsky Poems about spring.	1 lesson
	Perception "Song of the Lark" P.I. Tchaikovsky Reproduction of I. Levitan's painting "March" Poems about spring.
	*April* Examination of a reproduction of the painting by I. Levitan "Spring-big water" Perception of the music "Snowdrop" P.I. Tchaikovsky, “Song of the Lark” by M. Glinka	1 lesson
	Excursion to the art gallery "Nika". "Spring landscapes, still lifes"	1 lesson
	Concert of students of the Children's Music School.	1 lesson
	"Painting the Music of Spring" Perception - "Snowdrop" by Tchaikovsky; “Song of the Lark” by M. Glinka	1 lesson
	*May* Exhibition of drawings made during the year. consideration, choice the best works. We listen to music at the request of the winners.	1 lesson
	Examination of a reproduction of the painting by V. Polenov "Moscow courtyard", Perception - "Sweet Dream" by P. Tchaikovsky	1 lesson
	Watching the video " Swan Lake» P.I. Tchaikovsky	1 lesson

Literature.

1. Vetlugina N.A. Moral and aesthetic education in kindergarten. M., Education, 1989.

2. Goryacheva N.A. First steps in the world of art. M., Education, 1991.

3. Komarova T.S. folk art in raising children. M., 1997.

4. Kurevina O.A., Selezneva G.E., Journey to the beautiful. M., Ballas, 1999.

5. Kurevina O.A. Synthesis of arts. M., Linka-Press, 2003.

6. Kurochkina N.A. Introduction to still life. St. Fri., Accident, 1996.

7. Radynova O.P. We listen to music. M., Education, 1990.

8. Sukhomlinsky V.A. Birth of a citizen. M., Young Guard, 1989.

9. Chumicheva R.M. Preschoolers about painting. M., Education, 1992.

10. Borisova N., Astashkin V. A new approach to conducting classes. "Preschool education", No. 4, 1990.

11. Ivanova E. About art for kids. Zh. "Preschool education" No. 12, 1989.

12. Komarova T.S. On the relationship of art in the aesthetic education of children. Zh. "Preschool education" No. 5, 1995.

13. Krasnova N.V. Art talks. J. "Preschool education, No. 7, 1992.

14. Chumicheva R.M. To the question of the synthesis of arts in pedagogical process preschool institution. Zh. "Preschool education", No. 4, 1995.

15. Zh. "Music Director", LLC Publishing House "Education of a preschooler", 2004-2006.

Reproductions of paintings used in work with children.

I. Ostroukhov "Golden Autumn"

I. Levitan "Golden Autumn"

V. Polenov "Golden Autumn", "Moscow Courtyard"

I. Brodsky "Fallen Leaves"

I. Shishkin "Morning in a Pine Forest", "In the Wild North"

V. Vasnetsov "Alyonushka", "Ivan Tsarevich on a gray wolf"

A. Mylnikov "Verochka"

T. Yablonskaya "Morning"

I. Khrutsky "Flowers and fruits", "Still life"

V. Stozharov "Linen"

A. Plastov "Haymaking", "First Snow"

I. Levitan "March", "Spring. big water».

V. Baksheev "Blue Spring"

A. Savrasov "The Rooks Have Arrived"

K.Maksimov "Pine Forest"

V. Makovsky "Date"

Bogdanov-Belsky "At the door of the school"

M. Vrubel "The Swan Princess"

K. Bryullov "Horsewoman"

I. Aivazovsky "The Ninth Wave", "View of the Leander Tower"

I.Kramskoy "Unknown"

V. Tropinin "Lacemaker"

V. Borovikovsky “Portrait of Countess M.I. Lopukhina"

B. Smirnov-Rusitsky "Sloboda Berendey"

Didactic games.

1. "Guess the color of the picture" - to consolidate the concept - cold and warm colors.

2. "Mood in art" - to give an idea of the meaning of the mood of a person depicted in works of art of various types in literature, music, painting.

3. "Rainbow colors" - colors live in a "colorful country".

4. "Flower-semitsvetik" - handout. Arrange the flower petals in a rainbow order.

5. "Warm tone, cold tone" - handout - cards of various colors. To fix the concept - warm tone, cold tone.

6. "Sad-fun" - guess the mood by facial expressions - handout - cards.

Music library:

Collection "Great Composers". 22 discs

A unique collection of "Komsomolskaya Pravda"

P.I. Tchaikovsky; A. Vivaldi; F. Mendelssohn; D.Verdi;

Music of the Strauss family; S. Taneev; R. Wagner; F. Chopin; M. Mussorgsky; M. Glinka; A. Lyadov; J.S. Bach; W. A. Mozart; E. Grieg; R.Shuman; D.Rossini; J. Bizet; M. Ravel; N. Paganini; A. Borodin; N. Rimsky-Korsakov; A. Dvorak

Collection of children's books for children, White City publishing house:

Series "Tales about Artists";

Pavel Tretyakov - How the Tretyakov Gallery was born

To Makovsky - A fairy tale about a beautiful artist;

Z.Serebryakova - The Tale of the Silver Wind;

V. Serov - Tale of a true artist;

V. Tropinin - The Tale of the Moscow Artist;

V. Perov - The Tale of the Artist and the Magic Album;

V.Surikov - The Tale of Returned Time;

V.Polenov - The Tale of the Artist and the Angel;

I. Aivazovsky - The Tale of the Wave and the Artist;

I. Aivazovsky - The Tale of the Artist and the Magic Bird;

V. Vasnetsov - Tale of the storyteller;

A.Vasnetsov - Tale of an artist who was looking for himself;

V.Vereshchagin - The Tale of the Artist Who Traveled the World;

A. Venetsianov - The Tale of the Artist and the Brownie;

A. Ivanov - Tale of the artist and his main picture;

I. Shishkin - The Tale of the Forest Artist;

I. Levitan - The Tale of the Sad Artist.

Encyclopedia of painting for children:

100 Russian Artists - White City Publishing House

Fairy tale in Russian painting.

Series "Russian poetry" - publishing house Bely Gorod

A.K. Tolstoy "Oh, let me go again, Creator, to the ground."

F.I. Tyutchev “Let me in! “I believe, my God!”

N.A. Nekrasov “I recognize my dear Russia everywhere!”

A.N. Maikov “Life and joy reigned all around…”

I. Nikitin "It's you, my sovereign Russia ..."

M.Yu Lermontov "The lonely sail turns white ..."

K.K. Romanov "And the soul is full of unearthly admiration"

A.A. Fet "The whole world ..."

Svetlana
"Synthesis of Arts"

Subject: « Synthesis of the Arts in the musical education of preschool children.

Musical director: Lastukhina Svetlana Viktorovna.

Music occupies a special, unique place in the education of preschool children. Music is called "mirror of the human soul". Our children live and develop in the difficult conditions of the musical society. Modern music that sounds everywhere and is cultivated by the media (whether we like it or not, our children hear it too. Its rhythms, ultra-high and ultra-low frequencies, extreme volume, bypassing consciousness, fall into the subconscious area and have a strong, negative effect on the emotional state of even an adult, not to mention a child.

Parents and teachers should do everything possible to protect children from such music as much as possible, to give them the opportunity to know and love another real music. Already in early and preschool childhood, it is necessary to form a musical taste, genuine aesthetic values.

Our kindergarten is open "The program of education and training in kindergarten" ed. M. A. Vasilyeva. The program corresponds to the age-related psychophysiological capabilities of each period of preschool childhood, it is interesting for the music director and allows you to use it in working with children. In our work, we have a creative attitude to the content of the program for musical education, depending on the specific group of children. But a prerequisite is the organization of a spatial and objective environment that contributes to the creation of an atmosphere of goodwill, trust and mutual respect. Only in these conditions can a child open up, show his abilities in full.

The development of creative abilities and the formation of a harmonious personality of the child occurs through the perception of music, the ability to listen and analyze it.

Listening to music is a unique kind of musical activity. Its uniqueness lies in the developmental opportunities that listening provides both in terms of musical and general mental development of the child. Listening to music, the child learns the world in all its diversity. Listening to music is a universal activity. In music programs for preschoolers, it is singled out as an independent section, but without listening it is impossible to imagine other types of music. activities: before you learn a song, dance, orchestral piece or start working on a dramatization game, you must listen to them. Such a great importance of listening to music, it would seem, should have provided him with a corresponding position in musical work with preschoolers. However, unfortunately, this is far from the case.

Work with children in this section of the program is very often carried out. "by residual" principle. In an effort "provide" holding the next holiday, we try, through listening, to carve out "in the classroom additional time, to repeat songs, dances. As a result, listening is ad hoc, children do not perceive music as a carrier of a certain content, do not master the musical language, do not accumulate musical impressions, and eventually their singing, playing in the orchestra and musical movement become less expressive. In the event that a hearing in class is still held, "efficiency" also very low. It can be imagined that in the first part of the lesson, children listen and emotionally experience

highly artistic work, and after 5-7 minutes in the section "Musical Movement" are already learning the lateral canter. It is clear that the work of listening in this case is almost wasted. It is possible to overcome these shortcomings with the correct organization of listening to music in music classes. New interesting work, spent recently in music teachers served as the basis for the creation of new programs for the musical education of preschoolers and new methods of working with children.

Among these programs is the « Synthesis» - a special program for listening to music, created under the editorship of the team teachers: K. V. Tarasova, ML. Petrova, T. G. Ruban, O. P. Radynova, T. V. Antonova. In our kindergarten, we conduct music listening classes according to this program.

Program « Synthesis» is devoted to the development of musical perception in children based on synthesis of the arts. This program is based on the interaction of three main types art: music, visual art and fiction.

Interaction arts contributes to their mutual enrichment, enhances their cognitive and educational capabilities and impact on the personality of the child. Literature, music and painting cover the spiritual life of the child comprehensively and completely, and their interaction, synthesis enrich each of them with new features and capabilities. The authors of the program conducted a special study on the role synthetic genres - opera and ballet in the development of musical perception in preschool children. It has been shown that the interaction arts in music listening classes leads to significant and more early development musical perception of preschoolers. The results of this study are reflected in the program « Synthesis» . Program « Synthesis» provides for the conduct of special integrated classes, which include various types of artistic activities for children, and exactly: listening to music, reading poetry, fiction, viewing slides, video materials, musical movement, drawing. This program is very interesting, informative and methodically provided. In the material package are included: Program and methodology, music collections "Anthology of musical repertoire", a set of audio cassettes with music for listening, a set of video cassettes with music recordings. For a better perception of music, children are offered to view slides: these are highly artistic works of fine art art, specially selected by the creators of the program, corresponding to the music in content and mood.

The main feature of integrated music lessons is the presence of three main elements:

1. The perception of music occurs as an experience of a certain

emotional and aesthetic state.

2. The child is aware of his emotions associated with music, which in turn means the development of musical taste.

3 children mobilize their perception, artistic experience and newly experienced aesthetic feeling from listening to music, and feel the need to translate their imagination into some kind of objective form.

Integrated classes are aimed at developing the emotional sphere of children. It is well known that the richer the artistic experience of the child, the more accurate his judgments, assessments, the more expressive his creativity. Developing a methodology for an integrated music lesson, the thematic approach was taken as the basis, in which artistic image considered interrelated. Children are given the opportunity to learn how the same phenomenon is reflected in different forms. art, what kind artistic means used by the composer, artist, poet. Such classes allow me, as a musical director, not only to give the child knowledge and skills, but also to generalize them, to present this or that phenomenon in its entirety.

When conducting an integrated lesson, we strive to ensure that interdisciplinary communication is carried out, a given topic is studied on the same days in music and other artistic and aesthetic classes. We discuss in advance with the teacher the topics and musical works that are proposed to be embodied in children's drawings or other types of children's creativity. Then, in music lessons, the accumulation of musical and artistic impressions takes place, and the teacher conducts preparatory work on the formation of skills and abilities that children will need for the practical implementation of the musical image. This unites the work of two teachers - a music director and an educator, and also contributes to the development of our creative community. Such interdisciplinary communication increases the cognitive and creative activity of children. Now more about the program.

Musical repertoire presented in the program « Synthesis» , answers two main principles: high artistry and accessibility to children and includes works from different eras and styles: Johann Sebastian Bach and Wolfgang Amadeus Mozart, Antonio Vivaldi and Joseph Haydn, Mikhail Glinka and Pyotr Ilyich Tchaikovsky, N. A. Rimsky-Korsakov and Sergei Prokofiev. The music of modern composers: G. Sviridov, V. Gavrilin, S. Slonimsky, V. Agafonnikov and others.

And then I give an idea on what musical instruments such music was performed, I tell and show video slides depicting ancient musical instruments (harpsichord, lute, organ).

I think it is very important to acquaint children with musical works of different styles - this allows you to significantly expand the range of their musical impressions, contributes to the formation of the foundations of musical culture, introduces it to values. Looking through the slides, children get an idea of antiquities, costumes, hairstyles.

In the classroom, I tell children about vivid fragments of the biographies of a number of classical composers. In a programme « Synthesis» Opera and ballet were included in the program for preschool children for the first time and, as its wide approbation has shown, they are successfully used in the practice of kindergarten, aroused a lively and vivid interest in children. For example, Tchaikovsky's ballet "Nutcracker", excerpts from Rimsky-Korsakov's opera "The Tale of Tsar Saltan", opera "Snow Maiden", excerpts from Glinka's opera "Ruslan and Ludmila", excerpts from Prokofiev's ballet "Cinderella", "Love for Three Oranges".

Use of works in the classroom "the most silent arts» - painting, sculpture, architecture also helps children to listen and perceive music, create the necessary mood, significantly enrich the perception of the musical image.

We offer children standard, highly artistic paintings by I. Levitan: "Spring. Big water", "Evening call, evening Bell", "March", "September Snow".

I. Shishkina "Oak trees", "Flowers on the Edge", "Ship Grove".

M. Nesterova "Autumn landscape",

V. Vasnetsova "Guslars", Savrasova "Yard. Winter", "The Rooks Have Arrived"

"Round dance", "Rye", "By the end of summer on the Volga".

Landscapes by I. Grabar « february blue» , "Pock". The contemplation of pictures helps to create a poetic atmosphere that sets children up for the perception of music.

It is no coincidence that the choice of works of folk applied art: Gorodets painting, Dymkovo toy, embroidery, etc. The attitude of folk artists to nature, the surrounding world is expressed in images that are joyful and understandable to children.

The literary works presented in the program, which we read to children before listening to music, are also very varied: This old Russian folklore, poetry of the 19th century, poems by contemporary children's authors, emotional, expressive

stories, nursery rhymes, corresponding in content to musical plays. Fine art works art, artistic prose and poetry, we select taking into account the principle of stylistic and content correspondence to the studied music. This principle is very important.

When introducing children to opera and ballet, we show, first of all, sketches of scenery and costumes or paintings created by artists under the influence of musical impressions. So, listening to the opera by N. Rimsky-Korsakov "Snow Maiden" children look at the wonderful sketches of scenery and costumes by V. Vasnetsov, created by him especially for this production

But there is important point despite attractive slides, pictures, it is important to keep the priority of music. i.e. music is the main thing. The word and painting used in the classroom only help the child to better understand the music, to penetrate deeper into its content.

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