Evgenia Medvedeva, biography, news, photos. Medvedeva E.A

Evgeny Alekseevich Medvedev- illustrator.

Born in Moscow. During his school years he studied in the art studio of the House of Pioneers (then Oktyabrsky district of Moscow). After 7th grade he entered the Moscow Art and Graphic School, from which he graduated with honors in 1955. In the same year, he was accepted into the art and graphic department of the Moscow Printing Institute. He studied with A. D. Goncharov, V. N. Goryaev, L. V. Soifertis, E. M. Belyutin, K. S. Eliseev, V. N. Lyakhov, A. A. Sidorov, E. Shukaev and others. Thesis work - illustrations for the book “Conduit and Schwambrania” by Lev Kassil (20 years later the artist re-designed this book for the publishing house “Soviet Russia”).

After graduating from the institute (in 1960), he began creative work in children's and adult periodicals. He worked in the magazines “Pioneer”, “Youth”, “Science and Religion”, and the newspaper “Pionerskaya Pravda”. The artist began to collaborate with book publishing houses (“Children’s Literature”, “Baby”, “Soviet Russia”), in his words, “having built up his muscles and acquired professional knowledge.”

A long-term friendship connects Medvedev with Vladislav Petrovich Krapivin, whose books the artist illustrated more than once. In addition, he designed the works of Arkady Gaidar, Valentin Kataev, Arkady Averchenko, Sergei Rozanov, Viktor Dragunsky, Sergei Mikhalkov, Lyubov Voronkova, Chingiz Aitmatov, Fazil Iskander, Yuri Tomin, Vladimir Zheleznikov, Eduard Uspensky... Creative fate brought Evgeniy Alekseevich together with Yuri Sotnik . Books by James Fenimore Cooper, Mark Twain, Janusz Korczak, Astrid Lindgren, Arthur C. Clarke and other foreign authors were published with his drawings. Since 1963, he has been a member of the Union of Journalists (artists section). Evgeniy Alekseevich is also associated with animation: he was the production designer of the puppet film “Alyosha’s Tales” (Soyuzmultfilm, 1964).

Evgeny Medvedev, an extremely modest person, has been trying to avoid publicity all his life. He came to the attention of journalists in connection with the anniversary of Vladislav Krapivin, which was widely celebrated in 2008. In one of his interviews, the artist shared the recipe for his creative cuisine, which precedes the stage of creating an illustration: “I read the text and write out a dossier on the characters: a sharp chin, a round face, freckles. Frayed sandals, dusty green halter shorts, etc. Krapivin’s characters often change clothes, so you have to be careful: the drawings must react flexibly to the narrative.”

In November 2009, on the occasion of the artist’s 75th birthday, the first personal exhibition of Evgeny Medvedev was held in the Central City Children’s Library named after A.P. Gaidar in Moscow. Prior to this, the artist’s works were exhibited at collective exhibitions of book graphics over the years.

Awards 1964 - badge of honor “For active work with pioneers” (presented by Lev Kassil).

1977 - Diploma of the All-Russian Book Art Competition for the high level of artistic design of Sergei Rozanov’s book “The Adventures of Grass” (M.: Sov. Russia, 1976).

1982 - diploma named after N.N. Zhukov from the Pioneer magazine for illustrations to the stories of Vladislav Krapivin (in particular, for the design of the story “The Helmet of the Knight”).

2008 - Diploma of the laureate of the International Vladislav Krapivin Prize “for the creation of highly artistic works in the field of illustrating children's literature.”

One of the most expensive awards: the guys from the Krapivinsky detachment “Caravel” awarded Evgeniy Medvedev the highest detachment rank - Honorary Commander.

The name of figure skater Evgenia Medvedeva constantly appears in the press. The young athlete persistently conquers sports podiums, snatching victories one after another. The list of her achievements includes gold and bronze medals, Russian, European and world champion titles in single skating, a world record in the team figure skating championship (80.85 points).

In 2016, Evgenia took ninth place in the ranking of the International Skating Union, and a year later she took first place.

Daughter of a figure skater. First steps to success

Evgenia Armanovna Medvedeva was born on November 19, 1999 in the capital of the Russian Federation. Her father is Armenian Arman Babasyan, an individual entrepreneur. The figure skater took her last name from her maternal grandmother.

Her mother, Zhanna Devyatova, who in the past herself was seriously interested in figure skating, decided to introduce the girl to the sport. And the little girl enthusiastically watched the performances of her namesake Evgeni Plushenko on TV. Three-year-old Zhenya was led by the hand into the section to the first coach Lyubov Yakovleva. In those years, the girl performed under the surname Babasyan and only later took her grandmother’s maiden name - Medvedev. Later, Yakovleva went on maternity leave, and the talented figure skater came under the wing of Elena Selivanova.

Performance by Evgenia Medvedeva, 8 years old

The promising girl began to study, forgetting about ordinary children's games and entertainment. Instead of games and friends, she had a coach, skates and ice, as well as endless training. But Evgenia didn’t even think about complaining. In addition to skating, which had already become the meaning of life, she had a hobby - drawing, for which she critically lacked time.

When the girl turned 8, a wonderful coach and teacher appeared in her life, working in parallel with Yulia Lipnitskaya, who was a year older. In the hands of an experienced coach, Evgenia began to turn into a real skating rink queen. Surprisingly, Zhenya and Yulia never became friends. Evgenia doesn’t like to be compared to Lipnitskaya, but she respects her rival.

Interview with Evgenia Medvedeva and her coach Eteri Tutberidze

Around the age of ten, according to Evgenia, her childhood ended - then she realized the seriousness of what she was doing. After two years of hard work, the 12-year-old figure skater officially joined the Russian national team.

A couple more years and she became a junior, making a brilliant debut at the Junior Grand Prix in Latvia. The performance brought her victory with a score of 169.52 points. The girl beat out her compatriot Maria Sotskova and American Karen Shen.

Despite the workload, the girl managed to be an excellent student at school. She especially liked history and biology. At the beginning of 2017, the girl said that she wanted to finish 10th and 11th grade as an external student.

Sports achivments

Already at a young age, Evgenia Medvedeva had an impressive track record of victories. After her first performance at competitions in Latvia, first place awaited her in Poland (179.96 points), but a serious struggle at competitions in Japan ended in bronze (163.68), and the Russians Maria Sotskova and Serafima Sakhanovich beat her.

In 2014, performing at the Russian Figure Skating Championships, she took 7th place among adult skaters and 4th among young athletes. In the spring of the same year, she reached the final of the Russian Cup, where she took second place after Anna Pogorilaya.

Evgenia Medvedeva at the 2014 Russian Championships

In the 14/15 season, she was applauded as a gold medalist by the stadiums of Barcelona and Tallinn, where the Junior Grand Prix were held. At the Russian Championships 2015, she was among the winners for the first time, albeit with a bronze place, and at the national junior championship she became the winner.

At the end of 2015, the skater moved to the adult group and immediately won the Ondrej Nepela Memorial competition in Bratislava. Without having time to rest, she flew to competitions in Milwaukee, where she took first place in the Grand Prix of the adult league. And this is just the beginning - then resounding success awaited her in Barcelona and again the first step of the championship of her native country.

February 2016 brought new successes - again gold at the European Championships, which was held in the Slovak Republic. A month later, 16-year-old Evgenia Medvedeva won the Grand Prix final and received the long-awaited title of World Champion at the World Championships in Boston (March 23 – April 8, 2016).

In Boston, the young figure skater set a world record in women's single skating, receiving a record amount of points for the program - 223.86 (73.76 for the short program and 150.10 for the free skate).

It seems that this athlete is destined to break world and her own records for the number of points in singles. In 2016, she improved her own performance three times and unofficially broke world records. During the year, she took prizes in competitions in Canada, France (Paris and Marseille) and Russia.

At the beginning of 2017, Evgenia became a two-time European champion (in the Czech Republic), breaking personal and world records a couple more times, as well as a world champion based on the results of the championship in Finland.

Evgenia Medvedeva at the 2017 European Championship

On April 20, 2017, the figure skater set a new world record at the team World Championships in Tokyo, skating a short program scored by the judges at 80.85 points. Thanks to her victory, the Russian team became the leader.

Fans of the athlete had no doubt that at the 2018 Olympics in Pyeongchang (South Korea) she would repeat the success of Adelina Sotnikova and bring Russia “gold” in the women’s singles tournament. Due to the anti-doping scandal, besides Evgenia, only 2 figure skaters were included in the “women” category of the Russian Olympic team: Alina Zagitova and Maria Sotskova.

Personal life of Evgenia Medvedeva

The girl is dating a musician of Bulgarian-Kazakh origin Christian Kostov. He became the youngest participant in Eurovision 2017 and took second place. The young people met while filming a documentary about a music competition and were soon caught by paparazzi walking through Gorky Park. Fans jokingly called their relationship a “silver medal romance.”

Zhenya is adored in Japan, and she is also a fan of everything Japanese: literature, fashion and anime. So, for one of the demonstration performances, Evgenia chose a song from the Sailor Moon cartoon, and once again surprised her “colleague” Moa Asadeh by reading her a poem in Japanese. On her Instagram you can often see drawings from fans from the Land of the Rising Sun.

Evgenia Medvedeva – Sailor Moon

Evgenia Medvedeva spends a lot of time on social networks – Instagram and Twitter. She loves the works of Arthur Conan Doyle and the British Sherlock Holmes series with Michael Jackson, Metallica, Bon Jovi and the Scorpions. In the wake of her passion for rock music, she acquired a guitar, although she has very little time to study it.

Evgenia Medvedeva now

At the 2018 Olympics, the first Games in her life, Evgenia Medvedeva set a new world record in the short program (81.06 points). Together with Alina Zagitova’s victory in the free program, the Russian team received silver. The girl broke her own record performing a free program - the judges gave her 81.61 points. However, her performance was surpassed by Alina Zagitova, who competed after her – 82.92. As a result, Zagitova received “gold” and Medvedeva received “silver”.

In May of the same year, the media reported Evgenia’s intention to change her sports citizenship from Russian to Armenian. This information was denied by the Figure Skating Federation. However, the fact that Medvedeva left Eteri Tutberidze’s team turned out to be true - this was reported by the director of the Sambo-70 center, within whose walls the figure skater trained. Tutberidze named Evgenia’s rivalry with Alina Zagitova as a possible reason for her ward’s departure.

Later, Evgenia admitted in an interview that leaving Eteri was the most difficult decision in her life. She moved to Canada where she began training under Brian Orser, the 1987 world champion and two-time Olympic silver medalist. At the same time, she remains a Russian athlete.

PARENTING

WITH PROBLEMS

IN DEVELOPMENT

AND CORRECTIONAL

RHYTHMIC

Edited by E.A. Medvedeva

Admitted

Ministry of Education of the Russian Federation

as a teaching aid for educational students

institutions of secondary vocational education, students

specialty 0318- Special preschool education

Publishing program “Special pedagogy and special psychology

for pedagogical universities and colleges.

The head of the program is Doctor of Pedagogical Sciences,

Professor N. M. Nazarova

E.A. Medvedeva- preface, section I, chapters 1, 2, 3; section II, chapters 1, 2,

4, 6, 7; section III, chapters 1, 2; section IV, chapters 2, 3; section V, chapters 2, 3, 4;

compiler of appendices 1, 2, 3, 4; L.N. Komissarova- section II, chapters 3, 5;

section IV, chapters 1, 4; G.R.Shashkina- Section V, Chapter 1, material

in Appendix 3; O. L. Sergeeva- Section IV, Chapter 3

Reviewers: Doctor of Psychology, Professor, Full Member of the Russian Academy of Education V.I. Lubovsky; Doctor of Pedagogical Sciences, Professor N.M. Nazarova

Musical Raising children with developmental problems and correctional rhythm: Proc. aid for students avg. ped. textbook institutions / E.A. Medvedeva, L.N. Komissarova, G. R. Shashkina, O. L. Sergeeva; Ed. E. A. Medvedeva. - M.: Publishing center "Academy", 2002. - 224 p.

ISBN 5-7695-0970-8

The textbook reveals both general approaches to the musical education of children with various developmental disabilities, as well as specific features of the content and organization of correctional work using music in a compensatory preschool educational institution. For the first time, the content and technology of organizing music education and corrective rhythm classes for preschoolers with developmental problems are presented in a systematized form.

The book may also be of interest to educators, music directors, speech pathologists, and psychologists working in the system of helping children with various developmental problems.

UDC 615.851.827(072) (075.32) BBK74.100.5ya723 I

ISBN 5-7695-0970-8

Medvedeva E.A., Komissarova L.N., Shashkina G.R., Sergeeva O.L., 2002 Publishing center "Academy", 2002

PREFACE

The humanistic trend in the development of society is inextricably linked with the creation of a theory of harmonious personality, which implements the idea of a “developing personality” in a “developing world.” The training of future specialists working with children with developmental problems requires that they master such correctional and developmental technologies that would provide them with the opportunity to put this idea into practice. Among such psychological and pedagogical technologies, a special place is given to art technologies, where musical art plays an important role.

The correctional and developmental capabilities of musical art in relation to preschoolers with developmental problems are due primarily to the fact that it is a source of new positive experiences for the child, gives rise to creative needs and ways to satisfy them, activates potential opportunities in practical musical and artistic activities, and ensures the comprehensive development of the child , i.e. performs the most important functions: educational, educational, social.

In the State educational standards for pedagogical colleges in specialty 0318 - “Special preschool education”, among the subjects of special disciplines there is a course “Methods of musical education of preschoolers with developmental problems and corrective rhythm,” presented in this manual. In pedagogical colleges, students are trained to work in special preschool educational institutions of various profiles: for children with developmental disorders, vision, hearing, mental retardation, and mental retardation. In this regard, the manual provides material showing students the features of musical education of children with different types of disorders.

The purpose of this textbook is to prepare for work in a special educational institution a compensatory type of teacher-educator who is familiar with the basics of musical education of children, who is able to actively participate in the implementation of musical and aesthetic education of preschoolers with developmental problems in music classes, and independently organize musical activities. leisure, correctional-oriented musical-game and theatrical activities outside of classes in a special preschool educational institution that has the necessary material on corrective rhythms for use in working with children with developmental problems together with a defectologist.

The textbook makes it possible to solve specific problems aimed at improving the general musical culture of students, expanding their horizons, developing their musical and pedagogical abilities; ensuring professional orientation of training, developing in students skills and abilities in the field of musical and aesthetic education, necessary in future work with children with developmental problems.

This manual is the first in special education that outlines the main directions of correctional and developmental work using music in special educational institutions with children with various developmental problems and highlights issues related to the treatment and correction of disorders using music. It will help defectologists, psychologists, educators, and music workers to carry out correctional work with children with developmental problems using art pedagogy and art therapy, namely music therapy.

The manual reflects the research of the authors, as well as published materials of leading domestic and foreign specialists (medics, psychologists, musicians, speech pathologists) who are developing art-pedagogical and art-therapeutic approaches to the treatment and correction of developmental disorders in adults and children with developmental problems.

Section 1 provides a brief historical overview of the use of music and rhythm for therapeutic, correctional and developmental purposes, showing the role of domestic defectologists, psychologists, and musicians in improving the methodology of music education as a correctional technology in the system of helping children with developmental problems. The section presents the conceptual apparatus and shows the relationship between the methodology of music education and other areas of scientific knowledge.

Section II reveals the theoretical and didactic foundations of the methodology of musical education of children with developmental problems, highlights the principles, methods, forms and pedagogical technologies of music education, as well as the main directions of correctional work by means of musical art in compensatory preschool educational institutions.

(Section 3 III gives an idea of the organization and implementation of psychological correction by means of music and movements (music therapy, kinesitherapy), carried out by a psychologist in the general system of helping a child with developmental problems in a special kindergarten.

Section IV reveals the corrective focus of work on music education in music classes and in non-classes (playing musical and theatrical activities, artistic and musical, leisure activities in kindergarten and in the family).

Section V highlights the areas of correctional rhythms associated with various types of disorders (speech therapy rhythms, phonetic rhythms, corrective rhythms for children with hearing impairments, vision impairments, mental retardation, mental retardation).

The appendix includes teaching materials, approximate notes on music lessons, practical material for games, exercises for rhythm classes, and organizing musical activities outside of class.

In the same part of the manual, a sample course program is presented for students and teachers teaching this discipline. The content of the program includes theoretical material, seminars, independent research work by students, as well as a workshop that helps students prepare for practice. Each section of the program contains requirements for the knowledge and skills of students. The number of hours in the program may vary in accordance with the curriculum of the College of Education. The appendix ends with a list of topics for coursework and final qualifying papers.

The teaching material is aimed at children of different ages with various developmental disorders. Part of the practical material was developed on the basis of scientific and experimental work carried out with children with various developmental problems in correctional educational institutions of the South-Eastern and Eastern District Education Department of Moscow: in a preschool educational institution (DOU) ^- 1296 (for children with speech impairment, mental retardation); at the State educational institution (GOU) y- 1883 “Elementary school-kindergarten” of a compensatory type (For children with speech impairment and mental retardation preschool educational institution No. 2316 (for children with visual impairments); as well as preschool educational institution No. 1898 (for children with speech disorders and mental retardation).

The team of authors hopes that this textbook will help future specialists carry out the musical and aesthetic education of preschoolers with developmental problems in a special compensatory preschool educational institution.

The authors express gratitude for the support and valuable advice to Doctor of Psychology, Professor, Full Member of the Russian Academy of Education V.I. Lubovsky; Doctor of Pedagogical Sciences, Professor N.M. Nazarova (MGGU); Candidate of Pedagogical Sciences E.Z. Yakhnina (MPGU), as well as gratitude to the head of the department for preschool education of the Moscow Higher Educational Institution E.V. Oskina, heads of special educational institutions E.F. Samokhina, L.S. Markova, A.N. Avramenko, N.I. Lushina for providing the opportunity and creating conditions for conducting experimental work on the musical and aesthetic education of children with various developmental problems.

Mamaichuk I.I. Psychocorrectional technologies for children with developmental problems (Document)

Mastyukova E.M. Therapeutic pedagogy: early and preschool age (Document)

Abstract - Aesthetic education in children with intellectual disabilities (Abstract)

Journal - Education and training of children with developmental disorders 2010 No. 5 (Document)

Strakovskaya V.L. Physical education of premature babies. Practical guide (Document)

Mastyukova E.M., Moskovkina A.G. Family education of children with developmental disabilities (Document)

Tkacheva V.V. Psychocorrectional work with mothers raising children with developmental disabilities (Document)

Voronskaya T.F. Copy 1 (Document)

n1.doc

TEACHER EDUCATION

MUSICAL

PARENTING

WITH PROBLEMS

IN DEVELOPMENT

AND CORRECTIONAL

RHYTHMIC

Edited by E.A. Medvedeva

Admitted

Ministry of Education of the Russian Federation

as a teaching aid for educational students

institutions of secondary vocational education, students

specialty 0318- Special preschool education

Publishing program “Special pedagogy and special psychology

For pedagogical universities and colleges.

The head of the program is Doctor of Pedagogical Sciences,

Professor N. M. Nazarova

E.A. Medvedeva- preface, section I, chapters 1, 2, 3; section II, chapters 1, 2,

4, 6, 7; section III, chapters 1, 2; section IV, chapters 2, 3; section V, chapters 2, 3, 4;

Compiler of applications 1, 2, 3, 4; L.N. Komissarova- section II, chapters 3, 5;

Section IV, chapters 1, 4; G.R.Shashkina- Section V, Chapter 1, material

In Appendix 3; O. L. Sergeeva- Section IV, Chapter 3

Reviewers: Doctor of Psychology, Professor, Full Member of the Russian Academy of Education V.I. Lubovsky; Doctor of Pedagogical Sciences, Professor N.M. Nazarova

ISBN 5-7695-0970-8

The book may also be of interest to educators, music directors, speech pathologists, and psychologists working in the system of helping children with various developmental problems.

UDC 615.851.827(072) (075.32) BBK74.100.5ya723 I

ISBN 5-7695-0970-8

Medvedeva E.A., Komissarova L.N., Shashkina G.R., Sergeeva O.L., 2002 Publishing center "Academy", 2002

PREFACE

The appendix includes teaching materials, approximate notes on music lessons, practical material for games, exercises for rhythm classes, and organizing musical activities outside of class.

INTRODUCTION TO THEORY AND METHODS

MUSICAL EDUCATION OF CHILDREN

WITH PROBLEMS IN DEVELOPMENT

AND CORRECTIVE RHYTHMIC

Chapter 1

BRIEF HISTORICAL OVERVIEW

USING MUSIC AND MOVEMENT

IN TREATMENT AND CORRECTION

Mention of the healing and correctional-developmental effects of music goes back to ancient times. The most prominent scientists Pythagoras, Aristotle, Plato pointed to the therapeutic and preventive effects of music. They believed that music establishes proportional order and harmony in the Universe, including those disturbed in the human body. It was noticed that music, primarily its main components - melody and rhythm, changes a person’s mood and rebuilds his internal state.

In classical Greece, music was perceived as a trinity of “musical arts” - poetry, dance and music itself, which was considered one of the most powerful means influencing the spiritual world of man.

In ancient sources there is a lot of evidence that speaks of miracles that occurred from the influence of music. The most prominent physician of antiquity, Avicenna, treated mental illnesses with music thousands of years ago. And the doctor Asclepides pacified discord with the sounds of music and restored hearing with the sounds of the trumpet. The perception of music, according to the ancient Greeks and Romans, contributed to the digestion process. Democritus noted the healing effects of the sound of certain musical instruments and recommended listening to the flute for healing in cases of fatal infections. In the works of the ancient Greek philosopher Pythagoras, there is a description of how music can influence a person’s emotional state and restore spiritual harmony.

Plato's judgments related to music therapy are well known. In his opinion, rhythms and modes influence thought, making it consistent with themselves. Plato proposed using medicinal herbs in the treatment of headaches, the use of which had a positive effect when accompanied by a magical treatment.

The ideas of Plato and Pythagoras about the influence of art, in particular music, on humans were developed in Aristotle’s teaching about catharsis, the purification of the human soul in the process of perceiving art.

Music therapy was also widely used in Ancient China and India. Ancient Chinese approaches to diagnosis and treatment with music were based on the effect of music on active biological points of the meridians of the human body. Treatment of mental and physical disorders was carried out by exposing certain tones, sounds and certain musical instruments to diseased areas of the body.

Singing occupied a special place in influencing a person in Indian music therapy. Vocal music has been recognized as the highest art because it is natural and created by the human voice and not by an instrument. In ancient India, it was believed that the soul expresses itself in the voice, first causing activity in the mind, and the mind, with the help of thoughts, projects subtle vibrations on the mental plane. Indian musicologists and philosophers claim that the reflection of peace of mind and peace can be achieved through music. No art can inspire a person as much as music.

Dutch composer and theorist of the 15th century. In the famous first musical dictionary, I. Tinctoris attributed to music the ability to expel sadness, soften hardness of heart, defeat evil will, delight people, heal the sick, “make souls righteous.”

In the Middle Ages, the practice of music therapy was associated with the theory of affects, which studied the impact of various rhythms and melodies on a person’s emotional state. Various relationships were established between the patient's temperament and his preferences for one or another type of music. However, the early theory of affects underestimated the deep rationality of music, the strict organization of musical material and the logic of sound-utterance. The brilliant idea of the German philosopher Leibniz about the secret mathematics of the soul, carried out in the sound stream, did not receive comprehensive understanding for a long time. Only in Hegelian aesthetics was attention paid to the importance of logic and spirituality of musical content. Hegel expressed the idea that music combines a certain unity of opposites, since it “reigns in the deepest sincerity and insight and at the same time the strictest rationality.”

Scientific understanding of the mechanism of the influence of music on the human body began in the late 19th and early 20th centuries.

In Russia, the interest of scientists in the problem of the impact of music on the human body was manifested in a number of studies conducted by V.M. Bekhterev, S.S. Korsakov, I.M. Dogel, I.M. Sechenov, I.R. Torkhanov, G.P. Shipulin, etc. Research has revealed the beneficial effects of music on various systems of the human body: cardiovascular, respiratory, motor, nervous. Very important were the conclusions that positive emotions received from communication with art have a healing effect on psychosomatic processes in the human body, relieve psycho-emotional stress, mobilize reserve forces, stimulate creativity, while negative ones indicate the opposite effect. It was these conclusions of domestic scientists that formed the basis of the scientific justification for the use of art (music) in correctional work with adults and children.

Second half of the 20th century is associated with the identification of music therapy as an independent direction in the practice of art therapy in Europe and the USA.

In France and Holland, music therapy is widely used in psychotherapeutic practice, as well as in surgery. It is important to take into account the nature and characteristics of the disease and the physiological state of the human body.

In Sweden, the use of music therapy is based on the concept of psychoresonance, which notes that the deep layers of human consciousness resonate with sounding harmonic forms and are accessible to understanding.

In the USA, in music therapy, the therapeutic effect is explained in line with traditional psychoanalysis and is achieved by bringing the patient through musical influence to an awareness of the traumatic situation, achieving cathartic release.

In England and Germany, music therapy is widely used in all areas of medicine, child and general psychiatry, pediatrics, and neuropathology.

A special place among music therapy movements in Europe, used in therapeutic and correctional practice, is occupied by the direction that studies the influence of music on children with various developmental problems. The effectiveness of using music for therapeutic and adaptive purposes in children with various pathologies is revealed in the works of German researchers: in children suffering from neuroses (K. Schwabe), early childhood autism (R. O. Benzon), organic brain damage (E. Coffer- Ulbrich).

In Russia in the second half of the 20th century. Music therapy is used in therapeutic and correctional practice both in various areas of medicine and in psychology, in particular special psychology. The effectiveness of music therapy for preventive, adaptive and therapeutic purposes is confirmed by scientific research by A. S. Brusilovsky, V. I. Petrushin, I. M. Grineva, S. V. Shushardzhan, A. L. Gotendiner, N. D. Maslova, S. Ma-mulova, I.M.Grineva, E.Yu.Rau, Yu.B.Nekrasova and others.

However, it would be wrong to limit ourselves to revealing only one psychotherapeutic or psychosomatic influence of music on a person, since music has a wider spectrum developmental, educational and corrective influence.

Famous musicians, teachers, and public figures have always noted that teaching art is impossible without connection with issues of human spiritual culture, and they emphasized the special role of music.

D. B. Shostakovich noted that no words can have the same impact on the listener’s soul that music does. Music allows you not only to listen to the inner voice of the people, but also to hear yourself.

B.V. Asafiev’s statement that music is “an art, a science, a language, and a game” 1 speaks of the versatility of the musical art.

The true study of music, according to A.V. Lunacharsky, is possible only with the joint efforts of specialists in such sciences as physiology, psychology and sociology. At the same time, he emphasized that music can be considered as one of the aspects of the socialization of the individual.

Music, representing, in the words of V.D. Dneprov, a “sounding worldview,” unusually expands the emotional spectrum of the individual. Without music, the world of emotions would not be sufficiently differentiated 2. Domestic experts in the field of art pedagogy N.I. Sakulina, N.A. Vetlugina, V.A. Ezikeeva, T.S. Komarova and others argue that the process of perceiving art by children represents a complex mental activity that combines cognitive and emotional aspects. Children's artistic activity ensures their artistic development, the ability to distinguish colors, sounds, shapes, leads to a deeper perception of the richness of lines, colors, their combinations in the world around them, ensures the formation of sensory standards and understanding of the language of various types of arts.

Music and movement occupy a special place in the development and correction of developmental deviations in children with various problems.

Foreign teachers and psychologists of the past (E. Seguin, J. Demor, O. Decroly) and domestic scientists (L. S. Vygotsky, V. P. Kashchenko, A. I. Graborov, etc.), who studied children with problems, pointed out the important role of art and music in the development of children. L. S. Vygotsky noted the special importance of artistic activity both in the development of mental functions and in enhancing the creative manifestations of children with developmental disabilities.

The practical use of music and movements as a means of development, correction and treatment of children with developmental disabilities in our country began at the beginning of the 20th century. during the period of formation of domestic defectology. At this time, music education was widely introduced into the system of music education. musical and rhythmic direction, developed by the Swiss teacher, musician Jacques Dalcroze. The formative beginning of rhythm was determined by a combination of rhythm, music and movement. The idea of “education of rhythm with the help of rhythm” was implemented through the use of specially selected exercises that developed in adults and children, starting from preschool age, an ear for music, memory, attention, rhythm, and plastic expressiveness of movements. At the same time, J. Dalcroze considered music to be the core of musical and rhythmic development, noting that in rhythm, music takes on bodily forms and transforms our bodies.

N.A. Alexandrova, who introduced the system of rhythmic education of J. Dalcroze in Russia, expanded the scope of application of rhythmics; she noted that rhythm is the common point from which the paths of the painter, sculptor, musician, conductor, mimist, dancer, and actor diverge. This division into specialties was the first step towards the use of rhythm in various areas of human activity, including the identification of a whole direction - therapeutic rhythms. At the same time, N.A. Alexandrova emphasized the importance of differentiated use of rhythm depending on age and the nature of the disorder, both in children and adults. Rhythm is used in working with normally developing children and can perform musical and pedagogical functions, and its use in working with Children with problems (speech, hearing, vision impairments, mental retardation, mental retardation) also determines correctional tasks.

The first steps to use rhythmics in the treatment system for neurotic patients were taken by Professor V. A. Gilyarovsky. Under his leadership in 1926 at the neuropsychiatric hospital named after. Solovyov created a special system of therapeutic rhythms for children and adults. In practice, this system was implemented by Rhythmist V. A. Griner. Rhythm as an organizing element of music was the basis of the motor system, the purpose of which is to regulate the movements and behavior of the patient. In the 1930s therapeutic rhythms begin to be used in speech therapy institutions, the foundations are laid for a whole direction of rehabilitation work with children with speech disorders - speech therapy rhythms.

Since that time, rhythm has been actively used in working with children with various forms of pathology: those with disorders of the central nervous system (N.A. Vlasova, V.A. Gilyarovsky); deaf and hard of hearing (N.A. Pay, E.F. Pay, 3. E. Punina, L.Ya.Broselo, I.N. Musatov, A.M. Kyshtymova, N.P. Zbrueva); having aphasia (Yu.A. Florenskaya, V.A. Griner); stutterers (V.A. Griner, N.S. Samoilenko, N.A. Vlasova). The authors emphasized both the importance of the general pedagogical, aesthetic influence of music and rhythm on a child with problems, as well as the possibility of correcting existing deviations in the psychophysical sphere - in motor skills, memory development, and attention. At the same time, it was indicated that such classes are also a psychotherapeutic method of influencing a child and correcting his emotional sphere.

In the 1920s The content of the correctional work of the first kindergartens for deaf and hard of hearing children included musical classes that cultivated tactile-vibration, auditory, visual attention, formed coordination of movements, developed orientation skills, internal composure of the child, developed breathing, voice, clear pronunciation of sounds in children, syllable combinations and rhythm of speech contributed to the organization of the children's team.

In the 1950s - 1970s. in the works of E. F. Shersheneva, E. F. Pay, the importance of music and speech therapy rhythms in the correction of stuttering in young children is noted, specific material is proposed for children 2 - 3 years old: songs, game exercises, short dramatizations of poems, round dances, in which The age characteristics and neuropsychic state of children are taken into account.

During the same period, the content and methods of musical education for children with hearing impairment were developed. Scientists and practitioners (E.F. Pay, S.V. Chesheva, E.F. Shersheneva, G.I. Yashunskaya, etc.) determined their capabilities in the perception of music based on the use of various analyzers. Emphasis was placed on the formation of tactile-vibration sensitivity, issues of speech development in interaction with music and movement were considered, and methods for organizing and holding holidays in special kindergartens were developed and revealed (I.N. Musatov, E.F. Pay, E.F. .Shersheneva and others).

A study of the influence of music and movement on children with problems, conducted in the 1960s and 1980s. such researchers as

T. Volkova, V.A. Erkman, V.S. Lyapidevsky, B.I. Shostak, Ts. A. Tugova, V.I. Seliverstov, G.R. Shashkina, A.V. Kruchinin, O S. Sternik, O. P. Gavrilushkina and others, showed the possibilities of musical-rhythmic movements as a rehabilitation technique in the system of education and training of children with developmental disorders of speech, vision, musculoskeletal system, and mental retardation.

In the 1960s Polish logorhythmist Aurelia Rosenthal made an attempt to introduce elements of rhythmoplasty into speech therapy work). "A. Rosenthal's program includes rhythmic exercises by J. Dalcroze, which, on the one hand, prevent the appearance of arrhythmia in the process of speech development of stutterers, and when it occurs, they level it out, on the one hand the other - satisfy the living organism's need for movement, and a positive emotional background helps relieve tension.

Methodology for musical education of deaf children, developed in the 1970-1980s. G.I. Yashunskaya, ensured the development of a sustainable interest in musical activity in the child, taught the perception and feeling of music, the ability to create musical motor images with the help of a teacher, achieve plasticity, expressiveness of movements, orientation in space, coordination of movements with music.

Research on the possibilities of developing musical perception of deaf and hard of hearing preschoolers, the formation of their sense of rhythm with the help of movements, music, and the rhythmic intonation structure of speech was carried out by L.V. Glubokova, G.V. Korotkova, N.I. Sladkova, N.A. .Tutova, A.S. Kagarlitskaya, etc. During this period, G.V. Korotkova developed state programs for the musical education of deaf and hard of hearing children, and also showed the possibilities of developing auditory perception of elements of music in deaf and hard of hearing preschoolers with the help of electroacoustic equipment.

The results of O. P. Gavrilushkina’s study of the musical development of children with mental retardation showed that musical education is one of the most important ways of corrective influence on children of this category. It was revealed that the peculiarities of musical development of mentally retarded preschool children are manifested both in the perception of music and in singing, in “Musical-rhythmic movements.

Modern research in special psychology and pedagogy objectively confirms the positive influence of music on children with various developmental disabilities. The effectiveness of listening to music, musical-rhythmic activities on the development of speech function, auditory attention, and motor skills in children with hearing impairment is revealed in the works of E.Z. Yakhnina.

Activation of thinking, formation of purposeful activity, stability of attention in mentally retarded children and preschoolers with mental retardation through music are confirmed by research by S. M. Midovskaya, I. V. Evtushenko, E. A. Medvedeva.

The meaning, content and specificity of the use of musical-rhythmic movements in teaching preschoolers with visual impairments are reflected in the programs and teaching aids of L. I. Plaksina, V. A. Kruchinin.

The areas of scientific substantiation of the possibilities of development and correction of deviations in the development of children through artistic activities have recently expanded significantly. The positive impact of theatrical activities on children with mental retardation, qualitative changes in the development of imagination, the sign-symbolic function of thinking, attention, and the possibility of correcting deviations in the development of the personal sphere are revealed in the studies of E. A. Medvedeva. Of particular importance in this type of artistic activity is music, which enlivens the theatrical action, fills it with melody, and enhances the emotional impact on both the performer and the viewer.

The correctional capabilities of musical art in its various combinations (with movements, with theatrical activities) in relation to a child with problems are manifested, first of all, in the fact that it acts as a source of positive experiences for the child, gives rise to new creative needs and ways to satisfy them, and ensures the formation of a musical culture and the implementation of correction of deviations in the cognitive, emotional-volitional and personal spheres, creates conditions for social adaptation.

Chapter 2

BASIC CONCEPTS, GOALS AND OBJECTIVES

METHODS OF MUSICAL EDUCATION

AND CORRECTION RHYTHMIC

Modern special pedagogy and art pedagogy are largely focused on the use of various types of art in correctional work, including music and movement as the most important means of educating a harmonious personality of a child with developmental problems and including him in the cultural and educational social environment.

The inexhaustible possibilities of music to influence a person’s inner world, to shape his thoughts, feelings, and attitude towards the environment, especially distinguish the method of music education from a number of art pedagogical methods.

Methods of music education for children with developmental problems is a private pedagogical methodology that studies the patterns of musical education, training and development of children with problems, and also reveals ways and technologies for correcting various deviations in the development of children with visual, hearing, speech impairments, and mental retardation by means of music, mental retardation, musculoskeletal disorders. The methodology of music education has a correctional orientation in solving educational and educational problems.

Corrective rhythm- this is a generalized concept, a kind of schsch kinesitherapy, based on the relationship of music, movement, words, where the organizing principle is rhythm in its broad sense. Depending on the specifics and type of developmental disorders in children, it is divided into rhythm: speech therapy (for children with speech impairment), phonetic (for children with hearing impairment), correctional (for children with visual impairment, with mental retardation, mental retardation).

The main goals of corrective rhythms are prevention, treatment and correction of existing deviations in the development of a child by means of movements, music and words. Specific rhythmic tasks are determined by the type of developmental disorder in the child.

The methodology of musical education and correctional rhythmics is based on a combination of a number of disciplines: clinical, general, special psychology and pedagogy, art pedagogy (art pedagogy), musicology. In this regard, terminology is used that reflects this interconnection of branches of knowledge, and the specifics of the methodology as a scientific discipline, as well as the characteristics of the category of children to whom it is addressed.

Correctional work with children with hearing, vision, speech impairments, mental retardation, and mentally retarded means of musical art determines the need to use clinical and psychological terminology accepted by defectology.

Correction- a system of psychological and pedagogical measures aimed at correcting and smoothing out deficiencies in the child’s psychophysical development.

Compensation- a complex process of adaptation, restructuring of the body as a result of violations or underdevelopment of human functions.

Rehabilitation(in a medical-psychological-pedagogical meaning) - restoration of functions, inclusion of a child with a prognosis.

The reserves of the influence of musical art on a child’s personality are fully used if correctional, developmental and psychocorrectional tasks are solved. This determines the use of art therapy techniques and terminology associated with them.

Art therapy(in relation to special education) - a synthesis of several areas of scientific knowledge (art, medicine, psychology). In therapeutic and psychocorrectional practice - a set of techniques based on the use of different types of art in a unique symbolic form and allowing, by stimulating the artistic and creative (creative) manifestations of a child with problems, to correct disorders of psychosomatic, psycho-emotional processes and deviations in personal development.

Music therapy- one of the types of art therapy. This is a kind of psychocorrectional direction in medicine and psychology, which is based on several aspects of influence: psychosomatic, psychotherapeutic, psychological. The receptive, regulatory, cathartic (cleansing) influence of music allows it to be used in this capacity in psychocorrectional work with children with developmental problems.

Vocal therapy- an active type of music therapy that provides correction of psycho-emotional disorders, social adaptation difficulties and performs a therapeutic and recreational function.

Imagotherapy- one of the types of art therapy, which is based on the theatricalization of the psychocorrection process.

Kinesitherapy- a unique type of movement therapy that enhances the overall reactivity of the body, increases its stability, contributes to the destruction of pathological dynamic stereotypes that arise during illness, and creates new ones that provide the necessary adaptation.

Relaxation- relaxation, relieving psychomotor and psychoemotional stress.

Catharsis- “cleansing” that a person can experience, both at the level of psychophysical functions and at the psychospiritual level of the human body. In the spiritual and emotional sense, purification is ensured by the influence of art, where the emotional, aesthetic, and ethical aspects of catharsis are highlighted.

The range of terms used in music education methods is quite wide. Since the methodology of musical education of children with problems is a developing area of scientific knowledge, its conceptual apparatus, on the one hand, is, as it were, in the shell of the already recognized terminology of special psychology and pedagogy, and on the other hand, the process of emergence of the terms art pedagogy (art pedagogy) and art therapy is outlined, reflecting the corrective focus of helping children with problems with the means of movement, music and words.

Art pedagogy(art pedagogy) in relation to special education - a synthesis of two areas of scientific knowledge (art and pedagogy), ensuring the development of the theory and practice of the pedagogical correctional process of artistic development of children with developmental disabilities and the issues of forming the foundations of artistic culture through art and artistic and creative activity (musical, visual, artistic and speech, theatrical and play)

Corrective-oriented musical activity- a psychologically and pedagogically oriented form of artistic activity aimed at correcting deviations in the development of children by means of musical art.

Music classes- a form of musical activity that ensures the musical and aesthetic development of children, taking into account their age characteristics.

Musical and rhythmic movements- a type of musical activity built on the relationship between music and movements, where rhythm serves as the basis.

The subject of the musical development methodology is the theory and practice of musical education of children with problems, including the study of the features, technology, conditions that ensure the correctional-developmental and music-therapeutic process of using musical art in working with children of this category.

The method of music education as part of art pedagogy has a common goal with it - the formation through the means of art of a harmonious socially adapted personality of a child with problems. Achieving this goal becomes possible when the following specific tasks of education and training, correction of deviations in the development of children of this category are solved by means of music.

1. To introduce children to artistic and aesthetic culture through the means of musical art, to form the artistic culture of the individual, the unity of aesthetic feelings, performing skills and norms of behavior through the means of music.

2. To form an interest in the art of music, to ensure musical-emotional development, responsiveness to music - from impulsive responses to the simplest musical phenomena to more pronounced and varied emotional reactions, characterized by facial, motor and speech manifestations.

3. Provide for the information and cognitive needs of children in the art of music through participation in artistic and musical activities. Enrich children with musical impressions, develop their sensory-musical abilities, timbre, mode-pitch, dynamic, rhythmic hearing, promote the initial manifestation of musical taste, first forming a selective and then an evaluative attitude towards music.

4. Activate the potential capabilities of children, ensure the development of emotional-artistic, moral-aesthetic, communicative-reflective foundations of personality through the means of musical art and movements.

5. To form the prerequisites and elementary musical and creative manifestations, the ability to express one’s I am in all types of musical activities available to children.

6. Carry out prevention through music and movements And correction of existing deviations in the development of mental functions, emotional-volitional, motor spheres, creating conditions for the child’s sociocultural adaptation through communication with the art of music in active musical activity.

The tasks of musical development of preschoolers with various problems in each age period are specified depending on the age, nature and characteristics of the disorders that children of this category have.

View all publications

1.USE OF INNOVATIVE METHODS IN WORKING WITH CHILDREN WITH GENERAL SPEECH IMPORTANCE. Medvedeva E.Yu., Obrasumova A.N. In the collection: Modern science: research, technology, projects Collection of the V international scientific and practical conference. Science Center "Olympus". 2015. pp. 458-460.

2.EXPANDING THE PROFESSIONAL COMPETENCIES OF STUDENTS OF PEDAGOGICAL UNIVERSITIES BY INCLUDING THEM IN ADDITIONAL EDUCATION PROGRAMS IN THE DIRECTION OF “SPECIAL (DEFECTOLOGICAL) EDUCATION” Medvedeva E.Yu. In the collection: Modernization of teacher education in the context of the global educational agenda, a collection of articles based on the materials of the All-Russian scientific and practical conference on the problems of developing and testing new modules of undergraduate programs in the enlarged group of specialties “Education and Pedagogy” (direction of training - Special (defectological) education), involving academic mobility of university students with a pedagogical profile (non-pedagogical areas of training) in the context of network interaction. Nizhny Novgorod State Pedagogical University named after. K. Minina. Nizhny Novgorod, 2015. pp. 54-56.

3. THE PROBLEM OF FORMING A TOLERANT ATTITUDE TO PERSONS WITH DISABILITIES Medvedeva E.Yu., Olkhina E.A. Modern problems of science and education. 2015. No. 1-2. P. 228.

4. FEATURES OF THE DEVELOPMENT OF THE GRAMMATICAL STRUCTURE OF SPEECH IN PRESCHOOL CHILDREN WITH SEVERE SPEECH IMPAIRMENTS. Glabova Yu.A., Medvedeva E.Yu. Modern problems of science and education. 2015. No. 4. P. 34.

5. FORMATION OF A TOLERANT ATTITUDE IN NON-PEDAGOGICAL STUDENTS OF PREPARATION FOR PERSONS WITH LIMITED HEALTH CAPABILITIES WITHIN THE FRAMEWORK OF TEACHING THE DISCIPLINE “CHILDREN WITH DISABILITIES IN THE EDUCATIONAL AND SOCIO-CULTURAL SPACE” Med Vedeva E.Yu., Olkhina E.A. Modern problems of science and education. 2015. No. 2-2. P. 541.

6. STUDY OF FINE AND ARTICULATIVE MOTOR SKILLS IN CHILDREN WITH AN ERASED FORM OF DYSARTRIA. Medvedeva E.Yu., Obrasumova A.N. Modern trends in the development of science and technology. 2015. No. 1-7. pp. 87-89.

7. CHARACTERISTICS OF MOTOR SKILLS WHEN TEACHING SWIMMING TO DISABLED PEOPLE. Medvedeva E.Yu., Uromova S.E. Modern trends in the development of science and technology. 2015. No. 2-5. pp. 89-92. PEDAGOGY AND PSYCHOLOGY OF POTENTIAL OPPORTUNITIES. DESIGN OF THE MODULE "FUNDAMENTALS OF PROFESSIONAL ACTIVITY IN THE SYSTEM OF SPECIAL AND INCLUSIVE EDUCATION". Paputkova G.A., Filchenkova I.F., Kashtanova S.N., Olkhina E.A., Medvedeva E.Yu., Kudryavtsev V.A., Karpushkina N.V., Uromova S.E. Methodological manual / Nizhny Novgorod, 2014.

8. PEDAGOGY AND PSYCHOLOGY OF POTENTIAL OPPORTUNITIES. DESIGN OF THE MODULE "ACTIVITY MECHANISMS FOR COMPREHENSIVE SUPPORT OF PERSONS WITH LIMITED HEALTH OPPORTUNITIES". Paputkova G.A., Filchenkova I.F., Kashtanova S.N., Olkhina E.A., Medvedeva E.Yu., Kudryavtsev V.A., Koneva I.A., Karpushkina N.V., Uromova S.E. Methodological manual / Nizhny Novgorod, 2014.

9. FEATURES OF MOTOR SKILLS OF MENTALLY RETARDED PRIMARY SCHOOL STUDENTS. Uromova S.E., Medvedeva E.Yu. In the collection: School of the XXI century: trends and prospects Collection of materials from the II International Scientific and Practical Conference. Federal State Budgetary Educational Institution of Higher Professional Education “Chuvash State University named after I.N. Ulyanov"; “Kharkov State Pedagogical University named after G.S. Frying pans"; "Aktobe Regional State University named after K. Zhubanov"; Center for Scientific Cooperation "Interactive Plus". Cheboksary, 2014. pp. 175-178.

10.FROM EXPERIENCE OF WORKING WITH YOUNG PARENTS RAISING CHILDREN WITH VISUAL IMPAIRMENTS. Olkhina E.A., Medvedeva E.Yu. Modern problems of science and education. 2014. No. 6. P. 1554.

11.PREVENTION OF VIOLENCE IN FAMILIES RAISING CHILDREN WITH LIMITED HEALTH CAPABILITIES. Olkhina E.A., Medvedeva E.Yu., Kashtanova S.N. Modern problems of science and education. 2014. No. 3. P. 663.

12. FEATURES OF WORK TO ENRICH THE LEXICAL AND GRAMMARICAL ASPECT OF SPEECH IN PRESCHOOL CHILDREN WITH SPEECH IMPAIRMENTS. Medvedeva E.Yu. Bulletin of Minin University. 2014. No. 3 (7). P. 21.

13.ROLE OF PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR PRESCHOOL CHILDREN WITH SPEECH PATHOLOGY. Medvedeva E.Yu., Obrasumova A.N. Theoretical and applied aspects of modern science. 2014. No. 5-6. pp. 124-125.

14. ETHICAL ASPECTS OF EDUCATION OF DISABLED ADULTS. Kashtanova S.N., Medvedeva E.Yu., Olkhina E.A. Education, economics, society. 2013. No. 5-6 (39-40). pp. 25-28.

15. COGNITIVE DEVELOPMENT OF A PRESCHOOL CHILD WITH THE HELP OF “SEMANTIC FIELD” CARDS. Medvedeva E.Yu., Lopatina G.F. Kindergarten from A to Z. 2009. No. 1 (37). pp. 97-103.

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