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Doman Institute: method of rehabilitation of children with cerebral palsy, autism, Down syndrome
The Institutes for Human Potential Achievement are a group of non-profit organizations founded by Glen Doman in 1955. The Doman Institutes have gained worldwide fame for their revolutionary discoveries in the development of the child's brain, as well as for programs early development for healthy babies and treatment programs for children with brain damage.It is widely believed that it is impossible to help children with brain damage, whose diagnoses are cerebral palsy, developmental delay, hyperactivity, epilepsy, autism, Down syndrome. The staff of the Institutes absolutely disagree with this approach. The experience of Glen Doman and his team says that such a diagnosis is not a sentence, and these children can and should be helped! Question: How can this be done?
There are three main ways to treat brain damage.
The first way is surgical. Doman institutions are very wary of him, because he is only permissible in some cases.
The second is chemical or medicinal. Here it is important to understand that such children have a problem in the brain itself, and drugs do not remove this problem, but try to work with the investigation. The result of this is pollution of the body and many harmful side effects: problems with digestion, internal organs, etc.
And finally, the third way is the one that the Doman Institutes use. It teaches parents how to stimulate the brain of a special child with different very effective methods.
The main ideas here are:
- The brain grows with use. It's like training a bicep. If you pump it, it becomes more powerful and vice versa. Likewise with the brain.
- Intensity, duration and frequency. This is how you stimulate your special child's brain: seven days a week, no breaks or days off.
- Remember that time is the enemy of children with brain damage and every minute should be valued and used to help your child.
- Parents are the best teachers and therapists for their children because they know and love them so much more than anyone else.
Every October, employees of the Institute for Human Potential Development come to Moscow to give Doman's courses on "What to do if your child has brain damage."
The goal of Doman's course is to prepare parents to use what they have learned so that they can help their children become healthy. Develop effective program rehabilitation parents can only when they understand its essence and share its principles.
Doman's course "What to do if your child has brain damage" lasts five days, during which time specially trained staff teaches parents how to assess the severity of brain damage and use basic techniques when creating a personal rehabilitation project for their child.
Doman's courses in Moscow consist of more than fifty hours of lectures, demonstrations and practical instructions regarding the growth and development of a child with brain damage.
Lecturer: Douglas Doman.
Venue: Moscow, hotel "SK Royal". Start at 9 o'clock. Cost: Specify by phone. Lunch and Wi-Fi are free.
To register for participation in Glenn Doman's seminar or for all your questions, write to the following e-mail address.
Glen Doman- American neurophysiologist, author of the program of intensive intellectual and physical development of children from the moment of birth, based on the results of a detailed study of the patterns of development of children. The main idea of the methodology is that every child has a huge potential that can be developed, thereby providing him with unlimited opportunities in life.
In 1955, Doman founded the Institutes for the Development of Human Potential. Their historic home is the town of Windmoor in North Philadelphia, USA. Already in the first years of work here, Glenn Doman and his colleagues were able to completely change the attitude of society towards children with brain damage, as they began to work on the restoration of children with various severe injuries. nervous system.
Institutes for the Achievement of Human Potential is a group of non-profit institutions that have been helping children with brain injuries and educating parents and professionals on every continent since 1955.
The purpose of the Institutes is to take the child with a brain injury, no matter how severely affected, and help him become normal physically, intellectually, physiologically and socially. Most children achieve one of these goals, many children achieve two. Some children achieve all of these goals, and some achieve none.
Institutes for the Achievement of Human Potential provide assistance to children from all over the world. There are branches of the Institutes - in Europe (Faugliya, Italy), organizations in Rio de Janeiro and Barbatzen (Brazil) and Domain-Kenkiusho in Tokyo and Kobe (Japan).
At first, the rehabilitation program for children with brain damage was carried out directly by the staff of the Institutes (on outpatients). But later it became clear that in order to achieve the best results, parents should perform the program at home on their own. Of course, provided that they are trained in everything necessary.
The institutes have opened the way to a deeper understanding of the central nervous system—viewing it as a sensory-motor system. Many of the techniques originally piloted by the Institutes have gained wide acceptance and are being used worldwide. These techniques include: crawling on the stomach and on all fours, patterning, a program of reading, mathematics, encyclopedic knowledge for young children, a categorical refusal of crutches and wheelchair, oxygen enrichment program, special nutrition programs.
Thus, in the course of painstaking work, a unique technique was developed, which was a complex treatment of sick children, exciting the restoration of all five organs of the functioning of the human body: touch, smell, hearing, vision, movement. So the children received active visual, auditory, tactile stimulation with increasing frequency, intensity and duration. Programs were developed for breathing (masking), speech development, intellectual program, as well as a manual program.
The result was that after some time, most of the children, passing through the stages of physical improvement characteristic of the development of healthy children, showed a noticeable improvement. This was indisputable proof that "the brain really develops in the process of its intensive use, and the development of the child's intellect is firmly connected with his physical development."
In 1960 Doman published an article in the Journal of the American Medical Association on the treatment of children with brain damage and detailed results of their rehabilitation. The work of the Institute for Human Potential Development became known a wide range of people. Doman's research produced a "soft revolution" in science. Since then, Doman and his dedicated group of like-minded people have persistently continued the continuous struggle to create and improve new programs aimed at improving the health of children with various brain disorders.
Among the many awards received by Doman in various countries, there is confirmation that he was awarded a knighthood by the Brazilian government for his outstanding work on behalf of the children of the world.
He left this world in 2013 at the age of 93.
Books by Glen Doman on child development:
* “What to do if your child has brain damage…” (available for download)
* "How to teach your child to read" (available for download)
* "How smart is your child" (available for download)
* "Harmonious development of the child" (available for download)
* "How to teach your child Math"
* "How to give your child encyclopedic knowledge"
* "How to make a child physically perfect"
* "How to develop your child's intelligence."
Lecture course: “What to do if your child has brain damage?”
Doman Institutes conduct lectures for parents with children with developmental delay, cerebral palsy, autism, epilepsy, attention deficit disorder, reading or learning problems, or suffering from various syndromes, for example, Down syndrome is called - “What to do if your child has brain damage?”
Every year, the course is held in at least 10 countries of the world - from the USA to India - and hundreds of parents come to listen to it. All these mothers and fathers have one thing in common: their babies have neurological disorders of varying severity. Many children were diagnosed with cerebral palsy, Down syndrome, autism, developmental delay, hyperactivity, epilepsy, etc. Some babies were officially recognized as hopeless. Most were labeled as "mentally retarded" or "learning disabled."
The course “What to do…” tells parents about effective methods of rehabilitation, which are based on many years of research and more than half a century of experience of the Institutes with a variety of brain injuries. After listening to lectures and gaining the necessary practical skills, moms and dads go home with the best tools to deal with their children's problems.
After completing the "What to do if your child has brain damage" course, many parents want to bring their child to the Institutes (this is called the "first visit" or graduate program). Even before the arrival, specialists from the Institute for the Achievement of Human Potential ask mom and dad to fill out Initial story development and describe in detail the life of your baby from the moment of conception to acquaintance with the program of the Institutes.
THE FIRST DAY
When the family arrives at the Institutes, the specialists first of all check each item of the History filled in by the parents. This helps to determine possible reasons brain damage in a child. Then an assessment of the neurological condition of the baby is carried out and compiled, determining the neurological age and level of development of the child as a whole. Also, the specialists of the Institute carefully measure the physical parameters of each baby. On the basis of the History, the child is given a functional diagnosis. If the diagnosis confirms that brain damage is the cause of the child's problems, the child becomes a candidate for the program. This is how the first day goes.
SECOND AND THIRD DAYS
Employees of the Institutes carefully analyze the information collected on the first day about the baby and develop a comprehensive intensive treatment program for him. The purpose of this program- provide the child with the maximum amount of stimulation and opportunities every day. The program consists of physiological, physical and intellectual parts and is designed to help the child climb up the Development Profile as quickly as possible. During these two days, employees tell mom and dad in detail how to perform one or another part of the program.
HOME PROGRAM
After that, the parents return home and do their new program within six months. During this time, the family has time to get to know the team of the Institutes better and gain experience in implementing the program at home. Employees of the Institutes also have the opportunity to get to know the child's family better and understand his needs. Through this interaction, the child's parents and staff at the Institutes can, over time, determine whether the Intensive Treatment Program is right for the family. Each child is assigned a personal curator-lawyer, who is responsible for ensuring that parents receive answers to all questions that arise in the process of working with the baby.
In general, the first visit of a family with a child to the Glenn Doman Human Potential Achievement Institute is called POSTGRADUATE PROGRAM and is, as it were, a preparatory step towards the transition to a more serious stage in the life of every family that has decided to start restoring their child according to the Glenn Doman method - the INTENSIVE PROGRAM.
WHAT IS A POSTGRADUATE PROGRAM, ITS GOALS, OBJECTIVES AND RESULTS?
GOAL:
This is a special program for aspiring parents who want to help their children at home and are seeking admission to the Intensive Care Program.
REQUIREMENTS FOR PARTICIPANTS:
Both parents must complete the What to Do... course and follow the counseling program with the child at home. When considering applications to visit the Institutes, priority is given to those families who complete the more complete program (the duration of its implementation is also taken into account).
PREPARATION:
Parents should read the Institute's books (especially Glenn Doman's What to Do if Your Child Has Brain Damage) and study the course notes and materials.
RESULT:
Parents bring the child to the Institutes of Human Potential Achievement, where he undergoes a full assessment of the condition. After that, the employees of the Institutes draw up a personal program for the child, aimed at achieving physical, intellectual, social and physiological health.
in music education
modern schoolchild"
Music teacher
Emelyanova S.V.
M BOU S O Sh No. 35
1. Introduction.
2. IKT - a new pedagogical form of music education.
3. Other means of communication in the field of music education.
4. Conclusion.
5. Application example computer technology music class in 7th grade. Topic: "Ivanovo land - the "cradle" of Soviet music during the war." in the form of a presentation.
6. Literature.
1. Introduction.
AT modern life many changes: social values have changed, highly moral ideals have given way to material well-being. The stratification of society has led to the alienation of people, aggression. Money has become the measure of success. And the human soul is still drawn to Perfection and Beauty, Ideal and Grace - endless, wise, eternal music, from which one so wants to live. Music opens up a diverse wonderful world and oneself in this world. My pedagogical experience proves that music not only sounds in the souls of children. but it also has a profound effect on them. It is interesting to see how the tastes of my pupils change over time. If at first they like the music of the "hit" plan, then gradually they fall in love with classical music, which they had not listened to before, considered it boring and difficult to understand. Modern man it is more important than ever to join the world cultural traditions. This allows him to be creative in solving problems, to adapt in unstable conditions. I believe that the music teacher has a special status among school teachers. It is designed to bring culture to children with its external and internal appearance, to create an atmosphere of beauty and harmony. Probably, for the sake of this, for the past 15 years, every morning I rush to school. I hasten to fill the souls of children with kindness and nobility, open tender buds of talents and believe that they will soon turn into a bright, fragrant bouquet.
V. A. Sukhomlinsky rightly stated: “Musical education is not the education of a musician, but, above all, the education of a person.” How many decades have these words been like the "creed" of more than one hundred music teachers? My lesson is a flight of creative thought, fantasy, talent, spiritual perfection, a lesson in educating a Personality. What does it mean to educate a person who knows how to live in harmony with the world, a bright, creative, and most importantly spiritually rich person? How to open to students beautiful world in oneself and in the surrounding reality? How to teach them to work, to strive for goodness and light? Questions, questions, questions...
In this regard, the methods and techniques are being radically revised. pedagogical impact, the thematic content and structures of the programs are creatively processed.
AT music education there is some opposition of approaches to learning: the development general principles didactics in music lessons and the principles of artistic didactics. In this regard, the thematic basis of the traditional program of D. B. Kabalevsky is complemented and developed by the program “The Art of Hearing” by V. O. Usacheva, L. V. Shkolyar. Children are immersed in the world of musical images of Russian and foreign classics, modern music, folklore, and their own creativity.
A little wider, taking into account the renewal of the content, technologies of mass musical education, the program of E. D. Kritskaya is built. This program is based on the identification of the vital connections of music. Here, a music lesson is not just a lesson in the development of sensory musical abilities, but a lesson in art, when all mental processes develop: thinking, memory, attention, perception, including musical abilities: a sense of rhythm, timbre hearing, musical thinking, etc. Thus, on the example of the creation of new methodological sets, we see a qualitative change in pedagogical methods, we see an attempt to predict and direct the result of development and learning. Speaking about the use and improvement of pedagogical technologies, we also mean information technologies, i.e. technologies that are based on maximum amount information.
2. And KT - a new pedagogical form of music education.
Modern education is rapidly picking up speed in the field of the latest technologies. Computerization has become one of the main directions in obtaining certain knowledge of students. The computer itself does not play any role in education without a general concept of its application, software and methodological support corresponding to the tasks of the development, upbringing and education of the child, as well as his psychophysiological capabilities. Specialists in the field of psychological and pedagogical research indicate both positive and negative factors of the computerization of the educational process. We can agree with the opinion of researchers that it is impossible to transfer all the functions of the educational process to a computer, especially such as the formation of motivation, worldview, value relations, the education of artistic and aesthetic taste. In any case, the teacher remains an irreplaceable and very important link in the education system of the future.
Computer technologies provide many interesting opportunities in music education, and this can be an effective tool, a basis for musical creativity and the development of musical abilities. They are of great help in the development of music lessons and help to solve the most important tasks related to the education and aesthetic education of children both during the lesson and outside of school hours. And KT takes a leading place in the quality and effective teaching of the subject "Music".
Let us note some areas of musical activity in which the computer plays an increasingly important role. This is creation and the use of musicological databases, music publishing, the creation of arrangements and original compositions using sequencer programs, sound synthesis and Electonic music, interactive performance systems, preparation of phonograms and video clips, etc. When learning songs at music lessons at school, the so-called backing tracks stimulate children's interest in the subject much more than simple piano accompaniment. In addition, ICT contributes to a better mastery of the material, allows children to identify and develop their Creative skills. With the help of a computer, children can study the work of composers and musical notation, make excursions and virtually wander through the halls of museums, for example, the Museum of Musical Instruments.
In a lesson in grade 1, I introduce students to the expressive possibilities of the piano and the musical keyboard. Here I am using the computer program Musical Keyboard. This program is a sounding musical piano keyboard, on which you can play any one-voiced melody, for example, "Chizhik-pyzhik", if desired, even with accompaniment, which even children studying in music school. Through this program, children game form, can compare the sounds of different registers, by changing the timbre they learn that the family of musical keyboard instruments has a large number of varieties: celesta, harpsichord, vibraphone, electric organ. Children listen to their timbre and compare the sound.
In the 2nd grade in a lesson on the topic "Genre symphonic tale"Before listening to the work being studied, I show students illustrations of woodwind instruments and let them listen to fragments of the sound so that the guys can learn the timbres of the sound of these instruments, for example: flute, clarinet, oboe (section "Musical Instruments" from the CD "Encyclopedia classical music.") and showing the structure of the flute instrument (section "Media. Animation." from the CD "Encyclopedia of Classical Music.") that the instrument is given in a section before the eyes of children, the purpose of its component parts is explained, the mechanism of sound is shown.
The lessons on the topic “Nature in music” are expressive and bright. In a comparative analysis of a musical work, for example, A. Vivaldi's cycle "The Seasons"; students use encyclopedic character definitions taken from the reviewed disc. The child makes a discovery: learned, understood, explained.
The disks of the Cyril and Methodius company help to conduct these lessons. With the help of the disks “Music Class”, “Masterpieces of Music”, “Encyclopedia of Rock, Jazz and Pop Music”, “Life and Work of Composers”, offered by this company, creative and intellectual ability children. The use of ICT increases the activity of students, the richness and effectiveness of the lesson.
Having set myself the task of including ICT in music lessons, I had to start work from scratch. First of all, it was necessary to solve the issue of accumulating curricula that can be used in the classroom. I started my career with only two computer training programs available. This programpowerpoint, which I repeatedly resort to when getting acquainted with the music of various authors, when studying the features and diversity of the timbres of musical instruments, when studying the work of a particular composer. Using this program allows me to illustrate my story with the necessary thematic video clips. One of the directions of this program is the demonstration educational material in slide show and music image views.
Another program isBand - in - a - box. The program is designed to create, arrange a certain melody or a ready-made musical fragment. The creators of the program have put rich possibilities into it: it can pick up an accompaniment to a finished melody, it can imitate accompaniment elements typical for certain musicians; can choose different orchestration; can use some special effects: strokes, texture, etc. This program has a fairly large archive, which contains a collection of recordings of classical and contemporary works. Today I also use other programs that can be divided into groups: informative encyclopedias, educational-developing - thematic, educational - gaming, music library, phonograms.
This small analysis shows what wide opportunities ICT opens up for us when conducting lessons.
My practice has shown that it is effective to use computer programs in music lessons, starting from the elementary grades and the middle level, selecting curricula taking into account the age-related interest of students, their preparedness for the perception of the material presented.
For students in grades 1 and 2, a music library, phonograms are mainly suitable; educational - game programs, when using their individual elements.
Pupils of grades 3 and 4 are well perceived by thematic, educational - developing, educational - game programs, a music library and phonograms in full, and informational - in part.
In the middle link, all groups of programs are involved in full, using both individual elements of the program and in the form of a lesson - a presentation and an integrated lesson.
And KT expands the information base in preparation for the lesson, allows you to more effectively develop all types of perception: visual, auditory, sensory; increases the intensity of the lesson, contributes to the expansion of interdisciplinary connections in the presentation of the material of the lesson, to control the assimilation of the material passed by students; enrich and expand the song repertoire in the classroom and during school events.
Forms of work in the classroom can be varied: students perform creative tasks, fun musical exercises, make exciting trips and excursions, compose simple melodies, write notes. Forms of mastering ICT in music lessons can be the implementation of reports, tests, projects with electronic presentation in a programmepowerpoint.
The purpose of using these forms is to organize comfortable learning conditions in which all students actively interact with each other.
I use in my lessons project activities to master the material, to gain new knowledge of musical terms, to generalize topics. In project tasks, students use concepts that are well known to them, in combination with new knowledge gained in the classroom. A huge plus of this type of educational activity is the involvement of absolutely all students in the class in common work. One of the forms of using the project method in the lesson is computer presentations which I also use in my work. This allows you to more clearly present the illustrative material for the lesson. The next form of my activity is the use of computer testing in general lessons. The goal is to systematize and summarize the key knowledge gained during the quarter and year. When defending a project, presentation, students acquire the skills to select and use the necessary information, learn to work in a team, applyacquired knowledge in the study of other subjects. The main thing is to introduce the child to the creative process, when he sees the result of his work appreciated by the teacher. Thus, the use of ICT makes the lesson informative, diverse, and most importantly, modern.
My experience of using ICT shows that their use in music lessons can really become the basis for the formation of artistic taste, the development of the child's creative potential and the harmonious development of the personality as a whole.
3. Other means of communication in the field of music education: synthesizer, multimedia technology, Internet.
Great help in music lessons is provided by the use of digital educational resources on the example of a musical synthesizer. By introducing a new musical instrument into the music lesson, traditional types of musical activity are enriched: listening to music, vocal and choral performance, instrumental music-making, plastic intonation, etc. Thus, the vocal and choral activity of schoolchildren receives a new impetus due to the use of a synthesizer as an accompaniment. This is facilitated by the rich timbre and rhythmic possibilities of the instrument, simplicity and accessibility in use. When organizing listening activities in a music lesson, the synthesizer can be used during intonation-figurative analysis musical works. In the 7th grade we study "Bolero" by M. Ravel. In preparation for the hearing complex work to activate the attention of schoolchildren, I show on the synthesizer 2 main themes performed by the oboe, flute, saxophone, trumpet, clarinet against the background of the unchanging rhythm of the snare drum. To perform a rhythmic pattern on a synthesizer, I involve students. The possibilities of using the synthesizer in musical - educational process outside the scope of the lesson. In extracurricular and out-of-school work, it is necessary for the teacher to create minus phonograms. Thus, the orchestration of music, arrangement, musical and compositional activity finds its place in the music lesson through the use of timbre, dynamic, metro-rhythmic capabilities of the synthesizer. There are many methodological literature dedicated to learning on the synthesizer. Some manuals focus on the mood and functions of musical and digital instruments. This is a manual by V. Rellin and A. Thaler; P. Gorges and A. Mer; G. V. Bogachev, D. Yu. Dubrovsky and others; others focused on the theory and practice of teaching towards musical creativity. Manuals by J. Drexler and K. Hurle, I. G. Shavkunov, P. L. Zhivaikin, N. Berger, I. B. Gorbunova and A. V. Gorelchenko and others.
Another widely used tool for informatization of music education has become interactive multimedia technology - the integration of interactive CDs with a computer, which provides the user with the opportunity to work with information presented in various forms: audio, graphic and video. Using this technology, you can listen to music and get various information about it in the form of texts, drawings, photographs, video clips, for example, from an interview with the performer of this music, etc.
And finally, the Internet has become widespread as a means of informatization of music education. As a global information exchange medium, the Internet is becoming an inclusive educational environment. Diverse forms of communication make the Internet a flexible medium for learning. With it, you can create a web. – music education pages, forward emails, etc.
4. Conclusion.
Synthesizer, computer, multimedia technologies, the Internet - all these new means of communication provide access to quality information in the field of music education. cognitive activity students, as well as expanding opportunities for distance learning and self-study in this educational area.
5. An example of the use of computer technology in a music lesson in grade 7 in the form of a presentation. Topic: Ivanovo land - the "cradle" of Soviet music during the war.
6. Literature.
/ Information - computer tools at school: a manual / Ed. G. K. Selevko - Yaroslavl: I R O, 2003
I. M. Krasilnikov. Synthesizer and computer in music education. - M. "Art at school", V. 8, 2002
I. M. Krasilnikov. « Electronic musical creativity in the system of art education”.
D. B. Kabalevsky. Musical education and technical means of music dissemination. M: Enlightenment, 1981
V. P. Bespalko. Education and learning with the participation of computers (Pedagogy of the third millennium). - Voronezh: M O - D E K, 2002.
A. V. Fedorov. Media Education: History, Theory and Methods. Rostov: C V V R, 2001
N. Berger. Modern concept and methods of teaching music. Series "Modernization" general education". - C P b; 2004
I. Gorbunova. On the main activities of the educational and methodological laboratory "Musical and computer technologies" // Modern musical education, 2003.
N. Berger, N. Yatsentkovskaya Electronic keys as a necessary attribute of new technologies in music education // Telecommunications of music education // , 2004
Lesson in 7th grade
Topic: "Ivanovo land - the "cradle" of Soviet music during the war."
During the classes.
1. Organizational stage. Greetings. Introduction.
U. My friends, I am very glad to enter your friendly class, and for me now the reward is the radiance of your tender eyes, I know every genius in the class, but without difficulty talent is not useful. Let's take music and creativity and create a lesson together.
U. Determine from the musical fragment what we will devote the lesson to?
Listening to a song by E. Sokolskaya You are my city!
So, your thoughts.
W. Yes. Indeed, we will talk about our small Motherland, namely, about the music born on Ivanovo land, not only at the present time, but in the distant Soviet years. And I invite you to visit an amazing place, which is only 7 km. from the center, more precisely on the eastern outskirts of our city, the village of Afanasovo.
What is so amazing about this place? The fact is that here once, or rather in 1943, the House of Composers' Creativity was opened.
Has anyone heard of this? Why do you think this house got its name? I invite you to visit it as guests. Pay attention to the topic of our lesson: “Ivanovo land is the “cradle” of Soviet music during the war years.” I think today you will understand why our Ivanovo land was called the "cradle" of owls. music wartime. But first, let's sing E. Solodovnikov's song "And I live in Ivanovo."
2. Explanation of new material.
U. 1943 - the year of the opening of the House of Composers on the Ivanovo land. Does this date mean anything to you?
Yes, indeed, it was a difficult time for our Motherland. The war continues, but musicians and composers begin to return from hospitals and evacuations to Moscow. Union of Composers and Muses. fund of the USSR are trying to create elementary conditions for them to creative work. Take a look at the screen. Are these faces familiar to you? Reingold Gliere and Aram Khachaturian appealed to the People's Commissariat of Agriculture with a request to find a place to work and recuperate. From several options, a place was chosen on the outskirts of Ivanovo - the village of Afanasovo. The former landowner's estate near the poultry farm was put in order very vigorously and quickly, and the landowners' house was adapted for a family hostel and a canteen for the first 4 families of Soviet composers. Its first inhabitants in the early summer of 1943. there were families: D. Shostakovich, R. Gliere, A. Khachaturian, V. Muradeli.
Take a look at the screen, do you know these composers? They were in the summer of 1943. visited Ivanovo land for the first time.
What do you think, for what purpose did the composers come to DTK? Can we guess what the composers talked about in their compositions?
What role did music play during the war? D. Shostakovich in the first summer created his 8th symphony on Ivanovo land.
Can we guess what this symphony is about? This is a tragic story "about sorrow and rage" of a fighting people. Before that, he had already written a symphony, which triumphantly marched around the world.
A fragment of the symphony No. 7 (Leningradskaya) sounds - an episode of the invasion.
Are you familiar with this piece? What is it called? Did you know that this year on January 27, the 65th anniversary of the complete liberation of Leningrad from the fascist invaders was celebrated. A. Khachaturian creates symphony No. 2 and gives it the name "Symphony with a Bell".
Why do you think Khachaturian had the idea to give this name to the symphony? Remember, why did Russia need bells?
(notified the people about fires, about the attack of enemies, about disasters and holidays) And you know, I suggest you compose a symphony with a bell yourself. Let's try.
What do you think a symphony is? symphony - musical composition) What is the essay about?(about life)
How many parts are there in a symphony?
Once this op. about life, so let it have 4 views on life, let's designate them.
Recall that Khachaturian created the symphony in 1943, at the height of the war, which means that the symphony will deal with the events of V.O.V.
So, 1 hour - the beginning of the war, conscription, clash, struggle. What role will the bell play at 1 o'clock? What does it announce? How will it sound: jubilant, victorious or stern, gloomy, tocsin?
Let's listen to the sound of Khachaturian's bell? Did our thoughts coincide with the thoughts of the composer? Hearing.
…Here, buzzing, the bass will hit:
Listen! Listen!
Like God's voice from heaven
Straight to the soul
He gathers people
Together
And calls for deeds
Giant.
2h tells us: life is a reflection, a dream, but anxiety and excitement do not leave us. What awaits us?
3h. - a memory of the good, bright, cheerful, you can smile and joke.
4h. -The musicians call the finale. She seems to be saying the war is over - victory. Do you think the sound of the bell will change at the end of the symphony? Listen to a fragment of the finale.
Like a flame
As witnesses of the ages
All of you are with us
Do doubts burn you?
Is it misfortune
Anyway, you went with us
Until victory.
So take off again and again
In the blue dome
To always live
love
Over Russia.
Has something changed with Khachaturian in the sound of the bell?
What did the symphony of A. Khachaturian instill in the hearts of people? ( certainty, bright hopes)
In the summer of 1944 S.S. came to DTK Prokofiev. Here, on Ivanovo Land, his best creations were born. There was a wonderful birch grove near the house where the composer worked.
Look, here she is in front of you. Because of the abundance of sunlight in it, Prokofiev called it "grove in C-major."
Beautiful, isn't it? Looking at her, I remember E. Khank's song "You make noise, birches" - performance.
In 1952 a composer whose songs you are familiar with came here for the first time. I'll give you the fragments, and you try to guess. Performance of the fragment "Earring with Malaya Bronnaya", "And it's snowing ...". Guessed? These songs were composed by A. Ya. Eshpay.
AND I. Eshpay is a frequent visitor to our land. This year he turned 84 and he is going to work here again. Let's sing the song born here. Performance of "Earring with Malaya Bronnaya".
Over the years, many celebrities have visited DTC. There were very interesting essays composers of different generations.
Let's turn to the topic of the lesson. Let's say it again. Did you notice that the word "cradle" is highlighted?
What feelings do you associate with this word? pronounce it
With what way is it connected? Is it relevant to our topic of the lesson?
Can our land be called the "cradle" of Soviet music of the war years?
Outside the 21st century. And how can you assess the state of culture of our region today? Can you name the composers who were born in our city and continue to glorify it far beyond its borders?
3. Reflection.
In conclusion of the lesson, I would like to draw your attention to the twigs standing in our class. They stand completely without leaves, but I so want spring to come quickly, streams run, birds fly in, buds swell and there are more joyful and bright days. Let's zoom in and decorate our twigs with leaves. These will be unusual leaves. They have different colors. Each color means something:
Green - you have made a new discovery;
yellow - you felt calm, confident in the lesson;
red - you were not interested in the lesson;
blue - you have not learned anything new.
Students decorate twigs against the background of E. Sokolskaya's song "You are my city."
See what branches have become beautiful. I am very pleased that I helped you learn new things and discover the world of music and art.
See you soon!
PRESENTATION.
Musical games using information computer technologies
Article type:
Modern education cannot be imagined without the use of information resources. Gradually, the use of computer technology is included in the system of preschool education.
This is connected not only with the development of engineering and technology, but, above all, with the changes that are caused by the development of the information society, in which the main value is information and the ability to work with it, the development of projects and programs that contribute to the formation of a person in modern society.
Kindergarten is a part of society, and like a drop of water, it reflects the same problems as in the whole country. Therefore, it is very important to organize the learning process in such a way that the child is actively involved in music lessons with enthusiasm and interest. Help music director in solving this difficult task, a combination of traditional teaching methods and modern information technologies, including computer ones, can be used. Therefore, the use of ICT in working with children according to a general developmental program lies in the fact that teachers use the multimedia capabilities of a computer in their work to increase motivation for learning and facilitate the assimilation of educational material by children of various directions. So, for example, for the development of children of primary and secondary preschool age actual is the use of digital technologies in photography and video filming. By including an object familiar to the child in a slide show or presentation as a variable visualization, we launch several mental processes at once:
- recognizing a “native” object from the child’s environment causes joy, and for kids this is important;
- contributes to the development of generalization operations;
- the reverse process, when, having met in his environment an object that has already been spoken about and seen on the screen, the child builds a chain of reproduction of the rest of the material associated with this object (associative memory).
Use of information and communication technologies in the process musical development preschoolers can significantly diversify the musical activities of children. The use of multimedia in teaching singing can increase the cognitive interest of preschoolers during music lessons. Multimedia tools are interactive in nature; The viewer and listener of multimedia products does not remain passive; information can be presented with a video and musical accompaniment. An important direction in this work is the application of the game method aimed at taking into account the psychological and age characteristics of the child and corresponding to the game nature of musical art. The goal is to develop an active figurative-thinking ear. Way to achieve the goal: from auditory experience, vital prototypes of musical art to playing music by ear.
For the development of musical and sensory abilities, special multimedia musical and didactic games and tasks are used, during which the child gets the opportunity to exercise in distinguishing the properties of sounds and reproducing them in ways available to him. They have a significant impact on general development child, and on the development of his emotional sphere and musical and sensory abilities. Game tasks have a variety of goals:
- expansion and consolidation of ideas about the world around;
- development of the ability to distinguish and reproduce sounds of various heights, durations, strengths and timbres,
- individual components of the sense of rhythm;
- development of melodic ear, the ability to distinguish the nature and mood of music.
Compared with traditional forms of teaching preschoolers, multimedia has several advantages:
- presenting information on the screen in a playful way causes a hugeinterest ;
- carriesfigurative type of information understandable to preschoolers;
- movements, sound, animation attracts for a long timeAttention child;
Multimedia presentations make it possible to present educational and developmental material as a system of vivid reference images filled with comprehensive structured information in an algorithmic manner. In this case, various channels of perception are involved, which makes it possible to store information not only in factographic, but also in associative form in the memory of children.
The purpose of such a presentation of developing and educational information is to increase the interest of preschoolers in musical activities.
Tasks:
- development of musical abilities of preschoolers;
- addition of auditory impressions and representations of children;
- activation and development of emotional perception of music;
- formation of cognitive motivation in preschoolers for musical activity.
Unlike conventional technical teaching aids, information and communication technologies allow not only to saturate the child with a large amount of ready-made, strictly selected, properly organized knowledge, but also to develop intellectual, creative abilities in preschool childhood - which is very important.
The use of computer technologies in music education contributes to an increase in interest in learning, its effectiveness, develops the child comprehensively, activates parents in matters of musical education and development of children. For a teacher, Internet resources significantly expand the information base in preparation for classes, connected not only with the world of music, but also with the world of art in general. And the ability to use a computer allows you to develop modern didactic materials and apply them effectively.
I would like to offer interesting musical games for children and their parents.
"New Year's Rhythms" - musical game on the development of rhythmic hearing in children aged 5-7 years. Link:
"Helpers" - musical finger game for the development of musicality of children 4-6 years old. Link:
"Owl and Cuckoo" - a musical game for the development of pitch hearing and voice for children 4-6 years old. Link:
"In the woods" - musical finger game for the development of musicality of children 4-6 years old.
The game "The fourth extra tool" - a musical game for the development of timbre hearing in children 5-7 years old.
Link:http://narod.ru/disk/49190264001.fb80015f3cae0835ee0b86dcea3e8d7d/%D1%84%D0%BB%D0%B5%D1%88-%D0%B8%D0%B3%D1%80%D0%B0%20% D0%B8%D0%BD%D1%81%D1%80%D1%83%D0%BC%D0%B5%D0%BD%D1%82%D1%8B.pptx.html
February 21, 2016 at the Children's Art Institute. G. Kukuyevitsky, the IV city Olympiad of students of children's art schools in musical literature using computer technology.
4 teams of students of 2-4 years of study in musical literature of children's art schools of the city took part in the Olympiad. The teams competed in competitive tests: "Greeting", "Protection of the presentation "Creativity and biography of the composer" and "Test task".
Especially bright and spectacular was the first stage of the Olympiad "Greeting", in which the teams presented creative homework assignments, performed in the form of theatrical performances.
The students of our school showed the musical "The Tale of the Tsar, musical instruments and orchestra” (scenario by Dmitryuk Yu.V. and Barteneva T.N.). The role of the king was played by Nasibullin Renat, the role of the trumpeter was played by Mikhail Vartik (teacher Pasternak S.V.), Pagoni Marina did an excellent job with the role of the presenter. The chamber orchestra "Inspiration" (headed by Tushkova M.A., conc. Loik T.N.) took part with great joy in staging the fairy tale.
In the second competitive test, a multimedia presentation was presented on the topic: “ creative way S.V. Rachmaninov”, which was commented by Sophia Kornilova (teacher Barteneva T.N., Lopatskaya N.N.). The music of Rachmaninov himself performed by Yekaterina Borisenko (teacher Rostovskaya LB) sounded a wonderful background.
Testing became the third stage of the Olympiad. Students answered 80 questions on musical literature. Pupils of the 5th grade took part in this competitive test: Kolev Pavel (teacher Dmitryuk Yu.V.), Oleinik Marina, Ovsyanik Ekaterina (teacher Barteneva T.N.), students of the 6th grade Gordeeva Anastasia, Starodumova Maria (teacher Pritupova E .A.) and 7th grade student Sofia Kornilova (teacher Barteneva T.N.).
Congratulations to all students and teachers who took part in the Olympiad on their victory!
We wish you further creative success!
Head of the city methodological association of teachers of theoretical disciplines, teacher of MBUDO "DSHI No. 3" Yu.V. Dmitryuk
