Lesson for children with disabilities with elements of music therapy: “Shake, hello!” Music therapy in working with children with disabilities Music education program for children with disabilities

Anastasia Advakhova
Abstract “The importance of music therapy, its use in working with children with disabilities”

ABSTRACT on the topic:

« THE IMPORTANCE OF MUSIC THERAPY, USING IT AT WORK

WITH CHILDREN DISABLED"

The work was performed by the music director

Advakhova Anastasia Konstantinovna

1. History music therapy, as a means of influencing the human body.

Music is considered as a factor in aesthetic, emotional, creative and moral development. However, the aspect related to the development of mental activity in children has not been sufficiently studied. The study of theoretical issues of this problem can be traced in the works of such philosophers as Plato, Democritus, Aristotle, Pythagoras, etc. Issues of raising children by means musical art also worried Al-Farabi, who musical He associated education and upbringing with such issues as the innate and acquired abilities of a person, and also emphasized that music can be known and comprehended directly by learning. Al-Farabi also formulated a didactic credo that promotes mental activity children: targeted and systematic music lessons, consistent study; active analytical work and accumulation of musical experience. So, we see that since ancient times, famous philosophers from different countries of the world have noted the colossal meaning of musical education in the mental development of children. In the works of the above-mentioned scientists and philosophers, as well as teachers, the foundations of education were laid that would contribute to musical and mental development of children. Among the famous educators who have studied the beneficial effects musical education on the mental development of the child were J. A. Komensky, I. G. Pestalozzi, M. Montessori, L. N. Tolstoy, J. J. Rousseau and many others.

The famous teacher Ya. A. Komensky believed that musical education must certainly begin from birth. According to Ya. A. Komensky, there is no need to wait for the child to grow up, because the longer parents delay musical education and training, the worse it will be for the child’s development, and his possible abilities will fade more and more. As we see, the value of Ya. A. Komensky’s remark is that musical education should undoubtedly cover all periods of children’s development, starting immediately from infancy.

V. A. Sukhomlinsky also focused on the enormous opportunities music in the mental development of children. According to V. A. Sukhomlinsky, music is a powerful source of thought, as well as a powerful means of self-education. Music capable of awakening hidden energy even in the most inert children, it infuses miraculous power into the cells of thinking matter.

Thus, we see that famous teachers believed that music is a powerful thought stimulant, without which the full mental development of a child is almost impossible. It was thanks to these teachers that there was a steady tendency to study music, as a form of art that can effectively influence not only the emotional, but also the intellectual sphere of children. There is also considerable interest in nurturing children’s mental activity by means of music demonstrated by such psychologists, teachers, art historians as M. T. Aranovsky, O. A. Apraksina, B. V. Astafiev, T. L. Berkman and others. In the works of these prominent researchers, several approaches to solving the problem can be identified musical education. Thus, some of them solved the above-mentioned problem from the position of the relationship between the emotional and rational in music. Others looked at the specifics musical thinking, as well as his meaning in teaching children and professional activity musicians. Still others saw in music also a way of knowing children of the surrounding world. And the fourth paid attention to meaning of musical perception in the development of the intellectual sphere.

Celebrating connections music and intellectual sphere, scientists and teachers musicians point that the essence of the perception of the new musical work lies in the listener’s desire to feel and understand the composer’s position, as well as the idea that he sought to convey to the listeners, to evaluate this work in context modern development musical culture. According to researchers, the conditions for activation musical perception of children as a way of their mental development, are:

Auditory Observation Training music, i.e. observation and comprehension of its flow, the development of processes occurring in it;

Expanding children's listening experiences music, attracting works of art to awaken children's interest in music;

Activation of children’s own activities in the process of getting acquainted with musical works;

usage only highly artistic musical works;

Analysis musical means;

Questions that direct and sharpen auditory attention;

Compare and Contrast musical works, formation of knowledge about the features musical language, etc..

Thus, music is art which helps to know the world, comprehend the complex laws of human existence, expand your horizons, from which it follows that it contributes to the mental development and upbringing of children.

The creative activity of children, undoubtedly, also plays an important role in the process of their mental development. Problem musical creativity, as a means of developing the mental activity of children, formed the basis of the research of N. A. Vetlugina, which showed that creative activity accessible to all children, it is only necessary to create conditions conducive to the manifestation of the child’s individual capabilities.

We can say that the development of creativity is in the process musical activities of children contributes to the manifestation and development of their mental activity. Enormous influence music on the formation of the intellect of children, as part of their spiritual culture, noted D. B. Kabalevsky, composer and prominent musician-educator. Formation theory musical children's culture in the program of D. B. Kabalevsky has advanced from the concept musical training and education, to a system of views on music, as a source and method of child development, as well as a method of mastering the content of other subjects, the soil on which the spiritual, moral, intellectual and creative improvement of the child can grow.

Thus, the analysis of the above allows us to do the following conclusions: the problem of finding effective ways to influence music on the upbringing and development of children was constantly in the field of view of researchers, musicians, psychologists and teachers; most of the researchers and teachers musicians and psychologists note significant role of music in the development of children's mental abilities.

2. What is music therapy?

Music therapy(or " music therapy”, literally - “healing music", from lat. musica “ music” and Greek. therapeuein “to treat”) is a psychotherapeutic method based on the healing effects music on the psychological state of a person, where music is used as a remedy. Music therapy refers to complex means of emotional and psychosensory influence. Target music therapy- restore the harmony of the body’s sound palette. This happens both during normal listening and when music affects reflexogenic points and zones. The vibrations it causes directly improve the functioning of our body. Individual elements music have a direct impact on various human systems body:

Rhythm. Correctly selected musical rhythm, by normalizing biological rhythms, promotes the correct redistribution of energy, harmony, and good health. If the sound of the rhythm music less often than the pulse rhythm - then the melody will have a relaxing effect on the body, soft rhythms calm, and if they are faster than the pulse, an exciting effect occurs, while fast pulsating rhythms can cause negative emotions. Key. Minor keys have a depressive, overwhelming effect. Major ones - lift your spirits, put you in a good mood, increase blood pressure and muscle tone. Frequency. High frequency sounds (3000-8000 Hz and above) cause resonance in the brain, adversely affecting cognitive processes. A prolonged and loud sound can generally lead to complete exhaustion of the body. Mid range sounds (750-3000 Hz) stimulate cardiac activity, breathing and emotional background. Low (125-750 Hz) affect physical movement, causing tension and even spasms in the muscles. Music with low vibrations makes it impossible to concentrate or calm down. Also very important are such characteristics as dissonance - a disharmonious combination of sounds - they excite, irritate, and consonance - a harmonious combination of sounds - they, on the contrary, soothe, create a pleasant feeling. For example, rock music characterized by frequent dissonance, irregular rhythms, and lack of form. It affects ultra- and infrasounds, we do not hear them, but our organs perceive them, and this can act destructively on the brain according to the principle "25th frame".

Music therapy refers to complex means of emotional and psychosensory influence. There are three main directions therapeutic effect music therapy:

Emotional activation; regulatory influence on psychovegetative processes; increasing aesthetic needs.

Music…. When we hear this word, something different sounds in our imagination. But, of course, this is always the melody that gives us strength, charges us with energy and positivity. The following forms are distinguished: music therapy:

Active (motor improvisations according to the character music verbal comment);

Passive (listening to stimulating, calming or stabilizing music specifically or as a background).

Integrative

Integrative music therapy includes two techniques:

1. Music color therapy - synthesis of music and color(perception music in combination with color).2. Music therapy- based on synthesis musical and visual perception. Musical perception combined with viewing masterpieces of world painting. Receptive music therapy is used in work with preschoolers who have visual impairments, speech impairments, and emotional and personal problems. Active music therapy includes vocal therapy, which helps work cardiovascular system and folklore therapy, which teaches harmonization of the external and internal world of a person.

3. Music therapy in correctional and therapeutic pedagogy

Music therapy is medicine which they listen to. That music capable of changing a person’s mental and physical state, they knew back in Ancient Greece and in other countries. For example, the peaceful and gentle splashing of waves relieves mental stress and calms you down. Not only natural, but also artificially created, ordered sounds heal. Specially selected melodies relieve anger and frustration and improve your mood.

Many scientists have noticed that music valid selectively: depending on the nature of the work, on the instrument on which it performed. For example, playing the clarinet primarily affects blood circulation. Violin and piano calm the nervous system; and the flute has a relaxing effect.

But undoubtedly the greatest effect of music- is the prevention and treatment of neuropsychiatric diseases. Music relieves melancholy, and if you believe the biblical legend, then King Saul was saved from attacks of madness by playing the harp. Music can be soothing, relax and activate, relieve sadness and instill joy; can lull and cause an influx of energy, or even excite, create tension, unleash aggressiveness. Too loud music with emphasized rhythms of percussion instruments is harmful not only to the ear, but also to the nervous system. Those modern rhythms that, like a mountain collapse, fall on a person, suppress the nervous system, increase the content of adrenaline in the blood, which can cause stress. Bach's music, Mozart, Beethoven, on the contrary, has an amazing anti-stress effect.

In developed countries such as Japan, Germany, Denmark, Sweden, music therapy took its rightful place.

Scientific societies created music therapists, specialists in this profile are being trained.

For example, in Japan music therapy is widely used to normalize the physical and mental state of a person at work, at school, university, etc. Currently music became one of the elements of obstetric care. On the advice of a doctor, pregnant women provide the unborn child with the opportunity to listen to certain melodies. The fact that the fetus perceives sounds is beyond doubt. At using music therapy the number of complications during childbirth decreases sharply, and babies are born calmer.

For children with disabilities development, the most important are the training of observation, the development of a sense of tempo, rhythm and time, mental abilities and imagination, verbal and non-verbal communication skills, the education of volitional qualities, endurance and the ability to restrain emotions, the development of general fine motor skills and articulatory motor skills. Therapeutic effect music on the neuropsychic sphere of children occurs during its passive or active perception. In preschool age, sedative or activating effect music is achieved by musical design of various games, special correctional orientation of classes with children. Musical rhythm is widely used in the treatment of motor and speech disorders (tics, stuttering, coordination disorders, disinhibition, motor stereotypes, correction of insufficient psychomotor development, sense of rhythm, speech breathing. C children preschool age musical Rhythmics is carried out in the form of subgroup classes with rhythmic games, breathing exercises, and reproduction of a given rhythm at both an accelerating and decelerating pace. Corresponding music can be used while performing independent work when excluded verbal communication. But the exception is small reading (read under music) stuttering children. Of course, the sound volume must be strictly measured. The sound should not be loud and at the same time very quiet.

Development and conducting classes on music therapy in preschool age requires creative cooperation with doctors, psychologists, music teachers. Using music therapy with restrictions in the development of organic origin, it turned out to be very justified and promising due to the powerful impact music on the emotional sphere of a person. Also, an analysis of literary sources proves the beneficial effects of certain musical works for intellectual activity. Thus, the mechanisms have been identified positive influence music therapy on educational activities, increasing learning motivation, increasing satisfaction. Of the many works from a number of defectologists we learn that music therapy contains a system of various differentiated methods, some of which are traditional, others are modified in a certain way in accordance with the specifics of speech impairment. Music therapy includes: audition musical works; singing songs; rhythmic movements to music; combination music and activities.

As teaching and research experience shows, music therapy direction of work contributes to:

Improving the general emotional state of children;

Improvement performance quality movements(expressiveness, rhythm, coordination, smoothness, serial organization of movements develop);

Correction and development of sensations, perceptions, ideas;

Stimulation of speech function;

Normalization of the prosodic aspect of speech (tempo, timbre, rhythm, expressiveness of intonation).

Thus, teaching experience work on the use of music therapy in correctional work with kids, having limited capabilities, leads to the following conclusions:

1) use You can only listen to those works that absolutely all children like;

2) best use musical pieces, which are familiar to children, since they should not attract their attention with their novelty or distract them from the main thing;

3) duration musical listening should be no more than ten minutes during the entire music therapy session. Usually, only one piece of music is used.

4. Music therapy in a preschool educational institution for children with disabilities.

Music therapy- one of the promising directions in the life of a preschool educational institution. It helps to correct the psychophysical health of children in the process of their life. IN kindergarten music children need throughout the day. Is not Means that it should sound continuously and loudly. Music must be bugged children in doses, depending on the time of day, type of activity, even the mood of the children. To relax, relieve emotional and physical stress, and for a pleasant immersion in daytime sleep, you need to take advantage of the beneficial influence of melodic classical and modern relaxing music. music, filled with the sounds of nature (the rustling of leaves, the voices of birds, the chirping of insects, the sound of sea waves and the cry of dolphins, the babbling of a brook). Children calm down and relax on a subconscious level. Special attention teachers should pay attention musically- reflex awakening of babies after nap. This technique developed by N. Efimenko, as opposed to the standard awakening of children by the loud command of the teacher "Climb!". For this quiet is used, gentle, light, joyful music. A small composition should be constant for about a month so that the child the wake-up reflex has developed. Hearing the sound of the familiar music, it will be easier and calmer for children to move from a state of complete rest to active activity. In addition, under music you can carry out sets of exercises without lifting children from their beds. Music therapy orients the teacher towards cooperation with the child, towards integration various types artistic activity. Therefore it is recommended Use not only for music lessons, but also in all types of activities. All exercise elements music therapy provides an opportunity to use them not only as a means of development musical and motor abilities of children, but also as game training of mental processes: attention, memory, will, creative imagination and fantasy, as well as a means of relaxation, switching attention or increasing psychophysical tone, in a variety of forms of organizing the pedagogical process in kindergarten. Based on the above, it follows conclusion: with help music therapy you can simulate emotions; lift your mood, reduce anxiety; in unbalanced children to form feelings of inner peace, joy, positive emotions; desire to communicate with each other. Performing routine moments with using music therapy instill relaxation skills, develop moral and communication qualities, and create a positive emotional background. Recently, there has been a sharp increase in the number of children with various forms of psycho-emotional disorders. More and more children with pronounced hyperactivity and psychosomatic diseases are coming to preschool institutions; Children are sometimes withdrawn, anxious, and shy. The psychological health of a child is a special reserve of mental strength, stable adaptation to the environment, the presence of a reserve of strength to overcome stressful situations, and an active creative attitude to reality. Today, preserving and strengthening the health of children is one of the main strategic objectives of the country. Since physical health forms an inextricable unity with mental health and emotional well-being, then the ways to achieve it cannot be reduced to narrow medical and narrow pedagogical measures. The entire organization of a child’s life in a preschool educational institution and the organization of life in the family should have a health-improving focus. Forming an attitude towards health as the main value in life, promoting health, ensuring a complete education, harmonious formation and development of preschool children are the most important social tasks of our society. Formation of the foundations of a healthy lifestyle from the very beginning early age is the main task in educational institutions. Analyzing the basics of psychocorrection working with children, many scientists note that in preschool age one of the most effective methods is music therapy. Musical therapy is widely used in many countries around the world for the treatment and prevention of a wide range of disorders, including emotional instability. Music therapy is based on the selection of the necessary melodies and sounds, with the help of which you can have a positive effect on the human body. This contributes to overall health, improved well-being, improved mood, increased performance. This method makes it possible to use music as a means, ensuring harmonization of the state baby: relieving tension, fatigue, increasing emotional tone, correcting deviations in the child’s personal development and his psycho-emotional state, and can also relieve mental fatigue in a matter of minutes, invigorate, liberate, improve mood, and concentrate attention.

For example: - to reduce feelings of anxiety and uncertainty, it is recommended to listen music F. Chopin: "Mazurkas", "Preludes", "Impromptu"; and "Waltzes" I. Strauss; "Melody" A. Rubinstein; - to reduce irritability – "Moonlight Sonata" L. Beethoven, "Dreams" R. Schumann, music A. Vivaldi and W. A. ​​Mozart; - for general calm - "Lullabies" I. Brahms, "Ave Maria" F. Schubert; "Barcarolle", "Sentimental Waltz" P. I. Tchaikovsky

Music therapy, used in a playful, accessible form in psychocorrectional work preschoolers with developmental problems, helps them form a conscious attitude towards their problems, overcome them together with adults and adapt to environment. All of the above suggests that musical therapy is one of the main ways to correct various mental processes: attention, perception, memory, thinking and imagination.

Music therapy can be successfully used in correctional work with children with disabilities. She can help get in touch with the child, identify his fears and problems, and cope with them. Even just communication with music changes the child from the inside, makes his world richer and more diverse.

The use of music therapy to restore, strengthen and maintain the health of children with developmental problems provides an opportunity for the rehabilitation of every preschool child and creates conditions for self-realization and self-affirmation of children with developmental problems.

Therefore, in children's practice, music therapy should become an effective means of identifying disorders and correcting personal development, communication and other psychological problems.

Corrective intervention using music therapy includes the following areas:

— correction of deviations in the psycho-emotional sphere;

— providing assistance to children with disabilities with social adaptive disorders;

— correction of psychosomatic disorders (vegetative system, respiratory disorders, cardiovascular activity, vision, etc.);

— assistance in the child’s self-realization through the activation of creative processes and increasing his artistic and aesthetic needs.

Main goal Music therapy in working with preschool children with disabilities is the harmonization of the child’s personality through self-knowledge and self-expression. This goal is directly related to the productive nature of music.

The use of the music therapy method is based on children’s perception of music, which has its own characteristics for each individual problem.

Children with developmental delays in many cases show good abilities in playing musical instruments, singing and other ways of playing music. In cases of developmental delay, music therapy gives the most significant results.

Corrective music classes with children with disabilities (cerebral palsy, mental retardation, visual impairment) give good results. In children with cerebral palsy, their hands are significantly freed and strengthened, and fine motor skills develop. Sensorimotor function also improves: children put more effort into learning to use their fingers. Gradually, the coordination of such children improves depending on the body’s capabilities and the severity of the disease.

In children with poor vision, the sensitivity of the fingertips increases. They can master the technique of playing a musical instrument and get great pleasure from it by learning to perform simple pieces.

Great strides have been made in the treatment of children with autism. Music therapy sessions allow you to create conditions for emotional dialogue, often even in cases when all other methods have been exhausted.

In addition, all children with disabilities have a positive emotional tone after classes.

The process of music therapy is directly related to the development of visual-figurative thinking, which in preschoolers with disabilities is formed by the end of senior preschool age. Therefore, the most favorable period for using music therapy is considered to be the age of 6-7 years. Psychologists also determine this age by the fact that the child has already sufficiently developed basic motor and speech skills, he can already verbally express his emotional states, which is quite important both in the diagnosis and in the correctional practice of various disorders using music therapy. .

In the practice of music therapy with preschool children with disabilities, play, psychoanalytic techniques, the method of directed fantasies, the method of suggestion, etc. can be successfully combined. Such a complex effect allows the psychotherapist to influence all the strings of the mental and physical sides of children. Here are a number of methods that can be successfully used in working with preschoolers with disabilities.

Music and relaxation. Children need to be taught to relax just as adults do, as children can be very tense both physically and emotionally, which leads to irritation and irrational behavior. Relaxation can be used in music therapy sessions (hereinafter referred to as MT) both in its pure form and in combination with other techniques.

Meditation is one of the successful ways to teach children to relax. It can be used at the beginning of an MT session for setup. A MT session can be united by a single plot, and then meditation introduces the child into it, tunes him in, and allows him to concentrate.

Meditative exercise “Ocean”. Children are invited to close their eyes and feel themselves in a blue ocean, feel and believe that the child is a wave in this ocean or some character underwater world contemplating the beauty of the ocean, performing simple leisurely actions (moving, swimming, swinging, etc.) The exercise is performed in a position comfortable for children, relaxation music is used for the background, which may include a recording of natural noises - sea surf, dolphin voices, seagulls, etc.

Music can be successfully used in the method of directed fantasies by V. Oklender. Fantasies are extremely important and valuable for a child’s development. They are used as a therapeutic tool, and music can be played in the background or organically woven into the task.

You can fantasize with your eyes open or with your eyes closed. In addition to music, other types of art that can be used in MT sessions, such as painting, also encourage fantasy.

The stories invented by the children are told:

— in the form of improvisational skits and performances with the participation of children;

- orally in the form of stories;

- in drawings, modeling, appliqué;

- in the form of improvisation on musical instruments;

- in motor, song improvisation, etc.

After the fantasies, there is always a conversation with the child about what he depicted, showed, played, sang, etc.

Fantasy "Cave". It is carried out with eyes closed, music is used as a background. The music therapist puts the child into a meditative state, offering to go on a journey through the mountains and forest. On the way there is a cave, where on the door there is a sign with the child’s name, behind the door is his house. The child is invited to go into this house and look around. What does he see there? How are you feeling? Is it good there or not? After this, the child expresses his feelings towards this place.

Formation of the image of “I”. This technique for the child to create and analyze his own image offers significant psychotherapeutic possibilities. The main thing in this technique is to teach the child that his every experience, every mental movement can be expressed directly in the sounds of musical or vocal improvisation, which reflects his attitude to various events in his life.

The first exercise from this technique: game “I am made entirely of sounds.” The child is asked to choose from the musical instruments and sounding objects around him those whose sound, in his opinion, most suits him. All selected instruments are laid out around the child. Then, in a conversation, the psychotherapist finds out why the child chose this or that instrument.

When completing this task, more specific questions may be asked: “How do you feel?”, “How do you sound?” etc. The child composes his self-portrait from the sound of several instruments and sounding objects.

Playing with your sound self-portrait promotes expression and self-identification. The sound portrait can be changed at the request of the child during the game, then you should analyze whether the sound image has changed and in what direction - for the better or not.

Second exercise - “Make a portrait.” The child is asked to make a portrait of his mother, father, friend, etc. using rhythm. Instruments and objects are used from which sound can be extracted. The principle of operation is the same as in the previous exercise.

Music therapy sessions are successfully used with preschoolers with behavior problems. These are aggression, inappropriate behavior, lack of proper self-regulation and much more. Thus, the possibilities of MT in working with preschoolers with disabilities are almost limitless.

State budget
educational institution
Republican Center for Distance Education for Children with Disabilities

Speech at the teachers' meeting

“Pedagogical experience – grains of creativity”

Topic: Music therapy for children with disabilities.

Experience.

Prepared by:

music teacher

RCDO Beloretsk

Nigmatullina Liliya Sergeevna

Agreed:

head of a separate

structural unit

RCDO Beloretsk

Krotkova Natalya Sergeevna

_________________________

October, 2018

Music therapy in modern world, where there are a large number of children with disabilities, has become very relevant. Singing, plastic movements, individual sounds and sound combinations are used for therapeutic and restorative purposes.

These children have a combination of developmental disorders different areas: emotional, intellectual, speech, motor, sensory. Can a music teacher use health-saving technologies to preserve and strengthen the health of students? Yes, if in music lessons you use not only music pedagogical, but also music therapeutic teaching methods.

Music, like any art, helps students understand the world, cultivates artistic taste, creative imagination, love for life, for people, for nature and their homeland.

I believe that musical development makes it possible to most fully reveal all the internal psychological qualities of students (thinking, imagination, memory, will, etc.), to cultivate the emotional and sensory sphere of the psyche (subtlety, sensitivity, the ability to understand the depth of emotional experiences through the art of music) and , what is most important is the constant opportunity for self-realization.

A music lesson in itself is a health-saving technology. A special feature of a music lesson is the organization of various forms of musical activity among schoolchildren. Each music lesson contains a healing effect, prevents the development of overwork, does not worsen health, but contributes to its preservation, strengthening and development.

It became interesting for me to introduce new teaching methods into the educational process during music lessons. Namely, the use of art therapy in working with younger schoolchildren.

I would like to note that art therapy has a significant psychotherapeutic effect, which relieves students’ neuropsychological stress.

The advantages of music therapy are:

Absolutely harmless;

Ease and simplicity of use;

Possibility of control;

Reducing the need to use other treatment methods that are more stressful and time-consuming.

In music lessons using art therapy methods for children with disabilities, it is necessary to establish a list of rules:

Listen carefully to each other.

Don't interrupt the speaker.

Respect each other's opinions.

You don't have to actively participate in the lesson if you don't want to.

Everyone should feel comfortable.

Everything said in class must remain confidential.

Depending on the degree of student participation in the music therapy process, passive and active methods of music therapy are distinguished.

Active music therapy- this is direct participation in the process: the child sings exercises, plays available musical instruments. But before singing you definitely need:

1. Warm-up, warming up the vocal apparatus, voice training, which includes:

Breathing exercises

Articulation gymnastics

Exercises to develop resonator sensations

Sings using different syllables

Children like all this because... passes into game form.

Passive form of music therapy- listening to music. Listening to the music of the peoples of the world, my children and I go on a virtual journey through different countries, different eras, we look at videos. We use musical games and entertaining exercises.

And fairytale therapy, beloved by children.

Children love fairy tales; they become a kind of spiritual talisman of childhood. The music program includes many musical masterpieces based on fairy tales. These are composers such as M.I. Glinka, N.A. Rimsky-Korsakov, P.I. Tchaikovsky and E. Grieg.

During my lessons I use the “Listening with closed eyes” technique for better perception of music. I also practice drawing to music and conveying a given image with movements. Children are happy to show with their hands and facial expressions a dancing bear, a jumping bunny, a sunrise, and autumn rain. This is one of the most effective techniques for optimizing the mental state of students.

Children really enjoy playing music. games. Here I apply play therapy. Games help relieve stubbornness and negativism, develop the emotional and cognitive spheres, and also promote muscle relaxation, relieve physical aggression, and psychological relief.

The role of vocal therapy is also important.

Vocal education influences not only the emotional and aesthetic structure of the child’s personality, but also his mental development. Children sing songs about kindness, about friends, nature, and are charged with positive emotions. They really like to sing, and I noticed that they experience all the songs through themselves: they cry, they laugh, they are spontaneous and sincere.

It is very difficult to liberate children with disabilities, and one of the effective ways is smile therapy.

Children see a friend in a smiling teacher. The smile of the child himself is also important for the lesson. And that’s why I often start lessons by asking them to smile - this is a good mood for a positive lesson.

COMPLETION:

The power inherent in music can influence the physiological processes of the body in both the motor and autonomic systems of the child. If music gives you pleasure, then the cardiovascular system reacts as follows: pulse slows down, blood pressure decreases, dilation blood vessels. If the music is unpleasant, the heart rate increases and blood pressure rises. Bright, rhythmic music causes children to involuntarily move their hands or heads to the beat. Unconscious movements can be completely diverse. Music can awaken rich internal visual images in a child and evoke strong feelings. And in some cases even olfactory sensations. Musical correctional classes in combination with other types of work in the classroom are very important and relevant today. Musical activities contribute to the development of memory, imagination, perception and speech. In general, music helps a child develop harmoniously, enriching him inner world. All this creates a successful and strong person. While listening to music, performing songs, doing exercises, completing tasks, participants do not think about the final result. They enjoy the process itself. This is why art therapy is so effective.

We all come into this world unique, individual, special, but, unfortunately, not always with equal opportunities. It doesn’t matter by whose will this happens: evil fate or an unfortunate coincidence, by the will of nature or higher powers, the main thing is that children with disabilities always have a chance to make the incomprehensible a little closer, and perhaps this is with the help of a unique technique - music therapy.

Music is a contribution to the formation of children's world

N Despite established skeptical opinions, non-musical people do not exist in principle, because music surrounds us everywhere - in all kinds of sounds and rustles, words and melodies, even in silence there is also its own amazing play of notes.

While still in the mother's womb, the child hears this game for the first time: in the rhythm of the mother's heart and breathing pattern, voice timbre and intonation, phrases spoken from the outside, and much more. And later, music opens up something more significant and limitless for the little person - the ability to feel and empathize, which is why it is very important to enrich childhood impressions from the first years of life, introducing the child to different types musical activity, thus helping to form not only general musicality, but also the expressiveness of movements.

The most important aspect in this process is the development of musical ear, and this can be achieved not through systematic, persistent and exhausting training, but in the form of an easy, fun and relaxed game. In the first years of a child’s life, every sound - clapping hands and a rattle, playing the harmonica and a regular lullaby will become the key to mastering the rhythm to the beat, then you can move on to more complex tasks - identifying low and high sounds, and, of course, getting to know each other baby with the features of various musical instruments.

Music therapy for cerebral palsy: examples of rehabilitation

With some - it is so necessary in life, but how unattainable it seems for those little ones who came into this world special. But can any limitations - be they physical, mental or mental - become an obstacle to improving the quality of life? No, especially in our time, when the almost magical effect of music on the human brain and certain types of nerve cells at different frequencies has been scientifically proven.

Thus, for children with cerebral palsy, music therapy not only helps to increase musical competence in general, but also to improve confidence in people, build mutual understanding with them, accelerating the process of basic therapy, thanks to the ease in expressing feelings and the child’s self-awareness. This helps the baby react favorably to failures and problematic situations.

But this is not all: thanks to music therapy, children with cerebral palsy discover a unique and beautiful world around them, and by mastering the skills of self-control and maintaining internal harmony, they grow inside the most important and necessary thing - fortitude. Properly selected music and music therapy will help not only overcome static stiffness, but also activate mental activity, as well as movement towards overall health, instilling faith in the best.

Music therapy can also be used as home rehabilitation for a child with special needs. This is not so difficult to do, because if you sing melodious songs to your child from the first days of life, very soon it will become a good habit. However, so does listening to time-tested classical music. For example, Tchaikovsky’s “Sixth Symphony” is suitable for raising vitality and mood, and the well-known “Moonlight Sonata” will calm and reduce irritability.

Basic aspects of working with children and musical works. A person responds to vibrational frequencies, so we can say with confidence that each cell, organ or system has its own vibrations, the voicing of which produces individual melodies that massage the internal organs, improve blood circulation, and affect the bone structure. How can we make sure that the child’s body, like an instrument, “plays” in the desired rhythm and sound?

Removing emotions: calm melodies and clear rhythms

In the treatment of hyperactivity problems, active music therapy is used - clear rhythms that are the basis of any melody. Considering the fact that each person has his own rhythm, with the help active methods he gets out. Such methods include acting to and with music (movement), playing musical instruments, and drawing music. Classes should not be too long: if we are talking about a child under one year old, then no more than 5 minutes; as they grow older, they can increase to half an hour.

If we express the methodology in three words, then it includes the following components: “dance”, “play”, “draw”, while not forgetting to improvise with the child, directing him to assimilate the work, its structure and form. In hyperactive children, a frequent problem is impaired concentration - in these cases, classes are focused on one piece of work, but the work takes place in different forms.

If the development of the speech apparatus is poor, it is advisable to include vocal and musical exercises, special vocalises. To calm nervous excitement and relieve excessive emotionality, the sounds of violin, flute and piano in three-quarter rhythms (waltzes) - long, calm melodies - are suitable. Among the classics, Beethoven's Sixth Symphony, Brahms's "Lullaby" and Chopin's nocturnes and Haydn's symphonies have a similar effect. It is not necessary to listen to classics for hours, the main thing is as often as possible.

When working with hyperactive children, it is good to use contrasting music - dance or lullaby motifs, which contribute to the formation of voluntary attention. Absolutely non-contact babies respond sympathetically to affectionate, gentle and not too loud melodies, call songs like “Masha is our joy” and others.

An important aspect of the work is the development of a sense of rhythm, which affects the processes of excitation and inhibition, which are unbalanced during hyperactivity. Rhythm helps such children engage in specific activities - for example, through ordinary exercises of tapping a rhythm based on poems or nursery rhymes. Songs with demonstrations of actions, joint music playing, dancing and round dances will help develop spatial concepts.

Tool as a means of contact with the world

If we are talking about minor children prone to autism, then the main goal is to establish contact between the little person and the surrounding reality. Due to the fact that such kids have better contact with objects than with living people, they work well with musical instruments, complementing their voice training with live singing.

In this case, you can and even need to improvise, focusing on the feeling of pleasure. Classes should be gradual: first of all, you need to use musical and rhythmic games for sensory stimulation, and only then switch to singing or playing in an ensemble.

The second stage can include listening to rhythmic, invigorating music - Liszt’s “Hungarian Rhapsody” or Tchaikovsky’s Sixth Symphony, using marches and staged chants. The third stage is musical-rhythmic games, dancing, vocal-motor game training based on fitball. The final note should be the melodies of the flute and piano - calm and pleasant.

Music with mom: the benefits of live singing

The child begins to listen to music from birth: first the mother’s lullaby, and a little later – the singing rattle. And musical toys can be a great preparatory stage for singing with a parent. Enjoying the mother’s vocals, the baby becomes interested, and he tries to repeat everything, carefully listening to the sounds and developing his speech. This is a window into understanding the world, which can subsequently develop into an excellent tradition of joint singing.

The main thing is not to drown out the child’s voice, the little one should act as a soloist, the parent should only sing along. There is no need to criticize too harshly and categorically for falsehood, because an adult’s disapproval can completely “cut off” the desire to improve further.

Musical exercises by Kiryushin

By the way, about falsehood. Music therapy also includes the development of a child’s hearing. Good results are obtained by the special methods of teacher Kiryushchin, which are based on the emotional and figurative development of abilities due to the strengthening of connections between the hemispheres of the brain. The main essence of the exercises is to repeat and memorize the melody many times, which contributes to the development of musical thinking. Just listening is enough, singing is not necessary. As practice shows, after two years of such exercises, the child’s hearing becomes perfectly even.

Toolkit includes a set of exercises with methodological recommendations for the use of music therapy; methodological tools, consisting of diagnostic techniques for identifying the emotional state of children with disabilities

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Toolkit

Compiled by: Tomilova A.V.

Musical director

Krasnoufimsk

Explanatory note

Nothing is impossible for real music! You just need to want to listen to it and be able to hear it. Medicinal use music has a thousand-year history. Music consists of individual sounds. And many musical sounds, such as bell ringing, or consonances, or sequences of sounds, have a wonderful healing effect. According to research, each musical instrument affects the human body in its own way: the sounds of the piano and violin perfectly calm the nervous system, the flute has a pronounced relaxing effect, and the sounds of the clarinet change blood circulation.

Childhood is the most favorable period for the development of musical abilities. The development of musical taste and emotional responsiveness in childhood will create the foundation of a person’s musical culture as part of his general spiritual culture in the future. Children with developmental disorders are a special category, in working with whom art and music have a therapeutic effect and are a way to prevent and correct developmental disorders. Modern special psychology and pedagogy are largely focused on the use of music therapy in correctional work as an important means of nurturing a child’s harmonious personality.

The essence of music therapy lies in the ability to evoke positive emotions in a “special” child, which have a therapeutic effect on psychosomatic and psycho-emotional processes, mobilize the child’s reserve forces, and determine his creativity in all areas of art and in life in general.

The methodological manual includes a set of exercises with methodological recommendations for the use of music therapy; methodological tools, consisting of diagnostic techniques for identifying the emotional state of children with disabilities.

Target: Correction of personality deviations in children with developmental problems.

Tasks:

Emotional activation during verbal psychotherapy;

Development of interpersonal skills, communication functions and abilities;

Regulatory influence on psychovegetative processes;

Increasing aesthetic needs.

Forms of organization: individual and group lessons.

Activities: music perception, singing and rhythmic activity, test games, breathing exercises.

Criteria for assessing the effectiveness of the implementation of product content:emotional and mental comfort, emotional expressiveness, motor and sound creative activity, positive self-esteem.

The presented musical material is selected taking into account age and program requirements for the subject “Music”.

Methodical manual “Music therapy for children with disabilities”

“Musica animae levamen” - “Music heals the soul” - this inscription can be seen on some Italian keyboard instruments of the Renaissance. Of course, this method of influence may seem subjective at first glance, and, to a certain extent, it should be so. The reason for this is that - according to F. Mendelssohn - music, due to its diverse concreteness, has the property of deep intimacy and can directly influence the human heart. On the other hand, explanations preceding listening to a piece of music bring listeners closer in their perception of music.

According to K. Rüger, professor of music theory at the Higher School of Arts, the first method similarities in music therapy isthe principle of alleviating suffering. For this purpose, music is used that is close in spirit, mood, this person; in this way you can achieve the desired result. The second method is based on the analogy of the first method. In this case, the music itself appears to emerge from a certain situation, and the psychological state of the composer plays an important role.

The musical works of V.A. also have healing powers. Mozart, L. Beethoven, J.S. Bach, A. Vivaldi, P.I. Tchaikovsky, activating the energy processes of the body and directing them to its physical recovery in case of various diseases. Tonality, tempo, rhythm, dynamics of a musical work are key means that help regulate and develop the emotional sphere of the individual.

1. Passive music therapy.

Relaxing, relaxing and soothing music can be listened to for no more than 15-20 minutes, both during the day and in the evening, before bed, in a comfortable, pleasant environment. At the same time, the room should have dim, calm light, you need to sit or lie down comfortably and remember to breathe correctly. As a rule, during musical sessions, professionals advise breathing not with the chest, as we are used to, but with the stomach and exhale on the count of ten. Thanks to this breathing, air penetrates the cells of the body and helps to better calm down and puts a person into a state of deep muscle relaxation. In order to correctly perform this technique, you need to concentrate attention on various parts of the body and induce a feeling of heaviness and warmth in them, or focus attention on some external object - a repeated word, sound, candle flame, visual image.

All exercises can be divided into certain groups:

To strengthen and improve the respiratory function, you can use the following exercises: “Blow out the candle”, “Puncture the tire”, “Pipe”, “Kolobok” using the following musical works: V. Grechnik “Kolobok”, A. Agofonnikova “Dudochka”, Sen- Sans "Swan".

To strengthen fine motor skills fingers – relaxation exercises to relieve stress and tension: “Tic-tac-toe”, “Hooks”, “Palm-fist”, “Ducklings”, “Fingers say hello”, and it is also possible to include folk finger games: “Magpie white-sided”, “ Two cheerful girlfriends”, “This finger”.

To relax large muscles - exercises have been selected to relieve muscle tension and relieve stress: “Relaxing on the shore”, “Starfish”, “Light butterflies”, “Game with balloons”. Musical works: F. Chopin - “Nocturne in F major”, J. Strauss - “Waltz”,

S. Maykapar - “Moth”.

Breathing exercises

You can do breathing exercises with children using figurative expressions fairy-tale heroes: a frog is jumping, a bee flies to a flower (“bz” - on the way out, “bzh”), a snake crawls in the grass (“sh” - “sh” - exhale). Children use hand movements to help themselves carry out the moments of inhalation and exhalation.

Goal: improvement and strengthening of respiratory functions.

1. "Let's blow out the candle" (Saint-Saens "The Swan")

Children take a deep breath through their nose, bring their palm to face level, then exhale in a thin stream of air through their mouth onto their palm, while keeping their lips in a “tube.”

2. “Puncture the tire.”

Children take a light breath, then show how the air slowly comes out with the sound “Sh”.

3. "Pipe". And Agofonnikova.

A group of children plays an instrumental piece for the mystery song “Dudochka”, another group performs the song. Wind instruments are used (clay whistles, pipes, harmonicas, toy pipes).

4. “Kolobok” by V. Grechik.

For each fairy tale character, children select a wind instrument corresponding to this character and play the sound picture “Kolobok in the Forest.”

5.. "Cow".

Before starting the exercise, inhale simultaneously through the nose and mouth, then sing (moo) a melody while exhaling through the nose, while lowering the lower jaw. Sing, imitating an elephant and feeling the vibrations in the throat and chest. At the end of the phrase, you can emphasize the exhalation by pushing out the remaining air with your abdominal muscles. The exercise helps to respond to negative emotions and relieves muscle tension at the level of the throat and neck; in yoga practice it is considered responsible for emotional condition body.

6. “The Scent of Roses.”

Take a full breath with your eyes closed, imagining a large and beautiful bouquet roses exuding a wonderful aroma. Holding your breath at the top of the inhalation, catch the state of lightness of the body and elation. Feel the state called “inspiration”. Feel clarity of consciousness, freshness of thought, accuracy of perception. Inhaling the imaginary scent of roses, concentrate your attention between your eyebrows.

7. "Breathing Meditation"

Focused attention on inhalation and exhalation, performed under a mental count that coincides with the rhythm of the pulse or is close to it. 4 counts – inhale, 4 – hold, 4 – exhale, 4 – hold. For greater rhythm, the exercise can be performed while simultaneously walking in place.

8. "Falling Flower"

Calming breathing in proportion 1+3. One quarter - inhale, three quarters - exhale. Mentally imagine yourself as a flower closing its petals into a bud at night.

Slow inhalation and holding your breath while inhaling help increase blood pressure, so this type of breathing has a tonic effect. Exhaling slowly and holding your breath while exhaling lowers blood pressure and has a relaxing and calming effect. These dependencies should be communicated to group members so that they know what exercises they should refrain from.

Relaxation

Formation of an optimistic attitude

"The joy of life"

Musical material:V.A. Mozart. Finale of "A Little Night Serenade"; J. Bizet. Youth Symphony (final); dance music from operettas by R. Strauss, I. Kalman, F. Lehár.

For the relaxation method to be effective, you need to create a favorable environment in the room and prepare students to listen. And to do this, you need to sit more comfortably, lean back in the chair, put your hands on your knees or lower them freely, and raise your head a little.

Now we begin to observe our breathing. You can close your eyes if you prefer.

We tune in to perceive the brightest and most joyful aspects of life.

Feel a warm and friendly disposition towards yourself and the world around us.

We begin to remember the brightest and most joyful aspects of life.

A cheerful light lights up in your chest.

Beautiful music goes in time and in unison with your joyful experiences, and your heart is like a bird that flies towards all the joys of life.

You happily breathe in the fresh air and say simple words filled with joy and love for life.

One bird can become a symbol of spring,

One smile can create friendship

One handshake can lift your spirit

One star can guide the ship.

…and one word can start a movement.

Overcoming angry irritability

"Self-control"

Musical material:D. Shostakovich. Romance from the film "The Gadfly"; Eighth Symphony, III movement.

Sit comfortably, close your eyes, and watch your breathing.

Breathing is even and calm.

The muscles of the body are relaxed, and all muscle tension relaxes.

You are in a calm, pleasant holiday, and beautiful music helps you relax and focus on your inner feelings.

D. Shostakovich. Eighth Symphony, II movement.

We begin to remember those situations in your life when you were irritated and angry.

You feel how, under the influence of music and memories, your irritation intensifies.

Tides of anger and irritation are increasing.

You clearly remember a situation that made you angry.

Your breath catches and all your muscles tense.

You feel like you are about to break down.

Catch yourself thinking this and let your body relax.

D. Shostakovich. Romance from the film "Gadfly"

Focus on your breathing and make sure that your exhalation is longer than your inhalation.

Long, long exhale.

Calm and control your breathing.

Your body muscles are relaxed.

Your breathing is smooth and calm, calm and even.

Before your eyes beautiful picture nature that pleasantly calms you down.

Hold this picture with your inner gaze and don’t think about anything else.

You are in complete control of your condition.

Relaxation "Great Peace"

For relaxation and calmness are used the following lullabies:

• Mozart – Fleece - “Sleep, my joy, sleep”;
• Dunaevsky-Lebedev-Kumach- “Dream comes to the threshold”;
• R. Pauls - “The cricket is singing behind the stove”;
• Sviridov - “Svetlana’s Lullaby”;
• I.S. Bach - “Aria from Suite No. 3” or slow movements from the Brandenburg Concertos;
• F. Schubert - “Ave Maria” or 2nd movement of the 8th symphony;
• A. Vivaldi - “Winter”;
• L. Beethoven - “Sonatas No. 8, 14, 23” - second movements;
• P. Tchaikovsky - "June" and "October" from the cycle "The Seasons", Andante cantabile from the 5th symphony.

For general calmness, peace and harmony with lifeas it is:

• L. Beethoven – Sixth Symphony II part;
• I. Brahms - “Lullaby”;
• F. Schubert - “Ave Maria”;
• F. Chopin – Nocturne in G minor.

From states of fatigueyou can only get rid of it if you listen to the works in complete peace and inner relaxationI.S. Bakh, V.A. Mozart, L. Beethoven, ending with M. Ravel.

Activating:

• W.Mozart - 1 and 3 movements from piano sonatas and concertos,

“Rondo” from “A Little Night Serenade”, excerpts from the opera “The Magic Flute”;

• P. Tchaikovsky – waltzes from ballets, “On Troika” from “The Four Seasons”, 4th symphony-final;
• S. Prokofiev -1 symphony excerpt from 1-part;
• A. Vivaldi - “Spring”.

For eliminating aggressionYou can listen to rhythmic or even aggressive music:

• ballet by Stravinsky “The Rite of Spring,” which abruptly transitions to works in the style of J.S. Bach "Chromatic Fantasy and Fugue";
• N. Rimsky-Korsakov- overture to the opera “The Pskov Woman”;
• Mussorgsky “Night on Bald Mountain”, cycle “Pictures at an Exhibition” “Hut on Chicken Legs”;

• S.S. Prokofiev - “Dance of the Knights” from the ballet “Romeo and Juliet”, orchestral scene “Battle on the Ice” from the cantata “Alexander Nevsky”;
• P.I. Chaikovsky - overtures “The Tempest”, “Manfred”, “Romeo and Juliet”, “1812”; Sixth Symphony - first movement, development;
• Ludwig van Beethoven– finales of the sonatas “Lunar” and “Apposionata”;
• D. Shostakovich "Leningrad Symphony";
• Aram Khachaturyan “Sabre Dance” from the ballet “Gayane”.

Depression includes the experience of one’s own failure at the moment of collapse of hopes and life plans, the experience of guilt,self-doubt, to eliminate it, you can listen to music:

• P. Tchaikovsky – Sixth Symphony (final);
• F. Chopin – Prelude (E minor);
• V.A. Mozart – concerto in C minor No. 22;
• F.Schubert piano fantasy in F minor, “Organ Grinder”, “Treasure Hunter”;
• L. Beethoven – second symphony, first movement - allegro con brio.

To reduce feelings of fear works used:

• P.I.Tchaikovsky the orchestral fantasy “Francesca da Rimini” based on Dante’s “Inferno”, the plot of Goethe’s “The Spirits I Conjured” at the end of the century was reflected in Paul Dukas’ orchestral scherzo “The Magician’s Apprentice”;
• D. Shostakovich – fragments of 6, 7, 8 symphonies;

To remove irritation, angeruse music:

• Wagner - “Pilgrim Choir.”

At nervous exhaustionyou can use music

• Griga - “Morning”.

There are works thatimprove attention, help you concentrate. These include:

• P.I. Tchaikovsky -"Seasons";
• K. Debussy - “Moonlight”;
• F. Schumann - “Dreams”.

For reducing anxiety, uncertainty:

• F. Chopin – Mazurkas and preludes;
• I. Strauss - Waltzes;
• A. Rubinstein - “Melody”.

For reducing anger, envy of success other people:

• I.S. Bach – Italian concert;
• J. Haydn - Symphonies.

For reducing headaches associated with emotional experiences:

• L. Beethoven – opera "Fidelio";
• V.A. Mozart – opera “Don Juan”;
• F. Liszt – “Hungarian Rhapsody” No. 1.

For raising general vitality: improved well-being, increased activity, improved mood:

• I.S. Bach - Prelude and Fugue in D minor;
• L. Beethoven - Overture "Egmont";
• P.I. Tchaikovsky -Sixth Symphony (Part 3);
• F. Chopin - Prelude Op. 28, No. 1;
• F. Liszt - "Hungarian Rhapsody" No. 2.

Musical pieces to createcheerful mood, feeling of joy:

• L. Beethoven – eighth symphony 1 and 4 movements;
• Rossini overtures to the operas “The Silk Staircase”, “The Thieving Magpie”;
• Handel – Music on the water - “Allegro”.

For overcoming melancholy:

• P. Tchaikovsky "Melancholic Serenade";
• Sibelius - “Sad Waltz”;
• E. Grieg "Solveig's Song" "Peer Gynt";
• Beethoven's "To Joy"

For rise in energy:

• I.S. Bach - Italian Concerto, Toccata and Fugue in D minor;
• S.S. Prokofiev – finale of piano sonata No. 7;
• Mendelssohn – finale of the violin concerto;
• P. Tchaikovsky – March from the Sixth Symphony.

And also when overtired it's worth installing discs with recordingsElvis Presley, Louis Armstrong or Duke of Wellington.

For decreasing irritability, frustration, increased sense of belonging:

• I.S. Bach – Cantata No. 2;
• L. Beethoven - "Moonlight Sonata";
• S. Prokofiev – Sonata in D minor.

1. Active music therapy

Vocal therapy.

The development of vocal capabilities certainly has a beneficial effect on the respiratory system of the body, and also activates the work of internal organs.

And how many organs do we immediately treat when we sing this simple exercise:“Ma-me-mi-mo-mu”!

AND – long drawn-out singing “I” stimulates the brain, eyes, nose. They can treat sinusitis, inflammation of the eye, and runny nose. It stimulates the thyroid gland and all elements of the brain. When singing, the skull vibrates. When a person sings the sound “I” for a long time, he begins to feel a surge of joyful excitement. This is a good way to create a good mood.

ABOUT – the main harmonizing sound that allows you to connect to the universal harmonic vibration.

NG – expands a person’s creative capabilities.

E – cleanses the body of negatives, creates an energy barrier to protect against energy-informational pollution.

A - giving sound. You need to pronounce it as if rocking a child. A long “A” cleanses a person, relieves tension, and gives almost the same result as repentance. The sound "A" stimulates top part lungs.

U – fills a person with wisdom.

MN - pronouncing makes life easier.

E - gives a person beauty.

AND I – when chanted, it affects the heart.

SI – creates very subtle vibrations, relieves tension when a person is scared.

PEOHO – has a beneficial effect on breathing. When exhaling, OXO produces the same purification as the sound HA when breathing.

THEM – protective, cleansing, healing effect.

N – activates intuitive processes and promotes creativity.

RE – relieves stress, stuttering, fears.

I – balance in one’s own abilities.

You can select consonances, for example:

AUM – relieves stress, relieves headaches, improves mood.

When pronouncing a sound, imagine the diseased organ. Place your hands: the left one to the organ, the right one on top of the left one.

Rhythm therapy.

Exercises to relax large muscles

Purpose: Relieving muscle tension.

1. "Relaxing on the shore"I. Strauss “Waltz”.

Children lie on their stomachs, arms and legs spread apart. They should bring their arms overhead and legs together at the same time.

2. "Sea stars"I. Strauss “Waltz”.

Children sit on the floor with their legs and arms apart. They are asked to gather the body into a “ball” and then return to the starting position.

3. "Game with Balloons"F. Chopin “Nocturne in F major”

Children are given air balloons, offer to play with them, paying attention to their lightness, then the exercise is repeated only with imaginary balls.

1. "Light Butterflies"S. Maikapar “Moth”.

Children are offered the story: “There were many beautiful flowers in the garden. Small, light moths flew and circled above them, choosing the brightest and most beautiful one, and then sat on it.” Children listen to music and imagine themselves as “moths”, using their movements to convey the picture “painted” by the music.

1. "Rhythmic Echo"

The leader of the lesson gives a two- or three-bar rhythmic pattern,

Which the group members must repeat together, clapping their hands.

1. Rhythmization of proper names and surnames. Discussion about how, based on the proposed rhythm, one can create a characterization of a person.
2. Rhythmization of animal movements - a sedate cow, an agile hare, an affectionate cat, a wild horse, a devoted dog, etc.
3. "Okay."

A popular children's game that develops not only a sense of rhythm, but also voluntary attention and coordination of movements.

Test games aimed at identifying

Harmony of the child’s emotional sphere.

Index emotional and mental comfort.

Task No. 1. "Butterflies and Beetles"

Starting position: children are divided into two teams - “butterflies” and “bugs”. For the game, a musical accompaniment is selected with a frequent change of contrasting (but repeating in its alternation) images: light, airy “butterflies” and heavy, clumsy “beetles”. At the same time, the duration of stay in each of the figurative states changes each time.

Assignment: listen carefully to the music and move only when the sound matches the chosen image. In this case, you need to improvise movements in the character of a “butterfly” or “bug”.

The standard for completing a game task: a flexible reaction to changing situations, the ability to move from active movements to immobility in time and maintain a static pose for as long as required during the game; free and varied definition of oneself in the gaming space; expressive movements appropriate to the chosen role; initiative and motor creativity in creating an individual game line or microplot through interaction with other participants during the game.

Task No. 2. “Fast dance”

IP: children stand in a circle facing the center.

The teacher-leader performs rhythmic movements to the beat of fast dance music with pronounced metrical accents. Children copy the movements of the leader. The direction of movement goes along four points: head - shoulders - hips - ankles. First, the number of touches to each point is 8, in the next repetition 4, then 2 and finally once. Gradually the number of points increases, and the pace of execution accelerates.

The standard for completing a game task: clear, coordinated movements and bodily experience-expression of rhythmic pulsation.

Task No. 3. "Lullaby Game"(carried out after an outdoor game).

I.p.: children sit together with the teacher on the floor (on a rug).

As slow, calm music begins, the teacher places one of the children on the floor and, in time with the music, gently strokes his back. The rest of the children join him, and together they all affectionately touch and look at the child chosen as the “soloist”. Gradually, the teacher puts a few more children to bed, giving the signal to the others to stroke and cradle them. Throughout the game, children change roles.

The standard for completing a game task: smooth, measured movements of the arms and body, signaling the child’s ability to move from a state of excitement

to relaxation; a state of trust and calm, lack of anxiety.

Index emotional expressiveness.

Task No. 4. "Game with chairs"

I.p.: children sit on chairs arranged in a circle, facing the center. The number of chairs exactly matches the number of children. One of the chairs is designated as the leader's chair (this can be done using a counting rhyme).

The first part of the dance-game is associated with the improvisation of gestures and poses of the child who finds himself on the leader’s chair. The pose is taken and fixed to the sound at the end of each musical phrase. The remaining participants in the game copy the pose of the presenter, sitting on their chairs.

In the second part, the character of the music changes: it becomes moving and cheerful. Children run to the music in a circle and between chairs. By the end of the second part, everyone should sit down on a nearby chair. Then the music of the first part sounds, and the child, sitting on the leader’s chair, shows the movements. The game repeats itself.

The standard for completing a game task: accuracy of hitting the metric grid when performing an invented movement, expressive, natural, relaxed, coordinated movements, full muscle tension of the child.

Task No. 5. "Counting"

I.p.: children stand in a circle one at a time, turning their faces to the center of the circle. In the center of the circle is the leader. The musical accompaniment for this game can be any modern children's song (For example, the well-known “Chunga-Changa”).

As the song starts, the leader counts the children in time with the music, pointing at each one, like in a counting game). The one on whom the melody ends becomes the new leader. In the chorus, the leader in the center of the circle improvises dance moves, and the rest copy him. At the beginning of the song, the countdown begins again, at the end of which the leader changes again.

The standard for performing a game task: correspondence of movements to the emotional content of the music, natural, relaxed, coordinated and plastic movements, full muscle tension of the child. Accuracy, agility, hitting the metric grid. The pleasure a child gets from movement.

Task No. 6 “Steamboat”

IP: children sit on chairs arranged in a circle. The teacher sings a riddle song to a simple improvised melody, and the children guess it:

“What do people come to -

The samovar is walking along the river,

Smoke is pouring out of the chimney"

Then the “guess” - a paper boat - in the hands of the teacher begins to “float on the waves”, move in a circle, and is accompanied by the teacher singing along with the children. The ship “floats” in a circle, and the song is repeated several times. With the next repetition, the presenter changes: the boat becomes a teacher for one of the children. The child who turns out to be the leader not only receives a paper boat, but also takes out a pictogram from it. Using the pictogram, the child sets the emotional coloring of the melody. For example: “We will sing cheerfully!”, “In an angry voice.” The presenter, a child who happens to have a boat, not only determines from the pictogram with what emotional coloring to sing the song, but also “enters the character” himself - selects the appropriate movements, steps, facial expressions, intonations.

The standard for completing a game task: quick and accurate determination of an emotional state using a pictogram, definition of it in words, free embodiment in facial expressions, plasticity and intonation.

Index motor-sound creative activity

Task No. 7. “Circles.”

IP: children sit on chairs in a semicircle. In front of them are xylophones, metallophones, noise and percussion instruments. In the center of the semicircle is the leader - “conductor” (without an instrument).

The teacher seats children at instruments in groups with contrasting, different sounds, for example, groups: xylophones - bells - metallophones - maracas - tambourines and drums. The teacher draws circles with chalk and agrees with the children which group of instruments each circle will correspond to. The children’s task is to wait for their turn to enter the game, i.e. carefully monitor which circle the leading “conductor” stands on with his feet or touches with his hands.

The standard for completing a game task: the leader does not just move from one circle to another, but listens carefully to the resulting “music” and creates a game image.

Index positive self-esteem.

Task No. 8. "Names"

IP: children stand in a circle facing the center.

The presenter takes a step forward and imagines his name in some image (Marina - like the sea, Yulia - like a spinning top), and then expresses this image with gestures, movements, facial expressions, and expressive intonation. The rest copy him exactly. The role of the leader is transferred to everyone in turn in a circle.

The standard for completing a game task: original, positive images of your name, confidence, clarity of intonation, the pleasure of demonstrating your invented image and the attention of everyone present.

Task No. 9 “Everyone is like me!”

I.p.: children stand in a scattered position.

The presenter, with the help of voice and movement, depicts any image he has invented. Others copy him. Then the presenter conveys his role (stops and points at one of the children). The new presenter claps his hands three times and says loudly: “Everything, like me!” and offers his own version of motor-intonation improvisation.

The standard for completing a game task: expressiveness and originalitymovements and intonation, freedom of experience in the playing space, flexibility and speed of entering into an invented role, lack of aggressiveness, excessive excitement or capriciousness in the event of an unsuccessful gaming decision.

Thus, when preparing for lessons as a music teacher, it is necessary to take into account not only the emotional state of each child, but also to know the characteristics of the impact of a particular piece of music on the child’s psyche and behavior. And this requires special training for each teacher.

1. Vorozhtsova O.A. Music and play in child psychotherapy. – M.: Publishing House of the Institute of Psychotherapy, 2004. – 90 p.
2. Lobova A.F. Auditory development of children: Tutorial for teachers. Ekaterinburg, 1999. - 160 p.
3. Medvedeva E.A., Levchenko I.Yu., Komisarova L.N., Dobrovolskaya T.A.. Art pedagogy and art therapy in special education: Textbook. for students avg. and higher ped. textbook establishments. – M.: Academy, 2001. – 248 p.
4. Nazarova L.D. Folklore art therapy – St. Petersburg: “Rech”, 2002. – 240 p.
5. Ovchinnikova T. Music for health. – St. Petersburg: Union of Artists, 2004.
6. Osipova A.A. General psychotherapy: A textbook for university students. – M.: Sphere shopping center, 2001. – 512 p.
7. Petrushin V.I. Musical psychology. – M.: “VLADOS”, 1997 – 384 p.
8. Petrushin V.I. Musical psychotherapy. – M.: “VLADOS”, 1999 –

176 p.

1. Rueger K. Home musical first aid kit – “Phoenix”, 1998 – 384 p.
2. Starikova S. Public education: Art therapeutic methods at school. No. 8 2007
3. Tikhonova E.V. Music therapy as a means of creative self-expression // Art and pedagogical education of the 21st century: analysis of the state and strategy for improving the quality of professional training. Under. ed. N.G. Tagiltseva. – Ekaterinburg, 2007. 67 – 71c.

12. Yudovina T. - Galperina. Music and human health. Early diagnosis of functional diseases, 2002. - 40 p.

1. Explanatory note

2. Methodological manual “Music therapy for children with disabilities”