home / Conception/ Musical rehabilitation of disabled children in the framework of the social project "Music of children's hearts.". Musical rehabilitation of disabled children within the framework of the social project "Music of Children's Hearts" Musical Therapy for Children with Disabilities

Musical rehabilitation of disabled children within the framework of the social project "Music of Children's Hearts." Musical rehabilitation of disabled children within the framework of the social project "Music of Children's Hearts" Musical Therapy for Children with Disabilities

In all we come into this world unique, individual, special, but, unfortunately, not always with equal opportunities. It doesn’t matter by whose will this happens: by bad luck or an unfortunate set of circumstances, by the will of nature or higher powers, the main thing is different - children with disabilities always have a chance to make the incomprehensible a little closer, and this is possible with the help of a unique technique - music therapy.

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

H Despite the 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 an 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 the nature of breathing, the timbre of the voice and intonation, phrases uttered from the outside, and much more. And later, music opens up something more significant and boundless for the little man - the ability to feel and empathize, which is why it is very important to enrich children's impressions from the first years of life, introducing the child to various types of musical activity, thus helping to form not only general musicality, but also expression of movement.

The most important aspect in this process is the development of an ear for music, and this can be achieved by no means through systematic, persistent and exhausting training, but in the form of an easy, funny and relaxed game. In the first years of a child's life, each sound - clapping and rattle, playing the harmonica and the usual 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. kid with features of different musical instruments.

Music therapy for cerebral palsy: examples of rehabilitation

In part - it is so necessary in life, but how unattainable it seems for those crumbs who came into this world special. But is it possible that any restrictions - be they physical, mental or mental, can 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 trust in people, to establish mutual understanding with them, accelerating the processes of basic therapy, due to the ease in expressing feelings and self-awareness by the child. This helps the baby respond favorably to failures and problem 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 inner harmony, they grow the main and necessary thing inside - strength of mind. Properly selected music and music therapy will help not only overcome static stiffness, but also activate mental activity, as well as movement towards general recovery, instilling faith in the best.

Music therapy can also be used as a home rehabilitation for a child with special needs. It is not so difficult to do this, because if from the first days of life you hum melodic songs to your child, very soon it will become a good habit. However, as well as 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.

The main 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, which, when voiced, produce individual melodies that massage the internal organs, improve blood circulation, and affect the bone structure. How to make the child’s body, like an instrument, “play” in the right rhythm and sound?

We remove 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. Given the fact that each person has his own rhythm, with the help of active methods he gets out. Such methods include action to music and with it (movement), playing musical instruments, drawing music. Classes should not be too long: if we are talking about a child up to a year, then no more than 5 minutes, as you grow older, you can increase to half an hour.

If we express the technique in three words, then it includes such 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 a violation of concentration - in these cases, classes are focused on one work, but the work takes place in different forms.

With poor development of the speech apparatus, it is advisable to include vocal and musical exercises, special vocalizations. To calm nervous excitement and relieve excessive emotionality, the sounds of violin, flute and piano in three-quarter rhythms (waltzes) are suitable - long, calm melodies. Of the classics, Beethoven's Sixth Symphony, Brahms' "Lullaby" and Chopin's nocturnes, Haydn's symphonies have a similar effect. It is not necessary to listen to the 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 that contribute to the formation of voluntary attention. Absolutely non-contact kids sympathetically react to affectionate, gentle and not too loud melodies, call songs like “Masha is our joy” and others.

An important aspect in 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 these kids get into a specific activity - for example, through ordinary tapping exercises based on poems or nursery rhymes. Action songs, playing music together, dancing and round dances will help develop spatial representations.

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 a small person and the surrounding reality. Due to the fact that such babies are in better contact with objects than with living people, they work great with musical instruments, complementing voice lessons - live singing.

In this case, it is possible and even necessary to improvise, focusing on the feeling of pleasure. Classes should be phased: 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.

In the second stage, you can include listening to rhythmic, invigorating music - Liszt's Hungarian Rhapsody or Tchaikovsky's Sixth Symphony, use marches, staged chants. The third stage is musical-rhythmic games, dances, vocal-motor training based on fitball. The final note should be flute melodies, piano - calm and pleasant.

Music with mom: the benefits of live singing

The child begins to listen to music from birth: first, mother's lullaby, and a little later - a singing rattle. And musical toys can be an excellent 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 the comprehension of the world, which can later develop into an excellent tradition of joint singing.

The main thing is not to drown out the children's voice, the soloist should be a little baby, the parent should only sing along. There is no need to criticize too harshly and categorically for falsehood, because the disapproval of an adult 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 the teacher Kiryushchin, which are based on the emotional-figurative development of abilities due to the strengthening of connections between the hemispheres of the brain. The main essence of the exercises is the repeated repetition and memorization of the melody, 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.

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Introduction

1. Music therapy. The history of its occurrence and features of application in working with children with disabilities

1.1 The history of the emergence of music therapy as a means of influencing the human body

2. Organization of experimental work on the correctional development of children with disabilities by means of music therapy

2.1 Methodological bases for the organization of musical activities of children with disabilities

2.2 Analysis of the results of primary diagnostics

2.3 Correctional work with visually impaired children

2.4 Evaluation of the effectiveness of the developed correctional program for the development of children with visual impairments

Conclusion

List of used literature

Application

Introduction

The humanistic trend in the formation of society is inextricably linked with the idea of a "developing personality in a developing world." The solution to this problem directly depends on the level of education - the most important component of human culture. In the modern world, as experts note, it is important to shift the center of gravity to the individuality of a person, study his self-movement, develop his spirituality and attitude to the world around him. The demand for the humanization of education, put forward by psychologists and teachers, implies great attention to the development of the child's musical abilities, his best personal qualities. After all, giving knowledge, developing skills and abilities is not an end in itself. Much more important is to arouse interest in knowledge.

Musical art has an undeniable impact on the child's personality already at preschool age, contributes to the accumulation of a musical thesaurus in his creative process. The child's creative potential is activated through familiarization with the art of music, the development of the intellectual and sensual principles is underway, and the earlier these components are laid, the more active their manifestation will be in familiarizing with the artistic values of world culture. A real, heartfelt and thoughtful perception of music is one of the most active forms of familiarization with music, because this activates the spiritual, inner world, feelings and thoughts. Music outside of perception, like art, does not exist at all. It is meaningless to talk about any impact of music on the spiritual world of children if they have not learned to hear music as a meaningful art that carries the feelings and thoughts of a person, life ideas and images.

Preschool children show a special love for the art of music and can be involved in activities that are feasible for their age, the goals of which are the development of interest in music, the correct perception of its content, structure, form, the awakening of the need for constant communication with it and the desire to actively express themselves in this sphere. Understanding of musical art as a holistic spiritual world, giving the child an idea of reality, its laws, about himself, is possible through the formation of musical sensory abilities.

Undoubtedly, musical development is an important component of the fundamental educational process. Modern musical technologies, one of which is music therapy, allow developing musical abilities, educating emotional “responsiveness”.

Any problem in the development of a child prevents him from mastering the universal culture, because only on the basis of such assimilation, the higher mental functions of a person, his consciousness and personality can be formed. These problems can cause the loss of the most serious social functions, the degeneration of social ties, and the displacement of all systems of behavior. In fact, this means that the child's problems prevent him from living, communicating, being accepted by others and by himself. The relevance of this topic lies in the fact that, unfortunately, the number of children with developmental problems is not decreasing. And each of them needs an individual deep non-standard approach, support and help. At first glance, it seems that there is a need to overcome developmental shortcomings. However, in reality it is more important to see the child and the potential that lies in him and on which the specialist must rely in his work. In other words, do not correct shortcomings, but develop abilities. At the same time, it must be remembered that the child is not just a subject, but also an object of his activity: in it he grows and develops. And if so, then you need to actively develop the activity of the child in society.

Another thing is what activity we can use. There is a traditional special pedagogy, by means of which you can achieve good results. Recently, non-traditional forms of work, as well as combinations of traditional and non-traditional approaches in education, have attracted increasing interest. One of the non-traditional methods is music therapy.

Thus, the relevance and importance of music therapy for children with disabilities is undoubted, which not only develops musical abilities, forms an aesthetic taste, but is also a vital component of the impact of music on the child's body.

Music, undoubtedly, can be a means of calming and healing, a means of combating overwork, sets a certain rhythm before starting work, and sets you up for a deep rest during a break. Music can boost immunity, improve metabolism, and has been scientifically proven to reduce illness. This function of music is called "music therapy".

Numerous studies and experiments confirm that some melodies do have a strong therapeutic effect. So, spiritual religious music restores peace of mind, gives a sense of peace. The perception of musical works of classical composers is useful.

Music therapy helps children learn educational material in music and other subjects, causing them to have a sincere and lively interest in everything that happens around them. For the purpose of music therapy, classical music is primarily used, but one should not forget about the works of modern light music. For psychoprophylactic purposes, one should not take voluminous works; it is better to select musical works of small forms. To gentle, slow and soothing music, preschool children learn relaxation techniques. So, children are invited to sit down, take a comfortable position, relax, focus on the sounds of music. Music should sound quiet, as if behind the scenes. In the process of psychological unloading, they usually use slow-tempo musical works that have a calm narrative effect.

Problem: the issue of the impact of music on children with disabilities is little studied, observations organized by scientists have shown that only well-known melodies produce a strong physiological effect on the child's body, so a careful approach is needed when choosing a piece of music, which led to the choice of the topic of the thesis "Music Therapy" in working with children with disabilities.

The purpose of the thesis is to choose the means of music therapy in working with children with disabilities, as well as the need to promote their active entry into the world of music; create conditions for the development of the personality of the child.

In accordance with the purpose of the thesis work, the following tasks were defined:

To reveal the importance of music therapy in the development of children with disabilities;

To explore the methods of influence of music therapy on the development of children with disabilities;

Develop a methodology that ensures the consistent corrective development of children with disabilities;

Develop a correctional program for the development of children with visual impairments;

To experimentally test the methods of effective development of children with impaired vision in the process of musical activity.

The object of the thesis is the process of correctional development of children of senior preschool age with disabilities.

The subject of the thesis is music therapy as a means of correction in the development of children with disabilities.

In connection with the object and the subject, a hypothesis is put forward, according to which:

The use of a correction program for children with disabilities will have a positive corrective effect;

Music therapy affects the development of children, as well as the process of musical education in general;

The creation of pedagogical correctional conditions is possible if music therapy is regularly included in the life of children.

The research work was carried out in the correctional group of kindergarten No. 15 in Rudny with children of senior preschool age from October 2012 to February 2013, for four months. A group of preschoolers with different levels of general physical development and abilities, as well as children with impaired vision, which consisted of 10 people, was involved in the experimental work.

For this thesis, the fundamental sources of literature on the correctional development of older preschoolers were the works of N.A. Vetlugina, L.N. Komisarova, I.L. Dzerzhinskaya, A.V. Zaporozhets, A.P. Usova, N.G. Kononova, E.P. Kostina , , , . On the effectiveness of the positive influence of music on the human condition in the first half of the 20th century. wrote V.M. Bekhterev, B.G. Ananiev, L.S. Vygotsky. In recent years, studies in this area by V.I. Petrushin, S.V. Shushardzhan, M.L. Lazareva, V.M. Elkin, I.A. Evdokimova, V.A. Shchelovanova.

In the works of L.S. Brusilovsky, V. Yu. Zavyalov, K. Shvabe and others presents a detailed analysis of the literature on various aspects of music therapy. Several monographs on music therapy, which describe methods for the use of music for therapeutic purposes in children suffering from neurosis (K. Schwabe), early childhood autism (R. O. Benenzon), were published in the 70s and 80s. In Berlin in 1982, the book “Music Therapy for Children” by J. Brückner, I. Mederacke and K. Ulbrich was published, in which the types of children's music therapy are considered in detail, including pantomime and various ways of drawing to music. This technique is designed for children of preschool and school age.

When performing the thesis, various methods of psychological and pedagogical research were used:

The study of psychological and pedagogical literature on the correctional development of older preschoolers in order to provide a theoretical basis for the study; music therapy correctional children limited

Studying the documentation of a preschool institution (calendar, lesson plans, methodological literature);

Conducting a pedagogical experiment, the content of which was the development of older preschoolers by means of music therapy.

The practical significance of this thesis research is:

In the development of a methodological program for the correctional development of preschool children with disabilities by means of music therapy;

Expands the understanding of teachers and parents about the corrective possibilities of using music therapy in kindergarten.

The theoretical significance of the thesis research is:

In the substantiation and systematization of materials on the corrective influence of music therapy on preschool children with developmental disabilities;

The results obtained expand the understanding of the impact of music therapy on the correctional education of preschoolers with developmental disabilities - future first graders - during the school year in a preschool institution.

According to its structure, the thesis consists of an introduction, a conclusion, two chapters divided into paragraphs, a list of references and applications.

1. Music therapy. The history of its occurrence and features of application in working with children with disabilities

1.1 The history of the emergence of music therapy as a means of influencing the human body

The strong influence of music on the human body was known in ancient times and was used for various purposes. In the cradles of human civilization - China and India, Egypt and ancient Greece, doctors and priests, philosophers and musicians used music for healing.

In the works of the ancient Greek philosopher Pythagoras, we find a description of how music can affect the emotional state of a person. It is Pythagoras who owns the aphorism: "Music can heal the madness of people."

Another philosopher Plato believed that there are musical works and instruments through which an individual can rise to the level of social requirements and realize "as his own world the internal unity of the polis community" . The task of musical education according to Plato, therefore, is the harmonization of the individual with social life.

The ideas of Plato and Pythagoras were most developed in the works of Aristotle, who developed the doctrine of the inner world of a person and ways of influencing him with the help of art. In his theory, the concept of purification of the soul (listener, viewer) was presented in the process of perceiving works of art. .

In ancient sources, we find a lot of evidence that speaks of miraculous healings achieved with the help of music: Ismenius of Theban, as they say, relieved the suffering of many Boeotians who were tormented by severe gouty pains. In the medieval Italian music theorist Joseph Tsarlino, we find evidence of how a certain Senocrates restored the insane to their former health with the sounds of trumpets, and Talet from Candia expelled the plague with the sounds of a cithara.

In the culture of the Ancient East and India, there is also evidence of the diverse use of music in medicine. So Avicenna (Ibn Sina) argued in the "Canon of Medicine": "Those suffering from melancholy must be entertained with music" and believed that good singing soothes pain, distracts from it and even lulls.

Music is considered as a factor of aesthetic, emotional, creative and moral development. However, the aspect related to the development of mental activity of children has not been sufficiently studied. The study of the theoretical issues of this problem can be traced in the works of such philosophers as Plato, Democritus, Aristotle, Pythagoras and others. The issues of raising children by means of musical art were also of concern to Al-Farabi, who associated musical education and upbringing with such issues as 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 the mental activity of children: targeted and systematic music lessons, consistent study; active analytical work and accumulation of musical experience. So, we see that since antiquity, famous philosophers from different countries of the world have noted the colossal importance of musical education in the mental development of children. In the works of the aforementioned scientists and philosophers, as well as teachers, the foundations of education were laid, which would contribute to the musical and mental development of children. Among the well-known teachers who studied the beneficial effects of musical education on the mental development of the child were Ya.A. Comenius, I.G. Pestalozzi, M. Montessori, L.N. Tolstoy, Zh.Zh. Rousseau and many others.

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

V.A. Sukhomlinsky also focused on the colossal possibilities of 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 is capable of awakening hidden energy even in the most inert children; it infuses miraculous power into the cells of thinking matter.

In the Middle Ages, the practice of musical psychotherapy was closely connected with the theory of affects, which was widespread at that time, which studied the effect of various rhythms, melodies and harmonies on the emotional state of a person. Various relationships were established between the patient's temperament and his preference for one or another character of music. “Melancholics love a serious, uninterrupted sad harmony. Sanguine people, due to the slight excitability of blood vapor, are always attracted by the dance style. Choleric people strive for the same harmonic movements, in whom dancing leads to a strong inflammation of the bile. Phlegmatic people, - noted the German scientist-musician Athanasius Kircher, - are touched by subtle female voices.

“The purpose of music,” wrote the German music theorist Matteson, “originally was to keep our soul in sweet peace, or, if it had lost the latter, to calm and satisfy it again.”

The French composer Marena Marais wrote music dedicated to diseases 200 years ago. A cycle of 12 sonatas was intended for the treatment of gout, the sonata for viola and harpsichord was used to accompany operations. Doctors prescribed music to their patients for a variety of illnesses. The instructions were carried out easily, since the noble persons had musicians in the service. Even a drum could become a "healer": "The stomach loves the rhythm" - the doctors said at that time, so dinners were accompanied by drumming.

Sounds can affect the atmosphere and even change it. Even in ancient Russia, it was believed that the ringing of bells scares away lightning. Powerful vibrations of the air under the influence of the sound stream emitted by the bells protected from the energy force of lightning.

Even nature reacts to man-made musical works. It turns out that various sound waves have a beneficial effect on the development of cells. After long experiments, it was determined that the most favorable is light, unobtrusive music.

The beginning of the current stage in the development of musical psychotherapy takes from the end of the 40s, when musical psychotherapeutic societies and centers began to be organized in many countries of Western Europe and the USA. Music-psychotherapy centers and schools in Sweden, Austria, Switzerland, and Germany have gained great popularity.

In the Swedish school, whose founder is A. Pontvik, the starting point is the concept of psychoresonance, it proceeds from the fact that the deep layers of human consciousness can come into resonance with sounding harmonic forms and thus come to light for analysis and understanding.

In the American direction of musical psychotherapy, its therapeutic effect is based on the ideas of traditional psychoanalysis. In an effort during the session to get the patient to remember the situations that emotionally traumatized him, the psychotherapist with the help of music brings them to a cathartic discharge and thereby alleviates the patient's condition.

In the German method (Schwabe, Koehler, Koenig), when building a strategy and tactics of treatment, they proceed from the thesis of the psychophysical unity of a person, and therefore treatment is carried out in a whole complex of influences that take into account the physical, emotional, communicative and organic regulatory aspects.

The beginning of the 20th century was marked by a surge of interest in music therapy. In England, J. Alvin founded the Society for Music Therapy and Medical Music. A symposium "Music and Medicine" is being held in Vienna, after which a Music Therapy Center is being created, which regularly holds international meetings. In the USA, the Committee for the Study of the Relationship between Music and Medicine is organized, and then the National Association of Music Therapists. Music is used in surgery, cardiology, obstetrics, and dentistry. It is most widely used in the treatment of nervous and mental diseases.

In Russia, the study and development of music therapy is associated with the names of such prominent scientists as I. Dogel, I. Tarkhanov. So, scientists M. Dogel, N. Tarkhanov and V. M. Bekhterev, using instruments, found that listening to music and singing affect the human body, changing blood pressure, pulse rate, affecting muscle relaxation and tension. G. P. Shipulin noted the beneficial effect of musical rhythm on the activation of human activity and an increase in interest in it, on the development of attention, memory, and internal composure in children. V. Lyustritsky, V. Spirtov and others. A huge merit in this area belongs to V. M. Bekhterev, who, in particular, pointed out: “As soon as we know that music is the educator of our feelings and moods, we have the right to expect from it that, by the decision of a doctor, it can and should create a certain mood, where it is necessary to weaken excessive excitability, in other cases to transfer the patient from a sad state to a good mood, in third cases to act accordingly on breathing and blood circulation, eliminate oppressive fatigue and restore physical vigor to the members. These ideas have been successfully developed in recent decades as well.

But the impact of a piece of music also depends on the individual characteristics of a person. So, in a severe nervous breakdown, music should not contradict the mood of the patient. If a person is excessively oppressed, sad music will bring relief to him, if excited, the sounds of bravura music will soothe him. If the feelings are shallow and the person himself is ready to change his mood, then, at his request, you can use music that is opposite to the emotional state of the person: sad music will calm you down, and joyful music will relieve sadness. The choice of method depends on the depth of feelings. The more depressed a person is, the more music should be in harmony with his condition. By virtue of this ability to console and enlighten, music is widely used in the work of psychological relief rooms and in various areas of psychotherapy.

Speaking about the negative impact of music, it is interesting to note that active, aggressive music transfers tension not only to the psyche, but also to the body, forcing you to move. Often this is combined with spiritual relaxation and even indiscipline.

The boundaries of the use of music for psychotherapeutic purposes are very wide. In everyday life, which today is rich in various difficulties and stresses, music can serve as a good means of prevention, helping people to live, work and be happy.

Thus, we see that famous teachers believed that music is a powerful stimulant of thought, without which the full mental development of the child is practically impossible. It is thanks to these teachers that there has been a steady trend towards the study of music as an art form that can effectively influence not only the emotional, but also the intellectual sphere of children. Also, such psychologists, teachers, art critics as M.T. Aranovsky, O.A. Apraksina, B.V. Astafiev, T.L. Berkman and others. In the works of these prominent researchers, there are several approaches to solving the problem of musical education. So, some of them solved the above problem from the standpoint of the relationship between the emotional and the rational in music. Others considered the specifics of musical thinking, as well as its importance in the education of children and the professional activities of musicians. Still others saw music as a way for children to learn about the world around them. And the fourth paid attention to the importance of musical perception in the development of the intellectual sphere,

Noting the relationship between music and the intellectual sphere, scientists and musicians point out that the essence of the perception of a new musical work lies in the listener's desire to feel and understand the position of the composer, as well as the idea that he sought to convey to the audience, to evaluate this composition in the context of the modern development of musical culture. . According to researchers, the conditions for activating the musical perception of children, as a way of their mental development, are:

training in auditory observation of music, i.e. observation and comprehension of its course, the development of the processes occurring in it;

expanding the experience of children in listening to music, attracting works of art to awaken children's interest in music;

activation of children's own activity in the process of acquaintance with musical works;

the use of only highly artistic musical works;

analysis of musical means;

questions that direct and sharpen auditory attention;

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

Thus, music is an art that helps to understand the world around us, comprehend the complex laws of human existence, broaden our horizons, which means 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. The problem of musical creativity, as a means of shaping the mental activity of children, formed the basis of the study by N.A. Vetlugina, which showed that creative activity is available to all children, it is only necessary to create conditions conducive to the manifestation of the individual capabilities of the child.

Summing up, we can say that the development of creativity in the process of musical activity of children contributes to the manifestation and development of their mental activity. The colossal influence of music on the formation of the intellect of children, as part of their spiritual culture, was noted by D. B. Kabalevsky, a composer and a prominent musician-educator. The theory of the formation of the musical culture of children in the program of D. B. Kabalevsky has advanced from the concept of musical education and upbringing, 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 ground on which grow spiritual, moral, intellectual and creative improvement of the child

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

1.2 Music therapy in correctional and medical pedagogy

Music therapy is a medicine that is listened to. The fact that music can change the mental and physical state of a person was known even in Ancient Greece and in other countries. For example, the peaceful and gentle splash of waves relieves mental stress and calms. People born under the sign of Pisces, Cancer, Scorpio, whose element is water, are most sensitive to the sound of running water, the splashing of waves, the sound of rain, etc.

Not only natural, but also artificially created, ordered sounds heal. Specially selected melodies relieve anger and annoyance, improve mood. At the end of the last century, I. R. Tarkhanov proved with his research that melodies that bring joy to a person have a beneficial effect on his body: they slow down the pulse, increase the strength of heart contractions, promote vasodilation, normalize blood pressure, stimulate digestion, increase appetite. Annoying music has the exact opposite effect. With the help of music, it is easier to establish contact with a person. Doctors have found that pleasant emotions caused by music increase the tone of the cerebral cortex, improve metabolism, stimulate breathing, and blood circulation. Positive emotional arousal at the sound of pleasant melodies enhances attention, tones the central nervous system

Many scientists have noticed that music acts selectively: depending on the nature of the work, on the instrument on which it is performed. So, for example, playing the clarinet affects mainly 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 according to the biblical legend, King Saul was saved from bouts of insanity by playing the harp. French writer George Sand admitted that music healed her much more effectively than doctors.

Psychotherapist S. Mamulov, speaking about the ambiguity of music, testifies that it affects some people even more sharply than the word. Music can soothe, relax and invigorate, alleviate sadness and inspire joy; can lull and cause an influx of energy, and even excite, create tension, unleash aggressiveness. Too loud music with emphasized rhythms of percussion instruments is harmful not only to hearing, 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. The music of Bach, Mozart, Beethoven, on the contrary, has an amazing anti-stress effect.

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

Scientific societies of music therapists have been created, and specialists in this field 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 has become one of the elements of obstetric care. On the advice of a doctor, pregnant women give the unborn child the opportunity to listen to certain tunes. The fact that the fetus perceives sounds, no one doubts. When using music therapy, the number of complications in childbirth is sharply reduced, and babies are born calmer.

Many doctors at the Munich University Hospital successfully use music therapy in the treatment of cerebral palsy. And in recent years, to the usual treatment of their patients, doctors have added listening to the works of Beethoven and Mozart, since a good mood, a positive background help to get rid of even stomach ulcers.

But, undoubtedly, Mozart's melodies have the greatest positive impact on a person. This musical phenomenon, as yet insufficiently explained, has been called the Mozart effect.

In Sweden, maternity wards also often feature music. Preference is given to Mozart concertos. Scientists believe that it is this music that obstetricians owe an unusually low infant mortality rate.

Modern research shows that Mozart's music enhances brain activity. After listening to the works of the great composer, people who answer the IQ test show a noticeable increase in intelligence. The properties of Mozart's music first came to public attention through pioneering research at the University of California in the early 1990s. At the Irvine Center for Neuroscience, which studies the processes of pedagogy and memory, a small group of researchers began to study the impact of Mozart's music on students and adolescents. Frances X. Rauscher, Ph.D., and her colleagues conducted a study that tested UCLA psychology graduates on the Spatial Intelligence Index (on the standard Stanford-da-Binet Intelligence Scale). Interestingly, the result was 8-9 points higher for the subjects who listened to Mozart's Sonata for Two Pianos in D Major for ten minutes. Although the effect of listening to music lasted only ten to fifteen minutes, Dr. Rauscher's group concluded that the relationship between music and spatial reasoning is so strong that just listening to music for a short time can have a significant effect. An interesting fact is that the day after the discovery in Irvine was published, the record stores of a large American city sold out all records of Mozart's compositions instantly.

"Mozart's music can 'warm up the brain,'" suggested Gordon Shaw, a theoretical physicist and one of the researchers, after the results were announced. -- We propose that complex music excites equally complex neural patterns that are associated with higher forms of mental activity such as mathematics and chess. Conversely, simple and monotonous intrusive music can have the opposite effect.” Indeed, Mozart's music is extraordinary - neither fast nor slow, flowing but not boring, and charming in its simplicity. This musical phenomenon, not yet fully explained, has been called the Mozart Effect.

French actor Gerard Depardieu experienced it to the fullest. The fact is that young Zhezhe, who came to conquer Paris, did not speak French well and also stuttered. Alfred Tomatis, a famous doctor, advised Gerard to listen to Mozart's music for at least two hours every day! And the "Magic Flute" can really work wonders - after a few months, Depardieu spoke as he sang.

The power of Mozart's music is most likely due to his life, especially the circumstances that accompanied his birth. Mozart was conceived and born in an exceptionally rare environment. His prenatal existence was a daily immersion in the world of music. The father's violin constantly sounded in the house, which, of course, had a tremendous impact on the development of the nervous system and the awakening of cosmic rhythms even in the womb. Mozart's father was a bandmaster, conductor of choirs and musical chapels in Salzburg, and his mother, the daughter of a musician, played a huge role in his musical development. She sang songs and serenades even at the stage of pregnancy. Mozart was born literally molded from music.

Experiments to study the phenomenon of Mozart's music effect are based on the assumption that music affects the brain at the anatomical level, making it more mobile. For children, it can have a profound effect on the formation of neural networks and the mental development of the child. Conclusions have been drawn from the research results, especially in relation to the upbringing of children, whose first three years of life are considered decisive for their future intelligence. Later, several skeptics published their doubts about the phenomenon. But upon closer examination, it turned out that classical music does have a strong influence on the human brain. Numerous opponents, trying to prove that no "Mozart effect" exists, regularly come to the conclusion that such judgments are fallacious.

More recently, another skeptic has changed his mind about Mozart's music. Eric Seigel of Elmhurst College in Illinois used a spatial reasoning test to do this. The subjects had to look at two letters "e", one of which rotated at an angle with respect to the other. And the larger the angle, the more difficult it was to determine whether the letters were the same or different. The milliseconds spent by the subject comparing letters were the measure that determined the level of the subject's spatial thinking. To the surprise of the researcher Saigel, those subjects who listened to Mozart before the test identified the letters much more accurately. Many researchers have concluded that regardless of the tastes or previous experience of the listeners, Mozart's music invariably produced a calming effect on them, improved spatial perception and the ability to more clearly and clearly express themselves in the process of communication. The rhythms, melodies and high frequencies of Mozart's music have been proven to stimulate and load the creative and motivational areas of the brain.

During his short life, Wolfgang Amadeus Mozart created hundreds of solo and orchestral musical works that inspired Beethoven, Wagner and other famous composers to create their own works.

In our country, unfortunately, until recently, the therapeutic possibilities of audible sound were practically not used and studied by physicians. A. R. Guskov was the first to use stimulation, the transmission of sound signals through the skin in the right direction. He received interesting data that the sound frequency of 3 kHz has the most pronounced physiological effect. Experiments have shown that even if the performance of, for example, the kidneys has decreased by 1/3, with the help of sound stimulation, relying on the reserve capabilities of a person, more precisely, on the functions of internal organs, it is possible to restore them almost completely. The effect is stable, the restored function was preserved for many years. Later, the audible sound, through the efforts of A.R. Guskov and his staff, has also proven itself in the treatment of gastrointestinal diseases, liver pathologies, when the function of the biliary tract is impaired.

Studies have shown that Wagner's music, Offenbach's operettas, Ravel's "Bolero", Stravinsky's "The Rite of Spring" with their growing rhythm have the greatest stimulating effect. These works have the greatest stimulating effect when working with lethargic, paretic children. But the perception of music is very individual and requires a lot of strength and knowledge for a competent selection of melodies.

Repeatedly, specialists in the field of music therapy have noticed that the light calm music of the Danish composer and musician Francis Goya has a calming effect on the nervous system, balances the processes of excitation and inhibition. Listening to this music, none of the children allowed themselves to shout loudly, make noise, run and play pranks.

The musical work of Nicolo Paganini "Caprice No. 24" in modern processing, on the contrary, increases the tone of the body, mood. Music, diverting attention from unpleasant images, contributes to concentration. The balance of the nervous system is facilitated by phonograms of the forest, birdsong, pieces from the cycle "The Seasons" by P. I. Tchaikovsky, "Moonlight Sonata" by Beethoven.

It has been scientifically established that a silent environment negatively affects the human psyche, since absolute silence is not a familiar environment for him, which should be taken into account in everyday pedagogical practice.

While health care and education institutions have not properly turned their attention to the problem of music therapy, enthusiastic teachers, doctors, parents have to choose the “sounding medicine” on their own. Thus, non-traditional methods of curative pedagogy really help a person. If you are depressed, sad, anxious and want to get out of this state, then at first, as psychologists and music therapists advise, listen to something melodic, thoughtful, sympathetic to you, and then cheerful and invigorating. Gradually, the flow of music will, as it were, capture you and take away all your problems.

Researchers emphasize the need for a differentiated approach to the choice of musical works to create relaxation, rest, or, conversely, to increase tone and performance. Many experts give the characteristics of musical works that reflect certain emotional states of a person. V. M. Bekhterev carried out serious research on this issue. He believed that among the auxiliary means of communication, the most effective and organizing is music. The perception of music does not require prior preparation, and is available to children who are not even a year old yet. But musical images and musical language should correspond to the age of the child, temper too excited temperaments and stir up inhibited children, and regulate the coordination of movements.

The purpose of classes with the use of music therapy is to create a positive emotional background for rehabilitation, that is, to remove the anxiety factor that occurs in this contingent of children due to a sharp change in social and personal status; stimulation of motor functions; development and correction of sensory processes (sensations, perceptions, ideas) and sensory abilities; disinhibition of speech function.

Undoubtedly, recently music therapy has been singled out as an independent direction in psychotherapy, where it performs a number of psycho-correctional tasks that are closely intertwined with psychotherapeutic ones, include the main points of training programs (G. Gelnits, G. Schulz-Wulf, 1985) .

For children with developmental disabilities, the most important are the training of observation, the development of a sense of tempo, rhythm and time, mental abilities and fantasy, verbal and non-verbal communication skills, the development of volitional qualities, endurance and the ability to restrain affects, the development of general fine motor skills and articulatory motor skills. The therapeutic effect of music on the neuropsychic sphere of children occurs with its passive or active perception. At preschool age, the sedative or activating effect of music is achieved by musical accompaniment of various games, a special corrective 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. With preschool children, musical rhythm is carried out in the form of subgroup lessons with rhythmic games, breathing exercises, playing a given rhythm both at an accelerating and at a slowing pace. Appropriate music can be used during independent work, when verbal communication is excluded. But the exception is small reading (reading to music) of stuttering children. Of course, the sound volume must be strictly metered. The sound should not be loud and at the same time very quiet.

The development and conduct of music therapy classes at preschool age requires creative cooperation with doctors, psychologists, and music teachers. The use of music therapy for developmental disabilities of organic origin turned out to be very justified and promising due to the powerful impact of music on the emotional sphere of a person. Also, the analysis of literary sources proves the beneficial effect of certain musical works on intellectual activity. Thus, the mechanisms of the positive influence of music therapy on learning activities, increasing the motivation for learning, and increasing satisfaction were determined. From the numerous works of a number of speech pathologists, 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 a speech disorder. Music therapy includes: listening to music; singing songs; rhythmic movements to music; combination of music and art activities.

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

Improving the general emotional state of children;

Improving the performance of the quality of 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 side of speech (tempo, timbre, rhythm, expressiveness of intonation).

Thus, the pedagogical experience of using music therapy in correctional work with children with disabilities leads to the following conclusions:

1) you can use for listening only those works that absolutely all children like;

2) it is best to use pieces of music that are familiar to children, since they should not attract their attention with their novelty, distract from the main thing;

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

1.3 Problems of children with developmental disabilities

The concept of "children with disabilities" has its own background. Yes, at the beginning of the 20th century. V.P. Kashchenko proposed the term "exceptional children", emphasizing their psychological originality and significant psychological potential, which can be realized with proper corrective work. But already after 1918, the term "defective children" began to be used, when the leading importance was attached to the defect itself, and all work was aimed at compensating for it. A defect, which in Latin means "lack", reflects the insufficiency of certain functional systems.

Already in the 1950s, in various studies in special psychology, the concept of “abnormal children” began to be used more often, in which the emphasis was not on the defect itself, but on the abnormal development caused by it. It is the main reason for the socio-psychological maladjustment of the child. The anomaly disrupts the development of the child only under certain conditions, their appearance is accompanied by the actualization of the defect with the occurrence of abnormal development in the form of certain psychological disorders. It is they who require special training, education and psycho-correction. Over the past 30 years, preference has been given to the concept of "children with developmental disabilities", because special training has also been extended to moderate developmental disorders that are well amenable to correction. Children with developmental disabilities are students whose physical and mental disabilities lead to a violation of the overall development and socio-psychological maladaptation. At the same time, the following categories of children with various developmental disabilities are distinguished:

1) children with hearing impairments (deaf, hard of hearing, late deaf);

2) children with visual impairments (blind, visually impaired);

3) children with severe speech disorders (logopaths);

4) children with intellectual disabilities (mentally retarded children, children with mental retardation); the concept of intellectual insufficiency;

5) children with disorders of the musculoskeletal system (ICP);

6) children with deviant behavior;

7) children with complex disorders of psychophysical development (deaf-blindness, blind mentally retarded, deaf mentally retarded, etc.).

8) orphans;

9) disabled children;

10) children at risk (for school maladaptation);

11) children with emotional-volitional disorders (accentuations, psychopathy, autism).

At present, undoubtedly, combined deviations in development are becoming important. Today, in accordance with the international approach in special psychology and the further humanization of this field of knowledge, the concepts of “children with disabilities”, “children with special needs” are quite widely used. Various deviations in development are reflected in the peculiarities of the formation of children's social ties, their cognitive abilities and limitations in labor activity. Therefore, they differ as follows:

1. According to the degree of recovery. Depending on the nature of the disorders, some anomalies can be completely overcome in the process of the child's development, others can only be partially corrected, and some can only be temporarily compensated.

2. According to the educational level of children. Some children can master the skills of self-service and only, others - elementary general education, and still others - a full course of secondary school.

3. According to professional suitability. Some children are compensated within the limits of social orientation, others - in conditions of low-skilled labor, and still others - are capable of fairly highly skilled work in production.

So, let's consider the general patterns of deviations in psychological development. Deviations in the development of the child are characterized not only by negative signs, i.e. it is not so much a deviant as a peculiar development. Therefore, in modern conditions, the concept of V.P. Kashchenko, which we mentioned earlier, is very true - “exceptional children”. It is noted that their mental development is subject to the general laws of the formation of the psyche of normal children (V.I. Lubovsky).

Disorders such as blindness and deafness are predominantly due to biological changes. And the more pronounced the structural disturbances, the less effective the pedagogical and psychological influence on the mental development of the abnormal child. L.S. Vygotsky remarked: “The educator has to deal not so much with these biological factors as with their social consequences”, i.e. the correctional process is largely aimed at secondary violations using a psychological and pedagogical approach, while primary violations are rehabilitated mainly by medical means.

Currently, the theory of the complex structure of developmental deviations is being considered. It implies the presence of a primary defect caused by biological factors, and secondary disorders that occur during abnormal development. In this case, there are several types of their interaction:

A is a direct effect. For example, deafness as a primary anomaly causes dumbness - secondary disorders; in blind children, secondary is the insufficiency of spatial orientation, the mimicry of the face, the originality of character; with primary intellectual insufficiency, a secondary underdevelopment of personality traits is formed, characterized by high self-esteem, negativism, and neurotic behavior.

B - the opposite effect. Under certain conditions, secondary disturbances can have a negative feedback effect on the primary anomaly. So, a child with partial hearing loss will not use his preserved functions if oral speech does not develop sufficiently.

B - corrective relations. The more the primary cause (primary disorders of biological origin) and the secondary symptom (disturbance in the development of mental processes) differ, the more effective is the special correction and compensation of the latter. L.S. Vygotsky believed: “The further the symptom is from the root cause, the more it lends itself to educational and therapeutic influence.” The development of higher psychological functions turns out to be less stable than that of lower, elementary mental processes. So, it is almost impossible to restore hearing, but speech disorders can be compensated.

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Toolkit

Compiled by: Tomilova A.V.

Musical director

Krasnoufimsk

Explanatory note

Childhood is the most favorable period for the development of musical abilities. The development of musical taste, 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 disabilities are a special category, in which art and music have a therapeutic effect, are a way of preventing and correcting developmental deviations. Modern special psychology and pedagogy are largely focused on the use of music therapy in correctional work as an important means of educating 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 psychoemotional processes, mobilize the child’s reserve forces, and determine his creativity in all areas of art and in life in general.

Target: Correction of personality deviations of a child with developmental problems.

Tasks:

Emotional activation during verbal psychotherapy;

Development of interpersonal communication skills, communication functions and abilities;

Regulatory influence on psycho-vegetative processes;

Increasing aesthetic needs.

Forms of organization: individual and group lessons.

Activities: perception of music, singing and rhythmic activities, game-tests, breathing exercises.

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

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

Methodological guide "Music therapy for children with disabilities"

"Musica animae levamen" - "Music heals the soul" - this inscription can be seen on some Italian clavier instruments of the Renaissance. Of course, this way of influencing at first glance may seem subjective, and, to a certain extent, it should be so. The reason for this lies in the fact that - according to F. Mendelssohn - music, due to its diverse concreteness, has the property of deep intimacy and can directly affect a person's heart. On the other hand, explanations that precede 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, music is used that is close in spirit, mood, of a given person; in this way the desired result can be achieved. The second method is based on the analogy of the first method. In this case, the music, as it were, itself arises from a certain situation, and the psychological state of the composer plays an important role.

The musical works of V.A. 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 various diseases. Tonality, tempo, rhythm, dynamics of a piece of music are key tools that help regulate and develop the emotional sphere of a person.

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 going to bed, in a comfortable, pleasant environment. At the same time, the room should have a muffled, calm light, you need to sit or lie down comfortably and remember to breathe properly. As a rule, during music sessions, professionals advise not to breathe with the chest, as we are used to, but with the stomach and exhale at the expense of ten. Thanks to such breathing, air penetrates into the cells of the body and helps to calm down better and introduces a person into a state of deep muscle relaxation. In order to correctly perform this technique, you need to focus on various parts of the body and cause them to feel heavy and warm, or focus 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 a candle”, “Puncture a tire”, “Pipe”, “Kolobok” using such musical works: V. Grechnik “Gingerbread Man”, A. Agofonnikova “Pipe”, Saint- Sans "Swan".

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

For relaxation of large muscles - exercises for relieving muscle clamps, relieving stress were selected: “Resting on the shore”, “Starfish”, “Light butterflies”, “Playing with balloons”. Musical works: F. Chopin - "Nocturne in F major", I. Strauss - "Waltz",

S. Maykapar - "Moth".

Breathing exercises

With children, you can do breathing exercises based on the figurative expressions of fairy-tale characters: a frog jumps, a bee flies to a flower (“bz” - at the exit, “bzh”), a snake crawls in the grass (“sh” - “sh” - exhale). Children use their hands to help themselves carry out the moments of inhalation and exhalation.

Purpose: improvement and strengthening of respiratory functions.

"Blow out the candle" (Saint-Saens "Swan").

Children take a deep breath through the nose, bring their palm to the level of the face, then exhale a thin stream of air through the mouth into the palm, while holding the lips with a “tube”.

2. "Pierce a 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 play an instrumental piece for the riddle song "Pipe", another group performs a song. Wind instruments are used (clay whistles, flutes, harmonicas, toy pipes).

4. "Kolobok" V. Grechik.

For each hero of the fairy tale, the children select a wind instrument corresponding to this character, play the sound picture “Gingerbread Man in the Forest”.

5.. "Cow".

Before starting the exercise - inhale simultaneously through the nose and mouth, then sing (moo) the melody on the exhale through the nose, while the lower jaw is lowered. Sing, imitating an elephant and feeling the vibrations in the throat and chest. At the end of the phrase, you can emphasize the exhalation, pushing the remaining air with the abdominal muscles. Exercise helps to respond to negative emotions and relieves muscle clamps at the level of the throat and neck; in yogi practice, it is considered responsible for the emotional state of the body.

6. "The scent of roses."

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

7. "Breathing Meditation".

Focused attention on inhalation and exhalation, performed under a mental count, coinciding with the rhythm of the pulse or close to it. 4 counts - inhale, 4 - hold, 4 - exhale, 4 - hold. Exercise for greater rhythm can be performed while walking in place.

8. "Sleeping Flower"

Calming breath 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 the breath on inhalation contribute to an increase in blood pressure, so this type of breathing has a tonic effect. Slow exhalation and holding the breath while exhaling lowers blood pressure and has a relaxing and calming effect. These addictions must be communicated to the group members so that they know what exercises they need to refrain from.

Relaxation

Formation of an optimistic attitude

"The joy of life"

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

For the effectiveness of the relaxation method, you need to create a favorable environment in the room and set up students for listening. And for this you need to sit comfortably, lean back in a chair, put your hands on your knees or lower them freely, raise your head a little.

And now we begin to observe our breathing. You can close your eyes if you like.

We tune in to the perception of 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 to the beat 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 fresh air and speak simple words filled with joy and love for life.

One bird can become a symbol of spring,

One smile can make friendship

One handshake can lift the spirit

One star can guide a ship.

…and one word can start a movement.

Overcoming angry irritability

"Self-Control"

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

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

Breathing is even and calm.

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

You are in a calm, pleasant rest, 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 annoyed and angry.

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

Tides of anger and irritation are increasing.

Recall clearly the situation that made you angry.

Your breath catches and all your muscles tense up.

You feel like you're about to break loose.

Catch yourself with this thought and drop your body into relaxation.

D. Shostakovich. Romance from the film "The Gadfly"

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

Long, long exhalation.

Calm and control your breathing.

Your body muscles are relaxed.

Your breathing is even and calm, calm and even.

Before your eyes is a beautiful picture of nature that pleasantly soothes you.

Hold this picture with your inner eye and think about nothing else.

You are in complete control of your condition.

Relaxation "Great Peace"

For relaxation and tranquility are used the following lullabies:

Mozart - Fleece - "Sleep, my joy, sleep";
Dunayevsky-Lebedev-Kumach- "Sleep comes to the threshold";
R. Pauls - “A cricket sings behind the stove”;
Sviridov - "Lullaby of Svetlana";
I.S. Bach - "Aria from Suite No. 3" or slow movements from the Brandenburg Concertos;
F. Schubert - "Ave Maria" or the 2nd part of the 8th symphony;
A. Vivaldi - "Winter";
L. Beethoven - "Sonata No. 8, 14, 23" - the second parts;
P. Tchaikovsky - "June" and "October" from the "Seasons" cycle, 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 fatiguecan be got rid of only if, in complete peace and inner relaxation, listen to worksI.S. Bach, V.A. Mozart, L. Beethoven, ending with M. Ravel.

activating :

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

"Rondo" from "Little Night Serenade", excerpts from the opera "The Magic Flute";

P. Tchaikovsky - waltzes from ballets, "On the troika" from "The Seasons", 4th symphony-final;
S. Prokofiev -1 symphony excerpt from 1-movement;
A. Vivaldi - "Spring".

For elimination of aggressionyou can listen to rhythmic or even aggressive music:

Stravinsky's ballet "The Rite of Spring", abruptly turning to works in the style of I.S. Bach "Chromatic Fantasy and Fugue";
N. Rimsky-Korsakov- Overture to the opera "The Maid of Pskov";
Mussorgsky “Night on Bald Mountain”, “Pictures at an Exhibition” series “Hut on Chicken Legs”;

S.S. Prokofiev - "Taney of the Knights" from the ballet "Romeo and Juliet", orchestral picture "Battle on the Ice" from the cantata "Alexander Nevsky";
P.I. Chaikovsky - overtures "The Tempest", "Manfred", "Romeo and Juliet", "1812"; the sixth symphony - the first movement, development;
Ludwig van Beethoven– finals of the sonatas “Lunar”, “Apposionata”;
D. Shostakovich "Leningrad Symphony";
Aram Khachaturian Saber Dance from the ballet Gayane.

Depression includes experiencing one’s own insolvency at the time of the collapse of hopes and life plans, experiencing feelings of guilt,self-doubt, to eliminate it, you can listen to musical works:

P. Tchaikovsky – Sixth Symphony (finale);
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 are used:

P.I. Tchaikovsky the orchestral fantasy Francesca da Rimini based on Dante's Inferno; Goethe's story The Spirits I Conjured at the end of the century was reflected in Paul Duke's orchestral scherzo The Magician's Apprentice;
D. Shostakovich - fragments of 6,7,8 symphonies;

For removal irritation, angeruse music:

Wagner - Choir of the Pilgrims.

At nervous exhaustionyou can use music

Grieg - "Morning".

There are works thatimprove attention, help to focus. These include:

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

For reducing feelings of anxiety, uncertainty :

F. Chopin – Mazurkas and preludes;
I. Strauss - Waltzes;
A. Rubinstein - "Melody".

For reduce malice, envy of success other people:

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

For reduce headaches associated with emotional experiences:

L. Beethoven - opera "Fidelio";
V.A. Mozart - opera "Don Juan";
F. Liszt - "Hungarian Rhapsody" No. 1.

For raising the general vitality: improve well-being, increase activity, improve 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, #1;
F. Liszt - "Hungarian Rhapsody" No. 2.

Music pieces to createcheerful mood, feelings of joy:

L. Beethoven - the eighth symphony 1 and 4 parts;
Rossini overtures to the operas "The Silk Staircase", "The Thieving Magpie";
Handel - Music on the water - "Allegro".

For getting rid of melancholy:

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

For energy recovery:

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

And also when overtired. it is worth putting discs with recordsElvis Presley, Louis Armstrong or Duke Wellington.

For decreasing irritability, frustration, increased sense of belonging:

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

Active music therapy

Vocal therapy.

The development of vocal abilities, of course, 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 such an unpretentious 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, 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.

O - the main harmonizing sound, allowing you to connect to the universal harmonic vibration.

NG - expands the creative possibilities of a person.

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

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

At fills a person with wisdom.

MN - Pronunciation makes life easier.

E gives beauty to a person.

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. On exhalation, OXO produces the same cleansing as the sound of HA when breathing.

THEM - protective, cleansing, healing effect.

H - activates intuitive processes, promotes creativity.

RE - relieves stress, stuttering, fears.

I - balance in one's own strengths.

You can choose consonances, for example:

AUM – relieves stress, relieves headaches, improves mood.

When pronouncing a sound, imagine a diseased organ. Attach hands: left - to the organ, right on top of the left.

Rhythmotherapy.

Large muscle relaxation exercises

Purpose: Removal of muscle clamps, tension.

1. "Resting on the beach"I. Strauss "Waltz".

Children lie on their stomach, arms and legs are spread apart. They should simultaneously put their hands over their heads and legs together.

2. "Sea stars"I. Strauss "Waltz".

Children sit on the floor with their legs and arms apart. They are offered to collect the body into a "lump", and then return to its original position.

3. "Balloon Game"F. Chopin "Nocturne in F Major"

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

"Light butterflies"S. Maykapar "Moth".

The children are offered a story: “There were many beautiful flowers in the garden. Small, light moths flew and circled over them, choosing the brightest and most beautiful for themselves, and then sat on it. Children listen to music and imagine themselves as “moths”, convey with their movements the picture “drawn” by the music.

"Rhythmic echo".

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

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

Rhythmization of proper names and surnames. A discussion about how, on the basis of the proposed rhythm, a person's characteristics can be compiled.
Rhythmization of animal movements - a sedate cow, an agile hare, an affectionate cat, a wild horse, a devoted dog, etc.
"Okay".

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

Games-tests aimed at identifying

Harmony of the emotional sphere of the child.

Index emotional and mental comfort.

Task number 1. "Butterflies and Beetles"

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

Task: 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 "beetle".

Standard for performing a game task: flexible response to a change in the situation, the ability to switch from active movements to immobility in time and maintain a static posture for as long as it takes during the game; free and varied definition of oneself in the game space; expressive movements corresponding to the chosen role; initiative and motor creativity in creating an individual game line or micro-plot through interaction with other participants during the game.

Task number 2. "Quick dance"

I.P .: children stand in a circle facing the center.

The leading teacher performs rhythmic movements to the beat of fast dance music with pronounced metrical accents. Children copy the leader's movements. The direction of movement goes through 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 is added, and the pace of execution accelerates.

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

Task number 3. "The Lullaby Game"(to be held after the outdoor game).

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

With the beginning of the sound of slow, calm music, the teacher lays one of the children on the floor and, in time with the music, gently strokes him on the back. The rest of the children join him, and all together affectionately touch, look at the child chosen as the "soloist". Gradually, the teacher puts down a few more children, giving a signal to the rest to stroke, cradle them. During the game, the children change roles.

Standard for performing 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 calmness, lack of anxiety.

Index emotional expression.

Task number 4. "Playing 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 assigned as the leader's chair (this can be done using a rhyme).

The first part of the dance-game is connected with the improvisation of the gestures and postures of the child, who is on the leader's chair. The pose is taken and fixed on the sound at the end of each musical phrase. The rest of the participants in the game copy the pose of the leader, sitting on their chairs.

In the second part, the nature of the music changes: it becomes mobile and cheerful. Children run to the music in a circle and between chairs. By the end of the second part, everyone should sit on a chair next to them. Then the music of the first part sounds, and the child, sitting on the leader's chair, shows the movements. The game is repeated.

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

Task number 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 to this game can be any modern children's song (For example, the well-known "Chunga-changa").

When singing a song, the presenter counts the children to the beat of the music, pointing to each, as in a game of counting). The one on whom the melody of the melody ends becomes the new leader. In the chorus, the host in the center of the circle improvises the dance moves, while the others copy it. The countdown starts again for the chorus, by the end of which the leader changes again.

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

Task number 6 "Steamboat"

I.p .: 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 get?

The samovar walks along the river,

Smoke comes 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 singing of the teacher along with the children. The ship "floats" in a circle, and the song is repeated several times. With the next repetition, the leader changes: the boat is 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. According to the pictogram, the child sets the emotional coloring of the melody. For example: "Let's sing merrily!", "In an angry voice." The leader - the child who has a boat, not only determines by the pictogram with what emotional coloring to sing a song, but also "enters the image" himself - selects the appropriate movements, steps, facial expressions, intonations.

The standard for performing a game task: a quick and accurate definition of an emotional state by a pictogram, its definition in words, free expression in facial expressions, plasticity and intonations.

Index motor-sound creative activity

Task number 7. "Circles".

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

The teacher seats the children at the instruments in groups with a contrasting sound that differs from each other, 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 task of the children is to wait for their turn to enter the game, i.e. carefully monitor which circle the leading “conductor” will stand with his feet or touch with his hands.

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

Index positive self-esteem.

Task number 8. "Names"

I.p .: children stand in a circle facing the center.

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

The standard for completing a game task: original, positive images of one's name, confidence, clarity of intonation, pleasure from demonstrating one's invented image and attention to oneself by all those present.

Task number 9 "Everything is like me!"

I.p .: children stand in loose.

The leader, with the help of voice and movement, depicts any image he has thought up. The rest copy it. Then the leader passes on his role (stops and points to one of the children). The new presenter claps his hands three times, says loudly: “Everything is like me!” and offers his own version of motor-intonation improvisation.

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

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

Vorozhtsova O.A. Music and play in child psychotherapy. - M .: Publishing house of the Institute of Psychotherapy, 2004. - 90 p.
Lobova A.F. Auditory Development of Children: Textbook for Educators. Yekaterinburg, 1999. - 160s.
Medvedeva E.A., Levchenko I.Yu., Komisarova L.N., Dobrovolskaya T.A. Art pedagogy and art therapy in special education: Proc. for stud. avg. and higher ped. textbook establishments. – M.: Academy, 2001. – 248 p.
Nazarova L.D. Folklore art therapy - St. Petersburg: "Rech", 2002. - 240 p.
Ovchinnikova T. Music for health. - St. Petersburg: Union of Artists, 2004.
Osipova A.A. General psychotherapy: Textbook for university students. - M .: TC "Sphere", 2001. - 512s.
Petrushin V.I. Musical psychology. - M .: "VLADOS", 1997 - 384s.
Petrushin V.I. Musical psychotherapy. - M .: "VLADOS", 1999 -

176 p.

Ruger K. Home Music First Aid Kit - "Phoenix", 1998 - 384 p.
Starikova S. Public Education: Art Therapeutic Methods at School. #8 2007
Tikhonova E.V. Music therapy as a means of creative self-expression // Artistic 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. - Yekaterinburg, 2007. 67 - 71c.

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

Explanatory note

2. Methodological guide "Music therapy for children with disabilities"

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

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Music therapy and children with disabilities

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

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 influence by the method of music therapy includes the following areas:

Correction of deviations of the psycho-emotional sphere;

Providing assistance to children with disabilities with social and adaptive disorders;

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

Assistance in the self-realization of the child through the activation of creative processes and the increase of his artistic and aesthetic needs.

main goal Music therapy in work with preschool children with disabilities is the harmonization of the child's personality through self-knowledge, self-expression. This goal is directly related to the productive nature of music.

The application of the method of music therapy is based on the perception of music by children, 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 making music. In cases of developmental delay, music therapy gives the most significant results.

Corrective music lessons with children with disabilities (cerebral palsy, mental retardation, visually impaired) give good results. In children with cerebral palsy, the hands are significantly freed and strengthened, fine motor skills develop. Sensorimotor function also improves: children put more effort into learning how to work with their fingers. Gradually, the coordination of such children is improved depending on the capabilities of the body and the severity of the disease.

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

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

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

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

In the practice of music therapy with preschool children with disabilities, play, psychoanalytic methods, 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 aspects 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 in the same way as adults, as children can be very stressed 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 most successful ways to teach children to relax. It can be used at the start of an MT session to set up. An MT session can be united by a single plot, and then meditation introduces a child into it, sets it up, and allows it to concentrate.

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

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

You can fantasize with both open and closed eyes. In addition to music, fantasy is also stimulated by other types of art that can be used in MT sessions, for example, painting.

The stories invented by the children are set out:

In the form of improvisational scenes-performances with the participation of children;

Orally in the form of stories;

In drawings, modeling, applications;

In the form of improvisation on musical instruments;

In motor, song improvisation, etc.

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

Fantasy cave.Conducted with closed eyes, music is used as a background. The music therapist introduces the child into a meditative state, offering to go on a journey through the mountains, the forest. On the way there is a cave, where on the door there is a sign with the name of the child, behind the door is his house. The child is invited to go into this house, look around. What does he see there? How does it feel? Good there or not? After that, the child expresses his feelings towards this place.

Formation of the image of "I".This technique of creating and analyzing a child's own image suggests significant psychotherapeutic possibilities. The main thing in this technique is to teach the child that each of his experiences, any spiritual 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 of this technique: the game“I am all made up of sounds.”The child is invited to choose from the surrounding musical instruments and sounding objects those whose sound, in his opinion, most suits him. All selected tools are laid out around the child. Then, in a conversation, the therapist finds out why the child chose this or that instrument.

When completing this task, more specific questions can be asked: “How do you feel?”, “How do you sound?” etc. The child makes up 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 it should be analyzed whether the sound image has changed and in what direction - for the better or not.

Second exercise -"Make a portrait."The child is invited to make a portrait of mom, dad, friend, etc. with rhythm. Instruments and objects from which sound can be extracted are used. The principle of operation is the same as in the previous exercise.

Music therapy sessions are successfully used in students with behavioral problems. This is aggression, inappropriate behavior, lack of proper self-regulation, and much more. Thus, the possibilities of MT in working with schoolchildren with disabilities are practically unlimited.

I heard that the verses of Avicenna

Wrote prescriptions for sick people.

I heard it healed instantly

Sick of his music Orpheus.

R. Gamzatov

Nothing is impossible for real music! It is only necessary to want to listen to it and be able to hear it. The therapeutic use of music has a thousand-year history. Music is made up of individual sounds. And many musical sounds, such as bell ringing, or harmonies, or sequences of sounds, have a wonderful healing effect. According to studies, 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. The musical works of V.A. 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 various diseases. Tonality, tempo, rhythm, dynamics of a piece of music are key tools that help regulate and develop the emotional sphere of a person.

Music therapy is one of the types of art therapy (art therapy), based on the emotional perception of music and aimed at prevention, psychological correction of personality deviations of a child with developmental problems.

Working with children with disabilities, you need to have certain skills:

The ability to create an atmosphere of psychological comfort, which will achieve positive dynamics of the rehabilitation period for the child.

The ability to establish contact with the child. This is possible with the help of facial expressions, gaze, smile, gesture, affectionate expressive speech, and most importantly - a positive emotional mood.

To achieve a profound effect of music on the body, the child must actively act (sing, play a musical instrument, embody music in movements).

In music therapy, there is no emphasis on purposeful training and, consequently, mastering the skills and abilities of musical activity. The purpose and content of correctional, rehabilitation classes are formulated based on the physical, mental, mental capabilities of children. Therefore, in group music therapy classes, the goal is not set - the development of musical abilities proper, the main elements of the classes are aimed at solving not musical problems, but health problems that are significant for the development of the child.

Music therapy is necessary as a way of emotional impact on a child in order to correct existing physical and mental abnormalities, as a way of non-verbal communication, and also as one of the possible ways of understanding the world. Music therapy can be included in an individual program for the development of children with physical and mental disabilities in combination with other types of correctional work.

To achieve optimal results of group music therapy sessions, it is advisable to build them, evenly distributing the psychophysical load, and conduct them according to the following scheme:

Greetings.
Rhythmic workout.
Exercises for the development of fine motor skills of the fingers, exercises for the development of speech and facial movements.
Singing.
Listening to music and playing children's musical instruments.
Dances, round dances.
Games.
Parting.

The use of the methods of M. Montessori and K. Orff have an effective correctional and developmental effect. The essence of M. Montessori's pedagogy lies in the motto: "Help me do it myself" where individualization of educational activity is important. And the system of K. Orff - the system of musical education is completely built on the development of creative abilities, skills child "Learning by doing and creating" and includes the following elements:

speech exercises;

Poetic music making;

Musical and motor exercises;

Games with K. Orff's instruments;

Elementary musical theatre.

The musical material is selected according to the age composition of the children, as well as depending on the severity of the defect. Also, in working with children, a wide range of musical instruments and types of music are used that affect various functions of the body. For example, with weak fine motor skills of the fingers, keyboard instruments (piano, accordion) are used; for coordination of movements - metallophone, triangle, maracas; to relieve stress, with emotional problems or, on the contrary, activate the emotional sphere of the child's personality - listening to music for relaxation, as well as recordings of natural noises (sounds of the sea, forest, thunderstorms, etc.).

During classes, children gradually begin to independently perform simple movements to the music. They have a song repertoire that can be expanded in the future. They are able not only to passively listen to music, but also to perform, create it - sing, dance, play musical instruments. The most important thing for them is the need to communicate with each other and with the adults around them.

Psychological research proves the expediency of including children with problems in musical activities as early as possible, during which their motor, sensory and speech functions are improved, and communication skills are formed.

Major music evokes a bright, joyful mood in children, affecting a sedentary child deprived of muscle activity, tones the muscles, forcing him to move. Minor music, on the contrary, is an excellent sedative for hyperactive, restless, irritable children, helping them calm down and relax.

Thus, group music therapy in the process of rehabilitation of children with disabilities is necessary as a way of emotional impact on the child in order to correct existing physical and mental abnormalities, as a way of non-verbal communication, and also as one of the possible ways of understanding the world. Music therapy is also used individually and is a tool that can help children with disabilities see, hear, feel the diversity of the environment, help them to know their "I", enter the world of adults, fully exist and interact in it.

Musical rehabilitation of disabled children within the framework of the social project "Music of Children's Hearts." Musical rehabilitation of disabled children within the framework of the social project "Music of Children's Hearts" Musical Therapy for Children with Disabilities

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

Music therapy for cerebral palsy: examples of rehabilitation

We remove emotions: calm melodies and clear rhythms

Tool as a means of contact with the world

Music with mom: the benefits of live singing

Musical exercises by Kiryushin

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