Music therapy in working with children

Currently, for teachers of modern society, the problem of increasing the number of preschool and school-age children with behavioral disorders, as well as mental and personal development, has become acute. Psychologists, educators and other specialists work on this problem in kindergartens and schools. Many are looking for new unconventional methods pedagogical assistance to children. One such method is music therapy.

The history of the relationship between music and people goes back to the distant past, to the origins of humanity. The use of music for medicinal purposes also has a long history. In the past, music was widely used in medical practice. The impact of music on our lives is pervasive.

Music therapy is a method that uses music as a means of correcting emotional abnormalities, fears, movement and speech disorders, behavioral abnormalities, communication difficulties, as well as for the treatment of various somatic and psychosomatic diseases.

When working with children, music therapy is used to correct emotional deviations, fears, motor and speech disorders, psychosomatic diseases, and behavioral deviations. Music therapyallows you to overcome the child’s psychological defense - calm or, conversely, activate, tune in, interest; helps establish contact between the psychologist and the child; helps develop the child’s communication and creative abilities; increases self-esteem based on self-actualization; develops empathic abilities; helps strengthen relationships with a psychologist and other people, promotes the establishment and development of interpersonal relationships; forms valuable practical skills - playing musical instruments; Helps keep your child occupied with something exciting - musical games, singing, dancing, moving to music, improvising on musical instruments; short music playing at each lesson is well absorbed by children who do not tolerate academic loads well; captivates and has a strong calming effect on most hyperactive children; withdrawn, inhibited children become more spontaneous and develop skills for interacting with other people. Speech function improves. Music therapy is very effective in correcting communication disorders that arise in children due to various reasons. Music therapy sessions allow you to create conditions for emotional dialogue, often even in cases where other methods have been exhausted. Contact through music is safe, unobtrusive, individualized, relieves fears and tension. Varying familiar and unfamiliar works, their volume, and speed in the classroom makes it possible to work with different children in a targeted manner..

For children with disabilities, the usefulness of music therapy is obvious, because...

Helps strengthen trust and mutual understanding between participants in the process;

Helps speed up the progress of therapy, since internal experiences are more easily expressed through music than through conversation;

Music enhances attention to the senses and serves as a material that enhances awareness;

Musical competence indirectly increases, and a sense of internal control and order arises.

The earlier treatment begins, the greater the chance of success. Therefore, from the age of two, children with disabilities can be treated and developed with the help of music therapy.

Currently, music therapy is an independent psychocorrectional direction, based on two aspects of influence:

1) psychosomatic (during which a therapeutic effect on body functions is carried out);

2) psychotherapeutic (during which, with the help of music, deviations in personal development and psycho-emotional state are corrected).

The cathartic (cleansing) effect of music allows it to be used in correctional work with children who have developmental problems.

For example In order to correct fears in children with autism, it is advisable to use individual music therapy. Traditionally, there are three levels of individual music therapy:

Communicative,

Reactive

Regulatory

On communicative level, the teacher’s efforts are aimed at establishing emotional contact with the child. On at this stage melodic works of classics are used. The child plays or dances to music, the teacher watches him and encourages him. It is important that by the end of the lesson he can approach the child, take his hand, stroke his back, etc.

On a jet level, the goal of which is catharsis, the child plays with an object that frightens him to music. For example, a child is offered a scary doll. First he must give her a name. Then, to the sounds of rhythmic music, he begins to interact with her in accordance with the psychologist’s instructions: “The “horror story” begins to run away from us, we catch it, throw it, drive it away, it leaves us.”

At the regulatory level, the psychologist offers various situations in which the “horror story” and the child may find themselves. The child is asked to choose the music with which the “horror story” communicates with him: slow, relaxing or fast, activating. The choice of music emphasizes the characteristics of the child’s emotional state and his attitude towards frightening objects.

Music therapy is used both individually and in group form. Each of these forms can be represented in three types music therapy:

Receptive;

Active;

Integrative.

Receptive music therapy Receptive music therapy classes are aimed at modeling a positive emotional state.

A child’s perception of music helps to “step” from real life into another, imaginary world, a world of bizarre images and moods. In a large pre-hearing story, the psychologist prepares for the perception of a certain figurative music picture, then the melody seems to take the listener away from negative experiences, revealing to him the beauty of nature and the world.

After listening in a conversation with the “patient”, the psychologist finds out what he “saw”, “felt”, “did” on an imaginary journey, what picture he can draw and describe in words. This perception of music provides stress relief and improves a person’s psycho-emotional state.

In psychocorrectional work, psychologists useintegrative music therapy. An example would be the synthesis of musical and visual perception. The classes are structured in such a way that the perception of music is accompanied by watching video recordings of various pictures of nature. In this case, the child is invited to “step” deep into the image - to a cool ringing stream or onto a sunny lawn, mentally catch butterflies or relax, lying on the green soft grass.An organic combination of two methods of perception gives a stronger psychocorrection effect.

Active music therapy used in working with children different options: vocal therapy, dance therapy, with the aim of correcting psycho-emotional states in children and adults with low self-esteem, low degree of self-acceptance, reduced emotional tone.

What kind of music has the greatest therapeutic effect?

According to observations, listening to classical music and sounds of nature gives optimal results. For autogenic training, musical pieces are selected in accordance with the impact on certain functions, and options aimed at calming or mobilizing can be provided.

In the table you see a list of works that can influence the emotional state of both a child and an adult. I use these works both in music lessons and in extracurricular activities..

Ways music can influence your emotional state

Way

impact

Name

works

Time

Mood modeling (for fatigue and nervous exhaustion)

"Morning",

"Polonaise"

E. Grieg,

Oginsky

2-3 min.

3-4 min.

In a depressed, melancholy mood

"To joy"

"Ave Maria"

L. Van Beethoven,

F. Schubert

4 min.

4-5 min.

With severe irritability, anger

"Pilgrim Choir"

"Sentimental Waltz"

R. Wagner,

P. Tchaikovsky

2-4 min.

3-4 min.

With decreased concentration and attention

"Seasons",

"Moonlight",

"Dreams"

P. Tchaikovsky,

K. Debussy,

R. Debussy

2-3 min.

3 min.

Relaxing effect

"Barcarolle"

"Pastoral",

“Sonata in C Major” (Part 3),

"Swan",

"Sentimental Waltz"

romance from the movie "Gadfly",

"Love story",

"Evening",

"Elegy",

"Prelude No. 1"

"Prelude No. 3"

Choir,

"Prelude No. 4"

"Prelude No. 13"

"Prelude No. 15"

"Melody",

"Prelude No. 17"

P. Tchaikovsky,

Bizet,

Lekana,

Saint-Saens,

P. Tchaikovsky,

D. Shostakovich,

F. Ley,

D. Lennon,

Fore,

J. S. Bach,

F. Chopin,

K. Gluck,

F. Chopin

2-3 min.

3 min.

3-4 min.

2-3 min.

3-4 min.

4 min.

3-4 min.

2 minutes.

4 min.

3 min.

2 minutes.

4 min.

1-2 min.

4 min.

2-3 min.

Tonic effect

"Czardas",

"Kumparsita"

"Adelita"

"Umbrellas of Cherbourg"

Monty,

Rodriguez,

Purcelo,

Legran

2-3 min.

3 min.

2-3 min.

3-4 min.

In addition to the usual listening to music (a passive form of music therapy), you can and should use many active techniques, tasks and exercises used in correctional and therapeutic pedagogy. This various methods. I would like to talk about the methods that I constantly use in my work.

Causes a great response from childrenelements of fairy tale therapy. Thus, under a certain character of music, children find themselves in a fairy tale, portray the heroes of their favorite fairy tales and compose their own fairy tales. Each fairy tale hero has his own melody, and it can change depending on the child’s mood.

I also very actively use the methodvocal therapy When working with children, vocal therapy classes are aimed at creating an optimistic mood: singing life-affirming formula songs, optimistic children's songs that can be sung to a soundtrack or accompanied by accompaniment.I noticed that children who sing become more emotionally responsive, more relaxed in an unfamiliar environment. Also, muscle tension is removed, the child’s articulation becomes more plastic, which also has a beneficial effect on the general emotional state, as a rule, children are in a positive mood after singing lessons. And of course I would like to talk about the technique of playing music on children's noise instruments. And for several years now there has been an ensemble of spoon players in our school. What was surprising to me was the great desire with which the children began to practice on spoons, overcoming the pain in their fingers, sacrificing the change. There are unbalanced children in the ensemble, often reacting aggressively to even the most harmless remarks. So, both I and the teaching staff noticed that with the beginning of learning to play with spoons, the children began to react more adequately and calmly to comments addressed to them. The ensemble began to be invited to various festivals and concerts. There was so much pride and joy in the children's eyes. Because our school mainly participates in events among correctional institutions. To sum it up, I can say that playing with spoons increased the children's self-esteem. After all, this is a rather difficult task and not everyone can do it. And this awareness by the child that “I can” elevates him in his own eyes and gives him confidence in his abilities in Everyday life.

Thus , Music therapy will have a beneficial effect on the general emotional state of children and will increase the emotional status of children if they:

Favorable conditions have been created for music therapy classes with children;

Methodological techniques have been thought out: special musical exercises, games, tasks;

Special musical works were selected;

all senses in children are involved;

The integration of musical influence with other types of activities has been established.

Bibliography:

1) Zhavinina O., Zats L. Musical education: searches and finds // Art at school. - 2003. - No. 5. Kiseleva P. In the key of C major // Teacher's newspaper.

2) Marcus L. I., Nikologorodskaya O A. Heals anger and fills time Do it yourself. - 1990. - No. 3. Ovchinnikova T. Music for health. - St. Petersburg.

3) Union of Artists, 2004. Shanskikh G. Music as a means of correctional work // Art at school. - 2003.

5) http://nsportal.ru/detskii-sad/raznoe/muzykalnaya-terapiya

6) http://darmuz.ucoz.ru/

The consultation is accompanied by a card index of games and exercises in kindergarten and at home.

Music therapy in the life of a preschooler.

What is music therapy................................................... ..................................1
Recommendations for parents and teachers for use

music therapy in joint activities with children..................................3

List of recommended music pieces

for music therapy................................................................... .......................5

Music therapy. Games and exercises in kindergarten and at home.

Aggression................................................. ........................................................ ...............7
Fear................................................. ........................................................ ..................eleven
Closedness........................................................ ........................................................ .....17

Music therapy - one of the promising directions in the life of preschool children educational institution. It helps to correct the psychophysical health of children in the process of their life. There are active (motor improvisations accompanied by verbal commentary corresponding to the nature of the music) and passive (listening to stimulating, soothing or stabilizing music specifically or as a background) forms of music therapy. Listening to properly selected music and performing psycho-gymnastic exercises increases children's immunity, relieves tension and irritability, headaches and muscle pain, and restores calm breathing.

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Consultation for parents and teachers

MUSIC THERAPY in the life of a preschooler

Music therapy - one of the promising directions in the life of a preschool educational institution. It helps to correct the psychophysical health of children in the process of their life. There are active (motor improvisations accompanied by verbal commentary corresponding to the nature of the music) and passive (listening to stimulating, soothing or stabilizing music specifically or as a background) forms of music therapy. Listening to properly selected music and performing psycho-gymnastic exercises increases children's immunity, relieves tension and irritability, headaches and muscle pain, and restores calm breathing.

Music therapy is a medicine that is listened to. The fact that music can change a person’s mental and physical state was known back in ancient Greece and other countries.

However, not only natural, but also artificially created ordered sounds heal. Specially selected melodies relieve anger, frustration, and improve your mood. 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, and increase appetite.

Music acts selectively: depending on the nature of the work, on the instrument on which it is performed. For example, the violin and piano calm the nervous system, and the flute has a relaxing effect. According to biblical legend, King Saul was saved from attacks of madness by playing the harp.

However, it is unnecessary loud music with emphasized rhythms of percussion instruments is harmful not only to the ear, but also to the nervous system. Modern rhythms increase the level of adrenaline in the blood, which can cause stress. Interestingly, the music of Bach, Mozart, and Beethoven has an amazing anti-stress effect.

In Japan, music therapy is widely used to normalize the physical and psychological state of a person at work, at school, in universities, and now music has become one of the elements of obstetric care.

Special studies have shown that the music of Wagner, Offenbach's operettas, Ravel's Bolero, and Stravinsky's The Rite of Spring with their increasing rhythm have the most stimulating effect. These works have the greatest effect when working with lethargic, pathetic children. True, music education is very individual and requires a lot of effort and knowledge to expertly select melodies.

"Caprice No. 24" by Paganini in modern processing, on the contrary, improves the tone of the body and mood. Music that distracts attention from unpleasant images promotes the concept of attention. Forest phonograms, birdsong, plays from Tchaikovsky’s “The Seasons” cycle, and Beethoven’s “Moonlight Sonata” contributed to balancing the nervous system.

Science has established that a silent environment negatively affects the human psyche, since absolute silence is not a familiar background environment for him.

While healthcare and educational institutions have not turned their attention to the problem of music therapy to the proper extent, enthusiastic teachers, doctors, and parents have to select a “sounding” medicine on their own.

The purpose of classes using music therapy: creating a positive emotional background for rehabilitation (removing the anxiety factor); stimulation of motor functions; development and correction of motor processes (sensations, perceptions, ideas) and sensory abilities; disinhibition of speech function.

At school age, a sedative or activating effect is achieved by musical accompaniment of various games, special correctional orientation of traditional activities with children.

Musical rhythm is widely used in the treatment of motor and speech disorders, correction of insufficient psychomotor development, sense of rhythm, and speech breathing. Music can be used during execution independent work when verbal communication is excluded. The exception is small reading - reading to music, a combination of music and activities.

Thus, experience in using music therapy in correctional work with children with speech pathology leads to the following conclusions:

1. Use for listening only the work that children like;

2. It is better to use musical pieces that are familiar to children. They should not attract their attention with their novelty, or distract them from the main thing;

3. Listening time should be no more than 10 minutes during the entire lesson. As a rule, this is only one piece of music.

1. The success of the lesson is influenced by the positive personality of the teacher, his knowledge of methods of musical expression - playing musical instruments and the ability to sing, as well as the inclusion in the preventive and correctional process of the factor of group dynamics, mutual psycho-emotional positive contagion, empathy and sympathy between participants in group music classes.

2. It is necessary to determine an individual course of correction for children with certain disorders and tactics after its completion. What matters is the number and duration of music therapy sessions (from 15 minutes to 45 minutes), and the frequency of use per week, 1-7 times.

3. The room for music therapy should have the most comfortable chairs, armchairs or rugs, and artificial lighting in order to achieve distraction from the real passage of time (daylight hours) and enhance the emotional effect of the session.

4. It should also be remembered that corrective music sessions should not be carried out on an empty stomach and not earlier than 2 hours after eating.

5. Before taking a music therapy session, children must be tuned in. They should relax - this will help them “open the doors of the unconscious” and accept the full effect of the music. It does not matter what effect music has - calming, stimulating or uplifting.

6. It is important to choose the right pose. Treatment with music should be short enough so as not to cause fatigue and possible defensive reactions.

7. The strength and volume of the music must be carefully adjusted. Low volume should be chosen not only for soothing, but also for stimulating music. High volume tires and shocks the nervous system.

8. After listening to healing music, you need to rest for a while. This favors its complete effect on the unconscious, which does not disturb mental balance.

9. It is known that the unconscious is most active during sleep, while it is also susceptible to external impulses. Therefore, it is especially recommended for aggressive, restless, hyperactive children to use therapeutic music during sleep.

10. It is advisable to use instrumental classical and specially therapeutic music, but not vocal and not the most popular music. they carry unnecessary semantic load. The choice of music should be well thought out. It is much more complex than it can get on the nerves of a person burdened with grief. A person in a state of excitement and confusion is unlikely to be deeply impressed by a solemn adagio; it will make him even more restless. On the other hand, when a depressed person hears sad music, it can lift his spirits.

11. As part of a music therapy session, you can and should use various active techniques, exercises and methods described above, such as motor exercises and dancing, rhythmic and breathing exercises, dramatization of therapeutic performances - games, activation of visual images and ideas, music playing, game therapy, vocal therapy, art therapy, color therapy, fairy tale therapy and other methods.

LIST OF MUSICAL WORKS,

Music for children's free activities:

Bach I. “Prelude in Domajor”, “Joke”

Brahms I. "Waltz"

Vivaldi A. “The Seasons”

Kabalevsky D. “Clowns”, “Peter and the Wolf”

Mozart V. “Little Night Serenade”, “Turkish Rondo”

Mussorgsky M. “Pictures at an Exhibition”

Tchaikovsky P. “Children’s Album”, “Seasons”, “The Nutcracker” (excerpts from the ballet)

Chopin F. “Waltzes”, Strauss I. “Waltzes”

Songs for children:

“Antoshka” (Yu. Entin, V. Shainsky)

“Bu-ra-ti-no” (Yu. Entin, A. Rybnikov)

“Be kind” (A. Sanin, A. Flyarkovsky)

“Cheerful Travelers” (S. Mikhalkov, M. Starokadomsky)

“We divide everything in half” (M. Plyatskovsky, V. Shainsky)

“Where Wizards Are Found” “Long Live the Surprise” (from the film “Dunno from Our Yard” by Yu. Entin, M. Minkov)

“If you are kind” (from the film “The Adventures of Leopold the Cat” M. Plyatskovsky, B. Savelyev)

“Bells”, “Winged Swing” (from the film “Adventures of Electronics”, Yu. Entin, G. Gladkov)

“True Friend” (from the film “Timka and Dimka”, M. Plyatskovsky, B. Savelyev)

“Song of the Bremen Town Musicians” (Yu. Entin, G. Gladkov)

“The Beautiful is Far Away” (from the film “Guest from the Future” by Yu. Entin, E. Krylatov)

"Dance of the Little Ducklings" (French folk song)

Music for waking up after a nap:

BoccheriniL. "Minuet"

Grig E. “Morning”

Lute music of the 18th century

Mendelssohn F. “Song without words”

Mozart V. "Sonatas"

Mussorgsky M. “Dawn on the Moscow River”

Sens-sans K. “Aquarium”

Tchaikovsky P.I. "Waltz of the Flowers", "Winter Morning", "Song of the Lark"

Music for relaxation:

Albioni T. “Adagio”

Beethoven L. “Moonlight Sonata”

Gluck K. “Melody”

Grieg E. “Solveig’s Song”

Debussy K. “Moonlight”

Rimsky-Korsakov N. “Sea”

Saint-Saens K. "Swan"

Tchaikovsky P.I. "Autumn Song", "Sentimental Waltz"

Chopin F. “Nocturne in G minor”

Schubert F. “Ave Maria”, “Serenade”

Music therapy. Games and exercises in kindergarten and at home.

Aggression

"Cruise"

Musical modeling

1. Experiencing your emotional state: “We are on a ship. A storm has begun: the wind tears the sails, huge waves they throw the ship like a piece of wood" (Vivaldi's "The Storm")

2. Forming a state of peace and security: “The wind has died down, the sea is smooth and transparent, like glass. The ship glides easily through the water. "(Tchaikovsky "Barcarolle")

3. Formation of the final emotional state: “The earth is ahead! Finally we are home. How joyfully our friends and family greet us! " (Shostakovich “Festive Overture”)

"Go away, anger, go away"

Therapy game

The players lie down on the carpet in a circle. There are pillows between them. Closing their eyes, they begin to kick the floor with all their might and kick the pillows with their hands, shouting: “Go away, anger, go away! "(Tchaikovsky "Baba Yaga"). The exercise lasts 3 minutes, then the participants, at the command of an adult, lie down in the “star” position, arms and legs spread wide, and lie quietly, listening to calm music for 3 minutes. (Chopin “Nocturne in F major”).

"The lion hunts, the lion rests"

Role-playing gymnastics

The phonogram sounds (C. Saint-Saens, “Carnival of the Animals”, part 1 “Royal March of the Lion”). Children are invited to depict lions with all possible ways: you can move on the floor on all fours (lions go hunting), lie on benches or chairs (lions rest on a hot afternoon, roar loudly when the appropriate music sounds - we show with our hands how the lion opens its mouth.

When the fragment is played, the following task is given: “Tired, well-fed lions, their cubs lie down to rest (on the floor, or “climb a tree” - a bench, hanging their paws and tails)

Then calm, quiet music sounds (Mozart’s “Lullaby”). "Lions fall asleep."

Goals: The first part of the exercise provides an outlet for the energy accumulated during the lesson, develops activity and general motor skills. By creating the image of an animal, the child has the opportunity to express himself creatively. The second part: relaxation, the transition from active actions to calm. In general, this exercise increases children's interest in classes. It is always expected and performed with special enthusiasm.

“Sparrow fights” (removing physical aggression).

Therapy game

Children choose a pair and turn into pugnacious “sparrows” (they crouch, clasping their knees with their hands). The “sparrows” jump sideways towards each other and jostle. Whichever child falls or removes his hands from his knees is eliminated from the game (the “wings” and paws are treated by Dr. Aibolit). “Fights” begin and end at a signal from an adult.

“Good - evil cats” (removing general aggression).

Therapy game

Children are asked to form a large circle with a hoop in the center. This is a “magic circle” in which “transformations” will take place. The child goes inside the hoop and, at the leader’s signal (clap of hands, sound of a bell, sound of a whistle), turns into a feisty, despising cat: hissing and scratching. At the same time, you cannot leave the “magic circle”. The children standing around the hoop repeat in chorus after the leader: “Stronger, stronger, stronger...”, and the child pretending to be a cat makes increasingly “evil” movements. (Khachaturian “Toccata”). At the leader’s repeated signal, the “transformations” end, after which another child enters the hoop and the game is repeated. When all the children have been in the “magic circle”, the hoop is removed, the children are divided into pairs and again turn into angry cats at the adult’s signal. (If someone does not have enough pairs, then the host himself can participate in the game.) A categorical rule: do not touch each other! If it is violated, the game stops immediately, the presenter shows an example of possible actions, and then continues the game. Upon a second signal, the cats stop and can exchange pairs. At the final stage of the game, the presenter suggests “ angry cats"become kind and affectionate. At a signal, children turn into kind cats that caress each other (Debussy “Light of the Moon”).

"Winter's Tale"

Musical modeling

1. Experiencing your emotional state: “Winter has come. It's bitterly cold outside. Feisty and furious! "(Schumann "Father Frost")

2. Forming a state of peace and security: “Light snowflakes are flying from the night sky. They sparkle in the light of the lantern. "(Debussy's "Dance of the Snowflakes")

3. Formation of the final emotional state: “The blizzard swirled in a gentle waltz.” (Sviridov Waltz “Blizzard”)

“Stubborn pillow” (relieving general tension, stubbornness)

Therapy game

Adults prepare a “magical, stubborn pillow” (in a dark pillowcase) and introduce the child to a fairy tale game: “The fairy sorceress gave us a pillow. This pillow is not simple, but magical. Childish stubbornness lives inside her. It is they who make you capricious and stubborn. Let's drive away the stubborn ones." The child punches the pillow with all his might, and the adult says: “Harder, stronger, stronger!” "(Tchaikovsky's "Storm" Overture) When the child's movements become slower, the game gradually stops. An adult offers to listen to the “stubborn ones in the pillow: “Have all the stubborn ones come out and what are they doing? “The child puts his ear to the pillow and listens. “The stubborn ones are scared and are silent in the pillow,” the adult answers (this technique calms the child after excitement). The pillow became good. Let's lie on it and listen wonderful music(Chopin “Nocturne No. 20”).

"Visiting the Sea King"

Plot-game improvisation

Residents of the underwater kingdom arrive at Neptune's ball. Children are encouraged to move like: a menacing shark, a relaxed jellyfish, a frisky seahorse, a prickly sea urchin, etc. d. (C. Saint-Saens Aquarium)

"Little Ghost"

Therapy game

The presenter says: “We’ll play good little ghosts. We wanted to misbehave a little and scare each other a little. When I clap, you will make this movement with your hands (the adult raises his arms bent at the elbows, fingers spread out) and say in a scary voice"U" sound, if I clap loudly, you will scare loudly. But remember that we are kind ghosts and only want to joke. » The adult claps his hands. (Rimsky-Korsakov “Flight of the Bumblebee”) At the end of the game, the ghosts turn into children.

“Clowns are swearing” (removing verbal aggression).

Therapy game

The presenter says: “The clowns showed the children a show, made them laugh, and then began to teach the children to swear. Angrily swearing at each other with vegetables and fruits.” Attention is drawn to adequate, angry intonation. Children can choose pairs, change partners, “scold” together, or take turns “scold” all the children. An adult directs the game, announces the beginning and end of the game with a signal, and stops it if other words or physical aggression are used (Kabalevsky “Clowns”). Then the game continues, changing the emotional mood of the children. The presenter says: “When clowns taught children to swear, parents didn’t like it.” The clowns, continuing the game, teach children not only to swear with vegetables and fruits, but also to affectionately call each other flowers. Intonation must be adequate. The children again break into pairs and affectionately call each other flowers.

"Spring came"

Musical modeling

1. Experiencing your emotional state: “The long-awaited spring has arrived. The warm sun came out. Ice drift began on the river. Huge ice floes move through the water, fly into each other with noise and crackling sounds, break, and swirl in a whirlpool.” (Schumann "Rush")

2. Formation of a state of peace, security: “Formation of a state of peace, security: “A warm ray of sunshine looked into a snow-covered forest clearing, melted a snowdrift and warmed the first spring flower - a snowdrop.” (Tchaikovsky "Snowdrop")

3. Formation of the final emotional state: “From distant lands, migratory birds returned to their native lands and sang their most cheerful songs.” (Vivaldi "Spring")

Fear

"Night Terrors"

Musical modeling.

1. Experiencing your emotional state: “The moon has risen over the village. A slippery sticky fog began to creep from the mountains onto houses and gardens. And in this fog, ancient ominous spirits flashed like vague shadows. They have a holiday today - Walpurgis Night. Until the morning, witches, ghosts, goblins and trolls will circle in wild dance on Bald Mountain." (Mussorgsky “Night on Bald Mountain”)

2. Forming a state of peace and security: “Can’t anyone cope with this ominous force? No one will save the frightened villagers?. But then, among the distant stars, a magical song filled with tenderness and kindness began to sound. The song is getting louder and stronger. A soft light streamed among the fog, dispersing and dispersing it. It was the angels who descended to earth and sang a song of praise to the Holy Virgin Mary, the protector of humanity. And the dark forces retreated.” (Schubert "Ave Maria")

3. Formation of the final emotional state: “Walpurgis Night is over. The edge of the sky was painted with pink, gold, and crimson colors. Slowly, calmly, the good sun rose.” (Shostakovich “Festive Overture”)

“Let’s put fear in a box”

Isotherapy game.

The child is asked to draw his fear. (G. Puccini “Cloak”). And now that the fear has “come out” of the baby onto paper, you can do whatever you want with him: finish drawing him something funny, put him “in jail,” etc. (Chopin “Prelude 1 opus 28”) After this, you can fold drawing, hide the fear in a box and give it to the child. Now the baby can manage his fear himself and at any moment see if fear has crept back into him.

"Baba Yaga"

Musical outdoor game

A circle is drawn on the site. Children stand in a circle. The driver, Baba Yaga, stands in the center of the circle, blindfolded. Children walk in a circle and sing:

There is a hut in the dark forest

Stands backwards and forwards (turn the other way)

And in that hut there is an old woman

Grandmother Yaga lives.

Her eyes are big

Like lights are burning. (show with hands)

Wow, how angry! (crouches in fear)

Your hair is standing on end! (jump up, raise their hands up, fingers spread)

Children jump on one leg into the circle and jump out of it, and Baba Yaga tries to catch them. (Tchaikovsky "Baba Yaga")

"Dr. Aibolit"

(Sviridov’s “Viennese Waltz” sounds - “Aibolit” lays out his medicines on the stump) “Good Doctor Aibolit. He is sitting under a tree. Come to him and treat a cow, a she-wolf, a bug, a worm, or a she-bear. The good doctor Aibolit will heal everyone.” (Levkodimov’s play “The Bear” is playing - a “sick bear” is coming) Here is a bear coming to Aibolit. He was stung by bees. Oh, how it hurts the poor thing! Help, doctor! (Sviridov’s “Viennese Waltz” sounds - the doctor is treating a bear) Oh, thank you! (Bach's "Joke" sounds - the bear dances). Here the fox is running. (Levkodimov’s play “The Fox” is playing - the “sick fox” is running) She has a toothache. Oh, how bad the little fox is! Help, doctor! (Sviridov’s “Viennese Waltz” sounds - the doctor is treating a fox) Thank you, doctor! (Bach's "Joke" sounds - the fox dances). Why is the bush shaking? This bunny is shaking! He drove a big splinter into his paw. My paw hurts, and I’m scared to go to the doctor. Let's persuade the bunny (children persuade the bunny to go to the doctor). The doctor cured the little bunny. “Glory, glory to Aibolit, glory to the good doctors! "(The sound is Tchaikovsky's Kamarinskaya, child actors are dancing).

"Snowman"

Psycho-gymnastics. (aimed at relaxation, stress relief)

Parent and child turn into snowmen: stand up, spread their arms to the sides, puff out their cheeks and hold the given pose for 10 seconds.

The adult says: “And now the sun came out, its hot rays touched the snowman, and he began to melt.” The players gradually relax, lower their arms, squat down and lie down on the floor. (Chopin Waltz “Winter's Tale”).

"In the forest"

Musical modeling.

1 Experiencing your emotional state: “We are in a dense forest, it’s dark, wolves are howling, we are making our way through thorny bushes, running (music by Pyotr Ilyich Tchaikovsky is playing - orchestral fantasy “Francesca da Rimini” on the theme of “Hell”, the child moves in accordance with the plot )".

2 Forming a state of peace and security: “We ran out into the clearing. She is protected on all sides by good magic. No one else can get here except us. It’s very beautiful here: a small waterfall flows into a clear lake, there is delicate green grass on the ground and amazing beautiful flowers (F. Chopin’s nocturne sounds, a child lies or sits on a rug).”

3 Formation of the final emotional state: “The waterfall rings so joyfully with its droplets! It becomes so easy for us, so much fun! We also want to sing along with the waterfall! ("Little Night Serenade" by W. A. Mozart plays, the child plays along on the metallophone or dances).

"Magic Sand"

Sand therapy

The child is invited to play in the sandbox: sifting, digging with a shovel, making beads... A toy symbolizing the child’s fear (Baba Yaga, dog, monster, etc.) is quietly buried in the sand. When the child accidentally digs up the toy, it begins to “talk” to him. in a kind, pleading voice: “I’m so lonely, I’m very kind, but everyone is afraid of me. Please play with me. Build me a sand house, etc. If the child is scared, you can bury the toy again in the sand, but after a while remind her that she is scared there. Offer to help the toy. Sprinkling sand makes the child feel calmer. (Sounds “Romance” by Sviridov)

"Clouds"

Rhythmoplasty

Let's go on a trip! We will turn into clouds, because they fly around the world without knowing any obstacles. Look how light and beautiful they are (slide). Have you ever watched the clouds? Each cloud is unique. This looks like a snow-white horse, then it looks like an amazing sea monster. But then the wind blew, and the clouds changed shape - a magical sparkling castle appeared in front of us (slide). Hear, it sounds magical music. (Tchaikovsky “Sentimental Waltz”) One, two, three, cloud fly! Now you are clouds. Fly softly, smoothly, change shape as the wind blows. Whose cloud is the most beautiful?

"Brave Bun"

Fairytale therapy

(Children play the role of a bun; animals - bi-ba-bo dolls on the leader’s hand). Once upon a time there lived a bun. One day he went for a walk. (Baccherini’s “Minuet” sounds, children run on their toes) The bun rolls, rolls, and a hare meets it. (sounds: Bel Bartok “Duke Bluebeard’s Castle”). “Kolobok, Kolobok, I’ll eat you!” "Let's invite the bunny to eat candy and dance with us (Baccherini's "Minuet" plays, children dance with the hare). The bun rolled further, and a wolf met him (music by Pyotr Ilyich Tchaikovsky sounds - orchestral fantasy “Francesca da Rimini” on the theme of “Hell”) “Kolobok, bun, I’ll eat you!” “And the little guy has a black belt in karate, and he’s a great boxer. Let's show this to the wolf! (Khachaturian’s “Sabre Dance” plays, the children “fight”). The wolf killed, and the bun rolled on. Who came out of the dark thicket to meet him?) A bear! (Mussorgsky's "Gnome" sounds) Kolobok, I'll eat you! "Let's scare the bear. (Vivaldi’s “Storm” plays, the children scare the bear like little ghosts. The bear runs away.) And here comes the fox. (Sounds “Nocturne No. 20” by Chopin) “What a beautiful bun you are! Come with me, I’ll treat you to some cake.” Shall we go with the fox?) Of course not! She's lying all the time. We, fox, are not afraid of you, you cannot deceive us! What will we do? (Children's suggestions) Let's call the police. Do you know the phone number? (children “take out their cell phones” and call 020, the fox is running). The little bun had a good walk, he wasn’t scared of anyone!

"Burners"

Outdoor games

The driver is tightly blindfolded. The players sing: “Burn, burn clearly, so that it doesn’t go out. Look at the sky – the birds are flying, the bells are ringing.” The players scatter, freeze in place and ring the bells, and the blindfolded driver looks for them.

(Sounds of Rimsky-Korsakov “Capriccio Espagnol”)

"Bee in a Flower"

Psychotherapy game

The adult says the text, and the child performs the actions: “The bee flew from flower to flower (chairs and sofas are used as flowers). When the bee swooped in, ate nectar, she fell asleep in beautiful flower(under a chair or table). Night fell, and the petals of the flower began to close (the chair or table was covered with dark matter). The sun rose (the material was removed, and the bee began to have fun again, flying from flower to flower. "The game can be repeated, increasing the density of matter, i.e., the degree of darkness.

(Rimsky-Korsakov “Flight of the Bumblebee” - a bee flies,

Brahms "Lullaby" - the bee sleeps)

"Magic Scissors"

Application

(Shostakovich's work " Leningrad Symphony") The child is asked to draw himself. Then the leader sticks black blots around the image, symbolizing the child’s fears. The leader, together with the child, names these fears (fear of heights, darkness, loneliness, etc.). (Symphony No. 40 by Mozart plays) The child cuts out his image and pastes it onto a blank sheet of paper. The child himself sticks colorful circles around it, naming them (parents, friends, toys, etc.). The cut-off fear blots can be torn, buried, or closed in a box.

"Brave Policeman"

Plot-game improvisation.

Once upon a time there lived a brave policeman, the brave Misha Ivanov (full name of the child actor). (Dunaevsky’s “March” from the film “Circus” sounds). Here comes Tanya from the garden, carrying a doll in her bag. (Bach's "Joke" sounds). The hooligans ran up, began to offend Tanya, began to pull her pigtails, and began to take away the doll! (Vivaldi's "Storm" sounds). Who, who will help us, protect us from harm? A brave, clever policeman will rush to our aid! (Wagner’s “Ride of the Valkyries” plays) He scattered the hooligans and dragged them to prison. (Mozart’s “Symphony No. 40” plays) He walked our little Tanya home.

"Hero Hare"

Musical theater

Once upon a time there lived a cowardly bunny. He sat under a bush and was afraid of everything. A leaf falls from a tree - the bunny shakes with fear, an owl flies by - the hare faints. (Music sounds: Schumann “Father Frost”. Children show how afraid the bunny is). I was afraid of the bunny for a day, a week, a year. But now, he’s tired of being afraid. I'm tired, that's all. He climbed onto a stump, waved his paws and shouted: “I’m not afraid of anyone! "(Music sounds: Beethoven's "Ode to Joy." Children show themselves to be brave) Suddenly a wolf came out into the clearing! (bi-ba-bo doll) All the bunny’s courage immediately disappeared somewhere. He shook, jumped, and out of fright the wolf landed straight on his back. The bunny ran away (Sounds: Saint-Saëns “The Hare”, the children are running, and when he had no more strength to run, he fell under a bush. But the wolf was also scared of this strange hare,

That he attacked him himself and left this forest. The animals found our hare and began to praise: “How brave you are, you drove away the wolf! “And the hare himself believed that he was brave and stopped being afraid. (Sounds: Beethoven “Ode to Joy”)

Closedness

"Visiting the squirrel"

Psycho-gymnastics

(Children repeat the movements after the leader according to the text of the poem)

The squirrel's house is clean.

The children washed the dishes

The trash was swept into the yard,

They knocked out the carpet with a stick.

The postman knocked -

Noble old elephant.

He wiped his feet on the mat:

“Sign for Murzilka. »

Who's that knocking on the door?

These are midges, birds, animals.

Wipe your feet, dear little ones.

We won't get bored here

We will dance with you! (Sounds “Kamarinskaya”)

Here we stomp with one foot: stomp, stomp, stomp,

And now with the other leg.

And we’ll sit down and we’ll stand up,

Let's repeat it one more time.

Stomp your right heel twice

And forward - on your toes.

We'll all jump together

And we'll spin around in place.

"Bear Bear"

Musical theater

Once upon a time there lived a bear cub. He didn't want to be friends with anyone. He sat on a stump and stacked the cones in a pyramid. A little bunny ran up to him (Saint-Saëns “Hare”, greeted him: “Hello, Mishka.” The little bear turned away silently, frowned, pouted. A squirrel ran up (Rimsky-Korsakov “Squirrel”), extended his paw: “Hello,” he said, “Come on.” be friends!” Misha turned away. “I don’t need friends,” he muttered, wanting to treat the little bear with a berry. ...) Misha didn’t even say “thank you.” “He’s a beech!” - the animals were surprised. But then a strong wind blew. (Wagner “Flight of the Valkyries”) The squirrel jumped into the hole, the hedgehog climbed into the hole, and the bunny hid under a bush. And the wind blew stronger and stronger. The bear cub spun around and was carried somewhere. He screamed and cried. He wanted to call for help, but he didn’t have any friends. And suddenly a bunny jumped out of the bush and grabbed the bear’s paws. grabbed the bunny. The squirrel jumped out, grabbed the hedgehog (the child actors run like a train). And the wind gave in and lowered the animals to the ground. “It’s so good to have friends! “- thought the little bear. And he said out loud: “Thank you! " Now the little bear has changed. He is the first to greet the animals, always says “thank you”, “please” and loves to frolic with friends in a forest clearing).

"Rain"

Musical modeling.

1. It’s gray, sad rain outside. We are sitting at home and looking out the window. Drops, like tears, flow down wet glass. (Beethoven "Melody of Tears").

2. Drops knock on the iron roof, ring in the puddle in the yard. And suddenly everything changed - we heard the light, ringing music of rain. (Mozart "Little Night Serenade")

3. We had so much fun! I wanted to play and dance with the rain. We put on boots, took umbrellas and ran outside to jump in puddles. (Strauss "Trick-Truck" polka)

"Magic Threads"

Isotherapy game

Tchaikovsky's "Waltz of the Flowers" music plays. The child is asked to draw himself in the middle of the sheet, and around him to draw those whom the child would like to see next to him always (parents, relatives, friends, pets, toys, etc.). Give your child a blue marker (magic wand) and ask him to connect himself with the lines around the characters - these are magic threads. Through them, like through wires, from loved ones to the baby now comes good power: care, warmth, help. But the same strength should come from the child. The threads forever connected the baby with those who are dear to him. Now, if your mother has gone to work or a friend has gone to visit his grandmother, there is no need to worry. Magic threads will definitely draw them back to the child.

"Little Sculptor"

Modeling

The exercise is performed in pairs. The task is given to start sculpting some figure out of plasticine, preferably something fantastic. After a certain time, the children change figures, and now everyone must complete the partner’s figure. After completing the task, the children exchange comments on whether their idea is understood correctly, what they themselves would like to create.

This game develops and consolidates the skill of understanding and developing another person's plan.

Drawing “Me in the future”

Isotherapy

The child is given the task to draw himself as he sees himself in the future. When discussing the drawing with him, ask him how he will look, how he will feel, what his relationship will be with his parents, brother or sister, with classmates, with friends.

The exercise allows you to realize the possibility of overcoming isolation, giving the child a perspective for the future and confidence in their abilities.

"At Grandfather Trifon's"

Children stand in a circle, the leader is in the center. The children sing: “Grandfather Tryphon had seven children, seven sons. They didn’t sleep, didn’t eat, looked at each other, did things like this together.” The leader demonstrates a dance move, and the others copy it. The one who repeated the movement better becomes the leader.

"Doll"

Musical modeling.

1. The little girl had a doll. They were best friends: they walked together, played, fell asleep. But the doll got sick and broke. The girl was very sad. She chewed for her sick friend - she cried, sighed over her crib. (Tchaikovsky "Children's Album": "The Doll's Disease")

Full name: Aksenova Galina Alekseevna

Position: music director

Place of work: MADOU d/s No. 42 "Beryozka" Belgorod

“Music therapy as a method of regulating the emotional well-being of preschool children”

The most important task musical education children is the formation of the leading component of musicality - the development of emotional responsiveness to music. I base the development of activity in children’s musical performance and children’s creativity on vivid musical impressions and images. Music is a source of special joy for children; it helps them master the world of human feelings, emotions, and experiences. It has been established that music affects many areas of human life through three main factors: vibrational, physiological and mental. Sound vibrations are a stimulator of metabolic processes in the body at the cellular level. These vibrations can change the respiratory, motor, and cardiovascular functions of the body. And since the child’s psyche is very flexible and plastic, the psychological component of the music director’s work is most effective.

Many scientists note that in preschool age one of the most effective methods music therapy is a way to level out the psycho-emotional sphere. Music therapy is based on the selection of the necessary melodies and sounds, with the help of which you can have a positive effect on the human body.

In preschool age, emotions play perhaps the most important role in personality development. Therefore, I consider an atmosphere of goodwill and the creation of a situation of success for each child to be a necessary condition for organizing music classes with children. This is important not only for the musical development of children, but also for preserving and supporting their health. Special attention In my classes I focus on cultivating emotions, developing expressive movements, overcoming communication barriers, and creating opportunities for emotional self-expression. The use of music therapy methods in preschoolers became the goal of my work.

I realize the goal in the following tasks:

To develop listening skills in preschoolers: from the well-known “close” sounds that surround a child in everyday life, to the sounds that make up musical intonation.

To awaken in preschoolers through music the need for creative activity express your attitude towards the world.

Develop fantasy, imagination, creativity in productive activities to the music.

To cultivate a culture of listening to musical works and emotional responsiveness to artistic images.

To solve the problems, I introduced innovative socio-game approaches into work practice. Music therapy classes are structured according to the following scheme:

Warm-up: motor and rhythmic exercises.
Main part: music perception, singing, improvisation.
Musical relaxation.

Music therapy focuses the teacher on cooperation with the child, on integration various types artistic activity. In order to enrich the sensory-emotional experience of children and consolidate it in memory, in my work I use an integrative approach to music, visual arts, artistic expression, and rhythm.

To work more effectively in this direction in groups, together with teachers, we created an integrative music and gaming environment, filled it with equipment: a music center, discs with high-quality recordings of musical works (according to age, illustrated and figurative pictures, dolls, elements of play costumes and play attributes corresponding to the content of the music, helping children understand the musical image and play with it. With group teachers and specialists (speech therapist, instructor physical education, educational psychologist) Consultations on the use of music therapy in classes and during special times are regularly held.

To achieve my goal, a close relationship with kindergarten teachers is necessary. After all, children consolidate the material acquired in music classes independent activity, and here the leading role is given to the teacher.

Little pupils are characterized by increased absent-mindedness and fatigue, they have difficulty concentrating, quickly become lethargic and irritable, and as a teacher, I need a lot of invention and imagination in order to use and apply this or that in a timely manner. visual material, which would captivate the child. That’s why during classes I try to alternate musical material with speech and motor exercises, do rhythmoplasty, and widely use immersing children in games.

In my classes I use elements of psycho-gymnastics, where children learn the ABCs of expressing emotions - expressive movements.

We use music therapy not only in music classes, but also in physical education classes, morning exercises, invigorating gymnastics after a day's sleep, during the morning intake, during breathing exercises, during the day's sleep and in the evening. In addition to music therapy classes, music accompanies children and adults throughout the day in a group.

It is preferable to start the morning reception in kindergarten with the music of Mozart. It encourages close contact between an adult and a child, creates an atmosphere of comfort, warmth, love and ensures psychological well-being. Music options for the morning reception could include the following pieces:

"Morning" (music by Grieg from the suite "Peer Gynt" ) .
Instrumental music performed by Diego Modena
Musical compositions (Paul Mauriat orchestra)
Arrangements for Russian folk orchestra ("Lady" , "Kamarinskaya" , "Kalinka" )
Saint-Saens "Carnival of Animals" (Symphony Orchestra)

Daytime sleep takes place under quiet, calm music. It is known that sleep is considered as a manifestation of the complexly organized activity of a number of brain structures. Hence its most important role in ensuring the neuropsychic health of children. Music during sleep has a healing therapeutic effect. Daytime sleep can be accompanied by the following pieces of music:

Instrumental music: Frederic Delarue.
"Seasons" P.I. Tchaikovsky.
Beethoven, Sonata No. 14 "Lunar" .
F. Schubert "Ave Maria" .
Lullaby melody "For bedtime" (series "Good music for children" ) .
Samudra Ocean "Voices of the Ocean" .

Music for the evening helps relieve accumulated fatigue, stressful situations per day. It calms, relaxes, normalizes blood pressure and the functioning of the nervous system of the child’s body. To do this, you can use the following melodies:

Instrumental music: Sergey Sirotin, D. Livingston.
Mendelssohn "Concerto for violin and orchestra" .
Music for health: Edward Simon, Karunesh, Ocarina Blue.
Bach "Organ piece" .
A. Vivaldi "Seasons" .
"Voices of Nature" .

Besides just listening to music (passive form of music therapy) In my classes I usually use a lot of active techniques, tasks and exercises used in correctional and therapeutic pedagogy. With the help of gaming technologies, a child’s creative abilities are developed. For example, children really like the art therapy method, where they collectively create their own creative compositions that express children's feelings, emotions and experiences. Children draw in class big picture, glue applications, which promotes emotional and motor self-expression, development of creative imagination and bringing children closer together. Very often in my classes I use the color therapy method. This method involves using various attributes a certain color. For example, in dance compositions, in etudes and in musical-rhythmic movements, I suggest children to use silk scarves, ribbons, scarves, balls of bright colors, since these colors help create a good, complacent mood, calm, give a charge of positive energy and beneficial affect the human body as a whole.

But the elements of fairy tale therapy evoked the greatest response from children.

Thus, under a certain character of music, children find themselves in a fairy tale, portray the heroes of their favorite fairy tales and compose their own fairy tales. The child gets the opportunity to play and live various roles, gain new psychological experience, learn to build harmonious relationships with adults and peers. In music therapy classes, I use psycho-gymnastic etudes and exercises that not only help children relax and relieve psycho-emotional stress, but also teach them to manage their mood and emotions, and express their emotional state. So, for example, children turn into butterflies, flowers, birds. I would like to note that even the most usually inactive children enjoy improvising and conveying magical images.

The method of play therapy helps to correct and regulate aggression and other behavioral disorders in children. I use both contact, bonding games and educational games, games for the development of basic mental functions, and, of course, therapeutic games. During these games, personality-oriented interaction between an adult and a child and between children and their communication in pairs and groups takes place. All games promote muscle relaxation, relieve physical aggression, psychological relief, remove stubbornness and negativism, and also develop the emotional and cognitive spheres.

In almost every lesson, I use the vocal therapy method, where children perform songs that foster kindness, a sense of camaraderie, aimed at charging them with positive emotions and psychological relief. So, for example, songs "Song of Friends" V. Gerchik, "My family" A. Ermolov, who perform all these tasks.

Thus, with the help of music therapy, you can model a child’s emotions and behavior, help children gain strength, develop stability of attention, and feel successful.

Bibliography:

Brusilovsky L. S. Music therapy: a guide to psychotherapy. – Tashkent, 1985.

Petrushin V.I. Musical psychotherapy. – M., 2000

Bochkarev L.P. Psychology of musical activity. - M.: Institute of Psychology, 1997.

Ivanchenko G. V. Psychology of music perception: approaches, problems, prospects. - M.: Smysl, 2001.

Maltsev S. M. On the psychology of musical improvisation. - M.: Music, 1991.

V. I. Petrushin Musical psychotherapy M., 1999

G. I. Anisimova “100 musical games for the development of a preschooler. Senior and preparatory group» , publishing house: Academy of Development, series: Kindergarten: day by day, 2008.

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Music therapy as a means of improving children's health

Introduction

In modern society, music is one of the types of artistic activity. Even ancient Greek philosophers noted the role of musical art in aesthetic education the individual and its positive therapeutic effect on the individual. Plato argued that, on the one hand, a “musical ally” sent to the world puts the individual’s harmony in order, and on the other, removes the disharmony of his mind. Music therapy is treatment through music and creative self-expression.

Music therapy is widely used in many countries around the world for the treatment and prevention of a wide range of disorders, including developmental disorders, emotional instability, behavioral disorders, sensory deficits, physical and combined disorders, spinal cord injuries, psychosomatic diseases, internal diseases, mental disorders, aphasia , autism.

As an integrative method, music therapy includes medical, pedagogical and psychotherapeutic methods in its arsenal.

Relevance of the topic: this topic has become very popular at the present time, but has not yet been studied enough in Russia. A more in-depth study of the influence of music therapy on the development and health of children is necessary, since modern conditions There is a sharp deterioration in the health of children, requiring the development of more effective measures.

According to research by experts, 75% of adult diseases originate in childhood. Only 10% of children come to school completely healthy, and many end up falling behind not because of laziness, but due to poor health. Doctors, parents and teachers everywhere note lags, delays, violations, deviations, non-compliance with norms in the development of children, and the inferiority of their health.

The purpose of the work is to study music therapy from literary sources as one of the independent directions in therapy for working with children.

In this regard, the main tasks can be formulated:

1. study the research literature on music therapy;

2.identify the types of musical activities used in music therapy;

3. find out the importance of music therapy as a health-saving process for children;

4. get acquainted with various types of music therapy activities (choral singing, playing musical instruments, dancing).

During the writing of the abstract, various types of literary sources and sites were studied, which are presented in the form of a list of references.

1. Brief history of the development and use of music therapy

music therapy correctional psychological child

How powerful is your enchanting sound!

Mozart. magical flute

The history of the relationship between music and people goes back to the distant past, to the origins of humanity.

Scientific and historical evidence shows that dancing and song appeared before articulate speech. This indicates that music is the primitive language of mankind.

The use of music for medicinal purposes also has a long history. In the past, music was widely used in medical practice. This is known from the works of Plato, from the biography of King David, mentioned in the myths about Apollo, etc.

The term “music therapy” is of Greek-Latin origin and translated means “treatment with music.” There are many definitions of the concept “music therapy”. A significant part of scientists consider music therapy to be an auxiliary means of psychotherapy, a means of specifically preparing patients for the use of complex therapeutic methods. Other authors define music therapy as: - the controlled use of music in the treatment, rehabilitation, education and upbringing of children and adults suffering from somatic and mental illnesses; - systematic use of music to treat physiological and psychosocial aspects of illness or disorder; - a means of optimizing creative forces and pedagogical and educational work.

A thousand years ago, the outstanding physician of all times and peoples, Avicenna, treated patients with nervous and mental illnesses with music. In Europe, mention of this refers to early XIX century, when the French psychiatrist Esquirol began to introduce music therapy into psychiatric institutions. It is characteristic that the use of music in medicine was predominantly empirical in nature.

Music therapy gained further popularity after the First World War. In the 1930s, the experience of military doctors was used by German therapists in the treatment of stomach ulcers, and Swiss ones in the treatment of mild forms of tuberculosis. Austrian obstetricians used music to relieve pain during childbirth. The use of music and sound as an anesthetic began to be used in dental and surgical practice. All this practice became the basis for the development of music therapy after the Second World War.

In the second half of the 20th century, technical capabilities in the study of physiological reactions that occur in the body during the process of musical perception increased significantly. Music has been shown to actively influence the functions of all vital physiological systems, the intensity of various physiological processes, breathing and the cardiovascular system, blood circulation, even leads to certain hormonal and biochemical changes.

2.Music therapy: directions, tasks, functions

The role of music in people's lives is increasing over time. Scientists, composers, teachers, musicians have developed problems of children's music education and upbringing. Many researchers note the therapeutic effect of musical rhythm on all systems and functions of the child’s body, including the development of thinking, attention, and motor skills. The psychophysical direction of musical activity is associated with the positive influence of music on various systems of the child’s body.

There are four main directions of corrective action of music therapy:

1. Emotional activation during verbal psychotherapy.

2. Development of interpersonal skills, communication functions and abilities.

3. Regulatory influence on psycho-vegetative processes.

4. Increasing aesthetic needs.

The following are indicated as psychological mechanisms of the corrective effects of music therapy: * catharsis - emotional release, regulation of the emotional state; * facilitating awareness of one’s own experiences; * confrontation with life problems; * increasing social activity; * acquisition of new means of emotional expression; * facilitating the formation of new relationships and attitudes.

Objectives of music therapy:

Strengthen children's health through music;

Teach children to recognize emotions and feelings conveyed by music;

Develop a sense of rhythm, give the child the opportunity to fantasize and come up with movements.

Music therapy is a special type of musical activity aimed at the prevention, improvement and correction of various psycho-emotional and behavioral abnormalities, and at the rehabilitation of the individual through the means of musical art. Music performs sedative (relaxation), stimulating and cathartic functions.

The sedative (relaxation) function is associated with the fact that as a result of specially organized musical activity, muscular and emotional tension is relieved, a person calms down, and restores physical and emotional strength.

The stimulating function, on the contrary, is aimed at mobilizing and activating all the physical and emotional capabilities of a person: it tones the muscles and vital systems of the body, fills them with positive, bright emotions and gives a good mood. In this case, major, rhythmic, dance music is used.

The cathartic function of music is opposed to the sedative and stimulating. Its essence is not in replenishing missing emotions, but in ridding a person of feelings that oppress him. “Catharsis - from Greek - purification - originally: emotional shock, a state of internal purification, caused in the viewer of an ancient tragedy as a result of a special experience for the fate of the hero, which, as a rule, ends with his death.”

3. Mechanisms of the influence of music on humans

Music therapy includes:

Listening to music;

Singing songs;

Rhythmic movements to music;

A combination of music and visual arts.

Goals of classes using music therapy:

Creation of a long-term emotional background of rehabilitation (removal of the anxiety factor that arises in this group 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.

Music therapy uses various therapeutic mechanisms:

Allows you to overcome the child’s psychological defense - to calm down or, conversely, activate, set up interest.

Helps establish contact.

Promotes the development of communication and creativity

preschooler.

Increases self-esteem based on self-actualization.

Promotes the response of feelings.

Develops empathy.

Provides assistance in establishing and developing interpersonal relationships.

Forms valuable practical skills: playing musical

instruments, singing, listening to music, etc.

Helps to keep the child busy with exciting activities - musical games, singing, dancing, moving to music, improvisation.

4.Use of music therapy techniques in working with children

The following music therapy techniques are distinguished when working with children:

1.Method of directed visualization K.O. Connor (music and relaxation). Children need to be taught how to relax just as much as adults. Sometimes children can be very stressed physically and emotionally. This leads to irritation and irrational behavior. They need help to relax. This often allows you to identify the source of irritation. When relaxing, children can lie on the floor or take any comfortable position; bending and stretching the body is very useful. You can use special yoga exercises. Music serves as background.

Having relaxed, the child builds pleasant images, revives pleasant memories that will help him cope with existing phobias or stress.

2.Music and meditation. Meditation is an excellent way of learning to relax - relaxation. Specially selected music serves as the background for music therapy. After meditation exercises, children can draw or move to music. There are two types of meditation: directive and non-directive. Directive meditation - accompanied by a story, may include elements of suggestion that set children up in a certain way. Non-directive meditation occurs when the listener freely surrenders to the images and associations that arise in him in the process of observing the development musical content. At the same time, the child is immersed in his own inner world and imagines everything he wants.

3.Method of directed fantasies V. Aucklander (music and fantasies). Fantasies are extremely valuable for children's development. They are used as a therapeutic agent. Music is used as a background, as an illustration, and can be organically woven into the task. This method helps children express repressed feelings, needs, aspirations and thoughts in a safe, gentle way. A child reacts much more easily to a metaphorical representation of his life than to crude realistic images. The metaphorical power of music helps him do this.

4.Listening to music. It is very important for activities related to listening to music: to specifically select the musical repertoire and methods of working with it; use in classes of other types of musical activities of children: musical movement, singing, playing in an orchestra, conducting; use of works of other types of art in the classroom, primarily fine art and fiction.

5. Vocal therapy is especially indicated for depressed, inhibited, self-centered children. The advantage of group vocal therapy is that each participant is involved in the process. At the same time, the moment of “anonymity” of feelings, “shelter” in the general mass is also of great importance, which creates the prerequisite for overcoming contact disorders, for the affirmation of one’s own feelings and a healthy experience of one’s bodily sensations.

Songs are selected in accordance with the mood of the group. Placing a group is a vicious circle. The leader sings along with everyone. When a certain state of the group is reached, each participant is given the opportunity to propose a song and nominate a lead singer. The lead singer is associated for many with overcoming shyness, as the lead singer becomes the center of attention.

6.Choral singing is the most effective means of nurturing not only aesthetic taste, but also initiative, imagination, and creative abilities of children; it best promotes the development of musical abilities (singing voice, sense of rhythm, musical memory), the development of singing skills, promotes the growth of interest in music, increases emotional and vocal - choral culture. Choral singing helps children understand the role of the group in human activity, thus contributing to the formation of children’s worldview, has an organizing and disciplinary effect on children, and fosters a sense of collectivism and friendship.

7.Playing musical instruments. Along with listening to music, it is important to use active music playing, which helps to increase self-esteem and overcome ambivalent behavior. Most often, music therapy associated with performing activities is group. Active music therapy includes playing musical instruments.

To perform simple pieces you can even use such simple tools like drum, triangle, xylophone. Classes are limited to the search for the simplest melodic, rhythmic, harmonic forms and are an improvised game. Dynamic adaptability and the ability to listen to each other develop. Since this is group music therapy, the game is structured in such a way that the participants actively communicate with each other, communicative and emotional relationships arise between them, so that this process is quite dynamic. The most important thing is that the child expresses himself through playing a musical instrument.

8.Dance movement therapy can serve as a bridge between the world of consciousness and the unconscious. With the help of dance movement therapy, a child can use movement to express themselves more fully and to maintain their individuality in contact with other children. Dance movement therapy is the only type of therapy that uses a lot of free space. Motor behavior expands in dance, helping to understand conflicts, desires, and can help to experience negative feelings and get rid of them.

5. Basic mechanisms of psychological correction influence

Music therapy can be used both as a main method and as one of the auxiliary methods. There are two main mechanisms of psychological correction that are characteristic of the music therapy method.

The first mechanism is that the art of music allows one to reconstruct a traumatic conflict situation in a special symbolic form and thereby find its resolution.

The second mechanism is related to the nature of the aesthetic reaction, which allows one to change the effect of “affect from painful to bringing pleasure.”

Typically, a distinction is made between retrospective and prospective phases of music therapy. The retrospective phase has the task of prompting the participant to experience the need for active disclosure of internal conflict. Listening to music should bring a person into confrontation with his inner life. Experiences that previously remained unconscious or only partially conscious are transformed into concrete ideas. During this phase, music with deep emotional content should be used, such as symphonic music from the 19th century. In the prospective phase, two approaches are possible. The first is the release of mental tension, the expression of which can be muscle tension. The second is the development of the need for listening to music, expanding the range of experiences, and stabilizing well-being.

There are individual and group music therapy. Individual music therapy is carried out in three versions: with distinctive communicative, reactive and regulatory action. In the first case, the teacher and the child listen to a piece of music; here music helps to improve these relationships. In the second, purification is achieved. In the third, neuropsychic tension is relieved. All three forms can be used independently or in combination. They represent, in a certain sense, passive music therapy. Along with this, there is also active individual music therapy, the goal of which is to overcome communication disorders. It is carried out in the form of music lessons between the teacher and the child.

Group music therapy is structured in such a way that the participants actively communicate with each other, communicative and emotional relationships arise between them, so that this process is quite dynamic.

Music therapy helps to establish relationships between teacher and child, develops a sense of internal control, discovers new abilities, and increases self-esteem.

6.Positive influence of music therapy.

Experts highlight the following positive effects of using music therapy:

*Music has a strong calming effect on hyperactive children;

*Closed, constrained children become more spontaneous, they develop skills of interaction with other people;

*Speech function improves;

*Improves sensorimotor function;

*Music therapy is very effective in correcting communication disorders; it helps establish emotional dialogue, often even in cases where other methods have been exhausted;

*The child experiences a positive experience of achieved success when mastering various methods of playing music, his interests develop;

*Music has a beneficial effect through the physical level on the emotional state of a preschooler;

*Music has a huge health potential and the possibility of influencing spiritual development child;

*Music, as a rhythmic stimulus, stimulates physiological processes that occur rhythmically in the motor and autonomic spheres.

Conclusion

Currently, music therapy is considered an independent direction, a unique section of psychotherapy; it is entrusted with a number of tasks for psychocorrection. Despite the fact that the use of music for therapeutic purposes is now becoming increasingly widespread, the theoretical aspects of music therapy have not been fully developed.

The purpose of classes using music is to create a positive emotional background, rehabilitation, stimulation of motor function, development and correction of sensory processes and sensory abilities, disinhibition of speech function.

The most important thing for children to do is train observation, develop a sense of tempo, rhythm, time, mental abilities and fantasies, verbal and non-verbal communication skills, cultivate strong-willed qualities and the ability to restrain emotions, and develop general fine and articulatory motor skills.

To accomplish these tasks, the organizing principle of musical rhythm and its emotional influence on the child’s behavior are used.

Practical material consists of a variety of tasks, organically related to music and arranged according to a specific lesson plan, providing for the correct alternation of physical and mental stress. Musical accompaniment regulates the tempo and nature of movements, sometimes slow, sometimes fast, sometimes smooth, sometimes jerky. From the very beginning, music should guide the child’s behavior, restrain excessive excitability in some and activate passivity and inertia in others. The child himself must feel the leading role of music.

The direct therapeutic effect of music on the neuropsychic sphere of children occurs through its passive or active perception. Music therapy contains a system of various differentiated methods, some of which are, of course, traditional, others are modified in a certain way in accordance with the specifics of speech disorders. Music therapy includes listening to music, singing songs, rhythmic movements to music, a combination of music and art activities, etc.

Musical rhythm is used in the treatment of disorders of motor and speech functions, correction of delayed development of psychomotor skills, impaired sense of rhythm, and abnormalities in speech breathing. With preschoolers, it is carried out in the form of activities combined with rhythmic games, breathing exercises. Music therapy is used for speech pathologies of organic origin, has a beneficial effect on intellectual activity, music has a positive effect on educational activities, increases motivation to study, and increases satisfaction with learning.

Bibliography

1.Burno M.E. A practical guide to creative expression therapy. M., 2002, p.214.

2.Vorozhtsova O.A. Music and play in child psychotherapy. Publishing house of the Institute of Psychotherapy. M., 2004, p.90.

3. Vygotsky L.S. psychology of art. Minsk, 1998, p. 356.

4.Music therapy in music education: Materials of the first All-Russian scientific and practical conference / Ed. A.S. Klyueva. St. Petersburg, 2008, p. 254.

5.Nazaikinsky E.O. Psychology of musical perception. M.: Muzyka, 1974, p.378.

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10.3. Music therapy techniques in the treatment of children

10.3. Music therapy techniques in the treatment of children

Music therapy uses a wide variety of methods therapeutic and educational impact on patients. Methods of other psychotherapeutic approaches are also used: elements of psychoanalysis, gestalt therapy, group psychotherapy, dance therapy, meditation, breathing exercises, autogenic training, improvisation, rhythmic classes.

Distinguish passive and active form of music therapy.

Passive form comes down to the perception of musical works that correspond to the emotional state of a person. This form of music therapy is used in combination with breathing exercises, rhythm, and is accompanied by the display of works of painting. The impact of music can be expressed in two ways: on the one hand, it causes relaxation, on the other, it produces a stimulating effect, an ethical and aesthetic effect, and forms a positive attitude towards new things. life values, new psychological attitudes.

Active form music therapy characterized by the direct participation of the patient himself in the performance of works. The active form is expressed by a variety of vocal, instrumental, speech, dramatic, motor, visual manifestations, which include clapping, rhythmic tapping, singing in a choir, playing musical instruments, simple improvisation with a voice, etc. The active form works well on communication skills and self-control , endurance, is widely used in therapeutic and special pedagogy, in musical and pedagogical correction of educational activities and behavior of students.

The issues of treating children with music therapy are studied by Z. Matejova, S. Mashura. They described the following methods of working in treating children for stuttering, which have shown to be effective.

These techniques, according to our observations, can be successfully used in art education children for the purpose of creative self-expression:

1) motor relaxation and merging with the rhythm of the music;

2) musical motor games and exercises;

3) psychosomatic relaxation with the help of music;

5) playing children's musical instruments and rhythmic recitation;

6) receptive perception of music;

7) music drawing;

8) pantomime;

9) motor dramatization to music;

10) musical stories;

11) games with a bibabo doll (rag doll);

12) breathing exercises to music.

Let's look at them in more detail.

1. Motor relaxation and merging with the rhythm of music used for relaxation purposes. A person’s ability to obey rhythm manifests itself spontaneously, causing a feeling of eurythmy, the syntony of bodily movement with musical rhythm. The experience of rhythm uniformity provides complete mental relaxation and has a calming, harmonizing effect. Positive emotions caused by the fusion of the rhythm of movement and the rhythm of music affect breathing and pulse. Motor relaxation can be achieved in a relaxed position, sitting or lying on mats (for example, during choreography classes) to relieve muscle tension. To get out of the state of motor relaxation, contrasting works are selected: at a moving tempo, with an elastic rhythm and bright dynamics.

2. Musical motor games and exercises stimulate and concentrate attention, prepare for unexpected changes in movements based on sound signals. Sudden sound signals can change the process of the game, the behavior of the leader or the group. To conduct musical motor games and exercises, the simplest musical instruments, toys, sports equipment, and costume props are widely used. Games ensure the development of fine motor skills and coordination of movements of students, create conditions for the development of communication skills, become a source of new impressions and experiences, and form adaptation mechanisms.

The content of musical-motor games is selected in accordance with the age and interests of the children: these can be group outdoor games, rhythmic riddles, etc. The music most preferred for the game has a clear rhythm, moving tempo, and a memorable melody: classical, folklore, and dance pieces are suitable . It is better if the music is performed by a teacher who can arbitrarily change the tempo and dynamics depending on the game situation.

Musical-motor games activate the creative self-expression of students, and due to the variety of forms, they are one of their most favorite activities.

3. Psychosomatic relaxation with music(musical relaxation). This technique is good to use in group music therapy. Music is imagined as a “sound field” with a flow of free associations. Music has a calming, harmonizing effect with its regular meter, moderate tempo, and calm melody. Classical music and music of the Baroque and Classical eras are suitable for this technique: works by A. Vivaldi, J. S. Bach, W. A. Mozart. To achieve relaxation, it is recommended to close your eyes and take a comfortable position. At the end of the session, which lasts 10-20 minutes, the music becomes louder, the eyes open, and several breathing exercises are performed. Musical relaxation can be used in combination with autogenic training in the treatment of anxiety, relieving the effects of stressful situations, combined with the display of paintings, art slides, or poetic works, consonant with the content of the music.

4. Singing evokes a musical experience, develops children's emotionality, and promotes group communication. Singing can be combined with dancing, dramatic action, and musical stories.

The songs are selected in accordance with the age and range of the child’s voice, i.e., they are easy to understand and evoke an emotional response. Students can compose their own song: the teacher comes up with the first sentence of the melody and poetic text, and then the students continue. Songs own composition performed with joy, cause pleasure.

5. Playing children's musical instruments and rhythmic recitation complements musical motor games and exercises. Two main methods are used: 1) the method of “bodily play”: clapping, clicking, light tapping, etc.; 2) a method of simple musical improvisation on musical instruments by K. Orff.

The first method develops a sense of rhythm, enhances motor, vocal and speech activity, and coordinates movements. “Body play” can be used as rhythmic accompaniment when singing, as a way of communication in group games, musical stories, dramatization games, as preparation for music drawing.

The second way of playing children's musical instruments by K. Orff allows children to compose elementary music and simple improvisation. “Improvisation on musical instruments means in psychotherapy the opportunity to get rid of something that torments us in order to find something better. A man plays on his instrument what he cannot say. Using the instrument as a means of self-expression, he voices and then verbalizes what reflects the inner world of his soul,” points out G. G. DeckerVoigt.

Children easily master playing drums, tympani, wooden mallets, bells, cymbals, triangles, tambourines, castanets, metallophones, etc. Playing these instruments does not require special training, but replaces the verbal expression of feelings and releases suppressed emotions. The simplest improvisation begins with nursery rhymes, rhythmic recitation, and singing. With the help of instrumental play, you can create a situation of “conversation” or “quarrel” between different musical instruments, or play “echo”.

6. Receptive perception of music used for the purpose of relaxation and positive stimulation in a state of physical rest. B. Schwabe points out the great possibilities of this therapeutic method: it stimulates cognitive functions, experiencing catharsis with a subsequent therapeutic effect. Musical experiences of the individual, aimed at realizing one’s own inner world, distract from negative states.

G. G. Decker-Voigt advises performing the following exercises in the process of receptive perception of music:

1) Take a comfortable position and listen to the music of “your own body”: the rhythm of breathing, the pulse.

2) Imagine an imaginary picture: time of year, landscape, time of day, etc. Think about whether music makes you daydream? If so, what about?

3) Is music a “mirror” of your mood?

4) What music is associated with warmth, affection, intimacy?

5) What musical instruments resonate with your mood?

6) Do you remember events, situations or people while listening to music? What do they look like now? What feelings are you experiencing?

7) What music depresses you?

8) Is there such a thing as “too much” music? What music do you want to turn off right away?

9) What do you know about the composer, his life? How does the music tell this?

10) Can music that gives rise to sadness or brings joy be called “our own”?

The receptive perception of music is well used in combination with color or multi-colored lighting. Plato also spoke about the deep relationship between music and color. “Music is not visible, and painting is not audible. But associatively one can “see” music and “hear” painting. Musical experience evokes visual ideas, while painting evokes auditory ones. These ideas are based on real connections of our life experience, where the sound is inseparable from the visible and from other sensations with a holistic coverage and perception of reality,” writes N.V. Serov. And further: “Color associations are Plato’s original “rememberings,” which bring sensory images or emotions into the intellect, while stimulating other senses” [ibid.].

Both sound and color have unconscious expressiveness. When a person talks about the unconscious attributes of art, he uses the so-called synesthesia effect. Translated from Greek “synesthesia” ( sunaisthesis) is a simultaneous sensation, a joint feeling; These are intersensory associations that arise on the basis of the similarity or contiguity of multimodal impressions, mainly auditory, tactile, and visual.

Synesthesia is due to such familiar expressions as “sharp sound”, “velvety timbre”, “melodic line”, “light tone”, etc. Synaesthetic impressions evoke real images of space, movement, color, gesture, plasticity or mental tone. In music therapy, the color display of music is most often used, i.e. the timbre of sound is associated with color.

Children spontaneously associate the sounds of musical instruments with colors. Sound and color have a hypnotic effect on a person, that is, they have the properties of suggestion and hypnosis. Color and music carry information for the unconscious: for example, green and blue colors have a calming effect; yellow – excites; red – activates. The influence of music on children can be assessed using the M. Luchard test and its numerous modifications (see Chapter 8, paragraph 8.4). This diagnostic allows us to assess the emotional impact of music on students.

So, the receptive perception of music is:

– as an emotional stimulus for liberation, achieving relaxation;

– as a means of developing thinking, imagination, fantasy;

– as a means of activating biological rhythms with the rhythm of music;

– as a form of musical experience that eliminates psychological barriers and ensures the development of communicative qualities;

- as a factor in activating children's creativity.

7. Music drawing is a means of self-expression and a means of awareness of internal conflicts. Music drawing or graphic recording is carried out directly to the music. The idea of combining drawing with music arose while learning rhythmic drawing from the Czech art teacher K. Peters. He developed a technique that combines spontaneous drawing with music. The stimulus for musical drawing is the movement of two hands to the music, gradually turning into free “conducting”. Such spontaneous movements with crayons or paints in both hands are transferred to a board or paper in the form of lines, circles, triangles, diamonds, knots, etc. “Finger painting” with colored and glue paints with all ten fingers is allowed. Children love to knead and “squash” paints. As a result, your own “picture” appears, causing a feeling of joy.

Let us note that each child has his own symbolism in the drawings: the more acute the conflict, the less clear the symbols.

It is better if the child explains the symbolism of the drawing himself. In the process of music drawing, you can use music of various types and genres: song, dance, marching. It's better to start with a march to moderate pace, then move on to song and dance music and alternate between them. Musical drawing leads the child to calm activity, a balanced state, and provides the opportunity for creative self-expression.

8. Pantomime- it is, rather, a game, a stage dance, in which movement and gestures replace words and are complemented by facial expressions. Short stories or musical sketches are accompanied by musical improvisation and pantomime by group members. Another option is also possible: the teacher conveys the content of the story through musical improvisation without words, and the children come up with a story, plot and express it through pantomime. For such tasks, you can use images of animals, symbolic and fantastic images, sketches of moods. Pantomime relieves motor stress, develops the emotional sphere and its plastic expression, and awakens children's imagination.

9. Motor dramatization to music combines music and movement. It is intended to depict the plot of a work or musical space (for example: using gestures to convey musical space - “wide, far” or “slow, deep”, or “easy - hard”). Active perception of music, transferred to the area of motor expression, creates conditions for relaxation.

10. Musical stories represent the composition of a plot, plot for a musical work in combination with plastic and dance movements. The narration of the story can be alternated with playing musical instruments; and students can act as the heroes of the story. Other options for musical stories: read the beginning, and let students fantasize and come up with an ending; You can, on the contrary, come up with a beginning and plot for a story with a given ending. One example of musical stories is S. Prokofiev’s symphonic fairy tale “Peter and the Wolf”.

11. Games with a bibabo doll(a rag doll that is put on the hand). The game leads to the experience of catharsis, relieves negative states and internal conflicts, balances the emotional state, develops independence and volitional qualities of the individual. It is believed that each child has his own way of playing with a doll. The doll completely “submits” to the child’s wishes, his ideas, fantasies, personifies his immediate environment or fictional character. When playing with dolls, the illusion of human communication arises. Game situations provide an outlet for a variety of feelings: joy, sympathy, empathy, as well as the outlet of affects and aggression. Based on the characteristics of children's games, it is possible to determine what exactly in the immediate environment has a positive or negative effect on the child.

12. Breathing exercises to music used to harmonize the internal state and relieve tension in the vocal cords. Breathing exercises have long been recommended for treating illness and maintaining health: they received great attention in the rhetoric of the ancient Romans.

Breathing exercises to music are used for various vowels: “o”, “u”, “i”, “e”, etc.; they can be sung separately or sequentially as a melody, and performed in a sitting or lying position. You can sing sonorant and hissing consonants, imitate the voices of animals, etc.

Thus, the described methods of music therapy give a good effect in the treatment of children, serve as a means of relaxation when providing individual psychological assistance, provide musical and pedagogical correction of the activities and behavior of students, as well as their personal development and creative self-expression in artistic activities.

Literature

1. Burno M.E. Therapy with creative self-expression. M., Ekaterinburg, 1999.

2. Gotsdiner A. L. Musical psychology. M., 1993.

4. Matejova Z., Mashura S. Music therapy for stuttering. Kyiv, 1984.

5. Meneghetti A. Music of the soul. Introduction to music therapy. St. Petersburg , 1992.

6. Petrushin V.I. Musical psychotherapy: theory and practice. M., 1999.

7. Serov N.V. Antique chromatism. St. Petersburg , 1995.

8. Teplov B. M. Psychology and psychophysiology of individual differences. M., Voronezh, 1998.

9. Shushurdzhan S. V. Guide to music therapy. M., 2005.

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