From work experience.

Music therapy is the controlled use of music in the treatment, rehabilitation, education and upbringing of children and adults suffering from somatic and mental illnesses. Currently, there are various national schools involved in research in the field of music therapy. Numerous methods provide for both the holistic and isolated use of music as the main leading factor of influence, and the addition of musical accompaniment to other corrective methods to enhance their impact. Appeared scientific work related to the study of music therapy and showing the effectiveness and prospects in the field of integrative medicine, general, special psychology, give it the status of a whole scientific direction.

AT last years The interest of specialists in the mechanism of the influence of music on a child with disabilities has noticeably increased. Modern special psychology and pedagogy are largely focused on the use of music therapy in correctional work as an important means of educating a harmonious personality of a child with problems, his cultural development. For more than five years, the Center for Social Assistance to Families and Children (with a social hotel) has been holding group music therapy classes, which are attended by most of the children of the Department for the Rehabilitation of Minors with Physical and Intellectual Disabilities. Parents with disabled children with various developmental disabilities (autism, mental retardation, cerebral palsy, organic lesions of the central nervous system, Down syndrome, etc.) apply to the Department. As a rule, the guys are not organized: they have never attended special (correctional) educational institutions, or they were previously withdrawn from them due to destructive behavior.

There are many different approaches aimed at the rehabilitation of children with disabilities through music therapy. We consider music therapy as one of the types of art therapy (synthesis of several areas of scientific knowledge: art, medicine and psychology), as a set of techniques based on the application different types musical activity. We are close to Karl Koenig's approach to music therapy in medical pedagogy: in order to achieve a profound effect of music on the body, the patient himself must actively act (sing, play a musical instrument, embody music in movements). We see the essence of music therapy in the ability to evoke positive emotions in a “special” child, which have a therapeutic effect on psychosomatic and psychoemotional processes, mobilize the child’s reserve forces, and determine his creativity in all areas of art and in life in general.

For the organization and conduct of effective music therapy classes in the conditions of the Center for Social Assistance, none of the existing methods was fully suitable. In connection with the need to conduct music therapy classes in groups that are heterogeneous both in terms of the age composition of children and the structure and severity of the defect, the author developed and tested the Group Music Therapy Program for children with disabilities “We are glad to each other!”. The program was based on the ideas, principles of organizing and conducting classes by foreign and domestic music therapists who successfully work with children with disabilities (J. Nektou, J. Maqueda (France), I. Zakharova, S. Khatutskaya, A. Vinogradova, T. Stepanova , (Moscow), S. Stangrit (Petrozavodsk), A. Cherkasskaya (St. Petersburg).The universal concept of elementary music-making was also used and musical material from international musical and pedagogical conferences organized by the Carl Orff Society was included ( Austria) It turned out to be useful to get acquainted with the experience of the leading rehabilitation institutions in Russia.

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

The program is designed for 2 years, but some children attend groups of 3-4 years, because. for them, music turns out to be an overvalued interest and the only possible “line of communication” for them with the outside world.

During the work of the Rehabilitation Department, permanent music therapy groups were formed, in which children were selected taking into account their individual characteristics, age, nature of the pathology and previous experience of music therapy. As a rule, before joining children into a group, each child went through the stage of diagnostics to determine the level of his mental development and communication capabilities, and children with communication disorders - the stage of individual lessons with the specialists of the Center.

On the this moment there are 4 groups of music therapy: 2 groups of children with communication disorders (autism and related conditions) aged 4 to 13 years (“Funny notes”), as well as 2 groups of different ages: “Development” and “Friendly guys” (for children with disorders of the functions of the central nervous system, mental retardation, with neuropsychic and neuromuscular disorders, disorders of the skeleton, hearing, vision, functional and organic disorders in chronic somatic diseases). Newly admitted children are introduced into the group on a trial basis to determine their social adaptation, psychological compatibility.

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

1. Greeting.
2. Rhythmic warm-up.
3. Exercises for the development of fine movements of the fingers, exercises for the development of speech and facial movements.
4. Singing.
5. Listening to music and playing children's musical instruments.
6. Dances, round dances.
7. Games.
8. Farewell.

The special specifics of the classes are as follows:

Classes are held 2 times a week for 30 - 40 minutes. (depending on the group);
- the structure of the classes is different in groups for autistic children and children with other diseases (mental retardation, cerebral palsy, Down syndrome, etc.);
- if necessary, parents are present (assistance in moving around the hall for children with disorders of the musculoskeletal system, with difficulties in orientation in space, performing the task together with the child - “hand-in-hand”, with previous long-term social deprivation; acquaintance with new musical material; mastering the methods of interaction with the child; monitoring the dynamics of his development);
- the same musical material is used repeatedly so that the children can learn it at their own pace and gradually begin to join the performance of the work by the music therapist;
- musical material is partially duplicated in different groups for continuity. In the process of classes, some children make significant progress in their development, or begin to behave destructively, and therefore it becomes necessary to transfer them to other groups. In this case, it is easier for children to join a new group, knowing the musical material.
- the lesson creates a non-judgmental atmosphere of especially trusting relationships, where it is possible to be accepted by others without any conditions.

During classes, children gradually begin to independently perform simple movements to the music. They have a song repertoire that can be expanded further. They are able not only to passively listen to music (all these children are very musical), but also to create it - to sing, dance, play musical instruments. But the most important thing is that they want and interact with each other and with the adults around them.

For example, Kirill K. (9 years old, autism) was practically isolated at home before classes at the Center, he never visited children's institutions. He demonstrated "field" behavior, was not oriented in space, there was absolutely no contact with people in any of its manifestations. Kirill is a big and strong boy, it was very difficult to cope with him: he rushed along the corridor, bumping into employees, pinching and scratching them, making inarticulate sounds. He got into the music therapy group after several months of individual sessions with the psychologist of the department, which prepared him so that he could be close to people, in a team of peers. She also accompanied him to music therapy classes. At first, Kirill lay on the couch, turned to the wall, and the psychologist sat nearby, commenting on everything that happened in music hall. Then he began to turn around, watch the children and adults, gradually began to get up and walk around the hall. We copied audio recordings and words of songs, poems to parents, and at home, including music, they sang and danced with the child, performed all movements. Parents have played a huge role in propelling their children to success. So, Cyril learned to take his mother by the hands with a “boat” and, swaying from side to side, spinning, performed the dance “Doll with a Bear”. By the end of the year, he fully completed all the elements of the classes: he marched, walked “on his toes”, etc., led round dances, uttered the sounds of logorhythmics “sh-sh-sh”, “u-u-u”, “me-a- a-y", "ay"; became interested in children, to consider them. With gestures, he asked to perform his favorite games and dances. The biggest reward for good work for him was "playing" the piano at the end of class. When classes were not held, parents noted that Kirill was “bored”. They greatly value music therapy, emphasizing its great importance and effectiveness in the development of their son.

Psychological research proves the expediency of including children with problems in musical activity as early as possible, during which their motor, sensory and speech functions are improved, and communication skills are formed. The practice of the Department of Rehabilitation confirms that the earlier music therapy classes begin, the more effective their psycho-corrective effect on the child is.

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

Literature:
Art pedagogy and art therapy in special education / E.A. Medvedev, I.Yu. Levchenko, L.N. Komissarov, T.A. Dobrovolskaya. - M., 2001.

Elena Nikolaevna Kotysheva- music teacher, defectologist of the highest category, psychologist, member of the Art Therapeutic Association, Karl Orff Pedagogical Society, compiler of the course "Logorhythmics" (Department of Pedagogy and Childhood Psychology, National State Pedagogical University), author of the program "We are glad to each other!", author and presenter seminars. Seminar by E.N. Kotysheva "Music Therapy for Preschool Children with Disabilities"

Musical rehabilitation of disabled children within the framework of the social project "Music of Children's Hearts"

In recent years, there has been a marked increase in the interest of specialists in the mechanism of action music for a child with a disability. Modern special psychology and pedagogy are largely focused on the use in correctional work music therapy as an important means of educating a harmonious personality of a child with problems, his cultural development. In our rehabilitation The Center regularly conducts classes on music therapy visited by the majority children with limited physical and mental capabilities. Pupils of our Center are children with disabilities who have various developmental disabilities (autism, mental retardation, cerebral palsy, organic lesions of the central nervous system, Down syndrome, etc.). For such children significant are the following Problems:

Lack of motivation to learn, as a result, low level cognitive activity;

The experience of creative activity is not sufficiently mastered, the emotional sphere is not developed, which does not allow the pupil to reveal his unique individuality, personal potential;

Communicative competence is not formed.

In order for a child with disabilities to become a personality and a creative personality, in demand and necessary for society, it is necessary to correct and develop his higher mental functions, emotional-volitional, motor and social spheres.

Music is one of the most attractive activities for a disabled child, as it has a great emotional impact and contributes to the development of aesthetic feelings, aesthetic perception, and this is what makes a person a person.

World music huge and unique. Every meeting with music should bring great joy and pleasure to children. The task of the teacher is to teach understanding music, love her. Musical classes can help children with disabilities see, hear, feel all the diversity music help them discover their Creative skills, enter the world of adults, fully exist and interact in it. musical upbringing is a purposeful process of forming a creative personality capable of perceiving, feeling, appreciating the beautiful.

In our Center ongoing great systematic work on musical education. This work begins in the classroom music and rhythm and continues in rehearsals musical circles, in the preparation of holidays, entertainment together with educators and parents, as well as in concert activities and participation in competitions.

To organize and conduct effective classes music therapy in the conditions of the Center, none of the existing methods was fully suitable. Due to the need for training in music therapy in groups, heterogeneous both in terms of age composition children, and in terms of the structure and severity of the defect, the author developed and tested group music therapy project for children with disabilities « Music of children's hearts » .

While working project, music therapy groups were formed in which children were selected taking into account their individual characteristics, age, nature of the pathology and previous experience of classes music therapy. Usually, before merging children in a group, each child goes through the stage of diagnostics to determine the level of his mental development and communication capabilities, and children with communication disorders - the stage of individual lessons with the specialists of the Center.

The project has a creative approach to development children's musical ability Based on the principles of attention to needs children and creating an atmosphere of trust and partnership in various forms musical activity. Work on this project built in accordance with national standards Russian Federation.

Target project: introduce the child into the world music enrich his sensual-emotional sphere, promote self-expression and self-realization, create prerequisites for development musically-aesthetic consciousness.

Tasks:

introduce children with a variety of musical forms and genres in an attractive and accessible form, to attach children to Russian culture.

To form ideas about the beautiful in life, art, the ability to perceive it.

To teach the skills of facial expressions and pantomime in the transfer of game images.

Develop creativity in musically-artistic activity, mental processes, communication skills.

Develop motor sphere, muscle activity, coordination of movements.

Develop ear for music, memory, sense of rhythm, creative imagination and the ability to empathize.

Strategy for achieving the set goals and objectives.

Successful problem solving project depends on content musical education, on the significance of the repertoire used, teaching methods and techniques, forms of organization musical activity. All sections project combines the gaming method of conducting classes, which gives them an attractive form, facilitates the process of memorization and increases its emotional background. Musical classes are the main form of organization. At each stage of the lesson, new tasks are set that stimulate the child to think and create.

AT musical there are two stage: the first is a perceptive activity, when a child is sung, played an instrument, and he listens; and the second, which is based on the method "liberation of creative forces" and thanks to this, the child creates in music improvising melodies by voice or musical instrument, participates in concerts, theatrical performances, etc. And the result is emotional responsiveness and a great mood children.

Preparatory stage.

Level detection musical development of children, definition rehabilitation potential, planning rehabilitation measures.

Main stage.

At this stage, organizing musical activities to achieve the goal and objectives project, which contains four directions:

« Music with mom » - for children younger age ;

"Holiday every day"- for older children;

"The Magical World of Creativity"- classes in music studio;

"Give a smile to the world" - musical alumni lounge.

Music with mom.

it musical program early development children. The main idea of ​​the program is joint participation in musical activities of children, parents and teachers.

best teacher music is the mother of the child. Will the baby love music whether he will learn to sing and move rhythmically, will he master any musical tool - all this is more dependent on mother's efforts. Organized by the teacher music lessons, allow mom to engage in singing and rhythm with the baby, pick up songs by ear, play music games that will help not only raise the baby musically gifted but also to develop his thinking, memory, curiosity.

Holiday every day.

This program helps to turn every lesson into a small holiday, as a child with disabilities needs a holiday like air for full development.

A holiday is a window to the world of beauty, to the world of exciting music, poetry, into the world of vivid visual images, exciting games and undertakings. Main elements classes: logarithmics, listening music, singing, playing children's musical instruments and dances are aimed at solving problems that are significant for the development of the child. When working with children, it is important to see each of them. Make sure that they show all those talents that are hidden deep in them and that in life they are relaxed, self-confident.

The magical world of creativity.

The experience the children have music lessons, influences their independent activity, allows them to successfully participate in the work of the studio "The Magical World of Creativity".

Children lead round dances, listen and sing songs, read poetry, theatrical actions, participate in puppet reprise productions, musical fairy tales, in musical and didactic games. Thanks to the bright and characteristic musical material, children can quite easily express their attitude to music verbally, through movements, in theater production, which has a beneficial effect on the correction process children disabled. Every child is endowed with a huge potential from birth, which, under favorable conditions, develops effectively and enables the child to reach great heights in his development.

Give a smile to the world.

Musical education of children with disabilities is an ongoing process and does not end when the child reaches 18 years of age. Work organized for graduates of the Center music room"Give a smile to the world". Here everyone does what he likes best, meets his interests and abilities: someone is engaged in vocals, someone participates in staging performances, someone is fond of dancing. Decorating their lives with bright colors of creativity, graduates feel their importance and are an example for the younger generation.

The final stage.

At this stage music activity is monitored, dynamics is monitored musical and motor skills children disabled.

Results of work in project.

As a result musical activity in children and parents, there is a steady interest in the holidays and entertainment organized in our Rehabilitation Center. Limitation intellectual development and physical ailments do not allow children to perform on the professional stage, to become actors, singers, but on the stage, in their native Center, they are masters of art, musicians. The children take an active part in concert programs for veterans of the Second World War and home front workers, other guests of the Center, charity marathons, weeks of kindness. Show their talents in regional and city creativity competitions children disabled. musical rooms please the seriously ill children by visiting them at home.

Many pupils of the Center do not stop there and continue their creative activity, visiting various studios in our city.

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

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

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

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

- correction of deviations of the psycho-emotional sphere;

– providing assistance to children with disabilities with socially adaptive disorders;

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

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

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

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

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

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

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

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

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

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

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

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

Meditation is one of the most successful ways to teach children to relax. It can be used at the start of an MT session to set up. An MT session can be united by a single plot, and then meditation introduces a child into it, sets it up, and allows it to concentrate.

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

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

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

The stories invented by the children are set out:

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

- orally in the form of stories;

- in drawings, modeling, applications;

- in the form of improvisation on musical instruments;

- in motor, song improvisation, etc.

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

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

Formation of the image of "I". This technique of creating and analyzing a child's own image suggests significant psychotherapeutic possibilities. The main thing in this technique is to teach the child that each of his experiences, any spiritual movement can be expressed directly in the sounds of musical or vocal improvisation, which reflects his attitude to the various events of his life.

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

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

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

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

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

Anastasia Advakhova
Abstract "The value of music therapy, its use in working with children with disabilities"

SUMMARY on the topic:

« THE SIGNIFICANCE OF MUSIC THERAPY, USING IT IN WORK

FROM CHILDREN DISABLED"

The work was done by the music director

Advakhova Anastasia Konstantinovna

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

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

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

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

Thus, we see that famous educators believed that music is a powerful stimulant of thought, without which the full mental development of the child is practically impossible. It is thanks to these teachers that there has been a steady trend towards the study music as a kind of art that can effectively influence not only the emotional, but also the intellectual sphere of children. There is also considerable interest in educating the mental activity of children by means of music showed such psychologists, teachers, art historians as M. T. Aranovsky, O. A. Apraksina, B. V. Astafiev, T. L. Berkman and others. In the works of these prominent researchers, several approaches to solving the problem can be distinguished. musical education. So, some of them solved the above problem from the standpoint of the relationship between the emotional and the rational in music. Others considered the specifics musical thinking, as well as his meaning in teaching children and professional activity musicians. Still others have seen music also a way of knowing children of the world. And the fourth paid attention to the meaning of the musical perception in the development of the intellectual sphere.

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

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

Expanding Children's Listening Experience music, attracting works of art to awaken children's interest in music;

Activation of children's own activities in the process of getting to know musical works;

usage only highly artistic musical works;

Analysis musical means;

Questions that direct and sharpen auditory attention;

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

In this way, music is art which helps to know the world, comprehend the complex laws of human existence, broaden their horizons, from which it follows that it contributes to the mental development and upbringing of children.

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

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

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

2. What is music therapy?

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

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

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

Emotional activation; regulatory influence on psycho-vegetative processes; increasing aesthetic needs.

Music…. When we hear this word, for each of us something different sounds in our imagination. But, of course, this is always the melody that gives us strength, energizes and positive. There are the following forms music therapy:

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

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

Integrative

Integrative music therapy includes two methods:

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

3. Music therapy in correctional and curative pedagogy

Music therapy is medicine that are being listened to. That music can change the mind and physical state a person who was known back in Ancient Greece and in other countries. For example, the peaceful and gentle splash of waves relieves mental stress and calms. Not only natural, but also artificially created, ordered sounds heal. Specially selected melodies relieve anger and annoyance, improve mood.

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

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

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

Scientific societies established music therapists, specialists of this profile are being prepared.

For example, in Japan music therapy is widely used to normalize the physical and mental state of a person at work, at school, university, etc. Currently music became one of the elements of childbirth. On the advice of a doctor, pregnant women give the unborn child the opportunity to listen to certain tunes. The fact that the fetus perceives sounds, no one doubts. At use of music therapy the number of complications in childbirth is sharply reduced, and babies are born calmer.

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

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

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

Improvement of the general emotional state children;

Improvement execution of the quality of movements(expressiveness, rhythm, coordination, fluency, serial organization of movements develop);

Correction and development of sensations, perceptions, ideas;

Stimulation of speech function;

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

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

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

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

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

4. Music therapy in preschool for children with disabilities.

Music therapy- one of the promising directions in the life of the preschool educational institution. It contributes to the correction of the psychophysical health of children in the process of their life. AT kindergarten music necessary for children throughout the day. Is not means that it should sound continuous and loud. Music should be tapped children dosed, depending on the time of day, type of activity, even the mood of the children. To relax, relieve emotional and physical tension, for a pleasant immersion in daytime sleep, you need to take advantage of the beneficial influence of melodic classical and modern relaxing music filled with the sounds of nature (the rustle of leaves, the voices of birds, the chirping of insects, the sound of sea waves and the cry of dolphins, the murmur of a stream). Children on a subconscious level calm down, relax. Special attention should be given to teachers musically-reflex awakening of babies after daytime sleep. This technique developed by H. Efimenko, as opposed to the standard awakening of children at the loud command of the educator "Climb!". For this quiet is used, gentle, light, joyful music. A small composition should be permanent for about a month so that the child awakening reflex developed. Hearing the sound of familiar music, it will be easier and calmer for kids to move from a state of complete rest to vigorous activity. In addition, under music you can carry out sets of exercises without lifting children from their beds. Music therapy focuses the teacher on cooperation with the child, on the integration of various types of artistic activity. Therefore it is recommended not only for music lessons but also in all activities. All elements of the exercises music therapy makes it possible to use them not only as a means of development musical and motor abilities of children, but also as a game training of mental processes: attention, memory, will, creative imagination and fantasy, as well as a means of relaxation, switching attention or increasing psychophysical tone, in various forms of organizing the pedagogical process in kindergarten. Based on the foregoing, it follows conclusion: with help music therapy you can simulate emotions; improve mood, reduce feelings of anxiety; in unbalanced children to form feelings of inner peace, joy, positive emotions; desire to communicate with each other. Fulfillment of regime moments with using music therapy instill relaxation skills, develop moral and communicative qualities, create a positive emotional background. AT recent times there is a sharp increase in the number of children with various forms of disorders of the psycho-emotional sphere. More and more children with pronounced hyperactivity, psychosomatic diseases come to preschool institutions; children are sometimes withdrawn, anxious, shy. The psychological health of a child is a special margin of safety of the psyche, sustainable adaptation to the environment, the presence of a reserve of strength to overcome stressful situations, and an active creative attitude to reality. Today, the preservation and strengthening of children's health is one of the main strategic tasks of the country. Since physical health forms an inseparable unity with mental health and emotional well-being, the ways to achieve it cannot be reduced to narrow medical and narrow pedagogical activities. The entire organization of the life of a child in a preschool educational institution and the organization of life in the family should have a health-improving orientation. Formation of attitude towards health as the main life value, strengthening health, providing a full-fledged education, harmonious formation and development of preschool children are the most important social tasks of our society. Forming the foundations of a healthy lifestyle from an early age is the main task in educational institutions. Analyzing the foundations of psycho-correctional work with children, many scientists note that in preschool age one of the most effective methods is music therapy. musical therapy is widely used in many countries of the world for the treatment and prevention of a wide range of disorders, including also emotional instability. Music therapy is based on the selection of the necessary melodies and sounds, with which you can have a positive effect on the human body. This contributes to overall health, improved well-being, uplifting mood, increasing performance. This method makes it possible to apply music as a medium, which ensures the harmonization of the state child: relieving stress, fatigue, increasing emotional tone, correcting deviations in the child's personal development and his psycho-emotional state, and can also relieve mental fatigue in a matter of minutes, invigorate, liberate, improve mood, concentrate attention.

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

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