DOI: 10.36871/hon.202001020
Authors
M. A. Yegorova
T. M. Rabina
Magnitogorsk State Conservatory (Academy) named after M. I. Glinka, Magnitogorsk, Russian Federation
Abstract
The article reveals the methods of musical-rhythmic education of preschool children with
visual disabilities on the basis of pedagogical system by Karl Orff in the process of musical lessons in kindergarten. This method includes the development of speech, figurative thinking,
coordination of movements, the development of communication skills, emotionality and
creativity of children with visual disabilities.
The method provides different musical quests using simple literary text, that allows children
to sing along with the teacher, thereby developing their speech; literary and musical images,
displayed by various attributes, which children are able to understand, and also tasks
for the development of children’s spatial coordination. The method involves different kinds
of tasks, such as “Songs with replacement”, in which words are replaced by defined movements,
aiming to develop coordination, attention and mind, as well as creative participation
of all children in the execution of the musical composition. The tone of voice of the teacher,
his manner of communication with children are of great importance along with the laws of
perception: a) Tell me an I forget, b) Show me and I remember, c) Put me in the process and
I understand.
Keywords
methods, auditory and visual perception, relative solmization, high-pitched ear, meter-rhythmical structure, diagnostics of musical development
