Acquaintance of the future music directors of institutions of preschool education and music teachers of institutions of general secondary education with the directions of motor activity
DOI:
https://doi.org/10.32405/2308-8885-2025-1(115)-56-60Keywords:
senior preschool children, primary school students, music classes, art lessons, movement, elements of movement, directions of organization of children’s motor activity, future teachers of music artAbstract
The article identifies the directions and forms of implementing motor activity in music classes and lessons of the integrated course “Art”. A brief description of the types of motor elements in the process of singing, dance activity, work on rhythm, and mental activity has been given.
Singing is analysed as the primary type of activity in familiarizing with music. The vocal apparatus, jaw, and body movement during singing is recognized as a natural human movement. Therefore, the authors recommend using breathing exercises, singing with a relative system, and articulation gymnastics to prepare the speech apparatus for sound production.
Dance movements at music art lessons (classes) positively affect the development of the musculoskeletal system, affect well-being and emotions, relieve the body’s mental system, develop attention, memory, and creativity. It is recommended to involve eurythmy, plastic intonation, round dances, dramatization of music, movement during the execution of the dances, and musicograms.
Among the activities in working with rhythm, rhythmograms and body percussion have been described. However, it is recognized that music-rhythmic movements, music-didactic games, rhythmic exercises will help to form the ability to navigate in space, develop the sense of harmony with the tempo, rhythm, character of music, develop coordination of movements, fine motor skills and the musculoskeletal system, creative abilities, attention.
Logorhythmics and neurogames will activate brain activity, promote the coordinated work of the cerebral hemispheres, and develop perception, memory, attention, thinking, and fine motor skills.
The article’s authors emphasize the need to involve motor elements in music art lessons (classes) since the child’s vestibular apparatus is responsible for sensory integration and transmission of various types of information.
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