Музично-терапевтичний потенціал ритмічнорухових компетенцій бакалаврів дошкільної освіти

Abstract

У статті обґрунтовується необхідність формування ритмічно рухових компетенцій майбутніх вихователів дошкільних закладів; розглядаються їх можливості в контексті музично-терапевтичного впливу під час використання у навчально-виховному процесі.

The article substantiates the necessity of formation of rhythmic-motor competences of the future educators of preschool institutions. Their functions in the context of music therapy effect of their use in the educational process are discussed. The current stage of the native higher education development is based on regulatory documents (standards for higher education), which had established requirements for content, scope and level of professional training of the future professionals, including the bachelor of preschool education. Competence approach is the basis of the new standards. Among the required competencies of the future educators of preschool institutions are rhythmic-motor, the use of music therapy potential which will help to solve one of the main tasks of modern education, the preservation and strengthening of physical and spiritual health of younger generation. Such theoretical questions as the mechanism of musical impressions, the semantic characteristics of the concept of “music therapy” and the possibilities to use it in teaching process are examined. Among the rhythmical-motor competencies are called such as the common techniques of playing musical activities; knowledge of basic principles of rhythmic education, the main positions of the system of rhythmic education of E. Jacques-Dalcroze, C. Orff’s concepts; skills, basic experience to carry out preventive exercises using musical-rhythmic and musical performing activities, elementary music; the use of musical and rhythmic exercises at classes.