Роль вправ у формуванні діафрагмального дихання на початковому етапі роботи з молодшими школярами
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Дата
2014
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Назва журналу
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Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У даній статті розглядаються проблеми, пов’язані з розвитком і постановкою правильного співацького дихання в молодших школярів; досліджуються особливості діафрагмального дихання. Також аналізуються проблеми, які найчастіше трапляються в початківців, а саме: мляве або форсоване дихання. Ми доводимо важливість співу на опорі. Розвиток діафрагмального дихання неможливий без урахування фізіологічних особливостей дітей. Виділяються три етапи в розвитку співацького дихання дитини. Далі наводяться вправи щодо постановки діафрагмального дихання на першому етапі роботи з молодшими школярами.
Many scientists such as N. I. Yevstihnyeyeva, V. A. Bahadurov, M. M. Bukach are interested in the problems related to the development and formation of diaphragmatic breathing. The research has been proved by that staging diaphragmatic breathing initially demands to work with junior pupils in order to find resistance which significantly improves voice quality in singing. There are two main types of breathing suitable for singing: breast and diaphragmatic. Diaphragmatic breathing is breathing the most natural for humans. A child from birth begins to breathe correctly, the diaphragm, but then the person starts breathing chest – so-called clavicular breathing. Many teachers at the beginning of work with junior pupils (8–10 years) use the term «vocal support», which is directly related to diaphragmatic breathing. «Vocal support» means that developed the respiratory device, the child provides a sufficient supply of air, which may lean on when performing party of any complexity. Having developed the work of the respiratory system, it is possible to sing loudly, powerfully and clearly hold out any sounds until the end, and above all – powerfully express emotions while singing. Breathing in children who are just beginning to learn, is sluggish or forced. For the teacher at the beginning of work with a child is very important to pay attention to the quality of inhalation and exhalation. The most difficult task of the singers breath is controlled and regulated exhale as provided possession of the diaphragm, so how it helps regulate and distribute the air current, keep singing volume of the chest. The development of diaphragmatic breathing is impossible without physiological characteristics of children. Diaphragmatic breathing is the main factor in the singing. Thanks to it a vocalist can provide a sufficient volume of air that allows you to tune any complexity. It is therefore important to pay attention to the correct formation of the singers breathing in early vocal work with a child. We recommend you to begin working on breathing with no vocal exercises that can be called respiratory exercises. Given the experience as modern teachers and teachers of previous generations, it can be argued that targeted a gradual and systematic use of breathing exercises, which aims at developing skills of the singers breathing is a good helper in vocal work with children of primary school age.
Many scientists such as N. I. Yevstihnyeyeva, V. A. Bahadurov, M. M. Bukach are interested in the problems related to the development and formation of diaphragmatic breathing. The research has been proved by that staging diaphragmatic breathing initially demands to work with junior pupils in order to find resistance which significantly improves voice quality in singing. There are two main types of breathing suitable for singing: breast and diaphragmatic. Diaphragmatic breathing is breathing the most natural for humans. A child from birth begins to breathe correctly, the diaphragm, but then the person starts breathing chest – so-called clavicular breathing. Many teachers at the beginning of work with junior pupils (8–10 years) use the term «vocal support», which is directly related to diaphragmatic breathing. «Vocal support» means that developed the respiratory device, the child provides a sufficient supply of air, which may lean on when performing party of any complexity. Having developed the work of the respiratory system, it is possible to sing loudly, powerfully and clearly hold out any sounds until the end, and above all – powerfully express emotions while singing. Breathing in children who are just beginning to learn, is sluggish or forced. For the teacher at the beginning of work with a child is very important to pay attention to the quality of inhalation and exhalation. The most difficult task of the singers breath is controlled and regulated exhale as provided possession of the diaphragm, so how it helps regulate and distribute the air current, keep singing volume of the chest. The development of diaphragmatic breathing is impossible without physiological characteristics of children. Diaphragmatic breathing is the main factor in the singing. Thanks to it a vocalist can provide a sufficient volume of air that allows you to tune any complexity. It is therefore important to pay attention to the correct formation of the singers breathing in early vocal work with a child. We recommend you to begin working on breathing with no vocal exercises that can be called respiratory exercises. Given the experience as modern teachers and teachers of previous generations, it can be argued that targeted a gradual and systematic use of breathing exercises, which aims at developing skills of the singers breathing is a good helper in vocal work with children of primary school age.
Опис
Ключові слова
співацьке дихання, опора, дихальна гімнастика, diaphragmatic breathing, junior pupils, breast and diaphragmatic, vocal support, physiological characteristics of children
Бібліографічний опис
Матвійчук, К. О. Роль вправ у формуванні діафрагмального дихання на початковому етапі роботи з молодшими школярами [Текст] / К. О. Матвійчук // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2014. – № 7 (41). – С. 303–308.