Gromova T.E.
Novokuznetsk transport and technological technical collage, Russia
INTEGRATION
OF MUSICAL PAUSES
INTO
EDUCATIONAL PROCESS
Formation
of the complete, creative and comprehensively developed identity of the being
trained is closely connected with realized methods of training. Training is a live, developing process, and
training methods – creative, interactive joint activity being trained and the
teacher.
In
aspect of effective interaction of the teacher and audience the modern pedagogic
considers also music. So why music? Still Aristotle specified: "Music is
capable to make known impact on the esthetic party of soul, and if music
possesses these properties, has to be included in number of subjects of
education of youth". Certainly, music exists not only for entertainment,
but also for deeper needs of the person. By means of music it is possible to
influence formation of the personality, influencing an ethical aspect of soul.
Doesn't
raise doubts that fact that music is capable to have various impact on the
personality: to grieve and please, calm and excite, to increase working
capacity, to create conditions for a relaxation. It is known that correctly
picked up musical compositions promote fruitful creative activity, stimulate
activity and cerebration, strengthen memory and mental associations.
Long
ago discussion about influence of music on emotion and mental abilities of the
person is conducted. The American researchers at the end of the XX century
entered such term, as "Mozart's effect". The essence of effect
consists that 10-minute listening of works of the Austrian composer
considerably increases the speed of the solution of tasks on spatial thinking.
"Musical pauses" at lessons of
special technology allow being trained to have a rest, relax, remove stress, to
feel a peace of mind. Pedagogical experience shows that the success of
preparation of the being trained depends not only on a training material, its
look and specific objectives, but also on a choice of methods and
organizational forms of education which are one of the most important
conditions of assimilation of new knowledge. Music develops intuition, speed
and figurativeness of thinking, communicative and creative abilities.
At
special technology lessons I include "musical pauses" with the
purpose to give the chance being trained to have a rest, concentrate for
assimilation of new knowledge and then to continue to be engaged. As a rule,
"musical pauses" become when performing being trained sketches,
drawing up and the solution of crossword puzzles, game situations. Music as my
practice confirmed, allows to perform tasks being trained qualitatively and
with pleasure.
I
suggest to include in practice of carrying out theoretical occupations of
"musical pauses" as alternative tool for conditions of effective
training. P. Mauriat's compositions, F. Chopin and I. Strauss's waltzes are
most preferable. It is possible to use such musical compositions, as
"Seasons" (P. Tchaikovsky), "Moonlight Sonata" (L.
Beethoven), mazourkas and F. Chopin's waltzes, I. Strauss son's waltzes and
etc.
Music
sounds, according to I. Dunayevsky, "force to sparkle souls and
eyes".
The
observed effect of application of "musical pauses" is obvious: the
discipline is stabilized, the attention being trained concentrates, the speed
of search of decisions by them increases.
Thus,
integration into educational process of "musical pauses", will create
necessary and sufficient conditions for full disclosure of potential being
trained and learning efficiency as a whole.