Music therapy as a method of teaching and development of junior schoolchildren under martial law

Abstract

The article discusses the ways of introducing methods of music therapy into the educational process of primary school. The essence and role of mu­sic therapy as an innovative health-saving technology for working with younger schoolchildren are defined. The article states that war, as the strongest stress factor, poses a real threat to the psychological and physical health of children. Psychological trauma caused by adverse en­vironmental factors can nega­tively affect the reactions and intellectual development of children, lead to undesirable behavior, emotional insta­bility, and depres­sion. In the conditions of martial law, the school should become the re­source place where the care of the child is based in the context of helping him adapt to the circumstances in which he or she finds himself. Today's challenges require improving the edu­cation and development of younger students through the use of health-saving ap­proaches and methods.

It has been established that music therapy, being a component of psy­cho­logi­cal, pedagogical and psychotherapeutic methods, contributes to the preser­vation of mental health and the prevention of emotional disor­ders. It has a positive effect on a person's mood, on functional activity and perfor­mance, on his entire spiritual world.

A definition of the concept of «music therapy» has been proposed, taking into account different scientific views. The article presents a classifica­tion of methods of modern music therapy in relation to the patient's ac­tivity or type of training. It has been established that the methods of mu­sic therapy can be integrated into pedagogical concepts and actions containing musi­cal, psycho­logical and social processes of learning and development, since it opens up opportunities to take care of the child in a multifaceted way, taking into ac­count all his/her characteristics, devel­opmental needs and in­dividual prob­lems. It is noted that in order to opti­mize the process of per­sonal development of the child, it is necessary to allow two areas to conduct a dialogue.

Music-therapeutic methods of instrumental, vocal, motor improvisation, per­formance of ready-made musical works, receptive listening to music are high­lighted. A selection of musical works for work with younger stu­dents is pre­sented. The effectiveness of the influence of music therapy methods as a non-verbal form of correction on the personality of a junior schoolchild is noted.