participated in a dance studio east dances. Results

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ПЕДАГОГИКА ЖůНЕ ПСИХОЛОГИЯ - ПЕДАГОГИКА И ПСИХОЛОГИЯ
№1, 2015
said no, 13% - very little, not enough. It is 
updated by the need to include information 
about the possibilities of multifunctional music 
in musical content and pedagogical training of 
future teachers and retraining of teachers.
Job results to identify knowledge about laws 
music infl uence on the human condition show 
that only 6% of the students were able to score 
points constructively creative level. The majority 
of responses (94%) listed only changes in mental 
state and not mentioned effect on somatic health. 
For example, in response to the question: «What 
positive changes can occur in the human body 
infl uence of music?» typical were: gives a feeling 
of joy (happiness), soothes, elevates mood, 
increases creativity. In this case no explanation 
for this phenomenon. Responding to a question 
about what negative reactions in the human 
body can cause the sound of music, the majority 
of students answered depression, sadness, 
irritability. In the comments, respondents noted 
that a backlash against people producing music 
that I do not like (40%), any music that sounds 
very loud and long (25%), also «harmful» carried 
heavy rock , dominated by low frequency and 
chaotic rhythm (35%) .
Most of the students answered the same 
type to the third question: «What music have a 
therapeutic effect?» 75% of respondents were 
limited to indicating the direction in music 
«Classic», the rest does not give an answer that 
indicates a lack of awareness about the future 
tutors recreational and preventative music.
Quantitative indicators of results of tasks to 
identify the subject and professional knowledge 
about the use of types of musical activity during 
class unmusical content indicate that logically 
and optimally plan this work can only be all the 
same 6% of students. 45.5% of respondents had 
diffi culties in defenition a goal of using any kind 
of musical activity. It should be noted that in those 
occasion when the target has been specifi ed, in 
many cases educationally inappropriate. For 
example, to use musical programs for the hearing 
as a backdrop for the message of new knowledge 
in order to mobilize the attention of children. The 
hardest part for students was to determine what 
purpose in musical activities can use children’s 
musical instruments. Only 6% of participants in 
the experiment have fi lled this column, indicating 
that the string and keyboard instruments can be 
used for the development of fi ne motor skills 
of children hands, and wind instruments - for 
breathing exercises.
By results of musical profi les revealed that 
the majority (95.7%) students intuit the nature 
of musical fragments and can establish a cor res-
pondence between the nature of musical com-
position and the characteristics of emotional states. 
Only 4.3% of respondents felt the musical work by 
P. Tchaikovsky «The church» sadness, and in his 
work «The Sick Doll» - calm. It should be noted 
that the greatest amount of correct answers was 
obtained just for the fulfi llment of this task.
When the creative task, 49% of the experi-
ment showed some imagination in musical impro-
visation in children’s musical instruments. For 
example, a fragment of the Sugar Plum Fairy 
Dance as an accompaniment were offered such 
musical composition: bell glissando, rhythmic 
«roll» on the fl ute, glissando and dotted tweaks 
string psaltery. To the song «Chunga-Changa» was 
suggested as an accompaniment to two triplets, 
which were performed on the saxophone, at the 
end of each phrase; dotted rhythm, which was 
carried out on maracas, in the chorus of the song.
During the quest for scoring rhythmic tale 
«Tower», the same group of students for every 
fairy-tale character secured one or the other 
instrument, such as the chamber’s portrayed 
xylophone, mouse depicted rustle rattle frog - 
hornpipe, bunny - bolls, foxy - lyre or harp, wolf 
- plates bear - rattles, or gong bass drum. Fox 
voiced often in triple time in a fast or moderate 
tempo and fun, and the wolf - a dotted rhythm 
(kick metal tassels on the plates).
At the same time 51 % of the students to 
the rhythmic sound of tales heroes of a set of 
children’s musical instruments orchestra chose 
only one tool, always percussion (triangle, snare 
drum, castanets) . During the assignment typical 
rhythmic «portraits» of animals were observed 
following characters: Mouse - quiet non legato 
sixteenths; Bunny - quiet staccato eighth; Bear 
- loud legato half duration. Rhythmic scoring 
heroes like frog, fox and wolf often caused 

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