Abstract
A retrospective analysis of psychological and pedagogical literature and practical experience in the field of education allows us to state the fact that music development, musical lessons and aesthetic activity have a great positive effect on the development of the personality of children with hearing impairments. At the same time, the insufficient development of the methodology and methods for the development of musical and creative abilities of visually impaired children in order to correct their physical and moral development gives the reason to consider this problem to be quite relevant and timely. Some aspects of solving this problem are disclosed in this article. The purpose of this article of ours is to disclose the essence and content of the concept of “musical and creative abilities”; analysis of the psychophysiological characteristics of visually impaired children in the context of the development of their musical and creative abilities; characteristics of the content and forms of musical education of visually impaired children in order to develop creative abilities and the results of the experimental work of the authors in this direction. Theoretical and empirical research methods were used to solve the stated tasks: analysis of the musical, pedagogical and psychological literature on the research problem; analysis of pupil performance; study, analysis and generalization of advanced pedagogical experience on the stated problem, pedagogical observation, questionnaire, survey, conversation. The article contains a description of the results of the implementation in the process of experimental work of the pedagogical conditions that we have identified that contribute to improving the development of creative abilities in visually impaired children. The data obtained allow us to conclude that, after conducting experimental work, the indicators improved according to all the criteria we identified for the successful development of creative abilities in visually impaired children.
Highlights
A person perceives the world through touch, vision and hearing
The ability to improvise and originality of thinking at the beginning of the experiment at a high level of development was revealed in 22.5% of children (9 people), at an average level in 27.5% (11 people), at a low level in 50 % (20 people). These results made it possible to judge about a rather low level of development of creative abilities in visually impaired children, in connection with which it was concluded that it was necessary to develop a set of adapted methods of musical and aesthetic activity for developing the creative abilities of children with visual impairments
The guideline was the statement that musical and aesthetic activity is a factor in the emotional, creative, moral, aesthetic and mental development of children, and, the development of musical abilities can be considered as a means of compensating for poor vision
Summary
Some children (and their number is currently increasing) are born with pathologies of the organs of vision. It affects negatively their ability to get acquainted with the environment and, their further development. There are special boarding schools for teaching children with visual impairments in Russia. Thanks to its artistic and aesthetic features, musical education in all its manifestations (music lessons at school, learning to play any musical instrument, vocal training, choral performance, musical and theatrical activities), contributes to the rehabilitation of people with visual impairments by means of musical and creative activity and provides such children with great opportunities for selfrealization
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