Information technologies in teaching pop vocals of teenagers with disabilities in motion

Abstract

The article considers information technologies that can be used by children of adolescence with limited motor abilities. Such children can not often visit music schools, vocal studios and circles, but they, like many teenagers who do not have health restrictions, want to engage in contemporary forms of musical art and, in particular, pop vocals. One of the tools that allows an adolescent with limited motor abilities (cerebral palsy, upper and lower extremity dysplasia, etc.) to engage in this form of music making, to engage in creative communication with other children who are addicted to pop-performance are information technologies. Currently, Internet resources provide ample opportunities for learning pop vocals. But, the use of the abundance of Internet programs, various kinds of Internet teaching resources, however, is not yet a guarantee of its success. Therefore, adolescents who want to master pop vocals need the help of an adult teacher who, through the use of these technologies, will determine the logical sequence and appropriateness of including such resources and technologies in the learning process. The article presents the sequence of introducing teenagers with disabilities into health in the form of interrelated stages in the process of education. Receiving the teacher’s advice on Skype, the child can successfully master them. Each stage is aimed at: on the development of a sense of rhythm and purity of intoning (the program “Real piano” and “Absolute Rumor.”); on the upbringing of the ability to evaluate one’s performance; on the formation of the ability to listen to vocal harmony (the program “Akapella maker”); on the formation of skills of ensemble performance (the program “Smule sing.”). The content of the stages of teaching pop vocals of a child with disabilities in health: from elementary vocal skills to the skills of joint vocal playing with other children and is the purpose of this article.