Primary art education as an organizational condition for the formation of students’ musical culture
DOI:
https://doi.org/10.24195/artstudies.2024-4.8Keywords:
musical culture, specialized art education, students, teaching methods, musical competences, performance skills, motivation, art institutions, musical education, music education methodology.Abstract
The purpose of the article is to highlight the specifics of education in art schools as an organizational condition for the formation of students’ musical culture. To achieve the goal, the analysis of scientific sources, comparison of various pedagogical approaches and practical experience in the context of specialized art education was used. Musical culture is considered as an integration of theoretical knowledge, practical skills, emotional and aesthetic experience and creative abilities, which contributes to the formation of a harmoniously developed personality. The author emphasizes the importance of developing a culture of listening to music, which is a primary stage in the process of forming musical competences, which become the basis of the highest level – the musical culture of art schools’ students. In addition, the author considers the role of musical literacy, which includes not only performance skills and abilities, but also students’ ability to emotionally perceive music and critically evaluate it. Special emphasis is placed on artistic awareness, emotional sensitivity, and creative development as components of musical culture. The author addresses the importance of aesthetic assessment as the final stage of aesthetic perception, which is based on the emotional and value-oriented understanding of music and is an important component of the student’s cultural development. It is also claimed that modern teaching methods, in particular interactive and innovative ones, contribute to the development of students’ musical competences, in particular by stimulating auditory imagination and emotional reactions. An important aspect is the integration of performing abilities and skills with emotional and aesthetic perception. It was determined that specialized art educational institutions are important institutions for the formation of students’ musical culture. They provide a systematic and consistent approach to learning that takes into account the individual characteristics of students, their interests, motivation and abilities. The musical competences acquired in these institutions are the basis for the further development of students as creative individuals and contribute to their emotional-aesthetic, cultural and social development.
References
Ding, Yun (2016). Formuvannia muzychnoi kultury molodshykh shkoliariv u protsesi fortepiannoho navchannia v mystetskykh pozashkilnykh zakladakh osvity [Formation of musical culture of junior school students in the process of piano training in art extracurricular educational institutions]. Extended abstract of candidate’s thesis. Kyiv: Natsionalnyi pedahohichnyi universytet imeni M.P. Drahomanova.
Lobova, O.V. (2011). Dydaktyko-metodychna systema formuvannia osnov muzychnoi kultury molodshykh shkoliariv [Didactic-methodical system of forming the foundations of musical culture of primary school children]. Extendedd abstract of candidate’s thesis. Kyiv: Natsionalnyi pedahohichnyi universytet imeni M.P. Drahomanova.
Liu, Qianqian (2010). Formuvannia khudozhnoi kompetentnosti maibutnikh uchyteliv muzyky ta khoreohrafii v pedahohichnykh universytetakh Ukrainy i Kytaiu [Formation of artistic competence of future teachers of music and choreography in pedagogical universities of Ukraine and China]. Extendedd abstract of candidate’s thesis. Kyiv: Natsionalnyi pedahohichnyi universytet imeni M.P. Drahomanova.
Masol, L.M. (2017). Mystetska osvita v shkoli: intehratyvnyi pidkhid do formuvannia tsinnisnykh oriientatsii uchniv [Art education at school: an integrative approach to the formation of students’ value orientations]. Kyiv: Osvita.
Padalka, H.M. (2008). Pedahohika mystetstva: teoriia i metodyka vykladannia mystetskykh dystsyplin [Art pedagogy: theory and methods of teaching art disciplines]. Kyiv: Osvita Ukrainy.
Pan, Xinyuy (2019). Metodyka pidhotovky bakalavriv muzychnoho mystetstva do formuvannia audialnoi kultury shkoliariv zasobamy orkestrovoi muzyky [Methods of training bachelors of musical arts for the formation of auditory culture of schoolchildren by means of orchestral music]. Candidate’s thesis. Sumy: Sumskyi derzhavnyi pedahohichnyi universytet imeni A.S. Makarenka. Polozhennia pro mystetsku shkolu. Nakaz Ministerstva kultury Ukrainy 09.08.2018, № 686. Regulations on the art school. Order of the Ministry of Culture of Ukraine dated August 9, 2018, No. 686. (n.d.). zakon.rada.gov. ua. Retrieved from https://zakon.rada.gov.ua/laws/show/ z1004-18#Text.
Provorova, Ye.M. (2016). Formuvannia kultury slukhannia u metodychnii pidhotovtsi maibutnoho vchytelia muzyky: Prakseolohichnyi pidkhid [Formation of the culture of listening in the methodical training of the future music teacher: Praxeological approach]. Visnyk Zhytomyrskoho derzhavnoho universytetu imeni Ivana Franka: Pedahohichni nauky – Bulletin of Zhytomyr Ivan Franko State University: Pedagogical Sciences, 4 (86), 120–124. Retrieved from http://nbuv.gov.ua/UJRN/VZh- DUP_2016_4_26.
Rebrova, O.Ye. & Pan, Xinyuy (2018). Sutnist ta struktura pidhotovlenosti bakalavriv muzychnoho mystetstva do formuvannia audialnoi kultury shkoliariv [The essence and structure of the training of bachelors of musical art for the formation of the auditory culture of schoolchildren]. Naukovyi visnyk Pivdennoukrainskoho natsionalnoho pedahohichnoho universytetu imeni K. D. Ushynskoho. Pedahohichni nauky – Scientific Bulletin of the South Ukrainian National Pedagogical University named after K. D. Ushynskyi. Pedagogical sciences, 4, 68–73.
Rostovskyi, O.Ya. (2011). Teoriia i metodyka muzychnoi osvity [Theory and methods of music education]. Ternopil: Navchalna knyha – Bohdan.
Rudnytska, O.P. (2010). Mystetska osvita v Ukraini: teoriia i praktyka [Art education in Ukraine: theory and practice]. Sumy: SumDPU im. A. S. Makarenka.
