Theoretical and methodological approaches to organizing music education in art lessons
DOI:
https://doi.org/10.32405/2308-8885-2024-1(111)-13-18Keywords:
theoretical and methodological approaches to organizing music education, general music education, principles and methods of teaching music to students, music lesson, scientific and creative interaction of music teachers and researchersAbstract
The article presents theoretical and methodological approaches to organizing music education at art lessons in institutions of general secondary education. The theoretical and methodological approach to organizing music education is interpreted as the position of the music teacher, which determines the strategy, modeling, and organization of music cognitive activities of students through the selection of appropriate forms, methods, and means of teaching that ensure the achievement of mandatory educational outcomes. According to the author of the article, theoretical and methodological approaches to music education have both a theoretical basis, consisting of didactic approaches, principles, methods, and forms, and a methodological basis that allows implementing the theoretical framework in art lessons within the New Ukrainian School (NUS).
The priority theoretical and methodological approaches to art education within NUS – activity-based, dialogic, person-oriented, integrated, competency-based – can be implemented through principles such as: the principle of personality formation through activity; the principle of interest and enthusiasm; the principle of activity; the principle of linking practice with theory (rather than vice versa); the principle of linking education with life; the principle of problematizing the content of education.
The article highlights the most effective methods and forms of work implemented in educational practice: the method of comprehensive musical activity, the dialogue method, problem-solving methods, work with reference schemes (mind maps, lapbooks, interactive posters), project method, method of modeling artistic and creative process, game-based methods, methods of differentiated teaching.
Modern forms of music education for students and teachers, which have emerged while implementing theoretical and methodological approaches, are noted: “inspiring” lessons, challenges, workshops, collective music-making masterclasses, and creative videos for YouTube channels.
The described approaches, principles, methods, and forms of work with students are achievements developed through the scientific and creative activities of music teachers in the Rivne region, researchers from the Rivne Regional Institute of Postgraduate Pedagogical Education, Rivne State Humanities University, and adapted practices in music lessons in institutions of general secondary education.
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