MUSICAL ART IN THE STRUCTURE OF INTEGRATED LESSONS IN PRIMARY SCHOOL

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MUSICAL ART IN THE STRUCTURE OF INTEGRATED LESSONS IN PRIMARY SCHOOL

Journal Title: Молодь і ринок - Year 2018, Vol 161, Issue 6

Abstract

Modern education should be aimed at overcoming the one-dimensionality of the person through art as the source and way of experiencing the image of the world, and consequently, the formation of the world perception, characterized by the attitude to the world as a living organism. The main disadvantage is transferring the stereotypes of traditional pedagogical thinking, based on a narrow professional musicology approach, aimed at the implementation of the program, instead of mastering its fundamental novelty. The theory and practice of general musical education as a whole have not been able to overcome the familiar ideas about a Music lesson by this time and go beyond the narrow understanding of this school subject. It can be noted that the inertia of pedagogical thinking, formed in the classical educational paradigm, focused on teaching Music as a subject, where knowledge and skills, developing some schoolchildren’s musical abilities should be the aim. Another disadvantage is the inappropriate using the materials of other kinds of art at Music lessons, or complete ignoring of it. In the conditions of a catastrophic lack of educational time devoted to Music and Arts lessons, the integrated interaction of a Music teacher and a primary school teacher acts as the most productive way of forming the schoolchildren’s world perceptions. The integrated approach to engaging the primary school pupils into art aims at harmonizing their inner world with the world of nature and socio-cultural environment, acting as the effective way of educating a spiritually oriented personality, as the basis on which a teenager, a young man, an adult will develop harmoniously outside the primary school. In school practice, the tendency to combine the efforts of Music teachers and primary school teachers, the teachers of Art and other humanitarian subjects has been clearly outlined for the purpose of complex interaction and the integration of educational material of related subject spheres. The interaction of such subjects’ material is more often carried out at a mono-lesson, less often during integrated lessons, where the kinds of art can be represented as equal in forming a unified artistic picture of the world. But, as a rule, such interaction is spontaneous, unsystematic, without understanding the deep essence of integration as the internal interpenetration of its components, which reduces the possibility of forming a living and more complete picture of the world, and the developing a primary school pupil as a holistic person.

Authors and Affiliations

Valentyna Mishedchenko, Serhiy Pishun

Keywords

a teacher; an integrated approach; junior pupils; musical art; polyart orientation; the topical units.

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EP ID EP570870
DOI 10.24919/23084634.2018.136848
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