Abstract
The article is devoted to a oriented paradigm concerning the use of its content in practical activities at lessons of musical art. The essence of the interpretation of the category of regularities, principles, personally oriented musical is revealed. In particular, – is objectively existing, repetitive, significant links of phenomena of social life or stages of historical development; «principle» is a guiding idea, a basic rule of conduct. Personally oriented musical is the path of the subject interaction of a student and a teacher, aimed at the education of components of artistic awareness and creative abilities in the routine of artistic and aesthetic activity, which activates personal functions, takes into account the results of subjective experience, stimulates expression of a personal position in mastering music. In the course of the study, the specific laws and related principles of oriented music education of students are singled out. The first regularity: the oriented music education and the upbringing of students is ensured by the internal systemically determined unity of the ways of universalization and harmonization of musical activity as a whole. Principles interrelated with it: the integrity of aesthetic development of reality; the synthesis of emotional, rational and intuitive; ontological orientation of musical education and upbringing. The second regularity – actualization of aesthetic values creates the possibility of their internalization in oriented general musical education and education of students. Its corresponding principles are emotional openness; value-semantic orientation and intentionality. The third regularity – oriented character of pedagogical interaction in oriented musical upbringing and education determines the development of aesthetic creativity of school children. The derived principles are empathy interaction, polysubjectity and pedagogical hermeneutics.
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