РОЛЬ ЕТНОПЕДАГОГІЧНОГО ПІДХОДУ У ПРАКТИЦІ ПІДГОТОВКИ ВЧИТЕЛЯМУЗИКАНТА ДО МИСТЕЦЬКО-ПЕДАГОГІЧНОЇ ДІЯЛЬНОСТІ У ШКОЛІ

Abstract

The paper outlines the importance of ethnopedagogical approach in the practice of training musical art teachers in a higher art institution, highlights the need for deep modernization of Ukrainian ethnopedagogy achievements in modern conditions. The article defines the purpose and significance of this phenomenon, introduction of which into the educational process of the HEI can ensure successful artistic development of future teachersmusicians and their readiness for further music-pedagogical activities with elements of ethnopedagogical direction in conditions of the educational process of the secondary schools. Implementation of the ethnopedagogical approach in the process of professional training of musical art teachers will ensure successful realization of the Ukrainian national idea, will contribute to the formation of students’ national consciousness, will help them to learn universal values. Through the feeling of the richness of the sound palette of his people’s art, the personal traits of the future teacher-musician (sensitivity and intelligence, emotionality) will be nurtured, which in turn will improve his professional level. This will intensify cognitive activity of the future teachers-musicians, develop their musical and aesthetic representations, increase the overall level of musical and aesthetic culture, guide their moral beliefs accordingly. Introduction of the ethnopedagogical approach in the process of professional training of students of music-pedagogical specialties is closely related to the further development of the system of music and aesthetic education of our students, where the teacher is a kind of a mediator for the child to learn about the world. Therefore, to ensure the effective work of graduates of higher art institutions, the issue of using material from the national musical and musical-pedagogical heritage is relevant not only in the process of ethnopedagogical training in universities, but also directly in the educational process in secondary schools.