Методологічні засади формування музично-слухових уявлень молодших школярів у процесі фортепіанного навчання.

Abstract

The article emphasizes that the state of modern music education in Ukraine and China requires the introduction of new methods aimed at forming musical and auditory ideas into the practice of teaching pupils’ in extracurricular art educational institutions. Taking into account the complexity and different ways, they are considered in the process of teaching and learning the piano on the basis of environmental, individually differentiated, reflective and creative activity approaches. The author points out some pedagogical principles: realization of the pupils’ personal potential, accentuation of auditory attention during the performance of a musical piece, aesthetic perception of musical works, focus of musical education on the development of the emotional and sensory experience of younger school-age children, encouragement to self-evaluation and personal adjustment of one's own games in accordance with the imagined image, the connection of musical education with national culture. Thus, the selected scientific approaches and pedagogical principles become the basis for using the necessary methods and techniques for working with elementary school-age children. Pedagogical conditions were also substantiated for effective musical education of younger school-age children: 1) selection of the most emotionally expressive musical works taking into account their pedagogical tasks; 2) the introduction of creative tasks aimed at the development of musical and auditory ideas of younger school-age children into the system of primary education of children; 3) orientation of musical and auditory ideas of younger school-age children in the mode of independent development. The step-by-step method covers in teaching and learning the piano of younger school-age children in three stages: emotional-developmental, reproductive-accumulating and communicative-creative. By their essence, these stages correspond to the content of piano learning in extracurricular art institutions and are correlated with certain structural components: motivational, emotional-reflective, active and creative-performing. The theoretical provisions developed by the author regarding the formation of musical and auditory ideas of younger school-age children are presented in the form of an organizational and methodological model, which includes the goal, tasks, principles, pedagogical conditions, structural components, stages, forms and methods. During testing in Ukrainian and Chinese specialized music institutions, it showed its effectiveness and feasibility in the process of teaching and learning the piano.