Abstract

The article highlights the humanistic ideas of domestic cultural and educational figures on musical education and upbringing of students in general educational institutions. The main views of B. Asafiev, F. Kozytskii, Ya. Mamontov, S. Syropolko, L. Kulakovskii, Ya. Polferov, Ya. Chepiga are updated. It is noted that the peculiarities of the ideas of a well-known scholar in the field of music science B. Asafiev are that he saw the creation of a new musical culture in mass education by means of music. In his opinion, this is possible, only if the skills of active, conscious perception, communication education with life through the joy of creativity are developed. The humanistic approach of the composer and teacher F. Kozytskii lies in the fact that he managed to combine new forms of musical work together with children (listening to music, creative improvisation) with a historically established traditional activity - choral singing, filling it with new content.The ideas of L. Kulakovskii, a teacher of the Kiev Institute of Music and Drama, are revealed. He assured that the goal of education by means of musical art is to develop the mental organization of a child. It is facilitated by choral singing, which, with the help of text, suggests a connection with an emotionally conscious, brightly shaped life. It is emphasized that the basic humanistic ideas of Ya. Mamontov and Ya. Chepiga boil down to the fact that musical education must exist for all children, without exception, who must be introduced into the sphere of artistic feelings and impressions. The main condition for the harmonious development of man, in their opinion, is his aestheticization.The humanistic views of an art education inspector Ya. Polferov, who offered to cultivate not professional skills in work with children, but the ability to actively observe musical phenomena and react to them extensively, are highlighted. The ideas of Professor C. Siropolko of M. Drahomanov of the Ukrainian High Pedagogical Institute in Prague take a significant place. He believed that musical education of students should be built on a national basis, using, first of all, vocal and choral music.

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