Transversal Skills for the Implementation of Competence Approach during a Music Pedagogy Process at Primary School

Abstract

Expertise-based (competence) approach is one of the approaches in pedagogy which in the 21st century can be applied to develop important value-based knowledge, skills and habits. Transversal skills help learners to use knowledge in a real-life context, be ready to take on responsibility for their own learning, constituting a complex achievement, and strengthening the link between knowledge and personal experience. These skills can be acquired by purposefully integrating them with the core skills in all subjects, music including. Transversal skills include such components as: cooperation, creative and entrepreneurial ability, civic participation, critical thinking and problem solving, digital literacy, and self-guided learning skills. It is essential to bring the above-mentioned skills into focus in music pedagogy – to substantiate them theoretically and give a practical guidance how they can be seen in a pedagogical reality and develop them within the frame of music teaching in primary school. Research aim: to describe and substantiate how to enhance the development of transversal skills by applying competence approach during a music pedagogy process at primary school. Materials and methods: this paper will provide the analysis of theoretical literature and education documents on the competence approach, examine possibilities of developing transversal skills in music at Music Primary School. Theoretical findings will be brought into foreground in connection with the pedagogical experience obtained while teaching at Jazeps Vitols Latvian Academy of Music and giving music lessons in general education institutions.