DISTINCTIVE FEATURES OF FUNCTIONING OF THE PRIMARY MUSIC EDUCATION IN UKRAINE AT THE BEGINNING OF THE XXI CENTURY

Abstract

The article deals with the problems of functioning and development of modern institutions of primary music education. It outlines the top principles of primary musical training and education within the new socio-cultural conditions in Ukraine of the XXI century. The priority of the problem is determined by the fact that in terms of critical situation the individual system of spiritual values of the youth, formation of its persistent artistic and aesthetic interests lay impact on the development of socio-cultural sphere, the cultural level of the society in general. Dissolution of moral and aesthetic norms, mass confusion of the values of human life caused the urgent demand of educational search in forming and raising the cultural level both of an individual and the younger generation in general and to furnish them with all achievements of the world and national heritage.

The article aims to identify priority principles of modern musical training and education in the schools of primary music education. As for the purpose and objectives of the article: to describe the current state of the elementary music education institutions functioning; to highlight the state policy in the field of elementary music education; to reason the priority of cultural conformity principle in music training and education.

In the process of article writing the following scientific research methods have been applied: analytical (analysis of literature and sources); systematic (for a comprehensive study of primary music education); cultural (to determine culture-building opportunities in the system of children's music training and education).

In the course of a musician training the priority task is to cultivate in him love for music, meaningfulness of perception and capacity for emotional response. Gaps in program requirements of the artistic educational institutions which have no connection with life and performance experience induce musicians, even talented ones, to stop learning. They do not want to play music, are not music oriented and do not become real professionals or connoisseurs of art. Traditional content and technology of musical training in music education conditions do not meet modern requirements and need comprehensive rethinking all elements of music education.

The main reason for such phenomena is as usual deficient organization of music education. Unfavorable socio-economic conditions further reinforce this negative influence, which actually reduces the interest to academic and musical performance and at the same time causes uselessness of professionalism.

Of course, not all students can be extremely capable and at the same time talented; even it is not always easy task to discover talents and abilities. A professional "mass scale" is also not consistent with its purpose, since within its frameworks only strong technical achievements with corresponding loss of artistic content are being discovered.

To solve the problem of imbalance in professional and amateur elementary music education institutions can be subject to democratic culture-educational process and shift of emphasis from training professionalism to cultural conformity, develop sustainable educational concept, according to which fundamental priority objective of studying in musical institutions is to be defined as a love for music cultivation – revealing own cultural conformity, the ability to cultural creativity but gaining professional performing skills according to the curriculum is intended only to facilitate this.

Thus, the need to restore musical outreach activities and revival of artistic and amateur music-making as one of the priority needs of time are relevant in today's conditions. The division into the mass scale and elite for musical performance, in our opinion, are better to be defined as professional and amateur. The harmonious balancing of interaction between the two types of primary musical education requires a definite separation of educational canons in the institutions of primary musical education that can be possible only within the democratic organization of school management.

An example of embodiment of culture-oriented musical performance and creative construction of the educational process is pedagogical heritage of Ukrainian composer and teacher M.V. Lysenko, which combined in him the talent of a composer, theorist and teacher-pianist. Not limiting himself with learning to play the piano, he taught students the theory and history of music, basics of composition, outlined directions of Ukrainian music school development: adherence to democratic principles; humanistic orientation to the all-round development of the individual; organic combination of musical education achievements of both national and world culture; using the national musical heritage as a source of creative education.

Summarizing the above, we can conclude that the state policy in the field of music education should be aimed at creating conditions to meet the needs of professional self-determination and creative self-identity of an individual person; to seek, develop and promote talented and gifted musicians.

In turn, primary music education institutions having a particular person as the main object of study and training are intended to implement individual and personal approach not in intent but practice. Indeed, no coercion, freedom of choice of activities makes an educational institution attractive to musicians of all ages. Elementary music education institutions while complementing expanding, deepening the impact of family and the environment, at the same time satisfy and stimulate the development of creative abilities of the young musician, and they not only provide skills and abilities according to the interests and programs, but most importantly – create conditions for the development of skills, intelligence, spiritual self-improvement, professional self-determination, preparation for life.