Open AccessFEATURES OF CONSTRUCTION OF MUSICAL-AESTHETIC SPACE AS A COMPONENT OF THE CULTURAL - EDUCATIONAL SPACE OF A COMPREHENSIVE SCHOOL
Author(s) -
Руфіна Доброволска
Publication year - 2019
Publication title -
technology transfer: innovative solutions in social sciences and humanities/technology transfer: innovative solutions in social sciences and humanities.
Language(s) - English
Resource type - Journals
eISSN - 2613-5647
pISSN - 2613-5639
DOI - 10.21303/2613-5647.2019.00925
Subject(s) - space (punctuation) , musical , psychology , realization (probability) , subject (documents) , aesthetics , music and emotion , music education , pedagogy , mathematics education , visual arts , linguistics , computer science , music , art , mathematics , philosophy , statistics , library science
There were analyzed the scientific ways for organization of the culture-educational space of a comprehensive school. The cultural-educational space model is presented as an integrity of spatial-semantic, meaningfully-methodic and communicative-organizational components. The basic directions of designing of development and structural components were identified. The attention was made on the specifics of pedagogical tasks, educationally-developing, extracurricular, leisure-developing environments. The features of the musical-aesthetic space as the components of the cultural-educational space of a comprehensive school where examined. It has structural elements such as: child individuality as the subject of education, different forms of activity; common principles of organization; new musical-educational technologies. New ways of musical-aesthetic space organization of general school were suggested. There were analyzed such principles of that space development as: sequence, systematic, purposefulness, pupil’s free choice of activity, optimal connection of different forms of teaching (frontal, group and individual), the positive emotional background formation. Educational functions of the musical-aesthetic space of general school were characterized. These are the spiritual and creative child individuality potential; compensation of its deficiency in child’s other life domains; upbringing of the aesthetic attitude toward music; positive emotional educational background creation. It was suggested, that professional training of future music teachers has to anticipate acquiring skills to master that space as well as purposeful using of its sources in the process of musical-aesthetic pupils upbringing realization.