Characteristics of the system of music education in european countries

Аннотация

Ключевые слова: В данной статье анализируется система образования в музыка, Польше, России, Эстонии, Литве, странах-лидерах Европы в образование, области образования, анализ сходств и различий в культура, музыкальном образовании, дается подробная информация воспитание, искусство, о процессе обучения музыке в школах. учитель, труд, анализ, школа, наука, состояние, песня, народ, инструмент, практика, созерцание, урок. The system of music education in Poland. Ye. It is based on the creative approach of Polish educators to the ideas of Jacques-Dalcroze and K. Orf. In junior high school, music education is taught as a compulsory subject for one hour per week in the first eighth grade, compulsory only for one year in the remaining four grades, and optional for the remaining three years. Singing, the main form of music, plays an important role in the musical education of Polish schoolchildren. Children get acquainted with the song in kindergarten. The focus is on singing, a leading form of music education. Emphasis will also be placed on the selection of the repertoire, the artistry of which will take into account music and lyrics, children’s performance capabilities and their diversity. In addition to singing, children play Polish folk songs, such as percussion instruments, flute, mandolin, guitar, and accordion. Polish educators pay special attention to creative practices that enhance children’s musical potential and creative thinking. The most common forms of children’s creative practice are: 1. Free performance on the basis of a melody created or given by him; 2. Badiha, which obeys the laws of music and requires the control of the mind. Polish educators use a wide variety of tasks for children: badiha in a certain rhythm (for example, based on different weights of proverbs and sayings) or polyrhythmia, singing in 170 Жамият ва инновациялар – Общество и инновации – Society and innovations Special Issue – 04 (2022) / ISSN 2181-1415 polymetry, adapting the melody to a given method or methods of Polish folk dances (eg rondo, variation, three-part) composing music dedicated to badiha, poems and stories in compositional form. Rhythmic exercises to the music of Jacques Dalcrose are widely used in Polish schools. The following forms of musical and physical exercises are performed in grades 1-4 of experimental schools: 1. Exercises and rhythmic games, in which specific tasks are planned, for example, to increase children’s sensitivity to changes in the speed, dynamics, rhythm of music; 2. Creation of musical forms (three-part, variation, etc.) consisting of method and physical movements; 3. Comment on the music you listen to; 4. Singing and dancing games. Listening to music for a few minutes is introduced in all classes [1]. A library for eight-year schools has been set up with specially developed guidelines. These manuals describe ways to develop the creative imagination, attention and memory of children of different ages, provide an analysis of recorded musical works, and provide information about composers and performers. The process of listening to music is related to a specific music theme in the Polish language program in the primary grades, and to history, geography, art and civics in the upper grades. Polish school music lessons focus on the combination of music and fine arts. To this end, the classes use a combination of music and fine arts, including audiovisual equipment, such as movies and television. Choral singing is described as an integral part of humane education, one of the sources of developing children’s imagination and creative thinking, understanding the outside world through song, acquiring and enriching knowledge about the world. Singing in a choir is a necessity for modern man. By analyzing the forms and systems of music education in Europe, America and Asia, it is possible to draw conclusions about both the pros and cons. On the positive side, they include: the widespread use of folk music as the basis of musical material; application of popular methods of music reading, rhythm, memory development, increase of musical literacy, serious attention to pedagogical education of music teachers, search for appropriate methods of music training of teachers, wide use of technical means in education. The negative aspects and contradictions in the field of music education abroad are mainly reflected in the training of music teachers, as well as the lack of uniform curricula and programs in secondary schools. The world music education system is in the research stage today. Despite the different goals and objectives, it is possible to show the general aspects of music education, the basis of which should be creative and mainly collective (mass) music performance. Acquaintance with the latest methods of children’s music education, exchange of experiences, meetings, seminars, conferences, competitions of children’s choirs and other events will lead to the rapid development of children’s music education and