PEDAGOGICAL CONDITIONS OF FORMATION MUSICAL AND AESTHETIC CULTURE OF PUPILS OF ARTISTIC INSTITUTIONS OF OUT-OF-SCHOOL EDUCATION IN THE PROCESS OF INSTRUMENTAL AND PERFORMING TRAINING.

Abstract

The article raises the problem of formation of musical and aesthetic culture of pupils of artistic institutions of out-of-school education. The relevance of the research is caused by the need to solve the important tasks facing modern pedagogy in the context of strategic directions of national education, namely, creation conditions for harmonious, creative, aesthetically developed personality education ,who will be ready for continuous self-improvement and aesthetic self-realization. Music art plays the leading role in the aesthetic culture of the individual formation, which actualized the issue of musical and aesthetic development of the younger generation, in particular, pupils of arts institutions of out-of-school education during the process of instrumental and performing training in modern pedagogical science and practice. In recent years, variety of theoretical approaches to determining the concept of musical and aesthetic culture of personality, its content, structure and ways of formation were developed in pedagogical science. Based on analyzed and generalized scientific works, we consider the musical and aesthetic culture of pupilss of arts institutions of out-of-school education as an iholistic integrated personal formation. This includes the availability of structured musical aesthetic knowledge, aesthetic values (emotions, feelings, interests, needs, tastes, ideas), formed in the active musical and aesthetic activity of the pupil by the skills and abilities acquisitions of arts performance, analysis and aesthetic evaluation of musical works, the manifestation of independence in the search and realization of the musical creativity. Among the pedagogical conditions, were contributed to the effective formation of musical and aesthetic culture of music pupils during the process of instrumental and performing training, we have identified: humanization and democratization of relationships with pupils; realization of personallyoriented and individually-differentiated approaches during the learning; enrichment of musical and aesthetic value orientations of students, based on the selection of educational arts repertoire; conducting of the current classes with forms` applications of results` publications of instrumental and performing training; combination
of individual and group forms of work.