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УДК 78:372
Sayidmurodova N.A.
Master's degree in TSPU after named Nizami PECULIARITIES OF MUSIC EDUCATION DEVELOPMENT IN HIGHER EDUCATION INSTITUTION
Resume: The article analyzes the problems of preparing a future music teacher in the system of professional music education
Key words: music education, professional training of a music teacher, cultural approach.
In the global trend of music education, it undergoes a number of innovative changes due to entry into the global educational space. This process is accompanied by a change in the educational paradigm, which offers a different content, different approaches and attitudes, a different pedagogical mentality. The personality-driven variety of content, forms and trajectories of the educational process have already become signs of the era, and the perspective of education is the projective-personal paradigm that embodies the "multiplicity of education" through life forms and activities, culture and consumption, patterns and types of behavior, communication and interaction. Such an interpretation fits organically into humanistic pedagogy, where a person is considered as the highest value of society and is an end in itself for social development.
The reform of the system of higher music education in Russia is connected with the requirements of modern life, a change in all areas of activity of a specialist musician, and is due to objective trends in the modernization of vocational education in the context of its integration into the world cultural and educational space and the harmonization of various domestic and Western European educational systems of higher music education, while maintaining and multiplying the best traditions of national education. As part of a systematic, ontological and activity-based approach to the problem of research, we have analyzed a wide range of specialized literature and scientific studies on the theory of music education and its implementation, primarily in higher educational institutions of various educational types. The authors, considering music education as a cultural and historical phenomenon, reveal its essence from various general pedagogical, art history, and general art positions:
- music education as a process of introducing a person to the musical culture of society;
- music education as a process of phased knowledge of music, aimed at introducing students to musical culture as a whole, and not only to musical art;
- music education as a combination of general art (mass) and vocational education; - music education as an integrative concept, combining music education, music education and musical development;
- music education as a process of assimilation and the totality of knowledge, skills necessary for musical activity and obtained as a result of training;
- music education as a system for organizing music education in various music educational institutions.
An analysis of these provisions allows us to interpret the term musical education as a process of professional training for a future musician teacher, organized in the context of introducing his personality to the musical culture of society. In the Russian musical and educational practice, there are currently various educational institutions involved in the training of a musician teacher, currently the training of a musician teacher for the system of general and additional education (music teacher) is traditionally provided by the music and pedagogical departments of universities. The universities of art have their own specifics and special tasks in the field of training highly professional musicians, theoreticians, musicologists, composers, conductors, choirmasters for professional and additional systems education. A feature of professional music education in the above-mentioned higher educational institutions is simultaneous training in the field of pedagogy and in the field of musical culture and performance with various tasks, specializations, differing in the level of qualification depending on belonging to a particular educational institution. The combination of performing and pedagogical training of the student is due, first of all, to the originality of music as an art and of the process of transmitting and assimilating the content of musical education. An analysis of practice shows a steady tendency that has emerged in recent years to "blur" borders when preparing musicians and teachers for general and vocational education systems.
One of the main tasks of professional musical and pedagogical education in Russia at present is the training of a specialist capable of solving problems of a historical, cultural orientation; a teacher capable of dialogue within the framework of domestic and foreign musical cultures. The historical and cultural component of the content of professional training of students is contained in all studied university disciplines, which indicates the need for special work by the university teacher to identify, enrich and use it for the cultural identity of students. A feature of musical and pedagogical education is the unity of musical, theoretical, and methodological training . For us, of fundamental importance is the fact that a teacher-musician of a wide profile is the reality of modern general musical education. Accordingly, a graduate of musical and pedagogical faculties should be prepared for the application of his professional knowledge and skills not only in general education institutions, as a music teacher, but also in many other areas of education and culture. The difference in modern requirements for a young specialist is associated with a significant expansion of his field of activity and an increase in the level of professional competence. It should be emphasized that only with a clear understanding of the importance of the historical and cultural orientation for the training of future music teachers, while recognizing the need for interdisciplinary connections in the educational process on the part of musicology teachers, teachers of musical performing disciplines, and methodology teachers, it is possible to study professionally relevant knowledge of all educational items. We believe that the historical and cultural orientation should unite the entire system of
higher education of a musician teacher, including the general humanities, general professional (disciplines of psychological and pedagogical orientation) and subject training (musical performing, theoretical and methodological disciplines). The list of disciplines characterized by a historical and cultural orientation and providing comprehensive training for a music teacher is quite wide.
Literature:
1. Glubokaya N.M. A lot of music in the world // Elementary school. 2000, No. 3.
2. Mikhailovskaya N. Music and children. - M., 1997.
3. Mukina V.S. Age-related psychology. Textbook for students of higher educational institutions. - M.: Publishing Center Academy, 1997.
4. Педагогический энциклопедический словарь / под ред. Б.М. Бим -Бада. -М.: Большая российская энциклопедия, 2009. - 528 с.
