FORMATION OF THE MODERN PRIMARY SCHOOL MUSICAL ENVIRONMENT: PEDAGOGICAL DIMENSION OF FOREIGN EXPERIENCE

Abstract

The article actualizes the problem of forming the musical environment of the modern primary school as an important component of the younger pupil’s personality development in the context of contemporary educational transformation and the implementation of the concept of the New Ukrainian School. The musical space of the primary school educational environment influences not only the aesthetic education of pupils, but also the development of creativity, emotional intelligence, communicative skills, the ability for emotional self-regulation, socialization, and the formation of children’s value orientations. The study focuses specifically on the problem of forming the musical environment within compulsory primary education institutions, since the individualized musical space of a child outside school largely depends on the family environment, parents’ cultural capital, media practices, and individual developmental conditions, which significantly complicates the possibilities for its objective analysis and international comparison. In this regard, the school is considered the most structured and manageable space for the musical socialization of younger pupils.

The methodological basis of the research includes the methods of comparative analysis, pedagogical generalization, systematization of scientific sources, analysis of educational and regulatory documents, and interpretation of foreign educational practices. The article presents a comparative analysis of models for forming the musical environment of primary schools in different countries around the world. Several basic models of organizing the musical space within compulsory education systems have been identified: 1) state-regulated (the People’s Republic of China, Singapore, partially the Republic of Korea, etc.); 2) autonomous-pedagogical (the United States, Canada, Australia, and others); 3) state-supported (Sweden, Norway, Germany, United Kingdom); 4) culturally integrative (Japan, Estonia, Finland).

It has been proved that regardless of the level of state regulation, all models pursue a common goal: creating conditions for the harmonious development of the child’s personality, the formation of aesthetic culture, creative potential, emotional stability, and the ability for cultural communication. Within the discussion framework, the expediency of combining Ukrainian educational traditions with the best foreign practices of forming the musical environment of primary schools is emphasized in the context of implementing the principles of the New Ukrainian School, child-centeredness, partnership pedagogy, and the development of the pupil’s creative personality.