REGIONAL COMPONENT IN THE LESSONS MUSIC IN SCHOOL

Abstract

The attitude to the spiritual heritage characterizes the society of each country in many ways. Its preservation and multiplication depends not only on the implementation of various state programs and financial support, but also on order, how this heritage will be presented in everyday life, in the school environment, in the family life. In this connection, the role of art lessons, including music, and the disposition of the teacher's work are crucial. The article presents an attempt to present, on the basis of a comprehensive historical and cultural analysis, ways of incorporating a regional component of musical culture into school music lessons through the study of the song heritage of the native land.
Based on research into the problems of competence formation of future music teachers, it can be argued that the process of their professional training should create favorable conditions for the development of spiritual and artistic valuesfor the transfer of their pupils. The new guidelines for the activity of teachers of music arts, approved by the State standard of primary education, require the education of students of music and pedagogical institutions creative approach to the national cultural heritage.A creative approach can be based only on an understanding of the cultural heritage of previous generations, since culture is a treasure that is passed down from the past to the future. Therefore, future music teachers need to have a clear understanding of the historical and cultural features of the country, and in particular the region in which they and their pupils live.
Given the progressive character of music education in Ukraine, it can be seen that interest in cultural heritage has always been inherent in it. But the study of musical art was based often on the achievements of the most prominent Ukrainian composers and performers. The use of local cultural components in the educational process improves its effectiveness, enhances the educational potential in the regional center itself, and more precisely reconstructs the evolution of the historical and cultural area. All this provides greater student’s interest, pride in their small homeland. An example of Bukovina is an attempt to present possible ways of introducing a regional component to music lessons in school.