Ethnoregional Approach to Methodical Training of Future Music Teachers

Abstract

DOI: https://doi.org/10.28925/2518-766X201611304  

In given article the necessity of the use of ethnoregional approach in the system of methodical training of the future music teacher is analysed. Ethnoregional approach helps to identify its own specifics of the region in this regard, to emphasize its overall importance in the development of culture and art, and also educates students interested in achievements in art space of the places where they live and learn for knowledge of their area’s cultural achievements, allows to navigate in the future formation its cultural and social environment and national heritage on concrete examples rather than abstract ideas. In this process, an important part is to provide students a scientific methodology that helps identify the specific areas of local artistic culture from different perspectives. The specification of methodological approaches for the art culture study in the aspect of regional component is shown; the possibilities of formation comprehension of the meaning of cultural values in own region for the future teachers are determined.
Characteristic features of ethnoregional approach are the gradual formation of general and special moral and psychological climate, adaptation to climatic and landscape conditions, gradual specialization of labor population. Ethnic socialization and forming ethnic identity and dignity, a sense of commitment to their people, respect for their history and culture, positive communication habits, cultivating students’ respectful relation to the cultures of other regions is one of the important tasks of contemporary art education.
Implementation of these processes is only possible by integrating fields of art, music, verbal, theatrical dance, etc. Ethnoregional approach closely interacts with ethnopedagogical methodological approach because the child lives and learns in specific socio-cultural environment which belongs to a particular ethnic group. Implementation of ethnoregional approach into methodical practice gives the opportunity to design the process of education on the basis of integrated knowledge of near and friendly world: nature, national folklore, national traditions and rituals, fine arts and decorative and applied art.