UPBRINGING SPIRITUALITY BY MEANS OF AESTHETIC CULTURE IN FUTURE TEACHERS OF MUSIC ART

UPBRINGING SPIRITUALITY BY MEANS OF AESTHETIC CULTURE IN FUTURE TEACHERS OF MUSIC ART

10.34142//2708-4809.SIUTY.2022.04

The article states that aesthetic education is a component of the professional training of future music teachers. Music plays a big role in the spiritual culture and moral image of students, which affects the emotional world of the student and improves his soul.
Keywords: musical art, education, aesthetic education, spiritual culture.

Babynina Yu. R.
Lecturer at the Department of Music and Instrumental Teacher Training,
PhD student of the Department of Pedagogy, Psychology, Primary Education and Educational Management,
Municipal Institution “Kharkiv Humanitarian and Pedagogical Academy” of Kharkiv Regional Council,
м. Kharkiv, Ukraine

The modern understanding of the educational process as “spirit-creating, human-creating, culture-creating” (G. Shevchenko) [3] is a necessary condition of the present. In this regard, the importance of educating aesthetic culture is growing, which is an indicator of high personality development and allows it not only to fully communicate with beauty, but also to actively participate in its creation.

H. Skovoroda’s pedagogical views are imbued with love for people, for all living things and are associated with the harmonious development of the heart and mind. The concept of “cordiality” in his philosophy becomes synonymous with humanity, kindness, compassion, and mutual understanding, and for this, the philosopher believes, it is necessary to awaken in a person a sense of beauty through communication with art, especially music, which certainly has a beneficial effect and softens the human soul. He considered music to be one of the purest sources of pleasure, upholding the unity of beauty and goodness [2, p. 13].

Also, significant potential for the formation and development of a socially mature, spiritually rich, highly moral personality is contained in the national system of aesthetic education, the further development of which should be one of the priorities of state policy in the field of education. Scientists distinguish aesthetic education aimed at: developing aesthetic needs and feelings, artistic abilities and creative activity; forming aesthetic views and tastes in young people, developing skills to increase the cultural and artistic heritage of the people, to feel and reproduce the beautiful in everyday life [1].

One of the first tasks of modern education is to connect with aesthetic education, which ensures the development and formation of aesthetic feelings, artistic tastes and preferences. This problem is reflected in the works of such scholars as M. Verb, B. Likhachev, V. Razumnyi, O. Divnynenko, Y. Sharov, I. Lazarev, L. Levchuk, N. Leizerov, N. Myropolska, G. Padalka, V. Panchenko, Y. Pastukhova, L. Rytikova, O. Rudnytska, T. Tanko, O. Khomiak, H. Shevchenko, as well as foreign scholars – H. Eisenk, V. Kennyk, M. Bradsley, etc.

Aesthetic education has its origins in all levels of educational work at school. All children are exposed to the world of beauty, and ideally, each school subject should aesthetically educate, revealing the beauty and appropriateness of the world around them. The subjects of the aesthetic cycle, such as artistic culture, music, literature, ethics, as well as geography, history, and the relationship between them, play a special role.

Musical art plays a particularly important role in fostering students’ spiritual culture and moral character, as it affects the emotional world of a student and improves his or her soul. Also, teaching music lessons forms a means of spiritual and intellectual education, as musical art aims to comprehensively form the musical and pedagogical knowledge and skills of the individual, musical sense, aesthetics and other literacy.

The teacher should teach and instill in children to love and understand art, to cultivate creative imagination, activity, and the ability to think in artistic terms. The purpose of music lessons is to show students an interest in art, to understand musical information more intelligently, and to select works that are truly worthy and significant. Music lessons should contribute to the formation of a rich spiritual world of students, develop their artistic taste and aesthetic needs.

The task of the subject “Musical Art” is to attract students to the great art, to teach them to love and understand music in all its richness of forms and genres, in other words, to educate students in musical culture as part of their entire spiritual culture.

Thus, musical art affects the emotional development of the child, the spiritual, aesthetic, mental, and moral world of the individual with the help of a music teacher who teaches children to love and understand art, nurtures their creative imagination, activity, and ability to think creatively.
creatively.

List of references

1. Formation of artistic and aesthetic taste in junior schoolchildren by means of regional cultural and historical heritage. Scientific Notes of the Department of Pedagogy: a collection of scientific papers / V. N. Karazin Kharkiv National University. Kharkiv, 2015. Issue XXXVIII. С. 66-73.
2. Rusova C. Educational ideas of G. S. Skovoroda. Our faith. 1996. № 5. С. 15.
3. Shevchenko H. Education is a process of human creation, culture creation, spirituality. Spirituality of the personality: methodology, theory and practice: a collection of scientific papers. 2015. Issue 3. С. 288-299.