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Conclusions on the second chapter

1. In Russian abroad of 1920-1930th years the domestic methodical thought in the field of school and out-of-school music education has received development. The most essential contribution to working out of methodical aspects of this formation have brought S.P.eagle, M.V.Chernosvitova, A.D.Aleksandrovich.

In articles and reports of these musicians -
Teachers have found expression of their representation about the purpose, problems, the maintenance, forms and methods of musical training and education of children in the conditions of emigration. Methodical installations of musicians were conformable to sights of philosophers and scientists-teachers of Russian abroad at a place and an art role at Russian school abroad. The philosophical, pedagogical and is musical-methodical thought of Russian emigration was uniform in understanding of a role of music education as major factor of national education of children, formation of their general and musical culture.

2. The domestic teachers-musicians staying abroad, spent work on programmno-methodical maintenance of teaching of a subject "Singing" at Russian emigrant school. As a result of this activity separate manuals have been prepared the curriculum on the singing, recommended to the Pedagogical bureau on affairs of average and lowest Russian school abroad for use at emigrant schools, and. In these materials teaching of lessons of singing directed on the general musical development of children and including various kinds of familiarising of pupils to music (choral singing, music hearing) was offered obligatory within all school years. These lessons have been urged to enter pupils into the world of domestic musical culture, and also to acquaint them with music of the people of the countries of residing. It was recommended to create student's choruses and orchestras in general educational educational institutions, to organise all activity on music education of rising generation on the basis of the Russian is musical-pedagogical traditions.

3. Practical activities on musical training and education of pupils of Russian schools were abroad carried out at lessons of singing and in out-of-class work. In this activity many methodical installations of the school program approved by the Pedagogical bureau on singing have been realised. Musical work at emigrant schools
It was spent mainly on a material of domestic musical art. At lessons songs of slavic and other people forgot. The greatest development at these schools was received by various forms of out-of-class musical work, especially activity of student's choruses and orchestras. Heavy conditions of the emigration, the extremely insufficient resource maintenance of school music education did not allow to carry out general, continuous training of children to music, to develop in a sufficient measure work on familiarising of children of Russian refugees with musical art.

4. Activity of Russian schools abroad on music education of children and youthes was essentially supplemented with work in this direction of various out-of-school and educational establishments and the organisations functioning in many Russian diasporas. These organisations (Russian public universities, Russian houses, Russian musical societies, etc.) Spent for emigration, including a children's audience, lecture and conversation about music, concerts, holidays, employment on training to singing and game on musical instruments. These actions in which children actively participated, promoted wider acquaintance of Russian refugees with a cultural heritage of Russia, its musical art - national songs, church music, products Russian, and also foreign composers. Activity of emigrant school and out-of-school establishments helped with the set to education of musically competent youth, continuing and developing the best domestic is musical-pedagogical traditions.

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A source: MAMAYEVA Nadezhda PAVLOVNA. MUSIC EDUCATION of CHILDREN At SCHOOLS And OUT-OF-SCHOOL ESTABLISHMENTS of RUSSIAN ABROAD (1920-1930th years). The dissertation on competition of a scientific degree of the candidate of pedagogical sciences. Perm - 2018. 2018

More on topic Conclusions on the second chapter:

  1. Conclusions under chapter 2
  2. Conclusions under Chapter 1.
  3. Conclusions under chapter 1
  4. Conclusions under chapter 2
  5. Conclusions under the chapter II
  6. CONCLUSIONS ON THE SECOND CHAPTER
  7. Conclusions on chapter 1
  8. CONCLUSIONS ON CHAPTER 1
  9. Conclusions under chapter 1
  10. Conclusions under chapter 2
  11. Conclusions on the third chapter
  12. Conclusions under chapter 3
  13. CONCLUSIONS ON CHAPTER 1
  14. Conclusions under chapter 2
  15. Conclusions under chapter 3