Children's music as a part of musical culture

Perfection of the spiritual culture of the individual is an important program task of the society of the 21st century. A special place in this complex process belongs to the musical and aesthetic education of the younger generation. Aesthetic education becomes a priority direction, which contributes to the formation of a fully developed personality.

The spiritual formation of the personality of every future citizen of our society is impossible without aesthetic, and therefore artistic education. According to experts, childhood is a favorable period for the development of a full-fledged multifaceted personality. After all, the child's inner world is so rich, spontaneous, diverse, chaste, it is inherent in the novelty of perception, the richness of colors and impressions. Music is the "key" that opens the world of emotions for the child and promotes the development of artistic perception, creative imagination and thinking, aesthetic taste. Therefore, as much as possible attention should be given to attracting the child to the riches of the musical world.

The problem of musical education of children (and youth) is quite complex and diverse. It is researched by representatives of various spheres of science:

aesthetics, musicology, psychology, sociology, pedagogy.

In the process of musical education of children, the main role is placed on the musical base, that is, on the works on the material of which the child is brought up and grows spiritually.

Music for children is a special area of musical art. In a broad sense, children's music can be considered all that is created for children in the musical art. Children's music finds refraction in such sections of musical art as children's opera and ballet, music for children's movies and cartoons, performances, chamber music, pianoforte, vocal-choral music, musical samples of educational, pedagogical and concert repertoire.

In turn, each of these sections is aimed at a certain kind of activity -listening or performing, i.e. Some of the music is created by composers for listening to children, and some for composing. Characteristic for children's music are concreteness, lively poetic content, imagery, simplicity, clarity and clarity of form.

Almost all the composers of different times known to us to a greater or lesser extent turned to the creation of musical works for children. However, as practice shows, the problem of children's music as an integral part of musical art and art in general, is still little studied both from the point of view of theory and artistic practice.

Music is a kind of art that refers to a spiritual culture and displays reality in sound artistic images.

Occupying a special place in the art system, music most deeply reveals the inner world of the individual, his attitude to the phenomena and events of life. Music can directly express the feelings of a person, the emotion of his soul. The subject of the reflection of music are images of the surrounding world, namely emotional states of a person that arise under the influence of interaction with the environment, generalizing emotions. Turning around in time, the music is able to convey the movement of the senses in all their shades and combinations, pushing the listener to reflections.

The field of children's music is an integral part of musical culture.

As the researchers note, the musical heritage was enriched by the observation of the sounds of the human environment. The sounds of nature, animals, human voices gradually led to their systematization and comprehension in the process of special musical activity.

Music played an important role in people's lives initially as a necessary kind of adaptive activity of primitive people. Mothers, singing, lulling their children, warriors inspired themselves before the battle with bellicose song-appeals, shepherds held out herds with a drawn-out call, and when one of the primitive people died, his relatives expressed their sorrow in song-lamentations. So there were ancient forms of musical art: lullabies, labor songs, funeral lamentations. These ancient forms of music continued to evolve and survive to our days, but, of course, have become more enriched harmoniously and melodically.

Music was part of the game of people as an integral part. In the games of primitive people, which were of a syncretic nature, the rudiments of various types of art were merged into a single whole: dance, poetry, music, theatrical action. Thus, according to Mikhail Aleksandrovich Lifshitz (1905-1983), "developing as the consolidation and preservation of cultural traditions, the educational role of music and art as a whole vividly performed in the rituals associated with the transition of the younger generation to the feet of social maturity.

In the era of the emergence, formation of the first states, the use of the educational function of art, in particular music, takes an appropriately directed character. At this time, the theory of the upbringing of society by means of art is beginning to take shape, which continues to develop today. For example, in ancient India, views predominated that music contributed to the successful achievement of wealth, piety (honor). Requirements were developed for music, designed to influence people of the corresponding age. So, for children music was considered cheerful at a fast pace, for the youth - on average, more moderate, and for people of mature age - at a calm pace and solemn nature.

Used source:

• 1.    Петрушин В. Музыкальная психология. М: Академический проспект, 2006. — 399с.

• 2.    Теплов Б. Психология музыкальных способностей. М: Лира, 1947. — С. 62–103

• 3.    Цыпина Г. Музыкальная психология и психология музыкального образования. Теория и практика. М: Академия, 2011. — 383с

  "Экономика и социум" №9 (52) 2018