Innovative methods of learning music

The current state of society is characterized by the fact that many areas of human activity, including education, are more developed through the introduction of various innovations. Although innovation and education have much in common, introducing innovative methods into education is very difficult. This is due to the fact that innovations, such as the production of new ideas and their implementation in society, are in complex, contradictory relations with the social institution of education, which, in essence, is conservative. A lot of work has been devoted to the research and application of innovations in music education. The authors agree on the need to introduce innovative technologies in the educational process.

However, in the practical activities of teachers there is a predominance of traditional, generally accepted teaching methods and approaches; underestimation by teachers of continuing education of the value of innovative teaching methods; insufficient opportunity in traditional education, designed to transfer knowledge, skills, to gain basic competencies that allow you to acquire knowledge yourself. This circumstance determined the choice of the topic of our study, the purpose of which was the development of theoretical and methodological foundations for the use of innovative methods of teaching music in the institution of additional education. In domestic music education, there is a tendency towards the integration of traditions and innovations. We share the point of view of V. A. Slastenin, who understands integration as the transition of quantity into quality. New solutions to the problems of music education were associated, first of all, with a rethinking of the goals, content and methods of teaching music. Methods of musical education, promoted in the creative heritage of progressive music teachers, were aimed at understanding music as an art form, on the one hand, and on the other, focused on taking into account the nature of man, the development of his musical abilities.

In our study, we will examine in detail the methods of teaching music in a children's music school. In the course of our work, we turned to the characterization of the concept of “method” in didactics. A variety of types of activities of teachers and students leads didactics to a different interpretation of this concept and, on this basis, makes it possible to single out a different number of teaching methods and give them appropriate terminology. We agree with the opinion of most authors, according to which the teaching method is a way of organizing educational and cognitive activities. Also in the teaching method, the features of the work to achieve the goal are embodied in accordance with the didactic laws, principles and rules, the content and forms of the educational work, as well as the methods of the educational work of the teacher and the educational work of children, due to the personal and professional properties and qualities of the teacher and the flow conditions educational process. General pedagogical teaching methods have a specific refraction in the teaching of musical disciplines. For example, a comparison method, which is presented as:

• 1)    identifying the similarities and differences of musical material;

• 2)    identification of musical material with specific life phenomena and processes;

• 3)    recoding the content of music into another type of art (painting, sculpture, literature, etc.).Researchers also distinguish methods of visual and auditory display (demonstration of musical works) and verbal methods (translation of the artistic-figurative content of music in verbal form).

These methods can be considered classic, traditional. Among the innovative methods used in teaching music, N. N. Savina includes the following:- by the nature of cognitive activity:

• a)    the method of figurative visualization is a way of visual examination of an object, the result of which is a perceptual image; his students can verbalize, draw, show, etc. For example, the sound of a musical instrument gives rise to a vivid visual image;- on the basis of “changing the angle of view of cognitive activity”:

• b)    the method of reviews is the student’s analysis of the content of the creative product of his friend, the clash of different perceptual hypotheses and the possibility of understanding and accepting them. Moreover, the review itself is a creative product that the teacher himself can evaluate;

• c)    reframing method (Kipnis, 2004) - this is a change in the point of view of the situation to give it a different meaning. The essence of reframing is to see things in different perspectives and in different contexts. Reframing is an integral part of creative thinking. The reframing technique should be framed in a certain genre - rethinking some quality of an object or subject in the form of a song, scene, drawing, comic strip - in a form that reflects the rethought quality to the maximum. The more convincing the reframing shifter, the more successful the result of the task;- the nature of emotional-value relationships to the studied: a) the method of didactic situations. The French didactor Guy Brousseau, as a teacher, proceeded from “life situations” in his lessons, which aroused the students' interest in learning. The didactic situation is not a situation on the textbook material, but from the everyday everyday life of a student. The explanation of the new material occurs through the solution of worldly problems;

• b)    the method of “learning through learning” (Martan, 1993), which is based on three components: pedagogical-anthropological, educational-theoretical and substantive. Its essence is to teach students to transfer their knowledge to peers;

• c)    the problem-creative method synthesizes problem-solving and creative learning, ensures that students create a personal “creative product”, and are aimed

at developing students' musical and creative abilities.

Thus, based on the definitions of the concepts of “innovation” (V. S. Lazarev, I. Miloslavsky, M. M. Potashnik, V. A. Slastenin), “method” (M. I. Makhmutov, B. T. Likhachev, T. A. Ilyina, I. F. Kharlamov), “the method of teaching music” (E. B. Abdullin, E. V. Nikolaeva) we formulated our own definition of innovative methods of teaching music - these are modern, new or significantly transformed into musical pedagogical practice the most effective ways to achieve the goal and solve the problems of music education, contributing to creative personal student oriented development.

Thus, we can draw the following conclusions:

• 1.    The use of innovative methods (in particular, the problem-creative method and the computer modeling method that we have examined) requires selfdevelopment and advanced training of teachers.

• 2.    Innovative methods combine two approaches - rational (creative thinking) and emotional (creative activity), thus meeting the specifics of musical learning.

• 3.    The above methods can be applied at different levels of music education (music school, colleges, high school), in accordance with the type of educational institution (its objectives, structure of the educational process, preparing students and taking into account variability in application in individual and group lessons).

Their application will be effective provided that specific conditions are taken into account: creating the necessary creative atmosphere of the lesson, taking into account the level of training and age characteristics of students.