| Abstrakt: |
Using the "Song Basket" technology in the art education of art student The article presents the "Song Basket" technology, which can be used in students' art education in general secondary education institutions, extracurricular education, and primary art education. The pedagogical conditions for the implementation of this technology have been defined: fostering a daily singing habit, which is essential for physical and mental health as well as for harmonizing relationships in the classroom and family; creating a friendly atmosphere in the classroom and decorating it in a national style (Ukrainian Svitlytsia); using visual aids (the "Song Basket" poster, collections of Ukrainian songs, audio albums by prominent representatives of Ukrainian singing); encouraging students to independently learn songs from recordings or video lessons provided by the teacher for subsequent participation in the "Song Diary" video blog; involving parents in jointly singing and listening to Ukrainian songs at home, thereby reviving the tradition of domestic Ukrainian singing. The stages of the technology are described: introductory (motivating students to learn Ukrainian songs and familiarization with the technology), primary (working on learning Ukrainian songs), and final (prospective steps towards further revival of Ukrainian singing traditions). The implementation of the stages of the technology is illustrated through examples of work with students in institutions of general secondary education (in art lessons, in extracurricular clubs), in institutions of out-of-school education (hobby clubs), and institutions of primary art education (classes, clubs). Methods and techniques for working with students of the aforementioned educational institutions are provided, which contribute to developing students' vocal skills, associative thinking, and musical abilities. It is concluded that the "Song Basket" technology plays a crucial role in increasing students' awareness of national song culture. Its implementation not only enhances the training of students in art faculties but also aids in the professional development of methodologists, art teachers, and vocal instructors. This technology is versatile and can be applied in pedagogical practice with students of various age groups, making it a valuable asset in the field of art education. [ABSTRACT FROM AUTHOR] |
