FEATURES OF THE FORMATION OF EVALUATIVE ACTIVITY AND MUSICAL TASTE OF LEARNERS IN THE CONTEXT OF MUSICAL AND AESTHETIC EDUCATION

Abstract

The article examines one of the aspects of developing the ability to appreciate beauty in music. In this regard, the specificity of forming evaluative judgments and musical-aesthetic taste is highlighted as important components of an individual’s aesthetic consciousness, both for the general youth audience and within the process of professional training of future music teachers. The authors clarify contemporary educational conditions for the formation, establishment, and development of evaluative activity and musical-aesthetic taste among learners at all levels of education. Recent scientific studies and publications by domestic and foreign researchers who have addressed this issue are analyzed. The paper outlines a range of problematic issues in musical-aesthetic education that remain unresolved and that influence the implementation of educational innovations in the field of arts education. It is established that throughout many centuries art, and music in particular, has been recognized as an indispensable means of aesthetic education and an important factor in shaping personal qualities and the spiritual world of the individual. Special attention is paid to the features of the modern process of familiarizing listeners with a wide variety of musical works, which creates an urgent need to prepare an audience capable of fully experiencing and comprehending musical compositions. It is noted that one of the prerequisites for musical-aesthetic education and the development of musical taste is the formation of learners’ evaluative activity in the perception of artistic works from the treasury of classical music. The key role of music education in the early formation and development of musical taste and music perception, especially in preschool and primary school age, is characterized. The professional skills, abilities, and competencies required of future music specialists when teaching music art in general secondary education institutions are determined. It is emphasized that an essential condition for successful professional self-realization of learners in the future is the listening-based evaluative and analytical experience acquired in the learning process, which serves as a fundamental basis for musical-aesthetic taste.