Implementation of self-organized educational space into the process of music art learning

Abstract

The article is devoted to the consideration of the creation of a self-organized educational space in the field of music art. Also it is devoted to the peculiarities of its introduction into the modern system of education in educational institutions. This process is accompanied by significant innovative changes in pedagogical theory and practice, including music. The article states that one of the strategic directions in the education modernization is the transition to a new educational paradigm that provides cognitive activity and independent thinking of students. It is emphasized that in the conditions of rapid development of digital educational technologies has increased attention to subjects of training, their needs, interests, abilities. It demands rethinking of the organization of educational and pedagogical processes, methods and means, and also the maintenance of education. It is proved the innovativeness of creating a music art self-organized educational space. Due to this, there is a rethinking of the goals, content and objectives of education, as well as updating the training of future teachers of music art. It is established that self-organizing educational learning space gives students the opportunity to expand their horizons, worldview, improve their behavior. This space teaches to take responsibility for group work, to cultivate a sense of imaginary and moral maturity. It is defined the role of a teacher-facilitator who creates a creative favorable atmosphere to support the work of students. It is proved that as a result of the introduction of self-organized educational learning space a safe micro-environment is created for students. Students get a positive experience of music art learning in such environment. It is determined that the traditional system of education, existing in most educational institutions, has limited opportunities for self-development, as it is normative. Changing this system is a process that requires large resources and time. In the open educational space, the transition from normative to open self-organized learning allows the most effective use of the full synergetic approach as a basis for the formation of open ways of musical and cognitive activities, the search for adequate creative methods and technologies of music education.