METHODOLOGICAL BASIS OF TEACHING SINGING TO 6-YEAR-OLD CHILDREN IN THE CONTEXT OF FORMING THEIR CULTURAL COMPETENCE

Abstract

The article is devoted to the disclosure of methodological foundations (in particular, stages, methods and features) of teaching singing to 6-year-old children, which is considered an important component of the formation of cultural competence of the individual. To prepare and conduct the study, methods of theoretical analysis and comparison of scientific sources and educational literature were used, as well as generalization of practical experience of working with children of the corresponding age group.

The importance of singing activity for the upbringing and development of the child's personality is revealed; some discrepancies and problems in vocal training and the formation of general musical and vocal abilities of 6-year-old children are identified (impaired coordination between hearing and voice, poor mastery of basic singing skills, etc.).

The main stages of teaching children to sing are analyzed (mastering the singing posture and the teacher's conducting gestures; children's assimilation of singing breathing skills and other singing rules; improving vocal and technical skills; working on the emotional and figurative aspects of performance and enriching singing with creative activities) and the corresponding verbal, visual and practical, reproductive and creative methods of their implementation. Some stages are illustrated with visual examples from modern educational literature.

The features of the application of the specified stages of teaching singing to children of 6 years of age are highlighted: 1) the absence of clear boundaries between the stages, which can coincide, overlap and combine; 2) the expediency of combining verbal, visual and practical, reproductive and creative teaching methods at all stages; 3) the mandatory use of motivational and game elements when teaching singing; the use and alternation of different forms of singing - solo, ensemble, choral, "chain", etc.; 4) the importance of the dominance of emotional beginnings over the "technical" aspects of vocal training for the formation of children's love and interest in singing.