Розвиток неперервної ритмічної освіти в Польщі (кінець ХХ ст. – початок ХХІ ст.)

Abstract

У статті висвітлено особливості розвитку ритміки Е. Жак-Далькроза в системі неперервної освіти в Польщі наприкінці ХХ – на початку ХХІ століть. Показано зміни в структурі, змісті й функціях неперервної ритмічної освіти у чвертьвіковому проміжку часу. Схарактеризовано типи закладів освіти, у яких здійснювалася підготовка фахівців і окремі навчальні програми з ритміки.

In the article peculiarities of development of E. Jaques-Dalcroze’s rhythmic in the system of continuous education in Poland at the end of the XX – the beginning of the XXI centuries are highlighted. The functions that performs rhythmic in the education system of Poland are detailed, in particular: it serves for the development and upbringing of children of preschool and school age; plays an important role in the development of professional competences in various fields of education; is an important component of higher and postgraduate music, pedagogical, special education, physical education and sports; is used for the rehabilitation of the elderly people. The types of education institutions, in which, during the research period, specialists were trained and some rhythmic curricula are characterized. Specific examples of rhythmic curricula are given; in particular, the content of rhythmic training at Karol Shymanovsky Music Academy at the beginning of the XXI century is detailed. It is shown that peculiarities of the adaptation of Emile Jaques-Dalkroze’s rhythmic conception to the specific conditions of its implementation depend not only on the age, specialization or the needs of the course listeners, but also to the world trends in education, educational guidelines within the European Union and the financial capabilities of Polish education system. It has been shown that at different stages of development of the education system in Poland vectors of the use of pedagogical potential of rhythmic changed. Modern tendencies of rhythmic development in Poland as a component of continuous education are determined, in which harmonious upbringing of children and social-pedagogical work with the elderly people become important.