Інклюзивна музична освіта: теоретико-аналітичний аспект
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Дата
2019
Назва журналу
Номер ISSN
Назва тому
Видавець
ФОП Цьома С. П.
Анотація
У статті розглянуто актуальну проблему вітчизняної мистецької освіти – теоретико-аналітичний аспект інклюзивної музичної освіти. Здійснено ретроспективний аналіз означеного питання та з’ясовано етапи розвитку інклюзивної освіти в Україні. Визначено сутність понять «інклюзія», «інклюзивне навчання», «інклюзивна музична освіта». Виявлено специфіку інклюзивної музичної освіти й окреслено її загальні принципи, як: недискримінації, врахування багатоманітності людини, ефективного залучення і включення до освітнього процесу (середовища) всіх його учасників та специфічні принципи, а саме: культуровідповідності, аксіологічності, мистецько-особистісної толерантності, гармонізації.
The article considers important problem of Ukrainian art education – the theoretical-analytical aspect of inclusive music education. The importance of solving this problem lies in the need for practical implementation of the principle of equality in obtaining music education by a person who has special educational needs. The aim of the article is to highlight the results of a theoretical study of the specifics of Ukrainian music education. According to the purpose the following tasks have been identified: on the basis of a retrospective analysis to determine the stages of development of inclusive education; to reveal the essence of the concepts of “inclusion”, “inclusive education”, “inclusive music education”; to highlight the specifics and basic principles of inclusive music education. In the process of solving this problem, a number of research methods have been used, namely: theoretical analysis method for studying regulatory documents and research papers; concretization method for defining basic concepts; retrospective analysis method to identify the stages of development of inclusive education in Ukraine; generalization to substantiate the specific features and principles of Ukrainian inclusive music education. The results of analysis of the pedagogical theory made it possible to identify three stages in the development of inclusive education. The first stage (1991–2000) includes institutionalization and strict regulation of the educational process in special music institutions. Еhe second stage (2001–2010) is marked by intensification of the spontaneous integration of people with special educational needs in general education institutions. The third stage (from 2011 – until now) is characterized by introduction of inclusive education (A. Kolupaiev). The article describes the concept of “inclusive music education”, which is considered as the result of mastering systematic knowledge and skills on the basis of getting educational services that the state guarantees and which are based on the principles of non-discrimination, multidimensionality of the individual, effective inclusion in the educational process of all its members. Determination of the specificity of inclusive music education contributed to justification of its specific principles: cultural correspondence, axiological nature, personal and art tolerance, harmonization.
The article considers important problem of Ukrainian art education – the theoretical-analytical aspect of inclusive music education. The importance of solving this problem lies in the need for practical implementation of the principle of equality in obtaining music education by a person who has special educational needs. The aim of the article is to highlight the results of a theoretical study of the specifics of Ukrainian music education. According to the purpose the following tasks have been identified: on the basis of a retrospective analysis to determine the stages of development of inclusive education; to reveal the essence of the concepts of “inclusion”, “inclusive education”, “inclusive music education”; to highlight the specifics and basic principles of inclusive music education. In the process of solving this problem, a number of research methods have been used, namely: theoretical analysis method for studying regulatory documents and research papers; concretization method for defining basic concepts; retrospective analysis method to identify the stages of development of inclusive education in Ukraine; generalization to substantiate the specific features and principles of Ukrainian inclusive music education. The results of analysis of the pedagogical theory made it possible to identify three stages in the development of inclusive education. The first stage (1991–2000) includes institutionalization and strict regulation of the educational process in special music institutions. Еhe second stage (2001–2010) is marked by intensification of the spontaneous integration of people with special educational needs in general education institutions. The third stage (from 2011 – until now) is characterized by introduction of inclusive education (A. Kolupaiev). The article describes the concept of “inclusive music education”, which is considered as the result of mastering systematic knowledge and skills on the basis of getting educational services that the state guarantees and which are based on the principles of non-discrimination, multidimensionality of the individual, effective inclusion in the educational process of all its members. Determination of the specificity of inclusive music education contributed to justification of its specific principles: cultural correspondence, axiological nature, personal and art tolerance, harmonization.
Опис
Ключові слова
інклюзія, інклюзивне навчання, інклюзивна музична освіта, культуровідповідність, особи з особливими освітніми потребами, музичне навчання, толерантність, axiological nature, inclusion, inclusive education, inclusive music education, cultural correspondence, person with special educational needs, music education, tolerance
Бібліографічний опис
Овчаренко, Н. А. Інклюзивна музична освіта: теоретико-аналітичний аспект [Текст] / Н. А. Овчаренко, К. О. Богяну // Актуальні питання мистецької освіти та виховання : наукове видання / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: Г. Ю. Ніколаї, А. Валюга, Н. П. Гуральник та ін.]. – Суми : [ФОП Цьома С. П.], 2019. – Вип. 1–2 (13–14). – С. 286–293. – doi: 10.24139/978-617-7487-53-0/2019-01-02/286-293.