Straipsnyje aptariamos muzikinio ugdymo stiprinimo galimybės puoselėjant jaunesniojo mokyklinio amžiaus mokinių vertybines nuostatas integruojant populiariąją muziką: pagrindžiant jas pedagoginės minties bei psichologinėmis raidos teorijomis, remiantis tyrimo rezultatais, aptariamos mokinių muzikinės veiklos ir vertybinių nuostatų formavimosi sąsajos bei tobulinimo galimybės.

Straipsnyje aptariamos muzikinio ugdymo tobulinimo galimybės taikant inova-tyvius asmeninės prasmės ir emocinio imitavimo metodus: pagrindžiamas šio proceso aktua-lumas plėtojant jaunesniojo mokyklinio amžiaus mokinių vertybines nuostatas bei integruojant populiariąją muziką pedagoginės minties raidos teorijų kontekste, remiantis tyrimo rezultatais aptariamos mokinių muzikinės veiklos, vertybinių nuostatų formavimosi sąsajos, tobulinimo galimybės šiandienos mokykloje

Straipsnyje analizuojama priešmokyklinio amžiausvaikų lyderystės savybių mu-zikinėje veikloje raiška: remiantis tyrimo rezultatais aptariamasvaikų tėvų, pedagogų ir įstaigų vadovų požiūris į lyderystės pobūdį muzikinėje veikloje, atskleidžiama vaikų lyderystės savybių raiška skirtingose muzikinėse veiklose.

On the basis of the diagnostic results yielded by the international project “The Coordination between Musical Hearing and Vocal Apparatus of 6–8-Year-Old Children during the Process of Singing: Comparative Study in Latvia, Lithuania and Taiwan”, strategies for the development of 6–8-year-old children’s breathing for singing were formulated in three areas (breath support, formation of the sensation of inhalation and exhalation, and breath energy), as well as exercises for the development of correct breathing in singing were devised. Research aim:to design strategies for developing 6–8-year-old children’s breathing for singing.

On the basis of the diagnostic study carried out in the framework of the inter-national project “Coordination between 6–8 Year-Old Children’s Musical Hearing and Vocal Apparatus during the Process of Singing: Comparative Study in Latvia, Lithuania and Taiwan” the following problems were defined for those involved in the experiment in Latvia: children’s voice diapason and intonation (undeveloped voice diapason, which does not at large surpass quarto-tertian; inaccurate intonation of melody, bordering “speaking voice”; intonation of the general ascending and descending movement of melody by inaccurate inner filling), typical cases of inaccurate intonation in the process of singing at every age group of children; as well as strategies and didactic material was elaborated for forming and developing singing intonation at different stages of 6–8 year-old children in the framework of case study.

Clearly missing are studies that analyse 6–8 year-old children’s singing and at the basis of which are concepts that describe aspects of breathing, intonation and articulation and their simultaneous combination. In other words, this research domain needs an emphasis on the structural aspects of singing. The aim of the research was to elaborate levels and indicators for the assessment of singing voice of 6–8 year-old children, according to four dimensions: expression, breathing, intonation, and articulation. On the basis of the analysis of conceptions of the development of coordination between musical hearing and the vocal apparatus offered by several expertise authors, the present study includes elaborated assessment levels and indicators of singing voice of 6–8 year-old children according to four dimensions: expression, breathing, intonation, articulation.

Straipsnyje aptariama filosofinė jaunesniojo mokyklinio amžiaus mokinių vertybinių nuostatų ugdymo integruojant populiariąją, muziką sampratos specifika: pagrindžiamas sampratos ak tualumas įvairių ugdymo filosofijos konceptualiųjų krypčių kontekste, remiantis tyrimo rezultatais aptariamos mokinių muzikinės veiklos ir vertybinių nuostatų formavimosi sąsajos bei tobulinimo galimybės.

It has been determined that popular music has a priority position in the scale of junior school age learners' musical values. An empirical interrelation has been disclosed between school learners' musical activities, their attitudes towards popular music and development of their value attitudes. The results of the empirical research indicate that school learner behaviour is determined by their interests related to listening to certain musical genres (folk, academic or popular music). It was determined that school learners more inclined to folk or academic music tend to assess their behaviour more positively than those inclined to popular music. The following factors should be regarded as pedagogical preconditions for developing junior school age learners' value attitudes via integration of popular music: the interrelation between musical education objectives and popular music; application of innovative musical education methods by way of orienting musical activities in the direction of emotional-logical perception; the maturity of a teacher's personality as well as sincere, respectful, benevolent and mutual-understanding-based teacher and learner relations, which give sense to musical experiences and activities.

The following factors should be regarded as pedagogical preconditions for junior school age learner musical education with integration of popular music: 1) connection of musical education objectives with popular music; 2) orienting musical activities in the emotional-logical direction, envisaging possibilities of fostering school learner spiritual values in the contents of education; 3) developing an atmosphere of teacher-learner communication and co-operation based on mutual reliance.