Bendrasis muzikinis ugdymas Lietuvoje: raida ir kryptys : (XX-XXI a. pradžia) : monografija

Abstract

The stage, which matured during the two decades of Lithuanian independence, denotes the methodological and pedagogical change in musical upbringing. Inspired by cultural situation (spiritual crisis), it, as the research showed, is essentially based on idealistic realism philosophical direction and thus sets more favourable conditions to strive for higher quality musical upbringing, as a dimension of spiritual culture. This is achieved by directing significantly more attention to the listening of music, the expression of pupil. Aiming for more significant socio-cultural upbringing results, reliable theoretical and didactical foundation is made by scientifically mature and perspective concepts by: A. Katiniene (1998), J. Kievisas'becoming of pupil's musical culture (2007,2008), A. Piliciauskas (1998), L. Piliciauskaite-Navickiene (2005) and Z. Rinkevicius (2002). The research confirmed the hypothesis that it is plausible to radically improve the state of younger generation musical upbringing if the strategy, contents and process of musical upbringing will be reoriented into such a system that makes it possible, with the help of committed to spiritual upbringing and perfect pieces of music, to deepen and develop pupils' musical culture directly as the main part of their general culture. The research revealed that there is an educology idea at the present in Lithuania that is based on the idealistic realism paradigm and gives sufficient premise to achieve it. At the end of the 20th century a unique opportunity for the rebirth of Lithuanian nation arose - new ways and possibilities to reorganise people's lives were set up. After the independence was re-established and socio-economic qualities were changed from their foundational level, the need to implement essential education reform arose - to organise the education of the younger generations in a new way, while striving for higher goals. The main purpose of the reform - "independent and creative personality, being able to fully show and nurture her talents even at school" (Lithuanian Education conception, 1992). It is emphasised that education should help people to "learn the main human values and base their lives on them; develop critical thinking, thus giving the ability to consider essential questions in human existence <...>". Consequently, it is strived to develop each and every pupils' intellect, general and artistic competence, sense of culture; the learning process is aimed to be a motivated and meaningful process for everybody. When carrying out musical upbringing in a school, it is not enough to develop voice, musical hearing, the feeling of rhythm, musical composition analysis skills. Musical upbringing has to help solve the main human upbringing problems more efficiently. Thus broader upbringing factors are gaining ever increasing importance among teachers: clear evaluation of the cultural level and the perception of perspective, the purpose of musical upbringing, its contents and the nature of the process where the forming of cultural moral and spiritual values is emphasised; the occurrence of artistic-spiritual values and many more. In this context the task arises to explore traditional and various newly formed musical upbringing concepts, integrate musical teaching technologies into the development of social culture within a human being as a spiritual person. The purpose of the book - to analyse and evaluate, in the view of effectiveness and substantiation of the upbringing, the traditional and newly formed concepts of musical upbringing in Lithuania. The criterion of evaluation and comparison - the "ability" of various concepts to solve complex tasks of human upbringing that arise from modern culture. By comparing it is aimed to reveal the direction and results of upbringing concepts, i.e. educational and cultural benefits and the prospects development in the context of humanistic pedagogy. It is emphasised how and to what extent they are meeting the expectations of younger generation cultural upbringing. It is hoped that it will help music teachers, the creators of programs and tools for teaching and students to better understand the diversity of the types and concepts of musical upbringing, and scholars - to help improve the methodology of musical upbringing as artistic-spiritual person development. It is plausible to radically improve the state of younger generation musical upbringing if the strategy, contents and process of musical upbringing will be reoriented into such a system that makes it possible to deepen and develop pupils' musical culture directly as the main part of their general culture. There is an educology idea at the present in Lithuania that is based on the idealistic realism paradigm (Sernas, 2002). This paradigm bases the new upbringing informational spiritual model of the 21st century on S. Salkauskis' wholeness of the upbringing principle results and gives sufficient premise to achieve it. The object of study: the concepts of musical upbringing in Lithuania: their methodological basis, present state and the prospects of realizing the development of ideal realistic direction. The methods of the study: the analysis and interpretation of philosophical, psychological and pedagogical literature; presenting of formed musical upbringing concepts in Lithuania, their historical comparative analysis and the revealing of musical upbringing potential in contemporary cultural need context. While the investigation of musical upbringing in empirical sense is rather broad and being systemised, theoretical and philosophical level is quite modest. The existing "missing historical pieces" do not allow the better usage of possessed music didactical technologies in aiming to improve a personality's artistic, intellectual and spiritual maturity, to strive for wholly upbringing (S. Salkauskis' term) quality. Thus it is relevant to develop the methodical idea of musical upbringing. It is hoped that theoretical, systematic analysis of musical upbringing will give way to improve this education from knowing about music to the understanding of the essence of music, understand the upbringing as a phenomenon of a person's inner world, spiritual life and existence. If looking historically at the evolution of musical upbringing in the interwar (1920-1940) period, the choirmasters were the main and only movers of musical upbringing in Lithuania. They prepared the grounds for further and better development of musical upbringing. The musical upbringing in school was based on singing, and the singing - on music theory and solfeggio teaching. Singing inured to the benefit of national identity, national consciousness development, and consequently special attention was given to the choir activity both in school and society. While teaching singing, it was some creative teachers' initiative to start practicing elementary music understanding. However, there was little space for the listening of music in the teaching schedule and thus the higher forms of music were essentially abandoned in schools. During Soviet times, as in earlier years, musical upbringing concepts based on realistic education direction were developed. These were created by E. Balcytis (1992), Z. Marcinkevicius (1986) and their co-authors. The purpose of musical upbringing was regarded as the adequate learning of objective music education contents; these contents were comprised of specific music knowledge and their conditioned practical pupils' abilities (unwritten teaching formula: "If you learn the language of music (how), develop musical skills - it means you will understand music"). The process of musical upbringing was and is happening essentially in the direction of music understanding as a science subject: the major part of the time and contents of upbringing is occupied by the development of musical abilities, skills and knowledge. Giving teaching was and is still dominating with a more authoritarian and less cooperative pedagogy. It inevitably formed the attitude that in the centre of pedagogical process is the object, learnt tasks and not the pupil. Musical upbringing, even though enriched with artistic moments, is happening, as in earlier years, based on the classical upbringing paradigm, oriented towards the aspect of realistic upbringing direction with music as a science (how) subject.