Kvitka N. The formation of music perception of students with mental retardation at junior school by means of folklore

This dissertation thesis presents the results of foreign and domestic psychological and educational researches analysis of problem music perception of students with development delay at primary school. This analysis showed that the formation of music perception is the basis of the formation of the musical culture of the individual. It is very important to younger students with special educational needs, because music is deeply democratic art and performs developmental, educational functions of emotional and cognitive sphere of pupils. Folklore is the means of spiritual influence and national-patriotic education of children. This face is especially important for problems solving in the practice of educational institutions for children with development delay. This experimental search allowed us to determine the pedagogical conditions providing efficiency of formation process of music perception of children with development delay: a step-by-step educational process; increasing the motivation of cognitive activity and conscious assimilation of knowledge and mastery of the performing skills in musical activities; special pedagogical management of cognitive activity of students of primary school with development delay; the improvement of knowledge of teachers, subject teachers and parents of children and their families about folklore. This research of the proposed proprietary technology of formation of mus?c percept?on of students with development delay in the second, third and fourth grades of primary school proved its validity and remedial and developmental efficiency to influence on the development of children's music image understanding of the Ukrainian folk song, adequate emotional-personal attitude and ability to reproduce in practical musical activities. Thus, in particular, after a three-year formative experiment an indication of the high level of development of music perception of different genres of folk music of the students in the experimental group significantly exceeded the corresponding result of the students of the control group. It means that there are qualitative changes of music perception of students with mental retardation at primary school, e.g.: enrichment of the emotional-perceptual experience; increasing knowledge and understanding of the folk songs; the increase of activity and independence of students in the process of perception and performance of folk music.