Wang Y. Musical education of junior schoolchildren in Waldorf schools of China and Ukraine

The relevance of the study is due to such key factors as: the priority of humanization of education and strengthening in this regard the importance of music education of the younger generation; significance for the musical education of the personality of the primary school, designed to lay the foundation for further motivated assimilation of musical culture; the indisputable achievements of Waldorf music education of schoolchildren and the need for integration into the traditional music-pedagogical theory and practice of ideas and approaches of the Waldorf school to improve the quality of mass music education; pedagogical expediency of comparative analysis of music education of junior schoolchildren in Waldorf schools of China and Ukraine, which allows to mutually enrich educational experience, overcome or avoid many mistakes, find the best way to implement Waldorf approaches to education in these countries taking into account national and cultural specifics. The scientific novelty and theoretical significance of the research results is that for the first time: a comprehensive analysis of music education of primary school students in Waldorf schools in China and Ukraine; characterized the general trends in the development of the Waldorf movement in China and Ukraine, as well as specific trends characteristic of the Ukrainian Waldorf movement; the content of music education of junior schoolchildren in Waldorf schools of the People’s Republic of China and Ukraine is generalized and identified as common semantic features that reflect the uniqueness of national culture and education of the studied countries; features of training music teachers for Waldorf schools in China and Ukraine; the directions of use of the generalized experience of music education of junior schoolchildren in Waldorf schools of the People’s Republic of China and Ukraine in traditional Chinese and Ukrainian primary schools are defined, namely: integration of music education and general education; involvement in active learning of students; expanding the range of musical, including folk, instruments; use of effective Waldorf forms, methods and means music education, which adequately meet the capabilities and needs of children of primary school age, contribute to the emotional and value perception of reality, in-depth experience of the joy of movement and balance; combination of traditional and Waldorf forms and methods of music education; emphasis on the anthropological orientation of music teacher training; constant purposeful cooperation with parents, involving them in joint events.