| Abstracts: | The article reveals the problem of determining the content of the regional programme of general music education by substantiating its socio-cultural dominants. Considering of the existing programmes “Music” in the Chuvash Republic, in the context of their socio-cultural guidelines, the author describes an optional course “Musical Journey to the Native Land” for the primary classes of general education schools in Chuvashia, which is based on national musical and artistic material. This optional course is based on the results of a factor analysis that justifies the socio-cultural dominants of the course content, which are aimed at the formation of a complex of both musical and ethnocultural knowledge, skills and ideas in the field of national culture in children. The research was based on scientific works on methodology of art education: E. B. Abdullin, O. A. Apraksina, L. G. Archazhnikova, L. V. Kuznetsova. As a result of the study, a factor analysis of the current data of music programmes was carried out. It showed that the globalization of education, affecting school subjects of humanitarian and artistic-aesthetic cycles, should not erase the ethnic originality of folk cultures, which is clearly represented by their musical traditions aimed at cultivation of love for their native land in a child, for the Fatherland; in some of the analyzed programmes, the principle of artistic integration in music lessons is not sufficiently used, as well as the method of artistic context. Thus, the cultural intensity of regional school music education programmes is not given due attention. Hence, the following are determined by the relevant socio-cultural foundations, that is, the dominants of the content of the regional programme of general musical education: education of patriots of both their small homeland and Russia; humanistic, cultural and creative orientation of professional activity of teacher-musician; ethno-cultural tolerance as a mechanism for the formation of civic identity of pupils. The study has practical significance and can be used in various educational systems of the republic: at children’s general education schools, children’s art schools, at courses on the methodology of musical education and education in music and pedagogical colleges, faculties of music education and primary classes of pedagogical universities, in the content of courses of specialization and advanced training of music teachers.
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| The contact details of authors: | кандидат педагогических наук, доцент кафедры теории, истории, методики музыки и хорового дирижирования Чувашского государственного педагогического университета им. И.Я. Яковлева, г. Чебоксары, Россия; e-mail: lenabakshaeva14@gmail.com
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