Content-structural characteristics of junior schoolchildren's musicality

Abstract

The article deals with the essence and content of the concept of «musicality», its content and structural characteristics and the specifics of the development of musical abilities of junior schoolchildren's. The publication analyzes the best pedagogical experience in studying the essential characteristics of musicality in the field of psychology and pedagogy. A review of scientific literature has shown that the development of individual components of musicality has a certain impact on the development of certain mental qualities of a personality. The analysis of the literature on the problems of musicality shows that only certain issues of its essence and development were investigated. We can argue that musicality was seen as an innate ability that cannot be formed, and as a formable property. Therefore, the content-structural analysis of the studied category provides an opportunity for a deeper and more detailed study of musicality as a phenomenon, taking into account the psychophysiological characteristics of junior schoolchildren.

The structural components are the following: motivational and informational, operational and perceptual, emotional and evaluative, and creative and active. The provided content-structural characteristics of the musicality of elementary school students is the basis for the further development of a criterion apparatus for diagnosing the levels of formation of a certain quality and finding reliable ways of pedagogical guidance for the formation of musicality of elementary school students in the process of learning to play the piano in art schools.