Populiarioji muzika - integralus jaunesniojo mokyklinio amžiaus mokinių vertybinių nuostatų ugdymo veiksnys
Popular Music as Anintegral Factor of Developing Junior School Age Learner’s Value Attitudes

Summary/Abstract: Primary education of a child is considered to be one of the most important priority spheres in the contemporary education policy, as well as the basis for lifelong learning paving the way for the future academic and business career. Therefore, primary musical education has special significance: it helps foster, by related activity forms, the development of learners’ value attitudes, abilities and knowledge as an integral process. The challenges of the changing society also give prominence to the role of musical education, which requires a closer interrelation between the contemporary musical culture and education, as well as making use of opportunities of popular music in order to develop the linkage between musical education and personality development. For the abovementioned reasons, there arises a necessity for determining the significance of purposive popular music application in the educational process. It has been determined that popular music has a priority position in the scale of junior school age learners’ musical values. An empirical interrelation has been disclosed between school learners’ musical activities, their attitudes towards popular music and development of their value attitudes. The results of the empirical research indicate that school learner behaviour is determined by their interests related to listening to certain musical genres (folk, academic or popular music). It was determined that school learners more inclined to folk or academic music tend to assess their behaviour more positively than those inclined to popular music. The following factors should be regarded as pedagogical preconditions for developing junior school age learners’ value attitudes via integration of popular music: the interrelation between musical education objectives and popular music; application of innovative musical education methods by way of orienting musical activities in the direction of emotional- logical perception; the maturity of a teacher’s personality as well as sincere, respectful, benevolent and mutual-understanding-based teacher and learner relations, which give sense to musical experiences and activities.

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