МУЗИКАЛНОПЕДАГОГИЧЕСКИТЕ ВЪЗГЛЕДИ НА ДИМО БОЙЧЕВ ПРЕАМБЮЛ НА СЪВРЕМЕННИТЕ МУЗИКАЛНООБРАЗОВАТЕЛНИ СТРАТЕГИИ В БЪЛГАРИЯ
THE MUSICAL PEDAGOGICAL VIEWS OF DIMO BOYCHEV – A PREAMBLE TO THE CONTEMPORARY MUSICAL EDUCATIONAL STRATEGIES IN BULGARIA

Summary/Abstract: Music as a subject area and object of pedagogical interaction provokes debates, which prove an aspiration to build a complete system of music education. At the end of the 19th century until the middle of the 20th century series of articles, collections of songs, methodological developments and models for teaching music in various educational levels are published. There are public debates about music curricula, the development of music education activities, resource provision and the pedagogical competence of music teachers. Born in 1878 Dimo Boychev is one of the bright figures in the society of musicians. Having worked as a music teacher, he created the first Children's Flower in Plovdiv in 1902. The aim of the present work is the projection of Boychev's musical pedagogical views to the current SES (state educational standards) for the educational major "Music". The conceptual model for music education activity, described in his book "Singing in primary schools and folk schools. Methodical Notes“, published in 1922. The proposed system emphasizes the vocal activity at school as a synergistic component of the phonological and musical lexicon, a mechanism is presented for a smooth transition from listening imitative reproduction to the formation of reading technique through musical literacy, the role of the school song as an educational tool is highlighted and the its artistic parameters. Musical realization is integrated into various forms of collective music initiatives: choirs, orchestras and what Boychev defined as musical societies Children's Flowers. The research methodology includes a comparative analysis of methodological notes and the transfer of music education paradigms from the beginning of the 20th century to the modern cognitive environment. The validation of the main components of the competence approach: knowledge, skill and attitude structurize a holistic educational environment adaptable to different historical eras.

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