За смяната на парадигмите, музицирането и началната музикална педагогика - практика и съвременност
On Paradigm Shifts, Music Making and Elementary Musical Pedagogy - Practice and Modernity

Summary/Abstract: This study traces the relationship between actual changes in musical practice and the character, goals and problems of contemporary musical education. The author analyzes the problem of how paradigm shifts in the study of musical phenomena are reflected in textbooks and how such shifts become an impetus for cognitive/pedagogical studies and projects. The following questions are discussed in detail: (1) a general description of the dynamics of changes in curricula for music after the 1970s; (2) the tracing of the evolution of the ideas that have led to changes in practices in musical education after the 1990s, due to the influence of the ever-changing environment in which different styles of combination/composition, performance/interpretation and acceptance/distribution of music are developing in society today; (3) the introduction of one of the new series of music textbooks for the elementary-school level, which reflects the actual music curriculum from 1999. The author reaches the conclusion that in its development, elementary musical education is becoming closely linked to the display of musico-cultural ideas. Furthermore, at different moments within the complex diachronic progress of musico-cultural development, the evolution of the models and approaches used by contemporary pedagogy can, in their own way, even anticipate changes in theoretical knowledge about music as a whole and can tum out to occupy leading positions in the process that we call “paradigm shifts” in modernity.

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