Wartości w muzyce; Muzyczna wrażliwość dziecka; Edukacja muzyczna; Kultura muzyczna; Podkultura
J. Uchyła-Zroski (red.), "Zarys współczesnych kierunków badań nad wartościami w muzyce" (s. 273-283)
The author proves that teacher’s professionalism and sensitivity, as well as his/her skill of interpreting
and popularizing art are the basis of a good music education. In this difficult process
not only textbooks are helpful, but also communicatively written books in which we find many
proves that music is or might be a personal or social value.
Understanding this fact by children and young people requires the arousal of esthetic, linguistic
and socio-moral sensitivity in them. The teacher alone should be convinced that playing gives
rise to child spiritual development, frees hidden creative dispositions, helps in noticing and admiring
the beauty of the world, talents and achievements of other people.
Shaping musical culture cannot do without innovative education, that is the conception of
complex teaching. It accentuates the importance of independence, creativity and cooperation. In
the course of teaching a nice intellectual, emotional and worldview space is created. Students’
activeness favours a harmonous gathering of the subject knowledge (which music notions and
problems are well known to them?), strategic knowledge (how will I use the knowledge in
action?) and selfcreative one (how do I feel discovering values?) What do I aim at? What must
I achieve? What can I give up?