DEVELOPMENT OF MUSICAL SKILLS OF YOUNGER SCHOOL STUDENTS THROUGH THE USE OF BUKOVINIAN FOLKLORE

Abstract

The article highlights the importance of studying Bukovinian musical folklore in the development of musical abilities of primary schoolchildren. It is determined that folk song creativity is of great pedagogical importance due to its ability to respond to key events of national life, high artistry and accessibility. The importance of the teacher's role in choosing appropriate examples for students, appropriate to their age and level of musical development, is highlighted. It is noted that music lessons provide an opportunity for the teacher to adapt the tasks, including various creative elements, such as singing with metrical pulsation, dance movements, creating accompaniments and improvisation. The authors emphasise that Bukovinian folklore has a distinctive character and colour that can broaden students' musical experience and make their understanding of music richer and deeper. This article examines in detail the genres of Bukovinian musical folklore and provides examples of carols, shchedrivkas, kolomyikas, humorous, lyrical, household songs, vesnianky-round dances, vesniankygames that can be used in primary school music lessons. The main emphasis is placed on the methodological aspects of using Bukovinian musical folklore. The use of rhythms and melodies in combination with elements of folk choreography teaches students to expressively convey the text, master metro-rhythmic concepts, pitch, master rhythmic, dance, figurative movements, and try out different variants of the song's performance interpretation. Thus, the targeted development of junior schoolchildren's musical abilities in music lessons is carried out. A special emphasis is placed on the use of speech and movement exercises in the study of Bukovinian musical folklore. At the initial stage, after listening to a folklore piece, pupils are asked to reproduce the rhythmic pattern of the melody by clapping their hands, perform speech and rhythmic exercises on individual phrases from the song's text, learn the melody and words of the first verse of the song. At the second stage, students recall the melody, learn the words of new verses, and sing the song to musical accompaniment. At the third stage, the authors propose to introduce motor elements as a rhythmic interpretation of the song: clapping, stomping, finger, hand and fist movements, basic dance steps, and playing children's musical instruments.