The curriculum of the music school. Model curriculum of a music school

ON APPROVAL OF EXAMPLE CURRICULUM FOR CHILDREN
MUSIC, ART SCHOOLS AND ART SCHOOLS SYSTEM
COMMITTEE ON CULTURE AND EXAMPLE EDUCATIONAL
PROGRAMS OF DISCIPLINES PROVIDED BY EXAMPLE
CURRICULUM

COMMITTEE ON CULTURE OF THE GOVERNMENT OF MOSCOW

In order to organize the educational process in children's
music, art schools and schools of the arts of the Committee system
on culture, guided by paragraph 1 of Article 15 of the Law of the Russian
Federation "On Education", on the basis of paragraphs 5 and 13 of the Regulations on
Committee for Culture, approved by the Government
Moscow dated November 18, 1997 N 805, I order:
1. Approve exemplary curricula for children's musical,

(Appendix 1) and exemplary educational programs of disciplines,
provided by exemplary curricula for children's musical,
art schools and schools of arts of the system of the Committee for Culture
(Appendix 2).
Establish an expiration date for sample curricula and sample
educational programs of disciplines approved by this order,
prior to the entry into force in accordance with the established procedure of state
educational standards additional education children for
children's music, art schools and art schools.
2. Heads of children's music, art schools and schools
arts system of the Committee for Culture to ensure:
2.1. Development and approval of curricula and educational
programs of disciplines by the relevant educational institutions at
based on exemplary curricula and exemplary educational
programs of disciplines approved by this order.
2.2. Implementation of curricula and educational programs
disciplines within the budget allocations allocated in
in accordance with the established procedure for the maintenance of relevant educational
institutions.
2.3. Definition study load teachers and
preparation of tariff lists in strict accordance with
approved curricula and educational programs
disciplines.
3. Departments of culture and leisure administrative districts cities
Moscow when planning in accordance with the established procedure indicators of the budget
financing the activities of subordinate children's musical,
art schools and art schools to exercise strict control over
compliance of curricula and educational programs of disciplines,
developed and approved by educational institutions
independently, exemplary curricula and exemplary educational
discipline programs approved by this order.
4. Establish that in 1999 children's musical,
art schools and art schools of the system of the Committee for Culture
develop and approve curricula and educational programs
disciplines in accordance with this order within the budget
appropriations allocated for their maintenance in the current year.
5. Assign responsibility for the implementation of established rules
development and approval of curricula and educational programs
disciplines by children's music, art schools and schools
arts system of the Committee for Culture on their leaders.
6. Department of legal support, personnel and educational institutions
ensure the necessary organizational measures for
implementation of this order.
7. Methodical office for educational institutions of arts and
culture to provide educational institutions methodological assistance at
development of curricula and educational programs of disciplines,
exercise control over the implementation of educational institutions
curricula and educational programs of disciplines and their implementation
established requirements for the organization of the educational process.
8. Consider invalid the order of the Moscow City Committee
on cultural issues dated 01/11/1991 N 8 "On the approval of mandatory
requirements for the results of the activities of educational institutions.
9. To impose control over the execution of this order on
Deputy Chairman of the Committee A.E. Porvatova.

Appendix 1

EXAMPLE CURRICULUM
FOR CHILDREN'S MUSIC, ART SCHOOLS AND SCHOOLS
ARTS SYSTEM COMMITTEE ON CULTURE

1.	music school (musicdepartments of the art school)	Ministry of Culture of the USSRdated 28.05.87 N 242
2.	Instrumental Curriculumvariety orchestra classesChildren's music school and music departmentChildren's School of Art, 3 years of study	Recommended by the Ministry culture of the RSFSR (letter of instructionMinistry of Culture of the RSFSR N 02-337 / 16-14 dated 10/20/1980)
3.	Model curricula for childrenart schooland the art department of the art school	approved by orderMinistry of Culture of the USSR from 11.10.88 N 390
4.	Model curricula for children's art school	Board approvedMinistry of Culture Protocol No. 19
5.	The curriculum of the choreographic department of the art school	Recommended by orderMain Department of Culture of the Executive Committee of the Moscow City Council from 04.05.90 N 152
6.	Model curriculum of a children's choreographic school (choreographic department and scientific institutions of the art school)	Approved by the Officepersonnel of educational institutions \|Ministry of Culture of the USSR July 25, 1989
7.	Individual curricula of individual educational institutions	Recommended by the Ministry culture of the RSFSR (instructive letter N 01-185 / 16-15 dated 05.07.89)
8.	Typical curriculum of the department of theatrical art of the children's art school (option 1), study period 8 years	Recommended by the Ministry culture of the RSFSR (letter of instructionMinistry of Culture of the RSFSRN 02-337 / 16-14 dated 10/20/1980)
9.	Typical curriculum of the department of theatrical art of the children's art school (option 2), study period 4 years	Recommended by the Ministry culture of the RSFSR (letter of instructionMinistry of Culture of the RSFSR N 02-337 / 16-14 of 10/20/1980)

Annex 2

EXAMPLE EDUCATIONAL PROGRAMS OF DISCIPLINES,
PROVIDED IN EXAMPLE CURRICULUM FOR CHILDREN
MUSIC, ART AND ART SCHOOLS
SYSTEMS OF THE COMMITTEE FOR CULTURE

N p/n	Name of programs	Year publications programs	Publisher
	Music
	Solo instrumental performance
I.	Methodological note to the programsinstrumental classes DMSH and DShI	1988	MK USSR
II.	Programs in the subject "Musical tool":
1.	piano	1988	MK USSR
2.	General piano	1975	MK USSR
3.	Violin, viola, cello	1989	MK USSR
4.	double bass	1969	MK USSR
5.	Harp	1966	MK USSR
6.	Guitar seven-string	1989	MK USSR
7.	Guitar six-string	1988	MK USSR
8.	Three-string domra, four-string domra	1988	MK USSR
9.	Balalaika	1988	MK USSR
10.	woodwind instruments	1988	MK USSR
11.	Brass and percussion instruments	1988	MK USSR
12.	Accordion	1988	MK USSR
13.	Choice-ready button accordion	1985	MK USSR
14.	Variety Orchestra Instruments (piano; percussion instruments; saxophone; trumpet; trombone; guitar; bass guitar)	1985	MK RSFSR
	Orchestral and ensemble performance
15.	Orchestral class	1988	MK USSR
16.	Ensemble class	1969	MK USSR
17.	Ensemble class folk instruments Orchestral class	1979	MK USSR
18.	Ensemble class (variety specialization)	1985	MK RSFSR
	Choral and vocal performance
19.	Choir class	1988	MK USSR
20.	Solo singing. vocal ensemble	1968	MK USSR
	History, theory and music composition
21.	Musical literature	1982	MK USSR
22.	Approximate thematic plans by subject "Musical Literature"	1988	MK USSR
23.	Modern music. Jazz history and popular music (pop specialization)	1986	MK RSFSR
24.	Solfeggio	1984	MK USSR
25.	Solfeggio: software requirements forsixth grade and examgraduation requirements	1989	MK USSR
26.	Solfeggio: guidelines and program requirements for teacherspreparatory groups at children's music school,music departments of art schools	1988	MK USSR
27.	Rhythm for preparatory departmentsChildren's music school and schools of arts (G.S. Franio "Rhythmat the children's music school", M.,"Press solo", 1997)	1997	MK Moscow
28.	Rhythm for 1st, 2nd grade music schools and schoolsarts (G.S. Franio "Rhythm in the nurserymusic school", M., "Press solo", 1997)	1997	MK Moscow
29.	The writing	1981	MK RSFSR
30.	Composition (pop specialization)	1985	MK RSFSR
31.	Fundamentals of improvisation (pop specialization)	1985	MK RSFSR
	art
1.	Drawing, painting, sculpture, composition	1990	MK USSR

2.	Fine art history	1986	MK USSR
3.	Educational practice. Plein air	1989	MK RSFSR
4.	Applied art compositionand work in the material	1986	MK RSFSR
5.	fine arts, easelcomposition, decorative and appliedcomposition, drawing, modeling forpreparatory groups of children's art school	1987	MK RSFSR
6.	in the material of artistic ceramics	1986	MK RSFSR
7.	Applied art composition and workin the material. The art of carpet weaving	1985	MK RSFSR
8.	Applied art composition and workin the material. Artistic processingfur and leather	1985	MK RSFSR
9.	Applied art composition and workin the material. Artistic processingstone	1985	MK RSFSR
10.	Applied art composition and workin the material. The art of woodcarving	1984	MK RSFSR
11.	Applied art composition and workin the material. The art of painting on wood	1984	MK RSFSR
12.	Applied art composition and workin the material. Embroidery	1985	MK RSFSR
	Choreography
1.	Historical and everyday and modern ballroomdance	1983	MK RSFSR
2.	classical dance	1981	MK RSFSR
3.	Folk stage dance	1987	MK RSFSR
4.	History of choreographic art	1986	MK RSFSR
5.	Rhythm and dance	1984	MK RSFSR
6.	Musical literacy and listening to music(program for choreographic departments DSHI)	1988	MK RSFSR
7.	Bayan (program for choreographic departments of DShI)	1987	MK RSFSR
8.	Piano (program for choreographic departments of DShI)	1987	MK RSFSR
9.	Kindergarten Programchoreographic departments of music school and DSHI	1981	MK RSFSR
	Theatre
1.	stage action	1987	MK RSFSR
2.	Scenic speech	1987	MK RSFSR
3.	stage movement	1987	MK RSFSR
4.	Makeup	1988	MK RSFSR
5.	History of the costume and hairstyle	1988	MK RSFSR
6.	Conversations about music (program for the theater departments of the Children's Art School)	1988	MK RSFSR

EDUCATIONAL PROGRAM

MOU DOD "DMSh" S. P. KRASNOARMEYSKOE

I.REGULATORY - LEGAL FRAMEWORK OF THE INSTITUTION

The priority areas of activity of the teaching staff are determined by the following normative documents:

the Constitution of the Russian Federation; Law of the Russian Federation "On Education"; Convention on the Rights of the Child; Model regulation on the establishment of additional education for children (Order of the Ministry of Education and Science of the Russian Federation of 01.01.2001 No. 000); Concepts for the development of education in the field of culture and art in the Russian Federation (approved by the order of the Government of the Russian Federation of 01.01.01 N 1244-r); Sanitary and epidemiological rules and regulations SanPiN 2.4.4.1251-03 "Children's out-of-school institutions (institutions of additional education)", (Decree of the Chief Sanitary Doctor of the Russian Federation dated April 3, 2003 No. 27);

· Exemplary curricula for educational programs in the arts for children's art schools, recommended by the Federal Agency for Culture and Cinematography in 2005 (letter of the Federal Agency for Culture and Cinematography dated 01.01.2001 No. 4);

· Model curricula for a children's music school (music department of an art school), approved by order of the Ministry of Culture of the USSR dated 01.01.2001 No. 000;

government requirements

II. INFORMATION SHEET

Municipal educational institution of additional education for children "Children's Music School" of the Tersky Municipal District of the Kabardino-Balkarian Republic (MOU DOD Children's Music School, village of Krasnoarmeiskoye, hereinafter School), certificate of entry into the Unified State Register legal entities from 01.01.2001 series 07 number

Legal address of the School:

The actual address of the School:

KBR, Tersky district, p. Experienced 38 ..

Year of foundation: 1979

Series, number, date of issue of the license: series 07L01 No. 0 issued on June 5, 2013 by the Ministry of Education and Science of the Kabardino-Balkarian Republic, valid indefinitely.

The school owns a room of 80.3 sq. m, located in the Rural House of Culture (1st and 2nd floors - 4 classes), an Agreement for the gratuitous use of municipal property was concluded with the Administration of Tersky municipal district, for a period of 1 year, May 17, 2013

There is no land plot.

2.2. The school carries out educational activities under programs of additional education of an artistic and aesthetic orientation and additional pre-professional general education programs in the field of arts.

The activities of the school are regulated by local legal acts. Kind of activity: teaching children to play musical instruments. The activities of the school are carried out in close cooperation with educational and cultural institutions, organizations of the village, district and republic.

The organization of the educational process at the School is carried out in accordance with educational programs and timetables.

The beginning and end of the academic year, the duration of the holidays are determined by the annual calendar study schedule School, developed and approved by the School in the manner prescribed by applicable law.

2.3. The school operates on a five-day schedule. working week with two days off - Saturday, Sunday. The duration of the lessons is 40 minutes.

The schedule of classes is compiled to create the most favorable mode of work and rest for children by the School on the proposal of pedagogical workers, taking into account the age characteristics of children and establishedsanitary and hygienic standards.

2.4. The duration of training at each stage of training is regulated by the standard terms for mastering the educational programs implemented by the School for five, seven training periods.

2.5. Expulsion of students from the School is carried out on the basis of an application from parents (legal representatives) submitted to writing, in accordance with the order of the Director of the School.

2.6. Intermediate certification of students is carried out in the form of control lessons, academic concerts, translated academic concerts, technical tests, auditions, performance of programs at concerts.

The procedure and timing of the interim attestation, the grading system during the interim attestation are determined by the regulation on the intermediate attestation of students, which is a local act of the School.

2.7. The school independently develops a program of its activities, taking into account the needs of children, the needs of the family, educational institutions, children's and youth public associations and organizations, the characteristics of the socio-economic development of the region and national cultural traditions.

2.8. The school organizes and conducts public events.

2.9. The School conducts methodological work aimed at improving the educational process, programs, forms and methods of activities of associations, and the skills of teaching staff.

2.10 The activities of children in the School are carried out:

by educational areas: instrumental performance; in same-age and mixed-age associations (department, class, group, ensemble, and others); during academic work and extracurricular activities.

2.11. To conduct the educational process and the full development of students educational material in accordance with educational programs and curricula established the following types works:

· group and individual lessons with a teacher;

· independent (home) work of the student;

· control activities provided for by curricula and programs (control lessons, tests, exams, academic concerts, screenings);

· cultural and educational events organized at the School, in institutions and organizations of the village (lectures, conversations, performances, concerts);

· extracurricular cool activities(visiting concerts, exhibitions with a teacher, class reporting concerts, solo concerts, creative meetings etc.).

2.12. Parents (legal representatives) together with children can participate in the work of the class without being included in the main composition, subject to the conditions and consent of the head of the class.

2.13. Information about the contingent of students:

Branch

Number of students

musical

TOTAL:

The School has 50 students. The school teaches to play the piano, button accordion, accordion, guitar. Study the world and national musical culture, learn the value perception of art and a creative approach to various life problems.

The school has 2 departments. The form of training is individual and group.

Groups are recruited on the basis of the school curriculum, compiled in accordance with the standard curriculum for children's music schools and children's art schools, approved by order of the USSR Ministry of Culture dated May 28, 1987 No. 000, agreed with the USSR Ministry of Finance, as well as on the basis of educational plans developed by the school independently in accordance with the Law of the Russian Federation "On Education" and the Federal State Requirements for the minimum, structure and conditions for the implementation of programs, as well as the timing of their implementation (FGT).

2.14. . The school has 5 teachers (4 full-time and 1 part-time).

The educational qualification of the pedagogical and accompanist staff is quite high:

100% of teachers have specialized secondary specialized education;

secondary - special - 60% (3 people);

The school, as an educational institution, is working on the problem of moral, cultural education of students, through familiarization with art as much as possible. more children and adults. main form educational work at school, in order to form the creative activity of students, is extra-curricular concert and educational activities.

Tasks:

I. Stimulation performance skills students, improving children's collective creativity;

II. Implementation of innovative models for presenting educational results:

III. Moral, ethical, aesthetic education of the individual,nutrition of the honor and dignity of a citizen of Russia, virtue and lovevie to the beautiful;

IV. Popularization of classical and folk music in institutions and organizations of the city;

V. Increasing the interest of parents in music education, contributing to an increase in the quality of enrollment of children in the School.

2.20. All activities of the school are carried out in close cooperation with educational and cultural institutions, organizations of the village and the region. The main traditional forms of interaction with the society are still: academic concerts, lecture-concerts, traveling concerts, solo concerts, class concerts, festivals, competitions, musical lounge, participation of students and teachers in cultural life village and region.

Interaction with educational and cultural institutions allows: to reach a mass audience in order to promote musical art, to practically apply the acquired skills by students. The school holds over 10 concerts annually. The introduction of new technologies continues presentation of the results of the concert activity. The traditional events are: themed concerts for holiday dates: Music Day, Teacher's Day, Mother's Day, Defenders of the Fatherland Day, Women's Day on March 8, New Year's performance, dedication to musicians, reporting concert, graduation ball.

2.21. One of essential conditions effective management of the development of education quality, improve the ranking of the school is the implementation of the principle of social partnership .

Social partnership is developing as a condition that ensures high motivation of students to learn, effective interaction with institutions and organizations of the village. Conditions have been created for combining cultural and educational activities into a single system, with a certain social orientation and taking into account the needs of society. The educational system of the school focuses on the specifics of the socio-cultural environment in the region. In cooperation with cultural and educational institutions of the city, the established traditions are used.

The main forms of interaction with society are: lectures, concerts, outdoor concerts, festivals. The school, which has a long, eventful history, is an example of an active creative role in shaping the socio-cultural environment and preserving traditions.

III. MAIN PRINCIPLES OF EDUCATIONAL POLICY

All the principles underlying the educational program Schools focused on the personality of the child and the creation of conditions for the development of his abilities, on the cooperation of teachers and students, teachers and parents, on the interaction of the content of education in all academic subjects.

IV. ANALYTICAL SUBSTANTIATION OF THE EDUCATIONAL PROGRAM

4.1. Children's music, art schools, etc. (hereinafter - children's art schools) have a 110-year history of existence. The first schools were created as the first stages of education in music conservatories Moscow and St. Petersburg, the Academy of Arts, so the content of education in children's art schools was immediately determined by two qualities:

general

vocational education

4.2. The development of educational programs in the field of art is based on the creative abilities given to man by nature, begins from childhood and must be continuous, since it is not associated with a gradual (from fundamental to particular) mastering of certain sciences, but with a purely practical sensual, physical and intellectual comprehension by the student of the essence of the mastered art form, the disclosure of the psychophysical capabilities of the individual, the training of his hands, the development of a complex of psychophysical qualities necessary for self-realization in the chosen profession.

4.3. Aesthetic education is one of the main factors comprehensive development creative and artistic abilities of the younger generation. An important section of aesthetic education is musical education. This training program contributes to a rational and balanced distribution of the study load, taking into account all the requirements that increase from class to class and involves changing teaching methods in accordance with the age-specific individual abilities of students.

homegoal pedagogy:

To give the opportunity to reveal the individual abilities of children; awaken their creative initiative on the basis of strong basic
knowledge; to educate competent lovers and listeners of music; visitors to exhibitions and museums. to prepare the most capable students for admission to secondary
professional music and art schools.

Main tasks education and upbringing in the school of arts:

Introducing children to musical and artistic art, instilling in them an interest and love for serious music, painting; understanding of folk, classical and
contemporary creativity; formation of musical and performing skills and playing skills
on instruments; identification and professional orientation gifted children; development creative personality every child, regardless of his abilities; introducing children to the treasury of musical and artistic art; formation, through communication with art, aesthetic ideals;
positive moral qualities, internal spiritual world and general culture; formation, in the learning process, cognitive activity skills
acquire and creatively apply the acquired knowledge in meaningful leisure; education of children by active propagandists of art.

V. MISSION OF THE SCHOOL. PRIORITY DIRECTIONS.

GOALS AND OBJECTIVES OF AN EDUCATIONAL INSTITUTION

Mission schools: spiritual and moral development of the younger generation by means of artistic and aesthetic creativity. Vision of ways to accomplish the mission:

educational trajectory

social partnership

The purpose of the comprehensive educational program: creation of the necessary conditions for a comprehensive comprehensive education and upbringing of a creative personality, organization of children's leisure, improving the quality of the educational process in accordance with the priorities of modern educational policy and needs of customers of educational services.

Tasks,for its implementation:

· modernization of the content of the educational process through the introduction of modern conceptual approaches and innovative technologies in the field of art, culture and art education;

education of valuable, caring attitude of students to cultural traditions through familiarization with the best examples of the national and world musical and artistic heritage;

· introduction of information technologies (computer technologies, multimedia technologies, electronic music.);

· support for beginning musicians-performers, young artists and children's creative groups through their active involvement in concert and educational activities;

· creation of conditions for optimal development and creative self-realization of artistically gifted children, participation in competitions, festivals, exhibitions, olympiads;

professional orientation of students in the field of art, culture, the formation of readiness to continue art education;

familiarization with spiritual culture through practical, creative activity;

organization of content cultural leisure residents of the microdistrict, through the organization of concert and exhibition activities;

creation of conditions for improving the professional competence of teachers through the organization, holding and participation in scientific and practical conferences, competitions, festivals, olympiads; participation in master classes and seminars, both on the basis of the school and outside it, creating conditions for the development of motivation for scientific, educational, methodological, pedagogical and performing activities;

The program is based on the concept of developing education in musical and artistic education, the connection of music and fine arts with life and ideas. integrated development art.

PRIORITY ACTIVITIES OF THE OU

Improvement of the content and technology of music education, intensification and integration of the learning process.

1. Introduction new curricula, additional pre-professional general education programs in the field of arts, developed by the school independently in accordance with the Law of the Russian Federation "On Education" and Federal State requirements for a minimum content, structure and conditions for the implementation of programs, as well as the timing of their implementation.

2. Based on curricula, as well as to provide solutions to the problems of an individual approach to learning disciplines are introduced into the educational process that develop the creative activity of students, for example, “listening to music”.

It is difficult to instill love for the classical musical heritage without this subject. The time allotted for listening to musical topics in the lesson of musical literature does not teach listening, but simply illustrates new material. There is an urgent need to introduce this subject, and create conditions that not only teach love for the classical heritage, but also contribute to the inculcation of the initial relaxation skills. Love and the ability to listen to music must be instilled on high-quality musical media, through equipping the cabinet with modern musical equipment, electronic programs training and a computer video projector, that is technical creation in the concert hall sound class.

3. Mastering the technology of integrated learning in the lessons of solfeggio, musical literature and specialty, will help students quickly adapt to learning at the School, reduce the amount of time spent on homework, will improve the quality of education, both in group subjects and in the specialty, and will contribute to a faster advancement of education.

4. The introduction of integrated learning technology for creative teams will increase the motivation for learning children.

5. Introduction of computer technologies, multimedia presentations, digital musical instruments.

Expected results:

1. The content of the individual plans of students will be focused on identifying and implementing the child's abilities at all stages of his education.

2. Increasing the motivation for learning and the quality of performing and artistic skills, through the integration of the work of creative teams, the joint work of teachers of theoretical and special disciplines, teachers of music and art departments, involving students in the form of work with computers that is accessible to them.

3. Education of a competent listener of music, visitors to museums, exhibitions, art galleries.

4. Creation by students of their own musical product (electronic music, phonograms, etc.).

· The development of a favorable and motivating psychological school atmosphere for learning, through the improvement of work on the aesthetic, moral and moral development of the student's personality.

Implementation of the conceptual positions of this directionis the widespread introduction of new models presentation of the results of education - the program "Children's Philharmonic". A student's awareness of the value of his musical and creative activity for others can serve as a strong incentive to music lessons. When he sees that his music-making and creative success can please his relatives and friends, that thanks to his musical talents he becomes more interesting and significant in their eyes, he has a growing sense of self-respect and a desire to assert himself as a person in creative activity.

Expected results:

1. Introduction of new models of presenting educational results (special music programs, thematic and holiday concerts, literary and musical compositions bymusical literature, at exhibitions).

2. Increasing learning motivation.

3. Education of aesthetic, moral and moral qualities of a person, honor and dignity of a citizen of Russia, anyyou to the beautiful.

· Creation of conditions for work with gifted children and professional self-determination.

Expected results:

1. Increasing the number of school graduates entering colleges and universities in the field of activity.

2. Increasing the number of participants in performing and creative competitions.

3. Positive dynamics creative interest students to the concert activities of the School.

4. Positive dynamics of teachers' interest in preparing children for participation in competitions, festivals, olympiads, exhibitions.

5. Increasing the quantitative and qualitative indicators of the participation of students in field competitions

6. Growth professional excellence teachers.

· Development of a training system for creative teams, taking into account the needs of society.

Collective music-making is an incentive for creative and professional growth, communication with peers, enthusiasm common cause, the opportunity to actively participate in the general, creative process, where the personality of each child successfully develops, and the success of her work depends on all members of the team. Ensemble playing significantly expands the student's musical horizons, develops such qualities that a musician needs, such as the ability to listen not only to his own performance, but also to a partner, the overall sound of the entire musical fabric of a piece; cultivates the ability to captivate a comrade with his plan, and when it is necessary to obey his will; activates fantasy and creativity; sharpens the sense of sound color; fosters a sense of duty, responsibility, camaraderie. The solution of this problem within the framework of the subject "collective music making" necessitates diversifying creative children's groups, raising their performance level, by motivating training for concert activity.

Expected results:

1. Increasing the number of mixed ensembles.

2. Increase in the number of piano ensembles.

3. Creation of a vocal ensemble.

4. Increasing motivation for learning.

· Improving the system of interaction and cooperation teaching staff schools with families and with society.

One of the factors for increasing educational level and the ranking of the school is to expand the space of social partnership, the development of various forms of interaction of its subjects in the field of educational activities. Improving work in this direction will promote the popularization of musical and artistic art in institutions and organizations of the city, stimulate children's performing skills, develop students' creativity, increase the interest of parents in musical and artistic education, and hence the quality of enrollment of children for schooling. In this direction, it is planned to expand concert activities in organizations and institutions of the region.

Expected results:

1. Increasing the prestige of the school.

2. Fostering a sense of learning success in students.

VI. CONTENT OF THE EDUCATIONAL PROCESS

6.1. Characteristic features of the organization of the educational process.

1. The normative basis of the educational process at school are: exemplary curricula of educational programs in the types of musical art for children's art schools, recommended by the Federal Agency for Culture and Cinematography in 2005 (letter of the Federal Agency for Culture and Cinematography dated 01.01.2001 No. 4);

Curricula and additional pre-professional general education programs in the field of arts in accordance with the FGT.

The diversity of curricula is based on the age characteristics of students: those entering at the age of 6.6; after 9-10 years.

2. The following educational programs operate at the School - 3-year, 5-year, 7-year, 8-year.

3.Children at the age of 6 have the right to enter Children's School of Art.

4. The study schedule is built on the principle of the schedules of general education schools: the academic year is divided into quarters with the obligatory rest of children from studies between quarters. The schedule is drawn up based on sanitary and hygienic standards. School hours: 5 day work week.

5. The main form of classes at school is a lesson lasting 40 minutes. It can be individual, collective, group.

6. The educational process at the School is a combination of individual and group lessons. The educational process is structured by educational areas: musical performance. Combining subjects by educational areas determines the principle of the formation of curricula. The educational area is organized in the form of relatively independent structural units- departments:

- Piano department

- Department of Folk Instruments

6.2 Curriculum

1. The curriculum is based on:

· standard curricula for children's music schools and children's art schools, approved by order of the USSR Ministry of Culture dated May 28, 1987, No. 000, agreed with the USSR Ministry of Finance;

· exemplary curricula for children's art schools, approved by order of the Ministry of Culture of the Russian Federation dated 01.01.2001 No. /32;

Sample curricula for children's art schools recommended by the Ministry of Culture and mass communications RF dated 01.01.2001 No. .4

· Curricula developed by the school independently in accordance with the Law of the Russian Federation "On Education" and the Federal State Requirements for the minimum content, structure and conditions for the implementation of programs, as well as the timing of their implementation (FGT).

2. The structure and content of the curricula are focused on identifying and implementing the child's abilities at all stages of his education, provide versatile and high-quality training for students, allow the practical use of differentiated teaching methods and an individual approach, consist of two parts - invariant and variant. The complex of subjects and the volume of hours offered in the invariant part of the curriculum determines the completeness and intensity of the educational course, which makes it possible to solve not only the tasks of identifying the student's creative abilities, but also to form skills learning activities to ensure the acquisition of a minimum of knowledge, skills and abilities.

3. The curricula of instrumental classes provide for the possibility of teaching children to play the instrument with the right to choose the period of study, depending on the age of the student and his other individual characteristics.

4. The schedule of hours for additional educational programs includes a list of elective subjects, the purpose of which is to provide students with important practical skills (fluency in musical instruments, the ability to play in an ensemble, accompany, apply when playing music theoretical knowledge development of creative skills).

Music department.

6.3. Educational disciplines

Musical instrument.

The form individual lessons creates conditions for careful and comprehensive study and education of each child, objective evaluation and its capabilities (general and physical development, hand structure and adaptability to the instrument, musical memory, etc.).

Educational work of a special class includes:

Careful study of the main program of the student with a view to its public performance; education of aesthetic taste of students on the basis of conscious
perception of music; familiarization under the guidance of a teacher with a variety of
musical works; development of basic technical skills on the material of exercises and
sketches; increasing musical literacy, expanding and consolidating
theoretical and historical knowledge; assistance to students in their independent music-making and participation in
social life of the school.

In everyday work in the classroom in the specialty, students are instilled with an interest in studies and a love for music, their taste is brought up on the best examples of folk music, Russian and foreign classics, and works by modern domestic and foreign composers.

The most important prerequisite for the successful musical and performing development of a student is the education of free and natural staging and the development of expedient coordinated movements due to certain artistic or technical tasks.

Careful work in this direction and daily control both on the part of the teacher and the student himself prevent excessive muscle tension, which hinders the development of the child and adversely affects the state of health.

From the first lessons, the student must listen to his performance, achieve expressive sound of the instrument, carefully and accurately read the author's text, work on eliminating technical difficulties, and avoid mechanical playback, which leads to formal performance and hinders musical development. When learning musical works, the teacher should choose the fingering in the most convenient and appropriate sequence. In the upper grades, this work can be done by the students themselves. At the lessons of the specialty, students get acquainted with musical terms, their meaning is explained in the performance of musical works.

Work on the expressiveness of the performance, the development of auditory control, sound quality, rhythm, dynamics is consistently carried out throughout all the years of training. The development of performance technique is carried out in the process of working on all the studied works. The development of finger fluency, clarity is facilitated by work on scales, arpeggios, etudes, exercises, with the development of them, attention should be paid to their high-quality performance, achieving precise adherence to the established fingering, evenness of sound, stable rhythm, finger clarity. The student should develop a conscious attitude to the development of various techniques helping to realize the artistic concept of the studied work.

Based on the individual capabilities of the student, he is given clear tasks and their performance is systematically checked.

Combining a display on the instrument with a verbal explanation is the best form class work, stimulating interest, attention, activity of the student.

A student's progress largely depends on an expediently drawn up plan, which provides for a consistent and harmonious musical and technical development of the student, takes into account his individual characteristics, the level of general, musical and technical development. The student's repertoire should be diverse in content, form, style, texture. When choosing a repertoire, the teacher is guided by the principle of gradualness and sequence of training. It is important to arouse in the student the desire to constantly get acquainted with new musical works. In working on the repertoire, you need to achieve varying degrees completeness of the performance, considering that some of the works must be prepared for public performance, others for display in the classroom, and others - in the order of familiarization. All this is fixed in the individual plan of the student.

The main form of recording progress is the fourth assessment. At the end of the academic year, an annual grade is set based on quarterly grades, and a final grade, taking into account the annual grade and the student's grades for performances at academic concerts, control lessons and other performances during the academic year.

Examinations are held in the graduating class. 4-5 works of various genres and forms are submitted for the final exam. In other classes, students perform at academic concerts, auditions, competitions, transfer exams.

Solfeggio.

At solfeggio lessons, musical data (earing, memory, rhythm) are developed, acquaintance with theoretical foundations musical art, the creative inclinations of students are revealed and developed, love for classical and foreign music is instilled.

The solfeggio course program includes the following sections:

1. vocal and intonational skills - singing scales, intervals, chords,
sequences, various melodic turns, etc. These exercises help develop an ear for music, as well as develop practical skills in sight-singing, recording melodies and analyzing by ear;

2. solfegging and sight-singing - develops the correct singing skills, intonation accuracy, a conscious attitude to the musical text, develops a sense of harmony. Sight-singing is singing from the notes of an unfamiliar melody or two-voice without first learning it. The skill of singing from a sheet is developed gradually. It promotes the development of inner hearing;

3. fostering a sense of metrorhythm - the goal is to develop rhythmic
coordination based on the sensation of metric pulsation. When working on
Metric education pays great attention to solmization
(reading examples with the name of sounds without their intonation);

4. analysis by ear, the goal is to strengthen musical memory. The purpose of this section is to teach the student how to listen to music correctly. Analysis makes it possible to accumulate internal auditory representations, develops musical memory, thinking, harmonic pitch, helps the student in the analysis and performance of works on the instrument. Classes are held in two directions;

5. a holistic analysis of a musical work or its passage;

6. analysis of individual elements of the musical language;

7. musical dictation - develops musical memory, promotes conscious perception of melodies and other elements of musical speech, teaches you to write down what you hear. Forms of dictations - melodic, harmonic, rhythmic, timbre, etc. In the work on the dictation, all the knowledge and skills of students are synthesized, their level is determined
auditory development;

8. education of creative skills - promotes an emotional and meaningful attitude to music, reveals individual creative possibilities, arouses interest in the subject, helps in performing practice. Develops auditory attention, train various aspects of musical ear, develop taste and observation. The main type of creativity are various ways of improvisation;

9. theoretical information - this section contains a list of necessary
knowledge of musical literacy and elementary music theory.

Musical Literature.

This subject contributes to the expansion of the musical horizons of students, the development of their ability to understand the artistic beauty of music and, thereby, stimulate the desire to reproduce the beautiful, the development of musical thinking, memory, good musical taste.

Teaching of musical literature in close connection with the entire cycle of academic disciplines enriches the musical and pedagogical process, contributes to faster and harmonious development musical ability students. The richness of the content and variety of genres studied in the works of folk, classical and modern musical art, acquaintance with the events of musical life, with the biographies and creative activities of the largest classical composers and our contemporaries, helps students to understand the connection between art and the phenomena of social life. Lessons of musical literature are designed to familiarize students with the masterpieces of musical culture.

The purpose of the subject is to develop students' versatile musical skills and the ability to consciously and emotionally listen to music. In the process of studying musical works, students must acquire the ability to disassemble these works; hear and understand the expressiveness of individual elements of musical speech, navigate the musical text, correctly express impressions and thoughts about music, talk about the works passed, their content, expressive means, using the necessary musical terminology.

Development of creative skills (music making).

This subject (as one of the components of a lesson in a specialty) involves sight reading, transposition, selection by ear, improvisation.

Reading from a sheet. When reading from a sheet, one should proceed from the following principles:

from the very beginning to instill the skill of “look ahead”, and not at the musical text, which in this moment being executed;

play, almost without looking at the hands, focusing on the keyboard blindly or almost blindly;

accustom the child to preliminary reading (the simplest analysis of the musical text with the eyes before it is transmitted on the instrument);

· teach how to read music with integral structures (starting with melodic turns, intervals of consonances and ending with chords, not separate musical signs).

The student's ability to independently and competently understand the musical text significantly activates the process of work, which is carried out in two directions: the development of the skill of careful analysis (analysis) and the skill of fluent sight reading. Material of gradually increasing difficulty is selected. The free reading of a musical text is accompanied by the development of internal auditory representations.

Developing and training auditory perception and memory, the student must accurately reproduce the text - strokes, tempo indications, and he himself must control the text reproduced by him on the instrument with his hearing.

Match by ear, transpose continues throughout the years of study and contributes to the development of creative skills of students. The experience of the beauty of a melody is usually expressed in children in an effort to play by ear. This enthusiasm must be maintained by skillfully directing attention to a variety of tasks. Of great importance is the choice of song melodies that children would like to pick up on the instrument, because in this process, musical taste students. Subsequently, the playing of melodies by ear should be accompanied by their harmonization, the introduction of undertones, as well as different types of textures.

Transposition. Develops ear for music, accelerates the process of mastering the instrument, contributes to greater musical literacy of the student. Work should begin with transposing melodies by ear, and after acquiring known skills, and by notes, gradually complicating the repertoire. In high school, students should be able to transpose the accompaniments of songs, romances.

Improvisation. Here apply various exercises and creative assignments. For example, composing the endings of light pieces and the bars missed in them, short melodies for a certain rhythm, echoes and elementary variations to folk songs, selection of accompaniment to plays of various genres. At the discretion of the teacher, there may be other tasks and exercises.

Collective music making.

choir

Choral singing is one of the means of versatile development of students: musical, creative and personal. The goal of working with schoolchildren in the process of teaching them to sing in the choir is the optimal individual singing development of each member of the choir, teaching him the ability to sing in the choir, and forming his singing culture.

Tasks - versatile development of vocal and choral hearing, accumulation of musical and auditory ideas; the formation of musical memory, learning to use soft attack, mixed sound when singing; formation of skills of singing emotionality, expressiveness; formation of vocal articulation, development of singing breathing, expansion of the voice range. Throughout the years of study, the teacher monitors the formation and development of the most important vocal and choral skills students (breathing, sound science, ensemble, formation, diction, etc.), gradually complicating the tasks. There are a number of creative screenings during the academic year; reporting concerts, performances at various concert venues.

Ensemble.

The program is aimed at the formation and development of the skills of collective instrumental music-making with children who have the initial skills of playing musical instruments.

Collective instrumental music making is one of the most accessible forms of introducing students to the world of music. The creative atmosphere of these classes involves the active participation of children in the learning process. The joy and pleasure of making music together from the first days of learning music is a guarantee of students' interest in this art form. At the same time, each student becomes an active member of the ensemble, regardless of the level of his abilities and education at the moment, which contributes to psychological looseness, freedom, and a friendly atmosphere in the group among the students. The commonality of goals and objectives in the process of collective activity determines the special place of the ensemble in the education of the future musician: playing in the ensemble disciplines, brings up such essential qualities as mutual understanding, mutual respect, responsibility for the common cause, develops the ability to focus on rhythm, tempo , dynamics, overcoming the difficulties that arise, achieving the set performance task, embodying the artistic concept.

General tool .

Training is carried out in individually. Success in mastering the tool depends on individual abilities students. Basically, all work on the repertoire and technical development is carried out in the classroom, since students generally do not have an instrument at home (with which they are introduced). Each lesson includes checking the assimilation of the material covered and reviewing the new. The main principle of the selection of musical examples is that each next exercise, each piece gives the student something new. For students of the folk department, it is useful to take an introduction to the piano, this will help in better mastering the subjects of solfeggio and musical literature (playing intervals, chord sequences, musical numbers, themes). The knowledge acquired in the lessons is shown at the control lessons at the end of the semester or at concerts held at the school.

Accompaniment.

how independent subject accompaniment is introduced in 6 (7) class. The acquisition of accompanist skills is preceded by playing in an ensemble, and then comes painstaking work that requires strict systematization of educational material with a gradual complication of piano accompaniment. The accompanist must be sensitive to the musical intentions of the partner, feel and perform the work in the same “emotional key” with him. The pianist should not be more active than the soloist, but on the contrary, strive to support him, form an integral ensemble with him, and be as flexible as possible in the performance process. Being engaged in accompaniment, the student must learn the rules of the game - introduction, loss - play more vividly, solo; when the soloist enters, go into the "background" and support him. In the lessons, the student should learn to transpose the accompaniment into a key that is more convenient for the soloist. At the end of each semester, an open academic concert is held, where a student and an illustrator perform one work.

VII. Requirements for the level of preparation of a graduate of the School

The result of the educational process is a graduate, so the requirements for the level of preparation of a graduate are an important part of the general requirements for the content of education.

The level of preparation of children studying in additional education is degree achieved individual development, the formation of certain personality traits and abilities to solve various problems of a certain degree of complexity. That is, for institutions of additional education for children, the concept of "graduate" is adjusted by the intended purpose of their activities - to develop the motives of the individual for knowledge and creativity, to provide the necessary conditions for personal development, health promotion, creative work and professional self-determination. Consequently, the problem of defining the term "graduate" here is not limited to the amount of acquired knowledge, skills and abilities, but will include the experience of creative activity in solving new problems that require independence and interest.

A graduate of an institution of additional education for children is a person who realizes his target choice in the field of activity or knowledge, in the level of its development, motives and value orientations through the acquisition own experience cultural activities.

Thus, quality education is education that provides the child with freedom of choice, the right to self-determination and ways to act effectively in any circumstances.

In connection with the foregoing, the requirements for the level of graduate training take into account the following indicators:

the degree of mastery of knowledge, skills, personal development indicators.

Indicators of the development of the personality of a graduate of the children's art school as a result of education are:

cognitive interests

artistic activity

intellectual sphere

Thus, the level of preparation of a graduate of a children's music school is determined taking into account:

Kind of art. The level of development of the OP. Types of activity. Learning outcomes (mastery of knowledge, skills, abilities), personal development.

VIII. SYSTEM AND PROCEDURE OF CONTROL QUALITY OF TRAINING.

The system and procedure for monitoring the quality of education is regulated by the "Regulations on the assessment system, forms, procedure and frequency current control, intermediate and final certification of the municipal educational institution additional education for children "Children's Music School" p. village Krasnoarmeyskoye, approved by the director of the School. This Regulation has been developed in accordance with the Law of the Russian Federation "On Education", "Model Regulations on the Institution of Additional Education for Children", the Charter of the School, exemplary educational programs in the arts for children's music schools; additional pre-professional general education programs in the field of arts in accordance with the FGT, local acts and regulates the content, procedure and evaluation of the current and intermediate certification of school students.

Intermediate attestation of students

8.1. The objectives of certification are:

Establishing the actual level of knowledge of students in the subjects of the curriculum for each specialty, their practical skills and abilities;

correlation of this level with the requirements, norms of the educational institution, laid down in the programs being implemented;

· monitoring the implementation of educational programs and the calendar-thematic plan of the subjects studied.

8.2. Intermediate certification includes lesson, quarterly, semi-annual and transfer evaluation of the results of the student's progress.

8.3. The school is independent in choosing the assessment system, form, procedure and frequency of the intermediate certification of students.

8.4. An important element educational process at the School is a systematic monitoring of students' progress. The main types of control over the progress of students are: current control of the progress of students, intermediate certification of students.

8.5. The main principles of conducting and organizing all types of progress control are: systematic, taking into account the individual characteristics of the student, collegiality.

8.6. Each of the types of progress control has its own goals, objectives and forms.

current control student achievement is aimed at maintaining academic discipline, to identify the attitude of students to the subject being studied, to organize regular homework, to increase the level of mastering the current educational material; has educational goals and takes into account the individual psychological characteristics of students. Current control is carried out teacher, leading subject. Current control is carried out regularly within the schedule of students' classes and involves the use various systems evaluation. Based on the results of the current control, quarterly, semi-annual, annual estimates are derived.

8.7. Intermediate certification determines the success of the development of students and their assimilation of the educational program at a certain stage of education. The most common forms of intermediate certification of students are: in the music department: offsets (undifferentiated, differentiated); academic concerts; translation exams, auditions, control lessons;

credits held during the academic year. Credits can be differentiated and undifferentiated (depending on the grading system used) with a mandatory methodological discussion, which is of a recommendatory analytical nature.

Academic concerts (transfer exam, audition, public speaking), imply the same requirements as offsets (public performance solo program and wear open character (with the presence of parents, students and other listeners (spectators)).

To identify the knowledge, skills and abilities of students in subjects taught in the form of group classes, it is recommended to conduct control lessons at least once every quarter. Control lessons are conducted by the teacher leading this subject.

8.8.. The system of assessing the progress of students:

Five-point rating system. Credit (undifferentiated) grading system (pass, fail).

8.9. For the forms of intermediate certification, which primarily determine the level and success of the student's development (tests), the most appropriate methodological discussion without grading.

8.10 For the forms of intermediate certification that determine the final results of the training stage (academic concerts, transfer exam), it is most appropriate to use a five-point grading system with a methodical discussion of the student's performance.

8.11.Criteria for evaluation: musicality; virtuosic possibilities; culture of sound; understanding of style; artistic interpretation and correctly chosen means of expression; ensemble system; performance culture; artistry; stage view.

8.12. Students' grades for all types of control measures are recorded in the relevant educational documentation. Estimates of the current control of the student's progress are entered in the journal of progress and attendance, in the diary of the student and in the general school statement (quarterly, semi-annual, annual grades). The grades of the intermediate certification of students are entered into the reporting documentation of the department, into the individual plan of the student, into the student's diary.

8.13. Quarterly and semi-annual grades are set based on the results of the current monitoring of students' progress during a quarter or half a year, if the student attended at least 50% of the training sessions. The issue of attestation of students who missed more than 50% of classes is submitted for consideration pedagogical council.

8.14. The annual grade is set on the basis of: quarter (semi-annual) grades, grades for performance at a transfer academic concert (control lesson), views, totality of results for all forms of intermediate certification during the year.

8.15. Students who have fully mastered the educational programs are transferred to the next class. Students who have not completed the academic year program and have academic debt in one or more subjects, they can retake or remain for re-study in the same class, or by decision of the Pedagogical Council Schools are expelled from school. The grounds and procedure for expulsion of students from the School are determined Charter schools.

8.16. Students of all grades of the school are subject to intermediate certification

8.17. The form of intermediate certification of students in the specialty is various performances at: academic concerts, translated academic concerts, control lessons, auditions, public speaking.

8.18. The form of intermediate certification of students in group disciplines is a control lesson.

8.19. The form of intermediate certification of students in collective music-making is a control lesson for passing parts, as well as creative demonstrations, including concert performances at various concert venues.

8.20. Evaluation is carried out by the teachers of the departments at the control lesson during the academic year in the presence of the director and teacher of the department.

8.21. School academic concerts are held at least twice a year.

8.22. Control lessons are evaluated by verbal characteristics; while briefly mentioning achieved by students successes and shortcomings.

8.23. Checking the technical training of students, the development of creative skills, a common tool, current reviews are carried out in the presence of the director, in accordance with the educational program, the School work plan, approved by the director of the School.

8.24. The assessment of the intermediate progress of students is carried out either on a five-point scale, or on a two-point scale "pass", "fail".

8.25. The transfer score is set on a five-point scale, without the signs "+" and "-".

8.26. When assigning a transfer grade, the following are taken into account:

Evaluation of the work of the student based on the results of the quarter during the academic year, derived on the basis of the results of his progress. Evaluation of the student for performances at academic concerts, as well as the results of control lessons. Other student performances during the school year.

8.27. The programs of all performances of students are recorded in the individual plans of students

8.28. Students may be exempted from interim certification for health reasons if they perform well in all subjects based on the decision of the school's pedagogical council.

Final certification of students

8.29. Final certification (exam) determines the level and quality of mastering the educational program. Examinations are held in the graduating classes in accordance with the relevant curricula. Final certification is carried out according to the schedule approved by the director of the art school in May month. The final certification is carried out using differentiated assessment systems.

8.30. The assessment of the final certification is one of the components of the final assessment for this subject recorded on the school leaving certificate. With an unsatisfactory grade received by the student at the final attestation, a positive final grade in the corresponding subject cannot be given. If the examination grade is lower than the annual grade, the issue of the final grade of this student is submitted for consideration by the pedagogical council.

8.32..Students may be exempted from the final certification for health reasons if they perform well in all subjects and based on the decision of the pedagogical council of the art school.

8.33. A student who falls ill during the final assessment period is given the right to complete the assessment within the additional deadlines set for them by the school.

8.34. The system of assessing the progress of students in the final class is five-point.

8.35. Students' grades for all types of control measures are recorded in the relevant educational documentation. Estimates of the control of the student's progress are entered in the journal of progress and attendance, in the general school statement (quarterly, semi-annual, annual grades), in the reporting documentation, in the student's individual plan, in the student's diary.

8.36. In case of disagreement of students and their parents with the final grade, it can be revised. The basis for the revision is a written application of the parents submitted to the final certification commission on the day after the exam. By order of the director of the school, an expert commission consisting of three teachers is created, which, in the presence of the student's parents, listens to the program (performance) of the student; reviews the work of the student and determines the correspondence of the grade to the actual level of his knowledge. The decision of the commission is drawn up in a protocol and is final.

8.37. Quarterly and semi-annual grades are set based on the results of the current monitoring of students' progress during a quarter or half a year, if the student attended at least 50% of the training sessions. The issue of attestation of students who missed more than 50% of classes is submitted for consideration by the pedagogical council.

8.38. Graduates of the School are issued a document on education in accordance with the license.

8.39. In the certificate of graduation from school, grades for subjects are entered in numbers and in brackets with the words: 5 (excellent), 4 (good), 3 (satisfactory).

8.40. Documents on education are signed by the director of the School and a teacher in the specialty.

8.41. The seal of the educational institution must be clear, legible, and easy to read. Erasures, corrections, blank columns in education documents are not allowed.

8.42. Persons who have not completed their education at the School are issued a certificate of the established form. Students who have not passed the final certification or who do not have a positive final grade on one or more items.

8.43. All graduating students who have mastered the program not lower than the level of mandatory requirements, have no debts in the subjects of the educational cycle and have passed preliminary auditions and screenings in their specialty are allowed to the final certification.

8.44..Final certification includes:

At the music department:

final exam in the specialty - the performance of a solo program according to the curriculum;

final exam in solfeggio in accordance with program requirements;

final exam in accompaniment class (piano department);

credit in musical literature (all departments)

8.45. Students are exempted from taking final exams:

For health reasons on the basis of a certificate from a medical institution;

· Laureates, students, participants of international, all-Russian, regional, city competitions (of the current academic year).

8.46. The final exam in the specialty includes: performance by heart of 4-5 compositions that are different in character and style.

8.47. Preliminary auditions, viewings of the graduating class are held at least three times during the year (once in the first half of the year, twice in the second half of the year).

8.48. The final exam in solfeggio (five years of study) includes:

8.49. The final exam in solfeggio (7-8 training) includes:

Orally: sight reading (monophony) with timing or with conducting; singing a learned melody (monophony); auditory analysis - a mixed chain of intervals, chords from a sound; construction of chains of intervals, chord sequences, scales.

8.50 Written examination paper in solfeggio is compiled by a teacher in theoretical disciplines, which is approved by the director of the School.

8.51. For the final certification in the specialty, the teacher provides the examination committee with the following documents:

· Individual training plan (with grades for all years of study, characteristics).

Graduate Examination Sheet

8.52. The final certification is carried out according to a special schedule approved by the order of the School Director. The schedule of exams is brought to the attention of the graduate at least two weeks before the start of the final certification.

8.53. To conduct the final certification, by order of the director, a final certification commission is created, which includes school teachers.

8.54. The final certification of students is carried out by a commission, the composition of which is approved by order of the school director. Chairman attestation commission is the director of the school. Responsibility for organizing and conducting the final certification in the subject lies with the chairman of the examination committee.

IX. MANAGEMENT OF THE IMPLEMENTATION OF EDUCATIONAL

OU PROGRAMS

The principal of the school is in charge of the administration of the school. The leading function of the principal of the school is the coordination of educational activities. School teachers provide operational management of the educational process, realizing the main management functions: analysis, planning, organization of control, self-control, regulation of the activities of the teaching staff.

Public administration is carried out by:

· Pedagogical Council,

· Council of labor collective,

Board of Trustees

Management is carried out differentially based on the distribution of functions and powers. The development of the school development strategy is carried out by the Pedagogical Council. School management is carried out on the basis of cooperation, creative search of the teaching staff, employees of the School and parents (legal representatives) of students.

x. Conclusion

The main goal of the institution is to create the necessary conditions for comprehensive comprehensive training and education of a creative personality, organizing children's leisure, improving the quality of the educational process in accordance with the priorities of modern educational policy and the needs of customers of educational services. "All of the above is reflected in the educational program of our school. Educational program schools is an individual document for each educational institution.However, it has enough overall structure and subject to overall evaluation. There are two main criteria for assessing quality. The first criterion is successful implementation programs in line with the goals. The second criterion is the general psychological climate of the school, the style of relations in it, the well-being of the child and the teacher, their social security, conditions for development and self-realization.

Hello, friends!

People often ask me what they teach at a music school, how many years they study, when and what exams they take. Most the best way answer - demonstrate a typical curriculum and find answers in it.

To begin with, let's figure out what is STANDARD CURRICULUM?

MODEL CURRICULUM

This is a document that defines the objectives and content of education. The typical curriculum of a music school lists academic subjects, the volume of study of these subjects and the distribution for academic weeks, six months is indicated. A list of exams, vacation periods, and the educational process are planned.

General provisions

1. Based on standard plans, the leader educational institution develops working curricula with the calculation of the number teaching hours and rates. The calculation is based on the budget allocated for the academic year.

2. The head of the institution determines the number of groups for the study of group subjects. The calculation is based on the number of students of an educational institution or department who should study a given subject. This takes into account the number of hours in the subject in the curriculum - they should not be more than provided by the curriculum.
3. A student may be released by the head of an educational institution from studying a subject of his choice without reducing the tuition fee.

4. Without going beyond the curriculum, the manager can:
- redistribute the number of hours between subjects, based on regional characteristics and the professional direction of students
- reduce or increase the number of hours for studying a particular subject, taking into account the specifics of the educational institution

- increase the number of hours (both teaching and accompanist) of consolidated rehearsals of mass groups of students in preparation for competitions and concerts

5. At the heart of the educational process of state music schools -
programs of the State methodological center, developed and approved for educational institutions of culture and arts
6. The educational institution has the right, taking as a basis approved programs, develop their own training programs, taking into account regional characteristics and the specifics of work. At the same time, programs must approve local authorities culture department

7. Students who complete Grade 8 with an eight-year term of study and students who complete Grade 6 with a six-year term of study and complete the curriculum and curriculum are considered to have mastered full course and an elementary arts education program.

8. In an educational institution, it is possible to enroll students in a preparatory class - grade 0 (within the planned contingent)

9. The weekly workload of a teacher and an accompanist is 18 hours, which corresponds to one tariff rate.

Model curriculum of a music school

for instrumental classes

Education in the instrumental classes of a music school is learning to play the piano, bowed strings, folk, wind and percussion instruments. Consider typical curricula for these instrumental classes.

It is possible to study for a period of 8 and 6 years. I give a table of subjects studied and the number of teaching hours.

Duration of study - 8 years

The term of study is 6 years

Subjects studied by students of choice:

Individual lessons:
Learning an additional musical instrument,
reading music from a sheet, voicing,
the study of improvisation, composer creativity, elementary music theory, solfeggio, the basics of conducting, accompaniment, ensemble, and so on.

Group lessons:
The study of musical folklore, rhythmics, an initial course in art history, classes in staging musical performances,
ensembles (from six or more participants) and other subjects.

Explanation of plans

1. The curriculum allows for preparatory class studying musical literacy or listening to music instead of solfeggio.
2. When determining the number of mass groups of students, the head of the institution takes into account the material base and its capabilities - equipment, rehearsal classes.
When forming student groups, one should take into account the age of students or the level of their musical training. These can be teams of younger or older students, teams that include students different ages and different class training, groups of students of certain classes.

3. Based on the standard curriculum, the number of study hours is planned for each subject of collective music making: choir, orchestra, ensemble (large composition). Students can be engaged in one or more mass groups.

4. The number of students in groups of solfeggio, musical literature is on average 8 people, in groups of an orchestra, a large ensemble in terms of composition - an average of 6 people, in groups of a choir - 10 people.
In schools with a small contingent (up to 100 people), in small music departments of the school and in far-flung branches, the group of solfeggio, musical literature, a large ensemble and orchestra consists of an average of five people, a choir group of eight people, ensemble forms - from two people.
Students can attend music-theoretical disciplines with other departments with the same duration of study.
5. For students who are learning to play orchestral instruments, lessons on an additional musical instrument are recommended. And for students studying in the bandura class, it is recommended to provide for the Statement of the voice as a subject of choice
6. For each mass student group, hours of consolidated rehearsals are provided (teaching and accompanist - if necessary musical accompaniment) - 4 hours a month
– Accompanist hours are also provided for elective subjects (if musical accompaniment is required) in the amount of 100% for ensembles, conducting basics, rhythm, musical folklore, staging musical performances.

FOLK MUSIC CLASS

The term of study is 6 years

In the folk music class, it is supposed study of elective subjects.

Studying individually
an additional musical instrument, teaching solo singing, reading sheet music, voice training, improvisation, composer creativity, elementary music theory, solfeggio, conducting basics, accompaniment, ensemble, and so on.

In group lessons is being trained
folk dance, performance of musical ceremonies, musical folklore.
The head of the institution may plan the study of solo folk singing as an alternative to learning to play the musical instrument.

SOLO SINGING CLASS

(academic singing, pop singing)

Duration of study - 8 years

Duration of study - 6 years

In addition to the main lessons, students are offered to choose from individual training composer creativity, elementary music theory, solfeggio, accompaniment, arrangement basics and so on.

Elective subjects include group study elementary theory of music, fundamentals of harmony, history of vocal art, staging of musical performances, rhythmics.

The working curriculum provides:
— accompanist hours (for class pop singing in the absence of phonograms)
– rhythm lessons, ensemble music lessons
- consolidated rehearsals of student groups (large in composition) - 4 hours per month separately for each team
– accompanist hours for the subject of solo singing (pop singing in the absence of phonograms) – one hour per week for each student

Choral department (choir school)

Duration of study - 8 years

In addition to the core subjects, students learn optional items:
individually learn to play an additional musical instrument, read sheet music, voice training, improvisation, composer creativity, elementary music theory, solfeggio, the basics of conducting, reading scores, accompaniment
AT group lessons undergoes training (additional subjects) in musical folklore, rhythm, staging musical performances, ensemble music making (the ensemble consists of six or more students)

1. In each group of the choir class, on average, there should be 10 students, in groups of solfeggio, musical literature - an average of 8 people.
2. In schools with a contingent of up to 100 people, in the choir department of remote branches or in a small department choral singing average occupancy of groups in the choral class - 8 people, groups in solfeggio, musical literature, ensemble (large in composition) - 5 people, ensemble music making - from 2 people
3. The head of the educational institution can redistribute hours for studying a musical subject and a subject of choice within the framework of the working curriculum
4. The plan provides for consolidated rehearsals of groups and hours for them - teaching and accompanist - 4 hours per month for each group
5. For classes with groups of choirs and large ensembles, concertmaster hours are allocated in the amount of 100% for each group.

This is the principle of the educational process in a music school.

After reading this message, you, dear reader, will understand that a music school is a state educational institution with its own curriculum, which is a fundamental document that determines the content of education and the objectives of education.

This is a kind of law, which is obeyed and carried out by both the administration of the music school, as well as teachers and students.

More details with a model curriculum (Ukrainian)

Portal for the student. Self-training

EDUCATIONAL PROGRAM

x. Conclusion

MODEL CURRICULUM

General provisions

Model curriculum of a music school

for instrumental classes

FOLK MUSIC CLASS

SOLO SINGING CLASS

Choral department (choir school)

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