Interaction of artistic traditions as a means of school children multicultural competence formation

The urgency of the problem of primary school pupils multicultural upbringing is predetermined by the sensitivity of primary school age to educational influences, laying a moral and cultural cornerstone to primary school personality resulting from active formation of his/her character, attitudes, behavioural stereotypes, thinking and worldview, that enable to implant national and universal human values, as well as to upbring the tolerant attitude to other culture. The aim of the article is to represent the Ukrainian and Hungarian artistic traditions pedagogical potential and methods of supporting their interaction in primary school children musical and aesthetic education. The development of the given aspect is actualized through the existence of contradictions between strong Ukrainian and Hungarian artistic traditions potential and its inadequate application in primary school teaching and educational process. The research has been conducted by means of the method of theoretical aspects analysis of the problem for conceptual and categorical framework definition, theoretical and practical data generalization, their contrastive analysis, interpretation and concretization. From the viewpoint of different branches of knowledge, on the basis of scientific analysis of the essence of the category "traditions", the "artistic traditions" have been defined as – elements of artistic heritage and experience, that are handed down from generation to generation, preserve the meaning of artistic sample in folklore of peculiar society or social group and can be transformed in professional art. Correlation of philosophic understanding of the category “interaction” and more precise definition of the notion "artistic traditions" made it possible to define the meaning of the notion “interaction of artistic traditions”. Ukrainian and Hungarian artistic traditions pedagogical potential and methods of supporting their interaction in musical and aesthetic education of 1st–4 th formers of secondary schools with the Hungarian language of instruction have been revealed by the author, as follows: agglutinative method, usage of pictographic vocabulary of emotions and moods (in Ukrainian and Hungarian languages), rediscovery of musical and rhythmical movements to songs, method of focal objects comparison. Processing of scientific enhancement in the field of folklore, art criticism, pedagogics, allowed to state, that the usage of Ukrainian and Hungarian artistic traditions during the musical art lessons in secondary schools is one of the effective means of education and instruction cultural compossibility in conditions of multicultural environment: promotion of the state and world artistic values understanding, mobility and systematicity of knowledge, formation of multicultural competence of the pupils.