FEATURES OF MUSICAL ART INTEGRATION WITH OTHER ACADEMIC DISCIPLINES IN THE CONTEXT OF PRIMARY SCHOOL REFORM

Introduction. Changing the goals and functions of school education, personality-oriented and competency- based approaches to the education of younger schoolchildren to a large extent require a rethinking of the idea of education for primary education students, which should be based on the principles of child-centrism, humanism, and integration. Purpose. The article aims to reveal the specifics of the integration of musical art with other educational disciplines and their potential opportunities for improving the effectiveness of primary education students. Methods. Practical and observational methods were used. Results. Drawing to music is quite common in elementary school practice in fine art classes. We observed that any sound (the sound of a drum beat, the rustle of a shaker or maracas, a long, drawn-out sound of a pipe or a bell) students can be reproduced on paper graphically with the help of lines, dots, spirals, waves, etc. Our observations show that the children's wax crayon drawings in the technique of spontaneous drawing while listening turned out to be interesting and creative. When the piece of music is finished, the students discuss the results (what the pictures look like). The next task is to see details in someone else's drawing that can be changed or try to transform it into some new image, etc. Effective and creative for younger schoolchildren is the inverse form of working with works of fine art – «voicing» pictures with the help of musical instruments. A piece of music, a melody, a sound, or a musical image can be not only drawn but also melded from plasticise or clay, laid out from sticks or natural material, appliquéd from collared paper, embroidered on canvas, etc. Our own pedagogical experience allows us to assert that the collective method of learning, the main condition of which is the work of schoolchildren in groups and pairs, contributes to the improvement of the effectiveness of integrated lessons in primary school. The value of this approach to students' work is that students interact in groups and learn to negotiate with other classmates and find a common solution together. This is a very useful life experience. Originality. The combination of educational fields in integrated lessons during the education of junior high school students. The use of integration elements increases the effectiveness of the educational process and makes it creative, meaningful and interesting. Integrated learning with the extensive use of musical art contributes to significant changes in the orientation of the individual, in the intellectual, emotional and volitional spheres, and develops initiative, cognitive activity, and interest in knowledge. Conclusion. Thus, the results of our research and practice allow us to assert that the implementation of an integrated approach in educational practice creates favourable conditions for the development of interest among students of primary education in studying various school subjects.