The role of the teacher in solving the problem of forming a contingent of students in the department of folk instruments of music and music schools. Preserving the number of students in children's music schools and children's art schools

Academic years

Qty

peds

Presentation of experience at the level (open lessons, reports, master classes, etc.)

Participation in methodological events (exhibitions, competitions) at the level

Attending methodological events outside the Children's Art School

Cities, regions

Cities, regions

Anisimov V.P.,
professor of Tver State University,
Director of the Scientific and Educational Center for Art Pedagogy of Tver State University

The answer to the question posed in the title of the article is easy to find today. It is enough to analyze the reasons for the loss of the innate need that virtually every child has to engage in art as a creative activity. So why do many children stop studying at a children's art school, losing interest in music or visual arts, dance or theater? Even without a deep analysis, the answer lies on the surface: not every child, coming to the Children's Art School, strives to become a professional in the visual arts of music, dance or theater. But each of them faces the task of understanding their own individual path to their own meaning of life as Destination. Such a task cannot be solved without creative abilities, because everyone’s path is unique and inimitable! And everyone needs to engage in training their creative principles as a phenomenal realization of their innate need to understand the meaning of their birth and life on Earth. And art here is an excellent psycho-training ground. This is actually the content of general developmental aesthetic education.

And here lies the first formidable mistake of the traditional pedagogical practice of the Children's Art School, for most of the teachers of the Children's Art School are not elementary educated in such an awareness of creativity, but are strongly trained in the erroneous understanding of it as a synonym for art. But this is far from true. This is how we get education at the Children's Art School through art for art's sake. And art was invented by mankind to develop human creative abilities. Art serves as a means of developing a person’s creative abilities! But in our country, the opposite position of teachers is common: we use the child’s creative potential (sometimes to the point of being painful) to teach the technology of musical, visual or other professional skills. So, it should be remembered that from the position of human spirituality, beginning to consider art as a synonym for creativity is a gross methodological error.
Creativity has long been considered by psychology as an activity distinguished by at least three characteristics: 1) originality (that is, dissimilarity to previous subjective or objective experience); 2) the novelty of generating ideas in the use of the same object, phenomenon, subject and 3) the variability (or detail) of the presentation of the main idea in different conditions of its manifestation.
To believe that it is necessary to engage in creativity in order to compose (or perform) musical works or paint artistic canvases means to utilize the processes of elite manifestation of humanity. The essence of creativity grows from the concept of Creator, Creator... And then the “drop of God” in each child is that grain, the conditions for the cultivation of which as a process of self-creation of one’s Destination are called upon to be created by teachers of the Children’s Art School, cultural and educational figures. This is our mission. Otherwise, we do something incomprehensible, wretched or even criminal towards the child.
The second common mistake of colleagues from the Children's School of Art is ignoring or distancing themselves from working with the student's parents. Although, from the awareness of the first erroneous position regarding creativity, it follows that without parental authority, which teachers need not only to support, but also to help accumulate and initiate as a manifestation of the genealogical values and the most important guidelines in the child’s life, it is impossible to determine individually the correct direction of work with the child in the children’s school system. The work of children's art school teachers with a child's parents is a special area of psychopedagogical assistance and professional support, sometimes even more sensitive than working with a child in the classroom.
And the third task of children’s art school teachers, which is still difficult and little consciously solved by us, is the problem of continuous spiritual and intellectual growth of oneself. The work of an art teacher begins with oneself. Many of my colleagues in the system of Tver children's art schools know this rule. Parenting by example today is becoming an increasingly in demand principle for the development of the creative abilities of every child. I will not allow myself to dwell on this in detail here, if only because the principles and methods of such continuously elite self-education are reflected in the monograph “Theoretical Foundations of Art Pedagogy.”
The existing traditional program of the Children's Art School today has developed under the pressure of the administrative system as an exclusively pre-professional activity of the child, “tailored” to the implementation of the plan for the admission of Children’s Art School graduates for admission to art colleges and higher vocational educational institutions and to the external indicators of the Children’s Art School’s work (the number of laureates of various harmful for children competitions and other supposedly creative events). The focus on the “universal” professionalization of children’s art schools puts the system of aesthetic education in a chronic, painfully deformed position, in which it will, as before, not help, but create conditions for the hardening of individual gifted individuals in overcoming it (as was the case with Yehudi Minukhin and many other outstanding artists). Overcoming obstacles and achieving in spite of..., we are touched by the vitality of certain individuals gifted in art, consigning to oblivion many, many other children no less gifted in creating themselves.
Thus, the Children's Art School system will easily save each student under two conditions:
1) preservation and continuous satisfaction of every child’s natural need for a sense of security, which is ensured by emotionally warm, friendly, non-judgmental relationships between adults, and therefore socially, that is, mentally and spiritually mature, full-fledged people: parents and teachers;
2) providing conditions for understanding oneself and one’s place as a leader and recognized by one’s neighbors in the world around one (and not just the world around one outside one’s understanding of oneself, as is more often the case now). Such a leadership mental and spiritual manifestation of oneself in the world around us is Destination, the creation of which is the nature-conforming need of each of us.
Such foundations of an art-pedagogical vision of the tasks of multi-art education in the modern system of children's art schools in Russia are already intuitively implemented by almost a third of teachers of children's art schools. Enriching them and other colleagues with art-pedagogical knowledge and the practice of implementing this approach will allow us to achieve the full-fledged spiritual and intellectual content of art education. And as a secondary result, we will have the solution and task of 100% preservation of the contingent of students, parents and teachers of the unique system of children's art education in Russia.

Preservation of the contingent of students in children's music schools and children's art schools.

Problems and solutions.

Tikhonovich O.V.

Teacher MBOU DOD

Sosnovskaya Children's Music School

The problem of maintaining a contingent in a music school has always been relevant. And these days we often hear phrases from music teachers that students interrupt classes without finishing their studies, and that it is difficult to interest them. Unfortunately, in the current conditions, it is easy to drop out of music school, often already in the second or third years of study, and the most offensive thing is that there are cases of termination of studies in the final grades. This is due to a number of reasons, which we will try to understand.

Reason one. Weak musical abilities.

Children entering a music school have always been conventionally divided into those who will continue professional education, and those who wish to receive a primary music education “for themselves.” Nowadays, we can add: for those who just need to spend time somewhere. I don’t presume to say that working with gifted, professionally oriented children is easy, but due to their strong and well-founded motivation to acquire knowledge, such children, as a rule, do not quit their studies halfway. As for the latter, who make up the majority, the situation here is more serious. Among those who want to study “for themselves,” there are students with good abilities. True, since modern conditions of enrollment in children's music schools do not involve selection based on musical abilities (we accept everyone who wants to), the teacher is increasingly faced with the problem of teaching children without the appropriate data. These children find it difficult to follow the curriculum. They require a different, personality-oriented approach.The third category perceives music school as something like an after-school program where you can bring your child so that he “doesn’t hang around the streets.” We are not talking about buying a tool, carefully attending and completing tasks. In such families there is a low level of education and culture, and there is a lack of motivation for learning and work.

Parents often form a false opinion about the secondary importance and optionality of music school. So what do we have? Children with below average abilities begin to study. As a rule, problems begin to be identified quite early; as difficulties increase, students feel that they cannot cope with the educational process, teachers press them, and parents are perplexed. These first failures in childhood lead to giving up, depression and reluctance to go to music school. By accepting children without pronounced musical abilities, we take responsibility for their physical and psychological health, so we must either stop accepting them, or we must adapt the educational process and develop new programs for them.

Reason two. High workload in secondary school.

This is truly the most serious reason. According to parents, children do not have time to do their homework because they need to run “to the music room,” where they are also given homework that must also be completed. There is a shortage of time. Unfortunately, for this reason, students with above-average abilities also leave music school.

Reason three. Priorities.

Ambitious parents strive for their child to attend all sections and creative centers, and English language study groups are an undeniable priority. As a result, the child cannot cope with the amount of knowledge due to the inhuman workload, and parents still have to reduce the number of clubs, but the choice, alas, is often not in favor of a music school.

Reason four. Poor health.

The desire of parents to give their children a comprehensive education at all costs does not always lead to the desired results. Unfortunately, in the modern world there are more and more children with chronic diseases and developmental disabilities. Such children also fall into the ranks of children's music schools and do not always reach the graduating class.

Why do children leave us? Why is recruitment carried out in insufficient quantities (accordingly, there are no conditions for specialized selection)? In the current economic conditions in the provincial cities of Russia, the prestige of the profession of academic musician is falling catastrophically. What can an individual music school or children's art school do for itself? Firstly, it is necessary to raise the image of your institution, secondly, it is necessary to properly organize the joint work of school staff - the administration and teachers of various subjects, and thirdly, it is necessary to competently work with parents - the main customers of our activities.

Ways to solve the problem.

Creating the image of the school.The goal of the school leadership and teaching staff is to purposefully shape the image of the institution, focusing on its target audience, in our case - the parents of students, the students themselves, social partners, and the media. What does an image consist of? The foundation is the basic idea of the institution - the principles that must be followed. External image is the perception of the school by society. It is necessary to constantly broadcast the goals and activities of the school to all groups of the target audience. This is the creation and regular updating of the school’s website, informing the “external consumer” through booklets, memos, sending letters of thanks, and participating in events that have a wide public response. Internal image - the attitude of students and staff towards the school. An intangible image is the emotional mood of employees, the atmosphere of the school, its established traditions.

The image of a school can be made up of details that seem trivial at first glance: the appearance of employees, their politeness and friendliness, the design of corridors, classrooms, the order in the wardrobe, the cleanliness and neatness of staircases.

Methods of pedagogical prevention.In modern conditions, teachers are obliged to look for optimal pedagogical systems, apply the latest achievements of pedagogy, incl. information and communication technologies, follow the path of individualization of learning. Create adapted versions of educational programs for children with insufficient musical abilities. Apply health-saving technologies. Systematically monitor and evaluate learning outcomes and promptly identify gaps through working with students’ parents.

Working with parents.The people closest to a child are, of course, his parents. No one knows the character and temperament of their child better than them, and, therefore, no one except them can help the little person in introducing and strengthening connections with a new activity, which - who knows? - over time, it can develop into a serious hobby or even a profession. Therefore, the teacher should, whenever possible, involve the parent in the educational process. It is very good when close people attend the first classes with the child. Even non-professionals have heard that learning to play any instrument requires regular independent practice. Family members can become indispensable assistants to the teacher and, first of all, to the child.
Ways to organize work with parents.Work with parents should be carried out not only at the class level of one teacher, but also at the school level. And here the position of the administration and the attitude towards the work of teachers of the theoretical cycle of subjects play a significant role. A special instrument teacher, in addition to the educational process, is responsible for parent-teacher meetings for his class, class hours, tea parties, and he can actively involve parents here. At general parent meetings, the administration introduces parents to regulatory documents, the school charter, internal regulations, minimum requirements, prospects for the development of the institution and the prospects for further specialized education, campaign for the prestige of teaching music, give examples of promising students, laureates, diploma recipients of whom the school is proud , organize meetings with the parents of these children, in a word, create non-verbal motivation. You can conduct regular surveys to study parental requests and analyze learning results.If all school employees, united by a common goal, make joint efforts, we can try to talk about reviving the popularity of music education, at least at the local school level, because interest in the field of musical academic art still remains a generally accepted indicator of the degree of cultural development of society in the world.

Bibliography:
1. Gorsky V.A. Methodological basis for introducing a competency-based approach into the content of additional education programs. / Materials of the regional scientific and practical conference. Part 1. – Omsk: State Educational Institution “RIC”, 2007 – 92 p.

2. Kuznetsova M.V. Some mnemonic techniques in the process of initial training in piano lessons at children's music schools. / Materials of the IV International Scientific and Practical Conference “Charnolu Readings: Sami in the Dynamics of Modern Culture”. Part 2. – Murmansk: MSGU, 2011 – 151 p.
3. Khomenko I.A. School image: formation mechanisms and methods of construction. // http://www.den-za-dnem.ru/page.php?article=386
4. Kupriyanov B.V. Diagnosis: occupational autism. About the teacher of additional education. // http://www.isiksp.ru/library/kyprianov_bv/kypr-000004.html
5. As – sol. net.

During the study, the most significant problems in the activities of MAU DO "Children's Art School No. 5" were identified, including:

Lack of funding;

Weak material and technical base of the institution;

Lack of personnel, low salaries for teachers;

The problem of student motivation;

Insufficiently effective work to attract children to school;

Priority of cultural work and leisure.

The first two problems are closely interrelated; lack of funding determines the weak material and technical base of the school. Currently, MAU DO "Children's Art School" No. 5 needs to expand educational space and renovate premises, incl. ceilings, corridor walls, replacement of electrical and water supply systems, heating and sewage systems, etc.

Many of the school's musical instruments are highly worn. The school constantly lacks funds to purchase high-quality professional musical instruments. Currently, their cost can reach 1 million rubles. and more, for example, a good piano costs up to 1.5 million rubles, and an accordion - up to 500 thousand rubles. A school can purchase instruments that are inexpensive by professional standards - a grand piano for 1 million rubles, an accordion for 300 thousand rubles, made in China, which in terms of technical characteristics are significantly inferior to high-quality musical instruments, and during use they break down faster.

Another important problem is the lack of qualified personnel, which is associated with low wages. There is a shortage of qualified personnel in a number of subjects (piano, theory, solfeggio, vocals). To a certain extent, it is due to the fact that in specialized universities, incl. At VSGAKI there is a shortage of students in a number of areas. Many teachers combine work in several children's art schools and other cultural institutions due to lack of funds. In addition, the problem of lack of space and lack of teachers are also related - the school needs teachers in a number of areas, but there is nowhere to place new classes.

The following two problems are related; currently, some students have problems with motivation. This is determined by the fact that children and their parents perceive additional education as general development and useful leisure, without further development.

Currently, the school is doing insufficiently effective work to attract children to school. There are few publications in the media, there is no advertising of the institution’s services, the school’s website is little known and uninformative for visitors, the school is not represented at all on social networks.

Currently, the activities of the institution are affected by economic instability, incomes of the population are declining, parents are cutting back on non-essential expenses, including the costs of additional education for children, which can be postponed “until better times.”

One of the modern trends in the activities of children's art schools is a shift in emphasis from the artistic, aesthetic, creative, and intellectual development of students to the organization of cultural work and leisure. Students and creative teams of the school are constantly involved in organizing cultural performances on various occasions (City Day, military units, nursing homes, etc.), which negatively affects the implementation of the educational process and distracts children.

To solve these problems, the following measures are proposed:

It is necessary to update the material and technical base of the institution, for this it is necessary to develop a project for financing the modernization and development of MAU DO DSHI No. 5, dedicated to the celebration of its 50th anniversary in 2019; and also work more actively with patrons and sponsors;

Create groups of UIA DO “Children’s School No. 5” in major social networks (“Vkontakte”, “Odnoklassniki”) and intensify their work;

Conduct constant monitoring of the admission of school graduates to specialized universities and colleges (in specialized specialties), consider the possibility of organizing a “Club of graduates of MAU DODSHI No. 5.”

The implementation of these activities contributes to the improvement of the institution’s work and its further development, and in general, contributes to the implementation of the institution’s goals in the artistic, aesthetic, moral and intellectual development of students, their socialization in society, the formation and development of the creative abilities of school students.

Municipal educational institution

Results of educational activities.

Monitoring the level of students' mastery of the educational material of educational programs (based on the results of teaching and educational activities) was carried out by teachers carrying out monitoring and diagnostic activities. The system of this monitoring involves the following stages: introductory, current (by quarters), intermediate (by the end of the year) and final (final exams).

The main form of organizing educational work in an institution is an individual lesson, a group lesson, summary classes, viewings of concert performances and exhibition works, concert activities, and independent homework. Monitoring of students' progress at Children's School of Art is carried out using a point system. Intermediate marks in points are given for quarters, in the first grades - for half a year.

Interim certification is carried out in the form of academic examinations, technical tests, control lessons, creative reports on individual subjects, taking into account the age and level of training of children using a differentiated individual approach. During the academic year, work continued to complete the bank of the level of educational achievements of students both at the teacher level and at the administration level. Over the past few years, statistical analysis methods have been used. The development of additional educational programs ends with final certification (exams) conducted in accordance with regulations. 550 students passed the final certification (6 people provided certificates of illness and were certified according to current assessments). The results of the academic year showed that the absolute and qualitative performance of students remains stable. The level of educational achievements is presented in the table.

Comparative analysis of academic performance over the past 3 years

The final certification of graduates for the academic year was carried out on time. If we talk about the quality of training of graduates, it should be noted that 10 people from the instrumental, choreographic, visual, and ballroom departments received a certificate of completion of the art school, and 10 graduates were admitted to the final certification.

The results of the final certification of graduates are presented in the table.

Analysis of the table data allows us to say that the results of educational achievements of graduates remain stable in terms of such an indicator as the level of training - 100%.

Analysis of graduates’ enrollment in professional educational institutions over the past 3 years

The effectiveness of students’ participation in competitive events at the international, Russian, regional, regional, city, district and school levels. An indicator of the implementation of educational programs is participation in competitions, festivals, exhibitions at various levels, at which soloists, ensembles and creative teams became laureates and diploma winners. Participation of students in city, regional competitions and festivals makes it possible to determine the level of students’ mastery of educational programs, broaden their horizons in a subject area, experience a situation of success, cultivate such qualities as the will to win, a sense of teamwork, the desire to improve performance skills, and self-confidence.

Conditions for the implementation of the educational process.

Material and technical conditions for the implementation of the educational process.

Name of disciplines in accordance with the curriculum	Name of specialized classrooms, offices, laboratories, etc. with a list of main equipment	Form of ownership, use (ownership, operational management, rent, etc.)

Choir class, solo singing, choir.	Choral singing room, piano, synthesizer, music center, methodological and educational literature, radio tape recorder, CDs and cassettes with recordings of classical and modern music, costume room with stage costumes and shoes.	Operational management
Solfeggio, music. literature, music diploma	Cabinet of theoretical disciplines, piano, methodological and educational literature, notebooks and handouts on solfeggio, music center, video recorder, DVD player, TV, set of percussion instruments, set of noise instruments, teaching aids, CDs and cassettes with recordings of world classics and modern composers .	Operational management Order of the Real Estate Department of the Tomsk City Administration No. 000 dated January 1, 2001.
Folk choir, solo singing	Folk singing room, piano, button accordion 2 pcs., sets of noise instruments, methodological and educational literature, collections of ritual holidays and songs, costume room with stage costumes and shoes.	Operational management Order of the Real Estate Department of the Tomsk City Administration No. 000 dated January 1, 2001.
Classical dance, folk stage dance	Choreography room No. 1, piano, radio tape recorder 1 pc., cassettes and CDs with recordings of phonograms, educational and methodological literature, machines, mirrors, rehearsal shoes and uniforms, a dressing room with stage costumes and shoes.	Operational management Order of the Real Estate Department of the Tomsk City Administration No. 000 dated January 1, 2001.
Rhythm and dance, ground gymnastics Ballroom dance (standard, Latin, jazz)	Choreography room No. 2, piano, radio tape recorder 1 pc., cassettes and compact discs with recordings of phonograms, educational and methodological literature, machines, mirrors, rehearsal shoes and uniforms, costume room with stage costumes and shoes.	Operational management Order of the Real Estate Department of the Tomsk City Administration No. 000 dated January 1, 2001.
Piano, ensemble	Piano cabinet, 2 pianos, metronome, methodological and educational literature, sheet music.	Operational management Order of the Real Estate Department of the Tomsk City Administration No. 000 dated January 1, 2001.
Piano, musical instrument	Piano-accordion cabinet, piano, accordion, button accordion, domras 2 pcs., balalaikas 2 pcs., music stands, methodological and educational literature, sheet music.	Operational management Order of the Real Estate Department of the Tomsk City Administration No. 000 dated January 1, 2001.
Musical instrument, subject of choice.	Accordion-guitar room, 3 guitars, 2 accordions, 1 set of button accordions, 2 accordions, sheet music, methodological and educational literature, music stands.	Operational management Order of the Real Estate Department of the Tomsk City Administration No. 000 dated January 1, 2001.
Fashion show, costume history, design	Fashion theater office, piano, machines, mirrors, radio, DVD player, TV, methodological and educational literature, costumes, props	Operational management Order of the Real Estate Department of the Tomsk City Administration No. 000 dated January 1, 2001.
Fine arts, painting, composition. Modeling, arts and crafts, design, technology	Fine art cabinet, 16 transformable tables for fine arts and arts and crafts, 12 easels, paints (gouache, watercolor, stained glass, oil), brushes, paper, palette 16 pcs., picture frames, visual aids, clay, tools for modeling, materials for arts and crafts (beads, natural materials, vinyl, yarn, etc.), dummies, stuffed birds and animals, educational and methodological literature, framed paintings 15 pcs.	Operational management Order of the Real Estate Department of the Tomsk City Administration No. 000 dated January 1, 2001.

Personnel support of the educational process.

The school has a creative team of teachers: 25 teachers and 4 accompanists.

Excellence in Education: 1

86.2% of the teaching staff of the team are certified for qualification categories. Young teachers and those newly starting work do not have a qualification category. But the number of teachers wishing to undergo certification to a higher category is not decreasing.

Comparative analysis of the level of qualifications of teaching staff:






Total teachers

Analysis of teaching staff by teaching experience

Comparative analysis

administrative and teaching staff:

Management activities

The school is managed in accordance with the Civil Code of the Russian Federation. The Federal Law “On Non-Profit Organizations”, the Law of the Russian Federation “On Education”, the Model Regulations on Additional Educational Institutions, the Charter of the institution, and is based on the principles of sole ownership and self-government. The forms of self-government in the Institution are the general meeting of the workforce, the pedagogical council, and auxiliary governing bodies. Auxiliary governing bodies: methodological council, methodological associations of the school.

Basic documents regulating the activities of the school.

4. Collective agreement.

5. Internal labor regulations.

6. Staffing.

7. Job descriptions.

8. School work plan for the academic year.

9. Orders, instructions.

11. Information and reference documents, educational and pedagogical documentation.

13. Local acts regulating educational work.

In order to manage the activities of the institution during the academic year, 5 meetings of pedagogical councils, 5 meetings of methodological councils, 4 artistic councils, 8 meetings with the director, 12 planning meetings, 2 meetings of the governing council were held. In order to determine the development strategy of the Institution, increase the efficiency of the financial and economic activities of the Institution, stimulate the work of its employees, and promote the creation of optimal conditions in the Institution for organizing the educational process, a School Governing Council was created this academic year. The Governing Council included 16 people: from among the parents - 8 people; from among students - 2 people; from among school employees - 4 people; appointed as a representative of the founder, representatives of the public, During the period from 12/01/2008-06/01/2009. 2 meetings of the Governing Council were held.

One of the most important areas of the school’s activities is improving the quality management of the educational process, establishing compliance with the level and quality of graduates’ training. Managing the quality of education involves systematic monitoring of the quality of teaching, educational achievements of students, and the level of implementation of educational programs. Every year, an internal school control plan for the year is developed, approved and brought to the attention of all teachers of the Children's Art School and posted on the information stand in the teachers' room. In addition, an internal school control plan is also drawn up for each quarter and brought to the attention of teachers.

Goals internal school control:

Improving the activities of an educational institution;

Improving the skills of teaching staff;

Improving the quality of education at school.

Main directions control:

Methodological research, study of advanced pedagogical experience, generalization and description of one’s own teaching experience, creation of methodological products, examination of educational programs, methodological consulting, methodological assistance.

Structure of the methodological service of the Children's Art School

Pedagogical Council of the Children's School of Art

Methodological Council of Children's Art School

choreography

folk instruments

MO piano

Work of the pedagogical council of the Children's Art School. In the 2nd academic year, four pedagogical councils were held, which corresponded to the drawn up plan of methodological work, but adjustments were made to their topics and timing.

Topics of pedagogical advice:

Analysis of school work for the academic year;

Approval of educational programs;

The use of modern (innovative) pedagogical technologies in the development of students’ creative abilities;

Admission of students to final certification;

Summing up the results of the academic year and final exams.

Work of the methodological council of the Children's Art School.

The Methodological Council of the Children's Art School is headed by the Deputy Director for Educational Management. In the past academic year, the composition of the MS was updated. The methodological council of the school included a methodologist, heads of the Moscow Region, a teacher of music theoretical disciplines

5 meetings of the MS were held, at which the following issues were considered:

Planning of methodological work for the academic year and approval of the main directions of methodological work at school for the academic year.

On the creation of temporary creative groups on problems;

On nominating candidates for the finals of the “Person of the Year 2009” competition.

Preparation of analysis for the academic year.

Drawing up and discussing a work plan for the 2nd academic year.

The work of methodological associations of Children's Art School.

In the 2008–2009 academic year, meetings of the teachers' committee were held regularly, every quarter. In total, 5 meetings were held in each municipality during the academic year. All teachers attended school MO meetings.

Topics of MO school meetings:

q Analysis of the work of the Moscow Region for the past academic year.

This academic year, the arts and crafts teacher took part in the VII All-Russian competition of professional skills of additional education teachers “I give my heart to children ».

City stage - Diploma of II degree.

Regional stage - Diploma winner of the competition.

Publishing activities.

This academic year, the methodological service of the Children's Art School has mastered this area of activity. On the basis of the MU IMC is preparing to publish articles by teachers of music theoretical disciplines in the collection:

Nomination "Inspiration"

Dynamics of teachers’ participation in methodological events over three years:

An analysis of the participation of teachers in methodological work showed that 58.6% of the teaching staff worked productively during the academic year, compared to the academic year by 18.6%. But the problem of teachers’ participation in methodological work remains, since mostly certified teachers take part, although the school administration encourages (financially) any participation, at any level.

Organizational and mass work

The school widely uses both traditional and modern forms of organizational and mass work: competitions, festivals, evenings, thematic parent meetings, exhibitions, concerts, joint events with secondary schools in the following areas:

Artistic and aesthetic;

Moral - patriotic;

Sports and recreation.

In the academic year, teachers and students of schools took part in 63 events. The main ones:

School-wide concerts:

· “Initiation as a musician”

· Reporting concerts of creative groups

· Academic concerts and concerts for parents of the piano department, folk instruments

· Alumni Concert.

Joint activities with secondary schools:

· Concert dedicated to the “Day of Knowledge”

· Teacher's Day

· "Oseniny"

· First-graders' ball

· Musical and literary lounge “Autumn Festival”

· "Carols"

· health day

· dedication to readers

Concerts for voters of the 4th district

· Concert dedicated to Defender of the Fatherland Day

· Competition “Our Mothers”

· Awarding of student laureates

· New Year's events

· Sports festival

· Student of the Year

· Parent meeting for future first graders

Concerts on parallels at the end of each quarter

· Last call.

Together with the Administration of the Sovetsky District, the “Believe in Yourself” festival for children with disabilities has been held for the third year. This academic year, city competitions and festivals were held at the school:

VII All-Russian competition of professional skills of additional education teachers “I give my heart to children” (city stage);

City competition of young theorists “Living Notes”;

City children's and youth festival of choral and solo singing.

Dynamics of events over three years:

As a result of an analysis of events over the past three years and a sociological survey of parents and colleagues, analytical material was compiled that gives an idea not only of the quantity, but also of the quality of concert performances and events.

The table shows that the assessment of the activities carried out by parents and colleagues this academic year is 37.3% higher compared to the academic year.

Analyzing the organizational work as a whole, it should be noted that the quality of the concert numbers has improved significantly, this is due to the fact that almost all concert numbers were reviewed by the artistic council, but the quality of the events was not always thought out by the organizing teacher. Preparations for a concert always take place spontaneously, the script and selection of poems are poorly thought out. There is almost always no organization for the concert. There are no people responsible for children going on stage, there is no organized duty at the entrance and exit to the assembly hall, so children and parents are always walking around the hall during concert performances.

Thus, the analysis allows us to consider the work of Municipal Educational Establishment of Children's Educational Institution No. 40 in the academic year to be satisfactory. Implementing the work plan for the academic year, the school basically fulfilled what was planned at the beginning of the year and achieved the expected result. But there are problems that need to be solved:

Problems to be solved	Ways to solve problems
Increasing and maintaining the contingent	Intensifying work with parents. Opening new areas of activity
Improving the quality of education	Improving the quality of training sessions, using modern methods and technologies, focusing on the professional self-determination of students, working with parents.
Improving the quality of concert performances	More clearly planned work of the artistic council, dress rehearsals before concert events. Analysis of the activities carried out
Insufficient activity and initiative of teaching staff in methodological work	Improve the model of methodological work that helps improve the professional competence of a teacher

A teacher’s personal example is a ray of sunshine for a young soul,
which cannot be replaced by anything.
K.D. Ushinsky

Everyone knows what a positive impact folk instrumental art, whose origins go back to the distant past, has on people. For many years, a good system for teaching children to play folk instruments has been developing in the country, which could become one of the most important prerequisites for the successful development of folk instrumental performance.

But life makes its own adjustments. Folk art is being promoted less and less in society. Children have no idea what folk instruments look like, much less what they sound like. Yielding to the trends of modern “fashion,” parents are trying to teach their children foreign languages, ballroom dancing, and strengthen their children’s health in sports clubs.

Fewer and fewer children are coming to children's music schools and children's art schools who want to learn to play the button accordion, accordion, domra, balalaika and other folk instruments. In order to preserve the traditions of instrumental performance on folk instruments in our country, teachers are forced to spend a significant part of their personal time conducting propaganda work: going to schools, kindergartens, and sometimes bringing children directly from the street. Many of them carry out this work, and it often gives good results.

Of course, at first glance it seems strange how you can approach strangers, children, and communicate with them on the street. But in fact, this is possible if the teacher has the necessary qualities, such as communication skills and sociability. Watching children playing in the courtyards of houses and schools, you can notice that they are savvy, energetic, and have leadership qualities, which is important in the further learning process. The degree of interest of children and their parents in learning a musical instrument depends on the ability to find contact with them. At this stage, it is important to demonstrate by personal example or by the example of your students what results the child can achieve in the future. By inviting children and their parents to school, you need to show all your skills as a performer, demonstrate the achievements of your best students, and invite them to lessons and class concerts. There is no guarantee that all the initially interested children will come to study, but approximately three out of eight will definitely come, and maybe more.

One of the effective methods used by teachers to recruit students is visual campaigning. Communicating with teachers of different ages, it can be noted that many of them go to preschool institutions and schools with propaganda concerts. The impressions received from the bright professional performance of the teacher attract children and parents.

The set has been completed and the current work has begun. The teacher faces other equally important problems: the safety of the contingent, attendance and homework.

All three problems form a certain logical chain: the student is busy at school, does not have time to rest and, accordingly, does not do homework. Frightened by bad grades and the anger of the teacher, he begins to skip classes and soon (most often in 1-2 years of study) is expelled.

Even in this state of affairs, it is possible to maintain the contingent. It is necessary to establish close contact with parents and give them the opportunity to attend classes. This will help interested parents monitor their children’s independent activities.

A teacher who has developed a teaching system has a stable contingent, since classes are held regularly and most of the work is carried out in the classroom, and at home the children only mechanically reinforce the learned material. A common mistake teachers make is requiring the student to follow several instructions at once. Violation of the principle of consistency makes them impossible, because the student cannot focus his attention on a large amount of information and perceive everything at the same time. The child gets the impression that he can’t do anything, it is difficult for him to study and, accordingly, interest in learning disappears. And interest must be maintained all the time - as early and often as possible, students must be given the opportunity to participate in concerts and competitions. Currently, there are quite a lot of performing competitions for students of different ages and levels of training. Having correctly selected the level of the event, the teacher gives the student the opportunity to self-realize, feel the strength and will to win.

To summarize, it should be noted that a real teacher, to one degree or another, must have such qualities as enthusiasm, be dedicated to his work, love children, keep himself in good performing shape and constantly learn, improve, “keep up with the times.” Such a teacher is able to solve any problems that come his way.

Information resources used.

Great Russian teacher - Konstantin Dmitrievich Ushinsky / http://works.doklad.ru/view/J5I36ip0fJs.html