Typical music school curriculum. Methodical page

ON APPROVAL OF SAMPLE CURRICULUM FOR CHILDREN
MUSICAL, ART SCHOOLS AND ART SCHOOLS SYSTEM
COMMITTEE ON CULTURE AND EXAMPLE EDUCATIONAL
DISCIPLINE PROGRAMS PROVIDED FOR EXAMPLE
CURRICULUM

MOSCOW GOVERNMENT CULTURE COMMITTEE

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

(Appendix 1) and sample educational programs of disciplines,
provided for by the model curriculum for children's musical,
art schools and art schools of the Committee for Culture system
(Appendix 2).
Establish the validity period of the sample curricula and sample
educational programs of disciplines approved by this order,
before the entry into force in accordance with the established procedure of state
educational standards for additional education of children for
children's music, art and art schools.
2. Heads of children's music, art schools and schools
arts system of the Committee on Culture to ensure:
2.1. Development and approval of curricula and educational
discipline programs by the relevant educational institutions at
based on sample curricula and sample educational
discipline programs approved by this order.
2.2. Implementation of curricula and educational programs
disciplines within the budget allocations allocated to
in accordance with the established procedure for the maintenance of relevant educational
institutions.
2.3. Determination of the teaching load of teaching staff and
drawing up tariff lists in strict accordance with
approved curricula and educational programs
disciplines.
3. Departments of culture and leisure of the city’s administrative districts
Moscow when planning budget indicators in accordance with the established procedure
financing the activities of subordinate children's musical,
art schools and art schools exercise strict control over
compliance of curricula and educational programs of disciplines,
developed and approved by educational institutions
independently, exemplary curriculum and exemplary educational
discipline programs approved by this order.
4. Establish that in 1999 children's musical
art schools and art schools of the Culture Committee system
develop and approve curricula and educational programs
disciplines in accordance with this order within the budget
allocations allocated for their maintenance in the current year.
5. Assign responsibility for compliance with established rules
development and approval of curricula and educational programs
disciplines in 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 implementation of the necessary organizational measures for
implementation of this order.
7. Methodological office for educational institutions of arts and
culture to provide educational institutions with methodological assistance in
development of curricula and educational programs of disciplines,
monitor the implementation by educational institutions
curricula and educational programs of disciplines and their implementation
established requirements for the organization of the educational process.
8. Consider the order of the Moscow City Committee to be no longer in force
on cultural issues dated January 11, 1991 N 8 “On approval of mandatory
requirements for the performance of educational institutions."
9. Entrust control over the implementation of this order to
Deputy Chairman of the Committee A.E. Porvatova.

Annex 1

SAMPLE CURRICULUM PLANS
FOR CHILDREN'S MUSICAL, ART SCHOOLS AND SCHOOLS
ARTS SYSTEM COMMITTEE FOR CULTURE

1.	music school (musicart school departments)	Ministry of Culture of the USSRdated 05.28.87 N 242
2.	Instrumental curriculumvariety orchestra classesChildren's Music School and music departmentChildren's Art School, training period 3 years	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 curriculum for childrenart schooland the art department of the school of art	Approved by orderMinistry of Culture of the USSR from 10.11.88 N 390
4.	Model curriculum for children's art school	Board approvedMinistry of Culture Protocol No. 19
5.	Curriculum of the choreographic department of the art school	Recommended by orderMain Directorate of Culture of the Executive Committee of the Moscow City Council from 04.05.90 N 152
6.	Model curriculum for 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 for individual educational institutions	Recommended by the Ministry culture of the RSFSR (instruction letter N 01-185/16-15 dated 07/05/89)
8.	Standard curriculum for the theater arts department of a children's art school (option 1), duration of study 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.	Model curriculum for the theater arts department of a children's art school (option 2), duration of study 4 years	Recommended by the Ministry culture of the RSFSR (letter of instructionMinistry of Culture of the RSFSR N 02-337/16-14 dated October 20, 1980)

Appendix 2

SAMPLE EDUCATIONAL PROGRAMS OF DISCIPLINES,
PROVIDED IN THE SAMPLE CURRICULUM PLANS FOR CHILDREN
MUSICAL, ART AND ART SCHOOLS
SYSTEMS OF THE CULTURAL COMMITTEE

N p/p	Name of programs	Year publications programs	Publisher
	Music
	Solo instrumental performance
I.	Methodological note for programsinstrumental classes of children's music schools and children's art schools	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.	Seven-string guitar	1989	MK USSR
7.	Six-string guitar	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.	Selected-ready button accordion	1985	MK USSR
14.	Pop 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.	Folk instrument ensemble class 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 for the subject "Musical Literature"	1988	MK USSR
23.	Contemporary music. Jazz history and popular music (pop specialization)	1986	MK RSFSR
24.	Solfeggio	1984	MK USSR
25.	Solfeggio: software requirements forsixth grade and examsgraduation requirements	1989	MK USSR
26.	Solfeggio: methodological recommendationsand program requirements for teacherspreparatory groups at children's music schools,music departments of art schools	1988	MK USSR
27.	Rhythm for preparatory departmentsChildren's music schools and art schools (G.S. Franio "Rhythmics"at the children's music school", M.,"Press solo", 1997)	1997	MK Moscow
28.	Rhythm for 1st and 2nd grades of children's music schools and schoolsarts (G.S. Franio "Rhythm in the nurserymusic school", M., "Press solo", 1997)	1997	MK Moscow
29.	Composition	1981	MK RSFSR
30.	Essay (variety specialization)	1985	MK RSFSR
31.	Basics of improvisation (variety specialization)	1985	MK RSFSR
	art
1.	Drawing, painting, sculpture, composition	1990	MK USSR
2.	History of fine arts	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, arts and craftscomposition, drawing, modeling forpreparatory groups of children's art school	1987	MK RSFSR
6.	in artistic ceramics material	1986	MK RSFSR
7.	Arts and crafts composition and workin the material. The art of carpet weaving	1985	MK RSFSR
8.	Arts and crafts composition and workin the material. Artistic processingfur and leather	1985	MK RSFSR
9.	Arts and crafts composition and workin the material. Artistic processingstone	1985	MK RSFSR
10.	Arts and crafts composition and workin the material. Wood carving art	1984	MK RSFSR
11.	Arts and crafts composition and workin the material. The art of wood painting	1984	MK RSFSR
12.	Arts and crafts composition and workin the material. Embroidery	1985	MK RSFSR
	Choreography
1.	Historical, 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.	Music literacy and music listening(program for choreographic departments DSHI)	1988	MK RSFSR
7.	Bayan (program for choreographic departments of Children's Art School)	1987	MK RSFSR
8.	Piano (program for choreographic departments of Children's Art School)	1987	MK RSFSR
9.	Program for preparatory classeschoreographic departments of children's music schools and children's art schools	1981	MK RSFSR
	Theater
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 costume and hairstyle	1988	MK RSFSR
6.	Conversations about music (program for theater departments of the Children's Art School)	1988	MK RSFSR

Hello, friends!

People often ask me what they teach at a music school, how many years they study, when and what exams they take. The best answer is to demonstrate a model curriculum and find the answers there.

First, let's figure out what it is STANDARD CURRICULUM?

STANDARD CURRICULUM

This is a document defining the objectives and content of education. The standard curriculum for a music school lists academic subjects, indicates the scope of study of these subjects and their distribution over academic weeks and semesters. A list of exams, vacation dates are provided, and the educational process is planned.

General provisions

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

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

4. Without going beyond the educational work plan, the leader 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 specific subject, taking into account the specifics of the educational institution

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

5. The basis of the educational process of state music schools is
programs of the State Methodological Center, developed and approved for educational institutions of culture and arts
6. An educational institution has the right, using approved programs as a basis, to develop its own educational programs, taking into account regional characteristics and the specifics of work. In this case, the programs must be approved by local cultural authorities

7. It is considered that students who have completed the 8th grade over an eight-year period of study, and students who have completed the 6th grade over a six-year period of study and completed the curriculum and training program, have mastered the full course and program of primary art education.

8. The educational institution can enroll students in preparatory - grade 0 (within the planned enrollment)

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

Typical music school curriculum

for instrumental classes

Training in instrumental classes of a music school includes learning to play the piano, string and bow instruments, folk, wind and percussion instruments. Let's consider standard curriculum for these instrumental classes.

Study periods of 8 and 6 years are possible. I provide a table of the subjects studied and the number of teaching hours.

Duration of training – 8 years

Duration of training - 6 years

Subjects studied by students electively:

Individual lessons:
Training in an additional musical instrument,
reading notes from a sheet, voice production,
studying improvisation, composition, elementary music theory, solfeggio, the basics of conducting, accompaniment, ensemble, and so on.

Group lessons:
Studying musical folklore, rhythm, an initial course in art history, classes in staging musical performances,
ensembles (from six or more participants) and other items.

Explanation of plans

1. The curriculum allows for the preparatory class the study of 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, the age of the students or the level of their musical training should be taken into account. These can be groups of younger or older students, groups that include students of different ages and different grades, groups of students of certain classes.

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

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

FOLK MUSIC CLASS

Duration of training - 6 years

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

Individually studied
additional musical instrument, training in solo singing, sight reading, voice production, improvisation, composition, elementary music theory, solfeggio, conducting basics, accompaniment, ensemble, and so on.

In group lessons undergoing training
folk dance, staging of musical rituals, musical folklore.
The head of the institution may plan to study solo folk singing as an alternative to learning to play a musical instrument.

Solo singing class

(academic singing, pop singing)

Duration of training – 8 years

Duration of training – 6 years

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

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

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

Choir department (choir school)

Duration of training – 8 years

In addition to basic subjects, students study elective items:
Individually learn to play an additional musical instrument, sight reading notes, voice production, improvisation, composition, elementary music theory, solfeggio, the basics of conducting, reading scores, accompaniment
In group classes undergoes training (additional subjects) in musical folklore, rhythm, staging musical performances, ensemble music playing (the ensemble consists of six or more students)

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

This is the principle by which the educational process in a music school is built.

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 teaching.

This is a kind of law that is obeyed and implemented by both the administration of the music school, teachers and students.

More details with the standard curriculum (Ukrainian language)

EDUCATIONAL PROGRAM

Municipal Educational Establishment of Children's Educational Institution "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 regulatory documents:

Constitution of the Russian Federation; Law of the Russian Federation “On Education”; Convention on the Rights of the Child; Model regulations on the establishment of additional education for children (Order of the Ministry of Education and Science of the Russian Federation dated January 1, 2001 No. 000); Concepts for the development of education in the field of culture and art in the Russian Federation (approved by order of the Government of the Russian Federation dated January 1, 2001 N 1244-r); Sanitary and epidemiological rules and regulations SanPiN 2.4.4.1251-03 “Children’s out-of-school institutions (additional education institutions)” (Resolution of the Chief Sanitary Doctor of the Russian Federation dated April 3, 2003 No. 27);

· Sample 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 USSR Ministry of Culture dated January 1, 2001 No. 000;

Charter of MOUDOD "Children's Music School" Curriculum and curriculum of subjects of additional pre-professional general education programs in the field of arts MOUDOD "Children's Music School" p. Krasnoarmeyskoye village, developed by the school independently in accordance with the Law of the Russian Federation “On Education” and Federal state requirements for the minimum content, structure and conditions for the implementation of programs, as well as the timing of their implementation (FGT).

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 in the village of Krasnoarmeyskoye, hereinafter referred to as School), certificate of entry into the Unified State Register of Legal Entities dated 01/01/2001, series 07 number

Legal address of the School:

Actual address of the School:

KBR, Tersky district, Opytnoe village 38..

Year of foundation: 1979

Series, number, date of issue of license: series 07Л01 No. 0 issued on June 5, 2013, by the Ministry of Education and Science of the Kabardino-Balkarian Republic, valid for an indefinite period.

The school owns a premises of 80.3 sq. m, located in the Rural House of Culture (1st, 2nd floors - 4th class), an Agreement for the free use of municipal property was concluded with the Administration of the Tersky Municipal District for a period of 1 year, May 17, 2013.

There is no land.

2.2. The school carries out educational activities according to additional education programs of 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 school's activities are carried out in close cooperation with educational and cultural institutions, village, district and republican organizations.

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

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

2.3. The school operates on a five-day workweek schedule with two days off – Saturday and Sunday. Lesson duration is 40 minutes.

The class schedule is drawn up to create the most favorable work and rest regime for children by the School on the recommendation of teaching staff, 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 and seven terms of study.

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

2.6. Interim certification of students is carried out in the form of test lessons, academic concerts, transfer academic concerts, technical tests, auditions, and performance of programs at concerts.

The procedure and timing of the intermediate certification, the grading system for the intermediate certification are determined by the regulations on the intermediate certification 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 families, educational institutions, children's and youth public associations and organizations, the characteristics of the socio-economic development of the region and national and cultural traditions.

2.8. The school organizes and conducts public events.

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

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

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

2.11. To conduct the educational process and fully master the educational material by students in accordance with educational programs and curricula, the following types of work have been established:

· 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 class events (visiting concerts, exhibitions with the teacher, class reporting concerts, recitals, creative meetings, etc.).

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

2.13. Information about the student population:

	Branch	Number of students
	Musical
	TOTAL:

The School has 50 students. The school provides instruction in playing the piano, button accordion, accordion, and guitar. They study world and national musical culture, learn the value perception of art and a creative approach to various life problems.

The school has 2 departments. Form of training – individual and group.

Groups are recruited on the basis of the school curriculum, drawn up 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 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 employs 5 teaching staff (4 full-time and 1 part-time).

The educational qualifications of the teaching and accompanist staff are quite high:

100% of teachers have specialized secondary specialized education;

secondary - special - 60% (3 people);

The school, as an educational institution, works on the problem of moral and cultural education of students, through introducing as many children and adults to art as possible. The main form of educational work at school, in order to develop the creative activity of students, is extracurricular concert and educational activities.

Tasks:

I. Stimulating the performing skills of students, improving children's collective creativity;

II. Introduction of innovative models for presenting educational results:

III. Moral, ethical, aesthetic education of the individual,nourishing the honor and dignity of a Russian citizen, virtue and lovevi to beauty;

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

V. Increasing the interest of parents in music education, which contributes to increasing the quality of enrollment of children in the School.

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

Interaction with educational and cultural institutions allows you to: reach a mass audience in order to promote the art of music, and practically apply acquired skills by students. Every year the school holds over 10 concerts a year. The introduction of new technologies continues presentation of the results of concert activities. Traditional events remain: themed concerts for holidays: 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, graduation concert, graduation ceremony.

2.21. One of the most important conditions for effectively managing the development of the quality of education and increasing the rating of a 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 and effective interaction with institutions and organizations in 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 school's educational system is oriented towards the specifics of the socio-cultural environment in the area. In cooperation with cultural and educational institutions of the city, established traditions are used.

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

III. BASIC PRINCIPLES OF EDUCATIONAL POLICY

All the principles underlying the educational program Schools are focused on the child’s personality 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.

School is for the child, not the child for school. The child’s personality is the center of the entire school educational system. School goals are set for all students, but the ways in which these goals are achieved will vary as much as the students themselves vary. Teachers, because they know their students, can personalize learning without limitation. Everyone needs a sustainable need for creative activity. The educational space of the school is emotionally beneficial and comfortable for everyone: students, teachers, parents. The family is a member of the school community. Close cooperation between home and school will bring mutual respect and understanding. Accordingly, the style of school life gives rise to the values ​​of calm expectation - “nothing threatens you, much is expected of you”; trust “as long as there are no offended people” and decency “the values ​​of absence of fear, nobility and tolerance.” The student is the subject of the educational process, focused on the student’s self-determination, the development of his independence and creativity, self-esteem and individual significance. The principle of maximum consideration of the student’s individual interest in the content and forms of work. Teaching and learning must be validated and assessed based on how the student solves real-world problems. Numerous evidence of what he has done, ranked through ongoing monitoring of individual programs, used to understand each student's progress and needs and plan follow-up care. Students must be able to demonstrate their level of competence to their family and community. A certificate of completion is awarded after a student has successfully demonstrated his or her level of achievement in a public examination. The focus is on students demonstrating the ability to engage in meaningful activities. Activation of cognitive and creative activity of students, formation of interest in learning, in each other, in life is the principle of organizing the educational and educational process. The position of the teacher in the educational process determines the rejection of strict authoritarianism, coercion and belittlement of the student’s personality, the search for pedagogical technologies, methods and techniques for the teacher’s work with a personality-oriented orientation.

IV. ANALYTICAL JUSTIFICATION OF THE EDUCATIONAL PROGRAM

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

Mastering the arts through a set of subjects (in the traditions of vocational education). Availability of two levels of training: mass as a direction in general musical, in general art education and as the first stage of professional education in the field of arts (additional pre-professional general education programs in the field of arts).

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 should be continuous, since it is not associated with the gradual (from fundamental to particular) mastery of certain sciences, but with purely practical, sensory, physical and the student’s intellectual comprehension of the essence of the type of art being mastered, the disclosure of the psychophysical capabilities of the individual, training of their hands, and the development of a set of psychophysical qualities necessary for self-realization in the chosen profession.

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

hometarget pedagogy:

Give the opportunity to reveal the individual abilities of children; awaken their creative initiative based on strong fundamentals
knowledge; to educate competent music lovers and listeners; visitors to exhibitions and museums. prepare the most capable students for entry into secondary
professional music and art educational institutions.

Main goals training and education at the art school:

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

V. SCHOOL MISSION. PRIORITY DIRECTIONS.

GOALS AND OBJECTIVES OF AN EDUCATIONAL INSTITUTION

Mission schools: spiritual and moral development of the younger generation through artistic and aesthetic creativity. Vision of ways to achieve the mission:

positioning the School as a center for additional art education in the cultural and educational space of the Tersky region; creating conditions for the comprehensive implementation of the educational needs of students and their parents through expanding the range of educational services and creating conditions for the implementation of the individual educational trajectory of each student; the use of educational, pedagogical, scientific, methodological and material resources for the development and realization of the creative potential of students in various types of artistic and aesthetic activities; expansion of social partnership with institutions and organizations of the Tersky region, to create a unified cultural and educational space.

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

Tasks,aimed at 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;

· nurturing a value-based, caring attitude of students towards cultural traditions through familiarization with the best examples of national and world musical and artistic heritage;

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

· support for aspiring musicians, young artists and children's creative groups through their active involvement in concerts and educational activities;

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

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

· familiarization with spiritual culture through practical, creative activities;

· organization of meaningful cultural leisure for residents of the microdistrict, through the organization of concert and exhibition activities;

· creating conditions for improving the professional competence of teachers through organizing, conducting and participating in scientific and practical conferences, competitions, festivals, and olympiads; participation in master classes and seminars, both at 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 developmental education in music and art education, the connection of music and fine arts with life and the idea of ​​comprehensive mastery of art.

PRIORITY AREAS OF ACTIVITY OF THE OU

Improving the content and technology of music education, intensifying and integrating the learning process.

1. Implementation 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 the minimum content, structure and conditions for the implementation of programs, as well as the timing of their implementation.

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

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

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

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

Expected results:

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

2. Increasing the motivation of 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, and the involvement of students in an accessible form of working with computers.

3. Raising competent music listeners, visitors to museums, exhibitions, and art galleries.

4. Students create their own musical product (electronic music, phonograms, etc.).

· Development of a favorable and motivating psychological school atmosphere for learning, through improving work on the aesthetic, moral and ethical development of the student’s personality.

Implementation of the conceptual positions of this directionis the widespread introduction of new models presentation of educational results – the “Children’s Philharmonic” program. The student’s awareness of the value of his musical and creative activity for others can serve as a strong incentive to take musical classes. When he sees that his music-making and creative successes can bring pleasure to his family and friends, that thanks to his musical talents he becomes more interesting and significant in their eyes, his sense of self-esteem and the desire to assert himself as an individual in creative activity grows.

Expected results:

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

2. Increasing learning motivation.

3. Education of aesthetic, moral and moral qualities of the individual, honor and dignity of a citizen of Russia, lovevi to beauty.

· Creating conditions for working with gifted children and professional self-determination.

Expected results:

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

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

3. Positive dynamics of students’ creative interest in the School’s concert activities.

4. Positive dynamics of teachers’ interest in preparing children to participate in competitions, festivals, olympiads, and exhibitions.

5. Increasing the quantitative and qualitative indicators of student participation in away competitions

6. Increase in the professional skills of teachers.

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

Collective music playing is an incentive for creative and professional growth, communication with peers, passion for a common cause, the opportunity to actively participate in a common creative process, where the personality of each child successfully develops, and the success of its work depends on all members of the team. Ensemble playing significantly expands a student’s musical horizons, develops such qualities necessary for a musician as the ability to listen not only to one’s own performance, but also to one’s partner, and the overall sound of the entire musical fabric of the piece; fosters the ability to captivate a comrade with your plan, and when necessary to submit to his will; activates imagination and creativity; sharpens the sense of sound color; fosters a sense of duty, responsibility, and camaraderie. Solving this problem within the framework of the subject “collective music-making” necessitates the need to diversify creative children’s groups, increase their performing level, through training that motivates concert activities.

Expected results:

1. Increasing the number of mixed ensembles.

2. Increasing the number of piano ensembles.

3. Creation of a vocal ensemble.

4. Increasing learning motivation.

· Improving the system of interaction and cooperation between the school teaching staff and the family and society.

One of the factors for increasing the educational level and rating of a school is the expansion of the space of social partnership, the development of various forms of interaction between its subjects in the field of educational activities. Improving work in this direction will help popularize musical and artistic arts in institutions and organizations of the city, stimulate children's performing skills, develop students' creativity, increase parents' interest in music and art education, and therefore the quality of enrollment of children to study at the School. 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. Instilling in students a sense of learning success.

VI. CONTENT OF THE EDUCATIONAL PROCESS

6.1. Characteristics of the organization of the educational process.

1. The normative basis of the educational process at school is: sample curricula of educational programs in 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 FGT.

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

2. The School operates the following educational programs: 3-year, 5-year, 7-year, 8-year.

3. Children aged 6 years have the right to enter the Children's Art School.

4. The educational schedule is built on the principle of secondary school schedules: the school year is divided into quarters with mandatory rest for children from classes between quarters. The schedule is drawn up based on sanitary and hygienic standards. School opening hours: five-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 classes. The educational process is structured by educational areas: musical performance. The combination of subjects by educational area determines the principle of curriculum formation. The educational field 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;

· sample curricula for children's art schools, approved by order of the Ministry of Culture of the Russian Federation dated January 1, 2001 No. /32;

· sample curricula for children's art schools, recommended by the Ministry of Culture and Mass Communications of the Russian Federation dated January 1, 2001 No. 4

· Curricula developed by the school independently in accordance with the Law of the Russian Federation “On Education” and 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 curricula are focused on identifying and realizing the child’s abilities at all stages of his education, provide versatile and high-quality training for students, allow for the practical application of differentiated teaching methods and an individual approach, and consist of two parts - invariant and variant. The complex of subjects and the volume of hours proposed in the invariant part of the curriculum determines the completeness and intensity of the educational course, which allows solving not only the problem of identifying the student’s creative abilities, but also developing skills in educational activities, ensuring mastery of a minimum of knowledge, skills and abilities.

3. The curriculum of instrumental classes provides for the opportunity to teach children to play an instrument with the right to choose the duration 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 theoretical knowledge when playing music, development of creative skills).

Music department.

6.3.Educational disciplines

Musical instrument.

The form of individual lessons creates conditions for careful and comprehensive study and education of each child, an objective assessment of his 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 student's main program with a view to its public performance; nurturing the aesthetic taste of students based on conscious
music perception; acquaintance under the guidance of a teacher with a variety of
musical works; development of basic technical skills based on 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 their studies and a love of music, their taste is cultivated in the best examples of folk music, Russian and foreign classics, and works of modern domestic and foreign composers.

The most important prerequisite for the successful musical and performing development of a student is the development of free and natural staging and the development of appropriate coordinated movements determined by certain artistic or technical tasks.

Careful work in this direction and daily monitoring on the part of both the teacher and the student himself prevent excessive muscle tension, which inhibits the child’s development and has a harmful effect on health.

From the first lessons, the student must listen attentively to his performance, achieve an expressive sound of the instrument, carefully and accurately read the author's text, work to eliminate technical difficulties, and avoid mechanical playing, which leads to formal performance and hinders musical development. When learning musical pieces, the teacher should choose fingerings in the most convenient and appropriate sequence. In high school, this work can be done by the students themselves. During specialty lessons, students are introduced to musical terms and their meaning when performing musical works is explained.

Work on the expressiveness of performance, the development of auditory control, sound quality, rhythm, and dynamics is consistently carried out throughout all years of study. The development of performance technique is carried out in the process of working on all the studied works. The development of finger fluency and clarity is facilitated by working on scales, arpeggios, etudes, and exercises; in developing them, one should pay attention to their high-quality performance, achieving precise adherence to the established fingering, evenness of sound, stable rhythm, and finger clarity. The student must develop a conscious attitude toward mastering various technical techniques that help realize the artistic intent of the work being studied.

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

The combination of demonstration on an instrument with verbal explanation is the best form of classroom work that stimulates the student’s interest, attention, and activity.

A student’s performance largely depends on a well-designed plan that provides for the student’s consistent and harmonious musical and technical development, taking into account his individual characteristics and the level of general, musical and technical development. The student's repertoire should be varied in content, form, style, and texture. When selecting a repertoire, the teacher is guided by the principle of gradualism and consistency of teaching. It is important to make the student want to constantly get acquainted with new musical works. When working on the repertoire, it is necessary to achieve varying degrees of completeness of performance, taking into account that some of the works must be prepared for public performance, others for display in the classroom, and others for familiarization. All this is recorded in the student’s individual plan.

The main form of accounting for progress is the fourth grade. At the end of the school year, an annual grade is issued based on quarter marks, and a final grade is given, taking into account the student’s annual and grades for performances at academic concerts, test lessons and other performances during the school year.

Exams 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, and transfer exams.

Solfeggio.

In solfeggio lessons, musical abilities (hearing, memory, rhythm) are developed, an acquaintance with the theoretical foundations of musical art occurs, the creative inclinations of students are identified and developed, and a love for classical and foreign music is instilled.

The solfeggio course program includes the following sections:

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

3. fostering a sense of rhythm - the goal is to develop rhythmicity in students
coordination based on the sensation of metric pulsation. When working on
metrical education pays great attention to solmization
(reading examples with the names of sounds without intonation);

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

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

6. analysis of individual elements of 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. When working on a dictation, all the knowledge and skills of students are synthesized, their level is determined
auditory development;

8. nurturing creative skills - promotes an emotional and meaningful attitude towards music, reveals individual creative capabilities, arouses interest in the subject, and helps in performing practice. Develops auditory attention, trains various aspects of musical ear, develops taste and observation. The main type of creativity is various methods of improvisation;

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

Musical literature.

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

Teaching musical literature in close connection with the entire cycle of academic disciplines enriches the musical pedagogical process and contributes to a more rapid and harmonious development of students’ musical abilities. The richness of content and variety of genres, the studied works of folk, classical and modern musical art, familiarity with the events of musical life, with the biographies and creative activities of the largest classical composers and our contemporaries, helps students understand the connection of art with the phenomena of social life. Musical literature lessons are designed to introduce students to the masterpieces of musical culture.

The purpose of the subject is to develop students’ versatile musical skills and the ability to listen to music consciously and emotionally. 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, competently express impressions and thoughts about music, talk about the completed works, their content, means of expression, using the necessary musical terminology.

Development of creative skills (music playing).

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

Sight reading. When reading from sight, you should proceed from the following principles:

· from the very beginning, instill the skill of “looking forward”, and not at the musical text that is currently being performed;

· play almost without looking at your hands, navigating the keyboard blindly or almost blindly;

· to accustom the child to preliminary reading (the simplest analysis of the musical text with the eyes before transferring it to the instrument);

· teach reading notes in holistic structures (starting with melodic turns, intervals of consonances and ending with chords, not individual note signs).

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

By developing and training auditory perception and memory, the student must accurately reproduce the text - strokes, tempo instructions, and must control the text he reproduces on the instrument with his ear.

Selection by ear, transposition continues throughout all years of study and contributes to the development of students’ creative skills. The experience of the beauty of a melody is usually expressed in children in the desire to play by ear. This passion must be maintained by skillfully directing attention to a variety of tasks. The choice of song melodies that children would like to play on the instrument is of great importance, since in this process the students’ musical taste begins to form. Subsequently, playing melodies by ear should be accompanied by their harmonization, the introduction of echoes, as well as different types of textures.

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

Improvisation. Various exercises and creative tasks are used here. For example, composing the endings of light plays and the missing bars in them, short melodies to a certain rhythm, echoes and elementary variations for folk songs, selecting accompaniments for 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 comprehensive development of students: musical, creative and personal. The goal of working with schoolchildren in the process of teaching them to sing in a choir is the optimal individual singing development of each choir member, teaching him the ability to sing in a choir, and developing his singing culture.

Objectives: diversified development of vocal and choral hearing, accumulation of musical and auditory concepts; formation of musical memory, learning to use soft attack and mixed sound when singing; formation of singing emotionality and expressiveness skills; formation of vocal articulation, development of singing breathing, expansion of vocal range. Throughout all years of study, the teacher monitors the formation and development of the most important vocal and choral skills students (breathing, sound science, ensemble, structure, diction, etc.) gradually complicating the tasks. There are a number of creative shows taking place throughout the school year; reporting concerts, performances at various concert venues.

Ensemble.

The program is aimed at the formation and development of collective instrumental music-making skills with children who have basic skills in 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 playing music together from the first days of learning music is the key to students’ interest in this art form. At the same time, each student becomes an active participant in the ensemble, regardless of the level of his abilities and education at the moment, which contributes to psychological relaxation, freedom, and a friendly atmosphere in the group among 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 an ensemble disciplines, cultivates such essential qualities as mutual understanding, mutual respect, responsibility for a common cause, develops the ability to concentrate on rhythm and tempo in the process of practicing and performing a piece , dynamics, overcoming emerging difficulties, achieving the assigned performance task, and realizing the artistic concept.

General tool .

Training is carried out on an individual basis. Success in mastering the instrument depends on the individual abilities of the students. Basically, all the work on the repertoire and technical development is carried out in class, since students, in general, do not have an instrument at home (with which they become familiar). Each lesson includes testing of mastery of the material covered and analysis of new ones. The basic principle of selecting musical examples is that each subsequent exercise, each piece gives the student something new. It is useful for students of the folk department 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 demonstrated in test lessons at the end of the semester or at concerts held at school.

Accompaniment.

Accompaniment is introduced as an independent subject in grade 6 (7). 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 piece 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 a complete ensemble with him, and be as flexible as possible in the performance process. When practicing accompaniment, the student must learn the rules of the game - introduction, loss - play more brightly, solo; when the soloist enters, go into the “background” and support him. During the lessons, the student must learn to transpose the accompaniment into a key 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 training of a School graduate

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

The level of training of children studying in additional education is the achieved degree of individual development, the formation of certain personality qualities 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 purpose of their activities - to develop the individual’s motives 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 concept of “graduate” here is not limited to the volume 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 an individual 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 of his own experience of 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 all circumstances.

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

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

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

formation of cognitive interests and needs, sustainable motivation for artistic activity; development of the child’s intellectual sphere, volitional and emotional qualities sufficient to carry out practical activities in various types of arts, both in the children’s music school itself and after graduation.

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

Kind of art. Level of mastery of EP. Types of activities. The result of training (mastery of knowledge, abilities, skills), personal development.

VIII. CONTROL SYSTEM AND PROCEDURE 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 of ongoing monitoring, intermediate and final certification of the municipal educational institution of additional education for children “Children's Music School” p. Krasnoarmeyskoe village, approved by the director of the School. These Regulations have been developed in accordance with the Law of the Russian Federation “On Education”, “Model Regulations on the Establishment 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 FGT, local acts and regulates the content, procedure and assessment of current and intermediate certification of school students.

Interim certification 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;

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

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

8.2. Interim certification includes lesson-by-hour, quarter-by-quarter, semi-annual and transfer assessment of the student’s performance results.

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

8.4. An important element of the educational process at the School is the systematic monitoring of student progress. The main types of monitoring student progress are: ongoing monitoring of student progress, intermediate certification of students.

8.5. The basic principles of conducting and organizing all types of progress monitoring are: systematicity, taking into account the individual characteristics of the student, collegiality.

8.6. Each type of progress monitoring has its own goals, objectives and forms.

Current control student progress is aimed at maintaining academic discipline, identifying students’ attitudes towards the subject being studied, organizing regular home studies, and increasing the level of mastery of current educational material; has educational goals and takes into account the individual psychological characteristics of students. Current control is carried out teacher, leading the subject. Current control is carried out regularly within the framework of the students’ class schedule and involves the use of various assessment systems. Based on the results of current monitoring, quarterly, semi-annual, and annual estimates are derived.

8.7. Interim certification determines the success of students’ development and their assimilation of the educational program at a certain stage of training. The most common forms of intermediate certification of students are: in the music department: tests (undifferentiated, differentiated); academic concerts; transfer exams, auditions, test lessons;

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

Academic concerts (transfer exam, audition, public performance), imply the same requirements as tests (public performance of a solo program and are 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 test lessons at least once every quarter. Test lessons are conducted by the teacher teaching the subject.

8.8.. System for assessing student performance:

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

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

8.10 For 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 methodological discussion of the student’s performance.

8.11.Criteria for evaluation: musicality; virtuoso capabilities; sound culture; understanding of style; artistic interpretation and correctly chosen means of expression; ensemble structure; performance culture; artistry; scenic view.

8.12.Students’ grades for all types of control activities are recorded in the relevant educational documentation. Assessments of the current monitoring of a student's progress are entered in the progress and attendance log, in the student's diary and in the school-wide report (quarterly, semi-annual, annual assessments). Assessments of students' intermediate certification are included in the department's reporting documentation, in the student's individual plan, and in the student's diary.

8.13. Quarterly and semi-annual grades are awarded based on the results of ongoing 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 certification of students who have missed more than 50% of classes is submitted to the pedagogical council for consideration.

8.14.Annual grade is assigned on the basis of: quarterly (semi-annual) grades, grades for performance at a transfer academic concert (control lesson), views, aggregation of results on 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 mastered the academic year program and have academic debt in one or more subjects can retake or remain for repeated studies in the same class, or, by decision of the School's pedagogical council, are expelled from school. The grounds and procedure for expelling 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 a specialty is various performances at: academic concerts, transfer academic concerts, control lessons, auditions, public performances.

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 on passing the parts, as well as creative shows, including concert performances at various concert venues.

8.20. The assessment is carried out by department teachers during a 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. Test lessons are assessed by verbal characteristics; At the same time, the successes achieved by students and existing shortcomings are briefly noted.

8.23. Checking the technical training of students, the development of creative skills, general tools, ongoing reviews are carried out in the presence of the director, in accordance with the educational program, the School’s work plan, approved by the director of the School.

8.24. Assessment of students' intermediate performance is carried out either on a five-point scale or on a two-point scale “pass”, “fail”.

8.25. The transfer grade is given on a five-point scale, without the signs “+” and “-”.

8.26. When issuing a transfer grade, the following is taken into account:

Evaluation of a student’s work based on the results of a quarter during the academic year, derived from 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 throughout the school year.

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

8.28. Students may be exempt from intermediate certification for health reasons if they perform well in all subjects based on a 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 conducted in graduating classes in accordance with the relevant curricula. The final certification is carried out according to the schedule approved by the director of the art school in May month. Final certification is carried out using differentiated assessment systems.

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

8.32..Students may be exempt 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 certification period is given the right to complete the certification within the additional time frame established for them by the school.

8.34. The system for assessing the performance of students in the graduating class is five-point.

8.35. Students' grades for all types of control activities are recorded in the relevant educational documentation. Evaluations of student progress monitoring are entered into the student’s progress and attendance log, into the school-wide report (quarterly, semi-annual, annual assessments), into reporting documentation, into the student’s individual plan, and into the student’s diary.

8.36. If students and their parents disagree with the final grade assigned, it may be revised. The basis for revision is a written statement from the parents submitted to the final certification commission the day after the exam. By order of the school director, an expert commission consisting of three teachers is created, which, in the presence of the student’s parents, listens to the student’s program (speech); reviews the student’s work and determines the correspondence of the assigned grade to the actual level of his knowledge. The decision of the commission is documented in a protocol and is final.

8.37. Quarterly and semi-annual grades are awarded based on the results of ongoing 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 certification of students who have missed more than 50% of classes is submitted to the pedagogical council for consideration.

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

8.39. In the school completion certificate, grades in 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 the teacher in the specialty.

8.41. The seal of the educational institution must be clear, distinct, and easy to read. Erasures, corrections, and blank columns in educational 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 do not have a positive final grade in one or more subjects are considered to have not completed their education.

8.43. All graduating students who have mastered the program at least at the level of mandatory requirements, have no debt in the subjects of the academic cycle and have passed preliminary auditions and reviews in their specialty are allowed to take the final certification.

8.44..Final certification includes:

At the music department:

· final exam in the specialty - 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);

· test in musical literature (all departments)

8.45. Students are exempt from taking final exams:

· For health reasons based on a certificate from a medical institution;

· Laureates, diploma winners, participants in international, all-Russian, regional, city competitions (current academic year).

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

8.47. Preliminary auditions and screenings 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-year training) includes:

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

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

8.50. The written examination work in solfeggio is compiled by a teacher of theoretical disciplines, which is approved by the director of the School.

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

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

· Graduate examination sheet

8.52. The final certification is carried out according to a special schedule approved by order of the School Director. The exam schedule 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. The chairman of the certification commission is the director of the School. Responsibility for organizing and conducting the final certification in the subject rests with the chairman of the examination committee.

IX. MANAGEMENT OF EDUCATIONAL IMPLEMENTATION

OU PROGRAMS

The administrative management of the school is carried out by the school director. The leading function of the school director is the coordination of educational activities. School teachers provide operational management of the educational process, implementing basic management functions: analysis, planning, organization of control, self-control, regulation of the activities of the teaching staff.

Public administration is carried out by:

· Teachers' Council,

· Labor Council,

· Board of Trustees

Management is carried out differentially based on the distribution of functions and powers. The development of a school development strategy is carried out by the Pedagogical Council. The school is managed on the basis of cooperation, creative search of the teaching staff, School employees 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 time, 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 - an individual document for each educational institution. However, it has a fairly general structure and is subject to a general assessment. There are two main criteria for assessing quality. The first criterion is the successful implementation of the program adequately to the goals set. The second criterion is the general psychological climate of the school, the style of relations in it , the well-being of the child and teacher, their social security, conditions for development and self-realization.