The article deals with the philosophical and pedagogical understanding of communicative practices in the educational process of a higher school. A typology of dialogue interaction in pedagogical search space has been proposed. Its usage creates conditions for the analysis, reflection and self-assessment of students in the organization of their training activity. The experience of organization of communicative educational clusters in higher artistic education, which provides for the transition from the primacy of formalized to innovative models of interaction between all participants of the process, has been presented. The conceptual values-semantic aspects of the implementation of interdisciplinary approach have been analyzed, and it has been shown that this approach opens qualitatively new possibilities for the reflection of the investigated object. The contours of a new view on the problem of dialogue, in particular, through the discursive activity of students, have been outlined: Problem group method, group therapy, group "buzz", "aquarium", and lecture-forum. The transition to interdisciplinary integration with project design forms is a prerequisite for creating an innovative model for the development of post-non-classical artistic education. In the organization of the dialogue, we take into account: the students' method to perceive different points of view, the search for the underlying motives, that is, those problem situations through which the own style of the studied material is formed, the development of tasks-conflicts associated with higher spiritual values, ideological and semantic sphere, designing various variants of interaction ways for dialogue participants.

У статті здійснено спробу виявити та узагальнити основні тенденції розвитку загальної музичної освіти у Великій Британії наприкінці ХХ-початку ХХІ століття. Автором схарактеризовано основні підходи до проведення уроків музики в початковій та середній школі, виявлено особливості реформування загальної музичної освіти відповідно до Національного плану музичної освіти до 2020 року. Ключові слова: художньо-естетичне виховання, реформування загальної музичної освіти, уроки музики, навчальні плани, програми з музики. Черкасов В.Ф. Реформирование общего музыкального образования в Великобритании В статье осуществлена попытка выявить и обобщить основные тенденции развития общего музыкального образования в Великобритании конца ХХ-начала ХХІ столетия. Автором охарактеризованы основные подходы к проведению уроков музыки в начальной и средней школе, выявлено особенности реформирования общего музыкального образования в соответствии с Национальным планом музыкального образования до 2020 года. Ключевые слова: художественно-эстетическое воспитание, реформирование общего музыкального образования, уроки музыки, учебные планы, программы по музыке. V. Cherkasov Reforming general musical education in the United Kingdom The article attempts to identify and summarize the main trends in the development of general music education in Great Britain at the end of the 20 th-the beginning of the 21 st century. The author describes the main approaches to conducting music lessons in primary and secondary schools, and also reveals the peculiarities of reforming general music education in accordance with the National Plan for Music Education by 2020. The country is a world leader in music education. The study of subjects of the artistic and aesthetic cycle, among which Music and Art occupy a leading place, is aimed at the comprehensive harmonious development of the child. The issue of inclusion in the curricula of subjects "Music" or "Art" is solved by pedagogical teams and administration of the educational institution. It is found that in 2012, a National Plan for Music Education by 2020 was approved in the United Kingdom, which provides for a flexible template for obtaining quality music education throughout the school. The plan provides equal opportunities for music education for all students, regardless of race, gender, city of residence, level of their musical development, or parental income. The leaders of each school must decide how and by what curriculum to complete the statutory music training programs that determine what to learn. The Ministry of Education and Qualifications guarantees the provision of comprehensive methodological assistance to school music teachers in the organization of instrumental and vocal education. Considering that the British are highly respected music and determine it an important factor in the aesthetic education and formation of universal and religious values, the Ministry of Culture and the Ministry of Education of the United Kingdom is developing joint projects aimed at promoting the cultural and artistic li...

The article examines and summarizes the experience of music education of students in schools of the Republic of Ireland, highlights the main trends and approaches to the content of lessons and extracurricular activities with students of different ages, aesthetic education through music and the formation of European and national values. Vocal and vocal-instrumental ensembles are created. Participation in such groups requires knowledge of musical notation, mastering the technique of reading notes, mastering the skills and abilities to use the means of musical expression. In addition to rock music, one of the most popular vocal genres in Ireland is shan-nose - highly ornamented improvisational singing (ie singing with a large number of chants), where there are several parts of voices, from which the overall composition is built. Over time, Irish folk music changed. Most of the songs are of rural origin and are associated with ancient Irish language traditions. More modern songs are performed in both Irish and English. Involvement of student youth in the performance of various genres of choral and vocal music promotes patriotic education and the formation of moral and aesthetic qualities that positively affect the worldview of young people, contribute to the involvement of world cultural values. Involvement of student youth in the performance of various genres of choral and vocal music promotes patriotic education and the formation of moral and aesthetic qualities that positively affect the worldview of young people, contribute to the involvement of world cultural values. A prominent place in the organization of musical and creative activities is given to independent work. To this end, teachers develop guidelines, conduct practical classes, which focus on methods and techniques of mastering the skills of playing a particular musical instrument. Using the methods of showing, explaining, demonstrating, illustrating, repeating individual musical episodes and overcoming performance techniques, students develop technical skills, memory, logical thinking, practice performance skills and gain experience in interpreting the content of a piece of music. It should be noted that musical education of students in schools of the Republic of Ireland has a stable approach and is based on the folk traditions of previous generations, meets modern requirements for the formation of musical culture of youth, aesthetic feelings and development of intellectual and creative abilities.