The purpose of the work is to theoretically justify and experimentally prove the effectiveness of the use of musical and didactic games as a means of teaching younger students in music lessons and identify its advantages in comparison with traditional methods. The main conclusion of the work – a comparative analysis of the results of experimental work showed that significant changes took place in the development of the musicality of elementary school students, in which musical and didactic games were used. In general, after the use of music and didactic games in music lessons in elementary school, more schoolchildren with a high level of musicality development were identified. The results of the study showed the effectiveness and efficiency of developing the musicality of primary school students using music and didactic games and the feasibility of their use in music lessons in primary school. The great advantage of games is that this type of work is joyfully perceived by younger students, and you can organize the game so that it will contribute to solving the problems of their musical training, education, development. When using music and didactic games in music lessons in elementary school, the dynamics of the development of the musicianship of students is clearly observed.

The present study aims to compare modern Russian and foreign methods of teaching pop vocal to college and university students from the point of their effectiveness and educational results based on the analysis of the theoretical background and experimental studies. Globalization, internationalization of cultures, the active introduction of electronic educational environments, and distance and online learning now allow mastering many vocal techniques and teaching methods and putting them into practice in a short amount of time. In this regard, the need to compare and evaluate modern Russian and foreign methods of teaching pop vocals, as well as identify the advantages and determine the prospects for their further use in pedagogical practice become relevant. The study summarizes the experience of teaching pop vocals and a comparative analysis of three modern methods of teaching -one foreign (Joe Estill) and two Russian (M.L. Kats and O. Donskaia). The results of the experiment show that the effectiveness of these techniques is due to the emphasis placed on the active and comprehensive development of the vocal apparatus, singing support, rhythmic coordination, singing vibrato, vocal techniques, melismatics, and the development of the vocal range and voicing resonators. The control stage of the experiment reveals the expressiveness of singing, the integrity of vocal pieces, the density of sound in all registers, and the improvement of the quality of timbral coloration of the voice in the tested group of students. These results were undoubtedly promoted by the previously studied and newly implemented methods of teaching pop vocals.