DISTANCE FORMS AND TOOLS OF ARTISTIC AND EDUCATIONAL ACTIVITIES IN PRESCHOOL, SECONDARY AND EXTRACURRICULAR EDUCATION INSTITUTIONS

Abstract

The article highlights the relevance of distance music education in modern preschool, general education, and extracurricular institutions. Its effectiveness and efficiency depend on various factors: among which there is the ability of educators, music directors, or music teachers to implement the forms and tools of distance education according to the requirements of the time. The authors emphasize that various forms of distance music education are currently established. They are the following: chat classes, which take place synchronously; asynchronous web classes; as well as, hybrid (mixed) music education classes. Their implementation is provided by powerful support and the presence in the information space of various platforms, applications, and services for giving general musical education. The platforms Zoom and Google Meet, messengers Viber, Telegram, WhatsApp, Facebook Messenger, and Instagram are the most popular among music teachers. In the course of musical and educational activities today, online tools are also used, which allow you to quickly and easily listen to the best musical samples, create projects, individual and group tasks, audio and video presentations, flashcards, professional selections, write music, make arrangements, etc. They are the following: virtual tours and concerts posted on the Google Cultural Institute online service in the Performing Arts section; the Melody-Marker, Song Maker, and Rhythm tools featured on the Chrome Music Lab website; Padlet web resource pages, etc. The usage of all the possibilities of distance learning has its advantages, as it allows for maintaining the system and continuity of general music education in difficult conditions. At the same time, there are certain requirements for teaching music online. The most relevant are the inadmissibility following: teaching children to sing online (in particular, the formation of the ability to intonate cleanly); use of video and audio recordings of classes with methodical errors; the use of low-quality recordings of songs for listening and playback by children; lack of control over the quality of provision of educational services, etc. Further research can be devoted to further research on the influence of distance music education on the development of musical abilities of students of different ages and levels of training, to the study of optimal strategies for learning music in the online format, taking into account the age and individual characteristics of students, to the study of the possibilities of using virtual reality and interactive technologies to improve distance learning, artistic and educational activities, analysis of the impact of such activities on the development of creativity and self-expression of students in the context of the modern digital environment, etc.