Development of communicative interaction of junior schoolchildren in music lessons

Introduction. Communicative interaction in the educational sphere of primary school is the most important component of the personal development of each child. Active participation in communicative interaction is crucial for the development of a person’s personality, social competence and cognitive abilities. For children of primary school age, it can be a key factor in subsequent social integration. One of the areas of development of communicative interaction in primary school age is the use of music. Therefore, the purpose of the article is to analyze and summarize scientific information to identify the features of the development of communicative interaction of primary school students in music lessons, as well as to describe the practical implementation of this process, built on the recognition and use of intonation and semantic elements of musical language in all types of musical activities. Methodology. The methodological basis of the study was the conceptual provisions of general and musical pedagogy and psychology – systemic, subject-activity, individual-creative approaches, the theory of musical and intonation perception, ideas and principles of psycholinguistics (theory of semantic perception of speech). To achieve the goal, the following general scientific theoretical methods were used: analysis of scientific sources on the research problem, generalization, synthesis, systematization, as well as empirical methods, including observation and conversation. Research results. The article describes the multi-level nature of human communicative behavior, analyzes the specifics of prosodic elements of speech and music responsible for the transmission and understanding of meaning, presents the rationale for the “mechanism” of developing communicative interaction of primary school students in music lessons based on the use of musical and intonation models, and practically illustrates the principles of working with musical and intonation models in different types of musical and creative activities of primary school students. Conclusion. The functional interpretation of the presented complex of musical and intonation models can serve as a guide for further methodological and practical improvement of communication processes in the musical and educational sphere at all levels.