ETHNIC-FAMILY TRADITIONS AS A RESOURCE FOR FUTURE TEACHER-MUSICIAN IN TRAUMA-INFORMED CARE THROUGH ART

The article examines the features of using ethnic and cultural traditions as a professional resource for a future teacher of music in overcoming war traumas in children. A critical analysis of the modern scientific discourse on the specified issue was conducted, which allowed us to verify that although the scientific works of modern domestic scientists raise questions about the significance of family rituals and song family traditions in the training of future teachers, these works are of a general cultural nature and do not contain specific pedagogical mechanisms for trauma-informed assistance through art as a resource for overcoming war traumas in schoolchildren. In the process of careful familiarization with the publications of foreign and domestic scientists that directly relate to trauma-informed pedagogy, it was confirmed that trauma-informed assistance through art is the most relevant issue of today. It is proved that the analyzed sources, although close to the problem we are studying, still have a slightly different perspective of its coverage and do not provide for an accentuation on Ukrainian ethnic-family traditions as a professional resource of a modern teacher-musician. The author’s vision of the role of ethnic-family traditions in the training of future teacher-musicians is presented as a professional resource, which represents a number of pedagogical opportunities (available means, knowledge, understandings and methods of action), which are used to achieve the goal of acquiring the ability of students to provide trauma-informed assistance through art in order to overcome war traumas in schoolchildren. It is proved that such a resource works on a cross-cutting principle and is integrated into the educational process at the content, methodological and practical levels.