Abstract:

Based on the analysis of current national studies on military-patriotic education of students, the article draws conclusions about the active spreading of military-patriotic education in middle and senior levels of school. This enables teachers to facilitate the transition of students from an ethnic type of patriotic self-identification, which is expressed through a conscious desire to contribute by their actions to the welfare and prosperity of their local Homeland, to a state-oriented type characterized by the aspiration to defend the interests of the state at all levels of existence.

Researchers’ views on the potential of art in military-patriotic education of school students have been summarized. This is understood as a dynamic process of personal development as a subject of artistic activity aimed at forming a system of patriotic values, a positive emotional attitude toward the Homeland, awareness of personal responsibility to loved ones and the nation, as well as fostering creative self-realization in the field of the Ukrainian people’s folk art heritage. Accordingly, educational work should be directed toward familiarizing students with the rich legacy of Ukrainian music, which simultaneously serves as a pathway to the spiritual enrichment of Ukraine and a safeguard of its unique ethnicity. It is also necessary to focus on students’ musical and creative activity as a means of self-expression and self-affirmation, spiritual enrichment, encouragement to actively participate in collective creative activities, and enhancement of the child’s sense of belonging to national culture.

The article emphasizes the importance of teachers’ selection of musical repertoire, which should aim to shape a holistic understanding of national identity, Ukraine’s historical path, and its place in the world.

The methodological approaches proposed by scholars for the use of musical art in militarypatriotic education have been outlined: creating an emotionally valuable context for the perception and discussion of musical works, involving students in active musical and creative activities, integrating with other types of art and interdisciplinary connections, which can be achieved through innovative forms and methods of work.

The process of military-patriotic education is dynamic and extends into the student age. Therefore, educators should recognize the vectors of their work and focus on the dynamics of student expression.

Keywords: military-patriotic education, students, musical art, musical repertoire, methods, types of patriotic self-identification.

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