Abstract:

This article explores the impact of classical music on the development and transformation of non-formal music education in the context of contemporary social and cultural changes. The study highlights the increasing significance of informal and non-institutionalized forms of learning, including private music instruction, extracurricular creative activities, music clubs, online platforms, and self-directed study, particularly among young people. In this context, classical music is examined not only as a cultural legacy but also as a living, dynamic art form capable of fostering emotional intelligence, critical thinking, and aesthetic appreciation.

The paper investigates how classical music, through its complex structure, emotional depth, and historical resonance, contributes to shaping musical competence and taste outside formal education systems. It also considers how technological advances and digital media have enabled new ways of engaging with classical music – from interactive apps and educational YouTube channels to hybrid performances and immersive audio-visual experiences. These tools offer learners flexible and personalized educational pathways that can foster both musical literacy and broader cultural awareness.

Special attention is given to the integration of classical music into modern non-formal educational formats, including interdisciplinary workshops, multimedia projects, and cross-genre collaborations. The article examines how classical compositions are reinterpreted in contemporary contexts to enhance accessibility and relevance for younger audiences. The pedagogical potential of classical music is analyzed through the lens of cultural studies, music psychology, and the theory of aesthetic education.

Overall, the article argues that classical music remains a vital component of cultural education and can effectively enrich non-formal learning environments. It emphasizes the importance of innovative approaches that combine tradition with modern media and participatory practices. The findings are intended for music educators, cultural practitioners, researchers in music pedagogy, and advocates of lifelong and accessible learning models.

Keywords: classical music, non-formal education, informal learning, music pedagogy, aesthetic development, cultural identity, digital learning tools, interdisciplinary education, music perception, youth engagement.

References:

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2. Mohylna, Y. (2021). Aktualʹnistʹ rozvytku neformalʹnoyi osvity uchniv shkil v Ukrayini. [Relevance of the development of non-formal education for school students in Ukraine].

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