Abstract:

The article proves that at the turn of the two millennia, the process of gradual integration of the Polish education system began in accordance with the requirements and level of the Western European educational model. Music is one of those subjects that best develops creative imagination and allows a young person to feel confident in the postmodern and very dynamic world, has a positive effect on the development of students’ creative abilities.

At the beginning of the 21st century. The Bologna process begins to radically influence the development of the higher education system in Poland, including the music and pedagogical system. The implementation of the “top-down” higher education reform has led to a purely political logic of the transformations being carried out, which are determined by the needs of fierce competition and the focus on world-class results. Such logic is not supported by the initiatives of the musical and academic communities.

In music lessons in middle school, work continues on developing instrumental music-making skills. The use of percussion instruments (drum, tambourine, rattles, wooden mallets, straws, rhythmic triangle, cymbals) and musical instruments (diatonic or chromatic melodica, xylophone, metallophone) contributed to the development of students’ sense of rhythm, skills of playing a certain musical instrument, and skills of collective music-making.

Polish scientists believe that learning to play instruments takes place in four stages: the first is searching for sounds in the environment (table, chair, wall, own body); the second is playing on one’s own body (stomping, clapping, clicking, knocking, hitting hands on hips, etc.); the third is finding a timbre and building a certain composition of an ensemble of Carl Orff’s instruments; the fourth is systematic work on learning to play these instruments.

Keywords: means of musical expression, development of creative abilities, musical education of students in Polish schools.

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