Keywords
interactive methods
learner-centered education
pedagogical innovation
aesthetic taste
creativity, constructivism
musical perception
How to Cite
Abstract
This article comprehensively examines the specific pedagogical and psychological features of applying interactive teaching methods in music culture classes in general education schools. The primary objective of the study is to substantiate the scientific-theoretical foundations and practical effectiveness of transitioning from authoritarian teaching approaches to learner-centered, constructivist models in music education. The research methodology is based on a mixed-methods design and draws upon L. Vygotsky’s socio-cultural theory, as well as the advanced international practices of C. Orff and Z. Kodály. The results of a pedagogical experiment conducted with control and experimental groups demonstrated that methods such as brainstorming, role-playing, small-group work, and problem-based learning show statistically higher effectiveness compared to traditional approaches in developing students’ musical perception, cognitive memory, emotional intelligence, and social communication skills (soft skills). In conclusion, the study provides evidence that an interactive approach transforms students from passive recipients of information into active creative agents. Additionally, scientifically grounded methodological recommendations have been developed for integrating music education with digital technologies.
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