PEDAGOGICAL AND METHODOLOGICAL FOUNDATIONS OF MUSIC LISTENING ACTIVITIES IN GENERAL EDUCATION SCHOOLS

Abstract

This article delves into the pedagogical and methodological foundations of organizing music listening activities in general education schools, emphasizing their role in shaping students' aesthetic, emotional, and intellectual development. Music listening is not merely a passive process but an active and dynamic educational experience that fosters critical auditory skills, emotional responsiveness, and cultural appreciation. In today’s evolving educational landscape, it is essential for music educators to employ structured and intentional approaches that ensure meaningful engagement with musical works.

The article explores how carefully selected listening materials, interactive teaching methods, and integration with other forms of art contribute to a holistic musical education. It also highlights the use of multimedia technologies to enhance students’ listening experiences and increase motivation. The pedagogical process includes pre-listening preparation, guided listening strategies, and post-listening reflections that enable students to analyze, interpret, and emotionally connect with music.

Furthermore, the study provides practical recommendations for classroom implementation, addressing common challenges such as limited resources and varying student interest levels. By fostering a rich and engaging listening environment, educators can support the development of musical literacy, critical thinking, and lifelong appreciation for music. Ultimately, the article advocates for a learner-centered, reflective, and culturally inclusive approach to music listening education in schools.