Aspecte metodologice privind formarea creativității muzicale la elevii de vârstă școlară mică în perioada achizițiilor instrumentale

Abstract

The formation of musical creativity in the primary cycle aims at both composition and improvisation. But creativity does not appear spontaneously, it is cultivated through sustained work. A sequence of creative situations can favor the operation and application of assimilated knowledge in new contexts. In teaching-learning, the teacher must use active forms of learning, and among them we can include heuristic learning, learning based onThe formation of musical creativity in the primary cycle aims at both composition and improvisation. But creativity does not appear spontaneously, it is cultivated through sustained work. A sequence of creative situations can favor the operation and application of assimilated knowledge in new contexts. In teaching-learning, the teacher must use active forms of learning, and among them we can include heuristic learning, learning based on solving problems, playing music. The adjustment, revision of the creative process is continuous and can be optimized through stimulating activities carried out with groups of students from the early grades. solving problems, playing music. The adjustment, revision of the creative process is continuous and can be optimized through stimulating activities carried out with groups of students from the early grades.