The formation of competencies in students of the French school in the process of music education
Musical education in Russia is currently undergoing substantial transformations, which is characteristic of the entire education system, including the global one. The priority of music and music education in the scale of cultural values that has developed in French society makes the experience of this country especially attractive for domestic researchers and educators, and actualizes the study of its progressive ideas. The purpose of the article is to characterize the main competencies of modern music education in France, formed during the second, third and fourth training cycles. The goal involves the following tasks: to study the literature on the topic of research; to carry out a comparative analysis of the competencies developed in modern music education programs for three cycles of primary school and college; summarize some aspects of pedagogical experience. The methodological basis of the study is the general scientific principle of objectivity, involving the exclusion of subjectivity, one-sidedness and bias in the selection and assessment of facts. The results of the study allow us to conclude that in the complex of competencies sequentially developed by students during the 2nd, 3rd and 4th cycles of training, the strategic goal of the subject is reflected; focus on comprehensive musical and personal development, considering modern pedagogical technologies and realities of the modern musical environment. As a result of a comparative analysis, it was possible to find similarities and differences between the French and Russian systems of music education, which are based on a single basis, a competency-based approach.