ART-TECHNOLOGIES AS A TOOL FOR IMPLEMENTING AN INCLUSIVE APPROACH IN A SCHOOL MUSIC LESSON

Abstract

The article is devoted to a systematic analysis of art technologies as an effective pedagogical tool for implementing an inclusive approach in music lessons in a comprehensive school. The theoretical foundations of art pedagogy and art therapy in the context of the special educational needs of children with disabilities are considered. The author identifies and classifies key art technologies (music therapy, iso-therapy, drama therapy, logorhythmics, elementary music-making) adapted for the conditions of an inclusive music lesson. Particular attention is paid to the functions of art technologies: communicative, correctional-developmental, emotional-regulatory and social-adaptive. The practical significance of the study lies in the development of methodological principles and specific techniques that allow the teacher to create a situation of success for each student, regardless of his/her psychophysical characteristics. The article substantiates that the systematic use of art technologies in music lessons ensures positive dynamics in the development of communication skills, emotional intelligence and creative self-realization of students with disabilities in an inclusive environment.