PROJECT APPROACH IN MUSIC EDUCATION OF PRESCHOOL CHILDREN

Abstract

The paper discusses the importance of the project approach in the work with preschool children, as well
as the possibilities that this approach offers in the field of music education. It starts from a theoretical framework
that goes beyond the use of project-based learning as a separate education method, or activities with children. The
project approach understood in this way represents a framework in which play, planned learning and learning in
practical life situations are integrated. Regardless of the fact that the image of a child as a competent being has been
disputed for years (a child as immature, helpless, small, a candidate for life ...), in modern childhood pedagogy, the
image of an active and competent child is dominant and in a unique and individual way it is included in the social
context. In this sense, projects enable children to explore situations that make sense to them, as well as to build new
experiences in a creative way through developing relationships with others, learning from others and sharing their
experiences. Also, if we bear in mind the field of art, it is possible to overcome the old practice of artificial
separation of music content from other content fields, because through projects music content becomes alive and
meaningful, it is possible to explore and get to know it through different ways of participation and exchange. In
projects, this is valued as a significant contribution to the learning community.