The problem of a primary school teacher's musical training

The status of musical upbringing in primary schools needs attention. Schools do not succeed with their goals as teachers are unprepared to reach them. Teaching programs and didactic means focus on playing and teaching the language of music, however, the problem is that teaching the language of music (theory, music scripts) becomes the goal. Too little attention is paid to children's absorbing the art of music as the quintessential value. Like practices in school, training of perspective teachers concen-trats on developing their musical culture, which is a person's ability and aspiration to choose, evaluate and emphatically understand the beauty and goodness as well as a human's spiritual life through a piece of music. It is an ability to "read" a human's spiritual world via a musical emotional and aesthetic aspect. The object of this article is the quality of perspective primary school teachers' musical competencies as well as correctional means a acquiring pedagogical strategy. Research methods: statistical analysis of the survey data, theoretical literature, analysis of educational data, observation of teachers' and pupils' musical activities, overview of pedagogical experiences, logical conclusions. Music teachers claim that only professional musicians should teach in a primary school, otherwise their goals and targets will not be realized. They claim that only professional musicians are capable of teaching music appropriately. The authors of this article support the view that namely music teachers should give music lessons in primary schools. They should be competent to do that. Thus it is vital to change attitudes towards music preparing primary school teachers. Although the authors understand the importance of music theoretical aspect, they claim that it is not learning theory or having some practical skills cause one's maturity in musical cultureKlaipėdos universitetasVytauto Didžiojo universitetasŠvietimo akademij