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The purpose of the article is consideration of continuity importance in school musical education. So there is a need of some new practices to already existing techniques. Thus, gradual introduction of new material happens against the background of the best and the expedient existing practices. Such preservation of the most valuable pedagogical achievements is especially important at transition from development of the same social standing to another, thanks to certain historical, political or other events and persons. From this point of view future and last heritage has to be logically connected at all levels of pedagogical system of the general aesthetic education. Today's changes in school musical education can be considered as the low-changed structure of a lesson, with addition of the updated repertoire material and as completely reorganized lesson form. Considering the concept "current trend" it is necessary not only to study its primary sources but also to follow interdisciplinary relation and efficiency in the combination of other educational cycles. It is also necessary to go by primary sources of those, without any doubt, qualitative practices of teachers – musicians who were the founders of the musical and pedagogical concepts in the end of 19 th – the beginning of the 20 th century. It will help to see more clearly interrelation between the most various eras, and as a result to see thenew concept of music education at school based on fine, though the traditions in many respects lost and unreasonably deleted. The statement about existence of a continuity development is an important aspect of the article in the musical and aesthetic education. ; Метою статті є дослідження основних віх розвитку загальної музичної освіти, зокрема фактів спадкоємності й наступності у розвитку методичних аспектів музичного навчання та ґенези музично-педагогічного новаторства, що має вплив на сучасні тенденції розвитку загальної музичної освіти.Обґрунтовано необхідність збагачення певними новими надбаннями вже існуючих методик, коли поступове введення "нового" відбувається на тлі кращогта доцільного "старого". З'ясовано, що наступність і спадкоємність повинні бути логічно пов'язаними на всіх рівнях педагогічного процесу в системі загальної естетичної освіти.

This article interprets the formation of personal value orientations in the context of the artistic perception of the world. Personality is formed in the process of socialization and self-realization. Every person in the world is an individual, and individuality is formed in the process of acquiring value orientations, as well as in the conditions of cultural and educational development. Thus, an individual perceives the world and the environment in own way. His or her idea is a consequence of the value perception of the world, which arose as a result of certain life experience and educational activitiy. Human has a value attitude to oneself, to people, to art, to work, to society and state, and such an attitude is formed individually for everyone, but on equal conditions. After all, each individual has own characteristics, own worldview, dreams, and ideas. The perception of art is phenomenological in the formation of value orientations of human. After all, works of art are already a consequence of a certain value representation of a creator, which is interpreted through the work of art. In the course of our research the integration method of synthesis and the analysis of figurative structure, and, the characteristic of works of art are used. The methods of synthesis, analysis and interpretation contribute to the scientific perception of works of art that influence the formation of human values to culture. The results of our study reveal that in general, value attitude are formed throughout a person's life.