Aim. The aim of the research is to study the usage of primary school pupils’ self-expression skills acquired within music education in various social contexts. Methods. Theoretical research method – the analysis of literature, empirical data acquisition method – questionnaire. Statistical data processing has been carried out in IBM SPSS 23 programme, using the following data processing methods: frequency analysis; Mann-Whitney U test for the comparison of two independent groups; Kruskal-Wallis test for the comparison of three or more independent groups; Kendall rank correlation coefficient for the assessment of associations between two variables. Results. In the development of self-expression skills, an important aspect is the social performance criterion that is based on pupils’ need for self-expression in a social environment of practising music. Age and gender-based correlations in the assessment of a self-expression skill criterion "Social performance" indicate that with age pupils become more independent and engaged in music-related social activities. Girls are socially more active and emotional and engage in artistic activities more often. The research confirms the role of teachers in the development of pupils’ self-expression skills, promoting integration of formal and informal learning process and transformation in formal and informal learning environment. Conclusions. The dynamics and interactions of self-expression skills’ development factors (social, emotional and intellectual) defines pupils’ individual self-expression skills and development tendencies. Self-expression is important for pupils in social aspect, as it is related to socialisation in microenvironment (family) and macroenvironment (friends) and affects cooperation and communication.

中文翻译：

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音乐教育中使用小学生的自我表达技巧的社会方面

目标。研究的目的是研究在各种社会背景下音乐教育中所获得的小学生自我表达能力的使用情况。方法。理论研究方法–文献分析，经验数据获取方法–问卷调查。IBM SPSS 23计划已使用以下数据处理方法进行了统计数据处理：频率分析；Mann-Whitney U检验用于比较两个独立组；Kruskal-Wallis检验用于比较三个或更多独立组；肯德尔秩相关系数用于评估两个变量之间的关联。结果。在自我表达能力的发展中，一个重要方面是社会绩效标准，该标准基于学生在练习音乐的社会环境中自我表达的需求。自我表达技能标准“社交表现”的评估中基于年龄和性别的相关性表明，随着年龄的增长，学生变得更加独立，并从事与音乐相关的社交活动。女孩在社交上更加活跃和富有情感，并且更经常从事艺术活动。该研究证实了教师在学生自我表达能力发展，促进正式和非正式学习过程的融合以及正式和非正式学习环境的转变中的作用。结论。自我表达技能发展因素（社会，情感和智力）的动态和相互作用决定了学生的个人自我表达技能和发展趋势。自我表达对于学生在社交方面很重要，