Abstract
The paper characterizes music literacy in the context of classification and other types of literacy and characterizes its basic components. It shows musically pedagogical concepts that have become the basis for the contemporary concept of musical literacy.
It introduces music literacy as a set of competencies that developed essential pedagogical directions especially in the 20th century and shows that literacy despite the pedagogical complexity and relevance of these directions has a complex character interfering with the component of knowledge and skills. It further recalls that the development of musical literacy is supported by a number of teaching texts, but that development is to a large extent dependent on the quality of teaching.
The proficiency of musical education requires interaction. The text also draws attention to the fact that the development of musical literacy and the contact of the individual with the music that is necessary for this process leads to the development of the emotional sphere of the personality, which at present is of utmost importance for the overall development of the personality.
The contribution also points to the development of music literacy in the current school, and highlights the need for adequate preparation for future music teachers.