scholarly journals The features of instrumental and performance training of future music teacher at concertmaster classes

2017 ◽  
pp. 168-171
Author(s):  
V. I. Khodorovskyi
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Professional Activity ◽  
Modern Music ◽  
Performance Training ◽  
Wide Range ◽  
Musical Scores ◽  
Performance Development ◽  
And Performance

The article presents one of the most current problems of modern music education concerning concertmaster training of students in higher education institutions of arts as one of the priority components of their future profession. The author of the article notes that music lessons in secondary school encourage teacher to the active manifestation not only of music and performing skills, but willingness to perform concertmaster job at a high professional level. A wide range of music teacher’s concertmaster activities results in a whole set of his professional skills such as: coordinating teacher’s performance activity with the soloist, the ability to read musical scores sheet, edit it, transpose the music material, pick accompaniment, if necessary, simplify or complicate maintenance, perform own song accompaniment etc. In light of this, the weight of the concertmaster classes increases, which acquires the status of primary professional development of future expert. The author of the article highlights the features of instrumental and performance training of future music teacher at concertmaster classes and exposes potential possibilities of students’ music and performance development during these classes, in particular, development of future music teachers’ skills and abilities that are unique for concertmaster activities. The author points out such skills as: ability to accompany own singing, combine accompaniment while singing a soloist party, simplify or complicate the texture of musical accompaniment, read three rows of musical scores sheet, transpose music in connection with tessitura capabilities of performers, pick the melody and detailed accompaniment to it, ensemble skills, etc. The article states that concertmaster classes allow future music teachers to master necessary knowledge for future professional activity and skills and to fill the performance store with works of school repertoire.

scholarly journals POTENTIAL OF MEDIA EDUCATION IN PROFESSIONAL TRAINING OF MUSIC TEACHERS

2020 ◽  
Vol 7 (43) ◽  
pp. 5
Author(s):  
Zhang Tanglin
Keyword(s):  
General Education ◽  
Media Literacy ◽  
Educational System ◽  
Professional Training ◽  
Music Teachers ◽  
Future Teacher ◽  
Media Education ◽  
Music Teacher ◽  
Professional Activity ◽  
Modern Music

         The article examines pedagogical activity as a way of social and cultural practice of the individual, which implements the tasks of preserving national traditions, adapting and regulating the process of professional development of a future teacher. The modernization of the educational system of Ukraine is determined by the tendencies of European integration, which can be considered an essential lever of success not only for the economic and political transformation of society, but also for strategic changes in the educational policy of Ukraine. The purpose of the article is to substantiate the practical importance of media education, taking into account modern trends in the modernization of the educational system in Ukraine in the era of globalization of the world educational space. To achieve this goal, the following tasks were set: to consider the role of media education in the professional activities of future music education specialists, to substantiate media education as a component of general education, and media literacy and media competence as a component of the professional and general culture of a modern music teacher; identify ways to solve the problem of the need for media education in the professional activity of a future musician teacher; to reveal and analyze promising directions for increasing the level of media educational training of future music teachers in social relations, new dimensions of his self-realization; substantiate the conclusions and directions for further consideration of the selected problem. The main methods used in the study are comparative, analytical, systemic and structural. Conclusions. We consider media education as a component of ICT, which includes, on the one hand, knowledge, skills and abilities of their application, on the other hand, media literacy, media competence and media culture. We associate the training of future teachers of musical disciplines using ICT tools with the need to improve the state educational standard by introducing new specialties, the need for which is dictated by the current state of art education and culture. The practical implementation of media education requires a change in scientific views on the need to introduce media education as a component of general education, and media literacy and media competence as an integral part of the professional and general culture of a modern music teacher. The solution to the problem posed also depends on the understanding of the value of professional activity, which occurs only through the actualization of the processes of self-awareness by future teachers-musicians, revealing themselves in the search for the meaning of artistic values.          Key words: media education, modernization of professional training, musical and pedagogical activity, information and communication technologies, future teacher-musician.

scholarly journals INSTRUMENTAL AND PERFORMANCE TRAINING OF STUDENTS OF THE MUSICAL AND PEDAGOGICAL PROFILE AND ITS CULTURAL AND EDUCATIONAL POTENTIAL: THEORETICAL AND PRACTICAL ASPECT

2021 ◽  
pp. 108-115
Author(s):  
Tetyana Oliynyk ◽  
Oksana Umrykhina
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Professional Culture ◽  
Value Orientations ◽  
Educational Process ◽  
Instrumental Performance ◽  
Future Teachers ◽  
Performance Training ◽  
And Performance ◽  
Educational Potential

The article examines the problem of cultural and educational potential of music and performance training in terms of forming the professional culture of future music teachers. In this context, the authors consider the potential of instrumental and performance training as a set of specific features and functions, the implementation of which should ensure the formation of professional culture of future teachers of music. From these positions, we defined the substantial characteristics of cultural and educational potential of instrumental and executive activity and conditions of its realization in educational process of pedagogical ZVO.The article proves that for the fullest realization of the developing and cultural-educational potential of instrumental-performing training of students in a pedagogical institution of higher education, it is important to build an effective system of work in the right direction. The authors see the task of instrumental and performance training of future teachers of music in the education of personal attitude to works of art and to the world, other people, to himself. Thus, the process of instrumental and performing training of future music teachers, which involves the formation of professional culture, should be aimed at mastering performing skills as a way of creative embodiment of knowledge, skills and abilities; on the formation of studentsʼ humanistic orientation, value orientations; on the development of creative independence in the disclosure of musical content; to consolidate the attitude to performing activities in the classroom and gaining experience of free involvement of instrumental performance in school lessons.Among the practical aspects of the formation of professional culture of future teachers in the field of music education, in the educational process the authors focus on the use of a range of pedagogical approaches: systemic, integrative, personal, competence and cultural, which are optimal for the formation of professional culture of future teachers. Process of instrumental and performance training. Keywords: potential, cultural and educational potential, instrumental and performance training, pedagogical approach, future teachers-musicians, art, instrumental performance.

Developing and renewing music teacher competences: prospects and challenges

2018 ◽  
Vol 4 (8) ◽  
pp. 225-233
Author(s):  
Jolanta Lasauskiene
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Continuous Improvement ◽  
Music Teachers ◽  
Music Teacher ◽  
Professional Activity ◽  
Music Teacher Education ◽  
Teacher Competences ◽  
Service Music ◽  
And Training

The topic of music teacher education and training raises many issues for discussion. The purpose of the present study was to analyse the approach of pre-service music education teachers towards their professional activity and to discuss their expectations within the context of the competence-based education. Thirty four students (international and national), all pre-service music teachers studying in Lithuanian University of Educational Sciences, were included. The results indicated that generally the expectations of students were (more or less) in line with the principles of the competence-based initial music teacher education. Prospective music teachers describe their professional activity as broad and multidimensional but they also emphasise the importance of personal and ethnic values, implementation of general, subject-specific and professional competences and continuous improvement. It has been revealed that in music education it is particularly important to combine orientation towards pedagogical activities with orientation towards the spread of the learner’s personality. Keywords: Competence-based education, music teacher education, competences, student’s expectations, Lithuania.

scholarly journals Activity and Competences of a Music Education Teacher: Expectations of Lithuanian and Foreign Students

Pedagogika ◽  
2018 ◽  
Vol 130 (2) ◽  
pp. 92-104
Author(s):  
Jolanta Lasauskienė
Keyword(s):  
Music Education ◽  
Continuous Improvement ◽  
Foreign Students ◽  
Music Teachers ◽  
Music Teacher ◽  
Music Students ◽  
Professional Activity ◽  
Professional Activities ◽  
Qualitative Survey ◽  
The University

The purpose of the present study was to investigate student music teachers’ expectations towards their future professional activity and competences of a music teacher. Two groups of students (76 Lithuanian and 64 foreign), who chose studies at Lithuanian University of Educational Sciences, participated in the research. In this article, the results from the qualitative survey carried out in 2017 will be highlighted. The results showed that in music education it is particularly important to combine orientation towards pedagogical activities with orientation towards the spread of the learner’s personality. The music students at the University describe their future professional activities as broad and multidimensional ones but they also emphasise the importance of personal values, implementation of general, subject-specific, professional (didactic) competences and continuous improvement. Participation in musical and artistic activities plays a specific role in the spread of professional identity of a music teacher.

Vocal and performance development as part of future music teachers professional training

2017 ◽  
pp. 159-163
Author(s):  
A. S. Maievska
Keyword(s):  
Professional Development ◽  
Professional Training ◽  
Music Teachers ◽  
Music Teacher ◽  
Self Development ◽  
Professional Self ◽  
Personal Qualities ◽  
Methodological Approaches ◽  
Performance Development ◽  
And Performance

The article deals with the problem of the vocal and performance development of future music teacher as a complicated, important, holistic, multifaceted process of awareness and improvement, development ability to complete creative professional realization and performance of personal qualities and talents of the teacher. It analyses nformation about professional development and self-development of personality as a study subject of psychologists and educators; it presents different methodological approaches to its solution. It is concluded that professional self-development is connected with the inner combination of constituents of the psyche of personality aimed at its efficacious interaction with the environment by means of achieving the result which is personally significant and adequate to the requirements of society. The professional development is defined as conscious human activity aimed at full self-realization of themselves as individuals in the field which is determined by their future profession. Great attention is focused on the reasonability of consideration of professional self-development issue from the perspective of readiness for its implementation. It is concluded that the development of vocal and performance is an important, multifaceted component that occurs at all stages of professional training of future music teachers and includes various forms of self-expression, self-improvement, self-fulfillment, the ability to realize much better teacher’s personal talents and professional skills. The following research is aimed to identify pedagogical conditions of vocal and performance development of future music teachers in the classroom setting rates.

Courses for Secondary Instruments

2019 ◽  
pp. 344-363
Author(s):  
Molly A. Weaver
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Promising Practices ◽  
Education Curriculum ◽  
Music Teacher Education ◽  
Teaching Activities ◽  
School Based ◽  
Secondary Instrument ◽  
Institutional Model

The main purpose of this chapter is to synthesize the literature regarding courses for secondary instruments in the interest of making recommendations for promising practices. The chapter also is intended to “push boundaries from within the system” of music teacher education. That is, it is intended to be a resource for those who prepare preservice music teachers (PMTs) for the realities of P-12 school-based music education and who aspire to instill in these new colleagues a disposition toward change. The chapter is divided into six sections: importance of secondary instrument courses, characteristics and configurations of secondary instrument courses, focus and content of secondary instrument courses, peer teaching activities and field experiences within secondary instrument courses, recommendations for promising practices (including professional development beyond the preservice music education curriculum and an institutional model for secondary instrument courses), and future considerations.

Developing Effective Dispositions for Teaching Music

2019 ◽  
pp. 321-344
Author(s):  
Michael Raiber
Keyword(s):  
Music Education ◽  
Teacher Educators ◽  
Systematic Approach ◽  
Music Teachers ◽  
Developmental Stages ◽  
Music Teacher ◽  
Teacher Dispositions ◽  
Teacher Concerns ◽  
Teaching Music ◽  
The Impact

The impact of teacher dispositions on the professional development of preservice music teachers (PMTs) has been substantiated. This chapter describes an approach to dispositional development within the structure of an introduction to music education course. A teacher concerns model is used to organize this systematic approach through three developmental stages that include self-concerns, teaching task concerns, and student learning concerns. A series of 11 critical questions are presented for use in guiding PMTs’ dispositional development through these developmental stages. Activities to engage PMTs in the exploration of each of these questions are detailed for use by music teacher educators desiring to engage PMTs in dispositional development.

Pre-service music teachers' satisfaction: person–environment fit approach

2012 ◽  
Vol 29 (3) ◽  
pp. 371-385 ◽  
Author(s):  
Serkan Perkmen ◽  
Beste Cevik ◽  
Mahir Alkan
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Theoretical Frameworks ◽  
Vocational Satisfaction ◽  
Highly Correlated ◽  
Service Music ◽  
And Control ◽  
Future Work

Guided by three theoretical frameworks in vocational psychology, (i) theory of work adjustment, (ii) two factor theory, and (iii) value discrepancy theory, the purpose of this study was to investigate Turkish pre-service music teachers' values and the role of fit between person and environment in understanding vocational satisfaction. Participants were 85 students enrolled in the department of music education in a Turkish university. The Minnesota Importance Questionnaire (MIQ) was used to examine the participants’ values in six dimensions: achievement, comfort, status, altruism, safety and autonomy. Results revealed that the pre-service teachers value achievement most followed by autonomy, which suggests that they would like to have a sense of accomplishment and control in their future job. The degree to which their values fit their predictions about future work environment was found to be highly correlated with vocational satisfaction. These results provided evidence that the vocational theories used in the current study offers a helpful and different perspective to understand the pre-service teachers' satisfaction with becoming a music teacher in the future. We believe that researchers in the field of music education may use these theories and MIQ to examine the role of values in pre-service and in-service music teachers' job satisfaction.

Features of the development of a professional singing sound of pop-jazz performers in the process of teaching performance skills

2021 ◽  
pp. 123-129
Author(s):  
Olesya V. Arzamastseva ◽  
Larisa A. Tyurina
Keyword(s):  
Music Education ◽  
Professional Training ◽  
Sound Production ◽  
Singing Voice ◽  
Modern Music ◽  
Performance Skills ◽  
Effi Ciency ◽  
And Performance ◽  
Jazz Performance ◽  
High Degree

The urgency of vocational training for pop-jazz musicians is substantiated. The aim of the study is to determine the necessary components in the work on professional sound production in the process of teaching pop-jazz vocal, as well as to demonstrate some ways to increase the effi-ciency of work on sound in the classroom. The issues of the development of a professional singing voice in the process of teaching pop-jazz performance are considered. The research methods in-cluded: study of special literature, analysis and generalization of research and pedagogical expe-rience of the work of leading specialists in the field of music education and performance. The high degree of influence of the level of professional training of performers-vocalists on the national musical culture is proved. Practical recommendations for work on singing sound production in the process of professional training of pop-jazz singers in modern music educational institutions are presented.

scholarly journals VALUES CREATED BY MUSIC EDUCATION IN GENERAL COMPREHENSIVE SCHOOLS

2021 ◽  
Vol 2 ◽  
pp. 318-329
Author(s):  
Urve Läänemets ◽  
Katrin Kalamees-Ruubel ◽  
Kristi Kiilu ◽  
Kadi Kaja ◽  
Anu Sepp
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Music Teacher Education ◽  
School Students ◽  
Creative People ◽  
Content Integration ◽  
Service Music ◽  
Further Development

This is the final part of research started in 2014 when development of the new National Curricula (NC) was initiated. The role of music education had to be mapped to prove its meaning as a traditional mandatory subject in the NC. According to the research program, different aspects, related to music education (content, integration of art subjects, informal and non-formal music activities, supportive learning environments, etc.), were analysed. The research of 2020 is summarising the values music education can provide for development of educated, responsible, ethical and creative people. The data collected from essays of school students and (future and in-service) music teachers (n=166), were analysed by qualitative methods. The values were classified by the following categories: social, cultural, cognitive, moral, aesthetic, personal. The research results can be used as arguments for developing music education syllabi in the NCs from kindergartens to gymnasia. The whole program of research is already being used for further development of music teacher education.  

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