ВЗАЄМОДІЯ ІНТЕЛЕКТУАЛЬНОГО ТА ЕМОЦІЙНОГО АСПЕКТІВ У ФОРМУВАННІ ЕСТЕТИЧНИХ ПОТРЕБ МАЙБУТНІХ УЧИТЕЛІВ МУЗИКИ

2012 ◽  
Vol 33 ◽  
Author(s):  
В. Я. Голінська
Keyword(s):  
Key Words ◽  
Music Teachers ◽  
Future Teachers ◽  
The Future ◽  
The Aesthetic

У статті на основі наукового аналізу праць відомих учених та сучасних дослідників розкрито специфіку взаємодії інтелектуального та емоційного аспектів у вихованні естетичних потреб майбутніх учителів музики.Ключові слова: естетичні потреби, розвиток естетичних потреб, когнітивний та емоційний компоненти, структура естетичних потреб майбутніх вчителів музики.The article deals with specificity of interaction of intellectual and emotional in the formation aesthetic needs of the future music teachers. The article includes researches the process of the aesthetic necessities’ development of the future teachers with the help of music. Key words: aesthetic necessities, aesthetic necessities’ development, cognitive and emotional components, the structure of aesthetic needs of the future music teachers.

scholarly journals FORMATION OF MUSICAL AND AESTHETIC CULTURE OF FUTURE TEACHERS OF MUSICAL ART BY MEANS OF THE FESTIVAL MOVEMENT

2021 ◽  
Vol 1 (192) ◽  
pp. 26-31
Author(s):  
Volodуmуr Сherkasov ◽  
Keyword(s):  
Music Teachers ◽  
Positive Impact ◽  
Music Performance ◽  
Music Teacher ◽  
Aesthetic Perception ◽  
Future Teachers ◽  
Aesthetic Taste ◽  
The Future ◽  
The Creation ◽  
Education And Development

The article substantiates the formation of musical and aesthetic culture of future teachers of music by means of the festival movement. The substantiation of the festival-competition «Steps to Mastery» is just being held on the basis of the Centralukrainian State Pedagogical University named after Volodymyr Vynnychenko. Music culture in the context of training future music teachers in higher education is interpreted by us as a complex dynamic phenomenon that integrates knowledge, skills and abilities in major musicological disciplines, experience in various types of music performance, the level of intellectual and creative abilities of future music teachers art, readiness for active musical and creative activity and increase of values of musical art. Aesthetic culture of the future music teacher is defined as a holistic, complex personal education, characterized by globalization of aesthetic worldview, level of aesthetic education and development, refined aesthetic taste, aesthetic perception and response to works of music, as well as the creation of aesthetic values in life and art. Musical and aesthetic culture of the future music teacher is the core of his professional culture, spiritual values and personal intellectual and artistic image. In the process of studying music-theoretical, instrumental and vocal-choral disciplines, future music teachers form an emotional and value attitude to the creative heritage of composers who were able to recreate the style, character and atmosphere of the era, which forms a holistic picture of the world, allows to think and focus those events that affected social change and contributed to progressive neoplasms in society. Participation in the festival movement promotes the creation of relationships between innovation, technology and creativity, the search for innovative and creative ideas. There is a presentation of the professional level of performers and musical groups, creative interaction is formed in the context of a new system of communication and a new model of cultural life. Music festivals have a positive impact on the preservation of cultural heritage, the promotion of national and world values.

scholarly journals Pedagogical self-efficacy of future music teachers: factors and ways of development

2017 ◽  
pp. 133-135 ◽  
Author(s):  
T. I. Kremeshna
Keyword(s):  
Professional Development ◽  
Self Efficacy ◽  
Music Teachers ◽  
Emotional State ◽  
Self Regulation ◽  
Future Teacher ◽  
Previous Experience ◽  
Future Teachers ◽  
The Future ◽  
Mechanisms Of Development

The article deals with the problem of pedagogical self-efficacy, which is closely related to the search for new ways to improve pedagogical activity, to increase the level of professionalism and competitiveness of the future teacher. The author investigates the essence of this concept, its role in the professional development of future teachers, determines the factors and mechanisms of development of pedagogical self-efficacy of future music teachers, in particular: previous experience of success and failures, observation of students’s observation of professional achievements of other people, verbal belief, physical and emotional state of personality, self-cognition as a futuremusic teacher, self-regulation, etc.

scholarly journals THE MODEL OF PROFESSIONAL COMPETENCE FORMATION OF FUTURE TEACHERS OF ART AND AESTHETIC CYCLE OF PROFESSIONAL TRAINING

2021 ◽  
Vol 5 (43) ◽  
Author(s):  
Ja. Verovkina
Keyword(s):  
Secondary Education ◽  
Professional Training ◽  
Professional Competence ◽  
Future Teacher ◽  
Integral Model ◽  
Specialized Training ◽  
Structural Components ◽  
Future Teachers ◽  
The Future ◽  
The Aesthetic

  The article reveals the model of professional competence formation of the future teachers of art and the aesthetic cycle of specialized training in institutions of secondary education. The integral model forms a construct with interconnected blocks: target, conceptual, substantive, procedural, and effective. The structural components of the model are established: components, principles, approaches, organizational and pedagogical conditions, criteria, and levels formation of professional competence of future teachers of art aesthetic cycle of specialized training. The most effective forms, methods and means of formation of professional competence of the future teachers of art and the aesthetic cycle of profile education are identified. The content of the artistic and aesthetic cycle of educational profiling environment is clarified.Keywords: model, professional competence, future teacher, artistic and aesthetic cycle, specialized training.

scholarly journals Typology of creative skills of future music teachers and pedagogical conditions for their effective development

2020 ◽  
Vol 2020 (2 (131)) ◽  
pp. 174-178
Author(s):  
Yu Peng
Keyword(s):  
Music Teachers ◽  
Point Of View ◽  
Psychological Climate ◽  
Teaching Staff ◽  
Future Teachers ◽  
Successful Development ◽  
The Future ◽  
Classification Of Varieties ◽  
Effective Development ◽  
Creative Self

The article analyses the problems related to the development of future Music teachers’ creative skills; the classification of varieties of creative skills that are necessary for a future teacher of Musical Arts and the substantiation of the pedagogical conditions for their successful development are specified. The essence of the concepts “skills”, “abilities” and “creative skills” has been clarified. Acquisition of skills is associated with the result of mastering coordinated actions of a reproductive type. Creative skills are considered as the ability to apply the acquired knowledge and skills in non-standard conditions, in new ways, in order to obtain qualitatively new, socially significant material or spiritual values. The varieties of creative skills that are typical for the activities of future teachers of Musical Arts are characterised, their classification being based on their analysis. As a result, these categories of creative skills are distinguished: performing-interpretative, verbal-hermeneutic, musical-productive, methodological and practical. The forms of their implementation in the process of interpreting and performing musical works, interpreting their artistic and figurative meanings from the pedagogical point of view, creating musical and creative products in the forms of arranged musical material, its scientific and pedagogical creativity have been determined. The pedagogical conditions for the successful development of the future Music teachers’ creative skills have been grounded. They include: presence of personal attributes which ensure person’s psychological readiness for conscious and persistent mastery of creative skills; maturity of the teaching staff of the pedagogical institution to demonstrate their attitude towards the implementation of the student-centred approach to organising classes; a dialogical, democratic style of communication; creation of a psychologically comfortable psychological climate. The complex and integrative nature of creative skills explains the importance of enhancing systemic interdisciplinary connections and interdisciplinary coordination in the process of training students as the second pedagogical condition for the formation of their creative skills. The substantiation of the third pedagogical condition is based on the analysis of two types of creativity: artistic-figurative and intellectually-creative and the need to achieve their organic combination and interpenetration in the activities of a Musical Arts teacher. The solution to this condition provides the ability of future specialists to mobilise the achievements of their own musical, artistic and scientific searching experience, integrate them in the process of acquiring professional and creative skills, developing a flexible strategy for creative self-improvement, expanding areas and ways of applying innovative and creative actions. The creation of these pedagogical conditions is to facilitate the effectiveness of the acquisition of creative skills by the future teachers of Music.

scholarly journals Theoretical and methodological aspects of the development of the future Music teachers’ artistic taste in the process of teaching pop singing

2020 ◽  
Vol 2020 (3 (132)) ◽  
pp. 98-105
Author(s):  
Olena Mamykina
Keyword(s):  
Social Practice ◽  
Professional Training ◽  
Music Teachers ◽  
Theoretical Research ◽  
Scientific Development ◽  
Future Teachers ◽  
Component Structure ◽  
The Future ◽  
The One ◽  
Methodological Aspects

The article is devoted to the scientific development of the problem related to the development of an artistic taste of the future teachers specialised in Musical Art. The purpose of the article is to theoretically and methodologically substantiate the development process of an artistic taste of the future teachers specialised in Musical Art in the process of teaching pop singing. The purpose is realised through the implementation of relevant tasks using the methods of theoretical research: analysis, synthesis, deduction, induction, generalisation and extrapolation. The article considers the category "artistic taste" as a person's ability developed by social practice to evaluate aesthetic phenomena, to distinguish beautiful things from ugly ones. The artistic taste of the future teachers of Musical Art is defined as an individual, socially conditioned system of evaluation of phenomena reflected in works of art, aimed at widening the worldview of an individual. The component structure of the artistic taste of the future teachers specialised in Musical Art consists of four components: personal-motivational, sensory-perceptual, intellectual-interpretive and reflexive-projective. Professional training of the future Music teachers is considered as a platform for the formation of their artistic taste. We find the specifics of training future professionals in pop singing particularly important in the context of the study. The pop variety of vocal music is recognised as the one that provides for effective pedagogical influence; in particular, it is aimed at forming the artistic taste of the younger generation, based on the needs, interests and perception level of most students. A set of scientific approaches is considered as a methodological basis for the formation of the future Music teachers’ artistic taste in the process of teaching them pop singing: axiological, student-centred and holistic approaches. The study also presents pedagogical principles, the implementation of which ensures the formation of the future Music teachers’ artistic taste in the process of teaching them pop singing.

scholarly journals Methodological resource for the development of the aesthetic competence of the future teachers specialised in the Humanities

2020 ◽  
Vol 2020 (1 (130)) ◽  
pp. 7-13
Author(s):  
Olha Halitsan ◽  
Tetyana Koycheva ◽  
Tetiana Osypova
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Education Institution ◽  
State Institution ◽  
Educational Environment ◽  
Education History ◽  
Future Teachers ◽  
Language And Literature ◽  
The Future ◽  
The Aesthetic

The methodological resource aimed at aesthetisation of the educational environment of a higher pedagogical education institution under conditions of reforming the Ukraine’s education system is highlighted in the study. The purpose of the study is to present the content of special methodological work on the development of the aesthetic competence of the future teachers specialised in the Humanities. The research methods are as follows: theoretical – analysis of scientific sources on the problem related to the development of the aesthetic competence of the future specialists in the field of education – in order to specify the phenomenon “aesthetic competence of the teacher specialised in the Humanities” and to determine the characteristics of its development; practical – analysis of pedagogical experience – in order to highlight the effective forms of work with students within the educational environment of higher education institutions which contribute to the development of the aesthetic competence on certain grounds. The aesthetic competence of the teacher specialised in the Humanities is interpreted as an integrative personal and professional characteristic of a teacher specialised in the Humanities based on his / her abilities to build professional pedagogical activities according to the laws of aesthetics (to understand markers of the tragic and comic, beautiful and ugly, lofted and low); it consists of a dynamic complex of specialized knowledge and skills (abilities to solve professional tasks based on aesthetic ideals, cultural and humanistic values); it is actualised through the identifiers of aesthetic and humanitarian training: aesthetic taste, aesthetic consciousness, aesthetic culture. The article describes the content of the experimental work with the students majoring in these specialties: 014 Secondary education (the Ukrainian language and literature) (10 bachelor students), 014 Secondary education (Language and literature (English)) (10 bachelor students), 014 Secondary education (History) (10 bachelor students) at the State institution “South Ukrainian National Pedagogical University named after K. D. Ushynsky”. The specificities of the work of the pedagogical circle within which the elective special course “Aesthetic competence of the future teachers specialised in the Humanities” (3 ECTS credits) was taught have been presented. Some ways enabling the modification of the content of the educational disciplines “Pedagogy”, “Psychology”, “Cultural Studies”, “The History of Ukrainian Culture” have been presented. Keywords: competence, aesthetisation, aesthetic competence, future teachers of the Humanities, institution of higher education, educational environment of a higher education institution, methodological work.

scholarly journals Formation of the future teachers-philologists’ aesthetic culture by means of the artistic word (based on the material of the novel «Volyn» by U. Samchuk)

2019 ◽  
pp. 222-236
Author(s):  
Eleonora Palykhata
Keyword(s):  
The Novel ◽  
Future Teachers ◽  
Native Land ◽  
Language And Literature ◽  
Culture Formation ◽  
The Future ◽  
The Aesthetic ◽  
Rural Work ◽  
Organic Combination

The article deals with the current problem of the formation of the future Ukrainian language and literature teachers’ aesthetic culture based on the novel «Volyn» by Ulas Samchuk. An analysis of the scientific and methodological, psychological and pedagogical literature aimed at revealing the writer’s moral and ethical worldview, who reflected the aesthetic culture by means of artistic words, was carried out. The system-structural analysis and systematization of the work of fiction materials were used to develop the reader’s aesthetic feelings as an organic combination of the observation results over the work characters’ life and behaviour. The research includes the future teachers-philologists’ work on the characterization of the novel’s main characters, who love the land, work on it, and have it as a nursing mother; an attention is drawn to the descriptions of nature, land, sky, countrymen everyday life, love for parents, native land, which are valuable for the reader’s aesthetic development and the basis for aesthetic culture formation. The research demonstrates the work on the main characters portraiture characteristics, in particular of Matvii Dovbenko, who is a hardworking, honest, caring master; Nastia, who is the Matvii’s wife, helping her husband in the running of the household; Volodka, who is a descendant of a Ukrainian farmer, knew the husbandry, helped his parents on the field and at home, observed a nature, successfully learned the world, but refused to «be a lout» and went his own way. The article reveals the work of future teachers-philologists on the descriptions of the Ukrainian nature, which are specific for a spring, summer, autumn, winter, for a morning, afternoon, evening, night, which by its beauty arouses a feeling of love for everything else, a feeling of patriotism and influences the formation of aesthetic culture. The author of the article draws attention to the personification of the native land that was the meaning of the farmer’s life, «the cosmos mystical power». In the author’s belief, the thorough characterization of the characters, rural work, together with portraits and landscapes, as a result, influences the formation of the future teachers’ aesthetic culture.

scholarly journals Professional training of the future teacher on the basis of the relationship between pedagogical and artistic and aesthetic activities

2021 ◽  
Author(s):  
Н.Н. Шевченко
Keyword(s):  
Professional Training ◽  
Educational Process ◽  
Practical Training ◽  
Future Teachers ◽  
Modern School ◽  
The Future ◽  
Professional Self ◽  
The Aesthetic ◽  
The Relationship ◽  
Integrated Program

Актуальность статьи заключается в теоретическом и практическом обосновании идеи интеграции педагогической и художественно-эстетической деятельности в профессиональной подготовке будущих учителей. В связи с этим целевой установкой является выявление педагогических условий осуществления этой взаимосвязи на основе комплексной интегрированной программы, ориентированной на формирование профессиональных компетенций будущих педагогов в образовательном процессе университета. В статье представлено содержание основных блоков интегрированной программы: художественно-теоретический, культурно-исторический, методическая и практическая подготовка, деятельность студентов по эстетическому воспитанию детей в образовательном процессе школы и в учреждениях дополнительного образования; обозначены структурные компоненты взаимосвязи педагогической и художественно-эстетической деятельности, способствующие профессиональному самоопределению студентов. В контексте заявленной проблемы выявлены особенности осмысления будущими учителями интеграции педагогической и эстетической деятельности, механизмы осуществления этой взаимосвязи в образовательном процессе современной школы. The relevance of the article lies in the theoretical and practical substantiation of the idea of integrating pedagogical and artistic and aesthetic activities in the professional training of future teachers. In this regard, the goal is to identify the pedagogical conditions for the implementation of this relationship on the basis of a comprehensive integrated program focused on the formation of professional competencies of future teachers in the educational process of the university. The article presents the content of the main blocks of the integrated program: artistic-theoretical, cultural-historical, methodological and practical training, the activities of students on the aesthetic education of children in the educational process of the school and in institutions of additional education; the structural components of the relationship between pedagogical and artistic - aesthetic activities, contributing to the professional self-determination of students, are indicated In the context of the stated problem, the features of the future teachers' understanding of the integration of pedagogical and aesthetic activities, the mechanisms for implementing this relationship in the educational process of a modern school are revealed.

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