scholarly journals Methodological Fundamentals for Forming Art Values of Students-Musicians in Arts and Educational Activities

2021 ◽  
Vol 10 (4) ◽  
Author(s):  
Liang Chen ◽  
Keyword(s):  
Art Education ◽  
Professional Training ◽  
Music Teacher ◽  
Environmental Art ◽  
Functional Connection ◽  
Educational Activities ◽  
Virtual Communication ◽  
Musical Activity ◽  
Self Development ◽  
Artistic Values

The article is devoted to the problem of value formation of a future music teacher in the process of professional training. Art education is considered as a component of training that accumulates performing, musical, methodological directions. The artistic education for Music teachers determines the poly-artistic vector of professional training, which includes understanding music and other arts. The success of artistic education is ensured by the subjectivity of a future teacher-musician who accepts such activities as a universal professional value. The hierarchy of pedagogical conditions of effective arts and educational activities is substantiated. The initial positions for substantiation of methodological fundamentals of arts and educational activities of the future Music teacher are specified, namely teacher’s focus on self-development and on values of other people. The groups of methods relate to motivation for the complex of musical activity, poly-artistic development, thesaurus in the field of various arts. The core of the methodological fundamentals is personal artistic communication with art as well as interpersonal artistic communication. The need for the functioning of a specific arts and educational environment is substantiated in order to provide artistic communication, The functional connection of pedagogical conditions and methods of formation of artistic values of students-musicians in arts and educational activities as subjects of environmental art education is explained. The prospects of research of the problem caused by actualization of processes of virtual communication, risks of minimizing of interpersonal art communication are defined. Key words: students-musicians, arts and educational

scholarly journals MODEL OF TIME MANAGEMENT TECHNOLOGY IN THE PROCESS OF PROFESSIONAL TRAINING OF THE FUTURE TEACHER OF MUSIC ART

2021 ◽  
Vol 1 (195) ◽  
pp. 22-27
Author(s):  
Olga Oleksiuk ◽  
Keyword(s):  
Art Education ◽  
Time Management ◽  
Professional Training ◽  
Self Organization ◽  
Future Teachers ◽  
Educational Activities ◽  
Rational Use ◽  
Use Of Time ◽  
Self Development ◽  
Management Technology

The result of study in a modern institution of higher art education is focused on the personal and professional growth of the student through the development of his independence. However, personal development is inseparable from professional. In both the first and the second case, the principle of self-development is the basis. Here the ability of the person to prepare own vital activity for practice-oriented transformation which is a basis of self-realization of the person, its progressive self-development is important. In the course of self-organization there are changes in life, and the ability to develop it affects the formation of readiness to meet the requirements of the time. Here an important part of professional training in higher art education is the formation of motivation in future teachers of music art, because the activity of students is determined by internal reserves, motives, needs, desires, abilities. The technology of time management in the development of professional competencies of future music teachers is aimed at the rational use of strength and health of students, to increase the level of personal self-organization. In terms of technology, the teacher's activities include the following actions: the first stage - the motivation of students and the creation of optimal conditions for a clear distribution of the budget of educational time of self-organization; the second stage - the motivation of future teachers of music to self-diagnose the development of their individual tempo-rhythmic characteristics of self-organization (speed, accuracy, tempo, rhythm of work performed); the third stage - the motivation of future teachers of music to plan educational activities, the ability to determine the sequence of implementation of the planned program of action in the process of self-preparation, as well as the ability to analyze, evaluate and monitor the results of independent work. Time management technology contributes to the design of an intensive path of self-educational activities based on a system of methods and regulators of activity, the algorithm of rational use of time; theoretical prerequisites for this technology were: the law of saving time, the principles of scientific organization of labor, the theory of temporal dynamics of human life, individualized models of educational time (optimal, developmental, functional and pedagogical), activation of cognitive activity (algorithmization of educational activities, programmed learning, time methods) -management), the idea of saving and rational use of time, its subjective organization, issues of work, rest, etc., this technology includes consideration of the scientific component, based on the achievements of pedagogical theory and best practices.

scholarly journals VALUE POTENTIAL OF MUSIC TEACHERS’ ARTISTIC AND EDUCATIONAL ACTIVITY

2021 ◽  
pp. 70-79
Author(s):  
C. Liang
Keyword(s):  
Professional Training ◽  
Music Teachers ◽  
Teaching Profession ◽  
Educational Activity ◽  
Self Presentation ◽  
Pedagogical Training ◽  
Self Development ◽  
Artistic Training ◽  
Artistic Values ◽  
Cultural Skills

The purpose of the article is to analyze the phenomenon of music teachers’ artistic and educational activity in the artistic and value context as well as projections for professional training. The integral content of such activity in the teaching profession is revealed in general, and its connection with the values of culture is considered. It is emphasized that art education covers all disciplines of professional music and pedagogical training. At the same time, the tasks of the particular discipline always are in the centre of the solution of problems of other disciplines. Moreover, the place of education in life and work of prominent artists and teachers of Ukraine, China, and other countries is indicated. The role of poly-artistic training of music teachers as a basis for the formation of artistic values is emphasized. The requirements of artistic and educational activity for professional training of music teachers are outlined as the following: attitude towards educational activity, self-development of cultural skills, mastery of information space, development of performing skills, mastering the techniques of verbal and nonverbal communication with the audience. The article specifies the essence of music teacher’s artistic and educational activity as a purposeful permanent process that integrates various components of artistic cognition. The interdependent vectors of professional training of music students are formulated. They are the following: a directed influence on artistic values of others and conscious enrichment of one’s own artistic value sphere. The potential of music teacher’s artistic and educational activity as a foundation and reference point for acquiring personal artistic values is revealed, which includes motivation to expand general artistic erudition, the possibility of holistic practice-oriented immersion in art, presentation of the results of artistic search, and self-presentation.

scholarly journals Theoretical and Methodological Aspects of Music Teacher’s Professional Training in Higher Education Institutions

2021 ◽  
Vol 10 (2) ◽  
Author(s):  
Olena Kondratiuk ◽  
Keyword(s):  
Higher Education ◽  
General Education ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Music Teacher ◽  
Professional Activity ◽  
Practical Training ◽  
Musical Activity ◽  
And Performance ◽  
Methodological Aspects

The article considers the main aspects of professional and pedagogical training of a teacher of music disciplines in higher education institutions and reveals its educational functions in the artistic and pedagogical process. The specifics of the professional activity of a music teacher are outlined, the approaches of scientists to the condition and ways to improve it are presented. The connection between the theoretical and practical training of a music teacher and the real specifics of future pedagogical activity is established. The scientific directions, focused mainly on the specifics of musical activity, providing improvement of preparation of teachers of musical art for work in general education system are investigated. Identified the methodological approaches. Emphasized the importance of musical and pedagogical knowledge of a music teacher, the interdependence of his theoretical training and performance practice. Scientific sources are analyzed, where the methodological aspect in the system of training future art specialists is considered. Revealed the necessity of forming and further improvement of artistic, pedagogical and performing training students as the essence of pedagogical skill of the future teacher of musical disciplines.

scholarly journals INDEPENDENCE IN EDUCATION AS A LEADING FACTOR OF PROFESSIONAL GROWTH OF FUTURE AVIATION PROFESSIONALS

2021 ◽  
Vol 1 (194) ◽  
pp. 56-61
Author(s):  
Natalia Savchenko ◽  
Keyword(s):  
Professional Development ◽  
Personal Development ◽  
Professional Growth ◽  
Professional Training ◽  
Individual Characteristics ◽  
Educational Activity ◽  
Educational Activities ◽  
Self Development ◽  
The Individual ◽  
High Level

Today, a modern aviation specialist needs to have a high level of professional skills, psychophysiological reliability, general culture, skills to work in a team, skills to work with a modern amount of information, non-traditionally approach to solving various extreme situations, as well as to be able to organize professional activities on a prognostic basis. During the information explosion, accompanied by the latest technologies of priority in professional training of cadets, are tasked - to form skills of self-education, to instill the need for self-perfection, to teach the cadets of probable stylish thinking, quick perception of new ideas.Professional and personal development of the future aircraft in educational activities are the requirement of the present. The achievement of this goal is closely linked to the increase of the role of independence of cadets in educational activities. Independent educational activity is capable of determining the success of professional development of future aircrafts. It depends on the level of its development it depends on the formation of subjects of the cadet. Manifesting the independence of cadets in educational activities, their creative independent activity is a major factor in effective professional development. In this approach, the result of independent activity is not only educational tasks, but also formed subjects of the cadet, its ability to solve problem situations independently, reflect, self-motivate and self-regulate their own actions, and thus enrich individual experience in professional growth. To do this, it is necessary to provide relevant pedagogical conditions that will contribute to the independent training activities of future aircrafts. In our opinion, its effectiveness can be provided by adequate adaptation of the educational burden to the individual characteristics of cadets and the formation of an individual algorithm for independent educational activity.The overwhelming majority of modern researchers determine the independence of students in educational activity as quality, the property of the person, which it uses both tools to achieve a certain educational and cognitive goal, and which needs to be purposefully formed. Independence, thus, is the result of this activity. The ability of a person to identify independence in educational independence for its own self-development is an important argument, because through the autonomy of future aircrafts it is possible to intensify the mechanisms of professional self-development.

scholarly journals PEDAGOGICAL CONDITIONS FOR FORMATION OF METHODOLOGICAL CULTURE OF A FUTURE MUSIC TEACHER ON THE PRINCIPLES OF HERMENEUTIC APPROACH

2018 ◽  
pp. 117-122
Author(s):  
Anastasiia Koval
Keyword(s):  
Art Education ◽  
Professional Education ◽  
Professional Training ◽  
Educational Process ◽  
Future Teacher ◽  
Music Teacher ◽  
Professional Activity ◽  
Educational Standards ◽  
Topical Issue ◽  
Hermeneutic Approach

Implementation of educational standards of professional education entails significant enhancing of the scope of a teacher’s professional activity, related to educational and methodological support of the educational process: elaboration of educational and program documentation, control means, methodological provision of the educational process. Methodological activity of a teacher comes to the fore and, respectively, requirements to a teacher’s methodological culture in modern conditions increase, and the essence of teacher’s methodological culture requires a new understanding. The paper considers a topical issue of modern professional training of a future music teacher, namely the formation of their methodological culture. The paper substantiates pedagogical conditions for formation of methodological culture of a future music teacher on the grounds of hermeneutic approach. Keywords: high art education; methodical culture, future teacher of musical art, musical art; pedagogical condition; hermeneutic approach.

scholarly journals Theoretical and methodological foundations of work with student chorus group in the context of modernization of art education

2017 ◽  
pp. 145-149
Author(s):  
S. M. Ryabinko
Keyword(s):  
Teacher Training ◽  
Art Education ◽  
Music Teacher ◽  
Spiritual Needs ◽  
Choral Works ◽  
Musical Activity ◽  
And Performance ◽  
Creative Self ◽  
Teachers Training ◽  
Activity Integration

The article investigates the actual problems of modern pedagogical science — students training in arrangement of students’ vocal and choral work at school. It examines basic theoretical and methodological approaches to the solution of contemporary problems of vocal and choral works and future music teacher training in the context of modern requirements for higher art education. It determines the complex of functions, methods and means of students training in arrangement of students’ vocal and choral work. The main approaches to organization of vocal and choral musical activity that are considered by us are the following: humanistic, aesthetic, culture studying, communicative, reflexive, creative, and projectoriented. Implementation of communicative and creative approaches to music teacher training encourage him to implement wide creative types of work and collective art in the process of education, which contributes to development of spiritual needs in performance and other types of musical and performance activity. Theoretical and methodical instruments mentioned above has become the basis of creative activities of the student choir “Gaudeamus” of the Institute of Art of Kyiv Borys Grinchenko University (conductor — Svitlana Ryabinko, accompanist — Oksana Bichkova). Pedagogical conditions for future music teachers training are developed for effective management of students’ vocal and choral activity, as follows: orientation of methods and forms of organization of informative and practical activity of students to understanding the specifics of vocal and choral work with students, motivation for personal creative self-realization in vocal and choral activity, integration of received knowledge, skills and abilities from different areas of art to pedagogical choral and vocal work at school.

scholarly journals Independent work as pedagogical condition for development of intellectual and creative abilities of future music teachers

2020 ◽  
Author(s):  
Loboda Olga
Keyword(s):  
Professional Training ◽  
Music Teachers ◽  
The Self ◽  
Music Teacher ◽  
Educational Activity ◽  
Self Development ◽  
The Future ◽  
Professional Self ◽  
Creative Abilities ◽  
Independent Work

The article analyses the independent work of future music teachers in higher educational institutions of art as a pedagogical condition for the development of intellectual and creative abilities. The concept of “independent work” is considered in the works of modern and domestic researchers. The role of independent work is defined as an integral system and forming factor of the educational environment of higher art institutions. The tasks are highlighted and the classification of types of independent work of future music teachers is considered. The phenomenon of independence, which is an integral attribute, the inner essence of independent work and acts as a sign of its intellectual component, is analysed. On the other hand, independence is seen as the highest step in the formation of personal competence. The future music teacher makes the significant both intellectual and creative efforts and thus reaches a certain level of intellectual and creative abilities by mastering professional training, carrying out professional and creative selection of the repertoire, methods of its processing, based on their preferences, intentions, and motivations. The author investigates the most important component of education — a self-education, the ability which is exclusively formed through the self-educational activities. The self-educational activity of the future music teacher is considered as an effective means of professional self-improvement and self-development of personality, which also provides the significant professional qualities and abilities such as both intellectual and creative, the development of which determines the level of professional self-development. It is proven that professional self-realization is the highest level of manifestation of professional training of future music teachers, in the process of which are carried out the intensive development of both intellectual and creative abilities.

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.

METHODOLOGY AND TECHNOLOGY RESEARCH OF PERSONALITY SELF-DEVELOPMENT RESOURCES

1970 ◽  
Vol 8 (1) ◽  
pp. 97-103
Author(s):  
Svitlana Kuzikova
Keyword(s):  
Professional Training ◽  
Self Regulation ◽  
Life Strategy ◽  
Psychological Resources ◽  
Vital Activity ◽  
Development Organization ◽  
Self Development ◽  
Individual Consciousness ◽  
The Subject ◽  
The Individual

The author's approach to the empirical study of the peculiarities of self-development of a person has been  considered. The criteria of self-development as a subject activity have been characterized. Its indicators have been  given.  The  psychological  resources  of  personal  self-development  have  been  singled  out:  the  need  for  self- development as its source and determinant; conditions that ensure its success; mechanisms as functional means and  conditions  for  its  implementation.  Their  essence  has  been  revealed.  The  need  for  self-development  has  been  determined by the actualization of the characteristics of self-development (self-activity, vital activity, development of  self-consciousness) and has been occurred when the content structure of the individual consciousness and the  transformation of semantic entities changed. Conditions of self-development has been defined by mature I of  personality, openness, tolerance to the new, the presence of a conscious goal of self-realization and active life  strategy. Reflection, self-regulation and feedback have been considered as mechanisms of self-development. The  methodical approaches and means of studying the peculiarities and factors of the development of the subject of self- development in adolescence in the process of professional training have been offered, and the results of their  integrated empirical research have been highlighted. Particular attention has been paid to the analysis of the level  of actualization of self-development resources among students, discovered with the author's diagnostic method  "DCPSD" (Dispositional Characteristic of Personality of Self-development). It has been proved that psychological  resources as a set of possibilities of development already exist in the psychological reality of a person. It has been  shown that the dominance of the level of self-development resources’ actualization of the individual (and their  combination) can be correlated with the dimensions of the individual psychological space, indicating the individual  peculiarity of the personal self-development organization. It has been noted that, at the same time, actualization,  strengthening and harmonization of all psychological resources of a person self-development, enrichment of its  relations with the environment and other people, and increasing spirituality is necessary for the implementation of  progressive conscious personal self-development. У  статті  розглянуто  авторський  підхід  до  емпіричного  вивчення  особливостей  саморозвитку  особистості. Охарактеризовано критерії саморозвитку як суб’єктної діяльності, наведено його показники.  Виокремлено психологічні ресурси особистісного саморозвитку: потребу в саморозвитку як його джерело і  детермінант; умови, які забезпечують його успішність; механізми як  функціональні засоби і умови його  здійснення.    Розкрито    їх    сутність.    Потреба    в    саморозвитку    визначається    актуалізованістю  характеристик саморозвитку (самоактивність, життєдіяльність, розвиненість самосвідомості) і виникає  при зміні змістової  структури індивідуальної свідомості та трансформації смислових утворень. Умови  саморозвитку  окреслюють  зріле  Я  особистості,  відкритість,  толерантність  до  нового,  наявність  усвідомленої   мети   самоздійснення   та   активної   життєвої   стратегії.   Як   механізми   саморозвитку  розглядаються рефлексія, саморегуляція та зворотній зв'язок. Запропоновано методичні підходи і засоби  вивчення особливостей та чинників становлення суб’єкта саморозвитку в юнацькому віці в процесі фахової  підготовки, висвітлено результати їх комплексного емпіричного дослідження. Особливу увагу приділено  аналізу  рівня  актуалізації  ресурсів  саморозвитку  у  студентів,  виявленого  за  допомогою  авторської  діагностичної методики «ДХСО». Доведено, що психологічні ресурси  як сукупність можливостей розвитку  вже існують у психологічній реальності людини. Показано, що домінування рівня актуалізації ресурсів  саморозвитку особистості ( та їх поєднання) можна співвіднести з вимірами психологічного простору  особистості,   що   свідчить   про  індивідуальну   своєрідність   організації   особистісного  саморозвитку.  Зазначено,  що  в  той  же  час  для  здійснення  прогресивного  усвідомленого  особистісного  саморозвитку  необхідна   актуалізація,   взаємопосилення   і   гармонізація   всіх   психологічних   ресурсів   саморозвитку  особистості, збагачення її зв’язків із навколишнім середовищем та іншими людьми, підвищення духовності.

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