scholarly journals STRUCTURAL COMPONENTS OF THE CREATIVE DEVELOPMENT OF THE FUTURE TEACHER OF MUSIC ART

2021 ◽  
Vol 1 (192) ◽  
pp. 88-91
Author(s):  
Svitlana Kulikova ◽  
Keyword(s):  
Learning Process ◽  
Professional Competence ◽  
Musical Instrument ◽  
Future Teacher ◽  
Music Teacher ◽  
Main Task ◽  
Structural Components ◽  
Creative Development ◽  
The Future ◽  
Comprehensive Development

At the present stage of systematic identification and approbation, purposefulness and improvement of various methods in musicology and music-pedagogical levels of education, the creative development of the future music teacher appears as an integral part of his future professional competence. Creativity as well as performance influence the comprehensive development of an instrumentalist musician at any stage of learning. Creativity stimulates the student to extraordinary music lessons. The main form of work in the piano class is individual lessons, which should be considered as one of the leading links in the learning process. They create conditions for comprehensive education and upbringing of the student, allow to solve pedagogical tasks consistently, to develop creative initiative and independence. The analysis of musical and pedagogical literature allowed to single out the following structural components of professional and creative development of the future teacher of musical art in the course of classes in the class of the basic musical instrument (piano) as sensory-emotional, artistic and figurative and performing. The art of playing any musical instrument is based on the unity of artistic image and technical skill, which allows the musician to convey to the listener what he wants to express his performance. Constant improvement of technical skills is the musician's work to expand his capabilities in the embodiment of artistic images. Thus, the main task of organizing the learning process in the classroom of the main musical instrument (piano) is to train a competent, broad-minded music teacher who owns the instrument, with a developed need for independent, creative activity. Achieving this task is possible provided that the following structural components of professional and creative development of the student: sensory-emotional, artistic and performing.

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 USE OF INTERACTIVE TECHNOLOGIES IN THE PROCESS OF DEVELOPING THE PROFESSIONAL COMPETENCE OF THE FUTURE TEACHER OF MUSIC ART

2021 ◽  
Vol 1 (195) ◽  
pp. 81-86
Author(s):  
Svitlana Kulikova ◽  
Keyword(s):  
Professional Competence ◽  
Educational Institution ◽  
Future Teacher ◽  
Music Teacher ◽  
Educational Work ◽  
Interactive Technologies ◽  
Knowledge And Skills ◽  
Wide Range ◽  
The Future ◽  
History Of

In the context of increasing attention to the training of future professionals outlines the special urgency of the problem of professional competence of future music teachers, which includes the ability of individuals to acquire knowledge and skills in art education institutions, to form personal qualities and values ​​and value orientations required for professional activity. social requirements. The level of professional competence of a music art teacher reflects the degree of his readiness for music-educational work in a secondary school, is a prerequisite for the effectiveness of pedagogical activities, a kind of link to improve intellectual and practical experience, finding effective ways to improve pedagogical skills. in the conditions of an educational institution of artistic direction the development of professional competence occurs during the study of both general and special (for example, block of disciplines: history of foreign music, history of Ukrainian music, solfeggio, harmony, polyphony, analysis of musical forms, basic musical instrument, choral studies and choral arrangement, choral class and practical work with the choir, choral conducting and reading of choral scores, solo singing) disciplines. The formation of knowledge and skills is a prerequisite for the formation of professional competence of the future teacher and involves mastering a set of special knowledge in theoretical and performing (instrumental, vocal and conducting and choral) disciplines. Thus, the basis of professional competence of the future teacher of music art is special (general pedagogical, conducting, instrumental, vocal, performing, musicological, research), social and personal training. One of the effective and relevant ways to develop the professional competence of a music teacher is interactive technologies. In accordance with the Law of Ukraine «On Education» and the requirements of the competence approach, mastering interactive technologies has become one of the main conditions for teaching art subjects by teachers of secondary schools. A number of authors note that as a result of the use of interactive technologies there is an actualization of intellectual reserves and capabilities of students, replenishment of knowledge of theoretical and generalizing nature, deepening and expanding the individual semantic context in working with educational material. Thus, in the article the author defines the role of the use of interactive technologies in the process of forming the professional competence of the future music teacher. The author argues that interactive technologies are based on the principles of interaction, student activity, reliance on group experience, mandatory feedback, which have a wide range of developmental, educational and reflective functions. The use of interactive technologies in the training of future teachers of music allows to stimulate creative, cognitive activity of the teacher-musician, to focus the teacher on self-development and self-affirmation, thereby developing his professional competence.

Hermeneutic circle in development of methodological culture of future music teacher

2017 ◽  
pp. 154-158
Author(s):  
A. S. Koval
Keyword(s):  
Future Teacher ◽  
Music Teacher ◽  
Basic Principles ◽  
Hermeneutic Circle ◽  
High Culture ◽  
Text Understanding ◽  
Hermeneutic Approach ◽  
The Future ◽  
The Individual ◽  
Positive Effect

This article is devoted to the studying hermeneutic circle in the development of methodological culture of future music teacher. Under the conditions of globalization processes, tendencies of convergence of world cultures improvement of culturological training of student youth requires new approaches, in particular, culturological training of students of pedagogical specialties. The task of pedagogical education is to develop a teacher as a specialist and as a person of high culture, who has a special positive effect on the personality of school student. This article analyses the works of scientists dedicated to the issues of establishment and development of the hermeneutic approach in philosophical, psychological, and logical and gnosiological contexts. It is defined the essence of the concept of “hermeneutic circle” as one of the basic principles of the hermeneutic approach. There have been provided the examples of interpretation of the principle of hermeneutic circle by various scientists. Hermeneutic approach is applied in sciences such as pedagogy, psychology, economics, sociology etc. In pedagogical science the hermeneutic approach at the level of conceptual use was elaborated by A. Zakirova. She introduced the term “pedagogical hermeneutics”. Hermeneutic circle as a principle of text understanding is based on the interrelation of the part and the whole. Understanding of the whole consists of the understanding of the individual parts, and understanding of the parts requires understanding of the whole. The concepts of the part and the whole are correlated: the text is a part concerning the whole creative activity of the author, which in its turn is a part of the particular genre or literature in general, as well as the part of spiritual life and biography of the author. The idea of hermeneutic circle means also that there is no understanding of the text without certain prerequisites: understanding is preceded by some idea of what is yet to understand. There have been determined the peculiarities of the use of the principle of hermeneutic circle in the development of methodological culture of the future teacher of musical art. In light of hermeneutical trends, the penetration of which in the realm of musical art can be traced quite clearly, the use of the hermeneutic circle principle in the development of methodological culture of the future teacher of musical art appears not only in the narrow interpretation of the particular phenomenon or group of phenomena, but much wider — as a means of learning and understanding of the worldview by a person.

Comparative analysis of the evolution of scientific and pedagogical knowledge in the field of education of the culture of piano performance and intonation

2020 ◽  
pp. 147-156
Author(s):  
Anastasiya Y. Maryatch
Keyword(s):  
Comparative Analysis ◽  
Professional Competence ◽  
Pedagogical Knowledge ◽  
Future Teacher ◽  
Piano Performance ◽  
Priority Vector ◽  
Theoretical Substantiation ◽  
The Future ◽  
Auditory Experience ◽  
The Individual

We examine and study the category “Culture of piano performance and intonation”, an important component of the education of professional competence and skill of the future teacher-musician. The subject of the research is the process of educating the culture of piano performance-intonation. The purpose of the research is a scientific and theoretical substantiation of the concept of education of the piano intonation culture. The relevance of the research is that there is a need to study the features of the process of educating the culture of piano performance and intonation. It is established that the content aspects of educating the culture of piano performance and intonation depend on the target setting for the development of a competent personality of the future teacher-musician and, in this regard, the priority vector of development is not only the development of professional musical and pedagogical knowledge, skills and abilities, but also personal qualities. The research methodology is based on the use of comparative analysis and systematization of scientific-theoretical and musical-pedagogical knowledge on the research topic; cultural approach to the problem of studying the phenomenon of piano performance and intonation; hermeneutical approach to the interpretation of the concepts under study; pedagogical experience gained in the course of teaching students in the discipline “Musical and Instrumental Training” at pedagogical university. As a result of this research, the concept of educating the culture of piano performance and intonation is formulated. It is concluded that the culture of piano performance and intonation – is a complex integrative property of the personality, based on the individual style – intonation auditory experience of the individual. The field of application of the obtained results is the practical activity of a teacher-musician.

scholarly journals FORMATION OF PROFESSIONAL COMPETENCE OF THE FUTURE TEACHER-MUSICIAN DURING THE PROFESSIONAL TRAINING

2020 ◽  
pp. 56-63
Author(s):  
Іван Дерда
Keyword(s):  
Music Education ◽  
Professional Training ◽  
Professional Competence ◽  
Practical Knowledge ◽  
Learning Technologies ◽  
Educational Process ◽  
Future Teacher ◽  
Pedagogical Issues ◽  
Harmonious Development ◽  
The Future

The article analyzes various interpretations of the concepts “competence”, “professional competence”, “teacher-musician’s professional competence”. The article highlights the scientists’ views on the issue of future teachers-musicians’ professional competence developing during professional training. It is determined that the formation of professional competence implies a comprehensive, harmonious development of the future teacher-musician who has not only theoretical knowledge but also practical skills and abilities.The author notes that one of the most important subjects in the content of special disciplines at art faculties is voice staging. During which students master vocal techniques, singing breathing, diction, emotional and dynamic expression, stage skills, etc. The main principles in solving musical and pedagogical issues of vocal education are the harmonious development of musical and creative abilities of vocal students in the process of developing general vocal culture, comprehensive development of individual qualities of vocalists.The study of scientific works allowed us to determine the essence of the concept of “professional competence of the future teacher-musician”, which includes a system of theoretical and practical knowledge, skills and abilities, experience, pedagogical abilities, important personal and professional qualities to ensure the successful self-realization of the future teacher in music education. The prospects of scientific research on the introduction of innovative learning technologies into the educational process, the search for ways of creative self-realization of experts in the art industry with an emphasis on personal and professional development have been outlined.

scholarly journals The Concept of «Interactivity» Through the Prism of Pedagogical Education

2021 ◽  
Vol 2 (6 (344)) ◽  
pp. 182-192
Author(s):  
Marharyta Morozova ◽  
Keyword(s):  
Learning Process ◽  
Educational Process ◽  
Future Teacher ◽  
Interactive Methods ◽  
Future Teachers ◽  
Professional Activities ◽  
The Future ◽  
Entire History ◽  
High Level ◽  
Almost All

The article considers the genesis of the concept of «interactivity» in modern psychological, pedagogical and methodological research. It is determined that interactivity runs through the entire history of pedagogical education. The paper analyzes the concept of «interactivity» in pedagogy, methods of teaching foreign languages, programming, telecommunications, multimedia, design, cultural studies, literature, sociology. The purpose of the educational process is to prepare future teachers for professional activities in rapidly changing conditions, the formation of thinking as a factor in the formation of the modern personality of the future teacher and the introduction of democratic values in future teachers of the new generation. It is noted that the competence approach in the organization of the educational process requires the teacher to change the learning process: its structure, forms of organization of activities, the principles of interaction of subjects. It is established that in interactive learning the interaction of the teacher and the future teacher changes: the activity of the teacher gives way to the activity of future teachers, and the task of the teacher is to create conditions for their initiative. The learning process is organized in such a way that almost all its participants are involved in the process of cognition, they have an opportunity to understand and reflect on what they know and think. It is found that the peculiarity of interactive methods is the high level of mutually directed activity of the subjects of interaction, emotional, spiritual unity of the participants.

scholarly journals Formation оf Creative Pedagogical Аctivity оf Students іn Extracurricular Activities

2020 ◽  
pp. 148-157
Author(s):  
Viktoriia Dоmina ◽  
◽  
Ludmyla Tsybulko ◽  
Anna Bondarenko ◽  
◽  
...  
Keyword(s):  
Extracurricular Activities ◽  
Educational Process ◽  
Future Teacher ◽  
Modern World ◽  
The Future ◽  
Comprehensive Development ◽  
The Individual ◽  
Spiritual Potential ◽  
Favorable Conditions

The formation of creative personality is of particular importance in the context of socio-economic transformations in the modern world. At the same time, the strategic task of reforming education in Ukraine is the comprehensive development of the individual, the disclosure and realization of his creative and spiritual potential in various activities. Contemporary socio-cultural trends necessitate the development of a child's creative potential. Developing their abilities during training, the child retains the creative nature of attitude to any business that is absolutely necessary in society. That is why the future teacher should create favorable conditions for the development of creative abilities of each student, as well as – strive for continuous self-improvement. In the process of vocational training, the student should be ready to develop creative professional abilities. Thus, creative pedagogical activity is a manifestation of a person's quality, which is reflected in his quality of work, his activity. Due to the change of potential and real quality, there is an increase in the quality of a person, his professionalism, skill. In the proposed article the author proves the necessity of forming creative pedagogical activity in a new generation of future teachers. The relation between the terms «pedagogical skill» and «creative pedagogical activity» has been clarified. The basic scientific approaches to formation of creative pedagogical activity of the future teacher are investigated. Theoretical foundations of the study of the phenomenon of creative pedagogical activity, which reveal its essence as the tops of professional skill of the teacher, are considered. The importance of the teacher's creative pedagogical activity in the modern educational process is determined.

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