scholarly journals FORMATION AND DEVELOPMENT OF INTELLECTUAL ABILITIES OF PRIMARY SCHOOL STUDENTS IN MUSIK LESSONS

2021 ◽  
Vol 1 (192) ◽  
pp. 92-96
Author(s):  
Snezhana Kurkina ◽  
Keyword(s):  
Primary School ◽  
Action Plan ◽  
Special Importance ◽  
Primary School Students ◽  
School Students ◽  
Music Lessons ◽  
Internal Action ◽  
Intellectual Abilities ◽  
Intellectual Skills ◽  
Effective Development

The article analyzes different approaches and views on the possibilities of effective development of intellectual abilities of primary school students in music lessons. In this context, the author emphasizes the special importance of music, creative and performing activities. Also, the article provides an overview of the results of the study of the level of acquisition of various intellectual skills that were identified during music lessons among primary school students. It was found that the most important aspect of the development of intellectual abilities and skills in children of primary school age is the motivational aspect. School teachers, educators, club leaders and, in particular, music teachers should work on the development of motivation. In addition, the article summarizes and clarifies the meaning of the concept of «intellectual skills». Different aspects of the process of formation of intellectual skills are distinguished: motivational, meaningful, operational and reflexive. The author argues that in the process of performing the tasks set by the music teacher using the methods proposed and disclosed in the article, students effectively learn intellectual skills, the development of which will allow in the future logically and effectively: analyze, classify, compare; to separate the primary from the secondary; to divide the whole into parts, highlighting their features, specific properties; to combine the elements found as a result of the analysis in an integral art form; draw up and adhere to an adequate and logical motivated «internal action plan». The results of the conducted experimental work allow to draw conclusions that systematic and purposeful lessons of musical art promote intellectual and emotional development of children, accelerate processes of maturing and socialization. In addition, music lessons help to improve efficiency, concentrate and accumulate attention, teach to approach any problem in a non-standard and creative way.

Intellectual Abilities and Processes: An Exploratory Study with Implications for Person-Teaching Method Interactions

1979 ◽  
Vol 23 (1) ◽  
pp. 83-92 ◽  
Author(s):  
Geoffrey N. Molloy ◽  
J. P. Das
Keyword(s):  
Primary School ◽  
Cognitive Ability ◽  
Hierarchical Model ◽  
Teaching Method ◽  
Primary School Children ◽  
Future Research ◽  
Primary School Students ◽  
School Students ◽  
Apparent Lack ◽  
Intellectual Abilities

The present study examines some relationships pertaining to socioeconomic status (SES) and cognitive ability patterns of primary school children. Specifically the purpose of the study was to explore the relative merits of an hierarchical theory of two levels of cognitive ability, in contrast to a process scheme, positing two parallel modes of coding information. The subjects were 120 grade 4 primary school students. Analyses of the data are supportive of a simultaneous-successive process distinction and provide little confirmation for the hierarchical model. Some suggestions for the apparent lack of support for the hierarchical model are presented and implications for future research are considered.

scholarly journals FORMATION OF MUSIC AND PEDAGOGICAL EXPERIENCE OF MUSIC ART TEACHERS GENERAL EDUCATIONAL INSTITUTIONS

2020 ◽  
Vol 1 (190) ◽  
pp. 56-62
Author(s):  
Volodymyr Сherkasov ◽  
Keyword(s):  
Primary School ◽  
School Curriculum ◽  
Educational Process ◽  
Primary School Children ◽  
Primary School Students ◽  
School Students ◽  
Teacher Student ◽  
Music Lessons ◽  
Compositional Styles ◽  
The Impact

The article proves the possibility of forming the ability to understand music by primary school students. The influence of program works of the school program on the perception and understanding of music of different genres is proved by concrete examples. The educational influence of works of musical art on the formation of the artistic and emotional sphere of personality is proved. The formation of the ability to understand works of music by primary school students occurs in a certain sequence based on teacher-student interaction, both in music lessons and during extracurricular work on artistic and aesthetic education of primary school children. The collective type of creativity, inherent in the assimilation of the values of musical art, obliges the subjects of the educational process to comply with certain requirements for the organization of joint activities. In accordance with modern music-pedagogical technologies, which enable the effectiveness of the learning process, there are certain requirements for the perception of works of music of different genres and compositional styles provided by the school curriculum. Thus, the quality of the impact of music on primary school students depends on certain factors. Because, according to the school curriculum, music lessons are united by a common theme, which makes it possible to organize work with children in such a way as to give first-graders the opportunity to talk about their favorite music. To do this, prepare and ask the class a few questions, such as: remember what songs you sang or heard from radio and television programs that focused your attention and you liked ?; what song do you dream to sing ?; what dance music do you like Such a conversation should take place in a friendly atmosphere, and children's responses should be supported and evaluated positively. The teacher's tolerant attitude to any thoughts, feelings and expressions of students gives the child confidence in their own abilities, determination and activity in further work.

scholarly journals Interconnection of Theoretical Thinking Development and General Intellectual Abilities in Gifted Primary School Students

2014 ◽  
Vol 6 (2) ◽  
pp. 172-187
Author(s):  
S.S. Ermakov
Keyword(s):  
Primary School ◽  
Gifted Students ◽  
Diagnostic Techniques ◽  
Intellectual Ability ◽  
Gifted Children ◽  
Primary School Students ◽  
School Students ◽  
Study Results ◽  
Intellectual Abilities ◽  
Theoretical Thinking

The article presents the results of a study of the development of the theoretical foundations of the way of thinking in gifted primary school students and its relationship with intellectual ability. We provide the analysis of connection of theoretical thinking development and general intellectual abilities during studying in primary school in gifted students. We assume that the result of solving problems in theoretical thought is linked with the level of intelligence in gifted children. Based on the results of this study, we obtained an idea of the extent to which theoretical thinking diagnostic techniques can be used to identify gifted students in elementary school. Analysis of the study results also showed that the results obtained by the methods of diagnosis of the theoretical level of thinking can be the basis for the implementation of the indicative forecast of the intellectual abilities of gifted students in the next few years.

scholarly journals Development potential of information and communication technologies for formation of music understanding in primary school pupils

2019 ◽  
Vol 66 (3) ◽  
pp. 167-171
Author(s):  
Denys Makovskyi
Keyword(s):  
Primary School ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Educational Process ◽  
Primary School Students ◽  
School Students ◽  
Development Potential ◽  
Music Lesson ◽  
Music Lessons ◽  
Information And Communication

The article is devoted to the educational and developmental potential of information and communication technologies for the formation of understanding of music in primary school students at the music lesson. Psychological characteristics of younger school age – inquisitiveness, emotionality, mental activity, immediacy, openness, trustworthiness, their belief in the undeniable authority of the teacher and willingness to fulfill any of his tasks are favorable conditions for affirmation of broad social motives at this age responsibility, understanding of the need for training etc. The possibility of a teacher in music lessons using various computer programs: MIDI, Musical Instruments Digital Interface, Garage Band, FlexiMusic Composer, FL Studio, Finale, Sibelius. The use of modern computer technology in music lessons in primary school makes learning bright, unforgettable, interesting for the student, contributing to the formation of cognitive skills in students, forming an emotional-positive attitude to the arts. After all, the use of information and communication technologies in the classroom increases the level of understanding of music in primary school students. Various and multifaceted psychological and pedagogical tasks of informatization of the educational process in primary school students are highlighted, namely: development of communication skills; correction of mental and emotional states; development of the emotional sphere of the child's personality; formation of selfpresentation skills; setting up an emotionally-supportive atmosphere in the classroom. The use of information and communication technologies in music lessons contributes to the educational and development potential of primary school students to form an understanding of music, namely: motivation; individualization and differentiation; cognitive development of the child; forming a culture of educational activity and information culture. Thus, the problem of educational and development potential of primary school students by means of information and communication technologies does not lose its relevance. The introduction of information and communication technologies into the educational process for forming the understanding of music in primary school students in a music lesson is a complex process that is caused by individual psychological characteristics, personal experience, emotional and sensual sphere. Key words: educational and development potential, information and communication technologies, understanding, primary school students, music lesson.

Managing the Process of Developing Intellectual Skills of Primary School Students When Teaching a Foreign Language

10.12737/7839 ◽  
2015 ◽  
Vol 3 (1) ◽  
pp. 36-41
Author(s):  
Ромашина ◽  
Svetlana Romashina ◽  
Горнаева ◽  
M. Gornaeva
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Primary School Students ◽  
School Students ◽  
Primary Schoolchildren ◽  
Intellectual Skills

The paper considers the effects of foreign language learning on the ability of primary schoolchildren to develop intellectual skills. Theoretical grounds of the research are featured, the potential of learning assignments in English for developing intellectual skills is revealed.

scholarly journals Advantages of Music Game As a Method of Teaching Junior Schoolchildren

2021 ◽  
Vol 20 (1) ◽  
pp. 148-155
Author(s):  
Yana A. Mamonova ◽  
◽  
Denis V. Tsarev ◽  
◽  
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Elementary School Students ◽  
Musical Training ◽  
Primary School Students ◽  
School Students ◽  
Education Development ◽  
Music Lessons ◽  
Effectiveness And Efficiency ◽  
High Level

The purpose of the work is to theoretically justify and experimentally prove the effectiveness of the use of musical and didactic games as a means of teaching younger students in music lessons and identify its advantages in comparison with traditional methods. The main conclusion of the work – a comparative analysis of the results of experimental work showed that significant changes took place in the development of the musicality of elementary school students, in which musical and didactic games were used. In general, after the use of music and didactic games in music lessons in elementary school, more schoolchildren with a high level of musicality development were identified. The results of the study showed the effectiveness and efficiency of developing the musicality of primary school students using music and didactic games and the feasibility of their use in music lessons in primary school. The great advantage of games is that this type of work is joyfully perceived by younger students, and you can organize the game so that it will contribute to solving the problems of their musical training, education, development. When using music and didactic games in music lessons in elementary school, the dynamics of the development of the musicianship of students is clearly observed.

scholarly journals Diagnosis of the Level of Development of Theoretical Thinking in Intellectually Gifted Younger Students

2014 ◽  
Vol 6 (2) ◽  
pp. 116-128 ◽  
Author(s):  
S.S. Ermakov
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Intellectual Development ◽  
Diagnostic Techniques ◽  
Intellectual Ability ◽  
Primary School Students ◽  
School Students ◽  
Intellectual Abilities ◽  
Theoretical Thinking ◽  
Moscow School

We describe the development of the theoretical thinking in primary school students and its relationship with intellectual ability in gifted children in elementary school (I-IV classes). We analyze the relation of theoretical thinking development to general intellectual abilities in gifted younger students (students of the Moscow school № 1514) and in general secondary school pupils. Based on this study, we obtained an idea of the extent to which the development of the theoretical level of thinking among primary school students may be an indicator of their general intellectual abilities, both present and potential. The author suggests that the result of solving problems in theoretical thought is directly linked with the level of intelligence in gifted students. Diagnostic techniques of theoretical way of thinking can be used to identify elementary school students with a high level of intellectual development and to predict the further development of their intellectual abilities.

scholarly journals Primary School Students’ Self-Regulated Learning Skills in Music Lessons

2020 ◽  
Author(s):  
Ligita Stramkale ◽  
◽  
Laila Timermane ◽  
Keyword(s):  
Primary School ◽  
Learning Outcomes ◽  
Outcomes Assessment ◽  
Primary School Students ◽  
Music Learning ◽  
School Students ◽  
Self Assessment ◽  
Self Regulated Learning ◽  
Music Lessons ◽  
Regulated Learning

The topicality of the study was determined by the increasing role of self-regulated learning (hereinafter SRL) in primary education. The aim of the study is to compare the teacher’s assessment with the students’ self-assessment, to identify whether there are differences in awareness of the required level of SRL skills in music learning. Previous researches on SRL have been analysed, and an empirical study involving 86 (N=86) 4th- grade students of primary school has been conducted to achieve the aim of the study. To determine the level of primary school students’ SRL skills in music learning, the SRL skills of each student during music lessons were observed by the music teacher and were recorded in the observation protocol according to four criteria: motivation, setting learning outcomes, monitoring of learning and outcomes assessment. The questionnaire provided an opportunity to reveal the self-assessment of each student’s SRL skills and compare them with the results obtained by pedagogical observation. The study found that there is no difference between the teacher’s assessment and students’ self-assessment. Both teacher and students believe that the students’ skill of setting learning outcomes in a music lesson is at a low level, while the skills of monitoring their learning and assessing the outcomes are at a medium level. The study concluded that primary school students understand their SRL skills level, which is a prerequisite of monitoring learning and outcomes assessment strategies for joint learning.

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