Didactical principles in creating a multimedial message

The process of creating multimedia message is a very specific creative act, a kind of art with universal characteristics, but with its unique tendecieses. In its ideal form, art usually targets the indefinite, while the message follows predictable targets in the short period of time. The art of creating a successful message is in decoding the meaning of that message. The essence of concept of multimedia message is hidden in its formula because the whole physionomy of that message and the volume of expected effect depend on the formula. It is the base for building up tipological, graphic and music concepts. Global development of informational and comunicological technologies catalyzes diversificiation of platforms for distribution of audiovisual contents. multimedial message allows more supstantional contents, and its main goal is to convince a reciptient. modern technologies transfer the pedagogical knowledge and form contemporary visual culture within the recipients. The use of contemporary technologies asks for particular principles. This paper is focused on didactical principles used in the process of creation of multimedia messages.

Ideal-real beauty in the theurgical creativity: Themes and concepts of visual art aesthetics of the silver age of Russian culture

The paper explores the Christian-intoned philosophical aesthetics of the figurative arts during the silver age of Russian culture. In this period, which covers the second half of the nineteenth and the first two decades of the twentieth century, Russia's speculative thought, based on the Orthodox patristic and philosophical idealism, promoted the original religious philosophy, which highly valorized the importance of comprehensive gnoseology and ontology of "total-unity", true knowledge sought only through the absolute - an ideal which in itself synthesizes a real beauty, truth and goodness. That is why the Christian fine arts and aesthetics of this period in Russia were built only as an organic segment of a holistically interpreted philosophy of life, recapitulated by its essential principle - Christ. In order to systematize various aspirations, ideas and concepts of this artistic aesthetics, the paper singles out and explains three major themes that are intertwined. These are: the beauty (integral with goodness and truth), Christlike according to Dostoevsky, ideal-real according to Soloviev; theurgical creation, viewed both as artistic (free and transformative) and as an ascetic likeness to God; and the icon, which - through a philosophical-theological interpretation of an apophatic-kataphatic antinomy, reverse perspective and symbolism - integrates the issue of beauty and creativity into a common discourse, entering the Orthodox apologetic front before western art and culture, from the renaissance to the modern digital age.

Review of the harmony textbooks for secondary music school by Mirjana Živković

Perennial active engagement of Mirjana Živković in teaching process of subject Harmony, for secondary music school and higher education (University), participating in reforming processes, and teaching plan and program shaping, were being built into the making and shaping of the Harmony textbooks. By publishing the united Harmony textbook Harmony for II, III and IV class of secondary music school (1990), and updated, two-parted textbook Harmony for II class of musical high school and Harmony for III and IV class of musical high school (2001), teaching of subject Harmony got quality with teaching plan and program in tuned basic medium during the process of mastering the theoretical knowledges and so in the practical skills. The path from conceptualizing to shaping of the textbook in Harmony by Mirjana Živković has included the perception of realistic needs in practical work, so as inovating in teaching of theoretical subjects, respecting the professional and practical advices of colleagues, consulting with French and Russian literature. Guided with an enthusiasm, author Mirjana Živković has collected in the process of shaping her textbook and its updated edition all the knowledge, acquired experience, needs of the new time and vision of the teaching subject that could wake up the desire for creativity and creative impulse among the users and readers. Structure perception to details and also the perception of the content of united and updated textbook Harmony for secondary music schools by Mirjana Živković included the analysis of basic text, updated text, and specific shapes of didactic aparature, customised to the character of the subject. By analytical access to the Harmony textbooks by Mirjana Živković, was confirmed already expressed advice of an experienced educator in subject Harmony: clear exposure of theoretical construction followed by didactic note examples and assignments, insisting on the sound performances and permanent sounding (singing and playing) of own written harmonization. Special attention of author Mirjana Živković was directed to carefully designed and chosen note examples and assignments customised to the transfer of theoretical knowledge to the process of acquisition and developing some practical skills - written harmonization of assigned melodies, practical harmonization on instrument, analysis of fragments or the whole compositions, and finally, developing the harmonical hearing. Author Mirjana Živković doesn't give up emphasising the importance of understanding of Harmony, as a live component of music, not as a dry theoretical discipline.

Meeting music pedagogy and music psychology: Contribution to the study of contemporary professional music education

This paper discusses the research of psychologists and pedagogues which are committed to issues of professional music education. The statement of Ksenija Radoš (2010) that the psychologist-researchers and music pedagogues pass each other on the same way, and that they go on parallel paths toward the same goals, encountering the same obstacles, and yet never really meet, is the starting point for the review of the relationship between these disciplines. as the first step of our research, the definition of a 'common way' is imposed, and then testing the connection of current issues of music education and music psychology. according to our understanding, there are several important reasons for the mentioned situation in music education: focusing music pedagogy on general music education and 'late' awakening of pedagogy of professional music education as a special scientific discipline; obsolescence of the curriculum of professional music education and insufficient cooperation between music pedagogues and psychologists-researchers. Interplay of these disciplines, implemented through the planned conducted research that focuses on the problems of professional music education, could be an important support for the development and improvement of specific areas of music pedagogy.