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2017 | 9(73) | 99-108

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Diagnostics of the state of personified projection of the future music teachers’ vocal training.

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The article clarifies the notion of personified projection of the future music teachers’ vocal training, its componential structure. The problem of diagnosing the above-mentioned phenomenon is highlighted.The personified projection of the future music teachers’ vocal training stands for the generalized quality of vocal training, which characterizes the orientation of the future teacher’s personality to the acquisition of external cultural processes connected with vocal works and art in general through their reflection in the images of characters (personalities) and internal psychological and creative processes of vocal performance and vocalpedagogical activityby means of comprehending their personified capabilities. In order to diagnose the state of such projection, some criteria and values were suggested: a gnostic operational criterion, with the values: orientation in the cultural and historical principles of vocal art; competence regarding the typology of vocal images and the theatrical character as a reflection of cultural and mental characteristics of vocal works; values-selective with the values: developed vocal and repertoire competence and analytically evaluative attitude towards it through the prism of personification processes; intentions regarding the hierarchy of vocal and repertoire priorities and preferences in the context of the values and mental paradigm (adherence to traditions, respect for them, for relict aspects in different layers of vocal culture); communicative and creative criterion with the values: a measure of understanding other people, including oneself, which encouragesa dialogue with the characters and with oneself, understanding of their own abilities; creative attitude to the interpretation of the image of a work in the context of artistic personified dialogue. In order to diagnose the state of the investigated quality of vocal training the following methods were used: questionnaires, pedagogical observation, psychological testing, tasks for ranking, tasks for self-esteem of attitudes and reflection of own abilities. The statistical method of scaling implied a 3-point scale. The introduction of these procedures allowed to establish the quantitative distribution of the respondents by the levels: high – dialogically comprehended; average – experience accumulating; low – technologicallyoriented.




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