ТЕОРЕТИКО-МЕТОДОЛОГІЧНІ ОРІЄНТИРИ ПІДГОТОВКИ ФАХІВЦІВ МИСТЕЦЬКО-ПЕДАГОГІЧНОГО ПРОФІЛЮ
Theoretical and methodological guidelines for the preparation of specialists of music-pedagogical profile.
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The article is devoted to the theoretical-methodological bases of training of the specialists in the field of art at the pedagogical universities. It is emphasized that training of specialists of artistic-pedagogical profile is based on theoretical approaches that reveal the national paradigm of professional training in the sphere of arts, humanistic foundations of music education, axiological approaches to the training of musicians-teachers, existential-emotional direction of musical education, predictive prognostic guidelines of professional training. The main role of the consolidation approach as a theoretical basis of the considered training is revealed. The outlined approach ensures that interaction of musical and professional, pedagogical and practical and research areas of training specialists of the artistic-pedagogical profile, the unity of cognitive-searching, appraising and interpretative, creative-productive activities while preserving the contents of each, and justifies the main principles of the implementation of this training and the basic guidelines for its modifications. It is emphasized that special musical training in the context of training in the art cannot be interpreted lower in rank; it is subject to the research priorities of the educational process. Besides, pedagogical direction in the context of a holistic process of training in music and arts also has no right to cede any of the performing or research, as in future educational activities of specialists of the highest qualification level of the teaching skill is no less important than other areas of training. It is stressed that cognitive activity includes opportunities for assessment of the information received, implementation of creative approaches of the students in the mastery of certain knowledge. Evaluation of actions can accompany the processes of learning and creativity. Creative approaches, in turn, significantly enrich educational activities as well as create conditions for a productive assessment of the results of cognition.
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