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1

КОНСОЛІДАЦІЙНИЙ ПІДХІД: ОСОБЛИВОСТІРЕАЛІЗАЦІЇ В ХОРЕОГРАФІЧНО-ПЕДАГОГІЧНІЙ ОСВІТІ

100%
Єременко О.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
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issue 8(72)
3-12
EN
The article reveals the peculiarities of implementation of the consolidation approach in the preparation of masters-choreographers. In order to achieve this goal, a set of research methods was used: analysis, synthesis, abstraction and generalization, which had provided the definition and highlighting the peculiarities of implementation of the consolidation approach in choreographic-pedagogical education. It is proved that introduction of the consolidation approach is the theoretical basis for ensuring the effectiveness of training specialists at the master level in the field of choreographic pedagogy in the interaction of the executive- professional, pedagogical-practical and research directions, if the content of each of them is preserved. In this context, one of the ways to realize the unity of the executive-professional, pedagogical-practical and research directions of master’s training is mastering by the future specialists of the method of artistic-pedagogical interpretation of music. The ability of masters to artistic-pedagogical interpretation of music as a specific kind of performing-pedagogical activity shows a higher degree of professionalism in the field of choreographic education. The results of conducted work show the necessity and timeliness of considering the problem of providing consolidation processes in choreographic education and allow elucidating a number of issues concerning the study of specific features of the implementation of these processes during masters’ choreographic training. It is emphasized that the presented publication does not update the whole range of issues in the context of the chosen topic. Further scientific development need the issues of technological support for the implementation of a consolidation approach in the process of training masters of choreographic art, ways of ensuring the affinity of stylistic patterns of creating performing images in the direction of developing artistic tastes.
2

ТЕОРЕТИКО-МЕТОДОЛОГІЧНІ ОРІЄНТИРИ ПІДГОТОВКИ ФАХІВЦІВ МИСТЕЦЬКО-ПЕДАГОГІЧНОГО ПРОФІЛЮ

100%
Єременко О.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 1(55)
81-87
EN
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.
3

СТРУКТУРНІ ОЗНАКИ ПІДГОТОВЛЕНОСТІ МАЙБУТНІХ ФАХІВЦІВ ДО МИСТЕЦЬКО-ПЕДАГОГІЧНОЇ ДІЯЛЬНОСТІ

100%
Єременко О.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 9(43)
13-20
EN
Article is devoted to the determination of professionals to work effectively. An essence of this phenomenon as a result of students training in the field of art, pedagogics and research work which necessary for effective artistic and pedagogical work is disclosed. The component structure of mentioned readiness consists of such connected elements as: motivation, cognition, competence, reflation, art and productivity. Orientation-motivational component expresses the attitude of undergraduates interested in musical and professional, artistic, educational and research activity, persistent desire to systematically boost their musical and professional level, acquisition of knowledge and practical experience in music and academic work, interest in scientific studies. Cognitive-competency component includes knowledge of students in the field of art, the ability to expand knowledge and practical experience in the classroom effectively, the acquisition of skills in the field of research. Evaluative-reflective component is represented by the students’ ability of critical appreciation of art events and their own professional activities, analytical understanding of pedagogical action and scientific facts to correcting their own training and making possible the ability of students to the art of reflection, self-control by making their own decisions in the course of research, to self-knowledge in the artistic and educational activities. Productive and creative component provides the ability of students to the art of the perfect embodiment of his creative findings in professional activities, introduction of innovative processes in teaching practice and the capacity for independent research. Projective-productive component is provided by the students’ ability to identify prospects for its artistic development, problems of formation of individual style of pedagogical activity and planning their own research work. Preparing students for conducting research in the field of pedagogy must take into account the strategic objectives in the development of not only their scientific value, awareness, but also cultural orientations. Predictive measurements of students’ research activities must ensure the unity of the abstract and the concrete, logical and intuitive thinking, promote the acquisition of the operations of analysis and synthesis of the studied phenomena, ways of presenting materials, experiment, etc.
4

ТЕОРЕТИКО-МЕТОДОЛОГІЧНІ ПІДХОДИ ДО ПІДГОТОВКИ ПЕДАГОГІВ-ХОРЕОГРАФІВ

100%
Єременко О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 6(60)
151-164
EN
The problem of reforming of the competitive teachers-choreographers’ training is relevant. It is caused by the fact that higher pedagogical education had been enriched by new approaches and technologies of training, which primarily focused on the formation of professionally significant qualities of the graduates, expansion of their outlook in general, artistic in particular, education of the general dance culture. Therefore, in our opinion, important and necessary today is identification of the best theoretical and methodological approaches to the teachers-choreographers’ training. The aim of the article is to determine the leading theoretical and methodological approaches to the teachers-choreographers’ training in the higher pedagogical education institutions of Ukraine. To achieve this purpose a complex of research methods was used: analysis, synthesis, abstraction and generalization, which provided the definition and elucidation of the essence of major theoretical and methodological approaches underlying the training of modern teachers-choreographers. Modern theoretical and methodological approaches to training of specialists in the field of art pedagogy influence the choice of pedagogical strategies and teaching methods. Methodological foundations of preparation of the future specialists of choreographic and pedagogical profile are understood as a system of generalized theoretical knowledge, which play the leading role of conceptual positions, which are used in the process of training art specialists. Justification of methodological pluralism gives the opportunity to identify major methodological principles in theory and practice of training specialists of the choreographic and pedagogical profile, such as: - the national paradigm of the teachers-choreographers training; - humanistic basis of artistic education; - axiological approaches to the teachers-choreographers’ training; - existential-emotional directing of artistic training; - acmeological orientation of choreographic training. The use in the process of teaching of the outlined theoretical and methodological approaches to the teachers-choreographers’ training provide quality professional education and development of the personality, able think and act freely and independently. Theoretical and methodological approaches to the preparation of future teachers-choreographers in the higher pedagogical education institutions indicated in this article require further scientific research with the aim of identifying new pedagogical methods and tools, organizational forms of education to improve professional training of the future teachers-choreographers.
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