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СТРУКТУРА МИСТЕЦТВОЗНАВЧОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ МУЗИКИ ПОЧАТКОВОЇ ШКОЛИ

100%

Людмила Г., Валентина О.

Педагогічні науки: теорія, історія, інноваційні технології

2017

issue 5(69)

234-245

Competence approach has a great potential for professional development of the future music teachers and their successful self-realization in professional activities. The professional level training of the future music teachers is constantly changing and becoming more complex. Art plays an important role in personality development of the primary school music teachers. Analysis of relevant research in music pedagogy (L. Havrilova, A. Kozyr, L. Masol, T. Pliatchenko, A. Rastryhina, R. Savchenko, V. Fedoryshyn) allowed to define a modern interpretation of the music teachers’ professional competence. The authors of the article have analyzed the concept of professional competence of the primary school music teachers. It is indicated the importance of art competence as a part of professional competence of the future music teachers’ work with children in primary school. The authors’ own vision of the definition of art competence is proposed. The structural components of the art competence are identified. This is the purpose of the article. For the study used a range of researchmethods, including analysis, synthesis, comparison, generalization to study the scientific literature, government documents, and to compare the position of scientists regarding the content of the “professional competence of the future teachers of music” concept. After the study of different theoretical and historical aspects of the future music teachers professional competence, the following definition of the term is proposed. Art competence in the structure of professional competence is special and displays the readiness of the student to investigation, analysis and interpretation of art works; it is the ability to use a systematic historical and theoretical knowledge about the art for the solution of professional tasks. The art competence structure includes the following components: cognitive (art theoretical and historical knowledge), analytical-active (analysis and professional actions), motivation (desire to exercise artistic activities, formation of aesthetic tastes), and reflective-evaluation (the ability to use, evaluate, and improve art skill level). Art competence is not innate and requires formation in the learning process. Modern music teacher needs to be a multi-faceted specialist. He should possess the basic music theoretical and practical knowledge and skills, also navigate in different art areas. Art training of the future primary school music teachers needs to find and use specific teaching methods, including the use of computer technologies, new forms and methods that take into account the specific phenomenon of pedagogical professional competence of the music teachers of primary level education, new organization of the educational process.

Społeczne uwarunkowania odbioru sztuki. Pomiędzy dyspozycją estetyczną a pluralizmem nastawień

51%

Cebula M.

Studia Socjologiczne

2018

issue 2(229)

115-145

Pierre Bourdieu pozostaje prominentną postacią nie tylko w socjologii sztuki i kultury, ale socjologii w ogóle. Jego koncepcje są szeroko omawiane i przyczyniają się do generowania licznych, empirycznych i teoretycznych działań w tej dyscyplinie. Jednakże jego spuścizna bywa kwestionowana i bardziej lub mniej modyﬁkowana. Podążając nowymi ścieżkami badań, autor stara się ocenić, jak dalece twierdzenia Bourdieu o zróżnicowaniu publiczności sztuki, estetycznej dyspozycji i kompetencji artystycznej są aktualne, a jak bardzo wymagają przemyślenia w kontekście współczesnych przemian estetycznych. Bazując na badaniach uczestnictwa w kulturze i preferencjach mieszkańców dużego miasta, pokazano estetyczne wymiary i postawy, które są aktywne podczas kontemplowania sztuki. Zidentyﬁkowano różne konﬁguracje dyspozycji, z nich niektóre (jak konﬁguracja „postmodernistyczna”) nie były obecne w pracach Bourdieu. Inne wyniki potwierdzają przypuszczenie, że odbiór sztuki i wiedza związane są z pozycją klasową i zasobami kapitału, włączając kapitał społeczny i indywidualne sieci.

Pierre Bourdieu has been a prominent ﬁgure not only in the sociology of art and culture but also in sociology at large. His concepts have been widely debated and have helped to generate a number of empirical and theoretical interventions in the discipline. However, his legacy has been debated and subject to greater or lesser modiﬁ cations. Following the new lines of research, the article assesses to what extent Bourdieu’s claims about differentiation of art audience, aesthetic disposition and art competence are still relevant and to what extent they need to be modiﬁed in the context of contemporary aesthetic change. Drawing on a study of cultural participation and preferences of the inhabitants of a large city, the analysis demonstrates the aesthetic dimensions and attitudes that are active in art contemplation. Different dispositional conﬁgurations are found, some of which (as the “postmodern” one) have not been recognized in Bourdieu’s account. Other ﬁndings corroborate the premise that art reception and knowledge are linked to class position and vary by stock of assets, including social capital and individual networks.

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1 Studia Socjologiczne

1 Педагогічні науки: теорія, історія, інноваційні технології

1 Cebula M.

1 Валентина О.

1 Людмила Г.

1 2018

1 2017

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СТРУКТУРА МИСТЕЦТВОЗНАВЧОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ МУЗИКИ ПОЧАТКОВОЇ ШКОЛИ

Społeczne uwarunkowania odbioru sztuki. Pomiędzy dyspozycją estetyczną a pluralizmem nastawień