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PECULIARITIES OF TRAINING OF THE FUTURE MUSIC TEACHERS IN THE SYSTEM OF CONTINUOUS PEDAGOGICAL EDUCATION

100%
Popovych N.
Ars inter Culturas
|
2014
|
issue 3
155-167
EN
The paper discusses the complexities of the professional training of music teachers in the system of continuous education. The formation of future professionals is considered on the basis of the subject-object interaction. The purpose of education is to improve the scope of continuous education; this will expedite the formation of the teaching staff capable of carrying out professional activities according to the democratic and humanistic principles. The implementation of the education policy is the priority function of the state aimed at the development and self-actualization of the individual. It is proven that the implementation of the competence approach in continuous education helps to ensure educational needs of individuals including: (1) flexible general education; (2) general cultural and research training for the future music teachers; (3) improvement of their social security in the labor market; and, (4) integration into the global educational and artistic community.
2

КРИТЕРІЇ ТА РІВНІ СТАНОВЛЕННЯ ОСОБИСТІСНО-ПРОФЕСІЙНИХ ЯКОСТЕЙ МАЙБУТНІХ УЧИТЕЛІВ МУЗИКИ У ВОКАЛЬНОМУ НАВЧАННІ

75%
Хуан Ч.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 3(67)
120-131
EN
Among the main principles of implementing pedagogical conditions of formation of personal and professional skills of the future music teachers at the vocal training ckasses in higher school we singled out the following: the principle of physical self-improvement of students; the principle of social and civic orientation of professional activities of students of Art departments; the principle of improving performance skills during concerts and theatrical activities; the principle of cultural and aesthetic approach to training. The next step of our research is oriented at the study of criteria and levels of personal and professional development of future music teachers in the process of vocal studies at the university. Problems of professional and personal development of teachers of artistic disciplines have been revealed in the works of V. Orlov, A. Pietielin, Yu. Sverliuk et al . Despite the theoretical results obtained in these studies remains unexplored in theoretical terms, and at the same time, exacerbates the practical need for solving the problem of formation of personal and professional qualities of the future teacher of vocal music in the process of teaching. The purpose of the article isto outline and substantiate the criteria and levels of formation of personal and professional qualitiesofthefutureteachersofmusicinvocaltraining. The article considers the properties inherent in the student’s age, which influence the development of the conditions for the formation of personal and professional qualities of the future specialist. In view of these features, three groups of criteria have been singled out (criteria reflecting changes in the physical state of students which are directly related to the quality of singing, criteria reflecting the students’ conscious desire to participate in sponsorship and charitable activities, criteria reflecting activity in training and participation in festivals and professional competitions), and determined the levels of becoming of personal-professionalqualities. Continuing formation after Stanislavsky exploring the field of actoe’s perception, in which to the paramount importance belongs to consistency, balance of internal and external manifestations of mood, defined in this study as congruence, M. Chekhov draws attention to the so-called “sixth sense of the actor”– a sense of partner, which he defines as “the ability to be ready ... to open” towards his/her partners. The quality of congruence indicates how sincere is the person in the expression of his/her emotions, how the ability of displaying affection is developed. To identifying the components of congruence, important were data received as a result of peer review methodology of nonverbal communication of A. Kuznetsova.
3

АНАЛІЗ СУЧАСНИХ ДОСЛІДЖЕНЬ ЗАСТОСУВАННЯ МУЗИЧНО-КОМП’ЮТЕРНИХ ТЕХНОЛОГІЙ У НАВЧАЛЬНОМУ ПРОЦЕСІ

75%
Завгородній П.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 6(40)
192-204
EN
The article is devoted to the analysis of the current state of research and development of scientific thought on the problem of implementation of musical-computer technologies in the educational process in higher education institutions. The problematic and unresolved aspects of this problem in the context of formation of professional competence of future music teachers are outlined. The conceptual apparatus of competence education of future music teachers is specified. It is defined that «professional competence of a future teacher of music» is a set of dynamic combinations of acquired competences: knowledge, skills, practical skills of the teacher, performer – musician, singer, conductor, artist, producer, sound engineer and also creative ways of thinking, worldview and civil qualities, moral and ethical values, which determine the capacity of a future music teacher to implement successfully educational activities; «competencies of a future music teacher» are the components of a future music teacher’s competence. The competence of a future music teacher is formed in specific areas of knowledge, practical skills, ways of thinking, worldview and civil qualities, moral and ethical values (cognitive, operational and active, acmeological, communicative, motivational, practical, scientific and other); «formation of professional competence of a future music teacher» is the acquisition and development of specific professional competencies by a future music teacher according to the standards of higher education; «the quality of higher education of a future music teacher» – the level of the received knowledge, skills, and other competencies that reflects the competence of the teacher of music according to the standards of higher education; «musical-computer technology» is an educational technology that combines the achievements of modern pedagogy of musical art, which is implemented by means of computer technology in the context of a future music teacher’s training at the university;«means of musical-computer technology» – technical means and computer software of a future music teacher. Theoretical bases of acquiring by a future music teacher necessary and sufficient general educational and special competencies of a musical art are revealed. The perspectives of creative use of the author’s research by the scientists for further improvement of the theoretical base, forms and methods of application of musical computer technologies in the pedagogical process of formation of the competence of a future music teacher.
4

ПСИХОЛОГО-ПЕДАГОГІЧНІ АСПЕКТИ ПРОФЕСІЙНОЇ ГОТОВНОСТІ МАЙБУТНІХ УЧИТЕЛІВ МУЗИЧНОГО МИСТЕЦТВА ДО ХУДОЖНЬОЇ ТВОРЧОЇ ДІЯЛЬНОСТІ

63%
Гаврилюк О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 6(70)
48-57
EN
Research of modern educational criteria of training future teachers of music requires further study of the problem of artistic creativity as a growth factor and condition of competitiveness of the future specialists’ pedagogical skills. Being a complex technology artistic creativity integrates various forms of education and training and is closely associated with various kinds of art with its stylistic characteristics, traditions and culture, which the future teacher of music should acquire. So, the sharp issue is to improve the organization of educational process in pedagogical college due to the principles of regularity, consistency and availability. According to the specific character of musical and pedagogical readiness of the students of higher education institutions the necessity of carrying out the research on the basis of theoretical psychological and educational aspects has been arisen. In the context of scientific studies of cognitive research and creativity of the future specialists of art disciplines as the main factor of professional training depends on cognitive activity and creativity oriented the mastering of scientific and professional knowledge and special skills as well. Mastering the profession and further advancing of professional skills of the future teachers claim professional competence in the field of art that combines creative literacy, creativity and skills. There is a theoretical analysis of the problem of readiness formation of the future music teachers in this article that involves the significance of the concepts of “readiness”, “training”, “individual creative potential”, “artistic creativity”. The fundamental content of the artistic creativity of the future experts of creative sphere is the process and the result of images development and creative writing, work in creative classes, studios, participation in concerts, competitions, writing scenarios, preparation of performances and shows. Involvement of different kinds of art is a tremendous way of influence on the formation and development of the aesthetic personality of the future specialist, who must satisfy certain professional demands and criteria of artistic excellence is the principle for the qualities which are necessary for performing modern training educational requirements.
5

ПРАКСЕОЛОГІЧНИЙ КОНТЕКСТ ПЕДАГОГІЧНОЇ ДІЇ МАЙБУТНЬОГО ВЧИТЕЛЯ МУЗИКИ

63%
Євгенія П.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 5(69)
312-322
EN
The article summarizes scientific developments of the researchers and experimental materials of the author concerning the nature and specificity of the pedagogical action of the future teacher of music through the praxeological context. There were used such theoretical methods: analysis, synthesis, generalization of scientific sources; empirical: pedagogical observation, analysis of programs of educational disciplines; comprehension of own pedagogical experience during practical classes on the voice settings with students from art faculties. The analysis made grounds for making such conclusions. A modern music teacher must be both well-prepared in subject and a slight psychologist, who organizes successful, productive, effective musical and pedagogical activity at school. The basis of productive pedagogical activity of music teacher is pedagogical praxeology. The praxeological approach used in the educational process contributes to the innovation of musical and methodological education of the future music teacher. An important element of pedagogical activity is the pedagogical activity of the educator, which is a manifestation, result, expedient act. Into principles of effective pedagogical action of music teacher were included principles of self-organization, interaction, intensification. For conducting music lessons on a praxeological basis are very important the profound knowledge of pedagogy and psychology, methods of teaching the subject, the history and theory of music, analysis of musical works and harmony, the ability to use a musical instrument, conducting vocal and choral work, developed musical rumor, a broad outlook, etc. Besides, an interdisciplinary connection of the indicated academic disciplines is also important. Moreover, it has been proved that the successful performance of the work is facilitated by a step-by-step work on musical and verbal text: analysis of the literary text, its content, artistic idea, emotional mood, syntax; work on sound engineering. It is essential to have thoughts about psychology, philosophy, language of singing activity; knowledge of the history of states, culture, literature, poetry of different cultures. Altogether it can help to understand what and how the character of the composer was formed. The purpose of classes is the development of personal qualities of performers, saturation with sound energy.
6

АНАЛІЗ СУЧАСНИХ ДОСЛІДЖЕНЬ ЩОДО ФОРМУВАННЯ ГОТОВНОСТІ МАЙБУТНІХ МУЗИЧНИХ КЕРІВНИКІВ ДО ЗАСТОСУВАННЯ ІННОВАЦІЙНИХ ТЕХНОЛОГІЙ

63%
Завгородня М.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 6(40)
204-212
EN
The article provides an overview of the current status and trend analysis of the development of scientific research on the formation of readiness of future music teachers to the use of innovative teaching technologies. The main problematic aspects in the context of competence paradigm of education of future music teachers in higher education institutions are outlined. The conceptual apparatus concerning the competencies of the readiness of future music teachers is defined. The main musical and pedagogical competencies of future music teachers’ readiness, the acquisition of which creates the basis for the use of any innovative technologies in art education are revealed. The perspectives of further research are identified. The competency of the readiness of future music teachers is specified. The author defines the competency of readiness of a future music teacher as the component of professional competence of a future music teacher, which dynamically allocates pedagogical and artistic knowledge, skills, practical skills, ways of thinking, worldview and civic qualities, moral and ethical values that determine the ability of future music teacher to implement successfully future professional activities. It is noted that there are modern innovative pedagogical interactive technologies which can be used in the process of professional training of a future music teacher: individualized teaching – individual training that takes into account the individual peculiarities of a future music teacher: musical memory, musical intonation opportunities, creative imagination, artistic perception of agogna features and character and scenic art image of a musical work as a whole; lifelong learning – own further development of musical and pedagogical skills, attitudes and the personality (after graduation) by continuous training and improvement of competencies of readiness of the teacher; blended learning – synchronous in the audience combined with online communication over the Internet with the teacher on a certain topic. The analysis of the literature showed that the aspects of a future music teacher’s readiness to the use of innovative musical and pedagogical technologies are revealed in the scientific literature in fragments and concern mainly the individual readiness competencies of a future music teacher, which is insufficient in the modern competence paradigm of education.
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