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1

МЕТОДИЧНІ АСПЕКТИ ФОРМУВАННЯ ЕМОЦІЙНОЇ КУЛЬТУРИ МАЙБУТНЬОГО ВЧИТЕЛЯ МУЗИЧНОГО МИСТЕЦТВА

100%
Крамська С.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
|
issue 5(49)
255-265
EN
Emotional culture of a teacher is rich in content, original in pedagogics and little studied phenomenon that causes great interest in the modern process of preparation of musical art teachers. Scientists consider that combination of thoughts, feelings, emotions, and ideas help the future teacher to perceive the surrounding world in all its material and spiritual wealth, to find in himself the best noble feelings, to give them to the pupils, to induce them to self-perfection. The aim of the article is to ground theoretically the set of pedagogical approaches to forming future musical art teacher’s emotional culture in the process of higher professional education (on material of study of musically-artistic character in vocally-choral works). One of the main conditions of formation of the emotional culture of a future teacher-musician is professionally selected educational repertoire. A selection of the right variety of genres and styles of conducting and choral repertoire, building on the level of complexity and sequence of study of a particular teaching material, the work on the artistic imagery in music – it all helps to keep the interest of students to the conductor's art, can cause quite a wide range of emotional experiences aimed at nurturing the emotional culture. In this perspective choral music may become for future specialists emotionally vivid source of knowledge of lifestyle, culture and spiritual content of the historical era. Indicative in this respect was, is and always will be the works of classical composers. The culture of emotions of a specialist of music profile involves finding and implementing interesting and effective ways of organization of the educational process that will ensure the effectiveness of this process. The educational-cognitive activity of students-musicians should be directed at understanding the role of emotional culture in their professional activities. Teachers should encourage future professionals to the fundamentals of emotional culture, to create a positive emotional atmosphere in the classroom, to ensure active work of students in the application of acquired knowledge, abilities and skills in the educational-cognitive activity, to develop an individual model of interaction with the pupils.
2

ДОСВІД ФОРМУВАННЯ ГОТОВНОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ МУЗИЧНОГО МИСТЕЦТВА ДО ВИКОРИСТАННЯ ТЕХНОЛОГІЇ ДИСТАНЦІЙНОГО НАВЧАННЯ

100%
Васильєва Л.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 7(71)
48-58
EN
The article is about practical experience of forming of the future musical art teachers’s readiness to use the distance learning technology.In the process of research, we used empirical methods: questioning students of the specialty “musical art” Mykolaiv V. O. Sukhomlynskyi national university on the level of their knowledge of information and computer technologies, comparison of curricula of bachelors and masters of musical art to identify the number of disciplines in which elements of distance learning technology are used.We also used experimental and theoretical methods: the hypothesis that attracting students to the development of a distance course and the creation of a personal web resource will be a factor in improving the efficiency masteringof distance learning technology by students-musicians, the analysis of curricula and educational content of the specialty “musical art” in Mykolaiv V. O. Sukhomlynskyi national university. Among the experimental-practical methods we used a forming experiment. In the process of research, we came to the conclusion that for the effective formation of the readiness of the teacher of musical art to use distance learning technology in the process of future professional activity, it is necessary to simulate such activity in the conditions of studying at the university. For example, involving students in the development and design of the content of a distance course, teacher’ personal web resource and monitoring of the learning process of classmates. Our experimental program included the activities listed above, as well as development of lecture fragments, creation of presentations on selected topics, reflection issues, test and creative tasks, compilation of a dictionary of terms, a library and links to it in the relevant topics of the distance course, theory and practice of management thematic chat-conferences, development of separate types of distance learning. The results of the research showed that the students who took part in the development and introduction of the distance course in the learning process began to use information and computer technologies more actively and more confidently in their own activities. Thus, the proposed program of mastering the technology of distance learning can become part of the methodological training of bachelors and masters of musical art.
3

ПРОФЕСІЙНІ ВЛАСТИВОСТІ МАЙБУТНІХ УЧИТЕЛІВ МУЗИЧНОГО МИСТЕЦТВА

63%
Ігор Щ.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 9(63)
224-235
EN
The article defines the essence of the concept “professional properties of the musical art teachers” through the study and analysis of documents, psychological and pedagogical literature on the research problem, the integration and concretization. Based on the study and analysis of the relevant definitions in the research literature, it was figured out that the properties of the professional teachers of musical art are defined as professionally significant personal characteristics, which determine the characteristics of his/her musical and educational activities. These properties determine the social demands of the teacher-musician in the form of certain functions, abilities, knowledge, skills, personal and professional qualities (features) and focus to professional activities. We marked out organizational and structural, targeted and others functions. Basic abilities are musical, academical, didactical, communicative, organizational, gnostic, prognostic, perceptional, constructional, leadership, creative and expression. Basic knowledge and skills are cultural, musical and pedagogical, psychological, methodological, music theory, music performance. The list is continued by pedagogical, gnostic, communicative and motor skills; professionally significant and personal features and focus on the practical implementation of the educational potential of music education of children, maintaining the image of teachers, the prestige of the profession, for the professional and personal self-improvement. Identified and described the main professionally significant features (love of musical-pedagogical activity, professional competence, musicality, communication skills, musical and pedagogical thinking) and personal features (general erudition and culture, humanity, love for children, creativity, self-improvement) of the future musical art teachers. Thus, the study created the basis to define the organizational and pedagogical conditions of formation of the most important professional properties of the future teachers of musical art and also to develop on their basis the suitable model which is the prospect of further scientific studies.
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