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1

ПЕДАГОГІЧНО-ТВОРЧА ДІЯЛЬНІСТЬ АРТЕМІЯ ВЕДЕЛЯ У ВОКАЛЬНИХ КЛАСАХ ХАРКІВСЬКОГО КОЛЕГІУМУ НАПРИКІНЦІ XVIII СТОЛІТТЯ

100%
Парфентьєва І.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 9(53)
376-381
EN
Recently the attention to spirituality in all the spheres of public life, in culture, in music art has expanded. This is particularly true in the case of spiritual choral heritage. The performances of the choirs of such direction attract listeners of different towns in our country and abroad. At the end of the XVIII century musical creativity of regents and composers was closely connected with their teaching. The main centers of education at the time were religious collegiums, colleges, academies. An outstanding teacher, educator, musician A.Vedel lived and worked in the last third of the XVIII century. That period was associated with the national-cultural enslavement of Ukrainian people. He got general and serious musical educationat the Kiev Academy, where he opened a wonderful voice – a rare tenor range, flexibility and beauty. А.Vedel’s participation in large student choir as a singer-soloist, then regent contributed to a thorough knowledge of all hisrepertoire. With great success he led the choir academy, the head of which he was appointed is the philosophical class. The choir always sang during the solemn worship church mass, so all church hymns were known to each of its members. In addition to the choir of singers who enjoyed great respect among the audience, there was also a student orchestra, in which A. Vedel was a first violin soloist. Teaching, life and work of A.Vedel have been little studied yet. In the twentieth century were published scientific articles about musical creativity of the teacher and his life. The ideas and work of this talented man on the field of education and training are almost uncovered. Among the research on the life and works of famous Ukrainian composer of the XVIII century stands out the monograph I. Sonevytskiy’s“Artem Vedel and his musical heritage”, which was published in New York in 1966. The author created a solid source base for their research, managing to obtain material for a biography of the composer, almost complete collection of artist’s works. A.L.Vedel’sactivities and musical creativity were connectedwith major centers of cultural life: Kiev, Moscow, Kharkov, and had a significant influence on the musical and educational thought at the time. The composer taught music and singing in the vocal class of Kharkov Collegium. As a teacher, he devoted all his strength to training and education of boys.After two years of his stay in Kharkiv the artist left a great musical heritage. His works are now performed in the temples of the city. Outstanding choirs of Slobozhanshchina with great success perform his works at their concerts.
2

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.
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