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ЗМІСТОВІ ТА СТРУКТУРНІ ХАРАКТЕРИСТИКИ МУЗИЧНИХ КОМПЕТЕНЦІЙ БАКАЛАВРІВ ПОЧАТКОВОЇ ОСВІТИ

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Пушкар Л.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 1(45)
355-364
EN
In the article the necessity of training of a qualified elementary school teacher, competitive at labour market, competent, fluent in the profession and related areas, ready for change, able to innovative activity, professional and social mobility is grounded. The formation of definite competencies will determine the ability of a future elementary school teacher to perform various activities, in particular musical. The purpose of the article is to highlight the main positions of musical competencies formation of bachelors of elementary education in thecontextoftheirstructuralandcontentcharacteristics. The necessity of forming musical competences of the students of the specialty «Elementary education» on the basis of analysis of the constituents of branch component of the state standards of higher education is proved. The process of formation takes into account methodological foundations, among them the following: integrated use of modern technologies of music education; systemic implementation and application of the complex of methods; the specificity of the students’ professional training. The main kinds of musical activity in branch standards are offered. They are the following: singing, movement to music, plastic intonation, playing elementary musical instruments, listening to music. This article considers the most important musical competencies of bachelors of elementary education: cognitive-perceptive (historical and theoretical (elementary), auditive, evaluative and analytical); musical-performing (vocal-speech, elementary-instrumental, rhythmic-moving); creative-integrative (improvisational, compositional, projecting). Some pedagogical ideas, principles and techniques of the most famous theories of music education are revealed. The author describes such existing methods as: the rhythmic of Emile Jacques-Dalcroze, elementary music playing according to the system of Carl Orff, relative singing after Zoltán Kodály, listening to music according to the technology of Batia Strauss. It is suggested in the article that these musical competencies most naturally complement the training of future teachers of elementary education. It is concluded that musical training can harmonize spiritual, emotional, moral, physical and intellectual parts of the personality. It is therefore important to intensify the problem of formation of musical competencies of graduates of various pedagogical specialties.
2

ПІДГОТОВКА БАКАЛАВРІВ ПОЧАТКОВОЇ ОСВІТИ ДО ОРГАНІЗАЦІЇ МУЗИЧНО-РУХОВОЇ ДІЯЛЬНОСТІ МОЛОДШИХ ШКОЛЯРІВ

100%
Пушкар Л.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
|
issue 8(72)
37-46
EN
The aim of the article is to study the content characteristics of the preparation of bachelors of primary education in the context of organization of musical-motor activity with children of junior school age. The article substantiates the necessity of preparing a bachelor of primary education for the organization of musical-motor activity with children of junior school age. The functional component of the concept “professional training” of the future teacher of primary school is specified. The necessity of using well-known conceptions of music active learning in the process of organizing musical-motor activity of junior schoolchildren is revealed. The implementation of the tasks defined by the Ministry of Education and Science of Ukraine today largely depends on the teacher who is able to orientate himself in economic, political and social conditions, to understand culture and art, to master scientific information. Most of the scientific definitions of professional training vary on the basis of the following: it is a system of organizational and pedagogical activities that ensures the formation of a person’s professional orientation in knowledge, skills and professional readiness for such activities. The process of preparing a bachelor of primary education for the organization of musical-motor activity should take into account several aspects: the combination of the general pedagogical and musical component, it should be the basis for the formation of musical competencies of the future primary school teachers, and use modern technologies of active music education (rhythmic education of E. Jaques-Dalcroze, conceptions of K. Orff, staging of children’s songs according to V. Verkhovynets).This will help primary school teachers respond to the challenges of the new realities of the educational area. The study offers a perspective for a more in-depth study of the problem, in particular the implementation of the musical preparation of the bachelors of primary education.
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