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СТРУКТУРА МИСТЕЦТВОЗНАВЧОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ МУЗИКИ ПОЧАТКОВОЇ ШКОЛИ

100%
Людмила Г., Валентина О.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
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issue 5(69)
234-245
EN
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.
2

ПРАКСЕОЛОГІЧНІ ЦІННОСТІ МЕТОДИЧНОЇ ПІДГОТОВКИ МАЙБУТНЬОГО ВЧИТЕЛЯ МУЗИКИ ДО СПІВАЦЬКОЇ ДІЯЛЬНОСТІ

75%
Проворова Є.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
|
issue 3(57)
429-439
EN
This article summarizes the scientific achievements on values of praxeological approach, praxeological pedagogical principles in methodical preparation of the future music teacher to singing activity. The analysis of scientific sources and practical experience showes, that the effectiveness of music lessons, art extracurricular classes with students, the effectiveness of group work is ensured by successful teacher, facilitator of individual educational trajectory of the child. Methodical preparation of future music teachers to singing activity is based on values of praxeological approach. It provides a comprehensive analysis of musical and educational activity, its development for improvement of productivity, reasonable planning, rational use of time, effort and others. The usage of praxeological approach in methodical preparation and during teaching practice of future music teachers allows: to improve the content of the training material, to select the most effective innovation and creative forms, methods and means of vocal training, to intensify extracurricular work. Methodical preparation of future music teacher to singing activity is important to do taking into account the principles of perfect educational activity, in paricular, prediction of possible educational activity outcomes; planning the following actions, principles of singing study (integrity, adaptability, resonant sound formation, voice development and conservation, the principle of intensification, reflexive perception of music images, conscious support for artistic and personal dialogue. Focus on praxeological values in methodical preparation of future music teachers make it possible to witness close relationship of psycho-pedagogical, music, teaching disciplines with class, independent and individual work, teaching practice.
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