Методичні засади вокально-хорової підготовки майбутніх учителів музичного мистецтва у педагогічних університетах
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Дата
2021
Автори
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
Дисертація на здобуття наукового ступеня кандидата педагогічних наук
за спеціальністю 13.00.02 – теорія та методика музичного навчання. – Сумський державний педагогічний університет імені А.С. Макаренка. – Суми, 2021. Дисертаційне дослідження присвячене комплексному дослідженню проблеми формування вокально-хорової підготовленості майбутнього вчителя музики. Обґрунтовано теоретико-методологічну базу дослідження на основі системного, компетентнісного, особистісного, рефлексивного та творчого підходів. Визначено структуру вокально-хорової підготовленості студентів факультетів мистецтв педагогічних університетів, а саме: пізнавально-адаптивний, когнітивно-операційний, комунікативноорієнтаційний та творчо-виконавський. Розроблено модель вокально-хорової підготовки майбутніх учителів музичного мистецтва, яка охоплює мету та основні дослідницькі завдання, наукові підходи, принципи мистецького навчання, методичні засадничі положення, педагогічні умови впровадження авторської поетапної методики, що становить повний технологічний цикл. Схарактеризовано критерії, визначено показники та рівні вокально-хорової підготовленості студентів факультетів мистецтв педагогічних університетів. Представлено поетапну методику формувального експерименту, що включало аналітично-пізнавальний; оперативно-пошуковий; рефлексивно-самостійний; виконавсько-результативний етапи. Доведено ефективність упровадження розроблених методичних засад формування вокально-хорової підготовленості студентів факультетів мистецтв до співацької діяльності з учнями.
Thesis for Candidate of Pedagogical Sciences degree in specialty 13.00.02 – theory and methods of musical education. – Sumy State Pedagogical University named after A.S. Makarenko. – Sumy, 2021. The thesis is a comprehensive study of the problem of forming future musical art teachers’ vocal-choral preparedness on the basis of systems, competence, personal, reflective, creative scientific approaches. The structure of vocal-choral preparedness of future musical art teachers for practical activities with students is substantiated, the criterion-level characteristic of the formation of this phenomenon is determined, namely: cognitive-adaptive, cognitive-operational, communicative-orientational and creative-performing criteria. The main principles of vocal-choral training are outlined, which exclude pragmatism and situationality of this process (cultural conformity of art education; construction of individual educational trajectory of development; emotional saturation of vocal-choral work). The methodological foundations of vocal-choral training of future musical art teachers are defined and introduced. They provide for integrated studying of vocal-choral disciplines, directing future musical art teachers to intensify independent creative learning; complex-variable application of forms, methods, means of vocal-choral training. A step-by-step methodology of molding experiment was developed, which was carried out in four stages (analytical-cognitive; operational-search; reflexive-self-assessment; performing-resultative). The pedagogical conditions of vocal-choral training of future musical art teachers are outlined: ensuring interaction of cognitive, evaluative and creative activity of students of faculties of arts; integrative combination of classroom and extracurricular types of educational, independent, concert-practical activity of students of arts faculties in the process of their vocal-choral preparation for practical work with students; creation of a professional-creative educational environment for future musical art teachers in the process of vocal-choral preparation for productive activities. The molding experiment at the analytical-cognitive stage was aimed at activating the future musical art teacher’s awareness of the role of vocal-choral activity. Experimental work was subordinated to the solution of the following tasks: increasing the manifestations of motivation to perform vocal-choral activities; a need for a broad study of vocal-choral repertoire and interest in the use of plastic intonation in the processing the work of art. The operational-search stage involved identifying the degree of motivation of students of arts faculties to acquire vocal-choral knowledge, skills and abilities. The reflexive-self-assessment stage served to identify the degree of students’ activity in the organization of creative pedagogical interaction in the process of forming a communicative-orientational component of vocal-choral training of future musical art teachers at pedagogical universities. The performing-resultative stage was aimed at forming a creative-performing component, which revealed the degree of creative effectiveness of students in the practical transfer of bright musical and artistic images by solving the following tasks: activation of emotional experiences in the interpretive performance of vocal-choral works; formation of the adequacy of operational and analytical tools in the implementation of students’ acquired vocal-choral knowledge; stimulating artistic and exploratory activity in achieving students’ performance results.
Thesis for Candidate of Pedagogical Sciences degree in specialty 13.00.02 – theory and methods of musical education. – Sumy State Pedagogical University named after A.S. Makarenko. – Sumy, 2021. The thesis is a comprehensive study of the problem of forming future musical art teachers’ vocal-choral preparedness on the basis of systems, competence, personal, reflective, creative scientific approaches. The structure of vocal-choral preparedness of future musical art teachers for practical activities with students is substantiated, the criterion-level characteristic of the formation of this phenomenon is determined, namely: cognitive-adaptive, cognitive-operational, communicative-orientational and creative-performing criteria. The main principles of vocal-choral training are outlined, which exclude pragmatism and situationality of this process (cultural conformity of art education; construction of individual educational trajectory of development; emotional saturation of vocal-choral work). The methodological foundations of vocal-choral training of future musical art teachers are defined and introduced. They provide for integrated studying of vocal-choral disciplines, directing future musical art teachers to intensify independent creative learning; complex-variable application of forms, methods, means of vocal-choral training. A step-by-step methodology of molding experiment was developed, which was carried out in four stages (analytical-cognitive; operational-search; reflexive-self-assessment; performing-resultative). The pedagogical conditions of vocal-choral training of future musical art teachers are outlined: ensuring interaction of cognitive, evaluative and creative activity of students of faculties of arts; integrative combination of classroom and extracurricular types of educational, independent, concert-practical activity of students of arts faculties in the process of their vocal-choral preparation for practical work with students; creation of a professional-creative educational environment for future musical art teachers in the process of vocal-choral preparation for productive activities. The molding experiment at the analytical-cognitive stage was aimed at activating the future musical art teacher’s awareness of the role of vocal-choral activity. Experimental work was subordinated to the solution of the following tasks: increasing the manifestations of motivation to perform vocal-choral activities; a need for a broad study of vocal-choral repertoire and interest in the use of plastic intonation in the processing the work of art. The operational-search stage involved identifying the degree of motivation of students of arts faculties to acquire vocal-choral knowledge, skills and abilities. The reflexive-self-assessment stage served to identify the degree of students’ activity in the organization of creative pedagogical interaction in the process of forming a communicative-orientational component of vocal-choral training of future musical art teachers at pedagogical universities. The performing-resultative stage was aimed at forming a creative-performing component, which revealed the degree of creative effectiveness of students in the practical transfer of bright musical and artistic images by solving the following tasks: activation of emotional experiences in the interpretive performance of vocal-choral works; formation of the adequacy of operational and analytical tools in the implementation of students’ acquired vocal-choral knowledge; stimulating artistic and exploratory activity in achieving students’ performance results.
Опис
Ключові слова
майбутні вчителі музичного мистецтва, вокально-хорова підготовка, поетапна методика, методичні засади, модель, принципи мистецького навчання, педагогічні університети, future teachers of musical art, vocal and choral training, step-bystep methodology, methodological foundations, structural and functional model, principles of art teaching
Бібліографічний опис
Хуан Чанхао Методичні засади вокально-хорової підготовки майбутніх учителів музичного мистецтва у педагогічних університетах [Текст] : автореф. дис. ... канд. пед. наук : спец. 13.00.02 "Теорія та методика музичного навчання" / Хуан Чанхао ; МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [науковий керівник В. І. Федоришин]. – Суми, 2021. – 20 с.