Педагогічні умови формування художньо-педагогічної освіченості майбутніх учителів музичного мистецтва
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2021
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Стаття присвячена методичному забезпеченню процесу формування художньо-педагогічної освіченості майбутніх учителів музичного мистецтва у процесі фортепіанної підготовки. Актуальність проблеми зумовлена затребуваністю в художній компетентності майбутніх учителів музичного мистецтва, що відповідає сучасній концепції інтегрованого навчання. Уточнюється сутність педагогічних умов як спеціально створених обставин, або латентних явищ, увага до яких підсилює їх значущість у якості педагогічних умов. Метою статті є розкриття сутності та процедури застосування педагогічних умов формування художньо-педагогічної освіченості майбутніх учителів музичного мистецтва. Відповідно до завдань обґрунтовано педагогічні умови та методи, що супроводжують їх реалізацію.
The article is devoted to the methodological support of the process of formation of artistic-pedagogical erudition of future musical art teachers in the process of piano training. The urgency of the problem is due to the demand for artistic competence of future musical art teachers, which corresponds to the modern concept of integrated learning. The essence of pedagogical conditions as specially created circumstances, or latent phenomena, attention to which strengthens their significance as pedagogical conditions is specified. The aim of the article is to reveal the essence and procedure of application of pedagogical conditions for the formation of artistic-pedagogical erudition of future musical art teachers. In accordance with the tasks, the pedagogical conditions and methods that accompany their implementation are substantiated: a thorough pedagogical condition and two, which are introduced in stages: “poly-artistic-setting”, “artistic-contextual”. Crosscutting condition: purposeful accumulation of artistic-pedagogical information and its application in processing piano works. The effectiveness of such methods, that implement this condition, is determined: cognitive-search (creation of artistic and information bank of factors in relation to the work; analysis of the worldview of the composer and authors, interpreter and co-author); methodological-organizational (creation of the map of correspondence of artistic information to the performance tasks; creation of a probable situation with the use of the work in the context of educational tasks). The first pedagogical condition is introduction of poly-artistic methodological support in the educational process of piano training. The content and procedure of application of the following methods are presented: stimulation of synesthesia of feelings; replacement of modes of perception and associations; creation of an artistic and figurative thesaurus. The second pedagogical condition is to stimulate activity to reveal the context of the work in solving functional educational tasks. Relevant methods: multi-role game; interpretive dialogue/polylogue; construction of a cross-cultural trajectory of the work’s application.
The article is devoted to the methodological support of the process of formation of artistic-pedagogical erudition of future musical art teachers in the process of piano training. The urgency of the problem is due to the demand for artistic competence of future musical art teachers, which corresponds to the modern concept of integrated learning. The essence of pedagogical conditions as specially created circumstances, or latent phenomena, attention to which strengthens their significance as pedagogical conditions is specified. The aim of the article is to reveal the essence and procedure of application of pedagogical conditions for the formation of artistic-pedagogical erudition of future musical art teachers. In accordance with the tasks, the pedagogical conditions and methods that accompany their implementation are substantiated: a thorough pedagogical condition and two, which are introduced in stages: “poly-artistic-setting”, “artistic-contextual”. Crosscutting condition: purposeful accumulation of artistic-pedagogical information and its application in processing piano works. The effectiveness of such methods, that implement this condition, is determined: cognitive-search (creation of artistic and information bank of factors in relation to the work; analysis of the worldview of the composer and authors, interpreter and co-author); methodological-organizational (creation of the map of correspondence of artistic information to the performance tasks; creation of a probable situation with the use of the work in the context of educational tasks). The first pedagogical condition is introduction of poly-artistic methodological support in the educational process of piano training. The content and procedure of application of the following methods are presented: stimulation of synesthesia of feelings; replacement of modes of perception and associations; creation of an artistic and figurative thesaurus. The second pedagogical condition is to stimulate activity to reveal the context of the work in solving functional educational tasks. Relevant methods: multi-role game; interpretive dialogue/polylogue; construction of a cross-cultural trajectory of the work’s application.
Опис
Ключові слова
художньо-педагогічна освіченість, педагогічні умови, майбутні вчителі музичного мистецтва, artistic-pedagogical erudition, pedagogical conditions, future musical art teachers
Бібліографічний опис
Пань Шен Педагогічні умови формування художньо-педагогічної освіченості майбутніх учителів музичного мистецтва [Текст] / Пань Шен // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2021. – № 2 (106). – С. 431–442. – DOI: 10.24139/2312-5993/2021.02/431-442.