Формування готовності майбутнього вчителя музики до оновлення змісту мистецької освіти
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Дата
2013
Автори
Назва журналу
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Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті розглянуто особливості підготовки майбутнього вчителя музики в умовах оновлення змісту мистецької освіти. Проаналізовано поняття «зміст освіти», «зміст мистецької освіти», «оновлення змісту мистецької освіти». Розкрито компоненти підготовки майбутнього вчителя музики: мотиваційно-когнітивний; компенсаторно-образний; емоційно-оцінювальний; художньо-творчий; педагогічно-практичний. Визначено педагогічні умови підготовки майбутнього вчителя музики в контексті проблем мистецької педагогіки.
The paper considers peculiarities of a future music teacher training under the conditions of renewing of the content of art education. The notions «education content», «art education content», «renewing of art education content» are analyzed. The pedagogical terms of a future music teacher training are defined in the context of art education problems. Training of a future music teacher to renewing of the art education content is presented as a process of forming of students’ attitude to various types of art based on their realizing both common and specific regularities of reality art reflecting. Investigating the art education content relates to the problems of art pedagogy which is the theory and practice both of professional and general art education as well as art-aesthetic upbringing. This discipline provides realization of such educational branches as art education and brining up for art. The art education content is thought to be the holistic combination of art compositions of knowledge (fact material), theory and history of art, practical skills in art activity, experience of art perception, estimative attitude and interpretative approaches to art heritage. Earning these knowledge and skills provides art experience expansion as well as the whole development of personality which affects his/her self-improvement and self-determination. Elements of the art education content are identified as: «experience of emotional-moral attitude of a person to evidence; art knowledge; skills in art which are revealed in creative educational activity». Taking into consideration the connection of the elements we can highlight creative activity as a dominant in teaching art. The following terms are determined to be the top priority pedagogical conditions: a) creating the positive studying atmosphere; b) reaching dialogue interaction between a teacher and a pupil; c) providing the priority of practical activity. Students training includes the components: motivation-cognitive component which expects formation of students’ needs in interaction with various kinds of art based on increasing their art competency; compensative-creative component that facilitates overcoming isolation of music upbringing as for other kinds of creative activities; emotion-estimating component which is directed at the expansion of students’ art-sensor experience of music perception; art-creative component which activates music-creative imagination of students due to getting familiar with facilities of different kinds of art as for evidence reflecting (projecting and modelling of art-pedagogical situations, orientation in non-standard situations, «art actions» etc.); pedagogical-practical component that enlarges palette of students’ pedagogical behavior.
The paper considers peculiarities of a future music teacher training under the conditions of renewing of the content of art education. The notions «education content», «art education content», «renewing of art education content» are analyzed. The pedagogical terms of a future music teacher training are defined in the context of art education problems. Training of a future music teacher to renewing of the art education content is presented as a process of forming of students’ attitude to various types of art based on their realizing both common and specific regularities of reality art reflecting. Investigating the art education content relates to the problems of art pedagogy which is the theory and practice both of professional and general art education as well as art-aesthetic upbringing. This discipline provides realization of such educational branches as art education and brining up for art. The art education content is thought to be the holistic combination of art compositions of knowledge (fact material), theory and history of art, practical skills in art activity, experience of art perception, estimative attitude and interpretative approaches to art heritage. Earning these knowledge and skills provides art experience expansion as well as the whole development of personality which affects his/her self-improvement and self-determination. Elements of the art education content are identified as: «experience of emotional-moral attitude of a person to evidence; art knowledge; skills in art which are revealed in creative educational activity». Taking into consideration the connection of the elements we can highlight creative activity as a dominant in teaching art. The following terms are determined to be the top priority pedagogical conditions: a) creating the positive studying atmosphere; b) reaching dialogue interaction between a teacher and a pupil; c) providing the priority of practical activity. Students training includes the components: motivation-cognitive component which expects formation of students’ needs in interaction with various kinds of art based on increasing their art competency; compensative-creative component that facilitates overcoming isolation of music upbringing as for other kinds of creative activities; emotion-estimating component which is directed at the expansion of students’ art-sensor experience of music perception; art-creative component which activates music-creative imagination of students due to getting familiar with facilities of different kinds of art as for evidence reflecting (projecting and modelling of art-pedagogical situations, orientation in non-standard situations, «art actions» etc.); pedagogical-practical component that enlarges palette of students’ pedagogical behavior.
Опис
Ключові слова
підготовка майбутнього вчителя музики, оновлення змісту мистецької освіти, training of a future music teacher, renewing of art education content
Бібліографічний опис
Беземчук, Л. В. Формування готовності майбутнього вчителя музики до оновлення змісту мистецької освіти [Текст] / Л. В. Беземчук // Педагогічні науки: теорія, історія, інноваційні технології: науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, Дж. Бішоп, О. В. Єременко та ін. – Суми : СумДПУ імені А. С. Макаренка, 2013. – №7 (33). – С. 204–213.