Критерії оцінювання стану естетичного розвитку майбутніх учителів музики в процесі навчання гри на фортепіано
Дата
2015
Автори
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті уточнено сутність процесу естетичного розвитку та його результату у вигляді сформованої фахової якості – естезісу особистості вчителя музики. Крізь призму процесу навчання гри на фортепіано подається системна компонентна модель цього процесу, що й призводить до формування естезісу особистості. Процес є пролонгованим та багатокомпонентним. Оцінювання стану естетичного розвитку та естезісу особистості як його результативного досягнення здійснюється за допомогою таких критеріїв: естетико-семантичний, когнітивний; емоційно-рефлексивний, інтенціональний; естетико-продуктивний, творчій. Показники зазначених критеріїв охоплюють і повністю відповідають елементам розроблених компонентних блоків.
The author has mentioned that the aesthetic personality development of the students most effectively is carried out in the educational environment by the means of art. One of the main tasks of music teachers in the Ukraine and China are high-quality, skilled work in the sphere of artistic and aesthetic education. The aesthetic component in this matter is dominant, and art is a means that allows an idea picture of the world through the prism of aesthetic categories, a sense and awareness of beauty in art, learn to feel it in the environment, in human relations, confidence. The article has clarified the nature of the process of the aesthetic development and its result which is revealed through a maturity aesthesis professional quality – a music teacher personality. Through the prism of the process of learning to play the piano a systematic component model of aestheticdevelopment of the individual which leads to the formation of its aesthesis – a personality is given. The process is prolonged and multi-component, it is carried out in a particular structural system – «professional energy space» which consists of three modular components. The first block represents the process and the result of the accumulation of aesthetic experience as a spiritual practice for the development of figurative and expressive, semantic meaning the essence of art in the learning process, in particular, learning to play the piano. The second block is an emotional and reflexive complex which covers a variety of mental states as a response to an aesthetic phenomenon. The third is an aesthetic and regulatory function block, covering the necessary functions of the aesthetic impact on the individual artistic and communicative processes. These processes are considered under the angle of vocational training activity, especially the interpretation of the piano works. The assessment of aesthetic development or already developed professional quality – aesthesis of a personality, should be done with the help of the criteria and indicators corresponding to the model developed complex system of the aesthetic development. In the article the following criteria are defined: aesthetic and semantic, cognitive; emotional and reflective, the intentional; aesthetic and productive, creative. The indicators of these criteria cover and fully correspond to the elements of the developed component blocks.
The author has mentioned that the aesthetic personality development of the students most effectively is carried out in the educational environment by the means of art. One of the main tasks of music teachers in the Ukraine and China are high-quality, skilled work in the sphere of artistic and aesthetic education. The aesthetic component in this matter is dominant, and art is a means that allows an idea picture of the world through the prism of aesthetic categories, a sense and awareness of beauty in art, learn to feel it in the environment, in human relations, confidence. The article has clarified the nature of the process of the aesthetic development and its result which is revealed through a maturity aesthesis professional quality – a music teacher personality. Through the prism of the process of learning to play the piano a systematic component model of aestheticdevelopment of the individual which leads to the formation of its aesthesis – a personality is given. The process is prolonged and multi-component, it is carried out in a particular structural system – «professional energy space» which consists of three modular components. The first block represents the process and the result of the accumulation of aesthetic experience as a spiritual practice for the development of figurative and expressive, semantic meaning the essence of art in the learning process, in particular, learning to play the piano. The second block is an emotional and reflexive complex which covers a variety of mental states as a response to an aesthetic phenomenon. The third is an aesthetic and regulatory function block, covering the necessary functions of the aesthetic impact on the individual artistic and communicative processes. These processes are considered under the angle of vocational training activity, especially the interpretation of the piano works. The assessment of aesthetic development or already developed professional quality – aesthesis of a personality, should be done with the help of the criteria and indicators corresponding to the model developed complex system of the aesthetic development. In the article the following criteria are defined: aesthetic and semantic, cognitive; emotional and reflective, the intentional; aesthetic and productive, creative. The indicators of these criteria cover and fully correspond to the elements of the developed component blocks.
Опис
Ключові слова
естетичний розвиток, естезіс особистості, майбутні вчителі музики, критеріальний апарат, критерії оцінювання, aesthetic development, aesthesis of a personality, future music teacher, criteria apparatus, evaluation criteria
Бібліографічний опис
Цзяо Їн Критерії оцінювання стану естетичного розвитку майбутніх учителів музики в процесі навчання гри на фортепіано [Текст] / Цзяо Їн // Актуальні питання мистецької освіти та виховання : збірник наукових праць / Міністерство освіти і науки України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; редкол.: Г. Ю. Ніколаї, А. Валюха, Н. П. Гуральник [та ін.]. – Суми : ВВП "Мрія", 2015. – Вип. 1–2 (5–6). – С. 181–190.