Особливості методичного забезпечення підготовки фахівців музично-педагогічного профілю
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Дата
2014
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Видавець
Анотація
У статті обґрунтовано зміст методичного забезпечення підготовки фахівців вищого освітньо-кваліфікаційного рівня в галузі музичної педагогіки; розглянуто її оптимальні етапи та форми організації.
The article analyzes the content of the methodological support of training of specialists of higher qualification level in the sphere of music pedagogy, which is aimed at identifying the stages of preparation of the leading specialists in the sphere of musical art, study methods and forms of education priorities. The paper emphasizes that the dynamic deployment of the leading stages of training caused linearly concentric method in which the content of the work at each stage includes all areas of training musical-pedagogical profile (musical professional, pedagogical and practical, research). The hierarchical stages are determined by the increase of the self-realization of creative, productive individual approaches to learning. The first stage is characterized aimed at increasing awareness and enrichment of the students in professional issues, updating acquired in previous years of teaching experience. At this stage the corrective consultative forms and methods of teaching are applied. An important result of the artistic and pedagogical skills of interpretation of music is the ability of future professionals to disclose specific and performance elements: timbre, strokes, articulation. The analysis of theoretical achievements and surveillance practices show that the formation of active means of mobile and flexible knowledge management advocates the use of generalized methods of cognitive activity. From this point of view, genre-style method of teaching material is of great importance. The second phase involves the expansion of the students’ independent work and individualization, activation of analytical thinking in the sphere of pedagogy, art and science. At this stage the use of creative and stimulating block methods are dominated. Among the methods appointed in the learning process we’ve used verbal methods such as: conversation, discussion, verbalization content of works of art. The third phase focuses on the development of productive individualized creativity of the students in all activities. The task of self-education for the performing interpretations and choose your own pedagogical repertoire is essential. At this stage the methods of collectively-assessment character are used, the students have the ability to develop a holistic coverage of scientific issues, artistic and educational events. In particular, the implementation of the requirements for future independent experts performing interpretations is of considerable importance.
The article analyzes the content of the methodological support of training of specialists of higher qualification level in the sphere of music pedagogy, which is aimed at identifying the stages of preparation of the leading specialists in the sphere of musical art, study methods and forms of education priorities. The paper emphasizes that the dynamic deployment of the leading stages of training caused linearly concentric method in which the content of the work at each stage includes all areas of training musical-pedagogical profile (musical professional, pedagogical and practical, research). The hierarchical stages are determined by the increase of the self-realization of creative, productive individual approaches to learning. The first stage is characterized aimed at increasing awareness and enrichment of the students in professional issues, updating acquired in previous years of teaching experience. At this stage the corrective consultative forms and methods of teaching are applied. An important result of the artistic and pedagogical skills of interpretation of music is the ability of future professionals to disclose specific and performance elements: timbre, strokes, articulation. The analysis of theoretical achievements and surveillance practices show that the formation of active means of mobile and flexible knowledge management advocates the use of generalized methods of cognitive activity. From this point of view, genre-style method of teaching material is of great importance. The second phase involves the expansion of the students’ independent work and individualization, activation of analytical thinking in the sphere of pedagogy, art and science. At this stage the use of creative and stimulating block methods are dominated. Among the methods appointed in the learning process we’ve used verbal methods such as: conversation, discussion, verbalization content of works of art. The third phase focuses on the development of productive individualized creativity of the students in all activities. The task of self-education for the performing interpretations and choose your own pedagogical repertoire is essential. At this stage the methods of collectively-assessment character are used, the students have the ability to develop a holistic coverage of scientific issues, artistic and educational events. In particular, the implementation of the requirements for future independent experts performing interpretations is of considerable importance.
Опис
Ключові слова
фахівці з музичного мистецтва, оптимальні етапи та провідні форми підготовки, music art specialists, optimal stages and leading forms of training
Бібліографічний опис
Єременко, О. В. Особливості методичного забезпечення підготовки фахівців музично-педагогічного профілю [Текст] / О. В. Єременко // 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, О. В. Єременко, А. Єремус-Левандовська [та ін.]. – Суми : ВВП «Мрія», 2014. – Вип. 1–2 (3–4). – С. 204–214.