Принципи та педагогічні умови формування художньо-виконавського досвіду майбутніх фахівців з музичного мистецтва в процесі вокальної підготовки
Вантажиться...
Дата
2018
Назва журналу
Номер ISSN
Назва тому
Видавець
ФОП Цьома С. П.
Анотація
У статті визначено провідні принципи та педагогічні умови формування художньо-виконавського досвіду майбутніх фахівців з музичного мистецтва у процесі вокальної підготовки. Подано визначення поняття
«художньо-виконавський досвід». З’ясовано, що формування художньо- виконавського досвіду можливе за умови дотримання як загально- педагогічних принципів навчання й виховання так і спеціальних, ураховуючи їх своєрідність, новизну й відповідну практичну значущість. Виділено найсуттєвіші для формування художньо-виконавського досвіду майбутніх фахівців із музичного мистецтва педагогічні умови. Доведено, що розглянуті принципи та педагогічні умови формування художньо-виконавського досвіду майбутніх фахівців із музичного мистецтва у процесі вокального навчання взяті кожна окремо, не зможуть забезпечити успішного набуття художньо-виконавського досвіду. Лише їх комплексне забезпечення може стати підґрунтям якісної вокальної підготовки й формування на цій основі художньо-виконавського досвіду майбутніх фахівців із музичного навчання.
The article defines the leading principles and pedagogical conditions for the formation of the artistic-performing experience of the future musical art specialists in the process of vocal training. The definition of the concept of “artistic-performing experience” is given; it is defined as the ways of reproducing musical images acquired by the individual in order to convey them to the audience, accumulating musical impressions and experiences, as well as musicological, interpretational and methodological competences acquired in the process of artistic activity. It is found out that formation of artistic-performing experience is possible provided that both general pedagogical principles of teaching and upbringing and special ones are considered, taking into account their originality, novelty and corresponding practical significance. Among the general pedagogical principles, such principles as cultural identity, informative, systematic and consistent character, humanization and democratization are singled out. To purely specific artistic-performing principles of training the author has referred: the principle of reliance on educational-professional experience; systematic character and sequence of managing impacts; historicism in the study of artistic-aesthetic phenomena; interest and emotional enthusiasm for performing activity; intensification of creative- performing activity; respect for the author’s concept. Pedagogical conditions that are essential for the formation of artistic- performing experience of the future musical art specialists are identified: optimal organization of the educational interaction of the teacher and the student in the process of vocal training; creation of success situations in the musical-performing activity of students; expansion of the artistic thesaurus of the future music teachers due to their creative independence, which maximizes self-improvement of the music teacher’s personality, aims at individual and professional growth. It is proved that the considered principles and pedagogical conditions for the formation of the artistic-performing experience of the future musical art specialists in the process of vocal training, taken separately, cannot ensure the successful acquisition of artistic-performing experience. Only their comprehensive support can become the basis for high-quality vocal training and formation on this basis of artistic-performing experience of the future specialists in music education.
The article defines the leading principles and pedagogical conditions for the formation of the artistic-performing experience of the future musical art specialists in the process of vocal training. The definition of the concept of “artistic-performing experience” is given; it is defined as the ways of reproducing musical images acquired by the individual in order to convey them to the audience, accumulating musical impressions and experiences, as well as musicological, interpretational and methodological competences acquired in the process of artistic activity. It is found out that formation of artistic-performing experience is possible provided that both general pedagogical principles of teaching and upbringing and special ones are considered, taking into account their originality, novelty and corresponding practical significance. Among the general pedagogical principles, such principles as cultural identity, informative, systematic and consistent character, humanization and democratization are singled out. To purely specific artistic-performing principles of training the author has referred: the principle of reliance on educational-professional experience; systematic character and sequence of managing impacts; historicism in the study of artistic-aesthetic phenomena; interest and emotional enthusiasm for performing activity; intensification of creative- performing activity; respect for the author’s concept. Pedagogical conditions that are essential for the formation of artistic- performing experience of the future musical art specialists are identified: optimal organization of the educational interaction of the teacher and the student in the process of vocal training; creation of success situations in the musical-performing activity of students; expansion of the artistic thesaurus of the future music teachers due to their creative independence, which maximizes self-improvement of the music teacher’s personality, aims at individual and professional growth. It is proved that the considered principles and pedagogical conditions for the formation of the artistic-performing experience of the future musical art specialists in the process of vocal training, taken separately, cannot ensure the successful acquisition of artistic-performing experience. Only their comprehensive support can become the basis for high-quality vocal training and formation on this basis of artistic-performing experience of the future specialists in music education.
Опис
Ключові слова
принципи, педагогічні умови, досвід, художньо-виконавський досвід, майбутні фахівці з музичного мистецтва, вокальна підготовка, principles, pedagogical conditions, experience, artistic-performing experience, future musical art specialists, vocal training
Бібліографічний опис
Чжу Пен Принципи та педагогічні умови формування художньо-виконавського досвіду майбутніх фахівців з музичного мистецтва в процесі вокальної підготовки [Текст] / Чжу Пен // 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 : [ФОП Цьома С. П.], 2018. – Вип. 1 (11). – С. 130–140.