Освоєння національних художніх традицій майбутніми вчителями музики і хореографії як психолого-педагогічний феномен
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2019
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СумДПУ імені А. С. Макаренка
Анотація
Мета статті – визначення сутності феномена «освоєння національних художніх традицій» майбутніми вчителями мистецтва. Психолого-педагогічний і мистецтвознавчий підходи до даного явища дозволили встановити, що освоєння художніх традицій – це процес придбання знань про традиційне мистецтво народів світу, а також формування відповідних артистичних умінь і мотивів діяльності. Визначено емпіричний і системно-творчий рівні володіння традиційним мистецтвом. Практичне призначення дослідження – розробка методики освоєння національних художніх традицій у професійній підготовці майбутніх учителів музики і хореографії.
The purpose of the article is to determine the essence of the phenomenon of “assimilation of national art traditions” by future music and choreography teachers. Psychological, pedagogical and art criticism (musicology and choreology) approaches to this phenomenon made it possible to establish that assimilation of artistic traditions is the process of acquiring knowledge about the traditional art, as well as mastering of relevant artistic skills and forming of motives (interests and disposition). The result of this process is a phenomenon that can be characterized as possession of art tradition. It has many variants that depend on the personal features of the teacher. However, it has a certain invariant meaning. In any case, it involves: a) art language (vocabulary, basic patterns of grammar and syntax); b) poetics of art (principles of architecture, dramaturgy, genre and style prototypes, creative techniques). Possession of national traditions can be represented by a theoretical model, the structure of which is determined by three components: a) knowledge of traditions; b) artistic skills; c) motivation of artistic activity. They can be also represented in the form of a two-tier model. The first level of possession of a national artistic tradition is characterized as empirical. It is defined by: a) empirical knowledge of musical and choreographic works, their fragments, separate elements of language (lexical units and syntactic frames), names of artists, historical dates, names of works, circumstances of their origin and performance, cultural data, etc.; b) the ability to perceive (observe the development of form, memorization, comparison, comprehension) and reproduction of musical and choreographic elements, as well as integral works that represent a particular national artistic tradition; c) sporadic interest in artistic traditions. The second (higher) level of assimilation of national art traditions is characterized as systematic and creative. It is determined by: a) theoretically ordered knowledge of the art language and poetics; b) the ability to think creatively and to use holistic artifacts, their fragments, the language and poetics means of traditional art in their own original artistic activity; c) a steady interest in national artistic traditions, a tendency to study, reproduce and develop them, an awareness of their high personal value. The practical purpose of the study is to develop a methodology for mastering national artistic traditions in the training of future music and choreography teachers.
The purpose of the article is to determine the essence of the phenomenon of “assimilation of national art traditions” by future music and choreography teachers. Psychological, pedagogical and art criticism (musicology and choreology) approaches to this phenomenon made it possible to establish that assimilation of artistic traditions is the process of acquiring knowledge about the traditional art, as well as mastering of relevant artistic skills and forming of motives (interests and disposition). The result of this process is a phenomenon that can be characterized as possession of art tradition. It has many variants that depend on the personal features of the teacher. However, it has a certain invariant meaning. In any case, it involves: a) art language (vocabulary, basic patterns of grammar and syntax); b) poetics of art (principles of architecture, dramaturgy, genre and style prototypes, creative techniques). Possession of national traditions can be represented by a theoretical model, the structure of which is determined by three components: a) knowledge of traditions; b) artistic skills; c) motivation of artistic activity. They can be also represented in the form of a two-tier model. The first level of possession of a national artistic tradition is characterized as empirical. It is defined by: a) empirical knowledge of musical and choreographic works, their fragments, separate elements of language (lexical units and syntactic frames), names of artists, historical dates, names of works, circumstances of their origin and performance, cultural data, etc.; b) the ability to perceive (observe the development of form, memorization, comparison, comprehension) and reproduction of musical and choreographic elements, as well as integral works that represent a particular national artistic tradition; c) sporadic interest in artistic traditions. The second (higher) level of assimilation of national art traditions is characterized as systematic and creative. It is determined by: a) theoretically ordered knowledge of the art language and poetics; b) the ability to think creatively and to use holistic artifacts, their fragments, the language and poetics means of traditional art in their own original artistic activity; c) a steady interest in national artistic traditions, a tendency to study, reproduce and develop them, an awareness of their high personal value. The practical purpose of the study is to develop a methodology for mastering national artistic traditions in the training of future music and choreography teachers.
Опис
Ключові слова
національні мистецькі традиції, художня освіта, емпіричні та теоретичні знання, творчі вміння, учитель музики і хореографії, national artistic tradition, art education, empirical and systemic knowledge, creative skills, music teacher and choreographers
Бібліографічний опис
Чжан Юй Освоєння національних художніх традицій майбутніми вчителями музики і хореографії як психолого-педагогічний феномен [Текст] / Чжан Юй // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. А. Біда, Ю. А. Бондаренко та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2019. – № 10 (94). – С. 323–334. – DOI: 10.24139/2312-5993/2019.10/323-334.