Музичний світогляд підлітків: принципові положення
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Дата
2021
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У публікації висвітлено сутність та схарактеризовано провідні принципи формування музичного світогляду підлітків. Підкреслено, що формування музичного світогляду учнів підліткового віку ґрунтується на таких принципах, як: культурологічна спрямованість мистецького навчання, естетичне забезпечення мистецько-навчального процесу, дотримання діалогічних взаємостосунків між учителем та учнями. Аргументовано їх взаємозалежність та взаємодію під час формування дослідженого феномену.
The study highlights the essence and characterizes the leading principles of forming the musical worldview of teenagers. It is emphasized that formation of teenagers’ musical worldview is based on such principles as: cultural orientation of art education, aesthetic support of the artistic-educational process, observance of the dialogic relations between the teacher and students. Their interdependence and interaction during the formation of the studied phenomenon are argued. It is proved that adolescence is characterized by an increasing role of aesthetic education, development of a sense of beauty, artistic taste, and so on. Therefore, musical activity as the basis for the formation of artistic worldview is gaining active importance. It is worth noting that the life perceptual experience of teenagers allows the most profound experience of musical images, which affects formation of their worldview, promotes formation of the personality. In addition, a teenager has ample opportunities for selfdevelopment of musical worldview: learning literature, listening to music, musical activities contribute to the effective formation of a musical worldview. The importance of artistic and practical activities as a driving force in teaching art and shaping the artistic worldview is emphasized. It realizes the abilities, aspirations, feelings, skills, consciousness of students. A specific feature of artistic educational activity is its purposefulness in order to obtain certain achievements in art, gaining artistic experience, etc. In addition, active position of students during artistic learning activities promotes awakening of artistic initiative of the student, creation of a psychological mood, the attitude to perform artistic and creative tasks. However, the task of technical awareness of the artistic image of works of art should not prevail over the aesthetic dimensions of art. It is concluded that culturological orientation of art education; aesthetic support of the artistic-educational process; adherence to the dialogic relationship between teacher and students are fundamental principles in the process of forming the musical worldview of adolescents. Each of these principles does not exist separately but is implemented in connection and complementarity. Perspective guidelines for the study of the selected problem are seen in the development of issues about the specifics of methodological tools for shaping the artistic worldview of the younger generation.
The study highlights the essence and characterizes the leading principles of forming the musical worldview of teenagers. It is emphasized that formation of teenagers’ musical worldview is based on such principles as: cultural orientation of art education, aesthetic support of the artistic-educational process, observance of the dialogic relations between the teacher and students. Their interdependence and interaction during the formation of the studied phenomenon are argued. It is proved that adolescence is characterized by an increasing role of aesthetic education, development of a sense of beauty, artistic taste, and so on. Therefore, musical activity as the basis for the formation of artistic worldview is gaining active importance. It is worth noting that the life perceptual experience of teenagers allows the most profound experience of musical images, which affects formation of their worldview, promotes formation of the personality. In addition, a teenager has ample opportunities for selfdevelopment of musical worldview: learning literature, listening to music, musical activities contribute to the effective formation of a musical worldview. The importance of artistic and practical activities as a driving force in teaching art and shaping the artistic worldview is emphasized. It realizes the abilities, aspirations, feelings, skills, consciousness of students. A specific feature of artistic educational activity is its purposefulness in order to obtain certain achievements in art, gaining artistic experience, etc. In addition, active position of students during artistic learning activities promotes awakening of artistic initiative of the student, creation of a psychological mood, the attitude to perform artistic and creative tasks. However, the task of technical awareness of the artistic image of works of art should not prevail over the aesthetic dimensions of art. It is concluded that culturological orientation of art education; aesthetic support of the artistic-educational process; adherence to the dialogic relationship between teacher and students are fundamental principles in the process of forming the musical worldview of adolescents. Each of these principles does not exist separately but is implemented in connection and complementarity. Perspective guidelines for the study of the selected problem are seen in the development of issues about the specifics of methodological tools for shaping the artistic worldview of the younger generation.
Опис
Ключові слова
музичний світогляд, підлітки, принципи, учитель музичного мистецтва, musical worldview, teenagers, principles, music art teacher
Бібліографічний опис
Дун Хао Музичний світогляд підлітків: принципові положення [Tекст] / Дун Хао // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2021. – № 4 (108). – С. 398–406. – DOI: 10.24139/2312-5993/2021.04/398-406.