Формування поліфонічно-виконавських умінь майбутніх учителів музичного мистецтва за стильовим підходом
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Дата
2019
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Анотація
Дисертація є комплексним дослідженням проблеми формування поліфонічно-виконавських умінь майбутніх учителів музичного мистецтва за стильовим підходом. Розглянуто педагогічний потенціал феномену поліфонії в аспекті міждисциплінарності та в проекції на фахову підготовку майбутніх учителів музичного мистецтва. Розкрито сутність та структуру поліфонічновиконавських умінь майбутніх учителів музичного мистецтва за стильовим підходом. Обґрунтовано методологію стильового підходу та розроблено методику формування поліфонічно-виконавських умінь майбутніх учителів музичного мистецтва за його застосуванням. Визначено критерії та показники оцінювання поліфонічно-виконавських умінь майбутніх учителів музичного мистецтва за стильовим підходом у процесі фортепіанного виконавства. Експериментально перевірено ефективність методики формування поліфонічно-виконавських умінь майбутніх учителів музичного мистецтва за стильовим підходом у процесі навчання гри на фортепіано.
The thesis is a comprehensive study of the problem of formation of polyphonic-performing skills of future musical art teachers according to the style approach. It is noted that pedagogical potential of the polyphony phenomenon in professional training of future musical art teachers is conditioned by its interdisciplinarity and is interpreted as an artistic-didactic resource aimed at stimulating polyphony of awareness, perception and reproduction of artistic culture of the world; facilitating formation of ideas about dialogue of cultures (polycultural aspect of polyphony), dialogue of meanings (hermeneutic aspect of polyphony), understanding of the polylogical context of polyphonic works (performinginterpretative aspect), methodological skills for taking into account the thoughts and ideas of students during discussion of the artistic images of the works, that creates a peculiar construction of the “polyphony” of the artistic worldview (“dialogic” strategy of the pedagogical educational process). The pedagogical potential of the polyphony phenomenon in the aspect of interdisciplinarity and in the projection of professional training of future musical art teachers is considered. The essence and structure of polyphonic-performing skills of future musical art teachers, which are used for performing polyphonic works and need qualitatively developed polyphonic hearing, formed musical competence based on knowledge of theory and history of music, special technical-performing skills of playing musical instruments, that can reproduce a polyphonic texture, are revealed. Methodological foundations are substantiated and the methodology of forming polyphonic-performing skills of future musical art teachers according to the style approach is developed. It is proved that the style approach is generalized, which provides interrelation with competence and hermeneutic approaches. The criteria and indicators of evaluation of polyphonic-performing skills of future musical art teachers, taking into account the style content line of the polyphonic repertoire, are determined, namely: cognitive-thinking, musicalperceptive, technical-performing, interpretative-communicative criteria, measure of ability for dialogical communication. According to the developed criteria apparatus, three levels of polyphonic-performing skills have been established: high “productive”, medium “conscious”, low “passive”. The effectiveness of the methodology of forming polyphonic-performing skills of future musical art teachers according to the style approach has been experimentally tested. The effectiveness of the phased introduction of the components of the methodology is proved: cognitive-corrective, reflexive-perceptive, performingproductive, communicative-contextual stages.
The thesis is a comprehensive study of the problem of formation of polyphonic-performing skills of future musical art teachers according to the style approach. It is noted that pedagogical potential of the polyphony phenomenon in professional training of future musical art teachers is conditioned by its interdisciplinarity and is interpreted as an artistic-didactic resource aimed at stimulating polyphony of awareness, perception and reproduction of artistic culture of the world; facilitating formation of ideas about dialogue of cultures (polycultural aspect of polyphony), dialogue of meanings (hermeneutic aspect of polyphony), understanding of the polylogical context of polyphonic works (performinginterpretative aspect), methodological skills for taking into account the thoughts and ideas of students during discussion of the artistic images of the works, that creates a peculiar construction of the “polyphony” of the artistic worldview (“dialogic” strategy of the pedagogical educational process). The pedagogical potential of the polyphony phenomenon in the aspect of interdisciplinarity and in the projection of professional training of future musical art teachers is considered. The essence and structure of polyphonic-performing skills of future musical art teachers, which are used for performing polyphonic works and need qualitatively developed polyphonic hearing, formed musical competence based on knowledge of theory and history of music, special technical-performing skills of playing musical instruments, that can reproduce a polyphonic texture, are revealed. Methodological foundations are substantiated and the methodology of forming polyphonic-performing skills of future musical art teachers according to the style approach is developed. It is proved that the style approach is generalized, which provides interrelation with competence and hermeneutic approaches. The criteria and indicators of evaluation of polyphonic-performing skills of future musical art teachers, taking into account the style content line of the polyphonic repertoire, are determined, namely: cognitive-thinking, musicalperceptive, technical-performing, interpretative-communicative criteria, measure of ability for dialogical communication. According to the developed criteria apparatus, three levels of polyphonic-performing skills have been established: high “productive”, medium “conscious”, low “passive”. The effectiveness of the methodology of forming polyphonic-performing skills of future musical art teachers according to the style approach has been experimentally tested. The effectiveness of the phased introduction of the components of the methodology is proved: cognitive-corrective, reflexive-perceptive, performingproductive, communicative-contextual stages.
Опис
Ключові слова
методика, формування, поліфонічно-виконавські уміння, майбутні учителі музичного мистецтва, стильовий підхід, навчання гри на фортепіано, педагогічний потенціал поліфонії, стильова проекція розвитку поліфонії, methodology, formation, polyphonic-performing skills, future, musical art teachers, style approach, learning to play piano, pedagogical potential of polyphony, style projection of polyphony development
Бібліографічний опис
Хань, Ле Формування поліфонічно-виконавських умінь майбутніх учителів музичного мистецтва за стильовим підходом [Текст] : автореф. дис. ... канд. пед. наук : спец. 13.00.02 – теорія та методика музичного навчання / Хань Ле ; МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [науковий керівник О. Є. Реброва]. – Одеса, 2019. – 20 с.