Змістовно-структурна характеристика музично-естетичного виховання молодших школярів у полікультурному середовищі
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Дата
2013
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Анотація
У статті, на основі аналізу наукової літератури з проблеми дослідження розкрито такі структурні компоненти музично-естетичного виховання молодших школярів в умовах полікультурного середовища, як: мотиваційно-пізнавальний (інтерес до музичного мистецтва, музично-естетичні знання, музично-теоретичні знання, музичний фонд), емоційно-оцінний (емоційний відгук на музику, здатність до диференціації музичної мови, оцінне ставлення до засобів музичної виразності, характер асоціацій), творчо-діяльнісний (музичні здібності, виконавські уміння, творчі прояви в різних видах музичної діяльності, частота спілкування з музикою), регулятивно-комунікативний (національна самоідентифікація в музичному просторі, активність включення до оточуючого музичного середовища, поліхудожній тезаурус, органічна єдність громадянського та музичного виховання).
The article covers the matter of the category of the music and aesthetic education from the perspective of the study of the logic interaction concepts such as education, aesthetic education, artistic and aesthetic education, music aesthetic education. It is based on the specification of the music and aesthetic education content that takes place in a multicultural environment. The concept of the definite process is specified as a purposeful pedagogical influence on the students aiming at their introduction to the native and domestic musical cultures turned into a subject of musical practice which follows the laws of beauty. Its structure is represented consisting of the following functional components: motivational and cognitive (interest in the art of music, music aesthetic knowledge and the knowledge of the music theory and music fund) which reveal the methods and means of the cognition of the music art tradition treasury and is directed to the formation of the students’ music fund and intensification of the students’ interest in music by mastering the music aesthetics and the music theory; emotional and evaluative (emotional response to music, the ability of the music language differentiation, evaluative apprehension of the means of musical expression and the character of associations) which provide for the development of the aesthetic sphere of consciousness of a primary school child’s individuality and is expressed in relation to their emotional apprehension of the music art values; creative and active (musical skills, performing skills, a creative expression in different types of musical activity and a frequency of contact with music) and regulative communicative (national identity in the music space, active inclusion into the musical environment, polyart thesaurus and organic unity of the civil and music education) which has specific abilities, skills and actions resting on the gathered knowledge of the music art of a specific ethnicity and emotional evaluative attitude towards it. The author comes to the conclusion that all structural components find themselves in a tight relationship and interaction ensuring the realization of music and aesthetic education of the primary school pupils.
The article covers the matter of the category of the music and aesthetic education from the perspective of the study of the logic interaction concepts such as education, aesthetic education, artistic and aesthetic education, music aesthetic education. It is based on the specification of the music and aesthetic education content that takes place in a multicultural environment. The concept of the definite process is specified as a purposeful pedagogical influence on the students aiming at their introduction to the native and domestic musical cultures turned into a subject of musical practice which follows the laws of beauty. Its structure is represented consisting of the following functional components: motivational and cognitive (interest in the art of music, music aesthetic knowledge and the knowledge of the music theory and music fund) which reveal the methods and means of the cognition of the music art tradition treasury and is directed to the formation of the students’ music fund and intensification of the students’ interest in music by mastering the music aesthetics and the music theory; emotional and evaluative (emotional response to music, the ability of the music language differentiation, evaluative apprehension of the means of musical expression and the character of associations) which provide for the development of the aesthetic sphere of consciousness of a primary school child’s individuality and is expressed in relation to their emotional apprehension of the music art values; creative and active (musical skills, performing skills, a creative expression in different types of musical activity and a frequency of contact with music) and regulative communicative (national identity in the music space, active inclusion into the musical environment, polyart thesaurus and organic unity of the civil and music education) which has specific abilities, skills and actions resting on the gathered knowledge of the music art of a specific ethnicity and emotional evaluative attitude towards it. The author comes to the conclusion that all structural components find themselves in a tight relationship and interaction ensuring the realization of music and aesthetic education of the primary school pupils.
Опис
Ключові слова
музично-естетичне виховання, полікультурне середовище, музична мова, традиції мистецтва, musical and aesthetic education, multicultural environment, music language, traditions of art, structural components, primary school pupils
Бібліографічний опис
Гаснюк, В. В. Змістовно-структурна характеристика музично-естетичного виховання молодших школярів у полікультурному середовищі [Текст] / В. В. Гаснюк // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; [редкол.: А. А. Сбруєва, Дж. Бішоп, О. В. Єременко та ін.]. – Суми : СумДПУ імені А. С. Макаренка, 2013. – №5 (31). – С. 117–127.