Музично-просвітницька діяльність у контексті підготовки майбутніх учителів музичного мистецтва
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Дата
2016
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Анотація
У статті розглядається музично-просвітницька діяльність як атрибут духовної культури й водночас феномен професійної підготовки майбутнього вчителя музичного мистецтва. Уточнено зміст поняття «музично-просвітницька діяльність» та розкрито сутнісні структурні компоненти підготовки майбутнього фахівця до означеної діяльності. Акцентується увага на тому, що сумісна музично-просвітницька діяльність створює, реалізує, збагачує, розкриває музично-творчий потенціал її учасників.
The music-educational activity as an attribute of the spiritual culture and as a phenomenon of professional preparation of the future teachers of music art is determined by the necessity of the culture and creative development of a student, extension of his outlook, erudition, formation of selective attitude to the phenomenon of life. The music-educational activity (MEA) is a process of conscious, active and purposeful relations between the teacher as an educator and the audience as an object of education. It is based on an independent position of the individual who chooses musical values and tends to spread musical-aesthetic knowledge in order to activate the spiritual development of a personality. Structural components of young specialists’ preparation for musical education are: The motivational component is determined by the requirements, interests of a future teacher in this activity that lead to the necessity of its existence. The notional component contains musical, psychology-pedagogical and common-artistic knowledge of a future specialist. The operative component is based on the skills and knowledge of a future teacher, as well as on the forms and methods of the music-educational activity. The control evaluative component includes self-discovery self-esteem and self-education of a future teacher’s personality. In the long run, learning the problem of young teachers’ structural preparation for teaching music, we can make such a conclusion: - the music-educational activity is a process of conscious, active and purposeful relations between the teacher as an educator and the audience as an object of education; - structural components of young specialists’ preparation for musical education are motivational, notional, operative and control evaluative.
The music-educational activity as an attribute of the spiritual culture and as a phenomenon of professional preparation of the future teachers of music art is determined by the necessity of the culture and creative development of a student, extension of his outlook, erudition, formation of selective attitude to the phenomenon of life. The music-educational activity (MEA) is a process of conscious, active and purposeful relations between the teacher as an educator and the audience as an object of education. It is based on an independent position of the individual who chooses musical values and tends to spread musical-aesthetic knowledge in order to activate the spiritual development of a personality. Structural components of young specialists’ preparation for musical education are: The motivational component is determined by the requirements, interests of a future teacher in this activity that lead to the necessity of its existence. The notional component contains musical, psychology-pedagogical and common-artistic knowledge of a future specialist. The operative component is based on the skills and knowledge of a future teacher, as well as on the forms and methods of the music-educational activity. The control evaluative component includes self-discovery self-esteem and self-education of a future teacher’s personality. In the long run, learning the problem of young teachers’ structural preparation for teaching music, we can make such a conclusion: - the music-educational activity is a process of conscious, active and purposeful relations between the teacher as an educator and the audience as an object of education; - structural components of young specialists’ preparation for musical education are motivational, notional, operative and control evaluative.
Опис
Ключові слова
професійна підготовка, музично-просвітницька діяльність, структурні компоненти, training, musical and educational activities, structural components
Бібліографічний опис
Кожевнікова, Л. Музично-просвітницька діяльність у контексті підготовки майбутніх учителів музичного мистецтва [Текст] / Л. Кожевнікова // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2016. – № 5 (59). – С. 110–120.