Структура художньо-комунікативного досвіду майбутніх викладачів вокалу
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Дата
2018
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті розкрито структуру художньо-комунікативного досвіду майбутніх викладачів вокалу з урахуванням специфіки вокально-виконавської та вокально-педагогічної діяльності. Структурними компонентами досвіду визначено такі: інтенціональний, ментальний, перцептивний, інтерактивний. Також визначено функції структурних компонентів означеного феномену: цільова; орієнтаційна; аксіологічна (інтенціональний компонент); когнітивна; управлінська; рефлексивна; креативна (ментальний компонент); емоційна; емпатійна; ідентифікаційна (перцептивний компонент); організаційна; співтворча; ділогічна; коригувальна (інтерактивний компонент).
The article reveals the structure of artistic-communicative experience of the future vocal teachers, taking into account the specifics of vocal-performing and vocal-pedagogical activity. The structural components of the experience are the following: intentional, mental, perceptive, interactive. The intentional component of artistic-communicative experience involves formed aspiration of the future vocal teacher to carry out an act of artistic communication, which involves a set of his communicative qualities, knowledge, skills, and which is accompanied by the willful efforts of the artist, thereby ensuring a positive motivation for acquiring artistic-communicative experience. The mental component of artistic-communicative experience involves the availability of advanced mental resources (cognitive abilities) that provide ability of the future vocal teachers to perceive, understand and interpret artistic information contained in the musical text, in particular the vocal work. The perceptive component of artistic-communicative experience ensures formation of the ability to musical experience of artistic information encoded in the content of the musical work, empathy as adjustment to the emotional world of others (composer, hero of the vocal work, listener, student), identification with others (understanding of psychological states, mood, experiences of others). The interactive component of artistic-communicative experience of the future vocal teachers involves organization of a multi-level subject-subject interaction. It encourages future vocal teachers to implement the act of artistic communication through intensification of practical creative activity and interaction between the participants. The functions of structural components of the phenomenon are also defined.
The article reveals the structure of artistic-communicative experience of the future vocal teachers, taking into account the specifics of vocal-performing and vocal-pedagogical activity. The structural components of the experience are the following: intentional, mental, perceptive, interactive. The intentional component of artistic-communicative experience involves formed aspiration of the future vocal teacher to carry out an act of artistic communication, which involves a set of his communicative qualities, knowledge, skills, and which is accompanied by the willful efforts of the artist, thereby ensuring a positive motivation for acquiring artistic-communicative experience. The mental component of artistic-communicative experience involves the availability of advanced mental resources (cognitive abilities) that provide ability of the future vocal teachers to perceive, understand and interpret artistic information contained in the musical text, in particular the vocal work. The perceptive component of artistic-communicative experience ensures formation of the ability to musical experience of artistic information encoded in the content of the musical work, empathy as adjustment to the emotional world of others (composer, hero of the vocal work, listener, student), identification with others (understanding of psychological states, mood, experiences of others). The interactive component of artistic-communicative experience of the future vocal teachers involves organization of a multi-level subject-subject interaction. It encourages future vocal teachers to implement the act of artistic communication through intensification of practical creative activity and interaction between the participants. The functions of structural components of the phenomenon are also defined.
Опис
Ключові слова
досвід, художньо-комунікативний досвід майбутніх викладачів вокалу, структура художньо-комунікативного досвіду, experience, artistic-communicative experience of the future vocal teachers, structure of artistic-communicative experience
Бібліографічний опис
Мен Сіан Структура художньо-комунікативного досвіду майбутніх викладачів вокалу [Текст] / Мен Сіан // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний педагогічний університет імені А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова та ін.]. – Суми : СумДПУ імені А. С. Макаренка, 2018. – № 6 (80). – С. 198–207.