Pub Date : 2021-12-26DOI: 10.33989/2226-4051.2021.24.255908
H. Vasyanovych, T. Blahova
The article substantiates the relevance of the artistic and pedagogical heritage of the outstanding Ukrainian director of the XX century, a theater teacher, a thinker, and a founder of the national modern theater Les Kurbas, and his influence on the development of choreographic education in Ukraine. His stage-creative and pedagogical contribution to an actor’s plastic culture formation is analyzed. It has been found that the master’s achievements are formed into a coherent pedagogical system and a separate paradigmatic direction of theater education. The significance of the ‘Berezil theater school’ phenomenon in the formation of concepts of national choreographic pedagogy is studied. The complex of innovative artistic and aesthetic principles of work with future stage art performers, introduced by L. Kurbas, is characterized. It is proved that Berezil art and pedagogical system created by L. Kurbas, in general, caused innovative changes in the choreographic training of actors and directors in the first third of the XX century. It significantly adjusted the training content, defined strategic guidelines in the formation of theoretical and practical principles of professional choreographic education. Firstly, in determining the essential features of the updated model of actor training, the status of dance as an integral part of acquiring the basics of professional skill was significantly strengthened. The formation of choreographic training content in theater universities was influenced by the choreographic and pedagogical ‘Berezil’ achievements in the areas of expanding the content of the course ‘Stage Movement,’ active implementation of the principle of unity of theoretical training with practical study of ‘Fundamentals of Acting.’ Secondly, the large-scale educational work of the Berezil association had primarily a pedagogical meaning, played a significant role in educating a wide range of amateur actors, coordinating the activities of its branches. The heads of Berezil’s peripheral studios synthesized innovative creative ideas in the field of choreographic education along with the theatrical vertical, involving working and rural youth in their understanding. The study summarizes the leading trends of the master’s educational activities in the field of actor and director professional training by means of expressive stage movement. Among the promising key principles of the concept of choreographic education of actors and directors, formed by L. Kurbas, the deep ideological orientation, cultivation of new aesthetics of stage movement, integration of production and educational objectives, practice-oriented content, emphasis on self-improvement are singled out.
{"title":"LES KURBAS ARTISTIC AND PEDAGOGICAL SCHOOL IN THE DEVELOPMENT OF CHOREOGRAPHIC EDUCATION IN UKRAINE","authors":"H. Vasyanovych, T. Blahova","doi":"10.33989/2226-4051.2021.24.255908","DOIUrl":"https://doi.org/10.33989/2226-4051.2021.24.255908","url":null,"abstract":"The article substantiates the relevance of the artistic and pedagogical heritage of the outstanding Ukrainian director of the XX century, a theater teacher, a thinker, and a founder of the national modern theater Les Kurbas, and his influence on the development of choreographic education in Ukraine. His stage-creative and pedagogical contribution to an actor’s plastic culture formation is analyzed. It has been found that the master’s achievements are formed into a coherent pedagogical system and a separate paradigmatic direction of theater education. The significance of the ‘Berezil theater school’ phenomenon in the formation of concepts of national choreographic pedagogy is studied. The complex of innovative artistic and aesthetic principles of work with future stage art performers, introduced by L. Kurbas, is characterized. \u0000It is proved that Berezil art and pedagogical system created by L. Kurbas, in general, caused innovative changes in the choreographic training of actors and directors in the first third of the XX century. It significantly adjusted the training content, defined strategic guidelines in the formation of theoretical and practical principles of professional choreographic education. Firstly, in determining the essential features of the updated model of actor training, the status of dance as an integral part of acquiring the basics of professional skill was significantly strengthened. The formation of choreographic training content in theater universities was influenced by the choreographic and pedagogical ‘Berezil’ achievements in the areas of expanding the content of the course ‘Stage Movement,’ active implementation of the principle of unity of theoretical training with practical study of ‘Fundamentals of Acting.’ Secondly, the large-scale educational work of the Berezil association had primarily a pedagogical meaning, played a significant role in educating a wide range of amateur actors, coordinating the activities of its branches. The heads of Berezil’s peripheral studios synthesized innovative creative ideas in the field of choreographic education along with the theatrical vertical, involving working and rural youth in their understanding. \u0000The study summarizes the leading trends of the master’s educational activities in the field of actor and director professional training by means of expressive stage movement. Among the promising key principles of the concept of choreographic education of actors and directors, formed by L. Kurbas, the deep ideological orientation, cultivation of new aesthetics of stage movement, integration of production and educational objectives, practice-oriented content, emphasis on self-improvement are singled out.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133673368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-26DOI: 10.33989/2226-4051.2021.24.255927
Ya. Demus
The article deals with the features of inclusion - taking into account the diversity of the entire student community and identifying the special needs of all children who have certain differences due to cultural environment, ethnicity, language, religion, socio-economic reasons, learning abilities and other influencing factors. for the development and education of children. The values of inclusive education are revealed: mutual respect; tolerance; self-awareness as a part of society; providing opportunities for the development of skills and talents of a particular person; mutual assistance; opportunity to learn from each other; the opportunity to help yourself and people in society.
{"title":"INCLUSIVE EDUCATION IN UKRAINE: PROBLEMS AND PROSPECTS","authors":"Ya. Demus","doi":"10.33989/2226-4051.2021.24.255927","DOIUrl":"https://doi.org/10.33989/2226-4051.2021.24.255927","url":null,"abstract":"The article deals with the features of inclusion - taking into account the diversity of the entire student community and identifying the special needs of all children who have certain differences due to cultural environment, ethnicity, language, religion, socio-economic reasons, learning abilities and other influencing factors. for the development and education of children. The values of inclusive education are revealed: mutual respect; tolerance; self-awareness as a part of society; providing opportunities for the development of skills and talents of a particular person; mutual assistance; opportunity to learn from each other; the opportunity to help yourself and people in society.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126828179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-26DOI: 10.33989/2226-4051.2021.24.255898
O. Lobach, V. Pomohaibo
The article presents an overview of available foreign publications on the genetics of musicality, which is a new direction of modern science (see list of references). It is emphasized that national psychologists define the following components of musicality structure: emotional response to music as its center; the sense of rhythm; the sense of mode, and musical auditory perceptions. At the same time, foreign scholars consider musical pitch, the sense of rhythm, and the ability to experience the pleasure of music as the criteria of musicality. Foreign researchers have linked 36 genes and 7 chromosome regions with those traits. Thus, the genes AVPR1, GALM, GATA2, PCDH7, SLC6A4, and chromosome regions 4q22, 4q23, and 8q13-21 with still unidentified genes correlate most closely with musicality (Szyfter & Witt, 2020). Among the above-mentioned genes, genes GATA2 and PCDH7 are involved in the auditory system development and functioning. Genes SLC6A4, and AVPR1 are responsible for getting pleasure from music, and GALM conducts carbohydrate metabolism. According to Tan, McPherson, Peretz, Berkovic & Wilson, the standard expression of TRPA1 (8q21.11) provides absolute pitch and a sense of rhythm (2014). However, absolute pitch is typical only for 1-2% of professional musicians, which gives reason to doubt it is necessary to achieve a musical career (Jobling, 2014). The authors suggest that further research on the genetics of musicality should be based on the technology of broad genome associations research. Its value is not determined by the genes involved in musicality identification but by distinguishing the minor structural variations in the DNA molecule. These variations can alter the functioning of relevant genes in a wide range and, thus, vary the level of general musicality or special musical abilities. The identified set of genetic variations will serve as a marker for early diagnosis of musically-gifted children to ensure their successful education, upbringing, and development in the process of mandatory and regular musical and practical activities.
{"title":"GENETIC FOUNDATIONS OF THE INDIVIDUAL’S MUSICAL ABILITIES DEVELOPMENT","authors":"O. Lobach, V. Pomohaibo","doi":"10.33989/2226-4051.2021.24.255898","DOIUrl":"https://doi.org/10.33989/2226-4051.2021.24.255898","url":null,"abstract":"The article presents an overview of available foreign publications on the genetics of musicality, which is a new direction of modern science (see list of references). It is emphasized that national psychologists define the following components of musicality structure: emotional response to music as its center; the sense of rhythm; the sense of mode, and musical auditory perceptions. At the same time, foreign scholars consider musical pitch, the sense of rhythm, and the ability to experience the pleasure of music as the criteria of musicality. Foreign researchers have linked 36 genes and 7 chromosome regions with those traits. Thus, the genes AVPR1, GALM, GATA2, PCDH7, SLC6A4, and chromosome regions 4q22, 4q23, and 8q13-21 with still unidentified genes correlate most closely with musicality (Szyfter & Witt, 2020). Among the above-mentioned genes, genes GATA2 and PCDH7 are involved in the auditory system development and functioning. Genes SLC6A4, and AVPR1 are responsible for getting pleasure from music, and GALM conducts carbohydrate metabolism. According to Tan, McPherson, Peretz, Berkovic & Wilson, the standard expression of TRPA1 (8q21.11) provides absolute pitch and a sense of rhythm (2014). However, absolute pitch is typical only for 1-2% of professional musicians, which gives reason to doubt it is necessary to achieve a musical career (Jobling, 2014). \u0000The authors suggest that further research on the genetics of musicality should be based on the technology of broad genome associations research. Its value is not determined by the genes involved in musicality identification but by distinguishing the minor structural variations in the DNA molecule. These variations can alter the functioning of relevant genes in a wide range and, thus, vary the level of general musicality or special musical abilities. The identified set of genetic variations will serve as a marker for early diagnosis of musically-gifted children to ensure their successful education, upbringing, and development in the process of mandatory and regular musical and practical activities.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123320989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-26DOI: 10.33989/2226-4051.2021.24.255896
L. Semenovska, L. Savenko
Topical issues of future Ukrainian and literature teachers’ preparations for the ethnocultural activity in general secondary educational institutions, in particular, the introduction of active, personal, cultural approaches in the process of professional training are considered in the article. The implementation of the active approach in the process of training future teachers of the Ukrainian language and literature ensures the development of future teachers’ personal traits and qualities. It influences the formation of their attitude, interests, values, professional positions, etc. The peculiarity of the active approach in the process of preparing future Ukrainian and literature teachers for ethnocultural activity in general secondary educational institutions is primarily in the mastering of the integrative system of knowledge of Ukrainian history, culturology, ethnography, Ukrainian studies, general pedagogy (ethno-pedagogy), general and social psychology, the Ukrainian language and literature and methods of their teaching. The competent approach is aimed at developing the creative potential of the individual both a teacher and a graduate, and also contributes to the formation of the necessary skills, abilities, experience, and behavioral patterns of personality in the learning process. A teacher acts as an organizer of an educational activity and a student is an active independent and creative personality. The organization of the educational process in the context of a personal approach in higher educational institutions involves focusing on the student’s personality, goals, motives, preferences, as well as creating the necessary conditions and taking into consideration the individual experience. In addition, such activity provides the mutual development of a student’s and a teacher’s personalities in the process of their joint activity to promote mutual respect, mutual understanding, increasing the authority of a teacher. The application of the cultural approach contributes to the formation of the basic Ukrainian and literature teacher’s culture. Such a combination of the scientific approaches ensures the organization of the optimal educational process aimed at mastering the content of pedagogical culture, as well as the formation of the teacher’s ethnocultural outlook.
{"title":"THEORETICAL FUNDAMENTALS OF FUTURE UKRAINIAN AND LITERATURE TEACHER TRAINING FOR ETHNOCULTURAL ACTIVITY","authors":"L. Semenovska, L. Savenko","doi":"10.33989/2226-4051.2021.24.255896","DOIUrl":"https://doi.org/10.33989/2226-4051.2021.24.255896","url":null,"abstract":"Topical issues of future Ukrainian and literature teachers’ preparations for the ethnocultural activity in general secondary educational institutions, in particular, the introduction of active, personal, cultural approaches in the process of professional training are considered in the article. \u0000The implementation of the active approach in the process of training future teachers of the Ukrainian language and literature ensures the development of future teachers’ personal traits and qualities. It influences the formation of their attitude, interests, values, professional positions, etc. The peculiarity of the active approach in the process of preparing future Ukrainian and literature teachers for ethnocultural activity in general secondary educational institutions is primarily in the mastering of the integrative system of knowledge of Ukrainian history, culturology, ethnography, Ukrainian studies, general pedagogy (ethno-pedagogy), general and social psychology, the Ukrainian language and literature and methods of their teaching. \u0000The competent approach is aimed at developing the creative potential of the individual both a teacher and a graduate, and also contributes to the formation of the necessary skills, abilities, experience, and behavioral patterns of personality in the learning process. A teacher acts as an organizer of an educational activity and a student is an active independent and creative personality. \u0000The organization of the educational process in the context of a personal approach in higher educational institutions involves focusing on the student’s personality, goals, motives, preferences, as well as creating the necessary conditions and taking into consideration the individual experience. In addition, such activity provides the mutual development of a student’s and a teacher’s personalities in the process of their joint activity to promote mutual respect, mutual understanding, increasing the authority of a teacher. \u0000The application of the cultural approach contributes to the formation of the basic Ukrainian and literature teacher’s culture. Such a combination of the scientific approaches ensures the organization of the optimal educational process aimed at mastering the content of pedagogical culture, as well as the formation of the teacher’s ethnocultural outlook.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121283252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-26DOI: 10.33989/2226-4051.2021.24.255895
O. Banit, M. Franc
Creativity is understood as an activity that leads to the creation of something different from existing things or something that did not exist before. Creativity, as a term, changes its meaning depending on the distribution of axiological accents, in particular, whether the value belongs to the sphere of absolute, selfless, or utilitarian values. Creativity is a conceptual work because it requires deep thinking, concentration and reliability. It is not accidental enlightenment, the uncontrolled work of the mind, although may be derived from it. This is hard, purposeful work that requires diligence, perseverance, and dedication. If this is not enough, no talent, ingenuity or knowledge will be enough. The issue of social preparation for the perception of creativity and readiness to understand it is considered in the article. The author presents three levels of readiness to perceive and understand creativity. On the one hand, we can assume that modern society is ready to accept creativity as creativity is the need and necessity of our time. Creativity is the driving force of development, creativity elevates man, making it a phenomenon among living beings, modern man is aware of the impact of creativity on personal development. On the other hand, there is certain relativity of social readiness to accept creativity, as the understanding of creativity and ease of its implementation depends on individual groups, social environment, level of awareness of creativity of people belonging to these groups, the result of the conflict of conformism and nonconformism, in general. There is the third side. Modern society is not ready to fully experience the phenomenon of creativity, as mass culture has lowered everyday life to the level of pseudo-art, promoting delusion and illusion, glorifying superficiality and greed of fast life, turning creativity into a mechanism of consumption.
{"title":"SOCIAL READINESS TO ACCEPT AND RECEIVE CREATIVITY","authors":"O. Banit, M. Franc","doi":"10.33989/2226-4051.2021.24.255895","DOIUrl":"https://doi.org/10.33989/2226-4051.2021.24.255895","url":null,"abstract":"Creativity is understood as an activity that leads to the creation of something different from existing things or something that did not exist before. Creativity, as a term, changes its meaning depending on the distribution of axiological accents, in particular, whether the value belongs to the sphere of absolute, selfless, or utilitarian values. \u0000Creativity is a conceptual work because it requires deep thinking, concentration and reliability. It is not accidental enlightenment, the uncontrolled work of the mind, although may be derived from it. This is hard, purposeful work that requires diligence, perseverance, and dedication. If this is not enough, no talent, ingenuity or knowledge will be enough. \u0000The issue of social preparation for the perception of creativity and readiness to understand it is considered in the article. The author presents three levels of readiness to perceive and understand creativity. On the one hand, we can assume that modern society is ready to accept creativity as creativity is the need and necessity of our time. Creativity is the driving force of development, creativity elevates man, making it a phenomenon among living beings, modern man is aware of the impact of creativity on personal development. On the other hand, there is certain relativity of social readiness to accept creativity, as the understanding of creativity and ease of its implementation depends on individual groups, social environment, level of awareness of creativity of people belonging to these groups, the result of the conflict of conformism and nonconformism, in general. There is the third side. Modern society is not ready to fully experience the phenomenon of creativity, as mass culture has lowered everyday life to the level of pseudo-art, promoting delusion and illusion, glorifying superficiality and greed of fast life, turning creativity into a mechanism of consumption.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"133 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133686315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-26DOI: 10.33989/2226-4051.2021.24.255934
M. Ivanchuk
The article theoretically substantiates the transition to an integrated educational process in primary school due to its modernization, primary school children’s psychophysiological characteristics, the integrity of their worldview, and socio-cultural needs. The influence of integration processes on all spheres of a primary school child’s psyche, namely intellectual, emotional, motivational, and demanding, is revealed. The author notes that designing the implementation of an integrated approach in the educational process, we assume that it should be focused on a child’s holistic development and their adaptation to a modern dynamic society. It should be based on every child’s abilities, and promote personality development. Under this approach, the training content involves knowledge acquisition and its direct practical application in search and independent activities. The learning process becomes problematic and creative so that pupils can progress at their own pace, depending on their abilities, interests, and needs. A pupil becomes a real subject of the educational process. A teacher acts as an organizer of learning, a consultant who provides individualization of learning in form and content. Systematic use of specific integrated learning activities, which are aimed at cognitive abilities development, expands children’s worldviews, promotes their mental development, allows them to confidently navigate the laws of reality, and actively use the acquired knowledge in everyday life.
{"title":"INTEGRATION DOMINANCE IN MODERN PRIMARY SCHOOL EDUCATIONAL PROCESS: PSYCHOLOGICAL AND PEDAGOGICAL ASPECT","authors":"M. Ivanchuk","doi":"10.33989/2226-4051.2021.24.255934","DOIUrl":"https://doi.org/10.33989/2226-4051.2021.24.255934","url":null,"abstract":"The article theoretically substantiates the transition to an integrated educational process in primary school due to its modernization, primary school children’s psychophysiological characteristics, the integrity of their worldview, and socio-cultural needs. The influence of integration processes on all spheres of a primary school child’s psyche, namely intellectual, emotional, motivational, and demanding, is revealed. \u0000The author notes that designing the implementation of an integrated approach in the educational process, we assume that it should be focused on a child’s holistic development and their adaptation to a modern dynamic society. It should be based on every child’s abilities, and promote personality development. Under this approach, the training content involves knowledge acquisition and its direct practical application in search and independent activities. The learning process becomes problematic and creative so that pupils can progress at their own pace, depending on their abilities, interests, and needs. A pupil becomes a real subject of the educational process. A teacher acts as an organizer of learning, a consultant who provides individualization of learning in form and content. Systematic use of specific integrated learning activities, which are aimed at cognitive abilities development, expands children’s worldviews, promotes their mental development, allows them to confidently navigate the laws of reality, and actively use the acquired knowledge in everyday life.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114969042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-26DOI: 10.33989/2226-4051.2021.24.255922
V. Yakovlev
The article highlights the process of formation of professional competencies of future music teachers in the process of mastering professionally-oriented disciplines, in particular, during a workshop on school repertoire. The article argues that during the mastering of the workshop from the school repertoire is the formation of theoretical knowledge, skills needed in practical work in the study of school repertoire; mastering the vocal-choral and instrumental repertoire of the current school program "Music", other experimental programs; mastering various methods of studying and working with works of the school repertoire; formation of the ability to lead a children's choir, to accompany songs of the school repertoire, to read from a sheet and transpose vocal choral works, to select by ear easy melodies by interval composition, accompaniment to them by means of the main functions. Since the subject of the discipline "School Repertoire Workshop" is the process of perception and reproduction of musical works of the school repertoire, correlating them with professional competencies, we can say that the main ones are: expanding, deepening and consolidating professional and pedagogical knowledge of teachers and professional competencies musical art; gaining experience in analyzing its essence, content, structure, levels; acquaintance with the civilizational changes influencing formation of professional competence of teachers of musical art; improvement of organizational, communicative, constructive, creative skills; preparation for professional functions The question of the need to develop soft skills, such personal characteristics, skills that allow a future music teacher to successfully interact in a team when solving any issues. In our opinion, the formation of soft skills in the process of professional training of future teachers of music is a systematic and purposeful process, as a result of which during educational activities is the formation of necessary for modern teachers skills for interpersonal communication and non-standard problem solving (disputes, conflicts). pedagogical interaction on the principles of respect, tact, tolerance, team awareness, which, of course, will have a very positive effect on the quality of the educational process in general secondary education.
{"title":"FUTURE MUSIC TEACHER’S PROFESSIONAL COMPETENCIES FORMATION AT THE WORKSHOP ON THE SCHOOL REPERTORY","authors":"V. Yakovlev","doi":"10.33989/2226-4051.2021.24.255922","DOIUrl":"https://doi.org/10.33989/2226-4051.2021.24.255922","url":null,"abstract":"The article highlights the process of formation of professional competencies of future music teachers in the process of mastering professionally-oriented disciplines, in particular, during a workshop on school repertoire. The article argues that during the mastering of the workshop from the school repertoire is the formation of theoretical knowledge, skills needed in practical work in the study of school repertoire; mastering the vocal-choral and instrumental repertoire of the current school program \"Music\", other experimental programs; mastering various methods of studying and working with works of the school repertoire; formation of the ability to lead a children's choir, to accompany songs of the school repertoire, to read from a sheet and transpose vocal choral works, to select by ear easy melodies by interval composition, accompaniment to them by means of the main functions. Since the subject of the discipline \"School Repertoire Workshop\" is the process of perception and reproduction of musical works of the school repertoire, correlating them with professional competencies, we can say that the main ones are: expanding, deepening and consolidating professional and pedagogical knowledge of teachers and professional competencies musical art; gaining experience in analyzing its essence, content, structure, levels; acquaintance with the civilizational changes influencing formation of professional competence of teachers of musical art; improvement of organizational, communicative, constructive, creative skills; preparation for professional functions The question of the need to develop soft skills, such personal characteristics, skills that allow a future music teacher to successfully interact in a team when solving any issues. In our opinion, the formation of soft skills in the process of professional training of future teachers of music is a systematic and purposeful process, as a result of which during educational activities is the formation of necessary for modern teachers skills for interpersonal communication and non-standard problem solving (disputes, conflicts). pedagogical interaction on the principles of respect, tact, tolerance, team awareness, which, of course, will have a very positive effect on the quality of the educational process in general secondary education.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116167533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-26DOI: 10.33989/2226-4051.2021.24.255913
N. Sulaieva
The article highlights the theoretical and methodological principles of future educators of preschool education institutions training to acquaint children with music professions. Emphasis is placed on the sensitivity of preschool age for the development of children's musicality and interest in professions. It is emphasized that the formation of competence to acquaint preschoolers with musical professions takes place in the process of professional training of students majoring in Preschool Education in higher educational institutions and involves the implementation of three components. The cognitive component covers the system of formation of students’ knowledge about the psychological and pedagogical features of preschool children’s development, musical professions, purpose, tasks, content, methods, and forms of organization of preschoolers’ musical education. The activity component is characterized by the process of formation of competencies to plan and implement musical and didactic games to acquaint preschool children with the professions of a singer, an instrumentalist, a conductor, a composer, a DJ, a sound director, etc. The article presents the characteristics of one of the effective methods of their formation, namely the introduction of game technologies in the educational process of preschool educational institutions. The reflective component involves checking future educators’ readiness to acquaint preschool children with music professions on the basis of their competencies in the organization of play activities with students, the implementation of musical and didactic games in preschool educational institutions during teaching practice, participation in various informal extracurricular activities.
{"title":"FUTURE EDUCATOR TRAINING TO ACQUAINT PRESCHOOL CHILDREN WITH MUSICAL PROFESSIONS","authors":"N. Sulaieva","doi":"10.33989/2226-4051.2021.24.255913","DOIUrl":"https://doi.org/10.33989/2226-4051.2021.24.255913","url":null,"abstract":"The article highlights the theoretical and methodological principles of future educators of preschool education institutions training to acquaint children with music professions. Emphasis is placed on the sensitivity of preschool age for the development of children's musicality and interest in professions. It is emphasized that the formation of competence to acquaint preschoolers with musical professions takes place in the process of professional training of students majoring in Preschool Education in higher educational institutions and involves the implementation of three components. The cognitive component covers the system of formation of students’ knowledge about the psychological and pedagogical features of preschool children’s development, musical professions, purpose, tasks, content, methods, and forms of organization of preschoolers’ musical education. The activity component is characterized by the process of formation of competencies to plan and implement musical and didactic games to acquaint preschool children with the professions of a singer, an instrumentalist, a conductor, a composer, a DJ, a sound director, etc. The article presents the characteristics of one of the effective methods of their formation, namely the introduction of game technologies in the educational process of preschool educational institutions. The reflective component involves checking future educators’ readiness to acquaint preschool children with music professions on the basis of their competencies in the organization of play activities with students, the implementation of musical and didactic games in preschool educational institutions during teaching practice, participation in various informal extracurricular activities.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131216080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-26DOI: 10.33989/2226-4051.2021.24.255909
N. Matveieva
The article analyzes the objective of developing the New Ukrainian school at the present stage; attention is paid to the conceptual provisions of the leading legal documents on education in this area. The latest scientists' research on the development of inclusive education, the creation of a tolerant educational environment, the formation of ethics and aesthetics of pedagogical action is analyzed. The directions of development of the teacher of the new educational institution, the need for the formation of their key competencies, improving pedagogical skills are highlighted. Teachers' professional ethics in the school educational process, the inclusion of students with special educational needs to study in public schools, expanding their circle of communication and establishing friendly relations, increasing the desire to learn are essential. Teachers' personal and professional development is also important. It is emphasized that the teacher is a role model for students in relation to colleagues, students, parents, and other people. It is a confirmation of the need for their self-education and self-improvement. Emphasis is placed on the need to improve the professional level of teachers, components of pedagogical skills that affect the creation of comfortable conditions for learning, education, and personal development. The preconditions for creating a tolerant educational environment are identified; the factors of influence and ways to prevent difficulties are identified. The components of ethics and aesthetics of pedagogical action, indicators, and criteria of professional ethics of a teacher in the process of communication with students with developmental disabilities are highlighted. Factors influencing the emergence of difficulties in learning, communication, and socialization of this category of students have been identified. Emphasis is placed on mistakes and gaps in the professional activities of teachers. The most effective ways to increase the effectiveness of the inclusion of people with special educational needs to study in mainstream schools have been identified.
{"title":"PROFESSIONAL ETHICS OF A TEACHER OF AN INCLUSIVE EDUCATIONAL INSTITUTION","authors":"N. Matveieva","doi":"10.33989/2226-4051.2021.24.255909","DOIUrl":"https://doi.org/10.33989/2226-4051.2021.24.255909","url":null,"abstract":"The article analyzes the objective of developing the New Ukrainian school at the present stage; attention is paid to the conceptual provisions of the leading legal documents on education in this area. The latest scientists' research on the development of inclusive education, the creation of a tolerant educational environment, the formation of ethics and aesthetics of pedagogical action is analyzed. The directions of development of the teacher of the new educational institution, the need for the formation of their key competencies, improving pedagogical skills are highlighted. \u0000Teachers' professional ethics in the school educational process, the inclusion of students with special educational needs to study in public schools, expanding their circle of communication and establishing friendly relations, increasing the desire to learn are essential. Teachers' personal and professional development is also important. \u0000It is emphasized that the teacher is a role model for students in relation to colleagues, students, parents, and other people. It is a confirmation of the need for their self-education and self-improvement. Emphasis is placed on the need to improve the professional level of teachers, components of pedagogical skills that affect the creation of comfortable conditions for learning, education, and personal development. The preconditions for creating a tolerant educational environment are identified; the factors of influence and ways to prevent difficulties are identified. \u0000The components of ethics and aesthetics of pedagogical action, indicators, and criteria of professional ethics of a teacher in the process of communication with students with developmental disabilities are highlighted. Factors influencing the emergence of difficulties in learning, communication, and socialization of this category of students have been identified. Emphasis is placed on mistakes and gaps in the professional activities of teachers. The most effective ways to increase the effectiveness of the inclusion of people with special educational needs to study in mainstream schools have been identified.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116066416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-26DOI: 10.33989/2226-4051.2021.24.255914
Ju. Komyshan
The article analyzes the importance of information and communication technologies in the preparation of applicants for higher music and pedagogical education. Regulatory and legal documents have been established and define the main positions for improving the national information culture of society. They are the guides of higher education institutions in the development of educational support. Besides, it is determined the content component of the course, «Information and communication technologies in education and art» for future teachers of music art at Poltava V.G. Korolenko National Pedagogical University. Attention is paid to the process of professional training of future music teachers, where the use of computer training programs in the system of music education corresponds to its conceptual principles and takes into account the basic didactic principles. Examples of software are offered and have proven themselves in the education of modern future music teachers. Today, distance learning is one of the most successful ways to overcome the difficulties of quarantine restrictions related to the pandemic caused by the COVID-19 virus. The study provides a comparative analysis of distance learning platforms MOODLE and Google Classroom, which have become widespread in the educational process of many higher education institutions. There were also described the technical and pedagogical capabilities of the ZOOM and Google Meet cloud platforms. Using electronic textbooks in the training of future teachers is considered an advantage. Was given an example of a music teacher using in the activities electronic textbooks and simulators. It is concluded that the use of information and communication technologies in art education expands the possibilities of teacher's teaching and stimulates better learning by students. The high level of knowledge and skills in mastering new ICT tools increases the level of adaptation to global changes in society, promotes the modernization and selection of pedagogical approaches, saves resources (including humans) in solving problems. Perspective directions are defined further research of the specified subject concerning the introduction of information and communication technologies in the formation process of performing-instrumental, conducting-choral, and vocal culture of future teachers of musical art.
{"title":"THE CONTENT COMPONENT OF THE TRAINING PROCESS OF FUTURE MUSICAL ART TEACHER FOR ICT ADOPTION","authors":"Ju. Komyshan","doi":"10.33989/2226-4051.2021.24.255914","DOIUrl":"https://doi.org/10.33989/2226-4051.2021.24.255914","url":null,"abstract":"The article analyzes the importance of information and communication technologies in the preparation of applicants for higher music and pedagogical education. Regulatory and legal documents have been established and define the main positions for improving the national information culture of society. They are the guides of higher education institutions in the development of educational support. \u0000Besides, it is determined the content component of the course, «Information and communication technologies in education and art» for future teachers of music art at Poltava V.G. Korolenko National Pedagogical University. \u0000Attention is paid to the process of professional training of future music teachers, where the use of computer training programs in the system of music education corresponds to its conceptual principles and takes into account the basic didactic principles. \u0000Examples of software are offered and have proven themselves in the education of modern future music teachers. \u0000Today, distance learning is one of the most successful ways to overcome the difficulties of quarantine restrictions related to the pandemic caused by the COVID-19 virus. The study provides a comparative analysis of distance learning platforms MOODLE and Google Classroom, which have become widespread in the educational process of many higher education institutions. There were also described the technical and pedagogical capabilities of the ZOOM and Google Meet cloud platforms. \u0000Using electronic textbooks in the training of future teachers is considered an advantage. Was given an example of a music teacher using in the activities electronic textbooks and simulators. \u0000It is concluded that the use of information and communication technologies in art education expands the possibilities of teacher's teaching and stimulates better learning by students. The high level of knowledge and skills in mastering new ICT tools increases the level of adaptation to global changes in society, promotes the modernization and selection of pedagogical approaches, saves resources (including humans) in solving problems. \u0000Perspective directions are defined further research of the specified subject concerning the introduction of information and communication technologies in the formation process of performing-instrumental, conducting-choral, and vocal culture of future teachers of musical art.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132083115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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