Pub Date : 2022-12-25DOI: 10.33989/2226-4051.2022.26.273098
L. Yaremenko
The article deals with the polypedagogical principle of Antonio Salieri's education in the context of the modern understanding of the polypedagogical reality, its phenomenality, and its unique features. The author examines modern trends in the formation of polypedagogical reality, the point of view of scientists on scientific approaches to the description of pedagogical reality. In the context of the works of representatives of artistic pedagogy, the polypedagogical principle in the teaching activity of Antonio Salieri is analyzed. It provided for the ability of one teacher to teach students to play an instrument, vocals, composition, solfeggio, harmony, instrumentation, music theory, polyphony, heterophony, homophony, the basics of counterpoint, and conducting. In the modern plane of «polypedagogical interaction» (work with a student group of several teachers), the main problems for musicians arise when several teachers work with groups (with a choir or an orchestra, where students of the first and second levels of higher education are trained). Such a situation simply cannot pass without a certain number of socio-psychological dilemmas - the problem of the psychological compatibility of teachers (individual-personal, psychophysiological, didactic), the problem of the compatibility of the technologies of these teachers and their teaching styles, the issue of the interaction of the leaders of educational groups with their participants and among themselves. The article shows optimal ways that require the teacher's moral responsibility and moral readiness for "subject-subject" and "subject-object-subject" interactions in large groups. In the context of dyadic and frontal relations between the teacher and students, the author proved that Antonio Salieri, who was uniquely able to coordinate and establish positive relations with the students who studied under him, quickly and simply gained authority, caused sympathy, sincere love among the students, the desire to be like him, to consider him a role model.
{"title":"THE POLYPEDAGOGICAL PRINCIPLE OF TEACHING BY ANTONIO SALIERI AND THE MODERN UNDERSTANDING OF POLYPEDAGOGICAL EFFECTIVENESS","authors":"L. Yaremenko","doi":"10.33989/2226-4051.2022.26.273098","DOIUrl":"https://doi.org/10.33989/2226-4051.2022.26.273098","url":null,"abstract":"The article deals with the polypedagogical principle of Antonio Salieri's education in the context of the modern understanding of the polypedagogical reality, its phenomenality, and its unique features. The author examines modern trends in the formation of polypedagogical reality, the point of view of scientists on scientific approaches to the description of pedagogical reality. In the context of the works of representatives of artistic pedagogy, the polypedagogical principle in the teaching activity of Antonio Salieri is analyzed. It provided for the ability of one teacher to teach students to play an instrument, vocals, composition, solfeggio, harmony, instrumentation, music theory, polyphony, heterophony, homophony, the basics of counterpoint, and conducting. In the modern plane of «polypedagogical interaction» (work with a student group of several teachers), the main problems for musicians arise when several teachers work with groups (with a choir or an orchestra, where students of the first and second levels of higher education are trained). Such a situation simply cannot pass without a certain number of socio-psychological dilemmas - the problem of the psychological compatibility of teachers (individual-personal, psychophysiological, didactic), the problem of the compatibility of the technologies of these teachers and their teaching styles, the issue of the interaction of the leaders of educational groups with their participants and among themselves. The article shows optimal ways that require the teacher's moral responsibility and moral readiness for \"subject-subject\" and \"subject-object-subject\" interactions in large groups. In the context of dyadic and frontal relations between the teacher and students, the author proved that Antonio Salieri, who was uniquely able to coordinate and establish positive relations with the students who studied under him, quickly and simply gained authority, caused sympathy, sincere love among the students, the desire to be like him, to consider him a role model.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123649856","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 : 2022-12-25DOI: 10.33989/2226-4051.2022.26.273191
O. Loputko, V. Bohutskyi, I. Romanov
The article is devoted to the implementation of contemporary blended learning backgrounds into teaching English for specific purposes in the higher educational establishments of the Ministry of Internal Affairs of Ukraine. The analysis of the method’s usage in the special conditions of the war state is introduced. It is underlined that the implementation of such kind of technology will benefit not only the possibility to hold an educational process in the distant form in stressful conditions but also give the opportunity to the formation of a specific discipline’s knowledge using interdisciplinary ways, to support the skills and abilities of the active self and group work. The contemporary background of using blended learning technology is worked out in the paper. Special attention is paid to the respectful points of the international language learning centers that work in the sphere of new technologies implemented into teaching English in higher educational establishments. The peculiarities of the special cadets and officers’ regimes of study and daily routine are analyzed, and their advantages and disadvantages for the organization of the educational process are implemented in the process of the model’s building. Many possibilities to make the model flexible with the help of supporting the educational process through the different structural elements and units of the educational establishment are introduced. Active participation and correlation of all the members of the educational process on each level of the model’s organization are considered to be the central idea of the study. The organization of interdisciplinary events and the realization of creative and scientific directions of the educative work are also crucial for the successful realization of the model.
{"title":"CONTEMPORARY BLENDED LEARNING BACKGROUNDS OF TEACHING ENGLISH FOR LAW ENFORCEMENT","authors":"O. Loputko, V. Bohutskyi, I. Romanov","doi":"10.33989/2226-4051.2022.26.273191","DOIUrl":"https://doi.org/10.33989/2226-4051.2022.26.273191","url":null,"abstract":"The article is devoted to the implementation of contemporary blended learning backgrounds into teaching English for specific purposes in the higher educational establishments of the Ministry of Internal Affairs of Ukraine. The analysis of the method’s usage in the special conditions of the war state is introduced. It is underlined that the implementation of such kind of technology will benefit not only the possibility to hold an educational process in the distant form in stressful conditions but also give the opportunity to the formation of a specific discipline’s knowledge using interdisciplinary ways, to support the skills and abilities of the active self and group work. \u0000The contemporary background of using blended learning technology is worked out in the paper. Special attention is paid to the respectful points of the international language learning centers that work in the sphere of new technologies implemented into teaching English in higher educational establishments. The peculiarities of the special cadets and officers’ regimes of study and daily routine are analyzed, and their advantages and disadvantages for the organization of the educational process are implemented in the process of the model’s building. Many possibilities to make the model flexible with the help of supporting the educational process through the different structural elements and units of the educational establishment are introduced. Active participation and correlation of all the members of the educational process on each level of the model’s organization are considered to be the central idea of the study. The organization of interdisciplinary events and the realization of creative and scientific directions of the educative work are also crucial for the successful realization of the model.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126695543","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 : 2022-12-25DOI: 10.33989/2226-4051.2022.26.273087
R. Basenko
The article presents an analysis of the historical development of the idea of holistic personality education in the European ideological and intellectual pedagogical space from Antiquity to the present day. It is proved that the main points of bifurcation in the development of the idea of holistic education should be considered: the ancient concept of “καλοκἀγαθία”; Renaissance pedagogical system “pietas litterata”; the modern concept of “sura personalis”; postmodern educational philosophy “holistic education”. It was established that European ideas about holistic education of the individual were conceptualized in the ancient system “καλοκἀγαθία”, which manifested the unity of the beautiful (aesthetic context) and the good (moral and ethical context). It was found that the ancient kalokagatia excavated the ideal of the individual in the unity of different dimensions of being: pedagogical, worldview, social-political, and ethical-aesthetic. It was revealed that the second stage in the development of the idea of holistic education of the individual was the Renaissance pedagogical system of “pietas litterata”. It is noted that it was based on the humanistic priority of comprehensive and harmonious education. It is proved that the further development of the idea of holistic education of the personality was reproduced in the modern concept of “sura personalis”, which was proposed by Jesuit teachers in the new era. It was established that “sura personalis” provided for holistic (intellectual, spiritual, moral, and physical) education of young people, the implementation of an individual approach, attention, and care for the interests, talents, abilities, needs, experiences, and physical strength of the individual. It was found that the modern content of the idea of holistic education of the individual is represented in the postmodern educational philosophy “holistic educatio”. It is highlighted that today holistic education is considered to be a specially organized educational process, which, based on a holistic approach to the organization of education, is aimed at the development of a personality that has a holistic life-affirming image of the world. A “decalogue” of the principles of integral education was formed, among which their content and pedagogical significance were named and analyzed. It was concluded that holistic education makes it possible to implement a holistic approach to the quality of education, according to which it is considered as a unity of quality properties reflected in its conditions, process, and results, which correspond to modern innovative social demands and needs of both the individual and the state and society as a whole.
本文分析了整体人格教育思想在欧洲思想知识教育空间从古至今的历史发展。事实证明，全人教育思想发展的主要分叉点在于:古代的“καλοκ ο γαθ末梢α”观念;文艺复兴时期的教育体系“pietas litterata”;现代“属人”概念;后现代教育理念“全人教育”。确立了欧洲人的个人全人教育思想是在古代“καλοκ ο γαθ末梢α”体系中概念化的，体现了美(审美语境)与善(道德伦理语境)的统一。研究发现，古代kalokagatia在教学、世界观、社会政治和伦理审美等不同维度的统一中挖掘了个体的理想。揭示了个人全人教育思想发展的第二阶段是文艺复兴时期的“pietas litterata”教学体系。它是建立在全面和谐教育的人文优先基础之上的。事实证明，耶稣会教师在新时期提出的“人格论”是人格全人教育思想进一步发展的再现。“sura personalis”为年轻人提供了全面的(智力，精神，道德和身体)教育，实施个人方法，关注和照顾个人的兴趣，才能，能力，需求，经验和体力。研究发现，个体全人教育思想的现代内涵体现在后现代教育哲学“全人教育”中。值得强调的是，今天的全人教育被认为是一个特别组织的教育过程，它基于对教育组织的整体方法，旨在发展具有全面肯定生命的世界形象的个性。形成了完整教育原则的“十诫”，并对其内容和教学意义进行了命名和分析。全文认为，全人教育使对教育质量的整体性研究成为可能。全人教育认为，教育质量是反映在条件、过程和结果上的质量属性的统一，符合现代创新社会的要求，符合个人、国家和社会整体的需要。
{"title":"FROM THE ANCIENT “ΚΑΛΟΚἀΓΑΘΊΑ” AND THE RENAISSANCE “PIETAS LITTERATA” TO THE POST-MODERN “HOLISTIC EDUCATION”: THE GENESIS OF THE IDEA OF HOLISTIC PERSONAL EDUCATION","authors":"R. Basenko","doi":"10.33989/2226-4051.2022.26.273087","DOIUrl":"https://doi.org/10.33989/2226-4051.2022.26.273087","url":null,"abstract":"The article presents an analysis of the historical development of the idea of holistic personality education in the European ideological and intellectual pedagogical space from Antiquity to the present day. It is proved that the main points of bifurcation in the development of the idea of holistic education should be considered: the ancient concept of “καλοκἀγαθία”; Renaissance pedagogical system “pietas litterata”; the modern concept of “sura personalis”; postmodern educational philosophy “holistic education”. \u0000It was established that European ideas about holistic education of the individual were conceptualized in the ancient system “καλοκἀγαθία”, which manifested the unity of the beautiful (aesthetic context) and the good (moral and ethical context). It was found that the ancient kalokagatia excavated the ideal of the individual in the unity of different dimensions of being: pedagogical, worldview, social-political, and ethical-aesthetic. It was revealed that the second stage in the development of the idea of holistic education of the individual was the Renaissance pedagogical system of “pietas litterata”. It is noted that it was based on the humanistic priority of comprehensive and harmonious education. \u0000It is proved that the further development of the idea of holistic education of the personality was reproduced in the modern concept of “sura personalis”, which was proposed by Jesuit teachers in the new era. It was established that “sura personalis” provided for holistic (intellectual, spiritual, moral, and physical) education of young people, the implementation of an individual approach, attention, and care for the interests, talents, abilities, needs, experiences, and physical strength of the individual. \u0000It was found that the modern content of the idea of holistic education of the individual is represented in the postmodern educational philosophy “holistic educatio”. It is highlighted that today holistic education is considered to be a specially organized educational process, which, based on a holistic approach to the organization of education, is aimed at the development of a personality that has a holistic life-affirming image of the world. A “decalogue” of the principles of integral education was formed, among which their content and pedagogical significance were named and analyzed. \u0000It was concluded that holistic education makes it possible to implement a holistic approach to the quality of education, according to which it is considered as a unity of quality properties reflected in its conditions, process, and results, which correspond to modern innovative social demands and needs of both the individual and the state and society as a whole.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"213 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123237012","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 : 2022-12-25DOI: 10.33989/2226-4051.2022.26.273179
Yue Ying
The purpose of the article is to analyze the requirements of general school education regarding the education of art students as determinants of the professional future music teacher methodical training. Scientific sources of Ukrainian and Chinese art pedagogy were involved in the theoretical analysis. The analysis was carried out in the context of identifying the potential of the achievements of Ukrainian artistic pedagogy and science for their possible introduction into the Chinese music and music-pedagogical education system, which is currently being integrated into the world's cultural process. The methods of theoretical analysis are used to determine the essence of the fundamental definition of the music teacher's readiness to teach art students, comparing the positions of scientists to reveal the essence of the requirements for the complex of methodical training of music teachers in Ukraine and China. The analysis of music teacher training requirements in the Ukrainian education system is based on the conceptual ideas of the New Ukrainian School. The differences in the ways of musical and pedagogical education formation in China in the context of historical and cultural processes and national specificities are shown. The joint determinant of the successful teacher-musician's professional activity in the direction of integrative art education of pupils is formulated. It is multi-artistic readiness centered on musical art and systematically encompasses other types of art in practical creativity. The qualities of a music teacher, which are aimed at successful professional activity, are described: as universal, musical and professional (professional musicianship and music-pedagogical), and personal. The content structure of teacher-musician training in teaching art to pupils has been specified, which includes artistic-reflective, artistic-empathic, motivational-value, artistic-active, and artistic-communicative components. Emphasis is placed on increasing the requirements for the spiritual and personal development of the music teacher in the regulatory documents and practice of Chinese music-pedagogical education.
{"title":"METHODICAL PREREQUISITES FOR TRAINING MUSIC TEACHERS TO TEACH ART TO PUPILS","authors":"Yue Ying","doi":"10.33989/2226-4051.2022.26.273179","DOIUrl":"https://doi.org/10.33989/2226-4051.2022.26.273179","url":null,"abstract":"The purpose of the article is to analyze the requirements of general school education regarding the education of art students as determinants of the professional future music teacher methodical training. Scientific sources of Ukrainian and Chinese art pedagogy were involved in the theoretical analysis. The analysis was carried out in the context of identifying the potential of the achievements of Ukrainian artistic pedagogy and science for their possible introduction into the Chinese music and music-pedagogical education system, which is currently being integrated into the world's cultural process. The methods of theoretical analysis are used to determine the essence of the fundamental definition of the music teacher's readiness to teach art students, comparing the positions of scientists to reveal the essence of the requirements for the complex of methodical training of music teachers in Ukraine and China. The analysis of music teacher training requirements in the Ukrainian education system is based on the conceptual ideas of the New Ukrainian School. The differences in the ways of musical and pedagogical education formation in China in the context of historical and cultural processes and national specificities are shown. The joint determinant of the successful teacher-musician's professional activity in the direction of integrative art education of pupils is formulated. It is multi-artistic readiness centered on musical art and systematically encompasses other types of art in practical creativity. The qualities of a music teacher, which are aimed at successful professional activity, are described: as universal, musical and professional (professional musicianship and music-pedagogical), and personal. The content structure of teacher-musician training in teaching art to pupils has been specified, which includes artistic-reflective, artistic-empathic, motivational-value, artistic-active, and artistic-communicative components. Emphasis is placed on increasing the requirements for the spiritual and personal development of the music teacher in the regulatory documents and practice of Chinese music-pedagogical education.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131533977","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 : 2022-12-25DOI: 10.33989/2226-4051.2022.26.273101
H. Tovkanets
The article substantiates the principles of professional development as regulatory norms of the teacher's practical activity. It is noted that the principles always reflect the dependence between the objective regularities of the educational process and its goals. It is a methodical expression of the laws of cognition and regularities, knowledge of the goals, essence, content, and structure of training (education), which is expressed in a form that allows them to be used as regulatory norms of pedagogical practice. The following principles of professional development of teachers are characterized: the principle of continuity, diversification, and synergistic principle; the principles of participation, reflective management of professional training, the principle of communicative partnership and cooperation; principles of facilitation, subjectivity, and electivity. It is emphasized that the innovative development of education is based on the directions of education development and specially developed principles, on the basis of which systemic changes should take place, ensuring its availability, quality, continuity, and investment attractiveness. It is determined that the teacher's professional development acts as a way and means of creative growth of the individual, constructive overcoming of situations of social and professional life crisis. The essence of a teacher's professional development can be presented as comprehensive in its entirety, and individualized in terms of time, pace, and direction, which provides everyone with the opportunity to implement their own program for obtaining it. Continuous additional professional education is the development of a person as an individual throughout his life path. The specificity of the professional development of a teacher consists in the formation of individual consciousness, spiritual and moral values, the development of the artistic and creative potential of an individual, emotional self-regulation, and assumes a continuous, purposeful, dynamic process of interaction between educational structures and social and cultural institutions. It is concluded that the principles of education in Ukraine are a phenomenon of the worldview foundations of educational activity in general. However, the specificity of knowledge determines the institutional necessity of the principles of professional development.
{"title":"PRINCIPLES OF PROFESSIONAL DEVELOPMENT AS REGULATORY NORMS OF THE TEACHER'S PRACTICAL ACTIVITY","authors":"H. Tovkanets","doi":"10.33989/2226-4051.2022.26.273101","DOIUrl":"https://doi.org/10.33989/2226-4051.2022.26.273101","url":null,"abstract":"The article substantiates the principles of professional development as regulatory norms of the teacher's practical activity. It is noted that the principles always reflect the dependence between the objective regularities of the educational process and its goals. It is a methodical expression of the laws of cognition and regularities, knowledge of the goals, essence, content, and structure of training (education), which is expressed in a form that allows them to be used as regulatory norms of pedagogical practice. The following principles of professional development of teachers are characterized: the principle of continuity, diversification, and synergistic principle; the principles of participation, reflective management of professional training, the principle of communicative partnership and cooperation; principles of facilitation, subjectivity, and electivity. It is emphasized that the innovative development of education is based on the directions of education development and specially developed principles, on the basis of which systemic changes should take place, ensuring its availability, quality, continuity, and investment attractiveness. It is determined that the teacher's professional development acts as a way and means of creative growth of the individual, constructive overcoming of situations of social and professional life crisis. The essence of a teacher's professional development can be presented as comprehensive in its entirety, and individualized in terms of time, pace, and direction, which provides everyone with the opportunity to implement their own program for obtaining it. Continuous additional professional education is the development of a person as an individual throughout his life path. The specificity of the professional development of a teacher consists in the formation of individual consciousness, spiritual and moral values, the development of the artistic and creative potential of an individual, emotional self-regulation, and assumes a continuous, purposeful, dynamic process of interaction between educational structures and social and cultural institutions. It is concluded that the principles of education in Ukraine are a phenomenon of the worldview foundations of educational activity in general. However, the specificity of knowledge determines the institutional necessity of the principles of professional development.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129669442","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 : 2022-12-25DOI: 10.33989/2226-4051.2022.26.273162
The article examines the problems of combining an architectural recreational space and a work of monumental ceramic art. The interrelationship of monumental and decorative forms of decorative art namely, ceramics and architecture, as well as plastic and colorful enrichment of the architectural space for recreational purposes, is highlighted. The principles of the interaction of the recreational environment and the monumental-decorative ceramic work are given, such as the creation of the necessary conditions for the separation or interconnection of processes that take place inside or outside buildings, in places of rest, or in other environments. There are three principles of interaction between the recreational environment and the monumental-decorative ceramic work: based on three-dimensional dominants, on spatial dominants, or on the dominance of linear-axial connection. It is noted that a decorative element as a work of art evokes a certain number of ideas, experiences, and thoughts in the viewer. The concept of a work of art has a material expression, but it cannot be reduced to a physical object.
{"title":"MODERN MONUMENTAL CERAMIC SCULPTURE IN A RECREATION ENVIRONMENT","authors":"","doi":"10.33989/2226-4051.2022.26.273162","DOIUrl":"https://doi.org/10.33989/2226-4051.2022.26.273162","url":null,"abstract":"The article examines the problems of combining an architectural recreational space and a work of monumental ceramic art. The interrelationship of monumental and decorative forms of decorative art namely, ceramics and architecture, as well as plastic and colorful enrichment of the architectural space for recreational purposes, is highlighted. \u0000 The principles of the interaction of the recreational environment and the monumental-decorative ceramic work are given, such as the creation of the necessary conditions for the separation or interconnection of processes that take place inside or outside buildings, in places of rest, or in other environments. There are three principles of interaction between the recreational environment and the monumental-decorative ceramic work: based on three-dimensional dominants, on spatial dominants, or on the dominance of linear-axial connection. It is noted that a decorative element as a work of art evokes a certain number of ideas, experiences, and thoughts in the viewer. The concept of a work of art has a material expression, but it cannot be reduced to a physical object.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"129 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125626171","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 : 2022-12-25DOI: 10.33989/2226-4051.2022.26.273181
Z. Tingting
The essence of cultural competence is analyzed as one of the key factors for the successful self-realization of an individual. Considering the tendencies of the Chinese education system (represented by the author of the article) toward integration into the globalized system of education and culture, scientific and normative sources of various countries, including Ukraine and China, and UNESCO documents were considered. Recommendations of the European Parliament and the Council of Europe (2006), which define eight competencies, serve as a guiding reference for conclusions. The purpose of the article is to establish links between the content of cultural competence and other key competences as those that systematically pervade future music teacher training in combination with professional ones. The methods of theoretical analysis, as well as the methods of comparison and juxtaposition, are applied to find points of contact in the context of cultural and other key competences, which should guide methodical searches and professional training (regardless of the specific discipline), and aim at the future professional activity. Cultural competence is considered in comparison with the concepts of competence and culture. The specificity of interpretations of the definition by Chinese pedagogical science, which emphasizes the primary role of the humanitarian sphere and spirituality, is pointed out. Connections between the content of cultural competence and other key competences are established since all of them should be systematically formed in the process of future music teacher training together with professional ones. It is confirmed that in the system of key competencies, it is the cultural one that plays a system-forming role and is the main one for professional music teacher training. Art and art education become key factors in the formation of the defined competence. These positions determine the methodological vectors of cultural competence in the process of professional music teacher training.
{"title":"CULTURAL COMPETENCE METHODICAL VECTORS IN THE SYSTEM OF A TEACHER-MUSICIAN’S KEY COMPETENCES","authors":"Z. Tingting","doi":"10.33989/2226-4051.2022.26.273181","DOIUrl":"https://doi.org/10.33989/2226-4051.2022.26.273181","url":null,"abstract":"The essence of cultural competence is analyzed as one of the key factors for the successful self-realization of an individual. Considering the tendencies of the Chinese education system (represented by the author of the article) toward integration into the globalized system of education and culture, scientific and normative sources of various countries, including Ukraine and China, and UNESCO documents were considered. Recommendations of the European Parliament and the Council of Europe (2006), which define eight competencies, serve as a guiding reference for conclusions. The purpose of the article is to establish links between the content of cultural competence and other key competences as those that systematically pervade future music teacher training in combination with professional ones. The methods of theoretical analysis, as well as the methods of comparison and juxtaposition, are applied to find points of contact in the context of cultural and other key competences, which should guide methodical searches and professional training (regardless of the specific discipline), and aim at the future professional activity. Cultural competence is considered in comparison with the concepts of competence and culture. The specificity of interpretations of the definition by Chinese pedagogical science, which emphasizes the primary role of the humanitarian sphere and spirituality, is pointed out. Connections between the content of cultural competence and other key competences are established since all of them should be systematically formed in the process of future music teacher training together with professional ones. It is confirmed that in the system of key competencies, it is the cultural one that plays a system-forming role and is the main one for professional music teacher training. Art and art education become key factors in the formation of the defined competence. These positions determine the methodological vectors of cultural competence in the process of professional music teacher training.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133837007","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 : 2022-12-25DOI: 10.33989/2226-4051.2022.26.273197
I. Derda
We study the use of information technologies in the course of vocalist training under the conditions of distance learning. It is noted that the aim of all educational services is to create a unified educational environment with the association of teachers and students. Attention is paid to the fact that distance learning in music education facilitates the learning process, provides quick access to information, and encourages the vocalist to prepare and engage in creative activities in the classroom and independently. The article analyzes the platforms for conducting online classes and organizing video and audio conferences at music education institutions in Ukraine, which, in particular, are used by teachers during vocal classes at the Department of Music of the Yuri Fedkovych National University of Chernivtsi. The method of using them is described in the example of such platforms as Zoom, Schoology, and Google Drive. We consider information technologies of vocalist training in distance learning conditions. They can be divided into online (real-time data exchange) and offline (storage and transmission of information on any electronic device of the addressee, for example, e-mail, video lecture recordings - Gmail, iCloud Mail, I.UA, UKR.NET, Outlook.com, Yahoo! Mail, Zoho Mail, AIM Mail, Inbox.com, ProtonMail, etc.). Offline technologies are effective for organizing consultations, conducting routine monitoring, and checking homework. It is noted that the COVID-19 pandemic and the outbreak of war by the Russian Federation on the territory of Ukraine have changed the educational process in music education institutions – classes have largely moved from classrooms to online forms. In particular, the most common form of distance learning is a video conferencing platform that provides online communication in the classroom, screen demonstration with sound, video, and audio communication between vocalists and teachers, recordings of the video conference, interactive whiteboard, and administration. The purpose of online services is to provide communication and feedback to all participants in the educational process. The following services and applications are available for collective calls and conferences: Zoom, Google Meet, Google Classroom, Google Hangouts, Moodle, Discord, Skype, Viber, Telegram, etc. It is established that a high level of information competence of a teacher ensures the effective use of information technologies in the course of vocalist training. Therefore, it is a necessary prerequisite for further improvement of their professional competence and one of the most important indicators of the success of activities. It determines the prospect of further research.
我们研究了在远程教育条件下，信息技术在声乐训练过程中的应用。值得注意的是，所有教育服务的目的是通过教师和学生的联合创造一个统一的教育环境。注意到远程学习在音乐教育中促进了学习过程，提供了快速获取信息的途径，并鼓励歌手在课堂上和独立地准备和从事创造性活动。本文分析了乌克兰音乐教育机构进行在线课程和组织视频和音频会议的平台，特别是切尔诺夫茨国立尤里·费德科维奇大学音乐系的声乐课程教师使用的平台。在Zoom、Schoology和Google Drive等平台的示例中描述了使用它们的方法。我们考虑在远程学习条件下的声乐训练的信息技术。它们可以分为在线(实时数据交换)和离线(在收件人的任何电子设备上存储和传输信息，例如电子邮件，视频讲座录音- Gmail, iCloud Mail, I.UA, UKR。. NET, Outlook.com, Yahoo!邮件，Zoho邮件，AIM邮件，Inbox.com, ProtonMail等)。离线技术在组织咨询、进行日常监测和检查作业方面是有效的。值得注意的是，2019冠状病毒病大流行和俄罗斯联邦在乌克兰领土上爆发的战争改变了音乐教育机构的教育过程——课程基本上从教室转移到在线形式。特别是，最常见的远程学习形式是视频会议平台，它提供了课堂上的在线交流，歌手和教师之间的声音、视频和音频交流的屏幕演示，视频会议的录音，交互式白板和管理。在线服务的目的是为教育过程中的所有参与者提供交流和反馈。以下服务和应用程序可用于集体电话和会议:Zoom, Google Meet, Google Classroom, Google Hangouts, Moodle, Discord, Skype, Viber, Telegram等。教师具有较高的信息能力是在声乐教学中有效利用信息技术的保证。因此，这是他们进一步提高专业能力的必要前提，也是活动成功的最重要指标之一。这决定了进一步研究的前景。
{"title":"FEATURES OF THE PROFESSIONAL VOCALIST TRAINING IN THE CONDITIONS OF DISTANCE EDUCATION","authors":"I. Derda","doi":"10.33989/2226-4051.2022.26.273197","DOIUrl":"https://doi.org/10.33989/2226-4051.2022.26.273197","url":null,"abstract":"We study the use of information technologies in the course of vocalist training under the conditions of distance learning. It is noted that the aim of all educational services is to create a unified educational environment with the association of teachers and students. Attention is paid to the fact that distance learning in music education facilitates the learning process, provides quick access to information, and encourages the vocalist to prepare and engage in creative activities in the classroom and independently. \u0000The article analyzes the platforms for conducting online classes and organizing video and audio conferences at music education institutions in Ukraine, which, in particular, are used by teachers during vocal classes at the Department of Music of the Yuri Fedkovych National University of Chernivtsi. The method of using them is described in the example of such platforms as Zoom, Schoology, and Google Drive. \u0000We consider information technologies of vocalist training in distance learning conditions. They can be divided into online (real-time data exchange) and offline (storage and transmission of information on any electronic device of the addressee, for example, e-mail, video lecture recordings - Gmail, iCloud Mail, I.UA, UKR.NET, Outlook.com, Yahoo! Mail, Zoho Mail, AIM Mail, Inbox.com, ProtonMail, etc.). Offline technologies are effective for organizing consultations, conducting routine monitoring, and checking homework. \u0000It is noted that the COVID-19 pandemic and the outbreak of war by the Russian Federation on the territory of Ukraine have changed the educational process in music education institutions – classes have largely moved from classrooms to online forms. In particular, the most common form of distance learning is a video conferencing platform that provides online communication in the classroom, screen demonstration with sound, video, and audio communication between vocalists and teachers, recordings of the video conference, interactive whiteboard, and administration. The purpose of online services is to provide communication and feedback to all participants in the educational process. The following services and applications are available for collective calls and conferences: Zoom, Google Meet, Google Classroom, Google Hangouts, Moodle, Discord, Skype, Viber, Telegram, etc. \u0000It is established that a high level of information competence of a teacher ensures the effective use of information technologies in the course of vocalist training. Therefore, it is a necessary prerequisite for further improvement of their professional competence and one of the most important indicators of the success of activities. It determines the prospect of further research.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"2015 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114453651","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 : 2022-12-25DOI: 10.33989/2226-4051.2022.26.273175
E. Golovashych, V. Skakun, Y. Kyrychenko
The article deals with the peculiarities of ensemble playing in groups of orchestral instruments as part of an orchestra. The authors of the article show that there are a number of specialized educational institutions in Europe, where performers are divided into orchestral instrumentalists, chamber performers, and soloists. According to these rather specific specializations, there is a considerable list of highly specialized occupations, because not every orchestra player will be able to become a teacher or a performing soloist. Future artists of the orchestra in separate groups of instruments should realize that for the orchestra it is necessary to deeply study the timbre of the sound of their instrument and its capabilities, to be attentive to the timbre coloring of the performers with whom synchronization occurs directly during playing in the orchestra, and the ability to adapt to different groups of instruments during a joint solo. It should be noted that during auditions for European orchestras, the following skills are tested: playing smoothly in an orchestra, intoning; playing all the notes in time, with the correct duration and strokes; "reading" the notes immediately, performing the indicated nuances and agogics; be flexible in interpretation and be able to instantly depict the conductor's wishes in the game; not to have an opinion about the interpretation. These key points, unfortunately, are not often given enough attention by performers at the stages of training in institutions of secondary and higher education. The necessary skills for a symphony orchestra artist are: 1) the skill of pure intonation vertically and horizontally; 2) the ability to feel the dynamic balance of all participants in the ensemble playing of a flute group in a symphony orchestra; 3) the need for timbral fusion of the flute group and full sounding in different registers; 4) unity of understanding in performing strokes in groups of flutes; 5) expressiveness and brightness of phrasing of the ensemble playing of the flute group as part of the symphony orchestra; 6) metrorhythmic sense in ensemble playing; 7) collective understanding of style by a group of flautists in a symphony orchestra. All these skills in their unity will allow the group of flutes to sound like a single harmonious whole.
{"title":"«ORCHESTRA CLASS» IN THE EDUCATIONAL COMPONENTS SYSTEM OF THE PROFESSIONAL TRAINING OF SECOND-LEVEL HIGHER EDUCATION APPLICANTS MAJORING IN «MUSIC ART»","authors":"E. Golovashych, V. Skakun, Y. Kyrychenko","doi":"10.33989/2226-4051.2022.26.273175","DOIUrl":"https://doi.org/10.33989/2226-4051.2022.26.273175","url":null,"abstract":"The article deals with the peculiarities of ensemble playing in groups of orchestral instruments as part of an orchestra. The authors of the article show that there are a number of specialized educational institutions in Europe, where performers are divided into orchestral instrumentalists, chamber performers, and soloists. According to these rather specific specializations, there is a considerable list of highly specialized occupations, because not every orchestra player will be able to become a teacher or a performing soloist. Future artists of the orchestra in separate groups of instruments should realize that for the orchestra it is necessary to deeply study the timbre of the sound of their instrument and its capabilities, to be attentive to the timbre coloring of the performers with whom synchronization occurs directly during playing in the orchestra, and the ability to adapt to different groups of instruments during a joint solo. It should be noted that during auditions for European orchestras, the following skills are tested: playing smoothly in an orchestra, intoning; playing all the notes in time, with the correct duration and strokes; \"reading\" the notes immediately, performing the indicated nuances and agogics; be flexible in interpretation and be able to instantly depict the conductor's wishes in the game; not to have an opinion about the interpretation. These key points, unfortunately, are not often given enough attention by performers at the stages of training in institutions of secondary and higher education. The necessary skills for a symphony orchestra artist are: 1) the skill of pure intonation vertically and horizontally; 2) the ability to feel the dynamic balance of all participants in the ensemble playing of a flute group in a symphony orchestra; 3) the need for timbral fusion of the flute group and full sounding in different registers; 4) unity of understanding in performing strokes in groups of flutes; 5) expressiveness and brightness of phrasing of the ensemble playing of the flute group as part of the symphony orchestra; 6) metrorhythmic sense in ensemble playing; 7) collective understanding of style by a group of flautists in a symphony orchestra. All these skills in their unity will allow the group of flutes to sound like a single harmonious whole.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"210 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129960083","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 : 2022-12-25DOI: 10.33989/2226-4051.2022.26.273102
O. Ivanova
The article reveals the problematic aspects of the situation in which Ukrainian teachers found them in connection with the war in Ukraine, who are an intellectual, emotional, and social "resource" for the formation of the younger generation. Due to household, housing, financial and technical difficulties, as well as negative psychological conditions, not all teachers can effectively implement their mission. This problem posed to the psychologists-scientists the task of researching the psychological readiness of the teachers of the NUS for professional activity in the conditions of the war and in the post-war period, in particular, the peculiarities of the development of its communicative component.The author of the article highlighted the results of the research on the development of the communicative component of the psychological readiness of the teacher of the New Ukrainian School for professional activity. The studied phenomenon is defined as a set of purely communicative qualities of a person, his moral-communicative features, and psychological-pedagogical skills, the structure of which is formed by communicative, empathic-reflective, moral-ethical, and emotional-regulatory components. The author reveals the importance of the development of the communicative competence of the teacher of NUS as an indicator of the development of emotional intelligence and psychological readiness for professional activity during the war.
{"title":"FEATURES OF THE COMMUNICATIVE COMPONENT DEVELOPMENT OF THE NUS TEACHER’S PSYCHOLOGICAL READINESS FOR PROFESSIONAL ACTIVITY","authors":"O. Ivanova","doi":"10.33989/2226-4051.2022.26.273102","DOIUrl":"https://doi.org/10.33989/2226-4051.2022.26.273102","url":null,"abstract":"The article reveals the problematic aspects of the situation in which Ukrainian teachers found them in connection with the war in Ukraine, who are an intellectual, emotional, and social \"resource\" for the formation of the younger generation. Due to household, housing, financial and technical difficulties, as well as negative psychological conditions, not all teachers can effectively implement their mission. This problem posed to the psychologists-scientists the task of researching the psychological readiness of the teachers of the NUS for professional activity in the conditions of the war and in the post-war period, in particular, the peculiarities of the development of its communicative component.The author of the article highlighted the results of the research on the development of the communicative component of the psychological readiness of the teacher of the New Ukrainian School for professional activity. The studied phenomenon is defined as a set of purely communicative qualities of a person, his moral-communicative features, and psychological-pedagogical skills, the structure of which is formed by communicative, empathic-reflective, moral-ethical, and emotional-regulatory components. The author reveals the importance of the development of the communicative competence of the teacher of NUS as an indicator of the development of emotional intelligence and psychological readiness for professional activity during the war.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130132959","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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