Pub Date : 2022-12-25DOI: 10.33989/2226-4051.2022.26.273165
Vladimir Babenko, O. Perepelytsia
The article highlights the issue of the professional future teacher of fine arts training in the course of studying the subject “Drawing.” Modern society requires future teachers of fine arts to have a high level of professional training, knowledge, and understanding of the essence of art, flexibility, and the ability to creatively solve a wide range of tasks in changing conditions. It has been established that educational drawing is the foundation of professional future art teacher training. Traditionally, educational drawing is the basis of all displays and types of artistic activity. It explains its extraordinary importance in the process of mastering visual literacy, but it is not limited in any way to the context of the development of the latest information and communication technologies. In the course of studying drawing, students master the basics of visual literacy and develop their volumetric and spatial, compositional, and creative thinking. Mastering technical tools and artistic means of drawing contributes to the ability to freely use drawing as a means of expressing one’s opinion in any type of educational or personal artistic and creative activity. An educational drawing, as one of the most important means of visualization in education, has its specifics and methods of work, specific goals, and objectives. It provides the possibility of conscious and controlled creation of visual information structures, understandable from the beginning of their creation to their completion. The drawing provides the possibility of feedback to our mind with three-dimensional thinking. Thus, it can keep our consciousness within the limits of reality without dissolving in it.
{"title":"EDUCATIONAL DRAWING IN THE REALITIES OF MODERN OF FUTURE FINE ARTS TEACHER TRAINING","authors":"Vladimir Babenko, O. Perepelytsia","doi":"10.33989/2226-4051.2022.26.273165","DOIUrl":"https://doi.org/10.33989/2226-4051.2022.26.273165","url":null,"abstract":"The article highlights the issue of the professional future teacher of fine arts training in the course of studying the subject “Drawing.” Modern society requires future teachers of fine arts to have a high level of professional training, knowledge, and understanding of the essence of art, flexibility, and the ability to creatively solve a wide range of tasks in changing conditions. It has been established that educational drawing is the foundation of professional future art teacher training. Traditionally, educational drawing is the basis of all displays and types of artistic activity. It explains its extraordinary importance in the process of mastering visual literacy, but it is not limited in any way to the context of the development of the latest information and communication technologies. In the course of studying drawing, students master the basics of visual literacy and develop their volumetric and spatial, compositional, and creative thinking. Mastering technical tools and artistic means of drawing contributes to the ability to freely use drawing as a means of expressing one’s opinion in any type of educational or personal artistic and creative activity. An educational drawing, as one of the most important means of visualization in education, has its specifics and methods of work, specific goals, and objectives. It provides the possibility of conscious and controlled creation of visual information structures, understandable from the beginning of their creation to their completion. The drawing provides the possibility of feedback to our mind with three-dimensional thinking. Thus, it can keep our consciousness within the limits of reality without dissolving in it.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"84 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":"115747051","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: 10.33989/2226-4051.2022.26.273164
Мистецька Освіта, Теорія, Історія, Методика, Удк, H. Sotska, M. Pichkur
The review article provides a theoretical analysis of the essence of concepts related to the issue of continuity of paradigms of visual training of future specialists in art specialties. The article describes the terminological thesaurus in the context of the methodology of professional art education and reveals the essence of traditional, value-normative, and scientifically managed types of continuity of paradigms of visual training of specialists in art specialties. Paradigms of the artistic and educational process are characterized by I. Levin who highlighted canonical, academic, ethnocultural, cultural-synthetic, activity-based, creative, and arbitrary paradigms of visual training. It is proved that the outlined types of continuity of paradigms of visual training are necessarily associated with the time parameters of mastering the valuable artistic and educational heritage both within one and several generations of artists-educators, as well as a deep understanding of the essence of traditional, value-normative and scientifically managed types of continuity of paradigms of visual training of specialists in art specialties and flexible use of their principles in the real artistic and pedagogical process will guarantee the high quality of modern art education.
{"title":"TYPOLOGY OF CONTINUITY OF PARADIGMS OF VISUAL TRAINING OF SPECIALISTS IN ART SPECIALTIES","authors":"Мистецька Освіта, Теорія, Історія, Методика, Удк, H. Sotska, M. Pichkur","doi":"10.33989/2226-4051.2022.26.273164","DOIUrl":"https://doi.org/10.33989/2226-4051.2022.26.273164","url":null,"abstract":"The review article provides a theoretical analysis of the essence of concepts related to the issue of continuity of paradigms of visual training of future specialists in art specialties. The article describes the terminological thesaurus in the context of the methodology of professional art education and reveals the essence of traditional, value-normative, and scientifically managed types of continuity of paradigms of visual training of specialists in art specialties. Paradigms of the artistic and educational process are characterized by I. Levin who highlighted canonical, academic, ethnocultural, cultural-synthetic, activity-based, creative, and arbitrary paradigms of visual training. It is proved that the outlined types of continuity of paradigms of visual training are necessarily associated with the time parameters of mastering the valuable artistic and educational heritage both within one and several generations of artists-educators, as well as a deep understanding of the essence of traditional, value-normative and scientifically managed types of continuity of paradigms of visual training of specialists in art specialties and flexible use of their principles in the real artistic and pedagogical process will guarantee the high quality of modern art education.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"17 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":"122184953","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: 10.33989/2226-4051.2022.26.273189
O. Fediy, Y. Makarenko, T. Miroshnichenko
The article examines the peculiarities of the ecological path organization as an effective means of younger schoolchildren's ecological competence formation. The content and structure of the pupils' environmental competence are characterized in accordance with the State Standard of General Primary Education. The essence of environmental competence of primary school pupils is revealed as the ability to apply environmental knowledge and effectively solve environmental issues they face in everyday life. The following components are distinguished in the structure of ecological competence: ecological knowledge and skills, ecological thinking, value orientations, and ecologically justifiable behavior. It is emphasized that the effective formation of younger schoolchildren's environmental competence is facilitated by means of nature itself, one of which is an ecological trail. Its purpose is to ensure the education of ecologically competent behavior of the child in the surrounding natural environment and to spread knowledge about nature and man as an integral part of the environment. The purpose, tasks, functions, and role of the educational ecological path in the education of ecologically competent behavior of the child in the environment are determined, and a brief description of the route of the ecological trail is presented. The potential of the means of the ecological path in the formation of ecological competence of children of primary school age has been analyzed. Attention is focused on the aesthetic value of the eco-path, which consists in activating the aesthetic feelings and experiences of younger schoolchildren while observing natural objects. It was found that the most productive direction of work on the ecological path is a practical excursion, the main types of activities of which are working out practical work, observation, project, research, sports and recreation, and game and creative activities.
{"title":"FORMATION OF PRIMARY SCHOOL CHILDREN’S ENVIRONMENTAL COMPETENCE BY MEANS OF THE ECOLOGICAL TRAIL","authors":"O. Fediy, Y. Makarenko, T. Miroshnichenko","doi":"10.33989/2226-4051.2022.26.273189","DOIUrl":"https://doi.org/10.33989/2226-4051.2022.26.273189","url":null,"abstract":"The article examines the peculiarities of the ecological path organization as an effective means of younger schoolchildren's ecological competence formation. The content and structure of the pupils' environmental competence are characterized in accordance with the State Standard of General Primary Education. The essence of environmental competence of primary school pupils is revealed as the ability to apply environmental knowledge and effectively solve environmental issues they face in everyday life. The following components are distinguished in the structure of ecological competence: ecological knowledge and skills, ecological thinking, value orientations, and ecologically justifiable behavior. It is emphasized that the effective formation of younger schoolchildren's environmental competence is facilitated by means of nature itself, one of which is an ecological trail. Its purpose is to ensure the education of ecologically competent behavior of the child in the surrounding natural environment and to spread knowledge about nature and man as an integral part of the environment. The purpose, tasks, functions, and role of the educational ecological path in the education of ecologically competent behavior of the child in the environment are determined, and a brief description of the route of the ecological trail is presented. The potential of the means of the ecological path in the formation of ecological competence of children of primary school age has been analyzed. Attention is focused on the aesthetic value of the eco-path, which consists in activating the aesthetic feelings and experiences of younger schoolchildren while observing natural objects. It was found that the most productive direction of work on the ecological path is a practical excursion, the main types of activities of which are working out practical work, observation, project, research, sports and recreation, and game and creative activities.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"11 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":"131098760","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: 10.33989/2226-4051.2022.26.273186
S. Chovriy
The article highlights the features of the system of teacher training in Sweden in the XXI century in relation to European integration processes. The legislative and regulatory framework has been analysed. It has been established that the degree of Bachelor/Master of Education should be replaced by four professional degrees: a degree in pre-school education, a degree in primary school education, a degree in subject education and a degree in vocational education. It has been determined that all teacher training programs consist of three education areas: general education, study of disciplines of a certain field of knowledge, specialisation subjects. It has been revealed that special attention is paid to practical training. It is emphasized that the system of modern pedagogical education in Sweden is generally harmonized in accordance with European standards, flexible enough for professional and individual development of the individual throughout life.
{"title":"PECULIARITIES OF SWEDEN’S TEACHER TRAINING SYSTEM IN THE XXI CENTURY","authors":"S. Chovriy","doi":"10.33989/2226-4051.2022.26.273186","DOIUrl":"https://doi.org/10.33989/2226-4051.2022.26.273186","url":null,"abstract":"The article highlights the features of the system of teacher training in Sweden in the XXI century in relation to European integration processes. The legislative and regulatory framework has been analysed. It has been established that the degree of Bachelor/Master of Education should be replaced by four professional degrees: a degree in pre-school education, a degree in primary school education, a degree in subject education and a degree in vocational education. It has been determined that all teacher training programs consist of three education areas: general education, study of disciplines of a certain field of knowledge, specialisation subjects. It has been revealed that special attention is paid to practical training. It is emphasized that the system of modern pedagogical education in Sweden is generally harmonized in accordance with European standards, flexible enough for professional and individual development of the individual throughout life.","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":"133576422","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: 10.33989/2226-4051.2022.26.273086
M. Vovk, S. Solomakha, Yu. Hryshchenkо
The article presents the results of the monitoring study on the issue of practical training of future teachers in higher pedagogical education institutions in Ukraine. The study is conducted by scientists of the Department of Content and Technologies of Pedagogical Education of the Ivan Zyazyun Institute of Pedagogical and Adult Education of the National Academy of Pedagogical Sciences of Ukraine in 2020-2022 within the framework of the research work "Substantiation of the content and methods of practice in higher pedagogical education institutions" (РK 0120U100228). The peculiarities of legislative regulation of practical training of future teachers in Ukraine are revealed. It is presented in the main provisions of the Concept for the Development of Pedagogical Education in Ukraine, Professional Standards of Teacher, Professor, Higher Education Standards, National Qualifications Framework, etc. The article describes the specifics of the organization of practice in higher pedagogical education institutions in correlation with psychological and pedagogical training at the bachelor's, master's, and doctoral educational levels. It indicates the quantitative and qualitative changes in the practical training of specialists in the pedagogical specialty based on the analysis of educational and professional, educational and scientific programs for 2016-2022; outlines the negative aspects of its organization in modern conditions. Modern challenges in conducting various types of practice in higher pedagogical education institutions are identified. They are the following: the need to update the regulations on the organization of practice in teacher training, lack of adequate funding, discreteness of pedagogical partnership, insufficient resources for conducting practices in the context of mixed and distance learning, etc. Recommendations for improving the organizational principles of practice in the training of future teachers at the legislative, regulatory, managerial, and organizational levels are summarized.
{"title":"PSYCHOLOGICAL-PEDAGOGICAL AND PRACTICAL MODERN TEACHER TRAINING: RESULTS OF THE MONITORING STUDY","authors":"M. Vovk, S. Solomakha, Yu. Hryshchenkо","doi":"10.33989/2226-4051.2022.26.273086","DOIUrl":"https://doi.org/10.33989/2226-4051.2022.26.273086","url":null,"abstract":"The article presents the results of the monitoring study on the issue of practical training of future teachers in higher pedagogical education institutions in Ukraine. The study is conducted by scientists of the Department of Content and Technologies of Pedagogical Education of the Ivan Zyazyun Institute of Pedagogical and Adult Education of the National Academy of Pedagogical Sciences of Ukraine in 2020-2022 within the framework of the research work \"Substantiation of the content and methods of practice in higher pedagogical education institutions\" (РK 0120U100228). The peculiarities of legislative regulation of practical training of future teachers in Ukraine are revealed. It is presented in the main provisions of the Concept for the Development of Pedagogical Education in Ukraine, Professional Standards of Teacher, Professor, Higher Education Standards, National Qualifications Framework, etc. The article describes the specifics of the organization of practice in higher pedagogical education institutions in correlation with psychological and pedagogical training at the bachelor's, master's, and doctoral educational levels. It indicates the quantitative and qualitative changes in the practical training of specialists in the pedagogical specialty based on the analysis of educational and professional, educational and scientific programs for 2016-2022; outlines the negative aspects of its organization in modern conditions. Modern challenges in conducting various types of practice in higher pedagogical education institutions are identified. They are the following: the need to update the regulations on the organization of practice in teacher training, lack of adequate funding, discreteness of pedagogical partnership, insufficient resources for conducting practices in the context of mixed and distance learning, etc. Recommendations for improving the organizational principles of practice in the training of future teachers at the legislative, regulatory, managerial, and organizational levels are summarized.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"40 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":"130574126","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: 10.33989/2226-4051.2022.26.273163
N. Digtyar, O. Sobolevskyi
The article is devoted to the analysis of the artistic possibilities of color on the example of various graphic techniques. The widespread use of printed graphics nevertheless preserves a unique aesthetic basis and does not lose its individual style, which is directly related to the printing technique. It is emphasized that color-printed graphics, thanks to the use of color, stand out from other types of visual arts with their new, original means of expression, artistic possibilities, and artistic value. The potential possibilities of color in such techniques of printed graphics as linocut, xylography, monotype, “dry needle”, “etched stroke”, aquatint, and engraving on cardboard are considered. All of these techniques use the possibilities of color in their own way as a means of expressing a creative idea. Color can be used as an accent that focuses attention on essential elements and storylines of works of printed graphics, as well as having the main semantic load in the work. It has been found that although the color is subordinate to the drawing in color-printed graphics, it gives the composition greater expressiveness and expression, and therefore helps to convey the creative idea of the artist to the viewer. It has been proven that in each of the considered techniques of printed graphics, the artist uses color for a specific purpose because it allows for achieving one or another effect.
{"title":"COLOR IN THE TECHNIQUES OF PRINTED GRAPHICS","authors":"N. Digtyar, O. Sobolevskyi","doi":"10.33989/2226-4051.2022.26.273163","DOIUrl":"https://doi.org/10.33989/2226-4051.2022.26.273163","url":null,"abstract":"The article is devoted to the analysis of the artistic possibilities of color on the example of various graphic techniques. The widespread use of printed graphics nevertheless preserves a unique aesthetic basis and does not lose its individual style, which is directly related to the printing technique. \u0000It is emphasized that color-printed graphics, thanks to the use of color, stand out from other types of visual arts with their new, original means of expression, artistic possibilities, and artistic value. \u0000The potential possibilities of color in such techniques of printed graphics as linocut, xylography, monotype, “dry needle”, “etched stroke”, aquatint, and engraving on cardboard are considered. All of these techniques use the possibilities of color in their own way as a means of expressing a creative idea. Color can be used as an accent that focuses attention on essential elements and storylines of works of printed graphics, as well as having the main semantic load in the work. \u0000It has been found that although the color is subordinate to the drawing in color-printed graphics, it gives the composition greater expressiveness and expression, and therefore helps to convey the creative idea of the artist to the viewer. It has been proven that in each of the considered techniques of printed graphics, the artist uses color for a specific purpose because it allows for achieving one or another effect.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"95 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":"126465158","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: 10.33989/2226-4051.2022.26.273126
V. Akatrini
The article presents the genesis of the Mandyczewski family based on extensive source material; the factors of Eusebius Mandyczewski’s formation as a musician, conductor, and composer are characterized. Attention is focused on the significant influence on his professional development of the well-known church history teacher of Chernivtsi University Eusebius Popovych, music teacher Sydor Vorobkevych, and violin teacher Adalbert Hrimaly. The features of the talent of the future musician in his youth are revealed (he created 82 compositions between the ages of 14 and 17). Emphasis is placed on a significant event – receiving a scholarship at the competition of young talents in Leipzig, which was a significant financial support for his further studies at the University of Vienna. The “Viennese” period of E. Mandyczewski’s creativity, which lasted 54 years, is characterized. In Vienna, he studied German studies, philosophy, literature, art history, musical disciplines; his teachers were music critic Eduard Hanslick, musicologist Martin Gustav Notteb, composer Robert Fuchs. E. Mandyczewski’s professional growth was connected with activities at the Vienna Academy of Music, the Vienna Conservatory; he was the conductor of various choirs and orchestras, archivist and bibliographer of the Viennese “Society of Friends of Music” - one of the significant centers of European musical life. It was found that during many years of teaching activity, the Maestro trained a whole galaxy of composers, musicologists, teachers, most of whom became stars of the musical world of Austria, Italy, England, America... Among his students are Hans Gall, Karl Behm, Hilarion Verenko, Manolis Calomiris, George Sell, Leone Sinigaglia, Karel Prochazka (senior), Marcian Negria, Joseph Alois Krieps, Julius Patzak, Ferdinand Rebay, Rosario Scalero, Gustav Uwe Yenner, and Arthur Schnabel, Karl Garinger, Ignaz Brühl, Henry Kimball Hadlita, and others. The Austrian press deservedly called the honorary citizen of Vienna E. Mandyczewski “a living musical encyclopedia”. As a theoretician, he wrote many scientific studies on the work of W. Mozart, L. Beethoven, L. Bach, K. Czerny, A. Bruckner, Strauss, etc., compiled a complete edition of the works of J. Haydn, F. Schubert (in 42 volumes), J. Brahms (in 26 volumes). It is emphasized that E. Mandyczewski is the author of 11 Ukrainian choirs, the canon for three voices “And the day goes, and the night goes...” (to the words by T. Shevchenko), music to the lyrics by Yu. Fedkovich “Wake up, Boian!”, “Kobzar’s dawn” etc., vocal works written to the texts of Serbian, Hungarian, Ukrainian, Moldovan folk songs, author’s works written to the texts by Romanian and Moldovan poets M. Eminescu, H. Koshbuk, V. Aleksandr, O. Vlahutse, etc. Research attention is focused on the authorship of vocal works of a secular and spiritual nature, among which the most significant are: “Greek Mass” for solo, choir and orchestra, the cycle “Tuscan Songs”, church works –
{"title":"“VIENNESE” CREATIVE PERIOD IN THE EUSEBIUS MANDYCZEWSKI’S BIOGRAPHY","authors":"V. Akatrini","doi":"10.33989/2226-4051.2022.26.273126","DOIUrl":"https://doi.org/10.33989/2226-4051.2022.26.273126","url":null,"abstract":"The article presents the genesis of the Mandyczewski family based on extensive source material; the factors of Eusebius Mandyczewski’s formation as a musician, conductor, and composer are characterized. Attention is focused on the significant influence on his professional development of the well-known church history teacher of Chernivtsi University Eusebius Popovych, music teacher Sydor Vorobkevych, and violin teacher Adalbert Hrimaly. The features of the talent of the future musician in his youth are revealed (he created 82 compositions between the ages of 14 and 17). Emphasis is placed on a significant event – receiving a scholarship at the competition of young talents in Leipzig, which was a significant financial support for his further studies at the University of Vienna. The “Viennese” period of E. Mandyczewski’s creativity, which lasted 54 years, is characterized. In Vienna, he studied German studies, philosophy, literature, art history, musical disciplines; his teachers were music critic Eduard Hanslick, musicologist Martin Gustav Notteb, composer Robert Fuchs. E. Mandyczewski’s professional growth was connected with activities at the Vienna Academy of Music, the Vienna Conservatory; he was the conductor of various choirs and orchestras, archivist and bibliographer of the Viennese “Society of Friends of Music” - one of the significant centers of European musical life. \u0000It was found that during many years of teaching activity, the Maestro trained a whole galaxy of composers, musicologists, teachers, most of whom became stars of the musical world of Austria, Italy, England, America... Among his students are Hans Gall, Karl Behm, Hilarion Verenko, Manolis Calomiris, George Sell, Leone Sinigaglia, Karel Prochazka (senior), Marcian Negria, Joseph Alois Krieps, Julius Patzak, Ferdinand Rebay, Rosario Scalero, Gustav Uwe Yenner, and Arthur Schnabel, Karl Garinger, Ignaz Brühl, Henry Kimball Hadlita, and others. The Austrian press deservedly called the honorary citizen of Vienna E. Mandyczewski “a living musical encyclopedia”. As a theoretician, he wrote many scientific studies on the work of W. Mozart, L. Beethoven, L. Bach, K. Czerny, A. Bruckner, Strauss, etc., compiled a complete edition of the works of J. Haydn, F. Schubert (in 42 volumes), J. Brahms (in 26 volumes). It is emphasized that E. Mandyczewski is the author of 11 Ukrainian choirs, the canon for three voices “And the day goes, and the night goes...” (to the words by T. Shevchenko), music to the lyrics by Yu. Fedkovich “Wake up, Boian!”, “Kobzar’s dawn” etc., vocal works written to the texts of Serbian, Hungarian, Ukrainian, Moldovan folk songs, author’s works written to the texts by Romanian and Moldovan poets M. Eminescu, H. Koshbuk, V. Aleksandr, O. Vlahutse, etc. Research attention is focused on the authorship of vocal works of a secular and spiritual nature, among which the most significant are: “Greek Mass” for solo, choir and orchestra, the cycle “Tuscan Songs”, church works –","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"62 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":"130095756","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: 10.33989/2226-4051.2022.26.273166
V. Yunda
The article reveals the peculiarities of the formation of future music teachers' competence in working with children's choirs. It is emphasized that the formation of future professionals' competence is an essential condition for the development of the musical culture of the younger generation, children's interest in the traditions of the musical culture of the Ukrainian people's creative music, and vocal and choral work in children's choir promotes musical abilities and emotional sphere. It is proven that the professional training of future music teachers to work with children's school choirs should be creative, taking into account individual capabilities, music theory, and performance training of students. It is revealed that the future music teacher must be prepared for various types and forms of creative vocal and choral work with children of different school ages, in which the future music teacher will perform as an educational institution, accompanist, accompanist, and illustrator. It is emphasized that the modern school needs new forms and methods in the organization of musical activity for schoolchildren, which will promote the development of musical culture and interest of pupils in musical creativity.
{"title":"FEATURES OF FORMATION OF FUTURE MUSIC TEACHER’S COMPETENCE IN WORKING WITH CHILDREN'S CHOIR","authors":"V. Yunda","doi":"10.33989/2226-4051.2022.26.273166","DOIUrl":"https://doi.org/10.33989/2226-4051.2022.26.273166","url":null,"abstract":"The article reveals the peculiarities of the formation of future music teachers' competence in working with children's choirs. It is emphasized that the formation of future professionals' competence is an essential condition for the development of the musical culture of the younger generation, children's interest in the traditions of the musical culture of the Ukrainian people's creative music, and vocal and choral work in children's choir promotes musical abilities and emotional sphere. It is proven that the professional training of future music teachers to work with children's school choirs should be creative, taking into account individual capabilities, music theory, and performance training of students. It is revealed that the future music teacher must be prepared for various types and forms of creative vocal and choral work with children of different school ages, in which the future music teacher will perform as an educational institution, accompanist, accompanist, and illustrator. \u0000It is emphasized that the modern school needs new forms and methods in the organization of musical activity for schoolchildren, which will promote the development of musical culture and interest of pupils in musical creativity.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"90 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":"124632326","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: 10.33989/2226-4051.2022.26.273105
B. Śliwerski
The subject of the analysis is the need to strengthen studies and research in the field of black pedagogy, negative pedagogy, anti-pedagogy, clinical psychology, and critical philosophy in the humanities and social sciences, which reveal the mechanisms of violence in domestic socialization as resulting in delayed reproduction of violence in interpersonal relations and politics. The author points to the development of trends in humanistic and personalistic pedagogy, such as the pedagogy of the heart, whose authors in Poland and Ukraine confirm with their scientific works the possibility of changing the paradigm of educating young generations for the development of the civilization of love and peace. The war in Ukraine caused by the Russian Federation makes us aware of the crisis of humanism and democracy. So it is necessary to defend both Ukraine and the culture of upbringing, which is represented in this country in the works of such scientists as Vasyl Suchomliński – the author of the pedagogy of the heart, and Vasyl Kremień – the philosopher of peace education.
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Pub Date : 2022-05-12DOI: 10.33989/2226-4051.2022.25.256653
É. Trentinné Benkő
In Europe, the number of early bilingual/multilingual or CLIL (Content and Language Integrated Learning) programmes is increasing. They offer ideal circumstances for learners of various linguistic and cultural backgrounds, foreigners and native speakers alike. Awakening to languages, building positive attitudes toward other nations and developing openness, tolerance, and intercultural awareness can occur naturally in the early years when professional support and conditions are provided. Teachers working in bilingual or plurilingual educational contexts need a wide range of unique competencies. ELTE University, Faculty of Primary and Pre-school Education is one of the few institutions in Hungary providing early pre-service bilingual teacher training at a BA level since 2006. The article presents ELTE TÓK’s student teachers’ beliefs by investigating their metaphors of the effective CLIL practitioner, emphasising those with a linguistic and cultural dimension. Their metaphors prove that future teachers have adequate personal and professional competencies to support young learners’ plurilingual and multicultural development in the future.
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