在教育机构艺术创新研究中对未来音乐教师专业培训内容实施艺术与教学解读技术

T. Martyniuk
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引用次数: 0

摘要

本文探讨了在教育机构艺术创新研究中,在未来音乐教师专业培训内容中实施艺术与教学解读技术的问题。本文的目的是考虑在未来音乐艺术教师的专业培训内容中引入教学、艺术和教学解释技术的优势,并举例说明这些技术在获得“中等教育(音乐艺术)”专业硕士学位的教育过程中的应用。在实验工作过程中,采用了以下研究方法:理论:分析、综合、比较、系统化;经验性的:观察,调查,对音乐作品的艺术和教学解释的呈现。结果。以下方法被作者认为是解释性音乐教学技术的主要方法:对作品的艺术-教学分析,艺术-教学叙事,教学-解释性认知,对音乐作品意义领域的感性沉浸,对作品解释性版本的个人批判性理解,艺术-解释性活动,对作曲家心理肖像的呈现,对作品音乐意义的理解和建模。笔者认为,上述方法反映了演奏活动的一般过程,并与音乐演奏现象有关。为了描述音乐和教学解释技术及其教学工具的特点,作者在实践课主题“普通中等教育机构五年级音乐艺术教学中对各种流派和时代的声乐、合唱和器乐作品进行艺术和教学解释的培训申请人的方法”中给出了21个推荐的创造性任务培训示例。结论。笔者认为,在教育机构艺术创新研究中,将艺术和教学解读技术引入未来音乐教师专业培训的内容,有助于培养学生掌握音乐和教学创新的动机,激活学生的审美、品味、感知能力、批判性思维的发展。以及创造自己的艺术和教学解释的技能的形成,它们从理解作者的思想、艺术认知和交际活动的角度得到证实。研究未来音乐教师专业培训内容中艺术教学解释和解释学技术的相互关系,对所提出问题的发展前景进行了展望。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Implementation of Artistic and Pedagogical Interpretation Technologies in the Content of Professional Training of Future Music Teachers in the Study of Artistic Innovations in Educational Institutions
The article is devoted to the issue of the implementation of artistic and pedagogical interpretation technologies in the content of professional training of future music teachers in the study of artistic innovations in educational institutions. The purpose of the article is to consider the advantages of introducing pedagogical, artistic and pedagogical interpretation technologies into the content of professional training of future musical art teachers and to present examples of their use in the educational process of those obtaining a master's degree in the specialty «Secondary education (Musical art)». In the process of experimental work, the following research methods were used: theoretical: analysis, synthesis, comparison, systematization; empirical: observations, surveys, presentation of an artistic and pedagogical interpretation of a musical work. The results. The following methods are considered by the author to be the leading methods of interpretive music-pedagogical technologies: artistic-pedagogical analysis of a work, artistic-pedagogical narrative, pedagogical interpretive cognition, perceptive immersion into the meaningful sphere of a musical work, individual critical understanding of interpretive versions of works, artistic-interpretive activity, presentation of a psychological portrait of the composer, comprehension and modeling the musical meaning of the work. In the author’s opinion the above methods reflect the general process of interpretation activity and are related to the phenomenon of musical interpretation. To characterize the musical and pedagogical interpretation technologies and their pedagogical tools, the author has given twenty one examples of recommended creative tasks for the training of future music teachers on the practical lesson topic «Methods of training applicants for the artistic and pedagogical interpretation of vocal, choral and instrumental musical works of various genres and eras for teaching musical art in 5th grade of general secondary education establishment». Conclusions. The author has defined that the introduction of artistic and pedagogical interpretation technologies into the content of the professional training of future music teachers in the study of artistic innovations in educational institutions contributes to the development of the students' motivation to master musical and pedagogical innovations, allows to activate the development of aesthetic sense, taste, perceptive abilities, critical thinking, and the formation of the skills of creating one's own artistic and pedagogical interpretations, their substantiation from the point of view of understanding the author's idea, artistic cognitive and communicative activity. Prospects for the development of the raised problem are the study of the interrelationships of artistic-pedagogical interpretive and hermeneutic technologies in the content of professional training of future music teachers.
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