Adherence to the principles of academic culture is one of the main values of the corporate cultural environment of the university community of any HEI. Today, the implementation of each of the numerous functions of education - pedagogical, developmental, didactic and methodological, socio-pedagogical, value-oriented, as well as the function of professional and personal self-improvement - requires a lot from the educator. Namely, knowledge and consideration of ethno-cultural peculiarities of students, reasonable and expedient selection of content, methods and techniques of teaching and upbringing on this basis, the ability to productive dialogue and fruitful cooperation with the family of students and the community - all this can be the subject of intercultural competence education. At the same time, scientific developments in this field require practical confirmation of certain aspects of developing academic cultural trends, as well as identifying the most promising directions for the successful formation of a virtuous academic environment. The aim of the article is to clarify the key directions and trends of scientific developments in the field of development of academic culture of applicants for higher music, pedagogical and choreographic education. Based on the analysis of the survey results, it is advisable to study the point of view of specialists on this issue on certain practical aspects of scientific reflection of this problem. Methodology. During this study, the analytical and bibliographic method has been used to study the scientific literature on the academic culture of applicants for higher music, pedagogical and choreographic education, analysis, synthesis, induction, deduction in the processing of scientific information, as well as theoretical methods (systemic-structural, comparative, logical-linguistic, abstraction, idealization) and an online survey to study some practical aspects of the problem. Results. According to the results of the study, the peculiarities of the scientific developments on the topic of the research have been studied. Moreover, the major trends in the development of academic culture of applicants for higher music, pedagogical and choreographic education have been identified. In addition, the data on the peculiarities of the current state and prospects for the development of a successful formation of a virtuous academic environment in the above-mentioned sphere, supported by the results of the survey, have been established.
The article discusses the experience of art university education in Ukraine in identifying and using the main diagnostic markers of academic activity and mobility for students of music and choreography specialties. The research aims to establish the effectiveness of diagnosing academic activity and mobility of art education students. The study is aimed at identifying the structure and sequence of application of diagnostic markers of their content and pedagogical feasibility. The research methodology is based on an integrated approach. The main method is an experiment, and the practice-oriented analysis of diagnostic markers, statistical methods of analysis, and a descriptive method for reviewing theoretical material is also used. The main hypothesis of the study is that the key diagnostic markers are a social activity, participation in educational and exchange programs, participation in complex art projects, as well as internships. The result of the study is the establishment of diagnostic markers of academic activity and mobility of students of art education, which can show the dynamics of the development of this type of activity of students of art pedagogical specialties. In the future, the main diagnostic markers that determine the level of quality of training of future specialists in music, pedagogical and choreographic education should be considered.
The article deals with modern scholars' approaches to the definition of the term "pedagogical culture of future teachers of musical art". The authors give their own definition of future teacher's pedagogical culture. It is defined as a subjectively conditioned system of values, culture-pedagogical knowledge, norms of behavior, which are practically implemented in the process of the development of a human being. These factors contribute to the realization of students' abilities, development of moral and philosophical personal qualities by means of implementing certain pedagogical conditions of training in higher educational establishments of Ukraine. They also determine the choice of the correct strategy of specialists-educators' cultural-pedagogical identity in their future professional activity. The criteria and levels as well as the stages of experimental work on the implementation of these methods have been identified and described. The experimental stages of the implementation of methods of formation of future teachers' pedagogical culture by means of spiritual music have been identified and described. There are three stages: adaptive, cognitive-corrective, and acmeological. The results of experimental work, that demonstrate positive effects of the implementation of methods of formation of future teachers' pedagogical culture by means of spiritual music in the educational process of pedagogical universities, have been also presented in the article.
The development of Ukrainian society requires new approaches in preparing students for professional activities. One of the urgent problems in training a future music teacher is vocal training. A modern professional and competent vocalist must have an impeccable vocal voice, vocal technique, be able to use the skills of various styles of world musical art, understand the specifics of vocal art and be fluent in modern information technologies. The article reveals the essence of such concepts as "vocal training", "vocal skill", much attention is paid to the methods of vocal training and directions of vocal training of future music teachers in the conditions of distance learning. In this study, the main attention is focused on the methodological principles of vocal training of future music teachers. The author identified and characterized the methods of vocal training, namely: explanatory-illustrative, reproductive, heuristic (search), research (creative), phonetic, concentric and the method of imaginary (internal) singing. It has been proven that the introduction of innovative technologies into the pedagogical process contributes to a more productive mastering of methods during vocal training, namely the remote form of conducting classes, which brings radical changes to the historically formed domestic system of student training. Areas of remote work in the vocal class are highlighted, including theoretical training, which involves studying the history of vocal performance; practical training (performance of individual sets of exercises, use of phonopedic method, development of repertoire works, etc.). It is noted that the use of work methods in the vocal class, appropriate for distance learning, on the one hand, allows to exclude long breaks that reduce the motivation of classes, and on the ot
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