Straipsnyje atskleidžiamos jaunesniojo mokyklinio amžiaus vaikų kūrybiškumo ugdymo muzikine veikla kryptys: mokinių muzikinės patirties kaupimas, savarankiškumo skatinimas, kūrybinės saviraiškos poreikio stiprinimas. Taip pat parodomos šiomis kryptimis organizuotame pedagoginiame eksperimente dalyvavusių mokinių kūrybiškumo pokyčių tendencijos.
Klaipėdos universitetas, Lietuvos muzikos ir teatro akademija Anotacija Straipsnyje analizuojami mokinių muzikinių kompozicijų vertinimo kriterijai ir procedūros. Pateikiama kriterinio kūrybos darbų vertinimo apžvalga, aptariamos muzikinės kūrybos produkto vertinimo metodikos ir jų taikymo sąlygos. Keliamas klausimas, ar muzikinės kompozicijos vertinimo kriterijai taikomi realiomis sąlygomis, t. y. konkursuose vertinant mokinių kompozicijas? Siekiant atsakyti į šį klausimą, atliktas tyrimas, kuriuo siekta atskleisti vertinimo komisijos narių patirtį vertinant mokinių muzikines kompozicijas. Tikslui įgyvendinti atliktas giluminis interviu su 5 kompozitoriais, vertinusiais mokinių muzikines kompozicijas nacionaliniuose ir tarptautiniuose konkursuose. Pristatant tyrimo rezultatus dėmesys sutelkiamas ties muzikinių kompozicijų vertinimo kriterijais, vertinimui įtaką darančiais veiksniais ir vertinimo procesu. PAGRINDINIAI ŽODŽIAI: kūrybos produktas, muzikinė kompozicija, vertinimas.
Straipsnyje atskleidžiamas kūrybiškumo raiškos muzikinėje veikloje turinys, remiantis konkrečiais tyrimo duomenimis, analizuojami 1-11 klasių mokinių kūrybiškumo ypatumai mokiniams interpretuojant, komponuojant ir vertinant muziką. Taip pat aptariami muzikinėje kūrybinėje veikloje patiriami emociniai išgyvenimai, atskleidžiama kūrybiškumo priklausomybė nuo mokinių lyties ir amžiaus.
The results of the research, carried out at the University, are presented in the article. They helped to clarify the attitude of lecturers and students towards the usage peculiarities of information and communication technologies in the study process. The following elements of study process were being analyzed: competencies, gained during the studies, application of learning methods, assessment methods of learning and achievements. The research revealed that the use of innovative methods and information and communication technologies in the study process are not sufficient. In order to achieve the quality in education, it is sufficient to develop lecturers' capacities to use information technologies, to encourage students to use the virtual learning environment. The research was accomplished using the Tuning methodology, a questionnaire survey and interview methods. 259 respondents participated in the research.
This paper analyzes teaching and learning in the context of the implementation of digital technology in educational practices. On the basis of the data obtained from focus group discussions and creative workshops with primary school teachers, ways are identified to recognize and strengthen student engagement in learning through the use of digital tools, based on artificial intelligence and integrating learning analytics. As evidenced by the analysis of the research data, students’ cognitive, emotional, and behavioral engagement in learning increases due to the use of digital learning tools. To support and strengthen student engagement, teachers need to rethink their habitual educational practices, anticipate the barriers to engagement caused by digital technologies and the ways of coping with them, make use of digital tools for personalized and in-depth learning, and apply effective means to manage classrooms and interactions between students.
STEAM education is named as one of the priorities of Lithuanian education, responding to the need to promote a culture of innovation at school and to develop students' creative and critical thinking. The search for opportunities of integration of the subjects of arts and sciences into teaching / learning processes involve researchers and practitioners from various fields (engineering, education, arts, culture, and technological innovation). The numbers of scientific publications on the concept of STEAM education and on the role of arts in it that have been increasing over the last decade testify to the scientific community's attention to the issue, however, they also raise so far unanswered questions about the integration of arts into STEAM theory and practice. Researchers address several problematic areas in STEAM education: insufficient analysis of practical cases, limited preparedness of teachers to implement STEAM projects, and one-sided interpretation of the purpose of arts. Not much is known about how teachers’ value personal experiences in arts integration, how effective the inclusion of arts in the context of STEAM education is, and what the dynamics of STEAM discipline integration is. The aim of this study is to find out why and how primary school teachers integrate arts into STEAM projects, what challenges they face, and how they assess their competencies to ensure arts integration. To achieve the aim of the research, a focus group discussion with teachers working at two Lithuanian primary schools and implementing STEAM projects was chosen as the main data gathering method. The results of the focus group discussion revealed that the teachers preferred an arts-enhanced model of STEAM subject integration mostly through visual arts (drawing, photography, collage, and sculptural elements by gluing). Arts were applied with the aim of diversifying students' academic activities and enriching them with emotional experiences. The research participants saw the following advantages of including arts in STEAM projects: increasing the choice of activities and tools, enhancing students' engagement in learning processes, developing leadership and cooperation skills, maintaining learning motivation, improving critical and creative thinking skills, and linking learning to life. The limitations of teachers' competence to integrate arts into STEAM projects became apparent as well: insufficient knowledge of forms and ways of artistic expression, distrust of their own artistic abilities, and a lack of experience in cooperation with art teachers and artists. Based on the research findings, the directions of further research were formulated, the most relevant ones being an analysis of specific STEAM projects and the modelling of multidimensional STEAM projects. Keywords: STEAM projects, arts integration, primary school teachers
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