Experience in Developing Imaginative and Intonational Competencies in Future Music Teachers

Abstract

The content analysis of students’ training shows that the traditional approach does not use the possibilities of the integrity of choral conducting courses and the gradual and eidetic organization of such training. The research aims to develop, scientifically justify and experimentally verify the effectiveness of the methodology for developing imaginative and intonational skills in students while studying choral conducting courses. Empirical methods are pedagogical observation, talks, surveys, interviews, project methods, tests; research and search methods: experimental and creative tasks, reflexive methods, interactive methods, heuristic methods for modelling imaginative and intonational skills (creative imagination, art views), methods of statistical data processing. A relevant methodology for developing imaginative and intonational competencies in students based on the organizational and methodical model has been designed, verified and implemented in practice. The main approaches, principles, functions and teaching methods have been identified. Pedagogical conditions for effective developing imaginative and intonational competencies in students employing choral conducting courses have been outlined. The obtained results have proved the originality, effectiveness and possibility of implementing the designed methodology into the practice, as well as the practical expediency and promptness of the proposed stage-by-stage methodology. Thus, 22% of control group students and 33% of experimental group students have achieved a high level, with the difference of <11%. Respectively, 44% of control group students and 48% of experimental group students have achieved an average level, with the difference of <4%. Finally, 34% of control group students and 19% of experimental group students are at a low level.

RETRACTED: Cultivation and interpretation of students' psychological quality: Vocal psychological model

“…Obviously, it has little effect on resource management strategies of convergent thinking and adaptive students, and has little effect on cognitive strategies of absorbing students (20). Similarly, there are some influencing factors that change with academic performance or age, such as the self-concept mentioned above, as well as other such as non-symbolic quantitative representation ability and symbolic awareness (21). The researchers found that the approximate number system, as one of the innate number systems of human beings, is not significantly related to the academic performance of vocal music at the beginning of children's formal vocal music education (22).…”

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“…Для виконавської майстерності суттєву роль відіграє розвиток образних (образотворчих) та інтонаційних навичок (Kozii et al, 2020) Що стосується музично-інструментальної підготовки, то музикант повинен володіти виразними особливостями виконавської манери (як традиційної, так і індивідуально-авторської, власної), вміти користуватися ними і контролювати процес виконання. Оволодіння такими навичками є складним і тривалим процесом і займає багато часу.…”

Teaching Methods of Intonation Training in Clarinet Performance

“…He aimed to verify the effectiveness of progressive methods in cultivating students' imagination and intonation skills in choir conducting courses. The teaching conditions for effectively developing imagination and intonation abilities among students using choir conducting courses have been outlined [1]. Ovcharenko Nataliya found that applying innovative technologies to vocal training in higher art colleges and art teaching education to form the skills of future music teachers is a particular concern today.…”