Integration Aspect of Training Teachers of Art Disciplines in Pedagogical Universities

doi:10.33423/jhetp.v22i6.5236

Cited by 3 publications

(3 citation statements)

References 16 publications

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“…Проблематика дистанційного навчання з урахуванням творчої специфіки є пріоритетним напрямом наукового дискурсу останніх років, запропонованого, зокрема, українськими фахівцями в іноземних виданнях. Цінними постають спостереження щодо продуктивності зустрічного руху інноваційних методів та педагогічних технологій як результату синергійного обміну ; необхідності формування відповідних IT-компетенцій студентства в умовах глобальної цифровізації суспільства , можливого розширення традиційних методів навчання за допомогою звернення до потенціалу STEAM Education (Tkachenko, Yeremenko, Kozyr, Mishchanchuk, & Liming, 2022), перспективності сучасних інформаційних технологій у мультикультурному середовищі як інтерактивного органайзеру самостійної роботи здобувачів вищої освіти (Ohrimenko, Berezan, Molnar, Dovzhynets, & Holiaka, 2022), маркування проблемних зон та недоліків онлайн-навчання . Не менш актуальним є й осмислення потенціалу мультимедійних та комунікативних технологій сучасного цифрового простору в українській освітній царині (Мальований, 2020;Ponomarova, Kharkivska, Petrichenko, Shaparenko, Aleksandrova, & Beskorsa, 2021).…”

Section: постановка проблемиunclassified

“…The problems of distance learning, taking into account the creative specificity, are investigated in the articles of the following Ukrainian scientists: Ponomarova et al, 2021;Ohrimenko et al, 2022;Prudnikova & Prudnikova, 2022;Tkachenko et al, 2022; The works devoted to the formation of a pianist-accompanist are Molchanova, 2019Molchanova, , 2021Molchanova, , 2022Nikitska & Savchenko, 2022. Objectives, methods and novelty of the research.…”

Section: Recent Research and Publicationsmentioning

confidence: 99%

“…Tkachenko, T., Yeremenko, O., Kozyr, A., Mishchanchuk, V., & Liming, W. (2022). Integration Aspect of Training Teachers of Art Disciplines in Pedagogical Universities.…”

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confidence: 99%

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Digital technologies in training the accompanist: practical dimension

Pidporinova

2023

Probl. of Int. Arts. Ped. T. and P. of Edu.

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Statement of the problem. The modern distance learning changes pedagogical strategies, methods, approaches, and the educational process. Institutions of art education, where training involves personal communication between the teacher and the student in the process of individual practical classes, found themselves in the most difficult situation. Therefore, it is important to understand the practical achievements of art universities in the field of distance learning as proven ways to overcome the remote “gap” between a teacher and a student. Recent research and publications. The problems of distance learning, taking into account the creative specificity, are investigated in the articles of the following Ukrainian scientists: Hubarieva et al., 2021; Lytvyn et al., 2021; Ponomarova et al., 2021; Davydov et al., 2022; Dedusenko et al., 2022; Ohrimenko et al., 2022; Prudnikova & Prudnikova, 2022; Tkachenko et al., 2022; Fabian et al., 2022. The works devoted to the formation of a pianist-accompanist are Molchanova, 2019, 2021, 2022; Nikitska & Savchenko, 2022. Objectives, methods and novelty of the research. The purpose of the study is to consider the positive and negative effects of distance education on the performing formation of a pianist-accompanist using digital technologies. A comprehensive approach is applied, combining the methods of analysis and generalization, systematization and projection, comparative, empirical, and experimental methods in accordance with the performance ensemble specifics. The scientific novelty consists in the study of practical developments in the distance learning of pianists of the Piano Accompaniment Department of Kharkiv I. P. Kotlyarevsky National University of Arts (Ukraine). Research results. The distance education in Ukraine has been complicated by the state of war, the departure of specialists abroad, funding restrictions and changes in educational policy. The formation of the accompanist is carried out by two strategies: together with the vocalist / instrumentalist and in the absence of soloists. All study participants face certain problems. For a pianist-apprentice, these are: loss of time on technological tasks, lack of sound display, unbalanced load. For soloists, these are: impossibility of synchronous performance, lack of emotional communication, singing or playing to the recorded accompaniment. For teachers, these are: the lack of direct contact with the ensemble members, the difficulty of correcting the sound, the obligatory verbalization of all remarks. Digital technologies that provide remote training of accompanist are as follows: 1. Google Meet and Zoom video conferences (“the teacher’s presence” effect); 2.MOODLE and GoogleClassroom platforms (organization of independent work and creation of online classes); 3. YouTube and Google Disk resources (access to video files with performance of compositions); 4. Messengers Viber, Telegram, ChatOn, WhatsApp, etc. (communication); 5. Editing applications – Adobe Acrobat Reader, Foxit Reader, Paint, Scissors, etc. (visualization of comments); 6. Applications for working with video recordings (for example, YouCut); 7. Ordinary telephone communication. General technical problems: instability of the Internet connection and its speed; obsolescence of gadget models; digital ignorance of distance learning participants, lack of a “common denominator” for evaluating the results of ensemble performance. Conclusion. The perspective of art education can be seen in finding hybrid forms of learning, combining synchronous and asynchronous models, taking into account the achievements of distance and face-to-face education and finding algorithms for building a combinatorial strategy.

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Section: постановка проблемиunclassified

Section: Recent Research and Publicationsmentioning

confidence: 99%

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Digital technologies in training the accompanist: practical dimension

Pidporinova

2023

Probl. of Int. Arts. Ped. T. and P. of Edu.

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YouTube as an open resource for foreign language learning: a case study of German

Chorna,

Hamaniuk,

Markheva

et al. 2023

CEUR-WS.org

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The integration of information and communication technologies (ICT) in education has increased the possibilities and expanded the boundaries of the learning process. It is also a prerequisite for implementing distance learning. Various online resources, such as e-mail, blogs, forums, online applications, and video hosting sites, can be used to create open learning and education environments. This study focuses on the use of informational educational technologies for learning foreign languages, especially German. The article presents the results of a theoretical analysis of the content of YouTube video materials in terms of their personal and didactic relevance for teaching German as a first or second foreign language in higher education, specifically at a pedagogical university. Based on the practical experience of using several popular thematic YouTube channels with a large and stable audience, a brief didactic analysis of their products is provided and suggestions are made on how to transform video content into methodological material for the practical course of German language for future teachers. The article also explores the potential of using alternative YouTube resources for distance learning with regard to the development of mediation skills as defined by the authors of the CEFR Companion Volume with New Descriptors. Four types of resources that can serve as teaching materials are identified and analyzed; some examples of their preparation and use for the training of future foreign language teachers are given. The article also discusses the open resources ONCOO and TWINE, which can be used to foster the autonomy of future foreign language teachers, and describes their features. The proposed recommendations can help to achieve the following objectives: enriching vocabulary; semanticizing phraseological units, fixed expressions, clichés; developing pronunciation skills; enhancing linguistic and ICT competencies; improving listening and speaking skills; increasing motivation to learn, etc.

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Духовно-Особистісний Аспект Музично-Виконавської Комунікативності Студентів Факультетів Мистецтв

МИМРИК

2024

Academis notes. Series: Pedagogical sciences

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У статті автор розглядає духовно-особистісний аспект музично-виконавської діяльності студентів факультетів мистецтв. Критерієм означеного феномена визначено міру інтеріоризації загальнолюдських цінностей і орієнтирів у площину індивідуального виміру, що виконують роль стрижневих орієнтирів у набутті виконавської майстерності студентами факультетів мистецтв та їх сталість відносно часу. Показниками духовно-особистісного компонента ми виокремлюємо: прояв екзистенційної сутності у духовній та раціональній діяльності студентів; уміння самостверджуватися у процесі власного професійного та особистісного розвитку; здатність студентів факультетів мистецтв до засвоєння українських духовних та мистецьких цінностей.

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Integration Aspect of Training Teachers of Art Disciplines in Pedagogical Universities

Cited by 3 publications

References 16 publications

Digital technologies in training the accompanist: practical dimension

Digital technologies in training the accompanist: practical dimension

YouTube as an open resource for foreign language learning: a case study of German

Духовно-Особистісний Аспект Музично-Виконавської Комунікативності Студентів Факультетів Мистецтв

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