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Cited by 2 publications
References 21 publications
Introduction. The process of professional training in most economic sectors is now thoroughly developed and regulated by global science. Today, the exception is the creative directions of professional activity, which play an important role in society. Therefore, there is a reasonable request for the professional training in creative industries. However, in science and practice, it is still not clear how professional training in creative industries should be carried out. An educational model, based on modern approaches and principles of learning, can be an effective solution to this problem.Aim. The present research aimed to disclose the content and results of approbation of the model of professional training in computer-based music production.Methodology and research methods. The research methodological framework is based on the concepts of competency-based, activity-based, technological and personality-oriented approaches to education; research papers on the problems of using computer music technologies in education; theory and practice of teaching models application in higher education.The leading method was the modelling of the educational process in specialised training in the field of computer-based music production. An experimental research study was carried out with the participation of students and teachers of higher education (n = 83 people). The authors employed the following methods: a questionnaire survey, testing, practical assignments, measurement of motivation for educational computer-based music production, the Fisher’s method.Results and scientific novelty. The current research paper presents the authors’ model of specialised computer-based musical instruction, which includes four main units: motivational-targeted, content-logical, activity-technological and diagnostic (evaluative-productive). The novelty of the model is determined by the implementation of the leading innovative educational activity of students, which is characterised by the production, processing and reproduction of musical material using musical computer technologies. An important component of the model is a complex of pedagogical technologies, which is a part of the activity-technological unit and includes the following technologies: interactive, design, research, modelling technologies, individualisation of training, computer and information technologies. The effectiveness of the content of the proposed educational model is confirmed by the results of the experimental research study on the implementation of this model in the conditions of student mastery of computer-based music production disciplines in the real educational process of a pedagogical university. The data obtained revealed a high (sufficient and advanced) level of formation of computer-based musical competencies among students.Practical significance. The model for specialist training can become a separate element of the educational programme, which provides training for specialists in computer-based music production. The research materials may have implications for the further development of educational science and the practice of specialist training in other creative industries.
Introduction. The process of professional training in most economic sectors is now thoroughly developed and regulated by global science. Today, the exception is the creative directions of professional activity, which play an important role in society. Therefore, there is a reasonable request for the professional training in creative industries. However, in science and practice, it is still not clear how professional training in creative industries should be carried out. An educational model, based on modern approaches and principles of learning, can be an effective solution to this problem.Aim. The present research aimed to disclose the content and results of approbation of the model of professional training in computer-based music production.Methodology and research methods. The research methodological framework is based on the concepts of competency-based, activity-based, technological and personality-oriented approaches to education; research papers on the problems of using computer music technologies in education; theory and practice of teaching models application in higher education.The leading method was the modelling of the educational process in specialised training in the field of computer-based music production. An experimental research study was carried out with the participation of students and teachers of higher education (n = 83 people). The authors employed the following methods: a questionnaire survey, testing, practical assignments, measurement of motivation for educational computer-based music production, the Fisher’s method.Results and scientific novelty. The current research paper presents the authors’ model of specialised computer-based musical instruction, which includes four main units: motivational-targeted, content-logical, activity-technological and diagnostic (evaluative-productive). The novelty of the model is determined by the implementation of the leading innovative educational activity of students, which is characterised by the production, processing and reproduction of musical material using musical computer technologies. An important component of the model is a complex of pedagogical technologies, which is a part of the activity-technological unit and includes the following technologies: interactive, design, research, modelling technologies, individualisation of training, computer and information technologies. The effectiveness of the content of the proposed educational model is confirmed by the results of the experimental research study on the implementation of this model in the conditions of student mastery of computer-based music production disciplines in the real educational process of a pedagogical university. The data obtained revealed a high (sufficient and advanced) level of formation of computer-based musical competencies among students.Practical significance. The model for specialist training can become a separate element of the educational programme, which provides training for specialists in computer-based music production. The research materials may have implications for the further development of educational science and the practice of specialist training in other creative industries.
The Problem of Formation of Skills and Abilities in Musical and Computer Activities of Music Teachers: Didactic Aspect
The rapid development of digital technologies, the disclosure of their new possibilities and ways of application in music education, actualizes the problem of the formation of specific skills and abilities of musical teachers necessary for the effective use of the latest achievements of music and computer technologies in educational practice. The article provides an overview of the positive experience illustrating the use of digital technologies in the system of world music education. The list of skills and abilities necessary for musical teachers for the successful implementation of musical and computer activities in the course of professional pedagogical practice has been determined. A didactic complex was proposed, the content of which includes a multimedia workshop, a multimedia manual, an educational website and an electronic textbook. The pedagogical potential of this complex is considered in the formation of such skills as typing musical text in a photographic editor; creating a computer arrangement and its subsequent artistic processing; making sound recordings; development of digital didactic technologies for subsequent implementation into the music education system. Special attention is paid to the approbation of the author’s complex in the training of future music teachers, the positive results of which are presented in the article. It is noted that its use is advisable not only in professional musical and pedagogical training, but also in the system of professional development in the process of continuing education of practical teachers.
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