Theoretical and Methodological Foundations of Organization of Musical Education in China and Belarus in the Context of Poly-Artistic

Wei, Xin; Polyakova, E. N.

doi:10.31618/2658-7556-2020-21

Cited by 1 publication

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“…It is worth noting that the principles that specify the polyartistic approach have distinctive features in studies of different levels. For example, Xin and Polyakova (2020) highlights the principles of a society-oriented educational process, the integration of various types of artistic activity, the creation of a creativity-oriented polyartistic environment, the inclusion of emotional components into the artistic and educational process, personal development in the polyartistic media, and the dialogical expansion of the space for the personal growth of the student.…”

Section: Introductionmentioning

confidence: 99%

Polyartistic Approach in Music Education: A Tool for Teaching and Developing Creative and Critical Thinking

Yaoquan,

Ruiping,

Yang

et al. 2023

rupkatha

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The article presents two models for introducing a polyartistic approach in Bachelor’s and Master’s training. The study emphasizes the need to integrate art and art education into the educational process as a factor in the development of creative and critical thinking, communicative and sociocultural competencies of future music teachers. The first model, known as the linear one, implies the inclusion of polyartistic disciplines and tracks in the educational program. This model allows students to choose electives that meet their interests and professional qualifications. This approach provides students with flexibility in planning their academic path and learning issues related to polyartistic education more comprehensively. The second model, the concentric one, is used in the Master’s degree programs. This model enables students to expand their knowledge and skills in the polyartistic component based on the knowledge gained during their Bachelor studies. Students study polyartistic subjects and thus expand their theoretical, methodological, and performing skills. These two models can be used for training secondary school music teachers and teachers of institutions of supplementary art education. The introduction of a polyartistic approach into the discussed models helps to better understand and apply art as a tool for teaching and contributes to the development of creative and critical thinking, communicative and sociocultural competencies of future music teachers. This article suggests new approaches to the formation of the professional identity of music teachers, the development of students’ creative abilities, and the use of modern technologies in polyartistic education. The conclusions of this article can serve as a basis for further research and development of practical aspects of introducing a polyartistic approach into the process of training music teachers.

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Section: Introductionmentioning

confidence: 99%