Formation of methodical competence of future music teachers in choral conducting classes.  Qualification scientific work on the rights of the manuscript.

Теряєва, Лариса Анатоліївна (2019) Formation of methodical competence of future music teachers in choral conducting classes.  Qualification scientific work on the rights of the manuscript. Doctoral thesis, НПУ ім. М. П. Драгоманова.

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Abstract

In the dissertation research the problem of formation of methodical competence of future music teachers in choral conducting classes is considered, the content is substantiated, the structure and features of forming methodical competence are revealed, the criteria, indicators and levels of its formation are determined. An author's experimentally tested effective methodology of forming the methodical competence of future music teachers in classes in choral conducting is proposed. According to the aim and solved problems, the following conclusions are presented. Based on the study and analysis of scientific works on philosophy, pedagogy, psychology, art criticism, the relevance of the topic of dissertation research is substantiated. The features of the modern concept of higher education in Europe and Ukraine are highlighted, and a comparative analysis of the current state of domestic and European education is carried out. The author's vision for the concept of "methodological competence" was proposed in the research, and the existing methodological support for choral conducting was analyzed. It is determined that the methodological competence of future music teachers is the integral quality of the individual to possess the methodological knowledge, skills to monitor and analyze the educational process, to assess the quality of knowledge to achieve the aim, to seek new ways and methods of teaching, to confidently own modern innovative methods and technologies and introduce them into the educational process. The structure of methodological competence of future music teachers includes the following components: cognitive, emotional-value, personality-communicative and executive-creative. Thus, the cognitive-cognitive component of methodological competence was formed by mastering methodological knowledge and skills, using methodological support and innovative teaching technologies; emotional-value component - thanks to the attitude of music teachers to works of choral art; personal-communicative component - in the process of development of personal qualities and communicative abilities of students, by communicating with students; the executive-creative component was formed in the process of realizing the acquired knowledge and skills in practical activities using modern computer technologies. The analysis of the structural components of methodological competence showed that they are the basis for the formation and further development of future music teachers in professional work. Among the functions of methodological competence are the following: pedagogical, diagnostic, analytical, planning, organizational, communicative, interpretational, axiologica, advisory, control, prognostic. The notion of "choral conducting" is grounded, the purpose and structure of classes on choral conducting on the basis of an individual approach are determined. A detailed comparative analysis of the peculiarities of the formation of methodological competence, development of personal qualities and creative thinking of future music teachers is carried out. The creative dialogue between the teacher and the student and the musical development of students are considered through performing independent creative tasks, using gaming techniques, business games, innovative teaching technologies. Attention is paid to the psychological and pedagogical problems, methodological and professional difficulties faced by future music teachers in choral conducting classes and in the course of practical work with the choir. Real ways of solving these problems are proposed. The methodology for forming the methodical competence of future music teachers in choral conducting classes is based on the traditional (the principle of systematic and consistent learning, conscious learning, motivation, visibility, the strength of knowledge, the connection between learning and life) and modern principles of teaching (the principles of individual ability to choral conducting, interactive learning, innovative visibility, creative development, interdisciplinary relations), which are closely related to the purpose and objectives, content and forms, methods and the end result of the learning process. The conducted research of the principle of interdisciplinary relations showed that it contains important reserves for further improvement of the teaching and upbringing process (making corrections to the content of the curriculum for choral conducting and updating them), which allowed to optimize the educational process for choral conducting. According to the existing educational process, after a detailed analysis of the training load, the curriculum for choral conducting was optimized on the basis of modular training, interdisciplinary connections and network planning in order to identify the reserve teaching hours for the introduction of an additional section of the curriculum for choral conducting "Musical information technologies in choral conducting ". Optimization of the curriculum contributed to a more even distribution and reduction of the students load in the process of intensive study of thematic modules, strengthening of interdisciplinary connections, minimizing time spent studying the discipline "Choral Conducting" and improving the learning process. The additional section " Musical information technologies in choral conducting" developed by the author was introduced into the educational process, which allowed future music teachers to get acquainted with innovative computer technologies; to acquire methodological knowledge and skills in using notation programs and synthesizers, methodical support and modern music computer programs in practical work. The use of musical modern computer technologies, multimedia tools and music computer programs in choral conducting helped to motivate the teaching, improve the methodical preparation of future music teachers, improve them in typing notation, record choral score and school song repertoire with the help of innovative programs-editors Finale, Sibelius, practical skills of own sound interpretation of choral works using modern music programs Adobe Audition, Sound Forge, Cubase, as well as arranging and creating own phonograms with the help of a computer, a synthesizer and the program "SONAR 4 Producer Edition". In the choral conducting classes, various methods were used: methods of stimulating learning (motivation, cognitive games, business games, educational discussions), methods of cognitive activity (explanatory-illustrative, reproductive, problematic, partly search (heuristic), research, practical, creative, interactive), special musical methods (running ahead and returning to the studied, musical generalization, creating an artistic context, modeling of the artistic and creative process, intonation-style achievement of music); methods of students' independence (work under the guidance of a teacher, independent work, processing of scientific and literary sources), as well as methods of control and self-control. Various forms of training have been applied: individual forms (training sessions, creative dialogue, independent work, creative assignments using musical computer technologies), which is the main one in the study of choral conducting). The frontal form was also used in small groups (listening to a choral composition by a group of students, discussions, suggestions, expressive conducting of the same work by different future music teachers, lectures, seminars, colloquium, business games, consultations, music lounges, concerts, groups, competitions of conductors, which contributed to the expansion of the possibilities of the educational process. Important in the choral conducting classes is: independent study of methodological, scientific and educational literature by students; mastering of conducting technique, analysis of choral works and writing of annotations, execution of school songs, learning and interpretation of choral works, fulfillment of individual creative tasks. Classes for choral conducting use various means of training: traditional means (textbooks, visual aids, didactic materials, technical means) and innovative teaching aids (methodical, multimedia, computer). The composition of multimedia means includes: educational video films; audio-players; records of choral music, electronic board; hardware. The composition of computer tools includes: electronic textbooks, manuals; electronic libraries, computer music programs and notation programs; tasks for independent work of students; tests. A methodology for assessing the maximum effectiveness of methods, organizational forms, types of training and modern means for the discipline "Choral Conducting" has been developed. This methodology has proved that the following teaching methods are the most effective at choral conducting classes: methods aimed at mastering knowledge (motivational, educational, practical, problem-searching) and methods aimed at improving knowledge, skills (interactive, creative methods and methods of control and self-control). The most effective organizational forms are: individual, individual-group, practical classes, independent work, pedagogical practice. It is proved that among modern teaching aids the most effective are methodical, multimedia, computer and technical training aids. The introduction of the most effective methods, organizational forms and modern teaching aids contributed to the improvement of the educational process for choral conducting and the formation of methodological competence of future music teachers. Pedagogical conditions for the formation of methodological competence of future music teachers in classes in choral conducting are determined: 1) strengthening the motivation for learning by using modern visual aids, multimedia and computer technologies; 2) full-fledged methodological support for the course of choral conducting and related musical disciplines; 3) independent work of future music teachers to improve their methodological competence and use of modern computer learning technologies in practice; 4) creative method of developing abilities with the use of interactive teaching methods. For the practical implementation of the methodology for forming the methodological competence of future music teachers in choral conducting classes, a model of formation has been developed and applied, which includes the following blocks: the conceptual target group (goals, objectives, principles, approaches, goals of the educational process, the leading idea) content block (content, structural components); organizational and activity block (organizational factors, organizational forms, methods, stages, pedagogical conditions); criterial diagnostic block (diagnostic criteria, levels of formation); the resultant block (the final result of the experimental research work). The criteria (cognitive, axiological-analytical, personality-communicative, creative-operational) and levels (low, medium, high) of forming the methodical competence of future music teachers in classes on choral conducting are proposed. Practical introduction of the model of formation of methodical competence of future music teachers was carried out in three stages. Three diagnostic cuts were performed (initial, intermediate, final). With the purpose of revealing the results of experimental work, statistical processing of the obtained indicators was carried out, which determined the dynamic growth of the formation of components of methodological competence: in the experimental group, the number of students with a low level of the components of methodical competence significantly decreased (by 23.30%) and increased the number of students with an average (by 11.93%) and high (by 10.8%) levels. In the control group of students the levels of the formation of methodological competence remained without significant dynamic changes.

Item Type: Thesis (Doctoral)
Uncontrolled Keywords: methodical competence, methodology of forming, future music teachers, choral conducting, musical information technologies.
Subjects: Дисертації
Divisions: Institutes > University College > Циклова комісія музики і хореографії
Depositing User: Лариса Анатоліївна Теряєва
Date Deposited: 02 Dec 2019 13:05
Last Modified: 02 Dec 2019 13:05
URI: http://elibrary.kubg.edu.ua/id/eprint/29281

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