Musical co-creativity and learning in the Kokas pedagogy: Polyphony of movement and imagination

Vass, Éva

doi:10.1016/j.tsc.2018.12.004

Cited by 15 publications

(25 citation statements)

References 6 publications

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“…Considering the complex of listed structural elements, the development of original-innovative and creative-improvisational abilities is based and the training of teachers of art disciplines of the new formation is developed. The synthesising connection of the complex of structural elements of the vector of training is the stimulation of the development of creative abilities of future music teachers, the implementation of their innovative ideas in music pedagogy (Vass, 2019;Pieper et al, 2020). Thus, the presence and degree of development of the given motives, knowledge and skills define the preparedness of the future music teacher for successful singing innovative activity.…”

Section: Resultsmentioning

confidence: 99%

“…The communicative approach provides the organisation of pedagogical interactions in the educational process. It is useful not only for giving students knowledge about musical art, equipping them with artistic and pedagogical skills for practical usage in any educational situation, bringing future music teachers closer to real conditions of communication through clear dialogue in the system of communication (Vass, 2019;Pieper et al, 2020). Communication as a key concept of the communicative approach is synonymous with "conversation", because from Latin "communicatio" means "message", "conversation", "transmission", "connection".…”

Section: Methodsmentioning

confidence: 99%

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innovative approach to training students of art pedagogical universities

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The distinctive feature of modern musical art is the constant search for new expressive means. Innovations infiltrated all aspects of composition, including the writing technique, understanding of the genre, style, form, and instrumental interpretation. These efforts are aimed at a true diverse and multifaceted embodiment of reality, which is constantly changing due to grand social upheavals. “Creative experiment, inquisitive search, and desire for renewal are inevitable and necessary in modern music. Without these experiments, artistic creativity becomes shallow, declines, and is subjected to sclerotic necrosis”. The growing need for a highly spiritual society requires a rapprochement to teaching and educating the younger generation to develop its spiritual and cultural values, personal and artistic orientations. These trends are primarily related to maintaining and increasing the intellectual and creative potential of a person who can express oneself through professional activities. In this case, the modern socio-cultural stage of development of musical-pedagogical education brings attention to new quality requirements to training of the experts that supposes the necessity and urgency of updating a problem of methodological training of music teachers.

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Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

innovative approach to training students of art pedagogical universities

et al. 2021

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“…The pedagogy I research was developed from the Kodaly philosophy of music education by Klara Kokas ( 1999 ), to guide children towards concentrated attention and an absolute perception of classical music through movement and creative work 3 . Unsurprisingly, the adult musicians participating in my research often express resentment that their musical training may have severed their intimate relationship and natural affinity with music (Vass, 2016 , 2019 ). I believe that these adult musicians are on a journey towards the same cathartic realisations as yourself, during your evolution as a natural scientist.…”

Section: Beyond Objectivistic Science Through Second Perspectivementioning

confidence: 99%

“…Marman, 2016 ), cognitive sciences (Rayner & Jarvilehto, 2008 ), embodied cognition (Johnson, 2017 ) and phenomenological approaches to dialogism (e.g. Vass, 2019 , 2018 ).…”

Section: Introductionmentioning

confidence: 99%

Resurgence from Crisis Through Awareness of Natural Inclusion

Vass

Rayner²

2022

Hu Arenas

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For millennia, the Western mindset has been predisposed to the inherited custom to split mind and matter, emotion and cognition, art and science, the spiritual and the intellectual, the inner and outer, contemplation and objective inquiry. Our contemporary sense of dislocation from nature has arisen from this objectivistic perception. The current societal, economic and environmental crises urge us to break down the pervasive conceptual boundaries and binary distinctions and rethink what science is or what it can become. Covid 19 has exposed the iniquities and deep fault lines in the political and economic structure of globalized modern society founded on false division or unification of individual from or with group. We see Natural Inclusionality as the path to begin to resurrect and cultivate a new normal of co-creative community from the wreckage of the old normal of cultural tyranny (Rayner, 2020). The most ground-breaking dimension of the NI perception lies in its rejection of both extremes of dualism: the narrow objectivistic view of the world as dividable into discrete entities and the equally limiting monistic view of the world as some sort of uniform oneness. We propose to unpack these insights through dialogue: an ongoing professional dialogue between two authors, between two philosophical orientations, between natural and social sciences and between science and art. Our intentions are to show Natural Inclusional awareness as humanity’s ultimate resource for a resurgence from crisis—breaching the Great Lie that isolates individual from common good. In particular, we discuss the significance of these considerations in the context of educational science and practice.

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“…Summarizing the above mentioned, one can argue about the interdependence of the broad promotion of the creativity of domestic and foreign composers, the implementation of interpretative principles of performance, reliance on the principles and historical and pedagogical experience of outstanding music teachers and achieveness of the high level of performance culture of the students of M. Hlinka Dnipropetrovsk Academy of Music. At the same time, it can be argued that the professional and conceptual principles of pianists' education in M. Hlinka Dnipropetrovsk Academy of Music is the integral ability of future specialists to acquire methodological knowledge and skills, to control and analyze the teaching process, to assess the quality of knowledge to achieve the goal, to seek new ways and effective teaching methods, to possess modern innovative methods and technologies confidently and to implement them to the educational process (Jabusch et al, 2009;Krings et al, 2000;Vass, 2019).…”

Section: The Main Pedagogical Principles In the Education Of Pianists Of M Hlinka Dnipropetrovsk Academy Of Musicmentioning

confidence: 99%

Interdisciplinary communication in pianists’ education: experience from M. Hlinka Dnipropetrovsk academy of music

et al. 2021

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In modern social conditions, the demand of formation of a new generation of teachers is raising. The problem of interdisciplinary communication in the field of musical-pedagogical preparation of specialists is of particular interest since new organizational and methodological forms, theoretical and practical research are not used enough in the educational process. The authors conducted a study on the issues of professional and conceptual foundations of pianists’ education on the example of M. Hlinka Dnipropetrovsk Academy of Music. The concept of interdisciplinary communication was defined. Vocational and pedagogical skills and pianist skills that are formed due to the interconnection of the disciplines of the historical-pedagogical cycle were characterized. The tasks that contribute to ensuring the effectiveness of the results of pianists’ educational process in M. Hlinka Dnipropetrovsk Academy of Music were identified and main pedagogical principles were outlined.

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Musical co-creativity and learning in the Kokas pedagogy: Polyphony of movement and imagination

Cited by 15 publications

References 6 publications

innovative approach to training students of art pedagogical universities

innovative approach to training students of art pedagogical universities

Resurgence from Crisis Through Awareness of Natural Inclusion

Interdisciplinary communication in pianists’ education: experience from M. Hlinka Dnipropetrovsk academy of music

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