Professional Training of Music and Choreography Teachers: Artistic-Communicative Context

Abstract

The article highlights the importance of artistic communication in the process of professional training of teachers of music and choreography. The purpose of the article is to analyze the artistic and communicative context of professional training of music and choreography teachers. The study used theoretical methods: analysis of psychological and pedagogical literature, synthesis, comparison, generalization of research results; diagnostic methods: interviews, questionnaires, surveys, observations; methods of processing experimental data for quantitative and qualitative analysis of the results of diagnostic studies.The meaning of the concepts is specified: communication, pedagogical communication, communication, artistic communication, artistic-communicative process. The method of introduction of art-communicative context in practice of preparation of teachers of music and choreography is developed, the directions of its realization are defined - art-pedagogical, performing, directing-staging; the levels of interpersonal interaction are highlighted, the communicative, interactive and perceptual aspects of communication are characterized.The results of empirical research have shown that in the process of professional training of teachers of music and choreography, the artistic and communicative context is insufficiently relevant. In individual lessons in instrumental classes and choreography classes, only certain elements are used: information or messages. Innovative technologies and methods of formation of communicative skills and stimulation of artistic communication are offered.Among the innovations of art education are the technology of personification, design technologies, coaching method and start-method of cooperative learning. We are convinced that artistic communication is a powerful and effective means of developing social skills (soft skills), as it allows to involve students in various types of artistic creativity: music, stage, choreography.The study confirmed the importance of activating the artistic and communicative context in the process of professional training of teachers of music and choreography.

Modeling the Process of Forming the Skills and Pedagogical Analysis of Musical Works of Future Music Teachers

“…When creating it and determining the ways of implementation, it is necessary not only to focus on the internal realities of higher educational institutions, but also to monitor global trends in the methods of teaching (training) music teachers. At the same time, the model provides for «variability of application, update of content, generation of new knowledge and creative elaboration of the experience of training music teachers» (Mozgalova, 2011).…”

“…The acquisition of skills occurs through a gradual transition from work under the supervision of a teacher to independent work, with «a significant part of mental activity aimed at finding and using the optimal way of solving tasks» (Maksimenko, 2004). As a complex integral formation that arises in the process of analytical and synthetic activity for cognition and awareness of a wide range of musical information, it involves the analysis, comparison, classification and systematization of artistic information (Zhang Jie, 2014); are manifested in various types of musical and performing activities and provide artistic knowledge of musical works, the depth of penetration into their emotional and figurative content, determine the performing and analytical potential of a music teacher (Mozgalova, 2011); ensure the success of artistic and pedagogical analysis of musical works, the purpose of which is to reveal the content of a musical work, taking into account age characteristics, musical development and the task of musical education of schoolchildren (Rostovsky, 1997); is an effective means of developing soft skills, as it contributes to the involvement of students in various types of artistic creativity: choreographic, musical, etc. (Mozgalova et al, 2021, p.318); а stylistic approach to the study of music-theoretical disciplines in the process of professional training of future teachers of musical art and choreography (Novosadova et al, 2022).…”

Дидактичні Умови Використання Інформаційно-Комунікаційних Технологій У Процесі Підготовки Майбутніх Учителів Музичного Мистецтва

“…Доцільність і результативність впровадження ІКТ у процес професійної підготовки майбутніх учителів музичного мистецтва пов'язані з необхідністю опрацювання значної інформаційної бази, основних принципів та понять цілісного пізнання. "Це означає, що сучасна мистецька освіта має пропонувати нове підходи та принципи, на яких будується новітня художньо-педагогічна діяльність" [14,195]. Використання інформаційно-комунікаційних технологій сприяє формуванню професійних знань, навичок, індивідуалізації навчального процесу, пошуку нових шляхів реалізації творчої мети.…”