Підготовка майбутнього вчителя музичного мистецтва до викладання основного змісту шкільної освіти

Abstract

У статті розглянуто особливості підготовки майбутнього вчителя музичного мистецтва в умовах оновлення змісту освіти. Проаналізовано поняття «змісту освіти», «оновлення змісту освіти», «оновлення змісту мистецької освіти». Розкрито компоненти підготовки майбутнього вчителя музичного мистецтва: мотиваційно-когнітивний; компенсаторно-образний; емоційно-оцінювальний; художньо-творчий; педагогічно-практичний. Визначено педагогічні умови підготовки майбутнього вчителя музичного мистецтва в контексті проблем мистецької педагогіки. В статье рассмотрены особенности подготовки будущего учителя музыального искусства в условиях обновления содержания образования. Проанализировано понятие «содержания образования», «обновление содержания бразования», «обновление содержания художественного образования». Раскрыты компоненты подготовки будущего учителя музыкального искусства: мотивационно-когнитивный; компенсаторно-образный: эмоционально-оценочный: художественно-творческий; педагогическо-практический. Определены педагогические условия подготовки будущего учителя музыкального искусства в контексте проблем художественной педагогики. The paper considers peculiarities of a pre- served music teacher’s training under the conditions of renewing of the content of art education. The notions “education content”, “art education content”, “renewing of art education content” are analyzed. The pedagogical terms of a pre-served music teacher’s training are defined in the context of art pedagogy problems. Training of a pre-served music teacher to renewing of the art education content is presented as a process of forming of students’ attitude to various types of art based on their realizing both common and specific regularities of reality art reflecting,Investigating of the art education content relates to the problems of art pedagogy which is the theory and practice both of professional and general art education as well as art-esthetic bringing up. This discipline provides realization of such educational branches as art education and brining up for art. The art education content is thought to be holistic combination of art compositions knowledge (fact material), theory and history of art, practical skills in art activity, experience of art perception, estimative attitude and interpretative approaches to art heritage. Earning these knowledge and skills provides art experience expansion as well as whole development of personality which affects his/her self-improvement and self-determination. Elements of the art education content are identified as: “experience of emotional-moral attitude of a person to evidence; art knowledge; skills in art which are revealed in creative educational activity”. Taking into consideration the connection of the elements we can highlight creative activity as a dominant in teaching art. The following terms are determined to be the top priority pedagogical conditions: a) creating the positive studying atmosphere; b) reaching dialogue interaction between a teacher and a pupil; c) providing the priority of practical activity. Students’ training includes the components: motivation-cognitive component which expects formation of students’ needs in interaction with various kinds of art based on increasing their art competency; compensative-creative component that facilitates overcoming isolation of music bringing up as for other kinds of creative activities; emotion-estimating component which is directed on the expansion students’ art-sensor experience of music perception; art-creative component which activates music- creative imagination of students due to getting familiar them with facilities of different kinds of art as for evidence reflecting (projecting and modeling of art-pedagogical situations, orientation in non-standard situations, “art actions” etc.); pedagogical-practical component that enlarges palette of students’ pedagogical behavior.