Theoretical model of artistic and project-based experience of future teachers of Musical Arts
The article presents the results related to theoretical modelling of the phenomenon “artistic and project-based experience” of future teachers of Musical Arts and the criteria for its evaluation. The formation of this type of experience on the basis of piano training aimed at future teachers of Musi...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
He Jingyi [verfasserIn] Rebrova Olena [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch ; Russisch ; Ukrainisch |
| Erschienen: |
2022 |
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| Schlagwörter: |
artistic and project-based experience |
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| Übergeordnetes Werk: |
In: Науковий Вісник Південноукраїнського Національного Педагогічного Університету імені К. Д. Ушинського - State institution “South Ukrainian National Pedagogical University named after K D. Ushynsky”, 2019, 139(2022), 2, Seite 59-67 |
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| Übergeordnetes Werk: |
volume:139 ; year:2022 ; number:2 ; pages:59-67 |
| Links: |
Link aufrufen |
|---|
| DOI / URN: |
10.24195/2617-6688-2022-2-8 |
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| Katalog-ID: |
DOAJ089329031 |
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| 520 | |a The article presents the results related to theoretical modelling of the phenomenon “artistic and project-based experience” of future teachers of Musical Arts and the criteria for its evaluation. The formation of this type of experience on the basis of piano training aimed at future teachers of Musical Arts is actualized by the fact that projects become the most attractive innovative organisational form of teaching arts. Researchers explore various phenomena related to project-making (competence, skills, technology, activities, culture, etc.). However, artistic and project-based experience in the context of professional training aimed at future teachers of Musical Arts still needs theoretical understanding. The article clarifies the essence of this type of experience; the corresponding concept is interpreted as an integrated professional quality of future Musical Arts teachers; it is a process and a result of accumulation and memorisation of knowledge and practical skills enabling the embodiment of artistic and essence-related ideas into an organisational form perceived as an event where all participants are involved into independent preparing and performing of distributed creative tasks according to a certain scenario, focusing on achieving a common pedagogical goal. The structure of artistic and project-based experience is presented; it consists of four components: methodologically motivated component (aspiration to acquire methodical competence in piano performance; an interested attitude to mastering piano performance as a pedagogical resource of professional training); artistic and mental (the presence of the memory fund of artistic and project-related events and their reflection (artistic and project-based thinking)); activity-based and communicative (the presence of experience of artistic and communicative actions; activity in mastering the artistic and communicative resource of piano training); creative and self-organisational (experience of self-organisation in pedagogical project-making related to piano training; integrative and praxeological resources of the experience when dealing with artistic and figurative project-making and script-planning of events). The assessment criteria and indicators of the developed components are presented: motivational and intentional; information-based and operational; technological and innovative; productive and creative. | ||
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10.24195/2617-6688-2022-2-8 doi (DE-627)DOAJ089329031 (DE-599)DOAJ0200e4cdc45540e884ecbe0fbcbc5a78 DE-627 ger DE-627 rakwb eng rus ukr L7-991 He Jingyi verfasserin aut Theoretical model of artistic and project-based experience of future teachers of Musical Arts 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The article presents the results related to theoretical modelling of the phenomenon “artistic and project-based experience” of future teachers of Musical Arts and the criteria for its evaluation. The formation of this type of experience on the basis of piano training aimed at future teachers of Musical Arts is actualized by the fact that projects become the most attractive innovative organisational form of teaching arts. Researchers explore various phenomena related to project-making (competence, skills, technology, activities, culture, etc.). However, artistic and project-based experience in the context of professional training aimed at future teachers of Musical Arts still needs theoretical understanding. The article clarifies the essence of this type of experience; the corresponding concept is interpreted as an integrated professional quality of future Musical Arts teachers; it is a process and a result of accumulation and memorisation of knowledge and practical skills enabling the embodiment of artistic and essence-related ideas into an organisational form perceived as an event where all participants are involved into independent preparing and performing of distributed creative tasks according to a certain scenario, focusing on achieving a common pedagogical goal. The structure of artistic and project-based experience is presented; it consists of four components: methodologically motivated component (aspiration to acquire methodical competence in piano performance; an interested attitude to mastering piano performance as a pedagogical resource of professional training); artistic and mental (the presence of the memory fund of artistic and project-related events and their reflection (artistic and project-based thinking)); activity-based and communicative (the presence of experience of artistic and communicative actions; activity in mastering the artistic and communicative resource of piano training); creative and self-organisational (experience of self-organisation in pedagogical project-making related to piano training; integrative and praxeological resources of the experience when dealing with artistic and figurative project-making and script-planning of events). The assessment criteria and indicators of the developed components are presented: motivational and intentional; information-based and operational; technological and innovative; productive and creative. project experience artistic and project-based experience future teachers of musical arts piano training. Education (General) Rebrova Olena verfasserin aut In Науковий Вісник Південноукраїнського Національного Педагогічного Університету імені К. Д. Ушинського State institution “South Ukrainian National Pedagogical University named after K D. Ushynsky”, 2019 139(2022), 2, Seite 59-67 (DE-627)1760623482 26176688 nnns volume:139 year:2022 number:2 pages:59-67 https://doi.org/10.24195/2617-6688-2022-2-8 kostenfrei https://doaj.org/article/0200e4cdc45540e884ecbe0fbcbc5a78 kostenfrei https://drive.google.com/file/d/1lyxonSuPbtsG02iRcpxJCpFqv_0J1wvb/view kostenfrei https://doaj.org/toc/2414-5076 Journal toc kostenfrei https://doaj.org/toc/2617-6688 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 139 2022 2 59-67 |
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10.24195/2617-6688-2022-2-8 doi (DE-627)DOAJ089329031 (DE-599)DOAJ0200e4cdc45540e884ecbe0fbcbc5a78 DE-627 ger DE-627 rakwb eng rus ukr L7-991 He Jingyi verfasserin aut Theoretical model of artistic and project-based experience of future teachers of Musical Arts 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The article presents the results related to theoretical modelling of the phenomenon “artistic and project-based experience” of future teachers of Musical Arts and the criteria for its evaluation. The formation of this type of experience on the basis of piano training aimed at future teachers of Musical Arts is actualized by the fact that projects become the most attractive innovative organisational form of teaching arts. Researchers explore various phenomena related to project-making (competence, skills, technology, activities, culture, etc.). However, artistic and project-based experience in the context of professional training aimed at future teachers of Musical Arts still needs theoretical understanding. The article clarifies the essence of this type of experience; the corresponding concept is interpreted as an integrated professional quality of future Musical Arts teachers; it is a process and a result of accumulation and memorisation of knowledge and practical skills enabling the embodiment of artistic and essence-related ideas into an organisational form perceived as an event where all participants are involved into independent preparing and performing of distributed creative tasks according to a certain scenario, focusing on achieving a common pedagogical goal. The structure of artistic and project-based experience is presented; it consists of four components: methodologically motivated component (aspiration to acquire methodical competence in piano performance; an interested attitude to mastering piano performance as a pedagogical resource of professional training); artistic and mental (the presence of the memory fund of artistic and project-related events and their reflection (artistic and project-based thinking)); activity-based and communicative (the presence of experience of artistic and communicative actions; activity in mastering the artistic and communicative resource of piano training); creative and self-organisational (experience of self-organisation in pedagogical project-making related to piano training; integrative and praxeological resources of the experience when dealing with artistic and figurative project-making and script-planning of events). The assessment criteria and indicators of the developed components are presented: motivational and intentional; information-based and operational; technological and innovative; productive and creative. project experience artistic and project-based experience future teachers of musical arts piano training. Education (General) Rebrova Olena verfasserin aut In Науковий Вісник Південноукраїнського Національного Педагогічного Університету імені К. Д. Ушинського State institution “South Ukrainian National Pedagogical University named after K D. Ushynsky”, 2019 139(2022), 2, Seite 59-67 (DE-627)1760623482 26176688 nnns volume:139 year:2022 number:2 pages:59-67 https://doi.org/10.24195/2617-6688-2022-2-8 kostenfrei https://doaj.org/article/0200e4cdc45540e884ecbe0fbcbc5a78 kostenfrei https://drive.google.com/file/d/1lyxonSuPbtsG02iRcpxJCpFqv_0J1wvb/view kostenfrei https://doaj.org/toc/2414-5076 Journal toc kostenfrei https://doaj.org/toc/2617-6688 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 139 2022 2 59-67 |
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10.24195/2617-6688-2022-2-8 doi (DE-627)DOAJ089329031 (DE-599)DOAJ0200e4cdc45540e884ecbe0fbcbc5a78 DE-627 ger DE-627 rakwb eng rus ukr L7-991 He Jingyi verfasserin aut Theoretical model of artistic and project-based experience of future teachers of Musical Arts 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The article presents the results related to theoretical modelling of the phenomenon “artistic and project-based experience” of future teachers of Musical Arts and the criteria for its evaluation. The formation of this type of experience on the basis of piano training aimed at future teachers of Musical Arts is actualized by the fact that projects become the most attractive innovative organisational form of teaching arts. Researchers explore various phenomena related to project-making (competence, skills, technology, activities, culture, etc.). However, artistic and project-based experience in the context of professional training aimed at future teachers of Musical Arts still needs theoretical understanding. The article clarifies the essence of this type of experience; the corresponding concept is interpreted as an integrated professional quality of future Musical Arts teachers; it is a process and a result of accumulation and memorisation of knowledge and practical skills enabling the embodiment of artistic and essence-related ideas into an organisational form perceived as an event where all participants are involved into independent preparing and performing of distributed creative tasks according to a certain scenario, focusing on achieving a common pedagogical goal. The structure of artistic and project-based experience is presented; it consists of four components: methodologically motivated component (aspiration to acquire methodical competence in piano performance; an interested attitude to mastering piano performance as a pedagogical resource of professional training); artistic and mental (the presence of the memory fund of artistic and project-related events and their reflection (artistic and project-based thinking)); activity-based and communicative (the presence of experience of artistic and communicative actions; activity in mastering the artistic and communicative resource of piano training); creative and self-organisational (experience of self-organisation in pedagogical project-making related to piano training; integrative and praxeological resources of the experience when dealing with artistic and figurative project-making and script-planning of events). The assessment criteria and indicators of the developed components are presented: motivational and intentional; information-based and operational; technological and innovative; productive and creative. project experience artistic and project-based experience future teachers of musical arts piano training. Education (General) Rebrova Olena verfasserin aut In Науковий Вісник Південноукраїнського Національного Педагогічного Університету імені К. Д. Ушинського State institution “South Ukrainian National Pedagogical University named after K D. Ushynsky”, 2019 139(2022), 2, Seite 59-67 (DE-627)1760623482 26176688 nnns volume:139 year:2022 number:2 pages:59-67 https://doi.org/10.24195/2617-6688-2022-2-8 kostenfrei https://doaj.org/article/0200e4cdc45540e884ecbe0fbcbc5a78 kostenfrei https://drive.google.com/file/d/1lyxonSuPbtsG02iRcpxJCpFqv_0J1wvb/view kostenfrei https://doaj.org/toc/2414-5076 Journal toc kostenfrei https://doaj.org/toc/2617-6688 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 139 2022 2 59-67 |
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10.24195/2617-6688-2022-2-8 doi (DE-627)DOAJ089329031 (DE-599)DOAJ0200e4cdc45540e884ecbe0fbcbc5a78 DE-627 ger DE-627 rakwb eng rus ukr L7-991 He Jingyi verfasserin aut Theoretical model of artistic and project-based experience of future teachers of Musical Arts 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The article presents the results related to theoretical modelling of the phenomenon “artistic and project-based experience” of future teachers of Musical Arts and the criteria for its evaluation. The formation of this type of experience on the basis of piano training aimed at future teachers of Musical Arts is actualized by the fact that projects become the most attractive innovative organisational form of teaching arts. Researchers explore various phenomena related to project-making (competence, skills, technology, activities, culture, etc.). However, artistic and project-based experience in the context of professional training aimed at future teachers of Musical Arts still needs theoretical understanding. The article clarifies the essence of this type of experience; the corresponding concept is interpreted as an integrated professional quality of future Musical Arts teachers; it is a process and a result of accumulation and memorisation of knowledge and practical skills enabling the embodiment of artistic and essence-related ideas into an organisational form perceived as an event where all participants are involved into independent preparing and performing of distributed creative tasks according to a certain scenario, focusing on achieving a common pedagogical goal. The structure of artistic and project-based experience is presented; it consists of four components: methodologically motivated component (aspiration to acquire methodical competence in piano performance; an interested attitude to mastering piano performance as a pedagogical resource of professional training); artistic and mental (the presence of the memory fund of artistic and project-related events and their reflection (artistic and project-based thinking)); activity-based and communicative (the presence of experience of artistic and communicative actions; activity in mastering the artistic and communicative resource of piano training); creative and self-organisational (experience of self-organisation in pedagogical project-making related to piano training; integrative and praxeological resources of the experience when dealing with artistic and figurative project-making and script-planning of events). The assessment criteria and indicators of the developed components are presented: motivational and intentional; information-based and operational; technological and innovative; productive and creative. project experience artistic and project-based experience future teachers of musical arts piano training. Education (General) Rebrova Olena verfasserin aut In Науковий Вісник Південноукраїнського Національного Педагогічного Університету імені К. Д. Ушинського State institution “South Ukrainian National Pedagogical University named after K D. Ushynsky”, 2019 139(2022), 2, Seite 59-67 (DE-627)1760623482 26176688 nnns volume:139 year:2022 number:2 pages:59-67 https://doi.org/10.24195/2617-6688-2022-2-8 kostenfrei https://doaj.org/article/0200e4cdc45540e884ecbe0fbcbc5a78 kostenfrei https://drive.google.com/file/d/1lyxonSuPbtsG02iRcpxJCpFqv_0J1wvb/view kostenfrei https://doaj.org/toc/2414-5076 Journal toc kostenfrei https://doaj.org/toc/2617-6688 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 139 2022 2 59-67 |
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In Науковий Вісник Південноукраїнського Національного Педагогічного Університету імені К. Д. Ушинського 139(2022), 2, Seite 59-67 volume:139 year:2022 number:2 pages:59-67 |
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The formation of this type of experience on the basis of piano training aimed at future teachers of Musical Arts is actualized by the fact that projects become the most attractive innovative organisational form of teaching arts. Researchers explore various phenomena related to project-making (competence, skills, technology, activities, culture, etc.). However, artistic and project-based experience in the context of professional training aimed at future teachers of Musical Arts still needs theoretical understanding. The article clarifies the essence of this type of experience; the corresponding concept is interpreted as an integrated professional quality of future Musical Arts teachers; it is a process and a result of accumulation and memorisation of knowledge and practical skills enabling the embodiment of artistic and essence-related ideas into an organisational form perceived as an event where all participants are involved into independent preparing and performing of distributed creative tasks according to a certain scenario, focusing on achieving a common pedagogical goal. The structure of artistic and project-based experience is presented; it consists of four components: methodologically motivated component (aspiration to acquire methodical competence in piano performance; an interested attitude to mastering piano performance as a pedagogical resource of professional training); artistic and mental (the presence of the memory fund of artistic and project-related events and their reflection (artistic and project-based thinking)); activity-based and communicative (the presence of experience of artistic and communicative actions; activity in mastering the artistic and communicative resource of piano training); creative and self-organisational (experience of self-organisation in pedagogical project-making related to piano training; integrative and praxeological resources of the experience when dealing with artistic and figurative project-making and script-planning of events). 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Theoretical model of artistic and project-based experience of future teachers of Musical Arts |
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The article presents the results related to theoretical modelling of the phenomenon “artistic and project-based experience” of future teachers of Musical Arts and the criteria for its evaluation. The formation of this type of experience on the basis of piano training aimed at future teachers of Musical Arts is actualized by the fact that projects become the most attractive innovative organisational form of teaching arts. Researchers explore various phenomena related to project-making (competence, skills, technology, activities, culture, etc.). However, artistic and project-based experience in the context of professional training aimed at future teachers of Musical Arts still needs theoretical understanding. The article clarifies the essence of this type of experience; the corresponding concept is interpreted as an integrated professional quality of future Musical Arts teachers; it is a process and a result of accumulation and memorisation of knowledge and practical skills enabling the embodiment of artistic and essence-related ideas into an organisational form perceived as an event where all participants are involved into independent preparing and performing of distributed creative tasks according to a certain scenario, focusing on achieving a common pedagogical goal. The structure of artistic and project-based experience is presented; it consists of four components: methodologically motivated component (aspiration to acquire methodical competence in piano performance; an interested attitude to mastering piano performance as a pedagogical resource of professional training); artistic and mental (the presence of the memory fund of artistic and project-related events and their reflection (artistic and project-based thinking)); activity-based and communicative (the presence of experience of artistic and communicative actions; activity in mastering the artistic and communicative resource of piano training); creative and self-organisational (experience of self-organisation in pedagogical project-making related to piano training; integrative and praxeological resources of the experience when dealing with artistic and figurative project-making and script-planning of events). The assessment criteria and indicators of the developed components are presented: motivational and intentional; information-based and operational; technological and innovative; productive and creative. |
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The article presents the results related to theoretical modelling of the phenomenon “artistic and project-based experience” of future teachers of Musical Arts and the criteria for its evaluation. The formation of this type of experience on the basis of piano training aimed at future teachers of Musical Arts is actualized by the fact that projects become the most attractive innovative organisational form of teaching arts. Researchers explore various phenomena related to project-making (competence, skills, technology, activities, culture, etc.). However, artistic and project-based experience in the context of professional training aimed at future teachers of Musical Arts still needs theoretical understanding. The article clarifies the essence of this type of experience; the corresponding concept is interpreted as an integrated professional quality of future Musical Arts teachers; it is a process and a result of accumulation and memorisation of knowledge and practical skills enabling the embodiment of artistic and essence-related ideas into an organisational form perceived as an event where all participants are involved into independent preparing and performing of distributed creative tasks according to a certain scenario, focusing on achieving a common pedagogical goal. The structure of artistic and project-based experience is presented; it consists of four components: methodologically motivated component (aspiration to acquire methodical competence in piano performance; an interested attitude to mastering piano performance as a pedagogical resource of professional training); artistic and mental (the presence of the memory fund of artistic and project-related events and their reflection (artistic and project-based thinking)); activity-based and communicative (the presence of experience of artistic and communicative actions; activity in mastering the artistic and communicative resource of piano training); creative and self-organisational (experience of self-organisation in pedagogical project-making related to piano training; integrative and praxeological resources of the experience when dealing with artistic and figurative project-making and script-planning of events). The assessment criteria and indicators of the developed components are presented: motivational and intentional; information-based and operational; technological and innovative; productive and creative. |
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The article presents the results related to theoretical modelling of the phenomenon “artistic and project-based experience” of future teachers of Musical Arts and the criteria for its evaluation. The formation of this type of experience on the basis of piano training aimed at future teachers of Musical Arts is actualized by the fact that projects become the most attractive innovative organisational form of teaching arts. Researchers explore various phenomena related to project-making (competence, skills, technology, activities, culture, etc.). However, artistic and project-based experience in the context of professional training aimed at future teachers of Musical Arts still needs theoretical understanding. The article clarifies the essence of this type of experience; the corresponding concept is interpreted as an integrated professional quality of future Musical Arts teachers; it is a process and a result of accumulation and memorisation of knowledge and practical skills enabling the embodiment of artistic and essence-related ideas into an organisational form perceived as an event where all participants are involved into independent preparing and performing of distributed creative tasks according to a certain scenario, focusing on achieving a common pedagogical goal. The structure of artistic and project-based experience is presented; it consists of four components: methodologically motivated component (aspiration to acquire methodical competence in piano performance; an interested attitude to mastering piano performance as a pedagogical resource of professional training); artistic and mental (the presence of the memory fund of artistic and project-related events and their reflection (artistic and project-based thinking)); activity-based and communicative (the presence of experience of artistic and communicative actions; activity in mastering the artistic and communicative resource of piano training); creative and self-organisational (experience of self-organisation in pedagogical project-making related to piano training; integrative and praxeological resources of the experience when dealing with artistic and figurative project-making and script-planning of events). The assessment criteria and indicators of the developed components are presented: motivational and intentional; information-based and operational; technological and innovative; productive and creative. |
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