Перегляд за Автор "Guralnyk, N."

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Self-development of the future music teachers under wartime conditions in Ukraine
(2023) Растригіна, Алла Миколаївна; Rastryhina, A.; Guralnyk, N.; Sokolova, O.; Koloskova, Z.; Voievidko, L.
(en) In this article is about then in pedagogy, the category of “self-development” is regarded by the scholars as the person’s ability to evolve their “self”, an opportunity of self-fulfillment and self-establishment in the process of occupational activity, the teachers enrich their individual qualities and are aware of their personal responsibility for the process of professional growth and the skill of regulating it. Within the measures of the research, we focused on defining the notion of “professional self-development of the future Music teacher”. The process of self-development has obtained specific significance under the extreme conditions of wartime in Ukraine. In the course of shaping and creating music images, there occurs facilitation of memories and fantasies able to enhance the process of personality’s communication. Music is actually not only the musicians’ tool but also their shelter from stress under wartime conditions as it gives an opportunity of expressing themselves and lessening the emotional tension. For the Ukrainian future Music teachers who had to move from their home in search of shelter within war realities, several ways of self-development are available, i. e. to continue self-perfecting in music instrument play and to obtain distant knowledge via workshops, online platforms and online tools. Under wartime conditions, a musician does not always have an access to a music instrument; in this case, the students can provide autonomous work by implementing apps for their mobile devices, in particular, electronic training apparatuses for their hearing and voice requiring no special equipment (“Vocaberry”; electronic training apparatus «Irmus» for developing melodic ear and music memory, vocal skills alongside with a complex of exercises for hearing abilities, The core source of the future Music teacher’s self-development may presuppose the ready-made programming products, i. e. multimedia programmes, encyclopaedias, guidances containing articles on the biography of prominent musicians and composers, as well as outstanding music artworks and stories of their emergence with a possibility of listening to them; music styles and trends; Ukrainian multimedia periodical of information and reference type “Perlyny ukraiinskoii kultury”. An interesting vector of modern students’ self-development is creating QR-coded product enabling to codify and to obtain a quick access to practically any internet-resource.
The Training of Music Teachers According to Humanistic Oriented Artistic Paradigm
(2020) Растригіна, Алла Миколаївна; Rastrygina, A.; Guralnyk, N.; Zaitseva, A.
(en) Radical changes in educational policy require the enhancing of educational systems quality and aiming at humanistic values. In this context, problems related to the forming of creative, competitive, existentially free and at the same time responsible citizens of Ukraine, capable of cultural identification and having respect for the “Other’s” culture, get highly actualized. The article addresses the problem of improving the quality of training of specialists in the field of art in higher education, as a derivative of culture, in the context of a humanistic-oriented artistic paradigm. The introduction of the humanistic-oriented paradigm in art education has a dramatically innovative character, focusing future music teachers on the mobility and variability in the selection of forms and methods of artistic communication, and focuses on the subjective position of participants in the interaction with art. The accordance with international educational standards necessitates a holistic approach to the artistic and educational process need to prepare a competitive specialist. The article suggests the methods of theoretical analysis and generalization, which made it possible to formulate the investigated definition, which should be noted that a personality’s culture is characterized not only by the ability for direct dialogue with art but also by “communication on the point of works of art”. The phenomenology of communication in the artistic and educational projection is highlighted and the basic methodological guidelines for the formation are outlined. Particular attention is given on the outlining substantiating of an existential-reflective strategy of artistic and pedagogical communication of subjects of interaction with art in the context of a humanistic-oriented artistic paradigm.