Формування музично-педагогічного досвіду вчителів музичного мистецтва загальноосвітніх навчальних закладів

Abstract

(uk) У статті доведено формування музично-педагогічного досвіду вчителів музичного мистецтва загальноосвітніх навчальних закладів в процесі наукової, методичної та практичної діяльності. Доведено вплив музично-педагогічного досвіду на формування педагогічної майстерності в процесі запровадження Концепції художньо-естетичного виховання учнів загальноосвітніх навчальних закладів.(ru) В статье презентовано формирование музыкально-педагогического опыта учителей музыкального искусства общеобразовательных учебных заведений в процессе научной, методической и практической деятельности. Доказано влияние музыкально-педагогического опыта на формирование педагогического мастерства в процессе внедрения Концепции художественно-эстетического воспитания учащихся общеобразовательных учебных заведений.(en) In the article the formation of music-pedagogical experience of music teachers of general educational institutions in the process of scientific, methodical and practical activity is proved. The influence of musicpedagogical experience on the formation of pedagogical skill in the process of introducing the Concept of artistic and aesthetic education of pupils of secondary schools is proved. The practical experience of a music teacher is based on a comprehensive application of both traditional and innovative teaching methods aimed at delivering optimal, effective and high-quality results. In music lessons in modern secondary schools, interactive methods of music training are actively implemented aimed at individual and creative development of the individual. Among these methods it is reasonable to call the method of emotional influence. It is undeniable that the emotional impact of the teacher on the students’ consciousness stimulates their creative upliftment in the field of musical art. As a result of positive emotions, students experience an energy outburst that evokes a sense of bliss, euphoria from communicating with masterpieces of musical art. Positive emotions inspire students to take action, make work exciting and joyful. Schoolchildren are inspired by creativity. They easily solve problematic issues, use musical expressiveness to interpret musical images, create their own tunes, and take an active part in collective music.Musical and pedagogical experience to be studied, summarized and put into practice еnclude: forms of work, methods and techniques of teaching and upbringing of students, system of work of the best pedagogues, musicians, heads of amateur children’s collectives, heads of professional artistic collectives, performers and performers composers. It should be noted that music is one of the most powerful means of education that gives aesthetic color to the whole educational process in school. In order to provide aesthetically-emotional background of the educational environment, to motivate students to perceive, perform and play different genres and forms of music, the teacher must have a high level of readiness for music-pedagogical activity. The level of methodological training depends on the professional ability to work with children of different age groups. In the field of historical and theoretical disciplines there is a stable motivation for mastering the national and Western European musical culture, knowledge of the music of its people, traditions and peculiarities of folklore of other peoples of the world, ability to make musical and pedagogical analysis of a musical work, to have the skills of interpreting music dialogue with the class on the characteristics of musical images through the main means of musical expression, namely: melody, harmony, meter, rhythm, tempo, dynamics and more. The practical experience of a music teacher is based on a comprehensive application of both traditional and innovative teaching methods aimed at delivering optimal, effective and high-quality results. In music lessons in modern secondary schools, interactive methods of music training are actively implemented aimed at individual and creative development of the individual. Among these methods it is reasonable to call the method of emotional influence. It is undeniable that the emotional impact of the teacher on the students’ consciousness stimulates their creative upliftment in the field of musical art. As a result of positive emotions, students experience an energy outburst that evokes a sense of bliss, euphoria from communicating with masterpieces of musical art. Positive emotions inspire students to take action, make work exciting and joyful. Schoolchildren are inspired by creativity. They easily solve problematic issues, use musical expressiveness to interpret musical images, create their own tunes, and take an active part in collective music.