Music education: aesthetic measures of improvementJournal: Scientific Bulletin of Mukachevo State University. Series “Pedagogy and Psychology” (Vol.4, No. 1)
Publication Date: 2018-04-27
Authors : G.М. PADALKA;
Page : 38-41
Keywords : musical education; students; aesthetic function of art; artistic assessment; creative activity;
Research methodology: systematic and structural analysis of philosophical -psychological and pedagogical literature, generalization and modeling of the methodical principles solution of the problem, analytical comprehension of the results of experimental observations. The scientific novelty of the article's materials is that for the first time the ways of realizing the aesthetic function of art in the musical education of students are determined; the role of appraisal approaches in the esthetization of musical education highlighted, the importance of creative activity in the aesthetic development of future specialists disclosed. The practical significance of the material of the article determined by the development of methodological recommendations for the improvement of musical education. The need for reforming artistic education is due to the need to enhance the intellectual, creative and cultural potential of society, the peculiarities of the artistic practice of the present day, the search for new forms, genres, and styles in the arts. We believe that one of the most important directions for the renewal of higher musical education is the orientation towards the formation of clear aesthetic value orientations among graduates, stimulating aesthetic attitude to creativity. A limited-pragmatic approach to mastering the musical art of music, the priority of operational and technological aspects of training should give way to the formation of broad aesthetic guidelines for graduates in future activities. Among the main drawbacks in the development of esthetic attitudes of students to music was determined: the instability of evaluation, weakness of the aesthetic representations of the beautiful, the independence of the performer interpretation of music; subordination of artistic assessment to another's mind. Application aesthetic dimensions of teaching professional musical disciplines helps resolve contradictions between the needs of artistically valuable, creative development of art and available narrowly specialized approach to musical training of students. Between esthetic-generalizing dimensions of musical training of students and informational and illustrative methods of professional musical training; between the level of the development of modern aesthetic theory and the traditional practices commonly used in practice, both in content and in the technology of training music professionals.Among methods and methods of stimulating students to aesthetic and creative self-expression in the process of musical education activities, such as attracting students to improvisation, the application of improvisational tasks. An instant solution to the problem requires maximum activation of creative energy, actualization of the resources of esthetic evaluation. A good pedagogical effect can expected from involving students in a variant solution to the problem. The search for the optimal variant of possible activates the process of aesthetic self-declaration of future specialists. Finally, the special task is to create artistic images, musical fragments, the performance of which optimizes the creative and esthetic attitude to music. In general, the aesthetic orientation of learning can considered an overriding task of contemporary development of musical education in higher education institutions.
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