Artykuły w czasopismach na temat „Competenţe artistice”
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1
Bartoli, Gabriella. "Psicologia, arte, attività espressive". RICERCHE DI PSICOLOGIA, nr 2 (październik 2021): 203–15. http://dx.doi.org/10.3280/rip2021oa12607.
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Viene ricostruito il clima culturale che favorì un primo accostarsi della psicologia accademica bolognese al fenomeno artistico. Tra i fattori facilitanti: gli stretti rapporti fra i maestri tedeschi della Gestalt e gli artisti del Bauhaus nel periodo 1911-1933; nonché, nei primi anni Sessanta, entro la scuola di Renzo Canestrari, gli scambi tra i gestaltisti italiani e gli esponenti di avanguardie artistiche come "Arte Programmata" e "Nuova Tendenza". Ne scaturirono iniziative di ricerca messe in opera da un gruppo di allievi nelle Università di Bologna e, in seguito, di Roma Sapienza e Roma Tre. Furono inoltre introdotte nel corso di laurea DAMS di Bologna due nuove discipline ("Psicologia dell'arte" e "Psicologia della musica"), poi attivate in altri atenei. In parallelo vennero condotti numerosi studi teorici e sperimentali sui linguaggi artistici e i processi creativi, d'invenzione e fruizione; studi i cui risultati sono stati apprezzati sul piano internazionale per l'integrazione dei metodi e l'interdisciplinarità delle competenze.
2
Gontovaya, L. "Works of art sign-symbolic interpretation in the structure of a teenage pupil’s social-cultural competence". Pedagogy and Psychology 44, nr 3 (30.09.2020): 99–108. http://dx.doi.org/10.51889/2020-3.2077-6861.13.
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The article is dedicated to the problem of forming socio-cultural competence of pupils of of primary school in the process of learning artistic culture as well as to one of the criteria of its multicomponent structure – sign-symbolic interpretation of a literature work of art. In the article special attention is paid to the criticism of the competency approach in education, the necessity in specifying and limiting its theoretical highlighting based on the specifics of the subjects of the educational cycle. The assumption is offered that it’s the peculiarity of every subject area that will allow to single out its advantages in forming certain competences. One of the key competences of a modern pupil is being observed, socio-cultural in particular. Its integrative character and cross-subject qualities in scientific approaches are emphasised. This reflects the complexity of the phenomenon. As one of the most important for this competence artistic culture and art are considered. Due to peculiarities of artistic expression as symbolization of a human being spiritual world artistic culture and art influence both social and value-sensational statements of a teenager.
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Lemeshko, Liudmyla. "THE ESSENCE OF ARTISTIC AND CREATIVE COMPETENCE OF CLOTHING TECHNICAL DESIGNERS". Науковий вісник Інституту професійно-технічної освіти НАПН України Професійна педагогіка, nr 2(19) (25.11.2019): 43–49. http://dx.doi.org/10.32835/2223-5752.2019.19.43-49.
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The relevance of the paper lies in the need of garment manufacture in highly qualified technical designers, who can apply their artistic, creative and art skills in practice and have knowledge not only about design, clothing technology but also about artistic courses aimed at developing artistic and creative competence.
The paper aims to study the components of artistic and creative competence of clothing technical designers in the scientific literature and analyze the essence of this competence.
Methods: a classic analysis of psycho-pedagogical, scientific and methodological literature, legal acts and documents, educational and methodical documents and proceedings of conferences to generalize conceptual approaches to solving the problem under study to reveal the essence of artistic and creative competence of clothing technical designers; generalization – to integrate and group different classifications of artistic and creative competence into an integral unity, which manifests itself in the ability of the individual to work effectively in the professional field to formulate relevant conclusions.
Results. The paper studies and reveals the components of artistic and creative competence of clothing technical designers. Also, it contains a theoretical analysis of recent publications on the study of artistic, creative, as well as artistic and creative competences. The paper shows that artistic and creative competence plays a leading role in the structure of the professional competence of students majoring in Light Industry Technologies. Modelling and Design of Industrial Products (specialty No 182). This competence combines ...
Conclusions: every type of competences plays a particular role in the professional development of specialists. The competences related to the specifics of artistic and creative activities are incredibly essential for future clothing technical designers. Artistic and creative competence plays an essential role in the general structure of multidimensional professional competence of future clothing technical designers and is rather multidisciplinary...
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Karam, Muayyad Ahmed. "COMPETENT APPROACH AS A FACTOR OF PROFESSIONAL DEVELOPMENT OF STUDENTS OF ARTISTIC SPECIALTIES". Educological discourse, nr 3-4 (2019): 92–99. http://dx.doi.org/10.28925/2312-5829.2019.3-4.9299.
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The study deals with the conceptual approaches to the process of formation of competences of students of artistic specialties. The main goal of the educational process for students of artistic specialties, which consists in the comprehensive development and arming of essentially important competencies, theoretical knowledge and practical skills, the ability to think creatively, to improve practically their own individual abilities is determined. The ideology of artistic education is characterized in terms of a competent approach. The essence of the concepts of «competence», «aesthetic competence», «aesthetic competence of students of artistic specialties» are revealed. The author's definition of the concept of aesthetic competence of students of artistic specialties, which is considered as an integral personality education, characterized by the ability of an individual to perceive, appreciate and realize beautiful is presented. The components of aesthetic competence of students of artistic specialties (aesthetic perception, aesthetic feelings, aesthetic needs, aesthetic tastes, aesthetic ideals) are determined. The features of a competent approach in the context of artistic education are outlined. The description of the main artistic and graphic competences of students of artistic specialties is given, as: integral, special, methodical, design and aesthetic. The list of qualities that a future specialist in the area of artistic education should possess (initiative, commonwealth, learning ability, reaction flexibility and thinking) are presented. The importance of improving the competences already acquired in previous years (subject, social, general cultural, legal, IT competencies, health-saving, competence of self-development, etc.) are emphasized.
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Ziza, Oleksandr. "CONCEPTUAL BASES OF FORMATION OF ARTISTIC AND AESTHETIC COMPETENCE OF THE FUTURE TEACHER OF MUSICAL ART". Collection of Scientific Papers of Uman State Pedagogical University, nr 1 (27.04.2022): 82–89. http://dx.doi.org/10.31499/2307-4906.1.2022.256188.
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The article examines the main components of the formation of artistic and aesthetic competence of the future teacher of music. The specifics of the implementation of the competence approach in higher education institutions are considered, and the difference between the definitions of “competence” and “competency” is highlighted and substantiated.The competence approach involves significant changes in the content and structure of the learning process in higher education, as the main focus is on acquiring professional knowledge, using research and creative methods, attracting the best domestic and foreign methods to improve professional skills, and achieving high results in music and teaching.The study presents the key components of artistic and aesthetic competence of the future teacher of music art: scientific and cognitive, value, motivational and practical, creative and effective.It is determined that artistic and aesthetic competence is an integrative spiritual and aesthetic phenomenon, which is determined by the readiness to use personal resources in the organization of the educational process, mobilization of musical and performing knowledge, skills, values, abilities, etc. to effectively solve musical and pedagogical problems in different situations and building your own effective model of professional activity. Artistic and aesthetic competence is characterized by the synthesis of such structural elements as an aesthetic worldview, aesthetic taste, and aesthetic ideal.The article states that artistic and aesthetic competence is characterized by the synthesis of such structural elements as an aesthetic worldview, aesthetic taste, and aesthetic ideal.Artistic and aesthetic competence as a universal characteristic of aesthetic development of the individual is designed to ensure harmonious and comprehensive development of the aesthetic sphere of man in the context of his general culture, to promote creative potential and creative activity, uniqueness, and originality.
Keywords: competence; competency; artistic and aesthetic competence; competence approach; professional competence; cultural competence; aesthetics; professional education; music teacher.
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Morhun, Oleksandra. "Linguocultural competence of future Chinese translators: the current state of its development". Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2023, nr 1 (142) (30.03.2023): 67–73. http://dx.doi.org/10.24195/2617-6688-2023-1-9.
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The article focuses on the study related to linguocultural competence of future translators of the Chinese language, its structural elements and factors of its development. The concept "competence" has been analysed and clarified within the framework of training future translators of the Chinese language in high school. It has been found out that linguocultural competence is part of the spectrum made of basic competences that should be formed and developed in order to fully achieve academic success. The pedagogical phenomenon "competence" is interpreted as a quality-resultative integrated characteristic of the individual, which is identified at the end of the study through the knowledge, skills and experience accumulated in the process of profession-oriented training and the ability to use them in practical activities. It has been proved that the “criterion” is the key phenomenon of the quality assessment in education system. The author defines the criteria and indicators for assessing the linguocultural competence of students, as well as the levels of this competence proficiency in the Chinese language. The criteria for assessing the linguocultural competence of students is associated with the reflection degree of the object’s properties integrity which ensures its existence; with a criterion for evaluating activity results the content of which is revealed due to certain markers (indicators); with a feature on the basis of which an assessment is made, which is specified in indicators. The structure of the linguocultural competence of future Chinese translators has been determined. The criteria and indicators of the linguocultural competence of future Chinese translators have been presented: cultural-educational competency (with indicators: philosophical-cultural, Confucius-oriented), literary-artistic competency (with indicators: folkloric-ethnographic, lyrical-prosaic), comparative-cultural competency (with indicators: educational-cultural, national-cultural), professional-communicative competency (with indicators: linguistic-communicative, translation- and activity-oriented).
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Rastrygina, Alla, i Sergii Domin. "DIGITAL TECHNOLOGIES AS A FACTOR OF THE NEW ARTISTIC EDUCATIONAL PARADIGM IMPLEMENTATION". Modern Tendencies in Pedagogical Education and Science of Ukraine and Israel: the Way to Integration, nr 9 (20.09.2018): 189–96. http://dx.doi.org/10.24195/2218-8584-2018-9-189-196.
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The ways of sorting out differences existing in professional artistic education due to the reconstruction of its content on the basis of the introduction of the latest artistic paradigm of education of the XXI century are considered in the article. The expediency of creating specific environment: the media space of artistic and creative activity, where the future teacher-musician acquires digital competence as a factor for the effective implementation of the latest artistic paradigm in modern higher education institutions, mastering the professionally directed digital competences, in the process of the development of innovative creative potential by means of digital art, is outlined. Keywords: modern paradigm of education, artistic educational space, digital technologies, innovative and creative potential, digital art, digital competence.
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Kosinska, Nataliia. "FORMATION OF THE SCENICALLY-SHAPED CULTURE OF FUTURE TEACHERS OF MUSICAL ART: METHODOLOGICAL BENCHMARKS". Modern Tendencies in Pedagogical Education and Science of Ukraine and Israel: the Way to Integration, nr 9 (20.09.2018): 109–16. http://dx.doi.org/10.24195/2218-8584-2018-9-109-116.
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It is proved in the article that at the current stage of development of artistic and pedagogical education its traditional principles of development that are oriented at acquiring of knowledge, formation of experiences and skills, range of competences are established. It is defined that the new requirements are imposed on a teacher in the context of innovational approaches as follows: the modern society needs professionals who can perform professional functions and will be ready from the beginning of professional activity to manifest professionalism, competences in formation of the generation with a high level of aesthetic culture, values and ethical orientations. Methodological aspects of formation of scenically-shaped culture of future teachers of the musical art are highlighted. The concepts of methodological approaches in the context of problem formation of scenically-shaped culture of future teachers of the musical art are disclosed. It is defined that among the leading methodological approaches that determine the essence of scenically-shaped culture of a teacher of the musical art are cultural, axiological, competence-based and hermeneutic ones that enables definition of the corresponding professionally- meaningful quality, professional competence that allow a specialist to master the content of a musical composition as a particular cultural phenomenon, to consider it as synthesis of spiritual, emotional and aesthetic experience of humankind on the basis of interpretation of its artistic and sense dimension to build its scenic image and to relay it to the pedagogical, performing and vocal activities. This quality manifests itself in orientation on artistic image interpretation through a scenic image on the basis of universal and national culture experience, personal life and professional experience, value orientation in command of interpretative skills, vocal and acting techniques, pedagogical talent in decoding of shaped system of a musical composition through the mediation of a stage image, manifold quality, structural components of which are motivational and empathetic, cognitive and educational together with creative and active. Keywords: future teachers of the musical art; methodological foundations; scenically-shaped culture; cultural approach; axiological approach; hermeneutical approach; competency-based approach; image.
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Bertolini, Sonia, i Manuel Vallero. ""Io non faccio la ballerina, io sono una ballerina". Tra successo e abbandono: i percorsi di carriera nei settori artistici". SOCIOLOGIA DEL LAVORO, nr 123 (wrzesień 2011): 207–29. http://dx.doi.org/10.3280/sl2011-123013.
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Il mercato del lavoro artistico presenta caratteristiche particolari: Prima di tutto si tratta di settori in cuiesistono né, néper l'accesso alle professioni. La professionalitŕ artistica, infatti, è difficile da valutare e non esistono enti in grado di certificare tale competenze. L'obiettivo principale di questo articolo è quello di ricostruire idei mercati del lavoro dei settori artistici, in particolare quelli di teatro, danza e cinema. Attraverso una ricerca empirica, abbiamo cercato di individuare quali siano le dinamiche di incontro tra domanda e offerta di lavoro, e come avvenga la definizione delle regole che portano alla strutturazione di questi particolari mercati del lavoro. Sono stati cosě identificati alcuni percorsidi carriera dei lavoratori che vi operano e messi in evidenza le loro strategie per fronteggiare la discontinuitŕ degli impieghi, in settori caratterizzati dalla quasi esclusiva modalitŕ organizzativa per progetti. Datori di lavoro e lavoratori attivano specifiche strategie contro l'instabilitŕ lavorativa, Dal lato domanda I datori utilizzano network professionali per il reclutamento del personale. Dal lato offerta, emergono due strategie: l'utilizzo del "portfoliocareer" e dei network professionali informali. Questi ultimi assumono specifiche configurazioni nei diversi settori, che saranno evidenziate.
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Baxtiyor Ugli, Asqarov Behzod. "FORMATION OF ARTISTIC AND AESTHETIC COMPETENCE OF FUTURE TEACHERS". American Journal Of Social Sciences And Humanity Research 02, nr 12 (1.12.2022): 21–27. http://dx.doi.org/10.37547/ajsshr/volume02issue12-04.
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The article deals with some aspects of the problem of formation of artistic and aesthetic competence of future teachers of primary general education. An analysis of work practice indicates that the level of professionalism in the field of art education and the qualitative characteristics of the future teacher - aesthetic culture, aesthetic and artistic taste - do not always meet the requirements of modern society. This once again confirms not only the relevance of the study, but also the need to search for and systematize forms and methods aimed at developing the artistic and aesthetic competence of future teachers.
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Yanjun, Guo, i Halyna Nikolai. "Methodological and Methodical Foundations of Studying the Issue of Future Voice Teachers’ Artistic-Didactic Competence Formation". Professional Education: Methodology, Theory and Technologies, nr 15 (4.11.2022): 70–91. http://dx.doi.org/10.31470/2415-3729-2022-15-70-91.
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The article reveals the issue of forming future voice teachers’ artistic-didactic competence during their professional training at the university. Consequently, an important result of the latter is acquisition by the student of the artistic-didactic competence, which becomes one of the key competences in the process of fulfilling the functions of a voice teacher. The purpose of the article is to highlight methodological and methodical foundations of forming future voice teachers’ artistic-didactic competence, in particular to justify the expediency of using certain principles and general scientific approaches with their concretization in the methodological plane. To achieve the aim of the scientific publication, a complex of theoretical research methods was used – general scientific (analysis, generalization, systematization, extrapolation) and specific scientific, in particular, retrospective and comparative analysis and pedagogical discourse, which helped to generalize scientific opinion on the methodological foundations of research in the field of music pedagogy and to clarify the ways of solving the task of forming future voice teachers’ artistic-didactic competence. The results. In the course of a comparative and comparative analysis of the intelligence of Ukrainian and Chinese scientists, it was established that the specification of general scientific approaches and principles in the field of vocal teaching methods allows researchers to use a set of didactic principles, in particular of: continuity, individualization of the educational process, integrity, scientificity, systematicity and consistency, visibility, the unity of the technical and artistic component of vocal art, etc. Conclusions. The article establishes that among the methodological foundations there should be singled out, first of all, anthropological, culturological, personal and dialogical approaches. The latter includes opportunities for interaction of the cultural-anthropological approaches as meeting and interpenetration of artistic and human, artistic-aesthetic and creative-volitional beginnings. The concretization of general scientific approaches and didactic principles in the methodical plane creates methodical foundations for the future voice teachers’ artistic-didactic competence formation, in particular: the principle of continuity ensures preservation of performance traditions of academic vocals and methodical experience of their teaching; the principle of integrity allows considering formation of artistic-didactic competence in the unity of theoretical, methodological and artistic-performing aspects; the principle of scientificity directs development of the author’s methods and their practical verification; the principle of consistency and systematicity in combination with the principle of accessibility provides a gradual complication of the content, methods and techniques of forming future voice teachers’ artistic-didactic competence.
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Crișciuc, Viorica. "4. Musical Skills in the Artistic Knowledge Process". Review of Artistic Education 20, nr 1 (1.04.2020): 280–88. http://dx.doi.org/10.2478/rae-2020-0032.
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AbstractThe article hereby includes conceptual aspects of the musical competences formation. It describes the realization of this process operating with the concepts of well-known occidental, Russian and local researchers. One of the ideas characteristic to the researchers’ pedagogical thinking is that, during the process of musical competence formation through art, the acquisition process mechanism is happening. For integrity in insuring the practical realization at of a musical education, the methodology we propose is based on research, an imposing theoretical network of successful pedagogical practices of remarkable scientists from all over the world. The analyzed theories are a source of inspiration and constitute the theoretical universe which contributes to as truthful as possible musical education.
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Glazov, Evgeniy Anatolyevich. "Competence approach to professional education of stage directors in creating visual image in theatrical and concert in the conditions of innovative decisions". Философия и культура, nr 6 (czerwiec 2020): 33–44. http://dx.doi.org/10.7256/2454-0757.2020.6.33167.
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This article raises a question on the essence, types and role of competence approach to professional training of stage directors. The subject of this research is the competence approach to professional education of stage directors in creating a visual image in theatrical and concert in the conditions of innovative decisions. The goal consists in substantiation of the importance of competence approach to preparation of students in this field and their professional fulfillment, determination of acting and music competencies that could and should become the key results of professional education. The main research method is the analytical examination of sources, which allows clarifying the logic and content of the concept “competence approach to professional education of stage directors”. The methods of comparative analysis were used of identification of the quality of artistic education and its functions. The scientific novelty consists in the fact that this article is first within the framework of professional training of stage directors to consider comprehensive approach to realization of the modern ideas of stage direction. The key parameter is the ability to utilize modern innovative lightening of the audience halls. An example of advanced use of the modern technological capabilities is the events held in the State Kremlin Palace. The results of this work are reflected in the following statements: examination of any pedagogical phenomenon requires clarification of its components; many researchers pay attention to determination of the essence of competences, their elements and the need for their structurization; the questions of competence approach in the area of artistic education, and its functions in preparation of future stage directors have repeatedly become the subject of research. The analysis of scientific literature give grounds to state that professional competences of the students in this field are not sufficiently defined. Artistic education currently experiences a difficult period of modern transformations, when on the background of traditional classical methodology, advances the practice of implementation of innovative learning technologies.
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Kovalchuk, Larysa, i Khrystyna Yavorska. "Artistic educational competence of future primary school teachers: essence, components, ways of formation". Visnyk of the Lviv University. Series Pedagogics, nr 36 (2022): 113–23. http://dx.doi.org/10.30970/vpe.2022.36.11558.
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The article considers the issue of the development of artistic educational competence, which is relevant due to the educational reform the New Ukrainian school, and the introduction of the State Standard of Primary Education, that led to the changes not only in the approaches to teaching in primary education, but also in the professional training of future primary school teachers. On the basis of analysis of academic and pedagogical literary sources, the authors of the article present the meaning of the notions «competence», «cultural competence» and «artistic competence», and specify the essence of the concepts «cultural competence of primary school students» and «artistic educational competence of the future primary school teachers». The components of artistic educational competence (artistic and pedagogical knowledge; artistic and pedagogical skills and abilities; values and attitudes; experience of creative activity; professional and pedagogical abilities and personal qualities) are distinguished and characterized. The artistic educational competence of the future primary school teachers is defined as a combination of these components and the ability to apply them in practical/professional activities. The ways of formation of artistic educational competence of the future primary school teachers are given. It is determined that the artistic educational competence of the future primary school teachers is shaped during the students’ mastering educational components (academic disciplines, term papers, internships) in higher education institutions. It is noted that self-education and self-development are important factors in the development of the artistic educational competence, which ensures the readiness of future primary school teachers to develop the cultural competence of primary school students. Keywords: competence, cultural competence, students of primary education, artistic competence, artistic educational competence, artistic education, future primary school teachers.
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Karam, А. "ESSENTIAL CHARACTERISTICS OF THE PHENOMENA “AESTHETIC COMPETENCE OF PERSONALITY”". Pedagogical education: theory and practice. Psychology. Pedagogy, nr 32 (2019): 81–85. http://dx.doi.org/10.28925/2311-2409.2019.32.11.
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In the article it is revealed the essence of interpretation of the phenomenon of «aesthetic competence» from the point of view of philosophy, psychology, pedagogy, sociology, and cultural studies. Emphasis is placed on the interconnection of synonymous terms «readiness» and «preparedness»: «readiness» is a concept broader than competence and preparedness, which may be single, fragmented, that is, not to provide the full capacity to perform the functions of an activity. The essence of the outlined phenomenon is analyzed through its separate concepts, taking into account their relation: «aesthetic competence» with the concepts «competence», aesthetics «. Artistic and aesthetic competence is defined as a system of internal means of regulation of artistic and aesthetic actions, which includes artistic and aesthetic knowledge, social guidelines, skills and experience, aesthetic orientation, based on knowledge and sensory experience, free possession of artistic and aesthetic means and perception of artistic and aesthetic situation. The essence and features of aesthetic competence are revealed. The modern approaches to defining the concept of «aesthetic competence» are highlighted. The components of aesthetic competence are revealed. Specific features and factors influencing the development of aesthetic competence are highlighted. In conclusion, it is noted that the concept under study, aesthetic competence, should be differentiated into such varieties as aesthetic and artistic competence, while each of them, for a particular artistic profession, will at the same time have a general and specific meaning.
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Fadeev, Aleksandr. "Acquisition of artistic literacy in multimodal learning via intersemiotic translation". Punctum. International Journal of Semiotics 06, nr 01 (16.10.2020): 133–59. http://dx.doi.org/10.18680/hss.2020.0007.
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The topic of teaching competence in artistic perception in school curricula has been investigated in the fields of education (Kindelan 2012), psychology (Vygotsky 1991), and semiotics (Ojamaa et al. 2019). Previous scholarship emphasizes the need to offer learners the opportunity to develop meaning-making abilities concerning different types of artistic texts. They also emphasized the educational value of establishing communication with and by means of such texts. This paper argues the educational value of acquiring artistic literacy in school education in the context of digital culture. We consider this acquisition process as the development of meaning-making abilities in relation to artistic texts and fostering learners’ ability to use artistic literacy as a symbolic psychological tool (Vygotsky 1978). We address this question by accentuating the role of semiotic mediation of artistic literacy. At the same time, we argue that artistic literacy acquisition can be established through intersemiotic translation among various multimodal artistic texts. In a practical sense, the paper attempts to develop a methodological framework for acquiring artistic literacy, conceptualized in terms of contemporary educational skills and competences. This paper also analyses the process of acquiring artistic literacy in relation to mediation in learning, the representation of texts, artistic work, and educational assessment. The analysis keeps account of the Tartu-Moscow Semiotic school framework and Lev Vygotsky’s theoretical framework, especially in addressing artistic work in education (Vygotsky 1971, 1978, 1991).
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Crişciuc, Viorica. "3. The Formation of Musical Competences: Methodological Approachesin the Process of Artistic-Aesthetic Acquisition". Review of Artistic Education 12, nr 2 (1.03.2016): 221–30. http://dx.doi.org/10.1515/rae-2016-0027.
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Abstract The article hereby includes conceptual aspects of the musical competences formation. It describes the realization of this process operating with the concepts of well-known occidental, Russian and local researchers. One of the ideas characteristic to the researchers’ pedagogical thinking is that, during the process of musical competence formation through art, the acquisition process mechanism is happening. For integrity in insuring the practical realization at of a musical education, the methodology we propose is based on research, an imposing theoretical network of successful pedagogical practices of remarkable scientists from all over the world. The analyzed theories are a source of inspiration and constitute the theoretical universe which contributes to as truthful as possible musical education.
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Carp, Mariana. "MODELING COMPETENCE AND MODELING METHODS IN ARTISTIC CERAMICS". Studiul artelor şi culturologie: istorie, teorie, practică, nr 1(42) (wrzesień 2022): 124–28. http://dx.doi.org/10.55383/amtap.2022.1.22.
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The whole educational system is gradualy reoriented towards the paradigm oriented towards practical activity, and the desired qualities of the student are represented in the form of competences. In artistic higher education, the main purpose of the subjects within the course Artistic Ceramics is to form the student’s modeling and artistic-technological skills and competences. In the process of artistic creation, for the creation of artistic ceramics, an important objective is being achieved, which provides for the training of students in creative, artistic and pedagogical self-organization of activity based on views regarding the decorative, creative specifics, skills and competences of working with ceramic materials.
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Zhi, Qiao. "Ethno-Artistic Competence of Student Youth: Diagnostic Procedure". Intellectual Archive 7, nr 6 (20.12.2018): 90–98. http://dx.doi.org/10.32370/2018_11_11.
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Kosinskaya, Natalia. "METHODOLOGICAL BASES Natalia Kosinskaya OF FORMATION OF SCENIC-SHAPED CULTURE OF FUTURE TEACHERS OF MUSICAL ART". Aesthetics and Ethics of Pedagogical Action, nr 16 (9.09.2017): 45–55. http://dx.doi.org/10.33989/2226-4051.2017.16.175972.
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In the article it has been proved that a range of competences are established at the present stage of the development of artistic pedagogical education the traditional principles of its development, oriented on the acquisition of knowledge, formation of skills and competencies. It has been determined that in the context of innovative approaches, new requirements are set for a teacher: modern society needs specialists who are capable of solving professional functions, endowed with readiness from the beginning of professional activity, to identify professionalism, competence in forming a generation with a high degree of aesthetic culture, value orientations, ethical settings.The methodological aspects of formation of the scenic-image culture of future music teachers are highlighted. The article discusses the position of methodological approaches in the context of the problem of formation of the scenic-image culture of future music teachers. It has been determined that the leading methodological approaches that determine the essence of the scenic-image culture of a music teacher are cultural, axiological, competence, hermeneutic; it allows determining the corresponding professional-significant qualities, professional competences, which allow a specialist to master the content of a musical work as a special phenomenon of culture, consider it as a synthesis of spiritual, emotional, aesthetic experience of a person, on the basis of interpretation of his artistic and semantic measure to build a scenic image and retransmit it in pedagogical, performing, vocal activities. This quality is manifested in the focus on the interpretation of artistic images through a scenic image based on the experience of universal and national culture, their own life and professional experience, value orientations, possession of interpretive skills, vocal and acting skills, pedagogical talent in decoding the figurative system of musical work through the mediation of scenic image, a multifaceted quality; structural components are motivational-empathic, cognitive, creative and actional.
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Bottinelli Montandon, Mario. "inglese scorre meglio: parole come immagini nell’estetica delle attitudini". Babylonia Journal of Language Education 3 (23.12.2022): 26–33. http://dx.doi.org/10.55393/babylonia.v3i.209.
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Riflettendo sull’evoluzione recente dell’arte contemporanea, su come il codice visivo abbia accolto le parole quali significanti al pari delle immagini, l’articolo s’interroga sul ruolo particolare giocato dalla lingua inglese. A sostegno dell’ipotesi che l’inglese abbia un alto potenziale di significazione simbolica nell’espressione estetica, si riprende il concetto di “attitudine” del critico e curatore Harald Szeemann (When attitudes become form, 1969). Si coinvolge nella riflessione il paradigma pedagogico-didattico delle competenze, che pure rivendica una funzione non subalterna alla dinamica attitudinale dell’allievo nella manifestazione del suo comportamento competente. Sono presentati e discussi casi di studio da mostre d’arte contemporanea e dalla didattica artistica post-digitale.
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Richardson, Judee. "The artistic current of competency-based education". Journal of Competency-Based Education 1, nr 1 (kwiecień 2016): 60–61. http://dx.doi.org/10.1002/cbe2.1002.
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Лупак Н. М. "СТРУКТУРА КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ МИСТЕЦЬКИХ ДИСЦИПЛІН: СУЧАСНИЙ ФОРМАТ". International Academy Journal Web of Scholar, nr 4(34) (30.04.2019): 32–38. http://dx.doi.org/10.31435/rsglobal_wos/30042019/6447.
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The article deals with the essence of communicative competence of future teachers of artistic disciplines in the context of modernizing education and expanding the boundaries of art communication. The theoretical analysis of scientific sources on the problem of formation of communicative competence of future teachers, in particular, teachers of artistic disciplines has been carried out. The own definition of the notion «communicative competence» taking into account modern requirements for the professional training teacher of art has been proposed. The main tendencies for the structure of components of communicative competence as a system have been revealed. The own vision of the structure of communicative competence of future teachers of artistic disciplines, which is presented as a model, has been substantiated. The main structural elements have been demonstrated: criteria (axiological, cognitive, personal-active), components (valuable-motivational, informational-semantic, algorithmical-active, artistic-creative), indicators of formation of communicative competence.
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Akishova, G., i S. Abdykadyrova. "Innovative Basics of Studying Fables in Kyrgyz Literature Lessons". Bulletin of Science and Practice 10, nr 5 (15.05.2024): 575–80. http://dx.doi.org/10.33619/2414-2948/102/76.
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An analysis of scientific and methodological works on teaching fables in secondary schools showed that the problem of studying the fable genre within the discipline “Kyrgyz literature” on a competency-based basis in accordance with the requirements of the national education system of Kyrgyzstan remains a subject of debate. The solution to the above situation determined the problematic nature of our research. It has not been possible to note any fundamental changes in the methodology of teaching primary schoolchildren to read fables in recent years: in the educational process in primary grades, the possibilities of fables as a genre of didactic literature are traditionally and still mainly used. The purpose of this study is to show some innovative methods of studying fables in school during Kyrgyz literature lessons. The work shows the modern goals of studying fables on the basis of competences in the named subject and reveals the effectiveness of the illustrated methods of studying fables in primary school on a competence basis. Currently, special attention is paid to raising an educated, moral student based on person-centered education. Studying fables at school has great educational value. Fables contain rich material that, through the power of artistic language, can influence the emotional sphere of a child and instill in him high moral qualities.
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Savluk, Halyna, Olena Polovina, Inna Kondratets, Аnna Ukhtoms`ka i Sofiia Dovbnia. "Fostering Artistic Reflection Skills in Student Pre-School Educators Seen as Artistic Competence Development". European Journal of Educational Research 10, nr 3 (15.07.2021): 1303–15. http://dx.doi.org/10.12973/eu-jer.10.3.1303.
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<p style="text-align: justify;">The purpose of the study is to identify how the instructional model influences students’ reflective disposition and how the students perceived the intervention. The study addressed the research questions through the ‘Artistic Reflection Scale’ for student pre-school educators that consisted of four domains such as students’ observation skills, critical analysis skills, evaluation skills, and the occupation application of artistic reflection, and the course satisfaction questionnaire. The study found that the technology of artistic reflection and image creation was effective in fostering students’ artistic reflective thinking comprising observation skills, critical analysis, their art output evaluation skills with a focus on sharing their reflective experience with the preschoolers. The artistic reflection scale was proved to be a reliable instrument in measuring students’ reflective thinking skills. The study found a change in the artistic reflective skills of the experimental group students was substantially greater than in the students of the control group. After the intervention, there was a shift from the basic level of artistic reflection to the higher levels in the experimental group students, and the proportion of the students being at this stage reduced, while the other proportions increased.</p>
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Puțuntean, Nina. "Approaching the issue of interculturality based on literary-artistic texts". Revistă de Ştiinţe Socio-Umane = Journal of Social and Human Sciences 50, nr 1 (kwiecień 2022): 56–65. http://dx.doi.org/10.46727/jshs.2022.v50.i1.p56-65.
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Well known autjors define interculturality as an indispensable phenomenon to all humanity, as there are no human entities in the world formed exclusively on the values of national culture. Interculturality is examined from several perspectives, but the common denominator of all authors consists in their belief that because interculturality is a cultural fact, as well as the entity and identity, the way and extent to which cultures can approach can only be established and achieved through education. The development of students’ literary-artistic axiology based on literary-artistic texts in foreign literatures represents an intercultural educational process/activity by definition, because students, when reading go beyond their national axiological framework, building a new national-universal axiological system. Therefore literature is appreciated as intercultural by definition, because interculturality is implicit both to the author and to the form-message of the work, as well as to its reader. The purpose of intercultural education is therefore not only the better mastery of foreign languages, but the revitalization of educational objectives: overcoming social stereotypes, fighting xenophobia, respect for others, openness to diversity etc. The presence of intercultural competence in the value system of the contemporary student helps him/her to compete culturally nationally and globally, to create ethnic identities, to exclude ethical stereotypes, egocentrism and ethnocentrism.
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Polovina, O., i I. Kondratets. "FORMATING OF FUTURE PRESCHOOL TEACHERS’ ARTISTIC COMPETENCE: MOTIVATION COMPONENT". Pedagogy of the formation of a creative person in higher and secondary schools 3, nr 69 (2020): 88–92. http://dx.doi.org/10.32840/1992-5786.2020.69-3.17.
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Morari, Marina. "8. Training of Artistic Skills of the Music Teacher". Review of Artistic Education 20, nr 1 (1.04.2020): 309–24. http://dx.doi.org/10.2478/rae-2020-0036.
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AbstractHuman capital represents for Moldova the basic resource for long-term development. The quality of human resources is largely ensured by the education system. The lack of a systemic approach to changes in education is identified in the National Development Strategy “Moldova 2030” as a causal factor in guaranteeing quality education for all. Artificial separation of training (teaching of academic content) from education is still ongoing. In the context of sustainable development, current topics are taught rather mechanically than practiced. Extensively new and often optional curricula are added, instead of integrating these topics into core disciplines and used as a basis for reviewing barriers between disciplines and applied strategies, so that they become more interactive and more targeted. towards the development of transversal competences.There are imperative models / projects of education oriented towards the attainment of the transdisciplinary and transversal competences, oriented towards a graduate endowed with transdisciplinary competences, formed through the prism of all the studied school disciplines and that allow him the active participation in the social and economic life. Promoting curricular approaches through one-day cross-disciplinary activities (recommended in the national curriculum) requires the extension of the competence of the teachers in the field of interdisciplinary learning. Required: collaborative planning (between teachers from different disciplines / curricular areas / domains), models of educational approach that use Science, Technology, Engineering, Arts and Mathematics (STEAM) as access points for guidance in the learning process, in the context of real life, through transdisciplinarity.In the article are: (a) described the practices of integrating the arts in STEAM education in the USA, (b) identified the prospects for integrating the school disciplines in the curricular arts area into the STEAM education in the primary education level in the Republic of Moldova. STEAM education is an innovative initiative in learning, which supports the development and practice of the skills of students and young people of the century. XXI, considered one of the main trends in world education, practiced in the US and over 10 countries in the EU. The integration of STEAM education models into the Moldovan education system (starting with early education and primary education) can contribute to the effective implementation of educational policies through the regulatory function (targeted by the teleological component) and the strategic function targeted by the content and process components.
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Özacn, Aybüke. "ARTISTIC EDUCATION IN TURKEY". ERAS | European Review of Artistic Studies 12, nr 3 (30.09.2021): 41–50. http://dx.doi.org/10.37334/eras.v12i3.248.
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This Article Aims to study Turkey’s Education system, history and culture. The Article includes Turkish Educational system from the beginning till today. It also includes the importance of Education and the effects of culture. One of the many important functions of art is to encourage people to see different cultural perspectives and enable them to better understand and appreciate themselves and others. Engagement with art from other cultures may help us transform our understanding of learning (Joseph & Southcott, 2009). Art has the tremendous potential to develop children’s cross-cultural competence and experience, and it can reveal the values and beliefs of a culture, while helping children view the world from new perspectives.
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Schönau, Diederik. "Toward a Definition of Competency in Art Education". Journal of Aesthetic Education 57, nr 4 (1.12.2023): 76–97. http://dx.doi.org/10.5406/15437809.57.4.05.
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Abstract The concept of competency (or competence) entered educational policy by the end of last century. Due to this concept's background in recruitment and because of its generic character, many definitions have been given, but so far no unified, transparent, and consistent definition has come forward. The concept of competency has also reached art education. Due to the “artistic” character of this domain of learning, this concept seems to be a powerful instrument to describe the types of behavior and learning goals that are typical for this domain and for the related ways of thinking, working, and learning. This article gives a critical overview of what is seen as typical for what competency refers to in the domain of (art) education. A new definition of competency is presented that covers both the productive and the receptive domains of learning in visual art education. The constituent elements of this definition are discussed in detail. The analysis is broadened to include aspects of human cognition and behavior that can be considered as typical for visual art education, such as the aesthetic experience and its moral dimension.
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Abisheva, O. T. "The Role of Artistic and Design Competence in Preparing a Future Design Professional Educator". Iasaýı ýnıversıtetіnіń habarshysy 125, nr 3 (15.09.2022): 276–88. http://dx.doi.org/10.47526/2022-3/2664-0686.24.
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The rapid development of science and technology is having an impact on all areas of society. Nowadays design occupies a dominant place in human life and activity and becomes an important factor influencing the formation of a new reality. The relevance of the problem of training teachers of professional education in the field of design is the need for educational services in the field of design. The teachers of professional education in design, possessing professional competences in accordance with modern requirements, are in great demand on the labor market. Modern education is a renewed content and modernization of the educational system, as well as the use of digital, innovative technologies and methods. International experience is implementing integrated learning or interdisciplinary approach which allows increasing learning motivation in achieving high results in the educational process and learning. Interdisciplinary links are part of a modern teaching system. Orientation of the education system towards competency-based approach, the need to improve the conditions for enhancing the effectiveness and quality of professional education teacher training in design require understanding and specification of the requirements for a professional education teacher in the field of design. The aim of the article is to consider the art and design aspect of the professional design teacher activity with a theoretical substantiation of the structural and content model of formation of art and design competency of a professional education teacher in the field of design.
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Parshuk, Svitlana, i Viktoriya Stasyuk. "Formation of general cultural literacy of future elementary school teachers". Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, nr 2 (2019): 228–32. http://dx.doi.org/10.33310/2518-7813-2019-65-2-228-232.
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In modern conditions it becomes necessary to strengthen the role of culture education, as there arises a new ideal of human in culture, who possesses the general cultural competence, which determines its vitality, ability to navigate in different areas of social and professional life, harmonizes inner world and its relationship with society. The concept of New Ukrainian School provides knowledge of basic competences, which every individual needs for personal realization, inner development, being active citizen, for social inclusion and future employment. Due to these competences students are able to provide personal realization and achieve success throughout life. One of the ten basic competencies is knowledge and self-expressions in culture – the ability to understand art, to form own artistic tastes, independently express ideas, experience and feelings through different forms of art. Building awareness and self-expression in the sphere of culture is realized through mastering the general cultural competences by future teachers. General cultural competences are defined as a student’s ability to analyze and evaluate the achievements of representatives of national and worldwide culture; freely orient in the cultural and spiritual context of modern society, apply methods of self-education focused on general human values. The developed general cultural competence indicates that a person has certain moral and personal qualities, priorities and opinions that help her/him to properly define the role of culture, orient in pieces of cultural heritage, coordinate own behavior with generally accepted moral norms and both national and accepted foreign cultural values. Therefore, the preparation of future teachers of primary school aims not only on gaining perfect knowledge in academic subjects, but also on acquiring valuable skills of general cultural awareness and other competences formation by means of academic disciplines.
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Matonis, Vaidas. "Modernization of Arts Education Paradigm by the Principle of Historical Continuity". Pedagogika 112, nr 4 (23.12.2013): 101–6. http://dx.doi.org/10.15823/p.2013.1781.
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The purpose of the article is to show how the principle of historical continuity could be realized in order to make educational process more integral and purposeful. Research reveals relevance of historical continuity to the valuable forms of human’s spiritual activity. Main ideas which are developed in the article are based on the principles of the cultural policy elaborated by M. Lukšiene. The author of the article established a goal to evaluate art as a means to educate the sense and/or understanding of historical continuity, by the same token elevating perception of artworks to the metacognitive level and enlarging the field of historical and cultural contexts. Material of the investigation is laid by invoking the philosophical analysis of socio- and psychocultural phenomena and their impact on modernization of arts education.
The role of the historical continuity and cultural awareness have activated during the last decades after the method of interpretation had intensified in valuable forms of human spiritual activity (moral, politics, aesthetics). So after such qualities of the works of art as depiction and/or craftsmanship had depreciated, the interpretation of the works of art and even the evaluation of interpretations sets in more and more robustly. In the presents of such or other contradictions the reform of European education has rippled by various different waves. As a result, the competence of democratic culture which enables the values, including artistic values, of democratic culture to implant to the attitudes of learners becomes the most essential orientation for teacher education.
Development of democratic culture in EU defies such aspects of activity as knowledge and understanding of human rights, democratic participation and especially the development of competence for engaging in a meaningful and open - minded intercultural dialogue. Author is convinced that in order to realize and promote these ideas they should be accompanied by the development of the competence of dialogue with the past. Development of the competences of historical continuity and cultural context is increasing by mastering the ideas of great thinkers on education, including arts education, and helps to impersonate one of the most important domains of cultural heritage – educational potential of culture. In other words, historical continuity and cultural context are such core principles and values which can enable the development of the competence of full-rate intercultural dialogue.
In case of arts education, when the paradigm of artistic thinking is rapidly changing, it is evident that an integrated history of artistic education should be developed. The main role of such academic course is not only to reveal cultural peculiarities of different countries but also to show the reasons of unequal educational power of different arts in different epochs.
The role of historical continuity and cultural context is growing according to the development of digital technologies which are changing social conditions and possibilities of traditional artistic functions. Just the history of art and ideas of artistic education could balance both historical continuity of social artistic functions and involve learners into dialogue with the past.
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Smirnova, O. "BASIC PRINCIPLES OF THE COGNITIVE COMPONENT OF THE ARTISTIC AND PEDAGOGICAL COMPETENCE OF THE FUTURE TEACHER OF FINE ARTS". Educational Dimension 25 (23.06.2009): 355–61. http://dx.doi.org/10.31812/educdim.6945.
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Yuldasheva, Nilufar. "DEVELOPMENT OF ARTISTIC AND AESTHETIC COMPETENCE IN FINE ARTS TEACHERS". ГРААЛЬ НАУКИ, nr 2-3 (9.04.2021): 418–23. http://dx.doi.org/10.36074/grail-of-science.02.04.2021.084.
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The peculiarity of the training of future teachers of fine arts in the article is the formation of professional skills in working in the field of fine, decorative and applied arts in educational institutions and teaching fine arts. Because the quality of performance is important, if the evaluation of creative work and the criteria for it are clear, then the formation and evaluation of pedagogical competence is also a topical issue for the teacher of fine arts.
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SKRYPNYK, Оleksander. "THE ARTISTIC COMPETENCE OF THE FUTURE TEACHER OF CHOREAOGRAPHIC DISCIPLINES". SCIENTIFIC BULLETIN OF FLIGHT ACADEMY. Section: Pedagogical Sciences, nr 5 (22.03.2019): 224–28. http://dx.doi.org/10.33251/2522-1477-2019-5-224-228.
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SYDOR, Mykhailo. "Ademical and creative aspects in the system of artistic competence". Humanities science current issues 3, nr 37 (2021): 61–66. http://dx.doi.org/10.24919/2308-4863/37-3-9.
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Shevtsova, Olena. "MUSIC-PERFORMANCE INTERPRETATION IN THE STRUCTURE OF PROFESSIONAL COMPETENCE OF THE FUTURE TEACHER OF MUSIC ART". Academic Notes Series Pedagogical Science 1, nr 204 (czerwiec 2022): 284–88. http://dx.doi.org/10.36550/2415-7988-2022-1-204-284-288.
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The article reveals the essence and significance of musical-performing interpretation as the main and important component in the structure of professional competence of the future teacher of musical art. The analysis of scientific works allowed us to conclude that the artistic-interpretative process is a complex, multifunctional formation, requires for its implementation a set of artistic-interpretive skills, which as a system-forming factor in the structure of musical-performing competence, are further represented in practical artistic and creative activity signs of the formation of professional competence of the future teacher of music art. Introspective search related to the clarification of internal structural components of the artistic-interpretive process, its content and features, allowed to determine the phenomenon of musical-performing competence of future music teacher as an integrated professionally significant personal quality that involves the formation of artistic and interpretive skills musical and performing arts and their successful implementation in professional activities. Qualitative characteristics of artistic and interpretive skills (emotional and figurative thinking, empathy, identification, individual uniqueness, creative self-expression) are formed through the assimilation of various interrelated types and forms of musical activity: performing (instrumental, vocal, conducting and choral); self-creative (music, improvisation, composition, arranging); reflexive and evaluative (critical judgment, analysis, introspection, reflection). The formation of artistic and interpretive skills is aimed at achieving the following pedagogical goals: to involve students in the process of joint creativity, to influence the development of the spiritual world by means of musical performance, to develop associative thinking, the ability to comprehend artistic and intonational meaning of music, -unique attitude to a musical work, to influence the development of the ability to self-expression and self-actualization in their own work.
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Chizh, R. N. "COMPETENCE MODEL OF FOREIGN LANGUAGE TRAINING OF AN ARTIST IN THE FIELD OF TRADITIONAL ARTISTIC CRAFTS". Современная высшая школа инновационный аспект, nr 1 (2022): 72–82. http://dx.doi.org/10.7442/2071-9620-2022-14-1-72-82.
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The article explores the competence characteristics of a specialist-a future artist of traditional artistic crafts in the field of language training, describes the specifics of language training in the university of traditional artistic crafts, analyzes the competencies acquired by students during the study of the discipline «Foreign language», provides and interprets the algorithm of work aimed at the formation of foreign-language professional competence of students.
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Rebrova, Olena. "Artistic and aesthetic innovations of art education used while training future teachers of Music and Choreography". Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2019, nr 4 (129) (26.12.2019): 13–25. http://dx.doi.org/10.24195/2617-6688-2019-4-2.
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The article substantiates the conditionality of the quality of education regarding innovations that are caused by changes in the sociocultural space and the reform of education, which actualizes its prognostic and innovative character. The purpose of the article is to highlight the results of scientific research on the problems of artistic and aesthetic innovations in the art education and the development of the artistic and innovative competence of future teachers of Musical Arts and Choreography. The author has presented course and results of a comprehensive study which was carried out in the framework of the inter-department scientific theme “Methodology and methods of professional training aimed at future teachers of Musical Arts and Choreography in the context of artistic and aesthetic innovations in art education”. Theoretical and empirical methods, a generalization of the analysis of pedagogical experience and the results of experimental studies were applied. A classification of artistic and aesthetic innovations in art education has been proposed. The essence of artistic and aesthetic innovations has been explained; the essence and structure of the artistic and innovative competence of future teachers of Musical Arts and Choreography have been determined. The criteria and indicators for assessing this professional quality have been developed. The complex nature of the scientific topic made it possible to attract a number of dissertation studies to the solution of the set tasks in the framework of which certain positions of the system as well as qualities, knowledge, skills and experience relevant to the artistic and innovative competence were checked. Summarizing the results of the study made it possible to establish the conformity of its organizational, methodological and content-centred components with the relevant qualification clusters: knowledge, skills, communications, autonomy and responsibility. The obtained results are confirmed by experimental verification and an increase in the quantity and quality of the undergraduate and postgraduate students’ creative achievements in competitions, contests and art festivals. Keywords: quality of education, artistic and aesthetic innovations, future teachers of Musical Arts and Choreography, the artistic and innovative competence.
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Evgenyevna Shafazhinskaya, Natalya, Valentina Mikhailovna Shcherbinina, Ekaterina Yuryevna Ivanova, Tatiana Evgenyevna Belyakova i Marina Viktorovna Pereverzeva. "LEARNING ABOUT WORLD ART CULTURE AS A METHOD OF FORMING A UNIVERSAL CROSS-CULTURAL COMMUNICATION COMPETENCE". Humanities & Social Sciences Reviews 7, nr 6 (14.01.2020): 1225–29. http://dx.doi.org/10.18510/hssr.2019.76173.
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Purpose of the study: The purpose of the article is to solve one of the urgent problems of education: the methodology of the formation of universal competences, which in universities of culture and art is solved due to such a discipline as world art culture. In Russian Federal Educational Standards of the new generation, special attention is paid to the new block of professional qualities of university graduates – universal competences. One of the universal competences is readiness for intercultural communication, which manifests itself in the ability to analyze and consider the diversity of culture in the process of intercultural interaction.
Methodology: To achieve the set goal, the authors based their work on the methodology synthesizing the experience of the Berlin School of Comparative Musicology (E. Hornbostel, K. Sachs), the traditions of world ethnomusicology (A. Lomax, A. Merriam, J. Blaking, M. Hood), culturological approach to education (V. Kanke), as well as a multicultural methodological approach. These pedagogical technologies ensure the efficiency of forming the universal competence of university graduates.
Main Findings: The main conclusions of the study are as follows. The modern world is not conceivable outside the multicultural paradigm of development. Therefore, close attention is paid to the formation of the universal competence of intercultural communication. This quality of human personality is necessary for solving many world conflicts and problems. Experts in the field of culture and art are able to solve this problem due to their professional competence.
Applications of this study: The research results can be useful in the field of scientific and methodological development of university disciplines, development of state policy in the field of education and culture, as well as scientific research on international relations in the field of culture, education, and art.
Novelty/Originality of this study: The novelty of the research consists in the idea that expanding one’s understanding of the most important categories of worldview by overcoming Eurocentric restrictions to form universal competencies requires acquisition of the spiritual continuum and artistic conventions of other cultures, which is impossible without conscious effort, need for artistic and aesthetic self-improvement and desire to master practical activities in various fields of art. Any manifestation of culture is a reflection of the type of thinking. Therefore, the introduction to the multicultural traditions leads to the development of different types of thinking and identification of common and particular features, resulting in the development of universal thinking and cognitive techniques in the field of humanitarian knowledge.
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González González De Mesa, Carmen, Inés López Manrique i Juan Carlos San Pedro Veledo. "Spatial representation competence, self-concept, artistic activity, and physical activity of teachers in training on Artistic Expression". Aula Abierta 42, nr 01 (31.12.2014): 39. http://dx.doi.org/10.17811/rifie.42.2014.39-46.
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Yeskova, Tetiana. "PREPARATION OF FUTURE EDUCATORS TO LEADERSHIP OF ARTISTIC AND CREATIVE ACTIVITY OF CHILDREN OF PRESCHOOL AGE". Collection of Scientific Papers of Uman State Pedagogical University, nr 2 (24.06.2021): 60–66. http://dx.doi.org/10.31499/2307-4906.2.2021.236637.
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An urgent issue for preschool education is the training of specialists in the specialty 012 “Preschool Education” to carry out educational work in the field of art, and creativity. Modern scientific works that cover the issues of training future teachers on these issues have been studied. The article is devoted to the issues of preparing future pedagogues for leadership of artistic and creative activity in artistic labor of preschool children in pre-school establishments. It was found that the acquisition of professional competencies should take place not only through the enrichment of knowledge, skills and abilities of students from higher educational institutions but also through the improvement of their own culture. The aim of the article is to outline the features of professional preparation of future educators to guidance artistically-creative activity of children of preschool age in the process of artistic labor. In the article, some scientific research on the problem of formation of professional competence of future educators are analyzed. The peculiarities of professional training of students to the leadership of artistic and creative activity of artistic labor of preschool children are revealed in the article. The author proposes the use of modern pedagogical technologies to intensify the students’ activity in the course of studying the course “Art work and the basics of design”: educational games, master classes, mini-projects, heuristic receptions of training (“transformation”, “brain attack”, “improvement”, “Direct analogy”, “symbolic analogy”, “professional self-improvement”), receptions of creative training “Karus”: “combining”, “search analogues”, “universalization”, “suggestive questions”. The author discovered the use of various non-traditional artistic techniques that have been included in the work with preschool children recently: quilling, beading, decoupage, sculpting out of salty dough, creation of a lapbook, workshop, etc. The application of the proposed pedagogical technologies contributes to the effective training of future educators for the leadership of artistic labor in modern pre-school establishments.
Keywords: artistic and creative activity, artistic labor, training of specialists, competency, modern pedagogical technologies, master class, mini-project, workshop.
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Mîndrescu, Iulia. "Reconsiderarea managementului școlii de arte A. Stârcea”, mun. Chișinău, din perspectiva pedagogiei competențelor". Revistă de Ştiinţe Socio-Umane = Journal of Social and Human Sciences 46, nr 3 (2020): 78–85. http://dx.doi.org/10.46727/jshs.2020.v46.i3.p78-85.
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The article addresses the opportunity of reconsidering the management of the art school nowadays, the reconceptualization of the designing-planning-organizational process and the development of the educational process from the perspective of the macro-structural and micro-structural competences, integrated in the Project of the pedagogical aims from the instrumental-artistic education perspective vis-à-vis the education plan, designing a Model for learning the basic instrumental-artistic competences with their respective specification.
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Smirnova, Oksana, Yuliya Kolisnyk-Humeniuk, Anna Yemelova, Liliia Saprykina, Iryna Krasyuk i Oksana Piddubna. "The Problem of Introducing Advanced Competencies for Fine Arts Teachers in Ukraine". Revista Romaneasca pentru Educatie Multidimensionala 14, nr 2 (9.05.2022): 284–300. http://dx.doi.org/10.18662/rrem/14.2/581.
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This article attempts to improve the Ukrainian system of competencies for fine arts teachers in Ukraine. On the basis of the theoretical analysis of the approaches to classification of components of artistic and pedagogical competence (structural, system, functional), the article justifies the need to improve expected competencies in the context of motivational, cognitive and pratical components of education content. The article proves that the result of the formation of each of the selected components is the development of certain artistic and pedagogical knowledge, skills and experience of creative attitude to artistic and pedagogical activities, and the result of the formation of holistic artistic and pedagogical competence is the teacher's readiness for innovative artistic creativity, developed individual style of pedagogical activity. The motivational component of artistic and pedagogical competence of a teacher of fine arts is characterized by a set of cognitive guidelines, artistic and value orientations, creative interests related to the content of artistic and pedagogical activities; the cognitive component is defined as a system of knowledge about the essence, structure, functions and features of effective activity of a teacher of fine arts and optimal styles of pedagogical communication in unity with general cultural and specific fine arts knowledge; the practical component is manifested in the formation of the ability (communicative, organizational, diagnostic, projective, constructive, managerial, creative) to the effective implementation of the teacher of fine arts artistic and pedagogical functions. The international relevance of the article consists in the need of the post-Soviet countries to overcome conservative approaches in teaching creative courses and borrowing the innovative experience of the countries with ancient democratic traditions.
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Yavorska, Khrystyna. "Formation cultural competence of primary school students". Visnyk of the Lviv University. Series Pedagogics, nr 37 (2022): 232–42. http://dx.doi.org/10.30970/vpe.2022.37.11662.
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Based on the analysis of regulatory documents (Law of Ukraine “On Educationˮ, State Standard of Primary Education, Concept of the New Ukrainian School) and scientific and pedagogical literary sources, the essence of the concept of “cultural competenceˮ is theoretically interpreted. The concept “cultural competence of primary education studentsˮ is clarified, which means an integrated complex of knowledge, abilities, skills in the field of art, personal qualities, ways of thinking, views, ideas, values, which ensures the ability and readiness to apply the acquired experience, provides the possibility to express oneself creatively, to discover and develop natural abilities, talents using visual arts, graphic art, sculpture, music, choreography, theater, decorative and applied arts and other forms of art. On the basis of theoretical analysis of the State Standard of Primary Education, Standard Educational Programmes, as well as own experience of practical work, the ways of forming the cultural competence of primary education students in accordance with the content of educational fields have been determined and systematised. The Arts education branch is determined to be the leading one for the formation of cultural competence in primary education students. Teaching methods in art lessons and forms of extracurricular work, which contribute to the formation of cultural competence of primary school students, are discussed. It is noted that for the effective formation of cultural competence in primary education students, the future teacher must possess a range of artistic and pedagogical knowledge, abilities and skills, necessary professional and pedagogical aptitudes, personal qualities, etc. Keywords: cultural competence, students of primary education, formation of cultural competence, Arts education branch, art lesson, content of learning, teaching methods, extracurricular work.
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Bilova, Nataliya. "METHODS OF FORMING THE ARTISTIC AND COMMUNICATIVE COMPETENCE OF THE FUTURE CONDUCTOR". Academic Notes Series Pedagogical Science 1, nr 206 (styczeń 2022): 91–97. http://dx.doi.org/10.36550/2415-7988-2022-1-206-91-97.
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In the article, the author considers communicative competence as a component of the conductor's holistic professional competence. At the current stage development of the higher education system, which is characterized by globalization and integration processes, the introduction of new ones is relevant education standards, which are aimed at equipping future specialists with the necessary specialized competencies. Of particular importance is the conductor-choirmaster's understanding of the communicative functions of music, patterns and means of its artistic influence. Only on this basis, in interaction with the choral team, the conductor will be able to adequately understand the communicative content of a specific piece of music, to identify tools that facilitate recognition of the structure of the piece and understanding of its artistic content. The main task of the professional training of a conductor-choirmaster at a university is the formation of creative potential, high spiritual, moral and aesthetic personal qualities. The multi-functionality and multifaceted nature of conductor-choirmaster activities prove the need for future specialists to develop professional competence. Being a quite complex phenomenon in terms of content, the professional competence of a conductor-choirmaster is related to various fields of professional creative practice, where a special place belongs to professional artistic and communicative activities. The communicative competence of a conductor-choirmaster is an integration of knowledge, skills and personal qualities of a specialist, which allow solving various professional tasks at a high creative level. The author suggests forming the artistic and communicative competence of the future conductor with the help of the following methods: dialogue between the composer and the listener; interpretation of the musical text; conducting communication; immersion in the content of musical activity; dramatization; modeling of the situation, etc.
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Sulaieva, Nataliia, Olena Hnizdilova i Olha Palekha. "FORMATION OF FUTURE KINDERGARTEN TEACHERS’ ETHNOCULTURAL COMPETENCE IN NON-FORMAL ARTISTIC AND CREATIVE GROUPS". SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (20.05.2020): 364. http://dx.doi.org/10.17770/sie2020vol2.4960.
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The purpose of the paper is to identify the role and place of non-formal artistic and creative groups in the process of formation of future kindergarten teachers’ ethnocultural competence. Ethnocultural competence is considered by authors as an essential component of future kindergarten teachers’ vocational training in condition of modern challenges, which Ukrainian society faces nowadays. The complex of theoretical and empirical research methods (literature analysis, interview, experiment, etc.) was used. The obtained results show positive dynamics of formation of future kindergarten teachers’ ethnocultural competence after receiving non-formal education in artistic and creative groups at higher educational institution.
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Krasovska, Olha, Nataliya Miskova i Alla Veremchuk. "Professional Training of Future Preschool Teachers in the Field of Artistic and Aesthetic Education by Means of Contextual Learning Technologies". Behavioral Sciences 10, nr 2 (4.02.2020): 50. http://dx.doi.org/10.3390/bs10020050.
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The article deals with the development peculiarities of the subject artistic competence of future preschool teachers in the field of artistic and aesthetic education of children by means of contextual educational technologies. The students in question were being observed during the classes of Fundamentals of the Fine Arts with Methodology, the lessons of Decorative Arts with Methodology, as well as the Artistic Production and Design Fundamentals sessions. The purpose of the article is to reveal the methodology of contextual learning technologies’ implementation into the process of future preschool educators training and check their effectiveness in the realm of children’s artistic and aesthetic education experimentally. In the course of the research, we used such methods as analysis and synthesis of psychological, pedagogical, and art sources, as well as studying and generalization of the current state of future preschool teachers professional training in the field of artistic and aesthetic education. We also employed analysis, comparison, and classification with the aim of determining the essential characteristics, criteria, and levels of future preschool teachers’ subject competence in artistic and aesthetic education. Another approach that we turned to was that of pedagogical experiment with the further qualitative and quantitative analysis of its results using the Kolmogorov–Smirnov statistical criterion. The outcomes of the experiment brought about a need for the implementation of contextual learning technologies into the development of future preschool educators’ subject competence.
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Choi, Jinkyong. "Exploring Artistic Citizenship Education Methods for Fostering Global Citizenship: Focusing on Reconstruction of Music Curriculum". Korean Association For Learner-Centered Curriculum And Instruction 22, nr 14 (31.07.2022): 439–56. http://dx.doi.org/10.22251/jlcci.2022.22.14.439.
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Objectives The purpose of this study is to explore artistic citizenship education methods for fostering global citizenship.
Methods After confirming the possibility of expanding artistic citizenship to global citizenship by comparing and analyzing the concepts of global citizenship and artistic citizenship, and designing the content system of curriculum reconstruction to educate artistic citizenship in schools, based on this, the methods reconstruction of music curriculum for the the second grade middle school students was presented.
Results The content system of the curriculum reconstruction for artistic citizenship is based on three areas: artistic responsibility, artistic competence, and participatory art. Artistic competence is the exploration and understanding of oneself/others through artistic expression, artistic responsibility is imagining, reflecting and empathizing with the world through art, while participatory art is expressing a voice for the development of the community through bonding, caring, and service through art. To this end, it is necessary to reconstruct the curriculum in connection with art subjects, subjects, and creative experiential activities, and in the process, self/other understanding, imagination, reflection, empathy, care, and service have values.
Conclusions Artistic citizenship enables global citizenship to be cultivated through empathic and a divergent approach. however to this end, flexibility in curriculum operation, collaboration and empowerment of teachers, and provision of school facilities for participatory arts, and continuous research on artistic citizenship is required.