Abstract
Introduction. The process of professional training in most economic sectors is now thoroughly developed and regulated by global science. Today, the exception is the creative directions of professional activity, which play an important role in society. Therefore, there is a reasonable request for the professional training in creative industries. However, in science and practice, it is still not clear how professional training in creative industries should be carried out. An educational model, based on modern approaches and principles of learning, can be an effective solution to this problem.Aim. The present research aimed to disclose the content and results of approbation of the model of professional training in computer-based music production.Methodology and research methods. The research methodological framework is based on the concepts of competency-based, activity-based, technological and personality-oriented approaches to education; research papers on the problems of using computer music technologies in education; theory and practice of teaching models application in higher education.The leading method was the modelling of the educational process in specialised training in the field of computer-based music production. An experimental research study was carried out with the participation of students and teachers of higher education (n = 83 people). The authors employed the following methods: a questionnaire survey, testing, practical assignments, measurement of motivation for educational computer-based music production, the Fisher’s method.Results and scientific novelty. The current research paper presents the authors’ model of specialised computer-based musical instruction, which includes four main units: motivational-targeted, content-logical, activity-technological and diagnostic (evaluative-productive). The novelty of the model is determined by the implementation of the leading innovative educational activity of students, which is characterised by the production, processing and reproduction of musical material using musical computer technologies. An important component of the model is a complex of pedagogical technologies, which is a part of the activity-technological unit and includes the following technologies: interactive, design, research, modelling technologies, individualisation of training, computer and information technologies. The effectiveness of the content of the proposed educational model is confirmed by the results of the experimental research study on the implementation of this model in the conditions of student mastery of computer-based music production disciplines in the real educational process of a pedagogical university. The data obtained revealed a high (sufficient and advanced) level of formation of computer-based musical competencies among students.Practical significance. The model for specialist training can become a separate element of the educational programme, which provides training for specialists in computer-based music production. The research materials may have implications for the further development of educational science and the practice of specialist training in other creative industries.
Highlights
The process of professional training in most economic sectors is thoroughly developed and regulated by global science
The research methodological framework is based on the concepts of competency-based, activity-based, technological and personality-oriented approaches to education; research papers on the problems of using computer music technologies in education; theory and practice of teaching models application in higher education
The leading method was the modelling of the educational process in specialised training in the field of computer-based music production
Summary
Актуальность применения музыкально-компьютерных технологий как в системе общего, дополнительного, так и высшего образования отмечается многими специалистами. Мотивационно-целевой блок модели включает цель, задачи, основные подходы и принципы профильной подготовки студентов в области музыкально-компьютерной деятельности. Предлагаемый в модели комплекс педагогических технологий реализуется через выполнение студентами практических заданий (текущих, контрольных и итоговых) на занятиях по учебным музыкально-компьютерным дисциплинам в течение всех трех этапов формирования профессионально-специализированных компетенций. – авторского метода оценивания результатов выполнения итоговых практических заданий по разработанным критериям и показателям на основе балльно-рейтинговой системы – для выявления уровня сформированности компетенций в области музыкально-компьютерных технологий В исследовании приняли участие 75 студентов-бакалавров, обучающихся по направлению подготовки 44.03.01 «Педагогическое образование», профилю «Музыкально-компьютерные технологии», а также 8 членов профессорско-преподавательского состава выпускающей кафедры, которые участвовали как в преподавании дисциплин с применением комплекса педагогических технологий, так и в оценивании уровня сформированности компетенций с помощью разработанного диагностического инструментария. Дубовицкой, применялся метод выполнения итоговых практических заданий и их оценивания по специальным критериям и показателям (знания, умения и владения в области МКТ)
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