Enactivism And Embodied Cognition In Education Of Music Teachers

Abstract

The relevance of this work is related to the need to modernize the content of professional training of future music teachers in accordance with the current level of development of pedagogical science. The research problem is to consider the possibility of introducing some new aspects grounded on modern scientific approach to cognition and learning into the theoretical and practical training of teachers. These include the theory of enactivism and embodied cognition, based on the interactivity between an organism and its environment. These theoretical premises open up new prospects for improving the professional training of a music teacher of the 21st century. It has been found that several methods of musical training, which are inherently enactive and embodied, were found in the past practice in an intuitive way. The study of these methods from the point of view of modern scientific achievements gives them a new meaning and evaluation and should enter into the content of training of future music teachers. More effectively the students acquisition of new knowledge was realized on a complex basis, in the interrelation of theoretical and practical educational activities. A greater role in this process is played by the experience of students own musical performance, because it allows to feel the effectiveness of these methods through their own body.