Abstract

The model for the formation of the readiness of pre-service music teachers to the introduction of music-pedagogical technologies is developed, it includes elements: methodological-targeted; content-technological; productive-evaluative. The created model of the use of music-pedagogical technologies in lessons of musical art in secondary schools contains music perception, vocal-choral work, improvisation, playing on musical instruments, and musical-plastic activity.

Highlights

  • The integration of the musical-pedagogical education of Ukraine into the world educational space makes it possible to create convergent conditions for the introduction of musical-pedagogical technologies by future teachers of musical art, both at the lessons and in the process of extracurricular activity in artistic-aesthetic education of youth

  • The scientific novelty of the results is to develop a model for the formation of the readiness of higher education institutions’ students to the introduction of music-pedagogical technologies

  • The high level increased by 17,8%, the average level decreased by 5.9%, the low level decreased by 11.8%

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Summary

Introduction

The integration of the musical-pedagogical education of Ukraine into the world educational space makes it possible to create convergent conditions for the introduction of musical-pedagogical technologies by future teachers of musical art, both at the lessons and in the process of extracurricular activity in artistic-aesthetic education of youth. The use of modern musical-pedagogical technologies involves the interaction of the teacher and students in the studying process, the joint simulation of different situations, the solution of creative tasks. The teachers of higher pedagogical educational institutions of artistic direction developed the concept of professional-pedagogical and methodical preparation of future teachers; substantiated the theoretical and methodical principles of introduction of music-pedagogical technologies. In this situation, the study of the problem of forming the readiness of university students to the introduction of musical-pedagogical technologies is timely and relevant

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