Educational Repertoire Research Articles

ФОРТЕПІАННІ ТВОРИ Ф. ЯКИМЕНКА: ІСТОРИКО-МУЗИКОЗНАВЧИЙ ТА ВИКОНАВСЬКО-ПЕДАГОГІЧНИЙ АСПЕКТИ

The instrumental training, piano training in particular, is an important component in the professional preparation of the musicians and music teachers. In its theoretical and methodological background, there must be combined the historical, theoretical, musicological, pedagogical, performance, analytical and interpretive aspects.The article highlights the study of the national piano repertoire in the context of the development of European and world music culture with the purpose of its extrapolation for the tasks of general and special pedagogical practice. An appropriate repertoire textbooks in different editions serve as a methodological background in this context.In its performance, pedagogical and repertoire aspects, piano art of Ukraine is closely linked with the European musical context during the interwar period of the twentieth century. It had been facilitated by Ukrainian artists being trained by the leading music teachers of European capitals; their multifaceted concert tours and pedagogical activities both in Ukraine and in Europe; direct creative activity of representatives of the Ukrainian diaspora.F. Yakymenko, a composer, pianist and teacher, music critic and music theorist, author of a valuable piano repertoire is a vivid example of the generation of Ukrainian musicians of the above mentioned time.There has been outlined the place of F. Yakymenko as the author of some samples of national piano creativity against the background of the European cultural context.There have been analyzed the peculiarities of F. Yakymenko’s piano writing in historical, musical, performance and methodical aspects as the illustrateion of program miniatures of the Prague period of his creative activity.Being a representative of neo-romanticism, a specific feature of F. Yakymenko’s creative activity is “stratification” of various historical-stylistic and genre-intonational features. The range of themes of the composer’s works embrace the various directions: pictorial and spiritual works; works close to the “synthesis of arts”; music close to compositions by K. Debussy and M. Ravel; the children’s music.There has been analysed F. Yakymenko’s creativity during the Prague period, a vivid example of which is the cycle “Three plays on Ukrainian themes”.There has been concluded that F. Yakymenko’s versatile program miniatures can be successfully used as educational repertoire material in the process of professional piano training, as an illustrative repertoire material in the process of organizing listening to music by schoolchildren.

Методическая целесообразность обогащения репертуара начинающего пианиста в учебных заведениях Китайской Народной Республики

The article deals with the activity of the teacher-musician on the choice of educational piano repertoire. Currently, in China, this practice is based almost exclusively on the empirical experience of teachers and is largely random, does not have sufficient methodical support. They use rather standard, so-called basic musical repertoire, especially at the initial level of piano training in the genre of a program play. At the same time, the individuality of the student, his personal qualities, promising musical development, genre and style diversity of works, certain methodological indications for study, motivational readiness are not adequately taken into account. There is an urgent need to expand the children’s piano repertoire in China, primarily through the musical works of composers from other countries, for example, the easy plays of Russian composers of the Soviet and post-Soviet periods. The article shows a specific example of the educational repertoire in children’s educational programs with effective performance of young musicians at concerts. Actions of the teacher-musician at the choice of this or that musical work inevitably actualize personal-creative and reflexive qualities, skills of the methodological analysis. The introduction of young musicians to the performance of music from other eras and national schools, familiarity with different compositional techniques and directions, painstaking individual selection of each play has a pronounced methodological, educational and motivational effect.

METHODICAL DISCOURSE OF CONDUCTOR-CHOIR TRAINING TEACHER OF MUSICAL ART

The methodical aspects of preparing the future teacher of musical art during obtaining of higher education are studied. It is emphasized on the necessity to enrich the cognitive thesaurus of students, to develop a valuable perception of vocal and choral works, analytical thinking, possession of methods of learning vocal and choral works. The preparation of a teacher for work with choir collective or vocal band is opened. The students' work on the analysis of vocal and choral works, selection of educational repertoire for schoolchildren of different age groups and enrichment of auditory experience has fundamental importance. At this stage, it is necessary to create students' capability to make analysis (musical-theoretical, vocal-choral, performing) and interpretation of choral works, to compose it annotations, to collect and train exercises for developing the vocal-acoustic skills. The approximate vocal and choral analysis of the M. Lysenko Choir "Son" is presented; its general genre features are opened as a musical work intended for choral performance. Based on theoretical knowledge gained during the professional training, acquired methodical skills and independently working out specific choral works, the teacher of musical art can achieve the desired results in musical development of schoolchildren by vocal and choral singing.

PIANO WORKS OF THE POLTAVA COMPOSERS IN THE EDUCATIONAL REPERTOIRE OF THE MUSICAL INSTRUMENT

The question of the formation of personality and professionalism of the future music teacher with national repertoire is analyzed. Peculiarities of development of musical art of different periods of the 19th-20th centuries are characterized. National educational value of piano works of Ukrainian national school of composers XІX – XX century; their didactic and cognitive potential reasonably allows you to include them, along with the works of Western European and Russian composers, into learning repertoire of students of music of higher educational institutions. Significant creative achievements, active educational activities of well-known and little-known figures of Ukrainian national composer school of Poltava region from the beginning of the 19th and the middle of the 20th century – A. Yedlychki, M. Lysenko, P. Shchurovsky, M. Kolachevsky, L. Lisovsky, S. Shevchenko is highlighted. Inclusion of their piano works in the modern educational repertoire of students of higher pedagogical educational institutions in the mastering of «Musical Instrument» course is considered. Their piano pieces are played in concerts, exams, performances. Study of the musical repertoire of the Ukrainian composers of Poltava region, understanding the characteristics of its various genres, creates ample opportunity for spiritual formation of the future music teachers.

English

This case study, the framework of which is provided by Kelly’s Personal Construct Theory, investigates how a female novice ELT teacher structures her constructs on the qualities of an effective teacher. Repertory grid, a cognitive mapping approach, based on Kelly’s theory was used as an elicitation technique in the study. The study focused on four main questions. These are how the participant conceptualized an effective teacher, the meanings she attached to the constructs through which she portrayed an effective teacher, the participant’s view of “Self” as a teacher, to what she attributed the evolution of these constructs and finally the probable role the program played on these changes, if any. The findings of the study reveal that although the participant’s educational repertoire played a major role on the evolution of her theories, we find that theoretical knowledge does suffice to make a teacher an effective one. The study results indicate a need for improvement and change in teacher education at graduate and undergraduate teacher education programs. Key words: Teacher education, teacher thinking, personal theories, professional development, change.

Enhancing Teacher Competency through Co-Teaching and Embedded Professional Development

The ongoing professional development of general education and special education teachers is vital to the success of students with disabilities. As more classrooms transition to a co-teaching model, the professional development that teachers engage in must transition to meet the needs of both groups of professionals. This study used a qualitative approach to examine the practical foundations of a pedagogical style that amalgamates co-teaching and embedded professional development within two inclusive classrooms to theorize the Co-teaching Professional Development (CoPD) Approach. The research findings indicate that within the context of two general education social studies classrooms CoPD offers a suitable approach to supporting teachers and students with disabilities. This piece also points to the existence of reciprocity of content knowledge gains of the special educator and the corresponding gains to the pedagogical repertoire of general educators are presented.

Habilidades Sociais Educativas, Relacionamento Conjugal e Comportamento Infantil na Visão Paterna: Um Estudo Correlacional

The interaction between parents and children can influence the children’s behavior. It is necessary to investigate specifically which parental behaviors can interfere in child development. Therefore, this study aimed to: a) describe the paternal educational social skills, marital relationships and child behavior as assessed by fathers and (b) relate the paternal educational social skills, marital relationships and child behavior. Participants were 40 fathers of children of preschool age who answered the Parental Educative Social Skills Interview Script, Marital Relationship Questionnaire and Strengths & Difficulties Questionnaire. The results showed a relationship between low educational repertoire of social skills and negative variables of marital relationship and behavioral problems of children, and also that, the better the educational social skills, the better the evaluation of the marital relationship and the better the children’s behavioral repertoire.

Putting the expert together again

The study of expertise in medical education has a long history of success. Researchers have identified and elaborated on many dimensions of expert performance. In part, this success has derived from researchers' ability to effectively isolate the dimensions and explore each separately. Although this deconstruction of the expert has been successful, the need to recombine the dimensions of expertise as part of an integrated construct of expert practice has recently become an increasingly evident imperative in health professions education. The aims of this paper are first to explore dimensions of expert practice as they are expressed in the expertise literature; secondly, to describe more recent programmes of research that have tried to elaborate on how experts integrate these various dimensions during daily practice, and, finally, to examine the potential implications of research exploring how experts integrate their own knowledge and skills with the affordances of the environment in which they work. There are both challenges and opportunities in elaborating an integrated discourse on expertise. Exploring directions for research related to this integrated construction of the practising expert may add an important dimension to our educational repertoire.

Teaching and Learning about Controversial Issues: Lessons from Northern Ireland

Teaching about controversial issues is a powerful tool in the repertoire of civic educators. Despite widespread agreement concerning the social, academic, and civic benefits to be gained from discussing controversial public issues within the classroom, empirical research reveals that doing so is a rare occurrence. While the literature explains this fact by detailing the many challenges confronted by teachers, less attention is given to the emotional and cognitive risks that lead students to evade, and at times actively resist, engaging with controversial issues. This qualitative case study examines the experiences of students and teachers struggling to address issues of national and cultural identity within Northern Ireland in order to investigate dynamics that may remain less visible in contexts where differences and conflict are less overt. Findings reveal a range of responses whereby students attempt to preserve the viability of current understandings and to minimize the risk of critical self-reflection. Also indicated are two strategies by which educators were, on occasion, able to support students in listening to and learning from divergent perspectives: by reducing the perception of risk through “cognitive distancing” and by enhancing students' motivation to confront risks by facilitating caring relationships. The comparison of these findings to current research on teaching controversial issues in Northern Ireland and their applicability to other contexts is discussed.

Exploring alternative pedagogical terrain: Teaching and learning in art museums

For school-based education, museums provide important learning opportunities that potentially bridge the gap between the classroom and the world beyond, enabling education to fulfil its aim of preparing students for the opportunities, responsibilities and experiences of adult life. However, little research has specifically addressed the pedagogical demands and challenges of school-based teaching and learning in the specific context of art museums. This paper reports on a doctoral study that engaged the previously largely unrepresented voices of school-based educators and student audiences, in an investigation of interactions between schools and museums, with a specific focus on art educators and art museums. A pedagogical model is proposed that addresses the structural characteristics of art museum contexts while also exploring how approaches to teaching and learning can engage individual subjectivities, to make the invisible determinants of action visible, and to activate the possibilities of agency. The organising structure of the model extends the pedagogical repertoire of school-based educators, equipping them with approaches that allow for the development of purposeful and integrated educational experiences. In the provision of theoretical positions and strategies for inter-and intra-field interactions, the model ultimately identifies art museums as distinctive sites for transformative and inclusive school-based pedagogies that potentially provide a foundation for future cultural practice.

The integration of ICT in preservice teacher education: A pilot project at three teacher-training colleges in St. petersburg, moscow, and amsterdam

The worldwide change toward an information society also affects developments in the Russian Federation. The Russian Ministry of Education, together with two universities for teacher education, wanted to explore how the educational beliefs and didactical repertoire of teacher trainers and prospective teachers need to be changed, and how information and communication technology (ICT) can facilitate these changes. In this realm the Russian-Dutch project, Innovative Didactics with ICT, has been set up (University of Twente and Herzen State Pedagogical University [UT/TO and HSPU], 1997). Innovative Didactics with ICT is a small-scale pilot project conducted with three faculties of physics in teacher training universities in St. Petersburg and Moscow (Russian Federation) and Amsterdam (Netherlands). The project runs from the fall semester of 1998 until the fall semester of 2000, and is part of the Russian-Dutch Cooperation in Education, a bilateral program of the two Ministries of Education. An important reason for using the physics faculties in the pilot project is the high standard of physics education in the Russian Federation on the one hand, and on the other, the low motivation of secondary school students to become physics teachers, also a major problem in the Netherlands. Therefore, it was thought, that ICT not only could change physics education but also make it more attractive as a long-term career prospect for students. The main aim of the project is the preparation of preservice physics students for teaching in an information society. Secondly, the project aims at the integration of ICT in physics teaching in secondary school. As part of the project, exemplary curriculum materials were prepared by the staff of the physics departments of the participating teacher education universities. These materials were required to be an integrated part of the student-teacher physics curriculum. Student-teachers taking part in the project are expected, as a result of the

From T.I.1 to Tasmania: Australian Indigenous Popular Music in the Curriculum

This article promotes Australian Indigenous popular music not only as a valid and useful educational repertoire but as an essential component of Australian music curricula. It examines some of the fundamental issues raised when utilising Indigenous art forms within the Western post-colonial structure on which Australian government educational policy and methodologies are based. It explores the intrinsic nature of the 'contemporisation' of Australian Indigenous music with particular reference to the idea of fusion with Western popular music styles. Through case studies of Torres Strait Island and popular music cultures, it proposes that teaching and learning strategies be developed organically from characteristics inherent within specific musical and cultural structures.

Overhead Transparency Skills for Perioperative Nurse Educators

Successful design of creative overhead transparencies should be part of the instructional repertoire of perioperative educators. Personal computers and user-friendly software have revolutionized overhead transparencies' dynamic, imaginative production. This article reviews the advantages and disadvantages of overhead projection, presents practical suggestions for generating and using transparencies, and displays computer designed examples.

Using metacognition to promote certification success: the Testing Health Promotion Plan.

Metacognition, the process of knowing one's personal learning behaviors, is a powerful force in the educational repertoire of nursing staff development faculty who seek to promote optimal learning outcomes for practicing nurses. Metacognition also supports major goals of educational evaluation which include improvements in learning, instruction, and performance. In this article, metacognition is scrutinized from the perspectives of learning theory and memory processing. Implications for promoting successful certification results are presented.