Innovative teaching methods in the educational process of children's art schools and children's art schools, namely: the use of information and communication technologies in the educational process. Concept of technology in education
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MUNICIPAL BUDGET EDUCATIONAL INSTITUTION FOR ADDITIONAL CHILDREN'S EDUCATION
"Children's music school in Sorsk"
Methodological development
Topic: “Innovative teaching methods in the educational process of children’s art schools and children’s art schools, namely:
use of information and communication
technologies in the educational process"
Prepared by a piano teacher
Bodalnikova Rimma Leonidovna
Sorsk
Introduction………………………………………………………………………………… 3
I. Music and computer technologies and multimedia
training……………………………………………………………………………………….. 4
II. Using electronic instruments in piano lessons……… 6
III. Creating presentations………………………………………………………8
IV. Musical educational computer games for children…………….... 10
Conclusion………………………………………………………………………………… 12
List of references……………………………………………………………….. 13
Applications………………………………………………………………………………. 14
Internet resources to help teachers and students.
Educational games, simulators and music training systems for
Music encyclopedias and libraries.
Websites for teachers of children's music schools and children's art schools.
Introduction
Life itself chooses new music, new musical instruments and new forms of presenting information. The transition to an information society requires a fundamentally new task from the education system - training specialists adapted to the rapidly changing realities of the surrounding reality. ICT tools are firmly integrated into such a seemingly conservative sphere as music pedagogy.
The modern school has received new technical means (computers, synthesizers, digital photography and video equipment) into its arsenal, which make it possible to conduct classes and events in a modern, exciting form, at a new technical level.
I . Music and computer technologies
Music and computer technology is a very young and dynamically developing field of knowledge. It is at the intersection between technology and art, providing people with ever-improving tools for creativity, learning and scientific research.
The question of the use of computers in music education certainly raises controversial opinions. And today the question is often asked: why music school Computer techologies? It is information technologies that make it possible to fully reveal the pedagogical and didactic functions of educational methods and to realize the potential inherent in them.
Music school teachers ask whether the use of computer technology will lead to a decrease in the level of creative development? And the phrase " computer training“Many people are simply scared. How is it possible, we have always been proud of the human factor in the upbringing of a musician, the subtle penetration into the soul... Yes, we were proud. And now we are proud of the achievements of wonderful teachers, but we also agree that this is still a piece of work, as it should be. At the same time, new directions and instruments do not at all exclude peaceful coexistence with everything that has always enjoyed traditional recognition, at the same time offering today’s music school a wide range of obvious advantages.
The most affordable way to use information technologies at a music lesson -use of multimedia teaching aids . Computer programs are used in learning to play instruments, in developing an ear for music, listening to musical works, in selecting melodies, in arranging, improvising, typing and editing instrumental text. For many musical disciplines, the computer is an indispensable source of bibliographic and encyclopedic information.
Finally, the computer is widely used as a means of notating a piece of music.
The introduction of new technologies into the field of children's education stimulates the search for new methods and forms of organizing music lessons with students, provided that the most valuable experience of traditional methods of work is not destroyed.
In my practice, I often suggest that students find certain material on the Internet on various sites that present biographies of composers and a lot of classical music, music of various styles and movements, the history of creation and audio recordings of various musical works. One type of homework could be preparing messages on certain topics. This type of task is very useful, since the ability to work with a computer is one of the attributes of modern society.
II . Using electronic instruments in piano lessons
A synthesizer is, on the one hand, the same keyboard instrument as a piano, but on the other hand, it is an “orchestra instrument” that gives great opportunities for creativity.
Using a synthesizer in piano lessons significantly increases learning motivation and makes learning vivid and memorable for students of any age. Children are happy to go to class, they develop an emotionally positive attitude towards classes. Young musicians are fascinated by the opportunity to learn about different musical eras, get acquainted with various musical instruments and listen to their sounds, compose their own music and perform it in different timbres and in different styles, record your favorite song performed by yourself and much more.
With the advent of synthesizers, it became possible to use new methods to develop the creative potential of novice musicians.
Here are some of these methods:
Harmonization of the melody with chords selected on the piano and written down with letter symbols.
Learning two-voice polyphonic pieces using different timbres for the left and right hand (VoiceL, VoiceR). You can record one voice on a disc, choosing a suitable timbre, and perform the second voice along with the recording of the first in a contrasting timbre.
Arrangement and creative work with different styles.
Arrangement of piano works for synthesizer. This arrangement implies maximum proximity to the style (era) of the piece being performed.
Using a synthesizer as an instrument for playing music in an ensemble.
Children learning to play the piano have much less opportunity to play in various ensembles compared to students of strings and people's branches DMSh. Having a synthesizer in piano classes helps solve this problem. Children play in such ensembles with great enthusiasm and interest. The number of participants in such ensembles can be very different: 2 performers on the piano and 1 on the synthesizer; 2 - on the synthesizer (separate parts of the melody and accompaniment) and 2 on the piano, etc., depending on the complexity of the work, the richness of the musical texture, etc.
The repertoire of ensembles with the participation of a synthesizer includes popular classical, folk, jazz and modern pop music.
The expressive capabilities of the keyboard synthesizer are learned by children in the process of productive creative activity, the basis of which is the electronic arrangement of music, which is created both under the guidance of a teacher and independently.
III . Creation of presentations.
Children’s visual perception comes first, which means that information needs to be provided visually for them, which was not always available previously. It is ICT that allows teachers to effectively solve problems modern education. Digital technologies They allow you to build interesting visuals, introduce children to various types of musical activities, and use diverse and high-quality illustrative material on any topic using the capabilities of media technology.
One of the tools for introducing information technology iscomputer program Power Point , which can be used very effectively and creatively in teaching music. This program creates presentations that allow you to create information support during lessons, and also, with great success, this program can also be used in extracurricular activities. The presentation allows the teacher to illustrate his story, makes it more exciting, and most importantly, concentrates the students’ attention on the lesson material, which is very important. Presentations can be used at various stages of the lesson; visual perception of what is being studied allows students to more effectively perceive the material presented.
Facilitating the perception of information by creating memorable images is the basis of any modern presentation. The presentation allows you to fully implement the principle of visibility and makes it possible to turn a methodological report into an exciting action, and an ordinary school event into an interactive performance.
Creating a presentationMicrosoftPowerPointconsists of several stages:
Stage 1 – preparatory
Analysis of creative work in order to select a definition of the style of music and its role in each episode.
Stage 2 - search
This stage includes the collection and systematization of photographic materials, and the compilation of a musical score. The criteria characterizing the quality of information display in materials are: intelligible form, artistry and expressiveness of execution, quality of sound or image recording, compositional structure and emotional impact. Can be usedInternet-resources to useCD, MP3 - discs with recordings of the best examples of classical music, photo and video materials
Stage 3 - final
Creation of presentations and editing of musical materials. On this stage the following computer programs are usedMicrosoftWord, MicrosoftPictureManager, MicrosoftPowerPoint, Nero, player WindowsMedia.
IV . Musical educational computer games for children.
In the modern world, with rapidly developing information technologies, captivating all progressive humanity into their world, the question arises: how to help a schoolchild maintain his physical and mental health, how to make sure that he lives an active, interesting and fulfilling life? How to make studying at school cause a surge of energy, and learning to be a joy? Computer games are becoming more and more confident among learning tools. And this process will continue, just as mobile technologies are increasingly used in teaching. There are already research groups studying the learning potential of games and their role in education, developing a pedagogical model for the use of games.
Currently, the genre of musical educational and educational games for children is rapidly developing. There are more and more interesting educational music games and they require more and more time.
Games provide a platform for active learning. Learning in them occurs not only in the form of passive reading and listening. They can be customized to the user's needs and provide instant feedback, provide the opportunity to independently make discoveries and come to new understandings. At the same time, the studied material is remembered well and for a long time. The motivation and engagement generated by using games is much higher when they are not part of formal education. Games are only part of the learning experience and should be used as part of a blended learning approach, along with other methods.
There are a huge number of all kinds of computer games that are not only exciting, but also educational. And among all this diversity, only a small share is made up of music games. However, they all deserve close attention, because... The most interesting activity in the world for children is to play exciting, exciting, even gambling, creative and kind games, including playing music.
Educational music games in themselves are exciting, aimed at the joy of communication with the world of music and development creativity.
Based on the level of complexity of the proposed tasks, musical educational games and simulators, taking into account the age, degree of training and preparation of students, can be divided into:
1) educational games, simulators and music training systems for
mastering musical literacy, formation and development of auditory
and creative skills of students of children's music schools and children's art schools.
2) exciting musical games for children up to school age.
3) online games.
4) articles and stories about music, musical literacy.
Such as a set of 4 games« Music arcades» ( authors Alexey Vygranenko, composer, sound engineer LLC« Viratek»; Alexey Ustinov, head of the companymusic-arcade.virartech.rumusic-training. virartech.ru ), Russified« EarMaster» And« Earope» - pretend to be namedmusic education system.
And also in Appendix No. 1 other Internet resources for teaching both teachers and children are presented.
Conclusion
Personal computers have long become an everyday and common tool in human life; the widespread use of the Internet gives us the opportunity to use it effectively in the educational process. Modern teacher, thanks to the Internet, has the opportunity to find the material that is needed for the lesson and will provide students with broad information about the subject. Proper use of a computer helps solve the shortage of visual aids and transform traditional academic subjects, optimizing the processes of understanding and memorizing educational material.
Everything new is always interesting, both for us, teachers, and for children.
The use of ICT in the educational process and in extracurricular activities contributes to a qualitative improvement in the level of teaching, stimulates students' interest in the subject being studied, and develops the processes of perception, thinking, and creative development of the child. But computer technology is not the basis of learning, but rather an addition. After all, computer technology will never replace live communication between a student and a teacher in class, a visit to a concert hall, or the live sound of an orchestra or organ. They will not replace singing to the accompaniment of a piano, just as they will not replace writing in a Russian language lesson or mental arithmetic in mathematics.
Bibliography:
Gorvits Yu.M., Chainova L.D., Poddyakov N.N., Zvorygina E.V. and others. New information technologies in preschool education. M.: LINKA-IIPESS, 1998.
“New forms of organizing the gaming and educational process using ICT and educational development programs for preschool education» Educational and methodological manual, Moscow, 2012
Chainova L.D. Development of a child’s personality in a computer gaming environment // Kindergarten from A to Z. – 2003. - No. 1.
Management of innovation processes in preschool educational institutions. – M., Sphere, 200
5. Kostyunicheva O.V. Children's Art School No. 57, Osinniki, Kemerovo region 2011,The use of computer technology in educational practice Children's Music School and Children's Art School. Collection of musical educational and educational computer games and simulators.
Appendix No. 1
The application presents numerous educational and educational musical games for children, in which it is necessary to perform a variety of tasks: find the corresponding keys, match the notes on the keyboard and the stave, find the desired letter designation of the sound, the corresponding sound, match the sound or find the sound based on a given one , find tone and semitone, and much, much more.
Such musical games provide an opportunity to introduce children to musical instruments; the child can hear the sound of many musical instruments and get the opportunity to “play” the musical instrument he likes.
With the help of musical games, it is possible to introduce children to musical literacy in an interesting and exciting way.
Currently, the genre of musical educational and educational games for children is rapidly developing. There are more and more interesting educational music games and they require more and more time.
It is necessary to pay close attention to ensure that the child does not get tired. Modern computers do not harm vision if the child does not spend a long time at the computer. After all, even an adult will get tired of sitting for several hours in a row. The best thing is to consult with an ophthalmologist about how much time your child can spend at the computer. Try to make sure that your child is comfortable playing computer games. The computer should be at eye level, and the chair in which the child sits should be quite comfortable.
Educational games, simulators and music training systems
for mastering musical literacy, formation and development of auditory and creative skills of students of children's music schools and children's art schools.
Music encyclopedias and libraries
« Music class »
Music education system for primary school children
age, consisting of nine independent games:
Computer piano
In this game you can play the piano using different instruments.
Cybersynthesizer
In this screen, you can create your own piece from ready-made musical fragments, turning on or off different fragments on the go.
History of musical instruments
Here you can learn the history of the emergence and development of musical instruments, what types of instruments there are and how they are characterized.
Music theory
Here you can learn basic concepts from music theory.The material is presented in the form14 lessons, each of which corresponds to two exercises. At the end of the next lesson (short lecture), the first and then the second exercise will be offered. If you complete them successfully, you will move on to the next lesson.
"Musical cubes"
The designer's cubes contain melody notes, when the cubes fall apart - the player's task is to collect them in the correct order.
Musical dictation
The birds sit on the wires and chirp cheerfully, each with its own note. The higher the bird sits, the higher the note, and the wires are actually the staff. But suddenly they flew away, and the player needs to seat them back on the wires.
Tic Tac Toe
This game is a musical analogue of the famous game "Tic Tac Toe". The computer asks the player to guess one of nine musical terms shown in the boxes.
A course of educational computer games on elementary music theory (solfege).
Interactive music« tutorial» will help the child learn the basics of music, regardless of whether he has a primary musical education or not:
Names, alphabetic Latin designations of sounds;
Their location is simultaneously on the piano keyboard and the musical staff, indicating the octave and sounding in the range from« la» small octave C« mi» third octave;
Information about alteration signs;
Names and designations of note durations, corresponding pauses, as well as reproduction of their temporary sound according to the metronome;
Information about dotted rhythm, dot, league, triplets.
« One-armed pianist »
The game-simulator will help:
Learn notesin different octaves simultaneously on the piano keyboard and staff;
check yourself:
In knowledge of notes and octaves in the bass clef;
In knowledge of notes and octaves in the treble clef;
In knowing the keyboard.
« Rhythmic meter »
The game will help you understand the conceptsize.
« Note durations »
This game will help you masterduration of notes.
« Intervaler » (Roman Makhno)
The training game will help students consolidate their skills in constructing intervals in the treble and bass clefs at two levels of task completion:
"Accordeon" ( SergeyAntonyuk)
The training game will help strengthen construction skills:
Major and minor triads;
All triads;
Inversions of triadsin treble clef, bass clef and on a piano keyboard in different octaves, and also listen to their sound.
« Bird notes » ( I.V. Boer)
Identifying notes by ear.
« Intervals » ( I.V. Boer)
Constructing intervals (levels 1, 2)
- 1 level:
When completing a task, you need to construct an interval, taking into account only the number of steps that it includes.
- 2 level: intervals.
- 3 level: Quantitative (step) value of intervals.
- 4 level: Qualitative (tone-gray) valueintervals.
Must be identified and marked with a mouse clicknot one, but both partsinterval names (except« triton»).
« Triads » ( I.V. Boer)
We identify triads by ear.
Major
Minor
Reduced
Enlarged
Alexey Ustinov, Alexey Vygranenko.
« Music arcades »
Set« Music arcades» includes4 educational music games with« Step by step guide» ( application ), video instructions, synthesizer and other materials. Games:
« Hunting for notes »
« Invasion of notes - aliens »
« Repeat »
« Pick a pair »
Covermain musical subjectsmusic school, allow you to develop, develop and consolidate7 Basic Musical Abilities and Skills:
Pitch hearing;
Sense of rhythm;
Reading scores;
Recognition of intervals, melodies, chords, rhythmic patterns;
Performing melodies and rhythmic figures;
musical memory,
Playing in an ensemble.
These programs are useful at different stages of skill development and are interesting for both children and adults.
« MusicCollegeStudent 1 »
(7 games + Metronome for PC and Mac!)
The program "Music College Student 1" includes educational music games, as well as "Metronome" and serves to develop an ear for music, mastering musical notation by children (starting from 2 years old)
There are 7 games in a single shell:
Notes-pictures (2+)
Piano keys (5+)
Sheet music in treble clef (7+)
Musical symbols (7+)
Notes in bass clef (8+)
Rhythmic figures 4/4 (9+)
Musical tones (5+)
Age is indicated in brackets, for example, (5+), although this is quite conditional and depends on the child, the teacher, whether parents help or not. In any case, all games begin with simple questions and you can always choose one of 3 levels, the tasks in which correspond to the child’s level. If the tasks still seem difficult, then you can also use the training mode, when the game itself asks questions and answers itself.
"Ear Master Pro" ( Master training )
Program« EarMasterPro» is a whole set of exercises with which you can develop the ability to hear intervals, chords in and out of tune, melodies, and rhythmic sequences.
EarMastercontains the following 12 types of exercises:
Comparison of intervals
Defining Intervals
Singing intervals
Chord Definition
Chord Inversions
Chord progressions
Definition of Frets
Reading the rhythm
Rhythm imitation
Rhythmic dictation
Rhythm correction
Melodic dictation
« Earope »
Program« Earope» - a more complex analogue of a training system« EarMasterPro», containing the full amount of information and exercises on elementary music theory, solfeggio and harmony in the following 7 sections (modules):
Intervals
Frets
Chords
Appeals
Sequences
Ringtones
Rhythm
Trainer« Earope» adapts to the user's level of training in each module (section). It is possible to independently change the difficulty level of each section (module).
Statistics are kept of user data and their results, which, if necessary, can be changed, reset, or not saved.
Games, programs for learning and developing musical skills.
« Murzilka. Lost Melody ».
The hero Murzilka, known since childhood, invites all the children into the world
Music!
Game Features:
The child will learn the basics of musical literacy.
Get acquainted with groups of folk and symphonic instruments,as well as with the peculiarities of folklore of the peoples of the world.
Will acquire communication skills: helping friends, listening skillselders to achieve their goals.
« Back to school soon. Developing musical abilities ».
A bright, colorful and fascinating disc, it will open up the mysterious world of musical notation for children and tell most interesting stories from the lives of world famous composers, will introduce you to musical instruments and their sound.
- Classes by age group: from birth to 7 years.
- Interesting exercises on music theory and the development of musical ear.
- Famous composers of the world.
- All about musical instruments.
" Playing with the music of P.I. Tchaikovsky's Nutcracker"
The educational program from the series Playing with Music is not only a game, but also a wonderful tool for the development and learning of children. With the help of this game, the child is immersed in the wonderful world of music, learns musical instruments, and gets acquainted with musical genres.
Children's development program« Nutcracker» successfully combines an exciting computer game, a musical encyclopedia and a fabulous adventure in the world of music.
Computer game will help the child develop hearing, musical abilities, and teach him to distinguish musical instruments.
The gaming part of the computer program is presented in the form of a series of riddles and quizzes, united by a common storyline:
While traveling through the fairy tale, the player will have to find the key that opens the door to the secret room where the Nutcracker is locked.
" Let's play with Mozart's music. Magical flute"
The educational game "The Magic Flute" continues the series of children's programs "Playing with Music." Like other programs in the series, The Magic Flute combines games, quizzes, fairy-tale adventures and a musical encyclopedia. Game tasks are united by a common plot.
« Alice and the Seasons ».
Music educational program from the series« Playing with music», based on the classic works of Lewis Carroll« Alice in Wonderland» and Antonio Vivaldi« Seasons».
Playing notes on a virtual piano
" Little Christmas tree"
Interactive flash online piano keyboard with sounds. If you press the keys, notes will sound; below is a decoding of the name of the note and its designation.
Free educational on-line games
These are 15 online games of "Music College". New ones are constantly being added! You can play and improve your musical skills and knowledge, compose music! The age at which it is best to use the game is indicated in parentheses, such as (5+). Although this is quite conditional.
Free sheet music libraries and music libraries, encyclopedias.
About music - for children. Articles and stories about music. http://www.piano.ru/library.html
Website "Children's education in the sphere of culture of Russia"
Search system for musicians of notes, scores, audio recordings, backing tracks, lyrics
Online music encyclopedia
Music teachers website
Forum of teachers of Children's music schools
Forum "Classics"
Currently, the concept of pedagogical technology has firmly entered the pedagogical lexicon. However, there are great differences in its understanding and use.
- Pedagogical technology is a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, teaching techniques, educational means; it is an organizational and methodological toolkit for the pedagogical process (B.T. Likhachev).
- Pedagogical technology is meaningful technique implementation of the educational process.
- (V.P. Bespalko). Pedagogical technology is description
- the process of achieving planned learning outcomes (I.P. Volkov). Educational technology is a component procedural part
- didactic system (M. Choshanov). Pedagogical technology is a model of joint pedagogical activities thought out in every detail in the design, organization and conduct of the educational process with unconditional support comfortable conditions
- for students and teachers (V.M. Monakhov). Pedagogical technology means system set and order of operation
all personal, instrumental and methodological means used to achieve pedagogical goals (M.V. Clarin).
It seems possible to use almost all general pedagogical technologies in theoretical lessons at a children's art school.
Problem-based learning technologies A high level of tension in students’ thinking, when knowledge is acquired through their own labor, is achieved by using problem-based learning.
During the lesson, students are engaged not so much in memorizing and reproducing knowledge, but in solving problems-problems selected in a certain system. The teacher organizes the work of students in such a way that they independently find in the material the information necessary to solve the problem, make the necessary generalizations and conclusions, compare and analyze the factual material, determine what they already know and what still needs to be found, identified, discovered, etc. .d.
Conducting lessons using problem-based learning involves the use of a heuristic (partially search) method. In lessons using the heuristic method, the following types
- student activities:
- work on the text of a work of art:
- analysis of an episode or an entire work,
- retelling as a method of analysis,
- selection of quotes to answer the question,
- drawing up a plan as a method of analyzing the composition of a part or a whole work, analysis,
- comparative characteristics of heroes;
- drawing up a plan for your detailed answer, report, essay;
- a summary of the results of the analysis of works of various arts,
- analysis of the problem posed;
- speeches at the debate,
- essays on specific and general topics as a result of their work on the work.
This technology is successfully used in music literature and art history lessons.
Practical example: Using additional literature and a textbook, compose an “Imaginary interview with J.S. Bach”
-Mr. Bach, you have written a huge number of works. They can be played for a whole year, even if performed daily. Which of them is most dear to you?
What did you want to tell people by speaking to them in the language of music?
Mr. Bach, when did you start studying music? Who taught you?
Where did you receive your education?
Mr. Bach, which of your contemporaries do you consider outstanding composers?
- You wrote music in every genre that existed in your time, except opera. What is this connected with?
Technology of effective lessons
There is a separate pedagogical technology based on a system of effective lessons. Author - A.A. Okunev.
Non-traditional lesson technologies include:
Integrated lessons based on interdisciplinary connections; lessons in the form of competitions and games: competition, tournament, relay race, duel, business or role-playing game, crossword, quiz;
Lessons based on forms, genres and methods of work known in social practice: research, invention, analysis of primary sources, commentary, brainstorming, interview, report, review;
Lessons based on non-traditional organization of educational material: lesson of wisdom, lesson of love, revelation (confession), lesson-presentation, “understudy begins to act”;
Lessons with imitation of public forms of communication: press conference, auction, benefit performance, rally, regulated discussion, panorama, TV show, teleconference, report, “living newspaper”, oral journal;
Lessons using fantasy: a fairy tale lesson, a surprise lesson, a gift lesson from a wizard, a lesson on the theme of aliens;
Lessons based on simulating the activities of institutions and organizations: court, investigation, debates in parliament, circus, patent office, academic council;
Lessons imitating social and cultural events: correspondence excursion into the past, travel, literary walk, living room, interview, report;
Transferring traditional forms of extracurricular work into the framework of the lesson: KVN, “The investigation is carried out by experts”, “What? Where? When?”, “Erudition”, matinee, performance, concert, dramatization, “gatherings”, “club of experts”, etc.
Almost all of the above types of lessons can be used in children's music schools.
For example,
A practical example: when studying the topic “Architecture,” I invite everyone to imagine themselves as architects who want to participate in the development of their hometown. It is necessary to prepare a drawing (poster, etc.). structures, present it at a meeting of the “architectural council” (teacher and all students), prove its necessity and benefits. After listening to all the participants, voting takes place by placing multi-colored magnets on hanging posters with projects (each student has one magnet; you cannot put them on your own poster). Based on the results of the meeting of the “architectural council,” the most useful and beautiful project is selected. The work is graded as follows - all participants receive a “5”. The winner is another "5".
- in a solfeggio lesson - a surprise lesson, a gift lesson from a wizard, a competition, a duel, etc.
Practical example: exercise “Duel” - 1 duelist is assigned, he can choose an opponent (the teacher can also appoint an opponent), the teacher plays intervals (chords, steps, etc.) by ear, the “duelists” answer in turn until the first mistake one of the opponents.
Project method
The project method involves a certain set of educational and cognitive techniques that make it possible to solve a particular problem as a result of independent actions of students with the obligatory presentation of these results Basic requirements for using the project method:
The results of completed projects must be material, i.e. designed in some way (video film, album, travel log, computer newspaper, report, etc.).
There is wide scope for using this technology in lessons of musical literature, listening to music, and art history.
Practical example: project "Research activities of students during theoretical lessons at a children's art school"
This project is in its formation stage.
Participants:
- Students of the 5th grade of the music department, 3rd grade of a 5-year training program, 1st grade of a 3-year training program of the Municipal Educational Institution of Children's Educational Institution "Children's Art School of Svetly" - subject musical literature
- Students of the 4th grade of the music department, 5th grade of the aesthetic department of the Municipal Educational Institution of Children's Education "Children's Art School in Svetly" - subject "History of Art"
- Students of the 2nd grade of the music department, 3rd grade of the aesthetic department of the Municipal Educational Institution of Children's Education "Children's Art School in Svetly" - subject "Listening to Music", "History of Art"
- acquisition by students of the functional skill of research as a universal way of mastering reality,
- development of the ability for a research type of thinking,
- activation personal position student in the educational process based on the acquisition of subjectively new knowledge.
Activities within the project:
- Student conference "Mozart. Music. Fate. Epoch"
- Competition of creative works "Mozart. Music. Fate. Epoch"
- Conference "7 Wonders of the World"
- Educational study "Basic techniques of polyphony"
- Educational study "Fugue form"
- Educational study "Epic, drama, lyricism in works of art"
For a closer look at the possibilities of using the project method, I suggest that you familiarize yourself with some of the provisions of the student conference "Mozart. Music. Fate. Epoch"
Holding the conference:
Students are offered topics to participate in the conference before the winter break. The distribution of topics occurs by lot, however, in the process of working on a topic it is possible to replace it.
Themes:
- Mozart family
- Who did Mozart communicate with?
- Mozart and Salieri
- Opera-fairy tale "The Magic Flute"
- My favorite music is Mozart
- Interesting stories from the life of Mozart
- Mozart's teachers
- Friends and enemies of Mozart
- Vienna - the music capital of Europe
- Haydn. Mozart. Beethoven. Relationship history
- What newspapers write in the 21st century about Mozart.
- Mozart. Geography of travel.
Technology "Development of critical thinking through reading and writing"
The RCMCP (critical thinking) technology was developed at the end of the 20th century in the USA (C. Temple, D. Stahl, K. Meredith). It synthesizes the ideas and methods of Russian domestic technologies of collective and group methods of teaching, as well as cooperation, developmental training; it is general pedagogical, supra-subject.
The task is to teach schoolchildren: to identify cause-and-effect relationships; consider new ideas and knowledge in the context of existing ones; reject unnecessary or incorrect information; understand how different pieces of information are related to each other; highlight errors in reasoning; avoid categorical statements; identify false stereotypes leading to incorrect conclusions; identify preconceptions, opinions and judgments; - be able to distinguish a fact, which can always be verified, from an assumption and personal opinion; question the logical inconsistency of spoken or written language; separate the important from the unimportant in a text or speech and be able to focus on the first.
The reading process is always accompanied by student activities (labeling, making tables, keeping a diary), which allow you to track your own understanding. At the same time, the concept of “text” is interpreted very broadly: it includes a written text, a teacher’s speech, and video material.
A popular method of demonstrating the thinking process is to organize the material graphically. Models, drawings, diagrams, etc. reflect the relationships between ideas and show students the train of thought. The process of thinking, hidden from view, becomes visible and takes on visible embodiment.
Drawing up notes, chronologically and comparative tables exists within the framework of this technology.
A practical example: compiling a chronological table of the composer’s life and creative path.
Practical example: work on the analysis of sonata form in the works of Viennese classics
The theory of the gradual formation of mental actions.
Authors: Petr Yakovlevich Galperin - Russian Soviet psychologist, author of the theory of stage-by-stage formation of mental actions (TPFUD). Talyzina Nina Fedorovna - academician of the Russian Academy of Education, professor at Moscow State University. M.V.Lomonosova, Doctor of Psychology. Volovich Mark Benzianovich - professor at Moscow Pedagogical University, Doctor of Pedagogical Sciences.
The sequence of training based on the theory of the gradual formation of mental actions consists of the following stages:
Preliminary acquaintance with the action, creation of an indicative basis for the action, i.e. construction in the student’s mind of an indicative basis for an action, an indicative basis for an action (instruction) - a textually or graphically designed model of the action being studied, including motivation, an idea of the action, a system of conditions for its correct execution.
- Material (materialized) action.
- Students perform a material (materialized) action in accordance with the educational task in an external, material, expanded form.
- Stage of external speech. After performing several similar actions, the need to refer to instructions disappears, and loud external speech performs the function of an indicative basis. Students pronounce out loud the action, the operation that they are currently mastering. In their minds, generalization and reduction of educational information occurs, and the action being performed begins to be automated.
- Inner speech stage. Students pronounce the action or operation being performed to themselves, while the spoken text does not have to be complete; students can pronounce only the most complex, significant elements of the action, which contributes to its further mental condensation and generalization.
Automated action stage. Students automatically perform the action being practiced, without even mentally controlling themselves whether it is being performed correctly. This indicates that the action has been internalized, moved to the internal plane, and the need for external support has disappeared.
In traditional teaching, the teacher is able to judge the accuracy of each student's work in the class mainly by the final result (after the students' work has been collected and checked). This technology requires the teacher to monitor every step of each student’s work. Control at all stages of assimilation is one of the most important components of technology. It is aimed at helping the student avoid possible mistakes.
An excellent technology for working on auditory mastery of intervals, chords, and, especially, for recording dictations.
- Practical example: Solfeggio lesson, working on dictation at the blackboard. One student is called to the board, he writes a dictation on the board, saying out loud all his actions:
- "I'm writing a treble clef,
- I arrange the beats,
- I write signs at the key,
- during the first listening, I need to pay attention to the first sound (for this I will sing stable steps and compare the first sound of the dictation with them),
- I know that the last sound of the dictation is the tonic, I’ll listen to how the melody came to it (step by step, jumping, above, below),
I will determine the size of the dictation (for this I will time it),” etc.
In modern didactics, differentiation of learning is a didactic principle according to which, in order to increase efficiency, a set of didactic conditions is created that takes into account the typological characteristics of students, in accordance with which the goals, content of education, forms and methods of teaching are selected and differentiated.
Methods of internal differentiation:
- the content of the task is the same for everyone, but for strong students the time to complete the work is reduced;
- the content of the task is the same for the whole class, but for stronger students tasks of a larger volume or more complex are offered;
- the task is common for the whole class, and for weak students auxiliary material is given to facilitate the completion of the task (support diagram, algorithm, table, programmed task, sample, answer, etc.);
- tasks of varying content and complexity are used at one stage of the lesson for strong, average and weak students;
- You are provided with an independent choice of one of several proposed task options (most often used at the stage of consolidating knowledge).
The principles of this technology must be applied to all subjects of the theoretical cycle, in particular
in a solfeggio lesson it is possible to learn by heart from the proposed 5 examples in a quarter for “Excellent”, 4 for “4+”, 3 examples for “Good”, 2 for “4-”, 1 example for “Satisfactory”;
in a musical literature lesson, offer a test to choose from - traditional - "excellent", with multiple choice answers - "good", with the help of a textbook - "satisfactory";
in a solfeggio lesson, when recording a dictation, “excellent with a plus” is given to the one who passes the dictation after 4 (other number) plays, etc.
LITERATURE
- Bardin KV. How to teach children to learn. M., Education 1987
- Bespalko V.P. Components of pedagogical technology. M., Pedagogy, 1989.
- Bukhvalov V.A. Methods and technologies of education, Riga, 1994.
- Volkov I.P. We teach creativity. M., Pedagogy, 1982.
- Galperin P.Ya. Methods of teaching and mental development of a child. M., 1985.
- Granitskaya A.S. Teach to think and act M., 1991.
- Guzeev V.V. Lectures on pedagogical technology, M., Znanie, 1992
- Guzeev V.V. Educational technology: from reception to philosophy - M.: September, 1996.
- Guzik N.P. Teach to learn M., Pedagogy, 1981.
- Clarin M.V. Pedagogical technology in the educational process. Analysis of foreign experience. -M.: Knowledge, 1989.
- Likhachev T.B. Simple truths of education - M., "Pedagogy".
- Monakhov V.M. Introduction to the theory of pedagogical technologies: monograph. - Volgograd: change, 2006.
- Selevko G.K. Modern educational technologies: Textbook. - M.: Public education, 2005
- Choshanov M.A. Flexible technology of problem-based modular learning. - M.: Public Education, 1996.
Irina Saperova
Modern educational technologies in the educational process of an art school (from the experience of a teacher)
METHODOLOGICAL DEVELOPMENT
Modern educational technologies in the educational process of an art school
(From teaching experience)
Profession teacher involves knowledge and application of classical techniques teaching. Along with this, it is impossible to overestimate the importance of using innovative pedagogical technologies and mastery of modern equipment, mastering new forms and methods of teaching.
In order to be effective, efficient, interesting to the student and to himself, the teacher is simply obliged to constantly learn himself, master innovations and be able to apply them in the classroom. process. Fortunately, the possibilities for this are now unlimited. New information technologies provide a wide field for cultural, general and specialized, professional knowledge. All the wisdom in the world is now available without leaving your home or classroom. Of course, you need to be able to find information and correctly use the rich multimedia capabilities. Modern technology places severe demands on the user. It is constantly being improved and its capabilities are expanding. Therefore it is always necessary "keep your finger on the pulse" responsive to changes. I do this with great passion, encourage students and use it in teaching process.
In my work With the students of the Children's Art School I actively use digital and electronic resources: audio, video materials, sheet music, methodological literature, encyclopedic, biographical documents, wide Internet capabilities. Internet- technologies are actively being introduced into the field of music education, providing significant assistance in creative activities teachers and students.
Today's generation of children is quite fluent in using a computer, therefore, starting from junior classes, such tasks make sense, How: using Internet resources, listen to the work being studied performed by various professional masters, as well as peers - students of the Children's Art School; listen to how a given piece sounds when performed on other musical instruments, followed by a comparison conversation; study materials about the life and work of composers and performers, both classical and living.
Of course nothing can replace "live", direct visits to concert halls, theaters and museums. At the same time, multimedia technologies give us the opportunity, at any convenient time, to view the records of the best samples world musical culture, "to appear" in any concert hall or museum in the world. Moreover, I collect (and share with students and colleagues, recordings of different interpretations of the same cultural masterpiece (be it a ballet, opera, instrumental work, theatrical production). It is very interesting to compare and discuss various options reading the classics and contemporary art.
Multimedia technology and modern equipment make it possible to interestingly imagine the connection between music and other types of art such as painting, literature, poetry. This includes the selection of video sequences that correspond to the nature of the music, and, conversely, the search for musical episodes for paintings taken from the Internet. Such a symbiosis arts are easy to organize, thanks to multimedia capabilities (computer, projector, reproducing acoustic equipment, extensive database of electronic resources).
Mastering computer programs allows you to independently design the musical text - the Finale program is very helpful in this (note typing program). By the way, these children the work is also very exciting. In addition, having typed the text on the computer, you can immediately listen to it at any tempo and on any instrument. (I’m not saying that a teacher simply needs to be proficient in simple computer typing. As a rule, musicians quickly master the ten-finger method "blind" printing text in Word).
In educational process It is convenient to use the rhythmic and timbral capabilities of electronic musical instruments. As an example, playing music accompanied by an electronic musical instrument (synthesizer) or recordings. The phonogram may contain an orchestral, instrumental, or simply rhythmic recording. The student can feel like a soloist - after all, he is accompanied by "real" orchestra! In addition, such accompaniment develops a sense of rhythm, resourcefulness, and endurance - after all, electronics will not allow you to stop, get out of rhythm. Of course, nothing can replace live performance, but as an option work, this method can be useful.
Now at teacher"at hand" vast electronic database of musical and methodological material, the ability to have any notes in printed form (using printer and scanner). You can search on your own, you can order through online store sites - catalogs are posted and available for order. Moreover, such a search (through the Internet) more effective, before your eyes there is a complete picture of what is currently available in the public domain, it is possible to order what you want.
Of course, it is very convenient to record digitally technology(camera, video camera, audio recording) best moments school, concert and excursion life. You can immediately view everything filmed, select the best specimens, save as a memory. Similar joint Job with students, teaches them to evaluate, analyze, compare, and improve. In addition, it greatly unites and brings student and teacher closer together.
The information capabilities of the Internet help in organizing extracurricular activities. You can open the website of any theater, museum and select a cultural program, performance or concert. In addition, you can, being far from cultural capitals, order tickets to the best theaters and concert halls and pay for them electronically.
The Internet provides opportunities for remote communication with students, exchange experience with colleagues. The possibilities are endless. You can even conduct lessons via Skype, being far from the student, and learn on your own.
We could go on and on about the possibilities open to us. modern level of development of information technologies and used by me in learning process. Undoubtedly, technologies will improve, digital will evolve technique, electronic resources. The teacher’s task is to be aware of and effectively apply them in his profession.
Application results modern technologies:
Increasing children's interest in learning;
Encouraging them to be creative, independent, analytical work;
Increasing the general cultural level, expanding horizons;
A charge of positive emotions, vivid impressions from classic and modern works;
Uniting the teacher and the student in creativity.
As a consequence of the above, there is an increase in the performing and general cultural level of young musicians.
It is necessary that art school was an institution, in which, while preserving traditions, they keep up with the times and use the best modern training and development technologies.
from the abstract you will learn:
Development of progressive ideas in the field of initial piano teaching
Theoretical foundations of innovative approaches to primary piano teaching
The concept of "innovation"
Traditional and innovative teaching methods
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Municipal budgetary institution
additional education Children's art school "Elegy"
ABSTRACT
on the topic of:
INNOVATIVE METHODS OF TEACHING MUSIC IN AN INSTITUTION OF ADDITIONAL EDUCATION BY THE EXAMPLE OF A CHILDREN'S SCHOOL OF ARTS
Performed:
Zaikova G.A. piano teacher
Mokshino village
2017
Introduction…………………………………………………………………………………3 CHAPTER 1. Development of progressive ideas in the field of primary piano teaching………………………………………………………4
CHAPTER 2. Teaching methods……………………………………………9 2.1. Traditional methods training………………………………………..9 2.2. Innovative teaching methods…………………………………….10 | |||
CHAPTER 3. Pedagogical experiment……..…………….………………15 | |||
Conclusion…………………………………………………………………………………..16 | |||
References………………………………………………………16 | |||
Introduction Relevance of the topic The current state of society is characterized by the fact that many areas of human activity, including education, are developing to a greater extent through the introduction of various innovations. Although innovation and education have much in common, introducing innovative methods into education is very difficult. This is due to the fact that innovation, as the production of new ideas and their implementation in the life of society, is in a complex, contradictory relationship with the social institution of education, which is, in essence, conservative. | |||
Goals and objectives of the essay
- Study theoretical and methodological literature on the problem of using innovative methods of teaching music.
- Identify the essence of the definitions “innovation”, “innovative methods”.
- Consider the features of using innovative methods of teaching music in an additional education institution.
- To experimentally test the effectiveness of using innovative methods of teaching music in an art school.
Background
There are currently two trends in the field of primary music education. The first is related to the development of new methods and technologies of the educational process - pedagogical innovations. The second is to strictly follow traditional guidelines. It is obvious that in the context of improving primary music education, both of these trends are of particular importance, since the effectiveness of introducing innovations is due to the mandatory consideration of accumulated pedagogical experience. Historically, general pedagogical teaching methods are often mechanically transferred to teaching music in a music school. General pedagogical teaching methods have their own specific refraction in the teaching of musical disciplines.
The most important task of introducing modern methodological and technological approaches into the process of children’s initial musical development is to take into account the varying degrees of their giftedness and, in this sense, to create different levels of complexity methodological developments, manuals, repertoire collections for training. According to innovative teachers, the traditional system of early musical training of students, based on the assertion of the equality of children’s abilities, and hence the possibility of using strict, normative “moves” in the education of students, needs to be updated.
The pedagogical innovations studied in the work, presented in textbooks for initial piano training, created at the turn of the 20th-21st centuries, have important practical significance. The use of these innovations in musical and educational work with children in art and educational institutions will contribute not only to the musical development of beginning pianists, but also to enrich them artistically in general. Let us also note the importance of studying these pedagogical innovations to improve the creative activity of composers creating works for children. State and degree of study of the problem.
CHAPTER 1
Development of progressive ideas in the field of initial piano teaching
1.1. Theoretical foundations of innovative approaches to primary piano teaching
The emergence and development of active methods is due to the fact that learning faces new challenges: not only to give students knowledge, but also to ensure the formation and development of cognitive interests and abilities, creative thinking, abilities and skills of independent mental work. The emergence of new tasks is due to the rapid development of informatization. If previously the knowledge acquired at school, technical school, university could serve a person for a long time, sometimes throughout his entire working life, then in the age of the information boom it is necessary to constantly update it, which can be achieved mainly through self-education, and this requires cognitive skills from a person. activity and independence.
Cognitive activity means an intellectual and emotional response to the process of cognition, the student’s desire to learn, to complete individual and general tasks, and interest in the activities of the teacher and other students.
Cognitive independence - the desire and ability to think independently, the ability to navigate a new situation, find your own approach to solving a problem, the desire not only to understand the educational information being absorbed, but also ways to obtain knowledge; a critical approach to the judgments of others, independence of one’s own judgments.
Cognitive activity and cognitive independence are qualities that characterize students’ intellectual abilities to learn. Like other abilities, they are manifested and developed in activity.
Many works are devoted to the research and application of innovations in music education (E. B. Abdullin, D. B. Kabalevsky, V. V. Medushevsky, G. M. Tsypin, L. V. Shkolyar, etc.). Many modern teachers agree on the need to introduce innovative technologies into the educational process. However, in the practical activities of teachers, there is a predominance of traditional, generally accepted methods and approaches to teaching; underestimation by additional education teachers of the importance of innovative teaching methods; insufficient opportunity in traditional education, designed to transfer knowledge, skills and abilities, to obtain basic competencies that allow one to acquire knowledge independently. A group of teachers set out to develop theoretical and methodological foundations use of innovative teaching methods in additional education institutions. In the process of work, they suggested that the use of innovative teaching methods in an additional education institution will be effective if these methods are applied systematically and comprehensively, and also meet the criteria for increasing the cognitive activity of students and developing their musical and creative abilities.
Modern domestic pedagogical science and practice have theoretically substantiated and experimentally verified concepts of developmental education: Zankova (didactic system for primary school), D. Elkonina - V. Davydova (educational system developed and methodologically provided for different types educational structures), V. Bibler (developmental system “School of Dialogue of Cultures”) and Sh. Amonashvili (system mental development junior schoolchildren based on the implementation of the principle of cooperation).
In the domestic pedagogy of music education, an attempt to substantiate innovations in the practice of primary piano teaching was made by JI. Barenboim in his book “The Path to Music Playing” (1973) and in the school of the same name, created in collaboration with F. Bryanskaya and N. Perunova (1979). In the 70s - 90s, the ideas of these authors received fruitful development in the works of representatives of St. Petersburg piano pedagogy: JI. Borukhzon, F. Bryanskoy, J1. Volchek, JI. Guseinova, J1. Gakkel, S. Lyakhovitskaya, S. Maltsev, T. Yudovina-Galperina and others. It should also be noted that the progressive pedagogical concepts of T. Anikina, A. Artobolevskaya, M. Belyanchik, V. Vinogradov, I. Nazarov, which appeared in the second half of the 20th century, V. Razhnikova, G. Tsypina, based on new methodological approaches to music education. They provide theoretical, pedagogical and experimental justification for the content of work with students at different stages of education; Models of relationships between a piece of music and a performer, a student and a teacher, a teacher and music have been constructed. The introduction of innovative techniques and the formation of an up-to-date pedagogical repertoire have found their application in the following manuals by St. Petersburg authors: “The key to music making. Piano method for beginners" by F. Bryanskaya, "Piano notebook of a young musician" by M. Glushenko, "Starting to play the piano" by B. Berezovsky, A. Borzenkov and E. Sukhotskaya, "Into music with joy" by O. Getalova and I. Vizna and “Learning to improvise and compose” by O. Bulaeva and S. Getalova, “The ABC of Musical Fantasy” JI. Boruchzon, JI. Volchek, JI. Guseinova, “I am learning to play” by O. Sotnikova, “School of a young pianist” by L. Krishtop and S. Banevich.
- The concept of "innovation"
The theoretical chapter is devoted to the study of domestic and foreign literature on the problems of introducing innovations in education. The concept itself innovation first appeared in scientific research XIX century. New life concept"innovation" received at the beginning of the 20th century scientific works Austrian economist J. Schumpeter as a result of the analysis of “innovative combinations”, changes in the development of economic systems. Pedagogical innovation processes have become the subject of special study in the West since about the 50s. and in the last twenty years in our country. In the 80s, as N.Yu. Postalyuk notes, in pedagogy the problems of innovation and, accordingly, its conceptual support also became the subject of special research.
Based on the works of V. Ivanchenko, V. Lazarev, I. Miloslavsky, M. Potashnik under innovation We understand the creation, development and implementation of various types of innovations, as well as their transformation into an improved product used in practical activities.
In domestic music education there is a tendency towards the integration of traditions and innovations. According to V. A. Slastenin, integration is the transition of quantity to quality. New options for solving the problems of music education were associated, first of all, with a rethinking of the goals, content and methods of teaching music. The methods of music education, promoted in the creative heritage of progressive music teachers, were aimed at understanding music as an art form - on the one hand, and on the other - focused on taking into account human nature and the development of his musical abilities.
There are 3 levels of activity:
1. Reproduction activity - characterized by the student’s desire to understand, remember, reproduce knowledge, and master methods of application according to a model.
2. The activity of interpretation is associated with the student’s desire to comprehend the meaning of what is being studied, establish connections, and master ways of applying knowledge in changed conditions.
3. Creative activity - presupposes the student’s commitment to a theoretical understanding of knowledge, an independent search for solutions to problems, and an intensive manifestation of cognitive interests.
Unique in the sense of presenting innovative approaches to primary music education can be considered the method of preschool musical development of children - T. Yudovina-Galperina “At the piano without tears, or I am a children's teacher” and the author's school of piano playing “The Birth of a Toy” by A. Mylnikov.
CHAPTER 2
Teaching methods
2.1. Traditional teaching methods
Let's take a closer look at the methods of teaching music in a children's music school. Let us turn to the characteristics of the concept of “method” in didactics. The variety of activities of teachers and students leads didactors to different interpretations of this concept and, on this basis, encourages them to identify a different number of teaching methods and give them the appropriate terminology. Most authors agree that the teaching method is a way of organizing educational and cognitive activities. Also in the teaching method are embodied the features of work to achieve the goal in accordance with didactic laws, principles and rules, content and forms of educational work, as well as methods of teaching work of the teacher and educational work of children, determined by the personal and professional properties and qualities of the teacher and the conditions of the course. educational process. The relationship between the two components of the method allows us to consider it as a developing pedagogical category with unlimited possibilities for improvement.
Historically, general pedagogical teaching methods are often mechanically transferred to teaching music in a music school. General pedagogical teaching methods have their own specific refraction in the teaching of musical disciplines. For example, a comparison method, which is presented as:
1) identifying similarities and differences in musical material;
2) identification of musical material with specific life phenomena and processes;
3) recoding the content of music into another type of art (painting, sculpture, literature, etc.).
Researchers also highlight methods of visual and auditory display (demonstration of musical works) and verbal methods (translation of the artistic and figurative content of music into verbal form).
Along with general pedagogical methods in the pedagogy of music education, there are also special teaching methods. N.D. Borovkova names the main methods of teaching in the class of a basic musical instrument: the method of listening to the student and correcting his performance, the method of demonstration (performed by the teacher himself), the method of oral explanation, the method of listening, viewing audio-video recordings, answering questions (teacher to the student and vice versa).
When working on new material, the following methods are usually used: instruction (oral explanation), demonstration method (performed by the teacher himself), training (working through the most difficult places, including with the help of abstract exercises).
2.2. Innovative teaching methods
Innovative methods used in teaching music include the following:
1. By the nature of cognitive activity
A) figurative visualization method– is a method of visual exploration of an object, the result of which is a perceptual image; its students can verbalize, draw, show, etc. For example, the sound of a musical instrument gives rise to a vivid visual image;
b) Leading question method. The purpose of the question is to prompt the student to do the thinking necessary to answer. The questions can be very different depending on the task. It is best to pose questions in a “deliberative” form: “Don’t you think it would be better to play this melody soft sound?", "Don't you think that...?" and so on. It is good when the teacher challenges the student to jointly search for a solution; creates situations in which the student must choose the best option, in his opinion, from a number of proposed answers to the given question: The teacher’s leading questions and the student’s answers are one of the ways to learn methods of independent work.
A variant of the method of leading questions is the “teach myself” method, developed by French teachers M. and J. Martineau. The very name of this method determines its focus. The student learns to use his own reasoning in the learning process, evaluate his actions and plan tasks. Independent work of a student in a classroom with a teacher can also take place in the form of “Teaching myself.” Let us give as an example a few questions that the student himself should ask himself when working on the technique: “What should I do to make my fingers dexterous? Should I gather my fingers or should they be spread out? Should my fingers touch tightly or lightly? keyboard?" There can be many options for wording questions. The main goal is to direct the student’s attention to awareness of his own actions.
To develop the skills of self-control and self-awareness, the German teacher K. Holzweissig recommends using the method of questions for self-test. Questions can be aimed at both the theoretical and performance aspects of training.
V) method of comparison and generalization. This method continues the path of verbal definitions. It helps to consolidate concepts in the form and understand not only theoretical information, but also auditory impressions that are more difficult to generalize.
An interesting method of working on an essay, called “analytical play,” is proposed by the German teacher G. Philipp. Executed individual parts text (voices, chords, rhythmic structures), which helps to understand the features of the composition.
2. Based on “change in the angle of view of cognitive activity”
a) review method - this is the student’s analysis of the content of his friend’s creative product, the collision of different perceptual hypotheses and the possibility of their understanding and acceptance. Moreover, the review itself is a creative product that can be assessed by the teacher himself;
b) reframing method(Kipnis, 2004) is changing the perspective of a situation to give it a different meaning. The essence of reframing is to see things from different perspectives and in different contexts. Reframing is an integral part of creative thinking. The reframing technique should be formalized in a certain genre - a rethinking of some quality of an object or subject in the form of a song, skit, drawing, comic book - in a form that maximally reflects the rethought quality. The more convincing the reframing reversal, the more successful the task outcome;
3. According to the nature of emotional and value relations to what is being studied
A) method of adidactic situations. The French didactic Guy Brousseau, as a teacher, based his lessons on “life situations,” which aroused students’ interest in learning. An adidactic situation is a situation not based on textbook material, but from the student’s everyday life. The explanation of new material occurs through solving everyday problems;
b) "learning through teaching" method(Martan, 1993), which is based on three components: pedagogical-anthropological, educational-theoretical and content. Its essence is to teach students to transfer their knowledge to peers;
V) problem-creative methodsynthesizes problem-based and creative learning, ensures that students create a personal “creative product”, and is aimed at developing students’ musical and creative abilities.
4. Methods of practical development of musical information.
This group of methods is based on the application of acquired knowledge in practice, which involves operating with both theoretical and audio material. It is necessary to form visual and figurative musical thinking in the student and teach him to use the acquired knowledge. Learning the skills of meaningful listening to music should be an important part of a child’s overall musical development.
The content of the child’s educational activity becomes practical activity, when the student must perform various actions with rhythmic, sound or theoretical material. He examines, selects and arranges the necessary cards, supplements or changes the musical text, solves puzzles or problems, selects suitable pictures or draws while listening to music, carries out practical activities at the piano - all these are methods of practical development of musical information.
Naturally, verbal definitions and generalizations are necessarily used as an auxiliary technique, but many tasks must simply be completed without trying to formalize the result in verbal formulations.
To organize the musical practical activity of a student, it is necessary to have various lotto cards, tables, pictures, educational toys. In the process of operating such objects, all previously obtained sound images and theoretical information are consolidated. The student gets the opportunity to demonstrate independence, which gradually leads to the development of creative abilities. Practical methods combine especially well with playful forms of activities.
A) Rhythm cards.Working with rhythm cards has become one of the effective forms mastering rhythmic patterns. The active activity of studying, understanding and laying out rhythm cards is usually very exciting for children. To work, you need a set of cards with different rhythmic patterns.
b) Cards for mastering musical notation.Studying the diversity of rhythmic notation is the first step in the process of mastering musical notation. But the ability to read rhythmic notation on one line does not yet solve the problem of reading notes on two staves. Learning notes can be quite slow and not always effective. The card method is useful here too. Visual aids help to master the signs of musical text (notes, various symbols) without special memorization. It is no coincidence that A. Artobolevskaya’s manual “First Encounter with Music” gives an example of lotto for consolidating knowledge of musical notation. It can be done interesting idea and make "Houses with notes."
V) Solving problems, puzzles and riddles.This method, directly related to the game, is of great developmental importance and helps to test the quality and strength of knowledge. In addition, solving riddles usually causes a fairly persistent interest in the work. By solving crosswords or riddles, the student begins to think, which is undoubtedly useful for the development of thinking.
Examples of riddles, puzzles, games, crosswords can be found in almost all modern textbooks.
G) Editorial processing of musical text.The content of this work is to combine, change, and supplement the musical text. The student learns to perform editorial work: insert the necessary sounds, place lines or other signs, write down fingerings, fill in missing bar lines or time signatures, indicate the duration of notes indicated only by note heads, mark accidental signs, leagues, dynamics, pauses. An editing option is to add text. The student must correct individual errors, enter missing notes, pauses, sounds, and time signatures.
d) Practical activities at the piano. Learning to select melody and accompaniment.To select a musical text, especially harmonic verticals, it is necessary to have developed auditory concepts and good connections between hearing and motor skills. Hearing development is associated with individual characteristics complex of the student’s abilities and often takes quite a long time. However, regular work on selecting melody and accompaniment can be a means of developing hearing and motor skills. Modern piano technique in recent decades has paid sufficient attention to the issues of playing by ear.
CHAPTER 3
Pedagogical experiment
Thus, based on the definitions of the concepts “innovation” (V. S. Lazarev, I. Miloslavsky, M. M. Potashnik, V. A. Slastenin), “method” (M. I. Makhmutov, B. T. Likhachev, T. A. Ilyina, I. F. Kharlamov), “method of teaching music” (E. B. Abdullin, E. V. Nikolaeva), we formulated our own definition of innovative methods of teaching music - these are modern, new or significantly transformed into musical pedagogical practice, the most effective ways to achieve the goal and solve the problems of music education, contributing to the creative, personality-oriented development of the student.
Based on a theoretical study, a pedagogical experiment was conducted to test the effectiveness of using innovative methods of teaching music based on diagnosing the initial level of formation of cognitive activity and the level of musical and creative abilities of students. A diagnostic study showed that the teaching staff of additional education institutions focuses mainly on reproductive strategies and teaching methods. Because of this, there is a low interest of children in learning music; the majority of students in the diagnostic process showed an average and low level of development of cognitive activity and the level of musical and creative abilities.
Based on the diagnostics, the formative stage of the experiment was carried out, a system of lessons was developed in an additional education institution using a problem-creative method and a computer modeling method, the results of which were tested at the control stage. Analysis of the presented data indicates that the developed this system lessons using innovative teaching methods (problem-based creative and computer modeling methods) turned out to be quite effective and accessible from the point of view of its use in lessons in the class of a basic musical instrument in additional education institutions.
CONCLUSION
Thus, the following conclusions can be drawn:
1. The use of innovative methods (in particular, the problem-creative method and computer modeling method we considered) requires self-development and advanced training of teachers.
2. Innovative methods combine two approaches - rational (creative thinking) and emotional (creative activity), thus meeting the specifics of music education.
3. The above methods can be used at different levels of music education (children's music school, secondary school, university), in accordance with the type educational institution(its objectives, the structure of the educational process, the preparation of students and taking into account variability in application in individual and group lessons). Their use will be effective provided that specific conditions are taken into account: creating the necessary creative atmosphere for the lesson, taking into account the level of preparation and age characteristics of students.
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