CC BY
13
Section 5. Education in the field of Arts
https://doi.org/10.29013/EJEAP-20-1-22-25
Goloschapova Olga Vladimirovna, The Altai State Institute of Culture E-mail: Ola-altai@mail.ru
FORMING METHODS OF JUNIOR STUDENTS' MUSICAL INTERESTS
Abstract. The article updates the problem of forming methods of junior students' musical interests. The term "musical interest" is clarified. The conductive methods for effectiveness improving of pedagogical influence on musical interest forming are described. It was stated that mastering of thoughtful perception techniques of musical content contributes to aesthetic needs and art taste of junior students on the best samples of world classical musical art of different ages that influences on special attitude of the student to the world of culture.
Keywords: musical interest, educational process, forming methods of musical interest, music, emotional semantic perception.
In musical educational practice the process of scientific methodical updating is always relevant. Methodological arsenal of a teacher-musician is always replenished, expanded and deepened. In this context a problem of forming musical interests of rising generation becomes the subject of analysis and thoughts. In the era of post-industrial society's development and easily access to an unlimited number of informational resources the musical interest becomes an important foundation of aesthetical needs, ideals and art taste development.
Let's try to define what the term "musical interests forming of junior students" means. This is a motivational condition which stimulates aesthetic, cognitive, music and creative activities that promotes students' forming special attitude to nearby activities by means of emotional semantic perception of artistic images which leads to constructive reorganization of self-actualizing personality.
We should state that it is necessary to form the ability of knowledge assimilation by means of interest development to music using definite educational technique.
Usage of exactly the methods which contribute to effectiveness rising of pedagogical influence on musical interests formation will allow to develop junior student's emotional semantic perception of music which projects on student's real being. It will encourage him to forming of life sense strategies. A junior student in the process of education in piano classes is recommended to use the following methods: finding of music meaning content, connection of different art types, art translation of musical content for different art languages, finding of connection of art world view and reality, learning and play. For optimal conditions forming of musical interests it is necessary to take into account student's understanding needs of a musical text which promote develop-
ment of a trained literate cultural user, its carrier and creator. A student should master a method of finding of music meaning which aims to reveal musical art basis, its specificity, introduction and development of semantics, language syntax of musical art. The method of music meaning finding of a work includes direction of a student to development of emotional semantic perception of music and expression of subjective presentation of musical world by means of self-judgment, thinking and impression.
In musical art education this method is considered to be fundamental: strategies of musical text understanding help to realize a complicated process of mystery reveling of great composers who expressed their thoughts and feelings in music notes and based on these notes to imagine real events. For clearer music work assimilation it is necessary to have verbal adjustment for listening. It is important to describe historical, personal life circumstances, events which were a stimulus for a composer to create a definite musical text. This verbal adjustment activates art imagination of a student, associative thinking and following auditory attention.
To express personal feelings of musical content of the work heard by a student, he/she form them in verbal and non-verbal kinetic forms. At first, a student forms inner feelings with a verbal means of communication - speech about a musical content. Being impressed by music a student tries to express with words what he/she feels. For more particular understanding of student's interpretation of musical text a teacher can ask a student to explain a musical quotation, aphorism connected with an image content of music. Together with a verbal form of music realizing it is necessary to add a non-verbal kinetic ability of its perception. Developed system of tasks forming musical interest is represented in an educational guide Musical Alphabet [1]. Making tasks a student analyzes feelings, reflects on art content of music. Musical language tends to mirror its time. That's why a student is offered to make tasks which include questions about the composer who created
the piano work: his name, surname, time and place of birth, nationality. A student should find in different informational sources quotations, comments about an art image of the composer. Then a student should write a composition about a creative way of the author, stylistic peculiarities of the work, try to answer such questions as: what life circumstances influenced on the creation of the work, what personality features contain in the musical work [1, P. 78].
For deeper analysis of the work it is necessary to have a definite spirit. It is important more than just penetrate into heroes' world - the people of bygone era; realize their skills in definite historical realities, but to feel the emotions of the composer. For this goal students are offered to answer some questions: for example, write about feelings for this music, what feelings are expressed in the music, describe the mood which the music creates, define the type and content of the music, define prior advice for working with this music work, write aesthetic and technical comments, the best episodes and find a personality sense in the work. It is offered to answer the following questions by means of idea-thematic analysis: what plot and compositional features are used in the work, what is the theme of the work, summarize the main events, point the beginning, culmination and the end of the work, characterize the main characters - their point of views, relations with other heroes, the worlds of their feelings, how the heroes help to solve problems of the music work, define the main idea, pathos of the work, what the composer wanted to tell the listeners in the work, how he does it, write about the music from different point of view (the hero, the composer, the critics) comparing it with your personal one. Choose epithets, words which express the feelings to the music, describe the situation from different heroes reflected in the work, describe feelings of the person from the music [1, P. 81].
Semantic Analysis is a review of an art language as a semiotic system - a special system of signs which reflect meaning and significance. Semantic Analysis is an analysis of art structures of an art work which
provide emotional semantic perception including sound, sign, symbol interpretation maintaining the main musical content [3, P. 131]. As a result a student making the tasks makes sure that meaning is provided by usage of any links combination of musical tone: pitch, dynamics, timbre, stroke and metro rhythmic peculiarities. In consequence of what a student begins to understand a complicated text exposition and tries to comprehend more deeply the art substance and reveal the author's idea.
Poly-art is a method of connection of different kinds of art which can combine all perception canals: auditory, visual, kinetic. All art kinds' fusion, usage of their expressive means help to understand the connection between art means and human feelings and thoughts enhance conditions for finding the meaning content of musical text [3, P. 131].
Art-interpretation is a developing method which includes art means interpretation from one art language into another. It gives an opportunity to a student to take a position to an art and real world. Art-interpretation method involves making a task by a student concerning interpretation music into painting, artistic word, movement, theatre, reflecting main steps of producing and transforming an art image of the author materialized by means of an expressive art language [3, P. 130].
Revealing methods of art and real world connection consist in comprehension of connections between art means and feelings, human thoughts, it develops student's self-knowledge, forming of world image, extending the borders of real world perception [3, P. 131]. We know historic events by means of connection with masterpieces ofworld art. Art has its sources, it is above the time, and it is out of ageing. Making a tedious work for learning of ancient manuscripts, archived data, scientific articles, revealing important historic events, composers based on them reflect human history in musical works existing by ages and out of destruction. Music opens us not only history pages, but also show new worlds, nature beauty plunging into the atmosphere of real world [2].
Using a reveling method of connection of art view and real world in the teaching process helps to transfer human feelings with aesthetic goals to human behavior and actions forward looking to keeping harmonious relationship due to human participation to real world. The scientists point that human knowledge system about real world expresses in attitude to things, natural events, art, music and reveals in personal associations, comparison, embodiment, in comparison characteristics of wildlife. It is possible to offer a student to do some exercises systematizing taken information and revealing new connections with real world. A task for correlation of real life and art reality stimulates a student to pointing his position to a real world, to deeper understanding and feeling of it. It is very important to point that relation of music and real world gives infinitive possibilities of associative field expansion, it stimulates to think and find causal relationship, helps to understand better common of these processes existing in difficult systems and open things and life events in image form, perceive holistically both art and real life. Herewith in common human values a special place refers to aesthetic categories which influence on feelings, emotions stimulating people to need a connection with art. This need plays a huge role in forming of ability to feel, understand, love and see beauty ennobling thought by feelings defining human nature and manner of behavior. Fulfilling developing tasks for finding connection between world and its image model will help a student to observe the whole way from co-creative world perception to constructive embodiment of life sensations in available art form.
Learning and play method aims to intensify and increase learning process. Game forms of lessons are created in educational process by means of games, situations which stimulate learning activities. A game way and situations within a lesson form take place under the following main directions: a teaching goal is given to a student as a game task, an educational activity obeys game rules, a training material is used as a means, the element of competition is
implicated into educational activity, it transforms a didactic task into a game, a successful fulfillment of a didactic task connects with game result.
Thus, based on out of art and musical experience a student in educational process compares, analyses, associates, transforms, composes libretto, a story, poems refer to artistic image, expresses emotional state by means of a color scheme and a graphic modeling, tells a story about composer's work. All these actions help a student to understand music having information about the work. A student learns during a lesson to establish connection between music and human thoughts. He/she begins realizing true purpose of musical art which gives ability to form these feelings and thoughts into more important human relations and life situation. To make it true there should be ideal art images and perfect behavior
models which can be used by humans for making their lives as a work of art.
Thus, for forming musical interests of junior students in piano classes it is necessary to use active methods: poly-art, art interpretation, finding of connection between art and real world, semantic perception of music content, learning and play. These methods stimulate the student's self-consciousness forming, creation his/her own world image on the basis of art image expanding borders of worldview and world perception. A junior student learns to understand and value the world under senses and non-utilitarian human values that influences on forming his/her life position and reveals itself in student's life and hereinafter it transfers into understanding of necessity to serve the society, into skill to express, defend and protect his/ her beliefs in professional and universal spheres.
References:
1. Goloschapova O. V. Musical alphabet [Text]: educ.-method. work for students under additional pre-service general educational curriculum in the sphere of musical art / O. V. Goloschapova; The Altai St. Inst. of Culture, Children Art School.- Barnaul: Publish. Company ASIC, 2018.- 104 p.
2. Goloschapova O. V. Musical interests formation of junior students in educational process of modern children art school [Text]: monograph / O. V. Goloschapova; The Altai St. Inst. of Culture.- Barnaul: Publish. Company ASIC, 2019.- 191 p.
3. Goloschapova O. V. Live music: theory and practice [Text]: monograph / O. V Goloschapova; Altai State University.- Barnaul: Publish. Company ASU, 2015.- 152 p.
