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9MUSIC TEACHER'S PRAXEOLOGICAL VALUES OF PEDAGOGICAL ACTION
Ievgeniia Provorova,
Dragomanov National
Pedagogical University Phd, Department of theory and methodology of music education, choral singing and conducting
ABSTRACT
The article outlines the specific of professional, methodological and pedagogical action of music teachers in the context of effective pedagogical dialog interaction in form of "student - teacher - students", qualified processuality, functional and pedagogical effectiveness. It is proved that the basis of efficiency, optimization of professional and methodical work of music teacher is teaching praxeology. Successful educational action of music teacher is formed on praxeological values.
Keywords: activity, performance, educational performance, professional and methodical activities, music teacher, praxeology, efficiency, effectiveness.
Music is an essential component of the spiritual wealth of society as a whole and each person in particular. According to O. Rostovskiy "music makes people smarter, stronger and happier. It enriches with meaningful experience of many generations, helps to improve the aesthetic and moral qualities of personality, creating musical images in minds through original language of music - rhythm, growth and downs of melody, dynamics, tempo, timbre, harmony, texture, registers and other expressive means [9]. So the purpose of teaching music in secondary school is primarily development of personality, spiritual formation, active formation of values and creative thinking.
It is important to make proper music atmosphere on a lesson when students feel internal psychological comfort, emotional and creative freedom to realize their individuality. Among the ways to create such atmosphere in the classroom are: widespread use of psychological gymnastics' elements, musical and communicative games, vocal improvisation, rhythm declamation that permeated with successful subject to subject pedagogical action of the teacher. Thus, the music teacher is a man of culture who is able and willing to carry out effective interpersonal and intercultural communication. He is a musician, singer, psychological teacher, organizer of students' music activity.
Significant potential to improve the efficiency of work, creative and constructive activity of music teacher has praxeology. Praxeology designed to create human needs in development of own intrinsic strength, potential and abilities, humanization of work, making the sound system of internal motives for reform activities and active assimilation of social experience (V. Andreyev) [1, 15]. Experience's analysis of secondary schools' music teachers from different regions of Ukraine certifies that the usage of praxeological approach contributes changes of subject-centered educational system to personality based system.
Different aspects of professional activity and training of music teachers are explored by E. Abdulin, O. Apraksina, L. Archazhnikova, L. Vasilenko, D. Kabalevskiy, A. Kozir, O. Oleksyuk, G. Padalka, A. Rastrigina, O. Rostovskiy, T. Stratan-Artishkova and others. Ideas of praxeology as a theory of organization and evaluation of rational and perfect activity are the subject of scientific papers of V. Andreeva, V. Andruschenko, I. Narskiy, T. Pscholovskiy, E. Slutskiy and others. Features of pedagogical praxeology as a methodological
knowledge of the general principles and methods of efficient and productive educational activities are studied by I. Zyazyun, I. Kolesnikova, L. Monahova, V. Savitska, O.Titova and others. However, as analysis shows, the potential of this science is not sufficiently used in social practice of music teachers' activity.
In the article we outline the specifics of professional and methodological activity, pedagogical action of music teachers, the role of praxeology in professional action of music teachers, we find out the praxeological values of music teacher's educational action.
In order to more detailed analysis of methodical and professional activity of music teachers we found out the concept "activity". Among the characteristics of this term are dominated the following: activity is a dynamic system of subject's interaction with the world [20]; practical and theoretical human activity that is associated with thinking [16, 32-33]. Conscious human activity, as proves K. Platonov, is the result of external conditions mediated by internal conditions that form personality. The unity of activity and individuality is mostly manifested in three groups of mental phenomena - in abilities, skills and actions [12, 153].
According to the analysis of scientific sources [6; 11; 15] and the experimental work on artistic, musical and pedagogical faculties of higher educational institutions of Ukraine, the professional and methodical activity of music teachers - is multifaceted and multidimensional process aimed to the person with her physical and psychosocial problems. Objective of activity - to involve young students to "dive" into the text of spiritual culture, appeal to live imaginative sounding of the music in order to influence on the spiritual world of the child, his world view and attitude. In particular, the constructive activity of the teacher involves the construction of a separate lesson with interpretation of certain topics, events, facts and relevant selection of musical material and material from other arts with the aim to implement, by features of music art, the therapeutic, correctional impact on the mental and psychological condition of the child.
Music teacher activity is a performance of musical works and manifested in the possession of individual repertoires, music-like, that allow to be in union with the pupil and class. Methodical and organizational activity is directed on the creation of appropriate artistic and creative atmosphere in the class, the development of students' perceived needs, the ability to musical thinking and reflexive activity, the expansion
of associative ideas and creative imagination. All kinds of professional and methodical activity of music teacher are permeated with the praxeological approach, which essence is excellence, quality, rational, optimal, the success of "effective teacher" (Yu. Babanskiy, I. Kolesnikova, O. Titova), who fills up the lesson with creative music principle.
Note, that the general rules of excellent activity and specific of its organization is developed by Polish philosopher and logician T. Kotarbinskiy. The researcher suggested such scientific direction as praxeology [7, 20]. The theory of effective activity is closely linked with philosophy, sociology, psychology, pedagogy. Among scientists' studies of pedagogical works, including successful teachers' work, we define studies of I. Zyazyun, N. Nychkalo, T. Novatskiy. T. Kotarbinskiy where praxeology is called "grammar of action". Among the main features of the concept "action" that are important for our research, we choose in reference and research sources such as: structural element of activity [18, 106]; the result of human actions, behavior [10, 244]; purposeful act (theoretical or practical) of human activity to achieve the intermediate goal, which is the subject of the general plan and submitted by regulated results, conditions and ways of achievement [9, 27]. T. Pscholovskiy focused attention on the perfection of action, mastering of skills [13, 227].
Outlining the concept of "pedagogical action" S. Goncharenko explaines pedagogical action as a part of educational activity; pedagogically appropriate, planned or impromptu act of educator, that makes educational or personal situation changes [4, 251]. Educational action, as mentioned I. Zyazyun, includes teacher's, based on science and his experience, ideas about a child, his abilities; a lesson, pupil's knowledge, school spirit, colleagues, finally, himself as a teacher [21, 4]. In our study we guided by intelligence of V. Mozhovuy [8], who defined the essence of the phenomenon of "direction of pedagogical action" in the context of activity-oriented teacher education. He analyzed the contemporary artistic and pedagogical approaches to use this phenomenon in the training of future teachers, also developed conceptual basis for preparing future teachers to directing of educational action. Pedagogical action of music teacher we consider in the context of effective pedagogical dialog interaction in form of "student-teacher-students", qualified processuality, functional performance, teacher's performance to demonstrate intellectual, artistic and creative, emotional and spiritual world of students.
Music lessons' strategic objectives are to develop music culture of youth. The researchers of professional activity and preparation of music teachers (E. Abdulin, L. Vasilenko, A. Kozir, O. Oleksyuk, G. Padalka, A. Rastrigina, O. Rostovskiy, T. Stratan-Artishkova), who are, in fact, music teachers from different regions of Ukraine (a survey conducted among them during the 2013-2015 years), emphasize that during the process of music teaching students should be assimilated with the system of universal and national values. As the science of proper organization and evaluation of activity, praxeology comes near to the axiology (from Greek axia means value). The term "value" is described as specific formation in the structure of individual consciousness, which is ideal example and benchmark of the person and society activities [17, 100].
According to V. Bibler [3, 35], together with the increasing of human values, increases weight of human individuality that is concentrated on individual capabilities and the ability to take on his conscience sovereign role of judge to his own actions, to be fully responsible for moral action.
Among the praxeological values-effective criterias of music teacher pedagogical action are value of the individual, balance making of decisions, work productivity, reliability, quality, performance. The mentioned criteria are well described in the work of I. Kolesnikov, O. Tytova [5]. In particular, the successful implementation of educational action is characterized by such indicators as expediency, commitment, constructive, normativeness, optimality, technology, practicality, meaningfulness, educational technology, educational analysis and introspection. The proposed indicators are the benchmark for the content development of standards and curriculum for training of music teachers. Usefulness is determined by the ability to achieve goals; efficiency means achieving professional results with minimal costs due to fitness equipment and educational process; ease of performance and aesthetics, perfect action, a sense of lightness performance of musical works through the interaction between students and teacher, who is configured on the productive interaction and perceived psychophysiological state of students, the mood of the audience.
The optimum of pedagogical action, according to Yu. Babanskiy [2, 35], is achieved by obtaining maximum results in the learning process with minimal spending time of participants and number of features, which provide coherence and cooperation actions between the teacher and students, completeness of educational acts. The indicators of effective educational process organization are clearance, concrete, curiosity, availability, reality of educational purpose for subjects of learning; sufficiency of time for tasks implementation by students, the optimal pace of the learning process, a reasonable measure of teacher's requirements, the actual number of scheduled tasks that can be executed by agents of training during certain period of time; creating a positive atmosphere of learning. During the lesson preparation, a teacher develops his original score taking into account the logic of interaction between partners of pedagogical process. Also he thinks about the organization of moral, aesthetic impact on students; identifies key episodes of the lesson, main points and internal combination of lesson's elements for making collective, group and individual forms of work with students.
To organizational and pedagogical conditions of future music teacher training we refer system building of professional and methodical preparation on praxeological principles; to didactic conditions of training - teaching musical and methodical disciplines, coducting pedagogical practice in form of creative and transformative future careers' vector-performance; development and implementation the special course about basics of musical and pedagogical praxeology; putting into the practice dialogical and interactive teaching methods; to personal conditions - "updating knowledge of music aesthetics, psychology, hermeneutics, music pedagogical education, theory of performance, teaching, communicational, artistic skills and abilities, which help to achieve complete understanding of the musical text, "the professional activity of music teacher is truly creative act" [6, 56].
Praxeological values of educational activities in professional and methodical preparation of future music teachers for personal and professional development are achieved by solving professional praxeological oriented tasks of an interdisciplinary creative nature character: "Living hand", "Unscramble", "Live picture". Among the musical works that were used for tasks -works of I. Bah, V. Mozart, L. Beethoven, F. Chopin, F. Shubert, R. Shuman, E. Grig, P. Tchaikovsky, D. Shostakovich.
These tasks had the aim of helping to design, analyze and algorithmizate future professional activities; to identify causal relationships between the stages of educational action; to stimulate the search for new solutions, that meet the uniqueness of the moment of music lessons, help to shape artistry, musical memory, musical thinking, interpretation of culture, individual mastery of performance repertoire. Prepairing the series of tasks, we were guided by the provisions of psycho-pedagogical anthropology about creativity as the essence, purpose and means of development, self-actualization of "Homo-musicus" (A.V.Toropova) [19].
Self-educational activity of future music teachers we directed on carring out the praxeological correction of tasks, that enable us to identify and specify the correct and incorrect educational acts; choose the strategy and logic of the lesson. While performance of music works allowed not only to be objectively realized in musical activities and culture, but also "formed the sensual experience of subjective self-realization", charged the music teacher profession with meta-aestetics, meta-ethics, meta-values and meta-sense feelings" [19].
Thus, the basis of efficiency, optimization of the professional and methodical activity of music teacher is formed by pedagogical praxeology, and in the centre of successful educational action of music teacher are praxeological values. We consider pedagogical action of music teacher in the context of effective pedagogical dialog interaction in form of "student - teacher - students", qualified processuality, and functional performance, pedagogical effectiveness in demonstrating intellectual, artistic and creative, emotional and spiritual world of pupils.
Among the praxeological values of music teacher's effective pedagogical action we distinguish individuality values, balance of decisions making, work productivity, reliability, quality, effectiveness and performance. Praxeological values of educational activities in professional and methodical preparation of future music teachers to encourage personal and professional development are achieved by solving professional and praxeologically oriented tasks of interdisciplinary charcter that are made on music disciplines' lessons, on special course about basics of musical and pedagogical praxeology, during pedagogical practice and individual work with students. Forming tasks, we guide by the provisions of psycho-pedagogical anthropology of subjective experience fulfillment formation.
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