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Practice cadet corps in Russia. History and specific features of the marching songs as a musical genre...
Petrachkov Konstantin Vladimirovich, postgraduate student of the Department of music and arts education Ural state pedagogical University, Russia, Ekaterinburg
E-mail: [email protected]
Practice cadet corps in Russia. History and specific features of the marching songs as a musical genre. Problems of training of cadets in the performance of combat songs
Abstract: The article considers the problem of learning music students of cadet schools and cadet classes. Identifies features of musical and vocal education of these students. The attention to unresolved issues and problems of their vocal training. Examines traditional methods of learning combatant songs. Reveals the history of military marching songs.
Keywords. Cadets, marching song, especially combatant military songs, teaching methods cadets execution of combatant songs.
Recently in various regions of the Russian Federation and in countries that were once in the Soviet Union, which actively develops cadet movement. Open cadet classes in secondary schools, cadet schools and cadet corps.Currently in the Russian Federation opened and the special military school of music building, where each cadet must learn the skills to play a certain instrument, usually brass, learn the basics of music, solfeggio, playing in the orchestra.
The features of the educational process, and in particular, music education cadets in Russia.
Analysis ofmusic and conventional hulls to say that in the work on the formation of the musical culture of the pupils rarely are those that are associated with the formation of the ability to perform drill song. In this regard, work on the formation of these skills should be conducted by the teacher in the cadet classes and, of course, the music teacher, who must be ready to implement various activities in the classroom, including the vocal performance of the various song repertoire [4]. In this regard, music teachers, class teachers cadet classes, principals on educational work presented will be useful in the article of historical, musicological and methodological material.
In some musical training cadets the authors put forward the task of mastering performance, propulsion war songs. For example, N. M. Abubakirov, teacher of music, history and culture, “ GESHER “Cadet school № 2", Salavat development programme says that each cadet class has its own anthem and her drill song. Repertoire is chosen taking into account age features cadets and direction of the class. The basis of a varied repertoire of cadets are works of love for the Homeland, parents, careful attitude to nature, the beauty ofhis native land, about the need to protect her" [1].
The daily routine in these institutions is the same as in the army. Education is given great attention. In the
afternoon, the cadets learn the etiquette, fundamentals of law, engaged in ballroom dancing, learn to play musical instruments, singing, sport: athletic gymnastics, comprehensive martial arts, football, basketball, tennis. Last but not least also firing and drill, during which the cadets learn not only March, but in parallel to perform marching, marching songs, called front.
History and specific features of the marching songs as a musical genre.
It should focus on such a specific genre of music and martial arts, as a marching song. She is a choir, as a rule, the main product, executable military units in combination with a ceremonial step, a capella or accompanied by the orchestra. Drill song usually has the couplet form, and solo performed by soloist and chorus by all the singers.
The pace of marching songs is determined by the characteristic of the stepping mode of the military. On the March he is equal to 100 beats per minute. In the melody of the songs included exclamations, simulate signals of wind and percussion instruments and the melodic line includes along with the gradual development of many wide intervals — Quartus, Quintus, Sextus, and Septim. If drill song is sung drip, then the basis of rhythm and tempo gives marching step, heels which soldiers hear and coordinate their stepping mode.
History marching song originates from the epoch of Peter I, who introduced a small but mandatory trains musicians in each regiment. It was at this time and were born marching soldiers' songs, ceremonial greeting songs, panegyric edges, or, as they are called, vivaty or “Peter the edge. Distinctive features of these songs were performed in chorus, plenty of conscript intonations in tones, imitating the trumpet signals, clear marching pace. Features Peter edge has manifested in the form and content of modern combat songs. To be fulfilled drill song
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Section 7. Pedagogy
was only on the parade ground and in combination with a ceremonial step [2].
The music of fighters Chagall easier and more confident. Music can unite people in a single emotional outburst, to inspire confidence in victory. It expresses the joy of victory and helps to survive the tribulation of those who died in battle in Order to use these songs were raising the morale of the troops, the glorification of the Emperor and faith in him, chanting glory, victories and traditions of the Russian army [3].
The problematic issues in the training of cadets execution of combatant songs.
Problems working with cadets in mastering the Cadet corps and school, school cadet classes in Russia are working on training plans regulated by the state educational standards.
The analysis of these plans and programmes on music lessons and extra-curricular activities, including the necessity of doing combatant songs, such as festivals, parades of marching and singing, traditionally included in the system of each cadet schools, suggests that this activity is methodically little developed. As a rule, in the description of the methodology training drill song authors point to the formation of the sense of unity, cohesion cadets, on the emotional impact of the song on the necessity of using a special song-March of the material.
However, how to teach such singing cadets, mostly boys, who make up the majority of cadet classes and have problems voice development in mutational time, what to use methods and techniques, forms and tools about this in a methodical recommendations and materials almost nothing.
Practice observations musical education of cadets also suggests that educators and teachers are working in this direction, without worrying about the protection of the vocal apparatus of the students. Therefore, the louder, “strident" sings the class is considered better. In addition, often educators do not know the methods and techniques of rhythmic education, from the rehearsal marching songs turn into endless drills and repetitions, which significantly reduces the interest of the cadets to conduct the necessary military ritual.
Work on the skills of choral singing at music lessons are more comfortable than in the performance of marching songs on the parade ground. When singing lesson music students sing sitting or standing.
Combat songs about their school, about yourself, about heroes, famous generals cadets sing with pleasure. These combat songs, usually sung with special diligence and dedication. It is necessary to achieve diversity executable
songs, creative approach to the selection of repertoire. Meager repertoire, when all the time performed the same drill song bored soldiers, dulls its educational impact.
The teacher should always remember that the performance of the marching songs should not harm the voice data of the cadets, which can perform not only in movement, but also on the parade ground in different weather conditions, when often adverse conditions that may affect the state of the vocal apparatus of the students.
The teacher is building a vocal, cantilena performance. On the parade ground is often the melody of the song should not be lokalisierung, stretch, and perform with a clear articulation ofwords and minimal stretching of vowels, while still alternating motion with his hands and doing the steps by foot, getting into the pace and rhythm of the song.
All this necessitates the use of specific methods of forming the cadets skill drill singing, which, in addition to all above mentioned, shall, as and for the music lesson, to be zdorovesberegayuschih.
All of the above necessitated a review of methods of work on the skills front singing cadets adolescents enrolled in the cadet classes of secondary schools or in the cadet schools.
Group is learned drill consistently song, musical phrases. You must pay attention to the dynamic gradation, stops to take breath, semantic climax, orthoepy, and pace. The teacher needs to monitor the singing cadets to low notes were sung by them without effort, natural sound, top — louder, brighter, but in any case not forced.
The effectiveness and success of a teacher depends on the ownership of a variety of practical techniques of practical work on the formation of vocal and choral skills.
Occupies an important place and metro-rhythmical and tempo organization when learning combatant songs. The meter is very important in the organization performing the process. The size of describing the music, organizes metric based motion musical thoughts in time, and the unit of account of each quantum is marching step. Also requires consistent work on diction and phrasing in the performance of marching songs. Important literary text marching songs.
Perspectives on the topic are to determine the theoretical foundations and practical implementation of a complex of exercises on combining singing with the movement for the intermediate stage of learning performance combatant songs cadets. Comparing all of the above forms of work on the combat skills of singing, you can reach a large and significant results and high performance combatant songs students of cadet colleges.
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The effect of motivational facilities on the level of achievement of local lore and tourist knowledge by students-geographers
References:
1. Абубакирова М. М. Музыкально-патриотическое воспитание кадетов. - [Электронный ресурс]. - Режим доступа: http://www.irorb.ru/index.php
2. Белый генерал. Сборник солдатских, боевых песен и стихов про М. Д. Скобелева и Русско-турецкую войну. - М., Юргенсон - 1912. - 143 с.
3. Ливанова Т. А. Очерки и материалы по истории русской музыкальной культуры. - М.: Искусство, - 1938 - 223 с.
4. Тагильцева Н. Г. Современный учитель музыки: проблемы профессиональной подготовки//Известия Уральского государственного университета. Серия 1. Проблемы образования, науки и культуры. - 2011. -№ 3 (92). - с. 134-140.
Popovych Galina Leonidovna, Poltava National Pedagogical University named after V. G. Korolenko, postgraduate student of the department of teaching skills and management
E-mail: [email protected]
The effect of motivational facilities on the level of achievement of local lore and tourist knowledge by students-geographers
Abstract: This article deals with the importance of motivation when students-geographers choose their future profession. There is the analysis of the relationship between the motives of choosing the profession and the level of achievement of local lore and tourist knowledge.There is the definition of the statement “local lore and tourist knowledge" that is given by author in the scientific literature.
Keywords: motivation, motive, internal motives, external motives, interest, knowledge, local lore and tourist knowledge.
Попович Галина Леонидовна, Полтавский национальный педагогический университет им. В. Г. Короленка, аспирант кафедры педагогического мастерства и менеджмента
E-mail: [email protected]
Влияние мотивационных установок на уровень усвоения краеведческо-туристических знаний студентами-географами
Аннотация: В статье раскрыто значение мотивации при выборе студентами-географами своей будущей профессии. Анализируется зависимость между мотивами выбора профессии и уровнем усвоения краеведческотуристических знаний. Автором дано определение дефиниции «краеведческо-туристические знания».
Ключевые слова: мотивация, мотив, внутренние мотивы, внешние мотивы, интерес, знания, краеведческо-туристические знания.
В начале XXI в. важнейшим стратегическим ресурсом развития Украинского государства стало образование. Все большее значение приобретает необходимость развития системы подготовки будущих учителей географии, усовершенствование педагогического процесса, направленного на реализацию новых методических подходов и концептуальных идей, которые должны соответствовать требованиям государства, вузов, преподавателей, общественным запросам. Вопрос повышения профессиональной компетентности будущих учителей
географии в соответствии с социальными заказами современности должны основываться на методологической основе.
Высшее образование нуждается в высококвалифицированных, творчески одарённых преподавателях, которые способны нестандартно обучать будущих учителей географии. Подготовка современных учителей-географов в соответствии с требованиями образовательной среды третьего тысячелетия требует усовершенствования содержания, форм и методов учебного процесса.
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