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Self-educational activities of music teachers as a condition for creativity implementation
в способности индивида усваивать духовные ценности, отождествляться с идеалом. Соответственно объекты отождествления, к которым стремится личность, содержатся в произведениях искусства. Знакомство
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Dubrovina Irina Vladimirovna, Pavlo Tychina Uman State Pedagogical University,
postgraduate student, Department of choreography and artistic culture E-mail: iradubrovina@ukr.net
Self-educational activities of music teachers as a condition for creativity implementation
Abstract: Artistic self-educational activities of music teachers are analyzed as a scientific problem. The category of “artistic self-education" of music teachers is defined. Main priority targets and indicators of artistic self-education of music teachers are outlined. The mechanisms of stimulation of artistic self-education of music teachers, their selfeducation skills as a condition for the implementation of creativity are described.
Keywords: self-education, self-educational skills, professionalism.
Artistic self-educational activities of music teachers are closely linked with the constant creative search. Synthesis of creativity and artistic self-education creates conditions for renewal ofpedagogical professionalism of a teacher, his self-realization and improvement of value orientations. Modern music teacher creates his own moral, professional and aesthetic ideal of «I am a professional image», based on the principles of self-education: activity, systematic, scientific, accessibility, visibility, information. These principles stimulate creative skills in scientific and practical activities as well as in musical and pedagogical work.
K. Zavalko believes that a prerequisite for a music teacher personality self-improvement is self-educational activities. That is why the question of its formation, development and activation is the subject of scientific
creativity, individuality, music and teaching activities,
researches and the object of relevant discussions, had by many scientists [2], who try to characterize the category of «artistic self-education of music teachers» [3]. After the scientists’ researches having been analyzed, we define the concept of «artistic self-education of music teachers» as an independent, voluntary, self-organized and purposeful activity, based on a self-reflection of one’s own professional activity and dynamic development of cultural and aesthetic self-consciousness, which is a variable qualitative component of an artistic perception and empathy, derived from aesthetic contacts and aimed at the acquisition of new sensory-evaluative experience, which is necessary to perform professional activities. So, artistic self-education is seen as a leading method for self-improvement of music teachers’ professional skills, a condition for a high-quality
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implementation of professional functions that are directly aimed at the mastery of all kinds of musical activities. We believe that artistic self-education of music teachers, primarily develops such integrated skills and qualities of a music teacher individuality as an artistic and auditory perception, an artistic imagination, emotions, vocal hearing, the ability to intonate vocal and speech accurately, cognitive, analytical and intellectual qualities, the ability to expand the overall cultural outlook, musical and rhythmic plastic, creative thinking, design capacity. In our opinion, a music teacher should be competent at modern musical styles and genres, artistic and pedagogical technologies (be able to work with musical information computer software, computer programs such as music editors which help to create arrangements and songs to a lesson, instrumental compositions). Creativity, as a basis for self-education, manifests in a musical and also in a pedagogical activity: an ability conduct interesting, fascinating music lessons and extra-curricular activities, to organize concerts, musical and literary evenings, to perform and interpret different pieces of music etc. Naturally, musical, pedagogical and self-educational skills of a music teacher develop gradually on the basis of critical thinking, dialogic musical perception, formation of independent opinions and estimates of perceived art phenomena, artistic and pedagogical experience, awakening teachers’ initiative and creative imagination. Without mastering the skills of self-education, a teacher cannot reach the top of pedagogical skills. Therefore, a process of a music teacher self-development is performed continuously on the basis of self-education, which affects the formation of pedagogical skills and the basics of pedagogical culture, psycho-pedagogical literacy and scientific erudition in art regularities. Art is a unique and productive means of self-creation and self-identity of a person, a universal way of a holistic embodiment of a moral and aesthetic ideal and the processes of its development, a paradigm of education [5]. The potential of art is reflected in the self-creation of individuality by the laws of Beauty — the Truth — Good [1]. Scientific researches in psychology of creativity state that art has no meaning outside the perception of individuality; it reproduces the human model, universally expands and, thus, contributes to its formation and socialization [6]. An emotionally weathered artistic image, an intellectu-ally-conscious attitude to it becomes a means of moral and aesthetic development of personal and professional growth through professional judgment and decision content of art as one’s own experience. So, a creative
individuality of a music teacher always forms and develops in the creative process. Art is intrinsically linked to a person’s attempts to comprehend one’s own image of «I am a professional» and the original classification of personal and professional values. The value of artistic self-education, its conceptual foundations affect the level of a music teacher professionalism. The main indicators of artistic self-education of a music teacher include:
- an axiological focus, which allows to focus on the value priorities of teachers and their hierarchy in the structure of personality, creates the conditions for the perception ofbeauty in nature and life; an objective environment, human mental capabilities and a creative process within the aesthetic requirements (it acquires some special importance due to its professional specialization);
- functional capacity, which affects the culture of a pedagogical dialogue, identifying a pedagogical tact, a teacher’s image formation, the creation of a teacher’s information fund (the aesthetic patterns database of nature phenomena, art, social life), invariant comprehension and creativity;
- creative activity, which is the ability to generate new ideas that deviate from the stereotypical thinking, to react properly in solving certain pedagogical situations and it acts as a conceptual development indicator (creative inspiration, teaching search, research and development activities). Creative inspiration is one of the categories of a creative activity because it acts as a stimulus factor of creative forces, the capacity accumulator for a teacher.
The creative nature of musical art opens up great opportunities for self-education of a music teacher. After all, it is evident not only in the cultural and aesthetic consciousness, but also in the interpretation of musical works based on the comprehension of a composer’s intent, ideas, artistic image of the product. A decisive role in this process is played by musical auditory representations, a musician’s intelligence, his artistic and aesthetic experience, his search for the means of artistic expression. It should be emphasized that the creative musical as well as pedagogical activity requires increased emotionality, imaginative thinking, wealth of artistic associations, it appeals to the individual creativity not outside, but also «inside». Self-education depends on a number of circumstances, primarily on the pedagogical environment in which a teacher works; his personal qualities, the level of general education are also very important. Therefore, in order to realize one’s own potential
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Self-educational activities of music teachers as a condition for creativity implementation
actively, consistently and fully, a teacher needs to master the components of self-education: to design those professional and pedagogical tasks that can match the didactic objectives of the harmonious development of students; to enrich one’s own associative thinking by the synthesis of interaction with other kinds of art; to model and improvise pedagogical situations; to combine different methods in the classroom which promote the atmosphere of creativity; to develop series of creative tasks to enhance students’ cognitive activity aimed at the formation of their musical competences; to apply various professional roles in accordance with the kind of musical activity.
Developing within a complex interaction, they have a mutual influence on their professional musical and pedagogical activities, increasing its quality level because musical and pedagogical activities are characterized by both general and special skills. Self-educational skills are not only a prerequisite for a teacher’s successful professional work, but also a reflection of its structure, because the individual characteristics of a teacher are associated with the characteristics of his professional development that is understood as a compliance of a chosen profession, interests, aptitudes, needs, personality traits, and spiritual needs.
In the process of artistic self — education gradual changes in professional skills quality of music teachers occur, regarding the requirements related to the activities and qualities that make components of his future professionalism are elicited. Thus, an integral structure of a music teacher individuality is formed in the process of musical and pedagogical activities, where artistic and creative, psychological and pedagogical skills as well as self-educational ones are necessary and obligatory components of modern specialist.
A distinctive feature of a musical teaching profession is that special musical knowledge and skills are in a unity with the general teaching abilities. In modern conditions, innovative technologies and approaches in musical educational activities, aimed at an educated, mobile and competitive teacher, require a review of his professional knowledge and skills [1].
It is well known that a music lesson, as an art lesson, is based on the laws of psychology of music perception, the principles of a dramatic musical art, the analysis of a musical form. A didactic lesson structure, determines the nature of its dramatic communication, methods selection, techniques which enhance the aesthetic consciousness of students, the feasibility of using the necessary artistic and pedagogical techniques, logical organization of musical
activity types. A music lesson can be considered successful if there are these forms ofwork: freedom ofjudgment, a creative activity and initiative, a unity of a teacher’s and student’s creative aspirations, an emotional response to a piece of musical art, cognitive activity. The idea of a music lesson is intended to reflect the current state of culture in the society, the students’ perception of the art phenomenon and its relationship with life. A modern music teacher refuses patterned and determined lesson forms, seeking for a variety of artistic and pedagogical methods, forms and techniques. A teacher has a system of knowledge and skills that at the high-level of modern requirements can intensify students’ educational interest and inspire them by deep content of musical art.
In our opinion, the priority tasks of self-education of a music teacher are: to define an artistic and a didactic lesson goal; to master the psychology of teaching and musical process, to study emotional and cognitive students’ capabilities, to monitor artistic and creative abilities of students; to master the elements of art and pedagogical impersonation and reflection of teaching activities. As musical and pedagogical activities combine musical performance, teaching music, methodically research work, based on the ability to generalize and systematize the knowledge got, so the improvement of professional skills constantly occurs in the context of self-education. Thus, for mastering professionalism as the highest level of pedagogical skills, it is necessary to master the whole complex of various self-educational skills: designing, researching, methodological, artistic, creative, informational, and organizational.
Self-educational methodological skills of music teachers allow them to understand the phenomena of musical art deeper as well as the main stages of history and theory of musical pedagogy in its interrelationship and interdependence. As it gives a teacher knowledge of basic laws of formation and development of native and foreign artistic and pedagogical heritage as they relate to the socio - historical conditions, mastering the basic features of national composer schools; the dialectic development of artistic styles; the evolution of the main musical genres and forms. Self-educational methodical preparation of a music teacher should be specially mentioned: mastering the techniques of musical education, special, musical and pedagogical knowledge and skills. Constant practical improvement of musical art teachers requires the development psychological and pedagogical skills: a teacher should know students’ musical age psychology, identify the main features of a musical style, analyze pieces of art at ease, identify patterns
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of image content and its implementation throughout the complex expressive means. Artistic creative skills that stimulate the mechanisms of creative activity in one’s favorite form of musical activity and the need to improve the quality of knowledge and skills related to the improvement of its acquisition develop fruitfully through the process of self-education. To percept pedagogical process in music pedagogy creatively means to identify and disclose to the end one’s own attitude to the pieces of art and musical geniuses of the historical era in which they lived and worked, so clearly and with conviction, as a composer does in order to realize himself in his profession as a creator, researcher and the younger generation mentor who helps to understand the world art values. A music teacher professionalism is reflected in the ability to reveal the drama of a piece of music through creative contemplation of art, which can arouse emotional responsiveness and activity among students while performing, listening to music and thinking about it. Thus, through the development of project and research skills, a music teacher knows, understands, acknowledges and learns the patterns of art. The process of self-education expands the horizons of a music teacher performing and creative work, gives him the opportunity to increase the level performing skills, develops musical skills, enriches artistic and aesthetic experience, develops cultural competence. A music teacher self-educational activity is aimed at enhancing cognitive interests through the atmosphere of a positive emotional state, steady motivation to excel in the world of constant changes as a way to stability in a teaching position. Therefore, a modern teacher needs to develop such skills as self-control, the ability to hold in demesne
one’s own perception in the process of mastering music as well as skills which help to interpret modern life philosophically and artistically.
A music teacher educational needs are aimed at selfrealization, stimulation of the emotional and volitional sphere, activation of creative pedagogical search, mastering information and organizational skills to demonstrate creativity in one’s professional activity. The goal of artistic pedagogy is to help a music teacher to open his creativity potential. In teaching practice the cases of holistic musical talent of music art teachers are rare. Among this category of successful music teachers certain special inclinations and abilities (e. g. vocal performance, knowledge of musical literature) dominate but other ones are insufficiently developed (for example, performing skills, knowledge of the theory and musical analysis, psychological and pedagogical skills, knowledge in music psychology of students).
As a result of activation the process of artistic selfeducation, musical and pedagogical professional skills of a music teacher balance and come in a harmonious balance by stimulating integral individual teachers’ traits (self-cognition, self-organization, self-regulation, self-control) and mastering the skills of pedagogical reflection. Therefore, the artistic self-education of a music teacher is a holistic system of an artistic and aesthetic development of cultural processes. An activation of self-educational process of art teachers is a condition for the realization of creativity, which stimulates research skills and scientific intuition, creative thinking and generates scientific and practical skills, improves artistic thinking as a component of a modern teacher professionalism.
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