Музично-естетичне виховання підлітків засобами народно-інструментального виконавства у позашкільних навчальних закладах

Abstract

Дисертацію присвячено проблемі музично-естетичного виховання підлітків засобами народно-інструментального виконавства у позашкільному навчальному закладі. Здійснено аналіз стану розробленості проблеми у філософській, соціальній, психолого-педагогічній вітчизняній та зарубіжній літературі та уточнено зміст ключових понять у контексті проблеми дослідження: «виховання», «музичне виховання», «естетичне виховання», «музично-естетичне виховання», «педагогічні умови». Визначено психолого-педагогічні особливості музично-естетичного виховання підлітків на основі концептуального підходу до позашкільної діяльності, як цілісної педагогічної системи виховання особистості школяра у специфічних умовах її навчання. На основі розроблених критеріїв та їх показників визначено та схарактеризовано три рівні музично-естетичної вихованості підлітків: високий (особистісно-усвідомлений), середній (еталонний рівень), низький (інформаційно-інтуїтивний). Теоретично обґрунтовано та впроваджено педагогічні умови музично-естетичного виховання підлітків засобами народно-інструментального виконавства у позашкільних навчальних закладах.

Диссертация посвящена проблеме музыкально-эстетического воспитания подростков средствами народно-инструментального исполнительства во внешкольном учебном заведении. Осуществлен анализ состояния разработанности проблемы в философской, социальной, психолого-педагогической отечественной и зарубежной литературе и уточнено содержание ключевых понятий в контексте проблемы исследования: «воспитание», «музыкальное воспитание», «эстетическое воспитание», «музыкально-эстетическое воспитание», «педагогические условия». Определены психолого-педагогические особенности музыкально-эстетического воспитания подростков на основе концептуального подхода к внешкольной деятельности, как целостной педагогической системы воспитания личности школьника в специфических условиях ее обучения. На основе разработанных критериев и их показателей определены и охарактеризованы три уровня музыкально-эстетической воспитанности подростков: высокий (личностно-осознанный), средний (эталонный уровень), низкий (информационно-интуитивный). Теоретически обоснованы и внедрены педагогические условия музыкально-эстетического воспитания подростков средствами народно-инструментального исполнительства во внешкольных учебных заведениях. Ключевые слова: подростки, музыкально-эстетическое воспитание, народно инструментальное исполнительство, внешкольное учебное заведение, компоненты, критерий, когнитивный критерий, мотивационно-ценностный критерий, деятельно-творческий, социально-коммуникативный.

The thesis deals with the problem of musical and aesthetic education of adolescents by means of folk instrumental performance in extracurricular educational institutions. The scientific work substantiates the relevance of the research topic, which is the request of Ukrainian society to strengthen the connection between culture and education aimed at creative development of a self-sufficient, original personality, capable of self-expression, self-realization, spiritual, intellectual and artistic self-improvement throughout his or her life. The analysis of the development of the problem in the philosophical, social, psychological, pedagogical, national and foreign literature with regard to the key concepts of the study of «education», «musical education», «aesthetic education», «musical and aesthetic education», «pedagogical conditions» is carried out. The psychological and pedagogical peculiarities of musical and aesthetic education of adolescents are determined on the basis of the conceptual approach to extracurricular activities as a holistic pedagogical system of education of a student’s personality in the specific conditions of the education. According to the analysis of the approaches of scientists related to the structure of musical and aesthetic education of adolescents by means of folk-instrumental performance in extracurricular educational institutions, the following components were distinguished: motivational and value, cognitive, activity-orientated and creative, social and communicative, which are closely interconnected and at the same time are the relevant criteria. According to the developed criteria and their indicators, three levels of musical and aesthetic education of adolescents are substantiated and characterized: high(self-conscious), medium (reference level), low (information-intuitive). Three pedagogical conditions based on the analysis of the current state of musical and aesthetic education of adolescents: the introduction of the method of contextual music by the leader of the activity in the process of implementing methodological pluralism; formation of adolescents’need for creative self-development from the point of their orientation towards learning the experience of musical activity and integration into the social and cultural environment. The first pedagogical condition for the implementation of a teacher-oriented approach to pedagogical interaction with students in the process of their involvement in folk instrumental performance was developed on the basis of «Complex curriculum for extracurricular education of artistic and aesthetic instruments»; the methodological recommendation of the author’s guidebook «Pedagogical conditions of formation of creative learning environment in extracurricular establishments»; interconnection of individual and group forms of musical formation of creative educational environment in extracurricular educational institutions»; the interconnection of individual, group and collective forms of musical activity; pedagogical technology «situation of success», authentic evaluation of musical activity of pupils by means of introduction of technology «Portfolio» of musical groups and individual portfolios; partnership between the teacher and the pupil by means of musical and aesthetic practices. The implementation of the second pedagogical condition was carried out by means of revealing musical imagery connotations, that is, awareness of the pupil of the abstract nature of music, searching for its meaning, signs and images that enhance the emotional response of the performer; orienting oneself in the music environment and finding new ways to interpret music; integration of the teenager in cultural dialogue; application of theoretical knowledge; formation of a special emotional approach to music, introduction of computer technologies by the heads of clubs. The condition was based on adequate principles of music and aesthetic education of adolescents, the principles and methods of organizing folk instrumental performance and stimulated the use of more complex and multifunctional music programs. The third pedagogical condition was implemented by means of the formation of adolescents’ need for creative self-development from the point of their orientation to learning the experience of music-creative activity and integration into the social and cultural environment, organizing joint «Art Decades», festivals, creative projects, flash mobs. The effectiveness of the developed pedagogical conditions of musical and aesthetic education of adolescents by means of folk instrumental performance in extracurricular educational institutions was proven. Comparative analysis of the results of the ascertaining and control stages of the experiment gives grounds to establish certain patterns of musical and aesthetic education of adolescents in the experimental group: the higher the level of indicators of motivational value and cognitive components, the higher the level of activity-creative and social communicative components, the higher the level of introduction of pedagogical conditions, the higher the level of musical and aesthetic education of adolescents in experimental group; the higher the level of the cognitive component, the higher the level of folk instrumental performance.