MUSIC TEACHERS’ EDUCATIONAL IMPROVISATION AS AN IMPORTANT INDICATOR OF THEIR PROFESSIONALISM
Journal Title: Професіоналізм педагога: теоретичні й методичні аспекти - Year 2017, Vol 5, Issue 1
Abstract
The article deals with music teachers’ creative activity in comprehensive school, where they solve a number of both typical and creative tasks encountered while working with students. The teacher should design the result in accordance with the lesson plan, analyze the situation and find ways to achieve the goal, critically evaluate the data and pose a new task. In the real process of musical and aesthetic education and upbringing teacher’s work has a predetermined character, and even small unintended deviations from the lesson plan that are very difficult for them. The multifactor, rapidly changing circumstances of the development of the musical and educational process and the teachers’ creative abilities often lead to various, sometimes unpredictable situations of educational and musical communication and unexpected appearing of a new, more constructive option that arises directly in the lesson. In such circumstances the music teacher must be ready for the prompt resolution of contradictions, which appear suddenly, with the help of intuition based on the acquired experience of creative activity. This solution of contradictions is considered to be pedagogical improvisation. The music teacher’s pedagogical improvisation is the most important indicator of his/her professionalism. The main purpose of the article is to define the essence of the concept “a music teacher’s pedagogical improvisation”. The author reveals the criteria for the effectiveness of pedagogical improvisation, determines its functions and types. Specificity of a music teacher’s pedagogical improvisation is a free association of various types of musical performance and lecture activities. The pedagogical condition for using pedagogical improvisation by a teacher is a set of improvisational skills, which ensure the efficiency of searching for an operative adoption of a pedagogical decision that is adequate to the unexpected situation of educational and musical communication and aimed at correcting the purpose, content, and methodological techniques. The music teacher’s mastering special vocal, instrumental, conductor and other isolated and combined methods of guiding the pupils’ musical activity is considered to be a precondition for implementation of pedagogical improvisation. Thus, a music teacher’s pedagogical improvisation is defined as an objective part of the educational process which acts as an intuitive search for an operative solution of the contradictions between traditional methods of musical performance and lecture activity and the unexpected situation of interaction between the teacher and students, which requires using these techniques creatively.
Authors and Affiliations
Volodymyr Smyrenskyi
Keywords
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