Visual modelling of music lesson
DOI:
https://doi.org/10.32405/2308-8885-2021-1(99)-14-19Keywords:
visualization, visual modelling, visual forms, music lesson, types of musical activityAbstract
The article deals with the problem of visual modelling of music lesson. The analysis of psychological and pedagogical approaches to the essence of the concept of visualization, the importance of information visualization for the effectiveness of learning and development of students’ cognitive abilities in institution of general secondary education.
The concept of visual modelling of music lesson as representation of structure of a lesson and its components (theme, super task, kinds of musical activity) in the visual (graphic, sign-symbolic) form is specified. The visual models of music lessons are divided into form-structures (musical-pedagogical score, reference scheme, mental map) and form-sequences (plan-chain, “timeline”). Some visual models are presented and revealed by the examples of music lessons in the 3rd grade on the topic “Frescoes of Sophia of Kyiv” (according to the textbook by I. Stetsenko & H. Ostapenko). The scheme-score, the basic scheme, the mental map reflecting structure of music lesson, interrelations between meaningful elements, their practical and creative realization are described. The description of such models-sequences of music lessons as the technological plan-chain and “Timeline” which reproduce a sequence of kinds of students’ activity, development of the lesson scenario is carried out.
It is concluded that modelling of music lessons in a visual format provides the teacher with conditions for a generalized presentation of educational information and performance-practical actions; stimulates development of educator’s musical and pedagogical thinking in terms of expediency and the need to use a variety of methodological tools in the disclosure of the lesson topic. Music lesson with using visual models for students is an opportunity to understand the components of the lesson: the beginning, development, culmination, code-result, be in the process and it is logical to use its resource.
References
Verbitskii, A. A. (1991). Aktivnoe obuchenie v vysshei shkole: kontekstnyi podkhod [Active learning in higher education: A contextual approach]. Moscow: Vysshaia shk
Gavrilova, T., Kudriavtsev, D. V., Leshcheva, I. A., & Pavlov, Ya. Yu. (2013). Ob odnom metode klassifikatsii vizualnykh modelei [On a method of classification of visual models]. Biznes-Informatika, 4 (26). Retrieved from: https://cyberleninka.ru/article/n/ob-odnom-metode-klassifikatsii-vizualnyh-modeley
Gavrilova, T. A., Leshcheva, I. A., & Strakhovich, E. V. (2011). Ob ispolzovanii vizualnykh kontseptualnykh modelei v prepodavanii [On the use of visual conceptual models in teaching]. Vestnyk Sankt-Peterburhskogo universiteta. Menedzhment, 4. Retrieved from: https://cyberleninka.ru/article/n/ob-ispolzovanii-vizualnyh-kontseptualnyh-modeley-v-prepodavanii-1
Huminska, O. O. (2015). Zastosuvannia opornykh skhem na urokakh muzychnoho mystetstva [Application of reference schemes at music lessons]. Uchytel Muzychnoho Mystetstva, 3-4, 9-13.
Huminska, O. O. (2020). Modeliuvannia uroku muzychnoho mystetstva u verbalnii formi [Modeling of music art lesson in verbal form]. Mystetstvo ta Osvita, 4 (98), 9-20.
Huminska, O. O., & Turovska, L. I. (2009). Vyvchennia muzyky v 5-8 klasakh: Kalendarno-tematychne planuvannia urokiv muzyky. Oporni skhemy tematyzmu prohramy [Study of music in grades 5-8: Calendar-thematic planning of music lessons. Reference schemes of the program theme]. Ternopil: Navchalna knyha – Bohdan.
Ilina, H. V. (2017). Vizualne myslennia v filosofskoosvitnikh kontekstakh suchasnosti [Visual thinking in the philosophical and educational contexts of modernity]. In V. H. Kremen (Ed.), Krytychne myslennia: osvita, tvorchist, tsinnosti (pp. 201-256). Kyiv: Instytut obdarovanoi dytyny NAPN Ukrainy.
Kekho, Dzh. (2012). Podsoznanie mozhet vse! [The subconscious can do anything!] Minsk: Popurri.
Mansurova, V. Kh. (2017). Rol vizualizatsii uchebnoi informatsii v povyshenii kvalifikatsii pedagogov [The role of visualization of educational information in professional development of teachers]. Pedagogicheskaia nauka i praktika, 1 (15). Retrieved from: https://cyberleninka.ru/article/n/rol-vizualizatsii-uchebnoy-informatsii-v-povyshenii-kvalifikatsii-pedagogov
Masol, L. M. (2020). Metodyka vykladannia intehrovanoho kursu “Mystetstvo” [Methods of teaching an integrated course “Art”]. Kyiv: Heneza.
Selevko, G. K. (2005). Entsiklopediia obrazovatelnykh tekhnologii: Vol. 1 [Encyclopedia of educational technologies]. Moscow: Narodnoe obrazovanie.
Shatalov, V. F. (1989). Eksperiment prodolzhaetsia [The experiment continues]. Moscow: Pedagogika.
