m.caliga.republica moldova

8/13/2019 M.caliga.republica Moldova

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ASPECTE INTEGRATIVE AL LECIEI DE EDUCAIE MUZICAL

Marina CaligaLecturer, PhD Student,

Alecu Russo Bli State University, Republic of Moldaviaaculty of Sciences of !ducation and Arts

E-mail:cali"a#arina$inbo%&ruRezumat

!ducaia 'i (nv#(ntul sunt influenate de ideea schi#brii ) ideea do#inant (n lu#eaconte#poran& *novaia se #anifest prin revi+uirea vechilor #odele de instruire didactic dindeceniul trecut, 'i include cercetri 'i reflecii privind apropierea 'i inte"rarea siste#ic (norientarea educaional peda"o"ic #odern&Cuvintele cheie: integritate sistemic, orientri pedagogice,lecia de educaie muzical.

n condiiile #oderni+ate ale siste#ului de !ducaie Mu+ical "sesc o actualitate

deosebit 'i perfor#ant (n cutarea #odelelor noi (n teoria 'i practica educaional, coninuturi

al pro"ra#elor instructive, #etode 'i principii actuale ti#pului& ! cunoscut faptul, precu# c

(nlesul educaiei inte"rate prin diferite do#enii de art este un proces filosofico)peda"o"ic

co#ple%, care include- for#area interioar a individului 'i transfor#are (n realitate e%terioar.

de+voltarea atitudinii estetice, for#area opiniei, si#ului estetic 'i necesitii a tri prin art etc&

Peda"o"ii 'i psiholo"ii (n ulti#ii decenii (ncerc(nd (nsistent reali+area siste#ului educaiei

inte"rate prin diferite do#enii de art au aplicat la conceptul inte"rrii interdisciplinare.

/ ipote+ teoretic integrrii interdisciplinareprin diferite do#enii de art vor conduce

la for#area 'i de+voltarea personalitilor ar#onioase, care va reali+a- prin atitudine estetic)percepie estetic. si#ul estetic0aprecierea estetic. "ustul estetic0 idealuri estetice. potenialul

creativ0activitatea estetic etc& 1ercetarea teoretic a acestei proble#e ne conduce la idee c

inte"rarea artelor la o lecie 0 e o siste# alternativ (n for#area2de+voltarea a elevilor& Aici

integritatea leciei, siste#ate+at (ntr)un siste# prin diferite do#enii de art devine ca un

obiectiv, ce se de+volt prin diferite #i3loace&

*ntercalarea leciei (ntr)un #ecanis# for#ea+ un instru#ent de reali+area trividiu#ului-

compozitor, interpret, asculttor.Arta #i+icii la fel este o siste# dificil 'i dina#ic, careinclude (n sine procesul #u+ical peda"o"ic& Acest proces furni+ea+ reproducerea subiectelor din

art, adic de+voltarea 'i funcionarea siste#ului (n arta #u+icii& ntre aceste siste#e se

reali+ea+ o condinionare infor#aional reciproc&

iecare lecie de educaie #u+ical este un siste# bine "(ndit 'i deter#inat& Aceasta

obli" profesorul la o pre"tire or"anic inte"rat fiecrei etape al leciei& 4u #ai puin

(nse#ntate (n educaia copiilor la for#area culturii #i+ical)estetice la acest etap o are

cunoa'terea particularitilor psiho)peda"o"ice al copiilor caracteristic acestei v(rste,cunoa'terea #etodelor 'i principiilor peda"o"iei "enerale 'i peda"o"iei artelor& Una din

proble#ele actuale din coninutul 'i or"ani+area leciei de educaie #u+ical se consider


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reali+area principiilor inte"ritii leciei de educaie #u+ical& Predarea cu succes disciplinei

educaie #u+ical depinde (n #area #sur de tehnolo"iile didactice ce se aplic (n procesul

instructiv)educativ& La #odul plenar se va confi"ura o tehnolo"ie didactic bine "(ndit prin

relaionarea for#elor, #etodelor, #i3loacelor cu ansa#blul de valori ideatice 'i practice propuse

de ctre profesor la leciile de educaiei #u+ical& Un factor e%tre# de i#portant pentrueficienti+area de#ersurilor educative (l constituie racordarea co#ponentelor sus enu#erate prin

inte"rarea do#eniilor, ca- arte, 'tiine, natur, tehnic, via +i de +i& 1onfor# conceptului D&

5abalevs6y, (n te#eiul inte"ritii leciei st principiul te#ati+#ului& Lecia, nu #ai este

(#prit pe pri- fiecare ele#ent, #o#ent, str(ns le"at de scenariul leciei se inte"rea+

ar#onios 'i siste#ic (n lecie 'i este privit 'i perceput ca un tot (ntre"& 7/ percepere vie a

#u+icii8, ) susine D& 9abalevs6y& 7A asculta 'i a percepe #u+ica elevul trebuie pe parcursul

(ntre"ii lecii- 'i (n ti#pul activitii c(ntului vocal)coral, 'i (n ti#pul c(ntului la instru#entele#u+icale pentru copii 'i (n ti#pul ascultrii 'i interiori+rii #u+icii, cu alte cuvinte lecia nu se

#ai (#parte (n ele#ente, pri aparte8 : ;, p& &

B& ?eplov susine c inte"ralitatea leciei va depinde de or"ani+area succesiunii

activitilor #u+ical didactice ca unei co#po+iii dina#ice& 1o#po+iia de acest "en, are a'a +is

nlnuirea proble#ei, cre'terea treptat spre cul#inaie, punctul cul#inant al leciei se va

considera atunci, c(nd starea e#oional)psiholo"ic la copiii se va transfor#a (ntr)o tensiune

e#oional :@>&

Unul din #odalitile (n atin"erea inte"ritii leciei, poate s fie orientarea activitii

profesorului la pre"tirea anticipat a copilului ctre procesul de creativitate& Autorul propune

#etoda #odelrii procesului creativ artistic, susin(nd c confor# acestui procedeu elevul devine

(n po+iie creator)co#po+itor, creator)poet, creator)pictor&

Dup *&a"i#, 7Lecia de #u+ic, este un proces viu, o creaie ori"inalaprofesorului 'i

a elevilorC, de fiecare dat conceput 'i furit din nou& Pls#uirea ei conceptul, structura,

dina#ica, dra#atur"ia, #aterialul #u+ical etc& se afl plenar (n #(inile profesorului, confor#

co#petenei, e%perienei, fante+iei sale8 :


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i#pune profesorul (n reor"ani+area 'i restructurarea leciei de educaie #u+ical, ca unei leciei

de art :ibide#, p&;=G>&

1o#unicarea copilului cu #u+ica ca cu o art poate fi atins atunci, dac e%eperina a'a

#odalitii de co#unicare o s intre (n deprindere& Acesta ar (nsea#n, c (n lecia de educaie

#u+ical, cu# inte"ral a'a 'i (n toate ele#entele, trebuie s "seasc reflecie specificul #u+iciica unei arte& 4ecesitatea acestei le"turi o susin #uli profesori #u+icieni2practici& M& Hatchii

susine, c lecia de educaie #u+ical este privit ca o 7creaie peda"o"ic al profesorului8&

Pentru c a'a fel de creaie 0 este re+ultatul creaiei lui nu nu#ai ca profesor dar ca 'i a unui

#u+ician, #anifistate prin cercul intereselor #u+icale, siste#ul valorilor, co#unicarea

interdisciplinar cu art prin activitile #u+ical 0 didactice&

!#& Planvhard spune celor care cred c secretul (ntre"ii peda"o"ii este talentul, c rostul

'tiinei peda"o"ice este de a co#pleta lacunele instinctului, se (n'eal& Pre"tirea unei activitididactice nu (nsea#n aplicarea unui tipar a unei sche#e prestabile la un coninut anu#e& Lecia

de educaie #u+ical, ur#rit prin curricula la disciplin, are drept scop de a (nte"ra lecia cu

cele lalte discipline curriculare prin- scopuri0for#are2educarea personalitilor cu (nalte aspiraii

#orale 'i spirituale. instruirea didactico2#etodic prin procese psiho2peda"o"ice 'i

co#unicativ2sociolo"ice. principiile de ba+ ale didacticii #u+icale 'i didcticii #u+icale.

tipolo"ia leciilor, for#a or"ani+rii, ele#entele structurice, inte"rate (n #icrosiste#e.

inte"ritatea leciei supus obiectivului concret etc&

Aici pute# conclu+iona (n ur#toarele- proble#a inte"ritii leciei la disciplina educaie

#u+ical poate fi atinsa dac se va respecta (n #od obli"atoriu specificul do#eniului 'i

caracterul artistic, i#pun(nd o tratare specific a unei lecii de educaie #u+ical ca unei lecii de

art, care va contribui la educaie)instruire)de+voltare #u+ical 0 artistic a elevilor, oper

peda"o"ic, creat de profesor 'i elevi&

Biblio"rafie-

;& 1abalevs6i, Du#itru,Principii i metode educaiei muzicale, Moscova,


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*4?!R*? ASP!1?S / ?! MUS*1 L!SS/4

Marina CaligaLecturer, Doctoral Stuent,

Alecu Ru!!o "#l$i State Uni%er!it&, Re'u(lic o) Molo%a*acult& o) Science! o) Eucation an Art!

Astract

!ducation and trainin" are influenced by the idea of chan"e ) the do#inant idea in theconte#porary Norld& *nnovation is #anifested by revieNin" teachin" #ethods used in the pastdecade, and includes research and reflections on the syste#ic inte"ration in the #odern

peda"o"ical educational orientation&Keywords: s!stem integrator,pedagogical guidelines, music education lesson.

Under the #oderni+ed conditions of the syste# of #usic education and perfor#ance, the

#odern #ethods and principles of teachin", as Nell as the neN syllaby beco#e of "reati#portance in the process of searchin" neN #odels in the educational theory and practice& *t is a

Nell)6noNn fact that the inte"rated education throu"h various fields of art is a co#ple%

philosophical)peda"o"ical process that includes for#in" the inner Norld of the individual and

chan"in" in the e%ternal reality, developin" an aesthetic attitude, opinion for#ation, for#in" an

aesthetic sense and the need to live by fine arts etc& *n recent decades in an atte#pt to build an

education syste#, inte"rated throu"h different fields of art, teachers and psycholo"ists have

applied the concept of interdisciplinar!inte"ration&

A theoretical hypothesis of interdisciplinar! integration throu"h various fields of art

Nill lead to the har#onious personality develop#ent that Nill include the aesthetic attitude, the

aesthetic perception, the aesthetic sense, the aesthetic appreciation, the aesthetic taste, aesthetic

ideals, the creativity potential, the aesthetic activity etc& ?he theoretical investi"ation of this

proble# leads us to the idea that arts inte"ration in a lesson represents an alternative syste# in

the student for#ation 2 develop#ent&

?he lesson inte"rity, or"ani+ed in a syste# usin" different fields of art, beco#es an

ob3ective that is developed throu"h various #eans& *ntercalatin" a lesson into a #echanis#

represents an instru#ent of for#in" the trian"le composer, per"ormer, listener.?he #usic art is

also a challen"in" and dyna#ic syste#, Nhich includes the #usic teachin" process& ?his process

provides reproducin" pieces of art, i&e& developin" and functionin" of the syste# in the #usic

art& ?here is a #utual infor#ational conditionin" betNeen these syste#s&

!ach lesson in #usic education is a thou"htful and deter#ined syste#& Ohile plannin"

the lesson the teacher should pay attention to activities that Nould contribute to inte"ratin"

pupils s6ills& /f eQual i#portance in developin" childrens #u+ical)aesthetic culture at this sta"e

is the teachers 6noNled"e of the psycho)peda"o"ical peculiarities of children of this a"e, as Nell


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as 6noNled"e of #ethods and principles of "eneral peda"o"y and of arts peda"o"y& /ne of the

current proble#s related to the content of the lesson of #usic education and to or"ani+in" it

consists in folloNin" the principles of inte"rity of the #usic lesson& Successful teachin" of #usic

depends lar"ely on the didactic technolo"y to be applied in the teachin" process& ?here Nill be a

Nell)thou"ht didactic technolo"y Nhich Nill co#bine teachin" for#s, #ethods, #eans that havethe conceptual and practical set of values proposed by the teacher at the #usic lessons& An

e%tre#ely i#portant factor for effective educational approaches is connectin" the co#ponents

listed above by inte"ratin" areas such as- arts, science, nature, technolo"y, everyday life&

Accordin" to D& 5abalevs6y, the principle of the#atis# serves as the basis of the lesson

inte"rity& ?he lesson is no lon"er divided into parts- each ele#ent, #o#ent, closely related to the

lesson scenario, fits har#oniously into the lesson and is seen and perceived as a Nhole& A live

perception of #usic, ) says D& 9abalevs6y& 7?he pupil should listen to #usic and perceive itthrou"hout the Nhole lesson- durin" the activity of vocal choral sin"in", Nhile playin" #usical

instru#ents for children, Nhile listenin" to #usic and interiori+in" it, in other Nords, the lesson

is no lon"er divided into ele#ents or separate parts8 :;, p&&

B&?eplov ar"ues that the inte"rity of the lesson Nill depend on or"ani+in" the succession

of teachin" #usical activities as a seQuence of a dyna#ic co#position& A co#position of this

6ind has the so)called chainin" proble#, "radually increasin" to cli#a%. the cul#ination of the

lesson Nill be considered the #o#ent Nhen childrens e#otional and psycholo"ical state Nill

turn into an e#otional tension :@>&

/ne Nay to achieve inte"rity at the lesson is for teachers to prepare the child for the

creative process& ?he author proposes the #ethod of #odelin" the artistic creative process,

clai#in" that accordin" to this techniQue the pupil ta6es the role of the creator)co#poser,

creator) poet, creator)painter&

Accordin" to *&a"i# the #usic lesson is a livin" process, an ori"inal creation of the

teacher and of the pupilsC, each ti#e desi"ned and for"ed a"ain& *ts creation the concept, the

structure, the dyna#ics, the dra#a, #usic #aterial etc& is fully in the teachers hands, accordin"

to his2her co#petence, e%perience, i#a"ination :


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?he lesson should be held at a sin"le breath and at the sa#e ti#e, reachin" the e#otional

dra#a of the lesson& ?he specific character of the pupils co##unication Nith the #usical art

involves re)desi"nin" the content and the teachin" reQuire#ents so that the #usical art could

be conQuered& ?he teacher should reor"ani+e and restructure the #usic lesson as an art lesson

:ibid, p&;=G>&1hild co##unication Nith #usic as an art can be achieved if his2her e%perience develops

into a habit& ?his #eans that the peculiarities of #usic as an art should be reflected at the lesson

of #usic education ta6en as a Nhole, as Nell as in every part of it& Many #usicians share this

point of vieN& M&Hatchii clai#s that the lesson of #usic education is seen as teachers

peda"o"ical creation& Such a creation is the result of his2her creation not only as a teacher but

also as a #usician, #anifested throu"h his2her #usical interests, the value syste#,

interdisciplinary co##unication Nith art throu"h #usical 0 teachin" activities&!#&Planvhard e%plains to those Nho believe that the secret of the Nhole peda"o"y is

talent and that the ai# of the peda"o"ical science is to 8fill in the "aps of the instinct8 that they

are #ista6en& Preparin" a teachin" activity does not #ean applyin" a pattern of a sche#e Nhich

has been established to a specific content& ?he lesson of #usic education ai#s to inte"rate the

lesson Nith the other sub3ects in the curriculu# throu"h its ob3ectives 0 developin" personalities

Nith hi"h #oral and spiritual aspirations. didactic)#ethodolo"ical trainin" throu"h

psycholo"ical)peda"o"ical and co##unicative)sociolo"ical processes. basic principles of #usic

didactics. #usic lessons typolo"y, for# of or"ani+ation, structural ele#ents, inte"rated in

#icrosyste#s. the inte"rity of the lesson havin" a definite ob3ective etc&

*n conclusion Ne could state that the proble# of #usic lesson inte"rity can be achieved

if the lesson is a peda"o"ical Nor6 created by teachers and pupils and if the teacher folloNs the

peculiarities of the field and the artistic character, i#posin" a specific treat#ent of the #usic

lesson as a lesson in art, Nhich Nill contribute to pupils #usical)artistic education, trainin" and

develop#ent&

References-

;& 1abalevs6i, Du#itru,Principii i metode educaiei muzicale, Moscova,

m.caliga.republica moldova

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