Sino-US English Teaching, July 2017, Vol. 14, No. 7, 421-424 doi:10.17265/1539-8072/2017.07.003
Methodology of the Comprehensive Teacher Training
Dzhumanova Lola
Moscow P. I. Tchaikovsky Conrvatory, Moscow, Russia
Pedagogical tradition regarding musical education in Russia is one of the country culture achievements.
Arrangement of quality musical pedagogy has been a matter of special importance within half a century history of
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music education system forming. Training of music teachers is particularly important in the field of music theory,
韩国时尚as the comprehensive musician training is specific for Russian music education, where besides playing a music
instrument he must posss knowledge from the music theory field, make n of music pieces, and understand
and analyze them. The conrvatism in teaching traditions prervation began interfering with changing priorities of
education. As a result, stagnation in the field of musical pedagogy was outlined in the early XXI century. This has
affected teaching music and theoretical subjects, which became heavy, boring, and unpopular due to conrvatism我相信英文
in teaching methods and focus on students’ motivation. As professional regards, there has been an imbalance in the
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ability to play the instrument and the inability to navigate in the music literature. Implementation of innovative
approaches to teaching issues and appropriate teachers training has become a necessary solution to the problem.
The report considers innovations in teachers training traditions on example of the leading musical institution
Moscow Tchaikovsky Conrvatory.
藏族食物Keywords: pedagogical training of musicologists, comprehensive approach, innovative forms of training,
multidisciplinary nature溶血性黄疸
Introduction
One of the main directions of teaching students at the Moscow P. I. Tchaikovsky Conrvatory is the training of teaching staff. To date, certain traditions in the organization of future teacher training were
developed. The preparation of the skilled staff is the most interesting in the historical and theoretical faculty,
where not only future musicologists, journalists, and lectors are trained, but also teachers of different musical
and theoretical subjects are trained, without which the complete professional musician activity is not possible.
It is about solfeggio, music theory, harmony, polyphony, and musical analysis and literature. In this faculty, the
best traditions of teachers training get logical addition in the form of a comprehensive methodology for
pedagogical training of students, which allows getting highly professional teachers of musical and theoretical
disciplines after graduation. The peculiarity of this training lies in the fact that graduates are not narrowly but
widely professional staff, which competent in matters of teaching in schools and colleges. The multidisciplinary
nature is the distinctive feature of students training at the prent faculty.
To be noted that a conrvatory being the higher stage in the system of professional music education was formed as the first one in Russia historically, thereafter due to reliance on the pre-university training lower
Dzhumanova Lola, assistant professor, Ph.D. in History of Arts, Department of Theory Music, Moscow P. I. Tchaikovsky
Conrvatory, Moscow, Russia.
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METHODOLOGY OF THE COMPREHENSIVE TEACHER TRAINING
422 stages such as music schools and profession-oriented school appeared. The institution trains teachers to be capable to prerve level and traditions of musical education in Russia for the stages.
The Comprehensive Approach in Stages of Students Training
The guarantor of the quality training of future teachers is a multi-stage structure of the learning of teaching experience. Initially, it was simple and had two stages: a cour of lectures on the methodology and teaching practice of teaching music theory cours. At the lectures in Methods, students have an opportunity to meet the specifics of a certain subject, finding out the existing methods for its teaching, pedagogic traditions, and educational and methodical literature for teaching a subject at different levels.
The cond stage of teachers training is their direct practice, where the students have an opportunity to conduct lessons during the long period combined with the study. At this stage, the students can teach different subjects in any age group.
However, the demand for the third systematizing stage—the final qualification work, which could add up the readiness of a student to conduct quality lessons competent—aro in the cour of time. The form, in which the idea of evaluation of pedagogical knowledge and skills of high school graduates embodied, was the defen of qualification work—methodological report on the problems of teaching a particular discipline.
After the successful mastering of all stages, a student is qualified as “Teacher of musical and theoretical subjects”.
Innovations, Which Came From the First Stage of Education
The best traditions of teaching are always carefully treated in training process of the Moscow Conrvatory. Therefore, the one plan of subjects’ conduction was prerved. The lectures in Methods always remained lectures and pedagogical practice had a format of lessons with a group of pupils. This conrvatism had gradually brought to a standstill and degradation of some students’ training level. The realities of the modern format with the inclusion of computer training and online resources dictated the need for new approaches in the field of the students’ pedagogy training. It must be admitted that in the field of music education at the professional level, a conrvative approach to the introduction of modern multimedia technologies is due to the principle of motivation of tho, who came to master the profession. Therefore, modern technologies are limited ud in the disciplines of music.
Most of all the technological innovations in the field of music education affected the sphere of non-professional musical training (the so-called additional education), namely, children’s music and art sc
hools, where children and adolescents are engaged, who are unmotivated and who need to be interested in a long process of learning a musical instrument. The fact of free and long communication of modern children with gadgets was ud by pedagogues at that stage of music education for implementing the gaming multimedia technologies into the learning process.
Paradoxically, but the examples were relevant for the modern teachers training. Therefore, the master-class in the form of open lessons of invited skilled teachers from the lower stage of education have become the innovative form in the lectures cour in Methods. The video prentations of such specialists clearly demonstrate the learning outcomes with the u of modern technologies. It is logically, that for the student getting acquainted with the technologies, the development of lessons by using multimedia becomes important, which they can defen after approbation in practice as the methodological work at the third stage of
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METHODOLOGY OF THE COMPREHENSIVE TEACHER TRAINING 423
training-state qualification examination.
Innovations in Expanding Teacher Training Format
The updated principle of slant on the questions of teachers training also relates to going above mastering the traditional and classical disciplines. The modern musical and theoretical pedagogy introduced a range of
new innovative disciplines, which are aimed at the comprehensive training of future musicians purpoly
combination of knowledge from different subjects for the more fundamental understanding of a music piece. In
particular, such subject as Theory of music content becomes more popular. The author of this subject is the
professor of the Moscow Conrvatory V. N. Kholopova. This subject having arin in the system of the higher
music education quiet quickly was adopted by teachers of the primary stage of the music education. Its esnce
is to bring together all the knowledge obtained in different disciplines for a holistic analysis in order to
understand a piece of music. As the number of specialists, who know this subject, is very small, our
Conrvatory fills this gap and provides an opportunity for students to practice in this discipline after
previously listening of methodical lectures of the discipline author and hereafter defen the methodology
project on the subject chon within the frameworks of this discipline.
Listening to Music became another innovative subject, which had already arin in the depths of primary music education. This subject has been coined by a teacher of children’s music school N. V. Tsareva with the
aim to teach children to listen, hear, and understand music. As there are not so many specialists who can teach
this subject, the preparation of students to its teaching is provided. The author, who created this discipline, is
invited for the methodological lecture with the video demonstration of lessons as well as for the master class in
the provided group of pupils, where student can e the methodology of subject teaching in real time.
All of the updates can significantly expand the boundaries of the modern teachers training to enhance their capabilities. In its turn, this fact allows the conrvatory to be sure that all of its graduates will be
demanded and, conquently, employed after graduation.
Innovative Forms of Student Practice
One of important factors of the quality change of students’ qualification training is the possibility of multifold participation in the training process. First of all, it is about the activation of cognitive side of the issue.
The format of preliminary preparation for the upcoming practice is now added to the previous forms of lectures
of a specialist in teaching certain subject. It may be related to the student’s own rearches in the field of
pedagogy, arch, and justified choice of modern teaching publications on various subjects. It can be a form of
the project, the methodical elaboration of a particular discipline, its ction, or topic.
The game situations become one of the usual forms of work on the preliminary preparation for the practice in the cour of lectures on methodology. Here, the students are given the task to imagine themlves as a
teacher of a specific subject in a particular class (the role of which performs the rest of the students group).
Next, the student has to project a certain situational scene.
The discussions of the open lessons conducted by the nior students finishing practice and obtaining an estimate for pedagogical practice have become an innovative form of pedagogical professional training. A great
help in organization of such views and discussions is a specially created ba in the Conrvatory for practice
of students, the music school with a ten-year cour of study, which compounds two (primary pre-professional
and condary professional) stages of education. The students, who are starting practice, have an opportunity to All Rights Rerved.
METHODOLOGY OF THE COMPREHENSIVE TEACHER TRAINING
424 compare their impressions from the obrved lesson with the opinion of other students and prenting heads of practical trainings.
Conclusion
The results of the comprehensive multifaceted approach to the issue of future teachers training speak for itlf. Today, graduates of the historical and theoretical faculty join the ranks of teachers, not only of the central affiliated educational institutions: the world-famous Central Music School and the Academic Music College of the Moscow Conrvatory, but also other musical educational institutions in the regions. The specificity of such teachers is their musical polyhistory and multidisciplinary training, skill of the competence approach to any format and the subject of the lesson.
References
Dzhumanova, L. (2015). The comprehensive training as a method for optimizing the musical-theoretical subjects in children
music schools/children schools of arts (pp. 5-7). Materials of the scientific-practical conference “Place and role of theoretical subjects in contemporary art education”, Tomsk.
施慧达的副作用Kholopova, V. N. (2002). Special and non-special musical content . Moscow: Moscow Conrvatory Press.
Moscow State Conrvatory. (2009). How to teach solfeggio in XXI century . Moscow: Classic-XXI.水上清真寺
Tsareva, N. A. (2013). Lessons of Mrs. Melody Textbook of methods. Moscow: Presto.
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