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- contemporary forms of organization of training (creative work, educational games, problem and interactive learning) provide students not only with ready knowledge, but also with the experience of self-finding knowledge through creative activities on the musical synthesizer;
Библиографический список / References
- the use of audio software and hardware complex (EMI), which is a means of learning and the object of study of computer science, creates conditions for a better understanding and effective assimilation of the material in computer science, it allows to take into account the professional needs and interests of students of music schools.
1. Gorbunova I.B. Information Technology in Music and Music Education. The World of Science, Culture, Education. 2017; vol. 63, no. 2: 206 - 210.
2. Gorbunova I.B. Information Technologies in Music, vol. 2: Music Synthesizers: Course Book. Publishing house of the Herzen State Pedagogical University of Russia, St. Petersburg, 2010.
3. Gorbunova I.B. Musical Instruments as Synthesizers of Musical Sound. Society: Philosophy, History, Culture. 2016; 2: 89 - 93.
4. Gorbunova I.B. K.B. Davletova, Electronic Musical Instruments in General Music Education. Theory and Practice of Social Development. 2015; no. 12: p. 411 - 415.
5. Gorbunova I.B. Music Computer: monograph, Publishing house SMIO Press, St. Petersburg, 2007.
6. Gorbunova I.B. Music Computer as a New Tool of the Teacher-musician at the School of the Digital Century. Theory and Practice of Social Development. 2015; 11: 254 - 257.
7. Gorbunova, I.B. Computer Science and Computer Music Technologies in Education. Theory and Practice of Social Development, no. 12, p. 428 - 432, 2015.
8. Gorbunova, I.B., and Davletova K.B., Information Competence of the Teacher-musician of System of Additional Education of Children. Theory and Practice of Social Development. 2015; no. 21: 254 - 258.
9. Gorbunova I.B., and Chibirev, S.V. Computer Modeling of Creative Process in Music. Izvestia: Herzen University Journal of Humanities and Sciences. 2014; no. 168: 84 - 93.
10. Gorbunova, I.B., and Chibirev, S.V. Music Computer Technologies and the Problem of Modeling the Process of Musical Creativity. Regional Informatics "RI-2014". 2014: 293 - 294.
11. Gorbunova I.B. Architectonics of sound: monograph. Publishing house of the Herzen State Pedagogical University of Russia, St. Petersburg, 2014.
12. Gorbunova I.B. Computer Recording Studio as an Instrument of Musical Creativity and the Phenomenon of Musical Culture. Society: Philosophy, History, Culture. 2017; no. 2: 87 - 92.
13. Gorbunova I.B. Information technologies in music, vol. 3: Music computer: course book. Publishing house of the Herzen State Pedagogical University of Russia, St. Petersburg, 2011.
14. Gorbunova, I.B. The Phenomenon of Music Computer Technologies as New Creative Educational Environment. Izvestia: Herzen University Journal of Humanities and Sciences. 2004; no. 4 (9)% 123 - 138.
Статья поступила в редакцию 04.10.18
УДК 378
Gorbunova I.B., Doctor of Sciences (Pedagogy), Professor, Department of Informatization of Education, Chief Researcher of Educational Methodological Laboratory Music Computer Technologies, Herzen State Pedagogical University of Russia (St. Petersburg, Russia), E-mail: gorbunova@herzen.spb.ru
Plotnikov K.Yu., Cand. of Sciences (Pedogogy), teacher, Center of Education, Secondary School № 47 (Irkutsk, Russia), E-mail: zvukimus@mail.ru
THE PLACE OF MUSIC COMPUTER TECHNOLOGIES IN INFORMATICS COURSE FOR SECONDARY SCHOOL. The article raises a topical problem of contemporary process of teaching Informatics at school - search for the best tools and techniques for school's information science in the audio-visual sector. The analysis of relevant instruments (current and near future projects) has been fulfilled. The facts justify the expected positive effect of the use of music computer technologies in teaching informatics in secondary school (as general-education subjects). As an organizational and methodological resource, authors propose an idea of development of electronic textbooks for music by students themselves. Displaying students performing educational projects using various subclasses selected by the authors of music computer technologies (MCT). The authors also give a number of examples of pedagogical experience in the areas of research identified in the article. The authors conclude that teaching computer science with the use of the MCT at secondary school is relevant as an opportunity to find a student's creative response to the process of digitali-zation of culture, secured a high level of educational motivation of students.
Key words: audio-visual information, educational project, electronic textbook, general education at secondary school, informatics in schools, music computer technologies (MCT).
И.Б. Горбунова, д-р пед. наук, проф., гл. науч. сотрудник учебно-методической лаборатории «Музыкально-компьютерные технологии», проф. каф. информатизации образования РГПУ им. А.И. Герцена, г. Санкт-Петербург, E-mail: gorbunova@herzen.spb.ru
К.Ю. Плотников, канд. пед. наук, учитель музыки общеобразовательной школы Центра образования № 47, г. Иркутск, E-mail: gorbunova@herzen.spb.ru
МЕСТО МУЗЫКАЛЬНЫХ КОМПЬЮТЕРНЫХ ТЕХНОЛОГИЙ В КУРСЕ ИНФОРМАТИКИ ДЛЯ СРЕДНЕЙ ШКОЛЫ
В статье поднимается актуальная проблема современного процесса обучения информатике в школе - поиск обоснованных и успешных инструментов и методик для школьной информатики в аудиовизуальном секторе. Анализ соответствующих существующих инструментов (текущих и ближайших будущих проектов). Обоснованы ли факты ожидаемого положительного эффекта от применения музыкально-компьютерных технологий при обучении информатике в общеобразовательной школе (как общеобразовательных дисциплин). В качестве организационно-методического ресурса авторами предложена идея разработки электронных учебников по музыке самими студентами. Отображение учащихся, выполняющих образовательные проекты с использованием различных подклассов, выбранных авторами музыкально-компьютерных технологий (МКТ). Авторы также приводят ряд примеров педагогического опыта в области исследований, указанные в статье. Авторы приходят к выводу: преподавание информатики с использованием МКТ в общеобразовательной школе актуально как возможность найти творческий отклик учащегося на процесс цифровизации культуры, обеспеченный высокий уровень учебной мотивации учащегося и др.
Ключевые слова: аудиовизуальная информация, образовательный проект, электронный учебник, общее образование в средней школе, информатика в школах, музыкально-компьютерные технологии.
The phenomenon, which earlier (2004, I. Gorbunova [1]) was named as music computer technologies (hereinafter - MCT), has become widespread in educational practice, primarily at the level of higher education (in a number of universities in the United States / Stanford University, Harvard University, Berkeley University & oth., England / Centre for Digital Music Queen Mary, University of London & oth., France / Institut de Recherche et Coordination Acoustique/ Musique & oth., Germany / University of Cologne & oth., Austria / University of Vienna & oth., Italy / Universita degli Studi di Milano & oth., Czechia / Academy of Performing Arts in Prague, Russia / Herzen State Pedagogical University of Russia, & oth., etc.), including professional music education (for examples, see [2]).
At the same time, these technologies (MCT) open up significant prospects also for their use in secondary general education, namely, the inclusion of their development in the school course of information Sciences. Such educational prospects are due to the fact that:
a) a modern student has the opportunity to use the hardware and software base of technologies (on the whole - IT, in particular -MCT), placed or installed on a personal smartphone [3];
b) MCT in terms of technology are a phenomenon that is a special case of information and communication technologies (for example, a student using MCT-soft performs operations: file recording, copying and editing-changing individual parameters: volume, duration and others), where the music material is a sphere for the implementation of algorithmic competencies of the user at different levels (on the 1st - subject, on the 2nd - attribute, on the 3rd - logic-algorithmic, on the 4th - creative [4, p. 106]);
c) from the viewpoint of culture theory MCT are a phenomenon of music broad-casting (its content in a ready-made form), and they are a phenomenon that allows the student to realize himself/herself in the audiovisual sphere through various directions of his/her work (singing, playing a musical instrument, dancing, creating illustrations for music & oth.) [5].
A number of studies add to the list of additional weighty arguments for the use of technology (MCT) in the school course of Informatics:
a) children aged 6-12 years show the best results in tests on all core competencies in cases of using integration for music education together with basic subjects of secondary school (mathematics, mother tongue, foreign language, etc.) [6];
b) the music is able to facilitate an individual in his/her socialization and communication in a multicultural community; including, researchers observing in humans:
- increase in the level of his/her empathy towards this culture and its representatives;
- having a pan - cultural emotional understanding of what music conveys with its content through an artistic image [2 7];
- higher social positioning, significant progress in the formation of identity, especially when using a complex that includes visual, auditory, gesture perception [8];
c) the effect of subjective well-being (SWB) is observed much more in those who actively communicate with music (dancing, singing, etc.), unlike those who are not engaged in these activities, al-so-the use of gadgets (for communicating with mu-sic) allows their owners to be not passive listeners, but become active consumers [9].
The need for pedagogical resolution of a very topical problem actually causes the inclusion of skills in mastery of MCT in the course of school Informatics.
This problem lies in the contradiction in which:
a) on the one hand, firstly, with regard to the included learning content, "Audio establishes a new type of learning space: one full of social presence, unconstrained by time or place. It provides an additional space <...>, it can also mediate new types of learning activity, develop and relocate existing activity, and support the review of class activity" [10];
b) here, secondly, with regard to the moment of beginning for the development of these technologies, students (their main part) demonstrate a sufficient level of social identity (this is expressed in the selection of the most typical musical works and pop music performers) precisely to adolescence [11];
c) on the other hand, most parents and teachers (and even youth representatives) are critical of pop culture content (including, and expressing it in a rather radical form, etc.).
It is not possible to eliminate the above (see above - p. 2.2: a-c) contradiction only by providing devices for schoolchildren or only by teaching the student the skills of using this (MCT) material and technical base, because:
- firstly, as the observations show, modern teenagers (and even younger children) often master some MCT tools on their own, but are not able to reflect the algorithm of actions that would give them the opportunity to work with other similar applications (another developer and / or in another OS);
- secondly, studies show that "material conditions do not necessarily correlate with changes in practice and with pedagogical results" [12]).
Tasks for school Informatics in the audiovisual sector
The main tasks for school Informatics in the audiovisual sector, in our opinion - are the Trinity, which includes such components:
a) motivation of the student to work, interesting and necessary, first of all, for himself/herself;
b) technological training of the student, consisting not of the development of individual operations, but of the assimilation of the algorithm of action, which contains the meaning of these operations (for example, on / off the device; switching equipment; performing actions to save information / correction, etc. ) to work with different subclasses of software (MCT-software: "players", "recorders", "editors", "electronic musical instruments", "multimedia-complexes", "music editors", etc.), that will allow to withdraw further and on the level of creativity [13, pp. 69-75];
c) expansion of the cultural horizons of the student, including the acquisition of pedagogical support for them that is considered to be useful critical experience, which is to analyze the artistic value of a particular work of art, in the analysis of its individual constituent elements (video, text comments, sound track) [14, pp. 31-32].
An educational project 'Electronic textbook'
We propose the following idea to solve these (see above -p. 2.3) tasks: an education-al project, in which the student creates separately own elements of an electronic text-book (electronic pages; musical examples, selected by his/her own choice; illustrations created by his work, etc.), implementing separate stages of development and multimedia and hypermedia technology (choice of theme and method of implementation; design of object / resource; implementation of the object / resource; representation of the work performed; use of object / resource for learning.
One of the experiments on the introduction of teaching using the MCT in the course of school Informatics was carried out by the authors of the article in 2010-2017 in secondary schools of Irkutsk and St. Petersburg. The pedagogical experiment directly involved students in the Parallels of 5-8 forms (1143 people / students)
The success of the proposed training option (using the MCT) was monitored by the following criteria:
a) MCT-product (works, made using MCT and receiving peer-reviewed) [15, pp. 182-187];
b) ICT-competency levels, defined on the basis of the system-atization of the requirements for students' media training (D. Lever-anz - [16, pp. 157-162]);
c) level of motivation for learning (learning motivation; N. Weick-er - [17, p. 341]).
The results of the statistical processing [18] carried out (by the method of determining the sample average, t-student test) for the data obtained during the experiment, con-firmed the effectiveness of the use of MCT in the course of teaching computer science /Informat-ics in secondary school (several special cases exceeding the norm for pedagogical research in t < 0.05, due to organizational shortcomings or problems).
Similar electronic textbook (see p. 2.3):
- on the one hand, is able to represent in the audio-visual sector which is not the only educational area, but different areas: "Art: Music", "World Art Culture", "Literature and Language" (native or foreign), "History", actually "Informatics" & oth. [19];
- on the other hand, as a product of the activities carried out by a particular student, provides an opportunity to monitor the activities of the educational process [20, pp. 189-191].
Possible distribution for the participation of teachers who accompany the student in the implementation of the educational project:
- the teacher of a particular subject takes a fundamental decision on participation in such a project (the choice of the implementation of the technological part of the training, which determines the choice of the motivation vector - see p. 2.3: a); he/she also organizes, advises, monitors the process of selection of the actual material by the student (see p. 2.3: c);
- Informatics teacher - or as the only (for cases of realization of the project in the educational area "Computer Science") is the organizer of technology (see p. 2.3: b) training, or as the main consultant for teachers and other educational fields (for events not on the school subject "Informatics", but, for example, in music, in literature, on some others) in matters of technological learning.
As a result, we can recognize the teaching of computer science using the MCT (for example, by creating elements of an electronic textbook) at secondary school:
a) relevant, on the one hand, as a reflection of the vector on the informatization of education and on the informatization of other spheres of our contemporary life; on the other hand, as an opportunity to find a student's creative response to the process of digitalization of culture;
Библиографический список / References
b) secured, on the one hand, a high level of educational motivation of the student (Hawthorne effect does not have enough weight, because it is much inferior to the motives of self-realization); on the other hand, the hardware and software base (for example, a personal smartphone), available to him;
c) effective, on the one hand, in relation to the ICT-competences formed in schoolchildren; on the other hand, as one of the ways of creative self-realization of a teenager.
1. Gorbunova I.B. The Phenomenon of Music Computer Technologies as a New Educational Creative Environment. Proceedings of the Russian Herzen State Pedagogical University. 2004; 4 (9): 123 - 138.
2. Gorbunova I.B. Music Computer Technologies in the Training of Modern Teacher-musician. Problems of Music Science. 2014; 3 (16): 5 - 10.
3. Gorbunova I.B. Plotnikov K.Yu. Mastering of Computer Music Technologies by Teenag-ers on the Basis of Smartphone Applications (in the Context of Cultural and Educational Environment Formation). Theory and Practice of Social Development. 2015; 20: 272 - 275.
4. Udovenko L.N. Levels of Formation of Schoolchildren's Algorithmic Competences. Yaro-slavl pedagogical Bulletin. 2013; Vol. 2, No. 1: 103 - 107.
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17. Schubert S. Didaktik der Informatik in Theorie und Praxis: GI-Fachtagung "Informatik und Schule - INFOS 2007"; 19 - 21. September 2007 an der Universität Siegen. "Gesellschaft für Informatik", Bonn, 2007.
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Статья поступила в редакцию 04.10.18
УДК 378
Spiridonov O.A., teacher, Yakutsk Pedagogical College n.a. S.F. Gogolev, postgraduate, Herzen State Pedagogical University
of Russia (St. Petersburg, Russia), E-mail: olspi@inbox.ru
IMPROVING THE SYSTEM OF PROFESSIONAL TRAINING OF MUSIC TEACHERS IN THE PEDAGOGICAL COLLEGE. The
Ministry of Education and the Ministry of Culture and Spirituality of the Republic of Sakha - organizers of a project "Music for All" -identified a problem: to help all children learn one classical musical instrument by the end of school. For this purpose, the ministries signed an agreement on joint work to promote the project "Music for All", developed and prepared by scientists, musicians and teachers of Russia. Since 2015 the Music Department of the Yakut Pedagogical College is a coordinator of the project "Music for all" on the methodological support of the program appointed. The article deals with the key methodological aspects of music teacher training in the system of secondary vocational education for the implementation of educational activities in the context of the project; the basic methodological principles of methodological support for the various stages of the project, developed by the author and aimed at consolidating the efforts of music teachers of Yakutia.
Key words: music teacher, "Music for All" project, music education.
О.А. Спиридонов, преподаватель ГБПОУ РС(Я) «Якутский педагогический колледж им. С.Ф. Гоголева»,
аспирант РГПУ им. А.И. Гзрцена, г. Санкт-Петербург, E-mail: olspi@inbox.ru
СОВЕРШЕНСТВОВАНИЕ СИСТЕМЫ ПРОФЕССИОНАЛЬНОЙ ПОДГОТОВКИ УЧИТЕЛЯ МУЗЫКИ В ПЕДАГОГИЧЕСКОМ КОЛЛЕДЖЕ
Министерство образования и Министерство культуры и духовности республики Саха - организаторы проекта «Музыка для всех» - обозначили проблему: помочь всем детям освоить один классический музыкальный инструмент к окончанию школы. Для этой цели между министерствами подписано соглашение о совместной работе по продвижению проекта «Музыка для всех», разработанному и подготовленному учеными, музыкантами, преподавателями и педагогами-практиками нашей страны. С 2015 г. координатором проекта «Музыка для всех» по методическому сопровождению программы назначено Музыкальное отделение Якутского педагогического колледжа. В статье рассмотрены ключевые методологические аспекты подготовки учителя музыки в системе среднего профессионального образования к осуществлению образовательной деятельности в условиях реализации проекта; раскрыты основные методологические принципы создания методического сопровождения для различных этапов реализации проекта «Музыка для всех», разработанные автором и направленные на консолидацию усилий учителей музыки Якутии.
Ключевые слова: учитель музыки, проект «Музыка для всех», музыкальное образование, музыкальная педагогика.
