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2. Solovcov N.E. Ot vnimatel'nogo otnosheniya k lejtenantam zavisit buduschee raketnyh vojsk. Available at: http://www.vpknews.ru/printasp?pr_sign=archive.2006.157.artides. names_01
Статья поступила в редакцию 02.02.19
УДК 378
Gorbunova I.B., Doct. of Sciences (Pedagogy), Professor, Head of Educational and Methodical Laboratory "Music Computer Technologies", Herzen State Pedagogical University of Russia (St. Petersburg, Russia), E-mail: gorbunovaib@herzen.spb.ru
Tovpich I.O., Headmistress of School No. 8 with Profound Study of Music Series 8 'Music', Frunze District (St. Petersburg, Russia), E-mail: tov_ru@mail.ru Yakimchuk O.S., Cand. of Sciences (Pedagogy), senior lecturer, Herzen State Pedagogical University of Russia (St. Petersburg, Russia), E-mail: micho03@rambler.ru
THE WAY OF INTEGRATION OF INFORMATION, LINGUISTIC AND ARTISTIC MILIEUX OF EDUCATION IN THE SYSTEM OF GENERAL EDUCATION WITH
THE USE OF MUSIC COMPUTER TECHNOLOGIES. The article highlights the pedagogical experience of the process of integration of information, linguistic and artistic means of education in the system of general education on the example of secondary school with in-depth study of subjects of the musical cycle and English; the process of implementation of integration of information and artistic means of education in the system of general education with the use of contemporary music computer technologies as one of the tools in the formation of information educational environment of the school aimed at achieving new educational results by all participants of the educational process is illustrated; metatechnology of formation of values of through (continuous) education by means of modern creative digital educational environment is presented.
Key words: music computer technologies, linguistic, software, information technology, general education, information educational environment, interactive educational technologies.
И.Б. Горбунова, д-р пед. наук, проф., главный научный сотрудник УМЛ «Музыкально-компьютерные технологии» РГПУ им. А.И. Герцена, г. Санкт-Петербург, E-mail: gorbunovaib@herzen.spb.ru
И.О. Товпич, директор школы №. 8 с углубленным изучением музыкальных дисциплин «Музыка», Фрунзенский район, г. Санкт-Петербург, E-mail: tov_ru@mail.ru
О.С. Якимчук, канд. пед. наук, доц., Российский государственный педагогический университет им. А.И. Герцена, г. Санкт-Петербург, E-mail: micho03@rambler.ru
ПУТИ ИНТЕГРАЦИИ ИНФОРМАТИКИ, ЛИНГВИСТИКИ И ДИСЦИПЛИН ХУДОЖЕСТВЕННОГО ЦИКЛА В СИСТЕМЕ ОБЩЕГО ОБРАЗОВАНИЯ С ИСПОЛЬЗОВАНИЕМ МУЗЫКАЛЬНЫХ КОМПЬЮТЕРНЫХ ТЕХНОЛОГИЙ
В статье освещается педагогический опыт процесса интеграции информационных, лингвистических и художественных средств обучения в системе общего образования на примере средней общеобразовательной школы с углубленным изучением предметов музыкального цикла и английского языка; проиллюстрирован процесс реализации интеграции информационно-художественных средств образования в системе общего образования с использованием современных музыкальных компьютерных технологий как одного из инструментов формирования информационной образовательной среды школы, направленной на достижение новых образовательных результатов всеми участниками образовательного процесса; представлена метатехнология формирования ценностей сквозного (непрерывного) образования средствами современной творческой цифровой образовательной среды.
Ключевые слова: музыкальные компьютерные технологии, лингвистика, программное обеспечение, информационные технологии, общее образование, информационно-образовательная среда, интерактивные образовательные технологии.
Training of educated and intellectually developed generation as the most important condition for sustainable development and modernization of the society is a priority task of contemporary education, the question of methodological and methodological support of this process naturally arises. For example, the popularization of scientific knowledge and ideas in the scientific and entertainment museum centers, giving an opportunity to participate in experiments, experiments and other cognitive activities, have become one of the trends of the contemporary museum-pedagogical process, and the creation of large-scale children's technology parks, allowing children to conduct independent research activities, created the preconditions for the introduction of a new standard of additional education in large cities and regions.
However, the school remains the place where the child spends most of the school day and receives additional education. In some cases, this hinders the possibility of development due to the weak technological equipment and (or) the lack of appropriate methodological developments, visual tutorial, maquettes, models and other materials that expand the information educational space. As a result, school education is in dire need of opportunities to conduct both scientific and educational, and project activities at a level close to such centers, but, if possible, on their own and without attracting large-scale funding.
With the advent and mass availability of additive technologies, the Internet and free software, it becomes possible to create a digital educational environment that integrates knowledge, methodological and other developments in this area. They are created in an easily replicated format that allows each educational institution, each
child or adult to take advantage of the ready development of didactic educational or other developmental materials based on additive technologies, as well as to offer their own development created in a high-tech digital educational environment. The idea of such developments is not new and was present in the Russian scientific and technical periodicals in the form of "do it for school" sections, working as an excellent motivational tool for future researchers.
Development of additive technologies and licensing is Open Source spawned similar projects in the foreign language segments of the Internet (for example, www. thingiverse.com, myminifactory.com), but they are focused not only on educational objectives, and community people dedicated to the additive technologies, and as a result do not have the methodological developments in the use of the proposed projects there in training activities. The proposed project integrates specific pedagogical experience and contributes to the creation of a high-tech creative educational environment that allows teachers and pupils to share not only technical developments, but also ways to use them in educational institutions.
The introduction of a new effective model of synthesis of general and additional education of children by one educational institution, available for replication in various educational institutions and provides a joint effort of teaching staff, parents and pupils to form a system of accelerated development of children's technical and creative abilities (often - in their relationship) allows training future engineers, scientists, representatives of creative professions. Pupils' motivation to receive high-tech and engineering professions is a possibility to develop creative abilities and realize the
values of continuous education. The active inclusion in this process of music computer technologies (MCT), digital arts and the possibilities of modern digital creative educational environment will also allow forming a new type of specialists capable of active creative activity within the conditions of functioning of network infrastructure and digital technologies [1; 2; 3].
Among the main objectives of our project, which allows implementing of the synthesis of general and additional education of pupils in one educational institution, we highlight the following:
1) to teach the pupil to identify and obtain the necessary information (development metatechnology-learning) in modern digital educational environment;
2) to teach the skills of self-motivation, self-regulation and self-understanding (practical development of psychotechnologies-application of "instructions to the human body");
3) to teach an effective communication (teamwork) and effective problem solving (metatechnological art - technology of inventive problem solving, in Russian "TRIZ").
Pupils' skills:
• self-motivation,
• ability to learn (self-learning),
• self-regulation,
• self-understanding,
• inventiveness,
• ability to work in a team.
Digital educational space "MAKE-4-SCHOOL" is:
- environment for accelerated development of technical and creative abilities of children;
- space for creative and methodical interaction;
- stimulus for the formation of inventive thinking;
- advanced technologies of development of the child's personal orientations;
- a new educational format for children in the field of engineering, based on the integration model of the dissemination of technological knowledge, creative design and team activities.
The project consists of two complementary parts, involving joint the development for over several years and the translation of experience to other educational organizations.
Part one. Innovative laboratory
The forces of pupils of School no. 8 "Music" in the framework of extracurricular activities have already assembled a 3D printer project Prusa3, repeatedly upgraded and is they are working on at the creation of large-format 3D printer of their own design based on printed parts using the concept of RepRap. The devices are abundantly used in the course of"Music Computer Technologies" for prototyping musical instruments of original designs, wind instruments mouthpieces and other elements used in the educational process. One or even two 3D printing devices for the development of 3D models on the scale of the planned projects is not enough. Currently, free software OpenScad and Blender are being used for their implementation, which works well on low-power computers, but it hinders the development of pupils' engineering and design skills; educational versions of professional software, the corresponding hardware and additional software are installed.
Pari two. Methodical website development MAKE-4-SCHOOL.RU
A digital educational environment is being created and it describes the activities of the innovation laboratory and methodological developments that arise both in the process of pupils' joint work and in the framework of free exchange on the Internet, the implementation of joint projects with foreign partners and the methodological segment that allows broadcasting the experience of successful projects not only of School no. 8 "Music", but also of other participants in the educational process.
Библиографический список / References
For example, it is proposed to implement a pedagogically new approach to teaching children musical literacy, focused on the modern child, brought up largely under the influence of computer logics and aesthetics. In particular, the inclusion of MIDI-keyboard in music lessons in secondary school allows you to provide maximum opportunities for each pupil's creative activity, regardless of his musical abilities [4; 5; 6; 7; 8]. The difference is that the study of computer science in a school with in-depth study of musical disciplines can be built on materials related to music. Thus, in practice, we implement meta-methodical technology (meta-methodical approach) and inter-subject integration: musical computer (MC) creates the necessary framework for effective music lessons using MC [9; 10] as a learning tool at the lesson.
Active inclusion of MCT in the educational process allows achieving the following learning goals:
- obtaining new sustainable educational results taking into account the specifics of the changing society and its modern needs;
- creation of an integrated digital learning environment;
- formation of pupils' activity research approach to understanding of knowledge;
- mastering the ability to use computer technology as a practical tool for working with the use of MCT;
- formation of pupils' ability of independent formulation and finding a solution to creative problems, critical attitude to existing information and intellectual involvement in the desired problem;
- education of pupils with active position to knowledge.
The use of MCT in the activities of a contemporary teacher-musician involves the following tasks:
- to include in the system of schoolchildren's music education modern technologies of sound reproduction;
- to significantly expand the set of information and illustrative materials available for pupils and teachers in the classroom and outside the classroom [11; 12];
- to improve the quality of the material presentation and make it more interesting and attractive to pupils compared with traditional textbooks;
- to support the creative and research work of pupils and teachers, etc.
Computer musical creativity is a means of formation of information competence
of both the pupil and the contemporary teacher-musician [13; 14; 15].
In addition to solving these priorities, the use of MCT and electronic musical instruments allows the application of computer services that greatly facilitate the work of the teacher and the pupil: a quick search for information, the preservation of intermediate results and its results, automatic verification of test tasks, etc. Based on the best examples of classical music, with the help of a set of programs developed by us, the introduction of MCT into the educational process corresponds to the contemporary level of education [16; 17].
The article presents the experience of implementation of the integration process of information, linguistic and artistic means of education in the system of general education on the example of secondary school with in-depth study of music cycle and English allows you to create a model of synthesis of children's general and additional education by one educational institution, available for replication in various educational institutions.
The process of integration of information and artistic means of education in the system of general education with the use of contemporary music computer technologies as one of the tools in the formation of high-tech educational creative environment of the school, aimed at achieving new educational results by all participants of the educational process is illustrated.
Metatechnology of the formation of values through (continuous) education using the tools of digital creative educational environment (media) is set out.
1. Gorbunova I.B. Computer Science and Computer Music Technologies in Education. Theory and Practice of Social Development. 2015; 12: 428 - 432.
2. Gorbunova I.B. Information Technology in Music and Music Education. The World of Science, Culture, Education. 2017; 2 (63): 206 - 210.
3. Gorbunova I.B. Music Computer: Modeling the Process of Musical Creativity. The World of Science, Culture, Education. 2017; 4 (65): 145 - 148.
4. Gorbunova I.B. Music Computer Technologies and Digital Humanities. In Prof. Dr. I.B. Gorbunova (Ed.), Contemporary Musical Education - 2015. Proceedings of the annual 14th International Research and Practical Conferenc. St. Petersburg, Russia. 2015: 29 - 34.
5. Gorbunova I.B. Musical-Computer Technology: the Laboratory. Mediamusic. 2012; 1. Available at: http://mediamusic-journal.com/Issues/1_5.html
6. Gorbunova I.B. New Tool for a Musician. In Prof. Dr. B. Topcuoglu, Prof. Dr. M. Plaisent, Dr. Thaweesak Yingthawornsuk (Ed). 15th Int'l Conference on Education, Economics, Humanities and Interdisciplinary Studies. EEHIS-18 International Conference Proceedings. 2018: 107 - 113. Paris, France. Available at: https://doi.org/10.17758/URUAE2. AE06184024
7. Gorbunova I.B. Electronic Musical Instruments: to the Problem of Formation of Performance Mastery. In Prof. Dr. Rahim Ahmadi, Prof. Kazuaki Maeda, Prof. Dr. M. Plaisent (Ed.). 16th International Conference on Literature, Languages, Humanities & Social Sciences (LLHSS-18). Int'l Conference Proceedings. Budapest, Hungary. 2018: 23 - 29. Available at: https://doi.org/10.17758/ URUAE4.UH10184023
8. Gorbunova I.B., & Chibirev S.V. Music Computer Technologies and the Problem of Modeling the Process of Musical Creativity. Regional Informatics "RI-2014", Proceedings of the XIV St. Petersburg International Conference. St. Petersburg, Russia. 2014: 293 - 295.
9. Gorbunova I.B. & Davletova K.B. Studying Electronic Musical Instruments: Main Content of the Musical Informatics Training Course for Children. In (Ed.), International Conference on Education and Social Science (ICESS-2018). ISERD International Conference Proceedings. London, United Kingdom. 2018: 24 - 27.
10. Gorbunova I. & Govorova A. Music Computer Technologies in Informatics and Music Studies at Schools for Children with Deep Visual Impairments: From the Experience. In: Pozdniakov S., Dagiene V. (eds) Informatics in Schools. Fundamentals of Computer Science and Software Engineering. ISSEP 2018. Lecture Notes in Computer Science, vol. 11169. Springer, Cham. Available at: https://doi.org/10.1007/978-3-030-02750-6_29
11. Gorbunova I.B., Hiner E. Music Education Today: Music Computer Technology System for Learning Music Soft Way to Mozart. The World of Science, Culture, Education. 2018; 5 (72): 336 - 341.
12. Gorbunova I.B. & Zalivadny M.S. The Integrative Model for the Semantic Space of Music: Perspectives of Unifying Musicology and Musical Education. Music Scholarship. 2018; 3: 55 - 64. Available at: http://dx.doi.org/10.17674/1997-0854.2018A055-064
13. Gorbunova I.B., Zalivadny M.S. & Tovpich I.O. Mathematical Methods of Research in Musicology: an Attempt of Analyzing a Material from Contemporary Historical Heritage (Reflections on Xenakis' Book MUSIQUES FORMELLES). In Prof. Dr. B. Topcuoglu, Prof. Dr. M. Plaisent, Dr. Thaweesak Yingthawornsuk (Ed). 15th Int'l Conference on Education, Economics, Humanities and Interdisciplinary Studies. EEHIS-18 International Conference Proceedings. Paris, France. 2018: 97 - 102. Available at: https://doi.org/10.17758/ URUAE2.AE06184022
14. Gorbunova I.B. & Plotnikov K.Yu. The Position of Music Computer Technologies in Informatics Course for Secondary School. International Conference on Multidisciplinary Research & Practice (ICMRP). Proceedings of the ICMRP International Conference. Oxford, United Kingdom. 2018: 1 - 4.
15. Gorbunova I.B. & Voronov A.M. Music Computer Technologies in Computer Science and Music Studies at Schools for Children with Deep Visual Impairment. In Prof. Dr. Rahim Ahmadi, Prof. Kazuaki Maeda, Prof. Dr. M. Plaisent (Ed.), 16th International Conference on Literature, Languages, Humanities & Social Sciences (LLHSS-18). Int'l Conference Proceedings. Budapest, Hungary. 2018: 15 - 19. Available at: https://doi.org/10.17758/ URUAE4.UH10184021
16. Gorbunova I.B. & Hiner H. Interactive Network Technologies Music Learning: the Program 'Soft Way to Mozart'. Bulletin of Orel State University. Series: New Humanitarian Studies. 2014; 4 (39): 104 - 109.
17. Gorbunova I.B. & Hinner H. Music Computer Technologies and Interactive Network Systems of Learning Music. International Conference on Psychology, Language and Teaching. (ICPLT). Proceedings of the IIER International Conference. Oxford, United Kingdom. 2018: 16 - 21.
Статья поступила в редакцию 31.01.19
УДК 378
Gorbunova I.B., Doct. of Sciences (Pedagogy), Professor, Head of Educational and Methodical Laboratory "Music Computer Technologies",
Herzen State Pedagogical University of Russia (St. Petersburg, Russia), E-mail: gorbunovaib@herzen.spb.ru
Hellene Hiner, musicologist, Music Vision International LLC (Houston, USA), E-mail: admin@softmozart.com
MUSICAL COMPUTER TECHNOLOGIES: MUSICAL EDUCATION IN DIGITAL AGE SCHOOL. The number, the letter, the music note - this is the very foundation of the world of words, numbers and sounds.The development of music computer technologies in the late 20th - early 21st century has significantly expanded the ways to look at the music note as a unity of a pitch, a symbol and duration of both in real time. Uniting these elements and empowering the beginners with the essential opportunity to become musically literate, we form in them complete, creative minds. By seeing and perceiving the harmony and interrelations of all the elements of music, we give music notation a new meaning and new mission. The global applicability of the music computer technologies (MCT) provides new, in fact, limitless possibilities of self-realization, stimulates the rapid development of intelligence, raising training to a new level. Compatibility with traditional musical technology creates conditions for the continuity of musical eras and styles, their interpenetration and synthesis, reinforcing the interest in musical culture in general. The authors of the article analyze the problems concerning the current significance of contemporary musical notation, and, in particular, the ones being formed by the development of high-tech information environment, as well as the ways to solve some problems of learning music on the basis of computer technologies using the 'Soft Way to Mozart' system.
Key words: interactive network systems, keyboard electronic synthesizer, music computer technologies, musical education, music note, Grand Staff as a system.
И.Б. Горбунова, д-р пед. наук, проф., главный научный сотрудник УМЛ «Музыкально-компьютерные технологии» РГПУ им. А.И. Герцена,
г. Санкт-Петербург, E-mail: gorbunovaib@herzen.spb.ru
Е. Хайнер, музыковед, директор LLC «Vision International», Хьюстон, США, E-mail: admin@softmozart.com
МУЗЫКАЛЬНЫЕ КОМПЬЮТЕРНЫЕ ТЕХНОЛОГИИ: МУЗЫКАЛЬНОЕ ОБРАЗОВАНИЕ В ШКОЛЕ ЦИФРОВОГО ВЕКА
Числа, буквы, ноты - это основа мира слов, цифр и звуков. Развитие музыкально-компьютерных технологий в конце ХХ - начале XXI века значительно расширило возможности взгляда на музыкальную ноту как на единство тона, символа и длительности в реальном времени. Объединяя эти элементы и наделяя начинающих учеников возможностью стать музыкально грамотными, мы формируем в них творческие способности. Видя и воспринимая гармонию и взаимосвязи всех элементов музыки, мы придаем нотной записи новый смысл и новую миссию. Глобальное применение музыкально-компьютерных технологий (МКТ) открывает новые, по сути, безграничные возможности самореализации, стимулирует стремительное развитие интеллекта, поднимая обучение на новый уровень. Совместимость с традиционными музыкальными технологиями создает условия для преемственности музыкальных эпох и стилей, их взаимопроникновения и синтеза, укрепляя интерес к музыкальной культуре в целом. В статье анализируются проблемы, связанные с современной системой нотной записи, которая обусловлена функционированием высокотехнологичной информационной образовательной среды и использованием системы «Soft Way to Mozart».
Ключевые слова: интерактивные сетевые технологии, клавишный электронный синтезатор, музыкально-компьютерные технологии, музыкальное образование, музыкальная нота, нотный стан как система
What are music computer technologies (MCT) [1; 2; 3; 4] from the educational point of view? They are an interactive way to communicate with a program or with a person by a code. Computer technologies today are a very powerful educational resource. Not long ago, it took a lot of labor to find any research about any piece of literature. Now such information can be retrieved with the click of a mouse. With the help of the Internet, we can easily exchange our ideas with people from any country and any part of our planet. Knowledge and skills begin to spread instantly - and this is outstanding. Today we can use all the potential of digital tools in music education as well; we can use more interactive learning, graphics, and audio capability for the creation, development and mastery of music skills that we can apply to our academic practice every day. Therefore, one of the main tasks of musicology today is to understand the functions of music both as an art and as a written language at a new level, to understand contemporary culture and cultural processes, and the influence of information technology on the formation of a creative personality capable of consciously perceiving various musical phenomena directly, analytically and structurally.
Bach, Mozart, Beethoven or Schubert had no the opportunity to play on a "real" piano. But that did not stop them from becoming great composers. Classical musical education was formed on 5-octave clavichords and harpsichords not the 88-key piano we're familiar with. In fact, many original instruments were much simpler, with a smaller number of octaves and significantly less impressive performance value than contemporary synthesizers [5; 6].
Musical hearing is an ability to distinguish sounds according to their pitch. Absolute pitch/musical hearing is the ability to identify the absolute pitch of every sound. It
is more true to say that aging acoustic instruments may damage the musical hearing of beginners (no such problem occurs with the use of digital keyboards). Each sound has its own pitch that depends on the frequency of sound waves. Musical hearing is damaged by listening to sounds that are off key, as they often are in older pianos. Keyboards from well-known brands will create sounds that are indistinguishable from the sound of an acoustic piano. These instruments are made in a way that allows guaranteed precision of the sound at all times. The condition of an acoustical instruments deteriorates with time: their core breaks down, and tuning pins, to which the strings are attached, gradually get loose and the instrument gets out of tune.
In 1984, 500 experts (musicians, sound directors, engineers and "just" listeners) evaluated the sound of a real piano by Steinway and an electronic piano by Kurzweil; the 500 experts were not able to distinguish the sound of the electronic piano from the acoustic one. https://en.wikipedia.org/wiki/Ray Kurzweil
Digital pianos are the universal, fundamental, and most accessible multi-octave instrument for learning the music literacy. The keys' layout presents an obvious representation of the Grand Staff, making it much easier for a beginner to understand music grammar. Being a melodic and percussive instrument at the same time, the digital instruments is the ideal training device for the development of hearing and rhythm. Playing doesn't require any special physical exertion, like stringed and wind instruments do. While playing, a child can simultaneously sing, developing his voice and mastering proper intonation.
The digital instruments can't be played out of tune; when a key is pressed, a clean, even note is sounded, allowing the hearing to develop without obstacle. While
