ON THE QUESTION OF THE CONTROL AND EVALUATIVE ACTIVITIES IN A COMPETENCE-BASED APPROACH
This article is devoted to the topical problem – the control and evaluative activities in the pedagogy of music education. The features of the structure of competent musicians are considered and the level of complexity of its formation is determined. The completed analysis of the literature on the subject indicates the absence of a unified technology which integrates monitoring and evaluation of results in professional music training. In the process of training the professional musician in secondary vocational education the formation of musical aural competency is the most important task and is carried out primarily on the musical-theoretical disciplines cycle. “Solfeggio” is obligatory subject for all musical specialities. We consider the requirements of the Federal State Educational Standard to the results of the studying of this subject on specialty “Instrumental Performance”. On the example of musical theoretical discipline “Solfeggio” the elements of music and aural competence are defined. The development of monitoring system is carried out, which is the control and measuring tool and an effective way of organizing the educational process.
Keywords: control and evaluation in music education, professional competence, musical-theoretical disciplines, monitoring
References:
1. Permyakov O. E. Razvitiye sistem otsenki kachestva podgotovki spetsialistov: Avtoref. dis. d-ra ped. nauk [The development of evaluation system the quality of training. Abstract of thesis doct. of ped sci.]. Moscow, 2009. 49 p. (in Russian).
2. Sizova E. R. Professional’naya kompetentnost’ spetsialista-muzykanta: struktura, soderzhaniye, metody razvitiya [The professional competence of the expert musician: the structure, content, methods of development]. Vyssheye obrazovaniye segodnya – Higher Education Today, 2007, no 11, pp. 36 – 39 (in Russian).
3. Petrushin V. I. Muzykal’naya psikhologiya: uchebnoye posobiye dlya vuzov. 2-e izdaniye [Music Psychology: Workbook for universities. 2nd edition]. Moscow, Akademicheskiy Proekt Triksta Publ., 2008. 400 p. (in Russian).
4. Kazurova A. S. Problemy gosudarstvennogo obrazovatel’nogo standarta vysshego professional’nogo muzykal’nogo obrazovaniya: opyt i perspektivy [Problems of state educational standard of higher professional music education: experience and prospects]. Moscow, Issledovatel’skiy tsentr problem kachestva podgotovki spetsialistov Publ., 2005. 93 p. (in Russian).
5. Shchapov A. P. Fortepiannyy urok v muzykal’noy shkole i uchilishche [Piano lessons at a music school and college]. Moscow, Izdatel’skiy dom “Klassika-XXI” Publ., 2009. 176 p. (Seriya “Sekrety fortepiannogo masterstva”) (in Russian).
6. Artamonova E. V., Galiakhmetova A. T., Andreeva E. A. Reformirovaniye kontrolya kachestva obrazovatel’nykh rezul’tatov: otechestvennyy opyt [Reforming the quality control of educational results: The native experience]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – TSPU Bulletin, 2014, no. 6 (147), pp. 149–153 (in Russian).
( 391.89 kB ) 
( 385.45 kB )
Issue: 3, 2016
Series of issue: Issue 3
Rubric: PEDAGOGY OF HIGHER SCHOOL
Pages: 48 — 53
Downloads: 839