Seminar “Development of the teacher's creative potential as a condition for successful pedagogical activity. My pedagogical discovery Conditions for teaching improvement
Permanent remote competition with accelerated summing up.
The International Association of Educators invites everyone to take part in scientific events through the distance education portal.
Participation rules:
1. Teachers of educational organizations of all kinds and types can take part in the events.
2. To participate, you must select a topic, register or log in to your PERSONAL OFFICE, enter the participant's data, upload the work and a copy of the registration fee transfer receipt. Each participant can take part in any activities.
3. Works are accepted constantly. The jury evaluates the work within TWO working days. After that, the results can be seen on the "Results" page. Diplomas in electronic form can be downloaded in your personal account immediately after the evaluation of the competitive work. All output documents are issued only in electronic form.
NOTE:
- After participating in the Olympiad, competition or conference, participants, coordinators and teachers will instantly receive a unique award material.
- The authenticity of award materials can be checked on the main page of the site in the "Results" section, which is located at the top of the menu.
- Immediately after participating in the Olympiads, you will be able to see the mistakes made in your personal account.
- Winners of competitions and conferences receive diplomas of I, II, III degree. Works that did not win prizes will receive recommendation certificates from the competition committee.
- Data on the results of participation and contacts of the participant will be available for viewing by university staff in the form of a special rating.
AWARD:
- All participants will receive an electronic Certificate confirming participation in the Olympiad, competition or conference.
- All winners will be awarded with electronic diplomas.
In order to encourage teachers for the results of their creative activity within the framework of scientific and practical events, the criterion for awarding the rights of the President of the International Association of Teachers has been approved:
- teachers who have prepared more than 5 students to participate in the Olympiad in one subject within one participation (in one application) receive letters of thanks.
- encouraged by letters of thanks to teachers who took part in two scientific and practical conferences on different topics.
- teachers who took part in two creative events on different topics are encouraged with letters of thanks.
PARTICIPANT SUPPORT
Member Services is available from 10:00 am to 6:00 pm.
Dear participants! When applying, please indicate the number of the application and disclose the content of your question.
Basic concepts and characteristics of pedagogical creativity
The 20th century is characterized by a change in the type of cultural and historical heritage. In a matter of decades, mankind has made a turn from the type of socio-cultural heritage that has evolved over centuries and millennia, based on the transfer of a set of past samples, systems, knowledge and rules, to a new type of socio-cultural heritage, in which the main thing was not so much the assimilation of old recipes, but preparation for mastering the methods and the content of knowledge and practice, creative understanding and transformation of reality.
Creativity is interpreted as a socio-historical phenomenon that arises and develops in the process of interaction between subject and object on the basis of social practice. From the point of view of philosophy creation- this is the activity of people that transforms the natural and social world in accordance with the goals and needs of man on the basis of the objective laws of activity.
In psychological and pedagogical science, both the psychology of creativity and the pedagogy of creativity are distinguished. Under psychology of creativity is understood as a field of knowledge that studies the creation by a person of a new, original, useful in various fields of activity. The focus of attention of psychologists is questions about the structure of creativity, the ways leading to the discovery of something new, about the cognitive role of intuition, imagination, foresight, goal-setting, and creative activity.
Pedagogy of creativity- the science of creating innovative theories, systems, technologies of the educational process. A distinctive feature of the pedagogy of creativity is humanity and humanism, aimed at the implementation and self-realization of the creative "I"-concept of the teacher and pupil.
The purpose of creativity pedagogy- the formation of a creative personality, which is characterized by a stable, high focus on creativity. A creative person is characterized by a creative style in one or more activities, the presence of abilities, motives, knowledge and skills, thanks to which a product is created that is novel, original, unique. The study of these personality traits revealed the important role of imagination, intuition and improvisation - the unconscious components of mental activity, as well as the need of the individual for self-actualization, for revealing and expanding their creative capabilities. The most important role in the formation of such a personality belongs to teachers.
In modern conditions, a creative teacher is a researcher with the following personal qualities: scientific psychological and pedagogical thinking, a high level of pedagogical skill, a certain research courage, developed pedagogical intuition, critical analysis, the need for professional self-education and the reasonable use of advanced pedagogical experience. All these qualities characterize the readiness of the teacher to organize professional creative activity.
The researcher of the problem of creativity N.M. Shakirova under the teacher's readiness to organize creative activity understands the formation of the corresponding qualities and personality traits in him, namely:
- awareness of oneself as a creative individuality, the presence of creative activity, independence;
- the need for creative interaction with students;
- availability of knowledge, skills, experience in organizing the process of cognition, labor, communication as a creative activity.
It is also assumed that the teacher-educator has a set of creative abilities and research skills, among which organizational skills, initiative, activity, perseverance, attention and observation, the art of thinking outside the box, a rich imagination, a research approach to the analysis of educational situations and creative solutions occupy an important place. pedagogical tasks, independence of judgments and conclusions, emotional and volitional qualities.
The development of the individual in the personality is directly proportional to the perfection of the creator in it. Creative individuality is considered as the highest characteristic of professional creativity. It includes intellectual and creative initiative, intellectual abilities, breadth and depth of knowledge, sensitivity to contradictions, a tendency to creative doubt (“doubt everything”), the ability to experience an internal creative struggle, information hunger, a sense of novelty, unusual in a problem, professionalism, thirst knowledge.
The creative individuality of the teacher's personality is carried out in the enrichment of human culture, in the improvement of the world around, the transformation of the psychological and pedagogical process and personality, in finding new technologies and original technological processes, the implementation of emotional culture, empathy and identification, in the development of the subconscious or unconscious structure of the personality, pedagogical intuition and imagination, in self-development based on self-determination, freedom, in self-expression of the individual, in the formation of creativity and individual style of professional activity.
The professional creativity of the teacher covers all aspects of his activity, the development of a strategy and tactics of teaching work aimed at solving the problems of the versatile and harmonious development of the personality of students, including the preparation of various forms of the educational process.
Pedagogical creativity- this is an activity that is distinguished by qualitatively new approaches to the organization of the educational process in an educational institution and forms a highly erudite, from the point of view of modern science, creatively thinking person. The main features of pedagogical creativity, as well as creativity in general, are:
- the creation of a new or significant improvement of the known;
- originality, uniqueness of the product of activity, its results;
- the relationship of creativity and self-creation, self-creation, that is, a creative person is constantly working both on himself and on creating something new.
IN AND. Andreev singled out various types of creative abilities and, on their basis, the characteristics of a creative type personality. According to his typology, the profession of a teacher belongs to the block of professions "artist" along with the professions of a sculptor, writer, musician. Thus, in the profession of a teacher, the aspect of one's own creativity, creative understanding of the surrounding reality is emphasized. Pedagogical activity is a fusion of science and art, and both of these components always involve creativity.
Many teachers paid attention to the fact that the creative, research nature is inherent in pedagogical activity: Ya.A. Comenius, I.G. Pestalozzi, A. Diesterweg, K.D. Ushinsky, P.P. Blonsky, S.T. Shatsky, A.S. Makarenko, V.A. Sukhomlinsky. The relevance of the teacher's ability to make prompt, flexible decisions in a multivariate pedagogical process is emphasized by a number of modern teachers and psychologists: B.S. Gershunsky, V.I. Zagvyazinsky, V.A. Kan-Kalikom, V.V. Kraevsky, V.A. Slastenin and others.
P.P. Blonsky in his work “The Tasks and Methods of the New Folk School” wrote: “The school should have as much room as possible for the personal creativity of the teacher: a precisely regulated program, a textbook and a question-answer form of teaching depersonalize the teacher. Let us turn the lessons into a joint life of the teacher with the children… let our new school of thought, humanity and poetry for the child be a school of full human life and lively cultural creativity for the teacher as well.”
P.F. wrote about the creative nature of pedagogical activity. Kapterev: “... the activity of a teacher is a complex activity, it has elements of both purely scientific, objective, and purely personal, creative elements of pedagogical art and talent. The basis of the teacher's activity is scientific knowledge - science in general, its special subject, related to it, its methodology, children. The wider and more thorough the teacher's knowledge, the more fruitful his activity will be. But on this objective basis, the teacher must be an artist: he must rework the method, make it his property and tool, and be able to modify it endlessly, adapting it to different children, with different training and unique natural properties. Therefore, a truly good teacher cannot be a slave to either programs or methods, he must always remain a free and independent worker.
A similar judgment was expressed about the role of creativity in the activities of the teacher A.S. Makarenko: “The system of means itself can never be a dead and frozen norm, it always changes and develops, if only because the child grows too, enters new stages of social and personal development, our country also grows and changes.”
Creativity always means the emergence of something new. As a result of creativity arise: discovery, invention and creation. Opening - comprehension of something new that exists objectively. Invention- a qualitative transformation of the existing so that something new arises that can be effectively used in practice. Creation - activity in which, through creative efforts and labor, existence is given to something, something is called to life.
The characteristic of pedagogical activity can be attributed to the emergence of discoveries, but this is rarely observed in the field of education. Invention is a more frequent occurrence in pedagogical creativity, although it can rarely be assessed as a completely new formation. To characterize the creative nature of pedagogical activity, the concept of “creation” is most adequately applicable. The teacher-educator, through truly creative efforts and labor, brings to life the potential abilities of the student, pupil, creates conditions for the development and improvement of a unique personality.
Let us give an example of a creative non-standard approach of a teacher to solving emerging problems from the experience of the Honored Teacher of the Russian Federation N.M. Khomutovskaya. Stas Ch., the son of a primary school teacher, studied in the 5th gymnasium class of school-laboratory No. 1026 in Moscow, where there was a very “strong” group of children. He had difficulty in mathematics. The teacher noticed the disrespectful attitude of classmates, their dismissive remarks towards him. She talked with the boy about his hobbies, learned that in the summer he helped his grandfather work on a combine, and there is even a video of his work. Natalya Mikhailovna decided to show the strengths of Stas's personality to classmates: all the guys in the class watched a video film in the class, and then wrote a miniature essay “Ay, yes, Stas! ..” Immediately after this incident, several guys undertook to help Stas Ch. in mathematics, and after for a while the whole class rejoiced at his first successes.
One more example from the experience of school-laboratory No. 1026. Lessons-journeys to a fairy tale are typical for elementary school. A fragment of a mathematics lesson in the 2nd grade, working according to the system of developmental education by D.B. Elkonin - V.V. Davydov, teachers L.N. Petrova shows the teacher's creative approach to the learning process. The teacher at the beginning of the lesson tells the children: “Today we will not just study, but we will go on a journey through a fairy tale. A fairy tale is magic, and the magic begins. Close your eyes and count to yourself to 10 ... ”In this lesson, Little Red Riding Hood comes to visit the guys - one of the students in the class dressed up with her. Little Red Riding Hood says to the children: “I'm going to my grandmother, I'm bringing a pie and a pot of butter. My path is long, that's what it is (she opens the board, on the board there is a “road”, consisting of 29 cells). One cell is my step. How many steps do I need to walk? Children count the cells - 29. Little Red Riding Hood is surprised: “Oh, what is this number? (Pointing to number 9). I can only count up to 6. The teacher invites the children to help Little Red Riding Hood and count in the six-digit system. Then in quaternary, as it turns out that her grandmother can only count up to 4.
The magician comes to the lesson, inviting the children to fill in the magic squares, then - Piglet. Piglet asks the guys to help him: “I'm going to the donkey's birthday party, I'm bringing him balloons. Look (he hangs balloons cut out of paper on the board, on which examples are written), guys, something is written on them, but I don’t know what. The children are actively working in the classroom, imperceptibly assimilating the educational material.
The creative nature of pedagogical activity is also confirmed by the fact that a competently made pedagogical decision in its organization corresponds to all the rules of heuristics that guide the researcher in his activity: 1) analysis of the pedagogical situation (diagnosis) → 2) designing the result in comparison with the initial data (forecast) → 3) analysis of available tools suitable for testing the assumption of achieving the desired result, → 4) design and implementation of the educational process → 5) evaluation and interpretation of the data obtained → 6) formulation of new tasks.
Criteria of pedagogical creativity:
- the presence of deep and comprehensive knowledge and their critical processing and comprehension;
- the ability to translate theoretical and methodological provisions into pedagogical actions;
– ability to self-improvement and self-education;
- development of new methods, forms, techniques and means and their original combination;
- dialectic, variability, variability of the system of activity;
– effective application of existing experience in new conditions;
- the ability to reflectively assess one's own activity and its results;
- the formation of an individual style of professional activity based on the combination and development of standard and individually unique personality traits of a teacher;
- the ability to improvise based on knowledge and intuition;
- the ability to see the "fan of options".
Pedagogical improvisation - this is an action in the course of the pedagogical process, arising in response to an unexpected situation, when consciousness and reproduction coincide in time. Improvisation is possible if the teacher has fundamental knowledge, quick response, developed imagination and intuition, the ability to instantly recreate the decision being made as if everything had been foreseen and prepared in advance. intuition - subtle understanding, penetration into the very essence of something without a detailed logical justification. The ability to intuition is formed on the basis of knowledge, experience, developed reflection and empathy.
IN AND. Zagvyazinsky names the following specific features of pedagogical creativity.
Hard time limit. The teacher makes decisions in situations of immediate response: lessons every day, unforeseen situations every minute, hourly, communication with children constantly. The teacher can compare his plan with its implementation only in episodic, momentary situations, and not with the final result because of its remoteness and focus on the future.
In pedagogical creativity, the stake is only on a positive result. Such methods of testing a hypothesis as proof by contradiction, bringing an idea to the point of absurdity, are contraindicated in the activities of a teacher.
Pedagogical creativity - always co-creation with children and colleagues.
A significant part of pedagogical creativity is carried out on people, in a public setting. This requires the teacher to be able to manage their mental states, promptly evoke creative inspiration in themselves and students.
The subject of pedagogical creativity is specific - the emerging personality; the tool is the personality of the teacher, the process itself is complex, multifactorial, multi-level, based on the mutual creativity of partners; the result is a certain level of development of the personality of the educated person.
N.D. Nikandrov and V.A. Kan-Kalik singled out three areas of teacher's creative activity: methodical creativity, communicative creativity (interaction with children), and creative self-education.
Methodical creativity associated with the ability to comprehend and analyze emerging pedagogical situations, the choice and construction of an adequate methodological model. It includes the construction of content and methods of influence, the adaptation of existing methods and pedagogical systems to the characteristics of the individual and the pupil and the teacher.
Communicative creativity is realized in the construction of pedagogically expedient and effective communication, in interaction with pupils, in the ability to know children, to carry out psychological self-regulation.
Creative self-education involves the awareness of oneself as a specific creative individuality, the definition of one's professional and personal qualities that require further improvement and adjustment. Creative self-education also involves the development of a long-term program of self-improvement in the system of continuous self-education.
« The level of the new in education is determined depending on the degree of changes introduced into the educational process or the education system.
Let us list the levels of innovation in education.
1. Improvement- changing one or more elements of the educational process; adaptation of the known methodology to the new conditions of educational activity.
Example: in the current group learning system, the teacher uses new ways to create groups.
2. Rationalization- establishment of a new rule for the use of well-known pedagogical tools for solving traditional problems.
Example: the head teacher draws up a class schedule in the senior classes in such a way that students have the opportunity to more thoroughly immerse themselves in the subjects being studied while unloading homework (for example, in pairs). In this case, students prepare more thoroughly for 2-3 subjects every day instead of 5-7.
3. Modernization- change of several elements of the current educational system.
Example: changing the structure of general secondary education - instead of 11 years of schooling, 12 years are proposed.
4. Heuristic solution- finding a way to solve known pedagogical problems; creation and use of previously unknown pedagogical forms, methods, means for solving actual pedagogical problems.
Example: - a way of studying the same amount of traditional material in a shorter time.
5. Pedagogical invention- a new tool, technology or a new combination of known pedagogical tools for the implementation of education. A pedagogical invention can be a combination of known means or a completely new approach to teaching.
Example: "immersion" system M.P. Shchetinina.
6. Pedagogical discovery- setting and solving a new pedagogical task, leading to a fundamental renewal of the educational system as a whole or a significant improvement in its constituent element.
Examples: the concept and technology of student-centered education; Waldorf School; TRIZ pedagogy; didactic heuristics; competence approach; distance learning using network resources and technologies”. (Probably, not all the technologies listed in the last paragraph correspond to the formulation of the “pedagogical discovery” given by the author - Note.
Teacher's professional skills, his individual creative searches, findings, achievements, results.
Lapshina E.V. MBOU secondary school №39
primary school teacher
Today, the problem of identifying, developing and supporting gifted children is extremely urgent for Russia. Disclosure and realization of their abilities and talents are important not only for a gifted child as an individual, but also for society as a whole. Gifted, talented children and youth are the potential of any country, allowing it to develop effectively and constructively solve modern economic and social problems. In this regard, work with gifted and highly motivated children is essential.
Children who can be classified as gifted come to elementary school. These children have higher than the majority of intellectual abilities, susceptibility to learning, creativity and manifestations; dominant active, unsaturated cognitive need; experience the joy of acquiring knowledge, mental labor. The school is developing a system of work with gifted children, consisting of both classroom and extracurricular activities.
According to the curriculum of the school for the 2013-2014 academic year, extracurricular activities are conducted in the primary grades. The use of different electives allows to take into account the various needs and abilities of gifted children, where much attention is paid to the development of children's creative abilities. In these classes, children can express themselves, I often use role-playing situations, I pay great attention to the development of plasticity and coordination of movements.
For the search for gifted children, holding school competitions is of great importance. The school has created and constantly replenishes the bank of tasks for Olympiads in various educational areas. In recent years, one can observe an increase in the number of participants and winners of subject Olympiads.
For several years, the giftedness of our students has been identified and evaluated at olympiads, tournaments, conferences, and exhibitions. This year, for the first time, students of my 1st grade took part in the Olympiad. I would like to note that many people took part, regardless of the level of development. To believe in one's own abilities, to create an environment that makes it easier for schoolchildren to discover their own potential, and this, in my opinion, is the work with gifted children.
Primary school age is a period of absorption, accumulation and assimilation of knowledge, which means that the most important problem of our society is the preservation and development of giftedness. Primary school teachers face the main task - to promote the development of each individual. Therefore, it is important to establish the level of abilities and their diversity in our children, but it is equally important to be able to properly develop them. Gifted children clearly show the need for research and search activity - this is one of the conditions that allows students to immerse themselves in the creative learning process and instills in it a thirst for knowledge, a desire for discoveries, active mental work, self-knowledge. In the educational process, the development of a gifted child should be considered as the development of his internal activity potential, the ability to be an author, creator, active creator of his life, be able to set a goal, look for ways to achieve it, be capable of free choice and responsibility for it, make the most of his abilities. That is why the methods and forms of the teacher's work should contribute to the solution of the designated task. For this category of children, the preferred working methods are:
Research;
-partial search;
-problem;
-projective;
Forms of work:
- class-lesson (work in pairs, in small groups), multi-level tasks, creative tasks;
- discussion;
- games.
Very important:
Subject Olympiads;
- intellectual marathons;
-various contests and quizzes;
- word games and fun;
-role-playing games;
- Individual creative tasks.
These methods and forms enable gifted students to choose suitable forms and types of creative activity. The identification of gifted children is already carried out in elementary school on the basis of observations, the study of psychological characteristics, speech, memory, logical thinking and communication with parents.
As a rule, gifted children show:
High productivity of thinking;
- ease of association;
-ability to predict;
- high concentration of attention.
When working with gifted children, you need to be able to:
Enrich curricula, i.e. update and expand the content of education;
- to stimulate the cognitive abilities of students;
- work in a differentiated manner, implement an individual approach and advise students;
- make informed psychological and pedagogical decisions;
-analyze your teaching and educational activities and the whole class;
- select and prepare materials for collective creative activities.
The success of this process is facilitated by the characteristic features of children of this age: trusting obedience to authority, increased susceptibility, impressionability, a naive-playful attitude towards much of what they encounter.
It is necessary to engage in the development of intellectual and creative abilities. And, above all, because the full disclosure of the student's abilities is important not only for himself, but also for society as a whole. The rapid development of new technologies has led to a sharp increase in the need of society for people who have non-standard thinking, who bring new content to industrial and social life, who are able to set and solve new problems. Creative and intellectual abilities are the key to progress in any sphere of human life.
Directions for working with gifted children:
Organization and conduct of both group classes and individual work with gifted children;
Preparing students for olympiads, competitions, school and city level quizzes;
Holding mass events within the association;
Generalization and systematization of materials and results of work with gifted children.
Working with parents.
Carrying out educational work among parents through lectures, parent-teacher meetings, pedagogical general education of parents. Involving parents in organizing and conducting extra-curricular activities - - Parent meeting on the topic “Expanding the horizons of schoolchildren through reading scientific and educational literature”.
Lecture “Development of the child's intellectual abilities”.
The main forms of extracurricular educational activities of school students:
Optional
subject week
Student conference
Circles, associations
Organization of research work
Organization of project activities
Here are some exercises that you can use at work:
Exercise "Original use"
Come up with as many different and creative ways to use ordinary objects as you can. Work is performed in teams of 4-5 people, time - 10 minutes. The results of the work are presented in turn. The group with the most ideas wins. Can be used in any class.
Exercise "Strange guesses"
Well-known riddles are offered, for which you need to come up with as many answers as possible that do not coincide with the “traditional” riddles, but at the same time do not contradict the conditions of the riddle, logic, common sense. Work is carried out in groups of 3-4 people. Time 10 minutes.
Exercise "Five Lines"
Participants are asked to write five lines on a given topic.
1 line - one word, usually a noun, that most accurately reflects the main idea.
2nd line - two adjectives characterizing the noun from the first line.
Line 3 - three verbs or gerunds describing actions.
Line 4 - a phrase of any four words, expressing the author's attitude to what is happening.
Line 5 - any other word that reflects the general essence of the theme of the verse.
Dot Drawing Exercise
Draw 20 points on a sheet, arranging them arbitrarily, but evenly. Pass the sheet to your neighbor. On the sheet that you got, connect all the dots with straight lines or arcs in such a way that you get a holistic, meaningful image.
Exercise "Rhymes"
We invite you to complete in rhyme the proposed phrases regarding the past performance:
We met, we played, we developed creativity...
Creativity - what a bird ....
Exercise "What? Where? How?"
Participants sitting in a circle are shown some unusual object, the purpose of which is not entirely clear (you can even use not the object itself, but its photograph). Each of the participants, in order, must quickly answer three surveys:
What's this?
Where did it come from?
How can it be used?
At the same time, repetition is not allowed, each participant must come up with new answers to each of these questions.
The easiest way to get props for this exercise is not to take whole objects (their purpose is usually more or less clear), but fragments of something - such that it is difficult to understand from them where they came from.
The meaning of the exercise
A light "intellectual warm-up" that activates the fluency of the participants' thinking, stimulating them to put forward unusual ideas and associations.
Discussion
What answers to the questions were remembered by the participants, seem to be the most interesting and original?
Exercise "The Earth is Round"
Exercise "Opposites"
Participants are given brief descriptions of several situations and are asked to come up with situations that could be seen as the opposite of those proposed. The exercise is performed in subgroups of 3-4 people, the time of work is determined based on the calculation of 2-3 minutes per situation. Then the representatives of each of the subgroups alternately voice the invented options and argue why they can be considered as opposite to the proposed situations.
For work, you can offer, for example, such situations:
Boxer enters the ring.
The girl goes down the hill on roller skates.
The photojournalist sends pictures from the competition to the editorial office.
Of course, other situations can be proposed, but one should avoid too simple options in which opposite situations are obvious, and choose those where opposites are not so obvious, or at least they can be distinguished on the basis of different signs.
The meaning of the exercise
Training of thinking "from the contrary" - a way of finding solutions to problems, in which, for a more complete understanding of their essence, their opposite is presented. Development of flexibility in the perception of life situations. Search for non-obvious solutions.
Discussion
What was the meaning of the concept of "opposite" when performing this exercise? In what situations was it easier to come up with opposite options, and in what situations it was more difficult, what is the reason for this? Give examples of real-life situations where the opposite approach to problem solving can be useful.
You can develop creative abilities anytime and anywhere, and not just at a specially allotted time and place;
The environment and atmosphere surrounding the child should be conducive to development;
The child should have all the materials and tools for creativity: paints, plasticine, colored paper, etc.;
Encourage only safe creative initiatives of the child;
Do not scold him for his hands stained with paints and other consequences of the child's creative search;
Support the child's initiatives and do not turn classes with them into boring ones;
Do not try to drive as much information into the child's brain as possible. Your task is the development of abilities;
The development and education of a preschool child should take place only through the game, play activities and exercises.
One Eastern sage said, "A child is not a vessel to be filled, but a fire to be kindled." I am guided by this wisdom when raising children and do not forget that each child has his own inclinations and his own maximum level of abilities. For one child, the maximum will be to draw a rainbow, and for another - the whole picture.
creating conditions for working with gifted children studying at the children's art school, realizing their potential through the disclosure and support of everyone's creative abilities. The presented experience is a single system "lesson - extracurricular activities - cooperation with parents". Experience is closely interconnected with the school educational process as a whole.
Download:
Preview:
Experience Theme: "Development and support of creative abilities of gifted students through interactive forms of education"
Author of experience: Chernyaeva Lyubov Leonidovna, teacher of the first category of the municipal budgetary educational institution of additional education for children "Children's School of Arts of the City of Naryan-Mar".
Section I. Experience Information
Conditions for the emergence, formation of experience.Lecturer Chernyaeva Lyubov Leonidovna has been working for 19 years in the municipal budgetary educational institution of additional education for children "Children's School of Arts of the City of Naryan-Mar". This is a well-known educational institution in the city and the district, which most fully influences the development of children's creative abilities and the formation of the socio-cultural sphere as a whole, the main and most powerful source of the development of the cultural and aesthetic needs of children.
In the modern children's art school, new opportunities are opening up for the musical and creative development of the student. The ongoing transition from unified education to variable education makes it possible to provide students with the right to receive education that is adequate to the level of personal development, interests and needs. The possibilities of the art school at the present stage make it possible to make the learning process student-oriented.
The team of teachers of the Children's Art School carries out professional and pedagogical activities, implementing general education, general developmental, additional pre-professional programs in the field of art.
The tasks of the Children's School of Art are: identifying and supporting gifted children, developing the creative abilities of students, educating creative activity, an enlightened listener, an art connoisseur, a creatively capable, harmoniously developed personality.
The contingent of students at the Children's School of Art is made up of children of preschool (early aesthetic development group) and school age from 5 to 18 years old, belonging to different social strata of the population, brought up in families with different levels of income. A large percentage of students from large families, there are children belonging to the risk group.
The necessary conditions have been created for the successful pedagogical activity of teachers. Classes are held in spacious (taking into account individual and collective forms of music-making) warm, well-lit and ventilated rooms with good acoustics, equipped with the necessary equipment for listening to and watching recordings of performances by domra students, famous performers and groups. Due to the fact that work with students in the domra class provides for the joint work of the class teacher with the teacher accompanist, there is a tuned piano instrument in the office. The education of aesthetic taste is inseparably linked with the quality of sound production on the instrument, which is ensured by the presence in the arsenal of the domra class (prima, violas) of only good quality.
Every year, first-graders come to the children's art school - curious, eager to meet music, obsessed with the desire to learn how to play their favorite musical instrument. All of them passed the entrance tests, where they showed their level of abilities: modal sense, musical and auditory performance, sense of rhythm. Abilities depend on innate inclinations, but develop in the learning process. B.M. Teplov noted: "The point is not that abilities are manifested in activity, but that they are created by this activity." Therefore, at the first diagnosis of abilities, tests that do not depend on practice, training, do not show categorical results. The task of the teacher from the first practical lessons is to pay attention to children whose “first steps” in learning are different from others. It is necessary to approach the identification of the potential of such children carefully: to observe the general development of the student, to determine what is his individuality, uniqueness, his attitude to music, his activity. Determine musical data: hearing, memory, rhythm, physical abilities: tenacity of fingers. Take into account the age characteristics of the child, the interest of parents in his education.
The path of a little musician depends on first impressions. Working with elementary school students is perhaps the most responsible and difficult, because. the teacher lays the foundation for future skills and attitudes towards music. But it is even more difficult for a teacher to identify among these direct little students those who not only have musical abilities, but also know how to “listen” and “hear”, who are endowed with the ability to work hard.
Usually bright gifted children immediately stand out in the lessons on the instrument. They are distinguished by a confident, correct fit with an instrument, a good memory, courage on the stage, a pliable performing apparatus, and inner musicality. Buta gifted child is not always a "brilliant" child. According to K.G. Jung, “a gifted child can even have unfavorable characteristics: scattered, head full of pranks; he is inattentive, mischievous, wayward.But the main quality that overcomes and complements the lack of any musical or special data is diligence, perseverance in achieving the goal. As a rule, in the class of a teacher of such students, in which all these “requirements” are combined, for all the years of work there may be only a few. In some children, these qualities are formed in the learning process and are most pronounced only in the middle of training. For 19 years of work at the children's art school in Naryan-Mar in the class of Chernyaeva L.L. such disciples have repeatedly appeared.
The relevance of experience.The special attention of teachers of the Children's School of Art is aimed at identifying and developing the potential of gifted children, preparing them for a possible continuation of education in the field of art in secondary and higher educational institutions of the corresponding profile. This attention to gifted children is due to the problemneeds of society in an extraordinary bright, creative personality and acquires a special relevance , because the identification and development of capable and gifted children, the realization of their potential is one of the priority social tasks of the state and society.
In the 90s, this type of activity had a very small percentage of implementation, which significantly affected the cultural and creative education of talented children in the Russian Federation, despitehuge potential.This is confirmed by the adoption by the Council of Europe in 1994 of Resolution No. 1248 on working with gifted children, which states: “No country can afford the luxury of squandering talents, and the lack of timely identification of intellectual, creative and other potential, otherwise than a waste of human resources, can be called can not".
The introduction of modern innovative programs and pedagogical methods contributed to the development of creatively gifted children. The social order from society and the state assumesthat additional education, together with general education, should form an active, active, creative principle in a person. The problem of the development of gifted children - future musicians-performers, artists, ensuring and realizing the identity of the child, his creative individuality are today in the center of attention of modern education, pedagogical science and culture.
The policy of the state to support gifted children has undergone major changes in recent years: a strong legislative framework has appeared that establishes the norms for the implementation of state policy in the field of searching for, supporting and accompanying gifted children and talented youth.
In accordance with the legal acts of the Russian Federation in the Nenets Autonomous Okrug, significant work has been done to improve and form the legislative base of the education system in the region, where one of the priority areas of state policy in the field of education of the Nenets Autonomous Okrug is the development of a system to support gifted children and youth. Additional conditions for the identification and development of gifted children in the Nenets Okrug are provided by the Gifted Children subprogram.
Working with gifted children especially relevant on the territory of the Nenets Autonomous Okrug, given its remoteness. According to the "Concept of a nationwide system for identifying and developing young talents", the mission of the state in the field of searching for and supporting gifted children and youth is to create an effective education system, providing conditions for training, education, development of abilities of all children and youth, their further self-realization independently on the place of residence, social status and financial capabilities of the family. Not all students have the financial opportunity to travel outside the district to participate in master classes of teachers of the Higher School in order to improve their professional skills.
Summarizing the above, relevance this experience is as follows:
Identification and support of gifted children is a priority direction of state policy in the field of education;
Working with gifted children involves constantimproving the skill level of teachers of the children's art school;
The possibility of using this experience in children's art schools in remote regions of the country.
Leading pedagogical experience idea:creating conditions for working with gifted children studying at the children's art school, realizing their potential through the disclosure and support of everyone's creative abilities.
Experience range. The presented experience is a single system "lesson - extracurricular activities - cooperation with parents". Experience is closely interconnected with the school educational process as a whole.
Theoretical base of experience.We understand giftedness as a systemic quality of the psyche that develops throughout life, which determines the ability of a person to achieve higher results in one or more types of activity compared to other people. A gifted child is a child who stands out with bright, obvious, sometimes outstanding achievements in a particular type of activity. Gifted children have higher intellectual abilities, susceptibility to learning, creative abilities and their manifestations than the majority.
The main goal of training and education is to provide conditions for the disclosure and development of all the abilities and talents of the child with a view to their subsequent implementation in professional activities. But in relation to gifted children, this goal is especially significant. Here the teacher comes to the fore, who must constantly improve his pedagogical potential, being engaged in self-education and self-improvement, and actively participate in methodological activities.
The system of teaching Chernyaeva L.L. is based on the general data of modern methodological thought in general, the achievements of psychology and physiology, with the obligatory consideration of the colossal experience that has existed for centuriesteaching systems for other musical instruments and, of course, based on the traditions of Russian domra schools.
The theoretical basis of pedagogical experience is based on the methodology and developments of B.M. Teplova, D.K. Kirnarskaya, L.S. Vygotsky, A.L. Gotsdiner, M.G. Aranovsky, L.L. Bochkareva. Scientific and methodological literature of authorsis devoted to the study of the structure of abilities, an analysis of musical talent is given, methods for diagnosing musical abilities are described.
In the practical part of the experience, the performing and methodological base of the leading musicians - domrists is used - "School of playing the three-string domra" by professor of the Russian Academy of Music. Gnesinykh V.P. Kruglov, "Methods of teaching on a three-string domra" by professor of the Institute of Music. A.G. Schnittke S.F. Lukin, "The School of Technical Development of the Domra Player", "The Art of Playing the Domra" by Professor of the Russian Academy of Music. Gnesinykh R.V. Belova. Given the performance of transcriptions of violin works on domra, great attention is paid to the teaching methods of violin art - L. Auer "My School of Violin Playing", I. Yampolsky "Fundamentals of Violin Fingering".
Pedagogical activity of L.L. Chernyaeva is based on the following principles: the principle of visualization of training, systematic and consistent, the principle of the relationship between theory and practice, developing and educating training. Teaching methods are: methods for acquiring new knowledge, developing skills and applying knowledge in practice, methods for testing and evaluating knowledge, skills and abilities, methods for stimulating and motivating learning.
One of the main principles - the activation of activity in the lesson - is carried out through the methods of musical generalization, returning to the past, thinking about music, creating an artistic image, empathy, emotional and intellectual comprehension of art, using modern computer technologies.
Novelty of experience. The Russian educational system is currently undergoing major transformations. The paradigm of knowledge-skills-skills is being replaced by the GEF of a new generation, for institutions of additional educationThe Ministry of Culture of the Russian Federation approved additional pre-professional programs (FGT).All transformations are based on a system-activity approach to the development of universal educational activities.The new standards certainly provide great opportunities for gifted children. Searches are being made for the content and forms of educational, extracurricular activities in which each child has the right to self-realization and can show his uniqueness, as well as the possible integration of educational and extracurricular activities.
Section II. Experience Technology
Target pedagogical experience: the development of creative abilities, the disclosure of the performing individuality of gifted students through a system of classes.
During the accumulation of experience, the following tasks:
Identification of gifted students;
Increasing the level of motivation in the classroom through teaching aids (modern computer technology);
Mastering the skills and abilities of playing the instrument;
Education of attention and efficiency in the classroom;
Development of musical, artistic and creative abilities, emotional base of feelings, artistic and figurative thinking;
Organization of active co-creation of students through the subject of collective music making and extracurricular activities;
Promotion of Russian musical culture and art, education of love for Russian folk art.
The work on identifying gifted children, developing their creative abilities, revealing their performing individuality through a system of classes includes two stages.
The first stage - the first year of studyis fundamental and important, it lays the foundations and foundation for further learning. At this stage, the teacher must "fall in love with the student" so that the first motivation for classes is a meeting with a favorite teacher and an interesting lesson.
The work begins with diagnostics, where the teacher in practical educational activities (in the classroom) determines the abilities of children and identifies gifted students with potential or hidden talent.
Basic musical abilities that give potential for further development:
Emotional response to music - the ability to feel the character, mood of a piece of music;
The ability to creative perception of music;
Musical ear - the ability to listen, compare, evaluate the most striking means of musical expression;
Modal feeling - the ability to feel the emotional expressiveness of the pitch movement;
The sense of rhythm is the ability of the active-motor experience of music, the feeling of its reproduction.
Test tasks are held in a playful way, because.young children are characterized by a playful perception of the world around them - the main activity for this age is the game. Here, didactic materials and manuals with elements of the game are widely and actively used. The purpose of using musical and didactic games and manuals is to develop the musical abilities of a young musician, master new material in a playful way, consolidate and test previously acquired knowledge.
To test and develop a sense of rhythm, Russian spoons, noise percussion instruments are used. They bring new colors to the musical palette of the lesson. Children really like these rhythmic exercises (sing a song, the words of a song-play being performed and tap its rhythmic pattern). Depending on the nature of the piece - we analyze the name of the piece (image), tempo, character - the student himself chooses an instrument for rhythmic exercise (triangle, spoons, tambourine, rubel). This is an emotional response to music.The ability to feel the character, the mood of a piece of music can be expressed in the student's drawings for given pieces.
Spoons are also used in the study of the theme of "duration of notes." Having a sufficient number of them, we lay out (in addition to working in a notebook) with students the duration: “eighth”, “sixteenth”, “quarters”, various rhythmic patterns.
With the help of cards with bright pictures of the scale "major", "minor", the student shows the ability of modal feeling (the teacher plays the melody, the student raises the desired card). Various cards are also used in further education (notation of notes, the order in which sharps and flats appear, the duration of notes). Students especially love the “Correct the mistake” task (the teacher, laying out the cards, deliberately makes an inaccuracy, the student finds and corrects it).
I would like to note another very important point in the education of young first-graders. For the former kindergarten graduate, the very word “lesson” is new and, of course, the duration of the lesson is 40 minutes. The temperament of students is different - someone is more diligent and receptive to information, while someone gets tired already in the middle of the lesson, especially since children of primary school age have only 15-20 minutes of working attention. In addition, learning to play an instrument requires control over a certain correct fit, the position of the gaming machine, which is incomprehensible to the student, and at the beginning of training, unusual for his hands and feet. In order to relieve physical fatigue, the teacher in his pedagogical technologies must use health-saving technologies, i.e. know exercises for resting the spine, arms, fingers, eyes. And these exercises for children of primary school age, again, can be in a playful way. For example, finger games with finger puppets can be used to recharge the fingers.
The teacher, together with the student, puts “pupae” on the fingers, and faceless exercises turn into a small performance (“Fish”, “Who went to the forest”, “Flowers”, etc.). The exercises are aimed at releasing, relieving hand fatigue, and training the independence of each finger.
Classes on a musical instrument require not only training in mastering this instrument, but also dialogue in the lesson, pronunciation of notes, singing the words of the first pieces being performed. Not all children are open and artistic, many are embarrassed to do this or sing very quietly. Here the teacher can find a way out in the use of characters (puppets) of the puppet theater. The student puts a doll on his hand and it is no longer he who sings, but “the Barbarian doll”. As a rule, this captivates young musicians, they forget about their insecurities, gradually liberate themselves.
Puppets also serve as a method for checking the task and an incentive to complete it. The second character used in the lesson is the Ivashka doll. Children know that he is very curious, a big prankster, and not everything works out for him. When "Ivashka" "listens" to their game, they try to be better than him, i.e. play, sing, count without errors. Here the teacher acts as "Ivashka", putting the doll on his hand.
During the first year of study, in order to develop musical memory and consolidate the acquired initial skills of playing the instrument, the learning method is used - returning to the past: the lesson begins with a repetition of the accumulated repertoire. To visualize the volume of the repertoire (how many pieces have been learned), each first grader has a “Music Box”, where the student himself puts a piece of paper with the name of the learned piece. In random order, we take out the sheets with the names of the plays and play them.
The first pieces performed always have an accessible figurative name: “Bunny”, “Like under a hill, under a mountain”, “Steam locomotive”, “Mushrooms”, etc. This allows you to fantasize and, when repeating them, create a small musical story, each time different, alternating pieces in random order (A bunny was sitting under a hill, suddenly saw a steam locomotive and wanted to go for mushrooms). The desire to hear and participate in the invention of a new story encourages the student not to forget the learned material, to constantly repeat it in homework.
Didactic aids and didactic games allow you to make the learning material exciting, as well as create a joyful working mood. A student who is busy playing may not notice that he is learning, although every now and then he is faced with tasks that, to one degree or another, require mental activity from him.
Also, the first stage of training should be filled with music from the outside, there is an accumulation of musical impressions - the teacher performs a lot on the instrument himself, uses video and audio recordings in the lessons. The student attends concerts, listening to different instruments, talks about music, compares. He has his own preferences, his own musical opinion. The received information is fixed through the form of the survey "crossword puzzle", "rebus", "riddles".
At the first stage, the main task is solved - mastering the initial skills and abilities of playing the instrument. This is the painstaking work of a teacher and a student, an invaluable contribution to subsequent years of study. Here it is very important to observe the principle of systematicity and consistency: “Only through constant exercises associated with systematic classes, there is a continuous process of support and development of abilities in children.
A very important role at this stage is given to the development of the correct fit with the instrument, the setting of the gaming machine, beautiful, soft sound production.
The correct setting of the performing apparatus of the domrist is of great importance, since the further development prospects and the creative development of a professional musician largely depend on this factor. A musician can achieve the highest technical level only with absolute freedom and naturalness of the performing apparatus, with the elimination of excessive physical effort.
Correct setting should ensure the gradual adaptation of the hands and the entire body of the student to the instrument, to the conditions and requirements of the game, the performance of increasingly complex movements necessary to solve technical and artistic problems.
Based on the results of these classes, the future performance potential of the student, his technical inclinations, the possibilities of technical growth, and his ability to work are determined.
The style of teaching with an aspiring little musician should be creative and active. At the same time, both the general features of the child's psyche, characteristic of the student's given age, and his individual traits are necessarily taken into account. The general lesson plan is made up of a variety of tasks that allow you to switch the attention of the child, preventing him from being distracted. A lesson plan might look like this:
2-3 min. – general conversation, preparation for the lesson, creation of a favorable psychological atmosphere, instrument tuning;
10-12 min. - a game of exercises, completed plays, checking homework;
10-12 min. - learning new material (new playing techniques, theory material, new exercises);
2-3 min. - warm-up, exercises for arms, hands, body;
12-15 min. - analysis of new plays, discussion of homework.
Learning to play an instrument for a novice student is already an exciting action for him. Because it is tangible, he sees the instrument, holds it, extracts pleasant sounds, hears the result of his work. But all this requires support with theoretical knowledge - spelling, note names, knowledge of note durations, rhythmic figures, knowledge of many specific musical terms, understanding of their meaning in order to “speak” the musical language. Here comes the difficulty. Children, as a rule, rarely ask counter questions. After completing the lesson, they do not try to talk about the topic studied, they do not try to apply the acquired knowledge in practice themselves. As a result, cognitive interest, the need for new knowledge and cognitive activity are reduced, and interest in classes may disappear.
To avoid such a situation,the student in the process of classes should develop a conscious motivation for learning.
Motivation is a set of internal and external driving forces that induce a person to activity, set its boundaries and forms of activity, give it an orientation focused on achieving certain goals.
Taking into account the conclusions of psychologists that the results of human activity depend on 20-30% of human intelligence and 70-80% on motives (V.I. Myasishchev), there is a transition from the pedagogy of events to the pedagogy of motives as the energy foundation of pedagogical influence.
If in the first months of training, the motivation is the meeting with the teacher itself, then towards the end of the first year of study, the motivation should be the result of the classes: “I know how - I play - I perform - I want to learn”, because. the result of skill in music is a public performance. The first venues for first-graders to perform are: a class parent meeting, competitions organized by the teacher among class students, performances at a lesson for mom (parents are invited), and, of course, the traditional concert of first-grade students for parents "First Steps".
Educational, extracurricular activities of the teacher and the student must necessarily be in a single system of cooperation with the student's parents.
The effectiveness of work with "gifted children" largely depends on the family. It is the family that provides significant assistance to the school in educating the child's passion for music and prepares the ground for its formation. “Good parents are more important than good teachers,” said G.G. Neuhaus, meaning that the best teachers will be powerless if parents are indifferent to music and the musical education of their children. It is very important when an intelligent, favorable atmosphere reigns in the family, when parents take an active part in the affairs of their child, support him in failures and rejoice in successes, and also create conditions for cognitive activity (read together, go to exhibitions, museums, theater for concerts). The task of the family is to see in time, to discern the abilities of the child, the task of the teacher is to support and develop his abilities.
Based on the results of the first stage - the first year of training, the teacher sees the level of development of the abilities of his novice students, their level of instrument proficiency. He can predict the future result of working with bright, gifted children; he must have a plan for individual work with such students for the future.
Second phase starts from the second year of study and lasts until the end of the entire course (five-year, seven-year, eight-year study). Here, the accumulation and development of performing skills of owning an instrument immediately comes to the fore. A lot of time is devoted to technical development (scales, etudes), high-quality sound production, dynamic freedom, work on an artistic image, performance of various strokes, cantilena, chord technique. The repertoire being performed is becoming more complex. For gifted students, it becomes a class - two higher. The student accumulates experience in concert performances, learns pop art.
Each student develops his own system of homework. Some come to study in the evening at school (when classes are free), someone distributes the work of homework by day, someone completes the task in its entirety, and fixes it in the days remaining before the lesson. Students remember the teacher's requirement: “We must constantly move forward! If you do not have time to complete the entire task, then complete at least one item, but with high quality. The individual system of classes provides for and allows this.
A complex executable program, the ability to stay on stage, to get together for a performance allow the student to start competitive activity. This is interesting for him, because. is a new area of application of skills and abilities.
As a rule, preparation for the competition already gives motivation for classes. The student is ready to study beyond the allotted time, study additional literature, try to get the expected result, the intensity and effectiveness of home training immediately increase.A positive result of participation in the competition is an incentive for further competitive and educational activities. It turns out a "vicious circle": motivation - work - the result, which is the motivation for continuing work.
One of the additional opportunities for developing motivation for learning and revealing the creative abilities of gifted students is collective music making.
“Collective music-making” refers to classes with a group of musicians in an ensemble, orchestra, or choir. In this case, these are classes in the ensemble of Russian folk instruments.
Being engaged in a creative team, the ensemble player shares responsibility with other participants, his creative resources are released and the student’s growth is less emotionally costly, which motivates him for further studies.
Classes in collective music-making include a whole range of important moments in the education and development of the child: they bring up attention, observation, initiative, emotional responsiveness,artistic skills. Young musicians learn the art of communication, apply the skills acquired in a special class.
This form of work is very interesting, exciting for students and teachers, it undoubtedly reveals the creative potential of the team members. There is a noticeable trend - in each team there are children who become solo performers and actively participate in competitive and extracurricular activities.
As their abilities mature and develop, a gifted student develops their own musical identity. Here the principle of musical pedagogy is manifested - the harmony of musical, artistic and technical development.
At this stage, the administration of the Children's School of Art is faced with the task ofcreate additional conditions for meetings and exchange of experience between young musicians, communication of gifted students with outstanding teachers and performers of our time, acquisition of new knowledge and performing skills for active creative development.
Master classes of High School teachers are practical help in mastering the capabilities of the instrument by famous musicians.The possibility of active creativity, co-creation, pre-professional training,expansion of the circle of contacts, new acquaintances, socialization in the profile community,creation of conditions for the accumulation of specialized knowledge, strengthening the motivation to practice the instrument.
Working with gifted children, the teacher must always see the prospect of their development and strive for it. The success of a young musician at all stages of education depends not only on his diligence and talent, but also on the sequence of tasks that are set before him.
A feature of the generalization of the pedagogical experience of the teacher Chernyaeva L.L. "Development and support of the creative abilities of gifted students through interactive forms of education" is the possibility of supplementing and enriching it. In particular, in matters of improving the methods and techniques for developing the creative abilities of gifted students.
Section III. The effectiveness of the experience
The criterion for the effectiveness of experiencethe teacher is the development of creative abilities, the disclosure of the performing individuality of gifted students.
This is confirmed by the results:
Competitive activity solo and as part of ensembles;
Classes with high-level masters;
Active concert activity.
Khudyakova Evgenia in 2010 was awarded a trip to St. Petersburg by the Department of Education for professional success and excellent studies. In 2015, she was included in the Gifted Children database of the Nenets Autonomous Okrug in the Creativity nomination.
Zhukov Sergey in 2014 was awarded a diploma of the Director of the State Budgetary Institution of the NAO E.V. Parsukova for devotion to art, love for creativity, high achievements in creative activity. According to the results of 2014, 2015, he was included in the data bank "Gifted children of the Nenets Autonomous Okrug" in the nomination "Creativity"
Akimova Polina in 2015 is included in the data bank "Gifted children" of the Nenets Autonomous Okrug in the nomination "Creativity".
Results of field competitions of the All-Russian, International levels.
Solo performances.
date | Competition name | student, result |
|
13-19.04. 2008 | Arkhangelsk XII Regional competition of performers on folk instruments | Khudyakova Evgenia - Laureate II degree |
|
04-08.11.2008 | St. Petersburg III International Competition of Instrumental Music Performers "Silver Tuning Fork" | Khudyakova Evgenia - winner |
|
27-31.01. 2010 | Veliky Ustyug All-Russian competition-festival "Visiting a fairy tale" | Khudyakova Evgenia - winner |
|
15-20.02. 2011 | Arkhangelsk. XIII Regional open competition of performers on folk instruments among students of children's music schools and children's art schools | Khudyakova Evgenia - winner |
|
16-21.11. 2011 | St. Petersburg XII International competition - festival "Childhood Holiday" | Khudyakova Evgenia - Laureate II degree |
|
Arkhangelsk. XIV Regional open competition of performers on folk instruments among students of children's music schools and children's art schools | Zhukov Sergey - Laureate II degree |
||
05 -08.02.2015 | Veliky Ustyug. International competition-festival of children's and youth creativity "Visiting a fairy tale" | Zhukov Sergey - Diploma of the 1st degree |
Solo performances.
date | Competition name | student, result |
|
17-18.03.2008 | District competition of performers on folk instruments within the framework of the XII Regional competition of performers on folk instruments | Khudyakova Evgenia - Laureate II degree |
|
January 18-19, 2011 | District competition of performers on folk instruments within the framework of the XIII Regional competition of performers on folk instruments | Khudyakova Evgenia - winner |
|
01/19/2013 | "Visiting a fairy tale" | Parilova Dasha - II degree laureate Zhukov Sergey - Laureate III degree Ostaltseva Ksenia -Laureate II degree |
|
April 26-27, 2013 | District pop-jazz competition | Parilova Dasha - Laureate III degree Zhukov Sergey - student |
|
June 2013 | Regional competition "Young talents of the Nenets Autonomous Okrug" within the framework of the All-Russian competition "Young talents of Russia" | Khudyakova Evgenia -winner in the nomination "Musical art". |
|
17-18.01.2014 | Regional competition-festival of children's creativity "Visiting a fairy tale" | Akimova Polina -diploma of the participant of the competition-festival |
|
05-06.02.2014 | Regional competition of performers on folk instruments within the framework of the XIV Regional open competition of performers on folk instruments among students of children's music schools and children's art schools | Zhukov Sergey - Laureate II degree |
|
21-22.01.2015 | Regional competition-festival of children's and youth creativity "Visiting a fairy tale" | Akimova Polina -laureate of the 3rd degree, Khudyakova Evgeniya- The Grand Prix |
|
04-05.03.2015 | Regional pop-jazz competition | Khudyakova Evgenia -I degree laureate, Parilova Dasha Laureate II degree |
|
March 2015 | Regional festival of amateur youth creativity "Youth Spring" | Khudyakova Evgenia - laureate diploma II degree |
|
April 17-18, 2015 | "Alive, sing about us" dedicated to the 70th anniversary of the Victory | Akimova Polina -festival diploma |
|
2015 | District Youth Festival of Contemporary Art "Kadushka" | Khudyakova Evgenia -festival diploma |
Results of competitions at the regional level.
Performances in ensembles.
date | Competition name | student, result |
|
May 24, 2013 | District ethno-festival "Pictures from the outback" | festival diploma |
|
September 20-23, 2014 | II District festival of hand-made dolls, within the framework of the Interregional festival of theatrical creativity "Argish of hope" | Zhukov Sergey, Parilova Dasha as part of the ensemble of spoon-carriers "Fairy Tale" -festival diploma |
|
21-22.01.2015 | Regional competition-festival of children's and youth creativity "Visiting a fairy tale" | Ensemble Khudyakov Evgeny - Lades Anastasia - laureate of the 1st degree |
|
April 17-18, 2015 | Regional festival of instrumental, vocal and artistic creativity “Alive, sing about us”, dedicated to the 70th anniversary of the Victory | Ensemble Khudyakov Evgenia-Lades Anastasia -festival diploma |
Results of remote competitions of the All-Russian, International levels.
date | Competition name | student, result |
|
January-February 2014 | V All-Russian creative competition "Talantokha" | Zhukov Sergey - winner - 3rd place |
|
March 31, 2014 | International Children's and Youth Internet Contest "Winter Carousel" | Zhukov Sergey - Diploma of the 1st degree |
|
November 30, 2014 | VIII International Internet Competition "Souls are wonderful impulses" | Khudyakova Evgenia - winner |
|
February 20, 2015 | Annual International Festival-Competition "Crystal Heart of the World" | Akimova Polina - Diploma of the 1st degree |
|
03/23/2015 | Khudyakova Evgenia -1st class winner |
||
03/30/2015 | All-Russian permanent competition for children "Childhood is a magical kingdom" | ensemble Khudyakova Evgenia - Lades Anastasia III degree winner |
|
March 2015 | XIII All-Russian creative competition "Talantokha" | ensemble Khudyakova Evgenia - Lades Anastasia 1st class winners |
|
8. Master class by Vyacheslav Pavlovich Kruglov, Professor of the Gnessin Academy of Music, Naryan-Mar | Khudyakova Evgeniya |
||
04/14/2008 | Khudyakova Evgeniya |
||
11/06/2008 | Master class by Professor of the Gnessin Academy of Music Vyacheslav Pavlovich Kruglov, St. Petersburg | Khudyakova Evgeniya |
|
01/27/2010 | Master class of the teacher of the highest qualification category of the music college of the city of Arkhangelsk Lyudmila Vasilievna Maslova, Arkhangelsk | Khudyakova Evgeniya |
|
February 16, 2011 | Master class of the teacher of the highest qualification category of the music college of the city of Arkhangelsk Lyudmila Vasilievna Maslova, Arkhangelsk | Khudyakova Evgeniya |
|
06/02/2013 | Master class of a teacher of the highest qualification category of the State Budgetary Educational Institution of Children and Children of the City of Moscow "Children's School of Arts named after M.A. Balakirev Pavel Mikhailovich Gushchenkov, G. Naryan-Mar | Zhukov Sergey |
|
03/26/2014 | Master class of the teacher of the highest qualification category of the musical college of the city of Arkhangelsk Lyudmila Vasilievna Maslova, Arkhangelsk. | Zhukov Sergey |
|
22.10. 2015 | Akimova Polina |
||
23.10. 2015 | Master class of the teacher of the highest qualification category of the musical college of the city of Arkhangelsk Lyudmila Vasilievna Maslova. Naryan-Mar | Zhukov Sergey |
|
24.10. 2015 | Master class of the teacher of the highest qualification category of the musical college of the city of Arkhangelsk Lyudmila Vasilievna Maslova, Naryan-Mar | Khudyakova Evgeniya |
2008 - 2%; 2009 - 4%; 2010 - 8%; 2011 - 11%; 2012 - 15%;
2013 - 17%; 2014 -19%; 2015 -24%.
Bibliographic list
1. National educational initiative "Ournew school" [Electronic resource] : Decree of the President of the Russian Federation No. Pr.-271,2010. - Access mode docs.cntd.ru/document/9002210953
2. The concept of a nationwide system for identifying and developing young talents [Electronic resource]: Medvedev D.A., 2012. - Access modehttp://dopedu.ru/attachments/article/237
3. On education in the Russian Federation [Electronic resource]: Federal law, 2012. - Access mode http://www.consultant.ru/document/cons_doc_law140174/
4. Action plan ("road map") / Changes in the sectors of the social sphere aimed at improving the efficiency of education and science in the Nenets Autonomous Okrug [Electronic resource]: Decree of the Administration of the NAO dated 04/30/2013 No. 162-p. - Access modehttp://www.zrnao.ru/assets/files/Ukazy/2014/tipplandorkartobrazovanie
5. A set of measures to implement the strategy of action in the interests of children in the Nenets Autonomous Okrug for 2012-2018 [Electronic resource]: Decree of the Administration of the NAO dated September 28, 2013 No. 286-p. – Access mode http://www.worklib.ru/law/856054/
6. State program of the Nenets Autonomous Okrug / Development of education in the Nenets Autonomous Okrug[Electronic resource] : Decree of the Administration of the NAOdated November 13, 2013 No. 411-P. – Access mode http://docs.cntd.ru/document/494310480
7. On education in the Nenets Autonomous Okrug / Law of the Nenets Autonomous Okrug
[Electronic resource]: Decree of the Administration of the Nenets Autonomous District dated April 16, 2014 No. 12-OZ. – Access mode adm-nao.ru/media/acts/2014/04/17 law_12-oz.doc
8. Asafiev B.V., On the musical and creative skills of children. //Selected articles on musical enlightenment and education /B.V. Asafiev. - Leningrad, 1973.
9. Barenboim L.A. On the main trends in musical pedagogy of the 20th century L.A. Barenboim //Musical pedagogy and performance. - Leningrad, 1974.
10. Kabalevsky D.B., Education of the mind and heart / D.B. Kabalevsky. - Moscow: Education, 1984.
11.Mikhailova M.A. Development of musical abilities of children: a popular guide for parents and teachers / M.A. Mikhailov. - Yaroslavl, 1997.
12. Sugonyaeva E.E. Music lessons with kids / E.E. Sugonyaev. - Rostov-on-Don: Phoenix, 2002.
13. Teplov B.M., Psychological issues of artistic education / B.M. Teplov. - Moscow: Izvestiya APN RSFSR, 1961.
14. Yudina E.I. My first textbook on music and creativity / E.I. Yudin. - Moscow: Aquarium, 1997.
