Academic journal article Review of Artistic Education

A Model of Integrality of Musical and Teaching Activities at the Lesson of Musical Education

Academic journal article Review of Artistic Education

A Model of Integrality of Musical and Teaching Activities at the Lesson of Musical Education

Article excerpt

1. Introduction

Over several millennia, man creates his own history, his own culture - a 'second nature', is the creator of a new space by knowing and changing the world. "Human knowledge has presently become a very tempting research question and at the same time it is up-to-date because one will be able to improve and enhance virtues only through a better knowledge," says I.Neg ura ([5, Apud: p. 9]). Following these claims, Professor I.Gagim maintains, "Man, as being integral and inclusive, the inner man (man's intimate universe) as the essence of the human being, becomes the main object of research of all areas of knowledge" [6, p. 3]. Likewise, man knows himself in the process of world cognition and change, over the millennia. This activity is based simultaneously on emotional perception and rationality: a tendency towards rationalism, awareness of emotional experience.

Being one of the forms of emotional consciousness integration, art plays an important role in spiritual activity. Man wishes to unlock the mystery of homo sapiens, hence, the human thirst for knowledge and self-knowledge, the willingness to find out the novelties as well as the secrets of the past. This enormous thirst for knowledge is the source of all human achievements that distinguishes man from other creatures existing on earth. Reflections on man and on his need for knowledge, embodied in artistic creation, are an indispensable part of philosophical and didactic analysis.

Approaching personality development education and training systemically calls for a holistic view, an integration of the education system and process, i.e. an understanding of education as a whole. To get an understanding of the totality and complexity of the educational phenomenon, this vision requires a transdisciplinary approach to the content of education and its development based on the pedagogical completeness of the educational process, through all forms of education (formal, non-formal, informal) and scopes of education (intellectual, moral, aesthetic, etc.) engaged in pursuing the same education ideal, with the involvement in this education process of all stakeholders (family, school, society, church).

2. Research Problem

As result of curricular reforms in Moldova (from 1997 to 2003, 2004, 2010), the musical education discipline was framed as a distinct and autonomous educational field in educational practice. The systematized teaching approach of musical activities at the musical education lesson has been implemented in practice for more than two decades, however, there hasn't been carried an insightful and conceptualized research on the concept of integrality of musical teaching activities at the lesson of music. From the perspective of integrality, musical teaching activities triggered a long process of reconceptualization of discipline, reconstruction and development of curriculum, reassessment and restructuring of its content, reconsideration and adaptation of methodology entirety of musical didactic activities to the principles of art.

Curriculum reform involved a substantial change in the educational process, a new model of teaching, and namely integrated teaching of this discipline, has been proposed allowing the students to form a unified concept about music. With this idea in mind, it was necessary to carry research and implement the concept of integrated musical activities, in which the students are directed to achieve, to integrate their ideas with those of their colleagues, to evaluate their work and issue assumptions and conclusions that support their arguments and to find application etc. As it has been stated, we know about the musical education conceptual framework, the Curriculum, guides, manuals, content, technologies and methodologies etc., creates the vision that it is sufficient for musical education inegrality by means of musical and teaching activities. From the perspective of modern principles, this does not exclude the need of re-conceptualizing the music lesson approach to achieve integrality by means of musical and teaching activities. …

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