Interdisciplinary communication in pianists’ education: experience from M. Hlinka Dnipropetrovsk academy of music

Yanina Lysenko; Dariia Korotenko; Tetyana Martynyuk; Olena Tkachenko; Eleonora Vlasenko

doi:10.21744/lingcure.v5nS2.1387

Authors

Yanina Lysenko
prof.yalysenko@tanu.pro
M. Glinka Dnipropetrovsk Academy of Music, Dnipro, Ukraine
Dariia Korotenko M. Glinka Dnipropetrovsk Academy of Music, Dnipro, Ukraine
Tetyana Martynyuk Pereiaslav-Khmelnytskyi Hryhoriy Skovoroda State Pedagogical University, Pereiaslav, Ukraine
Olena Tkachenko Pereiaslav-Khmelnytskyi Hryhoriy Skovoroda State Pedagogical University, Pereiaslav, Ukraine
Eleonora Vlasenko Bogdan Khmelnitsky Melitopol State Pedagogical University, Melitopol, Ukraine

Keywords:

content of the curricula, interdisciplinary communication, pedagogical principles, pianist skills, pianists’ educational process

Abstract

In modern social conditions, the demand of formation of a new generation of teachers is raising. The problem of interdisciplinary communication in the field of musical-pedagogical preparation of specialists is of particular interest since new organizational and methodological forms, theoretical and practical research are not used enough in the educational process. The authors conducted a study on the issues of professional and conceptual foundations of pianists’ education on the example of M. Hlinka Dnipropetrovsk Academy of Music. The concept of interdisciplinary communication was defined. Vocational and pedagogical skills and pianist skills that are formed due to the interconnection of the disciplines of the historical-pedagogical cycle were characterized. The tasks that contribute to ensuring the effectiveness of the results of pianists’ educational process in M. Hlinka Dnipropetrovsk Academy of Music were identified and main pedagogical principles were outlined.

Downloads

Download data is not yet available.

References

Abdullin, E. (2006). Methodology of Pedagogy of Musical Education. Moscow: Academia.

Aleksandrova, O. S., Loiko, V. V., & Vinnikova, N. M. (2020). Trade in the decade following the collapse of the USSR. Visual Anthropology, 33(2), 128-137.

Babansky, YK (1988). Pedagogika. Pedagogy]. Moscow: Prosveshchenie .

Bachmann, C., Barzel, A., Roschlaub, S., Ehrhardt, M., & Scherer, M. (2013). Can a brief two-hour interdisciplinary communication skills training be successful in undergraduate medical education?. Patient education and counseling, 93(2), 298-305. https://doi.org/10.1016/j.pec.2013.05.019

Baumann, S., Koeneke, S., Schmidt, C. F., Meyer, M., Lutz, K., & Jancke, L. (2007). A network for audio–motor coordination in skilled pianists and non-musicians. Brain research, 1161, 65-78. https://doi.org/10.1016/j.brainres.2007.05.045

Dedusenko, Z. V. (2002). Performing pianist school as a kind of cultural tradition (Doctoral dissertation, Thesis for a Candidate of Art Criticism 17.00. 01).

Fasano, M. C., Glerean, E., Gold, B. P., Sheng, D., Sams, M., Vuust, P., ... & Brattico, E. (2020). Inter-subject similarity of brain activity in expert musicians after multimodal learning: A behavioral and neuroimaging study on learning to play a piano sonata. Neuroscience, 441, 102-116. https://doi.org/10.1016/j.neuroscience.2020.06.015

Fedorets, R. (1983). Interdisciplinary connections in the learning process. Leningrad.

Honcharenko, S. U. (1997). Ukrainian pedagogical dictionary. Kyiv: Lybid, 168.

Huralnyk, N. (2007). Ukrainian piano school of the twentieth century in the context of the development of music pedagogy: Historical, and methodological theoretical- technological aspects. Kyiv: National Pedagogical Dragomanov University.

Ivin, V. I., & Ryndin, V. V. (1976). Unsteady flow in branched ducts of inlet pipes of internal combustion engines. Izv Vyssh Uchebn Zaved Mashinostr, 9, 100-105.

Jabusch, H. C., Alpers, H., Kopiez, R., Vauth, H., & Altenmüller, E. (2009). The influence of practice on the development of motor skills in pianists: A longitudinal study in a selected motor task. Human movement science, 28(1), 74-84. https://doi.org/10.1016/j.humov.2008.08.001

Kamenskyi, J. (1955). Selected pedagogical works. Moscow: Prosveshcheniye.

Krings, T., Töpper, R., Foltys, H., Erberich, S., Sparing, R., Willmes, K., & Thron, A. (2000). Cortical activation patterns during complex motor tasks in piano players and control subjects. A functional magnetic resonance imaging study. Neuroscience letters, 278(3), 189-193. https://doi.org/10.1016/S0304-3940(99)00930-1

Maksymova, V. (1988). Cross-curricular relations in learning. Moscow: Nauka.

Meister, I. G., Krings, T., Foltys, H., Boroojerdi, B., Müller, M., Töpper, R., & Thron, A. (2004). Playing piano in the mind—an fMRI study on music imagery and performance in pianists. Cognitive Brain Research, 19(3), 219-228. https://doi.org/10.1016/j.cogbrainres.2003.12.005

Nekrasov, Y. (2000). Complex learning of the game of piano. Kyiv: Nauka.

Oleksyuk, O. (2013). Musical pedagogy. Education of Ukraine. Kyiv: Pedahohichna dumka.

Padalka, H. M. (2007). Pedahohika mystetstva yak napriam naukovoho piznannia [Pedagogy of art as a direction of scientific knowledge] Naukovyi chasopys NPU im. MP Drahomanova. Seriia 14. Teoriia i metodyka mystetskoi osvity, 4(9), 7-11.

Radkovska, L. (2018). The role of the instrumentalist teacher in overcoming the stage excitement of pianist students of a children's music school. Kyiv: Pedahohichna dumka.

Rolinska, H. H. (2021). Using project method for the purpose of educating future music teachers. Linguistics and Culture Review, 5(S2), 387-400

Rostovsky, ?. (2011). Theory and methods of music education. Ternopil: Navchalna Knyha – Bohdan.

Rudnytska, ?. (2002). Pedagogy: General and artistic. Kyiv: Pedahohichna dumka.

Rumyantseva, A. (2013). The pianistic culture of Kharkov in the modern socio-cultural space. Culture of Ukraine, 43, 216-223.

Tararak, N. (2004). Cross-curricular connections of vocal and choral disciplines in the process of professional training of a future music teacher. Theory and methodology of teaching and upbringing. Kharkiv: Nauka.

Tsypin, G. (1984). Learning to play the piano. Prosveshcheniye, Moscow.

Ushynskyi, K. (2004). Man as a subject of education. Moscow: Nauka.

Vaquero, L., Hartmann, K., Ripollés, P., Rojo, N., Sierpowska, J., François, C., ... & Altenmüller, E. (2016). Structural neuroplasticity in expert pianists depends on the age of musical training onset. Neuroimage, 126, 106-119. https://doi.org/10.1016/j.neuroimage.2015.11.008

Vass, E. (2019). Musical co-creativity and learning in the Kokas pedagogy: Polyphony of movement and imagination. Thinking skills and creativity, 31, 179-197. https://doi.org/10.1016/j.tsc.2018.12.004

Vereshchahina-Biliavska, O. Y., Cherkashyna, O. V., Moskvichova, Y. O., Yakymchuk, O. M., & Lys, O. V. (2021). Anthropological view on the history of musical art. Linguistics and Culture Review, 5(S2), 108-120.

Ying, L. F., & Chiat, L. F. (2012). Chinese science in piano pedagogy: evaluating the chronicles of piano playing technique with Taichi. Procedia-Social and Behavioral Sciences, 46, 3102-3106. https://doi.org/10.1016/j.sbspro.2012.06.019

Zhao, H., Narikbayeva, L., & Wu, Y. (2021). Critical thinking of music educators as a factor in creative music pedagogy. Thinking Skills and Creativity, 100884. https://doi.org/10.1016/j.tsc.2021.100884

Ziaziun, I. (2003). Philosophical principles of education: educational and educational paradigms, educational technologies, dialectics of pedagogical action. Pedagogical skills in institutions of professional education. Kyiv: Nauka.

Zymohliad, NY (2018). Gradations of meditation in Valentin Silvestrov's "Kitsch music for piano". Culture of Ukraine , (61).