ASPECTE INTEGRATIVE AL LECIEI DE EDUCAIE MUZICAL

Marina Caliga Lecturer, PhD Student, Alecu Russo Bli State University, Republic of Moldavia aculty of Sciences of !ducation and Arts E-mail: cali"a#arina$inbo%&ru Rezumat !ducaia 'i (nv#(ntul sunt influenate de ideea schi#brii ) ideea do#inant (n lu#ea conte#poran& *novaia se #anifest prin revi+uirea vechilor #odele de instruire didactic din deceniul trecut, 'i include cercetri 'i reflecii privind apropierea 'i inte"rarea siste#ic (n orientarea educaional peda"o"ic #odern& Cuvintele cheie: integritate sistemic, orientri pedagogice,lecia de educaie muzical. ,n condiiile #oderni+ate ale siste#ului de !ducaie Mu+ical "sesc o actualitate deosebit 'i perfor#ant (n cutarea #odelelor noi (n teoria 'i practica educaional, coninuturi al pro"ra#elor instructive, #etode 'i principii actuale ti#pului& ! cunoscut faptul, precu# c (nlesul educaiei inte"rate prin diferite do#enii de art este un proces filosofico)peda"o"ic co#ple%, care include- for#area interioar a individului 'i transfor#are (n realitate e%terioar. de+voltarea atitudinii estetice, for#area opiniei, si#ului estetic 'i necesitii a tri prin art etc& Peda"o"ii 'i psiholo"ii (n ulti#ii decenii (ncerc(nd (nsistent reali+area siste#ului educaiei inte"rate prin diferite do#enii de art au aplicat la conceptul inte"rrii interdisciplinare. / ipote+ teoretic integrrii interdisciplinare prin diferite do#enii de art vor conduce la for#area 'i de+voltarea personalitilor ar#onioase, care va reali+a- prin atitudine estetic) percepie estetic. si#ul estetic0aprecierea estetic. "ustul estetic0 idealuri estetice. potenialul creativ0activitatea estetic etc& 1ercetarea teoretic a acestei proble#e ne conduce la idee c inte"rarea artelor la o lecie 0 e o siste# alternativ (n for#area2de+voltarea a elevilor& Aici integritatea leciei, siste#ate+at (ntr)un siste# prin diferite do#enii de art devine ca un obiectiv, ce se de+volt prin diferite #i3loace& *ntercalarea leciei (ntr)un #ecanis# for#ea+ un instru#ent de reali+area trividiu#uluicompozitor, interpret, asculttor. Arta #i+icii la fel este o siste# dificil 'i dina#ic, care include (n sine procesul #u+ical peda"o"ic& Acest proces furni+ea+ reproducerea subiectelor din art, adic de+voltarea 'i funcionarea siste#ului (n arta #u+icii& ,ntre aceste siste#e se reali+ea+ o condinionare infor#aional reciproc& iecare lecie de educaie #u+ical este un siste# bine "(ndit 'i deter#inat& Aceasta obli" profesorul la o pre"tire or"anic inte"rat fiecrei etape al leciei& 4u #ai puin (nse#ntate (n educaia copiilor la for#area culturii #i+ical)estetice la acest etap cunoa'terea o are particularitilor psiho)peda"o"ice al copiilor caracteristic acestei v(rste,

cunoa'terea #etodelor 'i principiilor peda"o"iei "enerale 'i peda"o"iei artelor& Una din proble#ele actuale din coninutul 'i or"ani+area leciei de educaie #u+ical se consider

reali+area principiilor inte"ritii leciei de educaie #u+ical& Predarea cu succes disciplinei educaie #u+ical depinde (n #area #sur de tehnolo"iile didactice ce se aplic (n procesul instructiv)educativ& La #odul plenar se va confi"ura o tehnolo"ie didactic bine "(ndit prin relaionarea for#elor, #etodelor, #i3loacelor cu ansa#blul de valori ideatice 'i practice propuse de ctre profesor la leciile de educaiei #u+ical& Un factor e%tre# de i#portant pentru eficienti+area de#ersurilor educative (l constituie racordarea co#ponentelor sus enu#erate prin inte"rarea do#eniilor, ca- arte, 'tiine, natur, tehnic, via +i de +i& 1onfor# conceptului D& 5abalevs6y, (n te#eiul inte"ritii leciei st principiul te#ati+#ului& Lecia, nu #ai este (#prit pe pri- fiecare ele#ent, #o#ent, str(ns le"at de scenariul leciei se inte"rea+ ar#onios 'i siste#ic (n lecie 'i este privit 'i perceput ca un tot (ntre"& 7/ percepere vie a #u+icii8, ) susine D& 9abalevs6y& 7A asculta 'i a percepe #u+ica elevul trebuie pe parcursul (ntre"ii lecii- 'i (n ti#pul activitii c(ntului vocal)coral, 'i (n ti#pul c(ntului la instru#entele #u+icale pentru copii 'i (n ti#pul ascultrii 'i interiori+rii #u+icii, cu alte cuvinte lecia nu se #ai (#parte (n ele#ente, pri aparte8 : ;, p& <=>& B& ?eplov susine c inte"ralitatea leciei va depinde de or"ani+area succesiunii activitilor #u+ical didactice ca unei co#po+iii dina#ice& 1o#po+iia de acest "en, are a'a +is nlnuirea proble#ei, cre'terea treptat spre cul#inaie, punctul cul#inant al leciei se va considera atunci, c(nd starea e#oional)psiholo"ic la copiii se va transfor#a (ntr)o tensiune e#oional :@>& Unul din #odalitile (n atin"erea inte"ritii leciei, poate s fie orientarea activitii profesorului la pre"tirea anticipat a copilului ctre procesul de creativitate& Autorul propune #etoda #odelrii procesului creativ artistic, susin(nd c confor# acestui procedeu elevul devine (n po+iie creator)co#po+itor, creator)poet, creator)pictor& Dup *&Aa"i#, 7Lecia de #u+ic, este un proces viu, o creaie ori"inal a profesorului B'i a elevilorCD, de fiecare dat conceput 'i furit din nou& Pls#uirea ei Bconceptul, structura, dina#ica, dra#atur"ia, #aterialul #u+ical etc&D se afl plenar (n #(inile profesorului, confor# co#petenei, e%perienei, fante+iei sale8 :<, p&E<>& Profesorul frecvent este co#prat cu un actor care #ereu 3oac rolul principal (ntr)u spectacol, fiind sin"urul re"i+or la acest spectacol, interpret 'i dra#atur"& Activitatea lui se dublea+ din si#plu #otiv c trebuie s anticepe, s prevad 'i s pro"ra#e+e reali+area tuturor ele#entelor din 7partitura8 acestui 7spectacol8 sub for# instructiv2educativ& ,n teoria educaiei #u+icale se re#arc, c atin"erea inte"ritii leciei de educaie #u+ical depinde de co#petena, profesionali+#, creativitatea profesorului 'i a elevilor& Lecia s fie pro#ovat pe o sin"ur respiraie 'i tot odat atin"Fnd ideia dra#atur"iei e#oionale al leciei& Specificul co#unicrii elevului cu arta #u+ical presupune 7re2intonare8 coninuturilor, cerinelor didactice (n confor#itate cu direcionarea cuceririi artei #u+icale, ce

i#pune profesorul (n reor"ani+area 'i restructurarea leciei de educaie #u+ical, ca unei leciei de art :ibide#, p&;=G>& 1o#unicarea copilului cu #u+ica ca cu o art poate fi atins atunci, dac e%eperina a'a #odalitii de co#unicare o s intre (n deprindere& Acesta ar (nsea#n, c (n lecia de educaie #u+ical, cu# inte"ral a'a 'i (n toate ele#entele, trebuie s "seasc reflecie specificul #u+icii ca unei arte& 4ecesitatea acestei le"turi o susin #uli profesori #u+icieni2practici& M& Hatchii susine, c lecia de educaie #u+ical este privit ca o 7creaie peda"o"ic al profesorului8& Pentru c a'a fel de creaie 0 este re+ultatul creaiei lui nu nu#ai ca profesor dar ca 'i a unui #u+ician, #anifistate prin cercul intereselor #u+icale, siste#ul valorilor, co#unicarea interdisciplinar cu art prin activitile #u+ical 0 didactice& !#& Planvhard spune celor care cred c secretul (ntre"ii peda"o"ii este talentul, c rostul 'tiinei peda"o"ice este de a co#pleta lacunele instinctului, se (n'eal& Pre"tirea unei activiti didactice nu (nsea#n aplicarea unui tipar a unei sche#e prestabile la un coninut anu#e& Lecia de educaie #u+ical, ur#rit prin curricula la disciplin, are drept scop de a (nte"ra lecia cu cele lalte discipline curriculare prin- scopuri0for#are2educarea personalitilor cu (nalte aspiraii #orale 'i spirituale. instruirea didactico2#etodic prin procese psiho2peda"o"ice 'i co#unicativ2sociolo"ice. principiile de ba+ ale didacticii #u+icale 'i didcticii #u+icale. tipolo"ia leciilor, for#a or"ani+rii, ele#entele structurice, inte"rate (n #icrosiste#e. inte"ritatea leciei supus obiectivului concret etc& Aici pute# conclu+iona (n ur#toarele- proble#a inte"ritii leciei la disciplina educaie #u+ical poate fi atinsa dac se va respecta (n #od obli"atoriu specificul do#eniului 'i caracterul artistic, i#pun(nd o tratare specific a unei lecii de educaie #u+ical ca unei lecii de art, care va contribui la educaie)instruire)de+voltare #u+ical 0 artistic a elevilor, oper peda"o"ic, creat de profesor 'i elevi& Biblio"rafie;& <& @& 1abalevs6i, Du#itru, Principii i metode educaiei muzicale, Moscova, <IIJ& Aa"i# *on, tiina i arta educaiei muzicale. ed& a **& 1hi'inu, <II=& ?eplov, Boris, Psihologia aptitudinilor muzicale, Bucure'ti, ;KE;&

*4?!AR*?L ASP!1?S / ?M! MUS*1 L!SS/4

Marina Caliga Lecturer, Doctoral Stu ent, Alecu Ru!!o "#l$i State Uni%er!it&, Re'u(lic o) Mol o%a *acult& o) Science! o) E ucation an Art! A stract !ducation and trainin" are influenced by the idea of chan"e ) the do#inant idea in the conte#porary Norld& *nnovation is #anifested by revieNin" teachin" #ethods used in the past decade, and includes research and reflections on the syste#ic inte"ration in the #odern peda"o"ical educational orientation& Keywords: s!stem integrator, pedagogical guidelines, music education lesson. Under the #oderni+ed conditions of the syste# of #usic education and perfor#ance, the #odern #ethods and principles of teachin", as Nell as the neN syllaby beco#e of "reat i#portance in the process of searchin" neN #odels in the educational theory and practice& *t is a Nell)6noNn fact that the inte"rated education throu"h various fields of art is a co#ple% philosophical)peda"o"ical process that includes for#in" the inner Norld of the individual and chan"in" in the e%ternal reality, developin" an aesthetic attitude, opinion for#ation, for#in" an aesthetic sense and the need to live by fine arts etc& *n recent decades in an atte#pt to build an education syste#, inte"rated throu"h different fields of art, teachers and psycholo"ists have applied the concept of interdisciplinar! inte"ration& A theoretical hypothesis of interdisciplinar! integration throu"h various fields of art Nill lead to the har#onious personality develop#ent that Nill include the aesthetic attitude, the aesthetic perception, the aesthetic sense, the aesthetic appreciation, the aesthetic taste, aesthetic ideals, the creativity potential, the aesthetic activity etc& ?he theoretical investi"ation of this proble# leads us to the idea that arts inte"ration in a lesson represents an alternative syste# in the student for#ation 2 develop#ent& ?he lesson inte"rity, or"ani+ed in a syste# usin" different fields of art, beco#es an ob3ective that is developed throu"h various #eans& *ntercalatin" a lesson into a #echanis# represents an instru#ent of for#in" the trian"le composer, per"ormer, listener. ?he #usic art is also a challen"in" and dyna#ic syste#, Nhich includes the #usic teachin" process& ?his process provides reproducin" pieces of art, i&e& developin" and functionin" of the syste# in the #usic art& ?here is a #utual infor#ational conditionin" betNeen these syste#s& !ach lesson in #usic education is a thou"htful and deter#ined syste#& Ohile plannin" the lesson the teacher should pay attention to activities that Nould contribute to inte"ratin" pupilsP s6ills& /f eQual i#portance in developin" childrenRs #u+ical)aesthetic culture at this sta"e is the teacherPs 6noNled"e of the psycho)peda"o"ical peculiarities of children of this a"e, as Nell

as 6noNled"e of #ethods and principles of "eneral peda"o"y and of arts peda"o"y& /ne of the current proble#s related to the content of the lesson of #usic education and to or"ani+in" it consists in folloNin" the principles of inte"rity of the #usic lesson& Successful teachin" of #usic depends lar"ely on the didactic technolo"y to be applied in the teachin" process& ?here Nill be a Nell)thou"ht didactic technolo"y Nhich Nill co#bine teachin" for#s, #ethods, #eans that have the conceptual and practical set of values proposed by the teacher at the #usic lessons& An e%tre#ely i#portant factor for effective educational approaches is connectin" the co#ponents listed above by inte"ratin" areas such as- arts, science, nature, technolo"y, everyday life& Accordin" to D& 5abalevs6y, the principle of the#atis# serves as the basis of the lesson inte"rity& ?he lesson is no lon"er divided into parts- each ele#ent, #o#ent, closely related to the lesson scenario, fits har#oniously into the lesson and is seen and perceived as a Nhole& SA live perception of #usicS, ) says D& 9abalevs6y& 7?he pupil should listen to #usic and perceive it throu"hout the Nhole lesson- durin" the activity of vocal choral sin"in", Nhile playin" #usical instru#ents for children, Nhile listenin" to #usic and interiori+in" it, in other Nords, the lesson is no lon"er divided into ele#ents or separate parts8 :;, p&<=>& B&?eplov ar"ues that the inte"rity of the lesson Nill depend on or"ani+in" the succession of teachin" #usical activities as a seQuence of a dyna#ic co#position& A co#position of this 6ind has the so)called chainin" proble#, "radually increasin" to cli#a%. the cul#ination of the lesson Nill be considered the #o#ent Nhen childrenPs e#otional and psycholo"ical state Nill turn into an e#otional tension :@>& /ne Nay to achieve inte"rity at the lesson is for teachers to prepare the child for the creative process& ?he author proposes the #ethod of #odelin" the artistic creative process, clai#in" that accordin" to this techniQue the pupil ta6es the role of the creator)co#poser, creator) poet, creator)painter& Accordin" to *&Aa"i# Sthe #usic lesson is a livin" process, an ori"inal creation of the teacher Band of the pupilsCD, each ti#e desi"ned and for"ed a"ain& *ts creation Bthe concept, the structure, the dyna#ics, the dra#a, #usic #aterial etc&D is fully in the teacherPs hands, accordin" to his2her co#petence, e%perience, i#a"inationS :<, p&E<>& ?he teacher is often co#pared to an actor Nho alNays plays the #ain role in a shoN, bein" the only director, perfor#er and playNri"ht of this shoN& Mis Nor6 is doubled si#ply because he should anticipate, foresee and plan the production of all the ele#ents fro# the SpartsS of this SshoNS usin" instructional2 educational activities& *n the theory of #usical education it is stated that achievin" inte"rity of the #usic lesson depends on the teacherPs and on the studentsP co#petence, professionalis# and creativity&

?he lesson should be held at a sin"le breath and at the sa#e ti#e, reachin" the e#otional dra#a of the lesson& ?he specific character of the pupilsP co##unication Nith the #usical art involves Sre)desi"nin"S the content and the teachin" reQuire#ents so that the #usical art could be conQuered& ?he teacher should reor"ani+e and restructure the #usic lesson as an art lesson :ibid, p&;=G>& 1hild co##unication Nith #usic as an art can be achieved if his2her e%perience develops into a habit& ?his #eans that the peculiarities of #usic as an art should be reflected at the lesson of #usic education ta6en as a Nhole, as Nell as in every part of it& Many #usicians share this point of vieN& M&Hatchii clai#s that the lesson of #usic education is seen as SteacherRs peda"o"ical creation&S Such a creation is the result of his2her creation not only as a teacher but also as a #usician, #anifested throu"h his2her #usical interests, the value syste#, interdisciplinary co##unication Nith art throu"h #usical 0 teachin" activities& !#&Planvhard e%plains to those Nho believe that the secret of the Nhole peda"o"y is talent and that the ai# of the peda"o"ical science is to 8fill in the "aps of the instinct8 that they are #ista6en& Preparin" a teachin" activity does not #ean applyin" a pattern of a sche#e Nhich has been established to a specific content& ?he lesson of #usic education ai#s to inte"rate the lesson Nith the other sub3ects in the curriculu# throu"h its ob3ectives 0 developin" personalities Nith hi"h #oral and spiritual aspirations. didactic)#ethodolo"ical trainin" throu"h psycholo"ical)peda"o"ical and co##unicative)sociolo"ical processes. basic principles of #usic didactics. #usic lessons typolo"y, for# of or"ani+ation, structural ele#ents, inte"rated in #icrosyste#s. the inte"rity of the lesson havin" a definite ob3ective etc& *n conclusion Ne could state that the proble# of #usic lesson inte"rity can be achieved if the lesson is a peda"o"ical Nor6 created by teachers and pupils and if the teacher folloNs the peculiarities of the field and the artistic character, i#posin" a specific treat#ent of the #usic lesson as a lesson in art, Nhich Nill contribute to pupilsP #usical)artistic education, trainin" and develop#ent& References;& <& @& 1abalevs6i, Du#itru, Principii i metode educaiei muzicale, Moscova, <IIJ& Aa"i# *on, tiina i arta educaiei muzicale. ed& a **& 1hi'inu, <II=& ?eplov, Boris, Psihologia aptitudinilor muzicale, Bucure'ti, ;KE;&