Критерії, показники та рівні сформованості творчого потенціалу учнів-вокалістів

Abstract

У статті представлено результати констатувального дослідження стану сформованості творчого потенціалу учнів-вокалістів, які навчаються у класі сольного співу спеціалізованих позашкільних закладах мистецької освіти – його розроблену критеріально-рівневу базу та отримані емпіричні дані, які засвідчують реалії даної проблеми педагогічної теорії та практики.

В статье представлены результаты констатирующего исследования состояния сформированности творческого потенциала учащихся-вокалистов, которые обучаются в классе сольного пения в специализированных внешкольных учреждениях художественного образования – его разработанную критериально-уровневую базу и полученные эмпирические данные, которые отражают реалии данной проблемы педагогической теории и практики.

The article made a qualitative research, which made it possible to distinguish the criteria for evaluating the formation of creative potential of students-vocalists: motivational-value; cognitive-intellectual; emotional-sensual; operational-activity. Based on the distinguished criteria there were conditionally three levels of formation of the creative potential of vocal students (high, medium and low). The main objective of the qualitative stage of the experiment is a qualitative and quantitative analysis of the existing level of formation of the creative potential of vocalists. But this is a very complicated matter, since the definition of precise indicators of the integrity of human qualities does not have universal methods. In pedagogical activity, measurements have a certain convention. Therefore, based on these circumstances, our selection of indicators and evaluations is mediated, but their use has made it possible to determine the levels of formation of the creative potential of vocalists in the process of teaching solo singing. The purpose of the recording experiment was to determine the state of formation of the creative potential of vocalists studying in primary artistic educational institutions. To achieve this goal, we relied on the understanding that the criteria should be disclosed through qualitative characteristics, and they should reflect the dynamics of quality studied in time and in a certain cultural and pedagogical space. To obtain reliable data on the state of formation of the creative potential of students, the stage of the experiment was conducted through direct and indirect observation, questionnaires, tests, implementation of practical and creative tasks, studying the results of creative activity, expert evaluations. The criterion (from the Greek Criterion - a means of judgment, measure) - is "a measure of the authenticity of human knowledge, its conformity to objective reality." The criteria are used in the evaluation, definition, classification, diagnosis of pedagogical phenomena on the basis of general scientific principles: consistency, continuity, systemicity.