Session Information
SES D 10, Paper Session
Paper Session
Contribution
Researchobject - individual vocal expression in the education process of future music teacher’s personal competences.
The aim of the article is to reveal the influence of the individual vocal expression on the future music teacher’s personal competences in the context of the education.
Research questions:
• what position the individual vocal expression takes up in the future music teacher’s musical education process.
• which components of the music teacher’s personal competences are the most significant.
• which constituents of the music teacher’s personal competences the individual vocal expression influences the most.
The work discusses the aspects of the individual vocal expression in the context of the future music teachers’ education related to becoming a competent member of this profession. The individual vocal expression associated with the music education, and its substantive content, knowledge, values is significant for the future teachers’ emotional, spiritual, intellectual perfection. Now the teacher’s competences are defined as 1) cognitive competence; 2) functional competence; 3) personal competence; 4) ethical competence (according to the “Common European Principles for Teacher Competences and Qualifications“ (2005) and 1) general competence, 2) special competence, 3) cultural competence, 4) professional competence (according to the Lithuanian Teacher's professional competence description (2007).
The research suggests that the individual vocal expression (distinguished by the content specificity and the variety of the influences) is very important and has significant impact on the future teachers’ personal competences. It is important to underline - the individual vocal expression affects the cultural awareness, the creativity, the individuality and the sociality, etc.
The influence of the individual vocal expression is a significant tool for all future music teachers in the field of the personal competence development process that can ensure the success of this profession development path.
The study is based on:
• Humanist pedagogy, which allows to understand one’s problems, take responsibility for the actions and also admits the human potential to grow, to be self-determining, valuing feelings, desires, and emotions instead of objectifying and explaining them.
• Constructivist learning theory, which refers to the self-knowledge, based on previous experience (and so entering the area of lifelong learning) and which underlines that training must be a multiple process and each student could express himself.
• Education axiology, which underlines developing values in the educational process, corresponding to the three faculties of the mind: intellect, emotion, and will.
Method
Expected Outcomes
References
1. Abeles H. F., Hoffer Ch. R., Klotman R. H. Foundations of Music Education. - New York, 1995.
2. Barkauskaitė M., Pečiuliauskienė P. The Expression of the Competencies Owned by Students Studying in VPU in the Aspect of Educational Changes // Pedagogika. - T. 85 (2007), p. 43-52.
3. Hargreaves D. J. The Development of Artistic and Musical Competence // Musical beginnings: origins and development of musical competence. – Oxford: Oxford University Press, 2000.
4. Jäger R. S. Kompetenzen erwerben, verwalten, erweitern. Zentrum für empirische pädagogische Forschung. Universität Koblenz-Landau, 2003. [http://www.zepf.uni-landau.de].
5. Joller-Graf K. Didaktik des integrativen Unterrichts,[ http://www.disertationen.unzich.ch/2005/joller/diss.pdf.]
6. Jonsdottir V. I. The Voice an Occupational Tool. – Tampere, 2003.
7. Juslin, P.N. & Sloboda, J. A. (Eds.) (2009) Handbook of Music and Emotion. Oxford University Press.
8. Karpf. A. The human voice: How this extraordinary immanent reveals essential clues about who we are. - New York: Blooinsbury Publishing, 2006
9. Kleinerman K. (2008). Women sing, women lead: the transformation of identity and emergence of leadership in women through voice // GEMS — Gender, Education, Music & Society, T.4. [
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