Theoretical foundations of the development of cognitive activity and self-education of students in the process of studying at a music institution
Аннотации
The article is aimed at examining the development of cognitive activity and
self-education of students of a higher educational institution with a musical orientation
of training, traditional performance art with accordion accompaniment, in particular. The
observation of these concepts is preceded by an analysis of the opinions of researchers
who have studied a similar issue from variety of aspects. The work provides a vast range of
expert views on similar notions and individual aspects of their analysis.
First and foremost, the theme of self-education of students is reviewed from the
standpoint of determining an active development of individuality by means of autodidactic
processes, which is widely considered and explored as a science of self-education in research
community. In the frames of this concept, the given topic of self-education and development
of cognitive activity among music students is discussed from the perspective of artistic and
creative self-development. Creativity is presented as a core of self-education.
In addition, the article captures fundamental constituents of developing cognitive
activity and self-education of students, such as components of motivational-value, personal
activity, and personal development. Additional attention is paid to their criteria, indicators
and electivity in the given research with justifications.
In the studying of personal development component, two directions of evolution of
student abilities are defined: artistic-communicative and artistic-creative elements as basis
of learning students’ self-development.
The authors characterise stages of independent creative work of music students
as example of music-making (activates development of musical ear and author’s own
performance on a musical instrument), reading from a music sheet and transposing music
(activates musical and intellectual resources, helps in solving auditory, motor-technical and
artistic-imaginative tasks), as well as conceptual learning of musical material.
The authors also pay attention to the professionalism of the teacher in the development
of the aforementioned concepts.