Психология педагогика және жәНЕ



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Заключение
В  результате  обобщения  и  системати-
зации  передового  опыта  стран  мира  в  раз-
витии  национальных  и  региональных  арт-
педагогических и арт-терапевтических школ, 
а также на основе изучения данного опыта в 
практике психокоррекционной и профилакти-
ческой  работы,  нами  был  разработан  и  про-
веден  арт-педагогический  сеанс,  вобравший 
в себя лучшие зарубежные традиции группо-
вой арт-терапии и арт-педагогики. 
Анкетирование после арт-педагогического 
сеанса  позволило  выявить,  что  участники 
ощутили  снятие  напряжения,  повышение 
эмоционального  тонуса,  доверительность, 
позитивный  настрой.  В  целом  респонденты 
отметили,  что  помимо  указанных  ими  в  ан-
кете  эффектах  сеанса  у  них  появился  груп-
повой  позитивный  эмоциональный  настрой, 
совместное  участие  в  художественной  дея-
тельности способствовало созданию отноше-
ний взаимного принятия и эмпатии. 
 В итоге нами предполагается, что возмож-
ности арт-педагогики и арт-терапии в практи-
ке психокоррекционной и профилактической 
работы  достаточно  высоки,  что  использова-
ние арт-методов в массовом обучении и вос-
питании  во  многом  может  предопределить 
решение проблемы раннего предупреждения 
суицидальных тенденций подростков и моло-
дежи в Казахстане.
СПИСОК ИСПОЛЬЗОВАННЫХ ИСТОЧНИКОВ
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2005. – 99 с.
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конференции «Арт-терапия и творческое самовы-

29
Білім берудің заманауи проблемалары/Современные проблемы образования 
 /Modern problems of education
ражение в сохранении здоровья и развитии чело-
веческого потенциала». – Москва, 2010. – С.21-27.
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шкатулка мастера. Научно-методическое пособие. 
– Луганск: Элтон-2, 2013. – 160 с.
9.  Корженко  О.  М.  Артпедагогика  сегодня: 
цели  и  перспективы  развития  /О.М.Корженко, 
Е.А.Заргарьян //Теория  и  практика  образования 
в  современном  мире:  материалы III междунар. 
науч.  конф. (г.  Санкт-Петербург,  май 2013 г.). – 
СПб.: Реноме, 2013. – С. 95.
10. European Consortium of Arts Therapies 
Education. Directory of European training courses. – 
Paris: Rene Descartes University, 2005. – 114 p. 
11. Walsh S.M., Weiss S. Art intervention with 
family caregivers and patients with cancer // Oncology 
Nursing Forum. – 2003. – Vol. 30, № 6. – P. 924-930.
12. Бурно М.Е. Терапия творческим самовыра-
жением. – М.: Медицина, 1989. – 304 с. 
13. Алексеева М.Ю. Практическое применение 
элементов арт-терапии в работе учителя. Учебно-
методическое пособие для учителя иностранного 
языка. – М.: АПК и ПРО, 2003. – 88 с. 
14. Гришина А.В. Развитие творческой индиви-
дуальности подростков средствами арт-терапии в 
учреждениях  дополнительного  образования.  Ав-
тореферат на соискание ученой степени кандида-
та педагогических наук. – Волгоград: Волгоград-
ский государственный педагогический универси-
тет, 2004. – С.13.
15.  Рудестам  К.  Групповая  психотерапия  /К. 
Рудестам. – СПб.: Питер, 1999. – 384 с.
16. Остер Дж. Рисунок в психотерапии. [Текст] 
Методическое  пособие  /Дж.Остер,  П.  Гоул – М.: 
Прогресс, 2009. – C. 56.
17. Копытин А. И. Системная арт-терапия /А. 
И. Копытин. – СПб. : Питер, 2001. – 224 с.
18. Кузьмина Е. Р. Нарисуй мне о себе: прак-
тическая психология для взрослых и детей. – М.: 
Когелет, 2001. – 48 с.
REFERENCES
1. Kopytin A. I. Fundamentals of art therapy / 
Alexander Kopytin. SPb. , 1999.-251 p.
2. Medvedeva E. A., Levchenko I.Yu, Komissarova, 
L. N., Dobrovolskaya T. A. Art pedagogic and art 
therapy in special education. M.: Publishing center 
“Academy”, 2001. - 248 p.
3. Lebedeva L. D. The Practice of art therapy: 
approaches, diagnostics, system practice. SPb.: 
Speech, 2003.- 256 p.
4. Kokorenko V. L. Art-technology in training 
specialists of helping professions / V. L. Kokorenko. 
- SPb.: Speech, 2005. -101 p.
5. Kopytin A. I. Analytical techniques of art 
therapy/ D. I. Kopytin, B. Court. - SPb.: Speech, 
2007. - 186 p.
6. Art therapy women’s issues / Ed. by A. I. 
Kopytin. Moscow: Cogito-Center, 2010.- 270 p.
7. Kopytin A. I. Art therapy in the context of culture 
and technology// Proceedings of the international 
conference “Art therapy and creative expression in 
health and human development”, Moscow, 2010. 
P.21-27.
8. Tararina E. V. Workshop on art therapy: the box 
masters. Scientifi c-methodical manual. - Lugansk: 
Elton-2, 2013. - 160 p.
9. Korzhenko O. M. Art pedagogic today: goals 
and prospects / O.M. Korzhenko, E. A. Zargaryan 
// Theory and practice of education in the modern 
world: materials of the III Intern. scientifi c. Conf. (St. 
Petersburg, may 2013). - SPb.: Renome, 2013. P. 95.
10. Walsh S.M., Weiss S. Art intervention with 
family caregivers and patients with cancer // Oncology 
Nursing Forum. – 2003. – Vol. 30, № 6. – P. 924-930.
11. European Consortium of Arts Therapies 
Education. Directory of European training courses. – 
Paris: Rene Descartes University, 2005. – 114 p. 
12. Burno M. E. Therapy creative expression. - 
M.: Medicine, 1989. - 304 p.
13. Alekseeva M. Yu. Practical application of 
elements of art therapy in the work of the teacher. 
Teaching manual for teachers of a foreign language. 
M., 2003. - 88 p.
14. Grishina A.V. Development of creative 
individuality of teenagers by means of art therapy 
in institutions of further education. Author’s abstract 
on competition of a scientifi c degree of candidate of 
pedagogical Sciences. Volgograd: Volgograd state 
pedagogical University, 2004. P.13.
15. Rudestam K. Group psychotherapy / K. 
Rudestam. - SPb.: “Publishing house “Piter”, 1999. 
- 384 p.
16. Oster J. Figure in psychotherapy. [Text] 
Methodical manual / J. Oster, P. Goul - M.: Progress, 
2009. – P. 56.
17. Kopytin A. I. System art therapy / A.I. Kopytin. 
- SPb.: Piter, 2001. -224 p.
18.  Kuzmina E. R. Draw me about yourself: 
practical psychology for adults and children. M: 
Kogelet. 2001. – 48 p.

30
ПЕДАГОГИКА ЖƏНЕ ПСИХОЛОГИЯ – ПЕДАГОГИКА И ПСИХОЛОГИЯ
PEDAGOGICS AND PSYCHOLOGY
№4, 2015
Abstract
Kassen G.А., Kudaibergenova A.M. Foreign experience of art pedagogics and art therapy in practice of 
psychocorrectional and scheduled maintenance.
The article represents intermediate results of the grant of the Ministry of education and science of the 
Republic of Kazakhstan “The Art pedagogic and art therapy for the prevention of suicidal behavior of youth in 
Kazakhstan: development of scientifi c bases and practical technologies”. 
The relevance of the article is justifi ed by the fact that the growing problem of suicidal behavior among 
adolescents and youth increases the role of preventive work in this direction, which, in the opinion of the authors 
will be successful with the help of the art- methods - methods of psychological and pedagogical infl uence in art, 
a kind of ways to Express individual identity. It is argued that these methods are successfully being worked out 
and further resolve interpersonal and intrapersonal confl icts, crisis, anxiety and stress, psychological trauma. In 
the opinion of the authors of these methods also contribute to the development of creativity, personal growth 
and self-actualization of creative potential of personality. 
Proves that it is necessary to divide art therapy and art pedagogic (or methods of art pedagogic). Second, the 
authors believe that as more public and “lightweight” on the background of art therapy, allows to operate with 
“less deep” problems of personality. Based on the analysis of the sources of the historical development of art 
therapy as forms of therapy by art is divided into three stages, is the period of the origin of the art of pedagogy 
in the depths of art therapy. Analysis and systematization of scientifi c sources in the fi eld of art therapy and 
art pedagogy suggests that in the advanced countries of the world art therapy is a form of arts therapies, in a 
number of countries – paramedical profession, along with such related professions as music therapy, dance-
movement therapy and drama therapy. 
The article also refl ects the materials obtained as a result of generalization and systematization of best 
practices of countries in the development of national and regional art teaching and art therapy schools. 
On the basis of studying of world experience in the practice of psycho-corrective and preventive work 
have been developed and implemented art educational session, which absorbed the best of foreign traditions 
group art therapy and art pedagogic. The results and subsequent questioning is also refl ected in this article. In 
particular is the result of practical art teaching session - the participants felt stress relief, improving emotional 
tone, confi dence, positive attitude. 
In the end, it is assumed that the possibilities of art pedagogic and art therapy in the practice of psycho-
corrective and preventive work suffi ciently high that the use of art techniques in mass education may largely 
predetermine the solution to the problem of early warning of suicidal tendencies in adolescents and youth in 
Kazakhstan.
Keywords: art-therapy, art-pedagogic, art-methods, art-pedagogical activities, art- pedagogical session.
Аннотация 
Қасен Г.А., Құдайбергенова Ə.М. Психокоррекциялық жəне алдын алу жұмыстары тəжіри бе-
сіндегі арт-терапия жəне арт-педагогиканың шетелдік тəжірибесі.
Мақалада  ҚР  БжҒМ  «Арт-педагогика  и  арт-терапия  для  профилактики  суицидального  поведения 
молодежи в Казахстане: разработка научных основ и практических технологий» гранттық жобасының 
ағымдық нəтижелері көрініс тапқан.
Мақаланың  өзектілігі  жасөспірімдер  жəне  жастар  арасындағы  суицидтің  көріністері  мəселесінің 
күшеюіне негізделеді, авторлар пікірінше, осы бағыттағы алдын алу жұмыстарында арт-педагогикалық 
əдістер – өнермен əсер ету психологиялық-педагогикалық əдістер сəтті болады, əрі тұлғаның өз ойын 
білдіру жолы. Осы əдістер көмегімен, əрі қарай тұлғааралық жəне тұлғаішілік конфликттер, дағдарыстық, 
үрей жəне күйзелістік жағдай, психологиялық жарақаттар сəтті шешіледі деп мақұлданған. Авторлар 
пікірінше, мұндай əдістер, тұлғаның шығармашылық əлеуетін, тұлғалық өсуін, өзін-өзі өзектендіруін 
жəне креативтілігін дамытуға да əсер етеді.
Арт-терапиялық жəне арт-педагогикалық əдістерді (немесе арт-педагогика əдістері) бөлу қажеттігі 
негізделеді. Екіншіден, авторлар пікірінше, жалпыға түсінікті жəне «жеңілдетілген» арт-терапия аясын-
да «тереңдетілмеген» тұлға мəселесімен жұмыс жасауға мүмкіндік береді.

31
Білім берудің заманауи проблемалары/Современные проблемы образования 
 /Modern problems of education
Арт-терапияның  тарихи  дамуын  талдау  негізінде  өнер  терапиясы  формасы  ретінде  үш  кезеңге 
бөлінеді,  арт-терапиядан  арт-педагогиканың  туындау  кезеңі.  Алдыңғы  қатардағы  əлем  елдерінде  па-
рамедицина мамандығымен салалас мамандықтар музыкатерапия, би-қозғалыс терапия жəне драмате-
рапия,  арт-терапия  өнер  терапиясының  бір  формасы  болып  табылатынын  бекітуге  арт-терапия  жəне 
арт-педагогика саласындағы ғылыми əдебиеттерді талдау жəне жүйелеуде мүмкіндік берді.
Сонымен қатар мақалада ұлттық жəне аймақтық арт-педагогикалық жəне арт-терапиялық мектеп-
тердің дамуындағы əлем елдерінің озық тəжірибесін жалпылау жəне жүйелеу нəтижесінде алынған ма-
териалдар көрсетілген. 
Қорытындылай келе, психокоррекциялық жəне алдын алу жұмыстары тəжірибесіндегі арт-терапия 
жəне арт-педагогиканың мүмкіндіктері жоғары, Қазақстанда жасөспірімдер жəне жастар арасындағы 
суицидтік тенденцияның ерте алдын алу мəселесін шешуде оқыту мен тəрбиеде арт-əдістерді қолдану 
алдын ала анықтауға мүмкіндік береді. 
Түйін сөздер: арт-терапия, арт-педагогика, арт-əдістер, арт-педагогикалық іс-əрекет, арт-педаго ги ка-
лық сеанс.
УДК 378:371.212.3
К.Е.IBRAYEVA, А.А.МОМБЕК 
Abai Kazakh National Pedagogical University
(Almaty, Kazakhstan )
PROMOTING STUDENT MOTIVATION IN PROFESSIONAL-FOCUSED ENGLISH 
CLASSROOM (FOR PRE-SERVICE MUSIC TEACHERS)
Abstract 
The steady tendency to forming the polylingual education, that promotes both professional self-realization, 
and civil integration of the personality, causes for the higher school of Kazakhstan the need of training multilingual 
professionals. Сourse Professional-focused English” (PFE) was introduced into the sample educational plans 
of bachelor’s studies of Pre-service Music teachers. It covers the content of their future specialty (history of 
music, theory of music, instrumental training, methodology of music teaching etc.).
This paper presents some forms and methods to promote student motivation in Professional-focused English 
classroom (for Pre-Service Music teachers) and describes how to adapt music to better suit English teaching 
goals.
Keywords: motivation, Professional-focused English, Pre-service music teacher, music education
M
odern Kazakhstan, being the multiethnic 
and polyconfessional state, develops in 
the conditions of a multilingualism caused by 
its historical development. It causes studying 
of languages as one of the main indicators of 
adaptation to new socio-political and welfare 
realities.
Most clearly the problems and prospects of 
the language situation in modern Kazakhstan 
are refl ected by the President of the country 
N. Nazarbayev in the language strategy “Trinity 
of languages” [1]. According to this idea 
positivity of the development trilingualism 
is impossible without a unifi ed  political, 
ideological and cultural platform. The steady 
tendency to forming the polylingual education, 
that promotes both professional self-realization, 
and civil integration of the personality, causes 
for the higher school of Kazakhstan the need 
of training multilingual professionals. In 2011 

32
ПЕДАГОГИКА ЖƏНЕ ПСИХОЛОГИЯ – ПЕДАГОГИКА И ПСИХОЛОГИЯ
PEDAGOGICS AND PSYCHOLOGY
№4, 2015
course Professional-focused English” (PFE) was 
introduced into the sample educational plans of 
bachelor’s studies. 
Teaching and learning Professional-focused 
English for Pre-service Music teachers has not 
been easy either for teachers or for learners. 
Teachers face problems while teaching it while 
learners face diffi culties while learning it. 
Many factors contribute to these problems and 
diffi culties and lack of motivation on the part 
of learners or demotivated learners is one of the 
most common problems faced by the teachers 
which affects both teachers and learners in 
negative way. Motivated learners are a dream 
of every PFE teachers but it is hardly realized. 
However, it is also important to note that teachers 
enjoy and lay a very signifi cant role in PFE 
teaching and learning process. In this respect, 
the role that teachers can play in motivating their 
learners inside and outside the PFE classrooms 
is to introduce or extend music education and 
utilize it as a strategy to motivate and promote 
motivation among learners. Briefi ng motivating 
learners through music attempt has also been 
done to systematically propose certain practical 
strategies for teachers to learn so that the aims 
and objectives of teaching English are fulfi lled 
easily. 
I have been teaching Professional – focused 
English for Pre-service music teachers at the 
Abai Kazakh National Pedagogical University 
for three years. In my teaching, I have to follow 
the curricula where students study the content of 
their future specialty (history of music, theory 
of music, instrumental training, methodology of 
music teaching etc.).
By the end of the course Professional-focused 
English students should be able to:
– read and summarize an article of music 
pedagogical contents
– write a report about the concerts, music 
festivals, music competitions or research fi ndings 
– listen and comprehend short lectures, master-
classes of famous musicians, music teachers etc.
– ask and answer questions using specifi c 
vocabulary in international conferences, 
workshops, master-classes, collaborative 
rehearsals etc.
– make a presentations about events of music 
culture at meetings, conferences etc.
Before starting the course it is important to do 
the Needs Assessment: PFE (Pre-Servise) Music 
teacher Sample Questionnaire for Workplace 
Language Training. By doing it the PFE teacher 
can be aware of the needs, motivations and the 
problems students have in English. Adapting a 
questionnaire for my target group Future Music 
Teachers, I added some changes because of 
the fact that my students were not workers and 
asked my students about their expectations and 
motivations about future use of PFE at their work: 
1. Do you plan to use English in your future job? 
If yes, how many hours a week are you planning 
to use English? 2. Whom are you planning  to 
speak English with? 3. In which tasks or situations 
are you planning to use English? 4. Which of the 
following skills are you planning to use in each 
of the situations in #3 above? Explain. 6. Which 
English skills is/are most important in your future 
job? 7. What are the three most important things 
you would like to achieve or improve during 
this course? 8. What other reasons do you have 
for taking this course? From their answers I 
understood that the learning of English should be 
based on learning a language with the outcome 
to achieve communicative competence so the aim 
of this paper is to show how students are able to 
learn PFE through music by using all the language 
skills – reading, writing, listening, speaking. 
Having had no previous knowledge on 
designing an PFE course, I relied on my 
experience as a music teacher. I am certain that 
there is no a single textbook used to cover the 
whole contents of PFE course. Currently I am 
using a textbooks written by Russian authors. 
[2; 3; 4]. All books are designed to help the 
student of English, who is interested in Music to 
learn professional vocabulary without searching 
through multiple dictionaries, encyclopedias, and 
manuals to gain necessary information on this 
subject. I very often use different supplementary 
materials for my class, such as Sheet music or 

33
Білім берудің заманауи проблемалары/Современные проблемы образования 
 /Modern problems of education
Notes, for example: The greatest love songs 
of the 80-s, The Beatles 100 hits, Sheet music 
by Richard Glayderman Anthology. Usually 
students can not only play classical, jazz, blues, 
ragtime, songs but also read instructions about 
nuances and interpretation of piece of music. 
There is no doubt that songs, through their 
rhythm and musicality, contribute to the learning 
and memorization of linguistic structures. 
My intention is to show how songs can have 
important benefi ts in the teaching-learning of a 
PFE, how to teach English in an amusing way, 
to transmit the students’desire and motivation 
of learning English. Often I use songs (internet, 
CD, tape-recorder, I-phone or I-Pad) on my 
lessons when I have my students listen to music 
and write down the words or key phrases they 
hear on a prepared handout. When I use music 
in my classes, I have my students go beyond just 
listening to songs by having them analyze the 
song lyrics. This activity allows the students to 
look more closely at the meaning of songs. This 
activity provides an opportunity for students to 
think about the meaning of songs. By analyzing 
song lyrics, the students are making a step into the 
critical-thinking world. Here I can add great web 
site which I recommend to all PFE practitioners. 
www.lyricstraining.com [5].  
Lyrics Training is a Web application that 
allows student to read and listen to the lyrics 
from music videos and can be used as a fun and 
interactive way for language teachers and trainers 
to introduce new vocabulary and grammar to 
their students in a classroom setting. This online 
language learning tool is particularly useful 
for students of foreign languages who want a 
fun and entertaining way to learn the correct 
pronunciation of words and it will improve their 
listening skills as students must identify words 
from a song. It’s very easy to use and lots of fun. 
Basically, student watch a music video and type 
some or all of the lyrics to the song (depending 
on the level) line by line.
In addition, I take students of PFE course to 
have a sites-visit (You-Tube etc.), to visit the 
alive concerts, master-classes in order to have 
them learned from the professional English-
speaking musicians. So they observe how the 
musician work and use the professional terms 
for their task. It helps them to learn English via 
activities.
The strength of the material mentioned is 
that it is designed to match the content of the 
students’ specialized subjects (music theory, 
music history, harmony, playing instrument etc.). 
It introduces basic terminology and it consists a 
lot of texts according to students’ English level. 
All student books revise grammar, give examples 
of texts, expressions, jokes, pictures, and music 
dictionaries. The aims of books – to help the 
student contact, correspond, argue, and practice 
with English-speaking musicians discussing 
various subjects and topics. There are other 
exercises, too: matching, gap-fi lling,  defi ning, 
etc. Many of them have the key answers. 
Choosing authentic materials which are 
up to date with the music education context is 
very important because the students have to be 
prepared for their future job. It is good to use 
some authentic lectures, videos, presentations, 
concerts, scientifi c articles from music teachers 
because they are authentic and can enrich their 
knowledge. 
Below some tasks I use in PFE classroom are 
presented.

34
ПЕДАГОГИКА ЖƏНЕ ПСИХОЛОГИЯ – ПЕДАГОГИКА И ПСИХОЛОГИЯ
PEDAGOGICS AND PSYCHOLOGY
№4, 2015
Task 1: Problem solving
In groups, students record the task – Describe 
how you would arrange a popular folk song for 
recording with singers and instruments of your 
choise.
Product
problem
Solutions
A popular folk song
To arrange a popular folk 
song for recording
-to choose tonality that would be convenient for 
singers and instruments
-to identify measure, tempo
-to identify harmony
-to choose type of accompaniment (arpeggio, 
accords etc.)
-to make instrumentation
-to write down dynamic notes
Task 2: Listing and ordering task
This task allows students to review and activate 
what they know about the groups of musical 
instruments and related vocabulary. First, students 
brainstorm about the words they need to talk 
about symphony orchestra seating arrangement. 
Then students form groups and organize the 
chosen words into four columns labeled: string 
instruments, wood wind instruments, brass 
instruments, percussion instruments
string instruments
woodwind instruments
brass instruments
percussion instruments
Violin
Viola
Cello
contrabass
Flute
Clarinet
Oboes
bassoon
Trombone
Trumpet
Tuba
French horn
Drums
Cymbals
Kettledrum
Castanets
Set of bell
When the four columns are complete, the 
teacher will indicate if the options are placed 
correctly. 
Individually, students will be asked to explain 
in a short paragraph which of the musical 
instruments they would most like to play well 
and why. Also they will be asked to explain any 
that they would never like to learn and why.
Students will walk around the classroom and 
fi nd one or two more people who choose the 
same instruments as their favorite. They will 
now become a group. They will share orally why 
they like this particular instrument better than the 
others. 
Task 3 Sharing personal experiences
In this task students individually write a short 
paragraph explaining the following:
– why they have chosen the profession of 
music teacher
– How English will help them in their future 
career
– singer talks about her work experience in an 
opera house in USA
– a student yesterday visited  a local concert 
hall and now he is describing performance he 
enjoyed
– a group of students describe their study 
abroad experience at Art Academy in USA
Task 4: Comparing and contrasting
In pairs, students write down 3-4 similarities 
and/or differences about different things, for 
example – systems of music education in USA 
and Kazakhstan, interpretations of Beethoven’s 
sonata performed by E.Gilels or S. Rihter etc.

35
Білім берудің заманауи проблемалары/Современные проблемы образования 
 /Modern problems of education
Task 5: Creative task
– Students read 3-5 articles about  events of 
music culture or articles of music pedagogical 
contents. Then, each student chooses one article, 
makes notes on the important information and 
presents it at the conference. 
There can be Peer evaluation on this  task 
to reinforce teacher’s formative evaluation. The 
students who are not presenting will be asked to 
write about aspects they consider were perfect 
in the presentations and aspects that need to be 
improved.
Concerning formative assessment, I would 
say that it can be obtained from feedback from 
program participants, input from supervisors 
and the observations of the instructor. After each 
task classmates will have to comment students’ 
answers identifying the good and the bad points. 
This will be supplemented by feedback from the 
teacher who indicates what has to be improved 
and checks  how students cope with diffi culties. 
As far as the writing tasks, students will comment 
each other and the chance to rewrite their tasks 
will be given to all students. The teacher’s job is 
to help and comment on the improvement made 
and monitor students’ progress.
In conclusion, the fi rst purpose in presenting 
this paper is to highlight how to promote student 
motivation in Professional-focused English 
classroom (for Pre-Service Music teachers) 
and adapt music to better suit teaching goals. 
Music work in a dynamic and entertaining way 
as enriching linguistic input. Moreover, basic 
learning competences are enhanced with the use 
of music in the classroom, as it can be employed 
with theoretical reasoning, practical skills, 
personal attitudes and personal engagement, so 
varied possibilities with music are in the class. 
Music can be used as a valuable teaching and 
learning tool. Using music can help learners 
improve their listening skills and pronunciation; 
they can also be useful for teaching vocabulary 
and sentence structures. Probably the greatest 
benefi t to using music in the classroom is that it 
is enjoyable. Using music, in particular, songs as 
tasks might be one way of helping transfer words 
from songs into use, and maximize the potential 
of music as teaching and learning tools. 
REFERENCES
1. State program of development and functioning 
of languages in the Republic of Kazakhstan for 2011-
2020. – Astana, 2011.
2. Liberman N., Kedrova M. English for Art 
Students.-M., 2013
3. Borisova E. English in music.-M., 2011
4. Melnikova E. English for musicians. –
Yekaterinburg, 2011.
5. Http://www.lyrics.com, http://www.songlyrics.
com).
Аннотация
Ибраева К.Е., Момбек А.А. Развитие мотивации студентов в курсе «Профессионально-ориенти-

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