Information technologies in music. Advanced training course "application of information and communication technologies in music education in the context of the implementation of the Federal State Educational Standard" New technologies and music

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1

The article is devoted to such an urgent problem of professional education as the use of information technologies in the structure of modern music education. These technologies are considered as a possible tool for resolving the contradictions between the need to optimize the process of music learning through the introduction of information, information and communication and computer technology and the lack of theoretical and methodological justification for their use in modern music education. In this article, the problem of using information technology in the process of teaching music is analyzed from the standpoint of philosophy, pedagogy and psychology. The author highlighted the main directions of development of the process of integration of traditional and distance learning in music, identified the main reasons for the insufficient use of computer methods of music learning, and also determined the place of the process of distance music learning in the problems of modern science.

information and communication technologies

modern music education

pedagogical technologies of distance learning

distance learning music

information Technology

1. Bershadsky A.M., Krevsky I.G. Distance and open education: problems and prospects // Integration of education. - 2002. - No. 2/3. - pp. 99-105.

2. Verbitsky A. A. Psychological and pedagogical problems of restructuring activities in computer education // Computers and problems of music education. - Novosibirsk, 1989. – P. 15-23.

3. Gershunsky B. S. Computerization in the field of education: problems and prospects. - M.: Pedagogy, 1987. - 263 p.

4. Gorbunova I.B. Information technologies in music: textbook. allowance. - St. Petersburg: Publishing house of the Russian State Pedagogical University named after. A. I. Herzen, 2011. - T. 3. - 399 p.

5. Gorbunova I.B. The phenomenon of music and computer technologies as a new educational creative environment // News of the Russian State Pedagogical University named after. A. I. Herzen. - 2004. - No. 4 (9). - pp. 123-138.

6. Dyachenko N. G. Technical teaching aids in the system of complex education of a musician (towards the formulation of the problem): dis. ...cand. art history - L.: 1983. - 200 p.

7. Zabolotskaya I.V. New information technologies in music education: dis. ...cand. ped. Sci. - St. Petersburg: 2000. -196 p.

8. Klyuchkova E.Yu. Main directions of the process of integration of distance and traditional music education // Traditions and innovations in the modern cultural and educational space: materials of the V International Scientific and Practical Conference (Moscow, March 13, 2014). - M., 2014. - pp. 39-42.

9. Rapatskaya L.A. Music education at the university: traditions and innovations // Higher education in Russia. - 2011. - No. 6. - pp. 84-90

The active development of various types of technology, including computer technology, which began in the middle of the 20th century and covered all spheres of human activity, is now an integral part of reality. Electronic technologies are used everywhere, in science and culture, in everyday life and in organizing leisure time. In music pedagogy, such methods appeared only in recent decades, but they have already acquired great importance in the field of creative activity, which could not but affect the curricula of various specialized institutions, where courses in music informatics and electronic music for composers began to be introduced. Computer classes also began to appear in music schools, and such areas as sound recording for sound engineers, sound designers, sound technicians and sound engineers were formed. Many private music schools offer classes for concert and radio DJs. The issue of forming an independent form of distance music education is also being actively discussed, especially recently.

It should be noted that the musical pedagogical process is initially very conservative. This is explained by the fact that teaching methods, especially performing disciplines, have been developed and verified over many tens, or even hundreds of years. The traditions and experience of many authoritative teachers, recorded in the author’s methods, determine the sustainability of forms and types of teaching, repertoire, and interaction between teacher and students. However, all of the above does not mean at all that there is no development in music pedagogy. What we mean is only a certain stability and continuity of traditions based on empirically determined methods of work. This is especially true for representatives of the performing direction of musical activity, who are the overwhelming majority among all music students.

Forms of training are also associated with this fact, since performing skills are transferred through personal contact with the teacher during individual lessons, and not through lectures intended for a wide audience. Therefore, it is impossible to limit ourselves to the development of methodological guidelines for mastering the instrument, just as it does not seem realistic to replace the process of live communication with a teacher in the specialty with various recommendations. This is precisely the most important difference between the music-pedagogical process and other forms of educational organization adopted in other educational institutions of the humanities.

However, in musical activity there are a number of disciplines (for example, theoretical and historical-theoretical disciplines) that do not impose strict methodological requirements for the organization of the educational process. This is precisely why the first complexes for the development of auditory skills and a sense of rhythm, computer programs and distance courses were developed in the USA in the subjects “Elementary Music Theory”, “History of Music”, “Solfeggio” (J. Evans, R. Glaser and L.E. Homme and others). Teachers from various educational institutions, including the country's leading music and music-pedagogical universities, worked in the same direction.

It is worth noting that, despite the active introduction of distance learning methods into the music pedagogical process, the attitude towards this among teachers is very ambiguous. A certain negative attitude towards computerization of the musical sphere of human activity is associated not only with the general conservatism of musical pedagogical foundations, but also with a number of problems associated with organizing the process of learning at a distance. To successfully acquire knowledge and master skills, it is necessary to fulfill a number of pedagogical conditions that are mandatory for a successful educational process, such as the availability of equipment for all participants, proficiency in working with a computer and the Internet. The management of an educational institution at all levels, as a rule, faces questions: who, what and how to teach when introducing distance learning?

Many specialized music educational institutions in Russia already have a variety of distance learning in the form of master classes. However, this form obtaining information is one-time in nature and, as a rule, very limited in time. For representatives of certain areas, for example, for sound engineers, there are advanced training courses, both with and without diplomas and certificates. Separate full-fledged departments of distance music education do not yet exist in Russia, although the basics of the legislative regulation of the distance education system were recorded for the first time in 1995. A number of legislative acts that spelled out the basic concepts, goals and objectives associated with the distance learning form. The main document regulating the use of new technologies in educational sphere, is currently The federal law Russian Federation No. 11-FZ, which regulates changes regarding the use of e-learning and distance learning educational technologies. This law for the first time recorded the basic definitions relating to the use of electronic resources in education and non-contact educational technologies. This document is a complete legislative basis and opens up the possibility of organizing distance learning in educational institutions of any level.

However, despite the bright prospects associated with state support for distance education in all fields of science, the question still remains open: what can be taught using this form of organizing the pedagogical process?

Analyzing distance learning programs in Russia and abroad, we can conclude that this form is used primarily in those specialties where the basis is not practical skills, but theoretical knowledge. There are very few programs related, for example, to art, medicine or sports, since in the process of transferring practical skills without direct contact a number of problems arise, including economic ones. As for already existing programs, there is no necessary statistics on the success of using not individual technical programs, but an independent form of distance learning. In fact, the only accredited music institution in the world that provides a full-fledged process of distance learning in music, including in the performing field, is Berkeley Online College, which annually graduates dozens of certified musicians around the world who studied under the distance learning program. Many music educational institutions are developing certain types of distance learning, such as reproducing DVDs or CDs with recordings of lectures, concerts, master classes, video conferencing, and the introduction of learning environments such as MOODLE as part of teaching theoretical disciplines. Internet technologies have become particularly widespread among students of music schools due to the possibility of viewing and analyzing concert recordings of outstanding musicians of past years, which over time acquired not only an aesthetic, but also an educational and educational impact.

However, it should be noted that, despite the significant advantages of distance music education, many teachers are still wary of this form of education. This is due, first of all, to the fact that in order to use computers and information technologies in training, it is necessary to have certain knowledge, skills and abilities in the technical field or to constantly interact with a specialist in this field. At the same time, the teacher must be aware of the real possibilities of electronics within the framework of music education, be aware of how successful the use of distance learning methods in educational work will be, have the skills to compose algorithms for computer training programs, and have knowledge in the field of optimizing the provision of computer information. It is these factors that cause the difficulty in organizing the process of obtaining music education remotely. Teachers from many educational institutions involved in this topic are wondering how exactly to implement remote forms of learning in the educational process.

Mentyukov A.P. believes that the only and most effective opportunity to use various options for distance learning is currently provided by the development of teaching aids in the disciplines of the historical and theoretical cycle and their active dissemination via the Internet. In this case, the wishes of future applicants, students already studying in educational institutions or independently must be taken into account, and the prospect of using this content in the educational process must also be taken into account.

Today, only two educational institutions in Russia have sections on their Internet sites that present materials intended for distance education - this is the college named after. Gnessin and Novosibirsk State Conservatory named after M.I. Glinka. This is due to the fact that the field of remote music learning is still in the development stage; educational electronic manuals and original video materials for teachers are just being created. First of all, the development of computer training programs affects theoretical disciplines, such as elementary music theory, harmony, polyphony, music history and some others.

A similar picture can be observed not only in Russia, but also in a large number of other countries, although in many institutions there is the possibility of computer training, but, as a rule, it is limited to access to the resources of the music library, an archive of audio and video recordings, self-control tests, as it was carried out, for example, at the Massachusetts Institute of Technology or at Yale University.

To give specific examples, among foreign developments dedicated to distance music learning, we can highlight several of the most interesting and popular computer programs and Internet resources (ViolinLab, Ear-Master, MusicwareExplorer, SingingTutor), which can be considered as a technical teaching tool that helps in acquiring knowledge, developing general musical and special skills. The most famous of these programs is “EarMaster” (“Hearing Development Master”). This program is designed to develop an ear for music and a sense of rhythm and is used in the initial stages of teaching music in private music schools. If we talk about learning to play instruments, then the guitar is most often used for distance learning. As an illustrative example, consider the music training program “GuitarHero”. Beautiful graphics, attractive timbre sound of the instrument and ease of learning notes in the form of tablatures make this program very popular among beginners. The operating principle of such programs is based on playing a recording of a melody or piece and graphically depicting the location of notes on the fretboard and the time they were pressed.

There are also many programs for writing and editing notes (Finale, Sibelius, GuitarPro, Score), working with audio files (SoundForge, Cakewalk, etc.), sound recording (ProTools, Cubase, Nuendo, etc.). These programs, in accordance with educational standards adopted in Russia, are now included in the curriculum of the discipline “Musical Informatics”.

Despite the low level of use of computer technology in the music pedagogical process, development in this industry continues. This is evidenced by the emergence of courses in music computer science and electronic composition, which are taught not by representatives of technical sciences, but by musicians. The popularization of sound engineering also contributes to increased attention to the computer on the part of musicians. The modernization of the musical instrument industry also has a positive effect on the development of distance education. A huge selection of synthesizers, electric guitars, electronic drum sets, electric violins, etc. also arouses interest in the musical environment and requires a certain teaching methodology. It is in this branch of teaching the basics of playing power instruments that the main development of distance forms of education takes place in the form of video lessons, lecture courses recorded on disks, computer programs designed to create tablature (for example, GuitarPro), online classes using the Skype program and etc..

In conclusion, it should be noted that the relevance of introducing distance learning methods into the music education system is closely related to the general situation in modern pedagogy, focused on the development and strengthening of interdisciplinary connections, among which interaction with technical areas and the computer technology environment is most actively developing. It is also obvious that electronic music is gradually attracting more and more attention from professional musicians and composers, both in the academic environment and in other musical styles. Separately, it should be said that the presence of certain problems in the artistic education of the younger generation prompts the search for various solutions that take into account modern technologies that surround students in their everyday lives.

Reviewers:

Rapatskaya L.A., Doctor of Pedagogical Sciences, Professor, Head of the Department of Musicology and Music Education, Moscow State Humanitarian University. M.A. Sholokhov", Moscow;

Nemykina I.N., Doctor of Pedagogical Sciences, Professor of the Department of Musicology and Music Education, Moscow State Humanitarian University. M.A. Sholokhov", Moscow.

Bibliographic link

Klyuchkova E.Yu. INFORMATION TECHNOLOGIES IN THE STRUCTURE OF MODERN MUSIC EDUCATION // Modern problems of science and education. – 2015. – No. 3.;
URL: http://science-education.ru/ru/article/view?id=19703 (access date: 02/01/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"

Annotation: The article discusses music and computer technologies in the educational system using the example of the work of the educational and methodological laboratory of the Russian State Pedagogical University named after A. I. Herzen (St. Petersburg). The interdisciplinary field of professional activity is associated with the creation and use of specialized musical software and hardware and knowledge both in music and in the field of computer science. And the implementation of the concept of music and computer education of a musician teacher is carried out through the main educational programs of the professional training system, a system of additional education, professional development of teachers and their methodological support on the Internet. In addition, the educational and methodological laboratory "Music and Computer Technologies" is engaged in scientific activities: this is, first of all, specialized research in this field of pedagogy and holding international conferences.

Abstract: The article deals with musically-computer technology in the educational system on example of the Educational and Methodical Laboratory at the Herzen State Pedagogical University of Russia, St. Petersburg. Interdisciplinary field of professional activities relates to the creation and application of specialized music software and hardware tools and the knowledge in music and informatics. A realization of the concept of musical-computer education in preparing music teachers is through basic educational programs of vocational training, supplementary education, professional development of teachers and methodical support via Internet. In addition, the laboratory Music & Computer Technologies engaged in scientific activity: it is, above all, specialized research in the field of pedagogy and international conferences.

Music is one of the facets of comprehending the spiritual content of the world, its beauty, reflected in sound. In addition, the sound of music is perceived by a person as a special information space. Computer science and information technology today affect various fields, including musical creativity and pedagogy. How information technologies function in the sound (and, in general, semantic) space of music - this issue has become the subject of attention of musicians-teachers and representatives of other specialties in connection with the formation of new creative prospects for musical activity, because knowledge of the secrets of sound formation, sound creativity, the richness of timbre and acoustic the influence of music provides an additional incentive for artistic innovation.

At the turn of the 20th and 21st centuries, a new direction appeared in musical creativity and pedagogy, due to the rapid development of the industry of electronic musical instruments: from the simplest synthesizers to powerful music computers. Modern electronic musical instruments have most fully and completely embodied the accumulated information technologies of music and the art of music-making over centuries [ ]. Therefore, a new interdisciplinary field of professional activity associated with the creation and use of specialized musical software and hardware - music-computer technologies1 (hereinafter referred to as MCT) - requires knowledge and skills both in the field of music and in the field of computer science.

1 The concept is used in various musical fields (creativity, education, media production). Thus, at the Russian State Pedagogical University named after A. I. Herzen (St. Petersburg), a professional educational profile for training bachelors of art education “050610 - Music and computer technologies” was developed, licensed and introduced into the pedagogical process in 2004.

In many educational institutions around the world, musicians are taught elements of MCT: Institut de recherche et coordination acoustique/musique (IRCAM) And Center d'Etudes Mathématiques et Automatique Musicales (CEMAMu) in Paris; Center for Computer Research in Music and Acoustics (CCRMA) Stanford University; San Diego Supercomputer Center (SDSC) University of California; Research Center for Music and Computer Technologies of the Moscow State Conservatory named after P. I. Tchaikovsky and others. The development trends of MCT in general and professional music education, the various areas of their application and wide demand allow us to talk about the emergence of the phenomenon of a new educational creative environment, the main components of which are: a music computer as a necessary element of the hardware-instrumental base and software of the music-computer educational complex; a methodological system that allows the organic use of computer technologies at all stages and in all directions of the music educational process (MKT is a dynamically developing educational environment that requires the constant development of new curricula and courses adapted to modern social needs and corresponding to the level of development of these technologies) [ ; ; ; ].

In particular, in 2002, at the Russian State Pedagogical University named after A. I. Herzen, an educational and methodological laboratory (UML) “Music and computer technologies” (http://muslab.spb.ru) was created, which develops both musical and information technology education also affects the social aspects of the process of informatization of education as a whole. The tasks set by the laboratory were: development of a new educational direction (in general and special music education); implementation of a methodological system of music-computer pedagogical education at different levels of education, which reflect the content, forms and methods of using MCT in professional, general and inclusive music education; introduction of IT technologies into the music educational process.2

2 The UML working group "Music and Computer Technologies" includes musicians and programmers: Irina Gorbunova, Gennady Belov, Nina Berger, Alexey Gorelchenko, Sergey Chibirev, Andreas Kameris, Peter Rodionov, Alexey Voronov, Elena Bazhukova, Yulia Kiseleva, Lyudmila Romanenko, Olga Prazdnichnykh and etc.

The main direction of the laboratory's work is educational activities. The implementation of the concept of music and computer education in the preparation of a musician teacher is carried out through the main educational programs of the professional training system, a system of additional education, professional development of teachers and their methodological support on the World Wide Web. Thus, the laboratory staff has developed classes in many specialized disciplines for students of music departments3. The implementation of an innovative educational system is also carried out through additional education: professional retraining programs, as well as advanced training programs and course training programs.

3 “Computer music”, “History of electronic music”, “Technologies and teaching methods (in the disciplines of specialized training: music and computer technologies)”, “Architectonics of sound”, “Fundamentals of studio recording”, “Information technologies in music”, “Technology of musical styles", "Fundamentals of composition, instrumentation and computer arrangement", "Traditional and computer orchestration", "Studio recording technologies", "Methodology and practice of teaching electronic composition and arrangement", "Methodology of teaching playing an electronic musical instrument", "Standard software ensuring the professional activity of a musician", "Traditional and electronic instrument studies", " Music computer", "Basic electronic musical instrument", "Additional musical instrument (electronic)", "Electronic synthesizer", "Electronic ensemble", "Musical and computer workshop". Even for students of the faculty of correctional pedagogy (department of deaf pedagogy), classes on programs of the cycle of disciplines "Music and computer technologies for the rehabilitation of people with hearing disabilities."

The principles underlying the creation of the laboratory's methodological system are the foundation for various types of professional activities, both for musicians working with MCT (sound engineering, digital audio recording, sound design, sound production, performance on synthesizers and MIDI instruments, etc.), and and programmers and developers in the field of electronic music systems. This system is built on the basis of the use of specialized software and a specially equipped classroom, and is associated with an individual-group form of conducting classes (an important component here is ensemble play: creative aesthetic activity has a high developmental potential).

Based on the methodological system proposed by the laboratory staff, advanced training programs were created4. For everyone, course training is provided under the following programs: “Intensive course in playing keyboard instruments (musical computer and synthesizer)”, “Computer arrangement and composition”, “Modern recording studio and work in it”, “Designing sheet music on a computer”, etc. .

4 For music teachers of preschool institutions - "Innovative methods and technologies for the musical development of preschool children based on music and computer technologies." For music teachers of secondary schools and teachers of children's music schools and children's art schools: "Music and computer technologies", "Methods of teaching musical disciplines using music and computer technologies", "Computer musical creativity", "Methods of teaching electronic musical instruments", "Arranging music on electronic musical instruments" etc.

The implementation of the concept also provides for the professional development of music teachers and their methodological support on the Internet. The methodological system developed by a team of authors makes it possible for a wide range of students (both future professionals and amateurs) to communicate with music interactively. Over the past 10 years, large-scale testing of the developed comprehensive innovative educational system for various levels of education has been organized and carried out, in particular in pilot regions of Russia (many educational complexes have been developed, implemented and tested jointly with the St. Petersburg computer studio "Mart" with the support of the National Training Fund frames). Thus, the following have been introduced into the educational process: innovative educational and methodological complex (IUMK) “Music and Computer Science”, grades 1-4; educational and methodological complex (UMK) "Musical computer (a new instrument for a musician)", grades 9-11; information sources of complex structure (ISISS) and digital educational resources (DER) “Music in the digital space”, grades 5-9; "Sound and music in multimedia systems", grades 8-11; inclusive education system (equal opportunities for music education and rehabilitation of children with disabilities). The resources are freely available on the Internet (at the moment, absolutely all products created by the laboratory are open source).

For example, the IISS “Music in the Digital Space” is a practical course in mastering a field of knowledge that develops skills and abilities in the use of new music computer technologies in music education and subsequent creative activity (presentation of new material in the lesson and independent creative activity of students). IISS contains a set of the following training resources:
- a collection of information sources (systematized in a database), including texts, illustrations, audio and video fragments, animations (if necessary), etc., equipped with convenient navigation for searching for the necessary materials and their selection for further use;
- lesson models (ready-made “lectures”) that offer the author’s options for presenting theoretical materials, as well as assignments and creative works;
- tools for selecting and maintaining one’s own lesson trajectories (formed on the basis of resources presented in the IISS collection and, possibly, using resources found or prepared by the teacher independently);
- a set of teaching materials describing methods of working with the resource base and lesson models presented in the IISS, as well as instructions (or links to relevant printed and electronic publications) for using programs designed to work with digital music.

With the help of this digital course, a teacher can solve pedagogical and methodological problems: choose a ready-made “lecture” to accompany the lesson and adapt it to his own pedagogical tasks (excluding or adding the necessary resources); create your own lesson trajectory using materials from the resource collection and additional materials collected independently; select practical and creative tasks to complete in class or for homework; organize dialogue in the lesson using a pre-selected collection of resources. And the student gets the opportunity to use the materials of the resource collection to complete teachers’ assignments, create their own creative projects based on the studied material and proposed methods for working with digital music, as well as independently increase the level of knowledge and develop creative abilities. Thus, IISS acts as an organizer of dialogue between teacher and student in the process of studying and understanding the features of the musical and cultural space.5

5 The introduction of this IISS into the educational process contributes to: improving the quality of mastering a number of traditional musical disciplines, such as classical musical literature, solfeggio, composition, arrangement, etc.; a significant expansion of the range of theoretical and practical ideas of students about modern forms of music as an art form and about the technologies of its creation; the formation of new artistic and aesthetic ideas about computer and electronic music; getting to know new genres and trends in computer and electronic music; acquiring knowledge about the possibilities of using a music computer for school musical creativity (computer arrangement, composition, studio work, etc.); expanding ideas about the latest trends in music related to new computer technologies; formation of knowledge in the field of electronic sound and systematic ideas about the prospects for the development of musical art in general; developing students’ needs for music education, including the use of a music computer; expanding opportunities for professional guidance for students in the field of music and computer technologies.

The use of IISS in everyday educational activities allows: to provide students with the opportunity to acquire practical skills in mastering a music computer as a new musical instrument; master new knowledge and skills (including initial professional ones) through musical and practical activities in the classroom; get an idea of ​​the acoustic capabilities of a music computer, the features of computer instrumentation, working in a modern digital recording studio, etc. To solve these problems, an electronic manual has been developed, consisting of two main sections.

The first section, “On the Way to a Music Computer,” offers information and lesson structure on topics dedicated to musical creativity in traditional and computer representation. This section includes lessons on the following topics:
- Music as information (the art of music is a specific sound language. This topic is dedicated to the comprehension of various forms and aspects of the informativeness of musical language);
- Musical instruments - from the bowstring to the synthesizer (a story about the development of musical instruments in its historical evolution, as well as the specific features and capabilities of acoustic and electronic musical instruments).

Second section " Computer lessons compositions and arrangements" is devoted to the study and practical application of existing computer programs for creating and processing digital music. This section includes:
- Composition as musical programming (studying the components of musical language in direct work with them);
- “Something for us from Mozart...” (introduction to the basics of composition using the example of musical classics);
- Composing step by step (practical lessons on composing and arranging in the simplest forms and various genres);
- Sound and music in multimedia systems (the variety of manifestations of musical digital technologies in various types of arts);
- Music without borders (workshop on searching for musical information on the Internet, sound design of an Internet site, remote communication between teacher and student in the process of music education).

The use of IISS in the educational process solves a number of problems that are relevant for modern education. Among them: expanding the sources of knowledge, including the use of information capabilities of the Internet (in the form of homework or extracurricular work); reducing the load on the teacher when preparing for classes by activating the creativity and individuality of his activities (creating his own educational trajectories); increasing the motivation for obtaining knowledge from students by introducing computer technologies into traditional approaches to studying music and relying on the individual’s needs for creative self-realization; the student gains the experience of co-creation with the teacher and friends through various forms of teamwork in mastering educational material.

The educational process is accompanied by the scientific activities of the laboratory staff, which are carried out in various areas. In particular, fundamental research is being conducted on the topics “Development of conceptual foundations for the introduction of information technologies in music education” and “Formation of information competence of a modern musician based on music-computer technologies”, Ph.D. theses devoted to the functioning of music-computer technologies in the music-educational process are defended, musical creativity, information technologies in music and music education, computer modeling of elements of musical creativity (I. V. Zabolotskaya, S. V. Chibirev, A. Kameris, A. V. Gorelchenko, E. V. Kibitkina, M. Yu. Chernaya , S. Yu. Privalova, etc.).

UML "Music and Computer Technologies" organizes and conducts a number of conferences, seminars, and participates in exhibitions. The most large-scale projects here are: a permanent city seminar “New information technologies in modern music education and creativity”, within the framework of which composers, as well as scientists from a number of universities in Russia and the world (Great Britain, Poland, USA); annual international scientific-practical conference“Music and computer technologies in the system of modern education”, which has been conducted by laboratory staff together with various institutions in St. Petersburg since 2008; annual International scientific and practical conference "Modern music education", held jointly with the St. Petersburg State Conservatory named after N. A. Rimsky-Korsakov since 20026.

6 Conference topics (2012): current problems of music education in the system of holistic art education; problems of professional music education; electronic musical instruments; new trends in the system of general and special music education; new information technologies in music education and creativity; computer music; music informatics; music and computer technologies in primary music education (children's music schools, children's art schools, lyceums); media music; music theory in modern musical practice; computer musical creativity; problems of implementing state standards in the field of music in school education.

This requires, on the one hand, the training of musicians who understand modern multimedia technologies. On the other hand, there is an obvious need to train technical specialists who have the basics of general music education and have knowledge in the field of sound programming, sound synthesis, audio engineering, sound-timbral programming, modeling of musical creative processes, as well as knowledge of studio recording technologies and computer programs, - that is, specialists capable of modeling as one of the methods for objective research of musical creativity [ ; ]. This explains the creation of special training courses and teaching aids aimed at a wide audience of students, which make it possible to present at an accessible level the principles of operation of a musical computer and an electronic musical instrument [ ; ; ; ].

The versatility and global applicability of electronic and computer music provide new, essentially limitless opportunities for self-realization, stimulate the rapid development of intelligence, raising learning to a new level. The compatibility of electronic music with traditional music technologies creates conditions for the continuity of musical eras and styles, their interpenetration and synthesis, strengthening interest in musical culture as a whole. Success in the modern use of such systems lies in the integration of all computer capabilities (symbolic and numerical interface, built-in graphics, music, animation, databases and data banks, etc.).

Bibliography

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8. Gorbunova I. B., Privalova S. Yu. A musical instrument for every child. SPb.: Publishing house of the Russian State Pedagogical University named after. A. I. Herzen, 2009. 117 p.. St. Petersburg: Izd-vo RGPU im. A. I. Gertsena, 2011. 220 p. (In Russian).
9. Gorbunova I. B. Informatsionnye tekhnologii v muzyke. St. Petersburg: Izd-vo RGPU im. A. I. Gertsena, 2009, vol. 1. 175 p.; 2010, vol. 2.210 p.; 2011, vol. 3. 399 RUR (In Russian).
10. Gorbunova I. B. Muzykal"niy zvuk. St. Petersburg: SOYuZ, 2006. 165 p. (In Russian).
11. Gorbunova I. B. Muzykal"niy komp"yuter. St. Petersburg: SOYuZ, 2007. 400 p. (In Russian).
12. Gorbunova I. B. Fenomen muzykal "no-komp" yuternykh tekhnologiy kak novaya obrazovatel "naya tvorcheskaya sreda. In Izvestiya RGPU im. A. I. Gertsena, 2004, no. 4 (9), pp. 123-138. (In Russian).
13. Gorbunova I. B., Zalivadniy M. S., Kibitkina E. V. Muzykal"noe programmirovanie. St. Petersburg: Izd-vo RGPU im. A. I. Gertsena, 2012. 195 p. (In Russian).
14. Gorbunova I. B., Kameris A. Kontseptsiya muzykal "no-komp" yuternogo obrazovaniya v podgotovke pedagoga-muzykanta

    Gorbunova I. B. Musical and computer technologies: laboratory // ENG "Mediamusic". No. 1 (2012)..html

Special conditions:

The best price for the course!
- Guaranteed gifts for every student
- Installment payment
- Opportunity to graduate early. The price of training does not change!
- The learning process is accompanied by a highly qualified teacher.
- Possibility to return 13% of the tuition fee by submitting documents to the Federal Tax Service.

Who is the course intended for: Music teachers working in in accordance with the requirements of the Federal State Educational Standard in preschool educational institutions, non-governmental educational institutions, LLCs, SPO3+, VO3+ of the new generation - secondary schools, gymnasiums, boarding schools, children's art schools, secondary special, higher and other types of educational institutions, methodologists, class teachers who want to support their students in their educational movement; local distance learning coordinators; leaders who change stereotypes in teaching; senior students of pedagogical universities V.

About the course:

Modern life requires a new approach to learning. Rapidly developing technologies are increasingly penetrating human life and creativity. New information technologies in music have revolutionized the process of creating, editing and recording sound. Thanks to this, music is used as a means of education and a subject of study, which makes it relevant today. Therefore, this course is of certain theoretical and practical interest for both teachers and students of the 21st century.Computer technologies provide many interesting opportunities in music education, and this can become an effective tool and basis for musical creativity and the development of musical abilities.Here are some areas of musical activity in which the computer is playing an increasingly important role: the creation and use of musicological databases, music publishing, real-time score management systems, the creation of arrangements and original compositions using sequencer programs, sound synthesis and electronic music, interactive performance systems, restoration of old recordings, sound engineering work, preparation of phonograms and clips, algorithmic music systems, etc.

Course objectives: to form ICT competence of music teachers, improve skills in information and computer technologies, critical thinking skills in the educational process to develop the musical and creative abilities of students, increase interest, motivation for music lessons, improve the forms and methods of the pedagogical process, increase the effectiveness of music lessons;develop a final creative presentation “Musical Informatics” using ICT technology; consider the pedagogical foundations of using ICT in the practice of a music teacher..

How will the training take place?

The distance course takes place on the virtual educational platform of My University http://moi-uni.ru/, which provides for the organization of distance support for teachers and students. The course material is structured according to a modular principle, i.e. Each section of the program represents a holistic, logically complete thematic module. To enter the portal, each course participant is provided with a login and password.

Documents issued:

Upon completion of training You will receive official confirmation of successful completion of the course - Certificate of advanced training from the ANO DPO "Innovative Educational Center for Advanced Training and Retraining "My University" indicating the scope of the course - 108 hours.

How to register for a course?

1. You must select a start date that is convenient for you (before the “Sign up for a course” button)
2. Click on the “Sign up for a course” button and register your “Personal Account”
3. Make payment for training.
4. Fill out the "Profile details" section in " personal account"(indicating the exact postal address with postal code and uploading a diploma of education).
5. After filling out the “Profile details” section, you will be enrolled in a distance learning course (for email You will receive a notification about enrollment in the course).