Introduction
One
of the common negative trends in modern musical pedagogy in additional
education institutions is the deficit of effective communication between teachers and students
replaced by one-sided pedagogical influence. In the best case, “feedback”
appears in the educational process in the form of consideration of students’
interests and requests, specific psychological characteristics, the level of
musical abilities, etc. Meanwhile, the pedagogical technologies themselves often exclude any
collaboration between students and teachers in mastering the musical repertoire
and do not implement the person-centered approach to learning the essence of
which lies in developing the qualities of students that are important for their
spiritual, moral, and overall aesthetic development. The latter is viewed in
this case as a mere byproduct achieved inevitably by virtue of the very fact of
teaching students the art of music and performance which has an inescapable
beneficial effect on a student’s personality.
Moreover,
such a feature of additional music education as the crucial importance of
informal relationships and interactions between teachers and students in contrast
to the general and vocational education saturated with strictly
regulated forms of learning is also not taken into account.
Considering
that additional education is primarily carried out based on students’ voluntary
participation, the subject-subject pedagogical activity as a prevailing one
becomes more preferable compared to the subject-object musical pedagogy [1-3]. Thus, there emerge real
prerequisites for “the pedagogy of cooperation” between students and teachers
in which directing pedagogical technologies become relevant.
The
directing space of music pedagogy must be considered as an opportunity for the
activation of students’ artistic and cognitive activities, as well as a special
organization of the emotional experience obtained during lessons and public performances.
Moreover, the situation of co-creation created in this case implies the
involvement of all participants in pedagogical interaction (teachers and
students) in which the mutual exchange of professional knowledge, skills, and abilities (mostly
on the teachers’ part), as well as experiences of perceptions of music,
individual interpretations, and the mastered content of musical pieces
(predominantly on the students’ part), takes place. The study of opportunities
provided by directing technologies contributing to the emergence of such
situations in this process presents an important research objective in the
theory and practice of musical pedagogy.
Thus,
it appears relevant to study the directing space both in the organization of
the ongoing lessons and musical rehearsals including teacher-student
interaction, work on musical repertoire, in the process of concert performances
and preparation for them and the development of the appropriate psychophysiological apparatus of performers.
Literature Review
Directing
space as a cultural phenomenon having potential for aesthetic and spiritual and
moral influence is studied in several works [4-8]. The directing space
comprises the dramatic space, the scenic space, the scenographic space, the
play space, the textual space with its own graphic, phonetic, and rhetorical
materiality, and the internal space (the dialogue between the subjects of
theatrical interaction) [5,8].
Some researchers examine the material space in which the creative team members and individual performers function, its equipment, the audience hall, etc., as well as the supramaterial directing space synthesizing the artistic concept (in our case, the pedagogical concept) and the technical, scenographic, musical, and other means providing the necessary level of the theatricalization of the pedagogical process [4].
Theorists
and practitioners of directing emphasize the inseparability of the directing
space from the temporal context (the physical, psychological, and historical
time). The director’s concept of a directing space as an opportunity for
conditional theatrical actions confronting the physical reality and taking its
subjects into the world of artistic fantasy and fiction is of special
importance for contemporary artistic and pedagogical reality [7].
This signifies that a teacher can also experiment with contrived artistic
reality within the psychological, historical, and cultural space to activate
students’ imagination and creativity.
Researchers
studying the directing space note its capability to contract and expand depending
on the given artistic decision [9]. The more this space is filled with props
and various objects, the more it shrinks giving less room for imagination and
self-determination of those who fill it [10]. This aspect appears highly
significant for artistic pedagogy due to the objective of activating students’
creative independence which is especially important in additional education
that regulates students’ behavior way less compared to general education
institutions.
Methods
The
study uses a set of pedagogical research methods including the theoretical
(analysis, summarization, pedagogical modeling) and empirical methods
(observation, interviews, pedagogical diagnostics).
In
addition, a pedagogical experiment is conducted to reveal the effectiveness of
the implementation of directing technologies in modern artistic and pedagogical
activities in additional education institutions. The experiment involves
creating the Control (CG) and Experimental (EG) groups of teachers in
additional education teaching pop vocals. Both the control and experimental
groups are formed by 15 teachers each. In the control group, the training
process during the year was carried out according to the traditional
methodology deploying the elements of directing mainly at the final stage of
the preparation of concert performances. In the experimental group, the entire
educational and rehearsal process was carried out in a specially organized
directing space.
The
experiment included the following stages. The first stage was the formation of
a single community of students as spectators of the theatrical and musical
process, played out in front of them by the teachers. The second stage was the
involvement of the students themselves in performing practice in the context of
creative competitions, in which special attention was paid to the entire set of
performance components necessary to create a holistic stage image. The third
stage was the development of one's own performing style and the corresponding
forms of stage implementation. The fourth stage was the
demonstration of students with the participation of teachers of the ability to
musical and stage improvisation with the wide use of theatrical technologies.
It was assumed that, ultimately, the participants in the experiment would be
able to demonstrate their musicality as a stable personality trait in
combination with artistry as an organic model of social behavior not only on
stage but also in situations of everyday social interaction with others.
The study involves exploring the process of immersion of the musical-pedagogical process into the directing space that had initially started with the rejection of authoritarian methods of teaching musical art in the system of additional education. An appropriate style of communication between teachers and students dominated by tactful forms of pedagogical remarks and comments, the preferential consideration of students as full participants in the learning process expected to show a certain level of self-control, self-regulation, and self-organization affecting their moral self-consciousness and ability for self-criticism is created.
To
obtain this result, students’ consistent ability to see themselves as the
subject of interaction with the teacher was formed. Focusing students’
attention on these aspects of learning is largely characteristics of directing
pedagogy that develops performers’ striving to assess themselves from the
viewpoint of potential spectators, listeners, the surrounding partners, and the
teacher-director which serves as a major resource for their development as
stage work performers.
It
is important to note that the immersion of musical pedagogy into the directing
space also involved certain requirements of teachers for themselves as the
subjects of the pedagogical process. This system of requirements starts with
the appearance of teachers which is often underestimated in real musical and pedagogical practice. This involves both a teacher’s
clothing that has to be aesthetically attractive, their facial expression that
has to show openness for dialogue, benevolence, and friendliness as the
predominant emotional states, the expressiveness of the voice, the absence of
abrupt movements, etc. Teachers of the experimental study group sought to be
liked by their students primarily as a person ready to understand them, enter
into friendly relations with them (without panic), showing love and sympathy
for the future musicians.
This
pedagogical self-directing is even more justified considering that teaching
musical performance is not a value in itself in additional musical education.
It is incorporated into a broader context of moral and aesthetic development of
students’ personalities by means of musical art. To a certain extent, a
personality developed well in this respect has to be demonstrated by the
teacher themselves being an example of appropriate social behavior and relationships with others. In a sense, any
professional teaching activity has much in common with the acting profession
bearing the stamp of artistry and stage charm. The students themselves function
as a certain audience and listeners.
Moreover,
in developing their own pedagogically artistic image, each teacher of the
experimental group preferred timely encouragement of students and the ability
to rejoice even the smallest successes with them instead of constant criticism
and emphasis on various imperfections. In this case, encouragement should not
be mixed with approval of students’ persistent laziness, negligence, and
disrespect both for the process of music lessons and for the teacher
themselves.
Overall,
the teachers were creating a constant optimistic mood and a major atmosphere in
music classes. This shows the difference between the use of directing in music
classes in the sphere of additional education and professional theater
directing where severe criticism of acting students on the part of the
director-teacher is the norm since the whole pedagogical process focuses on
creating a professional performance corresponding to high artistic requirements.
In
turn, the main aspect in musical pedagogy is the very musical material that has
to be mastered and performed at a decent artistic level. The image of the
performer of a vocal work itself largely depends on the original musical
material and the corresponding stage image [11,12]. This certainly does not
demolish the need for the formation of certain scenic skills in the performer
but the main objective primarily lies in conveying to the listening audience
the content and artistic and expressive features of the musical work in which
the stage image of the vocalist is auxiliary (unlike in case of professional
actors) and not the end in itself.
Accordingly, compared to professional theatrical directing, the main objective of directing is different in this case. In a sense, every musical lesson was a full performance for the teacher (rather than a rehearsal) where they had to “win” their students’ favor each time similar to an actor prepared to perform on stage.
This
does not imply a teacher’s complete departure from critical notes,
manifestations of discontent, etc., towards their students if needed.
Nevertheless, even in this case, a teacher was not losing “a sense of stage
presence” and provided criticism exclusively in an aesthetic form without
abandoning their image as a performer of the given theatrical role - an older
friend generally benevolent towards students who share with them the secrets of
the performing arts and grieves when they do not
show the same love for musical art.
The
importance of such artistic charisma and the personal charm of a teacher is
vividly illustrated in Hermann Hesse’s famous work “The Glass Bead Game”
describing the young musician Knecht’s first meeting with the Master of Music:
“A
very old man, it seemed to him at first, not very tall, white-haired, with a
fine, clear face and penetrating, light-blue eyes. The gaze of those eyes might
have been frightening, but they were serenely cheerful as well as penetrating,
neither laughing nor smiling, but filled with a calm, quietly radiant
cheerfulness. He shook hands with the boy, nodded, and sat down with deliberation on the stool in front of the old
practice piano
-
You are Joseph Knecht? - He said, - Your teacher seems content with you. I
think he is fond of you. Come, let’s make a little music together...
The
boy looked at the player’s clever white fingers, saw the course of the
development faintly mirrored in his concentrated expression, while his eyes
remained quiet under half-closed lids… And when the playing had come to an end,
he saw this magician and king for whom he felt so intense a reverence pause for
a little while longer, slightly bowed over the keys, with half-closed eyes, his
face softly glowing from within. Joseph did not know whether he ought to
rejoice at the bliss of this moment, or weep because it was over. The old man
slowly raised himself from the piano stool, fixed those cheerful blue eyes
piercingly and at the same time with unimaginable friendliness upon him, and
said:- Making music together is the best way for two
people to become friends. There is none easier. That is a fine thing. I hope
you and I shall remain friends” [13].
Results
The
ascertaining stage of the experiment involved determining the readiness of
teachers in the control and experimental group for creating a directing space
within the process of education and upbringing.
The
work conducted in the experimental group involving the formation of a
pedagogy-oriented directing space produced the following results. The teachers
are found to overcome the widespread trend of underestimating the importance of
the personality of a student themselves regardless of the pursued pedagogical
objectives. This trend was greatly battled through the corresponding direction
of the lessons involving the creation of a trusting atmosphere stimulating
students' self-disclosure and the teacher’s comprehension of their own inner
issues and relations with those around them. At the same time, pedagogical directing techniques close to
the “theater of experience” are certainly auxiliary as they contribute to a
teacher’s self-disclosure in front of their students. They do not provide a
replacement for sincerity and honesty in the relationship between teachers and
students.
While in the experimental group, a teacher’s work with students implied “an extension from above”, the individual lessons more often involved a teacher being “an annex” as an equal of “from down below”. Accordingly, during the group lessons, effectiveness was demonstrated by the direction of lessons close to a performance in which the teacher had been maximizing their own artistic abilities.
In
individual lessons, a student themselves was encouraged not merely as a
performer of a musical piece but also as a person capable of demonstrating
their artistic qualities in the process of preparing a performance on stage.
Accordingly, pedagogical assistance was involved not only in the direction of a
certain structure of students’ concert performances but also the ongoing
lessons designed in a way that ensured the presence of a visible or invisible
spectator or listener audience observing the music lessons. The function of the
visible audience was performed by the teacher themselves. The “invisible” audience was formed by the
teacher’s reactions to a student’s performing efforts from the standpoint of
spectators and listeners. These reactions involved capturing even the smallest
successes in a young musician’s performance.
Within
the system of additional education, the authoritarian style of pedagogy was reduced
in such teachers to a minimum since the very nature of musical art accompanied
here by voluntary engagement demolishes the predominance of the methods of
coercion to music lessons and the punitive sanctions. First and foremost, music
is a world of feelings, the world in which students were immersed by teachers
in the experimental group where musical performance was not overly dominant
since the world of feelings cannot be forced onto a person, it can mostly be
stimulated and sustained by the moral and psychological means including the
directing ones [14].
In
accordance with the program of the experiment, the principle of etudes was
common in the organization of lessons. Played etudes are known to be one of the
foundations of actors’ training. In the activities of the teachers of the
experimental group, the etudes involved not simply learning the corresponding
vocal exercises but deployed different “tests” in the process of learning a
variety of simplified (“intermediate”) vocal repertoire in a situation
approximated to a concert performance. This resulted not only in the technical
vocal performance skills being practiced emotionally and engagingly but also in
the students developing the personal qualities important for stage performances
(imagination, self-control during a performance, emotional expression, etc.).
The
special pedagogical meaning of etudes also lies in the fact that the students
were unafraid of failure since the test performances provide an opportunity for
this. The teachers practicing etudes as one of the main technologies
demonstrate constant benevolence and the desire to support the students
psychologically giving them the confidence needed to overcome the difficulties
faced in performance [9,15-17].
“The
sense of stage presence” developed in students emerged not only in the “etude”
classes but also through participation in the various festive events, evenings,
and amateur performances organized by the teacher and involving the performance
of the vocal repertoire mastered by the students in the classroom. This
supported a certain level of students’ motivation for learning which is
especially important in additional education where a student’s interest in
vocal art comes to the fore.
The results of the study are presented in the following table
The
table shows that the active implementation of directing technologies in the
process of additional musical education allows to largely decrease the level of
student drop-out, activate students’ performing activities, and increase
academic performance.
Discussion
The
study of musical pedagogy practice shows that one of the effective ways of
organizing lessons is dividing them into three stages involving the use of
directing technologies, namely the design stage, the stage of free directing
activities, and the reflexive stage. The proposed pedagogical strategy using
the achievements of theatrical direction was to a certain extent an alternative
to the issue discussed by some theater researchers on the essence of theatrical
space, which, in their opinion, should be formed in connection with the
preparation of theatrical performance as the main component of this space
[4,5]. In our research, we focused on the viewer themself, their study, which
corresponds to the basic setting of several researchers and practitioners of the theatrical process and
its significance for various spheres of human practice [6,7,8,18].
The
first stage (the design stage) is important for the music teachers inclined to
create a scenario of a lesson (or a cycle of lessons), to think through the
mise-en-scene, to develop an emotional score of training sessions. This stage,
in turn, includes the following sequential algorithms:
• Designing the artistic and creative
atmosphere of a lesson;
• Planning the introduction of students
to the content of the training session (exposition);
• Planning “the script of a lesson”
involving creative activity, the intensification of the emotional content of the lesson, and various
intellectual and cognitive activities; moreover, each lesson is constructed
following the simplest dramaturgical and musical form including the beginning of
the training session, the development of its plot, the culmination and
denouement of a given educational script. Accordingly, the important components
of the lesson include:
• “the plot of the lesson” including the creative, heuristic, emotional, and intellectual activities, as well as the plot, development, climax, and denouement of the action.
Next
comes the stage of open directing action comprising:
• The organization of an “event” played
out by the teacher together with the students;
• The implementation of the
“super-objective” and the construction of “mise-en-scene”;
• Reaching the climax and the
accompanying catharsis;
• Constructing the finale (denouement)
of the action;
• The epilogue (the developed debriefing).
Finally,
there comes the reflexive stage involving an afterword (the developed
reflection on the taught lesson together with the students).
The
inclusion of theatrical and directing technologies in the artistic and
pedagogical process is consonant with the further development of the theatrical
art of foreign researchers, who insist that the future of the theater is
associated with the deepening and expansion of forms of interaction between the
theater and the audience [19]. Assertions about the prospects for the
development of "post-dramatic theater" are increasingly
encountered, in which the interaction of actors (in our case,
"teacher-actors" and "student-actors") with the audience
and between the audience, where there is no permanent dramatic text, comes to
the fore [20]. The theatrical action is increasingly acquiring the features of
a performance, which is more and more in demand in modern art pedagogy [21,22].
The phenomenon of immersive theater, which has enormous cognitive potential and
a variety of means of emotional impact on the audience-participants, is also
becoming promising in the pedagogical sense [23].
According
to foreign experts, the future of the theater is associated with its further
rapprochement with social experiment, especially with the participation of the
younger generation, which sets the appropriate directions and content of this
experimentation. For the further development of directing technologies in the
artistic and pedagogical process, it is also productive to compare the theater
with a ritual aimed at personal development and having several stages: 1) the
stage of separation (of the individual from the everyday and familiar
environment); 2) the transitional stage (the stage of transformation, when the participant of the
ritual is in an intermediate position between various states and spheres); 3)
the stage of restoration (returning to society in a new status, with a changed
identity) [24]. It is also promising to pay special attention to the comfort of
the audience as an independent director's task [25].
Consistent
relevance for the formation of the directing space of musical pedagogy in the
institutions of additional education is demonstrated by many provisions of K.S.
Stanislavsky’s system [26]. The essence of these provisions boils down to the
following.
Action
is a foundation of performing arts. To a certain extent, Stanislavsky’s system
is a notional concept. The author admits that learning at a distance is
impossible and personal communication between a teacher and a student and the
direct transmission of experience are crucial. A play (lesson) is woven out of
actions, each action must lead to a certain goal. Thus, a teacher has to design
their role and play it by means other than the imitation of the emotions of the
accepted role, otherwise, they will look fake and resort to the use of cliches
destroying the perception of their role. A teacher has to construct a sequence
of elementary physical actions. Physical action produces an inner experience that appears natural and
truthful rather than long-winded [27,28].
It
is also necessary to analyze how the teacher themselves may be perceived by the
students (looking at oneself from the outside, self-reflection). Whether they
have done everything to make their students like them, to inspire respect and
not fear (which is especially important in repressive school pedagogy) [29,30].
Of
importance is being internally logical in one'’ pedagogical actions in relation
to the accepted role (“not falling out” of it). To be guided by the
super-objective of the lesson – the change in the inner world of a student
(herein, performing actions have to be derived from that state). To “get
through” to the inner world of a student.
A
teacher has to strive to arrive at a common understanding of the most essential
aspects of the studied musical and semantic content of the mastered singing
repertoire and seek the best way of its development and embodiment in the
performing activity together with a student. In doing so, a teacher “merges”
the educational objectives with the playful and recreational impact.
According
to Stanislavsky, a teacher has to work on themselves and the pedagogical role
they have taken on (being accepted by students). (“One’s own content and the external
form” of pedagogical behavior – as in working on a role).
Conclusion
Observation
of experienced teachers in additional education shows that the most promising
pedagogical; strategy is the development of general musicality and the moral
and aesthetic upbringing of students carried out under the condition that each
interaction between a teacher and a student becomes a certain form of a
theatrical performance shaped by elaborate mise-en-scenes (pedagogical
situations) accompanied by the acting the teacher in relation to the studied musical material. This serves as the most stable
stimulus for students during music performance lessons. In this context, K.
Orff’s requirement for teachers under his guidance to show the maximum level of
artistry during music lessons with students is especially meaningful.
Implementations
of the study. The conclusions of the conducted study may be of interest for
professional training, retraining, and advanced training of teachers in
additional education and can be used in real practice of musical pedagogy.
The
scientific novelty of the study lies in the identification of the main
pedagogical processes of musical development in students of additional
education institutions using the specially developed space of pedagogy-oriented
directing.
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Corresponding author
Elena Natalia Sergeevna Yushchenko, Russian State Social University, 4-1 Wilhelm Pieck str., Moscow, 129226, Russia, Email: ns.yushchenko@mail.ru
Citation
Grigorieva EI, Kruglova MG, Asatryan OF, Oparina
NA, Gribkova GI, et al. The use of directing technologies in the system of additional education (2021) Edelweiss Appli Sci Tech 5: 61-65
Keywords
Pedagogy, Directing, Music Pedagogy, Space,
Technologies