Lecture
The content of the course «Music Psychology» has both
a theoretical and a practical orientation. For this reason, the teaching of this course is based on a close connection between the achievements of domestic and foreign psychological science and the practical experience of teachers and psychologists.
In this connection, the study of the course «Music Psychology»
involves a combination of such interacting forms of instruction as
lectures, seminar sessions, practical sessions (within the seminar), and independent work with educational, scholarly-research, and scholarly-practical sources. All of the above types of instructional and independent work are implemented with
the help of modern educational technologies, including
the use of active (innovative) teaching methods.
The lecture material is problem-based in nature and reflects
the students' training profile. The lectures present the main
theoretical points on the topic being studied. In presenting
all of the lecture material on all topics of the course being studied,
information and communication technologies are used, namely
electronic portfolios (presentations and outline notes).
Seminar sessions are held on the most complex topics
of the course using the method of discussion, review of student presentations, questioning,
problem-based questions, and round tables. Seminars are held with the aim of deepening and reinforcing the theoretical knowledge gained in the lectures. In the course of the seminar sessions,
information and communication technologies of innovative teaching methods are used. On the most complex topics of the course, students prepare presentations and illustrate them with slide presentations.
Practical sessions (within the seminars) are conducted through mastering the basic methods and techniques intended for
the psychological-pedagogical and socio-psychological study
of students.
Practical sessions in psychology are aimed at reinforcing
and deepening the students' theoretical knowledge gained in lectures, seminar sessions, and through independent study
of specialized literature.
This variant of educational technology is the most acceptable; however, in an era of pluralism and education oriented toward the individual student, other forms of instruction may also be recommended:
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modeling future professional activity in the form of
preparing expert documents analyzing specific situations:
- an analysis of the sufficiency of protected natural areas in the region,
- preparing proposals for organizing new protected natural areas,
- the significance of individual protected natural areas for preserving especially rare and endangered species,
- the specifics of organizing protected natural areas to maintain the biodiversity of different systematic and ecological groups of living organisms and
so on;
logical instructional schemes (one group of students constructing an erroneous model
of a system's development for subsequent refutation by another group;
playing a nihilism game in practical sessions (a requirement to state only those facts that can be thoroughly proven and defended against the attacks of «militant nihilists» – the instructor or a group of «perpetually skeptical» students),
conducting a systematic collection of information for subsequent
detailed analysis (including for determining the reliability of the data);
developing and actively using innovative forms of assessing students' knowledge (see the next section).
1) when using a multimedia projector to show
presentations of student reports at seminars (sections 1, 4, 6, 8) and presentations at conferences (sections 1, 3, 4, 5, 7);
2) when holding problem-based conferences (sections 2, 5),
at which small «expert groups» prepare presentations (specific opponent positions can be assigned in advance to organize
a debate);
3) when using student experts to review the work (self-reports, practical assignments) of their peers (other students);
4) in project activities, both by individual students and
by their groups (practical assignments No. 1, 2, 3, 4);
5) in practical activities aimed at committing to memory
important research methods (methods for collecting and searching for artistic-creative material for research), in organizing and conducting training sessions in musical-performance practice,
and in the technology of creating research-based artistic-psychological methods (practical assignments No. 2, 3, 4);
6) when watching and discussing performances in the concert
subscription series of the Institute of Arts, as well as other performances, including
those of the students themselves.
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