Auklėjimo ir mokymo sinergija emocinio imitavimo metodo taikymo kontekste: pedagogo praktinės patirties aspektas

LTMonografijoje „Auklėjimo ir mokymo sinergija Emocinio imitavimo metodo taikymo kontekste: pedagogo praktinės patirties aspektas" nagrinėjamas Lietuvos muzikos pedagogų ir kitų dalykų mokytojų susidomėjimo sulaukęs Emocinio imitavimo metodas (EIM) bei pateikiami kokybinio tyrimo rezultatai, atspindintys jaunų pedagogų ir daugiau nei dvidešimties metų šio metodo taikymo bendrojo ugdymo mokykloje patirtį turinčių muzikos mokytojų nuomones. Skaitytojai leidinyje ras ne tik EIM pristatymą žymiausių filosofinių bei muzikinių ugdymo koncepcijų kontekste, šio metodo taikymo jvairiose muzikinėse veiksenose pavyzdžių analizę, bet ir sužinos šios monografijos tyrimo informančių nuomonę apie metodo reikšmę, galimybes bei būtinas kompetencijas auklėjant ir ugdant dabarties mokyklose besimokančias Z ir alfa kartas. Monografija galėtų sudominti mokslininkus ir pedagogus, tyrinėjančius muzikinį ugdymą, jo metodus, mokytojo kompetencijų aspektą, nes leidinyje nagrinėjamas požiūris į muzikos dalyką kaip mokinių asmeninių gebėjimų - muzikalumo, artistiškumo, sceninio laisvumo, emocinio jtaigumo ugdymo bei auklėjimo priemonę. [Anotacija knygoje]

ENThe research object: retrospective teachers' experiences evaluating the Method of Emotional Imitation. The research goal: to investigate and summarise experience accumulated by experienced and young music teachers while practically applying the Method of Emotional Imitation in general education schools. The research goal was attained implementing the following objectives: 1) To analyse musical culture and musical education from the perspective of theoretical principles of emotionality; 2) To present the concept of Method of Emotional Imitation and to present Pedagogical spirituality as a strategy for successful application of Method of Emotional Imitation; 3) To analyse the aspect of competence of general education teacher while education pupils of Gen Z and Alpha; 4) Following the experience of music teachers in general education schools, to present evaluation of Method of Emotional Imitation in contemporary education, to highlight the position of this method in the context of contemporary methods and formation of musical activities. The brief analysis of situation of general music education and reasons that shaped it allows formulating the following hypothesis: Method of Emotional Imitation not only actualises a music lesson and develops the pupils' musical experience but also contributes to building up pupils' musical experience by applying traditionally challenging to implement non-declarative education. The research methods were used to accumulate qualitative research results, the most important of which are: theoretical - analysis of philosophical, psychological and pedagogical literature; empirical - survey of informants (semi-structured interviews using closed and opened questions) and analysis of received material employing qualitative research means to test the raised hypothesis.Informants of qualitative research and their sample: 1. Twelve students, who graduated from the study programme of General Didactics of Music in Kaunas Faculty (at present - Music Academy of Vytautas Magnus University) of Lithuanian Academy of Music in the period of 1996-2001. 2. Three students, who graduated from the study programme of General Didactics of Music at Lithuanian Academy of Music and Theatre in the period of 2013-2019. Strategy for the process of qualitative research analysis and its organisation. The qualitative research embraced the following stages: 1) In the beginning of September 2020 the search for the graduates from the study programme of General Didactics of Music in Kaunas Faculty of Lithuanian Academy of Music (at present - Music Academy of Vytautas Magnus University) in the period of 1996-2001 was conducted and 12 graduates were found; 2) In the middle of September 2020 the participants in the research were sent the semi-structured interview "The aspect of teacher's work in the context of applying the Method of Emotional Imitation. The retrospective of applying the Method of Emotional Imitation"; 3) In the middle of September 2020 the graduates from the study programme of General Didactics of Music at Lithuanian Academy of Music and Theatre in the period of 2013-2019 were invited to take part in the research. Very few out of 23 graduates worked according to the obtained speciality; 3 young teachers were found; 4) At the end of September 2020 young teachers were sent the semi-structured interview "The aspect of teacher's work in the context of applying the Method of Emotional Imitation. The Method Emotional Imitation in the work of young teacher"; 5) In October 2020 15 semi-structured interviews were received by e-mail from both groups of informants and their analysis was started.The strategy of qualitative research analysis embraced four levels: 1) ontological: to identify the peculiarities of present musical education, how they differ from education in the beginning of 21st century as well as to envisage differences in pupils' generations, etc.; 2) epistemological: to identify the attitude to the Method of Emotional Imitation, its significance, relevance; 3) methodological: to choose to conduct the research basing it on social constructivism; 4) methods: research data was collected applying a semi-structured interview, which allowed collecting information on how teachers evaluate the Method of Emotional Imitation in the context of present music education, what advantages, possibilities, benefits and application challenges they see. Both groups of informants were requested to answer 7 demographic and 44 main questions (including 4 closed-ended questions). The process of qualitative research analysis was carried out in three stages: preparation, organisation and presentation: 1) meaningful units were chosen for analysis; 2) delving into research data; 3) open coding; 4) categories were created; 5) abstraction was conducted; 6) research report was prepared. [From the publication]