INTEGRATED APPROACH TO AESTHETIC EDUCATION OF SCHOOLCHILDREN IN THE PEOPLE'S REPUBLIC OF CHINA

Authors

DOI:

https://doi.org/10.28925/2312-5829.2020.1.12

Keywords:

aesthetic education, art, integrated approach, integration, the People's Republic of China, regionality, schoolchildren

Abstract

The article is dedicated to revelation of the peculiarities of integrated approach in the process of schoolchildren's aesthetic education in the People's Republic of China. The possibilities of using art while teaching different subjects (Mathematics, different languages, Literature, History etc.) have been outlined. The Chinese pedagogues underline the close connection of Mathematics and Music. It provides opportunities to 

learn fractional nature of the notes, feel the rhythm of the music, relate harmony, intervals, melody and notes to whole numbers, proportions, arithmetic operations, logarithms, Geometry and Trigonometry. The authors have pointed out that aesthetic subjects (music, art, theatre) are also closely connected in educational process of schools.
The characteristic feature of schoolchildren's aesthetic education in the People's Republic of China is taking into account the regionality (differences in development of art depending on the region of the country). It is due to different historical, socio-economic and cultural factors of development of different regions in China. The regionality strengthens the connection of arts with History, Economics and Geography and helps schoolchildren to understand the significance and differences of regional music in China, to learn various Chinese musical instruments, folk lullabies and to investigate the important characteristic features of the Chinese music. So, schoolchildren's aesthetic education in China has a strong national basis: art is connected with national expression, development of musical traditions, nature and mental aesthetic ideas.

Downloads

Download data is not yet available.

Author Biographies

Olena Ionova, H. S. Skovoroda Kharkiv National Pedagogical University, 29 Alchevskyh St., 61002 Kharkiv, Ukraine

Doctor of Pedagogical Sciences, Professor, Head of the Department of Theory and Methodics of Teaching Natural-Mathematical Disciplines in Preschool, Primary and Special Education

Svetlana Luparenko, Kharkiv National Pedagogical University, 29 Alchevskyh St., 61002 Kharkiv, Ukraine

Doctor of Pedagogical Sciences, Professor, Professor of the Department of General Pedagogy and Pedagogy of Higher Education

Yuliia Lakhmotova, V. N. Karazin Kharkiv National University, 4 Svobody SQ., 61002 Kharkiv, Ukraine

PhD (Pedagogy), Associate Professor of the Department of Oriental Languages and Intercultural Communication

References

• Антонов Н. С. Інтеграційна функція навчання. К.: Освіта, 1989. 304 с.

• Ван Тяньці. Методика підготовки майбутніх учителів музики до формування основ співацької культури учнів початкової школи : дис. ... канд. пед. наук : 13.00.02. Київ, 2017. 221 с.

• Зязюн І. Інтеграційна функція культурної парадигми. Професійно-художня освіта України : зб. наук. праць. Київ-Черкаси : "Черкаський ЦНТЕІ", 2008. Вип. V. С. 3–13.

• Калягин Ю. М., Алексенко О. Л. Интеграция школьного обучения. Начальная школа. 1990. № 9. С. 28–29.

• Клочко А. Інтегрований підхід як сучасна форма організації навчального процесу.

• Science and Education a New Dimension. 2013. Vol. 1. P. 85-97. URL : https://seanewdim.com/uploads/3/4/5/1/34511564/klochko_a._integrated_appro ach_as_a_modern_form_of_learning_process..pdf (дата звернення 31.12.2019).

• Козловська І. М. Теоретико-методологічні аспекти інтеграції знань учнів професійно-технічної школи: дидактичні основи. Львів: Світ, 1999. 302 с.

• Мкртічян О. А. Інтегрований підхід до професійної підготовки майбутніх фахівців дошкільної ланки освіти. Педагогіка та психологія : зб. наук. праць. Харків : ХНПУ імені Г. С. Сковороди, 2018. Вип. 59. С. 93–100.

• Прокоф’єва М. Ю. Інтеграція педагогічної підготовки майбутніх вихователів дошкільних закладів і вчителів початкових класів : автореф. дис. ... канд. пед. наук : спец. 13.00.04 "Теорія і методика професійної освіти". Одеса, 2008. 23 с.

• Сун Яньін. Музична освіта в Китайській народній республіці в другій половині ХХ ст. Наукові збірки Львівської національної музичної академії імені М. В. Лисенка : зб. наук. праць. Львів : ЛНМА імені М. В. Лисенка, 2014. Вип. 32. С. 71–80.

• Хоу Цзянь. Художественный мир китайской народной оперы. Луцьк : Твердиня, 2010. 100 с.

• Autin G. The artist teacher uses proportions, the math teacher helps students understand the how and why, fractions fly the kites. Journal for Learning through the Arts. 2007. Issue 3(1-6), P. 1–20.

• Betts P. Toward how to add an aesthetic image to mathematics education. International Journal for Mathematics Teaching and Learning. 2005. Issue 4 (13). P. 65-87.

• Harkleroad L. The math behind the music. Cambridge: Cambridge University Press, 2006. 158 p.

• Lau F. Music in China. Experiencing Music. Expressing Culture. New York : Oxford University Press, 2008. 182 p.

• Martin Cr. G. Discovering the east of China: Chinese music in Elementary School. 2019.

• URL : https://folkways.si.edu/discovering-east-china-elementary-school/lullaby-vocal-outdoor-solo-programmatic/music/tools-for-teaching/smithsonian (дата звернення: 08.12.2019).

• Song A. An, Gerald O. Kulm, Tingting Ma. The Effects of a Music Composition Activity on Chinese Students’ Attitudes and Beliefs towards Mathematics: An Exploratory Study. Journal of Mathematics Education. 2008. Vol. 1. № 1. P. 96-113.

• Wai-Chung Ho. Popular Music, Cultural Politics and Music Education in China. London, New York : Routledge, 2017. 197 p.

References

• Antonov, N. S. (1989). Integratsiyna funktsiia navchannia [Integration function of education]. Kyiv : Osvita.

• Wang, Tianqi (2017). Metodyka pighotovky maibutnih uchyteliv muzyky do formuvannia osnov spivatskoi kultury uchniv pochatkovoi shkoly [Methodics of future Music teachers' training for formation of the basis of primary schoolchildren's singing culture] : Candidate's thesis : 13.00.02. Kyiv, 221.

• Ziaziun, I. (2008). Integratsiyna funktsiia kulturnoi paradygmy [Integration function of cultural paradigm]. Profesiyno-hudozhnia osvita Ukrainy, 5, 3–13.

• Kaliagin, Yu., M., Alekseenko, O. L. (1990). Integratsiya shkolnoho obucheniya [Integration of school education]. Nachalnaya shkola, 9, 28–29.

• Klochko, A. (2013). Inegrovanyi pidhid iak suchasna forma organizatsii navchalnoho protsesu [Integrated approach as a modern form of learning process]. Science and Education a New Dimension, 1, 85–97. https://seanewdim.com/uploads/3/4/5/1/34511564/klochko_a._integrated_appro ach_as_a_modern_form_of_learning_process..pdf.

• Kozlovska, І. М. (1999). Teoretyko-metodologichni aspekty integratsii znan uchniv profesiyno-tehnichnoi shkoly: dydaktychni osnovy [Theoretic-methodological aspects of integration of knowledge of students in vocational-technical school: didactic foundations]. Lviv: Svit.

• Mkrtichyan, О. А. (2018). Integrovanyi pidhid do profesiynoi pidhotovky maibutnih fahivtsiv doshkilnoi lanky osvity [Integrated approach to the professional training of future specialists in preschool education]. Pedagogy and psychology, 59, 93-100. DOI: https://doi.org/10.5281/zenodo.1226885

• Prokofyeva, M. Yu. (2008). Integratsiia pedahohichnoi pidhotovky maibutnih vyhovateliv doshkilnyh zakladiv i vhuteliv pochatkovyh klasiv [Integration of Pedagogical Training of Future Pre-School and Primary School Teachers] : Extended abstract of Candidate’s thesis: 13.00.04. Odesa, 23.

• Song, Yanying. (2014). Muzychna osvita v Kytaiskiy narodniy respublitsi v druhiy polovyni 20 st. [Musical education in Republic of China in the second half of the 20th century]. Naukovi zbirky Lvivskoi natsionalnoi muzychnoi akademii imeni M. V. Lysenka, 32, 71–80.

• Hou, Jian. (2010). Hudozhestvennyi mir kitaiskoi narodnoi opery [Artistic world of Chinese folk opera]. Lutsk : Tverdynia.

• Autin, G. (2007). The artist teacher uses proportions, the math teacher helps students understand the how and why, fractions fly the kites. Journal for Learning through the Arts, 3(1-6), 1–20.

• Betts, P. (2005). Toward how to add an aesthetic image to mathematics education. International Journal for Mathematics Teaching and Learning, 4(13), 65–87.

• Harkleroad, L. (2006). The math behind the music. Cambridge: Cambridge University Press.

• Lau, F. (2008). Music in China. Experiencing Music. Expressing Culture. New York : Oxford University Press.

• Martin, Cr. G. (2019). Discovering the east of China: Chinese music in Elementary School. https://folkways.si.edu/discovering-east-china-elementary-school/lullaby-vocal-outdoor-solo-programmatic/music/tools-for-teaching/smithsonian.

• Song, A. An, Gerald, O. Kulm, Tingting, Ma. (2008). The Effects of a Music Composition Activity on Chinese Students’ Attitudes and Beliefs towards Mathematics: An Exploratory Study. Journal of Mathematics Education, 1(1), 96–113.

• Wai-Chung, Ho. (2017). Popular Music, Cultural Politics and Music Education in China. London, New York : Routledge.

Downloads


Abstract views: 382

Published

2020-03-17

How to Cite

[1]
O. Ionova, S. Luparenko, and Y. Lakhmotova, “INTEGRATED APPROACH TO AESTHETIC EDUCATION OF SCHOOLCHILDREN IN THE PEOPLE’S REPUBLIC OF CHINA”, OD, no. 1 (28), pp. 143–154, Mar. 2020.

Issue

No. 1 (28) (2020): Educological discourse

Section

Comparative Research in Education

License

Copyright (c) 2020 Educological discourse

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Автори зберігають за собою всі авторські права та одночасно надають журналу право першої публікації на умовах лізенції Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License, що дозволяє розповсюджувати даний матеріал із зазначенням авторства та первинної публікації в даному журналі.