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Mogućnost implementacije koncepta otvorenosti na postojeće teorijske platforme metodike nastave u srpskoj violinskoj pedagogiji

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Author
Marković, Luka
Mentor
Perković, Ivana
Committee members
Popović Mlađenović, Tijana
Daković, Nevena
O Brajen, Nada
Marković, Vladimir
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Abstract
U međusobnoj razmeni savremenih kulturoloških disciplina, muzičke prakse i njenih teorijskih platformi, doskora je najmanje učestvovala muzička pedagogija. Problematizujući ovaj nedostatak u srpskoj violinskoj pedagogiji, u radu je primenjena ideja otvorenog pristupa u istraživanju propustljivosti granica teorijskog sistema violinizma, kao posebne naučno-umetničke discipline. Koncept otvorenosti, kao metodski postupak u razradi teme, shvaćen je kao opšti princip promenljivosti, rekonstruktivnosti i fleksibilnosti. Primenljivost ovog metodskog modela zasnivala se na hipotezi da konceptualizacija osnovnih postulata violinske pedagogije može da omogući naturalizaciju i hibridizaciju znanja iz drugih umetnosti i nauka, kroz diskurs interdisciplinarnosti. Pretpostavka je bila i da uvođenje novih paradigmatskih diskursa u dosadašnje obrasce školovanja (koji su uslovljeni i specifičnim dispozitivima komponovanja i postmodernističkim poetikama izvođenja) ne bi poništilo ni jedan ver...ifikovani protokol institucionalizovanog didaktičkog okvira. U srpskoj teorijskoj praksi sistem nastave violine razmatran je kroz pet naučno-umetničkih segmenata: istorijsko iskustvo, opštu pedagogiju i didaktiku, psihološke odrednice, psihomotorne senzacije i sredstva muzičko-umetničkog izražavanja. U kritičkom pristupu ovim temama, formirala se i osnovna teza rada: da poznavanje konvencionalnih postulata nastave violine predstavlja utoliko održiviji sistem, ukoliko liminalnost njegovih granica (kao rubni prostor) omogućava veću prohodnost vandisciplinarnih znanja i tehnika. Rekonstrukcijom cikličnog istorijskog toka violinske pedagogije u genealoški poredak; hibridizacijom progresivnog obrazovanja novim tehnikama psihopedagogije; uvidom u morfologiju senzomotornih aktivnosti i kontekstualizacijom muzičkog mišljenja, modeli nastave pokazali su potencijal predstavljanja kao sistema u pokretu. To je bio i cilj rada: ukazivanje na mogućnost unošenja invencija u konvencije teorija violinizma, čime bi metodika nastave violine mogla da postane izmenljivo, živo teorijsko (i u praksi primenljivo) polje u kome će se uvek naći opravdanje za različite načine i poetike učenja, tumačenja i izvođenja muzičkog dela (preobražavanje teksta u kontekst), ne gubeći iz vida autonomnost same discipline.

Music pedagogy has until recently participated the leastin international exchange of contemporary and cultural disciplines, music practice and its theoretical platforms. By problematizing this shortcoming in Serbian violin pedagogy, this work has applied an idea an the open-approach in researching the permeability of theoretical system of violin studies, as a particular scientific and artistic discipline. The concept of openness is, as a methodological procedure in theme development, understood as a general principle of variability, reconstruction and flexibility. Application of this methodological model is based upon a hypothesis that the conceptualization of fundamental principles of violin pedagogy can provide knowledge naturalization and hybridization in other arts and sciences through the discourse of interdisciplinarity. An assumption was that the intervening of new paradigmatic discourses in present schooling patterns (which are conditioned by specific composing dispo...sitions and postmodern performing poetics as well) would not discard any of verified procedures of institutional didactical setting. Violin teaching method in Serbian theoretical practice has been analyzed by five scientific and artistic approaches: historical experience, general pedagogy and didactics, psychological traits, psychomotor activities and musical and artistic skills. Critical approach to theaforementionedsubjects has created the primary thesis of this work: competence in conventional postulates of violin teaching presents a sustainable system, the more liminal its boundaries are. If understood as borderlines they can provide greater influence of extradisciplinary knowledge and technics. Reconstruction of cyclic historical flow of violin pedagogy into a genealogical order; hybridization of progressive education by new technics of psychopedagogy; insight into morphology of sensomotoric activities and contextualization of musical opinion have shown that teaching models can be presented as a system in motion. Precisely that was an objective of this work: emphasizing the possibility of inventions in conventional violin theories, by which the violin teaching methods could become an interchangeable, lively theoretical (in practice applicable) field of different study-modes and poetics, interpretations and performances of musical piece (transcription of text into context), without dismissing the autonomy of the discipline itself.

Faculty:
Универзитет уметности у Београду, Интердисциплинарне студије Универзитета уметности
Date:
11-12-2020
Keywords:
koncept otvorenosti / open-approach concept / contextualization of violin methodology / genealogy of pedagogical experiences / psychomotor relations / psycho-pedagogical technics / hybridization / naturalization / interdisciplinarity / kontekstualizacija violinske metodike / genealogija pedagoškog iskustva / psihomotorne relacije / psihopedagoške tehnike / hibridizacija / naturalizacija / interdisciplinarnost
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Handle
https://hdl.handle.net/21.15107/rcub_nardus_18336
URI
http://eteze.arts.bg.ac.rs/handle/123456789/464
https://nardus.mpn.gov.rs/handle/123456789/18336

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