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UDC 378+371.13+373.67

ARTISTIC AND COGNITIVE FUNCTIONALITY OF METACOGNITIVE DOMAINS OF INTEGRAL COMPETENCE OF FUTURE SPECIALISTS MUSIC AND CHOREOGRAPHIC EDUCATION 

Inha Oleksiivna Khmelevska
Candidate of Pedagogical Sciences,
Senior Teacher of the Department of Musical Art and Choreography
The State Institution "South Ukrainian National Pedagogical
University named after K. D. Ushynsky"
ORCID: 0000-0001-9129-2173

The research is devoted to the study of functions performed by metacognitive domains of integral competence of future specialists of music and choreographic education in the process of artistic cognition. Based on the theoretical analysis of scientific sources from the fields of cognitive science, the essence and features of the phenomenon of metacognitive knowledge were considered. In particular, it was determined that such knowledge, providing awareness of the relationship between knowledge, goals and experience, affects the ability to transmit information, learn and exercise self-control and self-development (Flavell, 1979; Simon, 1996). The analysis of works in the field of pedagogy allowed to clarify the functions of metacognitive domains in the content of the competence sphere of specialists, in particular in the field of art education. The study of the views of art critics and pedagogical scientists contributed to highlighting some features of the process of artistic cognition, in particular its focus on the formation of professional erudition of specialists in the field of art education, their ability to cognize and interpret artistic phenomena.

The study was carried out using the following methods: pedagogy of art (to study the peculiarities of the process of artistic cognition); theoretical modeling (to study the functionality of metacognitive knowledge in the content of the competence sphere of art education specialists in the context of ensuring the processes of artistic cognition); a number of empirical methods (to experimentally test the hypotheses of the theoretical study). In particular, by the method of theoretical modeling, it was determined that the regulatory functions of metacognitive knowledge allow to activate the effectiveness of competencies in order to ensure the processes of formation of artistic thesaurus during artistic cognition, as well as the identification and combination of discrete artistic phenomena into a single interpretive concept that reflects a certain cultural picture of the world. The experimental work within the framework of the study was aimed at identifying the functional significance of the metacognitive domain "strategic knowledge" in the process of artistic cognition by comparing the results of assessing the level of formation of the ability to determine the goals of the artistic and educational process and the meta-skills of future specialists in music and choreographic education to integrate artistic and artistic information to solve artistic-interpretive and creative-developmental tasks of the artistic and educational process.

Keywords: artistic cognition, interpretation, hermeneutic approach, metacognitive knowledge, metacognitive domain, integral competence, future specialists of music and choreographic education.

 

ХУДОЖНЬО-ПІЗНАВАЛЬНА ФУНКЦІОНАЛЬНІСТЬ МЕТАКОГНІТИВНИХ ДОМЕНІВ ІНТЕГРАЛЬНОЇ  КОМПЕТЕНТНОСТІ МАЙБУТНІХ ФАХІВЦІВ МУЗИЧНОЇ ТА ХОРЕОГРАФІЧНОЇ ОСВІТИ

 Інга Олексіївна Хмелевська
кандидат педагогічних наук,
старший викладач кафедри музичного мистецтва і хореографії
ДЗ «Південноукраїнський національний  педагогічний
Університет  імені К. Д. Ушинського»
ORCID: 0000-0001-9129-2173

 Дослідження присвячене вивченню функцій, які виконують метакогнітивні домени інтегральної компетентності майбутніх фахівців музичної та хореографічної освіти в процесі художнього пізнання. На основі здійсненого теоретичного аналізу наукових джерел визначено, що означені метакогнітивні домени як такі забезпечують усвідомленість та цілеспрямованість процесу застосування компетентностей із метою досягнення певних освітніх цілей. З’ясовано, що безпосередньо на процес активізації фахових і трансверсальних компетентностей задля здійснення художнього пізнання впливає метакогнітивний домен «стратегічні знання». Шляхом теоретичного моделювання було визначено, що регуляційні функції останнього дозволяють активізовувати дієвість компетентностей із метою забезпечення процесів формування під час художнього пізнання мистецького тезаурусу, а також ідентифікації та поєднання дискретних художніх явищ у єдину інтерпретаційну концепцію, яка відображує певну культурну картину світу. Експериментальна робота в межах дослідження була спрямована на виявлення функціонального значення метакогнітивного домену «стратегічні знання» в процесі художнього пізнання шляхом порівняння результатів оцінювання рівня сформованості умінь визначати цілі мистецько-освітнього процесу та метаумінь майбутніх фахівців музичної та хореографічної освіти здійснювати інтеграцію художньо-мистецької інформації задля вирішення художньо-інтерпретаційних та творчорозвивальних завдань мистецько-освітнього процесу.

Ключові слова: художнє пізнання, інтерпретація, герменевтичний підхід, метакогнітивне знання, метакогнітивний домен, інтегральна компетентність, майбутні фахівці музичної та хореографічної освіти.

Introduction. The development of the competence sphere of future specialists in the fields of music and choreographic education is an important task of professional training. The problem of preparedness of the mentioned specialists for the application of the acquired competences in the conditions of practical activity deserves special attention. In particular, it is relevant to ensure the effective functioning of competences in the process of artistic cognition, since the latter is, at the same time, the main condition and the final result of any activity in the artistic field. Artistic knowledge is the basis for the development of a performing-interpretive concept, the basis for determining the value sense of a work and further implementation of the educational function of art, etc.

Analysis of current research. The concept of "metacognitive" arose within the framework of interdisciplinary explorations from the point of view of ethology, psychology, neurophysiology and cognitive linguistics, which separated into an independent direction of scientific research - cognitive science. Studying the features of thinking and its interaction with the environment, scientists (Longuet-Higgins, 1973; Chomsky, 1967; Miller, 2003; Simon, 1996) concluded that there is an undeniable similarity between the characteristics of the functioning of artificial intelligence and human thinking. In particular, the fundamental role of metaknowledge – knowledge about knowledge – in both systems is obvious. As defined by G. Simon (Simon, 1996), the processes of processing and updating information with the help of artificial intelligence and the means of human thinking are based on identical algorithms - both humans and artificial intelligence reproduce the analysis of situations, phenomena, experiences and, based on certain conclusions, produce strategies for further actions. This understanding was developed in J. Flavell's model of metacognitive monitoring (Flavell, 1979), which substantiated the presence in the structure of metacognitive knowledge of the components responsible for a person's ability to transmit oral information, learn, exercise control and self-control, and most importantly, ensure his own self-development. Such components are based, according to J. Flavel, on the awareness of relationships between knowledge, goals and results of analysis of information and situations....

The purpose of the article. Given the determined relevance of the problem of developing the abilities of future specialists in music and choreographic education for artistic cognition and taking into account the potential possibilities of metacognitive knowledge to increase the efficiency of the functioning of the competence sphere, it is appropriate to study the functions of the metacognitive domains of the integral competence of the mentioned specialists in the process of artistic cognition.

Research methodology. In the course of the research, scientific approaches were applied, in particular, integral, which ensures the integrity and synergy of the interaction of research elements, and hermeneutic, whose effectiveness in the process of artistic cognition enables the process of translating artistic information into factual and aesthetic. On the basis of these approaches, in order to achieve the goal of the research, a number of methods were used, in particular: theoretical analysis of scientific works from the fields of cognitive science (to study the essence and features of the phenomenon of metacognitive knowledge), pedagogy (to clarify the functions of metacognitive domains in the structure of the competence sphere of specialists), art history and art pedagogy (to study the peculiarities of the process of artistic cognition); theoretical modeling (to study the functionality of metacognitive knowledge in the content of the competence sphere of art education specialists in the context of ensuring the processes of artistic cognition); a number of empirical methods (for experimental testing of theoretical research hypotheses).

Results and their discussion. Artistic knowledge is an important factor that determines the level of formation of special (professional) competences of future specialists in music and choreographic education for many. In the process of artistic cognition, the formation of artistic and interpretive competence takes place, which provides performance and methodical abilities, as well as the ability to stage activities in future choreographers (Ripalda, 2019; Taebel, 1980). However, the effectiveness of the process of artistic cognition in the context of the formation of the mentioned competencies and the development of the skills of their application depends on the extent to which the specialist is aware of all its goals and components. Within the framework of the study of the integral competence of future teachers of musical art and choreography, it was established that in the process of professional (or educational) activity, a specialist applies a certain competence complex, the structure of which consists of a number of professional, pedagogical and transversal (or, as they are called, general) competences. 

Conclusions and prospects of further scientific investigations. The conducted research showed that the process of artistic cognition, which acquires a special importance in art education, is ensured by the functioning of the sphere of competence of specialists in the mentioned field. In particular, in this context, the functional potential of metacognitive knowledge, as a phenomenon that manages the processes of the competence sphere and provides opportunities for self-regulation and self-development of specialists, was investigated. The specified knowledge was studied as the content of metacognitive domains of integral competence of future specialists in music and choreographic education (Khmelevska, 2021). The study of the functionality of the metacognitive domains of the mentioned competence in terms of ensuring the processes of artistic cognition was carried out with the help of special methods, which were applied against the background of the activation of the effectiveness of integral and hermeneutic approaches...

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