What technologies of music education should be used in children's schools. Abstract on the topic: "innovative methods of teaching music in an institution of additional education on the example of a children's art school"
Content
Introduction 2
1.Monopolism and forms of its manifestation. 3
2. Foreign experience. 5
3. Antimonopoly regulation in the Russian Federation 10
3.1 Features of the emergence of monopoly in the Russian 10
3.2 Legislative base of antimonopoly regulation in the Russian Federation. thirteen
Conclusion 17
References 20
"The state should intervene in the life of the market
only to the extent necessary for
maintaining the competition mechanism or
to control those markets in which conditions of completely free competition are not practicable."
Ludwig Erhard
In troduction
The system of state regulation of the economy, formed in all industrialized countries, as obligatory element provides for the creation of favorable conditions for the development of a competitive environment in the market of goods and services. Antimonopoly regulation is the most important component economic policy states in all countries with developed market economies.
Antitrust regulation is a targeted state activity carried out on the basis and within the limits permitted by applicable law, to establish and implement the rules for conducting economic activities in commodity markets in order to protect fair competition and ensure the efficiency of market relations.
The development of antimonopoly regulation is very important for the development of the Russian economy, where the degree of market monopolization is higher than in states with a historically established market economy. The Russian economy inherited from the Soviet economy high level concentration of production in many sectors of the economy. In Russia, natural monopolies also have great market power, operating in the basic sectors of the economy - the electric power industry and transport. Thus, RAO UES of Russia controls 98% of electricity consumers, RAO GAZPROM controls 94% of the domestic gas market, and the Ministry of Railways controls 77% of cargo turnover.
Antimonopoly regulation, combined with support for domestic entrepreneurship and the organization of consumer protection, are one of the essential conditions for the successful socio-economic development of Russia.
1. Monopoly and forms of its manifestation
Classical monopoly in the economy is a market of one seller with market power. The possession of market power gives its owner the opportunity to single-handedly manage the pricing process, determine the parameters of the goods, dictate their terms to consumers and other counterparties. At present, the term "monopoly" has become used in more broad sense. Very often, any unscrupulous economic action in the commodity markets that has an anti-competitive nature is called monopolistic, although, in fact, this can be a negative result of both the actions of an economic entity with market power and those without it.
In general, a monopoly in the economy can be defined as a situation in the market, which is characterized by the presence of a small number of sellers (rarely the only one), each of which is able to influence the total supply and the price of a good or service. At the same time, a certain control is exercised over the entry into this industry of other firms as potential competitors. Barriers to a monopoly may either be government-imposed, or due to the monopolist's superior technology or managerial know-how, or the enormous capital investment required to operate the industry.
Russian antimonopoly legislation distinguishes between the concepts of dominance of an economic entity in the commodity market and monopolistic activity as such. The latter refers to the abuse by an economic entity of its dominant position in the market, as well as agreements and actions of economic entities and authorities aimed at restricting competition. The Law of the RSFSR "0 competition and restriction of monopolistic activity in commodity markets" (dated March 22, 1991) establishes the following definitions of legal significance:
"Monopolistic activity - actions (inaction) of economic entities or federal executive authorities, executive authorities of constituent entities of the Russian Federation and local governments that are contrary to antimonopoly legislation and are aimed at preventing, restricting or eliminating competition." Dominant position is defined as "the exclusive position of an economic entity or several economic entities in the market of goods that do not have a substitute, or interchangeable goods (hereinafter referred to as a certain product), giving him (them) the opportunity to exert a decisive influence on the general conditions for the circulation of goods in the relevant commodity market or make it difficult for other economic entities to enter the market.The position of an economic entity whose share in the market of a certain product is 65% or more is recognized as dominant, unless the economic entity proves that, despite exceeding the specified value, its position in the market is not dominant.... The position of an economic entity whose market share in the market of a certain product does not exceed 35% cannot be recognized as dominant" [edition of 02.01.2000].
It should be noted that the concept of monopoly cannot be unambiguously identified with the concept of a large firm. A large enterprise that does not have a dominant position in any commodity market does not yet mean a monopoly. On the contrary, a small enterprise with full market power in any commodity market is a monopoly. Indicators and criteria of monopolization are not uniquely related only to the size of the enterprise and the concentration of production. The share in the relevant product market plays a priority role in differentiating the monopolist from other economic entities. At the same time, the traditional object of antimonopoly regulation is the activity of natural monopolies.
The absence of a competitive environment makes it inefficient to use market mechanisms in regulating the activities of natural monopolies. Therefore, state regulation is the main form of coordination here. In fact, it is based on the same principles as regulation in a planned economy: government authorities (national or regional) determine the level of prices and tariffs, as well as the main parameters characterizing the volume and range of goods and services offered.
Other principles underlie the regulation of entrepreneurial monopolies operating in competitive markets, for example, in industries with an oligopolistic structure. Here, state regulation is designed not to replace, but to protect the competitive market mechanism. To this end, antimonopoly legislation is aimed at prohibiting the operation of entrepreneurial monopolies that occupy a dominant position in the market and restrict competition. In particular, any form of discrimination against counterparties and consumers, the imposition of transaction terms that are not related to the subject of the contract, the creation of obstacles to market access for other firms, the withdrawal of goods from circulation in order to increase prices are prohibited.
2. Foreign experience in conducting antimonopoly policy.
It should be noted that prior to World War I, antitrust
laws in various countries rarely introduced. However, since the late 1930s, the active use of antitrust laws has become a common norm in countries with developed market economies. The antitrust laws of that time were the main lever to influence business and industrial organization processes.
Let us consider the evolution of antimonopoly legislation and the practice of regulating the activities of monopolies in the United States.
The basis of the famous system of American antitrust law is represented by three US regulations: the Sherman Act, the Clayton Act, and the Federal Trade Commission's "0" Act. The Sherman Act ("An Act to Protect Trade and Industry from Unlawful Restrictions and Monopolies") was passed by the US Congress on July 2, 1890. At the time of its passage, 14 states already had local laws in place and were in force against the negative impact on the market of industrial monopolies .
The basic principles of the Sherman Act are outlined in its first articles:
· Article 1 makes illegal any contract, association in the form of a trust or any other form, as well as conspiracy to restrict the development of industry or trade with various states or foreign countries. A person found guilty of the relevant violation is subject to a fine or imprisonment;
Section 2 makes any person who monopolizes or attempts to monopolize, or who conspires with any other person or persons to monopolize any part of industry or commerce between different states or with foreign countries, be guilty of an antitrust offense. The measure of restraint in this case is a fine, imprisonment;
· Section 3 makes illegal any contract, association, trust or other form, or conspiracy to restrict industry or commerce in the United States.
In 1914, a member of the House of Representatives G. Clayton presented drafts of four "bills" to the US Congress, where:
a definition of illegal transactions was given;
Measures were envisaged to prevent the merger of the board of directors
· introduced the concept of dishonest methods of competition;
· Price discrimination was prohibited and an inter-chamber trade commission was to be formed as the body responsible for enforcing and enforcing antitrust laws.
As a result, on October 15, 1914, the Clayton Act was passed, supplementing existing laws against illegal restrictions on the market and
development of monopolies on it. Here is the main content of some of the clauses of the Clayton Act:
Article 2 makes it illegal for any person who engages in commerce if, in the course of such activity, directly or indirectly, that person discriminates in prices between different buyers of goods of the same grade and quality, where the results of such discrimination may be a significant reduction in competition or a tendency to the formation of monopolies in any field commercial activities;
Article 3 makes it illegal for any person engaged in trade to sell, rent, price or discount a product on the basis of conditions, agreements or arrangements that the buyer or seller shall not use or transact in respect of the goods competitors, if this results in a significant restriction of competition or a tendency to form a monopoly in any area of trading activity;
· Section 7 prohibits persons engaged in commerce or any other trade-affecting business from acquiring, directly or indirectly, all or part of the shares or property assets of other corporations where such acquisition would substantially restrict competition or create a monopoly;
On September 26, 1914, the US Federal Trade Commission Act was passed. This law approved the Federal trading commission United States, and its powers and responsibilities were also defined. The US FTC was created to control and suppress actions that violate antitrust laws. The commission is represented by five people who are appointed by the President of the United States on the advice and with the approval of the Senate for a period of seven years. At least three members of the US FTC must belong to the same political party as the president. The chairman of the commission is appointed by the President of the United States.
In the United States, with the prior consent of the FTC SSL, the acquisition of 15 percent or more of the voting shares of a US business entity is subject to the following restrictive conditions:
Firms must conduct business in US markets (here the criterion of interstate trading is mandatory), or be located in different states;
The value of the enterprises must comply with the conditions: one of the participants in the transaction must have assets or sales of S100 million or more, and the second participant - at least $10 million;
The size of the transaction must provide that the subject of the transaction will be a shareholding with the right to vote in the amount of at least 15%, or the price of the transaction will be at least $15 million. The US Federal Trade Commission must be notified of transactions for blocks of shares with voting rights from 5% to 15%.
After the Second World War, the orientation towards the use of antimonopoly legislation was also developed in the countries of the common market, including in all developed countries and in most developing ones. The European Economic Community (EEC) was formed in 1957 with the aim of creating a union of European states based on the principles of a common market, including taking into account the need for its coordinated antimonopoly regulation.
The Treaty of Rome on the Creation of the EEC formulated the basic norms of the all-European antimonopoly doctrine and the mechanism for implementing competition policy at the European level. Thus, Article 3 of the Treaty of Rome defines the characteristics of a common market, including the elimination of trade barriers between member countries and the creation of a competition policy to ensure that there are no obstacles to the development of trade. It is obvious that competition policy is considered as an integral part of the fundamental norms and principles that allow, in turn, to regulate the creation and functioning of a common market.
The tools for implementing the competition policy of the EEC are established by articles 85-94 of the Treaty of Rome and the Law of the Council of the EEC "On the control of concentration entrepreneurial activity" (the so-called "0 mergers" law). They regulate business activities and activities of the member states of the EEC, which can cause changes in the competitive environment. Consider some examples of such regulation:
Article 85, for example, prohibits any secret agreements between undertakings of any form of ownership capable of restricting competition in the sense that such secret agreements affect trade between EU Member States. Agreements that restrict competition may only be allowed if they bring direct benefits to consumers;
Article 86 prohibits enterprises in a dominant position from abusing their position by causing direct harm to consumers and unfairly restricting the development or maintaining the level of competition existing in the market; The purpose of the Mergers Act is to prevent economic entities from creating or gaining a dominant position in the market by gaining control over other enterprises. In the United Kingdom, with the prior consent of the Commission on Monopolies and Mergers, the acquisition of 15 percent or more of the voting shares of a US economic entity is carried out, provided:
The total value of the assets of the participants in the transaction must exceed 30 million pounds;
The assets of the established company exceed £5 million.
The Commission on Monopolies and Mergers, among other things, must, without fail, consider all cases of mergers and acquisitions if, as a result:
The economic entity controls 25% or more of the commodity market;
A local monopoly is created;
There is a restriction or suppression of competition in the commodity markets. In Germany, the acquisition of 50% or more of the share capital is subject to mandatory prior approval by the German Federal Cartel Service in cases where:
The turnover of one of the participants in the transaction is at least 2 billion marks;
The turnover of all participants in the transaction is at least 1 billion marks.
The German Federal Cartel Service must be notified of the completion of a transaction for the acquisition of a share capital, if the participants in the transaction together have:
Share in the German commodity market of 20% or more;
Soda trade turnover of 500 million marks or more;
10,000 or more employees.
In addition, the Federal Cartel Service of Germany has the full right to prohibit certain mergers and acquisitions if, as a result, the dominant position of economic entities in the relevant product market arises or increases. The exception is cases when the positive effect of such a transaction exceeds in its results Negative consequences this deal. The prohibition on behalf of the Federal Cartel Service of Germany on the fact of an already completed transaction also results in recognition of judicial order such transaction is invalid.
In Japan, antitrust regulation has the following features. With the prior consent of the Japanese antimonopoly authorities, the following activities are carried out:
Establishment of a jointly managed enterprise;
Inheritance of the whole enterprise or its part;
Lease of the entire enterprise or part of it;
Appointment to manage the entire enterprise or an important part of it.
In addition to the foregoing, in Japan, under no circumstances shall a transaction or reorganization of an enterprise be carried out that would result in a significant restriction of competition. A company in Japan, under no circumstances, has the right to control more than 25% of the commodity market, or take the first place as a result of a merger (acquisition)
in the industry in terms of output (services rendered). In the practice of antimonopoly regulation in foreign countries in last years there is a concentration of financial and industrial capital. Thus, in 1998 the Commission of the European Communities registered 235 applications for prior consent to mergers and acquisitions, which is 40% higher than in 1997. Moreover, 1997 was recognized as the peak year in terms of the number of mergers and acquisitions over the previous twenty years. Despite the prospect of a significant restriction of competition and a steadily growing trend in the quantitative growth of such reorganizations, the Commission of the European Communities in the overwhelming majority of cases gives its consent to the implementation of reorganizations.
The use of foreign experience in antimonopoly regulation is of interest to the modern Russian economy, which is moving along the path of developing market relations. It is especially important to take into account this experience in the international activities of the Ministry of the Russian Federation for Antimonopoly Policy and Entrepreneurship Support (MAP RF).
3. Antimonopoly regulation in the Russian Federation.
3.1 Features of the emergence of monopoly in the Russian
A feature of the Russian market system is the high level of market monopolization, the structure of which was formed back in the Soviet period.
The specificity of monopoly in Russia is also that monopolistic structures were formed "from above". State bodies not only did not interfere, but, on the contrary, actively contributed to an increase in the degree of monopolization of the economy.
The formation of monopoly structures began in the 1930s. and evolved over the years Soviet power. The starting point was the forced centralization of all economic management functions in the hands of the state. The result was a highly monopolized economy. By the beginning of 1991, 1,800 different types of products were produced by only one enterprise in the country, more than 1,100 enterprises were absolute monopolists in the production of their products. In the production of many the most important types production was dominated by 2 - 3 industrial giants. For example, out of 19 main types of forging and pressing machines, 9 were produced at one enterprise, 6 at two enterprises, and 4 at three enterprises in the country. 80% of the production of refrigerators was concentrated at four, and freezers - at three enterprises. The production of 15% of portable TVs was concentrated at three enterprises.
The system of planned production and distribution of manufactured products led to another specific manifestation monopoly in a planned economy - the emergence of a deficit. At the same time, with the beginning of market reforms, freed from directive planning, in particular in the field of pricing, super-concentrated enterprises, firstly, turned out to be production inefficient, which was revealed in high production costs and low product quality. Second, by not facing tangible competition from national enterprises, super-large companies were able to dictate their prices to compensate for the lack of efficiency.
In Russia special place among firms with market power, occupy natural monopolies. They arise in those sectors of the economy in which the optimal scale of production, ensuring the minimization of
costs close to the demand. A natural monopoly develops in industries with increasing economies of scale, which implies that production costs fall as output increases. This situation most typical for such industries as energy supply, water supply, sewerage, postal and transport services. In such industries, sometimes there are only one or a few firms that are in a monopoly or oligopolistic position. In Russia, natural monopolies control significant shares of the national market. Graphically, their position according to the data for the first half of 2001 is shown in Figure 1
Figure 1. Shares of the national market controlled by Russia's largest natural monopolies. (11, p. 30)
Carrying out structural reforms in the sectors of natural monopolies is constrained by the peculiarity of their organization. So, in the Ministry of Railways, a sectoral ministry was preserved, combining state and economic functions. On the contrary, "Gazprom" performs only economic functions, while the state functions are concentrated in the Ministry of Fuel and Energy and the Federal Energy Commission. The concern successfully operates within the country and abroad, has a centralized internal structure that controls transfer pricing and financial flows. However, the issue of its restructuring remains relevant.
Structural reforms have advanced furthest in RAO "UES of Russia", but not as successfully as in RAO "Gazprom". The presidential decree on reform in the electric power industry was not fully implemented. Regional companies in a number of cases got out of control of RAO and fell under strong influence regional authorities. The unity of the energy system in economic sense was violated, and a competitive sector was never created. As a result, the company's management was unable to improve the company's performance and move forward with structural reforms. The number of employees grew, while performance indicators declined.
At the same time, there has been a turning point in relations between monopolies and
their consumers. The energy companies, which found themselves under strict tariff control, decided to "give a human face to their monopoly." Monopolists change tactics of communication with the consumer, trying to make policy individual work with each of them. The consumer's attitude towards the monopoly has also changed, putting more and more pressure on the supplier.
The main consumer of the industry is industrial enterprises, their share in the consumption structure exceeds 60%. Given the constant growth of the energy component in the final price of products, the most energy-intensive enterprises follow the path of creating their own autonomous energy capacities, which significantly reduces the demand for monopoly products, but reduces the costs of their own production. In particular, the Yukos oil company purposefully carries out such work at its enterprises. At one of his enterprises, the commissioning of a power unit makes it possible to reduce the cost of the plant's products by 30%.
Under the new conditions, monopolists undertake successive steps not only to increase sales of products, but also to reduce production costs, including reducing the number of employees in the company, optimizing the operating mode of power system equipment, economical use of available funds, etc. This allows you to earn additional profit, reduce prices for goods and services and provide consumers with more favorable conditions (in particular, various discounts for good payers, subject to an increase in production and energy consumption).
The industries of natural monopolies continue to be creditors to consumers of their products. Ultimately, this leads to a "weighting" of prices, an increase in non-payments, and a decrease in budget revenues. The share of natural monopolies accounts for half of the total debt of enterprises in Russia. The continuing growth of non-payments significantly reduces the effectiveness of measures to contain prices for products of natural monopolies, negatively affects the financial position of suppliers, and contributes to the intensification of crisis phenomena in the economy.
It should be noted that a decrease in the level of concentration of production in industries where natural monopolies operate is not always economically beneficial, as it would lead to a drop in efficiency and an increase in production costs. At the same time, having freed themselves from the "directive bridle" of the planned economy, natural monopolists use their power in the market to the detriment of consumers. They tend to charge prices that exceed not only marginal but also average costs.
High degree monopolization of the modern Russian economy weakens market competition. Under these conditions, the most important factor in the development of competition and the effective functioning of the market is the implementation of targeted antimonopoly regulation.
3.2. Legislative base of antimonopoly regulation in the Russian Federation.
Antimonopoly regulation in the Russian Federation dates back to 1991. Then the Law of the RSFSR "0 competition and restriction of monopolistic activity in the commodity market" was adopted. The law defines the main provisions of the state antimonopoly policy aimed at preventing and suppressing the abuse of a dominant position by an economic entity in the relevant commodity markets, as well as forms of unfair competition and ways to overcome it. For the first time in this legal act was legislatively
the leading antimonopoly body - the State Committee
of the Russian Federation on antimonopoly policy and support for new
economic structures (since 1997 - the State Antimonopoly Committee of the Russian Federation - SAC of Russia, currently - the Ministry of the Russian Federation for Antimonopoly Policy and Entrepreneurship Support (MAP RF)).
The main functions of the antimonopoly policy body include:
Preparation of proposals for improving the antimonopoly legislation and practice of its application, other regulations and draft laws related to the functioning of the market;
Development of recommendations for authorities and management on carrying out activities aimed at developing product markets and competition;
Implementation of measures to demonopolize production and circulation;
Control of large transactions for the purchase and sale of shares, which may lead to the dominant position of business entities;
Monitoring compliance with antimonopoly requirements during the creation, reorganization and liquidation of business entities.
The Law of the RSFSR "On Competition" was created on the basis of extensive legislation and practical experience of antimonopoly regulation of countries with developed market economies. main content new edition law is to prevent and suppress the abuse by an economic entity (a group of economic entities) of a dominant position in the market.
In the process of denationalization, privatization and demonopolization in Russia at the stage of 1992-1994. the range of natural monopolies was defined quite concretely, and a draft federal law "On natural monopolies" was developed. Initially, this bill included norms related to the state monopoly on the production and circulation of certain types of products. However, when working on the bill, it became clear that state monopolies are the subject of special legislation.
The basis of the draft law on natural monopolies was the inclusion in it of monopolies related to the jurisdiction of the constituent entities of the Russian Federation. Therefore, the adopted federal law applies only to natural monopoly entities regulated by federal level: transportation of oil and oil products through main pipelines; transportation of gas through main pipelines; services for the transmission of electrical and thermal energy; rail transportation; services of transport terminals, ports and airports; electrical and postal services. This list shows that the circle of natural monopolies is made up exclusively of individual areas of infrastructure industries.
Other articles on antimonopoly activities in Russia have also been published. regulations reflecting certain aspects of the activities of antimonopoly authorities, including on issues of antimonopoly control of the activities of financial and industrial groups (FIGs), securities market entities, commodity exchanges, etc.
With the entry into force of the new Criminal Code of the Russian Federation from January 1, 1997, criminal liability (Article 178) was established for monopolistic actions committed by setting monopolistically high or monopolistically low prices, as well as for restricting competition by dividing the market, restricting access to it removal from it of other subjects of economic activity and the establishment or maintenance of uniform prices.
The development of competition law was carried out not only by improving the basic law applied to commodity markets. At the same time, its other directions, quite independent, developed.
These include price regulation of the activities of enterprises that occupy a dominant position in the market.
In accordance with the Decree of the Government of the Russian Federation "0 state regulation of prices and tariffs for products and services of monopoly enterprises in 1992-1993." state regulation and price control were applied, which were carried out in the following ways(5-6% of the volume of products manufactured in Russia): setting an absolute upper limit (the so-called limit price); determination of the limit
the amount of profitability (percentage limit); introduction of marginal coefficients of change.
In the modern period, as part of the improvement of the regulatory legal framework, the MAP of Russia has developed and submitted to the Government of the Russian Federation a draft Federal Law “On Amendments and Additions to the Law of the RSFSR “On Competition and Restriction of Monopoly Activities in Commodity Markets”, which is aimed at maintaining a single economic space in territory of the Russian Federation, bringing the Law of the RSFSR "On Competition and Restriction of Monopoly
activities in commodity markets” in accordance with the provisions and norms of the Civil and Tax Codes of the Russian Federation and other federal laws, improving the mechanism of state control over compliance by economic entities with antimonopoly legislation, as well as strengthening the responsibility of commodity market participants for violation of antimonopoly legislation.
The new version of the Law is supposed to provide for rules on changing or restricting the use of a company name in order to avoid misleading consumers.
A significant addition to the current Law is the introduction of preliminary state control by the antimonopoly authorities over the conclusion of anticompetitive agreements between economic entities, in particular those aimed at pursuing an anticompetitive pricing policy, at creating obstacles for competitors to enter the market. This will improve the efficiency of the antimonopoly authorities in preventing anticompetitive agreements.
As the practice of state control of economic concentration shows, in a number of cases it is not possible to fully establish the real size of the concentration of economic entities in the commodity market, their ability to influence the market for goods, works and services and determine their strategic interests, which are not always aimed only at obtaining legal arrived. Have attempts to liquidate Russian competitors by foreign companies, "launder" money from Russian and foreign criminal structures, undermining the economic foundations and national security Russian Federation. In order to identify persons in whose interests this or that transaction is made, to prevent the withdrawal of liquid assets of Russian enterprises abroad, in current law a corresponding amendment is introduced, which is aimed at protecting the interests of employees of enterprises. It will help to avoid illegal resale and re-profiling of enterprises and ensure the development of a socially oriented market economy.
The adoption of the submitted bill will strengthen the regulatory legal framework for state antimonopoly regulation and the development of competition in the commodity markets of the Russian Federation, will create the necessary guarantees for compliance with antimonopoly legislation in the relationship of business entities in the course of their activities, including creation, transformation and liquidation.
Let's consider other normative acts regulating antimonopoly activity in Russia.
The Federal Law "On Protection of Competition in the Financial Services Market" came into force in December 1999. In 2000, in development of the Law, together with the Bank of Russia, the Ministry of Finance of Russia, the Ministry of Economic Development of Russia, the Ministry of Labor of Russia and the Federal Securities Commission of Russia, a number of regulatory legal acts were developed and adopted: the Decree of the Government of the Russian Federation "On the conditions of antimonopoly control in the financial services market and on the approval of the methodology for determining turnover and boundaries of the financial services market of financial organizations”; The procedure for determining the dominant position of participants in the insurance services market, non-state pension funds, leasing organizations in the leasing services market, a financial organization for the management of securities, as well as acts related to concentration control in the financial services markets.
In early 2001, in agreement with the Bank of Russia, other federal executive authorities developed and registered with the Russian Ministry of Justice the Rules for Considering Cases of Violations of Antimonopoly Legislation to Protect Competition in the Financial Services Market.
In the course of the implementation of measures to improve and develop the regulatory framework of advertising legislation, draft proposals were prepared on the normative consolidation of the procedure for applying to administrative liability for inappropriate advertising within the framework of the draft Code of Administrative Offenses of the Russian Federation.
In 2001, work was underway to improve consumer protection legislation. The main attention is paid to the introduction of amendments and additions to the regulatory legal acts of the Government of the Russian Federation that regulate relations for the sale of goods, the performance of work, the provision of services to consumers, in order to bring them into line with the Law "On Protection of Consumer Rights", which was amended in 1999 . In total, work was carried out on 25 such acts, 11 of them were prepared, 15 each work continues in 2001, including jointly with the Ministry of Education of Russia - on draft Rules for the provision of paid educational services in the field of vocational education, in the field of pre-school and general education, as well as draft rules for the provision of mobile communication services, medical services, housing and communal services, etc. to citizens.
A more perfect regulatory framework for standardization is also being formed as important condition ensuring the rights of consumers to high-quality and safe goods. Proposals have been prepared for the draft federal laws "0 amendments and additions to the Law of the Russian Federation "0 standardization", "0 technical measures in trade".
Summarizing the state of the antimonopoly legislation in Russia, at least three significant points can be noted: the federal antimonopoly legislation is currently formed mainly in the part that regulates the development of commodity markets; antimonopoly regulation of the markets of banking, insurance services, securities markets and other areas related to the use of funds of legal and individuals, is still implemented in a very limited manner, on a fragmented legal basis; the federal legislation on natural monopolies has been formed, and the legal framework for the regulation of natural monopolies, which are within the jurisdiction of the constituent entities of the Russian Federation, has begun to take shape.
Conclusion
In order to improve antimonopoly regulation in Russia, it is necessary to further develop the regulatory framework in the field of state antimonopoly policy. Active use of the experience of countries with developed market economies will contribute to the transformation of the antimonopoly legislation of the Russian Federation into an effective regulator of market relations.
Choosing the right regulatory antimonopoly impact contributes to obtaining positive socio-economic results not only in the short term, but also in the long term. Therefore, continuous improvement of antimonopoly legislation is required, due to a complex of reasons, both long-term and opportunistic-operational in nature, including cyclical fluctuations not only in the national economy, but also in the world economy.
The reality of exercising state control over economic concentration suggests that in many cases the antimonopoly authorities of the Russian Federation are not yet able to accurately determine: the consequences decision for economic concentration, strategic power and real market power of participants in transactions (reorganization). In this regard, it is especially difficult to track informal agreements between large participants in commodity markets.
Often the interests of an economic entity that dominates the market do not coincide with the principles of fair competition. Of the actions detrimental to the state interests, it is worth paying special attention to the liquidation of Russian competitors by foreign companies, the "laundering" of money by Russian and foreign criminal and shadow structures. These actions are of particular danger to the national economy and national security of the Russian Federation.
The current promising measures of government policy in the field of antimonopoly regulation include:
Continued structural transformations in the Russian economy, especially in the sectors of natural monopolies;
Improving the regulatory framework for organizing effective control over the financial flows of monopolies;
Regulation and control of investment programs;
Creation of conditions for the development of competition in potentially competitive activities and the subsequent deregulation of these activities;
Improving the efficiency of the implementation of the powers of the state on the shares of joint-stock companies - natural monopolies belonging to it;
Bringing the level of prices for monopoly products in line with real costs;
Target subsidies from the relevant budgets when providing benefits to certain categories of consumers;
Reducing the practice of cross-subsidization various groups consumers with targeted support for socially vulnerable groups of the population.
For the further development of antimonopoly regulation, it is also necessary to streamline the relationship between antimonopoly authorities and other executive authorities. There are quite a few issues that simultaneously fall within the competence of various executive authorities (the so-called border issues). In such cases, duplication of actions should be avoided, regulations for the joint activities of various administrative structures should be harmonized, their regulatory documentation should be harmonized, etc.
In the future, the solution to this problem should, apparently, be achieved simultaneously in three parallel directions:
The solution of fundamental issues of interaction between executive authorities (first of all - issues affecting the rights of various persons and having legal consequences) should be based only on the development of the legislative framework;
Issues of a structural and functional nature should be resolved at the government level (for example, by adopting relevant regulations);
Issues of operational interaction between the governing bodies can be regulated by them themselves by reaching the above-mentioned agreements.
At the same time, in order to stimulate sustainable economic growth rates in 2001-2002. it would be expedient to maintain the tendency for the growth rates of prices (tariffs) for products (services) of natural monopolies to lag behind the growth rates of wholesale prices of industrial producers.
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from the abstract you will learn:
Development of progressive ideas in the field of initial piano training
Theoretical Foundations of Innovative Approaches to Initial Learning to Play the Piano
The concept of "innovation"
Traditional and innovative methods learning
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Municipal budget institution
additional education Children's art school "Elegy"
ESSAY
on the topic:
INNOVATIVE METHODS OF TEACHING MUSIC IN THE INSTITUTION OF ADDITIONAL EDUCATION ON THE EXAMPLE OF THE CHILDREN'S ART SCHOOL
Performed:
Zaikova G.A. piano teacher
d. Mokshino
2017
Introduction …………………………………………………………………………3 CHAPTER 1. Development of progressive ideas in the field of initial piano training ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
CHAPTER 2. Teaching methods ……………………………………………………9 2.1. Traditional teaching methods ………………………………………..9 2.2. Innovative teaching methods …………………………………….10 | |||
CHAPTER 3. Pedagogical experiment……..…………….………………15 | |||
Conclusion …………………………………………………………………..16 | |||
References ……………………………………………………………16 | |||
Introduction Relevance of the topic The current state of society is characterized by the fact that many areas of human activity, including education, are developing to a greater extent through the introduction of various innovations. Although innovation and education have much in common, the introduction of innovative methods into education is very difficult. This is due to the fact that innovations, as the production of new ideas and their implementation in society, are in complex, contradictory relationships with social institution education, which is essentially conservative. | |||
Goals and objectives of the abstract
- To study the theoretical and methodological literature on the problem of using innovative methods of teaching music.
- Reveal the essence of the definitions of "innovation", "innovative methods".
- Consider the features of the use of innovative methods of teaching music in an institution of additional education.
- Experimentally and experimentally to check the effectiveness of the use of innovative methods of teaching music in the school of arts.
Background
Currently, there are two trends in the field of elementary music education. The first is connected with the development of new methods and technologies of the educational process - pedagogical innovations. The second is the strict adherence to traditional attitudes. Obviously, in the context of improving primary music education, both of these trends are of particular importance, since the effectiveness of introducing innovations is due to the obligatory consideration of accumulated pedagogical experience. Historically, general pedagogical teaching methods are often mechanically transferred to the teaching of music in a music school. General pedagogical teaching methods have their own specific refraction in the teaching of musical disciplines.
The most important task of introducing modern methodological and technological approaches into the process of initial musical development children is to take into account the varying degrees of their giftedness and, in this sense, the creation of various levels of complexity methodological developments, manuals, repertoire collections for training. In the opinion of innovative teachers, the traditional system of early musical training of students, based on the statement about the equality of children's abilities, and hence the possibility of using strict, normative "moves" in the education of students, needs to be updated.
The pedagogical innovations studied in the work, presented in the textbooks for elementary learning to play the piano, created at the turn of the 20th-21st centuries, have an important practical value. The use of these innovations in musical and educational work with children in art and educational institutions will not only contribute to the musical development of beginner pianists, but also enrich them artistically in general. We also note the importance of studying the indicated pedagogical innovations to improve the creative activity of composers who create works for children. State and degree of study of the problem.
CHAPTER 1
Development of progressive ideas in the field of initial piano training
1.1. Theoretical Foundations of Innovative Approaches to Initial Learning to Play the Piano
Appearance and development active methods is due to the fact that new tasks have arisen before training: not only to give students knowledge, but also to ensure the formation and development of cognitive interests and abilities, creative thinking, skills and abilities of independent mental work. The emergence of new tasks is due to the rapid development of informatization. If earlier the knowledge gained at school, technical school, university could serve a person for a long time, sometimes throughout his entire working life, then in the age of the information boom they need to be constantly updated, which can be achieved mainly through self-education, and this requires a person cognitive activity and independence.
Cognitive activity means an intellectual and emotional response to the process of cognition, the student's desire to learn, to perform individual and general tasks, interest in the activities of the teacher and other students.
Cognitive independence - the desire and ability to think independently, the ability to navigate in a new situation, find your own approach to solving a problem, the desire not only to understand the educational information being assimilated, but also ways to acquire knowledge; critical approach to the judgments of others, independence of one's own judgments.
Cognitive activity and cognitive independence are qualities that characterize intellectual ability students to learning. Like other abilities, they are manifested and developed in activity.
A lot of works are devoted to the issues of research and application of innovations in music education (E. B. Abdullin, D. B. Kabalevsky, V. V. Medushevsky, G. M. Tsypin, L. V. Shkolyar, etc.). Many modern teachers agree on the need to introduce innovative technologies into the learning process. However, in practical activities teachers, there is a predominance of traditional, generally accepted methods and approaches in teaching; underestimation by teachers of additional education of the importance of innovative teaching methods; insufficient opportunity to traditional education designed to transfer knowledge, skills and abilities, to obtain basic competencies that allow you to acquire knowledge on your own. A group of teachers set out to develop the theoretical and methodological foundations for the use of innovative teaching methods in the institution of additional education. In the process of work, they suggested that the use of innovative teaching methods in an additional education institution would be effective if these methods are applied systematically and comprehensively, and also meet the criteria for increasing the cognitive activity of students and developing their musical creativity.
Modern domestic pedagogical science and practice have theoretically substantiated and experimentally verified concepts of developmental education: Zankov (a didactic system for elementary school), D. Elkonina - V. Davydov (a training system developed and methodically provided for different types educational structures), V. Bibler (developing system "School of Dialogue of Cultures") and Sh. Amonashvili (system mental development younger schoolchildren based on the implementation of the principle of cooperation).
In the domestic pedagogy of music education, an attempt to justify innovations in the practice of primary teaching to play the piano was made by JI. Barenboim in his book "The Way to Making Music" (1973) and in the school of the same name, created in collaboration with F. Bryanskaya and N. Perunova (1979). In the 70s - 90s, the ideas of these authors were fruitfully developed in the works of representatives of the St. Petersburg piano pedagogy: JI. Borukhzon, F. Bryanskoy, J1. Volchek, JI. Huseynova, J1. Gakkel, S. Lyakhovitskaya, S. Maltsev, T. Yudovina-Galperina and others. It should also be noted that the progressive pedagogical concepts T. Anikina, A. Artobolevskaya, M. Belyanchik, V. Vinogradova, I. Nazarova, V. Razhnikova, G. Tsypin, based on new methodological approaches to music education. They provide theoretical and pedagogical and experimental substantiations of the content of work with students at different stages of education; models of relations between a piece of music and a performer, a student and a teacher, a teacher and music have been built. The introduction of innovative methods, the formation of an up-to-date pedagogical repertoire have found their application in the following manuals by St. Petersburg authors: “The key to music making. Piano method for beginners” by F. Bryanskaya, “Piano notebook for a young musician” by M. Glushenko, “Starting to play the piano” by B. Berezovsky, A. Borzenkov and E. Sukhotskaya, “To music with joy” by O. Getalova and I. Vizna and “Learning to improvise and compose” by O. Bulaeva and S. Getalova, “The ABC of musical fantasy” JI. Borukhzon, JI. Volchek, JI. Huseynova, “I am learning to play” by O. Sotnikova, “School of a young pianist” by L. Krishtop and S. Banevich.
- The concept of "innovation"
The theoretical chapter is devoted to the study of domestic and foreign literature on the problems of introducing innovations in education. The concept itself innovation first appeared in scientific research in the 19th century. new life concept"innovation" received at the beginning of the 20th century scientific papers Austrian economist J. Schumpeter as a result of the analysis of "innovative combinations", changes in development economic systems. Pedagogical innovation processes became the subject of special study in the West from about the 50s. and in the last twenty years in our country. In the 1980s, as N. Yu. Postalyuk notes, the problem of innovation in pedagogy and, accordingly, its conceptual support also became the subject of a special study.
Based on the works of V. Ivanchenko, V. Lazarev, I. Miloslavsky, M. Potashnik under innovation we understand the creation, development and implementation of various kinds of innovations, as well as their transformation into an improved product used in practical activities.
In domestic music education, there is a tendency to integrate traditions and innovations. According to V. A. Slastenin, integration is the transition of quantity into quality. New options for solving the problems of music education were associated, first of all, with a rethinking of the goals, content and methods of teaching music. Music education methods promoted in creative heritage progressive musical teachers, were aimed at understanding music as an art form - on the one hand, and on the other hand, they were guided by the consideration of human nature, the development of his musical abilities.
There are 3 levels of activity:
1. Activity of reproduction - is characterized by the desire of the student to understand, remember, reproduce knowledge, master the methods of application according to the model.
2. The activity of interpretation is associated with the desire of the student to comprehend the meaning of what is being studied, to establish connections, to master the ways of applying knowledge in changed conditions.
3. Creative activity - implies the aspiration of the student to the theoretical understanding of knowledge, independent search for solutions to problems, intensive manifestation of cognitive interests.
Unique in the sense of presenting innovative approaches to primary music education can be considered the method of preschool musical development of children - T. Yudovina-Galperina "At the piano without tears, or I - children's teacher"and the author's school of piano playing "The Birth of a Toy" by A. Mylnikov.
CHAPTER 2
Teaching methods
2.1. Traditional teaching methods
Let's take a closer look at the methods of teaching music in a children's music school. Let us turn to the characterization of the concept of "method" in didactics. The variety of activities of teachers and students leads didacticists to a different interpretation of this concept and, on this basis, prompts them to single out different amount teaching methods, give them the appropriate terminology. Most authors agree that the teaching method is a way of organizing educational and cognitive activity. Also, in the teaching method, the features of work to achieve the goal are embodied in accordance with the didactic patterns, principles and rules, the content and forms of educational work, as well as the methods of teaching the teacher's work and the educational work of children, due to the personal and professional properties and qualities of the teacher and the conditions of the course. educational process. The ratio of the two components of the method allows us to consider it as a developing pedagogical category with unlimited potential for improvement.
Historically, general pedagogical teaching methods are often mechanically transferred to the teaching of music in a music school. General pedagogical teaching methods have their own specific refraction in the teaching of musical disciplines. For example, a comparison method, which is represented as:
1) identifying similarities and differences in musical material;
2) identification of musical material with specific life phenomena and processes;
3) transcoding the content of music into another art form (painting, sculpture, literature, etc.).
Researchers also single out methods of visual-auditory display (demonstration of musical works) and verbal methods (translation of the artistic and figurative content of music into verbal form).
Along with general pedagogical methods in the pedagogy of music education, there are also special methods learning. N. D. Borovkova the main methods of teaching in the class of the main musical instrument calls: the method of listening to the student and correcting his performance, the method of showing (performed by the teacher himself), the method of oral explanation, the method of listening, viewing audio-video recordings, answering questions (teachers to the student and vice versa).
When working on new material, the following methods are usually used: instruction (oral explanation), demonstration method (performed by the teacher himself), training (working through the most difficult places, including with the help of abstract exercises).
2.2. Innovative teaching methods
Among the innovative methods used in teaching music are the following:
1. By the nature of cognitive activity
a) figurative visualization method- this is a way of visual examination of an object, the result of which is a perceptual image; its students can verbalize, draw, show, etc. For example, the sound of a musical instrument gives rise to a vivid visual image;
b) Leading questions method. The purpose of the question is to prompt the student to the thought necessary to answer. Questions can be very different depending on the task. It is best to ask questions in a "deliberative" form: "Don't you think that this melody is better played soft sound?”, “Don’t you think that ...?” and so on. It’s good when the teacher calls the student to jointly search for a solution; creates situations in which the student must choose the best option in his opinion from a number of proposed answers to the set question Leading questions of the teacher and answers of the student are one of the ways of teaching the methods of independent work.
A variant of the method of leading questions is the "I teach myself" method, developed by French teachers M. and J. Martenot. The very name of this method defines its direction. The student learns to use their own reasoning in the learning process, evaluate their actions and plan tasks. Independent work of a student in a class with a teacher can also take place in the form of "I teach myself." Here are some examples of questions that the student himself should ask himself when working on the technique: "What should I do to make my fingers dexterous? Should I collect my fingers or should they be spread apart? Should my fingers be in close or light contact with keyboard?". There are many options for wording questions. The main goal is to direct the student's attention to the awareness of their own actions.
To develop the skills of self-control and self-awareness, the German teacher K. Holzweissig recommends using the method of questions for self-examination. Questions can be directed to both the theoretical and the performing side of learning.
in) method of comparison and generalization. This method continues the path of verbal definitions. It helps to consolidate in the form of concepts and realize not only theoretical information, but also auditory impressions that are more difficult to generalize.
An interesting technique for working on an essay, called the "analytical game", is offered by the German teacher G. Philipp. Individual details of the text (voices, chords, rhythmic structures) are performed, which helps to understand the features of the composition.
2. On the basis of "changing the angle of view of cognitive activity"
a) review method - this is an analysis by the student of the content of the creative product of his friend, the collision of different perceptual hypotheses and the possibility of their understanding and acceptance. Moreover, the review itself is a creative product that the teacher himself can evaluate;
b) reframing method(Kipnis, 2004) is changing the point of view of the situation to give it a different meaning. The point of reframing is to see things from different perspectives and in different contexts. Reframing is an integral part of creative thinking. The reframing technique should be framed in a certain genre - a rethinking of any quality of an object or subject in the form of a song, scene, drawing, comic book - in a form that reflects the rethought quality as much as possible. The more convincing the reframing shifter, the more successful the outcome of the task;
3. By the nature of emotional-value relations to the studied
a) method of adidactic situations. The French didactic Guy Brousseau, being a teacher, proceeded from "life situations" in his lessons, which aroused students' interest in learning. An adidactic situation is a situation not based on textbook material, but from everyday life. everyday life student. The explanation of new material occurs through the solution of everyday problems;
b) learning-by-learning method(Martan, 1993), which is based on three components: pedagogical-anthropological, educational-theoretical and content. Its essence is to teach students to transfer their knowledge to peers;
in) problem-creative methodsynthesizes problem-based and creative learning, ensures the creation of a personal “creative product” by students, is aimed at developing the musical and creative abilities of students.
4. Methods of practical development of musical information.
This group of methods is based on the application of acquired knowledge in practice, which involves operating both theoretical and sound material. It is necessary to form a student's visual-figurative musical thinking, to teach him to use the acquired knowledge. Learning to listen to music meaningfully should be an important part of a child's general musical development.
content learning activities the child becomes a practical activity, when the student must perform various actions with rhythmic, sound or theoretical material. He examines, selects and lays out the necessary cards, supplements or changes the musical text, solves puzzles or puzzles, selects suitable pictures or draws while listening to music, carries out practical activities at the piano - all these are methods of practical mastering of musical information.
Naturally, verbal definitions and generalizations are necessarily used as an auxiliary technique, however, many tasks simply need to be completed without trying to formulate the result in verbal formulations.
To organize the musical practical activity of a student, it is necessary to have various lottos, cards, tables, pictures, didactic toys. In the process of operating with such objects, all previously received sound images and theoretical information are fixed. The student gets the opportunity to manifest independence, which gradually leads to the development of creative abilities. Methods of practical actions are especially well combined with game forms of classes.
a) Rhythm cards.Working with rhythm cards has become one of the effective forms of mastering rhythmic patterns. Active activity in studying, understanding and laying out rhythmic cards is usually very exciting for children. To work, you need a set of cards with various rhythmic patterns.
b) Cards for the development of musical notation.The study of the variety of rhythmic notation is the first step in the process of mastering musical notation. But the ability to read a rhythmic notation on one line does not yet solve the problem of reading notes on two staves. Learning notes can be quite slow and not always effective. The card method is useful here as well. Visual aids help to master the signs of musical text (notes, various symbols) without special memorization. It is no coincidence that A. Artobolevskaya's manual "First Encounter with Music" provides an example of a loto to consolidate knowledge of musical notation. Can it be done interesting idea and make "Houses with notes."
in) Solving problems, puzzles and riddles.This method, directly related to the game, is of great developmental importance and helps to test the quality and strength of knowledge. In addition, the solution of riddles usually causes a fairly persistent interest in the work. Solving crossword puzzles or riddles, the student begins to think, which is undoubtedly useful for the development of thinking.
Samples of riddles, puzzles, games, crossword puzzles can be found in almost all modern manuals.
G) Editorial processing of musical text.The content of this work is to combine, change, supplement the musical text. The student learns to perform editorial work: insert the necessary sounds, arrange leagues or other signs, write down fingerings, put down missing barlines or time signatures, indicate the duration of notes indicated only by note heads, mark accidentals, leagues, dynamics, pauses. Editing option is to add text. The student must correct individual errors, enter the missing notes, pauses, sounds, size.
e) Practical activity at the piano. Learning to select melody and accompaniment.To select a musical text, especially harmonic verticals, it is necessary to have developed auditory representations and good connections between hearing and motor skills. Hearing development is associated with individual characteristics complex abilities of the student and often takes enough long time. However, it is the regular work on selecting the melody and accompaniment that can be a means of developing hearing and motor skills. In recent decades, modern piano technique has paid sufficient attention to the issues of playing by ear.
CHAPTER 3
Pedagogical experiment
Thus, based on the definitions of the concepts "innovation" (V. S. Lazarev, I. Miloslavsky, M. M. Potashnik, V. A. Slastenin), "method" (M. I. Makhmutov, B. T. Likhachev, T. A. Ilyina, I. F. Kharlamov), “the method of teaching music” (E. B. Abdullin, E. V. Nikolaeva), we formulated own definition innovative methods of teaching music are modern, new or significantly transformed in musical and pedagogical practice, the most effective ways to achieve the goal and solve the problems of music education, contributing to the creative student-oriented development of the student.
On the basis of a theoretical study, a pedagogical experiment was conducted, where the effectiveness of the use of innovative methods of teaching music was tested based on the diagnosis of the initial level of formation of cognitive activity and the level of musical and creative abilities of students. The diagnostic study showed that the teaching staff of institutions of additional education focuses mainly on reproductive strategies and teaching methods. Because of this, there is a low interest of children in learning music, most of the students in the diagnostic process showed an average and low level of development of cognitive activity and the level of musical and creative abilities.
On the basis of the diagnostics, the formative stage of the experiment was carried out, a system of lessons was developed in the institution of additional education using the problem-creative method and the method computer simulation, the results of which were checked at the control stage. An analysis of the presented data indicates that the developed this system lessons using innovative teaching methods (problem-creative and computer modeling) turned out to be quite effective and affordable in terms of its use in lessons in the classroom of the main musical instrument in institutions of additional education.
CONCLUSION
Thus, the following conclusions can be drawn:
1. The use of innovative methods (in particular, the problem-creative method and the computer modeling method we have considered) requires self-development and advanced training of teachers.
2. Innovative methods combine two approaches - rational ( creative thinking) and emotional (creative activity), thus, correspond to the specifics of musical education.
3. The above methods can be applied to different levels music education (children's musical school, college, university), in accordance with the type educational institution(its objectives, the structure of the educational process, the preparation of students and taking into account the variability in application in individual and group classes). Their application will be effective provided that specific conditions are taken into account: creating the necessary creative atmosphere for the lesson, taking into account the level of preparation and age features students.
BIBLIOGRAPHY
- Avramkova I.S. Formation of artistic and pianistic skills of young musicians // Piano art: history and modernity: Interuniversity collection of scientific papers. / Publishing house of RGPU im. A. I. Herzen. - St. Petersburg, 2004. - S. 47-51.
- Alekseev A.D. History of piano art: in 3 hours / A. D. Alekseev. - 2nd ed., add. - M.: Music, 1988-1990.
- Artobolevskaya A. D. The first meeting with music: textbook. allowance / A. Artobolevskaya. - M.: Russian Musical Publishing House, 2006. - Part 1. -66 p. ;Ch. 2. - 146 p.
- Asmolov A.G. Psychology of personality: principles of general psychological analysis / A. G. Asmolov. - M. : Publishing House of Moscow State University, 1990. - 367 p.
- Barenboim L.A. Musical pedagogy and performance / L. A. Barenboim. - L .: Music, Leningrad branch, 1974. - 336 p.
- Barenboim L. A. The way to making music / L. A. Barenboim. - 2nd ed., add. - L .: Soviet composer, Leningrad branch, 1979. - 352 p.
- Barenboim L. A. The way to making music / L. A. Barenboim. - L.; M. : Soviet composer, Leningrad branch, 1973. - 270 p.
- Barenboim JI.A. The path to music-making: the school of playing the piano / L. A. Barenboim, F. N. Bryanskaya, N. P. Perunova. - L .: Soviet composer, Leningrad branch, 1980. - 352 p.
- Barenboim L. A. Piano pedagogy / L. A. Barenboim. - M. : Classics-XX1, 2007. - 191 p.
- Getalova O. A. To music with joy: for piano: a manual for lower grades Children's music school / O. A. Getalova, I. V. Viznaya. - St. Petersburg. : Composer, 1997. - 160 p.
- Getalova O. A. I learn to improvise and compose: a study guide / O. A. Getalova, O. A. Bulaev. - St. Petersburg. : Composer, 1999-2000.
- Medushevsky V.V. Intonation form of music / VV Medushevsky. - M. : Composer, 1993. - 265 p.
- Neuhaus G.G. On the art of piano playing: notes of a teacher / Heinrich Neuhaus. - 6th ed., revised and supplemented - M .: Classics-XX1, 1999. -229 p.
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- 193. Tsypin G.M. Psychology of musical activity: problems, judgments, opinions: a guide for students of musical departments of pedagogical universities and conservatories / G. M. Tsypin. - M. : Interpraks, 1994. - 374 p.
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Irina Saperova
Modern educational technologies in the educational process of the art school (from the experience of the teacher)
METHODOLOGICAL DEVELOPMENT
Modern educational technologies in the educational process of the art school
(From teacher experience)
Profession teacher involves knowledge and application of classical techniques teaching. Along with this, it is impossible to overestimate the importance of using innovative pedagogical technologies and possession of modern technology, mastering new forms and methods of teaching.
In order to be effective, productive, interesting to the student and to himself, the teacher is simply obliged to constantly study himself, master innovations and be able to apply them in the educational process. process. Fortunately, the possibilities for this now are unlimited. New information technology provide a wide field for cultural - general and specialized, professional - knowledge. All the wisdom of the world is now available without leaving your home or classroom. Of course, you need to be able to find information and properly use the rich multimedia opportunities. Modern technology makes serious demands on the user. It is constantly being improved, the possibilities are expanding. Therefore, it is always necessary "keep your finger on the pulse" responsive to change. I do this with great enthusiasm, encourage students and use it in teaching process.
In my work with DSHI students, I actively use digital and electronic resources: audio, video materials, musical, methodical literature, encyclopedic, biographical documents, wide possibilities of the Internet. Internet- technology are actively introduced into the field of music education providing significant assistance in creative activities teachers and students.
Today's generation of children is quite fluent in computers, therefore, starting from elementary grades, such tasks make sense, as: listen using Internet resources to the work being studied performed by various professional masters, as well as peers - students of the Children's School of Art; listen to how it sounds this work performed on other musical instruments, followed by a conversation-comparison; study materials about the life and work of composers and performers, both classical and living.
Of course, nothing can replace "live", direct visits to concert halls, theaters and museums. However, multimedia technology give us the opportunity, at any convenient time, to view the recordings of the best samples world musical culture, "turn out" in any concert hall or museum in the world. Moreover, I collect (and share with students and colleagues) recordings of various interpretations of the same cultural masterpiece (whether it be ballet, opera, instrumental work, theatrical production). It is very interesting to compare and discuss various options reading classics and contemporary art.
multimedia technology and modern technology allow you to interestingly present the relationship of music with other types of art such as painting, literature, poetry. This includes the selection of a video sequence corresponding to the nature of the music, and, conversely, the search for musical episodes for paintings taken from the Internet. Such a symbiosis arts easy to organize, thanks to multimedia capabilities (computer, projector, reproducing acoustic equipment, an extensive database of electronic resources).
Mastering computer programs allows you to independently draw up musical text - the Finale program helps a lot in this. (program set notes). By the way, this children work is also very exciting. In addition, by typing the text on the computer, you can immediately listen to it at any tempo and on any instrument. (I'm not saying that the teacher just needs to master simple computer typing. As a rule, musicians quickly master the ten-finger method "blind" printing text in Word).
In the educational process it is convenient to use the rhythmic and timbre capabilities of electronic musical instruments. As an example - playing music accompanied by an electronic musical instrument (synthesizer) or records. A phonogram may contain an orchestral, instrumental, or simply rhythmic recording. The student can feel like a soloist - after all, he is accompanied by "real" orchestra! In addition, such accompaniment brings up a sense of rhythm, resourcefulness, endurance - after all, electronics will not allow you to stop, break out of the rhythm. Of course, nothing can replace live performance, but as an option work, this method is useful.
Now at teacher"at hand" vast electronic database of music and methodological material, the ability to have any notes in printed form (using printer and scanner). You can search on your own, you can order through the websites of online stores - the catalogs are posted and available for ordering. Moreover, such a search (through the Internet) more effective, before your eyes a complete picture of what is available on this moment in the public domain, it is possible to order what you want.
Of course, it is very convenient to fix digital technique(camera, video camera, audio recording) best moments school, concert and excursion life. You can view everything captured here. select the best specimens, save as a memento. Such joint Job with students teaches them to evaluate, analyze, compare, improve. In addition, it unites and brings together the student and the teacher.
The information capabilities of the Internet help in organizing extracurricular activities. You can open the website of any theater, museum and select a cultural program, performance or concert. In addition, being far from the cultural capitals, you can order tickets to the best theaters and concert halls, and pay for them electronically.
The Internet makes it possible to communicate remotely with students, exchange experience with colleagues. The possibilities are endless. You can even conduct lessons via Skype, being far from the student and learning yourself.
We can go on listing the possibilities open to us for a long time. modern level of development of information technologies and applied by me in learning process. Undoubtedly, technology will be improved, the digital Technics, electronic resources. The task of the teacher is to be aware of and effectively apply them in their profession.
Application results modern technologies:
Increasing children's interest in learning;
Encouraging them to be creative, independent, analytical work;
Raising the general cultural level, expanding horizons;
Charge positive emotions, vivid impressions of classical and contemporary works;
Unification in the work of the teacher and the student.
As a consequence of the above - an increase in the performing and general cultural level of young musicians.
It is necessary that art school was an institution in which, while preserving traditions, they keep up with the times and use the best modern educational and developing technology.
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