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LEARNING ABOUT WORLD ART CULTURE AS A METHOD OF FORMING A UNIVERSAL CROSS-CULTURAL COMMUNICATION COMPETENCE
Corresponding Author(s) : Natalya Evgenyevna Shafazhinskaya
Humanities & Social Sciences Reviews,
Vol. 7 No. 6 (2019): November
Abstract
Purpose of the study: The purpose of the article is to solve one of the urgent problems of education: the methodology of the formation of universal competences, which in universities of culture and art is solved due to such a discipline as world art culture. In Russian Federal Educational Standards of the new generation, special attention is paid to the new block of professional qualities of university graduates – universal competences. One of the universal competences is readiness for intercultural communication, which manifests itself in the ability to analyze and consider the diversity of culture in the process of intercultural interaction.
Methodology: To achieve the set goal, the authors based their work on the methodology synthesizing the experience of the Berlin School of Comparative Musicology (E. Hornbostel, K. Sachs), the traditions of world ethnomusicology (A. Lomax, A. Merriam, J. Blaking, M. Hood), culturological approach to education (V. Kanke), as well as a multicultural methodological approach. These pedagogical technologies ensure the efficiency of forming the universal competence of university graduates.
Main Findings: The main conclusions of the study are as follows. The modern world is not conceivable outside the multicultural paradigm of development. Therefore, close attention is paid to the formation of the universal competence of intercultural communication. This quality of human personality is necessary for solving many world conflicts and problems. Experts in the field of culture and art are able to solve this problem due to their professional competence.
Applications of this study: The research results can be useful in the field of scientific and methodological development of university disciplines, development of state policy in the field of education and culture, as well as scientific research on international relations in the field of culture, education, and art.
Novelty/Originality of this study: The novelty of the research consists in the idea that expanding one’s understanding of the most important categories of worldview by overcoming Eurocentric restrictions to form universal competencies requires acquisition of the spiritual continuum and artistic conventions of other cultures, which is impossible without conscious effort, need for artistic and aesthetic self-improvement and desire to master practical activities in various fields of art. Any manifestation of culture is a reflection of the type of thinking. Therefore, the introduction to the multicultural traditions leads to the development of different types of thinking and identification of common and particular features, resulting in the development of universal thinking and cognitive techniques in the field of humanitarian knowledge.
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- Anufrieva, N., Avramkova, I., Korsakova, I., Pereverzeva, M., & Shcherbakova, F. (2018). The orientation of musical disciplines as a condition for the formation of competence. Opcion, 34(17), 719–730.
- Beliayeva, L.A., & Chugayeva, I.G. (2011). Axiological model-based analysis at the lessons of world art culture. Teacher education in Russia, 1, 126–133.
- Chigrina, S.G. (2013). Organization of artistic and communication in teaching at the world art culture lessons. Innovative issues and programs in education, 3, 58–69.
- Davydova, A.A., Lushnikov, S.S., Pereverzeva, M.V., Smirnov, A.V., & Tsarev, D.V. (2018). Piano music of composers-minimalists in the teaching repertoire of higher music education. Opcion, 33(17), 149–162.
- Fisheleva, A.I. (2009). The development of the creative activity of a future teacher in the process of world art culture. Teacher education, 1, 51–58.
- Goldman, I.L. (2008). Forms of fine art activities of students at the world art culture lessons. News of Russian State Teacher's Training College named after A.I. Herzen, 55, 369–372.
- Kanke, V.A. (2014). History, philosophy and methodology of social sciences: a textbook for magisters. Moscow: Yurayt, pp. 8–52.
- Ketova, L.M. (2010). Revisiting the formation of value orientations of future teachers in studying the world art culture discipline. Teacher education in Russia, 4, 119–124.
- Lavrenyuk, I.L. (2011). The educative potential of holiday folk traditions. Kazan educational journal, 5-6, 61–65.
- Mikhanova, O.P. (2008). Interactive teaching methods as a means of forming universal competences. News of the Russian State Teacher's Training College named after A.I. Herzen, 58, 427–432.
- Mikhanova, O.P. (2009). Forming universal competencies: from theory to practice. News of higher education institutions. Povolzhskiy region. Human Sciences, 4(12), 145–151.
- Mosolova, L.M. (1990). The concept of world art culture. In The issues of teaching the world art culture in teacher's training colleges. Leningrad.
- Pereverzeva, M.V. (2012). Canadian music of the twentieth century: ways of development. USA and Canada: Economics. Politics. Culture, 2, 85–104.
- Pereverzeva, M.V. (2014). USA and Canada: musical interinfluences. USA and Canada: Economy. Politics. Culture, 3, 85–96.
- Pereverzeva, M.V. (2017a). Canadian music: in search of national style. Music and time, 9, 21–30.
- Pereverzeva, M.V. (2017b). The traditional music of the USA: historical and genre panorama. Academy of Music, 2, 89–95.
- Pereverzeva, M., Anufrieva, N., Shcherbakova, A., & Anufriev, E. (2018). The USA. Economic and Social Development. In Maloletko, A., Rupcic, N., & Baracskai, Z. (Eds.). The 34th International Scientific Conference on Economic and Social Development: Book of Abstracts. Moscow: RSSU, pp. 125–126.
- Scherbakova, E.V. (2012). Virtual museums application in teaching the course of “World art culture†in a secondary school. Education Science and Psychology of Education, 4, 37–45.
- Volchkova, T.L. (2007). Structure and didactic design concepts of a modern world art culture school textbook. Tomsk State University Bulletin, 295, 7–10.
- Yakina, L.N. (2015). Culturological model of teaching world art culture at school. An individual in the world of culture, 1, 80–86.
References
Anufrieva, N., Avramkova, I., Korsakova, I., Pereverzeva, M., & Shcherbakova, F. (2018). The orientation of musical disciplines as a condition for the formation of competence. Opcion, 34(17), 719–730.
Beliayeva, L.A., & Chugayeva, I.G. (2011). Axiological model-based analysis at the lessons of world art culture. Teacher education in Russia, 1, 126–133.
Chigrina, S.G. (2013). Organization of artistic and communication in teaching at the world art culture lessons. Innovative issues and programs in education, 3, 58–69.
Davydova, A.A., Lushnikov, S.S., Pereverzeva, M.V., Smirnov, A.V., & Tsarev, D.V. (2018). Piano music of composers-minimalists in the teaching repertoire of higher music education. Opcion, 33(17), 149–162.
Fisheleva, A.I. (2009). The development of the creative activity of a future teacher in the process of world art culture. Teacher education, 1, 51–58.
Goldman, I.L. (2008). Forms of fine art activities of students at the world art culture lessons. News of Russian State Teacher's Training College named after A.I. Herzen, 55, 369–372.
Kanke, V.A. (2014). History, philosophy and methodology of social sciences: a textbook for magisters. Moscow: Yurayt, pp. 8–52.
Ketova, L.M. (2010). Revisiting the formation of value orientations of future teachers in studying the world art culture discipline. Teacher education in Russia, 4, 119–124.
Lavrenyuk, I.L. (2011). The educative potential of holiday folk traditions. Kazan educational journal, 5-6, 61–65.
Mikhanova, O.P. (2008). Interactive teaching methods as a means of forming universal competences. News of the Russian State Teacher's Training College named after A.I. Herzen, 58, 427–432.
Mikhanova, O.P. (2009). Forming universal competencies: from theory to practice. News of higher education institutions. Povolzhskiy region. Human Sciences, 4(12), 145–151.
Mosolova, L.M. (1990). The concept of world art culture. In The issues of teaching the world art culture in teacher's training colleges. Leningrad.
Pereverzeva, M.V. (2012). Canadian music of the twentieth century: ways of development. USA and Canada: Economics. Politics. Culture, 2, 85–104.
Pereverzeva, M.V. (2014). USA and Canada: musical interinfluences. USA and Canada: Economy. Politics. Culture, 3, 85–96.
Pereverzeva, M.V. (2017a). Canadian music: in search of national style. Music and time, 9, 21–30.
Pereverzeva, M.V. (2017b). The traditional music of the USA: historical and genre panorama. Academy of Music, 2, 89–95.
Pereverzeva, M., Anufrieva, N., Shcherbakova, A., & Anufriev, E. (2018). The USA. Economic and Social Development. In Maloletko, A., Rupcic, N., & Baracskai, Z. (Eds.). The 34th International Scientific Conference on Economic and Social Development: Book of Abstracts. Moscow: RSSU, pp. 125–126.
Scherbakova, E.V. (2012). Virtual museums application in teaching the course of “World art culture†in a secondary school. Education Science and Psychology of Education, 4, 37–45.
Volchkova, T.L. (2007). Structure and didactic design concepts of a modern world art culture school textbook. Tomsk State University Bulletin, 295, 7–10.
Yakina, L.N. (2015). Culturological model of teaching world art culture at school. An individual in the world of culture, 1, 80–86.