Annotation: The article examines music and computer technologies in the educational system on the example of the work of the educational and methodological laboratory of the Russian State Pedagogical University named after A.I. Herzen (St. Petersburg). Interdisciplinary field professional activity associated with the creation and application of specialized musical software and hardware and knowledge both in music and in the field of computer science. And the implementation of the concept of music and computer education of a teacher-musician is carried out through the main educational programs vocational training systems, a system of additional education, professional development of teachers and their methodological support on the Internet. In addition, the educational and methodological laboratory "Music and Computer Technologies" is engaged in scientific activities: these are, first of all, specialized research in this area of ​​pedagogy and holding international conferences.

Abstract: The article deals with musically-computer technology in the educational system on example of the Educational and Methodical Laboratory at the Herzen State Pedagogical University of Russia, St. Petersburg. Interdisciplinary field of professional activities relates to the creation and application of specialized music software and hardware tools and the knowledges in music and informatics. A realization of the concept of musical-computer education in preparing music teachers is through basic educational programs of vocational training, supplementary education, professional development of teachers and methodical support via Internet. In addition, the laboratory Music & Computer Technologies engaged in scientific activity: it is, above all, specialized researches in the field of pedagogy and international conferences.

Music is one of the facets of comprehending the spiritual content of the world, its beauty, reflected in the sound. In addition, the sound of music is perceived by a person as a special information space... Computer science and information technology today affect various areas, including musical creativity and pedagogy. How information technologies function in the sound (and, in general, semantic) space of music - this issue has become the subject of attention of musicians-teachers and representatives of other specialties in connection with the formation of new creative perspectives of musical activity, because the knowledge of the secrets of sound production, sound creation, the richness of timbre and acoustic the impact of music provides an additional incentive for artistic innovation.

At the turn of the 20th and 21st centuries, a new direction appeared in musical creativity and pedagogy, due to the rapid development of the electronic musical instruments industry: from the simplest synthesizers to powerful musical computers. In modern electronic musical instruments, the accumulated information technologies of music and the art of playing music have been most fully and completely embodied for centuries [ ]. Therefore, a new interdisciplinary field of professional activity associated with the creation and use of specialized musical software and hardware - music and computer technologies1 (hereinafter - MCT) - requires knowledge and skills both in the music field and in the field of computer science.

1 The concept is used in various musical fields (creativity, education, media production). So, in the Russian State Pedagogical University named after A. I. Herzen (St. Petersburg) developed, licensed and in 2004 introduced into the pedagogical process of the vocational and educational profile of training bachelors of art education "050610 - Music and computer technologies".

In many educational institutions of the world, musicians are taught the elements of MKT: Institut de recherche et coordination acoustique / musique (IRCAM) and Center d'Etudes Mathématiques et Automatique Musicales (CEMAMu) in Paris; Center for Computer Research in Music and Acoustics (CCRMA) Stanford University; San diego supercomputer center (SDSC) University of California; Research Center of Music and Computer Technologies of the Moscow State Conservatory named after P.I. are: a musical computer as a necessary element of the hardware-instrumental base and software of the musical-computer educational complex; a methodological system that allows the organic use of computer technologies at all stages and in all areas of the musical and educational process (ICT is a dynamically developing educational environment that requires the constant development of new curricula and courses adapted to modern social needs and corresponding to the level of development of these technologies) [ ; ; ; ].

In particular, in 2002 at the Russian State Pedagogical University named after A.I. Herzen, an educational and methodological laboratory (UML) "Music and Computer Technologies" information technology education, and affects the social aspects of the process of informatization of education in general. The tasks set by the laboratory were: development of a new educational direction (in general and special music education); implementation of the methodological system of musical and computer teacher education at different levels of education, which reflect the content, forms and methods of using ICT in professional, general and inclusive music education; implementation of IT technologies in the musical educational process.2

2 V working group UML "Music and Computer Technologies" includes musicians and programmers: Irina Gorbunova, Gennady Belov, Nina Berger, Alexey Gorelchenko, Sergey Chibiryov, Andreas Kameris, Pyotr Rodionov, Alexey Voronov, Elena Bazhukova, Yulia Kiseleva, Lyudmila Romanenko, Olga Prazdnichnykh and others.

The main direction of the laboratory's work is educational activity. The implementation of the concept of music and computer education in the training of a teacher-musician is carried out through the main educational programs of the vocational training system, the system of additional education, the professional development of teachers and their methodological support in the World Wide Web. Thus, the laboratory staff developed classes for students of music departments in many specialized disciplines3. The implementation of an innovative educational system is also carried out through additional education: professional retraining programs, as well as advanced training programs and coursework programs.

3 "Computer music", "History of electronic music", "Technologies and teaching methods (in the disciplines of specialized training: music and computer technologies)", "Architectonics of sound", "Fundamentals of studio recording", " Information Technology in music "," Technology of Musical Styles "," Fundamentals of Composition, Instrumental Science and Computer Arrangement "," Traditional and Computer Orchestration "," Studio Recording Technologies "," Methods and Practice of Teaching Electronic Composition and Arrangement "," Teaching Methods to Play on Electronic musical instrument "," Standard software for the professional activity of a musician "," Traditional and electronic instrumental science "," Musical computer "," Basic electronic musical instrument "," Additional musical instrument (electronic) "," Electronic synthesizer "," Electronic ensemble " , "Music-computer workshop." Even for students of the Faculty of Correctional Pedagogy (Department of Deaf Pedagogy), classes have been developed and conducted according to the programs of the cycle of disciplines "Music and Computer Technologies for Rehabilitation of People with Hearing Disabilities."

The principles underlying the creation of the laboratory's methodological system are the foundation for various types of professional activities as musicians working with MKT (sound engineering, digital sound recording, sound design, sound production, performance on synthesizers and MIDI instruments, etc.), so and programmers-developers in the field of electronic music systems. This system is based on the use of specialized software and a specially equipped classroom, and is associated with an individual-group form of conducting classes (an important component here is ensemble play: creative aesthetic activity has a high developmental potential).

On the basis of the methodological system proposed by the laboratory staff, advanced training programs were created4. For all comers, course training is conducted according to the programs: "Intensive course of playing keyboard instruments (musical computer and synthesizer)", "Computer arrangement and composition", "Modern recording studio and work in it", "Design of musical editions on a computer", etc. ...

4 For music teachers of preschool institutions - "Innovative methods and technologies for the musical development of preschool children based on musical and computer technologies." For music teachers of secondary schools and teachers of children's music schools and children's art schools: "Music and computer technologies", "Methods for teaching musical disciplines using music and computer technologies", "Computer musical creativity", "Methods for teaching electronic musical instruments", "Arranging music on electronic musical instruments ", etc.

The implementation of the concept also provides for the professional development of music teachers and their methodological support on the Internet. The methodological system developed by a team of authors makes it possible for a wide contingent of students (both future professionals and amateurs) to communicate with music in an interactive mode. Over the past 10 years, a large-scale testing of the developed integrated innovative educational system for various levels of education has been organized and carried out, in particular in the pilot regions of Russia (many educational complexes have been developed, implemented and tested in conjunction with the St. Petersburg computer studio "Mart" with the support of the National Training Foundation frames). So, introduced into the educational process: an innovative educational and methodological complex (IUMK) "Music and Informatics", grades 1-4; educational-methodical complex (TMC) "Musical computer (new instrument of a musician)", grades 9-11; information sources of complex structure (ISSS) and digital educational resources(CER) "Music in the digital space", grades 5-9; "Sound and Music in Multimedia Systems", grades 8-11; an inclusive education system (equal opportunities to receive music education and rehabilitation of children with disabilities). The resources are freely available on the Web (at the moment, absolutely all products created by the laboratory are open source).

For example, IISS "Music in the Digital Space" is a practical course for mastering the field of knowledge, which forms the skills and abilities to use new musical computer technologies in music education and subsequent creative activity (presentation of new material in the classroom and independent creative activity of students). IISS contains a set of the following training resources:
- a collection of information sources (systematized in the database), including texts, illustrations, audio and video clips, animations (if necessary), etc., equipped with convenient navigation to search for the necessary materials and their selection for further use;
- lesson models (ready-made "lectures"), which offer the author's versions of the presentation of theoretical materials, as well as assignments and creative works;
- tools for the selection and maintenance of their own lesson trajectories (formed on the basis of the resources presented in the IISS collection and, possibly, using the resources found or prepared by the teacher independently);
- a set of teaching materials describing the methods of working with the resource base and lesson models presented in the IISS, as well as instructions (or links to the corresponding printed and electronic publications) on the use of programs designed to work with digital music.

With the help of this digital course, the teacher can solve pedagogical and methodological problems: choose a ready-made "lecture" to accompany the lesson and adapt it to his own pedagogical tasks (excluding or adding the necessary resources); create your own lesson trajectory using materials from the resource collection and additional materials collected by yourself; select practical and creative assignments to complete in class or for homework; organize a dialogue in the lesson using a pre-selected collection of resources. And the student gets the opportunity to use the materials of the resource collection to complete the tasks of teachers, create their own creative projects based on the material studied and the proposed methods for working with digital music, as well as independently increase the level of knowledge and develop creative abilities. Thus, IISS acts as an organizer of the dialogue between the teacher and the student in the process of studying and comprehending the peculiarities of the musical and cultural space.5

5 The introduction of this ISSS into the educational process contributes to: improving the quality of mastering a number of traditional musical disciplines, such as classical music literature, solfeggio, composition, arrangement, etc .; a significant expansion of the range of theoretical and practical ideas of students about modern forms of music as an art form and about the technologies of its creation; the formation of new artistic and aesthetic ideas about computer and electronic music; acquaintance with new genres and trends in computer and electronic music; acquiring knowledge about the possibilities of using a musical computer for school musical creativity (computer arrangement, composition, studio work, etc.); expanding ideas about the latest trends in music associated with new computer technologies; formation of knowledge in the field of electronic sound and systemic ideas about the prospects for the development of musical art in general; the formation of students' need for music education, including with the use of a music computer; expanding opportunities for vocational guidance of students in the field of music and computer technologies.

The use of IISS in everyday educational activities allows: to provide students with the opportunity to acquire practical skills in using a musical computer as a new musical instrument; to master new knowledge and skills (including initial professional ones) through musical and practical activities in the classroom; to get an idea of ​​the acoustic capabilities of a musical computer, the peculiarities of computer instrumentation, work in a modern digital recording studio, etc. To solve these problems, an electronic manual has been developed, consisting of two main sections.

The first section "Towards a Music Computer" offers information and lesson structure on topics related to musical creativity in traditional and computer representation. This section includes lessons on the following topics:
- Music as information (musical art is a specific sound language. This topic is devoted to the comprehension of various forms and aspects of the information content of the musical language);
- Musical instruments - from a bowstring to a synthesizer (a story about the development of musical instruments in its historical evolution, as well as about the specific features and capabilities of acoustic and electronic musical instruments).

The second section "Computer lessons of composition and arrangement" is devoted to the study and application in practice of existing computer programs for the creation and processing of digital music. This section includes:
- Composing as musical programming (studying the components of the musical language in direct work with them);
- "Something from Mozart to us ..." (acquaintance with the basics of composition on the example of musical classics);
- Composing step by step (practical lessons on composition and arrangement in the simplest forms and various genre refractions);
- Sound and music in multimedia systems (variety of manifestations of musical digital technologies in various types of arts);
- Music without borders (workshop of searching for musical information on the network, sound design of the Internet site, distance communication between a teacher and a student in the process of musical training).

The use of IISS in the educational process solves a number of problems that are relevant for modern education. Among them: expanding the sources of knowledge acquisition, including the use of the information capabilities of the Internet (in the form of homework or optional work); reducing the load on teachers in preparation for classes by enhancing the creativity and individuality of his activities (creating his own educational trajectories); increasing the motivation for obtaining knowledge from students by introducing computer technologies into traditional approaches to studying music and relying on the needs of the individual for creative self-realization; the student gaining experience of co-creation with the teacher and comrades through various forms of collective work in the development of educational material.

The educational process is accompanied by the scientific activity of the laboratory staff, which is carried out in various directions. In particular, fundamental research is carried out on the topics "Development of conceptual foundations for the implementation of information technologies in music education" and "Formation of information competence of a modern musician on the basis of music and computer technologies" musical creativity, information technologies in music and music education, computer modeling of elements of musical creativity (I. V. Zabolotskaya, S. V. Chibiryov, A. Kameris, A. V. Gorelchenko, E. V. Kibitkina, M. Yu. , S. Yu. Privalova, etc.).

UML "Music and Computer Technologies" organizes and conducts a number of conferences, seminars, participates in exhibitions. The most ambitious projects here: a permanent city seminar "New information technologies in modern music education and creativity", with reports delivered by composers, as well as scientists from a number of universities in Russia and the world (Great Britain, Poland, USA); the annual International Scientific and Practical Conference "Music and Computer Technologies in the System of Modern Education", which has been held by the laboratory staff together with various institutions of St. Petersburg since 2008; the annual International Scientific and Practical Conference "Contemporary Music Education", held jointly with the St. Petersburg State Conservatory named after N. A. Rimsky-Korsakov since 20026.

6 Conference topics (2012): topical problems of music education in the system of holistic art education; problems of professional music education; electronic musical instruments; new trends in the system of general and special music education; new information technologies in music education and creativity; computer music; music informatics; music and computer technologies in primary music education (children's music school, children's art school, lyceums); media music; music theory in modern musical practice; computer musical creativity; problems of implementation of state standards in the field of music in school education.

This requires, on the one hand, the preparation of musicians who are versed in modern multimedia technologies. On the other hand, it is obvious that there is a need to train technical specialists who have the basics of general music education and who have knowledge in the field of sound programming, sound synthesis, audio engineering, sound-timbre programming, modeling of musical and creative processes, as well as possessing studio recording technologies and computer programs. - that is, specialists who are able to engage in modeling as one of the methods of objective research of musical creativity [ ; ]. This explains the creation of special, targeted at a wide audience of trainees, training courses and tutorials that allow you to affordable level to outline the principles of operation of a musical computer and an electronic musical instrument [ ; ; ; ].

The versatility, global applicability of electronic and computer music provide new, in fact, limitless opportunities for self-realization, stimulate the rapid development of intelligence, raising learning to a new level. The compatibility of electronic music with traditional musical technologies creates conditions for the continuity of musical eras and styles, their interpenetration and synthesis, strengthening interest in musical culture as a whole. Success in the modern use of such systems lies in the integration of all computer capabilities (symbolic and numerical interface, embedded graphics, music, animation, animation, databases and data banks, etc.).

Bibliography

1. Belichenko V.V., Gorbunova I. B. The Phenomenon of Music and Computer Technologies in Teaching the Musician's Informatics (in the Conditions of Transition to New Educational Standards): Monograph. SPb .: Publishing house of the Russian State Pedagogical University im. A.I. Herzen, 2011.220 p.
2. Gorbunova I. B. Information technology in music: Textbook. allowance. SPb .: Publishing house of the Russian State Pedagogical University im. A. I. Herzen, T. 1. 2009.175 p .; T. 2.2010.210 p .; T. 3. 2011.399 p.
3. Gorbunova I. B. Musical sound: Monograph. SPb .: SOYUZ, 2006.165 p.
4. Gorbunova I. B. Musical computer: Monograph. SPb .: SOYUZ, 2007.400 p.
5. Gorbunova I. B. The phenomenon of music and computer technologies as a new educational creative environment // Izvestia RGPU im. A. I. Herzen. 2004. No. 4 (9). S. 123-138.
6. Gorbunova I.B., Zalivadny M.S., Kibitkina E.V. Musical programming: Textbook. allowance. SPb .: Publishing house of the RGPU im. A.I. Herzen, 2012.195 p.
7. Gorbunova I.B., Kameris A. The concept of music and computer education in the training of a teacher-musician: Monograph. SPb .: Publishing house of the Russian State Pedagogical University im. A.I. Herzen, 2011.160 p.
8. Gorbunova I. B., Privalova S. Yu. A musical instrument for every child. SPb .: Publishing house of the Russian State Pedagogical University im. A.I. Herzen, 2009.117 p.... St. Petersburg: Izd-vo RGPU im. A. I. Gertsena, 2011.220 p. (In Russian).
9. Gorbunova I. B. Informatsionnye tekhnologii v muzyke... St. Petersburg: Izd-vo RGPU im. A. I. Gertsena, 2009, vol. 1. 175 p .; 2010, vol. 2.210 p .; 2011, vol. 3. 399 p. (In Russian).
10. Gorbunova I. B. Muzykal "niy zvuk... St. Petersburg: SOYuZ, 2006.165 p. (In Russian).
11. Gorbunova I. B. Muzykal "niy komp" yuter... St. Petersburg: SOYuZ, 2007.400 p. (In Russian).
12. Gorbunova I. B. Fenomen muzykal "no-komp" yuternykh tekhnologiy kak novaya obrazovatel "naya tvorcheskaya sreda. In Izvestiya RGPU im. A. I. Gertsena, 2004, no. 4 (9), pp. 123-138. (In Russian).
13. Gorbunova I. B., Zalivadniy M. S., Kibitkina E. V. Muzykal "noe programmirovanie... St. Petersburg: Izd-vo RGPU im. A. I. Gertsena, 2012.195 p. (In Russian).
14. Gorbunova I. B., Kameris A. Kontseptsiya muzykal "no-komp" yuternogo obrazovaniya v podgotovke pedagoga-muzykanta

    Gorbunova I.B. Musical and computer technologies: laboratory // ENJ "Mediamusika". No. 1 (2012) .. html

INFORMATION TECHNOLOGY IN MUSIC

A modern music lesson is a lesson in the course of which modern pedagogical technologies, computer technologies are applied, and electronic musical instruments are used. A music lesson is characterized by the creation of a creative environment, since the content of music lessons is composed of emotions and their subjective experience. This specific content determines the choice of a variety of techniques, types of work and new multimedia tools.

The computer provides ample opportunities in the creative process of teaching music, both at the professional level and at the level of amateur creativity.

Musical computer technologies have opened a fundamentally new stage in the technical reproduction of musical products: in notation printing, in the genres of applied music, in sound recording media, in the quality capabilities of sound reproducing equipment, in theatrical and concert activities, in sound design and broadcasting of music (including broadcast over the Internet) ...

One of the leading directions in the field of musical pedagogy of the XXI century is the acquaintance of students with information and computer technologies. Mastering information and computer technologies is objectively necessary:

Firstly, for the professional training of composers and performers,

· Secondly, for use as a source of auxiliary educational material (reference, training, editing, sound recording, sound reproducing, etc.).

In some universities in Russia, electronic technologies related to musical creativity are studied as a subject of the curriculum. In such educational institutions, on the basis of computer systems, sound "dictionaries" are developed, musical compositions are created using light and color special effects, film-video sequences, and acting pantomime.

Computer programs are also used in teaching to play the instruments, in the development of musical ear, in listening to musical works, in the selection of melodies, in arrangement, improvisation, typing and editing of musical text. Computer programs allow you to determine the range of the instrument, the fluency of the performer in passages, the execution of strokes and dynamic shades, articulation, etc. In addition, the computer allows you to learn pieces with an "orchestra". It can also act as a conducting "simulator" (using television equipment). Computer programs make it possible to carry out musical and auditory analysis of melodies (themes) of works in the course of the history of music. For many musical disciplines, the computer appears to be a valuable source of bibliographic and encyclopedic information.

Widespread project assignments with computer presentations that allow for more visual presentation or illustrative material.

3.1 Software learning music

There are many programs for working with music on your computer. They can be conditionally divided into the following groups:

· music players,

Programs for singing karaoke,

Musical constructors,

Musical encyclopedias,

Training programs,

· Programs for improvisation, group playing, composing music.

The first group of programs includes programs such as Windows Media Player, WinAmp, etc.

They allow you to play music files, create a list of melodies, record them in various formats. This range of programs is widely known to all users of the Windows operating system.

For teaching singing, it is advisable to use programs such as VocalJam. You can compose your own song using the KarMaker software. These programs are built on the same principle - the "minus" is played, and the words of the song are displayed on the screen.

Great help in the lessons musical literature, music are rendered by musical encyclopedias. For example, « Cyril and Methodius Encyclopedia of Popular Music» , which contains information about almost all modern groups and performers, music albums. With the help of this encyclopedia, you can learn about the history of the development of a group, about the formation of rock, jazz, pop music in various countries, listen to a recording or watch a video clip. To test knowledge in the encyclopedia there is special section called "Quiz", consisting of various questions and pieces of music.

In a programme "Masterpieces of Music" collected review materials about different directions music, the material covers the period from the Baroque era to modern music. In addition, the program contains biographical information about composers, describes the history of the creation of famous works. The works are accompanied by comments, audio and video fragments. The program is equipped with a dictionary of various terms and musical instruments, which greatly facilitates the work.

Program "Music class" , allows you to practice both music and solfeggio. This program is educational in nature. It is adapted for elementary school students.

The program also has a section "Music theory" , in which the user independently chooses a lesson, listens to it and performs exercises to test the assimilation of knowledge. The disadvantage of the program is the fast paced playback of musical materials.

The program also provides modes of music games, for example, "Tic-tac-toe", "Musical Cubes"... The essence of games is to define instruments, ensembles of note duration. These games allow you to compose a musical dictation from cubes.

A program section such as "History of Musical Instruments" contains information about groups of musical instruments, their types and history of creation. And harmoniously complements this section of the program the operating mode “ Electronic piano". It makes it possible to perform a piece on any of the offered 10 instruments. This combination is very effective, since, along with theory, practice is also carried out: users not only theoretically study musical instruments, but also play them virtually.

In addition, the program "Music class" equipped with " Cyber ​​synthesizer". This function makes it possible to create your own piece in the style of your choice. A kind of "musical constructor" is easy to use, the user does not need any special knowledge.

Thus, programs like the Masterpieces of Music program are a good way to involve trainees in the creative process of creating their own music. It is also a way of developing a sustainable motivation and interest in the study of this discipline in them.

Programs such as Cubase, FL Studio, Dance eJay will also help you create your own piece of music. These programs are quite difficult to use and require detailed study, skills and abilities from the user.

An example of a program for writing and editing musical text is the Final program. It also makes it possible to compose melodies and arrange them.

The use of a computer and a synthesizer at the same time in lessons is attractive for students. They can listen to the work performed by the teacher, independently perform the work in different timbres.

Ministry of Education and Science of the Chelyabinsk Region

GBOU SPO (SSUZ) Chelyabinsk Pedagogical College №1

V.A. Kulieva

The use of information technology in music education

Methodological guide for students of teacher training college and music teachers

Chelyabinsk 2014

Kulieva V.A. The use of information technology in music education. Methodological guide for students of pedagogical college and music teachers. Chelyabinsk, 2014, ChPK No. 1. - 16 p.

This textbook examines the problems of prevention in this activity, identifies the most significant shortcomings in the area under consideration, formulates and proposes recommendations for improving music education for specialists working with students and students of a teacher training college.

1.1. The concept of information technology …………………………….… .3

1.2. Opportunities of information technologies in education ... ............ 5

1.3. Multimedia presentation. Views. Classification ……………… .7

1.5. Using multimedia presentations in music lessons… ..11

Conclusion …………………………………………………………… ....... 16

The use of information technology in music education.

1.1. The concept of information technology.

The concept of "technology" used to refer to the sphere of industrial production and meant a system of interrelated methods of processing various materials and methods of manufacturing a particular type of product. Applied to information processes Taking into account their specifics, we can say that information technology is a system of methods and methods for collecting, transferring, accumulating, processing, storing, presenting and using information based on the use of modern computer and other technical means.

The ancient Greeks believed that technology (techne - skill + logos - learning) is the skill (art) of doing things. This concept acquired a more capacious definition in the process of industrialization of society. Technology is a body of knowledge about the methods and means of carrying out production processes, in which there is a qualitative change in the processed objects.

Information technology is a set of methods, production processes and software and hardware, united in a technological chain, providing collection, processing, storage, distribution and display of information in order to read the labor intensity of the processes of using an information resource, as well as to increase their reliability and efficiency.

In some cases, information technology is understood as a method and means of collecting, processing and transmitting information to obtain new information about the object under study, in others, a body of knowledge about methods and means of working with information resources. It should be noted that, in a sense, information technologies (understood as the above methods) are informational, since the educational process is impossible without the exchange of information between the teacher and the student.

Information technologies are characterized by the following basic properties:

1. The subject (object) of processing (process) is data, and the purpose of the process is to obtain information;

2. The means of implementing the process are software, hardware and software and hardware computing systems;

3. Data processing processes are divided into operations in accordance with the bottom subject area;

4. The criteria for optimizing the process are the timeliness of information delivery to the user, its reliability, reliability, and completeness.

Three technological advances form the backbone of information technology:

1. The emergence of new means of storing information on machine-readable media (magnetic tapes, films, magnetic and laser disks);

2. Development of means of communication, ensuring the delivery of information to almost any point of the world without significant restrictions in time and distance, wide coverage of the population by means of communication (radio broadcasting, television, data transmission networks, satellite communications, telephone networks, etc.);

3. Possibility of automated processing of information using a computer according to specified algorithms (sorting, classification, presentation in the desired form, etc.);

Information technologies are divided into three groups: saving, rationalizing and creating. Those who save save labor, time, and material resources. Rationalizers improve automatic systems search, order, etc. Creative (creative) information technologies include a person in the system of processing and using information. The important role of information technologies in the development of society is to accelerate the processes of obtaining, disseminating and using new knowledge by society. By increasing the quality of the intellectual resources of society, information technologies improve the quality of life.

1.2. Opportunities of information technology in education.

In the modern sense, information technology of education is a pedagogical technology that uses special methods, software and hardware (cinema, audio and video equipment, computers, telecommunication networks) to work with information. And the meaning of informatization of education is to create, both for teachers and for students, favorable conditions for free access to cultural, educational and scientific information. The term "computer learning technology", taking into account the wide capabilities of modern computer networks, is often used in the same sense as "simulation technologies" and "educational games". At the same time, the concepts of "computer technology" and "information technology" cannot be identified. In information technology, there may be a computer as one of the possible means. Therefore, the term "computer technology" is rather unfortunate, but it is quite legitimate to talk about computer teaching aids, computer programs. Systematic studies of the application of information technologies in education have been going on for about sixty years. Software products for the educational process most often represented electronic versions of the following educational and methodological materials: computer presentations of an illustrative nature; electronic dictionaries, reference books and textbooks; laboratory workshops with the ability to simulate real processes; simulator programs; test programs; electronic textbooks. The education system today has accumulated many different computer programs for educational purposes, created in educational institutions and centers of Russia. A considerable number of them are distinguished by their originality, high scientific and methodological level. In the field of education today, especially with the use of the Windows operating system, there are new opportunities. First of all, this is interactive communication in the so-called interactive programs. In addition, it became possible to widely apply graphics (pictures, diagrams, diagrams, drawings, maps). Graphic illustrations in educational computer systems make it possible to convey information to the learner more clearly, facilitate its understanding. Educational software products that use graphics contribute to the development of intuition, figurative thinking. Increased productivity personal computers made it possible to widely use multimedia technologies, which allows the use of text, graphics, video and animation in an interactive mode and thereby expands the scope of using a computer in the educational process.

In addition to multimedia lectures, there are many other electronic products for educational purposes, such as educational electronic resources, electronic publications, electronic textbooks, electronic teaching aids. The possibility of creating an electronic product for educational purposes is the use of modern hypertext technology. Modern information technologies have significantly expanded the interpretation of the concept of hypertext. Hypertext links can be established not only between text fragments. The nodes of the hypertext network are various elements of the presentation of educational material. The following may be related to each other: text and experimental model, visual aid and network database, graph of some dependence, and footage item. Hypertext technology provides ample opportunities for creating high-quality textbooks. The modern electronic textbook is distinguished by "a convenient learning environment in which it is easy to find the information you need and return to the material you have already covered." When designing such a textbook, hyperlinks can be laid, relying on the individual characteristics of human thinking for linking information and organizing appropriate access to it based on the associative array. The use of hypertext technologies in the creation of textbooks gives a number of indisputable advantages and is recommended as a means of increasing the efficiency of the educational process.

1.3. Multimedia presentation. Views. Classification.

Multimedia Presentation - A set of slides and special effects (slideshows), presentation text content, speaker notes, and audience handouts stored in a single file.

A multimedia presentation is an effective way to support the explanation of new material by focusing on:

The main thing, the essential;

New concepts, formulas, etc .;

Illustrative samples;

Material classification.

It is advisable to use the presentation in the training forms of consolidating the studied material. An example would be the implementation of independent work according to the algorithm, when the sequence of operations is displayed on the screen in a certain time mode.

Types of presentations.

Presentation type Purpose

Presentation-lecture. Demonstration of slides containing illustrations, abstracts, videos or sound to explain new material, summarize, organize.

Presentation-electronic textbook. Didactic material for independent study of new material by students, the implementation of primary consolidation.

Presentation task. Contains the formulation of the task, with the help of animation a step-by-step solution of the task is organized.

Test presentation with animation. It contains the wording of the task and answer options, with the help of animation the correct answer is marked or the incorrect ones are discarded.

Test presentation with hyperlinks. Contains the wording of the task and answer options, using a hyperlink, a transition to a slide with information about the correct choice of the answer is organized. When the right choice the transition to the next question is carried out; if the answer is incorrect, the same question is returned.

Presentation model. With the help of animation, a model of a process, phenomenon, or a visual solution to a problem is created.

Presentation control. To organize self-examination, mutual examination of homework or assignments for primary consolidation, you can use a presentation-text, at the end indicate the criteria for evaluating the work.

Slide show. Demonstration of illustrations with a minimum amount of text, with overlapping music, with the installation of automatic slide change, sometimes with cyclic repetition of slides.

Presentation-speech (report). To accompany the speech, contains illustrations, main theses; it is not recommended to place a lot of text on the slides; it is necessary to transform it into schemes, diagrams.

Classification of presentations.

By targeting a specific audience:

For work in the classroom with projection on a large screen;

For independent work on a PC.

By functional use:

Business;

Educational;

Educational;

Applied;

Entertaining.

By the nature of the presented presentation:

Text;

Audio Video;

Illustrative;

Combined.

By structure and management:

Linear with a rigid sequence of frames;

Linear with animation effect;

Hypertext;

In the form of a web page;

With hidden slide effects.

To create a high-quality presentation, you must adhere to four construction principles:

1. Why?

2. What?

3. How?

Why is this presentation to the teacher and student?

What to put on the slides?

How to present information on slides?

General presentation structure:

Title;

Plan;

References to the topic;

A set of slides that reveal the content of the topic;

Conclusion to the topic.

Rules for the design of structural elements of the presentation.

Title:

The background of the slide is different from the main background of the presentation;

Topic title is required;

Artistic addition is possible;

The text is predominantly centered;

The size and color of the font must be readable, no less than 24 and no more than 30.

Plan:

Should be in a generally accepted graphic form;

The points of the plan are separated by a semicolon, a period must be put at the end;

Should contain no more than 3-7 items;

Bibliography:

Introduced if necessary;

Appointment - for independent work of students;

Font not less than 20.

Slide set:

The number of slides is calculated individually;

Slides line up according to plan;

Any slide can contain:

Title:

The period can only be placed between sentences;

Keep headings short;

Font size from 24 to 30;

Main text:

The text on the slide should contain only key phrases;

Font sizes 20-24;

The number of lines on one slide should not exceed 7-8;

Highlighting keywords inside the text is done using a different color, italic.

Image:

Takes up no more than 60% of the slide size;

The number of images on one slide is not more than 10-20% of the slide size.

Diagram:

The title of the diagram is required;

The diagram takes up all the space on the slide;

Lines and signatures must be clearly visible.

Table:

The table name is required;

The table is filled with a color different from the background color;

The design of the "header" of the table should be different from the design of the table content.

1.5. Using multimedia presentations in music lessons.

Great help in preparing and conducting lessons is provided to the teacher by the Microsoft package, which includes, in addition to the well-known text editor Word, and also electronic Power Point presentations.

Using the capabilities of the Power Point program, you can provide clarity in the presentation of any educational information. These are presentations. It is not only a lesson dedicated to explaining that can be visualized. theoretical material, but also a simulator, tests, use the presentation of various information blocks in the written work (abstract) of students.

Multimedia presentations - electronic filmstrips, including animation, audio and video fragments, elements of interactivity - the most common type of presentation of demonstration materials. The use of multimedia presentations is advisable both with the help of a computer and with the help of a multimedia projection screen.

The use of such information technology makes it possible to more effectively develop all types of perception in students: visual, auditory, sensory. Involve in the lesson all types of memory: visual, auditory, figurative, associative, etc.

Preparing presentations is a serious creative process, each element of which must be thought out and comprehended from the point of view of children's perception.

Using the capabilities of the Power Point program, you can develop and use presentations for all subjects of the musical-theoretical cycle.

Much attention should be paid to the preparation of information. Anyone who has mastered the technology of the layout of a package of slides in Power Point will probably be surprised at this. However, these are not just blanks. All types of information can be called so. Such materials are independent didactic resources. And working on them, at first in a spontaneous manner, in a random selection of genres and types, is a full-fledged methodological work on the introduction of ICT. In fact, any computer illustrations in the classroom, even without any design, are already electronic teaching resources.

The need for an initial stage - the stage of accumulation and creation electronic information- quite understandable. It is advisable to collect and accumulate materials, realizing that these are both current developments and, at the same time, the preparation of future integral resources. Of course, it is impossible to complete the presentation without them. But individual blanks have a completely independent meaning and value.

Within the framework of the presentation, graphic materials, text, videos and photographs are used, including those organized in the form of slide shows, animation inserts, elements of three-dimensional graphics, and, of course, sound accompaniment, including background music and narration explanations.

Among the most striking differences of a multimedia presentation from other methods of presenting information, one can single out the high saturation of information and high interactivity. The presentation can be very flexible to adapt to the reaction of the audience, for example, by changing the pace of presentation of information, if such an opportunity is laid down during creation.

Within the framework of the educational process, the main goals of conducting computer presentation: mastering new material, consolidating the studied material, control of knowledge.

The presentation can not only present educational material in the classroom, but also serve all didactic forms. Explanation, control and creative types of tasks in the "monitor" format are accompanied by the arrangement of multimedia information objects for display on the screen. In musical disciplines, such a show, of course, includes sound. Theoretical information - headings, wording, descriptions - are assembled on a monitor and a stationary screen not only with visual, but also with sound (voice and music), as well as video with accompaniment. There are a great many options for the arrangement of materials, the so-called algorithms, and first of all they depend on the degree of the teacher's creative imagination.

For example, one of these schemes is a more traditional option:

1. Theoretical text with facts, general characteristic, parsing.

2. Illustrations of sounds and musical examples for analysis.

3. Viewing video clips (listening to whole numbers or scenes).

4. Visual materials (can be added with "inlays" in the theoretical text).

When creating a computer presentation - a specific development of a lesson based on pre-collected materials, you can choose a more dynamic option - to open the presentation, for example, not by the name of the topic, but by a video illustration, the sound of music, and a poetic epigraph. The topic itself can be heard later, the main thing is to maximize the aestheticization of the presentation of educational material and theoretical ideas.

As for the presentation theoretical information then there are many possibilities here as well. The visual form of presenting information, of course, contributes to its better memorization: this form arouses curiosity. Pure text fragments will be boring, so it is better to use combined pages - with pictorial objects and the simultaneous sound of music.

The sound of music and the display of video materials as elements of a computer presentation can greatly increase the visibility in the presentation of musical knowledge and save a lot of organizational effort.

The greatest effect of visualization of teaching with a computer in the field of computer presentation of musical material is achieved by the simultaneous broadcasting of the sound and visual review of the musical text. The presentation of scores using a computer is just an effective modern form of visualization of educational information. The musical text on the screen (after oral explanation, presentation of theoretical fragments in the screen mode) is convenient for visual review. Thus, the screen (monitor) becomes a primitive electronic board. The methodical method “listening to music with notes” is not the only one in the arsenal of presentation of musical text with electronic support of lessons. "Cutting" the necessary lines, as well as notes that must be made in the musical text when explaining in the field of the theory of musical language, means of expression, analytical analysis.

Creating slides allows you to multi-channel impact on perception. The teacher's word and the verbal formulations and notes displayed on the screen, combined with sound and video illustrations, create a complex of knowledge that is emotionally colored and precisely oriented.

A visual reader is also possible - very useful and necessary for musical education. It is completed with reproductions and photos of any materials: portraits of composers and performers, musical instruments, stage sets, documents, and so on. Similarly, you can present a video reader composed of concerts, films, interesting video facts, and the like.

The teacher can turn the presentation into a fun way to engage students in educational activities. The visual richness of the educational material makes the lesson vivid, convincing, which contributes to an increase in the efficiency of perception and memorization of the educational material. It should also be noted that the presentation gives the teacher an opportunity to show creativity, individuality, avoid a formal approach to teaching lessons.

Conclusion

Thus, information and communication technologies (ICT) have taken a firm place in education, great hopes are pinned on them, the use of ICT and multimedia technologies in education can radically change the existing education system.

The use of multimedia, as a rule, allows you to provide students with more opportunities for independent and independent work, as well as flexibly vary educational schedules. Undoubtedly, there are new teaching methods, new pedagogy, new tools and new resources available to the teacher.

Multimedia can be used to improve the quality of education in specific subject areas and disciplines and at the intersection of several subject areas.

Internet multimedia products and services provide tremendous opportunities to improve the efficiency of the learning process:

Multimedia is an extremely useful and fruitful educational technology due to its inherent qualities of interactivity, flexibility, and the integration of various types of visual educational information, as well as due to the ability to take into account the individual characteristics of students and help increase their motivation.

1. Abdullin E.B., Nikolaeva E.V., Methods of musical education: a textbook for universities [Text] / E. B. Abdullin, E. V. Nikolaeva. - Music, 2006 .-- 336 p.

2. Bogachinskaya Yu.S., Goncharova OV, Theory and methodology of musical education [Text] / Yu.S. Bogachinskaya, OV Goncharova. - M: Academy, 2012 .-- 256 p.

3. Vikhrev V. V., Khristochevsky S. A., Fedoseev A. A., Filinov E. N., Information technologies. Tutorial[Text] / V. V. Vikhrev, S. A. Khristochevsky, A. A. Fedoseev, E. N. Filinov. - M .: ARKTI, 2001 .-- 164 p.

4. Glushkov, VN Information technologies [Text] / VN Glushkov. - M .: Olymp, 2001 .-- 592p.

5. Ivanova, NV, Podgorskaya TA, Shakirova OG To the creators of the training presentation: the requirements of hygiene and design. Methodical recommendations for teachers and students [Text] / Comp. N. V. Ivanova, T. A. Podgorskaya, O. G. Shakirova. - Chelyabinsk, ChGPK No. 1, 2009. - 12 p.

6. Kodzhaspirova, GM, Kodzaspirov, A. Yu. Pedagogical dictionary [Text] / GM Kodzhaspirova, A. Yu. Kodzaspirov. - M .: 2002 .-- 224 p.

7. Nazarov, S. V. Computer technologies of information processing [Text] / S. V. Nazarov. - M .: 1995 .-- 402 p.

8. Polat, ES New pedagogical and information technologies in the education system [Text] / ES Polat. - M .: Publishing Center "Academy", 2000. - 417 p.

9. Simonovskiy, OS New information technologies [Text] / OS Simonovskiy. - Yaroslavl: Publishing house ATS, 2001. - 153p.

10. Khristochevsky SA, Basic elements of electronic textbooks and multimedia encyclopedias. Systems and means of informatics. Issue 9 [Text] / S. A. Khristochevsky. - M .: Science. Fizmatlit, 2003 .-- 263 p.

Federal Agency for Education

State educational institution higher professional education

SAINT PETERSBURG STATE UNIVERSITY OF ECONOMY AND FINANCE

General economic faculty

Abstract on the topic:

Information technology in music

Saint Petersburg 2009

Introduction

1. New technologies and music

2. Sound recording

3. Prospects for the development of information technology in music

Bibliography

Introduction

One of the main characteristics of the post-industrial period should be considered the rapid development of electronic technologies that contributed to the automation of storage and processing of information using computers.

The advent of powerful enough computers and new computer technologies had a huge impact on the formation of modern musical culture. Possibilities modern computers are increasing every day in parallel with advances in the scientific and technical sphere and developments in the field of programming.

The time has come for mature constructive relations, the time for the construction of a common building, where both sides will feel an increasing need for mutually enriching projects. In the last decades of the past century, such different and once seemed distant spheres of human intellectual activity have not only been imbued with mutual respect, but it is already possible to safely predict the brilliant fruitful development of their cooperation.

The obviousness of the fundamentally new opportunities provided by the musical computer in the development of the professional thinking of a musician in all areas of musical creativity will inevitably lead to the growing introduction of music and computer technologies, which will significantly supplement and even change the very nature of the work of a composer, musicologist, performer and teacher.

Numerous experiments with electronic (and not only) machines capable of producing sound have led to the emergence different ways writing music, and hence the emergence of a variety of styles and trends. New sound, unusual and unusual for the ear has become an innovation in music. Many well-known contemporary composers, for example, K. Stockhausen, O. Messiaen, A. Schnittke, despite the complexity of working with technology, created works using new electronic instruments or only on them.

The development of electronic computing technology itself, at an early stage, led it to "invasion" of music. Already in the 50s, using the very first computers, scientists made attempts to synthesize music: to compose a melody or arrange it with artificial timbres. This is how algorithmic music appeared, the principle of which was proposed back in 1206 by Guido Marzano, and later applied by V.A. Mozart to automate the composing of minuets - writing music according to the drop of random numbers. K. Shannon, R. Zaripov, J. Ksenakis and others were involved in the creation of algorithmic compositions. In the 1980s, composers had the opportunity to use computers equipped with special programs that could memorize, reproduce and edit music, and also made it possible to create new timbres and print scores of their own creations. It became possible to use a computer in concert practice.

So, today the computer is a multitimbral instrument and an integral part of any recording studio. Undoubtedly, many people associate the very word “studio” with the concept of “mass culture” or “third layer”, that is, with manifestations of pop culture and modern show business. Perhaps this is one of the main factors that attracts applicants when applying to sound engineering or any other faculty, one way or another related to music and computer technologies. The question arises: what role does the introduction of computers play in the education of future music teachers?

It is quite possible that a certain timbre-rhythmic code of computer music will help to heal some diseases. Availability computer technology and the convenience of software will create unprecedented conditions for musical creativity (musical "handicraft"), comparable in part to the current avalanche-like spread of amateur music making in pop and rock styles. Expressions: “my music”, “my home studio”, “my CDs”, “my video clips”, “my music site” (everywhere “mine” means “created by me”) will also become familiar mass concepts. Everyone will be able to try themselves as a composer, arranger, sound engineer, composer of new timbres, sound effects.

Against the background of such a mass enthusiasm, the prestige and quality of music education will increase manifold, the content of which will change significantly thanks to the computer, will become more high-tech and intensive, flexibly adjusted to any specific tasks. Every music teacher in a special lyceum or general school (it does not matter) will be fluent in music and computer technologies. Of course, he will be able to conduct his subject in an interesting and exciting way, it will not be at all difficult for him to compose a song or dance, make full-sounding arrangements, form a bright school concert, record it with high quality on a digital disc and then give his pupils such a record in memory of the wonderful time of childhood and youth ...

1. New technologies and music

The influence of new technologies on music can be traced back to ancient times. Music developed along with the development of the means of its performance, that is, musical instruments. It is impossible to imagine, for example, Mozart's fortieth symphony, played, for example, on a branch sticking out of a stump. But it is from here that music originates. Some troglodyte there in the Mesozoic era sat and pulled a branch out of nothing to do. Another troglodyte walked by, heard sounds, caught a certain harmony in them and decided to try it too. The third, the smartest troglodyte, guessed that it was better to pull not a branch, but some kind of fiber, for example horsehair, made him a frame of wood and pulled this hair across it. Here is the story of the birth of the first stringed plucked musical instrument. Note that if the third troglodyte had not known the technology of wood processing, then nothing would have come of it.

Later, with the development of mainly woodworking and metallurgical technologies, people began to notice the dependence of sound on the type of wood from which the frame was made. Also, the fragile horsehair gave way to a metal string. And somewhere in two thousand years BC, such instruments as a lyre or a harp appear.

Over the entire period of human history, from the invention of the lyre to the present day, a huge number of musical instruments have been created. But three groups have been most influenced by new technologies over the past one hundred and fifty years - keyboards, drums and strings (mainly guitar).

When electricity was discovered, people began to try to apply it in almost all areas of their activity. The classical piano was no exception. People tried to make the vibrations of the string persistent, that is, they wanted the volume of the sound not to decrease over time, like wind instruments. As a result, the following design was invented: a contact was installed under the key, which turned on an electromagnet. At the same time, as in an ordinary piano, the hammer hit the string, it began to vibrate, and when it reached the magnet, it was turned off by pressing the string on the other contact. When the string was deflected back under the action of elastic forces, the contact opened, and the magnet began to work again and attract the string to itself. Due to the fact that the string periodically touched the contact on the electromagnet, this instrument had a very sharp sound and therefore did not receive much distribution.

Another keyboard instrument - the organ - suffered from a different problem: its high cost and size. After all, there needed a pipe for each frequency, so classical organs occupied whole halls. And the bellows had to be pumped continuously for him. With the invention of the electric generator, the question arose about its use in musical instruments - after all, if you rotate it at different angular speeds, then when you connect it to the speaker, you can hear sounds of different frequencies. The first tool using this principle was invented in the late 1980s in Chicago. It was named telharmonium. Since there was a separate generator for each frequency in it, it occupied an entire basement. In this basement, a musician, usually an experienced organist, sat and played. At the same time, the telephone was invented, and the first speakers.

And so, to listen to music, Chicagoans called a certain number and connected to the telharmonium. Due to its cumbersomeness and complexity of manufacturing and tuning, telharmonium has not received widespread acceptance. However, later, on the basis of the telharmonium, the American engineer Hammond in the thirties of the last century created an instrument that very much resembled the sound of an organ. It was called that - the Hammond organ. It has become very widespread due to its low cost and good sound... Also, Hammond's organ began to be used not only in classical music, but also in the rock music that was gaining strength at that time.

Modern keyboard instruments - synthesizers - descended, in principle, from the Hammond organ. With the development of electronics, people tried to somehow improve its sound. Gradually, mechanical oscillators were replaced, first by multivibrators, and then by integrated circuits.

Also, with the further development of microelectronics, it became possible to obtain almost any timbre. In modern popular music, the synthesizer is king and god today. Due to its ease of use, it is now used by everyone who can play the piano at least a little. Three classes of an ordinary music school are enough to play it more or less tolerably.

1

The article is devoted to such actual problem professional education, as the use of information technology in the structure of modern music education. These technologies are considered as a possible tool for resolving the contradictions between the need to optimize the process of musical education through the introduction of information, information and communication and computer technologies and the lack of theoretical and methodological substantiation of their use in modern music education. In this article, the problem of using information technologies in the process of teaching music is analyzed from the standpoint of philosophy, pedagogy and psychology. The author highlighted the main directions of the development of the process of integration of traditional and distance types of music teaching, identified the main reasons for the insufficient use of computer methods of music teaching, and also determined the place of the process of distance music education in the problems of modern science.

information and communication technologies

modern music education

distance learning pedagogical technologies

distance learning music

information Technology

1. Bershadskiy A.M., Krevskiy I.G. Distance and open education: problems and prospects // Integration of education. - 2002. - No. 2/3. - S. 99-105.

2. Verbitsky A. A. Psychological and pedagogical problems of restructuring activity in computer training // Computers and problems of musical education. - Novosibirsk, 1989 .-- S. 15-23.

3. Gershunsky BS Computerization in the field of education: problems and prospects. - M .: Pedagogy, 1987 .-- 263p.

4. Gorbunova I.B. Information technology in music: textbook. allowance. - SPb .: Publishing house of the Russian State Pedagogical University im. A. I. Herzen, 2011 .-- T. 3. - 399 p.

5. Gorbunova I.B. The phenomenon of music and computer technologies as a new educational creative environment // Izvestia RGPU im. A. I. Herzen. - 2004. - No. 4 (9). - S. 123-138.

6. Dyachenko NG Technical means of teaching in the system of complex education of the musician (to the problem statement): dis. ... Cand. art history. - L .: 1983 .-- 200 p.

7. Zabolotskaya IV New information technologies in musical education: dis. ... Cand. ped. sciences. - SPb .: 2000. -196 p.

8. Klyuchkova E.Yu. The main directions of the integration process of distance and traditional music education // Traditions and innovations in the modern cultural and educational space: materials of the V International scientific and practical conference (Moscow, March 13, 2014). - M., 2014 .-- S. 39-42.

9. Rapatskaya L.A. Music education at the university: traditions and innovations // Higher education in Russia. - 2011. - No. 6. - S. 84-90

The active development of various types of technology, including computer technology, which began in the middle of the 20th century and covered all spheres of human activity, is now an integral part of reality. Electronic technology are used everywhere, in science and culture, in everyday life and in the organization of leisure. In music pedagogy, such methods appeared only in recent decades, but they have already acquired great importance in the field of creative activity, which could not but affect the curricula of various specialized institutions, where courses in musical informatics and electronic music for composers began to be introduced. Also, computer classes began to appear in music schools, such areas as sound recording for sound engineers, sound designers, sound technicians and sound technicians were formed. Many private music schools offer classes for concert and radio DJs. Also actively, especially recently, the question of the formation of an independent form of distance music education is being discussed.

It should be noted that the musical pedagogical process is initially very conservative. This is due to the fact that the teaching methodology, especially of the performing disciplines, has been developed and verified over many tens, or even hundreds of years. The traditions and experience of many authoritative teachers, recorded in the author's methods, determine the sustainability of forms and types of teaching, repertoire, interaction between teacher and students. However, all of the above does not mean at all that there is no development in musical pedagogy. This refers only to a certain stability and continuity of traditions based on empirically determined methods of work. This is especially true of representatives of the performing direction of musical activity, who are the overwhelming majority of all music students.

Forms of education are also associated with this fact, since performing skills are transmitted through personal contact with a teacher in the process of individual lessons, and not through lectures intended for a wide audience. Therefore, it is impossible to limit the development of methodological guidelines for mastering the instrument, just as it does not seem realistic to substitute various recommendations for the process of live communication with a teacher in the specialty. This is the main difference between the musical and pedagogical process and other forms of organization of education, adopted in other educational institutions of the humanitarian direction.

However, in musical activity there are a number of disciplines (for example, theoretical and historical-theoretical disciplines) that do not impose strict methodological requirements for the organization of the educational process. It is precisely with this that the fact that the first complexes for the development of auditory skills and a sense of rhythm, computer programs and distance courses were developed in the USA in the subjects "Elementary Theory of Music", "History of Music", "Solfeggio" (J. Evans, R. Glazer and L.E. Homm and others). Teachers from various educational institutions, including the leading music and music-pedagogical universities of the country, worked in the same direction.

It is worth noting that, despite the active introduction of distance learning methods in the musical and pedagogical process, the attitude towards this among teachers is very ambiguous. A certain negative attitude towards the computerization of the musical sphere of human activity is associated not only with the general conservatism of musical and pedagogical foundations, but also with a number of problems associated with the organization of the process of the form of learning at a distance. For the successful acquisition of knowledge and mastery of skills and abilities, it is necessary to fulfill a number of pedagogical conditions that are mandatory for a successful educational process, such as the availability of equipment for all participants, knowledge of computer and Internet skills. As a rule, the leadership of an educational institution at all levels is faced with questions: who, what and how to teach when introducing distance learning?

In many specialized music educational institutions in Russia, there is already a kind of distance learning in the form of master classes. However, this form of obtaining information is of a one-time nature and, as a rule, is very limited in time. For representatives of certain areas, for example, for sound engineers, there are refresher courses with or without diplomas and certificates. Separate full-fledged faculties of remote music education in Russia do not yet exist, although the fundamentals of the legislative regulation of the distance education system were fixed for the first time in 1995 by a number of legislative acts that spell out the basic concepts, goals and objectives related to distance learning. The main document regulating the use of new technologies in the educational sphere, on this moment is an The federal law Of the Russian Federation No. 11-FZ, which regulates changes in the use of e-learning and distance learning technologies. In this law, for the first time, the main definitions were fixed regarding the use of electronic resources in teaching and non-contact educational technologies. This document is a full-fledged legislative basis and opens up an opportunity for organizing distance learning in educational institutions of any level.

However, despite the bright prospects associated with state support for distance education in all areas of science, the question remains open, what can be taught using this form of organization of the pedagogical process?

Analyzing distance learning programs in Russia and abroad, we can conclude that this form is used primarily in those specialties where the basis is not practical skills, but theoretical knowledge. There are very few programs related, for example, to art, medicine or sports, since in the process of transferring practical skills without direct contact, a number of problems arise, including economic ones. As for the already existing programs, there is no necessary statistics on the success of the use of non-individual technical programs, but an independent form of distance learning. In fact, the only accredited music institution in the world that carries out a full-fledged process of distance learning in music, including in the performing direction, is the Berkeley-online College, which annually graduates dozens of certified musicians around the world who studied under the distance learning program. In many music educational institutions, certain types of distance learning are developing, such as replicating DVD or CD discs with recordings of lectures, concerts, master classes, video conferencing, and the introduction of MOODLE learning environments in the framework of teaching theoretical disciplines. Internet technologies were especially widespread among students of music educational institutions in connection with the possibility of viewing and analyzing concert recordings of prominent musicians of the past, which over time acquired not only aesthetic, but also educational educational impact.

However, it should be noted that, despite the significant advantages of distance music education, many teachers are still wary of this form of education. This is primarily due to the fact that in order to use a computer and information technology in teaching, it is necessary to have certain knowledge, skills and abilities in the technical field or to constantly interact with a specialist in this field. At the same time, the teacher must be aware of the real possibilities of electronics in the framework of music education, be aware of how successful the application of distance learning methods will be in educational and methodological work, possess the skills of compiling algorithms for computer training programs, have knowledge in the field of optimization of the provision computer information... It is precisely with these factors that the difficulty in organizing the very process of obtaining music education in a remote form is connected. Teachers of many educational institutions dealing with this topic are wondering how exactly to implement the introduction of remote forms of education into the educational process.

Mentyukov A.P., believes that the only and most effective opportunity to use various options for distance learning is currently provided by the development of methodological manuals on the disciplines of the historical and theoretical cycle and their active dissemination via the Internet. At the same time, the wishes of future applicants, students already studying in educational institutions or on their own, should be taken into account, and the prospect of using this content in the educational process should also be taken into account.

To date, only two educational institutions in Russia have sections on their Internet sites that present materials intended for obtaining distance education - this is the V. Gnesins and the Novosibirsk State Conservatory named after M.I. Glinka. This is due to the fact that the field of remote music education is still in the development stage, educational electronic manuals and copyrighted video materials of teachers are just being created. First of all, the development of computer training programs affects theoretical disciplines, such as elementary music theory, harmony, polyphony, history of music and some others.

A similar picture can be observed not only in Russia, but also in a large number of other countries, although in many institutions there is the possibility of computer training, but, as a rule, it is limited by access to the resources of the music library, the archive of audio and video recordings, self-control tests, as it was implemented, for example, at the Massachusetts Institute of Technology or at Yale University.

If you give specific examples, then among foreign developments devoted to distance learning music, we can single out several of the most interesting and popular computer programs and Internet resources (ViolinLab, Ear-Master, MusicwareExplorer, SingingTutor), which can be considered as a technical learning tool that helps in obtaining knowledge, the formation of general musical and special skills and abilities. The most famous of these programs is EarMaster. This program is designed to develop an ear for music and a sense of rhythm and is used in the initial stages of teaching music in private music schools. If we talk about learning to play the instruments, then the guitar is most often used for the remote form. As illustrative example you can consider the musical training program "GuitarHero". Beautiful graphics, attractive sounding of the instrument in terms of timbre and the ease of studying notes in the form of tablatures make this program very popular with beginners. The principle of operation of such programs is based on the reproduction of a record of a melody or piece and a graphic representation of the location of the notes on the neck and the time of their pressing.

There are also many programs for writing and editing sheet music (Finale, Sibelius, GuitarPro, Score), working with audio files (SoundForge, Cakewalk, etc.), sound recording (ProTools, Cubase, Nuendo, etc.). These programs, in accordance with the educational standards adopted in Russia, are now included in the curriculum of the discipline "Musical Informatics".

Despite the low level of the use of computer technology in the musical pedagogical process, the development in this industry continues. This is evidenced by the emergence of courses in music informatics and electronic composition, which are taught not by representatives technical sciences, but musicians. The popularization of sound engineering also contributes to the increased attention to the computer on the part of musicians. The modernization of the musical instrument industry also has a positive effect on the development of distance education. A huge selection of synthesizers, electric guitars, electronic drum kits, electric violins, etc. also arouses interest in the musical environment and requires a certain teaching methodology. It is in this branch of teaching the basics of playing power tools that the main development of distance forms of education takes place in the form of video lessons, lecture courses recorded on discs, computer programs designed to create tablatures (for example, GuitarPro), online classes using the Skype program and dr ..

In conclusion, it should be noted that the relevance of introducing distance learning methods into the system of music education is closely related to the general situation in modern pedagogy, focused on the development and strengthening of interdisciplinary connections, among which interaction with technical areas and the environment of computer technologies is most actively developing. It is also obvious that electronic music is gradually attracting more and more attention from professional musicians and composers, both in the academic environment and in other musical styles. Separately, it should be said that the presence of certain problems in the artistic education of the younger generation prompts the search for various solutions that take into account modern technologies that surround students in their daily life.

Reviewers:

Rapatskaya L.A., Doctor of Pedagogical Sciences, Professor, Head of the Department of Musicology and Music Education of the Federal State Budgetary Educational Institution of Higher Professional Education "Moscow State University for the Humanities. M.A. Sholokhov ", Moscow;

Nemykina IN, Doctor of Pedagogical Sciences, Professor of the Department of Musicology and Music Education of the Federal State Budgetary Educational Institution of Higher Professional Education “Moscow State University for the Humanities. M.A. Sholokhov ", Moscow.

Bibliographic reference

Klyuchkova E.Yu. INFORMATION TECHNOLOGIES IN THE STRUCTURE OF MODERN MUSICAL EDUCATION // Modern problems of science and education. - 2015. - No. 3 .;
URL: http://science-education.ru/ru/article/view?id=19703 (date of access: 02/01/2020). We bring to your attention the journals published by the "Academy of Natural Sciences"