PERSONALITY QUALITIES DEVELOPMENT OPPORTUNITIES IN EXTENDED CHOIR ACTIVITIES

Authors

  • Edgars Vitols Jāzeps Vītols Latvian Academy of Music

DOI:

https://doi.org/10.17770/amcd2016.2215

Keywords:

choral music, emotional intelligence, movement in choir, school choir, teenager involvement in music

Abstract

The article covers the possibilities to diversify the choir rehearsals and concerts in order to improve the student's emotional intelligence, without the decrease in artistic quality. In this study the authors objective is to create methods for working with the choir, that alongside with the current activity also includes the synchronous, authentic, scenic movement and drama elements for choir rehearsals and concerts. The result of this is the enhancement of the interest in the subject, creation of inspiring working conditions, possibility to socialize, therefore leading to fulfillment of the main objective – the improvement of emotional intelligence. 

Based on the opinions of theoreticians and industry experts, it concluded that emotional intelligence is a crucial factor for success in all areas of life. Developing one's emotional intelligence is important for anyone, but especially – the teenagers during the period of personality formation.

The conclusions of this study can be used in the work with any choir collective. They are equally adaptable to youth, women's and men's choirs.

 

Downloads

Download data is not yet available.

Author Biography

  • Edgars Vitols, Jāzeps Vītols Latvian Academy of Music
    Jāzeps Vītols Latvian Academy of Music, Chairman of Music teaching department, Lector. Author of several scientific publicaions. The participant of international conferences in Latvia, Lithania and Sweden, organizator of two conferences in Latvia. Perennial active work in comprehensive school and Music Academy of Latvia. Four choir leader and conductor, golden lauret of eleven international choir competitions. Artistic director and conductor of 11th School Choir Song and Dance festival.

References

Bar-On, R. (1999). The Emotional Inventory (EQ–I). Skatīts: 01.15.2015. http://www.eiconsortium.org/ measures/eqi.html.

Eidiņš, A. (1974). Muzikālās audzināšanas metodika. Rīga: Zvaigzne.

Eriksons, Ē. (1998). Identitāte: jaunība un krīze. Rīga: Jumava.

Goleman, D. (1995). Emotional intelligence. New York: Bantam Books, Inc.

Jaquess-Dalcrose, E. (1916). Die Rhythmik, 1 Band. Lausanna, Leipzig: Verlag von JOBIN & Cie, bei Breitkopf & Hartel.

Karpova, A. (1998). Personība. Teorijas un to radītāji. Zvaigzne ABC.

Kriumane, L. (2013). Mūzikas skolotāja emocionālās kompetences pilnveide augstskolas studiju procesā. Mūzikas pedagoģija, RPIVA Zinātniskie raksti, IV sējums. Rīga.

Kutnick, P. (1983). Relating to Learning: Towards a Developmental Social Psychology of the Primary School. HarperCollins Publishers Ltd.

Līduma, A. (2015). Bērna muzikalitāte. Rīga: Librum.

Ločmele, I. (2015). Autentiskā kustība. Skatīts: 03.04.2016. http://www.i-deja.lv/jaunumi/autentiska-kustiba.

Majore-Dūšele, I. (2014). Emocionālā inteliģence pozitīvai saskarsmei skolā. Izglītība un Kultūra 27.03.2014. Skatīts: 01.06.2015. www.izglitiba-kultura.lv/system/application/uploads/file/10-11.pdf.

Salovey, P.; Mayer, J. D. (2004). Artikel Emotional intelligence.Imagination, Cognition, and Personality. Emotional Intelligence: Key Readings on the Mayer and Salovey Model. New York: Dude Publiching.

Smith, H.; Smith, M. (2008). The art of helping others: Being around, being there, being wise. London: Jessica Kingsley Publishers.

Strika, E. (2007). Tiesu psihiatriskajā vai kompleksajā tiesu psiholoģiskajā un psihiatriskajā ekspertīzē nonākušo likumpārkāpēju personības raksturojums. 729. sējums. Rīga: Latvijas Universitāte.

Stromsted, T. (1994-1995). Re-Inhabiting the female body. Somatics. Journal of the Bodily Arts & Sciences, X (1).Špona, A.(2006). Audzināšanas process teorijā un praksē. Rīga: RaKa.

Villegas, M. (2015). Biodanza Al-Andaluz. Skatīts: 26.05.2015 http://www.biodanzalandalus.com/ escuela_de_formacion.php.

Zatorre, R. J.; Peretz, I. eds. (2001). The biological foundations of music. Ann. New York: Acad. Sci.

Абдуллин, Э. Б. (2005). Музыкально-педагогические технологии учителя музыки. Учеб. пособие. Москва: Прометей.

Выготский, Л. (1916). Я и Оно. Психология личности. Под ред. Д. Я. Райгородский. 2004. Том 2: Отечественная психология. Самара: Бахрах-М.

Обухова, Л. (1996). Детская (возрастная) психология, Москва: Rossijskoe pedagogicheskoe agentstvo.

Реан, A. (2003). Психология подростка. Полное руководство./ Под ред. A. A. Реана, СПб: Прайм-Еврознак, rediģēts 06.11.2013, elektroniski-twirpx.

Скибин, В. (2010). Методическая разработка по теме «Эвритмия на уроках музыки». Москва: Центр внешкольной работы «Патриот».

Струве, Г. А. (1981). Школьный хор. Иваново: Издательство Просвещение.

Подуровский, B.; Суслова, H. (2001). Психологическая коррекция музыкально-педагогической деятельности. Издательство Владос.

Downloads

Published

29.11.2016

How to Cite

Vitols, E. (2016). PERSONALITY QUALITIES DEVELOPMENT OPPORTUNITIES IN EXTENDED CHOIR ACTIVITIES. ARTS AND MUSIC IN CULTURAL DISCOURSE. Proceedings of the International Scientific and Practical Conference, 87-96. https://doi.org/10.17770/amcd2016.2215