Organization of Experimental Work on the Formation of Musical and Aesthetic Competence of Adolescents in Out-Of-School Art Education
Bibliographic record
Abstract
The article emphasizes that the state of modern art education in Ukraine and China requires the introduction into the practice of music education of students of out-of-school educational institutions of new methods aimed at forming their musical and aesthetic competence. Presented step-by-step method covers piano preparation of teenage students in two planes-performing and art-theoretical and provides for the presence of three stages: organizational-orientational, intellectual-deepening and creative-enriching. The main purpose of the first organizational and orientation stage of education was to acquire in adolescents a positive motivation for musical and aesthetic activities and the expansion of the thesaurus of musical knowledge. The second (intellectually-deepening) stage was aimed at theoretical and practical development of musical knowledge in order to form in adolescents musical and aesthetic competence, filling musical and intonation vocabulary, expanding musical and aesthetic worldview, activating emotional impressions, comparing their own experiences with artistic content of piece of music, accumulation of musical thesaurus and musical performance experience. The third (creative-enriching) stage was aimed at developing the ability to genre-style embodiment of interpretive ideas, creative evaluation of musical phenomena on the basis of the system of values adopted in the art of music.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".