The Formation of Improvisation Skills in Future Bayan-Accordion Teachers in the Process of Performance Training
Bibliographic record
Abstract
The article presents an experimental study aimed at developing the skills of improvisation in future teachers of bayan-accordion. The concept of improvisation and its influence on the development of creative abilities of a musician are considered. Improvisation has a great influence on the general professional level of development, namely the education of creative, well-developed musicians, develops musical hearing, sense of rhythm, musical memory, develops a good orientation on the keyboard, strengthens performance skills. Musicians feel confident during the stage performance, the ability to apply their own knowledge and skills in future pedagogical work are formed. The factors influencing the effectiveness of the development of improvisational skills are identified, the importance of a personal approach in accordance with the creative abilities of the student is emphasized. Attention is drawn to the need to use various improvisational forms and direct creative participation of the teacher in the process of working with students. Understanding the complexity and duration of this process, three stages of formation of improvisational skills were developed: motivational-oriented, reflective-informative, creative-activity. Each stage has a specific purpose and a clear sequence of actions, the principles of creative activities and independence, systematic and consistent, the unity of artistic and technical, as well as the development of various improvisational skills. The importance of musical thinking, constant auditory control for the implementation of tasks and the ability to transpose is emphasized. Due to the consistent application of certain stages of learning improvisation, creative and educational activities of students become universal.
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 machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
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 source (direct Gemma or distilled Codex), 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".