Pedagogical Co-Creation as a Condition for Training Future Music Teachers to Lead Folklore Groups
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The article examines the phenomenon of co-creation as a condition for the professional growth of future music teachers. The content of creative interaction of future teachers-musicians both during classroom work and in the process of production practice is highlighted. The author of the article draws attention to the fact that the process of co-creation has a positive effect not only on student learning, but also on the development of the teacher himself, improves his creative abilities, deepens knowledge and creative skills. Such interaction is the best possible means of establishing a working atmosphere in the artistic team, and also has a developmental impact on the practical activities of future music teachers in direct work with students. Based on the works of modern researchers of this issue, the author comes to a conclusion about the use of special forms and methods of professional training for ensemble management, the development of a number of personal qualities for creative communication. The work provides examples of interaction and useful co-creation of teachers and students. The author offers ways to overcome problems and misunderstandings on the way to productive interaction between members of the artistic team.
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.
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 | 0.001 | 0.001 |
| 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 it