The Criteria for Assessing Music Compositions of the Students-Composers in the Context of Their Learning Activities
The article is devoted to the criteria for assessing the works of a student composer. It adopts the author’s concept of activity, interpreted in various aspects. Different types, subject content, structure and dynamics of individual activities of a studentcomposer are considered. The author focuses on the result and conditions of professional and educational activities, which take place at the intersection of various social environments. The main ones are the public education system, the system of music organizations and the information infrastructure. This activity of the student, according to its operating entity, is associated in its purposes with actions, and in its conditions – with operations. Student`s activity is considered in a particular subject environment. Conventionally, the author refers to the position of the subjects of this environment in their attitude to the division of functions in the activities as an agent, counterparty, manager. The activity of the student is associated with the process of formation, awareness and satisfaction of his needs. The ethical, aesthetic, pedagogical, cognitive, and communicative needs essential to the professional and social appearance of the student-composer are highlighted. The student’s awareness of his activity is associated with attribution and exteriorization. In connection with these aspects, various criteria for assessing student`s compositions in the context of his activities are proposed.
activity, activity structure, criterion, attribution, student-composer.