Prerequisites for Artistic Interests, Abilities and Occupation 1986

Development conditions for artistic interests,
capabilities and achievement of young people and
the decision for an artistic occupation.
Topics:
Evaluation of education conditions at the college or technical college;
effort for a personal artistic signature and interest of teachers in this;
support of students and the FDJ group by the teaching staff;
evaluation of study conditions;
repeated decision for the major subject selected;
satisfaction with study conditions (scale);
interest in certain fields of specialization (scale);
evaluation of instruction in various areas (scale);
frequency of conversations with teachers
about study contents, social and personal questions (scale);
type of employment contract of major subject instructor;
model effect of major subject instructor in various areas (scale);
valuation of one's own talent in major subject;
opportunity to participate in artistic symposiums;
work according to a special study plan;
satisfaction with personal artistic achievement;
grades on the major subject examination;
demands experienced in various study areas (scale);
prerequisites for artistic achievements and their personal expression (scale);
frequency of reading daily newspapers and magazines (scale);
sources of information for artistic events and developments;
extent of possession of books, records, cassettes;
participation in an artistic ensemble;
area of artistic activity in leisure time;
naming an impressive art exhibition;
interest in leisure activities (scale);
activities with the FDJ group;
evaluation of activities and social relations in the FDJ group (scale);
evaluation of influence of FDJ in the college or technical college;
frequency of participation in events of the FDJ;
preferred contents of FDJ work;
social functions;
city of childhood;
cultural facilities in city of childhood (scale);
possession of materials for cultural work activity in childhood (scale);
family of origin;
character of family relations;
cultural interests of parents (scale);
artistic training of parents;
artistic occupational activity of parents or siblings;
common artistic activities in one's family (scale);
Christian parental home;
occupational qualification of parents or grandfathers;
membership of parents in a party;
participation in circles in artistic or non-artistic area;
participation in achievement comparisons (scale);
use of various training forms in preparation for studies;
current or earlier instrumental or singing instruction;
number of music instruments learned;
age at initial instrumental instruction and duration all in all;
path of training before studies;
service in the NVA;
artistic activity between school degree and start of studies;
persons supporting artistic career (scale);
moulding events in artistic development;
government or social awards for artistic achievements;
moral orientations (scale);
evaluation of social development in the GDR;
solidarity with GDR, FDJ, SED;
attitude to membership in the SED;
world view;
confidence regarding future personal and social development (scale);
expectations of social effect of GDR art works (scale);
attitude to social orientations and social topics in art works;
personal artistic goals (scale);
personal influence from philosophical-esthetical discussions and works;
partnership;
activity of partner;
residential status;
major subject during studies;
member of FDJ;
over-all grade of highest school education;
supplemental questions for art students:
additional time expended for individual practice in major subject;
interest in other art genres (scale);
interest in styles of art (scale);
participation in central activities of FDJ (scale);
age at first artistic activities (scale);
preferred artist for coaching as master student;
artistic and occupational intents after conclusion of course of studies (scale);
supplemental questions for music students:
satisfaction with selection of concert and theater presentations;
initial application to another music college;
repeated decision for study of music;
satisfaction with study conditions at the college (scale);
interest in fields of specialization in musical areas (scale);
possibility to participate in international music seminars;
evaluation of specific organic prerequisites and capabilities for art style;
frequency of reading technical journals;
interest in various artistic genres (scale);
participation in central activities of FDJ;
number and type of music instruments in parental home;
age at first musical or instrumental recommendations (scale);
persons providing first instrumental or singing instruction;
attending special secondary schools with artistic training;
teachers in singing/instrumental instruction;
attending special forms of training in preparation for studies;
artistic activity during time in NVA;
group of persons promoting artistic career;
artistic and occupational goals after conclusion of course of studies (scale);
major subject studied;
planned vocational certificate;
artistic training or artistic employment
of parents, siblings, grandparents and other family members (scale);
supplemental questions for theater students:
outcome of first application for studies;
repeated decision for studies at acting or theater college;
satisfaction with study conditions;
frequency of reading journals;
satisfaction with selection of theater presentations;
interest in various art genres (scale);
participation in central activities of FDJ;
possession of creative toys in childhood;
age at first theater performances;
preferred GDR director for participation in productions;
artistic and occupational goals after conclusion of course of studies (scale);
major subject studied;
supplemental questions for film and television students:
satisfaction with study conditions;
interest in different fields of specialization from film and television;
possibility to participate in film festivals;
frequency of reading technical journals;
satisfaction with film selection of the GDR and FRG;
interest in various art genres (scale);
participation in central activities of FDJ;
possession of amateur film equipment in childhood;
frequency of conversations with parents about films;
age at first occupation with film and television;
artistic and occupational goals
after conclusion of course of studies (scale);
major subject studied;
Supplemental questions for composition students:
age at first composition attempt;
group of persons encouraging learing a music instrument or compositon;
evaluation of importance of individual aspects such as exchange of thoughts,
discussions, recommendations for composition creativity (scale);
evaluation of resonance of contemporary symphonic and chamber music in the GDR;
inspirations for composition creativity (scale);
attitude to government or social composition projects;
group of persons for discussions about personal compositions (scale);
recommendations from this;
listening to types of music due to professional-technical interest (scale);
demands on personal creativity;
reasons for or against self-employed work.

青少年艺术兴趣、能力与成就的发展条件及艺术职业选择决策

主题：
高校或专科学校教育条件评价；
个人艺术风格塑造的努力及教师对此的关注；
教学人员对学生及FDJ小组的支持；
学习条件评价；
对所选主修专业的再确认；
学习条件满意度（量表）；
特定专业领域兴趣（量表）；
各领域教学评价（量表）；
与教师就学习内容、社会及个人问题交流的频率（量表）；
主修专业教师的雇佣合同类型；
主修专业教师在各领域的榜样效应（量表）；
对自身主修专业天赋的评价；
参与艺术研讨会的机会；
按特殊学习计划学习；
个人艺术成就满意度；
主修专业考试成绩；
各学习领域感受到的要求（量表）；
艺术成就及其个人表达的前提条件（量表）；
阅读日报与杂志的频率（量表）；
艺术活动与发展的信息来源；
书籍、唱片、磁带的拥有程度；
艺术团体参与情况；
闲暇时间的艺术活动领域；
提及印象深刻的艺术展览；
闲暇活动兴趣（量表）；
FDJ小组活动参与情况；
FDJ小组活动及社会关系评价（量表）；
FDJ在高校或专科学校中的影响力评价；
FDJ活动参与频率；
FDJ工作偏好内容；
社会职能；
童年所在城市；
童年所在城市的文化设施（量表）；
童年时期文化活动材料的拥有情况（量表）；
原生家庭；
家庭关系特征；
父母的文化兴趣（量表）；
父母的艺术培训经历；
父母或兄弟姐妹的艺术职业活动；
家庭共同艺术活动（量表）；
基督教家庭背景；
父母或祖父的职业资格；
父母的政党成员身份；
艺术或非艺术领域圈子参与情况；
成就比较参与情况（量表）；
备考期间各类培训形式的使用；
当前或过往的乐器或声乐培训；
学习过的乐器数量；
首次乐器培训年龄及总时长；
入学前的培训路径；
东德国家人民军（NVA）服役经历；
中学毕业至入学期间的艺术活动；
艺术职业支持者（量表）；
艺术发展中的塑造性事件；
艺术成就获得的政府或社会奖项；
道德取向（量表）；
东德（GDR）社会发展评价；
对东德、FDJ、德国统一社会党（SED）的认同；
对SED成员身份的态度；
世界观；
对未来个人及社会发展的信心（量表）；
对东德艺术作品社会效应的期望（量表）；
对艺术作品中社会取向及社会议题的态度；
个人艺术目标（量表）；
哲学美学讨论及作品对个人的影响；
伴侣关系；
伴侣的职业活动；
居住状况；
学习期间的主修专业；
FDJ成员身份；
最高学历总成绩；

艺术生补充问题：
主修专业个人练习额外时间；
其他艺术类型兴趣（量表）；
艺术风格兴趣（量表）；
FDJ核心活动参与情况（量表）；
首次艺术活动年龄（量表）；
作为硕士研究生偏好的指导艺术家；
学业结束后的艺术及职业意向（量表）；

音乐生补充问题：
音乐会及戏剧演出选择满意度；
首次申请其他音乐学院情况；
对音乐学习的再确认；
学院学习条件满意度（量表）；
音乐领域专业方向兴趣（量表）；
参与国际音乐研讨会的可能性；
艺术风格特定有机前提与能力评价；
专业期刊阅读频率；
各类艺术类型兴趣（量表）；
FDJ核心活动参与情况；
父母家中乐器数量及类型；
首次音乐或乐器推荐年龄（量表）；
首次乐器或声乐培训提供者；
就读艺术类特殊中学情况；
声乐/乐器培训教师情况；
备考期间参加特殊培训形式情况；
服役期间的艺术活动；
推动艺术职业发展的人群；
学业结束后的艺术及职业目标（量表）；
所学主修专业；
计划获取的职业证书；
父母、兄弟姐妹、祖父母及其他家庭成员的艺术培训或艺术职业情况（量表）；

戏剧生补充问题：
首次入学申请结果；
对戏剧学院学习的再确认；
学习条件满意度；
期刊阅读频率；
戏剧演出选择满意度；
各类艺术类型兴趣（量表）；
FDJ核心活动参与情况；
童年时期创意玩具拥有情况；
首次戏剧演出年龄；
参与制作偏好的东德导演；
学业结束后的艺术及职业目标（量表）；
所学主修专业；

影视生补充问题：
学习条件满意度；
影视领域不同专业方向兴趣；
参与电影节的可能性；
专业期刊阅读频率；
东德与西德（FRG）电影选择满意度；
各类艺术类型兴趣（量表）；
FDJ核心活动参与情况；
童年时期业余电影设备拥有情况；
与父母讨论电影的频率；
首次接触影视的年龄；
学业结束后的艺术及职业目标（量表）；
所学主修专业；

作曲生补充问题：
首次作曲尝试年龄；
鼓励学习乐器或作曲的人群；
思想交流、讨论、建议等对作曲创造力各方面重要性评价（量表）；
东德当代交响乐及室内乐反响评价；
作曲创造力灵感来源（量表）；
对政府或社会作曲项目的态度；
讨论个人作品的人群（量表）；
由此获得的建议；
因专业技术兴趣聆听的音乐类型（量表）；
对个人创造力的要求；
自主创业的支持或反对理由