THE POTENTIAL OF PIANO LESSONS IN TRAINING A MUSICAL ART TEACHER FOR THE ARTISTIC COMMUNICATION WITH ADOLESCENT STUDENTS
DOI:
https://doi.org/10.58407/visnik.253422Keywords:
adolescent, artistic and pedagogical interaction, artistic communication, musical and performing activities, piano lessons, pre-service musical art teacher, Art lessons, professional trainingAbstract
The purpose of the article is to theoretically substantiate the potential of piano lessons in the professional training of a pre-service musical art teacher and to determine its role in the formation of the readiness for the artistic communication with adolescent students.
Methodology. Theoretical methods: analysis, synthesis, systematization and generalization of the scientific sources on the problems of art education, artistic communication and piano training; comparative and logical analysis – to compare the scientists’ approaches to the interpretation of the essence of artistic communication; the structural and functional method – to determine the components of the pre-service musical art teacher’s readiness for the artistic communication; pedagogical modeling – to outline the pedagogical conditions for the effective realization of the potential of piano lessons.
Scientific novelty. The essence and structure of the pre-service musical art teacher’s readiness for the artistic communication with adolescents have been clarified; the potential of piano lessons in training a musical art teacher for the artistic communication with adolescent students has been substantiated; the pedagogical conditions for the effective formation of the specified readiness have been determined.
Conclusions. The results of the study testified that piano lessons is an important pedagogical resource in training a pre-service musical art teacher for the artistic communication with adolescents. Its artistic and performing, interpretative, emotional and communicative potential contributes to the development of the artistic thinking, empathy, the ability for the creative dialogue, and pedagogical reflection.
The systematic implementation of this potential ensures the training of a new type of a teacher – the specialist capable to interact with pupils emotionally rich, to organize a joint musical experience, and use art as a means of the spiritual development of the adolescent’s personality effectively. The prospects for further research are related to the development and implementation of a methodology for the pre-service musical art teachers’ readiness for the artistic communication with adolescents in the process of piano training.
