STAGES OF FORMATION OF ARTISTIC-AXIOLOGICAL CULTURE OF FUTURE TEACHERS OF MUSIC ART

Abstract

The article presents the results of experimental research on the problem of formation of artistic and axiological culture students in the system of higher music and pedagogical education, determining the optimal sequence of this process. As a result the formative experiment, four stages of formation of artistic and axiological culture of future teachers music art were identified.
The purpose of the work is to research and identify optimal ways of forming the artistic and axiological culture of future music teachers in the process of professional training.
Methodology. The research methodology is based on the ideas of competence. cultural and axiological approaches, which provide for the orientation of professional training of future teachers of musical art on the formation of the Culture Person, its value orientations, and axiological worldview.
The scientific novelty of the study consists in updating the problem of axiological direction of professional training of future specialists in the field of performing arts and teaching musical disciplines; in the development of methodological aspects of the formation of the artistic and axiological culture of future music teachers based on taking into account the specifics of piano teaching as a means of practical implementation of the knowledge and skills acquired by students in evaluating art phenomena; identifying the stages of the sequential implementation of pedagogical work in the specified direction.
Conclusions. As a result of the formative experiment, four stages of the formation of the artistic and axiological culture of future music teachers were determined. The first stage involves stimulating students' research activity, expanding their artistic erudition and ideas about the educational potential of art. The second stage is focused on the development of students' ability to analyze musical works, reasoned determination of their own value position. The third stage is subordinated to the goal of activating students' readiness for the creative projection of their own values in musical performance and pedagogical activities. The fourth stage is subordinated to encouraging students to self-evaluate the results of artistic and pedagogical activities as a basis for improving their own axiological training. Therefore, the specified stages are implemented as a holistic process, which leads to the growth of students' evaluation activity in various types of professional training.