METHODOLOGICAL APPROACHES TO THE PRE-SERVICE MUSICAL ART TEACHERS’ ARTISTIC AND COMMUNICATIVE READINESS FORMATION IN THE PROCESS OF THE PIANO TRAINING

Abstract

The purpose of the article is to theoretically substantiate and characterize the methodological approaches to the pre-service musical art teachers’ artistic and communicative readiness formation in the process of their piano training.

Methodology. The methodological basis of the study is the competency-based, personality-centered, culturological, activity-based and axiological approaches. The competency-based approach allows us to consider artistic communication as a component of the musical art teacher’s professional competence. The personality-centered approach ensures taking into account the individual emotional and creative characteristics of students and adolescents. The culturological approach actualizes the dialogue of cultures and artistic traditions in the process of piano training. The activity-based approach focuses on an active artistic and communicative practice, and the axiological approach focuses on the formation of a value attitude towards musical art. The study uses the methods of the theoretical analysis, synthesis, generalization of pedagogical concepts, the comparison, and systematization of scientific sources.

Scientific novelty is in clarifying the essence of the pre-service musical art teacher’s artistic and communicative readiness; substantiating a set of the methodological approaches aimed at the integration of students’ performing, interpretative and communicative activities.

Conclusions. As a result of the theoretical analysis, it was established that the artistic and communicative readiness is the pre-service musical art teacher’s important professional characteristic, which ensures the effective artistic interaction with pupils. It is proven that the effectiveness of the artistic and communicative readiness formation largely depends on the orientation of the pre-service teachers’ piano training to their awareness of a musical image, the development of the interpretative thinking, the emotional expressiveness and pedagogical reflection. The leading methodological (interpretative and dialogical, emotional and reflective, communicative and activity-oriented and pedagogically oriented) approaches the implementation of which will contribute to the formation of students’ ability to artistic dialogue, empathy and creative interaction have been determined.

The prospects for the further research are related to the experimental verification of the effectiveness of the proposed methodological approaches, the development of the criteria and indicators of the artistic and communicative readiness formation, as well as the creation of the educational and methodological support for the pre-service musical art teachers’ piano training.