Інструментально-виконавська діяльність як складова фахової майстерності сучасного вчителя музичного мистецтва

Abstract

(uk) Стаття висвітлює специфіку, зміст та форми інструментально-виконавської діяльності вчителя музичного мистецтва загальноосвітньої школи. Проаналізовано науково-методичний та практичний досвід підготовки студентів мистецьких факультетів в інструментальних класах, накреслено способи оптимізації цього процесу з урахуванням сучасних вимог.(ru) Статья освещает специфику, содержание и формы инструментально-исполнительской деятельности учителя музыкального искусства общеобразовательной школы. Проанализированы научно-методический и практический опыт подготовки студентов факультетов искусств в инструментальных классах, намечены способы оптимизации этого процесса с учетом современных требований.(en) The article highlights the particularity, contents and forms of instrumental performance of a teacher of music in secondary school. The improving of the process of a future music teacher’s training means the implementation of new up-to-date approaches and methods into the system of training at art faculties. Music classes at secondary school have their own specifics and serve the important functions, such as aesthetic, cognitive, educational. Creating centers of aesthetic education of pupils in secondary schools significantly expands and at the same time deepens the requirements to musical training for music professionals who need to skillfully play the role of a teacher and accompanist, illustrator, soloist (singer, instrumentalist) and lecturer. The preparation for these types of professional activities is in the curriculum and is performed in the classroom for primary and secondary instruments, orchestral and accompanist classes, instrumental ensemble. A complete musical instrumental training of students is impossible without interdisciplinary connections. The interaction with such subjects as choral conducting, solo singing, vocal ensemble, school song repertoire, history of music, harmony, analysis of musical forms, polyphony arrangements and methods of musical education is especially important. This comprehensive mastering of school repertoire (instrumental, vocal and choral) prepares future teachers to different kinds of music and educational activities, such as conducting music lessons, supervising of musical circles (choirs, orchestras, vocal and instrumental ensembles), teaching particular music courses in aesthetic centers, being a concertmaster of a choir, band, or orchestra, accompaniment to soloists (vocalists, instrumentalists). The article analyses the methodological and practical experience of training of art schools student in instrumental classes, outlines the ways of optimizing the process to meet modern requirements.