Структурні компоненти творчого розвитку майбутнього вчителя музичного мистецтва

Abstract

(ua) У статті автор розглядає структурні компоненти творчого розвитку майбутнього вчителя музичного мистецтва на заняттях з основного музичного інструменту (фортепіано). До структурних компонентів творчого розвитку студента-музиканта відносяться чуттєво-емоційний, художньо-образний та виконавський.

(en) At the present stage of systematic identification and approbation, purposefulness and improvement of various methods in musicology and music-pedagogical levels of education, the creative development of the future music teacher appears as an integral part of his future professional competence. Creativity as well as performance influence the comprehensive development of an instrumentalist musician at any stage of learning. Creativity stimulates the student to extraordinary music lessons. The main form of work in the piano class is individual lessons, which should be considered as one of the leading links in the learning process. They create conditions for comprehensive education and upbringing of the student, allow to solve pedagogical tasks consistently, to develop creative initiative and independence. The analysis of musical and pedagogical literature allowed to single out the following structural components of professional and creative development of the future teacher of musical art in the course of classes in the class of the basic musical instrument (piano) as sensory-emotional, artistic and figurative and performing. The art of playing any musical instrument is based on the unity of artistic image and technical skill, which allows the musician to convey to the listener what he wants to express his performance. Constant improvement of technical skills is the musician's work to expand his capabilities in the embodiment of artistic images. Thus, the main task of organizing the learning process in the classroom of the main musical instrument (piano) is to train a competent, broad-minded music teacher who owns the instrument, with a developed need for independent, creative activity. Achieving this task is possible provided that the following structural components of professional and creative development of the student: sensory- emotional, artistic and performing.