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  • Документ
    Formation of Artistic and Communicative Skills of the Future Teacher in the Process of Piano Training in Scientific and Pedagogical Discourse: Essence and Component Structure
    (СумДПУ імені А. С.Макаренка, 2022) Siui Mini; Сюй Міньї
    The article clarifies the essence and develops the component structure of forming artistic‐communicative skills for future music teachers in the process of piano training. It is noted that communication is a multi‐faceted and complex process of spiritual‐psychological connection that reveals the pertinent issue of interaction. Artistic‐communicative skills are examined as a combination of several complex professional actions enabling active artistic communication between students and works of musical art (particularly piano) through the exchange of musical information, specific emotions, ideas based on dialogical communication during perception, comprehension, realization, interpretation (artistic and performative), and adequate evaluation for their own creative expression. The essence of the fundamental concept of research, "formation of artistic‐communicative skills for future music teachers," is defined as a complex multi‐aspect process allowing higher education learners to cultivate necessary skills to manage relationships among conversational partners (including pedagogical ones). A component structure for shaping the artistic‐ communicative skills of future music teachers in piano training is developed: motivational‐organizational, cognitive‐sensory, activity‐creative, reflexive‐evaluative. Key words: formation, artistic‐communicative skills, future music teachers, piano training, component structure, motivational‐organizational component, cognitive‐sensory component, activity‐creative component, reflexive‐evaluative component.
  • Документ
    The Model of Methodology of Formation of Future Music Teachers’ Artistic‐Communicative Skills in the Process of Piano Training
    (СумДПУ імені А. С. Макаренка, 2023) Siui Mini; Сюй Міньї
    The article develops a model of methodology of the formation of future music teachers’ artistic‐communicative skills in the process of piano training. This model comprises several components: the target, theoretical‐ methodological, procedural, and result‐oriented. The target component delineates the purpose and objectives of formation of future music teachers’ artistic‐communicative skills in the process of piano training. The theoretical‐ methodological component encompasses scientific approaches and pedagogical principles for formation of these skills. Within the procedural component, structural components for nurturing these skills are identified, along with pedagogical conditions and stages for their development in the process of piano training. The result‐oriented component of the model envisages achieving a creative (high) level of proficiency in artistic‐communicative skills for future music teachers. Criteria, indicators, and proficiency levels for these skills are established, detailing a criterion model for their formation in the process of piano training. Characterizations are provided for the proficiency levels of future music teachers’ artistic‐communicative skills in the process of piano training: creative (high), constructive (intermediate), and reproductive (low). The study asserts that the developed methodology for formation of future music teachers’ artistic‐communicative skills in the process of piano training is effective and beneficial for implementation in higher education settings.