Педагогічні умови формування темпо-ритмічних виконавських умінь майбутнього вчителя музики

Abstract

У статті здійснено уточнення теоретичної моделі темпо ритмічних умінь майбутнього вчителя музики в процесі навчання гри на фортепіано, що складається з мисленнєво-операційного асоціативного; індивідуально-чуттєвого; художньо-ментального та виконавсько інтерпретаційного, поліфункціонального компонентів. Обґрунтовано педагогічні умови формування темпо-ритмічних виконавських умінь, які запроваджуються в навчальний процес за етапами: настановно компетентнісним, технологічно-рефлексивним, творчо-виконавським, педагогічно-продуктивним.

The article presents the elaboration of the theoretical model of tempo rhythmic skills of the future music teachers in the process of learning to play the piano; shows that it consists of thought-operating, associative; individual sensual; artistic-mental and performing-interpretative, polyfunctional components. The blocks of skills appropriate to each component are presented. The aim of the article – on the basis of scientific approaches to substantiate pedagogical conditions of the future music teachers’ tempo rhythmic skills formation in the process of learning to play the piano. According to the results of presented material it is concluded that the component model of the future music teachers’ tempo-rhythmic skills, which is used in the process of learning to play the piano, is a holistic professional unit, components of which are closely interrelated. Positive changes in the structure and level of tempo-rhythmic abilities are provided by the phased implementation of the following pedagogical conditions: targeted enrichment of metro-rhythmic and tempo thesaurus of the future music teachers; stimulating of reflection of the metro-rhythmic sense through transfer of methodological support regarding the compliance with the time parameters of performance from external stimuli to internal; accentuation of independent work at the art-image context of metro rhythm and tempo. The effectiveness of the implementation of the proposed conditions provided by their gradual implementation: from the setting-competency-based, technologically-reflexive, creative-executive to the pedagogically-productive stage. Scientific-methodological basis of the developed pedagogical conditions have become thesaurus, anthropological and hermeneutic approaches.