Екстраполяція методичної спадщини фортепіанної педагогіки у фортепіано-виконавську самопідготовку майбутніх учителів музичного мистецтва

Abstract

У статті розглянуто можливість екстраполяції методичної спадщини видатних музикантів-піаністів у фортепіано-виконавську самопідготовку студентів, майбутніх учителів музичного мистецтва в процесі фортепіанної підготовки. Цей процес представлений у якості педагогічної умови формування методико-спрямованої самореалізації майбутніх учителів музичного мистецтва – піаністів. Уточнено смисл ключових понять, обґрунтовано принципи й методи реалізації означеної педагогічної умови.

The article considers the possibility of extrapolation of the methodological heritage of outstanding musicians-pianists in piano-performing self-training of students, future teachers of musical art in the process of piano training. This process is presented as a pedagogical condition for the formation of methodologically directed self- realization of the future teachers of musical art – pianists. The meaning of key concepts is clarified; the principles and methods of realization of the specified pedagogical condition are substantiated. It is proved that methodological efficiency of the introduction of the pedagogical condition of extrapolation of the methodological heritage of piano pedagogy in piano- performing self-training depends on the nature of the systematization and structuring of the educational information. It is emphasized that extrapolation of the methodological heritage of piano pedagogy to piano-performing self-training contributes to the methodologically directed self- realization of the future teachers of musical art, since it optimally influences development of skills of the analysis of artistic-performing peculiarities and interpretation of musical works, expansion of piano-performing technological thesaurus, activation of creative thinking, self- motivation, raising the level of methodological competence. It is advisable to introduce this condition in accordance with such principles: understanding of the prevailing artistic superiority when it comes to understanding the methodological heritage; empathic and interested attitude to piano-performing methodological achievements and recommendations. In the framework of implementation of this condition, the following methods are used, such as: the method of analytical and comparative projects; the method of performance- methodological presentations; the method of problematic seminars-disputes.