Методичне забезпечення підготовки майбутніх викладачів мистецьких дисциплін до роботи з різновіковим контингентом здобувачів музичної освіти

Abstract

Стаття присвячена проблемі методичного забезпечення підготовки майбутніх викладачів мистецьких дисциплін до роботи з різновіковим контингентом здобу-вачів музичної освіти. Підготовка розглядається як процес, результатом якого є підготовленість майбутніх викладачів мистецьких дисциплін, зокрема, працювати з учнями початкових, старших класів, а також з дорослими в умовах неформальної освіти. Зазначені категорії учнів позначено як здобувачі музичної освіти. Змістовою лінією роботи з таким контингентом обрано фортепіанну підготовку. The article is devoted to the problem of methodological support for the preparation of future teachers of artistic disciplines to work with a mixed-age contingent of music education learn-ers. This preparation is considered as a process resulting in the professional readiness of future teachers to work with primary school pupils, high school students, as well as adults in non-formal education settings. These categories of students are designated as music edu-cation learners. Piano training was chosen as the core content line for working with such a contingent. The research aim is to develop methodological support (stages, pedagogical con-ditions, and methods) for preparing future teachers of artistic disciplines to work with a mixed-age contingent of music education learners, based on mastering piano performance as the primary content line of the educational and pedagogical process. The methodological support is presented as a theoretical model for the phased implementation of pedagogical conditions and methods. The first stage – activation of contextual thinking – involves the following ped-agogical condition: stimulating artistic-mental processes while working on the musical text within the paradigm of contextual learning. Within this condition, cognitive-search tasks are introduced, ranging from analyzing the urtext to creating an editorial version in accordance with artistic-pedagogical tasks of a contextual nature. The second stage – accumulation of experience in modeling music teaching methods – applies the condition of concentrating the acquisition of methodological experience through role-playing forms of piano instruction (assuming the roles of a teacher and students of different age groups, and adapting methods accordingly while working on the artistic image of a piece). Innovative technologies, aug-mented reality, virtual aesthetics, and polymodality of image perception are utilized within this condition. The third stage – creative application of the acquired methodological experience in working with various age categories – involves the systematic application of project-virtual learning tools in the context of diverse artistic-pedagogical tasks. This stage utilizes the sci-entific-search method of contextual learning (developing interpretation variants for different audiences) and creating a “map of metaphors” when working on an image according to the age-specific characteristics of learners. The scientific novelty of the study lies in identifying three interconnected stages of methodological support for preparing future teachers for work with a mixed-age contingent of music education learners.